Topic Exploration Pack
Festivals
Instructions and answers for teachers ............................................................................................. 1
Learning outcomes: ........................................................................................................................ 2
Introduction ..................................................................................................................................... 2
Additional teacher preparation ........................................................................................................ 9
Student Activity ............................................................................................................................. 13
Instructions and answers for teachers
These instructions cover the student activity section which can be found on page 13. This Topic
Exploration Pack supports OCR GCSE Modern Foreign Languages: German.
When distributing the activity section to the students either as a printed copy or as a Word
file you will need to remove the teacher instructions section.
123 – This activity offers an opportunity
for maths skills development.
ABC – This activity offers an opportunity
for English skills development.
‘These draft qualifications have not yet been accredited by Ofqual. They are published (along with specimen
assessment materials, summary brochures and sample resources) to enable teachers to have early sight of
our proposed approach.
Further changes may be required and no assurance can be given at this time that the proposed qualifications
will be made available in their current form, or that they will be accredited in time for first teaching in 2016 and
first award in 2018 (2017 for AS Level qualifications).’
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Learning outcomes:

Develop awareness and understanding of the culture and identity of countries and
communities where the language is spoken

Be encouraged to make appropriate links to other areas of the curriculum

Be able to identify overall message, key points and details in spoken and written texts,
including authentic sources, and to deduce meaning where relevant

Be able to express and develop thoughts and ideas both orally and in writing

Acquire new knowledge, skills and ways of thinking through the ability to understand and
respond to a rich range of authentic spoken and written material, abridged and adapted as
appropriate
Introduction
The German GCSE specification focuses on the development of transferable language skills within
the context of real life and authentic tasks and situations. Festivals is one of the sub-themes of
Theme 2 of the GCSE specification Local, national, international and global areas of interest. It
could be taught in the second half of the Summer term of year 10 as part of a wider travel and
tourism unit of work that includes local festivals and holiday destinations. Alternatively it could be
taught at a time that coincides with the timing of the festival. This topic exploration pack looks
specifically at Karneval, a festival that falls between November and February. The materials in this
pack could therefore be used in the Spring term of either year 10 or Year 11.
Learning about festivals in Germany and German speaking countries encourages students to
broaden their horizons and to develop new ways of seeing the world whilst at the same time
developing their language skills through engaging with and responding to authentic contexts.
This topic pack aims to equip students with the skills and vocabulary to describe and talk about
festivals by considering the following aspects:

Public holidays and why they are held

The benefits of public holidays and festivals

How people can celebrate
This is followed by a more detailed consideration of Karneval, and includes reading, speaking,
listening vocabulary and writing activities. There is also scope for work on adjectives, adjectival
agreement and reflexive verbs.
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Activity 1
Start by challenging students to note down the names of as many German public holidays as they
can. Then show them the following list Neujahr, Heilige Drei Könige, Karfreitag, Ostermontag,
Staatsfeiertag 1.Mai, Maifeiertag, Christihimmelfahrtstag, Pfingstmontag, Fronleichnamstag, Maria
Himmelfahrtstag, Tag der deutschen Einheit,
National Feiertag, Allerheiligen, Maria Empfängnis, Weihnachten, Stephanstag (see Teacher
additional preparation activity 1) and ask them how many they identified. Tell them that this list are
all the public holidays celebrated in Germany and Austria: Hier ist eine Liste von deutschen und
österreichischen Geiertagen.
Jedes Jahr hat Deutschland neun gesetzliche Feiertage und
Österreich elf. Challenge students to identify which are only celebrated in Germany, which only in
Austria and which in both; students could complete their own Venn diagram. More information
about some of the public holidays is shown in Pupil activity 1, which could be cut up into cards for
pupils to create the Venn diagram.
Answers (see also Teacher additional preparation activity 1)
Neujahr D/A
Heilige Drei Könige A
Karfreitag D/A
Ostermontag
D/A
Staatsfeiertag 1.Mai A
Maifeiertag D
Christihimmelfahrtstag D/A
Pfingstmontag D/A
Fronleichnamstag A
Maria Himmelfahrtstag A
Tag der deutschen Einheit D
National Feiertag A
Allerheiligen A
Maria Empfängnis A
Weihnachten D
Stephanstag D
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Ask students to speculate as to why there are a number of festivals in common (Das Christentum
ist die Hauptreligion in Europa – die meisten Feiertage der beiden Länder sind christliche und zwar
katholische Feiertage). Make sure that they understand that there are also state holidays that the
holidays listed are just the public holidays and that with this topic they will be given the opportunity
to explore some festivals and events that are not public holidays as well.
As extension activity or homework learners could research individual public holidays in more detail
(such as date and what happens at each festival) and could give a brief feedback on what they
have found out.
Activity 2
This activity involves students thinking about why festivals and holidays are important. Various
reasons are given on the cards in the Student activity sheet 2 that could be used to answer the
question Warum sind Feste und Feiertage wichtig?
The students should work in groups to read the cards and work out first of all what each one
means. Where possible they should work out the meaning of unknown words by employing
strategies such as using clues as to context and looking out for words that are cognates or which
come from a word family with which they are familiar. Learners could also be challenged to scan
the cards quickly and to find the German for specific phrases, such as:

