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Differentiation within the German SoW

Supporting lower proficiency learners:

by support
by task
by outcome

Activity Selection:

Year 7 German

Term 2.2 - Weeks 3 – 5

30/05/21

Rachel Hawkes

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German Y7 Term 2.2 weeks 3-5

High frequency strong verbs in the present tense
Progression:

Week 3 – lesson 1 ‘ich’ & ‘er/sie’; lesson 2 ‘ich’ & ‘er/sie’

Week 4 – lesson 1 ‘ich’ & ‘du’; lesson 2 ‘ich’ ‘du’

Week 5 – lesson 1 ‘er/sie’ & ‘sie’; lesson 2 ‘er/sie’ & ‘sie’(extended text activities)

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German Y7 Term 2.2 weeks 3-5

Term	Week	Grammar Tracking Overview
2.2	Wk 1	Present tense weak verbs: 1st person singular vs 1st person plural (plus HABEN / SEIN)
	Wk 2	Modal verb können: ich kann, du kannst, er/sie kann 2-verb rule kein (with plurals) vs nicht
	Wk 3	Present tense strong verbs: 1st vs 3rd person singular
	Wk 4	Present tense strong verbs: 1st vs 2nd person singular
	Wk 5	Present tense weak and strong verbs: 3rd person singular vs 3rd person plural (sie = she, sie = they) WO2

Lesson 1: ‘ich & ‘er/sie’ (input activities)

Lesson 2:

‘ich & ‘er/sie’ (production activities)

Lesson 1:

‘ich’ & ‘du’ (input activities)

Lesson 2: ‘ich’ & ‘du’ (production activities)

Lesson 1: ‘er/sie’ & ‘sie’

Lesson 2:

‘er/sie’ & ‘sie’

(extended text activities)

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Differentiation by: support

Example Y7 T2.2 W3-5
All modes and modalities: �reading, listening, speaking and writing
Grammatical focus: �present tense strong verbs: 1^st vs 3^rd person singular

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Supporting lower proficiency learners

Term 2.2 Week 3 (p.41)

Term 2.2 Week 4 (p.42)

Term 2.2 Week 5 (p.43)

Across the series of lessons on strong verbs, we not only practise the strong verbs from each week’s specific vocab set each time, but also recycle the verbs from the previous lessons as well as gradually bringing in previously learnt weak and irregular verbs. �As we have said, this is to ensure that students acquire a good verb lexicon, in particular focussing on highly frequent verbs.�To support students’ understanding of the strong verbs used across the activities, where retention is weak, teachers could make use of the Y7 Language Guides in class. �If students are not able to readily recall the meanings of the verbs used, they can be directed to pages 41-43. �This supports the reading, listening and production activities across the three weeks. �Students could be asked to highlight the infinitives in a particular colour.

To promote recall, rather than having the sheet on the desk for constant referral and in order to maintain a degree of challenge, ask students to have this help sheet face down on their desks and that they try to remember vocab before they check the sheet. �Once checked, they should turn the sheet back over. �Another way to make use of this sheet would be to ask students to read the sheet for 2 minutes ahead of the activity as a quick refresh, either asking students to make no further reference to it, or limiting the number of times the sheet could be referred to (‘lifeline’ style).

These methods could be particularly useful for mixed ability groups where various levels of challenge are required to meet the span of ability across the group.

�Where students’ retention is very poor, then allowing the sheet to be referred to throughout may be of benefit.

Remember though that some ‘attempt to recall’ is needed to strengthen memory, so it may be better to reduce the number of items students are required to produce, and instruct them to repeat the task, with less support each time. i.e. whilst others produced 5/6 items, they produce 2 or 3, several times, referring to the sheet initially, then reducing their own reference to it.�

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Grammatik – strong verbs

Grammatik

Some German verbs change the vowel in the er / sie-form.

ich spreche

er spricht

We call these strong verbs.

You have to learn which verbs are strong, but there are some rules!

Only verbs with an a or an e in their stem can be strong.

Stems with an e change to i or ie:

ich gebe

er gibt

ich lese

sie liest

Stems with an a change to ä:

ich fahre

sie fährt

ich laufe

er läuft

This includes the a in au!

