Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - The Tooth Fairy and Letter 'F' 1v1 英语课程 - 牙仙与字母 'F'

1. Course Basic Information 1. 课程基本信息

Course Name: VJ F1 G1 Course 课程名称： VJ F1 G1 课程

Topic: The Tooth Fairy Story and Letter Sound 'F' 主题： 牙仙故事与字母 'F' 的发音

Date: January 13th 日期： 1月13日

Student: Lynette (Joy is also present) 学生： Lynette (Joy is also present)

Teaching Focus 教学重点

Introduction to the letter 'F' sound, writing the letter 'F', story comprehension, and revision of letter 'B' sound vocabulary.

引入字母 'F' 的发音、书写 'F'、故事理解，以及复习字母 'B' 的词汇。

Teaching Objectives 教学目标

Students will be able to recognize and produce the /f/ sound. 学生能够识别和发出 /f/ 的音。
Students will practice writing capital 'F' and lowercase 'f'. 学生将练习书写大写 'F' 和小写 'f'。
Students will identify words beginning with 'f' in context. 学生将能识别出以 'f' 开头的词语。

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 Catch-up: Teacher greets students, notes Lynette missed the previous week, and introduces today's topic: The Tooth Fairy.

问候与近况交流： 教师问候学生，注意到 Lynette 缺席了上周的课程，并引入今日主题：牙仙。

Story Comprehension and Sound Introduction: Read part of the Tooth Fairy story, focusing on vocabulary like 'fairy' and 'wand'. Introduced the /f/ sound.

故事理解与发音引入： 朗读牙仙故事的一部分，重点关注 'fairy' 和 'wand' 等词汇。引入了 /f/ 的音。

Letter Formation (f and F): Guided practice on writing lowercase 'f' (over the fairy's head, down her dress, wand) and contrasting it with capital 'F'.

字母书写 (f 和 F)： 指导练习小写 'f' 的书写（画在仙女头上、裙子和魔杖上），并与大写 'F' 进行对比。

Phonics Video and Vocabulary Input: Watched a video about the letter 'f' (e.g., fox, fish, frog, fan). Practiced new vocabulary like 'puff' and 'cuff'.

自然拼读视频与词汇输入： 观看了关于字母 'f' 的视频（例如 fox, fish, frog, fan）。练习了 'puff' 和 'cuff' 等新词汇。

Phonics Song Activity: Sang a modified version of 'Twinkle Twinkle Little Star' focused on the /f/ sound.

自然拼读歌曲活动： 演唱了一个针对 /f/ 音的《一闪一闪亮晶晶》的改编版本。

'F' Word Identification Game: Students circled objects starting with /f/ from a set of images (fin, fog, fat, fan, puff, cuff).

'F' 单词识别游戏： 学生从一组图片中圈出以 /f/ 开头的物体（fin, fog, fat, fan, puff, cuff）。

Revision of Letter 'B': Brief revision of previous lesson's content (letter 'B') using a song and a window-smashing game (bat, bun, bag).

字母 'B' 复习： 通过歌曲和“砸窗户”游戏（bat, bun, bag）对前一课的字母 'B' 内容进行简短复习。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Tooth, tissue, pillow, fairy, wand, f, fox, fish, frog, fan, fin, fog, fat, puff, cuff, coin, magician, fork, feather, fruit, football.

词汇：
牙齿, 纸巾, 枕头, 仙女, 魔杖, f, 狐狸, 鱼, 青蛙, 扇子, 鱼鳍, 雾, 胖, 泡芙, 袖口, 硬币, 魔术师, 叉子, 羽毛, 水果, 足球。

Concepts:
Phonics: /f/ sound (initial, medial, final), Letter formation (f vs F), Vocabulary acquisition (new words related to 'f' and revision of 'b').

概念：
自然拼读：/f/ 音（词首、词中、词尾），字母书写（f 与 F），词汇习得（与 'f' 相关的生词和 'b' 的复习）。

Skills Practiced:
Listening comprehension (story), Oral production (saying sounds and words), Fine motor skills (writing letters), Reading recognition (identifying initial sounds).

练习技能：
听力理解（故事），口语表达（说出音素和单词），精细动作技能（书写字母），阅读识别（识别词首音）。

Teaching Resources and Materials 教学资源与材料

Tooth Fairy story material/text. 牙仙故事材料/文本。
Letter 'F' formation guide/visual aid. 字母 'F' 的书写指南/视觉辅助。
Video/Song about Letter 'F'. 关于字母 'F' 的视频/歌曲。
Picture cards for 'F' and 'B' vocabulary identification game. 用于 'F' 和 'B' 词汇识别游戏的图片卡。

3. Student Performance Assessment (Lynette (Joy is also present)) 3. 学生表现评估 (Lynette (Joy is also present))

Participation and Activeness 参与度和积极性

Both students were highly engaged, especially during the interactive games and song singing. 两位学生都高度投入，尤其是在互动游戏和歌曲演唱环节。
Lynette actively participated in identifying 'F' words, following instructions well. Lynette 积极参与识别以 'F' 开头的词语，并很好地遵循了指令。

