1229 Alex

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Hi Peter hi Alex how gosh long time no speak to how are you I'm pretty good pretty good if enjoyed your holiday Yeah pretty good pretty good again doing lots of things Yeah I didn't for Christmas I didn't read do anything we I guess we Yeah we didn't do exactly that much. What about since Christmas, son? It's like normal life is not no change. Yeah, yes but I haven't been I've been able to get a little bit more sleep then I guess because normally on a school day it's just pure terror. Okay, this I'm at ten again. I'm just kind of too man I just quickly get my charger I'm after borrow somebody dspear for a few minutes because I've got my son arriving shortly with a dog, so I may have to rush off and say hello, but. Okay, thank you. Oh hello back. Yeah okay, thank you. All right, then. You know what to do. Yeah. Okay, so read the article. Let's do that. Read the text. Read the article. Think of the word. Read text below and think of the word which best fits each gap. Use only one word in each gap. But there's an example at the beginning. Zero. So it's, Yeah, I just think of the word. Okay, so let me just read this. Ice water diver Ryan Waller is a marine biologist with a special interest, something deep sea corals don't know. She admits that, not something you've got the answer in in deep sea corals. She admits that as something this one is knowing about, this corals, because they are very harto, reach 1000m below the ocean an's surface. However, bour, something is known is known is that they are being damaged by fishing nets, and research is needed to support conservation work. Something recently. Ryan had only right? Ryan Yeah. Ryan had only been able to study the corals through film sent from robotic submarines. But then some were discovered in Alaskan fjords that were shallow. Something to dive in. This was a 14 opportunity. But two problems two problems faced. Ryan, initially something only was awarding the fjd scarcely by freezing. But she had never actually died ved before. She describes experiences intense within five minutes, something being in the water, her head and hands were completely numb, and she often had something poor visibility. She couldn't even see her own elbow. Despite the extreme conditions, however, Ryan's teamwork be gathered data on the corals of a kind that is that is something but impossible in the deep ocean. Okay, so you've done this suggestion. Alex, you done that, haven't she? Yeah, okay. Are you ready to go then? 言屋? Okay, hold up. It will just remember that the gap words will be structural items like articles. There will be does that mean all of them will be articles are like a over. Oh, you know this, it's not really helping you this because it's obvious. Yeah read the whole sentence to see whether the word you need is part of a longer or parallel structure like either or on the other hand, or on the other authremember that there could be more than one correct answer, but you should write one word only in the gap. Okay? So let's type in. Yeah. As. So you can see the tip they're giving you here. Question nine. Kareas now no, I don't know, would make sense. It's quite hard this this word to find. You've got to understand the context. Yeah Yeah little is known about these curals. She admits that as little is known about these corals. That's good. I think that's correct. That sounds right. Number ten, yes. I can't do capital letters on this for some reason. It just changes the language. No, not less recently, but quite as a better word. Yeah, what it makes sense nai don't think it would. What's another word I could replace thus? Beating the sentence to get a really good sense. Ron Harry been able to study the course. I'm not so sure. I think I'll come back to that as well. Right? Will this work? That work? Yes it good. Look it up. It is correct. Yeah, okay. That's of I think of this just. Sounds right. Isn't it? 言屋? What she had and she often had. Rooh he. No. Hello, hello. Sorry, Alex. I've got a visitor. Oh, wow, dog. Yeah, so. Control your dog, please put the pops there next time. You think so? Yeah you often had quite. Very, very, very extremely. Wouldn't there be something here? She often had extreme poor visit. You can't have extreme poor visit. Extreme poor extremely. It's extremely the other half is coming poor. So wouldn't that be so? And I mean, poor visibility comma, she couldn't even see Yeah who know cause and because she often had extreme fooshe, couldn't even see her own elbow. So not extremely agreed. Yeah. What else could it be? Call letter, word. Very poor, no, very will not work, you often heard. Four letter words, can you do 16 honsixteen then? I what you got the