0917 Miraiku R&W A2 G1 Lesson 22

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学生姓名:Aman, Aiden, Harry
上课日期:9月17日
课程内容大纲:Students will read from p.27 up to the end of p.31, and studnets will be able to identify and explain key aspect of fiction texts, such as characters, events, titles and information. Students will also create
some questions to interview the Characters and be able to answer them.
学生将从第27页读到第31页末,学生将能够识别和整理故事文本(虚构)的关键信息,如角色、故事、标题和信息。学生还将根据故事设计问题采访故事主人公,并尝试回答这些问题。

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文件名: 0917 Miraiku R&W A2 G1.mp3
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Yes, perfect yeah the homework that's amazing Would you all like to read me out your acoustic poems?W rabbit mother have a son, A naughty son named Peter. Rabbit Peter go to a garden that was stuck in this garden and his life 90 Peter ran in the garden.Perfect, Aden and Harry, have you guys got your homeworks?Yes, Harry.Teacher eat beans.And Peter eat beans, potato and many fruits in the garden that.How to spell the name again. I don't know how to spell the name. Is it Mr. Mc let me get. Yeah, let me. Let me just get the spelling for you action.I was cool.上课了。.So that Peter eat beans, potato and many fruit that he can run. And Mr Mr Mc catch him.Yes, yet, very good Aden, have you got your homework?I don' it that's okay just make sure you do the next one for next week.So it should be in that workbook you have so we let's we start with the lesson we continue with the story so who can tell me what happened last time in the story.A teacher was by was by Mr..Do you remember how what was the emotion Peter was feeling Yeah exactly yeah?We keep going. So then he tried to find his way straight across the garden, but he he became more and more puzzled. Presently, he came to a pond where Mr. Mc Gregreor filled his water in cans. A white cat was staring at him, staring at some goldfish. She SAT very, very still. But now and then the tip of her tail twitched as if it were alive. Peter thought it.😔to go away without speaking to her, he had heard from other cats from his cousin, Little Benjamin. So where is this part of the story set exactly.Where do you think is.In in the pan, like if this see the pan here, like like behind a pan or like behind a pan and.And a white can is staring at some goldfish. Yeah exactly.😊So this part of the story is set next to the pond in Mr. Mcgregor's garden.So where does Peter Rabbit decide does Peter Rabbit decide Oh very nice so I still.Why does Peter Rabbit decide not to talk to her?Why why does Peter Abbott decide he doesn't want to talk to the cat Yeah I can are you saying very well.Oh, sorry. my Why does Peter Rabbit decide not to talk to the cat, Because like some cat eat a rabbit.Perfect yeah, so he's heard from Benjamin Bunny his cousin, so we're guessing that the cousin had a bad experience with cats very good.So he went back towards the tool shed, but suddenly quite close to him, he heard the noise of a hoe, Scch, scratch, scratch, scratchch.Peter scuted underneath the bushes, which word describe the noises that the home make.Which noises do we think what word perfect do you think these words are effective in describing the sound the home makes?Do we think that there are effective words for describing the noise Yes, Harry?Loud noise.So yeah, they could be loud. Yeah, Should you see what else we've got. So we've got the noise the home makes is a crunchy noise.. a crunchy noise. Yeah, a crunch noise.y noise. Yeah, it could have been.So the words sound like the actual noises the hoe make the way the first sc is dragged out makes it sound like the hoe is being dragged through soil. Do you think that's good.YeahYeah,.D yeah, so how do you think Peter is feeling at this point in the story, not, no, yeah, perfect.그.So, but presently, as nothing happened, he came out and climbed upon a wheelbarrow and peeped over the over. The first thing he saw was Mr. McGreor hoeing the onions. His back was turned towards Peter, and beyond him was the gate.Oh my gosh, yeah, so what thoughts do you think Peter is having when he sees the gate and Mr. McGreor Yes Harry?I he said and why he said Mr., exactly perfect.😊So I so in the example answer, I think he feels hopeful that he sees the gate is in sight, but terrifiedr videos to get past Mr. McGreor. So exactly what you were saying and terrible.But I had to get past Mr. Mcor, exactly.So Peter goes down very quietly off the wheelbarrow and starts running as fast as he can as he could go along a straight wall behind some of the black current bushes. Mr. Mongrara caught sight of him at the corner. but Peter did not care. He slipped underneath the gate and was safe at last in the woods outside the garden.So why do we think Peter got down very quietly from the wheelbarrow Yes aman?Because if he goes if he go loud, Mr. can hear hurt him and catch on exactly, yeah.