# data[].attributes.body
Sharing school life ( intermed-- mid)
Activity:
1. students break into small groups of two
2.One ( Chinese student, one American student)
3. They are using Wechat to talk to each other about their school life.
4. Contents includes ( school day routine, class schedules, comments on different subjuects, and school life in general.)
5. Share each other how they understand the schoolife culture.

# data[].attributes.body
Giving directions: https://docs.google.com/presentation/d/1q3QK44c7usCalosohCg-CmBKNtd-SnfKIlF9QSx5QAw/edit

# data[].attributes.attachment_link.title
French Level 3, Activity 13: Les directions / Directions (Face-to-Face)

# data[].attributes.headline
Abby, Spanish, Levels 1 + 2 & Heritage Speakers

# data[].attributes.subject
Abby, Spanish, Levels 1 + 2 & Heritage Speakers

# data[].attributes.body
Interest/conversation Bingo!

https://www.oercommons.org/authoring/55650-spanish-level-3-activity-01-inter%C3%A9s-bingo-interest

# data[].attributes.attachment_link.title
Spanish Level 3, Activity 01: Interés Bingo / Interest Bingo (Face-To-Face)

# data[].attributes.attachment_link.description
Students will practice discussing their preferences, how to defend and support their ideas. Students learn topics through a game of bingo and express how relevant certain ideas are over others.

# data[].attributes.body
Basque 101-202

Food

https://www.oercommons.org/authoring/54049-french-level-1-activity-13-j-ai-faim-food-face-to-/view

# data[].attributes.attachment_link.readable_text
Created June 21, 2022 byAmber Hoye, Justin Snyder, Emily Blackburn, Camille Daw, Mimi Fahnstrom
Did you know that you can access the complete collection of Pathways Project French activities in our new Let's Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench

Please Note: Many of our activities 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.

Food / J'ai faim !

Description

In this activity, students will be matching images of foods with a statement and creating a meal plan for themselves.

Semantic Topics

food, meal, meal plan, recipes, la nourriture, le repas, le régime alimentaire, la recette, the near future, le futur proche, superlatives, le superlatif

Products

Food, meals, recipes, menus

Practices

The French generally have a smaller, and more carb centric breakfast, a large lunch, and a smaller dinner at 8 pm or later.

Perspectives

Meals are very important in France! Much of the time, sitting down as a family and eating together is seen as an important family activity. Sunday meals are especially important and oftentimes more lavish. Meals tend to take longer to finish than in a typical American household, due the special importance placed on gastronomy in French culture.

What might that say about French culture, in relation to food and family, that they typically have longer meals than us? What is American "food culture" like in comparison, and what do you think that shows about our values?

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.

Idaho State Content 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

COMM 3.2 - Adapt presentation to various audiences of listeners, readers, or viewers

NCSSFL﻿-ACTFL Can-Do Statements

I can look at pictures on a menu and identify the foods.

I can say what food I like or dislike.

I can describe a personalized menu.

Materials Needed

White boards, one per student

White board markers, one per student

Written Statements, one set per group

Google Slide Presentation

Food Cards, one set per group

Worksheet [OPTIONAL USE] Use this interactive worksheet as a supplemental tool for the corresponding Pressbook Conversation Activity. It can be used as a way to keep students engaged, provide a place for them to take notes, and track their learning.

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

Food Cards (Canva Template, free account required)

Worksheet (Canva Template, free account required)

Warm-Up

1. Begin by introducing the Can-Dosfor today's activity and distributing the Food Cards and Written Statements.

Aujourd'hui, nous allons parler de la nourriture ! (Today, we're going to talk about food!)

List of Popular French Foods Popular Regional Cuisine

Can-Do statement check-in... "Where are we?"

Read can-do statements and have students evaluate their confidence.

Encourage students to be honest in their self-evaluation

Pay attention, and try to use feedback for future activities!

I can look at pictures on a menu and identify the foods.

I can say what food I like or dislike.

I can describe a personalized menu.

1. Begin by introducing the Can-Dosfor today's activity and distributing the Food Cards and Written Statements.

Aujourd'hui, nous allons parler de la nourriture ! (Today, we're going to talk about food!)

2. In pairs, students will match typed sentences with the appropriate photo on statement cards. There are 4 sets of phrases, each color coded so you can easily separate them into groups. Each set is identical.

Avec un(e) partenaire, mettez ensemble la phrase et la photo appropriée à la feuille que je vous donne. (With a partner, match the appropriate phrase to the photo on the card that I gave you.)

Main Activity

1. La nourriture saine: Using the white boards, students will work individually to create a "meal plan" for themselves for the next two days on whiteboards.
Avec un tableau blanc, vous allez travailler seul pour créer un plan de repas pour les prochains deux jours.

2. Day 1: They will "cook at home" for all three meals. Students should come up with descriptions of what to eat, including basic recipes including their food vocabulary.
"Le premier jour, vous allez cuisiner chez vous. Écrivez sur vos tableaux blancs ce que vous voulez manger pour le petit déjeuner, le déjeuner, et le dîner. Puis, partagez avec le groupe. Dites-nous au moins deux-trois choses dans chaque repas, et pourquoi choisir ce repas. Par exemple: Pour le déjeuner, je mange un sandwich avec de la salade, de l'avocat, et de la moutarde. Je l'aime, parce que les légumes sont bon pour la santé." (The first day, you are going to cook at home. Write on your white boards what you want to eat for breakfast, lunch, and dinner.Then, share with the group. Tell us at least two or three things in each meal, and why you chose this meal. For example: For lunch, I am eating a sandwich with a salad, an avocado, and mustard. I like it, because vegetables are good for your health.)

3. Day 2: For the second day, they will eat at restaurants. They will also talk about why they chose these meals and restaurants and if they have any dietary preferences that they would tell a server.
"Le deuxième jour, vous allez manger dans un restaurant différent pour chaque repas. Dites-nous quels restaurants vous allez choisir, et pourquoi. Si vous avez des régimes alimentaires, qu'est-ce que vous pouvez dire au serveur? Per exemple: Pour le petit déjeuner, je mange à Capri. J'aime ce restaurant, parce que c'est pas cher. Je dis au serveur que je suis un végétarien." (The second day, you are going to eat in a different restaurant for each meal. Tell us what restaurants you are going to choose and why. If you have dietary restrictions, what will you say to the server? For example: For breakfast, I am eating at Capri. I like this restaurant, because it isn't expensive. I will tell the server that I am a vegetarian.)

4. After the meals have been planned, each student should have some time to ask other students questions about their meals and suggest recipes, restaurants, and other food-related tips based on their meal plans.
"Maintenant, vous pouvez poser des questions à vos camarades de ce qu'ils préfèrent manger, etc." (Now, you can ask your peers questions about their meals, etc.)

5. Here is an example:
Student 1: "Moi, je préfère utiliser l'huile d'olive plutôt que le beurre dans les pâtes." (I prefer using olive oil more than butter in pasta.)
Student 2: "Est-ce que tu aime dîner au Melting Pot ? Moi, j'adore la fondue." (Do you like having dinner at the Melting Pot? I love fondue.)

Wrap-Up

Ask the following question(s) to finish the activity:

1. Quel plan de repas est-ce que vous préférez ? Pourquoi ? (What meal plan do you prefer? Why?)
2.Vous préférez manger au restaurant ou chez vous ? (Do you prefer to eat at restaurants or at home?)
3. Quel est votre restaurant préféré ? (What is your favorite restaurant?)
4.Quel est votre repas préféré ? (What is your favorite food?)

Cultural Resources
List of Popular French Foods Popular Regional Cuisine History and Basics of French Cuisine Campus France's guide to French Gastronomy
End of Activity

Can-Do statement check-in... "Where are we?"

Read can-do statements and have students evaluate their confidence.

Encourage students to be honest in their self-evaluation

Pay attention, and try to use feedback for future activities!

NCSSFL﻿-ACTFL Can-Do Statements

I can look at pictures on a menu and identify the foods.

I can say what food I like or dislike.

I can describe a personalized menu.

2. In pairs, students will match typed sentences with the appropriate photo on statement cards. There are 4 sets of phrases, each color coded so you can easily separate them into groups. Each set is identical.

Avec un(e) partenaire, mettez ensemble la phrase et la photo appropriée à la feuille que je vous donne. (With a partner, match the appropriate phrase to the photo on the card that I gave you.)

Main Activity

1. La nourriture saine: Using the white boards, students will work individually to create a "meal plan" for themselves for the next two days on whiteboards.
Avec un tableau blanc, vous allez travailler seul pour créer un plan de repas pour les prochains deux jours.

2. Day 1: They will "cook at home" for all three meals. Students should come up with descriptions of what to eat, including basic recipes including their food vocabulary.
"Le premier jour, vous allez cuisiner chez vous. Écrivez sur vos tableaux blancs ce que vous voulez manger pour le petit déjeuner, le déjeuner, et le dîner. Puis, partagez avec le groupe. Dites-nous au moins deux-trois choses dans chaque repas, et pourquoi choisir ce repas. Par exemple: Pour le déjeuner, je mange un sandwich avec de la salade, de l'avocat, et de la moutarde. Je l'aime, parce que les légumes sont bon pour la santé." (The first day, you are going to cook at home. Write on your white boards what you want to eat for breakfast, lunch, and dinner.Then, share with the group. Tell us at least two or three things in each meal, and why you chose this meal. For example: For lunch, I am eating a sandwich with a salad, an avocado, and mustard. I like it, because vegetables are good for your health.)

