Please Note: 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. 

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


- Boise State World Languages Resource Center 


Proficiency Level:


This is a continuation of the previous resource, today students will learn weekdays with a schedule made from basque KORRIKA. In this way, students will learn more about this event that is very famous in the Basque Country and that is made for contributing to basque studies and basque schools.  The teacher should ask students some questions in relation with the material uploaded. 

Know how to answer Noiz? When? question is one of main objetive of this activity.


Noiz? When? astegunak, asteko egunak, programazioa, KORRIKA, ordutegia, Nondik?, Nora?


  • I can difference between weekdays.
  • I can respond to Noiz? question.
  • I can understand others weekdays plans.
  • I know different towns and villages from the Basque Country.

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:

  • Materials that are not linked such as projector, whiteboard, markers, etc.



1. Begin by introducing the Can-Dos for today’s activity and distributing the Materials Required for Warm Up to each student. 

“Today, last the previous day, we are going to chat about asteko egunak. We will chat about korrikaren ordutegia. 

Relevant NCSSFL-ACTFL Can-Do Statements:

Main Activity

1. Ariketa honekin asteko egunak eta Noiz? galderari zelan erantzun ikasiko dugu. Baita ere Nondik? Nora? galderak praktikatuko ditugu.

2. Horreratarako lehendabizi galdera hauek erantzungo dituzue: 

- Nondik hasiko da KORRIKA?

- Non bukatuko da KORRIKA?

- Zenbat kilometro egingo dira KORRIKAN?

- Zenbat egun iraungo du KORRIKAK?

- Zertarako da KORRIKA?

Gogoratu behar dute asteko egunak, Noiz? galdera erantzuten dutenean, -(e)an bukaera erabili behar dutela.

Adibidez, asteartea-asteartean.

3. Orain irakasleak hainbat galdera egingo ditu:


- Ostiralean, nondik pasako da Korrika?

- Asteazkenean, nondik pasako da Korrika?

- Igandean, zein izango da azkenengo herria?

- Ostegunean, eguerdian, nondik pasako da Korrika?

- Noiz pasako da Korrika Amurriotik?

- Noiz pasako da Korrika Galdakotik?

- Noiz pasako da Korrika Azpeititik?

4. Orain bikoteka aukeratu itzazue zuen gustukoen herriak eta esan elkarri noiz pasako den Korrika herri horietatik.

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 difference between weekdays.
  • I can respond to Noiz? question.
  • I can understand others weekdays plans.
  • I know different towns and villages from the Basque Country.

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