Festivals enrich our lives (9)

People’s beliefs (7)

Make people happy (2)

Daily life (6)

Our cultural heritage (9)

Contribute to the local economy (13)

The tourism industry (11)
Students should choose 9 of the 14 cards and arrange them in a ‘diamond 9’ (See Additional
teacher preparation activity 2 giving a reason for their choices. There is no right or wrong answer
to this; students can place the cards where they want as long as they can give a reason.
Alternatively students could rank all of the cards in what they consider to be the order of
importance. Students could come up with choices as a group, or could debate this amongst
themselves using the language of justification and debate (see Student Activity sheet 2B). The
language for negotiating meaning could be written on the board as a prompt until such time as it
becomes second nature for students to use it in class. This activity could also lead on to revision
of the comparison of adjectives: x…..ist wichtiger (or other adjective) als ….. etc
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Activity 3
This activity introduces students to carnival, a festival celebrated in some parts of Germany over
the winter months. It also involves students talking about pictures and prepares them for the type
of task they will encounter in the speaking exam. First of all challenge students to recall the
names of the seasons in German (Winter, Frühling, Sommer und Herbst) and explain to them that
in Germany the Karneval season is often known as Die fünfte Jahreszeit. Show students a couple
of photos of the Kölner Karneval, such as a photo showing the crowds and one of people closeup
in costume, the carnival floats etc - do a Google images search on Kölner Karneval. Invite students
in the first instance to talk to each other about the pictures and what they can see without referring
to dictionaries or other sources of information. Encourage them to focus on what they do know
how to say using the words they know rather than thinking about what they don’t know. Remind
them that in the speaking exam they will have a picture task and will not have recourse to
dictionaries so they will need to be able to ‘think their way’ around the topic. For lower ability
pupils or those who get stuck a few words or prompts could be given to help them, such as:

Wo sind sie? Zu Hause? Auf dem Land? In den Bergen?

Was machen sie?

Was tragen sie?

Wie ist das Wetter? Ist es warm?

Welche Jahreszeit ist das? Ist das Sommer? Winter? Wie wissen wir das? Welcher Tag
ist das?

