Language: German Year level: 7 (beginners, Time for each ... · Lesson 1: Family Introduction In...
Transcript of Language: German Year level: 7 (beginners, Time for each ... · Lesson 1: Family Introduction In...
Language: German Year level: 7 (beginners,
year 7 entry)
Time for each lesson: 60 min
The aim of this unit is to develop student understanding and communication skills and for
students to be able to talk about themselves. Topics covered in this unit are the family, what
students like, items of clothing and colours. The Australian Curriculum content descriptors
for ACLGEU012 and ACLGEC001 suggest the key concepts to grasp are family and
relationships, pronunciation and spelling, with key processes including a focus on
interaction, description, listening and imitating (ACARA, 2015).
Learning Outcomes:
At the conclusion of this unit, students will:
Have knowledge and understanding of new vocabulary relating to family, clothing
and colours
Understand how to use the verb mӧgen (to like) in a sentence
Communicate to others factual information about themselves (in relation to family,
interests and clothing)
Have a knowledge of some German/English cognates (such as Mutter/mother)
Continue to develop correct pronunciation of German words
Links to Australian Curriculum:
This unit addresses both the communication strand of the Australian Curriculum
(socialsising) as well as the understanding strand (systems of language):
“Socialise and interact with teacher and peers to exchange greetings, good wishes,
and factual information about self, family, home, school and interests, and express
likes, dislikes and preferences
[Key concepts: family, relationships; Key processes: interacting, describing]
(ACLGEC001)” (ACARA, 2015)
“Recognise and use key features of the German sound system, including
pronunciation, rhythm, stress and intonation, and identify main similarities and
differences between the phonological and orthographic systems of English and
German
[Key concepts: pronunciation, spelling, intonation; Key processes: listening,
imitating,recognising] (ACLGEU012)” (ACARA, 2015)
Pachler, Barnes and Field (2008) strategies:
Question and answer
Brainstorming
Repetition
Flashcard games
Integration of ICT
Time
Lesson 1: Family
Introduction
In German, welcome everyone to class by
saying Guten Tag. Go around class and repeat
greeting using student names eg. Guten Tag
Maria. Students to respond in German
Introduction to today’s topic: Family
Have Powerpoint of the Simpsons family. Each
slide has a particular member of the family on it
with the German vocabulary. For example, a
picture of Bart Simpson is accompanied by “der
Bruder”, Marge Simpson “die Mutter”. Good
idea Go through the family members, with
students guessing what member of the family
each character is. Teacher then says the word in
German and students repeat.
Explicit Teaching/Student Action
Explain that when describing family members
in German, the gender of the noun corresponds
with the family member. So female family
members have a feminine article, and male
members have a masculine article (the concept
of article gender has been covered in previous
Adjustments/ Guiding Questions
Gauge learner’s involvement.
Accept and respond positively to
responses given
lessons). Note some similarities between
English and German words such as
Vater/father, Mutter/mother, brother/Bruder,
uncles/Onkel, as well as differences such as
cousin (male)/Vetter
Students to draw a family tree (either their own
if they know it, or can make one up). Once
complete, students to pair up and ask simple
questions about names on their partner’s family
tree to practice their new family vocabulary.
The vocabulary will be written up on the board
to help with this. eg: Wer ist Helene? Helene ist
Pauls Tochter. Wer ist David? David ist mein
Bruder.
To review family vocabulary, the game of
bingo will be played (multiple rounds
depending on time) Before the game starts the
vocab will be removed from the board. Each
student will receive a printed sheet of paper
with 6 Simpsons character on each of them.
Each sheet has a different group of characters.
The teacher will say a family member in
German (eg der Vater, die Schwester, die
Teacher to walk around the pairs
and listen and correct
pronunciation if necessary
Assessment of this lesson is
informal and observation based.
Eltern). The students must repeat the vocab and
cross out the character if they have them on
their sheet. The first student to have all
characters crossed off wins (and must read out
the family names (eg die Tante, der Vetter, der
Bruder, die Eltern)
Lesson 2: What do you like?
