👋French Level 2, Activity 01: Les introductions / Introductions (Face-to-Face)
Products: Getting to know others and presentation.
Practices: Gestures and other non-verbal forms of communication, turn-taking in conversation, the use of forms of discourse, socially appropriate behaviors for acquaintance.
Perspectives: Value of age, social class/ social rank, the importance of family.
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.
Idaho State Content Standards:
- COMM 1.1: Interact and negotiate meaning (spoken, signed, and written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
NCSSFL-ACTFL Can-Do Statements:
- I can learn basic etiquette and rules for language activities.
- I can answer questions about myself in the target language.
- I can give my opinion about a variety of topics.
Materials Needed:
Warm-up
1. Begin by introducing the Can-Dos for today’s activity.
2. Begin with an introduction activity.
Aujourd’hui, nous allons commencer avec une petite activité d’introduction.
3. Present the rules to the students:
- Le premier étudiant va se présenter (leur nom, leur résidence, leur matière principale). (The first student will introduce themselves (name, where they’re from, their major).)
- Puis, la personne à sa droite va répéter l’introduction de la première personne et se présenter. (Then the person to their right will repeat the first person’s introduction, then add on their own.)
- Nous allons continuer cette activité jusqu’à ce que tout le monde fasse leur présentation. Ensuite, la première personne va répéter l’introduction de la dernière personne pour terminer l’activité. (Continue this until you’ve reached the last person. The first person will then repeat the last person’s introduction to finish the activity.)
Example:
Student 1: Bonjour! Je m’appelle… Je viens de… J’étudie… (Hello! My name is… I’m from… I study…)
Student 2: Salut, tout le monde. Il/elle s’appelle… Il/elle vient de… Il/elle étudie… Je m’appelle… Je viens de… J’étudie… (Hello, everyone. His/her name is… He/she is from… He/she studies… My name is… I am from… I study…)
*Note: each person only needs to repeat the intro of the person who went immediately before them, not everyone who’s gone before them.
Main Activity
1. Distribute whiteboards amongst the students so each student has one whiteboard and marker.
- The student’s answer should be as close to one word as possible.
- Give them as little time as possible to think of a word (approximately 10 seconds). Possible questions:
Distribuez les ardoises blanches et les marqueurs aux étudiants. Les étudiants devront répondre à la question de la manière la plus précise possible. Donnez-leur environ 10 secondes pour penser à leur réponse. Exemples de question:
- Comment t’appelles-tu ? (What is your name?)
- Comment est-ce que tu te décris ? (How would you describe yourself?)
- Quelle est une qualité importante que doit avoir un camarade ? (What is an important quality you look for in a friend?)
- Quel est un mot que tu utilises trop ? (What is a word you use too much?)
- Si tu pouvais dire qu’un seul mot pour le reste de ta vie, ça serait quel mot ? (If you could only say one word for the rest of your life, which word would it be?)
- Quelle est ta nourriture préférée ? (What is your favorite food?)
- Que fais-tu trop fréquemment ? (What is an activity you do too frequently?)
- Dis-moi une chose que tout le monde devrait faire plus. (Tell me something that everyone should do more.)
- Qu’est-ce que tu aimes le plus dans le monde ? (What do you like the most in the whole world?)
- Dis-moi un adjectif que tu aimes. (Tell me an adjective that you like.)
- Quel est ton meilleur trait personnel ? (What is your best personality trait?)
- Qu’est-ce que tu ferais pour un Klondike bar ? (What would you do for a Klondike bar?)
- Quelle est ta barre chocolatée préférée ? (What is your favorite chocolate bar?)
- Quelle saison préfères-tu ? (What is your favorite season?)
- Si tu pouvais faire n’importe quoi juste maintenant, que ferais-tu ? (If you could do anything right now, what would you do?)
- Qu’est-ce que tu aimes de la langue française ? (What do you like about the French language?)
- Dis-moi une chose qui te gène/t’irrite/ t’énerve. (Tell me something that bothers you/irritates you/gets on your nerves.)
Wrap-up
1. To finish the activity, ask the students to recap what they learned about their classmates during the warm-up.
Maintenant, nous allons récapituler ce que vous avez appris sur vos camarades de classe pendant l’échauffement.
2. Each student will say at least 2 things they learned about one of their classmates (name, where they’re from, their major). Encourage them to not have any repeats.
Chaque étudiant va dire 2 choses qu’il/elle a appris sur l’une de leur camarades de classes (nom, résidence, matière principale). Pas de répétitions !
Example: Voici… Il/elle étudie… Il/elle vient de… (Here is… He/she studies… He/she is from…)
End of Activity:
- 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 learn basic etiquette and rules for language activities.
- I can answer questions about myself in the target language.
- I can give my opinion about a variety of topics.
CULTURAL Resources
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