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Everyday life experiences

Separable verbs in the present tense: �1^st and 3^rd persons plural

Revisit several SSC

Y8 German

Term 2.2- Week 2- Lesson 41

Author name(s): Stephen Owen / Rachel Hawkes

Artwork: Steve Clarke

Date updated: 23/02/2021

Rachel Hawkes

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

Native teacher feedback provided by Stephanie Cross.

Learning outcomes (lesson 1):�Consolidation of present tense separable verb 1^st, 2^nd , 3^rd persons singular.

Introduction of present tense separable verb 1^st, 3^rd persons plural.�Consolidate a range of SSC

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

8.2.2.1 (introduce) annehmen [523] anschauen [949] aufhören [995] aufstehen [966] aussehen [277] fangen [2044] rufen [531] schauen [510] Preis¹ [334]

8.2.1.3 (revisit) es gab [49] hatte [6] war [4] heiß [1195] kalt [887] nah [480] tief [442] voll [388] wenig [102] damals [286] früher [411] links [893] rechts [829]�8.1.2.3 (revisit) gegangen [66] gefahren [215] fliegen [824] geflogen [824] Bahn [1415] Flugzeug [1776] Geschichte [262] Norden [1516] Onkel [1832] Osten [1208] Polen [2023] Süden [1771] Tante [1826] Schiff [1176] Westen [1010] polnisch [3237]

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

lesen / schreiben

Schreib 1-18 und ein Wort mit jeder SSC.

Start

Ziel

langes [a]

kurzes [o]

[ei]

langes [u]

Polen	links	schauen	rufen	Süden	Onkel
heiß	Flugzeug	gefahren	Westen	rechts	voll
Schiff	wenig	aufstehen	aufhören	tief	hatte

kurzes�[i]

kurzes [a]

langes[o]

[ie]

langes [ü]

[eu]

[au]

[sch]

langes[e]

[w]

[st-]

[v]

[ch]

langes [ö]

gefahren

Onkel

heiß

rufen

links

hatte

Polen

tief

Süden

Flugzeug

schauen

Schiff

wenig

Westen

aufstehen

voll

rechts

aufhören

Timing: 8 minutes, including feedback��Aim: to consolidate knowledge of 18 different SSC within previously taught vocabulary, and additionally to recall further words with these SSC.��Procedure:�1. Write 1-18 and a word from the table with that SSC.

2. Ensure that students know that they should try to use all the words just once each.

3. Challenge them to add a 2^nd word with the same SSC from their own vocabulary knowledge.

4. Elicit the answers from students, providing a further opportunity to produce the words orally.

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

8.2.2.1 (introduce)] aufhören [995] aufstehen [966] rufen [531] schauen [510] 8.2.1.3 (revisit) hatte [6] heiß [1195] tief [442] voll [388] wenig [102] links [893] rechts [829]�8.1.2.3 (revisit) gefahren [215] Flugzeug [1776] Onkel [1832] Polen [2023] Süden [1771] Schiff [1176] Westen [1010] polnisch [3237]

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

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Phonetik

lesen / sprechen

Sag diese deutschen Wörter.

der Start

wild

ideal

August

die Basis

total

die Adresse

regional

die Phase

der Winter

April

die Definition

der Start

wild

total

die Adresse

ideal

August

regional

die Basis

der Winter

April

die Phase

die Definition

Timing: 1 minute��Aim: to practise pronouncing German cognates, applying known SSC.��Procedure:�1. Working individually, students have 20 seconds to pronounce all of the words.

2. Tell them that if they pronounce one in an English way they should go back to the start and do them all again.

3. Alternatively, they could work in pairs, conditions permitting.

4. Teacher to click to elicit the pronunciation of each word chorally from the class to check their SSC knowledge.

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

Start [1946] wild [1643] total [1021] Adresse [2739] ideal [1234] August [1929] regional [2011] Basis [1333] Winter [1206] April [1004] Phase [732] Definition [1056] �Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

��

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Vokabeln [1/4]

lesen / sprechen

Person A

Person B

Ich bin … gefahren.

