Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: PL Writing Session 课程名称： 写作课程

Topic: Developing and Writing an Explanation Text 主题： 发展和撰写说明文

Date: Unknown Date 日期： 日期未知

Student: Evan, Carlos 学生： Evan, Carlos

Teaching Focus 教学重点

Reviewing language features (time conjunctions, causal words, technical language) and structure required for an explanation text, and beginning the writing process based on yesterday's plan.

复习撰写说明文所需的语言特征（时间连词、因果词、技术词汇）和结构，并基于昨天的计划开始写作过程。

Teaching Objectives 教学目标

I can write an explanation text. 我能写一篇说明文。
I can use my plan to help me write an effective explanation text. 我能利用我的计划来帮助我写出一篇有效的说明文。
I can use all the language features of an explanation text. 我能使用说明文的所有语言特征。
I can use all the presentational devices of an explanation text. 我能使用说明文的所有呈现设备。

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

Review of Previous Lesson (Tim Pek's Meal): Recap on designing the food-making machine for Tim Pek (Lasagna) and the necessity of careful design due to outer space conditions (no gravity).

回顾上节课内容（Tim Pek的餐食）： 回顾为Tim Pek设计的食物制作机器（千层面）以及由于太空条件（无重力）需要仔细设计的原因。

Review of Explanation Text Features: Detailed review of required language features: time adverbials, time conjunctions (e.g., first), technical language, and causal words (e.g., because, consequently). Review of structure: Title (question), Introduction, Steps (explanation), Summary.

说明文特征回顾： 详细回顾所需语言特征：时间副词、时间连词（如'first'）、技术语言和因果词（如'because'、'consequently'）。回顾结构：标题（疑问句）、引言、步骤（解释）、总结。

Modeling Sentence Construction (Ice Cream Sundae Example): Modeling how to transform planning notes into full sentences using conjunctions and technical vocabulary, using an ice cream sundae machine plan as an example.

句子构建建模（冰淇淋圣代示例）： 示范如何使用连词和技术词汇将计划笔记转化为完整句子，以冰淇淋圣代机器计划为例。

Introduction to Writing Task & Video Support: Students review success criteria. Teacher introduces the task: writing up their machine explanation text (Evan: Lasagna, Carlos: Pizza). A video on writing an explanation text (How to take photos) is shown for further clarity.

写作任务介绍与视频支持： 学生回顾成功标准。老师介绍任务：写出他们的机器说明文（Evan：千层面，Carlos：披萨）。播放一个关于如何写说明文（如何拍照）的视频以获得更清晰的指导。

Guided Writing Practice: Students begin writing their texts. Teacher provides scaffolding, focusing on title structure, introduction, and initial steps, adapting support based on students' current location (Evan joining remotely, Carlos with paper). Time is called to finalize plans for homework completion.

指导性写作练习： 学生开始写作。老师提供脚手架，重点关注标题结构、引言和初始步骤，并根据学生的位置（Evan远程，Carlos使用纸笔）调整支持。时间结束时，强调完成作业的重要性。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Lasagna, gravity, bland, puffy, consequently, consequently, subsequent, introduction, technical language, causal words, time conjunctions, conveyor belt, cog, rotate, initiate movement, cooling chamber, pressure pad, automatically, slice, chop, sprinkle, cover, mix, pneumatic, password, facial recognition.

词汇：
千层面, 重力, 平淡, 浮肿, 因此, 随后, 引言, 技术语言, 因果词, 时间连词, 传送带, 齿轮, 启动运动, 冷却室, 压力板, 自动地, 切片, 切碎, 撒, 覆盖, 混合, 气动的, 密码, 面部识别。

Concepts:
Structure and features of an explanation text (Title as a question, Introduction, Steps/Explanation, Summary), Use of time conjunctions for chronological order, Use of causal conjunctions for cause and effect, Role of technical vocabulary, Organizational and presentational devices (paragraphs, numbering, diagrams).

概念：
说明文的结构和特征（标题为疑问句、引言、步骤/解释、总结）、使用时间连词表示时间顺序、使用因果连词表示因果关系、技术词汇的作用、组织和呈现设备（段落、编号、图表）。

Skills Practiced:
Planning, Writing (Explanation Text drafting), Active listening, Recall of learned concepts.

练习技能：
计划、写作（说明文起草）、积极倾听、回忆所学概念。

Teaching Resources and Materials 教学资源与材料

Pre-prepared planning notes for an ice cream sundae machine (for modeling). 为冰淇淋圣代机器准备的计划笔记（用于建模）。
Example explanation text structure and sentences. 说明文结构和例句。
Video demonstrating the structure of an explanation text (How to photograph wildlife). 演示说明文结构的视频（如何拍摄野生动物）。
Writing checklist for explanation texts. 说明文写作核对清单。

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

Participation and Activeness 参与度和积极性

Both students were present and engaged initially. Evan provided good verbal responses despite being in a distracting environment. 两位学生开始时都在场并参与了。尽管Evan所处环境有干扰，但他仍提供了很好的口头回应。
Carlos was generally responsive when prompted, especially when reviewing the model sentences. Carlos在被提示时反应积极，特别是在回顾示例句子时。

Language Comprehension and Mastery 语言理解和掌握

High understanding of the structural components and linguistic features required for an explanation text (conjunctions, technical terms). 对说明文所需的结构组成和语言特征（连词、技术术语）理解深刻。
Students successfully applied these concepts when transforming notes into structured sentences during the modeling phase. 学生在建模阶段将笔记转化为结构化句子时，成功应用了这些概念。

Language Output Ability 语言输出能力

Oral: 口语：

Both students demonstrated good reading fluency when reading the criteria and examples aloud. 两位学生在朗读标准和示例时都表现出良好的阅读流畅性。
Evan showed excellent recall of previous technical vocabulary (e.g., 'automatic'). Evan表现出对先前技术词汇的绝佳记忆力（例如'automatic'）。

Written: 书面：

Writing process initiated for both students' respective machine explanations (Lasagna/Pizza). Initial structure (Title/Introduction) was established but the main body (Explanation Steps) remains unfinished for both.

