2018年，上海燎原雙語學(xué)校國際部正式成為IBO國際文憑組織所認(rèn)證的IB學(xué)校，秉承著專業(yè)、負(fù)責(zé)、嚴(yán)謹(jǐn)?shù)慕逃龖B(tài)度，學(xué)校以「全球視野、國學(xué)傳承、科學(xué)精神、人文素養(yǎng)」為育人目標(biāo)，堅(jiān)持國際教育和傳統(tǒng)教育的融合、多元智能和個(gè)性發(fā)展的結(jié)合、國家課程和校本課程的整合，培養(yǎng)具有國際情懷的終身學(xué)習(xí)者。以下是上海燎原雙語學(xué)校國際部IB課程一周簡(jiǎn)報(bào)。

上海燎原雙語學(xué)校國際部IB課程

G1C1

本單元的社區(qū)主題，孩子們釆訪了自己的父母從事什么樣的職業(yè)，有什么責(zé)任，并動(dòng)手畫了**中的爸爸媽媽以體會(huì)父母**的辛苦。

Children interviewed their parents about occupation and responsibilities ,and draw the work of parents to get the hard work of parents.

G1C2

本周,孩子們?cè)赨OI的課堂上一起討論了班級(jí)的崗位以及崗位的職責(zé)范圍。瞧!他們討論得熱火朝天，有的正思考著：什么崗位適合自己呢?

This week，the children discussed class positions and responsibilities in UOI classes.Look!They are discussing with enthusiasm. Some are thinking:What jobs are suitable for themselves?

G1C3

小朋友用剪紙的方式，找到學(xué)校里每一個(gè)職位。

The children use paper-cutting to find every position in the school.

G1C4

本周，孩子們先是小組討論班級(jí)中的小崗位，再是深入討論班級(jí)中崗位的職能，并以畫畫，拼音，漢字等不同的形式，來記錄每個(gè)小組的崗位職能，形象又直觀。

This week,the children discussed the positions in the class in groups, and then discussed the functions of the positions in the class deeply. They recorded the functions of each group in different forms ,such as drawing,pinyin and Chinese characters and so on.

G1C5

本周，小朋友迎來了UOI第二單元：社區(qū)。什么是社區(qū)?社區(qū)里面的群體從事著怎樣的**?……小朋友們帶著許許多多的疑問，跟著Miss Lexi在課堂上席地而坐，暢所欲言。

This Monday,the children started in the UOI Unit 2:community. What is a community? What kind of work does the community have? ......Children answered a lot of questions.They sat around Miss Lexi in class and spoke freely.

G1C6

孩子們認(rèn)真地畫著自己心目中最美的爸爸媽媽。

The children painted the most beautiful parents in their minds carefully.

G1C7

這周開始，我們了解了社區(qū)，先從班級(jí)了解，大家都在積極談?wù)撝嗉?jí)中各個(gè)崗位的重要性!

This week, we learned about the community.Everyone is actively talking about the importance of each position in the class!

G2C1

本周開始第二個(gè)探究單元--慶典。在導(dǎo)入階段，老師讓同學(xué)們準(zhǔn)備了一些關(guān)于慶典的物件。讓我們猜猜，這些都是什么慶典啊?

This week began the second unit of inquiry, celebrations. During the introduction phase, the teacher asked the students to prepare something about the celebration. Let's guess, what kind of celebrations are these?

G2C2

本周進(jìn)入慶典的主題，熟悉月份的英文拼讀，調(diào)查各自的生日，氣氛非常熱烈，連來聽課的家長(zhǎng)們也躍躍欲試了!

The theme of the CELEBRATIONS from this week, familiar with the English spelling of the month, the survey of their birthdays, the atmosphere is so warm that even parents attending the class.

G2C3

我們首先復(fù)習(xí)了一年中每月份單詞的拼寫和發(fā)音，這將有助于在接下來幾周我們討論世界各地將會(huì)舉行哪些月份的慶祝活動(dòng)。

看!我們使用班級(jí)生日表格來操練問題和回答短語“你的生日是幾月?”“what is your birthday”和“My birthday is in ___”來調(diào)查班級(jí)同學(xué)、老師和父母的生日。從調(diào)查中發(fā)現(xiàn)有些同學(xué)的生日竟然在同一天。那這十二個(gè)月都還有什么其它的慶典活動(dòng)呢?

