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Great Links 
for French Culture &
Language Teachers
Page Six

Links, Links, Links...

For "Tresor du Temps", if indeed it is still published chez Glencoe:

Glenco Online

Glencoe French Activities

 For French Art de Vivre/ French cuisine sites, check out the French cuisine
page of the Office de Tourisme du quartier planÊtaire
For general resources on French culture, check out the Menu offerings at the
Centre d'Accueil du quartier franÄais du village planÊtaire
For an English language welcome page with suggestions for the instructional
applications of the Quartier franÄais rubrics, go to
Bon courage!
Janice B. Paulsen

L'Espace Cajun / Acadien - @ Globe-Gate

Famous Bilingual Site

French Immersion Workshop for Teachers

Voici une liste d'exercices sur qui sont tout en français.
C'est à dire qu'il ne s'agit pas de traduire de l'anglais en français ou inversément p.ex.
Cela les rend plus facilement utilisables dans les classes de langues d'autres pays que les pays anglophones.
Si vous connaissez d'autres sites où il y a des exercices de ce genre, pourriez-vous me les communiquer pour que je fasse la même chose?
Ensuite je vais les ranger par sujes et par niveau.
Merci d'avance.
Jan Pover

Nombres de 1 à 20

Etre et avoir

Etre, avoir, aller, prendre, faire

Verbes en -er

Subjonctif de qqs verbes irréguliers

Voc. de la gare

Quelle est la bonne forme de l'adj?

(niveau +)


Mettez le bon participe passé 

Verbes suivis d'une préposition

Le conditionnel

Le passé composé

Donnez le participe passé

Subjonctif oa pas? (niv. +)

Le subj. des verbes irréguliers (++)

Le subj. des verbes réguliers


L'adjectif démonstratif

L'adjectif interrogatif

L'adjectif possessif

Cherchez le contraire

Subjonctif ou pas?

Les nationalités (m/ f)

Phrases avec 'avoir'

Les pronoms accentués

Les verbes avec changement 


Les verbes en -ir

Les verbes irréguliers au présent

Lire, dire, écrire

Les membres de ma famille

(Le Pendu)

Mettre au présent

Les nombres

Les nombres

Quel est le pronom objet correct?

Le Passé composé

Pronoms interrogatifs/ relatifs

Inversion (facile)

Qui ou Que?

Si. Présent ou Futur?

Suivre, vivre (sou)rire

Synonymes (Le Pendu)

Il y a des yeux dans le bouillon
when you make pot-au-feu and you use the required bone with marrow in it, you
have a fairly fatty broth (le bouillon).  The fat floats on top of the broth
and forms circles: les yeux.  Il y a des yeux dans le bouillon means that
there is fat floating on top.
Edit Dolven
Chino Hills, CA

For teachers of ESL, I have a web-based activity on body parts and
character descriptions using a clickable picture of Humphrey Bogart from
The Maltese Falcon. You can reach it at:

My students love to draw & label outlines of each other.  After a day or two
of using the vocabulary, they break into groups of three & one is the model.
The others draw an outline of the person lying on a large sheet of bulletin
board paper.  They then label, without notes, as many body parts as they can.
 Once signed, the labeled outlines are displayed in the hall.  The kids love
Petersburg HS
Petersburg, VA

For body parts we play 2 games that my Spanish students love!


It is played kind of like CATAGORIES:   We sit in circle on the floor
or in desks.  Each student has a post it note stuck on their chest
with a body part written on it.  We practice the rhythm first and
then add the words.  The students (with both hands) slap their
thighs or desks, then clap twice and then snap, first with one hand,
then with the other.  On the snap, the first person says their body
part and on the second snap they call someone else's body part.
They have to keep the rhythm.  The person that they called will
continue by "snapping" and calling their body part and "snapping"
and calling someone else's body part.  Continue until someone is
out.  Start over.

Variation:  stick the post it notes on the desks and when someone
is out, everyone moves over 1 desk so they have to respond to a
different body part.

