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Saying what there is in different places�

Word order 2 with adverbs of location

SSC [-ig]

Y7 German

Term 3.1 - Week 6 - Lesson 59

Author name(s): Natalie Finlayson / Rachel Hawkes

Artwork: Steve Clarke

Date updated: 11/1/22

Rachel Hawkes

Artwork by Steve Clarke. All additional pictures selected are available under a Creative Commons license, no attribution required.

Learning outcomes (lesson 1):

Introduction of SSC [-ig]

Introduction of word order 2 with adverbs of location

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

7.3.1.6 (introduce) dauern [744] erreichen [309] fahren² [2138] schaffen1 [285] suchen [293] viel, viele [56] das Land1 [134] Schottland [>5009] Schweiz [763] Stunde1 [276] Wien [n/a] dort [134] normalerweise [2062]

7.3.1.1 (revisit) Dienstag [1356] Mittwoch [1187] Donnerstag [1244] Freitag [981] Samstag [1112] Sonntag [804] wann? [657] am Morgen [311] Morgen [621] im Orchester [2553] Orchester [4113] im Chor [3714] Chor [>5009] Bibliothek [2366] Theater [1086] Verein [899]

7.2.1.5 (revisit) bleiben [113] brauchen [179] glauben [156] heißen [132] leben [98] liegen [107] reisen [933] verstehen [211] werden¹, wird¹ [8] Österreich [1511] nach¹ [34] nach Hause [n/a]

Source: Jones, R.L & Tschirner, E. (2019). A frequency dictionary of German: Core vocabulary for learners. London: Routledge.

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in NCELP resources are given in the NCELP SOW and in the resources that first introduced and formally re-visited those words.

For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

2 of 37

-ig�

richtig

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes / Images by Steve Clarke

Timing: 1 minute

Aim: To introduce/consolidate SSC [-ig]

Procedure:�1. Present the letter(s) and say the [-ig] sound first, on its own. Students repeat it with you.�2. Bring up the word ”richtig” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to mime ‘correct’ by tracing a tick in the air with the index finger on your right hand.

4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [-ig] sound, pronouncing ”richtigi” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �richtig [211]

Source: Jones, R.L. & Tschirner, E. (2011). A frequency dictionary of German: core vocabulary for learners. Routledge

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-ig�

richtig

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes / Images by Steve Clarke

4 of 37

-ig�

richtig

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes / Images by Steve Clarke

5 of 37

-ig

richtig

Schwierigkeit

wenig

wichtig

notwendig

fertig

[difficulty]

[ready, finished]

[important]

[necessary]

[little / not very much]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [-ig]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [-ig] and then the source word again ‘richtig’ (with gesture, if using).
Then present and elicit the pronunciation of the five cluster words.

The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in German): �richtig [211]; notwendig [168] wichtig [177]; fertig [717]; Schwierigkeit [866]; wenig [102].�Source: Jones, R.L. & Tschirner, E. (2011). A frequency dictionary of German: core vocabulary for learners. Routledge

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-ig

richtig

Schwierigkeit

wenig

wichtig

notwendig

fertig

[ready, finished]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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-ig

richtig

Schwierigkeit

wenig

wichtig

notwendig

fertig

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Phonetik

Es gibt viele Dialekte in Deutschland, Österreich und der Schweiz!

D

S

Ö

In Norddeutschland

sagt man:

-ig wie [ich]

wichtig

fertig

wenig

In Süddeutschland, Österreich und der Schweiz sagt man:

-ig wie [ik]

wichtig

fertig

wenig

1

2

3

4

1

2

3

4

hören

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Wo wohnen sie?

	in Norddeutschland	in Süddeutschland, in Österreich oder in der Schweiz

1

2

3

4

5

6

Zuhören! Wo wohnen die Leute?

Remember! �The –ig SSC is normally found at the end of words (exception: Schwierigkeit)

hören

Timing: 4 minutes

Aim: To provide practice in distinguishing regional variation in pronunciation of [-ig] between the DACH countries.

Procedure:�1. Remind students that for most examples (number 4, Schwierigkeit, being an exception) students will have to listen to the end of words to work out the answer.