We first reviewed the spelling and pronunciation of the names of each month of the year, which will help us talk about what months celebrations are held in around the world in future weeks.

Look! We are using the Classroom Birthdays worksheet to survey our classmates, teachers and parents, practicing the question and answer phrases “What month is your birthday?” “When is your birthday” and “My birthday is in ___” We found that some classmates’ birthday in the same date actually from the survey. What celebrations in these twelve months?

在探究課堂上，孩子們通過展示準(zhǔn)備的圖片和物件來積極參與討論什么是慶典。并以思維導(dǎo)圖的形式，深入感知慶典以及慶典中的各種活動(dòng)。

In inquiry class, children are actively involved in discussing what is celebration from showing photos and goods(such as red envelop in Spring Festival, ) . in the form of Mindmap, we have deep understanding of the celebration and their activities

G2C4

請(qǐng)問你的生日是幾月呢?我的生日在……

What month is your birthday?

My birthday is in ……

G2C5

我眼中的慶典—有春節(jié)、元宵節(jié)、婚禮、生日派對(duì)、頒獎(jiǎng)典禮、幼兒園畢業(yè)典禮等等。

Celebrations in my eyes - Spring Festival, Lantern Festival, wedding, birthday party, award ceremony, kindergarten graduation ceremony and so on.

G2C6

讓我們從了解每個(gè)人的生日開始，進(jìn)行慶典探索之旅吧。

Let's start a celebration tour from the beginning of everyone's birthday.

Grade3

結(jié)束充滿驚險(xiǎn)和好奇的“地球之旅”后，我們?nèi)昙?jí)的學(xué)生又開啟了新的旅程——“照相機(jī)之旅”。

帶著回憶，我們簡(jiǎn)單認(rèn)識(shí)了世界及中國最早的照相機(jī)，從感官上我們區(qū)分了黑白老照片和彩色照片的優(yōu)劣差異。我們很慶幸所處的時(shí)代有這么發(fā)達(dá)先進(jìn)的科學(xué)技術(shù)讓我們擁有了現(xiàn)在的數(shù)碼相機(jī)，并且認(rèn)識(shí)了相機(jī)的基本結(jié)構(gòu)。我們找來比較好看的照片和同學(xué)一起分享屬于自己的“照片故事”，娓娓道來，同學(xué)們都聽得津津有味。

照片里的內(nèi)容充滿了回憶，照片里的故事值得述說;同樣的景色不同的視角，景色里的故事千差萬別。我們都深深地被每一張照片吸引，被每一個(gè)故事注意，被每一個(gè)分享感動(dòng)!

照片帶給我們的不僅僅是故事還有更多的信息等著我們下次繼續(xù)去發(fā)現(xiàn)。

pening a camera journey

Ending the adventure and curiosity of 'the Earth Tour', we star another new journey 'the Camera Tour'.

With memories, we have a brief understanding of the world and the earliest cameras in China. From the senses, we distinguish the difference between black and white old photos and color photographs. We celebrate that we are in the ageof scientific development and we have the fashionable digital camera. And we knowthe basic structure of the camera in class. We take the most beautiful photos to class and share the stories about the photos.

The contents of the photos are full of memories. The story in the photos is worth telling. The same scenery and different perspectives, the story in the scenery is very different. We are deeply attracted by every photograph, touched by every story and moved by each sharing.

The photos bring us not only stories but also more information waiting for us to find out next time.

Grade4

四年級(jí)的學(xué)生首先針對(duì)上周的總結(jié)性評(píng)估“情景劇”進(jìn)行了反思，約定改變自己從小事做起。接下來又開始了第二單元“共享地球”---植物的探究學(xué)習(xí)，他們先根據(jù)中心思想來梳理接下來的探究線索，確定探究的主題“植物”，從身邊熟悉的植物—綠蘿入手，觀察綠蘿的外形特點(diǎn)，向植物養(yǎng)護(hù)員了解它的生長(zhǎng)習(xí)性。

Firstly,Grade four students for last week's summative assessment reflect on the "tricks" and agreed to change themselves by doing small things. Then we start second unit "sharing the planet" - plant inquiry learning, according to the central idea to comb the next explore clues and determined to explore the "plant".The theme of the familiar plants - money plant, observe the appearance of the other characteristics, and understand its growth habitfrom the plant maintenance member.

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