Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: UIE STEM A2 Trial 课程名称： UIE STEM A2 试听课

Topic: Materials: Natural, Human-made, and Recyclable 主题： 材料：天然、人造与可回收

Date: 11/14 日期： 11月14日

Student: Lucas 学生： Lucas

Teaching Focus 教学重点

Introduction to different types of materials, their properties, and the concept of recycling.

介绍不同类型的材料、它们的性质以及回收的概念。

Teaching Objectives 教学目标

Identify and differentiate between natural and human-made materials. 识别并区分天然材料和人造材料。
Understand the meaning of 'recycle' and its importance. 理解“回收”的含义及其重要性。
Learn basic vocabulary related to materials and their properties (e.g., melt, sink, absorb, float). 学习与材料及其性质相关的基本词汇（如：融化、下沉、吸收、漂浮）。
Practice describing materials using adjectives. 练习使用形容词描述材料。

2. Course Content Overview 2. 课程内容概览

Main Teaching Activities and Time Allocation 主要教学活动和时间分配

Introduction and Icebreaker: Teacher introduces the trial lesson format and the topic of materials. Student's prior experience with science classes is inquired.

介绍与热身： 老师介绍试听课形式及材料主题。询问学生是否有科学课经验。

Identifying Materials (Natural vs. Human-made): Teacher presents images of various materials and asks the student to identify them. Key vocabulary: material, natural, human-made.

识别材料（天然 vs. 人造）： 老师展示各种材料的图片，让学生识别。关键词汇：material, natural, human-made。

Exploring Material Properties: Introduction to verbs like melt, sink, absorb, float, and matching them with corresponding images. Vocabulary: melt, sink, absorb, float.

探索材料性质： 介绍融化、下沉、吸收、漂浮等动词，并与相应图片匹配。词汇：melt, sink, absorb, float。

Why Human-made Materials?: Discussion on why humans create materials that are not found in nature, focusing on making them 'fit for purpose'.

为何需要人造材料？： 讨论人类为何创造自然界不存在的材料，重点是使其“更适用”。

Recycling Concepts: Introduction to the concept of recycling, its importance (reducing waste, finite resources), and identifying recyclable materials. Vocabulary: recycle, finite.

回收概念： 介绍回收概念、其重要性（减少浪费、有限资源）以及识别可回收材料。词汇：recycle, finite。

Describing Materials & Wrap-up: Student practices describing materials using adjectives. Teacher provides positive feedback and concludes the lesson.

描述材料与总结： 学生练习使用形容词描述材料。老师给予积极反馈并结束课程。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
material, natural, human-made, recycle, melt, sink, absorb, float, finite, process, substance, bark, wood, plastic, iron, steel, glass, cardboard, soap, brick, wool, sand, rock, water, rubber, flexible, smooth

词汇：
材料, 天然, 人造, 回收, 融化, 下沉, 吸收, 漂浮, 有限的, 加工, 物质, 树皮, 木头, 塑料, 铁, 钢, 玻璃, 硬纸板, 肥皂, 砖, 羊毛, 沙子, 岩石, 水, 橡胶, 柔性的, 光滑的

Concepts:
Definition of materials, distinction between natural and human-made materials, properties of materials (absorbent, meltable, floatable, sinkable), importance of recycling, finite resources.

概念：
材料的定义，天然材料与人造材料的区别，材料的性质（可吸收、可融化、可漂浮、可下沉），回收的重要性，有限资源。

Skills Practiced:
Listening comprehension, vocabulary acquisition, speaking (answering questions, describing), critical thinking (identifying, explaining importance), fine motor skills (using pen tool).

