Chapter 2 workbook contains practice activities for Chapter 2 Lesson. That includes using regular verbs to generate conversation about likes and dislikes. Complimenting people and accepting and requesting food and beverages. It also looks at making yes/ no questions to ask basic information.
Main point of the activity is to avoid facial expressions, we want to challenge students into understanding just how important facials are! Taking away one of the 5 parameters of sign is a good challenge that makes students realize how important each of the 5 are.
Students will get the chance to watch a CODA Comedian in the warm up and get a glimpse into what it is like to have deaf parents. In the main activity, students will be able to work together to understand just how important facial expressions in sign language are.
Students will discuss Deaf Culture through the experiences of a Deaf individual. Students will work to translate scenarios in ASL, while understanding the importance of facial expressions and non-manual signs in conversation.
Students will discuss Deaf Culture through the experiences of a Deaf individual. Students will work to translate scenarios in ASL, while understanding the importance of facial expressions and non-manual signs in conversation.
This OER: Fairy Tales, Myths and Legends IPA Choice board was created by Stephanie Werner and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached IPA Choice Board is designed for 7-12 World Language Teachers of Low to Mid level Intermediate second language learners.
In this activity, students will identify and interview a partner regarding their "bucket list" for fall. (While designed for fall, this activity could easily adapted for any season.) Once complete, they will also be present their list to the group and discuss some aspects of their daily routine during the fall.
This is a tiered interpretive listening activity. It aligns to an intermediate-level unit about family. All students watch the same video and answer the same questions, with three levels of support for students at different proficiency levels.
In this Resource students can study family memberships. Then there are some activities for continue working in relation with this vocabulary and IZAN ( TO BE), UKAN (HAVE) verbs.
Students will be able to recognize family member classifications (i.e. Großmutter=grandma), describe family members, and accurately use vocabulary related to families. They will need to acquire information about another individual’s family and will practice describing their own family members. They will need to acquire information about a classmate’s family and they will practice describing that classmate’s family members.
Students will be comparing and contrasting their childhood background compared to Deaf individual's background. They will then be considering the pros and cons of a Deaf child being taught orally compared to through sign. Students will learn to discuss controversial and difficult topics using ASL.
This activity aligns to a unit about families. Students read several infographics about Mexican families and record information on a handout. This activity is designed to be open-ended in order to accommodate students of various proficiency levels.
Family Members
The Family
Mother, father, sister, brother, aunt, and uncle are just a few words you will learning about in this seminar. You will be able to identify various family members in your family as well as in other people's families by using possessive adjectives as well. Combine this new knowledge with previously reviewed adjectives and verbs to begin telling more and more about what others are like and what they do.ACTFL StandardsCommunication: Interpersonal Communication, Presentational CommunicationComparisons: Cultural ComparisonsLearning TargetI can say or write something about the members of my family and ask about someone’s family.Habits of MindApplying past knowledge to new situationsCritical Thinking SkillInternalize
In this activity, students will work together to interview one another to construct family trees. Students will pair off and ask one another a series of interview questions and draw their partners family tree. Students will then introduce their partners family to other classmates.
This interpretive listening task aligns with a novice-level unit about families. This task is tiered by complexity of product (how students show what they know). Level A is given the most support, while level C is given the least support. An answer key is provided.
In this activity, students will practice talking about their families and each other's families. Students will begin by describing famous families and how each member is related to each other. Then they will practice fingerspelling names. Their main activity will be to describe their family tree with a partner and then describe their partner's family tree.
Students will be able to recognize family member classifications (i.e. abuela=grandma), describe family members, and accurately use vocabulary related to families. They will need to acquire information about another individual’s family and will practice describing their own family members. They will need to acquire information about a classmate’s family and they will practice describing that classmate’s family members.
Students will be able to recognize the roles and describe family members. They will need to acquire information about an individual’s family and they will practice describing his family members.
In this activity, students will work together to interview one another to construct family trees. Students will pair off and ask one another a series of interview questions and draw their partners family tree. Students will then introduce their partners family to other classmates.