Recent Activities of the Week

This activity was created for Novice learners. It is designed to introduce learners to leave taking sequences and help them consider how paying attention to the sequences might provide critical information for responding in intercultural communicative scenarios.

Learning Outcomes:
Learners will be able to:

• Compare and contrast leave taking sequences in the target language
• Consider communicative preferences (e.g., engaging in brief exchanges) and how paying attention might give insight into those preferences

Modes: Interpretive

Materials: 3 example leave taking sequences in the L2 (click here for examples in English), Conversational Lenses Handout, Pay Attention to Sequence Video

Procedure:

1. Individually, learners will examine three leave taking sequences in the L2 using the Lenses for Dialog thinking routine. In this phase of the activity, learners will complete the See step by spending one minute documenting their observations of the example conversations (in the L2, with permissions to draw or to use L1 words as needed). Encourage them to be as objective as possible. For example, they should note that a conversation was short, but take care not to evaluate it as rude. Learners will document their responses on the handout.
2. Next, learners will complete the Choose and Share a Lens step by spending two minutes thinking about their lenses and lenses of the people engaged in the example conversations. Here, direct learners to consider which sequence seems most reflective of their own preferences and whether they know anyone who seems to engage in the other sequences. What do those preferences say about them? Do they privilege time/brevity in their leave taking? Solidarity/relationship building? Something else? Learners will document their responses (likely in the L1) on the handout.
3. As an entire group, learners will discuss their responses to Step 2 in the L1. To transition into the Probe step, first discuss with learners that it is neither better nor worse to privilege one thing over another when taking leave; these differences are just that-differences! They should be celebrated for their variety. Also, encourage learners to ask one another about their preferences in this phase to get a better understanding. This step could be accomplished by having learners do a three corners activity in which they stand in the corner representing the conversation that most closely aligns with their preferences and then ask individuals from other corners to explain theirs.
4. Next, complete the Probe step by asking learners to consider the lenses of the people engaging in each example conversation. Ask them to pretend that the individuals from one conversation are saying goodbye to the individuals from another conversation and to document their responses on the handout. How might the engagement make them feel? Support this phase in the L2 by including a word bank or emoji to reflect each speaker.
5. Finally, show learners the Pay Attention to Sequence Video and complete the Reflect step on the handout. Ask learners to consider how paying attention to the sequence of a language function, like saying goodbye, might help them understand communication in the L2. Complete this step in the L1.

Notes:

• This activity is a great introduction to leave taking sequences and would likely be followed with interpersonal practice.
• Depending on curricular needs, this activity could easily be adapted to other language functions like invitations, greetings, apologies, and/or service encounters.
• When specified, the L1 is utilized to facilitate learners’ deep thinking and engagement. More proficient learners would be able to handle these steps in the L2. For example, many Intermediate learners could complete most of Step 3 in the L2, and many Advanced learners could complete most of Step 5 in the L2.

By Cameron Teubner-Keller, CASLS Student Worker

This activity guides learners through identifying and analyzing non-verbal patterns in communication. Learners will also think about how they might use non-verbal patterns in their own lives. It was created for learners of all levels.

Learning outcomes:
Learners will be able to:

• Identify 3 examples of non-verbal patterns in an example video clip
• Describe the communicative function(s) of the identified non-verbal patterns
• Name 4-5 instances they use non-verbal patterns in their daily lives.

Mode(s): Interpersonal, Interpretive

Materials: Looking for Non-Verbal Patterns video, YouTube video: “Nonverbal Communication Clip Compilation”, Identify Non-Verbal Patterns handout

Procedure:

1. First, as a whole group, ask your learners to define what “non-verbal” means, either in words or with any examples they can think of. Learners might provide answers such as “facial expressions” or “hand gestures”. Compile their suggestions into a list for all to reference (on the board, in a shared digital document, etc.)
2. Next, play the Looking for Non-Verbal Patterns video. Ask learners to notice the examples of non-verbal communication given in the video (i.e. facial expressions, emojis).
3. Now ask your learners to think about the communicative function of the examples they noticed.  What can one communicate with facial expressions? What do different emojis mean to them? Give learners 2 minutes to think about it themselves. Learners can write down or draw their thoughts, if that is helpful to them.
4. Next, ask learners to get into pairs and share their thoughts from step 3. Give learners 5 minutes to discuss and then ask for volunteers to share.
5. Then give learners the Identify Non-Verbal Patterns handout.Go over instructions on the handout.  Tell learners that they will be watching a clip of a Youtube video where people use non-verbal communication patterns. Their goal for step 1 of the handout is to list any non-verbal patterns they see from Lucy, the woman in the clip. Now play the YouTube video: “Nonverbal Communication Clip Compilation” until 1:59.
6. Now play the clip again, but ask your learners to list any non-verbal patterns they see from the directors in the video (step 2 of the handout).
7. After playing the clips, group learners into groups of 3-4 and have them discuss the patterns they saw. Ask them to discuss the following questions: “What non-verbal patterns did you see from Lucy? From the director?” and “What was each person trying to communicate non-verbally?" The goal here is to not only get learners to identify non-verbal patterns, but to also be aware of the communicative function of these patterns. Have learners fill out the Function portion of the tables on the handout as they discuss.
8. As a whole group, ask groups to volunteer  examples of a non-verbal pattern that they identified and the communicative function behind it. Write these on the board or in the digital document so the whole group can see them, as not all groups will have the same analysis.
9. For each example and function, ask the whole group whether they agree if that was the intended function by the interlocutor. During this phase of the activity, you want to have learners critically thinking about what they observed. It’s important to note that not all learners will think the same or act the same, and that that is an important part of communication. You can replay portions of the video so all can review the specific pattern and function being discussed, if needed.
10. Lastly, have your learners think of ways in their own lives they might use or have used non-verbal patterns to communicate something. Mix up the small groups from before, and ask the new groups to come up with 4-5 examples of scenarios in which they might use non-verbal patterns. Ask your learners to fill out step 4 of the handout given to them earlier. If learners are having a hard time getting started, provide an example yourself such as: “My friend asks me to go to a party with him, but I’m not very thrilled to go. I might use a facial expression to express that I’m not very interested or that the idea doesn’t really spark joy. OR, I might use eye movement or hand gestures to signal that I’m not interested”.

