Name of School: FATIMA COLLEGE
Unit: Voyages et Vacances
Class: Form 3
Duration: 2 weeks
No. of lessons: 6
Length of each lesson: 40 minutes
Overview
This unit explores the theme of travel. It exposes students to the
various language structures and vocabulary, which they may
encounter when planning for and going on vacation to a
francophone region/country. This unit prepares students for the
CSEC French syllabus theme of ‘Travel’.
Many students at this college travel frequently to foreign countries,
both for sporting events and for holidays. As such, students will be
able to place knowledge gained from this unit with their lived
experiences of being in a foreign country where a foreign language
– French – is spoken. Students will engage in discussing their
holiday plans, booking a flight and lodging online, checking-in at
the airport and boarding a flight and giving an account of what
they did on vacation.
The unit is intended for Form 3 students between the ages of 14 –
15.
Unit Goals
At the end of this unit, students will be able to:
1. Discuss one’s vacation plans with others – where and when
they plan to go and with whom, what they plan to do
2. Navigate a French website to make online flight and hotel
bookings
3. Compare different hotel accommodation offerings.
4. Demonstrate understanding of airport announcements and the
airport check-in process for a flight
5. Talk about their past trip abroad with others
6. Demonstrate understanding of others’ accounts of their
vacation abroad
Learner Needs
Existing knowledge of travel procedures will benefit learners so
that they can better situate themselves in the various lesson
contexts. Most students for which this unit is intended already have
wide and varied travel experiences. The few students with limited
to no exposure to foreign travel will be so guided using technology
in the classroom to bring the world of travel to them.
Classroom activities will encourage movement for those
kinesthetic learners. Lessons with a listening focus will appeal to
those auditory learners who can attach the new knowledge to their
own experiences being in an airport for example.
Assessments will be varied to appeal to the various strengths of the
learners. For instance, students will be able to choose from
producing a journal of their experiences abroad, to giving a
podcast or video, to producing a scrapbook of their travel
adventures.
Conceptual Map
Voyages et Vacances
On parle des On fait des C'était comment les
À l'aéroport À l'hôtel Un jour à Paris
vacances recherches en ligne vacances?
Analyse service
Ask about Respond to Demonstrate
offerings of Ask how someone's
someone's vacation questions on one's understanding of a Ask for directions
different hotels vacation was
plans flight at check-in dialogue to check in
online
Demonstrate Demonstrate Give a general
Demonstrate
State the country understanding of understanding of an Request an description of one's
understanding of
one will visit booking accomodation airport information additional service trip abroad in
directions given
online board conversation
State the activities
State what one
one will do on
enjoyed the most
vacation
Pre-knowledge
In preparation for this unit, students have already met how to:
Express the things and activities they like and dislike
Express themselves in the present tense
Ask about what someone likes and dislikes
Give descriptions, state what they used to do
Express completed actions in the past
Express reason for an action
Lesson Outlines
DOMAINS OF CONTENT
LESSON OBJECTIVES CONTENT FL SKILLS
LEARNING STANDARDS
• Ask about someone's vacation plans
Qu’est-ce que tu vas faire pendant les vacances ?
• State the country one will visit Communications
Cette année / Pendant le mois de juillet/août, je Affective MAIN: Speaking
1 – On parle des vacances • State the activities one will do on Cultures
visiterai… Cognitive SUB: Reading
vacation Comparisons
Je vais / On va + infinitive / J’irai / Je ferai…
• Analyse service offerings of different
2 – On fait des recherches hotels online Connexion WI-Fi gratuite, climatisation, réception Affective Communications
MAIN: Reading
en ligne • Demonstrate understanding of booking ouverte 24h/24, petit-déjeuner buffet / continental, Cognitive Comparisons
SUB: Writing
accommodation online chambre simple/double/triple… Psychomotor Connections
• Respond to questions on one's flight at
Voilà mon passeport, J’ai un / deux bagages à
check-in MAIN: Listening Communications
3 – À l’aéroport enregistrer… Cognitive
• Demonstrate understanding of an airport SUB: Speaking Comparisons
Le vol XX est annulé / en retard, décollage xh, Affective
information board Connections
enregistrement, embarquement
• Demonstrate understanding of a dialogue Communications
4 – À l’hôtel to check in J’ai fait une réservation… Affective MAIN: Writing Cultures
• Request an additional item / service Puis-je avoir une autre serviette / couverture ? Cognitive SUB: Reading Comparisons
Connections
Communications
• Ask for directions to a place
Pardon / Excusez-moi, où est / où se trouve… ? Cognitive Cultures
5 – Un jour à Paris • Demonstrate understanding of directions MAIN: Speaking
à gauche, à droite, près de, à côté de… Psychomotor Comparisons
given SUB: Listening
C’est la première / deuxième rue… Connections
• Ask how someone's vacation was
6 – C’était comment les • Give a general description of one's trip C’était comment, les vacances? Affective Communications
MAIN: Writing
vacances? abroad in conversation C’était incroyable/inoubliable/excitant/merveilleux… Cognitive Cultures
SUB: Speaking
• State what one enjoyed the most Ce que j’aimais le plus, c’était… Psychomotor Comparisons
LESSON 1: ON PARLE DES VACANCES
ELEMENT DETAILS
• Ask about someone's vacation plans
• State the country one will visit
OBJECTIVES • State the activities one will do on vacation
LESSON Expo 3Textbook, p. 78, 79, 80
RESOURCES Canva, Huawei smartboard
MAIN: Speaking
SKILLS FOCUS SUB: Reading
Communications
CONTENT Cultures
STANDARDS Comparisons
Inquiring about someone’s plans
FUNCTIONS Expressing proposed plans
Qu’est-ce que tu vas faire pendant les vacances ?
