NCSSFL-ACTFL Can-Do Statements:I can identify and describe free-time activities. 私は色々なアクティビティについて説明できます。I can identify and describe everyday items.私は日用品について説明できます。
Students will be able to listen to a story being read aloud, accurately answer comprehension and literacy elements questions about the story, and create a monster drawing with explanation.
PERSIAN Catch Up@the Café is designed to help you practice Persian language reading and listening comprehension on your own time. It’s intended for English speaking intermediate Persian learners to brush up on your language skills before moving on to an advanced course: i.e., some existing Persian is required.
Students participate in a JiTT activity where they watch an online video on Tahitian cooking and do self-correcting exercises to check listening comprehension. They then make note of new vocabulary to use during a culture discussion at the next class meeting.
A third-year intermediate course designed to improve speaking and writing, with opportunities for vocabulary acquisition, listening comprehension and reading practice as well. Uses literary and cultural readings, films, and group activities. Students give oral reports and participate in discussions and group projects.
In this activity, students will practice listening comprehension and recognizing different tones in Mandarin Chinese. Students will write correct and accurate tones after listening to the instructor speak the short sentences and phrases out loud, then read back their answers to check accuracy and practice speaking with accurate tones.
Students will listen to a Japanese scary story, comparing the story to scary stories from their own culture. They will then play a game where students must be skilled with conversational Japanese to win. They will end by discussing aspects of Halloween, such as their favorite scary movies.
Students will learn about navigating and paying for the train system in Japan. They will then practice their travel vocab with a game that pushes their vocab and requires them to talk about that vocab creatively.
Students will warm-up with practice regarding familiar fairy-tales. They will then read or watch a Japanese folk-tale and discuss the story together. They will finish with some questions that analyze the message of the story and compare the story to folk-tales from their home culture.