Language: French Beginners
Target group: Stage 6 (Year 12)
Key concepts:
The key concepts I want students to learn are that:
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French can be used for interacting with people (asking, finding
and giving information)
basic structures may be used in various contexts, e.g. how is it,
where and when it happens and what makes the difference
there are some important differences living in the northern and
southern hemispheres.
Unit of work: Holidays, travel and
tourism
Why does the learning matter?
The learning matters because:
Estimated duration: 30 hours
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using French in real situations enhances students’ experience
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being able to manipulate language to communicate fosters
confidence and promotes dialogue
students learn to access various sources of information for a
particular purpose
it is important that students understand the diversity of Frenchspeaking communities.
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Unit description: Students have previously completed Family Life, home and neighbourhood; Friends, recreation and pastimes; People, places
and communities and Education and work. In this unit, students are introduced to the concept of travel and accommodation and the planning
processes of travel to France and a variety of French-speaking countries. The sub-topics of holiday destinations, transport, accommodation and
seasons and weather are also covered.
Intellectual quality
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Deep knowledge
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Deep understanding
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Problematic knowledge
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Higher-order thinking
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Metalanguage

Substantive communication
Quality learning environment
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Explicit quality criteria
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Engagement

High expectations

Social support

Students’ self-regulation
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Student direction
Significance
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Background knowledge
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Cultural knowledge

Knowledge integration
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Inclusivity