2. Click on the buttons to play the audio.

3. Students listen and tick the appropriate column.

4. Click to bring up the answers one by one.

Transcript:

1. wichtig [hard]

2. wenig [soft]

3. notwendig [soft]

4. Schwierigkeit [hard]

5. richtig [soft]

6. fertig [hard]

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

Nord- [1204], Süd- [1534] wenig [102] notwendig [742] Schwierigkeit [1541] fertig [>5009]

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

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Codewörter (1/4)

fahren

Die Detektive sucht das Codewort! Kannst du helfen?

erreichen

Wien

Schottland

suchen

schaffen

die Stunde

dauern

normalerweise

STRENG GEHEIM

Es ist kein Verb.

Es ist ein Ort.

Es ist ein Land in Europa.

Es hat die SSC

die Schweiz

viel, viele

das Land

dort

1

lesen / hören

Timing: 10 minutes (all 4 slides)

Aim: To provide practise in relating vocabulary to categories.

Note: In this activity and those that follow, students categorise the words in this week’s vocabulary set in order to work out, by process of elimination, which word is the codeword.

Procedure:�1. Ask students to draw on their existing knowledge of German to work out the meanings of Codewörter and streng geheim. Draw attention to compounding and use of plural rule 4 in the title.

2. Ask students to write down all the words in their books.

3. On clicks, the clues appear. Reveal these one by one, giving students time to score out words that don’t fit the given category. Click on the button to play the sound for the last clue.

4. Once all clues have been revealed, ask students ‘Was ist das Codewort?’

5. Go through the clues again to check the answers. Elicit responses by asking e.g. ‘Welche Wörter sind Verben?’ On clicks, groups of words eliminated at each stage disappear, until only the solution remains.

Transcript

[z]

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

Code [>4034] Detektiv [>4034] Europa [>4034] Verb [>4034] geheim [2527]

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

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Codewörter

fahren

Die Detektive sucht das Codewort! Kannst du helfen?

erreichen

Wien

suchen

schaffen

die Stunde

dauern

STRENG GEHEIM

Es ist blau.

Es ist keine Aktivität.

Es hat die SSC

Es ist ein Adverb.

Remember!

Adverbs describe how we do things

viel, viele

das Land

Schottland

normalerweise

die Schweiz

dort

2

lesen / hören

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Codewörter

fahren

Die Detektive sucht das Codewort! Kannst du helfen?

erreichen

Wien

suchen

schaffen

die Stunde

dauern

STRENG GEHEIM

Es hat nicht die SSC

Es hat keinen Artikel.

Es ist kein Ort.

Es ist ein Quantitätswort.

viel, viele

das Land

Schottland

normalerweise

die Schweiz

dort

3

lesen / hören

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Codewörter

fahren

Die Detektive sucht das Codewort! Kannst du helfen?

erreichen

Wien

suchen

schaffen

die Stunde

dauern

STRENG GEHEIM

Es ist keine Stadt.

Es ist nicht gelb.

Es hat nicht die SSC

Es heißt gehen, aber mit Bus oder Rad.

das Land

viel, viele

Schottland

normalerweise

die Schweiz

dort

4

lesen / hören

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Gehen oder fahren?

German has two words meaning ‘to go’.

gehen

to go (on foot)

Ich gehe in die Schule.

fahren

to go (by transport)

Wir fahren nach Wien.

WIEN

When choosing a translation for ‘to go’, always ask yourself – by foot or transport?

Vokablen

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Gehen, fahren oder sein?

lesen

1. Hallo! Heute sind wir in Wien!

2. Wir sind im Moment im Stadtzentrum.

3. Heute Nachmittag gehen wir ins Kunsthistorisches Museum. Wir können laufen. Das dauert fünf Minuten!

4. Tante Laura ist in der Schweiz.

5. Ich denke, sie geht jeden Tag auf den Markt. Das schafft sie in eine Stunde.

6. Am Wochenende fahren wir auch in die Schweiz.

7. Wir fahren nach Zürich. Dort gehen wir zusammen auf eine Party! L.G. Oma u. Opa

Tipp: Welche Präpositionen gibt es? Und welche Artikel haben die Wörter?

_____

Wolfgang und Mia bekommen eine Postkarte!

