~ Kim Wang
Curriculum Coordinator, International Department
Some say grammar is acquired naturally without formal instruction. Others, however, associate grammar with the repetitive drilling of language rules and formation. However, neither of these ideologies supports Kang Chiao's vision of developing independent, critical thinkers. In our approach to grammar teaching, we provide students with meaningful opportunities for interactions as they learn to communicate more accurately in everyday situations.
★ Creating Learner-Centered Contexts that Encourage Natural Grammar Use
Here at Kang Chiao, we are placing increased emphasis on designing grammar lessons that trigger students to use the target grammar naturally in conversations. Our teachers frame their grammar lessons around realistic scenarios or tasks based on different grade-leveled students’ life experiences, providing students with a means to discover the grammar rules for themselves.
For example, to practice using accurate adjectives in English, a Grade 1 teacher asked her students to help build a block castle birthday card for her nephew, knowing that young children have an innate desire to help. Students excitedly discussed what colors or shapes of blocks they would like to use for the roof or windows without realizing they were learning about adjectives that day. Eventually, they realized adjectives function as describing words to help clarify the specific object they indicated.
Students in middle grades are very sociable and place friendship at the top of their priorities. Therefore, during a grammar lesson in which Grade 4 students explore present tense yes/no questions in a meaningful context, they were tasked with discovering who would be their best buddy to have fun or relax with after school. They spontaneously used the simple present tense to make questions to interview their classmates to find out who shares similar interests. After students revealed the names and hobbies of their potential playmates, the teacher guided the class to work out the correct grammatical structure of present tense questions for themselves. At the same time, they also understood the simple present tense is mainly described routines or habits.
In fifth and sixth grade, students are curious about the world beyond their family and friends. Around this age, students' capacity for critical thinking blooms. Nothing beats a good mystery to captivate students' interest and put their reasoning skills to work. In a grammar lesson on the past progressive and simple past tense, students had to solve the mystery of the missing diamond necklace on the Titanic from police notes. Through this activity, they discovered how these two past tense verb forms signify sequences or relationships between events in the mystery case.
★ For the Benefit of Our Children
These grammar lessons mentioned above are only examples of a fraction of our weekly grammar lessons that provide students with grade-level appropriate contexts. Through this type of grammar instruction, students stay engaged. Most importantly, the critical thinking techniques they acquire along the way can help them make sense of other unfamiliar grammar concepts in the future.
From the Editor
The Importance of Ecological Balance
國際處主任 賴國宜
The earth's natural assets are made up of animals, plants, land, water, the atmosphere and of course, humans. Together we all form part of the planet's ecosystem. In the project, Connections in Nature, our third graders learned about how living things affect each other and the importance of the balance in nature. They designed easy-to-read diagrams to show other students what they have learned. I would like to recommend you to read their reports and diagrams. These examples of ecosystems will teach our children to care for and respect the world of nature.
As the fall semester ends and winter break begins, I want to offer you our best wishes for a happy and healthy 2023.
傳統的英文教學就是背不完的文法規則和句型練習，近年，這個觀念已逐漸被「語言優先，文法其次」的理念取代，這一期我們邀請課研組長Ms. Kim用低、中、高年級三個課堂實例來說明，教師在文法課堂運用符合孩子生活經驗的情境，讓學生不知不覺的體驗「語用」，最後引導並歸納出「原來英文有這些規則」。我們相信要學會一種新語言，並不只是要學會抽象、規則化的語法系統，更重要的是能夠使用出來，透過溝通才能夠真正瞭解意思、並建構出自己的想法。
生態平衡是近年廣受重視的環境議題，三年級的孩子們最近跟著外師研究不同地區的生態系統，孩子們發現生態系統中的每一種生物彼此影響，任何物種的消失都可能造成生態系統的失衡，維持和諧的生態平衡才能確保自然環境的永續生存和穩定。他們不只寫研究報告還設計圖表說明，希望您看了也會跟孩子一樣對大自然產生更多連結，願意為愛護大自然盡一份心力。
又是新的一年，祝福所有的康橋家庭平安、健康、快樂、事事如意！