Author:
Brenna McNeil, Amber Hoye, Naia Robinson, Mimi Fahnstrom
Subject:
Languages, Language Education (ESL)
Material Type:
Activity/Lab
Level:
High School, College / Upper Division
Tags:
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
German

German Level 3, Activity 08: Halloween Volkespiel / Vocabulary Games (Online)

German Level 3, Activity 08: Halloween Volkespiel / Vocabulary Games (Online)

Overview

Students will discuss Halloween in German. They will talk about their favorite sweets and costumes.  They will play a game with German Halloween words about  different Halloween topics.

Coffee Talk

Description:

Students will play a game listing as many vocabulary words as they can that are related to a certain topic. 

Proficiency Level:

Intermediate

Keywords:

Halloween, Erntedankfest, Essen, Reisen, German

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 written and spoken language on a variety of topics.

Idaho Content Standards for World Languages:

  • 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.

NCSSFL-ACTFL Can-Do Statements:

  • I can come up with vocabulary related to a topic.

  • I can answer questions related to a topic.

  • I can have a discussion related to different topics.

Materials Needed:

Google Slide

timer

paper and pencil (if students don't have it)

Warm-up

  • Halloween vocab

    • Süßigkeiten

    • Kostum

    • “Süßes oder Saures”

    • Kürbis

    • Das Geisterhaus

  • Was machst du auf Halloween?

  • Was sind deine lieblingsSüßigkeiten?

Main Activity

Coffee Talk Game

  • Lab assistant reveals a word and then gives the students a certain amount of time to write down all of the things that come to mind surrounding the word. 

  • After time is up, students go around reading off their lists. If you have the same word written down as someone else, you cross it out. 

  • Students earn points for the words they have that no one else has. 

  • Lab assistants should question words that don't seem relevant and students have to defend them. 

  • After each round the lab assistant asks a question relating to the topic on the card to get some discussion going. Question in the notes section of the PPT.

  • Each round the amount of time decreases, starting with 2 minutes and going down by 15-30 seconds each time (depending how much time is left in the lab and how many rounds you want to do)

Wrap-up

  • Read can-do statements and have students evaluate their confidence with cards 

  • Encourage students to be honest in their self evaluation

  • Pay attention, and try to use feedback for future labs!