雅萱同学的课程学习报告

地图题开头段：去掉 below，替换 show changes

课堂推进：本节课先讲地图题开头段。老师提醒写作文时不能照抄题图位置表达，比如 the maps below，因为作文正文下面没有图；同时 show changes 可以升级为 illustrate changes in 或 illustrate how ... has changed。

老师处理：指出 below 使用场景错误，讲解 show/give 与 illustrate/depict 的词汇等级差异，并纠正 changes in 的介词。

学生原始输出：the maps below; show changes; changes of

老师示范 / 修改方向：The maps illustrate how the layout of a university campus has changed since redevelopment.

复习抓手：below（在下方）只适合题目配图，不适合正文开头照写；illustrate（展示、说明）比 show 更适合雅思 Task 1；changes in 表示“某方面的变化”，不要写 changes of；how + 主语 + has/had/will have changed 可以体现时态能力

地图题时态：had changed / has changed / will have changed

课堂推进：老师进一步讲了地图题开头句的时态：两个时间都在过去，用 had changed；从过去到现在，用 has changed；从现在到未来规划，用 will have changed。

老师处理：用不同时间范围示范 how 引导结构的时态变化，并提醒难句能加分，但前提是写对。

学生原始输出：The changes in

老师示范 / 修改方向：The maps illustrate how the layout of a town had changed from 1996 to 2009. / The maps illustrate how the layout of a campus has changed since redevelopment.

复习抓手：had changed 用于过去到过去；has changed 用于过去到现在；will have changed 用于现在到未来；如果不确定复杂时态，先保证句子正确

before and after redevelopment 的表达

课堂推进：老师纠正了 during the development。题目表达是 before and after redevelopment，所以更适合写 since redevelopment，表示自从改造以来发生的变化。

老师处理：解释 redevelopment 与 development 的差别，说明 since 可以连接现在完成时。

学生原始输出：during the development

老师示范 / 修改方向：The maps illustrate how the layout of a university campus has changed since redevelopment.

复习抓手：redevelopment（重新开发、改造）不同于 development（发展、开发）；since redevelopment 可表达“自从改造以来”；since 后接时间点或事件，常搭配现在完成时

地图总览：按功能区而不是随意按树分区

课堂推进：老师引导雅萱重新判断校园结构：不要按树把地图分成南北，而应根据主要功能分为西侧教学区和东侧生活区。

老师处理：通过提问比较“东西分区”和“南北分区”，强调地图作文要先抓主功能和主结构。

学生原始输出：南北两个部分；按树分的

老师示范 / 修改方向：The campus is divided by a railroad into two sections: a wider western section mainly for academic buildings and a narrower eastern section mainly for living areas.

复习抓手：地图题先看主结构，不要从小物件开始；academic buildings（教学建筑）和 living areas（生活区）比 east/west 更有信息量；描述地图相当于帮助读者画图，要先给整体框架

基础语法：including 不能当谓语

课堂推进：老师重点纠正了 including 的语法。This campus including two parts 里没有真正的谓语动词，应改为 includes 或 is divided into。

老师处理：解释 including 是非谓语，不能单独做句子谓语，并提醒长期不变的信息适合放在开头段。

学生原始输出：This campus including two parts; the north part including

老师示范 / 修改方向：The campus includes two parts. / The campus is divided into two parts by a railroad.

复习抓手：including 不能单独作谓语；includes 可以作谓语；地图中一直不变的河、路、铁轨、整体分区可以放开头段

建筑位置描述：located / the other / student flats

课堂推进：老师讲解了建筑位置表达中的多个语法点：located 需要被动结构，两个中的另一个要用 the other，student flats 可以理解为学生公寓区域。

老师处理：逐句纠正 which located in、another、a student's flat 等表达，并解释名词修饰名词和复数问题。

学生原始输出：two buildings one was a music school which located in; and another; a student's flat

老师示范 / 修改方向：One was a music school which was located in the corner, and the other was an area for student flats.

复习抓手：which was located in 表示“位于……”；两个中的另一个用 the other，不用 another；student flats（学生公寓）可写成 an area for student flats

near / next to / beside 的区别

课堂推进：老师区分了 near、next to 和 beside。near 是“在附近”，next to 更接近“挨着”，beside 强调在旁边。

老师处理：用位置示意解释 near to 不成立，只能写 near something 或 next to something。

学生原始输出：near to

老师示范 / 修改方向：near the railroad / next to the library / beside the building

复习抓手：near 后面直接加地点，不加 to；next to（紧挨着）比 near（附近）距离更近；beside（在旁边）强调 side by side

复杂位置关系：不要机械 from north to south

课堂推进：老师指出，地图中多个建筑不一定适合机械写 from north to south。更自然的写法是先定位一个建筑，再用 between、to the south、opposite to 等关系逐步建立空间位置。

老师处理：示范如何把 music school、business school、library、arts building 之间的位置关系串起来。

学生原始输出：business school library and arts building from north to south; the Uquan road was between library and arts building from west to east

老师示范 / 修改方向：There was a business school building located in the center of the western part, with a music school to its north and a library to its south, and a building for art students opposite to the library.

