Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Reading and Writing Non-Fiction 1v1 英语课程 - 阅读与写作非虚构

1. Course Basic Information 1. 课程基本信息

Course Name: English Reading and Writing Non-Fiction 课程名称： 英语阅读与写作非虚构

Topic: Travel and Research Skills 主题： 旅行与研究技能

Date: Current Date (Placeholder) 日期： 当前日期（占位符）

Student: Serena 学生： Serena

Teaching Focus 教学重点

Developing reading comprehension, research, and non-fiction writing skills, focusing on structured writing and information gathering.

发展阅读理解、研究和非虚构写作能力，侧重于结构化写作和信息收集。

Teaching Objectives 教学目标

To learn about fellow passengers and use non-fiction research and writing skills to create a reading comprehension. 了解同行的乘客，并运用非虚构研究和写作技巧创建阅读理解材料。
To share information about oneself and use research skills. 分享关于自身的信息并运用研究技能。
To recognize and read different types of English, understanding formality. 识别和阅读不同类型的英语，理解其正式程度。
To practice writing a mini-comprehension passage and questions. 练习撰写简短的阅读理解段落和问题。
To conduct research on a given country (Argentina) and identify key tourist information. 对指定国家（阿根廷）进行研究，并识别关键旅游信息。

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

Technical Check & Introduction: Teacher resolves technical issues with the platform. Introduces self and student, confirms student's age and learning goals. Discusses student's current English usage.

技术检查与介绍： 教师解决平台技术问题。介绍自己和学生，确认学生的年龄和学习目标。讨论学生目前的英语使用情况。

Icebreaker: Two Truths and a Lie: Students write down two truths and one lie about themselves. The teacher guesses the lie. This is used as a starter activity.

热身活动：两真一假： 学生写下关于自己的两个事实和一个谎言。老师猜测谎言。这被用作开始活动。

Discussion & Writing: Places to Visit: Teacher introduces the topic of travel. Students are asked to write a paragraph about places they have visited or want to visit, explaining why. This focuses on writing structure and justification.

讨论与写作：想去的地方： 老师介绍旅行话题。要求学生写一段关于他们去过或想去的地方的段落，并解释原因。这侧重于写作结构和理由。

Reading Comprehension Task (Student Creation): Teacher explains reading comprehensions. Students are guided to write their own mini-comprehension passage (approx. 2 paragraphs) and 5 questions on a chosen topic (Japan). This emphasizes understanding target audience and question formulation.

阅读理解任务（学生创作）： 老师解释阅读理解。指导学生就选定的话题（日本）写自己的迷你阅读理解段落（约2段）和5个问题。这强调理解目标受众和问题设计。

Research Task: Argentina: Students are assigned to research Argentina for 10 minutes, focusing on tourist attractions, reasons for visiting, and interesting facts for a comprehension exercise. Emphasis on varied research sources.

研究任务：阿根廷： 分配给学生10分钟研究阿根廷，重点关注旅游景点、访问原因以及用于理解练习的有趣事实。强调多样化的研究来源。

Review and Next Steps: Brief review of the research findings on Argentina. Teacher assigns homework and discusses the plan for the next lesson. Ends with a brief technical check.

回顾与后续步骤： 简要回顾阿根廷的研究发现。老师布置作业并讨论下一课的计划。最后进行简短的技术检查。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Fellow passengers, non-fiction, research, reading comprehension, formal, informal, structure, justification, landmarks, acropolis, K-pop, fan signs, fan concerts, blog, article, caption, mini-comprehension, Tokyo, Akihabara, manga, video games, Hokkaido, biologist, European immigrants, red wine, steak.

词汇：
同伴乘客，非虚构，研究，阅读理解，正式，非正式，结构，理由，地标，雅典卫城，K-pop，粉丝见面会，粉丝演唱会，博客，文章，标题，迷你理解，东京，秋叶原，漫画，电子游戏，北海道，生物学家，欧洲移民，红酒，牛排。

Concepts:
Non-fiction writing, reading comprehension structure, research methodology, audience targeting, content creation, effective writing structure (introduction, body, conclusion), justification of opinions.

概念：
非虚构写作，阅读理解结构，研究方法，目标受众定位，内容创作，有效写作结构（引言、正文、结论），观点论证。

Skills Practiced:
Reading comprehension, non-fiction writing, research skills, information gathering, structuring written content, formulating questions, speaking and listening (during discussion and Q&A), technical problem-solving.

