12月18日 Reasoning Kevin Peng

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Yeah, great. Good. I'm glad to hear that. Apologies for being a couple of minutes late. I was just coming from somewhere outside. All right, well, let's get cracking them. We've got some reasoning to do. Kevin. Tell me, what's what's your experience with verbal and non verbal reasoning? Have you done much of it before? No, no, never done it before. All right. Well, we've done it not last year. We did it last year. Yes. Yeah. Unfortunately, the all of the notes that I had from our classes have gone, but thank you for reminding me of that. I tell you what, let's let's just jump in with some moderately difficult material and we'll see I'll see how you reckon with that. Let's start, why don't we with. A little bit of verbal. Let's try. Okay, we're going to give this one a go. And for verbal reasoning, I always say this, I might have said this to you last year. Really the most important thing, more important than really anything else, is just to learn as many unfamiliar words as you possibly can. Just see it as a kind of, I mean, it's it's the whole point of of the exam. Fundamentally, it is a elaborate vocabulary test. There are some exercises which involve numbers and letters, which are a little more technical, but for all of the vocabulary exercises and a lot of entrance exams exclusively test those. They don't even bother with the alphabet ones and the code ones. It's all vocabulary that that is the priority in these classes. We'll be noting down any words that are unfamiliar, and we'll try and create a habit of testing those words sort of the first 20 minutes of every class. It's the most important thing, much more important than getting the answers right even is learning new words. So we've got the number codes for three. Having said all of that, this exercise has nothing to do with learning words, but let's see if how you do with it. So the number codes for three of four words are listed in random order. Work out the code to the answers for these questions. So the idea is that these codes match the words in some way, but not in the same order. So I don't know what the answer is, but it might be that deer belongs to that one. It might be that this belongs to that one. It might be that that belongs to that one. Probably not. But you get the points and we're trying to we're looking at the numbers first. So we might observe that, Oh, there's a three there and there's a three there and there's a three there. So that's two, three is in the third position and one, three in the second position. And I could just scan my letters now and see that three would have to be a, wouldn't it? Because a is the only letter that features more than once in the third position, and it's also in the second position there. And that might help me out a little bit. See if you can take it over from here. Okay. Yeah absolutely. This is 6342. It's going to get quick ked off with that. Yep, that works, doesn't it? Absolutely. Griconsistency. The m is five, is two. Yep, d is one. We've got the one. Oh, tell me if you can still hear me. It's notifying that my networks 's a little bit. Hopefully it's come back now. R would be four and n would be five. And we have complete consistency. We want to just check the letters that there is consistency there and there is so find the code for dram. We've already done that. One, four, three, five. Well done, Kevin. And what would be the code for. Very, very good to ring would be four, two, three, five and find the word that has the number code six, two, three, four. We're fantastic and we see a world that we recognize. Whether you end up with an answer like jubicka dodo, then you know you've probably gone wrong, where a very common word in English, isn't it? The number codes for the three, for the four words, random orders, exactly the same thing here. Different questions, same style. Well done. Fantastic again. Complete consistency there for two, three, one, three, one by four. So we can see that one is t in both cases and R is four in both cases. And trim yeup on four, five, six. Again, all checking out. No inconsistencies there. Five as I, one t, four R. Yeah. So what is the code for mate? Yeah, Yeah. Whoops, sorry, 65, 12 very very good. Find the code for semi. Yeah good, 3265. And