French Level 3, Activity 13: Les directions / Directions (Online)

Around 15 people are shown at a park walking, riding bikes, socializing, etc
Tree vector created by pch.vector – www.freepik.com
Description: In this activity, students will practice giving directions and observing public plazas from French speaking countries.
Semantic Topics: Directions, public places, plazas, buildings, villes, carte, bâtiment, place, publique, L’impératif, Imperative Tense, les prépositions, prepositions, donner des indications, give directions

Products: Buildings

Practices: Mapping a city center, visiting public spaces

Perspectives: In many Francophone countries, the buildings are very old! Much of the time, in the city center, there is a distinct mix of old and new buildings. The French especially value architecture, and have a distinct taste for plazas and downtowns that incorporate these ancient structures.

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 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world.
  • Standard 2.2: Students demonstrate an understanding of the relationship between the products 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 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.
  • 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.
  • COMP 2.3: Compare and contrast authentic materials from the target culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can ask for directions from one place to another.
  • I can give directions to someone else.
  • I can name one famous plaza in a French speaking country.

Warm-up

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

  • Commencez par introduire le Can-Do’s de l’activité du jour

2. Take a short amount of time (no more than 5 minutes) to go through the Kahoot review for giving directions. It is called “French 201: Où se trouve…”

  • Prenez un petit moment (pas plus de 5 minutes) pour reviser comment donner des directions avec le jeu Kahoot. ça s’appelle “French 201: Où se trouve”

Kahoot account info:

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

3. Then, in partners, give students 5 minutes to practice giving directions from one point in Boise to another. Assign each partnership as groupe A, B, C or D. Have them share aloud their directions with the group after.

  1. Groupe A: De Zoo Boise à Freak Alley
  2. Groupe B: De Morrison Center à Pioneer Cemetery
  3. Groupe C: De Flying M Coffeehouse à Julia Davis Park
  4. Groupe D: De Knitting Factory à Saint Luke’s Boise

Pour cette activité je vais vous mettre en groupe de deux (A, B, C, D). Avec votre partenaire, discutez les directions à suivre pour aller d’un endroit à un autre. Puis, vous allez les partager avec le reste du groupe. 

Main Activity

1. Students will look at pictures of the public plazas from the French speaking world on the slideshow.

Je vais vous montre quelques images des places publiques du monde francophone. 

 

2. Students should discuss what they notice about each plaza. Is there a statue? A fountain? Benches? People? Shops? Etc. Encourage them to elaborate on as much as they can.

Discutez avec le groupe ce que vous remarquez sur la place. Développez autant que possible.

 

3. Then, they should compare the plaza to that of Boise. Is there a plaza like  that in Boise? Is the plaza from the French speaking country bigger? Smaller? Busier?

Puis, comparez la place dans la photo à la place de Boise. Est-ce que les deux sont similaires ? Différentes ? Comment ?

 

4. Repeat these steps for each image.

 

*Really encourage students to use the vocabulary!!*

– une avenue, un bâtiment, un boulevard, une statue, une fontaine, un banc, un chemin, une rue, un coin, au bout de, au coin de, autour de, jusqu’à, près de, tout droit

Wrap-up

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

  • Voulez-vous visiter une de ces places ? Laquelle ?
    • Do you want to visit one of these places? Which one?
  • Quelle est votre place préférée à Boise ? 
    • What is your favorite place in Boise?
  • Quelle est votre place préférée en générale ?
    • What is your favorite place in general?

End of Activity: 

  • Can-Do statement check-in… “Where are we?”
  • Read can-do statements and have students evaluate their confidence with cards.
  • Encourage students to be honest in their self evaluation
  • Pay attention and use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements:

  • I can ask for directions from one place to another.
  • I can give directions to someone else.
  • I can name one famous plaza in a French speaking country.

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)
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  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)

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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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