# Greetings and Introductions, Mandarin Chinese, Novice Low

## 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

## Greetings and Introductions﻿ (Novice-Low)

In this activity students will learn vocabulary associated with different times of day. Students will each be given a name game card of a famous Chinese icon. Students will then take on the role of these icons and introduce themselves to one another and practice greetings.

### Keywords:

China, real-world practice, greetings, introductions, names, meeting new people, hello, Chinese

### 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.

### Relevant ACTFL World-Readiness Standards

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

Materials Needed:

iPad or Computer (projector)

Name Game Cards

## Warm-up

1. Begin by introducing the Can-Dos for today’s activity and spend some time to review appearances.

### 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.

2. Google slide presentation introducing greetings, introductions, and times of day

• Introduce students to different times of day and appropriate greetings for those times of day
• Introduce "formal" and "informal" greetings when you meet and introduce yourself to strangers and the differences between greeting based on status/relationships

## Main Activity

1. Shuffle cards and place face down on table, students and lab assistant all pick a card

2. Lab assistant starts by showing their card and introducing themselves starting with surnames. “你们好！我姓 艾。” 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.

3. Lab assistant then turns to random students and asks,
“请问， 您贵姓？”
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.

4. Lab Assistant should then ask a random Student
“你叫什么名字？”

Repeat steps as above until all students have had the opportunity to ask/respond.

### Wrap-up:

1. Review greeting and times of day on Google Slides Presentation
2. Share cultural "fun" greetings, such as those between friends, teachers, family...etc...

### End of lab:

• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• 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.

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...