📚 Common Mistakes in Year 9 AQA French and How to Fix Them | Year 9 AQA 法语常见误区与纠正方法
Year 9 is a pivotal time in AQA French. Learners move from foundation phrases to forming opinions, describing past events, and handling more complex grammar. Inevitably, certain errors crop up again and again – mixing up genders, misplacing adjectives, stumbling over irregular verbs, and underusing the partitive article. This article pinpoints the most common pitfalls and provides clear, memorable correction strategies so you can tighten your accuracy and boost your confidence before the step up to GCSE.
九年级是 AQA 法语学习的关键阶段。同学们从基础表达过渡到发表观点、描述过去事件以及运用更复杂的语法。一些错误会反复出现：混淆名词性别、放错形容词位置、用错不规则动词、忽视部分冠词等。本文直击这些最常见的误区，并给出清晰易记的纠正方法，帮助你在迈向 GCSE 之前提升准确度与自信心。
1. Gender Confusion with Nouns | 名词阴阳性混淆
Many Year 9 students still guess the gender of nouns. They often default to masculine, which leads to chains of errors in articles, adjectives, and pronouns. The root cause is a weak habit of learning the article with the noun from the very beginning.
很多九年级学生仍靠猜测名词的阴阳性，常常默认用阳性，导致冠词、形容词、代词一连串出错。根本原因在于没有从一开始就养成把冠词和名词一起记忆的习惯。
From now on, always record new nouns with 'un' or 'une' in your vocabulary list. Pay attention to typical endings: nouns ending in -tion, -sion, -té, -ette, -ence, -ance, -euse are almost always feminine. Nouns ending in -age, -eau, -ment, -isme, -oir are overwhelmingly masculine. There are exceptions, but this pattern slashes the guessing rate dramatically.
从现在起，所有新名词都要带着“un”或“une”一起记在词汇表里。留意常见词尾规律：以 -tion, -sion, -té, -ette, -ence, -ance, -euse 结尾的名词几乎都是阴性；以 -age, -eau, -ment, -isme, -oir 结尾的绝大多数是阳性。虽有例外，但掌握这套规律能大幅减少瞎猜。
A useful classroom habit is to colour-code your notes: blue for masculine, red for feminine. When you use an adjective, double-check its ending – 'petit' for a masculine noun, 'petite' for a feminine one. The earlier this becomes automatic, the fewer marks you will drop in writing and speaking.
一个实用课堂习惯是：用蓝色标记阳性、红色标记阴性。每次使用形容词时，检查词尾——“petit”对应阳性名词，“petite”对应阴性名词。这个习惯越早自动化，写作和口语中丢掉的分数就越少。
2. Adjective Agreement and Placement | 形容词的性数配合与位置
A typical error reads: 'Elle a un chien noir et un chat blanc.' The student forgets that adjectives must agree with the noun they describe, producing strings like 'Elle est intelligent' instead of 'Elle est intelligente'. Another layer: some adjectives go before the noun, but most go after it.
一个典型错误是：“Elle a un chien noir et un chat blanc.” 学生忘记形容词需与所修饰名词性数一致，于是写出 “Elle est intelligent” 而非 “Elle est intelligente”。另一层陷阱：部分形容词放在名词前，而大部分放在名词后。
The simple mnemonic BAGS – Beauty, Age, Goodness, Size – covers the main adjectives that precede the noun: beau, joli, vieux, jeune, bon, mauvais, grand, petit, gros. Practise writing sentences like 'une belle maison' and 'un vieux château' until the order feels natural. For all other adjectives, default to the noun-first position: 'une voiture rouge', 'un livre intéressant'.
用首字母缩略词 BAGS 来记放在名词前的形容词类型：美（Beauty）、龄（Age）、普（Goodness）、尺寸（Size），如 beau, joli, vieux, jeune, bon, mauvais, grand, petit, gros。反复练习“une belle maison”“un vieux château”，直到语序成为本能。其他形容词一律采用名词在先的位置：“une voiture rouge”“un livre intéressant”。
ar, add -e; if masculine plural, add -s; if feminine plural, add -es. Irregular forms like 'beau → belle', 'vieux → vieille', 'long → longue' emorised through targeted drills. A five-minute daily peer-check session can work wonders.