3. Day 2: For the second day, they will eat at restaurants. They will also talk about why they chose these meals and restaurants and if they have any dietary preferences that they would tell a server.
"Le deuxième jour, vous allez manger dans un restaurant différent pour chaque repas. Dites-nous quels restaurants vous allez choisir, et pourquoi. Si vous avez des régimes alimentaires, qu'est-ce que vous pouvez dire au serveur? Per exemple: Pour le petit déjeuner, je mange à Capri. J'aime ce restaurant, parce que c'est pas cher. Je dis au serveur que je suis un végétarien." (The second day, you are going to eat in a different restaurant for each meal. Tell us what restaurants you are going to choose and why. If you have dietary restrictions, what will you say to the server? For example: For breakfast, I am eating at Capri. I like this restaurant, because it isn't expensive. I will tell the server that I am a vegetarian.)

4. After the meals have been planned, each student should have some time to ask other students questions about their meals and suggest recipes, restaurants, and other food-related tips based on their meal plans.
"Maintenant, vous pouvez poser des questions à vos camarades de ce qu'ils préfèrent manger, etc." (Now, you can ask your peers questions about their meals, etc.)

5. Here is an example:
Student 1: "Moi, je préfère utiliser l'huile d'olive plutôt que le beurre dans les pâtes." (I prefer using olive oil more than butter in pasta.)
Student 2: "Est-ce que tu aime dîner au Melting Pot ? Moi, j'adore la fondue." (Do you like having dinner at the Melting Pot? I love fondue.)

Wrap-Up

Ask the following question(s) to finish the activity:

1. Quel plan de repas est-ce que vous préférez ? Pourquoi ? (What meal plan do you prefer? Why?)
2.Vous préférez manger au restaurant ou chez vous ? (Do you prefer to eat at restaurants or at home?)
3. Quel est votre restaurant préféré ? (What is your favorite restaurant?)
4.Quel est votre repas préféré ? (What is your favorite food?)

Cultural Resources
List of Popular French Foods Popular Regional Cuisine History and Basics of French Cuisine Campus France's guide to French Gastronomy
End of Activity

Can-Do statement check-in... "Where are we?"

Read can-do statements and have students evaluate their confidence.

Encourage students to be honest in their self-evaluation

Pay attention, and try to use feedback for future activities!

NCSSFL﻿-ACTFL Can-Do Statements

I can look at pictures on a menu and identify the foods.

I can say what food I like or dislike.

I can describe a personalized menu.

# data[].attributes.attachment_link.title
French Level 1, Activity 13: J'ai faim ! / Food (Face-to-Face)

# data[].attributes.attachment_link.description
Created June 21, 2022 byAmber Hoye, Justin Snyder, Emily Blackburn, Camille Daw, Mimi Fahnstrom Did you know that you can access the complete collection of Pathways Project French activities in our new Let's Chat! French pressbook?

# data[].attributes.body
https://www.oercommons.org/authoring/53549-spanish-level-4-activity-04-vamos-al-gimnasio-we-r

daily life recreation

# data[].attributes.attachment_link.title
Spanish Level 4, Activity 04: Vamos al gimnasio / We’re going to the gym (Face-To-Face)

# data[].attributes.attachment_link.description
In this activity students will chat about familiar situations and daily activities. Students will chat about their personal preferences, in particular their favorite sports. They will practice how to appropriately plan for others through asking and planning accordingly to their responses.

# data[].attributes.body
In the context of climate change, the environment has been a hot topic for quite a while. I can imagine integrating the materials in any course – particularly suitable for business students as environmental aspects have become increasingly important in business.

# data[].attributes.body
This activity, Interest Bingo, would be great for a thematic unit around introductions, relationships or making small talk. I thought it would be good for the first week or two of class.

# data[].attributes.attachment_link.title
Interest Bingo - English Template, Intermediate Mid - Intermediate High | OER Commons

# data[].attributes.attachment_link.description
Students will practice discussing their preferences, how to defend and support their ideas. Students learn topics through a game of bingo and express how relevant certain ideas are over others.

# data[].attributes.body
https://www.oercommons.org/authoring/50296-spanish-level-1-activity-11-qu%C3%A9-haces-en-tu-tiempo/view

Unit: What do you like to do?

# data[].attributes.attachment_link.readable_text
Created July 21, 2022 byAmber Hoye, Madi Goertzen, Gabby Bates, Alexis Araiza, Abby Cain, 1. Use the Activity as is: Claire Werlin, Alejandra Garcia, Sue Juarez, 2. Remix for Your Language Classroom: Mardy Morales, Alesandra DiMatteo, Borja Aguilera, 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

Looking for the English Version of this activity to adapt for your language? CLICK HERE

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:

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.

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 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:

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.

See the linked English Version at the top of the activity (English Version may not be available for all activities)

¿Qué haces en tu tiempo libre?

Proficiency Level: Novice Mid-Novice High

In this activity, students will talk about their hobbies and what they like to do in their free time. Students will learn how to describe their hobbies and what they like or do not like to do. During the warm up, a fun game will help students to review vocabulary and the main activity will provide numerous speaking opportunities.

Keywords:

Pastimes, preferences, hobbies, free time activities

NCSSFL-ACTFL World-Readiness Standards:

Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.

Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.

Idaho State World Language Standards:

COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions

COMP 1.1 - Observe formal and informal forms of language.

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 exchange information about what I like to do in my free time with a partner.

I can ask and answer questions about my hobbies while in a conversation.

I can share my reasoning for liking/disliking an activity.

Materials Needed:

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

- Tarjetas de conversación (Canva Template, free account required)

- Headband Cards (Canva Template, free account required)

Warm-up

1 Begin by introducing today's activity and the Can-Dos statements for today's activity.

2. Students will play Headbands as a warmup

I can exchange information about what I like to do in my free time with a partner.

I can ask and answer questions about my hobbies while in a conversation.

I can share my reasoning for liking/disliking an activity.

3. Lab assistants will demonstrate by picking a headband card and place it on their head WITHOUT looking at it, as an example. Next, they will ask questions to the group to determine what word they have picked.

4.After the lab assistant has successfully guessed their activity, they will ask the whole group some follow up questions about the activity.

5.The lab assistant will have each student pick a card and repeat the same process. The lab assistant will ask the follow up questions, essentially guiding the entire group and not putting someone in the spotlight.

6. Repeat with 3-4 different cards to familiarize students with the vocabulary.

"Vamos a revisar el vocabulario de los pasatiempos con un partido de "Headbands." Como ejemplo, voy a poner una tarjeta con una actividad en mi frente y les voy a hacer preguntas sobre la actividad. Ustedes me van a dar respuestas útiles para ayudarme a averiguar la actividad. Ahora, ustedes van a jugar y vamos a ayudarles a averiguar qué actividad tienen en sus frentes (foreheads.)"
Follow Up Questions
(Reminder: should be done after a card is guessed):

Main Activity

1. Divide the students into 2 groups.

2. Group number 1 will be the sedentary group and group number 2 will be the traveling group. Each person in group 1 will be paired with someone from group 2.

Students should be set up like they're "Speed Dating", one in front of another.

3. Each pair will have their own set of activity cards.

4. Students will introduce themselves and then draw an activity card. They should ask each other questions about the subject and have casual conversation for 2-3 minutes.

5. After 2-3 minutes, people in the traveling group (group 2) will rotate so they have a new partner from group 1.

Wrap-up

Ask students questions to finish the lab.

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 exchange information about what I like to do in my free time with a partner.

I can ask and answer questions about my hobbies while in a conversation.

I can share my reasoning for liking/disliking an activity.

3. Lab assistants will demonstrate by picking a headband card and place it on their head WITHOUT looking at it, as an example. Next, they will ask questions to the group to determine what word they have picked.

4.After the lab assistant has successfully guessed their activity, they will ask the whole group some follow up questions about the activity.

5.The lab assistant will have each student pick a card and repeat the same process. The lab assistant will ask the follow up questions, essentially guiding the entire group and not putting someone in the spotlight.

6. Repeat with 3-4 different cards to familiarize students with the vocabulary.

"Vamos a revisar el vocabulario de los pasatiempos con un partido de "Headbands." Como ejemplo, voy a poner una tarjeta con una actividad en mi frente y les voy a hacer preguntas sobre la actividad. Ustedes me van a dar respuestas útiles para ayudarme a averiguar la actividad. Ahora, ustedes van a jugar y vamos a ayudarles a averiguar qué actividad tienen en sus frentes (foreheads.)"
Follow Up Questions
(Reminder: should be done after a card is guessed):

Main Activity

1. Divide the students into 2 groups.

2. Group number 1 will be the sedentary group and group number 2 will be the traveling group. Each person in group 1 will be paired with someone from group 2.

Students should be set up like they're "Speed Dating", one in front of another.

3. Each pair will have their own set of activity cards.

4. Students will introduce themselves and then draw an activity card. They should ask each other questions about the subject and have casual conversation for 2-3 minutes.

5. After 2-3 minutes, people in the traveling group (group 2) will rotate so they have a new partner from group 1.

Wrap-up

Ask students questions to finish the lab.

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 exchange information about what I like to do in my free time with a partner.

I can ask and answer questions about my hobbies while in a conversation.

I can share my reasoning for liking/disliking an activity.

# data[].attributes.attachment_link.title
Spanish Level 1, Activity 11: ¿Qué haces en tu tiempo libre? / What do you do in your free time? (Face-to-Face)

# data[].attributes.attachment_link.description
In this activity, students will talk about their hobbies and what they like to do in their free time. During the warm up, a fun game will help students to review vocabulary and the main activity will provide numerous speaking opportunities.

# data[].attributes.body
Level 1 . Carmen

# data[].attributes.body
I've known about the Pathways Project for several years, but have not really entered the world yet. My first impression as a K-5 French teacher is that most of the activities will need to be tweaked to be accessible for my younger students. I'm looking forward to learning!

