Recent Activities of the Week

This activity was created for beginning language learners. It’s aim is to support learners to ask for input on pronunciation during conversations.

Learning Outcomes:
Learners will be able to: 

• Create lists of helpful questions to ask related to pronunciation
• Utilize questions related to pronunciation while speaking

Mode(s): Interpersonal

Materials: Get Input on Pronunciation video, word cards (see Step 5)

Procedure:

1.  Ask learners to brainstorm all of the reasons it might be difficult to learn how to pronounce words in a given language. Examples may include varied accents, regional dialects, and the existence of sounds in the L2 that do not exist in the L1.
2. Have learners watch the Get Input on Pronunciation video to verify their responses and add to the list they brainstormed in Step 1.
3. Ask learners to do a quick self-evaluation using the fist to five strategy on how comfortable they would be asking for input on pronunciation in a conversation. Allow learners to discuss their self-evaluations with the group.
4. Next, brainstorm a list of phrases related to asking for input on pronunciation that the group can reference (this list could be posted in a shared digital space, copied into notebooks, or posted on a wall). Learners may brainstorm questions like How do you pronounce _________?, Does ________ rhyme with __________?, Did I pronounce _________ in a way you could understand?, and Could you repeat _______ for me? 
5. Provide learners with cards with words in the target language (at least one word per card, per learner) that are either hard to pronounce or appear, when written, to rhyme. For learners of English, you might include word pairs like kite and knight, Penelope and envelope, enough and stuff, or even homophones like flower and flour. If they are unsure how to pronounce their words, allow them to access an online source like a dictionary or a YouTube video that highlights regional pronunciations of given words. You may also provide individual input related to the correct pronunciation.
6. Ask learners to find a partner with a different word. They should practice having a conversation about how to pronounce the words on the cards in the target language by using the list brainstormed in Step 4. This conversation should last no more than one minute, and at the end of the minute, learners should find another partner. Repeat up to five times.
7. Repeat Step 3 as a final reflection.

Notes:

• It is appropriate to hold learners accountable for all questions brainstormed in Step 4 as they can be memorized as chunks. Novice learners with some knowledge of syntax and the formation of interrogative statements should be able to brainstorm the list in the target language with minimal help from outside resources.
• Adapt Step 5 to include more language variety by providing words with different regional pronunciations and asking learners to understand the many ways a single word might be pronounced by L1 speakers of the language.

by TIgre Lusardi, CASLS Graduate Intern

This activity was designed to guide learners in using context clues to understand the meaning of an unknown word they encounter while speaking or signing. It was designed for learners of all proficiency levels. 

Learning outcomes:
Learners will be able to:

• Identify the context of the sentence, context of the subject of the conversation, and context of the relationship between speakers
• Brainstorm possible meanings for an unknown word using three kinds of contexts.

Mode(s): Interpersonal

Materials: Use Context to Guess Meaning: A Strategy for Speaking and Signing (video)

Procedure:

1. Ask learners to think of a conversation where someone said or signed a word they didn’t know. Ask them to explain the times in which they were able to explain what that word meant. 
2. Next, write an example sentence on the board, using a nonsense word or symbol for the word they’ll need to guess. For example, “I like to watch XXXX at the cinema,” where XXXX can mean movies or films. Ask them to guess the unknown word, and then ask them to explain what clues they used to make that guess. 
3. Next, show learners Use Context to Guess Meaning: A Strategy for Speaking and Signing. Ask learners to name the three types of contexts mentioned in the video (sentence meaning, topic of the conversation, and relationship between speakers). Write these three contexts on the board or in a shared digital collaboration space like jamboard.
4. As a group, have students compare their brainstormed strategies with the three contexts from the video. What similarities and differences do they see between their strategies and those from the video?
5. Next, divide learners into smaller groups and assign each group one of the three contexts. Ask learners to brainstorm at least three ideas for what information they would need to notice in their context to be able to guess the meaning of a new or unknown word. This could be, for example, other words or grammar features, intonation or gesture (for context of a sentence), what was said in a previous sentence or related topics (for context of the conversation), and what relationship the speakers have to each other and/or what they usually talk or sign about (for context of the relationship).
6. Have each small group present their brainstormed information to the larger group. As they present, tie their ideas back to the specific context they are working with. For example, you could point out the context of the sentence a learner has just said, the context of the brainstorm/presentations, and the context of relationship between learners and instructors, etc.
7. Ask learners to write a reflection of the following questions, based on the brainstorm from steps 5 and 6:

• When would you rely on other words or grammar features, intonation or gesture for clues about an unknown word?
• When would you use what was said in a previous sentence for clues about an unknown word?
• When would you use the relationship the speakers have to each other and/or what they usually talk or sign about for clues about an unknown word?