Stimmung?
Some of these question prompts will require students to use their powers of observation and
inference to draw conclusions. They could be encouraged to use phrases like: Ich denke, dass
…….weil….. or Er/Sie scheint……. aus, weil….. ….. Es sieht aus, als ob……where they are
making suppositions. Invite students to share some ot their ideas with the whole class and note
any useful vocabulary items on the board. Once they have done this give them the sheet of
vocabulary to do with carnival. They could work in pairs identifying all the words they know, the
ones they can guess and the ones they don’t know. They could be challenged to identify particular
words, for example:

Findet die Wörter für all die Sachen, die man tragen kann

Findet die reflexive Verben
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Encourage students to ask questions in German if they are not sure of something, for example:
Herr…./Frau…geben Sie mir bitte ein Beispiel eines reflexiven Verbes/ Tragen… wie sagt man
das auf Englisch.
Revision of the conjugation of reflexive verbs and of adjective agreements could be done at this
point before students do the short translation exercise.
Answers:
1. Sie verkleiden sich als Clowns.
2. Jeder mag sich schminken lassen..
3. Wir haben uns alle gut unterhalten.
4. Die Straßen waren überfüllt.
5. Der Karnevalsumzug wird am Montag stattfinden.
Once students have gone over the vocabulary and done the translation activity they could be
challenged to look at the pictures they were shown again and to come up with more detailed
descriptions.
Activity 4
In this activity students have a text to read about Carnival with several exercises to complete.
These require students to identify the main themes (exercise A), to understand some key details
(exercise B ) and to be able to use the context of a text and other strategies to work out the
meaning of specific words (exercise C). The text has some examples of the use of the passive
and of a form of the comparison je…desto… which could be further exploited with more able
pupils.
Answers
Aufgabe A:
1.
2.
3.
4.
Große Feierlichkeiten auf den Straßen - D
Die Männer sind symbolisch nicht mehr an der Macht! - C
Karneval und die Religion - A
Wo man in Deutschland Karneval feiert – B
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Find the German for the following:
1. Fools - Narren
2. To disguise oneself - sich verkleiden
3. Ash Wednesday - Aschermittwoch
4. Lent - die Fastenzeit
5. Easter Sunday – Ostersonntag
6. Christians - Christen
7. Faithful/devout - gläubige
8. Less - weniger
9. to pray - beten
10. Street processions – Straßenumzüge
11. to be classified as - gelten als
12. Same – gleich (e)
13. the (nearer) …. the (more)…… je…. desto…
14. To cut off – abschneiden
15. dance performances - Tanzveranstaltungen
16. the climax – Der Höhepunkt
17. Carnival floats - Karnevalswagen
18. To throw - werfen
19. Crowd - die Massenmenge
20. Spectator – Zuschauer
Aufgabe C
Richtig, falsch oder nicht im Text?
1. Die Zeit vor Aschermittwoch nennt man Karneval überall in Deutschland. (F Karneval feiert
man in besonderen Städten und Regionen in Deutschland)
2. Während der Karnevalszeit geht man regelmäßig in die Kirche. - Nicht im Text
3. Karneval dauert sechs Wochen – F (Die Fastenzeit dauert 6 Wochen)
4. Karneval ist ein Fest der Wintermonate - R
5. Wenn man sich den Karnevalsumzug am Rosenmontag anschaut, bekommt man vielleicht
Süßigkeiten. - R
6. Traditionsweise isst man mehr in den Tagen nach Aschermittwoch als vorher – F (man isst
weniger)
