French Level 3, Activity 09: Ma voiture de rêve / My Dream Car (Face-to-Face)

Image shows a 4x3 grid of cars of differing colors and sizes
Car vector created by macrovector – www.freepik.com
Description: In this activity, students will practice describing their dream car and proposing solutions for problems related to driving.
Semantic Topics: Cars, driving, in the car, voitures, conduire, dans la voiture, le conditionnel, the conditional tense

Products: Cars

Practices: Driving, choosing a vehicle

Perspectives: Cars are far more rare in France than in the United States, and when people do have a car, it tends to be far smaller than what we are used to seeing on US highways.

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 4.2: Students demonstrate understanding of the concept of culture through comparisons of francophone cultures and their own.

Idaho Content Standards for World Languages:

  • 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.
  • CLTR 2.1: Analyze the significance of a product (art, music, literature, etc…) in a target culture.
  • CONN 2.1: Access authentic materials prepared in the target language by or for native speakers.

NCSSFL-ACTFL Can-Do Statements

  • I can describe my dream car.
  • I can brainstorm a resolution to a problem, such as getting a flat tire.
  • I can share information about technology and cars in the target culture (intercultural).

Materials Needed:

Warm-up

1. Begin the activity by opening the Google presentation and introducing the Can-Do statements.

2. To get students to think about vocabulary relating to cars, review with Kahoot!

  • Log in:
    • username: wlrcstudents@boisestate.edu
    • Password: Osos161!

3. For extra practice, go through the slides asking students what they would need in certain situations:

    1. De quoi avez-vous besoin ?
    2. slide 4: Vous allez en ville pour faire des courses. (un parking)
    3. slide 5: Vous êtes sur l’autoroute et vous avez un pneu crevé. (une roue de secours)
    4. slide 6: Vous avez 18 ans et vous voulez conduire. (un permis de conduire)
    5. slide 7: Vous conduisez et il commence à pleuvoir. (les essuie-glaces)
    6. slide 8: Vous conduisez et il fait très sombre. (les phares)

Main Activity

1. Using the iPads provided students will choose one of the three major French auto manufacturers (Citroën, Peugeot, Renault) and visit their website.

2. Using the next 10 minutes, the students will build their own car using the website’s functionality.

3. Chat with the students while they are building their car. Ask them car-related questions!

4. Once everyone has built the “car of their dreams” students will share which options they chose as well as the justification for selecting the vehicle type that they did.

Choisissez une de ces marques de voiture. Allez au site-web et créez votre voiture de rêve! Après, nous allons les partagez.

Wrap-up

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

  • Quels sont quelques problèmes de véhicule possibles ?
    • What are some possible car problems?
  • Avez-vous jamais tombé en panne d’essence ?
    • Have you ever run out of gas?
  • Qui a déjà pris une contravention ?
    • Who has ever gotten a ticket?

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 describe my dream car.
  • I can brainstorm a resolution to a problem, such as getting a flat tire.
  • I can share information about technology and cars in the target culture (intercultural).

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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