Recent Activities of the Week

by Ailsa Li, CASLS Graduate Intern

This activity was designed for novice-level learners. It was created to help learners extend their knowledge of contextual factors that affect whether one uses formal or informal greetings by making decisions about which greeting to use based on these factors.

Learning outcomes:  
Learners will be able to:

• Identify contextual factors based on their own life experiences.
• Understand how contextual factors can influence people’s greetings in different situations in an English-speaking context.
• Lists do’s and don’ts in formal and informal greetings and explain their reasons.

Mode(s): Interpersonal, Interpretive
Materials: Extend What You Know Worksheet, Extend to Improve Pragmatic Competence Video ,video clips of informal and formal greetings

• Example video clips in English:
  • Business meeting https://www.youtube.com/watch?v=gaKgwx6gZXc 
  • Introducing friends https://www.youtube.com/watch?v=0lfceeuN8Gk&t=44s  (timestamp 0:00- 0:40)

Procedure:

1.  At the beginning of the course, the teacher will let students watch the Extend to Improve Pragmatic Competence video and explain that the day’s lesson will focus on investigating the interpersonal and intercultural factors that affect whether one uses a formal and informal greeting for a given context.
2. After watching the video, the teacher will write the three general contextual factors on the board, which are “power”, “solidarity (relationship/closeness)” and “severity”. Then let students think about some examples related to these contextual factors in their L1. The teacher may provide a few examples first, such as “I use “Hello” for phone calls with people I don’t know, but I usually just say “hi” to friends, because we have a much closer relationship compared to strangers on a phone call.” The teacher will take notes on the board while students sharing their thoughts.
3. Next, the teacher will give students the worksheet. Then, the students will let students watch two short video clips while thinking what’s the differences between the two videos. One is an example of a greeting in a formal context. Students need to distinguish the both verbal and body language used in the videos that represent power, solidarity, and severity. The teacher may play these videos twice or three times just in case students need to take notes on specific words from the videos.
4. The teacher will assign students into small groups, and let them share what they noticed from the videos based on their notes. The teacher may walk around to check each group’s progress and offer helps when necessary.
5.  Then, reconvene the whole group. The teacher will let students share their findings group by group. The teacher will take notes on the board and let other students feel free to elaborate on these findings. In the end, the teacher will ask students to conclude what are some do’s and don’ts in both formal and informal greetings.

Notes:
Modifications (tech) - This activity also suits online courses. The worksheet can be given in a digital format, and the teacher can write, during discussions, on a share digital document or virtual whiteboad

Modifications (proficiency level) - This activity model uses greetings, but it could be adapted to any other language function. Intermediate or advanced learners can use more complex language functions (eg. apologies), or any language function relevant to curricular needs. Intermediate or advanced learners can also be tasked with finding their own example video or audio clips.

This activity was designed for intermediate level learners (modifications for beginning and advanced learners are given within the activity). It was created to help learners analyze the vocabulary, grammar, expressions and visual information used in multiple tweets labeled with a chosen hashtag.

Learning outcomes:
Learners will be able to:

• Identify a hashtag in the target language that is related to current unit or lesson topics, or to their own interests
• Identify conventions (e.g., use of specific lexicon, use of emoji, or use of a specific verb structure like commands) common in tweets
• Determine the tone of 2 tweets (eg. humorous, serious, angry, etc.), based on context clues

Mode(s): Interpretive, Presentational

Materials: Analyze: Improve Pragmatic Competence Video, #Hashtag Analysis handout, computers or mobile devices with internet access, twitter account log in credentials to use for search function, colored pencils or pens

Procedure:

1. Ask learners to define a hashtag. Where is a hashtag used? What information does a hashtag give?
   • For advanced learners, ask learners to name hashtags that align with curricular needs that they search for or use in their own social media posts, and ask them to describe what searching for or using these hashtags allows them to do.
2. Next, show learners the Analyze: Improve Pragmatic Competence Video[b]. After watching the video, tell learners that they will use hashtags to find and analyze the language and meaning of tweets in the target language. Give learners the #Hashtag Analysis handout.
3. As a whole group, search for hashtags in the target language that relate to curricular needs. This can be searching for the phrase “most popular hashtag” and the target language, or using a compiled list of hashtags (like this one in Spanish). Share the search by projecting it on the board, if possible, or have one learner perform the search on their own device and report what they find to the whole group.
4. Then have learners work in small groups of 2-3 to brainstorm one or two additional hashtags to search for in the target language. Each group should decide on one specific hashtag they want to use going forward.
   • For novice learners, you may want to provide groups with a predetermined hashtag to use that is related to lesson or unit themes.
5. Next, have groups search to find 10 tweets that have their chosen (or assigned) hashtag. Groups record these hashtags on the Hashtag Analysis handout.
   • For novice learners, you may want to provide each group with a list of pre-selected tweets.
6. On the handout, have learners (still in groups) use one color of pencil or pen to circle words that are repeated, or related words (looking at roots or morphemes) that they find in multiple tweets.
7. Then, have learners underline and label, using a different color, similar grammatical information that they see in multiple tweets. This could be the verb tense used, any pronouns or verb conjugation, etc. The structures utilized will likely change based on the hashtag searched.
   • For novice learners, ask them to underline and label types of words (nouns, verbs, adjectives, etc.)
8. Ask learners to note any patterns they see in the grammar or types of words used in the tweets. Is there a specific grammatical structure that is used in more than one tweet?  Is there a specific word order, or specific types of words that occur in multiple tweets? How about visual information like memes, emoji or other images? Where does visual information appear in the tweets?
9. Next, have learners think about how the hashtag relates to the body of the tweets. What kind of information does it provide in addition to the body? Does it provide context, or emphasis? Does it imply a particular tone (eg. humor)?
   • For novice learners, ask learners to name one way the hashtag is connected to the body of any of the provided tweets. Why do they think it is there? This discussion can be in a shared L1.
10. Finally, have groups choose two tweets from their lists, and ask them to guess the tone of the tweets are and why. What information in the body of the tweets and the hashtag make them think this?
11. Reconvening the whole group, ask each small group to report on the patterns they found in their list of tweets:

• repeated words or related words
• grammatical information (or types of words)
• visual information
• what the hashtag says in relation to the body of the tweet
•  and what they think the tone of the tweet is and why

Write a brief synopsis of each group’s findings on the board or a digital document for all to see, and ask them to name any patterns they see across what all of the groups reported.

Notes:
Modifications (tech)

• if there is no access to computers or mobile devices, tweets can be pre-selected and printed out on paper.
• If learners would prefer to use a different social media site, hashtags are also popular ways to search for information on Instagram and TikTok.

This activity was designed for learners of all levels. It was created to help learners observe interactions in target language digital discourse spaces and record what they notice.