Norden

früher

nach Polen

Tante

damals

mit der Bahn

Schiff

rechts

nach Osten

mit dem Flugzeug

früher

nach Polen

rechts

nach Osten

mit dem Flugzeug

damals

mit der Bahn

Timing: 4 minutes (for next 4 slides)

Aim: to revisit vocabulary from 8.1.2.3 and 8.1.2.3 as per the cycle of revisiting in the SoW

Procedure:

1. Click to reveal the first text box.

2. Student A says this to their partner.

3. Click to reveal the options.

4. Student B then says all the possible answers that fit.

5. Click to reveal the answers.

6. After the next slide, partners will swap roles. (Each student has two turns at asking and two turns at answering).

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

8.2.1.3 (revisit) damals [286] früher [411] rechts [829]�8.1.2.3 (revisit) gefahren [215] Bahn [1415] Flugzeug [1776] Norden [1516] Osten [1208] Polen [2023] Tante [1826] Schiff [1176]

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

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Vokabeln [2/4]

lesen / sprechen

Person A

Person B

Ich muss früher …

fliegen

rufen

gegangen

kalt

geflogen

polnisch reden

schauen

links

aufstehen

nach Süden fahren

fliegen

rufen

aufstehen

polnisch reden

nach Süden fahren

schauen

Timing: 4 minutes (for next 4 slides)

Aim: to revisit vocabulary from 8.1.2.3 and 8.1.2.3 as per the cycle of revisiting in the SoW

Procedure:

1. Click to reveal the first text box.

2. Student A says this to their partner.

3. Click to reveal the options.

4. Student B then says all the possible answers that fit.

5. Click to reveal the answers.

6. Partners now swap roles. (Each student has two turns at asking and two turns at answering).

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

8.2.2.1 (introduce) aufstehen [966] rufen [531] schauen [510]

8.2.1.3 (revisit) kalt [887] links [893]

8.1.2.3 (revisit) gegangen [66] fliegen [824] geflogen [824] Süden [1771] polnisch [3237]

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

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Vokabeln [3/4]

lesen / sprechen

Person B

Person A

Das Wasser war mir…

heiß

zu kalt

Geschichte

nah

voll

zu wenig

angenehm

Westen

zu tief

geflogen

heiß

zu kalt

nah

zu tief

zu wenig

angenehm

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Vokabeln [4/4]

lesen / sprechen

Person B

Person A

Die Geschichte hatte…

fangen

wenige Details

einen Onkel

voll

ein Ende

eine Tante

früher

eine Mitte

ein Schiff

einen Onkel

wenige Details

eine Mitte

ein Ende

ein Schiff

eine Tante

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Vokabeln

hören

Hör zu. Schreib den richtigen Buchstaben – A, B, C …

A

M

I

D

J

B

C

H

F

K

L

N

E

G

1

2

3

4

5

6

7

8

9

10

11

12

13

14

[to take]

[to hear]

[to call]

[to see]

[to stop]

[to watch]

[to phone]

[to accept]

[to catch]

[to stand]

[to start]

[to look, appear]

[to look]

[to get up]

D

B

E

G

C

A

J

N

K

F

M

H

L

I

Timing: 3 minutes

Aim: aural recognition of key verbs from this week’s vocabulary set, and their connection with verbs that have the same stem, but no separable prefix.

Procedure:

1. Click on the numbers to play each vocabulary item

2. Students match the audio to the correct picture by writing the letter.

3. Elicit the answers/alphabet practice by asking ‘Nummer 1 – welcher Buchstabe ist das?’ Students respond with the German letter name.

Transcript:

1. sehen�2. hören�3. aufhören�4. anrufen�5. rufen�6. nehmen�7. stehen�8. aufstehen�9. anfangen�10. anschauen�11. schauen�12. annehmen�13. aussehen�14. fangen��Word frequency (1 is the most frequent word in German): �8.2.2.1 (introduce) annehmen [523] anschauen [949] aufhören [995] aufstehen [966] aussehen [277] fangen [2044] rufen [531] schauen [510]�previously taught: nehmen [142] hören [146] anfangen [497] stehen [85] sehen [79]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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aussehen

[to appear, look]

sieht…aus

[appears, looks]

Timing: 3 minutes for sequence of six slides

Aim: to introduce the verb aussehen more explicitly. Sehen is one of the 25 most frequently used verbs in German. This sequence practises the use of the separable prefix aus with sehen. Both long form (infinitive, 3rd person plural) and short form (3^rd person singular) are introduced in order to familiarise students with various forms of the same verb.