练习技能：
听力理解，词汇习得，口语（回答问题、描述），批判性思维（识别、解释重要性），精细动作技能（使用画笔工具）。

Teaching Resources and Materials 教学资源与材料

PowerPoint presentation with slides on materials. 包含材料幻灯片的PowerPoint演示文稿。
Images of various natural and human-made materials. 各种天然和人造材料的图片。
Interactive whiteboard/screen sharing for annotation and drawing. 用于注释和绘图的互动白板/屏幕共享。
Student's science-related book (shared briefly). 学生科学相关书籍（简要分享）。

3. Student Performance Assessment (Lucas) 3. 学生表现评估 (Lucas)

Participation and Activeness 参与度和积极性

Student was generally engaged, responding to questions and attempting tasks. 学生总体参与度高，能回应问题并尝试完成任务。
Showed enthusiasm when drawing and sharing his book. 在绘画和分享书籍时表现出热情。
Initially a bit shy but became more comfortable as the lesson progressed. 初期有些害羞，但随着课程进行变得更加自在。

Language Comprehension and Mastery 语言理解和掌握

Demonstrated good understanding of the difference between natural and human-made materials. 表现出对天然材料和人造材料之间区别的良好理解。
Understood the basic concepts of recycling and its importance. 理解了回收的基本概念及其重要性。
Could associate verbs like 'melt', 'sink', 'absorb', 'float' with their meanings. 能够将“融化”、“下沉”、“吸收”、“漂浮”等动词与其含义联系起来。
Showed understanding through answering questions and categorizing items. 通过回答问题和分类物品来展示理解能力。

Language Output Ability 语言输出能力

Oral: 口语：

Spoke clearly when answering direct questions. 回答直接问题时发音清晰。
Used both English and Chinese, sometimes translating for the teacher, indicating bilingual proficiency. 使用英语和中文，有时为老师翻译，显示了双语能力。
Expressed ideas creatively through drawing. 通过绘画富有创意地表达想法。
Became more confident in speaking as the lesson progressed. 随着课程进行，说话的信心增强。

Written: 书面：

N/A (No written tasks were performed by the student)

不适用（学生没有完成书面任务）

Student's Strengths 学生的优势

Strong bilingual abilities (English and Chinese). 强大的双语能力（英语和中文）。
Good visual recognition and categorization skills. 良好的视觉识别和分类能力。
Creative thinking demonstrated through drawing. 通过绘画展示的创造性思维。
Existing knowledge and interest in science topics, evidenced by his book. 对科学主题已有的知识和兴趣，从他的书中可见一斑。
Willingness to try and participate, even when initially shy. 即使最初害羞，也愿意尝试和参与。

Areas for Improvement 需要改进的方面

Expanding English vocabulary related to science and material properties. 扩展与科学和材料性质相关的英语词汇。
Developing fluency and confidence in expressing scientific concepts solely in English. 提高仅用英语表达科学概念的流利度和自信心。
More active participation in verbal descriptions, beyond single words or short phrases. 更积极地参与口头描述，超越单个词或短语。
Understanding nuanced concepts like 'finite' and 'fit for purpose' with more English explanation. 通过更多的英语解释来理解“有限的”和“适用”等细微概念。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher effectively used visuals and interactive elements to explain concepts. 老师有效地利用视觉和互动元素来解释概念。
The pace was generally appropriate, allowing the student time to think and respond. 课程节奏总体适中，让学生有时间思考和回应。
The teacher skillfully managed the student's bilingual responses. 老师巧妙地处理了学生双语的回答。
The trial lesson provided a good overview of the STEM curriculum focus. 试听课很好地概述了STEM课程的重点。

Teaching Pace and Time Management 教学节奏和时间管理

The pace was well-managed, balancing instruction with student interaction. 节奏管理得当，平衡了教学与学生互动。
The lesson concluded slightly early due to the student's need to leave, which was handled flexibly. 由于学生需要离开，课程提前结束，处理方式很灵活。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, encouraging, and interactive. The teacher created a safe space for the student to express himself, even with initial shyness.

