French Level 2, Activity 04: La météo et le temps libre / Weather and Free Time (Online)

A graphic is split into quadrants with a tree in each section representing a season
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Description: In this activity, students watch a French weather report to warm up. They then speak about appropriate activities for different types of weather. To finish, they answer a few questions about their favorite weather and seasons.
Semantic Topics: Seasons, weather, activities, pastimes, climate, video, weather report, saisons, méteo, activités, climat, vidéo, adjectifs, adjectives

Products: Weather and free time

Practices: Different times of the year, activities related to each time of the year, precaution about the bad weather conditions.

Perspectives: There are many different types of climates and weather conditions possible in France, and in other Francophone countries! This leaves many possible forecasts for a variety of activities year-round. For example, one day might be perfect for sunbathing in Guadeloupe, but the same might see horrible snow storms in the Alps!

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 familiar activities.
  • I can discuss current events like the weather.
  • I can communicate some basic information about my everyday life.

Materials Needed:

Warm-up

1. Play the video for the group with the subtitles on, at 0.75 speed if they seem to have trouble keeping up. Ask them to pay attention to key points that the weather report says. What is the weather for that day? What is the temperature? What does she say?

Nous allons regarder une petite vidéo d’un bulletin météo. Écoutez bien et portez attention aux détails que la femme dit. Quel temps fait-il ? C’est quoi la température ? Qu’est-ce qu’elle dit ?

*If you cannot play the video via Zoom, put the link into the chat and have the students watch it on their computer!*

 

2. After the video, ask the students the above questions about what they observed or understood from the video.

Après la vidéo, demandez aux étudiants ce qu’ils ont observé et compris lors de la vidéo.

Main Activity

1. In this activity, students will be shown various photos on the slideshow. Depending on the weather in the photo, the students must go around, stating a complete sentence of what they do in their free time on a day like the one in the photo.

Aujourd’hui nous allons continuer avec la météo et le temps libre. Je vais vous montrer des photos et vous allez créer une phrase complète qui correspond avec la photo.

Par exemple, si je vous montre une photo comme celle-ci (show the photo on slide 5), vous pouvez dire, “Quand il fait nuageux, je reste chez moi et je regarde la télé.”

Vous devez dire une phrase complète qui inclut une partie où il s’agit de la météo et une partie qui explique ce que vous faites ce jour-là. 

 

2. Go through the slides and have each student go around in a circle saying their complete sentence.

Chacun son tour, un étudiant devra faire une phrase complète d’après une diapositive.

 

3. After you go through the weather slides (slides 4-11), have the students do the same for the seasons (slides 12-16).

Après les diapositives sur la météo (diapositives 4-11), demandez aux étudiants de faire le même exercice avec les saisons (diapositives 12-16).

Wrap-up

Ask the following questions to finish the activity:

  • Tu préfères quel type de climat?
    • What climate do you prefer?
  • Quel est le jour idéal pour toi?
    • What is your ideal day?
  • Quelle est ta saison préférée? Pourquoi?
    • What is your favorite season? Why?

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 familiar activities.
  • I can discuss current events like the weather.
  • I can communicate some basic information about my everyday life.

CULTURAL NOTES

How to Remix a Pathways Project Activity

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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)

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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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