Course Profile International Languages,
Level 1, Academic, Public
Unit 1: About Me
Time: 18 hours
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
The teacher introduces beginning language students to basics of the language of study. Students learn to talk about themselves and to inquire about others, as well as to learn vocabulary and expressions related to their classroom environment. They begin to perform and write simple dialogues and are assessed on their listening, speaking, and writing skills. The unit assists students to learn more about themselves and others in their classroom, and creates the foundation to begin to communicate in the language of study.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.
Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03, WR1.04, WR1.05, GL1.01, GL1.03, GL1.04, GL1.05, GL1.06, GL1.08, GL1.09, GL1.10.
|
Activity 1 |
What Is Your Name? |
180 minutes |
|
Activity 2 |
Saying Hello and Goodbye |
200 minutes |
|
Activity 3 |
Fun with Numbers |
200 minutes |
|
Activity 4 |
My Classroom |
250 minutes |
|
Activity 5 |
Guess Who’s Coming to School |
250 minutes |
· basic understanding of an alphabet or phonetic symbols
· ability to recognize letters of the alphabet or phonetic symbols by their sounds in order to understand and spell vocabulary introduced in this unit
· The teacher gathers the resources listed.
· The teacher refers to the Achievement Chart, which is found in The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999, to establish the criteria lists for the assessment of student learning throughout the unit.
· The teacher prepares the criteria checklists for the unit activities prior to introducing the unit.
· The teacher pre-teaches/reviews the functional language (structures, theme, vocabulary) required for the successful completion of the tasks of this unit.
· The teacher clarifies expectations before each activity and discusses student achievement with the class following each activity.
· The teacher establishes with students the learning goals of the unit/activities.
· In this unit the following teaching/learning strategies are used: brainstorming, problem solving, memorizing, collaborative/co-operative learning, Internet research, simulating and performing, note making, and communication strategies which include questioning, speaking the language of study in small groups, participating in brief discussions, and writing dialogues and postcards.
· reflection: peer assessment
· observation: formal and informal
· performance: short written assignments, role performance, simulation
· tools: checklists, rating scales, video/audio tapes, quizzes (aural/oral, written/reading)
· culminating activities
· conference with teacher
· paper and pencil assessment: teacher-made, standard test
Berwick, Gwen and Sydney Thorne. Mach’s gut! Level 1. Cheltenham: Mary Glasgow Publications, 1998. ISBN 0 7487 3567 4
Berwick, Gwen and Sydney Thorne. Mach’s gut! Level 2. Cheltenham: Mary Glasgow Publications, 1999. ISBN 0 7487 4003 1
Briggs, Lawrence, Bryan Goodman-Stephens, and Paul Rogers. Zickzack Neu 1. Surrey: Thomas Nelson and Sons, 1993. ISBN 0-17-439785-2
Briggs, Lol, Bryan Goodman-Stephens, and Paul Rogers. Zickzack 1. Leeds: E.J. Arnold and Son Ltd, 1987. ISBN 0 560-15001-6
Farrel, Catherine and Paul Shannon. Trans-Europa-Express: Deutsch Level 1. London: Hodder and Stoughton Educational, 1999. ISBN 0 340 72059 X
Kraft, Wolfgang S. Deutsch Aktuell 1. St. Paul, Minnesota,
USA: EMC/Paradigm Publishing, 1998.
ISBN 0-8219-1449-9
Moeller, Liedloff, Kent. German Today 1, Fourth Edition. Boston:
Houghton Mifflin Company, 1989.
ISBN 0-395-47122-2
Eine kleine Deutschmusik, (German songs reinforcing vocabulary and grammar, set to familiar tunes), available from Tralco, TEL: (905) 575-5717; Toll free: 1-888-4-TRALCO; FAX: (905) 575-1783; Text/Workbook # 3-0468-9670-1; Music cassette # 3-468-9671-8
Annenberg/CPB
Collection. Fokus Deutsch (12 x 60 minute videos and
support materials)
Series Code # 64-31-1023; available from McGraw-Hill Ryerson Ltd; TEL: (905)
430-5050 or
(800) 565-5758; FAX: (800) 463-5885
CorelDRAW™, Ottawa. (www.corel.com/products for ordering information)
Clip Art (www.microsoft.com/clipgallerylive for free download of clip art)
German for Everyone. CD-ROM. Cambridge, Mass: The Learning Company, 1997. (2 disks)
Inter Nationes. Alles Gute, Langenscheidt (Video Series), 1989 Bonn ISBN 3-468-96870-1
Internet
Lernexpress (Free Video Series), TVOntario (call: 416-463-6886).
