Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: 1223 English Kevin Peng 课程名称： 1223 英语课凯文彭

Topic: Review of Reading Comprehension Exercises (Drama Review & Recycling Article) and Introduction to New Text (Surfing) 主题： 阅读理解练习回顾（戏剧评论与回收文章）及新文本（冲浪）导入

Date: Unknown (Based on File Name: 1223) 日期： 未知（基于文件名：1223）

Student: Kate 学生： Kate

Teaching Focus 教学重点

Completing review questions from previous texts and starting a new cloze test exercise on the history of the recycling symbol, followed by introducing a biography section for matching exercises.

完成先前文本的复习问题，开始关于回收标志历史的完形填空练习，随后介绍传记部分以进行匹配练习。

Teaching Objectives 教学目标

Review and confirm answers for previous reading comprehension questions. 回顾并确认先前阅读理解题目的答案。
Practice sentence matching in a cloze test format. 练习完形填空形式的句子匹配。
Introduce a new text structure (sections A-E) for matching questions. 介绍新的文本结构（A-E部分）用于匹配题。

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 Questions (Drama Context): Quickly reviewing answers for questions 33-36 related to the fight scenes and stage comeback.

回顾旧问题（戏剧背景）： 快速回顾与打斗场景和舞台回归相关的第33至36题的答案。

Recycling Symbol Cloze Test (Q37-42): Working through a gap-filling exercise (matching sentences A-G to gaps 37-42) about the designer of the recycling symbol. Teacher provided scaffolding and clarification on vocabulary/context.

回收标志完形填空测试（37-42题）： 完成关于回收标志设计师的句子填空练习（将句子A-G与空缺37-42匹配）。教师提供了词汇和上下文的脚手架和澄清。

Vocabulary & Context Check: Clarifying vocabulary like 'two-dimensional', 'mutual respect', 'firms', and 'qualifications' within the context of the recycling article.

词汇与上下文检查： 澄清回收文章中诸如 'two-dimensional'（二维的）、'mutual respect'（相互尊重）、'firms'（公司）和 'qualifications'（资历）等词汇的含义。

Introduction to Surfing Biography Text: Introducing the new task (Q43-52 matching sections A-E) on a surfing instructor's autobiography. Discussed basic surfing concepts and clarified vocabulary like 'pursue'.

冲浪人物传记文本介绍： 介绍新的任务（43-52题，匹配A-E段落）关于一位冲浪教练的自传。讨论了基本的冲浪概念，并澄清了如 'pursue'（追求）等词汇。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
stage comeback, no small order, playwright, two-dimensional, recycling symbol, monetary prize, urban planning, environmentally aware, qualifications, firms, surfing, skydiving, appetite, mutual respect, pursue

词汇：
舞台回归, 不小的任务, 剧作家, 二维的, 回收标志, 金钱奖励, 城市规划, 环境意识强的, 资历/资格, 公司/企业, 冲浪, 跳伞, 胃口/强烈的欲望, 相互尊重, 追求

Concepts:
Analyzing textual evidence to support comprehension answers; Understanding figurative vs. literal meaning; Contextual vocabulary acquisition; Strategies for cloze test matching.

概念：
分析文本证据以支持理解题答案；理解比喻与字面意义；上下文中的词汇获取；完形填空匹配的策略。

Skills Practiced:
Reading for detail, answering multiple-choice comprehension questions, sentence matching for gap-filling, inferring meaning from context.

练习技能：
细节阅读，回答选择题理解题，完形填空中进行句子匹配，根据上下文推断含义。

Teaching Resources and Materials 教学资源与材料

Worksheet/Textbook pages containing the drama review questions. 包含戏剧复习题的工作表/课本页面。
Newspaper article text about the recycling symbol designer (Gap-fill exercise). 关于回收标志设计师的报纸文章文本（填空练习）。
Autobiography sections about the surfing instructor (Matching exercise). 关于冲浪教练的自传段落（匹配练习）。

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

Participation and Activeness 参与度和积极性

High engagement, actively responding to questions regarding the recycling article. 参与度高，积极回应关于回收文章的问题。
Student demonstrates a willingness to attempt difficult matching questions, even when unsure. 学生愿意尝试困难的匹配题，即使不确定。

Language Comprehension and Mastery 语言理解和掌握

Strong recall on the drama questions (e.g., 'no small order'). 对戏剧问题的记忆力强（例如对'no small order'的理解）。
Comprehension in the recycling text was good, but required teacher guidance for selecting the precise matching sentence. 回收文章的理解力不错，但在选择精确匹配的句子时需要教师指导。
Understood the overarching context of the surfing text introduction. 理解了冲浪文本介绍的总体背景。