Notes:

• If more visual input is needed to support learners’ understanding of what the three contexts are, one could use the three situations used in the video to illustrate the three contexts. Show each of the three scenes and have learners use the scene for their context to guide their brainstorming during Step 4. 
• If using this video and activity for self study, the group brainstorming (Step 5) and answering reflection questions (Step 7) could be done on one’s own in a journaling format. 

by Rebekah Lloyd, CASLS Graduate Intern

This activity was designed for learners of all levels. It was created to help learners incorporate digital tools into their pronunciation practice and encourage them to engage with the language in new ways while practicing difficult words and improving their Presentational and Interpersonal communication

Learning outcomes:
Learners will be able to:

• Practice pronunciation using digital voice recognition apps or online voice recognition software
• Improve pronunciation intelligibility with feedback from app 

Mode(s): Interpersonal, Presentational

Materials: Using Digital Tools to Practice Pronunciation video, voice recognition software or app 

Procedure:

1. Ask the students if they have ever used a voice recognition software to help them learn a new language. Have the students all use a voice recognition app or device of their choice. They can also use the microphone capability on the text application on their phones. 
2. Introduce the process of incorporating digital tools into pronunciation practice by watching this video. 
3. Ask the learners to brainstorm a list of words they find especially hard to pronounce. You may wish to have a few words pre-selected that you have noticed your learners struggle with. You can include words with prefixes, infixes, or suffixes, but if the student’s words don’t have these elements, they can still be practiced by breaking the word down into syllables. Write the words on the board or type them onto a projected screen. 
4. Select a word from the list and demonstrate on the whiteboard or projected screen how to divide the word into prefixes/suffixes/infixes from the root word. Example: ‘Disadvantaged’ becomes ‘advantaged’ when the prefix is removed. When the prefix and suffix is removed it becomes ‘advantage’.  
5. Divide the learners into groups of 2 or 3 and have them all speak the root word into their voice recognition software. Encourage peer feedback. 
6. Monitor the learners as they try to pronounce the word. Provide feedback as needed to help them produce the word accurately. 
7. When the majority of learners have been able to produce the root word so the app recognizes it at least a few times, have them begin to add the prefixes or suffixes back to the word. Have the students speak the entire word into the app and once again practice until students are able to produce the entire word so that the app recognizes it a few times. 
8. Ask learmer groups create an entire sentence using the selected word and say the entire sentence into the voice recognition app or software. See if they can produce the entire sentence clearly enough for the software to recognize.
9. Repeat steps 4-7 with other words from the list as time allows. 

Notes: Steps 5-7 can be completed with words with no prefixes, infixes or suffixes by breaking the words down into syllables and practicing the syllables individually and then combining the syllables back together after they are practiced separately.  

by Ellie Collins, CASLS Graduate Intern

This activity was created to help learners develop and practice metapragmatic strategies including stating their intentions and asking for clarification. Additionally, learners will demonstrate their explicit pragmatic knowledge and explain language functions (e.g. greetings or apologies) to their peers. This activity can be conducted completely in the L2 for Intermediate High and Advanced learners. It may require L1 scaffolding for less proficient learners.

Learning outcomes:
Learners will be able to:

• State the intentions of their speech act functions.
• Ask for feedback about their delivery of pragmatic functions.
• Provide basic feedback to peers about their delivery of pragmatic functions.

Mode(s): Interpersonal

Materials: Metapragmatic communication video

Procedure:

1. First, watch the metapragmatic communication video as a group.
2. Next, place learners in groups of three to four people and ask them to brainstorm methods of communicating their conversation preferences or intentions in the target language related to a specific function already covered in class (e.g., apologizing, greeting, or making requests). Ideas may include asking how to perform a pragmatic function (i.e. what words to say), specifying one’s communicative preferences, and asking interlocutors to clarify their choices.
3. As a group, ask learners to share strategies that they brainstormed in small groups. Make a list of phrases that can be used to ask for feedback from other speakers during a conversation. It may be helpful to divide these phrases into phrases for stating intentions, phrases for stating their own preferences, and phrases for asking for clarification of a fellow interlocutor’s choices.
4. Ask learners to work in pairs.Each pair will practice the brainstormed metapragmatic phrases in the target language with functions they are familiar with (ideally the functions mentioned in Step 2). At this step, one learner will state their intention, practice the pragmatic function, and, if needed, ask for clarification. Their partner will provide feedback on their delivery of the function. For example, one learner can say “I would like to ask to borrow your car, but I am not sure how.” Depending on the language, their partner might respond, “That is a big request, so you should explain why you need it. Try ‘Can I ask you a favor? I need to travel for an appointment…’”
5. As pairs are working, provide feedback and information as necessary. Encourage learners to ask peers and instructor(s) for clarification.
6. After this activity, ask learners to reflect on their experience using these guiding questions: 
   1. Were you comfortable stating your intentions before speaking? Why or why not?
   2. Would you use these strategies when speaking to others in the target language?
7. Finally, discuss with learners about reacting to feedback and how these language norms might change between individuals. As a group discuss the following questions:
   1. Do you think every speaker performs language functions the same way?
   2. Do you think you should apply all feedback you receive from interlocutors to your own language choices? Why or why not?
   3. How might individual conversation preferences differ? 
   4. What is one way you can explain your conversation preferences to other speakers?

