NCSSFL-ACTFL Can-Do Statements:Given a situation, I can share how I would ask someone for a favor.Given a situation, I can share the favor I would offer someone. Given a situation, I can give advice on how I would approach the situation.

NCSSFL-ACTFL Can-Do Statements:Given a time frame, I can express my hopes and desires for the future. Given a specific event, I can express my hopes and desires for the outcome. 

NCSSFL-ACTFL Can-Do Statements:I can interact with others to meet my basic needs related to routine everyday activities, using simple sentences and questions most of the time.I can express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic.I can present personal information about my life and activities, using simple sentences most of the time.

This activity will be a review for ASL students. There are categories like physical descriptions, numbers and shapes, and Deaf culture. There is also a short fingerspelling quiz for the students to practice their receptive skills.

The students will have a selection of bingo rounds to practice katakana with. Start with bingo 1 to practice the basic characters and prepare the students for a more difficult game. Then go to bingo 2 which will be a more exciting game where students will practice full katakana words. If time permits, you can continue into a third round and circle different items. 

This activity can be used to combine weather and clothing in a speaking activity. Students will use a weather forecast to discuss the clothing they need to pack for a trip and why. Student pairs will receive a weather forecast for 8 days in Germany. They will then have to discuss what clothing they will need for the trip and why. Together they should write down the clothing items in the suitcase template provided.

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.NCSSFL-ACTFL Can-Do Statements:I can identify memorized or familiar words when they are supported by gestures or visuals in informational texts.I can express basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals.In my own and other cultures I can identify some typical practices related to familiar everyday life.

In this lab, students will practice introducing themselves. They will be able to say their names, nationality, interests, and their jobs.NCSSFL-ACTFL Can-Do Statements:I can introduce myself using practiced or memorized words and phrases, with the help of gestures or visuals.I can answer questions about my favorite weekend activities.I can fill in a chat box by answering who, what, where, and or when questions.

In this lab, students will be practicing asking and answering questions by participating in lost and found activity. They will also practice numbers by learning how to provide their phone numbers in Korean.NCSSFL-ACTFL Can-Do Statements:In my own and other cultures, I can identify some typical products related to familiar everyday life.I can name very familiar people, places, and objects using practiced or memorized words and phrases, with the help of gestures or visuals.I can provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals.

In this lab, students will be describing the locations of items. They will be arranging their bedroom, and they will have a friend who is helping them to move furniture. They will converse with their friend to place the furniture in the correct location. 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 written and spoken Korean on a variety of topics.

In this lab, students will be providing the locations of different states in the United States. They will be looking at various pictures to identify the placements of different objects. Lastly, they will describe the locations of campus buildings with the expressions they have learned. NCSSFL-ACTFL Can-Do Statements:I can describe where Idaho is located based on the map of the United States.I can find an object with a description. I can navigate to the correct campus building with the description that I was given. 

In this lab, students will learn how to shop in Korea. Students will discuss the phrases used for shopping, and they will practice using the phrases by pretending to be a customer and a salesperson. They will also compare and contrast popular products from Korea and from their own culture.NCSSFL-ACTFL Can-Do Statements:I can ask and respond to simple questions about popular products.I can pay for products I am trying to buy.I can use rehearsed behaviors when shopping in a familiar type of store 

Students will discuss their food preferences and choose a restaurant and a menu based on their preferences. They will learn how to make a Korean dish and which ingredients are needed. They will be able explain it to the classmates at the end. NCSSFL-ACTFL Can-Do Statements:I can state multi-step instructions for completing a process, such as preparing a recipe.I can work with a partner to determine what to order at a restaurant.I can interact with others to ask for restaurant recommendations.

This activity consists of 3 mini-activities. In the first, students fill out a checklist for a partner in a "fashion show." In the second, there are videos and exercises for pronunciation between specific sounds that don't exist in English. In the third, students practice indirect objects.

In this activity, students will practice talking about transportation and giving directions. Students will also practice asking questions

Comment naviguer le métro parisien? Have you ever been lost in another city, another country? How would you ask for directions? Would you know how to navigate the French Metro to get from point A to point B? This activity relates to the theme of directions, navigation. Students will use their prior knowledge of vocabulary related to this theme, as well as the imperative form of verbs. Also, most likely students have all experienced being lost in a new city - it is less likely now because of cell phones and satellite maps. However, taking the wrong subway train, going in the wrong direction in a street can still happen regardless of cell phone availability. This activity teaches students how to ask and give directions in the imperative form.

In this activity, students will practice talking about places and cities that they have visited. Students will also talk about what is currently going on in the world by planning a trip. 

Students will review holiday signs. Students will have a discussion on Deaf culture and how their thoughts on ASL/Deaf Culture have changed through the learning and experiences.  

Conversation Activities | The Pathways Project

Short Description:
Let’s Chat! Spanish features a collection of over 100 interpersonal speaking activities for novice and intermediate learners. Touching on a range of thematic topics such as free time activities, travel, daily routines, health, the environment, art and so much more, Spanish teachers are sure to find an activity to use in their courses. These activities may be used as is or can easily be revised and remixed to fit the unique needs of individual classrooms.

Long Description:
Let’s Chat! Spanish features a collection of over 100 interpersonal speaking activities for novice and intermediate learners. Touching on a range of thematic topics such as free time activities, travel, daily routines, health, the environment, art and so much more, Spanish teachers are sure to find an activity to use in their courses. These activities may be used as is or can easily be revised and remixed to fit the unique needs of individual classrooms.

Are you a language instructor using Pathways Project Activities? We would love to hear from you. CLICK HERE to provide your feedback and share back activities you revised with the Pathways Community.

The Pathways Project, an initiative from the Department of World Languages at Boise State University, is a collaborative network of open educational resources (OER) including instructional language teaching 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!

Visit the Pathways Project Website to learn more.

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