Recent Activities of the Week

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.

Make Mental Images of New Words!

This activity was created for learners of all proficiency levels. It is a vocabulary learning activity designed with the purpose of helping learners build robust schemata for target language terms.

Learning Outcomes:
Learners will be able to:
* Create robust mental connections to target vocabulary words
* Demonstrate knowledge of target vocabulary words
 

Mode(s): Interpretive
Materials: Make Mental Images of New Words video
Procedure:

1. Ask learners to do a quick word association test. Provide 3-5 level-appropriate words in the target language and ask them to write the first word or draw the first image that comes to mind when they hear that word.
2. Explain that the learners’ ability to make the connections in Step 1 is an example of the schemata they have created in the target language. 
3. Show the Make Mental Images of New Words video to the group as a transition to building mental images with target vocabulary as a language learning strategy.
4. Ask each learner to pick one word they are struggling to remember.
5. Next, have the learners either draw or make a digital collage of the many images that come to mind when they think of the word. Allow 10-15 minutes for the completion of a visual representation that is roughly 8.5’ x 11’.
6. In small groups of 3-4, have learners share their visual representations in a minute or less per learner. They should explain why the images came to mind.
7. As a whole group, spend five minutes discussing the most unique images that came to mind as learners were contemplating the target vocabulary word. 
8. Provide five minutes for learners to look at each of the images they selected as they write, sign, or say the word out loud.
9. Ask learners to rate the utility of the activity with a fist to five strategy.
10. Discuss with learners the ways that they rated. For those who found the activity less effective, encourage them to try it again and provide input related to their specific concerns. For those who liked the activity, ask them to share what they found to be meaningful.

This activity was created for language learners of all levels. It is a perfect warm up or review activity for the learning environment.

Learning outcomes:

Learners will be able to:

• Create robust mental connections to target vocabulary words
• Demonstrate knowledge of target vocabulary words

Mode(s): Interpretive

Material(s): Target vocabulary terms on individual slips of paper, Act It Out! Video, Act it Out! exit ticket

Procedure:

1. Ask learners to write down one target vocabulary term they are struggling to remember in the target language. They should write it on a small slip of paper, fold the paper, and put the paper in a basket or bowl in the classroom.
2. Divide learners into two teams.
3. Call on learners to select one piece of paper and to act out the term. Set a timer for one minute. If their team can guess the term within the minute, they earn a point. If the team is unable to guess the term, the other team gets the chance to steal.
4. Keep score throughout gameplay. The game can last until all of the terms have been performed, or it can be repeated in small increments of time (5-10 minutes) over a variety of class periods.
5. When gameplay ends, show learners the Act It Out! video.
6. Ask learners to reflect on gameplay and the extent to which it helped them learn vocabulary using this exit ticket.

Notes:

• In online teaching contexts, have learners message you their target terms privately in Step 1. Then. provide the target terms to learners in Step 3 through private messaging.
• The video in Step 5 only needs to be shown to learners one time. If you split up the list and play the game over multiple days, you may wish to only show it the first day or the last day. No matter what, however, have the learners complete the exit ticket every time they play so that they can monitor if the strategy becomes more or less useful over time.

This activity was created for learners of all proficiency levels. It is a vocabulary learning activity designed with the purpose of helping learners build robust schemata for target language terms. 

Learning Outcomes:

Learners will be able to:

• Create robust mental connections to target vocabulary words

• Demonstrate knowledge of target vocabulary words

Mode(s): Interpretive

Materials: Mental Images video

Procedure: 

1. Ask learners to do a quick word association test. Provide 3-5 level-appropriate words in the target language and ask them to write the first word or draw the first image that comes to mind when they hear that word.

2. Explain that the learners’ ability to make the connections in Step 1 is an example of the schemata they have created in the target language. 

3. Show the Mental Images video to the group as a transition to building mental images with target vocabulary as a language learning strategy.

4. Ask each learner to pick one word they are struggling to remember. 

5. Next, have the learners either draw or make a digital collage of the many images that come to mind when they think of the word. Allow 10-15 minutes for the completion of a visual representation that is roughly 8.5’ x 11’.

6. In small groups of 3-4, have learners share their visual representations in a minute or less per learner. They should explain why the images came to mind. 

7. As a whole group, spend five minutes discussing the most unique images that came to mind as learners were contemplating the target vocabulary word.

