Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: 1218 R&W C1 Enrico 课程名称： 1218 阅读与写作 C1 恩里科

Topic: Review of Creative Writing (Flashbacks) and Synonyms 主题： 创意写作回顾（闪回）与同义词学习

Date: December 18th 日期： 12月18日

Student: Enrico 学生： Enrico

Teaching Focus 教学重点

Reviewing the structure and purpose of flashbacks in narrative writing and practicing vocabulary through synonyms.

回顾叙事写作中闪回的结构和目的，并通过同义词练习词汇。

Teaching Objectives 教学目标

To review the correct usage and signaling of flashbacks in creative writing. 回顾在创意写作中正确使用和标示闪回的方法。
To practice identifying and substituting synonyms for given words. 练习识别并替换给定单词的同义词。
To apply sensory details in descriptive writing. 在描述性写作中应用五感细节。

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: Murder Mystery Story: Student read his/her completed story; teacher provided positive feedback on detail and structure, noting an area for improvement (sensory description).

作业回顾：谋杀悬疑故事： 学生朗读他/她完成的故事；老师对细节和结构给予了积极反馈，并指出了一个改进点（感官描述）。

Sensory Detail Brainstorming: Brainstorming words related to sight, sound, smell, touch, and emotion based on a provided picture (a terrace scene).

五感细节头脑风暴： 根据提供的图片（露台场景），头脑风暴与视觉、听觉、嗅觉、触觉和情感相关的词汇。

Flashback Theory and Practice: Reviewed the purpose, signaling (past perfect tense), and conclusion of flashbacks. Students practiced starting flashback sentences.

闪回理论与练习： 回顾了闪回的目的、信号（过去完成时）和结束方式。学生练习了闪回句子的开头。

Synonym Practice: Reviewed the definition of synonyms and completed exercises finding synonyms for words like 'quick,' 'hungry,' and practicing substitution in sentences.

同义词练习： 回顾了同义词的定义，并完成了为'quick'、'hungry'等词寻找同义词的练习，以及在句子中进行替换练习。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Flashback, poison, detective, suspect, synonyms, peckish, famish, hideous, repulsive, excellent, rude, moody, miserable.

词汇：
闪回，毒药，侦探，嫌疑人，同义词，有点饿的（peckish），极饿的（famish），丑陋的（hideous），令人厌恶的（repulsive），极好的（excellent），粗鲁的（rude），脾气坏的（moody），悲惨的（miserable）。

Concepts:
The use of Past Perfect tense to indicate an action further in the past than the main narrative (Flashback). The definition and application of synonyms.

概念：
使用过去完成时表示比主要叙事更早发生的动作（闪回）。同义词的定义和应用。

Skills Practiced:
Creative writing structure (flashbacks), Descriptive writing (sensory language), Vocabulary acquisition (synonyms), Reading comprehension (following instructions).

练习技能：
创意写作结构（闪回），描述性写作（感官语言），词汇习得（同义词），阅读理解（遵循指示）。

Teaching Resources and Materials 教学资源与材料

Student's submitted creative writing piece. 学生提交的创意写作作品。
Worksheet/Slides on Flashback structure. 关于闪回结构的讲义/幻灯片。
Synonym practice worksheet (finding synonyms, matching, sentence completion). 同义词练习题（找同义词、配对、句子填空）。

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

Participation and Activeness 参与度和积极性

Enrico was engaged, especially during the creative feedback session and the synonym exercises. 恩里科参与度很高，尤其是在创意反馈环节和同义词练习中。
He actively participated in brainstorming sensory details for the picture. 他积极参与了对图片进行感官细节的头脑风暴。

Language Comprehension and Mastery 语言理解和掌握

Understood the technical requirements of a flashback (tenses, purpose) after the review. 回顾后，理解了闪回的技术要求（时态、目的）。
Correctly recalled the definition of a synonym. 正确回忆了同义词的定义。

Language Output Ability 语言输出能力

Oral: 口语：

Reading the homework aloud showed some hesitation and minor pronoun/noun errors (e.g., 'billionaire is a she' correction). 朗读作业时表现出一些犹豫和轻微的名词/代词错误（例如，纠正'billionaire is a she'）。
Fluent participation in discussions, especially when providing examples for synonyms. 讨论中表达流利，特别是在提供同义词例子时。

Written: 书面：

Handwriting on the shared document was legible, though some difficulty was noted when trying to modify text size/position.

