Conversation Activities Guidebook

French, Hispanic and Italian Studies Department

The University of British Columbia
 Table of Contents

Introduction: How to Use this Guide ​3

Common European Framework Reference Levels Grid ​4

Activity 1 - The Recorded Journal ​6

Activity 2 - Short Film & Trailer Discussion 8

​

​ 2.1 - Short Film Discussion 8

2.2 - Short Film & Trailer Resources 10

Activity 3 - Podcast Discussion 1​ 4

Activity 4 - News discussion ​15

Activity 5 - Literature discussion 1​ 7

Activity 6 - Songs and Music Resources 1​ 8

6.1 - Songs and Music in French 18

6.2 - Songs and Music in Spanish 21

6.3 - Songs and Music in Italian 21

6.4 - Songs and Music in Portuguese 22

Activity 7 - Assorted Oral Activities & Games ​23

Activity 8 - Using Authentic Documents for Conversation ​28

Appendix: Authentic Document Resources and Web Links 29

Cazabon, Pereira-Costa & Rocha 2

 Introduction - How to Use this Guide

Welcome to the UBC FHIS Learning Centre Activities Guidebook. This guide is intended for
everyone who wishes to share their passion for languages with fellow colleagues, peers and
students alike. This guidebook has been categorized by various communicative styles
(reading, writing, audio, etc.) and offers differentiated learning objectives and activities in
order for you to tailor towards your own language learning level, needs and objectives.

This guidebook aims to provide students with authentic and meaningful opportunities to
apply their language skills and acquisition, regardless of their current level of fluency. Each
resource offers both tutors and tutees various modifications in order for students to use the
guidebook at any level of proficiency as per the Common European Framework of
Reference for Languages (CEFR) and are designed to be used between the A1-B2 levels.

We encourage both tutors and tutees to explore the various resources and exercises within
this guidebook both collaboratively and independently. As you continue to practice and
navigate your way through your second language acquisition, the level of proficiency will
augment and fluency can be developed. The more exposure and opportunities you can
have in engaging with these resources, there is a higher likelihood of gaining a deeper
acquisition and comprehension of your target language.

Map of Latin Languages in the World

Blue: French
Green: Spanish
Orange: Portuguese
Yellow: Italian
Red: Romanian

Cazabon, Pereira-Costa & Rocha 3

 Common European Framework Reference Levels Grid
A1 A2 B1 B2 C1 C2

Listening I can recognise I can understand I can understand I can understand I can understand I have no difficulty in
familiar words and phrases and the the main points of extended speech and extended speech understanding any
very basic phrases highest frequency clear standard lectures and follow even when it is not kind of spoken
concerning myself, vocabulary related speech on familiar even complex lines of clearly structured language, whether
my family and to areas of most matters regularly argument provided and when live or broadcast,
immediate concrete immediate personal encountered in the topic is relationships are even when delivered
surroundings when relevance (e.g. very work, school, reasonably familiar. I only implied and at fast native speed,
people speak slowly basic personal and leisure, etc. I can can understand most not signalled provided I have
and clearly. family information, understand the TV news and current explicitly. I can some time to get
shopping, local area, main point of affairs programmes. understand familiar with the
employment). I can many radio or TV I can understand the television accent.
catch the main point programmes on majority of films in programmes and
in short, clear, simple current affairs or standard dialect. films without too
messages and topics of personal much effort.
U announcements. or professional
interest when the
N delivery is
D relatively slow and
clear.
E
R Reading I can understand I can read very I can understand I can read articles I can understand I can read with ease
familiar names, words short, simple texts. I texts that consist and reports long and complex virtually all forms of
S and very simple can find specific, mainly of high concerned with factual and literary the written language,
contemporary
T sentences, for predictable frequency
problems in which
texts, appreciating including abstract,
example on notices information in simple everyday or the writers adopt distinctions of style. I structurally or
and posters or in everyday material job-related can understand linguistically complex
A catalogues. such as language. I can
particular attitudes
or specialised articles texts such as
N advertisements, understand the viewpoints. I can and longer technical manuals, specialised
prospectuses, menus description of understand instructions, even articles and literary
D and timetables and I events, feelings contemporary when they do not works.
I can understand and wishes in literary prose. relate to my field.
short simple personal letters.
N personal letters.
G

Spoken I can interact in a I can communicate in I can deal with I can interact with I can express myself I can take part
Interaction simple way provided simple and routine most situations a degree of fluently and effortlessly in any
the other person is tasks requiring a likely to arise whilst fluency and spontaneously conversation or
prepared to repeat or simple and direct travelling in an spontaneity that without much discussion and have
rephrase things at a exchange of area where the makes regular obvious searching a good familiarity
slower rate of speech information on language is interaction with for expressions. I with idiomatic
and help me familiar topics and spoken. I can enter native speakers can use language expressions and
formulate what I'm activities. I can handle unprepared into quite possible. I can flexibly and colloquialisms. I can
trying to say. I can very short social conversation on take an active part effectively for social express myself
ask and answer exchanges, even topics that are in discussion in and professional fluently and convey
simple questions in though I can't usually familiar, of familiar contexts, purposes. I can finer shades of
areas of immediate understand enough to personal interest or accounting for and formulate ideas and meaning precisely. If
need or on very keep the conversation pertinent to sustaining my opinions with I do have a problem I
familiar topics. going myself. everyday life (e.g. views. precision and relate can backtrack and
family, hobbies, my contribution restructure around
work, travel and skilfully to those of the difficulty so
current events). other speakers. smoothly that other
people are hardly
aware of it.

S
P

Cazabon, Pereira-Costa & Rocha 4

E Spoken I can use simple I can use a series of I can connect I can present clear,
detailed descriptions
I can present clear, I can present a clear,
Production phrases and phrases and phrases in a detailed smoothly-flowing
A sentences to describe sentences to describe simple way in on a wide range of descriptions of description or
subjects related to
where I live and in simple terms my order to describe complex subjects argument in a style
K people I know. family and other experiences and
my field of interest. I
integrating appropriate to the
can explain a
I people, living events, my viewpoint on a sub-themes, context and with an
N conditions, my dreams, hopes topical issue giving
the advantages and
developing effective logical
educational and ambitions. I particular points structure which helps
G background and my can briefly give
disadvantages of
and rounding off the recipient to
various options.
present or most reasons and with an appropriate notice and
recent job. explanations for conclusion. remember significant
opinions and points.
plans. I can
narrate a story or
relate the plot of
a book or film
and describe my
reactions.

