Le métro parisien, Novice Low-Mid, French

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 pathwaysproject@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. 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 pathwaysproject@boisestate.edu.

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 in French, 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 pathwaysproject@boisestate.edu 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)

Le métro parisien, Novice Low-Mid, French originally created by Hortense Saget


This activity relates to the theme of directions, navigation. Students will use their prior knowledge of vocabulary related to this theme, as well as the imperative form of verbs. Also, most likely students have all experienced being lost in a new city - it is less likely now because of cell phones and satellite maps. However, taking the wrong subway train, going in the wrong direction in a street can still happen regardless of cell phone availability. This activity teaches students how to ask and give directions in the imperative form.

Proficiency Level:

Novice Low to Novice Mid


Directions, Paris, Ask, Métro, subway, impératif, map, questions, instructions

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 4.2: Students demonstrate understanding of the concept of culture through comparisons of francophone cultures and their own.

Idaho State World Language Standards:

  • COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, 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.
  • CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
  • CLTR 1.3: Function appropriately in diverse contexts within the target culture.
  • CONN 2.3: Compare and contrast cultural similarities and differences in authentic materials.
  • CONN 2.2: Analyze the content and cultural perspectives of authentic materials prepared in the target language by or for native speakers
  • COMP 2.3: Compare and contrast authentic materials from the target culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can communicate with others from the target culture in everyday situations, using memorized language and showing basic cultural awareness. 
  • I can identify directional elements and found my way on the Paris Métro. 
  • I can give directions if asked to do so in the target language. 
  • I can ask for directions and understand the directions being given. 

Materials Needed:

Map of the Paris Métro

Utile Vocabulaire

Le Métro Parisien Google Slides Presentation


1. Begin by introducing the Can-Dos for today’s activity and distributing the Paris Métro map and the Utile Vocabulaire. 

2. On projector, display the Paris Métro map

“Aujourd’hui nous allons nous promener dans le métro parisien. Voici la carte du métro. Qu’est-ce que vous remarquez ? “ 

Explain the difference between line colors, directions, last stations. Explain how transportation works in France. 

Main Activity

1. Display "Le Métro" Powerpoint Presentation. Use slides to introduce the activity to the students. 

2. Ask students in target language, "Who has ever been lost in a city? Who has ever taken the subway in a big city?"

3. Have students partner in groups of two. 

4. In the target language, provide the following instructions to students using the Paris Metro Map. 

Vous êtes à la station de métro La Défense, ligne 1. 

Vous voulez allez à la station Pasteur, ligne 12.

Donnez les instructions à votre partenaire.

Utilisez l’impératif.

Inversez les rôles et votre partenaire donne une nouvelle possibilité de trajet.

Plan du métro

Vous avez 10 mins


Wrap-up questions : 

"What was your first impression when you saw the Métro map? 

How easy/difficult did you think it was to navigate once you familiarized yourself with the subway system?

Are you likely to use the métro when you go to Paris? Do you think it could be easier than driving a car around, why?"

End of lab:

  • Read Can-Do statements once more and have students evaluate their confidence. (Use thumbs up/thumbs down) 
  • 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 communicate with others from the target culture in everyday situations, using memorized language and showing basic cultural awareness 
  • I can identify directional elements and found my way on the Paris Métro. 
  • I can give directions if asked to do so in the target language. 
  • I can ask for directions and understand the directions being given. 
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