French Level 1, Activity 10: Jeu de devinette / I-Spy (Online)

Magnifying glass looking at money and various objects
Photo by Noelle Otto from Pexels
Description: In this activity, students are going to practice their prepositions and school supplies vocabulary by playing a game of I-Spy.
Semantic Topics: prepositions, items, places, school supplies, I-Spy, prépositions, endroits, fournitures scolaires, jeu de devinette, commands and the imperative, l’impératif, structure of directions, la structure des indices

Products: Games, board games, schoolyard games, games to play in the car

Practices: Different games will be played (practiced) in different social settings, board games (jeux de société) are often played with friends and family, games like I-Spy are often played during car rides and played by young children.

Perspectives: A fun and interesting way to pass time and bond with others

  • How do you think one’s social life is valued in French culture, based on the fact that most French people also really enjoy board games and other similar activities?

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.

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.

NCSSFL-ACTFL Can-Do Statements: 

  • I can understand simple instructions.
  • I can name items that I see every day at school.
  • I can explain the location of an item.

Warm-up

1. In this activity, students are going to practice their prepositions.

2. The instructor will read out the steps below and the students will draw what you say, using the virtual whiteboard.

3. When you finish going through all of the steps, either ask the students to share their screens or go through the preposition hint cards to make sure they drew the correct drawing.

Dans cette activité, les élèves vont pratiquer leurs prépositions. L’instructeur lira les étapes ci-dessous et les élèves dessineront ce que vous dites à l’aide du tableau blanc virtuel. Lorsque vous avez terminé toutes les étapes, demandez aux élèves de partager leurs écrans ou passez en revue les cartes-conseils de préposition pour vous assurer qu’ils ont dessiné le bon dessin.

  1. Dessinez un cercle au centre de votre feuille.
  2. Dessinez un petit triangle dans le cercle.
  3. Dessinez un rectangle en dessous du cercle. 
  4. Dessinez une ligne entre le cercle et le rectangle.
  5. Dessinez un coeur à gauche du cercle. 

Main Activity

I-Spy (jeu de devinette)

1. In this game, students describe the placement of items using the prépositions de lieu.

2. Looking at the picture in the presentation, students will take turns getting others to guess the item they have in mind by describing its location relative to other items.

Lors de ce jeu, les étudiants doivent décrire l’emplacement des objets en utilisant les prépositions de lieu. En regardant l’image dans la présentation, un étudiant devra décrire l’emplacement d’un objet et les autres devront deviner quel est l’objet en question.

Exemple:

Étudiant: “Moi, je vois quelque chose à la droite de la calculatrice et sous la gomme.”

Un autre étudiant dans le groupe: “C’est le cahier!” etc.

Wrap-up

If there is extra time, then play the Halloween in Québec video.

CULTURAL NOTES

Board games are played in similar cultural situations in France as compared to the United States. They are often played at social gatherings as a way to bond, be competitive, and pass time.

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 understand simple instructions.
  • I can name items that I see every day at school.
  • I can explain the location of an item.

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:

License

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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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