Bridging British Education Virtual Academy 伦桥国际教育

PL EAL A1 G1 - Lesson 7 Review and Personal Writing PL EAL A1 G1 - 第七课复习与自我介绍写作

1. Course Basic Information 1. 课程基本信息

Course Name: PL EAL 课程名称： 英语课程（PL EAL）

Topic: Review of Sentence Structure (Capitalization, Punctuation, 'I') and Personal Poem Writing 主题： 句子结构复习（大小写、标点、'I' 的使用）及个人诗歌写作

Date: Unknown (Recording ID: 0121) 日期： 未知（录音ID: 0121）

Student: Annie and Alex 学生： Annie and Alex

Teaching Focus 教学重点

Reinforcing sentence writing rules (capital letter at start, full stop, finger spaces, capital 'I') and applying sentence structure to personal writing (poem planning).

巩固句子书写规则（句首大写、句末句号、指间距、大写'I'）并将句子结构应用于个人写作（诗歌规划）。

Teaching Objectives 教学目标

Students will accurately apply learned sentence structure rules to self-written sentences. 学生能准确地将所学句子结构规则应用于自我书写的句子中。
Students will be able to discuss and identify differences and similarities between themselves and others. 学生能够讨论并辨识自己与他人之间的不同点和相同点。
Students will plan the content for a personal 'Who am I?' poem for homework. 学生将规划一篇关于“我是谁”的个人诗歌作为家庭作业。

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

Sentence Structure Review: Reviewing essential sentence components: capital letter, finger spaces, and full stop using a sample sentence.

句子结构复习： 使用例句复习句子的基本组成部分：大写字母、指间距和句号。

Material Allocation & Setup: Checking if students have Unit 2 materials; assisting students who haven't printed them.

材料分配与准备： 检查学生是否备有第二单元的材料；协助未打印材料的学生。

Writing Sentences Using 'I': Students practiced writing three sentences about themselves using 'I', with teacher support for spelling and structure.

使用'I'造句练习： 学生练习写三个关于自己的使用'I'的句子，教师在拼写和结构上提供支持。

Sentence Error Correction: Students read their sentences aloud and collaboratively corrected errors (capitalization, punctuation) in pre-written examples.

句子错误订正： 学生朗读自己的句子，并合作订正屏幕上例句中的错误（大小写、标点）。

Discussing 'Different' and 'Unique': Discussing what makes them different (hair, favorite food) and introducing the concept of 'unique'.

讨论“不同”和“独特”的概念： 讨论了使他们不同的特质（头发、食物偏好），并介绍了“独特”的概念。

Comparing Personal Facts: Students completed sentences comparing their birthdays, favorite colors, and residences to practice 'same' vs. 'different'.

比较个人事实： 学生完成句子，比较彼此的生日、喜欢的颜色和居住地，练习“相同”与“不同”。

Reading the Poet's Poem: Students took turns reading parts of a poem written about the poet, followed by comprehension questions about the poet's likes/dislikes/future.

朗读诗人的诗歌： 学生轮流朗读一首关于诗人的诗歌，随后进行关于诗人喜好/厌恶/未来的理解性问答。

Poem Planning for Homework: Students reviewed the questions for their homework assignment: writing a personal 'Who am I?' poem, emphasizing sentence structure review.

布置家庭作业：诗歌规划： 学生回顾了家庭作业（写一篇个人“我是谁”的诗歌）所需回答的问题，并强调了句子结构回顾。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Poet, unique, different, same, full stop, capital, finger space, runner, astronaut, goals, favorite.

词汇：
诗人，独特的，不同的，相同的，句号，大写字母，指间距，跑步者，宇航员，进球，最喜欢的。

Concepts:
Sentence structure rules (Capitalization, Punctuation, Spacing), comparison ('different' vs. 'same'), and self-identity ('unique').

概念：
句子结构规则（大小写、标点、间距），比较（“不同”与“相同”），以及自我认同（“独特”）。

Skills Practiced:
Writing (applying structural rules), Reading fluency and decoding, Oral communication (asking/answering comparison questions), Listening comprehension.

练习技能：
写作（应用结构规则）、阅读流畅度和解码、口头交流（提出/回答比较性问题）、听力理解。

Teaching Resources and Materials 教学资源与材料

Worksheet for Unit 2 (Sentence Correction and Personal Writing Planning) 第二单元练习表（句子订正和个人写作规划）
Poem text for reading and analysis 用于阅读和分析的诗歌文本

3. Student Performance Assessment (Annie and Alex) 3. 学生表现评估 (Annie and Alex)

Participation and Activeness 参与度和积极性

Both students were highly engaged, especially during interactive writing and comparison discussions. 两位学生参与度都很高，特别是在互动写作和比较讨论环节。
Annie required more prompting for reading the poem but showed effort; Alex offered confident answers in discussions. Annie在朗读诗歌时需要更多提示，但表现出努力；Alex在讨论中表现出自信的回答。

Language Comprehension and Mastery 语言理解和掌握

Students demonstrated strong comprehension of basic sentence structure rules. 学生对基本的句子结构规则表现出很强的理解力。
Comprehension of abstract concepts like 'unique' and 'different' was demonstrated through appropriate examples. 通过恰当的例子，学生展示了对“独特”和“不同”等抽象概念的理解。

Language Output Ability 语言输出能力

Oral: 口语：

Both students successfully used 'I' in personal sentences and effectively engaged in Q&A about similarities/differences. 两位学生都成功地在个人句子中使用了'I'，并有效地参与了关于相似点/不同点的问答。
Alex displayed slightly better fluency and confidence in reading complex sentences. Alex在朗读复杂句子时表现出略微更好的流利度和自信心。

Written: 书面：

Initial sentence writing showed good application of rules (full stop, capital I), though some struggles with pluralization ('clothes' vs 'clothing') were noted.

