Themes/Topics: The Individual and the changing world – travel and tourism; leisure and interests
Term 1 Preliminary course
This document has been produced by the Languages staff at Cranbrook School with funds provided by the Australian
Government through the School Languages Program.
DESIRED RESULTS
Outcomes:
The student:
1.1 uses a range of strategies to maintain communication
1.2 conveys information appropriate to context, purpose and audience
1.3 exchanges and justifies opinions and ideas
1.4 reflects on aspects of past, present and future experience
2.1 applies knowledge of language structures to create original text
2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or audience
2.3 structures and sequences ideas and information
3.1 conveys the gist of texts and identifies specific information
3.2 summarises the main ideas
3.3 identifies the tone, purpose, context and audience
3.4 draws conclusions from or justifies an opinion
3.5 interprets, analyses and evaluates information
3.6 infers points of view, attitudes or emotions from language and context
4.1 recognises and employs language appropriate to different social contexts
4.2 identifies values, attitudes and beliefs of cultural significance
4.3 reflects upon significant aspects of language and culture
Understanding(s):
Essential Question(s):
Students will understand that:

travel to a French-speaking country changes
awareness of French culture and language

people from France view travel differently from
Australians

skills in French language influence travel experiences
in France (French-speaking countries)

holiday and leisure experiences vary from culture to
culture
Pourquoi les gens voyagent-ils?
Qui suis-je quand je voyage ?
Pourquoi je m’intéresse à tels loisirs ?
Students learn about:
Language structures for

past experiences (passé compose/plus que parfait and
imparfait)

future experiences (future tense)

prepositions of place (à, en…)

advertising (adjectives – position and agreement,
interrogative)

question markers

translation of: before/after
Students learn to:

express hopes and wishes about holidays and interests

justify and understand contrasting opinions about holidays
and interests

speak about past and future holidays

discuss advantages and disadvantages of certain types of
holidays

discuss different views of travel and tourism

analyse travel and tourism advertisements and articles
ASSESSMENT FOR LEARNING
Performance Task(s):
End of Term 1 examination (as per Prelim Assessment
Guide)

