French Level 3, Activity 11: Les expressions / Expressions (Face-to-Face)

Created Feb. 7, 2024 by Amber Hoye, 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. 

Expressions / Les expressions

Description

In this activity, students will brainstorm useful expressions for agreeing with, disagreeing with, and uncertainty about situations. Students will then practice using these expressions in conversation.

Semantic Topics

Expressions, disagreement, agreeing, idioms, useful phrases, idiome, désaccord, accord, phrases utiles, exprimer un opinion, express an opinion

Products

Opinions

Practices

Expressing opinions and feelings

Perspectives

Much of the time, French citizens tend to "understate" opinions! Instead of great or amazing, something will be called "not bad."

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 4.1: Students demonstrate understanding of the nature of language through comparisons of French and their native language.

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.
  • COMP 1.1: Observe formal and informal forms of language.
  • COMP 1.2: Identify patterns and explain discrepancies the sounds and the writing system in the target language.
  • COMP 1.3: Compare and analyze idiomatic expressions in the target language.

NCSSFL-ACTFL Can-Do Statements

  • I can exchange opinions about important topics.
  • I can react appropriately when faced with disagreement.
  • I can understand cultural differences in how to express disagreement.

Materials Needed

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

Warm-Up

1. Begin by introducing the Can-Do's for today's activity.

2. Using the conditional, have the students respond to the following questions:

  • Comment serait le monde sans écoles ? (What would the world be like without schools?)
  • Comment serait  le monde sans télévision ? (What would the world be like without TV?)
  • Comment serait  le monde sans ordinateurs ? (What would the world be like without computers?)
  • Comment serait  le monde sans voitures ? (What would the world be like without cars?)
  • Comment serait  le monde sans téléphones portables ? (What would the world be like without cell phones?)
  • Comment serait  le monde sans avions ? (What would the world be like without airplanes?)

Main Activity

1. Brainstorm (on the whiteboard) with students useful expressions for agreeing with, disagreeing with, and uncertainty about situations. (Use the expressions utiles sheet if they have trouble coming up with phrases.)

Faites une séance de remue-méninges avec les étudiants afin de trouver des expressions pour dire si vous êtes en accord, en désaccord, ou mitigé à propos d’une situation. Utilisez la feuille d’expressions utiles si les étudiants ont de la difficulté à trouver des expressions. 

2. Students will practice using expressions to say whether they agree, disagree or are unsure of something.

Les étudiants pratiqueront l’utilisation d’expression pour dire s’ils sont en accord, en désaccord, ou incertain de quelque chose.

3. Use the statement cards, one at a time, and have students answer using the “expressions utiles” or their own phrases to agree/disagree.

Utilisez les cartes contenant des énoncés, chacun son tour, un étudiant devra répondre en utilisant une des “expressions utiles” ou leur propre phrase afin de dire s’il est d’accord ou non.

4. Make sure they expand their answer, saying why or why not. Each card should have at least 2 minutes of talking among the group, and any further discussion on a given card is great!

Assurez qu’ils développent leur réponse en disant pourquoi. Le groupe devrait discuter durant au moins 2 minutes pour chaque carte.

Wrap-Up

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

  • Qu'avez-vous fait pour l'Halloween ?(What have you done for Halloween?)
  • Vous vous êtes déguisés en quoi/qui ?(What did you wear/dress up as?)

Cultural Resources

How to Agree or Disagree in French & Voice Your Opinion

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 exchange opinions about important topics 
  • I can react appropriately when faced with disagreement
  • I can understand cultural differences in how to express disagreement
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