Procedure

Bring up the word aussehen on its own, say it, students repeat it, and remind them of the phonics. Draw attention to long [e].
Try to elicit the meaning from the students. Students have had explicit teaching that the present tense in German communicates two different present tense meanings in English. This reinforces that learning. Emphasise the two meanings for the long form, reminding students that German only has one form and does not have a direct equivalent of the grammar for ‘is + ing’, the continuous form (as covered in previous weeks).
Bring up the picture, and, if using gestures, a possible gesture would be [to mime posing for a camera].
Then bring up the English translations. Emphasise the two meanings for the infinitive.
Bring up the short form sieht aus, say it, students repeat it. Draw attention to change from long [e] to [ie].
Try to elicit the meaning from the students. Emphasise the two meanings for the short form.

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

8.2.2.1 (introduce) aussehen [277]�Source: Jones, R.L & Tschirner, E. (2019). A frequency dictionary of German: Core vocabulary for learners. London: Routledge.

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aussehen

[to appear, look]

sieht…aus

[appears, looks]

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sieht…aus

[appears, looks]

Sie sieht krank aus.

[She appears/looks ill.]

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aussehen

[to appear, look]

Sie will gesund aussehen.

[She wants to appear/look healthy.]

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sieht…aus

[appears/looks]

Sie ____ krank ___.

sieht

[She appears/looks ill.]

aus

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aussehen

[to appear, look]

Sie will gesund __________.

aussehen

[She wants to appear/look healthy.]

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annehmen

[to accept]

nimmt…an

[accepts]

Timing: 3 minutes for sequence of six slides

Aim: to introduce the verb annehmen more explicitly. Nehmen is one of the 25 most frequently used verbs in German. This sequence practises the use of the separable prefix an with nehmen. Both long form (infinitive, 3^rd person plural) and short form (3^rd person singular) are introduced in order to familiarise students with various forms of the same verb.

Procedure

Bring up the word annehmen on its own, say it, students repeat it, and remind them of the phonics. Draw attention to long [e].
Try to elicit the meaning from the students. Students have had explicit teaching that the present tense in German communicates two different present tense meanings in English. This reinforces that learning. Emphasise the two meanings for the long form, reminding students that German only has one form and does not have a direct equivalent of the grammar for ‘is + ing’, the continuous form (as covered in previous weeks).
Bring up the picture, and, if using gestures, a possible gesture would be [to mime accepting a prize in the hands].
Then bring up the English translations. Emphasise the two meanings for the infinitive.
Bring up the short form nimmt an, say it, students repeat it. Draw attention to change from long [e] to [i].
Try to elicit the meaning from the students. Emphasise the two meanings for the short form.

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

8.2.2.1 (introduce) annehmen [523]

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

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annehmen

[to accept]

nimmt…an

[accepts]

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nimmt…an

[accepts]

Er nimmt den Preis an.

[He accepts the prize.]

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annehmen

[to accept]

Er will den Preis annehmen.

[He wants to accept the prize.]

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nimmt…an

[appears/looks]

Er ______ den Preis ___.

nimmt

[He accepts the prize.]

an

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annehmen

[to accept]

Er will den Preis ___________.

annehmen

[He wants to accept the prize.]

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Separable verbs

Grammatik

Remember that separable verbs are made up of two parts: a particle and the main verb:

auf

stehen

auf

hören

aus

sehen

Ich

stehe

früh

auf.

What are the singular verb endings in the present tense?

The particle often changes the meaning of the verb, a little or a lot!

I get / am getting up early.

to stand

to stand up / get up

to hear

to stop

to see

to appear / look

Remember: in the present tense the particle moves to the end of the clause.

Du

stehst

früh

auf.

You get / are getting up early.

Er/sie/es

steht

früh

auf.

S/he it gets / is getting up early.

