Demander un service, Intermediate-Mid, French

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Demander un service, Intermediate-Mid, French originally created by Hortense Saget

Description:

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. 

Proficiency Level:

Intermediate-Mid

Keywords:

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.

Materials Needed:

Activity Powerpoint

"Texting" Handout

Warm-up

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

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.

Wrap-up

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.

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