Bridging British Education Virtual Academy 伦桥国际教育

PL HUM Public - Penguin Facts 公共课程 - 企鹅知识

1. Course Basic Information 1. 课程基本信息

Course Name: 0106 PL HUM Public 课程名称： 0106 PL HUM 公共课程

Topic: Learning about Penguins 主题： 学习关于企鹅的知识

Date: Date Not Specified (Inferred) 日期： 日期未指定（推断）

Student: Lena, Grace, Jeremy, Claire, Queenie, Shane (Group) 学生： Lena, Grace, Jeremy, Claire, Queenie, Shane (Group)

Teaching Focus 教学重点

Introducing various species of penguins, their habitats, diet, and parenting methods, reinforced through video content and interactive labeling/quizzing.

介绍不同种类的企鹅、它们的栖息地、饮食和育儿方式，并通过视频、互动标签和测验来强化学习。

Teaching Objectives 教学目标

Students will be able to recall basic facts about penguins (e.g., they are birds that cannot fly, live in the Southern Hemisphere). 学生将能够回忆起关于企鹅的基本事实（例如，它们是不会飞的鸟类，生活在南半球）。
Students will be able to identify key vocabulary related to penguins (e.g., beak, flipper, nocturnal, species). 学生将能够识别与企鹅相关的关键词汇（例如，喙、鳍状肢、夜行性、物种）。
Students will be able to distinguish between different penguin species based on physical characteristics and habitat. 学生将能够根据身体特征和栖息地区分不同的企鹅物种。

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

Greeting and Topic Introduction: Teacher greets students, confirms audio/visual connection, and introduces the topic: penguins.

问候与主题介绍： 老师问候学生，确认音视频连接，并介绍课程主题：企鹅。

Video Presentation on Penguins: Watch a video covering penguin biology (birds, flippers, diet, habitat in Southern Hemisphere), physical traits, and breeding habits.

企鹅知识视频演示： 观看关于企鹅生物学（鸟类、鳍状肢、饮食、南半球栖息地）、身体特征和繁殖习性的视频。

Post-Video Comprehension Check: Teacher asks students what new facts they learned, focusing on non-flying nature, swimming ability, and predators.

视频后理解力检查： 老师询问学生从视频中学到了哪些新知识，重点关注不会飞、游泳能力和捕食者。

Interactive Labeling Activity: Students identify and draw lines to parts of the penguin diagram (eye, beak, webbed feet, flipper, feathers).

互动标记活动： 学生识别并画线标记企鹅图的各个部位（眼睛、喙、蹼足、鳍状肢、羽毛）。

Vocabulary Repetition Drill: Choral repetition of key body parts vocabulary: eye, beak, webbed feet, flipper, feathers.

词汇重复练习： 集体复述关键身体部位词汇：eye, beak, webbed feet, flipper, feathers。

Reading Practice & Discussion (Adaptability): Students read text about penguin swimming expertise and habitat range (warm vs. cold). Discussion on 'expertly'.

阅读练习与讨论（适应性）： 学生朗读关于企鹅游泳的专业性和栖息地范围（冷/热）的文本。讨论“expertly”（熟练地）的含义。

Reading Practice & Habitat Mapping (Penguin Species): Reading about Little Blue, Rock Hopper, Galapagos, Adeli, and African penguins. Discussion on habitat location (Southern Hemisphere vs. Equator).

阅读练习与栖息地地图（企鹅物种）： 阅读关于小蓝企鹅、跳岩企鹅、加拉帕戈斯企鹅、阿德利企鹅和非洲企鹅的文本。讨论栖息地位置（南半球与赤道）。

Reading Practice & Discussion (King & Emperor Penguins): Reading about King and Emperor penguins, focusing on size, warmth retention (fat layer), and unique parenting (balancing eggs).

阅读练习与讨论（帝王企鹅和皇帝企鹅）： 阅读关于帝王企鹅和皇帝企鹅的文本，重点关注体型、保暖（脂肪层）和独特的育儿方式（平衡蛋）。

Second Video: Emperor Penguin Parenting: Watch a video detailing extreme dedication of Emperor penguin fathers (incubation, regurgitation feeding).

第二段视频：皇帝企鹅的育儿： 观看详细介绍皇帝企鹅父亲（孵蛋、反刍喂食）极端奉献精神的视频。

Vocabulary Review & Favorite Species Selection: Review waterproof, blend in. Students select and state why their favorite penguin species is their favorite.

词汇回顾与最喜爱物种选择： 回顾 waterproof（防水）和 blend in（融入环境）。学生选择并说明他们最喜欢某个企鹅物种的原因。

True/False Quiz and Glossary Review: Interactive quiz on facts (habitat, diet). Review of key glossary terms: climate, continent, equator, nocturnal, species. Wrap up.