8. Provide five minutes for learners to look at each of the images they selected as they write, sign, or say the word out loud. 

9. Ask learners to rate the utility of the activity with a fist to five strategy.

10. Discuss with learners the ways that they rated. For those who found the activity less effective, encourage them to try it again and provide input related to their specific concerns. For those who liked the activity, ask them to share what they found to be meaningful.

This activity was created to guide learners through writing a story using key vocabulary words of their own choosing. It was designed to be adapted for learners at any proficiency level, and learners should be encouraged to write their stories with as much complexity and detail as is appropriate for their level.

Learning outcomes:

Learners will be able to:

• Choose at least 4-5 key vocabulary words relevant to their own language learning journey
• Identify the protagonist and order the main events of a story
• Choose one vocabulary word to associate with the protagonist and with each of the main events 
• Write a minimum of one sentence for each vocabulary word.

Mode(s): Presentational

Materials:

Creating a Story Using Key Vocabulary Words Video, Creating a Story Using Key Vocabulary Words Handout, blank index cards or paper

Procedure:

1. Ask learners to think about the elements that make up a story. As a class, brainstorm what these elements are. Some possible answers may include having a setting, a main character, one or more events that happen or experiences of the main character.This brainstorming can be done in the target language or the learners’ L1, depending on proficiency levels and/or the instructional context.

2. Next, show learners Creating a Story Using Key Vocabulary Words Video. After watching the video, ask learners to work with a partner to add more details or make changes to the brainstorm completed in Step 1. 

3. Provide learners with Creating a Story Using Key Vocabulary Words Handout and blank index cards or paper for creating vocabulary flashcards. Depending on learners’ preferences, they can work individually on this handout, or work in pairs or small groups. Alternatively, the whole class can complete the handout and write a short story together as a model.

4. Walk learners through the writing instructions provided in the handout. To complete the handout and write their story they will: (1) choose their vocabulary words, (2) define the protagonist and main events of the story, (3) assign vocabulary words to the protagonist and events, and (4) write full sentences using each of the vocabulary words.

5. Next, have learners brainstorm at least 4-5 vocabulary words they want to use as the basis for their story and write these down on the handout. They can use words directly from the textbook or recent lessons, choose words they know that are related by a theme or subject, or pick words randomly. Have learners write each vocabulary word on an index card or piece of paper.

6. Then, ask learners to define the protagonist and main events or experiences in the story. Have them decide on the order of events in the story and write them down on the handout.

7. Ask learners to assign vocabulary words to each of these elements, one vocabulary word (or more) to name or describe the protagonist, and one (or more) for each event. Remind learners that these pairings can be humorous, especially when using randomly chosen words.

8. Next, have learners write down one full sentence for each element/vocabulary word pairing on the handout. Remind learners to focus on incorporating the chosen vocabulary into each sentence. For novice learners, these will be short sentences with minimal detail, where intermediate and advanced learners should be encouraged to add detail as they are able.

9. Once they have completed their sentences, have individuals or groups exchange their stories and index cards with their classmates. 

10. Have learners break into groups of four to share their stories. Readers should display the corresponding vocabulary word flashcard as they read each sentence. As an extension, learners can then pool their index cards and use them to complete a Mad Lib style story.

11. As learners listen to the stories, have them identify which story they found the most humorous, the most believable or realistic, and the most unbelievable or unrealistic and why. Ask learners how the choice of vocabulary used affects how one interprets a story.  

Notes:

-Modifications (technology) – Learners may adapt their story into visual or audio formats once written. This could be a comic, storybook, video or audio recording, depending on learner interests and course objectives.

-Modifications (scaffolding) – Learners at any proficiency level could be provided with preselected lists of vocabulary words to make vocabulary selection more straightforward. Learners at high proficiency levels can be encouraged to write more than one sentence for each element/vocabulary word pairing.

by Madi Collins, CASLS Student Worker

This activity was designed to help learners to increase their comprehension of presentational speaking. It was designed for learners of all levels, but Novice and Intermediate language learners may find it more useful as they look for additional opportunities to practice interpretation of the presentational mode. Advanced learners, who have had more practice, will find the activity a useful review.

