In this lab, students will learn how to read and distinguish different sounds in Korean. They will be able to answer simple yes or no questions.
Students will talk about actors and actresses, movies they like or dislike, and try to guess the movie based on a description in English.
Students will practice communicating medical problems they might come across. Students will also practice finding solutions for certain medical issues.
In this activity, the lab assistant will work as the server and the students will be guests at a restaurant. The students will practice ordering food, discussing what is wrong with the food, and paying for their meal.
Students will describe what they like to do in their free time. Students will also express what new hobbies interest them or they would like to participate in.
Students will practice discussing their preferences, how to defend and support their ideas. Students learn topics through a game of bingo and express how relevant certain ideas are over others. Students will use technology to communicate with peers about their preferences on a variety of topics.
Students will review the signs for emotions and play a game to better understand how to use the emotions in conversation. Students will have the opportunity to communicate with peers to defend and explain their choices.
Students will get the chance to learn some new emotion vocabulary. Students will tell stories about different emotions they have. They will learn to identify and express different emotions.
In this activity students will play a Kahoot! review game to review the content, grammatical concepts, high frequency vocabulary and common phrases in Mandarin Chinese that were learned during the semester.
Students will learn how to quote what someone else said. They will be able to explain their conversation with a friend to another person.
Students will practice planning for dates and discussing celebrations. Students will gain experience talking about how they celebrate different holidays.
This document contains answers to Frequently Asked Questions for the Pathways Project | OER Language Teaching Repository
Pathways Project, an initiative from the Boise State University Department of World Languages, is an open and collaborative network of instructional materials and professional development created by and uniquely for Idaho’s K-16 language teachers and students.
Teachers and students participating in the Pathways Project come from different fields of study and schools across Idaho to create open (i.e., free), digital activities that support the teaching and learning of foreign languages and promote intercultural competence. We hope to impact the opportunities learners have to connect to the global world!
Students will get the chance to watch a CODA Comedian in the warm up and get a glimpse into what it is like to have deaf parents. In the main activity, students will be able to work together to understand just how important facial expressions in sign language are.
Students will discuss Deaf Culture through the experiences of a Deaf individual. Students will work to translate scenarios in ASL, while understanding the importance of facial expressions and non-manual signs in conversation.
Students will discuss Deaf Culture through the experiences of a Deaf individual. Students will work to translate scenarios in ASL, while understanding the importance of facial expressions and non-manual signs in conversation.
In this activity, students will identify and interview a partner regarding their "bucket list" for fall. (While designed for fall, this activity could easily adapted for any season.) Once complete, they will also be present their list to the group and discuss some aspects of their daily routine during the fall.
Students will be comparing and contrasting their childhood background compared to Deaf individual's background. They will then be considering the pros and cons of a Deaf child being taught orally compared to through sign. Students will learn to discuss controversial and difficult topics using ASL.
Students will be able to recognize family member classifications (i.e. abuela=grandma), describe family members, and accurately use vocabulary related to families. They will need to acquire information about another individual’s family and will practice describing their own family members. They will need to acquire information about a classmate’s family and they will practice describing that classmate’s family members.
In this activity, students will work together to interview one another to construct family trees. Students will pair off and ask one another a series of interview questions and draw their partners family tree. Students will then introduce their partners family to other classmates.
This lab introduces students to family trees and helps them describe their own. It also allows students to practice their receptive skills and interpret others' signs.