新西兰华德福小学的英文教学-国外如何教英文?

终于鼓起勇气写如何教英文,说实话,因为无知而带来的敬畏之心导致我不想插手女儿的英文学习,目前看起来,惊喜更多。

如果让我用简单的一句话概括女儿在新西兰华德福学校一年级的英文学习,我会毫不犹豫的说:她学了26个英文字母。真的,所有的教学内容,都是围绕着这26个字母展开的,但是,又不仅仅如此。

相信女儿和我一样,清晰的记着第一个学的字母:T。

老师以一个青蛙带朋友看世界的故事,展开了他的英文教学。

The Frog & The Seahorse

 

Long ago lived two friends, in a stream which lead into the sea, one of the friends wasa beautiful seahorse, and the other was a frog.

 

The seahorse Lived his life entirely in the water, swimming and playing with his friends in and out of the seaweeds and rocks.

 

The frog lived mostly in the damp of the nearby forest, catching small bugs forfood,  but often visited his friend theseahorse in the sea, to swim and play among the weeds.

 

They weregood friends although their lives were very different.

 

Often the Seahorse would ask the frog to tell of the world above the waves. And the frog would describe in the greatest possible detail all of the wonders of the world.Though this could take some time, as the seahorse did not understand many ofthe things the frog described.

 

“tell me of something you have seen above the waves” he would ask, and the frog would speak of something  she had seen in the forest,  at the waters edge, or some animal she hadseen.

 

 When describing a beautiful sunrise theseahorse would ask

“what is asunrise?’ the Seahorse may ask?

 

It is when the sun begins to rise into the sky, changing the night into day, the frogwould explain.

 

The seahorse would nod and listen, trying his best to understand.

 

Sometimes the frog would take a root from amangrove plant  and use it to draw in thesilt, images to show the Seahorse what she was describing. Sometimes these drawingstook days to complete, only then giving a glimpse into what it was like to  live above the water.

 

Then the friends would play in the shallows, swimming between the rocks and weeds. Until it was time for the frog to return to the forest for lunch. 

 

Tree

 

One day the Seahorse asked the frog to tell him of a tree he had once described. The frog began…

 

There is a tall and straight trunk of the tree, stretching up from the ground into the sky, the trunk extends into wide arms supporting beautiful green leaves, these are similar to the seaweed which grows here under the water. The tree has beautiful red flowers, with tiny specks of yellow. Sometimes when the wind blows the flowers fall to the ground and leave a crimson blanket. 

就这样,女儿和她的同学一起,在主课本上写下了第一个字母:T

老师说,我们并不以传统英文字母的顺序进行教学,例如ABCD,而是从简单易写的字母开始,的确,T是最简单的啊!

 

围绕这个字母的教学内容,除了故事,画画,还有和字母有关的发音。

在课堂上,老师带着大家寻找带T的单词,如Tawa,Tara, Trumpet,Tree……然后读出来,让大家知道发音。Tara是女儿同学的名字,女儿的英文名字是Jessica,为此,她可是盼了好久的J啊……

游戏:找单词

有很长一段时间,上学放学路上,我和女儿玩的都是这个游戏。以T为例,女儿说:T for Tree,然后我会说一个以T开头的单词,她说一个,我说一个,一直到我们都词穷为止。

这个游戏很有意思,也可以举一反三,我们现在玩“主题”游戏,选一个主题,例如animals,那每个人轮流说与animal有关的词。

这是上学和放学路上我们的“固定节目”,事实是,我们俩的词汇量都大有进步呢!

接下来的几个字母,仍然以青蛙的故事带领,学习了M,W,S,H,B,P,K,相信细心的你一定发现,这几个字母,就像是我们的象形字,每一个字母都有一个动物或实物对应。

M是mountain(山)

W是Weta,新西兰的一种昆虫

S是seahorse(海马)

H是Horse,女儿说老师画完自己都笑了,说他不会画马,哈哈!

B是butterfly(蝴蝶)

P是peacock(孔雀)

K是king(国王)

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接下来,步入了美妙的格林童话中,大量的格林童话故事,从这个时候开始女儿开始放松下来,因为老师讲的故事她都听过(通常周一我会问一下主班老师这周讲什么故事,然后在家里也同步讲这个故事)这对她来说松了口气,虽然她听不懂,但是根据有限的几个词,她能知道讲的什么以及故事内容。

这段期间,讲了《放鹅女孩》、《长发公主》、《渔夫和他的妻子》《Jack and the beanstalk》《跳舞磨破的鞋》《画眉嘴国王》等故事。

伴随着故事,这一年也进入尾声,女儿的主课本上开始出现书写,通常都是故事的一句话。老师在每次故事里,都会让他们选择一句话写在主课本上,这也是他们writing的开端。

最后大概两周,不再学字母,而是一边听故事,一边画画,一边写。故事依然以格林童话为主,《灰姑娘》《名字古怪的小矮人》《Mother Holle》……

但是,我认为最美妙的部分是学习元音字母,元音部分是单独学习的,有单独的故事,不是格林童话,还请来了优律诗美老师进班两周,伴随着优律诗美的韵律学习元音字母。

现在回想起来,更加的佩服女儿的主班老师,尽管是第一次当主班,真的是很有想法。

我问过他:是否他们有统一的教学计划,他给我看了前辈们留下来的书籍、笔记以及他自己买的书。他说:教学大纲是一样的,比如一年级教什么,但怎么教,是由每个老师自己决定的。

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好了,好不容易说完了这26个字母,除了这些,他们教音标吗?教语法吗?

二年级开始,女儿开始写的更多,读的更多,都是类似下面这样的一些朗朗上口的一段话,在读的过程中练习和发现一些字母或字母组合的发音。

再来看看怎么学习单数复数……这是老师教的另一段话。

As I was going to St. Ives,

I met a man with seven wives,

Each wife had seven sacks,

Each sack had seven cats,

Each cat had seven kits,

Kits, cats, sacks, wives 

How many were going to St. Ives?

所以,总结一下国外华德福的英文学习:

也教听说读写,但是和传统学校的方法不同,主要的教学方法在一年级阶段是故事、画画、歌谣、音乐等等;二年级开始不再是格林童话,大部分是寓言故事,这和华德福的教学大纲是一致的。

华德福教育是一个庞大的系统,表面上来看,通过艺术化的教学形式来教孩子知识,但是,对于孩子生命的影响却是更重要的部分。

在女儿身上,我看到了很多我望而莫及的品质:

做事完整有始有终、秩序感、专注、对学习的热情,还有被激发出的艺术潜力!渐渐开始明白,为什么华德福说培养的是一个完整的人-身心灵平衡发展的人。因为从女儿身上所看到的学习能力、思考能力、情感能力、意志力、创造力……都在全面平衡的发展,借由这些,可以窥见背后那勃发的生命力!