Day Trip Planning

Unit Context

• Unit: Exploring French Travel Basics (Lesson 8 of 10)
• Year Level: 12
• Class Size: 7 students
• Duration: 90 minutes
• Language: French
• Focus: Create a day trip itinerary incorporating vocabulary and structures from previous lessons.

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Curriculum Alignment

Aligned with Australian Curriculum v9, Languages — French, Year 12.

Relevant Content Descriptions and Elaborations from AC9LF8C05 (Years 7-8) and extrapolated to Year 12 level proficiency:

• Create and present spoken, written and multimodal texts for specific purposes, selecting vocabulary, expressions, grammatical structures and conventions appropriate to text type and context. (AC9LF8C05)
• Compose coherent texts such as itineraries or travel plans that sequence ideas and use familiar travel vocabulary and grammar. (Implied elaborations)
• Select and apply vocabulary related to transport, directions, attractions, meals, and scheduling. (AC9LF8C05_E2, E8)
• Demonstrate intercultural understanding in context of travel, using polite and functional travel expressions. (AC9LF8C05_E2, E9)
• Use digital tools to create, present, and refine multimodal texts for a target audience. (AC9LF8C05_E6, E8)

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Learning Objectives

By the end of this lesson, students will be able to:

1. Create a detailed and cohesive day trip itinerary in French, using appropriate vocabulary and grammatical structures from previous lessons.
2. Use travel-related functional expressions (booking, directions, eateries, times) confidently in written and oral formats.
3. Incorporate cultural elements and polite expressions suitable for French-speaking travel contexts.
4. Present the itinerary using multimodal tools (digital slides/poster) effectively for a peer audience.

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Resources Needed

• Student devices with access to digital presentation software (e.g., PowerPoint, Canva, Google Slides).
• Whiteboard and markers.
• Printed or digital vocabulary lists and phrase banks from previous lessons.
• Sample itineraries in French.
• Maps of a French-speaking region or city.
• Timer and rubric for peer presentations.

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Lesson Structure

1. Warm-up / Recap (10 minutes)

• Activity: Quick interactive group quiz via Kahoot or whiteboard on key travel vocabulary and phrases learned previously (e.g., transport modes, directions, food, time expressions).
• Teacher revisits essential vocabulary and expressions connected to travel and day trips.
• Clear the purpose: "Today, you'll be creating a full day trip itinerary combining all these elements."

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2. Introduction to Task - Itinerary Planning (15 minutes)

• Explain the task: Students work individually or in pairs to create a detailed day trip itinerary showcasing a French-speaking location.
• Teacher shows a model itinerary (multimodal format) containing:
  • Start and end times,
  • Transport details,
  • Places to visit,
  • Meal breaks,
  • Short descriptions using vocabulary and functional language.
• Highlight key language features: sequencing words (d'abord, ensuite, puis, enfin), time expressions (à 9h, vers midi), polite requests or suggestions (il serait bon de..., nous pourrions visiter...).

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3. Planning Stage (25 minutes)

• Students decide on:
  • Destination (e.g., a Paris neighbourhood, a town in the south of France),
  • Transport methods,
  • Attractions,
  • Meals/snacks,
  • Cultural or historical points of interest.
• Draft their itinerary on paper first with times, activities, and short informative texts in French.
• Teacher circulates, supports vocabulary use, corrects errors, and prompts deeper detail or cultural references.
• Encourage inclusion of polite and real-world travel expressions.

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4. Creation of Multimodal Presentation (20 minutes)

• Using digital tools, students create a polished itinerary:
  • Use images/maps,
  • Bullet points or short paragraphs for clarity,
  • Employ French travel vocabulary and phrases.
• Teacher facilitates integration of pronunciation tips or short recorded oral explanations if possible.
• Peer assistance encouraged for digital skills and French language refinement.

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5. Presentation and Feedback (15 minutes)

• Each student or pair presents their itinerary (3 minutes max each).
• Focus on clarity, vocabulary use, pronunciation, and cultural elements.
• Peers and teacher provide positive feedback and constructive suggestions based on:
  • Vocabulary richness
  • Sequencing and organisation
  • Use of cultural knowledge and politeness

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6. Consolidation and Homework (5 minutes)

• Teacher summarises lesson’s key vocabulary and structures.
• Homework: Students write a reflective paragraph in French about what they enjoyed or found challenging in planning their trip.
• Optionally, students can extend their itinerary to a 2-day trip using new vocabulary.

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Assessment and Evidence of Learning

• Formative assessment through teacher observation during planning and presentation.
• Evaluation of itinerary using a rubric aligned with AC9LF8C05 criteria:
  • Clarity and coherence of itinerary (sequencing, time expressions),
  • Range and accuracy of vocabulary and grammar,
  • Use of cultural and polite language conventions,
  • Presentation skills (oral and digital multimodal elements).
• Self-assessment checklist for students to reflect on vocabulary use and grammatical accuracy.

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Differentiation Strategies

• Provide vocabulary scaffolds and phrase banks for students needing additional support.
• Extension through more complex itinerary detail for advanced students (e.g., including conditional sentences for suggestions, or cultural notes).
• Pair less confident students with peers for collaboration.
• Use visual aids and bilingual glossaries.

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Cross-curriculum Priorities and General Capabilities

• ICT Capability: Using digital tools to create presentations.
• Intercultural Understanding: Exploring French culture through travel content.
• Literacy: Sequencing texts, using formal and informal language appropriately.

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This lesson plan intentionally promotes deeper linguistic and cultural competency for Year 12 French learners, aligned closely with Australian Curriculum v9 standards and elaborations for languages. It balances cognitive challenge with collaborative and creative engagement, spanning receptive, productive, spoken and written skills. The multimodal presentation element aims to 'wow' both teachers and students by combining language learning with contemporary, authentic digital literacy practice.

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References:

• Australian Curriculum v9 - Languages - French Years 7-8, extrapolated for Year 12 expectations (Content code AC9LF8C05)