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Grammatik – strong verbs

Grammatik

Sprechen

to speak

ich spreche

I speak

er spricht

he speaks

sie spricht

she speaks

Only verbs with an a or an e in their stem can be strong.

e 🡪 i or ie

ich gebe

er gibt

ich lese

sie liest

a 🡪 ä

ich fahre

sie fährt

ich laufe

er läuft

Supporting lower proficiency learners

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Wie finde ich das?

Verbs

strong or weak?

Nouns

plural?

An important support opportunity is given here, to teach students how to use reference material to check if verbs are strong or weak. �This is key in helping students towards independence, as part of their journey to acquiring a good verb lexicon.

Original teacher notes

Timing: 2 minutes

Aim: To explain how to find out about stem changes using the dictionary.

Note: This is a brief explanation of how to find out whether a verb has a stem change or not. We will have a more thorough dictionary lesson at another point in the SOW.

Procedure:

1. Cycle through the information on the slide using the animation sequence.

Only verbs with a or an e in the stem can change. �

A dictionary entry for a verb will always tell you whether the verb gets a stem change or not.

Similarly, entries for nouns will tell you what the plural form is.

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Vokabeln

lesen

fahren

geben

helfen

vergessen

laufen

schlafen

glauben

bleiben

leben

brauchen

verstehen

reisen

Let’s take a look at the treatment of the strong vs weak verbs in terms of scaffolding students’ understanding, outside of the input and production activities. �This series of four activities across weeks 3-5 offers gradual build up to support students’ learning of this new grammar feature. �Here, students begin working with the infinitive only, to embed the meanings and begin recognising strong (new learning) vs weak (previous learning).

2.2.3 lesson 1

Original teacher notes

Timing: 5 minutes

Aim: To revisit some of the verbs that will be used in the reading and listening activities.

Note: The sequence this week will focus on stem changes in the third person singular (contrasted with first person singular). �We are using the infinitives here to be able to emphasise the vowel change later.

Procedure:�1. On a click a word will appear.

2. Students write down the word before it disappears.�3. They write the English meaning, too, if remembered.�4. Give feedback item by item. Roll back each animation, elicit the German verb, then the English meaning, and finally click again to see the verb again so learners can double-check their spelling.

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Vokabeln

STRONG

WEAK

lesen

sprechen

fahren

geben

helfen

vergessen

laufen

schlafen

glauben

liegen

bleiben

leben

brauchen

verstehen

reisen

schwimmen

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Vokabeln

lesen / schreiben

A

läuft

laufen

B

schwimmt

schwimmen

C

trägt

tragen

D

ist

sein

E

hilft

helfen

F

isst

essen

G

schläft

schlafen

H

trinkt

trinken

I

hört

hören

J

wünscht

wünschen

K

gibt

geben

L

sitzt

sitzen

M

liest

lesen

We can see how support is further built in and progresses across week 4. �Here, both strong and weak verbs are practised as a recognition activity this time in 3^rd person singular whereby students supply the infinitive.

2.2.4 lesson 1

Original teacher notes

Timing: 5 minutes

Aim: To revisit some verbs.

Note: We include some verbs that are not strong verbs as this is the second week we are doing these.�It has been a few lessons since we revisited letters of the alphabet so we use those here to support teacher elicitation of the answers.�

Procedure:�1. Show verbs in third person forms and get students to write down the infinitive / dictionary form. �2. Clicking on the letters brings up the infinitive forms to check answers.

3. Students can then be prompted to say both the 3^rd person form and the infinitive.�E.g.�Teacher - A�Student - läuft, laufen

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Vokabeln - Verben

N

laufen

läuft

O

fahren

fährt

P

vergisst

vergessen

Q

nehmen

nimmt

R

helfen

hilft

S

essen

isst

T

schlafen

schläft

U

halten

hält

V

lassen

lässt

W

gehen

geht

X

gibt

geben

Y

machen

macht

Z

haben

hat

Now week 5. We include 10 previously taught strong verbs and three verbs that are not strong verbs (two weak and one irregular (haben), as this is the third week of working with strong verbs.� �In this progression, students must now conjugate the third person singular, moving on from last week where they provided the infinitive from the 3^rd person singular form.

2.2.5 lesson 1

Original teacher notes

Timing: 5 minutes

Aim: To practise recall of the third person singular form of verbs.

