Bridging British Education Virtual Academy 伦桥国际教育

KS3 English Lesson - Formality and Cohesive Devices KS3 英语课程 - 正式性与衔接词

1. Course Basic Information 1. 课程基本信息

Course Name: KS3 English 课程名称： KS3 英语

Topic: Formality Recap and Cohesive Devices Introduction 主题： 正式性回顾与衔接词介绍

Date: December 26th 日期： 12月26日

Student: Brian 学生： Brian

Teaching Focus 教学重点

Recapping formal/informal language, rewriting sentences formally, and introducing cohesive devices (linking words).

回顾正式/非正式语言，将句子改写为正式表达，并介绍衔接词（连接词）。

Teaching Objectives 教学目标

Recap and correctly apply rules for formal vs. informal language. 回顾并正确应用正式与非正式语言的规则。
Rewrite informal sentences into more formal structures by removing contractions and slang, and using polite verbs. 通过移除缩写和俚语、使用礼貌动词，将非正式句子改写成更正式的结构。
Define cohesive devices and identify common linking words used for adding ideas, giving reasons, and showing contrast. 定义衔接词，并识别用于增加观点、给出原因和表示对比的常见连接词。

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

Recap of Formality: Reviewed the definition of formality, key features of formal writing (precise grammar, sophisticated vocabulary, no contractions), and practiced replacing informal words (e.g., come -> attend, slang -> formal alternatives).

正式性回顾： 回顾了正式性的定义，正式写作的关键特征（精确的语法、复杂的词汇、无缩写），并练习替换非正式词汇（例如：come -> attend，俚语 -> 正式替代词）。

Formality Sentence Rewriting Task: Student attempted to rewrite two informal sentences formally. Teacher provided specific feedback on word choice (e.g., 'got' vs. 'received/a lot of', using 'assist' instead of 'help').

正式性句子改写任务： 学生尝试将两个非正式句子改写为正式表达。老师对词汇选择提供了具体反馈（例如：'got' 与 'received/a lot of' 的区别，使用 'assist' 代替 'help'）。

Introduction to Polite Verbs: Teacher provided a list of informal verbs and their formal/polite equivalents (e.g., check out -> investigate, think about -> consider). Student copied some examples.

礼貌动词介绍： 老师提供了一系列非正式动词及其正式/礼貌的对应词（例如：check out -> investigate，think about -> consider）。学生抄写了一些例子。

Formality Identification Practice: Student correctly identified one sentence as formal ('I would appreciate your help') and one as informal, explaining the presence of contractions/slang.

正式性判断练习： 学生正确地将一个句子识别为正式（'I would appreciate your help'）和另一个为非正式，并解释了缩写/俚语的存在。

Introduction to Cohesive Devices: Defined cohesive devices as linking words that ensure flow. Introduced categories: Adding ideas (also, furthermore), Giving reasons (because, therefore), and Showing contrast (however, although). Student copied key terms.

衔接词介绍： 将衔接词定义为确保流畅性的连接词。介绍了类别：增加观点（also, furthermore）、给出原因（because, therefore）和表示对比（however, although）。学生抄写了关键术语。

Cohesive Device Practice: Practiced choosing the best linker for contrast ('I was tired, but I finished my homework'). Rewriting a short paragraph using varied cohesive devices (e.g., therefore, however) instead of repeating simple ones.

衔接词练习： 练习为表示对比的句子选择最佳连接词（'I was tired, but I finished my homework'）。将一个短段落改写，使用不同的衔接词（如 therefore, however），避免重复使用简单词汇。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
formality, cohesive devices, contractions (can't, don't), slang (loads), sophisticated vocabulary (ecstatic), attend, request, assist, obtain, investigate, permit, consider, apologize, furthermore, in addition, since, therefore, however, although, such as.

词汇：
正式性，衔接词，缩写（can't, don't），俚语（loads），复杂词汇（ecstatic），出席/参加（attend），请求（request），协助（assist），获取（obtain），调查（investigate），允许（permit），考虑（consider），道歉（apologize），此外（furthermore/in addition），因为（since），因此（therefore），然而（however/although），例如（such as）。

Concepts:
Formal vs. Informal Language Rules; Replacement of Informal Verbs with Polite Equivalents; Definition and Categorization of Cohesive Devices (Linking Words).

概念：
正式与非正式语言规则；用礼貌对应词替换非正式动词；衔接词（连接词）的定义和分类。

Skills Practiced:
Writing (formal sentence restructuring), Vocabulary expansion (polite verbs), Reading comprehension (identifying sentence tone), Speaking (explaining reasoning for formal choices).