Learning outcomes:
Learners will be able to:

• Identify and summarize key points from a presentational speech
• Use technology to support comprehension when listening to presentational speech

Mode(s): Presentational

Materials: Five Tips for Understanding Presentational Speaking video, Understanding Presentational Speaking Handout, a video of presentational speaking done in the L2 (supplied by instructor)

Procedure:

1. Before meeting as a group, ask learners to find a video of presentational speech in the target language. Ask them to spend 10 minutes trying to understand the video using whatever strategies they are aware of (e.g., slowing the audio). They should note their strategies. If they don't have any they currently use, learners can also be encouraged to brainstorm new ideas.
2. As a group, show the learners the Five Tips for Understanding Presentational Speaking video. 
3. Have learners discuss the video as a class. Document their responses to the questions that follow on a an accessible, public space like a bulletin board or in a shared digital space like a Google Jamboard.
   1. Did they use similar strategies when watching their own videos? What other strategies did they use?
   2. To what extent did the strategies seem useful?
4. Next, begin practicing the strategies. Show learners a pre-selected presentational speaking video that aligns with learners' needs and goals (see note below). Direct students to take notes using the Understanding Presentational Speaking Handout during the video (questions 1-3).
5. Next, show the video two more times. The first time, include subtitles. The second time, remove the subtitles and set the audio at a slower setting. As the learners watch, they may answer questions 1-4 on the handout.
6. Discuss the questions below as a class. 
   1. What were some key terms that learners understood?
   2. What key ideas were learners able to identify?
   3. Did using technology (e.g., subtitles and slower audio speeds) help learners to understand more of the speech?
   4. Are learners able to provide a summary of the presentational speech (if necessary, in the L1)?
   5. Will learners try and use these note-taking strategies and technology when listening to presentational speech in the L2 in the future? Why or why not? Are other strategies more helpful to learners?

Notes:

• The presentational texts utilized in class should align well with the proficiency levels of learners as well as  the goals of learners. For example, teachers may want to request that Novice learners studying weather find weather reports in Step 1. Alternatively, Advanced learners may be encouraged to find TED Talks about a relevant social topic.

This activity was designed for learners of all levels to help them recognize and use non-verbal communication strategies that are typical of presentational speech in the target language. 

Learning outcomes:
Learners will be able to:

• Identify three types non-verbal communication strategies in the target language
• Use these non-verbal strategies when using presentational speech

Mode(s): Presentational, Interpretive

Materials: Non-Verbal Communication in Presentational Speaking video, presentational speech recording (Novice example in Spanish (weather report), Intermediate example in English (cooking video) , Advanced example in Portuguese (TED Talk))

Procedure:

1. Show learners the Non-verbal Communication in Presentational Speaking video. 
2. Provide a short example of presentational speaking to learners (Novice example in Spanish (weather report), Intermediate example in English (cooking video), Advanced example in Portuguese (TED Talk)). Ask them to note a few non-verbal communication strategies that they noticed the speaker(s) using within the speech. Specifically, direct them to pay attention to eye cues, pauses, and hand movements.
3. Lead a larger group discussion of non-verbal strategies that learners noticed. Specifically discuss:
   1. Where did the speaker look? How often did their focus change? Did changes in focus impact you as the listener in any way? What is the relationship between eye contact and the speaker-listener relationship?
   2. When did the speaker pause? Did it seem to provide emphasis? Add to a sense of urgency? How does pacing and pausing create importance or draw focus?
   3. What did you notice about hand movements? Were there more or fewer than you expected? What impact did they have? Can gesture draw listeners’ attention to ideas?
   4. What about what the speaker did might be genre-specific? For example, would you expect a similar use of pauses in a weather report as you would a speech made at an award show?
4. Ask learners to prepare their own presentation that aligns with curricular needs and learner goals. For example, Novice learners might present photos of their families, Intermediate learners might create their own instructional speeches related to cooking or crafting, and Advanced learners might prepare a persuasive speech before legislatures about a critical social issue. This preparation may have to take place over multiple days.
5. In groups of two, ask learners to present to one another. Ask learners to provide feedback regarding the non-verbal communication strategies (eye movements, hand movements, and pauses) they see in practice.
6. Debrief as a group. What non-verbal communication strategies from the target langauge are learners successfully incorporating? Which are still difficult?