😊So he goes quietly because he doesn't want to be heard or caught exactly man, Oh, and then another question.Why does Peter not care that Mr. McGreor has caught sight of him, Yes, Harry.경하세요.Yes, Harry, what were you going to add, what was your answer for this one?Like, he's already at the game. So he couldn't catch up. And he's an old man. Now. he can' run as fast as a rabbit. perfectfect, exactlyact. Yes, so Mr. McGor.😊Mr. McGor hung up the little jackets and shoes from on the scarecrow to fight in away the birds.Oh sorry, what happened to' Peter Rabbit's jacket?Last in last in the garden. Ex. Yeah, it must have fallen off.So Mr. McGor has now used it because it fellll off Peter to hang it up to make a scarecrow to scare away the blackbi.Yeah, so when now we've got question. Can you compare how Peter was feeling when he first arrived at Mr. Mcgregor's garden to how he has felt during all the times he was been by being chased by Mr. Mc Gregor and then trying and failing to find the gate. So what's the kind of what different emotions have we had through the story so far.Yes, sorry.Like sneaking, for of all, Sing out of his home like.And and then eat vegetables eat a lot, a lot, a lot, and lot and a lot of vegetables that he can't run and.Gur that hide and run and sneaking out of the gate, but still being found by Mr. Mc. Yeah, yeah, exactly.😊Does anyone else have anything else to add to that Aman, do you have anything to add?Any other feelings you think Peters had?It may be like exhaust Yeah, exhausted, perfect, that's another really good one.Okay, let's have a look at a task so we're going to expand noun phrases so here is a scene from a story. Can we add in some extra noun phrases to improve the description.So what this wants us to do is we want to get extra nouns to help us describe the situation and the extract in this story, so do you see where we've got all the little gaps in the story?So we want to add extra words to add a better description for what's going on.So as it currently stands, we have the cat SAT by the side of the pond. It was such a peaceful settingtic. Her tail twitched behind her. Her eyes were staring into the water at the fish. Her nose sniffled every now and then Her fur shook slightly in the light breeze. Peter decided that he was not going to talk to her. He looked down at the ground and decided.That he was needed to keep going So in each of those gaps, can you well, can you guys write this paragraph down and add extra nouns in each of those spaces.Does that make sense sayy that again, Aden, Yes, perfect....Okay..What is the date its Wednesday the 17th of September.Septembers,, 17 September September.Say that again..Did you say that again for me, I didn't catch what you'd said I say okay.I...How are you all getting on?I'm almost finish.😔..그..系系东亚东啊东。They has so many to copy. Yeah, I know, that's okay. Thank you time. So So I just, so I just just think about the blank the the blank part., yes, yeah.I think I'm finished a sentenceep.The the white can by setAT by the side of the, the little pond. It was such a peaceful thing. Her with twitching behind her. Her, her blue eyes were Her blue eyes were standing into the.Cold water add the golden fish her and her.How do you say.Her long for short in the light reading. Peter decided that he was not going to talk to her. He looked down at the dirty ground and decided that he need to keep going. Perfect man. That's really good. Harry don't reach meals.No, I got question like oh her eyes were staring at the goldfish like something, something, something.but like how do you say, like her eyes was staring at the gold F, like something, something, something. I don't know how to describe it.So what are you trying to say when you want to keep going on the sentence so that the goldfish were moving or because the sentence works fine if you have and her eyes were staring.Into the deep water at the goldfish like like.See like like a killer to catch.SYeah, you could do that. So for this you could do However for this task, we're just looking at nouns, So we'll just like work at just filling in the gaps rather than making extending the story if that makes sense.But it's a really good idea though, good creative