Bridging British Education Virtual Academy 伦桥国际教育
1v1 Verbal and Non-Verbal Reasoning Practice 1对1 语言与非语言推理练习
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Introduction to Verbal Reasoning, focusing heavily on vocabulary acquisition as the core test component, and practice with letter/number coding puzzles.
介绍语言推理，重点强调词汇习得是考试的核心组成部分，并练习字母/数字编码谜题。
Teaching Objectives 教学目标
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Introduce the structure and main focus of verbal reasoning tests (vocabulary emphasis). 介绍语言推理测试的结构和主要重点（强调词汇）。
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Practice number/letter coding exercises to develop logical pattern recognition. 练习数字/字母编码练习，以培养逻辑模式识别能力。
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Practice word completion exercises requiring vocabulary knowledge. 练习需要词汇知识的单词补全练习。
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
Greeting and Initial Check-in: Teacher apologizes for being late and checks student's prior experience with verbal/non-verbal reasoning.
问候和初步确认： 老师为迟到道歉，并询问学生是否有推理经验。
Verbal Reasoning Strategy Introduction: Teacher emphasizes that vocabulary is the most crucial part of the exam and sets the habit of word review.
语言推理策略介绍： 老师强调词汇是考试最关键的部分，并建立了单词复习的习惯。
Activity 1: Number/Letter Coding Puzzle (Set 1): Practice deductive reasoning using number consistency across coded words to find letter values. Student performed very well.
活动1：数字/字母编码谜题（第一组）： 练习使用编码单词间数字的一致性进行演绎推理以找出字母值。学生表现出色。
Activity 2: Pattern Copying/Substitution Puzzle: Practice pattern recognition and substitution, including handling ambiguities (multiple possible source letters). Defined the word 'muse'.
活动2：模式复制/替换谜题： 练习模式识别和替换，包括处理模糊性（多个可能的来源字母）。定义了单词'muse'。
Activity 3: Three-Letter Word Completion (Word Formation): Completing words by inserting a three-letter word that makes sense in the sentence context. Practiced 'splashed', 'vanilla', 'weather'.
活动3：三字母单词补全（单词构成）： 通过插入一个在句子语境中有意义的三字母词来完成单词。练习了'splashed'、'vanilla'、'weather'。
Activity 4: Single Missing Letter Puzzle (High Vocab): Inserting one letter common to four words. Discussed difficult vocabulary: 'phlegm', 'goad', 'defy', 'fled', 'bran', 'mole'. Teacher prioritized definition over correct answers.
活动4：单个缺失字母谜题（高阶词汇）： 插入一个共同字母到四个单词中。讨论了困难词汇：'phlegm'、'goad'、'defy'、'fled'、'bran'、'mole'。老师更侧重于定义而非答案正确性。
Language Knowledge and Skills 语言知识与技能
Goad, Defy, Fled, Pins, Phlegm, Bran, Muse, Haddock, Prohibit, Armbands.
Goad (怂恿/诱使), Defy (反抗/违抗), Fled (逃跑的过去式), Pins (钉子/别针), Phlegm (痰), Bran (麸皮), Muse (沉思/缪斯), Haddock (黑线鳕), Prohibit (禁止), Armbands (手臂游泳圈).
Verbal Reasoning Structure, Letter-Number Coding Logic, Vocabulary Importance, Contextual Deduction.
语言推理结构, 字母-数字编码逻辑, 词汇的重要性, 上下文演绎推理。
Deductive reasoning, pattern recognition, vocabulary recall and definition, working under mild pressure.
演绎推理能力, 模式识别能力, 词汇回忆和定义, 在轻微压力下工作。
Teaching Resources and Materials 教学资源与材料
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Handout containing number-letter coding exercises. 包含数字-字母编码练习的讲义。
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Worksheets with word formation and missing letter vocabulary puzzles. 包含单词构成和缺失字母词汇谜题的工作表。
3. Student Performance Assessment (Kevin) 3. 学生表现评估 (Kevin)
Participation and Activeness 参与度和积极性
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Kevin was highly engaged, especially in the coding tasks where he quickly found correct solutions. Kevin参与度很高，尤其是在编码任务中，他很快找到了正确的答案。
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He demonstrated active listening and focused well despite the technical nature of the content. 他表现出积极的倾听，并且尽管内容具有技术性，他仍然集中精力。
Language Comprehension and Mastery 语言理解和掌握
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Understood the logic behind the coding exercises immediately. 立即理解了编码练习背后的逻辑。
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Struggled slightly with some of the obscure vocabulary definitions but grasped them once explained. 在一些晦涩的词汇定义上稍微挣扎了一下，但在解释后就掌握了。
Language Output Ability 语言输出能力
Oral: 口语：
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Clear articulation, but occasionally hesitated when required to define new or unfamiliar words. 发音清晰，但在需要定义新的或不熟悉的词汇时偶尔会犹豫。
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Responded quickly and accurately in the mechanical parts of the coding puzzles. 在编码谜题的机械部分反应迅速且准确。
Written: 书面：
N/A (Session focused on oral problem-solving and concept learning).