Wer macht was? Schreib Verbformen!

Das Kunsthistorische Museum, Wien

Timing: 10 minutes

Aim: To revise knowledge of the accusative and dative cases with prepositions in and auf, as well as the preposition nach, and practise new knowledge of the difference between gehen and fahren.

Procedure:�1. First, students must look at the prepositions and articles to decide whether movement or location is being talked about.

2. f they decide a verb of movement is required, they must then use context to work out whether the person is likely to be going by foot or by transport.

3. Then, they write the correct form of gehen, fahren or sein. Remind students that they need to look for the pronoun / subject of the sentence to get the correct form.

Note: Students should be able to work out the meaning of Kunsthistorisches Museum using their knowledge of the word Kunst, and the cognate historisch [752], though they may need some guidance as the preposition ins is separated from the noun Museum. A pictured of the Kunsthistorische Museum appears on a click as the last animation of this slide.

4. Point out and explain the postcard abbreviations L.G. (Liebe Grüße) and u. (und).

5. Click to bring up the answers one by one, followed by a picture of the museum.

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

Karte [1191] Tipp [3035] Zentrum [1110] historisch [752]

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

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Lokaladverbien

Grammatik

Adverbs of location give formation about where we do things. Here are some examples.

Dativ oder Akkusativ? Ordne zu!

6. dort

5. im Klassenzimmer

3. nach Schottland

15. nach Hause

2. in der Schule

11. zu Hause

8. hier

7. im Zimmer

9. in den Garten

12. in die Kirche

14. in Wien

4. auf den Markt

1. im Verein

10. auf die Party

16. in die Stadt

Row 2 (accusative)

Talking about where things go

13. da

Row 3 (dative)

Talking about where things are

Remember!

The preposition and the article tell us whether movement or location is talked about

Can you think of any other adverbs of location?

Write them in the right column!

Timing: 8 minutes

Aim: To introduce students to the concept of adverbs of location, and revise dative and accusative prepositions in, auf, nach and zu.

Procedure:

1. Bring up the examples, and draws attention to the fact that an adverb of location is often made up of a preposition, an article in dative or accusative, and a nouns.

2. Bring up the bubble, and revise use of dative and accusative cases with movement and location. Remind students that nach and zu are clear indicators of case, while auf and in could indicate either, and students will have to look at the article to decide.

3. Remind students that dort, da and hier are also adverbs of location, giving information about where things are.

4. Students sketch headings ‘Row 2 accusative’ and ‘Row 3 dative’ in their books, and assign the adverbs under each. Students could note down the numbers to save time.

5. Whole-class feedback. Teacher points at an adverb, and asks ‘Dative oder Akkusativ?’

6. On clicks (in numerical order) each adverb flies into the appropriate box.

7. If time, bring up the bubble containing an extension activity, asking students to think of other adverbial constructions they have come across so far (examples include im/in den Unterricht, in die/in der Bibliothek, in die/in der Moschee, im/in den Orchester, im/ins Theater …

8. If students need more practice, ask them to change the articles and/or prepositions.

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Adverbs of place – word order 2

As you know, adverbs come after the verb when a sentence starts with a subject (WO1).

If the sentence starts with a time adverb, the subject comes after the verb (WO2).

This is also happens with place adverbs.

dienstags

Mia

spielt

dienstags

Klarinette

spielt

Klarinette

WO1

WO2

Mia

spielt

im Orchester

Klarinette

Mia

spielt

im Orchester

Klarinette

WO1

WO2

Grammatik

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Alastair reist nach Berlin!

Alastair ist Wolfgang und Mias Austauschpartner*. Er wohnt in Glasgow und fährt am Samstag nach Berlin. Er telefoniert mit Wolfgang und plant die Reise. Was sagt er?

*der Austausch exchange

1

in Glasgow / [-]

2

in der Stadt / [-]

3

London / [-]

4

in London / [-]

5

im Zug / [-]

6

dort / [-]

7

im Bus / [-]

8

nach Berlin / [-]

9

Berlin / [-]

10

in Berlin / [-]

hören

Timing: 5 minutes

Aim: to practise aural differentiation of word order 1 and 2 and use it to determine whether an expression of location begins the sentence or not.