# data[].attributes.body
Spanish Lotto

# data[].attributes.body
I am going to work on HOUSING for Intermediate Low . I explored this demo
https://docs.google.com/presentation/d/19rydy1ZRiuk1u2k31_R2B3DDg9AclWkohDiItHDa2mU/edit#slide=id.g9b5ca21436_0_0

# data[].attributes.body
This activity talks about pets and I use it during my family unit.

# data[].attributes.attachment_link.readable_text
Created June 21, 2022 byAmber Hoye, Justin Snyder, Emily Blackburn, Camille Daw, Mimi Fahnstrom
Did you know that you can access the complete collection of Pathways Project French activities in our new Let's Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench

Please Note: Many of our activities 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.

Pets / Les animaux domestiques

Description

In this activity, students will talk about their pets and how their pets are involved in their family. Students will also describe their pets, or what pet they would like to have.

Semantic Topics

pets, family, animals, home, adjectives, les animaux domestiques, famille, les animaux, maison, adjectif, the structure of a question, la structure d'une question

Products

Dogs, cats, fish, etc.

Practices

Pets are often kept in French homes! Cats are more popular to keep than dogs, especially in Paris.

Perspectives

Domestic animals are seen as members of the family in France - domestic animals often live inside with their family and are treated with respect. In some smaller villages, the animals also have practical purposes, cats can be used as "barn cats" used to catch vermin and unwanted pests, and dogs can be used to herd farm animals and protect the house

How might the love of domestic animals relate to how animals and the environment in general are valued and respected in French culture?

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 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of francophone cultures and their own.

Idaho State Content 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.

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.

COMP 2.1: Identify, describe and compare/contrast products and their use in the target culture with the learner's culture.

NCSSFL-ACTFL Can-Do Statements

I can understand the role of pets in a French family.

I can briefly describe my pet and what he/she likes to do.

I can recognize cultural expressions used in everyday French.

Materials Needed

Google Slide Presentation

Worksheet [OPTIONAL USE] Use this interactive worksheet as a supplemental tool for the corresponding Pressbook Conversation Activity. It can be used as a way to keep students engaged, provide a place for them to take notes, and track their learning.

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

Pet Cards (Canva Template, free account required)

Worksheet (Canva Template, free account required)

Warm-Up

1. Begin by introducing the Can-Dos for today's activity. Watch this short video with your students and then discuss the following questions:
Pour commencer, nous allons regarder cette courte vidéo et puis discuter quelques questions:

Est-ce que vous pensez que les français préfèrent les chats ou les chiens ?

Est-ce que vous pensez que les américains préfèrent les chats ou les chiens ?

Pensez-vous que le rôle des animaux domestiques aux États-Unis est le même qu'en France ? Comment ?

Main Activity

1. Lay the laminated pet cards out on the table.

2. Have each student randomly grab a pet card (this is their imaginary pet for the activity)

3. They are going to tell the rest of the group about their pet.

4. They should also practice asking each other questions about their imaginary pets.

5. After, have them do the same activity but asking about their real pets at home.

Wrap-Up

1. If there is time left, explain some of the different French expressions using cats.

2. After you go through them, have the students think of the different expressions in English that use cats or dogs.
S 'il reste du temps, expliquez différentes expressions françaises comprenant le mot chat. Ensuite, demandez-leur de penser à différentes expressions en anglais qui comprennent les mots chat et chien.
3. Go through the slides with the French expressions and have the students try and figure out what they mean. Then explain their translation and meaning.

French Idioms that include cats

Translation: There is not a cat (in sight).

Meaning: There is no one (or only a few people, but less than expected).

Translation: To have other cats to whip

Meaning: To have bigger fish to fry

Translation: To call a cat a cat

Meaning: To say things like they are

Translation: To have a cat in the throat

Meaning: To have a sore throat/difficulty speaking

Translation: To give your tongue to the cat

Meaning: To not be able to guess

Cultural Notes

In France the most popular type of domestic animal are cats. Dogs come second, but most French prefer cats as a domestic animal. Cats are often seen in many French films and are frequently referenced in cultural works (film, art, literature, etc.)

End of Activity

Can-Do statement check-in... "Where are we?"

Read can-do statements and have students evaluate their confidence.

Encourage students to be honest in their self-evaluation

Pay attention, and try to use feedback for future activities!

NCSSFL﻿-ACTFL Can-Do Statements

I can understand the role of pets in a French family.

I can briefly describe my pet and what he/she likes to do.

I can recognize cultural expressions used in everyday French.

1. Begin by introducing the Can-Dos for today's activity. Watch this short video with your students and then discuss the following questions:
Pour commencer, nous allons regarder cette courte vidéo et puis discuter quelques questions:

Est-ce que vous pensez que les français préfèrent les chats ou les chiens ?

Est-ce que vous pensez que les américains préfèrent les chats ou les chiens ?

Pensez-vous que le rôle des animaux domestiques aux États-Unis est le même qu'en France ? Comment ?

Main Activity

1. Lay the laminated pet cards out on the table.

2. Have each student randomly grab a pet card (this is their imaginary pet for the activity)

3. They are going to tell the rest of the group about their pet.

4. They should also practice asking each other questions about their imaginary pets.

5. After, have them do the same activity but asking about their real pets at home.

Wrap-Up

1. If there is time left, explain some of the different French expressions using cats.

2. After you go through them, have the students think of the different expressions in English that use cats or dogs.
S 'il reste du temps, expliquez différentes expressions françaises comprenant le mot chat. Ensuite, demandez-leur de penser à différentes expressions en anglais qui comprennent les mots chat et chien.
3. Go through the slides with the French expressions and have the students try and figure out what they mean. Then explain their translation and meaning.

French Idioms that include cats

Translation: There is not a cat (in sight).

Meaning: There is no one (or only a few people, but less than expected).

Translation: To have other cats to whip

Meaning: To have bigger fish to fry

Translation: To call a cat a cat

Meaning: To say things like they are

Translation: To have a cat in the throat

Meaning: To have a sore throat/difficulty speaking

Translation: To give your tongue to the cat

Meaning: To not be able to guess

Cultural Notes

In France the most popular type of domestic animal are cats. Dogs come second, but most French prefer cats as a domestic animal. Cats are often seen in many French films and are frequently referenced in cultural works (film, art, literature, etc.)

End of Activity

Can-Do statement check-in... "Where are we?"

Read can-do statements and have students evaluate their confidence.

Encourage students to be honest in their self-evaluation

Pay attention, and try to use feedback for future activities!

NCSSFL﻿-ACTFL Can-Do Statements

I can understand the role of pets in a French family.

I can briefly describe my pet and what he/she likes to do.

I can recognize cultural expressions used in everyday French.

Est-ce que vous pensez que les français préfèrent les chats ou les chiens ?

Est-ce que vous pensez que les américains préfèrent les chats ou les chiens ?

Pensez-vous que le rôle des animaux domestiques aux États-Unis est le même qu'en France ? Comment ?

Main Activity

1. Lay the laminated pet cards out on the table.

2. Have each student randomly grab a pet card (this is their imaginary pet for the activity)

3. They are going to tell the rest of the group about their pet.

4. They should also practice asking each other questions about their imaginary pets.

5. After, have them do the same activity but asking about their real pets at home.

Wrap-Up

1. If there is time left, explain some of the different French expressions using cats.

2. After you go through them, have the students think of the different expressions in English that use cats or dogs.
S 'il reste du temps, expliquez différentes expressions françaises comprenant le mot chat. Ensuite, demandez-leur de penser à différentes expressions en anglais qui comprennent les mots chat et chien.
3. Go through the slides with the French expressions and have the students try and figure out what they mean. Then explain their translation and meaning.

French Idioms that include cats

Translation: There is not a cat (in sight).

Meaning: There is no one (or only a few people, but less than expected).

Translation: To have other cats to whip

Meaning: To have bigger fish to fry

Translation: To call a cat a cat

Meaning: To say things like they are

Translation: To have a cat in the throat

Meaning: To have a sore throat/difficulty speaking

Translation: To give your tongue to the cat

Meaning: To not be able to guess

Cultural Notes

In France the most popular type of domestic animal are cats. Dogs come second, but most French prefer cats as a domestic animal. Cats are often seen in many French films and are frequently referenced in cultural works (film, art, literature, etc.)

End of Activity

Can-Do statement check-in... "Where are we?"

Read can-do statements and have students evaluate their confidence.

Encourage students to be honest in their self-evaluation

Pay attention, and try to use feedback for future activities!

NCSSFL﻿-ACTFL Can-Do Statements

I can understand the role of pets in a French family.

I can briefly describe my pet and what he/she likes to do.

I can recognize cultural expressions used in everyday French.

# data[].attributes.attachment_link.title
French Level 1, Activity 11: Les animaux domestiques / Pets (Face-to-Face)

# data[].attributes.attachment_link.description
Created June 21, 2022 byAmber Hoye, Justin Snyder, Emily Blackburn, Camille Daw, Mimi Fahnstrom Did you know that you can access the complete collection of Pathways Project French activities in our new Let's Chat! French pressbook?

# data[].attributes.body
Level 2.5, introductions/back to school
Speed dating conversation activity

# data[].attributes.attachment_link.title
French Level 3, Activity 01: L’été / Summer (Face-to-Face) | OER Commons

# data[].attributes.attachment_link.description
Students will play a speed dating game to get to know each other and discuss their summer.

