联系我们
校长的话
Message from the Principal
本周我们迎来了心理健康周，中小学部都开展了诸多活动，引导学生关注自己的心理健康，学习保持积极心理状态的技能与策略。
This week we celebrated Mental Health Awareness Week with numerous activities in both Primary and Junior High to guide students to look after their mental health and learn skills and strategies to maintain a positive mental state.
为提升学生心理健康状态，惠立学校构建了包含幸福课、学院制度、校园活动、幸福关怀评估数据收集研究以及建立幸福关怀档案这五大领域的幸福关怀体系。
To improve the mental health status of students, Huili school has established a wellbeing system in five fields: wellbeing lessons, House system, campus activities, wellbeing evaluation data collection and research, and the establishment of wellbeing files.
而幸福课作为学校幸福关怀体系的重要体现形式，具备完整科学的设计框架，注重各学段的连贯性。学校的幸福课主要包含个人、社会、情绪、教育、经济和心理健康等六大方面。在确保课程内容丰富全面的前提下，学校开展幸福课会根据每年级学生的认知能力和成熟度安排不同主题，即使在相同主题下，学生每年学习的深度和广度也因学生年级而异。
As an essential form of the school wellbeing system, the wellbeing lessons are designed with a complete scientific framework and focus on coherence across all levels of schooling. The school’s wellbeing curriculum is based on six main areas: personal, social, emotional, educational, economic and mental health. To ensure a rich and comprehensive curriculum, the school’s wellbeing lessons are structured according to the cognitive ability and maturity of the students in each grade, and even within the same topic, the depth and breadth of the students’ learning vary from year to year depending on their grade level.
在幸福课教学形式方面，学校安排了多样的讨论和活动，如概念引入和理解、案例分析与讨论、模拟场景演示、以学生为主导创作作品等。学校在幸福课教学活动中，通常会利用海报、情景短剧、感想随笔等教学方式，以引导学生对自身、班级与学校、家庭和社会进行深度思考。学生通过幸福课的反思环节，并在教师的帮助指导下，学会处理问题，从而保持积极心理状态。
In terms of the teaching format of wellbeing lessons, schools arrange a variety of discussions and activities, such as concept introduction and understanding, case studies and discussion of simulated scenario presentations and student-led creative work. In addition, schools usually use teaching methods such as posters, scenario skits and reflection essays in their wellbeing lesson activities to guide students to think deeply about themselves, the class and school, their families and society. As a result, students learn to deal with problems and maintain a positive mental state through the reflective aspect of the wellbeing lessons and teachers’ help and guidance.
本周，为提升学校教职员工的幸福感，学校组织了早餐会和幸福小礼包等活动。我们希望家长们在本周也能关注心理健康，关爱自己，与学校共建更加积极正向的惠立社群。
This week, the school has organised activities such as breakfast meetings and mental health care packages to enhance the wellbeing of the school staff. We hope that parents will also focus on mental health and care for yourselves this week and work with the school to build a more positive and uplifting Huli community.
祝您和家人周末愉快！
Have a great weekend!
王晓云
杭州惠立学校校长
Ivey Wang
Principal of Huili School Hangzhou
高中部快讯
Sixth Form Matters
驱动力深刻影响着学生的学习和在校表现。 但是，如果不了解真正激励学生的因素、不加以正确引导，就可能会产生适得其反的效果。 我们要认识到，驱动力其实是一个很复杂的概念，被心理学家分为内驱力和外驱力两类。
Motivation plays a significant role in how pupils learn and perform in school. However, failing to understand what motivates students and not engaging them properly can have the opposite effect. Therefore, it’s important to realise that motivation is a complex concept. Psychologists identify two different kinds: extrinsic and intrinsic motivation.
什么是学生的内驱力？
What is intrinsic motivation in pupils?