Introduction
In German, welcome everyone to class by
saying Guten Tag. Go around class and repeat
greeting using student names. Students to
respond in German
Brief Recap last lesson: family
Students are put into small groups and given a
set of flash cards. Half have the picture of a
Simpsons character, and the other half have the
corresponding vocabulary. Students need to pair
the correct picture and words together. The first
group to finish gets a prize.
Introduce today’s topic: What do you like?
Teacher introduces the verb mӧgen (to like
something).
Accept and respond positively to
responses given
Give an example of things that
you like to do
Go through the basic conjugations of the verb
(which is different to the pattern of regular
verbs) on the whiteboard.
Students will then join the teacher in a rhythmic
pattern, using each of the conjugations of the
verb and the word for dogs (Hunde). The
students will join their teacher in alternating
clapping their hands together and on their thighs
and going speaking the conjugations in time.
Eg: Ich mag Hunde (I like dogs)
Du magst Hunde (you (informal) like dogs)
Er mag Hunde (he likes dogs).
With a vocabulary sheet as a guide, pair
students up and ask each other what they like.
The vocabulary sheet has a list of some
common foods, sports and activities.
This activity will then be used to reinforce the
family vocabulary from last lesson, with
students asking what members of their family
like.
Listening task: Students listen to a short
dialogue between two fictional characters Anna
“Hunde” can be replaced with
something else if the teacher
knows something the students are
particularly interested in
Extension task: introduce the
word for favourite (Liebling) and
how it gets used. Ask the student
to write who their favourite
family member is, their favourite
sport.
and Heidi who have just met and are describing
things that they like. Students to respond to
questions relating to the dialogue on their
worksheets.
To complete the lesson, students will play a
game of “Haji Baji”. The person in the middle
needs to ask questions of their other students
relating to what they like or the name of a
family member (eg: Was magst du? Wie heiβt
deine Mutter?)
Teacher to play dialogue twice so
students are able to hear more
than once.
Assessment in this lesson is again
largely informal, however teacher
is to collect the worksheets from
the listening task to mark.
Lesson 3: Clothing
Introduction
In German, welcome everyone to class by
saying Guten Tag. Go around class and repeat
greeting using student names. Students to
respond in German
Recap of last lesson: What do you like?
“Speed dating” activity. Students each given a
list of foods/activities/animals and must find
other members of the class who like them by
asking each other (in German) “do you like
tennis?”
Introduce today’s topic: Items of clothing
Around the walls of the room, various items of
clothing have been hung with a sign pinned to
them with their German name (eg a skirt would
have the sign “der Rock”). In addition to this,
there is a large box of clothes at the front of the
room.
The teacher demonstrates how to say “I am
wearing” (which will be also written on the
whiteboard) and then goes round the class to
Accept and respond positively to
responses given
ask students to say the name of an item of
clothing on the wall. The students are required
to pick an item of clothing and model it for the
class. This will be repeated with three different
types of clothing, and each time the student will
need to say (in German) “I’m wearing….”.
The next part of this lesson is a formal
assessment task. Students will be provided with
a worksheet which they will need to complete
individually. The worksheet will contain a fill
in the blank letters task relating to family
vocabulary and items of clothing and will
require students to write two sentences using
the verb mӧgen.
Extension task if students finish
early: in pairs or by themselves,
write a short role play in which
the characters meet for the first
time and discuss what they like to
do and their favourite items of
clothing.
Lesson 4
Introduction
In German, welcome everyone to class by
saying Guten Tag. Go around class and repeat
greeting using student names. Students to
respond in German
Recap last lesson: Clothing
Students to brainstorm in small groups as many
different types of clothing from last lesson as
they can remember.
Introduce today’s topic: Colours
Over the last 3 lessons we have looked at
family, what we like and items of clothing. The
aim of this lesson is to learn the colour words
and use these words to make more interesting
sentences.
The teacher will hold up a coloured
crayon/texta and will say the name of the
colour. Students are to repeat the word. After a
few goes, the teacher will just hold a crayon up
and the students will have to guess the colour.
Accept and respond positively to
responses given
The words to a song called All My Colours will
be then provided to students. This song follows
the tune of Frere Jacques and goes through all
the main colours.
Each student will be given a different coloured
crayon/texta. When the class sings “Alle meine
Farben” when their colour gets mentioned they
need to raise their crayon.