Learning outcomes:
Learners will be able to:

• Evaluate 3 contextual factors of an interaction (power, distance, imposition)
• Evaluate any non-verbal cues in an interaction
• Identify 2-3 words or phrases from the interaction that convey information about the 3 contextual factors

Mode(s): Interpersonal, Interpretive

Materials: Observe! Increase Pragmatic Competence Video, Observe and Record! Handout, digital interaction of learners’ choosing

Procedure:

1. Ask learners to brainstorm one or two digital discourse spaces in the target language that interest them. This could be a social media site, discussion board or forum where people post and respond to posts, a video sharing site, an online multi-player game, etc. Write their ideas on the board or a digital document for all to see.
2. Next, ask learners to describe the interactions that happen in these spaces. Are the interactions spoken or written? Who interacts in the space? What commonalities or connections do people have to each other in the space?
3. Then show learners the Observe! Increase Pragmatic Competence Video. Ask learners to recall the 3 contextual factors named in the video (power, distance, imposition). Ask learners to define each factor and give examples for each. Then ask learners to define what non-verbal cues are, and give examples of these cues. Write these ideas on the board or digital document for reference.
4. Next, give learners the Observe and Record! Handout. Walk learners through the information needed to complete each section.
5. Learners can then take class time to search for the interaction they want to observe, or can do this on their own time.  
6. On their own time, learners will observe their chosen interaction and fill in the handout.
7. During the next group meeting, learners work in small groups to report on what they noticed in their interactions. They should report on the contextual factors they noticed, and the language or non-verbal cues that support those factors.
8. As a whole group, ask learners to report what they discussed. Ask learners to volunteer information for each of the 3 contextual factors, as well as the language or non-verbal cues they think are related to each factor.
9. Ask learners if they see any patterns in the types of language or non-verbal cues they noticed. Are there similarities in the language or cues used in different interactions?
10. Learners can repeat observing interactions in different settings and involving different people to gather more information about how power, distance and imposition is expressed in interactions.

Notes:
-Modifications (scaffolding): Lower level learners may be assigned an interaction to observe, to ensure they understand the language used in it. They can also work in small groups to fill out the handout.

This activity is most appropriate for Intermediate and Advanced learners. It was created to help learners of less commonly taught languages (LCTLs) search for digital spaces and communities relevant to their interests and reflect on the language and skills needed to participate in those spaces.

Learning outcomes:
Learners will be able to:

• Identify one subject or personal interest they want to communicate about in the target language
• Identify two or more digital spaces relevant to these subjects/interests
• Observe how people interact in the space
• Reflect on ways they already feel comfortable interacting in the spaces and how they would like to be able to interact in the space in the future (stretch goal)

Mode(s): Interpersonal, Interpretive, Presentational

Materials: Finding and Accessing LCTL Communities Online video, Communities Handout

Procedure:

1. First, ask learners what they think the term “affinity space” means. Use the opportunity to model the language learning strategy of predicting meaning based on existing knowledge. Once they have made a series of guesses, confirm that it is a term used to refer to a digital space or a community based on a shared interest or goal.
2. Then, ask learners to think about whether they have participated in a digital affinity space. What language was used in the space (e.g., their L1, the target language, etc)? What did they need to know to be able to participate in the space or community? Were there specific vocabulary or social rules? How did they learn those rules? Write their answers on the board or a digital document for all to see.
3. Next, show learners the Finding and Accessing LCTL Communities Online.
4. Give learners the Communities Handout . Have learners work with a partner or small group to identify an interest or hobby, as well as online communities or spaces related to this interest or hobby. 
5. Then, learners will pick one of the online communities and observe how the community interacts together (e.g., the language that is typically used, the use of non-verbal communication devices like emoji, and the extent to which communication is direct or mitigated). They will record their observations on the handout. This observation phase should take 20-30 minutes.
6. Then, have learners consider community participation individually and record their ideas on the handout. Learners will indicate how they feel they can already participate in the group and one way they would like to participate in the future.
7. In a group discussion, brainstorm knowledge and skills learners might need to achieve their present and future goals.

Notes:

• As a possible extension, have learners keep a log of their observations and participation in the community they selected for a month. Check in about their growth in a 10-minute group discussion at periodic intervals that align with your schedule (classes that meet daily may be able to check in once a week, while classes that meet weekly may only be able to check in once).
• Novice learners can complete this activity with additional scaffolding. For example, teachers may research 3-5 communities ahead of time in stead of completing Steps 4 and 5 as written. An additional scaffold would be to limit the community to one that uses comparatively less written language (e.g., a meme communitiy).

This activity can be used with learners of all proficiency levels. It is designed to guide learners as they explore digital resources they may, or may not, find useful for speaking and writing development. 

Learning outcomes:
Learners will be able to:

• Identify digital resources useful for their own speaking and writing development
• Select two resources they would like to continue using to support their language learning journey

Mode(s): Interpersonal, Presentational

Materials: Finding Productive Resources: LCTLs video, Evaluation Reflection Guide

Procedure:

1. Ask learners to brainstorm a list of language learning apps or other digital resources that they know about or currently use to practice speaking or writing. How do these apps address speaking or writing skills? If they haven’t used any apps, what would they imagine using them for? Write a list of the apps and ideas for using them on the board or a digital document for all to see.
2. Next, show learners the Finding Productive Resources: LCTLs video.
3. After watching the video, have learners compare their list of resources with the examples mentioned in the video to create a shared list of possible resources.  (Note: This can be done on a whiteboard in the physical classroom and/or set up as a shared document or shared page in a course learning management system. The goal is an extensive list of resources for learners to explore.) 
4. Have learners select three resources on the list to work with on thier own time. (Note: In order to give sufficient time to explore, one resource per week. This should be adjusted based on class and learner needs.)
5. Give learners the Evaluation Reflection Guide. Instruct learners to document what they learn while exploring as well as their impression of the value of the app.
6. As time allows, use the chart to evaluate one sample resource as a class. 
7. After the evaulation period, divide learners into small groups to share what they found. What were they resources they found most useful? Which were least useful? 
8. Reconvene the whole group and ask learners to share what they discussed. This discussion can be used to refine the list from Step 1 by adding and deleting resources as needed.
9. Encourage learners to use the handout as the basis for an ongoing evaluation of langauge learning resources they find. 

Notes:
-Modifications (scaffolding)

• Learners working on their own, outside of a class or group, to learn their less commonly taught language can use this activity more or less as written. Step #1 they can brainstorm on their own. For the discussion in step #7 and reflection in step #8, individual learners can write down, draw, or make any other visual representation of their answers.
• This activity can also be done in a professional learning community with teachers to develop a collaborative list of key resources most relevant to their own students.

This activity was designed for learners of all levels. It was created to help learners use sentences they encounter in a mobile language learning app in other contexts.

