解读顺义诺德安达的英语语言及文学教学
在北京顺义诺德安达学校，英语不仅是一门独立的学科，还是教与学的媒介。对学生而言，理解授课的语言能够搭建更深学习的阶梯。
流利的英文能力还能帮助学生在所有学科中建立必要的基础，这也正是诺德安达所有教师在各个学科中都会为学生提供发展语言的场景和契机。
英语语言及文学教学
LANGUAGE AND LITERACY DEVELOPMENT
学习语言的源动力来自于使用这门语言的需求和需要。双语学校的环境不仅需要学生使用英语作为师生和同伴之间的学习交流，还引导学生逐步适应以英语为主要语言的生活日常。
除了英语听说技能，我们还期待通过鼓励学生对于英语的热爱，激发学生广泛地阅读各种书籍，并发展学生综合写作技能。通过这些实践，学生能够自如地用英语表达自我观点、深刻思考和个体感受。
通过体裁来学习英语语言文学
GENRE-BASED LEARNING
我们所实施的基于文学体裁学习英语的方式脱胎于英国教学体系及资源，并系统性地结合了剑桥的语言习得目标。这种学习以循序渐进的虚构及非虚构的各类文学体裁作为支撑，逐步提高学生的英语综合能力。
词汇、语法和拼写都将融入在各类文本中进行学习，这能促进学生觉知语言如何应于于实际以及能达到何种效果。作为学习英语必不可少的一部分，听说技能从低年级就开始作为课堂语言融入教学，助力学生随着年级的不断增高而学会各种各样表达自我的方法。
学生在每一个文学单元都会聚焦学习一种主要文体，以原版文章作为范本，来锻炼自己的阅读理解能力，同时学会并鉴别不同的文体特征。在所有文学单元的最后一个阶段，学生都将设计、撰写并编辑一段属于他们自己的文章。教师们将使用最能反映学生文学水平的评估标准，系统性地为文章做出测评。
The Teaching and Learning Cycle
每个文学教学单元都将从愉悦的指导阅读开始。通过阅读和学习的深入，学生开始解构文章对分析重点文本，然后学习其中的词汇和常见语法，最后撰写同文体的文章。这类“脚手架”学习法，能够让学生在实际应用中充分地表达想法并实践语法和修辞的应用。
学生会学习哪些体裁呢？
WHAT GENRES DO THE STUDENTS LEARN?
学生将学习到极为广泛的虚构（如小说）及非虚构（如新闻报道）的文学体裁。每个文学体裁都和同时期的主题式学习相契合，并在不同年级对同一体裁进行更有深度的学习。
在顺义诺德安达学校的中学部，学生则开始学习更多的文学鉴赏技能。每个文学体裁单元的用时更长，而且通常要进行整本小说的学习。学生不仅要阅读分析小说主旨，还要学习小说中出现的所有关键词汇和句式语法。
除了文学学习外，学生还要学习如何撰写文学评论和小论文，同时对于语法结构温故知新。这些贯穿每一个文学单元的学习过程，都能帮助发展学生在不同文体中的写作能力。
剑桥考试局IGCSE英语课程
CAMBRIDGE iGCSE ENGLISH
所有北京顺义诺德安达学校的学生都会在10年级结束的时候参加IGCSE的英语考试。英国剑桥考试局为英语非母语者提供两种英语课程，供不同英语水平的学生选择，分别是第二语言课程（对英语水平要求较高）和附加语言者课程（对英语水平要求较低）。
这两种课程都可以帮助学生掌握受益终生的英语技能和知识。
此课程的目标是：
• 发展学生高效使用英语进行日常交流的能力；
• 打造坚实的英语能力，能够用英语应对未来的工作，为今后求职就业打下基础；
• 发展学生对语言本质的感知力和学习语言的能力；
• 帮助学生完成自我发展和完善。
学习内容：
顺义诺德安达会给学生提供多种学习材料与资源，从而构建他们的阅读和写作技能。学生们将学会选择相关的细节，来理解平铺直叙和弦外之音的表达区别，并且针对不同目的和读者进行练笔。
通过使用演讲、对话等一系列听力材料，学校也会培养学生的英语听力。而当学生参与到各种主题的讨论中时，则会锻炼他们在不同场景、针对不同听众，来准确地表达自我的能力。
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At NAS Beijing, Shunyi English is both a subject in its own right and the medium for teaching; for students, understanding the language provides access to the whole curriculum.
