Slides 2-4 look at 'R' cognates and this session includes the activities from Zeit für Deutsch M, N, O and P. The 'to have' activities start on slide 96
I have put the new material at the end for ease of reference but feel free to mix up the slides and leave some out, as different activities work better for different teachers and classes.
Slides 2 - 4 - Cognates
Say 'ist es Zeit für der Radiator?' The children shout back 'nein'
Say 'ist es Zeit für das Radio?' The children shout back 'nein'
Say 'ist es Zeit für der Ring' The children shout back 'nein'
Slide 5 - Zeit für Deutsch Song
Say 'ist es Zeit für Deutsch?' The children shout back 'Ja'
The children then sing the Zeit für Deutsch song
Note - I have made up the following:
To the tune of 'Gangnam Syle the children sing 'Hey, Zeit für Deutsch, hey, hey, hey, hey, hey, es ist Zeit für Deutsch'
Please feel free to make up your own song. I find the 'Gangnam Style' song works really well as the children can also do the Gangnam Style actions.
Slide 6 - Mein Hut, der hat drei Ecken Song
Get the children to sing the song on the slide with the actions they did in their clothes lesson. After singing it through once say 'noch mal' (again) and the children sing it through once more.
Slides 7 - 16 - Clothes Revision/Is that...?/What is that?
Use 'sag mir nach' (repeat after me) and go through the slides to familiarise the children with the vocabulary needed in the clothes activities. For some clothes, ask 'ist das ....?' For others, ask 'was ist das?' Encourage the children to answer in full sentences.
Slides 17 - 23 - Was fehlt?
Revise 'was fehlt' and '... fehlt' on slide 17. Let the children study slide 17 for around 20 seconds and then remove an item (by going to a slide from 18-23). Ask 'was fehlt?' and then choose a child randomly using a lollipop stick. The child responds with '... fehlt'. Repeat for other clothes.
Slide 24 - Ich packe in meinen Koffer (2 activities to choose from)
Slide 25 - Welches Tier bin ich Song
Get the children to sing the song on the slide to the 'who let the dogs out' tune. The children could do actions with their hands for barking.
Slides 26 - 35
Sag mir nach the animals on the slides. These are from 'Animals 2'. After a few sessions, you may be able to miss out 'sag mir nach' as the children will have learnt the names of the animals.
Remind the children of how to ask 'are the the...' and yes/no, I am (not) the ...
Sag mir nach the vocabulary needed to describe the animals. Now you have a choice of activities:
Animal Mime - Very easy but fun!
Using the language memory cards (or ones you have made yourself), one child comes to the front and chooses a card from the teacher, without showing anyone their card. That child now has to make noises/do actions just like that animal. Randomly select a child to ask the 'actor' 'bist du der/die/das ...?' If the asker is correct, they go to the front and choose a new card. If not, use the lollipop sticks to select a new child.
Welches Tier bin ich 1?
Choose a card from the language memory cards and give the children 3 clues as to what animal you are, using the German vocabulary on the slide. For example, if you choose the frog you could say: ich bin grün, ich bin klein und ich habe vier Beine. One child would then ask 'bist du der Frosch' und to that you would say 'ja, ich bin der Frosch'. The child who guessed correctly would then come to the front and choose a card. Repeat this several times with the whole class.
Welches Tier bin ich 2? (My favourite)
Choose a child to come to the front and face away from the IWB so they s/he can't see it but everyone else can (you may need to cover the computer screen too). Now bring up an animal on the IWB. Children in the class now have to give a clue to the child at the front, pretending they are the animal. For example, if the hippo is on the screen, one child could say 'ich bin groß'. The child at the front would guess with 'bist du der/die/das ...?' The clue giver would then say either ja, ich bin der/die/das ...' or 'nein, ich bin nicht der/die/das ...'. If the child has guessed correctly and the clue giver has said the appropriate sentence, the child at the front gets a reward and the clue giver goes to the front. If the clue giver is unable to say 'ja, ich bin der/die/das ...' then choose someone to come up from the lollipop sticks. This encourages interaction in German.
Slide 38 - Song - Was ist dein Lieblingsfach?
I have left a link to a YouTube video of the song at the bottom of this page. It is quite funny and I have changed some of the words.
Normally I teach the children a song during the lessons but you will have to teach this one in the Zeit für Deutsch session
Slides 39 - 40 - die Schule
Go through the vocabulary on the slides as neccassary. Let the children spend a minute or two asking each other the 3 questions on slide 40 (marked by stars). After the time is up randomly select and reward children who are able to answer the 3 questions in German
Slides 41 - 44 Memory Race
These are the same slides as used in the 'Reihenfolge merken' activity from School 1. This time you will use them to play 'Memory Race'.