Yeah. Good term. Absolutely right. Fantastic. Okay. The words in the second set follow the same pattern as the words in the first set. So the idea behind this is if we imagine that the words in the middle are sort of marked, I'll do the first one. If this is if this is one, two, three, four, you don't have to write this. This is just to demonstrate we're finding where each letter comes from so we can see the R comes from there, the a comes from there, the m comes from there, and the p comes from there. And having done that, I'm essentially just copying and pasting that pattern onto this like that. And you have to maybe adjust slightly more space in between. So copy and paste. And what do I end up with? I end up with W and a wand. And you should see a word that you recognize. Now you've got to be careful sometimes, because sometimes a letter can come from two or more different places, and you have to factor that in as well. So notice in this next one that the l could actually come from clip, but it could also come from lead. If that's the case, just mark down both options, and one should give you a word and the other should not give you a word, if that makes sense. Wait, what do we do if it came from both words again, it well, so you can write it out so you know that it's definitely an m, you know that it's definitely an you. And then for the third option, we've got a choice between R and s. So I'd like to write them like that. And then we know it's definitely an e. So Oh, you're then choosing which is the word, is muure a word or is muuse a word not an easy word? This one might not have heard it before, but which do you think is probably a word in English? If you had to guess which maybe one of them you've heard before? Muse, well done. Muse absolutely is a word. Brilliant. And let's just define muse. Yes. What does it mean? So muse, it's got a couple of meanings. It can be a verb. So to muse is to sort of to think or consider something deeply. So for example. He sat down. On the park bench and mused over the I think it's over the user where hang on. Want to what so let me use example I don't want to give you the wrong boy does does like amuse does ause came from this word it probably does have the same Latin Latin derivation but it I mean I'm use I don't know what the connection is to unmuuse is to make somebody have a good time that's about amusement as leisure fun muse to muse is much more to consider something deeply I think it's actually muse on or mused about so mused about the. Breakdown of his recent marriage, something like that. You know it's somebody really going Oh, like like meditative thinking thinking deeply about something confusingly amuse. Now it's kind of related as a word, but it's ammuse is is a kind of a spiritual entity. Believed to inspire artists. To create. So it's a very old idea. I don't think people, a lot of people really believe in muses anymore. But it was this idea that there was a kind of a celestial being, a spirit or a ghost or something like that that would that would feed you ideas as an artist. And then you would go, you know the the muse has spoken. Now I know I'm I'm going to paint this picture or I'm going to write a story about this. So those are the two definitions. Good. Yep, post fantastic. Lip brilliant. Good. Well done. Rare, excellent, really, really strwork like absolutely brilliant. Okay, finding the three letter word that completes the word in capletters and finishing the sentence in a sensible way. So again, just to remind you of how to do these, the point is we're trying to create a full word that's three letters longer than the jumble of letters that they give us it. We're always adding a three letter word and that makes sense within the sentence. So the for the example one, the word is it grated cheese, meaning you know cheese that you grate. So then you look, you compare and you go, okay, well, I've got the g, I've got the e, I've got the d, so I need to put rat into to create grded. And that's why the answer is rat quite difficulties. A bit of a vocabulary test to see how you do. Don't have to do them in order. If you're stuck on the first, sometimes it helps to gain a bit of confidence with some others and come back. I think the easiest ones, the hardest ones in this one are the first too. I think these