French 201 Lab 6 - Illnesses, Medical Conditions and Wellbeing - Intermediate Mid

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)

Illnesses, Medical Conditions and Wellbeing

Description:

In this activity, students will practice providing remedies for illnesses. Students will also practice discussing home remedies they used growing up. 

Proficiency Level:

Intermediate Mid

Keywords:

Illness, sickness, remedy, doctor, medicine, cold, flu 

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.

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.

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.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about my health
  • I can provide remedies for illnesses
  • In my own and other cultures, I can explain how to behave appropriately when visiting the doctor

Materials Needed:

Situation Cards

Google slideshow

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

- Situation Cards (Canva Template, free account required) 

Warm-up

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

2. Ask students what kind of home remedies they believed in growing up. What were they? Do you think they work? 

Savez-vous ce qu’est un remède de grand-mere ? 

En connaissez-vous ?

Pensez-vous qu’ils marchent ?

Main Activity

1. Lay out the situation cards on the table.

Étaler sur la table les cartes contenant les différentes personnes.

2. Take turns going in a circle using the “Je”  form to describe one of the people on the cards (but don't say the name of the person).

En cercle, à tour de rôle, les étudiants devront décrire à la première personne “je”, une des personnes identifiées sur les cartes. (Ne dites pas le nom de la personne).

3. The rest of the group has to guess who the person is AND say what they need/should do to get better.

Le reste du groupe doit deviner qui est cette personne et dire ce qu’elle doit ou devrait faire afin de se sentir mieux.

For example: if you say “J'ai mal à la gorge...” then the rest of the group has to guess who you are by identifying the correct person. In this case, the correct answer would be “Tu es Juliette. Elle a mal à la gorge et elle a besoin de boire du thé.”


Si tu dis “J’ai mal à la gorge…”, le reste du groupe devra deviner qui tu es et identifier correctement la personne. Dans cette situation, la réponse serait: “Tu es Juliette. Elle a mal à la gorge et elle a besoin de boire du thé.”


4. The person who gets the answer correct gets to keep the card. Whoever has the most “person cards” at the end wins.

La personne qui donne la bonne réponse, garde la carte. À la fin, la personne qui a le plus de cartes, gagne.

Wrap-up

Ask the following questions to finish the lab: 

Quelles sont les expressions que vous vous souvenez de cette activité?

Avez-vous été malade cette année ?

Quelle maladie ?

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 health
  • I can provide remedies for illnesses
  • In my own and other cultures, I can explain how to behave appropriately when visiting the doctor
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