Pets, Fr
Please Note: The activities on the Pathways Project OER Repository 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 amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale.
This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.
Using the WLRC Repository’s Activities:
When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.
Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.
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Enjoy!
- Boise State World Languages Resource Center
Pets, French, Novice Mid
Proficiency Level:
Interpersonal Speaking, Novice Mid
In this activity, students will be learning about the role of pets in French families. They will practice talking about their imaginary pets and also learn idiomatic expressions that include animals.
Keywords:
Pets, idiomatic expressions, cats, dogs
Relevant 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.
Relevant ACTFL World-Readiness Standards
Communication
Standard 1.1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Materials Needed:
- Computer
- Projector
- video
Pet Cards (Main Activity), 1 card per student
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and preparing the video about pets on the board.
"Today we are going to talk about the role of pets in French families. We will also learn some idiomatic expressions that use animals!
“Aujourd'hui nous allons parler du rôle des animaux domestiques en France. De plus, nous allons apprendre quelques expressions idiomatiques avec les animaux."
Relevant 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.
2. Play the video about pets in France and make sure to turn on closed captions. Show the students the discussion questions below before the video so they can be thinking of them as they watch.
Discussion questions:
1. Est-ce que vous pensez que les Français préfèrent les chats ou les chiens ?
2. Est-ce que vous pensez que les Américains préfèrent les chats ou les chiens ?
3. Pensez-vous que le rôle des animaux domestiques en France est le même qu'ici ? Comment ?
"Now, we will watch a video about pets in France. Think about these questions as you want the video. We will discuss them after."
“Maintenant, nous allons regarder une vidéo des animaux domestiques en France. Pendant que vous la regardez, pensez à ces questions. Après, nous allons en discuter."
3. Discuss the questions above with the students.
Main Activity
1. Randomly give each student a Pet Card. Tell them that this is their imaginary pet for the activity.
“Je vous donne une carte avec un animal. C'est votre animal domestique pour cette activité."
2. Give them a few minutes to think about the characteristics of their pet (their name, age, personality, what they like to do, etc.)
"Maintenant, nous allons partager des informations sur nos animaux. Par example, son nom, son âge, ses caractéristiques, etc. Prenez cinq minutes pour répondre aux questions suivantes."
1. Comment il/elle s'appelle ?
2. Il/elle a quel âge ?
3. Il/elle est comment ?
4. Qu'est-ce qu'il/elle aime faire ?
5. Qu'est-ce que vous faites ensemble ?
3. Have students take turns sharing about their imaginary pet. Students in the class should also ask questions about their classmates' pets when they present.
Here is an example:
"Voici mon chien. Il s'appelle Léo. Il a quatre ans. Il est noir et blanc, et très grand. Il adore aller au parc et jouer avec d'autres chiens. De plus, il mange beaucoup. Ensemble, nous faisons les promenades et regardons Netflix. Notre film préféré c'est The Life of Pets."
3. If there is extra time, have the students do the same activity with their own pets at home or a pet that they know.
Wrap-up
Wrap-up activity (Pick a few expressions you’d like to teach your students):
French idiomatic expressions with cats.
1. Il n'y a pas un chat.
Translation: There is not a cat (in sight).
Meaning: There is no one (or only a few people, but less than expected).
2. Avoir d’autres chats à fouetter.
Translation: To have other cats to whip.
Meaning: To have bigger fish to fry.
3. Appeler un chat un chat.
Translation: To call a cat a cat.
Meaning: To say things like they are.
4. Avoir un chat dans la gorge.
Translation: To have a cat in the throat.
Meaning: To have a sore throat/difficulty speaking
5. Donner sa langue au chat.
Translation: To give your tongue to the cat.
Meaning: To not be able to guess.
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
Relevant 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.