Learning outcomes:
Learners will be able to:

• Identify whether each sentence is applicable to additional contexts 
• Identify a context where they could use a given sentence and/or modify it to fit their needs
• Explain one way to change a given sentence to better fit their communicative context

Mode(s): Interpretive, Interpersonal, Presentational

Materials: Extending Mobile Applications video, Sentences in the Wild handout

Procedure:

1. Ask learners to brainstorm a list of language learning apps that they know about or currently use. What do they use these apps to do? If they haven’t used any apps, what would they imagine using them for? Write a list of the apps and ideas for using them on the board or a digital document for all to see.
2. Next, show learners the Extending Mobile Applications video. After watching the video, have learners name the ideas presented in the video for extending activities using mobile app content. This includes keeping a log of sentences they encounter, creating connected ideas, and exploring language functions.
3. Have learners select a language learning app to use and keep a log of sentences they encounter while using it.
4. Give learners the Sentences in the Wild handout. Instruct learners to write down five sentences they encounter in the app the next time they use it.
5. Next, walk learners through how to fill out the chart on the handout. Give learners an example sentence (or ask them to think of one). Ask them whether the sentence is something they would use in their day-to -day life outside of the app. If yes, have them brainstorm where and how they might use it. If not, have them give a reason why, and then think about what changes they could make to make it useful for their context. This could be changing the subject, switching out vocabulary, giving more information or context, etc.
6. Learners use the handout as a guide when they next use the mobile app. This could be in the learning environment or on the learners’ own time.
7. At the next group meeting, divide learners into small groups to share what they found. How many of the sentences did they think are useful outside of the app? How many were not useful? What types of elements did they need to change to make them more useful?
8. Reconvene the whole group and ask learners to share what they discussed. Have them reflect on (1) the general ratio of useful to not useful sentences their group found, (2) similarities and differences between what the groups found, and (3) strategies they used to make a sentence more useful. Direct learners’ attention to any trends in their answers to these questions.
9. Encourage learners to use the handout as the basis for an ongoing language log. They can continue to record and analyze sentences from the app on a regular basis whenever they use the app, and can continue to think about how to adapt new sentences they encounter to fit their context and goals.

Notes:
-Modifications (scaffolding)

• Learners working on their own, outside of a class or group, to learn their less commonly taught language can use this activity more or less as written. Step #1 they can brainstorm on their own. For the discussion in step #7 and reflection in step #8, individual learners can write down, draw, or make any other visual representation of their answers.
• Lower level learnerscan record their sentences individually or in small groups. They can then lead the whole group through filling out the chart and facilitate their reflection on what they find (steps #7 and 8).

This activity was designed for learners of all levels. It was created to guide learners through setting up a language space (a space where the objects in it are labeled using target language vocabulary), identifying vocabulary related to their language space that they already know, and brainstorming which words related to the space they want to learn.

Learning outcomes:
Learners will be able to:

• Identify 2 or more words they already know in the target language that name elements of their language space
• List 3-5 additional words related to their language space that they want to learn
• Write one sentence using each of the known words and words they want to learn

Mode(s): Interpersonal, Presentational

Materials: Expand Your Vocabulary video, My Language Space worksheet, online or printed dictionary in the target language, paper or sticky notes

Procedure:

1. As a group, have learners look around the space that you are in together and brainstorm a list of vocabulary words they know for the items in the space. This could be words like desk, chair, book, window, classmate, friend, etc. Write these words on the board or on a digital document for all to see. If learners do not know a word for a specific item in the space, have them describe that item as best they can.
2. Next, show learners the Expand Your Vocabulary video.
3. After watching the video, tell learners that they will be creating their own language spaces. This can be a physical space in their home or other physical location where they spend time. Or they can choose a virtual space, such as a space or scene in a digital game they play, or an online channel, sub-group or discussion board they participate in. Learners can define what constitutes a space in whatever way makes sense to them, as long as they visit that space regularly and can identify and learn vocabulary words in the target language that relate to the space.  
4. Give learners the My Language Space worksheet. Have them decide on what space they will use as their language space and write it on their worksheet.
5. Next, have them write down at least 2 vocabulary words related to their space.
6. Then, have them brainstorm 3-5 additional aspects of the space, or items in the space, that they don’t yet know the name of, and write them on the worksheet. They can describe these aspects or items using the target language (circumlocution) or write the name of each one in their L1.
7. Have learners work individually or in small groups to look up the words that they don’t know, and write each word on the worksheet next to where they wrote the description or equivalent (or related) word in their L1. They can do this using a printed or online dictionary, a textbook, or any digital resources related to the target language.
8. Instruct learners to use the list of words from the handout to create labels using sticky notes or paper for their language space. When they are next in their space, they will put the labels on the appropriate items in the space. For digital spaces, they can create digital labels, or print or draw a representation of the space and write labels on it.
9. Over the next week, encourage learners to spend time in their language space. Each day they will choose one vocabulary word they have labeled in their space and write a sentence using that word in the week-long chart on the worksheet. Tell learners that the goal with writing these sentences is to use the words from their space regularly- they can be as creative as they want! For a challenge, encourage learners to write sentences that link together to create a short narrative story about their language space and what they see or do there.
10. Learners can share their sentences or story in small groups or with the whole class in a future class period or online meeting.

Notes:
-Modifications (tech) - For step #1 in an online setting, have learners brainstorm words for aspects or functions  of the virtual meeting app or related to the technology you are using (computers, etc.). If learners are comfortable with showing the individual spaces they are in, have them brainstorm words for what they can see of each other’s backgrounds. Or have learners put up digital background images and brainstorm words based on what they can see in them.

-Modifications (scaffolding) - Learners of any level can use circumlocution to describe items when they do not know the specific vocabulary word for it. Lower level learners may wish to use their L1 to name the words they do not know yet but want to learn.

This activity was designed for learners of all levels. It was created to guide learners through searching for and utilizing reading and listening materials in a less commonly taught language.

Learning outcomes:
Learners will be able to:

• Name 3 search terms to use for finding a reading and/or listening material of their choice
• Explain their reason(s) for choosing a reading or listening text
• Identify 2 (or more) new words or phrases they encountered in their chosen text
• Identify 1 piece of new cultural information they learned from their chosen text

Mode(s): Interpretive

Materials: Finding Materials for Practice Video, Search Log handout, devices with access to the internet, headphones.

