Bridging British Education Virtual Academy 伦桥国际教育

Phonics and Vocabulary Introduction Lesson 自然拼读和词汇介绍课程

1. Course Basic Information 1. 课程基本信息

Course Name: 0110 PL F1 Public 课程名称： 0110 PL F1 公开课

Topic: Emotions, Animals (Dog, Cat, Bird, Pig, Snake, Horse), and Alphabet Review 主题： 情绪、动物（狗、猫、鸟、猪、蛇、马）和字母复习

Date: Recording Date Placeholder (Assuming a recent date based on context) 日期： 录音日期待定（根据内容推测）

Student: Anna, Jeremy, Aurora, Apple (4 students identified) 学生： Anna, Jeremy, Aurora, Apple (4 students identified)

Teaching Focus 教学重点

Introducing basic emotions, identifying common animals, and reviewing letter sounds/writing (P, S, H) and the ABC song.

介绍基本情绪，识别常见动物，并复习字母发音/书写（P, S, H）和ABC歌曲。

Teaching Objectives 教学目标

Students can recognize and express basic emotions (happy, sad, angry, tired, excited, scared). 学生能够识别并表达基本情绪（开心、伤心、生气、累、兴奋、害怕）。
Students can identify and name six common animals: dog, cat, bird, pig, snake, horse. 学生能够识别并说出六种常见动物的名称：狗、猫、鸟、猪、蛇、马。
Students can practice forming the letters P, S, and H, and recognizing the corresponding sounds. 学生能够练习书写字母 P、S、H，并识别其对应发音。
Students can recite the ABC song. 学生能够背诵ABC歌曲。

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

Greetings and Emotion Check-in: Teacher greets students (Jade, Anna, Jeremy) and reviews basic emotions using flashcards/gestures (happy, sad, angry, tired, excited, scared).

问候与情绪检查： 教师问候学生（Jade, Anna, Jeremy），并使用卡片/手势复习基本情绪（开心、伤心、生气、累、兴奋、害怕）。

Vocabulary Introduction: Animals (Dog, Cat): Teacher introduces 'dog' and 'cat' using visual aids (book) and sound association ('meow'). Students are asked to identify and point/draw the animals.

词汇引入：动物（狗、猫）： 教师通过视觉材料（书本）和声音联想（“喵喵”）引入“狗”和“猫”。要求学生识别并指出/画出这些动物。

Letter Sound Practice: P (Pig): Introduce 'pig' (P sound). Students practice saying 'P for pig' and attempt tracing the letter P on the board with assistance.

字母发音练习：P（猪）： 引入“pig”（P音）。学生练习说“P for pig”，并尝试在板书上描摹字母P。

Vocabulary & Letter Practice: Bird (B) and Snake (S): Introduce 'bird' (correction/review of B) and 'snake' (S sound). Students practice saying 'It is a bird/snake' and drawing/tracing S.

词汇与字母练习：鸟（B）和蛇（S）： 引入“bird”（B音复习/纠正）和“snake”（S音）。学生练习说“It is a bird/snake”，并画/描摹字母S。

Vocabulary & Letter Practice: Horse (H): Introduce 'horse' (H sound). Students practice saying 'H for horse' and tracing the letter H.

词汇与字母练习：马（H）： 引入“horse”（H音）。学生练习说“H for horse”并描摹字母H。

Review Game: Binoculars Pet Identification: Students use 'binoculars' to identify previously taught animals (dog, horse, cat, pig) on visual prompts.

复习游戏：望远镜宠物识别： 学生使用“望远镜”识别视觉提示上的先前学过的动物（狗、马、猫、猪）。

Counting and Matching Activity (Cats, Dogs, Snakes, Birds): Students are tasked to find and count specific numbers of cats (6), dogs (6), snakes (2), and birds (2) using manipulatives/pointers.

数数与匹配活动（猫、狗、蛇、鸟）： 学生任务是找出并数出特定数量的猫（6只）、狗（6只）、蛇（2条）和鸟（2只），使用教具/指示物。

ABC Song Review and Wrap-up: The teacher plays and reviews the ABC song, praising all students (Anna, Aurora, Apple, Jeremy) for their effort and concluding the lesson.

