Bridging British Education Virtual Academy 伦桥国际教育
1v1 English Lesson - Foundation Review 1v1 英语课程 - 基础回顾
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Reviewing conjunctions (coordinating, subordinating), transitional words (however, therefore), and distinguishing between standard/non-standard and formal/informal English.
回顾连词（并列、从属）、过渡词（however, therefore）以及区分标准/非标准和正式/非正式英语。
Teaching Objectives 教学目标
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Review and correctly apply coordinating and subordinating conjunctions. 复习并正确应用并列连词和从属连词。
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Understand and differentiate between formal and informal language/sentence structures. 理解并区分正式和非正式语言/句子结构。
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Continue to build sentence complexity. 继续构建更复杂的句子。
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
Homework Review & Winter Scene Description: Teacher checked homework; reviewed student description of a winter scene, correcting overuse of 'and' at the start of sentences.
作业回顾与冬季场景描述： 老师检查了作业；回顾了学生对冬季场景的描述，并纠正了句首滥用 'and' 的问题。
Coordinating Conjunctions Practice (and, but, so): Reviewed coordinating conjunctions and practiced joining independent clauses.
并列连词练习 (and, but, so)： 复习了并列连词，并练习了连接独立分句。
Subordinating Conjunctions Practice (because, when, if): Reviewed subordinating conjunctions, focusing on main vs. subordinate clauses. Corrected student sentence structure errors.
从属连词练习 (because, when, if)： 复习了从属连词，重点关注主句和从句。纠正了学生在句子结构上的一些错误。
Review of Transitional Conjunctions/Adverbials (however, therefore): Underlined sentence-connecting conjunctions. Attempted complex task joining sentences with adverbial phrases, identifying student confusion.
过渡连词/状语回顾 (however, therefore)： 划出了连接句子的连词。尝试完成使用状语短语连接句子的复杂任务，识别出学生的困惑点。
Formal vs. Informal Language Practice: Reviewed rules for formal/informal English. Rewrote sentences, replacing informal words ('mate', 'reckon').
正式与非正式语言练习： 复习了正式/非正式英语的规则。重写了句子，替换了非正式词汇（'mate', 'reckon'）。
Review of 'have/of' and 'I/me' usage: Completed quick exercises on auxiliary verbs ('have' vs 'of') and subject/object pronouns ('I' vs 'me').
'have/of' 和 'I/me' 用法快速检查： 完成了关于助动词（'have' vs 'of'）和主格/宾格代词（'I' vs 'me'）的快速练习。
Consolidation and Assignment: Praised hard work on the test and assigned a writing task challenging the student to write more than three sentences based on a picture.
总结与作业布置： 表扬了学生在测试中的努力，并布置了一项写作作业，挑战学生根据图片写出超过三个句子。
Language Knowledge and Skills 语言知识与技能
snowman, snowball, sled, sledding, conjunction, conjunctions, main clause, subordinate clause, coordinating conjunction, subordinating conjunction, formal, informal, mate, reckon, moody
雪人，雪球，雪橇，滑雪橇，连词，连词（复数），主句，从句，并列连词，从属连词，正式的，非正式的，伙伴/朋友（非正式），认为（非正式），脾气暴躁的/情绪化的
Coordinating conjunctions (and, but, so), Subordinating conjunctions (because, when, if), Sentence joining, Formal vs. Informal English, Standard vs. Non-standard English, Subject/Object Pronouns (I vs. me)
并列连词（and, but, so），从属连词（because, when, if），句子连接，正式与非正式英语，标准与非标准英语，主格/宾格代词（I vs. me）
Grammar application (conjunctions), Sentence construction, Error correction, Reading comprehension of grammatical rules, Formal/Informal language recognition and production.
语法应用（连词），句子构建，错误纠正，语法规则的阅读理解，正式/非正式语言的识别和产出。
Teaching Resources and Materials 教学资源与材料
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Grammar worksheet/test focusing on conjunctions (Coordinating & Subordinating). 侧重于连词（并列和从属）的语法练习/测试。
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Chart/Box explaining conjunction definitions and examples. 解释连词定义和示例的图表/框。
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Worksheet contrasting formal and informal language usages. 对比正式和非正式语言用法的练习页。
3. Student Performance Assessment (Aiden) 3. 学生表现评估 (Aiden)
Participation and Activeness 参与度和积极性
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Aiden was actively engaged, responding to teacher prompts, and showing effort to recall previously learned material. Aiden 积极参与，回应了老师的提问，并努力回忆先前学过的内容。
Language Comprehension and Mastery 语言理解和掌握
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Solid comprehension of coordinating conjunctions. Comprehension of subordinating conjunctions is good, but application showed minor errors (e.g., tense agreement in the 'because' sentence). Struggled slightly with adverbial phrase placement. 对并列连词的理解扎实。对从属连词的理解良好，但应用中出现细微错误（例如，'because' 句子中的时态一致性）。在状语短语的位置上略有挣扎。
Language Output Ability 语言输出能力
Oral: 口语：
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Generally fluent, but clarity occasionally suffered when trying to construct complex sentences using new/reviewed structures. Pronunciation seems fine. 总体流利，但在尝试使用新的/回顾的结构构建复杂句子时，清晰度偶尔会受到影响。发音看起来不错。
Written: 书面：
Performance in the review test showed good knowledge retention but indicated a need for more careful practice in sentence joining and selecting precise formal vocabulary.
