Bridging British Education Virtual Academy 伦桥国际教育

French S2 G1 Lesson 法语 S2 G1 课程

1. Course Basic Information 1. 课程基本信息

Course Name: VJ French S2 G1 课程名称： VJ 法语 S2 G1

Topic: Continents and Arctic Region Vocabulary/Reading Comprehension 主题： 大洲和北极地区词汇/阅读理解

Date: 10/20 (Implied Date) 日期： 10月20日（推测日期）

Student: Amanda (and Angela) 学生： Amanda (and Angela)

Teaching Focus 教学重点

Reviewing greetings, understanding vocabulary related to the Arctic region from a French text, identifying and locating continents.

复习问候语，理解与北极地区相关的法语文本词汇，识别和定位大洲。

Teaching Objectives 教学目标

Student can recognize and define key vocabulary from the Arctic region article. 学生能够识别和定义来自北极地区文章的关键词汇。
Student can correctly identify the seven continents and use appropriate prepositions (en/aux/à) to state their location. 学生能够正确识别七大洲，并使用适当的介词（en/aux/à）说明其位置。
Student can practice French sentence structure and pronunciation through guided reading and Q&A. 学生能够通过指导性阅读和问答练习法语句型和发音。

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 Weekly Check-in: Initial greetings and asking about the best part of the week, touching upon a French holiday/day off (Jour de Conger).

问候与每周回顾： 开始问候，询问本周最佳体验，并提及一个法国假期/休息日。

Introduction to Continents & Arctic Reading Warm-up: Teacher sets the topic: Continents. Discussion on whether the Arctic is a continent. Students highlight known words in a WWF article.

大洲介绍与北极阅读热身： 设定主题：大洲。讨论北极是否是大洲。学生们在一篇 WWF 文章中标记已知的词汇。

Vocabulary Deep Dive (Cognates and Specific Terms): Reviewing highlighted words: la région, le pôle, animal, végétal (végétation), espèce (linking to species), population (linking to 'la population'). Explanation of Latin/French cognates.

词汇深入解析（同源词和特定术语）： 复习标记的词汇：la région, le pôle, animal, végétal (植被), espèce (与 species 关联), population (与 'la population' 关联)。解释拉丁语/法语同源词。

Arctic Text Comprehension and Discussion: Discussing terms like 'autochtone' (Inuits, Sami), 'territorial', 'emblématique'. Interpreting sentences about the Arctic region comprising six countries and identifying the countries (Russie, Norvège, etc.).

北极文本理解与讨论： 讨论 'autochtone' (因纽特人等)，'territorial'，'emblématique' 等术语。解释关于北极地区由六个国家组成（俄罗斯、挪威等）的句子。

Reading and Inferring Vocabulary from Context: Inferring meaning of 'banquise' (ice shelf), 'paysages variés' (varied landscapes), 'toundra', 'refuge', 'faune abondante', and 'parmi' (amongst).

语境阅读与推断词汇： 推断 'banquise' (冰架)，'paysages variés' (多样的景观)，'toundra'，'refuge'，'faune abondante' (丰富的动物群) 和 'parmi' (在...之中) 的含义。

Continents Practice and Travel Wish: Listing the seven continents and practicing the correct preposition 'en' for each. Locating specific places (La Suisse, L'île de Ross) on continents. Concluding with expressing travel wishes ('J'aimerais voyager en...').

大洲练习与旅行愿望： 列出七大洲并练习正确的介词 'en'。确定特定地点（瑞士，罗斯岛）在哪个大洲。最后以表达旅行愿望 ('J'aimerais voyager en...') 结束。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
région, pôle, animal, végétal, espèce (species), population, autochtone, emblématique, banquise (ice shelf), paysages variés, toundra, refuge, faune abondante, parmi, continents (Afrique, Asie, Amérique du Nord/Sud, Europe, Océanie/Australasie, Antarctique).

词汇：
地区 (région), 极点 (pôle), 动物 (animal), 植物 (végétal), 物种 (espèce), 人口 (population), 原住民 (autochtone), 象征性的 (emblématique), 浮冰/冰架 (banquise), 多样的景观 (paysages variés), 苔原 (toundra), 庇护所 (refuge), 丰富的动物群 (faune abondante), 在...之中 (parmi), 大洲（非洲、亚洲、北美/南美、欧洲、大洋洲/澳洲、南极洲）。

Concepts:
French Latin-style cognates, Prepositions for continents ('en'), Geographical locations.

概念：
法语拉丁风格同源词，大洲的介词 ('en')，地理位置。

Skills Practiced:
Reading comprehension, Vocabulary acquisition (especially cognates), Speaking (answering questions), Grammar (prepositions of place).