Goethe Institut, 163 King St. W. Toronto, Ontario. Phone: (416) 593-5257
School and public libraries
Time: 180 minutes
Students learn to use visual, oral, and verbal clues to recognize and understand the ways of asking and answering questions. They begin to use the definite gender specific articles, in expressing vocabulary such as the boy, the girl, as well as the personal pronouns he, she, and they.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language, used in different situations and for different purposes, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passage from different sources for various purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for specific purposes, using basic vocabulary and language structures.
Specific Expectations
OL1.01 - identify sounds and demonstrate understanding of basic vocabulary and language structures by responding to statements, questions, and commands;
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences);
OS1.02 - use basic vocabulary and language structures to ask and answer questions and to make statements, express likes and dislikes;
RE1.01 - read a variety of simple texts (e.g., dialogues, simple stories, anecdotes) for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.02 - read aloud with expression to develop standard pronunciation;
RE1.03 - use visual cues (e.g., linguistic patterns) to determine the meaning of texts in print and other media (e.g., magazines, CD-ROM, the Internet);
WR1.01 - write complete but simple sentences using basic vocabulary and language structures (e.g., describe family members, school routines);
WR1.02 - write answers to simple questions;
WR1.03 - write for specific purposes using a model (e.g., write a letter to a pen pal expressing likes and dislikes).
· an alphabet and its sound system
· use of the articles with nouns – gender of nouns
· subject pronouns, singular and plural (ich, du, er, sie, sie plural)
· interrogative pronouns (e.g., Who? How?)
· verbs: present tense of to be, to be named
· syntax: word order in simple sentences, positive and interrogative, subject/verb agreement, gender and number agreement in noun phrases
· The teacher selects a video or audio cassette of a brief dialogue between two or more individuals introducing one another.
· The teacher finds/creates a dialogue about meeting or greeting someone.
· The teacher hands out exercise in which students complete the conversations they hear or see on video.
· The teacher develops exercises in which students must create their own dialogues by completing fill-in-the-blank worksheets.
1. Whole class: Students listen to a tape and/or view a video tape in which several young people meet and inquire about the names of people in their group.
2. Individual: Students practise meeting and greeting each other orally.
3. Pair: Students read a dialogue about meeting and greeting someone. Students practise this dialogue orally with a partner.
4. Individual: The teacher introduces the pronouns he, she, and they. Students listen to a new tape recording of a brief dialogue and complete a fill-in-the-blank exercise provided by the teacher.
5. Whole class: Students engage in a game: The Name Chain. The students must ask the person behind them or next to them, what his/her name is. Following that question, they must ask this same person what the name of a student across the room is.
6. Whole class: Using the concept attainment method, the teacher pronounces short words as he/she writes them on the board. Students identify patterns in pronunciation.
7. Whole class: The class reads together a short dialogue introducing the vocabulary the girl, the boy, the woman, and the man. Students match this vocabulary with pictures.
8. Small
group: The teacher distributes pictures of a man, a woman, a girl, a boy and a
group of people. The students take turns asking one another the names of these
individuals (e.g., Wie heißt die Dame? Sie heißt Sigrid.) Alternative for Open level:
The teacher gives students the pronoun in the question (e.g., Wie heißt sie? Sie heißt Sigrid.).
|
Categories |
Expectations |
Tools |
Activities |
|
Thinking/ |
OL1.01 |
Observation |
Students listen to/view cassette/video of people meeting and greeting each other. |
|
Knowledge/ |
RE1.01, RE1.02, WR1.01 |
Observation |
Students add questions and answers. |
|
Application |
OS1.01, GL1.01, GL1.03, GL1.08 |
Observation |
Students read together, imitating the teacher’s pronunciation. |
|
Application |
OS1.01,
RE1.03, GL1.01, GL1.03, GL1.08 |
Demonstration |
Students match pictures and words (e.g., the men, the women). |
· Consult student’s Annual and/or Individual Education Plan.
· Students may listen or view tapes more than once.
· Allow an alternative to written work (e.g., presenting his/her work orally).
· For native speakers/strong students, provide additional readings incorporating greetings from different regions.
