A. As an introductory student to student activity, students are placed into groups of 4 (2 from each class, at least 1 male in each group). Each student receives three sticky notes, and is asked to write three brief descriptions of  language learning or travel experiences, to include the month and date. The sticky notes are gathered chronologically to create a line, a circle, or an arrangement of their choice, to form a game board. Students took turns rolling a single die, and moved coins accordingly across the Life Line board. If a student landed on her own sticky note, the other three students could ask her one question each related to that event. If the student lands on another student’s note, she asks a question to that student, followed by the other two students. As events are discussed they are removed from the board. If all sticky notes are removed from the table before the end of the allotted time, students can ask follow up questions to those already made.

B. A distinct advantage is that, as an interactive activity, the students are able to build rapport amongst themselves (building classroom culture) by sharing details they would otherwise not share. Additionally, by encouraging them to share events related to use of the TL, students are implicitly reminded of why they choose to study a foreign language (read: motivation). The topic of conversation can be adjusted according to student proficiency and curricular themes. For example, beginner students could write events related to their morning routine. Additionally, vocabulary related to the activity’s theme (e.g., routine) can be pre-taught, in which case the activity functions as practice.

C. Beginning level learners can write letters of the alphabet and arrange them alphabetically, then roll the die and say a pre-taught word which begins with that letter when the

D&E. Intermediate learners can write sentences which employ grammatical tenses as review or practice. The teacher can prompt the writing tasks with three questions which reflect language/topics of relevance to course curricula.

F.  This activity seems very appropriate for advanced learners, as it can activate uninhibited speech fueled by students’ curiosity and concern for one another.

G. Language classes with different TL writing systems (e.g., Chinese as TL for native English speakers) can allocate more time to the writing portion of the task. An activity with a stronger focus on writing skill development for advanced learners could request of the students they write sentences embedded with blanks. Students then roll the dice and on the sticky pad write words/phrases in the blanks, similar to Adlibs.

Composed by: Gerri; Josiah; Kendall; Dylan