Show the children one of the slides for 30 seconds and tell them to remember 4 (or more) of the words. No talking/writing is allowed during this time. Then randomly select 3 children to come to the board and allocate each child a part of the board. When you say 'los' the children race to see who can write 4 of the words on the board the quickest. When all three have finished, reveal the slide for the whole class to check. The winner gets a reward. If the winner makes just one spelling mistake however, check the second placed child and if their words and spellings are accurate, then they win.
Slides 45 - 46 - My Timetable
Go through the vocabulary on the slides as necessary and then model some sentences using slide 46. Then let the children spend a minute or two telling each other about their timetables. Remind the children that the German spoken is more important than whether they remember what subjects are on what day. Reward any children you hear using bonus words (from slide 45) during this practise time. After this time randomly select and reward a few children who can say at least 2 good German sentences about their timetables
Continents and Countries
Slide 48 - Oggy Oggy Oggy (Continents Chant)
Normally I teach the children a song during the lessons but you will have to teach this one in the Zeit für Deutsch session. To the normal 'oggy oggy oggy' chant, one half of the class chants the red text and the other half chants the purple text
Slides 49 - 55 - Continents and Countries
Sag mir nach the vocabulary on the slides and discuss patterns and words that are similar to English, for example the pattern of many German countries ending with -ien. Ask occasional questions such as 'how would you say Northern Ireland' or 'Southern Germany'? Extend the children by asking the children how they would say for example, 'Brazil is in South America'.
Slide 56 - die Kontinente
Using lollipop sticks, choose children randomly to compete against each other. The different continents should be on A4 paper on the wall around the classroom. Say a country and the first child to walk to the continent that it is in, wins a reward. The child wins an extra reward if s/he is then able to say a sentence about the country, as practised in the previous activity (from slide 15). It may be a good idea for the chosen children to start from the same point - perhaps a cone in the middle of the continents or from Antarktis.
Slide 57 - Wo ist ...?
Sag mir nach the vocabulary on the slides. Ask the children how they would say various sentences such as:
# In North Africa
# In the east it is cold
# Germany is in the middle
# The cow is the west but the duck is in the east
Slide 58 - Deutschlandkarte
Model the task with the children. Partner 1 simply asks 'wo ist ...' and chooses a German city from the IWB. Partner 2 answers using the vocabulary on the previous slide. So for example:
Partner 1: Wo ist Dresden?
Partner 2: Dresden ist im Osten
Explain that they can extend further by saying south west, north east etc... by simply adding the Nord/Süd/Ost/West prefix, for example:
Stuttgart ist im Südwesten-
House and Rooms
Slide 59 - House song/Hauslied
Normally I teach the children a song during the lessons but you will have to teach this one in the Zeit für Deutsch session. Sing the first 4 lines of the song at the bottom of this page with the children. Show them the YouTube clip first and see how much of it they can translate
Slides 60 - 65 - Rooms
Sag mir nach the vocabulary on the slides. As you go through the vocabulary, ask the children to translate various sentences into German, such as:
*That is the living room
*Here is the dining room
*The garden is beautiful
*I am in the kitchen
Slide 66 - House charades
The children will compete in teams for this activity. A volunteer from each team comes up, is given a room (or window/door) to act by the teacher, and then has to act out something they would do in that room. Each team is only allowed a maximum of 2 guesses so they must work together to guess. The team who guessed the correct room in the shortest amount of time wins. If the team makes 2 incorrect guesses then they are out. Say 'Badezimmer' at your own risk!
Slide 67 - to be (sein)
Sag mir nach the vocabulary on the slides. Point out that 'are' in 'you are' is different to the 'are' in 'they are' and 'we are'. Now get the children to translate some sentences using vocabulary from previous lessons such as:
I am red
You are the strawberry
He is blue
She is the tiger
It is South America
We are the shoes
They are the socks
Ask the children to make up their own sentences using 'sein' and see if the other children in the class can translate them
Slide 68 - Translation
Now get the children to translate the sentences on the slide using 'sein' and the 'house' vocabulary from this lesson. Do number 1 with them but then give the children a few minutes to translate them with a partner. After a few minutes randomly select and reward children who can translate the sentences
Slides 69 - 71 - Furniture/Items in a house
Sag mir nach the vocabulary on these slides. Ask the occasional question using verbs the children already know such as 'ich mag', 'ich habe' and 'ich spiele mit'. For example, how would you say:
*I have the chair
*I like the fridge
*I play with the toys
Slide 72 - Pictionary
Select an illustrator for each team. The illustrator has their own board and will be drawing for his/her team only. Give each illustrator the same word from slides 69 - 71 and they draw the item simultaneously for 1 minute. After 1 minute the team put their heads together and come up with 1 answer in German as to what they think has been drawn. No guessing before the 1 minute is finished. The team scores a point if they have guessed correctly. Repeat several times with a different illustrator each time
Slide 73 - to be (sein)
Sag mir nach the vocabulary on the slides and point out that 'are' in 'you are' is different to the 'are' in 'they are' and 'we are'. Now get the children to translate some sentences combining this vocabulary with rooms, such as:
*I am in the living room
*You are in the bedroom
*He is in the garden
*She is in the bathroom
*It is in the children's room
*They are in the office
*We are in the dining room
Bring the children's attention to 'is' and 'are' in large writing on the right of the slide. For the next activity they will need these 2 words.
