In this lesson children will listen as the teacher reads Chrysanthemum. Afterwards have a discussion about the story with a focus on the length of ChrysanthemumŐs name. Have the children compare the lengths of their own names using letter tiles, grid paper, and a class graph.
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As you learn a new language and meet new people you will have to be able to ask them what their name is. Learning a new language will allow you to make many new friends across the world.ACTFL StandardsCommunication: Interpersonal Communication, Presentational CommunicationCultures: Relating Cultural Practices to PerspectivesLearning TargetI can say my name and ask someone’s name in Spanish.Habits of MindPersistingStriving for AccuracyCritical Thinking SkillComparingMetacognitionSelf-Regulation
This project is an attempt to build a comprehensive database of Arabic place names that covers the entire world, not just place names in the Arabic speaking world. The place names are proofread carefully to ensure adherence to the rules of hamza orthography, something often ignored in most publications. The database gives the correct name in Arabic script, its name in English or transliteration, spelling variants, and common errors in spelling. Frequency of variants is also given.
Each student is given Person card with information that matches other cards held by classmates. They need to ask each other questions about who they are in German so they are able to find a match. If they think they have found their match, they compare emojis to confirm. This activity can be expanded by having students describe themselves or describe each other at the beginning or end of the activity.
In this activity, students will have the opportunity to practice greetings and introductions by practicing vocabulary appropriate for certain times of the day and practicing formal/informal greetings.
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.
This unit uses the childrenŐs names as the foundation for teaching language, alphabetics, one-to-one counting, sequencing, concepts of print, and phonemic awareness. The childŐs own name is the most important word to him. Although many children come to school with an awareness of environmental print, they see the environmental print words as a whole.
In this lab, students learn about francophone culture and name pronunciation through discussion of la fête. They also practice demonstrative pronouns.
This activity serves as an introduction to a narrative writing assignment. To provide context for this activity, teachers will give students an overview of the Census Bureau. Then, students will complete a Quickwrite about their name and its history. After that, students will examine and answer questions about census data on popular last names, listen to a story about names, and complete a Quickwrite about that story. To further prepare for their narrative writing assignment about names (which is not part of this activity), students will jot down their thoughts in a graphic organizer.
Students will review basic introductory phrases. The students will then take turns introducing themselves to their classmates, discussing their names, years in school, majors, and nationalities. They will review all of the information they learned with a challenge round at the end.