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Wolfgang ist ein Superstar

lesen

Wolfgang träumt… Lies die Sätze. Schreib an, auf oder – am Ende.

Ich stehe mit meiner Gitarre auf der Straße .

___.

Ich schaue die Leute an .

___

Meine Show fängt um �drei Uhr an .

___

Ich singe mein neues Lied.

___.

Am nächsten Tag �ruft man mich an .

___

Ich gewinne den IMA Musikpreis !

___ !

Ich nehme den Preis an .

___

Juhu! Ich höre mit der Schule auf .

___

1

2

3

4

5

6

7

8

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Wolfgang schreibt Alastair.

lesen

Wolfgang will Alastair seinen Traum erzählen*. Kannst du ihm helfen?�Schreib den Traum auf Englisch.

erzählen – �to tell, narrate

Ich stehe mit meiner Gitarre auf der Straße.

Ich schaue die Leute an.

Meine Show fängt um�drei Uhr an.

Ich singe mein neues Lied.

Am nächsten Tag ruft�man mich an.

Ich gewinne den IMA Musikpreis!

Ich nehme den Preis an.

Juhu! Ich höre mit der Schule auf!

Wolfie21@hello.de

An: Alastair

Hi Alastair,�How’s it going? So, my weird dream…

I’m standing in the street with my guitar.

I’m looking at the people.

My show starts at 3 o’clock.

I sing my new song.

The next day they call me.

I win the IMA music prize!

Yay! I’m stopping / quitting school!

I accept the award.

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Mutti hat einen neuen Job

hören

Hör zu. Mutti will nichts vergessen. Was sagt sie? Schreib die richtigen Wörter.

durch das Fenster
mich

eine Stunde
um sechs Uhr

den Direktor
„Hallo”

den Job
ein Taxi

den Bus
den Job

mein Handy
gut

im Februar
Musik

den Ball
im März

1

2

3

4

Ich stehe um sechs Uhr auf.

Dann rufe ich den Direktor an.

Ich schaue mich an.

Ich sehe gut aus.

Ich nehme den Bus zur Arbeit.

5

6

7

8

Ich sage ihm, ich nehme den Job an.

Ich höre im Februar auf.

Ich fange im März an.

Timing: 8 minutes��Aim: To practise understanding sentences containing separable verbs (listening modality). The contrast here is semantic – between the separable and non-separable pairs of verbs - with an element of syntax as the separable verbs’ prefix is what students must listen out for, in order to know which of the two options completes the utterance correctly.��Procedure:�1. Click on the first column of audio buttons to play each sentence with a word/phrase obscured.

2. Students listen to each sentence and select the appropriate missing words from the two options provided.

3. Click on the second column of audio buttons (which appears as part of the animation to the left of the first) to play each sentence in full.

4. Click to reveal the correct answer and to see the sentence in writing.

Transcript:�1. Ich stehe [um sechs Uhr] auf.

2. Ich schaue [mich] an.�3. Ich sehe [gut] aus.

4. Ich nehme [den Bus] zur Arbeit.�5. Dann rufe ich [den Direktor] an.�6. Ich sage ihm, ich nehme [den Job] an.�7. Ich höre [im Februar] auf.�8. Ich fange [im März] an.�

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

8.2.2.1 (introduce) annehmen [523] anschauen [949] aufhören [995] aufstehen [966] aussehen [277] fangen [2044] rufen [531]

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

�

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Separable verbs

Grammatik

We get / are getting up early.

sie / Sie

stehen

früh

auf.

They/you (polite) get / are getting up early.

Wir

stehen

Artwork: Steve Clarke

Date updated: 23/02/2021

Rachel Hawkes

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

Native teacher feedback provided by Stephanie Cross.

Learning outcomes (lesson 1):�Consolidation of present tense separable verb 1^st, 2^nd , 3^rd persons singular.

