Bridging British Education Virtual Academy 伦桥国际教育
1v1 English Lesson - Thomas Interview 1v1 英语课程 - Thomas 面谈
1. Course Basic Information 1. 课程基本信息
Teaching Focus 教学重点
Gathering information about Thomas's background, schooling in Shanghai, language skills (Japanese, Chinese, English, Spanish), hobbies (Maths, PE, Tennis, Art), and aspirations regarding UK schooling.
收集关于Thomas的背景信息、上海的学习情况、语言能力（日语、中文、英语、西班牙语）、爱好（数学、体育、网球、艺术）以及对英国留学的期望。
Teaching Objectives 教学目标
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Establish rapport with the student and parents. 与学生和家长建立融洽关系。
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Understand the student's current academic and extracurricular life. 了解学生目前的学业和课外生活。
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Assess the student's English proficiency and language awareness. 评估学生的英语水平和语言意识。
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Discuss potential future education pathways in the UK. 讨论未来在英国接受教育的潜在途径。
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
Introduction and Greetings: Teacher introduces self (Chris) and clarifies the session is an informal chat, not an interview.
介绍与问候： 老师进行自我介绍（Chris），并说明本次是轻松的交谈而非正式面试。
Background and Living Situation: Discussing Thomas's move to Shanghai 5 months ago, previous residence in Japan (total 10 years there), and current life in Shanghai.
背景与居住情况： 讨论Thomas 5个月前搬到上海，之前居住在日本（共10年），以及目前在上海的生活。
School Life and Languages: Inquiry about his international school, class size, language instruction (English for Math/Science, Chinese for Chinese), and his multilingual status (Japanese, Chinese, English, Spanish).
学校生活与语言： 询问其国际学校情况、班级规模、语言授课情况（数学/科学用英语，中文课用中文），以及他的多语种能力（日语、中文、英语、西班牙语）。
Hobbies and Interests: Discussing favorite subjects (Maths, focusing on visual/3D questions), PE activities (team sports like basketball), tennis club involvement, and impressive art skills (paintings in the background).
爱好与兴趣： 讨论最喜欢的科目（数学，侧重视觉/3D问题）、体育活动（团队运动如篮球）、网球俱乐部参与情况，以及令人印象深刻的艺术才能（背景中的画作）。
Schedule and Homework: Checking school finishing time (4 PM), homework load (varying times for different days), and limited free time due to various commitments.
日程与作业： 确认放学时间（下午4点），作业负担（不同日期所需时间不同），以及因多项活动而导致的空闲时间有限。
English Study and UK Future Plans: Assessing enjoyment of English lessons (reading/summarizing books), preferred holiday reading language, and initial discussion about future schooling in the UK (around age 13).
英语学习与英国未来规划： 评估对英语课的喜爱程度（阅读/总结书籍），假期的首选阅读语言，以及关于未来在英国（约13岁）接受教育的初步讨论。
Parent Input and Next Steps: Parents mention Tonbridge School; Teacher advises on prioritizing English exposure and emphasizes the importance of asking questions to expand knowledge.
家长反馈与后续步骤： 家长提到Tonbridge学校；老师建议优先接触英语材料，并强调提问是扩展知识的关键方法。
Language Knowledge and Skills 语言知识与技能
Chat, recent, gather, international school, divided, gymnastics, badminton, individual, team play, homework, hobby, fluent, character traits, summary, access, magazines, articles, marginally different, motivation, priority, audio books, poetry.
聊天，近期的，收集/了解，国际学校，划分的，体操，羽毛球，个人的，团队比赛，家庭作业，爱好，流利的，角色特质，总结，获取，杂志，文章，微小地不同，动机，优先权，有声读物，诗歌。
Multilingualism, cultural adaptation (moving to Shanghai), visual learning in Maths, importance of language immersion for future study, strategic planning for UK education.
多语种能力，文化适应（搬到上海），数学中的视觉学习，语言沉浸对未来学习的重要性，英国教育的战略规划。
Listening comprehension (of long conversational exchanges), spoken fluency, responding to open-ended biographical questions, articulating preferences (subjects, sports).