练习技能：
阅读理解，词汇获取（特别是同源词），口语（回答问题），语法（地点介词）。

Teaching Resources and Materials 教学资源与材料

WWF article text about the Arctic region (used for vocabulary highlighting). 关于北极地区的 WWF 文章文本（用于词汇高亮显示）。
List of continents and associated country locations. 大洲列表及相关国家位置。

3. Student Performance Assessment (Amanda (and Angela)) 3. 学生表现评估 (Amanda (and Angela))

Participation and Activeness 参与度和积极性

High level of engagement, especially in inferring word meanings and answering location questions. 参与度高，尤其是在推断词义和回答位置问题方面。

Language Comprehension and Mastery 语言理解和掌握

Strong ability to decode meaning from context, correctly linking French terms to English concepts (e.g., population, espèce). Good understanding of continent names. 能够根据语境很好地解读含义，将法语术语与英语概念正确联系起来（如 population, espèce）。对大洲名称理解良好。

Language Output Ability 语言输出能力

Oral: 口语：

Student (Angela/Amanda) demonstrated good recall and pronunciation when naming continents and answering structured questions. 学生（Angela/Amanda）在命名大洲和回答结构化问题时，表现出良好的记忆力和发音。

Written: 书面：

N/A (Focus was primarily oral/reading-based vocabulary identification)

不适用（主要侧重于口头和基于阅读的词汇识别）

Student's Strengths 学生的优势

Excellent grasp of cognates; many 'known' words were correctly identified in the text. 对同源词的掌握非常好；文本中正确识别出许多'已知'的词汇。
Accuracy in stating continent locations using the correct preposition 'en'. 使用正确的介词 'en' 说明大洲位置的准确性很高。
Active participation in reading and interpretation segments. 在阅读和解释环节中表现活跃。

Areas for Improvement 需要改进的方面

Pronunciation of certain French phonetic sounds (e.g., nasal vowels, 'p' sound in 'population'). 某些法语发音（例如鼻化元音，'population' 中的 'p' 音）的发音需要改进。
Recall/confirmation of less common vocabulary like 'banquise' or 'refuge' without extensive teacher prompting. 在没有大量教师提示的情况下，对不太常见的词汇如 'banquise' 或 'refuge' 的回忆和确认能力。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The method of highlighting known words in an authentic text was highly effective for vocabulary scaffolding. 在真实文本中高亮显示已知词汇的方法在词汇搭脚手架方面非常有效。
The transition from specialized Arctic vocabulary to general continent geography was smooth and logical. 从北极专业词汇到一般大洲地理的过渡流畅且合乎逻辑。

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

The pace was generally good, allowing for detailed vocabulary breakdown, though some sections required more prompting for recall. 节奏总体良好，允许进行详细的词汇分解，尽管有些部分需要更多的提示才能回忆起来。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, encouraging, and interactive, with the teacher frequently checking understanding and providing pronunciation tips.

积极、鼓励和互动，教师经常检查理解情况并提供发音技巧。

Achievement of Teaching Objectives 教学目标的达成

Vocabulary acquisition objectives were largely met through context and cognate recognition. Continent identification was successful. 通过语境和同源词识别，词汇获取目标基本达成。大洲识别成功。

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 authentic material (WWF article) to ground vocabulary learning. 有效利用真实材料（WWF 文章）来巩固词汇学习。
Clear explanation of word roots and cognates (e.g., species/espèce, population/population). 清晰地解释了词根和同源词（例如 species/espèce, population/population）。

Effective Methods: 有效方法：

Interactive highlighting activity to gauge prior knowledge before in-depth study. 互动式高亮显示活动，在深入学习前评估先验知识。
Systematic review of grammatical structures (prepositions) linked directly to the learning topic (continents). 系统地复习与学习主题（大洲）直接相关的语法结构（介词）。

Positive Feedback: 正面反馈：

Students responded well to the structured reading and immediate questioning approach. 学生对结构化的阅读和即时提问的方法反应良好。

Next Teaching Focus 下一步教学重点

Reinforcing complex sentence construction using newly acquired vocabulary (e.g., using 'parmi' or 'refuge'). 利用新习得的词汇（例如使用 'parmi' 或 'refuge'）加强复杂句子的构建。
Expanding geographical vocabulary related to climates or landforms mentioned in the text. 扩展与文本中提到的气候或地貌相关的地理词汇。

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

Pronunciation & Reading: 发音与阅读：

Focus explicitly on difficult French sounds (like the 'p' consonant cluster in 'population') to improve clarity. 明确关注困难的法语发音（如 'population' 中的 'p' 音群）以提高清晰度。
Practice reading longer, complex sentences from the text aloud to build fluency and rhythm. 练习大声朗读文本中较长、复杂的句子，以建立流利度和节奏感。

Speaking & Communication: 口语与交流：

Increase opportunities for spontaneous sentence creation using new vocabulary, rather than just recognition. 增加使用新词汇进行自发造句的机会，而不仅仅是识别。
Review the gender agreement for geographical nouns (though 'en' was correct, reinforcing 'la/le' for countries/continents helps). 复习地理名词的性数配合（虽然 'en' 使用正确，但加强对国家/大洲的 'la/le' 认识也有帮助）。

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

Review the list of continents and practice stating where five specific non-European countries are located. 复习大洲列表，并练习说明五个特定的非欧洲国家位于哪个大洲。
Find three more French/English cognates related to nature or science. 找出三个与自然或科学相关的更多法语/英语同源词。