Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: 0118 UIE R&W D Trial 课程名称： 0118 UIE 读写 D 级试讲

Topic: Narrative Structure: Setup, Development, Crisis, Resolution 主题： 叙事结构：开端、发展、危机、结局

Date: January 18th (Implied) 日期： 1月18日 (推断)

Student: Lucas, Lewis, Kelly, William (Attended) 学生： Lucas, Lewis, Kelly, William (Attended)

Teaching Focus 教学重点

Understanding and applying the four main structures of a narrative text (Setup, Development, Crisis, Resolution).

理解和应用叙事文本的四个主要结构（开端、发展、危机、结局）。

Teaching Objectives 教学目标

Show an increasing understanding of how to shape texts for different purposes and audiences. 展现对如何根据不同目的和受众塑造文本的理解能力不断增强。
Construct texts that show an awareness of purpose and audience through deliberate choice of content, language and text form. 通过有意识地选择内容、语言和文本形式，构建出能体现目的和受众意识的文本。
Organize texts using a range of appropriate structures (specifically narrative structure). 使用一系列恰当的结构（特别是叙事结构）组织文本。

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

Connection Issues & Introduction: Teacher dealt with significant technical/connection issues before formally starting. Introduced herself (Helen) and the topic: D level narrative writing structures.

连接问题与介绍： 教师处理了重大的技术/连接问题后才正式开始。介绍了自己（Helen）和课程主题：D级叙事写作结构。

Defining Narrative & Reading Excerpts: Students (Lewis, Lucas) read definitions of a narrative (beginning, middle, end). Teacher recapped that most narratives are fictional.

定义叙事与阅读摘录： 学生（Lewis, Lucas）朗读了叙事的定义（开头、中间、结尾）。教师回顾了大多数叙事都是虚构的。

Detailed Review of 4 Narrative Structures: Detailed breakdown of Setup (Introduction of characters, setting, relationships), Development (Building up, introducing good things), Crisis/Climax (Something goes terribly wrong), and Resolution (Solution or Cliffhanger). Students read sections during the review.

四个叙事结构的详细回顾： 详细分解叙事结构：开端（介绍角色、背景、关系）、发展（铺垫，引入好转）、危机/高潮（发生重大错误）、结局（解决方案或悬念）。学生在回顾过程中朗读了相关段落。

Brainstorming & Planning (Red Rock Station): Students were given 5 minutes to brainstorm and plan a story based on the image/title 'Red Rock Station', focusing on the four structural parts.

头脑风暴与规划（红岩站）： 学生有5分钟时间根据“红岩站”的图片/标题，围绕四个结构部分进行头脑风暴和规划。

Writing Practice & First Sentence Sharing: Students were given about 12 minutes to start writing their planned story. The lesson concluded with students sharing their first sentence, which was assessed for its 'hook'.

写作练习与首句分享： 学生有大约12分钟时间开始写作。课程最后，学生分享了他们的第一句话，并评估了其吸引力（Hook）。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Narrative, fictional, setup, beginning, middle, end, complex, plot development, flashback, build up, crisis, climax, summit, resolution, cliffhanger, subterranean, tunnel, character, relationship, setting, divulge, personality, strengths, weaknesses, interact, villain, loathe, agency, rescue, coincidental circumstances.

词汇：
叙事，虚构的，开端/设置，开头，中间，结尾，复杂的，情节发展，闪回，铺垫，危机，高潮，山顶，结局，悬念，地下的，隧道，角色，关系，背景/环境，透露，个性，优点，弱点，互动，反派，憎恨，主动权，救援，巧合情况。

Concepts:
The four essential parts of narrative structure (Setup, Development, Crisis, Resolution). The use of 'showing' rather than 'telling' character traits. The concepts of 'A person goes on a journey' or 'A stranger comes to town' as fundamental story types.

概念：
叙事结构的基本四要素（开端、发展、危机、结局）。使用“展示”而非“告知”来刻画角色特征。‘一个人去旅行’或‘陌生人来到镇上’作为基本故事类型的概念。

Skills Practiced:
Reading fluency, active listening, story planning, applying structural knowledge to creative writing, self-correction during writing.

练习技能：
阅读流畅度，积极倾听，故事规划，将结构知识应用于创意写作，写作过程中的自我修正。

Teaching Resources and Materials 教学资源与材料

Presentation slides detailing the four narrative structures. 详细介绍四个叙事结构的演示文稿。
Visual prompt: Picture of 'The Red Rock Station' (underground/tunnel setting). 视觉提示：‘红岩站’图片（地下/隧道背景）。
Example story starter analyzing the introduction of character, setting, and task. 范例故事开头，分析角色、背景和任务的引入。

3. Student Performance Assessment (Lucas, Lewis, Kelly, William (Attended)) 3. 学生表现评估 (Lucas, Lewis, Kelly, William (Attended))

Participation and Activeness 参与度和积极性

All four present students (Lewis, Lucas, Kelly, William) actively participated when called upon to read. 所有四位在场的学生（Lewis, Lucas, Kelly, William）在被点名朗读时都积极参与了。
Students provided thoughtful answers during the final sharing of their story's first sentence. 学生在最后分享故事第一句话时，提供了有深度的回答。

Language Comprehension and Mastery 语言理解和掌握

Students demonstrated prior knowledge of narrative elements (e.g., setup/development/crisis/resolution were familiar concepts). 学生展现了对叙事要素的先验知识（例如，开端/发展/危机/结局是熟悉的概念）。
The planning activity showed they grasped the purpose of each structural section, even if the execution was basic. 规划活动表明他们掌握了每个结构部分的用途，即使执行还很基础。

Language Output Ability 语言输出能力

Oral: 口语：

Reading fluency was high for all students who read aloud (Lewis, Lucas, Kelly, William). 所有朗读的学生（Lewis, Lucas, Kelly, William）的阅读流畅度都很高。
When sharing their opening lines, students effectively used descriptive language to establish setting and mood. 在分享开场白时，学生有效地使用了描述性语言来建立背景和氛围。

Written: 书面：

Students began drafting their stories, showing an ability to translate planning notes into initial sentences. Full assessment pending completion of drafts.

