Animaux et campagne, practicing countryside and farm animals vocab in French

Animaux et campagne, practicing countryside and farm animals vocab in French
Animaux et campagne, practicing countryside and farm animals vocab in French
Animaux et campagne, practicing countryside and farm animals vocab in French
Animaux et campagne, practicing countryside and farm animals vocab in French
Animaux et campagne, practicing countryside and farm animals vocab in French
Animaux et campagne, practicing countryside and farm animals vocab in French
Animaux et campagne, practicing countryside and farm animals vocab in French
Animaux et campagne, practicing countryside and farm animals vocab in French
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Do you want your students to practice countryside and farm animals vocabulary in context in a fun and engaging way? If yes, then, these 5 activities* are for you!

* These activities are designed for beginner learners of French (French 1 and 2) and they are compatible with the material of the Discovering French Blanc, Unit 2, Lesson 5.

This document has 10 pages:

Pages 1-2: description of the activities in English

Pages 3, 5, 7: farm pictures

Pages 4, 6, 8: description in French of the farm pictures

Pages 9-10: worksheet and answers for activity #4

Target vocabulary

· Prépositions de lieu

· Couleur

· Vêtements

· Ferme

· Animaux de la ferme

· Temps

· Expression « il y a »

· Verbes au présent

Activity #1 (teacher-lead, listening) “Dessine-moi une image”

· Teacher reads a description of the picture (“Image #1”).

· Students draw (on paper with colored pencils or on iPads in Notability) per teacher’s description.

· When done, teacher calls on a student to say one thing she/he drew. Those students who have that, say “je l’ai” and those who don’t, say “je l’ajoute” and add that element to their drawing.

· When done, teacher shows the original picture for checking.

Activity #2 (student-lead, listening and speaking/reading)

· Working in pairs and taking turns, student A reads the description of the picture (“Image #2”) while their partner B draws. Then they switch. Student B reads the description of the picture (“Image #3”) while their partner B draws

· More advanced students could give their own description of the picture (without reading it).

Activity #3 (student-lead, listening, reading, writing) “Dictée courante”

· Students are divided into teams of 3. Each student has a job: student 1 is the runner (“le sportif”), student 2 is the writer (“l’intellectuel”), student 3 is the drawer (“l’artiste”).

· Each team needs 1 sheet of paper for recording the sentences, 1 sheet of paper for drawing and colored pencils. Both, recording and drawing can be done without paper and pencils (on iPads), in the app “Notability”.

· Teacher prints the description for “Image #1”, one description per one team.

· Teachers posts the copies of the description around the classroom.

· The runner runs to the wall with the description, reads the first sentences (to himself), memorizes it (if it’s long, in chunks), runs back and says it to his 2 other partners. The writer records the sentence on paper and the drawers draws it.

· When done, teacher projects the sentences and the picture for verification.

· The team that finishes first with fewer spelling errors and the drawing that resembles the most the original one wins.

Activity #4 (student-lead) “Vrai ou faux” (last page of this document)

· Teacher projects the 2nd picture “Image #2”, students, working on their own or with a partner, answer true or false questions about the picture.

· When done, teacher calls on students to check the answers.

Activity #5 (student-lead) “Je vois”

· Looking at the 3rd picture “Image #3”, students, working in pairs, take turns identifying one thing from the picture: “Je vois … (une vache).”

Your feedback would be greatly appreciated.

Clipart used in this document comes from https://www.mycutegraphics.com/

Total Pages
10 pages
Answer Key
Included
Teaching Duration
N/A
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