Bridging British Education Virtual Academy 伦桥国际教育

VJ French S2 G1 Lesson VJ 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: Seasons, Months, and Alphabet Review 主题： 季节、月份和字母复习

Date: Not explicitly mentioned, inferred to be around December (based on context) 日期： 未明确提及，根据上下文推断在十二月左右

Student: Angela (and perhaps another student mentioned briefly) 学生： Angela (and perhaps another student mentioned briefly)

Teaching Focus 教学重点

Review of French seasons and months, introduction/review of the French alphabet, and analysis of a French autumn poem.

复习法语的季节和月份，介绍/复习法语字母表，以及分析一首关于秋天的法语诗歌。

Teaching Objectives 教学目标

Review the names of the four seasons in French. 复习法语中四个季节的名称。
Review the names of the months of the year in French. 复习法语中一年的月份名称。
Practice recognition and pronunciation of French alphabet letters. 练习法语字母的识别和发音。
Analyze the vocabulary and sentiment of the poem 'Chanson d'automne'. 分析诗歌《秋之歌》的词汇和情感。

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

Greeting and Context Setting: Teacher greets the student (Angela) and briefly discusses the end of the school term/trimester.

问候与背景设定： 老师问候学生（Angela）并简要讨论学期/学季的结束。

New Unit/Topic Introduction (Time): Teacher notes starting a new unit on time, then quickly shifts to reviewing seasons.

新单元/主题介绍（时间）： 老师提到开始一个新的关于“时间”的单元，然后迅速转到复习季节。

Review of Seasons and Months: Reviewing the names of the seasons (printemps, été, automne, hiver) and practicing pronunciation, followed by a full revision of all twelve months.

季节与月份复习： 复习季节名称（printemps, été, automne, hiver）并练习发音，随后全面复习十二个月份。

Poem Analysis and Vocabulary Deep Dive: Analyzing Verlaine's 'Chanson d'automne', focusing on vocabulary like 'sanglots', 'sauvage', 'blasé', 'monotone', and grammatical/conceptual links (e.g., false friends like 'blessé').

诗歌分析与词汇深入挖掘： 分析魏尔伦的《秋之歌》，重点关注'sanglots' (抽泣), 'sauvage' (狂野/野性), 'blasé' (厌倦), 'monotone' (单调) 等词汇，以及语法/概念联系（例如'blessé' 这样的假朋友）。

French Alphabet Review via Hangman: Playing 'Hangman' to revise the letters of the French alphabet, focusing on challenging letters like E, G, and Y (e grec).

通过“刽子手”游戏复习法语字母表： 玩“刽子手”游戏来复习法语字母表，重点关注有难度的字母如 E, G, 和 Y (e grec)。

Christmas Vocabulary Matching: Matching French Christmas-related vocabulary (e.g., sapin de Noël, cadeau, cheminée, Père Noël) to images/descriptions.

圣诞节词汇配对： 将与圣诞节相关的法语词汇（如sapin de Noël, cadeau, cheminée, Père Noël）与图片/描述进行匹配。

Closing Remarks and Farewell: Teacher wishes the student a Merry Christmas and happy holidays.

结束语和告别： 老师祝学生圣诞快乐，假期愉快。

Language Knowledge and Skills 语言知识与技能

Vocabulary:
Printemps, été, automne, hiver, janvier, février, mars, avril, mai, juin, juillet, août, septembre, octobre, novembre, décembre, sanglots, violons, automne, blesser (false friend), longuard (longing/depression), monotone, suffocant, heurter (when the hour strikes), se souvenir, sonner, blessé, Père Noël, sapin de Noël, cadeau, cheminée, lutin/elfe, sac, reine (reindeer), bonhomme de neige.

词汇：
春天、夏天、秋天、冬天、一月、二月、三月、四月、五月、六月、七月、八月、九月、十月、十一月、十二月、抽泣、小提琴、秋天、伤害（假朋友）、思念/抑郁、单调的、令人窒息的、敲响（当钟声响起时）、记住、敲响/发出声音、受伤的、圣诞老人、圣诞树、礼物、壁炉、小精灵/精灵、袋子、驯鹿、雪人。

Concepts:
Seasons (Saisons), Months (Mois), French Alphabet (L'alphabet), Poetry analysis (Analyse de poésie), False Friends (Faux amis - 'blesser').

概念：
季节、月份、法语字母表、诗歌分析、假朋友（'blesser'）。

Skills Practiced:
Listening comprehension (of poem and teacher instructions), Vocabulary recall, Oral production (reading/naming months/seasons/alphabet), Reading comprehension (poem analysis).

练习技能：
听力理解（诗歌和老师指令）、词汇回忆、口语产出（朗读/说出月份/季节/字母）、阅读理解（诗歌分析）。

Teaching Resources and Materials 教学资源与材料

Poem text: 'Chanson d'automne' (Verlaine) 诗歌文本：《秋之歌》（魏尔伦）
Visual aids/prompts for Christmas vocabulary matching. 用于圣诞词汇匹配的视觉辅助/提示。

3. Student Performance Assessment (Angela (and perhaps another student mentioned briefly)) 3. 学生表现评估 (Angela (and perhaps another student mentioned briefly))

Participation and Activeness 参与度和积极性

Student was highly engaged, actively recalling vocabulary for months and seasons. 学生参与度很高，积极回忆月份和季节的词汇。
Showed good recall during the alphabet review, although some letters required prompting. 在字母复习中表现出良好的记忆力，尽管有些字母需要提示。

Language Comprehension and Mastery 语言理解和掌握

Strong comprehension of the core emotional content of the poem ('sadness', 'depression'). 对诗歌的核心情感内容（“悲伤”，“抑郁”）理解得很透彻。
Successfully identified and explained several key verbs and abstract nouns from the poem. 成功识别并解释了诗歌中的几个关键动词和抽象名词。

Language Output Ability 语言输出能力

Oral: 口语：

Generally clear articulation, but struggled slightly with specific French letter sounds (e.g., 'u' vs 'ou', vowel nuances). 总体发音清晰，但在特定的法语字母发音上略有困难（例如 'u' 与 'ou'，元音的细微差别）。
Pronunciation of the seasons ('automne') occasionally needed correction. 季节（'automne'）的发音偶尔需要纠正。

Written: 书面：

Not applicable (Focus was oral and recognition-based).

