French 101 Lab 9 - Comment sont-ils?/ Numéros - Novice 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 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 for your language, 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)

Comment sont-ils?/ Numéros

Description:

Students will practice describing members and locations on a city map. Students will also explain their telephone numbers and practice talking about cities. 

Proficiency Level:

Novice Mid 

Keywords:

family, telephone, phone number, location, city, buildings

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 1.3: Students present information, concepts, and ideas in French to an audience of listeners or readers.
  • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the cultures of the francophone world.

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.
  • 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 2.1: Analyze the significance of a product (art, music, literature, etc...) in a target culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can describe my family members.
  • I can identify places on a map.
  • I can give out my phone number.
  • In my own and the target culture, I can compare and contrast how cities are laid out. (intercultural)
  • In my own and the target culture, I can compare and contrast how information such as phone numbers is shared. (intercultural)

Materials Needed:

Map of Paris

Google Presentation 

Warm-up

1. Show the laminated map to the students.

Montrez la carte de Paris aux étudiants.

2. To practice numbers, ask students to identify in which arrondissement certain landmarks of Paris are located. 

Afin de pratiquer les chiffres, demandez aux étudiants d’identifier dans quel arrondissement l’attrait touristique est situé.

Par exemple: “Où se trouve le Musée d'Orsay ?” 

“Le Musée d'Orsay est dans le 7ème.”

Continue with other landmarks:

Continuez avec d’autres attraits touristiques:

  • La Tour Eiffel: 7th
  • Le Louvre: 1st
  • La Sorbonne: 5th
  • Arc de Triomphe : 8th, 16th, 17th
  • Sacré Cœur: 18th
  • l'Opéra: 9th 
  • Notre Dame: 4th

Main Activity

1. Students are going to practice describing their family members with at least 3 adjectives. Prompt them to share multiple family members. 

Les étudiants devront décrire les membres de leur famille en utilisant au moins 3 adjectifs.

2. To practice numbers, have the students also share their family members' phone number and address (this should be made up!) Make sure that they are say the numbers in two digits at a time.
 Afin de pratiquer les chiffres, demandez aux étudiants de partager le numéro de téléphone et l’adresse des membres de leur famille (Cela peut être inventé!) Assurez-vous qu’ils disent 2 chiffres à la fois.

exemple: vingt, quatre-vingt-huit, soixante-sept, cinquante-trois, zéro, neuf


3. Next, have each student ask the group a question about their friend or family member. They can practice phrases such as:

Ensuite, chaque étudiant devra poser une question au reste du groupe concernant un ami ou un membre de la famille. Ils peuvent pratiquer les phrases telles que: 

Comment sont-ils?

Est-ce qu'ils aiment ____? 

Qu'est-ce que vous faites ensemble ?

Leurs anniversaires sont quand ?

Ils ont quel âge ?

etc.

Wrap-up

To wrap up the activity, practice a few numbers on the board between 60 and 100.

Write on the board a number and have the students practice saying it aloud, then have students practice writing a number of their choice.

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 describe my family members.
  • I can identify places on a map.
  • I can give out my phone number.
  • In my own and the target culture, I can compare and contrast how cities are laid out. (intercultural)
  • In my own and the target culture, I can compare and contrast how information such as phone numbers is shared. (intercultural)
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