Let's Make a Deal, Novice Low, English Foundation

Created Feb. 7, 2024 by Amber Hoye, Madi Goertzen, Gabby Bates, Alexis Araiza, Abby Cain, Claire Werlin, Madison Gallagher

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. In other words, the activities are “language-agnostic” to provide language instructors from around the country the platform to remix these instructional materials, infusing them with their target language and culture!

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.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided. 

Enjoy!

- Boise State World Languages Resource Center

Let's Make a Deal Activity

Proficiency Level:

Novice Low

In this activity, students are learning about school supplies. The lab assistant will show a picture of an item and the first student that takes the item out of their backpack and says "I have +the name (in the target language)," will get the point. Afterward, the lab assistant will show statements that may apply to the students, such as "having 4 roommates". At this point, the first student who raises their hand and says "I do (in the target language)," will be prompted with a follow up question. If the student is able to answer the question, they will receive a point.

Keywords:

Deal, school, school materials, backpack, school supplies, game, school supply list, university and school life

Relevant Can-Do statements:

  • I can identify and present (when asked) items that are common in a classroom (Novice)
  • I can answer questions about my school-related preferences, such as my favorite location on campus (Novice)
  • I can identify similarities and differences between school supply lists in the United States and the target culture (Intercultural)

Relevant ACTFL World-Readiness Standards

Communication
Standard 1.1
Students engage in conversations,
provide and obtain information, express feelings and emotions, and exchange opinions.

Materials Needed:

iPads/Internet-Ready device for every student who needs them (if they don't have their own device)

Kahoot Game: Students access the game through the internet at kahoot.it

Download: Kahoot Game

Google Slideshow (Linked)

Projector

Warm-up

  1. Open the Kahoot game on the projector. 

    "Today we are going to practice using school vocabulary. For example, pencil and books are school supplies. "

  2. Each student will get out a device (either their own device or a provided iPad) and open Safari, then go to “kahoot.it.” Students enter the game pin that is displayed on the projector, and the rest is self-explanatory.

    "Everyone is going to need to use their phone, a tablet or a computer. You will then go to Kahoot.it and type in the code that is given on the screen from your professor or assistant."

Main Activity

For the “Let's make a deal” pictures, they need to tell you the word in the target language to win a point. For the application pictures, they need to say “me!” and then they will respond to a follow up question.

1. To introduce the activity:

"We are going to play a game called "Let's Make a Deal". I will show you all a picture of an object. For example, if I show you a picture of a pencil on it you need to look for a pencil in your bags, backpacks or pockets. The first (use one finger for 1st) person with a pencil needs to run and give me the pencil and yell "I have a pencil!" to receive a point."

2. Lab assistant, you'll want to keep track of points on the whiteboard.

3. To begin announce:

“We are going to practice first ” 

4. Go to the Google Slideshow and flip to the first image. If it is an object, say that you “need” whatever the picture is of. If it is not, ask if it “applies” to someone. Do a practice run with the students to model the activity. 

     

Ex. For Item pictures

Lab Assistant:

"Students, I need a(n) _ _ _ _ _ . "(shows the slide with a calculator)

Students: (Try to find a calculator in their backpack) 

First student to find item says: "I have a calculator" (in target language)

5. The person who gives you the item receives a point. 


Part Two: Application pictures (These images are questions, so the students should answer with "me")

Example:
     Lab Assistant: 

    "Students, who studies in the library?" (shows the slide with the library)

     First student to raise hand: 

     "Me!"

     Lab Assistant: (ask a follow up question, you can make up any question)  

    "Good, how many hours do you study in the library for?"

1. Once you go through all of the slides, add up the points to see who won!

2. Ask the class to get out ALL of the pens, pencils, calculators, and supplies that they have in their backpacks. Count all of them and see who has the most item points.

For example: "I want all of the calculators you have!"

Wrap-up

Wrap-up questions:

  • "What is the most important thing that you have in your backpack?"
  • "Do you like to write with a pen or pencil, or do you only use your computer? Why?"
  • "Where is your favorite place on campus?"

End of lab: Can-Do statement check-in... “Where are we?”

  • Read can-do statements and have students evaluate their confidence with cards
  • Encourage students to be honest in their self evaluation
  • Pay attention, and try to use feedback for future labs!

Relevant Can-Do statements:

  • I can identify and present (when asked) items that are common in a classroom (Novice)
  • I can answer questions about my school-related preferences, such as my favorite location on campus (Novice)
  • I can identify similarities and differences between school supply lists in the United States and the target culture (Intercultural)


Where are we?
Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...


Ideas for Cultural Integration

  • Consider finding a school supply list from the target culture and one for a school in your city. Ask students to find the similarities and differences between the lists. Be sure to highlight any unique supplies that students are asked to bring and include a visual image to help you explain. This can be a great way to review some of the key vocabulary before moving onto the main activity.


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