Berwick, Gwen and Sydney Thorne. Mach’s gut! Level 1. Cheltenham: Mary Glasgow Publications, 1998, pp.6-7 (greetings).
Briggs, Lawrence, Bryan Goodman-Stephens, and Paul Rogers. Zickzack Neu 1. Surrey: Thomas Nelson and Sons, 1993, pp. 6-7, 10-11.
Briggs, Lol, Bryan Goodman-Stephens, and Paul Rogers. Zickzack 1. Leeds: E.J. Arnold and Son Ltd., 1987, pp.4-5, 8-9.
Farrel, Catherine and Paul Shannon. Trans-Europa-Express: Deutsch Level 1. London: Hodder and Stoughton Educational, 1999, pp.2-5 (greetings, names)
Kraft, Wolfgang S. Deutsch Aktuell 1. St. Paul, Minnesota,
USA: EMC/Paradigm Publishing, 1998,
pp. 10, 15-17 (greetings)
Moeller, Liedloff, Kent. German Today 1, Fourth Edition (Unit 1: names, greetings)
Technological
Eine kleine Deutschmusik (German songs reinforcing vocabulary and grammar, set to familiar tunes) (a song about names)
German for Everyone. CD-ROM. Cambridge, Mass: The Learning Company, 1997. (2 disks)
Video series Alles Gute, c/o Inter Nationes, Kennedyallee 91-103, D-5300 Bonn 2, 1989, (Unit 1: Names)
Community
School and public libraries
Time: 200 minutes
Students learn and use a wider variety of greetings in the language of study. Greetings such as hello and goodbye are studied in the casual as well as formal setting. Visual cues and written dialogues assist the students in learning the various greetings.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language, used in different situations and for different purposes, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various purposes; applying knowledge of simple vocabulary and language structures;
WRV.01 - write for specific purposes, using basic vocabulary and language structures.
Specific Expectations
OL1.01 - identify sounds and demonstrate understanding of basic vocabulary and language structures by responding to statements, questions, and commands;
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to interpret simple oral messages in presentations and dialogues (e.g., interviews and conversations on audiotape and videotape);
OL1.03 - identify cultural aspects of the international language (e.g., use of formal and familiar forms of address);
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences);
OS1.02 - use basic vocabulary and language structures to ask and answer questions and to make statements, express likes and dislikes;
OS1.03 - apply knowledge of the cultural aspects of the international language by using oral language conventions appropriately (e.g., forms of greeting);
RE1.01 - read a variety of simple texts (e.g., dialogues, simple stories, anecdotes) for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.02 - read aloud with expression to develop standard pronunciation;
RE1.03 - use visual cues (e.g., linguistic patterns) to determine the meaning of texts in print and other media (e.g., magazines, CD-ROM, the Internet);
WR1.01 - write complete but simple sentences using basic vocabulary and language structures (e.g., describe family members, school routines);
WR1.03 - write for specific purposes using a model (e.g., write a letter to a pen pal expressing likes and dislikes).
· In some international languages it will be important for the students to understand that the language differentiates between casual and formal structures.
· The knowledge acquired in Activity 1 may be incorporated into Activity 2. This would assist the student in developing a dialogue of more substantial length.
· vocabulary: basic greetings
· other elements: essential characteristics of the writing system, as required
· The teacher provides a tape of various dialogues depicting a variety of salutations between different individuals.
· The teacher provides a handout with a taped dialogue. The teacher may choose to provide this handout as a fill in the blank exercise while students listen to the tape.
· The teacher prepares a handout with pictures of individuals greeting one another and a list of salutations, which the student must match with the pictures.
1. Whole class: Students read a variety of dialogues introducing the different ways of greeting each other according to the time of day and person being addressed (e.g., strangers, family, friends).
2. Whole class: Through teacher modelling and choral reading the students learn to pronounce the words and to differentiate between casual and formal structures.
3. Individual: Listening to a tape of various greetings students are asked to determine if the greeting voiced is a hello or goodbye and if the casual or formal form was used; students repeat what they have heard.
4. Individual: Students are given a handout with visual cues depicting individuals greeting one another and a list of greetings to match with the pictures.
5. Whole class: Students design their own nametag, using their culturally specific name from the language of study. They then walk around the classroom exchanging greetings. The teacher should participate in this activity in order to incorporate the formal structure.