Note: This is a reversed version of the verbs task from last week’s sequence, 2.2.4. This time students are presented with infinitives and need to write down the 3^rd person form. We use letters of the alphabet again to support teacher elicitation of the answers, but this week the remaining letters N - Z. We include 10 previously taught strong verbs and three verbs that are not strong verbs (two weak and one irregular (haben), as this is the third week of working with strong verbs.�

Procedure:

1. Students are presented with infinitives and need to write down the 3^rd person form.

2. Students can then be prompted to say both the 3^rd person form and the infinitive.�E.g.�Teacher - N�Student - läuft, laufen�3. Teachers can vary the order of the letters, as the answers are triggered to appear by clicking on each letter.�4. Alternatively, students can nominate a letter and give the two verb forms themselves.

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Differentiation by: task type

Example Y7 T2.2 W3 lesson 1
Receptive and productive modes, written modality: �reading and writing
Grammatical focus: �strong verbs, 3^rd person singular

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Tante Laura schreibt an Mias Mutter!

schreiben

Copy out the email, putting the words in brackets into German. Pay attention to word order!

Hallo liebe Schwester. Wie geht’s? Ich schreibe ein paar Infos über Mia. Im Moment [she is reading] ein E-Book. [She is] sehr gut in der Schule, nur manchmal [she forgets] etwas und [she doesn’t understand that]! Zu Hause [she often helps] im Garten. Wann kommst du nach Hause? Bis bald, deine Schwester Laura xx

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Tante Laura schreibt an Mias Mutter!

schreiben

Copy out the email, putting the words in brackets into German. Pay attention to word order!

Hallo liebe Schwester. Wie geht’s? Ich schreibe ein paar Infos über Mia. Im Moment [she is reading] ein E-Book. [She is] sehr gut in der Schule, nur manchmal [she forgets] etwas und [she doesn’t understand that]! Zu Hause [she often helps] im Garten. Wann kommst du nach Hause? Bis bald, deine Schwester Laura xx

Supporting lower proficiency learners

Students concentrate on the underlined parts of the text only.

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Antworten

schreiben

Hallo liebe Schwester. Wie geht’s? Ich schreibe ein paar Infos über Mia. Im Moment liest sie ein E-Book. Sie ist sehr gut in der Schule, nur manchmal vergisst sie etwas und sie versteht das nicht! Zu Hause hilft sie oft im Garten. Wann kommst du nach Hause? Bis bald, deine Schwester Laura xx

Supporting lower proficiency learners

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Tante Laura schreibt an Mias Mutter!

schreiben

Read the email. Complete the sentences by putting the words in brackets into German.

Pay attention to word order!

Hallo liebe Schwester. Wie geht’s? Ich schreibe ein paar Infos über Mia.

Im Moment [she is reading] ein E-Book.

2) Manchmal [she forgets] etwas!

3) [She runs] zweimal die Woche.

4) Zu Hause [she often helps] im Garten.

Wann kommst du nach Hause? Bis bald, deine Schwester Laura xx

liest sie

vergisst sie

Sie läuft

hilft sie oft

Supporting lower proficiency learners

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Differentiation by: outcome

Example Y7 T2.2 W4 (lesson 1)
All modes and modalities:�reading, writing, speaking and listening
Grammatical focus: extended practice in understanding a range of previously taught strong and weak verbs in 1^st, 2^nd and 3^rd person singular forms

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Zwei Deutsche

lesen / hören

Namika

Sebastian �Vettel

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Ein Interview.

Namika

Ein Interview. Lesen: Was ist das auf Englisch?�Hören: Was sind die Antworten? 1 = ?

Namika

Ich wohne in Frankfurt-am-Main.
Ich bin Sängerin.
Mein erster Hit heißt ‘Lieblingsmensch’.
Ich singe jeden Tag, früh am Morgen und spät am Abend!
Meine Familie gibt mir Songideen. Mein Opa und meine Oma sind Marokkaner*.
Ich esse oft ein Salamibrot.
Ich sehe kaum Filme.
Mein Lieblingstier ist ein Löwe*.

