Bridging British Education Virtual Academy 伦桥国际教育

0102 PL EAL A1 Leo Piao - Verb Review and '-ing' Suffix Practice 0102 PL EAL A1 Leo Piao - 动词复习与'-ing'后缀练习

1. Course Basic Information 1. 课程基本信息

Course Name: PL EAL A1 课程名称： PL EAL A1 课程

Topic: Review of Verbs (Doing Words) and Present Continuous Tense Formation 主题： 动词（Doing Words）复习和现在进行时构成

Date: Date not specified in transcript 日期： 日期未在文本中说明

Student: Leo 学生： Leo

Teaching Focus 教学重点

Reinforcing understanding of verbs and practicing the addition of the '-ing' suffix to form present continuous tense actions; practicing past simple tense in sentence construction.

巩固对动词的理解，练习添加'-ing'后缀构成现在进行时态的动作；练习用过去式造句。

Teaching Objectives 教学目标

Review and correctly identify verbs (doing words). 复习并正确识别动词（doing words）。
Understand and correctly apply the '-ing' suffix to form present continuous actions. 理解并正确应用'-ing'后缀来构成现在进行时的动作。
Practice writing words with '-ing' and recognize common spelling exceptions (e.g., laughing). 练习书写带有'-ing'的单词，并识别常见的拼写例外（如 laughing）。
Apply past simple tense when recounting recent events (homework review). 在回顾近期事件时，应用过去式（past simple tense）。

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

Holiday & Homework Check-in: Greeting, checking on student's holiday, and reviewing superhero homework.

假期问候与作业检查： 问候、询问学生假期情况，并回顾超级英雄作业。

Verb Review and '-ing' Application Drill: Reviewing verbs, practicing reading word pairs (e.g., 'war' vs 'warm', 'jump' vs 'jumping'), and identifying the '-ing' suffix's function (action happening now).

动词复习与'-ing'应用练习： 复习动词，练习阅读单词对（如'war' vs 'warm', 'jump' vs 'jumping'），并确定'-ing'后缀的功能（动作正在发生）。

Teddy Bear Action Labeling: Student labels pictures of a teddy bear performing actions, focusing on correct '-ing' spelling, including tricky words like 'laughing' and 'crying'.

泰迪熊动作标记： 学生标记泰迪熊执行动作的图片，重点关注正确的'-ing'拼写，包括'laughing'和'crying'等难词。

Identifying '-ing' Words in Context: Student fills in worksheets identifying actions in pictures, noticing all words have '-ing' because the actions are happening now.

语境中识别'-ing'单词： 学生填写工作表识别图片中的动作，注意到所有单词都有'-ing'因为动作正在发生。

Applying '-ing' vs Base Form (Contextual Grammar): Filling missing words in sentences where some require the base verb (not '-ing') based on tense/context (e.g., 'Can I go out to play?').

应用'-ing'与原形（语境语法）： 根据时态/语境（如“Can I go out to play?”），填写句子中缺失的单词，有些需要动词原形（非'-ing'形式）。

Past Tense Sentence Writing & Wrap-up: Student writes sentences about what they did this week, practicing past simple tense (e.g., 'I went to my grandma's house'). Teacher praises English level.

过去式造句与总结： 学生写下本周所做的事情的句子，练习过去式（如'I went to my grandma's house'）。老师称赞了学生的英语水平。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Verbs (doing words), suffix, warm, jump, read, sing, walk, shake, cry, laugh, spell, play, go, fly, climb, ask, brush, cook, meet, buzz, help.

词汇：
动词（doing words），后缀，warm, jump, read, sing, walk, shake, cry, laugh, spell, play, go, fly, climb, ask, brush, cook, meet, buzz, help.

Concepts:
Verbs as 'doing words'; Present Continuous Tense formation using '-ing' suffix; concept of a suffix; Past Simple Tense for completed actions.

概念：
动词作为“doing words”；使用'-ing'后缀构成现在进行时；后缀的概念；使用过去式表示已完成的动作。

Skills Practiced:
Vocabulary recognition, Reading fluency, Listening comprehension, Written expression (spelling and sentence structure), Grammar application (verb forms).

练习技能：
词汇识别、阅读流畅度、听力理解、书面表达（拼写和句子结构）、语法应用（动词形式）。

Teaching Resources and Materials 教学资源与材料

Worksheet identifying '-ing' verbs (Teddy Bear actions). 识别'-ing'动词的工作表（泰迪熊动作）。
Worksheet for applying '-ing' vs. base verb in context. 在语境中应用'-ing'与原形动词的工作表。
Worksheet for students to write their own '-ing' words. 供学生写下自己'-ing'单词的工作表。

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

Participation and Activeness 参与度和积极性

High engagement, responding promptly to questions, and actively participating in writing tasks. 参与度很高，能迅速回答问题，并积极参与书写任务。

Language Comprehension and Mastery 语言理解和掌握

Strong understanding of the concept that '-ing' indicates an action happening now. 对'-ing'表示动作正在发生的这一概念理解得很牢固。
Showed advanced comprehension by recognizing when *not* to use '-ing' in context-based sentences. 通过识别在语境句子中何时*不*应使用'-ing'，展示了较高的理解能力。

Language Output Ability 语言输出能力

Oral: 口语：

Clear articulation when reading words aloud; generally good fluency, though some hesitation on spelling. 朗读单词时发音清晰；总体流畅，但在拼写方面略有犹豫。

Written: 书面：

Excellent work on spelling many '-ing' words correctly. Showed strong ability in filling in verbs in worksheets, even grasping the past tense requirement in the final activity.

