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How do you find it / them?�What do you think of…?�

Object pronouns (singular) ihn, sie, es, sie (plural)

FINDEN - ich finde / du findest / er & sie findet

SSCs [s like z], [ß]

Y7 German

Term 2.1 - Week 4 - Lesson 35

Leigh McClelland / 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 SSCs [s like z], [ß]

Introduction of FINDEN: 1^st, 2^nd, 3^rd person singular.�Consolidation of singular object pronouns, and introduction to plural object pronoun.

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

7.2.1.4 (introduce) finden [103] Essen1 [323] Uniform [3857] gesund [1275] langweilig [3019] lecker [>5009] leicht [311] nett [1565] praktisch [840] schwierig [580] schlecht [327] streng [1375] wichtig [144] zu1 [21] ein bisschen [n/a] Additional known vocabulary or cognates to recycle: Schule [359] Lehrer [695] (plural) Unterricht [1823] schön [188] hässlich [3542] toll [972] ganz [69] ziemlich [605] jetzt [72] interessant [810] gut [76] super [1772] total [1021] in Ordnung [n/a]

7.2.1.1 (revisit) denken [128] er2 [15] es [12] sie2 [7] Fahrrad / Rad [2138] Geschenk [2595] Gutschein [>5009] Handy [1693] Jacke [3287] hässlich [3542] toll [972] ganz [69] jetzt [72] ziemlich [605] in Ordnung [n/a]

7.1.2.2 (revisit) arbeiten [234] kochen [1481] putzen [3586] sitzen [231] Auto [361] Boden [536] Garten [1158] Liste [1792] Zimmer [665] nochmal [1984] ich verstehe nicht [n/a] zu Hause [n/a]

Note: interessant [531] and gut [78] have been introduced as phonics words and will be re-used in the lessons, here. However, they have not been added to the quizlet list for 7.2.1.4, so as not to overload it.

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

Additional known vocabulary or cognates to recycle:

wohnen [380] schreiben [245] spielen [197] reden [356] lernen [203] machen [49] im Klassenzimmer [609/619] im Unterricht [1107] in der Schule [208] mit Freunden [13/327]

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.

Additional known vocabulary or cognates to recycle:

wohnen [380] schreiben [245] spielen [197] reden [356] lernen [203] machen [49] im Klassenzimmer [609/619] im Unterricht [1107] in der Schule [208] mit Freunden [13/327]

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 52

s�

sollen

[should, to ought to]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes / Images by Steve Clarke

Timing: 1 minute

Aim: To introduce/consolidate SSC [s]

Procedure:�1. Present the letter(s) and say the [s] sound first, on its own. Students repeat it with you.�2. Bring up the word “sollen” 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 telling someone what s/he should do, by wagging your finger, and looking serious.

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 [s] sound, pronouncing ”sollen” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �sollen [63]

Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

3 of 52

s�

sollen

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes / Images by Steve Clarke

4 of 52

s�

sollen

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Rachel Hawkes / Images by Steve Clarke

5 of 52

s

sollen

Gesetz

langsam

Satz

reisen

Seite

54

Ich habe Hunger.

Subjekt

Objekt

Verb

[should, to ought to]

[law]

[slow]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [s]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [s] and then the source word again ‘sollen’ (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): �sollen [63]; Gesetz [552] Seite[217]; reisen [978]; langsam [604]; Satz [582].�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

6 of 52

s

sollen

Gesetz

langsam

Satz

reisen

Seite

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Rachel Hawkes

7 of 52

s

sollen

Gesetz

langsam

Satz

reisen

Seite

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

8 of 52

ß�

groß

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes / Images by Steve Clarke

Timing: 1 minute

Aim: To introduce/consolidate SSC [ß]

Procedure:�1. Present the letter(s) and say the [ß] sound first, on its own. Students repeat it with you.�2. Bring up the word ”groß” 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 stretch your hand up high above your head, forming your hand into a right angle to indicate that you are measuring something/one very tall.

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 [ß] sound, pronouncing ”groß” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �groß [74]�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

9 of 52

ß�

groß

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Rachel Hawkes / Images by Steve Clarke

10 of 52

ß�

groß

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Rachel Hawkes / Images by Steve Clarke

11 of 52

ß

groß

Fußball

ein bisschen

damals

heißen

lassen

2019

1919

Misky

[back then]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 2 minutes

Aim: To introduce/consolidate SSC [ß]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [ß] and then the source word again ‘groß’ (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): �groß [74]; Fußball [1497] ein bisschen [194]; heißen [123]; damals [271]; lassen [82].�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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ß

groß

Fußball

ein bisschen

damals

heißen

lassen

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Rachel Hawkes

13 of 52

ß

groß

Fußball

ein bisschen

heißen

lassen

damals

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Rachel Hawkes

14 of 52

das Essen

gesund

sitzen

zu Hause

hässlich

super

interessant

es

sie

das Essen

gesund

sitzen

hässlich

es

super

zu Hause

interessant

sie

Rachel Hawkes

Timing: 3 minutes

Aim: To practise distinguishing between [s] or [ss] pronounced as English ‘s’, or [s] pronounced as English ‘z’.