初始的句子写作很好地应用了规则（句号、大写I），但注意到了在复数形式上的一些挣扎（'clothes' vs 'clothing'）。

Student's Strengths 学生的优势

Strong recall and application of sentence mechanical rules (capital I, full stops). 对句子机械规则（大写I、句号）的记忆和应用能力强。
Alex excelled at self-correction during sentence review. Alex在句子复习期间擅长自我订正。
Annie clearly articulated personal facts when prompted (e.g., favorite food). Annie在被提示时能够清晰地阐述个人事实（如最喜欢的食物）。

Areas for Improvement 需要改进的方面

Annie needs practice in reading fluency, particularly with multi-syllable words in the poem. Annie需要在阅读流畅度方面进行练习，特别是在诗歌中的多音节词。
Reinforcing grammar rules around singular vs. plural nouns (e.g., 'clothes' usage). 需要加强关于单数和复数名词的语法规则（例如'clothes'的用法）。
Clarifying spoken output when discussing abstract concepts (e.g., Alex's attempt to explain 'different'). 在讨论抽象概念时，需要澄清口头表达（例如Alex尝试解释'different'）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher effectively used guided practice and immediate correction to reinforce structure. 教师有效地利用了引导式练习和即时订正来巩固句子结构。
The transition from mechanical review to personal application (writing, poem planning) was smooth. 从机械性复习到个人应用（写作、诗歌规划）的过渡很顺畅。

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

The pace was generally good, allowing time for detailed review and practice for both students. 课程节奏总体良好，为两位学生提供了详细复习和练习的时间。
The teacher managed interruptions (like the arrival of Alex) well by quickly refocusing the group. 教师很好地处理了中断（如Alex的到来），并迅速将小组重新聚焦于学习内容。

Classroom Interaction and Atmosphere 课堂互动和氛围

Supportive, positive, and encouraging, with frequent positive reinforcement for effort and correct answers.

支持性强、积极且鼓励人心，对学生的努力和正确答案给予频繁的正面反馈。

Achievement of Teaching Objectives 教学目标的达成

Objective 1 (Sentence Rules): Largely achieved through interactive correction exercises. 目标1（句子规则）：通过互动订正练习基本达成。
Objective 2 (Comparison): Achieved well through the 'same/different' discussion. 目标2（比较）：通过“相同/不同”的讨论良好达成。
Objective 3 (Poem Planning): Planning was successfully completed as homework assignment. 目标3（诗歌规划）：规划工作已成功布置为家庭作业。

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 and differentiation when managing materials (some students needing printed copies). 在材料管理方面（有些学生需要打印的材料）提供了出色的脚手架和差异化教学。
Effective use of shared writing/correction on the screen for immediate feedback. 有效地在屏幕上进行共享写作/订正，以提供即时反馈。

Effective Methods: 有效方法：

Using personal examples (favorite food, hair color) to teach abstract concepts like 'different'. 使用个人例子（喜欢的食物、发色）来教授“不同”等抽象概念。
Clear division of reading tasks (red/yellow lines) during the poem analysis. 在诗歌分析中，清晰划分了朗读任务（红色/黄色线条）。

Positive Feedback: 正面反馈：

Teacher praised the students for their excellent work ('superstar,' 'fantastic work'). 教师称赞了学生的出色表现（“超级巨星”，“太棒了的工作”）。

Next Teaching Focus 下一步教学重点

Reviewing and marking the students' self-written 'Who am I?' poems. 批改学生撰写的“我是谁”的个人诗歌。
Introducing a new grammatical focus based on common errors found in the homework. 根据作业中发现的常见错误引入新的语法重点。

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

Pronunciation & Reading: 发音与阅读：

For Annie: Practice reading compound sentences aloud slowly to ensure accurate decoding of all words, especially past tense verbs. 对于Annie：练习大声、缓慢地朗读复合句，以确保准确解码所有单词，特别是过去时态动词。

Speaking & Communication: 口语与交流：

Reinforce grammar practice on singular vs. plural nouns when discussing objects (e.g., 'one dog' vs. 'many dogs'). 在讨论物体时，加强单复数名词的语法练习（例如“一只狗”与“许多狗”）。
Encourage Alex to elaborate slightly more on answers when asked for definitions (like 'different'). 鼓励Alex在被要求给出定义（如“different”）时，能够更详细地阐述答案。

Writing Structure: 写作结构：

Provide a simple guide/checklist for the homework poem to ensure all required sentence elements (capital, space, stop) are checked before submission. 为家庭作业诗歌提供一个简单的指南/清单，确保在提交前检查所有必需的句子元素（大写、间距、句号）。

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

Complete the 'Who am I?' poem planning sheet and write the final poem, paying close attention to all sentence rules. 完成“我是谁”的诗歌规划表并写出最终诗歌，密切关注所有句子规则。