Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact firstname.lastname@example.org with any suggestions and we will update the content in a timely manner. — The Pathways Project
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. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.
How to use the WLRC Repository’s Activities:
1. Use the Activity as is:
Before you begin:
- Most activities are 30 minutes in duration, unless otherwise specified.
- Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.
If you have any suggestions about grammar, syntax, and content, please kindly contact email@example.com.
2. Remix for Your Language Classroom:
When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.
Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:
- Google Slideshows:
- To begin, go to File -> Copy to create an editable version of the slideshow.
- Once finished with your changes, please complete the following steps to share:
- Click on Share
- Who Has Access
- Ensure link sharing is on and allow external access.
- Materials Saved as PDF: Please email firstname.lastname@example.org and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided.
3. Adapt for Another Language:
- See the linked English Version at the top of the activity (English Version may not be available for all activities)
Demander un service, Intermediate-Mid, French originally created by Hortense Saget
This activity is intended to provide authentic material to Intermediate--Mid students. The purpose of this assignment is to help learners use recently studied vocabulary and idiomatic expressions in a situation similar to one that they would likely find themselves in during authentic experiences in French speaking countries. Students will be asked to create a dialogue demonstrating their understanding of new vocabulary to ask for help or for a service.
Vocabulary, idioms, service, conditional, shopping
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions
- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
- Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world
- Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of French and their native language.
Idaho State World Language Standards:
- COMM 1.1:Learners interact and negotiate meaning in spoken conversations to share reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- COMP 1.1: Observe formal and informal forms of language.
NCSSFL-ACTFL Can-Do Statements:
- I can participate in spontaneous spoken conversation on familiar topics, creating sentences and series of sentences to ask for a service.
- I can express my thoughts using sentences and series of connected sentences through spoken language
- I can interact at a functional level in some familiar contexts.
1. Begin by introducing the Can-Dos for today’s activity.
2. Introduce the activity using the Activity Powerpoint
3. Hand out the "Texting" Handout. Students will "respond" to Gabriel's text messages about going grocery shopping this weekend using their own responses.
4. Once students finish the "Texting" Handout, have students break into groups of three and proceed with the main activity
Créer un dialogue avec 3 personnages.
Personnage 1 - étudiant 1
Personnage 2 - étuidant 2
Personnage 3- Mère/père d’accueil.
Vous êtes étudiant (e) à Paris et vous habitez avec une famille Française. Votre ami aimerait que vous l’emmeniez au supermarché mais vous n’avez pas de voiture. Après avoir échanger par texto au sujet de vos projets, Vous devrez donc demander à votre père ou mère d’accueil de vous emmener, vous et votre ami, ce weekend au Géant Casino. Mais le Samedi est la journée préférée des Français pour aller faire des courses et votre mère d’accueil refuse d’y aller quand il y a trop de monde.
En groupe de 3, vous allez créer un dialogue qui vous permettra de montrer l’acquisition du vocabulaire et expressions idiomatiques nécessaires pour demander de l’aide/un service (présentations, Textos, demander/rendre un service, faire des achats, expliquer/décrire).
Le dialogue pourra se faire en classe devant la classe comme une pièce de théâtre ou vous pouvez choisir de le faire sous forme d’une vidéo/petit film.
Pas de notes, votre dialogue doit sembler aussi naturel que possible.
Utilisez votre imagination, n’hésitez pas à vous déguiser et à apporter des éléments essentiels à votre performance théatrale!
Students will create a 3 person dialogue
Character 1 - Student 1
Character 2 - Student 2
Character 3 - Host mother/father.
You are a student in Paris, living with a French host family. Your friend from the university would like to go grocery shopping at the big supermarket “Géant Casino” this weekend, but he does not have a car.
After exchanging with your friend via text message about your plans (Use "Texting" Activity handout), It is time you ask your host mother or father if she/he could take you and your friend to the store this weekend on Saturday - the busiest day to go grocery shopping for French families.
In groups of 3, you will create a dialogue that will show your understanding of the new vocabulary and idiomatic expressions necessary to ask for help/for a service. ( introductions, Texting, Request/Refuse to do a service, go shopping, explain/describe)
The dialogue can be performed in-class.
You may read notes during your performance, but your dialogue must seem as natural as possible.
Ask Students in Target Language (French) Did you find the process of texting easier than the process of talking to the host mother face to face?
It is hard to deal with requesting a service, when it is done in a foreign language? What clue could you use to help you understand what is being said, and be aware of emotions/feelings when you are lacking the language abilities?
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!
NCSSFL-ACTFL Can-Do Statements:
I can participate in spontaneous spoken conversation on familiar topics, creating sentences and series of sentences to ask for a service.
I can express my thoughts using sentences and series of connected sentences through spoken language
I can interact at a functional level in some familiar contexts.