Getting to Know You, Intermediate-Low, ASL 202, Lab 02

Please Note: Many of 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 with any suggestions and we will update the content in a timely manner.  — The Pathways Project

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. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Getting to Know You, Intermediate-Low


 Students will reflect on their language skills and understanding through a self-evaluation method. Students will form a community within their group and engage in getting to know you activities.  

Proficiency Level:



Introductions, Preferences, Favorites, Partners, Get to know you

NCSSFL-ACTFL Can-Do Statements:

  • I can interact with others to meet my needs in a variety of familiar situations.
  • I can share information about myself.
  • I can correct wrong information about myself.

NCSSFL-ACTFL World-Readiness Standards

  • Standard 1.1: Students use American Sign Language to engage in conversations and provide information, express feelings and emotions, and exchange opinions.
  • Standard 1.2: Students comprehend and interpret live and recorded American Sign Language on a variety of topics.
  • Standard 1.3: Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics.

Idaho 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 3.2: Adapt presentation to various audiences of listeners, readers, or viewers.

Materials Needed:


1. Begin by opening the Google slideshow and introducing the Can-do's for today's activity. 

2. Using the Review Word List, sign each word on the list to the students. Students will then sign it back and provide a definition. 

3. Explain different contexts of when these words would be used. 

Main Activity

1. Students will find a partner or get in a small group. 

2. Using the Get to Know You Cards, the instructor will sign each question from the cards to the whole group. 

3. Students will then provide their answers to their partner and explain why that is their answer. 

4. If time permits, the whole group will come back together as a lab and discuss their responses to the cards and/or present their partners answers as well. 


Ask the following questions to finish the lab: 

1. Do you feel a bit more comfortable with your group mates?
2. Are you looking forward to the rest of the semester with your group?

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!

NCSSFL-ACTFL Can-Do Statements:

  • I can interact with others to meet my needs in a variety of familiar situations.
  • I can share information about myself.
  • I can correct wrong information about myself.

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