Some ‘fun’ phrases to help students to react to their partners’ comments during speaking tasks. Encourages experimentation and interaction, and adds an element of authenticity to speaking work. A proven motivator.
Useful phrases for use during listening tasks which students can use to discuss what they have heard. Students make notes in German when listening, then with a partner, use their notes and the help sheet to discuss the content of the audio. This encourages extended use of the target language and promotes interaction.
3 role-play tasks based on the topic of music. Prompts are given in English, questions for interviewer / assessor are in German. Some utterances need to be in different tenses. There is also a peer assessment feedback sheet. These tasks are proven in class to be motivating and to encourage interaction.
3 role-play tasks based on the topic of free time and fitness. One student plays part of the interviewer and has a model script. The other plays the TV star interviewee and has the English prompts. Some utterances need to be in different tenses. There is also a peer assessment feedback sheet. These tasks are proven in class to be motivating and to encourage interaction.
A listening task or assessment on the topic of work. Ideal as an end of unit test but could be used at any point in a unit about jobs KS3 or 4. The teacher reads the transcript. This is suitable for all abilities.
A listening task or assessment on the topic of work. Ideal as an end of unit test but could be used at any point in a unit about jobs KS3 or 4. The teacher reads the transcript. This is suitable for more able students.
This sheet gives students suggestions about how to include ambitious sentences in a GCSE essay about hobbies. In preparation for the essay, students translate 9 sentences (page 1) that would fit the essay bullet points. They use the grammar notes (page 2) to help them. Answers are on page 3. Once complete students should write their own essay. This task has produced some excellent essays for me in the past, and has helped those who frequently complain that they ‘don’t know what to write’.
A range of phrases and vocabulary to help students talk about musical interests and give opinions about different types of music. There are some ambitious adjectives here. I have used this by playing some different types of music as students move around the room discussing what they here. Encourages interaction and ambition.
Students read about what Elias does for the environment, then adapt his paragraph to make him sound non environmentally-friendly. This is a good task for lower ability students as much of the necessary language is in both German and English on the worksheet.
Monopoly-style game on the topic of holidays. Students start on ‘Los!’ with 3 points. If they land on a picture they have to say what they did on holiday (pictures are a just a guide). 1pt for a short answer e.g. ich bin nach Italien gefahren. 2pts if extended e.g. Letztes Jahr bin ich nach Italien mit meiner Familie gefahren und wir haben Rom besucht. 3pts if an opinion is added to an extended answer. If a player lands on a question mark square, they pick up a (chance) card from the middle, work out what it means using help sheet and win or lose points. Great for practising past tenses, encouraging extension and ambition and allowing for peer evaluation.
When marking German essays, teachers only need to number any grammar errors and students than then refer to the related notes to help them self correct. This sheet contains common errors made by my KS4 students over several years. It has developed their ability to discuss and ‘fix’ errors independently.
This sheet gives students suggestions about how to include ambitious sentences in a GCSE essay about jobs. In preparation for the essay, students translate 9 sentences (page 1) that would fit the essay bullet points. They use the grammar notes (page 2) to help them. Answers are on page 3. Once complete students should write their own essay. This task has produced some excellent essays for me in the past, and has helped those who frequently complain that they ‘don’t know what to write’.
Suggested phrases for a) summarising information in a stimulus b) giving opinions about a related issue c) giving factual information. Proven to help students structure their thoughts and express them more clearly. Promotes use of ambitious language.
Useful shopping phrases to match up. This can then lead on to students devising their own shopping dialogues. They could read / act out their dialogues
to others and ask questions about it. Good practice for GCSE role-play.
4 paragraphs covering all aspects of the environment, and a range of group activities to consolidate the language.
Students get 4 paragraphs in German, each in a different colour:
a) match up each English sentence with a coloured paragraph.
b) students read each paragraph with a partner, taking turns to read 1, 2, or 3 words at a time before their partner takes over. They alternate who reads. Person who reads the last word in the paragraph loses.
c) In pairs, students are given 4 small bits of scrap paper which they label gelb / gruen / rosa blau. Teacher reads a few words from one paragraph and students have to grab the correct colour before their partner.
d) in groups of 4 (ideally) with one captain - captain is given page 2 and calls out a short phrase in English. The student who gives the EXACT translation in German gets a point. Continue with a time limit.
Great activity for engaging and broadening vocabulary. Could be followed by students writing their own paragraphs, which they could then write questions about for others to answer.
Sheet showing the 3 connective types in German with examples of how to use them. Useful for adding variety to students’ writing and speaking, and for encouraging ambition.
Model dialogue in which 2 people arrange to go to the cinema. Students fill in the gaps by finding missing words in the word puzzle. As an extension task, they can complete the film programme information and devise their own conversation based on it.
In small groups, students take turns to throw a dice twice which determines a question. They then have 30 seconds to answer it. Students could peer assess answers using exam criteria or WWW / EBI. This grid focuses on GCSE topic questions relating to school and free time, and covers a range of tenses.
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