thinking.I still don't get it. So do you see where we've got the gaps before a word. So like the gap cat.They want you to add a descriptive noun before it. So we have more information about the cat. So it could be the white cat SAT by the side of the and then a descriptive of the ponds. you could say by the small pond.Does that make sense?TheW..Yeahello..Adrian, how are you getting on Okay good..Okay, get to read meals, yes.The bin cat sit by the side of the small pond. It was such a peaceful setting.Her far tail behind her. Yeah, that's really good sign't.What so I was just saying it was it's a really good start, keep going.HerHer small nose snapped everywhere, and then.Her white spa shook slightly in the light breeze. Pe decided.That he has not going to talk to her. You look down at the.Yellow grounds and decided then he needed to keep going Exact Harry John to read me yours.That's fine have a few more minutes I just vow peaceful peaceful.I just feel beautiful, Oh beautiful....Teacher, can I go have a water Yes and drink water..でも問理が。여..。.perfectect, to read me yours, The wife gets said.Besides the peaceful goldfish pond, her beautiful white fur shook slightly in the light breeze, and she was staring at the goldfish in the pond.😊Perfect, yeah, that's really nice, Let's have a look the next task.So choose a different image from the story and write your own description, so including lots of extended noun phrases in your screen please.So like the phrases we've just done like the beautiful eyes, they want you to choose one of these pictures and describe what's going on in them Can you guys do that?Yes perfectfect, yes.What do we need to write it in Pur pen no you don't have to, You can write it whatever pen you'd like to.Okay, I'm...How many does we need to write, I aim for four sentences.....I is my Mr over here...Okay.I just spell like there.Like, he got there. He got there. He got there. He got there. got there we' talking about.A place, it's that type of there.Peter soft cloth was used to scare back birds by Mr..When you add any more descriptive words, what about adding a descriptive word for Mr. McGreor?。........。Okay yes, I did read me your sentences?Ns.I forget the name of the rabbit Peter Rabbit Peter Rabbit put the on a woods.Gets so farm to see that wood and go and go in a grass.Going grass to see where the farm go. He gets the farm are getting the garden time. It's going in a small car.And get the small car is going to out. And it just go to the the small door, but it is closed. So Peter rabbits gets the small, small space gets out.But the farm, just see it and come and come here to, to, to guess the pet rabbits out. Very good, perfect.Harry, how are you getting on Per a man how's your addition to your want going.Her lovely clothes was used to scare the blackbi in in.Yeah, that's nice that.Yep, he felt so bad because.Look.。...かない先生もで生来てください。.。.Finish, perfect, George read it to me. Yeah Mc.When Peter reached the gate, Mr. Mc is there watching the this is the last one. I'm going start it again,.When Peter reached the gate, Mr. Mcgregor is there.But Mr. McGor is there watching the plants. First, Peter felt so happy that he can eat 100 bread. Second, he felt so bad because Mr. McGor is there.😊But fact, yeah, that's really good. Let's have a look at the next section. So we're going to start talking about the past progressive tense.So the past progressive tense described something that was in progress or was happening for a certain amount of time so it's formed with the past tense to be and a verb with an ING ending.So past tents was Peter walked around the garden, but past progressive tents was Peter was walking around the garden.Do you guys understand that, does that make sense?Did that make sense to you guys?Can you guys hear me you guys hear me?Do you understand what I've just said about past progressive tense, does that make sense?Okay, okay, good.So can you write your own sentence by taking the past tense verbs from the word bank and writing them in past progressive tense?So instead of Peter missed his sisters, Peter's sisters were missing him.So we want to do it like that does that make sense So have a go using the verb climbed.So can you write climbed in past progressive tensets, that makes sense Yes...Okay, we'll give everyone else a couple more seconds so we all have a sentence and then we'll discuss it if that's okay.you Adam.Yes, so has everyone got their sentence, perfect?Do you want to read me your sense of using the verb climbed in past progressive tense?Piter Ras climbed to