Bridging British Education Virtual Academy 伦桥国际教育

Designing a Meal Machine for Tim Peake - Explanation Text Planning 为蒂姆·皮克设计餐食机器 - 说明文规划

1. Course Basic Information 1. 课程基本信息

Course Name: PL Writing SC G1 课程名称： 计划写作结构化指南 G1

Topic: Planning an Explanation Text: Designing a Space Meal Machine 主题： 规划说明文：设计太空餐食机器

Date: N/A 日期： 未提供

Student: Evan and Carlos 学生： Evan and Carlos

Teaching Focus 教学重点

Planning the structure and content for an explanation text, focusing on machine design, technical vocabulary, and introductory/summary writing.

规划说明文的结构和内容，重点关注机器设计、技术词汇以及介绍和总结的撰写。

Teaching Objectives 教学目标

I can plan an explanation text. 我能规划一篇说明文。
I can discuss my ideas, providing nothing with others (likely meant: I can discuss my ideas and share/develop them with others). 我能讨论我的想法，并与他人交流/发展。
I can explore what makes an effective introduction. 我能探索什么构成有效的介绍。
I can use a checklist to help me create an exact plan for an explanation. 我能使用核对表来帮助我为说明文制定一个精确的计划。

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 Introduction and Topic Recall: Teacher greets students (Evan and Carlos), checks their age (both 12), and recalls previous lessons on 'Information Text' and 'Explanation Text'.

学生介绍与主题回顾： 教师问候学生（Evan和Carlos），确认年龄（均为12岁），并回顾之前关于“信息文”和“说明文”的课程内容。

Introducing the Design Challenge: The main task is introduced: designing a meal machine for astronaut Tim Peake, linking to prior knowledge about him and necessary text features (causal conjunctions, technical vocabulary, time conjunctions).

介绍设计挑战： 介绍主要任务：为宇航员蒂姆·皮克设计一个餐食机器，并将任务与先前的知识（因果连词、技术词汇、时间连词）联系起来。

Worksheet Retrieval and Success Criteria Review: Students locate the 'Planning an Explanation' worksheet (Page 29). Success criteria are discussed, emphasizing discussion, introduction quality, and checklist use.

工作表检索与成功标准回顾： 学生找到“规划说明文”工作表（第29页）。讨论成功标准，强调讨论、介绍的质量和使用核对表。

Discussing Life in Space and Missed Foods: Teacher prompts discussion on missing life on Earth (e.g., self-service buffet, pizza, chocolate) and the challenge of cooking in zero gravity (floating oil).

热身讨论太空生活与思念的食物： 教师引导讨论思念地球生活（例如，自助餐、披萨、巧克力）以及在零重力下做饭的挑战（油会漂浮）。

Analyzing Example Explanation Text & Vocabulary: A video shows how to make fish and chips. Students then analyze an example explanation text for the machine, identifying technical vocabulary (pneumatic, conveyor belt, hydraulic lever) and sequential steps.

分析范例说明文与技术词汇： 视频展示了如何制作炸鱼薯条。学生随后分析了一个机器说明文的范例，识别技术词汇（气动的、传送带、液压杆）和顺序步骤。

Brainstorming Machine Components: Brainstorming methods to start the machine (button, remote, command, clapping, facial recognition), food preparation verbs (slicing, mixing, melting, frying, boiling), and food delivery methods (conveyor belt, parachute, robot).

机器组件头脑风暴： 头脑风暴启动机器的方法（按钮、遥控、命令、拍手、人脸识别）、食物准备动词（切片、混合、融化、油炸、煮沸）和食物输送方式（传送带、降落伞、机器人）。

Developing the Meal Machine Plan: Students decide on their meals (Evan: Lasagna, Carlos: Pizza) and begin sketching/planning the machine's structure, required preparation steps, and technical vocabulary inclusion on the worksheet.

制定餐食机器计划： 学生决定他们的餐点（Evan：千层面，Carlos：披萨），并开始在工作表上勾勒机器的结构、所需的准备步骤和技术词汇。

Analyzing Introduction Styles and Writing the Summary: Reviewing different introduction examples (advertisement style, formal style, too informal style) against criteria (third person, formal, factual). Finalizing the plan template by discussing the purpose of the title (question format), introduction, and summary.