6. Pair: Students write and present a dialogue incorporating greetings. Alternative for Open level: This dialogue could be directed, with fill-in-the-blanks to be completed by students from a list of possible words.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OL1.03 |
Observation |
Students differentiate between greetings. |
|
Thinking/Inquiry |
RE1.01, RE1.03 |
Observation |
Students match visual clues to greetings. |
|
Application Communication |
OS1.01, OS1.02, OS1.03, WR1.01, WR1.03, GL1.01, GL1.03, GL1.04, GL1.08, GL1.10 |
Rubric |
Students write a dialogue and present it to the class. |
· Consult student’s Annual and/or Individual Education Plan.
· Students may listen to tapes more than once.
· Students present dialogue only orally
· More time may be allowed to complete each task.
· For native speakers/strong students, provide readings about situations that necessitate either the casual or the informal form.
Berwick, Gwen and Sydney Thorne. Mach’s gut! Level 1. Cheltenham: Mary Glasgow Publications, 1998, pp. 14-15 (greetings), p. 18 (alphabet).
Briggs, Lawrence, Bryan Goodman-Stephens, and Paul Rogers. Zickzack Neu 1. Surrey: Thomas Nelson and Sons, 1993, p. 15.
Briggs, Lol, Bryan Goodman-Stephens, and Paul Rogers. Zickzack 1. Leeds: E.J. Arnold and Son Ltd., 1987, pp. 12-15.
Kraft, Wolfgang S. Deutsch Aktuell 1. St. Paul, Minnesota, USA: EMC/Paradigm Publishing, 1998, p. 11 (alphabet), pp. 21-23, 34-38 (greetings)
Moeller, Liedloff, Kent. German Today 1, Fourth Edition (Kapitel 1, p. 9 greetings and farewells)
Technological
Eine kleine Deutschmusik (German songs reinforcing vocabulary and grammar, set to familiar tunes, a song about names)
German for Everyone. CD-ROM, Cambridge
Mass: The Learning Company, 1997. (2 disks)
Inter Nationes. Alles Gute, Langenscheidt. (Video Series), (greetings: Unit 1 and Unit 4)
Annenberg/CPB
Collection. Fokus
Deutsch (12 x 60 minute videos and support
materials)
(Tape 1: greetings)
Community
School and public libraries
Time: 200 minutes
Students are introduced to the numbers 0-31 and study the pronunciation and spelling of the written form of the numbers. Students learn to recognize numbers through verbal communication and to incorporate them into the dictation of simple equations. The vocabulary plus, minus, divided by, multiplied by, and equals is introduced. A bingo/lotto type game concludes this activity.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language, used in different situations and for different purposes, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different situations and for different purposes, using basic vocabulary and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for specific purposes, using basic vocabulary and language structures.
Specific Expectations
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to interpret simple oral messages in presentations and dialogues (e.g., interviews and conversations on audiotape and videotape);
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences);
RE1.01 - read a variety of simple texts (e.g., dialogues, simple stories, anecdotes) for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.02 - read aloud with expression to develop standard pronunciation;
RE1.03 - use visual cues (e.g., linguistic patterns) to determine the meaning of texts in print and other media (e.g., magazines, CD-ROM, the Internet);
WR1.03 - write for specific purposes using a model (e.g., write a letter to a pen pal expressing likes and dislikes).
· letters of the alphabet for spelling of words
· common conjunctions (e.g., and)
· numbers 0-31, days, months, seasons
· other elements: essential characteristics of the writing system, as required
· The teacher prepares elementary equations to be dictated to the students.
· The teacher finds/creates bingo/lotto cards leaving empty spaces. The teacher prepares small pieces of paper, to be pulled from a container, with the numbers 0-31 on them.
1. Whole class: Students learn to pronounce numbers and express birthdays; postal codes; phone numbers, and addresses. Specific cultural aspects may be referred to at this point (e.g., name days are significant events in Germany). The teacher models sentences about birthdays, postal codes, phone numbers, and addresses, based on a personal information sheet.
2. Pair: Students complete a personal information sheet and relay the information to each other verbally (may be biographical or fictitious).
3. Whole class: The teacher models how to write numbers in the language of study. Students practise numbers up to 31 in words.
