整体评价阅读教学课（精读+词汇+口语）
A-
88 分
综合表现
听力理解B+80
口语表达B75
发音语调B75
阅读理解B-70
词汇语法C65
课堂参与A90
学生整节课参与度高，能回答大部分细节性问题，如'Mozart was a famous musician'（7:19-7:23）。但在需要概括或评价时会出现'I don't know'（14:07），真实课堂参与以跟答为主，主动提问较少。
本节是一节以阅读为核心、兼顾词汇与口语表达的一对一英语课。教师围绕'天才儿童'主题，通过层层提问、段落总结和填空练习，引导学生理解课文细节并表达个人观点。学生全程积极参与，在教师引导下从'不知道怎么说'逐步过渡到'我认为他是特别的'，体现出思维可见的提升。教学风格亲切、耐心，纠错自然。主要不足是提问后等待时间略短，学生完整输出的机会还可增加。整体是一节温暖、扎实、目标明确的阅读课。
📊 综合评分超过 86% 的课 · 学生发言占比超过 92% 的课 · 师生互动超过 58% 的课（对比库内 188 节课）
👨🏫 老师 · 教学表现 以下为对老师教学的分析
教学维度
知识讲解质量A-88
思维与方法沉淀A90
学生学习质量A-85
结构与效率A-87
氛围与语言A92
教学状态 （依据声音，不含摄像头）
课堂节奏平稳，无明显长时间冷场。教师提问频繁，语速偏快但基本清晰，偶有等待过短导致冷场，整体精神状态饱满。
软性优势 （这些不该被埋没的加分项）
✦ 亲和力与情感联结 24:01
称呼学生'darling'（14:41），并多次用'That's amazing'（16:29）等表扬，课堂气氛温馨。
✦ 引导式教学功力 24:09
学生说'I don't know'后，教师不急不躁，先澄清问题再给选项'Do you think he was special or hardworking?'（14:49-14:53），最终学生说出'I think he is special.'（15:10）。
✦ 即时纠错，化错误为教学资源 40:28
学生误把'amazed'用于形容故事，教师立刻解释'Amazed is only for people... This story is complex.'（24:28-24:40），用对比帮助学生理解了词义。
✦ 层层拆解阅读任务 30:19
从问细节'what's the first key detail'（18:19）到概括'main idea'（20:22），搭建了从细节到主旨的脚手架。
讲解质量
知识讲解细项
- 知识结构完整度
- 课堂结构完整，包含问候引入（0:04-2:36）、课文细节理解（3:21-11:23）、段落总结（11:23-20:24）、填空练习与词汇辨析（20:40-26:13）、作业布置（27:02-27:21），环节衔接自然。
- 准确与严谨性
- 教师语言准确，对学生错误（如'good at'、'amazed'用法）纠正及时，讲解清晰，无明显知识性错误。
- 讲解深度
- 不仅停留在字面理解，还通过'why were those children special?'（4:50）、'what do you think of Bobby Fisher?'（13:33）等追问，引导分析原因、评价人物、联系自身，思维层次较深。
- 重难点拆解
- 将长文分成小段落，逐段找细节再统一概括主旨；把填空练习拆成单词选择与句式构建，由易到难，符合低龄学习者认知。
- 教学效率
- 27分钟内完成了阅读、讨论、填空和词汇讲解，信息密度适中，但等待时间短可能造成部分问题流于表面。
语言表达 （老师）
语速：约 256 字/分钟（教学建议 200-250）
表现力：教师语气亲切柔和，善于用'darling'等昵称，提问时节奏有起伏，能通过重复和放慢速度照顾学生理解。
严谨性：教师课堂语言语法规范，逻辑清楚，仅在转写稿14:35出现疑似中文'还能够'，可能是识别误差，整体严谨。
表现力：教师语气亲切柔和，善于用'darling'等昵称，提问时节奏有起伏，能通过重复和放慢速度照顾学生理解。
严谨性：教师课堂语言语法规范，逻辑清楚，仅在转写稿14:35出现疑似中文'还能够'，可能是识别误差，整体严谨。
老师口癖统计（基于文字稿，近似值）
| 口癖 | 次数 | 出现时间点 |
|---|---|---|
| okay | 约 6 次 | 3:32、3:55、3:56、26:42 |
师生互动质量
提问层级分析 （高阶问题占比理想值 >40%）
| 层级 | 实例 | 时间 | 价值 | 数量 | 占比 |
|---|---|---|---|---|---|
| 记忆 | what did Mozart know about at the age of three?（3:28-3:42） | 5:28 | 考查学生对课文细节的回忆，巩固基础信息。 | 6 | 24% |
| 理解 | why were those children special?（4:50-4:56） | 7:30 | 引导学生解释原因，检查对文本的深层理解。 | 6 | 24% |
