Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench 

Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner. 

Pets / Les animaux domestiques

Description

In this activity, students will talk about their pets and how their pets are involved in their family. Students will also describe their pets, or what pet they would like to have.

Semantic Topics

pets, family, animals, home, adjectives, les animaux domestiques, famille, les animaux, maison, adjectif, the structure of a question, la structure d'une question

Products

Dogs, cats, fish, etc.

Practices

Pets are often kept in French homes! Cats are more popular to keep than dogs, especially in Paris.

Perspectives

Domestic animals are seen as members of the family in France - domestic animals often live inside with their family and are treated with respect. In some smaller villages, the animals also have practical purposes, cats can be used as "barn cats" used to catch vermin and unwanted pests, and dogs can be used to herd farm animals and protect the house

• How might the love of domestic animals relate to how animals and the environment in general are valued and respected in French culture?

NCSSFL-ACTFL World-Readiness Standards

• Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
• Standard 1.2: Students understand and interpret spoken and written French on a variety of topics. 
• Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world.
  
• Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of francophone cultures and their own.
  

Idaho State Content Standards

• COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions. 
• COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
• CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
• CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
• COMP 2.1: Identify, describe and compare/contrast products and their use in the target culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements

• I can understand the role of pets in a French family.
• I can briefly describe my pet and what he/she likes to do.
• I can recognize cultural expressions used in everyday French.

Materials Needed

• Pet Cards
• Google Slide Presentation
• Worksheet [OPTIONAL USE] Use this interactive worksheet as a supplemental tool for the corresponding Pressbook Conversation Activity. It can be used as a way to keep students engaged, provide a place for them to take notes, and track their learning.

Would you like to make changes to the materials?
Access the template(s) below:

• Pet Cards (Canva Template, free account required)
• Worksheet (Canva Template, free account required)

Warm-Up