4. Pair: Students pretend to write each other cheques in amounts under 31 dollars.
5. Pair: Students dictate numbers to one another and evaluate the other’s work.
6. Whole class: The teacher introduces the vocabulary for plus, minus, divided by, multiplied by, and equals.
7. Small group: Students practise numbers by giving each other simple arithmetic questions using numbers up to 31 only.
8. Whole class: bingo/lotto – A student calls out numbers for a bingo/lotto-type game using numbers from 0 to 31. The first classmate to have five numbers in a row (diagonally, horizontally, or vertically) wins.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.02, OS1.01, RE1.01, RE1.02, RE1.03, WR1.03, GL1.08, GL1.09 |
Observation |
Students complete a personal information sheet and present it verbally. |
|
Communication |
OL1.02, OS1.01, GL1.09 |
Peer observation (checking each others’ work) |
Students dictate numbers to each other. |
|
Application |
WR1.03, GL1.09 |
Rating scale |
Students write cheques. |
|
Application |
OL1.02, OS1.01, GL1.09 |
Observation |
Students play bingo/lotto. |
|
Thinking/Inquiry |
OL1.02, OS1.01, GL1.06 |
Peer observation (checking each others’ work) |
Students create and read aloud arithmetic questions to each other. |
· Consult student’s Annual and/or Individual Education Plan.
· More time may be allowed to complete each task.
· Have native speakers/strong students call out the bingo/lotto numbers.
Berwick, Gwen and Sydney Thorne. Mach’s gut! Level 1. Cheltenham: Mary Glasgow Publications, 1998, pp. 8-9, 13, 15.
Briggs, Lawrence, Bryan Goodman-Stephens, and Paul Rogers. Zickzack Neu 1. Surrey: Thomas Nelson and Sons, 1993, pp. 8-15.
Briggs, Lol, Bryan Goodman-Stephens, and Paul Rogers. Zickzack 1. Leeds: E.J. Arnold and Son Ltd., 1987, pp. 6-8.
Kraft, Wolfgang S. Deutsch Aktuell 1. St. Paul, Minnesota, USA: EMC/Paradigm Publishing, 1998, p. 36 (numbers)
Moeller, Liedloff, Kent. German Today 1, Fourth Edition. (Kapitel 2: p.25, numbers1-19; Kapitel 4: p.64, numbers 20-100)
Technological
Video series Alles Gute, c/o Inter Nationes, Kennedyallee 91-103, D-5300 Bonn 2, 1989, (Unit 3: asking prices)
Community
School and public libraries
Time: 250 minutes
Students learn the vocabulary of the classroom as well as expressions useful at school (e.g., expressions used to ask permission, simple commands).
Strands: Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language, used in different situations and for different purposes, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different situations and for different purposes, using basic vocabulary, and language structures;
REV.01 - read age- and language-appropriate passages from different sources for various purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for specific purpose, using basic vocabulary, and language structure.
Specific Expectations
OL1.01 - identify sounds and demonstrate understanding of basic vocabulary and language structures by responding to statements, questions, and commands;
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to interpret simple oral messages in presentations and dialogues (e.g., interviews and conversations on audiotape and videotape);
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences);
OS1.02 - use basic vocabulary and language structures to ask and answer questions, and to make statements, express likes and dislikes;
RE1.01 - read a variety of simple texts (e.g., dialogues, simple stories, anecdotes) for comprehension, consolidation of oral skills, and expansion of vocabulary;
RE1.02 - read aloud with expression to develop standard pronunciation;
RE1.03 - use visual cues (e.g., linguistic patterns) to determine the meaning of texts in print and other media (e.g., magazines, CD-ROM, the Internet);
WR1.03 - write for specific purposes using a model (e.g., write a letter to a pen pal expressing likes and dislikes).
· definite articles and genders
· essential characteristics of the writing system
· classroom vocabulary
· command form of certain regular and irregular verbs for recognition only
· The teacher prepares cue cards with the names of the items to be found in the classroom.
· The teacher prepares True/False listening quiz.
1. Whole class: The teacher introduces the vocabulary of the classroom in singular and in plural forms with the definite article. Cards naming the objects are attached to classroom objects. The teacher points to the object and cue card and pronounces the word, which the students repeat in chorus. After removing the cue cards, the teacher gives students a true/false listening quiz in which the teacher gives true or false names to objects in the room.
2. Small group: The teacher gives students a selection of cue cards with the words of several items in the classroom. They attach the cue cards to the correct item. The group finishing first wins the game.
3. Whole class: The teacher asks: What is that? and students answer: That is a _________. Students then ask each other questions about the classroom.
