Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: VJ R&W C1 课程名称： VJ R&W C1 (阅读与写作)

Topic: Exploring Text Purpose, Audience, Structure (Lesson 10) & Retrieval Reading Skills (Lesson 11) 主题： 探索文本目的、受众、结构 (第10课) 与检索阅读技能 (第11课)

Date: January 15th 日期： 1月15日

Student: Enrico 学生： Enrico

Teaching Focus 教学重点

Deep dive into the purpose, audience, and structure of texts, followed by practicing information retrieval skills.

深入探讨文本的目的、受众和结构，随后练习信息检索技能。

Teaching Objectives 教学目标

To understand and identify the purpose, audience, and structure of various texts. 理解并识别各种文本的目的、受众和结构。
To practice retrieving specific information from fiction and non-fiction texts to answer questions. 练习从小说和非小说文本中检索特定信息以回答问题。

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 and Handwriting Check: Reviewing previous work, checking sequencing of events, and pointing out handwriting habits (e.g., 's' looking like 'f').

复习与手写检查： 复习先前作业，检查事件排序，并指出书写习惯（例如's'看起来像'f'）。

Lesson 10: Purpose, Audience, Structure (PAS): Introduction to text purpose (informative, persuasive), audience analysis (language complexity), and structural features (headings, captions, figurative language). Several short text examples analyzed.

第10课：目的、受众、结构 (PAS)： 介绍文本目的（信息性、说服性）、受众分析（语言复杂性）和结构特征（标题、图注、比喻语言）。分析了几个简短的文本示例。

Audience and Purpose Practice (Visual Tasks): Quick practice identifying the audience and purpose from visual text examples where the text itself was too small to read clearly.

受众和目的练习（视觉任务）： 快速练习从视觉文本示例中识别受众和目的，这些示例中的文字太小无法清晰阅读。

Lesson 11: Retrieval Reading Skills: Defining retrieval (finding specific information using Who, What, Where, When). Practicing answering questions by locating key phrases in the text and structuring answers correctly. Analyzing text excerpts.

第11课：检索阅读技能： 定义检索（使用谁、什么、哪里、何时寻找特定信息）。练习通过定位文本中的关键词组并正确组织答案来回答问题。分析文本摘录。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Informative, Persuasive, Fable, Moral, Evoke, Explanation text, Figurative language, Simile, Metaphor, Structure, Sequencing, Cause and effect, Cliffhanger, Retrieval, Key words (Who, What, Where, When, Which), Imperatives, Rhetorical questions.

词汇：
信息性的，说服性的，寓言，道德/寓意，唤起，说明性文本，比喻语言，明喻，暗喻，结构，排序，因果关系，悬念/情节中断，检索，关键词（谁，什么，哪里，何时，哪个），祈使句，反问句。

Concepts:
Text Purpose (Informing vs. Persuading), Audience-Language Correlation, Text Structure Features, Information Retrieval Strategy (Scanning/Keyword matching), Answer formulation for retrieval questions.

概念：
文本目的（告知 vs. 说服），受众与语言的相关性，文本结构特征，信息检索策略（扫描/关键词匹配），检索问题的答案构建。

Skills Practiced:
Reading comprehension, Analytical reading (PAS), Information scanning and location, Written response formulation (retrieval questions).

练习技能：
阅读理解，分析性阅读（PAS），信息扫描和定位，书面回答构建（检索问题）。

Teaching Resources and Materials 教学资源与材料

Slides/Presentation defining Purpose, Audience, and Structure. 定义目的、受众和结构的幻灯片/演示文稿。
Short literary and instructional text extracts for analysis. 用于分析的简短文学和说明性文本摘录。
Worksheet with retrieval questions based on provided texts. 基于所提供文本的检索问题练习表。

3. Student Performance Assessment (Enrico) 3. 学生表现评估 (Enrico)

Participation and Activeness 参与度和积极性

Student was actively engaged, responding well to prompts to read aloud and answer targeted questions. 学生积极参与，对朗读和回答特定问题的提示反应良好。

Language Comprehension and Mastery 语言理解和掌握

Strong grasp of the difference between informative and persuasive texts, and recognized structural clues. 对信息性文本和说服性文本之间的区别有很好的把握，并识别出了结构线索。
Successfully applied the retrieval strategy, identifying key information location in the passage. 成功应用了检索策略，在段落中定位了关键信息。

Language Output Ability 语言输出能力

Oral: 口语：

Reading aloud showed good fluency, although some challenging words caused minor hesitations. 朗读表现出良好的流畅性，尽管一些有挑战性的词汇导致了轻微的停顿。
Responses to comprehension questions were clear and direct. 对理解问题的回答清晰直接。

Written: 书面：

Student demonstrated understanding in written responses by attempting to use specific evidence for the persuasive text purpose question, although needed guidance on being more specific than 'uses persuasive language'.