| 应用 | Do you think you could work so hard?（15:28-15:33） | 25:28 | 将文本主题迁移到学生自身，促进语言应用和价值观思考。 | 2 | 8% |
| 分析 | what do you think about Bobby Fisher?（13:33-13:39） | 22:13 | 要求学生分析人物特质并表达评价，训练批判性思维。 | 11 | 44% |
反馈方式分析
| 类型 | 实例 | 时间 | 价值 | 数量 | 占比 |
|---|---|---|---|---|---|
| 确认 | Yes. That's amazing.（16:29-16:31） | 27:09 | 及时肯定学生表现，增强学习动机。 | 12 | 41% |
| 追问提升 | why is that important when we play chess?（9:18-9:20） | 15:18 | 在已有回答基础上继续深挖，促进思考走向深刻。 | 8 | 28% |
| 总结提炼 | So we can say the lesson is about some child prodigies that worked hard to improve their talent.（6:17-6:29） | 10:17 | 用完整句总结学生零散的回答，示范语言组织。 | 5 | 17% |
| 纠错 | he was very good at（7:44） | 12:24 | 在真实表达瞬间纠正语法，学生更容易接受。 | 4 | 14% |
方法沉淀与迁移
| 提炼的方法 | 时间 | 迁移价值 |
|---|---|---|
| 先找关键细节，再概括主旨：'Give me the details and read the main idea.'（18:02-18:07） | — | 培养学生的精读策略，可迁移到任何说明文阅读。 |
| 用'Do you think he was special or hardworking?'提供选择支架（14:49-14:53） | 24:09 | 降低表达门槛，帮助学生在半控制下输出观点。 |
| 对易混词用例句辨析：'Amazed is only for people... This story is complex.'（24:28-24:40） | — | 从语境中理解生词，比孤立背词更有效。 |
课堂节奏
教学时间分配
教师讲授 12%师生互动 80%学生自主 5%其他 3%
课堂时序图 （按说话人分离精确计算）
教师讲授
师生互动
学生自主
其他
0:005:3011:0016:3021:5927:29
问题与改进
关键发现
✦ 关键亮点
层层追问，撬动思维教师多次追问学生个人观点，如'But what do you think of Bobby Fisher?'（14:12-14:18），并在学生说'I don't know'时提供选项'Do you think he was special or hardworking?'（14:49-14:53）。
→ 将阅读理解从事实检索提升到观点评价，训练了学生的分析思维和表达勇气。
即时纠错，温柔而精准学生说'He is very good about'（7:31-7:35），教师立即纠正为'he was very good at'（7:44）；学生误用'amazed'形容story时，教师解释'Amazed is only for people'（24:28-24:40）。
→ 在真实语境中纠正语法和词汇错误，学生印象深，不易重犯。
总结策略手把手示范教师带领学生逐段梳理关键细节，如'what's the first key detail we need to remember here?'（18:19-18:25），并引导学生归纳'main idea'（20:22-20:24）。
→ 把元认知策略外显化，教会学生如何抓重点、概大意，可迁移到其他阅读材料。
亲切称呼，温暖安全教师用'darling'（14:41）称呼学生，并多次用'That's amazing'（16:29）、'excellent'（22:28）等鼓励语。
→ 低龄学生在安全感中更敢开口，降低了情感过滤，促进语言习得。
⚠ 关键风险
提问后等待时间过短系统显示平均等待仅0.6秒，例如学生说'I don't know'（14:07），教师立刻追问'Like I don't ask you, what did he do?'（14:41-14:49），几乎没有留出思考间隙。
→ 学生来不及组织语言，依赖教师提示，可能削弱独立思考和完整表达的能力。
语法纠错不够系统化学生出现'He is very good about'（7:31）、'I don't go probably the summer'（1:57-2:02）等典型错误，教师只做了单次纠正，未归纳规则或布置针对性巩固。
→ 错误可能反复出现，特别是时态和介词搭配容易石化。