ABC歌曲复习与总结： 教师播放并复习ABC歌曲，表扬所有学生（Anna, Aurora, Apple, Jeremy）的努力并结束课程。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Happy, Sad, Angry, Tired, Excited, Scared, Dog, Cat, Bird, Pig, Snake, Horse, A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z.

词汇：
开心、伤心、生气、累、兴奋、害怕、狗、猫、鸟、猪、蛇、马、以及所有26个字母。

Concepts:
Basic emotional states; Initial letter sounds (P, S, H); Counting up to six; Sentence structure 'It is a [noun]'.

概念：
基本情绪状态；初始字母发音（P, S, H）；数数到六；句子结构“It is a [名词]”。

Skills Practiced:
Listening comprehension (animal names, emotion identification), Oral repetition and basic sentence formation, Letter tracing/writing practice, Rote memorization (ABC song).

练习技能：
听力理解（动物名称、情绪识别），口头重复和基本句子构成，字母描摹/书写练习，死记硬背（ABC歌曲）。

Teaching Resources and Materials 教学资源与材料

Emotion flashcards/visuals 情绪闪卡/视觉图
Picture cards/Book of animals (Dog, Cat, etc.) 动物图片卡/书本（狗、猫等）
Blackboard/Whiteboard for letter tracing (P, S, H) 黑板/白板用于字母描摹（P, S, H）
ABC Song audio/visual ABC歌曲音频/视觉材料

3. Student Performance Assessment (Anna, Jeremy, Aurora, Apple (4 students identified)) 3. 学生表现评估 (Anna, Jeremy, Aurora, Apple (4 students identified))

Participation and Activeness 参与度和积极性

High level of engagement from all four students across different activities. 所有四名学生在不同活动中都表现出高度的参与度。
Jeremy and Anna were particularly active in tracing and identifying objects. Jeremy和Anna在描摹和识别物体方面表现得尤为活跃。
Aurora and Apple joined in towards the latter half, showing engagement in matching and the song. Aurora和Apple在课程后半段加入，在匹配和歌曲环节表现出参与性。

Language Comprehension and Mastery 语言理解和掌握

Students generally understood the core vocabulary (emotions and animals) when prompted visually or orally. 当受到视觉或口头提示时，学生通常理解了核心词汇（情绪和动物）。
The counting activity showed good comprehension of the quantities required (e.g., counting 6 dogs). 数数活动显示了对所需数量的良好理解（例如，数出6只狗）。
Phonics recall (P, S, H) was attempted, but consistency varied, suggesting reinforcement is needed. 自然拼读的回忆（P、S、H）得到了尝试，但一致性有所不同，表明需要加强巩固。

Language Output Ability 语言输出能力

Oral: 口语：

Students successfully repeated target phrases like 'It is a cat' and 'P for pig'. 学生成功重复了目标短语，如“It is a cat”和“P for pig”。
Pronunciation was generally clear for familiar words, though some initial sound productions were hesitant. 对于熟悉的话语，发音通常清晰，尽管一些初始音的发出有些犹豫。
All students participated in reciting the ABC song near the end. 所有学生在接近尾声时都参与了ABC歌曲的背诵。

Written: 书面：

Observed tracing of letters P, S, and H on the board, showing effort, particularly from Jeremy and Anna.

观察到在板书上描摹字母P、S、H，显示出努力，尤其是Jeremy和Anna。

Student's Strengths 学生的优势

Strong repetition skills for target vocabulary. 目标词汇的重复能力强。
High engagement in physical activities like drawing and pointing. 在绘画和指点等活动中表现出高度参与性。
Good grasp of counting skills up to six during the matching game. 在匹配游戏中，对数到六的数数技能掌握良好。

