Bridging British Education Virtual Academy 伦桥国际教育
PL Writing SC G1 - Identifying Features of Explanation Texts PL写作 SC G1 - 识别说明文的特征
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Analyzing and identifying the linguistic features of explanation texts, focusing on structure, technical vocabulary, time conjunctions, and causal conjunctions.
分析和识别说明文的语言特征，重点关注结构、专业词汇、时间连词和因果连词。
Teaching Objectives 教学目标
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To identify the structural features of an explanation text (e.g., question title, introduction, summary). 识别说明文的结构特征（例如，问题标题、引言、总结）。
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To identify technical vocabulary used within the explanatory topic. 识别说明主题中使用的专业词汇。
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To identify time conjunctions/adverbials used to sequence events. 识别用于排序事件的时间连词/副词。
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To identify causal conjunctions/adverbials showing cause and effect. 识别显示因果关系的因果连词/副词。
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
Introduction and Video Review: Reviewing the objective of the video ('Chain Reactions') and defining explanation text purpose.
介绍与视频回顾： 回顾视频（“连锁反应”）的目标并定义说明文的目的。
Analyzing 'Melvin the Machine': Examining 'Melvin the machine' as an example of a Rube Goldberg machine based on chain reactions.
分析'梅尔文机器'： 以连锁反应为基础，研究“梅尔文机器”作为一个鲁布·戈德堡机器的例子。
Silent Reading and Comprehension Check: Students silently read a text describing a long chain reaction sequence; followed by a brief comprehension check.
默读与理解检查： 学生默读描述长串连锁反应的文本；随后进行简短的理解检查。
Identifying Language Features (Part 1): Teacher leads identification of technical vocabulary, time conjunctions, and causal conjunctions in the text.
识别语言特征（第一部分）： 老师引导识别文本中的专业词汇、时间连词和因果连词。
Checklist Application on 'Alien Eggs': Students apply the explanation text checklist to a new text ('How do aliens hatch out of eggs?').
在'外星人孵化'文本上应用清单： 学生将说明文清单应用于新文本（“外星人如何从蛋中孵化出来？”）。
Guided Practice: 'How to Catch an Astronaut': Teacher guides students through identifying features on a new worksheet text, despite technical sharing difficulties.
指导练习：'如何抓住宇航员'： 尽管存在技术分享困难，老师仍指导学生识别新练习表中文本的特征。
Lesson Recap: Final recap of the language features discussed in the lesson.
课程回顾： 最后回顾了本课讨论的语言特征。
Language Knowledge and Skills 语言知识与技能
chain reaction, Rube Goldberg machine, contraption, electromagnetized, collides, pulley system, array, subsequently, flammable materials, technical language, time conjunctions, causal conjunctions, antenna, resting stage, shell membrane, vibrate, consequence, tsunami.
连锁反应，鲁布·戈德堡机器，装置，电磁化的，碰撞，滑轮系统，阵列，随后地，易燃材料，技术语言，时间连词，因果连词，触角，静止阶段，壳膜，振动，后果，海啸。
The structure and function of an explanation text; Chain Reaction mechanism; Cause and Effect relationship.
说明文的结构和功能；连锁反应机制；因果关系。
Reading comprehension, identifying textual features, vocabulary acquisition (technical terms), oral response (answering teacher's questions).
阅读理解，识别文本特征，词汇习得（技术术语），口头回应（回答老师的问题）。
Teaching Resources and Materials 教学资源与材料
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Video: Chain Reactions 视频：连锁反应
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Example Text: Melvin the Machine 示例文本：梅尔文机器
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Practice Text: How do aliens hatch out of eggs? 练习文本：外星人如何从蛋中孵化出来？
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Activity Sheet: How to catch an astronaut 活动表：如何抓住宇航员
3. Student Performance Assessment (Not explicitly mentioned (Group/Individual work implied)) 3. 学生表现评估 (Not explicitly mentioned (Group/Individual work implied))
Participation and Activeness 参与度和积极性
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Student actively participated by responding to identification questions regarding conjunctions and vocabulary. 学生通过回答关于连词和词汇的识别问题而积极参与。
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One student ('Sean') required two redirections to mute their microphone due to background noise. 一名学生（“Sean”）因背景噪音需要两次提示才能静音。
Language Comprehension and Mastery 语言理解和掌握
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High comprehension demonstrated when recalling the purpose of an explanation text and applying features to new texts. 在回忆说明文的目的并将特征应用于新文本时，表现出很高的理解力。
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Students successfully identified all required language features (technical, time, causal) in the guided practice ('How to catch an astronaut'). 学生成功识别了指导练习（“如何抓住宇航员”）中所有必需的语言特征（技术性、时间性、因果性）。
Language Output Ability 语言输出能力
Oral: 口语：
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Generally good participation, though one student required specific prompting (e.g., 'Carlos, could you read...'). 总体参与良好，尽管一名学生需要具体的提示（例如，“Carlos，你能读一下吗……”）。
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Students were able to clearly articulate examples of technical vocabulary when prompted. 学生在被提示时能够清晰地阐述技术词汇的例子。
Written: 书面：
Analysis focused primarily on verbal identification; a written assignment ('How to catch an astronaut') was assigned for students to record their findings.
