German
School and telling the time: Die Schule und die Uhrzeit
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 the school.
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
4.MBC.2
a student demonstrates knowledge of key features of the culture of German-speaking
communities
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
School in Germany: introduction
This page has been designed to introduce students to
the sequence and pathways of schooling in Germany.
Activity
The teacher can use this page as a stimulus for
discussion of the German school system. It highlights
the fact that the Kindergarten is not a part of the public
school system, and is therefore not compulsory or free
of charge. It allows students to see that compulsory
schooling begins at age 6, and that education beyond
the Grundschule is largely based on academic ability.
Colour coding also defines the Gesamtschule as a
comprehensive system, which operates independently
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of the others. Students may be interested in
researching and discussing the merits of this system,
which arose out of the egalitarian movements of the
1960s. The system is not available in all states and
remains controversial.
Editing
Additional boxes and arrows may be included to
indicate examinations and further pathways (e.g.
between the Realschule and the Gymnasium, and to
higher education).
School subjects: new vocabulary
This page has been designed to introduce students to
a range of vocabulary related to school subjects.
Activity
The teacher and/or student can click on each flipper to
move between the image and the written word,
assisting students to learn and retain new vocabulary.
Focus may first be 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.
The student can demonstrate knowledge of vocabulary
by identifying the German word for each image, and
then clicking on the flipper to check the answer.
The teacher should note that the subjects refer to the
German school system (where the sciences are
studied separately). The general word for “Science” in
the Australian system is Naturwissenschaft.
Editing
The page can be edited to include other vocabulary
items and images. Click on the double arrows in the
top left of each tile, then drag in a new picture from the
gallery tab or edit the text on the back of each flipper.
Click on the double arrows again to reset the activity.
School subjects: matching text
This page has been designed to reinforce recognition
of vocabulary and also focus on the written word.
Activity
The teacher and/or student drags and drops the
vocabulary from the list into the appropriate boxes. The
teacher may also use this activity for pronunciation
practice, only allowing the word to be dragged when
correctly pronounced.
Editing
This activity can be modified by clicking on the 'Edit'
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button in the top left corner.
Anagrams: practising spelling
This page has been designed to practise vocabulary
recognition and demonstrate the correct spelling of
school subjects in German.
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. Students can click on the 'Clue' button if
assistance is needed. The activity will pause after each
word. Clicking on 'Next' will 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.
Word search: practising vocabulary recognition
and spelling
Activity
Students translate and correctly spell the given word
by selecting and clicking on letters to create the
completed word in the red box. The activity will pause
after each word. Click 'Next' to advance to the next
vocabulary item.
This activity can be completed individually or in teams.
Individually: Students compete to achieve the most
points for identifying and spelling the words in the
fastest time.
In teams: Team members take turns to identify and
spell the words. Students can click on the 'Clue' button
if assistance is needed. 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
available letters for those students wishing to repeat
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the same activity.
Editing
By clicking on the 'Edit' box, teachers may vary the
number of questions, the words to be translated and
the maximum time allowed to achieve the correct
result.
School timetable: completion activity
This activity gives students the opportunity to practise
the vocabulary they have learned, by creating a
personalised school timetable.
Activity
Students use the pen tool to write in their own
timetable. The teacher can then ask questions related
to the completed timetable, e.g. Was hast du am
Montag in der ersten Stunde?
Editing
Additional rows can be added to the timetable by
highlighting a row, right-clicking and selecting ‘Insert
Row’. Alternatively, the teacher can create a timetable
appropriate to their own context by creating a table in a
Word document and then copying and pasting it into
the Notebook.
Talking about the school day
This activity is designed to teach students the
structures to enable them to use learned vocabulary in
a realistic context.
Activity
Students model their responses on the patterns
provided. Colour coding highlights the parts of the
sentences to be modified and provides students with
the visual stimulus to promote success, especially
where verb inversion is a new concept.
The teacher may follow this activity by asking students
similar questions, this time focusing on a completed
timetable (e.g. on page 6).
Talking about the school day
This activity provides students with the opportunity to
practise structures and learned vocabulary related to
the school day.