ones, you're more likely to get 16, 17 and 18 if that's any use. I got one for 16, but I don't think the word makes sense. Hey, what's your what's the word that you got? Yeah, that makes sense. Splashed around. Very, very good. Perfect. That's the correct answer. Oh, why did you not think it made sense? Because I think didn't say what what did the dog splash around? Well, but it's in the sea. If it's in the sea, then it's it's in water. And splashing is about kind of. It's throwing water around with a hand or a body. Moving water around. Flavor of ice cream how many flavors of ice cream do you know? Strawberry chocolate, Yeah. Was the White one called lled? 完。Tonight, name. Villa. Do you know vanilla? Yeah, probably so vanilla is the word. What would be the three letter word? Ill. Ill. Absolutely right. Fantastic. And what about 18? 18? You definitely know this word 100%. Something got worse. Would you not want to go bad when you're out in nature walking around? What do you really not want to happen? Like this. Guy that goes dark. Aha. Absolutely. So you're you're thinking along the right lines now. Really simple word. I mean, the sky becoming dark or rain or sunshine, what are all of these examples of? Room. Beginning with the W. What? The rule examples of the where. Wait, Oh, the weather. So what's the three letter words? The weather got worse when we reached the top of the hill. Like I got, I got weather, but I just. I didn't see the eat right. Good. So a couple of difficult ones here. Arm bands per 14 might not have heard that word before. Arm bands in this particular sense of the word, it's what you wear when you're learning to swim. You know when you're a child and you don't know how to swim, this little girl who is wearing arm bands. Inflatable things you put around your arms. It's difficult when this one haddock is a type of fish. Similar to coif, you know kind of very soft, gentle flavors, not like mackerel or salmon or anything. It's it's very, very gentle tasting. Let's get a and it's typically sold in fish and chip shops if you've ever been to one. That's what the fish looks like. But Yeah the the. You generally see it cooked in kind of batter in England, at least not over here in Spain. When I'm where I'm living, they would. I would be appalled the idea of cooking it in batter, but in England that you know, you see it like, Oh, my Internet's strong. I can, you know, this is Yeah, that like this is haddock and chips and Tatar sauce that sort of thing. Okay. That's generally what it would look like on a plate in the uk. Good. All right so yes so what what Yeah what is the three letter word for arm mbbands therefore for that we want and and well we've got the we've got the a we've got the R we've got the m we've got the d we've got the s so it's not and it's bad. Good. Exactly. And to prohibit to the opposite of to allow to ban absolutely an ad. Good. Okay, so onto some more tricky words here, some very tricky words here. We're adding a missing letter to complete four words, so it's got to fit for all four words. Now as I said, some of the words tested here are fiendishly difficult. So if you can get three out of four of the words, you're probably onto a winner. It's I think it's going to be rare that you know all of the words. There might be some that you do, but a lot of the vocab is high register tricky vocab here. Let's start off with 19. I think you know that last word. I see all of the other words are quite difficult. I think, you know, maybe this one here, the first two are hard. Difficult. Does the does the question make sense? See, do you know what you're doing here, Kevin? Yeah, good. What you. Yeah, phlegm is a word, but it's actually spelt like it's got really complicated spelling phlegm like that. I think it's how you spell it. Do you know what phlegm is? No lem is is kind of mucus, you know it's like it's it's what it's not, it's what your nose I don't know where is where is not created, I don't know, but it's in your nose and in your throats. It's it helps you know kind of catch dust. I think is it's main pelpers. Let's get an absolutely disgusting photo of some phlegm. Why not? Nothing like a nice bit of phlegm. To to start the day. Flamm. Oh, I think I know what it is. So really hot. I'm going to give you this, this first one, because I think it's