French 101, Lab 08: La Famille et les amis, Novice mid
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 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 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)
La Famille et les amis
Description:
Students will practice describing familial relationships. This activity will allow students to practice discussing a family tree with a partner.
Proficiency Level:
Novice Mid
Keywords:
family, family tree, brother, sister, mother, father, grandparents, aunt, uncle,
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 1.3: Students present information, concepts, and ideas in French to an audience of listeners or readers.
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world.
Idaho Content Standards for World Languages:
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.
COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
NCSSFL-ACTFL Can-Do Statements:
- I can identify members of a family tree and describe their relationships.
- I can introduce my family members and their relationship to me.
- I can recognize peoples’ names and their titles when they are introduced.
Materials Needed:
Whiteboards
Whiteboard Markers
Would you like to make changes to the materials? Access the template(s) below:
Warm-up
1. Begin by introducing the Can-Do's for today's activity.
2. Ask students about their own families
- How many siblings do you have?
-Do you live with both parents?
-What are your grandparents' names.
-What pets do you have?
Main Activity
1. Take one of the family trees (Lion King, Simpsons, Modern Family, Kardashian, or Royal) and ask the group about members of the family tree.
Choisissez un arbre généalogique et demandez au groupe d’identifier les membres de la famille.
2. Take the part of one of the family members and ask the group to identify “ma mère, mon père, mon frère, etc.” For example, take the part of Simba and ask the group “qui est ma fille?” or “qui est Nala?” Continue this with the other family members.
Prenez un membre de l’arbre généalogique et demandez au groupe d’identifier “ma mère, mon père, mon frère, etc.” Par exemple, prendre la famille de Simba et demandez au groupe “qui est ma fille?” ou “qui est Nala?” Continuez l’activité avec différents membres de la famille.
3. Next, have the students get with a partner.
Ensuite, demandez aux étudiants de se mettre en équipe de deux.
4. Pass out one of the other family trees that you did not use for the example, and give one to each group.
Distribuez un arbre généalogique à chaque équipe.
5. Give the groups about 5 minutes to discuss with each other the different members of the family tree.
Donnez aux groupes environ 5 minutes pour discuter des différents membres de l’arbre généalogique.
6. After, have the students go around and explain to the rest of the group their assigned family tree—choosing one member and then describing the rest of the family members and their relationship.
Ensuite, demandez aux étudiants d’expliquer au reste du groupe leur arbre généalogique, en choisissant un membre de la famille et en décrivant le reste de la famille ainsi que leur relation.
7. Next, hand a whiteboard and marker to everyone in the group.
Distribuez un tableau et un marqueur à chacun des membres du groupe.
8. Have them draw out their family tree, labeling each member of their family and their relationship to them.
Demandez-leur de dessiner leur arbre généalogique et d’identifier chaque membre de leur famille ainsi que la relation avec eux.
9. They will then share with the group their entire family tree. Have a minimum of 7 family members (even pets!) They should describe characteristics of each member such as hair color, height, eye color, personality traits.
Ils devront ensuite partager avec le reste du groupe leur arbre généalogique. Il doit y avoir au moins 7 membres de la famille (même les animaux!) Les étudiants devront décrire chaque membre en indiquant la couleur des cheveux, la grandeur, la couleur des yeux, les traits de personnalité.
Wrap-up
Ask students the following questions to finish the lab:
Qui est ton membre de la famille préféré ? Pourquoi ?
Décris tes membres de la famille. Ils sont comment?
End of lab:
- Read can-do statements and have students evaluate their confidence with 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 identify members of a family tree and describe their relationships.
- I can introduce my family members and their relationship to me.
- I can recognize peoples’ names and their titles when they are introduced.