Speaking

Listening and responding

Reading and responding

Writing
Other Evidence:
Speaking tasks
Writing tasks
Analysis of advertisement (reading)
Listening tasks
TEACHING AND LEARNING ACTIVITIES:
Indicates grammar
[Indicates text type]
Silent card shuffle – article/noun/verb/adjective/adverb/preposition/pronoun using vocabulary for holidays, travel and tourism
Students answer questions from teacher to start discussion about travel, holidays and leisure activities: [conversation]
passé compose v imparfait, prépositions à/en
Comment se sont-elles passées vos vacances?
Quelles sortes de vacances avez-vous eues?
À l’étranger/ à la mer/ en brousse/ à la maison
Qu’est-ce que vous avez fait?
J’ai découvert…
J’ai amélioré….
Qu’en penses-tu?
C’était passionnant/épatant
J’en suis très content/
Je me suis bien amusé
Throughout this unit students routinely prepare answers to a set of questions compiled by teacher on holidays, leisure and tourism.
Students read the articles from Bonjour and Ca Va and find a set of useful phrases for talking about holidays and leisure. [article]
Students then discuss their preferences in choosing a holiday [personal account]
Students explore the types of holidays on http://www.Francequide.com and answer questions from the worksheet
Comment faut-il profiter des vacances?
Students read holiday accounts of 10 teenagers in Tout Terrain pp88-89 and put them in order of preference.
Ma destination de rêve Students fill in grid [personal account]
Revision of perfect tense with avoir and être using Reprise pp 63-68
Students read the passage Les Français en vacances in Tout Terrain pp82-83 and answer comprehension questions in English (T/F) and French
[article]
Students listen to 10 opinions and match them to a list of facts in French [interview]
Students examine an advertisement for the Eurotunnel and discuss the idea of dépaysement [advertisement]
Pluperfect tense using Reprise pp 123-126, A-D; Grammaire progressif du français pp 201-205
Students read 3 accounts of beach holidays in Tout Terrain pp 84-85 and answer reading comprehension questions [interview]
Students summarise each of the accounts in French
Students identify negative and positive adjectives in the text and research their antonyms.
Students study 3 photos and match them to the written accounts, justifying their decisions. Students use “justifying” graphic organiser to
scaffold their responses. [discussion]
Perfect tense agreement with preceding direct object Tout Terrain p 85, Schaum’s French grammar p 149, Reprise p73-75
Irregular past participles Reprise p 62
Students match a set of answers about Disneyland Paris in Tout Terrain pp86-87 with a set of questions [article]
Students listen to interviews of various types of people leaving the park to get their opinions [interview]
Students listen to a mother giving her reactions to the park and answer a set of comprehension questions [interview]
Interrogative adjectives quel/quelle/quels/quelles Tout Terrain p 87 ; Reprise pp 195-197
Students read an account of a teenager’s holiday in Italy in Tout Terrain pp 90-91 and answer a set of reading comprehension questions
Students read text of a young person writing about a disastrous holiday from AIS materials
Teacher models structures and language features for reading and responding - email in response to text
Students write a return email responding to the content and adding information and ideas of their own [email]
Translations of ‘before’ / ‘after’ Tout Terrain p 91, G 24
Avant/Après le voyage ; Avant/Après avoir dormi ; Avant/Après être arrivé but Subjuntive Après qu’il soit arrivé
Students listen to Le Forestier song L’autostop and complete worksheet including discussion of “le grand depart” in France
Extension writing task:
Diary entry: end of a disastrous holiday
Students read an ad for a holiday in Tunisia in Previsions p 16 and take notes/summarise the advertisement [advertisement]
Students read an article on a holiday destination in Previsions p 34 complete a grid of information/facts in French [article]
Students complete a grid of opposites from the text in French
Students then analyse the language of the texts (Tunisia and Sologne sous les Tropiques). Students use “analysing” graphic organiser to
scaffold their responses
Agreement and position of adjectives, Previsions pp 36-37; Reprise pp 205-210
Students listen to a conversation about holiday plans Previsions pp 38-39 and fill in an information chart [dialogue]
Students answer a set of comprehension questions and complete a cloze activity
Students who have been on exchange recount their experiences and answer questions directed to them by the rest of the class
[conversation/recount]
Students discuss the advantages of doing a séjour linguistique
Extension writing task:
Postcard home after the first week of an exchange in Noumea (students find useful facts to include from the Net)
Students research articles (various websites such as http://www.tourism.australia.com/en-au/ ) promoting tourism to Australia
Teacher models structures and language features for speech to a group of young people [speech]
Imagining that they are on exchange, students write a speech for a French school assembly convincing French students to visit Australia
Students listen to then read interviews of people describing their ideal holidays in Tapis Volant Senior p 85 and answer comprehension
questions in English, workbook pp 101-102.
Extension writing task:
Exchange of messages to organise camping holiday without parents
Students read an advertisement for a hotel Tapis Volant Senior pp 87-89 and answer questions in English, workbook pp 106-107
Extension writing task:
Email describing summer holidays
Extension:
Zut website: Yr 12 unite 3
RESOURCES
Magazine articles from Ça va and Bonjour:
Mes vacances idéales
Les vacances
Les jeunes en vacances
Vacances dans le sud de la France
Tout Terrain
Unité 5 En route
Pourquoi partir? pp 88-89
Dossier Vacances pp 82-83
Allons à la plage pp 84-85
Les parcs de loisirs pp 86-87
Isabelle Bourgeois en route pour les vacances pp 90-91
Prévisions
Détente en Tunisie p 16 Ex 1, 2, 3
Sologne sous les Tropiques p 34 Ex 1, 2
Projets de vacances: Loic pp 38-39 Ex1, 2, 3
Tourism Australia website http://www.tourism.australia.com/en-au/
http://www.Francequide.com
http://www.zut.com.uk
Maxime Leforestier: L’autostop
Teacher developed worksheets
Speaking skills – teacher devised
Writing tasks – teacher devised; AIS materials
Tapis Volant Senior
Entretiens: vacances de rêves, Textbook p 85, Workbook pp 101-102
Le Royal Tahitien Textbook pp 87-89, Workbook pp 106-107
TEACHER EVALUATION