Colorful Vocabulary - English Template, Intermediate-Mid

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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.

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1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
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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.

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Colorful Vocabulary


Students will play a game called "Colorful Vocabulary". Students will practice describing people, places, and items using a game. This will teach students how to describe multiple topics using different vocabulary words. 

Proficiency Level:



Vocabulary, practice, sentences, person, place, thing, review, game

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.

Idaho State 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 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.

NCSSFL-ACTFL Can-Do Statements:

  • I can describe a person, place, or thing using memorized vocabulary. 
  • I can share descriptions about my ideas.
  • I can continue a conversation on a variety of topics. 

Materials Needed:

"Deck of Words"

Google slideshow


1. Introduce the Can-do's for today's activity and opening up the Google Slideshow

2. Ask students to describe their favorite animal using only adjectives. 

"Describe your favorite animals using only adjectives"

3. Students will then take turns guessing each other's favorite animals based on the descriptions they give to each other. 

"Now, guess each other's favorite animals." 

Main Activity

1. Students will play a game called "colorful vocabulary". The objective of the game is to work on our vocabulary and work on describing people, places, and things. 
2.  Each student will take out a sheet of paper so they can write and keep their score. Students should mark an "X" every time they get a point. 

"Each person will take out a sheet of paper so they can write and keep their score. Students should mark an "X" every time they get a point." 

3. Students will take turns choosing a card that has a person, place, or thing. They will have 90 seconds to write down a few words that describe the topic. Students should use verbs, nouns, and adjectives. After 90 seconds, students will share what they have written and if another person has a mutual word, neither student gets a point. The goal is to be creative!

4. Use this model for an example: 
        Justin and I both have "perro" as a descriptive word for the topic. Therefore, neither of us receives a point.          

5. If a student has a word that no one knows, doesn't understand, or is just more out-of-the-box, ask them to explain it to the group. The person that has to describe their word cannot say it in English, they have to find creative ways to describe it. 

6. The person with the most points is the winner!


Ask students the following questions to finish the lab: 

Are there adjectives that you used several times?

What was the most popular adjective?

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 describe a person, place, or thing using vocabulary I know 
  • I can share and be descriptive with my ideas 
  • I can think quickly when relating different topics  

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