Let's Make a Deal- English Foundations, Novice Low

Created Feb. 7, 2024 by Amber Hoye, Camille Daw, Mimi Fahnstrom

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 pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

For an online version, CLICK HERE

For the Spanish version, CLICK HERE

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 pathwaysproject@boisestate.edu

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 for your classroom, 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 pathwaysproject@boisestate.edu 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. 


Let's Make a Deal

Proficiency Level:

Novice Mid

Description:

In this activity, students are learning about school supplies. The lab assistant will show a picture of an item and the first student that takes the item out of their backpack and says the name in the target language, will get the point. The lab assistant can also show something that can apply to them, like "having 4 roommates." Those who have 4 roommates will be asked a follow up question and if they can answer, they get the point.

Keywords:

Deal, make a deal, school, school supplies, objects, backpack.

NCSSFL-ACTFL World-Readiness 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 (target language) on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in (target language) to an audience of listeners or readers on a variety of topics.
  • Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons between (target culture) and their own.

Idaho World Language Standards

  • 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.
  • COMP 2.3 - Compare and contrast authentic materials from the target culture with the learner’s culture.

  • NCSSFL-ACTFL Can-Do Statements:

    • I can identify and present (when asked) items that are common in a classroom
    • I can answer questions about my school-related preferences, such as my favorite location on campus
    • I can identify similarities and differences between school supply lists in the United States and Spanish speaking countries (Intercultural)
    • In my own and other cultures I can identify items commonly used in a classroom (Intercultural)

Materials Needed:

Devices for each student

Kahoot Game 

Google Slideshow 

Warm-up

  1. Begin by opening the Google Slideshow and then introduce the Can-Do Statements

  2. Set up the Kahoot game on the projector. Students will be practicing vocabulary related to school and the Kahoot game is an introductory review. 

  3. Each student will take out a device (either their own device or a provided iPad) and open Safari, then go to “kahoot.it”. Students enter the game pin that is displayed on the projector, and the rest is self-explanatory.

  4. After finishing the Kahoot game, move onto the slide with the two school supply lists. On the left is a list of school materials in the United States and to the right is a list of school materials in Spain. What are the differences between the two? The similarities?

Main Activity

Part One

1. Explain the activity to the students using the Google Slideshow. 

I have some slides for “Let's Make a Deal.” Students are going to look for the objects that I have on the slides. For example, if I have a slide with a pencil, students are going to look for a pencil in their backpacks, purses or pockets. The first person to find the object needs to run, give me the pencil and yell “I have a pencil!”,  to receive a point.

2. Students will look for the objects that are on the slides. For example, if there is a slide with a pencil, students are going to look for a pencil in their backpacks, purses or pockets. The first person to find the object needs to run, give the instructor the pencil and yell “I have a pencil!” to receive a point.


    Example
    1. Lab Assistant: I need one of these _ _ _ _ _ . (shows the slide with a calculator)
    2. Students:  (students look for a calculator in their bag)
    *Lab assistant, you'll want to keep track of points on the whiteboard. Write student names on the board and keep track! *

Part Two

1. The next set of slides will have different questions. Students will practice talking about themselves. (Erase "tengo" from the previous part of the activity and write "yo"=me) For example: Students, who studies at the library?" The first person to raise their hand and say "Me!" will have the change to win a point. 

For these slides, I have different questions. For example: "Students, who studies at the library?" The first person to raise their hand and say "I study at the library!" will have the chance to win a point. 

2. The student who said "Me!" first will have to answer a follow-up question. For example, "How many hours do you study at the library?" After the student answers the second question, they receive a point. 

3. Once you go through all the slides, add up the points from all the rounds and see who won!

Wrap-up

Ask the following questions of students to gauge their understanding of the activity. 

  1. What is the most important thing you have in your backpack?
  2. Do you prefer writing with a pen, pencil, phone, tablet, or computer? Why?
  3. What is your favorite place on campus?

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!

NCSSFL-ACTFL Can-Do Statements:

  • I can identify and present (when asked) items that are common in a classroom
  • I can answer questions about my school-related preferences, such as my favorite location on campus
  • I can identify similarities and differences between school supply lists in the United States and Spanish speaking countries (Intercultural)
  • In my own and other cultures I can identify items commonly used in a classroom (Intercultural)


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