Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: PL F1 Trial 课程名称： PL F1 试听课

Topic: Introduction to Letter Sounds, Vocabulary Review (A-Z), and Sentence Reading 主题： 字母音素介绍、词汇复习 (A-Z) 及句子阅读

Date: January 17th (Implied) 日期： 1月17日 (推断)

Student: Kevin and Aurora 学生： Kevin and Aurora

Teaching Focus 教学重点

Reviewing greetings ('What's your name?', 'How are you feeling?'), practicing A-Z phonics, and matching words to pictures/letters.

复习问候语（'你叫什么名字？'，'你感觉如何？'），练习A-Z字母发音，以及单词与图片/字母的匹配。

Teaching Objectives 教学目标

Students can introduce themselves and state their feelings using simple sentences. 学生能够使用简单句介绍自己并表达感受。
Students can recognize and associate basic A-Z letter sounds with corresponding objects/pictures. 学生能够识别并关联A-Z字母的发音及其对应的物体/图片。
Students can actively participate in interactive screen-marking activities. 学生能够积极参与互动的屏幕标记活动。

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 Feelings Check: Reviewing 'What's your name?' and introducing 'How are you feeling?' (happy, sad, tired, excited).

问候与情绪检查： 复习“你叫什么名字？”并引入“你感觉如何？”（开心、难过、累、兴奋）。

A-Z Phonics Overview and Sound Practice: Teacher rapidly reviews all 26 letter sounds (A to Z) with corresponding vocabulary examples.

A-Z 字母音素总览与发音练习： 老师快速复习所有26个字母的发音及其对应的词汇示例。

Interactive Letter/Sound Matching: Students (Kevin and Aurora) take turns using the digital pen/finger to circle or point to the initial letter corresponding to a picture (e.g., banana, cat, dog, egg).

互动式字母/发音匹配： 学生（Kevin和Aurora）轮流使用数字笔/手指圈出或指向与图片对应的起始字母（如：banana, cat, dog, egg）。

Word-Picture Matching (Phonics Application): Students match phonetic words (e.g., web, log, red, pig, mat) to their corresponding pictures, often involving drawing lines on the screen.

单词-图片匹配（音素应用）： 学生将音素单词（如：web, log, red, pig, mat）与对应图片进行匹配，通常涉及在屏幕上画线。

Sentence Reading and 'I Spy': Reading short sentences from a story ('What is it?'), followed by an 'I Spy' game focusing on initial sounds (S, A, N).

句子阅读与“我看到了什么”游戏： 阅读故事中的短句（“那是什么？”），然后进行“我看到了什么”游戏，重点考察首字母发音（S, A, N）。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Name, happy, sad, angry, tired, scared, excited, Apple, banana, cat, egg, goat, hat, ink, jam, key, lemon, moon, nest, orange, peach, robot, tomato, umbrella, volcano, wind, X-ray, yo-yo, zip, dog, frog, ball, snake, sausage, cow, butterfly, table, car, door, elephant, rabbit, box, igloo, web, log, pig, mat, rug, pan, bird, fish, turtle, carrot, nose, astronaut.

词汇：
名字，开心，难过，生气，累，害怕，兴奋，苹果，香蕉，猫，蛋，山羊，帽子，墨水，果酱，钥匙，柠檬，月亮，巢，橘子，桃子，机器人，西红柿，雨伞，火山，风，X光，溜溜球，拉链，狗，青蛙，球，蛇，香肠，牛，蝴蝶，桌子，汽车，门，大象，兔子，盒子，冰屋，网，木头，猪，垫子，地毯，平底锅，鸟，鱼，乌龟，胡萝卜，鼻子，宇航员。

Concepts:
Personal introduction (name/feeling), Alphabetic sounds (A-Z), Initial sound identification, Simple sentence structure (It is a...).

