Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: KS3 Grammar 课程名称： KS3 语法

Topic: Formal vs Informal Style Writing 主题： 正式与非正式文体写作

Date: 12/09/XXXX 日期： 9月12日

Student: Brian 学生： Brian

Teaching Focus 教学重点

Review of sentence transformation and introduction to the differences, features, and conversions between formal and informal writing styles.

复习句子转换，并介绍正式和非正式写作风格的区别、特征和相互转换。

Teaching Objectives 教学目标

Review sentence transformation rules (active/passive, certainty modifiers). 复习句子转换规则（主动/被动、确定性修饰语）。
Understand the features and appropriate contexts for formal and informal writing styles. 理解正式和非正式写作风格的特点和适用场合。
Practice converting sentences between formal and informal styles. 练习在正式和非正式风格之间转换句子。

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

Sentence Transformation Review: Practiced transforming sentences into active form, using phrases to indicate certainty, passive form, and using modal verbs (might/could) to express less certainty.

句子转换复习： 练习将句子转换为主动语态、使用短语表示确定性、被动语态，以及使用情态动词（might/could）表示不确定性。

Introduction to Formal vs. Informal Style & Key Vocabulary: Introduced the term 'colloquial'. Defined formal style (standard English, precise vocabulary, no contractions) and informal style (casual speech, contractions, slang).

正式与非正式文体介绍及关键词汇： 介绍了 'colloquial'（口语化）一词。定义了正式文体（标准英语、精确词汇、无缩写）和非正式文体（随意的言语、缩写、俚语）。

Identifying and Converting Styles: Identified formal/informal examples. Practiced converting informal sentences to formal (e.g., 'I can't make it' to 'I am unable to attend') and formal to informal.

风格识别与转换练习： 识别正式/非正式例句。练习将非正式句子转换为正式（例如：'I can't make it' 转换为 'I am unable to attend'）以及正式到非正式的转换。

Paragraph Rewriting Task: Tasked with rewriting an existing casual paragraph first into a formal version, and then into an even more casual informal version.

段落改写任务： 要求将一段现有的随意性段落首先改写为正式版本，然后改写为更随意的非正式版本。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Colloquial, contractions, therefore, however, consequently, attend, request, apologize, sincerely, gonna, loads of, wanna, hang out, by the way.

词汇：
口语化的，缩写，因此，然而，因此，出席/参加，请求，道歉，真诚地，要去（going to 的非正式说法），很多，想要（want to 的非正式说法），聚会/闲逛，顺便说一下。

Concepts:
Formal Style Features (standard English, precision, no contractions), Informal Style Features (contractions, slang, casual tone), Colloquial Language.

概念：
正式文体特征（标准英语、精确性、无缩写），非正式文体特征（缩写、俚语、随意的语调），口语化语言。

Skills Practiced:
Grammar (active/passive voice, modal verbs), Vocabulary recognition (formal vs. informal lexicon), Stylistic awareness and conversion in writing.

练习技能：
语法（主动/被动语态、情态动词）、词汇识别（正式与非正式词汇）、写作中的文体意识和转换。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Shared screen for definitions and examples. 白板/共享屏幕用于定义和示例。
Pre-written sentences for transformation and style identification exercises. 预先写好的句子用于转换和风格识别练习。

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

Participation and Activeness 参与度和积极性

Student actively engaged in answering review questions and attempting style conversion tasks. 学生积极参与回答复习问题并尝试进行文体转换任务。
Student asked a clarifying question regarding the meaning of 'attend', showing engagement. 学生提出了关于 'attend' 含义的澄清问题，显示出参与度。

Language Comprehension and Mastery 语言理解和掌握

Student understood the core difference between formal and informal language after explanation. 学生在解释后理解了正式和非正式语言的核心区别。
Struggled slightly with applying the most appropriate synonym for a formal context during one conversion exercise. 在一次转换练习中，在应用最合适的正式同义词时略有挣扎。

Language Output Ability 语言输出能力

Oral: 口语：

Generally clear delivery, though some hesitation was noted during sentence restructuring. 整体表达清晰，但在句子重构过程中注意到了一些犹豫。
Successfully used the required certainty/uncertainty language during the review phase. 在复习阶段成功使用了所需的不确定性/确定性语言。

Written: 书面：

Student successfully wrote down the requested vocabulary examples and attempted the final rewriting tasks, though needed teacher guidance on word choice refinement (e.g., 'quickly' to 'as quickly as possible').