对/错测验与术语表回顾： 关于事实（栖息地、饮食）的互动测验。回顾关键术语：climate, continent, equator, nocturnal, species。课程结束。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Penguin, wave, beak, feathers, flippers, hunt, ocean, predators, sharks, orcas, southern hemisphere, Antarctica, colony, chicks, waddle, rock hopper, Galapagos, Adeli, African, King, Emperor, nocturnal, species, climate, continent, equator, waterproof, regurgitated, burrow, fat.

词汇：
企鹅、挥手、喙、羽毛、鳍状肢、捕猎、海洋、捕食者、鲨鱼、虎鲸、南半球、南极洲、群落、雏鸟、蹒跚学步、跳岩企鹅、加拉帕戈斯企鹅、阿德利企鹅、非洲企鹅、帝王企鹅、皇帝企鹅、夜行性的、物种、气候、大陆、赤道、防水的、反刍的、巢穴、脂肪。

Concepts:
Penguins are flightless birds; Habitat diversity (cold to warm regions in Southern Hemisphere); Specialized adaptations (flippers for swimming, fat layer for warmth); Complex parenting (egg incubation, shared feeding).

概念：
企鹅是不会飞的鸟类；栖息地多样性（南半球的寒冷到温暖地区）；特化适应（用于游泳的鳍状肢，用于保暖的脂肪层）；复杂的育儿（孵蛋，轮流喂食）。

Skills Practiced:
Listening comprehension (video & teacher narration), Speaking (answering comprehension questions, repeating vocabulary), Reading (decoding text aloud), Interactive engagement (labeling, T/F quiz).

练习技能：
听力理解（视频和老师叙述），口语（回答理解问题，重复词汇），阅读（大声朗读文本），互动参与（标记图画，对/错测验）。

Teaching Resources and Materials 教学资源与材料

Informational video about penguins. 关于企鹅的信息视频。
Visual aid/diagram of a penguin for labeling body parts. 用于标记身体部位的企鹅视觉辅助图/图表。
World map to illustrate hemisphere distribution. 用于说明半球分布的世界地图。
Text slides featuring different penguin species and facts. 包含不同企鹅物种和事实的文本幻灯片。

3. Student Performance Assessment (Lena, Grace, Jeremy, Claire, Queenie, Shane (Group)) 3. 学生表现评估 (Lena, Grace, Jeremy, Claire, Queenie, Shane (Group))

Participation and Activeness 参与度和积极性

High level of participation across all students (Lena, Grace, Jeremy, Claire, Queenie, Shane). 所有学生（Lena, Grace, Jeremy, Claire, Queenie, Shane）的参与度都很高。
Students were eager to raise hands and share prior knowledge and new information. 学生们热切地举手分享先前的知识和新信息。
Strong engagement during interactive labeling and the True/False quiz. 在互动标记和对/错测验中表现出高度参与。

Language Comprehension and Mastery 语言理解和掌握

Excellent comprehension of the video content, evidenced by detailed recall of facts. 对视频内容的理解力极佳，通过对事实的详细回忆得到证明。
Students grasped the complex concept of nocturnal behavior and hemisphere location (correctly identifying the false statement). 学生掌握了夜行性行为和半球位置的复杂概念（正确识别了错误陈述）。
Understanding of adaptation concepts, such as waterproof feathers and parental regurgitation feeding. 理解了适应性概念，如防水羽毛和父母的反刍喂食。

Language Output Ability 语言输出能力

Oral: 口语：

Most students responded clearly when called upon, though some responses were brief. 被点名时，大多数学生回答清晰，尽管有些回答很简短。
Queeney showed strong confidence in reading aloud passages multiple times. Queenie多次朗读课文表现出很强的自信心。
Students demonstrated good receptive understanding of complex vocabulary, even if production was sometimes hesitant. 学生们对复杂词汇表现出良好的接收理解能力，即使在输出时有时会犹豫。

Written: 书面：

N/A (Activity involved drawing lines/ticks on screen rather than traditional writing/submission).

不适用（活动涉及在屏幕上画线/勾选，而非传统的书写/提交）。

Student's Strengths 学生的优势

Enthusiasm and willingness to participate verbally in all segments. 对所有环节都表现出热情和口头参与的意愿。
Good retention of specific details, particularly regarding the different penguin species and their unique habits (e.g., Rock Hopper movement, King Penguin egg balancing). 对具体细节保持良好的记忆，特别是关于不同企鹅物种及其独特习性（例如，跳岩企鹅的移动方式，帝王企鹅的平衡蛋）。
Strong collaborative learning evidenced by students building on each other's answers during discussions. 在讨论中，学生们能够建立在彼此的答案之上，这表明了强大的协作学习能力。