分析主要集中在口头识别上；布置了一项书面作业（“如何抓住宇航员”），让学生记录他们的发现。
Student's Strengths 学生的优势
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Strong grasp of sequencing words (time conjunctions) during text analysis. 在文本分析中，对排序词（时间连词）的掌握很扎实。
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Ability to identify multiple examples of cause/effect conjunctions correctly. 能够正确识别多个因果连词的例子。
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Good recall of the overall purpose of an explanation text. 对说明文的总体目的记忆良好。
Areas for Improvement 需要改进的方面
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Distinguishing between general vocabulary and truly 'technical' vocabulary in context (e.g., 'vibrate'). 在上下文中区分普通词汇和真正的“技术性”词汇（例如，“vibrate”）。
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Consistent microphone management during group interaction. 在小组互动中保持麦克风使用的规范性。
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 step-by-step breakdown from example text to checklist application was very effective for concept reinforcement. 从示例文本到清单应用的逐步分解对于概念强化非常有效。
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The content (Chain Reactions/Rube Goldberg machine) was engaging and well-suited for explaining sequential processes. 内容（连锁反应/鲁布·戈德堡机器）引人入胜，非常适合解释顺序过程。
Teaching Pace and Time Management 教学节奏和时间管理
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The pace was appropriate, allowing sufficient time for silent reading and guided analysis. 节奏适当，为默读和指导性分析留出了充足的时间。
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Slight pacing delay due to technical issues sharing the 'How to Catch an Astronaut' worksheet. 由于共享“如何抓住宇航员”练习表的技术问题，节奏略有延迟。
Classroom Interaction and Atmosphere 课堂互动和氛围
Interactive and focused, with the teacher effectively managing student input and redirecting focus when necessary.
互动性强且专注，老师能有效地管理学生的输入并在必要时重新引导焦点。
Achievement of Teaching Objectives 教学目标的达成
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All identified structural and linguistic features of explanation texts were explicitly reviewed and identified by students. 所有已识别的说明文的结构和语言特征都得到了明确的回顾和学生的识别。
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 concrete examples (Melvin the Machine) to illustrate abstract concepts like chain reactions. 有效利用具体例子（梅尔文机器）来说明连锁反应等抽象概念。
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Clear distinction made between time conjunctions and causal conjunctions. 明确区分了时间连词和因果连词。
Effective Methods: 有效方法：
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Structured checklist review for textual analysis. 用于文本分析的结构化清单回顾。
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Immediate application practice following instruction. 教学后的即时应用练习。
Positive Feedback: 正面反馈：
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Students successfully located examples for sequencing and cause/effect language in the final practice text. 学生在最后的练习文本中成功找到了排序和因果语言的例子。
Next Teaching Focus 下一步教学重点
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Continue developing students' ability to independently apply the explanation text checklist to unseen texts. 继续培养学生独立地将说明文清单应用于未见文本的能力。
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Transitioning from identification to production: planning the structure of their own explanation text. 从识别过渡到产出：规划他们自己说明文的结构。
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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Encourage students to practice reading the long sequence sentences aloud to improve fluency and pacing. 鼓励学生大声朗读较长的序列句子，以提高流利度和节奏感。
Speaking & Communication: 口语与交流：
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Establish a clear protocol for microphone usage at the start of the lesson to minimize disruption. 在课程开始时建立明确的麦克风使用协议，以最大程度地减少干扰。
Vocabulary & Grammar: 词汇与语法：
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Provide pre-lesson training or explicit focus on classifying vocabulary as 'technical' vs. 'general' before in-class analysis. 在课堂分析之前，提供预备性培训或明确的重点，以区分词汇是“技术性”还是“通用性”。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Complete the written analysis of 'How to catch an astronaut' activity sheet, focusing on writing down clear examples for each feature. 完成“如何抓住宇航员”练习表的书面分析，重点是为每项特征写下清晰的例子。
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Recommended Resource: Search for examples of Rube Goldberg machine videos online to reinforce the concept of chain reactions. 推荐资源：在线搜索鲁布·戈德堡机器视频的例子，以加强连锁反应的概念。