Fairvale High School – Languages

Stage 6 – Year 11 French

Last updated: 29/01/14

Language: French Beginners / Target group: Stage 6 Preliminary / Topic: Bienvenue, Présentations, Famille et Amis / Indicative time: 40 hours (1 term
+ rollover)

What are the key ideas or concepts you want the students to learn?

The key concepts I want students to learn are that:
  • there are many language structures and a lot of vocabulary that students can use when discussing themselves, family and friends
  • students will continue to build on what they have been learning in French and be able to maintain more complex conversations
  • students will gain an understanding of family and friendship in different French-speaking countries and compare to such in Australia
/ Why does that learning matter?
The learning matters because:
  • students need to be able to speak and understand spoken and written French when exchanging basic information in French
  • students will be able to build on prior knowledge and learn a skill that will serve in other courses and later in life
  • understanding attitudes and behaviours in relation to family and Friends will allow students to gain a deeper appreciation of other peoples and cultures.

Unit description: This is the first unit of work in the Preliminary course. The aim of this unit is to provide students with the language and skills needed when speaking and writing about themselves, their family and friends. At the end of this unit, students will be able to:
  • Say Hello and goodbye
  • Use titles and address people
  • Understand the alphabet and spell their name in French
  • Introduce themselves
  • Say numbers up to 100
  • Say where they live (town and country)
  • Say their nationality and ask others theirs
  • Say how they are and ask others if they are okay
  • Say their relationship status and Ask someone’s name and relationship status
  • Talk about relatives and family background
  • Describe themselves and others personality andphysical characteristics
  • Talk about friends and family members

Key competencies:
The following key competencies are embedded in the Beginners Stage 6 Syllabus to enhance student learning:
  • communicating ideas and information
  • collecting, analysing and organising information
  • planning and organising activities
  • using technology
  • working with others and in teams
  • solving problems

Outcomes:

Objective 1 – Interacting

A student:

1.1establishes and maintains communication in French
1.2manipulates linguistic structures to express ideas effectively in French
1.3sequences ideas and information
1.4applies 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 text
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 / Students learn about:
  • the importance of listening for key words to assist understanding
  • the importance of reading for key words to assist understanding
  • links in communication
  • the purpose and context of communication
  • register in language use
  • responding to factual and open-ended questions
  • ways to support effective interaction
  • the logical sequencing of ideas
  • 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
  • cultural attitudes that add meaning to texts
  • the structure and format of particular texts
  • the purpose and context of a text and their influence on the choice of structure, format and vocabulary
  • 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:
  • listen for meaning
  • read for meaning
  • use strategies to initiate, maintain and conclude an interaction
  • select and incorporate particular vocabulary and structures to achieve specific communication goals
  • interact with reference to context, purpose and audience
  • maintain an interaction by responding to and asking questions and sharing information
  • use appropriate language features to enhance communication
  • structure information and ideas coherently
  • 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
  • identify and discuss cultural influences in specific texts
  • present and organise information in ways appropriate to audience, purpose and context
  • plan, draft and edit text
  • 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

Key structures and vocabulary
Bienvenue! Welcome
-Hellos and goodbyes, eg Salut, bonjour, bonsoir
-Addressing people, eg, Monsieur, Madame, mademoiselle, messieurs-dames
-Spelling with the French alphabet
-Attracting someone’s attention, eg S’il vous plait!
-Numbers up to 20.
Présentations
-Introducing yourself and asking others, eg Je m’appelle Corinne
-Numbers from 20-70
-Saying in which country and town you live, eg J’habite en France.
-Giving your nationality & saying where you were born, eg Je suis francaise, Je suis français, Je suis née à Sydney.
-Asking people if they are okay and responding to that question, eg Ca va? Oui, ca va bien!
-Review of ‘avoir’ so that students are able to describe themselves physically
-Flashcard or PowerPoint presentation of adjectives relating to personality
Famille et Amis
- Describing yourself and others physically (hair, eyes, height etc), eg j’ai les cheveux longs, raides et noirs. J’ai les yeux bleus
- Describing yourself and others’ personality and character, eg Elle est gentille
-Telling people about your friends/family members/partner (words for ‘my’, ‘his’ and ‘her’), eg Ma mère est grande et plutôt contente
-Saying how old someone is, eg Elle a cinq ans
-Words for ‘at’, ‘in’ : a, a l’, a la, au, aux
-Describing your family, Describing more than one person, eg Je vous presente ma famille
-Choosing ‘Tu’ or ‘vous’, eg tu t’appelles comment?
-Numbers from 70 -11
-Telling people about your partner and marital status (words for ‘my’, ‘his’ and ‘her’), eg Je suis célibataire
-Saying how old someone is and talking about your children (or in this case cousins, nièces, nephews), eg Elle a cinq ans
-Describing your family, Describing more than one person, eg Je vous presente ma famille
-Choosing ‘Tu’ or ‘vous’, eg tu t’appelles comment?
-Numbers from 70 -11 / Grammatical items
Présentations
  • Reflexives, eg. Je m’appelle, comment tu t’appelles?
  • Feminine and masculine adjectives, française, français
  • En, au, aux, j’habite en France/au Canada
  • A, de, j’habite a Sydney/je suis de Sydney
  • Nous and adjective of appearence
  • Using avoir + definite article to talk about physical descriptions: J’ai les cheveux noirs et courts
  • Conjugation of ‘etre’ and ‘avoir’: je suis, tu es, il est, on est, nous sommes, vous êtes, ils sont, elles sont/ j’ai, tu as, il a, on a, nous avons, vous avez, ils ont, elles ont
  • Nouns and adjectives to talk about physical appearance: les cheveux noirs, les yeux verts
Famille et Amis
  • Adjectives endings for masculine and féminine: mariée vs marié/séparée vs séparé.
  • Possessive adjectives: Mon, ma, mes
  • Prepositions for ‘at’: a, a l’, a la, au, aux
  • Formal and informal uses of ‘you’: Tu, vous.
/ Cross-curricular
  • Numeracy, understanding The patterns of French numbers
  • Careers, discussing future plans and options for careers and jobs after school