Notes:

• Novice to intermediate-mid learners need extra support, they can use both their L1 and the target language to practice explaining their intentions and asking for clarification.
• If your learners need more understanding of the language function targeted in Step 2, provide some target language examples and work together to identify sociocultural norms in the target language (e.g. issuing an invitation at least three times in Spanish or explaining requests when they are big asks in a variety of languages). 
• If you have need addition resources related to the functions in the target language selected for Step 2, you may wish to access one of the following websites:
  • Dancing with Words (Spanish) 
  • Li Yang’s Chinese Pragmatics
  • Foreign Language Teaching Methods: Pragmatics

by Miranda Burrows, UO Language Teaching Specialization Program Graduate Student

This activity is designed for explicit pragmatic instruction for learners that are unfamiliar with backchanneling as an indicator of active listening. It also allows learners to develop their subjectivity skills, or their ability to articulate their language and communication choices.

Learning outcomes:
Learners will be able to:

• Define backchanneling and give examples in learners' first language and in the target language.
• Observe a conversation and indicate when a backchannel has occurred.
• Explain their own choices of whether to engage in backchanneling or not.

Mode(s): Interperetive, Interpersonal

Materials: Backchanneling video

Procedure:

1. Ask learners to reflect on a time when they wanted to indicate they were listening without interrupting the flow of another person’s storytelling. 
2. Play the backchanneling video. At its close, ask learners to identify additional strategies they have used for backchanneling. Also, ask them to discuss (1) when they would use a backchannel and (2) when they feel that they would not like to engage in backchanneling. Support them in discussing the implications of those choices (e.g., not creating the appearance of active listening).
3. The teacher and a student volunteer will role play active listening in front of the group. The student will start telling a story and speak for about a minute, and then the teacher will model both nonverbal and verbal cues, or backchannels, to indicate they are actively engaged in listening. Before the role play conversation starts, ask learners to raise a finger when they notice the teacher using a backchannel.
4. Next, ask learners to pick a topic based on the content you have covered in class so far. Ask Partner A to share a story related to the topic for up to a minute. Ask Partner B to pick three different backchannels to try out while Partner A is speaking. Then, ask the partners to switch roles.
5. Ask learners to reflect on the conversation with their partners. They should discuss (1) why they chose particular backchannels and (2) what they found to be their favorite backchannel. 
6. As an exit ticket, have learners draw a picture or write out a definition of backchanneling and explain how they could use backchannels in the future and why.

Notes:

• It may be beneficial to create and post a list of backchannels as learners engage in Step 3. This step may also be supplemented with observation of target-language texts.

by Ellie Collins, CASLS Graduate Intern

This activity was designed for learners of all levels. It was created to help learners build their knowledge of small talk through observation. In this activity, learners will observe videos of small talk conversations, take notes on the words and phrases the interlocutors use, and consider how they could use this knowledge during small talk in their own target language.

Learning outcomes:
Learners will be able to:

• List 3-4 appropriate topics of conversation in small talk
• Identify 2-3 greetings and/or questions appropriate for small talk situations

Mode(s): Interpretive, Interpersonal

Materials:
Knowledge: Small talk video, small talk handout, clips of small talk in the target language (English examples: Novice- Englishare; Intermediate/Advanced- Comedy, Gilmore Girls) 

Procedure:

1. Ask learners what they think small talk means. Explain that small talk is a type of conversation used to express friendliness or politeness without exchanging important information.
2. Ask learners why knowledge of small talk in the target language is, or is not, important.
3. As a group, watch this video about building the requisite knowledge to participate in small talk. Tell learners that the group will now be practicing observing small talk to build knowledge.
4. For the whole group, play a video clip of small talk in the target language. Ask learners to pay attention to the body language of the interlocutors and document their notes on this handout. After the video, have learners share one thing they noticed about body language from the video. Some answers may include physical distance between interlocutors, gestures, and facial expressions. Note: In some languages and communities, an absence of small talk might also be noteworthy and warrant observation.
5. Then, play the video a second time. This time, ask learners to write three or four phrases that the interlocutors use in the video on the handout. These phrases could include greetings, questions, and other expressions used during small talk.
6. Finally, play the video clip a third time. Ask learners to write down three or four topics of conversation that were covered in the video clip on the handout. Some answers might include well-being, information about the location, or information about the weather.
7. Place learners in groups of three-four people. In groups, ask learners to share the topics of conversation and phrases that they wrote down from the video. Ask learners to highlight any phrases or topics they think that they could use during small talk in the target language. 
8. As a group, create a list of greetings, phrases, and appropriate topics that learners can use to make small talk. Refer to this list when practicing small talk in the target language.

Notes:

• If technology is not available to play video clips, transcripts can be used. Many YouTube videos have transcripts linked.

by Ellie Collins, CASLS Graduate Intern

The purpose of this activity is to help learners explore language varieties, analyze the differences among said varieties, and consider the value of language varieties in the world. In this activity, learners will explore features of language variety and research a specific language variety in the target language. Additionally, the group will discuss language varieties in general and consider the experience of interacting with someone who uses a different language variety than they do.

This activity was designed for intermediate learners. It can be completed in a face-to-face, hybrid, or remote learning environment.

Learning outcomes:
Learners will be able to:

• Demonstrate understanding of language variety in a group discussion.  
• Identify unique features of a particular language variety. 

Mode(s): Interpersonal, Interpretive, and Presentational

Materials: Language variety video, article on English varieties, computers or tablets and internet for students to research

Procedure:

1. As a group, watch the language variety video.
2. After watching the video, ask learners to brainstorm the language varieties they have encountered and strategies they have used when communicating with someone who speaks a different language variety than they do.
3. Next, direct learners to this Business Insider article about vocabulary variation in American English. Tell learners that there are many variations of English even inside the United States, and vocabulary differences are one indication of this language variation.
4. Then, open a discussion with learners about the value of language varieties using the following discussion questions. This can be done with a think-pair-share (physical environment) or small group discussion (remote environment). Here are some guiding questions:
   1. Why do language varieties exist?
   2. Do you think everyone should speak the same variety? Why or why not?
   3. How do you feel when you speak to someone who uses a different language variety than you do?
   4. What are some of the advantages of talking with someone who speaks a different variety than you?
5. Put learners into groups. Assign each group a language variety that exists in the target language. For example, one group could be assigned Uglish (Ugandan English) in a course for English language learners. Ask the group to research the language variety using the following guiding questions below. Novice learners can do this research in their L1; intermediate and advanced learners can be challenged to conduct the research in the target language. Here are some guiding questions:
   1. Have you heard this variety before?
   2. Where is this variety spoken?
   3. Who uses this variety?
   4. What features make this variety unique? 
6. After researching the language variety, ask each group to present their findings to the other learners.

Notes:

• To the extent that it is helpful, here are some examples of language varieties: English: Appalachian English (US), Uglish (Uganda); Spanish: dialecto paisa (Colombia), dialecto andaluz (Espana); Arabic: San’ani (Yemen), Sa’idi (Egypt)
• Modifications (tech): If resources are not available for learners to complete the research in class, the instructor can provide each group with a “fact sheet” about the language variety for them to present to the other learners. Wikipedia offers a short history and unique features of many language varieties including varieties of English, Spanish, Arabic, and Russian.
• Modification for advanced learners: Prior to conducting their research, the instructor can give each group a video of a language variety and have students write down their observations of the features of the variety. Then, have the learners research the features of their assigned variety online and compare the information that they discovered to their initial observations.

by Tigre Lusardi, CASLS Graduate Intern

This activity was designed to help learners recognize and understand an interlocutor’s reaction in a conversation in the target language. This skill 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:

• Recall what they said to someone else.
• Recognize up to three verbal and/or non-verbal cues the person gave in response. 
• Draw conclusions about how the person feels about what was said  based on the cues.

