Skip to main content

Practising "ce qui" and "ce que"

Ce qui and ce que are not the easiest to practise, but students who manage to use them spontaneously (see - I got the s word in there) usually have a good level of spoken proficiency.

One little way to practise these in a natural, communicative way would be to get students to make a written list of things they love and hate in life. I thought of this after looking at some of those awful random hate comments you find on Twitter - it makes you despair sometimes, doesn't it? In pairs, or with you, they could then share their pet hates and likes, introducing them with these formulae:

(Tu sais) ce que je déteste, c'est...
Ce que j'aime le moins...
Ce qui m'embête...
(Tu sais) ce qui m'agace..
Ce qui me met en colère...
Ce qui m'énerve ...
Ce qui me fait chier (argot) ...

Ce qui me fait plaisir, c'est...
Ce que j'aime beaucoup...
Ce qui me rend heureux...
Ce qui me plaît beaucoup...

Or even (if a bit forced? )

(Tu sais) ce dont j'ai horreur...

I'd suggest giving them some of your own likes and hates. Students might find these interesting or amusing. How about these:

Ce qui m'embête, c'est les commentaires abusifs sur les réseaux sociaux comme Twitter.
Tu sais ce qui m'agace, c'est les commentaires négatifs dans les journaux en ligne.
Ce que je déteste, c'est l'homophobie et la discrimination en général.
Ce que je n'aime pas du tout, c'est les gens qui ne font pas la queue.
Tu sais ce qui m'irrite, c'est les chauffeurs qui s'approchent trop près derrière vous.

Ce que j'aime beaucoup, c'est me réveiller quand il y a du soleil et un beau ciel bleu.
Ce qui me fait plaisir, c'est quand ma femme va me chercher une tasse de thé le matin.
Ce qui me rend heureux, c'est quand je vais à un concert de mon chanteur préféré.
Tu sais ce que j'adore, c'est quand je décolle en avion.
Ce qui me plaît beaucoup, c'est la générosité des autres.

In pairs, once students have written in note form as many likes and dislikes in about five minutes, they can then start saying one each to each other. The first one to run out of things to say is the loser. This usually gets students talking happily and hopefully developing their use of relative pronouns!.

Comments

  1. Ce dont j'ai besoin might be better?

    ReplyDelete
  2. Except it doesn't fit the meaning of likes and dislikes.

    ReplyDelete
  3. It could in a slightly metaphorical way? Ce dont j'ai besoin, c'est au moins un litre de café noir avant de quitter la maison la matin. Ce dont j'ai peur, c'est l'idée de mocksted qui m'attend le lundi.

    Nice opportunity to crowbar in some adverbs, too - vraiment, franchement, complètement,

    A colleague taught a whole bunch of phrases like "il faut que je te dise" to GCSE candidates this year. Now they scatter them randomly around their controlled assessment in places that they don't entirely fit, and it's a bit weird, rather than the impressive he was hoping for. Not least because it ends up with them tutoying the examiner or the teacher.

    ReplyDelete
  4. Good examples there. Thanks for leaving a comment. I'm a bit wary of trying to impress examiners with misused set phrases. They don't usually show a deeper understanding, but are just superficially impressive.

    ReplyDelete
  5. From Julia Whyte

    Really liked this post. I used to weave these these through topics such as good and bad points about school, town versus country or whatever topic was on the agenda

    We would come up with a list of pos and negative aspects such as.

    En ville il y a beaucoup de transports en commun.

    Can become ..... ce qui est bien en ville c'est qu'il y a etc

    Si on habite à la campagne il n'est pas facile de retrouver ses amis

    Can become: Ce que je n'aime pas c'est que, si on habite etc

    I would write initials, inspired by Barry Smith, to nudge pupils to produce this type of language.


    C q e b c q or whatever you wanted to elicit.

    I can t write this on your blog I'm afraid!

    ReplyDelete

Post a Comment

Popular posts from this blog

5 great zero preparation lesson ideas

When the pressure is on and there are only so many hours on the week, you need a repertoire of zero preparation go-to activities which promote input and/or practice. Here are five you might well find useful.

