Write a letter to someone in Germany
I can introduce myself by saying my name, how old I am and whether I am a boy or girl
I can write where I live and when my birthday is
I can say what I am wearing and what the weather is like
I can do a reading comprehension and then write about my own family
Wie heißt du?
Wie alt bist du?
Wo wohnst du?
Wann hast du Geburtstag?
Ich heiße ...
Ich bin ein Junge/Mädchen
Ich bin ... Jahre alt
Ich wohne in …
Ich habe im/am … Geburtstag
Im Moment habe ich … an und das Wetter ist
Er ist ...
Sie ist ...
der Cousin/die Cousine
Ich habe ...
Mein Papa heißt ...
Meine Mutter heißt ...
Mein Opa heißt ...
Meine Schwester heißt ...
The children will be familiar with most of the vocabulary this lesson as they will be talking about themselves, including clothes, the weather and family. The children will also learn to recognise some very useful vocabulary in the reading comprehension which will really support them when they actually write the letter in 'Letter to Penpal 3'. Away from the reading comprehension and writing, the lesson also includes fun activities such as 'walk around', 'who is speaking' and 'the king/queen of knowledge'
'Weekdays and Family' flashcards for the starter activity
Hand outs which the children can take home for revision - front and back
'Walk Around' cards
Slide 2 - Main Introduction
Communicate LO and SC
Slide 3 - Starter activity - Das Kartenspiel - revision of 'Weekdays' and 'Family' vocabulary
Explain that the children should be using the 'Lob' words on slide 3 and let them get on with it. Reward children for using the 'Lob' words. The 'Family' vocabulary will be useful in today's lesson.
Slide 4 - Fünf Fragen
This slide will be familiar to the children from their Zeit für Deutsch sessions and explain that it will be useful as these are the kinds of things you would write in a first letter to a penpal. Get one child to ask you the questions and answer them using the red format provided. You may want to remind the children of how to say when to say when their birthday is (2 options):
1 Easy - Say 'im' and then the month - e.g. Ich habe im Januar Geburtstag
2 - Difficult - Say 'am' followed by the ordinal number and then the month - e.g. Ich habe am zehnten Januar Geburtstag
Give the children a couple of minutes to ask and answer the 5 questions with someone on their tables. Then randomly select a few children, ask each one the 5 questions and then reward term if they answer them correctly
Slide 5 - More information about myself
A few of the children may recognise some of the blue vocabulary:
Ich bin ein Junge/Mädchen - I am a girl/boy
*Im Moment habe ich ... an und das Wetter ist ... - At the moment I have ... on and the weather is ...
*For the second sentence you may quickly want to point at yourself and a child and sag mir nach the German for what you/they are wearing. For the weather you may also want to remind the children of the following words they can put on the end:
sonning - sunny
heiß - hot
warm - warm
kalt - cold
eiskalt - icy cold
windig - windy
wolkig - cloudy
neblig - foggy
The children should have a walk around card each on their tables. Give the children 2 minutes to take a card, think about what they are going to say and the practise with a partner
Slide 6 - Walk around
This is a similar activity to 'Kartentausch' in that the children walk around the classroom to find a partner with their hand up, high five them, speak some German, hand up again, find a new partner with their hand up and repeat. In this activity though, the children keep the same card and use it as a prompt to tell their partner about themselves. The children say the red and 'choose' the blue. Note that I have highlighted 'das Wetter ist' in blue. In this case the children may want to use another way of describing the weather such as 'die Sonne scheint', es regnet', or 'es schneit'.
Give the children about 5 minutes to 'walk around' encouraging them to speak to children that they don't know very well
Slide 7 - 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 one of the sentences that they have been saying in 'walk around' (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
Slides 8 - 12 - Family
Remind the children of the vocabulary learn in their 'family' lessons. On slide 12, say some sentences in German and challenge the children to translate them into English. Then say some sentences in English and challenge the children to translate them into German. Finally randomly select and reward some children who can say a sentence about their families in German, using slide 12 as a prompt.
*Note - as you go through the family vocabulary, you may want to say ein/eine instead of der/die/das because when the children write about their family, that is what they will use
Slides 13 - 14 - Reading Comprehension
Explain to the children that they are now going to do a reading comprehension in German. Reassure them that they have learnt most of the words and phrases in the text as a whole text in German might seem daunting to some of them. Firstly read out the 6 questions in English and then read out the questions in German. Now read out the text and you may want to point out the following words:
sehr - very
intelligent - intelligent
heißen - are called
weil - because
freundlich - friendly
viele - lots of
Give the children 10 - 15 minutes to answer the 6 questions on their sheets and to perform the extension activity. The children may answer the questions in English or German
Extension Activity - Underneath the reading comprehension on the children's sheets there are several lines for the children to practise writing to a penpal. Tell the children to use their 'walk around' cards to help them start writing their letters and then to move on to writing about their families. As the lines are placed under the reading comprehension, encourage the children to use that as a guide about how to write about their own families.
After 10 -15 minutes randomly select and reward children who have answered the comprehension questions correctly. Furthermore, select and reward more children who read out what they have written in their practise letter to a penpal.
Slide 15/Plenary - King/Queen of Knowledge
Assessment and Evidence
Observe and ask questions
Monitoring of the written work
Refer back to the learning objective and success criteria after the 'king/queen' activity.
Check achievement of the success criteria when you are on slide 16 by questioning and rewarding randomly selected children (using lollipop sticks)