Slide 74 - Translation
Now get the children to translate the sentences on the slide using the 'furniture' and 'house' vocabulary from this lesson, together with 'ist' and 'sind'. Do number 1 with them but then give the children a few minutes to translate them with a partner. After a few minutes randomly select and reward children/teams who can translate the sentences
To be - Sein
Slide 75 - Shakespeare song
Normally I teach the children a song during the lessons but you will have to teach this one in the Zeit für Deutsch session. Explain that the first part is from Shakespeare's Hamlet and it is sung to the tune of 'Twinkle Twinkle Little Star' (first half). Sing the song first and then get the children to sing with you. Finally, get the children to sing it on their own and reward the best singer
Slide 76 - to be (sein)
Sag mir nach the vocabulary on the slides. Point out that 'are' in 'you are' is different to the 'are' in 'they are' and 'we are'.
Ask the children to make up their own sentences using 'sein' and see if the other children in the class can translate them
Slides - 77 - 84 - Bean Bag Pass
This is an extension to the bean bag activity from the colours lessons. The children have to combine their 'to be' vocabulary with their colour knowledge. Throw a beanbag at a child and that child has to combine the colour with whatever 'to be' conjugation is on the screen. For example if 'they are' is on the screen and the child catches a red beanbag, s/he has to say 'Sie sind rot'. Change the conjugation every 2 throws to keep the children on their toes
Slides 85 - 94 - 'Welches Tier bin ich' Mime
Sag mir nach the animals on the slides. I have chosen a mix of animals from 'Animals 1' and 'Animals 2' - the ones I consider to be the most difficult. Choose one child to come to the front and face away from the IWB, towards the class. Bring up an animal on the IWB behind the child and then select a child from the class to mime that animal. The child at the front guesses with 'bist du der ...' The miming child replies with 'Ja ich bin der ....' or 'nein ich bin nicht der ...'. Repeat the activity several times with different children
Slide 95 - Pick a Card and Mime
Use the cards from lesson 'to be 2' for this activity. Explain that one of the children will be selected to come to the front to act out a whole sentence, not just an animal. Tell the children to have a think about how they would mime the different 'sein' conjugations on the slide. Demonstrate a few examples and then show how you would mime a full sentence. For example - 'ich bin eine Löwe' you could point at yourself and then roar like a lion. Select a child to go first and then children who say the correct German sentence get a turn at the front.
To have - Haben
Slide 96 - to have (haben)
Sag mir nach the vocabulary on the slides. Point out that 'have' in 'you have' is different to the 'have' in 'they have' and 'we have'.
Ask the children to make up their own sentences using 'have' and see if the other children in the class can translate them
Slide 97 - Secret Signal
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 'ich habe' (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 - du hast. 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
Slides 98 - 108 - Food and Translation
Sag mir nach the 'food' vocabulary on these slides. As you go through the slides, ask random translation questions such as:
You have the juice
She has the sausage
They have the cake
On slide 108, go through numbers 1 and 2 with the children and then let them discuss the translations to the rest with their partners. After a few minutes, randomly select and reward children who can correctly translate given sentences
Slide 109 - Running Dictation
Pin copies of the running dictation sheet (from 'haben 2') around the classroom. They did this in 'Haben 2' so you may want to write your own sentences. Ask the children to either work with a partner or with their group. One child has to go to the sheet and read it, then return to their group and say it out loud. The receiving group/partner has to write down what the 'runner' says. As their are 12 lines on the sheet, the runner will have to go backwards and forwards several times between the paper and the group. Someone from the winning group will earn a reward.
* The 1st 6 lines mix 'haben' with 'family'. The next 6 mix 'haben' with 'food' and 'clothes'
* Extension - Ask teams that finish early to translate the sentences
Slide 110 - Who is speaking?
Ask a child to come to the front of the class and stand with his/her back to the other children. Someone from the class then says a full German sentence using 'haben' (in a funny voice if they wish) and the person at the front has to guess who said the sentence. If the person at the front guesses correctly then they stay where they are, if not the 'speaker' gets to go to the front. The person at the front has the chance of earning a bonus reward if they are also able to correctly translate the sentence into English
The King or Queen of Knowledge Song and Plenary / Translation is now on Slide 111 as it comes at the end of 'Zeit für Deutsch'