French Level 4, Activity 09: Après le spectacle / After the Show (Online)

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Description: In this activity students will practice describing what happened during a performance to their friend. They will also practice sharing their opinions about different types of performances.

Semantic Topics: Performances, concert, theater, plays, conversation, spectacle, théâtre, le passé, the past tense

Products: Show, a performance

Practices: Going to see a play or musical, watching theatre

Perspectives: Theatre has long been a beloved art form in France, stretching all the way back to the most famous French playwright, Molière, who is often compared to Shakespeare.

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: Presentational Communication – Students present information, concepts, and ideas in French to an audience of listeners or readers.
  • Standard 3.1: Making Connections – Students reinforce and further their knowledge of other disciplines through French.

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.
  •  COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements

  • I can talk about different types of performances.
  • I can describe a performance to a friend.
  • I can share my opinion about a performance.

Materials Needed:

Warm-up

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

2. Ask the students these questions:

  • Avez-vous déjà vu un spectacle ?  De quel type de spectacle s’agissait-il ?
    • Have you ever seen a performance? What type of performance was it?
  • Quel est votre type de spectacle préféré ?
    • What is your favorite type of performance?

Main Activity

1. First, explain to the students that they will be having a discussion with a friend about a recent performance they’ve just seen.

Aujourd’hui vous allez décrire un spectacle à votre ami(e). Partenaire A va décrire le spectacle. Partenaire B va être l’ami(e) ; vous devez poser des questions (diapo 7).

 

2. Their friend wants to know what happened during the performance and whether or not their friend enjoyed it.

Il/elle veut savoir ce qui s’est passé pendant le spectacle et votre opinion (si vous l’avez aimé ou non et pourquoi).

Here are some questions that could be asked:

  • De quel type de spectacle s’agissait-il ?
  • Qu’est-ce qui s’est passé au début du spectacle ? À la fin ?
  • Aimiez-vous le spectacle ?
  • Quelle était votre partie favorite ? Pourquoi ?
  • Recommanderiez-vous que j’aille regarder ce spectacle ?

 

3. If you want to use breakout rooms:

  1. Pair up the students and send them to breakout rooms.
  2. Have each student pick a scenario (there are 5 to choose from).
    1. Vous pouvez choisir parmi 5 scénarios différents (diapo 6).
  3. Make sure to share the guiding questions with them through the chat.
  4. After about 7-10 minutes, have the partners switch roles.
    1. Après 7-10 minutes, vous allez changer vos rôles.
  5. Upon return, have them share their partner’s opinion.

 

4. If you want to stay in the main room:

  1. Assign each student a scenario and have them describe the performance to the entire group.
  2. Then have them describe their opinion about the spectacle.
  3. Encourage the other students to ask them questions.
    1. N’oubliez pas de demander des questions a votre présentateur/présentatrice !!

Exemple :

  • Partenaire A : Salut !
  • Partenaire B : Salut ! Vous avez vu un spectacle hier soir, n’est-ce pas ?
  • A : Oui.
  • B: De quel type de spectacle s’agissait-il ?
  • A : C’était un concert classique.
  • B : J’aime bien la musique classique ! Qu’est-ce qui s’est passé au début du spectacle ? À la fin ?
  • A : Au début… A la fin du spectacle…
  • B : Aimiez-vous le spectacle ? Quelle était votre partie favorite ? Pourquoi ?
  • A : Oui, je l’ai aimé parce que…. Ma partie favorite était… / Non, je ne l’ai pas aimé parce que…
  • B : Alors, recommanderiez-vous que j’aille regarder ce spectacle ?
  • A : Oui… parce que/ Non… parce que
  • B : Merci, à bientôt !
  • A : Ciao !

 

Scenarios:

  1. Une pièce de théâtre
    1. Genre: une tragédie
  2. Une pièce de théâtre
    1. Genre : une comédie
  3. Un opéra
  4. Un concert
    1. Genre de musique : classique
  5. Un récital de danse
    1. Forme de danse : le ballet

Wrap-up

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

  • Avez-vous déjà regardé une pièce de théâtre à BSU ?
    • Have you ever watched a play at BSU?
  • Avez-vous déjà assisté à un concert à BSU ?
    • Have you ever attended a concert at BSU?

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 different types of performances.
  • I can describe a performance to a friend.
  • I can share my opinion about a performance.

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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