a small car, and right away.Okay, so that's a good sentence. but that's in past tense, not in past progressive. So if we go back to the last side, you see how past tense is Peter walked around the garden, So Peter climb.To put it in past progressive, we've got to change it from an ED ending to ING. So past progressive tense with Peter was walking around the garden.So can you write climbed in past progressive tense, Does that make sense?.Okay, yet drunk to read it to me now...Do a man or Harry, do you want to read me your past progressive sentence Sorry, multiple of you are talking at the same time. Could you say that someone say it again.What why is this one What do you mean, could you rephrase that for me please Peter?We're climbing up to eat an apple, so.That's somewhere in between past route, so an example with climbed of it being in past progressive tents would Peter was climbing a fence.So instead of it being climbed, So ending an ED to for the verb climbed to be in past progressive tent, it's got to be climbing. So ending an ING. Yes, Harry.Like I it.Peter was climbing climbing over the gate. Perfect, exactlyact. Yes, that's perfect.So do you guys want to have another go with a different verb?So I want three sentences using the verbs that are in the word bank all in past progressive tense. Can you guys do that?That's easy..over the gate, right, That's past tense. Can you say in past progressive tense. What does the ending need to change to.IG, that's it, yeah.So it changed it to climbing.What..So.でた。TheP was climbing over the climbing being over the gate. Perfect, Ex. That's perfect.So John to have a go at doing that for another two of the verbs in the word bank.teachereacher, I do another one. I do another one. teacher hoping he was not going into the garden.That's really good. My one, my one. Yeah Pat hope Pat hopes he can go out.And tries to, to go out.But the gardener is run ran to petty rabbits and get it.So that's closed, but what was the ending, what are the two letters at the end of the verb you use there?The end of hope, what was the right at the beginning of your sentence, Aden, what was the ending of the verb?Peter Rabbit hoped he can out for the space. but he's tried, he's tried to go out. But but the gardener just ran come and.That.But Aden that's in past tense still we're writing in past progressive so what does the you need to change the verb so did it end in ING so it was that he's hoping So your sentence is really good, but it's in past tense, not past progressive Do you understand Do you understand Aden.So have a got writing another one, a man in Harry, how are you getting on?I think I finish, I told you, do I need to write another sentence do you want to read me your sentence first.I the two of them are you both both read to before. Was that your sentence, sorry.Could you say that again for me not I can tell you.Could you read me your sentence again, a man?Okay, Peter was climbing up to eat an apple. Peter hoping he was not going into the garden before. perfectfect. Yeah, they're both really good. Harry, do you want to read me on your sentences.I think I you have you more.No, I only have one that's okay, don't worry, so A, have you done another one.Yes, don't you read me you other the one One more word then.Yep, John choose one more word.Peter Rabbit is hoping, hoping he can. He can get out for the little space. He's very try.Trying to get out. But this time, the the farmer is running home and says, stop, stop.It can't go out. Yeah, that's really good. I did, well done.Now, let's have a look at the at the homework. We're gonna to leave that one. So in your workbook, you should see this page where they want you to design a scarecrow. So every year, Mr. McGreor makes a scarecrow for the village Scrow festival. Can you draw and design Mr. McGreor's latest scarecrow.그.What isrow. So a scarecrow is used by to scarerows off. So often they look kind of human like and they stand out in the fields.A scarerow, yes to scarecrows Does that make sense, So you happy you've got to design a we just need to draw us.Skill curls yes perfect. Are you guys happy with that.Yes, perfect. we're a couple minutes early, but there's the homework's not quite as much as I thought there was to explain. So do you guys have any questions about our lesson today.No do okay, perfect, so then I will let you guys go.Have a lovely rest of your week and I'll see you guys next week.e bye bye Okay, that's fine. You don't have to till next week. So that's fine. No rush.See you next week a man have a lovely week.