# data[].attributes.body
Here is a speaking activity about traveling using conversational past: https://www.oercommons.org/courseware/lesson/92137/overview?section=2

# data[].attributes.body
Level 2-4. Carmen

# data[].attributes.body
很漂亮

# data[].attributes.body
https://www.oercommons.org/authoring/55650-spanish-level-3-activity-01-inter%C3%A9s-bingo-interest/view

# data[].attributes.attachment_link.readable_text
July 21, 2022 byAmber Hoye, Madi Goertzen, Gabby Bates, Abby Cain, Sue Juarez, 1. Use the Activity as is: Mardy Morales, Alexandra Garcia, Camille Daw, 2. Remix for Your Language Classroom: 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

Looking for the English Version of this activity to adapt for your language? CLICK HERE

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:

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.

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 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:

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.

See the linked English Version at the top of the activity (English Version may not be available for all activities)

Interés Bingo

Description:

Students will practice discussing their preferences, how to defend and support their ideas. Students learn topics through a game of bingo and express how relevant certain ideas are over others.

Proficiency Level:

Intermediate Mid/ High

Keywords:

Interest, Bingo, Situations, Preferences, Technology, Defend opinions, Likes, Dislikes, Hobbies

Relevant ACTFL World-Readiness Standards:

"Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions."

"Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics."

"Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics."

Relevant Idaho State Standards:
"Hoy vamos a conocernos." EXAMPLE: Foto de Juguetes -

COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions

COMP 1.1 - Observe formal and informal forms of language.

COMT 1.2 - Discuss personal preferences in activities and events both within and beyond the classroom.

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.

Relevant NCSSFL-ACTFL Can-Do Statements:

I can give reasons for my preference

I can chat with a partner to defend and support my position for why I believe one opinion is more relevant than another

I can create open ended questions in order to spark conversation with my partner

"Hoy vamos a conocernos."
Materials Needed:
"Tienen que estar en dos filas. En parejas, ustedes van a escoger una pregunta de la lista en la pantalla. Tienen 30 segundos para preguntar y contestar la pregunta. Después van a cambiar las parejas y una fila va a moverse.
Would you like to make changes to the materials? Access the template(s) below:

- Bingo Cards (Canva Template, free account required)
Pregunta sobre la tecnología: ¿Prefieres Android o Apple? Respuesta: Tengo un teléfono Apple y me gusta mucho porque es fácil de utilizar, pero el precio es muy caro Pregunta sobre la familia: ¿Quién es tu miembro de familia favorito? Respuesta: No tengo un miembro de familia favorito, pero me encanta salir a comer con mi hermana porque ella siempre paga la comida.
- Question Card (Canva Template, free account required)

Warm-up
EXAMPLE: Foto de Juguetes -
1. Begin by introducing the for today's activity and opening the Google Slideshow.

¿Tienes un juguete favorito de tu niñez?
¿Cuál era y por qué?

I can give reasons for my preference

I can chat with a partner to defend and support my position for why I believe one opinion is more relevant than another

I can create open ended questions in order to spark conversation with my partner

1. Begin by introducing the for today's activity and opening the Google Slideshow.

2. There will be two lines of people. Using the question cards, the students will talk in partners and they have 30 seconds to ask and answer the question of their choice. Once done, one line will rotate down a person to create new partners.

Main Activity

1. Pass out the Bingo cards.

2. Students will move around the room asking each other questions relating to the Bingo Cards

"Tienen que estar en dos filas. En parejas, ustedes van a escoger una pregunta de la lista en la pantalla. Tienen 30 segundos para preguntar y contestar la pregunta. Después van a cambiar las parejas y una fila va a moverse.
3. Once the student answers, they sign that square. Then the other person can ask a question.

4. Students should try to get a BLACKOUT (getting a signature on each square) or BINGO (by asking students questions about pictures in a row) Do whatever you have more time for (blackout takes longer)
Pregunta sobre la tecnología: ¿Prefieres Android o Apple? Respuesta: Tengo un teléfono Apple y me gusta mucho porque es fácil de utilizar, pero el precio es muy caro Pregunta sobre la familia: ¿Quién es tu miembro de familia favorito? Respuesta: No tengo un miembro de familia favorito, pero me encanta salir a comer con mi hermana porque ella siempre paga la comida. ¿Tienes un juguete favorito de tu niñez?
¿Cuál era y por qué?
Wrap-up
EXAMPLE: Foto de Juguetes -
Ask the following question to finish the lab:

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 give reasons for my preference

I can chat with a partner to defend and support my position for why I believe one opinion is more relevant than another

I can create open ended questions in order to spark conversation with my partner

Main Activity

1. Pass out the Bingo cards.

2. Students will move around the room asking each other questions relating to the Bingo Cards

3. Once the student answers, they sign that square. Then the other person can ask a question.

4. Students should try to get a BLACKOUT (getting a signature on each square) or BINGO (by asking students questions about pictures in a row) Do whatever you have more time for (blackout takes longer)
¿Tienes un juguete favorito de tu niñez?
¿Cuál era y por qué?

# data[].attributes.attachment_link.title
Spanish Level 3, Activity 01: Interés Bingo / Interest Bingo (Face-To-Face)

# data[].attributes.attachment_link.description
July 21, 2022 byAmber Hoye, Madi Goertzen, Gabby Bates, Abby Cain, Sue Juarez, 1. Use the Activity as is: Mardy Morales, Alexandra Garcia, Camille Daw, 2. Remix for Your Language Classroom: 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.

# data[].attributes.body
https://www.oercommons.org/courseware/lesson/91699/overview?section=0

Future plans/goals, daily life

# data[].attributes.attachment_link.title
Spanish Level 3, Activity 14: Citas rápidas / Speed Dating (Face-To-Face)

# data[].attributes.body
https://www.oercommons.org/courseware/lesson/74482/overview?section=0

# data[].attributes.headline
Carmen Lizardi-Folley, Spanish, 1st year

# data[].attributes.subject
Carmen Lizardi-Folley, Spanish, 1st year

# data[].attributes.body
Spanish Level 1, Activity 10: Estás Invitado / You are Invited (Online) - Google Slides

Extending an invite and accepting/declining.

# data[].attributes.attachment_link.title
Spanish Level 1, Activity 10: Estás Invitado / You are Invited (Online)

# data[].attributes.body
https://www.oercommons.org/courseware/lesson/77069

Protegeons la planete! Has a great link to an environmental footprint calculator. I couldn't get the calculator to switch to French, however. Still cool. For advanced levels

# data[].attributes.attachment_link.title
French Level 4, Activity 03: Sauvons la planète / Save the Planet (Online)

# data[].attributes.attachment_link.description
In this activity students will practice discussing environmental issues and their own ecological footprint. They will also practice sharing ways in which they can reduce their environmental impact.

# data[].attributes.headline
Jodie Barker - Level 4 (but can be adapted for other levels)  Le musée d'art

# data[].attributes.subject
Jodie Barker - Level 4 (but can be adapted for other levels)  Le musée d'art

# data[].attributes.body
https://www.oercommons.org/courseware/lesson/79421

# data[].attributes.body
https://www.oercommons.org/authoring/50327-spanish-level-1-activity-07-el-%C3%A1rbol-geneal%C3%B3gico-f

# data[].attributes.body
https://boisestate.pressbooks.pub/pathwaysfrench/chapter/french-101-lab-13/

Food unit, restaurant unit, maybe avoir idioms

# data[].attributes.attachment_link.readable_text
Description: In this activity, students will be matching images of foods with a statement and creating a meal plan for themselves.

Semantic Topics: food, meal, meal plan, recipes, la nourriture, le repas, le régime alimentaire, la recette, the near future, le futur proche, superlatives, le superlatif

Products: Food, meals, recipes, menus

Practices: The French generally have a smaller, and more carb centric breakfast, a large lunch, and a smaller dinner at 8 pm or later.

Perspectives: Meals are very important in France! Much of the time, sitting down as a family and eating together is seen as an important family activity. Sunday meals are especially important and oftentimes more lavish. Meals tend to take longer to finish than in a typical American household, due the special importance placed on gastronomy in French culture.

What might that say about French culture, in relation to food and family, that they typically have longer meals than us? What is American "food culture" like in comparison, and what do you think that shows about our values?

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.

Idaho State Content 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.

COMM 3.2: Adapt presentation to various audiences of listeners, readers, or viewers.

NCSSFL-ACTFL Can-Do Statements:

I can look at pictures on a menu and identify the foods.

I can say what food I like or dislike.

I can describe a personalized menu.

White boards, one per student

White board markers, one per student

Written Statements, one set per group

Google Slide Presentation

Worksheet [OPTIONAL USE] Use this interactive worksheet as a supplemental tool for the corresponding Pressbook Conversation Activity. It can be used as a way to keep students engaged, provide a place for them to take notes, and track their learning.

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

Food Cards (Canva Template, free account required)

Worksheet (Canva Template, free account required)

Can-Do statement check-in... "Where are we?"

Read can-do statements and have students evaluate their confidence with cards.

Encourage students to be honest in their self evaluation

Pay attention and use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements:

I can look at pictures on a menu and identify the foods.

I can say what food I like or dislike.

I can describe a personalized menu.

Feeling creative? The Pathways Project needs your help in remixing activities for the K-12 classroom.

Try taking an activity to the next level by:

Add new content (something you've created or another OER source)

Contribute additional activity suggestions

Integrate authentic materials such as videos, infographics, photos, etc.

Suggest how to implement the activity in the classroom

Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student's needs)

We want to make it easy to share back with the larger Pathways Project Community! Simply, click this link to remix this activity.

Please consider sharing your remixed activity with us by emailing the activity link to Pathwaysproject@boisestate.edu so that Pathways continues to grow!

