A nice Activity to encourage confident pupils to go the extra mile - learning to integrate Higher level structures ( and various tenses) even in shorter texts, by modeling it in this Reading tasks. The activities draw pupils attention to the use of Higher Level phrases, as well as getting them to engage with the text itself.
A nice reading activity in the context of exploring the festival of “La chandeleur” custom of baking pancakes ( and lighting candles) … An opportunity to practice recognising Imperatives in the tu form, whilst learning about how french pancakes are created… Potential for using as speaking support ( in narrating the process - in the past tense - to a friend who loved the crêpes and wants to know how they made them.)
… And , of course, potential to use the recipe to actually make crêpes as a class…
This sheet presupposes that the Imperative, per se, has already been introduced, a least a bit.
A long powerpoint with several colour- coded and font-coded texts, describing events in several School exchanges, with the biggest focus on activities in and around Berlin. Apart from teaching key vocabulary for such contexts, the resource also looks at the use of the Imperfect tense to narrate.
At the same time, it aims at showcasing the capital of Germany, raising cusriosity and advertising the school exchange in Berlin / the visit of Berlin.
Destinations and key sights could be amended to fit a different destination.
some of my year 10 were really confused again about the terminology used to refer to tenses, confusing " Past tense" and “perfect tense” and “the present” …not to speak of the “Conditional” - despite having been taught in the past, about individual tenses, their context etc., quite in detail. Anyway, I spontaneously proceeded to answer their questions and explain it on the board … and subsequently created this as a handout ( in case their notes are incomplete / not as legible.)
It is intended as a crib sheet to keep an overview of the purpose and meaning of each tense, as well as key aspects / hints on it’s basic structure / components.
It therefore doesn’t substitute other sheets with verb tables, but rather, complements them.
3A4 sides of reading tasks to consolidate “Es gibt” and “Man kann” statements in the context of Describing one’s Town. The tasks start easy, then become a bit more difficult.
FREE matching Powerpoint available.
KS4 - Describing what someone wears.
This PPT allows for ample reading and reinforcement of key vocabulary and could be used for information gap activities as well (of PPT put on loop)
It includes a homework task.
The topic of fashion is a teen-favourite anyway, and the recognisable celebrities in it make it quite appealing to them.
6th form German literature (GCE / IBB / IBA )
A powerpoint to discuss the representation of man and woman in " Homo Faber" (by Max Frisch)
Pupils to complete the last three slides, using their copy of the text for research.
I made this resource for a beginners class (where we have no textbook), as a follow up from teaching the colours, and intro to teaching clothes. Along with this we used Quizlet vocabulary lists that pupils could practice the words with and then play Quizlet live, we had a fashion show on the second day (they were wearing home clothes) . Then they wrote sentences into their exercise books about what they were wearing and what colour clothes were.
I did not introduce the patterns or adjectival agreement other than by putting them on the sheet by way of extension for the observant and smarter pupils. (Note that I am revisiting Pets and styles of accommodation in order to practise use of colours)
Used after having introduced " Wohnen" and practiced types of accommodation and areas of living (auf dem Land, an der Küste, etc.) .
This worksheet requires an eye for detail and relies on pupils using their other notes for reference. Pupils can tackle these on their own or in pairs (by way of differentiation)
It also revisits pets and members of the family.
It also practises "kommen aus", since several of my students live in one country, but come from another one.
This can be done in class or as a homework (for sharp learners) and presupposes acquisition of vocab for pets, physical description, personality and also a few clothes (&colour) . It showcases the use of some longer sentences with conjunctions UND and ABER.
The longer gapfill tasks offer a decreasing level of support and the last writing task is merely providing a picture prompt. (i.e. the task requires "free writing")
For year 10 pupils or younger. A revision or reference sheet, providing a nice overview and colour coding of the nouns' genders, which could also be enlarged for a small classroom poster.
A Powerpoint to be used to teach basic Vocab for talking about Football Matches and the EURO CUP. I used it for beginners, but it can be developed further to be suitable for y 8 - 9.
I created this for a very small class of beginners for whom there was no textbook. I felt it was important that pupils should learn quickly to speak / write about who they are as a person, before tackling other topics. This is designed to help pupils learn a lot (potentially - as I provide quite a bit of vocabulary) and learn independently (they can choose which words apply to their situation, and focus on learning those) whilt teaching all the core structures necessary. This serves both as a unit and a resource. It includes some short exercises, but should be supplemented with more tasks in class etc. to consolidate / practice, where necessary, especially if there are more pupils.
I tried to recreate an ad for privately organised self-catering accommodation in the style of those found on a certain website, but using the brochure format. This is good for GCSE classes, and there are many pictures to help understanding, though some vocabulary could be prepared beforehand (see my free resource “on loue un gîte”) This is mainly a set of reading comprehension activities, followed by a “written response” task, but could also be used to encourage the creation of a different brochure.
There’s a bit of a grammar focus (some simple future tense is used) as well, and via the (loisirs aux alentours) section, it is also culturally informative (about the Doubs region in the east of France)
(Unfortunately, one garden photo on the front cover did not conform to the PDF creation, and looks more like an impressionist painting (and I could not fix it - the original photo is fine!) but you could just copy and paste another garden photo over it, if you wanted.)
A set of READING comprehension tasks, based on 2 texts:
The first describes where the writer lives
The second describes one of the rooms in detail.
The vocabulary is a bit more sophisticated, but the tasks are kept fairly simple to help make the text reasonably accessible.
It is aimed at pupils of medium to high ability, studying FRENCH for GCSE or IGCSE.
As a follow-up activity, pupils could be asked to write a description of one of the other rooms in that period building.
Or they could be invited to identify where to include more tenses / details…
As we were discussing causes and consequences of 'Armut und Hunger in Entwicklungsländern' Pupils started to mention they were sponsoring Children. I subsequently found and used a variety of source texts about sponsorships, not least a forum debate, and also this - two testimonies from formerly sponsored children, now adults. I felt it would lend itself to some good language work and help our discussions and source of ideas in a subsequent essay they would have to write ( about the solutions to poverty and hunger in the third world). It is fairly easy for Standard Level , as the texts are short (but we had had others which were longer, and this was just part of what was done one lesson.)
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