Bridging British Education Virtual Academy 伦桥国际教育

0127 VJ F1 G1 Lesson Analysis 0127 VJ F1 G1 课程分析

1. Course Basic Information 1. 课程基本信息

Course Name: English Phonics and Reading Lesson 课程名称： 英语自然拼读与阅读课程

Topic: Set 5 Revision: Sounds 'ss', 'h', 'b', 'f' and Story Review 主题： 第五单元复习：音素 'ss', 'h', 'b', 'f' 及故事回顾

Date: January 27th 日期： 1月27日

Student: Joy & Lynette (Group/Dual Session) 学生： Joy & Lynette (Group/Dual Session)

Teaching Focus 教学重点

Consolidating previously learned letter sounds ('ss', 'h', 'b', 'f') through story review and targeted sound drills.

通过故事回顾和针对性的音素练习，巩固已学过的字母音素 ('ss', 'h', 'b', 'f')。

Teaching Objectives 教学目标

Review and correctly pronounce words containing the 'ss' sound (e.g., Tess, boss, fuss, kiss, hiss, grass, mess, address). 复习并正确发音包含'ss'音的单词（如 Tess, boss, fuss, kiss, hiss, grass, mess, address）。
Practice reading a story ('A Trip to Town') focusing on fluency and comprehension. 练习阅读故事（“A Trip to Town”），重点关注流利度和理解能力。
Revise the formation and recognition of letter sounds 'h', 'b', and 'f' from the previous five lessons. 复习前五个单元学过的字母音素 'h', 'b', 和 'f' 的书写和识别。

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 & Greetings: Teacher checks in with students (Joy and Lynette) about their week, inquiring about hobbies like tennis and ballet.

热身与问候： 教师与学生（Joy和Lynette）问候，询问了关于他们一周活动（网球、芭蕾）的情况。

Story Introduction & 'ss' Sound Focus: Introduction to the story 'A Trip to Town'. Intensive focus on words containing the double 's' sound (Tess, boss, fuss, kiss, hiss, grass, mess, address), including concept explanation and word recognition drills.

故事引入与'ss'音素重点练习： 引入故事“A Trip to Town”。集中练习包含双's'音的单词，包括概念解释和单词识别训练。

Sound Discrimination and Matching Activity: Students identify which words contain the target sound, followed by interactive matching activities connecting 'ss' words (mess, glasses, dress, address) to pictures.

音素辨别与配对活动： 学生辨别哪些单词包含目标音素，随后进行互动配对，将'ss'单词（mess, glasses, dress, address）与图片进行连接。

Story Reading & Comprehension Check: Students read segments of the story aloud (turn-taking). Teacher asks comprehension questions about the journey (places passed) and cultural comparison (UK vs. China houses).

故事阅读与理解检查： 学生轮流大声朗读故事片段。教师提问关于故事的理解性问题（经过的地点）和文化对比（英国与中国房屋）。

Revision of Sounds 'h', 'b', and 'f': Revision session covering the sounds 'h' (hammer, hop, horse), 'b' (balloon, boat, bear), and 'f' (fish, feather, fan). Includes sound formation practice.

'h', 'b', 和 'f' 音素复习： 复习'h'（锤子、跳高、马）、'b'（气球、船、熊）和'f'（鱼、羽毛、扇子）的音素。包括音素书写练习。

Wrap-up and Next Steps: Teacher concludes the session, noting they went slightly over time due to technical issues, and previews starting a new set of letters next time.

总结与后续安排： 教师总结课程，提到因技术问题稍微超时，并预告下节课将开始学习新字母。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Tess, boss, fuss, kiss, hiss, grass, mess, address, bell, church tower, pizza hut, cake shop, bus stop, doll, hammer, hop, horse, balloon, boat, bear, fish, feather, fan.

词汇：
Tess, 老板, 大惊小怪, 亲吻, 发出嘶嘶声, 草, 混乱/脏乱, 地址, 铃铛, 教堂塔楼, 必胜客, 蛋糕店, 公交站, 玩偶, 锤子, 跳高, 马, 气球, 船, 熊, 鱼, 羽毛, 扇子。

Concepts:
Double 's' sound (phonics); Contextual understanding of new vocabulary (e.g., boss, address); Reading fluency and turn-taking.

概念：
双's'音素（自然拼读）；新词汇的语境理解（如 boss, address）；阅读流利度和轮流表达能力。

Skills Practiced:
Phonics recognition and blending (especially 'ss' blends), Reading aloud, Listening comprehension, Vocabulary acquisition through context, Oral response and interaction.

练习技能：
自然拼读识别和拼读（特别是'ss'组合），大声朗读，听力理解，通过语境习得词汇，口头回应和互动。

Teaching Resources and Materials 教学资源与材料

Set 5 Lesson Material: 'A Trip to Town' storybook. 第五单元教材：《A Trip to Town》故事书。
Phonics drill slides for sounds 'ss', 'h', 'b', 'f'. 用于'ss', 'h', 'b', 'f'音素的自然拼读练习幻灯片。

3. Student Performance Assessment (Joy & Lynette (Group/Dual Session)) 3. 学生表现评估 (Joy & Lynette (Group/Dual Session))

Participation and Activeness 参与度和积极性

Both students actively participated, especially during the word drills and sound identification sections. 两位学生都积极参与，尤其是在单词练习和音素识别环节。
Joy required more prompting during reading segments but responded well when directly addressed. Joy在阅读片段中需要更多提示，但在被直接点名时反应良好。
Lynette demonstrated strong engagement throughout the sound revision section. Lynette在音素复习环节表现出高度的参与度。

