Identify breakfast food and drink
I know the German for many breakfast items and say whether they are healthy or not
I can express preferences for breakfast items in German
I can find people who like breakfast items
Was isst du?
Was trinkst du?
Ich esse (gern) ...
Ich trinke (gern) ...
Schmeckt ... gut?
Ja/Nein ... schmeckt gut
Ich habe Hunger / Wir haben Hunger
Ich habe Durst / Wir haben Durst
Ein Ei / Zwei Eier
& Vocabulary from the 'Fruit' lessons
The children will learn the vocabulary for a variety of breakfast items and will be able to talk about them, such as by saying what they eat/drink, whether something tastes good and whether it is healthy/delicious.The children will be able to use the vocabulary learnt in the 'Fruit' lessons to further extend them. There are lots of exciting activities including 'secret signal', 'find someone who' and 'hangman'. The lesson will end with a revision of the fun song 'wir haben Hunger', which will introduce 'food' activities in future Zeit für Deutsch sessions.
Power point presentation
Hand outs which the children can take home for revision
Flashcards (Fruit and Weather) for the starter activity
'Find someone who ...' sheets
Communicate LO and SC
Slide 3 - Starter activity - Das Kartenspiel - revision of Fruit and Weather
The children should know how to play the flashcard game by now so explain that they should be using the 'Lob' words on slide 3 and let them get on with it. The fruit vocabulary will be useful in today's breakfast lesson as more advanced children will be able to express preferences about items of fruit and say whether they are healthy or not.
Slide 4 - Questions and Answers - Food
There is a lot to take in on this slide so break it down into the 3 colours, red, green and blue:
Red - eating
Sag mir nach the vocabulary in red. Point out that the 'isst' in 'was isst du' sounds like the German for 'is' (ist), but with a slightly longer 's' sound. Unlike in English, in German the verb changes when proceeded by you - I eat, you eat.
"Gern" - Last week the children learnt 'ich mag' (I like) and this will be confusing. At this stage just say that 'gern' comes after a verb and 'mag' can stand alone.
Model a few sentences, asking the question at the top of the slide and answering the question using fruit they learnt recently (and revisited in their flashcards), for example:
Ich esse die Zitrone
Ich esse gern die Erdbeere
Now challenge some children by saying a sentence in English and getting them to translate it into German. For example, you could say:
I eat the apple and I like to eat the pear
Green - taste
Sag mir nach the 'green' vocabulary and point out that in German you simply ask 'taste ... good?' instead of using 'does'. Model a few sentences, asking the question and answering using the bottom green prompt. Again, challenge some children by saying a sentence in English and getting them to translate it into German. For example, you could say:
The pineapple tastes good but (aber) the pear doesn't taste good (tastes not good)
Blue - delicious and healthy
Sag mir nach the 'blue' vocabulary and then ask the children related questions in German such as:
Ist die Banane gesund?
Ist der Kuchen lecker?
Ist der Apfel gesund oder (or) ungesund?
Slide 5 - Secret Signal - Eat
Using the vocabulary on the slide, ask one child to leave the room and agree with the rest of the class on a secret signal, such as touching your nose. Choose a child to perform this signal at any given moment. Bring the first child back into the room and ask the class to say 'Was isst du' (the first item on the list) in a chant. Every time the class sees the designated person do the agreed secret signal, they move onto the next phrase in the list - 'Ich esse das Brot'. The child has to guess who is doing the signal before the class gets to the bottom of the list. If the child who went outside guesses correctly, they earn a reward. If the class get to the bottom, the 'signaller' and somebody else from the class, earn a reward
Slide 6 - Questions and Answers - Drink
Go through the slides as you did with slide 4 but this time the red vocabulary focuses on 'drink'. The green and blue vocabulary is the same. Use water (das Wasser) as your example and go through the slide and question the children as you did on slide 4
Slide 7 - Secret Signal - Drink
The same activity as slide 5 but this time with a focus on 'drink'. Repeat a few times until you know that each child can say 'ich trinke' and 'ich esse'
Slides 8 - 17
Sag mir nach the vocabulary on the slides and ask questions relating to the vocabulary learnt on slides 4 and 6. For example, on slide 9 you could ask 'was isst du?' and on slide 12 you could ask 'schmeckt die Marmelade gut?' If a child answers in appropriate German they earn a reward. The children will have slides 4 and 6 on their hand outs to assist them.
Slide 18 and 19 (same as slides 4 and 6)
Now model, going through the whole of slides 18 and 19 with a child. Ask and answer one red question, one green and one blue. Practise a few times and change role to be the answerer. On their tables with their partners, the children have a conversation going through the colours on the slide as modelled. When they finish they swap roles and when they have finished that they repeat using different vocabulary. Tell the children beforehand that you will randomly select children after this activity using lollipop sticks. If the chosen children can have a German conversation using the red, green and blue vocabulary with both food and drink, then they will earn a reward.
Slide 20 - Find Someone Who ...
Using the hand out at the bottom of the page, the children circulate around the classroom, asking pupils the 2 questions at the top of their hand out (and on the slide). The children answer with the red vocabulary on the slide and the German word for one of the images. The asker writes the name of the person under the relevant image. They can write the name of additional children on the side of the image if an item of food or drink is popular but the aim is to fill in all of the boxes with names. Once completed, ask the class to share their findings
Slide 21 - Hangman
Model task first and then let some children come to the front with their own sentences. I found these rules work well for the classroom:
* The children have to write a sentence which contains 'breakfast' vocabulary e.g. Ich trinke der Saft
* The class are only allowed to guess 5 letters and then they must start guessing the sentence
* Whoever gets the sentence can come to the front with their own sentence
Slide 22 - 'Wir haben Hunger' song
The children have already learnt this song in 'Fruit 2'. Sing this song to the children, emphasising how slow 'wir haben' and 'wo ist das' are, especially contrasted with the speed of the rest of the song. I have put a version of the song at the bottom of the page so you can get the tune. Now sing the song translated into English so they can understand the simple meaning. The children usually laugh when you say 'sausage'. Sing the whole song together with the children a few times. They make take a few goes to get in tune with each other but they will have fun doing it.
Inter-table competition - the children practise for 3 minutes and then perform with their group in front of the class, with actions if they can. The winning table wins a reward (and a 'Lieblingsantwort', 'Das war gut' or 'Das war fantastisch' celebration). Alternatively you could use lollipop sticks to choose individuals to sing the song instead of groups. The chosen child can select a partner to join them if they wish.
Assessment and Evidence
Observe and ask questions
Refer back to the success criteria after the singing activity
Check achievement of the Success Criteria by questioning randomly selected children (using lollipop sticks)
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