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Examples

production

Role play tasks (including transactional)

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Vokabeln

sprechen

Was hat Niko?

Niko has das Tier und die Flasche.

PERSON A

You are organising a garage sale for charity.

Person A has a list of all the items you’re selling and person B knows who is donating what.

PERSON B

Niko

+

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Vokabeln

sprechen

Person	Ding
Hannah
Hannah
Julius
Julius
Noah
Noah
Sarah
Sarah

PERSON A

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Vokabeln

sprechen

Hannah

Julius

Noah

Sarah

+

PERSON B

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Wer arbeitet zu Hause?

Oma (granny) says Wolfgang and Mia don’t help at home.

sprechen / hören

Partner A: You are Mia. Tell your granny what you (me) and your brother (he) do at home.

Partner B: Make a note of who does what, according to Mia.

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Partner A

sprechen / hören

me

work in garden

2. me

clean floor

5. he

do sport

4. he

sing

3. he

play guitar

6. me

make the bed

7. me

clean the room

8. he

sit in the garden

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Partner B

sprechen / hören

Write who does what. �Write 1-8, ‘Mia’ or ‘he’ and the activity.

1
2
3
4
5
6
7
8

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Das ist falsch!�

Opa (grandpa)arrives.

He says he and Oma do it all. �

Partner B: You are Opa. Say what you do (me) and what Oma does (she).

Partner A: Make a note of who does what, according to Opa.

sprechen / hören

Das ist falsch!

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Partner B

me

clean car

2. she

cook

5. me

write a list

4. me

sit in the garden

3. she

clean the floor

6. me

make the bed

7. she

works in the garden

8. me

work on computer

sprechen / hören

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Partner A

sprechen / hören

Write who does what. �Write 1-8, ‘Opa’ or ‘she’ and the activity.

1
2
3
4
5
6
7
8

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PERSON A

vergessen

sprechen

fahren

laufen

geben

sprechen

7.2.2.3

Timing: 10 minutes

Aim: To practise spoken production of strong verb forms (1^st and 3^rd person singular).

Note: Tante Laura defies expectations! She lives an active and busy life.

This is Student A’s card.

�Note: This speaking activity intentionally requires each learner to produce just one verb form at a time, for a few sentences, before swapping to the other form. Then, in the next activity, more ‘desirable difficulty’ is built in as they have to actively choose which form they use each time they make a sentence.

Procedure:

Students work in pairs.
Person A and person B have a different set of pictures.
Person A describes one of their pictures (Tante Laura….).
Person B finds the corresponding picture for Mia and describes it from Mia’s perspective (Ich…).
Then person A starts with the next picture.
Repeat until all pictures have been described.
Activity could be repeated in different order with roles swapped.

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PERSON B

vergessen

sprechen

schlafen

laufen

geben

sprechen

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Neue Freunde finden

Person A ist Mehmet und fragt.

Person B gibt Infos über die 3 Personen:

Ich spiele XXX. Was spielst du, Dieter?

… spiele XXX.

Dieter

Claudia

Kurt

hören / sprechen

7.2.2.4

Timing: 15 minutes

Aim: To model the speaking task.

Note: Speaking, listening. Scenario - neue Freunde finden (SSC –[eu]). �Mehmet and Mia are looking to find some new friends. They have filled out a profile and each have three potential matches.

Students will need one A4 handout (which has the information needed for both rounds of the task).�

Procedure:

Students make three columns and write each name at the top. The names revise SSC vowel and/or vowel combinations IE / AU / U.
Person A asks for information about each of the categories. They will need to ask each question three times (Ich spiele Saxophon. Was spielst du + name of person 1, 2, 3 ?)
Person B answer the questions from the information on their card., as that person (i.e. in the 1^st person).
When all the information has been exchanged person A picks the best match for Mehmet.
The activity is then repeated for Mia with the roles swapped.

Note: there is a mix of strong and weak verbs. There is no card with a 100% match. The task is to find the best match, not a 100% match.