7. In den sechs Tagen vor Aschermittwoch wird wahrscheinlich viel Alkohol getrunken - R
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Activity 5
This activity gives students the opportunity to do some independent listening work by watching a
video about Karneval. https://www.youtube.com/watch?v=Fe-OHyU8WYo
The video has some subtitles in English which students could use to help them identify some of
the German words. With a more able class the video could be played without showing the visuals
first and students challenged to make notes. They could then watch the video and note how much
they had managed to understand. If there are sufficient computers, laptops or tablets they could
then work independently pausing the video as and when required to make further notes. If your
school has Sonocent Audio Notetaker students could record the audio (see
https://www.youtube.com/watch?v=RyIRPUlf66c ) and use the Sonocent software to slow down
the recording if they wish. All pupils should be able to note down some new vocabulary, the more
able should be able to formulate some questions about what they have heard/seen and ask a
partner these questions.
Activity 6
This writing activity gives students the opportunity to use the vocabulary and ideas from this topic
in a written task. They are asked to write an email to a penfriend about a recent festival/public
holiday in which they write about what the holiday is about, write about how they and their
family/friends celebrated it, why it is important and what other festivals they are looking forward to.
Although the task refers to ‘recent’ students should be free to write about any festival/celebration
they want; it could even be something they experienced on holiday. Some students may need to
be reminded about the formation of the past tense before they start the activity.
Plenary
As a final plenary activity students could be shown some more pictures of people celebrating. This
could be a public festival such as National day celebrations, a music festival, or a local festival
(see suggestions in Additional teacher preparation section). Students work in groups to discuss
the pictures orally, describing what they can see, what people are doing, where they are, the
weather (if relevant) and the mood.
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Additional teacher preparation
The following links could provide additional material to do with the Festival theme:
http://www.deutsche-lebensart.de/45.html General introductory article about festivals and traditions
in Germany
https://www.alumniportal-deutschland.org/deutschland/traditionen-feste.html links to articles
about festivals and traditions in German
https://www.youtube.com/watch?v=a4MY-5hVnVQ Video about birthday traditions in Germany
and has English subtitles as well. It could also be played as a sound track as a listening activity.
http://www.dw.com/de/die-gr%C3%B6%C3%9Ften-volksfeste-in-deutschland/a-18715015
General article about Volksfeste in Germany
Much of the vocabulary used for talking about Carnival can be recycled when discussing other
festivals and celebratory events. Other festivals and events that could be explored together with
your students, or by them independently are:
Walpurgisnacht http://www.walpurgisnacht-hexennacht.de/
Münchener Oktoberfest http://www.oktoberfest.de/de/
Hamburger Dom http://www.hamburg.de/dom/
Kieler Woche http://www.kieler-woche.de/
Nürnberger Volksfest http://www.volksfest-nuernberg.de/
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Activity 1
Neujahr
