Author:
Mimi Fahnstrom, Camille Daw, Brenna McNeil, Amber Hoye, Rylie Wieseler
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, College / Upper Division
Tags:
  • Free Time
  • French
  • Hobby
  • La Structure Des Questions Et Réponses
  • Les Voyages
  • Pastime
  • Quiz
  • The Structure of Questions and Responses
  • Travel
  • Traveler
  • Voyageur
  • Voyageuse
    License:
    Creative Commons Attribution
    Language:
    English, French

    French Level 2, Activity 02: Le temps libre / Free Time (Online)

    French Level 2, Activity 02: Le temps libre / Free Time (Online)

    Overview

    Students work together to discuss their travel preferences. This includes a travel quiz to take together, and discussion questions. Students will learn how to discuss travel and explain their preferences. Students will also be able to discuss what type of traveler they are and why they are that type of traveler.

    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. 

    Free Time / Le temps libre

    Description

    Students work together to discuss their travel preferences. This includes a travel quiz to take together, and discussion questions. Students will learn how to discuss travel and explain their preferences. Students will also be able to discuss what type of traveler they are and why they are that type of traveler.

    Semantic Topics

    heads-up, travel, quiz, traveler, whiteboard, pastime, hobby, les voyages, voyageur, voyageuse, la structure des questions et réponses, the structure of questions and responses

    Products

    Free time, vacation, and hobbies.

    Practices

    Traditions related to holiday celebrations, shopping behaviors, travel destinations, means of traveling, playing behaviors, meal times, turning taking in conversations or games.

    Perspectives

    Values attached to bilingualism/ multilingualism/ monolingualism, values associated with personal privacy, cultural value associated with sport and entertainment, belief about different cultures, the importance of individual vs group freedom.

    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 my interests and hobbies.
    • I can understand written instructions about familiar topics.
    • I can talk about activities I did in the recent past.

    Materials Needed

    Warm-Up

    Warm-Up

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

    2. Use the following questions to have discussion with the students. They can also make their own questions as well. Be sure to model an answer for the first few questions.

    Utilisez les questions ci-dessous afin d’avoir une conversation avec les étudiants. Ils peuvent également poser leur propre questions. Assurez-vous d’avoir des exemples de réponses pour les premières questions.

    • Quel est ton passe-temps favori ? (What is your favorite past-time?)
    • Qu’est-ce que tu fais dans ton temps libre ? (What do you do in your free time?)
    • Quel est ton café préféré à Boise ? (What is your favorite coffee shop in Boise?)
    • Est-ce qu’il y a un autre café que tu préfères ? Dans une autre ville ? (Do you have another favorite coffee shop? In another city?)
    • Tu préfères aller au musée ou nager dans l’océan quand tu pars en vacances ? (Do you prefer going to the museum or swimming in the ocean when you go on vacation?)
    • Tu aimes les jeux vidéos ? Quel est ton jeu vidéo préféré ? (Do you like video games? What is your favorite video game?)
    • Où veux-tu aller cet été ? (Where do you want to go this summer?)
    • Tu préfères voyager avec tes amis ou ta famille ? (Do you prefer to travel with your friends or your family?)

     

    Main Activity

    Main Activity

    1. Tell the students that they are going to be taking a quiz to determine what kind of traveler they are.

    Maintenant, vous allez faire un petit devoir pour déterminer "quel type de voyageur ou voyageuse que vous êtes".

    2. Go through each question on the Google Slide Presentation and tell the students to record the answers of a partner on a piece of paper

    Je vais vous montrer les questions. Vous devrez noter votre réponse sur un feuille de papier.

    3. After the quiz, have the students share their answers to the questions with a partner.

    Ensuite, partagez vos réponses avec un(e) partenaire.

    4. Then, quickly go through the following sides explaining the different “types of travelers” depending on the answers the students had.

    Maintenant, je vais montrer “le type de voyageur ou voyageuse que vous êtes...”

    Wrap-Up

    Wrap-Up

    Cultural Resources

    Activities to Try in France

    Places to Go in Paris

    Must-See Places 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 my interests and hobbies.
    • I can understand written instructions about familiar topics.
    • I can talk about activities I did in the recent past.