Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Fictional Character Description 1v1 英语课程 - 小说人物描述

1. Course Basic Information 1. 课程基本信息

Course Name: 1122 PL Public 课程名称： 1122 PL 公共课

Topic: Writing a Fictional Character Description 主题： 撰写小说人物描述

Date: Undetermined 日期： 待定

Student: Andy, William 学生： Andy, William

Teaching Focus 教学重点

Learning how to write an accurate and detailed description of a fictional character, focusing on appearance and personality traits.

学习如何撰写准确和详细的小说人物描述，重点关注外貌和性格特征。

Teaching Objectives 教学目标

To learn how to write an accurate and detailed description of a fictional character. 学习如何撰写准确和详细的小说人物描述。
To practice describing a character's appearance and traits using interesting and advanced adjectives. 练习使用有趣和高级的形容词来描述人物的外貌和特征。
To practice writing short descriptive paragraphs. 练习撰写简短的描述性段落。

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

Tech Check and Topic Introduction (Harry Potter): Teacher addresses technical issues (William's camera) and sets the context using Harry Potter as the fictional character example.

技术检查与主题介绍（哈利·波特）： 教师处理技术问题（William的摄像头），并以哈利·波特为例设定课程背景。

Defining Characters, Protagonist, and Antagonist: Discussion on what characters are, main characters (protagonist), and opposing characters (antagonist). Student shares favorite character (Sandworm from Dune).

定义角色、主角和反派： 讨论什么是角色、主要角色（主角）和对立角色（反派）。学生分享了最喜欢的角色（《沙丘》中的沙虫）。

Identifying Key Description Elements: Reviewing necessary elements for character description: Name, age, location, background, appearance, and personality traits.

识别关键描述要素： 回顾人物描述所需的要素：姓名、年龄、地点、背景、外貌和性格特征。

Practice Writing Character Introduction: Students write a three-sentence introduction for Harry Potter, focusing on name, age, location, and background. Teacher provides feedback on accuracy (e.g., age vs. defeating Voldemort).

练习撰写人物介绍： 学生为哈利·波特撰写一个三句话的介绍，侧重于姓名、年龄、地点和背景。教师提供准确性反馈（例如，年龄与击败伏地魔的时间点）。

Describing Appearance and Personality Traits: Brainstorming adjectives for Harry Potter's appearance (scar, clothing) and personality (brave, kind, ambitious). Discussion on using specific adjectives over general ones (e.g., 'greedy' vs. 'bad').

描述外貌（外部）和性格特征（内部）： 头脑风暴哈利·波特外貌（伤疤、衣着）和性格（勇敢、善良、有抱负）的形容词。讨论使用具体形容词而非笼统词汇（例如，‘贪婪’而不是‘坏’）。

Writing Task and Example Analysis: Students are tasked with writing a description of their favorite character. Teacher provides a Spider-Man example and reviews student submissions (Andy: Monster, William: Jason).

写作任务与范例分析： 学生被要求撰写自己最喜欢的角色的描述。教师展示了一个蜘蛛侠的范例，并检查了学生的提交内容（Andy：怪物，William：Jason）。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Protagonist, Antagonist, Fictional, Alien, Mythical creatures, Cloak, Jumper, Scar, Ambitions, Stable, Courageous, Greedy, Hypocrite (implied through discussion of not being perfect)

词汇：
主角, 反派, 小说的, 外星人, 神话生物, 长袍/斗篷, 套头衫/毛衣, 伤疤, 抱负, （情绪）稳定的, 勇敢的, 贪婪的, 伪君子 (通过讨论不完美而暗示)

Concepts:
Distinguishing features, Character traits (positive/negative), External vs. Internal description, Purpose of character traits in driving plot.

概念：
显著特征, 性格特征（正面/负面）, 外部描述与内部描述的区别, 性格特征在推动情节中的作用。

Skills Practiced:
Listening comprehension, Speaking fluency, Reading comprehension (slides/text), Descriptive writing using adjectives, Structuring a character introduction.

练习技能：
听力理解, 口语流利度, 阅读理解（幻灯片/文本）, 使用形容词进行描述性写作, 构建人物介绍。

Teaching Resources and Materials 教学资源与材料

Visual aids displaying Harry Potter's address and character description elements. 展示哈利·波特地址和人物描述要素的视觉辅助材料。
List of example adjectives for appearance and character traits. 外貌和性格特征形容词示例列表。
Example character description (Spider-Man) for reference. 人物描述范例（蜘蛛侠）以供参考。

3. Student Performance Assessment (Andy, William) 3. 学生表现评估 (Andy, William)

Participation and Activeness 参与度和积极性

Andy was highly engaged, frequently volunteering answers and providing detailed, imaginative examples (e.g., the alien story). Andy参与度很高，经常主动回答问题并提供详细、富有想象力的例子（例如，外星人故事）。
William showed lower initial engagement, struggled to recall details, but improved significantly during the final writing task. William初期参与度较低，难以回忆细节，但在最后的写作任务中表现显著提高。

Language Comprehension and Mastery 语言理解和掌握

Both students understood the difference between external description (appearance) and internal description (personality). 两个学生都理解了外部描述（外貌）和内部描述（性格）之间的区别。
Andy demonstrated a good understanding of how character traits affect a story, though he sometimes drifted into plot summary. Andy很好地理解了性格特征如何影响故事，尽管他有时会偏离到情节总结。
Both students grasped the structure required for the introductory paragraph (Name, Age, Location, Background). 两个学生都掌握了介绍性段落所需的结构（姓名、年龄、地点、背景）。

Language Output Ability 语言输出能力

Oral: 口语：

Andy was fluent and enthusiastic but required frequent redirection to adhere to turn-taking rules (raising hand). Andy流利且热情，但需要频繁提醒以遵守轮流发言的规则（举手）。
William spoke less frequently and required significant prompting to elaborate on answers, especially when asked for adjectives. William发言频率较低，需要大量的引导才能阐述答案，尤其是在被要求提供形容词时。

Written: 书面：

Andy produced a creative description of a monster, incorporating appearance and negative traits (e.g., greedy, stealing gas). William produced a basic description of 'Jason' focusing on clothing and simple positive traits.

