DP unit planner 12

Teacher(s) Mr. Nigel Noronhas Sheetal Ramkrishnani Subject group and course French Abinito – SL

Course part Thème : Individu et SociéteSharing the PlanetUrban SL or HL/Year 1 or 2 DP Year 12 Dates 26th July 201711th
and topic and Rural Environment August 20210th
Sujet : Food & Drinks and ShoppingEnvironmental October
issues, Global Concerns

Unit description and texts DP assessment(s) for unit

RELATION OF THIS UNIT PLAN WITH THE ABINITO GUIDE ASSESSMENTS BASED ON THE SKIILS OF THE ABINITO COURSE 

This Unit is a topic mentioned in the guide branched under the RECEPTIVE SKILLS SPOT IT OUT: Each region in France has different specialities,
Theme, “Individual and SocietiesUrbanUrbanSharing the planetUrban spot two or three with each and share it with the others.Various text handling
and Rural Environment”. The Number of Lessons that it covers are as task and full past paperDocumentaries, Short videos and reading current
follows: articles.

PRODUCTIVE SKILLS JUST IMAGINE: An article writing about CAS activities

World issues
carried out to help people in need / senior citizens etc.Letter to the company for
returning the product bought online as not satisfied. One own eating habits.
Migration and Racism
Crime and violence
Unemployment
INTERACTIVE SKILLS ROLE PLAY: Letters,Debates, Current newspaper Articles,
Poverty and population Current news and reading blogs etc.A dialogue, discussion on food habits,
Drugs and smokingg ordering at the restaurant
War and peace

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 NGOCharitable organisations

Les Repas
Les courses
Les commerces & Le marché
Au restaurant
Les recettes
Les traditions culinaires
Les achats en lignes

ThusThus, this unit is further clearly explained through this planner

and has significant relation to the course outline

INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

 To identify the vocabulary that corresponds towards their Food and Drinks: fruits, vegetables, wines, traditional and popular dishes of France. A
complete awareness on French eating habits which can in turn helps them understand their own food habits.

Reading various texts and listening to news based on Global concerns will give them idea on the ongoing problems and issues faced by various
francophone countries.
They will be able to express their opinions with ease while they will be learning a gamut of different expressions and vocabularylexique which will further
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 support them while speaking or writing.
Structuring a formal letter to the dignitaries volunteering for social work will definitely inspire them to carry on their CAS activities with full honesty.
To be able to hold conversations in French in various situations and be aware of the terms used worldwide thanks to globalisation. Expressions learnt will
allow them to become fluent and to express themselves better in the target language. These conversation would prove very futile during oral
assessments and definitely, in future whenever they will visit Francophonie countries.
Ordering at the restaurant/café.
Buying bread at the baker shop.
Presentation of a French recipe/ understanding the ingredients.

Shopping has become an Integral part of our life and there are various ways that one can shop at their convenience. Introduction to shops, e commerce
and France markets will make them familiarise as what’s going on the other end. Online shopping, Shopping malls and Flea markets have become very
trendy. What are their thoughts on it? And what are the advantages and disadvantages of each? This will help students reflect on the current situation in
both countries and produce an insight about the realities.

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ACTION: teaching and learning through inquiry
Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during
the unit. Aim for a variety of approaches to help facilitate
learning.

Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
1.1 Different organisations working around the world to maintain peace
1.2 Issues concerning crime and violence in European continent. Lecture
1.3 Scarcity of natural resources affecting our future Socratic seminar
1.4 Harmful effects of drugs and smokingFood habits/ Food quantity and its
vocabulary. Small group/pair work
1.5 Traditional dishes and its recipes. PowerPoint lecture/notes
1.6 Region wise specialities.
1.7 Professions. Individual presentations
1.8 Shops and markets. Group presentations
1.9 Expressions involving food and shopping.
Student lecture/leading
1.10 Online shopping/ Pocket money
1.11 Kitchen utensils and Electric products. Interdisciplinary learning
1.12 Details:
Other/s:

Formative assessment:
1. Write about simple daily actions one undertakes for
protecting the environmentPrepare a Menu for their
restaurant (group activity) and then conduct a role play based
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 on the same with the other groups. (at the restaurant).
2. A discussion: presentation of views on packet food (fast food)
SStudents will develop the following skills: v/s healthy food.
Receptive Skills 3. Complete a worksheet on applying grammar learnt and
Productive Skills answer questions based on food habits.
Interactive Skills 4. Image shown to describe a scene in a café/ describe a dish.
Reading Skills 5. Regional specialities to be researched and presented.
Read past paper texts and attempt the questions (based on
the unit)
6. Oral presentation on images with children in poorunder
developed countries and voluntary action.

7.
8.
Students will grasp the following concepts:

Summative assessment:
Revision
1. A comprehension passage related to food preferences
Tenses: of French and exposure to questions that can be asked
Partitive articles during paper 1 assessments.
Introduction to irregular verbs related to the unit
Vouloir, pouvoir, devoir, offrir, servrir, metre 2. A letter stating one’s dissatisfaction of buying the
product online and wish for a reimbursement.
Pronouns en and y
Direct object.
3. Write a bog/ social networking site: In your opinion,
Tenses how will one do shopping/buying in next 20 years. (
Impératif ( recipe) futur proche tense)
Futur Proche 1. Write an article on what each of us can do to protect the

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 Passe recent environment.
Past tense 2. Write a letter to apply for a voluntary service in your town
Futur

iImperfect,
Differentiation:
cConditional,
Affirm identity—build self-esteem
Plus que perfect,
sSubjunctive present, Value prior knowledge
Scaffold learning
Pronouns
Extend learning
Possessives pronouns- to be taught
Possessive adjectives Details:
The students will take a step by step approach to learn the
All other prPronouns- En and y to revised concepts which will enable them to go forward with the lesson
with a concrete foundation of vocabulary.
Explain and practice of the gerundiveGerondif and other simultaneous actions Simple task will be allotted to students who struggle to move
The past participle employed as adjective with the rhythm of the class. Buddy system would help them
gain more confidence.
Logical Connectors: Introduction and conclusion

Approaches to learning (ATL)

Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.