Procedure:

1. As a group, have learners brainstorm a list of types of materials they like to read, and a list of types of materials they like to listen to. Ask them which language(s) they typically read and listen in (L1, the target language, etc.)? Are there any differences in what they read or listen to in their L1 versus in the target language?
2. Next, show learners the Finding Materials for Practice Video. After watching the video, tell learners that they will be searching for their own reading or listening material, and give them a few minutes to decide between reading and listening, and to brainstorm potential topic(s) and places to find their chosen type of material.
3.  Give learners the Search Log handout. Explain that learners will work independently to come up with search terms for their source,
4. Learners can complete their search during or outside of the lesson, depending on time constraints. While they are searching, they will fill out questions 1 through 5 from the handout (choice of source type, 3 terms they used to find their source, where they found the source, the title and author of the source, and why they chose that particular source).
5. At home or outside of the lesson, learners will read or listen to their source, and fill in questions 6 and 7 from the handout (what new words or phrases they learned, and what cultural information they learned).
6. During the next lesson, have learners share their answers to questions 4 through 7 from the handout (what their source was, why they chose it, what new words or phrases they learned from it, and what cultural information they learned from it) in small groups.
7. As a whole group, ask for volunteers to share what they told their peers about their source.
8. Ask learners if they are interested in any of the sources described by their peers, and if so, why?
9. This activity can be repeated multiple times. Learners can fill out the Search Log handout each time they look for a new source material, which will create an ongoing record of what they have found to read or listen to in the target language.

Notes:
-Modifications (scaffolding): Lower level learners may be provided with a list of places to search, as well as a list of example search terms , if needed. This activity can be completed by learners independently (as written above) or in small groups based on shared interest, if learners would benefit from brainstorming and searching together.

By Isabella Walters, CASLS Student Intern

This activity was designed for learners of all levels. It was created to help learners consider how to evaluate their own practice and progress as they listen multiple times to an audio clip of their own choosing.

Learners will be able to:

• Identify the main idea of their chosen audio clip
• Record 1 or more additional details from the audio clip after each time listening

Mode(s): Interpretive

Materials: After Listening: Listen Again and Again Video, earbuds or another listening device, Listen Again and Again worksheet

Procedure:

1. First, have the learners reflect on a time they couldn’t understand something they heard  in the target language. This could be a real-life conversation, a video, a song, or anything else.
2. Facilitate a group discussion about frustrations and goals the students have surrounding listening and comprehension.
3. Next, show learners the After Listening: Listen Again and Again video. After watching the video, provide a few minutes for learners to add to the brainstorming completed in Step 1.
4. Ask the learners to find a short video clip, song, podcast, or other media that interests them to listen to. Advise them to choose something 3 minutes long or less, or to choose a short selection from a longer clip.
5. Distribute listening devices to students who need them (if available) or have them use their own devices with headphones or earbuds.
6. instruct learners to (a) listen to their chosen sources and (b) write down the main points  they could understand. Pass out worksheets for them to record their main points.
7. Next, give them time to listen. On the first time listening, they should fill in what they understand of the main idea in section A of the worksheet. On subsequent rounds of listening, they should write down any additional details they understand in sections B-D of the worksheet. This step may take different amounts of time for each individual learner. Remind learners that they should focus on what they do understand and do not need to understand every single word. They can repeat this listening and writing process as many times as needed.
8. After roughly 10 minutes, get a raise of hands to see if learners have been able to understand the main points of their audio or video clips. If not, allow them additional time to work.
9. Finally, conduct a group discussion about the types of information they understood when they listened to the source for the 2nd, 3rd, 4th, etc., time. For example, at which round of listening did they understand the main idea? On which round(s) did they fill in smaller details? How did the information that they understood change between each time listening, if at all? What factors contributed to this change in understanding?

Notes:
-Modifications (tech): In the case where listening devices and headphones are not available, choose (or have the group choose) a clip to listen to with the whole class and conduct the lesson using that clip.

By Aissa Canteras, CASLS Graduate Intern

This activity was designed for learners of all proficiency levels, but is particularly beneficial for Novice to Intermediate learners. In this activity, learners will practice the strategy of documenting everything they understand while listening, and will use the information they document to draw conclusions about what they hear.

Learning outcomes:
Learners will be able to:

• Identify two ways to document an audio text in the target language
• Identify two strategies to use while documenting audio texts in the target language
• Document an audio text in the target language by writing notes and drawing images
• Analyze notes from an audio text, infer missing details, and draw conclusions about what they hear
• Evaluate the utility of documentation when listening to the target language

Mode(s): Interpretive

Materials: During Listening: Document Everything You Understand Video, 30 to 60-second audio text in target language, listening device for the audio text, pen and paper

Sample audio text in English:
Me or We? Cultural Difference Between East and West (0:00-1:03)
https://www.youtube.com/watch?v=78haKZhEqcg

Procedure:

1. Show learners the During Listening: Document Everything You Understand Video.
2. As a group, have learners identify two ways to document an audio text (eg. writing notes and drawing images) and two strategies to use while documenting audio texts (eg. pausing the text and listening to the text a few times). Write it on the board or a shared digital document, so all can see.
3. Provide learners with a 30 to 60-second audio text that aligns with curricular goals. For example, if delivering a unit on target language culture, educators might select an audio text of a lecture or talk related to gender roles, body language, politeness norms, etc.
4. Before listening, give the title of the audio text or a brief description of what the text is all about. Then, using the Fist to Five scale, with zero being not confident at all and five being extremely confident, ask learners how confident they are whether they are going to understand the audio text or not.
5. While listening, have learners document the words they understand by writing down notes or drawing images. While documenting, have them leave blanks for parts they do not understand. Play the audio more than once, as needed.
6. In pairs or small groups, have learners share what they have written. Then, have them rewrite the text and brainstorm possible words to complete the text. Encourage learners to focus on understanding the meaning of the audio rather than producing a word for word transcript.
7. Have one representative from each group share their completed text.
8. Have learners listen to the audio text and compare their written version to the original. They can write notes about the differences between the two, and add any additional information they now understand.
9. Have learners rate their comprehension of the text again using the Fist to Five scale. First, ask them to rate how close the meaning of their written version, after the group revision process, is to the original. Note: they should make this rating based on the accuracy of the overall meaning of what they have written, not on whether their version is accurate word for word.
10. Then, ask them to rate whether the documenting process helped them understand more about the audio text using the Fist to Five scale, with zero being not helpful at all and five being very helpful.
11. As a group, have learners reflect on the documentations strategies they used while listening to the text. Which strategies did they use? What was helpful about using these strategies and why?

Notes:

• Choose the length of the audio text based on learner proficiency level. Lower level learners may be able to pay attention for 30 to 60 seconds, while higher level learners may be able to listen to longer texts.

by Aissa Canteras, CASLS Graduate Intern

This activity was designed for learners of all levels. It was created to help learners explore different types of sources to use for building contextual awareness before listening in the target language.

Learning outcomes:
Learners will be able to:

• Identify two situations where listening in the target language can take place
• Find three types of sources to build contextual awareness before listening
• Describe the strengths of one type of source, and explain why it is useful for building context for the listening task
• Compare any difference in listening comprehension for a non-researched listening text versus a researched one

Mode(s): Interpretive

Materials: Research a Topic Before Listening video, 2 podcasts in the target language, speaker, white board and marker, laptop/tablet/phone with internet connection

Example podcasts in English:
KidNuz https://www.kidnuz.org/podcast/episode/1cd0a15a/02162022
0:00-1:08 Rams Parade, 1:09-2:10 Rogue Wave, 2:11-2:59 No Podium

Procedure:

1. Show learners the Research a Topic Before Listening video.
2. As a group, have learners identify two situations where listening to the target language can take place, as shown in the video (eg. listening to a news report, watching a sitcom). Then, have them name three types of sources named in the video which can be used for building contextual awareness before listening (eg. news articles, television show summary, Google Image Search).
3. Have learners think of other situations where listening to the target language can take place and identify different types of sources that can be used for building contextual awareness given the situation.
4. Select a podcast that aligns with your curricular goals. For example, if you are teaching Intensive English, you may select a podcast about current events. Select a podcast that is a little above the learners’ proficiency level. Ideally, the topic should not be familiar to the learners.
5. Have learners listen to a short clip from your selected podcast.
6. After listening to the podcast, have learners rate how well they think they understood the podcast by using the Fist to Five scale - hold up a closed fist for no understanding, one finger for very little understanding, and a range up to five fingers for complete understanding.
7. Inform learners that they will now listen to a clip from another podcast. This time, they will gather information about the topic before listening.
8. Provide the title of the podcast or a one sentence summary of what the podcast is about.
9. Have learners share possible types of sources they can use to learn about the topic that will be discussed in the second podcast. List down all the types of sources on the board or a shared digital document, so all can see.
10. Pick three types of sources from the list which are currently accessible to the learners.
11. In groups of two to three, have learners gather information using the three types of sources. Have them write a list of what they noticed in those sources.
12. Have the learners listen to the second podcast.
13. After listening to the podcast, have learners rate how well they understood the podcast by using the Fist to Five scale.
14. As a group, have learners compare their experiences while listening to the two podcasts. Which podcast was easier for them to understand? Why? Were they able to understand more after researching the topic of the second podcast?
15. Finally, have the learners choose one of the sources they used and describe why it was useful for building contextual awareness for the second podcast.

Notes:

• Modifications (proficiency level) - Choose the length of the clip based on learner proficiency level. Lower level learners may be able to pay attention for 1-2 minutes, while higher level learners can challenge themselves with 5-6 minutes.

This activity was designed to help learners deepen their understanding of sounds in the target languages that are unfamiliar or seem hard to pronounce. It supports them by suggesting the strategy of reading along with subtitles or transcripts while listening. It was created for learners of all levels.

Learning outcomes:
Learners will be able to:

• Find a short listening clip (1-5 minutes) in the target language has subtitles or a transcript
• List 5 or more sounds in the listening clip that are unfamiliar or seem hard to pronounce
• Identify any patterns in the sounds listed by comparing their list with those of their peers

Mode(s): Interpretive, Presentational

Materials: Familiarize Yourself with Sounds: Listen while Reading Along video, What is that Sound? worksheet, video or audio clips with subtitles or a transcript, paper or online dictionary

Procedure:

1. Show learners the Familiarize Yourself with Sounds: Listen while Reading Along video. Ask learners to name the listening strategy talked about in the video (listening while reading along, write down words that have sounds that are hard to pronounce). Ask learners to recall the sources for listening materials named in the video (YouTube videos, Lyricfind, DVDs or streaming services, audiobooks). Ask learners to name any additional sources they can think of where one can find audio or video that has subtitles or a transcript.  
2. Next, give learners the What is that Sound? worksheet. Tell them that their assignment to complete before the next meeting is to choose an audio or video clip in the target language to listen to. This clip can be from any of the sources brainstormed in step 1, but should have subtitles or a transcript also in the target language.https://caslsintercom.uoregon.edu/uploads/contentUploads/202203/04/What is that Sound worksheet_03-04-22.pdf
3. Before the next meeting, learners will listen to this clip and fill in the worksheet. On the worksheet, they will write down 5 or more words that have sounds that are hard for them (using the written transcript/subtitles to help spell the words), then write which part of the word has this sound, and finally write a phonetic spelling or any other information that will help them know how to pronounce the sound. If there are no sounds that they find hard to pronounce, they can identity sounds that are different from those in their L1. They should bring the completed worksheet back for the next meeting (see modifications for doing this step in person at the end of this activity).
4. Once learners have filled out their worksheets, divide them up into groups of 3-4. In their groups, have learners discuss the sounds they wrote down. They should either identify the most common sounds they documented or, if none are shared, choose three to keep working together with.
5. Next, each group will share their sounds and associated words. Write the words down on a board or shared digital document for all to see, and have learners identify the part of the words that contain the challenging sounds.  
6. Once you have a list of 3 sounds from each group, ask learners to compare the sounds on the list and pick out the 3 that were mentioned by the most groups. Or if none were mentioned the most, have learners vote on which 3 they want to work with.
7. Break them into groups again (the same groups or shuffled) and assign them one of the 3 sounds to work with (or have them choose one of the sounds). Have them look up additional words that contain the assigned or chosen sound using a dictionary. They may wish to look up one of the words from the board first to find the phonetic spelling, and use that spelling of the sound to identify other words with the sound.
8. Still in their small groups, have them write at least one tongue twister with the words they found in the dictionary. Once written, learners can practice saying their tongue twisters to their group. They can challenge each other to see who can say them the fastest.
9.  Have each group, or an elected representative of each group, read or recite their tongue twister to the class. Write the tongue twister on the board or shared digital document as they say it the first time, and then have them say it again one or two more times so that the rest of the learners can read along as they say it.

Notes:

• Modifications (proficiency level) - Learners at lower levels can choose listening examples that are shorter, and can look for sources where the speaker purposefully talks slowly and clearly. For example, News in Slow (https://www.newsinslow.com/) provides graded audio news stories in Spanish, French, Italian and German. Or some language learning YouTube channels have videos with slowed down speech, such as the video Slow Swedish #6 - Swedish Music (https://youtu.be/zCH4KdHWTik) from the channel Say it in Swedish.
• Modifications (group work) - Steps 2 and 3 can be done during the meeting and in small groups if preferred. Working in groups in an online setting could be done through using breakout rooms. For either in-person or online settings, learners can work together to fill in the worksheet, and then can choose the top 3 sounds they think are the most challenging to continue working with in step 5.
• Modifications (exploring dialect) - This activity could also be used to explore differences in pronunciation between two dialects of the target language. To do this, have learners find video or audio clips  in two different dialects (or be provided with example clips in two different dialects). Have them choose sounds to listen for in both clips and write them down on the worksheet, paying close attention to documenting any phonetic difference they hear in how a sound is pronounced in each of the clips.

By Aissa Canteras, CASLS Graduate Intern

This activity was designed for intermediate to advanced language learners. It was created to help learners explore and practice appropriate strategies that can be used in the target language to clarify information.

Learning outcomes:
Learners will be able to:

• Identify four strategies used to request for clarification in the target language (repeat, slow it down, rephrase, ask questions)
• Identify how these four strategies can be appropriately used in the target language given a particular context
• Demonstrate the ability to produce appropriate requests for clarification in the target language given a particular context

Mode(s): Interpersonal, Interpretive

Materials: Clarify! What To Do When You Aren’t Sure What’s Going On video, Clarifying Information activity sheets, video clips in the target language

Example video clips in English:

1. Role Models Movie Clip: A Venti Coffee 0:00-0:10 https://www.youtube.com/watch?v=SSk0B0dVq4g
2. Jennifer Lawrence Press Room Interview 1:11-1:47 and 3:32-3:58 https://www.youtube.com/watch?v=OYzVUt73u0E
3. What’s Your Password? 0:34-1:00 https://www.youtube.com/watch?v=UzvPP6_LRHc
4. Schitt’s Creek TV Clip: Is this a Write-off? 0:00-1:00 https://www.youtube.com/watch?v=aCP27_vquxQ

Procedure:

1. During class, ask learners to think about conversations wherein they had a hard time understanding what was being said. Were there certain words or grammar that you did not understand? Was the communication style different to what you are accustomed to?
2. Next, show learners the Clarify! What To Do When You Aren’t Sure What’s Going On video.
3. Have learners identify the four strategies for clarifying information that were mentioned in the video (repeat, slow it down, rephrase, ask questions). Write them down on the board or a shared digital document so all can see. Then, ask learners to name how each strategy can help one understand more of what someone has said. Write down the “how’s” with each strategy.
4. Show learners video clips in the target language where clarifying information took place. After each video, ask learners to identify the clarification strategy/strategies used.
5. Distribute copies of the Activity Sheets. In groups, have learners transcribe the video clip then mark request mitigators (ex. I'm sorry, could you repeat what you said?, Can you explain that in more detail, please?) and supportive moves (ex. It’s loud here, could you repeat that?, I just want to be sure, but..) in the video transcripts.
6. Next, have learners identify the magnitude or seriousness of the misunderstanding, the extent to which the speakers are acquainted, and the relative roles of the speaker and addressee of each transcript using the guide in the Activity Sheets.
7. As a group, debrief the analysis of the learners. Ask learners to identify when request mitigators and supportive moves should be used. Summarize by writing them down on the board or on a shared digital screen. Below is an example:
8. As a final activity, give learners mini-scenarios (see examples below) and ask them to share how they are going to clarify information based on the given scenario. Ask the learners why they used such language strategies.

Notes:
Examples of mini-scenarios (in English):

• Mini-scenario 1: Your friend is inviting you to a party this weekend. She gave the details of the party but you did not understand the street name of the address. How are you going to clarify the information?
• Mini-scenario 2: Your professor explained the tasks that you are supposed to complete in the next 30 minutes. You did not understand the last task. How are you going to clarify the information?
• Mini-scenario 3: You are in a Zoom class and you are taking notes of your group discussion. While taking notes, your groupmate’s connection becomes unstable and you lose track of what they are saying. How are you going to clarify the information?

This activity can be conducted in the target language, but educators are encouraged to allow for use of the L1 when it promotes the prolongation of deep cognitive engagement.

The activity can be modified to be more appropriate for novice learners by increasing scaffolds (e.g., the use of sentence stems and/or brainstorming key vocabulary “look fors” before beginning the activity), and focusing on the first two clarification strategies (repeat & slow it down) and at least two examples of request mitigators.

As an alternative, complete Part 1 of the Activity Sheet before class.

By Anna Krinitsyna, CASLS Graduate Intern

This activity was created to help learners identify three cues (pauses, politeness markers, and change in speech patterns) one can use when things might not be going well in a conversation, to gauge whether there might be conflict or disagreement. The activity is appropriate for learners of intermediate and advanced levels.

Learning outcomes:
Learners will be able to:

• Identify three cues that indicate disagreement or conflict present in the target language.
• Give examples of each sign of conflict or disagreement.
• Describe how the cues compare or contrast to learners’ L1s.

Mode(s): Interpersonal, Interpretive

Materials: Awareness: Signs Things Might Be Wrong video and Conversation Cues chart, TV or movie clip in the target language.
Example video clips in English:
1. TV: “Jim vs. Ryan” clip from The Office  https://youtu.be/orY8EUHrUeE
2. Movie: clip from The Breakup  https://youtu.be/bBil15ORYI0

Procedure:

1. Ask learners to think about conversations they’ve observed or participated in in the target language. Were there instances of conflict or disagreement? How did they know?
2. Next, show learners the Awareness: Signs Things Might Be Wrong video.
3. Ask learners to identify the three cues of disagreement or conflict mentioned in the video (pauses, politeness markers, and expected speech patterns). Ask them whether or not they have noticed these cues used in the target language.
4. Then, show learners a short video clip or play a short audio clip in the target language, where conflict or disagreements are present. Ask learners to identify which of the three cues they noticed. Note which cue was identified by the most learners, and use this cue in step #5.
5. Using a fist to five scale, ask learners to rate how easily they noticed the cue identified the most in step #4. Learners will hold up the number of fingers that corresponds with their rating, zero being “not easy to notice” and five being “very easy to notice.” Point out any patterns that you notice in their ratings, and ask for volunteers to explain their ratings. Optional: this step can be repeated for the other two cues, if learners noticed them in the example clip.
6. Give learners the Conversation Cues chart. In small groups, have learners discuss how the three cues might be used in the target language and fill in the section of the chart for each cue.
7. Then, have them compare how the three cues are used in their L1s or in a shared L1, if applicable. What differences and similarities do they notice between the two languages in terms of how the three cues are used (if any)?
8. As a whole group, ask learners to share some of the observations they wrote down on the chart.
9. Then ask them to think about and then discuss: Is it easier to notice these cues in the target language or in their L1s? Why or why not?

Notes:
Modifications - this activity can be partly conducted in either the target language or a shared L1, depending on learner proficiency level and preferences. The activity can be modified to be more appropriate for novice learners by focusing only on pauses, instead of all three cue types.

By Madi Collins, CASLS Student Worker

This activity guides learners through identifying and practicing multimodal (verbal and nonverbal) conversation cues that are used in the target language to signal that a conversation is going well. This activity was designed for learners of all proficiency levels.

