Enfoque apoyado — Audiencia en inglés, registro y escritura propositiva
Diploma del Bachillerato Internacional · IB Diploma · Language B · HL Tema 1 8:21 Narración en inglés · Subtítulos en inglés + 中文 quemados en pantalla
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Enfoque apoyado — Inferencia en comprensión auditiva y lectura en inglés
Capítulos
Transcripción
A proposal identifies a need, a practical plan and expected benefits. Use polite recommendations for a principal; a friendly message can address a peer directly. A complete response must meet every task cue.
提案按校长这一受众组织：需求、安排、监督、资源、益处、评估和请求都要完整。
Word count does not compensate for missing content.
字数达标不能弥补漏答。
The companion supplies separate original SL and HL models with counted final words and a cue checklist.
换成朋友时改变语域和目的。
Read this part of the original context. Retain it for the questions that follow.
阅读这部分完整原创材料，保留其中信息以回答后续问题。
Read this part of the original context. Retain it for the questions that follow.
阅读这部分完整原创材料，保留其中信息以回答后续问题。
Pause here and attempt the task before revealing the reasoning.
请先暂停独立作答，再查看推理。
Use the full context on the preceding pages.
结合前面各页的完整材料。
A proposal with a title, purpose, short sections and polite recommendation suits the principal.
带标题、目的、简短分节和礼貌建议的提案适合写给校长。
Include need; weekly time/place; supervision/resources; benefits; first-month review; practical concern/response; requested approval.
要包括需要；每周的时间和地点；监督和资源；好处；第一个月的检讨；实际的顾虑和回应；以及请求批准。
A casual chat with unexplained abbreviations would not fit this formal audience.
一段带有未解释缩写的随意聊天，不适合这个正式的读者。
Pause here and attempt the task before revealing the reasoning.
请先暂停独立作答，再查看推理。
Use the full context on the preceding pages.
结合前面各页的完整材料。
Use the companion's complete SL or HL model as one possible response.
可以把配套材料中完整的 SL 或 HL 范文作为一种可能的回答。
Alternatives should meet the same audience, purpose, arrangements, supervision, benefits, review, concern and decision cues.
其他写法应当满足同样的读者、目的、安排、监督、好处、检讨、顾虑和决定这些提示。
Check actual final words and coherent language; classroom guidance is not an official criterion score.
要核对实际的最终字数和语言的连贯；课堂指导并不是官方的评分标准。
Purpose and need I propose a weekly reading-and-repair club that would help students use English instructions for a practical purpose.
目的和需要：我建议成立一个每周一次的阅读与修理俱乐部，帮助学生为实际目的使用英文说明。
In ordinary reading lessons, we can sometimes identify vocabulary without checking whether we could carry out the process described.
在平常的阅读课上，我们有时能认出词汇，却没有检查自己能否完成所描述的过程。
A club would make that gap visible.
俱乐部会让这个差距显现出来。
Students would need to explain a sequence, recognise a warning and ask for clarification before attempting a task.
学生在尝试一项任务之前，需要解释步骤顺序、认出警告，并请求澄清。
The aim would be careful communication, not the largest possible number of repaired objects.
目标是细致的沟通，而不是修好尽可能多的物品。
Meeting arrangements
见面安排：
We recommend a one-month trial on Thursdays from four to five in the library meeting room.
我们建议在星期四四点到五点、在图书馆会议室试行一个月。
The first group should contain no more than twelve students, working in pairs.
第一组不超过十二名学生，两人一组。
A teacher would supervise each meeting, with advice from a qualified repairer when tasks are selected.
每次活动都由一位老师监督，挑选任务时请一位合格的修理师提供建议。
The library desk could maintain one sign-up list.
图书馆前台可以负责一份报名表。
Students could register online or on paper, so access would not depend on having a suitable device or understanding an unfamiliar form.
学生可以在网上或用纸质表格报名，这样能否参加就不取决于有没有合适的设备，或能否看懂陌生的表格。
Resources and activities The club would need short instruction texts, pencils, simple hand tools, spare screws and a labelled storage box.
资源和活动：俱乐部需要简短的说明文字、铅笔、简单的手动工具、备用螺丝和一个贴好标签的收纳箱。
Before a session, the teacher would check that its task is suitable for the group and available equipment.
每次活动前，老师会检查任务是否适合这一组学生和现有的设备。
Students should not bring mains-powered appliances or damaged batteries.
学生不应带来接市电的电器或损坏的电池。
Items requiring specialist safety checks would be referred to a professional.
需要专业安全检查的物品会转交给专业人员。
A clear refusal to attempt an unsafe repair would count as a responsible decision, rather than a failure of the club.