Writing I can write a short, I can write short, I can write simple I can write clear, I can express myself I can write clear,
simple postcard, simple notes and connected text on detailed text on a in clear, smoothly-flowing
for example messages relating topics which are wide range of well-structured text, text in an
sending holiday to matters in areas familiar or of subjects related to expressing points of appropriate style. I
greetings. I can fill of immediate personal interest. I my interests. I can view at some length. can write complex
W in forms with needs. I can write can write write an essay or I can write about letters, reports or
personal details, for a very simple personal letters report, passing on complex subjects in articles which
R example entering personal letter, for describing information or giving a letter, an essay or present a case with
I my name, example thanking experiences and reasons in support of a report, underlining an effective logical
nationality and someone for impressions. or against a what I consider to structure which helps
T address on a hotel something. particular point of be the salient issues. the recipient to
I registration form. view. I can write I can select style notice and
letters highlighting appropriate to the remember significant
N the personal reader in mind. points. I can write
G significance of summaries and
events and reviews of
experiences. professional or
literary works.

1
h
​ ttps://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=090000168045bb52

Cazabon, Pereira-Costa & Rocha 5

 ACTIVITY #1 -The Recorded Journal

The purpose of this activity is for students to record themselves and answer a few questions
according to their level of proficiency. Instead of writing a daily journal, students may
practice their conversational skills by recording their answer(s) to some specific questions
concerning their daily life. They can use their own phone/ devices and make some short
videos or use Flipgrid, an application that allows to share your videos with a tutor and/or
professor.

The focus of this activity is to allow students to talk about their daily life spontaneously,
have an authentic and real context, while not having the pressure of having an interlocutor
in front of them. This activity will focus on verb tenses and different themes. The tutee can
be given 3 to 5 different daily activities for them to describe in their journal (for example,
What do you eat for dinner? What do you do before bed? What do you do when you wake
up in the morning?). This activity can be easily adapted to diverse levels. Verb tenses can be
changed at the 200 level, and more questions can be asked with increasing expectations of
longer and more detailed responses.

These short recordings each could have a theme to inspire the students to expand their
vocabulary and self-expression in a wide range of topics. Some examples include describing
your morning routine, your home, a typical work day, family, the transit system of your city
and more,

A1 Level
Through this exercise, students should be able to demonstrate their ability to use words
answer the questions. Here are some examples of question for this level:
● What is your name?
● Where do you live?
● What do you like to eat?
● Where are you from?
● Where do you study?
● What do you study?
● What are your hobbies?
● What type of food you like?

A2 Level
Through this exercise, students should be able to demonstrate their ability to use simple
sentences to describe their daily lives. In addition to questions included at the A1 level, here
are additional questions for this level:
● Explain your daily routine.
● Tell me where you go grocery shopping and what you buy?
● What kind of restaurants/ cuisine do you like? Which restaurant did you last visit?
● Can you describe your family?

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 ● Have you ever taken the train/plane/boat? Did you enjoy it?

B1 Level
Through this exercise, students should demonstrate the ability to use simple sentences to
describes their daily lives. In addition to questions included at the A1 and A2 levels, here are
additional questions for this level:
● Explain your daily routine.
● Tell me where you go grocery shopping and what you buy?
● What kind of restaurants/ cuisine do you like? Which restaurant did you last visit?
● Can you describe your family?
● Have you ever taken the train/plane/boat? Did you enjoy it?

B2 Level
Through this exercise, students should be able to explain and describe in detail with more
complex sentences. In addition to questions included at the A1, A2 and B1 levels, here are
some additional questions for this level:
● Describe your daily routine using the past tense.
● Can you describe your last travel experience? What did you do/see?
● Can you describe in details your family?
● Describe a few of your own hobbies and/or pastimes and describe how you
discovered a passion for them.
● Can you describe your studies? What kind of job/ career aspirations do you have
after graduation?

Cazabon, Pereira-Costa & Rocha 7

 ACTIVITY #2 -Short Film & Trailer Discussion

The focus of this activity is watching a variety of short films and/or film trailers, diving into a
cultural document (from various regions and countries who speak the target language) and
being able to talk about its significance. Students will be able to learn new vocabulary, have
opportunities for aural and oral practice, as well as exposure to the cultural aspects of the
target language.

Through this exercise, students should demonstrate the ability to understand a short film the
target language. Students should also be able to discuss the video according to their level of
proficiency in the target language. At the A1 level, students should be able to respond to
short and simple questions in relation to the recording and simply describe what they saw.
Students in level B1 should be able to share their appreciation of the film, discuss the
theme(s) presented and the narrative of the movie. Some movies may be silent films, since
the main purpose of this activity is to discuss the visuals presented in the video as a
foundation for oral production in the target language.

All students regardless of level will first watch the video. Students at the A1 and/or A2 level
can be welcomed to rewatch the video again for further context (this also allows them to
process the information, words/dialogue they have just heard). The following lists various
approaches and examples of questions that can be asked for every level regarding films
and trailers. All trailer and

A1 Level:
The tutor may engage the tutee in simple conversation that describes what the character in
the film is doing in the target language. The tutor can ask questions regarding whether the
action occurs in the video and the tutee will be able to respond whether or not the actions
occur in the video.

A1 Level Questions:
● What colours do you see in the video?
● How many people are in the video?
● What is the name of the people in the video?
● Where was the action taking place?
● Do you like the video/trailer?
● Have you seen any transportation (or order specific object(s)) in this video?

A2 Level:
The A2 level can include questions from A1 level discussion. In addition, the conversation can
also look to describe the appearance of the characters and more detailed descriptions of
the location(s) where the action takes place. The tutor and tutee can also look to share
personal information regarding their family units, their own appearances and basic

Cazabon, Pereira-Costa & Rocha 8

 routines/actions that are relatable to the actions seen within the video. In addition to the
questions listed at the A1 level, here are additional questions for this level:

A2 Level Questions:
● Describe what you see in the video in 2 -3 sentences.
● Who is the main character in the video?
● What is this movie about?
● If you have seen the movie, can you describe the main events in the events and/or
how the movie ends?
● What happens in the video?
● Explain why you like/dislike the video?