Modifications (scaffolding): Novice learners may use their L1 to discuss the video, fill in the handout, and reflect on examples from their own lives, as this will allow them to more easily express their ideas. However, if you would like novice learners to do these things in the target language, provide visual examples of the non-verbal communication patterns, along with key words learners will need to discuss them, so learners can use them as reference. Intermediate and advanced learners will be able to do more of the discussion, writing and reflection in the target language.

This activity guides learners through deciphering whether their target language tends to have more of a speaker-orientation or a hearer-orientation for requests and apologies. It was written for intermediate or advanced learners. Modifications for novice learners are included in the Notes section.  

Learning outcomes:
Learners will be able to:

• Name two examples of target language requests or apologies
• Identify whether example requests/apologies demonstrate hearer or speaker orientation
• Give evidence for why examples are hearer- or speaker-oriented

Mode(s): Interpersonal, Interpretive

Materials: Speaker and Hearer Orientation: Recognizing Patterns Video, Which Orientation Is It? Handout, examples of requests and/or apologies in the target language (learner-selected, 2 per learner)

Procedure:

1. In the whole group, ask learners to define the word “orientation.” What does it mean in general? Learners may answer things like “facing towards or away from something,” or “a direction.” Write answers on the board or a digital document for all to see.
2. Then ask learners to think about what “orientation” might mean in a communicative context. How are people who are communicating oriented to each other? This could include ideas like “how they stand,” “where they face,” “what they are thinking about.”  Add their thoughts to the brainstorm from step 1. Then introduce the terms “speaker orientation” and “hearer orientation.” Tie these two terms back to learners’ brainstormed ideas if appropriate (especially if learners have volunteered ideas about the feelings or actions of people when communicating), but do not yet give full definitions of the terms.  
3. Next, show learners the Speaker and Hearer Orientation: Recognizing Patterns Video. After watching the video, ask the group to define “speaker orientation” and “hearer orientation.” based on what learners remember from the video. These definitions should be something along the lines of “speaker orientation centers the speaker's feelings, hearer orientation centers the hearer’s action/response.” Add these definitions to the board or digital document for learners to reference.
4. Ask learners to think about why orientation might matter for situations like apologies and requests, as was mentioned in the video. What about orientation could cause miscommunication or confusion for apologies and requests? Learners’ answers may include ideas like “the other person won’t know you’re asking for something,” or “the person doesn’t know you are apologizing and thinks you’re rude,” etc. If learners do not volunteer ideas, replay the apology in Spanish example (“dicúlpame/lo siento) or the “Hey, I need a pen” example from video and ask them to break down what is happening to cause miscommunication in these examples.
5. Then have learners take out the examples of apologies and requests they brought in to work with. These could be audio, video, digital or printed materials, depending on learner interests. They will work with one apology or request phrase said or written by the speaker/writer from each of two examples.
6. Give learners the Which Orientation Is It? Handout, and allow adequate time for learners to fill it out for at least one of their examples, if not both. On the worksheet they will write down the apology or request phrase or sentence, check off whether it is an apology or request, choose whether the example is speaker-oriented or hearer-oriented, and give evidence for which orientation they think it is. Encourage learners to be specific about the evidence they give- whose feelings or thoughts are the subject of the interaction? What, if any, action is expected from the hearer/reader? How do they know?
7. Reconvene the whole group, and ask for volunteers to explain, show/play (for audio or digital media) or reenact their example. Learners may do this individually if they are comfortable doing so, or can work in pairs to present. If learners prefer to work in pairs, give the whole group a few minutes to plan for how to present their example prior to presenting.
8. Once the presenter(s) has explained, shown or reenacted the example, have all learners vote on whether they think each example is hearer- or speaker-oriented. This can be done in any number of ways, including:
   •  by pointing to their mouth for speaker-oriented and to their ear for hearer-oriented
   • by using a digital poll where learners choose one or the other
   • by having learners get up and move to one end of the classroom for speaker-oriented and the other end for hearer-oriented
   • by having learners move icons in a digital document to one side or the other, or make/draw marks on one side or the other

         Choose the way that best fits your context and learner needs or preferences.

9. Then have the learner who presented the example give their vote and explain their evidence. Do they agree or disagree with the group’s assessment? Why or why not?
10. When examples occur where learners do not agree on orientation, remind them of when the video said that languages tend towards one orientation or the other, but that this does not mean that every language, and every person who speaks that language, will do so using the same orientation.
11. Then ask learners to think about the orientation in their L1s and how it compares to the examples in the video and that they brought in. Ask for a show of hands for how many learners think their L1 tends to be speaker-oriented? How many tend to be hearer-oriented? Why do they think so/what evidence from their L1 use can they provide to support this?
12. Finally, ask learners to think about the differences in orientation, if any, between their L1(s) and the L2. Will knowing the orientation affect how they think they will make requests or apologize in the L2?
13. Alternatively, the discussion questions in step numbers 11 and 12 could be a journaling prompt instead of (or in addition to) a class discussion, if time is short and/or learners would benefit from more time to reflect before answering.

