英语课程

Have fun with PBL. Have learning visible.

Display of Unit 1 Project Works

十一月的秋风徐徐吹来预示着收获丰收的果实。在这个美好的秋天里，小学部一二三年级的同学们迎来了本学期外教英语课程首批单元主题探究项目式学习（PBL）的阶段性成果分享。学生们通过各种的探究活动体验，阐述着对不同探究主题的各自理解和思考。

The Autumn breeze in November represents the season of harvest has come. In this lovely season, the grade 1-3 students from Weiming elementary school have finished their project based learning on the first unit, and displayed their summative project works. Through a variety of inquiry-based activities, they have shown us their understanding and reflection on each topic.

一年级 Year 1

学科主题：玩具Theme – Toys

核心概念：形式功能观点 Key Concepts – Form Function Perspective

总结性评估任务：绘画分享“玩具” Summative Project – My Drawing: Toys

探究历程：学生从歌曲中了解Pink Fong喜欢的玩具，通过和Pink Fong交朋友，学习I like ________s.和玩具词汇，在和Pink Fong道别后，回归自身，和同桌分享自己喜欢的玩具，并把它制作成小画作和更多的人分享。

Process of Inquiry – Students firstly got familiar with Pink Fong’s toys through singing a song. Then they made friends with Pink Fong and learnt the key structure “I like ______s.” and toys vocabulary. After waving hands and saying “goodbye” to Pink Fong, they got back to their classroom to share toys they like with each other, and finally got to draw a picture “My Toys” to share their favorite toys with more people.

学生作品 Students’ Works：

二年级 Year 2

学科主题：教室 Theme – Classroom

核心概念：形式联系功能 Key Concepts – Form Connection Function

总结性评估任务：开放日海报“我的教室”

Summative Project – Open Day Poster “My Classroom”

探究历程：学生先从视频中观看教材主人公的教室，在主人公学校的开放日中，了解教室课室的句型There is/are…以及必备词汇（物品/方位），再回到自己学校，为班级设计开放日海报.

Process of Inquiry – Students firstly paid a visit to key characters’ classroom. They followed the tour guide, and mastered the key structure “There is/are…” and key vocabulary about classroom items and positions. After they returned to Weiming school, they finished Weiming G2 Open Day poster “My Classroom”.

学生作品 Students’ Works：

三年级 Year 3

学科主题：家庭树 Theme – Family Tree

核心概念：形式联系观点 Key Concepts – Form Connection Perspective

总结性评估任务：班级分享“我的家庭树”

Summative Project – Class Sharing “My Family Tree”

探究历程：学生先通过课本主人公的家庭树主图了解他们的家庭成员以及成员间的联系，并联系自身，感知自己在家庭中的位置，并自发地表达对家庭的感激与爱。

Process of Inquiry – Students firstly took a look at the key characters’ big family tree, and learnt about their family members and relationship. Then they related that to their own family, sensed their role in it and actively expressed their love and gratitude towards their family members.

学生作品Students’ Works：

探究是不断挑战未知，学会质疑、思考、归纳、总结与反思的过程，相信在下一个项目中，学生都能有更多的进步与收获。

Inquiry is about taking the challenge to explore the unknown, learning to question, think, and sort out ideas, and eventually having reflection. We believe that students will make greater progress and acquire better learning in the next PBL unit.

供稿：陈骏、汤丽莉；编辑：李华冰