If this is your first time remixing, check out our one minute tutorial below:

# data[].attributes.attachment_link.title
French Level 1, Activity 13: J'ai faim ! / Food (Face-to-Face)

# data[].attributes.attachment_link.description
Description: In this activity, students will be matching images of foods with a statement and creating a meal plan for themselves. Semantic Topics: food, meal, meal plan, recipes, la nourriture, le repas, le régime alimentaire, la recette, the near future, le futur proche, superlatives, le superlatif Products: Food, meals, recipes, menus Practices: The French generally have a smaller, and more carb centric breakfast, a large lunch, and a smaller dinner at 8 pm or later.

# data[].attributes.headline
Cyndi Cook, German, 9-12, College 101/102

# data[].attributes.subject
Cyndi Cook, German, 9-12, College 101/102

# data[].attributes.body
https://www.oercommons.org/courseware/lesson/92133/overview?section=0 This would be a nice addition to an introductory level unit where students learn to describe themselves and others.

# data[].attributes.body
https://www.oercommons.org/authoring/62118/preview
Plan to use this for an Elementary Level / homeschooling community instructor

# data[].attributes.attachment_link.description
Pathways Project | OER Language Teaching Repository @ Boise State

# data[].attributes.body
I looked at "Quel est votre horaire?" for French 1---it looks like a GREAT activity that would get kids using days of the week, months, time, their activities, and I think you could even incorporate likes/dislikes here :)  Very fun! :)

French Level 1, Activity 06: Quel est votre horaire ? / What's Your Schedule ? (Face-to-Face)

# data[].attributes.headline
Marino, Spanish, level 2,AP,Heritage, 201

# data[].attributes.subject
Marino, Spanish, level 2,AP,Heritage, 201

# data[].attributes.attachment_link.readable_text
Please Note: 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

Looking for the English Version of this activity to adapt for your language?

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.

This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit's vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.

Using the WLRC Repository's Activities:

When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the " Remix This Resource" button at the top of your screen. The text provided in is a suggestion of what you might say to your students and should be changed to the target language.

Most activities contain a connected chapter, two to three "NCSSFL-ACTFL Can-Do" statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a "cheat sheet" containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.

Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.

Enjoy!
- Boise State World Languages Resource Center
El Restaurante / The Restaurant (Novice High)

Proficiency Level: Novice High

In this activity the lab assistant will work as the server and the students will be guests at a restaurant. The students will practice ordering food, discussing what is wrong with the food, and paying for their meal.

Keywords:

Food, Restaurant ordering, handling money, paying, real world context

Relevant National (ACTFL) Spanish Standards:

"Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions."

"Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics."

"Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics."

"Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons between Hispanic cultures and their own."

Relevant 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.

Relevant NCSSFL-ACTFL Can-Do Statements:

I can understand the differences in services and dishes between restaurants in the United States and Spain

I can order food at a restaurant, including items such as drinks, entrees, and desserts (novice high)

I can ask for the bill/check after I have finished eating (novice mid)

Materials Needed:

Google slideshow (linked)

Menú del día (there are two papers that need to be presented to students, the menu and a paper with images of food. Make sure to have both during lab to show the students)

Download: Restaurant Menu

Collage with a picture of Spanish food items (these are to help students see what the food looks like)

Download: Popular Spanish foods with pictures

Paper plates

Whiteboard to take order (for lab instructor)

Food cards to give as dishes

Download: Food Cards

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

- Popular Spanish Foods with pictures (Canva Template, free account required)

- Food Cards (Canva Template, free account required)

Relevant NCSSFL-ACTFL Can-Do Statements:

I can share restaurants and foods that might be familiar to them with peers from Spain restaurants

I can order food at a restaurant, including items such as drinks, entrees, and desserts

I can ask for the bill/check after I have finished eating

Warm-up

1. For the warm-up there will be approximately 8 slides that will review key vocabulary and phrases for going to a restaurant. You will ask the students a question or set up a specific scenario on the slides, but DO NOT give them the answers. For each question or scenario, they will have to come up with useful phrases as responses to the given situation. Follow the speaker notes!
En el mundo hispanohablante, los meseros no están revisando los clientes. Ellos no dependen de las propinas (tips) como en los Estados Unidos, tienen un sueldo (salary) más alto. Entonces los clientes deben pedir la cuenta porque le mesero/a no se los va a dar hasta que el cliente pregunte.

In Spanish speaking countries, servers are not constantly checking on their tables like in the United States. Explain this in Spanish to your students so they understand why it is important for them to know how to ask for the check.

2. The process:
Preguntas para terminar si el tiempo permita:
1. ¿Qué frases o palabras nuevas aprendiste con esta actividad?

I can understand the differences in services and dishes between restaurants in the United States and Spain

I can order food at a restaurant, including items such as drinks, entrees, and desserts

I can ask for the bill/check after I have finished eating

1. For the warm-up there will be approximately 8 slides that will review key vocabulary and phrases for going to a restaurant. You will ask the students a question or set up a specific scenario on the slides, but DO NOT give them the answers. For each question or scenario, they will have to come up with useful phrases as responses to the given situation. Follow the speaker notes!
En el mundo hispanohablante, los meseros no están revisando los clientes. Ellos no dependen de las propinas (tips) como en los Estados Unidos, tienen un sueldo (salary) más alto. Entonces los clientes deben pedir la cuenta porque le mesero/a no se los va a dar hasta que el cliente pregunte.

In Spanish speaking countries, servers are not constantly checking on their tables like in the United States. Explain this in Spanish to your students so they understand why it is important for them to know how to ask for the check.

If students need some assistance getting the discussion going, use the questions below:

Main Activity

1.Today you all will have the opportunity to eat lunch at the WLRC restaurant. In one minute I leave and then return. When I come back I will not be your lab assistant but I will be your waiter/server. Before I come back, and to practice your words, please make plans to go to the WLRC restaurant as a group of friends. You all are going to do the whole process that we finished describing including ordering food and asking for the bill. The menu that I am going to give you is based on an authentic menu from Spain. In Spain many times lunch is the largest plate of the day. Many restaurants offer a special menu where you can choose two or three plates, a drink, and many times a dessert.

"¡Hoy tienen la oportunidad de comer en el restaurante WLRC! Yo voy a ser su camarero/a (o mesero/a). Van a practicar el proceso de ordenar comida en el restaurante, que incluye pedir la cuenta. Les voy a dar un menu auténtico con comida de España. Cada vez que van a pedir un plato diferente, voy a "fingir" (to pretend) que voy a otro lado del restaurante y ustedes van a hablar de que quieren comer."

2. The process:

a. You will give the opportunity to the students to talk with each other and make plans to go to the WLRC restaurant. Motivate them to use the words and phrases (kitchen, food, and restaurant) that they already know. After their chat they walk to the table.

c. You are going to ask what appetizer and entree they want.
1. "Qué le gustaría como un aperitivo / para compartir "

d. What would you like for dinner?
1. "Qué le gustaría (quisiera usted) para cenar? "

e. What do you want for dessert?
1. "Qué quiere usted de postre "

f. You are going to bring the food to the students. However you are going to choose incorrect food for one of the plates.

g. After you bring the food wait for a few seconds and then ask the following:
1. "Cómo estaba la comida?"
2. "Le gustó el/la _____?"

h. If you gave an incorrect plate to a student you should make it so they try to ask you a question or say a complaint.

i. Now walk away and look busy. The students have to ask for the bill but you shouldn't help them. If too much time passes you can walk to the table and teach the students how to ask for the check and how to sign for the check. (Air draw your signature)

j. Ask every student how they want to pay. Also you can ask if they have a coupon or a gift card.
2. ¿Tienen un cupón o una tarjeta de regalo?

Wrap-up

Wrap-up questions (Pick the a few you'd like to ask):
Preguntas para terminar si el tiempo permita:
1. ¿Qué frases o palabras nuevas aprendiste con esta actividad?
2. ¿Pueden compartir algunas diferencias entre la experiencia en el restaurante de Red Robin y el restaurante de España?
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!

Relevant NCSSFL-ACTFL Can-Do Statements:

I can understand the differences in services and dishes between restaurants in the United States and Spain

I can order food at a restaurant, including items such as drinks, entrees, and desserts

I can ask for the bill/check after I have finished eating

If students need some assistance getting the discussion going, use the questions below:

Main Activity

1.Today you all will have the opportunity to eat lunch at the WLRC restaurant. In one minute I leave and then return. When I come back I will not be your lab assistant but I will be your waiter/server. Before I come back, and to practice your words, please make plans to go to the WLRC restaurant as a group of friends. You all are going to do the whole process that we finished describing including ordering food and asking for the bill. The menu that I am going to give you is based on an authentic menu from Spain. In Spain many times lunch is the largest plate of the day. Many restaurants offer a special menu where you can choose two or three plates, a drink, and many times a dessert.

"¡Hoy tienen la oportunidad de comer en el restaurante WLRC! Yo voy a ser su camarero/a (o mesero/a). Van a practicar el proceso de ordenar comida en el restaurante, que incluye pedir la cuenta. Les voy a dar un menu auténtico con comida de España. Cada vez que van a pedir un plato diferente, voy a "fingir" (to pretend) que voy a otro lado del restaurante y ustedes van a hablar de que quieren comer."