Language Comprehension and Mastery 语言理解和掌握

Good comprehension of the Tooth Fairy story segment, grasping the sequence of events. 对牙仙故事片段的理解良好，抓住了事件的顺序。
Students successfully identified objects matching the /f/ sound in the picture selection task. 学生在图片选择任务中成功识别出与 /f/ 音匹配的物体。

Language Output Ability 语言输出能力

Oral: 口语：

Both students produced the /f/ sound clearly when prompted, although occasionally blended with 'th' sound. 在提示下，两位学生都能清晰地发出 /f/ 的音，尽管偶尔与 'th' 音混淆。
Joy demonstrated good retention of the previous 'B' vocabulary during the revision section. Joy 在复习环节中表现出对先前 'B' 词汇的良好记忆。

Written: 书面：

Demonstrated effort in tracing the letter 'f', requiring reminders on correct stroke order for lowercase 'f'.

在描摹字母 'f' 时表现出努力，但需要提醒小写 'f' 的正确笔顺。

Student's Strengths 学生的优势

Excellent engagement and enthusiasm for singing and interactive games. 在歌曲演唱和互动游戏方面表现出极高的热情和投入度。
Good memory of previously learned vocabulary from the 'B' lesson. 对之前 'B' 课中学到的词汇记忆良好。
Clear understanding of the core narrative structure of the story. 对故事的核心叙事结构有清晰的理解。

Areas for Improvement 需要改进的方面

Differentiating the /f/ sound from similar sounds (/th/ or /v/). 区分 /f/ 音与相似音（如 /th/ 或 /v/）。
Consistency in applying the correct stroke order when writing the new letter 'f'. 在书写新字母 'f' 时，需保持正确笔顺的一致性。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The integration of the story (Tooth Fairy) effectively motivated the introduction of the target sound /f/. 将故事（牙仙）融入教学，有效地激发了学生对目标音 /f/ 的学习兴趣。
Interactive tasks (like the image circling game) were highly effective for immediate word recognition practice. 互动任务（如图片圈选游戏）对即时单词识别练习非常有效。

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

The pacing was generally good, balancing new content introduction with revision. 课程节奏总体良好，平衡了新内容的引入和旧知识的复习。
Slight slowdown during complex word identification (e.g., 'cuff'), but teacher managed to keep momentum. 在识别复杂词汇（如 'cuff'）时节奏略有放缓，但教师成功保持了动力。

Classroom Interaction and Atmosphere 课堂互动和氛围

The atmosphere was very positive, energetic, and supportive, facilitated by the teacher's enthusiastic tone and use of imaginative play (magic wands).

课堂气氛非常积极、充满活力且互助，这得益于教师热情的语调和想象力游戏（魔杖）的使用。

Achievement of Teaching Objectives 教学目标的达成

The /f/ sound was introduced and practiced, meeting the primary phonetic goal. /f/ 音被引入并进行了练习，达成了主要的拼读目标。
Students actively participated in activities designed to recognize /f/ words. 学生积极参与了旨在识别 /f/ 单词的活动。

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 storytelling context (Tooth Fairy) used to introduce phonics. 运用了出色的故事背景（牙仙）来引入自然拼读。
Effective transition and balance between new content ('F') and necessary revision ('B'). 在新内容 ('F') 和必要复习 ('B') 之间过渡和平衡做得很好。

Effective Methods: 有效方法：

Using physical actions (waving wand) to anchor new letter sounds. 使用身体动作（挥舞魔杖）来巩固新字母的发音。
Repetitive, song-based learning for reinforcement (Twinkle Twinkle variation). 使用重复性的、基于歌曲的学习方式进行巩固（改编版《一闪一闪亮晶晶》）。

Positive Feedback: 正面反馈：

Praise for nice singing and strong participation. 对学生优美的歌声和强烈的参与度给予了表扬。

Next Teaching Focus 下一步教学重点

Consolidate the letter 'F' sound, practice its position in words. 巩固字母 'F' 的发音，练习它在单词中的位置。
Introduce the next letter/sound in the sequence. 引入序列中的下一个字母/发音。

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 to drill /f/ vs /th/ contrast using minimal pairs (e.g., 'fan' vs 'than'). 继续使用最小对立体（例如 'fan' 对 'than'）来练习 /f/ 与 /th/ 的对比。
Provide extra explicit modeling for writing the lowercase 'f' stroke order to minimize tracing errors. 对小写 'f' 的笔顺提供额外的明确示范，以减少描摹错误。

Speaking & Communication: 口语与交流：

Encourage students to use the new 'F' vocabulary in short, self-generated sentences next time. 鼓励学生在下次课中尝试用新学的 'F' 词汇造出简短的、自己生成的句子。

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

Practice reading the 'Tooth Fairy' story segment focusing on words containing 'f'. 练习朗读“牙仙”故事片段，重点关注包含 'f' 的单词。