Notes: Modifications for novice learners

For novice learners, provide pre-selected examples of requests or apologies. These can be from textbooks or other texts or digital content learners have already used in class, so that they are familiar with the content beforehand. The video can be played multiple times, or its content restated in simplified terms by the teacher if needed. Learners may benefit from reenacting and then discussing one of the example scenarios from the video as practice for filling out the handout. They can also fill out the handout together as a whole group, facilitated by the teacher, instead of filling it out individually. In this case, learners could volunteer to present or reenact each example before the group fills the worksheet out, instead of steps 7-9 above. The evidence given can be simplified as much as needed (for example, evidence for speaker orientation could be “speaker feelings” or “what I feel”, vs. “hearer action” or “what you do” for hearer orientation).

In this activity, learners will make predictions about a given text before reading, and compare their predictions with those of their peers. Novice learners, in combination with the target language, can also make these predictions with pictures and/or phrases in their first langugae. More advanced learners can use the target language throughout. 

Learning outcomes:
Learners will be able to:

• Articulate two pieces of information they already know about the text
• Predict two things they would need to learn to be able to understand the text
• Compare their answers to those of their peers

Mode(s): Interpretive

Materials: Making Predictions: Prepare for Reading video, Group Predictions Handout, Prediction Exchange Individual Handout, post-it notes (or slips of paper and tape), short reading text of teacher’s choice (printed or digital) 

Procedure:

1. Select the texts learners will be using before beginning the lesson. You will need one text per each group of 3-4 students, that learners have not yet read (ideally one that is completely novel to them). Texts can be matched in subject matter and genre to fit curricular themes and goals, and in complexity to fit learner proficiency level(s).
2. In the whole group, ask learners to think about situations where they have made predictions in their own lives. When did they make predictions? What kind of information did they use to make them? How much information did they need to make a prediction? Where did they get this information? Point out that making a prediction relies on using information we already know.
3. Then show learners the Making Predictions: Prepare for Reading video. After watching the video, remind learners of the KWLH (or KWL) chart (mentioned in the video). Ask learners to recall what the K (What I Know) and W (What  I Want to Learn) parts of this chart mean. Then tell learners they will be using the K and W parts of this chart to record what they already know, and predict what they will need to learn, about a reading text they will be seeing for the first time.
4. Divide learners up into groups of 3-4, and give each group a copy of the Group Predictions Handout and sticky notes or slips of paper (4 notes or slips per person). Give each member of the group a copy of their assigned reading text.
5. Tell learners that they will be filling out the Group Predictions Handout together, to create a document that shows what the whole group knows (K) and what they all want to learn (W). Each learner will take a turn writing down one K (a thing they know about the text) and one W (a thing they want to learn) in the spaces on the handout. After they have written their entries for K and W, they should cover them with a sticky note or slip of paper so that their peers cannot immediately see what they wrote. This will help ensure that each learner has time to look at their text, notice elements about it (titles, pictures, captions, genre, etc.), and come up with their K and W without being influenced by others’ answers. Each learner should take two turns to write down a K and a W (or more if time allows). They can write in the L2, or in a shared L1 if needed (depending on proficiency levels).
6. Once learners have all written down 2 pieces of information they know and 2 things they want to learn, give each learner a copy of the Prediction Exchange Individual Handout.
7. Have each group remove the sticky notes or slips of paper from their Group Handout, and read through, together, the K and W entries they all wrote. Ask them to notice any similarities and differences between what they and their peers wrote down. Did their group members know similar or different things? Do they want to learn similar or different things?
8. Once they have read through the Group Handout, each learner will fill out their Individual Handout. On this handout they will write down any trends they noticed for their groups' K's and W's, as well as any information that was new to them, or new things they want to learn. Allow learners adequate time to fill out this handout.
9. Then bring the whole group back together, and ask learners to reflect on what any similarities or differences they noticed within their small group. Were there any noticeable trends? Were they surprised by any of their groups’ K’s or W’s? Why or why not?
10. If learners don’t have much in response to the quesitons from step 9, remind them that making predictions relies on using knowledge one already has. For example, if you have different knowledge than someone else, would you make a different prediction about what the text is about, or about what you would need to learn to better understand it? Why or why not?

Modifications:

• This activity can be revisited after learners have read their texts in order to complete the remainder of the KWLH chart mentioned in the video. Learners would then make lists for L (what I learned) and H (how I learned it), in addition to their already completed lists for K and W.
• This activity can be modified for digital learning environments by having learners examine their texts and fill out the two worksheets digitally. Learners may skip taking turns and covering their answers if filling out a digital Group Handout. In this case, learners can use a Google Jamboard or similar, which allows them to add their ideas as individual sticky notes and then to move and arrange the notes to point out any trends they see.

by Cameron Teubner-Keller, CASLS Student Worker

This activity guides learners through making predictions about the meaning of a given text before they begin reading it. It was created for learners of all levels.

Learning outcomes:
Learners will be able to:

• Identify the genre of a given text
• Create a list of the genre-specific elements found in a given text
• Predict the meaning of a given text using genre-specific elements

Mode(s): Interpretive

Materials: Make Connections: Prepare for Reading Video, reading text of learners’ choice (printed or digital), Making

Procedure:

1. Begin by telling learners that they will be practicing the reading strategy of making predictions and making connections. If possible, the day before the activity, let learners give input on what kind of text they would be interested in reading. This voice will likely increase motivation for your learners.
2. Give your learners the Making Connections: Pre-Reading Strategies Handout.
3. Give the text to the learners and tell them to think about the type, or genre, of the text they have. Come prepared with a different text of the same genre to use as an example as you discuss the following questions together. Have your learners take notes on the handout in Part 1:
   • What are some different types, or genres, of texts that you know of?
   • What genre is the given text?
   • What are the structural elements of this genre of text?
4. After discussing these questions together, play the Make Connections: Prepare for Reading Video.
5. Then, either in pairs or individually (if preferred by learners), ask learners to create a list of the structural elements that they find in the text by using Part 2 of the handout. Remind learners that they are not reading the text, but looking for elements such as headings, titles, quotes, pictures, etc. in order to later make connections.
6. Next, have your learners remain in their same groups and ask them to find similarities or overlap between the elements that they have listed. The goal is to have your learners connect the separate elements to an overlapping topic or idea. Have your learners write their connections in Part 3 of the handout. Pose questions such as:

   • Do the elements seem to be related in any way?

