Bridging British Education Virtual Academy 伦桥国际教育

PL EAL A1 G1 Review and Verb Practice PL EAL A1 G1 复习与动词练习

1. Course Basic Information 1. 课程基本信息

Course Name: 0107 PL EAL A1 G1 课程名称： 0107 PL EAL A1 G1

Topic: Review of Verbs and Introduction to Present Continuous (Suffix -ing) 主题： 动词复习与现在进行时（-ing后缀）介绍

Date: Not specified 日期： 未指定

Student: Alex, Andy 学生： Alex, Andy

Teaching Focus 教学重点

Reviewing the definition of verbs (doing words) and practicing the use of the present continuous tense by adding the suffix '-ing'.

复习动词的定义（doing words）并练习通过添加'-ing'后缀使用现在进行时。

Teaching Objectives 教学目标

Students will be able to correctly identify verbs as action words. 学生能够正确识别动词为动作词。
Students will practice adding the suffix '-ing' to verbs to form the present continuous tense. 学生将练习给动词加'-ing'后缀，以构成现在进行时。
Students will practice constructing simple sentences using 'is/are + verb-ing'. 学生将练习使用'is/are + verb-ing'构造简单句子。

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 Class Rules Review: Teacher welcomed new student Andy and reviewed basic classroom interaction rules (e.g., how to ask questions, signal understanding).

学生介绍与课堂规则复习： 老师欢迎新学生Andy并复习了基本的课堂互动规则（例如：如何提问，如何表示理解）。

Verbs Review and Concept Check: Reviewed the concept of 'verb' as a 'doing word'. Students provided examples like 'eat' and 'jump'.

动词复习与概念检查： 复习了动词作为“doing word”的概念。学生给出了“eat”和“jump”等例子。

Introducing '-ing' Suffix & Present Continuous: Compared base verbs (e.g., talk) with present continuous forms (e.g., talking). Identified 'suffix' and practiced recognizing actions in pictures (jump/jumping, look/looking, sing/singing, walk/walking).

介绍'-ing'后缀与现在进行时： 比较了原形动词（如 talk）和现在进行时形式（如 talking）。识别了“后缀”并练习了在图片中识别动作（jump/jumping, look/looking, sing/singing, walk/walking）。

Sentence Construction Worksheet (Speaking & Writing): Students filled in gaps in sentence structures like 'I am __ing' and 'What is your brother doing?'. Focused on using 'is/am' correctly.

句子构建练习（口语与书写）： 学生填写了'I am __ing'和'What is your brother doing?'等句子的空白处。重点是正确使用'is/am'。

Worksheet Practice and Peer Check (Pictures): Students worked individually/together on a worksheet matching actions to present continuous verbs (e.g., sleeping, running, smiling). Teacher guided correction.

练习册练习与互查（图片）： 学生独立/合作完成了一份将动作与现在进行时动词匹配的练习册（例如：sleeping, running, smiling）。老师指导订正。

Gap Fill Game (Focus on Context): Game focused on deciding if '-ing' was needed based on context (presence of 'is/are'). Practiced verbs like 'go', 'fly', 'climb', 'cook'.

填空游戏（关注语境）： 游戏侧重于根据语境（'is/are'的存在）决定是否需要'-ing'。练习了'go', 'fly', 'climb', 'cook'等动词。

Second Worksheet Review and Homework Assignment: Reviewed a second worksheet where students identified actions and wrote full sentences. Assigned homework on adding '-ing' and writing sentences.

第二份练习册复习与作业布置： 复习了第二份练习册，学生识别了动作并写了完整的句子。布置了关于添加'-ing'和写句子的家庭作业。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Verb, action, doing word, suffix, talk, jump, eat, thinking, smile, laugh, look, read, sing, walk, play, running, sleeping, cooking, buzzing, crying, meet.

词汇：
动词, 动作, doing word, 后缀 (suffix), 谈论 (talk), 跳跃 (jump), 吃 (eat), 思考 (thinking), 微笑 (smile), 大笑 (laugh), 看 (look), 阅读 (read), 唱歌 (sing), 走路 (walk), 玩耍 (play), 跑 (running), 睡觉 (sleeping), 烹饪 (cooking), 嗡嗡叫 (buzzing), 哭泣 (crying), 遇见 (meet).

