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- Example 3: Cardgame
Example 3: Cardgame
Pioche (Fish)
T’as un stylo? Oui, j’ai un stylo/Oui, j’en ai un. Passe-moi le stylo, s’il te plaît. Tiens, voilà. Merci beaucoup. De rien. |
T’as un stylo? Non, désolé(e). Je n’ai pas de stylo/Je n’en ai pas, pioche. Bonne pioche. Mauvaise pioche. À ton tour/À toi/À toi de jouer. |
Zut alors. Pas de chance. Mauvaise pioche. |
Génial. J’ai de la chance. Bonne pioche. |
À toi de jouer/À ton tour/À toi |
Communication, Language Knowledge, and Cultural Knowledge, levels 1 and 2
At these levels, students can understand and use familiar expressions and everyday vocabulary. They can interact in a simple way in supported situations.
In selected linguistic and sociocultural contexts, students will: | For example, students might: |
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Context: In this example, based on playing the game Pioche, the specific context is picking classroom objects. Specific language refers to what the students are seeking.
Variations: The language can change according to the context, for example, T’as la grand-mere?/T’as le pantalon?).