French Level 3, Activity 11: Les expressions / Expressions (Online)

A man holding a Like symbol/Thumbs up and a woman holding a Dislike symbol/Thumbs down
School vector created by –
Description: In this activity, students will discuss different topics and practice using expressions to disagree or agree with statements.
Semantic Topics: Expressions, disagreement, agreeing, idioms, useful phrases, idiome, désaccord, accord, phrases utiles, exprimer un opinion, express an opinion

Products: Opinions

Practices: Expressing opinions and feelings

Perspectives: Much of the time, French citizens tend to “understate” opinions! Instead of great or amazing, something will be called “not bad.”

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 4.1: Students demonstrate understanding of the nature of language through comparisons of French and their native language.

Idaho State World Language 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.
  • COMP 1.1: Observe formal and informal forms of language.
  • COMP 1.2: Identify patterns and explain discrepancies the sounds and the writing system in the target language.
  • COMP 1.3: Compare and analyze idiomatic expressions in the target language.

NCSSFL-ACTFL Can-Do Statements:

  • I can exchange opinions about important topics.
  • I can react appropriately when faced with disagreement.
  • I can understand cultural differences in how to express disagreement.

Materials Needed:

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


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

2. Using the conditional, have the students respond to the following questions:

  • Comment serait le monde sans écoles ?
  • Comment serait  le monde sans télévision ?
  • Comment serait  le monde sans ordinateurs ?
  • Comment serait  le monde sans voitures ?
  • Comment serait  le monde sans téléphones portables ?
  • Comment serait  le monde sans avions ?

Main Activity

1. Brainstorm (in the message board) with students useful expressions for agreeing with, disagreeing with, and uncertainty about situations. Use the expressions utiles sheet if they have trouble coming up with phrases.

Faites une séance de remue-méninges avec les étudiants afin de trouver des expressions pour dire si vous êtes en accord, en désaccord, ou mitigé à propos d’une situation. Utilisez la feuille d’expressions utiles si les étudiants ont de la difficulté à trouver des expressions. 


2. Students will practice using expressions to say whether they agree, disagree or are unsure of something.

Les étudiants pratiqueront l’utilisation d’expression pour dire s’ils sont en accord, en désaccord, ou incertain de quelque chose.


3. Read the statements on the slideshow (from the statement cards), one at a time, and have students answer using the “expressions utiles” or their own phrases to agree/disagree.

Lisez chaque énoncé sur la présentation, chacun son tour, un étudiant devra répondre en utilisant une des “expressions utiles” ou leur propre phrase afin de dire s’il est d’accord ou non.


4. Make sure they expand their answer, saying why or why not. Each statement should have at least 2 minutes of talking among the group, and any further discussion on a given card is great!

Assurez qu’ils développent leur réponse en disant pourquoi. Le groupe devrait discuter durant au moins 2 minutes pour chaque énoncé.


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

  • Qu’avez-vous fait pour l’Halloween ?
    • What did you do for Halloween?
  • Vous vous êtes déguisés en quoi/qui ?
    • What did you wear/who did you dress up as?

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 exchange opinions about important topics.
  • I can react appropriately when faced with disagreement.
  • I can understand cultural differences in how to express disagreement.



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  so that Pathways continues to grow!

If this is your first time remixing an activity, check out our one minute tutorial below:


Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

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.

Share This Book