time to move on. Difficult d, now let's just go through all of the words. As I said, much more important that you learn the words than you get the answers right at this point, because the more words you learn, the easier these questions become. If you don't know a word being tested, there is literally nothing you can do in an exam. There's no amount of working it outs that will help you either know the word or you don't. So you've got to, got to got to try to learn these words. So to go great words, it's a verb and it means to really to persuade someone to do something by provoking them. Do you know what I mean? By provoking them? No, so you know, insulting. Insulting them, threatening them, mocking them, you know these are all ways of Goding. So for example, my friend goaded me. Into bungee jumping. But I think I know what the second one is. Okay, good. So does that definition of gomake sense? Yeah so when it's when you say something like, Oh my God, I can't believe you're you're not gonna to do that. You're you're you're always like this. Why do you do you know you're and you're you're making somebody feel ashamed or like or like they're not courageous enough or they're not whatever so that then they go and do the thing. Let's just define a few. Well done. Absolutely right for the next one. But as I said, much more interested in us defining the words than getting the answers right. So let's just go through the other meanings to defy any idea what to define means. I'm going to give it to you in a sentence, see if you can deduce the meaning. Kevin defied his school uniform regulation. By coming in one morning with three ear pierings, a nose ring and dyed pink hair. Would what do you think defied means in that sentence? I can't imagine you doing this. By the way, Kevin, this is not a reflection on who I think you are. What do you think defied means like to not a follow or something? Yes, absolutely. That's what it means to dissipe or to to choose not to follow the rules. And it's not actually a particularly negative word. There's something kind of heroic about choosing to defy and Yeah. And flaled, what does flaled mean? Any idea? It's the past tense of the verb to flee. Not to flea means. To like escape. Yeah, well done. Absolutely. Okay. So fled past tenks of that to run away to escape. Excellent pins, plural of pins. Save loss. Sure. You know all of those words. Fantastic. On to 21. The first word tricky here. I'm not, I'm not convinced you know the first word, but I think you know the other words. I think you do know the other words. The second, the third, the fourth. Second word, where. We're little birds might be found. 嗯。I'm going to give you this one. It's n. So we've got bran, which is a very difficult word. Word. Then nest, you know what a nest is? Yeah Yeah to warn you know to to to say to some someone this might be dangerous to warn them of a danger and knows of course, you know what knows means grand hard word. It's it's something that you see in cereal quite a lot actually like these. I don't know if you've ever come across these cereals before. If you've ever been the uk. Are you in the uk now? Kevin oin China. Yeah I'm back to China. You are back in China. Okay. So maybe but maybe in the uk yousaw these kind of walking in the supermarket Isles all bran bris bran is the type of wheat is that kind of brownie type of wheat that's in in certain cereals kind of a type of wheat. Found some cereals. And let's do one more 22 and then we'll call it a day. Again, this one is actually a really hard one, I would say, well, they both are. But you know, you know these two words, and you might know this word here. I'm not sure you know the first word. Oh, Oh, nhe no, tilt is not a word, unfortunately. Fort is a word. Toll is a word, but it's not spelt l. It's a similar letter to the last letter, I suppose, similar placement in the mouth, similar position in the alphabet. It's n for this one. N, so we've got loom mole, form and melt, I think, you know, form and melt mole. Do you know what mole is? No mole. Couple of meanings for mole. It's an animal that kind of digs underground. Ounds, okay. It's also a dish, you know, like these guys. The mole. But it's also it's also a you know like a Brown spot on your skin. Like that's a mole as well there. Where is it there? That's a mole. Oh, so two meanings. It's also some obviously some kind of South American dish as well, but let's not do that meaning you know these are moon. Oh, her there you. Alright right I think let's call it a there we've gone over time although we did start a little bit late so I'm gonna to post these words to you do try and have a look at them before the next class is gonna be A A brief spot check at the beginning so see if you can get familiar with them. That's us done for today Kevin. Good stuff. See you next time. Bye.
