Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Phonics Focus H 1v1 英语课程 - 语音重点字母 H

1. Course Basic Information 1. 课程基本信息

Course Name: Phonics Course (Set 5) 课程名称： 语音课程 (第五组)

Topic: The Letter H and Associated Words 主题： 字母 H 及其相关词汇

Date: Date not specified, likely post-Winter Break 日期： 日期未明确，可能在寒假后

Student: Joy and Lynette (Implied two students) 学生： Joy and Lynette (Implied two students)

Teaching Focus 教学重点

Introduction to the letter 'H', its sound (/h/), writing formation (lowercase and capital), and recognizing tricky words.

介绍字母 'H'，其发音(/h/)，书写笔顺（大小写），以及识别'tricky words'。

Teaching Objectives 教学目标

Students will be able to identify and pronounce the sound /h/. 学生能够识别和发出/h/音。
Students will practice writing the letter H (both cases) following the correct stroke order. 学生将练习按照正确的笔顺书写字母 H（大小写）。
Students will recognize and read simple words beginning with /h/ from the story and activity slides. 学生将能够从故事和活动幻灯片中识别并朗读以/h/开头的简单单词。

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

Warm-up and Previous Topic Review: Short interaction regarding the end of the winter break and greeting. Teacher confirmed the level (Level 5).

热身与旧知回顾： 简短互动，询问寒假结束情况和问候。老师确认了级别（Level 5）。

Introduction to Tricky Words and Story Setup: Reviewed tricky words ('no', 'go', 'I') and introduced the story 'Moving House' featuring Kit and Sam.

'Tricky Words'介绍与故事导入： 复习了'tricky words'（no, go, I），并引入了关于Kit和Sam的'Moving House'故事。

Letter H Introduction and Formation Practice: Focused on the shape of H using the house chimney analogy. Practiced writing lowercase 'h' with guided verbal instructions (down the chimney, up and over the door).

字母 H 介绍及书写练习： 通过烟囱的类比讲解 H 的形状。指导学生用口述笔顺（下烟囱，过新门）练习小写 'h' 的书写。

Capital H and Rugby Analogy: Explained the capital 'H' formation using the analogy of a rugby goal post, contrasting it with a football goal.

大写 H 与橄榄球类比： 使用橄榄球门柱的类比来解释大写 'H' 的形状，并与足球球门进行了对比。

Letter H Video Song Analysis: Watched the video song for 'H' words (Hippo, hut, hen, hat, hide and seek). Discussed the content and who was hiding where.

字母 H 视频歌曲分析： 观看了关于 'H' 单词（Hippo, hut, hen, hat, hide and seek）的歌曲视频。讨论了内容以及谁躲在哪里。

Story Song Practice ('Into the House'): Practiced singing the 'Into the house' song together, focusing on the /h/ sound in 'house'.

故事歌曲练习 ('Into the House')： 练习合唱 'Into the house' 歌曲，重点关注 'house' 中的 /h/ 音。

Interactive Reading & Writing Activity: Read words on the door ('hot', 'hat', 'hop', 'hit') and engaged students in circling words on the screen based on teacher prompts (hit, hot, hat).

互动阅读与书写活动： 朗读门上的单词（hot, hat, hop, hit），并引导学生根据提示在屏幕上圈出指定单词（hit, hot, hat）。

Word Selection and Poem Recitation: Students circled H-words ('horse', 'hen', 'honey'). Teacher recited a poem about honey.

单词选择与诗歌朗诵： 学生圈出 H 单词（horse, hen, honey）。老师朗诵了一首关于蜂蜜的诗歌。

Spelling Practice: Students attempted to write 'honey' and 'hammer'. Later attempted the challenging word 'hamburger'.

拼写练习： 学生尝试书写 'honey' 和 'hammer'。之后尝试了有挑战性的单词 'hamburger'。

Review and Wrap-up: Revisited the 'Hen is hiding' song, discussed hiccups, found all the 'H's on a slide, and finished with the word 'hug' and farewell.

复习与总结： 重温了'Hen is hiding'歌曲，讨论了打嗝（hiccup），在幻灯片上找到了所有 'H'，最后以 'hug' 一词结束并道别。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Tricky Words: no, go, I. H-Words: house, chimney, hat, hop, hot, hit, heart, horse, honey, hen, hamburger, hammer, hug.

词汇：
绕口词：no, go, I。H-单词：house, chimney, hat, hop, hot, hit, heart, horse, honey, hen, hamburger, hammer, hug。

Concepts:
Letter H phoneme (/h/); Capital vs. Lowercase formation; Recognizing words based on initial sound; Tricky Words (sight words).

概念：
字母 H 的音素(/h/)；大小写书写笔顺的区别；根据首音识别单词；绕口词（视词）。

Skills Practiced:
Phonics recognition, Auditory discrimination (/h/), Letter formation (writing practice), Reading simple CVC/VC words, Collaborative participation.

