French Level 4, Activity 10: La musique française / French Music (Online)

A woman sits listening to music through headphones. Behind her is a computer window showing a list of songs.
Music vector created by pch.vector – www.freepik.com
Description: In this activity students will practice their listening comprehension skills by listening to popular French music. They will also practice sharing their opinions regarding music and describing the general message of a song.
Semantic Topics: Music, Songs, Listening, French, Francophone, musique, chansons, français, les préférences, preferences, exprimer un opinion, express an opinion

Products: Music

Practices: Listening to music, signing along

Perspectives: The French Chanson is a uniquely French genre of music, and is still popular today! Artists like Edith Piaf and Charles Aznavour popularized the style, which remains in pop culture today in movies and TV series.

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 5.1: School and Community – Students use French both within and beyond the school setting.
  • Standard 5.2: Lifelong Learning – Students show evidence of becoming lifelong learners by using French for personal enjoyment and enrichment.

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.
  •  CONN 2.1: Access authentic materials prepared in the target language by or for native speakers.
  • CONN 2.2: Analyze the content and cultural perspectives of authentic materials prepared in the target language by or for native speakers
  • COMT 2.1: Interpret materials and/or use media from the language and culture for enjoyment.

NCSSFL-ACTFL Can-Do Statements

  • I can listen to and understand the majority of a French song.
  • I can describe the general message of a French song.
  • I can share my preferences regarding French music.

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:

  • Quel est votre genre de musique préféré ?
    • What is your favorite genre of music?
  • Écoutez-vous de la musique française ? Si oui, avez-vous un(e) chanteur/chanteuse favori(te) ?
    • Do you listen to music in French? If yes, do you have a favorite singer?

Main Activity

1. Have the students pick a song to listen to from the Table of Contents (slide 4):

Choisissez une chanson :

1. Barbara Pravi : Voilà – gagnante Eurovision France (2021) (00:35-00:50)

2. M. Pokora – Tombé (Clip officiel) (00:41-01:15)

3. Amir – On verra bien (Clip officiel) (00:37-00:55)

4. Bigflo & Oli, Petit Biscuit – Demain (Bigflo & Oli X Petit Biscuit (00:53-01:40)

5. Stromae – Papaoutai (Clip Officiel) (00:47-01:20)

6. VITAA & SLIMANE – Pas beaux (Clip officiel) (00:26-00:57)

*If necessary, replay the video. If you have limited time, you can skip to the chorus (timestamps in parentheses)

2. Click on the title of the song to be taken to the corresponding slide. Each song has its own slide with its music video.

3. After each video, go to the next slide and ask the students to answer the reflection questions. (There is a Questions de refléxion slide after every song slide)

Maintenant, vous devez répondre aux questions de refléxion :

  1. Avez-vous aimé la chanson ? Expliquez pourquoi.
    1. Did you like this song ? Why or why not?
  2. Quel est le message général de la chanson ?
    1. What is the general message of the song?
  3. Pensez-vous que la vidéo correspond au message de la chanson ? Expliquez pourquoi.
    1. Do you think the video matches the message of the song? Why or why not?
  4. Voulez-vous écouter plus de chansons de cet artiste ? Expliquez pourquoi.
    1. Would you listen to more songs by this artist? Why or why not?

4. Click on the music note in the upper right hand corner to return to the Table of Contents.

5. Have the students choose another song and repeat as time allows.

6. Click on the triangle in the upper right hand corner of the Table of Contents slide when you’re ready to move on to the Wrap-up.

Wrap-up

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

  • Quelle était votre chanson favorite de cette activité ?
    • What was your favorite song from this activity?
  • Share this link with the students at the end of the activity as a resource they can use to practice their listening comprehension outside of class:

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 listen to and understand the majority of a French song.
  • I can describe the general message of a French song.
  • I can share my preferences regarding French music.

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)
  • 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 Pathwaysproject@boisestate.edu  so that Pathways continues to grow!

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

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 Pathwaysproject@boisestate.edu  so that Pathways continues to grow!

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

License

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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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