Procedure:

1. Explain that the word order will tell them whether an expression of location begins the sentence or not. It will be worth doing the first one as an example, talked through. Students need to understand that the ‘beep’ may be obscuring the place OR nothing at all, and that it is the word order (Subject - Verb OR Verb - Subject) that makes this clear.

2. Audio (with beep at the start of each item, representing either the expression of place or the absence of one) plays on number clicks.

3. The answers are on the next slide.

Note: Students have not yet met die Reise [786], but they know the verb form reisen. Draw attention to the capital letter, and ask students to guess the meaning.

der Austausch [2744]

Transcript:

1.Hallo Wolfgang! Na, [-] ich fahre am Samstag nach Berlin.

2.[-] Ich nehme zuerst den Zug nach London.

3.[London] erreiche ich in vier Stunden.

4.[In London] kann ich mein Butterbrot essen.

5.[-] Ich fahre dann nach Amsterdam.

6.[Dort] gibt es Busse nach Berlin.

7.[Im Bus] schlafe ich.

8.[-] Die Reise dauert elf Stunden!

9.[-] Ich erreiche früh am Sonntagmorgen Berlin.

10.[In Berlin] hilfst du mir, oder?

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

planen [499] Reise [786] Austausch [2744]

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

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Alastair reist nach Berlin!

in Berlin / [-]

Alastair ist Wolfgang und Mias Austauschpartner*. Er wohnt in Glasgow und fährt am Samstag nach Berlin. Er telefoniert mit Wolfgang und plant die Reise. Was sagt er?

*der Austausch exchange

1

in Glasgow / [-]

2

in der Stadt / [-]

3

London / [-]

4

in London / [-]

5

im Zug / [-]

6

dort / [-]

7

im Bus / [-]

8

nach Berlin / [-]

9

Berlin / [-]

10

hören

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Saying what there is in different places�

Word order with adverbs of time and place

Adverbs viel and viele

SSC [-ig]

Y7 German

Term 3.1 - Week 6 - Lesson 60

Author name(s): Natalie Finlayson / Rachel Hawkes

Artwork: Steve Clarke

Date updated: 11/1/22

Rachel Hawkes

Artwork by Steve Clarke. All additional pictures selected are available under a Creative Commons license, no attribution required.

Learning outcomes (lesson 2):

Consolidation of SSC [-ig]

Consolidation of word order 2 with adverbs of location

Introduction of adverbs viel and viele

Introduction of word order with adverbs of time and location

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

7.3.1.6 (introduce) dauern [744] erreichen [309] fahren² [2138] schaffen1 [285] suchen [293] viel, viele [56] das Land1 [134] Schottland [>5009] Schweiz [763] Stunde1 [276] Wien [n/a] dort [134] normalerweise [2062]

7.3.1.1 (revisit) Dienstag [1356] Mittwoch [1187] Donnerstag [1244] Freitag [981] Samstag [1112] Sonntag [804] wann? [657] am Morgen [311] Morgen [621] im Orchester [2553] Orchester [4113] im Chor [3714] Chor [>5009] Bibliothek [2366] Theater [1086] Verein [899]

7.2.1.5 (revisit) bleiben [113] brauchen [179] glauben [156] heißen [132] leben [98] liegen [107] reisen [933] verstehen [211] werden¹, wird¹ [8] Österreich [1511] nach¹ [34] nach Hause [n/a]

Source: Jones, R.L & Tschirner, E. (2019). A frequency dictionary of German: Core vocabulary for learners. London: Routledge.

The frequency rankings for words that occur in this PowerPoint which have been previously introduced in NCELP resources are given in the NCELP SOW and in the resources that first introduced and formally re-visited those words.

For any other words that occur incidentally in this PowerPoint, frequency rankings will be provided in the notes field wherever possible.

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Phonetik - Partner(in) A


zwanzig
König
riesig
langweilig
billig [cheap]


vorsichtig [careful]
traurig
lustig
winzig
dreißig

hören / sprechen

CLASSROOM VERSION (a self-study version follows these slides)

Timing: 8 minutes (both slides)

Aim: To practise pronouncing unknown words containing SCC [-ig] using regional accents.