不适用（重点是口语和识别）。

Student's Strengths 学生的优势

Excellent recall of the months and ability to list them sequentially. 对月份的记忆力极佳，并能按顺序排列。
Strong analytical ability when interpreting poetry and associated vocabulary. 在解读诗歌和相关词汇时展现出很强的分析能力。
Good knowledge retention from previous lessons, evidenced by recalling verb conjugations and false friends. 对先前课程的知识保留良好，体现在回忆动词变位和假朋友的例子上。

Areas for Improvement 需要改进的方面

Precision in certain French vowel sounds, especially when differentiating between similar-looking letters in the alphabet game. 某些法语元音发音的精确性，尤其是在字母游戏中区分外观相似的字母时。
Maintaining the correct stress/intonation when reciting the poem. 在背诵诗歌时保持正确的重音/语调。

4. Teaching Reflection 4. 教学反思

Effectiveness of Teaching Methods 教学方法的有效性

The transition from abstract poetry analysis back to concrete vocabulary review (months/alphabet) was effective in resetting focus. 从抽象的诗歌分析过渡回具体的词汇复习（月份/字母表）有效地重置了注意力。
The use of games (Hangman) provided a fun and engaging way to revise foundational elements. 游戏（刽子手）的使用为复习基础元素提供了一种有趣且引人入胜的方式。

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

The pace was brisk but appropriate for a review session, moving quickly between topics (Seasons -> Poem -> Alphabet -> Christmas). 节奏很快，但适合复习课，主题切换迅速（季节 -> 诗歌 -> 字母表 -> 圣诞节）。
Teacher adeptly handled student tangents (like the teacher's birthday) by gently redirecting them back to the lesson objectives. 老师巧妙地处理了学生的离题（比如老师的生日），通过温和地引导他们回到课程目标。

Classroom Interaction and Atmosphere 课堂互动和氛围

Positive, warm, and encouraging, particularly given the upcoming holiday break.

积极、热情和鼓舞人心，尤其考虑到即将到来的假期休息。

Achievement of Teaching Objectives 教学目标的达成

All revision objectives (months, seasons) were met effectively. 所有复习目标（月份、季节）都得到了有效实现。
The alphabet review was successful, though perhaps needed more dedicated time if a full, formal assessment was intended. 字母复习是成功的，尽管如果目的是进行全面、正式的评估，可能需要更多专门的时间。

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 ability to connect current vocabulary (like 'monotone') to known cognates and root words, deepening understanding. 出色的能力，能够将当前词汇（如 'monotone'）与已知同源词和词根联系起来，加深理解。
Expert handling of complex material (poetry) while maintaining a light, accessible tone. 在处理复杂材料（诗歌）时表现出专业水平，同时保持轻松、易懂的语调。

Effective Methods: 有效方法：

Explicitly teaching/correcting 'faux amis' (false friends) like 'blesser'. 明确教授/纠正“假朋友”（faux amis）如 'blesser'。
Using physical cues during the alphabet game (pouty mouth for 'ou'). 在字母游戏中利用肢体暗示（对 'ou' 做噘嘴状）。

Positive Feedback: 正面反馈：

The student responded very positively to the engaging, holiday-themed wrap-up activity. 学生对这个有趣的、以假期为主题的收尾活动反应非常积极。

Next Teaching Focus 下一步教学重点

If the new unit is 'Time' (as mentioned), dedicate the next session to telling time ('Quelle heure est-il?') and related vocabulary. 如果新单元是“时间”（如所提及），下一节课应专注于报时（'Quelle heure est-il?'）及相关词汇。
Formal review of all alphabet sounds and potentially the liaison rules. 对所有字母发音进行正式复习，并可能加入连音规则的学习。

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 future pronunciation drills on the subtle difference between the French 'u' sound and the 'ou' sound, especially when rapid-fire reviewing the alphabet. 将未来的发音练习重点放在法语 'u' 音和 'ou' 音之间的细微差别上，特别是在快速复习字母表时。
Practice reading the poem aloud again, focusing on pacing the line breaks to match the melancholic rhythm. 再次练习大声朗读诗歌，重点关注如何配合忧郁的节奏来处理分行。

Speaking & Communication: 口语与交流：

When discussing abstract concepts (like depression related to autumn), encourage the student to form full, simple sentences using the new vocabulary rather than just single-word responses. 在讨论抽象概念时（如与秋天相关的抑郁），鼓励学生使用新词汇构建完整、简单的句子，而不是只给出单个单词的回答。

Grammar & Vocabulary: 语法与词汇：

Continue reinforcing the structure of reflexive verbs like 'se souvenir' in context. 继续在语境中巩固'se souvenir' 等反身动词的结构。

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

Find three other short French poems or song lyrics and identify two words in each that express sadness or melancholy. 找出另外三首简短的法语诗歌或歌词，并在每首中识别出两个表达悲伤或忧郁的词汇。
Practice writing out the 12 months in French without looking at notes. 练习默写12个月份的法语名称，无需参考笔记。