Note: Words for this task are taken from the introduced and revisited vocabulary sets for this week, or previously taught words (es, sie) and two cognates (super, interessant) to challenge decoding skills further.

Procedure:�1. Students must decide whether the sounds in the words match to the bee (buzz) or the snake (hiss).�2. Teachers can elicit the sound [zzzz] or [ssss] first from the students, then the full word.�3. Answers are animated one by one to move to the correct image.

Word frequency (1 is the most frequent word in German): �interessant [810] super [1772]

Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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das Essen

gesund

sitzen

zu Hause

hässlich

super

interessant

es

sie

Snap?

Ja

oder

nein?

Fußball

heißen

lassen

Gesetz

langsam

Satz

reisen

Seite

Rachel Hawkes

Timing: 6 minutes

Aim: To practise distinguishing between [s] or [ss] pronounced as English ‘s’, or [s] pronounced as English ‘z’.

Procedure:

1. Students identify if the sounds highlighted in yellow are a match, ‘snap’ (like the card game) by pronouncing the words aloud and comparing them.

2. Play FOUR times with class and give students a few seconds to pronounce in pairs and decide, before taking the class answer each time. The answers are animated.

3. Then pairs can play against each other – one student choosing and pronouncing two words and the other student deciding whether they make a matching snap pair or not.

4. The words have been chosen from the pre-learn and consolidation and cluster lists as well as the vocabulary students are expected to have learnt in advance of this lesson.

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

essen [323] Fußball [1277] reisen [933] heißen [126] gesund [1275] lassen [83] sitzen [231] langsam [526] Seite [197] hässlich [3542] Gesetz [578] Satz [432] interessant [810] super [1772]

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

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finden – to find

…er findet sie total super!

Wie findest du die Schule, Mia?

Ich finde sie gut, aber …

The verb finden is frequently used to seek and express an opinion.

Notice the extra e before the -st and -t endings.

ich finde I find�du findest you find�er/sie findet he/she finds

This forms a new syllable, making the endings easier to pronounce and to hear.

Grammatik

Timing: 3 minutes

Aim: Introduction to the verb FINDEN.

Procedure:�1. Teachers to read the slide with students, drawing attention to the spelling change and explaining it.�2. Elicit the English meaning of each speech bubble from students, both the literal (less frequent) English translation, ‘How do you find…?’ and the more idiomatic ‘What do you think of…?’�3. Explain to students that FINDEN is often used when they want to say ‘What do you think of?’��Note: The following slides recap singular object pronouns that students were taught last week, alongside MÖGEN, before introducing the plural object pronoun.�Pronouns are tricky because they are more numerous in German than English, and rely on students’ secure knowledge of each noun’s gender.�There will therefore be sustained practice of these throughout KS3.

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Wie findest du …?

(ziemlich / ganz / total / ein bisschen/ zu / nicht) lecker / schlecht / gesund

Wie findest du das Essen?

Ich finde es …

Wie findet er es?

Er findet es …

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Rachel Hawkes

18 of 52

Wie findest du …?

(ziemlich / ganz / total / ein bisschen / zu/nicht) schön / hässlich / praktisch / schlecht / wichtig

Wie findest du die Schuluniform?

Ich finde sie …

Wie findet er sie?

Er findet sie …

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Rachel Hawkes

19 of 52

Wie findest du …?

(ziemlich / ganz / total / ein bisschen / zu / nicht) langweilig / schlecht / nett / toll / streng / in Ordnung

Wie findest du den Lehrer?

Ich finde ihn …

Wie findet sie ihn?

Sie findet ihn …

Remember!

After a verb, the masculine definite article changes from der to den and the object pronoun changes from er to ihn.

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Rachel Hawkes

20 of 52

Wie findest du …?

(ziemlich / ganz / total / ein bisschen / zu / nicht) schwierig / langweilig / schlecht / wichtig / leicht

Wie findest du den Unterricht?

Ich finde ihn …

Wie findet sie ihn?

Sie findet ihn …

_____

____

_____

______

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Rachel Hawkes

21 of 52

Wie findest du …?

Ich finde es schlecht.

