French Level 2, Activity 02: Le temps libre / Free Time (Online)

Woman leaning against a suitcase with a collage of the globe, planes, and a passport in the background
Travel vector created by pch.vector –
Description: Students work together to discuss their travel preferences. This includes a Heads-Up game with travel-related vocabulary, a quiz to take together, and discussion questions. Students will learn how to discuss travel and explain their preferences. Students will also be able to discuss what type of traveler they are and why they are that type of traveler.
Semantic Topics: Heads up, travel, quiz, traveler, whiteboard, pastime, hobby, les voyages, voyageur, voyageuse, la structure des questions et réponses, the structure of questions and responses

Products: Free time, vacation, and hobbies.

Practices: Traditions related to holiday celebrations, shopping behaviors, travel destinations, means of traveling, playing behaviors, meal times, turning taking in conversations or games.

Perspectives: Values attached to bilingualism/ multilingualism/ monolingualism, values associated with personal privacy, cultural value associated with sport and entertainment, belief about different cultures, the importance of individual vs group freedom.

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 World Language 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 my interests and hobbies.
  • I can understand written instructions about familiar topics.
  • I can talk about activities I did in the recent past.

Materials Needed:


1. Use the following questions to have discussion with the students. They can also make their own questions as well. Be sure to model an answer for the first few questions.

Utilisez les questions ci-dessous afin d’avoir une conversation avec les étudiants. Ils peuvent également poser leur propre questions. Assurez-vous d’avoir des exemples de réponses pour les premières questions.

  • Quel est ton passe-temps favori ?
  • Qu’est-ce que tu fais dans ton temps libre ?
  • Quel est ton café préféré à Boise ?
  • Est-ce qu’il y a un autre café que tu préfères ? Dans une autre ville ? 
  • Tu préfères aller au musée ou nager dans l’océan quand tu pars en vacances ?
  • Tu aimes les jeux vidéos ? Quel est ton jeu vidéo préféré ?
  • Où veux-tu aller cet été ? 
  • Tu préfères voyager avec tes amis ou ta famille ?

Main Activity

1. Tell the students that they are going to be taking a quiz to determine what kind of traveler they are.

Distribuez un questionnaire aux étudiants afin de déterminer “quel type de voyageur ou voyageuse que vous êtes.”


2. Go through each question on the Google Slide Presentation and tell the students to record the answers of a partner on their whiteboard.

Je vais vous montrer les questions. Vous devrez noter votre réponse sur le tableau blanc.


3. After the quiz, have the students share their answers to the questions with a partner.

Ensuite, partagez vos réponses avec un(e) partenaire.


4. Then, quickly go through the following sides explaining the different “types of travelers” depending on the answers the students had.

Maintenant, je vais montrer “le type de voyageur ou voyageuse que vous êtes…” 


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 my interests and hobbies.
  • I can understand written instructions about familiar topics.
  • I can talk about activities I did in the recent past.


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)
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  • 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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