Un studio à Bordeaux, Novice-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 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. 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 amberhoye@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 Spanish, 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 WLRCLAR@gmail.com 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)
Un Studio à Bordeaux, Novice-Mid, French
Description:
This activity is intended to provide authentic material to Novice-Mid students. The video of Guillaume from Bordeaux shows a typical French studio and takes students through the different rooms. After viewing the video, students have to answer a few questions to check for understanding. Then they are asked to describe their own living space, mentioning at least 2 comparisons from their lives with the French studio from the video.
Proficiency Level:
Novice-Mid
Keywords:
Apartment, Lodging, Comparisons, Room, Furniture
World-Readiness Standards:
Learners understand,
interpret, and analyze what
is heard, read, or viewed on a
variety of topics.
Learners use the language to investigate,
explain, and reflect on the concept of culture
through comparisons of the cultures studied
and their own.
Idaho Content Standards for World Languages:
COMM 2.1 : Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics
COMP 2.3: Compare and contrast authentic materials from the target culture with the learner’s culture.
NCSSFL-ACTFL Can-Do Statements:
- I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken language.
- I can present personal information about my life using simple sentences.
- In my own and other cultures I can identify some typical products related to familiar everyday life.
Materials Needed:
Warm-up
1. Begin by introducing the Can-Dos for today’s activity to students.
In target language, explain to students, "Today we are going to watch a video of a French young professional, named Guillaume, who lives in a studio in Bordeaux. As you watch the video, you will look for clues to understand what is being said and answer some questions."
Main Activity
1. Pass out Guillaume Handout to students.
2. In the target language, explain to students, “We will view the video together and discuss your impressions. Then each one of you will fill out the handout provided. Expect to discuss your responses. Use vocabulary related to lodging, furniture and rooms."
3. Play the Guillaume Bordeaux video for students.
4. Have students fill out the Guillaume Handout after watching the video.
5. After finishing the Guillaume Handout, students will share their answers with each other.
Wrap-up
Ask Students, "What differences did you notice between a French studio and a studio here at BSU? What surprised you the most in the short video? What expectations did you have?"
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 present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken language.
- I can present personal information about my life using simple sentences.
- In my own and other cultures I can identify some typical products related to familiar everyday life