UNIT Name: Voyages et Vacances

LESSON #: Lesson 6 of 6

TOPIC: C’était comment, les vacances ?

CURRICULUM INTEGRATION: Social Studies -identifying places of interest in a Francophone country

HFLE FOCUS (if any):

OBJECTIVES

Objectives Linguistic Skill Domain Content

By the end of the lesson students will be able to: classification Standards

• Ask how someone's vacation was

• Give a general description of one's trip Writing & Communications

abroad in conversation Cognitive
Speaking Cultures
Affective
Comparisons
• State what one enjoyed the most

PREVIOUS KNOWLEDGE:
Content: C’était, passionnant, intéressant, j’ai regardé, j’ai visité, j’ai rendu visite à
Functions: Describing expériences, describing completed actions done over the weekend

NEW CONTENT:
Content: Ce que j’aimais le plus, c’était…., C’était plus/moins/aussi + adj + que incroyable, inoubliable
Functions: Describing past events, expressing one’s opinion on past events.

MATERIALS:
Non-technology materials: Whiteboards, Textbook
Technology tools: Canva, Youtube, Smartboard

1
 SET INDUCTION: Parisian scenes.
https://www.youtube.com/watch?v=-d0ZFJ2gpOo
CONTEXT: Back in your home country, you chat on WhatsApp with aunt in Québec to let her know how your
vacation with your host family in Paris went.
SUB-CONTEXT and ACTIVITIES:
Sub-Context Teaching strategy
Review of Previous Knowledge
You are showing
your family photos Teacher presents images of some
from your trip and Parisian attractions and the names
you identify some of scrambled.
the places you
visited.
Presentation
Teacher presents a written text
exchange with the aunt, discussing
one’s recent vacation.
Your aunt from
Québec messages
Check
you to find out how
Teacher distributes a handout with
the vacation was.
the incomplete key question and
responses from the conversation,
along with a word bank.
Practice (Guided)
Using the cross class technique, the
teacher asks students to enact the
completed question and response
about one’s vacation and what they
You call your host
enjoyed most.
family to talk about
how you found the
Creative practice
trip to be.
Teacher gives students cues for a
dialogue preparation.
Teacher checks on the written work
of each pair.
Student Activity (ensuring that each Time
activity builds into the one that
follows)
3 mins
Students view the images then match
each image with its correct name
6 mins
Students read through the conversation
in two sections.
Students write key highlighted phrases
from the conversation.
4 mins
Students read the conversation and
complete with words from the given
word bank.
Students present their answers by
writing in the words on the Smartboard.
.
5 mins
Students assume the role of a member
of the host family and the visitor to
Paris. and take turns to question and
respond about one’s vacation using the
completed handout.
8 mins
Using the cues provided, students work
in pairs to prepare a dialogue about
one’s trip to Paris.
Students take time to practice their
dialogues in pairs.
2
EVALUATION according to each objective:
Context Objective(s) including linguistic Evaluation Activities Time
skill) (must be the same as stated
at the top of the plan)

You call your Ask how someone's vacation was In pairs, students enact their dialogues 9 mins
host family to
talk about how Give a general description of one's
you found the trip abroad in conversation
trip to be.
State what one enjoyed the most

CLOSURE (should be student led): Students are chosen by the teacher at random to share with the class
anything they have taken away from the lesson.

HOMEWORK: Students complete p. 84 Ex 2 in the Expo text; students respond to the questions given.

CONTINGENCY PLANS:
Technology – The dialogue at presentation will be printed and distributed.
Time – Less pairs will present during the evaluation phase.
.