# 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

## Questions!

### Proficiency Level:

Novice Low

This lab will introduce ASL students to name signs and how to use WHQ questions. The warm-up will be a short video of Nyle DiMarco and Tyler Oakley signing together. In the video, they also discuss sign names and how a person can acquire one.

### Keywords:

Questions, Handshapes, Name Signs, Introductions

### Relevant NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself, including greetings and my name (Novice)
• I can identify name signs and how one can acquire one (Novice/Intermediate)
• I can use my cardinal numbers (Novice)
• I can respond to and create yes/no questions (Novice)
• I can respond to who, what, where, questions (Novice)

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

### Materials Needed:

• Question Cards
• Student Picture Sheets

Question Cards, Main Activity, One for each student

## Warm-up

1. Begin by introducing the Can-Dos for today’s activity and showing the YouTube video to the students.

“Today, we are going to watch a video about name signs. After we finish, we will talk more about name signs"

2. After the video is over, discuss handshapes and name signs with the students.

"What did you think of the video? Did you see they talked about name signs?"

3. After the students have discussed the video, show the name signs presentation.

"This talks about name signs and who has one. Here are some people who don't have one. You must be given a name sign, you don't pick one yourself"

### Relevant NCSSFL-ACTFL Can-Do Statements:

• I can identify social practices having to do with name signs

## Main Activity

1. Begin by reviewing the signs for questions (who, what, when, where, why, how). Also review cardinal numbers up to ten.

"We will start with signs. Who, what, when, where, why, and how. Next, we will sign numbers."

2. Hand the question cards out to students and pair them up. Have them start asking each other questions based off of the questions cards.

3. After students have asked a question, they will cross the appropriate question off of their sheet. Walk around and help students as needed. Remind students to ask each other different questions and not ask the same questions as their partner.

4. After students have completely finished asking questions with their partners, have them switch partners and do it again.

"If you're finished, talk more with your partner and wait. We will switch partners when everyone is finished."

## Wrap-up

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

1. "Did you like this activity?"

2. "Do you feel comfortable with asking different people questions?"

3. "What was easy and what was hard?"

### End of Lab:

• Read Can-Do statements once more and have students evaluate their confidence.
• 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 introduce myself, including greetings and my name (Novice)
• I can identify name signs and how one can acquire one (Novice/Intermediate)
• I can use my cardinal numbers (Novice)
• I can respond to and create yes/no questions (Novice)
• I can respond to who, what, where, questions (Novice)

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...