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Person A

Mehmet

Schlagzeug spielen

oft Pizza essen

Ski fahren + einmal

die Woche laufen

Bücher lesen

Deutsch und

Türkisch

jeden Tag einen�Rücksack tragen

Hunde mögen

Dieter	Claudia	Kurt

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Person B

Mia

Frieda	Ulrike	August

Klarinette spielen

oft Gemüse essen

Skateboard fahren +

einmal die Woche

schwimmen

Bücher lesen

Deutsch und

Chinesisch

jeden Tag eine�Tasche tragen

Katzen mögen

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Person A

Frieda

Ulrike

August

Schlagzeug spielen

oft Fleisch essen

Rad fahren

Bücher lesen

Deutsch und ein

bisschen Englisch

jeden Tag eine�Tasche tragen

Katzen mögen

Klarinette spielen

oft Gemüse essen

Skateboard fahren +

jeden Tag schwimmen

Zeitungen lesen

Deutsch

jeden Tag eine�Tasche tragen

Hunde mögen

Schlagzeug spielen

oft Eis essen

Rad fahren + jeden Tag laufen

Zeitungen lesen

Deutsch und ein

bisschen Chinesisch

jeden Tag einen�Rücksack tragen

Katzen mögen

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Person B

Dieter

Klaudia

Kurt

Schlagzeug spielen

oft Pizza essen

Ski fahren +

jeden Tag laufen

Bücher lesen

Deutsch und ein

bisschen Türkisch

jeden Tag einen�Rücksack tragen

Katzen mögen

Saxophon spielen

oft Pizza essen

Rad fahren + jeden

Tag laufen

Zeitungen lesen

Deutsch und ein

bisschen Englisch

jeden Tag einen�Rücksack tragen

Katzen mögen

Saxophon spielen

oft Eis essen

Ski fahren + einmal

die Woche laufen

Zeitungen lesen

Deutsch und ein

bisschen Englisch

jeden Tag eine�Tasche tragen

Katzen mögen

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Meine Woche und deine Woche

Mo	Di	Mi	Do	Fr	Sa	So

Was macht dein Partner/deine Partnerin? Mach Notizen!

schreiben / sprechen / hören

7.3.1.1

Timing: 10 minutes

Aim: To practise oral production and comprehension and written production of previously taught vocabulary.�In this multimodal activity, students revise vocabulary introduced in week 3.1.1. They will extend their knowledge of these words in this lesson.

Procedure:�1. Students have not yet encountered the word Notiz [>4034], used in the task rubric. Teacher to encourage students to draw on knowledge of English to infer the meaning of the instruction (take notes).

Note: Students should have already prepared sentences describing what they do each day, as this was set for homework in 3.1.1.

2. Students sketch grids as shown above, and work with a partner to find out about their week. They take it in turns to ask Was machst du am Montag, am Dienstag etc., taking notes on what they hear. If a student says something their partner doesn’t understand (a new word they have found in the dictionary), the partner should be encouraged to ask Was heißt/wie sagt man das auf Englisch? to find out the meaning, and to ask Wie schreibt man das? to find out the spelling.

3. Students will use their answers in the written exercise on the next slide.

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Am Wochenende

Anna

Noah

Mutti

Vati

Person A

(Anna)

Ich schwimme oft.

Person B

Sie schwimmt oft.

sprechen / schreiben

7.3.1.5

Timing: 5 minutes

Aim: To provide paired speaking/listening/ writing practice, which re-uses the statements in the previous listening activity.

Note: Students will have to pay attention to:

person and number marking
picking the correct possessive adjectives
choosing the correct word order

Procedure:

Person A

1. Retell what Anna’s family does on a typical Saturday.

2. Use the prompts and pictures to help you recreate the sequence.

3. Use Anna’s perspective (i.e., retell it as if you were Anna – Ich schwimme oft)

Person B

1. Listen to person A

2. Write down the information.

3. Use the perspective of a reporter (i.e., like you are reporting what is being said -- Anna schwimmt oft).

Note: the activity can be simplified by using Mutti, Vati, and Noah instead of meine Mutter, mein Vater, and mein Bruder.