Note: All other SSCs in these words have been previously practised.

Procedure:

1. Students sketch blank grids in their books.

2. Student A faces the board, student B turns away from the board.

3. Students A reads the words on the screen in the accent indicated by the ticks. Student B listens, and decides whether they have heard a North German or a South German/Austrian/Swiss pronunciation.

4. Student B faces the board and checks their answers.

5. Teacher checks understanding of the words, and asks student what type of words the majority are. Explain that –ig is a very common ending in German adjectives.

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

zwanzig [20], König [1241], riesig [1449], langweilig [2921], billig [1672], vorsichtig [1806], traurig [1871], lustig [2262], winzig [2335], dreißig [1456]

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

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Phonetik - Partner(in) B


zwanzig
König
riesig
langweilig
billig [cheap]


vorsichtig [careful]
traurig
lustig
winzig
dreißig

hören / sprechen

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Phonetik - Partner(in) A


zwanzig
König
riesig
langweilig
billig [cheap]


vorsichtig [careful]
traurig
lustig
winzig
dreißig

hören / sprechen

SELF-STUDY VERSION (a classroom version precedes these slides)

Timing: 4 minutes

Aim: to practise pronouncing unknown words containing SCC [-ig] using regional accents. All other SSCs in these words have been previously practised.

Procedure:

1. Say the words in the accent indicated by the tick.

2. Click on the button to check pronunciation.

Transcript:

1. zwanzig [soft]

2. König [soft]

3. riesig [hard]

4. langweilig [soft]

5. billig [hard]

6. vorsichtig [hard]

7. traurig [hard]

8. lustig [soft]

9. winzig [soft]

10. dreißig [hard]

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

zwanzig [20], König [1241], riesig [1449], langweilig [2921], billig [1672], vorsichtig [1806], traurig [1871], lustig [2262], winzig [2335], dreißig [1456]

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

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Phonetik - Partner(in) B


zwanzig
König
riesig
langweilig
billig [cheap]


vorsichtig [careful]
traurig
lustig
winzig
dreißig

hören / sprechen

SELF-STUDY VERSION (a classroom version precedes these slides)

Timing: 4 minutes

Aim: To practise pronouncing unknown words containing SCC [-ig] using regional accents.

Note: All other SSCs in these words have been previously practised.

Procedure:

1. Click on the loudspeaker icon to hear the computer pronounce the word.

2. Decide whether you have heard a North German or a South German/Austrian/Swiss pronunciation.

3. Click to reveal answers one by one.

Transcript:

1. zwanzig [hard]

2. König [soft]

3. riesig [soft]

4. langweilig [hard]

5. billig [hard]

6. vorsichtig [soft]

7. traurig [soft]

8. lustig [hard]

9. winzig [soft]

10. dreißig [hard]

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

zwanzig [20], König [1241], riesig [1449], langweilig [2921], billig [1672], vorsichtig [1806], traurig [1871], lustig [2262], winzig [2335], dreißig [1456]

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

25 of 37

Viel oder viele?

Viel and viele both mean ‘lots of’.

Viel is used with uncountable nouns. Uncountable means you can’t put a number in front of it to make it plural (food, time, love …)

Viele is used with countable nouns. Countable means you can put a number in front of it to make it plural (two cats, three tables, four carrots …)

Ich habe viel Geld!

Wolfgang hat nicht viel Geld.

Ich habe viele Ideen!

Wolfgang hat nicht so viele Ideen.

In negative sentences:

nicht viel = not much

nicht viele = not many

Grammatik

26 of 37

Viel oder viele?

Gibt es viel oder viele?

Hint

To check whether a noun is countable or uncountable, try putting a number in front of the English word.

viel (uncountable)	viele (countable)

Katzen

Musik

Essen

Leute

Fleisch

Taschen

Bücher

Grammatik

27 of 37

Was gibt es in Schottland?


	Wasser	Kirchen
	Salz	Monster
	Tiere	Wind
	Museen	Musik
	Essen	Kekse

Alastair redet über Schottland. Was gibt es dort? Was gibt es dort nicht?


