來源：市場資訊

（來源：ISA Tianhe 愛莎天河）

In EY3, our exploration of The Tiger Who Came to Tea became a rich and meaningful literacy experience that significantly supported the children’s development in English. Through this familiar and engaging story, the children were immersed in language in a way that felt purposeful, exciting, and relevant to their own lives.

在中班的學(xué)習(xí)中，我們以繪本《老虎來喝下午茶》為主題，開展了內(nèi)容豐富、意義深刻的英文閱讀活動(dòng)，有效促進(jìn)了孩子們的英語能力發(fā)展。通過這個(gè)親切又有趣的故事，孩子們自然沉浸在語言學(xué)習(xí)中，學(xué)習(xí)目標(biāo)明確、過程生動(dòng)有趣，內(nèi)容也與他們的日常生活緊密相關(guān)。

From Practice to Creative Application

從練習(xí)到創(chuàng)意應(yīng)用

A key strength of this unit was the introduction of a real problem to solve. The unexpected arrival of the tiger sparked curiosity and discussion, encouraging the children to think critically, ask questions, and express their ideas. This sense of purpose motivated them to communicate more confidently, both verbally and in their writing. The children were eager to talk about the characters, retell events, and predict what might happen next, which naturally strengthened their speaking and listening skills.

本單元的一大亮點(diǎn)，是為孩子們設(shè)置了真實(shí)可探究的問題情境——老虎的突然到訪，這激發(fā)了孩子們的好奇心與表達(dá)欲，引導(dǎo)他們主動(dòng)思考、大膽提問、清晰表達(dá)自己的想法。帶著明確的學(xué)習(xí)目標(biāo)，孩子們在口語表達(dá)與書面表達(dá)上都變得更加自信。他們樂于討論故事角色、復(fù)述情節(jié)、預(yù)測后續(xù)發(fā)展，聽說能力也在不知不覺中得到了提升。

As their confidence grew, so did their enthusiasm for writing. The children began to see writing not just as a task, but as a meaningful way to share their thoughts and ideas. They engaged in a variety of writing opportunities, from labelling and sentence building to creating simple story maps that helped them understand story structure, including characters, setting, problem, and solution.

隨著自信心不斷提升，孩子們對(duì)寫作的熱情也日益高漲。他們漸漸發(fā)現(xiàn)，寫作不只是一項(xiàng)學(xué)習(xí)任務(wù)，更是分享想法與觀點(diǎn)的有意義方式。課堂中，孩子們參與了豐富的寫作練習(xí)：從物品標(biāo)注、句子創(chuàng)編，到繪制簡單的故事結(jié)構(gòu)圖，逐步理解故事中的角色、場景、矛盾與解決方式，清晰掌握故事框架。

One of the most exciting outcomes of this unit was the children’s ability to transfer their learning creatively. Inspired by the story, they began to invent their own narratives by imagining different animals visiting their homes. From elephants drinking all the water to monkeys making a mess in the kitchen, the children used their imagination to create unique and entertaining stories. They then brought these ideas to life through their own writing, demonstrating growing independence, vocabulary use, and confidence in English.

課程最令人欣喜的成果，是孩子們能夠創(chuàng)造性地遷移所學(xué)知識(shí)。受故事啟發(fā)，他們開始自主創(chuàng)編故事，想象不同動(dòng)物來到自己家中做客——大象喝光了所有水，猴子把廚房弄得一團(tuán)糟……孩子們用想象力創(chuàng)作出獨(dú)一無二、妙趣橫生的故事，并將這些想法化為生動(dòng)的文字，展現(xiàn)出越來越強(qiáng)的學(xué)習(xí)獨(dú)立性、詞匯運(yùn)用能力與英語表達(dá)自信。

This approach not only supported language development but also fostered a genuine love for storytelling. By connecting literacy to play, imagination, and problem-solving, the children became more engaged, expressive, and motivated learners.

這樣的學(xué)習(xí)方式不僅促進(jìn)了語言發(fā)展，更讓孩子們真正愛上了講故事。我們將閱讀、游戲、想象與問題解決相結(jié)合，孩子們變得更加投入、樂于表達(dá)，學(xué)習(xí)的主動(dòng)性也越來越強(qiáng)。

Immersive Tea Party

沉浸式茶會(huì)

The Tiger Who Came to Tea

One of the most powerful moments of the unit was our tea party experience. This gave the children the opportunity to step inside the story and bring it to life. By recreating the tea party, the children were able to use key vocabulary in a real-life context, engage in meaningful conversations, and deepen their understanding through hands-on experience. This immersive approach allowed them to connect language with action, making their learning more memorable and meaningful.

本次主題活動(dòng)中最動(dòng)人的環(huán)節(jié)，莫過于我們的主題茶會(huì)。孩子們仿佛走進(jìn)了故事里，讓繪本情節(jié)真實(shí)上演。通過重現(xiàn)茶會(huì)場景，他們在真實(shí)的生活情境中運(yùn)用核心詞匯、自然交流，并在親身體驗(yàn)中加深對(duì)故事的理解。這種沉浸式學(xué)習(xí)讓語言與行動(dòng)緊密相連，讓孩子們的學(xué)習(xí)過程更加深刻、難忘。

Writer 作者

Ms. Nazeerah

Homeroom Teacher

主班老師

Tel: 020-88900909 & 19924635385

Website: www.isagzth.com

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