Lipreading, Novice Intermediate, 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.
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.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
Enjoy!
- Boise State World Languages Resource Center
Lipreading
Proficiency Level:
Novice Intermediate
This lab introduces students to lipreading and how difficult it can be. Students will get to experience what it's like to lipread others' conversations.
Keywords:
Lipreading, Deaf culture, Kahoot, Review
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can understand basic sentences (Novice Low)
- I can understand why lipreading is difficult (Novice Intermediate)
- I can understand more about Deaf culture (Novice Intermediate)
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, Markers, and Erasers
Sentence Cards, Main Activity, Divided Evenly Amongst Students
Kahoot Quiz, Warm-Up Activity
Warm-Up
1. Begin by introducing the Can-Dos for today’s activity and have students use their phones for a short Kahoot quiz.
"Today, we're going to start with a short Kahoot quiz. Use your phones to answer the questions. They are gifs of sentences, so you'll need to pick the correct one."
Main Activity
1. Now, we're going to do an activity about lipreading. With a partner, one student will lipread the sentence on the card. The other student will write down what they think their partner said. At the end, they can compare answers, then switch roles.
"Now, we're going to do an activity about lipreading. One student will lipread the card, the other student will write down what they think they said. When finished, compare answers, then switch roles."
Wrap-Up
Wrap-Up Questions (Pick the a few you’d like to ask):
1. What have you learned about lipreading?
2. Do you think lipreading is easy or difficult?
3. Do you have any additional questions?
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 understand basic sentences (Novice Low)
- I can understand why lipreading is difficult (Novice Intermediate)
- I can understand more about Deaf culture (Novice Intermediate)