Notes:

• In Step 5, it would be helpful for learners to record themselves so that they can decide whether they agree with their peer’s evaluation.
• After Step 6, you may wish for learners to present their presentations for the entire class. 

by Madi Collins, CASLS Student Worker

This activity engages learners in a 3-2-1 reflection protocol and is appropriate for all levels of language learners. In this activity, learners will provide one another with peer review of a prepared presentation and will self-evaluate their own recorded presentations. They will then use this feedback to inform improvements before ultimately presenting to the group or educator.

Learning outcomes:
Learners will be able to:

• Give and apply peer feedback to a spoken presentation utilizing a 3-2-1 protocol
• Engage in self-evaluation of a spoken presentation utilizing a 3-2-1 protocol

Mode(s): Presentational and Interpretive

Materials: Practicing Presentational Speaking video, Peer Feedback and Reflection on Presentational Speaking Handout, prepared presentation

Procedure:

1. Direct learners to prepare a presentational speech before meeting as a group. This presentation could be part of a major summative assessment such as an Integrated Performance Assessment, or it could be something smaller depending on the needs of your learners. For example, Novice learners might create a presentation about a survey related to the group’s likes and dislikes, Intermediate learners might create their own news reports, and Advanced learners might create a public service announcement. 
2. Show the Practicing Presentational Speaking video to learners. Discuss the following questions and document learners’ answers on a shared, accessible space (e.g., the whiteboard or a Google Doc):
   1. How comfortable do you feel identifying three strengths in your work or in a peer’s work? What are some strengths that you could look for (some ideas may include having a clear purpose, using effective transitions, having clearly supporting ideas, organization, the use of non-verbal cues, use of tone and register, meeting genre-specific expectations, and using varied and engaging vocabulary)?
   2. How comfortable do you feel identifying weaknesses in your work or in a peer’s work? What might weaknesses “look” like?
3. Inform learners that they will be practicing self-evaluating and giving feedback. They should use their answers from Step 2 to inform this process. 
4. In pairs, learners will present to one another and record their presentations. They will complete the 3-2-1 protocol on the Peer Feedback and Reflection on Presentational Speaking Handout after observing their peer. Then, they will watch  the recording of their video to see if they agree with their peer’s evaluation and will document their ideas.
5. Next, as a group, ask learners to share their questions from the final step of the handout. Provide input and feedback.
6. Provide time for learners to revise their presentations based on their self-evaluations and the feedback they received. This step may have to be completed outside of instructional time.
7. Finally, learners will present!

Notes:

• An optional and beneficial extension for this activity is the inclusion of additional reflection as an exit ticket after Step 7. Some questions that you may wish to utilize are listed here.
  • Was it helpful practicing with a peer? How so?
  • Was it helpful to watch a recording of your presentation? How so?
  • What review strategies will you continue using going forward?

by Madi Collins, CASLS Student Worker

This activity was designed for learners of all levels, though it is particularly suited to the needs of beginning language learners. It helps learners to experiment with presentational speaking and asks them to identify and compare differences between interpersonal and presentational modes. 

Learning Outcomes
Learners will be able to:

• Identify differences between interpersonal and presentational speaking
• Identify contexts where presentational speaking happens
• Demonstrate understanding of how context impacts language choice

Mode(s): Interpersonal, Presentational

Materials:
What is Presentational Speaking? video, butcher paper, Working with Presentational Speaking Handout

Procedure:

1. Show learners the What is Presentational Speaking? video. 
2. Have learners debrief in small discussion groups of 3-4 people. They will discuss the contexts in which interpersonal speech happens and contexts in which presentational speech happens. Prompt learners to discuss the differences between these contexts. Once group discussion has finished, direct students to write their ideas on butcher paper around the room in response to the following prompts in Carousel/Gallery Walk format. Discuss these ideas as a class and highlight any similarities in responses. Use these questions:
   1. Is there a difference among contexts in speaker-listener relationships? Explain. 
   2. Is there a difference among contexts in formality? Explain. 
   3. Are there different expectations for speakers and listeners between these contexts? What are they?
3. Give learners Working With Presentational Speaking Handout. Instruct learners to work on situations 1 and 2. One situation is a situation that calls for interpersonal speech, while the other calls for presentational speech.
4. Think: Have learners compare and contrast the language and choices they made for each type of speech.
5. Pair: With a partner, learners discuss their answers to Step 4 on the handout.
6. Share: Discuss as a larger group. Use these questions:
   1. How did language choice compare across the two modes?
   2. Is some language acceptable in one mode but not the other? Or, is the context more critical in determining language choice?
   3.  Are there changes in tone/register across the two situations?
7. Instruct learners to work on Situation 3. This situation asks learners to change an interpersonal conversation to presentational speech. 
8. Lead a group discussion about language choices. Use these questions:
   1. Did the language choices stay the same or did they change? How so?
   2. How did tone and register change?