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PERSON A

…

Zuerst …

Am Morgen …

…

Am Nachmittag …

Danach …

Am Nachmittag …

…

Schließlich …

1

2

3

4

5

6

7

8

9

10

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German

PERSON B

Was machen Anna und ihre Familie am Sonntag?.

1

Zuerst laufen ihr Vater und ihr Bruder (10 km).

2

Sie schwimmt.

3

Am Morgen trinken ihre Mutter und sie Kaffee.

4

Ihr Vater und Bruder schreiben oft Briefe.

5

Am Nachmittag arbeitet ihr Bruder in einem Café.

6

Danach essen ihre Mutter und ihr Bruder Eis.

7

Am Nachmittag spielen ihre Mutter und sie auch Fußball.

8

Am Abend tanzt ihr Bruder.

9

Ihre Mutter und sie hören Musik.

10

Schließlich liest sie ein Buch.

7.3.1.5

Timing: 3 minutes

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

Note: This slide can be used as a self-study support. Student A can check that they gave the correct sentence prompts by clicking on each of the numbers. They can then click to see what their partner would have written down.

Procedure:

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

Note: Clicking on each number activates the audio for each sentence, so that students who are studying at home can have a second opportunity to generate the spoken sentences, (using the previous slide’s prompts and taking the role of Person B, too).

This is what Person B would then say:

Zuerst laufen mein Vater und mein Bruder 10 Kilometer.
Ich schwimme.
Am Morgen trinken meine Mutter und ich auch Kaffee zusammen.
mein Vater und mein Bruder schreiben oft Briefe.
Am Nachmittag arbeitet mein Bruder in einem Café.
Danach essen meine Mutter und mein Bruder Eis.
Am Nachmittag spielen meine Mutter und ich auch Fußball.
Mein Bruder mag tanzen und er macht das am Abend.
Meine Mutter und ich hören Musik
Schließlich lese ich ein Buch.

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Am Wochenende

Anna

Noah

Mutti

Vati

Person A

Ich schwimme oft

Person B

(Noah)

Er schwimmt oft

sprechen / schreiben

7.3.1.5

Timing: 5 minutes

Aim: To provide paired speaking/listening/writing activity using the same format as the previous activity.

Note: Person A and person B swap roles. This time B discusses what Anna & Noah’s family do on a Sunday and from Noah’s perspective. Some of the verbs are re-used from the previous activity and some are new. Where they have been re-used, they appear in a different form.

Procedure:�Person B

Describe what Noah’s family does on a typical Sunday.
Use the prompts and pictures to help you create the sequence.
Use Noah’s perspective (i.e., retell it as if you were Noah – Ich schwimme oft)

Person A

Listen to person A
Write down the information
Use the perspective of a reporter (i.e., like you a reporting what is being said - Noah schwimmt oft).

Note: the activity can be simplified by using Mutti, Vati, and Noah instead of meine Mutter, mein Vater, and mein Bruder.

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PERSON B

Danach …

Jeden Sonntagmorgen …

…

Später …

Am Nachmittag …

…

Dann …

Am Abend …

…

1

2

3

4

5

6

7

8

9

10

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Was ist die Frage?

Jede Person hat fünf Antworten auf der Karte.
Person A sagt die erste Antwort.
Person B muss eine Frage stellen.
Person B sagt die erste Antwort.
Person A muss eine Frage stellen….

sprechen

7.3.2.4

Timing: 6 minutes

Aim: To practise oral production of questions and revisit vocabulary from the two revisited sets for this week.

Note: This task requires the separate speaking worksheet downloadable from the NCELP Resource Portal. A/B roles are on one A4 sheet, to be cut in half. Instructions for the task are in English.

Procedure:�1. Person A and B both have five answers on a card.

Note: they have completely different answers from each other.

2. Person A gives person B one of the answers. Person B then comes up with a suitable question that would generate that answer.

3. Then person B gives person A an answer and s/he generates a suitable question.

4. They continue taking turns until all answers have been used, and ten questions generated.

5. Teachers will want to circulate to give support where necessary.

Examples:

Man mischt blau und gelb. Wie macht man grün?

Das kommt aus 1907. Wie alt ist Mensch, ärgere dich nicht!?