date on the core calling s? It's two letters. It's a two letter word. That is hold up. How many two letter words even are there that is b by hang on, sorry, I can't count. I think I think it's Yeah, you're right, right. You got three to go home you Yeah. Okay Portago, you've got down now Portago halfway. That is. Have you started to read the passage again? Yeah. Well, had she, I think I might, I think I might have built an idea of 15. I heard hands coming on, I shoving hide. Be on possivisibility chohand. Much poor visibility. She couldn't even know that that that just does not make sense. You're close or real come, you're very close. Many plled your one letter out. Oh, such poor visibility, isn't it? There's is number 16a three letter yes simple word. Wait. Well, let's see how work that is would mean that that is far but impossible. No, no. Okay, that is. Is that a very simple word? So. Wait, number nine is it? Why? No no no no no. It was number nine, was it though? No, no, no. As now, little is known. It's very hard. That's the hardest one because I don't think you'll get it. It means, she admits that as as of now, as of now. Am I not heard of now? Be right as of now. I don't think you'll get this because it's difficult. I'll give me the first letter, Alex. Yet yt? We're going put it down. Yeah, I'm doing as yet that sound right here. Well, I mean, three letter word. His first letter is y. Yeah as yet have you heard that expression as yet no Haand of now up to now up to this point as Yeah, yet as yet never heard but yet. Okay, what are you? You have now? I get you to go. Okay. Yes. You are there's a clue. As. First letter, Oh, my God, I remember, I remember the way until recently, until recently, is it until recently? Put it down. Yeah, I can't do capful letters on this thing. That makes sense. Yeah. Might Alex want to go? That is. Not but impossible. No, that is. I think of the context here, I think that's going to help. So despite the extreme conditions, yes. Oh, that is. A米B不almost star。That is no, it can't be. Yeah, that is. You can't save well, but impossible. Yeah, really not sure is. Question, can schas roll lled down a bit with this 1616? That is. Which is most important? All but impossible. You took away the most of the almost. So now you've got all that all has three lessons. Yeah, is it all but impossible? I'm waiting for your answer. I didn't maybe I don't think I've never heard anything any saying like that. That makes sense if you read the sentence. That. Is all but impossible. I was I was expecting something like, okay, never mind. Maybe I don't know, maybe saying, but I doubt I understand this one. Okay, so how many did you get? Right? I think it's about five or six. Yeah, I think it's around five actually, I think it's five again, I'm just going to write that down. Still good because there were some words you just wouldn't have known. So you've done well. Right? The next one's out of eight. Well, I think that's the same with all of them. Yeah, I think Yeah next part is out of eight. Let's see what it is. Okay, read instructions. So questions one, 24 and read the text below. Use the word given capitals at the end of some of the lines of form, a word that fits in the gap in the same line. There is an example at the beginning. Zero leaders will. Yes, the first one is presidential, presidential. You need to read the whole text, don't you? Oh, okay, I is a second one. Oh, sorry, I can't just read the text without reading his out. Okay? I think, sure. Do you want me to reread the thing out loud? Well, if you've read it through once, there's no need. No, okay. I number 17. Sounds right. And wait, wait, I sorry it could be survival. Can change size. And reached three to go. Eh way. Here to go, Alex. Used to okay, I think that are. Right. This is a rather weird text to be put into some of these writing paper when they're trying to fix some exam. Have you got the spinning right there? Oh, relevant. We go starting right. I think that's how you know way that say what you've written relevant Yeah. Right two to go. What? I read it long. Is it possible to use just long it too long making. What part of speech is long? Adjective, all right, adjective, so you changing it into a. Hold on. A second, I'll go stomachahe this okay, to longer the faces is longer a word in terms of a longer. Longefall. Okay. It's the noun. You got the adjective. What's the noun? H. The faces, right? A noun of long. What is the sorry do you mean like what is the long describing? What do you say? What is the. Languess. Oh. What is a long, what is a long wait? What is a long something of something? What is the. How long is something? What is the length? Right now back to the verb. Hey. Wait to lengthen the