Greetings and Introductions, Mandarin Chinese, Novice Low

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

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. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact amberhoye@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email WLRCLAR@gmail.com and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Greetings and Introductions (Novice-Low)

Description:

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.

Proficiency Level:

Novice Low

Keywords:

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

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.

World-Readiness Standards

  • Standard 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in Chinese
  • Standard 2.1 - Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the Chinese-speaking world
  • Standard 5.1 - Students use the Chinese language both within and beyond the school setting

Idaho State World Language Standards:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • CLTR 1.1 - Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • COMP 1.1 - Observe formal and informal forms of language.
  • COMP 2.2 - Compare and contrast appropriate gestures and oral expressions in the target culture with the learner’s culture.
  • COMT 2.2 - Explore opportunities to use the target language for personal enrichment/professional advancement/communication skills

Materials Needed:

iPad or Computer (projector)

Google Slides Presentation

Name Game Cards

Warm-up

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

2. Use the Google slide presentation to introduce 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 王。”
    "Hello everyone! My last name is Wang."
     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?” 
    "Excuse me, what is your surname?"
    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?”
    "What is your name?"

    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!

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...
Can-DO_Statement_JoRhwRK.pngWhere 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...

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...


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