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{
    "header_icon": "fas fa-crown",
    "course_title_en": "Reasoning Session",
    "course_title_cn": "推理能力课程",
    "course_subtitle_en": "1v1 Verbal and Non-Verbal Reasoning Practice",
    "course_subtitle_cn": "1对1 语言与非语言推理练习",
    "course_name_en": "Reasoning Class",
    "course_name_cn": "推理课",
    "course_topic_en": "Verbal Reasoning: Coding\/Decoding and Vocabulary Testing",
    "course_topic_cn": "语言推理:编码\/解码和词汇测试",
    "course_date_en": "December 18th",
    "course_date_cn": "12月18日",
    "student_name": "Kevin",
    "teaching_focus_en": "Introduction to Verbal Reasoning, focusing heavily on vocabulary acquisition as the core test component, and practice with letter\/number coding puzzles.",
    "teaching_focus_cn": "介绍语言推理,重点强调词汇习得是考试的核心组成部分,并练习字母\/数字编码谜题。",
    "teaching_objectives": [
        {
            "en": "Introduce the structure and main focus of verbal reasoning tests (vocabulary emphasis).",
            "cn": "介绍语言推理测试的结构和主要重点(强调词汇)。"
        },
        {
            "en": "Practice number\/letter coding exercises to develop logical pattern recognition.",
            "cn": "练习数字\/字母编码练习,以培养逻辑模式识别能力。"
        },
        {
            "en": "Practice word completion exercises requiring vocabulary knowledge.",
            "cn": "练习需要词汇知识的单词补全练习。"
        }
    ],
    "timeline_activities": [
        {
            "time": "0:00-0:05",
            "title_en": "Greeting and Initial Check-in",
            "title_cn": "问候和初步确认",
            "description_en": "Teacher apologizes for being late and checks student's prior experience with verbal\/non-verbal reasoning.",
            "description_cn": "老师为迟到道歉,并询问学生是否有推理经验。"
        },
        {
            "time": "0:05-0:12",
            "title_en": "Verbal Reasoning Strategy Introduction",
            "title_cn": "语言推理策略介绍",
            "description_en": "Teacher emphasizes that vocabulary is the most crucial part of the exam and sets the habit of word review.",
            "description_cn": "老师强调词汇是考试最关键的部分,并建立了单词复习的习惯。"
        },
        {
            "time": "0:12-0:25",
            "title_en": "Activity 1: Number\/Letter Coding Puzzle (Set 1)",
            "title_cn": "活动1:数字\/字母编码谜题(第一组)",
            "description_en": "Practice deductive reasoning using number consistency across coded words to find letter values. Student performed very well.",
            "description_cn": "练习使用编码单词间数字的一致性进行演绎推理以找出字母值。学生表现出色。"
        },
        {
            "time": "0:25-0:35",
            "title_en": "Activity 2: Pattern Copying\/Substitution Puzzle",
            "title_cn": "活动2:模式复制\/替换谜题",
            "description_en": "Practice pattern recognition and substitution, including handling ambiguities (multiple possible source letters). Defined the word 'muse'.",
            "description_cn": "练习模式识别和替换,包括处理模糊性(多个可能的来源字母)。定义了单词'muse'。"
        },
        {
            "time": "0:35-0:48",
            "title_en": "Activity 3: Three-Letter Word Completion (Word Formation)",
            "title_cn": "活动3:三字母单词补全(单词构成)",
            "description_en": "Completing words by inserting a three-letter word that makes sense in the sentence context. Practiced 'splashed', 'vanilla', 'weather'.",
            "description_cn": "通过插入一个在句子语境中有意义的三字母词来完成单词。练习了'splashed'、'vanilla'、'weather'。"
        },
        {
            "time": "0:48-1:00",
            "title_en": "Activity 4: Single Missing Letter Puzzle (High Vocab)",
            "title_cn": "活动4:单个缺失字母谜题(高阶词汇)",
            "description_en": "Inserting one letter common to four words. Discussed difficult vocabulary: 'phlegm', 'goad', 'defy', 'fled', 'bran', 'mole'. Teacher prioritized definition over correct answers.",
            "description_cn": "插入一个共同字母到四个单词中。讨论了困难词汇:'phlegm'、'goad'、'defy'、'fled'、'bran'、'mole'。老师更侧重于定义而非答案正确性。"