Areas for Improvement 需要改进的方面

Clarity and volume when stating answers (some students were quiet or indistinct). 回答时的清晰度和音量（有些学生声音小或不清晰）。
Confidence in pronunciation when repeating less common vocabulary (e.g., 'regurgitated', specific species names). 在重复不常见词汇（例如，'regurgitated' [反刍的]，特定的物种名称）时的发音自信度。
Accuracy in locating specific body parts during the initial labeling activity (e.g., Grace confusing flipper with feathers). 在初步标记活动中定位特定身体部位的准确性（例如，Grace将鳍状肢与羽毛混淆）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The use of two videos effectively supported textual information and provided engaging visual context. 使用两段视频有效地支持了文本信息，并提供了引人入胜的视觉背景。
The mix of receptive (video, reading) and productive (quiz, labeling) activities maintained student interest. 接收性（视频、阅读）和产出性（测验、标记）活动的结合保持了学生的兴趣。
The teacher provided clear instructions and effective scaffolding during the interactive labeling and quiz sections. 老师在互动标记和测验环节提供了清晰的指导和有效的脚手架支持。

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

The pace was generally fast due to the large amount of content (six species, multiple videos, vocabulary, quiz). 由于内容量大（六个物种、多个视频、词汇、测验），课程节奏总体偏快。
The teacher managed transitions well, but some complex vocabulary reviews felt slightly rushed towards the end. 老师在转换环节处理得当，但一些复杂的词汇回顾在最后阶段显得有些仓促。

Classroom Interaction and Atmosphere 课堂互动和氛围

Highly positive, enthusiastic, and encouraging. The teacher used positive reinforcement consistently ('fantastic', 'well done', 'lovely').

非常积极、热情和鼓励。老师持续使用积极的强化 ('fantastic', 'well done', 'lovely')。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Recalling facts) achieved through the T/F quiz and post-video recall. 目标1（回忆事实）通过对/错测验和视频后的回顾得以实现。
Objective 2 (Identifying vocabulary) achieved through the labeling activity and glossary review. 目标2（识别词汇）通过标记活动和术语表回顾得以实现。
Objective 3 (Distinguishing species) partially achieved, though preference was based more on personal interest (cuteness/size) than purely scientific distinction. 目标3（区分物种）部分实现，尽管偏好更多地基于个人兴趣（可爱/大小），而非纯粹的科学区分。

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 use of positive reinforcement to maintain high student motivation. 出色地运用积极强化来维持学生的高昂动力。
Effective integration of multimedia (two videos) to illustrate complex topics like parenting and habitat. 有效地整合了多媒体（两个视频）来阐释复杂的课题，如育儿和栖息地。
Clear scaffolding during the interactive diagram labeling exercise. 在互动图表标记练习中提供了清晰的脚手架支持。

Effective Methods: 有效方法：

Choral repetition for key vocabulary to aid pronunciation and recall. 对关键词汇进行集体重复，以帮助发音和记忆。
Using True/False questions based on recently presented facts to check immediate understanding. 使用基于最新事实的对/错问题来检查即时理解。
Allowing students to choose and justify their favorite species to encourage personal connection to the material. 允许学生选择和证明他们最喜欢的物种，以鼓励他们与材料建立个人联系。

Positive Feedback: 正面反馈：

The teacher praised the students as 'Penguin experts' after the quiz. 测验后，老师称赞学生是“企鹅专家”。
Frequent and specific praise for student contributions ('That's a really good idea.', 'Thank you for giving me such a full answer.'). 对学生的贡献进行频繁且具体的表扬（“那真是个好主意”、“感谢你给了我一个如此完整的回答”）。

Next Teaching Focus 下一步教学重点

Review of key facts and vocabulary related to penguins before moving to the next animal unit. 在进入下一个动物单元之前，复习关于企鹅的关键事实和词汇。
Focus on using descriptive adjectives when describing the different penguin species. 重点关注在描述不同企鹅物种时使用描述性形容词。

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

Pronunciation & Reading: 发音与阅读：

When introducing complex vocabulary like 'regurgitated', spend slightly more time drilling pronunciation individually or in small groups before the full class repetition. 在介绍'regurgitated'（反刍的）等复杂词汇时，在全班重复之前，花更多时间进行个人或小组的单独发音练习。
Encourage quieter students (like Jeremy) to use a slightly stronger voice when answering comprehension checks. 鼓励安静的学生（如Jeremy）在回答理解检查时使用稍微洪亮的声音。

Speaking & Communication: 口语与交流：

For labeling activities, ensure all students who are struggling verbally (like Grace on 'feathers') are given immediate, clear feedback on the correct term before moving on. 对于标记活动，确保所有在口头上挣扎的学生（如Grace在'feathers'一词上）在继续之前都能立即得到关于正确术语的明确反馈。
When pacing, dedicate a little more time to checking understanding on abstract concepts like 'hemisphere' and 'equator' immediately after they are introduced, rather than waiting for the final quiz. 在节奏把控上，应在介绍完“半球”和“赤道”等抽象概念后，立即多花一点时间检查理解，而不是等到最后的测验。

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

Review the list of penguin species covered today and try to draw one of them, labeling its body parts. 复习今天涵盖的企鹅物种列表，并尝试画出其中一种，标记其身体部位。
Find one additional fact about the Little Blue Penguin (the smallest species) to share next time. 查找关于小蓝企鹅（最小的物种）的一个额外事实，以便下次分享。