💻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: Les TIC (technologie de l’information et de la communication)/ 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 Content 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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1. Begin by introducing the Can-Dos for today’s activity.


2. Put students 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(e) partenaire, vous allez répondre à quelques questions:

  • Que dois-tu faire pour entretenir ta voiture ? (What should you do to maintain your car?)
  • À quelle fréquence dois-tu le faire ? (How often should you do this?)
  • Dans la réalité, à quelle fréquence le fais-tu ? (Exemples: changement d’huile, rotation des pneus, etc.) (Realistically, how often will you do this? (Examples: oil changes, tire rotations, 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 “Describers” 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.” (For example, if you pick the card with the word “WiFi”, you can say: “You need this to access the internet at home. When you go to Starbucks, you can also connect to this invention.”)

Vous aurez une minute pour deviner. Ensuite, vous changerez de groupe. (You have one minute to guess. then you will change groups.)

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. (These are the rules of the game: You cannot use the word that is on the card, you cannot use brand names and the product like iPhone, Android, etc.)


4. Have students continue practicing.


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

  • À quoi ressemble l’avenir de la technologie pour vous? (What does the future of technology look like to you?)

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 Resources

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; 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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