此外，一定要细查阴性与复数形式。阴性单数加 -e，阳性复数加 -s，阴性复数加 -es。像“beau → belle”“vieux → vieille”“long → longue”这类不规则变化需要通过针对性操练来牢记，每天五分钟同伴互查效果惊人。
3. Verb Conjugation Errors with Key Irregulars | 核心不规则动词变位错误
The four heavyweights – avoir, être, aller, faire – are the scaffolding of Year 9 French, yet their present-tense forms are frequently mangled. Students might write 'je suis allé' correctly but then produce 'nous allons' as 'nous allont' or 'ils fait' for 'ils font'.
四大柱石动词——avoir、être、aller、faire——是九年级法语的骨架，但它们的现在时变位常被写错。学生可能正确写出“je suis allé”，却把“nous allons”写成“nous allont”，或把“ils font”写成“ils fait”。
Create a verb conjugation wall chart for these four verbs, including all subject pronouns. Recite the full conjugation rhythmically: 'je vais, tu vas, il va, nous allons, vous allez, ils vont'. This rhythmic recitation embeds the stem changes. For 'faire', note that 'vous faites' is often said as 'vous faisez' – a fossilised error that must be actively stamped out.
为这四个动词制作一张变位挂图，涵盖所有人称代词。像唱歌一样有节奏地背诵完整变位：“je vais, tu vas, il va, nous allons, vous allez, ils vont”。这种节奏感有助于内化词干变化。至于“faire”，注意“vous faites”常被错误说成“vous faisez”——这是一个顽固错误，必须刻意根除。
When using the perfect tense (passé composé), many students mix up the auxiliary: 'je suis fait' instead of 'j'ai fait'. A simple rule: most verbs take avoir, but a group of 'Dr & Mrs Vandertramp' verbs (including aller, venir, entrer, sortir, naître, mourir, etc.) take être, and they must agree in gender and number with the subject. Link the acronym to a story to aid recall.
在使用复合过去时（passé composé）时，很多学生混淆助动词，如“je suis fait”而非“j'ai fait”。简单规则：大多数动词用 avoir，但“Dr & Mrs Vandertramp”一族的动词（包括 aller, venir, entrer, sortir, naître, mourir 等）用 être，且过去分词需与主语性数配合。把首字母缩略词编成故事有助于记忆。
4. Negation Placement | 否定结构的位置错误
Negation with 'ne...pas' seems straightforward until students embed it into compound tenses or infinitive structures. Common errors include: 'Je ne suis allé pas', 'Il n'a pas mangé le gâteau' – the latter is actually correct, but they often write 'Il n'a mangé pas'. In infinitive constructions, they might place 'pas' before the infinitive: 'Je décide de ne pas aller' often appears as 'Je décide de ne aller pas'.
“ne...pas”否定结构看似简单，但一旦嵌入复合时态或不定式，错误便频繁出现。典型错误如：“Je ne suis allé pas”；而“Il n'a pas mangé le gâteau”本身正确，学生却常写成“Il n'a mangé pas”。在不定式中，他们可能把“pas”放在不定式前，结果本该是“Je décide de ne pas aller”，却被写成“Je décide de ne aller pas”。
The core rule: in simple tenses, 'ne' goes before the verb and 'pas' after it ('je ne mange pas'). In the passé composé, 'ne' and 'pas' wrap around the auxiliary verb, not the past participle ('je n'ai pas mangé'). Highlight this sandwich pattern: ne + auxiliary + pas + past participle. For infinitives, both 'ne' and 'pas' go before the infinitive ('ne pas manger'). Practise by transforming positive sentences into negatives under timed conditions.
核心规则：简单时态中，“ne”位于动词前，“pas”位于动词后（“je ne mange pas”）。在复合过去时中，“ne”“pas”包裹住助动词，而非过去分词（“je n'ai pas mangé”）。强调这种三明治模式：ne + 助动词 + pas + 过去分词。不定式中，“ne”和“pas”都放在不定式前（“ne pas manger”）。通过限时将肯定句变为否定句来加强训练。
Also watch for other negatives like 'ne...jamais', 'ne...rien', 'ne...personne', where the second word replaces 'pas'. In 'rien' and 'personne', the word order in the passé composé shifts: 'je n'ai rien vu', 'je n'ai vu personne'. Dedicate a lesson to these nuances with plenty of gap-fill exercises.