在正确拼写许多'-ing'单词方面表现出色。在填写工作表动词方面表现出很强的能力，甚至在最后的活动中也掌握了过去式的要求。

Student's Strengths 学生的优势

Quick identification of spelling differences between base words and '-ing' words. 能够快速识别基础词和'-ing'词之间的拼写差异。
Excellent spelling ability in general, noted by the teacher for neat writing. 总体拼写能力极佳，老师注意到他的书写非常工整。
Strong grammar intuition, correctly applying past simple tense ('went') when prompted during sentence writing. 语法直觉很强，在造句提示时能正确应用过去式（'went'）。

Areas for Improvement 需要改进的方面

Remembering highly irregular spellings, such as 'laughing' (gh sound). 记住高度不规则的拼写，例如'laughing'（gh发音）。
Consistently applying the correct tense (past vs. present continuous) without prompting in spontaneous sentence construction. 在自发造句时，需要持续练习以确保时态（过去式与现在进行时）的一致性。
Initial confusion on spelling 'play' (confusing the 'ay' sound spelling). 最初在拼写'play'时略有困惑（混淆了'ay'的发音拼写）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The use of visual aids (teddy bear pictures) and immediate feedback on written work was highly effective for reinforcing new concepts. 使用视觉辅助工具（泰迪熊图片）和对书写工作的即时反馈，对于巩固新概念非常有效。

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

The pace was appropriate, allowing time for detailed correction of tricky spellings and review of grammar rules. 课堂节奏恰当，为详细纠正棘手的拼写和复习语法规则留出了时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, encouraging, and interactive. The teacher provided significant positive reinforcement, fostering a comfortable learning environment where the student felt confident to try.

积极、鼓励性强且互动性高。教师提供了大量的正面肯定，营造了一个让学生感到自信尝试的舒适学习环境。

Achievement of Teaching Objectives 教学目标的达成

Objectives regarding verb recognition and '-ing' application were largely met, demonstrated by high accuracy on written exercises. 关于动词识别和'-ing'应用的目标基本达成，通过书面练习的高准确率得以证明。
The objective concerning past tense application was successfully introduced and practiced in the final section. 关于过去式应用的目标在最后环节得到了成功引入和练习。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Skillful transition between reviewing the present continuous (-ing) and introducing the need for the past simple tense. 熟练地在复习现在进行时（-ing）和引入过去式（past simple）的必要性之间进行转换。
Effective scaffolding when addressing spelling errors ('laughing', 'crying', 'play'), explaining the 'why' behind the rule. 在处理拼写错误（'laughing', 'crying', 'play'）时，通过解释规则背后的原因，提供了有效的脚手架式指导。

Effective Methods: 有效方法：

Using student's own prior writing ('superhero homework') as a relevant anchor for the lesson. 利用学生自己先前的写作内容（“超级英雄作业”）作为课程的相关参照点。
Praising the student's high English level and comparing two teachers' feedback, which boosted student morale. 称赞了学生很高的英语水平，并提及两位老师的反馈，提升了学生士气。

Positive Feedback: 正面反馈：

Teacher praised the student's quick recognition of the pattern ('you clever boy') and excellent spelling/neat handwriting. 老师表扬了学生快速识别规律的能力（“you clever boy”）以及出色的拼写和工整的书写。

Next Teaching Focus 下一步教学重点

Reinforcing the Past Simple Tense conjugation for common irregular verbs encountered this week (e.g., go/went, write/wrote). 巩固本周遇到的常见不规则动词的过去式变化（例如 go/went, write/wrote）。

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

Pronunciation & Reading: 发音与阅读：

Continue reading aloud, paying special attention to irregular sound-spelling combinations like 'gh' in 'laughing'. 继续大声朗读，特别关注像“laughing”中'gh'这样不规则的音形组合。

Speaking & Communication: 口语与交流：

Practice constructing simple past tense narratives with the teacher in conversation to solidify the 'went' vs 'go' distinction. 在与老师的对话中练习构建简单的过去时叙述，以巩固'went'与'go'的区别。

Grammar & Writing: 语法与写作：

Create a small cheat sheet for common spelling rules (e.g., silent 'e' removal before adding '-ing') to support independent writing. 制作一个关于常见拼写规则（例如，添加'-ing'前去除末尾的'e'）的小抄写页，以支持独立写作。

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

Complete the provided homework worksheet focusing on adding '-ing' and identifying base forms in context. 完成提供的家庭作业工作表，重点是添加'-ing'和在语境中识别动词原形。