People of Oceania

Welcome to Oceania!
In this sequence, you will discover the peoples, cultures and landscapes of Oceania (Australia, New Zealand, Pacific Islands).
You will also learn how climate change affects these territories and how people adapt and innovate to protect their environment.
This work is part of both:

  • English : culture, history, identities, environment

  • ETLV – STI2D: sustainable technologies, architecture, energy and water management
    At the end of the sequence, you will re-use what you learnt in English to design a climate-resilient and eco-friendly housing solution for Oceania in ETLV.


1 - Discovering Oceania

A/ What do you know about Oceania? 

B/ Where is it?



2 - Harmony Day

Watch the video and look at this picture. 

Describe them both and identify the goal of Harmony Day (100-150 words).

3 - The stolen generations

Watch the video and define the term "stolen generation"

4 - Everyone belongs in Australia 

a - Look at this photo, describe it precisely making sentences, and imagine what it represents

5 - Climate Change & Fragile Territories in Oceania


a/ Find on the internet  3 images representing climate impacts in Oceania (floods, cyclone damage, coral bleaching, coastal erosion).

Answer the questions:

  • What do you see?

  • What do you think happened?

  • How does it affect people?


b/ Climate change in Oceania : 

  • "A disappearing nation: Tuvalu and sea level rise"


  1. Where does the problem take place?

  2. What is happening to the environment?

  3. Who is affected?

  4. What are the short-term consequences?

  5. What will happen if nothing changes?


c/ Problem / Consequences / Solutions 

Find at least 2 problems and 1 solution per problem. 
Example: Rising sea levels global warming, melting ice coastal houses flooded, people must move inland build houses on stilts, elevate roads, seawalls

D/Grammar point

🔵 1. "Be going to" – plans & intentions

✅ Use

We use be going to to talk about:

  • plans already decided

  • intentions

  • organised projects

🧩 Form

am / is / are + going to + base verb

📝 Examples

  • We are going to study a community in Oceania.

  • They are going to travel to New Zealand next year.

  • People are going to move inland because of the rising sea level.

✏ Mini-exercise

Complete with be going to + verb.

  1. Next week, we __________ (discover) a new territory.

  2. The class __________ (prepare) a short presentation.

  3. People __________ (build) stronger houses.

🔵 2. "Will" – predictions & promises

✅ Use

We use will to talk about :

  • predictions (what we think will happen)

  • promises / arguments

  • instant decisions

🧩 Form

will + base verb

📝 Examples

  • Temperatures will increase in the Pacific region.

  • You will enjoy learning about Māori culture!

  • This village will disappear if the sea keeps rising.

✏ Mini-exercise

Complete the predictions.

  1. If cyclones become stronger, houses will…

  2. In the future, people will…

  3. The climate will…

🔵 3. Present Simple – timetables / official programmes

✅ Use

We use the present simple for fixed, official schedules:

🧩 Form

subject + verb

📝 Examples

  • The ferry leaves at 9:30 a.m.

  • The museum opens at 10.

  • The tour starts at 2:15 p.m.

✏ Mini-exercise

Rewrite using the present simple.

  • Boat trip – departure 6:45 p.m. → ____________________________________

  • Guided tour – starts 11:00 → _________________________________________

🔵 4. When to choose? (very simple chart)

Situation Form to use Example
A plan be going to We are going to visit Samoa.
A prediction / consequence will Sea levels will rise.
A timetable present simple The plane lands at 7.

🔵 5. Used to / now

People used to live very close to the beach, but now they must move inland.
They used to fish near the coral reef, but now the reef is damaged.

🔵 6. Cause → consequence

  • The sea level is rising, so people have to leave their homes.

  • Cyclones are stronger, therefore buildings must be reinforced.

6 - Final Task : "Voices from Oceania"

Create a short spoken or written report about one community or territory in Oceania.
You must :

  1. Describe the place

  2. Present the people and their culture

  3. Explain how climate or environment impacts their lives

  4. Give examples of adaptation / resistance

  5. Give your opinion : Why should we care?

GRILLE D'ÉVALUATION :

"Voices from Oceania" – Oral / Written Production


🔵 1. Knowledge & Cultural Content (10 points)

Critère Descripteurs Points
Description du territoire Le lieu est présenté clairement : localisation, paysages, caractéristiques culturelles /3
Présentation du peuple / communauté Traditions, modes de vie, identité, symboles expliqués simplement et correctement /3
Compréhension des enjeux environnementaux L'élève explique comment le climat impacte la vie des habitants (au moins 2 éléments) /4

🟢 2. Language & Accuracy (10 points)

Critère Descripteurs Points
Lexique adapté Vocabulaire culturel / géographique / environnemental pertinent et varié /3
Structures grammaticales vues en classe Utilisation correcte de : used to, linking words (first / however / so…), futur will /4
Correction grammaticale générale Phrase correcte, erreurs qui n'empêchent pas la compréhension /3

🟣 3. Coherence & Organisation (5 points)

Critère Descripteurs Points
Structure logique Introduction → développement → conclusion claire /2
Progression des idées Les informations s'enchaînent de manière fluide (orales ou écrites) /2
Respect du format demandé Durée / longueur / consignes respectées /1

🟡 4. Oral Delivery  (5 points)

Critère Descripteurs Points
Prononciation & rythme Voix compréhensible, débit adapté /2
Engagement & clarté Ton, regard, attitude engagée /2
Autonomie Présentation sans (ou avec peu) de lecture /1


TOTAL : /30










Vocabulary