As with most novels, Candide provides an excellent source for reinforcing grammar and language skills. In particular, the tale contains so many scenes in which characters tell stories that there is particular exposure to the use of the imperfect and preterite. Use the novel’s narration to address the differences between the imparfait and the passé simple. A simple way to do this is to have students pull sentences from the book that make use of a particular tense. Students can then depict the scene and explain why it requires a particular tense. Having them illustrate the scene will require students to spend time putting thought and analysis into a particular grammatical scenario. This provides excellent reinforcement for verb tense instruction. The sample assignment below focuses on the imperfect tense.
| Règle / Rule | Example / Exemple |
|---|---|
| Une description | "C'était un très beau jeune homme, le visage plein, assez blanc, haut en couleur, le sourcil relevé, l'oeil vif, l'oreille rouge, les lèvres vermeilles, l'air fier, mais d'une fierté qui n'était ni celle d'un Espagnol ni celle d'un jésuite." |
| Action ou phénomène qui se répète, non achevée | "Le baron ne pouvait se lasser d'embrasser Candide, il l'appelait son frère, son sauveur." |
| Action du passé dont la durée n'est pas définie | J'ai besoin de jeunes allemands pour aller au Paraguay. |
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
For this assignment, you will focus on the imperfect tense in Candide. In a single scene, find three different sentences containing a verb conjugated in the imparfait. Then, create a three-cell storyboard. Below each cell, write one of the three sentences. In the image square above, depict the sentence, and in the top textbox, list the grammatical rule that makes the imperfect tense appropriate for that particular sentence. See the sample storyboard for an example.
Remember the imparfait is used for the following situations:
Organize students into small, diverse groups to foster collaboration and maximize idea sharing during the activity.
Select different scenes for each group so students explore a variety of contexts, encouraging broad engagement with the text.
Ask each group to locate three sentences in their scene that use the imperfect tense, ensuring active text analysis and reinforcing key grammar concepts.
Encourage group members to work together on a three-cell storyboard, illustrating each chosen sentence and adding the relevant grammatical rule above each cell for visual reinforcement.
Have groups share their storyboards, explaining their choices and the relevant imperfect tense rules, to promote peer learning and deepen understanding.
The imparfait (imperfect tense) in French describes ongoing or repeated actions in the past, background descriptions, or situations without a clear endpoint. In Candide, it's often used to set scenes, express feelings, or show repeated actions from the past.
To teach the imperfect tense with Candide, select a scene, have students find three sentences using the imparfait, and ask them to illustrate each. Have them explain the grammatical rule for each use, reinforcing tense recognition and understanding through visuals and analysis.
The imparfait describes ongoing, repeated, or background actions, while the passé simple highlights completed, specific events. Candide uses both tenses: imparfait for setting the scene or repeated actions, and passé simple for main plot events.
Examples from Candide include: "C'était un très beau jeune homme..." (description), "Le baron ne pouvait se lasser d'embrasser Candide..." (repeated action), and "Il l'appelait son frère..." (ongoing action). These show different uses of the imparfait.
Try a storyboard activity: students find three imparfait sentences in a scene, illustrate each, and explain why the tense is used. This visual and analytical task deepens understanding of verb tense usage in context.