Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Comparing Explanations and Instructions 1v1 英语课程 - 比较说明文和说明书

1. Course Basic Information 1. 课程基本信息

Course Name: PL Writing SC G1 课程名称： PL 写作 SC G1

Topic: Comparing Explanation Texts and Instruction Texts 主题： 比较说明文和说明书文本类型

Date: N/A (Based on content) 日期： 未提供 (根据内容推断)

Student: Carlos, Sean, Ivan 学生： Carlos, Sean, Ivan

Teaching Focus 教学重点

Reviewing features of explanation texts and introducing/comparing them with instruction texts, focusing on structural and linguistic differences.

复习说明文的特点，并将其与说明书进行比较，重点关注结构和语言上的差异。

Teaching Objectives 教学目标

Compare and contrast text types (explanation vs. instruction). 比较和对比文本类型（说明文与说明书）。
Identify the features of an explanation text. 识别说明文的特征。
Use checklists to help compare explanations and instructions. 使用清单来帮助比较说明文和说明书。
State which features should be used in instructions and which in explanations. 说出哪些特征应在说明书中和哪些在说明文中被使用。

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

Student Check-in & Class Start: Teacher waited briefly for all students (Carlos, Sean, Ivan) to join before starting.

学生签到与课程开始： 教师简短等待所有学生（Carlos, Sean, Ivan）到齐后开始课程。

Homework Review: 'How to Catch an Astronaut' (Explanation Text): Reviewed homework, identifying title (question), introduction, subtitle, technical vocabulary (blue highlight), time conjunctions, and cause/effect words. Carlos read the introduction.

作业复习：《如何捕捉宇航员》（说明文）： 复习了作业，识别了标题（疑问句）、引言、副标题、技术词汇（蓝色高亮）、时间连词和因果关系词。Carlos朗读了引言部分。

Introduction to Lesson Goal & Warm-up Discussion: Stated the lesson aim: Comparing explanations and instructions. Conducted a warm-up discussion about favorite breakfast preparation.

课程目标介绍与热身讨论： 阐述了本课目标：比较说明文和说明书。进行了关于最喜欢的早餐制作方式的热身讨论。

Analyzing 'Perfect Breakfast Machine' (Instruction Text): Introduced the instruction text 'How to use the perfect breakfast machine,' analyzing its features (non-question title, steps, imperative verbs).

分析“完美早餐机”（说明书）： 引入说明文《如何使用完美早餐机》，分析其特点（非疑问句标题、步骤、祈使动词）。

Comparing Features: Explanation vs. Instruction: Detailed comparison of features (title type, use of time/cause-effect phrases, summary vs. advice, grammar tense) using shared PDF activity sheets.

对比分析：说明文 vs. 说明书： 详细对比了两种文本类型的特征（标题类型、时间/因果短语的使用、总结与建议、语法时态），使用了共享的PDF活动表。

Analyzing 'How to Wash a Car' (Instruction Text): Analyzed a second instruction text, focusing on chronological order (stages/numbers) and imperative verbs.

分析《如何洗车》（说明书）： 分析了第二个说明文实例，重点关注时间顺序（阶段/数字）和祈使动词。

Working on Homework: 'How to Make a Perfect Mud Pie' (Instruction Text): Students worked together on the assigned instruction text, answering four comprehension/analysis questions, focusing on clarity and structure.

进行作业练习：《如何制作完美的泥派》（说明书）： 学生共同完成了指定的说明文作业，回答了四个理解/分析问题，重点关注清晰度和结构。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Explanation texts, technical vocabulary, time phrases, cause and effect relationships, consequently, subsequently, introduction, subtitle, summary, instructions, imperative verbs, chronological order, retain, hassle-free, mud pie.

词汇：
说明文，技术词汇，时间短语，因果关系，Consequently (因此)，Subsequently (随后)，引言，副标题，总结，说明书，祈使动词，时间顺序，保留，无忧无虑的，泥派。

Concepts:
Explanation Text Structure (Question Title, Background Intro, Explanation Body, Summary), Instruction Text Structure (Direct Title, Needs List, Numbered Steps, Advice Conclusion), Key grammatical tense for explanation (Present Simple), Imperative verbs (commands).

概念：
说明文结构（疑问句标题、背景引言、解释主体、总结），说明书结构（直接标题、所需材料列表、编号步骤、建议结论），说明文的关键语法时态（一般现在时），祈使动词（命令）。

Skills Practiced:
Reading comprehension of descriptive/procedural texts, Text feature identification, Comparison and contrast, Oral participation, Grammar tense recognition.

练习技能：
描述性和程序性文本的阅读理解，文本特征识别，比较与对比，口语参与，语法时态识别。

Teaching Resources and Materials 教学资源与材料

Student homework sheet: 'How to Catch an Astronaut'. 学生作业表：《如何捕捉宇航员》。
Shared PDF activity sheet for comparing text features. 用于比较文本特征的共享PDF活动表。
Text examples: 'How to use the perfect breakfast machine' and 'How to wash a car'. 文本示例：《如何使用完美早餐机》和《如何洗车》。

3. Student Performance Assessment (Carlos, Sean, Ivan) 3. 学生表现评估 (Carlos, Sean, Ivan)

Participation and Activeness 参与度和积极性

Sean and Ivan participated well in reading and answering targeted questions. Sean 和 Ivan 在朗读和回答针对性问题方面参与良好。
Carlos experienced technical difficulties and struggled to engage verbally during parts of the lesson. Carlos 遇到了技术困难，在课程的某些部分口头参与度较低。