Notes:

• Learners at lower proficiency levels may need to use the L1 to compare and unpack interpersonal and presentational modes. Educators are encouraged to allow this practice to the extent that it facilitates deep thinking and higher levels of understanding of this foundational concept.

This activity was designed to support learners in the creation of their own games for language learning. It is appropriate for all levels.

Learning Outcomes:
Learners will be able to:

• Define gameplay goals for a game that they create
• Create and iterate a game based on goals

Mode(s): Any

Materials: Game Design Template, Design Your Own Game video, and any other materials the learners need to create physical components of the game

Procedure:

1. Watch the Design Your Own Game video.
2. As a group, debrief favorite games by brainstorming them either on a board, on butcher paper, or on a digital, collaborative space like Google Jamboard. Organize them by what competences they promote. For example, vocabulary games like Boggle and Heads Up promote vocabulary acquisition and the use of language learning strategies like circumlocution. Traditional board games like Life and Monopoly promote the development of decision-making skills. Other games like Apples to Apples involve collaboration and situational awareness (the ability to tailor language to the given context).  
3. Learners will pick their focus for their games.
4. Using the Game Design Template and keeping the competence in mind, learners will think about the general premise of their game (50,000-ft View) and the outcomes associated with gameplay. These outcomes will include target terminology, grammatical structures, strategic skills, and cultural skills.
5. Next, learners will craft their narratives on the template. To do this, they will consider storyline, gameplay goals (e.g., win the battle), and write the rules of gameplay. 
6. Learners will fill out Interaction/Activity Design on the template to plan the game materials they need to create.
7. Learners will create the materials!
8. Learners will test their games with another group.

Notes:

• Before completing Step 3, it may be beneficial to model using a game that most of the class is familiar with.
• In Step 4, it may be beneficial to provide learners with the 50,000-ft View so that they can work together planning the rest of the template. For example, if the class is working on using commands in a healthcare scenario, the game objective could be to pull cards that require players to advance or regress based on symptoms and recommendations from the doctor.
• Steps 4 and 5 may have to be revisited as learners continue developing their games.

This activity was created for learners of all proficiency levels. It is designed to support their engagement  in the target language via the use of general interest mobile apps. It is a wonderful activity for increasing their conidence and practice in non-classroom contexts.

Learning outcome(s):
Learners will be able to: 

• Find an app that aligns with their interests and lets them explore the target language
• Set a goal related to using the app
• Reflect on their experience in the app

Mode(s): Any

Material(s): General Interest Apps for Language Learning video, Illustrated Journal Template, app in the target language

Procedure:

1. Show learners the General Interest Apps for Language Learning video.
2. Ask learners to think about something they want to explore via mobile app in the target language. For example, singers may wish to practice karaoke in the target language, and athletes may wish to complete physical training in the target language.
3. Provide time for research (roughly 15-30 minutes). Direct learners to the Google Play and/or App Store to see what apps align with their interest and are available in the target language.
4. Ask learners to set a goal for using the app. It may be that they want to use it in the target language for 10 minutes a day, or that they want to complete one task twice a week.
5. Provide a set amount of time for learners to keep an illustrated journal of their progress (two weeks will likely be a sufficient amount of time). Ask learners to create the journal (see the Illustrated Journal Template for additional support) with screenshots of their experience within the app, drawings about their experience on the app, and/or photos and videos of themselves completing experiences within the app. They will use the space surrounding the images to reflect on their specific goals, their strategies for achieving success with the app, their sense of success, and anything they noticed (e.g., target cultural knowledge or vocabulary) and learned while using the app.
6. At the close of the two weeks, debrief as a group. Ask learners about their experience and the extent to which they found it fruitful. Help them use their experiences to keep working towards their goals and/or target new goals for using general interest apps.