Mode(s): Interpersonal

Materials: Awareness video, two copies of the awareness notes page, two short video clips in the target language that show a short conversation between two people (Example 1 in English, Example 2 in English)

Procedure:

1. As a group, brainstorm situations in which learners tend to think about others’ responses to something they say. Possible answers could include “asking someone for a favor,” “offering an apology,” “asking for information,” and “ending a conversation.” Ask learners what cues exists to let them know how someone is reacting to what was said.  Write learners’ responses on the board, or, in online courses, document responses on a Google Jamboard.
2. Next, show learners the awareness video. After watching the video, ask learners to recall the three cues used to understand a response. Elicit from learners whether each cue is a verbal or non-verbal one.
3. Provide learners with the awareness notes page and go over instructions. Show learners your first video clip, repeating more than once as necessary. Discuss answers as a group.
4. Show learners your second video clip, repeating more than once as necessary. Divide learners into small groups to fill out another copy of the awarness notes page for this second video clip.
5. Back in the whole group, elicit worksheet answers from each small group. Ask whether others agree with the answers given, or whether there were other possible interpretations of the clip.
6. Ask learners, as a group, which of the three cues they find the most helpful to them in conversations, and why they think that is so. Ask learners to use examples from their own experiences.

Notes:

• Learners can fill out the worksheet by hand, on a computer, or can write their responses on a whiteboard function (eg. on Zoom). 
• Learners can write their responses with words or can draw pictures on the worksheet, depending on their proficiency level and preferences. 

This activity was designed for learners of all proficiency levels. In this activity, learners will practice the listening strategy of summarizing what they heard in order to demonstrate understanding.

Learning Outcomes:
Learners will be able to:

• Demonstrate understanding of an audio text through summary
• Compare and contrast understanding with a peer

Mode(s): Interpretive, Presentational

Materials: Summarize What You Heard Video, Yesterday’s News handout

Procedure: 

1. Introduce learners to the listening strategy of summarizing what they heard by showing them this video.
2. Provide learners with an audio text that aligns with curricular needs. For example, if delivering a unit on global issues, educators might select an audio text of a persuasive or political speech related to a core topic (e.g., global warming, immigration, or specific legislation). As they listen, ask learners to make notes using this handout. The handout walks learners through the Yesterday's News literacy strategy.
3. After listening, ask learners to write a news article about what they heard on the handout. It is a good idea to review structural and rhetorical devices that are typical of news articles (e.g., title, date, and byline) at this juncture.
4. Next, learners will swap their articles with a peer. They will compare and contrast their understanding on using the handout as a guide.
5. Debrief with the group by discussing the discrepancies learners discovered when comparing and contrasting their news articles. Clarify any misunderstandings collaboratively.

Notes:

• Step 2 can be easily scaffolded by slowing the playback speed or allowing multiple opportunities to listen to the text.

This activity was designed for learners of all proficiency levels; though, it is particularly beneficial for language learners who are just beginning their studies. In this activity, learners will practice the listening strategy of focusing on what they know and understand to draw conclusions about what they hear.

Learning Outcomes:
Learners will be able to:

• Practice focusing on what they understand to draw conclusions
• Write a story impression related to an audio text
• Compare and contrast understanding with other learners

Mode(s): Interpretive, Presentational

Materials: Pay attention to what you know video

Procedure: 

1. Introduce learners to the listening strategy of focusing on what they know and understand to draw conclusions about what they hear by showing them this video.
2. Provide learners with a listening text that aligns with curricular needs. For example, if you are studying friends and family, you may provide an interview in which a famous person discusses their family. As learners listen, ask that they try to jot down every word and phrase they understand from the listening passage and to keep the words and phrases they hear in order.
3. Learners will use their list of words and phrases to write a story impression. In this story impression, they must do their best to write an approximation of what they heard by using the words collected in Step 2 in order.
4. In small groups, learners will share their story impressions. As they share them, learners will document what commonalities they have as well as where their ideas seem to diverge.
5. As a class, listen to the text from Step 2 again. 
6. Ask each group to select which story impression was the most accurate.
7. One member from the group will present the story impression to the class. Clarify any misunderstandings as the story impressions are presented.

Notes:

• Given the speed at which words are spoken, this activity can become overwhelming if the audio text is longer than 1-2 minutes. 
• Step 2 is easily scaffolded by slowing the playback speed of the audio or providing multiple opportunities to listen.
• For learners who have never practiced this strategy or written a story impression, educators may find it helpful to do the entire activity as a class. If this approach is chosen, Steps 4 and 7 are no longer necessary. Step 6 should involve evaluating the accuracy of the collaborative story impression.

This listening activity is designed to accompany videos on the internet. It is appropriate for all levels of language learners and is a useful strategy for improving interpretive communicative competence.