faces. That's it. Okay. But I can't give you that because we I've had the value, but you've got it right now. So we've got one to go, hunwe. Okay. The isation. Of higher of high. Height, height. I can spheight. Height hold. I can't. That's it. Seven out of eight. Yeah, not bad. Okay, we read the passage now. Out loud in most presidential elections in the usa in the twentieth century, the taller okay, or the two candidates one, the association of height with success is something as in widely accepted. Interestingly, some recent research is just that people's confidence in a potential leader can be influenced by how long that person's faces, according to Daniel ray, one of the main researchers, are natural attraction to facial characteristics that suggest taus as long faces do, is thought to have evolved long ago, when the survival of a community depended on choosing the right leader, especially when you're faced with a threatening situation, we simply to prefer the most dominant looking people for leadership, he says. In this study, volunteers will asked manipulate faces on a computer screen in order to make them look like people they would want as national leaders. A significant number chose to lengthen their faces, particularly for male leaders, in difficult times. As doctor as doctor renoted, the implication is that leadership choice are affected by physical features that are relevant to political expertise. Yeah. Interesting, isn't it? Yeah. That's six. This is six. I guess yes. Okay, let's try. No questions. 25, 30. Yeah, nothing we've done now. Yeah, they insist on having I remember that. Yeah, I think we've done. Louis Dula. You got it. Oh okay okay. I would. Oh, okay, happen I happen. You sure you're confident? I think that's it. Yeah, okay, we'll put it, put it in the right place. Sounds good to me. I'll check the answers. I would never, I would never have. I would have never. Don't think that makes a difference. Never have watched. What's possibly missing. Watch the film if. Never watch. That that film could be that film, shouldn't it? Yeah, that's it. Okay, good. One out of one. The teams. That's all correct, but of course, you've gone over the limit, haven't you? Hello. Yeah, I'm just trying to find a better answer. I'm trying to make out delete a word. Well, what is that wood? Oh, it's just having misunderstanding with what the aims of. Is that is that right? What are you not write it down? With what? Yeah with what there's a better word. Misunderstanding not with what it doesn't sound right with what does it. Give me you a clue. Let go. Was a something something something t is that so understanding? Otherwise I have to mark wrong. There seems to have been a misunderstanding or what the aims of the course were. Well, a, something, something, something. T, I can only think of the word apart. I don't even know there's another other word I know. I think we'll mark you wrong for now. It's like so one of the most common news is about go write it in. Wait, I can't. Give that to you. You got the main part, right? Okay. So two out of two so far. We'll go on for five more minutes, Alex, because we didn't start on time because I went away and I think you went away, didn't you? Yeah. So we'll Carry on for five more minutes. Stand the chances is wait, stand. That's that sounds right. That sounds right. Yes. That's right. I stand of chance. Is stand a chance literally. What I've underlined. Oh. To get, would we say, that chance to get to. And a chance. A chance. What's the next preposition? Next word, two letter word? A chance. I think you could get that right, but there's a bet Yeah, possibly a bit slightly better answer. A chance. You sometimes say chance to chance. A chance of. Of always it. Of getting to these theatres. There, okay, makes sense. All right, Michelle. Michelle is. I even know if nowhere near it could be used an actual formal sentence without it considered being informal done. Save two to go and you've got them all right. So far, four out of four. Can you get the last two right? 在哪着?Handid Yeah good handid. Handed. Handed away no not handed away. Handed. Handy. Hand off hand off his resignation handid in. Yes, you hand in. So you got with a letter, you've got to hand it into them. Well done. Okay. Last one. Five out of five so far. Let's get the last one right. Finish off. Yeah. Oh. That's it. Bound to be. People against Yeah okay or. Objecting the idea one minute, there are bound to be people objecting the idea. That's it, carthen. Oh, that is that crosses a number barrier, I guess. Okay. So what have you done? You've answered you answer three parts. 13, 18 out of 22. That's pretty good. Well done. Okay, we'll stop there and see you next time. Okay. Thank you.