B1 Level
The B1 level can begin with the A1 and A2 level discussion questions. In addition, the student
should be able to share and connect their own experiences with the basic themes presented
in the video (for example, if the video is centered around family, the student should be able
to express their own family structure or familiar experience(s)). The tutor and tutee can
expand their conversation to be more specific and personalized for the tutee. At the B1 level,
the tutor should use the video’s basic/ overarching themes to engage in a deeper
conversation (these themes will change as the video resource change). In addition to the
questions listed at the A1 and A2 levels, here are some additional questions:

B1 Level Questions:
● How can you relate to the storyline of the video?
● What is your opinion of this video?
● Can you share some of your personal experiences that connect to the theme of the
video?
● What do you think is the significance of this storyline/theme?

B2 Level
The B2 level should include all of the discussions from A1-B1 levels. In addition, the tutee and
tutor can expand upon specific topics that are presented within the video that can permit
both the student and tutor to have an in-depth discussion about society and how the video
relates in a larger context. In addition to the questions listed at the A1, A2 and B1 levels, here
are some additional questions:

B2 Level Questions:
● Could you summarize the video for me?
● What did you learn from this video?
● How did this video made you feel or think?
● What is your opinion about this video?
● When considering the themes presented in the video, how do they relate to
modern-day society?
● Do you think this film was produced recently or is older? Why or why not?

Cazabon, Pereira-Costa & Rocha 9

 ● What messages are conveyed in this video? Why do you think they chose this
theme/approach?

Film & Trailer Resources

Animation Movies - French

A1, A2, B1 Publicité de IGA (Quebec)​ h

​ ttps://vimeo.com/143015367

A1, A2, B1 Le fauteuil (français) ​ ​https://www.youtube.com/watch?v=JRg1XRZFN6c

Kaspar (Innu)
https://www.onf.ca/film/kaspar_inspire_de_la_vie_de_kaspar_hauser/

A1, A2 Un éléphant dans la pièce​ ​https://www.youtube.com/watch?v=h_aC8pGY1aY

A1, A2 Made in France​ h

​ ttps://www.youtube.com/watch?v=Her3d1DH7yU

A2, B1 Sketchtravel​ h
​ ttps://vimeo.com/20679026

A2, B1, B2 Méli-mélo metro​ ​https://www.youtube.com/watch?v=RdEKcogdCMs

A1 - B2 Gobelins: ​https://www.youtube.com/watch?v=CyGGpsbN55A

Comedy Videos - French

A1, A2 Ouvre-moi - Parole de Chat

https://www.youtube.com/watch?time_continue=9&v=hHdFQlqSBA4

A1, A2 Chats qui chantent ​https://www.youtube.com/watch?v=BCsd8HVcj1E

A1,A2 Massage h
​ ttps://www.youtube.com/watch?v=eMEoKDdGKGA

Court Métrages - French

A1, A2, B1 Fauves (Quebec)​ ​https://vimeo.com/293033666

A1, A2, B1 Marguerite (Quebec)​ ​https://vimeo.com/241535504

Langue Nakota​ h
​ ttps://www.onf.ca/film/pour-que-survive-langue-nakota/

Enfants des nomades​ h

​ ttps://www.onf.ca/film/enfants-des-nomades/

Souffles​ h
​ ttps://www.onf.ca/film/souffles/

A1, A2 Famille​ h
​ ttps://vimeo.com/34861931

Cazabon, Pereira-Costa & Rocha 10

 Katunga​ ​https://vimeo.com/293428845

B1, B2 À peu de choses près​ ​https://vimeo.com/149738402

A2, B1, B2 Meilleur ami ou pire ennemi?​ ​https://vimeo.com/97151334

A1, A2, B1 Help!​ ​https://www.onf.ca/film/help_la_pratique/

A1, A2, B1 Les français en France​ ​https://vimeo.com/57896315

A1 En plus je parle français​ ​https://vimeo.com/187835299

A1, A2, B1, ​https://www.unifrance.org/film/espace-courts-metrages

B2 General ressources

Documentmentaries - French

B2 Changement climatique
https://www.rad.ca/dossier/changement-climatique/166/faire-lecole-buissonni
ere-pour-lenvironnement

B2 Francophone du Canada
https://www.rad.ca/dossier/francophonie/168/pourquoi-les-francophones-du-
canada-se-connaissent-ils-si-peu

A2, B1, B2 Une famille zero déchet​ h

​ ttps://vimeo.com/168312506

B1, B2 Habiter la maison à plusieurs​ ​https://www.youtube.com/watch?v=GedqifCAZig

B1, B2 Imaginer​ h
​ ttps://www.youtube.com/watch?v=COq6IX5Q2sM

Bonne récolte​ h
​ ttps://www.onf.ca/film/bonne_recolte/

A1,A2 Une question, un jour (pourquoi le drapeau français est-il bleu, blanc, rouge?)
https://vimeo.com/150156098

Français,Belges​ ​https://vimeo.com/62772740
0

Trailers for Television & Film - French

A1- B2 Les Intouchables: h

​ ttps://www.youtube.com/watch?v=34WIbmXkewU

A1- B2 Un monstre a Paris: h

​ ttps://www.youtube.com/watch?v=Trtd0RdcBHk
c2o

A1- B2 Marseille: h
​ ttps://www.youtube.com/watch?v=WglaObx6jjM

A1- B2 Ne le dis a personne: h

​ ttps://www.youtube.com/watch?v=IAjthZhH

Cazabon, Pereira-Costa & Rocha 11

 A1- B2 Bon Cop Bad Cop (QC): h
​ ttps://www.youtube.com/watch?v=bhNtnPEImAY

A1- B2 District 31 (QC): ​https://www.youtube.com/watch?v=RKtZpVhz7Yg

A1- B2 Il a deja tes yeux: ​https://www.youtube.com/watch?v=J8mhUIOVmTg

A1- B2 Je ne suis pas un homme facile:

https://www.youtube.com/watch?v=NIoKEziAxj8

A1- B2 C’est quoi cette famille?: ​https://www.youtube.com/watch?v=vHvPfB5bnRA

A1- B2 Coco avant Chanel: ​https://www.youtube.com/watch?v=SHLvEni23B8

A1- B2 Chef’s Table: France: ​https://www.youtube.com/watch?v=uZsysCwH3zQ

A1- B2 Starbuck (QC): h

​ ttps://www.youtube.com/watch?v=z-aAWqUsrtk

Trailers for Television & Film - Spanish

A1-B2 Pan’s Labyrinth (El Laberinto del Fauno) :

https://www.youtube.com/watch?v=gpEh4O8Hb5Y

A1-B2 Volver: h
​ ttps://www.youtube.com/watch?v=hp4u67AV8VI

A1-B2 Y tu Mama Tambien: h

​ ttps://www.youtube.com/watch?v=2638bY26vk0

A1-B2 Coco: ​https://www.youtube.com/watch?v=h9Unr35ws-E

A1-B2 Roma: ​https://www.youtube.com/watch?v=ZSI2VLwPFWw

A1-B2 Las Chicas del Cable: ​https://www.youtube.com/watch?v=e_lBUTT4e7k

A1-B2 La Casa de Papel:

https://www.youtube.com/watch?time_continue=3&v=5V73ftGCL7g

A1-B2 Elite: h
​ ttps://www.youtube.com/watch?v=QNwhAdrdwp0

A1-B2 Gran Hotel: ​https://www.youtube.com/watch?v=enBnpGMSQmU

A1-B2 Velvet Coleccion: ​https://www.youtube.com/watch?v=IslontniyDQ

A1-B2 Nailed It Mexico: h

​ ttps://www.youtube.com/watch?v=v_-dtXzWfpU

A1-B2 Las tres mellizas: ​https://www.youtube.com/watch?v=fLVQXl3Bpnk

A1-B2 TEle novelas (como los amigos)

https://www.youtube.com/watch?v=t_UNPtuQi2A

Cazabon, Pereira-Costa & Rocha 12

 Trailers for Television & Film - Italian

A1-B2 La vita e bella (Life is Beautiful):

https://www.youtube.com/watch?v=ZhZ6SI0FjBE

A1-B2 Nine: h
​ ttps://www.youtube.com/watch?v=AvW9PTNsw5E

A1-B2 Io sono l’amore (I am Love): ​https://www.youtube.com/watch?v=0NjA8CIDvZ8

A1-B2 Perfetti Sconosciuti (Perfect Strangers):

https://www.youtube.com/watch?v=f7TahC1Upgw

A1-B2 Bianca come il latte, rosso come il sangue:

https://www.youtube.com/watch?v=nY4y-Y9k9Is

A1-B2 Baby: ​https://www.youtube.com/watch?v=2O5ZyTqFbe8

A1- B2 Gomorrah: h
​ ttps://www.youtube.com/watch?v=Hhde_ssJuFo

Trailers for Television & Film - Portuguese

A1-B2 3% (BR): h
​ ttps://www.youtube.com/watch?v=8yyzNQfaQR8

A1-B2 Cidade de Deus (City of God) (BR):

https://www.youtube.com/watch?v=nBWtTrLxUjM

A1-B2 As lições da tonecas: h

​ ttps://www.youtube.com/watch?v=kiLgjJFfUrM

A1-B2 Sinais da vida: ​https://www.youtube.com/watch?v=SYBD2sVFZ60

A1-B2 Teorias da Conspiração: ​https://www.youtube.com/watch?v=zCDwhglBZZg

A1-B2 Chato, o Rei do Brasil: h

​ ttps://www.youtube.com/watch?v=8ZcA6nTISbc

Cazabon, Pereira-Costa & Rocha 13

 ACTIVITY #3 - Discussions Around Podcasts

The objective of the activity is for students to listen to stories and/or informational podcasts
in order to discuss the presented story/topic(s) with the tutor.. This activity is suitable for a
students at the A2-B2 level of proficiency, as it is an audio-only activity. Students are able to
visit the FHIS Learning Centre and select a topic of their choice in order to promote oral
production.

Short segments/stories (between 2-5 minutes) can be completed by students at the A1-A2
level of proficiency, whereas students at the B1 and B2 levels (5 minutes or more) can listen
to longer segments that also use more complex vocabulary. Once the student has listened
to the story, they can discuss the content amongst one another (if there is more than one
tutee at the Learning Centre) or with a tutor; the tutor would ask what the student(s)
understood from the content.

Podcasts - French

https://www.podcastfrancaisfacile.com/

https://baladoquebec.ca

https://ici.radio-canada.ca/mesAbonnements/baladodiffusion/

http://www.radio-en-ligne.fr/podcasts

Podcasts - Spanish

https://www.espanolistos.com/

http://www.podcastsinspanish.org/pages/level1.shtml

http://www.rtve.es/radio/nomadas/

Podcasts - Italian

https://www.querty.it/podcast_show/senza-rossetto-nella-cabina-elettorale/

https://soundcloud.com/podcast-babbel

https://www.raiplayradio.it/programmi.html

Podcasts - Portuguese

https://www.rtp.pt/play/podcasts

http://www.portalcafebrasil.com.br/podcasts/659-empreendorismo-no-palco/

Cazabon, Pereira-Costa & Rocha 14

 ACTIVITY #4 - Discussion Around the News

The objective of this activity is for students to listen, watch or read a short news story in the
target language. This can be conducted one-on-one and/or with a tutor. Short
segments/stories can be completed by students at the A1-A2 level of proficiency, whereas
students at the B1 and B2 level can watch longer segments and/or read stories that are
both longer in length and more complex in vocabulary. Once the student has seen/read the
story, they can discuss the content amongst each other (if there is more than one tutee at
the Learning Centre) or with a tutor; the tutor would ask what the student(s) understood
from the content and look to ask questions that will allow the students to share their opinion
on the matter addressed in the segment.

All students regardless of levels will first listen/read the story. Students at the A1 and/or A2
level can be welcomed to re-listen or re-read the story for further context (this also allows
them to process the information, words/dialogue they have just heard/read). The following
lists various approaches for every level of proficient regarding discussions surrounding news
topics:

A1 Level:
Students write down the words they recognize and know, any words that seem familiar they
know, and the words that are unfamiliar. The student then would search the words that they
did not recognize/know prior to beginning a conversation. Once they have found the
definition of the words they did not know , the student can make better sense of the story
and state in 1-2 simple sentences what it discusses.