4. Whole class: The teacher introduces common commands used in the classroom, then writes them on the board. The teacher says the command and shows the activity. Following this introduction the teacher demonstrates the action, and a student indicates where the command is displayed on the board.
5. Small
group: Students move into small groups and create dialogues incorporating
commands. Alternative for Open level:
students are given a series of cue cards on which commands are written. They
use these cards to give commands to the other group members.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OS1.01, RE1.02, GL1.09 |
True/False listening quiz |
Students repeat new vocabulary about the classroom. |
|
Application |
RE1.02,
GL1.09 |
Observation |
Students match names to classroom objects. |
|
Communication |
OL1.01, OS1.01, GL1.08, GL1.10 |
Observation |
Students respond verbally to questions about the classroom. |
|
Communication |
OS1.01,
RE1.01, RE1.03, GL1.04 |
Observation |
Students match commands to gestures. |
|
Thinking/Inquiry |
OL1.01, OL1.02, OS1.01, OS1.02, RE1.01, WR1.03, GL1.10 |
Rubric |
Students give commands to each other in dialogues. |
· Consult student’s Annual and/or Individual Education Plan.
· Students may do the vocabulary test orally.
· Students may be grouped heterogeneously.
· Students may do pen and paper test with the aid of a dictionary/textbook.
· More time may be allowed to complete each task.
· For native speakers/strong students, provide a match-the-columns activity incorporating more detailed classroom vocabulary (e.g., light switch, electrical outlet)
Briggs, Lawrence, Bryan Goodman-Stephens, and Paul Rogers. Zickzack Neu 1. Surrey: Thomas Nelson and Sons, 1993, p. 14.
Briggs, Lol, Bryan Goodman-Stephens, and Paul Rogers. Zickzack 1. Leeds: E.J. Arnold and Son Ltd., 1987, p. 45 (classroom objects).
Farrel, Catherine and Paul Shannon. Trans-Europa-Express: Deutsch Level 1. London: Hodder and Stoughton Educational, 1999, pp. 6-14 (classroom objects, expressions).
Kraft, Wolfgang S. Deutsch Aktuell 1. St. Paul, Minnesota, USA: EMC/Paradigm
Publishing, 1998,
p. 111, 115-117 (classroom objects)
Magazines
Moeller, Liedloff, Kent. German Today 1, Fourth Edition (vocabulary of classroom objects: p.121; the imperative: p.183)
Technological
Internet (pictures for visual cues)
Community
School and public libraries
Time:
250 minutes
Students discuss favourite numbers, days, seasons, months, and celebrities. They begin to ask and answer simple questions about people and events. Simplified cultural readings provide opportunities to gain insight into the cultures where the language of study is spoken. The culminating activity is a small-group skit requiring minimal adaptations and a high-interest opportunity for students to project information about their favourite celebrities.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of very simple spoken language, used in different situations and for different purposes, applying knowledge of basic vocabulary and language structures;
OSV.01 - communicate orally in different situations and for different purposes, using basic vocabulary and language structures;
REV.01- read age- and language-appropriate passages from different sources for various purposes, applying knowledge of simple vocabulary and language structures;
WRV.01 - write for specific purpose, using basic vocabulary and language structure.
Specific Expectations
OL1.01 - identify sounds and demonstrate understanding of basic vocabulary and language structures by responding to statements, questions, and commands;
OL1.02 - use visual cues (e.g., facial expressions) as well as some verbal cues (e.g., intonation, tones), to interpret simple oral messages in presentations and dialogues (e.g., interviews and conversations on audiotape and videotape);
OS1.01 - use standard pronunciation in the international language (for words and in phrases and sentences);
OS1.02 - use basic vocabulary and language structures to ask and answer questions, and to make statements, express likes and dislikes;
RE1.02 - read aloud with expression to develop standard pronunciation;
RE1.04 - respond to materials read by answering short questions;
RE1.05 - demonstrate knowledge of the culture of countries where the language is spoken (e.g., identify and describe typical foods, celebrations);
WR1.02 - write answers to simple questions;
WR1.03 - write for specific purposes using a model (e.g., write a letter to a pen pal expressing likes and dislikes);
WR1.04 - use resources to communicate more effectively in their writing (e.g., bilingual, visual dictionaries);
WR1.05 - use knowledge of the culture of countries where the language is spoken in materials they write or create (e.g., design a poster for a special event).