Connectedness

Narrative
Targeted outcomes
Objective 1 – Interacting
A student:
1.1 establishes and maintains communication in French
1.2 manipulates linguistic structures to express ideas effectively in French
1.3 sequences ideas and information
1.4 applies knowledge of the culture of French-speaking communities to interact appropriately.
Objective 2 – Understanding Texts
A student:
2.1 understands and interprets information in texts using a range of strategies
2.2 conveys the gist of and identifies specific information in texts
2.3 summarises the main points of a text
2.4 draws conclusions from or justifies an opinion about a text
2.5 identifies the purpose, context and audience of a text
2.6 identifies and explains aspects of the culture of French-speaking communities in texts.
Objective 3 – Producing Texts
A student:
3.1 produces texts appropriate to audience, purpose and context
3.2 structures and sequences ideas and information
3.3 applies knowledge of diverse linguistic structures to convey information and express original ideas in French
3.4 applies knowledge of the culture of French-speaking communities to the production of texts.
Intellectual quality
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Deep knowledge
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Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Student learn about:
 the importance of listening and/or reading for key words to assist
understanding
 the purpose and context of communication
 register in language use
 responding to factual and open-ended questions
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ways to support effective interaction
the logical sequencing of ideas
formal and informal language, and when and where it is used
sociolinguistic conventions relating to everyday activities
ways in which texts are constructed for specific purposes
ways in which texts are formatted for particular purposes and
effects
 ways of identifying relevant details in texts when listening or reading
for specific information
 ways of inferring meaning from text
 the effect of syntax on meaning
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation
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Student direction
Students learn to:
 listen and read for meaning
 select and incorporate particular vocabulary and structures to achieve
specific communication goals
 interact with reference to context, purpose and audience0
 maintain an interaction by responding to and asking questions and
sharing information
 use appropriate language features to enhance communication
 structure information and ideas coherently
 apply appropriate social convention in formal and informal contexts
 use language and/or behaviour appropriate to social context
 identify why, how or to whom a text is delivered or presented
 explore the way text content is presented and how ideas and
information are sequenced
 make judgements about the relevance of detail in understanding text
 use contextual and other clues to infer meaning from text
 analyse ways in which words, phrases and sentences are constructed
Significance
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Background knowledge
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Cultural knowledge
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Knowledge integration
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Inclusivity
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Connectedness
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Narrative
Student learn about (cont):
 register and common expressions in language use
 the structure and format of particular texts
 the logical sequencing of ideas in extended text
 the application of known linguistic structures in new contexts
 language choices and their effect on intended meaning
Students learn to (cont):
 explain the use of words and expressions with particular cultural
significance in texts
 present and organise information in ways appropriate to audience,
purpose and context
 sequence ideas and information in texts
 apply a range of vocabulary and linguistic structures across a range of
contexts
 evaluate the accuracy and appropriateness of structures when
constructing and editing text
Structures:
Assumed knowledge:
 the present tense
 the passé composé
 the imperfect tense (e.g. il était, il
faisait, il y avait)
 the conditional – recognition and limited
use (je voudrais…)
Sociocultural content:
Travel to France and other Francophone
countries
 Differences
 Similarities
 Transport
 Researching fares and timetables
for air, train and bus travel
 Booking tickets online or over the
phone
Cross-curriculum content and policies:
Key competencies:
Intellectual quality
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Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity
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Connectedness
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Narrative
Collecting, analysing and organising
information
Communicating ideas and information
Solving problems
Numeracy (tables, charts)
Structures (cont):
 nationalities (nouns and adjectives)
 extending/accepting an invitation
 prepositions: avant, après, devant, derrière,
avec, jusque, près de, sur, sous
 Time markers, days of the week, months etc
Sociocultural content (cont):
 Seasons: compare northern and
southern hemispheres
 The weather: when to travel and what to
pack and wear
New grammatical structures and language in this
unit:
 prepositions (à, en, au aux, de) to
communicate travelling to and from a
country
 comparing the passé composé and the
imperfect tense when describing what
happened in the past
 the future tense to describe what will
happen in the distant future
 the futur proche to describe what will
happen in the near future
 booking accommodation/transport (je
voudrais réserver…)
 requests for assistance, e.g. asking for and
giving directions (Pour aller...)
Intellectual quality
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Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Cross-curriculum content and
policies (cont):
Literacy links:
comparing and contrasting English
and French
interpreting cognates and using them
to infer meaning
using a bilingual dictionary
using online dictionaries
choosing an appropriate language
register
constructing text for specific purposes
understanding and using culturally
appropriate language
ICTs (internet research, email,
webcam, podcast, interactive
whiteboard, Excel, Photo Story and
PowerPoint)
Significance
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Background knowledge
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Cultural knowledge
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Knowledge integration
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Inclusivity
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Connectedness
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Narrative
Building the field:
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brainstorm possible holiday destinations in a French-speaking community
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discuss distances from Australia and time zones and review numbers
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revise countries and nationalities while learning nouns and adjectives
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introduce prepositions which express travel to and from a country (à, en, au aux, de)
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discuss various currencies used in different countries, population of countries, languages spoken, as well as directions to and from
countries and cities
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discuss previous school trips to French-speaking destinations
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acknowledge previous travels by members of the class
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discuss intercultural acceptance of differences.
Intellectual quality
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Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Suggested teaching, learning and assessment activities:
Phases and activities
Phase 1 Describing holidays with emphasis on recognition of
Prepositions, see Appendix 1. Reading and responding
Students are given a page of images of various holiday
destinations in French-speaking countries and another page of
descriptions written in French, which target the prepositions in
use.
Activité 1.1 Reading (see Appendix 1)
 Link the photos to the corresponding description.
Activité 1.2 Reading (see Appendix 1)
 Underline all the prepositions which appear in the description
and discuss use of tenses.
Activité 1.3 Reading (see Appendix 1)
 Students research tourist destinations on the internet and fill
in the form. Students present their findings to the class.
Phase 2 Distances and locations - (see Appendix 2)
Activité 2.1 Listening and responding
 Answer questions based on three short conversations in
French about where people live.
Intellectual quality
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Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Evidence of learning and ongoing feedback for
students throughout unit of work
Registration/
Date
 Class discussion and teacher feedback on
appropriate use of prepositions.
 Teacher observation of level of participation in class
discussion.
 Student self evaluation of successful completion of
activities.
 Class discussion about correct identification of
