Bridging British Education Virtual Academy 伦桥国际教育
1v1 English Lesson - Kevin Peng 1v1 英语课程 - Kevin Peng
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Reviewing vocabulary usage in context (Word Formation Part 2), practicing sentence structure transformation, and analyzing a detailed reading passage.
复习语境中的词汇用法（词形转换第二部分）、练习句子结构转换，并分析一篇详细的阅读文章。
Teaching Objectives 教学目标
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Complete the word formation task (Questions 17-24) accurately. 准确完成词形转换任务（问题 17-24）。
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Apply transformation rules correctly for sentence meaning retention (Questions 25-30). 正确应用转换规则以保持句子含义（问题 25-30）。
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Read and understand a complex text about stage combat training and answer multiple-choice questions. 阅读并理解一篇关于舞台格斗训练的复杂文本，并回答多项选择题。
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
Review of Previous Performance and Introduction: Teacher reviewed Kevin's score from the previous lesson (6/8) and introduced the new task.
回顾上节课表现和介绍： 教师回顾了Kevin上节课的得分（8个中的6个）并介绍了新任务。
Word Formation Practice (Questions 17-24): Kevin read the passage and filled in the gaps. Reviewed answers focusing on vocabulary choice and context.
词形转换练习（问题 17-24）： Kevin阅读了段落并填空。重点检查了词汇选择和语境的答案。
Grammar Transformation Practice (Questions 25-30): Practiced sentence transformation exercises, focusing on passive voice and fixed expressions (e.g., look forward to). Teacher prompted checking word count.
语法转换练习（问题 25-30）： 练习了句子转换练习，重点是将被动语态和固定表达（如 look forward to）。教师提示检查单词数。
Reading Comprehension (Questions 31-36): Read an article about combat stage fighting director Kate Waters. Kevin answered comprehension questions based on the text.
阅读理解（问题 31-36）： 阅读了一篇关于战斗舞台打斗导演Kate Waters的文章。Kevin根据文本回答了理解问题。
Review and Conclusion: Final check of answers, discussion on key phrases ('no small order'), and lesson wrap-up.
总结和结束： 最后检查答案，讨论关键短语（'no small order'），并结束课程。
Language Knowledge and Skills 语言知识与技能
Larkside, conventional, one-wheelers, substitute, alternative, combat, stage fighting, choreographer, proficiency, fencing, freelance, Richard the Third, smoke and mirrors, reflex.
拉克斯艾德（地名），传统的，独轮车，替代，替代品，战斗，舞台打斗，编舞者，熟练程度，击剑，自由职业，理查三世，虚张声势/障眼法，反射（动作）。
Word Formation (Derivation), Passive Voice Transformation, Reading for Detail (Stage Combat Industry)
词形转换（派生），被动语态转换，细节阅读（舞台打斗行业知识）
Vocabulary application, grammatical restructuring (sentence transformation), detailed reading comprehension, inference.
