A trip to Nice, France: Student present their travel plans.

Lesson Profile
Student Level 
College / University
Target Language 
French
Teaching Context 
Hybrid / blended
Target Proficiency Level 
Advanced
Topics 
Travel
Performance Descriptors 
  • Report, narrate and describe in all time-frames
  • Speak in paragraph-length discourse
  • Discuss a variety of topics limited to concrete discourse
  • Handle a situation with a complication
  • State an opinion
  • Paraphrase, summarize, compare
  • Understand main ideas and details of texts
  • Understand common idiomatic expressions
  • Deduce meaning in unfamiliar language passages
  • Make notes while someone is talking
Duration 
02:00 h
Objectives and Standards
Objective 1 
Student will be able to fully understand and use information obtained from newpapers, travel magazines, specific websites , short videos and travel agencies.
Objective 2 
Students can handle telephone conversations in order to get an informed opinion and a clear view of their travel plans
Objective 3 
Students can present/share their findings with classmates
Objective 4 
Students will correctly use all correct tenses covered thus far
Objective 5 
Students will use necessay/useful vocabulary pertaining to travel and planning
World-Readiness Standards
Communication 
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
Cultures 
2.1 Practices: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
2.2 Products: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
Communities 
5.1 School and beyond: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
5.2 Lifelong learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
California Standards
Stage III
Communication 
3.0 Students use planned language (paragraphs and strings of paragraphs).
3.1 Engage in oral, written, or signed (ASL) conversations.
3.2 Interpret written, spoken, or signed (ASL) language.
3.3 Present to an audience of listeners, readers, or ASL viewers.
3.4 Describe, narrate, explain, and state an opinion.
3.5 Demonstrate understanding of the main idea and key details in authentic texts.
3.6 Produce and present a written, oral, or signed (ASL) product in a culturally authentic way.
Cultures 
3.0 Students determine appropriate responses to situations with complications.
3.2 Describe similarities and differences in the target cultures and between students' own cultures.
3.3 Describe how products and practices change when cultures come in contact.
Structures 
3.0 Students use knowledge of text structure to understand topics related to the external environment.
3.1 Use paragraph-level discourse (text structure) to produce formal communications.
Settings 
3.0 Students use language in informal and some formal settings.
3.1 Initiate age-appropriate cultural or language-use opportunities outside the classroom.
Common Core Standards
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Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Students will show clear understanding of authentic materials (audio/video/texts used for their research and presentations).
.

Performance Task 2 - Presentational 

Students'presentations will reflect good command of spoken and written French (vocabulary/spelling/tenses)

Performance Task 3 - Interpersonal 

Students will interact with audience to convey their travel plans:
effectively handle Q&A after presentations.

Final Project Instructions 

Students will be able to make quick review/editing if need be, using activities shown below.

Functions, Structures and Vocabulary
Functions 

-Describing places: mouments, hotels, restaurants,museums..
-Desccribing people, their nature and habits
-Comparing Nice's landmarks and history to their hometown..

Structures 

-producing at the paragraph level,
-correct grammar/structure/spelling
-ability to alternate tenses according to events and ideas.

Vocabulary 

- adequate knowledge of appropriate verbs, adverbs and adjectives, pertaining to travel//hotels/sports/leisure/modes of transportation.

Rubrics
Task 1 - Interpretive
Exceeds Expectation - [4] points
Meets Expectation - [3] points
Progressing - [2] points
Does Not Meet Expectation - [1] point
Student will be able to fully understand and use information obtained from newpapers, travel magazines, specific websites , short videos and travel agencies.

Vey good understanding of spoken and written French

Difficulty with some French words and phrases, but able to get main points..

students struggle with content. definitely need improvement

Unable to get main ideas. Confused..

Task 2 - Presentational
Students can present/share their findings with classmates

Students provide accurate information,using clear/correct French

Students get their ideas/plans across despite some difficulties.

Students lack cohesion and focus. Sense of confusion.

Rocky delivery of poorly gathered information. Inability to functon independently.

Students will use necessay/useful vocabulary pertaining to travel and planning

see Task 2 above

see Task 2 above

see Task 2 above

see task 2 above

Task 3 - Interpersonal
Students can handle telephone conversations in order to get an informed opinion and a clear view of their travel plans

students understand native speakers and are able to ask them relevant questions.

grammatical errors and occsional misuse of some words do not prevent students from getting their message across...

partial and misleading "collection"of information. inability to understand native speakers.

students can not construct meaninful questions, and miss most of what native speakers are saying.

Activities
Opening Activities / Setting the Stage 

As this session is based on pre-lesson assigned research and presentation, students will engage in sharing what stood out to them most during the information-gathering and decision-making processes.

Main Activities - Comprehensible Input 

-watch "model videos" about travel and tourism: PARIS
-practice interactive to grammar & structure. How to best express: requests/opinions/feelings/preferences/persuasion.

Main Activities - Guided Practice 

Vocabualary reinforcemenet (verbs/nouns/phrases) to overcome unexpected complex situations (spoken and written French).

Main Activities - Independent Practice 

Students will explore ways to "sell" their travel plans to classmates, and how to address potential criticism.

Closure 

-"vote"for the best travel plan presented,
-work out details to accomodate the class as a whole (10 students)

Additional Activities or Standards Addressed 

Students provide feedback after each presentation :
-impression/opinion (support or criticize)
-ask appropriate questions
- make suitable suggestions

Links to Online Resources
File Attachments
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Image Attachments
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