Asking Questions, Novice High, ASL 102, Lab 05

Please Note: Many of 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 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. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Asking Questions


Students will practice asking each other questions on various topics. The warm-up will allow students to practice dates, months, and holidays. 

Proficiency Level:

Novice High


calendar, holidays, months, questions, answers

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions
  • Standard 1.2 Students comprehend and interpret live and recorded American Sign Language on a variety of topics.
  • Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.

Idaho Content Standards for World Languages:

  • COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • CLTR 2.1: Analyze the significance of a product (art, music, literature, etc...) in a target culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can ask and answer simple questions on factual information that is familiar to me
  • I can interact with others in everyday situations
  • I can answer a variety of simple questions about my likes and dislikes and interests

Materials Needed:

Holiday Cards

Question Cards

Google Slideshow


1. Begin by introducing the Can-Do's for today's activity and opening the Google Slideshow. 

2.  Review how to sign some of the holidays including Christmas, Halloween, birthday, etc. 

3. You will divide the cards evenly among the lab. The students can play a game similar to go fish.

4.  Student A will read their card, and ask if anyone has the corresponding card. 

    • For example, if student had the Christmas card, they would ask their peers if anyone had a Christmas date. Student B would have December 25th, and would Sign, “ I have Dec 25th” and pass the card over.

Main Activity

1. We will be using question cards for this activity! The cards are color coded for different types of questions (what, how, why, where) 

2. Start by modeling of choosing a card from the pile. Ask the group the question and clarify any signs they may not know. Provide your own answer and then open it up to the group. 

3. All students will answer. Continue the conversation by asking follow up questions and engaging all of the students. 

4. Students will continue to discuss the questions. 


Ask the following questions to finish the lab: 

Do you feel more comfortable with the signs for different holidays?

Was it difficult or easy to engage in conversation with a group about a specific topic?

End of lab:

  • Read can-do statements and have students evaluate their confidence with cards
  • Encourage students to be honest in their self evaluation
  • Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can ask and answer simple questions on factual information that is familiar to me
  • I can interact with others in everyday situations
  • I can answer a variety of simple questions about my likes and dislikes and interests
Return to top