Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: English Reading Strategy Practice 课程名称： 英语阅读策略练习课

Topic: Recap of Vocabulary Guessing, Skimming, and Scanning on Fiction Text, Introduction to Non-Fiction Skimming/Scanning 主题： 复习词汇猜测、小说文本的略读和扫读，介绍非小说文本的略读和扫读

Date: Not specified (Inferred as a recent session) 日期： 未具体说明 (推断为近期课程)

Student: Jack 学生： Jack

Teaching Focus 教学重点

Reinforcing reading comprehension strategies (guessing word meaning, skimming/scanning) using a fiction text ('The Wizard of Oz') and introducing the application of these strategies to a non-fiction text (History of Halloween).

使用小说文本（《绿野仙踪》）巩固阅读理解策略（猜测词义、略读和扫读），并介绍将这些策略应用于非小说文本（万圣节历史）的实践。

Teaching Objectives 教学目标

Review and practice guessing word meanings using context, word structure, and sound-alikes. 复习和练习使用上下文、词汇结构和近音词猜测词义。
Effectively apply skimming and scanning techniques to gain the gist and locate specific information in a fiction passage. 有效地应用略读和扫读技巧，以获取小说段落的大意和定位特定信息。
Differentiate between fiction and non-fiction texts. 区分小说和非小说文本。
Apply skimming and scanning skills to identify key vocabulary areas in a new non-fiction text. 将略读和扫读技能应用于识别新的非小说文本中的关键词汇区域。

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

Recap: Guessing Word Meanings: Reviewing yesterday's notes on how to guess word meanings (context, sound-alikes, word structure). Jack read items for practice.

复习：猜测词义： 复习昨天的笔记，关于如何猜测词义（上下文、近音词、词汇结构）。Jack朗读内容进行练习。

Practice: Skimming and Scanning (Fiction): Applying skimming/scanning to a passage from 'The Wizard of Oz'. Jack selected key phrases, and together they built an understanding of the plot events (waking up, Toto's actions, house stopping movement, seeing wonderful sights).

练习：略读与扫读（小说）： 将略读/扫读应用于《绿野仙踪》的一段文字。Jack挑选了关键短语，师生共同构建了对情节事件的理解（醒来、Toto的动作、房子停止移动、看到美妙的景象）。

Comprehension Check & Strategy Reflection: Jack summarized the plot based on the skimmed phrases (pink notes). Teacher confirmed the understanding and compared it with the actual text, noting adjustments in feeling (scared -> surprised/amazed).

理解力检查与策略反思： Jack根据略读的短语（粉色笔记）总结了情节。老师确认了理解并与原文进行了对比，指出了情感上的调整（害怕 -> 惊讶/惊奇）。

Creative Task & Fiction vs. Non-Fiction: Jack was tasked to draw the scene. Introduction to fiction vs. non-fiction, identifying characteristics (dates, numbers, photos for non-fiction).

创意任务与小说/非小说区分： Jack的任务是画出场景。介绍了小说和非小说的区别，并识别了非小说的特征（日期、数字、照片）。

Preparation for Non-Fiction Skimming/Scanning: Jack identified difficult words/phrases from a non-fiction text about Halloween history (e.g., origin, throughout, commemorate). Teacher organized these words for review next session.

非小说略读/扫读准备： Jack从关于万圣节历史的非小说文本中识别出困难词汇/短语（如 origin, throughout, commemorate）。老师整理了这些词汇以便下节课复习。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
origin, throughout, commemorate, concern, spirits, emigrating, turnips, religious, attend, participate, original (from sound-alike analysis)

词汇：
起源(origin)，遍及(throughout)，纪念(commemorate)，关注(concern)，精灵/灵魂(spirits)，移民(emigrating)，芜菁(turnips)，宗教的(religious)，出席(attend)，参与(participate)，原始的(original)

Concepts:
Skimming (getting the gist), Scanning (finding specific details), Fiction vs. Non-Fiction, Contextual Guessing.

概念：
略读（获取大意），扫读（寻找具体细节），小说与非小说的区别，上下文猜测词义。

Skills Practiced:
Reading comprehension strategies (guessing, skimming, scanning), Identifying text type, Note-taking during analysis.

练习技能：
阅读理解策略（猜测、略读、扫读），文本类型识别，分析过程中的笔记记录。

Teaching Resources and Materials 教学资源与材料

Recap notes from the previous session on guessing word meanings. 上一节课关于猜测词义的复习笔记。
Excerpt from 'The Wizard of Oz' (Fiction text). 《绿野仙踪》的选段（小说文本）。
Non-fiction text excerpt about the history of Halloween. 关于万圣节历史的非小说文本节选。

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

Participation and Activeness 参与度和积极性

Jack was highly engaged, particularly during the skimming/scanning exercise where he actively selected phrases. Jack参与度很高，特别是在他积极挑选短语的略读/扫读练习中。
He responded well to prompts to elaborate on his guesses and justifications. 他对就猜测和理由进行阐述的提示反应良好。

Language Comprehension and Mastery 语言理解和掌握

Strong understanding demonstrated when summarizing the plot based only on the skimmed phrases. 仅根据略读的短语总结情节时，表现出对故事的深刻理解。
Accurate identification of key differences between fiction and non-fiction based on textual evidence (dates/numbers). 根据文本证据（日期/数字），准确识别了小说和非小说之间的关键区别。

Language Output Ability 语言输出能力

Oral: 口语：

Fluency is generally good, though occasional hesitation when dealing with unknown or complex phrasing. 流利度总体良好，但在处理未知或复杂短语时偶尔有犹豫。
He successfully used descriptive language when explaining character emotions based on textual clues. 他成功地利用描述性语言解释了基于文本线索的角色情感。

Written: 书面：

N/A (No formal written output recorded, task assigned was drawing/note-taking via shared doc).

