Task Based Language Learning – French Planning/Backwards Mapping Yr___________________ Term ___________ 201___
Culture:
iPpiT = Methodology (backwards mapping)
How engaged is
French society
with recycling?
Achievement
Objective(s)
(TAAM)
1.2 introduce
themselves
and others
2.2
Communicate
about
possessions
Communication:
Receive and
produce
information.
Produce and
respond to
questions and
requests.
Show social
awareness
when
interacting
with others.
Language:
Recognise that
French is
organised in
particular
ways.
Make
connections
with their own
language(s).
Culture:
Recognise that
French
culture is
organised in
particular
ways.
Make
connections
with known
culture(s)
i-input, P-practice, p-production/output, i-interaction, T-task
Overarching Task relating to Xtreme Waste: To present a flash trash show
Students will be able to ask and answer about the flash trash clothes they have made. They will be able to present a fashion
show.
L
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Pre-task – learning vocabulary
IRDPX (Input/Output)
Pre-task - learning to ask
and answer questions i.e.
Oral Choral
Input/Output/interaction
Pre-task – learning
vocabulary
IRDPX (Input/Output)
Pre-task – learning to ask and
answer questions i.e.
Oral Choral
Input/Output/interaction
Task – narrating a show
Output
Time frame: How many
lessons?
Time frame: How many
lessons?
Time frame: How many
lessons?
Time frame: How many
lessons?
Vocabulary:
Die Keidung –the clothing
Singual (forms):
le sweat – the sweat shirt
le pull – the pullover
le pantalon - trousers
le jean – the jeans
le blouson – the jacket
le chapeau –the hat
l’anorak – the water proof
jacket
le T-shirt – the T-shirt
le short – the shorts
le bikini – the bikinis
Setting up a
conversation:
Q:
Vocabulary for recycling:
recycler – to recycle
recyclé – recycled
en papier – made of paper
en plastique – made of
plastic
en sac plastique – made of
plastic bags
en bouteille plastique –
made of plastic bottles
en carton – made of
cardboard
en coton –made of cotton
en laine – made of wool
en lin – made of flax
en boîte – made of cans /
tins
en coquillages – made of
shells
Setting up a conversation: Setting up the show:
Q:
Narrator:
Voici ____
What are you wearing?
Here is (name).
Qu’est-ce que tu portes?
la robe – the dress
la chemise – shirt
la cravatte – tie
la veste – the jacket
la jupe – the skirt
Plural:
les souliers – the shoes
les chausettes – the socks
les tennis – the sneakers
What are you wearing?
Qu’est-ce que tu portes?
A: for singular items
of clothing
I am wearing a …
Je porte un / une (see
examples below)
There is some grammar
to understand here, but
chn can still have a
fashion show by
chunking correct
answers rather than
necessarily
understanding.
A: for plural items of
clothing
I am wearing shoes.
Je porte des souliers
Jeanne Gilbert Consultancy Waikato LangSem 2015
A: for singular items of
clothing – 2 gender
examples
I am wearing a hat made
of recycled paper.
Je porte un chapeau en
papier recyclé.
I am wearing a shirt
made of recycled wool.
Je porte une chemise
en laine recyclé.
A: for plural items of
clothing
I am wearing shoes made
of recycled cardboard.
Je porte des souliers en
carton recyclé.
Time frame: How many
lessons?
Il (he) / elle (she) porte
un anorak en plastique
recyclé.
S/he is wearing a water
proof jacket made of
recycled plastic.
Resources /activities
Ppt or flash cards
Clothes for dress up
Trimono for vocab
Trimono for Q and A
Wearable Arts Resources
Song:
Grammatical
explanation:
French has 2 genders.
These genders must
‘agree’ in a context. For
the answer above use
the following patterns:
Je porte un chapeau. I
am wearing a hat.
(masculine)
Je porte une robe. I am
wearing a dress.
(feminine)
J eporte des souliers. I
am wearing shoes.
(plural – des is the
plural of un and une)
See the Wearable Arts
resources for answers
that are grammatically
correct.
Reflections:
What worked? Why?
What do I need to change?
Why?
M
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Jeanne Gilbert Consultancy Waikato LangSem 2015
Jeanne Gilbert Consultancy Waikato LangSem 2015