还要注意其他否定词如“ne...jamais”“ne...rien”“ne...personne”，它们替换了“pas”。在复合过去时中，“rien”和“personne”的语序有变化：“je n'ai rien vu”“je n'ai vu personne”。专门用一个课时来练习这些微妙的差别，辅以大量填空训练。
5. Article Choice: Partitive and Contracted | 冠词选择：部分冠词与缩合冠词
Students often overuse the definite article 'le', 'la', 'les' when they should use the partitive 'du', 'de la', 'de l’', 'des' to express an unspecified quantity – 'Je mange le pain' (I eat the specific bread) instead of 'Je mange du pain' (I eat some bread). Conversely, after expressions of quantity, they forget to reduce to 'de': 'beaucoup des problèmes' instead of 'beaucoup de problèmes'.
学生常过度使用定冠词“le”“la”“les”，却不知该用部分冠词“du”“de la”“de l’”“des”来表达不确指的量—“Je mange le pain”（我吃那个面包）而非“Je mange du pain”（我吃一些面包）。相反，在数量表达后，他们又忘记缩减为“de”，写出“beaucoup des problèmes”而不是“beaucoup de problèmes”。
Frame the partitive as “some” or “any” in English. When you talk about food, drink, or abstract nouns in general, use the partitive. For example: 'Je voudrais du café', 'Elle a de la patience'. After phrases like 'beaucoup de', 'trop de', 'assez de', 'un kilo de', the article reverts to 'de' (or 'd') regardless of gender or number. Drill these two rules side by side with shopping-list scenarios.
把部分冠词理解为英语中的“some”或“any”。谈论食物、饮品或泛指抽象名词时，使用部分冠词。例如“Je voudrais du caf锓Elle a de la patience”。在“beaucoup de”“trop de”“assez de”“un kilo de”等表达后，无论名词阴阳单复，冠词一律缩减为“de”或“d”。用购物清单场景同时操练这两条规则。
With the preposition 'à' and 'de', contracted articles also cause confusion. 'Je vais à le parc' is wrong; it must be 'Je vais au parc'. 'Les clés de la voiture' is correct, but 'les clés de le garage' becomes 'les clés du garage'. A clear table helps:
介词“à”和“de”的缩合冠词也常造成困惑。“Je vais à le parc”错误，应为“Je vais au parc”。“Les clés de la voiture”正确，但“les clés de le garage”变为“les clés du garage”。借助清晰表格辅助记忆：
| Preposition | + le | + la | + l' | + les |
|---|---|---|---|---|
| à | au | à la | à l' | aux |
| de | du | de la | de l' | des |
6. Mixing Up Prepositions with Places | 地点介词的混淆
The prepositions 'à', 'en', 'au', 'aux' for countries, cities, and directions are a persistent struggle. Typical mistakes: 'Je vais en Paris' (should be 'à Paris'), 'Je vais au France' (should be 'en France'), 'J'habite à Angleterre' (should be 'en Angleterre').
表示国家、城市和方向时，“à”“en”“au”“aux”的用法是长久的难点。常见错误如：“Je vais en Paris”（应为“à Paris”），“Je vais au France”（应为“en France”），“J'habite à Angleterre”（应为“en Angleterre”）。
Rule: for cities, always use 'à' (or 'd' where needed): 'à Londres', 'à Rome' es, . For countries, feminine and masculine countries take different prepositions. Most countries ending in 'e' are feminine: 'la France' → 'en France', 'la Chine' → 'en Chine'. Masculine countries (often not ending with 'e') and those starting with a vowel use 'au' or 'en': 'le Canada' → 'au Canada', 'le Portugal' → 'au Portugal'; but 'Israël' → 'en Israël'. For plural countries like 'les États-Unis', use 'aux': 'aux États-Unis'.
规则：城市一律用“à”（或需要时用“d”）：'à Londres'，'à Rome'。对于国家，阴性和阳性国家采用不同介词。大多数以“e”结尾的国家是阴性：“la France”→“en France”，“la Chine”→“en Chine”。阳性国家（通常不以“e”结尾）以及元音开头的国家用“au”或“en”：“le Canada”→“au Canada”，“le Portugal”→“au Portugal”；但“Israël”→“en Israël”。复数国名如“les États-Unis”用“aux”→“aux États-Unis”。
A catchy mnemonic: 'Cities are à, feminine countries are en, masculine are au, plurals are aux.' Have students draw a map and label journeys: 'Je vais à Berlin, puis au Danemark, en Suède et enfin aux Pays-Bas.' Self-correction during peer speaking tasks reinforces this pattern.
