It is important to note that this original version of the video features standard French terms and a French from France accent and learners should be aware that in Canadian French, the use of certain vocabulary may vary. For example, the term "petit-déjeuner" is usually not used in French-speaking Canadian communities, which prefer "déjeuner" instead of "petit-déjeuner," to say breakfast.

But the most significant difference between standard French and Canadian French in this video lies in the accent. I will create an explanatory video to compare the two accents, which are quite different. Note that my accent is from Quebec, and since Canada is geographically vast, the accent in various Francophone communities may vary. When discussing Canadian French accents, it encompasses a wide range of variations in accent and vocabulary, similar to the differences between the North and South of France.

I designed this listening activity so that learners can naturally and gradually acquire skills and vocabulary, conducting each step in a large group setting. Personally, I avoid individual work on the laptop or tablet at all costs.

To give you an idea, here’s how I would conduct this activity with my students:

As I do at the start of each period, I share the learning goals and success criteria for the lesson. In small groups or individually, I challenge students to write down as many three-letter words as they think they have heard and identified during the first listening. I usually set a focus on words with three letters or more to avoid concentrating on determiners and prepositions.

Listening 1: The first listening features reduced speed but does not include any written text to accompany the images. Students should be taking notes of the words they can identify.

I invite students to share with their teammates the words they managed to hear and refine their list.

We regroup to create a list of words, which can be done on the board, orally, or using a collaborative board like Jira if your classroom technology permits.

Listening 2: The second listening is also at a reduced speed and includes French subtitles.

I encourage them to follow along with the words. I remind them to compare with cognates, which are similar to English. From my experience, students appreciate being able to listen to this a second time.

Listening 3: This third listening offers the English translation at a reduced speed.

Here, they can easily compare the words with English and build connections with their first language. I usually pause the video multiple times during this listening to highlight words, differences, similarities, and fun facts. I distribute the vocabulary list and the script for their reference so they can refer to them and study from them.

Listening 4: This last listening plays at normal speed without subtitles or translation.

Once students are familiar with the vocabulary and understand most of the content, it's time for a final listen at a faster pace, similar to what they would hear in real life. They have the script in hand to follow along, as well as the vocabulary list.

At the end of the video, learners will practice with a short quiz projected on the board.

In my LMS platform, like Google Classroom, I share with my students:

- Learning Goals

- Success Criteria

- A short description of the task

- YouTube Video

- PDF of the vocabulary list**

- PDF of the script**

- Quizlet**

**available for free on this platform