Areas for Improvement 需要改进的方面

Consolidating the relationship between the written letter form and its specific phoneme (e.g., ensuring 'H' is clearly associated with /h/ sound). 巩固书写字母形式与其特定音素之间的关系（例如，确保“H”与/h/音清晰关联）。
Increasing independent sentence production beyond simple repetition. 增加除了简单重复以外的独立句子产出。
Ensuring all participants (especially later arrivals) are included equally in initial review phases. 确保所有参与者（特别是后来加入的）在初始复习阶段得到同等对待。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The use of visuals and physical actions (showing emotions, drawing letters) kept the young learners engaged. 使用视觉和肢体动作（展示情绪、画字母）使低龄学习者保持了参与度。
The transition between vocabulary, phonics, and counting was logical, moving from simple identification to production. 词汇、自然拼读和数数之间的过渡是合乎逻辑的，从简单的识别转向产出。
The pacing was fast, perhaps too fast for comprehensive consolidation of new letters (P, S, H) in a single session. 节奏很快，对于在单次课程中全面巩固新字母（P、S、H）来说可能过快。

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

The initial pace was brisk, suitable for maintaining attention. 初始节奏轻快，适合保持注意力。
The review game section allowed students to slow down slightly while applying knowledge actively. 复习游戏环节允许学生在积极应用知识时稍微放慢速度。
The introduction of multiple new letters (P, S, H) in quick succession might tax retention. 短时间内快速引入多个新字母（P、S、H）可能会影响记忆保持。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, energetic, and highly interactive, characterized by constant teacher encouragement and praise ('Well done!', 'High five!').

积极、充满活力且高度互动，其特点是教师不断鼓励和表扬（“干得好！”、“击掌！”）。

Achievement of Teaching Objectives 教学目标的达成

Emotion recognition: Mostly achieved, based on successful identification. 情绪识别：基本达成，基于成功的识别。
Animal vocabulary: Good identification success rate. 动物词汇：识别成功率高。
Letter production (P, S, H): Initial exposure and tracing completed, but mastery requires further practice. 字母产出（P、S、H）：初步接触和描摹已完成，但掌握需要进一步练习。

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 classroom management and high energy level maintained throughout. 出色的课堂管理和贯穿始终的高昂精力水平。
Effective use of immediate positive reinforcement (High Fives, verbal praise). 有效使用即时正面强化（击掌、口头表扬）。

Effective Methods: 有效方法：

Integrating vocabulary learning with letter sound practice (e.g., P for Pig). 将词汇学习与字母发音练习相结合（例如，P for Pig）。
Using a 'binoculars' visual prop to enhance engagement during review. 使用“望远镜”的视觉道具来增强复习时的参与度。

Positive Feedback: 正面反馈：

Students responded well to direct requests for imitation and action. 学生对模仿和行动的直接要求反应良好。
The differentiation in tasks (e.g., Anna finding snakes, Jeremy finding dogs) worked well for small group focus. 任务的分化（例如，Anna找蛇，Jeremy找狗）对小组集中注意力起到了很好的作用。

Next Teaching Focus 下一步教学重点

Solidifying phonics review for P, S, H and introducing letter T/K. 巩固P、S、H的发音复习，并引入字母T/K。
Expanding simple sentence production using 'I have...' structure with the animal vocabulary. 使用“I have...”结构，结合动物词汇，扩展简单句子的产出。

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 slightly more time isolating the initial sounds for new letters (P, S, H) before moving to the associated vocabulary word. 在学习关联的词汇词（P、S、H）之前，花更多时间单独隔离新字母的初始发音。
Ensure students clearly differentiate between 'B' sound (bird) and 'P' sound (pig) in future quick-fire sound drills. 确保学生在未来的快速发音练习中能清晰区分“B”音（bird）和“P”音（pig）。

Speaking & Communication: 口语与交流：

Encourage longer, unprompted responses to 'What is it?' questions, moving beyond simple one-word answers. 鼓励对“What is it?”问题给出更长、无需提示的回答，超越简单的单字回答。
In group counting activities, ensure all students take turns verbally reporting the final count. 在小组数数活动中，确保所有学生轮流口头报告最终计数结果。

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

Provide laminated letter tracing sheets for students to practice P, S, H with dry-erase markers for better retention and motor memory. 提供覆膜的字母描摹表，让学生使用干擦笔练习P、S、H，以增强记忆和运动记忆。

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

Practice singing the ABC song three times daily. 要求学生每天练习演唱ABC歌曲三次。
Review flashcards for the six learned animals at home. 复习家中已学的六种动物的闪卡。