Language Comprehension and Mastery 语言理解和掌握

Students successfully identified the core difference: explanation tells 'how/why' something works, instruction tells 'what to do'. 学生们成功识别了核心区别：说明文说明某物如何/为何运作，说明书说明该做什么。
Students correctly identified features like imperative verbs in instructions and the present simple tense in explanations. 学生们正确识别了说明书中的祈使动词和说明文中的一般现在时等特征。

Language Output Ability 语言输出能力

Oral: 口语：

Ivan demonstrated good recall of structural differences when prompted. Ivan 在被提示时表现出对结构差异的良好记忆。
Students generally read assigned text sections clearly, though some fluency issues were present. 学生们总体上清晰地朗读了分配的文本部分，但存在一些流利度问题。

Written: 书面：

Four written answers completed for the 'Mud Pie' homework, demonstrating application of comparison concepts.

完成了关于“泥派”作业的四个书面回答，展示了比较概念的应用能力。

Student's Strengths 学生的优势

Strong retention of vocabulary and concepts from the previous lesson (e.g., technical vocabulary, conjunctions). 对前一课的词汇和概念（例如技术词汇、连词）保持了很强的记忆力。
Ability to apply learned features to identify text types accurately. 能够应用所学特征准确识别文本类型。
Sean provided concise and logical reasoning during the final Q&A. Sean 在最后的问答环节提供了简洁而合理的推理。

Areas for Improvement 需要改进的方面

Carlos needs consistent technical setup to ensure full participation. Carlos 需要稳定的技术设置以确保充分参与。
Deeper analysis of why specific grammatical structures (like Present Simple vs. commands) are used in each text type. 需要更深入地分析每种文本类型中为什么使用特定的语法结构（如一般现在时与命令句）。
Improving fluency and pronunciation during reading tasks for all students. 提高所有学生在阅读任务中的流利度和发音。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The structured review of the previous lesson ensured a strong foundation for the new comparison topic. 对前一课的结构化复习为新的比较主题奠定了坚实的基础。
Effective use of color-coding and highlighting in the initial text review clearly demonstrated text features. 在初始文本复习中有效地使用颜色编码和高亮显示清晰地展示了文本特征。
The immediate application through analyzing two different examples of instruction texts reinforced the concept well. 通过分析两个不同的说明文实例进行立即应用，很好地巩固了这一概念。

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

The pace was generally appropriate, covering significant content in the session. 整体节奏适当，涵盖了本节课的大量内容。
Some time was lost due to initial student delays and technical troubleshooting, but the teacher managed to bring the session back on track efficiently. 由于学生初始延迟和技术故障损失了一些时间，但教师有效地将课程带回了正轨。

Classroom Interaction and Atmosphere 课堂互动和氛围

Interactive and focused, with moments of lightheartedness during the breakfast discussion. The teacher maintained control despite technical issues.

互动性强且专注，在早餐讨论期间有一些轻松的时刻。尽管存在技术问题，教师仍保持了课堂控制力。

Achievement of Teaching Objectives 教学目标的达成

The comparison objective was clearly met through detailed feature mapping and practice exercises. 通过详细的特征映射和练习题，比较目标得到了明确的实现。
Students demonstrated understanding by correctly assigning features to explanation vs. instruction texts during the final review. 学生在最后的复习中通过正确区分说明文和说明书的特征，展示了他们的理解。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Excellent scaffolding by reviewing old content before introducing new concepts. 通过在新概念引入前复习旧内容，提供了出色的脚手架支持。
Clear, explicit teaching of grammatical features (e.g., imperative verbs) with relevant examples. 使用相关示例清晰、明确地教授了语法特征（例如祈使动词）。

Effective Methods: 有效方法：

Using color-coding and highlighting on the shared text for feature identification. 在共享文本中使用颜色编码和高亮显示进行特征识别。
Conducting a joint review of homework before assigning new work, benefiting students with technical issues. 在布置新作业前共同复习作业，使遇到技术问题的学生受益。

Positive Feedback: 正面反馈：

Positive reinforcement for student answers, even when incomplete or incorrect. 对学生的回答给予积极的强化，即使答案不完整或不正确。

Next Teaching Focus 下一步教学重点

In-depth practice comparing explanation and instruction texts using a structured checklist. 使用结构化清单深入练习比较说明文和说明书。
Focus on producing short instructional steps using imperative verbs correctly. 重点关注正确使用祈使动词来编写简短的说明步骤。

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

Pronunciation & Reading: 发音与阅读：

Encourage all students to practice reading aloud regularly to improve fluency and pronunciation confidence, especially Carlos. 鼓励所有学生定期练习大声朗读以提高流利度和发音信心，特别是Carlos。

Speaking & Communication: 口语与交流：

For students experiencing connectivity issues (like Carlos), have an alternative, non-verbal participation method ready, or check in privately. 对于遇到连接问题的学生（如Carlos），准备替代的、非口头参与方式，或私下进行检查。

Content & Structure: 内容与结构：

When discussing grammatical differences, explicitly contrast Present Simple explanations (passive voice common) with imperative sentence structure in instructions. 在讨论语法差异时，明确对比说明文中的一般现在时（常使用被动语态）与说明书中的祈使句结构。

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

Review the features chart comparing explanation and instruction texts. 复习比较说明文和说明书特征的图表。
Prepare to write a short set of instructions based on a simple everyday task. 准备根据一个简单的日常任务编写一小组说明。