Suggested teaching, learning and assessment activities:
Note: teaching and learning activities marked with an asterisk (*) could be used as formal assessment tasks.
Sub-topic: Bienvenue!
Activities:
  1. Class brainstorm of students’ prior knowledge. Find out what greetings students are already familiar with.
  2. Songs, such as ‘Salut, Bonjour, Bonsoir’ from Ca bouge.
  3. Fill in the gaps with a range of greetings and general facts about France
  4. Use The French Experience and go through specified chapter
  5. Students learn the alphabet and note down the pronunciation
  6. Alphabet song, students listen and sing
  7. Students practise their pronunciation and listening skills by spelling simple French words for their partner to write down
  8. Students learn numbers. Numbers are practised by games such as race to the board, bingo
Sub-topic: Presentations
Activities:
  1. Teach students structures for ‘my name is’ and ‘what’s your name?’
  2. Students practise with a partner
  3. Use flashcards to teach all the ways to say ‘how are you?’ and responses
  4. Students have to put the responses in order from positive to negative
  5. Teach students how to talk about where they are from, their nationality etc
  6. Use The French Experience and work through the specified chapter to consolidate knowledge
  7. A class survey, or a ‘find someone who’ game to find out where students personal information
  8. Students create a simple roll play with this information and perform it to the class or record it and listen
  1. Flashcard or PowerPoint presentation of physical characteristics (hair and eyes)
  2. Review of ‘avoir’ so that students are able to describe themselves physically
  3. Flashcard or PowerPoint presentation of adjectives relating to personality
  1. Students create a ‘carte d’identite’ and write the basic information about themselves
  2. Students create a voki avatar and describe themselves (physically and personality)
Sub-topic: Famille et Amis
Activities:
  1. Students revise and learn key vocabulary and structuresto talk about other peoples’ (friends and family) appearance and personality
  2. Students draft their own family tree drawing and labelling their family members
  3. Students review the verb ‘avoir’ by playing circular games (students have to go around the circle and conjugate the verb in the present tense)
  4. Dictation activities where the teacher reads sentences about families with learned structures and students have to copy down what is said.
/ Evidence of learning and ongoing feedback for students throughout unit of work
  • Class discussion and teacher feedback on student contributions.
  • Student use of appropriate vocabulary structures.
  • Student ability to sequence ideas.
  • Student use of culturally appropriate behaviour.
  • Teacher observation of level of participation in class discussion and oral feedback.
Ongoing feedback through:
  • teacher observation
  • oral/written feedback
  • student self-evaluation
  • peer evaluation.
Listening activities: teacher observation and oral feedback on purpose and content.
Speaking activities: teacher provides oral feedback on correct pronunciation and vocabulary and ability to maintain an interaction.
Discussion activities: teacher observation and oral feedback on how well students participate and recognise and use the vocabulary.
Reading activities: teacher gives oral/written feedback on identifying general or specific information, purpose and content.
Written activities: teacher observation and written feedback on purpose and content; peer evaluation.
ICT activities: use of À toi la parole (CLI product) to consolidate and reinforce new structures and to provide additional listening and speaking activities that allow for independent student progression. / Registration/Date
Resources
The French Experience
- textbook, workbook and audio CDs
Other textbooks, such as Tapis Volant, Equipe, Ca bouge, Allons-y!
Additional listening skills resource
J’aime écouter
Films
Le petit Nicholas, Bienvenue chez les ch’tis
ICT resources
- À toi la parole – CLI resource
- BBC website
- youtube videos
- Quia online learning activities
- Languages Online Victoria / Supplementary booklet: Travel and toursim
- developed using:
Envol workbook
Équipe dynamique (foundation)
J’écris, tu écris
Tu parles français?
Vocabulaire pour adolescents – niveau débutant
Syllabus topics covered in this unit:
-Work
-Family life
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: Head teacher signature:
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