学生在书面回答中表现出理解力，尝试使用具体证据来回答说服性文本目的问题，但需要指导以避免过于笼统地回答'使用说服性语言'。

Student's Strengths 学生的优势

Ability to quickly assimilate new concepts like PAS (Purpose, Audience, Structure). 能够快速吸收如PAS（目的、受众、结构）等新概念的能力。
Good attention to detail when analyzing text structure features (e.g., recognizing imperative verbs in instructions). 分析文本结构特征时对细节的关注度高（例如，识别说明中的祈使动词）。
Efficiently locating answers in the text during retrieval practice. 在检索练习中能高效地在文本中定位答案。

Areas for Improvement 需要改进的方面

Refining written answers to move beyond general statements (e.g., explaining *how* language persuades rather than just stating it does). 完善书面回答，避免使用笼统的陈述（例如，解释语言是如何说服的，而不仅仅是说明它有说服力）。
Consistency in handwriting, specifically distinguishing between 's' and 'f' for clarity. 书写一致性，特别是为了清晰度区分's'和'f'。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The transition between the analytical (PAS) and skill-based (Retrieval) lessons was managed well. 分析性（PAS）和技能性（检索）课程之间的过渡管理得当。
The use of direct text examples and tables effectively illustrated complex concepts like text purpose. 使用直接的文本示例和表格有效地说明了文本目的等复杂概念。

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

The initial segment (handwriting review) was slightly slow, but the pace picked up significantly during the content delivery for Lessons 10 and 11. 初始部分（手写复习）稍慢，但在第10课和第11课的内容讲解过程中，节奏明显加快。
The pace felt appropriate for covering two substantial learning objectives in one session. 在一次课中涵盖两个实质性学习目标，感觉节奏是恰当的。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaging and focused. The teacher provided clear scaffolding, especially when moving between reading aloud and focused analysis.

吸引人且专注。老师提供了清晰的脚手架支持，尤其是在朗读和专注分析之间切换时。

Achievement of Teaching Objectives 教学目标的达成

Both primary objectives (PAS identification and information retrieval practice) were substantially covered and practiced. 两个主要目标（PAS识别和信息检索练习）都得到了实质性的覆盖和练习。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Clear explanation of the difference between surface-level keywords and underlying meaning required for high-level retrieval. 清晰解释了表面关键词与高阶检索所需的深层含义之间的区别。
Effective use of the student's prior work (handwriting review) to build rapport before starting new material. 有效地利用了学生先前的工作（手写复习）来建立融洽关系，然后再开始新材料。

Effective Methods: 有效方法：

Modeling how to deconstruct persuasive language by asking for specific linguistic features (e.g., direct address, rhetorical questions). 通过要求具体的语言特征（例如，直接称呼、反问句）来示范如何解构说服性语言。
Using 'retrieval questions' framework (Who, What, Where, When) to simplify information hunting. 使用'检索问题'框架（谁、什么、哪里、何时）来简化信息查找。

Positive Feedback: 正面反馈：

The teacher praised Enrico's ability to quickly grasp the material and his focused reading efforts. 老师表扬了Enrico快速掌握材料的能力以及他专注的阅读努力。

Next Teaching Focus 下一步教学重点

Lesson 12: Focusing on summarising and evaluating information retrieved from texts. 第12课：重点关注从文本中检索到的信息的总结和评估。

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 clear articulation of 's' sounds to ensure they are distinct from 'f' sounds in written form and spoken word. 继续练习清晰地发出's'音，确保在书面和口头表达中与'f'音区分开。

Speaking & Communication: 口语与交流：

When analyzing persuasive texts, practice articulating the *function* of rhetorical devices instead of just naming them (e.g., 'The rhetorical question is used to challenge the reader's current belief'). 分析说服性文本时，练习阐述修辞手法的*功能*，而不仅仅是命名它们（例如，'这个反问句用于挑战读者的现有信念'）。

Writing & Structure: 写作与结构：

For retrieval questions requiring written answers, focus on restructuring the entire sentence while maintaining grammatical correctness, ensuring the answer directly addresses the question's focus (e.g., time, subject). 对于需要书面回答的检索问题，重点在于保持语法正确性的同时重构整个句子，确保答案直接针对问题的焦点（例如时间、主语）。

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

Complete the assigned homework text which consists of four retrieval questions based on a short text. 完成分配的作业文本，该文本包含基于一个短文的四个检索问题。