You're invited! French, Novice Mid
Please Note: 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 amberhoye@boisestate.edu 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.
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
You're invited! French, Novice Mid
Proficiency Level:
Interpersonal Speaking, Novice Mid
In this activity, students will practice accepting and/or rejecting formal invitations to an afternoon or evening together.
Keywords:
Invitations, accepting, rejecting, events, party
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can accept or reject an invitation.
- I can invite and make plans with someone.
- I can exchange information about when to meet and where to go, such as the store, the movie theatre, a concert or a restaurant.
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:
Invitation Templates
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and reviewing how to accept and reject an invitation with your students.
“Aujourd'hui nous allons inviter nos camarades de classe à un événement."
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can accept or reject an invitation.
- I can invite and make plans with someone.
- I can exchange information about when to meet and where to go, such as the store, the movie theatre, a concert or a restaurant.
2. Review accepting and rejecting an invitation on the board or aloud with your students.
“ Comment vous acceptez et rejetez une invitation?
Here is a list of some ideas:
Accepting an invitation:
1. I agree: D'accord
2. I would love to: J'aimerais bien
3. I'll be there: Je vais être là
4. I'll pick you up: Je vais passer te prendre
5. Yes, of course: Oui, bien sûr
6. I think I can come: Je crois que je peux aller
7. Absolutely!: Absolument
Rejecting an invitation:
1. I'm very busy: Je suis occupé
2. Thank you, but I can't because: Merci, mais je dois...
3. I'm sorry, but I have to: Desolé, mais je dois...
4. I would prefer not to: Je préférerais de ne pas aller...
5. I want to, but I can't: Je veux aller, mais...
Main Activity
1. Working individually (5-7 minutes): Each student will choose an invitation they like and make a plan to invite the students. During the 5 minutes, walk around and help students.
“Prenez cinq minutes pour créer une invitation. Choisissez une des invitations et écrivez tous les détails énumérés."
2. After the 5 minutes, the students will take turns sharing their invitations and inviting the other students. Students should ask questions about the event like where is it, when, what, etc.
“Maintenant, nous allons inviter la classe aux événements. Chaque personne va dire les détails de son invitation. Vous devez poser des questions de l'événement comme "où, quoi, quand, etc."
3. Use this model for an example:
1. Student 1: "Hello, do you want to go with me to the movies?"
1. "Bonjour, est-ce que vous voulez aller au cinéma avec moi?"
2. Student 2: "What movie?"
1. "Quel film?"
3. Student 1: "Avengers"
1. "Avengers"
4. Student 2: "When and what time?"
1."Quand et à quelle heure?"
5. Student 1: "Tomorrow at 7:00 pm"
1."Demain à 19h00."
4. Continue asking questions about the event.
5. After, everyone should accept or reject the proposed invitation, and then say why or why not.
"Tout le monde doit accepter ou rejeter l'invitation et expliquer pourquoi "oui" ou "non."
Par exemple, "Merci, mais je ne peux pas aller. Je dois travailler."
Wrap-up
Wrap-up questions (Pick the a few you’d like to ask):
1. What are you going to do this weekend?
Qu'est-ce que vous allez faire ce weekend ?
2. Do you like going to cultural activities like concerts?
Aimez-vous aller aux activités culturelles comme les concerts ?
3. Do you like to go to sports games?
Aimez-vous aller aux jeux de sport ?
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!