The next part of this lesson involves adding in
colours to make sentences more descriptive.
In small groups, students will revisit an activity
from lesson 2, where they were asking each
other what they and their family members like.
Students will now have to answer these
questions with answers that involve colours and
items of clothing (eg: I like my red dress, my
mum likes her green scarf).
The final activity of this lesson is Kims Game.
In this activity, multiple items are placed on a
table. Students are given 2 minutes to try and
memorise what is on the table. The teacher then
covers the table and the students have to write
down everything they can remember. The more
items they remember the better, and the more
descriptive the more points they receive (eg: the
blue shirt would be better than the shirt).
Part B
The choice of learning outcomes in this lesson sequence were largely based on
content descriptors ACLGEU012 and ACLGEC001 (ACARA, 2015), however the sequence
does not cover everything contained within those content descriptors. A backwards design
method, as suggested by the Tasmanian Department of Education (2014), was used with the
learning outcomes providing the basis for the lesson plans. ACLGEC001 (ACARA, 2015)
was specifically chosen, as it has a focus on interaction and communication which fits in with
the Communicative Language Teaching (CLT) approach to teaching language. CLT is an
approach by which communication in the target language is the main aim of teaching (Padilla
& Borjian, 2009). Whilst in this lesson sequence there is a lot of vocabulary to be learned, the
aim is to put this vocabulary into communicative practice as soon as possible with the
assistance of games and activities. As the class is quite young and are new to the language,
there are also elements of Total Physical Response, as this is suggested to be an effective
approach for beginners (Asher, 1969). Across the unit, students should be building on their
prior knowledge and ideally each lesson is reinforcing the previous lesson’s content.
Learning a language also provides connections to other areas of the Australian Curriculum.
Two of the General Capabilities are Intercultural Understanding and Personal and Social
Capability (ACARA, 2015). Learning a language allows us to have a greater understanding
of our own culture and of others, assisting students to develop a greater intercultural
understanding. This unit particularly also links with personal and social capability, by
encouraging students to work together in small groups and communicate with each other.
Student diversity was addressed by using a variety of techniques in the classroom to
try and engage different types of learners. Pachler, Barnes and Field (2008) suggest using
games and activities to help learn language can be more effective when compared to more
traditional approaches such as grammar translation. Throughout the unit, there is a mixture of
whole class learning, small group learning as well as individual tasks. There is also a variety
of techniques including some suggested by Pachler, Barnes and Field (2008) such as
brainstorming, question and answers in small groups, imitation and the use of flash cards.
The teacher will have a sound relationship with the students, and can alter activities if
required to suit Individual Learning Plans. There are also extension activities where possible.
In terms of assessment, the unit aimed to cover the four skills of language: speaking,
listening, reading and writing. The assessment strategy was largely formative, with a large
amount of informal assessment, particularly in reference to pronunciation of words. Where
possible, the teacher may take informal notes on how a student is progressing and date it, so
there is a dated record of student progression (AITSL, 2014). A key aim was to ensure that
students felt like they were in a comfortable environment to be able to communicate with
each other and the teacher, without feeling that their every sentence was being assessed.
There are some more formal formative assessments in lessons three and four in the form of a
worksheet with fill in the blank letters and writing some sentences using mӧgen, a reading
and listening task, and a written task with Kim’s Game. Whilst not mentioned in the unit
plan, an additional summative assessment will occur later in the term as part of a larger test.
The assessment will be used to help report student progress in school reports, and provide
information to help the teacher understand what level their students are at.
The resources used within this unit are a culmination of games from Van Heijster
(2008), resources gathered from Professional Experience 1 as part of the UTAS Master of
Teaching degree, as well as ideas from my own experience in learning German as a second
language.
References
Asher, J.J. (1969). The Total Physical Response Approach to Second Language Learning.
The Modern Language Journal, 53, pp. 3-17. DOI: 10.1111/j.1540-
4781.1969.tb04552.x
Australian Curriculum, Assessment and Reporting Authority (2015). German (Version 7.5).
Australia: ACARA
Australian Institute for Teaching and School Leadership. (2014). Types of Assessment.