内驱力是指学生仅在热爱的驱使下开展学习。这种热爱可能源自对这门学科的喜欢或好奇，或是对学术挑战的喜爱。当被问及热爱的原因时，学生只会说“就是喜欢“，这体现的是学生的内驱力。
Intrinsic motivation is when individuals are driven to learn simply because they love learning. This may be because they enjoy the subject, are curious, or love the academic challenge. For some learners, if they are asked for their reasons for their interests, they may not be able to answer anything further than ‘just because’. These pupils are internally motivated.
什么是学生的外驱力？
What is extrinsic motivation in pupils?
外驱力取决于外在因素，是指为了获得奖励或避免不利的结果而做某件事情。这可以是为了获得学院分、取得优异的成绩、进入更好的大学，也可以是为了避免受到惩罚。这些学生是为了学习而学习，不是为了满足自己对学习的好奇心。
Extrinsic motivation depends on external factors. It’s doing something to gain a reward or avoid adverse outcomes. This might be for House points, a good grade, a stronger university application, or to avoid punishment. The pupils are going through the motions of learning for reasons other than because they want to satisfy their curiosity.
（上图：内在动力：好奇，兴趣，自豪感，成就感。
外在动力：金钱，成绩，考试，赞美，职业）
理想状态下，我们希望学生都是受内驱力而学习的，但因为每个人对不同学科的兴趣水平都有所差异，所以这样的希望并不现实。有时学生会同时感到内驱力和外驱力。 然而，随着学生年龄的增长、更清楚地认识到自己喜欢的科目，我们希望他们能成为受内驱力驱动的学生。
In an ideal world, we would want all our learners to be intrinsically motivated, but this is not realistic as not everyone will have the same level of interest across all their subjects. Sometimes pupils feel a combination of intrinsic and extrinsic motivating factors. However, as pupils grow older and become more aware of their academic preferences, we hope that they shift towards being intrinsically motivated.
以下是一些有助于培养孩子内驱力的方法：
Here are some ways to help develop intrinsic motivation in your child(ren):
期待孩子做好自我倡导，提高孩子的个人价值
Increase your child’s value by making self-advocacy an expectation
帮助孩子经历成功和失败，引导他们学会承担成功路上必经的有益风险。
Help them experience both success and failure so that they learn to take healthy risks to get what they need to be successful.
自律
Expect self-discipline
如果孩子做一些简单的事情，例如起床，也需要奖励的话，只会让他们未来更期待获得奖励。只有给孩子机会，才能培养起自律的习惯。
If your child needs bribery for simple tasks such as getting out of bed, then giving them these rewards will only make them expect them in future. They will only develop self-discipline when given the opportunities to do so.
让孩子看到努力的积极意义
Show what hard work can do for you
缺乏内驱力的孩子看不到或体会不到消极的思维方式对一个人未来的负面影响。帮助孩子看到追梦路上要付出的努力，有助于为他们指明方向、提供灵感。
Pupils who lack intrinsic motivation do not see or experience the negative impact their mindset has on their future. Helping your child see the input required to pursue the path they desire will help give them direction and inspiration.
我们给孩子的最大礼物是让他们具备离开我们后也能茁壮成长的能力，而内在动力就是这种能力的燃料！
The greatest gift we can give our children is the ability to thrive without us, and intrinsic motivation is the fuel that will allow it to happen!
活动预告 Upcoming Events
牛津大学
University of Oxford
网络研讨会：如何书写个人陈述
Webinars for students: Writing your personal statement
[仅限学生 Students only]
注册链接 Book here
http://surl.li/bxtas
5 月25 日（周三）（多时间段）的网络研讨会主题是“写好个人陈述”，将帮助申请人了解一篇好的个人陈述的要素、课外活动的作用、以及招生官的考量标准。此次活动由留学生招生团队老师和在读留学生主持。
We are running an additional webinar series on Wednesday, 25 May (various times). This ‘Writing your personal statement’ webinar will be interactive and is designed to help students with what makes an excellent personal statement, the role of super and extra-curricular activities, and what tutors look for. It will feature staff from the International Student Recruitment team and a current international student.