*Marokkaner - Moroccans / *der Löwe - lion

1

2

3

4

5

6

7

8

C

H

D

A

E

G

F

B

lesen / hören

This is the first task of two which gives extended practice in understanding a range of previously taught strong and weak verbs in 1^st 2^nd and 3^rd person singular forms. �Ahead of the listening, steps one and two of the procedure in the teacher notes will help secure students’ understanding of the answers A-H, that way, students are not going into the listening ‘cold’. �Note that these steps are specifically to support lower proficiency learners. Higher proficiency learners could be challenged to complete the task without one or other of these steps.�Step 1: highlight the four compound nouns in the text, made up of previously taught language and/or cognates: Lieblingsmensch / Songideen / Salamibrot / Lieblingstier. �Step 2: students read the text and translate it orally in pairs. �Teacher can elicit translations orally in whole class feedback, as appropriate. �During the feedback after step 2, teachers can annotate the answers A-H with key words in English to act as visual support during the listening as required. �Teachers can also talk through strategies to use when listening e.g. key verbs. �This will help students match the correct answer to each question. �Note: they have also completed a pre-activity on question words as a vocab refresher. �All students will be able to attempt this task, given that it is a match-up format, plus the pre-listening tasks also enable maximum success. �Differentiation will then be by outcome as students achieve success to a greater or lesser extent.

Original teacher notes

Timing: 10 minutes

Aim: To give extended practice in understanding a range of previously taught strong and weak verbs in 1^st 2^nd and 3^rd person singular forms.

�Note: The focus is not on differentiating between the ‘ich’ and the ‘du’ forms, as this is a set of spoken questions with ‘du’ and written answers with ‘ich’.�However, students will have to understand the strong verb forms ‘isst’ and ‘siehst’ together with a range of revisited language, brought together in a new context.�

Procedure:

1. Highlight the four compound nouns in the text, made up of previously taught and/or cognates: Lieblingsmensch / Songideen / Salamibrot / Lieblingstier

2. Students read the text and translate it orally in pairs. Teacher can elicit translations orally in whole class feedback, as appropriate.�3. Students listen to each question and match it to its correct answer.

4. Answers are animated to allow teachers to conduct feedback after each question, or do all of the questions first.

Transcript:�1. Wie heißt dein erster Hit?�2. Was ist dein Lieblingstier?�3. Wie oft singst du?�4. Wo wohnst du?�5. Woher bekommst du deine Songideen?�6. Wie oft siehst du Filme?�7. Was isst du am Abend?�8. Was ist dein Job?

Note: All of the details are authentic and come from several online sources, including YouTube interviews, podcasts and written interviews.�Lieblingsmensch - https://www.youtube.com/watch?v=3ryohiCVq3M�Was a big hit in Germany (summer 2015) and followed by Je ne parle pas français (2018) - https://www.youtube.com/watch?v=Cz1rJtlGHVs

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lesen / schreiben / hören / sprechen

Ein Interview. Lesen 🡪 Schreiben: Was sind die Fragen?�Hören: Richtig? p/X Sprechen: Antworten geben

Sebastian �Vettel

Sebastian Vettel

Ich wohne in Thurgau, in der Schweiz. �Ich finde es sehr schön dort.
Ich fahre Formel-Eins.
Ich spreche vier Sprachen: Deutsch, Englisch, ein bisschen Italienisch und ein bisschen Französisch.
Ich fahre einmal pro Jahr in Urlaub.
Ich fahre immer mit meiner Familie zusammen.
Ich habe nie Angst!

*der Job - job / *pro Jahr - per year

1

2

3

4

5

6

Now the follow-on activity where here the focus is on writing the corresponding questions. �The listening activity and pre-activity vocab refresher will both set students up for maximum success here. �Teachers could set differentiated expectations for task completion. �For example, all students attempt 3 questions (for example), most attempt 4 and some attempt all 6. �

Original teacher notes

Timing: 15 minutes

Aim: To give extended practice in understanding a range of previously taught strong and weak verbs in 1^st 2^nd and 3^rd person singular forms.�

Procedure:

1. Students read the interview answers.

2. They then try to write questions that would give these answers.�3. They then listen to the questions (to check their work) - either listen to the full interview (Q&A) which is activated by clicking on the name Sebastian Vettel, or click the numbered buttons to hear each question separately�4. They then listen to the questions again - teacher clicks each numbered question and students can answer chorally��There are several possibilities for answering the questions:�i. They turn away from the board and try to answer as Sebastian Vettel�ii. They continue facing the board, but instead answer for themselves�iii. They turn away from the board, and answer for themselves.��Suggested questions / Transcript�1. Wo wohnst du?�2. Was ist dein Job?�3. Wieviele Sprachen sprichst du?�4. Wie oft fährst du in Urlaub?�5. Mit wem fährst du?�6. Wie oft hast du Angst?