7. During this phase of the activity, you can optionally add another step. Have your learners write down the common vocabulary words they find in the different elements, and in groups, have them predict the meaning of the words using the contextual information they’ve discovered in the elements they’ve examined. Fill out the table in Part 3.5 on the handout as needed. This portion of the activity can be skipped if necessary for time.
8. After your learners have completed Steps 5-7  in their original groups, you can optionally shuffle the groups and have your learners discuss the elements and connections that they wrote down with different groups. This can help learners to discover things they missed in their first groups.
9.  Finally have your learners make predictions on what the text will be about and provide reasoning for their predictions in Part 4 of the handout. This can be through providing elements, vocabulary, or connections that they discovered while doing this activity. Document the predictions made by your learners through writing or multimodal creations (labeled drawings, charts, etc.).
10. Don’t forget to revisit these predictions after your learners have done the reading. What new connections can be made, and what other elements can be added to your lists?

Notes: 

• If your learners are struggling to come up with examples of genres or elements on their own in Step 3, give some examples such as; emails, articles, titles, quotes, or images. This should help jumpstart the brainstorming process. Create a list visible to all your learners of the genres/elements that you brainstorm.
• Adjusting the difficulty of the text is the easiest way to differentiate this activity for multiple proficiency levels.

This activity helps learners understand a reading text by identifying key information from it, even if they do not understand the whole thing. It was created for Novice and Intermediate learners, with separate goals given for each of these two levels.

Learning outcomes:
Novice learners will be able to:

• Answer three questions about the text: Who or what is it about, where is it set, when does it happen?

Intermediate learners will be able to:

• Create an outline of the text by summarizing the main point and identifying one or two supporting details.

Mode(s): Interpretive

Materials: What Can I Read at My Level? video, reading text, paper or digital document for notes

Procedure:

1. Ask learners to think about how they choose a text to read. Do they pick texts by topic? Any other reasons? Do they let teachers or others pick texts for them? Why do they make these choices?
2. Introduce learners to the What Can I Read at My Level? video. Ask them to listen for the strategies the video presents for their specific proficiency level (Novice or Intermediate).
3. Then, play the video. Afterwards, ask learners to recall the goal from the video that is specific to their level. These goals are:
   • Novice learners: Answer “wh” questions (who, what, where, when, why) about the text.
   • Intermediate learners: Summarize the main point (or points) of the text, and then find one or more additional details that support each point.
4. Write the goals specific to your learners on the board or on a digital document for all to see. Learners will reference this strategy as they work.  
5. Tell learners that they will be applying the strategy to either a text of their own choosing or a provided text that aligns with curricular goals.
6. Have learners take out their text and a piece of paper or a device they can take notes on. If learners are using digital devices, send them the strategy document from Step 4 so they can reference it.
7. Give learners time to write down the following:
   • Novice learners: The answers to the three “wh” questions for their reading (who or what, where, and when)
   • Intermediate learners: An outline of the text with the main point or points and supporting details.
8. Bring the group back together once most learners have completed their goals. Ask learners to volunteer their answers.
9. Then, ask learners to reflect about how much of their text they were able to understand after they completed their questions or outline. Learners can answer using a scale that they are familiar with. For example, they can rate their understanding from zero (none) to ten (understand everything), thumbs up (understand a lot)/neutral (understand some), thumbs down (understand little), or give a percentage between 0 and 100%. The goal with this reflection is not to report the highest rate/number/percentage of understanding, but rather it is to think about how much they can understand by looking for key information from a text.
10. If needed, remind learners that, just like the video said, they do not need to understand every word that they read. Instead, they can use what they do recognize to understand a lot!
11. Finally, ask learners to predict what it might be like to answer the “wh” questions or create an outline for a text that is more challenging or complex than the one they worked with today. What key steps did they use today that they could apply to help them reach these goals with a new, more complex text?

This activity guides learners through deciding whether or not to use a dictionary while reading. It was designed for learners of all levels.

Learning outcomes:
Learners will be able to:

• Brainstorm words that might have a similar root or meaning to an unknown word
• Paraphrase a sentence that an unknown word appears in
• Decide, based in their ability to infer meaning, whether to look up new or unkown words in the dictionary

Mode: Interpretive

Materials: When to Use the Dictionary (Or Not) Video, Do I Need to Use the Dictionary? Worksheet, short reading text of learners’ or teacher’s choice, paper or digital dictionary

Procedure:

1. Tell learners that you will be reading a short (roughly 100 words) text to them. Ask them to focus on recalling as much as they can once you’ve finished reading it. Tell them that you will use a dictionary to understand meaning throughout.
2. Then, read through the text. While reading, stop to look up every noun and verb. As you read and stop, notice learners' reactions. Once you have finished reading the whole text (or as much as you can get through), ask learners to respond to the experience of listening. Were they able to recall the text well? Why or why not? 
3. Tell learners that they will be exploring strategies for using the dictionary to their advantage. Remind them that they should utilize dictionaries in ways that assist, instead of interrupt, reading.
4. Play the When to Use the Dictionary (Or Not) Video.
5. Next, give learners the Do I Need to Use the Dictionary? Worksheet, and show them a short example text in the L2 that contains at least one word the learners are unlikely to know (this can be the same text as in step 1 if in the L2). Have learners identify the unknown word, and then, as a group, have them talk through the steps on the worksheet using this text and word. Do they decide, as a group or individually, that they would use the dictionary to look up the word? Why or why not?
6. Tell learners that they will work individually to repeat this process using their own reading texts. Have them pull out their reading texts and a paper or digital dictionary, and then choose (or choose for them if using teacher-provided texts) one paragraph of the text to work with. Have learners read through the paragraph once and pick one word they do not know to focus on as they fill out the worksheet.
7. Allow learners adequate time to fill in their worksheets; be available to answer learner questions as needed.
8. Once learners have filled in their worksheets, gather the whole group back together. Ask learners to talk about their decision-making process if they chose to use the dictionary. How about the process if they did not use the dictionary? What did both groups notice about making this decision? What, if anything, might they change about making this decision in the future?

This activity allows learners to consider what genre of reading materials they feel motivated and excited to read, and then brainstorm possible sources or authors for specific texts. It was designed for learners of all levels.

Learning outcomes:
Learners will be able to:

• Identify a central idea they are interested in reading about
• Create a mind map starting with that central idea
• Find one source material to read
• Reflect on their experiences finding and reading materials

Mode(s): Interpretive, Presentational

Materials: Finding Reading Materials Video, What Do I Want to Read? worksheet, optional: devices with access to the internet for searching, if needed, and for accessing the worksheet

Procedure:

1. Ask learners to think about what makes them excited to read in the target language. Write their answers on the board or a digital document for all to see. Point out any themes or recurring ideas.
2. If any learners do not have things that make them excited about reading, reassure them that this is okay. Tell these learners, and the rest of the group, that this activity is meant to help them discover an interest, author, or reading material that will help them feel excited about reading.
3. Next, give learners the What Do I Want to Read? worksheet (in print or digital form). Explain that the worksheet is a mind map, which is a visual map or representation of how different ideas relate to each other. For this activity, learners will start at the center of the map and work outwards from there, adding information related to their central idea. Learners can fill in the mind map as is, add to it, or adjust how it is organized in any way that makes sense to them. The blank map is merely a guide for how they might organize their thoughts.
4. Ask learners to spend a few minutes thinking generally about what they might want to read, using the prompt “I am excited to read about …”. This could be a topic, a genre of reading material, an author, a digital space or site, etc. Have learners write their answers in the large, center circle on the worksheet.
5. Then, give them time to fill in some of the outer circles on the worksheet. Ask them to consider the following questions as they work to create their mind map:
   • Why am I excited about reading this topic, author, or genre?
   • Who writes the kind of material I want to read?
   • Where can I find this material?
   • What do I want to learn from reading it?
6. Learners can use their answers to the above questions to fill in the circles around their central idea. Remind learners that they can organize their ideas (and answers to the questions in step 5) any way they want to in their map.
7. Now, ask learners to look over their maps and use the information they wrote down to decide on one thing to read on their own (either inside or outside of the class or meeting time). This can be as specific as a particular story or book, or as general as a genre of writing (e.g., newspaper article, social media post, etc.). Have them write their decision in one of the outermost circles on the map.
8. If learners have access to devices with search functions, they can search the internet for a specific source to read, writing down the website, name of the article or book, etc. They can also search for their chosen reading material in a  school library or public library.
9. Learners read their chosen material.
10. In the next group meeting, once learners have read their chosen material, have them revisit their mind maps. Encourage them to add any reflections about their reading experience, things they learned from the reading, and/or materials they want to read next to the map.
11. Then, as a whole group, ask learners to rate how excited they feel now about finding materials to read on a fist to five scale, with fist being not at all excited and five being incredibly excited. Point out any patterns in their answers, and reassure all learners that there is no right answer to this question.
12.  Finally, ask learners to share about their mapping and reading experiences.
    • How do they feel now about finding material they want to read?
    • Did mapping out what they wanted to read help them find materials? Why or why not?
    • Would they choose different types of materials to read in the future? Why or why not?
    • How likely are they to keep reading similar or new materials on their own? Why?

Modifications (scaffolding) - If learners who are new to creating mind maps, provide them with an example map already filled in. If learners are practiced in making mind maps, they may not need the scaffolding afforded by the worksheet.

This week, our last in the Gear Up for Summer Learning series, we depart from our normal activity format to provide learners the opportunity to reflect on learning they did throughout the summer. This reflection activity can be repreated (or used for the first time) anytime learners want to reflect upon their learning experiences and progress.

Learning outcomes:
Learners will be able to:

• Define what they learned
• Identify what went well during learning
• Name where they would like to improve, or what they could change, during future learning
• Define what they would still like to learn
• Set one or more future learning goals

Mode(s): Presentational
Materials: Reflect on Summer Learning video, Reflection Star Cycle worksheet, examples of previous work or activities to be evaluated

