Language: German Beginners
Target group: Preliminary
Topic: Friends, recreation and
Indicative time: 4-5 weeks
pastimes
Why does that learning matter?
The learning matters because:
 students will be able to communicate with German-speaking communities
about topics of interest to them.
 different perspectives encourage an understanding about cultural values.
What are the key ideas or concepts you want the students to learn?
The key concepts I want students to learn are that:
 when talking about leisure, a range of language can be used, including:
- present tense
- comparatives and superlatives
- expressions of frequency.
 there are similarities and differences between German leisure activities
and our own.
Unit description: This unit is intended for Term 2 of the Preliminary Course and includes the sub-topics Leisure and Sport and Health and Fitness. It also
incorporates the previously studied topic Family life, home and neighbourhood.
Key Competencies:
The following key competencies are embedded in the Beginners Stage 6 Syllabus to enhance student learning:
 communicating ideas and information
 collecting, analysing and organising information
 planning and organising activities
 working with others and in teams
 using technology
 solving problems.
Grammar – recognition and use:
Key resources:
Assumed Knowledge:
‘Katzensprung 1’ Textbook and Workbook
‘Katzensprung 2’ Textbook and Workbook
 Nouns – masculine, feminine, neuter, plural
‘Genau’ Textbook and Workbook
 Articles – definite, indefinite
‘Arbeitsheft’
 Pronouns – personal, nominative, accusative, interrogative
‘Deutsch Downunder 1’ German coursebook
 Verbs – present tense
‘Feuerwerk 2’ Textbook and Workbook
‘Geni@l A1’ CD-ROM
New grammatical structures and language in this unit:
Resource sheets
 Adverbs – simple, comparative, superlative
 Numbers – cardinal numbers
 Conjunctions – coordinating
 Word order – in statements, in questions, in adverbial phrases: time, manner, place; position of
separable prefix
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Outcomes:
Objective 1 – Interacting
A student:
1.1 establishes and maintains communication
in German.
1.2 manipulates linguistic structures to
express ideas effectively in German.
1.3 sequences ideas and information.
Student learn about:
Students learn to:
 the importance of listening for key words to assist
understanding
 the importance of reading for key words to assist
understanding
 register in language use
 listen for meaning
 the logical sequencing of ideas
 ways of inferring meaning from text
Objective 2 – Understanding Texts
A student:
2.1 understands and interprets information in
texts using a range of strategies
2.2 conveys the gist of and identifies specific
information in texts
2.4 draws conclusions from or justifies an
opinion about a text
2.6 identifies and explains aspects of the
culture of German-speaking communities
Objective 3 – Producing Texts
A student:
3.1 produces texts appropriate to audience,
purpose and context
3.2 structures and sequences ideas and
information
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
 resources available to access, to enhance or to
promote independent learning
 the effect of syntax on meaning
 cultural attitudes that add meaning to text
 the structure and format of particular texts
 the purpose and context of a text and their
influence on the choice of structure, format and
vocabulary
 the logical sequencing of ideas in extended text
 the application of known linguistic structures in
new contexts
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
 read for meaning
 interact with reference to context, purpose and
audience
 structure information and ideas coherently
 use contextual and other clues to infer meaning from
text
 access available resources to assist comprehension of
a text, e.g. dictionaries, words lists, glossaries, charts
 analyse ways in which words, phrases and sentences
are constructed, e.g. how words and modified for
grammatical effect
 identify and discuss cultural influences in specific
texts e.g. newspapers, magazines, advertisements and
films
 present and organise information in ways appropriate
to audience, purpose and context
 plan, draft and edit text
 sequencing ideas and information in texts
 apply a range of vocabulary and linguistic structures
across a range of contexts
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Suggested teaching, learning and assessment activities:
Hobbies
Evidence of learning and ongoing feedback for
students:
Hobbies
Building the field:
 In pairs, brainstorm in English what the top 10 hobbies in Germany could be. Choose (at least)
five of their listed hobbies, and look them up in German (see resource sheet 1), practising
dictionary skills.
 Match sport pictograms/pictures to verb and noun phrases, e.g. ‘Timesavers for German Teachers’
p. 54. Students then interview each other, asking direct questions about the pictures e.g. Spielst du
Tennis? Ja, ich spiele Tennis.
