Leisure And Recreation And Human Creativity Education Essay

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The unit is entitled, "Le Tour de France." Students follow the route of the 2012 "Tour de France" bicycle race. They will research and investigate information about the cities and regions along the course, including traditions and food. Specifically, they need to know tourism information and the history of each area which they will utilise to sell an 'image' to customers. The students imagine that they are a tour company that is trying to promote the trip to prospective customers. They are asked to make a travel brochure as a tool for their oral presentation. Therefore they will gather information by contacting tourism offices (via e-mail) in France, by using the Internet to search sites, and by using other printed and on-line materials (Baglieto, 2011).

This unit is designed to give students a taste for communicating graphically and textually. It involves individual class work and group work that involves problem solving. Students will learn how to create layouts and attractive advertising. The methods of teaching utilised will be revolving around Communicative Language Teaching and using Technology as a Facilitator. The Senior Syllabus acts as a guide incorporating mandatory language functions and grammar into lessons. Basic graphical and design processes and principles will be introduced with practical application tasks.

Prior Learning

Students have developed intermediate communicative skills in French through exposure to a range of speakers and a range of situations. Most students willingly interact with others in French at an intermediate level. They have acquired competent skills in writing and reading, and developed skills to respond appropriately in different settings.

What students will know

French geography, history and culture.

How to make travel arrangements in France.

Learn and/or practice computer skills.

How to present information orally and in writing.

Assessment

Through an oral presentation of their tourist brochure, students will be assessed on how they convey meaning (productive communication) through speaking and writing. Additionally they will be assessed on their creativity and presentation skills.

Activities & Syllabus

Activities

Senior Syllabus - French (Queensland Studies Authorities, 2008)

Introduce the project. The students will discuss and divide the tasks.

Students are provided with opportunities to manage their own learning. Evaluating their strengths and weaknesses.

The students e-mail tourism offices in France.

Students write to express information and ideas. Students communicate through e-mails. Writing letters and sending emails to the tourist office asking for brochures.

Students gather information in the library, on the Internet, and in travel brochures.

Students comprehend meaning in a range of situations and text types. Students collect information from the media. Students analyse and organise information required for the task.

Groups organize and synthesize their information.

Students generate plans and sequence main information to be obtained. Provides opportunities for a mix of multilevel group work.

Students create/design brochures. Each student makes three to four pages for the brochure.

Students prepare an advertisement and write a detailed itinerary. Reading and writing pamphlets and brochures.

Students present their brochures orally

Students give an oral/multimedia presentation and respond to stimuli such as pictures, maps and brochures. Small group discussion.

Unit Timeline

This cultural unit is introduced when students have acquired a wide range of vocabulary relevant to the theme of leisure, recreation and human creativity. This allows students to be prepared for the tasks at hand. Students have two French classes per week. The eight week unit is structured as such:

Weeks

Lesson Contents

Week 1

Introduce the project. Teacher gets groups organised equally according to skill levels. Students divide tasks between team members and start brainstorming.

Week 2

Students write to tourism bureaus (e-mail finished in class/as homework). Students work on authentic materials distributed and shared around the class.

Functions: Asking about and describing places

Grammar: Superlatives and demonstratives

Week 3

Students continue gathering information via library, World Wide Web, brochures.

Functions: Describing people, activities and experiences

Grammar: Comparative adverbs, adverbial phrases (place, time, degree)

Week 4

Students work in groups, using Microsoft software, to sort and sift information.

Functions: Giving time, cost and directions

Grammar: Articles and expressions of quantity and place

Week 5

Student work on brochure

Functions: Expressing opinions, preferences, likes/dislikes

Grammar: Conjunctions and pronouns

Week 6

Students put brochure pages together and edit pages and layout design.

Functions: Giving advice, offering goods and services

Grammar: Imperative mood

Week 7

Students prepare and practice oral presentation. Brochure is finalised.

Functions: Suggesting and negotiating

Grammar: Tense (after 'si') and present participle (en chantant)

Week 8

Oral presentations of brochures: 15 minutes per group (approx. 9 groups).

Tools & School Resources

Web sites:

Air France. (2012). Air France. [Online]. Available: http://www.airfrance.fr/.

BBC Sport. (2012). Cycling. [Online]. Available: http://www.bbc.co.uk/sport/0/cycling/

Bicycling. (2012). Tour de France. [Online]. Available: http://www.bicycling.com/tour-de-france

ESPN.Com, (2012). Cycling. [Online]. Available: http://espn.go.com/espn/wire?sportId=1300

Fédération Nationale des Offices de Tourisme de France. (2012). Le Jour, la Nuit, Destination France. [Online]. Available: http://www.tourisme.fr/us/index.htm.

France This Way. (2012). Food of France, a Regional Guide. [Online]. Available: http://www.francethisway.com/frenchrecipes/foodinfrance.php

France Way: Voilà la France. (2012). Voilà la France. [Online]. Available: http://www.franceway.com/.

Sncf.com. (2012). SNCF. [Online]. Available: http://www.sncf.fr.

Société du Tour de France. (2012). Le Tour de France Official Website. [Online]. Available: http://www.letour.fr/indexus.html

Visit Paris. (2012). Paris Tourisme. [Online]. Available: http://www.visitparis.com/homefr.html

Software:

Microsoft Office Suite including PowerPoint, Word and Publisher

Adobe CS5 Suite including Photoshop, InDesign and Illustrator

Internet Explorer

Hardware/Materials:

Desktops and Laptop computers

Screen Projector

SMART Board/Magic Board

Magazines, brochures, posters

Technology Resources:

Diverse software programs are available at the school. The LOTE department includes a student computer lab of 15 computers. The unit can be accomplished with two students working on each computer. More computers would mean better a division of tasks during the program.