积极、鼓励和互动。老师为学生创造了一个安全的空间来表达自己，即使在初期有些害羞的情况下。

Achievement of Teaching Objectives 教学目标的达成

Most teaching objectives were met, with good identification of material types and understanding of recycling. 大部分教学目标已达成，对材料类型识别和回收理解良好。
Vocabulary acquisition was evident, though further reinforcement is needed. 词汇习得明显，但需要进一步巩固。
Speaking skills were practiced, especially in the latter half of the lesson during descriptions. 口语技能得到了练习，尤其是在课程后半段的描述环节。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Effective use of visuals and real-world examples. 有效运用视觉教具和现实生活示例。
Skilled handling of bilingual student responses. 熟练处理双语学生的反应。
Creating a comfortable and engaging learning environment. 营造舒适且引人入胜的学习环境。
Adapting the lesson pace and concluding flexibly. 灵活调整课程节奏并进行结束。

Effective Methods: 有效方法：

Question-and-answer format to check comprehension. 问答形式以检查理解程度。
Interactive activities like matching images and using the pen tool. 互动活动，如匹配图片和使用画笔工具。
Introducing and reinforcing key vocabulary. 引入和巩固关键词汇。
Encouraging student participation through drawing and sharing. 通过绘画和分享鼓励学生参与。

Positive Feedback: 正面反馈：

The student showed good knowledge and creativity. 学生展现了良好的知识和创造力。
Praise for correct answers and attempts ('Well done'). 对正确答案和尝试的表扬（“做得好”）。
Acknowledgement of the student's bilingual skills. 肯定了学生的双语能力。

Next Teaching Focus 下一步教学重点

Exploring different types of energy sources (renewable vs. non-renewable). 探索不同类型的能源（可再生 vs. 不可再生）。
Deepening understanding of material properties and their applications. 深化对材料性质及其应用的理解。
Practicing more complex sentence structures in English for explanations. 练习更复杂的英语句子结构进行解释。

Specific Suggestions for Student's Needs 针对学生需求的具体建议

Pronunciation & Reading: 发音与阅读：

Continue practicing English pronunciation for new vocabulary, focusing on sounds like 'th' in 'moth' or 'th' in 'this'. 继续练习新词汇的英语发音，重点关注如'moth'中的'th'音或'this'中的'th'音。
Encourage reading aloud simple texts about materials to build confidence and fluency. 鼓励朗读关于材料的简单课文，以建立信心和流利度。

Speaking & Communication: 口语与交流：

Provide opportunities for the student to describe objects and processes in English using full sentences. 提供机会让学生用完整的句子用英语描述物体和过程。
Ask more open-ended questions that require more than a one-word answer to encourage extended speech. 提出更多需要一个词以上回答的开放式问题，以鼓励更长的发言。
Continue to leverage his bilingual ability by asking him to explain concepts in English first, then in Chinese if needed, to bridge understanding. 继续利用他的双语能力，先让他用英语解释概念，如果需要再用中文解释，以弥合理解的鸿沟。

Vocabulary & Concepts: 词汇与概念：

Create flashcards or visual aids for key vocabulary related to materials and properties. 为与材料和性质相关的关键词汇创建抽认卡或视觉辅助工具。
Reinforce the concept of 'finite resources' by discussing other examples relevant to his daily life. 通过讨论与他日常生活相关的其他例子来强化“有限资源”的概念。
Introduce related vocabulary, such as different types of plastics, metals, or natural sources. 引入相关词汇，如不同类型的塑料、金属或天然来源。

Engagement & Learning Style: 参与与学习风格：

Incorporate more hands-on experiments or demonstrations related to material properties if possible in future sessions. 在未来的课程中，尽可能多地融入与材料性质相关的动手实验或演示。
Continue to acknowledge and utilize his interest in science, perhaps by relating lesson content to his known books or topics. 继续认可和利用他对科学的兴趣，或许可以将课程内容与他所了解的书籍或主题联系起来。

Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业

Suggest watching short educational videos (e.g., on YouTube Kids) about recycling or different materials. 建议观看关于回收或不同材料的简短教育视频（例如在YouTube Kids上）。
Encourage the student to identify and name 3-5 household items made from natural materials and 3-5 from human-made materials. 鼓励学生找出并说出3-5件由天然材料制成的家居用品和3-5件由人造材料制成的家居用品。
Recommend age-appropriate science books about materials or the environment (building on his existing interest). 推荐适合其年龄的关于材料或环境的科普书籍（在他现有兴趣的基础上）。