Language Comprehension and Mastery 语言理解和掌握

Good understanding of the 'ss' words contextually (e.g., knowing 'boss' relates to work, 'hiss' is a snake sound). 对'ss'单词的语境理解良好（例如，知道'boss'与工作有关，'hiss'是蛇的声音）。
Comprehension of the story sequence was strong, evidenced by correct answers regarding places visited. 故事顺序理解能力强，体现在对访问地点的回答正确。

Language Output Ability 语言输出能力

Oral: 口语：

Generally clear oral responses, though some students occasionally struggled with multi-syllable words in the story. 整体口头反应清晰，但部分学生在故事中的多音节词汇上偶有停顿。
Sound blending ('ss' words) was effective when guided by the teacher. 在教师引导下，音素拼读（'ss'单词）效果良好。

Written: 书面：

N/A (Activity focused on verbal interaction and digital manipulation, e.g., connecting words/pictures).

不适用（活动重点是口头互动和数字操作，例如连接单词/图片）。

Student's Strengths 学生的优势

Excellent recall of previously learned letter sounds ('h', 'b', 'f') during the revision phase. 在复习阶段对先前学过的字母音素（'h', 'b', 'f'）记忆极佳。
Ability to mimic target sounds accurately (e.g., the snake 'hiss' sound). 准确模仿目标声音的能力（例如，蛇的“嘶嘶”声）。
Good engagement with familiar concepts like hobbies (ballet). 对熟悉的概念（如爱好 - 芭蕾）有很好的投入。

Areas for Improvement 需要改进的方面

Fluency during independent reading of the longer sentences in the story. 在独立阅读故事中较长句子时的流畅度。
Automatic recall and spelling of complex 'ss' words like 'address' and 'grass'. 复杂'ss'单词（如 'address' 和 'grass'）的自动回忆和拼写。
Sustaining focus during teacher-led sound drills when technology lagged. 在技术延迟时，维持对教师引导的音素练习的专注度。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

Highly effective use of the story context to introduce and reinforce the target sound 'ss'. 非常有效地利用故事语境来引入和巩固目标音素'ss'。
The consolidation revision (h, b, f) helped solidify retention from previous lessons. 巩固复习（h, b, f）有助于加强前几课内容的保持。

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

Pace was slightly fast during the vocabulary introduction due to the need to cover two lessons, but overall manageable. 由于需要覆盖两课内容，词汇介绍阶段节奏略快，但总体上是可控的。
The session ran slightly over time, which the teacher appropriately accounted for by mentioning technical interruptions. 课程略微超时，教师以技术中断为由进行了合理的解释。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaging, positive, and interactive, with the teacher successfully maintaining energy despite technical glitches at the start.

积极、正面且互动性强，尽管开头有技术故障，教师仍成功地保持了课堂活力。

Achievement of Teaching Objectives 教学目标的达成

The 'ss' vocabulary objective was well met through focused drills. 'ss'词汇目标通过集中练习得到了很好的实现。
The story reading segment met the fluency objective partially; needs follow-up practice. 故事阅读环节的流畅性目标达成了一部分；需要后续跟进练习。
The revision of prior sounds was successfully executed. 先前音素的复习环节成功执行。

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 scaffolding when introducing challenging 'ss' words by linking them to known concepts (e.g., 'boss' meaning). 在介绍具有挑战性的'ss'单词时，通过与已知概念（如'boss'的含义）联系，提供了出色的脚手架支持。
Effective use of miming and sound effects (hiss, snake noise) for phonics reinforcement. 有效地利用模仿和音效（嘶嘶声，蛇的声音）来加强自然拼读的巩固。

Effective Methods: 有效方法：

Using a dual-lesson format to catch up on missed time provided good content coverage. 采用双课时模式来弥补丢失的时间，提供了良好的内容覆盖率。
Interactive matching games to test recognition of newly learned words. 使用互动配对游戏来测试对新学习单词的识别能力。

Positive Feedback: 正面反馈：

Teacher praised students for their knowledge of the 'b' song (Bear build me a boat) during revision. 教师在复习时表扬了学生对'b'歌曲（熊造船）的记忆。

Next Teaching Focus 下一步教学重点

Beginning the new set of letters/sounds as previewed by the teacher. 开始学习教师预告的新字母/音素系列。
Further reinforcement of multi-syllable 'ss' words encountered in the story. 对故事中遇到的多音节'ss'单词进行进一步的强化。

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

Pronunciation & Reading: 发音与阅读：

Encourage Joy and Lynette to read the story section aloud twice more this week, focusing on smoother transitions between sentences. 鼓励Joy和Lynette本周再朗读故事部分两次，重点关注句子之间更平滑的过渡。
Practice differentiating between 'dress' and 'address' pronunciations to avoid confusion. 练习区分'dress'和'address'的发音，以避免混淆。

Speaking & Communication: 口语与交流：

Ask students to orally generate one sentence using each of the 'ss' words reviewed today (e.g., 'I love to kiss my dog'). 要求学生用今天复习的每个'ss'单词口头造一个句子（例如，“我喜欢亲我的狗”）。

Spelling & Phonics: 拼写与音素：

For the 'f' sound, focus specifically on the word 'feather' as it has a slightly less obvious initial sound for some learners. 对于'f'音，要特别关注'feather'这个词，因为它对某些学习者来说，起始音不是很明显。

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

Review flashcards for sounds 'h', 'b', 'f', and 'ss'. 复习'h', 'b', 'f', 和 'ss' 音素的闪卡。
Listen to the audio track for 'A Trip to Town' story twice, trying to follow along in the book. 听两遍“A Trip to Town”故事的音频，尝试跟书阅读。