🎃German Level 3, Activity 08: Halloween Volkespiel / Vocabulary Games (Online)
Semantic Topics: Halloween, Food, Essen, Travel, Reisen, Der, Die, Das, Holiday, Feiertag.
Products: Halloween Cards, Halloween-Karten.
Practices: Describing traditions surrounding Halloween in German. Beschreibung der Traditionen rund um Halloween auf Deutsch.
Perspectives: Value in learning German words for certain holidays. Wert beim erlernen von deutschen Wörtern für bestimmte Feiertage.
- Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.
- Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.
Idaho State Content Standards:
- Objective: COMM 1.2 Understand, interpret, and analyze what is hear, read, or viewed on a variety of topics.
- Objective: CLTR 1.2 Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
NCSSFL-ACTFL Can-Do Statements:
- I can create a list of vocabulary related to a topic.
- I can explain my personal experiences with Halloween.
- I can have a discussion about preferences surrounding Halloween.
Materials Needed:
Warm-Up
1. Discuss Halloween Vocabulary with the students.
Diskutieren Sie Halloween-Vokabular mit den Schülern.
- Süßigkeiten (Candy)
- Kostüm (Costume)
- “Sußes oder Saures” (Trick or Treat)
- Kürbis (Pumpkin)
- Das Geisterhaus (Haunted House)
2. Ask the students how they celebrate Halloween.
Fragen Sie die Schüler, wie sie Halloween feiern.
3. Ask the students to share about their favorite candies.
Bitten Sie die Schüler, etwas über ihre Lieblingssüßigkeiten zu erzählen.
Main Activity
Coffee Talk Game
Kaffee-Talk-Spiel
1. The instructor reveals a word and then gives the students a certain amount of time to write down all the things that come to mind surrounding the word.
Der Lehrer verrät ein Wort und gibt den Schülern dann eine gewisse Zeit, um alles aufzuschreiben, was ihnen zu dem Wort einfällt.
(To Reveal the word click in the slide in the Google Presentation. To make the word disappear and go to the next slide, click the on the slide again.)
(Um das Wort anzuzeigen, klicken Sie auf die Folie in der Google-Präsentation. Um das Wort verschwinden zu lassen und zur nächsten Folie zu wechseln, klicken Sie erneut auf auf der Folie.)
2. 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.
Nach Ablauf der Zeit lesen die Schüler ihre Listen ab. Wenn Sie dasselbe Wort wie jemand anderes aufgeschrieben haben, streichen Sie es durch.
3. Students earn points for the words they have that no one else has.
Die Schüler erhalten Punkte für die Wörter, die sie haben, die sonst niemand hat.
4. The instructor should question words that don’t seem relevant and students have to defend them.
Der Lehrer sollten Wörter hinterfragen, die nicht relevant erscheinen, und die Schüler müssen sie dann verteidigen.
5. Each round, the amount of time decreases, starting with 2 minutes and going down by 15-30 seconds each time (depending on how much time is left in the lab and how many rounds you want to do).
Mit jeder Runde verringert sich die Zeit, beginnend mit 2 Minuten und jedes Mal 15-30 Sekunden weniger (je nachdem, wie viel Zeit im Labor bleibt und wie viele Runden Sie machen möchten).
Wrap-Up
Ask the student to share about their favorite costumes for Halloween.
Bitten Sie die Schüler, ihre Lieblingskostüme für Halloween zu erzählen.
End of Activity:
• Read Can-Do statements once more and have students evaluate their confidence. (Use thumbs up/thumbs down)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements:
- I can create a list of vocabulary related to a topic.
- I can explain my personal experiences with Halloween.
- I can have a discussion about preferences surrounding Halloween.
cultural Resources
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