A2 Level:
Students answer what they think the news story was about, what words they heard and
partially recognize but do not know (students use a dictionary to piece together what is
being said).

B1 Level:
Students can write a summary on the news story and ask questions about the issue.

News Web Links - French

Canada https://ici.radio-canada.ca/

Canada ​https://ici.radio-canada.ca/colombie-britannique-et-yukon

France https://information.tv5monde.com/les-jt/monde

Canada https://www.ledevoir.com​/

France ​https://www.france24.com/en/

Cazabon, Pereira-Costa & Rocha 15

 France https://www.lemonde.fr/

France https://savoirs.rfi.fr/fr

News Web Links - Spanish

Spain ​http://www.rtve.es/directo/la-1/

Mexico ​https://noticieros.televisa.com/

Colombia ​https://canal1.com.co/noticias/

News Web Links - Italian

Italy https://www.repubblica.it/

Italy https://www.corriere.it/

Italy https://it.altervista.org/

News Web Links - Portuguese

Portugal https://www.rtp.pt/noticias/

Brazil https://www.folha.uol.com.br/

Portugal https://www.jn.pt/

Brazil https://g1.globo.com/

Cazabon, Pereira-Costa & Rocha 16

 ACTIVITY #5 - Literature Activities

Short stories can be used in the FHIS Learning Centre as both a reading and oral
conversational activity. Below are a list of online resources of short stories and poetry for
students to read and then discuss with their colleagues or FHIS tutor. This is a great way to
discover classical stories from the target language culture and to learn new vocabulary to
reinvest in the discussion context. Some of the resources have also the audio version as well
to support the understanding of students.Their is reading material for every level and the
discussion afterwards can be adapted to each student.

Poetry in French

http://www.toutacouplapoesie.ca/lire

http​http://www.sculfort.fr/articles/litterature/poemes/poesiequebecoise.html​s:/

www.lesvoixdelapoesie.com/poemes1

Short Story Resources:

Portuguese, https://www.thefablecottage.com/italian ​(Short stories in French, Italian and Spanish

French, (text and audio))
Spanish

Portuguese, http://worldstories.org.uk/lang/portuguese/ (Text-only short stories in Portuguese,

French, French and Spanish)
Spanish

Portuguese https://www.grimmstories.com/pt/grimm_contos/index ​(Text-only short stories

in Portuguese)

Italian http://www.audiofiabe.it/​ ​(Text and audio short stories in Italian)

French https://une-histoire-chaque-jour.com/toutes-nos-histoires-pour-enfants/
(Stories in French)

French http://www.infosbonheur.com/article-365-histoires-courtes-pour-s-endorm
ir-heureux-extrait-123227078.html​ (​ Stories in French)

Cazabon, Pereira-Costa & Rocha 17

 ACTIVITY #6- Music and Songs

Using song lyrics:

● Read lyrics of a song in the target language, from Disney for example, like those
included in this document. Do not include the title or the music so the student must
use only the lyrics.
○ Students guess try and figure out what song or it is, perhaps from a movie
they know, or from what movie it comes from.

A1 Level:
Student reads just 1 or 2 lines which are already related to what they’ve learned.

A2 Level:
Student takes a few verses or the chorus, and tries to guess the meaning of the song.

B1 Level:
Student reads/listens to the entirety of the song. Student should look to use no subtitles to
challenge their aural comprehension skills.

All Levels:
Students listen to versions of the song in different accents:

○ French/French-Canadian version, or Spanish and Latin-American.

○ A1/A2: hear the difference in the sound and vocabulary,
○ B1-B2: pick out which song comes from where based on the sound and the
vocabulary.

Disney Songs in French

Level Song & URL

A1-B1 La petite sirène​ ​https://www.youtube.com/watch?v=4iQETIfbzvk

A1-B1 Mulan​ ​https://www.youtube.com/watch?v=E-p6l9nioNI​ (FR)

A1-B1 Mulan​ ​https://www.youtube.com/watch?v=hZN-CqIjMYQ​ (QC)

A1-B1 Le roi lion​ ​https://www.youtube.com/watch?v=v34w65U98gI

A1-B1 Aladin​ ​https://www.youtube.com/watch?v=H1Fv67HKdkQ

A1-B1 Aladin​ ​https://www.youtube.com/watch?v=kGyS2-rZsC0

A1-B1 Pocahontas​ ​https://www.youtube.com/watch?v=OAhCfI5hLjU

Cazabon, Pereira-Costa & Rocha 18

 A1-B1 Le bossu de Notre-Dame​ h
​ ttps://www.youtube.com/watch?v=sJQzDhP1lxo

A1-B1 La belle et la bête​ h

​ ttps://www.youtube.com/watch?v=8oHJbu3LUJg

A1-B1 La belle et la bête​ h

​ ttps://www.youtube.com/watch?v=u0matDyESio

A1-B1 Cendrillon​ ​https://www.youtube.com/watch?v=JdF3DWJZ950

A1-B1 Rebelle​ h
​ ttps://www.youtube.com/watch?v=xJ0nProjakE

A1-B1 La reine des neiges​ h

​ ttps://www.youtube.com/watch?v=wQP9XZc2Y_c

A1-B1 La belle et le clochard​ h

​ ttps://www.youtube.com/watch?v=j_RQW8YcCo4

A1-B1 Disney’s Hercules: “I won’t say I’m in Love” in French with French and English translation:
https://www.youtube.com/watch?v=TIdKNNdLi1Q&feature

A1-B1 Aladdin - A Whole New World - French + Translation (Ce rêve bleu):
https://www.youtube.com/watch?v=xjNShWM2FN4&list=PL7ne7zSgsHtDajPJKsaqxRYUdD
6Lg5yYw&index=3

A1-B1 Sleeping Beauty - La Bella au Bois Dormant: Je Voudrais | I Wonder (French) (lyrics +
trans) h
​ ttps://youtu.be/pxHtZsArHoc