9月即将恢复的线上分享会将着重介绍入学考试和面试准备。
Live sessions for students will resume in September and will focus on the admissions test and interview preparation.
悉尼大学专业系列介绍
Undergraduate Taster Series
立即注册并了解悉尼大学的学士学位课程。聆听世界一流的学者分享自己的学术热情和所教授的专业。悉尼大学毕业生的就业能力澳大利亚排名第一，世界排名第四，能赋予学生为全球各地广泛认可的学士学历。
5月28日
15:00至18:30(澳大利亚东部时间)
13:00至16:30（北京时间）
扫描下图中的二维码进行注册
虚拟创意研讨会 Virtual Creative Workshops
国际团队和创意导师将于2022年举办一系列虚拟创意研讨会，通过实践研讨会和艺术展示等互动和引人入胜的活动来激发人的灵感，解疑答惑，为参与人员的个人艺术作品给出反馈。该活动向所有人开放，学生、教育者以及所有希望提升创意技能的人群。
Our international team and creative tutors will be hosting a series of virtual creative workshops in 2022. These interactive and engaging sessions will include practical workshops and art demonstrations to inspire you and a chance to ask questions or gain feedback on your artwork. Open to all, they are aimed at pupils, educators, and anyone interested in developing their creative skills.
点击下方链接了解详情，参加2022年的活动。
To join one of the 2022 workshops, click the links below to learn more and register.
如何打造成功的作品集
How to Build Your Winning Portfolio
Sarah Charles
2022年6月8日, 8 June 2022
上午10点 10.00am
点击链接报名 sign up here: http://surl.li/btndj
颜色：你的个人色彩
Colour – Your Personal Voice
Xavier Pick教授, Professor Xavier Pick
2022年7月6日, 6 July 2022
上午10点 10.00am
点击链接报名 sign up here: http://surl.li/btndu
神奇的榕树之书树
The Magical Banyan Book Tree
Xavier Pick教授, Professor Xavier Pick
2022年8月3日, 3 August 2022
上午10点 10.00am
点击链接报名 sign up here: http://surl.li/btnea
Hatty Leung
高中部主任
Head of Sixth Form
初中部快讯
Junior High Matters
本周，初中部八、九年级的学生正在积极准备下周将开始的期末评估。惠立学校一直鼓励学生积极尝试、尽力而为。我们相信，出错不可怕，从错误中汲取经验是最好的学习方式，只有停止努力才算失败。评估会带来一定的压力，这是正常的；重要的是要保持清醒的头脑，以积极的心态和反思的态度来应对焦虑情绪。
This week, our G8 and G9 pupils have been preparing for their end-of-semester assessments starting next week. Pupils are encouraged at Huili always to try their best. However, we must educate our pupils that it is ok to make mistakes, that this is how we learn best, and that failure only exists if we stop trying. Assessments can be a challenging time for many; however, it is important to keep perspective and ensure that we manage any anxiety with positivity and reflection.
在初中部完善的学生关怀体系下，学生可以向班主任、任课老师、心理咨询老师、年级组长老师寻求帮助，更好地管理自己的情绪。
Our support systems are strong in Junior High, and our tutors, teachers, counsellors and leaders are always available if any pupil needs assistance or guidance in managing their feelings.
Laura Perry
初中部校长
Head of Junior High
小学高年级快讯
Upper Primary Matters
有效的家校沟通
Effective parent-school communication
有效的家校沟通是助力学生健康成长的重要环节。在小学部高段即将启用“钉钉”作为家校沟通平台之际， 我想有必要和家长们分享一下在惠立我们如何展开有效家校沟通。家校沟通分为由学校发起的和家长发起的两种发起方式。
Effective parent-school communication is an essential part of a pupil's healthy growth. As DingTalk will be the leading parent-school communication platform in upper primary, I would like to share with our parents how we carry out effective parent-school communication at Huili. There are two types of communication between parents and school: the communication initiated by the school and the communication created by the parents.
