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AP® and Advanced Placement Program® are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, this product.
The International Baccalaureat® is a registered trademark of the IB foundation, which was not involved in the production of, and does not endorse, this product.
The language teaching community has reached strong consensus regarding the goals of a language program: to develop students’ language proficiency around modes of communicative competence reflecting real life communication. “
ACTFL 21st Century Skills Map
The program DAS REPORTERTEAM is firmly committed to pursuing these goals by applying the following key guidelines.
1. ACTFL World-Readiness Standards for Learning Languages
These National Standards describe what students need to know and be able to do in the framework of learning languages. They reflect the current educational landscape, including state standards, College and Career Readiness Standards, and 21st Century Skills, and are organized according to five global areas known as the 5 Cs.
GLOBAL AREAS STANDARDS
COMMUNICATION
Communicate via the three Modes of Communication: Interpersonal, Interpretive, and Presentational.
CULTURES
Relate products and practices of the target culture to the perspectives they reflect.
CONNECTIONS
Relate the target language and culture to other academic disciplines and acquire information from diverse perspectives.
COMPARISONS
Compare one’s own culture and language with the target culture and language.
COMMUNITIES
Foster lifelong learning within and beyond the school in order to participate in multilingual communities around the world.
Interpersonal Communication
Interpretive Communication
Relating Cultural Practices to Perspectives
Language Comparisons Making Connections
School and Global Communities
2. NCSSFL-ACTFL Can-Do Statements
Presentational Communication
Relating Cultural Products to Perspectives
Acquiring Information and Diverse Perspectives
Cultural Comparisons
Lifelong Learning
The NCSSFL-ACTFL Can-Do Statements are examples of learning targets that help teachers and students chart their progress towards greater proficiency, thus taking responsibility for their own learning while feeling involved and motivated. They are also invaluable tools for educators to write communicative learning targets for their curriculum, and for unit and lesson plans.
3. ACTFL 21st Century Skills Map
Learning other languages and understanding the culture of the people who speak them is vital to success in the global environment in which our students will live and work. The 21st Century Skills Map guides world language teachers to promote students’ career and college readiness. It also helps to develop the individual as language learners on a new and more invigorating view of the world.
COMMUNICATION
COLLABORATION
CRITICAL THINKING AND PROBLEM SOLVING
CREATIVITY AND INNOVATION
INFORMATION LITERACY
MEDIA LITERACY
TECHNOLOGY LITERACY
FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
Students as effective communicators use languages to engage in meaningful conversation, to understand and interpret spoken language and written text, and to present information, concepts, and ideas.
Students as collaborators use their native and acquired languages to learn from and work cooperatively across cultures with global team members, sharing responsibility and making necessary compromises while working toward a common goal.
Students as inquirers frame, analyze, and synthesize information as well as negotiate meaning across language and culture in order to explore problems and issues from their own and different perspectives.
Students as creators and innovators respond to new and diverse perspectives. They use language in imaginative and original ways to make useful contributions.
Students as informed global citizens access, manage, and effectively use culturally authentic sources in ethical and legal ways.
Students as active global citizens evaluate authentic sources to understand how media reflect and influence language and culture.
Students as productive global citizens use appropriate technologies when interpreting messages, interacting with others, and producing written, oral, and visual messages.
Students as flexible and adaptable language learners are open-minded, willing to take risks, and accept the ambiguity of language while balancing diverse global perspectives.
Students as lifelong learners are motivated to set their own goals and reflect on their progress as they grow and improve their linguistic and cultural competence.
Students as adept language learners understand diverse cultural perspectives and use appropriate socio-linguistic skills in order to function in diverse cultural and linguistic contexts.
Students as productive and accountable learners take responsibility for their own learning by actively working to increase their language proficiency and cultural knowledge.
Students as responsible leaders leverage their linguistic and cross-cultural skills to inspire others to be fair, accepting, open, and understanding within and beyond the local community.
DAS REPORTERTEAM is a proficieny-based, innovative, ACTFL standards-based German program that speaks to today’s young learners. It follows a communicative, task-based approach to learning through projects inspired by real-world scenarios. Our program offers authentic, engaging content that awakens students’ curiosity about the German-speaking world.
ACTFL World-Readiness Standards are at the core of the mission of DAS REPORTERTEAM:
Learning objectives in the form of Can-Do Statements leading to the completion of final projects
Essential questions for each lesson promote discussion and foster critical thinking skills
The three Modes of Communication: interpretive, interpersonal, and presentational modes integrated into the lesson sequences
A communicative approach to grammar in which students first focus on meaning, then on structures
Standards-based activities that integrate the 5 Cs throughout each unit
Integrated Performance Assessments (IPAs) that incorporate the three Modes of Communication
Why DAS REPORTERTEAM?
A student-centered, 21st century, comprehensive language and culture program
Students no longer take a passive role when learning German; they find themselves at the very center of language learning as doers and creators.
Beginning with level 1, students will interact with German-speaking cultures through thematic units, authentic resources, integrated technology, and engaging real-world tasks.
A communicative program where real-world language and projects take center stage
A variety of motivating and realistic communicative situations encourage interaction in the classroom and promote the language skills students need to meet their objectives. Final projects, key components of the backwards design model, invite students to extend and personalize their learning experience by creating various real-world products, such as a travel journal, a magazine, or a program for a weekend abroad.
An Integrated Performance Assessment at the end of each unit will give students the opportunity to show not only what they know, but what they can actually do with the language.
A fun, meaningful, and motivating approach to the German language
In DAS REPORTERTEAM, new words, functions, and structures of the German language are:
1. Discovered in a variety of interesting contexts.
2. Explored through inductive reasoning and/or language comparison.
3. Practiced in order to meet key objectives through meaningful activities and a multitude of games that create a stimulating and engaging environment.
A gateway to culture and language through authentic materials
Through DAS REPORTERTEAM’s thematic approach , students visit a variety of German-speaking communities and delve into engaging topics of interest to young people.
Authentic materials will lead students to a deeper understanding of the cultures of German-speaking communities.
An invaluable tool for differentiation and accessibility
Today’s classrooms harbor a varied group of students – one whose interests, home lives, and academic backgrounds are all unique. DAS REPORTERTEAM offers numerous materials that allow for differentiated instruction . Varied strategies and effective tools, such as visual vocabulary and grammar presentations, are available throughout each unit.
A promoter of multiculturalism in the classroom and beyond
The German classroom offers the opportunity to raise students’ awareness of the cultural richness of the German-speaking world. Intercultural skills are taught by comparing language and culture, reflecting upon the unique features of different countries, and accepting differences while rejecting stereotypes.
The KWL Hub is a platform offering digital content and resources for students and teachers who work with DAS REPORTERTEAM. It is designed with a clear purpose in mind: to improve teaching and learning experiences in middle school and high school environments with engaging content and helpful, user-friendly tools.
The KWL Hub is easy, flexible, and intuitive for all users. It includes a variety of resources, as well as robust functionalities that allow teachers to personalize the textbooks, assign homework, correct students’ work, offer feedback, create their own content, track the progress of each student, etc.
The KWL Hub is available as a website and as an app.
Compatible with:
- Smartphones and tablets: iOS and Android.
- Computers: Windows, Mac, Chrome OS and Linux.
The KWL Hub features the following components and resources:
• interactive version of the Student Edition
• interactive version of the Workbook
• enriched eBook version of the Student Edition
• enriched eBook version of the Workbook
• eBook version of the Teacher’s Edition
• assessment program
• grammar tutorials (videos)
• pronunciation tutorials (videos)
• scripts for all videos and audio recordings
• closed captioning on all videos for students with hearing impairments
• audio recordings of all readings for students with visual impairments
• differentiation worksheets
• assessment rubrics
• self and peer assessment rubrics … and many more!
INTERACTIVE VERSIONS OF THE STUDENT EDITION AND THE WORKBOOK
Interactive, browser-friendly versions with size-adaptable pages that allow for a full digital learning experience. Students can write directly in the writing fields, record themselves, self-correct, re-do activities, attach files and send all of their work to the teacher.
ENRICHED eBOOK VERSIONS OF THE STUDENT EDITION AND THE WORKBOOK
eBook versions that allow teachers and students to browse through all the pages and grant them access to all of the video and audio files.
Urban and Rural Environment p. 128 Cultural Note TE
Life Stories p. 129
Experiences Human Ingenuity Sharing the Planet Social Organization
Travel/Geography
pp. 144 Cultural Note TE, 145
History p. 144 Cultural Note TE
Experiences Human Ingenuity Identities Sharing the Planet Social Organization
History p. 186 Cultural Note TE
Education/The Working World
pp. 146–169, 146 Authentic Resource TE, 147 Kultur, 153 Kultur, 154 Cultural Note TE, 172–173, 181–185
Customs and Traditions pp. 146–147, 152, 154–155, 166–173, 181–185
Equality/Social Engagement pp. 166–167, 166 Authentic Resource TE, 167 Kultur
Leisure Activities pp. 168–169, 178, 181
Scientific Innovation p. 170 Kultur
Artistic Expressions pp. 171 Kultur, 179, 182–183
Travel/Geography
pp. 186 Cultural Note TE, 187, 204 Cultural Note TE, 207 Authentic Resource TE, 212–213, 212 Cultural Note TE
Health and Well–Being
pp. 188–195, 188 Authentic Resource TE, 189 Kultur, 190 Authentic Resource TE, 194 Cultural Note TE, 200–203, 204 Cultural Note TE
Scientific Innovation p. 190
Globalization pp. 194–195
The Working World pp. 205 Kultur, 205–206
Customs and Traditions pp. 204 Cultural Note TE, 206 Kultur, 206–213, 207 Kultur, 211 Kultur, 212 Cultural Note TE, 220–227
Communication and Media p. 226 Cultural Note TE
Experiences Human Ingenuity Sharing the Planet Social Organization
Travel/Geography pp. 228–237, 228 Cultural Note TE, 230 Authentic Resource TE, 236 Cultural Note TE, 248 Cultural Note TE, 256–257, 256 Cultural Note TE
Leisure Activities pp. 231–237, 231 Kultur, 244–245, 247, 266–269
Transportation pp. 233 Authentic Resource TE, 238–239, 244–245, 268
Customs and Traditions pp. 248–257, 262–263, 265
The Working World pp. 249–254, 248 Cultural Note TE, 249–250 Kultur, 253 Kultur, 256–257, 262–263, 265, 268
Artistic Expressions pp. 251–253, 256–257
The Environment pp. 253–254, 265
UNIT INTRODUCTION
Essential questions
Two questions (one per lesson) that guide students throughout the unit and put the main topics of both lessons into perspective. These questions are tied to the core of the lessons and develop critical thinking skills
Reporterteam video
Each unit is built around a Reporterin or Reporter, a teenager from a Germanspeaking country. In the video, the Reporterinnen and Reporter introduce themselves, their country and/or region, and the main topics of the unit.
LESSON INTRODUCTION
Lesson overview
A summary of the lesson goals: the first column presents the communicational goals, the second presents the vocabulary and grammar structures, and the third shows the cultural aspects of the lesson.
Authentic resource
A diverse choice of authentic realia (photos of famous landmarks, movie posters, awareness campaigns, etc.) relates to the country/region and lesson topic, and provides the main basis for the Wir starten activities that follow.
MINIPROJEKTE and ABSCHLUSSPROJEKT
The two Miniprojekte (one per lesson) and the Abschlussprojekt (one per unit) are real-world projects in which students will use the grammar, vocabulary, and communicative skills they learned in each lesson.
Information on the featured location
A map of the country or region the Reporterin or Reporter comes from, including information and interesting trivia facts
Opening activities
Activities based on the video about the Reporterin or Reporter
Culture
This feature highlights one of the 5 C’s with a short text about a specific cultural element.
5Cs question
A short question based on Cultural Comparisons or Connections
Reporterteam chat
In these text messages, the Reporterinnen and Reporter talk about a featured authentic resource. The chat is a fun and relatable way to introduce the main topic of the unit and some basic vocabulary as well.
Can-Do Statement
A clearly-defined sentence allows students to set their learning goal for this section and chart their progress towards language proficiency.
Activity type
Each activity is introduced by one or more verbs (lesen, schreiben, etc.) which will help students understand which communication skill(s) will be required in the activity.
Descriptive title
A title that describes in a few words the communicational goals of the spread.
Sprachdetektiv
This icon indicates that students will analyze an aspect of the language in order to understand it better. Students will also be asked to compare German with English and work out the rules by themselves.
All of the texts are available as audio recordings to allow students to work on pronunciation and intonation. These recordings are especially helpful for auditory learners. Two or three double-page spreads per
Meine Lieblingsleute1 Hi! Ich präsentiere hier „Meine Lieblingsleute“! Diese Personen sind wichtig für mich meine Freunde und Freundinnen, Personen aus meiner Familie, Lehrer und Lehrerinnen,
Text recording
Warum ist Leni bekannt? can ask for and give information about family relationships.
5 LESEN, SPRECHEN UND SCHREIBEN
A. Read the article and say which professions and countries appear in the text.
Leni Klum und ihre Familie
Leni Klum ist Model. Sie kommt aus den USA. Sie ist in Deutschland sehr bekannt, denn sie macht die digitale Berlin Fashion Week. Sie wohnt in New York.
Ihre Mutter ist Model und Produzentin für TV-Shows. Sie heißt Heidi Klum und kommt aus Deutschland.
Lenis Vater Flavio Briatore kommt aus Italien.
Communication examples
Examples of answers serve as a guide for students. They are always written in blue and the grammatical structures are highlighted in yellow.
Listening activity
An activity based on an audio recording
Ihr Adoptivvater ist der Sänger Seal aus Großbritannien.
Er ist Heidis Ex-Mann. Seine Mutter kommt aus Nigeria und sein Vater kommt aus Brasilien.
Ihre Halbgeschwister Lou, Johan und Henry wohnen in den USA. Sie sind Seals und Heidis Kinder. Tom Kaulitz, ihr Stiefvater, ist ein Musiker aus Deutschland.
die Cousins von Emirs Mutter. b. Emirs Cousins sind in Berlin. c. Seine Cousine Aylin ist 15 Jahre alt. d. Emir, Maik und Aylin gehen am Donnerstag ins Kino.
Spiel
Games offer further training on the studied language structures.
Mutter ist Model und Produzentin für TV-Shows. Ihr Adoptivvater ist der Sänger Seal aus Großbritannien. Ihre Halbgeschwister wohnen in den USA. Seine Mutter kommt aus Nigeria.
Sein Vater kommt aus Brasilien.
E. You are Leni Klum.
Rewrite the sentences from activity A in the first person ich Ich heiße Leni Klum und bin Model. …
SCHREIBEN UND SICH
Strategie
Tips and strategies for successfully carrying out the activities
Meine Vokabeln
A list of the active vocabulary on the double-page spread, including a reference to the Meine Vokabeln section at the end of the lesson
Collaboration activities
Activities that can be completed in pairs or in small groups
Step-by-step approach
All of the videos and some of the texts offer a step-by-step approach to help students understand, interpret, and analyze what they see or read.
Video activity
An activity based on audiovisual materials that are often authentic resources
Extra
A more challenging activity. Aimed at faster or more advanced (or motivated) students, to be done at the end of an activity cycle
Materials and worksheets linked to some of the activities of the double-page spread, like Differentiation Worksheets and the e-Workbook
Workbook
A reference to the corresponding Workbook pages
Meine Grammatik
Concise, color-coded presentations and examples of the grammatical structures of the double-page spread, along with a reference to the Meine Grammatik pages at the end of the lesson
Weiβt du noch?
An effective, spiraled approach: vocabulary or grammar are reused to help students apply them in a different context
Authentic resource
A variety of engaging authentic resources, such as pictures, texts, videos, and graphics
DAS DEUTSCH-MAGAZIN
Das Deutsch-Magazin
These magazine features are written by one of the a Reporterin or Reporter. The articles are adapted to the students’ proficiency levels. They cover relevant cultural topics of the country or region featured in the unit.
Can-Do Statement
DAS DEUTSCH-MAGAZIN
Willkommen in Berlin
von Emir Yilmaz Reporter aus Berlin Deutschland
Ich liebe Berlin, meine Stadt ist die beste! Berlin hat viel Geschichte und viel Natur. Und sie ist Deutschlands KinoHauptstadt2 Ich liebe3 Filme und gehe am Wochenende oft mit meinen Freunden ins Kino oder sehe Serien im Internet. In Berlin gibt es 91 Kinos! Und was magst du? Komm nach Berlin, es gibt Aktivitäten für alle!
Geschichte:
Comprehension activities
The comprehension activities target the interpretive mode, which calls on students to show deeper understanding, make inferences, etc.
MEINE GRAMMATIK
Grammar presentation
Visual, color-coded explanations with diagrams, outlines, and examples help the students digest the grammatical structures of the lesson.
5Cs questions: Language Comparison
A simple question encourages students to consider the differences and similarities between German and English
5Cs: Connection
Discipline to which the magazine issue is related.
Verbindung zu: Geschichte und Kunst
Aktivität Nummer 1 Bist du neugierig und liebst Geschichte?
war nach 1945 in Sektoren geteilt4 Der Checkpoint Charlie war ein wichtiger militärischer Kontrollpunkt der Amerikaner. Die Berliner Mauer5 teilte die Stadt von 1961 bis 1991. Das Mauermuseum ist auch super interessant!
at the pictures and read the questions that introduce each section. Predict what each text will
Aktivität Nummer 2 Bist du sportlich und magst die Natur?
Die Berliner und die Touristen lieben den Wannsee. Hier kann man schwimmen, spazieren gehen oder Rad fahren. Alle haben Spaß6! Aber auch der Park Tempelhofer Feld ist fantastisch: Man kann Picknick machen, Rad, Inlineskates oder Skateboard fahren und Windskating machen. Windskating ist total cool!
Aktivität Nummer 3 Bist du glamourös und liebst Kino?
Es gibt drei große Filmfestivals in Europa: in Berlin, in Cannes (Frankreich) und in Venedig (Italien). Im Februar kommen
Jetzt bist du dran!
An individual presentational writing project consists of a short journalistic text that could be a contribution to the Deutsch-Magazin.
Strategie
Tips and strategies for successfully carrying out the task
MEINE GRAMMATIK
1. Genitive -s with proper names
What is it?
• You can express possession and relationships using the genitive -s and a proper name.
What forms does it have?
Add an -s to a proper name. Don’t add an -s when a proper name ends in s ß tz z or x In this case you only have to add an apostrophe.
Das ist Emirs Vater. This is Emir’s father. Das ist Marlies Mutter. This is Marlies mother.
13 14 15 Answer these questions with Nein, Give the correct answer and use the genitive for the names.
a. Ist das Emirs Schwester? (Finn) Nein, das ist Finns Schwester.
b. Sind das Finns Brüder? (Andrea)
c. Ist das dein Onkel? (Yunus)
d. Ist das deine Mutter? (Sara)
e. Sind das deine Halbgeschwister? (Lena)
f. Ist das Marys Großmutter? (Max) Write sentences with the given elements.
a. Emir / Schwester / intelligent / sein Emirs Schwester ist intelligent.
b. Finn / Cousin /
References to visually appealing Grammar tutorials for each topic, as well as to SelfCheck Quizzes
Rad / fahren
Look at Emir’s family. Refer to the pictures on p. 106 to help you. Write sentences with Das ist Das ist Emirs Schwester. a c d e b In what way does the use of the genitive -s in German compare to the use
Practice activities
Activities to practice the grammatical structures start with simpler tasks and move towards more challenging ones.
MEINE VOKABELN / AUSSPRACHE
Vocabulary presentation
A clear, visual presentation: every word is illustrated and translated Words are arranged in alphabetical order and for each word, the corresponding article is given, together with the feminine form if there is one.
Text recording Students can listen to the words on The KWL Hub.
Spiel
A game offers further training on the vocabulary covered in the lesson.
Aussprache
A presentation of German pronunciation topics provides a space to observe and practice correct German pronunciation
Mein Wortschatz
This activity aims to personalize and expand the vocabulary of the lesson.
Pronunciation tutorial
Each topic goes with an engaging pronunciation tutorial
MINIPROJEKT
Miniprojekt
A real-life task that students complete using the grammatical structures, vocabulary, and communication skills they studied and acquired in the lesson
Meine Lieblingsleute
Final product example
A graphic example of a final product
ABSCHLUSSPROJEKT
Abschlussprojekt
A real-life task that students can perform by using the grammatical structures, vocabulary, and communication skills they studied and acquired in the unit
An Assessment
Rubric and Self and Peer Assessment Rubrics based on the ACTFL Performance Descriptors for Language Learners
A
Context and product
A detailed description of the context in which the task should be completed and a clear explanation of what the final product should look like
Task instructions
Step-by-step instructions to meet the task’s objectives
Alternative
A digital or a traditional option to adapt the product to different situations
Strategie Tips and strategies for successfully carrying out the task
Meine Lieblingsleute
Unit Organization
TESTVORBEREITUNG
Context
The IPA is introduced by text indicating a context in which the assessment is carried out.
Real-life communication Presentational and Interpersonal Communication activities are always real-life examples of communication
Three Modes of Communication
Activities practice the three Modes of Communication and consolidate the grammar, vocabulary and culture of the unit. The IPA is based on authentic documents
APPENDICES
Useful Expressions
TESTVORBEREITUNG ·
An Assessment Rubric for each activity based on ACTFL Performance Descriptors for Learning Languages
Grammar and vocabulary references Students can refer back to the grammar and vocabulary sections for help.
Strategie Tips and strategies to successfully carry out each activity
A collection of the communicative resources: the most frequently used phrases seen in class along with other expressions commonly used when dealing with everyday situations.
Grammar Summary
A concise summary of the grammar structures studied up to this level, organized in tables to show the whole picture.
Glossary
Active vocabulary words organized alphabetically with references to the units where they appear.
Differentiated Instruction
Today’s classrooms are incredibly heterogenous: they include students with different academic abilities and learning styles, students who speak different languages, students with different cultural backgrounds and home lives, and students who may have learning difficulties or disabilities. Valuing the strengths that each one of them brings to the classroom is the first step toward ensuring their success.
Our purpose is to help teachers respond to the diverse needs, readiness, interests, and learning profiles they will encounter in the classroom. DAS REPORTERTEAM provides themes that cover a wide variety of interests and activities and strategies that appeal to different learning styles. Moreover, effective differentiation in instruction and assessment requires thoughtful adjustment for four key aspects of learning: content, process, products, and pacing.
Content What students learn
Process
How students learn
Product
How students demonstrate what they learned
Pacing
The rate of student progress
Forming the Perfekt
Teacher-led activities
Short readings and listening activities, with levelappropriate vocabulary and structures
Closed-ended activities
Guided writing and oral tasks (using graphic organizers, sentence starters to complete…)
Additional time for creating and revising before presenting
Using linking words and time expressions in the Perfekt
Timed activities without a guide
Longer, more complex, and authentic resources for reading and listening activities
Open-ended activities
Complex writing and oral tasks without a guide
One class period to create a presentation and one to deliver it and make adjustments as needed
Regarding assessment, students perform better when assessed on smaller amounts of material over longer periods of time, with instructions given in their native language, by selecting answers rather than producing them, and by focusing on individual standards rather than a complex combination.
Resources for differentiated instruction in DAS REPORTERTEAM
• Differentiation Worksheets providing different versions of the activities for both lower and higher proficiency students
• Suggestions for learning strategies suitable for a variety of learning styles
• Videos with closed captioning for students with hearing impairments
• Audio recordings of all readings for students with visual impairments
• An accessible layout suitable for students who face learning challenges:
- Simplified instructions and action verbs noted in bold
- Clear and easy-to-read fonts for students with dyslexia
- Color-coded grammar structures
- Vocabulary presentations in a highly visual format
• A multitude of annotations in the Teacher’s Edition that suggest ways to accommodate all students’ needs or to challenge them further
NOTE: If Lesson 1 of a unit consists of three double-page spreads, Lesson 2 will only consist of two double-page spreads, and vice versa. The same applies for Meine Grammatik
CLASS SESSIONS
NOTE: If Lesson 1 of a unit consists of three double-page spreads, Lesson 2 will only consist of two double-page spreads, and vice versa. The same applies for Meine Grammatik.
Assessment Program
Rather than an end point in evaluation, assessment serves as the initial starting point when creating an educational program that follows the principles of backwards design. Defining the learning objectives and how they are to be evaluated is key to a successful, realistic approach to course planning. Communicating these objectives and criteria to students is essential in involving them in their own learning processes.
Formative assessment is an assessment FOR learning. It provides opportunities for students to practice communication skills and self-assess how well they can use them. Formative assessments can be used to monitor student learning, provide additional practice, or reteach concepts as appropriate.
In DAS REPORTERTEAM
• Testvorbereitung · IPA is a formative assessment in the IPA format intended to show how well-prepared students are for the IPA summative assessment. It consists of three activities based on authentic documents and real-life situations with Interpretive, Presentational, and Interpersonal tasks. Students can read and discuss the Assessment Rubrics to verify their understanding of the assessment criteria before completing each activity.
• MINIPROJEKTE and ABSCHLUSSPROJEKTE are valuable tools for formative assessment. They are accompanied by Assessment Rubrics for teachers and Self and Peer Assessment Rubrics for students. After completing their own projects, students can do the Self Assessment Rubrics. And, they can fill out Peer Assessment Rubrics while reviewing other students’ projects.
Summative assessment is an assessment OF learning. It evaluates student achievement of instructional goals at the end of a unit. Integrated Performance Assessment (IPA) is a summative performance assessment developed by ACTFL to evaluate communication skills in the three Modes of Communication. The IPA includes three real-world tasks (Interpretive, Presentational, Interpersonal) connected under a single theme and emphasizing application of learning.
In DAS REPORTERTEAM
• The Skills-Based Exams (Lektionstests) are both achievement and performance tests. They include assessments of grammar and vocabulary, as well as interpretive reading, interpretive listening, and presentational writing and speaking.
• The Proficiency-Based Exams (Test · IPA) are designed according to ACTFL’s IPA prototype for assessing student progress in building proficiency. They are accompanied by corresponding Assessment Rubrics integrated into the worksheets. Students can remember the assessment criteria by reading the rubrics before doing each activity.
Assessment Rubrics describe the most important characteristics of performance. The assessment rubrics used in DAS REPORTERTEAM are based on the ACTFL Proficiency Guidelines and the ACTFL Performance Descriptors.
Assessment Plan
Check for comprehension in class
Throughout the units Suggestions in the Teacher’s Edition
Grammar Self-check Quizzes After teaching each grammar point
Vocabulary Self-check Quizzes After teaching each vocabulary section
Culture Quiz
At the end of each unit
My Progress At the end of each unit
Self-Check Quizzes
Self-Check Quizzes
General Resources
General Resources
Miniprojekt At the end of each lesson Student Edition
Abschlussprojekt At the end of each unit Student Edition
• Self and Peer AR
• Assessment Rubrics
• Self and Peer AR
• Assessment Rubrics
Testvorbereitung · IPA At the end of each unit Student Edition Assessment Rubrics
General Resources
Pre-course Diagnosis Before starting the course
Skills-Based Lesson Exam (Lektionstest) At the end of each lesson
Skills-Based Midterm Exam (Zwischentest) At the end of Unit 3
Skills-Based Final Exam (Abschlusstest) At the end of Unit 6
Proficiency-Based Unit Exam (Test · IPA) At the end of each unit
Proficiency-Based Midterm Exam At the end of Unit 3
Proficiency-Based Final Exam At the end of Unit 6
Index of Cultural References
BAABC-rap (song), P: 2 (video)
Abi-Party (also known as Abi-Ball) (celebration), U4: 173
Abi-Streich (tradition), U4: 173
Abitur, Deutschland (education), U4: 155, 173
Adele Block-Bauer I (also known as Goldene Adele) (painting), P: 1c
No part of this work may be reproduced or distributed in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system without prior written permission from Difusión, Trafalgar, 10, 08010 Barcelona. Student Edition ISBN: 978-84-1157-129-6
KLETT WORLD LANGUAGES
LANGUAGE SPECIALISTS
KLETT WORLD LANGUAGES is a publishing house specializing in print and digital instructional materials for learning and teaching world languages.
Our mission is to help students become global citizens by developing their intercultural and critical thinking skills through language learning. We aim to help students learn and use language in real-life situations by creating engaging and meaningful content that sparks their curiosity and motivates them to learn.
We strongly believe that teachers play a key role in language learning, and part of our mission is to support them and to provide ample opportunity for professional development.
THESE ARE OUR VALUES
Having them is not enough. We live by them.
1 COMMITMENT
Because everyone on the core KWL team has a background in education and works closely with educators and students, our commitment goes far beyond our daily work. We understand the needs of educators and students and we are passionate about looking for solutions and tools to help them succeed.
3 AFFORDABILITY
We are committed to providing high-quality print and digital content at affordable prices to all who want to learn a language.
5 COMMUNICATION
We view languages as tools for communication and action. To learn a language and build authentic communicative competency, students need a realistic context, a true need to communicate, a focus on meaning, and the right linguistic resources. That is what we provide in our educational materials.
2 INNOVATION
Our educational materials focus on the most current pedagogical methodology. Our digital resources provide original and authentic content via a simple easy-to-use platform.
4 EDUCATOR SUPPORT
We see educators as our partners, and the core of our mission is to support them by providing professional development opportunities, high-quality documents and activities, and instructor resources in an easily accessible format.
6 GLOBAL PERSPECTIVE
Our content is created to help students use language to communicate and interact with other communities and cultures both in the United States and abroad. Our books present a respectful, modern, and open-minded perspective of our world and its cultures.
Welcome to Das Reporterteam
TO THE STUDENT:
DAS REPORTERTEAM is a groundbreaking, communicative German course that will speak to you. With DAS REPORTERTEAM you will learn about the cultural richness of German-speaking people and countries. You will take an active role in your learning and will have fun communicating in German.
With DAS REPORTERTEAM you will…
communicate in German from day one.
become a true Reporterin or Reporter by creating real-life reports about your community, experiences, personal interests, and motivations.
encounter a wide range of cultures and communities in the German-speaking world and in your world.
read, watch, and listen to a broad variety of engaging authentic materials
develop intercultural skills from a contemporary perspective.
take an active role in the acquisition of German grammar by making hypotheses, comparing German with English, deducing rules, etc.
learn German through other disciplines such as math, science, art, social studies…
carry out exciting real-world tasks, and share those experiences with classmates and others.
take part in fun activities and games.
use technology to enhance your learning.
have access to an easy-to-use digital learning environment. reflect on your own progress, self-evaluate, and prepare for the various assessments.
be aware of the criteria by which your performance will be assessed.
develop life and career skills, such as collaboration, creativity, critical thinking, and communication, which will help you become a global citizen.
Get ready for a fun and enriching experience!
Los geht’s!
COMMUNICATION
• learn to spell using the German alphabet
• learn some borrowed German and English words
• use everyday words and expressions in German
CULTURAL INPUT
• people and products of the German-speaking world
• German place names in the US
• the importance of politeness
• important cultural events in German-speaking countries
Das Abc 2
• the German alphabet and its sounds
Die Zahlen 4
• numbers from 0 to 31
Verstehst du Deutsch? 6
• borrowed German and English words
• German place names in the US
Hallo! Wie geht’s? 8
• expressions for greeting people and saying goodbye
• introductions
Magst du …? 10
• expressing likes and dislikes
Wie ist das Wetter heute? 12
• weather and seasons
Die Schule 14
• classroom objects
Wie sagt man … auf Deutsch? 16
• useful classroom expressions
• asking for information
• naming days of the week
• spelling words
• being polite
• apologizing
• giving instructions
Kulturkalender 18
• important cultural events in German-speaking countries
Hallo aus Hamburg!
LEKTION 1 Das ist Jonas 22
KOMMUNIKATION
• greet people and introduce oneself 24
• identify professions and introduce someone else 26
CULTURAL INPUT
• greetings in German-speaking countries
• famous German-speaking people
• the Port of Hamburg
• Hamburger and Fischbrötchen
ESSENTIAL QUESTIONS
What are the different ways we greet each other? What kinds of information do we typically share when introducing ourselves?
MEINE GRAMMATIK
• definite articles 30
• subject pronouns 31
• the verb heißen 32
• the verb wohnen 33
• word order 34
• questions with wer , wie, was, wo 34
MEINE VOKABELN
• people 36
• politeness 36
• introducing oneself and introducing someone else 36
• professions 37
LEKTION 2 Ich bin 14 Jahre alt 22
KOMMUNIKATION
• ask how old people are and tell their age 42
• ask and respond to questions about your name, age, birthday, and where you live 44
CULTURAL INPUT
• The Hamburg Port anniversary celebration
• the Elbphilharmonie
• musicals in Hamburg
• Younes Zarou, a famous German influencer
MEINE GRAMMATIK
• the verb sein 48
• telling dates 49
MEINE VOKABELN
• numbers up to two million 52
• mathematical equations 53
• personal data 53
• asking about one’s age 53
• asking about birthdays 53
ABSCHLUSSPROJEKT
Interview a famous German-speaking person for a talk show 58
AUSSPRACHE
• the German vowels 38
MINIPROJEKT 1
Write and perform a skit in German for the school’s theater club 39
AUSSPRACHE
• the sound of s and z 54
MINIPROJEKT 2
Create your Deutschpass 55
TESTVORBEREITUNG · IPA
• Interpretive Viewing 58
• Interpersonal Speaking 59
• Presentational Speaking 59
Sprichst du Deutsch?
LEKTION 1 Woher kommst du? 62
KOMMUNIKATION
• identify countries and say where you come from 64
• identify languages people speak and countries where German is spoken 66
CULTURAL INPUT
• the European Day of Languages
• German-speaking countries
• the border triangle at Lake Constance
LEKTION 2 Das mag ich! 78
KOMMUNIKATION
• tell what activities you like and don’t like to do 80
• say which pets you prefer and which you have and don’t have 82
• make plans for the weekend 84
CULTURAL INPUT
• the German singer Namika
• the association buntkicktgut, an intercultural football league
• pets in German households and the Deutscher Tierschutzbund
• events and activities at Lake Constance
• typical weekend activities in Germany
ESSENTIAL QUESTIONS
How are origin and languages important in life? What do our interests say about us?
MEINE GRAMMATIK
• the stem-changing verb sprechen 70
• Yes/No questions 71
• Und , oder , aber 73
MEINE VOKABELN
• countries 74
• German in Europe 75
• languages 75
• express an opinion 75
• origin 75
AUSSPRACHE
• the German r 76
MINIPROJEKT 1
Create a world map to present three celebrities who have roots in various countries 77
Spielt Play Sprecht über Talk about Tauscht euch aus Discuss Teile Share
Vergleiche Compare Zeige Show Zu zweit In pairs
Hör (zu) Listen (to)
Sieh dir … an Look at Sieh dir … genau an Look carefully at
Ergänze Complete
Erstelle eine Liste
Make a list
Füge … hinzu Add
Korrigiere Correct Notiere
Take notes
Ordne … zu Match
Finde Identify Überprüfe Check
Lies Read Überfliege den Text Skim the text
Benutze eine Vorlage
Use a model
Denk daran Remember
Entwirf Create
Erfinde Invent
Erstelle Prepare
Illustriere Illustrate
INSTRUCTIONS
Ordne
Classify / Put in order
Schreib … ab Copy
Schreib … neu Rewrite
Schreib Write
Verbinde die Sätze
Connect the sentences Wähl … aus Choose
Benutze Use
Editiere das Video Edit the video
Finde Find Lade … runter Download Lade … hoch Upload Nimm … auf Record Recherchiere Research Such Look for / search
Rate Guess
Stell dir vor Imagine
Stell Hypothesen auf Make hypotheses
Überlege Think about Zeichne Draw
The KWL Hub is a digital learning environment offering digital content and resources for students and teachers who work with DAS REPORTERTEAM.
It is designed with a clear purpose in mind: to improve teaching and learning experiences in middle-school and high-school environments with engaging content and helpful, user-friendly tools.
It offers easy access to a vast array of material in different formats to help students better grasp and practice concepts, build their skills, develop cultural insights, and meet learning objectives. The KWL Hub is easy, flexible, and intuitive for all users.
The interactive textbook versions of the Student Edition and the Workbook allow for a full digital learning and teaching experience. Students can write directly in the writing fields, record themselves, attach files, self-correct, re-do activities...
The KWL Hub delivers digital content in an interface that is intuitive and straightforward for all types of users, and is compatible with all smartphones and tablets via an application or a browser, allowing all types of users to engage with our materials regardless of their device.
Available for…
• Smartphones and tablets: iOS and Android
• Computers: Windows, Mac, Chrome OS, and Linux
FEATURES
THE FOLLOWING COMPONENTS AND RESOURCES FOR STUDENTS...
• An interactive version of the Student Edition
• An interactive version of the Workbook
• An enriched eBook version of the Student Edition
• An enriched eBook version of the Workbook
• Audio files with scripts
• Videos with scripts
• Videos with closed captions for students with hearing impairment
• Videos with audiodescription for students with visual impairment
• Grammar tutorials (video)
• Pronunciation tutorials (video)
• Audio recordings of all the texts
• Extra resource worksheets
• Teachers’ assignments and messages
• Differentiation worksheets
• Assessment rubrics
• Self and peer assessment rubrics
• Assessment program
• German-English and English-German glossaries
• Maps ...and more!
You may have received an online access code with your textbook. If not, you can purchase one at klettwl.com.
ICONS AND FEATURES
Throughout the book, you will find the following icons and features.
Loudspeakers indicate a listening activity.
Video
Pair activity
Group activity
MEINE GRAMMATIK
Brief explanations and examples aof the grammar structures that you are going to use
Kultur
Information about a cultural topic relating to the page’s subject matter and documents, as well as activities
THE KWL HUB ICONS
PRONUNCIATION TUTORIAL
MEINE VOKABELN
Lists of the words you are going to need to do the activities, translated or pictured
STRATEGIE
Strategies and advice for reading, listening, writing, speaking, memorizing, looking for information on the Internet, or creating different products like videos or presentations
Activities marked with this icon are challenges.
SPRACHDETEKTIV EXTRA
This icon indicates that you are going to analyze an aspect of the language in order to understand it better. Often, you will be able to compare German with English and work out the rules by yourself.
Pronunciation and spelling section
ALTERNATIVE
Suggestions for adapting projects to any situation: with or without digital tools
This icon highlights the digital resources available on the The KWL Hub platform for each double page spread of the book.
GRAMMAR TUTORIAL Grammar video tutorials
DIFFERENTIATION
EXTRA RESOURCE
Pronunciation video tutorials
Worksheets to differentiate instructions
Worksheets for extra resources
ASSESSMENT RUBRIC
Rubrics for the Miniprojekt, Abschlussprojekt, and the Testvorbereitung IPA activities.
SELF AND PEER ASSESSMENT RUBRIC
Rubrics for the Miniprojekt and Abschlussprojekt (intended for students)
MY PROGRESS Self-evaluation chart (intended for students)
E-WORKBOOK Interactive version of the Workbook
SELF-CHECK QUIZ
Interactive grammar and vocabulary quizzes
MEET THE REPORTERTEAM
The Reporterteam are a group of teenagers from Germany and other German-speaking countries such as Austria and Switzerland. They live in different parts of Europe, but they are always connected to their group chat through their cellphones. They have a common interest: the language and cultures of their countries. That’s why they have created DAS DEUTSCH-MAGAZIN, where they publish their reports about everything that interests them.
Jonas is from the North of Germany, from Hamburg. He loves the Port of Hamburg with its amazing history and traditions. He also likes listening to music and is especially fond of musical theater.
Emir lives in Berlin. He has a large German-Turkish family and is very sociable. He loves his city because people can do a lot of things there if they are interested in history, fashion, or the visual arts.
Laura is German and lives near Lake Constance, a very special place located in the heart of Europe. She is very active, adores playing football and meeting her friends in the park. She also loves her pets.
DEUTSCHLAND
Hamburg
DEUTSCHLAND
Konstanz
DEUTSCHLAND
Berlin
DEUTSCHLAND
Sophie is from Dresden, in Saxony. She loves music and plays the piano and drums. She also is very active at school, participating in events and playing in the school band.
Wien
Dresden
Elias is from Vienna, in Austria. He is a big fan of Austrian cuisine and enjoys cooking himself, especially vegetarian meals. He also adores inviting his friends to cook together.
Lina is Swiss, from Zurich. She speaks three languages in addition to Swiss German. She loves to organize activities with her friends in her city, such as swimming in the lake, going to flea markets, or visiting museums.
ÖSTERREICH
DIE SCHWEIZ
Zürich
DAS DEUTSCH-MAGAZIN
DAS DEUTSCH-MAGAZIN is a cultural magazine. The Reporterteam research interesting topics in their countries and write reports.
In JETZT BIST DU DRAN!, you will be asked to write or record brief journalistic reports related to the topic of DAS DEUTSCH-MAGAZIN
CULTURE
REPORTS GERMAN-SPEAKING WORLD
PROJECTS
CONNECTIONS: GEOGRAFIE
CREATIVITY
KUNST
SOZIALKUNDE
GASTRONOMIE
GESCHICHTE
ERNÄHRUNG
KULTUR
NORDEN
ISLAND
WESTEN
OSTEN
SÜDEN
NORDIRLAND
Atlantischer Ozean
GROßBRITANNIEN
Europäisches
NIEDERLANDE
BELGIEN
FRANKREICH
SCHWEDEN
NORWEGEN
DÄNEMARK
Kopenhagen
DEUTSCHLAND
LUXEMBURG
LIECHTENSTEIN
SCHWEIZ
Reikiavik Rom
Mittelmeer
ÖSTERREICH
SLOWENIEN TSCHECHIEN
KROATIEN
SPANIEN
PORTUGAL
RUSSLAND
Sankt Petersburg
EUROPA
• 47 States with 740 million inhabitants, on a territory the size of Canada
• 225 languages, including regional languages
• 100 million people who speak German as a mother tongue
• German is an official language in Germany, Austria, Switzerland and Liechtenstein
• The European Union includes 27 states with 24 official languages
Tallin Skopje
ESTLAND
LETTLAND
Minsk Moskau
WEIßRUSSLAND
Kiew
UKRAINE
MOLDAWIEN
RUMÄNIEN
Sofia
BULGARIEN
Istanbul Bukarest Chisináu
NORDMAZEDONIEN
GRIECHENLAND
Athen
Schwarzes Meer
RUSSLAND ASIEN
Ankara
NORDAMERIKA
SÜDAMERIKA
AUSTRALIENOZEANIEN
ANTARKTIS
Kaspisches Meer
TÜRKEI ZYPERN
DIE DEUTSCHSPRACHIGEN LÄNDER
Genfer See Dufourspitze 4634
Ostfriesische Inseln
BUNDESREPUBLIK DEUTSCHLAND
TSCHECHISCHE REPUBLIK
Neusiedler
German-speaking countries
• Often referred to as D-A-CH-L
• Geographically situated in the heart of Europe
• The North, South, East, and West of Europe are connected by roads and rivers.
• Germany has many diverse landscapes. Natural boundaries include the North Sea and the Baltic Sea in the north, and the Alps in the south.
• Austria, Switzerland and Liechtenstein are predominantly mountainous.
DEUTSCHLAND
BELGIEN
LUXEMBURG
FRANKREICH
DÄNEMARK
Ostsee
Nordsee Rügen
Ostfriesische Inseln
Flensburg Kiel
SCHLESWIG-HOLSTEIN
Lübeck Schwerin
HAMBURG
NIEDERLANDE
Rostock
MECKLENBURG-VORPOMMERN
Bremen
NIEDERSACHSEN
Dortmund Essen
Düsseldorf
NORDRHEIN-WESTFALEN
Köln Aachen
Trier Bonn
Hannover
Magdeburg
SACHSEN-ANHALT
THÜRINGEN
HESSEN
Frankfurt am Main Koblenz
RHEINLAND-PFALZ
SAARLAND
Saarbrücken Wiesbaden
Mainz
BRANDENBURG
Berlin
Potsdam
Frankfurt an der Oder
Dessau Halle Leipzig
SACHSEN
Dresden Chemnitz Jena Erfurt
Würzburg Fürth Nürnberg
Heidelberg Karlsruhe
Stuttgart
BADEN-WÜRTTEMBERG
Freiburg
Konstanz
LIECHTENSTEIN
SCHWEIZ
Federal Republic of Germany
• Official name: Bundesrepublik Deutschland (BRD)
• 16 federal States (Bundesländer)
BAYERN
Regensburg
München Augsburg
POLEN
TSCHECHISCHE REPUBLIK
• Capital (Hauptstadt): Berlin
• 83 million inhabitants (Einwohner)
• Official language: German
• Currency: Euro
• Member of the European Union
DIE SCHWEIZ
SWISS CONFEDERATION
• Official name: Schweizer Eidgenossenschaft
• 26 federal States (Kantone)
• Capital (Hauptstadt): Bern
• 9 Million inhabitants (Einwohner)
• Official languages: German, French, Italian, and Romansh
• Currency: Swiss Franc
• Around 90% of Switzerland’s surface area is mountains.
• Not member of the European Union
DEUTSCHLAND
LIECHTENSTEIN
ITALIEN
ÖSTERREICH
FRANKREICH
Zürich
Bodensee
Rhein Rhein
ÖSTERREICH
REPUBLIC OF AUSTRIA
• Official name: Republik Österreich
• 9 federal States (Bundesländer)
• Capital (Hauptstadt): Vienna (Wien)
• 9 Million inhabitants (Einwohner)
• Official language: German
• Currency: Euro
• Around 73% of the country is in the mountains.
• Member of the European Union DEUTSCHLAND
LIECHTENSTEIN
Inn
SCHWEIZ
TSCHECHISCHE REPUBLIK
Donau
SCHWEIZ
Rhein
LIECHTENSTEIN
PRINCIPALITY OF LIECHTENSTEIN
• Official name: Fürstentum Liechtenstein
• Capital (Hauptstadt): Vaduz
• 40,000 inhabitants (Einwohner)
• Official language: German
• Currency: Swiss Franc
• One of the six smallest states on planet Earth
• Not member of the European Union
Learning Goals · Preliminary Unit
Contexts
Images on the opening page
Das ABC
Die Zahlen
Verstehst du Deutsch?
Hallo! Wie geht’s?
Magst du …?
Wie ist das Wetter heute?
Die Schule
• Cultural aspects of German-speaking countries
Can-Do Statements
• I can recognize cultural aspects of German-speaking countries.
• I can learn to spell using the German alphabet.
Culture Structures
• Famous people, landmarks and objects from German-speaking countries
• The alphabet
• The sounds of the German language
Wie sagt man … auf Deutsch?
• Numbers from 0-31
• Food, clothing, city names
Kulturkalender
• Likes and dislikes
• Classroom objects
• I can say numbers in German.
• I can use cognates to understand German words.
• I can use everyday words and expressions in German.
• I can ask and answer questions about what I like.
• I can use everyday words and expressions in German.
• I can use everyday words and expressions in German.
• I can use everyday words and expressions in German.
• German folk song Es war eine Mutter from the 1900s
• Greetings, introducing yourself, saying goodbye (informal and formal)
• I like / I don’t like
• Weather
• Seasons
• Asking for the name of something
• School vocabulary
• People at school
• Items in the classroom
• Requesting information
• Useful expressions
• Days of the week
• Spelling
• Being polite
• Apologizing
• Giving instructions
• Traditions, holidays, celebrations, and festivals in German speaking-countries
• I can understand different traditions in German-speaking countries.
• Vocabulary from the preliminary unit
Learning Goals · Preliminary Unit
Student edition
pp. 1a–1b Unit introduction
activity 1
pp. 2–3 Das Abc Audio files (text recordings) • Video • Video script • Workbook activities 2–6
pp. 4–5 Die Zahlen Audio files (text recordings) • Workbook activities 7–11
pp. 6–7 Verstehst du Deutsch? Audio files (text recordings) • Workbook activities 12–14
• Introduce the title (Los geht’s!) and explain to students that learning a language is not just about learning grammar and vocabulary, but immersing oneself in cultures of German speakers. Clarify that when you use the word culture, you are talking about everything that shapes a particular community: its people, places, habits, traditions, history, music, food, sports, politics, and so much more.
• Tell students that they are going to learn some words and expressions to start communicating in German in this unit. They will also discover some interesting and important facts about the German language and German-speaking countries.
• Ask one or more students to read the unit’s objectives. Make sure students understand what countries are referred to, when we speak of the German-speaking world: Germany, Austria, Switzerland, Liechtenstein, South Tyrol, Luxembourg, parts of Belgium, and the Alsace region.
• Ask them which topics they are most interested in or eager to learn about.
IMAGES · OVERVIEW
LANGUAGE Spelling using the German alphabet, using everyday words and expressions in German CULTURE Traditions in German-speaking countries
1 SUGGESTED DURATION 10 minutes
• Draw students’ attention to the picture collage. Ask them to work in pairs initially before sharing what and who they recognize in the pictures. If they don’t know, encourage them to guess, thus sparking their imagination and critical thinking skills.
• Invite students to tell what else they already might know about German-speaking countries, such as historical landmarks, renowned artists, famous singers, bands or actors, foods, inventions, etc. Answers will vary.
Los geht’s!
IN THIS UNIT, YOU WILL…
• learn to spell using the German alphabet
• use everyday words and expressions in German
• find out about traditions in German-speaking countries
ANSEHEN UND SPRECHEN In pairs, look at the pictures. Which people, places, and things do you recognize?
1 Culture boost · Connections standard After introducing students to the list of Germanspeaking countries, project a map of Europe. Prompt students to engage actively with the map by asking them to locate and label these countries on it. As you point to each country or region on the map, read its name in German, and prompt students to provide the corresponding English name. To practice pronunciation, have students repeat the country or region names after you as you point to each one on the map.
CULTURAL NOTE
• (A) Adele Bloch-Bauer I (also known as Goldene Adele): painted by Gustav Klimt (1862–1918) in 1907; the painting is considered an Austrian icon and national treasure; sold at auction in 2006 for a then-record price of $135 million
• (B) Jelly donut: The name depends on your location: Berliner (West Germany), Pfannkuchen (East Germany), or Krapfen (Bavaria and Austria)
• (C) Zazie Beetz: actress born in Berlin in 1991; reared in New York City
• (D) Das Brandenburger Tor: A symbol of Berlin since its completion in 1791, now also for German reunification, as it once stood on the border between East and West Germany
• (E) Wiener Ringstraße: a 3.3 mile-long boulevard around Vienna’s first district, built on the orders of Emperor Franz Joseph I and lined by numerous buildings of architectural and cultural importance
• (F) Strandkorb: a typical sight on the beaches of the Nordsee (North Sea) and the Ostsee (Baltic Sea) running along the north coast of Germany
• (G) Manuela Schär: a highly decorated wheelchair athlete, successful in short and long-distance races; Paralympic gold medalist in 2020
• (H) Das Goldenes Dachl: a landmark of Innsbrück which once served as a royal box for Emperor Maximilian. To mark his marriage, he had the roof covered with 2,657 fire-gilded copper tiles
• (I) Schloss Neuschwanstein: Commissioned by King Ludwig II and constructed from 1866 to 1892, it has been a tourist magnet ever since
• (J) Bratwurst: Germans enjoy many types of sausages. Pictured are Nürnberger, often served with Sauerkraut and a Brezel. They date back to around 1300 and are named after their city of origin
• (K) Albert Einstein: German-born Jewish scientist (1879–1955) who revolutionized the field of physics with his theory of relativity
• (L) Kuh: a common symbol of Switzerland’s, Austria’s and Bavaria’s culture and economic prosperity (in part due to dairy produce)
WORKBOOK
Activity 1 on pp. 4–5
2 SUGGESTED DURATION 55 minutes
MATERIALS Audio file (text recording) Video Script
2A
• Have students listen to the alphabet recording and repeat the letters along the sample words provided.
• Alternatively, you could lead the class through the alphabet yourself, prompting students to repeat after you.
2B
Play the song for students at regular speed the first time they listen to it. Encourage them to read along silently or to whisper the text. Then reduce the speed of the song to an appropriate level for your students and have them sing along. As students become more familiar with the song, gradually increase the speed of the recording. Please note that the rap incorporates several words derived from English, including checkt, Ladies und Gentlemen, and live. This underscores a cultural fusion and modernity within the genre, reflecting the influence of global hip-hop culture and the multicultural identity of contemporary Germany.
AUTHENTIC RESOURCE
Ben Bohnert is an educator from Karlsruhe who believes in the effectiveness of using rap music as a means of learning difficult concepts. After encountering difficulty grasping an aspect of German grammar, he composed his own rap song and suddenly found it much easier to memorize. He now refers to this combination of rap and educational content as the Ohrwurm-Methode (earworm method). Years later in 2010, Bohnert recorded and released this first rap on YouTube to benefit others, an experiment which quickly turned into his Rap-Art-Schule project. His German language rap songs continue to help both native and non-native speakers to learn a variety of topics (from grammar and literature to mathematics and even geography). With over a million views, his mostviewed video is the ABC-Rap
2
HÖREN UND SPRECHEN
A. Listen to the letters of the German alphabet and repeat them.
B. Watch the video. Sing the ABC rap.
The alphabet www.rapartschule.de
2 Kinesthetic learners Turn the pronunciation practice into a game. Call out a letter, have students write it down and hold up their answers for verification. Alternatively, you can have pairs of students use the textbook, pointing to the letter that they hear.
HÖREN UND SPRECHEN
Listen to the sounds of the German language and repeat them.
BOOST YOUR TEACHING
2 Challenge Practice recognition of the letters by spelling your students' first names aloud as they write what they hear. Then have students practice spelling their own names.
3 SUGGESTED DURATION 30 minutes
MATERIALS Audio file (text recording)
• Inform students that German follows pronunciation rules for the most part, meaning that most letters and letter combinations have predictable sounds. However, there are some exceptions.
• As you go through every sound combination asking students to repeat them after you, assist them in mastering specific sounds using mnemonic devices, such as remembering that ä sounds like a sheep's bleat mähhh or the letter ß sounding like sharp s in the word nice. Additionally, tell students that the second letter in letter combination ie and ei indicates how to pronounce the letter combination.
• Have students listen to the recording and continue practicing these new sounds.
WORKBOOK
Activities 2–6 on pp. 6–7
DIE
LANGUAGE Numbers from 0-31
SUGGESTED DURATION 50 minutes
MATERIALS Audio file (text recording)
• Have students look at Die Zahlen and ask them why the numbers were printed in four different colors. Tell visual learners to associate these colors with each grouping and visualize them in their mind when recalling them.
• Before playing the recording, demonstrate the German way of counting, starting with your thumb and ending with your little finger.
• Point out that in spoken German zwei may be pronounced as zwo to avoid confusion with the drei, especially during phone conversations.
• Then play the recording of numbers 0-9 and have students repeat them. To reinforce the numbers, students can give their classmate their telephone number or a made-up number. Alternatively, you can display telephone numbers of local businesses on the board and have students read the numbers aloud in German.
• Next, have students listen and repeat numbers 10–19 and 20–31. Encourage them to count items in their backpacks or in the classroom, such as pens, books, paper, notebooks, markers, etc., and to write down the numbers they counted, such as elf instead of 11.
If you find the activity with all the movements too challenging, you can modify it slightly. Instead of performing a movement, participants can clap when the number contains a 7, such as 17 or 27, or if the number is divisible by 7. In either version of the game they are not allowed to say the number. Answers will vary.
3. Start each of the five rounds with a different student. From the second round onward, counting begins with the number 1, but some numbers are replaced by actions as shown below.
Gamification Put students in small groups of 3–4 students. Players choose a target number, such as 31, and take turns counting up to that number. Each player can say one, two, or three numbers on their turn. The goal in this case of the game is not to be the student who has to say 31. 4 SUGGESTED DURATION 10 minutes
SPIEL: EINS, ZWEI, DREI
1. Stand in a circle and count out loud from 1 to 31 one student at a time.
2. Each student says one number, taking turns in ascending order.
4. If a student makes a mistake, he/she starts over with the number 1.
SPIEL: Eins, zwei, drei 4
SPRECHEN UND HÖREN
Say these numbers aloud. Listen to the audio and check your pronunciation.
DIFFERENTIATED INSTRUCTION
5 Accomodation · Collaboration Have students work in pairs and dictate numbers to each other. The first one calls out a number and their partner writes. Later, one writes a number and their partner reads it aloud.
• In pairs, have students practice saying these numbers. Afterwards, have students listen to the recording.
• Have students look at the images on p. 5 to identify what they see. Encourage them to discuss and compare their observations, noting any cultural differences they notice.
Answers will vary.
CULTURAL NOTE
• (A) Thomas Müller is a professional German soccer player, born in 1989 in Bavaria. He joined FC Bayern München in 2000 and has won the German Bundesliga a record-breaking 12 times with them. In 2014, he was part of the winning national team at the World Cup.
• (B) Adventskalender: A popular custom of counting down the days to Christmas, dating back to the mid-19th century. Most versions for children contain chocolate behind each window, but in recent years luxury versions for adults have become a common sight.
• (C) Enamel street signs: Despite not being as commonplace as during their advertising heyday from 1890 to around 1960, highly weatherproof enamel signs are still frequently used outside.
• (D) Swiss francs (CHF): The exceptionally stable currency of Switzerland since 1850, Franken, made up of 100 Rappen (or cents), come in the form of coins (in denominations of 5, 10, and 20 Rappen and 0.5, 1, 2, and 5 CHF) and banknotes (in circulation in denominations of 10, 20, 50, 100, 200, and 1000 CHF).
• (E) European single currency: Launched over 20 years ago, over 350 million people in 20 countries now use the euro. The banknotes depict a variety of European landmarks and come in different colors and sizes, depending on their face value: €5 (grey), €10 (red), €20 (blue), €50 (orange), €100 (green), €200 (yellow), €500 (purple). There are 100 cents in a euro. The eight different coins are: 1, 2, 5, 10, 20 and 50 cent, as well as €1 and €2.
• (F) Bundesländer: After reunification, the number of German Federal States grew from 11 to 16, each of which retains its own cultural identity and traditions, has its own capital city, and runs its own regional government, in a system similar to that of the USA.
WORKBOOK
Activities 7–11 on pp. 8–9
VERSTEHST DU DEUTSCH? · OVERVIEW
LANGUAGE Cognates, food, clothing, cities in Germany
Ask students to read the words in the first word cloud (Wortgruppe 1) and second word cloud (Wortgruppe 2). What words do they recognize? What are the common topics?
Answers Essen / Food // Kleidung / Clothes
6B
• Highlight any difference in pronunciation between the German words and their English cognates.
• You might tell students that German and English share many cognates, reflecting their common linguistic roots and ongoing cultural exchange. Both languages belong to the Germanic language family, which has fostered a strong connection between them. Throughout history, they’ve borrowed words from each other, especially in areas like food, a trend that persists today. Particularly among younger generations in Germany, the influence of English is prominent, with frequent usage of English terms and expressions in informal conversations and on social media platforms.
Strategy Recognizing cognates can enhance learners’ language comprehension skills. It’s also important to point out that there are false cognates, so called falsche Freunde. These are words that appear to be the same, but have different meanings in English and German, such as the English word gift which means poison in German or the German word Handy meaning cell phone and not convenient or easy to use Answers will vary.
Verstehst du Deutsch?
HÖREN UND SPRECHEN
A. In pairs, look at the word clouds. Name the topic common to all of the words in each cloud.
B. Listen to the words and guess the cognate.
STRATEGIE
Use cognates German words that are the same as or similar to English words and have the same meaning are called cognates. Looking out for cognates will help you understand unfamiliar texts.
Brezel
Schnitzel
Gummibärchen
Frankfurter
Zwieback
Strudel
Nudeln Sauerkraut Kuchen
Shorts
Pullover
Hoodie
Blazer
Leggings
Cardigan
Bermudas
Boots
T-Shirt
7
LESEN, SPRECHEN UND HÖREN
A. Read the city names out loud in English, then pronounce them in German. Listen to the audio recording and check your pronunciation.
Deutsche Städtenamen in den USA
Inhabitants
Bremen, Ohio 1 530
Bremen 569 396
Paderborn, Illinois 26
Paderborn 156 000
Hamburg, Arkansas 2 382
Hamburg 1 852 478
Coburg, Oregon 1 310
Coburg 41 842
Berlin, New Hampshire 9 730
Berlin 3 866 385
Minden, Louisiana 11 275
Minden 85 451
Heidelberg, Pennsylvania 1 240
Heidelberg 160 000
Stuttgart, Arkansas 7 643
Stuttgart 630 305
Dresden, Tennessee 3 027
Dresden 556 227
B. In pairs, look at the map of Germany. Name the German Bundesland (federal state) that matches each city given. Compare the respective populations of these US and German cities.
C. In pairs, search online for other places in North America with German names.
7 SUGGESTED DURATION 15 minutes
MATERIALS Audio file (text recording)
Warm-up
Ask students for examples of German sounding city names in their region or home state.
7A
• Prompt students to look at the city names in this activity and ask if they are familiar with these locations either in the US or Germany.
• Instruct them to read the American place names before saying the German ones.
• Next, have students listen to the audio recording to assess and refine their German pronunciation skills.
7B
• Ask students to turn to the map of Germany on page xxi and locate each city in order to determine its corresponding Bundesland.
• Have students share their findings when comparing the populations of the German cities with their US counterparts.
• Discuss possible reasons for population variations, such as historical, geographical, economic, and cultural factors.
• Encourage critical thinking by asking students to consider how population differences might impact various aspects of life, such as infrastructure, resources, and social dynamics.
After students have identified additional examples, prompt them to consider if there are specific regions where German-sounding city names are more prevalent.
WORKBOOK
HALLO! WIE GEHT’S? · OVERVIEW
LANGUAGE Greetings, introducing yourself, saying goodbye (informal and formal)
• Tell students that they will learn some essential words and expressions that they will need to begin communicating in German: how to greet people, exchange names, and say goodbye.
• Call students’ attention to the three sections on the page: Begrüßungen, Sich vorstellen, and Sich verabschieden
• Each culture has its own unique norms that influence how individuals greet and interact with one another, reflecting the values of respect, hospitality, and interpersonal relationships within that society. Understanding and respecting these cultural differences is essential for polite and meaningful interactions. For example, in Japan, bowing is a customary form of greeting, with the depth of the bow conveying the level of respect or formality in the interaction.
• Have students comment on the body language of the individuals portrayed in the images. Point out how they interact with each other’s personal space and whether or not they use any physical contact. For example, handshakes are typically more formal in Germany. It’s crucial to maintain eye contact during the handshake, as it is seen as a sign of respect.
• Remind students that it is very important to try to speak even if they don't feel confident or if they are afraid of making mistakes. Tell them that making mistakes is completely normal when learning a new language.
• Go over the expressions or play the text audio recording. Have students repeat the exchanges aloud.
• Lastly, have students take turns greeting each other and introducing themselves using vocabulary from this section.
If your class comprises students from a variety of cultural backgrounds, encourage them to share any additional customs or manners they are familiar with regarding greetings, farewells, and everyday interactions.
Hallo! Wie geht’s?
HÖREN, LESEN UND SPRECHEN
Look at the illustrations. Read, listen, and repeat.
Begrüßungen Greetings
Informell
Formell Guten Tag. Hello. Guten Morgen. Good morning. Guten Abend. Good evening.
Wie geht es Ihnen? How are you?
Sie / Ihnen is usually used when speaking with teachers, older people, and people you don’t know.
Informal and formal address varies in the German world. For example, du / dir is usually used when speaking with family, friends, and people you know.
Hi!
Gut. Und dir? I’m fine. / Good. And you?
Gut, danke. I’m fine, thank you.
Wie geht’s dir? How are you?
Hallo! Hi!
9
HÖREN UND SPRECHEN
A. Listen to the conversations. Say if they are formal or informal.
B. Listen and answer Ich heiße
9 Extension Give or show students pictures that depict the following: two people together, an elderly gentleman, a doctor or lawyer, a cute dog, a peer, two classmates, a young woman, a teacher, etc. In pairs, students decide whether to address the people in each picture with du (informell) or Sie (formell). Review these with students after they are done by asking for a rationale for their choices.
• Display the dialogues from the book onto the board and tell students to compare the formal with the informal conversations. Point out that each section is divided into two parts: informell and formell. Ask students what they think these words mean.
• Encourage students to explore the distinctions between informal and formal language. What sets these two forms of communication apart?
• Next, have students listen to the conversations and determine whether or not each conversation is informal or formal.
• Tell students that they are going to have their first “real” conversation in German.
• Introduce Ich mag / du magst as lexical items only by saying Ich mag and writing it on the board accompanied by a heart drawing. Share examples of things that you like, such as Ich mag Schokolade, then ask students to guess the meaning of Ich mag
• Refer students to the Meine Vokabeln feature Ich mag and then turn to Wortgruppe 1 on p. 6 to practice using the expression Ich mag
• Then say Du magst while pointing to a student and write it on the board. Ask this student what they think this expression means.
• Model asking questions about students’ likes and preferences using the words using the words from the Wortgruppe, for example, Magst du Brezeln oder Nudeln?
• Go over the vocabulary on pp. 10–11 by having students repeat after you. Then have students practice asking and answering questions about their likes and preferences using the new vocabulary words. You might also want to introduce additional colors.
Possible answers A: Magst du Käse oder Schokolade? B: Ich mag Käse. A: Ich nicht, ich mag Schokolade. / A: Magst du Serien oder Comics? B: Ich mag Serien. A: Ich auch! / A: Magst du Blau oder Rot? B: Ich mag Blau und Rot! A: Ich auch! / A: Magst du Sommer oder Winter? B: Ich mag Sommer. A: Ich nicht, ich mag Winter. / A: Magst du Musik oder Kino? B: Ich mag Kino. A: Ich auch.
Activity 20 on pp. 14–15 WORKBOOK
Interpersonal Speaking
LESEN UND SICH AUSTAUSCHEN
In pairs, look at the pictures. Ask questions to discover what your classmate likes. Your classmate answers Then swap roles.
A: Magst du Katzen oder Hunde?
B: Ich mag Katzen. / Ich mag Katzen und Hunde. A: Ich auch.
Ich mag ... I like...
• Magst du Katzen oder Hunde? Do you like cats or dogs?
• Ich mag Katzen! I like cats!
• Ich mag Katzen und Hunde. I like cats and dogs.
• Ich auch! Me too!
• Ich nicht. Ich mag … I don’t. I like…
10 Creativity Have students create a Was ich mag poster or slide based on the vocabulary words introduced on pp. 10–11. Students should include drawings, images, or icons to represent each item, along with the corresponding German expression. Have students share their poster/ slide with the class during a gallery walk. As students view their peers' posters/slides, they can identify commonalities.
BOOST YOUR TEACHING
MEINE VOKABELN
Serien
Comics
Hunde
Katzen
Schokolade
Käse
Kino
Musik
Winter
Sommer
Rot Blau
Das Reporterteam
WIE IST DAS WETTER HEUTE? · OVERVIEW
LANGUAGE Weather and seasons
CULTURE German folk song Es war eine Mutter from the 1900s
• Have students look at the pictures and ask them to guess what the expression Wie ist das Wetter heute? means.
• Call attention to the two columns: Das Wetter ist schön and Das Wetter ist schlecht using thumbs up and down gestures to convey meaning.
• Mime various weather conditions. For example, put your arms around yourself and shiver to indicate Es ist kalt and then ask students Wie ist das Wetter?.
• Show students the current weather in one of the German-speaking countries using an online weather site. Point at various places and ask: Wie ist das Wetter heute? Have students respond with one of the expressions on p. 12. Answers will vary.
HÖREN, LESEN UND SPRECHEN
Look at the pictures and listen to the recording. Say what the weather is like where you are.
Das Wetter ist schön.
Es ist (sehr)
Wetter
Wie ist das Wetter heute? Es regnet. Es ist
11 Cultural Comparisons Explain that in Germany temperatures are expressed in Celsius rather than Fahrenheit and that 25ºC is 77 ºF and 8ºC is 46ºF. Have them practice converting Fahrenheit to Celsius using this formula: C = (F - 32) x 5/9; F = (C x 9/5) + 32.
bewölkt.
schneit. Es ist (sehr) kalt.
Es ist windig.
Es ist ein sonniger Tag.
Der Himmel ist blau.
warm.
SPRECHEN UND HÖREN
A. Look at the pictures. What is your favorite season? Ich mag ...
B. Listen to the recording. Say what season it is.
C. What is the weather like in your favorite season? Explain
Die Jahreszeiten
A. Listen and read the poem.
Es war eine Mutter, die hatte vier Kinder
Den Frühling, den Sommer, den Herbst und den Winter
Der Frühling bringt Blumen, der Sommer den Klee
Der Herbst, der bringt Trauben, der Winter den Schnee.
INSTRUCTION
12 Gamification · Collaboration Organize the class into small groups or pairs. Have students create a word chain. The first student names their favorite season, such as Winter and the next student names a related weather condition, suwch as Es schneit or one of the clothing items from Wortgruppe 2 on p. 6.
12 SUGGESTED DURATION 15 minutes
MATERIALS Audio file
Script
12A
Read the names of the four seasons out loud and have students repeat after you. Then have them say what their favorite season is.
Possible answers Ich mag Winter.
12B
Have students listen to the audio recording. Go one step further and have them justify their answer choice with a weather expression from p. 12. For example, Es schneit Es ist Winter
Have them describe the weather in as much detail as possible.
Answers Es ist sehr kalt. Es schneit.
13 SUGGESTED DURATION 15 minutes
MATERIALS Audio file (text recording)
• Encourage students to read along while listening to the song. Ask them to identify words they recognize as well as the song’s theme.
• Once the lyrics are fully understood, ask students to illustrate the essence of the song in a picture.
• Foster participation by encouraging students to sing along.
• Enhance cultural understanding by sharing the background information about this song with students.
AUTHENTIC RESOURCE
A well-known folk song in German-speaking countries, Es war eine Mutter dates back to the beginning of the 20th century and has been learned by generations of children attending a Kita or a Grundschule ever since, usually by means of a singing activity, played while standing and then moving in a circle. It is unknown who originally composed it.
WORKBOOK
Activities 21–24 on pp. 16–17
Winter Frühling
Sommer Herbst
Blumen
Trauben Klee Schnee
DIE SCHULE · OVERVIEW
LANGUAGE Asking for the name of something, school vocabulary, people at school, items in the classroom
• Have students read, listen, and repeat the school objects on pp. 14–15.
• Direct students’ attention to the images located at the bottom of the page. Ask Was ist das? while showing an eraser. Proceed to read the text from the first image: Das ist ein Radiergummi. Ask various students to respond to the same question by presenting them with other objects depicted in the book.
• Next, instruct students to label at least three of the items depicted on pp. 14–15 in the classroom using sticky notes. Have pairs take turns asking and answering the question: Was ist das?
• Conclude the activity by having pairs of students present their mini-dialogues to the class. Refer students to the Meine Vokabeln feature Schule
Possible answers Was ist das? Das ist ein Rucksack. / Was ist das? Das ist ein Buch. / Was ist das? Das ist ein Stuhl.
HÖREN UND SICH AUSTAUSCHEN
Show or point to an object and ask one of your classmates what it is. He/She answers Then swap roles.
Speaking
Was ist das?
Das ist ein Radiergummi.
Das ist ein Kugelschreiber.
Schule School
• Was ist das? What is it/that/this?
• Das ist ein Radiergummi. It’s an eraser.
• Ich weiß nicht. I don’t know.
BOOST YOUR TEACHING
Gamification Put sticky notes on 10 different school objects and hide them in the classroom for a relay race. Students will work in groups of three – a writer, a proofreader, and runner – and they will switch roles at every turn. One student stands up, finds an object, and runs back to the team with the number on the sticky note and remembers the name of the object for the writer to write down. Next, the writer gets up and finds another object, while the previous runner proofreads, and the previous proofreader becomes the writer. Once the groups are done, they can work as a team to alphabetize the list of objects. Then they will check the list for accuracy.
Anspitzer
ein Rucksack ein Kugelschreiber
ein Textmarker
ein Poster
MEINE VOKABELN
1. Form teams of four players.
2. Each group gathers around a table on which school supplies have been placed.
3. Memorize as many items as you can. You have 30 seconds.
4. Return to your desks. Each team writes down in German as many objects as they can.
5. The team with the longest list of objects wins
BOOST YOUR TEACHING
Auditory learners: Have students record themselves saying the words, then have them play their recording back and compare it to the audio recording that accompanies the vocabulary presentation.
Kinesthetic learners: Have students associate a gesture with each object.
Visual learners: Have students create paper or digital flashcards with the vocabulary for classroom objects. Tell them to review them daily for five minutes.
• Hold up an item or display an image of one of these items on the board and ask students to identify the item in German. If they answer correctly, award a point. Consider using small white boards on which students can write their answers.
• After dividing the class into teams of four players, play the game. As an additional challenge, the team that writes the most correct German words wins.
Answers will vary.
WORKBOOK
Activities 25–30 on pp. 18–19
SPIEL: SCHERE, BLEISTIFT, PAPIER ein Tisch
SPIEL: Schere, Bleistift, Papier 15
ein Lehrer
eine Lehrerin
ein Schüler
eine Schülerin
ein Klassenzimmer
ein Fenster
Das Reporterteam 1
ı 15
Wie sagt man … auf Deutsch?
WIE SAGT MAN … AUF DEUTSCH? · OVERVIEW
LANGUAGE Requesting information, useful expressions, days of the week, spelling, being polite, apologizing, giving instructions
• Explain to students that, from now on, they will be expected to use as much German as possible during class. The expressions on this page will help them to do so.
• Draw students’ attention to the different sections of pp. 12–13. Ask them to guess what the section titles mean.
• Read the expressions aloud or play the audio recording. Ask students some of these questions and help them to combine them to make complete exchanges in German.
• Make copies of this page and attach them to card stock. Laminate each card or cover them with clear contact paper, and tape one card to each desk. Students will have access to the expressions all year long. Alternatively, you may want to divide students into groups and ask each one to prepare a poster with the expressions from a section that you assign. Display the posters around the classroom for easy reference.
• Explain to students the difference between Es tut mir leid und Entschuldigung. Es tut mir leid is used to express regret or remorse while Entschuldigung is for minor apologies or seeking pardon for a minor inconvenience or interruption.
Um Informationen bitten Requesting information
Ich habe eine Frage: … I have a question: …
Wie sagt man … auf Deutsch? How do you say … in German?
Wie schreibt man …? How do you spell ...?
Wie sagt man das? How is that pronounced?
Was bedeutet das? What does that mean?
Was ist das? What is it/this/that?
Ich weiß nicht.
Praktische Ausdrücke
Useful expressions
Ich verstehe nicht. I don’t understand.
Können Sie das bitte wiederholen? Can you repeat that, please?
Ich weiß nicht. I don’t know.
Können Sie bitte langsamer sprechen? Can you speak more slowly, please?
Ja. / Nein.
Yes. / No.
Darf ich auf die Toilette gehen? May I go to the restroom?
Welcher Tag ist heute? What day is it? und / oder and / or
Wochentage nennen
Naming days
Heute ist ... Today is...
Montag Monday
Dienstag Tuesday
Mittwoch Wednesday
Donnerstag Thursday
Freitag Friday
Samstag Saturday
Sonntag Sunday
Können Sie das bitte wiederholen, Frau Berger?
Kannst du das bitte wiederholen, Maja?
Buchstabieren
Spelling
Kannst du … buchstabieren? Can you spell… ?
Ja: H, A, L, L, O.
Yes: H, A, L, L, O.
Extension Have students work in pairs and give them a written series of situations, such as: You want to go to the toilet. You don't understand what the teacher is saying. You don't know how to write a word. Students practice making an appropriate request/question that corresponds to each situation. As an extension, pairs can quiz other pairs by creating their own situations and having their peers make the appropriate requests.
H,
Höflich sein
Being polite Bitte. Please.
Danke. / Danke schön. / Vielen Dank. Thank you. / Thank you very much. Gern. You’re welcome.
Wiederholt bitte.
Anweisungen geben Giving instructions
Hebt die Hand. Raise your hand.
Setzt euch hin. Sit down.
Beantwortet die Fragen. Answer the questions. Wiederholt bitte. Please repeat.
16
LESEN UND SPRECHEN
Look at the picture and answer the question. Why do you think the price of a coffee changes?
Sich entschuldigen
Apologizing
Es tut mir leid. I’m sorry.
Entschuldigung. Sorry. / Excuse me.
Hebt die Hand!
Unsere Preise Einen6Kaffee € Einen Kaffee bitte 4 € Guten Tag, einen Kaffee bitte 2 €
• Call attention to the photo and ask students to read the menu to themselves. Then ask volunteers to read each line out loud.
• Point out the price change and ask students why the price increases. Ask them why saying bitte and Guten Tag make a difference. Finally, ask what this implies about German manners.
Language Comparisons Ask students if they greet people and say please when interacting with people in stores and restaurants. What other expressions are considered polite in English? Explain that in Germanspeaking countries, manners are very important.
Answers will vary.
WORKBOOK
Activities 31–33 on pp. 20–21
Darf ich auf die Toilette gehen?
Los geht’s!
KULTURKALENDER
LANGUAGE Names of celebrations in Germanspeaking countries; The months CULTURE Traditions, holidays, celebrations, and festivals in German speaking-countries SUGGESTED DURATION 50 minutes MATERIALS Audio file (text recording)
• Have students examine these two pages, including the main title and the title of each section, and guess what they mean.
• Encourage them to analyze the pictures and speculate on the nature of each event.
• Draw their attention to the abbreviations of Germanspeaking countries: D= Deutschland; A= Austria, Österreich; CH= Confoederatio Helvetica, Schweiz, L= Liechtenstein, as well as to the flags.
• Next, have them read the texts: Based on the images, are the events as they anticipated? In which event(s) would they like to participate? Why?
Cultural comparison: Ask students to think of celebrations within their own cultures for each month. Encourage them to identify any similarities to or differences between the ones presented here.
• Lastly, have students research and compare similar festivals in the US with the ones presented here. For example, Volksfeste, Rummel, Kirmes with state 4-H Fairs.
Kulturkalender
Januar
1. Januar
Neujahrskonzert in Wien
(A)
The New Year’s Concert by the Vienna Philharmonic, one of the leading international orchestras, is held in Vienna’s famous concert hall: the Musikverein. The concert is broadcasted all over Europe, on radio and on TV.
Februar
Karneval, Fasching, Fastnacht
(D-A-CH-L)
There are colorful processions, festive costumes and masks in all three countries. In Cologne, Germany, where the celebration was established by 1341, the festivities and the costumes are very elaborate. Marching bands take over the streets, tossing sweets and flowers.
März
22. März
Berliner Bärentag
(D)
The Berliner Bär is the city symbol and mascot of Berlin. Berlin’s oldest town coat of arms with two standing bears dates back to the year 1280.
Mai
Karneval der Kulturen
(D)
This vibrant street festival in Berlin Kreuzberg has been held annually since 1996. It celebrates Berlin’s multiculturalism. The high point of the weekend is the Sunday parade.
April
Aprilscherz
(D-A-CH-L)
April, April!
April Fools’ Day is all about pranks and jokes. It is customary to say “April, April” when the prank is revealed. The tradition extends to various settings, from casual interactions among friends and family to playful content in the media.
Juni
Rock
am Ring (D)
This three-day festival is one of the biggest and most widely renowned music festivals in Europe dedicated to alternative, metal, punk, and rock music. It is held at the Nürburgring, a racetrack in Western Germany.
Creativity Once students have thoroughly researched a specific celebration, consolidate their findings into one book of celebrations in the German-speaking world. Have student pairs contribute a page to this book highlighting a different celebration that includes three additional facts that go beyond those found in the text on pp. 18–19. Encourage students to share this book with younger students, family members, friends, or other teachers.
Juli
ImPulsTanz (A)
This is the largest international festival of contemporary dance and performance. It takes place every summer in Vienna and presents an extensive program of performances, research projects, and dance workshops for professional dancers, choreographers, and amateurs. The festival values barrier-free and intergenerational participation.
