French Level 4, Activity 05: Les pays francophones du monde / Francophone Countries of the World (Online)

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Description: In this activity students will practice giving descriptions and answering guiding questions in order to lead their partner to a specific response. They will also learn about different francophone countries around the world.
Semantic Topics: French, Countries, Francophone, français, les pays, les questions, questions

Products: Travel

Practices: Cultural awareness

Perspectives: In Europe especially, many citizens travel across the EU frequently! As such, it is seen as very important to have a good level of cultural awareness and be open minded for many French people.

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 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 an understanding of the concept of culture through comparisons of francophone cultures and their own.

Idaho Content Standards for World Languages:

  • COMM 1: Interact with others in the target language and gain meaning from interactions in the target language.
  • COMM 2: Discover meaning from what is heard, read or viewed on a variety of topics in the target language.
  • CONN 1: Build, reinforce, and expand knowledge of other disciplines while using the target language to develop critical thinking/creative problem solving skills.
  • CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
  • CLTR 1.3: Function appropriately in diverse contexts within the target culture.
  • COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements

  • I can talk about past vacations I’ve taken and why they were enjoyable.
  • I can ask for and provide descriptions of different francophones countries.
  • I can talk about countries I’d like to visit and the reasons why.

Warm-up

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

2. For the warm up activity ask students these questions:

  • Avez-vous souvent l’occasion de voyager ? 
    • Do you often have the opportunity to travel?
  • Quel est le meilleur voyage que vous avez jamais fait ?
    • What is the best vacation you have ever taken?

*Encourage students to elaborate on their answers.

Main Activity

In this activity students will be playing a game of “Guess Who” with francophone countries from around the world. This can be done in breakout rooms, or in the main room as a whole group.

Dans cette activité, nous allons jouer à un jeu de “Guess Who” avec les pays francophones.

 

**Before starting, run through the example on slide 6.

Avant de commencer, nous allons revoir un exemple.

 

Example: Slide 6

  • Partner 1 will say the description: Je suis un pays en Europe, ma capitale s’appelle Paris et la Tour d’Eiffel se trouve ici. Qui suis-je ? 
  • If Partner 2 is unsure, they will ask elaborating questions: (slide 7) (Si partenaire 2 n’est pas certain(e), il/elle doit demander des questions. Par exemple…)
    • Partner 2: Le drapeau de votre pays utilise quelles couleurs ?
    • Partner 1: Mon drapeau est bleu, rouge et blanc. Qui suis-je ?
    • Partner 2: Je ne sais pas. Est-ce que votre pays a d’autres langues officielles ? Lesquelles ?
    • Partner 1: Le français est la seule langue officielle.
    • Partner 2: Es-tu la France ?
    • Partner 1: Oui ! Tu as raison ! (You are right!)
  • Click on the outline of the map to see the correct answer.
  • Click on the star in the bottom left corner to return to the table of contents to pick another country. Don’t forget to switch roles!

*Notes about the Google Slide:

  • Click any outline on the Table of Contents slide to be taken to that country’s “Who Am I” slide (Slide 6).
  • Click the country’s outline to reveal the answer.
  • Click the star in the bottom right corner of the answer slide to return to the Table of Contents.
  • Click the arrow on the bottom right of the “Who am I” slide if you’re ready to move on to the Wrap up.

If you want to use Breakout Rooms:

1. Pair up all of the students and explain the activity to them.

2. With their partners, they will be playing a game of “Guess Who” with francophone countries.

3. One partner will start by picking a country from the list below and sharing its general description.

  • Copy-paste this document’s link into the chat. Make sure to specify that only 1 partner can have the doc open at a time. **Seulement 1 partenaire peut avoir le document ouvert à la fois !!

 

4. The other partner will try and guess which country was chosen. If they don’t know just from the description, they must ask their partner elaborating questions.

Si partenaire 2 n’est pas certain(e), il/elle doit demander des questions. Par exemple…

Some examples of possible questions are… (Copy-paste these questions into the chat:)

  • Le drapeau de votre pays utilise quelles couleurs ?
    • What colors does this country’s flag have?
  • Est-ce que votre pays a d’autres langues officielles ? Lesquelles ? 
    • Does this country have other official languages? What are they?
  • Quels sont les pays voisins de votre pays ?
    • What are some of this country’s neighboring countries?

 

5. Once both partners have guessed each other’s countries, have them return to the main room and share which country their partner chose, and one thing they learned about said country.

Maintenant, vous devez partager avec le reste du groupe, le pays que votre partenaire a choisi ET une chose que vous avez apprise sur ce pays.

*Try to keep time in breakout room limited to 10 minutes per pair*

 

6. If there’s time, have the students pick a new country and send them to breakout rooms with different partners.

 

If you want to stay in the Main Room/Large group:

1. Choose a student to start off the activity. Have them pick a country from the list below and share its basic description with the group. Go to the corresponding slide.

Je vais choisir une personne de commencer l’activité. Il/elle va choisir un pays et le reste du groupe doit diviner ce pays. 

