今天這篇文章與以往不同的是，王萍Apple老師分享了自身的雅思教學(xué)經(jīng)驗(yàn)。Apple具備11年英語教學(xué)經(jīng)驗(yàn)，21歲以優(yōu)異的成績碩士畢業(yè)于法國精英大學(xué)——雷恩高等商學(xué)院，并加入新東方國外考試部，曾幫助過成千上萬的學(xué)生。在她看來，加入天行，是她數(shù)十年教學(xué)經(jīng)驗(yàn)的沉淀與升華。
In today's article, Ms. Wang shares her own IELTS teaching experience. She has 11 years’ experience in English teaching. At the age of 21, She graduated with a master's degree from Rennes School of Business, an elite French university, and joined the Foreign Examination Department of New Oriental, helping thousands of students. From her perspective, Joining Teenson International School is the accumulation and sublimation of her teaching experience.
加入天行之后，我一直在探究的問題是：國際高中應(yīng)該培養(yǎng)學(xué)生具備怎樣的英文能力，才能在未來的競(jìng)爭(zhēng)當(dāng)中脫穎而出？以及以何種方式去培養(yǎng)這些能力，如何去更好地完成教學(xué)？
After joining Teenson, I have been exploring the question: what kind of English ability should international high schools cultivate for students to stand out in future competition? And, more importantly, how to achieve these targets through teaching?
▲本文作者Apple老師
培養(yǎng)學(xué)生的學(xué)術(shù)英文能力
國外大學(xué)強(qiáng)調(diào)的是學(xué)生的學(xué)術(shù)英文能力（Academic English），比如閱讀英文資料，聽懂教師授課，參與課堂討論甚至獨(dú)立完成演講，以及撰寫論文等。具備這些能力的學(xué)生，能夠在學(xué)業(yè)上取得更大的優(yōu)勢(shì)。試想一下，如果一個(gè)學(xué)生可以在課前預(yù)習(xí)階段，使用快速閱讀的技巧自學(xué)掌握基礎(chǔ)知識(shí)點(diǎn)，之后得以在課堂上充分吸收教師的講解，積極參與課堂上由教師引導(dǎo)的分析與討論，提出有價(jià)值的問題，同時(shí)記錄好課堂筆記用于課后復(fù)習(xí)記憶，并在期末考試中撰寫出邏輯清晰論文，那么其學(xué)業(yè)成績必然不會(huì)太差。我自己就是這樣的一個(gè)例子。
Foreign universities emphasize academic English ability, including reading English materials, understanding lectures, participating in class discussions and even delivering speech, and writing papers. Students equipped with these abilities can gain a greater advantage in their studies. Imagine, if a student can apply fast reading skills to master basic knowledge as preparation before class, absorb teacher’s explanation, actively participate in discussion guided by teachers, and propose valuable questions in class, jot down class notes for exam revision, and write logical essays in final exams, their academic performance won’t be too bad. I am an example of this myself.
▲新年晚會(huì)上Apple老師與學(xué)生
而這些能力，也正是雅思（A類）、托福考試出題者試圖去評(píng)估的語言能力。
And these are the language skills that test-makers of IELTS and TOEFL are trying to evaluate.
英文有其本身的語言之美，但其內(nèi)容更有思維之美、知識(shí)之美。學(xué)習(xí)英文的樂趣，更多地在于吸收知識(shí)，培養(yǎng)思維。
English has its own beauty in language, but it also has beauty in thinking and knowledge. The pleasure of learning English lies more in absorbing knowledge and cultivating thinking.
比如語法，我認(rèn)為其側(cè)重點(diǎn)在于準(zhǔn)確地理解和充分地表達(dá)。如果語言的學(xué)習(xí)只背單詞不學(xué)語法，那么在閱讀時(shí)會(huì)“單詞都認(rèn)識(shí)，意思不理解”，甚至開始在腦海當(dāng)中排列組合，拼湊出似是而非的句意，做題的時(shí)候正中出題者“下懷”。所以語法的學(xué)習(xí)第一方面是要側(cè)重理解能力。第二方面是側(cè)重表達(dá)能力。是為了準(zhǔn)確表達(dá)自己的意思和思維，才不得不使用特定語氣、使用復(fù)雜的結(jié)構(gòu)。而如果用復(fù)雜的語法表達(dá)簡(jiǎn)單的意思，作文難免顯示頭重腳輕，甚至在雅思考試中有背誦之嫌而被壓低分?jǐn)?shù)。所以，寫作中語法的講解，也要結(jié)合思維的拓展，循序漸進(jìn)地學(xué)習(xí)，同時(shí)讓學(xué)生體會(huì)到語言之美。在考試中，語法理解不準(zhǔn)確，聽力、閱讀難得高分；語法掌握不充分，口語、寫作難得高分。
For teaching grammar, I think the emphasis lies on accurate understanding and adequate expressing. Memorizing words without learning grammar would result in “knowing all the words without understanding the meaning”. Students even try to randomly arrange the words in their mind to make up a paradoxical meaning of the sentence, and eventually fall in to the trap designed by exam-maker. Therefore, grammar learning firstly should focus on accurate understanding, and secondly adequate expressing. Students use a specific tone and complex structure only in order to express their meaning accurately. Using complex grammar to express simple meaning would make the composition disharmonious, even be suspected as recitation and obtain low scores in IELTS. Therefore, the teaching of grammar should be combined with the development of thinking, so that students can realize the beauty of language step by step. In the exam, students without accurate understanding rarely score high in listening and reading, while those without adequate expressing rarely in speaking and writing.
