✈️French Level 2, Activity 09: Bon Voyage ! / Have a good trip! (Online)

Someone holds a magnifying glass over the word "Paris" on a map of the Paris metro system
Travel photo created by freepik – www.freepik.com
Description: In this activity, students will be looking at maps and practicing giving/understanding directions.
Semantic Topics: transportation, travel, map, vacation, bus, train, ferry, directions, city, ville, voyage, carte, vacances, prepositions, prépositions

Products: Le Métro, Transport

Practices: Riding the Métro is almost unavoidable in Paris–this common mode of transportation is used as a way to traverse the City from underground.

Perspectives: The Métro is seen as an easy, efficient way to travel, and cuts out the need for a vehicle for many Parisians. Lately, it has also been seen as a benefit to cutting down emissions from cars and motorcycles.

  • What are some pros and cons to métros as a form of public transportation?

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 1.3: Students present information, concepts, and ideas in French to an audience of listeners or readers.
  • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of French and their native language.
  • 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: 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.
  • CLTR 2: Investigate, explain and reflect on the relationship between the products and perspectives of the cultures studied in the target language.
  • CONN 1: Build, reinforce, and expand knowledge of other disciplines while using the target language to develop critical thinking/creative problem solving skills.
  • CONN 2: Access and evaluate information and diverse perspectives that are available through the target language and its cultures.

NCSSFL-ACTFL Can-Do Statements

  • I can navigate a foreign city using materials in French.
  • I can give directions to my house.
  • I can understand directions given to me.

Materials Needed:


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

Aujourd’hui nous allons parler des moyens de transport et utiliser les cartes pour voyager dans les villes francophones. (Today, we are going to be talking about modes of transportation and using maps to travel in francophone cities.)


2.  Discuss these questions with your students.
  • Quels moyens de transport, tu utilise quand voyages ? (Which means of transport did you use during a trip?)
  • Tu préfères lequel ?/ Lequel préfères-tu? (Which one do you prefer?)
  • Comment est-ce que j’arrive chez toi d’ici ? Indique-moi le chemin. (How do I get home from here? Tell me the way.)

Main Activity

1. Students will be stranded in a foreign city. With a partner they will choose one of the provided cities and figure out how they will get from point A to point B using maps (you should indicate this on their maps).

Avec un partenaire, vous vous êtes échoué dans une ville étrangère ! Choisissez une des villes : Lyon, Marseille, Alger ou Montréal. Utilisez les cartes et/ou les plans de métro pour trouver la route que vous allez prendre pour quitter le point A au point B. 

  • Put the students into groups or partners by creating Zoom Breakout Rooms.
  • Put the Map link in the Zoom chat so the students can access the maps.


2.  They must decide whether they will take the metro, bus, train, ferry, walk, etc. Students will then present their route to the rest of the group.

Après, vous allez expliquer votre route au groupe (les lignes de métro, les arrêts, les trains, etc.)


3. Use this as an example:

Par exemple (show slide 5) : “Je suis à l’arrêt “Rogier” à Bruxelles. Je vais à l’aéroport. Je vais prendre la ligne bleue jusqu’à l’arrêt “Arts-Loi” où j’échange la ligne bleue pour rose. Je prends la ligne rose jusqu’à l’arrêt “Schuman” où je descends pour arriver à l’aéroport. (For example (show slide 5) : “I am at the “Rogier” stop in Brussels. I am going to the airport. I am going to take the blue line until the “Arts-Loi” stop where I will change to the pink line. I’ll take the pink line until the “Schuman” stop where I will get off to arrive at the airport.)


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

  • Après la discussion d’aujourd’hui, voulez-vous visiter une de ces villes  ? (Do you want to visit one of these cities after today’s discussion?)
  • Quelles villes francophones voulez-vous visiter ? (Which French cities do you want to visit?)
  • Si je vous mettais dans une ville étrangère, pensez-vous que vous pourriez arriver à l’aéroport ? (If I put you in a strange city, do you think you could arrive at the airport?)

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 navigate a foreign city using materials in French.
  • I can give directions to my house.
  • I can understand directions given to me.

CULTURAL Resources

Instructor Notes:

If you’d like to discuss your own place of origin and some interesting cultural facts about that, it may create some great conversation with students.

Si vous désirez, vous pouvez discuter de votre pays, ville d’origine et de faits culturels avec les étudiants.

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 Copyright © 2022 by Alexandre Bourque-Labbé; Amber Hoye; Andrea Blythe; Antoine Abjean; Cassy Ponga; Danyelle Quincy Davis; Emily Blackburn; Jasmine Wall; Jorge Corea; Josepha Sowanou; Justin Snyder; Kylene Butler; Lily Nelson; Manon Pretesesille; Michael Quiblier; Mimi Fahnstrom; Olivier Roy; Rylie Wieseler; Samantha Lind; and Tori Fisher is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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