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Lesson 1: Listening & Preferences Survey

WALT

We are learning to understand and use vocabulary and grammar about hobbies, likes, dislikes, and justifications using parce que and c’est + adjective in spoken French.

Success Criteria

• Identify and understand vocabulary about hobbies and preferences in spoken French.
• Use verbs aimer, adorer, préférer, negations and justifications accurately.
• Participate actively in a class survey using target structures.

Australian Curriculum Links

• AC9LF8C05: Create and present informative spoken texts using vocabulary and grammar appropriate for discussing interests and preferences.
• General Capability: Literacy, Intercultural Understanding, Personal and Social Capability.

Time & Activities

Time (min)	Activity Description
0-10	Introduction & review of vocabulary and grammar
10-30	Listening activities with videos/audio + photos from French students' messages (Léa, Julien, etc.)
30-50	Class survey task: in pairs then groups, gather info on preferences like hobbies, sports, reading, etc. using key questions
50-65	Create groups based on shared preferences; justify choices orally
65-70	Class discussion & reflection on the vocabulary and grammar used

Teacher Actions

• Present vocabulary & grammar recap visually and orally.
• Play videos/audio clips featuring French students talking about hobbies.
• Model how to ask and answer survey questions.
• Monitor pairs and groups, provide language support and scaffold use of parce que and c’est + adjective.
• Facilitate whole class feedback and discussion.

Student Actions

• Engage with listening activities attentively.
• Use vocabulary and verbs to answer survey questions.
• Collaborate to form groups and justify preferences orally.
• Reflect on language usage during discussion.

Differentiation

• Provide vocabulary lists with images and dyslexia-friendly fonts.
• Allow sentence starters and visual prompts for students who need support.
• Offer extension challenges: create complex justifications or opinions.

Extension Activities

• Students create mini video interviews about their hobbies using target language.
• Prepare vocabulary flashcards for peer teaching.

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Lesson 2: Reading TBLT Pen Pal Choice

WALT

We are learning to read and interpret personal letters in French and use information-gap communication to choose a suitable pen pal.

Success Criteria

• Comprehend details in three letters from French exchange students.
• Create profiles summarising key personal information and preferences.
• Effectively exchange and question information to make justified pen pal choices.

Australian Curriculum Links

• AC9LF8C05: Create and interpret texts for specific purposes including personal letters.
• General Capability: Literacy, Critical and Creative Thinking, Intercultural Understanding.

Time & Activities

Time (min)	Activity Description
0-15	Pre-task: Teacher introduces letters from Léa, Julien, and Justine (or Basile, Mathilde, Lucas) and discusses reading strategies.
15-35	Task phase: Student A reads all three letters, profiles each French student briefly; Student B asks questions to fill information gaps and decide on preferred pen pal. Switch roles.
35-50	Planning & reporting: Pairs discuss and decide which French student suits their interests best and prepare reasons.
50-65	Feedback & post-task reflection: Share choices with class, identify new vocabulary, review justification language.
65-70	Language noticing and reflection on aimer, détester, préférer, and parce que/c’est + adjective.

Teacher Actions

• Distribute authentic letters visually and in dyslexia-friendly fonts.
• Model questioning techniques and sentence structures.
• Support pairs during information-gap activity.
• Lead class discussion for feedback and language analysis.

Student Actions

• Carefully read and analyse letters.
• Exchange information with partner using oral French.
• Prepare and explain pen pal choice with reasons.
• Reflect on language use and add new vocabulary to notebooks.

Differentiation

• Less confident readers work with shorter extracted passages.
• Provide bilingual glossary for difficult words.
• More confident students propose additional questions or suggest alternative pen pals.

Extension Activities

• Write a short profile in French for their chosen pen pal.
• Research Nîmes cultural facts to share with the partner.

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Lesson 3: Written TBLT Reply & Activity Planning

WALT

We are learning to write a reply to a French pen pal explaining our hobbies, justifying our choice, and proposing activities, and use translation and video recording to communicate in English.

Success Criteria

• Plan activities to do with the exchange student.
• Write a clear, coherent reply message using correct grammar and vocabulary.
• Translate the message into English accurately.
• Record a video message practising pronunciation.

Australian Curriculum Links

• AC9LF8C05: Create and present informative and imaginative written texts.
• AC9LF8C06: Translate between English and French.
• General Capability: Literacy, ICT Capability, Personal and Social Capability.