练习技能：
阅读理解，非虚构写作，研究技能，信息收集，组织书面内容，提问，口语和听力（在讨论和问答环节），技术问题解决。

Teaching Resources and Materials 教学资源与材料

Online learning platform (for video/audio and chat). 在线学习平台（用于视频/音频和聊天）。
Student's notebook/OneNote for writing activities. 学生的笔记本/OneNote用于写作活动。
Teacher's prepared materials (implied for reading comprehension extract, though not found). 教师准备的材料（暗示用于阅读理解摘录，但未找到）。
Internet for research (Microsoft Edge mentioned). 用于研究的互联网（提到了Microsoft Edge）。

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

Participation and Activeness 参与度和积极性

Student actively participated in all activities, including the icebreaker, writing tasks, and research. 学生积极参与所有活动，包括热身、写作任务和研究。
Student responded promptly to teacher's questions and instructions. 学生及时回应老师的问题和指示。
Student demonstrated willingness to try new tasks, like creating a comprehension. 学生表现出尝试新任务的意愿，例如创建理解材料。

Language Comprehension and Mastery 语言理解和掌握

Student demonstrated good understanding of the concepts of reading comprehension and non-fiction writing. 学生对阅读理解和非虚构写作的概念有很好的理解。
Student was able to structure a coherent passage about Japan, including relevant details. 学生能够构建关于日本的连贯段落，包含相关细节。
Student successfully formulated relevant questions based on their written passage. 学生根据自己写的段落成功制定了相关问题。
Student showed ability to extract key information during research on Argentina. 学生在研究阿根廷时表现出提取关键信息的能力。

Language Output Ability 语言输出能力

Oral: 口语：

Student's spoken English is clear and understandable, though occasional hesitations were noted. 学生的英语口语清晰易懂，但偶有停顿。
Student was able to articulate reasons for travel preferences and research findings. 学生能够清晰地阐述旅行偏好和研究发现的原因。
Student engaged well in the conversation, asking clarifying questions when needed. 学生积极参与对话，在需要时提出澄清性问题。

Written: 书面：

Student's written work (e.g., paragraph on travel, mini-comprehension on Japan) showed good organization and content. Sentence structure needs some improvement, but overall quality is high.

学生的书面作品（例如，关于旅行的段落，关于日本的迷你理解）显示出良好的组织和内容。句子结构需要一些改进，但整体质量很高。

Student's Strengths 学生的优势

Engaged and proactive learner. 积极主动的学习者。
Good writing structure and ability to provide justifications. 写作结构良好，能够提供论证。
Capable of conducting basic research and extracting key information. 能够进行基本研究并提取关键信息。
Creative in generating content for writing tasks. 在为写作任务生成内容方面富有创意。
Good comprehension of instructions. 对指令有很好的理解。

Areas for Improvement 需要改进的方面

Sentence structure in writing needs refinement for better flow and complexity. 写作中的句子结构需要完善，以获得更好的流畅性和复杂性。
Further development of research skills to include a wider range of sources and critical evaluation. 进一步发展研究技能，纳入更广泛的来源和批判性评估。
Ensuring conclusions are added to written pieces. 确保在书面作品中添加结论。
Pronunciation practice, particularly for longer or less common words. 发音练习，特别是针对较长或不常见的单词。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The lesson effectively introduced and practiced non-fiction writing and research skills. 课程有效地介绍了和练习了非虚构写作和研究技能。
Activities were well-chosen to engage the student and facilitate learning. 活动选择得当，能够吸引学生并促进学习。
Teacher provided clear explanations and constructive feedback. 老师提供了清晰的解释和建设性的反馈。

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

The pace was generally appropriate, allowing time for writing and research. 节奏总体适宜，为写作和研究留出了时间。
The teacher adapted the pace when technical issues arose. 在出现技术问题时，老师调整了节奏。
Slight adjustments may be needed to ensure all parts of an activity are completed within the allocated time. 可能需要进行微调，以确保活动的所有部分都在分配的时间内完成。

Classroom Interaction and Atmosphere 课堂互动和氛围

The atmosphere was positive, encouraging, and focused on learning, despite initial technical difficulties.