Accessed from http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/illustrations-of-practice/detail?id=IOP00064
Pachler, N., Barnes, A., Field, K. (2008) Chapter 3. Teaching methods and learning strategies
in modern foreign languages (in) Pachler, Norbert., Barnes, Ann, Field, Kit.: Learning
to teach modern foreign languages in the secondary school, Routledge, New York
Padilla, A., & Borjian, A. (2009) Learning and Teaching Foreign Languages. Accessed
from http://www.education.com/reference/article/learning-and-teaching-foreign-
languages/#A
Department of Education Tasmania. (2014). Good Teaching: Curriculum Mapping and
Planning Planning for Learning. Department of Education Tasmania: Hobart
Van Heijster, A. (2008). 30 plus ways of learning and revising vocabulary. Accessed from
https://mylo.utas.edu.au/d2l/le/content/89173/viewContent/1404078/View
EMT617 Planning and assessing language learning: LOTE and/or TESOL. Assignment 2. Name:
NN PP CR DN HD
Connects language learning to the broader curriculum
Some connections but very
tentative. Reflects little
understanding of Languages
learning and/or other
curriculum areas
Broad connections made to
other curriculum areas in a
manner that would have
some benefit to learner
Careful and purposeful links
to other curriculum
areas. Learners would be
able to make some very
valid connections.
Clear,concise links to other
curriculumareas reflectinga
capacity to integrate learning
Strong learning
opportunities.
A strongly articulated,
sequenced and
developedlink to other
curriculum areas resulting in
an integratedapproach
Draws on professional knowledge to differentiate planning (for a range of learners; uses a range of assessment strategies; selects resources to enhance student learning)
Very little indication of
professional knowledge
evident. Classroom based
work is shallow with poor
assessment tasks, unrelated
activities and weak
resourcing. Student learning
would be minimal from
these activities.
Evidence of professional
knowledgeand
goodpedagogy
throughoutunitplan and
rationale. Planning meets
needs of most learners,
adequately resourced and
assessment tasks would
allow for some worthwhile
evidence of learning to be
collected
Deep professional
knowledge evident
throughout plan and
rationale. Learning sequence
is thorough reflecting
asound understanding of all
learner’s needs,relevant
pedagogies with appropriate
resources and assessment
tasks that will provide rich
information
Depth of assessment
tasksand links to teaching
and learning indicate a
soundunderstanding
ofteaching
Languages. Resourcing
excellent and carefully
incorporated. A very sound
professional knowledge and
an obvious capacity to work
in this area.
Evaluations have seamlessly
integrated into
comprehensive links to
teaching and learningtasks
that have been well
resourced, sequenced and
delivered. An extremely
sound professional
understanding of
requirements for teaching
Languages.
Justifies planning decisions through reference to scholarly
literature
Literature base poor with
heavy reliance on
questionable literature.
Poorly integrated references
Uses soundand authoritative
literature support in
justification. Integrates
references well into writing
Adequate authoritative
literature used throughout to
support
justification. References
integrated effectively into
work.
Ample authoritative
literature used throughout to
support
discussion. References
integrated thoroughly into
work.
High quality authoritative
literature used throughout to
support
discussion. References
integrated effortlessly into
work.
Employs academic writing conventions – spelling, grammar, essay construction - and APA referencing
Work needs some careful
editing to reach acceptable
standard - spellinggrammar,
punctuation. Presentation
ofAPAreferencing, in text/
end text, needs a more
accurate representation
Sentence structure meets
acceptable standard, but
someerrorsare evident -
spelling, grammar,
punctuation. APA
referencing is as it should be
but with still somein text/
end text issues.
Comprehensive
knowledgeof academic
conventions- spelling,
punctuation grammar,
sentence structure.
Afewerrors in APA
referencing, in text/end text
that needs attention
Knowledge and
implementation ofacademic
conventions- spelling,
punctuation grammar,
sentence structure at a high
level Very few, if any, errors
in spelling, grammar &APA
referencing.
Carefully crafted and edited
writing with noerrors.
Transitions smoothly
between paragraphs and
maintains high academic
standardsthroughout. All
APA referencing – very
accurate
Grade: Lecturer