概念：
个人介绍（名字/感受），字母音素（A-Z），首字母识别，简单句结构（它是……）。

Skills Practiced:
Listening comprehension, Speaking (simple sentence repetition and answering basic questions), Visual discrimination (matching letters/pictures), Interactive tool usage (screen marking).

练习技能：
听力理解，口语（简单句重复和回答基本问题），视觉辨别（匹配字母/图片），互动工具使用（屏幕标记）。

Teaching Resources and Materials 教学资源与材料

Slides featuring A-Z vocabulary pictures. 包含A-Z词汇图片的幻灯片。
Interactive whiteboard/screen for drawing and circling. 用于绘图和圈点的互动白板/屏幕。
Worksheet/Activity for word-letter matching. 用于单词-字母匹配的练习表/活动。

3. Student Performance Assessment (Kevin and Aurora) 3. 学生表现评估 (Kevin and Aurora)

Participation and Activeness 参与度和积极性

Both students, Aurora and Kevin, demonstrated high engagement throughout the phonics and matching activities. 两位学生（Aurora和Kevin）在整个音素和匹配活动中都表现出高度的参与度。
Kevin was very quick to respond during the letter identification exercises. Kevin在字母识别练习中反应非常迅速。
Aurora showed excellent focus, particularly when asked to use the digital pen. Aurora表现出极佳的专注力，尤其是在被要求使用数字笔时。

Language Comprehension and Mastery 语言理解和掌握

Students correctly answered basic questions about their names and feelings. 学生正确回答了关于姓名和感受的基本问题。
Comprehension of initial sounds was generally strong, although there were moments of hesitation or incorrect answers that required immediate correction. 对首字母发音的理解总体较强，尽管在某些时刻有所犹豫或回答错误，需要立即纠正。
The sentence reading section showed good receptive understanding of the context. 句子阅读部分显示了对上下文良好的接受性理解。

Language Output Ability 语言输出能力

Oral: 口语：

Both students produced target phrases like 'My name is...' and 'I am happy' correctly. 两位学生都能正确地说出目标短语，如“我的名字是……”和“我很高兴”。
Aurora had clear, consistent pronunciation during repetition tasks. Aurora在重复任务中发音清晰、一致。
Kevin sometimes required prompting to complete full phrases but managed to sound out the individual words well. Kevin有时需要提示才能完成完整的短语，但他能很好地拼读出单个词汇。

Written: 书面：

Not applicable; the focus was on oral response and interactive screen marking (pointing/circling).

不适用；重点在于口头回答和互动屏幕标记（指向/圈点）。

Student's Strengths 学生的优势

Kevin: Quick recall and high motivation during rapid-fire identification tasks. Kevin：在快速识别任务中，回忆速度快，积极性高。
Aurora: Excellent focus, accurate digital pen manipulation, and good oral repetition. Aurora：专注力极佳，数字笔操作准确，口头重复良好。
Both students showed proficiency in recognizing the most common initial letters during the matching games. 两位学生在匹配游戏中表现出识别最常见首字母的熟练度。

Areas for Improvement 需要改进的方面

Kevin: Requires encouragement to articulate full sentences rather than single words when responding to questions. Kevin：需要鼓励才能在回答问题时说出完整的句子，而不是单个词汇。
Both students showed brief confusion when distinguishing between visually similar letters/sounds (e.g., I/J confusion noted by the teacher). 两位学生在区分视觉相似的字母/发音时表现出短暂的困惑（如老师指出的 I/J 混淆）。
Task switching: Brief moments where students needed guidance to refocus on the correct letter/word during rapid activity changes. 任务切换：在活动快速转换时，学生需要短暂的指导才能重新聚焦到正确的字母/单词上。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The progression from simple repetition to complex interactive marking was well-paced to maintain interest. 从简单重复到复杂的互动标记的进程节奏把握得当，有效地保持了学生的兴趣。
The use of prizes and positive reinforcement was highly effective in motivating Kevin and Aurora. 使用奖励和积极强化对激励Kevin和Aurora非常有效。
The interactive screen element was utilized heavily, which is key for online engagement. 大量使用了互动屏幕元素，这对在线参与至关重要。