Learning outcomes:
Learners will be able to:
* Identify 3 verbal or nonverbal cues of conversational success in the target language
* Compare the use of these 3 cues in learners’ L1(s) versus in the target language
* Choose one cue to practice using in the target language  
* Use the chosen cue in practice conversations

Mode(s): Interpersonal

Materials: Awareness: Signs Things Are Going Right video, place to display writing (board, poster paper or shared digital document)

Procedure:

1. Show learners the Awareness: Signs Things Are Going Right video.
2. Gather learners into small groups. Ask each group  to identify 3 verbal or non-verbal cues used in their L1s as signs that a conversation is going well. Then have them identify which of these cues is also used in the target language.
3. Discuss as a larger group. Have a representative from each small group report on the three cues they identified. Do they think these same cues are used in the target language? What is similar or different in how they are used? Write down ideas that learners share on a board, piece of poster paper, or shared digital document so all can see.
4. Ask learners to read through the brainstormed list of cues. Ask them to choose one that they would like to focus on in a practice conversation with a partner. Learners should keep their chosen cue a secret.
5. Divide learners into pairs. Ask pairs to come up with a conversation prompt based on recent or past class topics, or assign a conversation prompt if needed.
6. Then, have learners hold a conversation in pairs based on the prompt.  Each learner will use their secret chosen cue.
7. Once learners have held their conversation, ask them to guess which cue their partner used. Partners confirm whether the guess is correct, and if not, explain which cue they used and how they were using it in context.
8. Discuss with the whole  group. Were learners able to accurately identify the cue their partner chose? How did they know which cue it was? Was the cue clear and easy to identify? Why or why not?

Notes:
Modifications: The brainstorming and discussion steps, as well as the pair conversation can be done in either the L1 or the target language, depending on learner proficiency level or preference.

This activity was designed to guide learners through identifying conversational cues used in spoken or signed interactions in the target language. Identifying and understanding these cues falls in the “awareness” quadrant of the IPIC (Intercultural, Pragmatic and Interactional Competence) framework. This activity is appropriate for learners of all proficiency levels.  

Learning outcomes:

Learners will be able to:

• Identify specific verbal and non-verbal conversational cues used in the target language
• Categorize the identified cues based on the type of cue
• Predict how they might react to 3 specific cues
• Identify one similarity or difference in the cues used in the target language as compared to the learners' L1(s)

Mode(s): Interpersonal
 

Materials: The Role of Awareness in Co-Constructing Interactions video

Procedure:

1. Ask learners to think about a recent conversation they had in the target language. Could they tell how the other person, or people, were reacting? If so, did those reactions affect what the learners said or did next in the conversation?
2. Next, show learners The Role of Awareness in Co-Constructing Interactions video.
3. As a whole group, brainstorm the types of specific cues that one could give in the target language to show that they are listening or are enthusiastic about what is being said, or to show that they are non listening or are not enthusiastic. For example, these could be cues such as affirmative interjections such as “yes” or “mmm hmm,” interrupting the speaker, head nods or shakes, eye contact or lack thereof, or having crossed or uncrossed arms. Write the cues on the board or in a shared digital document for all to see.
4. Ask the group to look at the brainstormed list and work in small groups to sort them into general categories of cues. For example, this could be categories such as words or signs, facial expression, body language, etc. Have learners shaire their categories with another group when they are done.  
5. In small groups, have learners choose 3 of the brainstormed cues to discuss in more detail, by discussing what seeing each of the cues tells them about the other person’s reaction, as well as what they themselves might do or say in reaction to those cues.
6. Come back together and ask groups to share one cue they discussed and how they would react to that cue.
7. Ask learners to think about cues in the target language versus in their L1. Are there similarities or differences in the types of cues they see or use? Ask for volunteers to talk about one similarity or difference they have noticed.

Notes:

• Modifications - this activity can be conducted in either the target language or a shared L1, depending on learner proficiency level and preferences.

by Madi Collins, CASLS Student Worker

This activity was created to guide learners through creating a poem about a topic of their choosing in the target language. It was designed for learners of all levels and provides a poem structure for each level.

Learning outcomes:
Learners will be able to:

• Identify a topic or main idea for their poem.
• Create a list of words they want to use in their poem.
• Write a poem following the rules for the selected style of poetry.

Mode(s):
Presentational, Interpersonal

Materials:
Write a Poem video, dictionary or word database in the target language, paper or a digital document for writing poems

Procedure:

1. Show learners the Write a Poem video. Ask learners to brainstorm a topic they would like to write a poem about in the target language.
2. Have learners  make a list of at least four to five words related to their topic that they might use in their poem. Learners can use a dictionary, textbook or online resource as needed to look up words.
3. Provide learners with an explanation of the structure of the type of poem they will be writing. This could be any of the examples below or a different type of poem of the instructor’s or learners’ choosing. Provide one or more examples of the typeof poem  learners will be writing.
   • Beginner: Acrostic – Learners write one word vertically along the side of the page. Each line of the poem starts with one letter of the vertical word.
   • Intermediate: Haiku/Six-Word Memoir – For haiku, there are three lines. The first and last lines have five syllables and the middle line has seven syllables. . A six-word memoir is a description of a person, place or thing  composed of only six words.
   • Advanced: Rhyming Couplets – These couplets consist of two lines of roughly the same length. The last words of the lines rhyme with each other. Learners can create one or more set of couplets.
4. Ask learners to write their poems using the words they listed.  
5. Once learners are done writing, have them share their poem with a partner or in small groups. Afterwards, they can edit their poem.
6. If space permits, have learners display their poems so others can read them.  Alternately,ask for volunteers to read their poem aloud to the group.
7. In the whole  group, ask for volunteers to discuss the process of writing their poems, or reading or listening to their peers’ poems. Discussion questions could include:  
   • How did the structure of the poem affect the order of the words they used?
   • What was helpful or unhelpful about the following rules that tell you how the structure of the poem?
   • When you read or listened to someone else’s poem, which words in the poem told you what it was about?

Notes:
Modifications: Choose the type of poem based on learner proficiency level. Lower level learners will benefit from writing poems that have set rules that govern their structure. Advanced learners will be able to write more free-form, less structured poems.

by Madi Collins, CASLS Student Worker

This activity was designed for learners of all levels, and uses the Frayer Model framework to help learners learn and retain vocabulary items. This activity should happen in the target language as much as learner proficiency allows.

Learning outcomes:
Learners will be able to:

• Define the four quadrants of the Frayer model.
• Create Frayer models for chosen target language vocabulary.
• Evaluate which part(s) of the Frayer model they find useful for learning new vocabulary.