学生成功写下了要求的词汇示例，并尝试了最后的改写任务，尽管在词汇完善方面需要老师指导（例如，'quickly' 改为 'as quickly as possible'）。

Student's Strengths 学生的优势

Strong recall of sentence transformation rules from the previous lesson. 对上一课的句子转换规则记忆牢固。
Ability to identify informal language markers (e.g., 'cool'). 能够识别非正式语言标记（例如，'cool'）。
Good understanding of using modal verbs for certainty/uncertainty. 对使用情态动词来表达确定性/不确定性有很好的理解。

Areas for Improvement 需要改进的方面

Refining word choice when elevating informal language to a formal register (e.g., understanding when 'quickly' needs to be upgraded to 'as quickly as possible'). 在将非正式语言提升到正式语域时需要完善词汇选择（例如，理解何时需要将 'quickly' 升级为 'as quickly as possible'）。
Consolidating the understanding of 'contractions' and their direct formal equivalents. 巩固对'缩写'及其直接正式对应词的理解。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The review phase was effective in reactivating prior knowledge before introducing new complex concepts. 复习阶段在引入新的复杂概念之前，有效地激活了先前的知识。
The use of direct comparison examples (e.g., 'I can't make it' vs. 'I would like to request') clearly illustrated the stylistic gap. 使用直接对比的例子（例如，'I can't make it' 与 'I would like to request'）清楚地展示了风格上的差距。

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

The pace was appropriate, covering review, concept introduction, and application exercises within the session time. 课程节奏适中，在课时内涵盖了复习、概念介绍和应用练习。
The final paragraph rewriting required significant time, suggesting this skill might need further dedicated practice. 最后的段落改写任务花费了相当长的时间，表明这项技能可能需要更多专门的练习。

Classroom Interaction and Atmosphere 课堂互动和氛围

The atmosphere was focused and collaborative, with the teacher patiently clarifying concepts like 'contractions' and 'attend'.

课堂氛围专注且合作，老师耐心澄清了如“缩写”和“attend”等概念。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Review) achieved well through successful student responses. 通过学生成功的回答，目标1（复习）达成良好。
Objectives 2 and 3 (Understanding and Converting Styles) were addressed thoroughly, with demonstrable progress by the end of the lesson. 目标2和3（理解和转换风格）得到了充分解决，并在课程结束时取得了明显的进步。

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 scaffolding by first reviewing known material (Sentence Transformation) before moving to stylistic nuance. 通过先复习已知材料（句子转换）再进行风格细微差别的讲解，起到了有效的脚手架作用。
Clear definitions provided for new terminology like 'colloquial' and step-by-step explanation of 'contractions'. 对'colloquial'等新术语提供了清晰的定义，并逐步解释了'contractions'。

Effective Methods: 有效方法：

Using concrete examples of vocabulary substitution (e.g., 'sorry' vs. 'apologies'). 使用具体的词汇替换示例（例如，'sorry' 与 'apologies'）。
Requiring students to write down key vocabulary and summary points to aid memory retention. 要求学生写下关键词汇和总结要点以帮助记忆保持。

Positive Feedback: 正面反馈：

The teacher praised the student's successful conversion of sentences requiring certainty/uncertainty modifiers. 老师表扬了学生成功转换了需要确定性/不确定性修饰语的句子。

Next Teaching Focus 下一步教学重点

Quick recap of formal/informal conversions. 快速回顾正式/非正式转换。
Further practice in converting text segments from informal to formal. 进一步练习将文本片段从非正式转换为正式。

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

Writing & Register Control: 写作与语域控制：

Practice identifying formal register markers in unseen texts to improve scanning skills. 练习在未见过的文本中识别正式语域标记，以提高扫描技能。
Focus on replacing common informal adverbs (like 'quickly') with more precise formal equivalents in written work. 在书面作业中，重点关注将常见的非正式副词（如 'quickly'）替换为更精确的正式对应词。

Speaking & Communication: 口语与交流：

When speaking, try to consciously use full forms instead of contractions, even in casual settings, to reinforce the formal structure. 在口语交流中，尝试有意识地使用完整形式而非缩写，即使在非正式场合，以强化正式结构。

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

Complete the 5 assigned tasks focusing on formal and informal language conversion uploaded to the platform. 完成上传到平台的5项关于正式和非正式语言转换的作业任务。