Media, English Template, Novice-High
Overview
Students will practice initiating conversations, sharing their personal opinions, and giving their preferences. Students will discuss their daily use of technology and who they stay in contact with on a regular basis. They will practice different scenarios and express how they would handle a situation.
Pathways Project / Lesson Information
For the original Spanish version of this activity, CLICK HERE
Please Note: 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 amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
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.This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.
Using the WLRC Repository’s Activities:
When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.
Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.
Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.com and we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
Enjoy!
- Boise State World Languages Resource Center
Modes of Communication
Proficiency Level: Novice High
Students will practice initiating conversations, sharing their personal opinions, and giving their preferences. Students will discuss their daily use of technology and who they stay in contact with on a regular basis. They will practice different scenarios and express how they would handle a situation.
Keywords:
Text messages, conversations, opinions, preferences, technology, emoji
Relevant 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 Spanish on a variety of topics.”
“Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.”
“Standard 5.1 Students use Spanish both within and beyond the school setting.”
Relevant 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.
COMP 1.1 - Observe formal and informal forms of language.
CONN 2.1 - Access authentic materials prepared in the target language by or for native speakers.
Relevant NCSSFL-ACTFL Can-Do Statements:
I can initiate conversations in the target language
I can bring the conversation to a close
I can give reasons for my preference
I can hold conversations regarding personal opinions with others in the target language (intercultural)
Materials Needed:
Materials that are not linked such as projector, whiteboard, markers, etc.
Warm Up / Main Activity
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and distributing the “Materials Required for Warm Up” to each student.
“Today, we are going to discuss our daily use of technology. We will chat about who we talk to on a regular basis and how we contact them. We will also decide how to appropriately navigate situations.
Relevant NCSSFL-ACTFL Can-Do Statements:
I can initiate conversations in the target language
I can bring the conversation to a close
I can give reasons for my preference
I can hold conversations regarding personal opinions with others in the target language (intercultural)
2. Students will get into small groups and answer some open ended questions.
“Now, you are going to form smaller groups to talk about these questions.”
a. What is it that you like and don’t like about text messages?
b. In your daily life, who sends you text messages, who emails you or who calls you frequently?
c. Are you a person that communicates more by texting or talking on the phone?
d. One time have you finished a relationship by text message or have you ended something with your friend by text message? Do you think it’s a good idea to do this? Why or why not?
Main Activity
1. Have the students think of some words of advice and share with the class. As they explain why they would that advice, the lab assistant should create a word cloud on the board with common ideas.
First as the students:
“Imagine that you have the opportunity to send a text message, at the same time you were a kid, with advice. What advice would you want to give yourself?”
2. Ask your students:
1. “What words are the most frequent?”
2. “Why is this advice necessary?”
3. Give these scenarios to the students in small groups to discuss:
1. If you have to eliminate an emoji, what would it be?
2. One night, you are texting your best friend and you start to critique your ex for the things you suffered during your relationship and accidentally send a message to your ex boyfriend/girlfriend. How would you solve this problem?
3. Why do people in their 70s doubt cell phones that are going to have in the future?
4. Why are senior citizens are more likely to shop in person and not shop online?
Wrap Up
Wrap-up
Wrap-up questions (Pick a few you’d like to ask):
Ask students the wrap-up questions. Have students show a classmate their recently used emojis and see if they have any in common. Have them share with the class those they do have in common. What are the stories behind their most recently used emojis?
1. What are the emojis that you use frequently?
2. Do you have a story that can go with that emoji?
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 initiate conversations in the target language
I can bring the conversation to a close
I can give reasons for my preference
I can hold conversations regarding personal opinions with others in the target language (intercultural)
Wrap-up
Wrap-up questions (Pick a few you’d like to ask):
Ask students the wrap-up questions. Have students show a classmate their recently used emojis and see if they have any in common. Have them share with the class those they do have in common. What are the stories behind their most recently used emojis?
1. What are the emojis that you use frequently?
2. Do you have a story that can go with that emoji?
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 initiate conversations in the target language
I can bring the conversation to a close
I can give reasons for my preference
I can hold conversations regarding personal opinions with others in the target language (intercultural)