学校发起的沟通有四种方式：
There are four ways of communication initiated by the school:
01
学部通过邮件发送的学校层面的重要信息包括校长来信、每周快讯等；
Emails regarding important information from school, including letters from the Head and The Week Ahead.
02
班主任或相关老师通过手机APP“钉钉”在班级群发布的关于教育教学、在校活动等日常学习活动的重要信息；
The DingTalk messages sent by homeroom teachers or subject teachers regarding teaching, school activities and other daily routines.
03
家长与学校每学期定期的面对面沟通。其中包括家长会、咖啡晨会以及学校老师发起的必要关于学生发展的一对一沟通会。
Regular face-to-face communication between parents and the school each semester, such as parent-teacher conferences, coffee mornings and other necessary 1-on-1 meetings on pupils' development initiated by teachers.
04
紧急情况下，学校会第一时间与家长取得电话联系。
In an emergency, the school will immediately contact parents via phone calls.
家长发起的沟通方式可以是：
The communication initiated by parents can be:
01
邮件相关老师沟通具体关心的问题，老师会在收到邮件之后及时回复。若家长需要和学科老师进行面对面沟通，也可邮件老师预约其时间。
Parents can email the related teachers if parents have specific questions. Teachers will reply to parents promptly after receiving the email. If parents would like to communicate with subject teachers face-to-face, parents can also email the subject teacher to make an appointment.
02
在工作时间内“钉钉”私信老师，老师会在方便的时候及时回复。
Parents can send private messages to teachers via DingTalk during working hours. Teachers will reply to parents accordingly during their available time.
03
如遇紧急情况，可通过电话联系小学部学部助理胡老师 8239 6308。
In an emergency, parents can reach Ms. Hu, the primary PA, via a telephone call at 8239 6308.
研究表明，孩子最终在校期间取得的学业和个人成长取决于有效、主动的家校沟通以及家长参与学校活动的积极程度。我们非常感谢那些已经与学校保持积极正向交流的父母， 无论是你们的建议还是鼓励，对孩子和学校发展都是起到了建设性作用。也鼓励其他家长如果有任何问题或困扰可以第一时间主动联系学校，学部会尽快给予答复。我们相信通过这种及时的家校交流和对话，能帮助及时发现问题，调整行动方案，最终帮助学校走向卓越，惠及学生发展。
Research shows that effective and proactive parent-school communication and parents' involvement in school activities is vital to children's academic performance and personal growth in school. We are very grateful to the parents who have maintained positive communication with the school. Both your suggestions and encouragement have been constructive for the development of our children and the school. We encourage other parents who might have questions or concerns to contact us immediately. We will reply as quick as we can. We believe that timely parent-school communication is very beneficial to identify problems quickly and adjust action plans accordingly, which will ultimately help schools move towards excellence and benefit pupils' development.
郑丹丹
Tracey Zheng
小学部校长
Head of Primary
小学低年级快讯
Lower Primary Matters
幸福感可以指人的某种轻松的感觉、自在的心情或毫无压力的情绪状态，这些对人的“心理健康”都至关重要，换句话说，犹如“如鱼得水”。高参与度和高幸福感是深度学习和发展的重要秘诀。在惠立小学低年级段，幸福感和参与度是我们做决策时首要考虑的因素。漫步学校，随处可见的是快乐、幸福、有安全感并渴望学习的孩子。
Wellbeing can be referred to as; feeling at ease, being spontaneous, and free of emotional tensions, and it is crucial to securing ‘mental health’. Or better still, “like a fish in water!” High levels of involvement and high levels of wellbeing are the perfect recipes for deep learning and development. At Huili Lower Primary School, we put wellbeing and involvement at the forefront of our minds when making decisions. Happy, excited children who feel safe and want to learn are what you can see when you walk around our school.