· numbers, days, seasons, months
· classroom object vocabulary
· greetings
· structures required to ask simple questions (e.g., where, when, who, what, why)
· descriptive adjectives (e.g., nervous, famous, anxious, happy, sad, favourite)
· names of cultural celebrations specific to the language of study (only those in the cultural readings)
· The teacher finds pictures of people in obvious emotional states (nervous, excited, anxious, happy, sad).
· The teacher prepares a rubric to assess interviews in pairs.
· The teacher finds/creates simple readings about people at cultural celebrations and prepares answer sheets.
· The teacher finds pictures of people at cultural celebrations.
· The teacher creates a simple rating scale to evaluate sentences.
· The teacher prepares copies of the substitution skit.
· The teacher prepares copies of the rubric developed with the class.
· The teacher arranges video equipment, location and schedule for skit tapings.
1. Whole
class: The teacher models sentences orally, describing people in pictures,
using the adjectives nervous, famous,
anxious, happy, sad, favourite. Students respond to the question How is he/she?, using the same set of
adjectives to describe more pictures. For
Open level: include the adjective in the question (e.g., Ist er glücklich? Ja,
er ist glücklich.)
2. Pair: The teacher models the following question-and-answer for pairs of students to practise: _________________ is coming. Are you nervous? Answer: No, I’m happy. (e.g., famous person)
3. Pair:
The teacher models an interview with a student about his/her favourite number,
day of the week, season, month, and celebrity. The students then perform
similar interviews in pairs, while the teacher circulates to assist them.
Students repeat the activity with a different partner, while the teacher
circulates to assess them using a rubric. For
Open level: students use a cue sheet with questions and two or three possible
answers.
4. Individual: Using simplified readings about people at cultural celebrations, students answer short
questions using
short sentences (e.g., Wer ist das? Das
ist Georg. Wann ist das? Es ist Georgs Namentag.)
Students check their own work against teacher-prepared answer sheets. Alternative for Open level: teacher provides
a fill-in sheet to guide the composition.
5. Pair:
Students choose a picture about a cultural celebration. With the aid of a
bilingual dictionary, students write as many simple sentences as they can about
the scene. The teacher circulates to assist students. The rating scale is
designed simply to evaluate the minimum number of correct sentences created
with teacher assistance. Alternative for
Open level: students unscramble simple sentences accompanying the pictures.
6. Small
group: Using the substitution skit (see Appendix C-01 – Skit for a Group of
Four), students create their own skit about a famous person dropping in on the
class unannounced. Students tape their skits on video, using props and
costumes. Alternative for Open level:
students write poster-size cue cards to help them with their lines.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OS1.01, OS1.02, GL1.05 |
Observation |
Students describe pictures of people using adjectives. |
|
Communication |
OL1.01, OL1.02, OS1.01, OS1.02, GL1.05 |
Observation |
Students respond orally to questions about their reactions. |
|
Application |
OL1.01, OL1.02, OS1.01, OS1.02, GL1.03 |
Rating scale |
Students interview each other about favourite number, day, season, month, celebrity. |
|
Application |
RE1.04, RE1.05, WR1.02, GL1.03 |
Answer sheets against which students check their own work |
Students answer questions about a cultural reading using short sentences (e.g., Wer ist das? Wann ist das?). |
|
Thinking/ |
RE1.02, WR1.04, WR1.05, GL1.08 |
Rating scale |
Students use dictionaries to write short sentences about pictures of German-specific scenes. |
|
Thinking/ |
OS1.01, OS1.02, RE1.02, WR1.03, GL1.10 |
Rubric developed beforehand with class |
Students create and video a skit. |
· Consult student’s Annual and/or Individual Education Plan.
· Students may be grouped heterogeneously.
· More time may be allowed to complete each task.
· For native speakers/strong students, prepare an assignment in which they look for celebration scenes in magazines, and answer questions in short sentences.
Berwick, Gwen and Sydney Thorne. Mach’s gut! Level 1. Cheltenham: Mary Glasgow Publications, 1998, Chapter 3 (favourite things).
Briggs, Lawrence, Bryan Goodman-Stephens, and Paul Rogers. Zickzack Neu 1. Surrey: Thomas Nelson and Sons, 1993, Chapter 1 (greetings).
Technological
Videos about cultural celebrations
Community
School and public libraries