Cette année / Pendant le mois de juillet/août, je visiterai…
STRUCTURES Je vais / On va + infinitive / J’irai / Je ferai…
Greeting students, presenting the set induction, giving
commands during the set induction and giving instructions,
TL USE commending students.
TEACHING Think-Pair-Share
STRATEGIES
Brainstorming– students pair up and locate on a map two
STUDENT countries they would each like to visit.
ACTIVITIES Students note 5 things they wish to do while on vacation
CURRICULUM
INTEGRATION Geography – map work
Some students present their plans orally, others do so using the
DIFFERENTIATION whiteboard for the rest of the class to read and interpret.
Students role-play a dialogue read in pairs talking about their
EVALUATION vacation plans.
Students read a comprehension passage provided about
EXTENSION François’ vacation plans then answer questions based on the
ACTIVITY passage.
LESSON 2: ON FAIT DES RECHERCHES EN LIGNE
ELEMENT DETAILS
• Analyse service offerings of different hotels online
• Demonstrate understanding of booking accommodation
OBJECTIVES
online
Expo 3 Textbook, p. 82, 83
LESSON RESOURCES Canva, Smartboard
MAIN: Reading
SKILLS FOCUS SUB: Writing
Communications
CONTENT Comparisons
STANDARDS Connections
FUNCTIONS Understanding hotel services offered
Connexion WI-Fi gratuite, climatisation, réception ouverte
24h/24, petit-déjeuner buffet / continental, chambre
STRUCTURES simple/double/triple…
Greeting students, presenting the set induction, giving
commands during the set induction and giving
TL USE instructions, commending students.
TEACHING Collaborative Learning
STRATEGIES
Brainstorming & group work – students look for
STUDENT ACTIVITIES similarities and differences among offerings from 2 hotels.
CURRICULUM Information Technology – navigating their way on the
INTEGRATION internet to access services.
Some students present their strategies orally, others do so
DIFFERENTIATION via annotated drawings of their potential career options.
Students complete a paper design of their webpage in
EVALUATION groups of 3 using given blank templates, then present to
the class.
EXTENSION Students visit webpages of 3 hotel sites given and answer
ACTIVITY questions provided on their service offerings.
LESSON 3: À L’AÉROPORT
ELEMENT DETAILS
• Respond to questions on one's flight at check-in
• Demonstrate understanding of an airport information
OBJECTIVES board
Youtube
LESSON RESOURCES Canva, Smartboard
MAIN: Listening
SKILLS FOCUS SUB: Speaking
Communications
CONTENT Comparisons
STANDARDS Connections
Giving information
FUNCTIONS Interpreting information
Voilà mon passeport, J’ai un / deux bagages à
enregistrer…
STRUCTURES Le vol XX est /annulé / en retard, décollage xh,
enregistrement, embarquement
Greeting students, presenting the set induction, giving
commands during the set induction and giving
TL USE instructions, commending students.
TEACHING Interactive Instruction
STRATEGIES
Students listen to and note the responses to the exchanges
STUDENT ACTIVITIES at the airport check-in counter.
CURRICULUM Social Studies – Formal interactions
INTEGRATION
Some students present their solutions orally, others’ work
DIFFERENTIATION can be checked via a classroom walk-around.
Students complete a flight information board based on a
EVALUATION listening given.
Students listen to short scenarios of persons checking in &
flight information, then fill in the blanks of the sentences
EXTENSION ACTIVITY provided.
