Days of the Week, Novice Low, English Foundation

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. 


- Boise State World Languages Resource Center

Days of the Week Activity

Proficiency Level:

Novice Low

Students will discuss days of the week and will share what they do on certain days. This activity will allow students to talk about their school/work and discuss their class schedules.


Days of the week, verbs, school, school subjects, classes, disciplines, activities

Relevant Can-Do statements:

  • I can talk about my weekly routine 
  • I can talk about what I learn and do 
  • I can list my classes and tell what time they start and end
  • In my own and other cultures, I understand the similarities and differences between a class schedule in the United States and in Spain (Intercultural)

Relevant ACTFL World-Readiness Standards

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

Materials Needed:

Cards for Headbands

       Download: Cards for headbands (Print & Laminate)

Google Slideshow (Linked)


  • “Put the days in order”
  1. Each student will have a whiteboard. The powerpoint has a slide with 1-7 and the days of the week listed in Spanish. Students will list the days of the week in order from 1 to 7 on their whiteboards. Lab instructor can then choose a different student to tell them their answer for each number (do all 7 so that students can review the order of the week). "Today we are going to practice days of the week and subjects from the university. First, with partners we are going to put the days of the week in order according to a U.S. calendar. Then we will share aloud how we ordered the days as a group. After that, we will out the days in order according to a calendar in _______ (country that speaks target language). When you all are finished we will share aloud. What're the similarities and differences between a week in the United States and a week in _____?"
  2. Show the students the slides that have activities on them. Ask the students on what days they do each of the activities. Each student will answer for each slide. 
    "On the slideshow I have pictures of different activities. I am going to show an activity and ask you all on what days you complete the activity. Each of you will respond to every question. For example; Jack, on what days do you dance?" 
  3. After, begin to review the school subjects slides. Each slide has 2 subjects on it. You will describe one of the subjects and the students will have to determine which subject you are describing. "On each slide there are two different pictures. I am going to describe one of the two school subjects and you all will need to determine which I am describing." 
  4. Show the students the slide that has a schedule from your school next to a schedule in a country that speaks your language. Have the students compare and contrast the two schedules. "We are going to look at two school schedules. One is from our school and the other is from _____. What are some similarities and differences you all notice? Which school would you rather attend?"

Main Activity

  1. Each person is going to discretely draw a card with a subject on it. One person will start by holding the card up to their head so that they cannot see it, but the other group members can see it. "Now we are going to practice the subjects of the university. A subject is a type of class. For example, Spanish, history, literature, etc." We are going to take turns and one person is going to have the card with the subject. The person is going to put the card on their headband."
  2. The person who is holding their card up will use the yes/no questions on the slideshow to figure out what subject they have. For example, if I have the “Math” card, I am going to ask questions to the group to determine what subject I am, such as "Do I study numbers?". "The person who has the card is going to use the questions that are on the slide to describe which subject they have. You guys are going to take turns answering the questions."
  3. Students will keep asking questions trying to guess the discipline. Answers can only be yes or no. "You can only use "yes" or "no" to answer."


Wrap-up questions:

  • "What is your favorite school subject?"
  • "What is a subject you don't like? Why?"
  • "Which days do you have a lot of activities?" 

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 talk about my weekly routine (Novice)
  • I can talk about what I learn and do (Novice)
  • In my own and other cultures, I understand the similarities and differences between a class schedule in the United States and in Spain (Intercultural)

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...

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