Note: Students have previously learnt Angst vor and have revised that for this week.�

All of the details are authentic and come from several online sources.

Word frequency (1 is the most frequent word in German):

Formel-Eins [>5009] pro [412]

Source: Jones, R.L & Tschirner, E. (2011). A frequency dictionary of German: Core vocabulary for learners. London: Routle�

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Differentiation by: support, task and outcome

Example Y7 T2.2 W5 (lesson 2)
Receptive mode, oral and written modalities: listening, reading
Productive mode, written modality: writing
Grammatical focus: �extended practice in understanding a range of previously taught strong, weak and irregular verbs in 3^rd person singular and 3^rd person plural forms.

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eine Musiktournee

hören / lesen

Listen to the text and make notes in German. Then try to write what you heard in sentences.

die Musiktournee – concert tour�allein – alone, ohne – without�plötzlich - suddenly

Wolfgang und Mia haben fast zwei Wochen frei und machen zusammen eine Musiktournee. Wolfgang fährt mit Freunden. Er hat kein Geld. Mia nimmt allein den Bus und liest Zeitung.

Wolfgang und Mia spielen beide in einer Band. Wolfgang spielt Gitarre, aber es gibt ein Problem! Wolfgang lässt die Gitarre leider zu Hause. Deshalb kann er das Konzert nicht spielen! Mia findet das schlecht! Sie hat Angst! Was können sie jetzt machen? Sie müssen das Konzert geben. Ohne Gitarre! Eins, zwei, drei, vier...! Es sind viele Leute dort aber sie finden das Konzert nicht gut! ��Mia und Wolfgang laufen danach zum Hotel. Mia ist sehr müde und hat dann Kopfschmerzen. Sie schläft.

Sie fahren schließlich beide nach Hause. Der Bus hält plötzlich und was sehen sie da? Ach, die Gitarre!

1

2

3

4

5

6

7

8

Supporting lower proficiency learners

The audio can be played either as eight sections or as a full text.

Additionally, the audio play button allows for pausing.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

There are various options here in terms of the playing of the audio. �Teachers can choose to play the audio as eight separate sections by clicking on the individual numbers, or as a full text using the audio play button. �If using the audio play button, the teacher can also use the pause facility to give students additional thinking time as necessary and the time to make any necessary notes.

The speed of the audio is also relatively slow, to maximize students’ understanding.

Original teacher notes

Timing: 25 minutes��Note: an extended time is allocated to dictogloss tasks, to allow for maximum exploitation of the text.

Aim: To provide a dictogloss activity.

Procedure:

1. Students listen to the text and make notes in German.

2. They then try to reconstruct it in sentences.

3. The first mouse click displays this simple instruction; the second displays the German text, for verification of students’ versions.

4. Students can then read the text whilst listening to the audio recording. This helps to develop their segmentation skills, improving their ability to listen and understand when there is no text to support them. The teacher would use the full audio version for this, pausing it for students to say the next word or the previous word. Teachers could also pause strategically and ask for alternative words from students.

Note: To play the whole recording (for segmentation practice), click on the audio player icon (top right of slide). To play the eight sections of the text separately (for the dictogloss), click on the action buttons 1-8 above the text.�5. Finally, students translate the whole text into English.��Transcript:

Wolfgang und Mia haben fast zwei Wochen frei und machen zusammen eine Musiktournee. / Wolfgang fährt mit Freunden. Er hat kein Geld. Mia nimmt allein den Bus und liest Zeitung.

Wolfgang und Mia spielen beide in einer Band. Wolfgang spielt Gitarre, aber es gibt ein Problem! Wolfgang lässt die Gitarre leider zu Hause. / Deshalb kann er das Konzert nicht spielen! Mia findet das schlecht! / Sie hat Angst! Was können sie jetzt machen? Sie müssen das Konzert geben. Ohne Gitarre! / Eins, zwei, drei, vier...! Es sind viele Leute dort aber sie finden das Konzert nicht gut! /��Mia und Wolfgang laufen danach zum Hotel. Mia ist sehr müde und hat dann Kopfschmerzen. Sie schläft. /

Sie fahren schließlich beide nach Hause. Der Bus hält plötzlich und was sehen sie da? Ach, die Gitarre!

