Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: 0206 PL EAL A1 G1 课程名称： 0206 PL EAL A1 G1

Topic: Focus on Plurals and the Prefix 'un-' 主题： 复数和前缀 'un-' 的应用

Date: Not specified 日期： 未指定

Student: Annie and Alex 学生： Annie and Alex

Teaching Focus 教学重点

Reviewing plural formation and introducing/practicing the prefix 'un-' to change word meaning (especially adjectives).

复习复数形式的构成，并介绍和练习前缀 'un-' 如何改变词义（尤其是形容词）。

Teaching Objectives 教学目标

Students will correctly identify and form simple plural nouns. 学生将能够正确识别和构成简单的名词复数形式。
Students will understand that the prefix 'un-' means 'not' when added to adjectives. 学生将理解前缀 'un-' 加到形容词上时表示‘不’的意思。
Students will practice applying the prefix 'un-' to create new words and use them in context. 学生将练习应用前缀 'un-' 来创造新词并在语境中使用它们。

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

Warm-up & Review: Greeting, checking in, and reviewing the previous lesson's story (The Goats and the Troll).

热身与复习： 问候、了解近况，并复习上一课的故事（山羊和巨怪）。

Homework Check & Plurals Review: Reviewing homework on plurals, focusing on adding '-s' to nouns (e.g., car -> cars, book -> books).

作业检查与复数复习： 复习关于复数的作业，重点关注名词加'-s'（例如：car -> cars, book -> books）。

Introduction to Prefix 'un-': Introducing the prefix 'un-' by comparing pairs (e.g., happy/unhappy, kind/unkind) and establishing that 'un-' means 'not' when added to adjectives.

前缀 'un-' 介绍： 通过比较词对（例如：happy/unhappy, kind/unkind）介绍前缀 'un-'，并确立 'un-' 加到形容词上时意为‘不’。

Practice: Meaning and Word Formation: Activities involving matching 'un-' words with meanings, identifying which words can take 'un-', and sorting real vs. 'fake' prefixed words.

练习：词义与构词： 活动包括将 'un-' 词语与意义匹配、识别哪些词可以加 'un-'，以及区分真实词语和‘假’前缀词语。

Contextual Application & Quiz: Fixing a story by correcting blue words (plurals and 'un-' words). Concluding with a multiple-choice quiz on the meaning of 'un-' words.

语境应用与小测验： 通过修改故事中的蓝色词语（复数和 'un-' 词）来使故事通顺。最后以关于 'un-' 词语意义的选择题小测验结束。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Goat, troll, plural, add, underline, car, train, book, ball, apple, banana, cake, prefix, kind, happy, zip, tidy, afraid, pleasant, unplug, unsure, unkind, unhappy, unhelpful, untruthful, unload, unpack, unlucky.

词汇：
山羊，巨怪，复数，加，下划线，汽车，火车，书，球，苹果，香蕉，蛋糕，前缀，友善的，开心的，拉链，整洁的，无畏的，愉快的，拔掉插头，不确定的，不友善的，不快乐的，没有帮助的，不真实的，卸载，打开（包裹/拉链），不走运的。

Concepts:
Nouns Pluralization (adding -s); Concept of a Prefix; The meaning of 'un-' as 'not' when applied to adjectives.

概念：
名词复数化（加-s）；前缀的概念；前缀'un-'应用于形容词时表示‘不’的含义。

Skills Practiced:
Reading comprehension (story review), grammatical accuracy (plurals), vocabulary acquisition (prefixes), contextual usage of new words, listening comprehension, and written response.

练习技能：
阅读理解（故事复习），语法准确性（复数），词汇习得（前缀），新词的语境使用，听力理解和书面反应。

Teaching Resources and Materials 教学资源与材料

Homework sheet for plurals. 复数作业表。
Worksheet comparing words with and without 'un-'. 比较带'un-'和不带'un-'的词的练习页。
Interactive story activity focusing on correcting blue words. 侧重修改蓝色词语的互动故事活动。
Whiteboards and pens for quick response quizzes. 用于快速反应测验的白板和笔。

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 actively participated, though Alex required frequent redirection on pen usage and staying focused. 两位学生都积极参与，但 Alex 需要经常被提醒关于笔的使用和保持专注。
Annie showed good engagement during the story correction phase. Annie 在故事修改阶段表现出良好的投入度。

Language Comprehension and Mastery 语言理解和掌握

Plural concept recall was weak for both students initially, requiring teacher prompting. 两位学生最初对复数概念的记忆都很薄弱，需要老师的提示。
Students grasped the core meaning of 'un-' as 'not' very quickly, demonstrated by their successful application in sentence completion. 学生们很快掌握了 'un-' 的核心含义‘不’，他们成功地将其应用于句子完成中得到了证明。

Language Output Ability 语言输出能力

Oral: 口语：

Alex's oral responses were sometimes hesitant or unclear, but he could eventually articulate the correct word/concept when prompted. Alex 的口头回答有时犹豫或不清晰，但他最终在提示下能够清楚地表达正确的单词/概念。
Annie demonstrated clear pronunciation when reading matched words. Annie 在朗读匹配的词语时表现出清晰的发音。

Written: 书面：

Strong performance in the written correction of plurals and 'un-' words during the story activity and the final quiz.