	Fleisch	Steaks
	Tomaten	Obst
	Städte	Kultur
	Leute	Arbeit
	Geld	Autos

1

2

3

4

5

6

7

8

9

10

hören

Timing: 6 minutes

Aim: to practise aural differentiation between viel and viele and correct identification of the corresponding noun.

Procedure:

1. First, check students recognise the plural forms of the nouns. They might need extra help with the irregular plural Museen. Check that the meanings of all cognates are understood.

2. Play the first audio clip. Ask students whether they heard ‘viel’ or ‘viele’ before the beep. Ask students whether this indicates a countable or uncountable noun

3. Ask students to identify which noun (Wasser or Kirchen) is uncountable. Reveal the answer on a click (only the first item is animated on this slide).

4. Proceed with clips 2-10.

5. The full answers are on the next slide.

Transcript:

1. In Schottland gibt es viel [Wasser].

2. Im Wasser gibt es aber sehr viele [Monster]!

3. In den Highlands gibt es auch viele [Tiere].

4. In Glasgow gibt es viele [Museen].

5. Es gibt auch sehr viel [Essen] – mmm, lecker!

6. Ich esse in Glasgow nicht so viel [Fleisch]. Dort ist das Essen oft vegetarisch!

7. Wir haben aber leider nicht viel [Obst] im Garten.

8. Es gibt nicht so viele [Städte] in Schottland. Das Land ist ziemlich grün.

9. Dort wohnen auch nicht so viele [Leute].

10. Die Leute in Glasgow haben nicht so viel [Geld] aber sie sind sehr nett!

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

Kultur [593], Monster [>4043], Salz [2437], Steak [>4043], Tomaten [>4043], Wind [1080], vegetarisch [>4043]

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

28 of 37

Was gibt es in Schottland?


	Wasser	Kirchen
	Salz	Monster
	Tiere	Wind
	Museen	Musik
	Essen	Kekse

Alastair redet über Schottland. Was gibt es dort? Was gibt es dort nicht?


	Fleisch	Steaks
	Tomaten	Obst
	Städte	Kultur
	Leute	Arbeit
	Autos	Geld

1

2

3

4

5

6

7

8

9

10

hören

Timing: 2 minutes

Aim: To provide the answers to the activity on the previous slide.

Procedure:

1. Full audio plays on number clicks.

2. Answers revealed on clicks.

Transcript:

1. In Schottland gibt es viel Wasser.

2. Im Wasser gibt es aber sehr viele Monster!

3. In den Highlands gibt es auch viele Tiere.

4. In Glasgow gibt es viele Museen.

5. Es gibt auch sehr viel Essen – mmm, lecker!

6. Ich esse in Glasgow nicht so viel Fleisch. Dort ist das Essen oft vegetarisch!

7. Wir haben aber leider nicht viel Obst im Garten.

8. Es gibt nicht so viele Städte in Schottland. Das Land ist ziemlich grün.

9. Dort wohnen auch nicht so viele Leute.

10. Die Leute in Glasgow haben nicht so viel Geld aber sie sind sehr nett!

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

Monster [>4043], Salz [2437], Steak [>4043], Tomaten [>4043], Wind [1080], vegetarisch [>4043]

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

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Was gibt es in Schottland?

schreiben

Mia findet Schottland toll! Was sind ihre Gründe?

Schreib drei Sätze in WO1 und drei Sätze in WO2.

Katja! Können wir bitte, bitte, bitte, den Austausch in Schottland machen?

In Schottland …
Dort …
In Glasgow …
Die Leute …

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Adverbs of time and place – WO1

As you know, the order of words in a simple German sentence is:

But what if we also want to say where Mia plays the clarinet?

If you want to use both a time adverb and a place adverb in a sentence, the time comes first.

T.P. – time, place

Word order

1

SUBJECT

Mia

VERB

spielt

TIME ADVERB

dienstags

OBJECT

Klarinette

PLACE ADVERB

im Orchester

Word order

1

Grammatik

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Adverbs of time and place – WO2

PLACE ADVERB

Im Orchester

You can move either the time adverb or the place adverb to the start for emphasis.

This triggers word order 2. The subject moves after the verb to make space for the adverb.