        }
    ],
    "vocabulary_en": "Goad, Defy, Fled, Pins, Phlegm, Bran, Muse, Haddock, Prohibit, Armbands.",
    "vocabulary_cn": "Goad (怂恿\/诱使), Defy (反抗\/违抗), Fled (逃跑的过去式), Pins (钉子\/别针), Phlegm (痰), Bran (麸皮), Muse (沉思\/缪斯), Haddock (黑线鳕), Prohibit (禁止), Armbands (手臂游泳圈).",
    "concepts_en": "Verbal Reasoning Structure, Letter-Number Coding Logic, Vocabulary Importance, Contextual Deduction.",
    "concepts_cn": "语言推理结构, 字母-数字编码逻辑, 词汇的重要性, 上下文演绎推理。",
    "skills_practiced_en": "Deductive reasoning, pattern recognition, vocabulary recall and definition, working under mild pressure.",
    "skills_practiced_cn": "演绎推理能力, 模式识别能力, 词汇回忆和定义, 在轻微压力下工作。",
    "teaching_resources": [
        {
            "en": "Handout containing number-letter coding exercises.",
            "cn": "包含数字-字母编码练习的讲义。"
        },
        {
            "en": "Worksheets with word formation and missing letter vocabulary puzzles.",
            "cn": "包含单词构成和缺失字母词汇谜题的工作表。"
        }
    ],
    "participation_assessment": [
        {
            "en": "Kevin was highly engaged, especially in the coding tasks where he quickly found correct solutions.",
            "cn": "Kevin参与度很高,尤其是在编码任务中,他很快找到了正确的答案。"
        },
        {
            "en": "He demonstrated active listening and focused well despite the technical nature of the content.",
            "cn": "他表现出积极的倾听,并且尽管内容具有技术性,他仍然集中精力。"
        }
    ],
    "comprehension_assessment": [
        {
            "en": "Understood the logic behind the coding exercises immediately.",
            "cn": "立即理解了编码练习背后的逻辑。"
        },
        {
            "en": "Struggled slightly with some of the obscure vocabulary definitions but grasped them once explained.",
            "cn": "在一些晦涩的词汇定义上稍微挣扎了一下,但在解释后就掌握了。"
        }
    ],
    "oral_assessment": [
        {
            "en": "Clear articulation, but occasionally hesitated when required to define new or unfamiliar words.",
            "cn": "发音清晰,但在需要定义新的或不熟悉的词汇时偶尔会犹豫。"
        },
        {
            "en": "Responded quickly and accurately in the mechanical parts of the coding puzzles.",
            "cn": "在编码谜题的机械部分反应迅速且准确。"
        }
    ],
    "written_assessment_en": "N\/A (Session focused on oral problem-solving and concept learning).",
    "written_assessment_cn": "不适用(本次课程重点是口头解决问题和概念学习)。",
    "student_strengths": [
        {
            "en": "Excellent logical deduction skills shown in the letter-number coding puzzles.",
            "cn": "在字母-数字编码谜题中展现了出色的逻辑推理能力。"
        },
        {
            "en": "Good ability to apply learned rules immediately to new problems (e.g., consistency checks).",
            "cn": "能够立即将所学规则应用于新问题(例如,一致性检查)。"
        },
        {
            "en": "Strong grasp of common\/mid-level vocabulary.",
            "cn": "对常见\/中等水平的词汇掌握得很好。"
        }
    ],
    "improvement_areas": [
        {
            "en": "Need to significantly expand high-register\/rare vocabulary knowledge, as this is the main hurdle in verbal reasoning.",
            "cn": "需要显著扩展高阶\/罕见词汇知识,因为这是语言推理中的主要障碍。"
        },
        {
            "en": "Must develop better recall speed for less frequent words when defining them.",
            "cn": "在定义不常用词汇时,必须提高回忆速度。"
        }
    ],
    "teaching_effectiveness": [
        {
            "en": "The structured approach to tackling coding problems was very effective, leading to quick successes.",
            "cn": "解决编码问题的结构化方法非常有效,带来了快速的成功。"
        },
        {
            "en": "Teacher's decision to stop and thoroughly define difficult vocabulary words (e.g., Goad, Muse) maximized learning potential, even at the cost of time.",
            "cn": "老师决定停下来彻底定义困难的词汇(例如 Goad, Muse)最大化了学习潜力,即使牺牲了时间。"
        }
    ],
    "pace_management": [
        {
            "en": "The initial coding section moved quickly due to student proficiency. The latter vocabulary section slowed the pace appropriately to allow for learning.",
            "cn": "由于学生的熟练程度,最初的编码部分进展很快。后面的词汇部分适当放慢了节奏以便学习。"
        },
        {
            "en": "The class ran slightly over time, but this was mutually agreed upon due to the necessary vocabulary deep-dive.",
            "cn": "课程时间略有超出,但这是双方同意的,因为需要深入学习词汇。"
        }
    ],
    "classroom_atmosphere_en": "Engaging, focused, and academically rigorous, with a good teacher-student rapport established.",
