French Level 1, Activity 09: Quartiers à Paris / Neighborhoods in Paris (Online)

Image shows a map of France with all of its regions color-coded
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Description: In this activity, students will practice describing locations on a city map. Students will also explain their telephone numbers and practice talking about cities and their family.
Semantic Topics: maps, Paris, family, family members, numbers, quartiers à Paris, cartes, famille, membres de la famille, numéros, the structure of a question, la structure d’une question

Products: Tangible cities, towns, and villages – In France, there are two main descriptions of towns depending on their size. “Les villes” (or “Les grandes villes”) describe cities such as Paris, Bordeaux, Lyon, etc. To describe a smaller town, you use “village”. “Village” is really used when describing a town with a very small population. To describe a town in-between a “village” and “ville”  the French will sometimes say “une petite ville.”

Practices: Asking for directions, reading maps, understanding location

Perspectives: There is a large difference in perspective between those who live in “les grandes villes” and those who live in the “villages”. Those who live in small towns in the countryside tend to lead a simpler life often more traditional, and those who live in “les grandes villes” tend to have a more global and urban lifestyle and perspective.

  • If a French-speaker asked you for directions in a Francophone city and you didn’t know how to direct them, what advice could you offer?

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 1.3: Students present information, concepts, and ideas in French to an audience of listeners or readers.
  • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the cultures of the francophone world.

Idaho Content Standards: 

  • COMM 1: Interact with others in the target language and gain meaning from interactions in the target language.
  • COMM 2: Discover meaning from what is heard, read or viewed on a variety of topics in the target language.
  • COMM 3: Utilize appropriate media to present an idea to an audience.
  • CLTR 2.1: Analyze the significance of a product (art, music, literature, etc…) in a target culture.

NCSSFL-ACTFL Can-Do Statements: 

  • I can describe my family members.
  • I can identify places on a map.
  • I can give out my phone number.
  • In my own and the target culture, I can compare and contrast how cities are laid out.
  • In my own and the target culture, I can compare and contrast how information such as phone numbers is shared.

Materials Needed: 

Warm-up

1. Show the laminated map to the students on slide 4.

Montrez la carte de Paris aux étudiants sur la diapositive 4.

 

2. To practice numbers, ask students to identify in which arrondissement certain landmarks of Paris are located.

Afin de pratiquer les chiffres, demandez aux étudiants d’identifier dans quel arrondissement l’attrait touristique est situé

Par exemple: “Où se trouve le Musée d’Orsay ?” 

“Le Musée d’Orsay est dans le 7ème.”

 

3. Continue with other landmarks:

Continuez avec les autres attraits touristiques:

  • La Tour Eiffel: 7th
  • Le Louvre: 1st
  • La Sorbonne: 5th
  • Arc de Triomphe : 8th, 16th, 17th
  • Sacré Cœur: 18th
  • l’Opéra: 9th 
  • Notre Dame: 4th

Main Activity

1. Students are going to practice describing their family members with at least 3 adjectives. Prompt them to share multiple family members.

Les étudiants devront décrire les membres de leur famille en utilisant au moins 3 adjectifs.

 

2. To practice numbers, have the students also share their family members’ phone number and address (this should be made up!). Make sure that they are say the numbers in two digits at a time.

Afin de pratiquer les chiffres, demandez aux étudiants de partager le numéro de téléphone et l’adresse des membres de leur famille (Cela peut être inventé!). Assurez-vous qu’ils disent 2 chiffres à la fois.

Exemple: vingt, quatre-vingt-huit, soixante-sept, cinquante-trois, zéro, neuf

 

3.Next, have each student ask the group a question about their friend or family member. They can practice phrases such as:

Ensuite, chaque étudiant devra poser une question au reste du groupe concernant un ami ou un membre de la famille. Ils peuvent pratiquer les phrases telles que:

  • Comment sont-ils?
  • Est-ce qu’ils aiment ____? 
  • Qu’est-ce que vous faites ensemble ?
  • Leurs anniversaires sont quand ?
  • Ils ont quel âge ?
  • etc.

Wrap-up

To wrap up the activity, practice a few numbers on the board. Between 60 and 100.

Write on the board a number and have the students practice saying it aloud, then have students practice writing a number of their choice.

Pour conclure l’activité, pratiquez quelques nombres, entre 60 et 100,  sur le tableau. Écrivez sur le tableau un nombre et demandez aux étudiants de le dire à haute voix. Ensuite les étudiants peuvent pratiquer à écrire un nombre de leur choix.

CULTURAL NOTES

Within the city of Paris there are different “arrondissements” or neighborhoods similar to in New York City (Upper East Side, Downtown, Soho, etc.) In Paris, many of the arrondissements have their own unique cultures and perspectives.

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 describe my family members.
  • I can identify places on a map.
  • I can give out my phone number.
  • In my own and the target culture, I can compare and contrast how cities are laid out.
  • In my own and the target culture, I can compare and contrast how information such as phone numbers is shared.

How to Remix a Pathways Project Activity

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Try taking an activity to the next level by:

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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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