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

The initial sound review was very fast, which worked well for review but might need slowing down for true concept reinforcement. 开头的发音复习非常快，这对复习有效，但可能需要放慢速度以巩固概念。
The matching and circling activities maintained a good, energetic pace. 匹配和圈点活动保持了良好、充满活力的节奏。

Classroom Interaction and Atmosphere 课堂互动和氛围

Highly positive, energetic, and encouraging. The teacher provided consistent praise and managed technical issues (like screen writing) smoothly.

课堂氛围非常积极、精力充沛且充满鼓励。老师提供了持续的表扬，并平稳地处理了技术问题（如屏幕书写）。

Achievement of Teaching Objectives 教学目标的达成

The goal of practicing and identifying initial sounds was largely met through the interactive games. 通过互动游戏，练习和识别首字母发音的目标基本达成。
Basic conversational goals were met with high accuracy. 基本的对话目标以高准确率达成。

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 interactive tools (pen/finger drawing) to keep students anchored to the screen. 有效利用互动工具（笔/手指绘图）来吸引学生的注意力集中在屏幕上。
Excellent classroom management, using positive reinforcement ('prizes') frequently. 出色的课堂管理，频繁使用积极强化（“奖励”）。
Thorough and comprehensive review of all 26 phonemes in a short period. 在短时间内对全部26个音素进行了全面彻底的复习。

Effective Methods: 有效方法：

Rapid-fire Q&A for emotion check-in to ensure quick engagement. 快速问答进行情绪签到，以确保快速投入。
Individualized correction and redirection when students struggled with the interactive pen. 当学生在使用互动笔时遇到困难，提供了个性化的纠正和引导。

Positive Feedback: 正面反馈：

Teacher praised students explicitly for speed ('you're so quick') and accuracy ('fabulous', 'lovely'). 老师明确表扬了学生的速度（“你太快了”）和准确性（“太棒了”，“真好”）。

Next Teaching Focus 下一步教学重点

Reinforcing short vowel sounds and practicing CVC word blending. 巩固短元音发音，并练习CVC单词的拼读。
Expanding sentence complexity beyond 'It is a...' structure. 将句子复杂度扩展到超越“它是……”的结构。

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 Kevin, focus next session on blending the sounds he knows into simple CVC words to transition from letter recognition to reading. 对于Kevin，下一节课重点应放在将他已知的字母发音融合到简单的CVC单词中，实现从字母识别到阅读的过渡。
Spend slightly more dedicated time isolating one sound group (e.g., short vowels) rather than rushing through all 26 letters in review. 花更多专门时间隔离一组发音（例如短元音），而不是在复习中匆忙地略过全部26个字母。

Speaking & Communication: 口语与交流：

Prompt students to answer 'Why are you happy?' with a full sentence structure, even if the reason is simple ('Because I like it'). 提示学生用完整的句子结构回答“你为什么高兴？”，即使理由很简单（“因为我喜欢”）。
Practice asking and answering more varied emotion/state questions (e.g., 'Are you sleepy?', 'Are you thirsty?'). 练习提问和回答更多样化的情绪/状态问题（例如，“你困了吗？”，“你渴了吗？”）。

Interaction & Tool Use: 互动与工具使用：

Ensure Kevin is fully comfortable with the digital pen controls before demanding complex drawing tasks; practice pointing/circling first. 在要求进行复杂的绘画任务之前，确保Kevin完全熟悉数字笔的控制；先练习指向/圈点。

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

Review the A-Z flashcards shown today. 复习今天展示的A-Z抽认卡。
Find three objects at home that start with the letters 'B' and 'C'. 在家中找出三个以字母'B'和'C'开头的物体。