Word order

1

SUBJECT

Mia

VERB

spielt

TIME ADVERB

dienstags

OBJECT

Klarinette

PLACE ADVERB

im Orchester

SUBJECT

Mia

VERB

spielt

OBJECT

Klarinette

PLACE ADVERB

im Orchester

SUBJECT

Mia

VERB

spielt

TIME ADVERB

dienstags

OBJECT

Klarinette

Word order

2

TIME ADVERB

Dienstags

Grammatik

32 of 37

Was gibt es in Berlin?

Wolfgang macht Pläne für Alastairs Woche in Berlin.

Was sagt er? Schreib T (Tag), V (Verb) oder O (Ort).

1. Am Montag lernen wir in der Schule Deutsch.

2. Wir gehen am Dienstag am Tiergarten in den Zoo.

3. Am Alexanderplatz sehen wir am Mittwoch den Fernsehturm.

4. Wir bleiben am Donnerstag zu Hause und chillen.

5. Am Freitag gibt es in der Philharmonie ein Konzert.

6. Im Restaurant essen wir am Samstag Currywurst.

7. In der Stadt suchen wir am Sonntag Souvenirs.

der Berliner Fernsehturm

Currywurst

1

2

3

4

5

6

Tiergarten

die Berliner Philharmonie

7

8

9

10

11

12

14

13

lesen

Timing: 8 minutes

Aim: To practise word order in complex sentences with adverbs of both time and place.

Procedure:

1. Each sentence contains a verb, a day of the week, and a place in Berlin. Two of the three sentence components are blocked out in each case. Students must use their knowledge of word order (time before place in WO1, WO2 if sentence starts with a time or place) and process of elimination to work out what types of words are missing from the sentences.

2. On clicks, numbered tiles disappear one by one to reveal the answers.

3. As a follow-up activity, elicit translations of full sentences to give students a flavour of cultural highlights in Berlin. Students can use the pictures and their knowledge of German and their knowledge of English to help them work out the meanings of the place names!

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

Plan [954] Zoo [>5009] Turm [3118] bleiben [113] chillen [>5009] souvenir [>5009]

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

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Wer, was, wo und wann?

SUBJECT

VERB

TIME ADVERB

PLACE ADVERB

OBJECT

ich

spielen

am Montag

in der Schweiz

einen Hut

du

essen

nie

in der Bibliothek

das Auto

er

suchen

immer

im Theater

eine Hose

sie

sehen

jeden Tag

im Zug

einen Hund

die Katze

hören

manchmal

in der Stadt

Gitarre

wir

bekommen

samstags

zu Hause

Musik

sie (plural)

putzen

oft

im Garten

ein Butterbrot

die Tiere

tragen

jede Woche

auf der Party

Kekse

sprechen

Classroom version (a self-study listening extension for this activity follows.)

Timing: 8 minutes

Aim: To revise the vocabulary in this week’s revisiting sets and practise building sentences using word order 1 and 2 with adverbs of time and place.

Note: A more complex version of this activity, in which the adverbs of place are in both dative and accusative case, can be found on slide 35.

Procedure:

1. Teacher begins by asking students to identify what the words in each column have in common – what type of words are they? What role do they play in the sentence? Column headings are revealed on clicks.

2. Check students recognise the cases in the yellow column, and whether or not these need to go with verbs of movement.

3. Students work in pairs. Teacher instructs students that they are going to orally build sentences containing one word from each column, and say these out loud to their partners. They can pick any word from the column – nonsense sentences are okay and even encouraged, as long as students can translate what they have said correctly! They must say use a different set of words from their partner.

4. Teacher starts the game by saying ‘create a sentence beginning with a pronoun’. Remind students of the need to agree the verb with the pronoun they choose, the correct word order, and the need to think about verb and case. Students say their sentences while teacher circulates. Teacher elicits examples from students.

5. Teacher continues the game by saying ‘create a different sentence beginning with a time adverb’. Remind students of the need to agree the verb with the pronoun they choose, the correct word order, and the need to think about verb and case. Students say their sentences while teacher circulates. Teacher elicits examples from students.

6. Teacher finishes the game by saying ‘create a different sentence beginning with a place adverb’. Remind students of the need to agree the verb with the pronoun they choose, the correct word order, and the need to think about verb and case. Students say their sentences while teacher circulates. Teacher elicits examples from students.

