I Like, I Love...- English Template, Novice High

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

Looking for the Spanish Version of this activity to adapt for your language? 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. 

I Like, I love

Description:

In this activity, students will share their preferences based on likes and dislikes. Students will discuss their preferences on multiple different topics to include activities, food, clothing, items, etc, using complete sentences. 

Proficiency Level:

Novice High

Keywords:

Preferences, likes, dislikes, agree, disagree, compare, contrast.

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 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of (target culture).

Idaho State 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.
  • COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • CLTR 1.1- Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • CONN 1.1- Compare and contrast information acquired from other content areas.

NCSSFL-ACTFL Can-Do Statements:

  • I can exchange preferences with my friends about our likes and dislikes
  • I can say if I agree or disagree with someone's preferences
  • I can compare and contrast preferences with those from Spanish-speaking countries (Intercultural) 

Materials Needed:

To edit activity materials, make a copy and edit the copy of the materials, not the original

Dice

Google Slideshow 

Warm-up

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

  2. Today we are going to practice the use of verbs such as like. We are going to talk about our favorite things and also our least favorite things. In order to start, we have a presentation and you all are going to share your preferences. It's important to respond with complete sentences.
  1. Using the first 5 slides of the google slide presentation, ask each question presented on the slides and ensure each student answers the question in a complete sentence.
  2. For example:

    What soda do you like more?

    All of the students should answer the question

  • Then give the cultural fact about the slide by clicking the right arrow button.
  • For example: The Peruvians like Inca Kola

    • Main Activity

    1. Now we are going to share our preferences about some fun things. We have some slides that have two photos. For example, Pepsi and Coca-Cola. One person is going to throw the dice. After, they will create a sentence using the verb they receive. 

    "Now we are going to share our preferences about some fun things. We have some slides that have two photos. For example, Pepsi and Coca-Cola. One person is going to throw the dice and after they are going to create a sentence using the verb they receive.”

    2. Repeat for the rest of the activity. Make sure students are answering in full sentences. 

    Wrap-up

    Ask students the following questions to finish the lab: 

    What do you like to do in your free time? 

    What type of music do you like the best? 

    What activities do you like to do with friends? 

    What radio station do you like the best? 

    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 exchange preferences with my friends about our likes and dislikes
    • I can say if I agree or disagree with someone's preferences
    • I can compare and contrast preferences with those from Spanish-speaking countries (Intercultural)

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