Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: PL Writing 课程名称： PL写作

Topic: Editing and Peer Assessment on Explanation Text 主题： 说明文的编辑和同伴互评

Date: Unknown Date 日期： 日期未知

Student: Carlos, Evan, Shan (New Student) 学生： Carlos, Evan, Shan (New Student)

Teaching Focus 教学重点

Introducing and practicing editing and proofreading skills using a shared example text, followed by self-editing and peer review application.

介绍并练习使用共享示例文本进行编辑和校对技能，随后应用到自我编辑和同伴互评。

Teaching Objectives 教学目标

I can evaluate (look at what is good and what could be better). 我能评估（看好什么，可以改进什么）。
I can proofread my writing for errors. 我能校对我的写作以找出错误。
I can use a checklist to check my friend's work. 我能使用清单来检查朋友的作品。
I can suggest ideas for improving my friend's work. 我能提出改进朋友作品的建议。
I can make suggested changes to my own work. 我能对我自己的作品进行建议的修改。

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

Warm-up and Checking Previous Work: Teacher checks if Carlos and Evan completed the homework (likely the summary part of the explanation text) and introduces the topic of editing.

热身与检查昨日工作： 老师检查Carlos和Evan是否完成了作业（可能是说明文的总结部分），并引入编辑主题。

Defining Editing and Reviewing Learning Objectives: Teacher explains what editing means (checking and improving work) and reviews the session's learning objectives, focusing on proofreading and peer evaluation.

定义编辑并复习学习目标： 老师解释了编辑的含义（检查和改进工作），并复习了本节课的学习目标，重点是校对和同伴评估。

Error-Finding Challenge (Example Paragraph): Teacher introduces a new student (Shan). Students work together to find 8 mistakes (spelling, punctuation, capitalization) in an example introduction paragraph about a 'fish and chip machine'.

找错挑战（示例段落）： 老师介绍了新学生（Shan）。学生们一起在一个关于“炸鱼薯条机”的示例介绍段落中找出8个错误（拼写、标点、大小写）。

Student Writing Practice and Peer Feedback: Carlos proofreads his own work. Evan and Shan begin/continue writing their own texts (Lasagna/Fries machine). Carlos provides peer feedback on Evan's existing work.

学生写作练习和同伴反馈： Carlos校对自己的作品。Evan和Shan开始/继续撰写自己的文本（千层面/薯条机）。Carlos对Evan已有的作品提供同伴反馈。

Checklist Application on Example Text: The class applies a checklist to the fish and chip explanation text (introduction and workings sections) to systematically assess elements like titles, conjunctions, and technical language.

在示例文本上应用清单： 全班将一个清单应用于炸鱼薯条说明文（介绍和运作部分），以系统地评估标题、连词和技术用语等要素。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Editing, proofread, evaluate, checklist, introductory paragraph, convention, suggest, conjunctions (causal, time), technical language, conveyor belt, hydraulic, retrieve.

词汇：
编辑，校对，评估，清单，介绍性段落，惯例，建议，连词（因果，时间），技术语言，传送带，液压的，检索。

Concepts:
The meaning and process of editing (checking for errors and improvements), the role of a proofreader (being the teacher of one's own work), application of a writing checklist for self/peer assessment.

概念：
编辑的含义和过程（检查错误和改进），校对者的角色（做自己作品的老师），写作清单在自我/同伴评估中的应用。

Skills Practiced:
Writing (Explanation text composition), Proofreading, Editing, Peer Assessment, Reading Comprehension (of technical text).

练习技能：
写作（说明文构思），校对，编辑，同伴评估，阅读理解（技术性文本）。

Teaching Resources and Materials 教学资源与材料

Example introductory paragraph for error spotting. 用于找错的示例介绍性段落。
Explanation text draft (Fish and Chip Machine) for checklist application. 用于应用清单的说明文草稿（炸鱼薯条机）。
Editing Checklist ('Did the writer...'). 编辑清单（‘作者是否...’）。

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

Participation and Activeness 参与度和积极性

Carlos was highly engaged, reading fluently and actively participating in spotting errors and refining his summary. Carlos参与度很高，阅读流畅，积极参与找错和完善总结。
Evan showed good effort despite intermittent Wi-Fi connection issues; he worked on his writing and engaged in peer review. Evan尽管Wi-Fi连接不稳定，但表现出很好的努力；他专注于写作并参与了同伴互评。
Shan (new student) integrated quickly, contributing relevant ideas for his own text and participating in the checklist activity. Shan（新学生）融入得很快，为自己的文本贡献了相关想法，并参与了清单活动。

Language Comprehension and Mastery 语言理解和掌握

Students clearly understood the concept of editing (making changes to improve) and proofreading (checking mechanics). 学生们清楚地理解了编辑（为改进而做修改）和校对（检查机械性错误）的概念。
The ability to identify complex errors in the example text suggests a good grasp of basic structural and mechanical conventions. 识别示例文本中复杂错误的能力表明对基本结构和机械惯例有很好的掌握。

Language Output Ability 语言输出能力

Oral: 口语：

Carlos and Evan demonstrated strong reading fluency, handling unfamiliar technical vocabulary in the second text passage well. Carlos和Evan展示了很强的阅读流畅性，很好地处理了第二段落中不熟悉的技术词汇。
Discussions around why certain words were capitalized ('best') showed good critical thinking about authorial choice. 关于某些单词为何大写的讨论（'best'）显示了对作者选择的良好批判性思维。

Written: 书面：

Self-editing of summaries showed improvement (Carlos). Work on explanation texts is ongoing; initial structures and introductions were satisfactory.