教师成长处方
01 延长提问后等待时间
预期收益
增加学生深度思考机会，提高回答完整性和正确率。
适用场景
当学生听到问题后眼神迷茫、欲言又止或直接说I don't know时。
具体动作
每次提问后默数3-5秒再开口补充提示；如果学生仍无回应，再降低难度给予选项。02 提供观点表达句型支架
预期收益
帮助学生把零散词汇组织成完整句子，提升口语表达的条理性。
适用场景
学生能理解材料但说不出观点，或只会蹦单词时。
具体动作
板书三种句型：'I think he is... because...'、'In my opinion, ... is...'、'It reminds me of...'，并让学生用钩子各造一句。03 建立个人错误台账
预期收益
系统追踪学生语法漏洞，针对性弥补，避免错误固化。
适用场景
课堂中反复出现同类语法错误（如be good at、时态一致）时。
具体动作
教师课后整理学生本课错误5-8条，做成填空或改错练习，下节课5分钟前测巩固。改进建议 （给老师的教学改进）
- 在提问后增加3-5秒等待时间，避免学生还没思考就给予提示。
- 提供'观点句'支架（如I think... because...），并让学生独立完成一次完整回答再评价。
- 把学生的典型语法错误整理成小练习，每节课开头2-3分钟快速复习。
- 引导学生使用完整句回答问题，而不是单词答案；可用追问'Can you say it in a whole sentence?'。
- 适当放慢语速，并多给学生'echo'（重复正确句）的机会，加强语音语调模仿。
👦 学生 · 学习表现 以下为对学生学习的分析
掌握情况
用英文介绍人物身份（如Mozart was a famous musician） 已掌握 11:59
学生能自己说出'He was a famous musician'（7:19-7:23）
be good at + V-ing 的固定搭配 半懂 12:15
学生先说'He is very good about'（7:35），教师纠正为'he was very good at'（7:44）后能仿说，但没有自己输出-ing形式。
卡在：介词易混用about/at，且注意时态一致性（was），需多练后接动名词。
词汇 talent / memory / tactics 的含义 已掌握 15:05
学生能回答'He had a very good memory'（9:05-9:09），并在讨论中理解'tactics'的意思。
从段落中提取关键细节（key details） 半懂 20:38
学生只能混杂说出'four people should learn to play chess at the eight or six'（12:38-12:50），遗漏了关键年龄和成就。
卡在：不会区分主要与次要信息，需要教师逐步追问才能定位。
表达个人观点（I think...） 半懂 25:10
学生先说'I don't know'（14:07），教师提供选项后说出'I think he is special.'（15:10）。
卡在：缺少观点句框架，需要选择项支架才能完成表达。
错误分析
概念性时态混用：用is描述过去人物12:11
✔ 描述Mozart等已故人物应用过去时was；教师应强调'He was very good at...'并给出相应的时间状语。
概念性介词错误：be good about→be good at12:15
✔ 固定搭配be good at + doing，教师已纠正，但需要学生造更多句子巩固。
概念性词性混淆：用amazed形容事物—
✔ amazed用于人（感到惊讶），amazing/complex用于事物（令人惊讶/复杂的），教师已用例句对比。
表达性表达不清：'I don't go probably the summer'2:37
✔ 正确表达应为'I probably won't go traveling this summer.'，需要训练句子结构。
学习亮点与进步
口语表达：从单个词汇（如'piano'）扩展到了完整句（'He was a famous musician'），并能说出简单观点句。
阅读策略：开始有意识地寻找关键细节和主旨，初步建立'先细节后主旨'的阅读流程。
词汇辨析：通过课堂范例理解了amazed与complex的区别，对形容词使用对象的敏感度提升。
课堂实录
整体参与与状态
学生整节课参与度高，能回答大部分细节性问题，如'Mozart was a famous musician'（7:19-7:23）。但在需要概括或评价时会出现'I don't know'（14:07），真实课堂参与以跟答为主，主动提问较少。
本节状态变化轨迹
学生从寒暄时的紧张（多次重复'I played what'）到进入文本后逐渐流畅，在教师引导下完成了从复述事实（8:07-8:14）到表达观点（15:10）的过渡，虽然转折点靠支架支撑，但总体呈上升趋势。
课堂时刻
—
互动学生：Characstory can't be amazed.