一个顺口溜：“城市用 à，阴性国家用 en，阳性用 au，复数用 aux”。让学生画地图并标注行程：“Je vais à Berlin, puis au Danemark, en Suède et enfin aux Pays-Bas.” 同伴口语活动中的自我纠错能巩固这一模式。
7. Telling Time and Using Temporal Expressions | 时间表达与时间短语的使用
Errors surface when students try to say 'It is half past' or 'quarter to'. They may translate literally: 'Il est moitié passé' instead of 'Il est et demie'. Another blunder: 'à dix heures et demi' – 'demi' should agree with 'heure' (feminine) only when it comes after 'heure' but remains invariable before: 'une demi-heure' but 'une heure et demie'.
学生在表达“几点半”或“差一刻”时错误频出。他们可能逐字翻译，说出“Il est moitié passé”而非“Il est et demie”。另一个常犯错误：“à dix heures et demi”——“demi”在“heure”后需配合为“et demie”，但在前则保持不变：“une demi-heure”与“une heure et demie”。
For the 24-hour clock, often used in official contexts, Year 9 students revert to 12-hour patterns, producing 'Il est quatorze heures et demie' which is acceptable in speech but less formal. In writing tasks, it is safer to use the 24-hour system without fractions: 'à 14h30'. The construction 'Il est... heures...' is staple; any deviation leads to confusion.
正式场合常用24小时制，九年级学生却退回到12小时模式，说出“Il est quatorze heures et demie”（口语可接受但不够正式）。书面表达中更稳妥的是使用不带分数的24小时制：“à 14h30”。“Il est ... heures ...”是基本结构，偏离即会引发混乱。
When combining time with activities, the preposition 'à' is essential: 'Je joue au tennis à cinq heures.' But with days, no preposition is needed: 'Je joue au tennis lundi.' Mixing these – 'Je joue au tennis à lundi' – is a classic slip. Use a side-by-side comparison drill to fix this.
时间与活动结合时，介词“à”不可或缺：“Je joue au tennis à cinq heures.” 但表示星期几时，不加介词：“Je joue au tennis lundi.” 混淆两者——“Je joue au tennis à lundi”——是经典失误。通过对比操练来纠正。
8. Pronunciation Traps: Silent Letters and Liaisons | 发音陷阱：不发音字母与连音
Silent final consonants are the hallmark of French, yet Year 9 learners sabotage their own oral marks by pronouncing the 't' in 'et', the 's' in 'ils parlent', or the final 'd' in 'chaud'. They also fail to make compulsory liaisons, producing stilted, unnatural sound chains like 'les‿amis' spoken as 'le amis'.
末尾辅音不发音是法语的标志，然而九年级学生常因念出“et”中的“t”、“ils parlent”中的“s”或“chaud”中的“d”而自毁口语成绩。他们也不做必要的连读，造出“les amis”说成“le amis”这样断断续续、不自然的语音链。
Rule of thumb: do not pronounce the last consonant unless it's followed by an 'e' or needed for liaison. For instance, 'petit' → final 't' silent, but 'petite' → 't' pronounced. In 'ils parlent', the '-ent' is always silent. Liaison is required between a determiner and its noun ('les‿amis', 'un‿élève'), between a pronoun and verb ('ils‿ont', 'nous‿allons'), and in set expressions ('tout‿à fait'). Avoid over-using optional liaisons, which can sound overly formal.
黄金法则：末尾辅音不发音，除非后面跟有“e”或需要连音。例如“petit”末尾“t”不发音，但“petite”中“t”发音。在“ils parlent”中，“-ent”始终不发音。限定词与名词之间（“les‿amis”“un‿élève”）、代词与动词之间（“ils‿ont”“nous‿allons”）以及固定表达（“tout‿à fait”）必须连读。避免滥用非强制性连读，否则听起来过分正式。
Active practice: record yourself reading a short paragraph, then listen back, marking where you missed liaisons or wrongly pronounced silent letters. Shadow native-speaker audio from AQA sample materials. Over time, the rhythm of French will become second nature.