7. Continue as many times as desirable/necessary!

Option: teachers may wish to print this slide can cut out the words, creating a set of cards to each pair. This is worth the extra effort because students are able to physically move the words around and see the colour order change, getting a real feel for sentence structure.

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Wer, was, wo und wann?

1

2

3

4

5

6

7

8

Mia macht auch Sätze. Ihre Sätze sind ziemlich komisch!* Was sagt sie? Schreib auf Englisch.

Look at your notes. Would it sound better to change the word order in English?

The position of adverbs is different in English! Time adverbs are often the last idea in the sentence.

The cat always listens to music in the library.

The animals in Switzerland often receive/get biscuits!

He often looks for a hat in town.

I’m eating a sandwich in the theatre on Monday.

You never wear trousers at home on Saturdays!

We sometimes see a dog at the party!

They clean the car in the garden every day.

She plays the guitar in the train every week.

________________________________________________

hören

35 of 37

Wer, was, wo und wann?

SUBJECT

VERB

TIME ADVERB

PLACE ADVERB

ich

schwimmen

am Montag

in die Schweiz

du

fahren

nie

in die Bibliothek

er

gehen

immer

im Theater

sie

tanzen

jeden Tag

im Zug

die Katze

reden

manchmal

in die Stadt

wir

bleiben

samstags

zu Hause

sie (plural)

springen

oft

nach Schottland

die Tiere

schlafen

jede Woche

auf der Party

sprechen

Classroom version (a self-study listening extension for this activity follows.)

Timing: 8 minutes

Aim: To revise the vocabulary in this week’s revisiting sets and practise building sentences using word order 1 and 2 with adverbs of time and place.

Note: A less complex version of this activity, in which all place adverbs are in dative case, can be found on slide 33.

Procedure:

1. Teacher begins by asking students to identify what the words in each column have in common – what type of words are they? What role do they play in the sentence? Column headings are revealed on clicks.

2. Check students recognise the cases in the yellow column, and whether or not these need to go with verbs of movement.

3. Students work in pairs. Teacher instructs students that they are going to orally build sentences containing one word from each column, and say these out loud to their partners. They can pick any word from the column – nonsense sentences are okay and even encouraged, as long as students can translate what they have said correctly! They must say use a different set of words from their partner.

4. Teacher starts the game by saying ‘create a sentence beginning with a pronoun’. Remind students of the need to agree the verb with the pronoun they choose, the correct word order, and the need to think about verb and case. Students say their sentences while teacher circulates. Teacher elicits examples from students.

5. Teacher continues the game by saying ‘create a different sentence beginning with a time adverb’. Remind students of the need to agree the verb with the pronoun they choose, the correct word order, and the need to think about verb and case. Students say their sentences while teacher circulates. Teacher elicits examples from students.

6. Teacher finishes the game by saying ‘create a different sentence beginning with a place adverb’. Remind students of the need to agree the verb with the pronoun they choose, the correct word order, and the need to think about verb and case. Students say their sentences while teacher circulates. Teacher elicits examples from students.

7. Continue as many times as desirable/necessary!

Option: teachers may wish to print this slide can cut out the words, creating a set of cards to each pair. This is worth the extra effort because students are able to physically move the words around and see the colour order change, getting a real feel for sentence structure.

36 of 37

Wer, was, wo und wann?

1

2

3

4

5

6

7

8

The position of adverbs is different in English! Time adverbs are often the last idea in the sentence.

I jump into the library every day!

They never speak in the train.

You swim to Scotland every day!

The cat sleeps in the theatre on Saturdays.

The animals are dancing at the party on Monday.

He sometimes goes to school …

She always stays at home!

We go to Switzerland every week.

________________________________________________

Mia macht auch Sätze. Ihre Sätze sind ziemlich komisch!* Was sagt sie? Schreib auf Englisch.

Look at your notes. Would it sound better to change the word order in English?

hören

37 of 37

Hausaufgaben

Vocabulary Learning Homework (Term 3.2 Week 1)

Quizlet link: Term 3.1 Mashup

Follow the link above to practise all vocabulary learned in Year 7 so far!