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eine Musiktournee

hören / lesen

�Stephen Owen

		He	She	They	Additional info (in German or English)
to have two weeks free	zwei Wochen frei haben
to do a concert tour	eine Musiktournee machen
to drive/ride with friends	mit Freunden fahren
to take the bus	den Bus nehmen
to read the newspaper	Zeitung lesen
to play in a band	in einer Band spielen
to play guitar	Gitarre spielen
to leave the guitar	die Gitarre lassen
to find that bad	das schlecht finden
to run to the hotel	zum Hotel laufen
to sleep	schlafen
to ride home	nach Hause fahren

Supporting lower proficiency learners

Support grid: for use during the listening or as a standalone vocab sheet.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Teachers could use this as a scaffold during the listening activity to structure students’ listening. �Notice that the verbs listed appear in the order they are heard within the audio.

During the listening, students tick whether it is ‘he’ (Wolfgang), ‘she’ (Mia) or ‘they’ associated with the activity.�If they can, students write any additional information that they hear e.g. alone / at home etc. �This then helps students with the write up, as a record of which person to put the infinitive into.

Alternatively it could be used as a stand alone vocab list for use during the listening, if the teachers remove the final four columns.

Teachers could add or remove details as appropriate to the level of the group.

Do bear in mind the ways the vocab sheet could be used to support recall as discussed on slide 5 and the importance of providing some attempt to recall, given it is needed to strengthen memory.

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eine Musiktournee

lesen

Wolfgang und Mia haben fast zwei Wochen frei und machen zusammen eine Musiktournee.

Wolfgang fährt mit Freunden.

Er hat kein Geld.

Mia nimmt allein den Bus und liest Zeitung.

Wolfgang und Mia spielen beide in einer Band.

Wolfgang spielt Gitarre, aber es gibt ein Problem!

Wolfgang lässt die Gitarre leider zu Hause.

Deshalb kann er das Konzert nicht spielen!

die Musiktournee – concert tour�allein – alone, ohne – without�plötzlich - suddenly

Wolfgang and Mia have almost two weeks free and they do a concert tour together.

Wolfgang drives/rides with friends.

He has no money.

Mia takes the bus alone and reads the newspaper.

Wolfgang and Mia both play in a band.

Wolfgang plays guitar, but there is a problem.

Wolfgang unfortunately leaves the guitar at home.

For that reason he cannot play the concert!

Supporting lower proficiency learners

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

To bring the activity to a close and ensure students’ comprehension of the text in its entirety, written sentences can be proposed for translation. �This step may not be needed if students have managed fairly accurate representations of the text. �In that case, teachers could simply take some quick feedback then collect the work in for marking for individualised feedback. �If students have only managed a partial understanding of the text through listening, this could be used. �Here, in order to gain a full understanding of the text, students have a go at translating the individual sentences, making use of the vocab sheet if necessary. �Here differentiation would be by outcome. �Teachers would see successful translations of certainly strong verbs in the ‘s/he’ and ‘they’ form, with the extra detail being successfully translated by some students. �Conducting whole class feedback once all students had attempted the translations would then bring this activity to its close and ensure understanding for all.

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eine Musiktournee

lesen

Mia findet das schlecht! Sie hat Angst!

Was können sie jetzt machen?

Sie müssen das Konzert geben.

Ohne Gitarre! Eins, zwei, drei, vier...!

Es sind viele Leute dort aber sie finden das Konzert nicht gut! �

Mia und Wolfgang laufen danach zum Hotel.

Mia ist sehr müde und hat dann Kopfschmerzen. Sie schläft.

Sie fahren schließlich beide nach Hause. Der Bus hält plötzlich und was sehen sie da? Ach, die Gitarre!

die Musiktournee – concert tour�allein – alone, ohne – without�plötzlich - suddenly

Mia finds that bad. She is worried.

What can they do now?

They must give the concert.

Without guitar! One, two, three, four…!

There are lots of people there but they find the concert not very good.

Afterwards Mia and Wolfgang run to the hotel.

Mia is very tired and then has a headache. She sleeps.

Finally they both ride home. The bus stops suddenly and what do they see there? Oh, the guitar!