处理时间: 29064 秒 | 字符数: 14,237
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分析结果 (可编辑,支持美化与着色)
{
    "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 - Fill-in-the-blanks & Word Formation Practice",
    "course_subtitle_cn": "1v1 英语课程 - 完形填空与构词法练习",
    "course_name_en": "1229 Alex",
    "course_name_cn": "1229 Alex 课程",
    "course_topic_en": "Reading Comprehension and Vocabulary in Context (Cloze Tests)",
    "course_topic_cn": "阅读理解与语境词汇(完形填空)",
    "course_date_en": "N\/A (Based on file name)",
    "course_date_cn": "未提供(基于文件名)",
    "student_name": "Alex (Implied)",
    "teaching_focus_en": "Practicing advanced grammar, collocations, and word formation rules within contextual reading passages.",
    "teaching_focus_cn": "在上下文阅读材料中练习高级语法、搭配和构词规则。",
    "teaching_objectives": [
        {
            "en": "Successfully complete the first cloze test (Use of Single Word) by applying contextual and grammatical knowledge.",
            "cn": "通过运用语境和语法知识,成功完成第一个完形填空测试(单次填空)。"
        },
        {
            "en": "Accurately apply word formation rules (derivation) to fit the required part of speech in the second exercise.",
            "cn": "准确应用构词规则(派生),使词汇符合第二个练习中所需词性。"
        },
        {
            "en": "Improve confidence in handling challenging, low-frequency structural words.",
            "cn": "提高处理具有挑战性、低频度结构词的信心。"
        }
    ],
    "timeline_activities": [
        {
            "time": "0:00 - 4:00",
            "title_en": "Informal Check-in & Holiday Talk",
            "title_cn": "非正式问候与假期交谈",
            "description_en": "Brief conversation about holidays and recent life; teacher manages a brief technical interruption (charger).",
            "description_cn": "简短交谈关于假期和最近的生活;教师处理了一个简短的技术中断(充电器)。"
        },
        {
            "time": "4:00 - 23:00",
            "title_en": "Cloze Test 1: Use of Single Word (Article\/Preposition\/Conjunction Focus)",
            "title_cn": "完形填空测试 1:单次填空(侧重冠词\/介词\/连词)",
            "description_en": "Student works through the first passage, focusing on structural words. Teacher provides hints about context and grammar (e.g., 'as yet', 'all but impossible').",
            "description_cn": "学生完成第一个段落,重点关注结构词。教师提供关于语境和语法的提示(例如'as yet','all but impossible')。"
        },
        {
            "time": "23:00 - 34:00",
            "title_en": "Cloze Test 2: Word Formation (Derivation Focus)",
            "title_cn": "完形填空测试 2:构词法(侧重派生)",
            "description_en": "Student attempts the second exercise, transforming words at the end of lines (e.g., 'long' -> 'length'). Teacher guides discussion on noun\/adjective forms.",
            "description_cn": "学生尝试第二个练习,转换行尾的单词(例如'long' -> 'length')。教师指导关于名词\/形容词形式的讨论。"
        },
        {
            "time": "34:00 - End",
            "title_en": "Cloze Test 3: Multiple Choice\/Phrase Completion",
            "title_cn": "完形填空测试 3:选择题\/短语补全",
            "description_en": "Student completes the final section, showing strong performance in phrase completion ('hand in', 'objecting the idea').",
            "description_cn": "学生完成最后一部分,在短语补全方面表现出色('hand in','objecting the idea')。"
        }
    ],
    "vocabulary_en": "Deep sea corals, marine biologist, fjords, visibility, teamwork, structural items, parallel structure, relevant, expertise, presidential, dominant, survival.",
    "vocabulary_cn": "深海珊瑚,海洋生物学家,峡湾,能见度,团队合作,结构性项目,平行结构,相关的,专业知识,总统的,主导的,生存。",
    "concepts_en": "Contextual usage of articles (a\/an\/the), prepositions, determiners; word derivation (Noun\/Adjective\/Verb forms), idiomatic phrases (e.g., 'all but', 'hand in').",
    "concepts_cn": "冠词(a\/an\/the)、介词、限定词的语境用法;词语派生(名词\/形容词\/动词形式),习语短语(例如'all but','hand in')。",
    "skills_practiced_en": "Reading for meaning, identifying grammatical function, inferring missing words from context, applying word formation rules.",