French Musical Artists

Claude Dubois h
​ ttps://www.youtube.com/watch?v=-OJIUuyXkGs

Richard Desjardins h
​ ttps://www.youtube.com/watch?v=_RTHckra_Gc

Loco Locass et Samian h

​ ttps://www.youtube.com/watch?v=0lkwu4kh20g

Ginette Reno​ ​https://www.youtube.com/watch?v=owtiI5_lXm4

Julien Clerc​ ​https://www.youtube.com/watch?v=390RDHnQy9I

Stromae h
​ ttps://www.youtube.com/watch?v=MbR5EHHSfx4

Coeur de pirate ​https://www.youtube.com/watch?v=n7vYo6l06lo

Noir Désir h
​ ttps://www.youtube.com/watch?v=NrgcRvBJYBE

Vanessa Paradis h
​ ttps://www.youtube.com/watch?v=-2KtIsHi-Tw

Carla Bruni ​https://www.youtube.com/watch?v=EC7Re8cczj0

Cazabon, Pereira-Costa & Rocha 19

 Danielle Messia h
​ ttps://www.youtube.com/watch?v=K7WAtnfq6Y8

Zaz h
​ ttps://www.youtube.com/watch?v=SJusbv35joo

Zaz, je veux
https://www.youtube.com/watch?v=qIMGuSZbmFI&list=PLfgnN_zN2ALc2NcSUxZMAYKv
wOLjgbQos

Dalida ​https://www.youtube.com/watch?v=LYAvhujK4nA

Gilbert Bécaud
https://www.youtube.com/results?search_query=gilbert+b%C3%A9caud+je+reviens+te+
chercher

Serge Reggiani ​https://www.youtube.com/watch?v=FqaSdy3lR7Q

Aznavour ​https://www.youtube.com/watch?v=HyRF1CjOPQ8

Édith Piaf ​https://www.youtube.com/watch?v=fpHAsb2XQOY

Videos and Songs in Spanish

Level Song & URL

A1 LangFocus on Spanish: h
​ ttps://www.youtube.com/watch?v=NSfCDdTtBn0

A1 Latinos Imitate Each Other's Accents:​ ​https://www.youtube.com/watch?v=fl8icJN7F7

A2-B1 "Reflection" Latin Spanish With S&T ​https://youtu.be/IqZZ_eqxWoA

A2-B1 Beauty and the Beast EU Spanish (subs & trans):

https://www.youtube.com/watch?v=WVFHvxtOzdw

A2-B1 I Just Can't Wait to be King (EU Spanish with English sub + trans):
https://youtu.be/Q7THg3maOV0

A2-B1 For the First Time in Forever (Latin Spanish) - Subs & Translation
https://www.youtube.com/watch?v=XPckj0QO-h8

A2-B1 Part of Your World (Latin Spanish) - Subs & Translation

https://www.youtube.com/watch?v=6-if_zfmAj8

Cazabon, Pereira-Costa & Rocha 20

 A1- B1 L
​ os Mustang "Amarillo submarino es", "Los Ratones" que cantan las canciones de The
Beatles en español.​Fançoise Hardy h
​ ttps://www.youtube.com/watch?v=0aLoezucIzk

Spanish-Speaking Musical Artists

Julio Iglesias Playlist:

https://www.youtube.com/watch?v=RXto4t_IuG8&list=RDEMVIFQ7sM65FJROAjEMXaY8g
&start_radio=1

Mocedades:
https://www.youtube.com/watch?v=naAC37W42ro&list=PLnb8ASKvc3bqvgwZPigpNnipcij
JQOcrN

Buena Vista Social Club: ​https://www.youtube.com/watch?v=JNYOVEXJBBM

Videos and Songs in Italian

Level Song & URL

A1-A2 I'll Make A Man Out Of You (Mulan) Italian w/Subs & Translation
https://youtu.be/ZCiP-Ckb9yI

A2-B1 A whole new World- Il mondo è mio - Italian Version (Lyrics + English Translation)
https://www.youtube.com/watch?v=RZ9IQZlSYZY

A2-B1 I won't say I'm in love-Italian-Subs & Trans

https://www.youtube.com/watch?v=TzXI_nCSCHE

A2-B1 How far I'll go (Italian) Subs + Trans ​https://youtu.be/vs4V2CFaE_o

B2 Italian Dialects Playlist:

https://www.youtube.com/playlist?list=PLQ4mAJbvDM6vHVILgV7hC7783GOacpQHK

Italian-Speaking Musical Artists

Fedez ​https://www.youtube.com/channel/UCxmtnN8xFnnJmXS5LdP6eMA

Eros Ramazzotti ​https://www.youtube.com/channel/UC-6TzsYLnG8R-K-r-rVaaeA

Andrea Bocelli h
​ ttps://www.youtube.com/channel/UCb4JB8-ZAeceuR7EPCPOPzg

Cazabon, Pereira-Costa & Rocha 21

 Tiziano Ferro h
​ ttps://www.youtube.com/channel/UCKyMo95rgpADh-NTaUr5dQw

Videos and Songs in Portuguese

Level Song & URL

A1 Brazilians react to stereotypes (including romantic topics also):

https://www.youtube.com/watch?v=WyKHV0Ae44A

A1 Portuguese vs. Spanish - Joanna Rants (PG-15, minimal swearing/bleeps)

https://www.youtube.com/watch?v=MVkjzApH-OU

A1-A2 How Similar are Spanish and Portuguese? (UPDATED!!)

https://www.youtube.com/watch?v=82FgZEOn89k&t=63s

A2-B1 Frozen - Do You Want to Build a Snowman? (Brazilian Portuguese) + Subtitles &
Translations h
​ ttps://www.youtube.com/watch?v=OKf2ncXnaAc

A2-B1 Beauty And The Beast - Belle [European Portuguese] Subs & Trans
https://www.youtube.com/watch?v=CZ7KzFI4WXA

A2-B1 Let it Go/Já Passou (European Portuguese) - Subs + English Translation

https://www.youtube.com/watch?v=hA5x_L5JNAw

Portuguese-Speaking Musical Artists

Roberto Carlos h
​ ttps://www.youtube.com/channel/UCa61SNyOCMWaL2PPEM-Qz6w

Dulce Pontes ​https://www.youtube.com/channel/UCoBeyJ2OIzjR_jdBY6Jg0PA

Cazabon, Pereira-Costa & Rocha 22

 ACTIVITY #7: Assorted Activities and Games (One-on-One & Classroom-Oriented)
1. Memory Card Game:
a. A1-B2: Students will use cards (placed upside down) to guess the physical
position of different words, and try to remember their position. Several rounds
are needed first to see where different words are.
b. Possible applications:
i. A1-A2: Connect pronouns and pre-conjugated verbs to practice
different tenses and verb conjugations.
ii. B1-B2: Connect pronouns and pre-conjugated verbs to practice
different tenses and verb conjugations.
iii. A1-A2: Connect pronouns and adjectives to practice gender numeric
agreement.
iv. B1-B2: Connect nouns and pronouns with direct objective pronouns
and indirect object pronouns.