Ich finde sie ziemlich schön.

Ich finde ihn hässlich.

Ich finde es ganz praktisch.

Ich finde ihn ein bisschen langweilig.

1

2

3

4

5

Katze Handy

Auto Jacke

Boden Hund

Gutschein iPad

Garten Geschenk

oder

hören

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 5 minutes

Aim: To focus on the three singular object pronouns. It revises nouns taken from the revisited vocabulary sets, and importantly requires them to know their genders to select the correct answers.

Procedure:

1. Students listen and determine which of the items (or whether both) in each case is/are referred to, ticking those that match the accusative pronoun heard, and crossing those that do not match.

Note: Ensure all students understand that the ticks and crosses do not reflect positive and negative opinions (both of which they will hear) respectively.

2. Click to reveal the answers. Before the answer for each is revealed, the sentence appears, so that students have additional opportunity to connect speech and writing (if they or the teacher reads the sentence aloud).

Note: For lower attaining groups, this task could first be completed as a reading task, by removing the animations on the sentences.

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Grammatik

As you already know, singular subject pronouns (er, sie, es) show the gender of nouns.

The plural object pronoun is always sie (them), regardless of the gender in the singular.

Object pronouns come after a verb, and the masculine subject pronoun changes to ihn.

(singular = das Spiel) Wie findest du Spiele? Ich finde sie leicht.

(singular = der Hund) Wie findest du Hunde? Ich finde sie nett.

(singular = die Liste) Wie findest du Listen? Ich finde sie wichtig.

(How do you find dogs? I find them nice.)

(How do you find lists? I find them important.)

(How do you find games? I find them easy.)

Singular & plural object pronouns (him, her, it, them)

Grammatik

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Rachel Hawkes

23 of 52

Ich, du oder Wolfgang?

Wie findest du das Essen?

Ich mag das Essen! Wolfgang findet das Essen nicht lecker, aber

----ich---- finde es gesund.

Antworten

1

_____________________________________________________________________________

hören

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 9 minutes (for 6 slides)

Aim: To practise distinuishing between the different forms of FINDEN.

Notes: The context is continued from last week. Mehmet is a new arrival at Mia and Wolfgang’s school.

Mia and Mehmet are getting to know each other and talking about their views of school, and referring also to Wolfgang’s views.

Procedure:

1. Click number 1 to hear a gapped version of the dialogue.

2. Students focus on the form of FINDEN to decide whether the subject is ‘ich, du oder Wolfgang’.

This needs to be very clear to students before they start this set of six short listening passages.

3. To record their answers, they write, for example: 1. Wolfgang, ich

4. Each dialogue is corrected immediately, to provide instant feedback, and monitor understanding.

Teachers click the ‘Antwort’ button to hear the full dialogue, with the name / pronouns added in.

Then the answers appear in written form.

Note: After the listening, the same dialogue is revisited to focus on object pronouns. That might be the best opportunity to elicit English translations, rather than when correcting this listening task.

Transcript:

Mehmet (male voice): Wie findest du das Essen?

Mia (Female): Ich mag das Essen! [Wolfgang] findet das Essen nicht lecker, aber [ich] finde es gesund.

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Ich, du oder Wolfgang?

Ich mag die Uniform. Und du?

----Du---- findest die Uniform gut?

----Ich---- finde die Uniform hässlich.

2

Antworten

_____________________________________________________________________________

hören

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Slide 2 of 6. This is the continuation of the activity on the previous slide.

�Note: This slide offers a cultural insight. German state schools students (there are very very few private schools, too) don’t have to wear uniform. They therefore find it strange that English students do.�Teachers may also like to prompt students to suggest what the poster is about.�Englandaustausch - England exchange.�This is another opportunity to remind students that German often puts two nouns together to create compound nouns. �They have met several of these already, and will do some further work on this during Y7.�With higher attaining students, it may be useful to tell them that, when two nouns of different genders combine, the gender of the new noun is always that of the second/final word.�In this case, England is neuter, Austausch [2744] is masculine, so the new noun Englandaustausch is…? 🡪 der Englandaustausch.�

TRANSCRIPT

Mehmet: Ich mag die Uniform. Und du?�Mia: [Du] findest die Uniform gut? [Ich] finde die Uniform hässlich.

Answers:�2. du, ich

25 of 52

Ich, du oder Wolfgang?

3

Antworten

Der Unterricht ist zu schwierig. Mia, wie findest --- du----�den Unterricht?

----Ich---- finde Fremdsprachen ziemlich leicht, aber Wolfgang findet Fremdsprachen nicht interessant.