分析介绍风格并撰写总结： 回顾不同介绍范例（广告式、正式式、过于随意式）并对照标准（第三人称、正式、事实性）。讨论标题（问句格式）、介绍和总结的目的，以完善计划模板。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Causal conjunctions (because), Time conjunctions/adverbials (first, before), Technical vocabulary (automatic, pneumatic pumps, conveyor belt, hydraulic lever, grating, blending, frying, slicing, boiling, pouring, sprinkling, sequentially), Introduction/Summary terms.

词汇：
因果连词（because），时间连词/副词（first, before），技术词汇（automatic, pneumatic pumps, conveyor belt, hydraulic lever, grating, blending, frying, slicing, boiling, pouring, sprinkling, sequentially），介绍/总结术语。

Concepts:
Features of an Explanation Text (Instructional/Informational), Cause and Effect structure, Formal vs. Informal writing style, Planning elements (Title/Question, Introduction, Process Steps, Summary).

概念：
说明文的特点（指导性/信息性），因果结构，正式与非正式写作风格，规划要素（标题/问题、介绍、过程步骤、总结）。

Skills Practiced:
Creative machine design, Text feature identification, Technical vocabulary application, Planning and structuring a procedural/explanation text, Reading fluency.

练习技能：
创意机器设计，文本特征识别，技术词汇应用，规划和构建程序性/说明性文本，阅读流利度。

Teaching Resources and Materials 教学资源与材料

Planning an Explanation Worksheet (Page 29) 规划说明文工作表（第29页）
Video demonstrating Fish and Chips preparation 展示炸鱼薯条制作过程的视频
Examples of Introduction Paragraphs for comparison 用于比较的介绍段落范例

3. Student Performance Assessment (Evan and Carlos) 3. 学生表现评估 (Evan and Carlos)

Participation and Activeness 参与度和积极性

Both students were actively engaged in discussions, offering good examples for conjunctions and creative ideas for the machine start/delivery systems. 两位学生都积极参与讨论，为连词和机器启动/输送系统的创意想法提供了很好的例子。
Evan demonstrated strong reading skills, particularly with complex vocabulary. Evan展示了很强的阅读能力，尤其是在复杂词汇方面。

Language Comprehension and Mastery 语言理解和掌握

Students understood the difference between causal and time conjunctions, linking them to the explanation text structure. 学生理解了因果连词和时间连词之间的区别，并将它们与说明文结构联系起来。
They grasped the core challenge: designing a process that bypasses normal cooking constraints in space (e.g., no hot oil). 他们理解了核心挑战：设计一种能绕过太空中正常烹饪限制（例如，不使用热油）的流程。

Language Output Ability 语言输出能力

Oral: 口语：

Good clarity when answering direct questions. Carlos needed minor prompting on vocabulary definition but responded well once prompted. 回答直接问题时清晰度良好。Carlos在词汇定义上需要轻微提示，但在提示后反应良好。
Both students managed to read complex sentences and technical vocabulary from the screen with relative accuracy. 两位学生都能相对准确地朗读屏幕上的复杂句子和技术词汇。

Written: 书面：

Planning sheet was started, focusing on meal choice (Pizza/Lasagna) and initial machine concepts. Further detail is required for homework.

规划表已开始填写，重点是餐点选择（披萨/千层面）和初步的机器概念。作业需要进一步细化细节。

Student's Strengths 学生的优势

Strong imagination in designing the machine's functions (e.g., Evan's cheese sprinkling, suggesting facial recognition start). 在设计机器功能方面想象力丰富（例如，Evan提出的奶酪喷洒功能，以及建议的人脸识别启动方式）。
Good recall of previously learned linguistic features (conjunctions). 对先前学过的语言特征（连词）记忆良好。
Effective critical analysis when evaluating introduction examples (identifying advertorial vs. factual style). 在评估介绍范例时表现出有效的批判性分析能力（区分广告式与事实性风格）。