复习抓手：opposite to（在……正对面）可用于两栋建筑隔路相对；between which / between them 可以把两个句子合并；the west / the east / the south / the north 方位前通常加 the

树木描写：合并成一句，使用 cluster / row / intersection

课堂推进：老师讲解了树木信息不要拆成很多散句。三组树可以合并为一句，用 cluster of trees、row of trees、intersection 等词更准确地说明位置。

老师处理：纠正 three groups of trees 后连续另起句的问题，并示范总分句式。

学生原始输出：there were three groups of trees; one group was; another group is

老师示范 / 修改方向：There were three groups of trees: one was a cluster of trees near the railroad, another lined up along the footpath on its east side, and the last was a single tree located at the southwestern corner of the intersection of the footpath and Yuquan Road.

复习抓手：cluster of trees（一丛树）；a row of trees（一排树）；intersection（十字交口）；同类小信息可以用冒号或并列结构合并

redevelopment 后变化：不变元素与 business school 扩建

课堂推进：老师提醒第二段要自然过渡：先说明一些建筑和 footpath 保持不变，再写主要变化。business school 的扩建要用现在完成被动：has been expanded。

老师处理：纠正 expanded、double、almost 等表达，示范 business school 扩大的多种写法。

学生原始输出：the business school expanded dramatically almost double; has expanded; doubleed

老师示范 / 修改方向：The business school has been expanded dramatically, with an almost double increase in size. / The business school has been expanded nearly twofold.

复习抓手：has been expanded 表示“已经被扩建”；twofold（两倍地）比 twice larger than 更好控制；almost / nearly 是副词，常放在 twofold、double 等词前；with + 名词短语 可以补充结果或细节

倍数表达专项：twice / twofold / increase in size

课堂推进：老师围绕“扩大接近两倍”讲了倍数表达，建议雅萱优先掌握更稳的 twofold 和 increase in size。

老师处理：解释 twice larger than、twice as large as、twofold increase 的区别，并计划给学生倍数专题练习。

学生原始输出：larger dan; becoming double; twice large

老师示范 / 修改方向：has experienced a nearly twofold increase in size / has been expanded nearly twofold

复习抓手：twofold increase in size 表示“面积增加近两倍”；size 可指面积或规模；length（长度）和 width（宽度）可用于不同维度；倍数表达需要专项练习形成肌肉记忆

大作文开头思路：分类好，但原因没有对上

课堂推进：后半节课转到大作文。老师肯定雅萱把司机分为全职司机和非全职普通驾驶者的分类，但指出后面的原因没有真正服务这个分类。

老师处理：分析学生关于全职司机和非全职司机的成因段，指出导航、接打电话、播放音乐不一定都是违法使用手机。

学生原始输出：有人是全职司机，有人是非全职的普通驾驶者；他们可能会在车上接打电话处理紧急事务；导航；用手机放音乐

老师示范 / 修改方向：The question is about illegal phone use while driving, so the reasons should explain why drivers still break the law, not every possible form of phone use.

复习抓手：题目中的 use phones while driving 要理解为违法使用手机；导航、蓝牙接电话、播放音乐不一定等于违法；分类之后，每个原因要能解释这个分类为什么有用

大作文原因修正：过度自信、外部压力、侥幸心理

课堂推进：老师帮雅萱把原因重新对齐：全职司机可能因为经验多而过度自信；非全职司机可能因为工作压力被迫接重要电话；两类人都可能有侥幸心理，觉得不会被查到。

老师处理：根据学生原分类重新搭建原因段逻辑。

学生原始输出：我想不出来当前解决问题

老师示范 / 修改方向：Professional drivers may be overconfident about their driving skills, while ordinary drivers may answer urgent work calls under external pressure. Both groups may also believe that they are unlikely to be caught.

复习抓手：overconfident（过度自信）可解释老司机违规；external pressure（外部压力）可解释普通驾驶者被迫接电话；侥幸心理可以写成 believe they are unlikely to be caught

大作文解决方案：惩罚、技术支持、反面案例宣传

课堂推进：老师讲解了问题解决类作文的对策：对职业司机加大监管和惩罚；对被迫接电话的人提供驾驶模式等技术支持；通过真实事故视频进行警示宣传。

老师处理：把学生原本零散的解决方案调整为与原因段对应的三条策略。

学生原始输出：扣除信用分或吊销驾照；增加更多的交通警察；普法宣传

老师示范 / 修改方向：Governments can install more traffic cameras and impose stricter penalties, such as suspending professional drivers' licences. Phone companies can improve driving mode so that urgent calls can be handled hands-free. Public campaigns can repeatedly show serious accidents caused by looking down at a phone for only one second.

复习抓手：traffic cameras（交通摄像头）比单纯增加交警更节省执法成本；suspend / cancel a driving licence 表示“吊销驾照”；driving mode（驾驶模式）可作为技术支持；deter people from doing something 表示“震慑某人不敢做某事”

内部跟进：本节课暴露的主要问题

老师处理：老师判断学生地图题存在开头、分区、语法、时态、空间关系和倍数表达多处问题；大作文则是审题中对 use phones while driving 的范围理解偏宽。

学生原始输出：我写的时候可能有点困难我觉得就是一定意识是出现一些问题了

老师示范 / 修改方向：后续需要倍数专题练习，并要求学生重写大作文解决方案段。

复习抓手：地图题：优先补句子谓语、时态、空间关系合句；大作文：审题时先限定关键词范围；解决方案必须逐一回应原因