_____________________________________________________________________________

hören

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Rachel Hawkes

26 of 52

Ich, du oder Wolfgang?

----Ich---- finde �die iPads �ganz praktisch.

Ich mag die iPads nicht.

----Ich---- finde die iPads ein bisschen zu langsam.

4

Antworten

_____________________________________________________________________________

hören

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Rachel Hawkes

27 of 52

Ich, du oder Wolfgang?

Und wie

findest ----du---- die Lehrer hier?

Ach, Wolfgang findet die Lehrer zu streng, aber

----ich---- finde

die Lehrer�in Ordnung.

5

Antworten

_____________________________________________________________________________

hören

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Rachel Hawkes

28 of 52

Ich, du oder Wolfgang?

6

Antworten

Wolfgang findet Schule in Ordnung, und Mehmet,

----du---- findest Schule wichtig, nicht wahr?

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 SSCs [s like z], [ß]

Consolidation of FINDEN: 1^st, 2^nd, 3^rd person singular.�Consolidation of singular object pronouns, and introduction to plural object pronoun.

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

7.2.1.4 (introduce) finden [103] Essen1 [323] Uniform [3857] gesund [1275] langweilig [3019] lecker [>5009] leicht [311] nett [1565] praktisch [840] schwierig [580] schlecht [327] streng [1375] wichtig [144] zu1 [21] ein bisschen [n/a] Additional known vocabulary or cognates to recycle: Schule [359] Lehrer [695] (plural) Unterricht [1823] schön [188] hässlich [3542] toll [972] ganz [69] ziemlich [605] jetzt [72] interessant [810] gut [76] super [1772] total [1021] in Ordnung [n/a]

7.2.1.1 (revisit) denken [128] er2 [15] es [12] sie2 [7] Fahrrad / Rad [2138] Geschenk [2595] Gutschein [>5009] Handy [1693] Jacke [3287] hässlich [3542] toll [972] ganz [69] jetzt [72] ziemlich [605] in Ordnung [n/a]

7.1.2.2 (revisit) arbeiten [234] kochen [1481] putzen [3586] sitzen [231] Auto [361] Boden [536] Garten [1158] Liste [1792] Zimmer [665] nochmal [1984] ich verstehe nicht [n/a] zu Hause [n/a]

Note: interessant [531] and gut [78] have been introduced as phonics words and will be re-used in the lessons, here. However, they have not been added to the quizlet list for 7.2.1.4, so as not to overload it.

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

Additional known vocabulary or cognates to recycle:

wohnen [380] schreiben [245] spielen [197] reden [356] lernen [203] machen [49] im Klassenzimmer [609/619] im Unterricht [1107] in der Schule [208] mit Freunden [13/327]

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.

42 of 52

s, ss, ß

When it comes before a vowel, 's' is pronounced like the English ‘z’.

e.g. sagen, sehr, sein, sie, sitzen, sollen, gesund, super, Reise �

Elsewhere, the German ‘s’, as well as all instances of ‘ss’ and ‘ß’ are pronounced like an English ‘s’.

e.g. eins, hast, das, dass, groß, lassen, Haus, Wasser, heißen, weiß

'ss’ is used when the preceding vowel in a word is short, �but is written 'ß’ after a long vowel e.g. 'Fuß', 'Maß', 'Spaß’

or two vowels together e.g. 'weiß', 'heiß', 'heißt'

Remember:�sch-, sp-, st-

are pronounced in their own way at the start of a word!

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Rachel Hawkes

43 of 52

Was passt nicht in die Reihe?

gesund

lassen

heißen

Satz

weiß

groß

Seite

bisschen

Fußball

langsam

reisen

Gesetz

sollen

damals

findest

1.

2.

3.

4.

5.

Seite

Satz

heißen

lassen

gesund

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 3 minutes

Aim: To practise distinguishing between ‘s’ as a ‘z’ and when as an ‘s’, and also the ß (called Eszett or scharfes S) instead of ‘ss’.�

Procedure:�1. Students have met this task type before and the instruction ‘Was passt nicht?’ Teachers can elicit the instruction meaning from students.�2. Students should be encouraged to practise pronouncing these words out loud, individually or in pairs, to decide which is the odd one out in each row (Reihe).�3. Answers are animated to shade the odd one out. Words are from the cluster words practised last lesson.

4. There is no need to focus on meaning, though teachers might be interested to see which words may have been retained incidentally.