鲁汶情绪健康量表的发明者Ferre Laevers教授说：“有了幸福感，就有了很多。幸福感意味着与儿童个人的社交和情感发展有关的一切都进展顺利。”
“If we’ve got wellbeing, we’ve got a lot,” says Laevers. “It indicates that everything that has to do with the child’s personal social and emotional development is going well.”
通过鲁汶情绪健康量表，老师们能时刻关注学生的情绪状态，把学生稳定而健康的情绪始终放在教学的首位，为每个孩子给予具体的支持。这也是惠立小学低年级主要参考的理论依据。
Keeping the emotional wellbeing at the forefront of our pedagogy and keeping teachers conscious of students’ emotional wellbeing, the Leuven scale intentionally identifies how best to support an individual child, a fundamental principle of Huili School’s Lower Primary philosophy.
摘自小学低年级多元教学组组长Danielle Cook老师关于《幸福感和参与度》一文。
The section from Danielle Cook, Head of Diversity and Inclusion’s article on Wellbeing and Involvement.
Conrad Botha
幼儿园园长及小学低年级校长
Head of Early Years and Lower Primary
体育快讯
Sports Matters
本周六，四名学生将参加萧山区足球选拔赛，他们是来自杭州惠立学校五年级和杭州惠灵顿外籍人员子女学校的四年级学生Sebastian V、Thomas T、Darius M和Musk G同学。如能成功入选，这四名学生将代表区队参加今年夏天的比赛。祝贺同学们！
This Saturday, four pupils will attend the Xiaoshan district football trials. The pupils from grade five (HSH) and Year 4 (WCIH) are Sebastian V, Thomas T, Darius M and Musk G. If selected; the four pupils will represent the district team in upcoming competitions this summer. Congratulations to these pupils.
Nathan Witter
体育部主任
Director of Sport
英语教研组快讯
English Department Matters
惠立学校英语教研组非常荣幸将于下周主持召开两场激动人心的比赛。
Huili’s English department is proud to host two exciting on-campus competitions next week.
比赛其一是“世界学者杯”。我校才华突出的学生将与邻近学校的学生进行一场以“一个重建的世界”为主题的线上区域比赛。比赛内容包括辩论、合作写作和常识竞赛，获胜者将有可能进入全球赛。
The World Scholar’s Cup will pit a range of our most gifted pupils against those from neighbouring schools in an online regional round centred around the theme of ‘A World Renewed’. Debating, collaborative writing, and general knowledge form the basis of the competition, with the winners potentially advancing to global rounds.
比赛其二是中国高中生美式辩论联赛。本届竞赛论题是“专利”，参赛选手将以线上参与的方式直接开展辩论赛。这一话题下，学生将考虑专利对产品设计的影响，思考“专利”对行业和个人的积极或消极影响。
The NHSDLC competition offers pupils the chance to compete directly – via the internet – in a series of debates based on ‘Patent’. This fascinating topic invites pupils to consider the implications of patents on product design and whether the concept positively or negatively affects industries and individuals.
竞赛方面，我们也很高兴地与大家分享惠立学子在河马国际英语奥林匹克竞赛上取得的优异成绩。八名优秀的学生代表共斩获两项金奖（ Steve L, Cindi Y）， 一项银奖（Wes W）和两项铜奖（ Zoe Ch, Karen Zh）。另外，Dora G, Angela S, Franky X同学也在该比赛中取得了出色的成绩。今年，中国赛区仅有两名学生晋级该赛事的全球决赛。我校此次取得的成绩更加值得我们感到自豪和骄傲。
On the subject of competitions, we also take great pride in reporting on the school’s hugely successful Hippo International English Olympiad. We were represented by eight fantastic students who, between them, have won 2 x gold awards (Steve L, Cindi Y), 1 x silver award (Wes W) and 2 x bronze awards (Zoe Ch, Karen Zh). Well done to Dora G, Angela S, and Franky X, who also participated and scored superbly. Only two pupils in China have made it to the world final of the Olympiad this year. These are genuinely monumental achievements that should be celebrated.
