Technology in the Future, English Template, Novice High

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 pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

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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 pathwaysproject@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 for your language, follow the instructions below:

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  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu 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. 

Technology in the Future

Description:

Students will practice speculating about the past and present in regards to events that have happened. They will also discuss the environment and technology. Students will learn how to describe technology, parts of a car and solutions to problems that come technology in the future.

Proficiency Level:

Novice High

Keywords:

Technology, environment, creating stories, cars

NCSSFL-ACTFL 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 1.3 Students present information, concepts, and ideas in (target language) to an audience of listeners or readers on a variety of topics.
  • Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of (target culture). 
  • Standard 3.1 Students reinforce and further their knowledge of other disciplines through (target language). 

Idaho State World Language Standards:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • CLTR 2.1- Analyze the significance of a product (art, music, literature, etc...) in a target culture.
  • CLTR 1.3- Function appropriately in diverse contexts within the target culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can describe and discuss technology or social media
  • I can brainstorm a resolutions to a problem
  • I can access information about technology and cars in the target culture

Materials Needed:

Warm-up

1. Begin by introducing the Can-Do's for today’s activity and displaying the Google slideshow on the projector. 

“Today, we are going to discuss technology. We will chat about things that have happened and identify familiar technologies with a partner. We will also decide how to come to a resolution of a problem."

2. Students will get in pairs and answer a few questions to begin a conversation on topics related to the main activity:

1. What do you have to do to take care of a car?

2. How often do you need to do it?

3. How often do you do it in real life? (Examples: changing oil, rotating tires)

“Now, with a partner, you will answer some questions.”  

Main Activity

1. Divide the students into two groups. One group will describe the word on the card and the other group will try to guess what the word is. Move the groups into different spaces of the room. 

“To start I am going to divide you into 2 groups. One group is going to be the describers and the other group is going to be the guessers.”                 

2.  The first group will take turns picking a card and will always work together to describe the word without saying what it actually is to the second group.
  “Those who describe are going to choose a card and always work together in order to describe the word without saying the word on the card”

  A. An example of step 2: if they draw the word WiFi, the "describers" could say, "It’s what you need to access the internet at home. When you go to Starbucks, you can also connect to this invention"

        B. We will have a timer for one minute. After, the describers become the 'guessers' become the 'describers'

        C. Explain some rules of the game:

            C. “There are some rules for this game: You cannot use the word that is on the card, you cannot use names of famous things (Such as iPhone, Android, etc.)”

3. Have students continue practicing.

Wrap-up

Ask students the following questions to finish the lab: 

What kind of technology do you use every day?

What technology do you never use?

What problems do you encounter with technology?

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 talk about technology I use on a daily basis
  • I can ask about and identify familiar things from a story
  • I can brainstorm a resolution to a problem, such as running out of gas, with a partner 
  • I can access information about technology and cars in the target culture

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