Dream Jar

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五年级的描述性写作

《吹梦巨人》（The Big Friendly Giant）是英国作家罗尔德·达尔 （Roald Dahl）于1982年创作的童话故事，这是五年级本学期重点学习的英文原版书。书中有大量丰富的词汇和比喻性语言，例如明喻、拟人和暗喻，有助于帮助学生掌握重要学习内容——描述性写作。

同学们在集会展示的就是运用描述性写作进行人物创作，通过多样的选词， 用有趣的语言延续和发展观点，使用形容词、副词、明喻、拟人和隐喻进行描述，塑造生动的人物形象。他们将在课堂上学到的内容应用在自创的巨人身上。

学生作品，左滑查看更多

这背后是哈罗横琴低年级英语教学常用的Talk for Writing 教学法：

循序渐进的英语学习

要是五年级的英语水平是低年级同学们的学习目标，那一年级是便是起点，必须在听、说、读、写技能方面打下坚实的基础。此外，在一、二年级教授扎实的自然拼读技能，鼓励学生定期进行短时阅读，这些都是语言发展的重要组成部分，随着学生年级的升高，语言任务的复杂程度也会逐渐增加。

一、二年级的学生在每周的英语课上明确学习自然拼读，并将其作为基本的教学内容。教师将采用一系列教学策略，包括直观教具、记忆法和单词游戏，并利用 RWI 语音方案的指导来强化语音学习和支持学生的语言习得。

在每个年级，英语学习的重点因学生的需要而异。不过，一般来说，一年级的重点是掌握基本的自然拼读、词汇和听力技能。在二年级，开始通过 "Talk for Writing "课程鼓励简单的造句和口语。到了三、四年级，阅读理解、语法技能和更复杂的句子结构成为英语课的核心内容，而到了五年级，则侧重于通过使用不同的文学技巧、尝试使用具有挑战性的词汇以及提高阅读的流畅性和理解力来培养学生的创造性写作技能。

到五年级结束时，学生应能根据自己的阅读年龄，运用以前所学的解码技巧，阅读一系列难度越来越大的文章，并能读懂未知的词汇。在此基础上，还能进行独立的、有创意的写作，在段落中混合使用简单和复杂的句子结构。除了这些阅读和写作技能外，五年级学生还将发展他们的口语和听力技能，并能在大多数时间用英语清楚地交谈。

低年级全程EAL支持

所有哈罗横琴低年级的学生都会定时进行英语水平测试，教师通过形成性评估来为学生提供有针对性的支持，帮助他们发展语音技能。有些孩子会参加强化 EAL （英语作为第二语言）课程，以获得更多有针对性的英语支持。 EAL 教师会与主班老师密切合作，共同规划并提供适当的支持和差异化的学习机会。

作为中方辅助导师，EAL老师对学生的英文提高有很大的帮助。在一个轻松、包容和多元的学习环境，让学生在学习英文时不会感到压力和恐惧。在课上，老师会根据学生的英文水平和学习需求，提供个性化的教学计划和资源，帮助学生更好地理解和掌握英文。

此外，老师会通过游戏、活动和故事等方式，让学生在轻松愉快的氛围中学习英文，提高学习兴趣和动力。

Dream Jar

singing

Descriptive Writing in Grade 5

The Big Friendly Giant, a 1982 fairy tale by British author Roald Dahl, is the original English book that is the focus of this term's Grade 5 study. The book is rich in vocabulary and figurative language, such as similes, personification and metaphors, which will help students to master the important learning element of descriptive writing.

What the students demonstrated in the assembly was the use of descriptive writing for character creation, creating vivid characters through a varied choice of words, using interesting language to sustain and develop ideas, and using adjectives, adverbs, similes, personification and metaphors to describe. They apply what they have learnt in class to their self-created giants.

Students' work, swipe left to view more

Behind this is the Talk for Writing method, which is commonly used in Harrow Hengqin's Lower School English teaching:

Step-by-Step English Learning

If English proficiency in Grade 5 is the goal of the Lower School, then Grade 1 is the starting point. To improve English, it is essential to build a strong foundation in listening, speaking, reading, and writing skills. Additionally, teaching robust phonics skills in Grades 1 and 2, and encouraging regular, short bursts of reading are vital components of language development, gradually increasing the complexity of language tasks as students’ progress through the grades.

Children in Grade 1 and 2 will be taught phonics explicitly as a fundamental part of their weekly English lessons. Teachers will use a range of instructional strategies, including visual aids, mnemonics, and word games, using guidance from the RWI phonics scheme to reinforce phonics learning and support students' language acquisition.

In each grade, the focus of English learning varies depending on the students' needs. However, generally, in Grade 1, emphasis is placed on acquiring basic phonics, vocabulary and listening skills. In Grade 2, simple sentence construction and speaking are encouraged by way of the 'Talk 4 Writing' programme. By Grades 3 and 4, reading comprehension, grammar skills and more complex sentence structures are at the core of English lessons, whilst in Grade 5, we focus on developing creative writing skills by using different literary techniques, experimenting with challenging vocabulary and reading with increased fluency and understanding.

By the end of Grade 5, students should be able to access a range of increasingly challenging texts, appropriate to their reading age, using previously taught decoding techniques to read unknown vocabulary. Students should be using such texts to inform their independent, creative writing and be able to use a mixture of simple and complex sentence structures within paragraphs that are correctly punctuated. Together with these reading and transcription skills, Grade 5 pupils will also be developing their speaking and listening skills, and be able to converse clearly in English most of the time.

EAL Support Throughout Lower School

All Harrow Hengqin Lower School students have regular English language proficiency tests and teachers use formative assessment to provide targeted support to help pupils develop their phonics skills. Some children attend an intensive EAL （English as an Additional Language）programme for more targeted English support. EAL teachers work closely with the homeroom teachers to plan and provide appropriate support and differentiated learning opportunities.

As a Chinese supplementary tutor, EAL teachers are instrumental in helping students to improve their English. In a relaxed, inclusive and diverse learning environment, students can learn English without feeling stressed or intimidated. In class, teachers will provide personalised lesson plans and resources to help students understand and master English better, according to their English level and learning needs.

In addition, teachers will use games, activities and stories to help students learn English in a relaxed and enjoyable atmosphere, and to increase their interest and motivation in learning.

The bilingual programme at Harrow Hengqin is rooted in the Chinese curriculum standards and inherits the rigorous teaching philosophy of Harrow School in the UK. The English language teaching in the Lower School follows the British teaching methodology, and the teaching plan is formulated in such a way that the English classes are taught by the homeroom teachers (all of whom are expatriate), with the Chinese Practitioners accompanying them in the classroom for guidance.