练习技能：
写作（正式句子重构），词汇扩展（礼貌动词），阅读理解（识别句子语调），口语（解释选择正式表达的理由）。

Teaching Resources and Materials 教学资源与材料

Whiteboard/Screen for displaying definitions and examples. 白板/屏幕用于展示定义和示例。
List of informal verbs for formal replacement. 用于正式替换的非正式动词列表。

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

Participation and Activeness 参与度和积极性

Student was attentive and followed instructions well, actively engaging in the rewriting exercises. 学生注意力集中，很好地遵循了指示，积极参与了改写练习。

Language Comprehension and Mastery 语言理解和掌握

Demonstrated good understanding of the basic concepts of formality and successfully applied rules in sentence rewriting, though some vocabulary choices needed gentle correction. 对正式性的基本概念有很好的理解，并在句子改写中成功应用了规则，尽管一些词汇选择需要温和的纠正。

Language Output Ability 语言输出能力

Oral: 口语：

Student responded clearly when asked to explain why a sentence was formal or informal. Hesitation noted when prompted to recall the exact meaning of 'contractions'. 当被问及解释句子为何正式或非正式时，学生的回答清晰。在被要求回忆'缩写'的确切含义时，有停顿。

Written: 书面：

Student successfully rewrote two sentences, showing an understanding of removing contractions ('I've got' -> 'I have') and avoiding slang, although precision in vocabulary substitution (e.g., 'many homework') required immediate teacher guidance.

学生成功地改写了两个句子，表现出移除缩写（'I've got' -> 'I have'）和避免俚语的理解，尽管在词汇替换的精确性上（例如 'many homework'）需要老师即时指导。

Student's Strengths 学生的优势

Quickly grasped the function of cohesive devices once they were categorized. 一旦衔接词被分类后，能够很快掌握其功能。
Successfully identified the need to replace contractions and slang in formal writing. 成功识别出在正式写作中需要替换缩写和俚语。
Applied the contrast linker ('but') correctly in the practice sentence. 在练习句子中正确应用了表示对比的连接词（'but'）。

Areas for Improvement 需要改进的方面

Precision in sophisticated vocabulary selection (e.g., knowing whether 'many' works best with 'homework'). 复杂词汇选择的精确性（例如，知道 'many' 是否最适合修饰 'homework'）。
Memorization of formal verb replacements (requires more review). 对正式动词替换的记忆（需要更多复习）。
Recalling definitions instantly (e.g., contractions). 即时回忆定义（例如，缩写）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The step-by-step approach to formality, moving from definition to application (rewriting), was effective. 分步骤进行正式性教学（从定义到应用改写）是有效的。
The introduction of cohesive devices using clear categories (Adding, Reason, Contrast) aided organization. 使用清晰的类别（增加、原因、对比）介绍衔接词有助于知识的组织。

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

The pace was generally appropriate, allowing sufficient time for rewriting tasks and note-taking on new concepts. 课程节奏总体适宜，为改写任务和新概念的笔记记录留出了充足的时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

Supportive and focused. The teacher provided gentle and constructive correction, maintaining a positive learning environment.

支持性和专注。老师提供了温和而建设性的纠正，保持了积极的学习环境。

Achievement of Teaching Objectives 教学目标的达成

Partially achieved for formality rewriting (needed guidance on specific word substitution), fully achieved for introducing and categorizing cohesive devices. 正式性改写部分达成（需要在特定词汇替换上获得指导），衔接词的介绍和分类已完全达成。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Clear organization of the dual-topic lesson plan (recap + new topic). 双主题课程计划的组织清晰（回顾+新主题）。
Effective modeling of formal sentence transformation. 正式句子转换的有效示范。

Effective Methods: 有效方法：

Providing concrete examples of informal vs. formal verb replacements. 提供非正式动词与正式动词替换的具体例子。
Using sentence construction practice to immediately test the understanding of cohesive devices. 利用句子构建练习立即测试对衔接词的理解。

Positive Feedback: 正面反馈：

Teacher provided positive reinforcement when the student correctly identified the function of a linker ('but' for contrast). 当学生正确识别出连接词的功能（'but' 表示对比）时，老师给予了积极的肯定。

Next Teaching Focus 下一步教学重点

Consolidate the use of cohesive devices, focusing on distinguishing between transition words for contrast and concession (e.g., however vs. although). 巩固衔接词的使用，重点区分表示对比和让步的过渡词（例如，however 与 although）。
Practice applying a broader range of formal vocabulary beyond the initial set of polite verbs. 练习应用更广泛的正式词汇，超越最初的一组礼貌动词。

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

Vocabulary & Precision: 词汇与精确性：

Focus next time on common noun/adjective collocations that often lead to informality (e.g., practicing countable vs. uncountable nouns with 'many'/'much'). 下次重点关注常见的名词/形容词搭配，这些搭配常常导致非正式表达（例如，练习 'many'/'much' 与可数/不可数名词的搭配）。

Writing Mechanics: 写作机制：

Review the list of polite verbs regularly to aid automatic recall during formal writing tasks. 定期复习礼貌动词列表，以帮助在正式写作任务中自动回忆。

Speaking & Communication: 口语与交流：

When explaining concepts, try to define terms like 'contractions' instantly without prompting to build confidence. 在解释概念时，尝试立即定义'缩写'等术语，以建立自信。

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

Complete the assigned homework focusing on writing five sentences using different types of cohesive devices covered today. 完成布置的作业，重点是使用今天学到的不同类型的衔接词写五个句子。
Review the handout/notes on formal vocabulary substitutions (especially verbs like 'get', 'ask', 'think'). 复习关于正式词汇替换的讲义/笔记（特别是 'get', 'ask', 'think' 等动词）。