老师：Amazed is only for people like I am amazed, you are amazed. This story is complex.
→ 学生能区分'人'与'物'的用词差异，教师的即时纠错被学生吸收。
8:53
亮点学生：they were very hard working, like they had talent, but they also worked very hard
老师：That's amazing.
→ 学生不仅理解文本，还能用自己的话阐述成功因素，语言组织力在线。
13:27
互动学生：At the age of three, people knew about school and temple.
老师：Yes. So that's really amazing because...
→ 学生能准确回忆课文细节，教师顺势补充评价，加深情感共鸣。
22:13
卡点学生：I don't know.
老师：Like I don't ask you, what did he do? ... Do you think he was special or hardworking?
→ 学生遇到开放性问题时退缩，教师降低难度给选项，体现脚手架式教学。
学习习惯观察
学生养成了跟读和重复教师句子的习惯，如重复'playing piano'（7:51）、'making music'（7:54），但独立造句时依赖中文直译，如'I don't go probably the summer'（1:57-2:02）。对不熟悉的问题习惯用'I don't know'回避，需要教师持续提供选择项。
下一步
📝 课后练习题 针对本节薄弱点自动生成 · 另存题目 / 答案 PDF
课后练习题 · 样例学员（题目）（答案与解析）
这套练习针对本节课中be good at搭配、过去时、形容词词性区分、关键细节提取和观点表达等薄弱点，帮助巩固内化。
本节课发现的问题 → 针对练习
课上问题：课上把be good at说成be good about，而且后面接动词原形（如be good at play），没有用动名词形式。
所以练：设置单选和改错题，专门练习be good at + V-ing的固定搭配。
课上问题：描述莫扎特等已故人物时用了is，混淆了现在时和过去时，没有意识到应用was。
所以练：设置完成句子和改错题，强化用过去时描述历史人物。
课上问题：用amazed来形容事物（如The puzzle is amazed），混淆了amazed和amazing的用法。
所以练：设置选词填空题，区分amazed（人感到惊讶）和amazing（事物令人惊讶）。
课上问题：在表达个人观点时只说出“I think...”，缺少完整的内容，需要选项支架才能完成；另外表达不清“I don't go probably the summer”。
所以练：设置观点表达题和句子改错题，训练用I think+完整句子表达，并纠正不当句式。
课上问题：从段落中提取关键细节时，不会区分主要和次要信息，需要教师一步步追问才能找到关键点。
所以练：设置阅读简答题，要求从短文中提取关键事实信息。
1.[单选]Mozart was good at ____ the piano. 选择正确的介词和动词形式。
- A. about play
- B. at playing
- C. at play
- D. about playing
答案：B
解析：be good at 是固定搭配，意思是“擅长”，后面必须接动名词（动词+ing）。注意要用at，不是about；也不能接动词原形play。本节课你误用了about，以后记住：good at doing。
对应本节：be good at + V-ing 固定搭配（介词易混用about/at，且后接动名词）
2.[改错]找出句子中的错误并改正：He is a famous musician and is good at composing music.
答案：He was a famous musician and was good at composing music.
解析：莫扎特是已经去世的音乐家，描述他的身份和才华应用一般过去时。is要改为was，第二个is也要改为was。注意与表示过去的时间或人物背景相匹配。
对应本节：过去时was的使用（描述已故人物应用过去时）
3.[选词填空]用amazed或amazing填空：The complex puzzle was really ____, and I was ____ by it.
答案：amazing; amazed
解析：amazing形容事物“令人惊讶的”，amazed形容人“感到惊讶的”。puzzle是事物，用amazing；I是人，用amazed。本节课你把两者反过来了，注意-ing结尾修饰物，-ed结尾修饰人。
对应本节：amazed与amazing的词性区分（amazed用于人，amazing用于事物）
4.[填空]根据中文意思完成句子（一空一词）：莫扎特非常擅长演奏小提琴。Mozart ____ very good ____ ____ the violin.
答案：was; at; playing
解析：描述莫扎特用过去时was；be good at固定搭配，后面接动名词playing。注意不能写is或play。
对应本节：be good at + V-ing 和过去时的综合运用
5.[简答]阅读下面短文，回答问题：
Mozart was born in Austria in 1756. He was a famous musician and composer. He started playing the piano at age three and wrote his first piece of music at age five. He traveled to many countries and performed for kings and queens. He died in 1791 at the age of 35.
