LOTE

Languages Other Than English

New Caledonia

This year, a group of our French students between the ages of 14 to 18 took part in a language study tour to New Caledonia. The aim of this initiative by the Language KLA was to allow our students to experience all the implications associated with the learning of the language in a real situation. The success of this tour can be measured by the following responses. After many meetings, two travel agents and a lost passport, the French language trip was finally underway. Ten students from Year Levels 8 to 12 flew to New Caledonia for a week-long experience of the French way of life. We touched down on the tropical island and drove to the hotel with four other girls schools. De La Salle was the only boys school (which was a highlight of our trip!). For the majority of the time we stayed in home stays with French speaking families in pairs. We spoke French to our families and locals and absorbed the French culture. This was difficult at times but we all overcame any language barriers. On three of the mornings we took part in lessons at a French school near the city. This was very challenging for some but proved invaluable for our learning. On the Saturday we caught the boat to Amedee Island, a tiny tropical paradise 45 minutes from the central island. We couldn’t have asked for better weather on the day. The island was a tourist hot-spot surrounded by a coral reef. A lighthouse towered over the small beach and all the boys climbed it. A glass boat took tourists out onto the reef to view the sealife below and snorkel with the fishes and a sharks. At lunch tribal dancing was performed by the islanders. People from the audience were chosen to dance with the girls, which was very amusing. For many the day was the highlight of the trip, as it was an invaluable opportunity to experience the culture of the natives. During many of the afternoons the boys went shopping at the market and in the town centre and bought many Caledonian souvenirs. This was a great chance to improve our French and to provide humour for the locals. We were disappointed to leave but happy to see our families after a week abroad. The trip was a fantastic experience for everyone. Sam Loader and Gerard Twomey

Il Pranzo

The Italian luncheon for Year 8s this year was an exciting and interesting experience because we got to really look and taste Italian food that was different to the regular spaghetti and pizza. Our lunch included a ciabata roll with meat and salad fillings, an Italian fizzy drink, pizzelle, which we made ourselves and a gelato. Before the day we made placemats which were laminated and the PAC was decorated with round tables and red, green and white napkins. We also played games like Tombola (bingo), and had a fun quiz, and crossword puzzle to complete while we waited to be called into the kitchen to mix and cook up pizzelle with Mrs Furnari. (Luke) Here are some comments from the boys at the luncheon: “Italians eat their food sitting down and make a big deal of it. I even skip lunch sometimes.” (Stefan) “I enjoyed playing Tombola and the fizzy drink, because I won tombola and got some Italian lollies and the drink was delicious!” (Giacomo)

“Usually I just have a vegemite sandwich, they (Italians) go to great detail and make it very enjoyable and nice. All in all the day was a huge success!” (Xavier 8H) “The luncheon was a great experience to discover the Italian culture and their foods. Molto buono!” (Simos) “The luncheon was brilliant. Very unique smells filled the PAC. We had a good time eating and chatting in Italian.” (Victor) So how is an Italian luncheon different Michael? It’s bigger!!!

Ms Jo Prestia

Geography

In the past twelve months we have witnessed a series of natural disasters which have caused great loss of life and damage to human and natural environments. It all began with the massive earthquake and resultant tsunami which struck South-east Asia in December 2004. Since then we have seen Hurricanes Katrina and Rita devastate New Orleans and the coastline of Louisiana and Texas, the powerful earthquakes which occurred in northern Sumatra

and northern Pakistan, severe drought in Malawi and major flooding in Europe and South America. The impact of these phenomena on human life is devastating and a study of one or all of these events reveals the awesome power of our natural environment. It is sobering to think that humans can do little to prevent the occurrence of natural disasters, but we can study them in order to try to understand their causes and how their impact on human life can be minimised. Students undertaking geographical studies at De La Salle have an excellent opportunity to learn about these monumental events. In Years 7-10 students study the atmosphere, weather and climate, and natural disasters. In Year 11 the V.C.E. geographers study, amongst other topics, coastlines and the role of oceans in affecting human activity along the coast, and climate change and how it might affect, for instance, the occurrence of tropical cyclones. In Year 12, the V.C.E. geographers study plate tectonics, its links to earthquakes and how people respond to earthquakes, and global water issues including the cause and impact of water shortages, such as droughts. We must also remember that people are capable of inflicting great change on our natural environment, not always for the good. Studies of land degradation and deforestation help us to understand the need for people to act as careful custodians of the environment. Geography offers much for students to study about our natural and built environments. It is an integral component of our curriculum. The variety of themes, many of them dramatic and imposing in scale, make it an exciting subject for all who undertake it. Mr Doug Esler