词汇应用，语法重构（句子转换），详细阅读理解，推断。
Teaching Resources and Materials 教学资源与材料
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Mock exam paper (Word Formation, Sentence Transformation, Reading) 模拟考试试卷（词形转换、句子转换、阅读理解）
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 engaged, reading aloud clearly when prompted. Kevin参与度高，被提示时朗读清晰。
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Generally followed instructions well, though required prompting to check answers/word counts. 总体上能很好地遵循指示，尽管需要提醒检查答案/字数。
Language Comprehension and Mastery 语言理解和掌握
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Good understanding demonstrated during the vocabulary-in-context section; struggled slightly with nuanced meaning in comprehension questions. 在语境词汇部分表现出良好的理解力；在理解题目的细微含义时略有困难。
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Understood the core concepts of the reading passage (stage fighting techniques). 理解了阅读文章的核心概念（舞台打斗技巧）。
Language Output Ability 语言输出能力
Oral: 口语：
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Fluency is generally good, but speed sometimes leads to hesitation or minor errors when reading complex sentences. 流利度总体不错，但在阅读复杂句子时，语速有时会导致犹豫或轻微错误。
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Successfully articulated answers when questioned about specific textual details. 在被问及具体的文本细节时，成功阐述了答案。
Written: 书面：
N/A (Assessed via submitted oral answers on the shared document/platform)
不适用（通过共享文档/平台上的口头答案进行评估）
Student's Strengths 学生的优势
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Good grasp of sentence transformation rules, especially passive voice. 很好地掌握了句子转换规则，特别是被动语态。
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Ability to self-correct when prompted (e.g., re-reading the text for clarity). 在被提示时有自我修正的能力（例如，重新阅读文本以澄清）。
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Strong vocabulary recall for common word roots in the word formation section. 在词形转换部分，对常见词根的词汇回忆能力强。
Areas for Improvement 需要改进的方面
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Consistency in completing transformation tasks within the exact word limit specified. 在规定的确切字数范围内完成转换任务的连贯性有待提高。
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Reading speed control to maintain clarity, especially in longer, academic texts. 阅读速度控制仍需提升，以保持在较长、学术性文本中的清晰度。
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Ensuring comprehension questions requiring inference are fully addressed rather than just stating explicit facts. 确保对需要推断的理解问题得到充分回答，而不仅仅是陈述明确的事实。
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 pacing allowed sufficient time for Kevin to attempt answers before detailed correction. 课堂节奏允许Kevin在详细纠正前有足够的时间尝试作答。
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Scaffolding was effective, particularly in guiding him back to the text for verification. 支架式教学有效，尤其是在引导他返回文本进行验证方面。
Teaching Pace and Time Management 教学节奏和时间管理
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The pace was appropriate for covering three different skills sections, though the reading section required significant time. 节奏适合涵盖三个不同的技能部分，但阅读部分花费了相当多的时间。
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Teacher managed transitions between tasks smoothly. 教师平稳地管理了任务之间的过渡。
Classroom Interaction and Atmosphere 课堂互动和氛围
Supportive, focused, and encouraging, with the teacher providing positive reinforcement throughout the activities.
支持性强、专注且鼓励，教师在整个活动中都提供了积极的强化。
Achievement of Teaching Objectives 教学目标的达成
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Objectives for vocabulary and sentence transformation were largely met. 词汇和句子转换的目标基本达成。
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Reading comprehension objective was initiated, but Q37-40 were not reached due to time constraints. 阅读理解目标已开始，但由于时间限制未达到问题 37-40。
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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Effective use of the previous lesson's results to contextualize current performance. 有效地利用了上节课的结果来确定当前表现的背景。
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Strong ability to spot errors in transformation tasks and identify where the student needs to re-read. 能够敏锐地发现转换任务中的错误，并指出学生需要重新阅读的位置。
Effective Methods: 有效方法：
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Asking the student to read the passage with their answers filled in to check for overall coherence. 要求学生带着填好的答案朗读段落，以检查整体连贯性。
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Breaking down complex reading comprehension questions into smaller, manageable points of discussion. 将复杂的阅读理解问题分解为更小、更易于管理的讨论要点。
Positive Feedback: 正面反馈：
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Positive reinforcement immediately following correct answers in all sections. 在所有部分的正确答案后立即给予积极的强化。
Next Teaching Focus 下一步教学重点
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Completing the remaining questions (37-40) from the current reading passage. 完成当前阅读文章中剩余的问题（37-40）。
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Focus on adverbial phrases and complex sentence structures in future transformation exercises. 在未来的转换练习中，重点关注状语短语和复杂句式结构。
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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Pay close attention to word count constraints in transformation tasks; review how to condense or expand phrases without losing meaning. 在转换任务中密切关注字数限制；复习如何在不丢失含义的情况下缩短或扩展短语。
Reading Comprehension: 阅读理解：
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For inference questions (e.g., 'What does the phrase in no small order tell us?'), try to synthesize information from a larger section rather than just one sentence. 对于推断题（例如，“短语‘in no small order’告诉我们什么？”），尝试综合更大范围部分的信息，而不仅仅是一句话。
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 notes on common phrasal verbs related to movement, as the text contained several related to cycling/movement. 复习与运动相关的常见短语动词笔记，因为课文包含许多与骑行/运动相关的短语。