Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Trial Class for A1 Level 1v1 英语课程 - A1级别试听课

1. Course Basic Information 1. 课程基本信息

Course Name: 1128 PL EAL A1 Trial 课程名称： 1128 PL EAL A1 试听课

Topic: Introduction, Vocabulary (Boots, Animals), Reading Comprehension (The Enormous Crocodile), Grammar (Conjunction 'and') 主题： 介绍，词汇（靴子、动物），阅读理解（巨大的鳄鱼），语法（连词'and'）

Date: Unspecified (Referenced by file name 1128) 日期： 未明确 (参考文件名 1128)

Student: Leo & Annie (Two students present) 学生： Leo & Annie (Two students present)

Teaching Focus 教学重点

Establishing rapport, reviewing basic vocabulary, practicing listening comprehension, and introducing the conjunction 'and'.

建立融洽关系，复习基础词汇，练习听力理解，并介绍连词'and'。

Teaching Objectives 教学目标

Familiarize students with class rules and procedures. 让学生熟悉课堂规则和程序。
Review/introduce vocabulary related to sounds and descriptions (e.g., squelch, enormous). 复习/介绍与声音和描述相关的词汇（例如 squelch, enormous）。
Practice reading comprehension using a short story. 使用短篇故事练习阅读理解。
Introduce and practice using the conjunction 'and' correctly in sentences. 介绍并练习在句子中正确使用连词'and'。

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

Student Introduction & Rapport Building: Teacher introduced herself (Georgina), asked Leo basic questions (age, interests - showed drawing of queen bee/dog). Addressed technical setup (headphones).

学生介绍与融洽关系建立： 老师做自我介绍（Georgina），询问Leo基本问题（年龄、兴趣 - 展示了蜂后/狗的画作）。处理了技术设置问题（耳机）。

Class Rules & Vocabulary Introduction: Teacher established rules (camera on, raising hand, asking questions). Introduced sound-related vocabulary (boots, squelch, bomb, crack).

课堂规则与词汇介绍： 老师确立了规则（摄像头开启，举手，提问）。介绍了与声音相关的词汇（靴子，squelch，bomb，crack）。

Reading Comprehension: The Enormous Crocodile: Teacher read a passage. Students answered comprehension questions about what Jill thought the crocodile was made of (wood) and whether it was real or a toy. Discussion on 'still' vs 'enormous'.

阅读理解：《巨大的鳄鱼》： 老师朗读了一段文字。学生回答了关于Jill认为鳄鱼是用什么做的（木头）以及它是真是假的问题。讨论了'still'（一动不动）和'enormous'（巨大的）的区别。

Matching Activity & Character Sentences: Students matched characters (Jill, Bob, Eva) to the animals they would ride (crocodile, dragon, horse, lion). Students practiced saying simple sentences about who rides what.

配对活动与角色句子： 学生将角色（Jill, Bob, Eva）与他们将骑乘的动物（鳄鱼、龙、马、狮子）进行匹配。学生练习说出关于谁骑什么的简单句子。

Grammar Focus: Conjunction 'and': Introduction to 'and' for joining words/sentences. Students practiced filling in missing 'and's in sentences and then writing original sentences using 'and' (observed privately on sketchboards).

语法重点：连词'and'： 介绍'and'用于连接单词/句子。学生练习填补句子中缺失的'and'，然后写出使用'and'的原创句子（在速写板上私下观察）。

Sentence Structure Review & Wrap-up: Review of sentence structure (capital letter start, full stop end). Students wrote sentences about final pictures and read them aloud.

句子结构复习与总结： 复习句子结构（大写字母开头，句号结尾）。学生就最后一张图片写了句子并大声朗读。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Boots, squelch, enormous, dragon, lion, horse, crocodile, and, huff, puff, sob.

词汇：
靴子，（拟声词）嘎吱声/吧唧声，巨大的，龙，狮子，马，鳄鱼，和，（拟声词）喘气，（拟声词）噗噗声，呜咽/抽泣。

Concepts:
Onomatopoeia (squelch), Adjective meaning (enormous vs still), Conjunction use ('and').

概念：
拟声词 (squelch)，形容词含义（巨大的 vs 一动不动），连词用法 ('and')。

Skills Practiced:
Listening comprehension, Speaking (answering questions), Reading aloud, Controlled writing (sentence construction).

练习技能：
听力理解，口语（回答问题），大声朗读，受控写作（句子构建）。

Teaching Resources and Materials 教学资源与材料

Reading passage/text from 'The Enormous Crocodile' 《巨大的鳄鱼》的阅读段落/文本
Flashcards/Pictures of animals (dragon, lion, horse, crocodile) 动物的闪卡/图片（龙、狮子、马、鳄鱼）
Digital Whiteboard/Sketchboard for student writing practice 用于学生写作练习的数字白板/速写板

3. Student Performance Assessment (Leo & Annie (Two students present)) 3. 学生表现评估 (Leo & Annie (Two students present))

Participation and Activeness 参与度和积极性

Leo was highly engaged, frequently volunteering to read and answer questions, demonstrating good attention. Leo参与度高，经常主动朗读和回答问题，表现出良好的注意力。
Annie was quieter, often choosing to write or circle answers rather than speak, possibly due to a cold or shyness. Annie比较安静，通常选择写字或圈出答案而不是说话，可能因为感冒或害羞。

Language Comprehension and Mastery 语言理解和掌握

Both students successfully grasped the core comprehension points from the reading passage (e.g., Jill thinking the crocodile was wood). 两个学生都成功掌握了阅读段落的核心理解点（例如，Jill认为鳄鱼是木头做的）。
Comprehension of abstract concepts like 'still' required explicit teacher correction/explanation. 对'still'（一动不动）等抽象概念的理解需要老师明确的更正和解释。

Language Output Ability 语言输出能力

Oral: 口语：

Leo's oral responses were clear and confident. Leo的口头回答清晰且自信。
Annie's verbal output was minimal; further encouragement is needed for her to participate verbally. Annie的口头输出很少；需要进一步鼓励她进行口头参与。

Written: 书面：

Both students demonstrated the ability to correctly apply capitalization and full stops when writing sentences during the 'and' practice.

