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上学期末， 成都晟珀小学阶段全体学生在CAT4测试中表现优异，与英国本土同龄学生成绩对比，我校在CAT4测评四大领域的得分，即文字推理、图形推理、数字推理和空间能力，均超出英国本土平均水平。其中，96%的学生各测评单项得分处于“平均或以上”等级；39%学生的四项综合评分“高于平均水平”；6个孩子四项平均分超过125分（英国平均分是100分）。

今年2月，我校荣获“2022年中国英国商会院校奖——中国最佳新校奖”，专家小组根据我们的学校愿景、教学标准及学术水平，如何确保教育资源具有全球竞争力，以及如何在日常中实施人文关怀政策等方层面进行评判。通过照片、视频和社区评价，以及对学生作品的全面评估，展示了我校扎实而无可匹敌的实力。

CAT4测试成绩和 "中国最佳新校奖 "就是成都晟珀办学实力的最好证明。

如此口语能力，是因为成都晟珀始终贯彻高质量的教学标准，特别是在英语教学方面，这些高标准使我们的孩子在学习上突飞猛进。本文，我们一起来看看晟珀学子的英文口语能力如何养成？成都晟珀是如何教授英文？又是如何帮助孩子在学习中取得成功？

以学生为中心，外籍+中方老师全力保驾护航

在英语教学中，成都晟珀从孩子的入校第一课开始就将优秀的教育教学方式方法融入其中。在幼儿园阶段，孩子的语言发展是通过师生之间、生生之间的交流互动，而不仅仅是对孩子单向输出来进行的。

课堂上，老师们有效地示范语言，并结合各种先进的教学法，包括共同阅读、叙述故事和提高词汇量等方式。我们运用丰富的视频、图片、实物素材和实践活动，确保孩子们能够获得大量的学习机会，并取得进步。我们为孩子们营造沉浸式的语言环境，尤其为掌握新词汇提供大量的运用场景，这，至关重要。同样，我们也鼓励家长在家庭中给孩子提供阅读的环境和氛围，当孩子们获得足够的阅读技巧和进步之后，家长再与孩子一起阅读，如此进一步促进孩子的语言发展。

我们在引导孩子阅读，发展孩子阅读技能时，会通过诸如画画等形式来辅助阅读理解，并且还有成体系的测评机制去评估孩子的阅读目标和达到的阅读能力。我们采用《牛津阅读树》和Star Reading分级阅读，通过个人阅读、小组阅读和阅读竞赛游戏等方式，充分激发孩子们的阅读兴趣，并以此提升其阅读技能。

值得一提的是，班级的分层分级阅读，完全做到了以学生为中心，不仅根据能力制定每个学生的阅读计划，更对语言基础相对薄弱的学生给予充足的个性化支持。除中文外，学校所有学科皆是英文教学。在幼小阶段，学校采用外籍及中方老师双班主任制，每班均配备一名全科老师及一名中方老师，部分年级和学科还配备专科教师和中方助教，他们都具备丰富的国际学校教学经验， 通过联合备课和通力合作，他们专业、广博、精深的知识技能体系能让语言能力较弱的孩子在短期内迅速获得提升。

世界级文学作品植入晟珀课堂

学生了解历史，阅读文学，品味哲学，学会分析社会人生

随着孩子们进入到课程第一和第二关键阶段，我们的教学方法也随之变化。口语和听力技能的学习仍然是优先项，与此同时我们引入了更多的小组合作项目。同学之间开展协作学习是所有课程的主要形式之一。这使我们的学生能够在同龄人中充分发展他们的个性化思维，表达自己的观点并例证。减少老师们的讲授时间，促进学生们积极讨论——这种 “儿童对话 ”是我们教授英语的基础。最新的教育专业研究表明，儿童对话、讨论和合作对孩子们获得最大化的发展起着关键作用。

此外，我们的主题式课程在幼小部各学段贯彻实施，旨在通过教授和阅读引人入胜的小说和不同风格的文学作品来实现孩子们的英文学习进步。孩子们不仅要学习英语词汇，还要学习故事和人物的构建方式，以及英语文学文化背景等方面的知识。

在我们的小学高段，甚至有散文、小说、诗歌等更高要求的阅读作品。例如，在四年级课堂上，我们阅读了C.S Lewis的《狮子、女巫和魔衣橱》。这个经典的奇幻故事背景是20世纪40年代初，这意味着孩子们不仅需要了解故事情节，还需要了解当时的文化背景。在阅读和分析完这部小说后，孩子们开始计划、起草、修改、编辑和出版他们自己的奇幻故事，构建起一个充满想象力的世界。

写作练习是日常功课，我们不仅注重书写规范，更注重写作内容都是来源于学生自己的思考，并有效地使用语法和广泛的词汇。而高等级的语法概念，诸如比喻和隐喻的使用，则贯穿整个第二关键阶段的写作课程。

教师会确保孩子们在写作时站在读者角度，使用不同的高级写作技巧，以不同方式感染读者，同时鼓励学生在不同学科的写作中都能运用这些技巧。我们也通过阅读技巧教学来提高写作技能，这有助于提高学生的语言熟练度，掌握优秀的句法结构和其他写作必备的基础技能。