Introduction of present tense separable verb 1^st, 3^rd persons plural.�Consolidation of a range of SSC

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

8.2.2.1 (introduce) annehmen [523] anschauen [949] aufhören [995] aufstehen [966] aussehen [277] fangen [2044] rufen [531] schauen [510] Preis¹ [334]

8.2.1.3 (revisit) es gab [49] hatte [6] war [4] heiß [1195] kalt [887] nah [480] tief [442] voll [388] wenig [102] damals [286] früher [411] links [893] rechts [829]�8.1.2.3 (revisit) gegangen [66] gefahren [215] fliegen [824] geflogen [824] Bahn [1415] Flugzeug [1776] Geschichte [262] Norden [1516] Onkel [1832] Osten [1208] Polen [2023] Süden [1771] Tante [1826] Schiff [1176] Westen [1010] polnisch [3237]

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.

35 of 47

Phonetik

Pil z

Salat

Zirkus

Hei z ung

Zahn

hören / schreiben

Deutsches [z] ist wie das Englische‘ts’.�Deutsches [s-] ist wie das Englische ‘z’.

Hör zu. Schreib 1-9 und [z] oder [s].

1

2

3

4

5

6

7

8

9

_

Suppe

_

Sahne

_

Amei s e

_

E s el

_

36 of 47

Phonetik

lesen / sprechen

1. sinken

2. Tradition

12. Demonstration

10. absolut

9. Qualifikation

4. Zucker

3. Kompetenz

Remember - ‘tion’ words sound like ‘tsyon’in German!

11. tausend

5. sogar

6. Gesetz

7. Option

8. angesichts

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Vokabeln

Schreib Vokabeln zu den Themen.

Familie

Transport

Wetter

Länder

Sprachen

Kardinalpunkte

schreiben

T_ _ _ _

O_ _ _ _

S_ _ _ _ _

B_ _ _

F_ _ _ _ _ _ _

h_ _ _

k_ _ _

P_ _ _ _

p_ _ _ _ _ _ _

N_ _ _ _ _

S_ _ _ _

O_ _ _ _

a n t e

n k e l

o l e n

c h i f f

a h n

l u g z e u g

o l n i s c h

e i ß

a l t

o r d e n

ü d e n

s t e n

Timing: 5 minutes��Aim: To revise 12 vocabulary items from this week’s revisited sets and prompt students to link these words to some other previously-learnt vocabulary that fits these semantic fields.��Procedure:�1. Students try to recall items of vocabulary from this week’s revisited sets, prompted by the category and first letter of each.

2. Students write the words.

3. Where there are gaps, students should be encouraged to recall other countries, languages, family members etc., that they know.

4. Click to reveal the correct spelling of each word.

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

8.2.1.3 (revisit) heiß [1195] kalt [887]�8.1.2.3 (revisit) Bahn [1415] Flugzeug [1776] Norden [1516] Onkel [1832] Osten [1208] Polen [2023] Süden [1771] Tante [1826] Schiff [1176] Westen [1010] polnisch [3237]

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

�

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Vokabeln

schreiben

Schreib die Verben!

n_ _ _ _ _

1a

2a

a_ _ _ _ _ _ _

s_ _ _ _ _

a_ _ _ _ _ _ _ _

r_ _ _ _

a_ _ _ _ _ _

h_ _ _ _

a_ _ _ _ _ _ _

f_ _ _ _ _

a_ _ _ _ _ _ _

a_ _ _ _ _ _ _ _

s_ _ _ _ _ _

3a

4a

5a

6a

7a

s_ _ _ _

a_ _ _ _ _ _ _

1b

2b

3b

4b

5b

6b

7b

ehmen

nnehmen

chauen

nschauen

angen

nfangen

ehen

ussehen

tehen

ufstehen

ören

ufhören

ufen

nrufen

Timing: 5 minutes��Aim: To recall productively in written form the meanings of this week’s new verbs and connect them to verbs with the same stem but without a separable prefix. e.g. hören / aufhören, noticing where meanings are similar or completely different.��Procedure:�1. Students try to write each verb, prompted by the picture and first letter.

2. click to reveal the answers one by one, in order.

�Word frequency (1 is the most frequent word in German): �8.2.2.1 (introduce) annehmen [523] anschauen [949] aufhören [995] aufstehen [966] aussehen [277] fangen [2044] rufen [531] schauen [510]�previously taught: nehmen [142] hören [146] anfangen [497] stehen [85] sehen [79]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Starke Verben

Grammatik

Remember that strong verbs change their spelling in the du and er/sie/es forms.