Concepts:
Definition of a Verb (Doing Word); Formation of Present Continuous Tense using 'is/are + verb-ing'; Concept of a Suffix ('-ing').

概念：
动词的定义（Doing Word）；使用'is/are + verb-ing'构成现在进行时；后缀（'-ing'）的概念。

Skills Practiced:
Listening comprehension (following instructions and activity explanations), Speaking fluency (providing examples, answering questions), Reading (reading words on flashcards/screen), Writing (filling in blanks, writing sentences).

练习技能：
听力理解（遵循指示和活动解释），口语流利度（提供例子，回答问题），阅读（阅读卡片/屏幕上的单词），写作（填空，写句子）。

Teaching Resources and Materials 教学资源与材料

Digital/Whiteboard for writing examples (e.g., 'jump', 'jumping'). 数字/白板用于书写示例（例如：'jump', 'jumping'）。
Flashcards or images depicting actions for the '-ing' practice. 描绘动作的闪卡或图片，用于'-ing'练习。
Two different paper-based worksheets focusing on sentence completion and identification. 两份不同的纸质练习册，侧重于句子补全和识别。

3. Student Performance Assessment (Alex, Andy) 3. 学生表现评估 (Alex, Andy)

Participation and Activeness 参与度和积极性

Both students were highly engaged, frequently raising hands and volunteering answers. 两位学生参与度都很高，经常举手并主动提供答案。
Andy demonstrated excellent recall of vocabulary and rules learned previously. Andy 展示了对先前学到的词汇和规则的出色记忆力。
Alex showed strong focus during the guided writing tasks. Alex 在指导下的书写任务中表现出高度专注。

Language Comprehension and Mastery 语言理解和掌握

Comprehension of the verb definition was strong (Andy quickly defined it). 对动词定义的理解很强（Andy 很快给出了定义）。
Students grasped the difference between the base form and the '-ing' form when explicitly taught. 当被明确教授时，学生理解了原形和'-ing'形式之间的区别。
Initial confusion in sentence structure (e.g., deciding whether 'is' requires 'ing') was clarified through guided practice. 通过指导性练习澄清了句子结构方面的初始困惑（例如，决定'is'是否需要'ing'）。

Language Output Ability 语言输出能力

Oral: 口语：

Both students spoke clearly and responded promptly to questions. 两位学生说话清晰，对问题的反应迅速。
Students could accurately name the actions shown in pictures using the '-ing' form when prompted. 在提示下，学生能够使用'-ing'形式准确说出图片中显示的动作。
Andy provided excellent examples during the verb recall segment. Andy 在动词回忆环节提供了极好的例子。

Written: 书面：

Students successfully completed written tasks on two worksheets, demonstrating the ability to write the correct verb form in context, although minor spelling errors occurred (e.g., 'J' formation, forgetting 'is/are').

学生成功完成了两份练习册上的书面任务，证明了在语境中写出正确动词形式的能力，尽管出现了一些小拼写错误（例如：'J'的形成，忘记'is/are'）。

Student's Strengths 学生的优势

Quick grasp of grammatical concepts when explained visually (suffix addition). 对视觉解释（后缀添加）的语法概念掌握很快。
High motivation to participate and correct their own work. 具有高度的参与和自我纠正的积极性。
Good foundational vocabulary knowledge from the previous lesson (verbs). 具备较好的前一课词汇基础（动词）。

Areas for Improvement 需要改进的方面

Consistency in spelling new words, especially the formation of certain letters/words (noted with 'J'). 新单词拼写的一致性，尤其是某些字母/单词的形成（注意到了 'J'）。
Distinguishing between present simple and present continuous when filling gaps in the final game (e.g., 'The bees like to buzz' vs. 'The bee is buzzing'). 在最后的游戏填空中区分现在简单时和现在进行时（例如：'The bees like to buzz' vs. 'The bee is buzzing'）。
Ensuring all required auxiliary verbs ('is/are') are included when writing present continuous sentences. 在写现在进行时句子时，确保包含所有必需的助动词（'is/are'）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The review of the previous topic (verbs) was effectively linked to the new topic (-ing suffix). 对前一个主题（动词）的复习有效地与新主题（-ing后缀）联系起来。
The use of multiple formats (picture identification, sentence completion, gap-fill game) maintained engagement. 使用多种形式（图片识别、句子补全、填空游戏）保持了学生的参与度。
Teacher provided positive reinforcement and clear, immediate correction for written work. 老师对书面作业提供了积极的强化和清晰、即时的订正。