September
Over the summer Volksfeste,
Rummel, Kirmes
(D)
The Volksfeste, literally the folk festivals, are an important part of local culture throughout the country. Visitors might also wear traditional costumes like the famous Dirndl in Bavaria.
November
Laternenumzug
(D-A-CH-L)
The Martinstag on November 11th celebrates modesty and altruism, as the legend of this Roman soldier depicts. Schools often organize a small parade with self-made lanterns. The children walk with their lanterns, singing songs along the way.
DIFFERENTIATED INSTRUCTION
August
1. August
Bundesfeier Schweiz (CH)
The national holiday of Switzerland recalls the oath sworn in 1291 by the cantons of Uri, Schwyz and Unterwalden to form an alliance and protect their respective borders.
Oktober
3. Oktober
Tag der Deutschen Einheit (D)
The Day of German Unity celebrates the reunification of Germany in 1990, when West Germany and East Germany became a single German state for the first time since 1945. Each year, one city is nominated to hold a larger celebration.
Dezember
Weihnachtsmarkt
(D-A-CH-L)
Christmas markets date back to the 14th century. During the weeks before the holiday, farmers, artisans, and tradesmen would meet in the town square. These gatherings gradually became open-air markets. Nowadays, you will find hand carved nutcrackers, straw ornaments, sweets, and typical baked goods.
Extension · Collaboration Have students pair up, then research each celebration and present three additional facts and one more photo to the class. Allow them to use English in order to focus on cultural information beyond their current proficiency level. You can also expand the calendar by asking students to research other celebrations, such as Maifeiertag, Erntedankfest, Nikolaus, Karneval der Kulturen, Muttertag, Tag der Arbeit.
Los geht’s! Workbook S. 22 Das Reporterteam
Hallo aus Hamburg!
Learning Goals · Unit 1, Lesson 1
Lesson 1: Das ist Jonas
Essential question: Wie begrüßen wir einander? What are the different ways we greet each other?
Contexts
Wie heißt du?
Sie ist Sängerin
• Greetings
• Famous people
• Professions
Das DeutschMagazin Hafenstadt Hamburg
Miniprojekt 1
Write a skit in German for your theater club
• The port city of Hamburg
• I can greet people and introduce myself.
• I can identify professions and introduce someone else.
• I can understand the main idea of an article about the port city of Hamburg.
• I can write a skit in German for my theater club.
• Regional greetings
• Informal vs formal greeting customs
• Famous people from Germanspeaking countries
• Important places in Hamburg and its products
• Definite articles
• Subject pronouns
• The verbs heißen, wohnen
• Questions with wer, wie, was, wo
• Vocabulary for professions
• Vocabulary and structures from Lesson 1
• Vocabulary and structures from Lesson 1
Learning Goals · Unit 1, Lesson 2
Lesson 2: Ich bin 14 Jahre alt
Essential question: Welche Informationen geben wir, wenn wir uns vorstellen? What kinds of information do we typically share when introducing ourselves?
Wie alt ist er?
Wie alt bist du?
• Facts about Hamburg
• Mathematical symbols in German
• Musicals in Hamburg
Das DeutschMagazin
Hamburg ist Musik
Miniprojekt 2
Create your Deutschpass
Abschlussprojekt
Interview a famous German-speaking person for a talk show
• The music scene in Hamburg
• I can ask how old people are and tell their age.
• I can ask and respond to questions about my name, my age, my birthday, and where I live.
• I can understand the main idea of an article about the music scene in Hamburg.
• I can create my Deutschpass.
• The celebration of Hamburg’s Hafengeburtstag
• The Young Reporter project from the public broadcast company ARD
• The Elbphilharmonie
• The musical König der Löwen
• Numbers up to 100
• Questions with wie alt, wann
• Ordinal numbers for telling dates
• I can interview a famous Germanspeaking person for a talk show.
• Vocabulary and structures from Lesson 2
• Vocabulary and structures from Lesson 2
• Vocabulary and structures from Unit 1
Hallo aus Hamburg!
Lesson 1: Das ist Jonas
Student edition
pp. 20–21 Unit introduction
pp. 22–23 Wir starten
pp. 24–25 Wie heißt du?
pp. 26–27 Sie ist Sängerin
pp. 28–29 Das Deutsch-Magazin Hafenstadt Hamburg
p. 30 Meine Grammatik
The definite article
pp. 31–32 Meine Grammatik Subject pronouns
p. 32 Meine Grammatik
The verb heißen
pp. 33–34 Meine Grammatik
The verb wohnen
p. 34 Meine Grammatik Word order
pp. 34–35 Meine Grammatik
Questions with wer, wie, was, wo
pp. 36–38 Meine Vokabeln
p. 39 Miniprojekt 1 Write a skit in German for your theater club
pp. 56–57 Abschlussprojekt Interview a famous German-speaking person for a talk show
pp. 58–59 Testvorbereitung • IPA
Test • IPA
and Peer Assessment Rubric
PRESENT UNIT GOALS
SUGGESTED DURATION 10 minutes
• Ask students what countries border Germany and what official languages are spoken there (Starting in the North going clockwise: Denmark: Danish; Poland: Polish; Czech Republic: Czech; Austria: German (official) with some regions also speaking Croatian, Hungarian, Sloven; Switzerland: German, French, Italian, and Romansch; France: French; Luxembourg: Luxembourgish, French, and German; Belgium: Dutch (Flemish), French, German; Netherlands: Dutch).
• Introduce the title of the unit and its meaning.
• Read and discuss the essential questions
• Call students’ attention to the different elements on pp. 20–21. Tell them that the opening pages of each unit have a similar organization and contain the same kinds of information. Explain that each unit is hosted by a different reporter who is from a specific city in the German-speaking world. In this unit, for instance, the host is Jonas, a young man from Hamburg. These reporters communicate with one another through text messages. They also present their own reports on cultural topics related to the unit and invite students to explore topics further in the feature Jetzt bist du dran! Before showing the video, have students read Jonas’ short bio on p. xvi.
CULTURAL NOTE
• From humble beginnings with a moated castle called the Hammaburg, built in the early 9th century, to a modern metropolis with just under 2 million inhabitants, Hamburg is the second-largest city in Germany (after Berlin) with the third-largest port in Europe (after Rotterdam and Antwerp). The city is a major economic hub, serving as the European base of operations for many international companies. In addition to being a center for trade and commerce, Hamburg has also become a major player in industry and a magnet for culture.
• The city consists of seven boroughs (Bezirke), each with its own local council. Like Bremen and Berlin, Hamburg is not only a city, but also a German Federal State (Bundesland). With a territory of only 292 square miles, Hamburg is the second-smallest state (after Bremen).
• With 72% of the city covered in greenery, Hamburg ranks as one of the greenest cities in the world. A further 8% of the city is taken up by water. Two rivers run through the city: the Elbe and the Alster The latter forms a large, segmented lake (Binnenund Außenalster) next to the commercial center, popular with locals and tourists alike for its beauty and proximity to the main train station.
1 Hallo aus Hamburg!
ESSENTIAL QUESTIONS
Wie begrüßen wir einander?
What are the different ways we greet each other?
Welche Informationen geben wir, wenn wir uns vorstellen?
What kinds of information do we typically share when introducing ourselves?
boost Have students explore Hamburg online. You might want to share more detailed maps of the area and photos of the city, or have them find such resources online to share with their classmates.
Moin! Ich heiße Jonas und ich wohne in Hamburg.
Das Reporterteam
Kapitel
Culture
BOOST YOUR TEACHING
LEKTION 1
Das ist Jonas Miniprojekt 1
Write and perform a skit in German for the school’s theater club
LEKTION 2
Ich bin 14 Jahre alt Miniprojekt 2
Create your Deutschpass
ABSCHLUSSPROJEKT
Interview a famous German-speaking person for a talk show
We’re traveling to Hamburg, Germany to talk about basic personal data and professions.
ACTIVITY 1 · OVERVIEW
LANGUAGE Greetings and information we share when introducing ourselves
CULTURE Basic information about Hamburg, Germany
1 SUGGESTED DURATION 10 minutes
MATERIALS Video Script
Warm-up
• Have students look at the picture and the maps, then ask the following questions: What is the name of the reporter? (Jonas) Where is he from? (Hamburg)
• Read the sentence above the maps to remind students of the main topics of this unit.
• Complete the Brainstorming! as a whole-class activity. Tell students that they can check some of their answers while watching the video.
Brainstorming!
• What do you know about Hamburg?
• Which seas does Germany border?
• What other German cities do you know?
Das ist interessant
• In the US, there are 22 cities named Hamburg.
• Hamburg has more bridges than any other city in Europe. Worldwide, there is only one city that has more: New York.
• Hamburg is the main seaport city in Germany, although it is 68 miles from the North Sea.
Possible Answers Hamburg is a big city in the north of Germany. It has a large port. Hamburg has many canals and bridges. / Germany borders the North Sea and the Baltic Sea. / Berlin, Munich, Cologne…
• Have students read Das ist interessant
1A
• Tell students they are going to watch a video in which the reporter of the unit introduces himself.
• Play the video once without interruption, allowing students to absorb as much information as they can without guidance. Then have them share their observations and what they understood from this video.
• Point out that Jonas says Moin, Moin! rather than Hallo. Tell students that this is a typical greeting in Northern Germany, particularly in regions of Hamburg, Schleswig-Holstein, and parts of Lower Saxony.
• Next, copy the chart on the board. Write your personal information in it, as you present the chart: Ich heiße … Ich bin … (Jahre alt). Ich wohne in … Ich spreche …
• Play the video a second time and have students add information for Jonas to the chart.
Answers name of the reporter: Jonas / city where he lives: Hamburg / age: 14 / birthday month: Mai / other information: Sein Hobby ist Musik. Er liebt Musicals.
1B
Answers will vary.
1B Challenge Instruct students to fill in their chart with their personal information as you guide them through it using German phrases. They should already know some useful phrases that were introduced in the Preliminary Unit Los geht’s!
Das Reporterteam 1
einundzwanzig ı 21
Hallo aus Hamburg!
PRESENT LESSON GOALS
SUGGESTED DURATION 10 minutes
• Read the title of the lesson to the class and ask students to guess what it means. Help them by highlighting the cognate ist
• Ask volunteers to read the objectives aloud. Engage students by inviting them to share any German greetings or introductions they already know. You may also want to review the greetings and introductions on p. 8.
• As students read the bullet points in the second column, point out that in English the definite article is the. Remind students what subject pronouns are in English (I, you, he/she/it, they, you all, they) and briefly introduce the question words wer, wie, was, and wo along with the verbs heißen and wohnen.
• If you plan to assign the Miniprojekt, give a brief introduction as a heads-up.
AUTHENTIC RESOURCE
• The logo of the Hamburg Guide, a free publication since 1978, is a water carrier (Wasserträger), a once important profession before the modern convenience of running water. One local water carrier who became known for his grumpy nature was Hans Hummel. When the city installed its water works in 1848, Hummel lost his job.
• Moin has its roots in Plattdeutsch: The word moi means nice, good, well. In English, people say Low German when referring to Plattdeutsch, which some may interpret as meaning a lower-class dialect, while it simply refers to a linguistic variation used in the north of Germany.
• The tag Moin Hamburg can also be read as a play on Mein Hamburg
LEKTION 1 Das ist Jonas
IN THIS LESSON, YOU WILL…
• greet people and introduce yourself
• identify professions and introduce someone else
BY USING...
• definite articles
• subject pronouns
• the verbs heißen , wohnen
• questions with wer , wie , was , wo
• vocabulary for professions
AND YOU WILL FIND OUT ABOUT...
• famous German-speaking people
• greetings in German-speaking countries
• the Port of Hamburg
• Hamburger and Fischbrötchen
Visual learners Provide your students with a map of German-speaking countries to keep and maintain throughout the course. Have them label the different countries, regions, and cities mentioned in each unit on the map.
MINIPROJEKT 1: Write and perform a skit in German for the school’s theater club
LESEN UND SPRECHEN
A. Look at the poster and answer the questions.
1. What do you think Hamburg’s weather is normally like?
2. How do people greet each other in Hamburg?
B. Read the chat.
Based on the chat, answer the questions below.
Elias Moin? Ach ja, du wohnst in Hamburg! Alles klar! Servus aus Wien!
Lina Und grüezi aus Zürich. Wie geht’s?
Kultur
In German-speaking countries, specific regional greeting forms are used alongside standard forms. Moin is generally used in the north of Germany. The common greeting in the south of Germany and in Austria is servus Interestingly, it is also used to say goodbye In informal situations, the Swiss say grüezi to each other.
STRATEGIE
WIR STARTEN · OVERVIEW
LANGUAGE Greetings and introductions
CULTURE Regional greetings in German-speaking countries
2 SUGGESTED DURATION 15 minutes
MATERIALS Audio file (text recording)
2A
Ask students to examine the poster and guess the significance of the images and the meaning of the words depicted. Refer to the Authentic Resource feature and share these insights with your students. Answers 1. Es ist bewölkt. Es ist kalt. Es regnet. / 2. People greet each other with: Moin!
2B
Jonas Na ja1 … Es regnet hier und es ist kalt! 15 Grad im August! Das ist nicht cool! Wie ist das Wetter in Zürich?
Lina Fantastisch! Sonnig, aber2 nicht zu warm: 25 Grad. Und in Wien?
Elias Es regnet, aber es ist nicht zu kalt: 21 Grad.
Jonas Ich habe Familie in Zürich. Das Wetter in Zürich ist warm im Sommer und kalt im Winter. Ideal für Sport in der Natur!
1. How do people greet each other in Zurich (Switzerland) and in Vienna (Austria)?
2. What does Jonas complain about?
3. Why does Jonas like the climate in Zurich?
DIFFERENTIATED INSTRUCTION
Use context clues Emojis, format, and pictures can help you get the gist of a text. Use your knowledge of the world in general to help you make intelligent guesses. Don’t worry if you don’t understand every word.
2B Interpersonal learners Ask three volunteers to read the chat aloud. Then have students work in pairs to find the answers to the questions.
• Have students individually read the chat between Jonas, Lina, and Elias, two reporters from separate units, and ask them what they think the conversation is about.
• Play the recording of the dialogue or have three students read the text aloud. Have students answer the questions individually or in pairs. Then have them share their answers discuss them as a whole class activity.
Strategy Read the Strategie feature aloud. If necessary, review what a cognate is (see p. 6). Refer students to the map on pp. xxiii. Have them locate Zurich (Switzerland), and Vienna (Austria). Highlight the diverse climates across Germanspeaking regions based on the differences in weather between Hamburg, Zurich, and Vienna. Give students these approximate metric conversions from Celsius to Fahrenheit: 15º C = 59º F, 21ºC = 70º F, 25º C = 77º F. Answers 1. In Zurich people greet each other saying: Grüezi. / In Vienna people greet each other saying: Servus! // 2. Jonas complains about the weather / das Wetter. // 3. Im Sommer ist es warm und im Winter ist es kalt. Das Wetter ist ideal für Sport in der Natur.
KULTUR
SUGGESTED DURATION 5 minutes
MATERIALS Audio file (text recording)
Have students read the text. Are they surprised by this information, or did they already know about the regional variations in greetings within the Germanspeaking world?
Answers will vary.
Jonas Moin!
WIE HEIßT DU? · OVERVIEW
LANGUAGE The definite article; Subject pronouns; The verb heißen
CULTURE Customary greeting styles in Germanspeaking countries (formal and informal)
3 SUGGESTED DURATION 10 minutes
• Have students look at each picture and ask them to guess who the people are and their relationships.
• Refer students to the Meine Vokabeln features Personen and Höflichkeit. Go over the vocabulary, and then have students do the activity in pairs. When correcting, explain the grammar rule, using the images as support. For example, point out that die Schülerin is feminine and der Schüler is masculine, and that die Freunde and die Freundinnen are plural nouns.
Meine Grammatik • The definite article Explain that nouns in German have genders. See p. 30 for the full explanation.
Answers a. die Schülerin und der Schüler / b. die Freundinnen / c. die Freunde / d. die Lehrerinnen
Once students have matched each caption with the corresponding picture, check for understanding by soliciting responses from the entire class.
Answers 1. c / 2. b / 3. d / 4. a
4B
Sprachdetektiv Ask students if they address their peers differently from the way they address their teachers. Point out the differences between the informal and formal registers.
Answers 1. Informal language / 2. Informal language / 3. Formal language 4. Informal language // Possible answers 1. Tschüs Leute / 2. Wie geht es dir? / 3. Wie heißen Sie? / 4. Wie heißt du?
Meine Grammatik • Subject pronouns; The verb heißen Explain that a subject is the noun (person, place, or thing) that performs the action or that is being described in a sentence. Point out that unlike English, verbs in German have different endings, depending on the subject. See pp. 30–31 for the full explanation.
Wie
heißt du?
I can greet people and introduce myself.
3 4 ANSEHEN UND SPRECHEN
Look at the pictures. Match each caption with its corresponding picture.
die Schülerin und der Schüler die Lehrerinnen die Freunde die Freundinnen
LESEN, HÖREN UND SPRECHEN
A. Read and listen to the conversations. Match each picture in activity 3 with its corresponding conversation.
A: Tschüs! Bis bald, Leute!
B: Tschüs Nina!
C: Bis morgen!
A: Guten Tag, mein Name ist Wagner. Wie heißen Sie?
B: Hallo Frau Wagner. Ich heiße Nina Lang, freut mich.
A: Freut mich auch.
A: Hallo Emily! Wie geht es dir?
B: Hallo Lea! Gut und dir?
A: Auch gut.
A: Guten Morgen, ich heiße Jasmin. Wie heißt du?
B: Ich heiße Noah, freut mich.
A: Freut mich auch.
B. Tell which conversation uses formal versus informal language. Identify the expressions in the conversations that helped you make this distinction.
MEINE VOKABELN
Personen People
• der Lehrer / die Lehrerin teacher
• der Schüler / die Schülerin student
• der Freund
male friend
• die Freundin
female friend
• die Freunde
male friends or mixed group of friends
• die Freundinnen female friends
Höflichkeit Politeness
• Freut mich.
Nice to meet you.
• Herr Schulz
Mr. Schulz
• Frau Schulz
Mrs. Schulz
MEINE VOKABELN p. 36
MEINE GRAMMATIK
Definite articles der Lehrer die Schülerin das Team die Freunde (plural)
Subject pronouns ich I du you Sie you (formal) Du or Sie ? du form: informal Sie form: formal
The verb heißen to be called ich heiße du heißt Sie heißen
MEINE GRAMMATIK pp. 30-32
4B Role play Give name tags to each student, ensuring a mix of different first names and formal titles, such as Professorin Bauer, Herr Schneider, Emilia or Junis. Have them walk around the room and talk to as many people as possible in five minutes using different greetings, introductions, and farewells. Encourage them to vary their expressions and emphasize the importance of using appropriate register – formal or informal, according to the person’s name tag – and to incorporate gestures to enhance communication. You could also provide props, such as hats, ties, scarves, etc. for students to wear.
BOOST YOUR TEACHING
5
SICH AUSTAUSCHEN
A. In pairs, act out the scenes in activity 4.
B. Improvise a scene using the different greetings you know and information about yourself.
LEKTION 1
Workbook S. 24-27
WEISST DU NOCH?
Grüßen und sich verabschieden
Greetings and saying goodbye
• Guten Morgen. Good morning
• Guten Tag. Good morning/afternoon.
• Guten Abend. Good evening
• Hi! Hi!
• Hallo! Hello!
• Tschüs! Bye!
• Auf Wiedersehen. Goodbye.
• Bis morgen. See you tomorrow.
• Bis bald! See you soon!
• Bis später! See you later!
Sich vorstellen Introducing oneself
• A: Wie heißt du? What’s your name?
• B: Ich heiße Marie. My name is Marie.
• A: Wie geht‘s dir? How are you?
• B: Gut. Und dir? I’m fine. / Good. And you?
• A: Wie heißen Sie? What’s your name?
• C: Ich heiße Tina Müller.
My name is Tina Müller.
• A: Wie geht es Ihnen? How are you?
• C: Gut, danke. Und Ihnen? I’m fine, thank you. And you?
Begrüßungen
It is customary in German-speaking countries to greet friends and relatives by giving them a hug (drücken). Exchanging a cheek-to-cheek kiss is becoming increasingly more popular among girls. In Austria, this is often said rather than done: Bussi (meaning: kiss). The English word hi is also used a lot in German in informal situations.
When you are first introduced to someone in a formal setting or to someone older, shaking hands and looking the other person in the eye is the appropriate greeting.
6 LESEN UND SPRECHEN
A. Read the text and answer the questions.
1. What type of greeting is appropriate when you are first introduced to the parents of a school friend?
2. How would you greet a beloved cousin you haven’t seen in years?
B. Kultureller Vergleich How do you greet friends and relatives in your culture? How do you greet people when you first meet them? How is this similar to or different from German-speaking countries?
8-9
4 Gamification Divide the class into two teams. Create a slide deck with images of various people in specific situations so students can decide if du or Sie would be used to address them. Line up both teams. Place an index card with du and another one with Sie on a table in front of each team. Display a picture. The students at the front of each line must hold up the card with the correct pronoun. The first student to choose correctly scores a point for the team. Have them explain why each pronoun would be used in each situation. The turn then passes to the next students in line.
5 SUGGESTED DURATION 20 minutes
Warm-up
Have student groups or pairs recall and share personal experiences related to greetings and introductions. Ask students to tell what they usually say and do when they meet someone for the first time.
5A
• For extra practice, have student pairs take turns acting out both parts of each conversation.
• Alternatively, you might want to tell students they have one minute to act out one scene before switching partners and performing the next one.
• Refer students to the Meine Vokabeln features Grüßen und sich verabschieden and Sich vorstellen
5B
• Before doing this activity, have students read the Kultur feature. Remind them to use appropriate gestures as they perform their skit.
• Pair up students and ask them to engage in a conversation using only the vocabulary in the Meine Vokabeln feature.
• Point out that a cheek-to-cheek kiss is a gesture of friendship and should not be misconstrued romantically.
• Ask students to add the German expressions in parentheses to their personal vocabulary section of Mein Deutschpass after completing Miniprojekt 2 on p. 55. They might also illustrate these expressions and start to memorize them.
Possible answers 1. Shaking hands and looking the other person in the eyes. / 2. I would give him a hug.
6B
Some students in the class may have different answers depending on their cultural backgrounds and upbringing. Discuss the differences in how we greet one another in the US compared to how it is done in German-speaking countries.
Answers will vary.
WORKBOOK
Activities 3–9 on pp. 24–26
MEINE VOKABELN pp.
Kultur
Hallo! Ich heiße David.
Freut mich!
Hi! Ich heiße …
SIE IST SÄNGERIN · OVERVIEW
LANGUAGE The verb wohnen; Word order; Question words wer, wie, was, wo
CULTURE Identifying professions and introducing people
CULTURAL NOTE
(A) Alexander Gerst (born 1976 in Karlsruhe, Germany) –a geophysicist, volcanologist, and astronaut / (B) Zoe Wees (born 2002 in Hamburg, Germany) – a singersongwriter who appeared on The Voice Kids in 2017 / (C) Roger Federer (born 1981 in Basel, Switzerland) – a retired tennis player with 20 Grand Slam titles and 310 weeks at the top of the world rankings / (D) Elyas M’Barek (born 1982 in München, Germany) – a film, TV, and voice actor / (E) Hans Zimmer (born 1957 in Frankfurt am Main, Germany) – an award-winning film score composer and music producer / (F) Jana Pareigis (born 1981 in Hamburg, Germany) – a journalist and TV presenter / (G) Tim Mälzer (born 1971 in Elmshorn, Germany) – a chef, TV presenter, and author / (H) Verena Altenberger (born 1987 in Schwarzach, Austria) – a multilingual theater, TV, and film actress / (I) Giulia Gwinn (born 1999 in Ailingen, Bavaria, Germany) – a national and international soccer player, signed to FC Bayern in 2019
• Direct students’ attention to p. 26 and introduce the collage by reading its title aloud. Have students guess what the word berühmt means.
• Refer students to the Meine Vokabeln feature Berufe. Read the new words out loud and have students repeat them after you, correcting pronunciation as needed.
• Reiterate the difference between er (he) and sie (she) by pointing at the picture of a man for er and of a woman for sie. Give an example: Er heißt Alexander Gerst. Er ist Astronaut.
• After students have completed the activity, discuss answers as a class and clarify any misconceptions.
Answers A 2. Er heißt Alexander Gerst. Er ist Astronaut. / B 1. Sie heißt Zoe Wees. Sie ist Sängerin. / C 7. Er heißt Roger Federer. Er ist Sportler. / D 9. Er heißt Elyas M’Barek. Er ist Schauspieler. / E 3. Er heißt Hans Zimmer. Er ist Komponist./ F 8. Sie heißt Jana Pareigis. Sie ist Moderatorin. / G 4. Er heißt Tim Mälzer. Er ist Koch. / H 6. Sie heißt Verena Altenberger. Sie ist Schauspielerin. / I 5. Sie heißt Giulia Gwinn. Sie ist Fußballerin.
Sie ist Sängerin
I can identify professions and introduce someone else.
9 berühmte 1 Personen aus D-A-CH 2
BOOST YOUR TEACHING
8D Extension Suggest that students find pictures of individuals who share the same occupations as the celebrities from across the German-speaking world and label them (name and profession). Have students do a gallery walk in small groups to look at these people. Following the gallery walk, ask students which individuals they recognize and which they do not.
Alexander Gerst (Köln)
Jana Pareigis (Berlin) F
Giulia Gwinn (München) I
Verena Altenberger (Wien) H
Zoe Wees (Hamburg) B
Roger Federer (Rapperswil) C
Tim Mälzer (Hamburg) G
Elyas M’Barek (New York) D
Hans Zimmer (Los Angeles) E
LESEN, SICH AUSTAUSCHEN UND SCHREIBEN
A. Jonas is a fan of these people from German-speaking countries.
Look at the pictures on the previous page. In pairs, give the names of these people and match them with their professions.
1. Sie ist Sängerin.
2. Er ist Astronaut.
3. Er ist Komponist.
4. Er ist Koch.
5. Sie ist Fußballerin.
6. Sie ist Schauspielerin.
7. Er ist Sportler.
8. Sie ist Moderatorin.
9. Er ist Schauspieler.
B. In pairs, point to a photo and ask your partner who it is, what he/she does, and where he/she lives. Take turns asking and answering questions.
A: Wer ist das?
B: Das ist …
A: Was ist er / sie?
B: Er / Sie ist …
A: Wo wohnt er / sie?
B: Er / Sie wohnt in ...
C. Read the sentences below. What are the differences between the way you refer to a profession in German and in English? Explain
Justin Timberlake ist Sänger Taylor Swift ist Sängerin
Justin Timberlake is a singer Taylor Swift is a singer
D. Choose three celebrities who have the same professions as the people on the previous page. Present them to the class.
Das ist Billy Eilish. Sie ist Sängerin. Sie wohnt in …
Berufe Professions
• der Astronaut / die Astronautin astronaut
• der Fußballer / die Fußballerin soccer player
• der Koch / die Köchin cook
• der Komponist / die Komponistin composer
• der Moderator / die Moderatorin (talk show) host
• der Musiker / die Musikerin musician
• der Sänger / die Sängerin singer
• der Schauspieler / die Schauspielerin actor/actress
• der Sportler / die Sportlerin athlete
Jemanden vorstellen
Introducing somebody
• A: Wer ist das? Who is that?
B: Das ist Jan. That’s Jan.
C: Das ist Maya. That’s Maya.
• Er heißt Jan. His name is Jan.
• Sie heißt Maya. Her name is Maya.
pp. 36-37
The verb wohnen to live er / sie wohnt
Word order
Das ist Tim.
Er ist Koch.
Questions with wer , wie , was , wo
Wer ist das? Who is that?
Wie heißt er? What’s his name?
Was ist sie? What does she do? Wo wohnt er? Where does he live?
GRAMMATIK pp. 33-34
INSTRUCTION
7D Accommodation Ask students to compile a list of individuals whose occupations are listed on p. 26, working either independently or in pairs. Students might also choose to work on their presentations independently or with a partner of their choice.
7B
• Present the expressions Wer ist das? Das ist… from the Meine Vokabeln feature Jemanden vorstellen and conduct a practice round with the whole class, modeling the activity with a volunteer before having students work in pairs.
Meine Grammatik • The verb wohnen; Word order; Question words wer, wie, was, wo Tell students that the verb wohnen and all other verbs in German have different forms depending on the subject. The word order of main clauses typically follows a pattern in which the subject comes first, followed by the verb, and then any other elements, such as objects or descriptions. When you start questions with wer (who), wie (how), was (what), and wo (where), the verb goes before the subject. See pp. 33–34 for the full explanation.
Possible answers A: Wer ist das? B: Das ist Zoe Wees. A: Was ist sie? B: Sie ist Sängerin. A: Wo wohnt sie? B: Sie wohnt in Hamburg. / A: Wer ist das? B: Das ist Elyas M’Barek. A: Was ist er? B: Er ist Schauspieler. A: Wo wohnt er? B: Er wohnt in New York.
7C
Sprachdetektiv Have students answer the question, then compare their answer with a classmate’s.
Possible answers In German you don't use an article before a profession. In English you use a or an. In these sentences, the word changes depending on the gender. In the English sentences, singer is the same for both men and women.
7D
Tell students to research three celebrities who share the same occupation as one of the individuals featured in the book. Point out that this time, they will need to use the plural form sie in their descriptions. Explain that sie refers to a masculine, feminine, or mixed group of people.
Answers will vary.
A-2: Er heißt Alexander Gerst. Er ist Astronaut.
MEINE GRAMMATIK
MEINE
MEINE VOKABELN
MEINE VOKABELN
DAS DEUTSCH-MAGAZIN · OVERVIEW
LANGUAGE Important places and products from Hamburg
CULTURE Information on Hamburg as a port city MATERIALS Audio file (text recording)
8 SUGGESTED DURATION 20 minutes
• Read the Can-Do Statement and the article title. Ask students to look at the photos and say what kind of text this is (Is it a story, a description, or an explanation?) and what they think the text will be about.
• Play the audio recording and have students read along as they listen. Ask them to note the cognates that help them understand the text. Then have students do the activity in pairs and check the answers in class.
Answers 1. large / 2. Sundays / 3. Fish sandwich
9 SUGGESTED DURATION 10 minutes
Have students read the texts again and answer the questions individually. Then review answers as a class activity.
Answers 1. true / 2. false / 2. true
CULTURAL NOTE
• The Hamburger Hafen has long been considered and marketed as a gateway to the world. It once served as one of the main European exit points, overtaking Bremerhaven after 1892 with the opening of new barracks for those planning to emigrate. In the following years leading up to World War I, around 2 million people emigrated here.
• Nowadays, the port serves as a hub to 950 other ports in 180 countries with an average of 150 million tons of cargo passing through it every year.
• Since 1703, the Altonaer Fischmarkt has been attracting visitors every Sunday morning, starting as early as 5 a.m. The name is somewhat misleading, as you will find much more than just fish on offer: fruit, vegetables, meats, cheeses, clothes, and handicrafts, to name just a few.
DAS DEUTSCH-MAGAZIN
Verbindung zu: Geografie
I can understand the main idea of an article about the port city of Hamburg.
Hafenstadt Hamburg
Hamburg und der Hafen1: echt cool. Hier präsentiere ich drei interessante Fakten über den Hamburger Hafen. Kommt nach Hamburg!
von Jonas Becker, Reporter aus Hamburg, Deutschland
Die Nummer eins in Deutschland!
Der Hafen von Hamburg ist sehr groß. Millionen Container kommen über Hamburg nach Europa. Der Hafen von Hamburg ist in Deutschland die Nummer eins, und in Europa die Nummer zwei!
Look at the images and read the texts. Choose the correct ending for each sentence.
1. The port of Hamburg is very small / large 2. The Fischmarkt is open on Saturdays / Sundays
3. A typical specialty in Hamburg is the fish sandwich / American hamburger
Read the article. Tell whether these statements are true or false, based on the information in the article.
1. The port of Hamburg is a very important European port.
2. Tourists normally don’t visit the Fischmarkt
3. Hamburgers may have been first introduced to America at Ellis Island.
9 Accommodation Ask students to read the text once. Then have them to read it a second time and write down the words that most helped them understand text. Ask volunteers to write the words they listed on the board.
1 Hafen: port
Am Sonntag ist Fischmarkt
Der Hamburger Fischmarkt ist am Sonntag. Er ist 300 Jahre alt2! Eine typische Spezialität ist das Fischbrötchen. Der Markt ist eine fantastische Touristenattraktion.
Ist das ein „Hamburger“?
Ist der amerikanische „Hamburger“ aus Hamburg? Kann sein! Das hier ist ein Frikadellenbrötchen. Eine Theorie sagt, Migranten aus Hamburg bringen den „Hamburger“ nach Ellis Island.
JETZT BIST DU DRAN!
1. Choose a city you like and look up information about two important places and two important products from there.
2. Write one sentence in German to describe each place or product.
3. Use Jonas’ article as a model.
STRATEGIE
Use models
When writing, notice how others express their ideas. Create original sentences modeled after similar sentences. Express your own ideas using the same structures, but replace details with information about your subject.
DIFFERENTIATED INSTRUCTION
Jetzt bist du dran! Accommodation Students can work on their own or with a partner. Give them a list of cities and allow them to choose one that interests them the most.
SUGGESTED DURATION 15 minutes
Have students not only research important places and products of the city of their choice, but also images to support their sentences.
Strategy Read the Strategie feature aloud and encourage students to use this suggestion to describe the places and products of their city of choice using Jonas’ text as a model.
Have students add their product to Mein Deutschpass after completing Miniprojekt 2 on p. 55.
JETZT BIST DU DRAN!
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Tell students that all nouns in German have a gender and are either masculine, feminine, or neuter. Gender-neutral nouns do not exist in German. Explain that gender often seems arbitrary and must be memorized for each noun; however, some patterns and endings can provide clues to the gender of a noun.
Language Comparisons Ask students if they know any words in English that convey gender, for example: woman / man, girl / boy, mother / father, hen / rooster, cow / bull. Tell them that in German, when we refer to people and most domesticated animals, the gender matches their sex.
• Recommend that students always practice nouns along with their articles to help them learn the gender at the same time. You might want to tell students that they can use the glossary at the end of the book to find the gender of a noun.
• Project the table on this page and read all of the forms aloud.
• Tell students that nouns can be singular or plural, as in English. In German, forming the plurals can be quite varied, unlike English where you most often add an s to the end of the word to form the plural.
Formative assessment Have students change the professions in activity 7 on p. 26 to the opposite gender: Er ist Sänger.
1. Definite articles
What are they?
• Definite articles are equivalent of the in English.
What forms do they have?
• Definite articles agree in grammatical gender (masculine, feminine, or neuter) and in number (singular or plural) with the noun that follows.
- singular plural
masculine der Schüler die Schüler
feminine die Schülerin die Schülerinnen neuter das Team die Teams
When do we use them?
• Like in English, definite articles are used to refer to specific items or people, or to information that has been mentioned before.
Der Deutschlehrer Herr Schuster ist sehr nett. The German teacher Mr. Schuster is very nice. Das ist ein Buch. Das Buch ist sehr interessant. That’s a book. The book is very interesting.
10
Are these words masculine, feminine, or neuter? Name the articles. The colors will help you. a. Rucksack b. Buch
Schule d. Computer
Are these professions masculine or feminine? Name the articles.
a. Sänger b. Musiker c. Sportlerin
Have a look at the articles. What do you notice about them?
Tisch
Klassenzimmer
Lehrer e. Schülerin
Schauspielerin
In small groups, take turns calling out a profession. Vary the gender of the nouns. The other group members give names of people who have that profession.
A: Sportlerin
B: Serena Williams!
C: Alex Morgan!
BOOST
Maus
Heft
Grammar presentation (1) Extension Have students draw a three column chart in their notebook. Label each column with: der, die, das. Assign a color to each column: der, die, das. Then have students group words from the Preliminary Unit Los geht's and this Lektion by gender.
Grammar presentation (1) Information skills Teach students how to use a German / English dictionary to find the gender of nouns. Point out that the abbreviations m, f, and n in a bilingual German / English dictionary stand for masculine, feminine, and neuter.
2.
Subject pronouns
What are they?
2. SUBJECT PRONOUNS
• A subject is the person, place or thing that performs the action or is being described in a sentence..
Ich heiße Emmy. My name is Emmy. Du heißt Kirsten. Your name is Kirsten. Jonas wohnt in Hamburg. Jonas lives in Hamburg. Sophie wohnt in Dresden. Sophie lives in Dresden.
subject = person doing the action
• Subject pronouns replace a noun that is the subject of a sentence.
Jonas wohnt in Hamburg. Er wohnt in Hamburg. Jonas lives in Hamburg. He lives in Hamburg.
Sophie wohnt in Dresden. Sie wohnt in Dresden. Sophie lives in Dresden. She lives in Dresden.
What forms do they have?
singular plural
ich I wir we du you ihr you er / sie / es he/she/it sie they Sie you (formal) Sie you (formal)
How do we use them?
Compare the examples below. What can you conclude about pronouns in German versus English when speaking about objects?
Der Radiergummi? Er ist im Rucksack. The eraser? It is in the backpack.
Die Maus? Sie ist im Rucksack. The mouse? It is in the backpack.
Das Buch? Es ist auch im Rucksack. The book? It is in the backpack, too.
In what way does the English pronoun you compare to the three forms in German?
• In German, the subject pronouns er und sie also apply to objects, unlike in English where only it is used.
• The subject pronouns du / ihr and Sie can be used to address someone depending on whether your relationship is informal or formal.
- people you don’t know - adults who are not family members du (one person) / ihr (more than one person)
with:
- friends or classmates - family members
- people your own age or younger
Wie heißt du?
What’s your name?
Sie (for both one or more than one person)
with: - teachers
Wie heißen Sie?
What’s your name?
DIFFERENTIATED INSTRUCTION
Grammar presentation (2) Language comparisons If the students in your class speak other languages, ask them to name other languages that use he (er) and she (sie) to refer to nouns that would require it in English.
Grammar presentation (2) Kinesthetic learners Distribute index cards, each with one of the German pronouns. Include both the singular sie, the formal Sie, and a plural sie. Ask students to demonstrate the pronoun they received. For example, a student assigned ich would point to themselves, while a student assigned the formal Sie would point to you, the teacher.
MATERIALS Grammar Tutorial
Script
Audio file
Script
Grammar Presentation
• Project the pronoun chart and give an example for each pronoun, using gestures. Draw students’ attention to the particularities of these pronouns: ich is always lowercase unless it’s at the beginning of a sentence. Du is informal, while Sie is used in formal settings, such as when addressing elders or figures of authority. Sie is also used when referring to groups of people of all genders. Tell students that in German, any noun can be replaced by a pronoun. Sie can mean she or it when referring to a feminine noun. Similarly, er can mean he or it when referring to a masculine noun. You may want to share the pronoun preferred by some non-binary people: xier
Language Comparisons After reading the first two points and examples, ask students what other subject pronouns there are in English (I, you, she... )
Formative assessment Check for understanding of du and Sie: show pictures of different people (for example: a child, a police officer, a mother, a teacher) and have students stand if Sie should be used when addressing them and sit if du should be used.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
Practice
13
Answers a. Er / b. Sie / c. Er / d. Ihr / e. Sie / f. Wir
14
Answers a. Es / b. Sie / c. Sie / d. Sie / e. Es / f. Sie / g. Er / h. Er
• Project the chart on the board. Inform students that in German, the verb heißen means to be called, and emphasize that they will have to memorize its forms.
• Conjugate the verb with each subject pronoun, pointing out that ß makes a sharp s sound as in the word nice.
Language Comparisons Review the concept of conjugation. Point out that the conjugated verb forms tell the action and also reflect who does it.
Formative assessment Have students create a set of flashcards for the verb heißen. Have them write one subject pronoun or one verb form on each card. Then shuffle the cards and have them match the words that go together.
Practice
16
Answers a. heißt / b. heiße / c. heißt / d. heißen / e. heißt / f. heißt
MEINE GRAMMATIK
Complete the sentences with the correct subject pronoun when speaking about these people.
a. Jonas wohnt in Hamburg. Er
b. Paula und Emma sind Freundinnen.
c. Der Hund mag Schokolade.
d. Anne und du wohnt in den USA.
e. Die Schülerin heißt Martina. f. Meine Freunde und ich wohnen in Berlin.
Complete the sentences with the correct subject pronoun.
a. Das Buch heißt Herr der Ringe Es ist interessant.
b. Die Fotos sind von Marcus. sind super!
c. Die Schere ist rot. ist im Rucksack.
d. Die Schülerinnen und Schüler sind aus den USA. wohnen in New York.
e. Das Musical heißt König der Löwen. ist das Lieblingsmusical von Jonas.
f. Die Elbphilharmonie ist in Hamburg. ist fantastisch.
g. Der Rucksack ist rot. ist von Jonas.
h. Elias wohnt in Wien. ist cool.
Listen to the four dialogues. Are they formal or informal? Choose the correct answer.
• Dialogue A: formal / informal
• Dialogue B: formal / informal
3. The verb heißen
What is it?
• The German verb heißen means to be called in English.
Wie heißt du? What’s your name?
Ich heiße Anne. My name is Anne.
Complete the sentences with the correct form of the verb heißen.
a. Wie du?
b. Ich Tim.
c. Sie Jana.
d. Wie Sie?
e. Er Alexander.
f. Die Lehrerin Tina Mey.
• Dialogue C: formal / informal
• Dialogue D: formal / informal
heißen to be called ich heiße du heißt
er / sie / es heißt Er heißt Tarzan!
Grammar presentation (3) Accommodation Prepare index cards with the different forms of the verb heißen and subject pronouns. Distribute the cards to students and have them walk around the classroom until they find their match. Then ask students to say their match together out loud.
3. THE VERB HEIßEN
4. The verb wohnen
What is it?
• A verb is a word that describes an action, state, or occurrence.
• In German, verbs are conjugated. That means the verbs change forms according to the person who is doing the action or who is being described, just like in English.
Jonas wohnt in Hamburg. Jonas lives in Hamburg.
conjugated verb = action
subject = person doing the action
Jonas und Sophie wohnen in Deutschland. Jonas and Sophie live in Germany.
subject = people doing the action conjugated verb = action
What forms does it have?
• Wohnen is a regular verb. To conjugate it, drop the -en from the infinitive and add the appropriate endings. wohnen to live
Complete the dialogue with the correct form of the verb wohnen 17 infinitive infinitive
wohnen to live ich wohne wir wohnen du wohnst ihr wohnt er / sie / es wohnt sie / Sie wohnen
Wo du?
Ich in Hamburg. Und wo Jannis?
Und wo Tim und Julia?
Use the construction wohnen in + city/region/country to say where someone lives.
Ich in München. Und du?
Jannis? Er in Berlin.
Sie in Zürich.
DIFFERENTIATED INSTRUCTION
Grammar presentation (4) Have pairs of students complete activity 17 together orally.
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Project the conjugation of wohnen on the board. Tell students that the verb wohnen means to live.
• Conjugate the verb with each subject pronoun, pointing out that when a vowel precedes an h, it elongates the vowel sound o.
Language Comparisons Have students compare the conjugations of heißen and wohnen. Ask: What similarities do these verbs have? Students should notice that the endings are the same, except for the conjugation with du. Tell them that since the stem of heißen ends in a ß (/s-zett/), there’s no need to add another s when conjugating the verb.
Practice 17
Answers A. Wo wohnst du? B. Ich wohne in München. Und du? A. Ich wohne in Hamburg. Und wo wohnt Jannis? B. Jannis? Er wohnt in Berlin. A. Und wo wohnen Tim und Julia? B. Sie wohnen in Zürich.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
4. THE VERB WOHNEN
Practice
18
Answers a. wohnen // b. heiße / wohne // c. heißen // d. wohne / wohnt // e. heißt // f. wohnt / wohne
5. WORD ORDER
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Project the model sentences to showcase basic word order. Point out that most German sentences begin with the subject followed by the conjugated verb.
Language Comparisons Have students create several basic sentences in English focusing on simple subject-verb-object (SVO) constructions, such as She reads a book. Then have students compare these sentences to the German examples. They should notice that the word order stays fairly similar to English.
Formative assessment Provide students with a mix of German words to form sentences written on cards. Ask students to arrange them in the correct word order, emphasizing the subject-verb placement. They can work individually or in pairs to discuss and justify their choices.
Practice
19
Answers 1. Paul mag Schokolade. / 2. Paul mag Maria und Eva. / 3. Sie heißen Maria und Eva. / 4. Du wohnst in Hamburg. / 5. Sie mag Schokolade.
19 18 Write five sentences using one element of each color.
Complete the sentences with the correct form of wohnen or heißen
a. Guten Tag, Herr Schuster. Wo wohn Sie?
b. Ich heiß Anne Krapp und wohn in München.
c. Meine Freunde heiß Milli und Tom.
5. Word order
What is it?
d. Ich wohn in Stuttgart. Wo wohn ihr?
e. Wie heiß der Schüler?
f. Marga wohn in Augsburg und ich wohn in Nürnberg.
• In a basic statement, the verb (the action) is always the second element. Jonas ist cool. Jonas is cool.
subject verb subject verb subject verb in Hamburg Maria und Eva Schokolade wohnst mag heißen
6. Questions with wer , wie , was , wo
What are they?
• Question words allow us to ask different types of questions to seek specific information.
Word order
• The verb is placed after the question word.
A: Wie heißt er? What’s his name?
B: Er heißt Alexander Gerst. His name is Alexander Gerst.
A: Wer ist das? Who is that?
B: Das ist Alexander Gerst. That’s Alexander Gerst.
A: Was macht er? What does he do?
B: Er ist Astronaut. He is an astronaut.
A: Wo wohnt er? Where does he live?
B: Er wohnt in Köln. He lives in Cologne.
BOOST YOUR TEACHING
Grammar presentation (5) and (6) Extension Distribute to student groups a set of German words and conjugated verbs, each individually written on pieces of paper which they will use to construct as many statements and questions in the time allocated.
Grammar presentation (6) Visual learners Write each of the question words on a sheet of paper. Accompany each question word with an image, such as a silhouette for a person for wer or a wrapped gift for was.
Die Lehrerin heißt Sarah Fischer. The teacher’s name is Sarah Fischer.
Mein Freund Tom mag Schokolade. My friend Tom likes chocolate.
a. wohnt in den USA? Hans Zimmer.
b. wohnt Roger Federer? In Rapperswil.
c. ist das? Das ist Jana Pareigis.
Choose the correct question word for each sentence.
a. A: Wo / Was wohnt ihr?
B: Wir wohnen in Salzburg.
b. A: Wo / Wer ist Frau Scholz?
B: Frau Scholz ist die Deutschlehrerin.
Listen to five questions.
Choose the logical answer to each question.
a. Er ist Astronaut. / Er heißt Alexander Gerst.
b. Sie ist Schauspielerin. / Das ist ein Computer.
c. Sie heißt Giulia Gwinn. / Das ist Giulia Gwinn.
d. Sie ist Moderatorin. / Sie wohnt in Berlin.
e. Elyas M’Barek ist Schauspieler. / Elyas M’Barek.
d. wohnt in Hamburg? Tim Mälzer.
e. ist Giulia Gwinn? Sie ist Fußballerin.
c. A: Was / Wie heißt die Lehrerin?
B: Sie heißt Frau Scholz.
d. A: Wie / Wo ist das Wetter?
B: Das Wetter ist schön.
6. QUESTIONS WITH WER,
MATERIALS Grammar Tutorial
Script
Audio file
Script
Grammar Presentation
• Project the questions. Confirm that students understand the meanings of the question words and the questions overall.
Language Comparisons Explain that in German, as well as in English, specific words are used to ask for specific information. Such questions cannot be answered by ja or nein. In English, they are often called the five Ws (who, what, where, when, and why).
Match each question in the left column with its answer from the right column.
a. Wer ist das?
b. Wie heißt Aminas Freundin?
c. Wo wohnt Amina?
d. Was ist Amina?
1. Sie wohnt in Berlin.
2. Sie heißt Marta.
3. Sie ist Musikerin.
4. Das ist Amina.
In pairs, show your partner a picture of a celebrity or someone you admire. Ask and answer four questions to find out information about this person.
A: Wer ist das?
B: Das ist …
f. wohnt Zoe Wees? In Hamburg. Das Reporterteam 1 • Kapitel 1 fünfunddreißig ı 35 FORMATIVE ASSESSMENT
Language Comparisons Have students develop their own grammatical rule for how questions are formed in German with the help of what they already know about the word order of basic sentences. For example, in German questions that begin with a question word, the conjugated form of a verb is always in the second.
Formative assessment Divide students into pairs to create their own dialogues in which they interview a famous person using these question words. One partner assumes the role of the celebrity while the other one acts as the interviewer. Each partner should ask and answer two questions. Have them perform or record their dialogues.
Answers a. Wer / b. Wo / c. Wer / d. Wer / e. Was / f. Wo 21
Answers a. Wo / b. Wer / c. Wie / d. Wie 22
Answers a. Er heißt Alexander Gerst. / b. Sie ist Schauspielerin. / c. Das ist Giulia Gwinn. / d. Sie wohnt in Berlin. / e. Elyas M’Barek. 23
Answers a. 4. / b. 2. / c. 1. / d. 3
Answers will vary.
SUGGESTED DURATION 30 minutes
MATERIALS Audio files (text recordings)
Vocabulary learning strategies
• Take time to suggest, explain, or practice the following strategies, which can facilitate memorization and recall of the vocabulary. This will help your students develop both confidence and independence as learners.
Flashcards Create paper or digital flashcards and review them daily for about five minutes. If possible, include pictures. Include articles in German on one side and in English on the other. Include images on one side and the German words with corresponding articles on the other.
Contextualize List the names of famous individuals and have students identify their respective professions.
Use online applications Using an online drawing tool (or individual whiteboards with markers), say vocabulary words for professions and have students draw pictures that represent these words. Check for understanding.
Listen, read, repeat Remind students that they can listen to all the vocabulary presented on these pages on and that it is very effective to repeat new vocabulary out loud.
Practice
Have students complete the vocabulary exercises in the Workbook on pp. 24–25 and 27–28.
MEINE VOKABELN
Personen
Freunde
or
A: Wie heißt er / sie? What’s his/her name?
B: Er heißt Jonas. His name is Jonas. Sie heißt Amelie. Her name is Amelie.
Formell Formal
A: Wer ist das? Who is that?
B: Das ist Herr Schulz. That’s Mr. Schulz. Das ist Frau Lindner. That’s Mrs. Lindner.
Informell Informal
A: Wer ist das? Who is that?
B: Das ist Jonas. That’s Jonas. Das ist Amelie. That’s Amelie.
BOOST YOUR TEACHING
Kinesthetic learners Write words on cards (one word per card) to form a brief conversation in German, using vocabulary and expressions from pp. 36–37. Distribute the cards to students. First, have them find the classmates whose cards go with their cards or assign partners. For example, the student with a card that reads Wer ist das? works with the person with a card that reads Das ist Jason. Then have students line up with their cards in order to form a logical conversation.
MEINE VOKABELN
der Lehrer male teacher
der Schüler male student die Lehrerin female teacher die Schülerin female student
die
male friends
mixed group of friends die Freundinnen female friends
Freunde male friends der Freund male friend
die Freundin female friend
Herr Schulz Mr. Schulz
Frau Lindner Mrs. Lindner
Freut mich. Nice to meet you.
Freut mich.
Freut mich.
Berufe Professions
25 SUGGESTED DURATION 20 minutes
• If your class is large, you may want to form more than two teams. Have the students move to sit close to their group members. You can let them decide on a team name and write the teams’ names on the board to keep score.
der Komponist / die Komponistin composer
der Sänger / die Sängerin singer
der Fußballer / die Fußballerin soccer player
der Astronaut / die Astronautin astronaut der Koch / die Köchin cook
der Moderator / die Moderatorin (talk show) host der Musiker / die Musikerin musician
der Schauspieler / die Schauspielerin actor/actress
SPIEL: Nenne die Berufe!
1. Divide the class into two teams. One player from each team goes to the board.
der Sportler / die Sportlerin athlete
• Call on one student per team and show them the picture of the word they must write. Award the points according to the game rules. Answers will vary.
MEIN WORTSCHATZ
Suggest vocabulary for additional professions or ask students what words they need to describe people they know. Have them write a list of five professions. Allow them to use a dictionary or an online tool to find the correct terms. Remind them to include definite articles (with both genders, if different).
MEIN DEUTSCHPASS
Have students add their personalized vocabulary to Mein Deutschpass after completing Miniprojekt 2 on p. 55.
2. Your teacher downloads the playing cards from He/She holds up a card with a picture of a person or some people on it.
3. The two players write the correct form of the profession shown on the card, including the definite article. Each answer gets 1 point for naming the right profession and 2 points if it is spelled correctly and includes the correct article.
4. Two new players go to the board for the next picture.
5. The team with the most points at the end wins
MEIN WORTSCHATZ
Create a list with the German words for your friends’ and family members’ professions.
INSTRUCTION
Visual and logical learners Have students create a mind map of occupations. They can organize it by those they like or don’t like or by categories (artistic, manual, intellectual, etc.). DIFFERENTIATED
Kinesthetic learners Have students mime the different occupations as their classmates guess what they are.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
SPIEL: NENNE DIE BERUFE!
THE GERMAN VOWELS
SUGGESTED DURATION 25 minutes
MATERIALS Audio files
Presentation
Write the words Fuß and Fluss on the board. Help students understand the difference between long and short vowel sounds by using the visual aids of a stretchedout rubber band (representing long vowel sounds) and a dribbling basketball (symbolizing short vowel sounds). Ask students to reflect on how the visual cues and gestures help them understand the concept of vowel length. Encourage them to brainstorm words in English or German that follow the patterns discussed before they complete the activities.
Draw the students' attention to the dots (below the short vowels) and the underscore (below the long vowels). Have them refer to the glossary at the end of the book, where long and short vowels are marked accordingly.
Practice
To quickly assess if students know how to differentiate between the long and short vowel sounds, have them raise one hand for short sounds and both hands for long sounds.
26
Answers a. long / long / long / long / long // b. short / short / short / short / short
27
Answers a. long / long / long // b. short / short / short // c. long / long / long // d. short / short / short // e. short / short/ short // f. long / long / long
29
Answers a. Fluss / b. Sommer / c. mag / d. bitte / e. Heft
THE GERMAN VOWELS
Like in English, every word in German has at least one vowel (a, ä, e, i, o, ö, u, or ü)
Pronunciation Tutorial Kinesthetic learners Divide students into groups and have them sort word cards into categories of long and short vowel sounds.
• In German, stressed vowels are either long and strong or short and weak. You can imagine tensing a rubber band when the vowel is long and strong or bouncing a ball when it is short and weak.
26 Listen to the word groups and make the corresponding gestures
27 Listen to the word groups. Say if the vowels are long or short.
28 Listen again and repeat the words. You can make the gestures to help you. How do you know if a vowel is long or short?
• When a vowel is doubled or followed by an h, it is usually long:
• An i followed by e also indicates a long vowel:
See , Boot , Ohr , Kuh
Lied , Biene , sieben
Fluss , Spinne
29 Listen to the word sequences. Say which word in each group has a different vowel sound.
30 Read the following words out loud. Listen and compare with the recording.
• Vowels followed by a double consonant are usually short: a. hallo b. wohnen c. See d. Blatt e. Lehrer f. Stuhl g. zwölf h. vier i. zehn j. Wetter k. Sommer l. sie
YOUR TEACHING
Theater auf Deutsch
ESSENTIAL QUESTION
What are the different ways we greet each other?
CONTEXT
You are writing a script for a German skit for the school’s theater club.
PRODUCT
A script for a skit and a performance
1. Work in groups of three. Each student impersonates a famous person.
2. Write a skit in which the three celebrities meet each other. Person 1 knows person 2, but not person 3. Person 2 has to introduce 1 and 3 to each other.
3. Greet each other.
Introduce yourselves and tell what your profession is and where you live. Say goodbye.
4. Include appropriate gestures (handshakes, hugs, etc.). Use formal or informal language appropriately when addressing the other people.
5. Perform the skit for your class.
SUGGESTED DURATION 50 minutes
MATERIALS Lektionstest 1, ASSESSMENT PROGRAM
Assessment Rubric, ASSESSMENT PROGRAM
STRATEGIE
MINIPROJEKT 1 · OVERVIEW
LANGUAGE The verbs heißen, wohnen; Subject pronouns; Word order; Question words wer, wie, was, wo Vocabulary for greetings and introducing oneself and each others
SUGGESTED DURATION
Teacher presentation: 10 minutes
Execution: 35 minutes
MATERIALS
Scripts; Props or background scene materials
Performing a theater scene might be intimidating, but acting can also be a lot of fun. Rehearse several times and try to relax during the performance. The more prepared you are, the more confident you will be.
Make a video recording of your skit. Have fun!
Alternative: Devices for video recording of the skit
Teacher presentation
• Point out the essential question and discuss the Context with students.
• Read the instructions aloud and address any questions regarding expectations.
Strategy Read the Strategie feature and ask students about their experiences with theater, such as stagecraft or being in a play. Discuss with students what props they might need.
Execution
21st Century skills This project provides the opportunity for students to develop several of the 21st Century skills:
• Collaboration
• Creativity and innovation
• Communication
• Cultural competence
Student presentation
• Consider allowing students to do the Alternative in a quiet location outside of the classroom. Encourage them to use props and costumes and give extra points for creativity.
• Have students evaluate what went well in their own and others’ performances.
Answer key, ASSESSMENT PROGRAM SUMMATIVE ASSESSMENT · LEKTION 1 Have students add their product to Mein Deutschpass after completing Miniprojekt 2 on p. 55..
MATERIALS Self and Peer Assessment Rubric Assessment Rubric See Formative Assessment on p. 59 for more information.
Rosalia, das ist Thimothée!
Hallo! Freut mich!
Das Reporterteam 1 • Kapitel 1
neununddreißig ı 39
PRESENT LESSON GOALS
SUGGESTED DURATION 15 minutes
• Read the title of this Lektion and have students guess its meaning.
• Have three students read the objectives. Have them review the numbers that they learned on p. 4 in the preliminary unit Los geht’s!
• If you plan to assign the Miniprojekt, give a brief introduction as a heads-up.
AUTHENTIC RESOURCE
• The Port of Hamburg plays a key role in the local economy and provides employment for many people both locally and further afield. An estimated 115,000 German jobs depend on the port directly, mostly within the 5,000 businesses operating there. The port gave birth to many of the other industries and remains essential in maintaining the links to keep them alive. A large area of the port around the Elbphilharmonie has been revitalized in recent years and is now known as Hafencity
• Accessible by water and standing upon thousands of oak stilts, the directly neighboring Speicherstadt was built to be the biggest warehouse complex in the world. Now as a UNESCO world heritage site, it still carries out this function, but is also home to many museums, cafes, and tourist attractions. Together, the Hafencity and the Speicherstadt represent the Hamburg of the past, with a rich history they are keen to conserve and the bright future they are striving for.
• The Hafengeburtstag is a public festival in May every year since 1977 to celebrate the anniversary of the port of Hamburg. A wide variety of spectacular events on land and water take place over three days. The 830th anniversary celebration in 2019 was the first to attract over a million spectators.
LEKTION 2 Ich bin 14 Jahre alt
IN THIS LESSON, YOU WILL…
• ask how old people are and tell their age
• ask and respond to questions about your name, your age, birthday, and where you live
BY USING...
• numbers up to two million
• mathematical equations
• the verb sein
• ordinal numbers for telling dates
MINIPROJEKT 2: Create your Deutschpass
AND YOU WILL FIND OUT ABOUT...
• the Hamburg Port anniversary celebration
• the Elbphilharmonie
• musicals in Hamburg
BOOST YOUR TEACHING
Authentic resource Show students the website for the Hafengeburtstag Hamburg. Scroll through the website with students and ask questions, such as: When does it take place? What country is this year’s Länderpartner? What are some of the main attractions taking place? Where are some of the events taking place on land and on water?
LESEN UND SPRECHEN
A. Look at the poster on the previous page and answer the questions.
1. What event does the poster promote?
2. Where does the event take place?
3. Where can you find more information about the event?
B. Read the chat.
Based on the chat, answer the questions below.
Laura Gut, danke! Jonas, meine Familie und ich kommen im Mai nach Hamburg.
Jonas Das ist fantastisch! Im Mai ist der Hafengeburtstag, mein Lieblings-Event! Live-Musik, kulinarische Spezialitäten und natürlich auch Feuerwerk Das macht Spaß!1
Laura Klasse! Ich mag Festivals! Ist das Wetter im Frühling schön?
Lina Ich mag auch Festivals! Mein Lieblingsfestival ist die Street Parade hier in Zürich. Es ist die größte2 Techno-Party der Welt3 und ein Highlight in Zürichs Event-Kalender. Es ist im August!
1 Das macht Spaß!: That’s fun!
2 die größte: the biggest
3 Welt: world
Kultur
Hamburg’s Hafengeburtstag (port anniversary) is a celebration that dates back to the 12th century when the emperor Frederick Barbarossa granted the city marchants freedom from customs duties and the Hanseatic League (Hanse meaning traders guild) was founded. Every year, guests from Hamburg and around the world gather for three days along the Elbe River to witness the magnificent ship parade featuring restored museum ships, enjoy live music, and savor typical cuisine. The culmination of the festivities is marked by a spectacular fireworks display.
Kultureller Vergleich
What events or festivals are there in the US that attract visitors from all over the country or even the world? What makes them unique?
1. When will Laura be visiting Hamburg?
2. What does the Hafengeburtstag offer to visitors?
3. What is the Street Parade?
4. What do you think Jonas’ answer Na ja! means?
1B Follow-up Ask students about other music festivals, parades, or celebrations similar to the Hafengeburtstag in Hamburg and have them describe how they are celebrated.
WIR STARTEN · OVERVIEW
CULTURE The Hamburg port anniversary
1
1A
SUGGESTED DURATION 15 minutes
MATERIALS Audio file (text recording)
Answers 1. The poster promotes the Hafengeburtstag. / 2. The event takes place in Hamburg. / 3. The Hafengeburtstag website.
1B
• Direct students’ attention to the cell phone screen showing a conversation between Jonas, Lina, and Laura, two reporters from later units.
• Have students individually read the chat.
• Then either play the recording of the dialogue or have three students read the text aloud. Have students answer the questions individually or in pairs, either in writing or speaking. Lastly, discuss answers as a whole class activity.
Strategy Remind students that looking for cognates in a text is an extremely useful strategy they should get into the habit of applying.
Answers 1. Laura kommt im Mai nach Hamburg. / 2. Live-Musik, kulinarische Spezialitäten und Feuerwerk. / 3. Die größte Techno-Party der Welt. / 4. It implies here that the weather is not so good.
KULTUR
SUGGESTED DURATION 5 minutes
MATERIALS Audio file (text recording)
Have students think about their own town or a larger town in their region and discuss the significance the festivals and traditions that help to preserve and promote cultural heritage, such as the Gettysburg Civil War Battle reenactment in Pennsylvania, the Mardis Gras celebration in New Orleans, or Gathering of Nations in New Mexico.
Laura Hi!
Jonas Moin! Wie geht’s?
Jonas Na ja!
WIE ALT IST ER? · OVERVIEW
LANGUAGE Question words with wie alt, wann; Numbers up to 100
Vocabulary for mathematical equations and for asking about and telling one’s age CULTURE Facts about Hamburg
Play Count to 20. Have all students stand or sit in a circle. The goal of the game is to count to 20, with each person saying one number at a time. If two or more people speak simultaneously, restart the count from one.
2A
Invite students to interpret the infographic and tell what it is about.
Possible answers The infographic provides information about Hamburg in numbers, for example how many museums there are, how many theaters, etc.
2B
• Invite students once again to interpret the infographic and share new insights they gleaned about Hamburg with the class.
• Have students listen to the audio once and try to spell out the numbers as they are pronounced.
• Refer students to the Meine Vokabeln feature Die Zahlen and explain how numbers from 30 to 69 are formed. On p. 52, a comprehensive list of numbers is provided. Have students revisit the infographic and say the printed numbers out aloud in German, working in pairs.
• Have students pick one piece of information from the infographic and make comparisons with their city or region. Answers will vary.
CULTURAL NOTE
• Internationales Maritimes Museum – The museum is housed in the Kaispeicher B, a listed 10-storey building constructed in 1878 and the oldest remaining warehouse in Hamburg.
• Thalia Theater – Built in 1843, it holds up to a thousand audience members and stages a wide repertoire of traditional and contemporary works.
• S-Bahn Hamburg – Operating since 1907, the rapid transit railway system connects 68 stations.
Wie alt ist er?
I can ask how old people are and tell their age.
2 LESEN UND SPRECHEN
A. Look at the infographic below. What is it about?
Hamburg in Zahlen
Hamburg ist super! Hier sind interessante Fakten über die Stadt.
In pairs, choose the most interesting fact. Compare your choice with information about your city or region.
einunddreißig
zweiunddreißig
vierzig
fünfzig
sechzig
siebzig
achtzig
neunzig
hunderteins
BOOST YOUR TEACHING
3 Listening comprehension With books closed, read the equations to students and ask them to write down what they hear and then solve them. Review answers with students afterwards. Additionally, students might create their own equations and quiz their classmates.
LESEN, SCHREIBEN UND SPRECHEN
Verbindung zu: Mathematik Complete the equations with the correct mathematical symbols. Write out the results in words. Then compare with a partner.
a. 5 x 5 = 25 (fünfundzwanzig)
b. 67 3 = 64 ( )
c. 80 2 = 40 ( )
d. 42 11 = 53 ( )
e. 15 … 3 = 45 ( … )
f. 29 … 50 = 79 ( … )
HÖREN UND SPRECHEN
A. Listen to Jonas and his friends as they participate in a survey and tell how old they are.
Jonas Emilia Tim Paul Sophia
1. … sind 14 Jahre alt.
2. sind 13 Jahre alt.
3. ist 12 Jahre alt.
B. In groups, look for pictures of three living German-speaking celebrities. In turns, show a picture to the group. Ask and answer questions.
A: Wer ist das?
B: Das ist der Schauspieler Daniel Brühl.
C: Wie alt ist er?
A: Er ist ... Jahre alt.
SPIEL: Kopfrechnen 5
1. In groups of three, one student chooses a number between 0 and 100 and says it out loud.
2. The second student says a mathematical equation based on that number.
3. The third student calculates the result in his/her head and says it.
4. The other two students confirm that it is correct.
A: 50
B: Plus 15.
C: Ist 65.
A und B: Richtig.
LEKTION 2
Workbook S. 31-33
MEINE VOKABELN
Mathematische Aufgaben
5 + 7 = 12 5 plus 7 ist gleich 12. 5 plus 7 equals 12.
Mathematical equations plus plus minus minus geteilt durch divided by mal multiplied by ist gleich equals/is equal to richtig correct falsch wrong
Nach dem Alter fragen
Asking about somenone’s age
• Wie alt ist er / sie? How old is he/she?
• Er / Sie ist 15 Jahre alt. He/She is 15 years old.
• Sie sind 13 Jahre alt. They are 13 years old. MEINE VOKABELN p. 53
DIFFERENTIATED INSTRUCTION
2 Gamification Review numbers with a memory game. Create pairs of cards: One card shows numerical digits, the other spelled-out numbers in German. Put students into small groups. Each member takes turns flipping over two cards and saying the numbers. Matching cards can be kept, and the student with the most cards wins.
4B Accommodation Allow students time to prepare their images and write their questions. Split students into small groups and have them present to their peers. Then ask for volunteers to present to the class.
3 SUGGESTED DURATION 15 minutes
Refer students to the Meine Vokabeln feature Mathematische Aufgaben. Have students work individually on solving the equations, spelling out the numbers before they compare their answers with their partner’s. Encourage them to read the entire mathematical equation aloud. Finally, invite volunteers to share their answers with the class.
Answers a. x (fünfundzwanzig) / b. – (vierundsechzig) / c. ÷ (vierzig) / d. + (dreiundfünfzig) / e. x (fünfundvierzig) / f. + (neunundsiebzig)
• Ask students Wie alt bist du? Refer students to the Meine Vokabeln feature Nach dem Alter fragen
• Play the recording once. Have students complete the sentences with the correct names. Then play it again, pausing after each answer is given.
Answers 1. Tim und Jonas sind 14 Jahre alt. / 2. Emilia und Sophia sind 13 Jahre alt. / 3. Paul ist 12 Jahre alt.
4B
Students can use the cards about celebrities that they created in Lektion 1 (p. 26) or they can choose to research other famous people. Answers will vary.
SPIEL: KOPFRECHNEN
5 SUGGESTED DURATION 10 minutes
Have students work in small groups of 3-4 students. Encourage them to use the Meine Vokabeln feature Mathematische Aufgaben to help them with this activity. Each student should choose a minimum of three numbers.
Answers will vary.
WORKBOOK
Activities 1–8 on pp. 30–32
WIE ALT BIST DU? · OVERVIEW
LANGUAGE The verb sein; Ordinal numbers for telling dates
CULTURE The Young Reporter project from the public broadcast company ARD
6 SUGGESTED DURATION 25 minutes MATERIAL Video Script
Differentiation WS 2
6A
Have students look at the screenshot. Discuss what the six teenagers are doing and where they are.
Answers Jonas / Das Reporterteam
6B
Sprachdetektiv Ask students to compare the two questions and identify the differences between the verb forms. Have them explain why the two forms differ.
Possible answer You refer to another person with bist du (the form bist and the pronoun du), and to several people with the form seid and the pronoun ihr
Meine Grammatik · The verb sein Direct students’ attention to the two forms of the verb sein and make sure they understand their meanings. Point out that the verb to be in English also has different forms. See p. 48 for the full explanation.
6C
Have students draw a 4x4 table in their notebooks. Label the columns as Person 1, Person 2, etc., with each row dedicated to one of the questions. Play the video and have students take only very brief notes in the table so they can remain focused on the video.
Answers Person 1: Jonas / 14 / Hamburg; Person 2: Laura / 14 / Konstanz; Person 3: Lina / 14 / Zürich; Person 4: Elias / 15 / Wien; Person 5: Sophie / 15 / Dresden; Person 5: Emir 15 / Berlin
6D
Sprachdetektiv Have students watch the video again and answer the question. Call on some of them to write their answers on the board.
Answers Ich heiße … / Das ist …
6E
Refer students to the Meine Grammatik feature for the verb sein as needed.
Answers will vary.
Wie alt bist du?
I can ask and respond to questions about my name, age, birthday, and where I live.
6 ANSEHEN, SCHREIBEN UND SPRECHEN
Vor dem Sehen
A. Look at the screenshot of a presentation video for the Young Reporter project. Who do you recognize?
B. Read the questions below. How can you tell if they refer to one person or to more than one? Explain
sind … Jahre alt. We are … years old.
D. Watch the video again. What expressions are used to tell names? Take notes
Nach dem Sehen
E. In pairs, ask and answer questions about your names, ages, and where you live.
With the Young Reporter project the public broadcast company ARD engages young people aged 14 to 18 as reporters, allocating airtime on television, radio, online, and on social networks for their cross-media stories.
BOOST YOUR TEACHING
6 Gamification Create cards for each student. On half of the cards, write a question (Wie heißt du? Wie alt bist du? Wo wohnst du?) On the other half, write possible answers. Make sure that there is only one possible answer for each question. Distribute the cards and have students talk to each other to find their match. When everyone has a match, have each pair read their question and answer.
8 Extension To extend the activity, students can introduce themselves to other groups, using their new identities.
Sieh dir das Video an
C. Watch the video and answer the questions for each person.
MEINE GRAMMATIK p. 48
HÖREN UND SCHREIBEN
Jonas and his friend Robert want to enroll in a school for young journalists.
Listen to their conversation with the secretary and complete the missing information. You can download the forms from
Anmeldung Reporterschule
Nachname
Alter Geburtstag
Wohnort
8 SICH AUSTAUSCHEN, SCHREIBEN UND SPRECHEN
A. With a partner, role play a conversation between the secretary of the school and a person who wishes to enroll. Invent an identity for the new member.
Student A is the secretary.
Student B invents a new identity.
Student A asks student B questions and fills out a membership card similar to the one in Activity 7. The new member answers the questions. Then swap roles.
Wie heißt du? Ich heiße …
B. Present the new member of the school.
Er / Sie heißt … Sein / Ihr Geburtstag ist am …
LEKTION 2
Workbook S. 34-36
Persönliche Informationen
Personal data
• der Vorname first name
• der Nachname last name
• das Alter age
• der Geburtstag birthday
• der Wohnort place of residence
Nach dem Geburtstag fragen
Asking about birthdays
A: Wann ist dein Geburtstag? When is your birthday?
B: Mein Geburtstag ist am 8. Juni. My birthday is June 8th.
C: Sein / Ihr Geburtstag ist am … His/Her birthday is…
Die Monate Months
Januar January
Februar February
März March
April April
Mai May
Juni June
Juli July
August August
September September
Oktober October
November November
Dezember December
Telling dates
Mein Geburtstag ist im Mai. My birthday is in May.
Mein Geburtstag ist am 11. Mai. My birthday is (on) May 11th.
6D Challenge Have students answer this question using full sentences before discussing them as a whole class on the board.
6E Challenge After working in pairs, have students introduce their partner to the class or another peer using er, sie, or xier. This can be done in writing first or orally.
7 Accommodation Give a copy of the audio script to any student who needs it.
7 SUGGESTED DURATION 20 minutes
MATERIALS Audio file
Script
Extra Resource WS 2
Warm-up
Encourage students to explore the classroom and identify various objects. Prompt them with questions such as: Wie viele Stühle sind im Klassenraum? Wie viele Bücher? For the question word wie viele hold up your hand and begin counting, starting with the thumb, and point to the objects.
• Review the names of the months with students.
• Read the field descriptors on the form aloud so students know what information to listen for. You can download the forms from the . Refer students to the Meine Vokabeln features Persönliche Informationen, Nach dem Geburtstag fragen, and Die Monate
• Play the audio once and have students complete the two forms. Play it again and have students compare answers in pairs.
• After checking for understanding, assess your students’ needs. Replay the audio, slow it down, or pause it as needed.
Meine Grammatik · Telling dates Make students aware that dates in German follow the format: day/month/year. For example, 15. Juni 2025 or 15.6.2025. Also, point out that im is used in front of months and am before dates. See p. 49 for the full explanation.
Answers 1. Vorname: Jonas / Nachname: Becker / Alter: 14 / Geburtstag: 13. Mai / Wohnort: Hamburg // 2. Vorname: Robert / Nachname: Schmidt / Alter: 15 / Geburtstag: 7. Juli / Wohnort: Hamburg
8 SUGGESTED DURATION 15 minutes
8A
Have students work in pairs. Give them time to think about a new identity for themselves. Have students take turns asking the questions to fill out the form.
Answers will vary.
8B
Have students present the new member to other groups in order to practice the third person singular, which they will use later in the final project. Answers will vary.
WORKBOOK
Activities 9–15 on pp. 33–35
MEINE VOKABELN
MEINE VOKABELN pp. 18, 53
MEINE GRAMMATIK
MEINE GRAMMATIK p. 49
Vorname
DAS DEUTSCH-MAGAZIN · OVERVIEW
LANGUAGE Vocabulary related to music and the musical König der Löwen. CULTURE The music scene in Hamburg, musicals in Hamburg, the Elbphilharmonie MATERIALS Audio file (text recording)
Warm up
Before having students read the article, you might want to activate their prior knowledge and experiences with the music scene in their area. Ask them what music genres they enjoy listening to, what musicals they are familiar with, and what type of music events they have attended.
• Have students look closely at the pictures. Ask them what information they can glean from the visuals before reading the texts.
• Have students read or listen to the article and find the English meanings of these expressions. Tell students that the words appear in the same order in the article as they are listed in the activity.
Strategy Remind students to look at the titles, the subtitles, and the images when looking for information.
Strategy Refer students to the Strategie feature on p. 47. Have them skim the article, briefly identifying cognates to help them better understand the text. Answers 1. the most important musical city in the country / 2. my favorite musical / 3. audience
DAS DEUTSCH-MAGAZIN
Verbindung zu: Kunst
I can understand some details of an article about the music scene in Hamburg.
Hamburg ist Musik
von Jonas Becker, Reporter aus Hamburg, Deutschland
Moin, Freunde! Die Musikszene in Hamburg ist fantastisch: Musicals, Festivals, Pop, Rock, Hip Hop, Klassik, Oper, Jazz … Das ist für alle Musikfans interessant.
Hamburg hat vier Musicaltheater und ist die Musicalstadt Nummer eins in Deutschland. Mein Lieblingsmusical ist König der Löwen. Es gibt 1 auch 150 Musikclubs mit vielen Konzerten. Und das Musikprogramm und die Architektur von der Elbphilharmonie sind spektakulär.
Die Elbphilharmonie von außen: innovative Architektur
Die Elbphilharmonie von innen: perfekte Akustik
Read the texts and the captions. Use context clues to infer the meanings of these parts of the text.
1. Musicalstadt Nummer eins 2. mein Lieblingsmusical
3. Zuschauerinnen und Zuschauer
10 Read the texts again. Identify the following.
1. the name of a famous concert hall next to the Elbe river
2. the name of a very successful musical
3. the name of the theater where this musical is performed
Have students read the article again and check their answers as a class.
Strategy Tell students to scan the text for keywords, such as Musical or Theater
Answers 1. Die Elbphilharmonie / 2. König der Löwen / 3. Das Theater im Hafen
Accommodation You may want to support struggling students by telling them to focus their attention to specific sections of the text that contain information relevant to the questions.
König der Löwen in Zahlen
20 Jahre im Programm
15 Millionen Zuschauerinnen und Zuschauer 2
37 Schauspielerinnen und Schauspieler 3
400 Kostüme
400 Puppen
19 Musikerinnen und Musiker
100 Instrumente aus aller Welt
König der Löwen mit 400 Kostümen und Puppen: exotisch und fantasievoll
2 Zuschauer: spectators
3 Schauspieler: actors
JETZT BIST DU DRAN!
1. Research a city in your country that is famous for its live music or festivals.
2. Write two sentences in German to describe it.
STRATEGIE
Use cognates
German words that are the same as or similar to English words and have the same meaning are called cognates. Recognizing cognates will help you understand unfamiliar words and phrases. As you read, look for cognates to help you get the gist of the text.
CULTURAL NOTE
• Hamburg has a long history of being a cultural hub, especially when it comes to music. Europe’s first public opera house opened there in 1678. The Elbphilharmonie concert hall opened in 2017 and instantly became an iconic landmark. Nowadays, many connect Hamburg with the musicals that attract large numbers of tourists to the city. This trend started in 1986 with Cats and continues today with König der Löwen, which has been seen by one in six Germans to date.
• The Beatles launched their career in Hamburg in 1960 as inexperienced young men playing other musicians’ songs. After spending over two years as the resident house band in several clubs along the Reeperbahn, where a square has since been named after and in honor of them, they got a record deal and started their meteoric rise to become one of the most successful and influential bands of all time.
JETZT BIST DU DRAN!
SUGGESTED DURATION 20 minutes
This assignment can be completed as homework. You may want to give students some suggestions or allow them time to research cities famous for their live music scenes or festivals.
Strategy Remind students to use the text on p. 46 as a model when writing a text themselves. Tell them to express themselves simply. Encourage them to list the details of the city and its music scene or festival using the vocabulary and structures they have learned so far.
Have students add their product to Mein Deutschpass after completing Miniprojekt 2 on p. 55.
DIFFERENTIATED
INSTRUCTION
Consider providing students with sentence starters to help them express themselves. Students could also work in pairs so they can collaborate and support each other.
Jetzt bist du dran! Accommodation
Das Theater im Hafen mit König der Löwen: spektakulär
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Project the chart on the board. Tell students that, in German, the verb sein means to be, and that they will have to memorize its forms. Point out that the verb to be in English also has various forms when conjugated: I am, you are, he is, and so on.
• Read the conjugated verb with each subject pronoun and have students repeat after you.
