NATIONAL FRENCH WEEK

AATF

Games

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Here are two dry erase games you can use.

Flyswatter Game

Write the various verbs on the dry erase board that represent answers to your questions. Divide students into two teams and give a flyswatter to the first student of each team. Once the student recognizes the answer to the question, he/she should swat the answer with a flyswatter. Whichever student hits it first, his/her team receives one point.

(Example) Verbs on board: allez, as, êtes, es, va, avez, vais, etc.

Round one. Teacher reads sentence with verb left out.
Elle ___ à léglise.
Tu ____ paresseux (travailleur).
Round two. Teacher asks a question and students look for the verb that can be used in the answer.
Où vas-tu le dimanche? Je ____ à l'église.

Matching Game

Teacher puts two columns on board, nouns and adjectives.
(Example)

  1. la maison / 1. noir
  2. le sac / 2. grand
  3. la voiture / 3. français
  4. le chien / 4. petit
  5. les filles / 5. intéressant
  6. les chats / 6. joli

Distribute a pair of dice, a dry erase board, sock, and marker to each group (perhaps two groups or teams). Board can be made of shower laminating board available from a building supply company. Next, have group one throw the dice. Ex.: 5 and 3 turn up. Someone from the group (or group working together) writes the noun filles and the adjective français and makes them agree. The sock is used to erase the board before the next team rolls the dice. If the form is incorrect, the next team tries it. Whoever gets it right, his/her team receives one point.

These two activities were presented at the Foreign Language Association of Missouri (FLAM) meeting, October 1997, "Classroom Trivia: Managing the Paperwork," and were printed in the Kansas Chapter Bulletin, January 1998.

Laura Terrill (MO)
Presenter

Music Video Project

The following activity was reprinted in the AATF National Bulletin, Vol. 23, No. 4 (April 1998) from the Kansas Chapter Bulletin, January 1998.

This is a project that I do with my third-level students in the fall of the year. As a rule, I present three different songs: one by a female recording artist, one by a male, and one by a duo. I choose songs that are sung slowly enough that I can grade the “lip-synching” pretty easily.

I do not require that girls do only the women’s parts or that the boys do only the men’s parts. Their costumes and video must reflect, however, the roles they have chosen. My students are seated in groups of four, with their desks in a pinwheel configuration, so group work doesn’t require anyone to change seats. We are on an eight-block schedule, so

I see my third-year students only on M-W-F.

The first day I present the first song, I explain the video project to the class. This way they can be thinking as we do each song which one they would like to do. The first day of each song has always incorporated a dictée and a vocabulary list into the lesson. The first day:

  • Students listen and give their general reaction to the song
  • I explain the background situation of the song
  • I introduce the vocabulary of the song out of the context of the song
  • or I simply play the song, having them take the dictée as they hear it for the first time. (I may have them do this individually or in their groups, in which case we will listen to a given passage until one group gets all the words filled in.
  • I do not count spelling on this competition—simply that they recognize the meaning of the word that fits in the blank.)
  • If I have not done so yet, I present the vocabulary after the dictée
  • They are given homework using the vocabulary, either questions about the song or general questions using the list outside the context of the song

The second day, we use the homework questions as the warm-up for the day and sing along with and/or listen to the song again.

The third day we listen to the song I ask questions that require a reaction to the message and/or situation of the song.

“What would you do if . . .?” “Why did . . .?” “What provoked the situation?” “What will happen now?” “How do you feel about the singer(s)—sympathy, irritation, etc.?”

When we have done all three songs, I give them the assignment. They have until the next class period to decide which song they are going to do and with whom.

Before they make their videos, they must take a vocabulary test over their own song and then take a memory test in which they fill in the blanks of their song. To make the videos, they can work with our video production teacher and film it during Seminar, or they can film it themselves. One student this year, working with t.v. productions, filmed himself doing the female role, and then filmed himself doing the male role over the first tape. It was really fun.

This project is a lot of work, but students generally do very well on it which helps their grades for the first quarter, so they feel the work was worthwhile.

Sue Beth STULL (KS)

Projet — Vidéo musique

Choisissez une chanson à faire!

“J’te l’dis quand’même”
“L’amour existe encore”
"Joue Pas!”

Apprenez le vocabulaire de la chanson!
Mémorisez la chanson!

Dates importantes!
le 20 octobre - Interrogations de vocabulaire
le 24 octobre - Interrogations de mémoire
le 31 octobre - Cassettes vidéo dûes

Quand vous faites la vidéo:

  • Il faut que je voie vos lèvres tout le temps que vous chantez.
  • Vous ne devez pas regarder quelque chose qui peut contenir les paroles de la chanson.
  • Il faut que vous fassiez quelque chose d’original en ce qui concerne les gestes, les costumes, le décor, etc.

Feuille de correction

Part I: Interrogation sur le vocabulaire de la chanson _____
Part II: Interrogation sur les paroles de la chanson _____
Part III: La Vidéo

Knowledge of the song

Few, if any, words missed 70
Some hesitation 60-65
Some hesitation/lapses 55-60
Several lapses 50-55
Frequent lapses 40-50
Very little consistency 0-40

Originality (setting, costuming, choreography)
Excellent portrayal 31-35
Good overall presentation 25-30
Some costuming, choreography, etc. 20-24
Little or no work done 0-19

TOTAL = __________


Jeu Culturel

This activity was reprinted in the AATF National Bulletin, Vol. 23 No. 4 (April 1998) from the Kansas Chapter Bulletin, April 1997.

C'est un jeu parfait pour les élèves de Middle School, surtout juste avant les vacances! Il faut deux jours.

Le Premier Jour: Je partage chaque classe en groupes de 3 ou 4 élèves. Je choisis une catégorie de French "Cultural Trivia Game" (que j'ai acheté à Teacher's Discovery). Je donne à chaque groupe une douzaine de cartes. Chaque groupe a 10 minutes maximum pour apprendre le contenu des cartes. À mon signal les groupes se passent les cartes de façon à ce que tous les groupes puissent avoir accès à toutes les questions et réponses.

Le Lendemain: Les élèves se regroupent. Chaque groupe reçoit alors une ardoise avec une craie et une brosse. Je pose les questions. Les élèves ont 10 secondes pour se consulter et un seul élève, désigné par le groupe, écrit la réponse sur l'ardoise. À mon signal, les élèves montrent leurs réponses. Les groupes gagnants reçoivent 1 point par réponse juste. Vers la fin de l'heure, je compte les points. Tout le monde gagne des points "extra credit" au dessus de 20 points. Il n'y a pas de perdants! Par exemple, Groupe #1 a gagné 25 points , chaque élève dans ce groupe gagne 5 points extra. Groupe #2 a gagné 32 points, chaque élève reçoit 12 points extra. De plus, pour encourager les élèves à faire de leur mieux, le groupe qui a gagné le plus de points choisit un petit prix: stylo, petit carnet, self-stick notes, etc.

Marie-Anne Eickholt
Fort Riley Middle School (KS)

 

Created: April 25, 1999
Last update: July 31, 2015