1. First, think back on the learning you have done. You can think about your work on one activity, your work towards one or more goals, your work over a certain period of time, etc. You can use any parameters that are meaningful to you to decide what you will be reflecting on.
2. Then, identify what you have learned or what you can now do based on the work you are reflecting upon. Is there new knowledge or skills that you have gained? Have you practiced or improved what you knew or could do before? Write your answers under Question #1 at the top of the star one the Reflection Star Cycle worksheet.
3. Next, think about what worked well for you during the specific work or time period you have defined. What do you feel went well? Which knowledge and skills related to this work are you confident about? Write your answer under Question #2 on the worksheet.
4. Then, think about where you would still like to improve, as relates to this work. Is there knowledge or understanding you want to deepen? Would you change anything about your learning process, available resources, or outcomes if you had to do it again? Write your answer under Question #3 on the worksheet.
5. Next, think about what you would still like to learn or be able to do that relates . This should be knowledge or skills that you have not yet developed or mastered to your satisfaction. Write your answer under Question #4 on the worksheet.
6. Finally, based on your responsest to the previous questions, what next step(s)  can you take? The scope of this goal (or goals) can be as narrow or as broad as makes sense to you. Feeling overwhelmed at setting new goals? Try starting with a small, simple, one-step goal that relates to, and builds upon, the learning or task you are reflecting on. Write your answer under Question #5 on the worksheet.
7. Once you have completed your Reflection Star Cycle, you are now a star!
8. Repeat the Reflection Star Cycle as often as you would like. Repeating this cycle will help you understand your own learning process, and sett new learning goals that are tailored specifically to what you want to learn, and what is meaningful to you, in the language you are studying.

This week, we depart from our normal activity format to provide learners with the opportunity to brainstorm how they want to engage with digital spaces in the target language. In this activity, learners will brainstorm broadly about what they would like to do, then narrow or “funnel” this idea down to set one goal or action.

Learning outcomes:
Learners will be able to:

• Identify multiple target language digital spaces they are interested in
• Choose one target language digital space to engage with
• Set one language related goal or action relevant to their chosen digital space
• Reflect on the outcome of their goal or action

Mode(s): Interpretive, Interpersonal, Presentational

Materials: CASLS Digital Discourse(s) Activities Playlist, device with internet access, Funnel Your Goals worksheet

1. First, think broadly about what you would like to use the target language to explore or do online. For example, this could be creating or commenting on social media posts, searching for and reading a particular author or topic, playing a digital game, etc. If you need suggestions, browse the CASLS Digital Discourse(s) Activities Playlist for ideas. Write your ideas in the top of the funnel on your Funnel Your Goals worksheet.
2. Then, think about where you could explore or accomplish your ideas from step 1. Is there a particular site, platform or game that is relevant to what you would like to do? Can you explore your interest through multiple sites or platforms?  Write a list of these locations in the second space on the worksheet.
3. Next, look over your list from step 2 and choose one location or platform from the list. Write your choice in the third space on the worksheet.
4. Now revisit your list from step 1 and think of one particular goal or action from this list that you can do in your chosen location. This goal or action can be as specific as you would like. For example, this could be to chat in the target language with at least one other player while playing a multiplayer online game; to watch a video by a vlogger who speaks the target language to learn about a shared interest or about their country, city or culture; to write and publish a social media post; or to comment on someone else’s social media post, blog, vlog, fanfic, etc. Write your goal or action in the fourth space on the worksheet.
5. Do your goal or action!
6. Finally, reflect on the outcome of your goal or action, and take some notes at the bottom of the worksheet. As you reflect, think about the following questions:
   • What did you learn from engaging in this digital space? Did you learn anything about the target language, including any domain specific uses of the language for your chosen digital space? Did you learn anything about the space or platform itself?
   • What else would you need to know to continue participating in your chosen digital space in the future?
   • Going forward, would you like to participate in the same way in this digital space, or in different ways? Why?

This week, we depart from our normal activity format to provide learners with the opportunity to explore how to adapt what they want to say or write to fit interactions in different contexts or with different people. In this activity, learners will brainstorm multiple ways of saying or writing a thought using How Else & Why?

Learning outcomes:
Learners will be able to:

• Identify more than one way of expressing a thought given changes to a conversational or cultural context
• Reflect on why they would change what they say or how they say it to fit the context

Mode(s): Presentational, Interpersonal
Materials: CASLS Intercultural Communication and Pragmatics Playlist, device with internet access, digital document or pen and paper

1. First, think of a scenario where you would like to use the target language. For example, this could be telling a story to a friend, asking a stranger for information or assistance, saying goodbye politely to your boss or teacher at the end of a conversation, or any other scenario that is relevant to you. Browse through any of the videos in the CASLS Intercultural Communication and Pragmatics Playlist for ideas.
2. Once you have identified your situation, imagine specific details about it. Where does it take place? Who you would be talking to? What relationship do you have to the other person or people involved?  
3. Write down what you would like to say in your scenario. This can be as short as one phrase or sentence, or can be longer.
   • What I want to say is…
4. Then, choose one detail in your scenario to change. For example, you could change the physical location, the type of interaction (in person vs. digital, synchronous vs. asynchronous) the person you are taking to, how many people you are talking to, etc.
5. Once you have decided on your new scenario, think about how the change could affect what you say. Would you use the same words or different words, or say more or less to express your idea? Would you need to be more or less polite? Write down answers to these two questions:
   • How else can I say this?
   • Why would I say it like this?
6. Then, change an additional detail in your scenario, think about how this change affects what you say. Write down your answers again.
   • How else can I say this?
   • Why would I say it like this?
7. Repeat step 6 as many more times as you would like.
8. Once you are done, look at your answers. Do you see any patterns related to how you changed what you said for each new scenario? Write down any patterns you see or anything that strikes you as interesting. As you write, think about:
   • How did your relationship to the person or people affect what you said?
   • How does location or context ( in-person, digital, synchronous or asynchronous, etc.) affect what you said?
   • Why might these factors affect how you say something?

This week, we depart from our normal activity format to provide learners with the opportunity to set goals related to listening. In this activity, learners will identify a listening goal of their choosing and brainstorm steps that will help them reach that goal.