Activity
The teacher and/or student clicks on the left-hand die
to randomly receive a number, before clicking on the
right-hand die to identify a school subject. The student
must then create a sentence, patterned on the
example provided.
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Editing
The numbers and/or subjects can be changed by
clicking on the double arrows at the top left of the
relevant die.
Introduction: talking about school subjects
Activity
This page is designed to build on known structures,
while also introducing new structures related to school
vocabulary.
Talking about school subjects
This page introduces the verb finden, a range of
adjectives, and the sentence structure required to talk
about individual school subjects.
Activity
The teacher introduces the new vocabulary and
language structures, which students practise using a
range of methods, e.g. modelling, drills, repetition and
individual questions and answers.
The teacher may also use this activity to teach
students how to form simple questions. Students work
in pairs, asking each other about likes and dislikes,
before reporting back to the class (using the er and sie
forms of the verb).
Talking about school subjects
This activity provides students with a random stimulus
to enable them to practise learned sentence structures.
Activity
The teacher and/or student first clicks on the left-hand
spinner to randomly select a subject. The same
procedure is followed for the right-hand spinner to
randomly select an adjective. The teacher asks the
question Wie findest du … ?, and the student answers
in accordance with the provided information. This
activity may also be done by students in pairs.
The teacher can extend this exercise, by asking a
student e.g. Stimmt das? Findest du Erdkunde
langweilig?. The student must then confirm or correct
the original statement, according to personal
experience.
A model sentence can be revealed, if required, by
clicking on the screen shade at the bottom of the page
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and lowering it.
Editing
The vocabulary in both spinners may be edited by
clicking on the double arrows at the right-hand side.
Introduction: talking about school subjects and the
time of the day
This activity is designed to build on known structures,
while also introducing students to new vocabulary and
expressions related to time.
Activity
The teacher uses the dialogue bubbles to introduce
and practise simple clock times, while also focusing
student attention on the subject/verb inversion
practised on earlier pages (e.g. page 7).
Expressions of time
This activity enables students to learn and practise
how to tell the time, using a range of vocabulary and
structures.
Activity
The teacher moves the hands on the clock to provide a
visual stimulus for students to practise a range of time
expressions. Note: The second hand should be moved
to align with the minute hand, as seconds are not
required. It is not possible to delete the second hand.
Students may also work in pairs or teams, taking turns
to move the hands of the clock to practise telling the
time.
Editing
This page can be cloned (by right-clicking on the
appropriate page in the page sorter tab and selecting
‘Clone Page’), and the text removed once students
become more confident in using expressions of time.
Practising expressions of time
This activity is designed to reinforce recognition of
vocabulary related to telling the time.
Activity
The teacher and/or student identifies the correct time
by dragging and dropping the numerals from the list
into the appropriate boxes. Clicking the 'Reset' button
randomly re-sorts the 'Word' and 'Description' columns.
Editing
This activity can be modified by clicking on the 'Edit'
button in the top left corner.
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Practising expressions of time – half hours
As for previous page.
Practising expressions of time
This activity is designed to consolidate knowledge of
vocabulary related to telling the time.
Activity
The teacher and/or student drags the arrows on to the
clock, rotating them into the correct position to match
the time written below.
The teacher can also use the pen tool to draw in the
arrows or to write the digital time.
Editing
The time under each clock can be changed or deleted,
should the teacher wish to read out times for a
listening activity.
Practising expressions of time
This activity is designed to consolidate knowledge of
vocabulary related to telling the time.
Activity
The teacher and/or student clicks on the flashing
square to pause it on a randomly selected image. The
student must select and click on the expression below,
which correctly matches the image. Click on 'Reset' to
continue the activity.
This activity can be completed individually, in pairs or
in teams.
Time sequences: creating a narrative
This activity is designed to demonstrate knowledge of
time phrases by creating a sequence of events from
given expressions.
Activity
The teacher and/or student clicks on each coloured bar
and drags it into position, displacing other bars to
finally create the correct sequence of events.
Editing
This activity can be edited by clicking on the 'Edit'
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button to alter or replace the sentences.
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
"point in time" learning.
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