• Practice all the forms of the verb sein by reading the examples of the How do we use it? section. When reading the example sentence Du bist Musiker, remind students that in German, no article is used between the verb sein and a profession.
Language Comparisons Review the concept of conjugation, pointing out the information conveyed by verbs in German, such as the subject pronoun and subject-verb agreement. Provide examples to reinforce understanding.
Formative assessment Have students create a set of flashcards for the verb sein. Have them write one subject pronoun or one verb form on each card, then shuffle the cards and match the words that go together. Practice
11
Answers a. sind / b. bin / c. bist / d. sind / e. ist / f. ist / g. ist / h. seid
12
Answers a. bin / b. bist / c. ist / d. ist / e. sind / f. sind / g. ist / h. seid / i. sind / j. seid
1. The verb sein
What is it?
MEINE GRAMMATIK
• Remember that a verb is a word that describes an action, state, or occurrence.
• The verb sein doesn’t follow a regular spelling or ending pattern.
Ich bin in Hamburg. I am a singer. Wir sind Musiker. We are musicians.
What forms does it have?
sein to be
ich bin wir sind du bist ihr seid
er / sie / es ist sie / Sie sind
How do we use it?
• Sein can be used in many different contexts. You have seen it used in the expression das ist to introduce someone.
Das ist Jana. That’ s Jana.
• You can also use sein to tell a person’s location.
Ich bin in Zürich. I am in Zurich.
• You can use it to tell people’s professions.
Du bist Musiker. You are a musician.
• And you can use it to describe them. Er ist cool. He is cool.
11
a. Frank und Anne sind / seid cool.
b. Ich bin / ist in Hamburg.
c. Du ist / bist im Park.
d. Wir bist / sind Schüler.
12 Which of the two forms is correct? Choose the correct one.
e. Herr Meyer sind / ist Lehrer. f. Taylor Swift bin / ist Sängerin. g. Das Buch sind / ist interessant. h. Ihr bin / seid in München.
Complete the sentences with the correct form of the verb sein
a. Ich in München.
b. Wie alt du?
c. Alexander cool.
d. Liv Lisa Schauspielerin.
e. Pia und Tom im Park.
f. Wir in Österreich, in Wien.
g. Das Buch interessant. h. Ihr in New York.
i. Paula und Ina Schülerinnen.
j. Wie alt ihr?
Grammar presentation (1) Auditory learners It can be beneficial to learners to memorize verb conjugations through music. Choose a familiar tune and sing the conjugation of sein. You can also find music videos online for this.
1. THE VERB SEIN
Wie alt bist du?
2. Telling dates
What forms do they have?
• To say what happens on a specific date, we use this construction: am ordinal number month + +
Mein Geburtstag ist am fünfzehnten Juni My birthday is June 15th
• Add -ten for dates between the 1st and the 19th. Die Party ist am neunzehnten November. The party is November 19th.
• Add -sten for the 20th and above.
Silvester ist am einunddreißigsten Dezember. New Year’s Eve is December 31st
Ordinal numbers
2. TELLING DATES
MATERIALS Grammar Tutorial
Script
Audio file
Script
Extra Resource WS 3
Grammar Presentation
ersten first zweiten second dritten third vierten fourth fünften fifth sechsten sixth siebten seventh
• When writing a date in German, remember to write the day before the month.
am siebten November am 7.11. on November 7th am elften Juli am 11.7. on July 11th
• To say that something is happening in a certain month, or season use: im month / season +
Lena hat im Januar / im Winter Geburtstag. Lena’s birthday is in January / in the winter.
13 Match the words with the numbers and read them aloud.
Mein Geburtstag ist …
a. am einunddreißigsten Dezember
b. am neunundzwanzigsten Februar
c. am ersten April
d. am siebzehnten Juni
e. am dritten Juli
f. am sechzehnten Oktober
Use periods when writing out dates.
am 17. September on September 17th
What are the differences between the way you express dates in German and English?
• Begin by demonstrating how to answer the question: Wann ist dein Geburtstag? Provide an example by writing the date on the board. Then ask students to answer the question. On one side of the board, write out the complete date using the German format, and on the other side, write the numbers. For example, for September 24th, write am 24. September and am 24.09
• Remind students to add -ten for dates between 1-19, and -sten for numbers larger than 20.
• Next, reinforce the use of the preposition im with months. Guide students to understand this by having them complete the sentence Ich habe im [name of the month] Geburtstag
Language Comparisons Have students examine the distinct patterns of telling dates in English and German and compare their respective formats.
Formative assessment Provide students with a list of German holidays with their dates and have them quiz each other by asking Wann ist [name of holiday]? and then providing the answer.
Practice
DIFFERENTIATED INSTRUCTION
Grammar presentation (2) Kinesthetic learners Take students outside or to a larger space, if necessary. Ask students to line up according to their birthdays.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
MEINE GRAMMATIK
Practice
14
Answers a. am dreizehnten / b. am sechzehnten / c. am dritten / d. am einunddreißigsten / e. am vierzehnten / f. am fünften / g. am ersten / h. am achtundzwanzigsten / i. am sechsten / j. am neunzehnten / k. am fünfundzwanzigsten / l. am elften / m. am dreißigsten / n. am sechsundzwanzigsten / o. am neunten / p. am fünfzehnten / q. am einundzwanzigsten / r. am siebten
15
Answers a. am vierten Juli (4.7.) / b. am einunddreißigsten Dezember (31.12.) / c. am vierzehnten Februar (14.2.) / d. am ersten Januar (1.1.) / e. am zweiten Februar (2.2.) / f. am elften November (11.11.)
16
Answers a. am 15. Januar (15.1.) / b. am 1. Juli (1.7.) / c. am 31. Juli (31.7.) / d. am 17. Juni (17.6.) / e. am 3. März (3.3.) / f. am 29. Februar (29.2.)
14 State the following as ordinal numbers in dates.
a. 13. am dreizehnten
b. 16. am
c. 3. am
d. 31. am
e. 14. am
f. 5. am
g. 1. am
h. 28. am
i. 6. am
j. 19. am
k. 25. am
l. 11. am
Tell the dates of these American holidays.
a. Independence Day am vierten Juli (4.7.)
b. New Year’s Eve am
c. Valentine’s Day am d. New Year’s Day am e. Groundhog Day am f. Veteran’s Day am
Listen to Max and his friends talk about birthdays. Write each person’s birthday.
m. 30. am n. 26. am
o. 9. am
p. 15. am q. 21. am r. 7. am
Authentic resources Explore the event calendar of a theater, community center, or city in Germany, and have students ask each other when various events take place.
BOOST YOUR TEACHING
Janira
Julia
Tim
Micha
Katharina
Claudio
17 Complete the sentences with im or am
a. Das Wetter August ist warm.
b. Valentinstag ist vierzehnten Februar.
c. Mein Geburtstag ist fünfundzwanzigsten August.
d. Wann ist dein Geburtstag? März.
e. Der Winter beginnt Dezember.
f. Janas Geburtstag ist vierten Oktober.
18
19 Ask five people in your class when their birthday is. Write their names and answers in your notebook.
Maria, wann ist dein Geburtstag?
Am fünften Juli.
Download the calendar from Complete it with your friends’ and your family members’ birthdays.
GEBURTSTAGE
FORMATIVE ASSESSMENT
Self-check Quizzes available on
DIFFERENTIATED INSTRUCTION
19 Challenge After completing their calendars, have students use them to practice dates in pairs by sharing their calendars with one another. One student names a person on his or her own calendar and the other student must tell that person’s birthday.
• Have students listen to the recording of the numbers from 0 to 2,000,000 while reading along in their books.
• Let students know that every number up to one million is written as a single word.
• Numbers 13-19 follow a pattern similar to English, adding the ending -zehn to each single digit. Numbers 21-99 repeat this pattern, adding und plus the number in the tens place to each single-digit number: dreiundzwanzig
• Point out irregularities or special spellings of numbers, such 16, 17, 21, 60, 70 and 101 and tell students that these irregularities have to be memorized.
• To practice numbers, play the game in activity 20 on p. 54.
Vocabulary learning strategies
Create flashcards Students can create paper or digital flashcards and review them daily for about five minutes or whenever they have some spare time. Incorporate counting in your daily routines
Encourage students to integrate counting into their everyday activities as a way to practice numbers naturally. For example, they can count the steps they take from one classroom to another, from their home to the bus stop, or even when walking up stairs.
Practice
Have students complete the vocabulary exercises in the Workbook on pp. 30–34.
BOOST YOUR TEACHING
Gamification Find some numeric fun facts about German speaking places, such as the highest mountain in Germany (Zugspitze: 2,962 meters), or the number of UNESCO World Heritage Sites in Austria (10), etc. and have students guess by writing out the number.
Gamification Put students into groups of 4. Give each group one number cube. Each member should roll the cube, say the number, and write it on a piece of paper. In the next rounds, students must add the newly rolled number to the existing number on their paper, stating the equation, for example, vier plus fünf ist neun. Students continue this process until someone gets to 100.
Mathematische Aufgaben Mathematical equations
geteilt durch divided by mal multiplied by minus minus plus plus ist gleich equals/is equal to
Persönliche Informationen
der Vorname first name der Nachname last name das Alter age der Geburtstag birthday der Wohnort place of residence
Nach
dem Alter fragen Asking about someone’s age
A: Wie alt bist du? How old are you?
B: Ich bin … Jahre alt. I’m … years old.
Nach dem Geburtstag fragen Asking about birthdays
A: Wann ist dein Geburtstag? When is your birthday?
B: Mein Geburtstag ist am 21. November. My birthday is November 21st.
C: Sein / Ihr Geburtstag ist am … His/Her birthday is…
DIFFERENTIATED INSTRUCTION
Gamification Write random numbers on the board. Divide students into two, three, or four teams and have a player from each team stand in front of the board. Call out a number. The player who is able to find and circle it first wins a point for their team. Then another player from each team takes a turn.
Challenge You may want to use tongue twisters to help students work on the sounds s and z, such as Zehn Ziegen zogen zehn Zenter Zucker zum Zoo or Es lagen zwei zischende Schlangen zwischen zwei spitzen Steinen und zischten dazwischen. Increase the difficulty by asking students to speed up as they read or say it several times in a row.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
20 SUGGESTED DURATION 20 minutes
• Have students draw a 5x5 grid and write one number between 0 and 99 in each space.
• Play a game of Bingo. Have students use a marker to cross out the numbers as you call them out in German, keeping track of the ones you have called.
• Once a student has five numbers in a straight line (horizontal, vertical, or diagonal) they should call out Bingo!
• To extend the game or make it more challenging, play a game of Blackout. Students must mark off every number on their board in order to win.
MEIN WORTSCHATZ
Ask students to add a picture of the person presented. You may want to have them do this activity as homework and then share their work with a classmate.
After completing Miniprojekt 2 , have students add their personalized vocabulary to Mein Deutschpass after completing Miniprojekt 2 on p. 55. MEIN DEUTSCHPASS
As you present the pronunciation rules of s and z, invite students to repeat after you these sounds and the words in which they are found.
Practice
It is beneficial to students to overemphasize and prolong the sounds that they produce when saying these words.
21-22
Answers a. voiced / b. unvoiced / c. voiced / d. voiced / e. unvoiced
23
Answers a. Stefanie / b. Josef / c. Lisa / d. Thomas / e. Karsten
SPIEL: Bingo 20
Interpretive Listening
1. Draw a five by five grid on a sheet of paper.
2. Write a different number between 0 and 100 in each square.
3. Your teacher will call out a series of numbers. Cross out on your grid the numbers you hear.
4. Call out “Bingo” when you have five numbers in a row either horizontally, vertically, or diagonally.
THE SOUND OF S AND Z
WORTSCHATZ
Write four sentences introducing your best friend (mein bester Freund / meine beste Freundin ). Give the following information about him/her: Name, Alter, Geburtstag, Wohnort
Some letters in German can have more than one sound: the letter s, for example.
Was ist das, Jonas? Das ist eine Maus.
• Usually, the German s sounds like the s in the English words sound or simple
This is called an unvoiced s. It is also how you pronounce ss or ß: essen, Fluss, heißen, dreißig
• The s is voiced when it is at the beginning of a word or syllable or between two vowels. It is pronounced like the z in the English words zebra or maze: super, sieben, Nase.
• When s is at the beginning of a syllable and is followed by t or p, it is pronounced like the letter combination sh in English: Sport, Spitzer, Stuhl
• The letter z is always pronounced as ts in German, just as in the word pizza in English: die Pizza, die Zeit, zehn
• Some words are written with tz. This is also pronounced exactly as ts, too: die Katze, der Spitzer
The s in Dienstag is pronounced like s because it is not at the beginning of the syllable.
21 Listen to the words. Say what you hear: an unvoiced s as in das or a voiced z as in super?
22 Listen again and repeat the words you hear.
23 Listen to the names. Say which one in each group has a different s-sound.
24 Listen to the recording and read these sentences aloud.
a. Andreas spielt Fußball und Susanne spielt Tennis.
b. Jannis ist Sänger. Seine Musik ist sehr interessant.
c. Es ist im Sommer sehr sonnig und schön.
d. Das Konzert ist am Samstag um zehn Uhr dreißig. Kommst du?
SPIEL: BINGO
Mein Deutschpass
ESSENTIAL QUESTION
What kind of information do we typically share when introducing ourselves?
CONTEXT
You are creating your Deutschpass and writing its first page.
PRODUCT
The first page of your Deutschpass: a portfolio containing personal information and notes from your German class
1. Download the instructions for creating your Deutschpass from . Read them carefully.
2. Select a photo that best represents who you are and attach it to a sheet of paper.
3. Add the following information: Nachname und Vorname, Alter, Geburtstag, Wohnort
4. Proofread your work and write neatly, using colors and images to personalize it. Be creative with the layout.
5. Throughout the year, add your original, creative work, such as products from projects, self-assessments, and other elements, to your Deutschpass
bin 15 Jahre alt.
Numbers up to 100; Questions with wie alt, wann; The ordinal numbers for telling dates
SUGGESTED DURATION
Teacher presentation: 10 minutes 30 minutes
Instructions for creating Mein Deutschpass on Markers of different colors
Teacher presentation
Explain what the product of the project will be and point out the example. Inform students that they will work on their presentation pages individually.
21st Century skills This project provides the opportunity for students to develop 21st Century
Creativity and innovation Tell students they should create a visually appealing presentation and use their creativity to show their personalities.
Student
presentation
Have students share their presentation pages by organizing the class in an outer and inner circle formation. Inner circle students should face their counterparts in the outer circle, presenting their posters for a set amount of time (1–2 minutes). After the time is up, students in the outer circle rotate to the right to a new partner and repeat the process. MINIPROJEKT 2
LANGUAGE Definite articles; Subject pronouns; The verbs heißen, wohnen; questions with wer, wie, was, wo; Numbers up to 100, Questions with wie alt, wann; The ordinal numbers for telling dates Vocabulary for professions
SUGGESTED DURATION
Teacher presentation: 15 minutes
Execution: 120 minutes
Student presentation: 15 minutes
MATERIALS
Paper or index cards, a device to record interviews
Alternative: Students might need to use props while performing the interviews live.
Teacher presentation
• Introduce the project including the Context and final Product. Clarify the differences between the two roles: der Gast and der Moderator / die Moderatorin
• Once students are partnered, ask them to agree upon which role each will play. Have students brainstorm celebrities from the German-speaking world as inspiration before choosing who der Gast will be.
Strategy Encourage students to use the interview and presentation strategies outlined in the How to... feature on p. 57. Have students rehearse several times before recording or presenting to the class.
Execution
21st Century skills This project provides the opportunity for students to develop several of the 21st Century skills.
• Communication
• Collaboration
• Creativity and innovation
• Media, information, and technology literacy
• Initiative and self-direction
• Social and cross-cultural skills
• Productivity and accountability
• Leadership and responsibility
Student presentation
• Once students have presented their interviews, labeled photos of each of the portrayed celebrities can be compiled in a collage and displayed in the classroom.
• Allow classmates to identify celebrities from the German-speaking world they recognize and would like to learn more about. ABSCHLUSSPROJEKT
ABSCHLUSSPROJEKT Ein Interview
CONTEXT
You are going to prepare the interview segment of a talk show.
PRODUCT
A video of an interview with a famous German-speaking person
BRAINSTORMING
1. With a partner, choose your roles: Gast or Moderator / Moderatorin As Gast, choose a German-speaking celebrity you will represent. Tell the Moderator / Moderatorin who you chose, giving only his or her name.
2. As Gast, research the person you chose. Find out as much information as you can. As the Moderator / Moderatorin, prepare questions you will ask your guest. Include the question words you learned in this unit.
PREPARATION FOR THE INTERVIEW
3. Decide what the setting will be.
4. Prepare a brief introduction of your guest. Unser Gast von heute ist … Er/Sie ist … (+ Beruf)
5. Include the greetings that the Moderator / Moderatorin and Gast will use. Use an informal form of address with du
6. As the Moderator / Moderatorin, write questions to find out the following information: your guest’s age, birthday, and where he/she lives. You can include extra questions if you are up for a challenge, but be sure to use words your partner will understand.
7. Rehearse the interview until you both feel comfortable performing it.
FILMING
8. Make a video recording of the interview.
9. Edit your video and add a title screen, music, or other elements.
HOW TO ROLE-PLAY A FACE-TO-FACE INTERVIEW
• If you are the host, research your guest before preparing your interview questions.
– If you learn some interesting information, ask about it during the interview.
– Ask questions that will encourage your guest to share information. Avoid yes/no questions!
• If you are the guest, listen carefully to the host’s questions.
– Anticipate the questions the host might ask. Do some research, if necessary.
– Respond appropriately to the questions the host asks.
• Be polite. Be sure to say bitte (please) and danke (thank you).
• Make eye contact with the other person when asking and answering questions.
• Try not to read from your notes.
• Be prepared to ask for repetition if you don’t understand something.
• Use the du and ich forms in your interview.
• Find a well-lit, quiet place to record the video.
• Rehearse at least twice before recording.
• Record yourselves and check your pronunciation and intonation before creating the final product.
MEIN DEUTSCHPASS
FORMATIVE ASSESSMENT
MATERIALS Self and Peer Assessment Rubric Assessment Rubric
• Self-Assessment Rubrics are an opportunity for students to note what they have mastered and what areas need improvement. This tool will also help them prepare for future projects and assessments.
• Peer Assessment Rubrics help to better understand the assessment criteria and show students how to be objective and fair with themselves and others. They also help students to remain attentive and participate during the presentations of other classmates.
• Assessment Rubrics evaluate students’ proficiency level in the skills involved in this project.
Have students add their product to Mein Deutschpass
Ich wohne in Los Angeles.
Wo wohnst du?
siebenundfünfzig ı 57
Das Reporterteam 1 • Kapitel 1
INTEGRATED PERFORMANCE ASSESSMENT (IPA)
The Integrated Performance Assessment (IPA) is a summative assessment model developed by ACTFL to assess the progress that language learners are making towards proficiency in the three Modes of Communication (Interpretive, Presentational, Interpersonal). The IPA includes three related real-world tasks (one for each Mode of Communication) that are connected to the unit theme. The tasks reflect application of learning of the unit’s instructional goals.
• TESTVORBEREITUNG · IPA allows students to selfassess their readiness to successfully complete the unit’s summative IPA See Assessment program
. As in the design of the final IPA for the unit, there are three real-world tasks that reflect the unit theme and instructional goals: one Interpretive, one Presentational, one Interpersonal. Authentic images, videos, and written texts provide the cultural context. Page references to the unit grammar and vocabulary for learners to review are provided. Strategies to help learners successfully complete the tasks are also suggested.
TESTVORBEREITUNG · OBJECTIVES
LANGUAGE Definite articles; Subject pronouns; Verbs heißen, wohnen; Questions with wer, wie, was, wo, wie alt, wann Vocabulary for professions; Numbers up to 100; Ordinal numbers for tellling dates
PERFORMANCE INDICATORS
Interpretive viewing Identify some basic biographical information about a famous TikToker. Make a logical guess (inference) about his personality based on what is said and shown in the video. Interpersonal speaking Record a vlog to introduce one's favorite celebrity. Presentational speaking Ask and respond to biographical questions about favorite celebrities.
CULTURAL NOTE
Younes Zarou (born 1998 in Frankfurt am Main) is a German influencer and video content creator. His German TikTok account has gained over 5.5 million followers, whereas his international one has reached 54 million.
TESTVORBEREITUNG · IPA
You are a vlogger with your own channel and many subscribers. You see the video of a rising star and are inspired to present your own favorite celebrity to your viewers.
INTERPRETIVE
INTERPRETIVE VIEWING Watch the video.
A. Choose the correct response for each question.
1. Wie alt ist Younes Zarou?
a. Er ist dreizehn Jahre alt.
b. Er ist dreiundzwanzig Jahre alt.
c. Er ist dreißig Jahre alt.
2. Was ist Younes?
a. Er ist Schauspieler.
b. Er ist Sportler.
c. Er ist TikToker.
3. Wo wohnt Younes?
a. Er wohnt in Berlin.
b. Er wohnt in Hamburg.
c. Er wohnt in Frankfurt am Main.
B. List three words to describe Younes.
TESTVORBEREITUNG · IPA is a formative assessment that informs the teacher about the need to reteach a concept or provide additional practice. Students can self-assess their preparedness for the summative assessment, identifying where they need additional review and practice. Assessment rubrics describe the most important characteristics of performance.
Ben trifft Younes Zarou Arte
View for a purpose Don’t get hung up on the words you don’t understand. Focus on just the information you need to complete the task.
STRATEGIE
INTERPERSONAL
INTERPERSONAL SPEAKING
Think of your favorite celebrity. In pairs, ask and answer questions to find out information about the person:
• his/her name
• profession
• age
• birthday
• the city in which he/she lives
PRESENTATIONAL
PRESENTATIONAL SPEAKING
Imagine that you are a vlogger.
Create a video in which you present your favorite celebrity to your followers using the information from Activity 2. Use photos and props to make your video interesting and appealing to viewers.
STRATEGIE
Don’t be afraid of making mistakes
When learning a new language, making mistakes is normal and expected. It is also an opportunity to improve and learn how the language works. Remember, this performance assessment is to prepare you for your actual IPA exam.
STRATEGIE
Enunciate and pause It is important to pronounce words as clearly as possible Also, don’t rush! Relax and be sure to pause briefly between sentences.
FORMATIVE ASSESSMENT · MY PROGRESS
SUGGESTED DURATION 10 minutes MATERIALS My progress
This self-assessment chart contains Can-Do Statements, so students can keep track of how well they can perform the actions and functions studied in this unit. For additional practice, students can apply the reinforcement strategies in the last column.
SUGGESTED DURATION 10 minutes
MATERIALS Assessment Rubric
Strategy Inferences are intelligent guesses or conclusions we reach based on information we have read, heard, or viewed.
1A
Answers
1B
Possible answers Tiktoker, erfolgreich, Kunst
2. INTERPERSONAL SPEAKING
SUGGESTED DURATION 1 minute (length of conversation) MATERIALS Assessment Rubric
Strategy Practice the questions and answers out loud. Think about how to ask your partner to repeat if you didn’t understand or hear the question/response. Answers will vary.
3. PRESENTATIONAL SPEAKING
SUGGESTED DURATION 20-30 seconds
MATERIALS Assessment Rubric
Strategy Practice giving your presentation out loud so someone can give you feedback on how clearly you speak, the speed of your speech (not too fast or too slow), and how you use photos and props to enhance understanding.
Answers will vary.
Sprichst du Deutsch?
Learning Goals · Unit 2, Lesson 1
Lesson 1: Woher kommst du?
Essential question: Wie wichtig sind Herkunft und Sprachen im Leben? How are origin and languages important in life? Contexts
Er kommt aus den USA
Welche Sprachen sprichst du?
• Countries
• Languages
Das DeutschMagazin Willkommen am Bodensee
Miniprojekt 1
Create a world map to present three celebrities who have roots in various countries
• The border triangle at Lake Constance
• I can identify countries and say where I come from.
• I can identify languages people speak and countries where German is spoken.
• The European Day of Languages
• The German language in Europe
Unit at a Glance
• I can understand the main idea and some details in a brochure about a region of Germany.
• I can create a world map to present three celebrities who have roots in various countries.
• German, Swiss and Austrian landmarks at Lake Constance
• Yes/No questions
• The question word woher
• Und, oder, aber
• The verb sprechen
• Vocabulary for countries and languages
• Vocabulary for expressing an opinion
• Vocabulary and structures from Lesson 1
• Vocabulary and structures from Lesson 1
Learning Goals · Unit 2, Lesson 2
Lesson 2: Das mag ich!
Essential question: Was sagen unsere Interessen über uns aus? What do our interests say about us?
Contexts
Was machst du gern?
Ich mag Hunde und Katzen
Kommst du mit?
• Hobbies
• Pets
• Leisure activities
Can-Do Statements Culture
• I can express activities I like and don’t like to do.
• I can say which pets I prefer and which I have and don’t have.
• I can make plans for the weekend.
• German singer and songwriter Namika
• European street soccer league buntkicktgut
• A German animal welfare association: Deutscher Tierschutzbund
• Lake Constance
Das DeutschMagazin Typisch Wochenende!
Miniprojekt 2
Create a poster to present your likes and dislikes
Abschlussprojekt
Create a personal profile for a school exchange program
• Weekend activities in German-speaking countries
• I can understand the main idea and some details in a short article about typical weekend activities in Germany.
• I can create a poster to illustrate my likes and dislikes.
• Typical Sunday activities in German speaking countries: Going on a walk and eating cake
Structures
• Verb + gern / nicht gern
• The verbs fahren, sehen, lesen
• The verb haben
• The indefinite articles ein, eine
• Negation with kein, keine
• Vocabulary for leisure activities, pets, likes, and dislikes
• Expressions for accepting and refusing suggestions, and for making plans
• Vocabulary and structures from Lesson 2
• Vocabulary and structures from Lesson 2
• I can create a personal profile for a school exchange program.
• Vocabulary and structures from Unit 2
2
Sprichst du Deutsch?
Lesson 1: Woher kommst du?
Student edition
pp. 60–61 Unit introduction
pp. 62–63 Wir starten
pp. 64–65 Er kommt aus den USA
pp. 66–67 Welche Sprachen sprichst du?
pp. 68–69 Das Deutsch-Magazin Willkommen am Bodensee
p. 70 Meine Grammatik Stem-changing verb sprechen
pp. 71–72 Meine Grammatik Yes/no questions
p. 73 Meine Grammatik Und, oder, aber
pp. 74–76 Meine Vokabeln
p. 77 Miniprojekt 1
Create a world map to present three celebrities that have roots in various countries
Video • Video script • Answer key • Assessment Rubrics
PRESENT UNIT GOALS
SUGGESTED DURATION 15 minutes
• Introduce the title of the unit and clarify its meaning. Read it aloud and answer the question for yourself. Then ask students this question and allow them to respond with ja or nein
• Have students take turns reading the essential questions. Explain that, in this unit, students will discuss the importance of the languages we speak and what our interests say about us.
• Read and make sure students understand the titles of the two lessons in the unit and have them brainstorm the topics they think will be covered: nationalities, languages, likes and dislikes, leisure activities, and pets.
• You may want to introduce Miniprojekte and the Abschlussprojekt if you plan to do them.
CULTURAL NOTE
• Two smaller lakes (Obersee and Untersee) connected by the Rhine River make up Lake Constance, Germany’s largest lake, with a surface area of 207 square miles. Almost two-thirds of the shoreline falls within the borders of Germany, the rest belongs to neighboring Switzerland and Austria. Due to the lack of any binding agreement on where the water borders lie, these three countries effectively share ownership of the lake.
• Whereas most languages name the lake after its largest city Constance (population: ca. 85,000), the German name (Bodensee) is believed to derive from Bodman, a small village sitting on the northwest corner of the lake.
• Tourism is important to the local economy, as the lake attracts countless tourists all year round. They come to bathe in the clean water in summer, hike and cycle in spring and fall, and then to enjoy the beautiful natural panoramas while skiing in winter. The proximity to the Alps only further adds to its popularity as a vacation destination. The area enjoys warm summers and mild winters, in large part thanks to the lake’s ability to retain heat.
• The lake provides drinking water to more than 4 million people. Although around 200 rivers and streams flow into it, over two-thirds of the water is provided by the Rhine. It is also home to the highest waterfall in Europe: der Rheinfall (Rhine Falls).
Sprichst du Deutsch?
ESSENTIAL QUESTIONS
Wie wichtig sind Herkunft und Sprachen im Leben?
How are origin and languages important in life?
Was sagen unsere Interessen über uns aus?
What do our interests say about us?
BOOST YOUR TEACHING
1 Information organization Start by creating a KWL chart with students. Discuss what they already know about Germany and the city of Constance. Encourage them to share their knowledge and questions about these topics. Throughout the unit, revisit the chart to fill in the Learn column with new information gained.
1 Culture boost Expand students’ understanding of Konstanz by showing a video introduction of the city. Preview any video you find to ensure the content is appropriate for your students.
Hallo! Ich bin Laura und ich wohne in Konstanz am Bodensee.
Das Reporterteam
LEKTION 1
Woher kommst du?
Miniprojekt 1
Create a world map to present three celebrities who have roots in various countries
LEKTION 2
Das mag ich! Miniprojekt 2
Create a poster to illustrate your likes and dislikes
ABSCHLUSSPROJEKT
Create a personal profile for a school exchange program
We travel to Konstanz, Germany to talk about languages and interests.
DEUTSCHLAND
Brainstorming!
• With which countries does Germany share its southern border?
• What is the German name for Lake Constance?
• What could you do and see in and around Konstanz?
Das ist interessant
• Germany is about half the size of Texas.
• Lake Constance is the biggest lake in Germany.
• Lake Constance borders three countries.
ACTIVITY 1 · OVERVIEW
LANGUAGE Country names and hobbies CULTURE Basic information about Lake Constance
1 SUGGESTED DURATION 20 minutes MATERIALS Video Script
Warm-up
• Before showing the video, ask students what they see in the image on p. 60. Draw their attention to the maps on p. 61 and point out where Konstanz is located. Discuss the Brainstorming! questions as a class.
• Tell students to look at the maps (on pp. xx–xxv, emphasizing that German is spoken not only in Germany, but also in other countries, such as Switzerland. Then have them read Das ist interessant
• Play Laura's video once so students hear her voice and grasp the topic. Then play it a second time and have students note any familiar words.
• Have students watch the video a third time and answer the questions in pairs.
• Ask the students to tell whether they also like what Laura likes. Write auch on the board and then a sentence using it, such as Ich mag auch Fußball. Answers 1. Deutschland, die Schweiz und Österreich. / 2. Eine Statue im Hafen, den Rhein, das historische Zentrum. / 3. Musik, Fußball, Haustiere: Hund und Katze. / 4. Kino oder Picknick.
Watch the video. In pairs, answer the questions.
1. Welche Länder sind am Bodensee?
2. Was kann man in Konstanz sehen?
3. Was mag Laura?
4. Was macht Laura am Wochenende? 1
DIFFERENTIATED INSTRUCTION
1 Visual learners If you had students create a world map according to the suggestion on p. 22, have them add the city of Constance to it.
1 Visual learners Pair up students and ask them to complete a Venn Diagram to compare and contrast the cities of Constance and Hamburg.
WORKBOOK
Activities 1–2 on p. 45
Konstanz
Das Reporterteam 1 • Kapitel 2
PRESENT LESSON GOALS
SUGGESTED DURATION 15 minutes
• Review the question: Sprichst du Deutsch? This time, instead of having students answer with ja or nein, you may want to ask: Sprichst du Englisch oder Deutsch? Initially, students may respond with a single word. Encourage them to speak in short sentences by providing a sample answer: Ich spreche Englisch / Spanisch / Portugiesisch. Then repeat the question and invite the entire class to answer this question for themselves. You may want to write down all the languages students speak to highlight the different cultural backgrounds in the classroom.
• Read the Lesson Overview at the top of the page. Go over each topic and make sure students understand what they will learn by the end of the lesson. Answer any questions they may have.
• If you plan to assign the Miniprojekt, give a brief introduction as a heads-up.
AUTHENTIC RESOURCE
• The European Union (EU) encompasses 27 countries covering 1.7 million square miles with just under 450 million inhabitants. Together they comprise 18.6% of the world’s GDP.
• Although it officially came into being through the Maastricht Treaty in 1993, the EU is the result of a long series of combined efforts at reconciliation and recovery in the aftermath of World War II by increasing economic, social, and political ties between members, many of them former wartime enemies, notably France and Germany.
• The establishment of the EU introduced European citizenship, granting the right to vote or to run for office in elections for the European Parliament. A central banking system was created for the new common currency, the euro, currently in circulation in 19 member states.
• The European Commission (EC) is the executive body of the EU It is responsible for overseeing its day-to-day business affairs.
• Membership numbers swelled in 2004 with the admission of many formerly communist countries from Eastern Europe. Despite being a founding member, Britain voted for Brexit in a referendum in 2016 and left the EU in 2020.
LEKTION 1 Woher kommst du?
IN THIS LESSON, YOU WILL…
• identify countries and say where you come from
• identify languages people speak and countries where German is spoken
BY USING...
• woher? aus
• the verb sprechen
• Yes/No questions
• und , oder, aber
• vocabulary for countries and languages
AND YOU WILL FIND OUT ABOUT...
• the European Day of Languages
• German-speaking countries
• the border triangle at Lake Constance
Kroatisch FR: Französisch
NL: Niederländisch
GA Irisch-Gälisch
HU: Ungarisch
SL: Slowenisch
SK: Slowakisch
IT: Italienisch
MT Maltesisch
RO Rumänisch
FI: Finnisch
SV: Schwedisch
DA Dänisch
BG: Bulgarisch
PL: Polnisch
PT Portugiesisch
CS: Tschechisch
DE Deutsch
EN: Englisch
LV: Lettisch
LT Litauisch
ET Estnisch
ES: Spanisch
make a collage including pictures of places, things, people, and foods that they associate with Europe. Have them present their collages to the class or in
MINIPROJEKT 1: Create a world map to present three celebrities who have roots in various countries
LESEN UND SPRECHEN
A. Look at the poster for the European Day of Languages. Answer the questions.
1. What do you think the word Sprachen means?
2. How many Sprachen are represented in the poster?
Choose five expressions to say hello
B. Read the chat.
Based on the chat, say if the statements below are true or false.
Laura Hola! Wie geht’s?
Jonas Gut, und dir?
Emir „Hola“?? Lernst du Spanisch?
Laura Nein! Am Montag ist der Europäische Tag der Sprachen.
Jonas Okay, und ...?
Laura … und wir machen ein Projekt in der Schule!
Emir Interessant!
Laura Ja! Wir erstellen eine Karte1 und markieren alle europäischen Länder und Sprachen.
Jonas Cool! Sprachen sind toll! Ich lerne Englisch und Italienisch.
Emir Super! Ich lerne Englisch und Französisch.
1
Kultur
Der Europäische Tag der Sprachen (The European Day of Languages) was first celebrated in 2001. Now it is an annual event, celebrated on September 26th. Every year, millions of people take part in activities to promote linguistic diversity and the ability to speak other languages.
The general aim is to draw attention to and celebrate Europe’s rich linguistic and cultural heritage. The EDL is an opportunity to celebrate all of Europe’s languages, including those that are less widely spoken and the languages of migrants.
Kultureller Vergleich
What languages are spoken in the US?
1. Laura spricht Deutsch und lernt Spanisch.
2. Laura macht ein Projekt in der Schule.
3. Jonas lernt Spanisch und Englisch.
Say what languages spoken there are similar to or different from those spoken in Europe. Which are most common in each place?
2B Interpersonal learners Ask for volunteers to read the chat aloud. Kultur Visual learners Incorporate visual aids or multimedia resources into your instruction, such as videos, pictures, or infographics about the Europäische Tag der Sprachen. DIFFERENTIATED INSTRUCTION
LANGUAGE Languages and country names CULTURE The European Day of Languages and Europe’s linguistic diversity WIR STARTEN · OVERVIEW
2 SUGGESTED DURATION 20 minutes
MATERIALS Audio file (text recording)
2A
• Have students look at the poster on p. 62 and ask them to work in pairs. Have them take turns identifying the languages of the greetings.
• Next, have students think about the answers to the questions individually before discussing them in pairs.
Answers 1. Languages / 2. 24 Sprachen; answers will vary
2B
• Tell students that they will read a text conversation between Laura, Jonas, and Emir. Remind students that Jonas is the reporter from Unit 1, while Emir is the reporter they will meet in Unit 3.
• Have students scan the chat and find any familiar words, including cognates.
• Then have students read the chat individually and answer the questions. Check answers as a class. Strategy Have students tell what helped them find the answers.
• Ask students if they have heard of the Europäische Tag der Sprachen. If not, ask them what they think this day might entail.
• Have students read the Kultur feature. Prompt them to brainstorm ideas about the importance of celebrating linguistic diversity and how it contributes to understanding different cultures.
• You might want to continue this discussion by asking why it’s important to learn languages and how it connects people from different parts of the world. You might want to invite students to share their own experiences with learning languages or interacting with people from diverse linguistic backgrounds. Answers will vary.
LANGUAGE Country names and vocabulary for expressing an opinion Sharing origins with woher / aus
3 SUGGESTED DURATION 30 minutes
MATERIALS Audio file
Script
3A
Have students look at the pictures. Ask them which landmarks or animals they recognize and have them match the countries' names with the photos. Remind them to use the expression Das ist, which they learned in Unit 1. Refer students to the Meine Vokabeln features Die Länder and Die Meinung sagen
Answers 1. Nummer 1 ist Italien. / 2. Nummer 2 ist Schweden. / 3. Nummer 3 ist Frankreich. / 4. Nummer 4 ist Griechenland. / 5. Nummer 5 ist Großbritannien. / 6. Nummer 6 ist die Schweiz.
3B
Have students listen to the conversation and complete the sentences with the countries mentioned in the conversation. Confirm answers with the entire class.
Answers 1. Er mag Griechenland und Italien. / 2. Sie mag Schweden und die Schweiz nicht.
3C
Have students compile a list of countries they would like to visit. Have them pick two countries from their list and write reasons why they want to visit each one. Have students share their reasons and find a classmate who also wants to visit the same country as they do.
Answers will vary.
4 SUGGESTED DURATION 15 minutes
Project a map of the world or have students look up the map on page xx. A student thinks of a country and then names the countries it shares a border with. Have the rest of the students guess the name of the country. The student who correctly guesses the country gets a turn next.
Answers will vary.
Er kommt aus den USA
I can identify countries and say where I come from.
3 LESEN, HÖREN, SCHREIBEN UND SPRECHEN
A. Verbindung zu: Geografie Look at Laura’s collage. Match the name of each country with its picture. Nummer 1 ist Italien.
MEINE VOKABELN
Die Länder Countries
• das Land country
• die Länder countries
• Australien
• Belgien
B. Laura asks two friends what they think of different countries. Listen to the conversation.
Complete the sentences with the countries they mention and the corresponding articles (if necessary).
1. Lukas findet Monumente interessant. Er mag ...
2. Emma findet Natur und Sport langweilig. Sie mag ... nicht.
C. Write down what you think about at least two countries. Compare your opinions with those of a classmate.
Ich finde die Natur in den USA super. Und du?
SPIEL: Europareise
1. Look at the map of Europe on page xx and choose a country.
2. Name the countries with which it shares a border.
3. Your classmates guess it.
A: Frankreich und Portugal.
B: Spanien?
A: Ja!
• Deutschland
• Frankreich
• Großbritannien
• Italien
• Japan
• Kanada
• Liechtenstein
• Luxemburg
• Österreich
• Schweden
• die Schweiz
• die Türkei
• die USA (die Vereinigten Staaten von Amerika)
• die Niederlande
Die Meinung sagen Expressing opinions Ich finde … I think... is/are...
• Monumente monuments
• Natur nature
• Sport sports
• in Italien
• in der Schweiz
• in den USA
• fantastisch fantastic
• interessant interesting
• langweilig boring
• super super
• toll great
3A Connections Have student pairs select a country not featured in activity 3A from the list of countries listed in Meine Vokabeln on p. 64, then search the Internet for a picture of a landmark or monument from the chosen country and share it with you. Project their pictures on the board as their classmates try to identify the countries they represent.
5 Gamification Have each student think of a famous person and say their profession, approximately how old they are, and what country they live in. Give students at least five minutes to prepare. Classmates then listen and try to guess who the person is.
BOOST YOUR TEACHING
SPIEL: EUROPAREISE
MEINE VOKABELN pp. 74-75
Griechenland
HÖREN UND SPRECHEN
Vor dem Hören
A. Look at the pictures of some of Laura’s friends. In pairs, match the friends with the country they come from.
aus Italien aus den USA aus Japan aus Deutschland aus der Schweiz
aus Deutschland.
Hör zu
LEKTION 1
Workbook S. 44-46
MEINE VOKABELN
Die Herkunft Origin
• Woher kommst du? Where are you from?
• Ich komme aus den USA. I’m from the US.
• Mia kommt aus Deutschland. Mia is from Germany.
B. Listen to the conversation between Laura and her father. Check your answers to activity A. Tell what cities Laura’s friends come from.
C. Listen to the conversation again. Answer the question.
In which other country does Laura’s father have friends?
Nach dem Hören
D. List three celebrities you know or have heard of who come from another country. Say where they are from.
Bradley Cooper kommt aus Australien.
3A Challenge Display a world map and have students locate the countries listed in the activity. Ask them to share interesting facts they know about these countries.
3C Kinesthetic and interpersonal learners Conduct a four-corners activity by posting signs (Eurasia, Africa, Americas, and Australia) in the corners of your classroom. Have students go to the continent where their favorite country is located. Students talk with their peers and say which country they would like to visit.
5 Accommodation Give a copy of the audio script to any student who needs it.
5 SUGGESTED DURATION 25 minutes
MATERIALS Audio file Script
Warm-up
Comprehensible input Make statements about where you or celebrities are from: Ich komme aus [your city], aus [your country]. / Er / Sie kommt aus [their country].
On the board, write: Ich komme aus [your country], aus [your city]. Underline the prepositions. Ask a student, Woher kommst du? Have students state the town they live in. Have them repeat the sentence in German, saying Ich komme aus [your city]. Next, introduce the Sie kommen aus [name of city] by pointing to a group of students.
5A
• Have pairs of students guess where the people in the pictures live based on the images.
• Students can answer in German, but may need to justify their answer in English. Remind them to use the sample sentence as a model. Wait to correct their answers until after completing activity 5B.
• Some students might wonder why some country names are preceded by an article and others are not. Tell them this depends on the gender of the country and must be memorized.
• Refer students to the Meine Vokabeln feature Die Herkunft
Answers Klara kommt aus Deutschland. / Daniel kommt aus den USA. / Simon kommt aus der Schweiz. / Akari und Kaori kommen aus Japan. / Sofia kommt aus Italien.
5B
Play the audio once. As they listen, have students check their answers to activity 5A. Then play the audio a second time and add new information.
Answers Klara kommt aus Hannover. / Daniel kommt aus New York. / Simon kommt aus Zürich. / Akari und Kaori kommen aus Tokio. / Sofia kommt aus Rom.
5C
Have students listen again and find the answer to the question.
Answer Sie kommen aus Kanada.
5D
• This activity can be done as homework.
• Encourage students to add the town where these celebrities live, if known.
Answers will vary.
WORKBOOK
Activities 3–10 on pp. 46–49
Klara kommt
KLARA
SOFIA
SIMON
DANIEL
AIKO UND KAORI
MEINE VOKABELN p. 75
WELCHE SPRACHEN SPRICHST DU? · OVERVIEW
LANGUAGE The verb sprechen; Yes/No questions; Und, oder, aber
• Have students read through the titles and ensure they grasp their meaning before reading the text.
• Refer students to the Meine Vokabeln feature Die Sprachen
Answers 2. Welche Sprachen sprechen die Stars?
6B
To help students narrow down languages the people have in common, ask: Spricht Leonardo DiCaprio …?
Answers 1. Natalie Portman / 2. Englisch und Deutsch.
6C
Have students research the languages one of their favorite celebrities speaks before answering this question in small groups.
Answers will vary.
AUTHENTIC RESOURCE
Leonardo DiCaprio learned German from his mother and regularly spent time with family in Germany. Sandra Bullock lived in Nürnberg with her mother, an opera singer, until she was 12 years old. Chris Pratt learned German at school and still likes telling jokes in the language. Kirsten Dunst has her father, a German native, to thank for both her dual citizenship and language skills. Natalie Portman grew up speaking English and Hebrew, but also speaks some German, French, and Japanese.
KULTUR
SUGGESTED DURATION 10 minutes
MATERIALS Audio file (text recording)
7A
Answers 1. Deutsch ist Muttersprache in Deutschland, Österreich, Teilen der Schweiz und Liechtenstein. / 2. Deutsch ist Amtssprache in Deutschland, Österreich, Belgien, Luxemburg und der Schweiz, Liechtenstein und Norditalien.
7B
Answers will vary.
Welche Sprachen sprichst du?
I can identify languages people speak and countries where German is spoken.
6 LESEN UND SPRECHEN
A. Read the text and say which title best fits the content.
1. Hollywood spricht Spanisch!
2. Welche Sprachen sprechen die Stars?
3. Die Stars sprechen Koreanisch.
Natalie Portman spricht Englisch, Französisch, Japanisch, Hebräisch1 und ein bisschen Deutsch.
Leonardo DiCaprio spricht Englisch, Deutsch und Italienisch.
Sandra Bullock spricht sehr gut Englisch und Deutsch.
Chris Pratt spricht Englisch und ein bisschen Deutsch.
B. Answer the questions.
1. Wer spricht eine asiatische Sprache?
2. Welche Sprache(n) sprechen alle vier Stars?
C. Say which language(s) your favorite celebrity speaks.
Kultur
Deutsch in Europa
Did you know that German is not only spoken in Germany, Austria, Switzerland, and Liechtenstein? German is also spoken in Belgium, Luxembourg, and part of Northern Italy. German is an official language in seven countries, making it the most widely spoken official language in Europe.
7 LESEN UND SPRECHEN
A. Look at the map on page 77 and read the text. Answer these questions.
1. In welchen Ländern ist Deutsch Muttersprache?
2. Wo ist Deutsch offizielle Amtssprache (official language) ?
(vereinfachte Darstellung)
MEINE VOKABELN
Die Sprachen Languages
• Welche Sprachen spricht er / sie? What languages does he/she speak?
• Er / Sie spricht ... He/She speaks...
• gut good/well
• sehr gut very well
• ein bisschen a little
• Chinesisch Chinese
• Deutsch German
• Englisch English
• Französisch French
• Italienisch Italian
• Japanisch Japanese
• Russisch Russian
• Spanisch Spanish
• Türkisch Turkish
B. Verbindung zu: Sozialkunde Where in the US is German spoken? Name some cities in the US that have German names.
BOOST YOUR TEACHING
7B Virtual tours Have students research and take virtual tours of cities with German names or significant German-American heritage.
Extension Assign students to research cities or towns in the USA with German names. Consider having them explore the origins of these names and the history of the German settlements in those areas.
MEINE
News Filme Serien Kinoprogramm Streaming kino kids
LESEN UND SCHREIBEN
A. Skim the first paragraph of the text. In pairs, say what kind of information Laura provides.
Das bin ich!
Ich heiße Laura und wohne in Konstanz. Ich bin 14 Jahre alt und spreche Deutsch. In der Schule lerne ich Englisch. Ich spreche ein bisschen Spanisch, denn1 ich chatte oft mit Marta. Sie kommt aus Spanien und ist 14 Jahre alt. Sie spricht Spanisch und sehr gut Französisch, aber sie spricht kein Deutsch. Marta lernt Englisch in der Schule.
Die Leute2 in Konstanz sprechen viele Sprachen: Deutsch, Französisch, Italienisch, Englisch ... Es ist eine multikulturelle Stadt. Welche Sprachen sprichst du?
1 denn: because
STRATEGIE
Skimming
Skimming a text will help you identify key information As you skim the text, focus on specific words, names, numbers or ideas that will help you complete the activities.
MEINE GRAMMATIK
The verb sprechen to speak
A: Welche Sprachen sprichst du?
B: Ich spreche Deutsch und Italienisch. Und Tino?
A: Er spricht auch Italienisch.
Yes/No questions
A: Sprichst du Spanisch?
Do you speak Spanish?
B. Read the text.
Answer the questions using Ja or Nein
1. Spricht Laura Deutsch und Spanisch? Ja.
2. Wohnt Laura in Österreich? Nein, sie wohnt ...
3. Spricht Marta Französisch?
4. Sprechen die Leute in Konstanz viele Sprachen?
5. Spricht Marta Italienisch?
C. Look at the question and the answer. In which position is the verb in each sentence?
D. Write a reply to Laura. Include the following information.
1. languages you speak
2. presentation of one person who speaks other languages
3. languages that are spoken in your community
SICH AUSTAUSCHEN
B: Ja. / Nein. Yes. / No.
Und , oder , aber
• Er spricht Englisch und Deutsch.
He speaks English and German.
• Lernst du Deutsch oder Spanisch?
Do you study German or Spanish?
• Ich lerne Deutsch, aber ich spreche nur ein bisschen.
I study German, but I speak only a little.
Your teacher gives you language cards (downloadable on ). Walk around the classroom and ask your classmates what languages they speak. Sprichst du Spanisch? Ja. / Nein, ich spreche
6C Accommodation Consider allowing students to write down their answers before being prompted to say or read them aloud. 6C
8 SUGGESTED DURATION 15 minutes
MATERIALS Audio file (text recording)
Differentiation WS 1
8A
Ask students what kind of information they expect to find in the text before they read.
Strategy Refer students to the strategy. Make sure the students understand who Marta is.
Answers Laura talks about the languages she and a friend speak and about the languages spoken in Constance.
8B
Meine Grammatik • The verb sprechen Tell students that sprechen is an irregular verb that undergoes a vowel change in its stem. See p. 70 for the full explanation.
Answers 1. Ja. / 2. Nein, sie wohnt in Deutschland, in Konstanz. / 3. Ja. / 4. Ja. / 5. Nein.
8C
Sprachdetektiv Have students compare the two sentences and share their observations.
Answers Question: verb comes first. Sentence: verb comes second.
Meine Grammatik • Yes/No questions Students will notice that the conjugated verb comes before the subject. See pp. 71–72 for the full explanation.
8D
This activity can be assigned as homework. Strategy Remind students to use Laura’s text as a model.
Meine Grammatik • Und, oder, aber Explain that these words are used to connect words, phrases, or sentences. See p. 73 for the full explanation. Answers will vary.
9 SUGGESTED DURATION 5 minutes
MATERIALS Audio file (text recording) Extra Resource WS 1
Download the handout and have students do the activity. Have them interview at least three classmates. Each student gets two language cards. Based on the information on the cards, one student asks another if he/she speaks one of the languages. The other student responds based on the information on his/her language cards. Then they change roles.
11–15 on pp. 50–51
MEINE GRAMMATIK pp. 70, 71, 73
DAS DEUTSCH-MAGAZIN · OVERVIEW
LANGUAGE Place names in Germany, Austria, and Switzerland
CULTURE Information about Lake Constance and its three borders MATERIALS Audio file (text recording)
10 SUGGESTED DURATION 10 minutes
• Have students read the title, look at the pictures, and observe the map before completing the activity.
• Ask them to work in pairs to match the cities with their respective countries using the map on pp. 68-69.
Answers 1. b. / 2. a. / 3. a. / 4. a. / 5. c.
11 SUGGESTED DURATION 10 minutes
Have students read the photo captions to help them answer the questions. Then discuss answers as a class.
I can understand some details in a brochure about a region of Germany.
Verbindung zu: Geografie
Willkommen am Bodensee
Laura Winter, Reporterin aus Konstanz, Deutschland
Ein See und drei Länder
Der Bodensee ist sehr speziell: Er ist sehr groß und grenzt an drei Länder. Jedes Jahr besuchen viele Touristen die Region, denn es gibt viel Kultur und tolle Aktivitäten für alle.
CULTURAL NOTE
• The Rhine River (Rhein) flows from its source in the Swiss Alps across 766 miles and six European countries before emptying into the North Sea.
• The majority of the river is located within Germany’s borders, with around 45% of the population residing within its catchment area. It is the busiest river in Europe and plays a vital economic role to the many prominent cities on its banks; Basel, Strasbourg, Heidelberg, Köln, Düsseldorf, and more. An estimated 70% of all cargo transported along Germany’s waterways passes through the Rhine. Tourism also contributes to the heavy traffic, as one of the best –and most popular – ways of taking in all the beautiful scenery is to take a river cruise.
• Two Federal States (Bundesländer) were named after it (Nordrhein-Westfalen and Rheinland-Pfalz), which further underscores its importance to German identity.
Look at the map. Match each site with the corresponding country.
1. Bregenz
2. Friedrichshafen
3. Insel Mainau
4. Lindau
5. Sankt Gallen
Bregenz ist in ...
a. in Deutschland
b. in Österreich
c. in der Schweiz
Look at the images and read their captions. Say where you can:
1. take a boat trip around the harbor
2. listen to music
3. fly in a zeppelin
4. visit a famous historical town
5. look at the lake from an island
11 Intelligent guessing Before reading the text and photo captions, have students look at the images and make predictions about what they will read.
von
Das Opernfestival in Bregenz
Das UNESCO Weltkulturerbe Sankt Gallen
Stein am Rhein der Rhein
DEUTSCHLAND
JETZT BIST DU DRAN!
1. Choose one of the following cities: Unteruhlingen, Stein am Rhein, or Romanshorn.
2. Look for information online.
3. Choose a few images.
4. Write a caption for each image.
DIFFERENTIATED INSTRUCTION
SUGGESTED DURATION 25 minutes
Information and technology literacy Tell students they are going to do a small research project. Help them find any necessary information online.
School and global communities If possible, upload students' work on your school website or class blog to share it with fellow students and teachers.
Strategy Refer students to the Strategie feature. You may want to require students to cite the sources they used by providing the URLs.
Have students add their product to Mein Deutschpass
Visual learners Show more pictures and/or videos of the places depicted in Willkommen am Bodensee.
JETZT BIST DU DRAN!
Der Zeppelinhangar in Friedrichshafen
Die Insel Mainau
Der Hafen von Lindau
MEINE GRAMMATIK
1. STEM-CHANGING VERB SPRECHEN
MATERIALS Grammar Tutorial Script
Grammar presentation
• Project the verb chart on the board. Explain that in German, the verb sprechen means to speak. Point out that sprechen is a stem-vowel changing verb, which has specific conjugations for du and er/sie/ es. Stress the importance of memorizing all its forms.
Language Comparisons Compare the conjugation of a regular verb with that of sprechen for students to illustrate the difference in conjugation of these types of verbs.
Formative assessment Give each team of six students a whiteboard. Students should line up one behind the other. The first student in line writes down the conjugation of sprechen for ich and passes it to the next student in line, who then writes down the conjugation for du, and so forth. Finally, the conjugations of all teams will be compared for accuracy, with each correct conjugation earning one point. The team that completes the conjugations first earns an additional point.
Practice
12
Answers a. A spreche / B sprechen // b. A sprechen / B spricht // c. A Sprichst / B spreche // d. A sprecht / B sprechen
13
Possible answer Das ist Andreas Bourani. Er ist Musiker und 40 Jahre alt. Er wohnt in Berlin, in Deutschland. Er spricht Deutsch und Englisch.
1. The stem-changing verb sprechen
What is it?
• The verb sprechen is a stem-changing verb. This means that the vowel in the stem sprech- changes from e to i in the singular forms du , er , sie , es
What forms does it have?
sprechen to speak ich spreche wir sprechen du sprichst ihr sprecht er / sie / es spricht sie / Sie sprechen
12 Choose the correct completion for each sentence.
a. A: Ich sprechen / spreche Englisch und lerne Deutsch. Und ihr?
B: Wir sprechen / spricht Deutsch und lernen Spanisch.
b. A: Akaru und Kaori sprechen / spricht Japanisch. Und Klara?
B: Klara sprichst / spricht Deutsch und lernt Französisch.
c. A: Sprichst / Spricht du Chinesisch?
B: Ja, und ich sprecht / spreche auch Russisch.
d. A: Toni und Mariana, sprecht / sprechen ihr Italienisch?
B: Nein, wir sprechen / sprecht Spanisch.
13 Look at the personal profile and write a short text about the artist.
Vorname: Andreas Bourani
Alter: 40
Wohnort: Berlin, Deutschland
Sprachen: Deutsch, Englisch
Das ist ... Er ist Musiker und ...
BOOST YOUR TEACHING
Grammar presentation (1) Kinesthetic learners Have students play Hot Verb-tato. Students toss a bean bag, balloon, ball, or even a real potato to each other. The student who catches it must say the verb conjugation of sprechen before passing it on to another student. Alternatively, as students toss the item, have them call out a subject pronouns. The student who catches it must say the corresponding form of sprechen.
2. Yes/No questions
What are they?
• Questions that can be answered with a simple yes or no.
When do we use them?
• These questions are usually used to confirm an idea or a piece of information.
Word order
• To form a Yes/No question (Ja/Nein-Frage), you start the sentence with the verb (the action).
Sprichst du Spanisch? Ja. / Nein. Do you speak Spanish? Yes. / No.
2. YES/NO
QUESTIONS
MATERIALS Grammar Tutorial
Script
Audio file
Script
14
verb verb subject subject
Spricht er Japanisch? Ja. / Nein. Does he speak Japanese? Yes. / No.
15 Write the Yes/No question.
a. A: Bist du Hannah?
B: Ja, ich bin Hannah.
b. A:
B: Ja, ich spreche Französisch.
c. A:
B: Nein, Laura wohnt in Konstanz.
d. A:
B: Nein, wir kommen aus Österreich.
e. A:
B: Nein, sie lernt Deutsch.
f. A:
B: Ja, Luca findet die Schweiz super.
Put the words in the correct order to form Yes/No questions.
a. Deutsch / du / sprichst Sprichst du Deutsch?
b. lernt / Spanisch / Leonie
c. in der Schweiz / wohnt / ihr
d. Marta / 14 Jahre alt / ist e. Europa / ist / multikulturell f. Simon / du / heißt
16 Listen to the questions and answer them based on the information given. Compare your answers with those in the recording.
a. Seid ihr Lehrerinnen und Lehrer? Schülerinnen und Schüler Nein, wir sind Schülerinnen und Schüler.
b. Englisch
c. aus den USA
d. Deutsch
e. interessant
f. in den USA
What are the differences between the way you form Yes/No questions in German and English? einundsiebzig ı 71
Grammar presentation (2) Gamification Have students go on an Autogrammjagd (autograph hunt). For this game, students fold a piece of paper so that it has four sections. As a class, create eight yes/no questions. Students can choose four of the questions and write one question in each quadrant of their paper. Set a timer and have students interview their classmates and record their answers and their signature. The student who has the most signatures wins.
Grammar presentation
• Project an affirmative statement and a question on the board to demonstrate the word order in basic statements vs. questions. Remind students that most German statements begin with the subject followed by the conjugated verb in the second position.
Formative assessment Have students use the text they wrote for activity 13 on p. 70 to write questions; for example, Ist er Musiker? Ist er 40?
Practice
14
Answers a. Bist du Hannah? / b. Sprichst du Französisch? / c. Wohnt Laura in Konstanz? / d. Kommt ihr aus Österreich? / e. Lernen Sie / sie Deutsch? / f. Findet Luca die Schweiz super?
15
Answers a. Sprichst du Deutsch? / b. Lernt Leonie Spanisch? / c. Wohnt ihr in der Schweiz? / d. Ist Marta 14 Jahre alt? / e. Ist Europa multikulturell? / f. Heißt du Simon?
16
Answers a. Nein, wir sind Schülerinnen und Schüler. / b. Nein, wir sprechen Englisch. / c. Ja, wir kommen aus den USA. / d. Nein, wir lernen Deutsch. / e. Nein, wir finden Deutschland interessant. / f. Nein, wir wohnen in den USA.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
17
Possible answers Lernst du Deutsch? Ja. Und du? Ich auch! / Sprichst du Französisch? Nein. Und du? Ich auch nicht. / Bist du 14 Jahre alt? Nein ich bin 15. / Kommst du aus den USA? Ja. Und du? Ich auch./ Wohnst du in Konstanz? Nein. Und du? Ich auch nicht. / Heißt du Tom? Ja / Nein. Ich heiße …
18
Possible answers a. Wie bitte? Heißt du Hannah? / b. Entschuldigung, wie heißt du? / c. Entschuldigung, woher kommt ihr? / d. Wie bitte? Woher kommt ihr? / e. Entschuldigung, wann hat Sarah Geburtstag? / f. Wie bitte? Hat Sarah im Mai Geburtstag? / g. Entschuldigung, welche Sprachen sprecht ihr?/ h. Wie bitte? Sprecht ihr Deutsch?
19 Answers will vary.
MEINE GRAMMATIK
17 Write four Yes/No questions. Use the words in captions. Ask and answer in pairs.
lernen sprechen sein kommen aus wohnen heißen
A: Lernst du Deutsch?
B: Ja. Und du?
18 Form questions based on the underlined words.
a. Ja, ich heiße Hannah Wie bitte? Heißt du Hannah?
b. Ich heiße Hannah Entschuldigung, wie …?
c. Wir kommen aus den USA
19
d. Nein, wir kommen aus Deutschland e. Sarah hat im Mai Geburtstag. f. Ja, Sarah hat im Mai Geburtstag. g. Wir sprechen Deutsch h. Nein, wir sprechen Spanisch
Write three Yes/No questions about likes and dislikes for your partner to answer. For ideas, see pages 8 and 9. Ask and answer each other’s questions.
Magst du Käse?
Ja. Und du?
Ich auch. / Ich nicht.
Hunde
3. Und , oder , aber
What are they?
• Conjunctions link ideas and phrases to make longer sentences.
When do we use them?
• We use und to add something.
Er spricht Englisch und er lernt Deutsch. He speaks English and he studies German.
3. UND, ODER, ABER
MATERIALS Grammar Tutorial
Script
Grammar presentation
• Project the sentences on the board and discuss the word order of sentences that use coordinating conjunctions.
• We use oder when you can choose from several alternatives.
Magst du Käse oder Schokolade? Do you like cheese or chocolate?
• We use aber to express the opposite, a restriction or to describe an unexpected consequence.
20
21 verb subject
Interpretive Reading
Ich lerne Deutsch, aber ich spreche nur ein bisschen. I study German, but I speak only a litte bit.
Insert a comma before the conjunction aber
Complete the sentences with und or aber
a. Das ist Daan er kommt aus den Niederlanden.
b. Ximena spricht sehr gut Spanisch, sie spricht nicht gut Französisch.
c. Ihr lernt Französisch, wir lernen Deutsch.
d. Ich finde die Schweiz toll interessant.
e. Noah spricht sehr gut Englisch ein bisschen Italienisch.
f. David Nina sind 16 Jahre alt.
g. Das Wetter ist schön, es ist kalt.
Complete the email with aber, oder, or und
Hallo Leute!
Ich heiße Asra und bin 15 Jahre alt. Ich komme aus der Türkei, ich wohne in Deutschland. Ich spreche Deutsch Türkisch. In der Schule lerne ich Französisch, ich spreche es nur ein bisschen. Ich lerne Gitarre ich finde Musik toll. Ich mag Hunde. Und du? Magst du Hunde Katzen? Wer schreibt mir (writes to me) auf Englisch Deutsch?
Bis bald! Asra
Grammar presentation (3) Verbal learners Have students generate their own sentences using at least two of the three coordinating conjunctions.
Language Comparisons Students should notice that when we use these conjunctions, the word order before and after the conjunction follows the subjectverb-object (SVO) in main clauses as in English.
Formative assessment Give students two or more short sentences in German and ask them to combine them using the appropriate coordinating conjunctions to link them together, for example: Er spricht gut Englisch, (aber) er spricht nicht gut Französisch. Er spricht gut Englisch (und) er lernt Französisch. Spricht er Englisch (oder) Französisch?.
Practice
20
Answers a. und / b. aber / c. aber / d. und / e. und / f. und / g. aber
• There is no need for students to learn all of the nationalities and languages in German by heart. Choose the ones you think will be the most useful for them; the ones that they find more interesting; the ones that highlight the cultural heritage of the students in the class; the ones they have used more in the lesson; etc.
Create Flashcards Have students create paper or digital flashcards for languages and countries and review them daily for about five minutes. If possible, incorporate pictures of the countries’ flags.
Create a poster Have students create a poster with a world map and add sticky notes with flags and languages. The map might also be an interactive one. For example, students can use an online map application to embed images, text, or audio of them saying languages or countries out loud.
Personalize Have students create a class profile in the form of a mind map with the origins of their classmates, and also the languages spoken by students in the class.
Practice
Have students complete the vocabulary exercises in the Workbook on pp. 46–50.
BOOST YOUR TEACHING
Auditory learners Use an online flashcard creator to introduce and practice vocabulary to the class by, asking them to pronounce each word displayed. Look for apps that have a listening option that allows students to hear the pronunciation and repeat it.
MEINE VOKABELN
WITH ARTICLE (SINGULAR) WITH ARTICLE (PLURAL)
Australien Belgien Deutschland Frankreich
Großbritannien Italien Japan Kanada
Liechtenstein Luxemburg Österreich Schweden
die Schweiz
die Türkei
die Niederlande
die USA (die Vereinigten Staaten von Amerika)
Deutsch in Europa German in Europe
Belgien Belgium
Luxemburg Luxembourg
Schweiz Switzerland
Liechtenstein
Liechtenstein
Bundesrepublik Deutschland Federal Republic of Germany
Österreich
Austria
Die Meinung sagen Express an opinion
Ich finde … I think... is/are...
• Monumente monuments
• Natur nature
• Sport sports
• in Italien
Italien
Italy
tongue official language
Die Sprachen Languages
Welche Sprachen sprichst du? What languages do you speak?
Ich spreche Deutsch. I speak German.
Er / Sie spricht ... He/She speaks...
• ein bisschen a little
• Chinesisch Chinese
• Deutsch German
• Englisch English
• gut good/well
• Französisch French
• Italienisch Italian
• Japanisch Japanese
• sehr gut very well
• Russisch Russian
• Spanisch Spanish
• Türkisch Turkish
Ich lerne Deutsch in der Schule. I study German at school.
• in der Schweiz
• in den USA
• fantastisch fantastic
• interessant interesting
• super super
• toll great
• langweilig boring
Die Herkunft Origin
A: Woher kommst du?
Where are you from?
B: Ich komme aus der Schweiz / den USA.
I’m from Switzerland / the US.
BOOST YOUR TEACHING
Gamification Assign each student the name of a different country. Ask them to create or draw the flag of their assigned country and add the country’s name underneath it. Have students quiz each other by showing their flags and asking their classmates to identify the corresponding nationalities.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
SPIEL: SPRACHEN UND LÄNDER
22
SUGGESTED DURATION 25 minutes MATERIALS Extra Resource WS 2
Each pair of students places a set of cards face down. One student selects two cards and reads them aloud. If they match, he/she keeps the cards and gets a second turn. If not, he/she turns the cards face down. Then it is the other student’s turn. Only three turns in a row are allowed per student.
MEIN WORTSCHATZ
You might want to draw a T-chart on the board and give examples of what students might list under each heading.
MEIN DEUTSCHPASS
Have students add their personalized vocabulary to Mein Deutschpass.
THE GERMAN R
SUGGESTED DURATION 25 minutes
MATERIALS Audio files
Pronunciation Tutorial
Presentation
Some students might find the production of the German sound r challenging. To aid in sound production, tell them to think of the r sound as a gargling noise. You can have them take a small sip of water and practice gargling. Additionally, ask students to put their flat hand on their Adam’s apple to feel the vibration as they practice.
Practice
23
Have students identify what type of r sound they hear in the words: a gargling r sound or the -ah sound, as in cheetah
Answers a. Rad / b. wir c. Rad / d. Rad / e. wir
25
Answers a. Frau Raad / b. Uwe Richter / c. Doktor Sonntag / d. Herr Maran
26
Pair up students and have them listen to the recording together. As they listen, have them pronounce the words they hear. After each word, encourage them to give each other feedback on their pronunciation.
Answers will vary.
22
SPIEL: Sprachen und Länder
1. Download the cards from
2. Cut the cards, shuffle them, and place them face down in a grid form.
3. The first player turns over two cards and tries to match each country with its corresponding language. If the two cards match, the player keeps the cards. If not, the player turns the cards face down again.
4. The next player turns over two cards and the game continues until all the cards have been matched. The player with the most pairs wins
THE GERMAN R
The letter r has more than one sound in German.
Sprecht ihr Griechisch?
• The r is pronounced as a consonant at the beginning of a word or syllable: Rad, Laura, hören, regnen
WORTSCHATZ
Create a T-chart and list your preferences under the columns with the following headings: Ich finde ... interessant. Ich lerne ...
• This is also the correct pronunciation when the r comes after a consonant and before a vowel or when there are two rs: sprechen, drei, korrekt.
• When the r comes after a vowel, it sounds like an a. This sound is similar to the ending of the English word papa: wir, vier, gern, morgen
• The German -er is pronounced -ah, similar to the ending of the English word cheetah: Sommer, Winter, Lehrer, Bücher.
23 Listen to the words. Do you hear an r as in Rad or as in wir?
24 Listen again and repeat the words.
25 Listen and read the pairs of names. Say which name you hear first.
a. Frau Raad / Frau Haad
b. Uwe Dichter / Uwe Richter
c. Doktor Sommer / Doktor Sonntag
d. Herr Maran / Herr Meier
26 Read the following words aloud. Listen to the recording and compare it to your own pronunciation.
a. richtig
b. drei
c. Freundin
d. Jahr
e. morgen
f. vier
g. gern
h. Musiker
i. Musikerin
BOOST YOUR TEACHING
Break it down Break down the pronunciation of the words into smaller components, focusing on the sound production of r. Have students practice producing the sound slowly and deliberately. Exaggeration Have students exaggerate the pronunciation of the r sound, initially overemphasizing the gargling effect to help them feel and hear it.
MEIN
MINIPROJEKT 1
Herkunft und Sprachen
ESSENTIAL QUESTION
Wie wichtig sind Herkunft und Sprachen im Leben?
How are origin and languages important in life?
CONTEXT
You want to find out more about the origins and languages spoken by celebrities.
PRODUCT
A world map with pins and notes
1. Choose three famous people who live in the US and have roots in other countries.
2. Find pictures of the three people.
3. Write information about each person on a sticky note.
Include the following details.
• name and profession
• where they come from
• where they live
• languages they speak
4. In groups of four, pin your notes and pictures on a world map.
5. How many different countries and languages are represented on the map?
Discuss the importance of origin and languages.
Herkunft und Sprachen
ALTERNATIVE
Create an interactive map or slide show presentation with photos of the three people.
Include a short text or an audio description of each of them.
SUMMATIVE ASSESSMENT · LEKTION 1
SUGGESTED DURATION 50 minutes
MATERIALS Lektionstest 1, ASSESSMENT PROGRAM Assessment Rubric, ASSESSMENT PROGRAM Answer key, ASSESSMENT PROGRAM
MINIPROJEKT 1 - OVERVIEW
LANGUAGE The verbs wohnen, kommen aus, sprechen; Und, oder, aber Vocabulary for countries and languages
SUGGESTED DURATION
Teacher presentation: 10 minutes
Execution: 35 minutes
MATERIALS
World map; push pins; sticky notes
Alternative: presentation software, photos.
Teacher presentation
• Point out the essential question and discuss it with students.
• Read the instructions, then discuss the example provided and answer any questions.
Execution
21st Century skills This project provides the opportunity for students to develop 21st Century skills:
• Creativity and innovation Students explore famous people around the world for the purpose of sharing with others.
• Collaboration Students interact with their partners to create a combined, illustrated map
Student presentation
• Once descriptions have been written, you may want to represent all of the celebrities on one large world map. This can be done as a whole class activity either digitally or on a printed map.
• After students finish step 5, have groups present their maps to the their classmates. Then lead a larger discussion of the important of origin and languages with the whole class.
Have students add their product to Mein Deutschpass
MATERIALS Self and Peer Assessment Rubric Assessment Rubric See Formative Assessment on p. 99 for more information. FORMATIVE ASSESSMENT · MINIPROJEKT 1
Sie heißt Chloe Zhao und ist Filmemacherin. Sie kommt aus China und wohnt in Los Angeles (USA). Sie spricht Chinesisch und Englisch. Chloé Zhao
Das Reporterteam 1 • Kapitel 2
siebenundsiebzig ı 77
PRESENT LESSON GOALS
SUGGESTED DURATION 15 minutes
• Present the title of the lesson: Das mag ich! Have students guess what this lesson is about by giving examples of the things you like: Ich mag Pizza / Hunde / Katzen. You might want to refer students to pp. 10–11 of the preliminary unit.
• Have three students read the objectives aloud.
• If you plan to assign the Miniprojekt, give a brief introduction as a heads-up.
AUTHENTIC RESOURCE
• The singer-songwriter Namika (meaning writer in the North African Berber language), also known by her legal name Haman Hamdi or her stage name Hän Violett. She, was born in 1991 and raised by a single mother in Frankfurt am Main, but maintains close ties to her Moroccan roots. Her grandfather originally came to Germany as a Gastarbeiter.
• She was raised within the Islamic faith and identifies as a Muslim, yet she has voiced her fears over doing so openly due to the increased politicization of religion.
• Her first album was named after the coastal town her maternal grandparents originate from: Nandor. The first single Lieblingsmensch slowly climbed to the top of the German charts in 2015, a feat she repeated again three years later with the single Je ne parle pas français. Her highly autobiographical second album Que Walou explored her origins and family relationships more deeply than the first, notably on the single Ahmed (1960-2002), a song written about and dedicated to a father she never knew.
• Initially heavily inspired and influenced by rap and R&B stars such as Dr. Dre, Mary J. Blige, and Lauryn Hill from the late 1990s, Namika started writing songs at age 14 and describes her musical style as a mix of alternative pop, hip-hop beats, and oriental sounds. With her songs, she often explores her identity and sings (or raps) about the adversity and poverty her family experienced when she was growing up.
LEKTION 2 Das mag ich!
IN THIS LESSON, YOU WILL…
• tell what activities you like and don’t like to do
• say which pets you prefer and which you have and don’t have
• make plans for the weekend
BY USING...
• verbs + gern / nicht gern
• the verbs fahren, lesen , sehen, treffen
• the verb haben
• the indefinite articles ein , eine
• negation with kein , keine
• vocabulary for leisure activities, pets, likes, and dislikes
• expressions for accepting and refusing suggestions, and for making plans
AND YOU WILL FIND OUT ABOUT...
• the singer Namika
• pets in German households
• Deutscher Tierschutzbund, a German animal welfare association
• Lake Constance
• German clubs and organizations
• typical weekend activities in Germany
BOOST YOUR TEACHING
1 Authentic resource Play a Namika music video, such as Lieblingsmensch or Je ne parle pas français. Write the title on the board. Then have students watch the video and react to it. Provide them with the lyrics and have them listen to it again while reading along. Answer any questions they might have. You may want to preview videos to be sure the content is appropriate for your students.
Konzertfoto von Namika
MINIPROJEKT 2: Create a poster to illustrate your likes and dislikes
2. Das
WIR STARTEN · OVERVIEW
LESEN UND SPRECHEN
A. Look at the photo. What is depicted? Choose an option.
1. eine TV-Show
2. ein Konzert
3. eine Disko
B. Read the chat. Complete the sentences below.
Jonas
Laura Hi Jonas! Danke, sehr gut! Ich habe ein Ticket für das Konzert von Namika im Mai!
Jonas Wer ist das?
Laura Namika ist eine deutsche Sängerin und Songwriterin aus Frankfurt. Sie heißt eigentlich1 Hanan Hamdi. Ich finde ihre Lieder echt toll. Kennst du das Album „Wie geht’s dir?“
Jonas „Wie geht’s dir?“ Ach, na klar! Wo ist das Konzert?
Laura In Zürich. Geh auf Namikas Webseite!
Jonas Okay!
1. Namika ist … und … von Beruf.
2. Namika heißt eigentlich …
3. Namikas Album heißt ...
4. … hat Konzerttickets von Namika.
5. Das Konzert ist in …
C. What German-speaking singers or bands are you familiar with?
Kultur
Namika (Hanan Hamdi), is a well known German singer and songwriter. She grew up in Frankfurt, but her family is originally from the Moroccan coastal city of Nador. Namika is a passionate advocate for women’s rights and gender equality. In 2019, she was awarded the Human Rights Award by Amnesty International. She loves to travel and explore her roots in Morocco, as well as new cultures. Her music often reflects her experiences abroad.
Verbindung zu: Musik
Think of some American songwriters whose work reflects their origins. Compare one of those artists’ songs with Namika’s song Nador In what ways are they similar and different?
1A
1
SUGGESTED DURATION 20 minutes
MATERIALS Audio file (text recording)
Have students observe the poster to glean information. Then ask: Was ist das? Eine TV-Show, ein Konzert oder eine Disko? Have students justify their answer choice in English.
Answer 2. ein Konzert
1B
Have students read the chat and complete the sentences in pairs.
Answers 1. Namika ist Sängerin und Songwriterin von Beruf. / 2. Namika heißt eigentlich Hanan Hamdi. / 3. Namikas Album heißt „Wie geht es dir?“ / 4. Laura hat Konzerttickets von Namika. / 5. Das Konzert ist in Zürich.
1C
Students might have heard of Tokio Hotel, a German pop-rock band known for their hit single Durch den Monsun or of Kraftwerk, a pioneering electronic music group known for their innovative use of synthesizers and electronic beats.
• You might want to discuss how an artist’s background influences their world and how it is reflected in their songs. If you haven’t already, consider showing Namika’s music video Lieblingsmensch, which was filmed in Morocco. Tell students the title means favorite human
• Students may enjoy researching other musicians whose work reflects their cultural roots. Answers will vary.
INSTRUCTION
1 Interpersonal learners Ask two volunteers to read the chat aloud. DIFFERENTIATED
CULTURE German singer Namika (Hanan Hamdi)
Hallo Laura! Wie geht’s?
WAS MACHST DU GERN? · OVERVIEW
LANGUAGE Verb + gern / nicht gern; Stem-changing verbs fahren, lesen, sehen, treffen
Vocabulary for expressing likes and dislikes, and for leisure activities
CULTURE European street soccer league buntkicktgut
Have students look at the pictures and guess which activities are depicted. Once they have made their guesses, refer them to the Meine Vokabeln feature Hobbys to check their answers.
Answers 1. im Internet surfen // 2. Fußball spielen // 3. Filme / Serien sehen // 4. Videospiele spielen // 5. Musik hören // 6. Gitarre spielen // 7. schwimmen // 8. lesen // 9. reiten // 10. Freunde treffen // 11. Sport machen // 12. Rad fahren
2B
On their own paper, have students list the German expressions of the activity 2A in the order of the pictures. Then tell them to write nein if Laura does not pursue the hobby and ja if she does, after each expression.
Answers Im Internet surfen: Ja / Fußball spielen: Ja / Serien sehen: Ja / Musik hören: Ja / Freunde treffen: Ja / Lesen: Nein / Sport machen: Ja
2C
Refer students to the Meine Vokabeln feature Vorlieben ausdrücken. Discuss the meanings of the emojis and the information they convey before students write about their own preferences. Remind students to use the sentence starters to answer Laura’s questions.
Answers will vary.
2D
• Project or write the two sentences on the board. Sprachdetektiv Have students compare the sentences to state their own rule for the placement of gern and nicht gern in statements and questions. Answer With gern, you express that you like doing something; nicht gern expresses dislike for doing something.
Meine Grammatik • Verb + gern / nicht gern Explain to students that we use gern to express likes and nicht gern for dislikes. Tell students that gern and nicht gern go after the verb in a statement and after the subject in questions. See p. 88 for the full explanation.
Was machst du gern?
I can express activities I like and don’t like to do.
