Skip Ribbon Commands
Skip to main content
Sign In Skip to Content

Advice for teachers -
French

Teaching and learning activities

Unit 4

Unit 4 – Area of Study 1: Interpersonal communication

Theme: The French-speaking communities
Topic: The Francophone world
Sub topic: Traditions and regional life

Outcome 1

Share information, ideas and opinions in a spoken exchange in French.

Examples of learning activities

  • Study a map of France and the French overseas departments and territories (DOM-TOMs) and identify the regions, their geographical situation and features.
  • Example icon for advice for teachers
    Choose a region, read about it and list the major historical developments and/or particularities. Include towns, farming, traditions, costumes, festivals and food. Complete a PowerPoint slide show summarising the most important characteristics of that region. Present the slideshow to the class.
  • In small groups, research links between the different regions studied. Alternatively, compare the way in which the regions have developed.
  • Deliver in small groups a three-minute speech about the chosen region with emphasis on one particular aspect of its traditions or regional life. Respond to questions from the class and to their comments about the presentation in terms of content and language used.
  • Consider the region’s role in the mythology or history of France. Consider the questions: Do any of the traditions represent France at all? Why/how might that be so? How do other regions of France view this?
  • Write a 250-word personal blog post as though you have just visited the region. Make comments about your reactions to discovering the region and any cultural observations about its role in the country where it is situated.
  • Prepare a glossary from all sources studied so far on this topic containing vocabulary and expressions that could be used to describe and comment on regions and traditions. Use this glossary in your discussions.
  • Discuss your findings and research with another student. Comment on each other’s work offering suggestions or asking for clarification to hone your information.
Example icon for advice for teachers 

Detailed example

A slideshow summarising the characteristics of a region and its traditions

  1. Research the region. Write lists of information about its various attractions and traditions, as well as its geography and history.
  2. Gather images of the area and any of its traditional festivals. Display them on a poster with detailed captions.
  3. Watch a video of someone talking about a region. Make notes under these questions as headings: What type of language do they use? What techniques do they employ to make it engaging and interesting?
  4. Plan the slideshow using the research. Re-read the information gathered about the region and consider which aspects must be included to convey the flavour of the area and its traditions in the best possible way.
  5. If using images as part of the slideshow ensure that they support the written material.
  6. Prepare the slideshow and present it to a group of students.

Unit 4 – Area of Study 2: Interpretative communication

Theme: The French-speaking world
Topic: Historical perspectives
Sub topic: History – a monarch and their castle/palace (for example, Louis XIV and Versailles)

Outcome 2

Analyse information from written, spoken and viewed texts for use in a written response in French.

Examples of learning activities

  • Read a timeline of the history of France in order to situate the monarch in the context of their time and events.
  • Read biographical extracts about the monarch and take notes about the major events of their life.
  • Watch a documentary or film about the monarch and their relationship to the castle/palace. List their contributions to the building or refurbishment of the buildings and/or gardens.
  • View a photo or painting that depicts a portrait of the monarch and analyse it.
  • Research information about the construction of the building and how it was accomplished. Identify a particular aspect (for example, the architect or a room) for further study.
  • Give a two-minute speech to the class about the identified area of interest.
  • Write a 250-word evaluative report about the chosen area of interest.
  • Write notes describing the role of this castle/palace in the context of the culture of France. Consider questions such as: What did the castle/palace symbolise for the people of France? What was the role of the monarch?
  • Search for literature, paintings or other artistic products associated with this monarch and their castle/palace. Consider whether the artistic product is of the monarch’s time, a later time, or contemporary. Compare ideas with other students to increase knowledge on this topic. Write these up as notes.
  • Visit an exhibition based on this monarch and their castle/palace or an aspect of it at a Museum or Art Gallery.
    OR
    Make a virtual visit to the castle/palace online.
  • Answer a series of questions about the exhibits seen.
  • Write a 250-word letter to a friend encouraging them to visit this castle/palace.
  • Example icon for advice for teachers
    Consolidate learning from these activities into a role-play activity.
Example icon for advice for teachers 

Detailed example

A role-play of a discussion between a tour guide and a visitor at a castle/palace

  1. Write a 100-word description of a castle/palace.
  2. Give a two-minute talk to a small group about the relationship of the monarch to their castle/palace. Include an estimate of its importance or significance to France.
  3. Review the range of question forms, their particular vocabulary and grammatical features to use in a role-play.
  4. Listen to, or watch, examples of people discussing either this topic or a similar one. Note the linguistic and culturally appropriate ways the speakers relate to each other.
  5. With a classmate, practise using some expressions and ways of delivering a message.
  6. Write a script to incorporate things learned so far.
  7. Practise the role-play aloud with the classmate, to hone pronunciation and delivery, and to ensure ideas are conveyed clearly.
  8. Perform role-plays to the class.

Unit 4 – Area of Study 3: Presentational communication

Theme: The world around us
Topic: Communication and media
Sub topic: Communication and media – newspapers and magazines in France and Australia

Outcome 3

Present information, concepts and ideas in evaluative or persuasive writing on an issue in French.

Examples of learning activities

  • Conduct research into newspapers and magazines in French used in schools or language department libraries. List all the titles and types of publications.
  • Research online to discover the biggest selling newspapers and magazines in France to learn more about them.
  • Read an article about print and digital media in France. Answer questions about the article.
  • Listen to people discussing their reading habits in France. Write a list of their opinions/note their preferences for reading hard copy or digital forms of print media.
  • Read a newspaper or magazine with a classmate. Consider: How much of it can be understood without using a dictionary? What is of interest to people in France in this newspaper or magazine? How does it compare to similar newspapers or magazines in Australia?
  • Example icon for advice for teachers
    Complete an activity based on Listening and Reading texts in order to answer a series of questions about newspapers and magazines in France.
  • Discuss newspapers and magazines in Australia with a French-speaking friend and write a 100-word informative summary of your discussion. Finish it with a statement of why you read newspapers and magazines, or why you do not.
  • Read two blogs by different people, one of whom loves newspapers and magazines and the other who dislikes them or is indifferent to them. Write a list of reasons for and against the reading of newspapers and magazines.
  • Discuss as a class, if and how newspapers and magazines play a role in today’s society.
  • Give a two-minute speech persuading the class to read more newspapers and magazines.
  • Debate in groups the topic ‘Newspapers and magazines are obsolete’. Write a 300-word summary of the debate stating whether or not you agree with the winner’s stance. 
Example icon for advice for teachers 

Detailed example

Responses to a series of questions based on texts about newspapers and magazines in France

  1. Visit the website of a French newspaper or magazine and read the comments left by its users on an issue. Create a matrix of pros and cons offered, as well as vocabulary, expressions and grammar used by the commentators.
  2. Discuss in class how each class member tackles reading an article. For example: Do you read it through once to get the gist? Do you read it and highlight unknown words? Do you look up every word in a dictionary? Do you translate the whole text? When do you read the questions? Do you read them first and then only look for clues to them in the text? Which of these would work best when there is a time limit?
  3. Do the same with a listening text. Discuss how different class members take notes while listening. For example: Do you try to write every word? Do you write how some words sound so you can look for them in a dictionary later? Do you just listen and take no notes the first time you hear the text and then write some notes the second time?
  4. Each student finds a 200-word article, three-minute talk/conversation or three-minute video on the topic and prepares questions to share with classmates for study and/or practice.
  5. Prepare answers to a set of questions individually and in the next lesson discuss the answers as a group. Correct your own work and note areas that need attention.