Housing - English Template, Intermediate 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

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. 

Housing

Description:

In this lab, students will discuss where they live, the furniture they have in their home, and where one might be able to shop for certain household items. Students will learn how to describe furniture, housing, and useful household items. Students will also express opinions about furniture and where they prefer to live. 

Proficiency Level:

Intermediate low

Keywords:

House, home, bedroom, kitchen, living room

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 cultures).
  • Standard 4.2 Students demonstrate an understanding of the concept of culture through comparisons between (target cultures) and their own

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.
  • CLTR 1.3- Function appropriately in diverse contexts within the target culture.
    • COMP 2.1 - Identify, describe and compare/contrast products and their use in the target culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can interact to share ideas about where I would prefer to live and why
  • I can exchange information about the types of furniture and decoration styles I prefer
  • In my own and other cultures, I can identify locations to buy something and how culture affects where people shop

Materials Needed:

Warm-up

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

2. Put the students into pairs to talk about these questions.

Do you live with roommates or do you live with your family?

Do you like to decorate your house? Do you have a specific style?

What is the most expensive furniture in your house?

Main Activity

1. Read the following scenarios to your students: Put the students into pairs to talk about the scenario. They have a budget in each situation. Make sure to tell them to use all their money. 

Scenario 1:Your sibling's wedding is in Spain next week. You're very happy for the new couple and you want to buy them a gift from the department store for their new home. 

Scenario 2: Your mom is in Germany. She is turning 50 years old next week and you want to buy her a special gift from the department store for her new stage in her life. What will you buy her?

Scenario 3: You moved into a new apartment with your best friend and you are both very excited to decorate it.  

Wrap-up

Ask students the following questions to finish the lab: 

1. Have you ever bought expensive furniture for your house? What did you buy and where?

2. What is your favorite furniture store? Why do you like that place?

3. Have you ever been to a store in a different country?

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 interact to share ideas about where I would prefer to live and why
  • I can exchange information about the types of furniture and decoration styles I prefer
  • In my own and other cultures, I can identify locations to buy something and how culture affects where people shop


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