Author:
Mimi Fahnstrom, Camille Daw, Amber Hoye, Brenna McNeil, Rylie Wieseler
Subject:
Languages
Material Type:
Activity/Lab
Level:
High School, College / Upper Division
Tags:
  • Complex Questions
  • En Plein Air
  • French
  • La Faune Et Flore
  • Les Questions Complexes
  • Nature
  • Outdoors
  • Protecting Nature
  • Protégez La Nature
  • Wildlife
    License:
    Creative Commons Attribution
    Language:
    English, French

    French Level 4, Activity 04: En plein air (Protégez la faune) / Outdoors (Protect the Fauna) (Online)

    French Level 4, Activity 04: En plein air (Protégez la faune) / Outdoors (Protect the Fauna) (Online)

    Overview

    In this activity students will practice proposing new laws to protect wildlife and defending these laws by explaining its pros and cons. They will also practice asking elaborating questions.

    Activity Information

    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. 

    Outdoors (Protect the Fauna) / En plein air (Protégez la faune)

    Description

    In this activity students will practice proposing new laws to protect wildlife and defending these laws by explaining its pros and cons. They will also practice asking elaborating questions.

    Semantic Topics

    Outdoors, nature, protecting nature, wildlife, en plein air, protégez la nature, la faune et flore, les questions complexes, complex questions

    Products

    Outdoors

    Practices

    Protecting the environment, being ecologically conscious.

    Perspectives

    France places a high level of importance on environmental concerns, and their government is leading advocate for environmental laws.

    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 3.1: Students reinforce and further their knowledge of other disciplines through French.

    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.
    • COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
    • 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 exchange information on my favorite animal and its habitat.
    • I can propose ideas for laws that could protect wildlife.
    • I can discuss the pros and cons of a proposed law.

    Materials Needed

    Warm-Up

    Warm-Up

    1. Begin the activity by opening the Google presentation and introducing the Can-Do statements.

    2. For the warm up activity ask students what their favorite animal is and why.

    • Quel est votre animal préféré ? Pourquoi ?

    3. Then have students describe this animal's habitat. Is this animal endangered? If yes, why?

    • Décrivez le climat de l’habitat de votre animal préféré. Cet animal est-il une espèce menacée ? Si oui, pourquoi?

    Main Activity

    Main Activity

    In this activity you will put the students in pairs, and have one student propose a new law to protect the wildlife and the other student play the role of an environmental protection committee member who evaluates the pros/cons of said law. After 10 minutes, the roles will switch.

    Dans cette activité, vous aurez un partenaire. Partenaire 1 va proposer une nouvelle loi pour protéger la faune et Partenaire 2 va jouer le rôle d'un membre du comité de protection de l'environnement qui évalue les avantages/inconvénients la loi. Après 10 minutes, les rôles changeront.

     

    For small groups : (4 or less)

    1. Put students into pairs. Have Partner 1 propose a new environmental law to protect the wildlife and Partner 2 play the role of an environmental protection committee member.

    2. Remind the students that the committee member’s job is to ask elaborating questions: N'oubliez pas de demander des questions si vous êtes un membre du comité de protection de l'environnement !

    • Pourquoi cette loi est-elle importante ? (Why is this law important?)
    • Quels sont les avantages de cette loi ? (What are the benefits of this law?)
    • Est-ce qu’il y a des inconvénients ? (Are there any cons?)

    3. After ~10 minutes, have Partner 1 and Partner 2 switch roles.

     

    For large groups : (5 or more)

    1. Put students into pairs.

    2. Before sending them to breakout rooms, explain the rules of the activity.

    Partenaire 1 va proposer une nouvelle loi pour protéger la faune et Partenaire 2 va jouer le rôle d'un membre du comité de protection de l'environnement qui évalue les avantages/inconvénients la loi. Après 10 minutes, les rôles changeront. (Partner 1 will propose a new environmental to protect the wildlife law and Partner 2 will play the role of an environmental protection committee member)

    3. Remind the students that the committee member’s job is to ask elaborating questions: N'oubliez pas de demander des questions si vous êtes un membre du comité de protection de l'environnement !

    • Pourquoi cette loi est-elle importante ? (Why is this law important?)
    • Quels sont les avantages de cette loi ? (What are the benefits of this law?)
    • Est-ce qu’il y a des inconvénients ? (Are there any cons?)

    *Copy-paste these questions in the chat if necessary.

    4. After 10 minutes, have the students switch roles.

    *You can have them return to the main room and give them new partners if you’d like, but this is not required.

    5. Once each student has played both roles, have them return to the main room and share one of the laws that they discussed with their partner.

    Vous devez partager l'une des lois que vous avez discuter avec votre partenaire. 

    Wrap-Up

    Wrap-Up

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

    • Que pouvons-nous faire pour protéger la faune locale ? (What can we do to protect the local wildlife?)

    Cultural Resources

    France's conservation efforts

    Which species conservationists are looking to protect in France

    France's endangered animals

    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 information on my favorite animal and its habitat.
    • I can propose ideas for laws that could protect wildlife.
    • I can discuss the pros and cons of a proposed law.