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

The pace was slightly fast during the initial introduction of the '-ing' form but settled well during the two main worksheet activities. 在'-ing'形式的初步介绍时，节奏略快，但在两次主要的练习册活动中节奏稳定了下来。
The teacher managed time effectively, ensuring both students received sufficient speaking opportunities. 老师有效地管理了时间，确保两位学生都有足够的机会开口说话。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, encouraging, and interactive. The teacher maintained high energy, which kept the students focused and happy to participate.

积极、鼓励和互动性强。老师保持了高昂的能量，使学生保持专注并乐于参与。

Achievement of Teaching Objectives 教学目标的达成

Students successfully reviewed verbs and demonstrated competence in applying the '-ing' suffix in context. 学生成功复习了动词，并展示了在语境中应用'-ing'后缀的能力。
While full sentence construction using 'is/are + V-ing' was attempted successfully, consistency in auxiliary verb placement remains a minor area for reinforcement. 虽然成功尝试了使用'is/are + V-ing'的完整句子构建，但助动词位置的一致性仍是需要加强的次要领域。

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 scaffolding, starting with concept review (verbs) before introducing the new concept (-ing). 出色的脚手架，先复习旧概念（动词），再介绍新概念（-ing）。
Effective differentiation in activities (providing computer/blackboard options for students needing alternatives to paper writing). 有效的活动差异化（为需要纸质书写替代方案的学生提供电脑/黑板选项）。
Clear modeling of the target sentence structure through repetition and use of a puppet (Teddy). 通过重复和使用玩偶（Teddy）清晰地示范了目标句式。

Effective Methods: 有效方法：

Using the concept of 'doing word' to firmly establish what a verb is. 使用'doing word'的概念来牢固确立什么是动词。
Immediate, positive feedback loop during worksheet completion. 在练习册完成过程中，即时、积极的反馈循环。

Positive Feedback: 正面反馈：

Teacher praised students for accurate identification of actions and good efforts during writing tasks. 老师表扬了学生对动作的准确识别以及在写作任务中的出色努力。

Next Teaching Focus 下一步教学重点

Reinforce the Present Continuous structure and introduce simple spelling rules for adding '-ing' (e.g., CVC rule). 巩固现在进行时结构，并引入添加'-ing'的简单拼写规则（例如 CVC 规则）。
Continue building sentences using 'Who/What' questions based on the present continuous. 继续使用关于现在进行时的'Who/What'问题来构建句子。

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 to emphasize the short vowel sound distinction when pronouncing verbs before adding '-ing' (e.g., 'run' vs 'running'—though not explicitly tested, it's a key area for future spelling rules). 继续强调在添加'-ing'之前发音动词时短元音的区别（例如'run'与'running'——尽管未明确测试，但这是未来拼写规则的关键领域）。

Speaking & Communication: 口语与交流：

For sentence completion in the future, ensure students articulate the full required structure: 'Subject + is/are + verb-ing' clearly, rather than just providing the V-ing form. 对于未来的句子补全，确保学生清晰地表达完整的必要结构：'主语 + is/are + 动词-ing'，而不仅仅是提供 V-ing 形式。
Review common spelling changes (e.g., dropping 'e' before adding '-ing') in the next class, as the current lesson only focused on simple addition. 在下一课中复习常见的拼写变化（例如，在添加'-ing'前去掉'e'），因为本课只关注简单的添加。

Writing & Grammar: 写作与语法：

Spend extra time ensuring correct formation of the auxiliary verb 'is' or 'are' in written sentences, as this was missed a few times. 花额外的时间确保在书面句子中正确形成助动词'is'或'are'，因为这在几次练习中都被遗漏了。

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

Worksheet focusing on adding 'ING' to given verbs and writing full sentences using the new forms. 布置一份练习册，重点是给定的动词添加 'ING'，并使用新形式写完整的句子。