Word frequency (1 is the most frequent word in German): �essen [323] Fußball [1277] reisen [933] heißen [126] gesund [1275] lassen [83] sitzen [231] langsam [526] Seite [197] hässlich [3542] Gesetz [578] Satz [432] interessant [810] super [1772]

Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

44 of 52

Vokabeln

schwierig

difficult
bad
important
practical
boring
easy
nice
strict
healthy
tasty

schlecht

wichtig

praktisch

langweilig

leicht

nett

streng

gesund

lecker

sprechen

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Rachel Hawkes

45 of 52

Schreib die Liste!

4. difficult

2. boring

9. practical

7. important

1. bad

5. easy

8. nice

10. strict

6. healthy

3. delicious

4. leicht

2. langweilig

9. streng

7. schlecht

1. gesund

5. nett

8. schwierig

10. wichtig

6. praktisch

3. lecker

Schreib die Liste alphabetisch auf Deutsch!

schreiben

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 10 minutes

Aim: To provide practice in recalling the adjectives (new and revisited) from this week’s vocabulary sets.

Procedure:

1. Draw students’ attention to the word ‘alphabetisch’.

2. They need to write the words in German, in alphabetical order of the German. The reason for this is that it will essentially require them to give them longer, more sustained attention; it is likely that students will write them twice, once in rough to generate all the German and again to list them in number order.

3. The German answers are provided in alphabetical order, with the English translation of each also animated to appear after each German answer, to maintain the focus on the meaning of the words.

Note: For lower attaining groups, this slide can be modified and the ‘alphabetisch’ removed, so that the German answers match the English words, 1-10. Any higher attaining students who finish quickly can be prompted to do an additional task, e.g. order the words by length, or put the words in a sentence.

46 of 52

Wie findest du das?

subjects, important

P

N

P = positiv

N = negativ

Person A

Person B

zum�Beispiel

Ich finde sie wichtig!

auf Englisch

1

2

sprechen

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Rachel Hawkes

47 of 52

Wie findest du das?

present, bad

P

N

P = positiv

N = negativ

Person A

Person B

zum�Beispiel

auf Englisch

1

2

Ich finde es schlecht!

sprechen

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Rachel Hawkes

48 of 52

Wie findest du das?

N

P

N

P

N

P

Person B

Person A

auf Englisch

sprechen

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

49 of 52

Wie findest du das?

P

N

P

N

P

N

Person B

Person A

auf Englisch

sprechen

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

50 of 52

Wie findest du das?

1. ? __________________________________________________

2. ? __________________________________________________

3. ? __________________________________________________

4. ? __________________________________________________

5. ? __________________________________________________

Beispiel ? __________________________________________________

Wie findest du die Hausaufgaben? Ich finde sie wichtig.

Schreib die Frage �und eine Antwort.

Wie findest du den Lehrer? Ich finde ihn interessant.

Wie findest du die Schule? Ich finde sie schwierig.

Wie findest du die Uniform? Ich finde sie praktisch.

Wie findest du das Essen? Ich finde es lecker.

Wie findest du den Unterricht? Ich finde ihn leicht.

schreiben

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

51 of 52

Ein Dialog

Aha, interessant!

Toll!

Echt?

Ach so!

Essen?

Uniform?

Hausaufgaben?

Unterricht?

Lehrer?

sprechen

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 7 minutes (task timing is flexible 2-20 minutes)

Aim: To practise question production (speaking) to elicit opinions using finden; to practise answering such questions using direct object pronouns and adjectives learnt.

Note: this task is open-ended and can last two minutes or 20, depending on how long you have. If you have more than two minutes, it makes sense to move students so that they repeat the task with new partners.

Procedure:

1. Encourage students not to ask about each aspect of school life in order.

2. Remind them that they need to use the correct R2 article after FINDEN, depending on the gender of all these nouns.

3. If necessary, elicit the definite article of each, as follows:

das Essen

die Uniform

die Hausaufgaben (ask if singular or plural)

der Unterricht (prompt them for the R2 -> den)

der / die Lehrer (prompt them to tell you what it would mean if you asked ‘Wie findest du den Lehrer?’ (What do you think of the male teacher (singular) and if you asked ‘Wie findest du die Lehrer?’ (What do you think of the teachers (plural)? Use this as an opportunity to stress the importance of getting the articles correct.

4. The teacher might also want to elicit the words for ‘it’ and ‘them’ that students will need to reply with, if not to need to repeat the noun, e.g.:

Wie findest du das Essen? Ich finde das Essen toll. But in order not to repeat ‘das Essen?’ -> Ich finde [beep] toll. -> Ich finde es toll.

52 of 52

Hausaufgaben

Vocabulary Learning Homework (Term 2.1, Week 5)

Audio file

Audio file QR code:

Student worksheet

Quizlet link �

In addition, revisit: Term 2.1 Week 2

Term 1.2 Week 3