Skip to main content

Qu'est-ce qui fait rire?

How about this for a one-off lesson when you you think your class need a break? Play each video below and ask Est-ce que c'est drôle? Pourquoi? Then you could lead into a discussion on what makes things funny? C'est quoi, l'humour? Qu'est-ce qui vous fait rire? Quand avez-vous ri récemment? Pourquoi? Or you could do it in reverse, saving the videos until later.

 Or how about: "je ris quand...." (students add 5 sentences each)


Vocabulaire utile:

rire (de) - to laugh (at)
éclater de rire - to burst out laughing
avoir le fou rire - to have a fit of the giggles, laugh uncontrollably
mourir de rire - to die laughing
se moquer de - to laugh at        (l') absurde, ridicule - absurd         humoristique - humorous   
comique, drôle, marrant, amusant, rigolo  - funny
se marrer - to laugh, have a laugh
ça fait rire - ity makes you laugh
divertissant - entertaining
inattendu - unexpected
spirituel - witty
hilarant - hilarious
l'ironie - irony
le satire - satire
tourner (q.qu/q.ch) en dérision, chambrer (q.qu) - to mock 
la bouffonnerie - buffoonery, farce 
la farce, grosse farce, l'humour tarte à la crème/burlesque - slapstick
l'humour noir - black comedy
un sketch (comique) - sketch
une attente - expectation 
raconter une plaisanterie, une blague - tell a joke
plaisanter, blaguer - to joke
 






Comments

Post a Comment

Popular posts from this blog

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a langua...
Post a Comment
Read more

Zaz - Si jamais j'oublie

My wife and I often listen to Radio Paradise, a listener-supported, ad-free radio station from California. They've been playing this song by Zaz recently. I like it and maybe your students would too. I shouldn't really  reproduce the lyrics here for copyright reasons, but I am going to translate them (with the help of another video). You could copy and paste this translation and set it for classwork (not homework, I suggest, since students could just go and find the lyrics online). The song was released in 2015 and gotr to number 11 in the French charts - only number 11! Here we go: Remind me of the day and the year Remind me of the weather And if I've forgotten, you can shake me And if I want to take myself away Lock me up and throw away the key With pricks of memory Tell me what my name is If I ever forget the nights I spent, the guitars, the cries Remind me who I am, why I am alive If I ever forget, if I ever take to my heels If one day I run away Remind me who I am, wha...
Post a Comment
Read more

Longman's Audio-Visual French

I'm sitting here with my copies of Cours Illustré de Français Book 1 and Longman's Audio-Visual French Stage A1 . I have previously mentioned the former, published in 1966, with its use of pictures to exemplify grammar and vocabulary. In his preface Mark Gilbert says: "The pictures are not... a mere decoration but provide further foundation for the language work at this early stage." He talks of "fluency" and "flexibility": "In oral work it is advisable to persist with the practice of a particular pattern until the pupils can use it fluently and flexibly. Flexibility means, for example, the ability to switch from one person of the verb to another..." Ah! Now, the Longman offering, written by S. Moore and A.L. Antrobus, published in 1973, just seven years later, has a great deal in common with Gilbert's course. We now have three colours (green, black and white) rather than mere black and white. The layout is arguably more attrac...
26 comments
Read more