Bridging British Education Virtual Academy 伦桥国际教育

1110 VJ French S2 G1 1110 VJ 法语 S2 G1

1. Course Basic Information 1. 课程基本信息

Course Name: French Lesson 课程名称： 法语课程

Topic: Canadian Geography, Weather, and Telling Time 主题： 加拿大地理、天气和时间表达

Date: Date not specified in audio 日期： 音频中未指定日期

Student: VJ (Implied Group/Student) 学生： VJ (Implied Group/Student)

Teaching Focus 教学重点

Reviewing French vocabulary related to winter and weather, practicing time expression (quarter to/past), and discussing Canadian geography (cities/time zones).

复习与冬季和天气相关的法语词汇，练习时间表达（差一刻/过一刻），并讨论加拿大地理（城市/时区）。

Teaching Objectives 教学目标

Review and correctly pronounce challenging French sounds (like 'oi' vs 'eu'). 复习并正确发出有挑战性的法语音（如 'oi' 与 'eu'）。
Practice expressing time using 'et quart' (quarter past) and 'moins le quart' (quarter to). 练习使用 'et quart'（过一刻）和 'moins le quart'（差一刻）表达时间。
Locate major Canadian cities and discuss time zone differences. 定位主要加拿大城市并讨论时区差异。

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 and Personal Update: Checking in about the student's week (mentioning a trip to Banff).

热身与个人近况： 询问学生本周情况（提到将去班夫）。

Canadian Geography Sketch & Discussion: Teacher sketches Canada; students identify major cities (Banff, Calgary, Toronto, Vancouver) and discuss their locations relative to the US border and Arctic Circle.

加拿大地理素描与讨论： 教师素描加拿大地图；学生识别主要城市（班夫、卡尔加里、多伦多、温哥华）并讨论它们与美国边境和北极圈的位置关系。

Winter Poem Reading and Pronunciation Drill: Reading a poem about winter starting ('L'hiver commence...'). Focus on difficult vowel sounds, specifically practicing 'oi' (as in 'loi' - eye/armchair) versus other similar sounds.

冬季诗歌朗读与发音练习： 朗读一首关于冬季的诗歌（'L'hiver commence...'）。重点练习困难的元音，特别是 'oi' 的发音（如 'loi' - 眼睛/扶手椅）与其他相似音的区别。

Vocabulary Review & Grammar Check: Reviewing words like 'écureuil' (squirrel) and 'sapin' (fir tree). Briefly touching upon the past participle/adjective agreement ('son verts' vs 'sont vertes').

词汇复习与语法检查： 复习'écureuil'（松鼠）和'sapin'（冷杉）等词汇。简要提及过去分词的性数配合（'son verts' 与 'sont vertes'）。

Telling Time Practice (Clock Exercise): Using analog time expressions: 'et quart' (quarter past 15 min) and 'moins le quart' (quarter to 45 min). Discussed North American vs. British usage.

时间表达练习（时钟练习）： 使用模拟时间表达：'et quart'（过15分钟）和 'moins le quart'（差15分钟）。讨论了北美和英国用法的区别。

Time Zone Discussion and Wrap-up: Checking the time difference between various cities (Dubai, London, Calgary) and estimating the number of time zones in Canada.

时区讨论与总结： 检查不同城市（迪拜、伦敦、卡尔加里）的时差，并估算加拿大有多少个时区。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Banff, Calgary, sapin, feuille, neige, toit, construction, écureuil, loi (eye), fauteuil (armchair), trois (three), et quart (quarter past), moins le quart (quarter to), décalage (time difference).

词汇：
班夫, 卡尔加里, 冷杉, 叶子, 雪, 屋顶, 建筑, 松鼠, 眼睛 (loi), 扶手椅 (fauteuil), 三 (trois), 过一刻 (et quart), 差一刻 (moins le quart), 时差 (décalage)。

Concepts:
Vowel sound distinction (oi/eu), time expression conventions (British vs. North American), geographical knowledge of Canada, time zone calculation.

概念：
元音发音区分 (oi/eu)，时间表达惯例（英式 vs. 北美式），加拿大地理知识，时区计算。

Skills Practiced:
Listening comprehension (understanding spoken French and rapid native speech), Speaking fluency and pronunciation correction, Reading comprehension (poem translation), Conversational interaction.

练习技能：
听力理解（理解法语口语和快速的母语者语速），口语流利度和发音纠正，阅读理解（诗歌翻译），对话互动。

Teaching Resources and Materials 教学资源与材料

Sketching materials (for map drawing) 素描材料（用于地图绘制）
Printed/displayed French winter poem 打印/展示的法语冬季诗歌
Time-telling visual aids (implied clock drawing) 时间表达视觉辅助工具（暗示的时钟绘图）

3. Student Performance Assessment (VJ (Implied Group/Student)) 3. 学生表现评估 (VJ (Implied Group/Student))

Participation and Activeness 参与度和积极性

High engagement, especially during the geography discussion and the pronunciation drills. 参与度很高，尤其是在地理讨论和发音练习中。
Students actively attempted to translate complex sentences from the poem. 学生积极尝试翻译诗歌中的复杂句子。

