Listening and Preferences Survey

Duration: 70 minutes Class: Year 9 French (Mixed abilities, 18 students) Unit: Exploring Hobbies in French (Lesson 1 of 4) Context: Linked to Australian-French exchange with students from Nîmes. This lesson introduces the vocabulary and grammar linked to hobbies, preferences, and justifications using "parce que/car c'est + adjective." The lesson includes listening to authentic videos/audio from French exchange students and conducting a preferences survey in class.

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Learning Objectives (linked to Australian Curriculum v9)

AC9LF9N01 — Use and respond to a variety of questions and statements about personal interests and preferences using learned vocabulary and grammatical structures. AC9LF9U02 — Understand and interpret main ideas and supporting details in authentic spoken and visual texts on topics of personal relevance. AC9LF9L01 — Apply knowledge of grammatical structures to express likes, dislikes, and justifications, including use of "parce que/car c'est + adjective." AC9LF9C01 — Collaborate with peers to exchange information and create shared responses in oral and written forms. General Capabilities: Literacy (comprehension, vocabulary development), Intercultural Understanding, Critical and Creative Thinking (analysing preferences and justifications), Personal and Social Capability (collaboration).

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WALT (We Are Learning To)

• Understand spoken French about hobbies and preferences through listening to authentic messages.
• Recognise and use verbs expressing likes, dislikes, and activities (aimer, adorer, préférer, ne pas aimer, détester, faire du/de la, jouer à).
• Use justification expressions "parce que" and "car c'est + adjective" to explain preferences.
• Collaborate to conduct a class survey to group preferences based on listening.

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Success Criteria

• I can identify vocabulary related to hobbies and preferences in spoken French.
• I can understand justifications using "parce que" and "car c'est + adjective" in context.
• I can answer and ask simple questions about likes/dislikes.
• I can work with classmates to create a survey chart representing class preferences.
• I can contribute to a class discussion using simple phrases expressing hope or interest in hobbies.

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Lesson Structure and Timings

Time	Activity	Description
0–10 mins	Introduction and vocabulary warm-up	Activate prior knowledge on hobbies and expressions of likes/dislikes. Teacher models pronunciation and introduces key grammar points.
10–30 mins	Listening task 1: Video/audio messages	Students watch/listen to French exchange students presenting their hobbies, reinforced with photos to aid comprehension.
30–40 mins	Comprehension check and pair discussion	Students discuss in pairs the hobbies and preferences they heard, using scaffolded questions.
40–55 mins	Class survey preparation and group work	Groups organise information about preferences into categories based on listening texts. Students create a survey chart onboard or poster.
55–65 mins	Conducting the survey	Students survey each other using target language questions and note group preferences.
65–70 mins	Reflection and plenary	Whole class reflects on new vocabulary and grammar learned. Teacher clarifies doubts, highlights successful use of language.

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Detailed Activities

0–10 min: Introduction and Vocabulary Warm-up

Activity:

• Teacher presents a ‘Word cloud’ or ‘Flashcards’ with key vocabulary on hobbies (faire du tennis, jouer au basket, lire des romans, écouter de la musique).
• Teacher reviews verbs expressing likes/dislikes (aimer, adorer, préférer, ne pas aimer, détester) with emphasis on pronunciation and meaning.
• Teacher explicitly explains use of "parce que" and "car c’est + adjective" with example sentences.

Teacher Actions:

• Use interactive questioning: "Qu’est-ce que vous aimez faire pendant votre temps libre?"
• Model pronunciation and grammatical structures with gestures and visuals.
• Write example sentence clearly on the board: "J’adore le tennis parce que c’est amusant."

Student Actions:

• Repeat vocabulary and sentences chorally and individually.
• Answer teacher’s questions orally in short sentences.
• Copy notes verbatim or with teacher support if needed.

10–30 min: Listening Task 1 – Videos/Audio Messages

Activity:

• Play videos or audio recordings of 2-3 French exchange students (e.g. Léa, Julien, Basile) talking about their hobbies with accompanying photos.
• Students listen for gist to identify hobbies and preferences, then listen again to spot justifications.
• Teacher plays each clip twice with pauses for note-taking; students fill in a simple grid (Hobby – Like/Dislike – Reason).