This is true for both separable and inseparable verbs:

sie nimmt den Zug sie nehmen den Zug

� sie nimmt den Preis an sie nehmen den Preis an

sie fängt den Ball sie fangen den Ball

sie fängt um elf Uhr an sie fangen um elf Uhr an

sie sieht das Flugzeug sie sehen das Flugzeug

sie sieht gesund aus sie sehen gesund aus

�

Remember: this ‘sie’ means ‘she’.

The verb ending here tells you this ‘sie’ means ‘they’.

But remember: �Sie nehmen 🡪 �you (formal) take

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eine Schifffahrt

lesen

Sie sehen schön aus.		Sie liest Geschichten.		Sie fahren nach Norden.
1a	1b	4a	4b	7a	7b
Sie steh? früh auf.		Sie fängt einen Fisch.		Sie essen etwas.
2a	2b	5a	5b	8a	8b
Sie schau? das Meer* an.		Sie ruf? Wolfgang an.		Sie komm? gut an.
3a	3b	6a	6b	9a	9b

_

Mia und ihre Mutti machen eine Schifffahrt. Wer macht was? Schreib 1-8, a oder b oder a+b.

*das Meer - sea

Timing: 5 minutes��Aim: This is a referential activity in the written modality to practise noticing whether the verb is strong or weak as well as the implications for meaning – ‘she’, ‘they’ or ‘she + they’.��Procedure:�1. Students number 1-8, and write ‘a’, ‘b’ or ‘a+b’ to indicate the correct picture description. NB: This compels the student to notice the stem of the verb and the implication for meaning. Even without the verb ending, a change of spelling in the stem would indicate ‘she’ meaning, whilst no change with a strong verb indicates ‘they’, and with a weak verb, the answer must be ‘she’ + ‘they’ because it could be either.

2. Click to make the verb ending (or ?) appear for each item in turn.

3. Click a second time to reveal the correct answer for each item.�4. Elicit the English meanings for the sentences.��Word frequency (1 is the most frequent word in German): �8.2.2.1 (introduce) anschauen [949] aufstehen [966] aussehen [277] fangen [2044] rufen [531]

Other: Fisch [1959] Meer [852]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Fragewörter

3) ____ fängt die Tour an?

	what?
	where?
	when?
	why?
	which?
	who/whom?
	how?

Grammatik

Wie sagt man... ?

2) ______ kommt dein Freund an?

was?

wo?

wann?

warum?

welcher

welche

welches?

wer/wen/wem?

wie?

Wo

Warum

1) _______ stehst du um 6 Uhr auf?

Wann

4) ____ nehmen wir an?

Was

5) _________ Preis ist das?

Welcher

6) _____ fahren wir?

Nehmen wir die Bahn?

Wen

7) _____ rufst du an?

Wie

Timing: 3 minutes��Aim: To revise the question words met so far.��Procedure:�1. Elicit the German for each question word in English in the table on the right.

2. Click to bring up the German question words one by one, completing the table.

3. Click again to bring up the first gapped sentence. Challenge students to suggest the missing question word.

4. Click to bring up the missing question word.

5. Repeat steps 3 and 4 above for the remaining six sentences.

�Word frequency (1 is the most frequent word in German): �8.2.2.1 (introduce) annehmen [523] aufstehen [966] fangen [2044] rufen [531] Preis¹ [334]

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

�wo (94) wer (173) was (39) wann (583) wie (283) warum (246) welcher (138)�Source: Jones, R.L., & Tschirner, E. (2009). A Frequency Dictionary of German. Routledge

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Wie heißen die Fragen?

hören / schreiben

Schreib die Fragen!

1

2

3

4

5

6

7

8

Ich komme um neun Uhr an.

Sie stehen spät auf, denn sie sind müde.

Sie nehmen den Preis an.

Ja, sie hört gern Musik.

Er hört um fünf Uhr auf.

Sie bringen die Bücher mit.

Sie ruft ihre Freundin an.

Sie bereitet das Essen vor.

