Bridging British Education Virtual Academy 伦桥国际教育
1v1 English Lesson - PL Writing SC G1 1v1 英语课程 - PL 写作 SC G1
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Reviewing features of instruction texts and explanation texts; practicing the use of causal conjunctions, time conjunctions/adverbials, and technical vocabulary to improve instructional sentences.
复习说明文和指示文的特点；练习使用因果连词、时间连词/副词和技术词汇来改进指示性句子。
Teaching Objectives 教学目标
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Use causal conjunctions and adverbials. 使用因果连词和副词。
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Use technical vocabulary. 使用技术词汇。
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Use time conjunctions and adverbials features of an explanation text. 使用说明文的时间连词和副词特征。
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
Video Introduction (Space Food/Drink): Watched a short video about making coffee/drinking liquid in space, linking to the theme.
视频引入（太空食物/饮品）： 观看了关于在太空中制作咖啡/饮用液体的短片，与主题相关联。
Reviewing Instruction Text Features: Students recalled and confirmed the features of an instruction text (e.g., chronological order, no question title, advice in conclusion).
复习指示文的特点： 学生回忆并确认了指示文的特点（例如，按时间顺序、无疑问句标题、结论中有建议）。
Defining Explanation Text Features: Detailed review of explanation text features: question as a title, introduction, causal/time conjunctions, technical vocabulary, diagrams, summary, and use of present tense.
界定说明文的特点： 详细回顾了说明文的特点：疑问句标题、引言、因果/时间连词、技术词汇、图表、总结和现在时态的使用。
Analyzing 'How to Make a Cup of Tea' (Instructional Text): Students read the instructional text step-by-step and confirmed it is an instruction text, not an explanation text.
分析‘如何泡一杯茶’（指示文）： 学生分步阅读了指示文，并确认这是一篇指示文而不是说明文。
Sentence Improvement Practice (Time/Causal Conjunctions): Practiced rewriting vague/informal sentences by integrating time conjunctions (e.g., first, afterwards) and causal conjunctions (e.g., as a result, consequently).
句子改进练习（时间/因果连词）： 练习通过整合时间连词（如 first, afterwards）和因果连词（如 as a result, consequently）来重写模糊/非正式的句子。
Technical Vocabulary Application: Students reviewed a technical word mat and practiced using target vocabulary (e.g., claw) in sentences.
技术词汇应用： 学生复习了技术词汇表，并练习在句子中使用目标词汇（例如 claw）。
Formalizing Instructional Steps: Group activity to transform the simple instructions for making tea into more formal sentences using technical vocabulary and appropriate conjunctions.
规范化指示步骤： 小组活动，利用技术词汇和恰当的连词将泡茶的简单指示转化为更正式的句子。
Language Knowledge and Skills 语言知识与技能
Kettle, tea bags, biscuit, piston, conveyor belt, pad, claw, automatic, consequently, afterwards, consequently, subsequently, due to, since.
水壶，茶包，饼干，活塞，传送带，垫子，爪子，自动的，因此，之后，因此，随后，由于，因为。
Instruction Text Features vs. Explanation Text Features, Causal Conjunctions/Adverbials, Time Conjunctions/Adverbials, Technical Vocabulary.
指示文特点与说明文特点对比，因果连词/副词，时间连词/副词，技术词汇。
Reading comprehension (text type identification), Speaking (answering recall questions, sentence construction), Writing (sentence formalization and improvement).
阅读理解（文本类型识别），口语（回答回顾性问题，句子构建），写作（句子正式化和改进）。
Teaching Resources and Materials 教学资源与材料
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Video demonstration on brewing coffee/drinking in space. 关于在太空中冲泡咖啡/饮水的视频演示。
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Activity Sheet: How to make a cup of tea (Instructional Text). 活动单：如何泡一杯茶（指示文）。
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Technical Vocabulary Word Mat. 技术词汇表。
3. Student Performance Assessment (Ian, Shany, Carlo, Evan (Group setting implied)) 3. 学生表现评估 (Ian, Shany, Carlo, Evan (Group setting implied))
Participation and Activeness 参与度和积极性
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Students (Ian, Shany, Carlo, Evan) actively participated in the whole-class Q&A sessions regarding text features. 学生（Ian, Shany, Carlo, Evan）积极参与了关于文本特点的全班问答环节。
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High engagement during group sentence refinement activities, with students offering multiple suggestions for improvement. 在小组句子改进活动中参与度很高，学生们提出了多种改进建议。
Language Comprehension and Mastery 语言理解和掌握
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Students successfully differentiated between instruction texts and explanation texts based on structural features. 学生们能够根据结构特点成功区分指示文和说明文。
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Students demonstrated understanding of the function of time and causal conjunctions when asked to rewrite sentences. 学生在被要求重写句子时，展现了对时间连词和因果连词功能的理解。
Language Output Ability 语言输出能力
Oral: 口语：
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Speaking was generally clear, although some hesitation was noted when generating complex sentences spontaneously. 口语总体清晰，但在自发生成复杂句子时记录到了一些犹豫。
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Good recall of required grammatical terms (e.g., conjunctions, adverbials) during discussion. 在讨论中能很好地回忆起所需的语法术语（例如，连词、副词）。
Written: 书面：
N/A (Focus was primarily on oral manipulation and collaborative sentence building).