Learning outcomes:
Learners will be able to:

• Identify at least one way to adjust the speed of a video they watch
• Evaluate the utility of slowing down a video’s speed as it relates to improving comprehension

Mode(s): Interpretive

Materials: Listening online video, handout

Procedure:

1. Introduce learners to the various approaches to adjusting the online playback speed of videos by showing them this video.
2. As a group, discuss whether learners have tried to adjust playback speed before in the target language. Also, if they have adjusted playback speeds before, ask them to share their favorite methods.
3. Using the handout, ask that learners watch a YouTube video (one that aligns with your curricular needs) at a normal playback speed. For example, if you are studying environmental concerns, you may want to watch a Greenpeace video or a news segment. As they watch, learners will note what they understand on the handout.
4. After watching, give learners one minute to note any conclusions they can draw and the questions they have on the handout.
5. Debrief Steps 3 and 4 as a group.
6. Next, return to the handout. Learners will watch the video again at a slower playback speed and will add to their notes from their first viewing (page 2).
7. As a group, discuss what new understandings the learners have gleaned in their second attempt listening.
8. Finally, listen again at a normal speed. On the handout, ask learners to note any new understandings they have gained and to answer the reflection questions (page 3) related to the extent to which their understanding improved.

This activity is a pre-listening activity. It is for all levels of language learners and is a useful strategy for preparing to engage in interpretive listening.

Learning outcomes
Learners will be able to:

• Use visual clues to predict the content of a video before listening
• Evaluate the utility of predicting what they will hear as a pre-listening strategy

Mode(s): Interpretive

Materials: Predict what you will hear video, a video that aligns with your curricular goals and needs

Procedure:

1. Introduce learners to the listening strategy of predicting what they will hear using this video.
2. Explain to learners that they will practice the strategy by watching a video that aligns with your curricular goals. For example, if you are studying travel, you may choose to share an advertisement from a travel agency.
3. Provide learners with the title of the video or, if there is no title, a one-sentence summary of the video. 
4. As a group, brainstorm words, phrases, and structures that learners expect to hear in the video. If the learners come up with ideas they do know in the target language yet, use this step as an opportunity to model appropriate dictionary use. Depending on the proficiency level of learners, this modeling may entail exploring parts of speech and/or examining the various definitions of a word.
5. Show the video without sound. Ask learners to note any additional ideas that they want to add to the brainstorm as they watch.
6. Revisit the brainstorm together and add any additional ideas documented by learners as part of Step 4.
7. Show the learners the video again, but with the sound included. As they listen, ask them to keep a tally of how many predictions were correct.
8. On an exit ticket, ask learners to evaluate how well the strategy seemed to work for them compared to times they have watched videos without making predictions. Ask them to state whether they will use the strategy when they are enjoying target language media in other areas of their lives.

The purpose of this activity is to help learners prepare for their own interpersonal interactions via observation. It is appropriate for all proficiency levels and is a great strategy for guiding learners' intercultural awareness. It is also useful for helping learners improve their knowledge of critical content including vocabulary and grammar. 

Learning Outcomes:
Learners will be able to:

• Observe up to three conversations
• Draw conclusions from their observations
• Verify their conclusions by working with peers

Materials: Observe before interacting video, observation handout

Procedure:

1. Introduce learners to the language learning strategy of observing before interacting by showing them this video.
2. Discuss what learners want to understand from observing interactions. Depending on the proficiency levels and preferences of learners, these goals may include specific lexical items, pragmatic strategies for specific language functions (e.g., understanding when to mitigate a request), or improving their understanding of how a key contextual factor like social distance, or closeness, of speakers can impact their interactions.
3. Brainstorm places where learners can observe interpersonal interactions related to the goals articulated in Step 2. These places might include public and/or online spaces.
4. Ask learners to observe up to three interpersonal interactions and to document their observations on this handout. Once they are done observing, they will also use the handout to draw conclusions and to posit any questions they may still have.
5. In small groups, ask learners to work together to verify their conclusions and to answer the questions that they have. 

Notes:

• Language functions vary in length and complexity. Educators are encouraged to consider these variances as they help learners decide how many conversations to observe. Additionally, given said variances, learners should be directed to consider whether they need to engage in additional observations once the activity is completed to draw conclusions.

The purpose of this activity is to engage learners in consideration of pauses during turn-taking in the target language. 

