Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: A level Economics 课程名称： A Level 经济学

Topic: Externalities, Market Failure, and Policy Solutions (Vaccinations, Bottled Water) 主题： 外部性、市场失灵及政策对策（疫苗、瓶装水案例）

Date: Undisclosed (Inferred from content) 日期： 未披露 (根据内容推断)

Student: Undisclosed 学生： Undisclosed

Teaching Focus 教学重点

Reviewing past exam questions on externalities (positive and negative), market failure identification, and applying economic concepts to case studies (vaccinations, bottled water). Focus on diagram application and explanation structure.

复习关于外部性（正外部性和负外部性）、市场失灵的识别，并将经济学概念应用于案例分析（疫苗、瓶装水）。重点关注图表应用和解释结构。

Teaching Objectives 教学目标

Successfully identify and explain welfare loss/gain in various market equilibrium diagrams. 成功识别并解释不同市场均衡图中的福利损失/收益。
Apply externalities diagrams to analyze the impact of specific interventions (e.g., Thomas Cook reducing emissions). 应用外部性图表来分析特定干预措施（如Thomas Cook减少排放）的影响。
Structure explanations for case study questions, ensuring integration of textual evidence (case study quotes). 构建案例分析题的解释结构，确保整合文本证据（案例引文）。

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

Welfare Loss/Gain & Free Market Equilibrium Review: Reviewing questions related to welfare loss reduction (Qe to Q1) and confirming conditions for free market equilibrium (MPB=MPC). Emphasis on recognizing common question patterns.

福利损失/收益与自由市场均衡复习： 复习与福利损失减少（Qe到Q1）相关的题目，并确认自由市场均衡的条件（MPB=MPC）。强调识别常见题型模式。

Vaccinations Case Study Analysis: Detailed analysis of a vaccination market question, focusing on identifying market failure (positive externality) and structuring the explanation by justifying the chosen answer and eliminating incorrect options (no external cost, no government failure).

疫苗接种案例分析： 详细分析一个疫苗市场问题，重点是识别市场失灵（正外部性）并通过证明所选答案和排除错误选项（无外部成本，无政府失灵）来构建解释结构。

Thomas Cook Emissions Reduction Analysis: Analyzing a negative externality question concerning Thomas Cook reducing airline emissions. Focus on drawing the correct diagram (reducing MSC/welfare loss) and, critically, integrating case study quotes to achieve application marks.

Thomas Cook减排分析： 分析一个关于Thomas Cook减少航空排放的负外部性问题。重点是画出正确的图表（减少MSC/福利损失），并关键地整合案例引文以获得应用分数。

Higher Education & Bottled Water Case Studies: Examining private/external benefits of higher education (including writing the AD formula) and discussing the negative externalities of bottled water production (water waste, plastic pollution, transport costs) leading to policy recommendations (taxation).

高等教育和瓶装水案例分析： 考察高等教育的私人/外部利益（包括书写总需求公式）并讨论瓶装水生产的负外部性（水资源浪费、塑料污染、运输成本），进而提出政策建议（税收）。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Welfare loss, Net welfare loss, Free market equilibrium, Marginal Social Benefit (MSB), Marginal Social Cost (MSC), Positive externality, Negative externality, Social optimum, Government failure, Decompose, Aggregate Demand (AD).

词汇：
福利损失，净福利损失，自由市场均衡，社会边际效益 (MSB)，社会边际成本 (MSC)，正外部性，负外部性，社会最优，政府失灵，分解/腐烂，总需求 (AD)。

Concepts:
Market failure due to externalities, Efficiency at social optimum vs. free market equilibrium, Application of externalities diagrams, Distinguishing private vs. social costs/benefits, Correct sentence structure for written explanations (avoiding 'I think').

概念：
由外部性导致的市场失灵，社会最优与自由市场均衡的效率差异，外部性图表的应用，区分私人成本/收益与社会成本/收益，书面解释的正确句式（避免使用'I think'）。

Skills Practiced:
Diagram interpretation and drawing (Externalities), Analytical explanation structuring, Case study application and textual evidence integration, Identifying explicit and implicit economic costs/benefits.

练习技能：
图表解读与绘制（外部性），分析性解释结构构建，案例应用与文本证据整合，识别显性和隐性的经济成本/收益。

Teaching Resources and Materials 教学资源与材料

Past A-Level Exam Questions on Externalities and Market Failure. 关于外部性和市场失灵的A-Level历年真题。
Externalities Diagram Templates (Negative and Positive). 外部性图表模板（负外部性和正外部性）。

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

Participation and Activeness 参与度和积极性

Student was highly engaged, actively answering multi-part questions correctly during the review process. 学生参与度很高，在复习过程中积极、正确地回答了多部分问题。
Demonstrated ability to self-correct previous misunderstandings rapidly. 表现出能够快速自我纠正先前理解错误的潜力。

Language Comprehension and Mastery 语言理解和掌握

Strong grasp of diagrammatic representation for market failure (especially negative externalities). 对市场失灵（特别是负外部性）的图解表示有深刻的理解。
Solid understanding of the difference between free market equilibrium and social optimum. 对自由市场均衡和社会最优之间的区别有扎实的理解。

Language Output Ability 语言输出能力

Oral: 口语：

Fluency is generally good, with clear articulation of complex economic concepts. 流利度总体良好，复杂经济概念的阐述清晰。
Occasionally hesitates when needing to link diagram movements directly to written explanations. 在需要将图表移动直接与书面解释联系起来时偶尔会出现停顿。

Written: 书面：

N/A (Focus was on oral explanation and diagram marking in real-time).

