👚French Level 2, Activity 06: Les vêtements / Clothing, Pronunciation (Online)

Image shows a sketch of 3 fashion models while walking
Background vector created by freepik – www.freepik.com
Description: In this activity, students will practice their pronunciation and describe articles of clothing.
Semantic Topics: clothing, descriptions, fashion, pronunciations, practice, vêtements, la mode, la prononciation, adjectifs, adjectives

Products: Clothing

Practices: French people tend to dress more formally than many of us in the United States are used to! Athleisure is discouraged anywhere outside of the gym, even if you are only going to the supermarket, for example.

Perspectives: There is an emphasis on dressing well in France, even for “everyday” tasks as a matter of respect and self-care.

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.
  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of francophone cultures and their own.

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 introduce myself and others.
  • I can describe what a person is wearing and what they look like.
  • I can express myself in a comprehensible way.

Materials Needed:


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


2. Students will complete the “fashion show checklist. Have each student answer the fashion checklist questions on the Google Presentation. If they would like, they can show off their outfit to the group.

Les élèves rempliront la « liste de contrôle du défilé de mode ». Demandez à chaque élève de répondre aux questions de la liste de contrôle sur la mode dans la présentation Google. S’ils veulent, ils peuvent montrer la tenue au groupe.


3. Give your students an example depending on what you are wearing. For example: “This is Justin, a man, wearing a beautiful red sweater with a gray scarf. He is also sporting tight blue jeans and black shoes with checkered socks.”

Par exemple, voici Justin, un homme, qui porte un beau pull rouge avec une écharpe grise.  Il a mis aussi un jean moulant et des chaussures noires avec des chaussettes à carreaux.

Main Activity

Prononciation (eu), (u), (ou) avec les mots

1. Watch these two videos on pronunciation (linked in Google Slides).


2. Go through the Google slides (4-14) and repeat the sentences from the video with your students.


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

  • Où aimez-vous faire du shopping ? (Where do you like to go shopping?)
  • Quel est votre vêtement préféré ? (What is your preferred type of clothing?
  • Quelle est votre saison préférée pour vous habiller ? (What is your preferred season to dress for?)

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 introduce myself and others.
  • I can describe what a person is wearing and what they look like.
  • I can express myself in a comprehensible way.

CULTURAL Resources


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 an activity, check out our one minute tutorial below:


Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Let's Chat! French Copyright © 2022 by Alexandre Bourque-Labbé; Amber Hoye; 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.

Share This Book