2. Discuss a country’s profile using geographic and/or spatial terms, present tense
verbs.
a. This could also be turned into a classroom activity using a worksheet.
b. Using a map of the country could be a good visual to add or base the
conversation off.
○ A1: Practice present tense verbs, including irregular verbs
i. The country is named/called____, the country has_____.
ii. There are _____ / There is______.
iii. Describe the colours on the flag, what languages people speak there.
iv. Tutor can ask if student has been there, met someone from there, seen
any TV shows on it.
○ A1-A2: Practice Geographic vocabulary terms:
i. Student might name the rivers, mountains, cities, forest, provinces,
states etc in the country. map, highway, road
ii. Tutor can ask student what they know about the country.
○ A2: Practice superlatives and comparisons:
i. the highest mountain, longest river, biggest city
ii. bigger than__, smaller than____,
○ A2-B1?: practice locational prepositions
i. East of, beside, northernmost

3. Vocabulary race (A1 and up)

1. Individual students in their table groups or rows are put into teams and are
numbered.
2. Instructor calls a vocabulary word (in English, or in target language) as well
as a number, and the corresponding students race to board at the front of
the class to write down the proper word.
3. A1: introductory phrases or basic vocab.

Cazabon, Pereira-Costa & Rocha 23

 4. A2: basic conversational phrases: family, work, etc.
5. Sentences could be used instead of only vocabulary words.

4. A2: Students give instructions to instructor on how to do something.

○ Students will practice imperative commands, sequencing instructions, and
proper vocabulary.
i. How to make a sandwich, put on a jacket, make a paper airplane,
○ Benefits:
i. Instant feedback for students on how effective their instructions are.
The students can work together to find better ways of giving
instructions.
○ Students may be put into groups and given certain steps of the process to
create.

5. Give directions to somewhere in the school

○ A2: Students will practice giving directions by using:
i. positionality terms (left, right, up, down).
ii. Commands using the imperative tense.
○ Students can practice giving directions to each other within the school, or also
discuss a hypothetical situation of traveling across the city.

6. Formal or Informal Pronoun Guessing

○ A1: Selection of situational sentences that contain the second-person in English
are presented to the student. They must decide if the “you” should be formal
or informal.

7. Class describes and vocabulary and student guesses.

○ 1 or 2 students, come to the front, their back to the front (they are now facing
the class).
i. Students can also be put into teams, and the student at the front is
their team’s representative.
○ The rest of the class describes the vocabulary word on the powerpoint
slide/written on the board to the students.
○ The 1 or 2 students try to guess which word is on the PowerPoint.
○ A1: class describes the word or phrase in English, student guesses the word in
the target language.
○ A2: class describes the word or phrase in target language, student guesses
the word in the target language.

Cazabon, Pereira-Costa & Rocha 24

 8. Draw + Guess:
○ Give students a word to draw in pairs. One student draws the vocab word, the
other partner tries to guess the vocab word, or describes the situation being
drawn.
○ A1: vocab word or basic phrase.
○ A2: vocab word, situational phrases, or simple dialogue/story.
○ B1: more complicated situations, could be sentences so the student would
have to draw a cartoon.

9. A2: Going to the doctor.

○ Skit: students will play different roles: a secretary, a patient and a doctor.
i. Each takes their role and creates lines, using certain vocabulary and
phrases.
ii. When they have created their skit and have their lines ready, they can
perform their skit.
○ This activity helps students:
i. ask questions, give instructions, use situation-specific vocab/phrases.

10. A1-A2: Read sentences out-loud and sort out the order of sentences to correctly form
the dialogue
○ Instructor takes a written dialogue, cuts out the sentences and rearranges the
order.
○ Get a student to read it through and put the lines in the right order, to form
the story or the dialogue properly.

11. Spin-off Question

○ In pairs, 1 student begins by making a statement about they do (work, school,
leisure time) and the other student must respond by asking 2-3 or more
related questions to find out more information.
i. A2: Where did you do it? When did you do that? Did you like it? Why
did you do it?
ii. B1: Who did do that with? What happened after? Have you done it
before?

12. A2: Conversation about family members

○ Students will ask each other about their family members and households.
○ Students will be able to use numbers to describe ages and the number of
people in their family, and extended family
○ Students will be able to use question prompts combined with different nouns,
like “how many ____ do you have” or “how many ____ live in _____” “what
is their (name, job, etc). How many brothers, sisters, cousins on dad’s side,
cousins on mom’s side, relatives in BC, in Canada, in other countries.

Cazabon, Pereira-Costa & Rocha 25

 13. Create your own phrasebook,2 or discuss the phrases that one would need in
different situations:
○ Students will create a phrasebook of their favourite phrases or things that are
important for them personally to ask about or tell others about.
○ Create different categories for travellers and include the phrases and
questions they would have to know.
i. A1: Introducing yourself, making basic conversation, asking where
something is.
ii. A2: Eating out, going to the bank, going to sight see, booking a hotel.
iii. B1: What types of art are in a museum.

14. A1 and up: 2 Truths and Lie:

○ Students create 2 truths and a lie, and share with each other.
○ The other students ask questions to find out more.
○ The student must decide which is the lie, and describe why.
○ A1: Students ask yes or no questions to get more information.
○ A2: Students ask yes or no questions to get more information, and give a
sentence of explanation as to why they think what they do.

15. Comparison Question Interview:

○ A2-B1: Students are asked comparison questions and must respond with a
reason for their answer
i. Which is better, ____ or ____? ____is better because ____.
ii. Which do you like more, what is closer, farther away, bigger, smaller,
etc.
iii. Topics could include food, travel, pass times, music, movies, things to
do in the city.