问题：What did Mozart do at age three?
答案：He started playing the piano at age three.
解析：关键细节题要抓住时间信息“at age three”对应的动作。短文里明确说“started playing the piano”。不要被其他信息干扰（如写第一首曲子是5岁）。提取细节时先找题干中的关键词，再定位原文。
对应本节：从段落中提取关键细节（主要信息）
6.[简答]用“I think...”句式表达你对这个观点的看法："Children should start learning music at a very young age." 写出你同意或不同意，并给出一个理由。
答案：示例：I think children should start learning music early because it helps develop their brains. (答案不唯一，符合句型即可)
解析：表达观点时，要用“I think + 完整句子”，内容要具体。不能只说“I think”就停住，要补充理由。本节课你缺少观点句框架，本题训练你主谓宾完整的表达。例如可以说I think...because...。
对应本节：表达个人观点（I think...）使用完整句式
7.[改错]下面这个句子有语法错误，请改正：I don't go probably the summer.
答案：I probably won't go traveling this summer. (或I probably won't go this summer.)
解析：原句“don't go probably”语序错误，且“the summer”前缺介词，表达不完整。正确语序为I probably won't go...，通常也说go traveling。表达句子时要注意主谓、频度副词位置、时间状语搭配。
对应本节：句子结构（表达不清'I don't go probably the summer'）
📹 课堂记录 现场片段与统计 · 参考信息
关键时刻回放
亮点学生完整阐述观点“Well, they were very hard working, like they had talent, but they also worked very hard to know lots of things, like they studied, they learned and learned and practiced.”学生能自主组织语言，表达对特质的理解，展现了对课文的深层掌握。
关键从'I don't know'到'I think he is special'“I don't know... I think he is special.”教师在学生卡顿时给出选项支架，引导学生完成从复述事实到表达观点的跨越。
亮点用词辨析：amazed vs complex“Amazed is only for people like I am amazed, you are amazed. This story is complex.”教师用生活化例子澄清易混词，学生即时理解了语义差异。
关键明确的学习任务收尾“for the next class, please repeat this because you forget the words we do so for all the other classes”课堂结尾布置具体复习任务，强化记忆，体现教学闭环。
课堂关键词
child prodigyMozartBobby Fishertalentmemorytacticschessmain ideakey detailsmusicianmathematiciansummarizepracticechampionhardworkingspecialbe good atworked hardamazingcomplexparagraphfill in the blanksvocabularycomposerpianostorysummer vacationbadminton
课堂画面（按时间）
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25:00
27:00
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核心指标 （师生说话占比等）
老师说话时长占比51%
学生说话时长占比49%
提问数（开放/封闭）25（20/5）
提问后平均等待0.6 秒
语速256 字/分
鼓励 / 否定语言20 / 2
说话轮次切换157 次
✓ 已启用说话人分离，互动指标为精确计算（识别到 2 位说话人）。
完整转写稿（299 段，点击展开）
[0:04] 学生：Hi, darling.
[0:07] 老师：Hi.
[0:07] 老师：Nice to .
[0:09] 学生：see you.
[0:10] 学生：How are you?
[0:12] 老师：I'm great.
[0:13] 老师：How about you?
[0:15] 老师：I'm excellent.
[0:17] 学生：Thank you for asking me.
[0:20] 学生：How was your date?
[0:21] 学生：What did you do?
[0:27] 老师：My day is good.
[0:30] 老师：I play with my mom.
[0:33] 学生：And okay, what did you do with your mom and dad?
[0:39] 老师：We play that.
[0:46] 学生：Sorry, I didn't hear that nicely.
[0:49] 学生：I played what .
[0:51] 老师：I played a thing that is.
[1:05] 学生：What think that is what?
[1:16] 学生：Okay.
[1:16] 学生：Did you play toys or did you play some game?
[1:21] 老师：I, okay, excellent.
[1:23] 老师：And tell me.
[1:25] 学生：did you go somewhere?
[1:27] 学生：Did you maybe travel because it's summer vacation now?
[1:33] 老师：Look, okay.
[1:35] 学生：And will you go somewhere?
[1:42] 老师：I don't go somewhere way, okay.
[1:45] 学生：not to know, but will you go somewhere?
[1:49] 学生：Like will you go traveling this summer?
[1:57] 老师：I don't go probably the summer.
[2:03] 学生：What?
