Study of a foreign language lends itself to discussion
about visiting foreign countries. Traveling is something that many students do,
whether to visit relatives, other areas of the United States, or for some, other
countries. Having vocabulary and grammatical knowledge to communicate about
travel is important, as well as understanding the geographical locations of
possible vacation locations. It is also a potentially important life skill to
know how to navigate international travel situations, especially as our society
becomes increasingly global.
- How do you decide where to go on vacation?
- What elements are important to you in a vacation?
Students will be able to...
- Talk about past vacations
- Describe an ideal vacation
- Create an itinerary
- Navigate a French train travel website
Students will know...
- travel vocabulary: un passeport,
faire les bagages, faire les réservations, un chèque de voyage, un billet,
un vol, un train, une voiture, un agent de voyages, le douanier, les noms
des pays, rendre visite à, visiter, faire un séjour à l’étranger, faire un
voyage organisé, un itinéraire, un hôtel, les vêtements, etc.
- prepositions of place : à, de, en
- temporal adverbs : d’abord, puis,
Students will already need to know...
- how to conjugate regular and irregular verbs in
present, past, imperfect, and future tenses
- express preference and liking or disliking
- quantitative comparison: moins and cher
Standard 1.2: Students understand and interpret written and spoken
language on a variety of topics.
Standard 1.3: Students present information, concepts, and ideas to
an audience of listeners or readers on a variety of topics.
Standard 2.1: Students demonstrate an understanding of the
relationship between the practices and perspectives of the culture
Standard 3.1: Students reinforce and further their knowledge of
other disciplines through the foreign language.
Standard 4.2: Students demonstrate understanding of the concept of
culture through comparisons of the cultures studied and their own.
Standard 5.2: Students show evidence of becoming life-long learners
by using the language for personal enjoyment and enrichment.
- Going on trips
- Describe past trips
- Make a list of things to pack for a vacation
- Identify preferences of vacation spots in France
- Make an itinerary for an imaginary 2-week trip to
- Obtain information about room availabililty
- Express lodging preferences
- Traveling in France
- Compare and contrast common forms of
transportation in the US and France
- Navigate a French website to “buy” a train ticket
- Amusements on vacation
- Identify preferred sights and activities to be
done on vacation
- Match culturally specific sights with their
- Examine SNCF Toussaint advertisement.
- Present a photograph from a past vacation, use it as a
starting point to describe the vacation.
- Make a list of things to pack for a 2-week trip to
- Skit: Talk to a person at the front desk of a hotel
and get information about room availability according to your preferences.
- Reading/discussion: Students will read an article
that describes travel in France. In small groups, students will discuss how
they travel in the United States: in their town, their state, when going
out of state, when going abroad. As a class, create a Venn diagram
comparing travel habits in the US and France.
- Classroom map activity: Students choose a countries
and a category—museum, natural sight, or monument/building—and then bring in
a small photo of the sight, to be placed on a large map of Europe after
presenting the sight to the rest of the class. Then, use the map to give
examples of prepositions of place.
- Oral exercise: Teacher points to a country on the map
and a student says “I come from X.” Another student says “I’m going to X.”
Another says “I am in X.” Repeat with cities and states.
- If...then: Using sights from classroom map activity,
students will use the conditional to explain that if they were in a certain
country, they would do a certain thing (ex: Si j’étais en Italie, j’irais
voir le Colisée).
- Daily observation of students’ progress during above
- Total physical response activities: Ask students to
do something (i.e. stand up, raise a finger, touch an ear) to indicate that
they have done—or would like to do—something (i.e. traveled out of the
state, out of the country, to France, etc.)
- Final project progress
- Quiz: prepositions of place, vocabulary, conditional
- Final project: Students will plan a 2-week trip to
France, working within a budget to make travel and lodging arrangements, as
well as an itinerary of events. Final summative assessment will be given on
presentation to class. Grading based on a rubric.