2. The process:

a. You will give the opportunity to the students to talk with each other and make plans to go to the WLRC restaurant. Motivate them to use the words and phrases (kitchen, food, and restaurant) that they already know. After their chat they walk to the table.

c. You are going to ask what appetizer and entree they want.
1. "Qué le gustaría como un aperitivo / para compartir "

d. What would you like for dinner?
1. "Qué le gustaría (quisiera usted) para cenar? "

e. What do you want for dessert?
1. "Qué quiere usted de postre "

f. You are going to bring the food to the students. However you are going to choose incorrect food for one of the plates.

g. After you bring the food wait for a few seconds and then ask the following:
1. "Cómo estaba la comida?"
2. "Le gustó el/la _____?"

h. If you gave an incorrect plate to a student you should make it so they try to ask you a question or say a complaint.

i. Now walk away and look busy. The students have to ask for the bill but you shouldn't help them. If too much time passes you can walk to the table and teach the students how to ask for the check and how to sign for the check. (Air draw your signature)

j. Ask every student how they want to pay. Also you can ask if they have a coupon or a gift card.
2. ¿Tienen un cupón o una tarjeta de regalo?

Wrap-up

Wrap-up questions (Pick the a few you'd like to ask):
Preguntas para terminar si el tiempo permita:
1. ¿Qué frases o palabras nuevas aprendiste con esta actividad?
2. ¿Pueden compartir algunas diferencias entre la experiencia en el restaurante de Red Robin y el restaurante de España?
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!

Relevant NCSSFL-ACTFL Can-Do Statements:

I can understand the differences in services and dishes between restaurants in the United States and Spain

I can order food at a restaurant, including items such as drinks, entrees, and desserts

I can ask for the bill/check after I have finished eating

# data[].attributes.attachment_link.title
Spanish Level 2, Activity 08: El restaurante / The Restaurant (Face-to-Face)

# data[].attributes.attachment_link.description
Please Note: 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.

# data[].attributes.headline
カタカナゲーム/Katakana Games. Novice Low, Japanese 101, Lab 06

# data[].attributes.subject
カタカナゲーム/Katakana Games. Novice Low, Japanese 101, Lab 06

# data[].attributes.attachment_link.readable_text
April 7, 2020 byAmber Hoye, Theadora Callahan, Deana Nassans, Ethan Hoggan, 1. Use the Activity as is: 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
2. Remix for Your Language Classroom:
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:

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.

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 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:

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.

See the linked English Version at the top of the activity (English Version may not be available for all activities)

カタカナゲーム/Katakana Games. Novice Low, Japanese

Description:

The students will have a selection of different games to practice katakana with. Start with bingo to practice the basic characters and prepare the students for more difficult games. Then, choose either the matching game or the hangman game to practice entire katakana words with the students. If time permits, you can transition into whichever game you have not already played.

Proficiency Level:

Novice Low

Keywords:

Katakana, loan words, games

NCSSFL-ACTFL World-Readiness Standards﻿:

Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken Japanese on a variety of topics.

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the Japanese language.

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the Japanese language and their own.

Idaho State World Language Standards:

COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.

CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.

CONN 2.1: Access authentic materials prepared in the target language by or for native speakers.

COMP 1.2 - Identify patterns and explain discrepancies between the sounds and the writing system in the target language.

NCSSFL﻿-ACTFL Can-Do Statements:

I can recognize individual katakana.

I can understand loan words written in katakana.

I can identify a variety of words in katakana.

Materials Needed:

Warm-up

1. Open the Google Slideshow and introduce today's Can-Do Statements.

2. Katakana Bingo: Start with katakana bingo to ease the students into the more difficult games later.

3. Give each student a Katakana Bingo Card.

4. To play the game, randomly choose katakana from the bingo list to call out.
Hangman:
5. If any students have that katakana on their card, have them cross that katakana off with a marker.

6. For the first character, make sure the students understand the game.
袋から単語を取ってください。
If they have 「フ」, make sure they cross it out.

7. The first to get five-in-a-row wins! Once a student wins, have them read out which ones they got! (So we can also check if they really did get them.)

Main Activity

There are two options for the main activity. Pick the option that best suits your students. If time permits, you can have your students play both games.
Matching:
1. Model the activity for the students. A student will randomly pick a hangman card with a word in katakana and a little picture to help.

2. Draw a word from the bag and unfold it

3. Show the students the word and point to the board

4. Once the students understand, choose a writer.

5. Once the students have correctly guessed the word, choose a new writer and give them the next hangman card.

Repeat!

1. Have the students pair up. For groups of students larger than six, just make sure there are three groups.

2. Give each pair (or group) one of the three katakana posters.

3. Give each group the eight katakana cards that correspond to their poster. There are orange, purple, and blue cards. The correct cards should be pinned to the correct poster, but the color will be written on the back of the poster.

4. Students should match the words on the cards to the picture on the poster.

Model the game for the students using one of the matching cards and its corresponding poster.
はい いいえ
5. Grab the violin card. Match it to the violin picture.

6. When they are finished, check for correctness and rotate the posters and cards.

7. Each group should have a chance to match each poster.

Wrap-up

Display the slide from the Google Presentation with the end of lab Can-Do Statements.

Read each Can-Do in English and have each student respond either:

End of lab:
Hangman:
NCSSFL﻿-ACTFL Can-Do Statements:

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!

袋から単語を取ってください。
NCSSFL﻿-ACTFL Can-Do Statements:

I can recognize individual katakana.

I can understand loan words written in katakana.

I can identify a variety of words in katakana.

Main Activity

There are two options for the main activity. Pick the option that best suits your students. If time permits, you can have your students play both games.
Matching:
1. Model the activity for the students. A student will randomly pick a hangman card with a word in katakana and a little picture to help.

2. Draw a word from the bag and unfold it

3. Show the students the word and point to the board

4. Once the students understand, choose a writer.

5. Once the students have correctly guessed the word, choose a new writer and give them the next hangman card.

Repeat!

1. Have the students pair up. For groups of students larger than six, just make sure there are three groups.

2. Give each pair (or group) one of the three katakana posters.

3. Give each group the eight katakana cards that correspond to their poster. There are orange, purple, and blue cards. The correct cards should be pinned to the correct poster, but the color will be written on the back of the poster.

4. Students should match the words on the cards to the picture on the poster.

Model the game for the students using one of the matching cards and its corresponding poster.
はい いいえ
5. Grab the violin card. Match it to the violin picture.

6. When they are finished, check for correctness and rotate the posters and cards.

7. Each group should have a chance to match each poster.

Wrap-up

Display the slide from the Google Presentation with the end of lab Can-Do Statements.

Read each Can-Do in English and have each student respond either:

# data[].attributes.attachment_link.title
カタカナゲーム/Katakana Games. Novice Low, Japanese 101, Lab 06

# data[].attributes.attachment_link.description
The students will have a selection of different games to practice katakana with. Start with bingo to practice the basic characters and prepare the students for more difficult games. Then, choose either the matching game or the hangman game to practice entire katakana words with the students.

# data[].attributes.body
Greetings and Introductions

https://www.oercommons.org/authoring/59130-german-level-1-activity-02-gr%C3%BC%C3%9Fe-und-einf%C3%BChrungen-/view

# data[].attributes.attachment_link.readable_text
July 1, 2022 byAmber Hoye, Chloe Pampush, Camille Daw, Mimi Fahnstrom, Brenna McNeil, Reagan Solomon, Emma Eason, Shawn Moak
Did you know that you can access the complete collection of Pathways Project German activities in our new Let's Chat! German pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysgerman

Please Note: Many of our activities 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.

Greetings and Introductions / Grüße und Einführungen

Description

Students will have a "Meet and Greet" party where they will pretend to be the person on their card, such as Heidi Klum. They will introduce themselves and greet other people, taking into account the times of day, their feelings, and the different greetings.

Semantic Topics

Greetings, grüße, introductions, einführungen, introductions, einleitung, hello, hallo, goodbye, auf wiedersehen, times of day, tageszeiten

Products

Various hello and goodbye sentences and everyday phrases in German. Diverse Hallo- und Auf Wiedersehen-Sätze und Alltagsphrasen auf Deutsch.

Practices

Practice different hello and farewell sentences and daily sentences in German. Üben Sie verschiedene Hallo- und Abschiedssätze und Tagessätze auf Deutsch.

Perspectives

German daily sentences and "Hello and Goodbye" sentences can take different forms depending on the time day and the relationship of the speakers . Deutsche Tagessätze und „Hallo und Auf Wiedersehen"-Sätze können je nach Tageszeit und Verwandtschaft der Sprecher unterschiedliche Formen annehmen.

NCSSFL-ACTFL World-Readiness Standards

Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2 Students understand and interpret spoken and written language on a variety of topics

Standard 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.

Idaho State Content 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.

CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.

CLTR 1.3: Function appropriately in diverse contexts within the target culture.

COMP 1.1- Observe formal and informal forms of language.

NCSSFL﻿-ACTFL Can-Do Statements
Some hangman word options: Einige Galgenmännchenwortoptionen:

I can say hello and goodbye to someone my age or younger, my professor, an adult, or someone I don't know

I can introduce myself and others

I can respond to an introduction

I can greet and take leave from someone using polite rehearsed behaviors.

Materials Needed

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

(Canva Template, free account required)

Warm-Up

1. Begin by opening the Google Slideshow. Give a quick reminder about formal v. informal conjugations for introductions.

2. For the warm-up, students will play hangman to review the times of the day.

3. Say the Can-Do statements and remind students about formal vs. informal conjugations (e.g. for introductions).

Main Activity

Students will have a "Meet and Greet" party where they will pretend to be the person on their card.

1. Each student gets an identity card that describes who they will be for the round.

2. The instructor will put a time of day on the projector or iPad which students must take into account in their answers.

3. Students walk around and mingle with each other, asking each other questions and responding based on the information on their cards including the emotion displayed by the emoji.

Students should practice using the formal tense for their answers.

Wrap-Up

Ask the students the following questions to finish up the activity.