总结的自我编辑显示了进步（Carlos）。说明文的写作仍在进行中；初步结构和介绍令人满意。

Student's Strengths 学生的优势

Strong ability to spot mechanical errors during proofreading (Carlos). 在校对过程中发现机械性错误的强大能力（Carlos）。
Good critical thinking when applying the editing checklist to an unfamiliar text. 在将编辑清单应用于不熟悉文本时表现出良好的批判性思维。
Quick adoption of core concepts by the new student, Shan. 新学生Shan对核心概念的快速采纳。

Areas for Improvement 需要改进的方面

Consistent application of time conjunctions/adverbials in their own writing (noted in the example text review). 在自己的写作中持续应用时间连词/状语（在示例文本回顾中提到）。
Ensuring summaries are concise and avoid repeating the step-by-step explanation (advice given to Carlos). 确保总结简洁，避免重复分步解释（对Carlos的建议）。
Evan needs continued support to complete his writing due to external technical issues. Evan需要持续支持以完成写作，因为存在外部技术问题。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The structure of defining editing, practicing on an example, and then applying it to personal work was highly effective. 定义编辑、用示例练习、然后应用于个人作品的结构非常有效。
The teacher successfully managed the complexity of integrating a new student while maintaining focus on the current task. 老师成功地整合了一名新学生，同时保持了对当前任务的关注。

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

The pace was generally good, though slightly disrupted by Evan's connectivity issues and the time spent debating the checklist emojis. 节奏总体良好，但被Evan的连接问题和在清单表情符号上花费的时间略微打断。
The teacher provided flexible pacing for Carlos to focus on refining his summary while others worked on initial drafting/editing. 老师为Carlos提供了灵活的节奏，让他专注于完善总结，而其他人则专注于初始起草/编辑。

Classroom Interaction and Atmosphere 课堂互动和氛围

Collaborative, engaged, and highly interactive, with students taking on the 'teacher' role willingly during the editing exercises.

协作性强、投入度高、互动性强，学生在编辑练习中乐于扮演“老师”的角色。

Achievement of Teaching Objectives 教学目标的达成

Objectives related to proofreading and using the checklist were met through active participation in the analysis of the example text. 通过积极参与示例文本的分析，满足了与校对和使用清单相关的目标。
Practical application of evaluation and suggestion skills occurred during peer feedback sections. 在同伴反馈环节中，评估和建议技能得到了实际应用。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Effective use of peer teaching by encouraging students to check each other's work (e.g., Carlos editing Evan's work). 通过鼓励学生互相检查作品（例如Carlos编辑Evan的作品），有效地使用了同伴教学法。
Clear differentiation of tasks based on student progress (Carlos refined summary, Evan/Shan drafted/edited). 根据学生进度清晰地区分任务（Carlos完善总结，Evan/Shan起草/编辑）。
Skillfully handling the introduction of a new student mid-lesson. 熟练地处理了课程中途引入一名新学生的情况。

Effective Methods: 有效方法：

Using a 'teacher' persona when proofreading personal work. 在校对个人作品时采用“老师”的身份。
Systematic editing via a pre-made checklist. 通过预先制作的清单进行系统性编辑。

Positive Feedback: 正面反馈：

Teacher expressed pride in students' initiative (e.g., Carlos refining his summary proactively). 老师对学生的积极性表示赞赏（例如Carlos主动完善总结）。

Next Teaching Focus 下一步教学重点

Completing and finalizing the explanation texts started today. 完成并定稿今天开始的说明文。
Applying the learned editing checklist systematically to their own finished work. 将学到的编辑清单系统地应用于自己已完成的作品。

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 technical/complex vocabulary aloud to build confidence and fluency. 继续练习大声朗读技术性/复杂词汇，以建立信心和流畅性。

Speaking & Communication: 口语与交流：

For Shan, focus on ensuring the title is a question, as is conventional for explanation texts. 对于Shan，重点是确保标题是一个问句，这是说明文的惯例。

Writing & Structure: 写作与结构：

When writing summaries, ensure they synthesize the main points without reiterating the full step-by-step process. 撰写总结时，确保其综合了要点，而不是重复完整的步骤过程。
Pay close attention to the placement of full stops and commas, especially after fronted adverbials (e.g., 'As a result,'). 密切关注句号和逗号的放置位置，尤其是在前置状语（如'As a result,'）之后。

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

Complete the drafted explanation text (Introduction, Body, Summary). 完成撰写好的说明文（引言、主体、总结）。
Use the provided checklist to rigorously proofread and edit the completed text. 使用提供的清单对完成的文本进行严格的校对和编辑。