8月中旬，夏天已經宣告要離去，但它似乎對海南這座美麗的城市懷戀頗深，不舍離去。炎熱的夏天似乎點燃了楓葉學生的學習熱情，課堂上那一雙雙專注望向老師的眼神仿佛感動了風，它攜卷著花香吹進楓葉學校的教室裡，為這節生動的寫作語法課增添了一抹馨香的涼爽。
In the middle of August, the students of Maple Leaf School remained enthusiasm for learning in the hot summer. Every student listened intently to the class of Writing Genres And Grammar.
楓葉體系下的先導特色課程是為暑期銜接國際高中的同學量身定做的。文體寫作與語法課程（Writing Genres and Grammar）涵蓋細節描寫訓練, 記敘文篇章練習及議論說明文寫作練習。從細節描寫入手，通過人物外貌、性格、情感、語言描寫過渡到記敘文篇章寫作，讓學生在單句寫作和段落訓練中體會英文遣詞造句的樂趣。
The Writing Genres and Grammar class includes detailed description training, narrative text exercises and argumentative expository writing exercises. Students experienced the fun of using English flexibly in writing sentences and paragraph training.
這節課的開始，是楓葉國際高中暑期先導課程的必要環節——課前演講。兩個學生從容地站在講臺上發表自己的演講內容，不難看出，多次上臺的練習磨去了一開始她們對講臺的恐懼，留下的只有對演講的熱情和自信。
The beginning of this class is pre-class speech. The two students calmly stood on the podium and delivered their speeches. It is not difficult to see that their fear of the podium at the beginning was erased by the repeated practice on stage, leaving only the enthusiasm and confidence in the speech.
每次演講後，學生們都能得到Hester老師熱情的鼓勵和豐富的建議。就這樣，隨著掌聲的響起，精彩的寫作語法課就正式拉開了序幕。
After each speech, the students can get enthusiastic encouragement and rich suggestions from Hester.
Hester老師在上課的開始用簡潔的語言概括這節課將要學習的內容框架，使學生們對這節課的知識點有一個大致的了解和預備。
At the beginning of the class, Hester summarized the content framework of this lesson, so that students can have a general understanding and preparation for the knowledge of this lesson.
屏幕上的三個有語法錯誤的句子讓學生們陷入了思考，Hester老師讓學生們討論後發表自己的看法，從改錯題引入今日課程的語法知識點。
Three sentences with grammatical errors on the screen made the students fall into thinking. Hester asked the students to discuss and express their opinions.
在課堂中，每個學生都有機會被點名發言，所以每個學生的注意力都非常集中。
In her class, every student has a chance to be called to answer questions, so each student is focused on the class.
每個語法點教授完畢後，Hester會讓學生自己運用所學語法造句，及時驗收學生的吸收程度。
Hester asked the students to make sentences by themselves, so that she could check whether the students had mastered the course content in time.
當學生回答不出問題的時候，Hester會及時上前鼓勵並引導學生回答這個問題，相信這一過程會使學生對這個語法句型印象深刻。
When students cannot answer the question, Hester would encourage and guide the students to answer the question. I believe that this process would make students deeply impressed with the grammar sentence pattern.
當堂發一個測試卷，通過短測驗，Hester精確地從學生的問題中發現問題。
Hester sent out a test paper, and through the short test, she found out exactly what the students did not understand.
學生們都很投入地參與小組討論，連來聽課的外教都忍不住加入了學生們的小組討論中來。
The students were very involved in the group discussion.
當某個學生回答得非常好時，Hester會請其他學生點評，在這個過程中，學生不僅學會了表達自己的想法，更重要的是，學生在這個過程中積累了讚揚、鼓勵別人的方法以及英語口語表達能力，這很符合西方教育模式——「多鼓勵，多讚賞」。
In the process of commenting, students have accumulated the methods of praising and encouraging others, as well as the ability of oral English expression, which is in line with the western education model - "more encouragement, more appreciation".
課堂的最後5分鐘，Hester老師帶領大家再次回顧這節課所學的句型和時態，並讓學生完成一段100字的段落寫作，為學生的寫作能力鋪墊基石。
In the last five minutes of the class, Hester reviewed the content of the lesson again and asked the students to complete a paragraph of writing, laying the foundation for the students' writing ability.
這堂有趣的寫作語法課在一片歡聲笑語中結束了，Hester老師用生動的講課方式讓很多本來排斥學習枯燥的語法課的學生重新喜歡上了這門課程，這就是不一樣的國際高中暑期先導課堂！
Hester makes this boring course more interesting, and students enjoy the process of the class. This is a different summer school class!