[2:03] 学生：I .
[2:04] 老师：don't go to travel this.
[2:10] 学生：Okay, excellent.
[2:12] 学生：Okay.
[2:12] 学生：And do you think your parents will take you?
[2:17] 老师：No, they don't.
[2:20] 老师：Okay.
[2:21] 老师：Well.
[2:21] 学生：you still have lots of time, so maybe your mom and dad will think about some fun place to go.
[2:35] 学生：Okay.
[2:36] 学生：So are you ready for our lesson?
[2:41] 老师：Yes, I'm ready.
[2:44] 学生：Tell me the title.
[2:49] 老师：Where is the that's .
[2:54] 学生：always here.
[2:57] 老师：I see the okay, can you .
[3:01] 学生：see the lesson or no?
[3:06] 老师：Okay, I see .
[3:09] 学生：it.
[3:12] 老师：Amazing tenant, yes.
[3:15] 学生：So let's try to finish this story together.
[3:21] 学生：So what did Mozart know about at the age of three?
[3:42] 学生：Yes, what did Mozart .
[3:45] 老师：know about?
[4:20] 学生：Do you .
[4:21] 老师：remember?
[4:25] 老师：No.
[4:25] 老师：Do you remember .
[4:28] 学生：rolesson at all?
[4:33] 学生：What is our lesson .
[4:37] 老师：about?
[4:38] 老师：Our lesson is about so little children have island.
[4:49] 老师：Yes.
[4:50] 老师：And .
[4:50] 学生：why were those children special?
[4:59] 老师：Before they have many good time, yes, not just talents.
[5:05] 学生：they have a talent, but they also did what what else was special about them?
[5:33] 学生：Well, they were very hard working, like they had talent, but they also worked very hard to know lots of things, like they studied, they learned and learned and practiced.
[5:50] 学生：So that's why they become so good at it.
[5:57] 学生：Do you know?
[5:58] 老师：I know.
[5:59] 老师：Yes.
[6:00] 老师：And that's why .
[6:02] 学生：they are special.
[6:03] 学生：Not all people can do that, right?
[6:08] 老师：Yeah.
[6:08] 老师：Okay.
[6:09] 学生：So we can say the lesson is about some child prodigies.
[6:17] 老师：So that is about some child proesses .
[6:23] 学生：that worked hard to .
[6:25] 老师：that work hard to to .
[6:29] 学生：improve their talent.
[6:33] 老师：to improve that their tenet.
[6:36] 老师：Yes.
[6:36] 学生：And who was Mozart?
[6:38] 学生：What did Mozart do?
[6:40] 学生：What was his talent?
[6:44] 老师：Your is.
[7:05] 学生：Yes, Mozart, he was a famous.
[7:10] 学生：What?
[7:19] 学生：He was a famous musician.
[7:23] 学生：He was very good at music and playing piano and making music.
[7:31] 老师：He is very good about.
[7:35] 学生：he was, he was very good at.
[7:40] 老师：he was very good at .
[7:46] 学生：playing piano.
[7:49] 老师：playing piano.
[7:51] 学生：making music.
[7:54] 老师：making music, making .
[7:58] 学生：music.
[7:59] 学生：Yeah.
[8:01] 学生：So let's see.
[8:03] 学生：What did he know at the age of three?
[8:07] 老师：At the age of three, people knew about school and temple.
[8:14] 学生：All right.
[8:15] 学生：Yes.
[8:16] 学生：So that's really amazing because like such Young children don't really know about these things, but Mozart was very talented.
[8:30] 老师：Yeah, okay.
[8:31] 学生：And what made Bobby Fisher such a great chess player?
[8:49] 老师：How many have a.
[8:59] 老师：He reall the taxi.
[9:05] 学生：Yeah so he had a very good memory.
[9:10] 老师：He had a very good memory.
[9:13] 学生：And why is that important when we play chess?
[9:19] 老师：Because he can remember all of those happy to read about .
[9:30] 学生：yes.
[9:31] 学生：And tell me what is a tactic?
[9:34] 学生：Like why do we need a tactics when we play chess?
[9:58] 学生：Why do people need the tactics when they play chess?
[10:05] 老师：Because people need to to win.
[10:19] 学生：Who not chgame?
[10:22] 老师：That's all right.
[10:24] 老师：Yes, we need .
[10:26] 学生：to think a lot and we need to know what the other player will do.