2 HÖREN UND SPRECHEN
A. Look at the photos and match them with the name of each hobby.
Musik hören schwimmen Serien sehen Videospiele spielen reiten Freunde treffen Fußball spielen Gitarre spielen Rad fahren im Internet surfen Bücher lesen Sport machen
B. Look at the pictures again and listen to Laura’s podcast. Tell whether or not she likes each activity. Im Internet surfen: Ja.
C. Answer Laura’s questions at the end of the podcast. Ich … sehr gern … Ich … gern … Ich … nicht gern …
• Fußball / Basketball / Handball spielen to play soccer/ basketball/handball
• Gitarre / Klavier / Schlagzeug spielen to play the guitar/ piano/percussion
• im Internet surfen to surf the Internet
• Musik hören to listen to music
• Rad / Skateboard / Inlineskates fahren to ride a bike / to skateboard / to inline skate
• reiten to ride a horse
• schwimmen to swim
• Sport machen to play sports
• Videospiele spielen to play video games
Vorlieben ausdrücken Expressing likes and dislikes
Ich spiele sehr gern Fußball.
Ich fahre gern Rad. Ich mag Sport. Ich schwimme nicht gern.
3 Communication Have students make a three-column, 12-row chart. Have students write a hobby from activity 2 in each of the 12 rows. In pairs, have students write their own name in one column and their partner’s name in the other column. Have them draw a check mark in their own column for each activity they like and an x for each activity they don’t like. Have them predict which activities their partner likes and doesn’t like using checks and x’s. Finally, have them ask each other about each activity to see if their predictions are correct.
BOOST YOUR TEACHING
MEINE VOKABELN p. 94
D. Read the sentences.
Ich lese gern I like reading.
Du machst nicht gern Sport. You don’t like playing sports.
What words are used in German to express that you like or dislike doing something?
SICH AUSTAUSCHEN UND SPRECHEN
A. Write three questions about the activities on the previous page. Ask three classmates if they like the activities. Jot down their answers.
A: Siehst du gern Serien?
B: Ja, ich sehe sehr gern Serien.
B. Note which likes and dislikes you have in common. Wir lesen gern Comics.
C. Share what you learned about your classmates with another group in your class.
Michael und Chloe machen gern Sport. James fährt nicht gern Rad. Chloe und ich …
SCHREIBEN
Write four sentences telling what you like and don’t like to do in your free time. If your hobby is not included on the list, ask your teacher or use a dictionary.
Kultur
Eine interkulturelle Fußball-Liga
Since 1997, the association buntkicktgut organizes a yearly street soccer league, including more than 200 teams and 2 500 young people between the ages of 8 and 21 representing over 100 different nationalities. The players come from neighborhoods, football clubs, and refugee facilities. Playing soccer together is a great way to meet people and get to know each other.
5 LESEN UND SPRECHEN
LEKTION 2
Workbook S. 50-52
MEINE GRAMMATIK
Verb + gern / nicht gern
Ich lese gern Comics. Ich spiele nicht gern Handball.
Stem-changing verbs: fahren to go, to ride
A: Fährst du gern Rad?
B: Ja, ich fahre gern Rad.
C: Timo fährt gern Skateboard.
lesen to read
A: Liest du gern Comics?
B: Ja, ich lese gern Comics.
C: Melissa liest gern Magazine.
sehen to see
A: Siehst du gern Serien?
B: Nein, ich sehe gern Cartoons.
C: Nina sieht gern Filme. treffen to meet
A: Triffst du gern Freunde?
B: Ja, ich treffe gern meine Freunde.
C: Aras trifft gern Freunde.
MEINE GRAMMATIK pp. 88-89
Read the text. What is special about buntkicktgut? Kultureller Vergleich Think of an event in your school or town that brings together people from various groups. How is it similar to or different from buntkicktgut?
2B Challenge Review yes/no-questions briefly and provide examples: Surft Laura gern im Internet? Then ask students to generate at least 3 questions that differ from the partner’s about the hobbies pictured. Then have them ask their partner these questions. Students should respond using short sentences starting with ja or nein: Ja, Laura surft gern im Internet.
3 SUGGESTED DURATION 15 minutes
3A
• Have students interview each other in groups of four.
• Remind them to follow the model when answering the questions.
Meine Grammatik • Stem-changing verbs Remind students that they already encountered another stemvowel changing verb, sprechen, in Lektion 1. Here, the conjugation for du and er/sie/es was unique, as the stem vowel e (sprechen) changed to an i: du sprichst and er/sie/es spricht. Tell students that there are many more stem-vowel changing verbs: fahren, lesen, sehen and treffen. See p. 89–90 for the full explanation.
Answers will vary.
3B
Have students use a T-chart to note common likes and dislikes.
Answers will vary.
3C
Ask a spokesperson from each group to summarize who likes and dislikes various activities.
Answers will vary.
4 SUGGESTED DURATION 10 minutes
• Students might need support from a dictionary.
• Write a couple of sample sentences on the board for students to use as a template for their own sentences.
Possible answer Ich spiele sehr gern Fußball und ich fahre gern Rad. Ich sehe gern Filme, aber ich lese nicht gern.
Ask students if they have ever participated in a sports league or community event that brought together people from multicultural backgrounds. If so, what was their experience like?
Answers will vary.
Activities 1–8 on pp. 52–54
Samir Sakkal / buntkicktgut
ICH MAG HUNDE UND KATZEN · OVERVIEW
LANGUAGE The verb haben; Indefinite articles ein, eine; Negation with kein, keine Vocabulary for pets
CULTURE The German animal welfare association Deutscher Tierschutzbund
Tell students Heute sprechen wir über Haustiere You might want to share with them any pets you have. Then ask students to raise their hands if they have dogs and record the number on the board. Next, ask them to raise their hands if they have cats, and so on.
6A
After giving students a minute to observe the infographic, call on a few volunteers to share their answers.
Possible answer The infographic tells how many and what kinds of pets there are in German households.
6B
Refer students to the Meine Vokabeln feature Haustiere Strategy Remind students to memorize the plural form and the article along with each noun.
Answers 1. Haushalte means households in Englisch. / 2. Fische und Schildkröten
6C
Have volunteers count in German how many votes each kind of pet has and tally the results on the board. Answers will vary.
Ask students if they would like to volunteer at the Deutscher Tierschutzbund
Possible answer The goals of the Deutscher Tierschutzbund are to rescue pets in need and to support animal shelters and animal welfare organizations.
7B
Have students discuss the question with a partner and then share their ideas in class.
Answers will vary.
Ich mag Hunde und Katzen
I can say which pets I prefer and which I have and don’t have.
6 SPRECHEN UND SICH AUSTAUSCHEN
A. Look at the infographic. What is it about?
Haustiere in Deutschland
34,4 Mio.* Haustiere leben in Haushalten in Deutschland. 46 % aller Haushalte haben ein Haustier.
*Millionen
B. Look at the infographic and read the captions. Answer the questions.
1. Guess the meaning of Haushalte in English.
2. Name the pets you might find in Aquarien and Terrarien
C. Find out what your classmates’ favorite pets are.
1. Two students ask:
Wer mag Hunde? Wer mag Katzen? Wer mag …?
2. Two other students keep track of the answers on the board.
3. Say what the favorite pet in your class is.
Das Lieblingstier ist …
Kultur
Deutscher Tierschutzbund
The Deutscher Tierschutzbund association was founded in 1881 and is the largest animal protection umbrella organization in Germany and in Europe. It runs rescue centers for pets in need, and supports 550 animal shelters and 740 animal welfare organizations. There’s a wide range of activities for teens, too! You can join a youth group, invite an animal welfare teacher to your school, volunteer at your local animal shelter, or even sponsor animals.
7 LESEN UND SPRECHEN
MEINE VOKABELN
Haustiere Pets
• der Fisch (Fische) fish
• der Hamster (Hamster) hamster
• der Hund (Hunde) dog
• das Kaninchen (Kaninchen) rabbit
• die Katze (Katzen) cat
• das Meerschweinchen (Meerschweinchen) guinea pig
• das Pferd (Pferde) horse
• die Schildkröte (Schildkröten) turtle
• der Vogel (Vögel) bird
MEINE VOKABELN
Studying new words
Memorize any new word along with its article der, die or das and it’s plural form.
Read the text. What are the goals of the Deutscher Tierschutzbund?
www.jugendtierschutz.de
Kultureller Vergleich What are some similar organizations in your community or state? What goals do they have in common with the German association?
6 Critical thinking Explain to students that in German, animal sounds are mimicked differently. Tell them them that in German, a dog says wau wau and a cat says miau. Then have them search online for more examples and share them with the class. Discuss why animal sounds are imitated differently in different languages. (Such sounds are onomatopoeic words that reflect the sound system of each language.)
p. 95
ZZF e.V. / IVH e.V. (vereinfachte Darstellung)
8
LESEN, SPRECHEN UND SICH AUSTAUSCHEN
A. Read these comments on a social media platform. Answer the questions below in complete sentences.
KOMMENTARE
Amira Ich habe keinen Hund, aber drei Fische!
Leon @Amira Ich finde Fische langweilig. Ich habe einen Vogel.
Felix Ich habe ein Kaninchen. Es ist so süß!
LEKTION 2
Workbook S. 53-55
MEINE GRAMMATIK
The verb haben to have ich habe du hast er / sie hat wir haben
Indefinite articles ein , eine
• Hast du einen Hund?
• Ja, ich habe eine Katze.
• Und ich habe ein Meerschweinchen.
• Wir haben Haustiere.
8 SUGGESTED DURATION 20 minutes
MATERIALS Audio file (text recording)
8A
Strategy Remind students to use images, such as emojis, to help them understand a text.
! Wer hat auch ein Haustier?
Nazar Ich habe kein Haustier. Schade2! Aber ich finde Haustiere super.
Mia Ich habe eine Katze. Sie ist auch sehr süß!
Sami Toll! Ich habe ein Meerschweinchen, ein Kaninchen und zwei Hamster.
Oskar Ich habe keine Fische, aber eine Schildkröte.
1. Hat Anna eine Katze? Nein, sie hat keine Katze. Sie hat einen Hund.
2. Hat Amira einen Fisch?
3. Welches Haustier hat Leon?
4. Hat Nazar Katzen?
5. Wer hat vier Haustiere?
6. Hat Oskar eine Schildkröte?
Negation with kein , keine
• Ich habe keinen Vogel.
• Ich habe keine Schildkröte und kein Kaninchen.
• Wir haben keine Haustiere.
B. Write your own answer to Anna’s post or respond to one of the comments. Use the other comments as a model for your post.
1. Form groups of three.
2. One student draws two animals that he/she has or doesn’t have.
3. The other two students guess what he/she has or doesn’t have.
A: Du hast ein Pferd.
B: Nein, ich habe kein Pferd.
C: Du hast keine Fische.
DIFFERENTIATED INSTRUCTION
Auditory learners Have students share their favorite animals by mimicking animal sounds, preferably in German. Classmates must guess the animal by asking questions like: Magst du Katzen? Here are some more animal sounds in German to share with students: die Kuh: muuuh, das Schwein: grunz grunz, das Pferd: hü-ü-ü-ü, der Vogel: tswit tswit, die Ziege: määh, die Henne: gak gak.
• Assign individual students a role as one of the commentators and ask them to read their parts. Meine Grammatik • The verb haben; Indefinite articles ein, eine; Negation with kein, keine Explain that the verb haben has some irregular forms that must be memorized: du hast and er/sie/es hat. Haben is a transitive verb, meaning it requires a direct object after it, as in Ich habe einen Hund. In this example, einen is the indefinite article. This is because in German, the article must agree with the gender, number, and case of the noun it accompanies. Here, it’s masculine, singular, accusative. Negating nouns in German is straightforward; simply add the letter k right in front of the indefinite article: kein, keine, keinen. See pp. 91–93 for the full explanation. Answers 1. Nein, sie hat keine Katze. Sie hat einen Hund. / 2. Nein, Amira hat drei Fische. / 3. Leon hat einen Vogel. / 4. Nein, Nazar hat keine Katzen. Er hat keine Haustiere. / 5. Sami hat 4 Haustiere. Er hat ein Meerschweinchen, ein Kaninchen und zwei Hamster. / 6. Ja, Oskar hat eine Schildkröte.
8B
Provide students with sticky notes and have them respond to the text messages of three of the people who answered Anna’s question. On the board, write their names and have students post their sticky notes under the person to whom they are responding. Go over the responses as a class and correct as needed. Answers will vary.
9 SUGGESTED DURATION 10 minutes
Before putting students in groups, ask everyone to think of two animals that they have learned in German and to draw them to the best of their ability. Alternatively, allow them to share photos or clip art of the animals.
WORKBOOK
Activities 9–15 on pp. 55–57
SPIEL: ZEICHNE UND RATE
MEINE GRAMMATIK pp. 91-93
23 likes
Anna Das ist Leo, mein Hund! Er ist so süß1
Anna
KOMMST DU MIT? · OVERVIEW
LANGUAGE Vocabulary for leisure activities
Expressions for making, accepting, or refusing suggestions
CULTURE Activities and sites around Lake Constance
10 SUGGESTED DURATION 25 minutes
MATERIALS Audio file (text recording)
Differentiation WS 2
Audio file
Script
Warm-up
Review the days of the week. Ask students: Welcher Tag ist heute? Come up with simple riddles like: Heute ist Donnerstag. Welcher Tag ist morgen? Students could also create their own riddles and share them with their classmates.
10A
Strategy Remind students to look for clues in images to help them understand a text.
• Ask students to share their thoughts on what activities are represented in the photos.
• Then have them read the texts. Refer students to the Meine Vokabeln feature Freizeitaktivitäten as needed to answer the questions.
• Ask students if these events are what they thought they would be, based on the pictures. Then ask them which events they would most like to attend.
Answers 1. The website is about activities you can do at Lake Constance. // 2. Sa/So stand for Samstag and Sonntag. // 3. Ein Picknick machen, ins Museum gehen, eine Schifffahrt machen, im Wald spazieren gehen, ins Theater gehen, Rad fahren
CULTURAL NOTE
The official of Echt Bodensee functions primarily as a booking platform for vacation accommodations on Lake Constance with over 400 providers offering beds in hotels, tree houses, tents, and even on house boats. It also enables tourists to make the most of their vacation by providing listings of events all year round, catering to all interests.
10B
Have students read the statements carefully before listening to the recording.
Answers 1. false / 2. true / 3. false / 4. true
Kommst du mit?
I can make plans for the weekend.
10 LESEN, SPRECHEN UND HÖREN
A. Look at the pictures. Answer the questions.
1. What is the website about?
2. What do Sa/So stand for?
3. What can you do there?
Eventkalender Bodensee
Konstanz • Bürgerpicknick1 Wir machen ein Picknick im Stadtpark.
Sa/So
Meersburg • Schifffahrt
Wir fahren mit dem Schiff zur Insel Mainau.
Sa/So
Friedrichshafen • Museum
Wir gehen ins Zeppelin Museum.
MEINE VOKABELN
Freizeitaktivitäten
Leisure activities
• gehen to go ins Kino to the movie theater ins Museum to the museum ins Theater to the theater
• machen
ein Picknick to have a picnic
eine Radtour to go for a bike ride
eine Schifffahrt to take a cruise
• spazieren gehen to go for a walk im Park in the park im Wald in the forest
Sa/So
Sigmaringen • Musical im Naturtheater
Wir gehen ins Theater.
Bürgerpicknick: Residents’ picnic
So
Sigmaringen • Naturevent
Wir gehen im Wald spazieren.
Sipplingen • Radtour
Aktiv in Sipplingen – Wir fahren am Bodensee Rad.
10 Culture boost Before showing students a German calendar, have them come up with the German abbreviations for the weekdays based on their existing knowledge; Sa(mstag) and So(nntag). BOOST YOUR TEACHING
MEINE VOKABELN p. 96
B. Listen to the conversation between Laura and her friend Julian. Say if the statements below are true or false.
1. Julian geht am Sonntag spazieren.
2. Laura hat am Samstag keine Zeit.
3. Laura findet Theater langweilig.
4. Julian und Laura gehen ins Museum.
C. Listen again.
Say which expressions you hear in the dialogue.
1. Hast du am Samstag Zeit?
2. Ich gehe ins Kino.
3. Ich habe keine Zeit.
4. Ich habe keine Lust.
5. Kommst du mit?
6. Super!
HÖREN UND SPRECHEN
A. Listen to the parents making plans for the weekend. Which activities do they propose?
B. Listen again. Tell whether the children accept or refuse.
C. Say which expressions the parents use to react to their children’s choices.
SPIEL: Hast du Lust?
1. Suggest an activity in German and throw the ball to a classmate to invite him/her to do that activity.
2. Your classmate catches the ball and accepts or declines the invitation. You react to his/her answer. Then he/she throws the ball to another classmate.
3. Repeat with various invitations.
Ich gehe im Park spazieren. Kommst du mit?
Schade!
Ich habe keine Lust.
Einen Vorschlag machen
Making a suggestion
• Hast du am Samstag / am Sonntag / am Wochenende Zeit?
Do you have time on Saturday / on Sunday / this weekend?
• Ich gehe ins Kino / ins Museum / ins Konzert. Kommst du mit?
I’m going to the movies / to the museum / to a concert. Are you coming?
• Ich mache eine Party / ein Picknick. Hast du Lust?
I’m having a party/picnic. Do you feel like doing that?
Auf einen Vorschlag reagieren
Reacting to a suggestion
• Cool! Cool!
• Gern! Gladly!
• Gute Idee! Good idea!
• Super! Great!
• Ich habe keine Zeit / keine Lust. I don’t have time / I don’t feel like it.
• Schade! What a shame!
10C
• Have students respond to each expression with ja or nein. As an alternative to oral responses, have students list the numbers 1-6 in their notebooks. As they listen to the recording, have them place a check mark next to the expressions they hear.
• Refer students to the Meine Vokabeln features Einen Vorschlag machen, Auf einen Vorschlag reagieren
Answers 1. ja / 2. nein / 3. ja / 4. nein /
11
SUGGESTED DURATION 15 minutes
MATERIALS Audio file
Script
Warm-up
Ask students about their own weekend activities: Was machst du am Wochenende? List various options on the board: Bücher lesen, Sport machen, spazieren gehen, ins Kino gehen
11A
Pause the recording after each dialogue to give students time to write what they hear. Then have students compare answers with a partner.
Answers ins Kino gehen / ins Museum gehen / im Park spazieren gehen/ eine Radtour und ein Picknick machen
11B
Have students write Einen Vorschlag annehmen on one side of a whiteboard and Einen Vorschlage ablehnen on the other side. Pause the recording after each dialogue and have students respond by displaying their whiteboards.
10B Challenge Have students justify their answers by stating what was said in the recording.
11B Kinesthetic Learners Instead of using whiteboards, hang a poster stating: Einen Vorschlag annehmen on one side of the classroom and a poster stating: Einen Vorschlage ablehnen on the other side. Have students point to or stand and turn toward the correct poster after each dialogue.
12 Interpersonal Learners Divide students into groups of three. Have everyone write an activity on a sheet of paper and pass it to person on their right. The recipient writes their response before passing it to the last member, who also responds. Finally, each student reads aloud the dialogue they started.
12 SUGGESTED DURATION 10 minutes
Divide students into 2-3 groups and have each group stand in a circle. To indicate that a student already had a turn, ask them to put their hands behind their backs. Answers will vary.
WORKBOOK
Activities 16–21 on pp. 58–60
SPIEL: HAST DU LUST?
MEINE VOKABELN
MEINE VOKABELN p. 96
DAS DEUTSCH-MAGAZIN · OVERVIEW
LANGUAGE Vocabulary for weekend activities CULTURE Typical weekend activities in Germany, Switzerland, and Austria MATERIALS Audio file (text recording)
13 SUGGESTED DURATION 10 minutes
• Introduce the activity by reading the Can-Do statement aloud.
• Check for global understanding after each paragraph: What information can they glean from the text without understanding every word?
• Finally, have students share their answers with the class.
Answers will vary.
14 SUGGESTED DURATION 15 minutes
Have students read the text again or play the recording so they can hear the pronunciation as they look for the German equivalents of the English words in the activity.
After arriving in Europe in the early 17th century, the popularity of coffee grew rapidly. The first of countless Kaffeehäuser, which would become a magnet and common meeting place for artists and intellectuals, opened in Bremen in 1673. Before long, the beverage had become firmly rooted in European culture. While these establishments catered predominantly to men, meeting friends to chat over a cup of coffee was also quickly adopted by women, who established their own social rituals, for example Kaffeekränzchen, often baking the goods for this purpose themselves.
Verbindung zu: Sozialkunde und Gastronomie
I can understand the main idea and some details in a short article about typical weekend activities in Germany.
Typisch Wochenende!
von Laura Winter Reporterin aus Konstanz Deutschland
Am Samstag und am Sonntag machen die Leute in Deutschland, Österreich und der Schweiz gern Aktivitäten mit der Familie und mit Freunden. Hier präsentiere ich zwei typische Pläne fürs Wochenende.
13 Read the article.
Use context clues to infer the meanings of these words.
1. hier
2. typisch
3. Appetit
4. Kaffee
5. trinken
6. Marmelade
14 Read the article again.
Find the German equivalents of these words. 1. friends
fresh air
at home
BOOST YOUR TEACHING
Extension Show students additional pictures of pastries and cakes typical in the Germanspeaking world. Have students talk to each other in small groups about which pastry or cake they have tried or would like to try.
Rüblikuchen mit Karotten
Kaffee und Kuchen
Nach dem Spaziergang gibt es Kaffee und Kuchen zu Hause oder im Café. Man kann Kaffee trinken, aber auch Tee oder Orangensaft. Linzer Torte, Apfelkuchen und Rüblikuchen sind super lecker!
Linzer Torte mit roter Marmelade Apfelkuchen mit
15 Answer the questions.
1. Was machen die Leute am Wochenende?
2. Was macht den Spaziergang interessant?
3. Wo gibt es Kaffee und Kuchen?
4. Was trinken die Leute?
CULTURAL NOTE
• In contrast to other countries where the opening hours of stores and supermarkets have been gradually extended over time to include Sundays, Germany resolutely maintains the tradition of keeping the day as free from work as possible and remains one of the few places in Europe where the majority of businesses close. Exceptions (verkaufsoffene Sonntage) are few and far between and require the permission of the local authority.
• The Sonntagsspaziergang has a long tradition in Germany dating back centuries, as can be seen in Carl Spitzweg’s artistic masterpiece of the same name, as well as in the early scenes of Goethe’s Faust. Many Germans still observe the ritual of a leisurely family stroll at the end of the week. The light exercise is often rewarded with a visit to a café or a restaurant, one of the few places allowed to open on Sundays, for Kaffee und Kuchen
15 SUGGESTED DURATION 10 minutes
Call on students to share their answers with the class. Answers 1. Die Leute machen einen Spaziergang oder eine Radtour. / 2. Hund, Skateboard, Fußball / 3. zu Hause oder im Café./ 4. Kaffee, Tee, Orangensaft
JETZT BIST DU DRAN!
1. Write about your weekend activities with family and friends.
2. Use the expressions in the article as models.
13-15 Accommodation Provide additional scaffolding by offering hints for where the target words appear. Allow students to work in pairs or small groups to discuss and brainstorm possible answers before sharing them with the class.
SUGGESTED DURATION 15 minutes
• Tell students it’s their turn to write about the activities they do during the weekend.
• Encourage students to write short sentences using familiar structures and the vocabulary they know. Strategy To guide them, suggest using the text in Das Deutsch-Magazin as a model.
JETZT BIST DU DRAN!
MEINE GRAMMATIK
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Explain to students that we use gern to express likes and nicht gern for dislikes. Tell students that gern and nicht gern go after the verb in a sentence, but in a question, gern is placed after the subject. Language comparisons Have students compare the placement of (don’t) like in English statements and questions with that of German statements and questions. Have them discuss their observations in pairs or small groups.
Formative assessment As an exit ticket, show either a composite illustration of several activities or an illustration of various animals and have students tell what animals they like or activities they like to do.
16
17
Answers a. Max liest gern Comics / b. Sarah surft sehr gern im Internet. / c. Die Leute fahren nicht gern Rad. / d. Du spielst nicht gern Videospiele. / e. Macht ihr sehr gern Sport? / f. Wann treffen sie gern Freunde?
1. Verbs + gern / nicht gern
What is it?
• In German, we use the adverb gern to express likes or nicht gern for dislikes when referring to activities.
Word order
• In statements, the adverb gern is positioned after the verb.
Ich lese gern I like reading.
Ich lese gern Comics. I like reading comics.
Ich lese nicht gern I don’t like reading.
Ich lese nicht gern Bücher. I don’t like reading books.
• In questions, the adverb gern is placed after the subject.
Was liest Jonas gern? What does Jonas like to read?
Siehst du gern Serien? Do you like watching series?
16 17 Read Luca’s blog post about his likes and dislikes. Say if the statements below are true or false.
Ich heiße Luca und ich bin 14 Jahre alt. Ich wohne in Bregenz. Ich höre gern Musik. Ich mache sehr gern Sport, aber ich spiele nicht gern Fußball. Am Wochenende spiele ich gern Gitarre, gehe ins Kino oder schwimme.
a. Luca hört gern Musik.
b. Er macht nicht gern Sport.
c. Luca spielt sehr gern Fußball.
d. Luca geht gern ins Kino.
Compare the way to express likes and dislikes in German and English. What are the differences?
Rewrite the sentences adding sehr gern / gern / nicht gern depending on the symbol:
a. Max liest Comics. Max liest gern Comics.
b. Sarah surft im Internet.
c. Die Leute fahren Rad.
d. Du spielst Videospiele.
e. Macht ihr Sport?
f. Wann treffen sie Freunde?
Grammar presentation (1) Extension Since students already encountered the expressions Ich mag… and Magst du…? in the preliminary unit, you might want to clarify the distinction between using mögen and gern. Tell them that mögen is used for nouns, expressing a general preference or liking of something or someone: Ich mag Kuchen and gern is used to express the enjoyment or willingness to do an action: Ich esse gern Kuchen.
• German verbs consist of two parts, a stem and an ending. In stem-changing verbs, the vowel of the stem changes in the singular forms du , er , sie , es .
What forms do they have?
• The verb stem of fahren changes the a to ä
fahren to go by (bike, car, bus…)
ich fahre wir fahren
du fährst ihr fahrt
er / sie / es fährt sie / Sie fahren
• The verb stems of lesen and sehen change the e to ie
lesen to read
ich lese wir lesen
du liest ihr lest
er / sie / es liest sie / Sie lesen
• The verb stem of treffen changes the e to i Liest du auch gern Bücher?
• Start by asking students to conjugate the verb sprechen individually in their notebooks and have them confirm or correct their answers.
• Then project the verb charts for fahren, lesen, sehen, and treffen. Point out that these verbs are like sprechen and that they have specific conjugations for du and er/sie/es, making them stem-vowel changing verbs. Stress the importance of memorizing the specific conjugation of these verbs.
Language comparisons Have students compare the conjugations of all four verbs (sprechen , fahren , lesen , treffen , and sehen) with each other to develop a rule for where and how the stem-vowel change occurs.
Formative assessment Divide students into teams. Give each team a set of verb cards containing the infinitive forms of the stem-vowel changing verbs: fahren, lesen, sehen, treffen, and sprechen. Each team races against the clock to conjugate the verbs correctly. Award points for both accuracy and speed.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
16 Challenge For the false statements, ask students to make the necessary changes to make the statements true.
18 Answers a. siehst / b. liest / c. Fährst / d. trifft / e. sieht / f. spreche
19
Answers a. sprechen / b. fährt / c. spricht / d. seht / e. trifft / f. liest
20
Answers a. fahre / b. fährst / c. sehen / d. lesen / e. sprichst / f. trifft
21
Answers will vary.
MEINE GRAMMATIK
18 Choose the correct completions.
a. Du siehst / seht einen Film.
b. Was lest / liest Felix sehr gern?
c. Fährst / Fahrt du gern Skateboard?
20 19 Conjugate the verbs.
Choose the correct option.
d. Elif treffe / trifft am Freitag ihre Freundinnen. e. Luisa sieht / seht gern Serien. f. Ich sprichst / spreche Deutsch und Englisch.
spricht liest fährt sprechen trifft seht
a. Wir sprechen Englisch. b. Er Rad. c. Lina Spanisch.
a. Ich fahre (fahren) gern Rad.
b. Wo (fahren) du gern Skateboard?
c. Wir (sehen) einen Film.
d. Ihr gern Filme. e. Sie gern Mia. f. Warum du Comics?
d. Die Schüler (lesen) Bücher. e. (sprechen) du Französisch? f. Laura (treffen) Matteo im Park.
21 In pairs, take turns rolling the number cubes of two different colors. Write sentences using these verbs and the words that correspond to each roll.
fahren lesen sehen sprechen treffen
Deutsch / Spanisch … Ich Skateboard
Ich fahre Skateboard.
18 Challenge Have students explain their answer choices to demonstrate their understanding. 21 Mixed ability pairing Pair students so that stronger students can support the learning of their peers while also challenging themselves to explain concepts more clearly.
3. The verb haben
What forms does it have?
• Haben is one of the most frequently used verbs in German. It has some irregular forms.
haben to have
ich habe wir haben
du hast ihr habt
er / sie / es hat sie / Sie haben
When do we use it?
• Haben expresses possession.
Ich habe einen Hund. I have a dog.
22 23 24 Match the subject with the correct ending.
a. Fabian und Lilly
b. Ihr
c. Emma
d. Du
e. Wir
f. Ich
1. haben viele Comics.
2. hat eine Schildkröte.
3. habe einen Stift.
4. haben Schokolade.
5. hast drei Äpfel.
6. habt zwei Pferde.
Complete the sentences with the corresponding forms of the verb haben.
a. Ich habe einen Hund.
b. Er zwei Katzen.
c. Wir Haustiere.
d. Warum du eine Gitarre?
e. Anna und Ben Kaninchen?
f. Ihr drei Bücher.
Form complete sentences with the verb haben to tell or ask what people have.
a. Tim / eine Gitarre Tim hat eine Gitarre.
b. Ihr / coole T-Shirts
c. Du / gute Freunde
d. Ich / einen Computer
e. Amina / eine Jeans?
f. Wir / ein Fahrrad
Das Reporterteam 1 • Kapitel 2
einundneunzig ı 91
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Before having students open their books, recreate the verb chart for haben on the board. Draw a chart that contains six boxes. Fill in the subject pronouns first. Then complete the chart with the conjugated forms of the present tense of the verb.
• Explain to students that the verb haben has some irregular forms of conjugation that need to be memorized: du hast and er/sie/es hat
• Then have students open their books and read the explanation of the verb haben. Provide additional examples with different subject pronouns and items one might have.
Language comparisons Point out that, in English, only the third person singular form of to have changes. (Have becomes has after he or she.)
Formative assessment Show an object and say: Ich habe ein/eine/einen…. Have the students repeat: Sie haben ein/eine/einen…. Pass the object to a student and ask the class to say the sentence with the correct subject and conjugation of haben: Jake hat ein/eine/einen…
Practice
22
Answers a. 1. / b. 6. / c. 2. / d. 5. / e. 4. / f. 3.
23
Answers a. habe / b. hat / c. haben / d. hast / e. Haben / f. habt
24
Answers a. Tim hat eine Gitarre. / b. Ihr habt coole T-Shirts. / c. Du hast gute Freunde. / d. Ich habe einen Computer. / e. Hat Amina eine Jeans? f. Wir haben ein Fahrrad.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
Grammar presentation (3) Pass out various objects, such as pens, books, paper, erasers, etc. to a few students. Have the students with objects stand up. Ask questions that require the class to respond using forms of haben, such as: Wer hat ein Buch? Hast du einen Stift? Habt ihr einen Bleistift? Possible answer: Maria hat ein Buch
3. THE VERB HABEN
MEINE GRAMMATIK
4. The indefinite articles ein , eine
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Tell students that haben is a transitive verb, meaning it requires a direct object, as in Ich habe einen Hund In this example, einen is the indefinite article. In German, the article must agree with the gender, number, and case of the noun it accompanies. Here, it’s masculine, singular, and accusative.
Language comparisons Tell students that the singular indefinite articles ein / eine / einen all mean a / an in English.
Formative assessment Ask students to give examples using ein / eine / einen. Write them on the board. Have students repeat the examples, emphasizing the different pronunciations of the indefinite articles.
Practice
25
Answers a. Das ist ein Hund. / b. Das ist eine Maus. / c. Das sind Bücher. / d. Das ist ein Meerschweinchen. / e. Das ist ein Bleistift. / f. Das ist ein T-Shirt.
26
Answers Ich habe einen Hund. / Ich habe eine Maus. / Ich habe Bücher. / Ich habe ein Meerschweinchen. / Ich habe einen Bleistift. / Ich habe ein T-Shirt.
What are they?
• Indefinite articles are equivalent to a/an in English.
What forms do they have?
• Indefinite articles agree in gender (masculine, feminine, and neuter) and in number (singular, plural) with the noun that follows. Depending on the verb, they have a different case (nominative, accusative).
• With the verb sein we use the nominative case.
Das ist ein Hund. Das sind Kaninchen. This is a dog. These are rabbits.
• The verb haben requires the accusative case.
Ich habe einen Hund. Mischa hat Kaninchen. I’ve got a dog. Mischa has rabbits.
- - nominative accusative
singular masculine ein Hund einen Hund feminine eine Katze eine Katze neuter ein Kaninchen ein Kaninchen
plural - - - Hunde - - Hunde
When do we use them?
• Like in English, indefinite articles are used to refer to non-specific items or people.
Write a caption describing what you see in the pictures. Start your captions with: Das ist … / Das sind …
a. der Hund Das ist ein Hund.
d. das Meerschweinchen
b. die Maus
What is the plural indefinite article in English? How does this differ from German?
Ich mag... and ich finde go with the accusative case, as well.
c. die Bücher
e. der Bleistift f. das T-Shirt
Now, make a list using the images from the last exercise. Start your sentence with: Ich habe …
Ich habe einen Hund, …
BOOST YOUR TEACHING
26 Alternative Instead of the verb haben, consider using sehen and different pronouns to provide students with additional practice of the conjugation of stem-vowel changing verbs.
5. Negation with kein , keine
What is it?
• We use kein to negate nouns.
What forms does it have?
• Kein works like the indefinite article ein
- - nominative accusative
masculine kein Hund keinen Hund
singular
feminine keine Katze keine Katze
neuter kein Kaninchen kein Kaninchen
plural - keine Hunde keine Hunde
Ich habe einen Hund. I have a dog. Ich habe keinen Hund. I don’t have a dog.
When do we use it?
• Kein is also used to negate nouns without articles (often plurals).
Mischa hat keine Kaninchen. Mischa doesn’t have (any) rabbits.
Look at the pictures. Answer the questions using ein and kein in the correct form.
Compare the examples. What can you conclude about the negation of a noun in German and English?
27 a. Ist das ein Computer? das Tablet b. Ist das eine Schere? der Stuhl c. Ist das ein Sweatshirt? die Shorts (pl.)
Nein, das ist kein Computer. Das ist ein Tablet.
d. Hast du einen Rucksack? das Mäppchen e. Hast du Leggings? der Pullover f. Hast du ein Blatt Papier? das Heft
Nein, ich habe keinen Rucksack. Ich habe ein Mäppchen.
Das Reporterteam 1 • Kapitel 2 dreiundneunzig ı 93
MATERIALS Grammar Tutorial Script
Grammar Presentation
Point out to students that negating nouns in German is straightforward; simply add the letter k to the indefinite article: kein / keine / keinen
Language comparisons Ask students to form a couple of negative sentences in English and compare them with the German sentences: What are their observations?
Formative assessment Say a mix of negative and affirmative statements and have students write either A if they hear an affirmative statement or N for negative statements. Alternatively, you might have them signal their responses by giving a thumbs up or thumbs down.
Practice
27
Answers a. Ist das ein Computer? Nein, das ist kein Computer. Das ist ein Tablet. / b. Ist das eine Schere? Nein, das ist keine Schere. Das ist ein Stuhl. / c. Ist das ein Sweatshirt? Nein, das ist kein Sweatshirt. Das sind Shorts. / d. Hast du einen Rucksack? Nein, ich habe keinen Rucksack. Ich habe ein Mäppchen. / e. Hast du Leggings? Nein, ich habe keine Leggings. Ich habe einen Pullover. / f. Hast du ein Blatt Papier? Nein, ich habe kein Blatt Papier. Ich habe ein Heft.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
Grammar presentation (5) Some students may wonder when to use nicht vs. kein. Tell them that nicht is used to negate verbs, adjectives, adverbs, and entire sentences . A form of kein- is used to negate nouns. Model several sentences using both nicht and kein so students can see the difference.
Language comparisons Ask students to look for cognates in Hobbys, such as Filme, Serien, Fußball, Gitarre, im Internet surfen
Formative assessment Have students respond to the following questions using the vocabulary from Hobbys:
• Was machst du gern am Wochenende?
• Was machst du gern mit deinen Freunden?
• Was machst du gern mit deiner Familie?
• Was machst du gern im Sommer?
Encourage them to use different activities to answer each question.
Vocabulary learning strategies
Take time to suggest, explain, or practice the following strategies that can help students memorize and recall the vocabulary. This will help students develop both confidence and independence as learners.
Draw and write Suggest they create their own illustrated dictionary. Have them write a word from the unit, draw an image to represent it, and write a sentence using it. Remind them to include articles with nouns.
Personalize Suggest they organize new words according to how relevant they are to their own lives. That is, make sure they learn those that are more useful to them first.
Create flashcards Make flashcards with the German word on one side and the English word on the other, or better yet, use a picture instead of English.
Associate gestures Ask students to associate a gesture with each activity and say the activity at the same time. Using body language helps the memory recall and make connections with the action.
Practice
Have students complete the vocabulary exercises in the Workbook on pp. 53, 55, 58, 60.
reiten to ride a horse
MEINE VOKABELN
Hobbys Hobbies
im Internet surfen to surf the Internet
schwimmen to swim
Videospiele spielen to play video games
Vorlieben ausdrücken Expressing likes and dislikes
Was machst du gern? What do you like to do?
Ich spiele sehr gern Fußball. I like... a lot.
Ich fahre gern Rad. I like...
Ich sehe nicht gern Filme. I don’t like...
Ich höre gern Musik. Ich mag Rap.
Gamification Have students play a quick game of reverse-charades to review the vocabulary for Hobbys. One student stands in front of the classroom, while the rest of the class acts out various activities for them to guess.
Gamification Ask students to write something that they like or do not like on note cards or slips of paper. Put them in a basket and have each student pick one. Ask them to read the paper and to approach a classmate to ask them if they like the activity they picked. Encourage students to answer in complete sentences: Ja, ich reite gern. / Nein, ich reite nicht gern.
MEINE VOKABELN
Filme / Serien sehen to watch movies / series
Bücher lesen to read books
Sport machen to play sports
Fußball spielen to play soccer
Musik hören to listen to music
Freunde treffen to meet friends
Gitarre spielen to play the guitar
Rad fahren to ride a bicycle
SPIEL: Ich mache gern ...
1. Play in groups of four. The first player says an activity or thing he/she likes, loves, or dislikes.
2. The next player must repeat what the first person said and then add something else and so on.
3. Which team forms the longest sentence?
• Ich lese gern.
• Ich lese gern und fahre gern Rad.
• Ich lese gern, fahre gern Rad und …
der Fisch, die Fische fish
das Kaninchen, die Kaninchen rabbit
das Pferd, die Pferde horse
der Hamster, die Hamster hamster
LEKTION 2
MEIN WORTSCHATZ
Write three sentences describing…
• two things you like to do,
• two things you don’t like to do,
• one thing your best friend likes / doesn’t like to do.
Use a dictionary or ask your teacher if necessary.
der Hund, die Hunde dog
SPIEL: ICH MACHE GERN …
28 SUGGESTED DURATION 10 minutes
Give students time to think of several activities before beginning the game. Answers will vary.
MEIN WORTSCHATZ
In pairs, have students use the words in Meine Vokabeln to tell what activities they prefer.
MEIN DEUTSCHPASS
Have students add their personalized vocabulary to Mein Deutschpass.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
BOOST YOUR TEACHING
die Katze, die Katzen cat die Schildkröte, die Schildkröten turtle
das Meerschweinchen, die Meerschweinchen guinea pig
der Vogel, die Vögel bird
Creativity Show students several animal paintings by the German Expressionist Franz Marc who is known for his unique style of painting animals with vibrant colors and abstract shapes. Provide students with a set of Tangram pieces to recreate the animals from the paintings or Meine Vokabeln. When completed, have students share their creations in small groups. Have their classmates try to guess the animal.
Haustiere Pets
THE PRONUNCIATION OF B, D AND G
SUGGESTED DURATION 15 minutes
MATERIALS Audio files
Pronunciation Tutorial
Presentation
Devoicing (that is, pronouncing b, d and g incorrectly as their voiceless counterparts t, p, k) can affect listening comprehension and lead to misunderstandings. This is why it’s crucial for students of German to learn how to pronounce these final consonants correctly without relying on spelling cues.
Practice
29
Have students close their books and write the expressions they hear. Afterwards, have students compare what they wrote with the text in the book. Answers a. voiced / b. unvoiced / c. voiced / d. unvoiced
31
As an alternative, have students write the words first and indicate how the final sounds of these words should be pronounced before reading them aloud.
Freizeitaktivitäten Leisure activities
• gehen to go ins Kino to the movies ins Museum to the museum ins Theater to the theater
• machen ein Picknick to have a picnic eine Radtour to go for a bike ride eine Schifffahrt to take a cruise
• spazieren gehen to go for a walk im Park in the park im Wald in the forest
Einen Vorschlag machen Making a suggestion
• Hast du am Samstag / am Sonntag / am Wochenende Zeit?
Do you have time on Saturday / on Sunday / this weekend?
• Ich gehe ins Kino / ins Museum / ins Konzert. Kommst du mit?
I’m going to the movies / the museum / to a concert. Are you coming?
• Ich mache ein Picknick / eine Party. Hast du Lust?
I’m having a picnic / party. Do you feel like doing that?
Auf einen Vorschlag reagieren
Reacting to a suggestion
• Cool! Cool!
• Gern! Gladly!
• Gute Idee! Good idea!
• Super! Great!
• Ich habe keine Zeit / keine Lust. I don’t have time / I don’t feel like it.
• Schade! What a shame!
THE PRONUNCIATION OF B, D, AND G
The letters b, d, and g are usually pronounced like b, d and g in the English words book, dog and good. They are voiced. That is, they are pronounced with a vibration of the vocal cords.
• When b, d or g are at the end of a word or syllable, they are pronounced p, t and k respectively: They are not voiced.
29 Listen to the words and sentences. Say if the letters b, d and g are voiced or unvoiced.
a. die Gitarre, das Buch
b. Hund und Pferd
c. Du bist groß.
d. Mein Freund ist in Hamburg
30 Listen again and repeat Das Buch ist gut.
31 Listen to the names of the countries and cities and read them out loud.
a. Basel b. Hamburg c. Graz
d. Deutschland e. Salzburg f. Dresden g. Nürnberg h. Bern i. Genf
Extension Provide students with some examples in English to show them how important it is to pronounce the final consonant in a word correctly, for example: tap vs. tab, food vs. foot, surge vs. search. Have students think of additional minimal pairs where the pronunciation of the final consonant changes the meaning of the word.
MINIPROJEKT 2
Meine Vorlieben
ESSENTIAL QUESTION
Was sagen unsere Interessen über uns aus? What do our interests say about us?
CONTEXT
You just joined the local German club and you’re creating a personal poster to introduce yourself to other members.
PRODUCT
A mind map and a presentation about your likes and dislikes
1. Make a list of the activities, pets, and things that you like, love, and don’t like.
2. Create a mind map to present your likes and dislikes. Look for images to illustrate it.
3. Prepare your presentation. Practice it out loud to be sure you are ready.
4. Present your mind map to your classmates.
5. Listen to your classmates’ presentations. Find common points with them.
MEINE VORLIEBEN
Ich mag Schokolade. Ich sehe sehr gern Serien.
STRATEGIE
Organize your ideas
Organizing your ideas with a mind map will help you create a more coherent presentation.
Make a list of all the points you want to convey and group them in categories before you prepare your presentation.
ALTERNATIVE
Create a digital collage with images of your likes and dislikes. Record audio clips for each one.
MINIPROJEKT 2 · OVERVIEW
LANGUAGE Verb + gern / nicht gern; Stem-changing verbs; haben; Indefinite articles ein, eine; Negation with kein, keine Vocabulary for leisure activities, pets, likes, and dislikes
SUGGESTED DURATION
Teacher presentation: 10 minutes
Execution: 35 minutes
MATERIALS
Poster; images; markers
Alternative: software for creating a digital collage
Teacher presentation
• Point out the essential question and discuss the context with students.
• Review the steps and answer any questions.
Strategy Read the Strategie feature and refer to the model as you discuss mind maps with students.
Execution
21st Century skills This project provides the opportunity for students to develop 21st Century skills:
• Creativity and innovation Students demonstrate different and innovative ways to compile their preferences and display them visually.
Ich mag keine Katzen. Ich lese nicht gern.
Student presentation
After all students have presented their mind maps, have them identify the classmate with whom they have the most in common. Make a list of favorite activities of the class and rank them in order of preference. What is the most popular activity?
SUGGESTED DURATION 50 minutes
MATERIALS Lektionstest 2, ASSESSMENT PROGRAM Assessment Rubric, ASSESSMENT PROGRAM Answer key, ASSESSMENT PROGRAM SUMMATIVE ASSESSMENT · LEKTION 2
SUGGESTED DURATION 120 minutes MATERIALS Communication pp. 61–66
This section can be assigned as homework. See Formative Assessment on p.
2
Das Reporterteam 1 • Kapitel 2
siebenundneunzig ı 97
ABSCHLUSSPROJEKT
LANGUAGE Yes/No questions; The question word woher; Und, oder, aber; Verb + gern / nicht gern; Stem-changing verbs; Haben; Indefinite articles ein, eine; Negation with kein, keine
Vocabulary for countries and languages, leisure activities, pets, likes, and dislikes
SUGGESTED DURATION
Teacher presentation: 15 minutes
Execution: 60 minutes
MATERIALS
Extra Resource WS 3
Paper; profile template; avatar
Alternative: video recording device
Teacher presentation
• Introduce the Abschlussprojekt and the Assessment Rubrics.
• Share your expectations and the deadline; clarify any questions.
• Remind students not to include any sensitive or private information in their profiles.
Strategy Refer students to the How to… feature on p. 99 to help them create their profile.
Execution
21st Century skills This project provides the opportunity for students to develop several of the 21st Century skills:
• Creativity and innovation
• Media, information, and technology literacy
• Initiative and self-direction
• Productivity and accountability
Student presentation
• Completed profiles can be compiled to create a social media collection for students to enjoy, either printed or digitally.
• Profiles can be posted in the classroom so that classmates can learn more about their peers and find similarities in their lives.
• Instruct students not to post an actual profile on any online platform without their parents’ permission and oversight.
ABSCHLUSSPROJEKT
Mein Profil
CONTEXT
You will create a personal profile for a school exchange program.
PRODUCT
A social media profile about yourself
PREPARATION
1. Copy the following form in your note book and complete it with information about yourself.
WRITING
2. Follow the model on p. 99 and write a short text introducing yourself.
PEER FEEDBACK
3. Exchange profiles with a classmate. Proofread your classmate’s profile and make suggestions for improvement.
PERSONALIZATION
4. Download the template from Add your revised text.
5. Choose some emojis to personalize your profile.
6. Draw, create an avatar, or add a picture of yourself.
Record a video introducing yourself. ALTERNATIVE
Name Alter Wohnort
Sprachen
Hobbys
Lieblingstiere
Reporterteam
HOW TO CREATE A PERSONAL PROFILE
• Start by writing a brief description of yourself
Use short, simple sentences that are typical of online posts.
• Use the grammar and vocabulary learned in this unit to add as many personal details as possible.
• Select your profile picture or create your avatar.
• Choose additional photos that show your likes and dislikes. Include photos of pets or animals you like.
• Add fun visual elements like emojis and stickers to make your profile page more attractive.
Ich heiße Laura und ich bin 14 Jahre alt. Ich spreche Deutsch und lerne Englisch. Ich wohne in Konstanz, am Bodensee. Das ist in Deutschland. Ich höre gern Musik und spiele Fußball . Ich mag Tiere und ich habe einen Hund und eine Katze . Und du? Was machst du gern?
MATERIALS Self and Peer Assessment Rubric Assessment Rubric
• Self-Assessment Rubrics are an opportunity for students to note what they have mastered and what areas need improvement. This tool will also help them prepare for future projects and assessments.
• Peer Assessment Rubrics help to better understand the assessment criteria and show students how to be objective and fair with themselves and others. They also help students to remain attentive and participate during the presentations of other classmates.
• Assessment Rubrics evaluate students’ proficiency level in the skills involved in this project.
Profil bearbeiten
neunundneunzig ı 99
Das Reporterteam 1 • Kapitel 2
TESTVORBEREITUNG · IPA
INTEGRATED PERFORMANCE ASSESSMENT (IPA)
The Integrated Performance Assessment (IPA) is a summative assessment model developed by ACTFL to assess the progress that language learners are making towards proficiency in the three modes of communication (Interpretive, Presentational, Interpersonal). The IPA includes three related real-world tasks (one for each Mode of Communication) that are connected to the unit theme. The tasks reflect application of learning of the unit’s instructional goals.
• TESTVORBEREITUNG · IPA allows students to selfassess their readiness to successfully complete the unit’s summative IPA See Assessment program . As in the design of the final IPA for the unit, there are three real-world tasks that reflect the unit theme and instructional goals: one Interpretive, one Presentational, one Interpersonal. Authentic images, videos, and written texts provide the cultural context. There are page references to the unit grammar and vocabulary for learners to review. Strategies to help learners successfully complete the tasks are also suggested.
TESTVORBEREITUNG · OBJECTIVES
LANGUAGE Verb + gern / nicht gern; Indefinite articles ein, eine
Hobbies, expressing likes and dislikes, pets, leisure activities, making suggestions
PERFORMANCE INDICATORS
Interpretive reading Based on information in a culturally authentic infographic, identify activities that German people like to do during their free time. Interpersonal speaking Interview classmates to find out activities they like or don’t like to do on weekends.
Presentational writing Create an infographic showing what American youths like to do during their free time.
AUTHENTIC RESOURCE
Shell is one of the world’s leading energy companies with around 90,000 employees in 70 countries. Since 1953, it has been funding independent research into the views, values, activities, and expectations of young people in Germany, and publishing their findings in their Jugendstudien every 4-5 years. These provide thought-provoking insight into a large range of topics, including but not limited to politics, technology, society, and religion.
You will read an infographic based on a survey of German teenagers. You are going to conduct a similar survey among your classmates and create an infographic showing the results.
INTERPRETIVE
INTERPRETIVE READING
Read the infographic.
Häufigste Freizeitaktivitäten
A. Read the title.
What kind of information does this infographic convey?
B. Based on the context of the infographic, what do you think the following expressions mean?
1. Filme, Serien anschauen
2. sich mit Leuten treffen 3. nichts tun
C. Answer the following questions.
1. Welche Aktivitäten machen Teenager sehr gern?
2. Wie viel Prozent machen Sport?
3. Wie viel Prozent chillen gern?
4. Was machen Teenager nicht gern?
Rely on what you know Look for the words you know already to help you understand unfamiliar words.
FORMATIVE ASSESSMENT · TESTVORBEREITUNG · IPA
MATERIALS Assessment Rubrics
TESTVORBEREITUNG · IPA is a formative assessment that informs the teacher about the need to reteach a concept or provide additional practice. Students can self-assess their preparedness for the summative assessment, identifying where they need additional review and practice. Assessment rubrics describe the most important characteristics of performance.
18. Shell Jugendstudie
MEINE GRAMMATIK pp. 88-89
MEINE VOKABELN p. 94
Filme, Serien anschauen
Etwas
Reporterteam
INTERPERSONAL
INTERPERSONAL SPEAKING
Circulate around the classroom. Conduct a survey among your classmates. Find out which activities three classmates like or don’t like to do on the weekend. Take notes of their answers.
A: Hallo! Was machst du gern am Wochenende?
Und was machst du nicht gern?
B: Ich … gern … / Ich … nicht gern …
PRESENTATIONAL
PRESENTATIONAL WRITING
Compile the results of your survey.
Illustrate it in the form of an infographic to show how many students like or dislike certain activities. Use the model infographic or a different format, such as a bar graph or a pie chart to convey the results.
Focus on the task
Focus on your survey’s goal by asking specific questions and identifying the number of students you need to interview to have sufficient information.
Visualize the data
Visualizing the data will aid in communicating the information in a clear manner to your audience. Infographics help to present comparisons creatively and make facts and statistics more interesting.
Freizeitaktivitäten am Wochenende
sich gern mit Freunden treffen
FORMATIVE ASSESSMENT · MY PROGRESS
SUGGESTED DURATION 10 minutes
MATERIALS My progress
This self-assessment chart contains Can-Do Statements, so students can keep track of how well they can perform the actions and functions studied in this unit. For additional practice, students can apply the reinforcement strategies in the last column.
1. INTERPRETIVE READING
SUGGESTED DURATION 10 minutes
MATERIALS Assessment Rubric
Audio file (text recording)
1A
Possible answer The infographic provides information on which leisure activities young people like to do.
1B
Answers to watch movies or series // to meet people // to do nothing
1C
Answers 1. Musik hören, sich mit Leuten treffen, im Internet surfen / 2. 27% machen Sport. / 3. 26% chillen gern. / 3. Sie machen nicht gern etwas Kreatives.
Strategy Have students create a chart in which to record classmates’ responses. Answers will vary.
3. PRESENTATIONAL WRITING
SUGGESTED DURATION 30 minutes
MATERIALS Assessment Rubric
Audio file (text recording)
Strategy Tell students to choose a format (bar graph, pie chart, donut chart, pictograms, etc.) to display the survey results. They can create symbols or use clip art to represent the various leisure activities. Answers will vary.
MEIN DEUTSCHPASS
MEINE GRAMMATIK pp. 71, 73, 88-89
MEINE VOKABELN pp. 94, 96
MEINE GRAMMATIK pp. 88-89
MEINE VOKABELN pp. 94, 96
Das Reporterteam 1 • Kapitel 2
Learning Goals · Unit 3, Lesson 1
Lesson 1: Meine Familie, meine Freunde und ich
Essential question: Was ist Familie? What makes a family?
Contexts
Emirs Familie
Warum ist Leni bekannt?
• History and geography of Berlin
• People in a family or entourage
Das DeutschMagazin Willkommen in Berlin
Miniprojekt 1
Present your entourage in a poster
• Activities to do in Berlin
• Relationships and personality traits
Can-Do Statements
• I can present family members and people who are close to me and describe their personalities.
• I can ask for and give information about family relationships.
• I can understand the main idea and some details in an article about things to do in Berlin.
• I can present my entourage in a poster.
• The sitcom Türkisch für Anfänger
• Leni Klum and her famous family
• Checkpoint Charlie
• Wannsee
• Tempelhofer Feld
• Berlinale film festival
• Genitive -s with proper names
• Possessive adjectives
• Negation with nicht
• Denn to express cause
• Vocabulary for family relationships and personality traits
• Vocabulary and structures from Lesson 1
• Vocabulary and structures from Lesson 1
Learning Goals · Unit 3, Lesson 2
Lesson 2: So ist mein Stil
Essential question: Wie zeigt der Stil die Persönlichkeit einer Person? How does style reflect someone’s personality?
Contexts
Der Hoodie ist cool
Seine Haare sind schwarz
Er ist groß und sympatisch
• Shopping in Berlin
• Famous murals and street art
Can-Do Statements
• I can describe what people wear.
• I can describe someone’s face and hairstyle.
• I can describe someone’s physical appearance.
Culture Structures
• Mall of Berlin, Kurfürstendamm and KaDeWe
• The East Side Gallery
• Hände weg von Mississippi by Cornelia Funke
• Definite articles in the accusative
• The stem-changing verb tragen
• The verb mögen
• Object pronouns
• Possessive adjectives in the singular accusative
• Vocabulary for clothes, accessories, colors, styles, and physical traits
Das DeutschMagazin Mode und Stil
Miniprojekt 2
Write a post about the style of a celebrity
Abschlussprojekt
Create and present a character from a book and describe his or her entourage
• Berlin as the center of fashion in Germany
• Berlin Fashion Week
• I can understand the main idea and some details in an article about two fashion designers.
• I can write a post about the style of a celebrity.
• I can create and present a character from a book and describe his or her entourage.
• Michael Michalsky
• Karl Lagerfeld
• Vocabulary and structures from Lesson 2
• Vocabulary and structures from Lesson 2
• Vocabulary and structures from Unit 3
Lesson 1: Meine Familie, meine Freunde und ich
Student edition
pp. 102–103 Unit introduction
Student’s resources
Video • Video script • Workbook activity 1 pp. 104–105 Wir starten
pp. 106–107 Emirs Familie
pp. 108–109 Warum ist Leni bekannt?
pp. 110–111 Das Deutsch-Magazin Willkommen in Berlin
p. 112 Meine Grammatik Genitive -s with proper names
Create and present a character from a book and his or her entourage
pp. 142–143
Testvorbereitung · IPA
Test • IPA
• Audio file (text recording)
PRESENT UNIT GOALS
SUGGESTED DURATION 15 minutes
• Present the title of the lesson: Das ist meine Welt To support students' comprehension, write it on the board and draw a globe next to the word Welt Ask students what comes to mind when they hear meine Welt? Write their answers on the board.
• Read and discuss the essential questions for this lesson and display them in your classroom for the duration of the unit. Revisit them and remind students to consider them as opportunities arise in each lesson.
• If you are planning to assign the Abschlussprojekt, you may want to give a brief introduction to it as a heads-up.
CULTURAL NOTE
• Berlin was the capital of Germany until the end of the Second World War when the Allied Powers invaded and then split the city into occupation zones. After the Wiedervereinigung (reunification), it reclaimed its title back from Bonn in 1991. As a city once separated by a wall, Berlin has a unique history and multiple identities, many forged during the decades-long separation from 1961 until 1990.
• 3.8 million people currently call the German capital Berlin home; around a quarter of them are foreign citizens originating from over 190 countries. The city is proudly multicultural.
• Tourism, media, culture, science, and research are all economically important to the city, in addition to the manufacturing industries – chemicals, pharmaceuticals, electronics, machinery, and automobiles. Around 600 startup companies are founded in Berlin every year, bringing young foreign workers to the city.
• Of the 344 square miles that the city covers, around 30% is covered in greenery. Two major rivers (Spree and Havel) run through the city, and many lakes surround it, the largest of which is the Müggelsee
• With three opera houses, 150 theaters, 170 museums, 290 art galleries, and 91 cinemas, the city boasts numerous spaces to enjoy traditional cultural pursuits. Berlin has also long played host to many subcultures and alternative lifestyles.
• The name of the city’s inhabitants is often a cause of confusion and in need of clarification. They refer to themselves as Berliner. Outside of Berlin, this word is commonly used for a jam donut, whereas Berliners call the donuts Pfannkuchen
Das ist meine Welt
ESSENTIAL QUESTIONS
Was ist Familie?
What makes a family?
Wie zeigt der Stil die Persönlichkeit einer Person?
How does style reflect someone’s personality?
BOOST YOUR TEACHING
Comprehensible input Before introducing the unit, show a personal picture of yourself with your family and / or friends and say: Das ist meine Familie. / Das sind meine Freunde! Ask students to guess the topic of the unit.
Hi! Ich heiße Emir und wohne in Berlin.
LEKTION 1
Meine Familie, meine Freunde und ich
Miniprojekt 1
Present your entourage in a poster
LEKTION 2
So ist mein Stil Miniprojekt 2
Write a post about one celebrity’s style
ABSCHLUSSPROJEKT
Create and present a character from a book and his or her entourage
We travel to Berlin, Germany to talk about family, friends, and clothes.
ACTIVITY 1 · OVERVIEW
CULTURE Information on Berlin, Germany
1 SUGGESTED DURATION 25 minutes MATERIALS Video Script
Warm-up
Call students’ attention to the different elements on pages 102–103 and ask them: Wie heißt der Reporter? Wo wohnt der Reporter? (Emir / Berlin). Draw students’ attention to the maps. Point out where Germany is located and discuss where Berlin is within Germany. Answer the Brainstorming! questions as a whole class. The Das ist interessant feature provides clues to the answers.
Possible answers When Germany was divided, a wall divided Berlin. East Berlin was the capital of East Germany. / You can do and discover a lot in Berlin. You can visit many museums and interesting buildings, such as the Brandenburg Gate or the East Side Gallery.
Brainstorming!
• What do you know about the geography and history of the city of Berlin?
• What do you think you could do and see in Berlin?
Das ist interessant
• Berlin, the nation’s capital city, has 3.8 million inhabitants and is the biggest city in Germany.
• One typical street food in Berlin is the Turkish Döner
• The symbol of Berlin is a bear. You can see it throughout the city.
3. Emir findet Berlin … 1
A. Watch the video and name the activities Emir mentions.
B. Complete the sentences in pairs.
1. Emir spricht … und …
2. In Berlin ist ein internationales …
DIFFERENTIATED INSTRUCTION
1 Logical learners Have students make a Venn diagram or T-chart to compare and contrast their city or the closest one with Berlin.
1A
Play the video once and ask students to list or say the activities Emir talks about.
Answers Handball spielen, Freunde treffen, schwimmen, Filme sehen
1B
• Play the video a second time, then have students complete the sentences.
• Have students compare their answers in pairs, then play the video a third time for confirmation.
Answers 1. Emir spricht Deutsch und Türkisch. / 2. In Berlin ist ein internationales Filmfestival. / 3. Emir findet Berlin cool.
WORKBOOK
Activity 1 on p. 65
Das Reporterteam 1 • Kapitel 3
PRESENT LESSON GOALS
SUGGESTED DURATION 15 minutes
• Present the title of this Lektion: Meine Familie, meine Freunde und ich.
• Ask students how they would define the concepts of Familie and Freunde
• Have three different students read the objectives.
• If you plan to assign the Miniprojekt, give a brief introduction as a heads-up.
AUTHENTIC RESOURCE
• Türkisch für Anfänger was a successful Germanlanguage sitcom that ran for three seasons and a total of 52 episodes from 2006 to 2008. The show has since been broadcast in 70 more countries. Within its premise of a new patchwork family of differing multicultural backgrounds, the show covered a wide variety of typical teenage and crosscultural problems. The series served as a platform to launch the careers of many of its young cast, with the actors playing the main roles of Lena (Josefine Preuß) and Cem (Elyas M’Barek) in particular going on to greater successes. Elyas M’Barek has become a household name and star of a string of hit movies, many of them comedies.
• In 2012 the series was adapted into a film with many of the original cast resuming their roles. It was the most successful German film at the box office that year.
LEKTION 1 Meine Familie, meine Freunde und ich
IN THIS LESSON, YOU WILL…
• present family members and people who are close to you and describe their personalities
• ask for and give information about family relationships
BY USING...
• genitive -s with proper names
• possessive adjectives
• negation with nicht
• denn to express cause
• vocabulary for family relationships and personality traits
AND YOU WILL FIND OUT ABOUT...
• the sitcom Türkisch für Anfänger
• Leni Klum and her famous family
• Checkpoint Charlie, the lake Wannsee, the park Tempelhofer Feld, and the Berlinale film festival
MINIPROJEKT 1: Present your entourage in a poster
16 neue Folgen ab 18. November | dienstags und freitags um 18.50 Uhr im Ersten
YOUR TEACHING
Authentic resource Show students the trailer of Türkisch für Anfänger as an example of a family dynamic. Have them speculate on the roles portrayed by each of the characters in the TV series.
LESEN UND SPRECHEN
A. Look at the poster and the caption on the previous page. It promotes…
1. a book.
2. a series.
3. a film.
B. Read the chat. Verify your answer to activity A.
Lina Hi Emir! Wie geht’s?
Emir Super! Ich sehe eine Serie! Sie heißt Türkisch für Anfänger1
Lina Worum geht’s denn da2?
Emir Eine deutsch-türkische Patchworkfamilie! Doris ist Lenas und Nils Mutter und ist total chaotisch. Der Vater heißt Metin und ist sehr organisiert. Er hat einen Sohn, Cem, und eine Tochter, Yagmur.
Lina Klingt witzig3!
Emir Ja, ich finde die Serie super!
C. Read the chat again. Say which character corresponds to which role in the film.
Kultur
Turks form the largest minority group in Germany. In 1961, the first Turks arrived in Germany to work. They contributed significantly to German economic growth. The sitcom Türkisch für Anfänger (2006–2008) has won many awards. Lena’s mother falls in love with a Turkish police officer named Metin. He, his son, and his daughter join Doris, Lena, and Nils to form a blended family. In the sitcom, the differences between German and Turkish cultures are portrayed in a humorous way.
Kultureller Vergleich
Which American family sitcoms do you know?
In what ways are they similar to or different from Türkisch für Anfänger?
2C Challenge Have students work in small groups to imagine a sitcom featuring a blended family. Groups should choose the characters’ names and describe their relationships. You may want to preview the vocabulary for Die Familie on p. 106 or introduce additional family vocabulary.
LEKTION 1. Meine Familie, meine Freunde
WIR STARTEN · OVERVIEW
CULTURE The sitcom Türkisch für Anfänger
2
2A
SUGGESTED DURATION 15 minutes
MATERIALS Audio file (text recording)
Have students support their answer with details from the poster (16 neue Folgen; dienstags und freitags).
Answer 2. a series
2B
Have students locate the clues to the answer in the text. Strategy On the board, list the keywords that helped students understand the chat (Patchworkfamilie, Mutter, Vater, Sohn). Reinforce the importance of using cognates and real-world experience to understand the language.
Answer a series
2C
As a written alternative or extension, write the sentence starter Cem ist on the board, then complete it. Then have students use the same format to write sentences for the remaining characters. Ask volunteers to write their sentences on the board.
Answers Doris ist die Mutter. Metin ist der Vater. Lena ist die Tochter. Nils ist der Sohn. Cem ist der Sohn. Yagmur ist die Tochter.
• Have volunteers share their comparisons with the class.
• Ask students what prestigious awards movies and actors receive in the US.
Doris
Lena Cem Metin Nils Yagmur
EMIRS FAMILIE · OVERVIEW
LANGUAGE Genitive -s with proper names; Possessive adjectives; Negation with nicht; denn to express cause
Vocabulary for family relationships and personality traits
3 SUGGESTED DURATION 25 minutes MATERIALS Extra Resource WS 1
Warm-up
Have students brainstorm and list as many familyrelated terms as they can in small groups.
Answers will vary.
3A
• Explain what a family tree is and illustrate an example, using either your own family tree or that of a celebrity.
• Show students the Stammbaum and ask them to guess the meaning of the words in the family tree (der Großvater, die Frau, der Mann). Remind them that they encountered some family member names in activity 2, where they discussed the family relationships in the sitcom Türkisch für Anfänger
• Students may work on completing the tree individually or in pairs. A worksheet with the family tree is available as a download for your students to complete.
• Refer students to the Meine Vokabeln feature Die Familie.
Answers Leyla: die Großmutter / Ecrin: die Tochter / Martin: der Ex-Mann / Ecrin: die Mutter / Yunus: der Enkel / Selma: die Schwester
3B
Sprachdetektiv As a class, articulate how to express relationships and possession in German.
Answers In German, you can express relationships and possession for proper names with an s, which is added to the name, or with an apostrophe for proper names ending in x or s. In English, you first add an apostrophe to the proper name and then an s
Meine Grammatik • Genitive -s with proper names Point out that in German, the genitive s is used to show possession, just like in English. See p. 112 for the full explanation.
Emirs Familie
I can present family members and people who are close to me and describe their personalities.
3 LESEN UND SCHREIBEN
A. Read the sentences about Emir’s family. You can download the family tree from and then complete it in pairs.
1. Ecrin ist Emirs, Selmas und Yunus’ Mutter
2. Selma ist Emirs und Yunus’ Schwester
3. Ecrin ist Leylas und Baris’ Tochter.
4. Leyla ist Emirs, Selmas und Yunus’ Großmutter
5. Yunus ist Monikas und Klaus’ Enkel
6. Martin ist Ecrins Ex-Mann
Großvater die Frau
Sohn
Vater
B. Read the following sentences.
Emirs Mutter ist Lehrerin.
Selmas Hund ist drei Jahre alt. Yunus’ Vater wohnt in Hamburg.
Felix’ Schwester und Moritz’ Bruder sind Freunde.
Bruder der Mann
MEINE VOKABELN
Die Familie
• der Mann husband
• die Frau wife
• der Ex-Mann ex-husband
• die Ex-Frau ex-wife
• die Eltern (pl.) parents der Vater father die Mutter mother
• das Kind, die Kinder child, children der Sohn son die Tochter daughter
• die Geschwister (pl.) siblings der Bruder brother die Schwester sister
• die Großeltern (pl.) grandparents der Großvater grandfather die Großmutter grandmother
• der Enkel grandson
• die Enkelin granddaughter
VOKABELN p. 116
Genitive -s with proper names
Emirs Vater Yunus’ Freund
Emir’s mother is a teacher.
Selma’s dog is three years old. Yunus’ father lives in Hamburg.
Felix’s sister and Moritz’s brother are friends.
How do you express possession and relationships in English? What differences do you notice in the German sentences?
4A Interpersonal learners Have students share family pictures with their partners and explain who each person is: Das ist meine Schwester BOOST YOUR TEACHING
3B Gamification Have students work in small groups, taking turns describing a family from a TV show as the rest of the group guesses the name of the show.
MEINE
LEYLA BARIS MONIKA KLAUS
ECRIN MARTIN
EMIR SELMA YUNUS
4
LESEN, SPRECHEN UND SCHREIBEN
A. Read Emir’s blog. Who are the people in his entourage?
Emirs Mutter heißt …
Meine Lieblingsleute1
Hi! Ich präsentiere hier „Meine Lieblingsleute“!
Diese Personen sind wichtig für mich2: meine Freunde und Freundinnen, Personen aus meiner Familie, Lehrer und Lehrerinnen, …
Meine Mutter ist sehr wichtig für mich, denn sie ist großzügig , optimistisch und nicht neugierig. Sie mag die Natur.
Finn ist mein bester Freund. Er ist witzig und sportlich, aber er geht nicht gern ins Kino. Schade!
Mein Handballtrainer Ulli ist sehr optimistisch und super nett . Er wohnt nicht in Berlin, er wohnt in Potsdam.
Selma ist meine Schwester. Ich finde sie super, denn sie ist kreativ und witzig . Aber sie ist auch ein bisschen faul
Mein Bruder Yunus ist intelligent und neugierig. Er ist nicht schüchtern.
Und wer sind deine Lieblingsleute?
1 Lieblingsleute: favorite people
2 wichtig für mich: important to me
B. Describe the personalities of the people in Emir’s entourage. Emirs Mutter ist …
C. Make a list of the members of your entourage. Describe the personalities of two people in your entourage. Explain why they are important to you.
Mein Bruder ist …, denn Meine Großmutter ist …, denn …
• Mein bester Freund / Meine beste Freundin ist … My best friend is…
• Mein Trainer / Meine Trainerin ist … My coach is …
• ernst serious
• faul lazy
• großzügig generous
• intelligent intelligent
• kreativ creative
• nett nice
• neugierig curious
• optimistisch optimistic
• pessimistisch pessimistic
• schüchtern shy
• sportlich athletic
• witzig funny
Possessive adjectives
Das ist … mein Bruder meine Schwester
Das sind … meine Freunde
Negation with nicht
• Emirs Freund ist nicht schüchtern.
• Ulli wohnt nicht in Berlin.
• Finn geht nicht gern ins Kino.
Expressing cause with denn
Meine Mutter ist sehr wichtig für mich, denn sie ist optimistisch.
My mother is very important to me because she is optimistic.
3 Challenge Have students research famous, noble families from the German-speaking world, like the House of Habsburg, House of Hohenzollern, or the House of Liechtenstein, and draw their family trees. They could also draw family trees for fictional characters or families such as The Potters, the Addams family, or The Simpsons.
4A
• Have students read the blog once and list all of Emir’s Lieblingsleute in their notebooks.
• Refer students to the Meine Vokabeln feature Persönlichkeit.
Meine Grammatik • Possessive adjectives Ask students what the difference is between mein (for masculine and neuter nouns) and meine (for feminine and plural nouns). See pp. 113–114 for the full explanation.
Meine Grammatik • Negation with nicht Provide each student with a copy of the blog. Have students circle all examples of nicht in the text and then discuss their placement. See pp. 114–115 for the full explanation.
Meine Grammatik • Expressing cause with denn Explain to students that denn is used to explain something and means because See p. 115 for the full explanation.
• Have students read the text a second time and add the traits next to each of Emir’s Lieblingsleute.
• Ask volunteers to share their answers: - Wie ist Emirs Mutter? - Emirs Mutter ist …
Answers Emirs Mutter ist großzügig, optimistisch und nicht neugierig. / Emirs bester Freund ist witzig und sportlich. / Emirs Handballtrainer ist optimistisch und nett. / Emirs Schwester ist kreativ, witzig und ein bisschen faul. / Emirs Bruder ist intelligent, neugierig und nicht schüchtern.
4C
• Have students work individually and then share their descriptions in groups.
• Students can check the Meine Vokabeln feature Persönlichkeit as needed.
Answers Berufe: Model, Produzentin, Sänger, Musiker // Länder: die USA, Deutschland, Italien, Großbritannien, Nigeria, Brasilien
5B
Refer students to the Meine Vokabeln features Nach dem Grund fragen and Die Familie.
Answers 1. Sie macht die digitale Berlin Fashion Week. / 2. Er kommt aus Großbritannien. / 3. Sie heißen Lou, Johan und Henry.
5C Answers
Seal Henry Johan Leni Klum Lou
Heidi Klum Flavio Briatore
5D
Sprachdetektiv Ask students to explain the usage of different forms of sein / seine and ihr / ihre in the text.
Possible answer They change depending on the case, number, and gender of the noun they refer to.
Meine Grammatik • Possessive adjectives Point out that sein / seine and ihr / ihre work like mein / meine See pp. 113–114 for the full explanation.
5E
Answers Ich heiße Leni Klum und bin Model. Ich komme aus den USA. Ich bin in Deutschland sehr bekannt, denn ich mache die digitale Berlin Fashion Week. Ich wohne in New York. Meine Mutter ist Model und Produzentin für TV-Shows. Sie heißt Heidi Klum und kommt aus Deutschland. Mein Vater Flavio Briatore kommt aus Italien. Mein Adoptivvater ist der Sänger Seal aus Großbritannien. Er ist Heidis Ex-Mann. Seine Mutter kommt aus Nigeria und sein Vater kommt aus Brasilien. Meine Halbgeschwister Lou, Johan und Henry wohnen in den USA. Sie sind Seals und Heidis Kinder. Tom Kaulitz, mein Stiefvater, ist ein Musiker aus Deutschland.
Warum ist Leni bekannt?
I can ask for and give information about family relationships.
5 LESEN, SPRECHEN UND SCHREIBEN
A. Read the article and say which professions and countries appear in the text.
Leni Klum und ihre Familie
Leni Klum ist Model. Sie kommt aus den USA. Sie ist in Deutschland sehr bekannt, denn sie macht die digitale Berlin Fashion Week. Sie wohnt in New York.
Ihre Mutter ist Model und Produzentin für TV-Shows. Sie heißt Heidi Klum und kommt aus Deutschland.
Lenis Vater Flavio Briatore kommt aus Italien.
Ihr Adoptivvater ist der Sänger Seal aus Großbritannien. Er ist Heidis Ex-Mann. Seine Mutter kommt aus Nigeria und sein Vater kommt aus Brasilien.
Ihre Halbgeschwister Lou, Johan und Henry wohnen in den USA. Sie sind Seals und Heidis Kinder.
Tom Kaulitz, ihr Stiefvater, ist ein Musiker aus Deutschland.
B. Answer the questions with a partner.
1. Warum ist Leni Klum bekannt? Sie … 2. Woher kommt Lenis Adoptivvater? Er … 3. Wie heißen ihre Halbgeschwister? Sie …
C. Draw Leni’s family tree.
SPRACH-
D. Read the statements about Leni’s family tree. What do you notice about the words in bold?
Ihre Mutter ist Model und Produzentin für TV-Shows. Ihr Adoptivvater ist der Sänger Seal aus Großbritannien.
Ihre Halbgeschwister wohnen in den USA.
Seine Mutter kommt aus Nigeria. Sein Vater kommt aus Brasilien.
E. You are Leni Klum. Rewrite the sentences from activity A in the first person ich.
Ich heiße Leni Klum und bin Model. …
Nach dem Grund fragen
Asking for a reason
Warum ist Leni Klum bekannt?
Why is Leni Klum well known?
Die Familie
• die Halbgeschwister der Halbbruder half brother die Halbschwester half sister
• der Adoptivvater adoptive father
• die Adoptivmutter adoptive mother
• der Stiefvater stepfather
• die Stiefmutter stepmother
MEINE VOKABELN pp. 116-117
Possessive adjectives
Johans Bruder sein Bruder
Seals Mutter seine Mutter
Henrys Geschwister seine Geschwister
Heidis Mann ihr Mann
Heidis Tochter ihre Tochter
Lenis Halbgeschwister ihre Halbgeschwister
MEINE GRAMMATIK p. 113
4 Authentic Resources - Auditory learners Have students listen to Annett Louisan’s song Meine Freundin Eve and ask them to identify what words the singer uses to describe her friend Eve.
5A Reading & Listening Play the recording of the text and have students take note of words they recognize as they listen. Then play it a second time and have them read along, paying attention to the pronunciation.
Listen to Emir describing his family to his friend Finn. Find the true statements.
Correct the false statements and rewrite them in your notebook.
a. Maik und Aylin sind die Cousins von Emirs Mutter.
b. Emirs Cousins sind in Berlin.
c. Seine Cousine Aylin ist 15 Jahre alt.
d. Emir, Maik und Aylin gehen am Donnerstag ins Kino.
SPIEL: Wer bin ich? 7
B: Ja, sie hat … Ihr Bruder heißt … 6 8
1. In pairs, write all the family relationships you know in German on different sticky notes.
2. Student A gets a note and sticks it to his/her forehead without looking at it, and asks who he/she is.
3. Student B gives a short definition.
4. Student A guesses who he/she is.
Wer bin ich?
Aha! Ich bin deine Großmutter!
Du bist eine Frau. Ich bin dein Enkel. Genau!
SCHREIBEN UND SICH AUSTAUSCHEN
A. Choose a famous German-speaking celebrity. Search for a photo of this person. Research his/her family on the Internet. Write a short description of his/her family.
Zazie Beetz kommt aus Deutschland und ist Schauspielerin.
Ihre Mutter kommt aus … Sie heißt …
B. Show the photo of the celebrity to a classmate. He/She asks you questions about his/her family. Then swap roles.
A: Woher kommt Zazies Vater?
B: Ihr Vater kommt aus … Er heißt …
A: Hat sie Geschwister?
Die Familie
• der Cousin
male cousin
• die Cousine female cousin
• der Onkel uncle
• die Tante aunt
STRATEGIE
Follow a model
Before writing, look for a model that is similar to what you want to write. For example, here in activity 5, you read a description of a family. To write a similar kind of description, you can use it as a model. Study its structure and key words and use them as a model for your own writing, replacing the details about the people you are describing.
• Introduce the new vocabulary in the Meine Vokabeln feature Die Familie by saying each word and asking students to guess the meanings.
• Have them read the questions before listening to the recording.
Answers a. Maik und Aylin sind Emirs Cousins. / b. correct / c. Seine Cousine Aylin ist 17 Jahre alt. / d. Emir, Maik und Aylin gehen am Samstag ins Kino.
7 SUGGESTED DURATION 10 minutes
Answers will vary.
8 SUGGESTED DURATION 15 minutes
8A
• Before doing research on the celebrity of their choice, have the class brainstorm kinds of information to look for as you write it on the board (family members, name, nationality, city where they live, age, profession, etc.).
• You may want to provide a list of German-speaking celebrities to pick from, along with pictures, if time is limited.
Strategy: Refer students to the Strategie feature.
Possible answers Zazie Beetz kommt aus Deutschland und ist Schauspielerin. Sie lebt in den USA. Ihre Mutter kommt aus den USA. Sie heißt Michelle. Ihr Vater heißt Thomas. Er kommt aus Deutschland. Ihr Bruder heißt Justin. Zazies Freund heißt David Rysdahl.
8B
Have students highlight key words in their text to help them find the answer to the potential questions during the conversation quickly. Students might also walk around the classroom to find other celebrities who share common information (same age, movies, nationality, etc.).
Possible answers A: Woher kommt Zazies Vater? B: Ihr Vater kommt aus Deutschland. A: Hat sie Geschwister? B: Ja, sie hat einen Bruder. Er heißt Justin. …
6 Interpersonal learners / Gamification In pairs, students interview each other about their respective families and then write three statements about the other student’s family: two true sentences, and one false, using sein / seine or ihr / ihre. Have students create a collaborative slideshow. Each student makes a slide about their partner with the three sentences, and the class guesses which statement is the false one.
8A Accommodation Have students do the research in English and work with a partner. DIFFERENTIATED INSTRUCTION
SPIEL: WER BIN ICH?
MEINE VOKABELN
MEINE VOKABELN pp. 116
DAS DEUTSCH-MAGAZIN · OVERVIEW
LANGUAGE Vocabulary for personality traits and activities
CULTURE Information about activities in Berlin, Germany
MATERIALS Audio file (text recording)
DAS DEUTSCH-MAGAZIN
Verbindung zu: Geschichte und Kunst
I can understand the main idea and some details in an article about things to do in Berlin.
Willkommen in Berlin
Have students scan the article and look at the pictures. Ask them what they think the text is about, what the locations are, who the speaker is, etc.
Answers will vary.
Have students draw three columns in their notebooks, titled Geschichte, Sport und Natur, Filmfestival. Have them add the activities mentioned in the article to the table.
Answers 1. Aktivität Nummer 3, Filmfestival Berlinale / 2. Aktivität Nummer 1, Checkpoint Charlie und Mauermuseum / 3. Aktivität Nummer 2, Wannsee und Tempelhofer Feld
von Emir Yilmaz, Reporter aus Berlin, Deutschland
Ich liebe Berlin, meine Stadt ist die beste! Berlin hat viel Geschichte1 und viel Natur. Und sie ist Deutschlands KinoHauptstadt2. Ich liebe3 Filme und gehe am Wochenende oft mit meinen Freunden ins Kino oder sehe Serien im Internet. In Berlin gibt es 91 Kinos! Und was magst du? Komm nach Berlin, es gibt Aktivitäten für alle!
1 Geschichte: history
2 Kino-Hauptstadt: film capital
3 liebe: love
Have students discuss in pairs whether they engage in the activities mentioned in the article. Have each pair share their preferences with the class. Answers will vary.
Aktivität Nummer 1 Bist du neugierig und liebst Geschichte?
Berlin war nach 1945 in Sektoren geteilt4 Der Checkpoint Charlie war ein wichtiger militärischer Kontrollpunkt der Amerikaner. Die Berliner Mauer5 teilte die Stadt von 1961 bis 1991. Das Mauermuseum ist auch super interessant!
geteilt: divided
Look at the pictures and read the questions that introduce each section. Predict what each text will be about.
Read the article.
Choose the place or activity for someone:
1. who likes movies.
2. who likes history.
3. who likes outdoor activities.
Discuss with a partner which of these activities you prefer.
Choose the best alternative title for this article.
1. Berlin – die Stadt für Sportlerinnen und Sportler
2. Berlin – Aktivitäten für alle
3. Berlin – schick und glamourös
Have students justify their choice with details from the article.
Answers will vary.
Possible answer 2. Berlin hat Aktivitäten für alle, denn Berlin hat viel Geschichte und Natur und ist Deutschlands Kinohauptstadt.
9 Warm-up Before students read the article, have them visit Berlin’s official travel website. While they explore the website, ask them to jot down three activities they would like to do if they were to visit Berlin. Have students share their findings with the class and provide them with the German vocabulary for the activities they chose, if necessary.
Aktivität Nummer 2 Bist du sportlich und magst die Natur?
Die Berliner und die Touristen lieben den Wannsee. Hier kann man schwimmen, spazieren gehen oder Rad fahren. Alle haben Spaß6!
Aber auch der Park Tempelhofer Feld ist fantastisch: Man kann Picknick machen, Rad, Inlineskates oder Skateboard fahren und Windskating machen. Windskating ist total cool!
Aktivität Nummer 3 Bist du glamourös und liebst Kino?
Es gibt drei große Filmfestivals in Europa: in Berlin, in Cannes (Frankreich) und in Venedig (Italien). Im Februar kommen viele internationale Stars nach Berlin zum Filmfestival Berlinale. Hier siehst du die Schauspielerin Cate Blanchett. Sie ist aus Australien, aber sie spricht auch Deutsch. Sehr
JETZT BIST DU DRAN!
1. Choose a character trait.
2. Find two activities to do in your city or region that suit this kind of person.
3. Write three sentences to describe the activities.
Keep it simple
Write short sentences using familiar structures. Your language will become more complex and you will begin to express yourself more naturally as you learn.
CULTURAL NOTE
• Checkpoint Charlie: a remnant of the Cold War famed for the immortal words: You are leaving the American Sector!
• Wannsee: a lake, popular amongst tourists and locals alike, lies southwest of the city and is easily reachable by public transportation. It's Europe's largest outdoor swimming area on an inland body of water with a mile-long sandy beach.
• Tempelhofer Feld: the site of a former inner-city airport, repurposed into Berlin’s largest park and open to the public since 2010.
• Berlinale: By attendance, the largest film festival in the world. Hundreds of international films of all genres, lengths and formats are shown in various locations around Berlin over 11 days every February.
9–11 Accommodation Print out a copy of the magazine spread and have students mark all the words they know. Have them read the selection, focusing only on the highlighted words (or those not crossed out) and write a summary of the text in their own words, as an alternative assignment.
SUGGESTED DURATION 15 minutes
Discuss with students some activities available where they live. Ask them if they have favorite activities or if they wish they could do a specific activity (such as skiing if they live in a warm climate or swimming if they live in a cold climate). Students can use the article on pp. 110–111 as a model. Refer students back to Unit 2 for more vocabulary related to activities.
Strategy Refer students to the Strategie feature.
JETZT BIST DU DRAN!
MEINE GRAMMATIK
MATERIALS Grammar Tutorial Script
Grammar presentation
• Tell students that in German, the genitive case is used to indicate possession, and it often involves adding an s to the proper noun.
• With proper nouns, the genitive s is added to the end of the name. Add an apostrophe for names ending in s, ss, ß, z, tz, or x
Language Comparisons Have students write several sentences in English that express possession and compare them to the German sentences side by side. Guide them to look for patterns, similarities, and differences.
Practice
13
Answers a. Nein, das ist Finns Schwester. / b. Nein, das sind Andreas Brüder. / c. Nein, das ist Yunus’ Onkel. / d. Nein, das ist Saras Mutter. / e. Nein, das sind Lenas Halbgeschwister. / f. Nein, das ist Max’ Großmutter.
14
Answers a. Emirs Schwester ist intelligent. / b. Finns Cousin sieht gern Serien. / c. Lenas Mutter kommt aus Deutschland. / d. Klaus’ Vater spricht Französisch. / e. Martins Freund ist 48 Jahre alt. / f. Moritz’ Tante fährt gern Rad.
15
Answers a. Das ist Emirs Schwester. / b. Das ist Emirs Mutter. / c. Das ist Emirs Großmutter. / d. Das ist Emirs Bruder. / e. Das ist Emirs Vater. 1.
1. Genitive -s with proper names
What is it?
• You can express possession and relationships using the genitive -s and a proper name.
What forms does it have?
• Add an -s to a proper name. Don’t add an -s when a proper name ends in s , ß , tz , z or x . In this case you only have to add an apostrophe.
Das ist Emirs Vater. This is Emir ’s father.
Das ist Marlies’ Mutter. This is Marlies mother.
In what way does the use of the genitive -s in German compare to the use in English?
13 14 15
Answer these questions with Nein, … Give the correct answer and use the genitive for the names.
a. Ist das Emirs Schwester? (Finn) Nein, das ist Finns Schwester.
b. Sind das Finns Brüder? (Andrea)
c. Ist das dein Onkel? (Yunus)
d. Ist das deine Mutter? (Sara)
e. Sind das deine Halbgeschwister? (Lena)
f. Ist das Marys Großmutter? (Max)
Write sentences with the given elements.
a. Emir / Schwester / intelligent / sein Emirs Schwester ist intelligent.
b. Finn / Cousin / gern Serien / sehen
c. Lena / Mutter / aus Deutschland / kommen
d. Klaus / Vater / Französisch / sprechen
e. Martin / Freund / 48 Jahre alt / sein
f. Moritz / Tante / gern Rad / fahren
Look at Emir’s family.
Refer to the pictures on p. 106 to help you. Write sentences with Das ist …
Grammar presentation (1) Verbal learners Ask questions that require students to use the genitive s to express possession. For example: Ist das Sarahs Buch?
Das ist Emirs Schwester.
2. Possessive adjectives
What are they?
• Possessive adjectives tell you who owns something or describe relationships between people or things.
Das ist mein Vater This is my father possessive adjective noun
Meine Tante ist witzig. My aunt is funny.
possessive adjective noun
What forms do they have?
LEKTION 1
2. POSSESSIVE ADJECTIVES IN THE SINGULAR
MATERIALS Grammar Tutorial Script
Extra Resource WS 2
Grammar presentation
Ask students what the difference is between mein / meine. Tell them that mein is used for masculine and neuter nouns, while meine is used for feminine and plural nouns.
- ich du er sie
der Vater mein Vater my dein Vater your sein Vater his ihr Vater her die Mutter meine Mutter my deine Mutter your seine Mutter his ihre Mutter her das Team mein Team my dein Team your sein Team his ihr Team her die Eltern meine Eltern my deine Eltern your seine Eltern his ihre Eltern her
• All adjectives agree in number (singular or plural) with the nouns they describe. Mein Cousin ist großzügig. Meine Cousins sind großzügig.
• The forms also agree in gender (masculine, feminine, or neuter) with the nouns they describe.
Mein Freund ist schüchtern. Meine Freundin ist schüchtern. possessive
16 Choose the correct possessive adjective.
a. Das ist Seal. Ihre / Seine Kinder wohnen in den USA.
b. Seine Tochter Leni ist Model in Berlin. Ihr / Sein Bruder Henry spielt gern Videospiele.
c. Leni tanzt gern. Ihre / Seine Schwester Lou hört gern Techno-Musik.
d. Leni sagt: „Du und deine / seine Techno-Musik. Das ist doch langweilig!“
e. Heidi Klums Freundin Marlene sagt: „Dein / Sein TV-Programm ist echt toll.“
f. Heidi sagt: „Mein / Ihr TV-Programm ist total interessant!“
Grammar presentation (2) Visual learners Ask students to create a poster demonstrating how to express possession in German. Have them select five family members and/or friends and draw an image of something each person likes a lot. Write a description of the object and who it belongs to. For example: Das ist Schatzi. Schatzi ist Sarahs Hund. They should also include an object they like. Have them share their posters with a small group or the whole class.
Language Comparisons Create two charts of possessive adjectives, one for German and the other for English, to help students compare the two. They should notice that in German, possessive adjectives agree in number and gender with the nouns they modify. They also should notice that while English uses only one form for each meaning ( my, your, his, etc.), German has two different forms: mein / meine, dein /deine, sein / seine, etc.
Formative assessment Use the Fist to Five technique to assess whether to reteach the concept to the whole class or to focus on small group teaching. Ask students to indicate how they feel about the new concept with their fingers, rating their understanding from zero to five, with zero being the lowest level of understanding and five the highest.
Practice
16
Answers a. Seine / b. Ihr / c. Ihre / d. deine / e. Dein / f. Mein
FORMATIVE
ASSESSMENT
Self-check Quizzes available on
Possible answers Das ist Katrins Familie. Ihr Cousin heißt Thomas. Er ist 7 Jahre alt und ihre Cousine heißt Laura. Sie ist 4 Jahre alt. Ihr Onkel heißt Paul und seine Frau heißt Daniela. Ihre Tante heißt Clara. Ihre Mutter heißt Lili und ihre Großeltern heißen Annalisa und Max.
19
Possible answers Das ist Max. Seine Frau heißt Annalisa. Max hat drei Kinder. Sein Sohn heißt Paul und seine Töchter heißen Clara und Lili. Sein Sohn hat zwei Kinder und seine Tochter Lili hat eine Tochter. Seine Enkelkinder heißen Thomas, Laura und Katrin.
3. NEGATION WITH NICHT
MATERIALS Grammar Tutorial Script
Grammar presentation
Tell students that nicht can go directly before the word it negates, emphasizing the negation of that specific word: Meine Mutter ist nicht neugierig. When nicht follows the main verb, the whole sentence is negated: Er wohnt nicht in Berlin
Language Comparisons Compare an affirmative sentence alongside its negative counterpart: Emirs bester Freund ist nicht schüchtern. vs. Emirs bester Freund ist schüchtern. Ask students to identify differences.
Formative assessment Say a mix of negative and affirmative statements and have students write or say A if they hear an affirmative statement or N for negative statements.
Practice
20
Answers a. Nein, sie wohnt nicht in London. / b. Nein, ihre Mutter kommt nicht aus der Schweiz. / c. Nein, Seal ist nicht langweilig. / d. Nein, Emir spielt nicht gern Fußball. / e. Nein, seine Schwester schwimmt nicht gern. / f. Nein, ich komme nicht aus Deutschland.
MEINE GRAMMATIK
Read the information about Lilli’s family. Download the family tree on and complete it.
Das ist meine Familie.
Ich habe einen Bruder und eine Schwester, sie heißen Paul und Clara.
Meine Eltern heißen Annalisa und Max. Mein Bruder hat eine Frau. Seine Frau heißt Daniela. Ihre Kinder heißen Thomas und Laura. Mein Neffe Thomas ist 7 Jahre alt und meine Nichte ist 4 Jahre alt.
Meine Tochter heißt Katrin.
Describe Katrin’s family based on the description in activity 16.
Das ist Katrins Familie. Ihr Cousin heißt …
Describe Max’s family from activity 16.
Das ist Max. Seine Frau heißt …
3. Negation with nicht
How do we use it?
• We use nicht to negate a sentence or part of it. It always precedes the element that you want to negate. If it negates the whole sentence, nicht is positioned at the end.
Finns Trainer wohnt nicht in Berlin. Finn’s coach does not live in Berlin
Emir schwimmt nicht gern
We use kein , keine to negate nouns.
Emir hat keinen Basketball
Emir doesn’t like swimming.
Emir doesn’t have a basketball
Answer with nicht Write sentences following the example.
a. Wohnt Leni Klum in London? Nein, sie wohnt ... b. Kommt ihre Mutter aus der Schweiz? Nein, ... c. Ist Seal langweilig?
d. Spielt Emir gern Fußball? e. Schwimmt seine Schwester gern? f. Kommst du aus Deutschland?
20 Accomodation Encourage peer collaboration by pairing students who may need assistance with those who are more proficient in the language. This allows for peer modeling and support during the activity.
BOOST YOUR TEACHING
Lilli
21 Download the board game from Place your pieces on START, then roll the number cube. Say the sentence in the negative form with nicht or kein / keine / keinen
START
Sie spricht fünf Sprachen. Ulli liest gern.
Sie trifft gern Freunde. Ich spiele Schlagzeug. Er ist nett.
Die Serie ist langweilig.
Ich bin optimistisch.
Sie spielen gern Basketball. Finn hat eine Gitarre. Wir haben Meerschweinchen. Anna hat einen Bruder.
How do we use it?
Emir kommt aus Italien.
Wir haben ein Pferd.
Ich habe Geschwister.
• We use denn to give an explanation or to respond to a question that begins with Warum
Word order
• The position in the sentence is like und , oder or aber Meine Mutter ist toll, denn sie ist großzügig. My mother is great because she is generous. subject verb
• Like with aber, always use a comma before denn
22
23 Rewrite to form one sentence with denn
a. Leni ist mein Idol. Sie ist kreativ. Leni ist mein Idol, denn sie ist kreativ.
b. Emir spricht Türkisch. Seine Mutter kommt aus der Türkei.
c. Ich spreche ein bisschen Deutsch. Ich lerne Deutsch in der Schule.
d. Ich finde Emma nett. Sie ist optimistisch und witzig.
e. Meine Freunde finden Berlin super. Berlin ist sehr interessant.
f. Finn ist mein bester Freund. Er ist witzig und sportlich.
Complete the sentences with und , aber, or denn.
a. Ich komme aus Berlin, aber ich wohne in Potsdam.
b. Ich fahre gern Rad spiele gern Basketball.
c. Ich finde meinen Basketballtrainer super, er ist cool und optimistisch.
d. Mein bester Freund fährt auch gern Rad, er spielt nicht gern Basketball.
e. Meine Schwester heißt Anne geht gern ins Kino.
f. Mein Bruder spricht sehr gut Englisch, er wohnt in London.
Paul hat eine Katze.
LEKTION 1. Meine Familie, meine Freunde und ich
Practice
21
Answers Sie spricht nicht fünf Sprachen. / Ulli liest nicht gern. / Die Serie ist nicht langweilig. / Emir kommt nicht aus Italien. / Ich habe keinen Hund. / Paul hat keine Katze. / Wir haben kein Pferd. / Ich bin nicht optimistisch. / Er ist nicht nett. / Ich spiele nicht Schlagzeug. / Sie trifft nicht gern Freunde. / Sie spielen nicht gern Basketball. / Finn hat keine Gitarre. / Wir haben kein Meerschweinchen. / Anna hat keinen Bruder. / Ich habe keine Geschwister.
23 Challenge Invite students to write their own sentences using denn, aber, and und
MATERIALS Grammar Tutorial
Script
Grammar presentation
• Tell students that denn
• Write these two sentences next to each other: Meine Mutter ist toll. Sie ist großzügig. and underneath: Meine Mutter ist toll, denn sie ist großzügig. Ask: What do they notice about the word order? Have them write down the rule: the word order stays the same as in main clauses (SVO).
• Remind students that und and aber follow the same word order as denn
Language Comparisons Have students compare a sentence using because with a sentence using denn in German: What do you find out with regard to the word oder? (SVO)
Formative assessment Provide student pairs with multiple first halves of a sentence and have them completes these sentences using denn
Practice
22
Answers a. Leni ist mein Idol, denn sie ist kreativ. / b. Emir spricht Türkisch, denn seine Mutter kommt aus der Türkei. / c. Ich spreche ein bisschen Deutsch, denn ich lerne Deutsch in der Schule. / d. Ich finde Emma nett, denn sie ist optimistisch und witzig. / e. Meine Freunde finden Berlin super, denn Berlin ist sehr interessant. / f. Finn ist mein bester Freund, denn er ist witzig und sportlich.
23
Answers a. aber / b. und / c. denn / d. aber / e. und / f. denn
4. EXPRESSING CAUSES WITH DENN Self-check Quizzes available on FORMATIVE
To help students develop confidence and independence as learners, take time to suggest, explain, and practice the following strategies, which can facilitate memorization and recall of vocabulary.
Make visual associations Have students label members of their family in photos, indicating their relationship to each person pictured. If students don’t have printed pictures, they could also fill out a family tree with the names of their family members. Alternatively, you may want to provide pictures of famous real or fictitious families and have students label them instead.
Contextualize Have students write sentences that will help them remember the meanings of words.
Use online applications Use one of the many applications available to review the vocabulary by matching and spelling words.
Listen, read, repeat Play the audio and have students listen to the words while they read and repeat them after the speaker, paying attention to pronunciation.
Create flashcards On one side of the card students write the German words and expressions. On the other side, they draw the corresponding personality trait. Tell them to review the flashcards daily for five minutes.
Play drawing games Have students draw vocabulary terms and let their classmates guess the meanings.
Practice
Have students complete the vocabulary exercises in the Workbook on pp. 66–67, 69–70.
MEINE VOKABELN
Die Familie Family relationships
mein Vater
mein Großvater meine Großmutter
meine Mutter mein Onkel
mein Bruder / meine Schwester
das Paar, die Paare couple
• der Mann, die Männer husband
• die Frau, die Frauen wife
• der Ex-Mann, die Ex-Männer ex-husband
• die Ex-Frau, die Ex-Frauen ex-wife
• der Partner, die Partner male partner
• die Partnerin, die Partnerinnen female partner
• der Freund, die Freunde boyfriend
• die Freundin, die Freundinnen girlfriend
die Eltern (pl.) parents
• der Vater, die Väter father
• die Mutter, die Mütter mother
• der Stiefvater, die Stiefväter stepfather
• die Stiefmutter, die Stiefmütter stepmother
• der Adoptivvater, die Adoptivväter adoptive father
• die Adoptivmutter, die Adoptivmütter adoptive mother
meine Tante
mein Cousin / meine Cousine
die Kinder children
• das Kind, die Kinder child
• der Sohn, die Söhne son
• die Tochter, die Töchter daughter
die Geschwister (pl.) siblings
• der Bruder, die Brüder brother
• die Schwester, die Schwestern sister
• der Halbbruder, die Halbbrüder half brother
• die Halbschwester, die Halbschwestern half sister
die Großeltern (pl.) grandparents
• der Großvater, die Großväter grandfather
• die Großmutter, die Großmütter grandmother
• der Enkel, die Enkel grandson
• die Enkelin, die Enkelinnen granddaughter
die Onkel und Tanten uncles and aunts
• der Onkel, die Onkel uncle
• die Tante, die Tanten aunt
die Cousins und Cousinen cousins
• der Cousin, die Cousins male cousin
• die Cousine, die Cousinen female cousin
die Nichten und Neffen nieces and nephews die Enkel und Enkelinnen grandsons and granddaughters
• der Neffe, die Neffen nephew
• die Nichte, die Nichten niece
Gamification Have students form two circles, an inner and an outer circle, facing each other. Give them a word, such as Bruder, and have students talk for one minute each about a person they know who is (or has) a brother: Mein Bruder heißt Simon. Er ist 15 Jahre alt. Simon ist sportlich, nett und großzügig. After two minutes, tell students in the inner circle to rotate so that they talk to the next person. Give another prompt and repeat the process.
MEINE VOKABELN
BOOST YOUR TEACHING
Persönlichkeit Personality traits
Mein bester Freund / Meine beste Freundin ist … My best friend is…
LEKTION 1
Mein Trainer / Meine Trainerin ist … My coach is …
Nach dem Grund fragen Asking for a reason
Warum ist Leni Klum bekannt? Why is Leni Klum well known?
DIFFERENTIATED INSTRUCTION
Kinesthetic and visual learners Have students invent a dream family consisting of celebrities, including parents, spouses, and kids. They will then create their family tree, labeling each member with names and relationships. At the end, have students do a gallery walk, viewing and taking notes.
Verbal learners Teach the vocabulary on this page alongside their opposites. If students are unable to recall a specific word, they can describe what that person is not: nicht schüchtern or nicht witzig
LEKTION 1. Meine Familie, meine Freunde
FORMATIVE ASSESSMENT
Self-check Quizzes available on
SPIEL: PANTOMIME
24 SUGGESTED DURATION 5 minutes
To avoid repetition, you might assign each student a different adjective.
Answers will vary.
MEIN WORTSCHATZ
• Mind-mapping is a way to organize information around a central theme or topic. As non-linear, visual frameworks, mind maps are thought to be compatible with the way the human brain processes information.
• Include an illustration of a mind map related to the topic of describing people. The central topic is descriptive adjectives. Related subtopics are physical descriptions and personality descriptions. Subtopics of physical descriptions are adjectives for describing etc.
MEIN DEUTSCHPASS
Have students add their personalized vocabulary to Mein Deutschpass.
HÖREN UND SPRECHEN
SUGGESTED DURATION 20 minutes
MATERIALS Audio files
Pronunciation Tutorial
Presentation
To help them visualize the sounds, use the following analogies: The ch sound after i, e, ä, ö, ü, and the suffix -chen, the so-called ich-sound, is similar to the sound of a hissing cat. The ch sound after a, o, and u, the so-called ach-sound, sounds like a fire-spitting dragon. This sound is harsher and comes from the back of the throat.
Practice
25
Before students listen to the words to identify the sounds, have them practice producing the different ch sounds by saying ich, nicht, mich, and Buch, acht, doch
Answers a. ich / b. auch / c. ich / d. ich / e. auch
26
Have students label two pieces of paper ach-sound and ich-sound. As the recording plays, students tap or hold up the correct paper to identify the sound.
Answers a. mich / b. Aachen / c. Köche / d. lachen / e. Frankreich
1. Choose an adjective that describes personality.
2. Mime it.
Your classmates try to guess it.
Du bist nett!
THE PRONUNCIATION OF CH
Match each adjective in the Persönlichkeit box (p. 117) to a person in your family or your entourage.
The combination of letters ch has two distinct pronunciations. Although they do not exist in English, they are not difficult to say if you know the trick.
Ich bin sportlich! Du auch? Ich? Ich nicht!
• Say the English word key several times in a row. Now, without changing the position of your lips, teeth, and tongue, let the air out of your mouth, just as you would do when pronouncing an h
• The sound you made is the German ch as it is pronounced after i, e, ä, ö and ü. It is also called a soft ch. It’s the ch in ich
• The endings -chen and -ig also have a soft ch, like in Mäppchen and witzig.
• Now say the word lock. Keep your lips, teeth, and tongue in the ck-position and, again, let the air go through your mouth. This is the sound of ch after any other letter, which is also called a hard ch, as in auch or Koch
• At the beginning of a word, the pronunciation of ch varies. You can pronounce it as sch in Schule, ch in ich, or k in Käse
25 Listen to the words. Do you hear a soft ch as in ich or a hard ch as in auch?
26 Listen again and repeat the words.
27 Listen to the word sequences. Say which word in each group has a different ch sound.
28 Read the words out loud. Then listen and check if you pronounced them correctly.
machen b. ich
ch in plurals: Some plurals are formed by changing a vowel inside the word. In that case, the ch sound can also change: Buch – Bücher, Tochter – Töchter, etc.
schlecht d. Tochter e. Töchter f. nicht g. Buch h. Bücher i. schüchtern j. Nachname k. Frankreich l. witzig
SPIEL: Pantomime 24
MEIN WORTSCHATZ
Meine Lieblingsleute
ESSENTIAL QUESTION
Was ist Familie? What makes a family? CONTEXT
You describe important people in your life. PRODUCT
A poster and a presentation of the people in your entourage
1. Think about the important people in your life (family, teachers, friends, coaches, etc.).
2. Choose two to six people.
3. Create a presentation focusing on these people from your entourage.
4. Write the following information:
• name • relationship to you
• personality traits
5. Draw your entourage on a poster. Add a photo of each person.
6. Present your entourage using your poster.
Meine Lieblingsleute
SUGGESTED DURATION 50 minutes
MATERIALS Lektionstest 1, ASSESSMENT PROGRAM Assessment Rubric, ASSESSMENT PROGRAM Answer key, ASSESSMENT PROGRAM SUMMATIVE ASSESSMENT · LEKTION 1
MINIPROJEKT 1 - OVERVIEW
LANGUAGE Genitive -s with proper names; Possessive adjectives; Negation with nicht; denn to express cause Vocabulary for family relationships and personality traits
SUGGESTED DURATION
Teacher presentation: 10 minutes
Execution: 35 minutes
MATERIALS
Poster board; Markers and pens of different colors
Alternative: a digital presentation or slideshow program
Teacher presentation
• Point out the essential question and discuss the context with students.
• Read the instructions, discuss the example provided, and clarify any questions.
• After students select their celebrity, have them write their descriptions and add them to the map.
• Have students examine the map and identify the countries represented. Then lead a discussion of the importance of origins and languages.
Execution
• Read the instructions and clarify any questions from students.
• As a model, present two people who are in your inner circle.
Execution
21st Century skills This project provides the opportunity for students to develop 21st Century skills:
• Creativity and innovation Students demonstrate different and innovative ways to present, write, and talk about their inner circle.
Student presentation
Once the presentations have been completed, hang the posters in the classroom so that other students can learn more about their classmates and find out what they have in common.
MATERIALS Self and Peer Assessment Rubric Assessment Rubric See Formative Assessment on p. 141 for more information.
Das Reporterteam 1 • Kapitel 3
hundertneunzehn ı 119
PRESENT LESSON GOALS
SUGGESTED DURATION
15 minutes
• Present the title of the lesson: So ist mein Stil. Have students guess what it means.
• Have three different students read the objectives for the Lektion aloud.
• Discuss the essential question for this lesson: How does one’s clothing style reflect one’s personality? Encourage students to think about how their own clothing choices express their individuality, interests, and moods.
• Ask students how they think clothing styles might differ in other parts of the world, such as Germany, compared to where they live. Have them consider cultural influences, climate, and societal norms that might impact fashion in different regions.
• If you are planning to assign the Miniprojekt, you may want to give a brief introduction to it as a heads-up.
CULTURAL NOTE
• The Mall of Berlin was built on the site originally home to the Wertheim department store, the largest in Europe until it was destroyed during the Second World War. Due to its proximity to the Berlin Wall and agreements relating to the boundaries, the site was left underdeveloped for many decades. The mall opened to the public in 2014, including around 270 retail stores, a hotel, offices, residential apartments, and extensive parking facilities.
• In the central plaza, topped with a glass dome, seven Buddy Bears greet visitors, standing upright with outstretched arms and wearing sashes with the words respect, diversity, and tolerance. These lifesize fiberglass sculptures have become prolific in Berlin and beyond since 2001.
LEKTION 2 So ist mein Stil
IN THIS LESSON, YOU WILL…
• describe what people wear
• describe someone’s physical appearance and personality BY USING...
• the verbs tragen and mögen
• definite articles and possessive adjectives
• object pronouns
• vocabulary for clothes, accessories, colors, styles, and physical traits
AND YOU WILL FIND OUT ABOUT...
• shopping in Berlin: Mall of Berlin
• the East Side Gallery
• two German fashion designers: Michael Michalsky and Karl Lagerfeld
BOOST YOUR TEACHING
1 Remote learning For homework, have students rewatch the video of Emir. Have them look for elements related to the title of the lesson, So ist mein Stil
MINIPROJEKT 2: Write a post about one celebrity’s style
LESEN UND SPRECHEN
A. Look at the picture on the previous page. What do you think this place is?
B. Read the chat. Was your answer to activity A correct?
Sophie Hi Emir! Wie geht’s?
Emir Hallo Sophie! Sehr gut, danke. Am Wochenende gehen meine Familie und ich hier shoppen.
Sophie Was ist das?
Emir Das ist ein Shoppingcenter im Zentrum von Berlin. Es heißt Mall of Berlin.
Sophie Wow! Das ist aber groß!
Emir Ja, es ist toll! Es gibt dort viele Geschäfte Restaurants, Bars und auch Live-Musik. Die Architektur ist spektakulär.
Sophie Super! Ich gehe gern mit meiner Cousine shoppen. Bald kommen wir nach Berlin und gehen in die Mall of Berlin!
Emir Gute Idee – ich treffe euch2 da! Tschüs!
Sophie Bis bald!
C. Answer the questions.
1. Wann geht Emir shoppen?
2. Wie heißt das Einkaufszentrum?
3. Was gibt es dort?
1 Es gibt dort viele Geschäfte: There are many shops
2 ich treffe euch: I’ll meet you
Kultur
While shopping malls have traditionally not been as common in Germany as in the US, pedestrian zones lined with large chain stores, restaurants, and also smaller shops are popular in most German cities. Some shopping areas are driveable, like Kurfürstendamm in Berlin, and in major cities there are usually huge department stores as well, like KaDeWe (Kaufhaus des Westens) in Berlin.
Many people also buy clothes at flea markets, in secondhand shops, and on the Internet.
Kultureller Vergleich
Compare shopping facilities and typical shopping habits. Where do you usually buy your clothes? Do you prefer to go to malls or boutiques?
2. So
WIR STARTEN · OVERVIEW
CULTURE Shopping in Berlin: Mall of Berlin
1
1A
SUGGESTED DURATION 25 minutes
MATERIALS Audio file (text recording)
Point out specific aspects of the photo to help students answer.
Answer Das ist ein Shoppingcenter.
1B
Ask students to find a cognate in the chat (shoppen; Shoppingcenter; Mall) to help them check their answer. Answers will vary.
1C
Remind students of the meanings of the questions words: wann (when), wie (how; here: what), and was (what) before they answer the questions. Answers 1. Emir geht am Wochenende shoppen. / 2. Das Einkaufszentrum heißt Mall of Berlin. / 3. Es gibt dort Geschäfte, Restaurants, Bars und Live-Musik.
• Ask students to read the text and observe the key differences between shopping venues and habits in Germany and in their own culture, nation, or region (Kulturvergleich).
• Ask students where they like to shop for clothes and what their favorite brands are. Answers will vary.
1B Challenge After doing activity 1B, have one or two pairs of students read the chat aloud. Correct their pronunciation and intonation as needed.
1C Accommodation Have students work in pairs to answer the questions. DIFFERENTIATED INSTRUCTION
Der
DER HOODIE IST COOL · OVERVIEW
LANGUAGE Definite articles (accusative); The stemchanging verb tragen; The verb mögen; Object pronouns (accusative)
Vocabulary for describing what people wear and talking about style
2 SUGGESTED DURATION 20 minutes
2A
Answer Kleidung means clothes, and Accessoires means accessories.
2B
Remind students to use mögen, as seen in Unit 2. Refer students to the Meine Vokabeln features Die Kleidung and Die Accessoires
Meine Grammatik • Definite articles (accusative)
Remind students that the article accompanying the noun must always agree in gender, number, and case. Point out that the masculine article der changes to den when the noun serves as a direct object in the sentence; all other definitive articles stay unchanged: die and das. See pp. 130–131 for the full explanation.
Meine Grammatik • The stem-changing verb tragen
Tell students that this verb is another example of a stem-vowel changing verb. Remind them that its conjugation changes slightly for du and er/sie/es: du trägst and er/sie/es trägt. See pp. 131–132 for the full explanation.
Possible answers A: Ich mag den Pullover. B: Ich auch. Ich finde den Pullover cool.
SPIEL: WER TRÄGT ...?
3 SUGGESTED DURATION 15 minutes
Answers will vary.
4 SUGGESTED DURATION 10 minutes
Before having students work in pairs, tell them that when beginning a sentence with a time expression, the conjugated verb has to precede the subject. Model a sample answer using items in the Meine Vokabeln feature.
Possible answers A: Was trägst du im Sommer? B: Im Sommer trage ich ein T-Shirt, eine Shorts und eine Sonnenbrille. Und du? A: …. / A: Was trägst du im Winter? B: Im Winter trage ich …
2 SPRECHEN UND SICH AUSTAUSCHEN
A. Look at the screenshot from a website. Guess the meaning of Kleidung and Accessoires.
Kleidung und Accessoires
B. Look at the screenshot again.
In pairs, say which clothes and accessories you prefer.
A: Ich mag den Pullover.
B: Ich auch! Ich finde … schick / originell / cool /…
SPIEL: Wer trägt …?
1. In groups, look at your classmates’ clothing and accessories.
2. A classmate closes his/her eyes.
3. The others ask him/her questions.
Trägt Lisa einen Rock?
4 SICH AUSTAUSCHEN
Nein, sie trägt eine Jeans.
In pairs, discuss: What clothes do you wear in the summer? And in the winter?
A: Was trägst du im Sommer?
B: Im Sommer trage ich …
MEINE VOKABELN
Die Kleidung Clothes die Bluse das Hemd die Hose der Hoodie die Jacke die Jeans das Kleid der Pullover der Rock die Sandalen die Schuhe die Shorts die Sneaker das T-Shirt
Die Accessoires Accessories der Gürtel die Kappe die Mütze die Sonnenbrille die Tasche
MEINE VOKABELN p. 136
MEINE GRAMMATIK
Definite articles (accusative)
• Ich mag den Pullover.
• Ich finde die Tasche schick.
• Ich mag das Hemd.
• Ich finde die Sneaker nicht schön.
The verb tragen to wear
A: Was trägst du?
B: Ich trage einen Rock.
MEINE GRAMMATIK pp. 130-131
5 Gamification Give each student a picture (or have students find a photo) of a person wearing an outfit. Write the vocabulary for items of clothing on slips of paper and put them in a bowl. Have students stand up. As words are pulled from the bowl and read aloud, students that have a photo with that item must sit down. The last one standing wins. Colors can be added as well to make the game last longer.
5
LESEN, HÖREN UND SPRECHEN
A. Look at the photos of four fashion influencers. Match each sentence with the corresponding photo.
MEINE VOKABELN
Stil und Farben Style and colors
AUTHENTIC RESOURCE
1 3 2 4
a. Der Stil ist originell. Ich finde ihn cool. Die Jacke ist rot, ich mag sie. Die Hose ist auch toll.
b. Der Stil ist klassisch. Die Bluse ist rosa. Ich finde sie altmodisch.
c. Er trägt eine Hose und eine Jacke. Seine Schuhe sind weiß und schwarz. Ich finde sie witzig.
d. Das Hemd ist blau. Ich finde es sehr schön. Ich mag den Rock. Ich finde ihn sportlich und schick.
B. Listen to the conversation between Emir and Sophie. Say which photos they like and why.
Emir mag …, denn … Sophie findet …
C. Look at the photos again. What is your favorite item of clothing or accessory?
Explain
Ich mag Angelinas Sandalen, denn ich finde …
• Der Pullover / Er ist hässlich. The sweater / It is ugly.
• Die Tasche / Sie ist schön. The purse / It is nice.
• altmodisch outdated
• elegant elegant
• klassisch classic
• modern fashionable
• originell original
• schick chic
• sportlich sporty, athletic blau blue braun brown gelb yellow grau gray grün green lila purple orange orange rosa pink rot red schwarz black weiß white
138
MEINE GRAMMATIK
The verb mögen to like ich mag er / sie mag
Object pronouns (accusative)
Ich finde den Rock schön. Ich finde ihn schön. die Hose sie das T-Shirt es die Schuhe sie
MEINE GRAMMATIK pp. 132-133
2 Kinesthetic learners Have students bring extra accessories to class. In pairs, students look closely at each other. Then, one student closes his/her eyes as the partner changes something about his/her attire. The other student must say what is different. Then have them switch roles.
2 Challenge Have students describe a favorite complete outfit by picking their favorite items with a peer and making complete sentences: Ich mag Jeans und Turnschuhe. Allow them to use a dictionary to find words for other items of clothing and accessories.
Tobias Reuter (1994) is an Instagram influencer and highly successful model, having been featured in campaigns for many international fashion labels. / Stefanie Giesinger (1996) is a model and actress. She won the 9th season of Germany’s Next Topmodel hosted by Heidi Klum. / Angelina Kirsch (1988) is a model, reality TV star, and TV presenter. / Jacob Rott (2000) is a model and content creator with over 11 million followers. He rose to fame as one of the Elevator Boys who initially produced short lipsync videos for TikTok and then became a boyband.
Ask students if their style is influenced by others or by social media.
Answers will vary.
5A
Have students look at the pictures of the influencers and name the clothes and accessories they see. Refer students to the Meine Vokabeln feature Stil und Farben. Meine Grammatik • The verb mögen Remind students that they already encountered the verb in the Preliminary Unit: Ich mag Katzen. See pp. 132–133 for the full explanation.
Meine Grammatik • Object pronouns (accusative) An object pronoun is used to replace a noun in a sentence. It helps avoid repeating the same noun. See pp. 133–134 for the full explanation.
Answers 1 c. / 2 d. / 3 b. / 4 a.
5B
Refer students to the Meine Vokabeln feature Stil und Farben
Possible answers Emir mag Foto 4, denn er findet die Jacke schick. Er mag Rot und findet die Hose praktisch. Sophie findet die Hose super und sie mag die Jacke. Emir mag auch Foto 2. Er findet den Stil sportlich, aber schick. Er findet das Hemd schön und den Rock originell. Die Sandalen findet er hässlich. Sophie findet die Sandalen modern.
5C
Have students discuss in pairs which style they prefer and why, using the Meine Vokabeln feature Stil und Farben
Answers will vary.
MEINE VOKABELN p.
Tobias Reuter Stefanie Giesinger Angelina Kirsch Jacob Rott
SEINE HAARE SIND SCHWARZ · OVERVIEW
LANGUAGE Vocabulary for describing someone's physical appearance
CULTURE The permanent open-air art exhibition East Side Gallery in Berlin
6 SUGGESTED DURATION 25 minutes MATERIALS Video Script
6A
Answer 1. Der Künstler heißt Gabriel Heimler. / 2. Das Graffiti heißt „Mauerspringer“ / 3. East Side Gallery Berlin
6B
Have students watch the video. Then play it again with pauses to check for understanding.
Answers die Haare = hair / die Augen = eyes
6C
Answers 1. Gabriel Heimler wohnt im Osten und im Westen. / 2. Emir findet das Graffiti sehr originell.
6D
Refer students to the Meine Vokabeln feature Das Aussehen. Possible answers Seine Haare sind blond. Seine Augen sind schwarz. Er trägt eine Jacke. Die Jacke ist rot. Die Hose und die Schuhe sind blau.
6E
Answers will vary.
KULTUR
SUGGESTED DURATION
Answers will vary.
AUTHENTIC RESOURCE
• The East Side Gallery is the longest remaining stretch of the Berlin Wall. Before its fall, graffiti had become a common sight on the western side. In November 1989, in the immediate aftermath of the fall of the Wall, 118 artists from 21 countries were invited to paint the eastern side, an act which had been unthinkable mere weeks before.
• Mauerspringer was a term used to refer to people who crossed the Wall from the East into the West. Gabriel Heimlers mural was created in 1997.
Seine Haare sind schwarz
I can describe someone’s face and hairstyle.
6 ANSEHEN, SPRECHEN UND SICH AUSTAUSCHEN Vor dem Sehen
A. Look at the still from the video and read the caption. Answer the questions.
1. Wie heißt der Künstler (artist)?
2. Wie heißt das Graffiti?
3. Wo ist das Graffiti?
Sieh dir das Video an
B. Emir talks about his favorite street art. Guess the meaning of these words.
die
C. Answer the questions.
1. Woher kommt Gabriel Heimler?
aus Frankreich aus Berlin aus Neuseeland
2. Wie findet Emir das Graffiti?
Nach dem Sehen
D. Describe the man portrayed in the graffiti.
Seine Haare sind blond. Seine Augen … Er trägt …
E. In pairs, search for another example of street art that features a person.
Describe the person physically.
Das Aussehen Physical description
• Seine / Ihre Augen sind … blau
braun grün
• Seine / Ihre Haare sind …
•
• Er / Sie trägt eine Brille. He/She wears glasses.
Kultur
During the Cold War, the West Berlin side of the wall was full of graffiti. After its fall, artists from all over the world began to paint the East Berlin side of the wall. In 1990, the world’s longest openair gallery called the East Side Gallery, was officially created. Berlin is still a popular place for street art today.
Verbindung zu: Kunst
Is there graffiti or street art where you live? What do people think about it? Describe an example of street art in your area.
7C Creativity and innovation Have students choose picture A or picture D and write about who they think the person depicted is: name, nationality, age, likes and dislikes, family, and personality. Another option is to have them draw or paint a portrait and then present it to the class.
Gabriel Heimler, Mauerspringer (Man Jumping over the Wall), East Side Gallery, Berlin
Haare die Augen
LESEN, SPRECHEN UND SCHREIBEN
A. In pairs, read the following descriptions. Match them with the graffiti in activity D.
Ihre Augen sind blau und ihre Haare sind lang. Sie trägt eine Mütze.
Seine Haare sind kurz. Er trägt ein Hemd. Es ist blau und weiß. Seine Augen sind braun.
Sie trägt eine Bluse und eine Jacke. Ihre Augen sind grün und ihre Haare sind schwarz und lockig.
B. Write a short text about the person in mural C, Albert Einstein, like those in activity A. Describe his physical and style traits.
C. Imagine: What are the personalities of the people in the murals? Das Mädchen auf Graffiti B ist ein bisschen schüchtern und …
D. Choose one mural and speak in pairs: What do you think of it? Ich finde das Graffiti … / Ich mag … / Es ist …
INSTRUCTION
7 Visual learners Have students create a collaborative slideshow. Assign each student one physical characteristic and have him/her find a picture that depicts that characteristic well. Students then create a slideshow to practice the vocabulary.
7 Kinesthetic and verbal learners Have students use magazines to create a Frankenstein person (hair from one, eyes from another, etc.) and then write sentences describing their creature. Post these for a gallery walk and have students choose their favorites, speaking only in German.
Strategy: Point out to students that two descriptions use sie/ihre and one uses er/seine. This indicates whether the person depicted is female or male. Answer 1D / 2A / 3B
7B
Remind students to use the masculine pronoun er and correct form of the possessive article sein(e)
Possible answer Seine Haare sind grau und seine Augen sind blau. Er hat einen Schnurrbart. Der Schnurrbart ist schwarz. Er trägt ein Hemd.
7C
• Before doing the activity, review the Meine Vokabeln feature Persönlichkeit on p. 107.
• This activity can be done as a challenge for homework, or students might prepare at home before working in pairs.
Possible answers Das Mädchen auf Graffiti B ist ein bisschen schüchtern und nett. Sie ist intelligent und witzig.
7D
Have students justify their opinions, focusing on the use of colors and the depiction of the person in the artwork. Possible answer A: Ich finde das Graffiti A sehr originell. Und du? B: Ich auch. Ich finde das Graffiti interessant. Ich mag den Elefanten.
AUTHENTIC RESOURCE
1. Herakut was the portmanteau of two street artists who collaborated from 2004 until 2020; Jasmin Siddiqui was known as Hera, and Falk Lehman was known as Akut.
2. James Cochrane is an Australian graffiti artist known for his drip and scribble techniques.
3. Klaus Niethardt became famous across Germany for his artistic contribution to the Berlin Wall – Justitia –which has remained on display in the East Side Gallery in Berlin since 1990. He died in 2005.
4. El Bocho is an anonymous street artist who has lived and worked in Berlin since 2006. His work is easily recognizable due to its use of the same recurring characters as a stylistic device.
James Cochrane, Anne Frank
Berlin
ER IST GROß UND
SYMPATISCH · OVERVIEW
LANGUAGE Possessive adjectives (accusative) Vocabulary for describing someone's physical appearance
CULTURE The film Hände weg von Mississippi, based on the book by Cornelia Funke
8 SUGGESTED DURATION 25 minutes
MATERIALS Audio file
Script
Differentiation WS 2
Warm-up
Remind students how to describe people using the verb sein
Possible answers Er ist groß. or Er ist klein.
8A
• Tell students to observe the pictures carefully and to brainstorm the words Emir might use.
• Refer students to the Meine Vokabeln feature Das Aussehen. Use gestures to show the meanings of groß / klein
• Have students read the Kultur feature. Tell them to use an online converter to determine their height in meters and centimeters.
• Have students listen to the recording in pairs. When a student identifies the person described, they point out the corresponding photo.
• Explain that, when justifying an answer, students should use denn (because).
Answers 1. Emirs Deutschlehrer ist auf Foto 1, denn er trägt eine Brille und seine Haare sind braun und lockig. / 2. Emirs Trainer ist die Person auf Foto 2, denn die Person trägt eine Brille und einen Bart. / 3. Emirs Cousin ist auf Bild 3, denn seine Haare sind kurz und schwarz. / 4. Emirs Freund Finn ist auf Foto 4, denn er ist groß, seine Haare sind blond und lockig.
8B
Sprachdetektiv: Ask students to compare the sentences and identify what the words in bold have in common. Encourage them to discuss and develop their own rule based on these observations.
Answer The articles in bold all end in -en or -n
Meine Grammatik • Possessive adjectives (accusative) Remind students that they already learned that a direct object must follow certain verbs, known as transitive verbs, such as mögen, haben, oder tragen. Remind them that the masculine definite article is den. This means that when the direct object of a sentence is masculine, the possessive article that precedes this noun must end in -en: Ich finde seinen Bart schön. See pp. 132–133 for the full explanation.
Er ist groß
und sympathisch
I can describe someone’s physical appearance.
8 HÖREN UND SPRECHEN
A. Listen to Emir talking about his coach, his friend Finn, his cousin, and his German teacher. Match each description with the corresponding photo. Justify your answers. What is each person like?
Emirs Trainer ist die Person auf Foto …, denn …
B. Read the sentences and look at the endings of the words marked in bold. What do you notice?
Er trägt einen Bart. Ich mag seinen Stil. Ich finde den Bart witzig.
MEINE VOKABELN
Das Aussehen
Physical description
Er / Sie ist … He/She is… • groß tall • klein short
MEINE VOKABELN p. 137
MEINE GRAMMATIK
Possessive adjectives (accusative)
Ich finde seinen Pullover sportlich.
I think his sweater is athletic.
Ich finde seine Hose modern. I think his pants are fashionable.
Ich finde sein T-Shirt cool.
I think his T-shirt is cool.
Ich finde seine Schuhe altmodisch.
I think his shoes are outdated.
Kultur
In German-speaking countries, a person’s height is measured in meters and centimeters.
1 inch = 1.54 centimeters
1 foot = 30.48 centimeters
3 feet 4 inches = 1 meter (100 centimeters)
Verbindung zu: Mathematik
How tall are you in meters and centimeters?
9 Gamification Put students in groups. One student describes their favorite TV character’s physical appearance and personality traits while other students guess who the character is. Have students take turns describing and guessing.
9
ANSEHEN, SPRECHEN UND SCHREIBEN Vor dem Sehen
A. Look at the still from the video. Describe the girl.
Sieh dir das Video an
B. Read the sentences. Correct the false ones.
1. Die Großmutter ist sehr ernst.
2. Die Kinder schwimmen und spielen.
3. Der Mann ist sehr sympathisch.
4. Mississippi ist ein Hund.
5. Die Band singt einen Song auf Englisch.
Nach dem Sehen
2. So ist
Kultur
The film is based on the book Hände weg von Mississippi (Saving Mississippi), a story about friendship and courage. The story centers around a young girl who spends her summer vacation in the countryside at her grandmother’s home. There she has exciting adventures with her friends, her grandmother, and many animals. Cornelia Funke is one of the most famous German childrens’ and young adults’ authors. Her books have been translated into 50 languages.
Kultureller Vergleich
Do you know a film based on a well-known childrens’ book by an author from your country? What is it about?
View with a purpose
Read the instructions carefully and take your time to make sure you understand what you need to do Then watch the video and find the specific information you have been asked to provide.
C. Look at the four photos. Choose a character and describe him or her. Download the mind map from and organize the information.
describes the chosen character.
9 Interpersonal and auditory learners Share a picture of a group of familiar fictional characters from a TV series or a movie. Pair up students: one student describes one of the characters pictured until the partner correctly identifies which one is being described. DIFFERENTIATED INSTRUCTION
9 SUGGESTED DURATION 25 minutes MATERIALS Video Script Extra Resource WS 3
9A
• Ask students who they think the girl is and how old she is, asking Wer ist das? Wie alt ist sie? Wie sieht sie aus?
• Then have them read the Kultur feature.
Possible answer Das Mädchen ist blond und ihre Augen sind grün. Sie trägt keine Brille. Ihre Haare sind glatt und lang.
9B
Strategy Go over the Strategie before students work on this activity.
• Have students decide which statements are correct individually after the first viewing.
• Then have them compare their answers with a partner. Play the video a second time and correct any wrong answers together.
Answers 1. Die Großmutter ist witzig / nicht sehr ernst. // 2. Correct // 3. Der Mann ist nicht nett / sympathisch. // 4. Mississippi ist ein Pferd. // 5. Correct
9C
• Download the mind map from and have students complete it.
• Show the video again and tell students to take notes about their character.
Answers will vary.
9D
Have students work in groups of four, each describing a different character.
Answers will vary.
D. In groups of four, everyone
Trailer Hände weg von Mississippi
Dolly
Emma Leo Gansmann
DAS DEUTSCH-MAGAZIN · OVERVIEW
LANGUAGE Vocabulary related to fashion CULTURE Two German fashion designers: Michael Michalsky and Karl Lagerfeld MATERIALS Audio file (text recording)
DAS DEUTSCH-MAGAZIN
I can understand the main idea and some details in an article about two fashion designers.
Mode und Stil
von Emir Yilmaz, Reporter aus Berlin, Deutschland
After students have compared the outfits of the fashion designers, point out that fashion can be a form of personal expression. Ask them why they think both designers chose to wear black.
Possible answers Michael Michalsky trägt eine Sonnenbrille. Sie ist schwarz. Seine Jacke und seine Hose sind auch schwarz, aber sein T-Shirt ist weiß. Seine Schuhe sind auch weiß. Karl Lagerfeld trägt auch eine Sonnenbrille, aber er trägt kein T-Shirt. Er trägt ein Hemd. Sein Hemd ist weiß. Seine Jacke, seine Hose und seine Schuhe sind schwarz.
Have students read or listen to the article and find the English translations of these expressions. Tell them that the words appear in the same chronological order in the article as they are listed in the activity.
Berlin ist politische Hauptstadt1 Deutschlands, aber nicht nur! Berlin ist auch Mode- und DesignHauptstadt und eine UNESCO Creative City. Viele Modedesignerinnen und Modedesigner leben in Berlin und es gibt2 viele alternative Modelabels. Die Berlin Fashion Week ist ein großes internationales Event. Hier präsentiere ich euch zwei deutsche Modedesigner.
Michael Michalsky auf der Berlin Fashion Week
Look at the images. Describe the outfits and styles of the two fashion designers. What similarities do you they have? What are their differences?
You may want to have students read the article again and answer the questions in pairs.
Possible answers 1. Der Stil von Karl Lagerfeld ist sehr elegant, glamourös und legendär. / 2. Jeder kann seinen Stil haben.
Read the article. Use context clues to infer the meanings of these words.
1. der Modedesigner
2. das Modelabel
3. der Stil
4. die Wohnung
5. minimalistisch
6. jeder
10 Critical thinking Invite students to think about their own style. Ask them to describe their style and what influences it.
Michael Michalsky und Karl Lagerfeld
Michael Michalsky kommt aus Göttingen und lebt in Berlin. Er startet als Designmanager bei Levi’s und ist viele Jahre Global Creative Director von Adidas. Heute hat er sein Modelabel Atelier Michalsky und ist in vielen TV-Shows und in den Medien präsent.
Für Michalsky ist Karl Lagerfeld (1933 ― 2019) der beste Modedesigner der Welt. Karl kam aus Hamburg und lebte in Paris. Karl trug immer eine Sonnenbrille und Handschuhe und war sehr elegant. Karls Stil ist glamourös und legendär.
Karl Lagerfeld mit Model Cara Delevingne auf einer Modenschau in Paris
CULTURAL NOTE
• Berlin is the undisputed center of the German fashion industry and of growing importance internationally. It maintains a reputation for innovation and sustainability, counting over 25,000 employees across around 4,800 companies and generating around 5 billion euros annually in revenue. The city hosts the Berlin Fashion Week twice a year, attracting and welcoming visitors from around the world.
• UNESCO Creative City Network (UCCN): launched in 2004 to encourage and strengthen cooperation between urban cultural hubs which have identified creativity as key to their economic development. Currently, up to 300 cities in around 90 countries participate in the network. In 2006, Berlin was awarded the accolade of UNESCO City of Design
Was ist Stil?
Michalsky schreibt Bücher über Stil. Aber was ist Stil?
Der Designer sagt, Stil ist alles: deine Kleidung und Accessoires, aber auch deine Hobbys und deine Wohnung, deine Lieblingsmusik und dein Lieblingssport. Er sagt: Jeder kann seinen Stil haben!
Michalskys Stil ist minimalistisch. Und wie ist dein Stil?
Read the article again and look at the images. Answer the questions.
1. Wie ist der Stil von Karl Lagerfeld?
2. Was sagt Michael Michalsky über Stil?
JETZT BIST DU DRAN!
1. Search online for another German-speaking fashion designer.
2. Take notes about his or her style.
3. Choose a photo of an outfit by this designer.
4. Write a short text about the designer and describe the outfit you chose.
DIFFERENTIATED INSTRUCTION
12 Challenge Have students describe what they would wear if they were a fashion designer.
SUGGESTED DURATION 20 minutes
Information and technology literacy Tell students that it is their turn to be reporters. Explain that they will be conducting research on a fashion designer from the German-speaking world and presenting their findings in an article similar to the one they just read. Instruct them to research fashion designers thoroughly and choose the one they like best. Give them some time to do research in class. Once they pick a designer, you may want to have them complete this assignment at home.
MEIN DEUTSCHPASS
Have students add their product to Mein Deutschpass
JETZT BIST DU DRAN!
MEINE GRAMMATIK
1. DEFINITE ARTICLES IN THE ACCUSATIVE
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Write the sentences: Der Hoodie ist schick. / Ich mag den Hoodie on the board. Have students focus on the noun Hoodie and its articles in both sentences. Ask them: What are the similarities and differences between the two sentences? Which words are different and why do you think they have changed?
• Tell students that after some verbs, like mögen and haben, a direct object has to follow in order to complete their meaning. Such verbs are called transitive verbs. Remind students that the article accompanying the noun must always agree in gender, number, and case. Point out that the masculine article der, for example, changes to den when the noun serves as a direct object in the sentence; all other definitive articles stay unchanged: die and das Language Comparisons Have students translate the two sentences into English or their native language and then identify the subject and the object. Ask them: How does that language indicate the subject and object in a sentence? Does it use specific articles, markers, or word order to show the accusative case?
Formative assessment Have students draw and describe their favorite outfit in at least five sentences, For example: Ich mag den Rock sehr. Der Rock ist rot
13
Answers a. den Film / b. das Restaurant / c. die Musik / d. den Comic / e. das Kino / f.
Answers a. Ich mag die Sandalen. / b. Sabina trägt heute den Pullover. / c. Tom trägt heute die Sonnenbrille. / d. Ich trage heute das Hemd. / e. Ich mag die Sneaker nicht. / f. Lena mag den Rock.
1. Definite articles in the accusative
What forms do they have?
• When the noun is the subject of a clause, we use the article and the noun in the nominative.
Der Hoodie ist schick. The hoodie is chic.
• We use the accusative when the action of the verb is on the following noun, which can be a person or an object. Ich mag den Hoodie. I like the hoodie.
verb has an action on the noun
- - nominative accusative
singular masculine der Hoodie den Hoodie
feminine die Hose die Hose neuter das T-Shirt das T-Shirt
plural - die Sneaker die Sneaker
When do we use them?
• They are used to refer to a specific item or items.
After most verbs, you will use the accusative. For example:
Ich habe
Ich trage
Ich mag
Ich finde
Ich höre
13 Look at the labels. Choose the correct form of the definite article in the sentences below.
a. Im Kino gibt es Harry Potter 1. Magst du den / das / der Film?
b. Siehst du die / den / das Restaurant Vedang? Es ist sehr gut.
c. Seal ist ein Sänger aus Großbritannien. Ich mag den / das / die Musik von Seal.
d. Ich lese gern den / die / das Comic Lucky Luke.
e. Meine Freunde und ich gehen morgen ins Kino Gloria. Wir mögen den / das / die Kino sehr.
f. Wie findest du Leni Klum? Ich mag das /die / den Stil von Leni Klum.
14 Complete the sentences using the accusative.
a. Die Sandalen sind schön. Ich mag die Sandalen b. Der Pullover ist rot. Sabrina trägt heute
c. Die Sonnenbrille ist schick. Tom trägt heute
d. Das Hemd ist grün. Ich trage heute
e. Die Sneaker sind weiß. Ich mag nicht.
f. Der Rock ist blau. Lena mag
15 Extension Have students imagine themselves as fashion editors for a magazine. Have them choose some of the items depicted in the activity (or add items) and create a layout for a fashion spread in which they describe each item, including why they like it.
der Film das Restaurant die Musik der Comic das Kino der Stil
15 What clothes do you like?
First match the images with the words and their articles. Then write a sentence with mögen and five objects in the accusative. Compare your sentences with your partner’s.
a. die Sonnenbrille
b. der Rock
c. die Jeans
d. der Pullover
e. das T-Shirt
f. die Sneaker g. die Tasche h. der Hoodie i. das Kleid j. die Sandalen
2. The stem-changing verb tragen
What is it?
• As we saw in unit 2, some verbs change their stem-vowel in the singular forms du , er , sie , es
What forms does it have?
tragen to wear
ich trage wir tragen du trägst ihr tragt er / sie / es trägt sie / Sie tragen
Paul trägt eine Hose. Paul wears pants.
DIFFERENTIATED INSTRUCTION
13 Challenge Have students explain why they chose one article over another.
Practice
/ 9. f / 10. g // Possible answer Ich mag das T-Shirt, die Tasche, den Hoodie, den Rock und die Sneaker.
2. THE STEM-CHANGING VERB TRAGEN
MATERIALS Grammar Tutorial
Script
Audio file
Script
Grammar Presentation
Introduce the verb tragen as a stem-changing verb. Remind students that this means the verb conjugation does not follow a regular pattern and that the du and er/sie/es forms look different: du trägst and er/sie/es trägt.
Language Comparisons Tell students that tragen means to carry and to wear. Remind them of the importance of context when trying to understand what they read or hear in a new language.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
Ich mag das T-Shirt, die Tasche, den ..., ... und …
MEINE GRAMMATIK
16
3. THE VERB MÖGEN Practice
16
Listen and choose the sentence you hear.
Answers a. trägt / b. tragen / c. Tragt / d. trägt / e. trage / f. Trägst
a. Er trägt einen Hoodie. b. Du trägst einen Hoodie.
a. Ihr tragt eine Hose. b. Sie trägt eine Hose.
a. Sie trägt eine Jeans. b. Du trägst eine Jeans.
4 a. Ich trage einen Pullover. b. Wir tragen einen Pullover.
MATERIALS Grammar Tutorial
Script
Grammar presentation
Project the verb conjugation of mögen on the board. Remind students that mögen is used to express a liking or a preference and is used with nouns alone: Ich mag Hoodies
Language Comparisons Have students compare the conjugation of regular verbs with mögen , for example wohnen , to help them see the different conjugation patterns (stem change, unique set of endings in the singular, and consistent endings in the plural forms.)
Formative assessment Have students write three things they like on a sticky note. Then have them walk around the room, interviewing their classmates until they find someone who likes one thing that they do. Next, have them pair up and walk around the room together, asking other pairs about their likes. At the end, have groups present what other groups like.
a. Sie trägt einen Rock. b. Sie tragen einen Rock.
5 a. Tragt ihr ein Kleid? b. Trägst du ein Kleid?
Complete the sentences with the correct form of the verb tragen
a. Meine Freundin trägt heute eine Hose und ein T-Shirt.
b. Wir heute Shorts und Sneaker.
c. ihr heute keine Kappe?
3. The verb mögen
What is it?
d. Heidi heute einen Rock und einen Pullover.
e. Ich gern Jeans und einen Gürtel. f. du auch gern Hemden?
• The verb mögen means to like or to be fond of things, people, or animals. It is used with nouns.
Ich mag die Hose I like these pants
Ich mag Hunde I like dogs Ich mag keine Röcke. I don’t like skirts
What forms does it have?
• Mögen has an irregular conjugation.
mögen to like ich mag wir mögen du magst ihr mögt er / es / sie mag sie / Sie mögen
When referring to an activity, use gern / nicht gern + verb.
Ich spiele gern Fußball. I like playing soccer.
Kati trägt nicht gern Kleider. Kati doesn‘t like wearing dresses.
19 Visual and kinesthetic learners Have students form groups of three to four. Provide them with sticky notes and have them write down different verbs (wohnen, lernen, spielen, etc.) and nouns (Fußball, Bücher, Meerschweinchen, etc.). Next, have them use these words to form sentences using mögen oder gern. Have each group post their favorite sentence(s) on the board.
18 Complete the sentences with the correct form of the verb mögen
a. Meine Schwester alle Filme von Harry Potter
b. Ich die Serie Türkisch für Anfänger.
c. Meine Eltern keine Graffitis.
19 Write sentences using the elements listed. Choose mögen + noun or the verb + gern.
a. Emir / Handball spielen Emir spielt gern Handball.
d. Wir den Stil von Heidi Klum.
e. du das Graffiti Mauerspringer? f. Ihr Mode sehr.
b. Meine Cousine / keine Haustiere Meine Cousine mag keine Haustiere.
c. Finn / Musik hören
d. Meine Schwester / Röcke tragen
e. Sophie / ins Kino gehen
f. Leni / den Pullover
g. Meine Tante / die Serie Türkisch für Anfänger
4. Object pronouns
What are they?
• To avoid repetition, once a noun has been mentioned, it can be replaced by a personal pronoun of the same gender (masculine, feminine or neuter) and number (singular or plural).
• Object pronouns in the accusative replace a noun that is the direct object of a clause.
Der Hoodie? Der Hoodie ist blau. Ich finde den Hoodie schön. subject direct object
The hoodie? The hoodie is blue. I like the hoodie
Der Hoodie?
Practice
18
Answers a. mag / b. mag / c. mögen / d. mögen / e. Magst / f. mögt
19
Answers a. Emir spielt gern Handball. / b. Meine Cousine mag keine Haustiere. / c. Finn hört gern Musik. / d. Meine Schwester trägt gern Röcke. / e. Sophie geht gern ins Kino. / f. Leni mag den Pullover. / g. Meine Tante mag die Serie Türkisch für Anfänger
4. OBJECT PRONOUNS
MATERIALS
Grammar presentation
• Have students read the first bullet point and remind them that they already know the subject pronouns. Have students list them and explain when to use them (to replace a subject noun).
• Have students read the remaining sections of the presentation. Ask them how they can know if er and ihn are being used as a subject or object pronoun in a sentence (by looking at the verb form).
subject noun subject pronoun direct object pronoun
The hoodie? Er ist blau. It is blue. Ich finde ihn schön. I like it
What forms do they have?
- - subject pronouns object pronouns
singular masculine er he, it ihn him, it feminine sie she, it sie her, it neuter es it es it plural - sie they sie them
Compare the examples. What can you conclude about pronouns in German versus English when speaking about objects?
Grammar Presentation (4) Accomodation Create a handout containing four sentences that include direct objects. Next to each sentence, write the same sentence replacing the direct object with a direct object pronoun ihn, sie, es (sg.), sie (pl.). Have students draw a line between the direct object and the direct object pronoun. Have them highlight the direct object and the direct object pronouns in different colors: Ich trage einen Rock. Ich trage ihn.
• Remind students that object pronouns also replace nouns in a sentence. It helps avoid repeating the same noun over and over again.
Language Comparisons Ask students to consider where pronouns are placed in English or their native tongue.
Formative assessment Ask students several questions about clothing items and have them answer with a direct object pronoun: Trägst du Sneaker? Ja, ich trage sie. / Nein, ich trage sie nicht
FORMATIVE
ASSESSMENT
Self-check Quizzes available on
20
Answers a. ihn / b. sie / c. sie / d. es / e. ihn / f. ihn
21
Answers a. sie / b. ihn / c. Es / d. sie / e. Er / f. ihn
22
Possible answers b. A: Wie findest du den Pullover? B: Ich finde ihn modern. Und du? A: Ich finde ihn sportlich. / c. A: Wie findest du das Hemd? B: Ich finde es klassisch. Und du? A: Ich finde es altmodisch. …
MEINE GRAMMATIK
20 Complete the sentences with the correct object pronouns.
a. Siehst du den Film im Kino? – Nein, ich sehe ihn online.
b. Magst du die Comics von Walt Disney? – Nein, ich mag nicht.
c. Hörst du die Musik? – Nein, ich höre nicht. Welche Musik?
d. Magst du das Einkaufszentrum Mall of Berlin? – Nein, ich mag nicht.
e. Trägst du heute den Pullover von deinem Bruder? – Nein, ich trage heute nicht.
f. Wie findest du den Stil von Leni Klum? – Ich finde cool.
21 22 Complete the sentences with the correct personal pronouns (nominative or accusative).
a. Die Jacke hier ist super. Sie ist sehr schön.
b. Wie findest du den Stil von Michael Michalsky? Ich mag sehr.
c. Das Filmfestival in Berlin heißt Berlinale. ist international und sehr interessant.
d. Ich mag die Musik von Seal nicht so gern. Magst du ?
e. Mein Cousin wohnt in der Türkei. kommt im Sommer nach Berlin.
f. Wo ist mein Hund? Ich sehe nicht.
Speak in pairs.
Compare opinions and use ihn, sie , or es
altmodisch elegant hässlich klassisch modern originell schick schön sportlich
A: Wie findest du die Hose?
B: Ich finde sie elegant. Und du?
A: Ich finde sie schön / nicht schön.
a. die Hose
d. der Gürtel
g. das T-Shirt
b. der Pullover
e. die Shorts h. die Schuhe
c. das Hemd f. die Brille i. die Kappe
5. Possessive adjectives in the singular accusative
What forms do they have?
• Depending on the gender and number of the noun that follows and their function in a sentence, possessive adjectives have different endings.
5. POSSESSIVE ADJECTIVES IN THE SINGULAR ACCUSATIVE
MATERIALS Grammar Tutorial Script
Grammar Presentation
23
den Gürtel meinen Gürtel my deinen Gürtel your seinen Gürtel his ihren Gürtel her die Hose meine Hose my deine Hose your seine Hose his ihre Hose her
das T-Shirt mein T-Shirt my dein T-Shirt your sein T-Shirt his ihr T-Shirt her die Sneaker meine Sneaker my deine Sneaker your seine Sneaker his ihre Sneaker her
Ihr Gürtel ist schön. Her belt is nice.
Ich finde ihren Gürtel schön. I think her belt is nice. - ich du er sie
24 Complete the sentences with the possessive adjective in the accusative form.
a. Emirs Großvater trägt einen Bart. Emir mag seinen Stil.
b. Ecrins Haare sind schwarz. Martin findet Haare toll!
c. Hallo Selma! Wow, ich finde T-Shirt super – rot und orange!
d. Ich mag Pullover. Ich habe ihn aus Berlin!
e. Yunus’ Tante trägt einen Rock. Yunus findet Rock langweilig.
f. Finns Cousin ist nicht so groß und Haare sind kurz.
Choose the correct words to complete the text.
ihren seine sie meinen sie er ihn ihre deine sein
Emir und Familie machen eine Radtour. fahren in den Park. Selma trägt Jacke aus der Mall of Berlin. Sie findet so schön. Emir sagt: „Ich finde Jacke auch schön. Ich trage Pullover aus Italien, denn ist cool.“ Ecrin trägt Lieblingshoodie. Sie mag sehr. Martin trägt heute T-Shirt mit dem Berliner Bären. Die Familie hat heute viel Spaß!
• Explain the role of possessive adjectives in general (indicating ownership or possession) before going over the forms in the chart with the class.
• Point out to students that the possessive adjectives dein-, sein-, and ihr-, have the same endings as mein- in the singular accusative, depending on the gender, number, and case of the direct object that follows the possessive adjective.
Language comparisons Point out that in German, unlike English, the endings of possessive adjectives vary based on the gender, number, and case of the following noun. Then have students explain to a partner in their own words why the different forms exist using their own examples.
Formative assessment Display sentences with missing possessive adjectives in the singular on the board and have students complete them on handheld whiteboards.
Practice
23
Answers a. seinen Stil / b. ihre Haare / c. dein T-Shirt / d. meinen Pullover / e. ihren Rock / f. seine Haare
24
Answers Emir und seine Familie machen eine Radtour. Sie fahren in den Park. Selma trägt ihre Jacke aus der Mall of Berlin. Sie findet sie so schön. Emir sagt: „Ich finde deine Jacke auch schön. Ich trage meinen Pullover aus Italien, denn er ist cool.“ Ecrin trägt ihren LieblingsHoody. Sie mag ihn sehr. Martin trägt heute sein T-Shirt mit dem Berliner Bären. Die Familie hat heute viel Spaß.
Take time to suggest, explain, and practice the following strategies to help students to memorize and recall the vocabulary. This will also help students develop both confidence and independence as learners.
Use visual connections Have students look at the words for the physical description and associate them with people they know who have those characteristics. Tell them to picture that person in their mind as they think of the characteristic. Connecting the word with a person increases their chances of remembering it.
Contextualize Have students write a sentence that will help them remember the meaning of the word.
Use apps to review the vocabulary.
Listen, read, repeat Have students listen to the words while they read and repeat them after the speaker, paying attention to pronunciation.
Create flashcards On one side of the card students write German words and expressions, and on the other side, students draw the corresponding characteristic. Tell them to review flashcards daily for at least five minutes.
Practice
Have students complete the vocabulary exercises in the Workbook on pp. 72–73, 76–77, 78–79
die Bluse, die Blusen blouse
die Jeans, die Jeans jeans
MEINE VOKABELN
Die Kleidung Clothes
das Hemd, die Hemden shirt
das Kleid, die Kleider dress
der Schuh, die Schuhe shoes
die Hose, die Hosen pants
der Pullover, die Pullover sweater
die Shorts (pl.) shorts
der Hoodie, die Hoodies hoodie
der Rock, die Röcke skirt
der Sneaker, die Sneaker sneakers
Die Accessoires Accessories
der Gürtel, die Gürtel belt
die Kappe, die Kappen cap
BOOST YOUR TEACHING
die Mütze, die Mützen beanie
die Jacke, die Jacken jacket
die Sandale, die Sandalen sandals
das T-Shirt, die T-Shirts T-shirt
die Sonnenbrille, die Sonnenbrillen sunglasses die Tasche, die Taschen handbag
Personalization Have students bring in three to five pictures or allow them to use pictures on their phones of family members and/or friends. In small groups, have students show their pictures to classmates while describing each person.
MEINE VOKABELN
Das Aussehen Physical descriptions
/ Sie ist … He/She is…
FORMATIVE ASSESSMENT
Self-check Quizzes available on
Visual learners Have students use sticky notes to label the clothes and accessories in their closet or their room and leave them there for several days.
Auditory learners Have students say aloud what they are wearing every morning: Ich trage eine Hose. Die Hose ist blau.
Gamification Have students bring several pictures of clothing to class. Put students into groups of three or four. Name an article of clothing. Award points to each team that can show a picture representing the item you named. BOOST YOUR TEACHING
Sie trägt …
wears…
/ Ihre Augen sind … His/Her eyes are… Seine / Ihre Haare sind … His/Her hair is…
eine Brille glasses
einen Bart beard einen Schnurrbart mustache
SPIEL: WER FINDET DIE WÖRTER?
25 SUGGESTED DURATION 5 minutes
Students can play in teams of three or four. Assign a category and start a timer for one minute. During this time, team members write as many words as they can on a sheet of paper. When the time is up, give a point for each correctly spelled word. Then continue with another category. The team with the most points wins. Answers will vary.
MEIN WORTSCHATZ
Draw a mind map on the board with the Das bin ich written in the center circle. Draw three smaller circles, one to the right labeled Meine Kleidung, one to the left labeled Meine Kleidung, and one underneath labeled Meine Persönlichkeit. Have students complete their own mind maps individually.
MEIN DEUTSCHPASS
Have students add their personalized vocabulary to Mein Deutschpass.
THE PRONUNCIATION OF Ä, Ö, AND Ü
SUGGESTED DURATION 20 minutes
MATERIALS Audio files
Pronunciation Tutorial
Presentation
Have students read the three bullets. Write the three sounds (ä, ö, ü) on the board and list words that include these sounds underneath each letter. Then practice these sounds with your students. Tell them that the ä sound is similar to the bleating of a sheep: mähhh. To help them produce the ü sound, tell them to smile big and to say eeee. While maintaining the eeee, they slowly start puckering their lips without changing the position of their tongue, until they produce the ü sound. Practice 26
Have students record their pronunciation of words and compare their speech to the recording provided.
Stil und Farben Style and colors
Der Pullover / Er ist … The sweater / It is…
• altmodisch outdated
• elegant elegant
• hässlich ugly
• klassisch classic
• modern fashionable
• originell original
• schick chic
• schön nice
• sportlich sporty/athletic
SPIEL: Wer findet die Wörter?
1. Form two or more teams.
2. Choose one of the categories from pp. 136–138 (for example, Die Kleidung).
Die Tasche / Sie ist … The purse / It is…
blau blue
braun brown
gelb yellow
grau gray grün green
3. Each team has a one-minute time limit to write down as many words as possible that fit the category.
lila purple orange orange rosa pink rot red schwarz black weiß white
Create a mind map to describe yourself and your fashion sense. Include your style, your favorite clothes, your physical traits, and your favorite colors.
THE PRONUNCIATION OF Ä, Ö, AND Ü
The characters ä, ö, and ü, also called a Umlaut, o Umlaut and u Umlaut, are common in the German language.
• The letter ä is pronounced as the e in the English word egg: März, Sänger
Die Mütze ist schön!
Nein, sie ist echt hässlich!
• To pronounce ü, say cheese as you do for taking a photo. While you hold your ee, pucker your lips. This is the sound of ü as in grün, Bücher.
• To pronounce ö, you can say an e as in best. Hold it as long as possible and, while you say it, pucker your lips. This is the sound of ö as in hören, schön
26 Listen to the word sequences. Say which sound you hear: ä, ö or ü?
27 Read the words and then listen to the recording. Say which word you hear from each pair.
a. der Mann, die Männer b. der Rock, die Röcke c. der Sohn, die Söhne d. die Mutter, die Mütter e. der Vater, die Väter f. die Tochter, die Töchter
28 Read the words again. Listen to the recording and repeat.
Answers a. Mann / b. Röcke / c. Sohn / d. Mütter / e. Vater / f. Töchter
BOOST
YOUR TEACHING
Gamification Have students take turns standing up and saying a color. The other students must point to an object in the room of that color.
MINIPROJEKT 2
Der Stil einer berühmten Persönlichkeit
ESSENTIAL QUESTION
Wie zeigt der Stil die Persönlichkeit einer Person? How does style reflect someone’s personality? CONTEXT
You’re presenting a famous person’s style.
PRODUCT
A post about a famous person whose style you admire
1. Search the Internet for a photo of a famous person you admire for his/her style.
2. Describe the clothes the person is wearing in the photo. Explain why you like that style and way of dressing. If necessary, use a dictionary.
3. Read your classmates’ posts. Which of their preferred styles do you like?
DAGI BEE
Sie trägt eine Jeans, einen Gürtel, ein T-Shirt und eine Jacke. Das T-Shirt ist weiß und kurz, die Jacke ist lang und schwarz-weiß. Ihre Sneaker sind … Ich finde sie … Ich mag den Stil, er ist witzig.
Use a dictionary
When you look up a word in the dictionary, always read the example sentence next to its definition. This will show you how to use the word correctly in context.
Create a presentation using an application that allows you to make a card with a photo and a caption. ALTERNATIVE
SUMMATIVE ASSESSMENT · LEKTION 2
SUGGESTED DURATION 50 minutes
MATERIALS Lektionstest 2, ASSESSMENT PROGRAM Assessment Rubric, ASSESSMENT PROGRAM Answer key, ASSESSMENT PROGRAM
MINIPROJEKT 2 · OVERVIEW
LANGUAGE The verbs tragen and mögen; Definite articles and possessive adjectives; Object pronouns
Vocabulary for clothes, accessories, colors, styles, and physical traits
SUGGESTED DURATION
Teacher presentation: 10 minutes
Execution: 35 minutes
MATERIALS
Construction paper, a printed photo of a celebrity
Alternative: a digital presentation with a photo and a caption
Teacher presentation
• Introduce the project and read the instructions to aloud.
• Provide an opportunity for students to brainstorm a celebrity they admire for their fashion-sense before searching on the Internet for an example to use.
Strategy Read the Strategie feature and encourage students to use language they already know. Allow them to use a dictionary, if needed.
Execution
Creativity and innovation Students explore how style can reflect one’s personality.
Student presentation
• After student presentations, allow classmates to indicate which styles they admire, too.
• Consider displaying students’ work by creating a collage in the classroom or in the hallway, celebrating style as a reflection of personality.
SUGGESTED DURATION 120 minutes MATERIALS Communication pp. 81–86
This section can be assigned as homework. See Formative Assessment on p. 141 for more information.
Das Reporterteam 1 • Kapitel 3 hundertneununddreißig ı 139
ABSCHLUSSPROJEKT
ABSCHLUSSPROJEKT · OVERVIEW
LANGUAGE Genitive -s with proper names; Possessive adjectives; Negation with nicht; Denn to express cause; The verbs tragen and mögen; Definite articles and possessive adjectives; Object pronouns Vocabulary for family relationship, personality traits, clothes, accessories, colors, styles, and physical traits
SUGGESTED DURATION
Teacher presentation: 15 minutes
Execution: 120 minutes
MATERIALS
Paper, colored pencils or markers
Alternative: an app that allows you to make your own avatar
Teacher presentation
• Introduce the project, present the final product and the Assessment Rubrics with your expectations, and give a deadline.
• Provide an opportunity for students to think of a character from a novel they recently read or really like.
Execution
Strategy Refer students to the How to… feature and sample text on p. 141. Encourage them to brainstorm their character's identity, physical appearance, personality, and the people they interact with regularly before completing the identity form.
21st Century skills This project provides the opportunity for students to develop most of the 21st Century skills.
• Communication
• Collaboration
• Critical thinking and problem solving
• Creativity and innovation
• Media, information, and technology literacy
• Initiative and self-direction
• Social and cross-cultural skills
• Productivity and accountability
• Leadership and responsibility
Student presentation
• After the student presentations, have them display their work in the classroom or hallway.
• Give each student one sticker to place next to the presentation they like best.
Verbindung zu: Kunst
Meine Buchfigur und ihre Welt
CONTEXT
You will create a book character, his or her physical appearance, personality, and entourage.
PRODUCT
An illustrated card presenting the character and his or her entourage
PREPARATION
1. For inspiration, think about the characters in Hände weg von Mississippi (p. 127).
2. Choose the book genre you want to create: science fiction, detective, humor, fantasy, etc.
3. Imagine your character’s physical appearance, style and personality.
4. Fill in a character identity form with his or her personal information.
Allemann
Mia 15
Nachname Vorname Alter
Stadt / Land
Berlin, Deutschland neugierig, optimistisch
Persönlichkeit
groß, Haare: lang, glatt, braun
Aussehen
Hoodie, Hose, Sneakers
sportlich
Lieblingskleidung Stil
Großeltern, Eltern, Bruder, Schwester
Familie und Freunde
5. Invent an entourage of two or three people for your character.
WRITING
6. Write a description of your character and his or her entourage.
7. Illustrate your description with drawings, photos or avatars.
Use an application to create characters.
HOW TO DESCRIBE A CHARACTER
• Start by writing a list of physical and personality traits.
• Write short, simple sentences
• Be sure to use the grammatical structures and vocabulary you have learned so far.
• Organize your sentences in a logical sequence.
• Be creative. Before you start designing, take time to think about where best to place the elements, what colors to use, etc.
• Draw or find an image that matches your description.
• Share your text and drawing with one of your classmates He/She can proofread and check them for errors to help you improve them.
MIA ALLEMANN
Mia Allemann wohnt in Berlin. Sie ist 15 Jahre alt und ist neugierig und optimistisch.
Sie ist groß und ihre Haare sind lang, glatt und braun. Mia trägt einen Hoodie, eine Hose und Sneakers. Ihr Stil ist sportlich.
Ihre Großmutter heißt Sabine …
MEIN DEUTSCHPASS
Have students add their product to Mein Deutschpass
FORMATIVE ASSESSMENT
MATERIALS Self and Peer Assessment Rubric Assessment Rubric
• Self-Assessment Rubrics are an opportunity for students to note what they have mastered and what areas need improvement. This tool will also help them prepare for future projects and assessments.
• Peer Assessment Rubrics help to better understand the assessment criteria and show students how to be objective and fair with themselves and others. They also help students to remain attentive and participate during the presentations of other classmates.
• Assessment Rubrics evaluate students’ proficiency level in the skills involved in this project.
TESTVORBEREITUNG · IPA
INTEGRATED PERFORMANCE ASSESSMENT (IPA)
The Integrated Performance Assessment (IPA) is a summative assessment model developed by ACTFL to assess the progress that language learners are making towards proficiency in the three modes of communication (Interpretive, Presentational, Interpersonal). The IPA includes three related real-world tasks (one for each Mode of Communication) that are connected to the unit theme. The tasks reflect application of learning of the unit’s instructional goals.
• TESTVORBEREITUNG · IPA allows students to selfassess their readiness to successfully complete the unit’s summative IPA See Assessment program . As in the design of the final IPA for the unit, there are three real-world tasks that reflect the unit theme and instructional goals: one Interpretive, one Presentational, one Interpersonal. Authentic images, videos, and written texts provide the cultural context. There are page references to the unit grammar and vocabulary for learners to review. Strategies to help learners successfully complete the tasks are also suggested.
TESTVORBEREITUNG · OBJECTIVES
LANGUAGE Genitive -s with proper names; Possessive adjectives; Negation with nicht; denn to express cause; The verbs tragen and mögen; Definite articles and possessive adjectives; Object pronouns Vocabulary for family relationship, personality traits, clothes, accessories, colors, styles, and physical traits
PERFORMANCE INDICATORS
Interpretive viewing Identify the characteristics of Franz’s family.
Interpersonal writing Write an email to the TV studio that produces ARTE’s Kinderporträt to introduce and describe yourself in order to participate in the program.
Presentational speaking Prepare a podcast or video to introduce your family and friends. Include an activity you like to do together and tell why you enjoy it.
AUTHENTIC RESOURCE
Kinderporträt is a long-running series created by the French-German TV channel ARTE. Girls and boys from all corners of the world present their family and friends, their school, home, and neighborhood.
You contact a television network to take part in the TV show “Kinderporträt”, in which teenagers from around the world talk about their daily lives. First, watch a video about Franz, a German teenager. Then, write an email to apply to take part in the show. Lastly, complete your application with a video presentation.
INTERPRETIVE
INTERPRETIVE VIEWING
Watch the video.
A. Choose the correct answer(s).
1. Franz mag Musik nicht.
2. Franz’ Familie mag Musik.
3. Franz hat drei Hobbys.
B. Match the names of the family members with their musical talents.
1. Franz
2. Sein Vater Martin
3. Seine Schwester Antonia
4. Seine Mutter Birgit
C. Say what hobbies Franz has.
MATERIALS Assessment Rubrics
a. spielt E-Bass.
b. spielt Klavier.
c. spielt Schlagzeug.
d. singt.
Take notes
Listen for familiar words
While watching a video, focus on words you recognize and use them to help you understand what is being said.
TESTVORBEREITUNG · IPA is a formative assessment that informs the teacher about the need to reteach a concept or provide additional practice. Students can self-assess their preparedness for the summative assessment, identifying where they need additional review and practice. Assessment rubrics describe the most important characteristics of performance.
MEINE GRAMMATIK pp. 112-114, 132 MEINE VOKABELN pp. 116-117
Write an email to participate in the TV show. Start the email with:
Liebes Arte-Team, Dear Arte-Team, ich heiße … My name is… and end it with:
Mit freundlichen Grüßen Best regards and your name.
ARTE Kinderporträt
WIR SUCHEN
Kinder und Jugendliche aus der ganzen Welt für unser TV-Programm. Interessiert? Dann schreib uns eine Mail!
Wie heißt du? Wie alt bist du? Wie bist du? Was magst du?
PRESENTATIONAL
PRESENTATIONAL SPEAKING
Record an audio or video following Franz’ model. Talk about something you like. Introduce yourself. Present people in your entourage (family, friends, etc).
STRATEGIE
Focus on the task
When you write a paragraph, focus on giving the information you are asked to give. Write it one sentence at a time using what you have learned.
1. INTERPRETIVE VIEWING
SUGGESTED DURATION 10 minutes
MATERIALS Assessment Rubric
Video
Strategy As they watch the video about Franz, have students sketch a family tree of his family. Tell them to write captions that give additional information about each family member. 1A
Answer 2.
Answers
Answer Synchronsprecher
1D
Answer Franz ist kreativ und nett.
2. INTERPERSONAL WRITING
SUGGESTED DURATION 30 minutes
MATERIALS Assessment Rubric
Audio file (text recording)
Strategy Before writing their email, have students create a graphic organizer that includes some personal information, include their likes and preferences.
STRATEGIE
Rehearse before recording
Practice making your presentation before you start recording. Focus on pronunciation. The clearer it is, the better other people will understand you.
SUGGESTED DURATION 10 minutes
MATERIALS My progress
This self-assessment chart contains Can-Do Statements, so students can keep track of how well they can perform the actions and functions studied in this unit. For additional practice, students can apply the reinforcement strategies in the last column.
Possible answer Liebes Arte-Team, mein Name ist [name]. Ich bin [age] Jahre alt. Ich bin witzig, kreativ und sportlich. Ich fahre gern Rad und mag Fußball. Basketball mag ich nicht. Ich mag auch Mode und ich singe gern. Mit freundlichen Grüßen [name]
3.
PRESENTATIONAL SPEAKING
SUGGESTED DURATION 1 minute
MATERIALS Assessment Rubric Have students add their product to Mein Deutschpass
Strategy Have students create a storyboard to plan each part of their presentation. Tell them to include information about themselves and their family and friends in their recording.
Answers will vary.
MEINE GRAMMATIK pp. 114-115, 132 MEINE VOKABELN p. 117
MEINE GRAMMATIK pp. 112-115, 132, 135 MEINE
Learning Goals · Unit 4, Lesson 1
Lesson 1: Was haben wir jetzt?
Essential question: Was macht eine gute Schulzeit aus? What makes a good school experience?
Ich finde meine Schule toll!
Jetzt haben wir Mathe
Schule und Schulferien
Das DeutschMagazin
Schule in Deutschland
Miniprojekt 1
Create an example of an ideal or a horrible school schedule
• Areas in a school
• School schedules
• The grading system in Germany
• I can identify different areas in a school.
• I can describe school schedules and ask and answer questions about them.
• I can understand descriptions of school systems in the German-speaking world.
• I can understand the main idea and some details in an article about education in Germany.
• I can create an example of an ideal or a horrible school schedule.
• Tag der Offenen Tür at German schools
• Possessive adjectives
• Expressions for telling time
• Vocabulary for school areas, subjects, schedules, and levels of education
• The German education system
• Vocabulary and structures from Lesson 1
• Vocabulary and structures from Lesson 1
Learning Goals · Unit 4, Lesson 2
Lesson 2: Mach mit!
Essential question: Wie können Aktivitäten die Gemeinschaft stärken? How can activities bring us together?
Contexts
Was gibt es Neues?
Zeig dein Talent!
• Special events and activities at school
• Popular contests for talented young people in Germany
Can-Do Statements
• I can describe different extracurricular activities at school.
• I can understand information about contests for talented young people in Germany.
Culture
• Girls’ Day and similar events in German-speaking countries
• AGs at a German school
• Jugend forscht and Jugend musiziert
Structures
• Es gibt
• The verb wollen
• The imperative
• Expressions of frequency
• Vocabulary for describing activities and events
• Vocabulary related to the performing arts
Das DeutschMagazin Traditionen in der Schule
Miniprojekt 2
Create and present an ad for a new club at your school
Abschlussprojekt
Present your school in a video report
• German school traditions
• I can understand the main idea and some details of an article about school traditions in Germany.
• I can create and present an ad for a new club at my school.
• Die Schultüte, die Klassenfahrt, der Abi-Streich, die Abi-Party
• Vocabulary and structures from Lesson 2
• Vocabulary and structures from Lesson 2
• I can present my school in a video report.
• Vocabulary and structures from Unit 4
4 Mein Lieblingsfach
Lesson 1: Was haben wir jetzt?
Student edition
pp. 144–145 Unit introduction
Student’s resources
Video • Video script • Workbook activity 1 pp. 146–147 Wir starten
pp. 148–149 Ich finde meine Schule toll!
pp. 150–151 Jetzt haben wir Mathe
pp. 152–153 Schule und Schulferien
pp. 154–155 Das Deutsch-Magazin Schule in Deutschland
pp. 156–158 Meine Grammatik Possessive adjectives (plural)
pp. 158–161 Meine Grammatik Expressing days of the week and time: am, um
pp. 172–173 Das Deutsch-Magazin Traditionen in der Schule Audio file (text recording)
pp. 174–175 Meine Grammatik
Es gibt + accusative
p. 176 Meine Grammatik
•
The verb wollen + infinitive Grammar Tutorial • Video script
p. 177 Meine Grammatik
The imperative
pp. 178-180 Meine Vokabeln
p. 181 Miniprojekt 2
Create and present an ad for a new club at your school
2
pp. 182–183 Abschlussprojekt Present your school in a video report
pp. 184–185 Testvorbereitung • IPA
PRESENT UNIT GOALS
SUGGESTED DURATION 15 minutes
• Have students think about a typical school day. Have them share what they think makes their school unique.
• Write the title of the unit (Mein Lieblingsfach) on the board and explain its meaning by giving examples of it: Deutsch, Mathematik, Sport, Biologie
• Present the essential questions and have students work in pairs to brainstorm what helps students thrive in school. Ask what they enjoy most about school.
• Preview the lesson titles, the Miniprojekt, and the Abschlussprojekt.
CULTURAL NOTE
• Dresden, the capital city of the state of Saxony, is often referred to as the Florence of the Elbe due to its stunning architecture and extensive art collection. With 62% of the city's total area covered with green spaces, the local population of over half a million enjoys a high quality of life.
• After being largely destroyed by bombardment during the Second World War, the city rebuilt many of its Baroque and Rococo architectural treasures, (e.g., the Frauenkirche, the Zwinger Palace) using original stones when possible. This work took many decades to complete.
• Once an industrial and manufacturing center of East Germany before reunification, Dresden is now considered a hub for scientific and technological innovation. The city hosts a large number of research institutes.
• Dresden is home to a vibrant arts scene and plays host to both music and film festivals every year. Many cultural events attract large numbers of tourists all year round. The Striezelmarkt is particularly popular. It is believed to be the oldest Christmas market in Germany, dating back to 1434.
• Due to its proximity to the River Elbe and mountainous regions, Dresden is prone to flooding and has been heavily impacted in recent decades.
4 Mein Lieblingsfach
ESSENTIAL QUESTIONS
Was macht eine gute Schulzeit aus? What makes a good school experience? Wie können Aktivitäten die Gemeinschaft stärken? How can activities bring us together?
BOOST YOUR TEACHING
Metalinguistic awareness Point out that Sophie uses some Sächsisch expressions in the video. Have students research the Saxon dialect vs. standard German and compare the spelling and pronunciation of words and phrases.
Hallo Leute! Ich bin Sophie und ich komme aus Dresden.
LEKTION 1 Was haben wir jetzt?
Miniprojekt 1
Create an example of an ideal or a horrible school schedule
LEKTION 2
Mach mit!
Miniprojekt 2
Create and present an ad for a new club at your school
ABSCHLUSSPROJEKT
Present your school in a video report
Wir reisen nach Dresden, in Deutschland, und sprechen über Schule und Freizeit.
DEUTSCHLAND
Brainstorming!
• Wie heißt der Fluss (river) in Dresden?
• Ist Dresden eher eine historische oder eine moderne Stadt (city)?
• Was kann man wohl in Dresden machen?
Das ist interessant
• Seit 1990 ist Dresden die Hauptstadt des Bundeslandes Sachsen, im Osten von Deutschland.
• Dresden hat viel Kultur und Natur.
• In Dresden sprechen viele Leute Sächsisch, einen deutschen Dialekt.
A. Sieh dir das Video an Nenne zu jeder Kategorie eine Information. 1. Geografie 2. Natur 3. Kultur 4. Traditionen
B. Seht das Video noch einmal und überprüft eure Antworten zu zweit.
ACTIVITY 1 · OVERVIEW
CULTURE Information on Dresden, Germany
1 SUGGESTED DURATION 30 minutes
MATERIALS Video Script
Warm-up
• Have students observe the photo. Ask them if they are familiar with the city of Dresden and what they know about it.
• Ask volunteers to read Das ist interessant aloud. Tell students that after the German reunification, there was a strong desire to restore traditional administrative structures, and Dresden, being the historical capital, was a natural choice.
• Ask students if they know any other German dialects besides Sächsisch
• Read the Brainstorming! questions aloud. Have students look at the photo again before answering the questions.
Possible answers Der Fluss in Dresden heißt Elbe. / Dresden ist historisch. / Spazieren gehen, Fahrrad fahren, shoppen, Sightseeing machen.
1A
• Have students read the four key terms before watching the video. Ask them to list the numbers 1–4 in their notebooks. Play the video once and have students take notes on what they hear and see pertaining to these prompts.
• Play it a second time and have students add any additional information they understood.
• Have students compare their answers. If needed, play the video one more time. Answers will vary.
WORKBOOK
Activity 1 on p. 87
1C Challenge Have students look online for more information about Dresden: its history, its landmarks, famous figures, a typical dish, and/or a fun fact.
PRESENT UNIT GOALS
SUGGESTED DURATION 15 minutes
• As students are probably familiar with the majority of the words in the lesson title, have them guess the meaning of the question: Was haben wir jetzt? within the school context. Ask students to share their existing knowledge about schools in Germany or in the German-speaking world.
• Have students read the three lesson goals and ask them which aspects they are most eager to explore in this lesson.
• Before students begin this lesson, you might want to review numbers from 0 to 60.
• If you intend to have students do the Miniprojekt, you may want to preview it now.
AUTHENTIC RESOURCE
Share the following information with students to help them interpret the infographic.
• Hausaufgabenbetreuung – supervised homework help, offered after the end of the school day.
• Sanitätsdienst – the basics of first aid are taught to students. An after-school club is often organized for this purpose in cooperation with a third party, e.g., the Red Cross
• MINT-EC – Schools with a particular academic focus that deliver high standards of education are awarded the label of MINT Excellence Centers by this association. Its goal is to promote the teaching and learning of STEM subjects, in particular for female students who are traditionally underrepresented in these subjects at all levels. An additional certification is offered and participation in competitions is encouraged.
• Bilinguales Abitur – It has become increasingly popular to learn a subject (e.g., history, biology, or geography) bilingually, typically starting in the 8th grade and continuing until graduating high school.
• Certilingua-Excellenzlabel – a recognized certification awarded for displaying advanced language abilities in two foreign languages in addition to intercultural competency and bilingual abilities in another subject.
LEKTION 1 Was haben wir jetzt?
IN THIS LESSON, YOU WILL…
• identify different areas in a school
• describe school schedules and ask and answer questions about them
• understand descriptions of school schedules in Germanspeaking world countries
BY USING...
• possessive adjectives
• expressions for telling time
• vocabulary for school areas, subjects, schedules, and levels of education
AND YOU WILL FIND OUT ABOUT...
• German schools
• Tag der offenen Tür
• the grading system in Germany
• the German education system
Show students the official website of the Gymnasium Lohmar or another school in the German-speaking world that includes events and announcements, curriculum, and extracurricular activities. Discuss as a class and encourage your students to ask questions and make comments.
Authentic resource
BOOST YOUR TEACHING
MINIPROJEKT 1: Create an example of an ideal or a horrible school schedule
Gymnasium Lohmar, Flyer designed von Schülerinnen und Schülern der 9. Stufe, Kunst
LESEN UND SPRECHEN
A. Sieh dir das Poster auf Seite 146 an Welche Informationen findest du? Was ist ein „Gymnasium“?
B. Was ist der „Tag der offenen Tür“? Stell Hypothesen auf
C. Lies den Chat. Ordne die Sätze Sophie, Emir oder Lina zu.
Sophie Hi, Leute! Morgen ist „Tag der offenen Tür“ an unserem Gymnasium.
Emir Oh, super! Und was macht ihr da?
Sophie Meine Klasse organisiert einen Biologie-Workshop.
Lina Toll! Ich liebe Biologie! Macht ihr auch Experimente?
Sophie Na klar! Die Experimente sind ganz interessant, aber mein Lieblingsfach ist Chemie.
Emir Biologie, Chemie, das ist so langweilig Ich mache gern Musik und Englisch. Macht ihr da auch Aktivitäten?
Sophie Ja, in Englisch gibt es ein Escape-Game.
1. Er / Sie mag Biologie.
2. Er / Sie hat in der Schule „Tag der offenen Tür“. 3. Er / Sie lernt gern Englisch.
D. Nenne die vier Schulfächer (school subjects) im Chat. Wie heißen sie auf Englisch?
E. Und du? Welche Schulfächer aus dem Chat magst du gern? Welche magst du nicht? Nenne sie.
Kultur
After elementary school, students in D-A-CH-L are given recommendations for the type of school they should attend. Schools hold annual open houses to give prospective students and their families an idea of what is offered at each school. They have the opportunity to ask questions, to learn more about each school concept, and to witness or even experience many extra-curricular activities, often led by the headteachers and some of their students. You will need to know a few abbreviations for German school subjects and other terms related to schools. Here is a quick reference guide:
Bio = Biologie
Mathe = Mathematik
MINT = Mathematik, Informatik, Naturwissenschaften und Technik
NaWi = Naturwissenschaften (Biologie, Physik und Chemie)
AG = Arbeitsgemeinschaft (school club)
2A Accommodation Describe the poster to help students understand the content better. After that, have them read the questions and write their answers.
2B Interpersonal learners Ask for volunteers to act out the chat.
2C Challenge Ask students to talk about other school subjects that are not included in the chat. They will be introducing new vocabulary to the class. Allow them to use a dictionary, if necessary.
LEKTION 1. Was haben
CULTURE Tag der offenen Tür and the education system in German-speaking countries
Provide students with keywords to direct their attention to specific aspects featured in the flyer, such as opening hours or subjects offered.
Possible answers You can find information about a school, about different subjects, timetables, and activities. / Ein Gymnasium ist eine Schule
2B
Have students share their ideas with a classmate before discussing the meaning of the expression as a class. Possible answers A Tag der offenen Tür could be a day when you can visit a school and find out more about it.
2C
Point out that each reporter in the chat is represented by a different color (Sophie: blue, Emir: pink, etc.). Remind them that the emojis and cognates will help them understand the chat.
Answers 1. Lina mag Biologie. / 2. Sophies Schule hat „Tag der offenen Tür“. / 3. Emir lernt gern Englisch.
2D
Answers Biologie - biology / Chemie - chemistry / Musik - music / Englisch - English
2E
Once students have answered the questions in activity 2D, have them share their answers with a classmate: Do they share any favorite subjects?
Possible answers Ich mag […], aber ich mag nicht […]
Ask students what they think about teachers giving recommendations for the type of school students should attend after elementary school. What abbreviations do we use for school subjects in the US?
Emir Cool!!!
LANGUAGE Possessive adjectives (plural) Vocabulary for identifying different places in a school and for describing someone or something
3
SUGGESTED DURATION 30 minutes
MATERIALS
Audio file
Script
Differentiation Worksheet 1
3A
Have students observe closely each section of the the map of the school. Refer them to the Meine Vokabeln feature Orte in der Schule to identify each place. Answers a. Der Ort a ist die Aula. // b. Der Ort b ist der Erste-Hilfe-Raum. // c. Der Ort c ist der Schulhof // d. Der Ort d ist der Sportplatz. // e. Der Ort e ist ein Klassenraum. // f. Der Ort f ist das Chemielabor. // g. Der Ort g ist die Sporthalle. // h. Der Ort h ist das Sekretariat. // i. Der Ort i ist die Mensa. // j. Der Ort j ist der Kunstraum. // k. Der Ort k ist der Musikraum. // l. Der Ort l ist der Eingang. // m. Der Ort m ist die Toilette. // n. Der Ort n ist die Bibliothek.
3B
• Have students read sentences 1–6 before listening to the audio. Refer them to the Meine Vokabeln feature, if needed.
• Play the audio and have students use their T-chart suggested in the Strategie feature to take notes as they listen.
Strategy Play the audio again and have students correct the information in their T-chart or add any missing information. Play the audio a final time and have students decide if the sentences refer to Emil or Charlotte.
Answers 1. Charlotte / 2. Emil / 3. Charlotte / 4. Emil / 5. Emil / 6. Charlotte
3C
You might want to provide students with a sitemap for your school and have them label it in German. Answers will vary.
3D
Students can use sitemaps, if available, to expand the descriptions of their schools. Answers will vary.
Ich finde meine Schule toll!
I can identify different areas in a school.
3 LESEN, SPRECHEN, HÖREN UND SCHREIBEN
A. Seht euch den Plan eines Gymnasiums in Dresden zu zweit an. Ordnet den Buchstaben die Orte aus der Liste rechts zu.
Der Ort a ist die Aula.
B. Emil und Charlotte stellen ihre Schulen vor. Wer sagt was?
Hör dir den Dialog genau an und antworte
1. Die Schule hat eine Sporthalle. Charlotte
2. Der Schulhof ist toll.
3. Die Schule hat eine Bibliothek.
4. Die Mensa ist nicht schön.
5. Die Klassenräume sind modern.
6. Die Schule hat einen Kunstraum.
C. Erstelle den Plan deiner Schule. Schreib die Orte auf Deutsch.
D. Schreib Sätze. Was hat deine Schule (nicht)?
Meine Schule hat eine / keine … Wir haben einen / keinen …
MEINE VOKABELN
Orte in der Schule School areas
• die Aula auditorium
• die Bibliothek library
• der Eingang entrance
• der Erste-Hilfe-Raum first aid room
• der Klassenraum classroom
• das Chemielabor chemistry lab
• der Kunstraum art studio
• der Musikraum music room
• die Mensa cafeteria
• der Schulhof schoolyard
• das Sekretariat office
• die Sporthalle gym
• der Sportplatz athletic field
• die Toilette bathroom
MEINE VOKABELN p. 162
STRATEGIE
Taking notes
Whenever you are listening for specific information, consider making a T-chart or a Venn diagram to organize the information you hear. For example, if you are listening for information about two people, you can use one column for each person.
3B Reading and listening Give students the script so that they can follow along while they listen to the recording.
BOOST YOUR TEACHING
SPRACHDETEKTIV
LESEN UND SICH AUSTAUSCHEN
Vor dem Lesen
A. Sieh dir die Fotos in Sophies Blog an Stell Hypothesen zum Inhalt des Textes auf Sophie schreibt über …
Lesen
LEKTION 1
Workbook S. 88-90
Hallo, ich heiße Sophie! Heute präsentiere ich meine Schule und meine beste Freundin.
Meine beste Freundin heißt Marie. Marie hat einen Bruder, Timo. Marie und Timo kommen aus Österreich, aber ihre Familie wohnt in Dresden.
Marie und ich mögen unsere Klasse sehr. Sie ist total nett. Wir machen gern Sport zusammen1, denn unser Sportplatz ist super schön. In der Pause hören wir gern Musik.
Unsere Schule ist alt und hässlich, aber unser Chemielabor ist groß und modern. Das finde ich toll, denn Chemie ist mein Lieblingsfach.
Ich mag auch unseren Chemielehrer. Hugo Winter ist jung und seine Stunden sind immer spannend.
Und ihr? Wie findet ihr eure Schule? Was mögt ihr und was mögt ihr nicht?
1 zusammen: together
B. Überprüfe deine Hypothesen.
C. Tauscht euch aus. Was erzählt Sophie?
Nach dem Lesen
D. In pairs, find the following expressions in Sophie’s blog. Say to whom the underlined possessive adjectives correspond.
1. meine Schule: Sophies Schule
2. ihre Familie: die Familie von …
3. unsere Klasse: die Klasse von …
4. unser Sportplatz: der Sportplatz von …
5. seine Stunden: die Stunden von …
SCHREIBEN UND SICH AUSTAUSCHEN
A. Antworte auf Sophies Fragen.
B. Vergleicht eure Antworten. Mögt ihr dasselbe (the same things) ?
MEINE VOKABELN
Jemanden oder etwas beschreiben
Describing someone or something
alt ≠ jung old
modern
young
modern
langweilig ≠ lustig boring
funny
• spannend = interessant
exciting = interesting
MEINE VOKABELN p. 164
MEINE GRAMMATIK
Possessive adjectives wir ihr
unser Lehrer
unsere Lehrerin
unser Fach
unsere Klassen
euer Lehrer
eure Lehrerin
euer Fach
eure Klassen
MEINE GRAMMATIK p. 156
INSTRUCTION
3C Challenge Have students describe the school by writing sentences based on the sitemap. DIFFERENTIATED
LEKTION 1. Was haben wir
4 SUGGESTED DURATION 30 minutes
MATERIALS Audio file (text recording)
4A
Have students use the images to help them predict the content of the text.
Possible answer Sophie schreibt über Freunde und den Schulhof oder den Sportplatz. Sie schreibt auch über das Chemielabor.
4B + 4C
• Have students verify their responses with a partner by reading and discussing the blog with each other.
• Refer them to the Meine Vokabeln feature Jemanden oder etwas beschreiben
Strategy Have students identify the sections of the text that correspond to each picture on the left. Possible answer Sophie schreibt über ihre Freundin Maria. Sie schreibt auch über Marias Familie. Sie schreibt über ihre Schule, ihr Lieblingsfach Chemie und ihren Chemielehrer.
4D
Sprachdetektiv To help students complete each item, have them first locate the expression within the text. Remind them that they are responding from Sophia's viewpoint.
Answers 1. Sophies Schule / 2. die Familie von Marie / 3. die Klasse von Marie und Sophie. / 4. der Sportplatz von Marie und Sophie / 5. die Stunden von Hugo Winter Meine Grammatik · Possessive adjectives (plural) Remind students that possessive adjectives indicate ownership and change their endings based on the gender, number, and case of the noun they modify, for example, the possessive articles for wir (unser-) and ihr (euer). Point out that euer changes to eure for feminine and plural nouns. See pp. 156–158 for the full explanation.
5 SUGGESTED DURATION 15 minutes
5A
You may want to provide a sentence stem to help students justify their answers: Ich finde … Ich mag … Ich mag kein- …
5B
Follow up with a class discussion to see what answers were most common.
Activities 2–6 on pp. 88–90
LANGUAGE Expressing days of the week and time: am, um; Telling time
Vocabulary for school schedules, alternatives to saying yes/no CULTURE School schedules in German-speaking countries
6 SUGGESTED DURATION 45 minutes
MATERIALS
Audio file (text recording)
Audio file
Script
6A
• Before they start listing Sophie’s classes, have students read the schedule carefully. Have them start with the left column and compare it with a school schedule in the US.
• Then ask them to identify the breaks between classes and how those are different from breaks and passing periods at your school.
• Then have them look at Sophie’s individual classes, observing their color coding.
• Finally, have students complete the list of Sophie’s courses and guess their meanings using cognates and context clues, or refer them to the Meine Vokabeln feature Alternativen zu ja / nein.
Answers Deutsch - German / Mathematik - mathematics / Französisch - French / Kunst - art / Geschichte - history / Ethik - ethics / Englisch - English / Physik - physics / Chemie - chemistry / Sport - PE / Musik - music / Biologie - biology / Geografie - geography
6B
Refer students to the Meine Vokabeln feature Der Stundenplan
Answers Sophie spricht über den Donnerstag.
6C
Sprachdetektiv Have students complete the rule, then compare their answer with a classmate’s.
Answers 1. am / 2. um / 3. am
Meine Grammatik · Expressing days of the week and time: am, um; Telling time Tell students that the preposition am is used for days of the week and to indicate the time of day: am Montag, am Nachmittag, while the preposition um is used to tell clock time: um 9:30 Uhr See pp. 158–161 for the full explanation.
6D
Answers 1. am // 2. Am / um // 3. am // 4. Am // 5. Am / am // 6. Am / um
Jetzt haben wir Mathe
I can describe school schedules and ask and answer questions about them.
6 LESEN, HÖREN UND SPRECHEN
A. Lest Sophies Stundenplan. Erstellt eine Liste ihrer Schulfächer. Wie heißen die Fächer auf Englisch?
A: Ist Chemie auf Englisch „chemistry“?
B: Ja, genau!
7:30–8:15 Deutsch Geschichte Sport Deutsch Biologie
8:25–9:10 Deutsch Geschichte Sport Deutsch Biologie
B. Hör das Gespräch. Über welchen Tag spricht Sophie?
SPRACH-
C. Read the following sentences. Complete the rule below by choosing am or um
Am Montag um 9:30 Uhr hat Sophie Mathematik. Am Nachmittag hat sie Geografie.
1. To indicate the day of the week use...
2. To indicate times use...
3. To indicate the time of day use…
D. Ergänzt die Zeitangaben in den Sätzen zu zweit.
1. Sophie hat … Montag Mathematik.
2. … Dienstag … 11:20 Uhr hat sie Englisch.
3. Sie hat … Mittwochvormittag Sport.
4. … Mittag hat Sophie keine lange Pause.
5. … Donnerstag hat Sophie … Nachmittag Natur-AG.
6. ... Freitag ... 14:20 Uhr hat sie Schulband-AG.
BOOST YOUR TEACHING
Der Stundenplan
School schedules
• am Vormittag in the morning
• am Mittag at noon
• am Nachmittag in the afternoon
• die AG school club
• die Mittagspause lunch break
• der Unterricht class
• Zuerst habe ich Sport, dann habe ich Physik. First I have physical education then I have physics.
Alternativen zu Ja! / Nein! Alternatives to saying yes/no
• Richtig! Right!
• Genau! Exactly!
• Stimmt nicht! Not true!
• Falsch! Wrong!
VOKABELN p. 163
Expressing days of the week and time: am , um
A: Wann hast du Schulband-AG?
B: Immer am Freitag. On Fridays.
C: Immer am Nachmittag. In the afternoons.
A: Wann hast du Sport?
B: Um sieben Uhr dreißig. / Um halb acht. At seven thirty.
Telling time
Um wie viel Uhr? At what time?
9:00 Uhr Um 9 Uhr. 9:10 Uhr Um 9 Uhr 10. Um zehn nach 9. 9:15 Uhr Um 9 Uhr 15. Um Viertel nach 9. 9:30Uhr Um 9 Uhr 30. Um halb 10. 9:45 Uhr Um 9 Uhr 45. Um Viertel vor 10. 9:55 Uhr Um 9 Uhr 55. Um fünf vor 10.
MEINE GRAMMATIK pp. 158-159
6A Comprehensible input Create and distribute a school schedule similar to the one in activity 6A, leaving out some of the school subjects. Then describe another German student’s school schedule, including classes, their times, and the days of the week. For example: Gabriel hat am Mittwoch um 13:30 Sport. Have students complete the schedule with the subjects they hear. Refer them to the schedule in activity 6A and Meine Vokabeln for help with spelling.
JETZT HABEN WIR MATHE · OVERVIEW
MEINE GRAMMATIK
MEINE
MEINE VOKABELN
SPRECHEN UND SCHREIBEN
A. Kultureller Vergleich Vergleiche deinen Stundenplan mit Sophies Stundenplan.
1. Wann beginnt dein Schultag?
Mein Schultag beginnt um … Sophies Schultag beginnt um …
2. Wann ist deine 1. Pause?
3. Wann ist deine Mittagspause?
4. Welche AGs machst du?
5. Wann endet (ends) dein Unterricht?
B. Was ist bei deinem Stundenplan noch anders?
Nenne weitere Unterschiede (differences): Schulfächer, Uhrzeiten, Pausen …
Ich habe drei Stunden Sport und Sophie hat zwei Stunden Sport. Wir haben das Schulfach ... nicht.
C. Was findest du gut an deinem Stundenplan? Was ist dein Lieblingsfach?
Was findest du gut an Sophies Stundenplan? Warum? Schreib einen kurzen Text.
Ich habe gern drei Stunden Sport, denn …
SPIEL: Mein Stundenplan 8
1. In pairs, think about your school schedule.
2. Student A: Say a day and a time.
3. Student B: Tell which school subject you have on that day and at that time.
Am Montag um halb zehn.
Schulfächer
School subjects
Mein Lieblingsfach ist ...
My favorite subject is...
• Biologie biology
• Chemie chemistry
• Deutsch German
• Englisch English
• Ethik ethics
• Französisch French
• Geografie geography
• Geschichte history
• Informatik computer science
• Kunst art
• Mathematik mathematics
• Musik music
• Physik physics
• Sport physical education (PE)
WEIßT DU NOCH?
Ordinal numbers
die 1. Pause = die erste Pause the first recess
die 2. Pause = die zweite Pause the second recess
die 3. Stunde = die dritte Stunde the third class
7B Challenge Provide samples of school schedules from different countries. Using a three-circle Venn Diagram, have students compare and contrast their schedule with Sophie's and one more schedule that you provide.
LEKTION 1. Was haben
7 SUGGESTED DURATION 25 minutes
7A
• Before students begin this activity, have them read the Weißt du noch? feature Ordinal numbers.
• Once students have answered all the questions about their own schedule, they can compare their answers with Sophie’s schedule.
Possible answers 1. Mein Schultag beginnt um [...]. Sophies Schultag beginnt um 7:30 Uhr (halb acht). / 2. Meine 1. Pause ist um [...]. Sophies 1. Pause ist um 9:10 Uhr (zehn nach neun). / 3. Meine Mittagspause ist um [...]. Sophies Mittagspause ist um 13:00 Uhr (ein Uhr). / 4. Ich mache [...]. Sophie macht eine Natur-AG und eine Schulband-AG / 5. Mein Unterricht endet um [...]. Sophies Unterricht endet um 13:00 Uhr (ein Uhr) oder um 14:15 Uhr (Viertel nach zwei).
7B
Remind students that they can use the words aber and auch to make comparisons. They should address differences in subjects, class times, and break or passing period times in their responses. Answers will vary.
7C
Refer students to the Meine Vokabeln feature Schulfächer before they begin writing their responses. They can then compare their answers with a partner’s. Answers will vary.
SPIEL: MEIN STUNDENPLAN
8 SUGGESTED DURATION 20 minutes
Have students list the days of the school week in German. If they are on a block schedule, have them think of their schedule for the current week. Then have students work together to complete the game task as modeled. Answers will vary.
Activities 7–13 on
MEINE VOKABELN
MEINE VOKABELN p. 163
Mathe.
MEINE GRAMMATIK p. 49
SCHULE UND SCHULFERIEN · OVERVIEW
LANGUAGE Vocabulary for talking about the school year
CULTURE Tag der offenen Tür and school systems in the German-speaking world
9 SUGGESTED DURATION 30 minutes
MATERIALS Audio file (text recording)
Warm-up
Before students read the posts from Die Reporter, have them observe the structure of the text. Tell them to scan the passages to predict the type of information they will find in the posts.
9A
Have think about what they have learned about school schedules in German schools based on Sophie’s schedule. Ask them what similarities or differences they might see in Elias’ or Lina’s schedules.
If students have trouble understanding the texts, refer them to the Meine Vokabeln feature Das Schuljahr Remind them to refer back to the Meine Vokabeln and Meine Grammatik features on the previous pages if they need to revisit vocabulary related to school subjects, days of the week, and telling time. Possible answers 1. Elias beginnt den Unterricht um Viertel nach acht. / 2. Linas Mittagspause ist 45 Minuten lang. / 3. Sophie hat 13 Wochen Ferien. / 4. Sophies Schuljahr endet im Juni. / 5. Elias hat 9 Wochen Sommerferien. / 6. Lina hat am Mittwochnachmittag keine Schule.
9B
To add more structure to the conversation, have partners first focus just on the school day schedule they prefer and why. Then have them talk about the vacation schedule they prefer and why. Answers will vary.
Schule und Schulferien
I can understand descriptions of school systems in German-speaking countries.
9 LESEN, SCHREIBEN UND SICH AUSTAUSCHEN
A. Kultureller Vergleich Lies die Posts der Reporter. Beantworte die Fragen schriftlich.
Der Unterricht beginnt um 7:30 Uhr und endet um 15:55 Uhr. Ich habe sechs bis sieben Stunden Unterricht am Tag und zwei Pausen. Die Frühstückspause ist 20 Minuten und die Mittagspause ist 30 Minuten lang. Am Nachmittag habe ich AGs.
Die Schule beginnt im August und endet Ende Juni. Wir haben 13 Wochen Ferien.
Die Schule beginnt um 8:15 Uhr. Am Morgen habe ich zwei Pausen. In meiner Schule ist eine Schulstunde 50 Minuten lang. Ich habe sechs Stunden Schule am Tag. Der Unterricht endet an drei Tagen um 13:55 Uhr und an zwei Tagen um 15:35 Uhr.
Die Schule beginnt im September und endet im Juni. Wir haben 15 Wochen Ferien, das sind 9 Wochen im Sommer.
Mein Unterricht ist von 7:45 Uhr bis 15:55 Uhr. Ich habe sieben bis acht Stunden Schule am Tag und 45 Minuten Mittagspause. Aber am Mittwochnachmittag habe ich keinen Unterricht.
Die Schule beginnt Mitte August und endet Mitte Juli. Wir haben 13 Wochen Ferien.
1. Wer beginnt den Unterricht um Viertel nach acht?
2. Wie lang ist Linas Mittagspause?
3. Wer hat 13 Wochen Ferien pro Jahr?
4. Wann endet Sophies Schuljahr?
5. Wie viele Wochen Sommerferien hat Elias?
6. Wer hat am Mittwochnachmittag keine Schule?
B. Lies die Texte noch einmal.
Tauscht euch zu zweit aus
Wo möchtest du in die Schule gehen?
In Deutschland, Österreich oder in der Schweiz? Warum?
Ich finde Linas Schule gut, denn … Und du?
Das Schuljahr School year
• die Ferien school breaks
• Die Ferien beginnen im … School breaks start in…
• Die Pause ist 30 Minuten lang. The recess is 30 minutes long.
• Der Unterricht endet um … Classes end at…
• von ... bis ... from... to...
AUTHENTIC RESOURCE
Gymnasium Bethel in Bielefeld, a public Ganztagsschule, currently has 820 students from grades 5 to 13, taught by 80 teaching staff. In addition to traditional methods, the school uses up-to-date technology and encourages independent, interdisciplinary learning, particularly during the annual project week.
9A/9B Collaboration · Jigsaw method Divide the class into three groups. Assign each group one of the texts to read. Then form new groups of three. Each student should have read a different text. Have students summarize the information they read for their group members. Finally, have the groups put the "puzzle pieces" together in order to answer the activity questions.
BOOST YOUR TEACHING
Sophie Dresden (D)
Wien (A)
Zürich (CH)
ANSEHEN, SICH AUSTAUSCHEN UND SPRECHEN
Vor dem Sehen
A. Sieh dir das Foto an Wo sind die Schülerinnen und Schüler? Wähl aus
im Musikraum im Klassenraum in der Aula
Sieh dir das Video an
B. Welche Orte in der Schule siehst du? Erstelle eine Liste. Tauscht euch aus und vergleicht eure Listen.
A: Hat die Schule einen Kunstraum? B: Genau!
C. Welche Fächer siehst du? Nenne sie.
Nach dem Sehen
D. Wie findest du die Schule im Video? Was magst du? Was magst du nicht? Erkläre
Ich finde … schön / hässlich / modern / alt / spannend / … Ich mag …
E. Kultureller Vergleich Ist die Schule im Video wie deine Schule? Denk an die Orte in der Schule, die Fächer, die Schülerinnen und Schüler, die Lehrerinnen und Lehrer. Notiere
LEKTION 1
Workbook S. 94-96
Kultur
In Germany, Austria, Switzerland, and Liechtenstein, the length of school breaks varies. Each country and even regions like the German Bundesländer or the Swiss Kantone decide independently when to have school breaks. In Germany, summer breaks are staggered to avoid large numbers of vacationers at the same time. In Switzerland and Austria, there are also differences depending on the region.
Liechtenstein’s calendar is aligned with its Swiss neighbor.
9B Accommodation Write sentence starters on the board to help students respond in complete sentences.
LEKTION 1. Was haben wir
10 SUGGESTED DURATION 20 minutes MATERIALS Video Script
10A
Before showing the video, ask where the students might be based on the photo.
Answer Die Schülerinnen und Schüler sind in der Aula.
10B
• Play the first 15 seconds of the video. Have students identify the name of the school. Ask them what they notice about the buildings and the location of the school.
• Continue playing the video. When the video includes text, pause it so that students have time to read. Have them look for cognates and infer meaning. Possible answers Orte: die Aula, der Kunstraum, das Chemielabor, der Klassenraum, der Musikraum, der Informatikraum // A: Hat die Schule einen Kunstraum? B: Genau! / Hat die Schule eine Aula? Ja, richtig! etc.
Have students consider the location, size, and subjects offered when sharing what they like or dislike. Possible answers Ich finde die Aula modern und ich mag den Kunstraum. Ich finde das Chemielabor spannend.
10E
To help students compare their school with the Gymnasium Bethel, ask them what they would include if they were to make a video about their school. Answers will vary.
KULTUR
SUGGESTED DURATION 10 minutes
MATERIALS Audio file (text recording)
Provide students with calendars of school breaks for each country and their states/Kantone. Ask: What are the benefits and drawbacks of staggered breaks? Benefits: Reducing congestion on roads, in trains, and at airports, avoids overcrowding at vacation destinations. Drawbacks: It can be difficult for people from different regions to spend time together if their school breaks do not align.
WORKBOOK
Activities 14–17 on pp. 94–96
Tag der offenen Tür der Oberstufe am Gymnasium Bethel
DAS DEUTSCH-MAGAZIN · OVERVIEW
CULTURE German education and its grading system MATERIALS Audio file (text recording)
11 SUGGESTED DURATION 20 minutes
• Have students scan the titles, images, and photos in the article and predict the types of information they are going to learn.
Strategy Have students use context to help them understand the meaning of school terms they do not know.
• Tell students that the types of schools appear in chronological order in the article.
• Remind them to use context clues to help them find the school terms within the text.
Answers 1. obligatorisch / 2. normalerweise / 3. Grundschule / 4. Sekundarschule / 5. sie können
12 SUGGESTED DURATION 15 minutes
Remind students to use the section titles in the article and in the chart to help them find the information they need.
Strategy Tell students it’s not important to understand every word in a text. The meanings of key words that may be unfamiliar are given to help them understand the gist.
Answers 1. sechs / 2. sehr / 3. 1
CULTURAL NOTE
Your students may find the following aspects of German school life interesting:
• Homeschooling is not permissible under German law.
• Less than 10% of German children attend private schools. Their tuition fees are comparatively low due to the law forbidding segregation of children from wealthier backgrounds. These alternative schools may differ in educational concepts or according to religious affiliation, but must nonetheless fulfill the same basic requirements as public schools to be funded by state subsidies.
• German public schoolchildren do not wear school uniforms. Many in Germany still associate uniforms with authoritarian times in the past.
• Lessons usually start at 8 am and end at around 1 pm or shortly thereafter. Ganztagsschulen with a longer school day have become increasingly common.
DAS DEUTSCH-MAGAZIN
Verbindung zu: Sozialkunde
I can understand the main idea and some details in an article about education in Germany.
Schule in Deutschland
von Sophie Roth, Reporterin aus Dresden, Deutschland
Wie funktioniert die Schule in Deutschland?
Mit drei bis sechs Jahren gehen viele Kinder in den Kindergarten. Aber das ist keine Schule und nicht obligatorisch!
Das Schulsystem in Deutschland
Es gibt Unterschiede1 in den Bundesländern, aber generell ist es so: In Deutschland müssen2 wir neun bis zehn Jahre in die Schule gehen. Die Schulen sind normalerweise öffentlich und gratis3 .
Die Primarschule heißt Grundschule und beginnt mit 6 Jahren. Die Schülerinnen und Schüler lernen und spielen auch.
Die Schulnoten4 in Deutschland:
1 Unterschiede: differences
2 müssen: must
3 öffentlich und gratis: public and free
4 Schulnoten: grades
Lies den Artikel. Finde die deutschen Wörter.
12 sehr gut gut
3 befriedigend
4 ausreichend
5 mangelhaft
6 ungenügend
1. obligatory
2. normally
3. primary school
4. secondary school
5. they can
BOOST YOUR TEACHING
11
12
Lies den Artikel und wähl aus.
1. Mit drei / sechs Jahren beginnt die Grundschule.
2. Im Gymnasium lernen die Schülerinnen und Schüler nicht / sehr intensiv.
3. Die beste Note in Deutschland ist 1 / 6
Pre-reading strategy Give students five sentences (in English or German) based on the information presented in the article (e.g. All German federal states have the same school system, without any differences). Have students decide individually if the statements are true or false. Ask them to share their responses, but don’t tell them if they are correct or not.
Post-reading strategy Have students revisit their original responses to the statements in the pre-reading strategy above and change them, if necessary. Ask them to report any changes in their responses and discuss them as a class.
Die Sekundarschulen
Danach5 haben wir vier Optionen. Das Gymnasium ist sehr intensiv und die Schülerinnen und Schüler lernen zwei bis drei Sprachen. Am Ende machen sie das Abitur und viele gehen zur Universität. Sie können nach der Primarschule aber auch in die Realschule oder die Hauptschule gehen. Dann können sie am Ende einen Beruf lernen oder auch das Abitur machen.
PRIMARSCHULE
SEKUNDARSCHULE I
SEKUNDARSCHULE II
• Grundschule
• Hauptschule
• Realschule
• Gymnasium
• Gesamtschule
Gymnasium
Gesamtschule
• Hauptschulabschluss
• Mittlerer Abschluss
Abitur 16 ― 18/19 Jahre 11 ― 12/13
2. Which diploma do you need to attend a university in a German-speaking country? 13
Beantwortet zu zweit die Fragen.
1. What is the German equivalent to the American high school?
JETZT BIST DU DRAN!
1. Präsentiere dein Schulsystem.
2. Mach eine Grafik für die Schultypen, die Klassen und das Alter.
3. Erkläre die Schulnoten in deiner Schule.
DIFFERENTIATED INSTRUCTION
13 Kinesthetic learners Write the three levels of instruction across the board: Primarschule, Sekundarschule I, Sekundarschule II. Write facts about each level of instruction on sticky notes. Distribute them to the students and have them place each one under the corresponding level.
LEKTION 1. Was haben wir
13 SUGGESTED DURATION 10 minutes
Since the answers to the questions in activity 13 can become very complex depending on the school and the federal state, you might want to discuss it as a whole-class activity.
Answers 1. die Sekundarschule / 2. das Abitur
SUGGESTED DURATION 50 minutes
• To prepare for this activity, have students think about the schools they have attended and the grade levels that were included in each school. Have them create a table with a column for each school level they attended. For example, if they attended pre-school, elementary, middle, and high school, they would create a table with four columns. They should write the school type at the top of each column in English and in German. In each column, they should list the grade levels included at the school (Kindergarten–5th) and the ages of the students who attend each school level. Then have them write two sentences in German about each grade level in the style of the magazine article.
• Once they have gathered all the information, have them decide how they want to present the information in their graphic organizer.
Strategy Organizing information in a visual format can be very helpful in making your information understandable and easy to follow. What would be the best visual to use, a Venn diagram, a pie chart or a table?
JETZT BIST DU DRAN!
5 Danach:
MEINE GRAMMATIK
1. POSSESSIVE ADJECTIVES (PLURAL)
MATERIALS Grammar Tutorial
Script
Audio file
Script
Grammar Presentation
• Before starting this activity, have students take a few minutes to write some sentences describing their family. Call on volunteers to read their statements and write on the board expressions they say using mein or meine. Confirm with the class that the expressions were used correctly or make corrections if needed. Have them explain when mein and meine are used.
• Review the Grammatik presentation with students. On the board, create a list of nouns (such as die Schule, der Schulhof, die Klassenräume, das Sekretariat) and give students a possessive adjective in English, such as our or their. Have them provide the correct form of the German equivalent of the possessive adjectives you listed.
• Remind students that possessive adjectives indicate ownership or relationship and change their endings based on the gender, number, and case of the noun they modify, for example, the possessive articles for wir (unser-) and ihr (euer). Point out that euer changes to eure for feminine and plural nouns.
Language comparisons Have students observe that, in German, unlike in English, the possessive adjective form you use changes with the number, singular or plural.
Formative assessment Have students justify their answer choices by explaining why they chose a specific possessive adjective and its ending.
1. Possessive adjectives (plural)
What are they?
• Possessive adjectives tell you who owns something or they describe relationships between people or people and things.
What forms do they have?
• Unsere Deutschlehrerin ist sehr nett. Our German teacher is very nice.
subject: nominative
nominative
- wir ihr sie (plural)
der Lehrer unser Lehrer our euer Lehrer your ihr Lehrer their
die Lehrerin unsere Lehrerin our eure Lehrerin your ihre Lehrerin their
das Fach unser Fach our euer Fach your ihr Fach their die Klassen unsere Klassen our eure Klassen your ihre Klassen their
• Wir mögen unseren Deutschlehrer sehr. We really like our German teacher.
object: accusative
accusative - wir ihr sie (plural)
den Lehrer unseren Lehrer euren Lehrer ihren Lehrer
die Lehrerin unsere Lehrerin eure Lehrerin ihre Lehrerin
das Fach unser Fach euer Fach ihr Fach
die Klassen unsere Klassen eure Klassen ihre Klassen
The possessive adjective ihr refers both to a female person or to more than one person (both male and female). Pay attention to the context!
Maries Familie ihre Familie
Maries und Timos Familie ihre Familie
Interpersonal learners Have students exchange their answers for any of the activities, identify mistakes, and correct them. When handing the corrected activities back, have students explain any mistakes they found and discuss the correct answers.
14 Ergänze die Sätze mit wir, ihr, sie, Sie.
a. Habt eure Mathe-Bücher?
b. finden ihren Chemielehrer nett.
c. Haben Ihre Tasche, Frau Lang?
d. Mögt euren Stundenplan?
LEKTION 1. Was haben wir jetzt?
Practice
14
Answers a. ihr / b. Wir / c. Sie / d. ihr / e. wir
16
15 17 Was hörst du? Wähl aus
Ergänze wie im Beispiel.
a. unser / unsere b. eure / ihre c. ihr / ihre
Ergänze im Akkusativ.
a. Wir treffen unsere Freunde in der Pause. b. Mögt ihr Mathelehrer?
c. Wir finden Stundenplan super. d. Wie findet ihr Klassenräume?
e. Sie mögen Deutschstunden sehr.
f. Wie findet ihr Schulhof?
g. Sie finden Sportplatz schön.
h. Wir finden Chemielabor alt.
e. Nach der Schule machen unsere Hausaufgaben. hundertsiebenundfünfzig ı 157 Das Reporterteam 1 • Kapitel 4
15
Answers a. unser Lehrer / b. euer Stundenplan / c. ihr
Klassenzimmer / d. unsere Bibliothek / e. eure Lehrer / f. ihre Mensa / g. unsere Fächer / h. euer Computer / i. ihre Bücher
16
Answers a. unsere / b. eure / c. ihre / d. Ihr / e. unser / f. euer
17
Answers a. unsere / b. euren / c. unseren / d. eure / e. ihre / f. euren / g. ihren / h. unser
FORMATIVE ASSESSMENT
Self-check Quizzes available on
15 Visual learners In pairs or groups, have students create a video tour of your school using possessive adjectives. Have them describe various locations and items: Das ist unsere Bibliothek. Unsere Bibliothek hat viele Bücher.
a. wir: unser Lehrer
d. wir: Bibliothek
g. wir: Fächer
b. ihr: Stundenplan
e. ihr: Lehrer (pl.)
h. ihr: Computer
c. sie: Klassenzimmer
f. sie: Mensa
i. sie: Bücher
MEINE GRAMMATIK
Practice
18
Possible Answers Nominativ: 2+6 Das sind eure Computer / 4+5 Das sind unsere Freundinnen. / 3+1 Das ist ihre Schule.[...] // Akkusativ: 3+2 Sie finden ihren Mathelehrer nett. / 4+1 Wir finden unsere Freunde lustig. / 2+5 Ihr findet eure Mensa alt. [...]
2. EXPRESSING DAYS OF THE WEEK AND TIME: AM , UM
MATERIALS Grammar Tutorial
Script
Audio file
Script
Grammar Presentation
• Ask students to explain to a classmate when to use the prepositions am and um. Then review as a class: am is used for days of the week and times of the day: am Montag, am Nachmittag, while the preposition um is used to tell clock time: um 9:30 Uhr
• If time allows, have students use a paper plate to create a clock face. Use a brad in the center of the paper plate to attach paper arrows to serve as the hands of the clock. Have partners take turns saying times in German and setting the clock to the time they hear.
• Tell students that the word order can change depending on what you want to emphasize in a sentence. When a sentence starts with a time expression, the verb still needs to be in the second position with the subject to follow. You might also want to familiarize your students with the rule of presenting information from general to more specific details: am Mittwoch (general) um 9:50 Uhr (more specific).
Language comparisons Have students review once more the correct use of am and um and compare this to their English equivalents on and at Formative assessment Have students write a few sentences about their school schedule using am and um and share their sentences orally.
wir ihr sie wir ihr sie die Schule die Klassen die Bücher der Schulhof die Freundinnen der Computer Accusative super finden
wir ihr sie wir ihr sie die Freunde der Mathelehrer das Buch der Kunstraum die Mensa das Chemielabor
2. Expressing days of the week and time: am , um
What are they?
• The words am and um are prepositions. They are placed in front of information about time.
When do we use them?
• With days of the week.
A: Wann habt ihr Mathematik? When do you have math?
B: Am Dienstag On Tuesday.
• When referring to times of day.
A: Wann habt ihr Pause? When do you have a break?
B: Am Vormittag und am Mittag In the morning and at lunchtime.
• When telling the time.
A: Um wie viel Uhr hast du Sport? What time do you have PE?
B: Um acht Uhr dreißig. / Um halb neun. At eight thirty.
What are the differences between the way you express days of the week, parts of the day, and time in German and English?
BOOST YOUR TEACHING
20 Extension Give each student an index card. Have them choose a time and write the digital time on one side and the time in words on the other side. Have students walk around the room in concentric circles while you play a German song. Stop the music and have them talk to the person across from them. Have the partners show the digital time and ask Wann beginnt [name of the school subject]? The other partner answers. Students can gently correct each other by showing the other side of the card. Start and stop the music several times.
18 Würfelt und bildet einen Satz.
Das ist euer Schulhof.
Wir finden unseren Kunstraum super.
Telling time
Um 9 Uhr. Um 9.
Um 9 Uhr 10. Um zehn nach 9.
Um 9 Uhr 30. Um halb 10
Um 9 Uhr 45. Um Viertel vor 10.
Um 9 Uhr 15. Um Viertel nach 9. Um 9 Uhr 55. Um fünf vor 10.
Um 9 Uhr 25. Um fünf vor halb 10 Viertel nach Viertel vor halb
Um 12 Uhr. Um 12.
Word order: In a statement, the verb is always the second element. Sophie hat am Mittwoch um 9:50 Uhr Physik. Sophie has physics on Wednesday at 9:50.
Am Mittwoch um 9:50 Uhr hat Sophie Physik. On Wednesday at 9:50 a.m. Sophie has physics.
19 Wann ist das? Schreib die Tageszeiten auf Am … a c b
20 Ordne zu
1. um ein Uhr
Das Reporterteam 1 • Kapitel 4
1. Was haben
Practice
19
Answers a. Am Morgen / b. Am Mittag / c. Am Nachmittag
20
Answers a. 4. / b. 3. / c. 1. / d. 2.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
2. um zehn Uhr dreißig / halb elf 3. um drei Uhr fünfundvierzig / Viertel vor vier 4. um sechs Uhr fünfzehn / Viertel nach sechs
subject verb time other time verb subject other hundertneunundfünfzig ı 159
Grammar presentation (3) Gamification Play a three-card matching game. One set of cards has clocks with the times on it, another set has the corresponding times written out: um 8 Uhr 15, and the other set has the times written in digits, 8:15. DIFFERENTIATED INSTRUCTION
Practice
21 Answers
22
Answers a. Viertel nach sieben / b. um halb zwei / c. um zwanzig nach zwei / d. um Viertel vor fünf / e. um fünf / f. um zehn nach acht
23
Answers a. 8:15 / b. 9:30 / c. 12:50 Uhr / d. 11:00 / e. 10:05 / f. 12:15 / g. 13:00 / h. 15:55 / i. 16:30
MEINE GRAMMATIK
21 Lies die Fragen und Antworten. Wähl die passende Antwort.
a. Um wie viel Uhr gehst du am Morgen in die Schule?
b. Wann habt ihr Sport?
c. Wann machst du deine Hausaufgaben?
d. Wann habt ihr Mittagspause?
e. Wann beginnt der Unterricht?
1. Am Vormittag.
2. Ich mache sie am Nachmittag.
3. Um Viertel nach sieben. 4. Um dreizehn Uhr. 5. Um halb acht.
23
Wann macht Sophie ihre Aktivitäten? Lies die Uhrzeiten und ergänze
a. Sie geht um Viertel nach sieben in die Schule.
22 Was hörst du? Notiere die Uhrzeiten. a. 8:15
c. Sophies Schulband-AG beginnt
b. Sophie hat Natur-AG.
d. Sophie trifft Marie.
e. Sophie und Marie lernen Mathe.
f. Sophie sieht ihre Lieblingsserie.
23 Accomodation Have students listen to the recording twice. Encourage them to write down their answers as they listen. For the third playback, you could offer students the option to refer transcript to check their answers for accuracy. BOOST YOUR TEACHING
24 Lies Oskars Stundenplan. Beantworte die Fragen.
7:30–8:15 Englisch Sport Geschichte Physik Geografie
8:25–9:10 Englisch Sport Geschichte Physik Geografie
12:15–13:00 Mathematik Deutsch Französisch Musik Ethik
13:00–13:30 2. Pause: Mittagspause
13:30–14:15 Kunst Manga-AG
14:20–15:05 Musik Kunst
15:10–15:55 Musik
a. Wann beginnt am Morgen der Unterricht? Um halb acht.
b. Wann endet am Freitag die Schule?
c. Wann hat Oskar am Mittwoch Französisch?
d. Wann endet die Mittagspause?
e. Wann endet am Dienstag der Deutschunterricht?
f. Wann hat Oskar am Freitag Englisch?
g. Wann beginnt am Donnerstag der Physikunterricht?
25 Schreib die Sätze neu.
Beginne mit dem Tag (am Montag ...) oder der Tageszeit (am Vormittag ...).
a. Sophie hat am Mittwoch Physik. Am Mittwoch hat Sophie Physik. b. Sophie hat am Montag Kunst.
c. Sophie geht am Donnerstag in die Natur-AG.
d. Die Klasse hat am Vormittag Sport.
e. Sophie hat um halb zwei Kunst.
f. Sophie hat am Mittwochnachmittag keinen Unterricht.
g. Sophies Unterricht endet am Mittwoch um 13 Uhr.
hunderteinundsechzig ı 161
DIFFERENTIATED INSTRUCTION
24 Extension Have students come up with their own questions about this or other class schedules and have their partners answer them.
LEKTION 1. Was haben wir jetzt?
Practice
24
Answers a. Um halb acht. / b. Um Viertel nach zwei. / c. Um ein Uhr. / d. Um halb zwei. / e. Um ein Uhr. / f. Um zwanzig nach elf. / g. Um halb acht.
25
Answers a. Am Mittwoch hat Sophie Physik. / b. Am Montag hat Sophie Kunst. / c. Am Donnerstag geht Sophie in die Natur-AG. / d. Am Vormittag hat die Klasse Sport. / e. Um halb zwei hat Sophie Kunst. / f. Am Mittwochnachmittag hat Sophie keinen Unterricht. / g. Am Mittwoch um 13 Uhr endet Sophies Unterricht.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
Das Reporterteam 1 • Kapitel 4
SUGGESTED DURATION 45 minutes
MATERIALS Audio files (text recordings)
Vocabulary learning strategies
Take the time to suggest, explain, or practice the following strategies for memorizing and recalling vocabulary. They will help your students develop both confidence and independence as learners.
Listen, read, repeat Have students listen to the pronunciation of each term as they read the term. Have them create clues in their own words to help them remember how to pronounce a word (die Sporthalle = dee Shport-hah-lah).
Use visual connections To help students learn the new terms, call out a school area or school subject in German and have students attempt to draw it. You could have them work in teams and make it a game to earn points.
Color coding Have students color code their notes using a different color for each vocabulary category in the presentation. They could write their school areas in purple ink, their school subjects in pink, and so on.
Create flashcards To help students learn the new terms, have them create flashcards with the term in German and a picture or translation of the term. Students can also use a flashcard application or Quizlet to create flashcards.
Practice
Have students complete the vocabulary exercises in the Workbook on pp. 88–92, 94–96.
Orte in der Schule School areas
BOOST YOUR TEACHING
Logical and mathematical learners Put students into groups of three and give each group a set of cards containing words from Meine Vokabeln (each word on a separate card). Ask students to group the words into categories by whatever criteria they choose. Have them also create a group of words that do not fit with any other words. Then ask them to explain to the class why they grouped the words the way they did and what the words have in common.
die Aula auditorium
der Erste-Hilfe-Raum first aid room
der Kunstraum art studio
der Schulhof schoolyard
die Sporthalle gym
die Bibliothek library
der Klassenraum classroom die Klassenräume classrooms
der Musikraum music room
der Sportplatz athletic field
der Eingang entrance
das Chemielabor chemistry lab
die Mensa cafeteria
das Sekretariat office
die Toilette bathroom
Die Schulfächer School subjects
Mein Lieblingsfach ist ...
• am Vormittag in the morning
• am Mittag at noon Biologie biology
Chemie chemistry
Deutsch German
Englisch English
Ethik ethics
Französisch French
Geografie geography
Geschichte history
Informatik computer science
Kunst art
Das Schuljahr School year Der Stundenplan Schedules
• am Nachmittag in the afternoon die AG school club die AGs school clubs die Mittagspause lunch break die Pause / in der Pause recess / during recess der Unterricht class die Schulfächer subjects hundertdreiundsechzig ı 163 Das Reporterteam 1 • Kapitel 4
Musik music
Mathematik mathematics Sport physical education (PE)
• Die Ferien beginnen im … School breaks start in…
• Die Pause ist 30 Minuten lang. The recess is 30 minutes long.
• Der Unterricht endet um … Classes end at…
• Die AG ist von drei bis vier. The school club is from three to four.
Alternativen zu Ja! / Nein! Alternatives to saying yes/no
• Richtig! Right!
• Genau! Exactly!
• Stimmt nicht! Not true!
• Falsch! Wrong!
Writing Have students choose five of the school subjects and talk about how they feel about them. Ask them to create a short survey for each school subject using this model: In Kunst fühle ich mich (happy emoji / okay emoji / sad emoji). Students choose the emoji that represents their feelings about each school subject. After students are finished, they can survey their peers by asking them how they feel about the same school subjects. Afterwards, calculate what percentage of the class feels happy, okay, or sad about each school subject. Students could search for and use other emojis to express their feelings. BOOST YOUR TEACHING
FORMATIVE ASSESSMENT
Self-check Quizzes available on
26 SUGGESTED DURATION 15 minutes
• Create logically sized teams for your class, but ideally, no more than four per team. Stress to students that roles must be rotated within the team so that the same person doesn’t always do the drawing.
• Remind students that they should only show what they are drawing to their own team. Answers will vary.
MEIN WORTSCHATZ
Have students create their dream schedule, including classes that might not typically exist in a standard school setting. Encourage them to look up these subjects in a dictionary. In pairs, have students take turns describing their schedules to each other.
MEIN DEUTSCHPASS
Have students add their personalized vocabulary to Mein Deutschpass
WORD STRESS IN GERMAN
SUGGESTED DURATION 25 minutes
MATERIALS Audio files Pronunciation Tutorial
Presentation
Help students divide words into syllables by having them clap for each syllable. Draw a hyphen between each syllable to indicate where one syllable ends and another begins: Hal-lo. Tell students that in most German words, the first syllable of the word is stressed: Hal-lo Practice
27
Have students underline the stressed syllable in each word.
Answers a. Biologie / b. Englisch / c. Ethik / d. Geografie / e. Mathematik / f. Musik
28
Tell students to clap for each syllable as they repeat the word, emphasizing the stressed syllable with a louder clap and voice.
2. Make word cards with school-related vocabulary from the lesson.
3. Both teams choose one player to draw first. The two first players draw a card and sketch what is on it.
4. The other players on each team guess what their teammate is sketching.
5. The first team to guess the word earns one point.
WORD STRESS IN GERMAN
Create your own school schedule and include the classes you have. You can use a dictionary if necessary.
In German, as in English, words always have a stressed syllable. But it is not always the same one as in similar English words: Mathematik / mathematics, Theater-AG / theater club.
Hallo! Hello!
• Just as in English, there is no easy rule to predict where the word stress lies in German. You can mark the stressed vowel or syllable when you learn a new word. This will help you to pronounce it correctly.
• In compounds, the stressed syllable is usually in the first word: Schulpause
27 Listen and read the words. Which letters are stressed? a. Biologie b. Englisch c. Ethik d. Geografie
e. Mathematik f. Musik
28 Listen again and repeat the words.
You can underline long stressed vowels and mark short stressed vowels with a dot.
Extension Provide students with examples of words that change their meaning if another syllable is stressed: umfahren (to drive around something) vs. umfahren (to knock something down with a car) or übersetzen (to translate) vs. übersetzen (to ferry or transport across water). BOOST YOUR TEACHING
SPIEL: WAS IST DAS?
SPIEL: Was ist das? 26
MEIN WORTSCHATZ
MINIPROJEKT 1
Traumstundenplan oder Horrorstundenplan?
ESSENTIAL QUESTION
Was macht eine gute Schulzeit aus? What makes a good school experience?
KONTEXT
Du erfindest einen idealen oder einen schrecklichen Stundenplan.
PRODUKT
Ein Stundenplan
1. Wähl aus: idealer oder schrecklicher Stundenplan?
2. Erstelle eine Liste mit deinen Lieblingsfächern oder Fächern, die du nicht magst (that you don‘t like) .
3. Zeichne einen Stundenplan.
4. Notiere die Uhrzeiten, Fächer, Pausen, AGs. Präsentiere deinen Stundenplan.
STRATEGIE
Use what you know If you don’t know how to say something, such as the name of a specific class, you could look it up, but often a more general word will work just as well. If you don’t know how to say Algebraic Reasoning, for example, just use Mathematik
ALTERNATIVE
Such im Internet einen Stundenplan von einer Schule in Deutschland, Österreich, der Schweiz oder Liechtenstein und präsentiere ihn.
Mein Traumstundenplan
9:30–10:30 Sport Kunst Geschichte Englisch Englisch
10:30–11:30 Sport Englisch Geschichte-AG Englisch Kunst
11:30–13:30 Mittagspause
13:30–14:30 Kunst Musik Film-AG Theater-AG Foto-AG
14:30–15:30 Theater-AG Musik Film-AG
Die Schule beginnt um … und endet um … Ich habe … Stunden Unterricht am Tag. Ich finde den Stundenplan toll, denn …
SUGGESTED DURATION 50 minutes MATERIALS Lektionstest 1, ASSESSMENT PROGRAM Assessment Rubric, ASSESSMENT PROGRAM Answer key, ASSESSMENT PROGRAM
MINIPROJEKT 1 · OVERVIEW
LANGUAGE Possessive adjectives (plural); Expressing days of the week and time: am, um; Telling time
Vocabulary for identifying different places in a school, describing someone or something, talking about school schedules and the school year
SUGGESTED DURATION
Teacher presentation: 10 minutes
Execution: 35 minutes
Student presentation: 5 minutes
MATERIALS
Paper or computer
Teacher presentation
Introduce the Miniprojekt and have students read the project title and the essential question
Strategy Explain to students that some courses may not have direct translations if they are not offered in schools in Germany. Students can either describe the course or give a more general equivalent.
Execution
• Point out the sample schedule at the bottom of p. 165. Ask students what the schedule reveals about the person who created it. Decide on a minimum number of courses they must include on each day.
21st Century skills This project provides the opportunity for students to develop 21st Century skills:
• Creativity and innovation To create a more unique schedule, have students change the hours of the day they want to include. Encourage them to use colors and to illustrate their schedule.
• You might also have students create a video of their ideal school day. Students can narrate their schedule details while walking from class to class.
Student presentation
Have students use their schedules as a visual while they are presenting to their classmates.
Have students add their product to Mein Deutschpass
MATERIALS Self and Peer Assessment Rubric Assessment Rubric See Formative Assessment on p. 183 for more information.
Das Reporterteam 1 • Kapitel 4
PRESENT UNIT GOALS
SUGGESTED DURATION 15 minutes
• Introduce the lesson title and confirm that students understand its meaning.
• Have three students read the objectives aloud.
• If you plan to assign the Miniprojekt, give a brief introduction as a heads-up.
AUTHENTIC RESOURCE
Inspired by Take Your Daughter to Work Day, launched in the United States in 1993, many German businesses started to replicate its success independently until the German federal government launched its own nationwide program Girls’ Day in 2001. It has since grown in popularity and a male counterpart – Boys’ Day – was added that runs parallel on the same day every April. The government-sponsored platform allows students from the 5th grade and upward to broaden their horizons and break down gender stereotypes by visiting a business for the day instead of school.
LEKTION 2 Mach mit!
IN THIS LESSON, YOU WILL…
• describe special events and activities at school
• learn about popular contests for talented young people in Germany
BY USING...
• es gibt
• the verb wollen
• expressions of frequency
• the imperative
• vocabulary for describing activities and events
• vocabulary related to the performing arts
AND YOU WILL FIND OUT ABOUT...
• Girls’ Day and similar events in German-speaking countries
• AGs at a German school
• two German national contests: Jugend forscht and Jugend musiziert
BOOST YOUR TEACHING
Critical thinking Introduce Girls’ Day and Boys' Day by dividing students into groups and giving each a list of jobs. Ask them to sort the jobs into categories based on their perception of whether the jobs are typically done by men, women, or both. Then lead a group discussion of their choices and reasoning behind them. You might want to discuss the impact of gender stereotypes on career choices and opportunities before providing information on Girls’ Day and Boys' Day that aims to break down these stereotypes.
MINIPROJEKT 2: Create and present an ad for a new club at your school
LESEN, SICH AUSTAUSCHEN UND SPRECHEN
A. Sieh dir das Poster zum Girls’ Day an Wähl aus
Der Aktionstag will …
1. Universitäten und Studienprogramme präsentieren.
2. Mädchen für technische Berufe (professions) interessieren.
3. Freizeitaktivitäten für Mädchen anbieten (to offer).
B. Was ist MINT?
Tauscht euch aus
C. Lies den Chat und beantworte die Fragen.
Sophie Hi Mädels1, morgen ist unser Tag!
Lina Hä? Was ist „unser Tag“?
Sophie Girls’ Day!! Da können Mädchen Berufe aus den MINT-Fächern entdecken2
Laura Ja, und mit Frauen in MINT-Berufen sprechen.
Lina Cool!!! Und welche Berufe findet ihr interessant?
Sophie Chemieingenieurin klar!
Laura Ich mache gern Sport. Fußballtrainerin ist spannend!
Lina Oder eine Arbeit mit Sport und Technik ? Fahrradmechanikerin! Das macht sicher Spaß!
1. Was können Schülerinnen am Girls’ Day machen?
2. Welche Fächer interessieren die Freundinnen?
3. Welchen Beruf möchte Lina entdecken?
Kultur
On Girls’ Day, girls get to learn about professions in the fields of information technology, construction, natural sciences and engineering. They also have opportunities to meet female role models in management positions in business and politics. Boys’ Day offers boys the opportunity to learn more about professions in which men are underrepresented, such as social work, education and health care.
The National Future Career Day (Nationaler Zukunftstag) takes place annually on the second Thursday in November across Switzerland and Liechtenstein. The main emphasis is on exploring careers in which boys and girls are underrepresented.
Kultureller Vergleich
What similar events or programs you know of are similar or different from Girls’ Day – Boys’ Day or National Future Day? Have you participated in any of these initiatives? If so, in which ones?
WIR STARTEN · OVERVIEW
CULTURE Girls' Day, Boys' Day and National Future Day in German speaking-countries
Remind students to use context clues from the image and the text to help them infer the correct answer. Answers 2.
1B
Have students read the questions before listening to or reading the chat.
Answers MINT-Fächer sind Chemie, Physik, Biologie, Mathematik.
KULTUR
SUGGESTED DURATION 5 minutes
MATERIALS Audio file (text recording)
If your students have participated in similar initiatives, such as Take Your Child to Work Day, ask them about their experience and what impact it had on them.
DIFFERENTIATED INSTRUCTION
1 Initiative and self-direction Have students explore careers to learn more about a field that they are interested in and where their gender is underrepresented.
WAS GIBT ES NEUES? · OVERVIEW
LANGUAGE Es gibt + accusative; The verb wollen + infinitive
Vocabulary for describing activities, school clubs and events, expressions of frequency
CULTURE Extracurricular activities at a German school
2 SUGGESTED DURATION 25 minutes
MATERIALS Audio file Script
2A
Refer students to the Meine Vokabeln features Aktivitäten and AGs before playing the podcast so they can match the vocabulary words with the images.
• Have student make a chart with four columns. Have them write the names Sophie, Max, Oskar, and Frieda at the top of each column.
• As students listen to the podcast, have them write each extracurricular activity mentioned below the name of the person who does it.
Meine Grammatik · Es gibt + accusative Have students scan the sentences in the Meine Grammatik feature to identify which sentences are positive and which are negative. Remind them to change the article of the noun that follows Es gibt to the accusative case. See pp. 174–175 for the full explanation.
Answers Es gibt eine Natur-AG. Es gibt eine MINTAG. Es gibt eine Foto-AG. Es gibt eine Robotik-AG. Es gibt eine Musical-AG. Es gibt eine Podcast-AG. / Es gibt keine Volleyball-AG. Es gibt keine Koch-AG. Es gibt keine Film-AG.
2B
Have students compare their extracurricular interests with those mentioned in the podcast: What do they have in common with the reporters?
Answers will vary.
2C
Have students explain why they are interested in a particular extracurricular activity.
Answers will vary.
Was gibt es Neues?
I can describe different extracurricular activities at school.
2
HÖREN UND SPRECHEN
A. Sieh dir die Fotos von den AGs an Sophies Schule an. Hör dir den Podcast an. Welche AGs gibt es / gibt es nicht? Nenne sie.
B. Kultureller Vergleich Welche AGs gibt es an deiner Schule? Erstelle eine Liste mit den Aktivitäten.
Es gibt
C. Welche AG findest du interessant? Warum? Erkläre
A: Ich finde die MINT-AG interessant, denn meine Lieblingsfächer sind Mathematik und Informatik.
B: Ich bin kreativ und ich spreche gern: Ich mag die Podcast-AG.
MEINE VOKABELN
Aktivitäten Activities
• experimentieren to conduct an experiment
• filmen to film
• fotografieren to take pictures
• malen to paint
• singen to sing
• tanzen to dance
• Theater spielen to take drama class
• zeichnen to draw
AGs School clubs
• die Film-AG movie club
• die Foto-AG photography club
• die Koch-AG cooking club
• die Musical-AG musical theater club
• die Natur-AG nature club
• die Podcast-AG podcast club
• die Robotik-AG robotics club
MEINE VOKABELN p. 178
MEINE GRAMMATIK
Es gibt + accusative there is/are
Es gibt eine Foto-AG. There is a photography club.
Es gibt keine Manga-AG. There is no manga club. Es gibt keinen Raum für die Theater-AG.
MEINE GRAMMATIK p. 174
2C Gamification In groups, have each student describe their interests, favorite subjects, or personal traits without mentioning the name of the AG that aligns with it. The rest of the group guesses the corresponding AG.
LESEN UND SICH AUSTAUSCHEN
A. Lest die Texte.
Beantwortet die Fragen zu zweit.
Musical-AG
Willst du tanzen, singen, Theater spielen? Dann ist die Musical-AG perfekt! Wir sind Schülerinnen und Schüler aus der 5. bis 12. Klasse und treffen unsere Gruppe immer einmal pro Woche, drei Stunden lang. Wir planen eine Aufführung im Mai. Bist du interessiert? Komm in die Musical-AG!
Wann? Dienstags, von 13:30 bis 15:55 Uhr Wo? Aula
Fußball-AG
Für Mädchen und Jungen (Klasse 5—9)! Technik, Taktik und viel Spaß!
Wir wollen EIN Schulteam für das regionale Turnier im Juni haben. Komm und spiel mit!
Wann? Dienstags und donnerstags, 14:00—15:30 Uhr Wo? Sporthalle
Robotik-AG
Magst du Technik? Bist du kreativ? Willst du experimentieren?
Dann komm in unsere Robotik-AG! Jedes Jahr organisieren wir einen Roboter-Wettbewerb. Mach mit!
Wann? Montags, 13:30—15:05 Uhr
Wo? Computerraum
1. Wann ist die Musical-AG?
2. Um wie viel Uhr endet die Musical-AG?
3. Wie lange ist die Fußball-AG?
4. Wie oft ist die Fußball-AG?
5. Wann ist die Robotik-AG?
6. Wie oft ist die Robotik-AG?
B. Welche AG willst du machen? Tauscht euch zu dritt aus
C. Sammelt die Ergebnisse der Gruppen in der Klasse. Erstellt eine Statistik.
Denise und Robert wollen die Robotik-AG und die Musical-AG machen, und ich will keine AG machen. Und ihr?
D. Welche Aktivitäten macht ihr? Wann und wie oft? Werft euch einen Ball zu und antwortet
A: Ich spiele Fußball. Ich spiele immer mittwochs. B: Ich tanze zweimal pro Woche, dienstags und freitags.
MEINE VOKABELN Häufigkeit
Expressions of frequency
• Wie oft? How often?
• montags, dienstags, … on Mondays, on Tuesdays, …
• jeden Tag, jede Woche, jeden Monat, jedes Jahr every day, every week, every month, every year
• zweimal pro Tag twice a day
• einmal pro Woche once a week
• immer always
• oft often
Veranstaltungen
Events
• die Aufführung performance
• die Ausstellung exhibition
• das Experiment experiment
• das Konzert concert
• der Podcast podcast
• das Projekt project
• das Turnier tournament
• der Wettbewerb competition
MEINE GRAMMATIK
The verb wollen + infinitive to want Ich will die Foto-AG machen
I want to go to the photography club. ich will du willst wir wollen
MEINE GRAMMATIK p. 176
2A Interactive listening
Have student pairs write the vocabulary words listed in the Meine Vokabeln features Aktivitäten and AGs on individual pieces of paper and place them in front of them on their desk. As they listen to the podcast, when they recognize an extracurricular activity being described, they hold up the piece of paper with the corresponding word.
3 SUGGESTED DURATION 40 minutes
MATERIALS Audio file (text recording)
3A
• Have students read the text and answer the questions individually. To confirm their answers, have them take turns asking and answering the questions about the clubs in pairs.
• For a challenge, consider playing each recording one at a time and have students guess which AG is described.
• Refer students to the Meine Vokabeln features Häufigkeit and Veranstaltungen.
Answers 1. Die Musical-AG ist dienstags von 13:30 bis 15:55 Uhr. // 2. Die Musical-AG endet um 15:55 Uhr. // 3. Es gibt die Robotik-AG von 13:30 bis 15:05 Uhr. // 4. Die Robotik-AG ist immer montags / einmal pro Woche / jeden Montag. // 5. Die Fußball-AG ist 90 Minuten lang. // 6. Die Fußball-AG gibt es dienstags und donnerstags / zweimal pro Woche.
3B
Have students create a mind map for one of the AGs, including details such as the schedule and location before talking about the extracurricular offerings with their peers.
Possible answers A: Ich will die Robotik-AG machen. Und du? B: Ich singe gern. Ich will die Musical-AG machen. / A: Ich will die Fußball-AG machen, denn ich mache gern Sport. Und du? B: Ich auch! […]
3C
Have students create a bar graph or pie chart to visually represent the data of the entire class. Meine Grammatik · The verb wollen + infinitive Point out that will is a form of the verb wollen and should not be confused with the English false cognate will which indicates something that will happen in the future. See p. 176 for the full explanation. Answers will vary.
3D
To prepare for this activity, have individual students create a weekly calendar of their real-life activities. Answers will vary.
MEINE VOKABELN p. 179
LANGUAGE The imperative Vocabulary related to the performing arts and expressing emotions
CULTURE Two popular contests for talented youths in Germany: Jugend forscht and Jugend musiziert
4 SUGGESTED DURATION 20 minutes
4A
Possible answers Maybe it's about realizing ideas that you have. Maybe you should act on the ideas you have in your head.
4B
Sprachdetektiv Contrast the two sentences by saying them aloud to demonstrate the difference between the statement - Du springst - and the command - Spring!
Possible answers When we say “You jump.” it is a fact, an activity that someone does. When we say “Jump!” we are telling someone to do it.
Meine Grammatik · The imperative See p. 177 for the full explanation.
4C
Answers a. Cool! Komm in die Natur-AG! / b. Sei kreativ und zeig dein Talent! / c. Sei nicht schüchtern und spiel mit uns!
Guide students to compare Jugend forscht with science fairs or similar initiatives in their state or region. Lead a discussion about the importance of supporting young people interested in scientific research.
AUTHENTIC RESOURCE
• Jugend forscht is Germany's most well-known competition for young researchers. The goal is to inspire young people to engage in STEM subjects. Each year, there are more than 120 competitions held nationwide.
• The contest Jugend musiziert attracts more than 20,000 participants each year, making it one of the largest music competitions internationally.
Zeig dein Talent!
I can understand information about contests for talented young people in Germany.
4 LESEN UND SPRECHEN
A. Sieh dir die Plakate an. Was ist das Thema? Stell Hypothesen auf Englisch auf. Lies dann den Kultur-Kasten.
B. Read the sentences.
Du springst. Spring!
Explain the differences between the two sentences. Which sentence is used in the slogan? Why?
C. Formuliere Slogans.
Klima?
Cool! … in die Natur-AG! (kommen)
Kreativ?
... kreativ und ... dein Talent! (sein / zeigen)
Sein oder nicht sein?
... nicht schüchtern und … mit uns! (sein / spielen)
BOOST YOUR TEACHING
Kultur
In 1965, Henri Nannen, the editor-in-chief of the German magazine Stern launched Jugend forscht with the motto “We are looking for tomorrow’s researchers!” The model came from the US, where science fairs already had a long tradition. The establishment of the non-profit organization Stiftung Jugend forscht e. V. as a joint sponsoring organization of the German government, the magazine Stern, industry and schools turned this initiative into a very successful nationwide contest.
4C Extension Find a video of Wenn du fröhlich bist and sing it with your class to practice using the imperative while incorporating movements like Klatsch in die Hände or Stampfe mit dem Fuß
ANSEHEN UND SPRECHEN
5 SUGGESTED DURATION 40 minutes
1. Was zeigt das Video?
2. Was machen die Jugendlichen?
3. Welche Stile gibt es?
B. Sieh dir das Video noch einmal an. Was denken die Jugendlichen? Begründe
Ich bin total nervös. Wir haben so viel Spaß!
So ein Applaus! Wie langweilig! Ich habe keine Lust. So ein Stress! Zusammen Musik machen ist fantastisch!
HÖREN UND SPRECHEN
Hör zu und beantworte die Fragen.
1. Welches Musikinstrument spielt Thomas?
2. Welchen Beruf will er machen?
A. Verbindung zu: Musik Sieh dir das Video an Beantworte die Fragen. 5 6 7
3. Wie oft spielt er mit seiner Band? Wie viele Stunden?
4. Warum spielt er gern in einer Band?
SCHREIBEN
MEINE VOKABELN
Vorhang auf Performing
• Disziplin haben to have discipline
• ein Instrument spielen to play an instrument
• lieben to love
• nervös sein ≠ ruhig sein to be nervous ≠ to be calm
• Profi sein ≠ Amateur sein to be a professional ≠ to be an amateur
• Wir haben Spaß. ≠ Wir haben Stress. We have fun. ≠ We are stressed.
• zusammen together
Kultur
Jugend musiziert is not only the largest German music competition for young people who play instruments or sing, but has also been a music festival since it was founded in 1963. Over 60 years, more than a million children and young people have taken part. Participants can exchange and compare ideas with like-minded people, while an expert jury of professional musicians and music teachers judge their performances and award prizes.
Wie findest du die beiden Wettbewerbe? Welchen Wettbewerb willst du machen? Gibt es ähnliche Wettbewerbe in den USA? Was macht man? Wie sind sie? Erkläre
DIFFERENTIATED INSTRUCTION
6 Cloze exercise Provide students with the transcript of the text with some missing words. Play the audio and have students fill in the blanks.
Kultur Authentic materials Have students visit the official website of Jugend musiziert to gather more information about the competition. Have them share their findings with the class or in small groups.
MATERIALS Video Script Differentiation Worksheet 2
Warm-up
Give students 30 seconds to list all music genres they know. The students with the longest list wins.
5A
Refer students to the Meine Vokabeln feature Vorhang auf
Answers 1. Musik / 2. Sie machen zusammen Musik. / 3. Klassik, Jazz und Contemporary Music.
5B
Show still images from the video and ask students to choose one of the quotes to describe what they see.
Possible answers 1. Sie denken: Ich bin total nervös, denn sie haben ein Konzert. / 2. Sie denken: Zusammen Musik machen ist fantastisch, denn sie machen gern zusammen Musik. / 3. Sie denken So ein Applaus, denn sie hören den Applaus.
6 SUGGESTED DURATION 15 minutes
MATERIALS Audio file Script
After listening to the recording, have students take turns being the interviewer and Thomas.
Answers 1. Thomas spielt elektrische Gitarre. / 2. Er will Profimusiker sein. / 3. Er spielt zweimal pro Woche mit seiner Band. Sie spielen drei Stunden. / 4. Sie machen zusammen Musik und schreiben Songs, diskutieren und haben viel Spaß.
7 SUGGESTED DURATION 10 minutes
You may want to assign this activity for homework. Answers will vary.
KULTUR
SUGGESTED DURATION 5 minutes
MATERIALS Audio file (text recording)
Have volunteers share their experiences participating in music competitions or festivals.
MEINE VOKABELN p. 179
Tanz Theater Musik
Klangmalerei TV / Deutscher Musikrat GmbH
DAS DEUTSCH-MAGAZIN · OVERVIEW
LANGUAGE Vocabulary for school traditions in Germany
CULTURE The first day of school, field trips, graduation festivities MATERIALS Audio file (text recording)
8 SUGGESTED DURATION 20 minutes
Introduce the activity by discussing the objective at the top of the page and then the instructions for this activity.
Have students complete this activity while listening to the recording, then share their answers with the class.
Answers 1. First grader / 2. School trip / 3. High school graduate / 4. Graduation prank
10 SUGGESTED DURATION 15 minutes
• Have students work with a partner. One student explains a tradition while his/her partner listens and adds, more details if needed. That student then explains another tradition, and so on.
• Summarize each of these traditions on the board with the help of the students.
Possible answers Die Schultüte: On the first day of school, the children receive a cardboard cone from their parents. Sometimes the children make the school cone. The school cone contains sweets and materials for school, e.g. pencils, erasers, etc. / Die Klassenfahrt: The pupils go on school trips in all classes. In years 8–10, they travel to a city or the countryside for a week. Sometimes they also travel to another country. / Der Abi-Streich: When school is over, the graduates celebrate with a graduation prank. They organize activities such as an obstacle course. / Die Abi-Party: They also celebrate graduation with a party. Teachers and parents also come along. The graduates dress up. There is music and dancing.
DAS DEUTSCH-MAGAZIN
Verbindung zu: Sozialkunde
I can understand the main idea and some details of an article about school traditions in Germany.
Traditionen in der Schule
Der Schulbeginn
Die Schultüte
Der erste Schultag ist toll! Die Eltern kaufen1 eine Schultüte oder die Kinder machen ihre Schultüte selbst2 und dekorieren sie. Die Eltern füllen sie mit Dingen für die Schule: Anspitzer, Kugelschreiber, Radiergummis, … Auch mit Schokolade oder einem kleinen Buch. Dann gehen die Erstklässler mit ihrer Schultüte in die Schule. Aber nur am ersten Schultag!
1 kaufen: buy
2 selbst: themselves
Lies den Artikel. Finde die deutschen Wörter.
Lies noch einmal. Finde die englische Bedeutung.
1. to decorate
2. to fill
3. things
4. something new
5. to organize
1. Erstklässler
2. Klassenfahrt
3. Abiturientinnen und Abiturienten
4. Abi-Streich
10
Erkläre kurz die Traditionen auf Englisch.
8 Collaboration Divide the class into three groups and assign each section of the article to a different group. Have them read and discuss their assigned section and summarize its main idea. Then have each group present their assigned section to the rest of the class. Finally, have all students read the complete article.
von Sophie Roth, Reporterin aus Dresden, Deutschland
In der Schulzeit
Die Klassenfahrt
Die Schülerinnen und Schüler machen in allen Klassen eine kleine oder große Klassenfahrt. In der 8. bis 10. Klasse fahren sie oft eine Woche in eine Stadt oder in die Natur. Sehr beliebt3 sind: München, Berlin, die Ostsee und der Schwarzwald. Aber die Klasse reist auch oft in ein anderes Land: nach Spanien oder Italien – alle lieben das Meer und das warme Wetter! Oder sie fahren nach Paris, Brüssel, Prag oder London.
Das Schulende Der Abi-Streich
Die Schulzeit ist zu Ende! Die Schülerinnen und Schüler machen das Abitur („Abi“). Alle wollen viel Spaß, denn etwas Neues beginnt.
Oft machen sie einen Streich – das ist sehr lustig! Die Abiturientinnen und Abiturienten organisieren eine Aktion, zum Beispiel einen Parcours in der Schule. Es gibt viele tolle Ideen!
Beantworte die Fragen.
Die Abi-Party
Und natürlich machen sie eine Abi-Party mit Musik und Tanz, oft auch mit einer Schulband! Die Abiturientinnen und Abiturienten tragen schicke Kleidung. Viele Lehrerinnen, Lehrer und Eltern sind auch da. Die Abi-Party (oder der „Abi-Ball“) ist meistens in der Aula. Die Party beginnt am Nachmittag und endet nach
JETZT BIST DU DRAN!
1. Wer macht die Schultüte?
2. Was ist eine Klassenfahrt? Welche Orte besuchen (visit) die Schülerinnen und Schüler? Wie lange?
3. Was machen die Schülerinnen und Schüler auf der Abi-Party?
1. Wie ist das bei dir? Präsentiere typische Traditionen in deiner Schule.
2. Schreib kleine Texte und finde Bilder.
11 SUGGESTED DURATION 10 minutes
Answers 1. die Kinder // 2. Eine Klassenfahrt ist eine Reise mit der Schulklasse. Die Schüler besuchen München, Berlin, die Ostsee oder den Schwarzwald. Oft reisen sie auch nach Spanien oder Italien, nach Paris, Brüssel, Prag oder Rom. / Eine Woche lang. // 3. Sie tragen schicke Kleidung. Sie tanzen.
JETZT BIST DU DRAN!
SUGGESTED DURATION 30 minutes
• Brainstorm traditions at your school with your students and write them on the board. Allow students to choose the tradition for their presentation.
• Consider assigning the writing portion as homework and have students present in the class.
11 Cultural comparison Have students reflect on how these German school traditions compare to similar practices with which they are familiar. Consider the significance, similarities, and differences between the German traditions and those observed at your school. DIFFERENTIATED
Have students add their product to Mein Deutschpass .
Das Reporterteam 1 • Kapitel 4
DAS REPORTER TEAM
Interpretive
MEINE GRAMMATIK
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Before presenting the Meine Grammatik feature, make some general statements about your school or classroom, using Es gibt … / Es gibt kein- … Then ask questions using these expressions and have students answer ja or nein
• Review the information presented in Meine Grammatik by having student volunteers read the sentences aloud. Tell them that the noun that follows Es gibt … / Es gibt kein- … must be in the accusative case. Remind them that the ending of the article depends on the gender and number of the noun. Then have students change the example sentences to match your school.
Language comparisons Point out that es gibt can mean there is or there are. There is no change in form when referring to the plural or singular.
Practice
12
Answers a. Gibt es eine Fußball-AG in der Schule? / b. Gibt es eine Robotik-AG in der Schule? / c. Gibt es Musikwettbewerbe Deutschland? / d. Gibt es Schultüten in der Schweiz? / e. Gibt es Experimente bei „Jugend forscht“?
1. Es gibt + accusative
What is it?
• We use es gibt to talk about the existence of something or someone.
• Es gibt means there is or there are
Es gibt eine Foto-AG. There is a photography club.
Es gibt tolle Projekte. There are great projects.
• We use the negative form es gibt kein to talk about the absence of something or someone.
Es gibt keinen Sportplatz. There are no athletic fields.
Es gibt keine Jazz-AG. There is no jazz club.
Es gibt kein Chemielabor. There is no chemistry laboratory.
Es gibt keine Experimente. There are no experiments.
Word order
• Es gibt in a declarative sentence.
Es gibt einen Kunstraum in der Schule.
Have a look at the examples. What do you notice about them?
In der Schule gibt es einen Kunstraum.
• Es gibt in an interrogative sentence.
Gibt es einen Kunstraum in der Schule? subject verb object (accusative) other subject verb object (accusative) other subject verb object (accusative) other
12 Lies die Antworten und schreib die Fragen.
a. Gibt es eine Fußball-AG in der Schule?
Ja, es gibt eine Fußball-AG in der Schule. b. ?
Nein, es gibt keine Robotik-AG in der Schule. c. ?
Ja, es gibt Musikwettbewerbe in Deutschland. d. ?
Nein, es gibt keine Schultüten in der Schweiz. e. ?
Ja, es gibt Experimente bei „Jugend forscht“.
BOOST YOUR TEACHING
Grammar presentation (1) Extension You might want to tell students that the Gibt es can be contracted to Gibt’s at the beginning of a question.
1. ES GIBT + ACCUSTIVE
13 Sieh dir die Bilder an. Was gibt es in der Schule? Was gibt es nicht? Ergänze die Sätze.
Es gibt
Es gibt
14 Lies die Fragen und ergänze die Sätze über deine Schule.
a. Wie viele Schülerinnen und Schüler gibt es in deiner Klasse?
In meiner Klasse gibt es
b. Wie viele Sportplätze gibt es in deiner Schule?
In meiner Schule
c. Wann gibt es eine Mittagspause?
Eine Mittagspause
d. Wie viele Schulstunden gibt es pro Woche? Pro Woche
e. Wann gibt es Sommerferien? Es gibt
13 Visual learners Divide the class into small groups and assign roles: facilitator, timekeeper, recorder, and reporter. Give each group pictures of classrooms from around the world and have them write as many sentences describing them using es gibt or es gibt kein-. At the end, each group’s reporter presents their findings to the class.
Practice
13
Answers a. Es gibt eine Kantine. / b. Es gibt kein Chemielabor. / c. Es gibt einen Kunstraum. / d. Es gibt keine Aula. / e. Es gibt einen Schulhof. / f. Es gibt Klassenräume. / g. Es gibt keinen Sportplatz.
14
Answers will vary a. In meiner Klasse gibt es […]. / b. In meiner Schule gibt es […]. / c. Eine Mittagspause gibt es um […] / d. Pro Woche gibt es […] / e. Es gibt […].
FORMATIVE ASSESSMENT
Self-check Quizzes available on
c. Es gibt f.
d. Es gibt
e. Es gibt
g. Es gibt
a.
eine Kantine. b. Es gibt kein hundertfünfundsiebzig ı 175
Das Reporterteam 1 • Kapitel 4
MEINE GRAMMATIK
2. THE VERB WOLLEN + INFINITIVE
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Project or write the conjugation of wollen on the board. Have students read over the conjugation and share their observations. Summarize their findings on the board.
• Have students analyze the usage of wollen in context. Have them read the sample sentence and question and in pairs or small groups come up with their own explanation of when wollen is used. Then have groups share their explanations with the class. Language comparisons Explain the concept of false cognates in language learning. Tell students that some words in different languages may look or sound similar, but have different meanings. Demonstrate this by having students compare these two sentences: Ich will in der Theater-AG mitmachen. vs. I will participate in the Theater Club. Formative assessment Have students write three sentences using wollen in different contexts (personal wants, desires, and intentions).
Practice
15
Answers a. Max will in den Fotoklub gehen. / b. Wollt ihr Fußball spielen? / c. Willst du ein Picknick machen? / d. Wir wollen immer Skateboard fahren. / e. Sie will einen Musikwettbewerb machen.
16
Answers a. will / b. wollen / c. will / d. Willst / e. wollt / f. wollen
17
Answers a. Sie wollen Videospiele spielen. / b. Sie will ein Eis essen. / c. Sie wollen zusammen kochen. / d. Er will Rad fahren.
2. The verb wollen + infinitive
What forms does it have?
• The verb wollen doesn’t follow a regular pattern in the singular. wollen to want ich will wir wollen du willst ihr wollt
er / sie will sie / Sie wollen
How do we use it?
• Wollen is mostly used with another verb. In this case, the second verb is always in its infinitive form and is placed at the end of the sentence.
Ich will in die Theater-AG gehen. I want to go to the theater club. Willst du in der Theater-AG mitspielen? Would you like to join the theater club?
Ordne die Sätze.
a. Max | gehen | in den Fotoclub | will | Max will in den Fotoclub gehen.
b. Wollt | Fußball | ihr | spielen | ?
c. Willst | ein Picknick | machen | du | ?
Ergänze die Formen von wollen.
a. Lana Gitarre spielen.
b. Am Wochenende wir immer schwimmen gehen.
c. Zum Abi-Ball ich ein schickes Kleid tragen.
Was wollen die Personen am Wochenende machen? Schreib vier Sätze mit dem Verb wollen
Videospiele spielen
ein Eis essen
d. Wir | Skateboard | wollen | fahren | immer |
e. Sie | einen Musikwettbewerb | will | machen |
d. du am Samstag ins Museum gehen?
e. Welche AG ihr machen?
f. Max und Timo die Koch-AG machen.
zusammen kochen
Rad fahren
BOOST YOUR TEACHING
Grammar presentation (2) Gamification Have students work with a partner. Student A rolls the number cube first. Based on the number rolled, he or she selects the corresponding pronoun and conjugates wollen (1-ich, 2-du, 3-er/sie/es, 4-wir, 5-ihr, 6-sie/Sie). Student B uses it in a sentence. Then Student B rolls the number cube and Partner A conjugates wollen, and so on.
3. The imperative
What is it?
• The imperative is used to make a request or to give a command or instructions. Komm in die Film-AG! Join the film club!
What forms does it have?
• Just like in English, in the imperative, the subject is implied, not stated.
• When addressing one person, you form the imperative with the du form and drop the ending -st
• An imperative can end with either a period or an exclamation mark.
present tense imperative du kommst du kommst Komm! du machst du machst Mach! du liest du liest Lies!
How do we use them?
3. THE IMPERATIVE
• Some verbs have an irregular imperative form. du bist Sei nett. du hast Hab einen schönen Tag! du fährst Fahr langsamer!
• For some verbs, you may also add an -e . Both forms are correct. Schreibe! Höre! Wähle! Suche! Finde! Ergänze! Such / Suche das Wort. Look for the word. Schreib / Schreibe den Satz. Write the sentence.
• If you add bitte , the request is more friendly. Komm bitte! Please come!
18 Ergänze die Sätze mit dem passenden Verb.
a. H den Dialog!
d. Z dein Heft!
19
Gib Tipps.
b. M die Wörter im Text!
e. S den Text!
c. L dein Buch!
f. M ein Bild!
a. in die Theater-AG kommen Komm in die Theater-AG! Das macht Spaß. b. Sport machen Das macht fit. c. schwarze Jeans tragen Das ist schick!
d. ein Bild malen Du bist immer so kreativ! e. eine Party organisieren Ich will tanzen! f. Fahrrad fahren Das ist sportlich. g. schwimmen gehen Das Wetter ist schön.
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Explain that the imperative is also known as the command form of verbs. Give examples to illustrate this.
• Show students that it’s really simple to turn a conjugated verb in the du form into an imperative by dropping the ending -st and the subject.
• After introducing the imperative for regular verbs, present the du-imperative for sein, haben, and fahren. Tell students they must memorize these forms.
Formative assessment Play Simon sagt with your students.
Practice
18
Answers a. Hör den Dialog. / b. Markier die Wörter im Text. / c. Lies dein Buch! / d. Zeig dein Heft! / e. Schreib den Text! / f. Mal ein Bild!
19
Answers a. Komm in die Theater-AG! / b. Mach Sport! / c. Trag schwarze Jeans. / d. Mal ein Bild! / e. Organisier eine Party! / f. Fahr Fahrrad! / g. Geh schwimmen!
FORMATIVE ASSESSMENT
Self-check Quizzes available on
Grammar presentation (3) Kinesthetic learners Give commands and perform them yourself, such as Steh auf!, Komm an die Tafel!, Setz dich hin. After each command, have students repeat the action with you.
Suggest, explain, or practice the following strategies for memorizing and recalling vocabulary.
Vocabulary Foldable Have students create three columns on both sides of a lined sheet of paper. In the first column on the front page, they write German vocabulary words, and in the second column, their English meanings. After studying the words, they fold over the column with English meanings and try to recall and write the German words without looking. Next, students turn the page over and write the English meanings based on memory. Unfold the sheet to check answers, then practice by writing the German words again in the third column.
Streetlight Vocabulary Pair up students and provide each pair with a set of vocabulary words from the unit on separate index cards along with one green, one orange, and one red card. Have them place the three colored cards in front of them as markers for three different discard piles. One student quizzes the other by presenting a vocabulary word to translate. If the student knows the word, it goes into the green pile. If there is hesitation, it goes into the yellow pile, and if the meaning is unknown, it goes into the red pile.
Categorizing Have students categorize their vocabulary words into the following categories: Aktivitäten, AGs, Häufigkeit, and so on.
Drawing game Divide the class into teams. Give a member of each team a word or phrase from Meine Vokabeln to draw for their group. The first team to guess correctly wins a point. The team with the most points at the end wins.
Practice
Have students complete the vocabulary exercises in the Workbook on pp. 97–101.
TEACHING
Gamification Find pictures representing the words in Meine Vokabeln. Divide the class into two teams. Using a projector, cover each picture with a piece of paper, then gradually uncover it until someone guesses what it is or until it is completely revealed, whichever happens first. The first team to identify the picture earns a point. Don’t allow students to look at their books while playing.
BOOST YOUR
MEINE VOKABELN
experimentieren to conduct an experiment filmen to film
fotografieren to take pictures
singen to sing
Theater spielen to take drama class malen to paint
tanzen to dance
zeichnen to draw
Häufigkeit
Expressions of frequency
• Wie oft? How often?
• montags, dienstags, … on Mondays, on Tuesdays, …
• jeden Tag, jede Woche, jeden Monat, jedes Jahr every day, every week, every month, every year
• zweimal pro Tag twice a day
• einmal pro Woche once a week
• immer always
• oft often
Vorhang auf Performing
Disziplin haben to have discipline ein Instrument spielen to play an instrument
lieben to love nervös sein ≠ ruhig sein to be nervous ≠ to be calm
Profi sein ≠ Amateur sein to be a professional ≠ to be an amateur
Wir haben Spaß. ≠ Wir haben Stress. We have fun. ≠ We are stressed.
Wir machen zusammen Musik. We play music together.
Veranstaltungen Events
die Aufführung performance
die Ausstellung exhibition
das Experiment experiment das Konzert concert
FORMATIVE ASSESSMENT
Self-check Quizzes available on
das Projekt project
der Podcast podcast das Turnier tournament
der Wettbewerb competition
DIFFERENTIATED INSTRUCTION
Gamification Divide students into small groups. Provide each group with a list of verbs from the Aktivitäten feature of Meine Vokabeln. Individual students then match these verbs with an extracurricular activity and give a command using the imperative. In response, the rest of the group mimes the activity or uses gestures to demonstrate comprehension.
20 SUGGESTED DURATION 10 minutes
Divide the class into teams and have one player from each team guess a word or phrase based on their teammates' silent actions. The player guessing stands facing away from the board, where the word or phrase is displayed. The team has one minute to act out as many words or phrases as possible without speaking, earning a point for each correct guess. The game continues with teams taking turns, and the team with the most points wins.
Have students complete the Mein Wortschatz activity independently. They can turn it into a journal activity that includes the activities they do, and when and where they do them.
MEIN DEUTSCHPASS
Have students add their personalized vocabulary to Mein Deutschpass
Project or write the sample sentences and questions on the board. Tell students most important parts of a message are usually stressed, such as the question word, nouns, main verbs, that carry the main meaning. Mark the stressed words.
Practice
21
Have students mark the stressed word by drawing a line under it.
Answers a. The intonation falls. / b. The intonation rises. / c. The intonation stays the same. / d. The intonation falls. / e. The intonation stays the same. / f. The intonation falls.
22
Before listening to the dialogues, have students mark the stressed words and use downward or upward curved arrows to indicate intonation.
1. Choose one club or one activity from the lesson.
2. Mime it.
Your classmates try to guess what it is.
3. Take turns miming in each round.
As in English, sentences in German usually have a stressed word.
Create and complete a chart with two columns: AGs / Aktivitäten and a second one describing the activity and the skills you can develop while doing it. Das ist die Theater-AG.
INTONATION
Wo bist du? Hier bin ich!
• The stressed word is usually the most important in the sentence.
• Different types of sentences have different types of intonation. In statements, the voice usually falls at the end.
• In information questions (with wer, wo, was, …), the voice also falls at the end.
• In yes or no questions, the voice rises at the end.
• In exclamations, the voice stays at the same level.
Ich spiele Gitarre.
Was spielst du?
Spielt Tom Fußball?
Das macht Spaß!
21 Listen and read the sentences. Say if the intonation rises, falls or stays the same.
a. Es gibt einen Kunstraum in der Schule.
b. Gibt es ein Chemielabor?
c. Ja! Das Labor ist super!
d. Wo ist das Labor?
e. Komm!
f. Wir gehen zusammen.
22 Listen again and repeat the sentences with the correct intonation. The marked words are stressed.
23 In pairs, listen to the dialogues. Then choose one and read it out loud.
A: Willst du Fußball spielen?
B: Nein, Fußball mag ich nicht.
A: Schade! Was magst du?
B: Ich mag Musik! Komm! Wir gehen in die Musical-AG.
C: Jetzt ist Pause! Super!
D: Ja! Gehen wir in die Bibliothek?
C: Nein, ich habe keine Lust. Ich treffe Alex.
D: Alex? Aha.
23 Intonation patterns Have students listen to each question or sentence at a time and decide if what they hear is a statement, an information question, a yes/no question, or an exclamation.
SPIEL: RATE MAL!
SPIEL: Rate mal! 20
MEIN WORTSCHATZ
MINIPROJEKT 2
Die neue AG
ESSENTIAL QUESTION
Wie können Aktivitäten die Gemeinschaft stärken?
How can activities bring us together?
KONTEXT
Eure Schule sucht Ideen für neue Schul-AGs.
PRODUKT
Ein Poster und eine Präsentation für eine neue AG
1. Bildet Gruppen. Findet eine Idee für eine AG. Das kann Sport, Kunst, Musik, Technik oder etwas anderes (something else) sein.
2. Sammelt Informationen über eure AG.
Was machen wir in der AG?
Wann, wie oft und wo ist die AG?
Warum ist unsere AG toll?
3. Schreibt einen Text für das Poster. Schreibt kurze Sätze! Erfindet einen interessanten Titel.
4. Sucht oder zeichnet Bilder für eure AG.
5. Plant das Layout und erstellt das Poster. Benutzt Farben und macht das Poster interessant.
6. Überprüft das Poster noch einmal. Sind alle Informationen da? Ist alles korrekt?
7. Präsentiert euer Poster in der Klasse.
STRATEGIE
Working in groups
When preparing group presentations, decide who will speak and in what order. Think about how to transition between speakers. Practice your presentation so that you are well prepared to deliver it to your classmates.
ALTERNATIVE
Schreib Fragen zu einer AG in deiner Schule. Mach ein Interview mit Schülerinnen und Schülern aus dieser AG. Notiere die Informationen und berichte
NEU TISCHTENNIS-AG NEU
Wann? Montags und donnerstags Wie oft? Zweimal pro Woche Wo? Sporthalle
Schülerinnen und Schüler aus allen Klassen können mitmachen! Wir lernen Technik und Strategie. Tischtennis spielen und das Training machen SPAß!
SUGGESTED DURATION 50 minutes MATERIALS Lektionstest 2, ASSESSMENT PROGRAM Assessment Rubric, ASSESSMENT PROGRAM Answer
MINIPROJEKT 2 · OVERVIEW
LANGUAGE Es gibt + accusative; The verb wollen + infinitive; The imperative Vocabulary for describing activities, school clubs and events, expressions of frequency
SUGGESTED DURATION
Teacher presentation: 10 minutes
Execution: 35 minutes
MATERIALS
Poster paper; colored markers
Teacher presentation
• Point out and discuss the essential question and Kontext with your students.
• Review the steps and clarify any questions.
Strategy Once students are in their groups, read the Strategie feature. Discuss the importance of collaboration, as well as the benefits of planning and practicing their presentation.
Execution
21st Century skills This project provides the opportunity for students to develop 21st Century skills:
• Collaboration Students work in groups to brainstorm and develop ideas for a new club.
• Project Management Students must manage time, delegate tasks, and ensure that all steps of the project are completed on time.
Student presentation
Consider displaying students’ work in the classroom or in the hallway to celebrate their unique and collective ideas for new clubs at your school.
2
MATERIALS Self and Peer Assessment Rubric Assessment Rubric See Formative Assessment on p. 183 for more information.
WORKBOOK
SUGGESTED DURATION 120 minutes MATERIALS Communication pp. 103–108
This section can be assigned as homework. See Formative Assessment on p. 183 for more information.
students add their product to Mein Deutschpass .
Das Reporterteam 1 • Kapitel 4 hunderteinundachtzig ı 181
ABSCHLUSSPROJEKT · OVERVIEW
LANGUAGE Possessive adjectives (plural); Expressing days of the week and time: am, um; Telling time; Es gibt + accusative Vocabulary for identifying different places in a school, talking about school schedules, talking about the school year, describing activities, school clubs and events
SUGGESTED DURATION
Teacher presentation: 15 minutes
Execution: 60 minutes
Student presentation: 4 minutes per group
MATERIALS
Digital camera or cell phone; (optional) music for video
Alternative: written presentation
Teacher presentation
• Introduce the Kontext and the Produkt
• Have students determine roles within their group.
• Refer students to the How to… features. You might want to suggest some additional strategies for creating storyboards or using video editing tools.
Execution
21st Century skills This project provides the opportunity for students to develop several of the 21st Century skills:
• Communication
• Collaboration
• Critical thinking and problem solving
• Creativity and innovation
• Media, information, and technology literacy
• Initiative and self-direction
• Social and cross-cultural skills
• Productivity and accountability
• Leadership and responsibility
Student presentation
• Consider using the completed videos to acquaint new students with the school, greet parents at an open house, or in promotional materials to showcase students’ language learning.
ABSCHLUSSPROJEKT
Ein Video: unsere Schule
KONTEXT
Ihr präsentiert Schülerinnen und Schülern aus D-A-CH-L eure Schule.
PRODUKT
Ein vier Minuten langes Video
THEMEN DEFINIEREN
1. Bildet Vierergruppen. Was wollt ihr zeigen? Wählt die Themen.
• Orte in der Schule (Aula, Musikraum, …)
• euren Stundenplan (Schulbeginn, Pausen, …)
• die Schulfächer (Deutsch, Mathe, …)
• die Ferien
• SKRIPT SCHREIBEN
2. Jede (each) Person schreibt einen Teil vom Videoskript.
3. Lest und kommentiert die vier Skripte. Verbessert (improve) die Skripte zusammen.
FILMEN
4. Wählt die Orte für das Shooting.
5. Filmt und editiert das Video. Jede Person präsentiert einen Teil. Findet Musik und einen Titel. Schreibt eure Namen am Ende.
ALTERNATIVE
Schreib einen kurzen Vortrag (talk) für den Tag der offenen Tür und präsentiere deine Schule.
Das Reporterteam 1 • Kapitel 4
Presentational Writing/ Speaking
HOW TO PREPARE FOR A VIDEO RECORDING
• Make sure your script isn’t too short or too long. Do a test run by reading it and timing how long it lasts.
• Find a good location: Will there be enough light at the hour of the shoot? Will there be too much noise? Will it be too crowded?
• Ask for permission if you want to film any students. You may also need permission to film in specific places.
• Unless you are an expert in video editing, keep it simple. Record at a single location and use the pause function to change actors.
Willkommen!
Unsere Schule ist …
HOW TO SPEAK ON CAMERA
• Rehearse your part and, if possible, record yourself to see if you need to change anything.
• Speak slowly and clearly, using correct pronunciation and intonation
• Look at the camera while you speak and avoid moving your head too much.
• Use facial expressions and gestures to bring your performance to life
ASSESSMENT
MATERIALS Self and Peer Assessment Rubric Assessment Rubric
• Self-Assessment Rubrics are an opportunity for students to note what they have mastered and what areas need improvement. This tool will also help them prepare for future projects and assessments.
• Peer Assessment Rubrics help to better understand the assessment criteria and show students how to be objective and fair with themselves and others. They also help students to remain attentive and participate during the presentations of other classmates.
• Assessment Rubrics evaluate students’ proficiency level in the skills involved in this project. FORMATIVE
Hier seht ihr den Sportplatz.
hundertdreiundachtzig ı 183
Das Reporterteam 1 • Kapitel 4
TESTVORBEREITUNG · IPA
INTEGRATED PERFORMANCE ASSESSMENT (IPA)
• TESTVORBEREITUNG · IPA allows students to selfassess their readiness to successfully complete the unit’s summative IPA See Assessment program
. As in the design of the final IPA for the unit, there are three real-world tasks that reflect the unit theme and instructional goals: one Interpretive, one Presentational, one Interpersonal. Authentic images, videos, and written texts provide the cultural context. Page references to the unit grammar and vocabulary for learners to review are provided. Strategies to help learners successfully complete the tasks are also suggested.
TESTVORBEREITUNG · OBJECTIVES
LANGUAGE Expressing days of the week and time: am, um; Telling time
Vocabulary for talking about school schedules, talking about the school year, describing activities, school clubs and events
PERFORMANCE INDICATORS
Interpretive reading Refer to information presented in an infographic to compare the length of school days in different countries. Presentational writing Add a timetable for school days in your community to an infographic about school days around the world. Write a comparison of your school day with school days in other countries.
Interpersonal speaking With a partner, compare school schedules around the world, decide which one you like best, and tell why.
CULTURAL NOTE
With the aim of empowering people with data, Statista has provided a vast global database comprising statistics and reports on over 80,000 topics across 170 fields in four languages (English, French, German and Spanish) since 2007. The Integrated Performance Assessment (IPA) is a summative assessment model developed by ACTFL to assess the progress that language learners are making towards proficiency in the three Modes of Communication (Interpretive, Presentational, Interpersonal). The IPA includes three related real-world tasks (one for each Mode of Communication) that are connected to the unit theme. The tasks reflect application of learning of the unit’s instructional goals.
You will read a chart showing information about school schedules. To adapt the graphic to your own school, you will then create a corresponding chart. Discuss it with your partner and decide which school schedule you like most and why.
INTERPRETIVE
INTERPRETIVE READING
A. Read the infographic. What is its purpose?
Vereinigtes Königreich
7h00
B. Answer these questions.
1. In welchem Land beginnt der Unterricht um 8 Uhr?
2. In welchem Land gibt es keinen Unterricht am Nachmittag?
3. In welchem Land endet der Unterricht am spätesten (the latest)?
4. Wann beginnt die Mittagspause in Irland?
5. In welchem Land gibt es zwei Stunden Mittagspause?
6. Wie viele Unterrichtsstunden gibt es im Vereinigten Königreich?
C. Which country has a schedule that is most like yours? Explain.
Mittagspause
STRATEGIE
Determining purpose and audience
When reviewing an infographic, determine what its purpose is, as well as the audience for which it is intended. Use the information given to draw conclusions about the typical school day schedule in each country.
MATERIALS Assessment Rubrics
TESTVORBEREITUNG · IPA is a formative assessment that informs the teacher about the need to reteach a concept or provide additional practice. Students can self-assess their preparedness for the summative assessment, identifying where they need additional review and practice. Assessment rubrics describe the most important characteristics of performance.
MEINE GRAMMATIK pp. 158, 174
MEINE VOKABELN pp. 162-163
Deutschland
Spanien Irland Frankreich
PRESENTATIONAL
PRESENTATIONAL WRITING
Using the format of the infographic in activity 1, create a new column that shows a timetable for a typical day at your school.
Include:
• hours you are in class
• time for lunch
Add a short description of additional information about your school, including extracurricular activities.
Then write three sentences describing the differences between your school and the other school schedules represented in the graphic.
In meinem Land beginnt der Unterricht … und in Spanien beginnt er um ...
INTERPERSONAL
INTERPERSONAL SPEAKING
Think about the information in the infographic and the differences you noted in activity 2. With your partner, decide which country has the school schedule you like most.
In Deutschland haben die Schülerinnen und Schüler … Stimmt, aber in Irland …
STRATEGIE
Proofreading
After writing the three sentences, don’t forget to proofread them to correct any errors.
Strategy The infographic describes various daily school schedules. Think about what other information would be important to know in order to decide how much time students spend in school each year.
1A
Possible answer The aim of this infographic is to compare school timetables / lesson times in different countries.
1B
Answers 1. In Deutschland. // 2. In Deutschland. // 3. In Frankreich. // 4. Um 12:30 Uhr / Um halb eins. // 5. In Frankreich. // 6. Fünf Stunden.
1C
Answers will vary.
STRATEGIE
Making conversation natural
When you talk with someone else, use expressions to make your conversations sound natural. As you talk to your partner, you can use the following expressions to show interest and keep the conversation going. Interessant! = Interesting! Stimmt! = You’re right!
Strategy React to what your partner says by agreeing or disagreeing or by asking a follow-up question or commenting on what he/she said (Das ist interessant, Stimmt!, Genau!, etc.)
Answers will vary.
FORMATIVE ASSESSMENT · MY PROGRESS
SUGGESTED DURATION 10 minutes
MATERIALS Assessment Rubric
This self-assessment chart contains Can-Do Statements, so students can keep track of how well they can perform the actions and functions studied in this unit. For additional practice, students can apply the reinforcement strategies in the last column.
MEINE GRAMMATIK pp. 156, 158, 174 MEINE VOKABELN pp. 163, 178-179
MEINE GRAMMATIK pp. 156, 158, 174-176 MEINE VOKABELN pp. 163-164, 178-179
Learning Goals · Unit 5, Lesson 1
Lesson 1: Gesund und lecker
Essential question: Was ist eine gesunde Ernährung? What makes a healthy diet?
Contexts
Ich esse viel Obst und Gemüse
Esst gesund!
• The Wiener Schnitzel, a popular Austrian dish
• Food products and specialties associated with Austrian cuisine
Can-Do Statements
• I can identify food items and share food preferences.
• I can make suggestions for healthy eating and compare food and beverage preferences.
Das DeutschMagazin
Essen in
D-A-CH-L
Miniprojekt 1
Create a video to give advice on a healthy diet.
• Stereotypes versus facts about food in German-speaking countries
• I can understand the main idea and some details in an article about eating habits or food products associated with German-speaking countries.
• I can create a video to give advice on a healthy diet.
Culture
• An ad from Figlmüller, a renowned Austrian restaurant famous for their Schnitzel
• The food pyramid from the Schweizerische Gesellschaft für Ernährung
• Kaiserschmarren, Rösti mit Spiegelei, Döner
• Kartoffeln, Brot, Schokolade and Fleisch
• The Bio-Siegel, certification for organic food
Structures
• The verb essen
• The imperative
• Viel, viele, wenig, wenige
• Doch in response to questions
• The indefinite pronoun man
• Vocabulary for foods, eating habits, dishes, and meals
• Vocabulary and structures from Lesson 1
• Vocabulary and structures from Lesson 1
Learning Goals · Unit 5, Lesson 2
Lesson 2: Was darf es sein?
Essential question: Wie spiegelt das Essen die Kultur eines Landes wider? How does food reflect a country’s culture?
Contexts
Ich nehme einen Hamburger
Kannst du kommen?
Wir gehen einkaufen?
• Dining out in Germanspeaking countries
• Information on the Imbiss, Cafés; how to pay your bill and tip appropriately
Can-Do Statements Culture Structures
• I can order and pay for a meal in a restaurant.
• I can plan a lunch and make a grocery list.
• I can make purchases in a grocery store.
• The popular outdoor market der Naschmarkt in Vienna
• The euro
• Café Sacher in Vienna
• Social etiquette and manners
• The verb nehmen
• Möcht- for polite requests
• The verb können
• The preposition für
• Useful phrases for invitations, restaurants, and grocery stores
• Vocabulary for menus, grocery shopping, and quantities
Das DeutschMagazin Kaffeehauskultur
Miniprojekt 2
Create and perform a skit that takes place in a restaurant
Abschlussprojekt
Create and perform a skit in which you plan a meal with your friends
• Information on the famous Kaffeehaus culture in Vienna
• I can understand the main idea and some details about the food offered in a typical Kaffeehaus in Austria.
• I can create and perform a skit that takes place in a restaurant.
• Three typical Kaffeehaus dishes: Eintopf, Feldsalat mit warmen Frühlingskartoffeln, Krapfen
• Vocabulary and structures from Lesson 2
• Vocabulary and structures from Lesson 2
• I can create and perform a skit in which I plan a meal with my friends.
• Vocabulary and structures from Unit 5
Lesson 1: Gesund und lecker
Student edition
pp. 186–187 Unit introduction
pp. 188–189 Wir starten
pp. 190–191 Ich esse viel Obst und Gemüse
pp. 192–193 Esst gesund!
pp. 194–195 Das Deutsch-Magazin Essen in D-A-CH-L
p. 196 Meine Grammatik The stem-changing verb essen
pp. 196–197 Meine Grammatik The imperative (ihr)
p. 197 Meine Grammatik Viel, viele / wenig, wenige
Create and perform a skit that takes place in a restaurant Self and Peer Assessment Rubric
Lektionstest 2
pp. 224–225 Abschlussprojekt
Create and perform a skit in which you plan a meal with your friends
pp. 226–227 Testvorbereitung • IPA
Downloadable PDF file • Audio file
Self and Peer Assessment Rubric
Video • My progress Assessment Rubric
Test • IPA Video • Video script • Answer key • Assessment Rubrics
PRESENT UNIT GOALS
SUGGESTED DURATION 20 minutes
• Introduce the title of the unit and clarify its meaning. Tell students that Mahlzeit is used similarly to Bon appétit! or Enjoy your meal
• Read the essential questions and discuss them with your students. You might want to reference the expression Gesundheit to help them relate to the word gesund in the first essential question and the title of Lektion 1
• Read and make sure students understand the titles of the two lessons and have them brainstorm topics they think will be covered: healthy eating habits, a balanced diet, regional specialties, and ordering food and drinks at a restaurant.
• You may want to introduce the Miniprojekte and the Abschlussprojekt if you plan to do them.
CULTURAL NOTE
• Despite its small size, Austria’s historical influence, as well as its cultural contribution to music and the arts, has been outstanding. Positioned in the center of Europe, it is surrounded and landlocked by eight neighboring countries. Austria offers natural beauty, which attracts tourists, many coming to ski in the Alps in the winter or to hike in the summer.
• Vienna is the capital of Austria, as well the smallest federal state (of nine) with the largest share of the population, just under 1.9 million. Even before the dissolution of the Austro-Hungarian Empire in the aftermath of WWI in 1918, Vienna was its capital. The spectacular architecture harks back to the glorious heights of the centuries-long empire under the Habsburg monarchy, which once ruled vast areas of central Europe, including Austria, Hungary, Slovakia, Slovenia, Croatia, Czechia, northern Serbia, western Ukraine, southern Poland, and even more through strategic marriages into other royal families.
• Although the city has gone through many periods of political upheaval, Vienna managed to emerge with its identity intact. The widespread destruction of WWII necessitated extensive restoration. Similarly to postwar Berlin, Vienna was separated into occupation zones until it regained its independence in 1955.
• Vienna consistently scores excellently in quality-oflife surveys and has been named the world’s most livable city every year since 2009 (Mercer study) in large part thanks to its first-class infrastructure, public transportation, healthcare, and education. An array of cultural delights enriches the already enviable lifestyle and provides tourists with many reasons to visit.
5 Mahlzeit!
ESSENTIAL QUESTIONS
Was ist eine gesunde Ernährung?
What makes a healthy diet?
Wie spiegelt das Essen die Kultur eines Landes wider? How does food reflect a country’s culture?
Servus! Ich heiße Elias und ich wohne in Wien, in Österreich.
Building background knowledge Use online resources to take students on a virtual walking tour of Vienna, helping them familiarize themselves with the history, architecture, famous landmarks, and notable figures of the city.
LEKTION 1
Gesund und lecker Miniprojekt 1
Create a video to give advice on a healthy diet
LEKTION 2
Was darf es sein? Miniprojekt 2
Create and perform a skit that takes place in a restaurant
ABSCHLUSSPROJEKT
Create and perform a skit in which you plan a meal with your friends
Wir reisen nach Wien, in Österreich, und sprechen über das Essen und Restaurants.
ACTIVITY 1 · OVERVIEW
CULTURE Information on Vienna, Austria
1 SUGGESTED DURATION 30 minutes
MATERIALS Video Script
Warm-up
• Have students describe the image behind Elias and examine the maps above activity 1. Pair students to discuss the first Brainstorming! question and call on them to present their responses. List them on the board as they share.
• Have volunteers read Das ist interessant aloud. Ensure students' comprehension.
• Refer to a map of Europe and have students identify the countries surrounding Austria.
• Finally, have student pairs answer the remaining Brainstorming! questions.
Brainstorming!
• Was weißt du über (know about) Österreich und Wien?
• Was kann man in Wien sehen und machen?
• Welche österreichischen Spezialitäten kennst (know) du?
Das ist interessant
• Das Wiener Riesenrad ist schon über 120 Jahre alt.
• Österreich grenzt an (borders) acht Länder.
• Österreich liegt in den Alpen und hat viele hohe Berge (high mountains)
A. Sieh dir das Video an. Was verstehst du?
B. Beantworte die Fragen.
1. Was erfährst (find out about) du über die Geografie von Österreich?
2. Warum kommen viele Touristen nach Wien?
3. Welche Spezialitäten kann man in Wien essen (eat)?
4. Was sind Elias’ Hobbys?
Visual learners Provide students with a blank map of Europe and have them label Austria and its neighboring countries.
Possible answers Berge, Schnee, Ski, Mozart, Musik, Sachertorte, […]. / Schloss Schönbrunn, Stephansdom, Wiener Staatsoper, Kaffeehäuser, Prater / Sachertorte, Wiener Schnitzel, Apfelstrudel […].
1A
• Before students watch the video, have them predict what Elias might say. You might also want to introduce and review key vocabulary, such as Muttersprache, Nachbarländer, Berg, and Hauptstadt
• Play the video and have students jot down what they understood. Then have them compare notes with a partner.
Answers will vary.
1B
• Have students read the questions before playing the video again.
• Go over the answers as a class and engage students in a discussion about the video: Wie findet ihr die Stadt? Möchtet ihr Wien besuchen? Mögt ihr Sachertorte? Kennt ihr das Wiener Schnitzel?
Answers 1. Österreich hat acht Nachbarländer: Westen: Liechtenstein, die Schweiz; Süden: Italien, Slowenien; Osten: Ungarn, die Slowakei; Norden: Tschechien, Deutschland. / 2. Wien ist multikulturell und dynamisch. Wien ist die Hauptstadt von Österreich. In Wien gibt es Architektur, Museen, Konzerte und den Naschmarkt / 3. Wiener Schnitzel, Apfelstrudel und Sachertorte. / 4. Elias’ Hobbys sind Kochen und Rad fahren.
WORKBOOK
LEKTION 1 Gesund und lecker
PRESENT UNIT GOALS
SUGGESTED DURATION 15 minutes
• Review the meaning of the title of this Lektion by having students categorize images of various food items as lecker or gesund
• Have volunteers read the lesson goals aloud. Go over each topic and make sure students understand what they will learn by the end of the lesson. Answer any questions they may have.
• If you plan to assign the Miniprojekt, give a brief introduction as a heads-up.
AUTHENTIC RESOURCE
• The Wiener Schnitzel is an internationally renowned and popular Viennese specialty. Despite being protected by law, the name often proves to be confusing. Officially, only a veal cutlet, hammered thin, then breaded before being pan-fried may be called a Wiener Schnitzel, with other variants, usually pork, labeled as either Wiener Schnitzel vom Schwein or rather more commonly as Schnitzel Wiener Art. The classic dish is served with just a lemon wedge, no sauce. On the side, there is usually a portion of cold cucumber salad and another of warm potato salad.
• Although the origins of the name, derived from the Austrian diminutive form of Schnitt, are fairly obvious and agreed upon, the origin of the dish itself is disputed. Many believe that it was inspired by the Italian cotoletta alla milanese. The Schnitzel has gone on to inspire other international versions, notably the strikingly similar tonkatsu from Japan.
• Figlmüller, a family-run restaurant now in the hands of its fourth generation, was established in 1905 and claims to have contributed significantly both to Vienna’s culinary reputation as well as its tourism. In addition to its two main locations carrying the family name, the brand is associated with other eateries, Biergärten, and cafés around the city. The restaurant is famous for the size and quality of its Schnitzel: approximately 8 ounces of pork and nearly 12 inches in diameter, it reaches the edge of the plate and often extends over it.
Werbung von Figlmüller, Die Heimat des Schnitzels seit 1905
IN THIS LESSON, YOU WILL…
• identify food items and share food preferences
• make suggestions for healthy eating and compare foods, meals, and eating habits
BY USING...
• the verb essen
• the imperative
• viel, viele , wenig , wenige
• doch in response to questions
• the indefinite pronoun man
• vocabulary for foods, eating habits, dishes, and meals
AND YOU WILL FIND OUT ABOUT...
• the Wiener Schnitzel, a popular Austrian dish
• food products and specialties associated with Austrian cuisine
1: Create a video to give advice for a healthy diet
Extension After discussing the Kultureller Vergleich, students can use the vocabulary introduced in activity 2A to indicate whether their typical dishes include each ingredient or not with: Ja, man braucht … or Nein, man braucht kein(e) …
2A
BOOST YOUR TEACHING
MINIPROJEKT
LESEN UND SPRECHEN
A. Sieh dir das Poster auf Seite 188 an Welche Zutaten (ingredients) braucht man (you need) für ein Schnitzel? Stell Hypothesen auf Man braucht …
Mehl
WIR STARTEN · OVERVIEW
CULTURE The Wiener Schnitzel, a popular Austrian dish
Fleisch Tomaten
Milch Eier Reis
B. Lies den Chat. Überprüfe deine Antwort aus Aufgabe A.
Elias Servus! Meine Großmutter macht heute Kaiserschmarren mit Apfelmus, mein Lieblingsessen1
Jonas Kaiserschmarren? Das ist sicher lecker2!
Elias Was ist dein Lieblingsessen?
Jonas Ganz klar: Wiener Schnitzel mit Salat!
Elias Echt?! Das ist eine Spezialität hier in Wien. Fleisch, Eier und Mehl, so einfach3 Und natürlich ein Stück Zitrone4
Jonas Mein Vater ist der Schnitzelexperte in unserer Familie. Er macht oft am Wochenende Schnitzel für die ganze Familie.
Elias Wie interessant! Ich koche5 auch gern, aber vegetarisch!
C. Lies noch einmal den Chat. Beantworte die Fragen.
1. Was ist Elias’ Lieblingsessen?
2. Was ist sein Hobby?
3. Was isst Jonas gern?
1 Lieblingsessen: favorite dish
2 lecker: tasty
3 einfach: simple
4 ein Stück Zitrone:
a wedge of lemon
5 koche: cook
Kultur
Wiener Schnitzel is a breaded cutlet, pounded until very thin and deep-fried until extremely crispy. It comes with lemon wedges, lingonberry jam, and potato salad. It is the Austrian national dish and, as such, it is protected by law. It must be made of veal; serving it with any type of sauce is considered unacceptable. It’s popular worldwide. The Wiener Schnitzel is as emblematic of Vienna as classical composers are.
Kultureller Vergleich
In the US, is there a national dish that is as popular worldwide as the Wiener Schnitzel? What is the recipe? What is the most popular dish in your region or state?
DIFFERENTIATED INSTRUCTION
2C Authentic resources Show a video demonstrating how to prepare Kaiserschmarren and encourage students to try making this dish themselves at home.
• Have students examine the image and text closely, then prompt them to identify the advertisement’s purpose and target audience.
• Help students to understand the sentences by having them look up unfamiliar words and interpret their meaning.
• Ask students to recall what meat is used to make Wiener Schnitzel and what side dishes are usually served with it.
2A
Have students list the ingredients needed to make a Wiener Schnitzel before completing the activity. Possible answer Man braucht Mehl, Eier und Fleisch.
2B
Review instructions with students and make sure they understand that they need to read the chat to confirm their answers for activity 2A.
2C
Remind students to read the questions first before re-reading the chat to find the answers.
Answers 1. Elias’ Lieblingsessen ist Kaiserschmarren. / 2. Sein Hobby ist Kochen. / 3. Jonas isst gern Wiener Schnitzel.
Have students look up recipes for Wiener Schnitzel and German Schnitzel and compare the ingredients and typical side dishes: What differences and similarities did they find?
ICH ESSE VIEL OBST UND GEMÜSE · OVERVIEW
LANGUAGE The verb essen
Vocabulary for food, eating habits, and main dishes
CULTURE The food pyramid from the Schweizerische Gesellschaft für Ernährung
3 SUGGESTED DURATION 15 minutes
Refer students to the Meine Vokabeln feature Die Lebensmittel and practice the correct pronunciation of these words as a class.
Answers Gruppe 2: der Saft, die Äpfel, der Salat, die Tomaten, die Orangen / Gruppe 3: die Brötchen, die Kartoffeln, das Brot / Gruppe 4: das Hähnchen, der Joghurt / Gruppe 5: das Öl / Gruppe 6: die Schokolade
SPIEL: DIE LEBENSMITTEL
4 SUGGESTED DURATION 15 minutes
• Model for students how to play this game so that they understand the instructions.
• Break students into smaller groups for large classes. Answers will vary.
AUTHENTIC RESOURCE
Schweizerische Gesellschaft für Ernährung (SGE) is a nonprofit organization that has provided the Swiss public with politically and economically independent information since 1965. Its goal is to enable people to make better choices regarding their nutrition and health. Bundesamt für Lebensmittelsicherheit und Veterinärwesen (BLV) is a Swiss government body tasked with promoting the health and welfare of both humans and animals.
Ich esse viel Obst und Gemüse
I can identify food items and share food preferences.
3 LESEN UND SPRECHEN
Verbindung zu: Ernährung dir die Infografik genau Ordne die zwölf Lebensmittel der richtigen Gruppe das Öl: Gruppe 5
SPIEL: Die Lebensmittel
1. In groups, form a circle.
2. One student says a number of a food group and tosses a ball to another student.
3. The student who catches the ball says a food item from that food group and tosses the ball to another student, who catches it and says a different food item.
4. Keep tossing the ball until no more food items can be named for that group.
5. Start again with another food group. Gruppe 3!
Der Reis!
MEINE VOKABELN
Die Lebensmittel Food
• die Birnen pears
• das Brot bread
• die Butter butter
• die Eier eggs
• das Eis ice cream
• der Fisch fish
• das Fleisch meat
• das Gemüse vegetables
• die Getränke beverages
• die Karotten carrots
• die Kartoffeln potatoes
• der Käse cheese
• der Kuchen cake
• der Joghurt yogurt
• die Linsen lentils
• das Mehl flour
• die Milch milk
• die Nudeln noodles
• das Obst fruit
• der Reis rice
• der Schinken ham
• die Süßigkeiten sweets
• das Wasser water
• die Wurst sausage, cold cuts
• die Zitronen lemons
• der Zucker sugar
3 Critical thinking Have students form groups of three or four to create a dinner menu for a party. The menu should include items from each food group in activity 3 and food items in addition to those in Meine Vokabeln. Each group will present their menu to the class, and the class will vote for their favorite.
MEINE VOKABELN pp. 200-201
Gruppe 2
Gruppe 1
das Hähnchen
der Joghurt
das Öl
die Kartoffeln
die Schokolade
die Äpfel die Brötchen der Salat der Saft
das Brot
die Tomaten die Orangen
Schweizerische Gesellschaft für Ernährung (SGE)
5
LESEN UND SCHREIBEN
A. Lies die Texte.
Ergänze die Tabelle in deinem Heft.
Ich bin Vegetarier. Ich esse kein Fleisch und auch keinen Fisch. Kein Wiener Schnitzel für mich bitte! Ich koche und esse sehr gesund: viel Gemüse, Reis und Tofu. Mein Lieblingsessen ist Omas Kaiserschmarren: Eier, Mehl und viel Zucker. Es ist nicht sehr gesund, aber sooo lecker!
Ich esse alles: Obst und Gemüse, Fisch, Fleisch … Mein Lieblingsessen ist Rösti mit Spiegelei. Es ist sehr lecker! Es gibt nur drei Zutaten: Kartoffeln, Butter und Eier. Mexikanisches und italienisches Essen mag ich auch sehr gern. Ich nasche1 nicht so gern. Süßigkeiten, Schokolade, Eis? Nein, danke!
Ich esse gern Fast Food. Ich gehe montags mit Freunden zum Imbiss2 und esse eine Portion Pommes frites mit Mayo oder einen Döner: viel Fleisch, Zwiebeln, Salat, Gurke und Joghurtsoße! Das ist nicht gesund: viel Fleisch, viel Öl, wenig
Gemüse. Aber ich esse fünf Portionen Obst am Tag. Freitags gibt es oft Pizza. Am Wochenende macht meine Mutter oft ein Dessert. Das ist lecker!
B. Schreib einen Text über deine Essgewohnheiten.
LEKTION 1
Workbook S. 110-112
MEINE VOKABELN
Essgewohnheiten
Eating habits
• alles essen to eat everything
• Fast Food essen to eat fast food
• das Lieblingsessen favorite dish
• Veganer / Veganerin sein to be a vegan
• Vegetarier / Vegetarierin sein to be a vegetarian
• essen to eat
• trinken to drink
• viel a lot of / many
Ich esse viel Gemüse. I eat a lot of vegetables.
• wenig few/little
Ich esse wenig Fleisch.
I eat little meat.
• zu viel too much
• zu wenig too little
• gesund healthy
• lecker tasty
• kochen to cook
• die Zutaten ingredients
Die Lebensmittel Food
• die Gurke cucumber
• die Soße sauce
• der Tofu tofu
• die Zwiebeln onions
Die Gerichte Main dishes
• der Döner kebab
• die Pizza pizza
• die Pommes frites French fries
• das Schnitzel cutlet
MEINE VOKABELN pp. 200-202
MEINE GRAMMATIK
The verb essen to eat er / sie isst
MEINE GRAMMATIK p. 196
5A Kinesthetic learners Create a worksheet with a grid of statements or questions: Finde eine Person, die viel Gemüse isst / die Fleisch mag / gern nascht / …. or Isst du Fleisch? / viel Gemüse? / wenig Süßigkeiten? Have students walk around the room. When they find a classmate who matches the statement or question, that student signs their name on the grid. DIFFERENTIATED INSTRUCTION
5 SUGGESTED DURATION 20 minutes MATERIALS Audio file (text recording) Differentiation WS 1 Activities 3–9 on pp. 110–112
5A
Refer students to the Meine Vokabeln features Essgewohnheiten, Die Lebensmittel and Die Gerichte before starting this activity. As they look at the images, ask students which eating habits they most relate to. Meine Grammatik · The verb essen Tell students that essen is a strong verb and remind them that strong verbs change their stem-vowel in the du and er/sie/es forms: du isst, er/sie/es isst See p. 196 for the full explanation.
Answers Elias: Er isst sehr gesund. / Kaiserschmarren / Eier, Mehl, Zucker // Lina: Sie isst alles. / Rösti mit Spiegelei / Kartoffeln, Butter, Eier // Jonas: Er isst gern Fast Food. / Döner / Fleisch, Zwiebeln, Salat, Gurke und Joghurtsoße
5B
Refer students again to the Meine Vokabeln features Essgewohnheiten, Die Lebensmittel, and Die Gerichte Answers will vary.
WORKBOOK
Esst gesund!
ESST GESUND! · OVERVIEW
LANGUAGE The imperative (ihr); Viel, viele / wenig, wenige; The indefinite pronoun man; Answers with doch
• Start this activity by engaging students in a discussion about healthy eating habits.
• Have students justify their answer choice.
• Refer the students to the Meine Vokabeln feature Die Lebensmittel
Meine Grammatik · The imperative (ihr) Point out to students that the ihr-imperative is very similar to the present tense conjugation of the verb, with the key difference that the pronoun ihr is omitted: ihr trinkt vs. Trinkt! See pp. 196–197 for the full explanation.
Meine Grammatik · Viele, viele / wenig, wenige Tell students that viel (a lot of) and wenig (a little) are used with uncountable nouns, and viele und wenige are used with countable nouns See p. 197 for the full explanation.
Answer 3. eine Kampagne für gesundes Essen
6B
• Have students read the text in pairs or small groups and then discuss and answer the question together.
• Remind students to look at the images to help them understand the text.
Answer 1. für Schülerinnen und Schüler
6C
Have students compare the tips in the text with their own habits and identify which ones they find most useful. Answers will vary.
6D
Have each group present their tips to the class. Possible answers Esst am Vormittag nicht zu viele Süßigkeiten! Trinkt viel Wasser! Kocht mit viel Gemüse! Esst viel Obst! [...]
6E
Pair up students or place them in small groups to share their sentences with each other. Ask follow-up questions: Isst du / Trinkst du gesund? Was isst / trinkst du gern? Answers will vary.
6 LESEN,
SCHREIBEN UND SPRECHEN
A. Verbindung zu: Ernährung Sieh dir das Poster an. Was ist das? Wähl aus.
1. eine Werbung (an ad) für Fast Food 2. eine Speisekarte (menu)
3. eine Kampagne für gesundes Essen
Trinkt viel Wasser und nicht zu viele Säfte!
Esst einen oder zwei Snacks am Vormittag und am Nachmittag! Frisches Obst ist der perfekte Snack.
Findet gesunde Rezepte in Magazinen oder im Internet. Da gibt es viele Alternativen zu Fast Food.
B. Lies den Text.
Esst fünf Portionen Obst und Gemüse am Tag: ein Stück1 Ananas, einen Apfel,
Geht nicht zu oft zum Imbiss. Esst nicht zu viel Fast Food! Esst nicht zu viele Süßigkeiten!
Seid kreativ und kocht für die Familie! Kocht mit frischen Produkten, mit wenig Salz2 und nicht zu viel Öl!
I can make suggestions for healthy eating and compare food and beverage preferences. MEINE GRAMMATIK
Für wen ist das Poster? Wähl aus
1. für Schülerinnen und Schüler
2. für Lehrerinnen, Lehrer und Eltern
C. Welche drei Tipps findest du gut?
„Trinkt viel Wasser!“ finde ich gut.
D. Schreibt Tipps für eure Klasse: „Esst einen Tag lang gesund!“ Esst am Vormittag nicht zu viele Süßigkeiten!
E. Isst und trinkst du gesund? Erkläre. Ich esse und trinke gesund / nicht so gesund. Ich esse viel
The imperative ( ihr ) Esst fünf Portionen Obst.
Viel , viele / wenig , wenige
Sie isst (zu) viel Schokolade und trinkt (zu) wenig Wasser. She eats (too) much chocolate and drinks (too) little water. Sie isst viele / wenige Äpfel. She eats many/few apples.
MEINE GRAMMATIK pp. 196-197
6D Extension Have students choose personal goals for healthier eating habits based on the tips shared by their classmates and write them in their notebooks.
BOOST YOUR TEACHING
SPRACHDETEKTIV
HÖREN UND SPRECHEN
A. Hör zu. Elias spricht über typisches Essen in Österreich.
Ordne Namen und Foto zu
der Apfelstrudel das Müsli mit Obst die Gulaschsuppe der Braten mit Knödel
Man sieht auf Foto 1 einen … / eine … / …
B. Hör noch einmal zu Nenne die Gerichte und die Essenszeiten (meal times) in Österreich.
Man frühstückt zwischen … Uhr und … Uhr. Man isst … zu Mittag.
C. Read the question and possible responses. When do you use doch in a response?
A: Esst ihr keinen Snack?
B: Doch, natürlich! Am Vormittag essen wir einen Snack.
C: Nein, ich esse keinen Snack.
8
SICH AUSTAUSCHEN
Kultureller Vergleich Vergleicht zu zweit die Essenszeiten in eurer Region mit denen in Österreich. Nennt typische Gerichte und Essenszeiten.
In den USA … frühstückt man um … Uhr. Man isst … Dazu (With it) trinkt man
LEKTION
Die Lebensmittel Food
• der Kaffee coffee
• die Marmelade jam
• das Müsli muesli
• die Semmel = das Brötchen bread roll
• der Tee tea
Die Gerichte Main dishes
• der Kartoffelsalat potato salad
Die Mahlzeiten Meals
• das Frühstück breakfast
• frühstücken to have breakfast
• das Mittagessen lunch
• zu Mittag essen to have lunch
• der Snack snack
• snacken to have a snack
• das Abendbrot / Abendessen dinner
• zu Abend essen to have dinner
• Wir essen zwischen 12:00 und 14:00 Uhr zu Mittag. We have lunch between noon and 2:00 p.m.
MEINE VOKABELN pp. 200-201
MEINE GRAMMATIK
The indefinite pronoun man
Man frühstückt zwischen 7 und 9 Uhr.
People have breakfast between 7 and 9 a.m.
Answers with doch A: Esst ihr keinen Snack? B: Doch wir essen oft einen Snack.
MEINE GRAMMATIK pp. 198-199
Das Reporterteam 1 • Kapitel 5 hundertdreiundneunzig ı 193
DIFFERENTIATED INSTRUCTION
8 Expansion Have students write a short paragraph or record themselves comparing mealtimes and typical dishes where they live with those in Austria.
7 SUGGESTED DURATION 20 minutes
MATERIALS Audio file
Script Activities 10–12 on pp. 113–115
7A
• Have students describe the pictures before they listen to the audio.
• Refer students to the Meine Vokabeln features Die Lebensmittel, Die Gerichte, and Die Mahlzeiten Meine Grammatik · The indefinite pronoun man Tell students that man is used to make general statements about people or actions. Have them read the example and explain how verbs are conjugated for man See p. 198 for the full explanation.
Answers 1. der Braten mit Knödel und Salat. / 2. das Müsli mit Obst / 3. die Gulaschsuppe / 4. der Apfelstrudel
7B
Tell students they do not need to understand every word to complete this activity; they should focus on the times and the various meals that are eaten.
Answers Man frühstückt zwischen 7:00 Uhr und 9:00 Uhr. Man frühstückt oft Müsli mit Obst oder Semmeln (Brötchen) mit Marmelade. Man isst zwischen 12:00 Uhr und 12:30 Uhr zu Mittag. Man isst Braten mit Knödeln oder Wiener Schnitzel mit Kartoffelsalat. Man isst zwischen 18:00 Uhr und 19:00 Uhr zu Abend. Man isst eine Wurstsemmel oder eine Gulaschsuppe. Am Vormittag isst man Obst oder Joghurt. Zwischen 15:00 Uhr und 17:00 Uhr gibt es Kaffee und Kuchen. Man trinkt Kaffee, Tee oder warme Schokolade und isst Kuchen, Apfelstrudel …
7C
Sprachdetektiv Have students state the rule in their own words.
Possible answer You use doch to give an affirmative answer to a negative question.
Meine Grammatik · Answers with doch Confirm that students understand that doch is used to contradict a negative question or statement. See p. 199 for the full explanation.
8 SUGGESTED DURATION 15 minutes
Have students use a Venn diagram to compare dishes and mealtimes. On the left, they list what is typical for Austria. On the right, what is typical for the US. In the middle, they list what both countries have in common.
WORKBOOK
DAS DEUTSCH-MAGAZIN · OVERVIEW
CULTURE Stereotypes versus facts about food in German-speaking countries
MATERIALS Audio file (text recording)
DAS DEUTSCH-MAGAZIN
9 SUGGESTED DURATION 15 minutes
Provide students with copies of the text so they can underline unfamiliar words as they read individually. Next, have them work in pairs to discuss the main message of the article before finding the German equivalents for the English expressions.
Answers 1. aus dem Ausland / 2. mehr / 3. Bio / 4. dunkle Schokolade
10 SUGGESTED DURATION 15 minutes
Have students scan the text once more for specific information. Encourage them to justify their answers by citing the text.
Answers 1. viele / 2. jeden Tag / 3. wenig Fleisch
• Brot: Weißbrot, Graubrot, Schwarzbrot, Bauernbrot, Vollkornbrot, Pumpernickel, Sauerteig, Brezel, Semmelknödel, and also goes with cheese fondue.
• Schokolade: chocolate bars, truffles, pralines, as well as eggs, bunnies and other figurines for holidays. Popular brands include Ritter Sport, Milka, Nestlé, and Lindt & Sprüngli
The Bio-Siegel serves as confirmation agricultural produce has passed numerous checks and is certified as organic.
Verbindung zu: Sozialkunde und Ernährung
I can understand the main idea and some details in an article about eating habits or food products associated with German-speaking countries.
Essen in D-A-CH-L
von Elias Gruber, Reporter aus Wien, Österreich
Es gibt viele Klischees über das Essen in D-A-CH-L: Die Schweizer essen immer Käsefondue, die Deutschen jeden Tag Bratwurst und in Österreich isst man Sachertorte. Aber stimmt das? Hier gebe ich euch ein paar interessante Fakten!
Lies den Artikel. Finde die deutschen Wörter.
Wir essen jeden Tag Kartoffeln
Traditionell isst man in D-A-CH-L viele Kartoffeln. Aber das Lieblingsgemüse ist die Tomate. Es gibt Tomatensauce und Tomatensuppe und man isst Tomaten gern im Salat. Von Mai bis Oktober gibt es frische Tomaten aus der Region. Viele Tomaten kommen aber auch aus dem Ausland: aus Spanien, den Niederlanden oder Italien.
Lies den Artikel und markiere die richtige Option.
1. In D-A-CH-L importiert man viele / keine Tomaten.
2. In D-A-CH-L isst man jeden Tag / nicht jeden Tag Brot.
3. Flexitarier essen viel / wenig Fleisch.
4. Österreich produziert viele / keine Schokoladenprodukte.
10 Extension Have students explore the varieties of breads available in German-speaking countries by conducting a quick online search for Deutsche Brotsorten mit Bildern. Have them list at least five different types of bread they would like to try and with what toppings.
In D-A-CH-L isst man viel Brot
Es gibt mehr als 3 000 Brotsorten, Brötchen und auch viele Bio-Sorten. Das Brötchen heißt auch Semmel, Weckle oder Schrippe. Man isst Brot zum Frühstück mit Butter und Marmelade und oft auch zum Abendessen mit Schinken, Käse oder Wurst.
Jeden Tag Fleisch
Alle lieben Schokolade
Der Schokoladenkonsum in Deutschland, Österreich und in der Schweiz ist etwa 10 Kilo pro Person pro Jahr. Sehr beliebt1 sind Schokoladen mit Bio-Zutaten. Es gibt über hundert Sorten Milchschokolade, dunkle Schokolade oder weiße Schokolade.
D-A-CH-L produzieren und exportieren viele Schokoladenprodukte.
Viele Spezialitäten sind mit Fleisch. Aber immer mehr Personen wollen nicht so viel Fleisch essen und möchten vegetarische Alternativen. Vier von zehn Personen in D-A-CH-L sind Flexitarier: Sie essen gern Eier und Milchprodukte, aber auch ein bisschen Fleisch. 13 Prozent sind Vegetarier oder Veganer.
Beantwortet zu zweit die Fragen.
JETZT BIST DU DRAN!
1. Was ist ein typisches Frühstück in D-A-CH-L?
2. Welches Produkt aus D-A-CH-L ist in anderen Ländern sehr beliebt?
1. Welche Klischees gibt es über Essen in den USA? Gib zwei Beispiele an
2. Erkläre, warum die Beispiele richtig oder falsch sind.
3. Finde Fotos im Internet und schreib zwei kurze Texte. Die Texte oben sind ein Modell.
DIFFERENTIATED INSTRUCTION
Challenge Engage students in a discussion about the accuracy of food stereotypes in the US. Brainstorm ideas and list them on the board. For example, “Americans love peanut butter and jelly sandwiches.” Or “Americans just eat junk food.” Then invite students to debunk each stereotype by citing exceptions. Cross each one off the list as it is refuted. Finally, based on this exercise, ask students how valid they think other stereotypes might be.
11 SUGGESTED DURATION 15 minutes
Tell students that they must base their answers solely on the text and refrain from relying on prior knowledge they already have of this subject.
Possible answers 1. Zum Frühstück isst man Brot mit Butter und Marmelade. / 2. Schokolade ist beliebt.
JETZT BIST DU DRAN!
SUGGESTED DURATION 50 minutes
• Begin this activity by having students define what a stereotype is. Have them share a few examples.
• Then have students brainstorm stereotypes about American food in small groups. If you would like to make this a group presentation, assign roles, such as notetaker and presenter, to ensure active participation from all members.
• Finally, have students write and exchange drafts of their texts with a partner for peer editing before presenting them to the class.
Have students add their product to Mein Deutschpass
MATERIALS Grammar Tutorial
Script
Grammar Presentation
• Tell students that the verb stem of essen changes from e to i in the du and er/sie/es forms: du isst and er/sie/es isst
• Explain to students that the du-imperative is formed from the verb stem.
Formative assessment Have one student summarize what they have learned for a partner. The partner should provide feedback, correct mistakes, and ask questions for clarification. The first student then restates the summary incorporating the partner's feedback. Practice
12
Answers a. essen / b. Isst / c. essen / d. isst / e. esse / f. Esst
13 Answers a. ist // b. ist // c. isst / ist // d. Isst // e. Ist // f. ist / isst
MATERIALS Grammar Tutorial
Script
Audio file
Script
Grammar Presentation
• Explain that the imperative is also known as the command form of verbs. Tell students that the imperative has three forms in German.
• Show students how the ihr-imperative is formed by simply dropping the subject pronoun, as in English.
Language comparison Introduce students to the imperative give forms of the verb essen. Have them come up with the English equivalents. Unlike German, all forms are the same.
Formative assessment Ask students to explain how the ihr-imperative is formed and to provide one example as their exit ticket.
Answers a. sieh / b. kocht / c. finde / d. trinkt / d. lies / f. esst
MEINE GRAMMATIK
1. The stem-changing verb essen
What forms does it have?
• Notice that in the du and er / sie / es forms, the verb stem of essen changes from e to i
essen to eat
ich esse wir essen
du isst ihr esst
er / sie / es isst sie / Sie essen
Wähl die richtige Verbform aus.
a. Wir isst / essen heute im Restaurant.
b. Esst / Isst du gern vegetarisch?
c. Lina und Jonas essen / esse Fleisch.
Ergänze die Sätze mit ist oder isst
a. Der Vater von Jonas nicht aus Österreich.
b. Er aber ein großer Fan vom Wiener Schnitzel.
c. Mia viel Eis. Das nicht gesund!
2.
The imperative ( ihr )
What forms does it have?
• Imperative form in the singular: Iss!
• The verb forms ist and isst have the same pronunciation, but differ in both meaning and spelling.
Elias ist Vegetarier. Elias is a vegetarian. Elias isst viel Tofu. Elias eats a lot of tofu.
d. Elias esse / isst kein Fleisch. e. Ich essen / esse gern Gemüse.
f. Isst / Esst ihr zu Hause?
d. du gern Wiener Schnitzel?
e. Tofu gesund?
f. Elias Vegetarier. Er kein Fleisch.