不适用（重点是实时口头解释和图表标记）。

Student's Strengths 学生的优势

Excellent ability to recognize recurring patterns in A-Level questions. 具备极强的识别A-Level试题中重复出现模式的能力。
Quickly grasps the correct analytical approach for complex case studies (e.g., Thomas Cook). 能够快速掌握复杂案例研究（如Thomas Cook）的正确分析方法。
Good recall of relevant economic formulas (e.g., Aggregate Demand). 对相关经济学公式（如总需求）记忆良好。

Areas for Improvement 需要改进的方面

Structuring written explanations to explicitly integrate case study details (application marks) rather than providing generic answers. 构建书面解释时，需要明确整合案例细节（应用分数），而不是提供泛泛的答案。
Avoiding overly subjective phrasing like 'I think' in formal written economic analysis. 在正式的书面经济分析中，应避免使用'I think'等过于主观的措辞。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher effectively used the student's own correct verbal answers to model ideal written explanations. 教师有效地利用了学生自己正确的口头回答来示范理想的书面解释。
Pace was rigorous but well-managed, covering multiple question types efficiently. 节奏严格但管理得当，高效地涵盖了多种题型。

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

The pace was appropriate for covering significant breadth of challenging material, moving quickly through confirmed knowledge areas. 节奏适合涵盖大量有挑战性的材料，对已确认的知识点推进迅速。
Slowing down appropriately for complex application tasks (e.g., Thomas Cook analysis). 在处理复杂的应用任务时（如Thomas Cook分析）放慢了节奏。

Classroom Interaction and Atmosphere 课堂互动和氛围

Collaborative and focused, with the teacher providing positive reinforcement and clear, actionable guidance on exam technique.

合作且专注，教师提供了积极的肯定和清晰、可操作的考试技巧指导。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Diagram interpretation) achieved high success rate. 目标1（图表解读）取得了高成功率。
Objective 3 (Structuring explanations) addressed explicitly through targeted feedback on written style. 通过针对性的书面风格反馈，明确解决了目标3（解释结构构建）。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Expertise in pinpointing exactly where students lose application marks in essay questions. 精通指出学生在论述题中丢失应用分数的确切位置。
Effective use of immediate correction and modeling for exam writing conventions (e.g., avoiding 'I think'). 有效利用即时纠正和建模来规范考试写作习惯（例如，避免使用'I think'）。

Effective Methods: 有效方法：

Walkthrough of complex diagrams, asking the student to 'explain what you just said' to generate written content. 引导学生逐步分析复杂图表，要求学生复述自己的解释以生成书面内容。
Insisting on direct reference to case study quotes when answering application questions. 坚持在回答应用题时必须直接引用案例研究中的引文。

Positive Feedback: 正面反馈：

Student is getting much more comfortable with the exam-style questions. 学生对考试风格的题目越来越得心应手。

Next Teaching Focus 下一步教学重点

Continue practice on complex negative externalities (e.g., pollution costs, government responses like taxation/regulation) using detailed case studies. 继续练习复杂的负外部性问题（例如污染成本、政府对策如税收/监管），并使用详细的案例研究。
Reinforce the structure for 14-mark discussion questions, ensuring both micro and macro links are clearly separated and justified. 加强14分论述题的结构，确保微观和宏观的联系被清晰地分开和论证。

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

Written Technique & Application: 书面技巧与应用：

When answering application questions, always dedicate sentences to directly referencing the text/quotes provided, e.g., 'Thomas Cook, as mentioned in Extract B, has decided to use lower carbon fuel...' 回答应用题时，务必留出句子直接引用所提供的文本/引文，例如：‘Thomas Cook，正如附录B所述，已决定使用低碳燃料……’
For high-level analysis, replace subjective phrases like 'I think' or 'I believe' with formal analytical phrasing such as 'It is worth considering that...' or 'This suggests that...' 在高级分析中，应用正式的分析措辞，例如‘值得注意的是……’或‘这表明……’来代替主观短语，如‘我认为’或‘我相信’。

Diagram Integration: 图表整合：

In explanations related to diagrams, explicitly reference labeled points (e.g., 'moving from P1Q1 to P2Q2') to clearly link your explanation to the visual evidence. 在与图表相关的解释中，明确引用标记的点（例如，‘从P1Q1移动到P2Q2’），以便将你的解释与视觉证据清晰地联系起来。

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

Re-attempt the Bottled Water question (14 marks) focusing purely on creating a perfect written response incorporating all necessary diagram labels and case study integration. 重新尝试瓶装水问题（14分），重点是纯粹地创建一个完美的书面回答，纳入所有必需的图表标签和案例整合。
Review notes on different types of government intervention for negative externalities (taxation, regulation, subsidies) in preparation for the next session. 复习关于负外部性的不同类型政府干预（税收、监管、补贴）的笔记，为下一节课做准备。