Overview, Unité 5: Un voyage en train

At the end of this unit, students can:
  • Purchase a train ticket and request information about arrival and departure
  • Use expressions related to train travel
  • Talk about what people say, read, or write
  • Point out people or things
  • Discuss an interesting train trip in French-speaking Africa
  • Describe past actions and events
Here are some of the activities that students will complete, based on the three modes of communication:

  • Interpretive mode:

    • Students will interpret information given on a French train schedule.

    • Students will interpret information given on a French train ticket.

  • Interpersonal mode:

    • Students will simulate conversations that take place between a ticket agent and a traveler.

    • Students will talk to each other about a train trip that they have taken in the past.

  • Presentational mode:

    • Students will illustrate and write a story that takes place in a train station.

Students will learn the following vocabulary and structure:
  • Expressions and vocabulary related to train travel
  • The present-tense forms of –RE verbs
  • The present-tense forms of dire, lire, and écrire
  • Dire: to say
  • Lire: to read
  • Écrire: to write
  • The demonstrative adjectives ce, cette, cet, and ces (which all mean “this” or “these”)
  • The past tense of ER, IR/-iss, and RE verbs
ACTFL Standards:
Interpersonal Communication (Standard 1.1):
  • Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

  • Engage in the oral exchange of ideas in formal and informal situations.

  • State and support opinions in oral interactions.

Interpretive Communication (Standard 1.2):
  • Derive meaning from expressions found in culturally authentic texts.

  • Understand the purpose of a message and point of view of its author.

  • Identify the distinguishing features (e.g. type of resource, intended audience, purpose) of authentic written and aural texts.

  • Interpret content from authentic multimedia and digital/print resources.

  • Apply critical reading skills to authentic written and aural resources.

Presentational Communication (Standard 1.3):
  • Retell or summarize information in narrative form, demonstrating a consideration of audience.

  • Self-edit written work for content, organization, and grammar.

  • Produce a variety of creative oral and written presentations (e.g. original story, personal narrative, script).

Cultures: Practices and Products (Standards 2.1 and 2.2): 
  • Compare and reflect on products, practices, and/or perspectives of the target culture(s).

Cultures: Practices and Perspectives (Standard 2.1):
  • Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.

  • Use appropriate verbal and non-verbal behavior in interpersonal communication.

Cultures: Products and Perspectives (Standard 2.2)

  • Demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.

  • Compare and contrast artifacts, themes, ideas, and perspectives across cultures.

Connections (Standard 3.2): 
  • Demonstrate knowledge and understanding of content across disciplines.

Connections: Acquiring New Information (Standard 3.2)

  • Use age-appropriate authentic sources to prepare for discussions.

Comparisons: Language (Standard 4.1)
  • Demonstrate an awareness of formal and informal language expressions in other languages and one’s own.

Comparisons: Cultures (Standard 4.2)

  • Evaluate similarities and differences in the perspectives of the target culture(s) and one’s own culture(s) as found in multimedia and digital/print resources.