英语教研组
English Department
表演艺术部快讯
Performing Arts Matters
儿童版《苏斯狂想曲》音乐剧就要与大家见面啦！这场音乐剧表演将为学生和观众带去一场难忘的体验。
Our musical production is just around the corner. Seussical Jr. The Musical promises to be an unforgettable experience for our pupils and audience.
为了呈上一出精彩的演出，演员们一直在努力排练。今天，我们采访了几位主角演员。
The cast has been working hard to meet the requirements of this outstanding production. We interviewed some of our main characters.
来与儿童版《苏斯狂想曲》音乐剧的演员们见面吧。
Meet some of the casts of Wellington College Hangzhou – Seussical Jr. The Musical.
Angela J
戴帽子的猫 The Cat in the Hat
七年级 Grade 7
我和“戴帽子的猫”有很多共同点，那就是自信而诙谐。我们喜欢让大家笑起来。我喜欢我的角色。扮演不同的人能让我感到轻松。有些唱歌和跳舞的部分很有挑战难度，但我告诉自己：“加油，现在的你就是这只猫……你可以的！"。参演音乐剧还帮我提高了英语技能，结识了新朋友。我很高兴能成为儿童版《苏斯狂想曲》音乐剧的一员。
The Cat in the Hat and I have lots in common: I am confident, and we are both very humorous. We like to make people laugh. I love my character. Acting like a different person makes me feel relaxed. I find some singing and dancing parts challenging, but I say, “work hard, you are the Cat… you can do it”. Being part of the musical has helped me improve my English skills. I also made new friends across the school. I am delighted to be part of Seussical.
Barry L
戴帽子的猫 The Cat in the Hat
六年级 Grade 6
我非常喜欢 “戴帽子的猫”这个角色。他很顽皮，很有趣，还有点傻乎乎的。我很开心能成为这场音乐剧的一员，与同学和新老朋友一起投入到演出中，不会有孤单的感觉。有时我觉得自己勇气不足，面对观众时会有些怯场。这时，我会给自己打气，心想：“你可以的，你是最棒的！”。另外，参演音乐剧让我能更好地用英语与老师和朋友交流。我想，爸爸妈妈也会因此为我感到骄傲。
I love the character of the Cat in the Hat. He is naughty, funny and a little bit silly. I enjoy being part of the musical because I don’t feel alone, and others will enjoy themselves with me, like my classmates, friends, and new friends in the show. Sometimes I think I am not brave, and I feel scared facing the audience. But then I talk to myself and say: “Barry, you can do it. You are the best.” Also, being part of the musical has helped me communicate better with my teachers and friends in English. I know my mother and father will be proud of me for this.
Rachel J
戴帽子的猫 The Cat in the Hat
五年级 Grade 5
戴帽子的猫和我一样，都很顽皮，很健谈，很有想象力。我喜欢对朋友开善意的玩笑，这也与戴帽子的猫如出一辙。我非常喜欢在音乐剧中展示我的才华。我还结识了很多小学，甚至初中部的朋友。我觉得有些舞蹈动作难度很大，于是就跟着Montoya老师给的视频反复练习。这场音乐剧参演经历提高了我的自信心、社交能力和英语能力。现在，我有信心与以前不认识的人聊天了。
The Cat in the Hat and I are naughty, chatty and imaginative. I like to trick my friends in a good way, just like the Cat in the Hat. I love that I can show my talents in the musical. I also made lots of friends from Primary and even Junior High. Some of the dance movements are challenging for me. I watched the videos that Mr Montoya gave us and practised repeatedly. The musical has helped me improve my confidence, social skills, and English skills. I am confident in talking to people that I didn’t know before.
