The environment, English Template, Intermediate Mid

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 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 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. 

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)

The Environment

Description:

Students will discuss the environment and their favorite ways to get around and things to do outside. Students will also be able to compare and contrast between transportation options in both their hometown and Spanish speaking countries. Students will be able to express their opinion regarding the environment and transportation and back up their argument using Spanish. 

Proficiency Level:

Intermediate Mid

Keywords:

environment, planet, transportation, outside, green

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). 
  • Standard 3.1 Students reinforce and further their knowledge of other disciplines through (target language).
  • Standard 4.2 Students demonstrate an understanding of the concept of culture through comparisons between (target culture) and their own.

Idaho State 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.
  • 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 1.2- Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
  • CLTR 1.3- Function appropriately in diverse contexts within the target culture.
  • CLTR 2.3- Justify the underlying beliefs or values of the target culture that resulted in the creation of the product.
  • CONN 1.2- Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can ask and answer questions regarding transportation choices, such as taking the bus, riding a bike, etc.
  • I can share and defend my opinion on a controversial statement related to the environment. 
  • I can compare and contrast public transportation in my hometown and the Spanish-speaking world. 

Materials Needed:

Warm-up

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

2. Have the students take out a sheet of paper and play the following clip. Ask them to jot down any similarities and differences they see between their hometown and Boise. After, give them a few minutes to share their reflections with a partner.

"Please take out a cheese of paper. I am going to show a clip of Mexico. You need to write some similarities and differences between your hometown and Boise. After a clip we are going to have a few minutes to share with your partner." 

3. Now, ask the students the following questions:

Who uses one of these principal methods (on bike, on the bus or on foot) to travel from one place to another?

Do you like to do activities in the fresh air or do you prefer to stay inside?

What is an activity that you like to do the most outside? 

Main Activity

1. The lab assistants will read the opinion cards to the group one by one. 

"I am going to read some opinions about the environment."

2. After an opinion is given, give the students random stance cards. This tells them whether or not they agree with the opinion.

"These cards tell you if you agree with the opinion or if you disagree."

3. If their stance disagrees with the opinion, they should provide an alternate recommendation to the opinion. 

"Who agrees? Recommend another alternative solution to this opinion."

4. The other students should then make an argument that aligns with their stance cards. 

"The others now defend your arguments."

5. After an opinion card is read, give out new stance cards and repeat. 

Wrap-up

Ask the following questions to finish the lab: 

Have you ever done or participated on a project to help the environment?

Is there a specific action that you would like to do in the future to help the environment?

What would you like to reduce or eliminate in your life to help save the environment?

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 ask and answer questions regarding transportation choices, such as taking the bus, riding a bike, etc.
  • I can share and defend my opinion on a controversial statement related to the environment. 
  • I can compare and contrast public transportation in my hometown and the Spanish-speaking world.

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