不适用（本次课程重点是口头解决问题和概念学习）。
Student's Strengths 学生的优势
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Excellent logical deduction skills shown in the letter-number coding puzzles. 在字母-数字编码谜题中展现了出色的逻辑推理能力。
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Good ability to apply learned rules immediately to new problems (e.g., consistency checks). 能够立即将所学规则应用于新问题（例如，一致性检查）。
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Strong grasp of common/mid-level vocabulary. 对常见/中等水平的词汇掌握得很好。
Areas for Improvement 需要改进的方面
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Need to significantly expand high-register/rare vocabulary knowledge, as this is the main hurdle in verbal reasoning. 需要显著扩展高阶/罕见词汇知识，因为这是语言推理中的主要障碍。
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Must develop better recall speed for less frequent words when defining them. 在定义不常用词汇时，必须提高回忆速度。
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 structured approach to tackling coding problems was very effective, leading to quick successes. 解决编码问题的结构化方法非常有效，带来了快速的成功。
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Teacher's decision to stop and thoroughly define difficult vocabulary words (e.g., Goad, Muse) maximized learning potential, even at the cost of time. 老师决定停下来彻底定义困难的词汇（例如 Goad, Muse）最大化了学习潜力，即使牺牲了时间。
Teaching Pace and Time Management 教学节奏和时间管理
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The initial coding section moved quickly due to student proficiency. The latter vocabulary section slowed the pace appropriately to allow for learning. 由于学生的熟练程度，最初的编码部分进展很快。后面的词汇部分适当放慢了节奏以便学习。
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The class ran slightly over time, but this was mutually agreed upon due to the necessary vocabulary deep-dive. 课程时间略有超出，但这是双方同意的，因为需要深入学习词汇。
Classroom Interaction and Atmosphere 课堂互动和氛围
Engaging, focused, and academically rigorous, with a good teacher-student rapport established.
引人入胜、专注且学术严谨，建立了良好的师生融洽关系。
Achievement of Teaching Objectives 教学目标的达成
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The objective of practicing reasoning logic was met through the coding exercises. 通过编码练习达成了练习推理逻辑的目标。
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The core objective of vocabulary exposure and initial learning was strongly addressed, setting a foundation for future review. 核心目标——词汇接触和初步学习得到了强有力的解决，为未来的复习奠定了基础。
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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Strong ability to identify and adapt to the student's existing skill level (e.g., fast pace on coding). 能够识别并适应学生现有技能水平的能力很强（例如，编码速度快）。
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Prioritizing long-term vocabulary learning over immediate score accuracy. 将长期词汇学习置于即时分数准确性之上。
Effective Methods: 有效方法：
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Explicitly demonstrating the pattern logic (e.g., observing the number '3' repetition in the coding task). 明确演示了模式逻辑（例如，在编码任务中观察数字'3'的重复）。
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Using contextual sentences and relatable examples to define complex words like 'muse' and 'defy'. 使用上下文句子和相关的例子来定义复杂的词汇，如 'muse' 和 'defy'。
Positive Feedback: 正面反馈：
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Teacher's immediate positive reinforcement when Kevin solved the coding problems correctly ('Well done, Kevin'). Kevin 正确解决编码问题时，老师立即给予了积极的肯定（‘干得好，Kevin’）。
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The clarity in explaining the ambiguity handling in pattern substitution (choosing between R and S). 在解释模式替换中的模糊性处理（在 R 和 S 之间选择）时非常清晰。
Next Teaching Focus 下一步教学重点
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Quick vocabulary spot check based on today's session. 根据今天课程内容进行快速词汇抽查。
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Continue with the next set of verbal reasoning problems, possibly focusing on analogy or critical reasoning sections. 继续进行下一组语言推理问题，可能侧重于类比或批判性推理部分。
Specific Suggestions for Student's Needs 针对学生需求的具体建议
Pronunciation & Reading: 发音与阅读：
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When encountering new, complex words (like 'haddock' or 'phlegm'), practice sounding them out slowly to internalize the spelling. 遇到新的复杂词汇时（如 'haddock' 或 'phlegm'），练习缓慢地念出来，以内化拼写。
Speaking & Communication: 口语与交流：
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Try to use the newly learned vocabulary ('goad', 'defy', 'muse') in simple declarative sentences before the next session. 在下节课之前，尝试用简单的主谓宾句子来使用新学的词汇（'goad', 'defy', 'muse'）。
Vocabulary Acquisition: 词汇习得：
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Review the list of unfamiliar words discussed today (especially the high-register ones) before the next class, as a short test is planned. 在下一课前复习今天讨论的所有生词列表（特别是高阶词汇），因为计划进行一个小测验。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Review and actively define the following 10 words from today's lesson: Goad, Defy, Fled, Phlegm, Bran, Muse, Haddock, Prohibit, Armbands, Mole. 复习并主动定义今天课程中的以下10个单词：Goad, Defy, Fled, Phlegm, Bran, Muse, Haddock, Prohibit, Armbands, Mole。
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If possible, look up a few more examples of word completion exercises involving three-letter additions to strengthen pattern recognition. 如果可能，查阅一些涉及三字母添加的单词补全练习，以加强模式识别。