German Pets: Die Haustiere

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German
Pets: Die Haustiere
Activity context
These digital resources have been designed for languages teachers to use with Interactive Whiteboards
(IWBs) to consolidate the language learned when studying the topic of pets.
Syllabus links:
4.UL.2
a student demonstrates understanding of the main ideas and supporting detail in written
texts and responds appropriately
4.UL.3
a student establishes and maintains communication in familiar situations
4.UL.4
a student applies a range of linguistic structures to express own ideas in writing
4.MLC.1
a student demonstrates understanding of the importance of appropriate use of language in
diverse contexts
5.UL.3
a student uses German by incorporating diverse structures and features to express own
ideas
5.UL.4
a student experiments with linguist patterns and structures in German to convey
information and express own ideas
5.MLC.1
a student demonstrates understanding of the nature of languages as systems by describing
and comparing linguistic features across languages
Notebook page
Activity
Pets: vocabulary and pronunciation
This page has been designed to introduce students to
a range of vocabulary related to pets.
Activity
The teacher and/or student clicks on each flipper to
reveal the written word.
The teacher can begin by modelling the pronunciation,
before moving on to question/answer practice, e.g.
Was ist das? Das ist der/die/das …
Pets are aligned according to gender, to assist the
visual learner.
By using the magic pen tool, the teacher can draw a
circle anywhere on the page, then move the circle with
the hand icon to drill vocabulary.
The teacher may also include simple listening practice,
e.g. Ich esse gerne Karotten. Wer bin ich?
© NSW Department of Education and Training 2010
Page | 1
Editing
This page can be edited to include additional or
alternative vocabulary items. Click on the double
arrows in the top left of each card, then drag in a new
picture or edit the text on the back of the card. Click on
the double arrows to reset the activity. Sound files can
also be added.
Pet vocabulary: matching images
This page has been designed to help students revise
and consolidate vocabulary associated with pets.
Activity
The student identifies the pets by dragging the correct
vocabulary from the list into the appropriate boxes.
The teacher may also use this activity to consolidate
pronunciation, only allowing the words to be dropped
into the box when they have been correctly
pronounced.
Editing
This activity can be modified by clicking on 'Edit' in the
top left corner. Different images can be dragged into
the boxes and the text can be altered.
Pet vocabulary: matching images
As for page 2 (above).
Pets: focusing on genders
This page has been designed to help students
consolidate vocabulary and recognise genders of
words.
A screen shade has been placed over the vocabulary
items at the bottom of the page. The teacher can
choose to reveal the list by clicking on the shade and
pulling it down, or keep it concealed.
Activity
Students can write in the relevant vocabulary using the
pen tool, or the vocabulary can be dragged into the
appropriate boxes from the bottom of the page.
Activity
This page can also be used at the end of the unit.
© NSW Department of Education and Training 2010
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Students complete the boxes without the aid of
provided vocabulary, demonstrating recognition of
vocabulary, correct spelling and genders.
Editing
Different images may be used by dragging in selected
images from the gallery tab.
Matching text
This page has been designed to help students
reinforce recognition of vocabulary, while also being
aware of the spelling of words.
Activity
The teacher and/or student can drag and drop the
vocabulary from the list into the appropriate boxes.
Editing
This activity can be modified by clicking on the ‘Edit’
button in the top left corner.
Matching pictures to words
This page has been designed to help students
consolidate vocabulary related to pets.
Activity
Students can complete this individually, in pairs or in
teams.
Individually: Students click on two cards and try to
match pairs.
In teams: Team members take turns to click on two
cards and try to match pairs. When two matching cards
are found, the team is awarded a point. The winning
team is the team with the most points.
Activity
This game may also be played as a race against the
clock, with the winner finding the most pairs in the
shortest amount of time. To set this up, select and add
an interactive timer from the gallery tab.
Editing
This page can be edited to include other vocabulary
items and images. The teacher may substitute images
in place of English text. Click on 'Edit' and use the
option to drag in up to 12 pairs of pictures, and/or type
in text. To delete images and replace with text, select
the 'Delete images' box on the bottom left.
© NSW Department of Education and Training 2010
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Pets: gender sort
This page has been designed to help students
consolidate vocabulary and recognise genders of
words.
Activity
The student correctly identifies each animal and drags
