Panorama 1 & 2: Je me prsente / Tu es comment?

Teacher(s) Leslie To Subject group and course Language acquisition: French

Course Part DP Year 1 or 2 DP1 Dates W1 August (8 weeks)

INQUIRY: establishing purpose of the unit

Group/Course Aims (from DP subject guide) Assessment Objectives (from DP subject guide)

Enable students to understand and use the language they have studied in a understand and use accurately the basic structures of the language
range of contexts and for a variety of purposes

Essential understandings

Knowing how to present oneself effectively is opening a door to new experiences in new places with diverse people.
Thmes :
-Individu et socit : enseignement
Aspects :
-Les salutations
-Le nom, lage, la langue, la nationalit
-La famille
-Les animaux de compagnie
-Les nombres 0-31
-Les mois de lanne, les dates, les anniversaires
-Le corps, , le portrait physique
-La personnalit
-Les vetements
-Les couleurs
-Les gouts
Grammaire :
-Les adjectifs : masculin/ feminin
-Les verbes etre et avoir
-Les verbes reguliers en er
-Les adjectifs possessifs
-Le pluriel des noms
-Les adjectifs : singulier/pluriel
-La place des adjectifs
-La ngation : nepas

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 -Les verbes reguliers en ir
-Le verbe aimer

Syllabus (from DP subject guide)

LANGUAGE ACQUISITION
Receptive skills
Productive skills
Vocabulary
Grammatical structures
Pronunciation
Intonation
THEMES
Individual and society:
Personal details, appearance and character
Relationships
TEXTS
Brochure
Interview
Letter: informal
Message
Picture
Questionnaire

Inquiry questions

Approaches to learning (ATL)

Communication

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 Language and learning ToK Connections CAS Connections

Scaffolding learning Ways of knowing Activity

Details:
Learning to express the following in speaking and
writing through listening and reading:
Salutations, name, age, nationality, family, pets,
numbers from 1-100, personality traits, the months of
the year, dates, birthdays, days of the week.

Learner Profile International Mindedness

Risk-takers (Courageous) Describe how this unit will enable students to engage with an issue of
global importance and/or analyse an issue from different cultural
perspectives.
In learning about the ways in which the French language is gendered and uses
expressions such as 'to have a certain number of years', students will begin to
appreciate how describing even basic facts can be approached in a very different
way from that which they might be accustomed and doing so will enhance their
ability to analyze their language as well as the one they will be acquiring in this
course.

Assessments

Internal Assessment What summative assessment will be used in this unit?

Individual oral On a des problmes! - TV pitch:
A: Productive skills Your Goal is to be the winner of a competition for the next Real World Family
Drama on MTV. You are pitching for Real World to select your family for the next
season's Family Drama series. Since you want your family to get picked, you need
to emphasize all the funny, crazy and dramatic tension in your family. Your
Audience will be TV viewers between the ages of 15-25.
1. Please prepare a visual presentation of your family members to refer to during
your pitch.
2. You will present each family member, tell us what their name is (elle s'appelle__),
how old they are (elle a ____ans), what their relationship to you is (elle est ma mre/
mon pre) and tell us about their personality traits (elle est trs curieuse,
paresseuse et mystrieuse), what they like (elle adore regarder la tl et la musique
pop), what they don't like (elle dteste jouer au football et le sport), what they do

IB DP French SL (Grade 11) - Leslie To Page 3 of 5

 often (elle parle souvent au tlphone), what they never do (elle ne mange pas la
pizza) .
3. Tell us with whom the person has problems in the family (Elle a des problmes
avec mon petit frre parce qu'il regarde beaucoup la tlvision; elle n'aime pas
mon chien,etc).
4.You must also share what their wardrobe would be like on the show by telling us
what they like to wear (elle porte souvent des robes et des sandales).

What formative assessment will be used in this unit?

Cher/Chre: Write a letter to a friend telling them about your family. Follow the
example of p.19 of your Grammaire Progressive book.
Pauvre Anne: reading and comprehension questions (written and oral), class
discussion.

How will students show understanding? And what will constitute

acceptable evidence of understanding?
Students will demonstrate the ability to answer basic questions about who they
are, who other people are, describe personality traits and situations pertaining to
familiar environments such as school, home, shops, etc.

Which assessment criteria will be used?

Students will summatively be assessed in criteria C and D. They will formatively be
assessed in A and B.

ACTION: teaching and learning through inquiry

Content Learning process

Students will know: Learning experiences and strategies/planning for self-supporting learning:
Adjectives (feminine and masculine), how to conjugate etre and avoir as well as Small group/pair work
regular er verbs, possessive adjectives, the plural of nouns, family member names/
relationships, how to negate, regular ir verb conjugation, the question words:
quand, o, pourquoi, combien, qui, est-ce que, qu'est-ce que.

Students will be able to:

Describe, ask and answer questions on themselves, their family members, their
friends.

Learning Experiences Teaching Strategies

Do the students have enough prior knowledge? How will we know? What different teaching methodologies will be used to support different
learning styles?

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 Students may have prior knowledge from portuguese or any other romantic
language exposure. Students will be surveyed and asked to share what other
languages they speak at home or have been exposed to at school or in their
communities.
Through what activities will students acquire the knowledge and practice
the skills required?
Graphic organisers, visual stimuli, aural stimuli, repetition.
How will formative assessment be used to give students feedback during
the unit?
Students will be given explicit feedback on all assessments and will be asked to
reflect on their learning experience.
How will information literacy and the use of ICT be developed?

How will the idea of academic honesty be reinforced?

Students will be advised against the use of google translate to perform tasks at
home.

Differentiation

Differentiation items in this unit

Value prior knowledge
Scaffold learning
Extend learning
Details

REFLECTION: considering the planning, process and impact of the inquiry

Prior to studying the unit During the unit After the unit

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