 

2. Have the rest of the group try and guess which country was chosen. If they don’t know just from the description, they must ask elaborating questions.

Si vous n’êtes pas certain(e), vous devez demander des questions. Par exemple…

Some examples of possible questions are… (Copy-paste these questions into the chat:)

  • Le drapeau de votre pays utilise quelles couleurs ?
    • What colors does this country’s flag have?
  • Est-ce que votre pays a d’autres langues officielles ? Lesquelles ? 
    • Does this country have other official languages? What are they?
  • Quels sont les pays voisins de votre pays ?
    • What are some of this country’s neighboring countries?

 

3.. Continue these steps until at least everyone has had a turn to describe a country. If there’s time, have them pick another country from the list that hasn’t been chosen yet.

 

List of Countries:

  • Belgium (La Belgique) – slide 6
      1. Je suis un pays en Europe, ma capitale s’appelle Bruxelles et je me compose de 3 communautés. Qui suis-je ? 
        1. Les couleurs du drapeau : le noir, le jaune, le rouge
        2. Les pays voisins : la France, l’Allemagne, le Luxembourg, les Pays-Bas
        3. Les langues officielles : le français, l’allemand, le néerlandais (Dutch)
  • Luxembourg (Le Luxembourg) – slide 7
      1. Je suis un petit pays européen. Ma capitale est l’une des capitales de l’Union européenne et le Cour de justice de l’Union européenne se trouve ici. Qui suis-je ?
        1. Les couleurs du drapeau : le bleu clair, le blanc, le rouge
        2. Les pays voisins : la France, l’Allemagne, le Belgique
        3. Les langues officielles : le français, l’allemand, le luxembourgeois (Luxembourgish)
  • Switzerland (La Suisse) – slide 8
      1. Je suis un pays européen. J’ai beaucoup de montagnes, en particulier les Alpes. Qui suis-je ?
        1. Les couleurs du drapeau : le blanc, le rouge
        2. Les pays voisins : la France, l’Allemagne, l’Italie, l’Autriche, le Liechtenstein
        3. Les langues officielles : le français, l’allemand, le romanche (Romansh), l’italien
  • Ivory Coast (La Côte d’Ivoire) – slide 9
      1. Je suis un pays africain qui se trouve à l’ouest d’Afrique. Le cacao est mon export principale. Qui suis-je ?
        1. Les couleurs du drapeau : le blanc, le vert, l’orange
        2. Les pays voisins : le Mali, le Burkina Faso, le Ghana, le Libéria, la Guinée
        3. Les langues officielles : le français
  • Senegal (Le Sénégal) – slide 10
      1. Je suis un pays africain, ma capitale est Dakar et mon drapeau a une étoile verte au milieu. Qui suis-je ?
        1. Les couleurs du drapeau : le vert, le jaune, le rouge
        2. Les pays voisins : le Mali, la Guinée, la Guinée-Bissau, la Mauritanie   
        3. Les langues officielles : le français
  • Cameroon (Le Cameroun) – slide 11
      1. Je suis un pays africain et je suis aussi grande que l’Espagne. Mon drapeau a une étoile jaune au milieu. Qui suis-je ?
        1. Les couleurs du drapeau : le vert, le jaune, le rouge
        2. Les pays voisins : le Nigeria, le Tchad, la République centrafricaine, la République du Congo, le Gabon, la Guinée équatoriale 
        3. Les langues officielles : le français, l’anglais
  • Canada (Le Canada) – slide 12
      1. Je suis un grand pays qui se trouve en Amérique du Nord. J’ai dix provinces et trois territoires. Qui suis-je ?
        1. Les couleurs du drapeau : le blanc, le rouge
        2. Les pays voisins : les Etats-Unis
        3. Les langues officielles : le français, l’anglais
  • Haiti (L’Haïti) – slide 13
      1. Je suis une île et ma capitale s’appelle Port-au-Prince. Je suis souvent associé aux tremblements de terre. Qui suis-je ?
        1. Les couleurs du drapeau : le bleu, le rouge
        2. Les pays voisins : la République dominicaine
        3. Les langues officielles : le français, le créole haïtien 
  • Benin (Le Bénin) – slide 14
    1. Je suis un pays africain et ma capitale s’appelle Porto-Novo. J’étais une colonie française jusqu’à 1960 (mille neuf cent soixante). Qui suis-je ?  
      1. Les couleurs du drapeau : le vert, le jaune, le rouge
      2. Les pays voisins : le Burkina Faso, le Nigeria, le Togo
      3. Les langues officielles : le français

Wrap-up

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

  • Si vous pouviez visiter n’importe quel pays du monde, où iriez-vous et pourquoi ?
    • If you could visit any country in the world, where would you go and why?

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 past vacations I’ve taken and why they were enjoyable.
  • I can ask for and provide descriptions of different francophones countries.
  • I can talk about countries I’d like to visit and the reasons why.

Sources for country descriptions:

Cultural Notes

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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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