HUMAN CHAIN:  Each student is given a paper or sticky with a
body part on it.  Sometimes I have them put the post it on so it is
visible.  I decide (via Pin Marin de don Pingue) who will be the first
person of the chain.  The first person will wait to make their
"connection" at the end.  Anyway,  another student, say they have
"elbow" touches his elbow to ST #1's elbow.  The next student,
ankle, touches his ankle to ST #2's ankle.  Continue in this way
until all students are connected and #1 (nariz) will touch his nariz
to the last person's nariz.  When I have a large group, I divide them
up and hand out the post its and then start timing to add the
element of competition.  I have Juniors who love this.  Go figure!

I hope that this was a clear explanation.  If anyone needs
clarification, please e-mail me.

Have fun!

All of the world's knowledge is not contained
in any one language.

Once the students are farily familiar with the vocabulary for body parts, I
do the following games:

*Twister -- I have accumulated several Twister mats and divide the students
among them.  There are usually no more than 7 or 8 on a mat.  Then instead
of calling out just a color and right/left hand/foot, I call out the color
that I spin (in Spanish, of course) and any possible body part that we've
been studying.  Play continues with the next student and the next and then
start over with the first student again.  The trick is that no body part
may be disconnected from the mat in order to get another body part
somewhere else.  It gets pretty interesting when you have a cheek on blue
and have to get your ear on green.  A note of caution:  I always tell my
female students a day before that they're not allowed to wear skirts on the
day of the game.  Obvious reasons!

*Body part mix-up -- Usually on the 2nd day of learning the parts of the
body, I have everyone stand up and I call out a body part which they must
point to on themselves.  Then partners give body parts to each other for a
little more practice.  When it appears to me that they have a good command
of the vocabulary, I mix it up.  At this point I point to, for example, my
nose but say the word in the TL for "back."  The students respond by
pointing to the part I said, but saying the part that I'm pointing to.  Was
that clear?  In this example, students would point to their back and say
the word "nariz." Again I have partners then do this back and forth to each
other.  Kids get a kick out of this.

*Concentric circles body parts -- This activity is only for a class in
which students are not inhibited and get along with each other well. I set
them up in two circles, one inside the other.  They pair up with the
partner that is facing them from the other circle.  Then I play music (or
not) while the students walk around in opposite directions.  When I stop
the music, I call out two body parts.  The partners have to find each other
and connect those two body parts.  (Example:  shoulder to leg; neck to arm,
finger to foot)  I usually want everybody to continue practicing the parts
so I don't "kick out" the last two people to connect those body parts.  We
just do it for a while.  If I trust a particular student to do the calling
out of body parts, I'll let them do that.  Again, for obvious reasons, one
must be careful which body parts touch which body parts.  You can see where
that might lead. ;)

*Butcher paper -- I've also had students draw the outline of a person on
butcher paper and they have to draw and label all the body parts we know.
One time I had a pair of students draw all the body parts, but the "lines"
were actually the word for that body part written repeatedly.  It was a
cute idea.

Hope this helps.

Kristin McDonald

I do most of the activities that have already been mentioned, with a few more.  I do "Head Shoulders Knees and toes"which I'm sure that most teachers to.  But, to add a fun twist on it, if you have a class that get along REALLY REALLY WELL...I have them get with a partner and face their partner.  Then, when we sing the song, they have to touch that part on their partner.  It's funny, because I'll have partner A do it first, then partner B do it, and then both at the same time!

Another thing I do is the hokay pokey, which they love.

I also dictate a "Personne Bizarre" to them...someone with four heads, three legs, a mouth on their stomach, etc.  Then we look at the pictures and see who had all the components.  Then, I have them write a description and pass it to another student, who then has to draw a picture based on the description.

Susan Shelby
Bates Middle School
Annapolis, MD

Hi all,
here are some ideas for using mime. I heard them on the seminar some years
In pairs, one mimes with just his or her fingers, and the other tries to
guess the word. Example words: disco, climbing a mountain, Christmas tree,
thunder-storm, tennis game.
Split the class into two groups and show a colour picture to one half. Give
the learners time to study the picture and quietly help with any unknown
vocabulary. They then mime the picture to a partner from the other half of
the class and stay silent while their partner tries to guess what the
original picture was exactly.
As with picture mimes, split the class and use the same procedure. The
difference is that the input is a short text: you can use this to practise
tenses, revise vocabulary or just as a fluency activity.
4. Sit the class in a large horse-shoe formation with each learner getting a
problem on a slip of paper (no more than two sentences long). The horse-shoe
represents the hotel reception desk (i.e. everyone, apart from the one
performer, is the receptionist). Having memorized their slip, one person
forward to the open end of the horse-shoe to demonstrate through mime to the
receptionist what his/her problem is. The receptionist (that is, the whole
group) will try - by questioning - to discover what the voiceless guest
wants to communicate. Under no circumstances may the guest use words. The
mime continues until the exact contents of the message have been guessed.