 Practise finding the infinitive form of verbs e.g. ‘Oxford German Dictionary Skills’ – Sheets 7, 8
Building the field: Students access dictionaries to find
the appropriate information and discuss in class. In
pairs, students exchange information in German and
teacher provides oral feedback through informal
observation.
General listening activities:
 Match pictures to the activity described, e.g. ‘Katzensprung 1’ workbook p. 57, B
 Indicate what students do in their free-time, e.g. ‘Katzensprung 1’ workbook p. 59, E
 Was machst du gern? from ‘Genau’ textbook p. 24
General speaking: Students respond to questions from
their classmates or teacher using complete sentences.
Classmates and teacher provide informal feedback
through observation.
General speaking activities:
 Practise structures (ich, du and er/sie form of verbs) and vocabulary using flashcards.
 Survey about how well students can do certain activities e.g. ‘Katzensprung 2’ TRAK, p. 30
General reading: Students locate verbs in text and
change them from the first person to the third person
singular. Students peer correct and compare with sample
answers provided by teacher. Students understand the
main points and supporting details in a written text.
General reading activities:
 Read through the hobbies of seven German teenagers, underlining the ich form of the verb and
other relevant components (see resource sheet 2) e.g. Ich schreibe E-mails or Ich gehe
schwimmen. Students choose 12-15 phrases and rewrite using the er/sie form.
 Describe what students do in their free-time e.g. ‘Genau’ textbook p. 24
 Comprehension - email about hobbies, e.g. ‘Deutsch Downunder 1’ coursebook p. 70-73
General listening: Students understand specific
information and provide peer evaluation.
General writing: Students conjugate verbs and build
meaningful sentences. Teacher provides formal
feedback on the sentences, checking verb endings, word
order and variety of vocabulary.
General writing activities:
Note: Include irregularities of fahren, sehen, lesen, reiten, laufen and separable verbs e.g. fernsehen,
Rad fahren
 Verb table and gap activity, e.g. ‘Katzensprung 1’ workbook p. 62
 Gap activity, e.g. ‘Genau’ workbook p. 28 and 29
 Verb drills for sein, haben and other present tense verbs, e.g. ‘Arbeitsheft’ Chapters 1-4
 Write a paragraph about hobbies
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Talking about preferences
Note: Introduce gern, lieber, am liebsten and Lieblings-
Talking about preferences
General speaking activities:
 Class survey – Was machst du gern?
 Wer bin ich? game: Teacher reads mini biographies of famous people and students guess identity.
Students then choose a famous person and write the matching profile for their classmates to guess
(see samples on resource sheet 3).
 Survey on free-time activities – Gruppenarbeit (see resource sheet 4)
 Board game using pictures and cards to conjugate verbs – Konjugationsspiel (see resource sheet 5)
General writing activities:
 Grammar drills with gern, lieber, am liebsten, e.g. ‘Arbeitsheft’ Chapter 4, p. 43-49
General reading activities:
 Find the matching penfriends by matching personal descriptions (see resource sheet 6)
General listening activities:
 Memory game on free-time activities, e.g. ‘Geni@l A1’ CD-ROM Chapter 8, Übung 4
 Type in the sentences heard e.g. ‘Geni@l A1’ CD-ROM Chapter 8, Übung 5
Frequency: days, parts of day and seasons
Note: German word order (verb in second position) will be a focus of this section
Building the field:
 Read through Gymnasium Salzgitter-Bad sheet (see resource sheet 7). Work out where this page is
from (a school website) and what the page is about (after-school activities), using the clues
provided (format, known language, cognates etc.). Then decide which AGs
(Arbeitsgemeinschaften) they would participate in based on their interests for three days of the
week at Gymnasium Bad-Salzgitter.
 Video comprehension based on AGs with true/false questions e.g. ‘Geni@l A1’ CD-ROM Chapter
5, Übung 1
General speaking activities:
 Ask about a weekly timetable of activities e.g. ‘Katzensprung 1’ textbook p. 60
 Conversation about weekend activities e.g. ‘Genau’ workbook p. 35
 Barrier game: Was machst du nächste Woche? (see resource sheet 8)
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
General speaking: Students ask and respond to
questions using correct word order and verb endings.