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{
    "header_icon": "fas fa-crown",
    "course_title_en": "Language Course Summary",
    "course_title_cn": "语言课程总结",
    "course_subtitle_en": "1v1 English Lesson - Peter Rabbit Story Analysis and Grammar Practice",
    "course_subtitle_cn": "1v1 英语课程 - 彼得兔故事分析与语法练习",
    "selected_sections": [
        "A",
        "B",
        "C",
        "D",
        "E",
        "F",
        "G"
    ],
    "course_name_en": "Miraiku R&W A2 G1",
    "course_name_cn": "Miraiku 阅读与写作 A2 G1",
    "course_topic_en": "Peter Rabbit Story Comprehension and Past Progressive Tense",
    "course_topic_cn": "彼得兔故事理解与过去进行时",
    "course_date_en": "September 17",
    "course_date_cn": "9月17日",
    "student_name": "Aden, Harry, Aman",
    "teaching_focus_en": "Analyzing story events, identifying emotions, practicing expanded noun phrases and past progressive tense, and creative writing through designing a scarecrow.",
    "teaching_focus_cn": "分析故事事件、识别情绪、练习扩展名词短语和过去进行时,以及通过设计稻草人进行创意写作。",
    "teaching_objectives": [
        {
            "en": "Students will be able to retell and analyze key events and emotions from the Peter Rabbit story.",
            "cn": "学生能够复述和分析彼得兔故事中的关键事件和情绪。"
        },
        {
            "en": "Students will be able to identify and use expanded noun phrases to improve descriptive writing.",
            "cn": "学生能够识别并使用扩展名词短语来改进描述性写作。"
        },
        {
            "en": "Students will be able to form and use sentences in the past progressive tense.",
            "cn": "学生能够构成并使用过去进行时态的句子。"
        },
        {
            "en": "Students will be able to creatively design a scarecrow based on a story prompt.",
            "cn": "学生能够根据故事的提示,创意性地设计一个稻草人。"
        }
    ],
    "timeline_activities": [
        {
            "time": "Warm-up (approx. 5-10 mins)",
            "title_en": "Homework Review: Acoustic Poems",
            "title_cn": "作业回顾:声学诗",
            "description_en": "Students shared their acoustic poems. Teacher checked homework completion for Aden and Harry, providing feedback.",
            "description_cn": "学生分享了他们的声学诗。老师检查了 Aden 和 Harry 的作业完成情况,并提供了反馈。"
        },
        {
            "time": "Story Comprehension (approx. 20-25 mins)",
            "title_en": "Continuing the Peter Rabbit Story",
            "title_cn": "继续彼得兔故事",
            "description_en": "Recapped previous events, discussed Peter's emotions (puzzled, scared), analyzed the setting near the pond, and reasoned why Peter avoided the cat. Discussed sounds ('scratch, scratch') and Peter's feelings when seeing the gate and Mr. McGregor. Analyzed Peter's escape and the reason for his lack of concern when spotted.",
            "description_cn": "回顾了之前的情节,讨论了彼得的情绪(困惑、害怕),分析了池塘附近的环境,并推理了彼得为什么避开猫。讨论了声音(“scratch, scratch”)以及彼得看到栅栏和麦格雷戈先生时的感受。分析了彼得的逃跑以及被发现时他不担心的原因。"
        },
        {
            "time": "Grammar Focus: Expanded Noun Phrases (approx. 15-20 mins)",
            "title_en": "Expanding Noun Phrases",
            "title_cn": "扩展名词短语",
            "description_en": "Students were guided to add descriptive nouns to sentences, enhancing descriptions (e.g., 'the white cat sat by the side of the small pond'). Students practiced writing sentences with added descriptive nouns.",
            "description_cn": "指导学生在句子中添加描述性名词,以增强描述(例如,“那只白猫坐在小池塘边”)。学生练习写包含额外描述性名词的句子。"
        },
        {
            "time": "Creative Writing Task (approx. 10-15 mins)",
            "title_en": "Design a Scarecrow",
            "title_cn": "设计一个稻草人",
            "description_en": "Students were asked to choose an image from the story and write their own description, aiming for four sentences with extended noun phrases. They also discussed the homework assignment to design Mr. McGregor's scarecrow.",
            "description_cn": "要求学生选择故事中的一幅图画,写下自己的描述,目标是写四句包含扩展名词短语的句子。他们还讨论了设计麦格雷戈先生稻草人的家庭作业。"
        },
        {
            "time": "Grammar Focus: Past Progressive Tense (approx. 15-20 mins)",
            "title_en": "Introduction to Past Progressive Tense",
            "title_cn": "过去进行时介绍",
            "description_en": "Explained the formation and use of the past progressive tense (was\/were + verb-ing). Students practiced converting past tense verbs into past progressive tense sentences, with examples like 'Peter was climbing a fence.'",
            "description_cn": "解释了过去进行时的构成和用法(was\/were + 动词-ing)。学生练习将过去时动词转换为过去进行时句子,例如“Peter was climbing a fence.”。"
        },
        {
            "time": "Wrap-up & Homework Assignment (approx. 5 mins)",
            "title_en": "Homework Explanation and Q&A",
            "title_cn": "作业讲解与问答",
            "description_en": "Reviewed the scarecrow design homework assignment from the workbook. Addressed any student questions about the lesson.",
            "description_cn": "回顾了练习册中的稻草人设计家庭作业。解答了学生对本课的任何疑问。"
        }
    ],
    "vocabulary_en": "acoustic, Peter, rabbit, naughty, garden, stuck, Peter, ran, beans, potato, fruits, spell, action, cool, Mr. McGregor, emotion, puzzled, pond, cat, goldfish, staring, still, tip, tail, twitched, cousin, Benjamin, set, decide, why, hear, eat, safe, woods, hoe, scratch, underneath, bushes, word, describe, noises, loud, crunchy, soil, dragged, effective, feeling, presently, wheelbarrow, peeped, onions, back, turned, gate, hopeful, terrified, get past, quietly, caught sight, corner, care, slipped, woods, scarecrow, jackets, shoes, scare away, birds, fallen off, village, festival, compare, arrived, chased, trying, failing, sneaking, exhausted, expand, noun phrases, improve, description, gaps, information, peaceful, setting, twitched, goldfish, peaceful, goldfish, pond, beautiful, white fur, light breeze, staring, deciding, keep going, yellow ground, needed, different image, creative thinking, descriptive, extended, focus, past progressive tense, progress, amount of time, formed, past tense, verb, ending, walked, missing, sisters, climb, apple, fence, hoping, gardener, farmer, running home, stop, reached, watching, plants, happy, bad, okay, homework, workbook, design, scarecrow, year, village, festival, draw, scarecrows, fields, questions, lesson, lovely rest, week",
    "vocabulary_cn": "声学的,彼得,兔子,淘气的,花园,卡住,彼得,跑,豆子,土豆,水果,拼写,行动,酷,麦格雷戈先生,情绪,困惑,池塘,猫,金鱼,盯着,仍然,尖端,尾巴,抽动,表弟,本杰明,设定,决定,为什么,听到,吃,安全,树林,锄头,抓,之下,灌木丛,词,描述,噪音,响亮,嘎吱嘎吱,土壤,拖拽,有效的,感觉,目前,独轮车,偷看,洋葱,后背,转过,大门,充满希望,害怕,通过,安静地,瞥见,角落,在意,滑入,树林,稻草人,夹克,鞋子,吓跑,鸟,掉落,村庄,节日,比较,到达,追赶,尝试,失败,偷偷摸摸,筋疲力尽,扩展,名词短语,改进,描述,空隙,信息,平静的,环境,抽动,金鱼,平静的,金鱼,池塘,美丽的,白色的毛,微风,盯着,决定,继续前进,黄色的地面,需要,不同的图像,创意思维,描述性的,扩展的,重点,过去进行时,进展,一段时间,构成,过去时,动词,结尾,走,想念,姐妹,爬,苹果,栅栏,希望,园丁,农民,跑回家,停止,到达,看着,植物,开心,糟糕,好的,家庭作业,练习册,设计,稻草人,年,村庄,节日,画,稻草人,田野,问题,课程,美好的休息,周",
    "concepts_en": "Story Retelling, Character Emotions, Cause and Effect, Descriptive Language, Expanded Noun Phrases, Past Progressive Tense, Creative Design",
    "concepts_cn": "故事复述、角色情绪、因果关系、描述性语言、扩展名词短语、过去进行时、创意设计",
    "skills_practiced_en": "Listening comprehension, speaking (answering questions, reading aloud), reading comprehension, writing (sentence construction, creative description), grammar (noun phrases, past progressive tense).",
    "skills_practiced_cn": "听力理解、口语(回答问题、朗读)、阅读理解、写作(句子构建、创意描述)、语法(名词短语、过去进行时)。",
    "teaching_resources": [
        {
            "en": "Peter Rabbit Story Excerpts",
            "cn": "彼得兔故事片段"
        },
        {
            "en": "Whiteboard\/Screen for explanations",
            "cn": "白板\/屏幕用于解释"
        },
        {
            "en": "Workbook pages for practice",
            "cn": "练习册页面用于练习"
        },
        {
            "en": "Image prompts for creative writing",
            "cn": "创意写作的图片提示"
        }
    ],
    "participation_assessment": [
        {
            "en": "All students (Aden, Harry, Aman) actively participated in discussions, answering questions, and reading aloud.",
            "cn": "所有学生(Aden、Harry、Aman)都积极参与了讨论、回答问题和朗读。"
        },
        {
            "en": "Students showed willingness to share their homework and creative ideas.",
            "cn": "学生们乐于分享他们的家庭作业和创意想法。"
        }
    ],
    "comprehension_assessment": [
        {
