Bridging British Education Virtual Academy

1. Course Basic Information 1. 课程基本信息

Course Name: French Lesson 课程名称： 法语课程

Topic: Analyzing a Text on a Coffee Champion and Practicing Time/TV Vocabulary 主题： 分析一篇关于咖啡冠军的文章并练习时间和电视词汇

Date: November 24th 日期： 11月24日

Student: Angela, Amanda 学生： Angela, Amanda

Teaching Focus 教学重点

Reading comprehension of a complex French text (biography/industry focus), vocabulary acquisition (especially nouns/adjectives), and practicing telling time/TV program vocabulary.

复杂法语文本（生平/行业焦点）的阅读理解，词汇习得（特别是名词/形容词），以及练习报时和电视节目词汇。

Teaching Objectives 教学目标

Students will be able to comprehend the main points of the provided French text about the coffee champion. 学生将能够理解所提供的关于咖啡冠军的法语文本的主要内容。
Students will practice reading aloud challenging French sentences with minimal reliance on the teacher. 学生将练习大声朗读具有挑战性的法语句子，最大限度地减少对老师的依赖。
Students will practice converting and stating times in French (24-hour clock) and identifying TV program types. 学生将练习用法语表达和陈述时间（24小时制）并识别电视节目类型。

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

Vocabulary Review/Introduction: Discussing words like 'barista', 'champion', 'obstacle' (obstacle), 'passion', and grammatical concepts like adjective agreement (domination/dominant).

词汇回顾/引入： 讨论如 'barista' (咖啡师)，'champion' (冠军)，'obstacle' (障碍)，'passion' (热情) 等词汇，以及形容词一致性等语法概念。

Text Reading and Comprehension Check (Coffee Champion): Students read sentences aloud from the text. Teacher clarifies meaning, pronunciation, and context (e.g., Kenya's tea culture, 'formateur', 'hectare' measurement).

文本朗读与理解检查（咖啡冠军）： 学生朗读文本中的句子。老师澄清含义、发音和上下文（例如，肯尼亚的茶文化，'formateur' [培训师]，'hectare' [公顷] 的度量）。

Discussion on Text Implications: Discussing the socio-economic aspects raised in the text (coffee as art vs. economic opportunity, job creation in Kenya vs. Europe).

文本含义讨论： 讨论文本中提出的社会经济方面（咖啡作为艺术与经济机会，肯尼亚的就业机会与欧洲的比较）。

Time Telling and TV Vocabulary Practice: Practicing converting times to 24-hour format in French (e.g., 2 PM = 14H). Reviewing vocabulary related to television, programs, and streaming ('Quelle émission', 'streamer').

报时和电视词汇练习： 练习将时间转换为法语的24小时制（例如，下午2点=14H）。复习与电视、节目和流媒体相关的词汇（'Quelle émission' [哪个节目]，'streamer' [流媒体播放]）。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Barista, obstacle, passion, producteur (producer), ancêtre (ancestor), stimuli, hectare, former (to train/form), surnom (nickname), renforcer (reinforce), notoriété (repute/profile), technicien (technician), non seulement (not only), midi (noon), minuit (midnight), émission (program), streamer.

词汇：
咖啡师，障碍，热情，生产者，祖先，刺激，公顷，培训/塑造，昵称，加强，声誉/形象，技术员，不仅是，中午，午夜，节目，流媒体播放。

Concepts:
Use of complex nouns derived from verbs (e.g., 'domination' from 'dominer'). French spelling variation (e.g., 'femme' pronounced 'fam'). Contextual understanding of economic impact in developing regions.

概念：
动词派生出的复杂名词的使用（例如，'domination' 来自 'dominer'）。法语拼写变化（例如，'femme' 读作 'fam'）。对发展中地区经济影响的背景理解。

Skills Practiced:
Reading fluency, comprehension of descriptive/expository text, spoken expression of time, recognizing French phonetic patterns.

练习技能：
阅读流畅度，描述性/说明性文本的理解，时间的口头表达，识别法语语音模式。

Teaching Resources and Materials 教学资源与材料

Unspecified French reading passage about a coffee champion. 关于咖啡冠军的未指明法语阅读材料。
PowerPoint slides/material for telling time (analog/digital/24-hour). 用于报时（模拟/数字/24小时制）的PowerPoint幻灯片/材料。

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

Participation and Activeness 参与度和积极性

High engagement from both students, particularly during the reading segments where they actively attempted difficult words. 两位学生参与度都很高，特别是在朗读环节，他们积极尝试朗读困难的单词。
Amanda showed strong confidence in reading the second half of the text. Amanda在朗读文本后半部分时表现出很强的信心。

Language Comprehension and Mastery 语言理解和掌握

Generally good comprehension of the text after teacher clarification, though initial understanding of complex sentences was low. 在老师澄清后，对文本的整体理解良好，尽管对复杂句子的初步理解较低。
Students struggled slightly with the specific technical terms like 'hectare' but grasped the general context (land area). 学生在'hectare'（公顷）等具体技术术语上略有困难，但抓住了大意（土地面积）。

