Advice for the Future, English Activity to be Adapted to any language, Intermediate Mid

Created Feb. 7, 2024 by Amber Hoye, Camille Daw, Mimi Fahnstrom

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 amberhoye@boisestate.edu 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 amberhoye@boisestate.edu.

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 in Spanish, 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 WLRCLAR@gmail.com 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)

Activity Title (in your target language)

Description:

Students practice discussing advice they would have given themselves in the past. Students will also practice talking about what they would do in a particular situation. 

Proficiency Level:

Intermediate Mid

Keywords:

tips, advice, scenario, past, discussion 

World-Readiness Standards:

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

Standard 1.2 Students understand and interpret spoken and written Target Language on a variety of topics.

Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the target language's culture. 

Idaho Content Standards for World Languages:

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.

CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.

CLTR 1.3: Function appropriately in diverse contexts within the target culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can be the first to start a conversation
  • I can bring a conversation to a close
  • I can give reasons for my preference

Materials Needed:

Scenario Cards

Warm-up

1. Begin introducing the Can-do's for today's activity. 

To introduce the activity, ask students the following questions: 

  • What do you like and don't like about text messages?
  • Who in your life frequently sends you text messages, writes you email, calls you on the phone or writes you letters?
  • Are you one of those people who communicates more by texting or calling?
  • Do you think it is more important to communicate by text, call or in person?
  • Have you ever finished your relationship by a text message or have you ended your partner by a text message? Do you think it's a good idea to do that? Because if? Why not?

Main Activity

1. Ask students, "If you could send yourself a message when you were a child with advice, what would you have said?".

2. While the students are discussing, draw clouds on the board. 

3. Ask students, "Which words are the most frequent? Why would you need these tips? When would you need these tips?" 

4. Have students find a partner. With their partner, students will give advice based on the scenario provided on the scenario cards. 

Wrap-up

Have students show a classmate their recently used emojis and see if they have any in common. Share with the class. What are the stories behind their most recently used emojis?

End of lab:

  • 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!

NCSSFL-ACTFL Can-Do Statements:

  • I can be the first to start a conversation
  • I can bring a conversation to a close
  • I can give reasons for my preference
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