练习技能：
语音识别，听觉分辨(/h/)，字母书写练习，阅读简单的CVC/VC单词，合作参与。

Teaching Resources and Materials 教学资源与材料

Phonics Story Slides (Kit and Sam - Moving House) 语音故事幻灯片 (Kit和Sam - 搬家)
Letter H song/video 字母 H 歌曲/视频
Interactive Whiteboard/Pen tool for writing and circling 互动白板/笔工具用于书写和圈画

3. Student Performance Assessment (Joy and Lynette (Implied two students)) 3. 学生表现评估 (Joy and Lynette (Implied two students))

Participation and Activeness 参与度和积极性

Both students (Joy and Lynette) were active and responded well to direct questions. 两位学生（Joy和Lynette）都很活跃，对直接提问反应良好。
Students demonstrated engagement during the song and reading activities. 学生在歌曲和阅读活动中表现出参与度。

Language Comprehension and Mastery 语言理解和掌握

Comprehension of the story context (moving house) was good. 对故事背景（搬家）的理解良好。
Students successfully identified the initial sound /h/ in multiple vocabulary items. 学生成功识别了多个词汇的首音/h/。

Language Output Ability 语言输出能力

Oral: 口语：

Speaking was frequent, particularly when identifying objects or answering 'what' questions. 口语表达频繁，尤其是在识别物体或回答'what'问题时。
Pronunciation of the /h/ sound was generally accurate when prompted. 在被提示时，/h/音的发音总体准确。

Written: 书面：

Students successfully attempted to write 'honey' and 'hammer', showing some difficulty with letter formation for the longer word 'hamburger'.

学生尝试书写了 'honey' 和 'hammer'，但在书写较长的 'hamburger' 时，字母的形成显示出一些困难。

Student's Strengths 学生的优势

Good recall of tricky words reviewed at the beginning of the session. 对课程开始复习的'tricky words'记忆良好。
Strong participation in interactive screen marking (circling words). 在互动屏幕标记（圈词）方面参与度高。
Enthusiasm shown during singing activities. 在唱歌活动中表现出热情。

Areas for Improvement 需要改进的方面

Maintaining focus during longer spelling tasks (e.g., 'hamburger'). 在较长的拼写任务中（如 'hamburger'）保持专注度。
The student Lynette needed prompting to ensure her spoken answers were audible. 学生 Lynette 需要提示才能确保她口头回答清晰可闻。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The use of physical analogies (chimney, rugby goal) effectively linked the letter shape to memorable concepts. 使用物理类比（烟囱、橄榄球门）有效地将字母形状与易于记忆的概念联系起来。
The multi-sensory approach (seeing, hearing, singing, writing) reinforced learning. 多感官方法（看、听、唱、写）加强了学习效果。

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

The pace was generally appropriate, though the transition to the complex spelling of 'hamburger' felt slightly rushed. 节奏总体适中，但转向拼写 'hamburger' 这样复杂的单词时感觉略微仓促。
Teacher managed time well, ensuring all core activities were covered before the session ended. 老师很好地管理了时间，确保在课程结束前覆盖了所有核心活动。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, energetic, and highly interactive, maintained by the teacher's enthusiasm and clear instructions.

积极、充满活力且互动性强，这得益于老师的热情和清晰的指导。

Achievement of Teaching Objectives 教学目标的达成

The /h/ sound and basic recognition were successfully achieved. /h/音和基本识别目标已成功达成。
Writing practice was integrated, meeting the formation objective, though refinement is still needed. 书写练习得到了整合，达到了笔顺目标，但仍需进一步完善。

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 contextual stories and songs to introduce phonics concepts. 在引入语音概念时，出色地运用了故事情境和歌曲。
Effective differentiation during the writing/circling activity, giving specific tasks to Joy and Lynette. 在书写/圈画活动中做到了有效的差异化教学，为Joy和Lynette分配了具体的任务。

Effective Methods: 有效方法：

Kinesthetic learning through finger tracing the letter H formation. 通过手指描画字母 H 笔顺来实现动觉学习。
Using relatable analogies (rugby goal) for complex letter shapes (Capital H). 使用与学生相关的生活场景（橄榄球门）来解释复杂的字母形状（大写 H）。

Positive Feedback: 正面反馈：

Students responded enthusiastically to the song segments and poetry reading. 学生对歌曲片段和诗歌朗诵表现出热烈回应。

Next Teaching Focus 下一步教学重点

Review of Letter H. 复习字母 H。
Introduction to the next letter/phoneme (implied 'B' based on teacher's final comment). 介绍下一个字母/音素（根据老师的最后评论，暗示是 'B'）。

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

Pronunciation & Reading: 发音与阅读：

Continue practicing minimal pairs if available, focusing on clear aspiration for /h/ versus other similar sounds. 继续练习最小对立词（如果可用），重点练习/h/音清晰的气流与任何其他相似声音的区别。
Encourage students to read the H-words aloud more frequently during independent practice. 鼓励学生在独立练习时更频繁地大声朗读 H 单词。

Speaking & Communication: 口语与交流：

When asking Lynette a question, gently remind her to project her voice clearly for the whole class to hear. 在提问 Lynette 时，温柔地提醒她清晰地提高音量，以便全班都能听到。
When asking open-ended questions like 'What do you want to circle?', allow slightly longer processing time before intervening. 在提出开放性问题时（如'你想圈什么？'），在干预之前允许学生有稍长的思考时间。

Writing & Fine Motor Skills: 书写与精细动作技能：

Dedicate a brief segment next session specifically for tracing and writing Capital H, given the complexity shown with 'hamburger'. 在下一课中专门安排一个简短环节，专门练习描摹和书写大写 H，考虑到他们在书写 'hamburger' 时表现出的复杂性。

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

Review the 'H' words encountered in the lesson and try to find three more objects in their environment that begin with /h/. 复习本课中学到的所有 'H' 单词，并尝试在他们的环境中找到三个以 /h/ 开头的其他物品。