主动练习：录下自己朗读一小段话的过程，回听时标出漏掉的连音或错误发音的不发音字母。模仿 AQA 样题中的母语者音频，久而久之，法语的韵律将内化为第二本能。
9. Object Pronoun Placement | 宾语代词的位置
With two-verb structures (modal + infinitive), students frequently tuck the object pronoun in the wrong spot: 'Je peux le faire' is correct, but they write 'Je le peux faire' – a direct carry-over from English word order ('I can do it').
在双动词结构（情态动词 + 不定式）中，学生常把宾语代词放错位置：“Je peux le faire”正确，他们却写成“Je le peux faire”——这是直接套用英语语序的结果。
Remember: the object pronoun (me, te, le, la, nous, vous, les) moves directly before the infinitive in a two-verb construction, not before the conjugated verb. The same applies in the futur proche: 'Je vais le manger', not 'Je le vais manger'. In the perfect tense, the pronoun precedes the auxiliary: 'Je l'ai vu'. Create chunk card drills: 'Je veux + le + faire', 'Il va + la + acheter' to build muscle memory.
记住：在双动词结构中，宾语代词（me, te, le, la, nous, vous, les）直接放在不定式前，而非变位动词前。近将来时同样如此：“Je vais le manger”而非“Je le vais manger”。复合过去时中，代词放在助动词前：“Je l'ai vu”。制作语块卡片操练：“Je veux + le + faire”“Il va + la + acheter”，以形成肌肉记忆。
The negative sandwich also interacts with pronouns: 'Je ne le fais pas', 'Je ne l'ai pas fait'. Practise the full sequence: subject + ne + pronoun + auxiliary + pas + past participle. A visual "slot machine" diagram clarifies the order: (ne) + (pronoun) + (verb/aux) + (pas).
否定三明治结构也与代词交织：“Je ne le fais pas”“Je ne l'ai pas fait”。训练完整语序：主语 + ne + 代词 + 助动词 + pas + 过去分词。画一个“老虎机”式图表明析顺序：(ne) + (代词) + (动词/助动词) + (pas)。
10. Confusing Pairs and False Friends | 易混词对与假朋友
AQA specification themes introduce a growing number of near-synonyms and deceptive cognates. 'Actuellement' does not mean 'actually' (it means 'currently'); 'librairie' is not 'library' (it's 'bookshop'); 'sensible' means 'sensitive', not 'sensible'. Misreading these can derail listening and reading comprehension.
AQA 考纲主题引入了越来越多的近义词和陷阱同源词。“Actuellement”不是“actually”，而是“currently”。“librairie”不是“library”，而是“bookshop”。“sensible”意为“sensitive”，而非“sensible”。误读这些词会严重干扰听力与阅读理解。
Compile a personal false-friends wall alongside their true English translations. For example:
| French Word | Looks Like... | Actually Means |
|---|---|---|
| actuellement | actually | currently |
| librairie | library | bookshop |
| sensible | sensible | sensitive |
| car | car | because |
| attendre | attend | to wait |
Also, distinguish between 'savoir' (to know a fact / how to) and 'connaître' (to know a person / place). A common blunder: 'Je sais Marie' instead of 'Je connais Marie'. Teach the pattern 'savoir + infinitive' ('savoir nager') and 'connaître + noun' ('connaître Paris'). Quick substitution drills clarify the boundary.
同时要区分“savoir”（知道事实/会做）与“connaître”（认识某人/某地）。常犯错误：“Je sais Marie”应为“Je connais Marie”。教学公式“savoir + 不定式”（“savoir nager”）和“connaître + 名词”（“connaître Paris”）。快速替换操练能厘清二者边界。
Another pair causing chaos: 'c'est' vs 'il/elle est'. 'C'est' is used before a modified noun ('C'est un bon professeur'), while 'il/elle est' is used before an adjective alone ('Il est bon'). However, if the adjective refers to a general situation, use 'c'est': 'C'est intéressant'. A mnemonic: 'C'est + determiner, il/elle est + adjective (no determiner).'
另一对捣乱分子：“c'est”与“il/elle est”。修饰过的名词前用“C'est”（“C'est un bon professeur”），单独形容词前用“il/elle est”（“Il est bon”）。但若形容词泛指情景，用“c'est”：“C'est intéressant”。助记诀窍：“C'est + 限定词，il/elle est + 形容词（无限定词）”。
11. Over- and Under-using the Subjunctive | 虚拟式的过度与不足使用
While the subjunctive is not a major focus in Year 9, high achievers start to dabble with structures like 'Il faut que...', 'Je voudrais que...', and they often apply the indicative where the subjunctive is required, or they force a subjunctive into unrelated clauses. The most common slip is using 'il est probable que' with the subjunctive – it takes the indicative, while 'il est possible que' takes the subjunctive.