Andy创作了一个有创意的怪物描述，融合了外貌和负面特征（例如，贪婪、偷天然气）。William对“Jason”的描述很基础，侧重于衣着和简单的正面特征。

Student's Strengths 学生的优势

Andy's creativity and willingness to use vivid, imaginative details (even if sometimes plot-related). Andy的创造力以及使用生动、富有想象力的细节的意愿（即使有时与情节相关）。
Both students successfully identified and used descriptive adjectives in the final writing task. 两个学生在最后的写作任务中都成功地识别并使用了描述性形容词。
William's final written output demonstrated basic sentence construction capability using adjectives. William最后的书面输出展示了使用形容词进行基本句子构建的能力。

Areas for Improvement 需要改进的方面

Adherence to speaking protocols (raising hand before speaking) needs consistent reinforcement for Andy. 需要持续加强Andy遵守发言协议（发言前举手）的规范性。
William needs practice in generating spontaneous vocabulary and providing more in-depth answers without prompting. William需要练习自发产生词汇，并在没有提示的情况下提供更深入的回答。
Distinguishing between describing a character's traits vs. summarizing plot events (a recurring issue for Andy). 区分描述人物特征与总结情节事件（Andy经常出现的问题）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The use of a highly familiar character (Harry Potter) effectively anchored the abstract concepts of description elements. 使用一个非常熟悉的角色（哈利·波特）有效地锚定了描述要素的抽象概念。
The teacher provided clear corrective feedback on the students' initial writing attempts, guiding them toward better descriptive language. 教师对学生最初的写作尝试提供了清晰的纠正性反馈，引导他们使用更好的描述性语言。

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

The initial pace was slightly slow due to technical setup and student delays, but the lesson structure allowed sufficient time for the main writing activity. 由于技术设置和学生的延迟，初步节奏稍慢，但课程结构为主要的写作活动留出了充足的时间。
The teacher managed time well by providing clear deadlines and demonstrating the expected output (Spider-Man example). 教师通过设定明确的截止日期并展示预期产出（蜘蛛侠范例），很好地管理了时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

The atmosphere was positive and encouraging, despite some minor interruptions due to turn-taking issues. The focus remained task-oriented.

课堂氛围积极且鼓励人，尽管由于轮流发言问题出现了一些轻微的中断。重点保持在任务导向。

Achievement of Teaching Objectives 教学目标的达成

Students successfully identified key descriptive elements and produced short written descriptions incorporating appearance and personality. 学生成功识别了关键描述要素，并写出了包含外貌和性格的简短描述。
The level of adjective usage showed improvement, moving beyond basic vocabulary. 形容词的使用水平有所提高，超越了基础词汇。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Clear scaffolding provided by moving from defining terms to practicing with a familiar example (Harry Potter). 通过从定义术语到使用熟悉范例（哈利·波特）进行练习，提供了清晰的脚手架式教学。
Effective modeling of descriptive language through the Spider-Man example. 通过蜘蛛侠的范例有效地示范了描述性语言。

Effective Methods: 有效方法：

Explicitly separating 'outside' (appearance) and 'inside' (personality) description points. 明确区分“外部”（外貌）和“内部”（性格）的描述要点。
Redirecting students gently but firmly when they confuse plot points with character description. 当学生混淆情节要点和人物描述时，教师进行了温和而坚定的引导。

Positive Feedback: 正面反馈：

Praise for Andy's creativity and for William's effort in the final writing segment. 表扬了Andy的创造力以及William在最后写作环节中的努力。

Next Teaching Focus 下一步教学重点

Developing Character Descriptions with Advanced Adjectives (focusing on sensory details). 使用高级形容词发展人物描述（侧重于感官细节）。
Ensuring character descriptions are clearly separate from plot summaries. 确保人物描述与情节摘要明确区分开来。

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

Pronunciation & Reading: 发音与阅读：

For William, practice repeating more complex adjectives used in class (e.g., distinguishing, ambitious) to build fluency. 对于William，练习重复课堂上使用的更复杂的形容词（例如，distinguishing, ambitious）以建立流利度。

Speaking & Communication: 口语与交流：

Reinforce the 'raise hand and wait' protocol consistently for both students to ensure equitable speaking turns. 持续强化“举手等待”的协议，以确保两个学生都有公平的发言机会。
For Andy, focus on replacing generic evaluative words ('bad') with specific, detailed descriptive adjectives. 对于Andy，重点关注用具体的、详细的描述性形容词替换笼统的评价词（如'bad'）。

Writing & Structure: 写作与结构：

Practice structuring a description by dedicating specific sentences to appearance and specific sentences to personality traits. 通过将特定句子专门用于外貌，将特定句子用于性格特征，来练习描述的结构化。

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

Review the list of appearance and personality adjectives provided in the lesson. 复习课程中提供的外貌和性格形容词列表。
Write a short paragraph (5-7 sentences) describing a character from a TV show or movie you watched recently, focusing on at least two external traits and two internal traits. 写一篇短文（5-7句话），描述你最近看过的电视剧或电影中的一个角色，重点关注至少两个外部特征和两个内部特征。