German
Sports and hobbies: Sport und Hobbys
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 sports and hobbies.
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.2
a student selects, summarises and analyses information and ideas in written texts and
responds appropriately
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
Sports and hobbies: introduction
This page has been designed to introduce students to
the topic of sports and hobbies, presenting new
vocabulary within a context.
Activity
The teacher and/or student uses the highlighter pen tool
to identify known vocabulary and English-German
cognates. The student attempts to derive meaning from
context.
© NSW Department of Education and Training 2010
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Sports and hobbies: vocabulary and pronunciation
This page has been designed to introduce students to a
range of sports and hobbies.
Activity
The teacher and/or student can click on the tiles to move
between the image and the written word, assisting the
student to learn and retain new vocabulary.
Focus may be first on recognition and pronunciation, and
then on the spelling of words.
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.
Editing
This page can be edited to include additional or
alternative vocabulary items. Click on the double arrows
in the top left of each tile, then drag in a new picture or
edit the text on the back of the tile. Click on the double
arrows to reset the activity. Sound files can also be
added.
Sports and hobbies: vocabulary quiz
This page allows students to test and consolidate
knowledge of vocabulary related to sports and hobbies.
Activity
This activity can be completed individually or in teams.
The student clicks on the box to stop the moving image
to identify a sport or hobby. The student then clicks on
the correct translation from the choices given. Immediate
feedback is provided and points can be recorded for the
correct response. Clicking on 'Reset' will continue the
activity.
Editing
This activity can be modified by clicking on 'Edit' in the
top left corner. Different images can be dragged into the
box and the text amended accordingly.
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
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Identifying sports and hobbies
This page is designed to assist students in identifying
activities which are sports and those which are hobbies.
Activity
The student clicks on an activity and drags it into the
correct bucket.
Editing
The teacher can change the sentences and/or
descriptions on the buckets according to context, e.g.
gesund/nicht gesund.
Talking about likes and dislikes
This page is designed to introduce students to the
concept of sehr gern/gern/nicht gern, while providing
visual support.
Activity
The teacher uses this page to drill the linguistic
structures required when talking about likes and dislikes.
Colour coding will assist the visual learner. Particular
attention needs to be taken to the placement of sehr
gern/gern/nicht gern within the sentence (this is
important for the activity on page 6).
The teacher may also choose to introduce other simple
hobbies through questions to ensure the correct
structure has been learned, e.g. Singst du gern in deiner
Freizeit? Spielst du gern Basketball? Gehst du gern
shoppen? Gehst du gern ins Kino? etc.
Creating sentences using sehr gern/gern/nicht gern
This page is designed to enable students to practise
using sehr gern/gern/nicht gern in a sentence, with the
support of visual stimulus.
Activity
The teacher and/or student clicks on an arrow and drags
out a sentence relating to a sport or hobby. The
sentence is then placed under the appropriate image,
depending on the student's own preference. The teacher
can then ask a question e.g. Schwimmst du gern? and
the student responds, correctly incorporating the adverb
into the sentence. This activity may be completed orally
or in writing.
© NSW Department of Education and Training 2010
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Creating sentences using sehr gern/gern/nicht gern
This page is designed to allow students practice in using
sehr gern/gern/nicht gern with the support of a sample
sentence.
Activity
The teacher and/or student clicks on the die on the left to
start it rolling. The die will stop automatically to reveal a
sport or hobby. A click on the spinner will randomly
select a structure. The student gives the correct
sentence, depending on the stimulus provided. This
activity may be completed either orally or in writing.
Editing
The images on the dice can be changed by clicking on
the double arrows on the top left-hand side, then
dragging in different images from the gallery. The sample
sentence can be deleted or covered by a screen shade,
as students gain confidence.
Conjugating a regular verb
This page is designed to introduce the conjugation of a
regular verb.
Activity
The teacher introduces and drills the verb, focusing on
the endings. The teacher then uses the verb(s) within a
context, e.g. Und dein Vater? Spielt er auch Hockey?,
enabling the student to respond, while using the visual
prompt.
Editing
The text in the table may be changed, e.g. the English
words removed. Double click on the cell to edit the text.
To delete or add rows to the table, right-click on the table
and select 'Unlock'. Then highlight a row, right-click and
select 'Insert Row' or 'Delete Row'.
Conjugating an irregular verb
This page is designed to introduce the conjugation of
irregular verbs.
