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.
Looking for the English Version of this activity to adapt for your language? CLICK HERE
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.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
- Boise State World Languages Resource Center
Celebrations and Going on Dates
Proficiency Level: Intermediate Low
In this activity, students will discuss Spain's New Year's 12 grape tradition, going on dates in their own city, and their own holiday traditions. This activity could be modified from focusing primarily on the L1 culture to the L2 culture in order to integrate more culture into the activity. This activity is more conversation based and less culture based, though it does discuss some Spanish traditions.
Holidays, celebrations, relationships, dates, parties.
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 3.1 - Students reinforce and further their knowledge of other disciplines through Spanish.
- Standard 3.2 - Students acquire information and recognize the distinctive viewpoints that are only available through the Spanish language and its cultures.
Idaho State World Language Standards:
- COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- CONN 1.2 - Relate information studied in other subjects to the target language and culture.
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can talk about how I celebrate holidays and special events with my family and friends
- I can provide recommendations of a place to celebrate a birthday or go on a date in my city
- I can talk about my past friendships and relationships, along with my plans for the future
- In my own and other cultures I can identify how people celebrate local and national holidays or festivals (Intercultural)
- The students will play heads up with a set of cards with useful vocabulary.
- Hoy vamos a jugar “heads up.” ¿Saben cómo jugar? Una persona va a elegir una tarjeta, pero NO puede ver la palabra en la tarjeta. Va a poner la tarjeta en su frente y el resto del grupo va a describir la palabra para que la persona con la tarjeta pueda adivinar la palabra en la tarjeta.
- In Spain and other Spanish speaking countries, it is customary to eat 12 grapes when the new year begins. A bell rings 12 times, and with each ring, the people eat one grape. People practice this tradition to bring them 12 months of good luck.
- En España y otros países hispanohablantes, la gente come doce uvas cuando el año nuevo empieza. Una campana suena doce veces y, con cada sonido, la gente se come una uva. Es una tradición que la gente hace para recibir doce meses de buena suerte en el año nuevo.
- The students will chat about dates and celebrations. We have cards the students can use to move the conversation along. (Use the small cards with text, also handout a “lugares para ir de cita” to each person)
- ¡Vamos a charlar sobre las citas y las celebraciones! Hoy tenemos muchas preguntas de discusión y vamos a usar estas tarjetas en la mesa para ayudar la discusión.
- Students will take turns choosing a card. The person who chooses a card will read out loud. Then, everyone must answer or contribute to the conversation.
- Tengo una baraja de tarjetas. Una persona va a elegir una tarjeta de la baraja y leerla en voz alta. Todos van a contestar y participar en una discusión breve. Después, otra persona va a elegir una tarjeta nueva y repetir los pasos.
- What is the best gift you’ve ever received? Given? ¿Cuál es el mejor regalo que has recibido? ¿Qué has regalado?
- What is the easiest way to meet new people? ¿Cuál es la manera más fácil para conocer nuevas personas?
- What is the best advice you’ve been given? ¿Cuál es el mejor consejo que te han dado?
End of lab:
- Read can-do statements and have students evaluate their confidence with a comprehension checks either verbal or nonverbal
- Encourage students to be honest with their feedback