French Level 2, Activity 04: La météo et le temps libre / Weather and free time (Face-to-Face)

Created Feb. 7, 2024 by Amber Hoye, Justin Snyder, Emily Blackburn, Camille Daw, Mimi Fahnstrom

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. 

Weather and free time / La météo et le temps libre

Description

In this activity, students watch a French weather report to warm up. They then speak about appropriate activities for different types of weather. To finish, they answer a few questions about their favorite weather and seasons.

Semantic Topics

Seasons, weather, activities, pastimes, climate, video, weather report, saisons, méteo, activités, climat, vidéo, adjectifs, adjectives

Products

Skis

Practices

Skiing is a popular pastime in France and in Switzerland during the winter months! The Alps are a prime spot to profit from the snowfall and cooler temperatures.

Perspectives

Leisure, like skiing and other outdoor activities, is very important to French culture, as they are very focused on achieving a balance between work and free time.

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.

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.

NCSSFL-ACTFL Can-Do Statements

  • I can talk about familiar activities. 
  • I can discuss current events like the weather. 
  • I can communicate some basic information about my everyday life. 

Materials Needed

Warm-up

1. Begin by introducing the Can-Dos for today’s activity and opening the slideshow.

Aujourd'hui, nous allons discuter la météo et le temps libre. Qu'est-ce que c'est, la météo ?  (Today, we are going to discuss the weather and free time. What is the weather?)

2.  Now, show the video using the closed captions (on YouTube, click the "CC" button in the lower right once the video has started). If you feel the video is too fast for your students to comprehend, you can slow the speed (on YouTube, click the gear icon in the lower right, then click "Playback speed," then lower to 75%).

Maintenant, nous allons regarder une petite vidéo où on nous donne un bulletin météo. Écoutez bien--après la vidéo, vous allez répondre à quelques questions. (Now, we are going to watch a short video where we will be given the weather report. Listen well--after the video, you are going to respond to some questions.)

3.  After showing the video, have the students discuss in pairs or small groups the questions about the video.

Avec un(e) partenaire (ou avec un groupe), discutez ces questions :

  • Quel temps fait-il dans la vidéo ?
  • C'est quoi la température ?
  • Qu'est-ce que la femme dit de la mer ?

With a partner (or with the group), discuss these questions:

  • What is the weather in the video?
  • What is the temperature?
  • What does the woman say about the ocean?

4.  If you would like to continue discussion of cultural differences between the U.S. and France, their frank discussion of the impact of climate change is a possible focal point.

Quelles différences culturelles est-ce que vous avez notées ? Qu'est-ce que la différence entre la discussion du réchauffement climatique (climate change) en France et aux États-Unis ? (What cultural differences have you noticed? What is the difference between the discussion about climate change in France and the U.S.?)

Main Activity

1. In this activity, students will be shown various photos on the slideshow. Depending on the weather in the photo, the students will share with their group a complete sentence of what they do in their free time on a day like the one in the photo.

Pour l'activité principale, je vais vous montrer des photos de plusieurs saisons et conditions climatiques. Avec votre groupe, chaque personne va dire en phrases complètes ce que vous faites avec votre temps libre pendant les jours comme le jour dans la photo.

2.  On the first weather slide, give an example sentence and then have one student from each group give an example of their own.

Pour cette première diapo, quel temps fait-il ? (For this first slide, what's the weather like?)

Oui, il fait nuageux. (Yes, it's cloudy.)

Si je suis le premier étudiant, je peux dire : "Quand il fait nuageux, je joue aux jeux de société avec ma famille." Il faut utiliser une phrase complète qui inclut une partie où il s'agit de la météo et une partie où il s'agit de l'activité. (If I'm the first student, I can say, "When it's cloudy, I play board games with my family." You have to use a complete sentence that includes a part about the weather and a part about the activity.)

Qu'est-ce qui pourrait être un autre exemple ? Chaque groupe va en partager un. (What could be another example? Each group will share one.)

3. Now, go through the rest of the slides, with all students sharing a full sentence with their group for each of the slides. If you'd like to have each group share out their favorite activity, that could lengthen the activity if it goes too quickly.

Maintenant, pour chaque diapo, tous les étudiants partagent avec leurs groupes en phrase complète l'activité qu'ils font les jours comme ceux dans les photos. (Now, for each slide, all students share with their groups in full sentence the activity they do on days like those in the photos.)

4. When you arrive at the seasons slides, tell the students that they can now discuss their favorite activities for each of the seasons. If they've already learned about clothing, this would be a good spot to include that information!

Ici, nous allons discuter les saisons. Vous pouvez nous donner vos activités préférées pour chaque saison. OPTIONAL: Aussi, partagez les vêtements que vous portez pendant les saisons différentes. (Here we will discuss the seasons. You can give us your favorite activities for each season. OPTIONAL: Also, share the clothes you wear during different seasons.)

5. Give an example with the first, then have one student from each group give an example of their own.

Quelle est la saison dans cette photo ? (What is the season in this photo?)

Oui, c'est l'automne. Si je suis le premier étudiant, je peux dire : "Pendant l'automne, j'aime faire des randonnées. OPTIONAL: Je porte un pull et un jean. (Yes, it's autumn. If I am the first student, I can say: "During the fall, I like to hike." OPTIONAL: I'm wearing a sweater and jeans.)

Qu'est-ce qui pourrait être un autre exemple ? Maintenant, partagez avec vos groupes. (What could be another example? Now, share with your groups.)

6. Complete the activity as you did the previous one.

Wrap-up

Ask the following question(s) to finish the activity:

  • Tu préfères quel type de climat ? (What kind of climate do you prefer?)
  • Quel est un jour idéal pour toi ? (What is an ideal day for you?)
  • Quelle est ta saison préférée ? Pourquoi ? (What is your favorite season? Why?)

Cultural Resources

Where to Ski in France
Where to Travel During France's Spring Months

Enjoy the Fall Foliage in France

End of Activity

  • Can-Do statement check-in... “Where are we?”
  • Read can-do statements and have students evaluate their confidence.
  • Encourage students to be honest in their self-evaluation
  • Pay attention, and try to use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about familiar activities 
  • I can discuss current events like the weather 
  • I can communicate some basic information about my everyday life 

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