French Level 3, Activity 08: La technologie / Technology (Online)

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Description: In this activity, students will practice speculating about the past and present in regards to events that have happened. They will also discuss the environment and technology.
Semantic Topics: Technology, Environment, Creating Stories, Cars, technologie, l’environnement, voitures, créer des histoires, le passé, le présent, the past, the present

Products : Technology/la technologie

Practices : Research and Technological advancement

Perspectives : Statistically, France is one of the most technologically advanced companies in Europe! With many well-known contenders in the technological sector, France values technological advancement and research.

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1: Students engage in conversations, 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 on a variety of topics.

Idaho State World Language Standards:

  • COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
  • 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.
  • COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about technology I use on a daily basis.
  • I can ask about and identify familiar things from a story.
  • I can brainstorm a resolution to a problem, such as running out of gas, with a partner.
  • I can access information about technology and cars in the target culture.

Materials Needed:

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Access the template(s) below:

Warm-up

1. Begin by introducing the Can-Do’s for today’s activity and distributing the “Materials Required for Warm Up” to each student.

 

2. Students will get in pairs and answer a few questions to begin a conversation on topics related to the main activity:

Demandez aux étudiants de se mettre en équipe de deux et de répondre à quelques questions afin d’entamer une discussion sur le sujet de l’activité principale.

Maintenant, avec un partenaire, vous allez répondre à quelques questions:

  • 1. Que dois-tu faire pour entretenir ta voiture ?
  • 2. À quelle fréquence dois-tu le faire ?
  • 3. Dans la réalité, à quelle fréquence le fais-tu ? (Examples: changement d’huile, rotation des pneus, etc.)

 

Main Activity

1. Divide the students into two groups. One group will be the “describers” and the other group will be the “guessers”. *Note: Only the “Descibers” should use the Canva link.

Tout d’abord, vous allez former deux groupes. Le premier groupe devra décrire quelque chose et le second groupe devra deviner ce qu’est le mot. 

 

2. The “describers” will take turns looking at the Canva cards and will work together to describe the word without saying what it actually is to the “guessers”.

Les membres du premier groupe devront choisir les cartes Canva, et ensemble, ils devront décrire le mot sans le nommer.

 

3. Process

Par exemple, si vous pigez la carte avec le mot WiFi, vous pouvez dire: “Vous en avez besoin pour accéder à l’Internet dans la maison. Lorsque vous allez au Starbucks, vous pouvez également vous connecter à cette invention.”

Vous aurez une minute pour deviner. Ensuite, vous changerez de groupe.

Il y a quelques règles de jeu: Vous ne pouvez pas utiliser le mot qui est indiqué sur la carte, vous ne pouvez pas utiliser les noms de marque et de produit comme IPhone, Android, etc.

 

4. Have students continue practicing.

Wrap-up

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 technology I use on a daily basis.
  • I can ask about and identify familiar things from a story.
  • I can brainstorm a resolution to a problem, such as running out of gas, with a partner.
  • I can access information about technology and cars in the target culture.

Cultural Notes

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:

License

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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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