编辑模式 Edit Mode
点击模块右上角红色按钮删除 | ESC 退出 | Ctrl+Z 恢复
正在生成PDF... Generating PDF...

Bridging British Education Virtual Academy Logo Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Phonics Revision 1v1 英语课程 - 语音复习

1. Course Basic Information 1. 课程基本信息

Course Name: VJ F1 G1 Lesson 课程名称： VJ F1 G1 课程
Topic: Phonics Revision: Letters U, Ck, R, E 主题： 语音复习：字母 U, Ck, R, E
Date: December 16th 日期： 12月16日
Student: Lina and Joy (Two students attended) 学生： Lina and Joy (Two students attended)

Teaching Focus 教学重点

Revision of sounds/letters U, CK, R, E, and reading a story related to the topic.

复习字母 U, CK, R, E 的发音，并阅读一篇与主题相关的故事情节。

Teaching Objectives 教学目标

  • Review the sounds and corresponding letters U, CK, R, and E. 复习字母 U, CK, R, E 及其对应的发音。
  • Practice reading CVC words and tricky words ('to', 'the'). 练习阅读 CVC 单词和难点词（'to', 'the'）。
  • Engage with the story 'Rainy Walk Photo Album' to reinforce vocabulary. 通过阅读'雨中漫步相册'的故事来巩固词汇。

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 Attendance & Greetings: Teacher waiting for students, initial small talk about the week and upcoming holidays.

学生签到与问候： 老师等待学生，进行关于一周情况和即将到来的假期的初步交谈。

Review of Letter U (Umbrella Sound): Reviewing the sound of 'U' from the previous week's topic (umbrella, duck, mug, cup, rug, hut, bug).

复习字母 U (Umbrella 发音)： 复习上周主题中字母 'U' 的发音（umbrella, duck, mug, cup, rug, hut, bug）。

Revision Set: A, CK, R, E (Robot Talk & Word Identification): Revising A, CK, R, E, including robot talking for words like 'peg', 'can', 'sun', and identifying words starting with target letters (e.g., unicorn, rabbit, egg).

复习组：A, CK, R, E (机器人说话和单词识别)： 复习 A, CK, R, E，包括对 'peg', 'can', 'sun' 等词的机器人式朗读，以及识别以目标字母开头的单词（如 unicorn, rabbit, egg）。

Reading Story: Rainy Walk Photo Album: Reading a story, introducing new vocabulary (fence, puddle, bench), and practicing spelling/writing words like 'cats and dogs', 'map', 'pig', 'mud', 'cup', 'mug', 'men'.

阅读故事：雨中漫步相册： 阅读故事，介绍新词汇（fence, puddle, bench），并练习拼写/书写如 'cats and dogs', 'map', 'pig', 'mud', 'cup', 'mug', 'men' 等单词。

Final Review and Next Steps: Reviewing the four revised letters (U, CK, R, E) and introducing that the next lesson will start Set 5.

最后复习和下一步计划： 复习复习的四个字母（U, CK, R, E），并告知下节课将开始 Set 5。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Umbrella, duck, mug, cup, rug, hut, peg, can, sun, unicorn, rabbit, fence, puddle, bench, map, pig, mud, men, dog, vet, rose, red, cheese.
词汇：
伞、鸭子、马克杯、杯子、地毯、小屋、钉子、罐子、太阳、独角兽、兔子、栅栏、水坑、长凳、地图、猪、泥巴、男人、狗、兽医、玫瑰、红色、奶酪。
Concepts:
Phonics sounds for U, CK, R, E. Tricky words: 'to', 'the'. Idiom: 'Raining cats and dogs'. Plurals: 'men'.
概念：
字母 U, CK, R, E 的自然拼读音。难点词：'to', 'the'。习语：'Raining cats and dogs' (下倾盆大雨)。复数：'men'。
Skills Practiced:
Phonics recognition, word segmentation (robot talk), reading comprehension (story), writing/spelling practice.
练习技能：
自然拼读识别、单词分割（机器人说话）、阅读理解（故事）、书写/拼写练习。

Teaching Resources and Materials 教学资源与材料

  • Phonics review sheet/slide featuring U, CK, R, E words. 包含 U, CK, R, E 单词的自然拼读复习表/幻灯片。
  • Story material: 'Rainy Walk Photo Album'. 故事材料：《雨中漫步相册》。
  • Video/Song related to Letter R ('Little Fox' song revision). 与字母 R 相关的视频/歌曲（'Little Fox' 歌曲复习）。

3. Student Performance Assessment (Lina and Joy (Two students attended)) 3. 学生表现评估 (Lina and Joy (Two students attended))

Participation and Activeness 参与度和积极性

  • Overall participation was active, with both students responding to questions, although there were initial delays due to late arrival. 整体参与度积极，两名学生都对问题做出了回应，尽管因迟到导致开课有延迟。

Language Comprehension and Mastery 语言理解和掌握

  • Good comprehension of targeted CVC words when prompted with robot talk; understood the story context and new vocabulary like 'puddle' and 'fence' when explained. 在机器人说话提示下，对目标 CVC 单词的理解良好；当被解释时，理解了故事背景和新词汇如 'puddle' 和 'fence'。

Language Output Ability 语言输出能力

Oral: 口语：

  • Students could orally identify most target letters and read familiar words, but required scaffolding for less familiar words and the tricky words ('the'). 学生能够口头识别大多数目标字母并朗读熟悉的单词，但在面对不太熟悉的单词和难点词（'the'）时需要引导。

Written: 书面：

Students successfully attempted to write several target words during the story activity (e.g., map, mud, men, mug).

