French Level 1, Activity 04 : Les mots apparentés / Cognates (Online)

"BINGO" in the style of a neon sign over a dark blue brick wall
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Description: In this activity, students will learn about cognates with a slideshow and play a cognate bingo game.
Semantic Topics: Cognates, Bingo, false cognates, les mots apparentés, les faux amis, individual words, mots individus

Products: Cognates, les mots apparentés

Practices: Used when learning a new language, les mots apparentés can aid in comprehension

Perspectives: Cognates are sometimes used to study the origins of words. How can cognates help us to better understand other languages?

NCSSFL-ACTFL World-Readiness Standards:

  • 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 Content Standards for World Languages: 

  • CLTR 2.1: Analyze the significance of a product (art, music, literature, etc…) in a target culture.
  • CONN 2.1: Access authentic materials prepared in the target language by or for native speakers.
  • COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

  • I can use French/English cognates to help improve my understanding in unfamiliar situations.
  • I can identify common false cognates to avoid misunderstandings.
  • I can comprehend articles in French magazines.

Materials Needed: 

Warm-up

1. Today we are going to chat about cognates. In English, what is a cognate? (Ask the group)

Aujourd’hui nous allons parler des mots apparentés. En anglais, qu’est-ce qu’un mot apparenté? Connaissez-vous des exemples de mots apparentes en anglais?

 

2. A cognate is a word that sounds very similar in English and French. For example, the word “moderne” in French is “modern” in English. Also, the word “romantique” in French is “romantic” in English. Moderne and romantique are cognates.

Un mot apparenté est un mot qui est similaire en Français et en Anglais. Par exemple, le mot “moderne” en Français est “modern” en Anglais. En plus, le mot “romantique” en Français est “romantic” en Anglais. “Modern” et “romantique” sont des mots apparentés.

 

3. There are “false friends” in French. For example, “pain” in does not mean “pain” in English. It is a false friend or false cognate.

Aussi, il y a des “faux amis” en français. Par exemple, ”pain” ne signifie pas “pain” en anglais. Ça veut dire “bread.” C’est un “faux ami,” et non un mot apparenté.

Main Activity

1. Now we are going to play bingo!

Maintenant, nous allons jouer au Bingo !

 

2. I’m going to say a cognate and you are going to find it on your card.

Je vais dire un mot apparenté en français et vous devez le trouver sur votre carte.

 

3. The first person to complete a line wins!

La première personne à completer une ligne, gagne !

 

*Bingo code can be found on the Google Slide Presentation*

Wrap-up

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

  • Quel est votre mot apparenté préféré ?
    • What is your preferred cognate?
  • À votre avis, pensez-vous qu’il y a beaucoup de mots apparentés en français ?
    • In your opinion, do you think that there are a lot of cognates in French?
  • Quels sont d’autres exemples des mots apparentés ?
    • What are some other examples of cognates?

If you have extra time, you can play this short video about the Francophone world. Ask the students to be actively listening for English/French cognates.

End of Activity:

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

NCSSFL-ACTFL Can-Do Statements:

  • I can use French/English cognates to help improve my understanding in unfamiliar situations.
  • I can identify common false cognates to avoid misunderstandings.
  • I can comprehend articles in French magazines.

CULTURAL NOTES

How to Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in remixing activities for the K-12 classroom.

Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
  • Contribute additional activity suggestions
  • Integrate authentic materials such as videos, infographics, photos, etc.
  • Suggest how to implement the activity in the classroom
  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)

We want to make it easy to share back with the larger Pathways Project Community! Simply, click this link to remix this activity. Please consider sharing your remixed activity with us by emailing the activity link to Pathwaysproject@boisestate.edu so that Pathways continues to grow!

If this is your first time remixing, check out our one minute tutorial below:

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Let's Chat! French by Alexandre Bourque-Labbé; Antoine Abjean; Cassy Ponga; Emily Blackburn; Jasmine Wall; Jorge Corea; Josepha Sowanou; Justin Snyder; Lily Nelson; Manon Pretesesille; Michael Quiblier; Mimi Fahnstrom; Olivier Roy; Rylie Wieseler; Samantha Lind; Sharon Westbrook; and Tori Fisher is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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