明确拒绝尝试不安全的修理，应被视为负责任的决定，而不是俱乐部的失败。
A typical meeting would begin with students reading an instruction sheet independently.
一次典型的活动会从学生独立阅读一张说明开始。
Pairs would compare the required materials and order the steps.
两人一组比较所需的材料，并把步骤排好顺序。
They would then identify one point where guessing could cause a problem and practise asking a precise question.
然后，他们要找出一个靠猜测可能出问题的地方，并练习提出一个准确的问题。
Only after the teacher checks their understanding would they attempt a permitted task, such as replacing a loose handle screw.
只有在老师确认他们理解之后，才去尝试一项允许的任务，比如拧紧一个松动的把手螺丝。
At the end, students would explain what they changed, what they could not establish and what should happen next.
最后，学生要说明他们改了什么、有什么无法确定，以及接下来应该做什么。
Expected benefits and concerns
预期的好处和顾虑：
This process would connect reading, discussion and action.
这个过程把阅读、讨论和行动联系起来。
Students who are reluctant to speak may find a concrete task easier to discuss than an abstract topic.
不太愿意开口的学生，可能会觉得讨论一项具体任务比讨论抽象话题更容易。
They would also practise describing faults and distinguishing evidence from assumptions.
他们还会练习描述故障，并区分证据和假设。
These are expected benefits that the trial should investigate, not guaranteed improvements for every participant.
这些是试行应当调查的预期好处，而不是对每位参与者都有保证的进步。
Supervision is the main practical concern.
监督是主要的实际顾虑。
A busy meeting could draw attention away from a student who needs help.
活动一忙，可能就会忽略需要帮助的学生。
We therefore propose the small group limit, one shared task per session and a clear rule that work stops when the teacher is assisting another pair.
因此我们建议限制小组人数，每次只做一项共同的任务，并明确规定：老师在帮助另一组时，工作要暂停。
If the room becomes noisy or supervision is difficult, we should reduce the task range before adding places.
如果房间变得嘈杂或难以监督，我们应先缩小任务范围，再考虑增加名额。
Review and decision
检讨与决定：
After four meetings, we would review attendance, students' explanations of the instructions, requests for clarification and the teacher's supervision notes.
四次活动之后，我们会检讨出勤情况、学生对说明的解释、请求澄清的情况，以及老师的监督记录。
A short anonymous comment form could reveal obstacles that confident speakers overlook.
一份简短的匿名意见表，可以揭示自信的发言者容易忽视的障碍。
We would then recommend whether to continue, revise or stop the trial.
然后我们会建议继续、修改还是停止试行。
Please approve the meeting room and a planning discussion with the librarian and supervising teacher.
请批准使用会议室，并安排与图书管理员和负责监督的老师进行一次规划讨论。
No equipment should be purchased until that discussion confirms the tasks and available resources.
在那次讨论确认任务和现有资源之前，不应购买任何设备。
This classroom model runs to 509 words.
这篇课堂范文共五百零九词。
It sets out the need and audience, the weekly arrangement, supervision and resources, qualified expected benefits, a practical concern with a response, a review of evidence after four meetings, and an explicit decision with a condition on purchasing.
它说明了需要和读者、每周的安排、监督和资源、有限定的预期好处、一个实际的顾虑及其回应、四次活动后的证据检讨，以及一个明确的决定和关于采购的条件。
Pause here and attempt the task before revealing the reasoning.
请先暂停独立作答，再查看推理。
Use the full context on the preceding pages.
结合前面各页的完整材料。
“Hi Mei, would you like to join our new reading-and-repair club on Thursdays?
“Mei 你好，你想参加我们星期四新开的阅读与修理俱乐部吗？
We could read short instructions together and learn a few safe repairs.”
我们可以一起读简短的说明，学几种安全的修理方法。”
Direct address and a friendly invitation fit a peer.
直接称呼和友好的邀请适合同龄人。
The time and activity stay clear; a formal request for the principal's approval would answer the wrong purpose.
时间和活动内容都很清楚；正式请求校长批准，回应的就是错误的目的了。
Return to the task and explain why the method fits.
回到题目解释方法为何适用。
Original practice does not predict an official score. Complete required live or recorded evidence separately.
原创练习不预测官方分数；现场或录音证据需另行完成。
Pause and test yourself. Cover the worked answer, rebuild the answer to the last example in your own words, and name one condition that would change it before you check.
暂停一下，自我检测：遮住示范答案，用自己的话重做最后一个例子的答案，并在核对之前说出一个会改变结论的条件。