Heilige Drei Könige
Karfreitag
Ostermontag
Staatsfeiertag 1.Mai
Maifeiertag
Christihimmelfahrtstag
Pfingstmontag
Fronleichnamstag
Maria Himmelfahrtstag
Tag der deutschen Einheit
National Feiertag
Allerheiligen
Maria Empfängnis
Weihnachten
Stephanstag
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Answers to first part of activity 1 and prompts for final part of activity 1 (to be projected on the board)
Neujahr
Welche Feiertage sind
Heilige Drei Könige
Karfreitag
 Zivile Feiertage?
Ostermontag
 Religiöse Feiertage?
Staatsfeiertag 1.Mai
 Nationale Feiertage?
Maifeiertag
Christihimmelfahrtstag
Pfingstmontag
Fronleichnamstag
Welches Land hat die meisten
Feiertage?
Maria Himmelfahrtstag
Tag der deutschen Einheit
National Feiertag
Allerheiligen
Maria Empfängnis
Weihnachten
Stephanstag
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Warum sind Feste und
Feiertage wichtig?
Activity 2 (To be projected on the board)
Wähl neun Karten
Begründe deine Wahl
Am wichtigsten
Am wenigsten wichtig
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Topic Exploration Pack
Festivals
Student Activity
Activity 1
Feste und Feiertage in Deutschland und Österreich
Neujahr
Karfreitag (Freitag vor
Ostern)
Christihimmelfahrtstag
(40 Tage nach Ostern)
Fronleichnamstag (60
Tage nach Ostern)
National Feiertag 26.10
Heilige Drei Könige
Ostermontag
(Montag nach Ostern)
Staatsfeiertag 1.Mai
(Tag der
Maifeiertag 1.Mai
Arbeiterbewegung)
Pfingstmontag
(51 Tage nach Ostern)
Tag der deutschen
Maria Himmelfahrtstag
Allerheiligen 1.11
Maria Empfängnis
Weihnachten
Einheit 3.10
Stephanstag 26.12
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Activity 2
Warum sind Feste und Feiertage wichtig?
1.
Feste und Feiertage bringen
Menschen in einer Familie,
einer Region oder einem Land
zusammen
2.
Feste machen Leute
glücklich!
3.
Feste und Feiertage sind eine
Gelegenheit für eine Familie
zusammen zu sein
4.
Feste feiern die wichtigsten
Augenblicke in der
Geschichte einer Nation
5.
Feste stärken den Patriotismus
und die Gemeinschaft
6.
Feste repräsentieren eine
Ablenkung vom Alltag
7.
Feste sind eine Möglichkeit, die
Kultur und den Glauben der
Menschen zum Ausdruck zu
bringen
8.
9.
Feste bereichern unser Leben sie sind Teil unseres kulturellen
Erbes
Feste bieten die Gelegenheit
an, die wichtigen Aspekte
des nationalen, kulturellen
oder religiösen Lebens
kennenzulernen
10. Feste und Feiertage sind
wichtig für den Tourismus
11. Bei dem Verkauf von Karten
und Waren tragen Feste zur
Wirtschaft eines Landes bei
12. Feste und Feiertage sind ein
Teil des religiösen Lebens
der Menschen
13. Feste bringen Menschen aller
Altersgruppen und aller
Hintergründe zusammen, und
dazu der lokalen Wirtschaft
beitragen
14. Feste bieten etwas andere
Aktivitäten an
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Student activity sheet 2b
Introducing an opinion:
Ich denke, dass……
Ich glaube, dass…..
Meiner Meinung nach…...
Meiner Ansicht nach…...
Ich finde….
Making a comparison
Grund Nummer eins ist wichtiger (besser usw)…………..als ….
Grund Nummer ist weniger wichtig (wichtig/gut etc)….als…
Grund Nummer drei ist auch so (wichtig/gut etc)….. wie…..
Grund Nummer viier ist nicht so (wichtig/gut etc)….. wie…..
Giving a reason
weil…..
denn….
Engaging in a debate (agreement/disagreement
Du hast …….gesagt/Du hast gesagt, dass……
Er hat …..gesagt/Er hat gesagt, dass………
Aber….
Ich bin (mit dir) einverstanden……
Das stimmt!
Das stimmt nicht!
Ich auch
Was meinst du?
Was denkst du?
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Activity 3
Karnevalswortschatz