听力理解（长篇对话交流），口语流利度，对开放式个人背景问题的回应，清晰表达偏好（科目、运动）。
Teaching Resources and Materials 教学资源与材料
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Verbal questioning and guided conversation framework. 口头提问和引导式对话框架。
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Student's personal environment (artwork in the background). 学生个人环境（背景中的艺术品）。
3. Student Performance Assessment (Thomas) 3. 学生表现评估 (Thomas)
Participation and Activeness 参与度和积极性
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Excellent participation; Thomas engaged willingly and provided detailed answers across various topics. 参与度极佳；Thomas乐意交流，并对各个主题提供了详细的回答。
Language Comprehension and Mastery 语言理解和掌握
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Strong comprehension of complex questions, including clarification requests from the teacher regarding family members' primary languages. 对复杂问题的理解力很强，包括对老师关于家庭成员主要语言的澄清请求。
Language Output Ability 语言输出能力
Oral: 口语：
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Fluent and articulate. Able to switch topics smoothly and maintain the flow of conversation. Generally clear pronunciation. 流利且善于表达。能够顺利转换话题并保持对话的连贯性。发音总体清晰。
Written: 书面：
N/A (Informal spoken assessment only)
不适用（仅进行非正式口语评估）
Student's Strengths 学生的优势
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Exceptional multilingual ability (Japanese, Chinese, English, some Spanish). 出色的多语种能力（日语、中文、英语、部分西班牙语）。
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Strong interest and demonstrable talent in Art. 对艺术有浓厚的兴趣和可证明的才能。
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Good structure in describing hobbies and school routines. 在描述爱好和学校日常方面结构良好。
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Shows high motivation, especially regarding future studies. 表现出很高的积极性，尤其是在未来学业方面。
Areas for Improvement 需要改进的方面
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Needs to be encouraged to ask more questions in academic settings to deepen understanding. 需要鼓励在学术场合提出更多问题，以加深理解。
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Slight hesitation/filler words when structuring complex answers initially, though flow improves quickly. 在初步构建复杂答案时略有犹豫/填充词，但对话流程很快得到改善。
4. Teaching Reflection 4. 教学反思
Effectiveness of Teaching Methods 教学方法的有效性
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Highly effective for initial information gathering and building trust. 在初步信息收集和建立信任方面非常有效。
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The conversational style allowed Thomas to speak extensively about his genuine interests. 对话风格使Thomas能够就其真正感兴趣的话题进行广泛交流。
Teaching Pace and Time Management 教学节奏和时间管理
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The pace was perfectly managed for an interview/introductory session, allowing sufficient time for detailed responses. 对于面试/介绍环节而言，节奏管理得当，为详细回答提供了充足的时间。
Classroom Interaction and Atmosphere 课堂互动和氛围
Warm, encouraging, and highly positive. Teacher maintained a genuinely interested and relaxed tone.
温暖、鼓励性强且非常积极。老师保持了真诚的兴趣和放松的语调。
Achievement of Teaching Objectives 教学目标的达成
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All initial objectives regarding information gathering and rapport building were successfully met. 所有关于信息收集和建立融洽关系的初始目标均已成功达成。
5. Subsequent Teaching Suggestions 5. 后续教学建议
Teaching Strengths 教学优势
Identified Strengths: 识别的优势：
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Excellent rapport-building skills demonstrated throughout the session. 在整个课程中展现了出色的建立融洽关系的能力。
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Thorough exploration of student interests (Art, Maths, Sports). 对学生兴趣（艺术、数学、体育）进行了彻底的探讨。
Effective Methods: 有效方法：
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Using the student's artwork visible in the background as a conversation starter and point of praise. 利用学生背景中可见的艺术作品作为开启对话和赞扬的切入点。
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Clearly linking current studies to long-term goals (UK education) to provide context and motivation. 将当前的学业与长期目标（英国教育）明确联系起来，以提供背景和动力。
Positive Feedback: 正面反馈：
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Teacher provided specific praise for Thomas's multilingualism and artistic talent. 老师对Thomas的多语种能力和艺术天赋给予了具体的表扬。
Next Teaching Focus 下一步教学重点
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Developing active questioning techniques in all academic subjects. 培养在所有学科中主动提问的技巧。
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Broadening exposure to various forms of English language input (written and spoken). 拓宽接触各种形式的英语语言输入（书面和口头）。
Specific Suggestions for Student's Needs 针对学生需求的具体建议
Pronunciation & Reading: 发音与阅读：
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Continue reading English books outside of school assignments; aim to read a wider variety of genres to improve exposure to different registers of English. 继续阅读学校作业以外的英文书籍；目标是阅读更多样化的体裁，以提高对不同英语语域的接触。
Speaking & Communication: 口语与交流：
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Actively practice asking probing questions in all lessons (even if only 1-2 per day) to foster critical thinking and knowledge expansion. 积极练习在所有课程中提出探究性问题（即使每天只提1-2个），以培养批判性思维和知识拓展。
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Increase exposure to spoken English through media (TV/films), especially if visiting the UK is planned. 通过媒体（电视/电影）增加对口语英语的接触，特别是如果计划访问英国的话。
Cognitive & Study Skills: 认知与学习技能：
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Start researching aspects of UK school life (curriculum, boarding options, specific subjects) to make the future transition more concrete. 开始研究英国学校生活的各个方面（课程、寄宿选项、具体科目），使未来的过渡更加具体化。
Recommended Supplementary Learning Resources or Homework 推荐的补充学习资源或家庭作业
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Parent follow-up: Provide Thomas with access to short English news clips or podcasts tailored to his age level. 家长跟进：为Thomas提供适合他年龄段的简短英语新闻片段或播客的访问权限。
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For the next session, perhaps prepare 2-3 complex, open-ended questions about a topic of his choice to practice formulation. 在下一节课，可以准备2-3个关于他自选主题的复杂、开放性问题，以练习提问的构建。