Language Output Ability 语言输出能力

Oral: 口语：

Reading aloud was slow but persistent. Pronunciation improved throughout the text passage reading. 大声朗读缓慢但坚持不懈。在文本段落朗读过程中，发音有所改善。
Strong performance when answering direct, simple comprehension questions in French (e.g., time-telling). 在用法语回答直接、简单的问题（如报时）时表现出色。

Written: 书面：

N/A (Focus was primarily oral reading and comprehension discussion)

不适用（主要侧重于口头朗读和理解讨论）

Student's Strengths 学生的优势

Persistence and willingness to attempt unfamiliar French words during reading. 在阅读中坚持不懈，愿意尝试不熟悉的法语单词。
Good grasp of basic time expressions in French, especially when prompted with the 24-hour format. 对法语基本时间表达掌握得很好，特别是在被提示24小时制时。
Ability to engage in thoughtful discussion about the social context of the reading material. 能够对阅读材料的社会背景进行有深度的讨论。

Areas for Improvement 需要改进的方面

Fluency and automaticity when reading complex, unfamiliar French text. 朗读复杂、不熟悉的法语文本时的流利度和自动化程度。
Accurate recall and application of specific vocabulary encountered in the reading (e.g., 'rebuter', 'renforcer'). 准确回忆和应用在阅读中遇到的特定词汇（例如，'rebuter' [拒绝]，'renforcer' [加强]）。
Certain grammatical structures encountered in the text (e.g., passé composé usage). 文本中遇到的一些语法结构（例如，复合过去时）。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The switch from complex reading to concrete skills like time-telling provided necessary pacing variation. 从复杂阅读转向报时等具体技能，提供了必要的节奏变化。
Scaffolding complex text comprehension using targeted vocabulary checks was effective. 利用有针对性的词汇检查来脚手架复杂文本的理解是有效的。

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

The pace was initially slow due to the density of the reading material but accelerated appropriately during the time-telling drills. 由于阅读材料的密度较大，节奏最初较慢，但在报时练习中加速得当。
The teacher managed time well, ensuring both major sections (reading and functional skills) were covered. 老师很好地管理了时间，确保涵盖了两个主要部分（阅读和功能性技能）。

Classroom Interaction and Atmosphere 课堂互动和氛围

Engaging, supportive, and intellectually stimulating, with the teacher encouraging questions and accepting hesitations during reading.

引人入胜、支持性和智力刺激的，老师鼓励提问并在阅读时接受停顿。

Achievement of Teaching Objectives 教学目标的达成

Reading comprehension goals were partially met through guided interpretation; functional time goals were fully met. 通过引导式解读，阅读理解目标部分达成；功能性时间目标完全达成。
Students successfully practiced reading aloud the challenging material. 学生成功练习了大声朗读有挑战性的材料。

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 of comprehension by pausing at key vocabulary items and asking probing questions. 通过暂停在关键词汇上并提出探究性问题，实现了出色的理解脚手架搭建。
Seamless transition between academic reading and practical application (time/TV). 在学术阅读和实际应用（时间/电视）之间进行了无缝过渡。

Effective Methods: 有效方法：

Using the student's own experience (e.g., coffee shops in Calgary) to contextualize abstract concepts. 利用学生自身的经验（例如，卡尔加里的咖啡店）来语境化抽象概念。
Providing immediate, positive feedback on pronunciation attempts ('very nice'). 对发音尝试提供即时、积极的反馈（'very nice'）。

Positive Feedback: 正面反馈：

The discussion about the socioeconomic reality of coffee farming was thoughtful. 关于咖啡种植社会经济现实的讨论是深思熟虑的。

Next Teaching Focus 下一步教学重点

Consolidate knowledge of time expression, including expressing duration and frequency. 巩固时间表达知识，包括表达持续时间和频率。
Introduce or reinforce vocabulary related to describing media/television (genres, adjectives for programs). 引入或加强与描述媒体/电视相关的词汇（类型、节目的形容词）。

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 reading text passages focusing on linking words (liaisons) and the pronunciation of silent final consonants to improve overall fluency. 练习阅读文本段落时，重点关注连词（liaisons）和不发音的词尾辅音的发音，以提高整体流畅度。

Speaking & Communication: 口语与交流：

Review key past tense conjugations (like passé composé) that appeared frequently in the reading for better active recall. 复习文本中频繁出现的关键过去时变位（如复合过去时），以更好地主动回忆。

Functional Language: 功能性语言：

Drill saying times in the 12-hour format (e.g., 'Il est deux heures de l'après-midi') to ensure full mastery beyond the 24-hour clock. 练习用12小时格式说时间（例如，'Il est deux heures de l'après-midi'），确保完全掌握，而不仅仅是24小时制。

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

Find three short French news headlines online and try to translate the main idea (focus on nouns/verbs). 在网上查找三个简短的法语新闻标题，并尝试翻译主要意思（重点关注名词/动词）。
Create 5 sentences using the vocabulary related to the coffee champion's economic goals. 用与咖啡冠军的经济目标相关的词汇造5个句子。