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 email@example.com with any suggestions and we will update the content in a timely manner. — The Pathways Project
Looking for the Spanish Version of this activity to adapt for your language? CLICK HERE
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 firstname.lastname@example.org.
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:
- 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 email@example.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.
Government and Politics
In this activity, students will have the opportunity to create a campaign commercial to run as the new president of Boise State. They will practice using vocabulary related to governments and actions that political figures take. Students will be able to discuss preferences relating to politics and government.
politics, government, election, campaign
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 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of (target culture).
Idaho State World Language:
- 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 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
- CLTR 2.1- Analyze the significance of a product (art, music, literature, etc...) in a target culture.
- CLTR 2.2- Describe the connections of products from the target culture with the practices and perspectives of the culture.
- CLTR 2.3- Justify the underlying beliefs or values of the target culture that resulted in the creation of the product.
NCSSFL-ACTFL Can-Do Statements:
- I can understand the significance of opinion in politics.
- I can provide reasons for my preference in a campaign.
- I can understand basic terms about the government.
- I can answer questions about a specific campaign. (Modified intercultural)
1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.
2. Get students started by having them discuss a few questions:
Do you like to watch the news?
Do you think it’s important to know about what’s going on around you?
Do you think it is important to also include positive news?
What happens when the news only focuses on bad events?
3. Now students will watch a few videos. The first one is about some school children in Colombia and what they would do if they were president. The second video is Enrique Peña Nieto, the president of México, talking about the importance of voting. (You can adapt this for your target culture by finding videos in the target language/culture about politics and government).
Now we are going to watch a few videos. The first one is about some school children in Colombia and what they would do if they were president. The second video is Enrique Peña Nieto, the president of México, talking about the importance of voting.
México video (fast forward to when the video actually starts)
What do you need to make a persuasive advertisement?
Are you interested in seeing campaign advertisements or do you avoid them? Why?
1. Boise State University has decided to hold open elections for the appointment of a new president. In partners, students will create an ad/announcement of two minutes long where they will present their qualifications and how they would make the university better. For example, “How would you fix/control/change registration fees?” or “What benefits would you offer the student population?” What are you, as president, going to do for Boise State?
2. In their ad/announcement, students should include the following:
-A slogan for your campaign
-Who is your ad/campaign directed to? Ex: Women, men, professors, all college students or only freshman? or sophomores? juniors? seniors?, work-study students, a mix of people?
-Three things you are going to change/make better and how
-Witnesses/supporters that will provide backing/support for your ideas/campaign. For example: “Mariela should be our president because she is very caring and is going to work on lowering costs for students.”
-A final endorsement message
3. If time permits, students will present to the rest of the group. Each group member should have a few lines. If there is not enough time left, have them present next lab/class.
Ask the following questions to finish the lab:
1. Would you like to make your own presidential campaign in the future? Why?
2. Why is it important to have a campaign ad?
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 understand a topic involving politics.
- I can talk about my preference in a campaign.
- I can understand terms about the government.
- I can answer questions about a campaign. (Modified intercultural)