一週間のスケジュ

Created Feb. 7, 2024 by Shoko Asay

Activity editied by Shoko Asay on May 13th, 2019

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

"一週間のスケジュール"

Proficiency Level:

Students will learn about and get the opportunity to practice the days of the week and school subjects in Spanish. First, they will be asked to place the days of the week in order (for both the United States and Spanish speaking countries' calendars). Then, they will be asked to respond to what day of the week they do a certain activity. Students will then practice describing and guessing various school subjects. 

Keywords:

Days of the week, school, subjects, school subjects, schedule, calendar.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can talk about my weekly routine
  • I can talk about what I learn and do
  • I can talk about school subjects
  • I can understand the similarities and differences between a calendar in the United States and in Spanish speaking countries(Intercultural) 

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:

Google Slideshow (Linked) 

Heads-Up Question Cards

Download: Question Card

Whiteboards & Markers

Warm-up

1. Begin by opening the Google Slideshow and introducing the "Can-Do Statements."

2. 学生それぞれ? 
Each student will have a whiteboard. The powerpoint has a slide with 1-7 and the days of the week listed in Japanese. Students will list the days of the week in order from 1 to 7 on their whiteboards. Lab instructor can choose a different student to tell them their answer for each number (do all 7 so that students can review the order of the week).

3. Ahora deben escribir en sus pizarras en orden del 1 al 7 los días de la semana para el calendario de los Estados Unidos y después para el calendario de un país hispanohablante. 
On the next few slides, students will have to put the days of the week in order once again but this time according to the United States calendar and then a calendar from a Spanish-speaking country. 

4. Ahora tengo diapositivas con diferentes acciones y actividades. Voy a preguntar qué días hacen estas actividades. ¿Qué días vas a _ (clase) _? Por ejemplo, si tengo mi clase de español el lunes, el martes, o el viernes,  voy a decir “Lunes” o "Martes" o "Viernes". (Use yourself as an example before each slide if necessary) ¿Cuántas personas van a _ _ __ _ el lunes? ¿El martes? etc. (You don't have to do every day)
Using the Google slideshow, lab instructor will ask students what days they do certain actions. If necessary, lab instructor can write the days of the week on the board for students to reference. 

5.  Ahora vamos a repasar algunas materias. ¿Qué significa materias? (school subjects) (Ej: arte, matemáticas, etc). En cada pagina, van a haber dos materias. Yo voy a describir una materia y ustedes deben decir cuál estoy describiendo.
We will also review a few of the academic subjects. On each slide there are going to be two images. The instructor will describe one subject and the students have to determine what subject the instructor is describing.

Main Activity

  1. Ahora vamos a practicar las materias (subjects) de la universidad. Una materia es un tipo de clase. Por ejemplo: el español, la historia, la literatura, etc. Vamos a tomar turnos y una persona va a tener una tarjeta con una materia. La persona va a sostener la tarjeta en su frente. (Gesture holding the card on your forehead).
    Now we are going to review vocabulary of subjects of a university. For example: Spanish, history, literature, etc. We are going to take turns and a person is going to take a card with a subject written on it. The person is going to put the card on their forehead.

  2. La persona que tiene el headband va a usar las preguntas en la diapositiva (show slide) para descubrir cuál materia tiene. (Use gestures to show) Uds. van a tomar turnos respondiendo (answering) a las preguntas. 
    The person who has the headband on their forehead will use questions on the card to figure out what subject they have. For example, if I have the “Spanish” card, I am going to ask other people questions to figure out what subject I have.

  3. Solo puedes usar “sí” o “no” para responder. 
    Students will keep ask questions trying to guess the discipline. Answers can only be yes or no.

Wrap-up

Wrap-up questions

  1. ¿Cuál es tu materia/disciplina favorita?
  2. ¿Cuál es una materia que a ti no te gusta? ¿Por qué?
  3. ¿Cuál o cuales día(s) tienes muchas actividades?

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 talk about my weekly routine
  • I can talk about what I learn and do
  • I can talk about school subjects
  • I can understand the similarities and differences between a calendar in the United States and in Japan

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