            "en": "Students demonstrated good understanding of the story events and Peter's emotions.",
            "cn": "学生们表现出对故事事件和彼得情绪的良好理解。"
        },
        {
            "en": "Students were able to grasp the concepts of expanded noun phrases and past progressive tense with guidance.",
            "cn": "在指导下,学生们能够掌握扩展名词短语和过去进行时的概念。"
        }
    ],
    "oral_assessment": [
        {
            "en": "Students read their poems and sentences aloud, participating in oral drills.",
            "cn": "学生们大声朗读了他们的诗歌和句子,参与了口头练习。"
        },
        {
            "en": "Harry asked clarifying questions about sentence structure, showing engagement.",
            "cn": "Harry 询问了有关句子结构的澄清问题,显示了积极参与。"
        }
    ],
    "written_assessment_en": "Students practiced writing sentences with expanded noun phrases and past progressive tense. The homework involves designing a scarecrow, requiring written descriptions.",
    "written_assessment_cn": "学生练习写包含扩展名词短语和过去进行时的句子。家庭作业涉及设计稻草人,需要书面描述。",
    "student_strengths": [
        {
            "en": "Active participation and willingness to share.",
            "cn": "积极参与和乐于分享。"
        },
        {
            "en": "Good comprehension of story elements and emotions.",
            "cn": "对故事元素和情绪有很好的理解。"
        },
        {
            "en": "Creative thinking, evident in their scarecrow design ideas and sentence expansion.",
            "cn": "创造性思维,体现在他们的稻草人设计想法和句子扩展中。"
        },
        {
            "en": "Ability to follow instructions for grammar exercises.",
            "cn": "能够遵循语法练习的说明。"
        }
    ],
    "improvement_areas": [
        {
            "en": "Consistency in applying past progressive tense rules without reverting to past tense.",
            "cn": "在应用过去进行时规则时要保持一致,避免退回到过去时。"
        },
        {
            "en": "Further development of descriptive writing, particularly in adding more varied and precise adjectives.",
            "cn": "进一步发展描述性写作,尤其是在添加更多样化和精确的形容词方面。"
        },
        {
            "en": "Ensuring all parts of the writing prompt (e.g., four sentences) are addressed.",
            "cn": "确保完成写作提示的所有部分(例如,四句话)。"
        }
    ],
    "teaching_effectiveness": [
        {
            "en": "The lesson effectively blended story comprehension with targeted grammar practice.",
            "cn": "课程有效地将故事理解与有针对性的语法练习相结合。"
        },
        {
            "en": "The teacher provided clear explanations and positive reinforcement.",
            "cn": "老师提供了清晰的解释和积极的强化。"
        },
        {
            "en": "Activities like expanding noun phrases and designing a scarecrow were engaging for the students.",
            "cn": "诸如扩展名词短语和设计稻草人等活动吸引了学生的兴趣。"
        }
    ],
    "pace_management": [
        {
            "en": "The pacing was generally good, allowing time for explanation, practice, and discussion.",
            "cn": "节奏总体良好,为解释、练习和讨论留出了时间。"
        },
        {
            "en": "Some minor adjustments were needed to ensure all students understood the grammar concepts before moving on.",
            "cn": "需要进行一些微调,以确保所有学生在继续之前都理解了语法概念。"
        }
    ],
    "classroom_atmosphere_en": "The classroom atmosphere was positive, encouraging, and interactive, with students actively participating and supporting each other.",
    "classroom_atmosphere_cn": "课堂氛围积极、鼓励和互动,学生们积极参与并相互支持。",
    "objective_achievement": [
        {
            "en": "Students demonstrated good understanding of story events and emotions, meeting the first objective.",
            "cn": "学生们很好地理解了故事事件和情绪,达到了第一个目标。"
        },
        {
            "en": "The practice of expanded noun phrases and past progressive tense suggests progress towards the second and third objectives.",
            "cn": "扩展名词短语和过去进行时的练习表明在实现第二和第三个目标方面取得了进展。"
        },
        {
            "en": "The scarecrow design homework will further assess the creative writing objective.",
            "cn": "稻草人设计家庭作业将进一步评估创意写作目标。"
        }
    ],
    "teaching_strengths": {
        "identified_strengths": [
            {
                "en": "Effective use of story as a context for language learning.",
                "cn": "有效利用故事作为语言学习的语境。"