Thinking
Social

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 Communication
Self-management
Research
Details:
Students will have involve themselves in to research work as they will find out regional specialities. Communication is utmost important as conversational
skills need to be honed here.Students will have read articles to understand the growing tension spreading in the world due to various issues mentioned
above in the topic section. Also, presenting their opinions will help them to speak with facts and conviction. Here research work will play an important
role to find out articles pertaining to the issues around the globe in French Language.

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and Check the boxes for any explicit TOK Check the boxes for any explicit CAS connections.
learning connections made during the unit. For connections made during the unit If you check any of the boxes, provide a brief
more information on the IB’s approach to language note in the “details” section explaining how
and learning, please see the guide. students engaged in CAS for this unit.

Activating background knowledge Personal and shared knowledge Creativity

Scaffolding for new learning
Acquisition of new learning through practice
Demonstrating proficiency
Details: Group activities that will be initiated in
class will help them understand the concepts and
collaborate their learning.
Learning sites which can further enhance their
knowledge based on the unit :- www.Quizlet.com
and Bonjour de FrancePresenting their views on
Ways of knowing Activity
Areas of knowledge Service
The knowledge framework Details: Organising a week of French Food
Festival.: Participate in a project to help poor
Details: Evolution of languages – for it or not?
children. This is can be an independent project
Fast food – good or bad?The rich countries
and should be conducted regularly.
must help the developing countries and why?
The interventions of NGO are they always
justified?

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 videos /documentaries shown concerning Can one change the world?
environmental issues and global concerns.
Preparation time given before attempting any
written activity. Infusing new verbs/ expressions
will help them improve their style of writing.

Resources

List and attach (if applicable) any resources used in this unit

https://www.youtube.com/watch?v=NUj5doSdNcg: L’or blue- Water scarcity

Artciles from Texbook : Panorama Francophone part 2

TV5 monde : http://enseigner.tv5monde.com/fle/dans-le-parc-1416

RFI – radio channel

Le figaro.

Bonjour de France
https://www.express.co.uk/news/world/871186/France-butter-crisis-shortage-croissants-Emmanuel-Macron-dairy-labour-reforms

https://www.youtube.com/watch?v=lm3DiVMPiDY- scene in a café

https://visual.ly/community/infographic/food/lalimentation-en-france-
https://www.youtube.com/watch?v=ltEZcgl3sxc- Fruits
https://www.youtube.com/watch?v=gcMppC2W-gg&t=219s

https://www.youtube.com/watch?v=Fb65rpdaGjs- - Veggies
https://s-media-cache-ak0.pinimg.com/736x/55/5d/fb/555dfb3f4d8d742e5aa2560955f139aa--les-achats-les-fruits.jpg- Sea food
https://s-media-cache-ak0.pinimg.com/originals/31/6f/f4/316ff42148cd0626cba54eb48a6961a6.jpg- table cutlery.
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 https://image.slidesharecdn.com/fairedesachats-151125105346-lva1-app6891/95/faire-des-achats-a2-1-638.jpg?cb=1448448883- Shopping
https://www.anglaisfacile.com/cgi2/myexam/images2/83910.gif- Vocabulary
https://www.youtube.com/watch?v=MalR-e4IgAs- Poem ( past tense).
http://www.1jour1actu.com/les-actus-a-la-une.
http://blog.okapi.fr/category/actus/en_video/page/2/-Monoprix ad : magasin

In House resources
Notes on Tenses and COD – usage, rules and procedures (textbook reference).
Evolution of Shopping: reference to the dialogues and articles in Panorama Textbook
Internal Oral Photos for students to describe the people in the photographs.
Picture composition: describe a scenario in a Café.
PPT on French Wine and cheese – created by professor

Stage 3: Reflection—considering the planning, process and impact of the inquiry

What worked well What didn’t work well Notes/changes/suggestions:

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 List the portions of the unit (content, assessment,
planning) that were successful
Environment activity:
Students were quite engaged after watching the
video and comparing the reforms undertaken by the
government of India and France to better the
environment. In addition, conversational skills were
enhanced as the students worked in pairs and asked
questions to each other.
Water Scarcity:
This video made them realise what will be our future
if we don’t unite together and save water.
They made a notes of phrases/vocabulary from the
video and each of them wrote a small text on how
what they encourage their family and friends to save
water.
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List the portions of the unit (content, assessment,
planning) that were not as successful as hoped
Radio Channel:
The students found listening activity to be tough as
they don’t have a habit to listen to French on a
regular basis. They could barely draw any inferences
from the activity.
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List any notes, suggestions, or considerations for the
future teaching of this unit
Flip classroom technique will help if the students
research the lexique on their own and then we do the
activity.
This is great way of retaining phrases and vocabulary
learnt.
Immediately after they have the lexique with them,
throw few current articles to be read in class and
comprehend. In this manner we inculcate reading
habit and this paves the way to excel in Paper 1
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