the relevant picture into the appropriate column,
according to the gender. By clicking on the ‘Check’
button, instant feedback is provided.
Activity
This page can also be used at the end of the unit, with
students identifying the pictures in writing.
Editing
This page can be edited to include additional or
alternative images.
Pets: introducing the accusative case and
kein/keine
This page has been designed to introduce the
accusative case and the concept of kein/keine.
Activity
Students practise forming sentences using Ich habe …
Colour coding of genders will assist in this exercise.
This exercise can be expanded by including additional
animal vocabulary, as required.
Students can also use the same model to practise
using kein in sentences, e.g. Ich habe keinen Hund.
Students can then form sentences such as Ich habe
eine Katze, aber ich habe keinen Hund, etc.
The teacher may also consolidate this activity by using
the first page in this Notebook.
Oral practice: Hast du ein Haustier?
This page enables students to consolidate the use of
the accusative case, without the support of written
structures.
Activity
The teacher and/or student clicks on the die to
randomly select a visual prompt. The student then
responds appropriately in German, using the structures
already learned. Note: This activity also includes the
structure Ich habe keine Haustiere.
Editing
This page can be modified by clicking on the double
arrows at the top left of the die to change or add text or
images.
© NSW Department of Education and Training 2010
Page | 4
Describing animals
This page is designed to introduce students to a range
of adjectives describing animals.
Activity
The teacher can model the pronunciation or provide
linked sound files.
Describing animals: Matching text
This page has been designed to allow students to
consolidate their knowledge of adjectives used to
describe pets.
Activity
The teacher and/or student drags and drops the
vocabulary from the list into the appropriate boxes.
Editing
This activity can be modified by clicking on the ‘Edit’
button in the top left corner.
Describing animals: anagrams
This page has been designed to help students focus
on the correct spelling of adjectives.
Activity
This activity can be completed individually or in teams.
Individually: Students compete to see who can
unscramble the words in the fastest time.
In teams: Team members take turns to unscramble the
words in the fastest time. Students can click on the
'Clue' button if assistance is needed. The activity will
pause after each word. Click 'Next' to advance to the
next vocabulary item. The team completing the task in
the best time wins. Extra points are awarded if the
activity is completed without using 'Clue'.
The 'Reset' button creates a different configuration of
scrambled letters for those students wishing to repeat
the same activity.
Editing
The words and/or clues can be changed by clicking on
the ‘Edit’ button in the top left-hand corner.
If this activity is to be used as a competition, it can be
copied onto the next page by right-clicking on the
appropriate page on the page sorter tab and selecting
'Clone Page’. Team members then take turns,
swapping pages accordingly.
© NSW Department of Education and Training 2010
Page | 5
Describing pets: pronouns
This page has been designed to teach students how to
use pronouns.
Colour coding will assist visual learners to associate
the correct pronoun with the gender of the noun.
Talking about pets: writing and speaking activity
This page has been designed to consolidate language
vocabulary and structures related to describing pets.
Activity
The teacher and/or student clicks on the 'Select' button
at the bottom of the page to randomly select a pet. By
clicking on the spinner, an adjective to describe the pet
will also be randomly selected. Using the information
provided, the student writes the sentence and/or
provides an oral response.
Editing
To modify this page, click on the double arrows at the
side of the spinner to change the spinner labels.
To add or remove animal images, click on the ‘No. of
images’ menu at the bottom of the page and drag the
images into the desired box.
Assessment strategies:
The teacher:

observes students responding to questions, participating in activities and interacting with each other

provides direct oral feedback to the class to enhance learning

supports individual students with additional explanations and feedback

reinforces linguistic links and encourages students to make linguistic connections

provides opportunities for summative as well as formative assessment.
Assessment criteria:
The student:

listens actively to aid comprehension

practises pronunciation to assist in oral skills

develops skills in the spelling of German words

participates in activities to develop vocabulary recognition

demonstrates comprehension of written German

develops and demonstrates oral and writing skills in context.
© NSW Department of Education and Training 2010
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The Notebook files for each student can form part of your assessment to inform your teaching and capture
"point in time" learning.
© NSW Department of Education and Training 2010
Page | 7
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