The purpose of this activity is to prepare learners to engage in extramural (see: outside of the classroom) language learning via social gameplay. It is especially appropriate for Intermediate Mid learners and up.

Learning Objectives:
Learners will be able to:

• Identify a massively multiplayer online game (MMOG) that they want to play
• Keep a log of gameplay
• Reflect on what they have learned during gameplay

Mode(s): Interpretive, Interpersonal, Presentational

Material(s): Using MMOGs for Language Learning video, Gemeplay Log

Procedure:

1. As a group, watch the Using MMOGs for Language Learning video.
2. Direct learners to research how to play a MMOG in the target language. They may have to find out what servers to connect to or find tutorials online.
3. Provide learners with the Gameplay Log. Ask them to articulate one goal that they have over the next week related to understanding the targeted gameplay community (e.g., understanding when/how players “grief” on another, resolve conflict, or join groups).
4. Group learners by the goal that they articulated. Ask that learners consider their goal in the Gameplay Log by documenting what target vocabulary they should look out for, what grammatical structures they expect to see, and any other cultural input (e.g., how to mitigate) that they want to pay attention to.
5. Debrief Step 4 as a large group. Brainstorm additional details for the answers learners shared.
6. Ask learners to keep a log of their gameplay experience as it relates to their goals for a week. For most learners 15-30 minutes a day of gameplay should be more than enough time, but they should be aware that different games will require different types of time commitment.
7. After the week is up, either as a group or individually, ask that learners answer the reflection questions on the Gameplay Log.

by Madi Collins, CASLS Student Worker

The purpose of this activity is to give learners the opportunity to experiment with finding their own puzzles and puzzle-based games to play in the target language and to reflect on the extent to which those games help them develop critical langauge learning skills.

Learning outcomes:
Learners will be able to:

• Direct their own learning
• Find puzzles and games to practice with
• Reflect on the effectiveness of puzzles and games

Mode(s): Interpretive

Materials: Language is a Puzzle video, Language is a Puzzle Handout

Procedure:

1. Show learners the Language is a Puzzle video. Then, lead a group discussion of the potential benefits of using puzzles to learn language. Some questions might include:

   • What strategies have you used to learn language in the past?

   • What kinds of puzzles and games have you done in past classes?

   • How do you use your memory when solving puzzles? Is it similar in any way to how you understand language?

2. Prompt learners to do a few basic searches for puzzle and escape room-type games as homework. After finding their puzzles at home, they will bring them back to class the next day. Some search terms include: puzzle games in (target language), games in (target language), puzzles (target language), and solve puzzles/games in (target language). Learners will document their search on the Language is a Puzzle Handout.
3. As a group, learners will share any puzzles or games they found in the target language. In small groups, they should choose one or two to solve together. 
4. Learners will then discuss and reflect upon the experience of gameplay. Did they learn something new about the target language? Did they learn a new strategy to help them to retain language? Ask them to discuss with peers and reflect. They will document their ideas on the Language is a Puzzle Handout.
5. After this, discuss as a group what learners felt was helpful, and what might not have been helpful. 
6. Discuss strategies that learners found useful, and help learners make goals to implement these strategies. For example, ask students to come up with specific goals to document on the Language is a Puzzle Handout that they can measure over a period of time. For example, they may indentify a target number of domain-specific vocabulary words to learn in a week via gameplay. 

Notes:
Instructors may want to find a few games or make their own before instruction in case students have difficulty finding puzzles online.

The purpose of this activity is to prepare learners to engage in extramural (outside of the classroom) language learning via individual gameplay. It is appropriate for all proficiency levels.

Learning Objectives:
Learners will be able to:

• Identify a digital game that can be played in the target language that they want to explore
• Keep a log of gameplay
• Reflect on what they have learned during gameplay

Mode(s): Interpretive

Material(s): In-game Discourse video, Gameplay Log

Procedure:

1. As a group, watch the In-game Discourse video.
2. Either as homework or in class, provide time for learners to research games that are available in the target language that align with their interests. Try games2teach.uoregon.edu, gamesforchange.org, and even the App Store or the Play Store to explore games. Note that it may take some clicking to find all of the languages in which a specific game is available.
3. Provide learners with the Gameplay Log. Ask them to articulate one goal that they have over the next week related to gameplay (e.g., improve knowledge and use of domain-specific vocabulary or a particular grammatical structure that is likely in the game).
4. Either in or outside of class, provide time for learners to explore their game to determine whether it will support their goal. It is suggested that learners play and explore for about one hour. They may want to document their experience on the Gameplay Log.
5. Debrief as a group. Ask that each learner share their goal and game so that others may change games if they find their games to not be useful for their goals in Step 4.
6. Ask learners to finalize their goals and game and to continue (or begin) their Gameplay Log and document gameplay for a week. For most learners 15-30 minutes a day of gameplay should be more than enough time, but they should be aware that different games will require different types of time commitment.
7. After the week is up, either as a group or individually, ask that learners answer the reflection questions on the Gameplay Log.

This activity was designed for learners of all levels. It helps learners personalize and integrate the language learning process with their own needs to participate in and gain access to relevant online communities..
 

Learning outcome(s):
Learners will be able to:

• Identify and refine personalized language learning interests and goals
• Discover personally relevant opportunities to participate in the target language & culture
• Practice strategies for cultivating digital presence and community in online and hybrid spaces 

Mode(s): Presentational

Materials:
Developing Digital Presence & Community video, Digital Presence & Community Worksheet
Procedure:

1. Inventory: Have students complete the graphic organizer on the front of the Digital Presence & Community Worksheet to clarify the various communities they currently participate in. They will also explore ways of integrating their participation in online communities with the development of their L2 digital presence.
2. Inform: Watch the Developing Digital Presence & Community video. In the space provided on the worksheet, have learners record the 3 steps for developing digital presence and community. 
3. Experiment: Based on the information in the graphic organizer in Section 1, learners will draft a low-stakes experiment using Section 2 of the worksheet. It is key that students find their experiments to be personally relevant and engaging in order to integrate their individuality, the resources they have access to, and the process of developing community and digital presence. 
4. Extend: Once the experiments are conducted, learners can make predictions then reflect and repeat the process, refining and iterating and continue escalating their target language community participation and digital presence. The worksheet directs learners to do an in-depth reflection in six months, but teachers are encouraged to schedule checkpoints along the way.

This activity was designed for learners of all proficiency levels. It helps learners gain a critical understanding of texting and messaging conventions related to emoji. 

Learning outcomes:
Learners will be able to:

• Demonstrate understanding of how emoji are used in the target language
• Exchange information using texts that incorporate emoji

Mode(s): Interpretive, Interpersonal 

Materials: Texting and Connecting video, Emoji Notes Worksheet, emoji dictionary, SwiftKey Emoji Report summary

Procedure:

1. Observe & Describe:  Using the Emoji Notes Worksheet, ask learners to work in the target language with an emoji dictionary[i] to draw and describe three emoji they commonly use (or are familiar with).
2. Watch: Watch the Texting and Connecting video. Debrief as a class regarding the “folded hands” emoji. Discuss how they see this emoji being used and if they can imagine how other cultures might understand it differently.
3. Search & Describe: In pairs, learners will work together to find 4-5 target language texts (social media is a good place to start) in which emoji are used. They will note whether the emoji seemed to be used to imply consistent meaning across cultures on the Emoji Notes Worksheet.
4. Share & Compare: Each pair formed in Step 3 will join with another pair to discuss their findings..
5. Analyzing, Choosing, & Applying: Learners will use their phones or an online messaging platform (e.g., the chat feature in Zoom) to practice messaging each other in the target language. They should aim to incorporate at least 3 emoji they discussed in Steps 3 and 5.
6. Debrief/Wrap-Around: Learners will read this summary of the findings of a SwiftKey Emoji Report summary and will write a reflection on the Emoji Notes Worksheet in either the L1 (Novice-Intermediate Low learners) or the target language (Intermediate Mid and higher).

Notes:

• At Novice levels, it may even be helpful to constrain the possibilities to only one type of emoji (e.g., only emoji of people or those connected to nature).

This activity was created to support learners of all proficiency levels analyze artifacts in a culture they know well and  a culture where the target language is spoken. This activity supports the development of learners’ intercultural communicative competence.