尽管最初存在技术困难，但课堂气氛积极、鼓励和以学习为中心。

Achievement of Teaching Objectives 教学目标的达成

Learning objectives related to non-fiction research and writing were largely met. 与非虚构研究和写作相关的学习目标在很大程度上得到了实现。
Student demonstrated ability to apply learned skills in creating their own comprehension and conducting research. 学生在创建自己的理解材料和进行研究方面展示了应用所学技能的能力。
The objective of recognizing different types of English was touched upon through the blog/article discussion. 通过博客/文章讨论，触及了识别不同类型英语的目标。

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

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Effective use of interactive activities like 'Two Truths and a Lie' to start the lesson. 有效地利用了“两真一假”等互动活动来开始课程。
Clear explanation of complex tasks like creating a reading comprehension. 清晰地解释了创建阅读理解等复杂任务。
Providing specific and constructive feedback on student's writing. 对学生的写作提供具体和建设性的反馈。
Ability to manage and adapt to technical issues. 管理和适应技术问题的能力。

Effective Methods: 有效方法：

Scaffolding the writing process by starting with personal reflections and moving to structured creation. 通过从个人反思开始，然后进行结构化创作来支撑写作过程。
Using student-created work (comprehension) as a learning tool. 使用学生创作的作品（理解材料）作为学习工具。
Integrating research skills practice directly into the lesson. 将研究技能练习直接融入课程。

Positive Feedback: 正面反馈：

Teacher praised student's writing structure and content multiple times. 老师多次称赞学生写作的结构和内容。
Teacher encouraged student's creativity ('You can be creative with it'). 老师鼓励学生的创造力（‘你可以有创意地去做’）。
Teacher affirmed student's effort ('Well done', 'That's really good'). 老师肯定了学生的努力（‘做得好’，‘这真的很棒’）。

Next Teaching Focus 下一步教学重点

Continue developing non-fiction writing skills, focusing on more complex text structures and cohesive devices. 继续发展非虚构写作技巧，重点关注更复杂的文本结构和连接词。
Deepen research skills by analyzing different perspectives and synthesizing information from multiple sources. 通过分析不同观点和综合多来源信息来深化研究技能。
Practice writing longer non-fiction pieces, potentially incorporating narrative elements. 练习写更长的非虚构文章，可能包含叙事元素。

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

Pronunciation & Reading: 发音与阅读：

Practice reading aloud the written passages to improve fluency and pronunciation. 练习大声朗读写好的段落，以提高流利度和发音。
Focus on the pronunciation of specific words encountered during research, such as 'Argentina' or 'biologists'. 专注于研究中遇到的特定单词的发音，例如'Argentina'或'biologists'。

Speaking & Communication: 口语与交流：

When asked to elaborate, try to provide slightly more detail or examples. 当被要求详细说明时，尝试提供更多的细节或例子。
Practice using transition words to connect ideas more smoothly in spoken responses. 练习使用过渡词在口头回答中更流畅地连接想法。

Writing & Grammar: 写作与语法：

Work on varying sentence structures to avoid repetition and enhance readability. Focus on combining shorter sentences. 致力于改变句子结构，避免重复并提高可读性。专注于组合较短的句子。
Ensure all written pieces have a clear concluding statement or summary. 确保所有书面作品都有清晰的结论性陈述或总结。
Review the use of articles (a, an, the) and prepositions in written work. 复查书面作品中冠词（a, an, the）和介词的用法。

Research & Comprehension: 研究与理解：

When researching, aim to consult at least three different types of sources (e.g., official tourism site, travel blog, encyclopedia) and compare information. 研究时，争取查阅至少三种不同类型的信息来源（例如，官方旅游网站、旅游博客、百科全书）并比较信息。
Practice identifying the main idea and supporting details within a text. 练习识别文本中的主要思想和支持性细节。

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

Write a longer version of the Japan travel piece (400-600 words), potentially with different sections like food, history, nature. 撰写关于日本旅行的更长版本（400-600字），可能包含美食、历史、自然等不同部分。
Continue researching Argentina, focusing on finding specific facts suitable for a reading comprehension exercise. 继续研究阿根廷，重点是寻找适合阅读理解练习的具体事实。
Recommended Resource: Read travel blogs or articles about Japan or Argentina to observe different writing styles and structures. 推荐资源：阅读关于日本或阿根廷的旅游博客或文章，以观察不同的写作风格和结构。