成都晟珀的英语教学培养了孩子们扎实的听说读写能力。这些教学方法贯穿于我们的课程中，为孩子的文学素养打下了良好基础，使他们能够在中学毕业后，甚至在未来的人生道路中能够在语言、文学领域不断发展并取得成功。

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Mastering English and Cultivating Literacy - English Teaching in Junior School at SPGSI Chengdu

Students from SPGSI Chengdu Junior School excelled in their CAT4 tests last term, surpassing the UK average scores in all four areas: verbal reasoning, non-verbal reasoning, quantitative reasoning, and spatial ability. 96% of students scored "average or above" in each individual assessment, with 39% receiving a composite score "above average". Six students scored over 125 points on average in all four areas (compared to the UK average of 100 points).

In February of this year, our school was awarded the "Best New School 2022". The panel evaluated our school vision, teaching standards, academic levels, education resources and the implementation of pastoral care. Through photographic evidence, videos and community feedback, along with a comprehensive assessment of student works, the school demonstrated solid and unparalleled success. 

The CAT4 test scores and the "Best New School 2022" award are real proof of SPGSI Chengdu’s academic excellence.

Our students impressive English-speaking skills can be attributed to the high-quality teaching standards consistently upheld by SPGSI Chengdu, especially in teaching Literacy. These standards have led to our children making great progress in their learning. This article explores how students at SPGSI Chengdu develop their English-speaking skills, and how are English classes delivered. Why is our programme so successful?

Student-centered,  with Expat Homeroom Teachers and Co-Teachers working together to provide full support and guidance

It is important when teaching English to embed great practice from the very beginning of our children’s journey in the school. In our Early Years classes, the development of communication and language is prioritised through communication WITH the children, not just TO the children.  

Adults in the classroom model language effectively and use a wide range of approaches, including shared reading, storytelling, and activities extending the children’s vocabulary. Videos, pictures and concrete materials can help all children access any learning and make progress. Immersing the children in this environment and also providing context for any new vocabulary is vitally important. Parents can support this development by, firstly reading to the children at home before their children can read, then reading with the children once they have made sufficient reading progress.

When guiding children in reading and developing their reading skills, we utilise techniques, such as drawing, to assist with comprehension. We also have a systematic assessment mechanism to evaluate their reading goals and abilities. We use the Oxford Reading Tree and Star Reading programmes. Through individual reading, group reading, and reading competitions, we inspire children's interest in reading and enhance their reading skills.

It is worth mentioning that the tiered reading approach is completely student-centered. Reading plans are not only tailored, but also provide personalised support for students with weaker language competence. Apart from Chinese, all subjects are delivered in English. In the Junior School we adopt a teaching partnership system with both Expat Homeroom and Chinese Co-Teachers working together. All year groups have specialist teachers working with them alongside Chinese teaching assistants who have a rich experience in international school teaching. Through collaborative lesson planning and teamwork, their professional, comprehensive knowledge and skills can help children with more limited language abilities to quickly improve over a short period of time.

Classic literary works integrated into classrooms

As the children progress through the Junior School into Key Stage 1 and Key Stage 2, our approach changes. Speaking and listening skills are still prioritised, but this is also done in collaboration with other children in the class. Peer to peer learning is a staple of all of the lessons. This allows our children to develop their own thinking, expressing their opinions and justifying their reasons. Teacher talk is reduced and the children’s discussion time is increased. This ‘child talk’ is one of the building blocks of how we teach English. The most up to date educational research has shown that child talk, discussion and collaboration leads to the best progress for our children.

In addition, our thematic curriculum, implemented across the school, is designed for progress in English through the teaching and reading of engaging classic novels and literature. The children are not just taught English vocabulary, but also how stories and characters are formed and other cultural aspects of English literature.

In our upper primary classes, there are even more demanding reading materials such as essays, novels, and poetry. For example, in our Year 4 class, we read The Lion, The Witch and The Wardrobe by C.S Lewis. This classic fantasy story is set in the early 1940s which meant the children not only needed to learn the plot of the story, but also the cultural references of the time. Having read and analysed the novel, the children then planned, drafted, revised, edited and published their own fantasy stories set in an imaginary world.

The practice of writing is taught every day, with not just a focus on cursive handwriting, but also the composition of their own writing, the effective use of grammar and developing an extensive vocabulary. High grammar concepts, such as the use of similes and metaphors, are taught throughout Key Stage 2 across a wide range of genre writing.

We also endeavor to make sure our children are thinking of the reader when writing and to use different advanced writing techniques to impact the reader in different ways. This is also then encouraged cross-curricular with these writing aspects being used in different subjects. Writing skills are also improved through the teaching of reading which helps increase language acquisition and models excellent sentence structure and other writing fundamentals.

The teaching and learning of English at SPGSI Chengdu develops in our children a wide range of language and literacy skills. It is embedded across our curriculum and gives our children an excellent foundation to progress and achieve beyond their Junior School experience.

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