Areas for Improvement 需要改进的方面

Need to ensure the writing style of the introduction adheres strictly to the third person and formal tone, avoiding overly casual language. 需要确保介绍的写作风格严格遵守第三人称和正式语调，避免过于随意的语言。
Developing a clear, step-by-step sequence for the machine operation on the planning sheet. 需要在规划表上为机器操作的步骤发展出一个清晰、循序渐进的流程。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The use of a real-world context (astronaut food) effectively engaged student creativity. 使用真实情境（宇航员食物）有效地激发了学生的创造力。
The detailed analysis of different introduction styles was highly effective in establishing criteria for formal writing. 对不同介绍风格的详细分析对于确立正式写作标准非常有效。

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

The pace was generally appropriate, allowing time for brainstorming and detailed analysis of text features, though some moments were slightly rushed towards the end due to time constraints. 课程节奏总体适中，允许进行头脑风暴和详细的文本特征分析，尽管由于时间限制，最后阶段略显仓促。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, encouraging, and highly interactive. The teacher praised student creativity frequently, fostering a safe environment for imaginative input.

积极、鼓励和高度互动。教师频繁赞扬学生的创造力，营造了一个安全的环境来接纳富有想象力的输入。

Achievement of Teaching Objectives 教学目标的达成

Students successfully engaged in idea discussion and demonstrated understanding of planning elements required for an explanation text. 学生成功参与了想法讨论，并表现出对说明文所需规划要素的理解。
The planning phase was initiated well, although the final detailed writing/checklist usage will be completed as homework. 规划阶段启动良好，尽管最终的详细写作/核对表使用将在家庭作业中完成。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Scaffolding the writing process by first reviewing necessary linguistic tools (conjunctions, vocabulary) before planning the content. 通过先回顾必要的语言工具（连词、词汇）再规划内容的结构化教学方法。
Using comparative analysis (Introduction examples) to clearly define high-quality writing standards. 通过比较分析（介绍范例）来明确定义高质量的写作标准。

Effective Methods: 有效方法：

Connecting the abstract task (writing explanation) to a concrete, imaginative project (designing a space machine). 将抽象任务（撰写说明文）与具体、富有想象力的项目（设计太空机器）联系起来。
Explicitly reviewing and defining technical verbs relevant to the topic (e.g., grating, blending, slicing). 明确回顾和定义与主题相关的技术动词（例如，grating, blending, slicing）。

Positive Feedback: 正面反馈：

Praise for student creativity and strong engagement throughout the session. 表扬学生在整个课程中的创造力和强烈的参与度。

Next Teaching Focus 下一步教学重点

Completing the detailed plan for the food machine, including a strong introduction and summary. 完成餐食机器的详细规划，包括一个有力的介绍和总结。
Transitioning from the plan to drafting the full explanation text, focusing on accurate placement of causal and time conjunctions. 从规划过渡到起草完整的说明文，重点关注因果连词和时间连词的准确运用。

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

Writing Structure & Style: 写作结构与风格：

Ensure the introduction strictly avoids advertisement language and maintains a third-person, factual tone, focusing on what the machine is and why it exists. 确保介绍严格避免广告用语，保持第三人称、事实性的语调，重点关注机器是什么以及为何存在。
Use the checklist to confirm all mandatory components of the explanation plan (title as a question, introduction, detailed steps, summary) are present. 使用核对表确认说明文计划的所有强制性组成部分（标题为问句、介绍、详细步骤、总结）都已包含。

Vocabulary & Fluency: 词汇与流利度：

Evan and Carlos should review the list of technical verbs (heating, slicing, blending) to ensure accurate usage in the step-by-step process. Evan和Carlos应复习技术动词列表（heating, slicing, blending），确保在分步流程中能准确使用。

Machine Planning Detail: 机器规划细节：

Develop a clearer sequence of actions for the machine, linking preparation verbs directly to specific parts of the machine design. 为机器的操作发展一个更清晰的行动序列，将准备动词直接与机器设计的特定部分联系起来。

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

Finish the planning sheet by adding color, completing the introduction and summary, and screenshotting/sending the final plan. 完成规划表：添加颜色，补全介绍和总结，并截图/发送最终计划。
Review the examples of formal introductions provided in the lesson booklet for future writing tasks. 复习课程手册中提供的正式介绍范例，为未来的写作任务做准备。