Wann kommst du an?

Was bereitet sie vor?

Warum stehen sie spät auf?

Was nehmen sie an?

Hört sie gern Musik?

Wann hört er auf?

Was bringen sie mit?

Wen ruft sie an?

1

2

3

4

5

6

7

8

Timing: 8-10 minutes��Aim: To practise question formation using known question words and forms (written modality).��Procedure:�1. Click on the numbered audio buttons in the first column to hear the statements, which are all answers to questions.

2. Students listen to each statement in turn, then write the question which would lead to that answer.

3. Click to bring up each statement in writing, followed by the suggested question.

4. Click on the numbered audio buttons in the second column to listen to the questions.

Transcript:�1. Ich komme um neun Uhr an. (Wann kommst du an?)�2. Sie bereitet das Essen vor. (Was bereitet sie vor?)�3. Sie stehen spät auf, denn sie sind müde. (Warum stehen sie spät auf?)�4. Sie nehmen den Preis an. (Was nehmen sie an?)

5. Ja, sie hört gern Musik. (Hört sie gern Musik?)

6. Er hört um fünf Uhr auf. (Wann hört er auf?)

7. Sie bringen die Bücher mit. (Was bringen sie mit?)

8. Sie ruft ihre Freundin an. (Wen ruft sie an?)

�Word frequency (1 is the most frequent word in German): �8.2.2.1 (introduce) annehmen [523] aufhören [995] aufstehen [966] rufen [531] Preis¹ [334]

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

�

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Fragen, Fragen!

sprechen

Deine deutsche Cousine kommt morgen an! �Du hast viele Fragen!

Stell diese Fragen. Schreib die Antworten auf Deutsch!

Partner A�

1. When do you begin?�

Antworten

(Partner A spricht; Partner B schreibt!)�

1. ______________________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

�

Beispiel:

Wann fängst du an?

Ich fange um acht Uhr an.

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Fragen, Fragen!

sprechen

Deine deutsche Kusine kommt morgen an! �Du hast viele Fragen!

Stell diese Fragen. Schreib die Antworten auf Deutsch!

Partner A�

1. How are you travelling?�

2. When are you arriving?�

3. What is your mobile number?�

4. What do you like eating?�

5. When do you usually go to bed? �

Antworten�

1. ______________________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

�

Fragen:

Wie fährst du?

Wann kommst du an?

Was ist deine Handynummer?

Was isst du gern?

Wann gehst du normalerweise ins Bett?

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Fragen, Fragen!

sprechen

Deine deutsche Kusine kommt morgen an! �Du hast viele Fragen!

Stell diese Fragen. Schreib die Antworten auf Deutsch!

Partner B�

1. When do you get up?

2. What do you look like?

3. When are you phoning me?

4. Do you like listening to music?

5. Do you like watching films?

Antworten�

1. ______________________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

�

Fragen:

Wann stehst du auf?

Wie siehst du aus?

Wann rufst du mich an?

Hörst du gern Musik?

Schaust du gern Filme an?

DO NOT DISPLAY DURING THE TASK

Timing: 8 minutes��Aim: To practise question formation using known question words and forms (oral modality).��Procedure:�1. Partners have now swapped roles.

2. Partner B asks Partner A the five questions on this card in turn in German.

3. Partner B then notes down Partner A’s answers ain German.

4. Clicking on this slide will bring up the correct form of the questions in German, which may be useful in going over the task afterwards.

5. Teachers could consider giving a short, additional written homework to write up their partner’s answers in the 3^rd person singular, in order to report back.

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

8.2.2.1 (introduce) anschauen [949] aufstehen [966] aussehen [277] rufen [531]

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

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Hausaufgaben

Pre-learning for lesson: Year 8 German Term 2.2 Week 2

Revisit 1: [Year 8 German Term 2.1 Week 5]

Revisit 2: [Year 8 German Term 1.2 Week 4]

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Hausaufgaben

Vocabulary Learning Homework (Y8, Term 2.2, Week 3)

Audio file

Audio file QR code:

Student worksheet

Quizlet link�

In addition, revisit: Term 2.1 Week 5

Term 1.2 Week 4