French
Finding the way
Activity context
These digital resources are designed for languages teachers to use with Interactive Whiteboards. This
activity has been designed to consolidate the language in the topic area of directions.
Syllabus links:
4.UL.2
demonstrates understanding of the main ideas and supporting detail in written texts and
responds appropriately
4.UL.3
establishes and maintains communication in familiar situations
4.MLC.1
demonstrates understanding of the importance of appropriate use of language in diverse
contexts
5.UL.2
selects, summarises and analyses information and ideas in written texts and responds
appropriately
5.UL.3
uses French by incorporating diverse structures and features to express own ideas
5.MLC.1
demonstrates understanding of the nature of languages as systems by describing and
comparing linguistic features across languages
Notebook page
Activity
Places in town: vocabulary
To teach vocabulary related to places in town.
Teacher or students click on the vocabulary cards. When clicked,
the cards will flip over and show the written word.
Teachers can use this as a tool to teach vocabulary items.
The Notebook file can be edited to include many vocabulary items
and images.
© NSW Department of Education and Training 2010
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Places in town: vocabulary memory game
To consolidate vocabulary related to places.
Students form teams. Team members click on two cards and try to
find pairs. Students take turns from each group. When two
matching cards are found (picture and text), the team gets a point.
The winning team is the team which finds the most pairs.
The Notebook file can be edited to include many vocabulary items
and images.
Places in town: matching activity
To consolidate vocabulary related to places in town.
Students drag the vocabulary from the bottom of the screen into
the correct columns. Answers can be checked by clicking on
'Check'.
Is there a hospital near here?
To consolidate vocabulary and grammar used to ask what is
nearby.
Teachers can drag out the tabs to demonstrate to students how
they could answer the question.
Click on the icons to hear the phrases in French.
Directions
To teach vocabulary related to giving and receiving directions.
Teachers can use this as a tool to teach directions.
Click on the icon next to each phrase to hear it in French.
© NSW Department of Education and Training 2010
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Directions: between / next to
To teach vocabulary related to giving and receiving directions.
Teachers can use this as a tool to teach directions.
Click on the icon next to each phrase to hear it in French.
Directions: unjumble the conversation
To consolidate vocabulary and grammar related to giving
directions.
Students rearrange the sentences by dragging them up or down,
to put the conversation into the correct order.
Directions: map 1
To consolidate vocabulary and grammar related to giving and
receiving directions.
This map could be used for a variety of languages. Students could
give directions to each other to get to different places.
The teacher could give verbal directions and students could use
the 'Smartboard' pens to draw in the directions.
There are also some listening activities at the top of the screen.
Students listen to the directions and try to work out where they will
end up. Answers: 1. Le marché 2. La plage 3. La banque 4. Le
musée 5. Le supermarché
The yellow label to show you the starting point may be placed
anywhere on the map.
Directions: map 2
To consolidate vocabulary and grammar related to giving and
receiving directions.
This map could be used for a variety of languages. Students could
give directions to each other to get to different places.
The teacher could give verbal directions and students could use
the 'Smartboard' pens to draw in the directions.
The yellow label to show you the starting point may be placed
anywhere on the map.
© NSW Department of Education and Training 2010
Page | 3
Directions: map 3
To consolidate vocabulary and grammar related to giving and
receiving directions.
This map could be used for a variety of languages. Students could
give directions to each other to get to different places.
The teacher could give verbal directions and students could use
the 'Smartboard' pens to draw in the directions.
The yellow label to show you the starting point may be placed
anywhere on the map.
Assessment strategies:
The teacher:

observes students participating in activities

provides oral feedback to the class and to individual students.
Assessment criteria:
The student:

listens actively to aid comprehension

contributes to the identification and labelling of the vocabulary

demonstrates comprehension, e.g. by matching words to pictures

develops writing skills in context, e.g. matching words with pictures and labelling objects.
The Notebook files for each student can form part of your assessment to inform your teaching and capture
"point in time" learning.
© NSW Department of Education and Training 2010
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