Course Profile International Languages, Level
2, Open, Public
Unit 5: Hot Off The Press
Time: 18 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5
Students increase their knowledge of the types and roles of media through the study of media works. Through a series of teacher-directed activities, students develop the necessary language knowledge and cultural information to be able to understand media and its influence, both here and in the countries of the language of study. The teacher uses a wide range of assessment and evaluation tools that allow students to demonstrate their knowledge in all skill areas as they examine various types of ads, discuss media, and create a want ad and a book/CD/video jacket.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.
Specific Expectations: OL1.01, OL1.02, OS1.01, OS1.02, OS1.03,
RE1.01, RE1.02, RE1.03, RE1.04, WR1.01, WR1.02, WR1.03, WR1.04, GL1.01, GL1.02,
GL1.03, GL1.04, GL1.05, GL1.06, GL1.07, GL1.08, GL1.09, GL1.10.
|
Activity 1 |
Examining German Advertisements |
200 minutes |
|
Activity 2 |
Matching Stars and Films |
200 minutes |
|
Activity 3 |
Getting the Most for Your Money |
200 minutes |
|
Activity 4 |
Creating a Book/CD/Video Cover |
230 minutes |
|
Activity 5 |
Researching Effective Marketing Practices |
250 minutes |
· basic vocabulary associated with films, television, magazines, newspapers, and music
· experience in oral presentations
· ability to express facts, opinions, feelings in conversations, discussions, and in written form
· present tense and imperative of some regular and irregular verbs
· adjectives
· adverbs modifying verbs and adjectives
· Teachers gather the materials required.
· Teachers refer to the Achievement Chart, which is found in The Ontario Curriculum, Grade 9 and 10, Classical and International Languages, 1999, to establish the criteria lists for the assessment of student learning throughout the unit.
· Teachers prepare the criteria checklists for the unit activities prior to introducing the unit.
· Teachers pre-teach/review the functional language (structures, theme vocabulary) required for the successful completion of the tasks of this unit.
· The teacher and students discuss the learning goals of the unit/activities.
· In this unit the following teaching/learning strategies are used: brainstorming, problem-solving, memorizing, collaborative/cooperative learning, Internet research, simulating and performing, note- making, jigsaw activities and communication strategies which include questioning, speaking German in small groups, participating in class discussions, and writing in paragraph form.
· Reflection: peer assessment
· Observation: formal and informal
· Performance: projects, formal written assignment, role performances, simulation
· Tools: checklists, rating scales, rubrics, video/audio tapes, tests, quizzes (oral/aural, written/reading)
· Performance: formal written assignment, oral presentation
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 Ltd., 1993. ISBN 0-17-439785-2
Briggs, Lawrence, Bryan Goodman-Stephens, and Paul Rogers. Zickzack Neu 2. Surrey: Thomas Nelson and Sons Ltd., 1994. ISBN 0-17-439796-8
Briggs, Lawrence, Bryan Goodman-Stephens, and Paul Rogers. Zickzack Neu 3. ISBN 0-17-439880-8
Briggs, Lol, Bryan Goodman-Stephens, and Paul Rogers. Zickzack 2. Surrey: Thomas Nelson and Sons Ltd., 1989. ISBN 0-560-15011-3
Briggs, Lol, Bryan Goodman-Stephens, and Paul Rogers. Zickzack 3. Surrey: Thomas Nelson and Sons Ltd., 1989. ISBN 0-560-15021-0
Das Rad or Schuss (German student magazine), available from Scholastic Canada Ltd., 175 Hillmount Ave., Markham, (905) 887-7323
Farrel, Catherine and Paul Shannon. Trans-Europa-Express: Deutsch Level 1. London: Hodder and Stoughton Educational, 1999. ISBN 0 340 72059 X
Holt, Rinehart and Winston. Komm mit! Level 1. United States:
Harcourt, Brace & Company, 1995.
ISBN 030 325 196
Holt, Rinehart and Winston. Komm mit! Level 2. United States:
Harcourt, Brace & Company, 1995.
ISBN 030 325 528
Holt, Rinehart and Winston. Komm mit! Level 1 Teaching Resources. United States: Harcourt, Brace & Company, 1995. ISBN 030 325 234
Holt, Rinehart and Winston. Komm mit! Level 2 Teaching Resources. United States: Harcourt, Brace & Company, 1995. ISBN 030 950 600
Moeller, Liedloff, Kent. German Today 1, Fourth Edition. Boston:
Houghton Mifflin Company, 1989.
ISBN 0-395-47122-2
Moeller, Liedloff, Kent. German Today 2, Fourth Edition. Boston:
Houghton Mifflin Company, 1989.
ISBN 0-395-47135-4
Canadian and German magazines and newspapers
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
computer programs: CorelDRAW™ and Clip Art
German for Everyone. CD-ROM. The Learning Company, Cambridge, Mass.1997. (2 disks)
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
Inter Nationes. Alles Gute, Langenscheidt (Video Series), 1989 Bonn ISBN 3-468-96870-1
Internet (to download movie posters, research actors)
Goethe Institute, 163 King St. W., Toronto, Ontario. Phone: (416) 593-5257
library: videocassettes, book covers, articles on actors, television stars
Time: 200 minutes
Students view German television advertisements and listen to a series of pre-recorded ads. They learn to use visual and verbal clues to interpret ads. Then students read German advertisements and identify the basic parts of an ad in chart form. They use adjectives to describe and add colour to a product and then play the role of participants in a television show.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;
OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for different purposes;
WRV.01 - write for different purposes and audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OL1.02 - use visual clues (e.g., facial expressions, gestures) and verbal clues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., speeches, conversations, interviews on audiotape, videotape, and CD-ROMS;
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.03 - use visual clues (e.g., illustrations, punctuation) and some verbal clues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs and the Internet);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers).
· the present tense of regular and some irregular verbs (e.g., to have, to be, to want, to prefer, to like, and to dislike)
· cardinal numbers
· names of currency
· adjectives
· use of articles with nouns, irregular plurals, gender of nouns, and frequently used irregular nouns
· demonstrative, possessive and irregular adjectives
· words associated with the media, advertising (e.g., to advertise, to promote, to sell, to buy, to like and dislike, the title, the product, the logo, the picture/illustration, youth, adults, seniors, etc.)
· The teacher finds a listening exercise on tape/CD/Internet containing a variety of advertisements in German. The teacher also selects advertisements from the text, German magazines, newspapers, the Internet, and if possible from German television.
· The teacher prepares a chart on which students identify the product, brand name, message, target audience, and sound effects used in ads they hear.
· The teacher prepares a chart on which students write down new vocabulary from magazine ads.
· The teacher has dictionaries available in the classroom.
· The teacher prepares some ads by removing one of the essential parts for later addition by the student.
· The teacher seeks information about world cities from the Social Sciences Department, Library/Resource Centre, and the Internet.
· The teacher prepares slips of paper with the names of world cities.
1. Whole class: Students listen to pre-recorded (radio) advertisements. The teacher assists students in recognizing and understanding new vocabulary. If television ads are available, the teacher provides viewing opportunities.
2. Small group: Students identify on a chart the product, brand name, message, target audience, and sound effects used in the ads they heard. They also state their opinion on the effectiveness of each ad. Students present their findings to the class.
3. Individual: Students read magazine ads. Using a teacher-prepared chart and dictionaries/teacher’s help to look up new vocabulary, students identify the principal parts of each ad (title, slogan, brand name/logo, company, picture/illustration, text). Alternative for Academic course: students find their own ads, select the categories in which to identify the principal parts.
4. Individual: Das tut mir leid. Students form a line. The teacher shows each student a logo from an international company/brand name. If the student correctly identifies the logo, he or she goes to the end of the line; if the student does not identify the logo or takes longer than five seconds to answer the teacher says Das tur mir leid and the student sits down. The game continues until three students remain standing and the teacher declares them the winners.
5. Individual: Students examine ads that are missing a principal part. They identify the missing part, then complete the ad in a creative way. Students present their completed ads to the class orally. The teacher marks the ads using a rubric. (See Appendix C-01 – Rubric for Completing an Ad.)
6. Whole class: The teacher teaches/reviews how to use demonstrative, possessive, regular, and irregular adjectives with nouns. Students practise using adjectives with nouns, orally and in written form, using text and teacher-generated examples. Students view Unit 10 of Alles Gute (see Resources) for reinforcement of adjective endings. Alternative for Academic course: students write their own original noun phrases.
7. Pair: students pick the name of a world city from a hat, then role-play as participants in a television talk show. The topic is: “The best place in the world to live.” After library/Internet research, input from the Social Sciences Department, and note- taking, students list the reasons and justifications for living in that city. The groups present their show with the teacher as moderator (Appendix C-02 – The Best Place in The World to Live). Alternative for Academic course: Students decide on the criteria for evaluation of each city, then prepare a chart using Tables in Microsoft Word. A written copy is handed in and evaluated.
|
Categories |
Expectations |
Tools |
Activities |
|
Thinking/Inquiry |
OL1.01, OL1.02, WR1.01, GL1.09 |
Chart of parts of pre-recorded ads |
Students fill in the chart. |
|
Knowledge/ |
RE1.01, RE1.03, GL1.01, GL1.05 |
Magazine
ads Noun
phrases exercise |
Students identify parts of an ad. Students add correct article and adjectival ending. |
|
Communication/ |
OS1.01, OS1.02, RE1.01, RE1.03, WR1.03, WR1.04, WR1.01, WR1.03, WR1.04, GL1.01, GL1.05 |
Game: Das tut mir leid Rubric Rubric |
Students identify a company/brand logo. Students complete ads missing an essential part. Students present a world city and reasons why it is the best place to live. |
· Consult student’s Annual and/or Individual Education Plan.
· Students may listen to or view advertisements more than once.
· Diagnostic test: student’s comprehension of taped ads: students may present their findings orally.
· Students may use a computer to complete the missing part of an ad.
· Students may pick the applicable reasons for wanting to live in a world city from a teacher-generated list.
· Students select their own ads from German newspapers and magazines.
· Students visit an international bookstore/Internet site displaying German magazines to select their own printed media material.
Printed Matter
Berwick, Gwen and Sydney Thorne. Mach’s gut! Level 1. (Lektion 10: Hamburg); Lektion 12: Munich).
Berwick, Gwen and Sydney Thorne. Mach’s gut! Level 2. (Lektion 1: Austria; Lektion 10 Switzerland).
Briggs, Lawrence, Bryan Goodman-Stephens, and Paul Rogers. Zickzack Neu 3. (job ads: p. 9;ads: p. 54).
Holt, Rinehart and Winston. Komm mit! Level 2. (famous cities in Germany, pp. 62-63, 79-81, 155-157, 231-233)
Moeller, Liedloff, Kent. German Today 1, Fourth Edition. (cities: p.351; ads: pp. 3, 23, 47, 48, 81, 106, 138, 148, 171, 175, 179, 217, 223, 273, 282, 295, 311)
Moeller, Liedloff, Kent. German Today 2, Fourth Edition. (cities: pp. 23, 228, 232, 234, ads: pp. 22, 41, 126, 129, 172, 209, 253, 267, 270, 291, 316, 350, 355, 358, 371, 372, 392, 399).
Canadian and German magazines and newspapers (for ads)
Das Rad or Schuss (German student magazine), available from Scholastic Canada Ltd.,175 Hillmount Ave., Markham (905) 887-7323.
Technological
computer programs: Microsoft Word for Tables, CorelDRAW™ for adding missing part of ad
CD-ROM: German for everyone (for listening, reading comprehension, vocabulary building)
Internet (to download magazine ads)
Community
Goethe Institute (for pre-recorded radio, television ads)
Time: 200 minutes
Students read descriptive paragraphs about current films/television programs for specific information. Then, using material from newspapers, magazines, or the Internet, students choose a favourite actor in a film or television program and fill in basic personal information.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;
OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for different purposes;
WRV.01 - write for different purposes and audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OL1.02 - use visual clues (e.g., facial expressions, gestures) and verbal clues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., speeches, conversations, interviews on audiotape, videotape, and CD-ROMS;
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.03 - express opinions and needs in conversations and other practical situations (e/g., identify their favorite TV programs and explain the reasons for their preferences);
RE1.03 - use visual clues (e.g., illustrations, punctuation) and some verbal clues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs and the Internet);
RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions;
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending).
· familiarity with current films/television programs
· vocabulary associated with time: days of the week, months of the year
· present tense of regular and frequently used irregular verbs
· word order in simple sentences, positive, interrogative, negative
· idiomatic expressions
· experience in oral presentations
· use of articles with nouns, gender of nouns, frequently used irregular nouns
· present tense, regular and irregular verbs
· demonstrative and interrogative adjectives and their gender and case endings
· digital and analogue methods of telling time
· The teacher finds or prepares descriptions of films/television programs using a textbook, student magazines Das Rad or Schuss (see Resources), magazines, newspapers, or the Internet (German television programming can be found on the Internet), for use in reading or matching title and description of movie.
· The teacher prepares a large clock with moveable hands as well as 20-30 slips of paper to put in a hat for a time-telling game.
· The teacher has dictionaries available in the classroom.
1. Small group: The teacher hands each group a different descriptive paragraph about a recent/current film/television program (see Resources). Students decide what information they would like to discover about each program and create an information checklist. Using a dictionary and/or the teacher’s help, students fill in the information sheet. Then, as a jigsaw activity, students in each group visit other groups to tell them what they learned about their film/television program.
2. Pair:
The teacher reviews/teaches the names for the different types of movies: Abenteuerfilm, Krimi, Western, Aktionfilm,
Liebesfilm, Horrorfilm, Fantasiefilm, Komödie. From a scrambled list of
film names, and a brief description of each, students use the clues and match
the type of movie with the name and description. Alternative for Academic course: students create their own scrambled
list of film names and written descriptions of films using recent or current
films to test each other.
3. Whole class: Drawing examples from the previous descriptive paragraphs, the teacher reviews noun phrases consisting of demonstrative and interrogative adjectives, adjectives with correct gender, case endings, and nouns. (Dieser tolle Cowboy heißt Old Shatterhand; Welchen neuen Film hast du gestern gesehen?)
4. Whole
class: Using teacher-prepared cards each containing one of the three elements
of a noun phrase (demonstrative/interrogative adjective, regular/irregular
adjective, and noun), students create their own original noun phrases and write
them on the board/overhead projector for the whole class to view (this
interesting film, which famous actor, that fateful day). Alternative for Academic course: students write a “silly” descriptive
paragraph of five sentences using as many unusual noun phrases as possible.
5. Whole
class: The teacher reviews/teaches how to tell time using analogue and digital
methods. The students practise by pulling times printed in hours and minutes
from a hat. The three students who can give both analogue and digital times
orally without making a mistake are the winners. Alternative for Academic course: students use the international clock
to plan a week-long trip in Germany using plane and train schedules, the
Internet, or text to find these schedules.
6. Individual: The teacher assigns each student the task of researching his or her favourite actor from films or television programs by using magazines, the library/Internet. After quiet reflection and note- taking, students write a rough copy, exchange with a partner for peer editing, then polish their final copy for presentation.
7. Individual: Each student presents his or her favourite actor orally, then hands in his descriptive paragraph for formal teacher assessment.
|
Categories |
Expectations |
Tools |
Activities |
|
Thinking/Inquiry |
OL1.01, OL1.02, WR1.01, GL1.09, OS1.01, OS1.03, RE1.03, WR1.03 |
Checklist of information about a TV program/film Matching pictures, name, and description of film |
Students create and complete checklist. Students match types of films to names and descriptions. |
|
Communication |
OS1.01, WR1.01, WR1.02, GL1.04, OS1.01, RE1.01, RE1.02 |
Rubric Game |
Students complete descriptive paragraph of favourite actor. Students say time in analogue and digital form. |
|
Knowledge/ |
OS1.01, GL1.01, GL1.05 |
Sets of cards each with 1 part of a noun phrase |
Students put cards together to form noun phrases. |
· Consult student’s Annual and/or Individual Education Plan.
· Students may present their findings matching picture and description of films orally.
· The student may learn only digital time telling.
· The student may present the descriptive paragraph only orally for assessment.
· The teacher provides students with international train, plane, and bus schedules. Then, using international time, students decide which flights, trains, and buses would be the best connections, on a specific date, to get from point A to point B.
Printed Matter
Holt, Rinehart and Winston. Komm mit! Level 2. (pp. 233E, 233M, teacher’s edition: descriptions of television programs)
Holt, Rinehart and Winston. Komm mit! Level 1. Teaching Resources. (pp. 33, 262, 263: description of recent films)
Moeller, Liedloff, Kent. German Today 1, Fourth Edition. (p.133: train departure schedule)
dictionaries
movie/TV magazines in English, German
Canadian, German magazines and newspapers (articles on actors)
Das Rad or Schuss (German student magazines articles on famous German and American actors)
Technological
Internet for information on movie, TV stars
computer programs: CorelDRAW™ and Clip Art
CD-ROM: German for Everyone. Cambridge, Mass. (grammar review)
Internet (to download movie
posters, research actors)
http://excite.de.netscape.com/unterhaltung/katalog/10103 (television, actors)
Fokus Deutsch (Level 3, Tape 12: about German film, theatre)
Community
Goethe Institute (information on German actors, descriptions of television programs)
library: video cassettes, book covers, articles on actors and/or television stars
Time: 200 minutes
Students read and analyse two types of ads: ads describing available rooms, apartments, and condominiums and ads placed by people looking for accommodations. They then design and create a chart to determine which one has the most features and best price. Students learn how German forms new words from root words, then practise creating new words. Finally, they play the role of an exchange student and design and create their own ad seeking accommodation.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language used in various situations and for different purposes, applying language knowledge appropriate to the level;
OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for different purposes;
WRV.01 - write for different purposes and audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;
RE1.03 - use visual clues (e.g., illustrations, punctuation) and some verbal clues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs, and the Internet);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers).
· words associated with places (rooms, apartments, condominiums)
· adverbs of time
· demonstrative adjectives
· nouns and adverbs of time
· possessive, demonstrative, and interrogative adjectives
· compound nouns
· prepositional phrases
· ordinal numbers 0-100
· The teacher uses the text or German newspaper to find ads for rooms, apartments, and condominiums for rent (see Resources).
· The teacher prepares a list of compound nouns from the advertisements.
· The teacher writes a new list of common root words found in the textbook or workbook, to be used in a quiz.
1. Small group: After the introduction of new words associated with housing, students read silently, and then aloud, ads describing available rooms, apartments, and condominiums. In order to compare these ads, each group designs and creates a chart of desirable features.
2. Whole class: Students share their charts with one another and decide which features are to be included in the class chart.
3. Pair: Students compare the ads, complete the chart, decide which is the best apartment, room, or condominium based on the criteria, then present their findings and their personal choice to the class.
4. Whole class: Students view Unit 10 of Alles Gute (see Resources).
5. Whole class: Using examples from the advertisements, the teacher shows how new words are formed in German from root words and how students can guess the meaning of the new word built on those words. Students practise orally and on the board/overhead recombining root words to build new ones. Alternative for Academic course: students find compound nouns in ads previously studied.
6. Pair: Students play a game in which each pair is given a sheet with common root words scattered all over it. (See Appendix C-03.) Within a given amount of time (one to two minutes), pairs write down as many compound words as they can build. The team building the most correct compound nouns wins.
7. Individual: Students write a paper and pencil quiz, matching pictures and compound nouns, and creating com-pound nouns from root nouns. Alternative for Academic course: students find additional compound nouns in magazine ads previously studied.
8. Whole class: Students review nouns and adverbs associated with time: the days of the week, months of the year, years, today, tomorrow, yesterday, the day after tomorrow. Then each student dialogues with the teacher, filling in an oral cloze exercise, adding these words to incomplete sentences.
9. Whole
class: Using for rent and for sale ads, the teacher introduces ordinal numbers
for oral and written mastery. Students demonstrate their mastery of ordinal
numbers by saying an ordinal number for others to write in numbers (am
einunddreißigsten Mai – am 31 Mai). Alternative
for Academic course: students write the numbers their classmates say out loud.
10. Pair: Students take the role of an exchange student in Germany seeking a place to rent. They design and create their own ad using the vocabulary and phrases from the ads just studied. These student-created ads are then posted in the classroom and assessed by peers and teacher, using a rubric. Alternative for Academic course: students reply to the ads as owner of an apartment, etc., either in a letter or in a dialogue with the person seeking accommodation.
|
Category |
Expectations |
Tools |
Activities |
|
Thinking/Inquiry |
OL1.01, WR1.01, GL1.09 |
Chart of desirable features in apartment for rent ad |
Students create and complete chart. |
|
Communication |
OS1.01, RE1.01, RE1.02, RE1.03 |
Teacher/student dialogue: fill in the blank quiz |
Students do oral cloze exercise with days, date, years. |
|
Knowledge/ Application |
WR1.04, GL1.01, GL1.07, GL1.08, GL1.09, GL1.10 |
Quiz on compound words Want ad for accommodation |
Students complete pencil and paper test. Performance: Students write a want ad. |
· Consult student’s Annual and/or Individual Education Plan.
· Students may present their work orally.
· Students should be grouped heterogeneously.
· Students may do paper and pencil test with a dictionary/textbook.
· More time may be allowed to complete each task.
· To add challenge, the teacher has students pretend to answer the other students’ ads and offer rental accommodation, either on the phone, in person, or in a FAX.
Printed Matter
Briggs, Lawrence, Bryan Goodman-Stephens, and Paul Rogers. Zickzack Neu 3. (Chapter 3: rooms, house, apartment)
Briggs, Lol, Bryan Goodman-Stephens, and Paul Rogers. Zickzack 2. (pp. 26-29: a house)
Briggs, Lol, Bryan Goodman-Stephens, and Paul Rogers. Zickzack 3. (pp. 30-31: a house)
Holt, Rinehart and Winston. Komm mit! Levels 1 & 2.
Moeller, Liedloff, Kent. German Today 1 & 2, Fourth Edition.
German newspapers
Technological
computers for word-processing, the Internet
Alles Gute, Langenscheidt (video series Unit 10, looking for and renting an apartment)
Fokus Deutsch (Twelve 60-minute videos and support materials (Tape 1, Episode 3: vocabulary about living spaces, housing)
Time: 230 minutes
Students discover through observation and discussion what constitutes a book/video/CD cover, learn the appropriate words in German, then design and create a cover using available materials.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;
OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for different purposes;
WRV.01 - write for different purposes and audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;
RE1.03 - use visual clues (e.g., illustrations, punctuation) and some verbal clues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs, and the Internet);
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers).
· word order in simple sentences
· prepositional phrases (in the room, to the store)
· words associated with advertisements
· names of colours
· idiomatic expressions
· adverbs of time
· prepositional phrases (e.g., into the room, in the room, at the dentist, to the bank)
· common conjunctions (e.g., and, or, because, if, whenever, as if)
· word order in compound and complex sentences
· vocabulary associated with advertisements, leisure, music, television names of currency, colours
· The teacher selects book jackets/video covers from the library (see Resources) on various themes.
· The teacher creates a rubric to assess the student-created book/CD/video cover.
· The teacher asks students to bring art materials to class and/or reserve a computer in the library.
1. Small group: Looking at book/video/CD covers with a variety of themes, students discover through observation and discussion what information can be found on a book/CD/video cover. Following class discussion, students create a master graphic organizer of elements found on a cover.
2. Small group: Using a scrambled list of vocabulary from the master graphic organizer in English and German, students assign a German term to each English term and write down their matches.
3. Whole class: Listing German examples similar to ones found in the English text on book/video/CD covers, the teacher uses the “concept attainment” technique on the board to teach compound and complex sentence word order. (See Appendix C-04.)
4. Pair: The teacher hands out a sheet with main clauses and subordinate clauses. Within a given time, each pair writes as many correct compound and complex sentences as possible. The pair with the most correct answers wins.
5. Individual: Students write a paper and pencil quiz on word order in compound and complex sentences.
6. Pair: Students design and create their own book/video cassette cover. They post their covers in the classroom before reading them aloud to the class. The teacher assesses using a rubric.
|
Categories |
Expectations |
Tools |
Activities |
|
Thinking/Inquiry |
OL1.01, OS1.01, RE1.02, WR1.01, GL1.09 |
Informal observation |
Students find and present basic elements of a book cover/video jacket. |
|
Thinking/Inquiry |
OS1.02, RE1.01, RE1.03, RE1.04, GL1.08 |
Sentences organized in board exercise using concept attainment technique |
Students write correct word order in compound and complex sentences. |
|
Communication/ |
WR1.01, WR1.03, GL1.02 |
Book cover/video jacket |
Students create a book cover/video jacket |
|
Knowledge/ |
WR1.04, GL1.06, GL1.07, GL1.08 |
Quiz on compound and complex sentences |
Students create compound and complex sentences from main clauses and/or subordinate clauses |
· Consult student’s Annual and/or Individual Education Plan.
· Students may present their work orally.
· Students may do pencil and paper test with a dictionary/textbook.
· More time may be allowed to complete each task.
· To add challenge, the teacher gives students magazine and newspaper articles in the language studied, then asks them to find and identify compound and complex sentences.
· To add challenge, the teacher asks students to do the books covers/video jackets completely on computer, importing text and drawings as needed.
Printed Matter
Briggs, Lol, Bryan Goodman-Stephens, and Paul Rogers. Zickzack 2. pp. 74 (video jackets)
Holt, Rinehart and Winston. Komm mit! Level 1. (Kapitel 10)
Holt, Rinehart and Winston. Komm mit! Level 1 Teaching Resources. (Chapter resources, Book 4, p. p. 29)
Moeller, Liedloff, Kent. German Today 1, Fourth Edition.
Moeller, Liedloff, Kent. German Today 2, Fourth Edition.
Canadian and German magazines and newspapers
dictionaries
Technological
computer programs: CorelDRAW™ and Clip Art
Alles Gute, Langenscheidt, (film scene in a studio, talk show on TV)
Internet (for book, video descriptions)
Fokus Deutsch (Tape 12, Episode 36: vocabulary related to film)
Community
Goethe Institute, 163 King St. W.,
Toronto, Ontario. Phone: (416) 593-5257
(film/video/CD covers in German)
Time: 250 minutes
This activity is the culmination of previous activities. Students take what they have learned about advertising and produce several television ads of just one product, aiming each one at a different target audience (e.g., children, teenagers, adults, seniors). Where possible, these ads are videotaped and shown to the class.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;
OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for different purposes;
WRV.01 - write for different purposes and audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation.
RE1.03 - use visual clues (e.g., illustrations, punctuation) and some verbal clues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs, and the Internet);
RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions).
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending).
· ability to give a short oral presentation
· use of the comparative and superlative forms of adjectives
· present tense, regular and irregular verbs, including frequently used irregular verbs, verbs in simple negative constructions, modal verbs, past perfect tense (simple past tense in some international languages) use of negative forms (e.g., don’t, won’t)
· the imperative mode of regular verbs
· regular adjectives and irregular adjectives, possessive adjectives demonstrative adjectives interrogative adjectives
· subject pronouns singular and plural, interrogative pronouns, direct object pronouns
· imperative mode of commonly-used irregular verbs, use of the imperative to persuade
· The teacher collects magazines with a variety of ads, as well as ads in which the target audience is unclear.
· The teacher reminds students to bring art materials, costumes, and props to class.
· The teacher arranges for a video camera to record the ads.
· The teacher or students find sound effects or music to accompany the TV ads to add reality.
1. Whole class: The teacher conducts a review of the imperative of regular verbs and introduces the imperative of irregular verbs. Students test each other orally, by taking part in an exercise matching infinitives with forms of the imperative. Alternative for Academic course: students write the imperative forms.
2. Pair: The teacher gives the class a series of everyday scenes and a great variety of common responses in the imperative form. Students respond orally, choosing the imperative that suits the situation.
(Mom, there are no more glasses in the cupboard. Well, take one from the dishwasher and wash it!) Alternative for Academic course: students create and present their own everyday scenes.
3. Pair: Looking at German newspapers and magazines, students select numerous ads, each of which targets a different segment of the population. Each pair presents their ads and the clues that indicate the target audience.
4. Individual: The teacher hands out several ads in which the target audience is unclear. The student adds something to the ad to indicate the target audience. Each new ad is presented to the class with an explanation.
5. Small group: Students examine previous ads and from the visual and verbal clues guess the reason that would make consumers want to buy the product.
6. Small group: Students choose an everyday product (e.g., soap, hand cream, cookies, shampoo, cereal, car), design and create a name, company, and logo/slogan. They then decide on the groups to which their product will appeal and how they will vary their ads to appeal to different target audiences.
7. Small group: With the teacher’s help, a dictionary, and their portfolio of advertisements already studied, students write a basic script for a television ad. They make sure to include forms of the comparative and superlative of adjectives and the imperative, then vary it according to the target audience and the perceived reason each group would have for buying this product.
8. Small group: Students select the music, sound effects, costumes and props to accompany their ad. They then memorize their lines, practising correct oral pronunciation and intonation. Students videotape the ads where possible, then show them to the class. The teacher assesses the ads, using a rubric for oral work. Alternative for Academic course: students write magazine ads to accompany their television ad. (See Appendix C-03 – Evaluation Rubric for Presentation of Three Advertisements.)
|
Categories |
Expectations |
Tools |
Activities |
|
Thinking/Inquiry |
OL1.02, OS1.02, RE1.01, GL1.04 |
Informal observation |
Students match infinitives and imperative forms. |
|
Communication |
OL1.01, OL1.02, OS1.01, OS1.02, RE1.02 GL1.04 |
Dialogue |
Students give oral command in a familiar situation. |
|
Knowledge/ |
OL1.01, OL1.02, OS1.01, OS1.02, RE1.01, RE1.02, RE1.05, WR1.01, WR1.04, GL1.03, GL1.05, GL1.10 |
Rubric |
Students create a series of ads, each appealing to a different audience. |
· Consult student’s Annual and/or Individual Education Plan.
· The teacher may allow more time to complete each task.
· The teacher assigns students less demanding roles in the presentation of the advertisement.
· The teacher allows some students to use cue cards in the oral presentation of the advertisement.
· To add challenge, the teacher asks students to videotape each other or record their ads on audio tape.
· To add challenge, the teacher arranges a visit a local radio or television station, for the taping of a show, to see how ads are presented.
Printed Matter
Holt, Rinehart and Winston. Komm mit! Level 1.
Holt, Rinehart and Winston. Komm mit! Level 2.
Holt, Rinehart and Winston. Komm mit! Level 1. Teaching Resources.
Holt, Rinehart and Winston. Komm mit! Level 2. Teaching Resources.
Moeller, Liedloff, Kent. German Today 1, Fourth Edition.
Moeller, Liedloff, Kent. German Today 2, Fourth Edition.
Das Rad or Schuss (German student magazine)
ads from magazines and newspapers, previously-taped TV ads
Technological
computer programs: CorelDRAW™ and Clip Art
Fokus Deutsch (Twelve 60-minute videos and support materials)
video camera and videotape
music, sound effects, costumes
art materials to design and create the product