French Level 3, Activity 10: Le conditionnel / The Conditional Tense (Face-to-Face)

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Description: In this activity, students will practice using the conditional tense. Students will also talk about their dreams and desires on a variety of topics.
Semantic Topics: dreams, plans, conditional tense, rêves, programmes, le conditionnel

Products: Future plans

Practices: Making future plans, thinking about the future, dreams and aspirations

Perspectives: French students start making their future plans as young as before they enter high school! In order to choose the right high school, they must have some kind of idea of what they want to do for a career.

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.
  • 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.

NCSSFL-ACTFL Can-Do Statements:

  • I can express my dreams or desires.
  • I can describe my emotional state.
  • I can give advice to others to be happier.

Materials Needed:

Warm-up

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

2. Review with students what the conditional tense is and what it looks like in practice.

3. Ask students:

  • Quels sont vos plans pour l’avenir?
    • What are your plans for the future?
  • Où voulez-vous aller dans le futur?
    • Where do you want to go in the future?

Main Activity

1. Students are going to practice with the conditional tense.

2. Below are some proposed “Si ___ puis ___” statements that students should respond to using the conditional tense.

3. Take turns going around the circle responding to the statements.

Les étudiants doivent pratiquer le conditionnel. Vous trouverez ci-dessous des exemples de phrases conditionnelles que les étudiants devront pratiquer. Chacun leur tour, ils devront répondre à une phrase.

!!Make sure the students explain why they chose the answer that they did and not simply say “Si j’étais une saison, je serais l’automne.”!!

  • Si j’étais millionnaire, je (conditionnel)…
  • Si j’étais une saison, je serais….
  • Si je pouvais voyager n’importe où, j’irais…
  • Si je pouvais habiter n’importe où, j’habiterais…
  • Si je tombais amoureux/amoureuse de mon meilleure ami(e), je (conditionnel)…
  • Si j’avais mon emploi de rêve, je serais…
  • Si je pouvais manger n’importe quoi sans grossir, je…
  • Si j’avais une superpuissance, je choisirais…
  • Si je voyais mon ex-conjoint au café, je (conditionnel)…
  • Si je pouvais jouer parfaitement d’un instrument, je jouerais…

 

4. Now that you have finished these, have the students make up their own for the group to respond to.

Lorsqu’on a terminé, demandez aux étudiants de composer une phrase et de demander au groupe d’y répondre.

  • Si ___ je ___…

Wrap-up

If you have extra time, play the Halloween in Québec video.

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 express my dreams or desires.
  • I can describe my emotional state.
  • I can give advice to others to be happier.

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:

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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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