在故事活动中，学生们成功尝试书写了几个目标单词（如 map, mud, men, mug）。

Student's Strengths 学生的优势

  • Joy correctly identified many words during the robot talk section. Joy 在机器人说话环节中正确识别了许多单词。
  • Lina actively participated in showing the correct letters on the visual aid when prompted. Lina 在被提示时积极参与了在视觉教具上指出正确字母的活动。
  • Both showed good recall of previous phonetic material (Letter U). 两人都对先前语音材料（字母 U）表现出良好的记忆力。

Areas for Improvement 需要改进的方面

  • Identifying the letter 'A' sound versus the letter 'R' sound when presented visually. 在视觉呈现时，区分字母 'A' 的发音和字母 'R' 的发音。
  • Fluency when reading the tricky words 'to' and 'the'. 朗读难点词 'to' 和 'the' 时的流畅度。
  • Initial concentration/focus at the very start of the lesson due to external factors/late arrival. 由于外部因素/迟到，课程开始时的初始专注度有待提高。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

  • The revision structure, moving from individual letters to integrated story reading, was effective for reinforcing multiple sounds simultaneously. 复习结构——从单个字母到整合故事阅读——有效地同时巩固了多种发音。
  • The use of interactive activities like 'robot talk' maintained engagement during the drill phase. 使用“机器人说话”等互动活动保持了练习阶段的参与度。

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

  • Pacing was slightly delayed at the beginning due to student tardiness, but recovered well during the main phonics drill and story segments. 由于学生迟到，节奏在开始时略有延迟，但在主要语音练习和故事环节中恢复良好。

Classroom Interaction and Atmosphere 课堂互动和氛围

Warm and encouraging, despite the brief initial waiting period. The teacher managed student interactions smoothly.

尽管有短暂的初始等待期，课堂气氛仍然温暖且鼓励人心。老师平稳地管理了学生的互动。

Achievement of Teaching Objectives 教学目标的达成

  • Objectives regarding letter revision were mostly met; story reading provided good context for application. 关于字母复习的目标基本达成；故事阅读为应用提供了良好的情境。

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 multi-sensory review, including songs and physical actions (moving arms for 'R'). 有效利用多感官复习，包括歌曲和身体动作（为 'R' 移动手臂）。
  • Skillful management of two students with differing levels of focus/attendance. 擅长管理两个专注度/出勤情况不同的学生。

Effective Methods: 有效方法：

  • Integrating new vocabulary within the context of the story ('Rainy Walk') to make learning relevant. 将新词汇融入故事（'雨中漫步'）的背景中，使学习更具关联性。
  • Explicitly addressing tricky words like 'to' and 'the' during the drill session. 在练习环节中明确处理 'to' 和 'the' 等难点词。

Positive Feedback: 正面反馈：

  • Both students were praised for their effort in writing and recalling words during the story portion. 在故事部分，两名学生因努力书写和回忆单词而受到表扬。

Next Teaching Focus 下一步教学重点

  • Start the new phonics set (Set 5) as planned. 按计划开始新的自然拼读单元（Set 5）。
  • Review the application of the sounds U, CK, R, E in short sentences, not just isolated words. 复习 U, CK, R, E 的发音在短句中的应用，而不仅仅是孤立的单词。

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

Pronunciation & Reading: 发音与阅读：

  • Spend 1-2 minutes focusing exclusively on the sound differentiation between 'A' (as in R) and 'E' sounds, using minimal pairs if possible. 用 1-2 分钟专门关注 'A' (如在 R 中) 和 'E' 发音之间的区别，如果可能，使用最小对立词进行对比。

Speaking & Communication: 口语与交流：

  • Introduce more targeted oral drills specifically for the tricky words 'to' and 'the' to increase automaticity. 引入更多针对难点词 'to' 和 'the' 的口头练习，以提高自动化反应能力。

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

  • Practice reading the story 'Rainy Walk Photo Album' aloud once more to reinforce the newly encountered vocabulary (puddle, fence). 再次大声朗读故事《雨中漫步相册》，以巩固新遇到的词汇（puddle, fence）。
  • Find 3 objects at home that start with the sounds R and E to review those sounds before starting Set 5. 在家中找出 3 个以 R 和 E 发音开头的物品，以便在开始 Set 5 前复习这些发音。