16. Story Making chain (requires at least 3 people):

○ Students will create a story, one line at a time. Using a piece of paper, they will
write a sentence of a story using the vocabulary and tenses that they know,
and pass the paper to the next student, folding the paper over the sentence
as they go so that the next student will only see 1 previous sentence, and not
the entire story written thus far.
i. This is a fun activity because students can create silly stories that have
random twists and turns because they can only base their addition to
the story on the previous sentence written.
○ A1: Students will create a simple story, perhaps introducing some characters
and some basic dialogue and activities between the two, such as meeting
each other and introducing themselves, and asking basic question like where
they live and what items they have.

2
​https://www.fluentin3months.com/fluent-spanish/

Cazabon, Pereira-Costa & Rocha 26

 ○ A2: Students use certain routine phrases and describe the setting. The
instructor may give the students a setting or a selection of setting to create
the story in, such as setting commonly learned at the A2 level.
i. Shopping, routines, restaurant, how to get somewhere.
○ B1: Instructor gives specific setting for the story and perhaps a list of
vocabulary to inspire the story or to include:
○ Travel, leisure-related,
● B2: No prompts needed.

17. Post-it-note on the back

● Practice vocabulary by putting different vocab words, or sentences, on
post-it-notes and putting them on students backs.
● Students must walk around the class and ask each other yes or no questions
to try and figure out what their word or phrase is.
● A1: Asking can be done in English, “is this an item in the classroom?”
● A2: asking can be done in the target language.
● B1: one idea is that students have different illnesses and must ask each other
what kinds of things they should do to cure themselves, or what kinds or
symptoms they have3
○ The focus of this would not be to just guess the vocabulary, but for
there to be a dialogue between students, practice conversing.

3
​https://www.gooverseas.com/blog/10-best-games-esl-teachers

Cazabon, Pereira-Costa & Rocha 27

 ACTIVITY #8 - Using Authentic Documents for Oral Production

The use of authentic documents allows for students to be placed in “real-life” situations that
enable the student to use the target language. Some examples of authentic documents
include (but are not limited to):

● Travel Brochures
● Informational Pamphlets
● Transportation timetables with Destination Information
● Recipes
● Medical informational sheets
● Menus, etc.

The student and tutor will look and read the chosen document together; tutor then asks the
tutee questions based on the information that is presented/ discussed within the document
in order to open up a conversation. The documents can also be used to encourage
role-playing between the student and tutor. Where there are multiple students at the same
level of proficiency, the role-playing scenario can be expanded to include multiple
interlocutors at the same time.

Ideally, these documents should be printed and physically accessible by the students in
order to simulate as much of a real experience as possible.

A1 Level:
Conversational activities can include introducing oneself and then having the tutee present
themselves using the same model as the tutor has given. Instead of expecting the tutee to
present themselves using full phrases consecutively, the tutor can pose a question, have the
tutee respond and then have them ask the question back to the tutor by repeating the
phrase or using the “and you” equivalent in the target language.

A2 Level:
Students are given documents and then asked to answer simple-phrase questions that
require the student to demonstrate their comprehension of the question and ability to
respond.

B2 Level:
The document can encourage the two speakers to use the document as a “launch pad” to
open a deeper discussion (for example, if the student and tutor read a menu in the target
language, they can discuss the menu’s offerings and continue the conversation discussing
their favourite meals to eat, which restaurants they have visited/ enjoyed, etc).

Cazabon, Pereira-Costa & Rocha 28

 APPENDIX: Authentic Document Resources and Web Links
French Authentic Documents:
https://www.brasserielefrancais.com/menu
http://aucomptoir.ca/menu/
https://www.saladedefruits.com/index.php/alacarte/lunch
https://www.oui.sncf/train/horaires/paris/rouen
https://www.viarail.ca/fr/decouvrez-nos-destinations/trains/quebec-et-ontario/montreal-quebec
https://www.tourisme-gaspesie.com/publications/guide-en-2019-2020/
https://www.la-provence-verte.net/accueil/documentation/guide-decouverte-2019.pdf
https://br-res.france.fr/Brochuras/guide-paris-family-fr-2013-03.pdf

Spanish Authentic Documents

http://pujol.com.mx/
http://www.restauranteelcardenal.com/
http://www.restauranteelcardenal.com/comidas-el-cardenal.html
http://azul.rest/menu/#platos-fuertes
https://mapaturistico.net/espana/galicia/
https://en3dias.net/mexico-df/
https://recorriendo.com/2016/07/13/10-consejos-para-visitar-ciudad-de-mexico-df-por-primera-vez/

Italian Authentic Documents

https://www.thefork.it/ristorante/il-vezzo/364207?cc=18174-54f
http://www.westernhealth.org.au/Services/Blood_Transfusion/Documents/Italian.pdf
http://www.ilsantobevitore.com/#book/9
http://www.iviaggidiliz.it/wp-content/uploads/2017/05/Guida-PDF-Roma.pdf

Portuguese Authentic Documents:

https://www.almalisboa.pt/tree/static/pdf/ALMA_ementas_online_PT_EN_ES_FR.pdf
http://rotasilha.blogspot.com/
www.turismo.gov.br/images/pdf/10_08_2016_guia_cidades_ssa.pdf
http://newsletter.edestinos.com.br/ebook/guia-de-viagem-rio-de-janeiro.pdf

Interactive mobile phone and website applications:

1) Flipgrid: https://flipgrid.com/
2) Language Learning with Netflix: https://languagelearningwithnetflix.com/
3) Padlet: https://padlet.com/
4) Quizlet: https://quizlet.com/
5) Duolingo: https://fr.duolingo.com/
6) Memrise: https://www.memrise.com/fr/
7) Dit-Say https://www.ditsay.com/

Learning Language Links:

https://www.tandem.net/conversation-starters-language-learners
https://www.edutopia.org/discussion/12-fun-speaking-games-language-learners
https://www.tandem.net/conversation-starters-language-learners
https://www.bloomberg.com/news/articles/2017-07-21/five-language-learning-apps-tested-and-revi
ewed
https://www.cambridgeenglish.org/learning-english/activities-for-learners/?level=basic&rows=12
https://www.cactuslanguage.com/language-level-tests/

Cazabon, Pereira-Costa & Rocha 29