Information technology was essential during this unit. The unit has a particular focus on communication via emails with companies and agencies overseas, so the network available at the school provides a great advantage. Additionally, the use of design and layout software allows students to create very professional looking brochures.

The information acquired through the internet using Google and Yahoo search engines is invaluable to the project. Student would not otherwise be able to find current information, images and articles about the Tour de France, French culture, maps and images. The use of technology is crucial for students because of the required investigation and research on maps, itineraries and the unique aspects of each region in France.

Student Characteristics

The school is a co-educational school in a Brisbane suburb of medium socio-economic status. The 28 students in this class have worked together for three years. There are 16 girls and 14 boys, most are comfortable working in teams (extraverted personalities), but a couple of students are more shy and reserved (introverted personalities). Team/group work is productive when students are engaged with the topic. During group work, each group has at least one student that possesses extended technology knowledge and one student that is particularly skilled in French. All students are motivated to succeed in this French class and are highly involved in choosing and negotiating the curriculum. They are enthusiastic about communicative language teaching and determined to succeed in most in-class tasks. Students are keen to help each other, and provide peer to peer teaching. Students answer each other's questions and providing feedback and advice, whilst respecting each other's work. Students are aware of an important class rule: ask three other students before asking the teacher, particularly during intensive lessons.

The class shows great diversity in ability levels and learning styles amongst students. The unit structure allows students to use different approaches to accomplish the tasks and to manage their time according to their needs. Students are able to work individually to begin with and then in groups (maximum of three students per group). Students are held accountable for their part of the project and each student is responsible for contributing to the group.

Teaching Strategies

Communicative Language Teaching (Richards, 2006)

Developing fluency in French is the main goal of this unit. The Push for Authenticity with the use of authentic resources such as magazines, brochures and official French websites provides students with cultural information and exposure to real language. Furthermore, students are developing relationships with the world outside the classroom by communicating directly with agencies in France. In the area of Task-Based Instruction (Willis, 1996), students are required to progress through the three steps of the task cycle: task, planning and reporting. The Tour de France unit requires students to brainstorm and divide the task, investigate and research, and finally report through a brochure and oral presentation. Finally, the unit integrates the Ten Core Assumptions of Current Communicative Language Teaching, particularly:

Meaningful communication results from students processing content that is relevant, purposeful, interesting, and engaging.

Successful language learning involves effective learning and communication strategies.

The role of the teacher in the language classroom is that of a facilitator, who creates a classroom climate conducive to language learning and provides opportunities for students to use and practice the language and to reflect on language use and language learning.

Technology as Facilitator of Quality Education Model (Callahan, 2001)

There are many components of the Technology as Facilitator of Quality Education Model. The most obvious in terms of this unit would be the use of Technology. Students are encouraged to operate computers and use appropriate computer terminology. The teacher encourages the use of World Wide Web sources and using Internet communication systems to e-mail tourism offices and companies in France. Additionally, student groups work together on multimedia presentation software in the classroom, on the school's network, and in their own time at home. In the area of Principles of Learning, the students are encouraged to work with each other and with the teacher. They are giving and receiving feedback. The settings involved are individual work on the computer, and team work particularly in design and hands-on activities. All students show active involvement. When examining the Information Processing, students use books, travel brochures and sources from the World Wide Web. They search the sources to gather information. In their groups, they organize, analyze, apply and, finally, present their findings using software and modern hardware (screen projectors, SMART/Magic boards).

Assessment Sheet - Brochure and Oral Presentation

Rationale:

The Tour de France is the longest and most difficult bicycle race in the world. It takes place every summer in July. It is a big event in France and is followed by people throughout the world. You work for a travel company. You are doing research to promote a tour package for that will follow the Tour de France. Each person will be asked to cover a specific task. You will be asked to produce materials that will be used to encourage people to sign up for your trip.

When you return from France, you will be promoting your trip. To do this, you will need to make a travel brochure. Each person will be asked to research a certain aspect of the trip. The following tasks need to be completed:

Travel arrangements-hotels, travel arrangements, points of interest in each town

The history of each city

Who is the winner of each stage, special interest stories surrounding the race

History of the Tour-information on the first race, past winners (especially French and Australian)

Process:

Determine how you will divide the tasks in your groups

Use the materials and website links provided to obtain information

Save images and information to be used in the presentation.

Create a travel brochure on the computer using PowerPoint, Publisher, or Adobe Suite.

Present your brochure in French. Each person must have a part in the presentation.

Printed Materials:

Brochures from tourism offices

Travel guides

Encyclopedias

Library materials

Road maps of France

Magazines

Newspapers

Evaluation Criteria:

Oral Presentation:

Facts are accurate & relevant

Clear presentation of ideas

Speaks without depending on note card

Enthusiasm, voice quality, articulation

Professionally presented in the "role"

Attire neat and presentable

Positive humour is used appropriately

Brochure:

The main theme is clear

The information is accurate and complete

Graphics add to the brochure's overall effectiveness

Accomplishes its purpose with the intended audience

Brochure is neat and presentable

Brochure is creative and interesting

Bibliography:

Formatted properly

Variety of sources used

Personal outcomes:

France is a country rich with history, culture and geographically diverse. During this project, you were able to tour around France by following the Tour de France event. On your next trip to France, you will have a good understanding of which cities and regions you would like to visit. The language tools and skills you have acquired will come in handy during your travel arrangements and when communicating with French people.

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