Guadeloupe, couleurs Caraïbes

This video is about the tourism and culture of the Guadalupe Island. It talks about its nature, geography and food.
Keywords: vocabulary- food, tourism, personal experience, geography
The video lasts 2’12”. It has CC and is transcribed.
Learner outcomes:
Vocabulary and expressions: la mer, la plage, le sable, les cocotiers, les fruits, le touriste, les sports à la plage
Language structures/conventions (grammar/syntax) ER verbs, prepositions (sur, sous, dans… à côté, devant, derrière, etc.)
Related resources : Culture : le calendrier et les destinations de vacances, Culture: les différents types de voyages (link #3). Opportunity to reflect on and discuss: tourism creates pollution, jobs, cultural interaction. How can we make tourism less harmful to the environment? How about virtual tourism? (link #2). – Core French Grade 5 – Writing -D1. Purpose, Audience, and Form – D1.2 Writing in a Variety of Forms: write a variety of texts in French, conveying information, ideas, and opinions about themselves, friends, family, and their immediate environment, following models appropriate to the purpose and incorporating some of the basic elements of each form (e.g., recount the highlights of a trip); D2 the writing process – D2.1 Generating, Developing, and Organizing Ideas.
B1.4 Creating Media Texts: create a variety of oral media texts using forms, conventions, and techniques appropriate to the purpose and audience.
Students retell the story orally and create a video to advertise the Guadalupe Island.
– Core French grade 7- Listening – A3 Intercultural understanding – A3.1 Intercultural Awareness: using information from oral French texts, identify French-speaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities.
B1.2 Producing Oral Communications: using familiar words and expressions, produce rehearsed and increasingly spontaneous messages in French about matters of immediate personal relevance, with contextual, auditory, and visual support.
Students present a personal point of view on whether tourism is good or bad for the environment, and why.
– Type of activity: vocabulary tropical fruit, geography.
– Follow up activities: listening comprehension, watch and answer vrai or faux; intercultural awareness (the different fruit from abroad)