Use this graphic organizer and this Google Slides presentation (or create your own with pictures of you as a kid!!) to introduce vocabulary about childhood memories. Reinforce with this Quizlet. I like to have students bring in pictures of them when they were babies (connected to the vocabulary if they can) to put up on the board for warm-ups throughout the unit to practice describing with the vocabulary (and the imparfait).

This game is an interactive flashcard game that students play in groups of threes. There are three rounds to this game. First, students have to label the back of the flashcards with their associated vocabulary word. Then, students lay cards with the French side facing up. One student (of the three) calls out the English word. The other two partners try and find the French word first. When they do, they take the card into their possession. Play this round three times, so that every student has a chance to be the "leader" and call out the English words to the other two players. Round two is the same game, except this time the pictures are up and students call out the word in French. Play this round three times as well. Finally, round 3 is the teacher calls out the French words to the entire class and small groups compete to find the associated photos.

Write out notecards with places from the vocabulary. Pass one out to each student. Students write sentences describing what you do at the places, where they are located, etc. Collect all the notecards. Then, have students split into two teams. Students are given rounds of 2 minutes to take the notecards and describe them to their team and can only pass up to two times. Keep piles of the notecards that each team gets through in their rounds. Then, pass the pile to the next team who tries to get through as many places as they can in 2 minutes. 

The second round is "one word". After you get through all of the notecards from the first round, start a new round by gathering them all together and shuffling. This is where students only have one word to describe the place that is on their card. They must choose carefully and can only pass twice. Rounds are 1 minute. Switch off team to team until the whole deck has been gone through, then total up the points! 

Print out two of the blank crossword puzzles. Then, alternating, fill in the columns and rows with the answers. Label one sheet Partner A and the other sheet Partner B. Make copies of the half-complete crossword puzzles without the answers on the second page. Then, distribute crossword puzzles to partners : A and B. Partner A has to fill in the crossword puzzle by asking Partner B for clues to the words, and Partner B has to describe in French the vocabulary words (ex: On le fait au parc. C'est un verbe. C'est amusant.) Partners switch roles until crossword puzzles are both complete!

Using this Quizlet, have students sit in partners, one partner with their back to the board. Using the Quizlet flashcards (without sound) put up the cards one by one. Give students about 45 seconds to describe the phrase to their partner. Then, their partner has to guess the word. When students make a correct guess, I have them give each other a high five! Then, switch to the next notecard. Have students switch places every 5-7 vocabulary words. Sometimes, if we have extra time, I will sit up front and have students as a class describe to me what is behind me.

Students have to match up their letters and numbers by describing their pictures to one another. This is a good activity to print in color so students can be as descriptive as possible with the clipart images. Because there are repeats of vocabulary expressions, students have to add more detail to make precise picture in which they are describing.

In this assignment, students have to use the useful expressions that are on the bottom of their vocabulary packet. They have to write four different questions to ask their partner, and then record their questions and responses on Vocaroo to be graded.

Use this worksheet to have students work through understanding the article about a grandmother's childhood in the 1950's. Students have sections to answer in French and in English based on the page of the article it corresponds to.

I used this activity for a day I was absent during this unit. Students can work through individually or in partners to interpret tweets about what people used to believe when they were little. Students don't have to fully understand the imparfait yet, it is great practice!

Using this text, have students pick up on the grammatical structures that make the imparfait possible. Students must work through the article and guess the pattern of the imparfait. I usually have to go through finding the stem together but when you conjugate a bunch of different verbs and compare their stems then usually students pick up on that it is the nous form of the verb that forms the stem.

Use this game to have students practice forming the imparfait. Students select to be either partner A or B and play tic-tac-toe. The student places their verbs in the box with the appropriate subject pronoun applied. If they conjugate the verb correctly, they win the space. If not, it goes to their partner. After writing the conjugation, students orally say aloud a sentence with the subject and verb to talk about something one used to do. Students can play up to 4 times, changing the verbs that you use each time for the game. For example, game 1 I may have partner A be Etre and Partner B be Avoir. Game 2, perhaps Jouer and Finir, etc.

Use this activity to have students think about what they used to believe when they were little. Questions throughout Google Slides used to help students interpret meaning. Afterwards, have students practice creating their own using this worksheet.

Using this YouTube video, have students fill in the blanks with what they hear. After they hear the words, they must also reflect on the grammatical rules of the imparfait in order to correctly complete the sentences. After watching each part, have a discussion about what Cyprien used to believe.

In this assignment, I have students design a park that they would like to have gone to when they were little. They design it on Google Drawings and then share the drawing with you. When the parks are projected on the screen, they have to describe what they put in the park as well as why they put it in the park (ex: Il y a des arbres parce que quand j'étais petit, je grimpais aux arbres). Students will be assessed on content, comprehensibility, fluency, accuracy, and varied vocabulary.

Using this graphic organizer, students work through the different scenarios of people writing to their insurance companies after freak accidents happen. They have to fill in what they hear in each commercial and then have to write about what was happening versus what happened. Then, as a class, create one sentence to talk about what was happening when something else happened. After completing this activity, have students discuss the difference between passé composé and the imparfait to try and establish rules about patterns in speech. Use this T Chart to display to students many differences between the two.