Teacher Actions:

• Pre-teach any difficult vocabulary visually.
• Encourage note-taking with a scaffolded worksheet.
• Play audio/videos twice, adjusting volume as needed.
• Support students with focus questions: "Qu’est-ce que Léa aime? Pourquoi?"

Student Actions:

• Listen attentively and take notes to complete their worksheet.
• Discuss initial understanding with a partner briefly after each clip.
• Ask for clarification if they miss key points (differentiated support).

30–40 min: Comprehension Check and Pair Discussion

Activity:

• Students, in pairs, take turns asking and answering simple questions about the hobbies of the French students using target language structures. Example questions: "Est-ce que Léa aime le tennis?" "Pourquoi Basile aime le skateboard?"
• Teacher circulates and assists with pronunciation, sentence construction.

Teacher Actions:

• Provide each pair with question prompts on a card.
• Model question-answer exchange with one or two students.

Student Actions:

• Practice question-answer pairs with partner.
• Use phrases like "oui, j’aime…" or "non, je n’aime pas… parce que c’est…"
• Support peers if needed by repeating questions or answers.

40–55 min: Class Survey Preparation and Group Work

Activity:

• Students split into 4 groups of mixed abilities. Each group categorises the hobbies and preferences from listening texts (e.g. sports, music, reading, nature).
• Groups create a survey chart/poster summarising preferences and reasons.

Teacher Actions:

• Assign roles: recorder, presenter, speaker, and facilitator for each group.
• Provide large format paper and markers for poster creation.
• Support groups with vocabulary and sentence frames.

Student Actions:

• Collaborate and negotiate meanings for each hobby/preference.
• Write simple sentences or keywords on poster: "Léa adore le tennis parce que c’est amusant."
• Prepare to report findings to class.

55–65 min: Conducting the Survey

Activity:

• Using the posters as reference, groups survey the class on their hobbies preferences using set questions.
• Students tally responses and identify the most popular hobbies and reasons using simple French phrases.

Teacher Actions:

• Model the survey questions clearly and provide mini cards with question prompts.
• Monitor and assist with sentence formation and vocabulary recall.

Student Actions:

• Ask and answer survey questions in pairs and around the class.
• Record answers using tally marks or checkboxes on their survey sheet.
• Use phrases such as "Tu aimes le tennis?" "Oui, parce que c’est…" or "Non, je n’aime pas…"

65–70 min: Reflection and Plenary

Activity:

• Class discusses results as a whole group. Teacher highlights successful use of vocabulary and grammar justifications.
• Students complete a self-assessment checklist aligned with success criteria: "I can understand hobbies vocabulary," "I can justify preferences in French," "I can ask and answer questions about likes/dislikes."

Teacher Actions:

• Lead brief feedback, praise accurate language use.
• Provide additional examples or corrections as needed.
• Introduce next lesson’s focus briefly to build curiosity.

Student Actions:

• Reflect on their learning and participation.
• Share one new word or phrase they learnt today.
• Ask questions about any unclear points.

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Differentiation Strategies

• For diverse learners: Use bilingual glossaries and pictorial support for key vocabulary. Provide sentence starters and frame questions. Pair stronger students with learners needing support during speaking tasks.
• For students with dyslexia: Provide audio versions of the listening texts, use clear fonts and colours on worksheets and posters, allow oral rather than written responses where possible.
• For advanced learners: Encourage use of complex sentence structures and additional adjectives in justifications, e.g. "Parce que c’est très amusant et intéressant." Challenge them to predict classmates’ preferences using observed language patterns.

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Extension Activities

• Students write a short message (5 sentences) to their exchange partner summarising which hobbies they share and justifying their choices using "parce que" and "car c’est + adjective."
• Create a mini quiz to test peers on vocabulary and grammar learned.
• Explore cultural aspects of French hobbies vs Australian hobbies with class discussion or a small research project.

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Assessment Strategies and Evidence of Learning

• Formative assessment through observation during pair and group discussions and survey activity.
• Completed listening worksheet grids indicating comprehension of key details.
• Oral questions and answers demonstrating correct use of verbs and grammar.
• Survey posters showing application of vocabulary and sentence structures.
• Self-assessment checklist confirming students' reflection on their own learning progress.

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This lesson scaffolds students’ listening and speaking skills using authentic French messages, engaging intercultural content and collaborative learning, aligned rigorously to the Australian Curriculum v9 Languages requirements.