My Hometown, (Novice Mid-Novice High), English Foundation

Created Feb. 7, 2024 by Amber Hoye

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. In other words, the activities are “language-agnostic” to provide language instructors from around the country the platform to remix these instructional materials, infusing them with their target language and culture!

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 purple 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.com and we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided. 

Enjoy!

- Boise State World Languages Resource Center

My Hometown

In this activity, students will play a fun ice-breaker game to get to know each other, then ask and answer questions about their hometowns. 

Keywords:

Icebreakers, hometowns, favorite things, free time, cities 

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can exchange recommendations with a friend regarding the best places to visit in my hometown.
  • I can ask and answer questions regarding popular locations in my hometown.
  • I can share my preferences regarding things I like to do in hometown.

Relevant ACTFL World-Readiness Standards

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

Materials Needed:

Hometown Question Cards, one per student:

Download: Hometown Question Cards


Warm-up

  1. Begin by introducing the Can-Dos for today’s activity and distributing a whiteboard and marker to each student
    Relevant NCSSFL-ACTFL Can-Do Statements:
    • I can exchange recommendations with a friend regarding the best places to visit in my hometown.
    • I can ask and answer questions regarding popular locations in my hometown.
    • I can share my preferences regarding things I like to do in hometown.
  2. Give a whiteboard and a marker to each student. They will play the game “one word.” The rule is that the students can only use one word to answer the question. First, the students will write down their response and then share it with the group. You can use the questions below or make up you own. 
    “To start our activity today, we are going to play "the game of one word." I'm going to read a question aloud and you will write your answer on the mini whiteboard. Remember, you can only write one word! After each question, you'll share your response with the group."
  3. The questions (They are also in the Google Slides Presentation) 
    1. What is your favorite color?
    2. What is your favorite restaurant?
    3. Draw your favorite emoji
    4. Where are you from?
    5. What is your favorite sport?
    6. How old are you?
    7. What time do you wake up in the morning?
    8. How many brother/sisters do you have?
    9. What is your favorite food?
    10. What is your favorite drink?
    11. Which class is your favorite?
    12. What are you studying in school?
    13. Who is your favorite artist?
    14. What do you like to do in your free time?
    15. Where do you want to travel to?
    16. Do you have a pet? If so, draw him/her. 

Main Activity

  1. Today we are going to share a few things about our hometowns. Does anyone know what “hometown” means? It is the place where you start your life, the city where someone grows up. For example, my hometown is _____.”

    “Now we are going to share a few things about our hometowns. Does anyone know what "hometown" means? It is the place where you start you life, the city where a person is born. For example, my hometown is ________"

  2. Use Google Images to have students search for their home towns + illustrated map or favorite town. Students will act as tour guides. They will describe their favorite places or their home town to their partners.

    “On your phone to to Google and search for "your hometown + illustrated map." You will use this map to chat about your hometown for a partner." 

  3. "I have an example of city on the screen. This is a very interesting map and it has popular locations in city. If you cannot find your hometown, you can use a city nearby or one of your favorite cities.”

  4. Distribute a hometown question card to each student and put them in pairs.

    “Now that you have a picture, we are going to take turns asking questions (on the cards.) The goal is to learn more about your partner's hometown. You should also find out some recommendations about your partner's hometown, such as a good restaurant or a fun place to visit. 

  5. After they've shared with their partners, have them share one thing they learned to the group.

    “After asking and answering the questions, we are going to share our hometowns with the group. You will also share one new thing you now know about your partner's city.” 

Wrap-up

Wrap-up questions:

  1. "How is your city similar to others? How is it different?” 
  2. "What is your favorite city? What is your least favorite city?"


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 exchange with others some ideas about ways to eat healthily
• I can exchange opinions about the food available at my university
• I can read and understand basic nutritional information 


Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...
Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...

Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...


Return to top