Greetings, German, 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 pathwaysproject@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 pathwaysproject@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 pathwaysproject@boisestate.edu 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

Description:

Students will have a “Meet and Greet” party where they will pretend to be the person on their card, such as Heidi Klum. They will introduce themselves and greet other people, taking into account the times of day and their feelings review the different greetings

Proficiency Level:

Novice Low

Keywords:

Greetings, introductions, hello, goodbye, times of day, meet and greet, german

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written language on a variety of topics
  • Standard 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
  • Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.

Idaho State World Language Standards:

  • COMM 1.1- Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1- Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
  • CLTR 1.3: Function appropriately in diverse contexts within the target culture.
  • COMP 1.1- Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

  • I can say hello and goodbye to someone my age or younger, my professor, an adult, or someone I don't know
  • I can introduce myself and others
  • I can respond to an introduction 
  • I can greet and take leave from someone using polite rehearsed behaviors.

Materials Needed:

Person Cards

Google slideshow

Warm-up

1. Begin by introducing the Can-do statements, remind students about formal vs. informal conjugations (e.g. for introductions) 

2. Use hangman as a way to review the alphabet and introductions 

3. Some hangman word options:

  • Hallo
  • gute Nacht
  • Abend
  • Freut mich
  • Herzlich Willkommen
  • danke
  • tschüss
  • Bis Morgen
  • auf Wiedersehen
  • Begrüßung
  • Abschied
  • Telefonnummer

Main Activity

1. Students will have a “Meet and Greet” party where they will pretend to be the person on their card. 

2. Each student gets an identity card that describes who they will be for the round

3. The lab assistant will put a time of day on the projector or ipad which students must take into account in their answers

4. Students walk around and mingle with each other, asking each other questions and responding based on the information on their cards including the emotion displayed by the emoji. 

5. The students should practice using the formal tense when speaking with each other. 

Wrap-up

1. Wann würden Sie formale Sprache verwenden?

2. Wann würden Sie informelle Sprache verwenden?

End of lab:

End of lab: Can-Do statement check-in... “Where are we?”

  • Read can-do statements 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!

NCSSFL-ACTFL Can-Do Statements:

  • I can say hello and goodbye to someone my age or younger, my professor, an adult, or someone I don't know
  • I can introduce myself and others
  • I can respond to an introduction 
  • I can greet and take leave from someone using polite rehearsed behaviors.
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