复习测试中的表现显示出良好的知识保留，但表明需要更仔细地练习句子连接和选择精确的正式词汇。
Student's Strengths 学生的优势
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Good recall of conjunction types and their basic functions. 对连词类型及其基本功能记忆良好。
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Quickly accepted corrections regarding sentence structure (e.g., removing starting 'and'). 迅速接受了关于句子结构的纠正（例如，删除开头的 'and'）。
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Successfully identified and attempted to rewrite informal language into formal equivalents. 成功识别并尝试将非正式语言改写成正式等价表达。
Areas for Improvement 需要改进的方面
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Precision in complex sentence structures, especially ensuring correct tense agreement when using subordinating conjunctions. 复杂句型结构的精确性，特别是在使用从属连词时确保正确的时态一致性。
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Mastering the use and placement of adverbial phrases/transitions between sentences. 掌握在句子之间使用和放置状语短语/过渡词。
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Differentiating between 'I' and 'me' (subject vs. object pronoun usage). 区分 'I' 和 'me'（主格与宾格代词的使用）。
4. Teaching Reflection 4. 教学反思
Effectiveness of Teaching Methods 教学方法的有效性
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The lesson effectively used a test format to diagnose specific areas of weakness across multiple grammar points. 本课有效地利用了测试形式来诊断多个语法点的具体薄弱环节。
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Teacher provided immediate, targeted feedback on errors during the exercises. 老师在练习过程中提供了即时、有针对性的错误反馈。
Teaching Pace and Time Management 教学节奏和时间管理
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The pace was appropriately fast to cover a wide range of review topics but slowed down significantly for complex sentence construction tasks. 节奏适中，能够涵盖广泛的回顾主题，但在复杂的句子构建任务上明显放慢了速度。
Classroom Interaction and Atmosphere 课堂互动和氛围
Positive, encouraging, and focused, despite the content being review/test-based.
积极、鼓励和专注，尽管内容是基于回顾/测试的。
Achievement of Teaching Objectives 教学目标的达成
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Partially achieved; conjunction identification was strong, but complexity in application (adverbials/tense agreement) requires further reinforcement. 部分达成；连词识别很强，但应用的复杂性（状语/时态一致性）需要进一步加强。
5. Subsequent Teaching Suggestions 5. 后续教学建议
Teaching Strengths 教学优势
Identified Strengths: 识别的优势：
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Thorough review structure covering various grammar points efficiently. 高效地涵盖了各种语法点的全面回顾结构。
Effective Methods: 有效方法：
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Using the student's own written work (from the test) as the primary material for real-time correction and explanation. 使用学生自己的书面作业（来自测试）作为实时纠正和解释的主要材料。
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Clearly distinguishing between different conjunction types by having the student read rule boxes. 通过让学生阅读规则框来清晰地区分不同类型的连词。
Positive Feedback: 正面反馈：
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Positive reinforcement given for completing challenging test sections and maintaining effort. 对完成具有挑战性的测试部分和保持努力给予了积极的肯定。
Next Teaching Focus 下一步教学重点
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Reinforcement of adverbial phrases and transitional words in context. 在语境中加强状语短语和过渡词的运用。
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Targeted practice on subject/object pronouns (I/me, he/him, etc.). 针对主格/宾格代词（I/me, he/him 等）进行专项练习。
Specific Suggestions for Student's Needs 针对学生需求的具体建议
Grammar & Structure: 语法与结构：
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Practice writing complex sentences using subordinating conjunctions, paying close attention to verb tense agreement between clauses. 练习使用从属连词写复杂句子，密切关注分句之间的动词时态一致性。
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Focus specifically on the difference between subject pronouns ('I') and object pronouns ('me') in short sentences. 在短句中专门关注主格代词 ('I') 和宾格代词 ('me') 之间的区别。
Vocabulary & Register: 词汇与语域：
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Build a short list of common informal vocabulary words and their formal equivalents for active recall (e.g., reckon -> think/believe; mate -> friend). 建立一个常用非正式词汇及其正式等效词的简短列表，以便主动回忆（例如，reckon -> think/believe; mate -> friend）。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Write a paragraph describing an experience (e.g., a recent trip or activity), challenging yourself to use at least two subordinating conjunctions and one transitional word (like 'however' or 'therefore'). 写一段描述经历的段落（例如，最近的旅行或活动），挑战自己使用至少两个从属连词和一个过渡词（如 'however' 或 'therefore'）。