prepositions and use of tenses. Teacher
observation.
 peer evaluation of research.
 Student ability to complete the listening
comprehension correctly. Teacher observation and
oral feedback.
Significance
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Background knowledge
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Cultural knowledge
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Knowledge integration
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Inclusivity
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Connectedness
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Narrative
Phase 3 Introduction of weather and seasons with the future tense
 Class discussion about severity of winters and summers in
France and Australia.
 Expressions of weather are taught through a matching word
and picture exercise to respond to the question: Quel temps
fait-il?
Activité 3.1 Listening (see Appendix 3)
 Game - Weather wheel
Divide the class into two teams. Points are earned by
listening to the list of clothing and selecting appropriate
clothing corresponding to the weather forecast.
 Student ability to respond appropriately to
questions about the weather. Teacher observation
and oral feedback.
 Student ability to identify key words in texts.
Teacher observation and oral feedback.
Consolidating the topic of seasons and weather in the past,
present and futur proche,see Appendix 4. Writing and Speaking
Activité 4.1
Using the internet, students research the weather
conditions of six major cities in France for a three-day period,
encompassing the past, present and future.
http://france.meteofrance.com/
 ICT skills are developed and texts are constructed
for a special purpose. Teacher gives oral feedback.
 Do the same for six major cities in Australia. www.bom.gov.au
Intellectual quality
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Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness
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Narrative
 Using the present, past and futur proche tenses, students
write a weather report, based on their findings identifying the
different seasons in the two hemispheres. They can choose
any mode (paper/computer/IWB) to present their forecast to
the class.
Phase 4 Combining weather and clothing (see Appendix 5)
Activité 5.1 Reading and responding, Writing and
Speaking
 Ben is an Australian, who is preparing to visit Alexandre in
France. Read an email from Alexandre, which gives
information about what the weather will be like in France
during Ben’s visit. Text: email.
Note: teachers will need to create this email or use the one
linked above.
 Student peer assessment after class discussion of
explicit quality criteria given to students
 Class discussion of email’s meaning. Teacher
observation of students’ level of comprehension.
 Student ability to use appropriate and correct
language structures in an email. Written feedback
from the teacher.
Activité 5.2
 Ben writes to Alexandre, via email asking for advice on what
to pack,e.g. il faut, je dois). Ben will use the futur proche.
Text: email.
 Teacher evaluation of appropriateness and
correctness of vocabulary and language used.
 Oral feedback from the teacher.
Activité 5.3
 Write a list of ten clothing items which they consider
essential to pack. Text: list
Intellectual quality
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Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
 Immediate feedback.
Significance
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Background knowledge
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Cultural knowledge
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Knowledge integration
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Inclusivity
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Connectedness
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Narrative
Activité 5.4
 Whilst packing, Ben justifies his decisions about what he is
going to take when quizzed by his sister. Students should use
a variety of tenses. Speaking task to be performed in front of
the class in pairs. Text: dialogue.
 Immediate feedback.
Phase 5 Booking transport,(see Appendix 6) Reading and responding
Activité 6.1
Look at the ticket and then answer the questions in English
Phase 6 Arranging accommodation: use of the passé composé and the
imparfait tenses, (see Appendix 7. Reading and responding,
Speaking.
Activité 7.1
 In order to practise using new vocabulary relevant to finding
accommodation, students read the text and substitute
appropriate details orally. This may be done as a whole class
or in small groups or pairs. Vocabulary from the box at the
bottom of Appendix 7 may be used to assist them. Bilingual
dictionaries may be used.
Intellectual quality
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Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
 Immediate feedback.
 Student peer evaluation of correct use of the past
tense after class discussion.
Significance
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Background knowledge
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Cultural knowledge
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Knowledge integration
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Inclusivity
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Connectedness
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Narrative
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Activité 8.1 Writing (see Appendix 8)
Alain has written a postcard from Noumea describing his
surroundings and what he is doing during his time there.
Students read the letter and pretend that he is writing about
a past holiday. They rewrite the postcard in the past tense.
Students need to be aware of when to use the passé
composé and the imparfait tenses.
 Student ability to use correct vocabulary, intonation
and improve fluency. Teacher and peer feedback
in class.
Activité 8.2 Writing (see Appendix 8)
Write a letter to some friends in another school, who are
planning a trip to Noumea next year in winter. Using
Appendix 8 as your base, give information about weather,
tourism and activities.
 Immediate evaluation of correct use of the past
tense after class discussion.
Activité 8.3 Speaking
 Situations in the speaking section of previous HSC Beginners
exams. Students construct dialogues based on
accommodation situations.
Intellectual quality
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Deep knowledge
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Deep understanding
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Problematic knowledge
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Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
 Immediate feedback.
Significance
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Background knowledge
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Cultural knowledge
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Knowledge integration
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Inclusivity
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Connectedness
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Narrative
Assessment task – Reading, Writing.
Part A The students decide to go to France to assist the French
Open tennis championships at Stade Roland Garros.
www.rolandgarros.com/en_FR/index.html After reading an e-brochure
with a selection of information, they need to complete email forms in
French to book two tickets to the final (see Events) and a hotel room
nearby.
www.cybevasion.fr/hotels/france/75/paris_hotels_proximite_plan_roland
-garros_29.html Students will need to use the information in the ebrochure to help them fill in the booking forms.
Detailed feedback given by the teacher in writing to
each student for both sections, as well as a class
discussion of marking criteria and sample answers
Part B The students will be required to write an email to a French
friend, giving details and asking questions about their French Open
plans.
Intellectual quality
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Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Resources
Some print resources
The French Experience, BBC Languages 2003
Route Nationale, Thomas Nelson and Sons Ltd.
Alter ego, Hachette Livre 2006
Envol, Oxford University Press
Élan, Oxford University Press
Ça y est, CS Heinemann
Various worksheets (Appendices 1-8 included)
Magazines in French Ça va? Okapi, Les dossiers de l’Actualité, Authentik, etc.
Some online resources:
CLI resources available on TaLe
À toi la parole
À l’écoute
www.voki.com/
www.bbc.co.uk/languages/french/experience/
www.bbc.co.uk/languages/french/
www.languagesonline.org.uk/
www.nelsonthornes.com/secondary/modern_lang/ap/default.html
www.cengage.com/aussec/productlist.do?disciplinenumber=1215&courseid=LNS01&codeid=W02M&sortBy=copyrightYear&sortByShow=all
anicalor.over-blog.com/article-22689293-6.html
blog.educastur.es/frances/category/civilisation/
grammaire.reverso.net/
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Evaluation and variation:
(Considerations: Time allocated for unit; variety of teaching strategies used; opportunities for teacher feedback and student reflection; suitability of
resources; suitability of ICT laptop activities; literacy/numeracy links)
Date commenced:
Date completed:
Class teacher signature:
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Head teacher signature:
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative