Introductions, Novice, ASL
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
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
Introductions
In this activity, students will learn about SPEAK, play a fun Kahoot quiz, as well as lab expectations and guidelines. After completing that, students will then have the opportunity to play a fun game called Alphabet Go-Fish.
Keywords:
Alphabet, Go-Fish, game, introductions
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can fingerspell my name
- I can recognize letters of the alphabet
- I can introduce myself in ASL
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:
- Whiteboards dry-erase markers, and erasers
- iPad for presentations
- Alphabet Go-Fish Cards, divided evenly among students
Download: Alphabet Go-Fish Cards - Picture Cards, divided evenly among students
Download: Picture Cards
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and show the SPEAK presentation to the students.
“Today, we are going to talk about our SPEAK presentation, complete a quick quiz over the presentation, and play a fun game."
Relevant NCSSFL-ACTFL Can-Do Statements:
• I can fingerspell my name
• I can recognize letters of the alphabet
• I can introduce myself in ASL
2. Next, the students will take a short Kahoot quiz to review what they learned from the SPEAK presentation.
“Now, pull out your phones and type in Kahoot.it for a short quiz. Type in the code when it appears on the screen.”
Main Activity
1. Hand out the Alphabet Go-Fish Cards and additional picture cards. Make sure each student has an equal amount of alphabet and picture cards.
“Next, we are going to play a game. Each person will take a turn asking one person in the group if they have the letter that corresponds to one of their picture cards.”
Example: I have an alligator, I will ask someone else if they have the letter A
2. If you have a letter card, you cannot ask someone if they have a picture of the letter you want
"If you have a card with a letter, you can't ask a person if they have a picture with the letter you want."
3. If students forget a letter, they can use the alphabet cheat sheet.
"If you forget a letter, you can look at the sheet in the center of the table."
Wrap-up
Wrap-up questions:
1. Review the Sign Name presentation to show students some background on ASL culture. Remind students that you must be given a sign name by someone in the Deaf community, and that it's not appropriate for one to give themselves a sign name.
"Now, we will talk about sign names. Here are some people who have sign names, as well as people who don't have same names. You must be given a sign name by someone in the Deaf community. You can't give yourself a sign name."
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 fingerspell my name
• I can recognize letters of the alphabet
• I can introduce myself in ASL
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...