Supporting lower proficiency learners

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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eine Musiktournee

lesen

Wolfgang und Mia haben fast zwei Wochen frei und machen zusammen eine Musiktournee.

Wolfgang fährt mit Freunden. Er hat kein Geld.

Mia nimmt allein den Bus und liest Zeitung.

Wolfgang und Mia spielen beide in einer Band.

Wolfgang spielt Gitarre, aber es gibt ein Problem!

Wolfgang lässt die Gitarre leider zu Hause.

Deshalb kann er im Konzert nicht spielen!

die Musiktournee – concert tour�allein – alone, ohne – without�plötzlich - suddenly

Wolfgang and Mia have almost two weeks free and they do a concert tour together.

Wolfgang drives/rides with friends. He has no money

Mia takes the bus alone and reads newspapers.

Wolfgang and Mia both play in a band.

Wolfgang plays guitar, but there is a problem.

Wolfgang unfortunately leaves the guitar at home.

For that reason he cannot play in the concert!

Supporting lower proficiency learners

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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eine Musiktournee

lesen

Mia findet das schlecht! Sie hat Angst!

Was können sie jetzt machen?

Sie müssen das Konzert geben.

Ohne Gitarre! Eins, zwei, drei, vier...!

Es sind viele Leute dort aber sie finden das Konzert nicht gut! �

Mia und Wolfgang laufen danach zum Hotel.

Mia ist sehr müde und hat dann Kopfschmerzen. Sie schläft.

Sie fahren schließlich beide nach Hause. Der Bus hält plötzlich und was sehen sie da? Ach, die Gitarre!

die Musiktournee – concert tour�allein – alone, ohne – without�plötzlich - suddenly

Mia finds that bad. She is worried.

What can they do now?

They must give the concert.

Without guitar. One, two, three, four…!

There are lots of people there but they find the concert not very good.

Afterwards Mia and Wolfgang run to the hotel.

Mia is very tired and then has a headache. She sleeps.

Finally they both ride home. The bus stops suddenly and what do they see there? Oh, the guitar!

Supporting lower proficiency learners

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Examples from teachers using the NCELP SoW

Example Y7 T2.2 W3-5
Receptive mode, oral and written modalities: listening, reading
Productive mode, written modality: writing
Grammatical focus: practice using the strong verbs.

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Rachel Hawkes

30 of 36

Es ist Montag

Sie _______ in die Schule.

Sie _______ Matheunterricht aber sie __________ die Hausaufgaben!

Sie _______ nach Hause und _______ die Hausaufgaben!

Sie _______ spät ins Bett und _______.

Mias Hund ______ die Hausaufgaben!

hören / lesen

Wolfgang redet über Mias Schultag. Was sagt er?

1

2

3

4

5

essen	schlafen	fahren	haben	laufen	vergessen	machen	gehen

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Rachel Hawkes

From lesson 1 of 2.2 week 5, where students are consolidating their learning on strong verbs, practising using the third person singular in context.

Original teacher notes

Timing: 5 minutes

Aim: To practise using the third person singular form of verbs in context.

Note: This gapped reading exercise challenges students to insert the correct form of the verb into each gap. It is not an input processing task, as students have, in previous lessons, had practice in differentiating between 1^st and 3^rd singular person strong forms, and 1^st and 2^nd person singular strong forms. Here, students need to understand the language in the whole sentence, recognise which verb they need, and recall from memory the 3^rd person singular forms. Verb prompts are given, in a jumbled order, in the infinitive form.�

Procedure:

1. Students read the sentences, select the appropriate verb to fill each gap, and put it into the correct form.

Optional: They can hear the text with the gaps bleeped out on this slide; the following slide displays the answers with the complete audio sentences.�

Transcript:

1. Sie [fährt] in die Schule.

2. Sie [hat] Matheunterricht aber sie [vergisst] die Hausaufgaben!

3. Sie [läuft] nach Hause und [macht] die Hausaufgaben!

4. Sie [geht] spät ins Bett und [schläft].

5. Mias Hund [isst] die Hausaufgaben.

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Es ist Montag

Sie _______ in die Schule.

Sie _______ Matheunterricht aber sie __________ die Hausaufgaben!

Sie _______ nach Hause und _______ die Hausaufgaben!

