Teacher(s) Fanny Passeport Subject group and discipline Language acquisition: French

Unit title Tourism MYP Year M2, M5 Unit duration 9 weeks (30 hours)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Globalization and sustainability

Communication
Other Audience, Context, Purpose Exploration to Develop: Consumption,
conservation, natural resources and public goods

Statement of inquiry

Globalization has changed the way we plan our touristic visits.

Inquiry questions

FactualHow does technology help tourist plan

and get reviews about touristic sites?

Objectives Summative assessment

A: Comprehending spoken and visual text Relationship between summative assessment task(s) and
Phase 2 statement of inquiry:
• i. show understanding of messages, main
ideas and supporting details in familiar
situations
• ii. recognize basic conventions
• iii. engage with the spoken and visual text by
identifying ideas, opinions and attitudes and by
making a personal response to the text.
C: Communicating in response to spoken, written
and visual text
Phase 2
• i. respond appropriately to spoken, written
and visual text in a limited range of familiar
situations

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 • ii. interact in basic structured exchanges on
a limited variety of aspects within familiar
situations
• iii. use phrases to communicate ideas,
feelings and information in familiar situations
• iv. communicate with a sense of audience.
D: Using language in spoken and written form
Phase 2
• i. write and speak using a basic range of
vocabulary, grammatical structures and
conventions; when speaking, use clear
pronunciation and intonation
• ii. organize information and ideas and use a
range of basic cohesive devices
• iii. use language to suit the context.

Approaches to learning (ATL)

I. Communication skills
Exchanging thoughts, messages and information
effectively through interaction
• Give and receive meaningful feedback
• Interpret and use effectively modes of non-verbal
communication
• Collaborate with peers and experts using a variety
Communication of digital environments and media
• Share ideas with multiple audiences using a variety
of digital environments and media

Action: Teaching and learning through inquiry

Content Learning process

Learning Experiences

The students developed vVocabulary: tourism, monuments, countries, city, places, environment...
They learnt new grammatical structures: Preposition of places, conj., adverbs.
and new formatd: brochure, advertisement, post-card.

Teaching strategies

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 Silent Way posters
Team work
Individual work
Peer-assessment

Describe how you will differentiate teaching & learning for this unit?

Resources

File: test_indicateurs_temporels.docx
File: postcard.jpg
File: Phase3Tourism_AssessmentCD.docx
File: Phase_2Tourism_AssessmentCD.docx
File: mes_vacances_passe_compose.pdf
File: Criteria_A_task_name_-_M2-3_TourismePh3.docx
File: Criteria_A_task_name_-_M2-3_TourismePh2.docx
File: cabouge-alsace-a2-app.pdf
File: brochure.jpg
File: bretagnescript.docx

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

What does experience tell us about what to expect in What is the level of student engagement? What will we do differently next time?
this unit?
Students liked to relate this unit to their own Next time, I would spend less time on the postcard
experience in field trips and in their personal holidays. format as I believe the students don't relate to this

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 The students have traveled a lot so it was an They made a presentation or video of their holidays form of communication. I would replace it with email
appropriate topic for them to use their experience and and were assessed orally. They liked to be able to use format and maybe make students use the chat on
connect to the topic. their experience to generate ideas and produce google doc or on moodle to do a role play on talking
language. about their holidays and rating a hotel for instance.

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