Learning outcomes:
Learners will be able to:

• Identify one goal related to listening skills
• Break the goal down into 2 or more smaller, intermediary steps

Mode(s): Interpretive, Interpersonal

Materials: CASLS Listening Activities Playlist, device with internet access, Goal Ladder worksheet

1. First, think of one goal you have for listening in the target language. For example, your goal could be to find and listen to a new podcast in the target language that relates to an interest or hobby. Or it could be to listen to short videos online or on social media without having to slow them down. Consider the following questions as you think of your goal:
   • What do you want to listen to?
   • Where can you find the type of audio (or audiovisual) material you want to listen to? If you want to practice listening in an interpersonal interaction, where could this interaction happen?
   • Which specific information will help you understand as you listen? Do you need to know specific vocabulary, grammar, or background information about the topic? Do you need to know how words or sounds are linked in speech in your target language? Do you need to know any colloquial expressions?
2.  Write your goal down at the top of the ladder on the Goal Ladder worksheet.
3. Then, think of the smaller steps that will help you work towards your goal, and the order you want to do the steps in. How can each step can help move you towards your goal? You may find it helpful revisit some of the questions you thought about in Step 1:
   • Where will you find the audio material, or where will you listen to others during a conversation?
   • What information do you already know?
   • What information do you need to learn or figure out as you listen?
4. As you are thinking about your steps, look through the CASLS Listening Activities Playlist. Can any of these videos help you work towards your goal? If so, include watching the video in your steps. 
5. Write your steps down on the Goal Ladder worksheet. The worksheet includes spaces for 5 steps, but you can write more or less as needed.
6. As you complete the steps, mark them off on your Goal Ladder worksheet. You can take notes for each step, adding information about what was helpful, or any resources you found and used, etc.
7. When you reach your goal, celebrate!
8. You can also use your Goal Ladder to reflect on your learning process after you have completed your goal. Read through your steps and reflect on what was useful, what you learned, and what you still want to learn. Use these reflections to help you set new goals!

This week, we depart from our normal activity format to provide learners with the opportunity to explore a variety of speaking strategies. In this activity, learners will choose a speaking activity video from the CASLS Speaking Activities Playlist and reflect on their learning with 3-2-1 Bridge.

Learning outcomes:

Learners will be able to:

• Describe a new speaking strategy
• Reflect on the utility of the speaking strategy

Mode(s): Presentational, Interpersonal

Materials: CASLS Speaking Activities Playlist, device with internet access

1. First, choose the video from the CASLS Speaking Activities Playlist you want to work with, but don’t watch it yet!
2. Next, consider the title of the video. Based on your impressions of the title or on your previous knowledge of the related topic, write down:
   • 3 words or ideas
   • 2 questions
   • 1 metaphor or simile
3. Then, watch the video.
4. After you have watched the video, think about what you now know about the topic. Then write down:
   • 3 words or ideas
   • 2 questions
   • 1 metaphor or simile
5. Finally, compare your 3-2-1 lists from before and after watching the video. Consider the following questions:
   • Did the words or ideas you wrote down change? Which ones?
   • Did you have the same or different questions about the topic each time? What about the metaphor or simile?
   • Why do you think each of your 3-2-1 answers remained the same or changed?
   • What can the changes (if any) tell you about the differences between what you knew before and what you know now?

Not sure of what you might like to read in the language you’re learning? Create a mind map to brainstorm genres and sources of reading materials based on your interests.

Mode(s): Interpretive, Presentational
Materials: Paper and pen or pencils, or a digital document. Optional: digital mind mapping tool (check out this list for examples)

1. First, think about what topic you would be most excited to read about in the language you are learning. Or identify a genre of reading materials you are interested in (eg. social media posts, new articles, blog posts, books, etc.). Write (or draw) this topic or genre down to start your mind map. You can create your mind map by hand or by using a digital mind mapping tool.
2. Then, add information related to reading about this topic or genre. You can add any written or visual information relevant to your chosen topic or genre. Think about the following questions, and use your answers to help you add information to you map:
   • Why do I want to read about this topic? Why do I want to read this  genre of writing?
   • Where can I find writing about this topic, or in this genre? Is it available as printed or digital material? Are there audio recordings or audiobooks of it?
   • Who writes in the target language about this topic or in this genre? Why do they write about it?
   • Are there any specialized vocabulary related to the topic or genre you need to know? Is it written in the standard dialect or a different dialect?
   • When was it written and/or published? Is it written using contemporary language?
   • Do you want to read something that has visual components (like a social media post, picture book, comic book, etc.)?
3. Organize the information you add to your map however makes sense to you! You can draw connections between words and concepts, write lists, represent ideas visually, etc.
4. Then, search for reading materials. If you find reading materials that you like, add the titles, authors’ names, digital source location, or any other relevant identifying information on your mind map.
5. Read your found materials!
6. Continue to add to your map as you read new materials, brainstorming new ideas and connections. Or revisit your map to see what you have already read and enjoyed, or to review how you found those materials.

Set your vocabulary learning goals with a Compass Points thinking routine (modeled on this thinking routine from Project Zero), and then dive into learning with CASLS’s Vocabulary Activities Playlist.

Mode(s): Interpretive, Presentational

Materials: CASLS Vocabulary Activities Playlist, device with internet access, target language dictionary (if needed for chosen playlist activity)

First, think about how you learn new vocabulary or practice words you already know using the four Compass Points (east, west, north, south). Consider the questions for each of the four points below.

1. E = East = Excited
   • What excites you about learning vocabulary?
2. W = West = Worrisome
   • What do you find worrisome or challenging about learning vocabulary?
3. N = North = Need to Know
   • What do you need to know to learn vocabulary? What information helps you learn, contextualize, remember and use target language words?
4. S = South = Suggestion for Moving Forward
   • Based on the first three points, what suggestions can you give yourself for learning new vocabulary or reinforcing existing vocab knowledge?

