🪥French Level 3, Activity 05: Les verbes réflexifs / Reflexive Verbs (Online)

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Description: In this activity, students will practice talking about their daily routines and hygiene. Students will practice asking and answering questions.
Semantic Topics: hygiene, questions, schedules, routine, routine quotidienne, programme, hygiène, verbes réflexifs, reflexive verbs

Products: Toiletries

Practices: Getting ready, using hygiene products

Perspectives: Usually, most products that one uses in one’s routine are available, both high end and lower end, at the drugstore! You can locate a drugstore in France by searching for the large, green plus sign outside of the buildings!

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.

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.
  • COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about my morning and night routines.
  • I can talk about sports, activities, and things I do for fun.
  • I can discuss personal hygiene.

Materials Needed: 

Would you like to make changes to the materials? Access the template(s) below:


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


2. Go to slide 4 on the Google slides presentation. There should be several pictures of people/things related to daily routines.

Allez à la 3ème diapo de la présentation Google. Il devrait y avoir diverses photos de personnes/choses se rapportant à la routine quotidienne.


3. Have the students take turns describing one of the people/things without telling the rest of the group”. They can use colors, body parts, and especially reflexive verbs like “se brosser les cheveux” or “se laver les mains.”

Demandez aux étudiants, chacun leur tour, de décrire la personne ou la chose, sans le dire au reste du groupe. Ils peuvent utiliser des couleurs, des parties du corps, et particulièrement, des verbes pronominaux comme “se brosser les cheveux” ou “se laver les mains.”


4. Encourage students to conjugate the verbs depending on the person they’re describing. The rest of the group has to try and guess which person/thing they are describing.

Encouragez les étudiant à conjuguer les verbes selon la personne qu’il décrit. Le reste du groupe doit essayer de deviner quelle personne ou chose l’étudiant décrit.


Example: “Je vois quelqu’un qui se maquille devant un miroir.” (“I see someone putting on makeup in front of a mirror.”)

Main Activity

1. Using the image with questions, the instructor will roll the online die with colors and they will also roll the die with numbers (re-roll the die if they receive a 6) for each student.

En utilisant l’image de questions, l’instructeur devra lancer le dé de couleur en ligne ainsi que le dé (relancer si le dé indique 6).  


2. Depending on the color and number rolled, they will read the question that corresponds with that color and number.

Selon la couleur et le chiffre, l’étudiant devra lire et répondre à la question qui correspond.


For example, if they roll a blue and a 4 then they would read and answer the questions, “Est-ce que tu t’amuses bien? Tu t’es bien amusé hier?” (“Are you having fun? Did you have a lot of fun yesterday?”)

As an instructor, if you want you can have other students in the group respond too.

En tant qu’un instructeur, vous pouvez demander aux autres étudiants du groupe de répondre également.


3. Roll the virtual dice for the next student to roll and answer another question.

Lancez les dés pour le prochain étudiant afin de continuer le jeu.


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

  • Comprenez-vous les verbes réfléchissants ? (Do you understand reflective verbs?)
  • Avez-vous des plans pour ce weekend ? (Do you have plans for this weekend?)

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 morning and night routines.
  • I can talk about sports, activities, and things I do for fun.
  • I can discuss personal hygiene.

Cultural Resources

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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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