Kitty Zh
大象霍顿 Horton the Elephant
八年级 Grade 8
我扮演的是忠诚善良的大象霍顿。我想像霍顿一样做一个善良、忠实的人，这也是我选择试演霍顿的原因之一。参加音乐剧能提高我的歌唱、舞蹈和表演技巧，这对我来说非常有用，因为未来我想成为一名音乐剧演员。音乐剧的演员要有响亮而有穿透力的嗓音。现在，我已经找到了一种舒适的演唱方式。我想，这部音乐剧让我体验到了不同的人的不同感受。当然，这部音乐剧也提高了我的社交能力，让我结识了许多有才华的朋友。
I play Horton the Elephant. He is a loyal and kind elephant. I want to be a kind and faithful person, just like Horton. This is one of the reasons why I chose to audition for Horton. I can improve my singing, dancing, and acting skills in the musical, which is very helpful because I want to be a musical actress in the future. Musicals need a loud and penetrating voice. I have found a comfortable way to sing it. I think the musical let me experience the different feelings of people with varying personalities. Of course, this musical also improved my social skills and allowed me to make many talented friends.
Lucky X
大象霍顿 Horton the Elephant
四年级 Grade 4
霍顿是个非常善良的角色，我也喜欢做事时始终心怀善意。很高兴能成为这场音乐剧的主角之一。现在，我也开始结交一些新朋友。我有些害羞，经常会感到紧张；而通过听音乐、背诵记忆等方法，我能更自信地去表演了。未来我要是能成为一名音乐教师，就能更了解音乐了。
Horton is a very kind character, and I like to do things with kindness. I am happy that I am one of the main characters in the musical. I am making new friends too. I am shy and a bit nervous a lot of the time. By listening to the music and learning it from memory, I feel more confident when I need to perform. If I am a music teacher in the future, I will be able to know a lot about music.
Alice M
男孩乔乔 JoJo, the Boy
七年级 Grade 7
乔乔和我有很多共同点，比如我们都是想法很多的人。我最喜欢的是能假扮成另一个人。演员不能在舞台上有害怕的情绪，所以我告诉自己：“加油，你可以的，乔乔”。这场音乐剧教会我如何去表达自己的情感。
Jojo and I have a lot in common, such as having many ideas. I enjoy the most pretending to be another person. You cannot express your fears on stage as an actor, so I tell myself, “Come on, you can do it, JoJo”. Through musical theatre, I have learned to express my emotions.
Susan M
男孩乔乔 JoJo, the Boy
六年级 Grade 6
我在这场音乐剧中扮演的角色叫乔乔。他爱思考，就像我一样！我觉得自己最开心的时刻是和朋友一起练习，顺便提高我的英语和戏剧技能。背歌词和单词很有难度，所以我会在家里反复听音乐来强化练习。这场音乐剧让我学到了责任等更多惠立价值观，也让我能在日常生活中更加自信。
In the musical, my character is called Jojo. He is a thinker, like me! I think my happiest moments are when I practice with my friends and have the chance to improve my English and drama skills. I find it challenging to memorise the songs and words. At home, l practice and listen to music many times to work on this. Through the musical, I have learnt more about values such as responsibility. It supports my daily life by giving me more confidence.
Alejandro Montoya
表演艺术主任
Director of Performing Arts
校园电台快讯
Dukebox Matters
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https://dukeboxradio.cn/
节目单 Schedule:
“回放”服务 "Catch Up":
博客页面 Podcast：
三只松鼠 The Three Squirrels Show:
初中部阅读写作比赛获奖学生 JH Monthly Writing Competition Winners:
https://dukeboxradio.cn/?s=JH+English+monthly+writing+Competition&Submit=
初三学生书评Grade 9 Bitesize Book Reviews:
https://dukeboxradio.cn/podcast/bitesize-book-reviews-the-bfg-by-amy-chen/
历史上的这一周 This Week In History:
惠立的故事时间 Huili Storytime:
Martin Bailey
校园电台主持人
Dukebox Presenter
