Greetings and Introductions, Novice Low, French
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale.
This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.
Using the WLRC Repository’s Activities:
When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.
Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.
Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
Enjoy!
- Boise State World Languages Resource Center
Greetings and Introductions
Proficiency Level:
Novice Low
In this lab, students have a "meet and greet" party in which they take the role of someone else (like a celebrity or someone of a certain profession). They introduce themselves appropriately based on the time of day their lab instructor provides, as well as introduce others.
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Bowl of healthy food
Keywords:
Greetings, Introductions, Celebrity, Hello, Goodbye, Salutations
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can respond to an introduction. (Novice/Low)
- I can introduce myself and others. (Novice/Low)
- I can greet and take leave from someone using polite rehearsed behaviors. (Novice/Low)
Relevant ACTFL World-Readiness Standards
Communication
Standard 1.1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Materials Needed:
• Whiteboard (For the activity instructor)
• Francophone celebrities (Make sure to have enough for each student to play a few roles)
• Time of day cards (The instructor is the only one who needs this set)
• Warm-up conversation cards (Have one copy of these cards for each group)
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and distributing the “Warm-up conversation cards” to each group.
"Salut ! Comment allez-vous ? Je vais bien, mais je suis _____. Aujourd'hui, nous allons pratiquer les introductions. Les 'Can-Do Statements' pour cette leçon sont :"
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can respond to an introduction. (Novice/Low)
- I can introduce myself and others. (Novice/Low)
- I can greet and take leave from someone using polite rehearsed behaviors. (Novice/Low)
2. Describe the warm-up activity to the students and model putting the cards in order (without completing the activity for the students).
"Voici une conversation entre deux personnes. Essayez des les mettre en ordre, comme je fais maintenant. Si quelqu'un me dit 'bonjour,' qu'est-ce que je dis pour répondre ?"
3. When a group has completed the warm-up activity, ask two volunteers to play the red and blue roles, reading aloud, and make any adjustments to the order that are needed.
"Maintenant, j'ai besoin de deux volontaires pour jouer les rôles du personnage rouge et du personnage bleu."
4. Review the difference between the registers of 'tu' and 'vous.'
"En français, il y a deux formes du mot anglais 'you' : pour un ami ou un membre de la famille, on dit 'tu.' Pour un groupe de personnes ou une personne qu'on ne connaît pas, ou dans une situation professionnelle, on dit 'vous.'"
Main Activity
1. Brainstorm useful phrases for polite greetings and salutations with the students to then write on a board or slide visible throughout the activity. You may want to section the board by type of greeting (i.e. hello, goodbye, sections, etc.)
"Je vais écrire au tableau quelques phrases utiles pour vous aider avec cette activité. Qu'est-ce qu'on peut dire en français pour dire 'hello?' / 'goodbye?' / 'how are you?' / 'nice to meet you?'"
Useful words/phrases:
Bonjour, bonsoir, salut, coucou, (faire la bise), etc.
Vous vous appellez comment ?, Je m'appelle..., etc.
Au revoir, tchao, salut, à plus (tard), à bientôt, à la prochaine, bonne journée, bonne soirée, etc.
(Comment) ça va ?, Quoi de neuf ?, Comment vas-tu/allez-vous ?, Tu vas bien /Vous allez bien ?, etc.
Je vais bien, ça va, je suis ___, etc.
Enchanté(e), Plaisir de faire votre connaissance, Ravi de vous rencontrer, etc.
2. Pick a time of day (to determine time-sensitive greetings like 'bonsoir'), place students in pairs, and have students practice having a short conversation where they introduce themselves, respond, ask how one another are, and say goodbye.
1. "Maintenant, il est midi (etc.)" Here, display the Time of day card that you've chosen for this round.
2. "Avec un partenaire, vous allez pratiquer une petite conversation."
3. "Commencez avec un salutation, puis introduisez-vous, posez-vous des questions, et dites adieu."
3. Model a conversation either on your own (clearly switching roles) or with a willing student.
1. Bonjour !
2. Salut !
3. Tu t'appelles comment ?
4. Je m'appelle ___. Et toi/vous ?
5. Je m'appelle ___. Enchanté !
6. C'est un plaisir de faire ta connaissance. Comment vas-tu ?
7. Je vais bien, merci, et toi ?
8. Je suis content. Bonne journée !
9. Tchao !
4. If you'd like, have this set up like a soirée with French music in the background! Have students repeat this activity with different partners, moving around your space. If there is time, have them practice introducing their classmates.
For introductions:
"Pour présenter un ami, vous pouvez dire : 'Bonjour, je te présente / je vous présente ___."
Wrap-up
Wrap-up questions (Pick a few you’d like to ask):
1. Quel est votre mot ou phrase préféré pour dire "bonjour ?"
2. Quel est votre mot ou phrase préféré pour dire "au revoir ?"
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can respond to an introduction. (Novice/Low)
- I can introduce myself and others. (Novice/Low)
- I can greet and take leave from someone using polite rehearsed behaviors. (Novice/Low)