Was war am schwierigsten in dieser Aktivität für euch? (What was the most difficult part of this activity for you?

Cultural Notes

It is important in Germany to always be on time for any meeting. There is no such thing as "fashionably late" in German speaking countries. Here are links to two short videos; one on Hallo and one on Good-bye in German.

End of Activity

Can-Do statement check-in... "Where are we?"

Read can-do statements and have students evaluate their confidence.

Encourage students to be honest in their self-evaluation

Pay attention, and try to use feedback for future activities!

NCSSFL﻿-ACTFL Can-Do Statements

I can say hello and goodbye to someone my age or younger, my professor, an adult, or someone I don't know

I can introduce myself and others

I can respond to an introduction

I can greet and take leave from someone using polite rehearsed behaviors.

# data[].attributes.attachment_link.title
German Level 1, Activity 02: Grüße und Einführungen / Greetings and Introductions (Face to Face)

# data[].attributes.attachment_link.description
Students will have a "Meet and Greet" party where they will pretend to be the person on their card, such as Heidi Klum. They will introduce themselves and greet other people, taking into account the times of day and their feelings review the different greetings

# data[].attributes.body
https://www.oercommons.org/authoring/49970-french-level-1-activity-06-quel-est-votre-horaire-/view

Thematic Unit: School schedules

# data[].attributes.attachment_link.readable_text
Created June 21, 2022 byAmber Hoye, Justin Snyder, Emily Blackburn, Camille Daw, Mimi Fahnstrom
Did you know that you can access the complete collection of Pathways Project French activities in our new Let's Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench

Please Note: Many of our activities 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.

What's Your Schedule? / Quel est votre horaire?

Description

In this activity students will practice identifying the days of the week and sharing their weekly schedule with their peers.

Semantic Topics

Schedule, day, month, week, daily routine, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, horaire, semaine, jour, routine quotidienne, mois, lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche, structures of responses, la structure des réponses

Products

Google calendars, planners

Practices

Daily routines, weekday schedule, week-end schedule, les vacances

Perspectives

Importance of routine and consistency in one's schedule

In France, there is something called "le quart d'heure de politesse," or in English, "the 15 minutes of courtesy." This means that it is customary in France to arrive at a dinner party / soirée 15 minutes after the host has said.
Which is more important to you: strict punctuality or room to be respectfully late?

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 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world.

Idaho State Content 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 1.3: Function appropriately in diverse contexts within the target culture.

NCSSFL-ACTFL Can-Do Statements

I can identify days of the week.

I can ask someone questions about their week.

I can exchange information about what I do during my week.

Materials Needed

White boards

Wet erase markers and erasers

Schedule Sheets (Main Activity), one sheet per student

Google Slide Presentation

Worksheet [OPTIONAL USE] Use this interactive worksheet as a supplemental tool for the corresponding Pressbook Conversation Activity. It can be used as a way to keep students engaged, provide a place for them to take notes, and track their learning.

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

Warm-Up

1. Begin by introducing the Can-Dos for today's activity and distributing the white boards, wet erase markers and erasers to each student.

Aujourd'hui nous allons pratiquer les jours de la semaine. Nous allons identifier chaque jour et puis partager nos programmes hebdomadaires avec le groupe. (Today we are going to practice the days of the week. We will identify each day and share our weekly schedule with the group.)

Can-Do statement check-in... "Where are we?"

Read can-do statements and have students evaluate their confidence.

Encourage students to be honest in their self-evaluation

Pay attention, and try to use feedback for future activities!

I can identify days of the week

I can ask someone questions about their week

I can exchange information about what I do during my week

1. Begin by introducing the Can-Dos for today's activity and distributing the white boards, wet erase markers and erasers to each student.

Aujourd'hui nous allons pratiquer les jours de la semaine. Nous allons identifier chaque jour et puis partager nos programmes hebdomadaires avec le groupe. (Today we are going to practice the days of the week. We will identify each day and share our weekly schedule with the group.)

2. First, review the days of the week with your group.

Répétez après moi : lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche. (Repeat the days with me: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.)

3. Next, tell them that they are going to write the answer to your question.

Je vais vous demander une question, et puis vous allez répondre sur votre table blanc. (I am going to ask you a question and then you will respond on your white board.)

Aujourd'hui, c'est ___? Quel jour de semaine? Répondez sur votre table blanc. (Today is ___? What day of the week? Answer on your white board.)

5. After the students write their answer, have them show you and make sure that they have correctly identified the day and spelling.

6. Next, ask "Demain, c'est___" (Tomorrow is...)

7. Continuewith"Après demain, c'est___" (After tomorrow is...)

8. You can ask them varying questions that allow them to respond with a day of the week such as:

Main Activity

1. Students will receive a laminated blank schedule. They will, in pairs, describe their weekly schedule, day-by-day and in detail.
Les étudiants vont recevoir un programme. Avec un(e) partenaire, ils vont décrire leurs semaines, jour par jour en détail.
La personne qui écoute doit écrire le programme de son partenaire.
2. The person listening will write their partner's schedule on their sheet.
Après avoir écrit le programme de le/la premier(ère) partenaire, changez les rôles.
Quand ils auront terminé, ils vont partager le programme de leur partenaire avec le groupe.

3. Once they have filled out the week, the partners will switch roles and the other person will fill theirs in.

4. After they have both filled in each other's schedules, they will share their partner's schedule out loud to the rest of the group.
Quel jour de la semaine est le plus occupé pour toi? Le plus libre?" (Which day of the week is the most busy for you? The most free?)
Wrap-Up

Ask the following questions to finish the activity:

1." Trouvez-vous que vous êtes occupé ou non? Est-ce que vous avez beaucoup à faire chaque semaine?" (Do you find that you are busy or not? Do you have a lot to do this week?

Cultural Notes

In France, the typical weekday consists of longer working hours, but they get more vacation time overall. Additionally, the French workweek is only 35 hours. The minimum amount of vacation time after one year of employment in France is 5 weeks. This is the minimum; depending on the industry and position some companies offer over 9 weeks. There is an emphasis on working hard and sticking to a fairly stick routine during weekdays, however there is more time for vacation.

End of Activity

Can-Do statement check-in... "Where are we?"

Read can-do statements and have students evaluate their confidence.

Encourage students to be honest in their self-evaluation

Pay attention, and try to use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements

I can identify days of the week

I can ask someone questions about their week

I can exchange information about what I do during my week

2. First, review the days of the week with your group.

Répétez après moi : lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche. (Repeat the days with me: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.)

3. Next, tell them that they are going to write the answer to your question.

Je vais vous demander une question, et puis vous allez répondre sur votre table blanc. (I am going to ask you a question and then you will respond on your white board.)

Aujourd'hui, c'est ___? Quel jour de semaine? Répondez sur votre table blanc. (Today is ___? What day of the week? Answer on your white board.)

5. After the students write their answer, have them show you and make sure that they have correctly identified the day and spelling.

6. Next, ask "Demain, c'est___" (Tomorrow is...)

7. Continuewith"Après demain, c'est___" (After tomorrow is...)

8. You can ask them varying questions that allow them to respond with a day of the week such as:

Main Activity

1. Students will receive a laminated blank schedule. They will, in pairs, describe their weekly schedule, day-by-day and in detail.
Les étudiants vont recevoir un programme. Avec un(e) partenaire, ils vont décrire leurs semaines, jour par jour en détail.
La personne qui écoute doit écrire le programme de son partenaire.
2. The person listening will write their partner's schedule on their sheet.
Après avoir écrit le programme de le/la premier(ère) partenaire, changez les rôles.
Quand ils auront terminé, ils vont partager le programme de leur partenaire avec le groupe.

3. Once they have filled out the week, the partners will switch roles and the other person will fill theirs in.

4. After they have both filled in each other's schedules, they will share their partner's schedule out loud to the rest of the group.
Quel jour de la semaine est le plus occupé pour toi? Le plus libre?" (Which day of the week is the most busy for you? The most free?)
Wrap-Up

Ask the following questions to finish the activity:

1." Trouvez-vous que vous êtes occupé ou non? Est-ce que vous avez beaucoup à faire chaque semaine?" (Do you find that you are busy or not? Do you have a lot to do this week?

Cultural Notes

In France, the typical weekday consists of longer working hours, but they get more vacation time overall. Additionally, the French workweek is only 35 hours. The minimum amount of vacation time after one year of employment in France is 5 weeks. This is the minimum; depending on the industry and position some companies offer over 9 weeks. There is an emphasis on working hard and sticking to a fairly stick routine during weekdays, however there is more time for vacation.

End of Activity

Can-Do statement check-in... "Where are we?"

Read can-do statements and have students evaluate their confidence.

Encourage students to be honest in their self-evaluation

Pay attention, and try to use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements

I can identify days of the week

I can ask someone questions about their week

I can exchange information about what I do during my week

# data[].attributes.attachment_link.title
French Level 1, Activity 06: Quel est votre horaire ? / What's Your Schedule ? (Face-to-Face)

# data[].attributes.attachment_link.description
Created June 21, 2022 byAmber Hoye, Justin Snyder, Emily Blackburn, Camille Daw, Mimi Fahnstrom Did you know that you can access the complete collection of Pathways Project French activities in our new Let's Chat! French pressbook?

# data[].attributes.body
https://www.oercommons.org/authoring/59841-french-level-3-activity-12-faire-les-courses-runni/view

Getting Around Town unit

# data[].attributes.attachment_link.title
French Level 3, Activity 12: Faire les courses / Running Errands (Face-to-Face) | OER Commons

# data[].attributes.attachment_link.description
In this activity, students will practice talking about what they have to do and the errands they have to complete throughout the day. Students will also practice describe their schedule when completing errands.

