高年级英语教学：如何用“高期望”与“深反馈”助力学生持续成长？

在当今全球化的教育背景下，英语教学早已超越了单纯的语言习得。它承载着培养学生批判性思维能力和跨文化沟通素养的使命。九年级是学生从基础语言学习迈向更学术化、更具分析性表达的关键过渡期。因此，课堂教学必须在语言能力发展、学习策略掌握与品格成长之间找到平衡。

哈罗横琴英语组秉持以学生为中心的理念，设计了一套系统化且个性化的课程体系，确保每一位学习者都能开启一段富有意义且循序渐进的成长之旅。正如英语组组长在视频中所言：“我们的目标是，无论学生的起点在哪里，都能成长为他们所能成为的最好的双语者。”

英语组根据学生的个性化需求提供定制化课程，以应对我们学校多元的语言背景和学术阶段。课程涵盖“英语作为附加语言”（EAL）、“英语作为第二语言”（ESL）和“英语作为第一语言”（EFL），确保从初中早期直至IGCSE考试的学习路径连贯统一。

小班化教学是我们的特色。这使得教师能够提供个性化的指导与密切的关注，确保每位学生——无论起点如何——都能获得充分的支持与鼓励。此外，我们还为有需要的学生开设“英语强化班”，提供密集的英语支持，帮助他们顺利过渡到其他学科领域的学习，并在全英文授课环境中建立自信

视频中呈现的九年级课堂，生动诠释了我们“高期望、深反馈、共成长”的教学理念。在这节课上，学生们围绕此前一份分析性写作的反馈展开学习，通过与老师和同学的协作，不断打磨和完善自己的作品。

这一实践体现了“三步反馈循环”模式

（目标导向→过程反馈→促进指导）：

1. 目标导向：教师首先明确学习目标，并展示优秀范例；

2. 过程反馈：学生获得关于语言运用、结构与内容的针对性评语；

3. 促进指导：通过反思与同学互评，学生修改作品，并为下一步提升设定新目标。

课堂中尤为可贵的是学生间展现出的协作精神与信任感。他们自信而尊重地为彼此提供建设性反馈，这表明他们已将成长型思维内化于心。正如高年级校长在视频中提到：“我们看到学生不仅在接收教师的反馈，同时也在互相帮助——这是语言学习中最强大的能力之一。”

高质量的教学离不开一支专业而强大的团队支撑。哈罗横琴的高年级英语组汇聚了经验丰富的双语教师和以英语为母语的外籍教师。双语教师深刻理解学生如何在语言系统间习得与转换，而英籍教师则带来了来自英国课堂及国际课程体系的宝贵专业经验。

团队通过定期的专业发展、协同备课和课堂观察紧密合作，确保所有课程保持高质量与连贯性。教师不仅是知识的传授者，也是专业的学习者榜样，他们展现出我们同样希望培养学生具备的品质：求知欲、反思精神以及持续的专业成长。

高年级英语教学的核心在于持续成长的理念。从我们的课堂实践中可以看到，高标准、精准的反馈以及支持性的学习文化，是推动学生进步的关键动力。通过反思与协作，学生培养了更强的自主性与批判意识——这些能力将在学术写作乃至更广阔的领域使他们受益。

展望未来，英语组将继续探索新的可能性，例如创办学生杂志、拓宽辩论与公众演讲的机会等，以进一步培养学生的独立性、自信心与学术参与度。

我们坚信，真正的卓越并非一个固定的终点，而是一个持续发展的过程——它在每一次尝试、每一刻反思与每一步成长中逐渐成形。

In today’s globalised education landscape, English teaching goes far beyond language acquisition. It carries the mission of cultivating students’ critical thinking skills and intercultural communication competence. Grade 9 marks a crucial transition from foundational language learning to more academic and analytical expression. As such, classroom teaching must strike a balance between linguistic development, learning strategies, and character growth.

Our English Department upholds a student-centred philosophy, designing a systematic and personalised curriculum that enables each learner to embark on a meaningful and progressive learning journey. As the Head of English remarked in her interview:

“We want to make sure that our learners, no matter where their journey starts, grow and flourish into the best bilingual speakers they can be.”

The English Department offers a bespoke curriculum tailored to students’ individual needs, addressing the diverse linguistic backgrounds and academic stages within our community. The curriculum encompasses English as an Additional Language (EAL), English as a Second Language (ESL), and English as a First Language （EFL), and ensures a coherent continuum of learning from early secondary through to the IGCSE examinations.

Small class sizes are a distinctive feature of our approach. They allow teachers to provide personalised guidance and close monitoring, ensuring that every student—regardless of their starting point—receives ample support and encouragement. Additionally, our Accelerated English classes offer intensive English support for those who require it, enabling smooth progression into other curriculum areas and helping students gain confidence in their English-medium studies.

The Grade 9 lesson featured in the interview vividly illustrates our philosophy of “high expectations, deep feedback, and shared growth.” In this session, students engaged with feedback on a previous analytical response, working both with the teacher and with their peers to refine and improve their work.

This practice reflects the three-step feedback cycle (feed up → feedback → feed forward):

1. Feed up – Teachers begin by clarifying learning objectives and presenting models of excellence;

2. Feedback – Students receive targeted comments on language use, structure, and content;

3. Feed forward – Through reflection and peer review, students revise their work and set new goals for further improvement.

A particularly valuable aspect of the lesson was the sense of collaboration and trust among students. They provided constructive feedback to one another confidently and respectfully, demonstrating that they had internalised a growth mindset. As the Head of Upper School concluded: “We saw students not only receiving feedback from teachers, but also helping each other – that is one of the most powerful skills in language learning.”

High-quality teaching is sustained by a strong and professional team. Our English Department brings together experienced bilingual teachers and native English-speaking teachers. Bilingual educators understand how students acquire and transfer between linguistic systems, while British teachers bring valuable expertise from UK classrooms and international curricula.

The team works collaboratively through regular professional development, joint planning sessions, and lesson observations, ensuring consistency and excellence across all courses. Teachers act not only as instructors but also as expert learners, modelling curiosity, reflection, and continuous professional growth—qualities that we seek to instil in our students as well.

The core of Upper School English teaching lies in the idea of sustained growth. From our classroom practice, we have seen that high standards, precise feedback, and a supportive learning culture are the key drivers of progress. Through reflection and collaboration, students develop greater autonomy and critical awareness—skills that will serve them well in academic writing and beyond.

Looking ahead, the English Department will continue to explore new possibilities, such as developing the Student Editorial platform and broadening opportunities for debate and public speaking, to further cultivate students’ independence, confidence, and intellectual engagement.

We believe that true excellence is not a fixed outcome, but an ongoing process—one that takes shape through every attempt, reflection, and moment of growth along the way.