Language Output Ability 语言输出能力

Oral: 口语：

Fluency is generally good, though some hesitation when encountering unfamiliar vocabulary in the new text. 流利度总体良好，但在新文本中遇到不熟悉的词汇时略有停顿。
Accurately followed complex instructions for the gap-filling task. 准确遵循了填空任务的复杂指示。

Written: 书面：

N/A (Focus on oral response and selection during the session)

不适用（本次课重点在于口头回应和选择）。

Student's Strengths 学生的优势

Good memory for previously covered material. 对先前学过材料的记忆力好。
Ability to connect new concepts (like 'urban planning') to real-world contexts. 能够将新概念（如'城市规划'）与现实世界联系起来。
Shows perseverance when answering challenging comprehension questions. 在回答有挑战性的理解题时表现出毅力。

Areas for Improvement 需要改进的方面

Precision in selecting the *best* fit sentence during complex matching exercises. 在复杂的匹配练习中，选择*最佳*匹配句子的精确度有待提高。
Consolidating vocabulary definitions, especially nuanced terms like 'pursue' vs. 'continue'. 巩固词汇定义，特别是像 'pursue'（追求）与 'continue'（继续）这样细微差别的词汇。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The review phase was efficient, quickly confirming prior knowledge. 复习阶段高效，迅速确认了先前的知识。
Teacher provided excellent scaffolding during the recycling article matching task, clarifying ambiguous instructions. 教师在回收文章的匹配任务中提供了出色的脚手架，澄清了模糊的指令。
Successfully transitioned to a new text format with clear instructions. 成功地以清晰的指示过渡到了新的文本格式。

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

Pace was fast when reviewing the first text but slowed appropriately for the intensive gap-fill section. 复习第一个文本时节奏较快，但在密集的填空部分节奏放缓得很合适。
The time allocated for vocabulary explanation (e.g., 'firm', 'qualification') was productive. 分配给词汇解释（例如'firm', 'qualification'）的时间富有成效。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, focused, and cooperative. The teacher maintained an encouraging tone throughout the complex exercises.

积极、专注且合作。教师在整个复杂练习中都保持了鼓励的语气。

Achievement of Teaching Objectives 教学目标的达成

Objectives related to reviewing previous material were fully met. 与复习先前材料相关的目标已完全达成。
Objective for practicing sentence matching was partially met; more practice is needed on the new text. 练习句子匹配的目标部分达成；新文本需要更多练习。

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 use of context to clarify meaning during comprehension checks (e.g., explaining why the designer downplayed his win). 在理解力检查中有效利用上下文来澄清含义（例如，解释为什么设计师淡化了获奖的事实）。
Clear signposting between activities. 活动之间的过渡清晰明确。

Effective Methods: 有效方法：

Promptly checking answers and providing immediate feedback before moving on. 及时检查答案并在继续之前提供即时反馈。
Using personal interest hooks (surfing, skydiving) to introduce the final text section. 利用个人兴趣点（冲浪、跳伞）来介绍最后一个文本部分。

Positive Feedback: 正面反馈：

Excellent job working through the reasoning for matching exercises despite difficulty. 尽管有难度，但在处理匹配题的推理过程方面做得非常出色。

Next Teaching Focus 下一步教学重点

Completing the matching exercise (Q43-52) for the surfing instructor's autobiography. 完成冲浪教练自传的匹配练习（43-52题）。
Reviewing vocabulary encountered in the new text sections. 复习新文本部分遇到的词汇。

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

Reading Strategy: 阅读策略：

For matching exercises, always read the sentence *before* and *after* the gap in the main text to confirm the logic of the insertion. 对于匹配练习，务必阅读文中空缺前后的句子，以确认插入的逻辑性。
When encountering definitions (like 'pursue'), try to generate a simple synonym or antonym before asking for the full definition. 遇到定义时（如'pursue'），尝试先生成一个简单的同义词或反义词，然后再询问完整定义。

Speaking & Communication: 口语与交流：

Continue practicing conversational connectors to ensure smooth transitions when discussing complex topics like urban planning or competition frustration. 继续练习对话连接词，以确保在讨论城市规划或比赛挫折等复杂话题时过渡流畅。

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

Review all matched sentences for the recycling article to solidify understanding of sentence structure. 复习回收文章中所有匹配的句子，以巩固对句子结构的理解。
Pre-read the biography sections (A-E) of the surfing text to identify the main idea of each section. 预读冲浪文本的传记部分（A-E），以识别每个部分的中心思想。