French 201 Lab 5 - Reflexive Verbs - Intermediate Low

Created Feb. 7, 2024 by Amber Hoye, Emily Blackburn, Camille Daw, Mimi Fahnstrom

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)

Reflexive Verbs

Description:

Students will practice talking about their daily routines and hygiene. Students will practice asking and answering questions. 

Proficiency Level:

Intermediate Low

Keywords:

hygiene, questions, schedules, routine, 

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.

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.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about my morning and night routines
  • I can talk about sports, activities, and things I do for fun
  • I can discuss personal hygiene 

Materials Needed:

Google Slideshow

Question Sheet

Multicolor die

Would you like to make changes to the materials? Access the template(s) below:

- Question Sheet (Canva Template, free account required) 

Warm-up

1. Begin by introducing the Can-do's for today's activity. 

2. Go to slide 3 on the Google slides presentation. There should be several pictures of people/things related to daily routines. 

3. Have the students take turns describing one of the people/things without telling the rest of the group. They can use colors, body parts, and especially reflexive verbs like “se brosser les cheveux” or “se laver les mains.” 

4. Encourage students to conjugate the verbs depending on the person they’re describing. The rest of the group has to try and guess which person/thing they are describing. 

Exemple: “Je vois quelqu’un qui se maquille devant un miroir."

Main Activity

1. Using the Question sheet, students will roll the die with colors and they will also roll the die with numbers (reroll the die if they receive a 6). Depending on the color and number rolled, they will read the question that corresponds with that color and number. 

2. For example, if they roll a blue and a 4 then they would read and answer the question, “Est-ce que tu t'amuses bien? Tu t'es bien amusé hier?” As a lab assistant, if you want you can have other students in the group respond too. Pass the dice to the next student to roll and answer another question. 


En utilisant les feuilles de questions, l’étudiant devra lancer le dé de couleur ainsi que le dé (relancer si le dé indique 6).  Selon la couleur et le chiffre, l’étudiant devra lire et répondre à la question qui correspond.


Par exemple, s’il obtient bleu et 4, il lira et répondra à la question: “Est-ce que tu t’amuses bien? Tu t’es bien amusé hier?” En tant qu’assistant de laboratoire, vous pouvez demander aux autres étudiants du groupe de répondre également. Donnez les dés au prochain étudiant afin de continuer le jeu.

Wrap-up

Ask the following questions to finish the lab: 

Vous comprenez les verbes reflechis? 

Avez-vous des plans pour ce weekend?

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 talk about my morning and night routines
  • I can talk about sports, activities, and things I do for fun
  • I can discuss personal hygiene 
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