# data[].attributes.body
https://www.oercommons.org/authoring/50316-spanish-level-1-activity-05-d%C3%ADas-de-la-semana-y-la/view

School Life Unit

# data[].attributes.attachment_link.readable_text
Created July 25, 2022 byAmber Hoye, Madi Goertzen, Gabby Bates, Alexis Araiza, Abby Cain, Claire Werlin, Alejandra Garcia, Sue Juarez, Mardy Morales, Borja Aguilera, Camille Daw, Mimi Fahnstrom
Did you know that you can access the complete collection of Pathways Project Spanish activities in our new Let's Chat! Spanish pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysspanish

Please Note: Many of our activities 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.

Description:

Students will learn about the days of the week and school subjects in Spanish. First, they will be asked to place the days of the week in order (for both the United States and Spanish speaking countries' calendars). Then, they will be asked to share what day of the week they do a certain activity. Students will then practice describing and guessing various school subjects and days of the week.

Semantic Topics:

Days of the week, school, subjects, school subjects, schedule, calendar, horario, calendario, escuela, materias, días de la semana

Grammatical Structures:

Present tense, irregular yo forms, questions in Spanish, circumlocution, verbos en el presente, verbos irregulares en la forma de yo, preguntas en español, circunloquio

Products:
Question Cards
Calendars in Hispanic countries, school subjects

Practices:

Recognizing how calendar structures vary in Hispanic cultures

Perspectives:

How do people view the week differently in Hispanic cultures?

NCSSFL-ACTFL World-Readiness Standards:

Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.

Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.

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.

NCSSFL-ACTFL Can-Do Statements:

I can talk about my weekly routine

I can talk about what I learn and do

I can talk about school subjects

I can compare and contrast differences between a calendar in the United States and in Spanish speaking countries (Intercultural)

Materials Needed:

Download: Question Cards

Headband Cards

Download: Headband Cards

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

- Question Cards (Canva Template, free account required)

- Headband Cards (Canva Template, free account required)

Warm-up

1. Begin by opening the Google Slideshow and introducing the Can-Do's.
Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.

2. Each student will have a whiteboard. The PowerPoint has a slide with 1-7 and the days of the week listed in Spanish. Students will list the days of the week in order from 1 to 7 on their whiteboards according to the United States calendar. The lab instructor can choose a different student to tell them their answer for each number (do all 7 so that students can review the order of the week).
Hoy vamos a practicar los días de la semana y también las materias de la universidad. Primero, en sus pizarras van a poner en orden del 1 al 7 los días de la semana en los Estados Unidos. ¿Me pueden decir qué día va en el número 1 ?

3. On the next few slides, students will have to put the days of the week in order once again, but this time according to a calendar from a Spanish-speaking country.
Ahora van a escribir en sus pizarras en orden del 1 al 7 los días de la semana para el calendario en un país hispanohablante.

4. Using the Google slideshow, the instructor will ask students what days they do certain actions. If necessary, the lab instructor can write the days of the week on the board for students to reference.
Ahora tengo diapositivas con diferentes acciones y actividades. Voy a preguntarles qué días hacen estas actividades. ¿Qué días vas a _ (clase) _? Por ejemplo, si tengo mi clase de español el lunes, el martes o el viernes, voy a decir "Lunes" o "Martes" o "Viernes". (Use yourself as an example before each slide if necessary) ntas personas van a _ _ __ _ el lunes? ¿El martes? etc.

5. We will also review a few of the academic subjects. On each slide, there are going to be two images. The instructor will describe one subject, and the students have to determine what subject the instructor is describing.
Ahora vamos a repasar algunas materias. ¿Qué significa materias? (Ej: arte, matemáticas, etc). En cada página, hay dos materias. Yo voy a describir una materia y ustedes deben adivinar cuál estoy describiendo.

1. Now we are going to review vocabulary associated with subjects and areas of study in university. For example Spanish, history, literature, etc. We are going to take selecting a card with a subject written on it. The person who chooses the card will put it on their forehead.
Ahora vamos a practicar las materias (subjects) de la universidad. Una materia es un tipo de clase. Por ejemplo: el español, la historia, la literatura, etc. Vamos a tomar turnos y una persona va a tener una tarjeta con una materia. La persona va a sostener la tarjeta en su frente. (Gesture holding the card on your forehead) .

2. The person who has the headband on their forehead will use the questions from the slideshow to figure out what subject they have. For example, if I have the "Spanish" card, I am going to ask other people questions to figure out what subject I have.
La persona que tiene la tarjeta en su frente va a usar las preguntas en la diapositiva para descubrir cuál materia tiene (use gestures to show). Ustedes van a tomar turnos respondiendo a las preguntas.

3. Students will keep asking questions to guess the subject/class. Answers can only be yes or no.
Solo pueden usar "sí" o "no" para responder.

1. ¿Cuál es tu materia/disciplina favorita?

2. ¿Cuál es una materia que no te gusta? ¿Por qué?

3. ¿Cuál o cuáles día(s) tienes muchas actividades?

End of Activity:

* 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!

Cultural Notes:

1. Begin by opening the Google Slideshow and introducing the Can-Do's.
Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.

2. Each student will have a whiteboard. The PowerPoint has a slide with 1-7 and the days of the week listed in Spanish. Students will list the days of the week in order from 1 to 7 on their whiteboards according to the United States calendar. The lab instructor can choose a different student to tell them their answer for each number (do all 7 so that students can review the order of the week).
Hoy vamos a practicar los días de la semana y también las materias de la universidad. Primero, en sus pizarras van a poner en orden del 1 al 7 los días de la semana en los Estados Unidos. ¿Me pueden decir qué día va en el número 1 ?

3. On the next few slides, students will have to put the days of the week in order once again, but this time according to a calendar from a Spanish-speaking country.
Ahora van a escribir en sus pizarras en orden del 1 al 7 los días de la semana para el calendario en un país hispanohablante.

4. Using the Google slideshow, the instructor will ask students what days they do certain actions. If necessary, the lab instructor can write the days of the week on the board for students to reference.
Ahora tengo diapositivas con diferentes acciones y actividades. Voy a preguntarles qué días hacen estas actividades. ¿Qué días vas a _ (clase) _? Por ejemplo, si tengo mi clase de español el lunes, el martes o el viernes, voy a decir "Lunes" o "Martes" o "Viernes". (Use yourself as an example before each slide if necessary) ntas personas van a _ _ __ _ el lunes? ¿El martes? etc.

5. We will also review a few of the academic subjects. On each slide, there are going to be two images. The instructor will describe one subject, and the students have to determine what subject the instructor is describing.
Ahora vamos a repasar algunas materias. ¿Qué significa materias? (Ej: arte, matemáticas, etc). En cada página, hay dos materias. Yo voy a describir una materia y ustedes deben adivinar cuál estoy describiendo.

Main Activity

1. Now we are going to review vocabulary associated with subjects and areas of study in university. For example Spanish, history, literature, etc. We are going to take selecting a card with a subject written on it. The person who chooses the card will put it on their forehead.
Ahora vamos a practicar las materias (subjects) de la universidad. Una materia es un tipo de clase. Por ejemplo: el español, la historia, la literatura, etc. Vamos a tomar turnos y una persona va a tener una tarjeta con una materia. La persona va a sostener la tarjeta en su frente. (Gesture holding the card on your forehead) .

2. The person who has the headband on their forehead will use the questions from the slideshow to figure out what subject they have. For example, if I have the "Spanish" card, I am going to ask other people questions to figure out what subject I have.
La persona que tiene la tarjeta en su frente va a usar las preguntas en la diapositiva para descubrir cuál materia tiene (use gestures to show). Ustedes van a tomar turnos respondiendo a las preguntas.

3. Students will keep asking questions to guess the subject/class. Answers can only be yes or no.
Solo pueden usar "sí" o "no" para responder.

Wrap-up

Ask students the following questions to finish the lab:

1. ¿Cuál es tu materia/disciplina favorita?

2. ¿Cuál es una materia que no te gusta? ¿Por qué?

3. ¿Cuál o cuáles día(s) tienes muchas actividades?

End of Activity:

* 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!

Cultural Notes:

Main Activity

1. Now we are going to review vocabulary associated with subjects and areas of study in university. For example Spanish, history, literature, etc. We are going to take selecting a card with a subject written on it. The person who chooses the card will put it on their forehead.
Ahora vamos a practicar las materias (subjects) de la universidad. Una materia es un tipo de clase. Por ejemplo: el español, la historia, la literatura, etc. Vamos a tomar turnos y una persona va a tener una tarjeta con una materia. La persona va a sostener la tarjeta en su frente. (Gesture holding the card on your forehead) .

2. The person who has the headband on their forehead will use the questions from the slideshow to figure out what subject they have. For example, if I have the "Spanish" card, I am going to ask other people questions to figure out what subject I have.
La persona que tiene la tarjeta en su frente va a usar las preguntas en la diapositiva para descubrir cuál materia tiene (use gestures to show). Ustedes van a tomar turnos respondiendo a las preguntas.

3. Students will keep asking questions to guess the subject/class. Answers can only be yes or no.
Solo pueden usar "sí" o "no" para responder.

Wrap-up

Ask students the following questions to finish the lab:

# data[].attributes.attachment_link.title
Spanish Level 1, Activity 05: Días de la Semana y las materias / Days of the Week and School Subjects (Face-to-Face)

# data[].attributes.attachment_link.description
Students will learn about the days of the week and school subjects in Spanish. First, they will be asked to place the days of the week in order (for both the United States and Spanish speaking countries' calendars). Then, they will be asked to share what day of the week they do a certain activity.