Activity
The teacher introduces and drills the verbs, focusing on
the change to the stem with the du and er, sie forms. The
teacher then uses the verb(s) within a context, e.g. Liest
du gern Comics?, enabling the student to respond, while
using the visual prompts, e.g. Ja, ich lese gern Comics.
Editing
The text in the table may be changed, e.g. the English
words removed or the colours changed. Double click on
the cell to edit the text.
© NSW Department of Education and Training 2010
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To delete or add rows to the table, right-click on the table
and select 'Unlock'. Then highlight a row, right-click and
select "Insert Row' or 'Delete Row'.
Practising conjugation of regular and irregular verbs
This page is designed to allow students practice in
conjugating verbs, without the support of a table or
model.
Activity
The teacher and/or student clicks on the first die to start
it rolling. The die will stop automatically to reveal a
pronoun. By following the same procedure with the
second die, the infinitive form of a verb (regular or
irregular) is provided. The student then conjugates the
given verb.
This activity may be completed either orally or in writing.
Editing
The text on the dice can be changed by clicking on the
double arrows on the top left-hand side of each die, then
replacing the text.
Describing likes and dislikes in more complex
sentences
This page enables students to talk about likes and
dislikes in the same sentence.
Activity
The student constructs sentences, according to the
images on the grid. Examples are provided by clicking on
the numbers 1-5.
Editing
This page may be edited to include alternative images in
the table. The text in the examples may also be
amended to create different sentences.
The days of the week
This page is designed to introduce or revise the days of
the week.
Activity
The teacher and/or student clicks on each arrow and
drags it to the right. By clicking and dragging each word,
the days can be placed in the correct order.
© NSW Department of Education and Training 2010
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Time phrases
This page is designed to introduce or revise time
phrases.
Activity
The teacher teaches and drills the time phrases, drawing
attention to the use of the construction am...
The teacher then draws attention to the importance of
time phrases in German sentences (often placed at the
beginning of a sentence, with the required verb
inversion).
Visual prompts on other pages (e.g. on page 2) can be
used to practise this sentence structure e.g. Was machst
du am Samstag? Am Samstag schwimme ich.
Creating sentences using time phrases
This page is designed to enable students to create
sentences, incorporating time phrases learned on page
13.
Activity
The teacher and/or student clicks on the 'Select' button
to randomly select a day of the week. Clicking anywhere
in the dial activates the spinner, which stops randomly on
a leisure activity. The student then provides an
appropriate sentence, using the correct linguistic
structures. This activity can be completed orally or in
writing.
Editing
The text in the spinner may be edited by clicking on the
double arrows at the right-hand side. The vocabulary in
the left hand list may also be amended (e.g. clock times
instead of days of the week).
Creating sentences using time phrases
This page is designed to enable students to create
sentences, with less support than the previous page.
Activity
The teacher and/or student clicks on the 'Select' button
to randomly select a day of the week. Clicking anywhere
in the dial activates the spinner, which stops randomly on
a leisure activity. The student then provides an
appropriate sentence, using the correct linguistic
structures. This activity can be completed orally or in
writing.
Editing
The text in the spinner may be edited by clicking on the
double arrows at the right-hand side. The vocabulary in
the left hand list may also be amended (e.g. clock times
instead of days of the week).
© NSW Department of Education and Training 2010
Page | 6
Ordering sentences according to time phrases
This page is designed to allow students to demonstrate
knowledge of hobbies and time phrases.
Activity
The student reads the given sentences and creates a
visual sequence of events, corresponding to the correct
timeline, by clicking on each image and dragging it into
place. Each dragged image will displace the one beneath
it. Pressing 'Reset' will re-arrange the sequence of the
images.
Editing
The images and text on this page may be amended
and/or replaced by clicking on 'Edit'.
Sports and hobbies: Consolidation
This page is designed to provide the teacher with a
range of visual images to support the teaching and
learning of this topic.
Activity
The teacher can use this page to practise and/or
consolidate vocabulary and structures at any stage
throughout the topic.
By using the magic pen tool, the teacher can draw a
circle anywhere on the page, then move the circle with
the hand icon, asking a range of questions, e.g. Fährst
du gern Rad? Was machst du am Wochenende?, etc.
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.
The Notebook files for each student can form part of your assessment to inform your teaching and capture
© NSW Department of Education and Training 2010
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"point in time" learning.
© NSW Department of Education and Training 2010
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