一堂好课，是师生共同生长的现场；
一次深度教研，是课堂不断走向更好的开始。
A good lesson is a space where teachers and pupils grow together;An in-depth teaching and research session is the starting point for continuous improvement in the classroom.
11月5日上午，合肥市包河区协和双语学校特别邀请包河区教研员陈福秋主任莅临学校，走进英语课堂，对我校三位英语教师的课堂教学进行现场观摩与专业指导。三节课，三个年级与课型切面，从阅读理解、语法学习到任务型综合实践，呈现了老师们对课堂设计、学生学习与英语学科育人的不同探索。
On the morning of 5th November, SUIS Hefei Campus, extended a special invitation to Director Mr. Chen Fuqiu, the Baohe District teaching and research officer, to visit the school, observe English lessons and provide on-site professional guidance to three of our English teachers.Three lessons, spanning three year groups and a range of lesson types—from reading comprehension and grammar learning to task-based integrated practice—showcase the teachers’ diverse approaches to lesson design, student learning and the educational role of the English subject.
以故事为线，让阅读真正“发生”
Using Story as a Thread to Make Reading Truly ‘Happen’
第一节是二年级英语阅读课。Jennifer老师以自然流畅的课堂节奏和富有感染力的语音语调，将孩子们迅速带入故事情境。课堂中，学生始终保持高度专注，良好的学习习惯和课堂常规也让整个教学过程紧凑而从容。围绕故事阅读，Jennifer老师引导学生从人物、背景、情节、冲突以及解决方案五个维度逐步理解文本。孩子们不只是“读懂了几句话”，而是在老师的层层引导下，慢慢建立起对完整故事结构的认识。
The first lesson is a P2 English reading lesson.With her natural, fluid teaching style and engaging tone of voice, Ms. Jennifer quickly draws the children into the story. Throughout the lesson, the pupils remain highly focused, and their good study habits and classroom routines ensure that the entire teaching process is both well-organised and relaxed.Focusing on story-based reading, Ms. Jennifer guided the pupils to gradually understand the text from five perspectives: characters, setting, plot, conflict and resolution.The children do not merely ‘understand a few sentences’; rather, under the teacher’s step-by-step guidance, they gradually develop an understanding of the structure of a complete story.
课程最后，老师借助“五指复述法”，帮助学生将零散的信息重新组织起来，用自己的语言完成故事复述。从理解到梳理，再到表达，阅读真正成为了一个完整的思维过程。
At the end of the lesson, the teacher used the ‘five-finger retelling method’ to help the pupils reorganise the scattered pieces of information and retell the story in their own words.From comprehension to organisation, and on to expression, reading truly becomes a complete thought process.
从情境中来，到真实表达中去
From the Situation to Authentic Expression
第二节是四年级英语语法课。语法学习如何避免机械讲解和反复操练？Jenny老师用一堂真实、鲜活的课堂给出了自己的答案。课堂遵循“从情境中感知——从表象中归纳——再回到真实语用”的学习路径，让学生首先在具体语境中接触语言现象，再通过观察、比较自主发现规律，最终将所学语言运用到表达之中。
The second lesson is a P4 English grammar lesson.How can we avoid mechanical explanations and repetitive drills when teaching grammar?Ms. Jenny provided her own answer through a genuine and lively lesson.Classes follow a learning pathway of ‘perceiving within context – generalising from observations – and returning to real-life usage’, enabling students to first encounter linguistic phenomena in specific contexts, then independently discover patterns through observation and comparison, and finally apply what they have learnt in their own expression.
为了让学习真正与每一个孩子发生联系，Jenny老师还为学生设计了个性化明信片，将语法知识融入孩子们熟悉且感兴趣的情境之中。在学习过程中，学生能够独立完成 “could” 相关句式的书写，并通过自主检查、同伴互查、小组分享不断修正和完善表达。语法不再只是黑板上的一条规则，而成为孩子真正能够使用的语言工具。
To ensure that learning truly resonates with every child, Ms. Jenny has also designed personalised postcards for her pupils, incorporating grammar concepts into contexts that are familiar to them and of interest to them.During the learning process, pupils are able to write sentences using ‘could’ independently, and continuously refine and improve their expressions through self-assessment, peer assessment and group sharing.Grammar is no longer just a rule on the blackboard, but has become a linguistic tool that children can actually use.
打破课堂边界，让英语成为完成任务的工具
Breaking Down Classroom Boundaries: Making English a Tool for Completing Tasks
第三节是二年级基于团队式学习的任务型综合实践课程。这节课Mia老师打破了传统语言课堂的边界，将英语学习与科学探究、阅读理解、合作交流等内容自然融合。课堂围绕“成为一名合格的动物园管理员”这一核心任务展开。
The third lesson is a task-based, integrated practical course for P2 pupils, based on team-based learning.In this lesson, Ms. Mia broke down the boundaries of a traditional language classroom, seamlessly integrating English learning with scientific inquiry, reading comprehension and collaborative communication.The course centres on the core objective of ‘becoming a competent zoo keeper’.
孩子们首先在情境中复习本单元的核心语言，随后通过画廊漫步与站点轮转的课堂组织方式，在小组合作中循环问答、阅读并完成六份不同的动物主题材料。在不断移动、观察、阅读、交流的过程中，英语不再只是需要记忆的知识，而成为孩子获取信息、解决问题和与同伴合作的工具。
The children first revise the core vocabulary for this unit within a contextual setting, and then, through classroom activities such as the ‘Gallery Walk’ and ‘Station Rotation’, work in small groups to take turns asking and answering questions, reading and completing six different animal-themed tasks.Through constant movement, observation, reading and communication, English ceases to be merely knowledge to be memorised and instead becomes a tool for children to access information, solve problems and collaborate with their peers.
以研促教，让每一次课堂都成为成长的起点
Promoting Teaching Through Research:Making Every Lesson a Starting Point for Growth
听课结束后，陈福秋主任与授课教师及英语组老师展开深入交流。围绕课堂目标、教学活动设计、学生思维发展、语言真实运用以及任务型课堂的实施等方面，陈主任结合三节课的实际情况给予了细致指导。他既肯定了课堂中的亮点，也从学生真实学习的角度进一步追问：
Following the lesson, Director Mr. Chen Fuqiu held in-depth discussions with the teacher who delivered the lesson and the members of the English department.Focusing on aspects such as lesson objectives, the design of teaching activities, the development of pupils’ thinking, the authentic use of language and the implementation of task-based lessons, Director Mr. Chen provided detailed guidance based on the specific circumstances of the three lessons.Whilst recognising the highlights of the lesson, we also probe further from the perspective of the pupils’ actual learning:
活动为什么这样设计？
学生在这一环节究竟学会了什么？
语言学习是否真正转化为了理解、思考与表达？
Why was the activity designed in this way?What exactly did the pupils learn during this part of the lesson?
Has language learning truly been transformed into understanding, thinking and expression?
一次听课，不只是对一堂课的观察；一次教研，也不只是对教学方法的讨论。它让老师重新回到“学生如何学习”这一最核心的问题上，在一次次课堂实践与专业对话中，不断校准教学方向。开放课堂，让专业的目光走进来；深耕教研，让更多新的可能发生。
Attending a lesson is not merely an observation of a single lesson;A teaching and research session is not merely a discussion of teaching methods.It brings teachers back to the most fundamental question—‘how do students learn?’—and enables them to continually refine their teaching approach through repeated classroom practice and professional dialogue.Open classrooms, inviting expert perspectives;Deepening teaching and research, opening up new possibilities.
未来，合肥协和双语学校将继续以课堂为阵地，以教研为支点，在真实的学习现场中不断探索更有温度、更有深度、更有成长力的课堂。让每一次教研都有思考，让每一堂课都看见儿童，让每一次学习都真正发生。
In the future, SUIS Hefei Campus will continue to take the classroom as its main arena and teaching and research as its fulcrum, whilst constantly exploring ways to create lessons that are more engaging, more in-depth and more conducive to growth within authentic learning environments.Let every teaching and research session be a time for reflection,let every lesson focus on the children,and let genuine learning take place every time.