Mode(s): Presentational, Interpersonal

Materials: Make a Word of the Day Calendar video, Week of Words handout, paper or digital dictionary and thesaurus in the target language

Procedure:

1. As homework before class, ask learners to think of 7 words that they want to learn or want to remember more easily.
2. During class, show learners the Make a Word of the Day Calendar video.
3. Draw a Frayer model on the board or on a shared digital document (for online settings). Go over the Frayer model structure as a group. Ask learners to define what goes in each square of the model. Play the section of the video about the Frayer model again as needed to help learners understand what goes in each square.
4. Ask learners to brainstorm the kind of things they would put in each square. What is the definition of a word? A characteristic? An example? A non-example? What kind of information do each of these things tell us about a word?
5. Give learners the Week of Words handout. Ask learners to brainstorm seven words they want to learn or work on remembering, and have them write these words on the handout, one for each day. They can look new words up in the dictionary as needed.
6. Over the next seven days, learners complete the handout by filling in the four quadrants of the Frayer model (definition, characteristics, examples, non-examples) for each word they wrote down. They can consult a dictionary or thesaurus as needed to fill it out, and can work on it during class time or as homework, as time and preference allow.  
7. Once learners have completed their week, ask them to bring the completed handout to class. Divide learners into small groups and have them share one of their entries and all related definitions, examples, non-examples and characteristics with their peers. Ask those listening to suggest any additions they can think of for the model.
8. As a class, debrief learners’ experiences completing the Frayer model for their seven words over the week. Ask learners to say which of the four categories they found the most helpful or least helpful for understanding and remembering a new vocabulary item. Ask them to specify why it was helpful or not helpful.

Notes: The process of filling out the Week of Words handout can be repeated as many times as needed or as the instructor sees fit. Learners  should pick out new words each time they complete the handout.

by Madi Collins, CASLS Student Employee

This activity was designed for learners of all levels, and asks students to direct their own learning by choosing a personal interest and creating a vision board in the target language about that interest.

Learning outcomes:
Learners will be able to:

• Identify a personal interest, activity, or hobby they would like to speak or write about in the target language.
• Identify new vocabulary to use related to the identified interest.
• Create a visual representation of that interest in the target language.
• Produce utterances in the target language about the interest.

Mode(s): Interpersonal, Presentational

Materials: Make a Vision Board video, materials for vision board creation (e.g., computer, printer, magazines and print media, paper or poster board, markers, colored pencils), space to display completed vision boards

Procedure:

1. Ask learners to think about an interest, activity, or hobby that they want to speak or write about about in the target language. Learners may be asked to think about this outside of class as homework, or can use a few minutes of class time to do so.
2. Ask learners to reflect on how well they are currently able to speak about their interest. Have learners, first, write down a list of target language words or phrases they already know about the related topic. Once they have written what they know, ask them to brainstorm what information they still need to learn to be able to engage. This brainstorm can be in the L1, depending on the proficiency of the learners.  
3. Show learners the Make a Vision Board video.
4. Direct learners to search for images, words, and other resources that they can use to build their own vision boards about their chosen interest.  Ask them to keep their reflection about what they need to talk about this interest in mind. What kinds of resources will they need to support what they want to learn how to say?
5. Give learners paper or poster board to use as the base for their vision boards. Have learners gather resources for their vision boards. They can print out online resources, make their own resources, or cut out images or words from magazines or other print media. Once learners have gathered their resources, have them arrange the resources on their board however they wish. Remind learners to organize the resources in a way that helps them make connections between already known and newly learned words, phrases and concepts.
6. Ask learners to pair up and share a sentence or two about their interest in the target language. Beginner learners can focus on producing short phrases with the new vocabulary, while more advanced learners can focus on creating more complex sentences or on stringing multiple sentences together.
7. Hang the vision boards up in the classroom or lay them out so everyone can see. Invite learners to walk around the room and look at all of the boards.
8. As a group, ask learners to volunteer either something they learned from making their own vision board or something they learned from someone else’s board. Were there similarities or differences in content between the boards they saw? Were there similarities or differences in how the boards were arranged?
9. Encourage learners to continue to add to their vision board as they learn or discover new vocabulary or information about their interest. Classroom time can be dedicated for this, or learners can take the boards with them and make additions outside of class time if preferred.

Notes:

Modifications (technology) - for an online or hybrid class, learners can gather digital resources for their vision boards, or digitize analog resources. They can create their boards as digital documents and share them with each other using online platforms (e.g., screen sharing on Zoom, shared Google Jamboards or Google Docs).

by Madi Collins, CASLS Student Worker

This activity guides learners through creating a drawing or mind map of their next self-identified learning goals. Learners will identify these goals and then draw or map out the connections or pathways to reach these goals. It can be used with learners of all levels. This activity can be done in the learners’ L1 or the target language based on their proficiency level and/or preference.

Learning outcomes:
Learners will be able to:

• Identify 3-4 goals related to learning the target language.
• Create a visual representation of these goals and how the goals relate to each other.

Materials:
Drawing Activity: Reflect on Your Goals video, blank paper or digital document for drawing

Procedure:

1. Ask learners to brainstorm definitions for the word “goal” as it relates to language learning. What do they think of when defining a language-learning goal? Write their answers on the board or a shared digital document for all to see.
2. Ask learners to work in groups to create a 1-2 sentence summary of “goal” and what it means to them.
3.  Next, show learners the Drawing Activity: Reflect on Your Goals video.
4. Have learners take out a fresh sheet of paper or open a blank digital document that they will use for their drawing, and then read this statement aloud. “Imagine you could push a button and arrive at the next level in the target language (whatever that means to you). Where would the button take you? What would you need to do or communicate when you get there?” Give learners a couple of minutes to imagine what this next step will look, sound, and/or feel like.
5. Once your learners have a next step in mind, ask them to write down or draw three to four ideas for their goals for this next step. They can write words or phrases, draw pictures, or create any kind of visual representation for these goals. Encourage them to think of concrete goals that they want to work towards. Remind them that these are personal goals that can be whatever they want to work on next in the target language. These goals will be different for each learner and can be as simple or complex as they wish.
6. Once learners have written down or drawn their goals, ask them to think about how their goals connect to each other. Instruct learners to write or draw a representation of these connections.
7. Remind learners that their drawing or map does not need to be polished- the purpose of the drawing is to provide them the time to reflect on their goals related to the target language. It does not matter what that reflection ultimately looks like.
8. Once learners have had adequate time to write or draw, divide them into small groups to share their drawings/mind maps with their peers. Encourage them to share the drawing itself, the thought process they used to make it, etc.
9. Optional: As a class, ask learners to identify one goal they heard about in their groups that was similar to one of their own, and one goal that surprised them. Ask for volunteers to talk about a similar or surprising goal. What made this goal similar to their own or surprising?

Looking for more on goal setting? Check out this series of activities about self-directed language learning your students can do at home and/or in the classroom.