▲Apple老師對(duì)學(xué)生進(jìn)行口測(cè)
再比如詞匯，我喜歡追根溯源的思維，從語源的角度理解單詞的本來意思，再向?qū)W生拓展單詞在不同語境中的比喻義(metaphor meaning)及具體用法。這樣記憶更準(zhǔn)確、更容易遷徙，單詞的使用也更加靈活、地道，在各種場(chǎng)景（如TED演講、外文期刊）中遇到也能夠更好地理解其意思。
For teaching vocabulary, I’d like to trace back to etymology, firstly teach the original meaning, and then elicit metaphor meaning in different contexts. In this way, the memory of Chinese meaning is more accurate, and easier to migrate; and the usage of words is more flexible, so that students can better understand them in TED talks or English magazines.
而發(fā)音的教學(xué)，除了單個(gè)音素的音準(zhǔn)，我更強(qiáng)調(diào)重讀、語音現(xiàn)象、語調(diào)及節(jié)奏。因?yàn)檫@些可以讓聽眾更容易理解你要表達(dá)的意思，同時(shí)也顯得更加流利。語言學(xué)習(xí)最終的目的是實(shí)現(xiàn)溝通。
In the teaching of pronunciation, I emphasize stress, intonation and rhythm. This will make it easier for the audience to understand what you are trying to say, and at the same time make your speech more fluent. The ultimate goal of language learning is communication.
在天行，有沉淀，更有升華
天行有著十分優(yōu)秀的教學(xué)氛圍，有每周固定的教研活動(dòng)推動(dòng)教師不斷成長，有和新東方的聯(lián)合教研去一起探究最適合中國國際高中生的語言教學(xué)方式，有慷慨的同事互相聽課共同進(jìn)步，有經(jīng)驗(yàn)豐富的教學(xué)校長給我們提供寶貴的教學(xué)建議。在這樣的環(huán)境中，我的角色也慢慢從講授者變成引導(dǎo)者。我變成了一個(gè)友善、慷慨、發(fā)散的雜家，讓學(xué)生成為課堂的主角。我會(huì)每天精心給學(xué)生設(shè)計(jì)作業(yè)單，引導(dǎo)學(xué)生有效地自主學(xué)習(xí)，一點(diǎn)一滴地成長；我會(huì)廣泛使用課外材料，去拓展學(xué)生的知識(shí)、詞匯和思維，激發(fā)學(xué)生的學(xué)習(xí)興趣；而合作式的教學(xué)方式，往往有奇效，學(xué)生們?cè)诤献骱透?jìng)爭(zhēng)的氛圍中，經(jīng)常做出超出我預(yù)期的表現(xiàn)。在學(xué)生的要求下，我也會(huì)設(shè)計(jì)游戲、競(jìng)賽、辯論、演講等課堂環(huán)節(jié)，同學(xué)們躍躍欲試，提升語言的應(yīng)用能力及自信心，并積極參加校外的演講比賽。
Teenson has a very good teaching atmosphere. Here we organize teaching and researching activity every week, conduct joint research with New Oriental to explore the most suitable English teaching method for Chinese international high school students, provide valuable teaching suggestions given by experienced teaching principals. In such an environment, I gradually change my role from a lecturer to a mentor. I became a kind, generous, and divergent person, making students the key character of the class. I will deliberately design the homework to guide students to learn independently and make gradual progress. I will make extensive use of extracurricular materials to expand students' knowledge, vocabulary and thinking, and simultaneously stimulate their interest in learning. Moreover, the cooperative teaching method I employed often works dramatically, since students often do better than I expected in cooperation and competition. At the request of students, I also design games, competitions, debates, speeches and other classroom activities. Students are eager to try, meanwhile to improve their language ability and self-confidence. I also encourage them to actively participate in the extra-curricular competitions.
▲課上，學(xué)生在做presentation
期待以我的教學(xué)經(jīng)驗(yàn)和理念，幫助更多天行的孩子，培養(yǎng)出優(yōu)秀的語言應(yīng)用能力，并在出國考試中斬獲佳績。
With my teaching experience, I am looking forward to helping more talented children develop excellent language ability and achieve satisfying results in the overseas exams.
End
撰寫：Apple 王 萍
攝影：Jack 方 晨
編輯：Wendy 賈西貝
翻譯：Apple 王 萍
朗讀：Cathy 樂開心
主編：Jane 肖 依
總編：Gary 高 陸
文章來源：公眾號(hào)《天行中文》
