# Greetings- English Foundation

## About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. In other words, the activities are “language-agnostic” to provide language instructors from around the country the platform to remix these instructional materials, infusing them with their target language and culture!

This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.

### Using the WLRC Repository’s Activities:

When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.

Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.

Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.com and we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.

Enjoy!

- Boise State World Languages Resource Center

## Introducing Oneself

In this activity students will get the opportunity to practice introducing themselves and asking others their names. They will also practice using greeting appropriate for different times of the day.

### Keywords:

Greetings, names, introductions, formal language, informal language, hello, goodbye

### Relevant NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself when I meet people.
• I can tell my name and ask someone their name.
• I can greet and take leave in a polite way.
• I can greet and appropriately address someone I meet using polite, rehearsed behaviors.

Communication
Standard 1.1
Students engage in conversations,
provide and obtain information, express feelings and emotions, and exchange opinions.

Name Game Cards

NAME GAME CARDS

## Warm-up

1. Begin by introducing the Can-Dos for today’s activity and displaying Google Slides presentation.

“Today, we are going to practice greeting new people and introducing ourselves. We will also discuss common greetings used at different times of the day."

### Relevant NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself when I meet people.
• I can tell my name and ask someone their name.
• I can greet and take leave in a polite way.
• I can greet and appropriately address someone I meet using polite, rehearsed behaviors.

2. Proceed through the Google Slides presentation, using each set of photos to introduce students to greetings used at different times of the day. Slides will also allow students to learn and practice basic phrases for introducing oneself and asking someone their name.

“During certain times of the day, it is very common to greet people by stating wether is is morning, noon , or night. Additionally, when greeting someone, it is polite to use different expressions when there is a difference of age, authority, or someone has a title.

If students need some assistance getting the discussion going, use the questions below:
1. When meeting someone who looks very official, what is the most polite way to greet them?
2. What kinds of words would you use when speaking with someone younger than you?
3. What types of words are appropriate when meeting or greeting friends? Do you need to use formal language?
4. When greeting a teacher, or meeting them for the first time, would you speak formally?
5. How would you introduce yourself to there different people? How would you ask them their names?

## Main Activity

1. Scramble the Name Game cards and lay them out face down. Have each student pick a card.

“Next, we are going to practice introducing ourselves by taking on the personas of well known figures and celebrities! Everyone has a card with a photo and a name. ”

1. “We will first start by asking one another for surnames, as this is what is polite when meeting someone for the first time.
2. “After we have all had an opportunity to introduce our surnames, we will practice introducing ourselves and asking someone their name."

3.

• Shuffle Cards and place face down on table, students all pick a card
• Activity leader starts by showing their card and introducing themselves starting with surnames.  Feel free to point to the part of the name card that has the surname if students are unsure of where to look for that information.
• Leader then turns to RANDOM students and asks "Excuse me, what is your surname" in the target language. The student then answers by saying their surname, and then asks the same question of another random student. Repeat until all students have asked/responded.
• Leader should then ask a random Student "what is your name?" in the target language. Repeat steps as above until all students have had the opportunity to ask/respond.

## Wrap-up

After completing the main activity, return to the Google Slides presentation and go over the review slides with students, reinforcing concepts learned in the lesson and giving time for clearing up any confusion or answering questions students have.

### Wrap-up questions (Pick the a few you’d like to ask):

• When is it appropriate to use formal/informal language when greeting someone?
• What are the different greetings you use at different times of day?

### End of lab:

• Read Can-Do statements once more and have students evaluate their confidence.
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

### Relevant NCSSFL-ACTFL Can-Do Statements:

• I can introduce myself when I meet people
•    I can tell my name and ask someone their name
•    I can greet and take leave in a polite way
• I can greet and appropriately dress someone using polite, rehearsed behaviors

Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...