在练习'and'时，两个学生都展示了在写句子时正确运用大写字母和句号的能力。

Student's Strengths 学生的优势

Leo's reading fluency and quick grasp of new grammar (conjunction 'and'). Leo的阅读流畅度和对新语法（连词'and'）的快速掌握。
Annie's willingness to use the interactive tools (circling, writing) to communicate when speaking was difficult. Annie愿意使用互动工具（圈画、书写）在口头表达困难时进行交流。
Good vocabulary recall related to animals and simple objects. 对动物和简单物体的词汇回忆良好。

Areas for Improvement 需要改进的方面

Annie needs structured encouragement to build oral confidence and reduce reliance on writing/circling. Annie需要结构化的鼓励来建立口语信心，并减少对书写/圈画的依赖。
Clarification needed on vocabulary nuance (e.g., distinguishing 'still' from 'enormous'). 需要澄清词汇的细微差别（例如，区分'still'和'enormous'）。
Ensuring both students engage in active reading rather than just the teacher reading aloud. 确保两个学生都积极参与朗读，而不仅仅是听老师朗读。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher managed the multi-student dynamic well, addressing Leo and prompting Annie appropriately. 老师很好地管理了多学生动态，适当地与Leo互动并引导Annie。
The transition between vocabulary, reading, and grammar was smooth, utilizing interactive elements effectively. 词汇、阅读和语法之间的过渡流畅，有效利用了互动元素。

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

The pace was generally appropriate, slightly slower during the grammar explanation to ensure understanding. 节奏总体适宜，在语法解释期间略微放慢，以确保理解。
Sufficient time was allocated for Leo to respond verbally and for Annie to type/circle responses. 为Leo进行口头回应和为Annie打字/圈出答案分配了充足的时间。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, patient, and encouraging. The teacher successfully created a safe space, especially for the quieter student (Annie).

积极、耐心和鼓励。老师成功地创造了一个安全的环境，特别是对安静的学生（Annie）。

Achievement of Teaching Objectives 教学目标的达成

Rules were communicated successfully. 课堂规则已成功传达。
Grammar point ('and') was introduced and practiced with initial success. 语法点（'and'）已介绍并初步成功练习。
Oral participation remains a key area for improvement for Annie. 口语参与度仍是Annie需要改进的关键领域。

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 scaffolding, especially allowing students to circle/write instead of only speaking. 出色的支架式教学应用，特别是允许学生圈画/书写而不是仅靠口语。
Strong positive reinforcement after every attempt, regardless of accuracy. 每次尝试后都有强烈的积极强化，无论准确性如何。

Effective Methods: 有效方法：

Using the sketchboard for private writing checks helped build Annie's confidence. 使用速写板进行私密书写检查有助于建立Annie的信心。
Connecting onomatopoeia ('squelch') to meaning during vocabulary review. 在词汇复习中将拟声词 ('squelch') 与意义联系起来。

Positive Feedback: 正面反馈：

The teacher praised both students' sentence construction regarding capital letters and full stops. 老师赞扬了两个学生在句子结构中关于大写字母和句号的运用。

Next Teaching Focus 下一步教学重点

Focus on building Annie's confidence in oral participation. 重点培养Annie在口语参与方面的信心。
Reviewing conjunctions and practicing sentence formation using 'and' and potentially introducing 'but'. 复习连词，练习使用'and'造句，并可能介绍'but'。
Expanding vocabulary related to animals or actions observed in the text. 扩展与课文中所观察到的动物或动作相关的词汇。

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

Pronunciation & Reading: 发音与阅读：

For Annie, dedicate short, direct practice segments solely for repeating new vocabulary or short phrases to build speaking muscle memory. 对于Annie，分配简短、直接的练习环节，专门用于重复新词汇或短语，以建立口语肌肉记忆。
Continue practicing the difference between similar sounds or concepts, like 'still' (not moving) and 'big' (enormous). 继续练习相似声音或概念的区别，如'still'（不动）和'big'（巨大）。

Speaking & Communication: 口语与交流：

When addressing Annie, use 'Can you tell me...?' instead of 'Can you write...' to gently prompt spoken response first. 在与Annie交流时，使用'Can you tell me...?'而不是'Can you write...'来温和地先提示口头回答。
For Leo, encourage more complex sentence construction when using 'and', perhaps linking three ideas (A, B, and C). 对于Leo，鼓励他在使用'and'时构建更复杂的句子，也许是连接三个想法（A、B和C）。

Grammar & Writing: 语法与写作：

For the next lesson, ensure students produce at least two original sentences independently using the target structure ('and'). 对于下一课，确保学生独立生成至少两个使用目标结构（'and'）的原创句子。

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

Find three pairs of items at home and write a sentence for each pair using 'and' (e.g., I have a cup and a saucer). 在家中找出三对物品，并为每一对写一个使用'and'的句子（例如：I have a cup and a saucer）。
Review the definition of 'enormous' and 'still' to ensure clear understanding for the next session. 复习'enormous'和'still'的定义，以确保下一节课理解清楚。