不适用（重点主要在于口头操作和协作性句子构建）。
Student's Strengths 学生的优势
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Strong recall of grammatical terms and text features. 对语法术语和文本特征的记忆力很强。
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Quickly grasping how to integrate conjunctions into existing sentence structures during practice. 在练习中能快速掌握如何将连词整合到现有句子结构中。
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Willingness to attempt defining and using technical vocabulary. 愿意尝试定义和使用技术词汇。
Areas for Improvement 需要改进的方面
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Need for more precision when selecting the *most* appropriate technical vocabulary from the word mat. 在词汇表上选择*最*合适的专业技术词汇时需要更精确。
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Ensuring that vague terms (like 'thingy', 'big block') are fully replaced in formal writing. 确保在正式写作中完全替换掉模糊的术语（如 'thingy', 'big block'）。
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 review of instruction text features effectively set the stage for contrasting them with explanation text features. 对指示文特点的复习有效地为与说明文特点的对比奠定了基础。
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The comparison and subsequent sentence improvement exercise directly targeted the lesson objectives. 比较和随后的句子改进练习直接针对了课程目标。
Teaching Pace and Time Management 教学节奏和时间管理
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The pace was appropriate for a detailed review and practice session. 节奏适合进行详细的复习和练习环节。
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The teacher managed time well by deciding to use the remaining 10 minutes for collaborative homework review instead of starting the next topic. 老师通过决定利用剩余的10分钟进行协作式作业复习而不是开始下一个主题，很好地管理了时间。
Classroom Interaction and Atmosphere 课堂互动和氛围
Engaged, focused, and collaborative, with the teacher effectively handling a minor technical disconnection.
投入、专注且具有协作性，老师有效地处理了一次轻微的技术中断。
Achievement of Teaching Objectives 教学目标的达成
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All primary objectives relating to conjunctions, technical vocabulary, and text features were addressed and practiced. 所有与连词、技术词汇和文本特征相关的主要目标都得到了解决和练习。
5. Subsequent Teaching Suggestions 5. 后续教学建议
Teaching Strengths 教学优势
Identified Strengths: 识别的优势：
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Clear scaffolding provided by contrasting instruction text features against explanation text features. 通过对比指示文和说明文的特点，提供了清晰的支架式教学。
Effective Methods: 有效方法：
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Using a flawed/vague sentence ('The thingy starts off by crashing...') as a concrete starting point for complex sentence rewriting. 使用一个有缺陷/模糊的句子（'The thingy starts off by crashing...'）作为复杂句子重写的具体起点。
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Integrating the homework review into the live lesson time due to surplus time, ensuring immediate reinforcement. 由于时间充裕，将作业复习整合到实时课程时间中，确保了即时巩固。
Positive Feedback: 正面反馈：
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Students provided excellent alternative phrasing during the sentence formalization activity. 学生在句子正式化活动中提供了出色的替代措辞。
Next Teaching Focus 下一步教学重点
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Designing a machine to make a meal for Tim Peake (linking back to the space theme and requiring application of instruction/explanation writing skills). 设计一台为 Tim Peake 制作餐点的机器（与太空主题挂钩，需要应用指示文/说明文的写作技巧）。
Specific Suggestions for Student's Needs 针对学生需求的具体建议
Speaking & Communication: 口语与交流：
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Encourage students to self-correct their use of technical vocabulary by referring back to the word mat more independently before seeking confirmation. 鼓励学生在寻求确认之前更独立地参考词汇表，以自我修正他们对技术词汇的使用。
Writing Structure & Precision: 写作结构与精确性：
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When improving sentences, explicitly label which element (Time Conjunction, Causal Conjunction, Technical Term) is being added to ensure all required elements are targeted. 在改进句子时，明确标记所添加的元素（时间连词、因果连词、技术术语），以确保所有要求的要素都被纳入。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Find one example of an explanation text and one example of an instruction text; be prepared to share and discuss their features next lesson. 找到一个说明文的例子和一个指示文的例子；准备在下节课分享并讨论它们的特点。