Learning Outcomes:
Learners will be able to:

• Evaluate the context surrounding pauses between turns in a conversation in the target language

Materials: pay attention to pauses video

Procedure:

1. Introduce the language learning strategy of paying attention to pauses by showing learners this video.
2. Ask learners to reflect on their experiences in conversations in the target language. As a class, make a list of the instances in which pauses between turns were surprising. 
3. Next, provide learners with an audio recording of a conversation. Ask that they mark how long the pauses are between turns the first time that they listen. Please note that they do not have to actually time the pauses, but rather make some denotation of whether pauses feel short or long.
4. Next, listen to the recording again. Ask learners to take notes about the context surrounding communication. Ask them to pay attention to tone, excitement, and other contextual factors that would increase their understanding of the length of pauses between turns.
5. As a class, analyze learners' observations. Work together to make generalizations of when pauses seem relatively short or long between turns in conversations in the target language.

Notes:

• During Step 2, it may be important to help learners differentiate between pauses due to the relative speed of processing and comprehension and pauses that are more typical of expert speakers communicating in the targeted language.
• The length of the audio sample should correspond to the proficiency level of learners. For Novice, you may want to select a one-minute sample, and for Advanced, a longer sample (three to five minutes) may be more appropriate.

The purpose of this activity is to engage learners in connecting written language to sounds. While useful for all learners, educators may find it particularly useful for beginning language learners as well as learners of a writing system that is distinct from that of their L1. It is also a beneficial activity for exploring regional differences in pronunciation.

Learning Outcomes:
The learner will be able to:

• Read along with a spoken text
• Identify regional variations in pronunciation in the target language and/or identify patterns in written language systems

Materials: connecting sounds to written language video, two short audio samples in the target language with accompanying transcripts

Procedure:

1. Introduce the reading/listening strategy of reading along with a transcript to draw connections between spoken and written language by showing learners this video.
2. Explain to learners that they will practice the strategy themselves. For learners of a language with a different writing system than their L1, you may want them to focus on understanding how a single letter or character can be written in different ways. For other learners, you may want them to focus on regional variances in pronunciation or pronunciation more broadly.
3. Play a short (see note below) audio sample in the target language. Learners will highlight or underline their transcripts as they read along the first time. If they have difficulty keeping up, slow the audio sample down and let them listen another time.
4. Play the audio sample again. This time, ask learners to mark anything that surprises them with a star. They may notice that the way a letter or character seems to be written is different than what they are expecting or that a consonant or vowel is pronounced differently than what they thought would be the case.
5. Discuss what learners noticed as a group.
6. Repeat Steps 3-5 with another short audio sample and transcript. Depending on the language, you may want to provide the transcript written in a different way than the first transcript. Alternatively, you may want to provide an audio sample that features distinct regional variances in pronunciation.

Notes:

• The length of the audio sample may correspond to the proficiency level of learners. For Novice learners, you may want to select a 30-second sample, and for Advanced learners, you may find that 2-3 minute samples are more appropriate.

The purpose of this activity is to guide learners in setting a personal language learning goal related to their needs. 

Learning Outcome:
Learners will be able to:

• Set a goal based on their needs
• Brainstorm language knowledge needed to achieve that goal
• Refine knowledge needed to achieve the goal

Mode(s): Any

Materials: needs-based goal setting video, needs-based goal setting handout

Procedure:

1. Watch the needs-based goal setting video as a class.
2. Ask learners to brainstorm needs-based goals in the target language. Then, select a goal that is appropriate to the learning context. For example, for learners with access to the target-language speaking community, it may be important to learn about greeting sequences. For advanced learners working in community outreach, it may be important to learn how to construct an informational campaign about where to access a specific resource. 
3. Provide learners with the needs-based goal setting handout. Ask them to individually brainstorm grammar, vocabulary, and cultural knowledge that they may need to realize the goal.
4. As a class, discuss what learners brainstormed. Provide learners the feedback required to complete Step 3 of the handout. 
5. Ask learners to complete Step 4 of the handout, a step in which they will refine and update the knowledge they have brainstormed that they need to complete their goal.

Notes:

• In terms of critical modeling, it is a good idea to only use one example goal as a class the first time this activity is completed. However, subsequent iterations of the activity may involve learners grouping by goals or even individual learners completing the handout on their own.

The purpose of this activity is to expose learners to a variety of tools that will help them guide their own language study. It is appropriate for all levels of learners.

Objectives:
Learners will be able to:

• Think of a goal for their language learning.
• Consider tools they can access on their own to work towards that goal.
• Evaluate tools for language learning.