Sie _______ spät ins Bett und _______.

Mias Hund ______ die Hausaufgaben!

hören / lesen

Wolfgang redet über Mias Schultag. Was sagt er?

isst	schläft	fährt	hat	läuft	vergisst	macht	geht

1

2

3

4

5

Supporting lower proficiency learners

Differentiation by task

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Rachel Hawkes

32 of 36

Vokabeln

lesen / schreiben

A

läuft

laufen

B

schwimmt

schwimmen

C

trägt

tragen

D

ist

sein

hilft

E

helfen

F

isst

essen

G

schläft

schlafen

H

trinkt

trinken

I

hört

hören

J

wünscht

wünschen

K

gibt

geben

L

sitzt

sitzen

M

liest

lesen

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Vokabeln - Verben

N

laufen

läuft

O

fahren

fährt

P

vergessen

vergisst

Q

nehmen

nimmt

R

helfen

hilft

S

essen

isst

T

schlafen

schläft

U

halten

hält

V

lassen

lässt

W

gehen

geht

X

gibt

geben

Y

machen

macht

Z

haben

hat

We have already spoken of the gradual increase in challenge that this sequence of activities provides.

2.2.5 lesson 1

Original teacher notes

Timing: 5 minutes

Aim: To practise recall of the third person singular form of verbs.

Note: This is a reversed version of the verbs task from last week’s sequence, 2.2.4. This time students are presented with infinitives and need to write down the 3^rd person form. We use letters of the alphabet again to support teacher elicitation of the answers, but this week the remaining letters N - Z. We include 10 previously taught strong verbs and three verbs that are not strong verbs (two week and one irregular (haben), as this is the third week of working with strong verbs.�

Procedure:

1. Students are presented with infinitives and need to write down the 3^rd person form.

2. Students can then be prompted to say both the 3^rd person form and the infinitive.�E.g.�Teacher - N�Student - läuft, laufen�3. Teachers can vary the order of the letters, as the answers are triggered to appear by clicking on each letter.�4. Alternatively, students can nominate a letter and give the two verb forms themselves.

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Vokabeln - Verben

lesen / schreiben

		Englisch	Infinitiv	Weak/strong	Irregular
a	du heiβt	you are called	heiβen	W
b	du trägst	you are wearing, wear	tragen	S
c	du läufst
d	du gehst
e	du spielst
f	du isst
g	du schwimmst
h	du sprichst
I	du siehst
j	du bist
k

Supporting lower proficiency learners

Differentiation by support

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

35 of 36

Namika

Fragen

1. Wie heißt dein erster Hit?�2. Was ist dein Lieblingstier?�3. Wie oft singst du?�4. Wo wohnst du?�5. Woher bekommst du deine Songideen?�6. Wie oft siehst du Filme?�7. Was isst du am Abend?�8. Was ist dein Job?

Antworten

A. Ich wohne in Frankfurt-am-Main.

B. Ich bin Sängerin.

C. Mein erster Hit heißt ‘Lieblingsmensch’.

D. Ich singe jeden Tag, früh am Morgen und spät am Abend!

E. Meine Familie gibt mir Songideen. Mein Opa und meine Oma sind Marokkaner*.

F. Ich esse oft ein Salamibrot.

H. Ich sehe kaum Filme.

I. Mein Lieblingstier ist ein Löwe*.

*Marokkaner - Moroccans / *der Löwe - lion

Supporting lower proficiency learners

Differentiation by task

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

36 of 36

Sebastian Vettel

Fragen

1. Wo wohnst du?�2. Was ist dein Job?�3. Wieviele Sprachen sprichst du?�4. Wie oft fährst du in Urlaub?�5. Mit wem fährst du?�6. Wie oft hast du Angst?

Antworten

A. Ich wohne in Thurgau, in der Schweiz. �Ich finde es sehr schön dort.

B. Ich fahre Formel-Eins.

C. Ich spreche vier Sprachen: Deutsch, Englisch, ein bisschen Italienisch und ein bisschen Französisch.

D.Ich fahre einmal pro Jahr in Urlaub.

E. Ich fahre immer mit meiner Familie zusammen.

F. Ich habe nie Angst!

Supporting lower proficiency learners

Differentiation by task

[ ______ ]

[ ____ ]

[ ______ ]

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Rachel Hawkes