Fluency in the English language is an essential foundation for success in all subjects, which is why we ensure that all of our teachers take opportunities to support English language development through their subject disciplines.
英语语言及文学教学
LANGUAGE AND LITERACY DEVELOPMENT
We understand that the key motivation for students to develop language is to facilitate their wants and needs. The bilingual school environment requires students to use common functional language to communicate with their teachers and classmates and to navigate their day-to-day lives within the school. In addition to speaking and listening skills, we want to inspire a love of learning English which enables students to read widely and to develop comprehensive writing skills so that they can express their ideas, thoughts, and feelings in English.
As a result we have designed our English programme to provide an immersive English language environment which facilitates both language and literacy learning. Our aim is to inspire students to develop their reading and writing skills through the use of engaging and authentic texts in a range of genres.
通过体裁来学习英语语言文学
GENRE-BASED LEARNING
Our genre-based approach is modelled on the frameworks and resources from the UK and combined with a systematic set of English language Outcomes from Cambridge. It is structured around a progressive series of non-fiction and fiction text types, with increased complexity as the students move through the grades.
Vocabulary, grammar and spelling is learned in context to increase students’ awareness of the purpose and use of language. Speaking and listening forms an integral part of the experience, from learning conversational and classroom language in the lower primary to developing more complex ways to express ideas as the students move through the school.
Students will be guided through Literacy units focusing on a main genre, using authentic literature as a model for the students’ reading comprehension practice as well as their understanding and identification of different text features. At the end of each unit, the students will plan, write and edit a piece of independent writing which will be assessed using a set of criteria which best reflects the Literacy level of each student.
The Teaching and Learning Cycle
Our teaching and Learning Cycle takes the students through a guided process of reading and enjoyment of the text, through into text deconstruction and identification of key text features.
The students practice using vocabulary and grammar structures commonly present within the genre and then plan and write their own version of the text type. This process scaffolds learning, giving students the opportunity to express their ideas and use grammar features in a real context.
学生会学习哪些体裁呢？
WHAT GENRES DO THE STUDENTS LEARN?
Students learn a variety of different fiction and non-fiction text types as they move through the school. Each text type is carefully chosen to connect with the thematic learning unit and to increase in complexity as the students revisit each genre at different grade levels.
In our Secondary School, students begin to develop more Literature analysis skills. Units are longer in duration and focus around a core novel. Students will read and analyse the main themes in the novel while at the same time developing their understanding of key vocabulary and grammar structures they encounter along the way.
In addition to their Literature studies, students learn how to write commentaries and short essays as well as developing and reviewing more complex grammar structures. They will develop their writing skills in a variety of genres throughout each unit.
剑桥考试局IGCSE英语课程
CAMBRIDGE iGCSE ENGLISH
All students at NAS Beijing Shunyi will sit an IGCSE in English at the end of Grade 10. Cambridge offers two differentiated level courses for students, English as a Second Language (for higher level students) and English as an Additional Language (for lower-level students).
Both English courses offer learners the opportunity to gain lifelong skills and knowledge.
The aims are to:
•Develop learners’ ability to use English effectively for the purpose of practical communication
•Form a solid foundation for the skills required for further study or employment using English as the medium
•Develop learners’ awareness of the nature of language and language-learning skills
•Promote learners’ personal development.
COURSE CONTENT
Students are presented with a variety of stimuli that will build up their skills in reading and writing. They learn to select relevant details, understand the difference between what is directly stated and implied, and practise writing for different purposes and audiences.
Students listen to a range of spoken material, including talks and conversations, in order to develop listening skills. Students engage in conversations on a variety of topics, and develop their skills in responding to different situations and audiences with a degree of accuracy and clarity.
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