两位学生的机器说明文（千层面/披萨）的写作过程已启动。初始结构（标题/引言）已建立，但主体部分（解释步骤）对两人都尚未完成。

Student's Strengths 学生的优势

Strong recall of previous lesson content and required writing features. 对上节课内容和所需写作特征的记忆力强。
Ability to articulate the function of conjunctions and technical language accurately. 准确阐述连词和技术语言的功能的能力。
Good reading ability demonstrated during instruction. 在指导过程中表现出良好的阅读能力。

Areas for Improvement 需要改进的方面

Maintaining focus and minimizing background distractions (especially Evan). 保持专注并最大限度地减少背景干扰（尤其是Evan）。
Translating abstract planning notes into cohesive, extended written paragraphs independently. 独立地将抽象的计划笔记转化为连贯的、扩展的书面段落。
Evan needs support with the physical act of writing/typing/editing on the screen. Evan在屏幕上进行书写/打字/编辑的实际操作上需要支持。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

Highly effective scaffolding provided through detailed review and modeling of sentence construction. 通过详细回顾和建模句子构建，提供了高度有效的脚手架支持。
The use of video and clear checklists reinforced the learning objectives well. 视频和清晰的核对清单很好地强化了学习目标。

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

Pace was initially brisk during review but slowed down appropriately for guided writing practice. 节奏开始时很快，但在指导性写作练习时放慢了速度，以确保跟上。
Some time was lost due to technical interaction and managing student distractions. 由于技术互动和管理学生干扰，损失了一些时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, focused, and supportive, despite external noise issues affecting Evan's audio quality.

积极、专注且支持性强，尽管存在影响Evan音频质量的外部噪音问题。

Achievement of Teaching Objectives 教学目标的达成

Conceptual understanding of how to write an explanation text was achieved. 关于如何撰写说明文的概念理解已经达成。
Full writing of the explanation text was not achieved; it is assigned as crucial homework. 说明文的完整撰写尚未完成；它被指定为重要的家庭作业。

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 recall and application of complex writing terminology (causal words, time adverbials). 对复杂的写作术语（因果词、时间副词）的出色记忆和应用。
Effective use of modeling by transforming simple notes into complex, feature-rich sentences. 通过将简单笔记转化为丰富特征的复杂句子，有效地使用了建模方法。

Effective Methods: 有效方法：

Connecting new writing tasks to previous content (Tim Pek's machine). 将新的写作任务与先前的内容（Tim Pek的机器）联系起来。
Using a dual-example approach (ice cream model then transitioning to their own topic) to ensure feature inclusion. 使用双重示例方法（冰淇淋模型，然后过渡到他们自己的主题）以确保包含所有特征。

Positive Feedback: 正面反馈：

Praise given immediately when students demonstrated strong recall (e.g., 'brilliant memory'). 当学生表现出对复杂概念的深刻理解时，立即给予表扬（例如'brilliant memory'）。
Highly encouraging feedback on sentence constructions during modeling exercises. 对建模练习中句子构建的反馈给予了高度的鼓励。

Next Teaching Focus 下一步教学重点

Finalizing the Explanation Steps (main body) of the machine text. 完成机器说明文的“解释步骤”（主体部分）。
Editing and refining the complete explanation text using the success criteria checklist. 使用成功标准核对清单对完整的说明文进行编辑和修改。

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 practicing reading aloud to maintain fluency and confidence with longer technical sentences. 继续练习大声朗读，以保持对较长技术性句子的流畅度和信心。

Speaking & Communication: 口语与交流：

Evan: Ensure location allows for clear audio transmission next session to avoid unnecessary muting/unmuting. Evan：确保下节课的地点能保证清晰的音频传输，以避免不必要的静音/取消静音。

Writing & Structure: 写作与结构：

Focus on completing the Explanation Steps section, ensuring at least one time conjunction and one causal conjunction is used per step. 专注于完成“解释步骤”部分，确保每一步至少使用一个时间连词和一个因果连词。
Use the provided checklist to self-assess paragraphing and use of presentational devices (numbering) before submission. 提交前使用提供的核对清单进行自我评估，检查段落划分和呈现设备（编号）的使用情况。

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

Finish writing the explanation text for the lasagna/pizza machine based on the shared template and today's discussion. Do not copy the teacher's example verbatim. 根据共享模板和今天的讨论，完成千层面/披萨机器的说明文。不要逐字抄写老师的示例。
Review the provided video on explanation text structure if concepts need reinforcement. 如果概念需要加强，复习所提供的关于说明文结构的视频。