Mode(s): All

Materials: Beyond Proficiency video

Procedure:

1. Show learners the Beyond Proficiency video. Ask that they consider their own personal language goals based on the guiding questions in the video.
2. As a class, brainstorm tools for language learning that learners can access in their own study. Some tools might include music by particular artists, language learning apps, YouTube resources related to language learning, YouTube resources in the target language, video games, news publications, or textbooks. If you need other ideas, feel free to browse the language learning activities on the CASLS YouTube channel.
3. Next, work to develop three criteria for evaluating the resources you brainstormed. These criteria could include these examples:
   •             The resource provides information directly related to what I need or want to know.   
   •             The resource gives me the opportunity to practice communication in real time.
   •             I felt like I was learning when I used the resource.
4. Ask learners to engage meaningfully with two of the brainstormed resources for at least an hour over the next week. After engaging, they should evaluate which resources they liked using a Likert Scale. They can share the reasons they evaluated the resources as they did in either a personal reflection or a class discussion.      

Notes:

• In Step 3, it is appropriate to allow learners to brainstorm individualized criteria that are appropriate to their goals.

This activity was created for Advanced language learners. Its purpose is to engage and support learners in considering how to repair miscommunication in the target language.

Learning Outcomes:
Learners will be able to:

• Brainstorm language strategies for repairing miscommunication
• Analyze target language samples to identify strategies for repairing miscommunication

Mode(s): All

Materials: Advanced proficiency overview video, digital discussion board

Procedure:

1. Have learners watch the Advanced proficiency overview video.
2. As part of a class discussion, ask learners to share a time in which they experienced miscommunication (in the target language or in another language). Learners may offer examples of any type of miscommunication (e.g., unintentionally offending someone or using a target utterance incorrectly).
3. Pick three or four situations that the learners brainstormed and discuss strategies to repair the miscommunication as a class. Some strategies may include apologizing, explaining what happened, justifying one's choices, and appropriating responsibility. 
4. Ask learners to investigate one situation from Step 3 and to find two target language examples of repair in practice. Remind them to search in the target language.
5. Learners should post their examples along with explanations of the repair strategies to a discussion board or other shared, digital space. 
6. In either a synchronous or asynchronous discussion, ask learners to review some of the samples posted and identify what they have learned about nuances and expectations related to repair in the target language.

This activity was created for Intermediate language learners. It engages learners in brainstorming Advanced descriptors with the goal of supporting their development into Advanced communicators.

Learning Outcomes:
Learners will be able to:

• Brainstorm nuanced and specific descriptors
• Implement nuanced and specific descriptors in communication

Mode(s): All

Materials: Intermediate overview video, word wall 

Procedure:

1. Ask learners to watch the Intermediate overview video.
2. Engage in a brief classroom discussion regarding how to get over the Intermediate hump. Mention employing nuanced and specific language.
3. Divide learners into three groups. Provide one group with the word interesting, one group with the word good, and one group with the word bad. Then, ask learners to brainstorm more advanced words for each descriptor (e.g., heavenly, helpful, or exemplary for good). 
4. Groups will share their lists to make a classroom “wall” (physical or digital) of meaningful descriptors.
5. Ask learners to review a previous work sample (e.g., a writing prompt or a recording) from class. They will rewrite it or re-record it with more advanced descriptors by using the word wall.
6. In future revisions of written, spoken, or signed language, include a step in which learners evaluate the quality of their descriptors.

Notes:

• In Step 3, allow learners to look up words in the target language that they do not already know. 

This activity was created for Novice language learners. Its purpose is to help learners understand the variety of ways in which Novice learners can communicate. These considerations will result in personal goal setting.

Learning Outcomes:
Learners will be able to:

• Demonstrate understanding of the ways in which beginning language learners are able to communicate
• Set one personal goal
• Reflect on progress for one personal goal

Mode(s): All

Materials: Novice overview video, SMART goal template

Procedure:

1. Provide learners with a brief description of the Novice proficiency level (or the corresponding description from the framework that you use in your classroom).
2. Ask learners to brainstorm important descriptors of beginning communication. For example, they might mention memorized language, lists of words, single words, short phrases, or predictable or supported utterances.
3. Ask learners to think of three ways that they use language in their real lives that involve Novice proficiency levels. They may mention filling out personal information on a form, reading photo captions, asking questions about events at school, or making lists when planning a party.
4. Have learners watch the Novice overview video to verify their predictions and to add to the list of ways that new language learners can communicate.
5. Learners will consider the various ways to communicate that were discussed in class and will write one personal goal. The goal will be documented using the SMART goal template.
6. Once a week for a month or so, ask learners to write a brief reflection on their progress toward the goal. In these reflections, they should 1) document their progress (for example, using photos of their work); 2) evaluate how well they are performing; and 3) identify next steps.