La mode, la prononciation, et les objets indirects - Fashion, pronunciation, and indirect objects - French - Novice-Mid
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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.
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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.
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- Boise State World Languages Resource Center
La mode, la prononciation, et les objets indirects
Proficiency Level:
Novice-Mid
This activity consists of 3 mini-activities. In the first, students fill out a checklist for a partner in a "fashion show." In the second, there are videos and exercises for pronunciation between specific sounds that don't exist in English. In the third, students practice indirect objects.
Keywords:
fashion, pronunciation, indirect objects, video, mini, u ou, ou eu
Relevant NCSSFL-ACTFL Can-Do Statements: (SPECIFY THE LEVEL OF THE CAN_DO STATEMENT AFTER EACH ONE)
- I can introduce myself and others
- I can describe a person and what they're wearing
- I can express myself in a comprehensible way
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:
- Fashion show checklist (Warm-up), One per student
- Conversation cubes (Wrap-up activity), One of each per group
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and distributing the Fashion Show Checklist to each student.
“Aujourd'hui, vous allez faire une check-list pour un défilé de mode d'un partenaire.”
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can introduce myself and others
- I can describe a person and what they're wearing
- I can express myself in a comprehensible way
2. Students will fill out the checklists by asking their partners questions.
“Complétez la check-list en demandant votre partenaire des questions. Puis, vous allez présenter votre partenaire au reste de la classe. Par exemple, je présenterait mon partenaire ainsi: "Voici Justin, un homme, qui porte un beau pull rouge avec une écharpe grise. Il arbore aussi un jean moulant et des chaussures noires avec des chaussettes à carreaux."”
Main Activity
1. Move on to the pronunciation video and play if for the students.
“Maintenant, nous allons regarder une vidéo. Faites attention à la différence entre la prononciation des sons "ou" et "eu."”
2. Now, bring the pronunciation to life by going through the following slides and pronouncing the first 1-2 before having the students try. For the following slides, have the students try without an example.
“On va pratiquer les sons maintenant. Pour les premiers exemples, répétez après moi. Pour les prochains, essayez vous-même.”
3. Repeat for the next portion with u-ou pronunciation.
Wrap-up
1. To finish, students will practice using indirect objects with conversation dice.
“Pour terminer, vous allez pratiquer avec les objets indirects en utilisant des dés de conversation.”
2. Students will take turns rolling the three dice. They will conjugate the verbs by creating a sentence from the dice.
“À tour de rôle, chaque personne va tirer les dés. Puis, vous allez créer une phrase des trois mots que vous voyez.”
3. Give an example.
“Par exemple, si les dés disent que c'est moi qui fais l'action, que l'action est de donner, et que la personne à qui l'action est faite est ils/elles pluriel, je peux créer une phrase comme: "Je leur donne des fleurs."”
“J'utilise "je" parce que c'est "moi" qui le fais. J'utilise "leur" parce qu'ils/elles pluriel reçoivent les fleurs.”
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 introduce myself and others
- I can describe a person and what they're wearing
- I can express myself in a comprehensible way