1. My weekend

We know that listening is the most important yet often neglected skill for language learning. It's also something some pupils find hard to do. To develop listening skill and provide tailored comprehensible input try this:

You tell the class you are going to recount what you did last weekend and that they have to make notes in English. The amount of detail you go into and the speed you go will depend on your class. Talk for about three minutes. If you spent the whole weekend marking, you can always make stuff up!

You then make some true or false (maybe not mentioned too) statements in the target language about what you said in your account. Class gives hands up (or no hands up) answers. This can then lead into a simple pair work task where pupils make up their own tru…

What teachers are saying about The Language Teacher Toolkit

"The Language Teacher Toolkit is a really useful book for language teachers to either read all the way through or dip into. What I like about it is that the authors Steve Smith and Gianfranco Conti are totally upfront about what they believe to be good practice but back it up with research evidence." (Ernesto Macaro, Oxford University Department of Education)

"I absolutely love this book based on research and full of activities..  The best manual I've read so far. One of our PDs from the Australian Board of Studies recommended your book as an excellent resource.  I look forward to the conference here in Sydney." Michela Pezzi, Teacher, Australia, Facebook)

"Finally, a book for World Language teachers that provides practical ideas and strategies that can actually be used in the classroom, rather than dry rhetoric and theory that does little to inspire creativity in ways that are engaging for both students and teachers alike." (USA teacher, Amazon review)

New GCSE resources on frenchteacher

As well as writing resources for the new A-levels, I have in recent months been posting a good range of materials to support the new GCSEs. First exams are not until 2018, but here is what you can find on the site in addition to the many other resources (grammar exercises, texts, video listening etc).

I shall not produce vocabulary lists since the exam board specifications now offer these, with translations.

Foundation Tier 

AQA-style GCSE 2016 Role-plays
AQA-style GCSE 2016 Photo card conversations
AQA-style GCSE 2016 Photo card conversations (2)
100 translation sentences into French (with answers)
Reading exam
Reading exam (2)
How to write a good Foundation Tier essay (ppt)
How to write a good Foundation Tier essay (Word)

Higher Tier 

AQA-style GCSE 2016 Photo card conversations (Higher tier)
AQA-style GCSE 2016 Photo card conversations (Higher tier) (2)
20 translations into French (with answers)
Reading exam (Higher tier)
How to write a good Higher Tier essay (ppt)
How to write a…

Three AQA A-level courses compared

I've put together my three reviews of worthy A-level courses which you might be considering for next September. They are all very useful courses, but with significant differences. The traditional Hodder and OUP book-based courses differ in that the former comes in one chunky two year book, whilst OUP's comes in two parts, the first for AS or the first year of an A-level course. The Attitudes16 course by Steve Glover and Nathalie Kaddouri is based on an online platform from which you would download worksheets and share a logon with studenst who would do the interactive parts (Textivate and video work). The two text books are supported by interactive material (Kerboodle) or an e-text book.

Attitudes16





An excellent resource which should be competing for your attention at the moment is the Attitudes16 course which writers Steve Glover and Nathalie Kaddouri have been working on for some time. You can find it here at dolanguages.com, along with his excellent resources for film and li…

Learning strategies (3)

This is the third in the mini-series of blogs about learning strategies. So far, we have looked at some (rather scant) research evidence for the effectiveness of strategies. Bear in mind that a lack of research evidence does not mean strategies do not work; if there is any consensus, it is that they are probably useful and probably best used when integrated into a normal teaching sequence. We then looked at a classification of different types of strategies.

In this blog Gianfanco and I look at how you might integrate strategies into your teaching. There is nothing revolutionary about this stuff! You may do a good deal of this type of thing already, but you may also be new to the concepts and applications of learning strategies.


Let's look at how you might use strategies, particularly with regard to the teaching of listening and reading. Remember: this is just about how you help students to use strategies to become better listeners and readers.

How to teach strategies 

The research …