虽然虚拟式并非九年级重点，但高分段学生开始接触“Il faut que…”“Je voudrais que…”等结构，他们常在该用虚拟式的地方用陈述式，或在无关从句中强加虚拟式。最常见失误是在“il est probable que”后用虚拟式——其实它跟陈述式，而“il est possible que”才跟虚拟式。
For Year 9, it is enough to master the fixed expressions: 'il faut que', 'bien que', 'pour que', 'avant que', and the emotion-related verbs 'je suis content que', 'j'ai peur que' – all require the subjunctive. Provide a pattern drill: 'Il faut que je fasse', 'Il faut que tu ailles', 'Il faut qu'elle vienne'. With the irregular stems of avoir, être, aller, faire, savoir, pouvoir, memorise the 'je' and 'ils/elles' forms to cover most situations.
对九年级而言，掌握固定表达即可：“il faut que”“bien que”“pour que”“avant que”，以及情绪相关动词“je suis content que”“j'ai peur que”——它们都需要虚拟式。设计句型操练：“Il faut que je fasse”“Il faut que tu ailles”“Il faut qu'elle vienne”。针对 avoir, être, aller, faire, savoir, pouvoir 的不规则词干，牢记“je”和“ils/elles”形式即可覆盖大多数情形。
Warn against overgeneralising: after 'espérer que' or 'croire que', stick with the indicative unless negative – 'Je ne crois pas qu'il vienne' is correct, but 'Je crois qu'il vient' is correct. Keep the subjunctive in perspective as a tool for expressing necessity, doubt, and desire, not a blanket replacement.
警示不要过度泛化：“espérer que”或“croire que”后要坚守陈述式，除非是否定形式——“Je ne crois pas qu'il vienne”正确，但“Je crois qu'il vient”正确。让虚拟式回归本分：表达必要性、怀疑和愿望，而非万能替代品。
12. Structuring Longer Answers in Writing and Speaking | 写作与口语长答案的组织结构
Year 9 students often write as if stringing one-sentence ideas together: 'J'aime le foot. C'est amusant. Je joue avec mes amis.' The lack of connectives, opinions with reasons, and time frames keeps them stuck at a basic level. Conversely, some try to jam too many complex structures without coherence, resulting in error-strewn rambles.
九年级学生写作时常像拼凑单句：“J'aime le foot. C'est amusant. Je joue avec mes amis.” 缺乏连词、带理由的观点以及时间维度，使他们停留在基础等级。反之，有些人尝试堆砌复杂结构却缺乏连贯，产出满是错误的散漫篇章。
The PARC template helps: Point, Because, Also, Connect / Contrast, Future / Past. For example: 'J'adore les jeux vidéo parce que c'est relaxant. Aussi, je joue en ligne avec mes cousins. Cependant, je fais attention à ne pas passer trop de temps devant l'écran. Le weekend dernier, j'ai acheté un nouveau jeu.' Practice building each paragraph around this structure, varying connectives: 'car', 'puisque', 'de plus', 'pourtant', 'en revanche', 'donc'.
PARC 模板提供帮助：观点，因为，还有，连接/对比，未来/过去。例如：“J'adore les jeux vidéo parce que c'est relaxant. Aussi, je joue en ligne avec mes cousins. Cependant, je fais attention à ne pas passer trop de temps devant l'écran. Le weekend dernier, j'ai acheté un nouveau jeu.” 围绕这套结构构建段落，并变换连词：“car”“puisque”“de plus”“pourtant”“en revanche”“donc”。
For speaking preparation, record yourself answering a bullet-point prompt and then transcribe it. Highlight any place you hesitated or used a filler like 'euh'. Replace fillers with useful hesitation devices like 'en fait', 'alors', 'voyons', and ensure you re-phrase to include time frames (
Published by TutorHao | Year 9 法语 Revision Series | aleveler.com
更多咨询请联系16621398022（同微信）
或截图后用「扫一扫 → 相册」选择本图