[10:38] 老师：Yes.
[10:38] 老师：Tell me.
[10:40] 学生：can you play chess?
[10:43] 老师：Okay, why not?
[10:45] 学生：Do you did you try to play it or no?
[10:52] 老师：No.
[10:54] 老师：What.
[10:59] 老师：Don't okay.
[11:03] 学生：Why not?
[11:05] 老师：I don't like play because .
[11:09] 学生：you need to think and you need to you know think a lot about it, right?
[11:16] 老师：Yes.
[11:17] 老师：Okay, so now .
[11:18] 学生：we need to summarize the text.
[11:23] 学生：You look at the paragraph and tell me what do we need to remember here.
[11:34] 老师：okay.
[11:49] 学生：Okay, please look carefully.
[11:51] 学生：Focus on this.
[11:53] 学生：So don't don't do anything else now.
[11:57] 学生：So focus on this and think what do we need to remember from this paragraph?
[12:04] 老师：I need to remember three children have tenand depenis.
[12:11] 老师：The is music, math and no, no, no, no, no.
[12:15] 老师：We are talking about this paragraph here.
[12:19] 学生：You only have like the 22 small paragraphs.
[12:24] 学生：So that's what we need to summarize.
[12:29] 学生：So what do we need to remember from these two paragraphs here?
[12:38] 老师：I needed to remember four people should learn to play chess at the eight or six.
[12:51] 老师：He won the U.
[12:56] 老师：S.
[12:57] 老师：Champion ship.
[13:00] 老师：He was only 14 years old.
[13:06] 老师：He won another contract at the age of 15.
[13:14] 老师：Okay, let's see.
[13:16] 老师：Yes.
[13:16] 老师：And also.
[13:17] 学生：we need to remember that he had a great memory.
[13:23] 学生：He could remember the tactics and do all kinds of chess moves.
[13:33] 老师：Okay, okay, so what .
[13:34] 学生：do you think about Bobby Fisher?
[13:41] 老师：I think all officihaven't eat cat and do catvery very well.
[13:53] 学生：Okay, but what do you think about him?
[13:56] 学生：What you said now is what you read.
[13:59] 学生：Okay?
[13:59] 学生：But what do you think of Bobby Fisher?
[14:04] 老师：I want to go.
[14:06] 老师：Well, you can say .
[14:07] 学生：I don't know.
[14:09] 学生：Like what do you think about what you read?
[14:12] 学生：Like you read about Bobby Fisher and but what do you think of him?
[14:19] 老师：I don't.
[14:20] 老师：But how can you say .
[14:21] 学生：I don't know?
[14:23] 学生：It's like what you think of something that you read.
[14:27] 学生：It's what you think you can't say.
[14:29] 学生：I don't know.
[14:32] 老师：还能够。
[14:36] 学生：But darling, that's another question from the story.
[14:41] 学生：Like I don't ask you, what did he do?
[14:44] 学生：When you say I don't know, I ask you, what do you think of him?
[14:49] 学生：Do you think he was special or hardworking?
[14:53] 学生：Do you think it's amazing that he was such a great chess player or you think that's not important?
[15:02] 学生：Like that's what you think .
[15:05] 老师：about him.
[15:06] 老师：I think he is good at.
[15:10] 老师：I think he is special.
[15:14] 老师：Okay.
[15:15] 学生：And do you think it's great to work so hard and try so hard to be the best?
[15:25] 老师：Yeah, okay.
[15:26] 老师：And what about you?
[15:28] 学生：Do you think you could work so hard?
[15:39] 老师：I .
[15:41] 学生：can't.
[15:43] 老师：I can.
[15:45] 老师：Okay.
[15:45] 学生：so what can you do?
[15:49] 学生：What would be your talent?
[15:57] 老师：I can investment.
[16:02] 学生：okay?
[16:02] 学生：So I could work really hard to become good at badminton.
[16:10] 老师：I put very, very hard to good at bmission, to be good at .
[16:21] 学生：badminton.
[16:23] 老师：to be good at bminton.
[16:29] 学生：That's amazing.
[16:31] 学生：Now let's read this and put the right words in the right place.
[16:44] 老师：One was only six years old when he needed to play chess.
[16:55] 老师：Barby had an amazing memory.
[17:02] 老师：He was able to remember different.
[17:15] 老师：Practice we read about and too many chmove.