在故事活动和最后的小测验中，学生们在复数和 'un-' 词的书面订正方面表现出色。

Student's Strengths 学生的优势

Strong visual learning and matching abilities during the prefix identification stage. 在识别前缀阶段表现出很强的视觉学习和匹配能力。
Ability to self-correct and follow complex instructions towards the end of the lesson (e.g., identifying which words can take 'un-'). 在课程结束时，他们表现出自我修正和遵循复杂指令的能力（例如，识别哪些词可以加 'un-'）。

Areas for Improvement 需要改进的方面

Maintaining focus throughout the entire lesson, especially Alex who frequently got distracted by food or non-lesson materials. 在整个课程中保持专注，特别是 Alex 经常被食物或其他非教学材料分散注意力。
Automatic recall of grammatical rules (plurals) without explicit teacher guidance. 在没有明确的老师指导下，能够自动回忆语法规则（复数）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The comparative approach (e.g., happy vs. unhappy faces) was highly effective for explaining the meaning change caused by the prefix 'un-'. 对比方法（例如，开心和不开心的人脸）在解释前缀'un-'引起的意义变化方面非常有效。
The lesson maintained a good balance between explicit instruction (plurals) and discovery learning (prefixes). 课程在明确指导（复数）和发现式学习（前缀）之间保持了良好的平衡。

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

The pace was generally appropriate, though several moments required slowing down to wait for individual students to locate materials or process concepts. 节奏总体合适，尽管有几个时刻需要放慢速度，等待个别学生找到材料或处理概念。
The transition between the plural review and the prefix introduction was smooth. 复数复习和前缀介绍之间的过渡很顺畅。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, encouraging, and patient. The teacher managed distractions effectively while maintaining a warm environment.

积极、鼓励和耐心。老师有效地管理了干扰，同时保持了热情的环境。

Achievement of Teaching Objectives 教学目标的达成

Plural objective was partially met; students needed more review. 复数目标部分达成；学生需要更多复习。
Prefix 'un-' understanding and application objectives were successfully met through varied activities. 通过多样化的活动，成功达成了对前缀 'un-' 理解和应用的教学目标。

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 use of visual aids (drawing happy/unhappy faces) to solidify abstract concepts. 出色地运用视觉辅助工具（画开心/不开心的脸）来巩固抽象概念。
Patiently guiding students through complex tasks like the story correction activity. 耐心地引导学生完成复杂的任务，如故事修改活动。

Effective Methods: 有效方法：

Scaffolding the prefix concept by starting with familiar adjectives (happy, kind). 通过从熟悉的形容词（happy, kind）入手来搭建前缀概念的脚手架。
Using a 'real vs. fake word' sorting game to check understanding of valid word formation. 使用‘真实词语 vs 假词语’分类游戏来检验对有效构词法的理解。

Positive Feedback: 正面反馈：

Both students were praised frequently for effort and correct answers, boosting morale. 两位学生因努力和正确答案经常受到表扬，提升了士气。

Next Teaching Focus 下一步教学重点

Solidifying the prefix 'un-' across different word types (adjectives and verbs). 巩固前缀 'un-' 在不同词性（形容词和动词）上的应用。
Reviewing and practicing regular and irregular plurals in a more structured drill format. 以更结构化的操练形式复习和练习规则及不规则复数。

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

Pronunciation & Reading: 发音与阅读：

Encourage Alex to articulate words fully during oral responses instead of mumbling or using incomplete sounds. 鼓励 Alex 在口头回答时完整地表达单词，而不是含糊不清或使用不完整的发音。

Speaking & Communication: 口语与交流：

Provide sentence stems specifically for Alex to reduce the cognitive load when generating new sentences with 'un-' words. 为 Alex 提供特定的句子框架，以减少在用 'un-' 单词造句时的认知负担。

Grammar & Structure: 语法与结构：

Dedicate 5 minutes at the start of the next class specifically for rapid-fire plural review (drill) to build automaticity. 在下一节课开始时专门用 5 分钟进行快速复数练习（操练），以建立自动化反应。

Focus & Materials Management: 专注与材料管理：

Create a designated, secure spot for all learning materials (pens, whiteboards) to minimize off-topic handling. 为所有学习材料（笔、白板）设置一个指定、安全的位置，以最大限度地减少与课程无关的操作。

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

Complete the word search puzzle for 'un-' words. 完成 'un-' 词汇的单词搜索谜题。
Complete the attached activity page focusing on sentence completion using 'un-' words. 完成随附的练习页，重点是使用 'un-' 词语完成句子。