    "skills_practiced_cn": "为了理解而阅读,识别语法功能,根据语境推断缺失的词汇,应用构词规则。",
    "teaching_resources": [
        {
            "en": "Multiple cloze test exercises (Single Word Fill, Word Formation, Phrase Completion).",
            "cn": "多个完形填空练习(单次填空、构词法、短语补全)。"
        }
    ],
    "participation_assessment": [
        {
            "en": "High engagement, especially when grappling with difficult vocabulary and structural words.",
            "cn": "参与度高,尤其是在处理困难词汇和结构词时。"
        },
        {
            "en": "Willingness to review answers and accept teacher guidance on complex items.",
            "cn": "愿意回顾答案并接受教师在复杂项目上的指导。"
        }
    ],
    "comprehension_assessment": [
        {
            "en": "Good general understanding of the passage's scientific context (coral research).",
            "cn": "对文章的科学背景(珊瑚研究)有良好的总体理解。"
        },
        {
            "en": "Struggled momentarily with abstract\/idiomatic phrasing in the first exercise (e.g., 'as yet', 'all but impossible').",
            "cn": "在第一个练习中,对于抽象\/习语性表达(例如'as yet','all but impossible')曾短暂挣扎。"
        }
    ],
    "oral_assessment": [
        {
            "en": "Fluency is steady, though the focus was heavily on written tasks.",
            "cn": "流畅度稳定,尽管重点主要放在书面任务上。"
        },
        {
            "en": "Clear articulation when reading passages aloud.",
            "cn": "大声朗读文章时发音清晰。"
        }
    ],
    "written_assessment_en": "Strong performance on the word formation section (7\/8 correct), indicating solid knowledge of morphology.",
    "written_assessment_cn": "构词法部分表现强劲(22题中答对18题,其中第二部分7\/8正确),表明对形态学知识扎实。",
    "student_strengths": [
        {
            "en": "Excellent application of word formation rules when the required part of speech was clear.",
            "cn": "当所需词性明确时,能出色地应用构词规则。"
        },
        {
            "en": "Ability to correctly identify common phrasal verbs\/collocations required for the cloze tests (e.g., 'hand in').",
            "cn": "能够正确识别完形填空所需的常见短语动词\/搭配(例如'hand in')。"
        },
        {
            "en": "Resilience in re-evaluating answers after receiving grammatical\/contextual clues.",
            "cn": "在收到语法\/语境线索后,有能力重新评估答案。"
        }
    ],
    "improvement_areas": [
        {
            "en": "Automatic recall of less common, high-level structural words and short prepositions in dense contexts.",
            "cn": "对不常见的、高级的结构词和在密集语境中的短介词的自动回忆能力。"
        },
        {
            "en": "Overcoming hesitation when encountering challenging phrases (e.g., 'all but impossible').",
            "cn": "克服遇到具有挑战性的短语时的犹豫(例如'all but impossible')。"
        }
    ],
    "teaching_effectiveness": [
        {
            "en": "The guided practice approach, providing hints on structure (e.g., 'two letter word'), was highly effective for guiding the student to the solution.",
            "cn": "引导式练习方法(例如提供关于结构的提示,如'two letter word')非常有效地引导学生找到答案。"
        },
        {
            "en": "The pacing was slightly slow in the first section due to deep dives into difficult vocabulary, but balanced by the strong momentum in the later sections.",
            "cn": "由于对困难词汇的深入探讨,第一部分的节奏略显缓慢,但被后续部分强劲的势头所平衡。"
        }
    ],
    "pace_management": [
        {
            "en": "The initial pace was slowed significantly by the complexity of the first cloze test, requiring extensive teacher scaffolding.",
            "cn": "由于第一个完形填空测试的复杂性,初始节奏明显放慢,需要大量的教师脚手架支持。"
        },
        {
            "en": "The teacher managed the end time effectively by extending the session by 5 minutes to complete the scheduled material.",
            "cn": "教师通过延长5分钟课程时间以完成计划材料,有效管理了结束时间。"
        }
    ],
    "classroom_atmosphere_en": "Supportive, focused, and persistent. The teacher maintained a positive attitude even when the student struggled with obscure vocabulary.",