Time & Activities

Time (min)	Activity Description
0-20	Pre-task: In pairs, decide two activities to do with chosen French student and Australian partner's exchange student. Use prompts and structure reminders.
20-40	Task: Individually write a reply message explaining hobbies, choice of pen pal, and propose after-school activities. Use target verbs and connectives.
40-55	Planning phase: Peer review for accuracy and language use. Teacher provides scaffolding and feedback.
55-65	Post-task: Discuss translation strategies for English version, prepare video script.
Homework	Translate message into English and record video in French using learned structures.

Teacher Actions

• Provide writing scaffold templates with model sentences.
• Monitor and assist during writing and peer editing.
• Provide dyslexia-friendly writing options (colored overlays, clear fonts).
• Give detailed feedback on verb usage and justifications.

Student Actions

• Work collaboratively to plan activities and write messages.
• Use dictionaries and tools to check translations.
• Record video at home practising pronunciation and fluency.

Differentiation

• Sentence starters and checklists for weaker writers.
• Challenge advanced students to use complex sentences and varied vocabulary.
• Options for audio recording for students uncomfortable with video.

Extension Activities

• Create a digital postcard or multimedia presentation for the pen pal.
• Write an additional diary entry describing a day with their exchange student.

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Lesson 4: Speaking Role Play & Activity Scheduling

WALT

We are learning to orally plan and describe a week of after-school and weekend activities in French and practise conversation through role play.

Success Criteria

• Design a detailed weekly schedule using target vocabulary and time expressions.
• Use questions and answers appropriately to discuss plans.
• Perform role play fluently with correct pronunciation and grammar.

Australian Curriculum Links

• AC9LF8C05: Create and present spoken texts for specific purposes.
• General Capability: Literacy, Critical and Creative Thinking, Personal and Social Capability.

Time & Activities

Time (min)	Activity Description
0-15	Introduction: Review time expressions and verbs; brain-storm after-school and weekend activities.
15-35	Task phase: In pairs, design a week-long activity schedule with French pen pal, include after-school and weekend plans. Use prompts and visual schedulers.
35-55	Role play presentations: perform conversations as the Australian and French students discussing plans, inviting, proposing, and justifying choices.
55-65	Feedback: peer and teacher feedback on language use, pronunciation, interaction skills.
65-70	Reflection on success criteria and setting personal goals for next speaking task.

Teacher Actions

• Provide visual timetable templates and prompts for making plans.
• Model role play dialogue with a volunteer.
• Facilitate peer feedback and correct common errors.
• Support less confident speakers with sentence frames.

Student Actions

• Collaborate to create a detailed weekly plan.
• Practise role play with partner, taking turns speaking.
• Evaluate peer performance constructively.

Differentiation

• Allow students to use notes or cue cards.
• Support with clear pronunciation models and mini drills.
• Encourage confident students to extend dialogue with additional justifications or invitations.

Extension Activities

• Record role plays for sharing with French pen pals.
• Create awareness posters for after-school activities to encourage participation.

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Language Features Emphasised Across Sequence

• Asking open/closed questions: Est-ce que tu aimes...? Qu’est-ce qu’il fait...? Qu’est-ce qu’il préfère...?
• Affirmative and negative expressions with aimer, adorer, préférer, ne pas aimer, détester.
• Verbs with prepositions: jouer à + sport/game, faire du/de la + activity.
• Justifications using parce que and c’est + adjective.
• Invitations, suggestions, and proposals: Tu veux...? On peut...? Je propose...

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Additional Notes

• Use excerpts and messages from Léa, Julien, Justine, Basile, Mathilde, and Lucas to provide authentic language and cultural insights.
• Incorporate dyslexia-friendly resources: audio support, clear fonts, colour coding grammar.
• Integrate some activities from the "Monster Book" resource (e.g., role plays, dialogues, vocabulary games) to diversify learning modes and sustain engagement.
• Embed general capabilities including ICT use (for video/audio tasks), intercultural understanding (exchange program context), and critical thinking (TBLT tasks).

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This sequence offers a coherent, scaffolded, and engaging learning journey fully aligned with the Australian Curriculum (v9) for Year 9 Languages, promoting communicative competence and intercultural connection through the exciting context of an exchange program with a French class in Nîmes.