Teacher provides informal feedback through
observation.
General writing: Students extend previously learned
sentence structures by adding adverbs. Students provide
peer evaluation with teacher providing written feedback
on more complex activities.
General reading: Students read for specific information
and match penfriends based on shared interests (activity
self-correcting).
General listening: Students recognise learned phrases
in context (activities self-correcting).
Frequency: days, parts of day and seasons
Building the field: Students use their previous
knowledge to interpret information. Students read and
listen for specific information (activities self-correcting).
General Speaking: Students incorporate frequency into
previously learned structures. Teacher provides
informal feedback through observation. Students use
strategies to initiate, maintain and conclude a
conversation. Teacher provides written feedback for the
conversation.
General listening: Students listen for key words and
other clues to infer meaning from text.
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
 Das Freizeitspiel (see resource sheet 9) – board game involving questions on free-time activities
 A song about which free-time activities students do in the week e.g. ‘Geni@l A1’ textbook p. 47
(Keine Zeit, keine Zeit)
 Interview about how often students do sport and their fitness e.g. Wie fit bist du? Wie oft treibst du
Sport? Ich spiele einmal pro Woche Fußball.
 Extension activity: Interview about what students are allowed to eat and do in their free-time e.g.
‘Feuerwerk 2’ textbook p. 88: Wie streng sind eure Eltern?
 Memorise and perform a short play, in which one student is trying to ask another student to go out
(see resource sheet 10)
 Roleplay: Mein Traumpartner from ‘German Games with Aims’. p. 32-34. Each student is given
an identity and goes around the room asking questions in order to find a prospective date.
General writing: Students present information in ways
appropriate to the audience i.e. SMS. Teacher provides
written feedback. Students become more proficient at
German word order. Students provide peer evaluation.
General reading: Students analyse information and
identify aspects of Australian and German culture.
Students provide peer evaluation.
General listening activities:
 Correct the printed version of a student’s weekly plan e.g. ‘Geni@l A1’ workbook p. 43
 Answer questions about a student’s day e.g. ‘Geni@l A1’ textbook p. 45 Was macht Boris?
 Record the answers to a survey about what students are allowed to eat and do in their free-time
e.g. ‘Feuerwerk 2’ workbook p. 71 Wie streng sind eure Eltern?
 Video cloze, e.g. ‘Geni@l A1’ CD-ROM Chapter 10, Übung 1
General writing activities:
 Respond to SMS messages about the weekend e.g. ‘Katzensprung 1’ workbook p. 63
 Practise putting the verb in second position e.g. ‘Katzensprung 2’ workbook p. 20, K or ‘Genau’
workbook p. 29, textbook p. 26
 Make plans for the weekend based on a list of phrases, sentences or sentence combinations –
Schreib die Konversation (see resource sheet 11)
General reading activities:
 Sort statements about sport into the appropriate country – Deutschland or Australien using
Welches Land ist das? (see resource sheet 12)
 Human jumble: group activity involving students arranging themselves into grammatical sentences
(see resource sheet 13)
 Cartoon story about a boy asking out a girl. Students can write their own similar cartoon and act it
out e.g. ‘Geni@l A1’ workbook p. 40
 Read some personal descriptions and work out who is the fittest based on their weekly activities
(see resource sheet 14)
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Introduction to the Task
1) Speaking activity: ‘Getting to know you’ activity with classmates. Each student prepares
five questions and is given two minutes with each person before swapping.
2) Reading activity: Look at a sample profiles from letternet.de, a mock penfriend website
(see resource sheet 15).
3) Writing activity: Write the speech for student’s own self-introduction video and submit
draft to teacher.
The Task
The Task
See Assessment task sheet for detailed information
1) Speaking task: Perform the speech prepared in point 3 above (optional – to be videotaped,
video could be edited and shown to younger students). Classmates are provided with
possible matching penfriends and try to find the most appropriate candidate.
2) Writing task: Write an email to your prospective penfriend of choice.
Unit evaluation and variation:
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Teacher signature:
___________________
Date:
___________________
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative