Bridging British Education Virtual Academy 伦桥国际教育

1v1 English Lesson - Capital Letter 'I' Usage and Personal Information Sharing 1v1 英语课程 - 大写字母 'I' 的用法和个人信息分享

1. Course Basic Information 1. 课程基本信息

Course Name: PL EAL A1 课程名称： PL EAL A1 (可能是预备/入门英语)

Topic: Review of Sentence Punctuation and Mastering the Capital Letter 'I' 主题： 句子标点符号复习与掌握大写字母 'I'

Date: January 30th 日期： 1月30日

Student: Leo 学生： Leo

Teaching Focus 教学重点

Reviewing sentence end punctuation (full stop, question mark) and intensely focusing on the rule for capitalizing the pronoun 'I'. Practicing self-introduction and comparison using 'I'.

复习句子结束标点（句号、问号）并重点学习代词 'I' 的大写规则。练习使用 'I' 进行自我介绍和比较。

Teaching Objectives 教学目标

Student can correctly recall and apply sentence-ending punctuation. 学生能够正确回忆并应用句子结束标点。
Student can consistently capitalize the personal pronoun 'I' in all contexts. 学生能够始终在所有情境中将人称代词 'I' 大写。
Student can use 'I' to construct simple sentences about themselves and participate in a comparison activity. 学生能够使用 'I' 构建关于自己的简单句子，并参与比较活动。

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

Review of Previous Lesson & Punctuation Recap: Quickly reviewed previously learned topics and focused on sentence punctuation: capital letter start, finger spaces, full stop, and question mark.

复习上节课内容与标点符号回顾： 快速回顾了之前学过的内容，并重点关注了句子标点：大写字母开头、词间距、句号和问号。

Introduction to Capital Letter 'I': Teacher introduced the concept of capitalizing 'I' in sentences. Student practiced writing sentences about a boy's T-shirt using 'I'.

大写字母 'I' 的引入： 老师引入了句子中 'I' 必须大写的概念。学生练习写句子描述一个男孩的T恤，并使用 'I'。

Writing Sentences About Self (Self-Correction Focus): Student wrote three sentences about themselves, practicing capitalization, spacing, and punctuation. Teacher provided corrective feedback on vocabulary (e.g., 'pants') and grammar.

关于自己的句子写作（自我修正重点）： 学生写了关于自己的三个句子，练习大写、间距和标点。老师对词汇（如 'pants'）和语法提供了纠正性反馈。

Error Correction Reading & Identifying Missing Capital 'I': Student read sentences aloud and identified missing capital 'I's. Practice reading words like 'read' (past tense).

错误纠正阅读与识别缺失的大写 'I'： 学生大声朗读句子并识别缺失的大写 'I'。练习朗读 'read'（过去式）。

'Who Am I?' Q&A for Similarity and Difference: Teacher and student asked each other personal questions (e.g., favorite color, food). They identified similarities and differences, introducing the words 'similar' and 'unique'.

“我是谁？”问答，用于比较相似点和不同点： 师生互相问了个人问题（如最喜欢的颜色、食物）。他们识别了相似点和不同点，并引入了 'similar' 和 'unique'。

Completing 'Who Am I' Poem Planning Sheet: Student completed a planning sheet by answering structured questions about hobbies, likes/dislikes, and future aspirations.

完成“我是谁”诗歌计划表： 学生通过回答关于爱好、喜好/厌恶和未来愿望的结构化问题，完成了一个计划表。

Free Sentence Writing & Homework Assignment: Student wrote a few final sentences using 'I' correctly. Homework assigned: turning the planning sheet into a 'Who Am I' poem.

自由造句与作业布置： 学生写了几个使用 'I' 的正确句子。布置作业：将计划表变成一首“我是谁”的诗。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Capital letter, full stop, question mark, finger space, similar, different, unique, ordinary, professor, astronaut, biscuits, favorite, weather.

词汇：
大写字母, 句号, 问号, 词间距, 相似的, 不同的, 独特的, 普通的, 教授, 宇航员, 饼干, 最喜欢的, 天气。

Concepts:
Mandatory capitalization of the personal pronoun 'I'. Structure of a simple sentence (Capital start, spaces, end punctuation). Comparing and contrasting personal attributes.

概念：
人称代词 'I' 的强制大写。简单句的结构（大写开头、空格、结束标点）。比较和对比个人特质。

Skills Practiced:
Reading aloud, listening comprehension, written sentence construction, self-correction, descriptive communication.

练习技能：
大声朗读、听力理解、书面句子构建、自我修正、描述性交流。

Teaching Resources and Materials 教学资源与材料

Worksheet with sentences requiring correction for capitalization of 'I'. 需要修正 'I' 大写的句子练习页。
Word mat/Activity sheet focusing on writing sentences about a T-shirt. 以T恤为主题的词汇垫/活动页。
'Who Am I' Poem Planning Template. “我是谁”诗歌计划模板。

3. Student Performance Assessment (Leo) 3. 学生表现评估 (Leo)

Participation and Activeness 参与度和积极性

Participation was very high, especially during the personal Q&A session where Leo was enthusiastic to share his preferences. 参与度非常高，尤其是在个人问答环节，Leo热衷于分享他的偏好。

Language Comprehension and Mastery 语言理解和掌握

Student demonstrated excellent comprehension of the primary lesson goal: the necessity of capitalizing 'I'. He corrected many instances independently. 学生对主要教学目标（'I' 必须大写）有很好的理解。他独立纠正了许多错误。
Understood the abstract concepts of 'similar' and 'different' quickly through demonstration. 通过演示很快理解了“相似”和“不同”的抽象概念。

Language Output Ability 语言输出能力

Oral: 口语：

Fluent in conversation flow, though struggled slightly with past tense pronunciation ('read' vs 'red'). Generally used target structures well. 对话流畅，但在过去式发音上略有挣扎（'read' vs 'red'）。总体上很好地使用了目标结构。

Written: 书面：

Student successfully applied capitalization and punctuation rules in the guided writing exercises, though minor spelling/word choice adjustments were needed (e.g., 'meat').

学生在指导性写作练习中成功应用了大写和标点规则，尽管需要进行一些细微的拼写/用词调整（例如 'meat'）。

Student's Strengths 学生的优势

Excellent recall of punctuation rules previously taught (full stop placement). 对先前学过的标点规则（句号位置）记忆力极佳。
High engagement and enthusiasm when discussing personal interests. 在讨论个人兴趣时表现出高度的投入和热情。
Ability to self-correct the capitalization of 'I' once the rule was reinforced. 一旦规则被强化，就能自我纠正 'I' 的大写问题。

Areas for Improvement 需要改进的方面

Maintaining attention to detail regarding singular vs. plural nouns (e.g., 'pants'). 在单复数名词方面需要保持对细节的关注（例如 'pants'）。
Reinforcing spelling for common sight words and irregular past tense forms (e.g., 'read'). 巩固常见词汇和不规则过去式（如 'read'）的拼写。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The teacher used effective modeling and immediate error correction, which helped solidify the rule for the capital 'I'. 老师使用了有效的示范和即时错误纠正，这有助于巩固大写 'I' 的规则。
The transition from grammar focus to personal communication activities (Q&A) was smooth and engaging. 从语法重点到个人交流活动（问答）的过渡流畅且引人入胜。

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

The pace was well managed, balancing review sections with new material and interactive practice. 课堂节奏管理得当，平衡了复习和新知识学习以及互动练习。
Slight moments of pacing adjustment needed when focusing on complex sentence correction during writing tasks. 在进行写作任务中的复杂句子订正时，需要微调节奏。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, encouraging, and interactive. The teacher provided ample praise, which motivated the student.

积极、鼓励和互动。老师提供了大量的表扬，这激励了学生。

Achievement of Teaching Objectives 教学目标的达成

All objectives were substantially met, with the capitalization of 'I' being mastered by the end of the session. 所有目标都得到了实质性实现，课程结束时对 'I' 的大写掌握得很好。

5. Subsequent Teaching Suggestions 5. 后续教学建议

Teaching Strengths 教学优势

Identified Strengths: 识别的优势：

Strong emphasis and repetition on the target structure ('I' capitalization) through varied tasks. 通过多样的任务对目标结构（'I' 大写）进行了强有力的强调和重复。
Effective use of personalization in the Q&A to maintain high motivation. 在问答环节有效利用个性化内容以保持高昂的积极性。

Effective Methods: 有效方法：

Using the student's own written work for immediate error detection and correction. 使用学生自己的书面作业进行即时错误检测和纠正。
Clearly defining abstract terms like 'similar' and 'different' with concrete examples. 用具体的例子清晰地定义了“相似”和“不同”等抽象术语。

Positive Feedback: 正面反馈：

Praise was given frequently and specifically ('You did such a fantastic job,' 'Super duper job'). 表扬频繁且具体（“你做得太棒了”，“超级棒的工作”）。

Next Teaching Focus 下一步教学重点

Applying the 'Who Am I' structure to produce a polished, final written poem. 应用“我是谁”的结构，写出一首完整、精炼的最终诗歌。
Further practice with irregular verbs and common spelling challenges identified (e.g., 'meat'). 进一步练习不规则动词和已识别的常见拼写难题（例如 'meat'）。

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

Pronunciation & Reading: 发音与阅读：

Practice the past tense pronunciation of 'read' (pronounced /rɛd/) versus 'read' (present tense, pronounced /riːd/) in context. 在语境中练习 'read' 的过去式发音（/rɛd/）与现在时发音（/riːd/）的区别。

Speaking & Communication: 口语与交流：

Continue using 'I' confidently in spoken sentences; focus on expanding simple statements into slightly more complex structures. 继续自信地在口语中使用 'I'；重点是将简单陈述扩展成稍微复杂的结构。

Writing & Grammar: 写作与语法：

Pay close attention to plural noun endings and articles when writing sentences about possessions (e.g., using 'pants' correctly). 写作关于所有物体的句子时，要密切关注复数名词的词尾和冠词（例如，正确使用 'pants'）。

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

Convert the completed 'Who Am I' planning sheet into the final poem format. 将完成的“我是谁”计划表转换成最终的诗歌格式。
Review the 'I' capitalization rules during sentence writing practice. 在句子写作练习中复习 'I' 的大写规则。