🎭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 State Content 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.
  •  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:


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 ? (What type of performance was it?)
  • Qu’est-ce qui s’est passé au début du spectacle ? À la fin ? (What happened at the beginning of the performance? At the end?)
  • Aimiez-vous le spectacle ? (Did you like the performance?)
  • Quelle était votre partie favorite ? Pourquoi ? (What was your favorite part? Why?)
  • Recommanderiez-vous que j’aille regarder ce spectacle ? (Would you recommend that I watch this performance?)


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).
    • 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.
    • 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.
    • N’oubliez pas de demander des questions a votre présentateur/présentatrice !!



  • 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 !



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


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

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

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 Resources

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Let's Chat! French Copyright © 2022 by Alexandre Bourque-Labbé; Amber Hoye; 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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