Back to School Speed Dating, Advanced, ASL

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.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

Speed Dating


In this activity, students will have the opportunity to get to know each other and their lab assistant by sharing summer experiences in a casual setting.

Keywords:


Dating
  

Dating

Summer, semester, schedule, vacation, least favorite, activities, travel, events, socialize, experiences.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can exchange information and ideas in discussions on a variety of familiar and concrete academic and social topics, using a few simple paragraphs across major time frames.
  • I can tell stories about school and community events and personal experiences across major time frames.
  • I can understand people's reactions about their vacation experience.

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:

  • iPad

Summer Discussion Cards (Main Activity), one card for each student


Warm-up

1. Begin by introducing the Can-Dos for today’s activity and have one student look up a picture that represents their summer on the iPad.

“Our goal today is to get to know each other! We'll be looking up generic pictures or your personal pictures that represent what you did this summer."

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can exchange information and ideas in discussions on a variety of familiar and concrete academic and social topics, using a few simple paragraphs across major time frames
  • I can tell stories about school and community events and personal experiences across major time frames.
  • I can understand people's reactions about their vacation experience.

2. Once the first student is done pulling up their picture and sharing, have them hand the iPad to the next person to look up their pictures. This should simulate a natural conversation, not as structured in a turn-based fashion.

If students need some assistance continuing the discussion naturally, use the prompts below: 

  1. "That sounds so fun! Has anyone else done anything like that before?"
  2. "Do you think your experience would have been better if you were alone/with others?"
  3. "What are your opinions on summer? Is it for work or play?"
  4. "As the lab assistant/instructor, share your own experiences."

Main Activity

1. Give each student a Summer Discussion card. Pair students up based on their approximate skill level and have them go through each prompt, chatting for about a minute for each question.

“Now that we've shared a little bit with pictures, I have cards that will give you prompts for you to talk about in partners. Talk about each naturally and spend about a minute or two on each. Don't worry if you go over this time, just have fun!"
                
2. Make sure students are interacting with each other. If students seem confused, join their group and model a conversation with them.

3. Let the students continue with the activity until about 5 minutes before lab will end and gather up their cards in preparation for the wrap up discussion.

Wrap-up

Wrap-up questions (Pick the a few you’d like to ask):

  1. Do you have a bucket list? What's on it?
  2. What goals do you have for the remaining of summer?
  3. What changes are you preparing for till next summer?
  4. What suggestions do you have for people who are new to Boise?

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 exchange information and ideas in discussions on a variety of familiar and concrete academic and social topics, using a few simple paragraphs across major time frames
  • I can tell stories about school and community events and personal experiences across major time frames.
  • I can understand people's reactions about their vacation experience.


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...
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...


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...


Return to top