学生开始起草故事，显示出将规划笔记转化为初始句子的能力。完整评估需等待草稿完成。

Student's Strengths 学生的优势

Strong reading fluency and clear articulation. 出色的阅读流畅度和清晰的发音。
Ability to immediately generate descriptive and intriguing opening sentences that hook the reader. 能够立即生成描述性强且引人入胜的开场白，吸引读者。
Good comprehension of structural concepts, evidenced by their initial planning. 对结构概念的理解良好，从他们的初步规划中可见一斑。

Areas for Improvement 需要改进的方面

Clarity in vocabulary pronunciation (e.g., Kelly's pronunciation of 'monorail'). 词汇发音的清晰度（例如，Kelly对'monorail'的发音）。
Ensuring grammatical tense consistency, especially shifting from present to past tense common in narratives. 确保语法时态的一致性，特别是叙事中常见的从现在时转向过去时的问题。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The detailed breakdown using visual aids (the drama line/mountain shape) clearly illustrated the function of each narrative part. 使用视觉辅助工具（戏剧曲线/山形图）进行的详细分解，清晰地说明了叙事各部分的功能。
Interactive reading segments effectively kept students engaged during the theoretical explanation. 互动式阅读环节有效地在理论讲解过程中保持了学生的参与度。

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

The lesson started late due to technical difficulties, slightly compressing the planning/writing time. 由于技术问题，课程开始较晚，轻微压缩了规划和写作时间。
The pace adjusted well after the start, allowing enough time for planning and initial drafting, ending with a productive plenary. 开始后，节奏调整得当，为规划和初步起草留出了足够时间，并以富有成效的总结环节结束。

Classroom Interaction and Atmosphere 课堂互动和氛围

Professional yet warm. The teacher managed the initial chaos calmly and fostered an encouraging atmosphere, especially when praising student readings and writing attempts.

专业而温馨。教师冷静地处理了最初的混乱，并营造了鼓励性的氛围，尤其是在赞扬学生的朗读和写作尝试时。

Achievement of Teaching Objectives 教学目标的达成

Partial achievement: Students successfully identified and planned the structure (Setup, Development, Crisis, Resolution). Initial writing demonstrated awareness of purpose (hooking the reader). 部分达成：学生成功识别并规划了结构（开端、发展、危机、结局）。初始写作展示了对目的（吸引读者）的意识。

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 classroom management skills demonstrated in handling connection issues without losing control of the lesson flow. 在处理连接问题时展现出卓越的课堂管理技巧，没有影响课程流程。
Effective scaffolding by using familiar concepts (mountain shape) to explain abstract structural components. 通过使用熟悉的概念（山形图）来解释抽象的结构组成部分，实现了有效的脚手架式教学。

Effective Methods: 有效方法：

Using random selection ('random picker') for sharing work, ensuring fairness and engagement from all students. 使用随机选择器（'random picker'）来分享作业，确保所有学生的公平参与和投入。
Integrating reading practice directly into the explanation of each structural element. 将阅读练习直接融入对每个结构元素的解释中。

Positive Feedback: 正面反馈：

Highly positive feedback on the students' initial written sentences, validating their effort in planning. 对学生初始写作句子给予了高度积极的反馈，肯定了他们的规划努力。

Next Teaching Focus 下一步教学重点

Completing the full narrative draft, focusing on the smooth transition between the four structural elements. 完成完整的叙事草稿，重点关注四个结构元素之间的平稳过渡。
Reviewing sentence variety and using strong verbs in the Development section. 复习句子多样性，并在“发展”部分使用强有力的动词。

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

Pronunciation & Reading: 发音与阅读：

Drill key vocabulary pronunciation, such as 'monorail', to aid students in writing and speaking confidently. 练习关键词汇的发音，如'monorail'，以帮助学生自信地写作和口语表达。
Remind students that traditional narratives often utilize the past tense when they begin writing. 提醒学生，传统叙事在开始写作时通常使用过去时态。

Speaking & Communication: 口语与交流：

Allocate dedicated time for students to verbally explain their planned Crisis and Resolution sections before writing, to check deeper understanding. 分配专门时间让学生在写作前口述解释他们计划的危机和结局部分，以检查更深层次的理解。

Writing & Planning: 写作与规划：

When brainstorming settings, explicitly prompt students to consider sensory details (smell, sound, feeling) beyond just visuals, as done successfully with the 'Red Rock Station' example. 在头脑风暴背景时，明确提示学生考虑视觉以外的感官细节（气味、声音、感觉），正如成功利用“红岩站”范例所做的那样。

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

Complete the narrative draft started in class, ensuring all four sections are present. 完成课堂上开始的叙事草稿，确保包含所有四个部分。
Review examples of 'cliffhanger' endings in favorite books or films to solidify the concept of Resolution. 回顾喜欢的书籍或电影中的'悬念'结局范例，以巩固“结局”这一概念。