LESSON 4: À L’HÔTEL
ELEMENT DETAILS
• Demonstrate understanding of a dialogue to check in
OBJECTIVES
• Request an additional item / service.
Youtube
LESSON RESOURCES Canva, Smartboard
MAIN: Writing
SKILLS FOCUS SUB: Reading
Communications
Cultures
CONTENT Comparisons
STANDARDS Connections
Requesting a service
FUNCTIONS Giving information
J’ai fait une réservation…
STRUCTURES Puis-je avoir une autre serviette / couverture ?
Greeting students, presenting the set induction, giving
commands during the set induction and giving
TL USE instructions, commending students.
TEACHING Interactive Instruction
STRATEGIES
In pairs, students complete a hotel check-in dialogue with
STUDENT ACTIVITIES scrambled responses provided.
CURRICULUM Social Studies – Formal interactions
INTEGRATION
Some students present their solutions on the Huawei
smartboard, others do so via simple annotated drawings of
DIFFERENTIATION the check-in process.
Students read different scenarios of persons checking in
EVALUATION and response to related questions given.
EXTENSION Students complete a written dialogue of a person
ACTIVITY checking-in at a hotel.
LESSON 5: UN JOUR À PARIS
ELEMENT DETAILS
• Ask for directions to a place
OBJECTIVES • Demonstrate understanding of directions given
Youtube
LESSON RESOURCES Canva, Smartboard
MAIN: Speaking
SKILLS FOCUS SUB: Listening
Communications
Cultures
CONTENT Comparisons
STANDARDS Connections
Making requests
FUNCTIONS Interpreting information
Pardon / Excusez-moi, où est / où se trouve… ?
STRUCTURES à gauche, à droite, près de, à côté de…
C’est la première / deuxième rue…
Greeting students, presenting the set induction, giving
commands during the set induction and giving
TL USE instructions, commending students.
TEACHING Interactive Instruction
STRATEGIES
Think-Pair-Share – students work in pairs to determine
STUDENT ACTIVITIES directions given in different scenarios
CURRICULUM Geography – understanding location of places in relation
INTEGRATION to others
Some students present the directions they understood
orally, others do so via annotated drawings of the
DIFFERENTIATION directions on the whiteboard/smartboard.
Students take turns asking for directions to places and
demonstrate understanding by mapping out the directions
EVALUATION using body movement.
EXTENSION Students verbalise directions given in different scenarios
ACTIVITY presented in picture form.
LESSON 6: C’ÉTAIT COMMENT LES VACANCES ?
ELEMENT DETAILS
• Ask how someone's vacation was
• Give a general description of one's trip abroad in
OBJECTIVES conversation
• State what one enjoyed the most
Expo 3 Textbook, p. 84, 85
LESSON RESOURCES Canva, Smartboard
MAIN: Writing
SKILLS FOCUS SUB: Speaking
Communications
CONTENT Cultures
STANDARDS Comparisons
Expressing preferences
FUNCTIONS Expressing desires re: professions
C’était comment, les vacances?
C’était
fantastique/incroyable/inoubliable/excitant/merveilleux
STRUCTURES …
Ce que j’aimais le plus, c’était…
C’était plus/moins/aussi + adj + que incroyable,
inoubliable
Greeting students, presenting the set induction, giving
commands during the set induction and giving
TL USE instructions, commending students.
TEACHING Interactive Instruction
STRATEGIES
– students work in groups of 3 to create a short message
STUDENT ACTIVITIES to their host family talking about their time abroad
CURRICULUM
INTEGRATION Fine arts - drawings
Some students present their vacation activities orally;
others do so via annotated drawings of their travel
DIFFERENTIATION adventures.
Role-play – in pairs students discuss what they did on
EVALUATION vacation.
EXTENSION Students express in writing each persons’ most enjoyable
ACTIVITY moment based on images provided as stimulus.
Main Skills in whole unit:
Skills Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Listening x x
Reading x x x
Writing x x x
Speaking x x x x
Formative assessments:
LESSON FORMATIVE ASSESSMENT
Lesson 1 Students role-play a dialogue read in pairs talking about their vacation plans.
Lesson 2 Students complete a paper design of their webpage in groups of 3 using given
blank templates, then present to the class.
Lesson 3 Students complete a flight information board based on a listening given.
Lesson 4 Students read different scenarios of persons checking in and response to
related questions given.
Lesson 5 Students take turns asking for directions to places and demonstrate
understanding by mapping out the directions using body movement.
Lesson 6 Role-play – in pairs students discuss what they did on vacation.
Summative assessment:
End of Unit Assessment – 1 period – 40 minutes
Reading & Writing Assessment
Listening Assessment