Wo sind sie?
Die Band

Was machen sie?
Die Blume (-n)

Was tragen sie?
Bonbons

Wie ist das Wetter?
bummeln/ einen Bummel machen

Wie ist die allgemeine
bunt
Stimmungslage?
Der Clown

essen
Was sind deine Eindrücke
und Meinungen?
feiern
Das Feuerwerk
glücklich
Der Hut
Die Jecken
Der Karnevalswagen
Das Kostüm
lächeln
Eine Maske
Die Menschenmenge
Der Musiker
Der Narr
Die Perücke
Schminken
sich schminken lassen
singen
spielen (ein Instrument)
stattfinden
das Straßenfest (-e)
tanzen
Der Tänzer/ die Tänzerin
tragen
trinken
überfüllt
Der Umzug (-“e)
Die Uniform
Sich (gut) unterhalten
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Die Verkleidung
sich verkleiden
verkleidet
werfen
Translate the following into German
1. They are disguised as Clowns.
2. Everyone likes to put on make-up.
3. We all had a lot of fun.
4. The streets were crowded.
5. The Carnival procession will take place on Monday
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Activity 4
Lies die folgenden Texte und mache die Aufgaben
Karneval in Deutschland
A.
In Deutschland wird Karneval oder Fasching als
die fünfte Jahreszeit genannt. Es ist die Zeit der Narren,
das heißt die Leute, die sich verkleiden, trinken und feiern,
und fängt am 11. November an. Karneval dauert bis
zum Aschermittwoch (im Februar oder März) dem Anfang
der sechswöchigen Fastenzeit, die für Christen bis zum
Ostersonntag dauert. In der Fastenzeit sollten gläubige
Christen weniger essen und trinken, und mehr beten.
B.
Vor dieser Fastenzeit ist Karneval also eine Zeit von Feiern mit Kostümen, Tanz und
Straßenumzügen. In Deutschland gelten Köln, Düsseldorf und Mainz besonders als
Karnevalsstädte. In Süddeutschland feiert man Fasching oder Fastnacht, andere Namen für die
gleiche Zeit. Je näher der Aschermittwoch kommt desto mehr wird Karneval gefeiert.
C.
Am Donnerstag vor Aschermittwoch ist das Weiberfastnacht. An diesem Tag gehen die
Frauen in die Rathäuser oder Büros und schneiden den Männern die Krawatte ab. In den
folgenden Tagen bummelt man verkleidet um, und man feiert mit Essen, Trinken und
Tanzveranstaltungen.
D.
Der Höhepunkt des Karnevals kommt am Rosenmontag, dem Montag vor Aschermittwoch.
An diesem Tag sind die Schulen meistens geschlossen und die größten Karnevalsumzüge finden
statt. Traditionsweise werden Bonbons und Blumen von den Karnevalswagen in die
Massenmenge geworfen. In Köln gibt es bis zu einer Million Zuschauer.
Text adapted and abridged from the following sources of information:
http://www.sowieso.de/portal/d-land/halb-deutschland-feiert
http://www.sowieso.de/portal/karneval/karneval
http://www.wasistwas.de/archiv-geschichte-details/die-zeit-der-narren-fasching-fastnacht-undkarneval.html
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Aufgabe A:
Which paragraph corresponds to the following:
1. Große Feierlichkeiten auf den Straßen
2. Die Männer sind symbolisch nicht mehr an der Macht!
3. Karneval und die Religion
4. Wo man in Deutschland Karneval feiert
Aufgaben B
Find the German for the following:
1.
Fools
2. To disguise oneself
3. Ash Wednesday
4. Lent
5. Easter Sunday
6. Christians
7. Faithful/devout
8. Less
9. to pray
10. Street processions
11. To be classified as
12. Same
13. the (nearer) …. the (more)…
14. To cut off
15, dance performances
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16. the climax
17. Carnival floats
18. To throw
19. Crowd
20. Spectator
Aufgabe C
Richtig, falsch oder nicht im Text?
1. Die Zeit vor Aschermittwoch nennt man Karneval überall in Deutschland.
2. Während der Karnevalszeit geht man regelmäßig in die Kirche.
3. Karneval dauert sechs Wochen
4. Karneval ist ein Fest der Wintermonate
5. Wenn man sich den Karnevalsumzug am Rosenmontag anschaut, bekommt man
vielleicht Süßigkeiten.
6. Traditionsweise isst man mehr in den Tagen nach Aschermittwoch als vorher
7. In den sechs Tagen vor Aschermittwoch wird wahrscheinlich viel Alkohol getrunken
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Activity 5
Schau dir das folgende Video an
https://www.youtube.com/watch?v=Fe-OHyU8WYo
Mach deine einige Liste von neuen Wörtern und Tatsachen über Karneval. Stell Fragen an deinen
Partner/deine Partnerin darüber..
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Activity 6
Du schreibst eine Email an deinen deutschen Brieffreund/ deine deutsche Brieffreundin, in der du
über ein Fest schreibst, das du vor kurzem erlebt hast. Du solltest:

Das Fest erklären

Beschreiben, was du und deine Familie (oder Freunden) gemacht hast

Erklären, warum das Fest wichtig ist

Andere Feste, die dir wichtig sind, erwähnen
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