Then, using your suggestions from #4, choose an activity to complete from the CASLS Vocabulary Activities playlist.

Finally, after you have completed the activity, reflect on your experience by revisiting your Compass Points (East, West, North and South).

1. E = Did the activity help you feel excited about learning your chosen vocabulary? Why or why not?
2. W = Did the activity help you address any worries or challenges? Why or why not?
3. N = Were you able to find and apply what you need to know to learn and use vocabulary?
4. S = Where do you want to go from here with your vocabulary learning? What suggestions do you have for yourself? What types of activities do you want to do now, or which vocabluarly learning goals do you want to set for yourself?
    

Jumpstart summer language learning with CASLS 30-Day Language Learning Challenge! Download the 30-Day Language Learning Calendar to get started.

Mode(s): Interpersonal, Interpretive, Presentational

Materials: CASLS 30-Day Language Learning Challenge Overview, 30-Day Language Learning Challenge calendar, device with internet access

Four Ways to Use the 30-Day Language Learning Calendar:

1. Complete it all: Complete all 30 days of activities, during the same timeframe, with a friend or classmate. Meet weekly to compare the activities you did, resources you explored, questions you had, and things you learned.
2. Work on one skill at a time: Choose one skill you want to work on: Hear it!, Read it!, New Words!, Connect!, or Create!. Complete one or more activities in this category per week. Then create and complete an activity of your own design as a final challenge. Repeat the process with a new skill and set of activities, if desired.
3. Bingo: Play bingo using the calendar as a bingo card. Each day choose a random number between 1 and 30. You can do this by using a random number generator, or by writing each number on a slip of paper, shuffling the slips of paper and then choosing one randomly each day. Complete the activity that corresponds with the selected number and mark it off on the calendar. The first person to complete all the activities in a vertical column or horizontal row wins!
4. Weekly reflection: After completing a week of activities, take some time to write a reflection, or journal entry, about your experiences. What did you find useful about the activities you completed? Was there anything that surprised you? What do you still want to learn?

This activity was designed for intermediate learners. It was created to help learners complete self assessment and peer assessment on a work sample in the target language. It was written with assessing learner-created memes or social media posts in mind, but could easily be adapted for other genres.

Learning outcomes:
Learners will be able to:

• Identify 2 aspects they did well and 2 aspects that could be improved in their own work sample
• Identify 2 aspects that work well and 2 aspects that could be improved in a peer’s work sample
• Compare their self evaluation to peer and teacher evaluations

Mode(s): Interpretive, Presentational

Materials: Celebrate Mistakes: Use Them to Learn and Grow video, Celebrate and Learn from Successes and Mistakes self review/peer review handout (3 pages stapled together), previous work sample of a meme or social media (written, visual, or video) in the target language, mobile phones or other devices (for showing work samples)

Procedure:

1. Ask learners to think about what it feels like when they make mistakes in the target language. How do they react? Write their reactions on the board or a digital document for all to see.
2.  Next, show learners the Celebrate Mistakes: Use Them to Learn and Grow video. Ask them to think about what the video said about mistakes as a tool one can use to learn and grow. Is this framing of mistakes similar or different to how they felt about mistakes in step #1? Can they recall a time where they learned from a mistake they made in the target language?
3. Then give learners the Celebrate and Learn from Successes and Mistakes self review/peer review handout. Have them pull up their work example on a device.
4. Walk learners through the steps of doing the self review and peer review. For these reviews, they should focus on learning from, and not being overwhelmed by, mistakes as well as their successes.First they will circle the aspects listed that they feel were successful. Then they will choose 2 of the circled aspects and elaborate on why each was successful. They will repeat this process for aspects that could be improved.
5. Give learners time to complete their self assessment (5 minutes or more, as needed). Once they are done, have them fold over their handout so the peer review sheet is on top.
6. Then, have learners exchange their work sample and peer review sheet with a peer. Learners can choose the peer they want to work with, or the teacher can instruct them on how to exchange work (eg. hand your sample and sheet to the person on your left).
7. Give learners time to complete the peer assessment (5 minutes or more, as needed).
8. Optional: the teacher can fill out an assessment (page 3 of the handout). This can happen either before, during or after class time.
9. Next, have learners give their peer assessments back to the author of the work sample. Each learner will take a few minutes to read through their peer’s assessment of their work (and the teacher’s assessment, if already completed), and compare it to their own. What was similar about the assessments? What was different?
10. Reconvene the whole group. Ask learners to talk about what their peers (and teacher) pointed out about their work. How was this similar or different from what they noticed? What would they most like to improve when they create a similar meme or social media post in the future?

Notes:
-Modifications (content) - Other genres of work samples can be used (instead of memes and social media posts) by updating the checklist on the [b]Celebrate and Learn from Successes and Mistakes self review/peer review handout to match the genre.

-Modifications (scaffolding) - This activity can be adapted for novice or advanced learners by changing the type or genre of the work samples. For example, novice learners could use memes, intermediate learners could use slightly longer posts or videos that combine text, visuals and hashtags (Instagram, TikTok, Facebook, or other popular sites), and advanced learners could use fanfiction, blog posts, or longer written posts.

by Ailsa Li, CASLS Graduate Intern

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

Learning outcomes:  
Learners will be able to:

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

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

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

Procedure:

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

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

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

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

Learning outcomes:
Learners will be able to:

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

Mode(s): Interpretive, Presentational

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

Procedure:

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

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

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

Notes:
Modifications (tech)

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

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

Learning outcomes:
Learners will be able to:

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

Mode(s): Interpersonal, Interpretive

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

Procedure:

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

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