[17:24] 老师：When Fisher was 14 years old, he won the U S.
[17:35] 老师：Championships.
[17:38] 老师：The next year, he became the strongest chgrandmaster in history.
[17:50] 学生：Yes.
[17:51] 学生：Okay.
[17:52] 学生：So now we need to have to see the main idea and to see the key details.
[17:59] 学生：So you have this paragraph.
[18:02] 学生：Give me the details and read the main idea.
[18:19] 学生：So what's the first key detail we need to remember here?
[18:40] 学生：The wait, think, and then tell me the whole sentence nicely when you speak like that, I don't really understand it.
[18:56] 老师：Eric don't like me to learn sense.
[19:01] 老师：She was very Young.
[19:02] 学生：Hey, but that's not the first one.
[19:05] 学生：The first one is he thought .
[19:08] 老师：he called himself to read at the eight of two.
[19:15] 学生：What's number two?
[19:21] 老师：This was a high school matat the age of .
[19:31] 学生：seven.
[19:38] 老师：Later, don't want to medat the in the opinion mathematical matmusihe was only ten years old.
[20:08] 学生：Oh, now that's .
[20:12] 老师：the last one is.
[20:18] 学生：yes, hard mouth H problems.
[20:20] 学生：And what's the main idea?
[20:24] 老师：The main is is one of the best mamagtions.
[20:38] 学生：Yes.
[20:40] 学生：Okay.
[20:40] 学生：So we have the similar thing to do here.
[20:45] 学生：We need to read and put the right words in the right place.
[20:51] 老师：Both elements, muronly feature and terare.
[21:04] 老师：I mother mother.
[21:17] 老师：Great classes for music and composing.
[21:25] 老师：When he was little, Bobby Fisher had a very good memory and remember all the.
[21:44] 老师：He agreed about he read about parents, became one of the best mathematicians at a very Young age.
[22:13] 老师：Child probe have special, and they work hard to be great.
[22:24] 老师：Yes.
[22:25] 学生：excellent year.
[22:28] 学生：That was really good.
[22:31] 老师：Now .
[22:31] 学生：let's repeat all the words.
[22:34] 学生：We have the sentences.
[22:37] 学生：Let's fill them.
[22:40] 老师：Best player, use many different.
[22:52] 老师：The show gave children a chance to show their different.
[23:07] 老师：Give a children a chance to show the different.
[23:18] 老师：This as a.
[23:42] 老师：That others don't understand.
[23:46] 老师：Yeah.
[23:46] 老师：So he's a mathematician.
[23:49] 学生：As a mathematician, he can solve problems .
[23:55] 老师：as a math physician, spcan my problems that others don't understand.
[24:12] 老师：The story, the story is amaand has many different, different characters.
[24:24] 学生：Characstory can't .
[24:26] 老师：be amazed.
[24:28] 学生：Amazed is only for people like I am amazed, you are amazed.
[24:38] 学生：This story is complex.
[24:40] 学生：It means it have lots of things happening, like lots of characters and lots of things to read.
[24:55] 学生：Next .
[25:00] 老师：and.
[25:08] 学生：Stve .
[25:11] 老师：what?
[25:16] 学生：So read the sentence, Steve.
[25:20] 老师：what harder to how to be a great soccer player?
[25:26] 学生：Yeah.
[25:27] 学生：So Steve, what.
[25:31] 老师：Twin twhard to .
[25:38] 学生：okay, go to the next one.
[25:45] 老师：It is a well, low .
[25:51] 学生：penis .
[25:53] 老师：pennis.
[25:55] 老师：And .
[25:58] 学生：what of classical music?
[26:00] 学生：So he can play piano?
[26:03] 学生：That's pianist.
[26:04] 学生：And he can what classical music?
[26:13] 学生：Composer yes, number seven.
[26:22] 老师：He is he has a, he has a my.
[26:35] 学生：And so she has a bad .
[26:42] 老师：memory.
[26:46] 老师：What all tired collegrow active achigreat success?
[27:00] 学生：Okay, dear, that's good.
[27:02] 学生：So for the next class, please repeat this because you forget the words we do so for all the other classes because it's summer vacation, work more at home, repeat more at home.
[27:21] 学生：Okay.
[27:21] 老师：Okay, sorry.
[27:23] 学生：Have a great day and see you next time.
[27:27] 老师：Bye.