作为小学项目“我们如何组织自己”课程单元的一部分，我们期盼学生扩大对城市、城市架构、城市需求的了解。这周，我们一年级的学生参观了广州塔，充分利用城市丰富的社区资源开展探究活动。

As part of our PYP unit of inquiry on How We Organize Ourselves, we are looking forward to expanding our learning about cities, their organization, their needs and wants. This week, our Grade 1 students visited Canton Tower of Guangzhou, making full use of community resources to carry out inquiry activities.

我们参观了广州塔建构过程的展览，乘坐快速电梯到达广州塔的顶端，在450米的高空俯瞰整个广州的城市景观，还乘坐了世界上最高的摩天轮，在透明观光球舱中环绕一周，从360度观赏和感受城市的脉搏。

We visited the exhibition of how Canton Tower was constructed，took the express elevator to the top of Canton Tower, admired the whole Guangzhou landscape at a height of 450 meters. Moreover, we got the opportunity to enjoy the world’s highest observation ride of Bullbe Tram and felt the pulse of the city from 360 degrees.

学生们通过游览、玩乐、互动等不同形式的探究活动，对我们周边的城市有了深入的了解，开阔视野的同时，也认识到我们作为个体，和社会有着千丝万缕的联系，从而培养公民社会责任感。

Through different forms of inquiry activities, our first graders have gained a deep understanding of the cities around us. They also realize that we, as individuals, have countless ties with society. For a community to function, every single individual has the responsibility to each other.

在我们的课外活动“游戏设计课”中，学生们面临着成为思考者和问题解决者的挑战。每周，学生们以拼图的形式来解决编程难题。他们被赋予了一个明确的目标和拼图的不同部分，需要按照正确的顺序排列拼图以完成挑战。

One of our extra-curricular activities is Video Game Design where students are challenged to be thinkers and problem solvers. Every week, students tackle programming challenges in the form of puzzles.  They are given a clear objective as well as the pieces to the puzzle and they must put these pieces in the correct order to solve the challenge.  

随着课程的进一步深入，他们会面临更困难的挑战，例如学习条件语句、变量，以及坐标平面上的位置和移动。

As they progress through more difficult challenges, they learn about conditional statements, variables, flow control, and location and movement on a coordinate plane.

在寻求帮助时，学生们经常会听到老师的回答：“与问题搏斗！”因为最持久的学习经验往往来自于克服困难。我们在这门课上练习的一些学习方法是仔细观察，以便识别问题，在遇到不熟悉的情况时，运用技能和知识，并在挑战中坚持不懈。我们期待着由小小程序员编程出来的游戏和节日问候。

When asking for help, students will often hear their teachers reply, "Wrestle with the problem," because the most lasting learning experiences often come through overcoming struggle.  Some approaches to learning we practice in this class are observing carefully in order to recognize problems, applying skills and knowledge in unfamiliar situations, and persevering through challenges.  We look forward to games and holiday greetings created by our young programmers.

通过语言快乐地表达自己！让学英语更容易。我们都知道接触一门语言的时间越长，你就越擅长。

Have fun expressing yourself through words! Make learning English easier with this course. It is well known that the more time you are exposed to a language the better you will be with it. 

你是否期待听到来自多个作家的精彩故事？那你是否想过学习创作或者讲述你自己的故事呢？"讲故事"课程的设立，旨在帮助学生提高听力和口语技巧，并用英语展示学生的创造力。

Looking to listen to fascinating stories from a variety of authors? How about learning to write or tell some of your own? The aim of the Storytelling course is to help our students improve listening and speaking skills and express their creativity in English.

TWIS中文语言习得项目旨在一系列真实的情境中，培养学生学习语言、开展学习、工作和休闲娱乐所需要的交流和表达技能，并发展对不同的语言和文化遗产的尊重和理解。

Chinese Language Acquisition programme at TWIS aims to cultivate students' communication and expression skills required for language learning, studying, working, leisure and entertainment in a series of real situations, and to develop respect and understanding of different languages and cultural heritage.

本周，在“饮食与健康”单元评估中，九年级的同学结合自己国外的成长经历，分别向在场师生们介绍法国和英国的餐饮文化和西餐礼仪，图文并茂的演讲，精心准备的道具和问题，以及西餐礼仪的互动表演和最后小测验环节均反响热烈，现场笑声和掌声连连。

This week, as an evaluation part of Food and Health Unit, students in Grade 9 have conducted a Chinese presentation to the public, which combines their foreign growing-up experience to introduce the cuisine and dining etiquette in France and England, with an inspiring speech, well-prepared tableware, interactive games and quizzes, laughter and applause.

在“我周围的世界”单元评估中，我们的中文语言习得教师组织了“我是TWIS 代言人”的活动，4、5年级的学生制作了《欢迎来我的学校TWIS》的宣传海报，1、2、3年级学生制作《我和TWIS》的故事书，他们带着他们的作品给其他学生做公开演讲，获得最多贴纸的成为最受欢迎的TWIS代言人。

In the evaluation of The World Around Me unit, our Chinese teacher organized the "I am a TWIS spokesperson" activity. Students in G4 and G5 produced a poster for "Welcome to my school TWIS", and students in G1, G2 and G3 produced a storybook of "TWIS and Me". They brought their works to other classrooms to present them, and the one with the most stickers became the most popular TWIS spokesperson.