Language Comprehension and Mastery 语言理解和掌握

Good comprehension of direct questions and concrete vocabulary (geography, weather). 对直接问题和具体词汇（地理、天气）的理解良好。
Struggled slightly with abstract grammatical points like participle agreement when reading the poem quickly. 在快速阅读诗歌时，对抽象的语法点如分词配合略有挣扎。

Language Output Ability 语言输出能力

Oral: 口语：

Pronunciation of 'oi' sound (as in loi/fauteuil) requires targeted practice; some hesitation when producing unfamiliar words. 'oi' 音（如 loi/fauteuil）的发音需要针对性练习；在说出不熟悉的话时略有停顿。
Successfully navigated time expressions after focused drilling, showing good recall. 经过集中练习后，成功掌握了时间表达，表现出良好的记忆力。

Written: 书面：

N/A (Primarily oral lesson)

不适用（主要为口语课程）

Student's Strengths 学生的优势

Strong conversational ability and willingness to engage in complex topics (geography). 很强的对话能力，并愿意参与复杂话题（地理）。
Good memory for technical vocabulary once explained (e.g., time expressions). 一旦解释清楚，对技术性词汇（如时间表达）的记忆力很好。

Areas for Improvement 需要改进的方面

Mastery of specific, tricky French vowel sounds, particularly the 'oi' sound. 掌握特定、棘手的法语元音，特别是 'oi' 音。
Automatic recall of grammatical agreements within full sentences. 在完整句子中对语法一致性的自动回忆能力。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The shift from abstract geography discussion to focused pronunciation drills was effective in maintaining engagement. 从抽象的地理讨论转向集中的发音练习，有效地保持了学生的参与度。
Using concrete examples and comparing time expressions helped clarify potentially confusing concepts. 使用具体示例和比较时间表达有助于澄清可能令人困惑的概念。

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

The pace was generally good, though the geography segment was quite extensive. 整体节奏良好，但地理部分相当广泛。
The quick pivot to pronunciation practice helped accelerate learning in that specific area. 快速转向发音练习有助于在该特定领域加速学习。

Classroom Interaction and Atmosphere 课堂互动和氛围

Collaborative, interactive, and patient, especially during difficult pronunciation sections.

协作性强、互动性高且有耐心，尤其是在困难的发音部分。

Achievement of Teaching Objectives 教学目标的达成

Successfully initiated practice on complex sounds and time expressions, marking a solid step towards mastery. 成功启动了对复杂音和时间表达的练习，标志着向掌握迈出了坚实的一步。
Geography discussion was lively and successful in situating the learned vocabulary. 地理讨论活跃，成功地将所学词汇置于情境之中。

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 scaffolding through comparison (e.g., North American vs. British time terms). 通过比较（例如，北美与英国的时间术语）进行有效的支架搭建。
Strong ability to pivot teaching focus based on student pronunciation difficulties. 能够根据学生的朗读困难有效地调整教学重点。

Effective Methods: 有效方法：

Using real-life context (travel plans, weather) to introduce and practice vocabulary. 利用现实生活情境（旅行计划、天气）来介绍和练习词汇。
Repetitive drilling on difficult sounds ('oi') using multiple related words ('loi', 'fauteuil'). 对困难音（'oi'）进行多重相关词汇（'loi', 'fauteuil'）的重复操练。

Positive Feedback: 正面反馈：

The interactive map drawing segment was highly engaging. 互动地图绘制环节非常吸引人。

Next Teaching Focus 下一步教学重点

Deep dive into Canadian provincial geography and time zones. 深入研究加拿大省份地理和时区。
Reinforcement of tricky vowel sounds through minimal pairs. 通过最小对立体来巩固棘手的元音发音。

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

Pronunciation & Reading: 发音与阅读：

Dedicate a short drill next session solely to distinguishing the 'oi' sound from the 'ou' or 'eu' sounds to build automaticity. 在下一节课中专门用短暂的练习来区分 'oi' 音与 'ou' 或 'eu' 音，以建立自动化反应。
When correcting grammatical agreements (like the poem), isolate the noun and the adjective/participle clearly before pronouncing the whole phrase. 在纠正语法一致性（如诗歌）时，在说出整个短语之前，清晰地隔离名词和形容词/分词。

Speaking & Communication: 口语与交流：

Continue using geographical discussions, perhaps focusing next on provinces/territories to increase complexity. 继续进行地理讨论，或许下次重点关注省份/领地以增加复杂性。
For time-telling, practice converting between the 12-hour clock (A.M./P.M. concept, though using 24h for clarity) and the French written/spoken expressions. 对于时间表达，练习在12小时制（上午/下午概念，为清晰起见使用24小时制）和法语书面/口头表达之间进行转换。

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

Review vocabulary from the winter poem and practice saying 'loi' and 'fauteuil' 10 times each. 复习冬季诗歌中的词汇，并练习分别说出 'loi' 和 'fauteuil' 各10次。
Find the current time in three different Canadian cities and write them down using French expression (e.g., 'Il est X heures Y minutes à...'). 找出当前加拿大三个不同城市的精确时间，并用法语表达写下来（例如：'Il est X heures Y minutes à...'）。