Learning Outcome(s):
Learners will be able to:

• Compare and contrast an artifact from a target language culture(s) with a similar artifact from their own culture(s)

Mode(s): Interpretive

Materials: Compare and Contrast Artifacts to Improve ICC video, two artifacts (one from a  target language culture and one from one's own culture), Analysis Handout 

Procedure:

1. Watch the Compare and Contrast Artifacts to Improve ICC video.
2. Provide learners with an artifact from a culture that speaks the target language and a similar artifact from their own culture. Some potential artifacts include the following:
   1. Novice: Pick two print ads (one designed for students' own culture and one designed for a target-language culture) from the same multinational corporation. 
   2. Intermediate: Pick an excerpt from a graphic novel about a common theme from both a target-language culture and students' own culture.
   3. Advanced: Examine the same news story and how it is reported in an article or news report in a target-language culture and in students' own culture.
3. In groups of 2-4, ask learners to fill in the Analysis Handout. On this handout, learners will compare and contrast overt manifestations of culture (e.g., flags) in both texts as well as more subtle manifestations of culture (e.g., perspectives related to family).
4.  In Carousel/Gallery Walk format, learners will respond to each of the following questions (one per piece of paper on the wall (analog) or slide (digital)):
   1. What did you notice that was similar about both texts?
   2. What did you notice that was different of both texts?
   3. What cultural understanding did you gain from this activity?
   4. What understandings are you beginning to develop of the target-language culture we examined today?
5. As a group, debrief the Carousel/Gallery Walk responses. Ask learners to explain their thinking for the group.

Notes:

• There are many varied perspectives within a given culture. Take care during this activity to ensure that learners do not view the cultures examined as if all individuals within the group were homogenous.
• To keep track of what each group documents in Step 4, it is helpful to assign each group a distinct color (marker or font color) with which they should document their responses.
• To encourage as much target language use as possible, allow learners to draw responses to the questions in Step 4 when they are unsure of how to communicate their ideas.
• If you are unsure of all learners' culture(s), you can provide the target language artifact and ask students to find something comparable from their own culture(s) or region.

This activity was created to introduce language learners to the idea of intercultural communicative competence. It involves a four-step approach for evaluating texts in the target language.

Learning Objective(s):
Learners will be able to:

• Interperet explicit and implicit manifestations of culture embedded in texts from the target language. a language function with an intercultural lens. 
• Demonstrate understanding of intercultural nuances in the Interpersonal mode.

Mode(s): Interpretive, Interpersonal

Material(s): What is Intercultural Communicative Competence? video, example text in the target language (English examples: print ad (Novice), commercial (Intermediate), article  (Advanced), text that aligns with a target language function, example observation template

Procedure:

Day 1

1. Show learners the What is Intercultural Communicative Competence? video. 
2. In small groups of 2-4 learners, ask that learners brainstorm explicit and implicit manifestations of culture. They should create a visual representation of their brainstorm to share with the class. 
3. Each group should present their visual aid to the class. Each presentation should be no longer than one minute.
4. At the end of the presentation, provide input as needed. Clarify any misunderstandings and allow learners to ask questions.
5. Next, provide learners with a target language text in their same small groups from Step 2. Ask that they dissect the explicit and implicit manifestations of culture represented by the text. For Novice learners, this text might be largely visual (click here for an example in English). For more advanced learners, this text could involve increasingly complex language (click here for an Intermediate example in English and here for an Advanced example in English).
6. Discuss learners' observations as a class.

Day 2

1. Provide a target interpersonal function to learners. This language function should align with curricular goals and could be either a function that learners have already begun learning or a new function.
2. Explain that learners will be engaging in an Observe, Analyze, Practice, Extend routine.
3. Observe: Ask that learners observe 1-3 texts in the target language. As they observe, they will take notes on the vocabulary and structures that seem to be most important in the language function (see Step 1 of this Interpersonal Observation Form for an example template).
4. Analyze: Next, ask learners to analyze the text(s). Use Step 2 and Step 3 of this Interpersonal Observation Form.
5. Practice: Provide learners with the opportunity to practice the language function at hand. Depending on the function, learners may write (e.g., texting) or speak/sign (e.g., having a conversation in speed-date format or completing a jigsaw). 
6.  Extend: After practice, return to the final question on the example template. Ask learners what questions they still have and work as a class to answer and/or research the answers to those questions.

Notes:

• This activity can be adapted to other modes of communication. Interpersonal was suggested for Day 2, Step 1 in order to provide an example in the mode that most L2 learners report to be the most daunting.