    "classroom_atmosphere_cn": "支持性强、专注且坚持。即使学生在晦涩的词汇上遇到困难,教师也保持了积极的态度。",
    "objective_achievement": [
        {
            "en": "Objective 1: Mostly achieved; student struggled initially but successfully navigated complex structural words with assistance.",
            "cn": "目标1:基本达成;学生起初有些挣扎,但在帮助下成功处理了复杂的结构词。"
        },
        {
            "en": "Objective 2: Achieved; word formation section score (7\/8) demonstrated strong mastery.",
            "cn": "目标2:达成;构词法部分的得分(8题中7题正确)展示了扎实的掌握。"
        }
    ],
    "teaching_strengths": {
        "identified_strengths": [
            {
                "en": "Excellent ability to diagnose the *type* of word needed (e.g., adverb vs. adjective) even when the exact word was unknown.",
                "cn": "即使不知道确切的词,也具备诊断所需词汇*类型*(例如副词与形容词)的绝佳能力。"
            },
            {
                "en": "Effective use of targeted hints (e.g., number of letters, starting letter) to unlock difficult vocabulary.",
                "cn": "有效地使用有针对性的提示(例如字母数量、首字母)来解锁困难词汇。"
            }
        ],
        "effective_methods": [
            {
                "en": "Step-by-step guided analysis of complex phrases like 'all but impossible' to build confidence in idiomatic expressions.",
                "cn": "对'all but impossible'等复杂短语进行分步引导式分析,以建立对习语的信心。"
            }
        ],
        "positive_feedback": [
            {
                "en": "Teacher praised the student for a high score in the word formation section despite the overall difficulty.",
                "cn": "教师表扬学生尽管整体难度高,但在构词法部分取得了高分。"
            }
        ]
    },
    "specific_suggestions": [
        {
            "icon": "fas fa-book-open",
            "category_en": "Reading & Vocabulary Consolidation",
            "category_cn": "阅读与词汇巩固",
            "suggestions": [
                {
                    "en": "Review common set phrases involving 'all' and short prepositions (e.g., 'all but', 'all of', 'all in').",
                    "cn": "复习涉及'all'和短介词的常见固定短语(例如'all but','all of','all in')。"
                },
                {
                    "en": "Practice reading aloud more texts similar to the style of 'Cambridge Use of English' papers to internalize structural flow.",
                    "cn": "练习大声朗读更多类似于'剑桥英语用法'试卷风格的文本,以内化结构流程。"
                }
            ]
        },
        {
            "icon": "fas fa-comments",
            "category_en": "Speaking & Communication",
            "category_cn": "口语与交流",
            "suggestions": [
                {
                    "en": "Try to explain the meaning of complex derived words (like 'length' or 'expertise') in your own words before writing the required form.",
                    "cn": "尝试在写下所需形式之前,用自己的话解释复杂派生词(如'length'或'expertise')的含义。"
                }
            ]
        }
    ],
    "next_focus": [
        {
            "en": "Focusing on common phrasal verbs and idiomatic expressions tested in Cambridge Use of English Parts 5 & 6.",
            "cn": "重点关注剑桥英语用法第5和第6部分中测试的常见短语动词和习语。"
        },
        {
            "en": "Targeted practice on prepositional phrases that frequently appear in cloze tests.",
            "cn": "针对完形填空测试中频繁出现的介词短语进行专项练习。"
        }
    ],
    "homework_resources": [
        {
            "en": "Complete the remaining exercises from the current set if available, focusing specifically on prepositional phrases.",
            "cn": "如果可用,完成当前练习集中剩余的题目,重点关注介词短语。"
        },
        {
            "en": "Review vocabulary related to scientific or environmental topics (like coral research) to reinforce context knowledge.",
            "cn": "复习与科学或环境主题相关的词汇(如珊瑚研究),以加强背景知识。"
        }
    ]
}
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生成时间: 2025-12-31 09:27:50

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