Best regards,
Mirjana Tomic tomicvd@cg.yu
Zelenika, Montenegro, Yugoslavia

If you can't find them using this site, mayde they are NOT French
abbrevions.  Twice as many ACTIVE links as before:

Sigles, Acronymes, Abreviations, etc.


Bunny Rubenstein <> wrote:

>╩ Does anyone know of an interesting activity to teach vocabulary relating to
> one's house, garage, jardin, etc.?╩ I'm looking for something new for my 9th
> graders.╩ Thanks.

In addition to this "French Assistant - Around the House" vocabulary
site <>,
I've listed in the "Dico" section of my Ecole de la langue française page this
"Guide Idêesmaison - Aide et conseils╩

>>Does anyone know of a book that contains the sounds that animals make in
other languages (Spanish and French)?
>You can find lots of animal sounds in many different languages at:

Here's another site, with audio:

And for anyone who is interested, there's a Real Audio sing-a-longof "Old
MacDonald" in English:


A fun new site now teaches languages on-line: French, Spanish, and ESL.

Go to

It's free and fun, and can be of great use in the classroom.



Actual Prayers of Children 

> Dear God,
>  I didn't think orange went with purple until I saw the
> sunset you made
>  on Tuesday.  That was cool!    Ray 

> Dear God,
>  Did you mean for the giraffe to look like that or
> was it an accident? 
>  Debbie 

> Dear God, Instead of letting people die and having to
> make new ones, why don't
>  you just keep the ones you have now? 
> Karen 

> Dear God,
>  Who draws the lines around the countries? 
> Mary Jane 

> Dear God,
>  I went to this wedding and they kissed right
> in church.  Is that okay?    Greg 

Dear God, Thank you for my baby brother, but what I
> prayed for was a puppy.
>    Susie 

> Dear God, It rained for our whole vacation and is my
> fathermad!
>  He said some things about you that we are not supposed
> to say,
>  but I hope you will not hurt him anyway.
>     Your friend, (but I am not going to tell you who
> I am) 

>  Dear God,
>  Please send me a pony.  I never asked for
> anything before, you can  look it up.
>    Ann 

>  Dear God, I bet it is very hard for you to love all
> the people
> in the world. There are only four people in our family
> and I can never do it.
>     Alice 

> Dear God, Of all the people who worked for you, I like
> Noah and
> David the best. 
>  Bob 

> Dear God,
>  My brothers told me about being born, but it
> doesn't sound right.
>  They are just kidding, aren't they? 
> Lora 

>  Dear God,
>  If  you watch me in church Sunday,  I'll show you
> my new shoes. 
> Shirley

> Dear God, We read Thomas Edison made light.
>  But in Sunday school, we learned that you did it. 
> So I bet he stole your idea.
>     Sincerely, 
> Ed 

> Dear God,
>  Maybe Cain and Abel would not kill each other so
> much if  they had
>  their own rooms.  It works with my brother. 
>  Kerry

Not sure you will really find a college equivallent to an AP course,
though any college language department with a collective IQ higher than
their individual shoe sizes looks at AP test scores when considering
placement criteria.

I have AP information and resources in

French Lessons from Everywhere

your one-stop information and activity site.

There are also high-school project and course sites all over the internet:

Francais VI - Les Projets Internet

Study Guide for AP French Literature at NMH

AP French Literature Winter 1999


More links to be added, and if you have some links you would like to share, please send them along to page compiler.  Merci en avance! 

Many links courtesy of the owner-flteach@LISTSERV.ACSU.BUFFALO.EDU

Page compiled by Rhea Côté Robbins
pages established October 2, 1999
Updated:  7-2003

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