在共享文档上的书写清晰可辨，但在尝试修改文本大小/位置时遇到了一些困难。

Student's Strengths 学生的优势

Strong grasp of narrative structure when incorporating complex elements like flashbacks. 在融入闪回等复杂元素时，对叙事结构的把握很强。
Good vocabulary intuition, able to generate relevant synonyms quickly. 词汇直觉良好，能够快速产生相关的同义词。
Demonstrates creativity in descriptive language (e.g., sounds like 'deafening splash'). 在描述性语言方面展现出创造力（例如，'deafening splash'这样的声音描述）。

Areas for Improvement 需要改进的方面

Need to consistently incorporate more sensory description (smell, touch, feeling) into narrative writing for richer texture. 需要在叙事写作中持续融入更多的感官描述（气味、触觉、感觉），以增加内容的丰富性。
Requires more focus on proofreading for minor spelling errors (e.g., 'journey'). 需要更多关注校对，修正细微的拼写错误（例如'journey'）。
Consistency in vocabulary choice to ensure synonyms are perfectly interchangeable (e.g., 'interesting' vs. 'good'). 词汇选择需要更加一致，以确保同义词可以完全互换（例如'interesting'和'good'）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The review of the writing assignment was very effective in providing targeted feedback. 对写作作业的回顾非常有效，提供了有针对性的反馈。
The transition from creative writing review to theory (flashback rules) and then to vocabulary was well-managed. 从创意写作回顾到理论（闪回规则）再到词汇的过渡管理得当。

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

The pace was slightly rushed towards the end due to the depth of the synonym exercise. 由于同义词练习的深度，课程最后部分的节奏略显仓促。
Adequate time was allocated to the most complex topic (flashbacks). 为最复杂的课题（闪回）分配了充足的时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, encouraging, and interactive, with the teacher frequently praising the student's efforts.

积极、鼓励和互动，老师经常表扬学生的努力。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Flashback) was covered well, although immediate application was not tested. 目标1（闪回）覆盖得很好，尽管没有立即测试应用。
Objective 2 (Synonyms) was actively practiced and partially achieved within the remaining time. 目标2（同义词）在剩余时间内得到了积极练习并部分达成。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Providing specific, actionable feedback on creative writing, recognizing successful inclusion of complex narrative devices. 对创意写作提供具体、可操作的反馈，认可成功纳入复杂的叙事技巧。
Effective use of collaborative brainstorming for sensory details. 有效利用协作头脑风暴来获取感官细节。

Effective Methods: 有效方法：

Breaking down the technical aspects of flashbacks (signals, tense changes) clearly. 清晰地分解了闪回的技术方面（信号、时态变化）。
Using contextual examples when explaining difficult synonyms (e.g., 'famished'). 在解释较难的同义词（如'famished'）时使用情境化的例子。

Positive Feedback: 正面反馈：

Praise for the overall dramatic effect and intricate detail in the student's story. 赞扬了学生故事的整体戏剧效果和复杂的细节。
Positive reinforcement when the student correctly identified a synonym or concept. 当学生正确识别同义词或概念时，给予了积极的强化。

Next Teaching Focus 下一步教学重点

The writing test that was assigned for homework. 为家庭作业布置的写作测试。
Starting the next lesson unit, as this was the final session before the holiday break. 开始下一个课程单元，因为这是假期前的最后一课。

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

Writing & Grammar: 写作与语法：

When writing narratives, deliberately incorporate one detail for each of the five senses per key scene to enrich description. 写作叙事时，在关键场景中，有意识地纳入五感中每一种感觉的一个细节，以丰富描述。
Pay close attention to spelling, especially for common narrative verbs and linking words (e.g., 'journey'). 密切关注拼写，特别是常见的叙事动词和连接词（例如'journey'）。

Vocabulary & Precision: 词汇与精确度：

When learning synonyms, check if they are interchangeable in context, not just similar in overall meaning (e.g., distinguishing between 'good' and 'interesting'). 学习同义词时，检查它们在语境中是否可以互换，而不仅仅是总体意思相似（例如，区分'good'和'interesting'）。

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

Complete the writing test that was mentioned at the end of the session. 完成课程结束时提到的写作测试。