    "classroom_atmosphere_cn": "引人入胜、专注且学术严谨,建立了良好的师生融洽关系。",
    "objective_achievement": [
        {
            "en": "The objective of practicing reasoning logic was met through the coding exercises.",
            "cn": "通过编码练习达成了练习推理逻辑的目标。"
        },
        {
            "en": "The core objective of vocabulary exposure and initial learning was strongly addressed, setting a foundation for future review.",
            "cn": "核心目标——词汇接触和初步学习得到了强有力的解决,为未来的复习奠定了基础。"
        }
    ],
    "teaching_strengths": {
        "identified_strengths": [
            {
                "en": "Strong ability to identify and adapt to the student's existing skill level (e.g., fast pace on coding).",
                "cn": "能够识别并适应学生现有技能水平的能力很强(例如,编码速度快)。"
            },
            {
                "en": "Prioritizing long-term vocabulary learning over immediate score accuracy.",
                "cn": "将长期词汇学习置于即时分数准确性之上。"
            }
        ],
        "effective_methods": [
            {
                "en": "Explicitly demonstrating the pattern logic (e.g., observing the number '3' repetition in the coding task).",
                "cn": "明确演示了模式逻辑(例如,在编码任务中观察数字'3'的重复)。"
            },
            {
                "en": "Using contextual sentences and relatable examples to define complex words like 'muse' and 'defy'.",
                "cn": "使用上下文句子和相关的例子来定义复杂的词汇,如 'muse' 和 'defy'。"
            }
        ],
        "positive_feedback": [
            {
                "en": "Teacher's immediate positive reinforcement when Kevin solved the coding problems correctly ('Well done, Kevin').",
                "cn": "Kevin 正确解决编码问题时,老师立即给予了积极的肯定(‘干得好,Kevin’)。"
            },
            {
                "en": "The clarity in explaining the ambiguity handling in pattern substitution (choosing between R and S).",
                "cn": "在解释模式替换中的模糊性处理(在 R 和 S 之间选择)时非常清晰。"
            }
        ]
    },
    "specific_suggestions": [
        {
            "icon": "fas fa-volume-up",
            "category_en": "Pronunciation & Reading",
            "category_cn": "发音与阅读",
            "suggestions": [
                {
                    "en": "When encountering new, complex words (like 'haddock' or 'phlegm'), practice sounding them out slowly to internalize the spelling.",
                    "cn": "遇到新的复杂词汇时(如 'haddock' 或 'phlegm'),练习缓慢地念出来,以内化拼写。"
                }
            ]
        },
        {
            "icon": "fas fa-comments",
            "category_en": "Speaking & Communication",
            "category_cn": "口语与交流",
            "suggestions": [
                {
                    "en": "Try to use the newly learned vocabulary ('goad', 'defy', 'muse') in simple declarative sentences before the next session.",
                    "cn": "在下节课之前,尝试用简单的主谓宾句子来使用新学的词汇('goad', 'defy', 'muse')。"
                }
            ]
        },
        {
            "icon": "fas fa-book-open",
            "category_en": "Vocabulary Acquisition",
            "category_cn": "词汇习得",
            "suggestions": [
                {
                    "en": "Review the list of unfamiliar words discussed today (especially the high-register ones) before the next class, as a short test is planned.",
                    "cn": "在下一课前复习今天讨论的所有生词列表(特别是高阶词汇),因为计划进行一个小测验。"
                }
            ]
        }
    ],
    "next_focus": [
        {
            "en": "Quick vocabulary spot check based on today's session.",
            "cn": "根据今天课程内容进行快速词汇抽查。"
        },
        {
            "en": "Continue with the next set of verbal reasoning problems, possibly focusing on analogy or critical reasoning sections.",
            "cn": "继续进行下一组语言推理问题,可能侧重于类比或批判性推理部分。"
        }
    ],
    "homework_resources": [
        {
            "en": "Review and actively define the following 10 words from today's lesson: Goad, Defy, Fled, Phlegm, Bran, Muse, Haddock, Prohibit, Armbands, Mole.",
            "cn": "复习并主动定义今天课程中的以下10个单词:Goad, Defy, Fled, Phlegm, Bran, Muse, Haddock, Prohibit, Armbands, Mole。"
        },
        {
            "en": "If possible, look up a few more examples of word completion exercises involving three-letter additions to strengthen pattern recognition.",
            "cn": "如果可能,查阅一些涉及三字母添加的单词补全练习,以加强模式识别。"
        }
    ]
}
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