不适用（未记录正式书面产出，分配的任务是通过共享文档进行绘画/笔记记录）。

Student's Strengths 学生的优势

Excellent retention and application of reading strategies learned previously. 对先前学到的阅读策略有出色的记忆和应用能力。
Ability to make logical inferences, even when initial guesses (e.g., emotions) needed correction upon reading the full text. 具备逻辑推理能力，即使在阅读全文后需要修正最初的猜测（例如情感）。
Good grasp on identifying the core function of non-fiction texts (facts, evidence). 很好地掌握了非小说文本的核心功能（事实、证据）。

Areas for Improvement 需要改进的方面

Slight difficulty in pacing reading aloud (e.g., running words together), requiring reminders to slow down and separate words. 朗读时的语速略有困难（例如，连读单词），需要提醒放慢速度并区分单词。
Needs practice in consistently applying sound-alike analysis to determine the meaning of 'original' versus 'origin'. 需要练习一致地应用近音词分析来确定'original'与'origin'的含义。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The scaffolded approach, moving from review to guided application on fiction, was highly effective for reinforcing skills. 从复习到在小说文本上进行引导性应用的支架式教学方法，对于巩固技能非常有效。
The transition to non-fiction was smooth, leveraging the success of the previous activity. 过渡到非小说文本很顺利，利用了上一个活动的成功基础。

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

The pace was generally appropriate, allowing ample time for Jack's interaction and independent selection of vocabulary, though some reading aloud sections needed slowing down. 节奏总体合适，为Jack的互动和独立选择词汇留出了充足的时间，尽管一些朗读部分需要放慢速度。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, encouraging, and collaborative. The teacher praised Jack's logical thinking and efforts, creating a safe space for making and correcting inferences.

积极、鼓励和协作。老师赞扬了Jack的逻辑思维和努力，为他犯错和修正推论创造了安全的环境。

Achievement of Teaching Objectives 教学目标的达成

Objectives related to reviewing and applying skimming/scanning skills were fully met. 关于复习和应用略读/扫读技能的目标已完全达成。
The goal of differentiating text types was achieved through discussion. 区分文本类型的目标通过讨论得以实现。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Excellent use of color-coded notes ('pink' summary) to visually track comprehension evolution. 出色地使用颜色编码笔记（'粉色'总结）来直观地跟踪理解力的演变。
Successfully demonstrating that initial comprehension (skimming) doesn't need to be perfect, as it can be refined during closer reading. 成功地展示了初步的理解（略读）不需要完美，因为它可以在仔细阅读时得到完善。

Effective Methods: 有效方法：

Prompting the student to select their own vocabulary words from the new text to ensure personalized focus. 鼓励学生从新文本中选择自己的词汇，以确保个性化关注。
Using the 'Wizard of Oz' context to make abstract strategies concrete and relatable. 利用《绿野仙踪》的背景使抽象的策略具体化和易于理解。

Positive Feedback: 正面反馈：

Teacher highly praised Jack's ability to deduce that the non-fiction text was real because it contained dates and numbers. 老师高度赞扬了Jack能够推断非小说文本是真实的，因为它包含日期和数字。

Next Teaching Focus 下一步教学重点

Applying skimming and scanning techniques comprehensively on the non-fiction text regarding the history of Halloween. 将略读和扫读技巧全面应用于关于万圣节历史的非小说文本。
Systematic review and definition of the challenging vocabulary identified in the non-fiction text (origin, commemorate, etc.). 系统复习和定义在非小说文本中识别出的挑战性词汇（origin, commemorate等）。

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

Pronunciation & Reading: 发音与阅读：

When reading aloud, consciously separate words, especially when dealing with conjunctions or multi-syllable words, to improve clarity and processing speed. (e.g., 'slow down a little bit, try to separate the words.') 朗读时，有意识地分开单词，特别是在处理连词或多音节词时，以提高清晰度和处理速度。（例如，'放慢一点，试着把单词分开。'）

Speaking & Communication: 口语与交流：

Continue practicing summarizing passages based on limited key words to build confidence in high-stakes testing scenarios. 继续练习仅根据有限的关键词总结段落，以增强在重要考试场景中的信心。

Strategy Application: 策略应用：

For the new non-fiction text, consciously look for structural cues (headings, captions, highlighted words) in addition to skimming for keywords. 对于新的非小说文本，除了略读关键词外，有意识地寻找结构线索（标题、图注、高亮词）。

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

Review the shared document notes, focusing on the difference between fiction and non-fiction. 复习共享文档中的笔记，重点关注小说和非小说之间的区别。
Attempt to define the vocabulary words listed from the Halloween text using context or a dictionary for initial preparation. 尝试使用上下文或词典来定义从万圣节文本中列出的词汇，作为初步准备。