            },
            {
                "en": "Clear and patient explanation of grammar concepts.",
                "cn": "清晰耐心地解释语法概念。"
            },
            {
                "en": "Encouraging student participation and creativity.",
                "cn": "鼓励学生参与和创造力。"
            }
        ],
        "effective_methods": [
            {
                "en": "Recapping previous lessons and story parts to ensure continuity.",
                "cn": "回顾之前的课程和故事部分以确保连续性。"
            },
            {
                "en": "Interactive questioning to check comprehension and stimulate thinking.",
                "cn": "互动提问以检查理解和激发思考。"
            },
            {
                "en": "Guided practice for grammar exercises with immediate feedback.",
                "cn": "针对语法练习进行指导性练习并提供即时反馈。"
            },
            {
                "en": "Connecting grammar points to practical writing tasks (expanded noun phrases, scarecrow design).",
                "cn": "将语法点与实际写作任务(扩展名词短语、稻草人设计)联系起来。"
            }
        ],
        "positive_feedback": [
            {
                "en": "Praise for correct answers and good effort ('Perfect!', 'Very good!', 'Amazing!').",
                "cn": "对正确答案和良好努力的表扬(“完美!”,“非常好!”,“太棒了!”)。"
            },
            {
                "en": "Acknowledgement of creative ideas and good sentence construction.",
                "cn": "对创意想法和良好句子结构的认可。"
            },
            {
                "en": "Encouragement when students struggled, e.g., with past progressive tense.",
                "cn": "在学生遇到困难时给予鼓励,例如在过去进行时方面。"
            }
        ]
    },
    "specific_suggestions": [
        {
            "icon": "fas fa-pen-fancy",
            "category_en": "Writing Practice",
            "category_cn": "写作练习",
            "suggestions": [
                {
                    "en": "Encourage students to use a wider range of adjectives when expanding noun phrases to make their descriptions more vivid.",
                    "cn": "鼓励学生在扩展名词短语时使用更多种类的形容词,使他们的描述更加生动。"
                },
                {
                    "en": "Provide more sentence stems or examples for past progressive tense practice to solidify understanding.",
                    "cn": "为过去进行时练习提供更多的句子开头或示例,以巩固理解。"
                }
            ]
        },
        {
            "icon": "fas fa-volume-up",
            "category_en": "Pronunciation & Reading",
            "category_cn": "发音与阅读",
            "suggestions": [
                {
                    "en": "Continue practicing reading aloud from the story, focusing on intonation and pronunciation of challenging words.",
                    "cn": "继续练习大声朗读故事,重点关注语调和难词的发音。"
                }
            ]
        },
        {
            "icon": "fas fa-comments",
            "category_en": "Speaking & Communication",
            "category_cn": "口语与交流",
            "suggestions": [
                {
                    "en": "Ask students to elaborate more on their reasoning when answering 'why' questions related to the story.",
                    "cn": "要求学生在回答与故事相关的“为什么”问题时,更详细地阐述他们的理由。"
                }
            ]
        }
    ],
    "next_focus": [
        {
            "en": "Review and reinforce the past progressive tense.",
            "cn": "复习和巩固过去进行时。"
        },
        {
            "en": "Continue developing descriptive writing skills with more complex sentence structures.",
            "cn": "继续通过更复杂的句子结构来发展描述性写作技能。"
        },
        {
            "en": "Introduce new vocabulary related to the next story or topic.",
            "cn": "引入与下一个故事或主题相关的新词汇。"
        }
    ],
    "homework_resources": [
        {
            "en": "Complete the scarecrow design activity in the workbook, including a written description.",
            "cn": "完成练习册中的稻草人设计活动,包括书面描述。"
        },
        {
            "en": "Optional: Review the story plot and characters to prepare for future discussions.",
            "cn": "可选:复习故事情节和人物,为未来的讨论做准备。"
        }
    ]
}
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