• When addressing more than one person, for example in your peer group, you use the imperative with the ihr form. As in English, in commands, the subject is implied, not stated. Ihr esst mehr Gemüse. Esst mehr Gemüse. Eat more vegetables.
• An imperative can end with either a period or an exclamation mark.
Hör die Sätze.
Wähl die richtige Imperativform aus.
a. sieh / seht
b. koch / kocht c. finde / findet
d. trink / trinkt e. lies / lest f. iss / esst
15 Gamification Divide the class into groups of 3–4 students. Provide each group with a number cube and a deck of cards, with each card displaying a verb. One person rolls the cube. If it shows an odd number, the students must conjugate the verb in the du-imperative form; if it shows an even number, in the ihr-imperative form. One group member writes down the answer. The game ends when all 10 verbs have been transformed into imperatives. As a whole class, verify the answers by writing them on the board.
1. THE STEM-CHANGING
2. THE IMPERATIVE (IHR)
15 Ergänze die richtige Imperativform.
a. Ihr habt am Montag einen Test in Mathe. Lernt (lernen) mehr!
b. Emilia, (essen) mehr Obst und weniger Süßigkeiten!
c. Ihr macht viel Sport. (trinken) mehr Wasser!
d. Du hast morgen Geburtstag! (kochen) ein österreichisches Essen für deine Freunde!
e. (lesen) das Magazin! Da findest du ein Rezept für einen Apfelstrudel.
f. Peter und Mila, (machen) eine Pause und (essen) einen Snack!
16 Schreibt zu dritt Tipps.
a. Wir essen am Vormittag keinen Snack. Esst am Vormittag einen Snack!
b. Ich esse kein Obst und wenig Gemüse.
3. Viel , viele / wenig , wenige
What are they?
c. Ich frühstücke nicht.
d. Wir essen am Vormittag viele Süßigkeiten.
e. Ich mag Fast Food und esse viel Fleisch.
• Viel, viele , wenig, and wenige can be used with nouns or stand alone, just like much and many, little, and few
Ich esse viel, aber trinke wenig. I eat a lot but drink little
What forms do they have?
• Viel and wenig refer to uncountable singular nouns. Lina isst viel Obst Lina eats a lot of fruit
Sie trinkt wenig Wasser. She drinks little water
• Viele and wenige refer to countable plural nouns.
Jonas isst viele Pizzen Jonas eats many pizzas Er isst wenige Orangen. He eats few oranges
Wähl die richtige Form aus.
a. Trink nicht zu viel / viele Orangensaft!
b. Rösti haben wenig / wenige Zutaten.
c. Im Restaurant gibt es viel / viele Gerichte.
d. Mein Vater kocht wenig / wenige Fisch.
18 17 Sprecht in Dreiergruppen über eure Essgewohnheiten (eating habits)
Ich esse viel Obst: viele Orangen und viele Äpfel ...
e. Ich esse viel / viele Süßigkeiten.
f. Veganer essen viel / viele Gemüse.
g. Das Dessert hat wenig / wenige Milch.
h. Schinken, Wurst? Wir wollen nur wenig / wenige
17 Kinesthetic learners Display images of the various items such as Orangensaft, Gemüse, Süßigkeiten on the board. Have students choose between viel - viele or wenig - wenige by pointing to one side of the classroom or the other designated for each option.
Practice
15
Answers a. Lernt / b. iss / c. Trinkt / d. Koch / e. Lies / f. macht, esst
16
Possible answers a. Esst am Vormittag einen Snack. Esst einen Apfel oder Joghurt. Esst keine Süßigkeiten. … // b. Iss ein Stück Obst am Vormittag. Iss mehr Gemüse! … // c. Iss ein Müsli mit Obst! Trink einen Orangensaft! … // d. Esst einen Apfel oder einen Joghurt! Trinkt einen Saft. … // e. Iss auch viel Gemüse und Obst! Iss auch Fisch und Gemüse!
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Help students understand the difference between countable (viele und wenige) and uncountable nouns (viel und wenig) by providing examples both in English and German to show the difference and illustrate usage.
Formative assessment Hold up varying quantities of school supplies and have students provide an appropriate expression of quantity.
Practice
17
Answers a. viel / b. wenige / c. viele / d. wenig / e. viele / f. viel / g. wenig / h. wenig
18
Answers will vary.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
3. VIELE , VIELE / WENIG, WENIGE
4.
MATERIALS Grammar Tutorial Script
Grammar Presentation
Tell students that man is a subject pronoun just like ich, du, er/sie/es, etc. and is used to make general statements about people or actions. Have students observe the sentences and explain in their own words how verbs are conjugated using man
Language comparisons Call on volunteers to give the different meanings of man in English: one, you, people, or they
Practice
19
Answers a. Hier lernt man Deutsch. / b. Man lernt in der Schule Mathe, Bio und viel mehr. / c. In Spanien isst man Paella. / d. In Österreich isst man zu Abend oft warm. / e. In Deutschland kocht man oft vegetarisch. / f. In England trinkt man Tee.
20 Answers a. In Österreich isst man viel Apfelstrudel. / b. In Frankreich isst man Croissants. / c. In Deutschland trinkt man viel Kaffee. / d. In den USA isst man oft Hamburger mit Pommes frites. / e. In der Schweiz macht man Käsefondue.
21 Answers will vary.
MEINE GRAMMATIK
4. The indefinite pronoun man
When do we use it?
• The indefinite pronoun man means people, everyone, one Man isst Müsli zum Frühstück. People eat / Everyone eats muesli for breakfast.
• The indefinite pronoun man is always conjugated in the third person singular, no matter who it represents.
• Notice the difference between man and Mann . Mann is a noun and refers to a male person, while man is a pronoun and refers to people in general.
Der Mann in Schwarz ist mein Mathelehrer. The man in black is my math teacher.
Man kocht in Österreich oft Gulaschsuppe. People in Austria often cook goulash.
19 20 Schreib die Sätze neu mit man
a. Hier lernen wir Deutsch. Hier lernt man Deutsch.
b. Die Kinder lernen in der Schule Mathe, Bio und viel mehr.
c. In Spanien essen die Touristen Paella.
d. In Österreich essen wir zu Abend oft warm.
e. In Deutschland kochen wir oft vegetarisch.
f. In England trinken alle Leute Tee.
Wo macht man das (in Deutschland, Österreich, in der Schweiz, in den USA, in Frankreich, … )?
Schreib Sätze.
a. In Österreich isst man viel Apfelstrudel.
a. viel
Apfelstrudel essen
b. Croissants essen
21 Schreibt zu dritt vier Sätze zum Thema Essen und Trinken bei uns in den USA.
Presentational Writing
198 ı hundertachtundneunzig
c. viel Kaffee trinken
d. oft Hamburger mit Pommes frites essen
Bei uns in den USA isst man viel / viele / wenig / wenige …
Have a look at the examples. What do you notice about them?
e. Käsefondue machen
20 Expansion Have students research a specific country and its typical foods and beverages. Then have them write sentences like those in activity 20 and share them with the class or in small groups.
5. Answers with doch
When do we use it?
• As a response to a negative question, we use doch to say yes, on the contrary
A: Isst du Brot zum Abendessen?
Do you eat bread for dinner?
B: Ja, ich esse Brot. / Yes, I eat bread. / Nein, ich esse kein Brot. No, I don’t eat bread.
A: Isst du keine Marmelade zum Frühstück? Don’t you eat jam for breakfast?
B: Doch, ich esse gern Marmelade zum Frühstück. / Yes I do like to eat jam for breakfast. / Nein, ich esse keine Marmelade. No, I don’t eat jam.
22 24 23 Ordne zu
a. Trinkt ihr keinen Tee?
b. Isst du keine Suppe zu Abend?
c. Kochst du gern zu Hause?
d. Magst du Fisch?
e. Trinkst du Tee?
f. Kocht sie keine vegetarischen Gerichte?
Ergänze den Dialog mit ja, nein oder doch
Elias Essen wir heute in der Mittagspause eine Pizza?
Amira Nein, ich esse heute einen Salat mit Tofu.
Elias Bist du Vegetarierin?
Amira , aber ich esse wenig Fleisch.
Elias Isst du Fisch?
Amira , ich esse viel Fisch. Fisch mag ich sehr gern!
Elias Trinkst du viel Wasser?
Amira , das ist gesund.
1. Ja, das ist mein Hobby!
2. Doch, natürlich. Sie ist ja Vegetarierin!
3. Nein, eigentlich nicht. Ich esse zu Abend kalt.
4. Ja, ich trinke Tee.
5. Ja! Er ist lecker und gesund!
6. Doch, wir trinken Tee.
Elias Isst du kein Dessert?
Amira klar! Ich esse ein gesundes Dessert: einen Obstsalat mit Apfel und Orange.
Elias Kein Fast Food für dich am Wochenende?
Amira , ich mag Pommes mit Ketchup. Das esse ich aber nicht oft. Es ist nicht gesund!
Elias , es ist nicht gesund, aber so lecker!
Was sind deine Essgewohnheiten? Schreib die Antwort mit ja, nein oder doch in dein Heft und erkläre in ganzen Sätzen (whole sentences).
a. Isst du gern Fleisch? Nein, ich esse nicht gern Fleisch, aber ich esse gern Fisch.
b. Isst du keinen Snack am Vormittag?
c. Trinkst du viel Wasser?
d. Isst du zu Abend nicht warm?
e. Magst du keine Pizza?
f. Isst du am Wochenende oft Fast Food?
g. Kochst du mit viel Salz und Öl?
h. Findest du Wiener Schnitzel nicht lecker?
i. Siehst du keine Kochblogs?
22 Kinesthetic learners Assign half the class the questions and the other half the answers. Have them circulate in the classroom to find the person who has the other half of their question/answer pair.
24 Interpersonal learners Have student pairs interview each other using these questions. Have them take notes on their partner’s responses and then share them with another student.
MATERIALS Grammar Tutorial Script
Grammar Presentation
Tell students that using doch is a way to contradict a negative statement or question. It signals that the negative assumption is incorrect.
Formative assessment Give students various negative statements or questions and have them practice responding with doch to reinforce understanding. For example: Trinkst du keinen Kaffee? - Doch, ich trinke Kaffee.
Practice
22
Answers
23
Answers Amira: Nein, ich esse heute einen Salat mit Tofu. / Amira: Nein, aber ich esse wenig Fleisch. / Amira: Ja, ich esse viel Fisch. / Amira: Ja, das ist gesund. / Amira: Doch klar! Ich esse ein gesundes
Dessert: einen Obstsalat mit Apfel und Orange. / Amira: Doch, ich mag Pommes mit Ketchup. / Elias: Nein, es ist nicht gesund, aber so lecker.
Suggest, explain, or practice the following strategies for memorizing and recalling vocabulary. They will help your students develop both confidence and independence as learners.
Use visual associations Have students label food items in their own home using sticky notes. Every time they see a sticky note, they should practice saying the word aloud.
Digital flashcards Have students create digital flashcard sets using the terms from the Meine Vokabeln. Students can create cards using German on one side and English or photos on the other. Have students quiz themselves regularly.
Foldable Have students fold a piece of paper in two lengthwise. On the front side, have them cut every two lines toward the center of the paper to create tabs. On the front of the tab, have them write the word in German with the English on the back of the tab. Or students can cut every ten lines and list a category on the front of the tab and the items that fit that category on the back of the tab.
Self-Quiz Have students complete the following prompts with as many food items as they can remember: Ich esse zum Frühstück/Mittagessen/ Abendessen ... und ich trinke ... or Ich mag ... Ich mag keine(e) ...
Practice
Have students complete the vocabulary exercises in the Workbook on pp. 110–111, 113.
MEINE VOKABELN
Die Lebensmittel Food
und Gemüse Fruits and vegetables
die Ananas, die Ananas pineapple die Orange, die Orangen orange
der Apfel, die Äpfel apple die Paprika, die Paprika bell pepper
das Brot, die Brote bread
die Kartoffel, die Kartoffeln potato/potatoes
das Mehl flour
die Banane, die Bananen banana
die Birne, die Birnen pear der Salat lettuce
das Brötchen, die Brötchen bread roll
die Gurke, die Gurken cucumber die Tomate, die Tomaten tomato die Zitrone, die Zitronen lemon
das Müsli, die Müslis muesli
die Nudeln (pl.) noodles der Reis rice
die Linsen (pl.) lentils der Kaffee coffee der Tee tea
die Karotte, die Karotten carrot die Zwiebel, die Zwiebeln onion
der Saft, die Säfte fruit juice das Wasser water
das Ei, die Eier egg/eggs der Fisch fish das Fleisch meat
das Hähnchen chicken der Schinken ham der Tofu tofu die Wurst (sg.) sausage, cold cuts
Extension Distribute cards with different questions on each of them. Each question should offer a choice between two options: Magst du lieber Hähnchen oder Tofu? Isst du lieber Frühstück oder Mittagessen? Isst du lieber Fleisch oder Gemüse? etc. Have students form two concentric circles facing each other. Students take turns asking and answering their questions with the person across from them. Then have the inner circle of students take a step to their right and repeat the process with a new partner.
BOOST YOUR TEACHING
Fisch, Fleisch, Eier ... Fish, meat, eggs...
Obst
Brot, Kartoffeln, Reis ... Bread, potatoes, rice... Getränke Drinks
Die Gerichte Main dishes
LEKTION 1
FORMATIVE ASSESSMENT
Self-check Quizzes available on
Die Mahlzeiten Meals
Gamification One player, the Thinker, thinks of a food item. The other players, the Guessers, take turns asking yes/no questions to try and figure out what the food item is, such as Ist es eine Frucht? Isst man es zum Frühstück? If the Guessers do not guess the food items correctly after 5 questions, the Thinker scores a point. Continue play until all students have had a chance to be the Thinker.
25 SUGGESTED DURATION 10 minutes
This game can be adjusted for different levels by changing the complexity of the initial word or the requirements for the new words. If students get stuck finding words, have them refer to Meine Vokabeln or lesson notes to find more words. Answers will vary.
Alternatively, students can plan what they want to eat the following week, organizing the items by food groups, as suggested in Meine Vokabeln. MEIN WORTSCHATZ
MEIN DEUTSCHPASS
Have students add their personalized vocabulary to Mein Deutschpass
THE PRONUNCIATION OF F, V, AND W
SUGGESTED DURATION 15 minutes
MATERIALS Audio files
Pronunciation Tutorial
Presentation
Read the explanation aloud and model the pronunciation of the sample words in the bulleted list. Include minimal pairs so students can distinguish between similar sounds in different words: vier vs. wir.
Practice
26
Answers a. F as in vier / b. F as in vier / c. W as in wo / d. W as in wo / e. W as in wo / f. F as in vier
Essgewohnheiten Eating habits
• essen to eat • trinken to drink • kochen to cook • gesund healthy • lecker tasty
• viel, viele a lot of / many Ich esse viel Gemüse / viele Milchprodukte.
I eat a lot of vegetables / dairy products.
• wenig, wenige little/few Ich esse wenig Fleisch / wenige Süßigkeiten.
I eat little meat / few sweets.
• zu viel, zu viele too much/ too many Ich esse zu viel Brot / zu viele Süßigkeiten. I eat too much bread / too many sweets.
• zu wenig, zu wenige too little/too few Ich trinke zu wenig Wasser. I drink too little water.
1. The teacher writes a word from the lesson vertically on the board, such as OBST
2. Divide the class into pairs. Each pair copies the word on a sheet of paper.
3. Each pair writes a word from the lesson that either starts with, ends with, or contains one of the letters of the initial word.
• alles essen to eat everything
• Fast Food essen to eat fast food
• das Lieblingsgericht favorite dish
• Veganer / Veganerin sein to be a vegan
• Vegetarier / Vegetarierin sein to be a vegetarian
• die Zutaten (pl.) ingredients
4. The first pair to correctly complete the task wins.
RANGE
THE PRONUNCIATION OF F, V, AND W
The pronunciation of f, v, and w is easy – but different from English!
Think about what you ate last week. List the foods in a chart in four different columns: Frühstück, Mittagessen, Abendessen, Snack.
Wer fährt da Fahrrad? Mein Vater, Walter!
• The letters f and v are both pronounced the same way, like the f in the English word four: fünf, vier
• The letter w is pronounced like the v in the English word van: wo, wann
• In some words borrowed from other languages, the German v is pronounced like the English v: Vegetarier.
26 Read and listen Say which sound you hear: f as in vier or w as in wo?
a. vierundfünfzig
b. viel Fleisch
c. wenig Wasser d. eine Weißwurst e. wir warten f. Vorhang auf
27 Read the words again. Listen to the recording and repeat
BOOST YOUR TEACHING
Gamification Divide the class into small teams and provide each one with flashcards of words containing f, v, and w, along with small whiteboards and markers. Play two rounds. For the first round, each team selects a representative to pronounce the words on the flashcards. The rest of the class listens and checks for correct pronunciation. For each correctly pronounced word, the team earns a point. In the second round, each team tries to pronounce as many words from their flashcards as possible within the time limit. The team with the most points wins.
SPIEL: AKROSTICHON
SPIEL: Akrostichon
MEIN WORTSCHATZ
MINIPROJEKT 1
Esst gesund!
ESSENTIAL QUESTION
Was ist eine ausgewogene Ernährung? What makes a balanced diet?
KONTEXT
Du bist ein Vlogger / eine Vloggerin und gibst deinen Abonnenten und Abonnentinnen (followers) Tipps für eine gesunde Ernährung.
PRODUKT
Ein Video (1 bis 2 Minuten lang) mit Tipps für jede (every) Mahlzeit.
1. Erstelle eine Liste mit Tipps für jede Mahlzeit (Frühstück, Mittagessen, …).
2. Mach dir Notizen für deinen Text.
3. Übe den Text.
4. Nimm das Video auf
5. Editiere das Video (Musik, Titel, Fotos, …).
Erstelle ein Poster mit Tipps für eine gesunde Ernährung.
0:00
Esst Obst zum Frühstück. Ein Apfel ist lecker! Snackt keine Süßigkeiten, Schokolade oder Eis am Vormittag ...
SUMMATIVE ASSESSMENT · LEKTION 1
SUGGESTED DURATION 50 minutes
MATERIALS Lektionstest 1, ASSESSMENT PROGRAM Assessment Rubric, ASSESSMENT PROGRAM Answer key, ASSESSMENT PROGRAM
MINIPROJEKT 1 · OVERVIEW
LANGUAGE The verb essen; The imperative (ihr); Viel, viele / wenig, wenige; Doch in response to questions; The indefinite pronoun man
Vocabulary for foods, eating habits, dishes and meals
SUGGESTED DURATION
Teacher presentation: 10 minutes
Execution: 45 minutes
Student presentation: 2 minutes
MATERIALS
Paper, video recording device
Alternative: Poster board, markers
Teacher presentation
• Review the instructions with the class and address any questions. To get students started, brainstorm examples of a balanced diet.
• Discuss potential enhancements to include in their videos using the editing features on their devices.
Execution 21st Century skills This project provides the opportunity for students to develop 21st Century skills:
• Analyzing and creating Students explore the parts of a meal and combine them to create a well-balanced diet.
• Technology Students use a digital format for classmates to view suggestions.
Student presentation
Once presentations are completed, consider uploading them to a shared platform or showing them to the class with the goal of choosing a suggested meal plan to try for one day.
Have students add their product to Mein Deutschpass
1
MATERIALS Self and Peer Assessment Rubric Assessment Rubric See Formative Assessment on p. 225 for more information.
Das Reporterteam 1 • Kapitel 5
zweihundertdrei ı 203
PRESENT UNIT GOALS
SUGGESTED DURATION 20 minutes
• Present the title of the lesson in context. Tell students to imagine they are in a restaurant or café and to think about what they would like to order. Model an exchange with a server for them. The server asks Was darf es sein? and customer orders some food: Eine Pizza. / Ein Döner. / Einen Tee. Next, have student pairs take turns being the customer and the server using this question.
• Have students read the first column independently and go over the objectives in the second and third columns together as a class.
• If you plan to assign the Miniprojekt, give a brief introduction as a heads-up.
CULTURAL NOTE
• The Naschmarkt in Vienna has existed since the 1770s. The legal requirement from 1793 ordering all fruit and vegetables transported into the city by cart to be sold at that particular market led to its rapid growth from a simple dairy market to a sprawling gastronomic experience offering a vast variety of produce at around 170 stalls six days a week. On Saturdays, a large flea market is added, which substantially increases footfall from bargain hunters. The growing demand for organic fruit and vegetables is increasingly well represented.
• The market attracts large numbers of tourists searching for culinary experiences at the cafés, snack stalls, and restaurants across the market. Local guides offer gastronomic tours of the market, pausing to taste samples along the way. The market is also a common meeting point for locals after work, with many of the restaurants open late.
• Long before it received its present name in 1905, the market was locally known as the Aschenmarkt. It remains unclear whether this name stems from the site previously being a dumping ground or rather from the commonly used term for the wooden milk buckets (Asch). Its present, official name is much less open to interpretation and describes the ample opportunities for snacking (naschen) to be found there.
LEKTION 2 Was darf es sein?
IN THIS LESSON, YOU WILL…
• order and pay for a meal in a restaurant
• plan a lunch with friends and make a grocery list
• make purchases in a grocery store
BY USING...
• the verb nehmen
• möchten for polite requests
• the verb können
• the preposition für
• useful phrases for restaurants, grocery stores, and invitations
• vocabulary for menus, grocery shopping, and quantities
AND YOU WILL FIND OUT ABOUT...
• the euro
• customs in German-speaking restaurants and the Imbiss
• the Café Sacher and Austrian coffee house culture
• etiquette in German-speaking countries
• places to go for grocery shopping
BOOST YOUR TEACHING
Building background knowledge Select images showcasing culinary offerings from various market stalls and eateries found at the Wiener Naschmarkt. Include dishes like Wiener Schnitzel, Apfelstrudel, and Sachertorte, Vietnamese pho, Turkish kebabs, or fresh produce and delicacies. Display one image at a time and guide a discussion about each: What ingredients do you notice? When do you think it's typically served (breakfast, lunch, snack, or dinner)? Is it sweet or savory? Would you be interested in trying it?
Der Naschmarkt in Wien
MINIPROJEKT 2: Create and perform a skit that takes place in a restaurant
LESEN UND SPRECHEN
A. Sieh dir das Bild auf Seite 204 an und beantworte die Fragen.
1. Was kann man kaufen (buy)? Mach eine Liste.
2. Was kann man auf den Schildern (labels) sehen?
B. Lies den Chat.
Beantworte die Fragen.
Elias Am Samstag gehe ich mit Freunden auf den Naschmarkt.
Emir Kann man da naschen1?
Emir
Ja, natürlich! Das ist der beliebteste2 Straßenmarkt in Wien! Hier findet man frisches Obst und Gemüse, Spezialitäten aus aller Welt, exotische Gewürze3 … einfach alles!
Emir Oh, das ist sehr interessant!
Elias Aber das Beste ist: Man frühstückt, isst zu Mittag oder zu Abend auf dem Naschmarkt! Es gibt viele Restaurants, Imbissstände und Lokale mit Spezialitäten.
Emir Mmh, lecker!
Elias Am Samstag gibt es da auch einen Flohmarkt5. Der ist super!
Emir In Berlin haben wir den Flohmarkt im Mauerpark. Da gibt es auch Essen und Getränke. Ich gehe sehr gern auf Märkte!
Elias Ich auch!
1 naschen: snack
2 beliebteste: most popular
3 Gewürze: spices
4 Imbissstände: food stalls
5 Flohmarkt: flea market
1. Warum ist der Naschmarkt der beliebteste Markt in Wien?
2. Was findet Elias gut?
1B Interpersonal learners Have student volunteers act out the chat.
Kultur
The euro is the official currency of 20 out of 27 EU countries.
All banknotes are the same throughout the Eurozone
They differ in sizes and colors according to their value and depict various European architectural styles. The euro coins have a common side, portraying a map of Europe, and a national side. For example, the German 10, 20, and 50-cent coins feature the Brandenburg Gate. The Austrian 1 euro coin features the composer Mozart and his signature.
In German, there is no plural for euro: zehn Euro
Vergleich: Wirtschaft
What is the exchange rate today between 1 dollar and 1 euro?
What colors are banknotes in your country and who or what is depicted on them?
LEKTION 2. Was darf es sein?
WIR STARTEN · OVERVIEW
CULTURE The Naschmarkt, a popular outdoor market in Vienna
1 SUGGESTED DURATION 20 minutes
MATERIALS Audio file (text recording)
Warm-up
• Students may not have had the opportunity to shop for food in an outdoor market setting. Have them share what experiences they have had going grocery shopping.
• Next, have students describe the picture. Guide them by asking specific questions about it.
1A
Possible answers 1. Kartoffeln, Gurken, Karotten, Paprika, Tomaten, Zwiebeln [...] / 2. die Namen und die Preise: Fisolen: 2,80 €; Suppengemüse: 1,60 €; Spargel: 7,98 €;
1B
Have students skim the chat to get a general understanding. Then have them review the questions before reading the chat again closely.
Possible answers 1. Der Naschmarkt ist der beliebteste Markt in Wien. Man findet hier alles. / 2. Man kann auf dem Naschmarkt frühstücken, zu Mittag oder zu Abend essen. Es gibt viele Restaurants, Imbissstände und Lokale mit Spezialitäten.
Ask students if they have had any experience using a foreign currency. Ask for volunteers to take turns reading the text in the Kultur feature. Pause to change readers after each sentence and confirm understanding. Have students research the euro online to find images of the currency. Ask them what common elements are shared with other currencies they have used. Then have students answer the questions in the Vergleich feature.
ICH NEHME EINEN HAMBURGER · OVERVIEW
LANGUAGE Useful phrases for restaurants; Vocabulary for menus
CULTURE Café Sacher in Vienna
2 SUGGESTED DURATION 15 minutes
MATERIALS
Audio file
Script
2A
Have students scan the dialogues for unfamiliar words and then refer them to the Meine Vokabeln feature Im Restaurant / Café / Imbiss to discover their meanings before working with a partner to do the activity.
Divide the class into groups of three. Once the parts of the dialogue are arranged in the correct order, assign roles: one student plays the server, and the other two students will act as customers. Have them perform the scene for the class, using props, if possible.
Answers 3, 4, 1, 5, 2
2C
Play the audio recording and have students check their answers.
Tell students that smaller establishments often prefer cash payments over debit or credit cards. Additionally, explain the practice of rounding up when paying smaller bills. For example, if the coffee costs €2.80, you might give €3.00 and say, stimmt so, meaning keep the change
Answers 1. You can go to cafés for breakfast. / 2. When you’re satisfied with the food and service you should pay a 10% tip.
3B
Have students draw a Venn diagram in their notebooks to record the similarities and differences. Answers will vary.
Ich nehme einen Hamburger
I can order and pay for a meal in a restaurant.
2 LESEN, SPRECHEN UND HÖREN
A. Lies den Dialog. Wer sagt das: die Bedienung oder die Gäste?
A: Und zu essen?
B: Ich nehme den Salat und das Schnitzel.
A: Sehr gern.
C: Ich nehme auch den Salat und einen Hamburger.
B: Guten Tag. Können wir bitte die Speisekarte haben?
A: Sehr gern, bitte schön.
A: So, hier ist das Schnitzel. Guten Appetit!
B: Danke schön.
B. Ordne den Dialog.
C: Kann ich bitte zahlen?
A: Sehr gern. Zusammen oder getrennt?
C: Zusammen bitte.
A: Das macht 32,50 Euro.
C: 36 Euro. Stimmt so.
A: Vielen Dank. Auf Wiedersehen.
A: Was darf es zu trinken sein?
B: Ich möchte gern ein Mineralwasser.
C: Ich nehme einen Apfelsaft.
A: Sehr gern! Kommt sofort.
C. Hör zu und überprüfe deine Lösung.
Kultur
Essen gehen in den deutschsprachigen Ländern
Dining out is a popular pasttime in German-speaking countries, which offers a diverse range of options such as fast-food restaurants (Imbiss ), upscale restaurants, snack bars, and vegan places… In an Imbiss , you can quickly grab a bite to eat, either to-go or dine-in, at an affordable price. Cafés typically serve hot beverages, pastries, snacks, and salads, perfect for breakfast or a light meal.
MEINE VOKABELN
Im Restaurant / Café / Imbiss
At the restaurant/café/fast-food joint
• der Gast, die Gäste customer
• die Bedienung server
Können wir bitte die Speisekarte haben?
Can we have the menu, please?
Was darf es zu essen / zu trinken sein?
What will you have to eat / to drink?
Ich nehme … / Ich möchte gern …
I’m going to have… / I would like to have…
Kommt sofort! Coming right away!
Guten Appetit! / Mahlzeit!
Enjoy your meal!
Kann ich bitte zahlen?
May I have the check, please?
Zusammen oder getrennt?
Together or separately?
Das macht 32,50 € (32 Euro fünfzig).
That will be €32.50 (32 euros and fifty cents).
Stimmt so. Keep the change.
When it’s time to settle the bill, the waiter may ask: Zusammen oder getrennt? It’s common for each person to pay his/her own share. A 10% tip is appropiate when you’re satisfied with the food and service. Tipping is optional and done at your discretion.
3 LESEN UND SPRECHEN
A. Read the text and answer the questions.
1. Where can you go for breakfast?
2. How do you tip in German-speaking countries?
B. Kultureller Vergleich What are the differences between restaurants in German-speaking countries and restaurants in your state or region?
4 Authentic resources Find menus from two different restaurants in Vienna on the Internet. Have students read and compare these menus in small groups before choosing one restaurant and explaining their reasons for preferring it over the other.
MEINE VOKABELN p. 220
4
LESEN, HÖREN UND SPRECHEN
Elias, seine Schwester Anna und seine Eltern gehen zum Mittagessen ins Café Sacher.
Lies die Speisekarte. Hör zu. Welche Gerichte und Getränke nehmen sie?
Elias’ Vater nimmt eine Vorspeise: …
VORSPEISEN UND SUPPEN
Linsen Taboulé mit saisonalem Gemüse
Consommé mit Frittaten1
DESSERTS
Wiener
Apfelstrudel mit Vanilleeis
LEKTION 2
Workbook S. 116-118
MEINE VOKABELN
Die Speisekarte Menu
• die Vorspeise appetizer
• das Hauptgericht main course
• das Dessert dessert
• das Getränk beverage
MEINE VOKABELN p. 220
GETRÄNKE
Kaffee
Kalte Original Sacher Trinkschokolade
4 SUGGESTED DURATION 15 minutes
MATERIALS
Audio file
Script
Audio file (text recording)
• Have students observe the menu, identify the name of the restaurant, and guess the meanings of the categories.
• Refer students to the Meine Vokabeln feature Die Speisekarte
• Have students make a table with four columns, labelling the first column Vorspeisen und Suppen, the second Sacher Delikatessen, the third Desserts, and the fourth Getränke. Then have them create a row for each of the family members.
5
Caesar Salat mit Speck2
Original Sacher Würstel3
Wiener Schnitzel
Kalbsrahmgulasch4
Alt-Wiener Suppentopf SACHER DELIKATESSEN
Palatschinken5 mit hausgemachter6 Marillenmarmelade7
Spielt zu dritt eine Szene im Café Sacher. Zwei Schüler oder Schülerinnen sind die Gäste.
Der / Die andere ist die Bedienung.
• Begrüßt die Bedienung.
• Fragt nach der Speisekarte.
• Bestellt (Order) die Getränke.
• Bestellt eine Vorspeise, ein Hauptgericht, ein Dessert und ein Getränk.
• Fragt nach der Rechnung.
A: Guten Tag. Können wir bitte die Speisekarte haben?
B: Guten Tag. Gern. Hier, bitte.
A: Als Vorspeise möchte ich gern das Linsen Taboulé …
DIFFERENTIATED INSTRUCTION
MEINE GRAMMATIK
The verb nehmen to take Sie nimmt eine Suppe.
Making polite requests with möchten would like to Ich möchte gern eine Vorspeise nehmen Er möchte einen Apfelstrudel.
The verb können + infinitive may, can Können wir bitte die Speisekarte haben?
GRAMMATIK pp. 214-215, 217
2C Interpersonal learners Once the dialogue has been corrected, ask volunteers to act it out.
4 Accomodation Provide the script for any students who might need it.
Meine Grammatik · The verb nehmen Point out that nimmt comes from the infinitive nehmen, with a stem-vowel change from e to i. See p. 214 for the full explanation.
Meine Grammatik · Making polite requests with möcht- Tell students Ich möchte is useful for polite communication in various situations. See pp. 215–216 for the full explanation.
Meine Grammatik · The verb können Tell students that the verb können expresses ability or permission, equivalent to may or can in English. See pp. 217–218 for the full explanation.
Answers Elias’ Vater nimmt eine Vorspeise: Consommé mit Frittaten und ein Hauptgericht: Original Sacher Würstel. Elias’ Mutter nimmt eine Vorspeise: Linsen Taboulé mit saisonalem Gemüse. Elias nimmt ein Dessert: Palatschinken mit hausgemachter Marillenmarmelade. Elias’ Schwester nimmt eine Vorspeise: Alt-Wiener Suppentopf und ein Dessert: Wiener Apfelstrudel mit Vanilleeis. Als Getränk nehmen sie Mineralwasser.
5 SUGGESTED DURATION 20 minutes
MATERIALS
Audio file
Script
Have students use props when performing their scene. Answers will vary.
AUTHENTIC RESOURCE
Hotel Sacher is a five-star luxury hotel with a café that serves the world-famous Sachertorte, a chocolate cake with a layer of apricot jam, covered with chocolate icing and served with whipped cream.
WORKBOOK
Activities 1–6 on pp. 116–118
MEINE
LANGUAGE The preposition für + accusative Useful phrases for invitations, and grocery stores
6
6A
SUGGESTED DURATION 30 minutes
MATERIALS Audio file Script
Refer students to the Meine Vokabeln features Einladung, Eine Einladung annehmen, Eine Einladung ablehnen and Lebensmittel einkaufen gehen
Possible answers A: Ich mache meine Geburtstagsparty zu Hause. Und du? B: Ich mache meine Geburtstagsparty im Park. Und du? C: Ich mache meine Geburtstagsparty im Restaurant.
6B
• Play the recording once and have students summarize what they understood.
• Then read the question aloud. Tell students to focus on answering it during the second playback. Answers Elias möchte zusammen kochen.
6C
Before playing the recording again, have students read the question first and confirm their understanding. Answers 1. Hannah kann nicht kommen. / 2. Hannahs Vater hat Geburtstag und macht eine Grillparty. / 3. Sie möchten zu Hause kochen. / 4. Um 11 Uhr.
6D
Answers Elias will Pizza machen. Jakob will einen Apfelstrudel machen. Marie will einen Salat machen.
6E
Have students use a cluster mind map to organize their ideas for the invitation.
Answers will vary.
Kannst du kommen?
I can plan a lunch and make a grocery list.
6 SICH AUSTAUSCHEN, HÖREN UND SCHREIBEN
A. Wo machst du deine Geburtstagsparty? Sprecht zu dritt. Ich mache meine Geburtstagsparty zu Hause. Und du?
Grillparty machen B. Elias möchte seine Freunde Hannah, Marie und Jakob einladen (invite) . Was möchte er mit seinen Freunden machen? Hör zu und wähl aus.
C. Hör noch einmal zu und beantworte die Fragen.
1. Wer kann nicht kommen?
2. Warum nicht?
3. Wo wollen sie zusammen etwas machen?
4. Wann wollen die Freunde die Lebensmittel kaufen?
MEINE VOKABELN
Einladung Invitation
• Ich mache meine Geburstagsparty … I’m having my birthday party… im Park in the park im Restaurant at the restaurant zu Hause at home
• Ich möchte … I would like to… eine Geburtstagsparty machen have a birthday party eine Grillparty machen have a barbecue party zusammen kochen cook together
• Kannst du kommen? / Könnt ihr kommen? Can you come?
Eine Einladung annehmen
Accepting an invitation
• Cool! Cool!
• Gern! Gladly!
• Gute Idee! Good idea!
• Ich komme gern! I would love to come!
• Klasse! Great!
Eine Einladung ablehnen
Rejecting an invitation
• Schade. That’s a shame/too bad.
• Ich habe leider keine Zeit. Unfortunately, I don’t have time.
• Ich kann leider nicht kommen. Unfortunately, I can’t come.
Extension Have students plan a birthday party with a partner or in small groups answering the following questions: Wann ist die Party: Tag und Datum? Wann endet die Geburtstagsparty? Wo ist die Party? Was machen wir? Wer sind die Gäste? Was wollen wir essen und trinken? Was bringen die Gäste mit?
MEINE VOKABELN pp. 220-221
LEKTION 2
Workbook S. 119-121
LEKTION 2. Was darf es sein?
7 SUGGESTED DURATION 30 minutes
MATERIALS Audio file
Script
Kultur
der Salat
D. Was wollen die Freunde kochen? Hör die beiden Gespräche und wähl aus Elias will … Jakob … 7
der Apfelstrudel
E. Schreib eine Einladung an einen Freund oder eine Freundin. Was möchtest du machen? Wann und wo?
HÖREN UND SPRECHEN
SPRACHDETEKTIV
die Gulaschsuppe
Liebe Maria, / Lieber Jan, ich möchte …
Viele Grüße
Deine Johanna / Dein Tom
A. Welche Zutaten brauchen die Freunde? Stell Hypothesen auf Für den Apfelstrudel brauchen sie … Für die … brauchen sie …
B. Hör das Gespräch und überprüfe deine Hypothesen.
C. Hör noch einmal. Was hat Elias zu Hause, was müssen (have to) die Freunde noch kaufen? Schreib eine Einkaufsliste.
D. Read the sentence.
Ich brauche Mehl, Zucker und Eier für den Kuchen. I need flour, sugar, and eggs for the cake.
What happens to the article after the preposition für?
E. Du bist bei Elias eingeladen (are invited) Was brauchst du für dein Lieblingsessen? Erkläre
die Pizza Für einen Hamburger brauche ich ein Brötchen, Fleisch, …
Invitations to tea or dinner parties are typically extended to close friends. Punctuality is valued in German-speaking countries. Upon arrival, a firm handshake and direct eye contact are customary greetings. It’s polite to bring a gift like chocolates or flowers. During meals, food is passed around, and guests are expected to speak up if they want something or have any concerns. Direct communication is appreciated. Before beginning a meal, people say Guten Appetit and Mahlzeit, especially in Austria.
The preposition für + accusative Für den / einen Apfelstrudel brauche ich …
MEINE GRAMMATIK p. 219
6B + 7B Accommodation Provide the script for any students who might need it.
Culture Challenge Divide the class into pairs or small groups and assign different scenarios, such as hosting a dinner party or being a guest for lunch at a friend’s home. Have them act out the greetings, gift-giving, and mealtime interactions based on the cultural norms described.
7A
• Have students list each item on a sheet of paper.
• Refer students to the Meine Vokabeln feature Lebensmittel einkaufen gehen
Possible answers Für den Apfelstrudel brauchen sie Äpfel, Mehl, Zucker und Eier. Für die Pizza brauchen sie Mehl, Öl, Tomaten, Schinken und Käse. Für den Salat brauchen sie Gurken, Tomaten, Zwiebeln und Karotten.
7B
Have students check off items on their lists.
7C
Answers Elias hat zu Hause: Mehl, Eier, Öl und Zucker. Einkaufsliste: Tomaten (Dose), Ananas (Dose), Schinken, Käse, Äpfel, Tomaten, Gurken, Zwiebeln. Karotten, Mineralwasser und Saft
7D
Sprachdetektiv Have students state the rule in their own words
Answer The masculine article changes from der to den after the preposition für Meine Grammatik · The preposition für + accusative Point out that the definite article only changes for masculine nouns. See p. 219 for the full explanation.
7E
Alternatively, have students use man to explain what ingredients are needed to make a certain dish. Answers will vary.
• Have students look at the photos and read the labels for each image before completing the activity. Practice saying each store name and review what one can buy at each place. Have students include these words in their notes, drawing small pictures to remind them of what is available at each place.
• Refer students to the Meine Vokabeln features Lebensmittel einkaufen gehen and Ich brauche … Have students identify which expressions would be said by a Verkäufer/in or by a Kunde/Kundin
Answers A: der Käseladen / B: der Markt / C: die Bäckerei
Ask students to share what they know about the metric system. Ask if they think it would be easier for them to use the metric system for all measurements, and explain why or why not.
Wir gehen einkaufen
I can make purchases in a grocery store.
8 LESEN UND SPRECHEN
Lies die Dialoge. Welche Geschäfte (stores) passen zu den Dialogen? Ordne zu. Ein Foto passt nicht (doesn’t fit)
Verkäuferin: Guten Morgen! Was darf es sein?
Kunde: Guten Morgen. Ich möchte gern ein Stück Käse.
Verkäuferin: Sehr gern. Ist das alles?
Kunde: Ja, das ist alles. Danke.
Verkäufer: Guten Tag. Sie wünschen bitte?
Kunde: Guten Tag. Ich möchte ein Kilo Äpfel bitte.
Verkäufer: Hier bitte. Sonst noch etwas?
Kunde: Ja, 300 Gramm Tomaten, zwei Karotten und einen Salat bitte.
Verkäufer: Sehr gern. Das macht zusammen 6 Euro.
Verkäufer: Schönen guten Morgen! Sie wünschen?
Kunde: Ich möchte gern das Schwarzbrot da, bitte!
Verkäufer: Gern! Sonst noch etwas?
Kunde: Ja, ich nehme auch zwei Brötchen und ein Stück Käsekuchen. Das ist alles.
Verkäufer: Hier bitte! Das macht zusammen 9,70 Euro.
MEINE VOKABELN
Lebensmittel einkaufen gehen
To go grocery shopping
• die Bäckerei bakery
• der Käseladen cheese shop
• der Markt market
• der Supermarkt mit Fleischund Wursttheke supermarket with a meat and sausage counter
• der Kunde / die Kundin customer
• der Verkäufer / die Verkäuferin sales clerk
• Was darf es sein? / Sie wünschen? What can I get you? / What would you like?
• Ist das alles? / Sonst noch etwas? Is that all? / Anything else?
• Das ist alles. That’s all.
Ich brauche … I need…
• eine Dose can
• eine Flasche bottle
• 100 Gramm 100 grams
• ein Kilo kilo
• einen Liter liter
• eine Packung packet
• ein Stück a piece
MEINE VOKABELN pp. 221-222
Kultur
Most countries in the world use the metric system, which uses meters, liters, and kilograms as the basic units for length, volume and weight.
In German, measurements like Liter and Kilogramm are always used in singular form.
Verbindung zu: Mathematik
In your country, what is the equivalent of the following: 1 liter and 1 kilo?
8 Culture boost Divide the class into groups of three students and assign each group a specific type of food shop (die Bäckerei, der Käseladen, der Markt, der Supermarkt mit der Wurstund Fleischtheke). Have students research the types of shops on the Internet and look for pictures of them. Then have them draw a storefront with the name of the shop and drawings or visuals of items found there along with their names. Finally, have each group present their shop to the class, explaining its name and describing the items depicted in the window.
BOOST YOUR TEACHING
9
HÖREN UND SPRECHEN
A. Hör die drei Dialoge. Wo ist die Kundin?
In Dialog 1 ist die Kundin …
in der Bäckerei im Käseladen auf dem Markt im Supermarkt an der Fleisch- und Wursttheke
B. Hör die drei Gespräche noch einmal und mach dir Notizen Was kauft die Kundin? Wie viel?
Die Kundin kauft …
C. Was kann die Kundin mit den Zutaten machen?
das Wurst- und Käsebrot die Gulaschsuppe die Schinkenfleckerl
10
SCHREIBEN UND SPRECHEN
Bildet Vierergruppen.
Lest die Einkaufsliste und verteilt (distribute) die Rollen.
A der Kunde / die Kundin
B, C und D die Verkäufer / die Verkäuferinnen
Schreibt drei Gespräche und spielt die Szene.
• ein Kilo Tomaten
• zwei Kilo Orangen
• ein Brot
• 250 Gramm Käse
• vier Schnitzel
Kultur
In German-speaking countries, most people do their shopping primarily in large chain grocery stores. People usually bring their own bags or baskets and need a coin for the shopping carts. It’s important to know that most shops are closed on Sundays.
At the weekly farmers’ market, you can explore a different shopping experience by purchasing fresh produce and regional specialties. At the butcher’s, you can find fresh meat and cold cuts. Bakeries are particularly renowned for their high-quality breads and pastries. In general, organic products are quite popular.
Kultureller Vergleich
Where do you and your family buy your groceries? Is it different from German-speaking countries?
8 Interpersonal learners Ask volunteers to act out the three different dialogues.
9A Accomodation Provide the script to any student who might need it.
Culture Challenge Have students find a recipe for a typical Austrian dish on the Internet and convert the measurements from the metric into the imperial system. Encourage them to make the dish at home.
LEKTION 2. Was darf es sein?
9 SUGGESTED DURATION 20 minutes
MATERIALS
Audio file
Script
Differentiation WS 2
9A
Answers In Dialog 1 ist die Kundin auf dem Markt. / In Dialog 2 ist die Kundin im Supermarkt an der Fleischund Wursttheke. / In Dialog 3 ist die Kundin in der Bäckerei.
9B
When replaying the recording, pause it after each dialogue. In pairs, have students compare their lists.
Answers Die Kundin kauft 300 Gramm Kartoffeln, einen Paprika, eine Karotte, zwei Stück Zwiebeln, 500 Gramm Rindfleisch und ein Weißbrot.
9C
Have student pairs reach a consensus on what dish will be prepared based on their lists and confirm the correct answer as a class.
Answer Die Kundin kann eine Gulaschsuppe mit Brot kochen.
10 SUGGESTED DURATION 25 minutes
For more varied responses, create additional Einkaufslisten with different ingredients or have groups create their own list. Make sure students need to visit at least three different stores.
Possible answers Gespräch 1 B: Guten Tag, was darf es sein? A: Guten Tag, ich brauche ein Kilo Tomaten und 2 Orangen. B: Ist das alles? A: Das ist alles. Vielen Dank. / Gespräch 2 C: Guten Tag, Sie wünschen? A: Ein Brot bitte! C: Ja, gern. Das macht 3, 50 Euro. / Gespräch 3 D: Guten Tag, was darf es sein? A: Ich brauche 250 Gramm Käse. D: Gern. Sonst noch etwas? A: Ja, ich nehme auch 4 Schnitzel. D: Das macht 15, 20 Euro. A: Hier bitte! Auf Wiedersehen!
Tell students that customers bag their own groceries after checkout. It’s advisable to bring your own bags or to be prepared to purchase them at checkout. Discuss with students the reasons behind these practices and the ones mentioned in the text.
DAS DEUTSCH-MAGAZIN · OVERVIEW
CULTURE Food offered in a typical Kaffeehaus in Austria
MATERIALS Audio file (text recording)
DAS DEUTSCH-MAGAZIN
Verbindung zu: Ernährung und Gastronomie
I can identify the main idea and some details in an article about the food offered in a typical Austrian coffee house.
Kaffeehauskultur
• Have students skim the article, observing its structure, titles, and images. Read the first paragraph under the main title together and discuss what a Wiener Kaffeehaus is.
• Have students read the remainder of the article individually to identify the German equivalents. Review answers as a class.
Have students scan the text for the specific information required. Have them justify their choices by citing evidence in the text.
Answers 1. ist interessant / 2. etwas / 3. Eintopf / 4. eine
In Wien gibt es mehr als 1 000 Kaffeehäuser. Ein Kaffeehaus ist ein „Wohnzimmer für alle“1 mit einer speziellen Atmosphäre. Auch die junge Generation geht gern ins Kaffeehaus. Hier kann man Kaffee trinken, lesen oder lernen. Man kann auch etwas essen. Den Kaffee serviert man mit einem Glas Wasser. Hier präsentiere ich drei typische kleine Speisen.
Cappuccino heißt in Wien „Melange“.
You might tell students to list ingredients that are typically used in Eintopf and discuss why combining them could be considered creative.
Possible answers 1. Ein Eintopf ist kreativ, denn du kannst viele Zutaten nehmen: Bohnen, Linsen, Kartoffeln, Gemüse, Fleisch oder Wurst. / 2. NichtVegetarier können einen Eintopf mit Fleisch oder Wurst essen oder einen Salat mit Speck.
Lies den Artikel. Finde die deutschen Wörter.
Lies den Artikel und wähl aus.
1. Die Kaffeehaus-Tradition ist interessant / nicht interessant für alle Generationen.
2. Im Kaffeehaus kann man nichts / etwas essen.
3. Vegetarier können Eintopf / keinen Eintopf essen.
4. Der Krapfen ist eine / keine Süßigkeit.
Culture Expansion Consider watching the romantic comedy Sachertorte (2022) with your students. In this film, Karl falls head over heels in love with a Viennese woman named Nini. After losing her phone number, he decided to find her. Karl only knows that she celebrates her birthday at 3 p.m. in the renowned Café Sacher. He then leaves Berlin and waits daily at Café Sacher, hoping to reunite with the love of his life. Preview the film to make sure it is appropriate for your students.
1 Wohnzimmer für alle: public living room
von Elias Gruber, Reporter aus Wien, Österreich
zu zweit die Fragen.
Eintopf
Ein Eintopf oder eine „dicke Suppe“ ist eine kreative Speise. Für einen Eintopf nimmt man Linsen oder Bohnen2, Kartoffeln und Gemüse. Man kocht alles zusammen in einem großen Topf3. Es gibt natürlich auch Eintopf mit Fleisch oder Wurst. Es ist ein typisches Mittagessen im Winter.
Feldsalat mit warmen Frühlingskartoffeln
Salate sind super für den kleinen Hunger! Frischer Salat und warme Erdäpfel (das ist Österreichisch für Kartoffeln) sind lecker zu jeder Jahreszeit. Nicht-Vegetarier können auch knusprigen Speck nehmen.
Krapfen
Der österreichische Krapfen ist wie ein Donut, aber er hat kein Loch4. In der Mitte hat er eine leckere Füllung mit Marillenmarmelade, Schoko- oder Vanille-Creme! Es gibt mehr als 150 Varianten. In Deutschland heißt der Krapfen „Berliner“, aber in Berlin heißt er „Pfannkuchen“!
2 Bohnen: beans
3 Topf: cooking pot
4 Loch: hole
1. Warum ist der Eintopf ein „kreatives Gericht“?
2. Was kann ein Nicht-Vegetarier im Kaffeehaus essen?
JETZT BIST DU DRAN!
1. Was ist eine typische Speise aus deiner Region? Ist diese Speise vegetarisch oder gibt es eine vegetarische Variante?
2. Welche Zutaten braucht man?
3. Mach eine kurze Präsentation mit Fotos.
CULTURAL NOTE
• Vienna may not have been the first city in Europe to open a café, which it did in 1683, but it has since set the standard by which all others are measured. Kaffeehauskultur has played such a vital role in shaping Viennese contributions to politics, literature, music and art, that it was added to the UNESCO Austrian National Inventory of Intangible Cultural Heritage in 2011.
• Cafés resemble and function as elegant, extended living rooms, and are used as such when living conditions are cramped. At the turn of the 20th century, writers would congregate at Café Griensteidl or Café Central, whereas painters preferred to frequent Café Museum or Café Sperl.
• Smartly dressed waiters bring a glass of tap water to accompany every coffee, which are usually a simple espresso. Mixed with steamed milk and some foam, it is called a Melange. Add Schlagobers (whipped cream) and it is an Einspänner. If served with a pitcher of milk or cream, then it is a kleiner Brauner Coffee houses also offer sweet confections, such as Apfelstrudel, a traditional dessert with multiple layers of flaky pastry encasing sliced apples, typically served warm with vanilla sauce.
Authentic materials Have students visit the Wiener Kaffeehaus - Impressionen section on the official website of the city of Vienna. Here, they can view pictures of a typical Kaffeehaus and watch videos introducing different types of coffee, such as a Melange and a große Braune. DIFFERENTIATED INSTRUCTION
SUGGESTED DURATION 20 minutes
Advise students to avoid overcrowding slides with excessive text when creating their presentation. Tell them to choose a large enough font and contrasting background colors to be sure text is legible from a distance. Emphasize selecting visually appealing images to make their presentations more appealing.
JETZT BIST DU DRAN!
Have students add their product to Mein Deutschpass
MEIN DEUTSCHPASS
MEINE GRAMMATIK
1. The stem-changing verb nehmen
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Review the meaning of nehmen as you write the word on the board.
• Either display the conjugation chart of nehmen or recreate it on the board. Have students share their observations about the changes in the verb forms.
• Remind students that the noun following nehmen is in the accusative case and if the noun is masculine, the article changes from der/ein to den/einen.
Language Comparisons Make students aware that direct translations of to take into German might differ in meaning or usage due to cultural and linguistic differences, for example He takes a lot of photos. = Er macht viele Bilder
Formative assessment Have students turn statements with nehmen into commands using the imperative form, and turn commands using the imperative form into statements with nehmen
Practice
14
Answers a. nehme / b. Nimmst / c. nehmen / d. nehmen / e. nehme / f. nimmt / g. nehmen / h. nimmt
15
Possible answers a. Nimm einen Apfel. Er ist ganz frisch. / b. Nehmt einen Salat. Er ist sehr lecker! / c. Iss einen Kaiserschmarren oder ein Wiener Schnitzel! / d. Iss eine Gemüsesuppe. / e. Esst mehr Gemüse/ f. Iss viel Obst und Gemüse! / g. Esst eine Sachertorte!
16
Answers a. Ich nehme keinen Kaffee. / b. Du nimmst kein Eis. / c. Elias nimmt kein Fleisch. / d. Jakob und Marie nehmen kein Brot.
What is it?
• The verb nehmen literally means to take, but when ordering food implies will have
What forms does it have?
• The verb stem of nehmen changes the e to i and doubles the m in the du and er / sie / es forms.
nehmen to take, will have
ich nehme wir nehmen
du nimmst ihr nehmt
er / sie / es nimmt sie / Sie nehmen
A: Was nimmst du? What are you having?
B: Ich nehme die Tomatensuppe. I’ll have the tomato soup.
14 15 16 Ergänze die Sätze mit dem Verb nehmen
a. Ich nehme die Wiener Würstchen bitte.
b. du einen Tee oder eine warme Schokolade?
c. Wir eine Flasche Mineralwasser zum Abendessen.
d. Als Dessert Marie und Karl die Sachertorte. Sie ist sehr lecker hier!
e. Ich meinen Kaffee schwarz. Keine Milch bitte.
f. Marie den Salat mit Hähnchen.
g. Was Sie zum Hauptgericht? Einen Salat oder Reis?
h. Er die Suppe als Vorspeise.
Schreib Tipps im Imperativ für die Person oder die Personen.
a. Ich möchte einen Snack. Nimm einen Apfel! Er ist ganz frisch!
b. Wir finden den Apfelstrudel zu süß. Nehmt
c. Tom aus den USA möchte eine Spezialität aus Österreich essen.
Schreib Sätze mit nehmen und kein, keine zu den Bildern.
a. Ich nehme keinen Kaffee ...
d. Ich bin Vegetarierin / Vegetarier. e. Wir essen kein Gemüse. f. Ich möchte gesund essen. g. Deine Geschwister möchten ein Dessert essen.
16 Interpersonal learners Divide students into groups of three: one server and two guests. Have each group write a role-play based on the prompts, which they will then act out. In this dialogue, one student should order for Elias and another student should order for Jakob and Marie.
1. THE STEM-CHANGING VERB NEHMEN
a. ich
c. Elias
b. du
d. Jakob und Marie
2. Making polite requests with möchten
What is it?
• We use möchten to express a wish or to make polite requests.
What forms does it have?
• Möchten has an irregular conjugation. That is, it does not follow a predictable pattern. You must memorize its forms.
möchten would like
ich möchte wir möchten
du möchtest ihr möchtet
er / sie / es möchte sie / Sie möchten
How do we use it?
• You can use möchten with nouns or verbs to say what you would like to do or to have. The action verb is in the infinitive form and goes at the end of the clause.
A: Was möchten Sie trinken? What would you like to drink?
B: Ich möchte ein stilles Wasser I would like still water
A: Möchten Sie einen Döner essen? Would you like to eat a kebab?
When you want to say that you like or dislike something in general you use mögen Möchten is a polite way to say you want something now.
Ich mag Pizza. I like pizza (in general). Ich möchte Pizza. I would like to have a pizza (now).
17 Wähl die richtige Verbform aus
a. Ich möchte / möchten keinen Kuchen.
b. Mein Bruder möchtet / möchte ein Wiener Schnitzel.
c. Was möchten / möchtest Sie trinken?
d. Meine Freunde möchtet / möchten Pizza essen gehen.
e. Möchtet / möchtest du einen Orangensaft?
f. Warum möchtet / möchte ihr keinen Apfelstrudel? Er ist echt lecker!
g. Wir möchten / möchte bitte zahlen.
Grammar presentation (2) Expansion Have students create their own sentences using möchtCall on several students to write their sentences on the board and correct them as a class.
17 Challenge Have students write their own sentences using all six verb forms of möchten, expressing what their friends or family members would order in a restaurant.
LEKTION 2. Was darf es sein?
2. MAKING POLITE REQUESTS WITH MÖCHT-
MATERIALS Grammar Tutorial
Script
Extra Resource WS 1
Grammar Presentation
• Begin by explaining the importance of making polite requests in everyday life. Explain that in German, the verb möchten is used to do so.
• Show the conjugation chart and make students aware of the irregular verb forms of möchten. These forms have to be memorized. Remind students that an e is added between the stem and the ending in the singular forms du and er/sie/es, and in the plural form ihr
• After you make students aware of the difference between mögen (preferences) and möchten (requests and wishes), review the conjugation of möchten
Language Comparisons Have students compare the sentence structure of the same statement and question in English and German. For example, Ich möchte Kaffee trinken - I would like to drink coffee. Or Möchtest du Kaffee trinken? - Would you like to drink coffee?
Formative assessment Prepare sets of sentences and questions related to the use of möchten in German. Cut these into strips so that each one contains parts of a sentence or question. Have student pairs work together to arrange the strips in the correct order to form coherent sentences or questions using möchten
Practice
17
Answers a. möchte / b. möchte / c. möchten / d. möchten / e. Möchtest / f. möchtet / g. möchten
FORMATIVE ASSESSMENT
Self-check Quizzes available on
MEINE GRAMMATIK
Practice
18
Remind students that they also need to conjugate the verbs according to the subjects or subject pronouns given.
Answers a. möchte / b. möchten / c. möchte / d. möchte / e. möchten / f. möchte / g. möchten / h. möchte
19
Answers a. Was möchte deine Schwester trinken? / b. Möchtet ihr Nudeln zum Abendessen kochen? / c. Möchtest du die Zutaten für den Apfelstrudel im Supermarkt kaufen? / d. Was möchtest du gern trinken? / e. Was möchtet ihr heute frühstücken? / f. Zu Mittag möchte ich gern Spaghetti mit Tomatensoße. / g. Er möchte einen Hamburger essen und Wasser trinken.
20
Answers a. mag // b. mag / mag // c. möchtest / möchte // d. möchtest / mag
21 Answers will vary.
a. Ich gern Gemüse.
b. Wir gern ins Restaurant gehen.
c. Er einen Apfel essen.
d. Marie Tee trinken.
19 Ordne die Wörter.
Schreib die Sätze und Fragen in dein Heft.
18 20 21 Ergänze die Lücken mit möchten in der richtigen Verbform.
e. Wir keine Schokolade. f. Ich gern das Kochbuch kaufen. g. Leon und Ida gern im Café frühstücken. h. Er gern Chips snacken.
a. Was / deine Schwester / möchte / trinken / ? Was möchte deine Schwester trinken?
b. Möchtet / Nudeln / kochen / ihr / zum Abendessen / ?
c. Möchtest / im Supermarkt / du / kaufen / die Zutaten für den Apfelstrudel / ?
d. Was / gern / trinken / möchtest / du / ?
e. Wo / möchtet / heute / ihr / frühstücken / ?
f. Zu Mittag / ich / gern / essen / Spaghetti mit Tomatensoße / möchte /.
g. Er / trinken / essen / und / Wasser / einen Hamburger / möchte / .
Möchten oder mögen?
Ergänze das richtige Verb in der richtigen Form.
a. A: Möchtest du einen Saft trinken?
B: Ja, bitte! Ich Saft sehr gern.
b. A: Ich keine Oliven auf der Pizza! Das ist nicht lecker. Findest du nicht?
B: Doch! Ich Oliven. Schinken und Oliven auf der Pizza sind lecker!
c. A: Welche Toppings du gern haben?
Wir haben alles: Schinken, Käse, Salami …
B: Oh, Schinken ist super! Ich Schinken! Und frische Tomaten bitte!
d. A: Wo du etwas essen?
Im Restaurant oder beim Imbiss?
B: Im Restaurant bitte! Ich kein Fast Food.
SPIEL: Bildet Dreiergruppen. Jeder nimmt eine Karte (Download auf ) und macht einen Satz mit möchten oder mögen
Ich möchte einen Apfel essen. / Ich mag Äpfel.
Jacob möchte nicht Skateboard fahren. / Er mag keinen Sport.
19 Interpersonal learners Have students work in pairs to decide on the correct sentence order and verb forms. Students could also write answers for each question.
16 Peer Assessment After completing this activity, have students exchange notebooks and peer-assess each other’s work based on accuracy and completeness.
3. The verb können + infinitive
What is it?
• The verb können means to be able to or can (do something)
Können wir bitte die Speisekarte haben? Can we have the menu, please?
What forms does it have?
• The verb können has an irregular conjugation.
können to be able to, can
ich kann wir können
du kannst ihr könnt
er / sie / es kann sie / Sie können
How do we use it?
• The verb können is always used with verbs in their infinitive forms. The infinitive is placed at the end of the sentence.
Ich kann keine Nudeln essen I can’t eat pasta.
Kannst du am Wochenende kochen? Can you cook this weekend?
Wo kann man Gemüse kaufen? Where can you buy vegetables?
22 Ergänze die Sätze mit können in der richtigen Verbform.
a. Die Sonne scheint! Wir eine Grillparty machen.
b. du bitte ein Rezept für Apfelstrudel im Internet finden?
c. ihr einen Salat für die Party machen?
d. Wo ich frisches Gemüse kaufen?
e. Elias gut kochen?
f. Mein Vater sehr gut backen.
g. Wann wir morgen auf den Markt gehen?
23 Ordne die Wörter. Schreib die Sätze und Fragen in dein Heft.
a. Kannst / ein Kilo / kaufen / du / Äpfel / ? Kannst du ein Kilo Äpfel kaufen?
b. Ich / nicht kommen / kann / am Wochenende / .
c. Meine Schwester / sehr gut / kochen / kann / .
d. Wo / essen / gut / hier / kann / man / ?
e. Klara und Tim / machen / können / einen Salat / .
f. Ich / mein Kochbuch / kann / nicht finden / .
g. Könnt / kaufen / die Getränke / ihr bitte / ?
Das Reporterteam 1 • Kapitel 5
LEKTION 2. Was darf es sein?
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Begin by explaining what the verb können means. Point out to students that it almost sounds like the English equivalent can
• Go over the conjugation chart with students or write it on the board. Have them come up with rules for the conjugation pattern of the verb können. Guide them to notice the stem changes and the endings.
• Tell students that können is always used with another verb in its infinitive form and that the sentence structure follows the same pattern as with the verb möchten
Formative assessment Have students show you if they can use können in a sentence or question correctly by showing you thumbs up if they think they get it, thumbs in the middle if they are unsure, and thumbs down if they don’t get it.
Practice
22
Answers a. können / b. Kannst / c. Könnt / d. kann / e. Kann / f. kann / g. können
23
Answers a. Kannst du ein Kilo Äpfel kaufen? / b. Ich kann am Wochenende nicht kommen. / c. Meine Mutter kann sehr gut kochen. / d. Wo kann man hier gut essen? / e. Klara und Tim können einen Salat machen. / f. Ich kann mein Kochbuch nicht finden. / g. Könnt ihr bitte die Getränke kaufen?
FORMATIVE ASSESSMENT
Self-check Quizzes available on
zweihundertsiebzehn ı 217
DIFFERENTIATED INSTRUCTION
22 Challenge Have students add more information to the sentences. For example: Freunde können am Wochenende eine Grillparty machen. Sie kaufen Fleisch, Wurst und Getränke.
3. THE VERB KÖNNEN + INFINITIVE
24
Possible answers Ich kann sehr gut singen. / Du kannst gut Gitarre spielen. / Mein Bruder kann nicht gut kochen. / Ihr könnt nicht Skateboard fahren. Meine Freunde können sehr gut Fußball spielen.
25
Possible answers a. Ich kann Gulaschsuppe kochen. / b. Ich kann Kaffee, Tee und Smoothies machen. / c. Ich möchte gern exotische Rezepte und Rezepte für Desserts lernen. / d. Ich kann Karottenkuchen backen.
26A
Possible answers 1. Kannst du gut kochen? / 2. Kannst du vegetarische Gerichte kochen? / 3. Kannst du Kuchen backen? / 4. Kannst du Pizza backen? / 5. Kannst du Smoothies machen?
26B Answers will vary.
26C Answers will vary.
MEINE GRAMMATIK
24
Schreib Sätze. Benutze ein Element von jeder Spalte. Ich kann sehr gut singen.
ich
sehr gut kochen können du gut Gitarre spielen mein Bruder nicht gut singen ihr Fußball spielen meine Freunde nicht Skateboard fahren
Beantworte die Fragen und formuliere Sätze.
a. Ich kann Gulaschsuppe kochen.
a. Welche Gerichte kannst du kochen oder machen?
Nudeln
Salate Suppen
c. Welche Rezepte möchtest du gern lernen?
Rezepte für österreichische Gerichte andere: andere:
gesunde Rezepte exotische Rezepte Rezepte für Desserts
d. Welche Spezialitäten kannst du backen (bake)?
Apfelstrudel Croissants Brot
Karottenkuchen Sachertorte andere:
A. Schreib fünf Fragen mit können in dein Heft.
1. Kannst du gut kochen? 2.
B. Finde einen Partner / eine Partnerin in der Klasse und mach ein Interview. Schreib die Antworten in dein Heft. Beantworte dann die Fragen von deinem Partner / deiner Partnerin.
A: Kannst du Desserts machen?
B: Ja, ich kann sehr gut Desserts machen.
C. Sprecht zu viert. Präsentiert euren Partner / eure Partnerin. Was habt ihr vier gemeinsam (in common)?
A: Lily kann sehr gut Desserts machen und sie …
B: Mason kann …
C: Klasse! Joshua kann auch … Wir vier können …
24 Technology Have students practice pronunciation by recording themselves saying the sentences they create.
26 Interpersonal learners Have students interview five different students using the prepared questions. Have them take notes during the conversation so they will remember their classmates’ answers.
BOOST YOUR TEACHING
4. The preposition für + accusative
What is it?
• A preposition is a word that shows direction, time, place, location, or another relationship to the noun it precedes. The preposition für means for Für das Schnitzel braucht man Fleisch. You need meat for the schnitzel
How do we use it?
• A noun that follows the preposition für , must be in the accusative case.
nominative für + accusative
der / ein Kuchen für den / einen Kuchen die / eine Pizza für die / eine Pizza das / ein Schnitzel für das / ein Schnitzel die / – Salate für die / – Salate
27
Ergänze die Sätze.
a. Wir brauchen Milch für den Kaffee b. Ich kaufe frisches Brot für Frühstück
c. Hast du alle Zutaten für Nudeln?
d. Clara bringt Obst für Dessert
Welche Zutaten braucht man für die Rezepte?
Das Rezept ist für den Apfelkuchen. The recipe is for apple pie.
e. Wir brauchen Zucker für Tee
f. Möchten Sie mehr Käse für Pizza?
g. Ali hat Gemüse und Hähnchenfleisch für Salat
Schreib Sätze mit einem Element aus jeder Kategorie. Für einen Obstsalat braucht man …
Schreibt zu zweit: Was ist ein typisches Gericht aus eurer Region und welche Zutaten braucht man dafür (for it)?
Bei uns macht man oft … Für … braucht man …
DIFFERENTIATED INSTRUCTION
28 Challenge Using the model sentence starter provided in the activity, have students write sentences to tell what other dishes could be made using the food items listed and additional ingredients.
4.
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Using the example sentences, point out that a noun that follows für is usually in the accusative.
• Ask students to tell you what the articles in the nominative for Schnitzel and Apfelkuchen are and then refer them to the chart.
Formative assessment Create a series of multiplechoice questions with four answer choices (den, die, das, die) on a game-based learning platform or a slide deck (if using clickers). Students must select the correct accusative article for the noun following für. Initially, provide noun's gender to guide students, and then gradually increase the difficulty by removing the gender indication in subsequent questions. After each question, review and explain the correct answer.
Practice
27
Answers a. den / b. das / c. die / d. das / e. den / f. die / g. den
28
Possible answers a. Für einen Obstsalat braucht man Orangen. / b. Für ein Schnitzel braucht man Mehl. / c. Für eine Gulaschsuppe brauche ich Fleisch. / d. Für Pommes frites braucht man Kartoffeln. / e. Für einen Apfelkuchen braucht man Äpfel. / f. Für eine Pizza braucht man Tomaten.
29
Answers will vary.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
SUGGESTED DURATION 20 minutes
MATERIALS Audio files (text recordings)
Vocabulary learning strategies
Suggest, explain, or practice the following strategies for memorizing and recalling vocabulary. They will help your students develop both confidence and independence as learners.
Foldable store book Have students fold a sheet of paper lengthwise so that one side is one inch longer than the other. On the short side, cut eight equal tabs. On each tab, write the name of a store. Underneath the tab, list some items that can be purchased at the store. Students can use their books as a study aid to learn vocabulary for food shopping.
Collaborative gaming Have students play an online collaborative game to learn the vocabulary for this lesson. You can often find word banks online or you can enter the terms yourself or have the students create the word banks.
Flashcards Have students create flashcards with the terms in German on one side and the English equivalents on the other. Alternatively, students can use a picture or icon instead of the English translations.
Town map Have students create a map of a small city that includes all the food stores they learned about in this unit. Maps should include store labels.
Sticky notes Provide students with sticky notes of two different colors. Have them write all the expressions a customer in a restaurant would use on sticky notes of one color and all the expressions a server would use on sticky notes of the other color.
Practice
Have students complete the vocabulary exercises in the Workbook on pp. 116–117, 119–120, 122–123.
MEINE VOKABELN
Im Restaurant / Café / Imbiss
At the restaurant/café/ fast-food restaurant
der Gast, die Gäste customer
die Bedienung (sg.) server
• Was darf es zu essen / zu trinken sein? What will you have to eat / to drink?
• Kommt sofort! Coming right away!
• Guten Appetit! / Mahlzeit! Enjoy your meal!
• Zusammen oder getrennt? Are you paying together or separately?
• Das macht 9,50 € (neun Euro fünfzig). That will be €9.50 (nine euros and fifty cents).
• Kann ich bitte die Speisekarte haben? Can I have the menu, please?
• Ich nehme … / Ich möchte gern … I’m going to have / I would like to have…
• Kann ich bitte zahlen? May I have the check, please?
• Stimmt so. Keep the change.
Die Speisekarte Menu
• die Vorspeise, die Vorspeisen appetizer
• das Hauptgericht, die Hauptgerichte main course
• das Dessert, die Desserts dessert
• das Getränk, die Getränke beverage
Einladung Invitation
• Ich mache meine Geburstagsparty …
I am having my birthday party… im Park in the park im Restaurant at the restaurant zu Hause at home
• Ich möchte … I would like to… eine Geburtstagsparty machen have a birthday party eine Grillparty machen have a barbecue party zusammen kochen cook together
• Kannst du kommen? / Könnt ihr kommen? Can you come?
BOOST YOUR TEACHING
Communication · Collaboration Have students form small groups and search the Internet for three to five images of people in restaurants. They can either copy and paste these images digitally or print them out. Have them arrange the pictures in a logical sequence and write captions for each, creating a coherent dialogue using speech bubbles using the expressions learned in this Lektion. Have groups record their dialogues or perform them live for the class.
MEINE VOKABELN
Die Bedienung Der Gast
Eine Einladung annehmen Accepting
an invitation
• Gern! Gladly!
• Gute Idee! Good idea!
• Ich komme gern! I would love to come!
• Klasse! Great!
Lebensmittel einkaufen gehen
• brauchen to need
• einkaufen to go shopping
• kaufen to buy
• die Einkaufsliste, die Einkaufslisten shopping list
LEKTION 2
Eine Einladung ablehnen Rejecting an invitation
• Schade. That’s a shame/too bad.
• Ich habe leider keine Zeit. Unfortunately, I don’t have time.
• Ich kann leider nicht kommen. Unfortunately, I can’t come.
Going grocery shopping
• der Kunde, die Kunden / die Kundin, die Kundinnen customer
• der Verkäufer, die Verkäufer / die Verkäuferin, die Verkäuferinnen sales clerk
der Supermarkt mit Fleischund Wursttheke supermarket with meat and sausage counter
• Was darf es sein? / Sie wünschen? What can I get you? / What would you like?
• Ist das alles? / Sonst noch etwas? Is that all? / Anything else?
• Das ist alles. That’s all.
Communication · Collaboration Give student pairs two different versions of a handout. Each handout should have three unlabeled pictures of food items. For example, one handout might show eine Dose Tomaten, ein Liter Milch, ein Stück Käse. The partner's handout will have one different picture, such as ein Kilo Bananen, ein Liter Milch, ein Stück Käse. Partners take turns describing their three pictures to determine if images match or are different. Then have students exchange handouts with another pair and do the same exercise again.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
der Markt market die Bäckerei bakery
Käseladen cheese stall / cheese shop
SPIEL: DER WÖRTERWÜRFEL
30 SUGGESTED DURATION 20 minutes
To make the game more challenging, require students to produce the answer for the category they roll within 15 seconds. If they do not produce an answer, their team loses a point.
Answers will vary.
MEIN WORTSCHATZ
Have students create a mind map with Mein Lieblingsgericht in the center and then add the ingredients around it in separate nodes.
MEIN DEUTSCHPASS
Have students add their personalized vocabulary to Mein Deutschpass .
THE PRONUNCIATION OF EU, EI, AND ÄU
SUGGESTED DURATION 20 minutes
MATERIALS Audio files
Pronunciation Tutorial
Presentation
To help students remember how to correctly pronounce these diphthongs, use mnemonic devices. By associating each sound with a vivid story or image, students can more easily recall the correct pronunciation. For instance, at punk concerts you often hear the audience shouting oi! oi! oi! to show their enthusiasm. Make students aware that the second letter in ei indicates its pronunciation eye.
Practice
31
Have students raise their left hand if the first answer is correct and their right hand if the second answer is correct.
Answers a. Herr Meier / b. Frau Eule / c. Simon Rot / d. Lena Trau / e. Tim Sadl / f. Meike Neu
32
Have students record themselves and then have a peer provide feedback on their pronunciation or have students compare their pronunciation with the recording.
die Dose, die Dosen can das Kilo, die Kilo kilo der Liter, die Liter liter die Flasche, die Flaschen bottle
100 Gramm 100 grams die Packung, die Packungen packet das Stück, die Stücke piece
1. In groups of four, students take turns rolling a number cube. 1 = Food stores, 2 = Expressions for invitations, 3 = Expressions a waiter/waitress would use in a restaurant, 4 = Expressions a customer would use in a restaurant, 5 = Quantities, 6 = Expressions you would use in a store
2. The student who rolled the cube says one word or expression from that category.
3. For each correct expression, he/she earns a point.
MEIN WORTSCHATZ
Think about your favorite dish. List all the ingredients and quantities you need to prepare it. Tell in which stores you would buy the products you need.
THE PRONUNCIATION OF EU, EI, AND ÄU
The letter combinations eu, ei, and äu are pronounced together as single vowel sounds, not as separate letters. They are always pronounced in the same way.
Heute nur drei Euro!
• The letter combination eu is pronounced oy, as in the English word boy: Deutsch, heute
• The letter combination äu is pronounced in the same way: Räume, Verkäufer
• The letter combination ei is pronounced like the English pronoun I: drei, mein
31 Read the names and then listen to the recording. Say which name you hear.
Herr Mauer | Herr Meier b. Frau Eule | Frau Eile c. Simon Reut | Simon Rot d. Lena Treu | Lena Trau e. Tim Seidl | Tim Sadl f. Meike Neu | Meike Nord
32 Read the sentences aloud. Listen to the recording and repeat. „Schokomäuse für neun Euro“, sagt der Verkäufer. Aber heute hat Herr Meier leider keine Zeit.
32 Extension Search online for more videos that explain and model the pronunciation of German diphthongs and share them with your students.
SPIEL: Der Wörterwürfel
MINIPROJEKT 2
Willkommen in meinem Restaurant!
ESSENTIAL QUESTION
Wie spiegelt das Essen die Kultur eines Landes wider?
How does food reflect a country’s culture?
KONTEXT
Du möchtest in einem Restaurant etwas essen und trinken.
PRODUKT
Ein Rollenspiel zwischen der Bedienung und dem Gast
1. Entwerft eure Speisekarte mit zwei Vorspeisen, zwei Hauptgerichten, zwei Desserts und zwei Getränken. Ihr könnt auch die Speisekarte von downloaden
2. Wählt eure Rollen: die Bedienung und der Gast.
3. Bereitet das Gespräch vor
• Der Gast bestellt (orders) eine Vorspeise, ein Hauptgericht, ein Dessert und ein Getränk.
• Die Bedienung schreibt die Bestellung (order) auf und bringt das Essen.
Der Gast fragt nach der Rechnung (asks for
Kann ich bitte die Speisekarte haben?
STRATEGIE
Prepare your set
To improve your presentation, consider not only your dialogue but your set.
For example, what would be a logical scene for a waiter and a customer? Use props to recreate a restaurant (use pencils as cutlery, a notebook as a menu and so on).
ALTERNATIVE
Entwirf eine Speisekarte (Vorspeisen, Hauptgerichte, Desserts und Getränke).
Gib die Speisekarte deinen Mitschülerinnen und Mitschülern. Sie können die Speisekarte für ihre Szene nutzen.
SUGGESTED DURATION 50 minutes
MATERIALS Lektionstest 2, ASSESSMENT PROGRAM Assessment Rubric, ASSESSMENT PROGRAM Answer key, ASSESSMENT PROGRAM SUMMATIVE ASSESSMENT · LEKTION 2
LEKTION 2. Was darf es sein?
MINIPROJEKT 2 · OVERVIEW
LANGUAGE The verb nehmen; Möcht- for polite requests; The verb können; The preposition für Useful phrases for invitations, restaurants, and grocery stores; Vocabulary for menus, grocery shopping, and quantities
SUGGESTED DURATION
Teacher presentation: 10 minutes
Execution: 45 minutes
Student presentation: 1–2 minutes
MATERIALS
Extra Resource WS 2
Restaurant props
Teacher presentation
Hand out the menu provided (downloadable from ) or have students create their own menus. Brainstorm with students what could be included in their restaurant scene.
Strategy Read the Strategie feature and encourage student pairs to discuss potential props to enhance their restaurant scene.
Execution
21st Century skills This project provides the opportunity for students to develop 21st Century skills:
• Communication and Collaboration Students work in pairs to create and perform a scene that takes place at a restaurant.
Student presentation
After the presentations, have the class make observations about cultural elements in each scene.
Self and Peer Assessment Rubric Assessment Rubric See Formative Assessment on p. 225 for more information.
WORKBOOK
SUGGESTED DURATION 120 minutes
MATERIALS Communication pp. 125–130
This section can be assigned as homework. See Formative Assessment on p. 225 for more information.
ABSCHLUSSPROJEKT · OVERVIEW
LANGUAGE The verb essen; The imperative (ihr); Viel, viele / wenig, wenige; Doch in response to questions; The indefinite pronoun man; The verb nehmen; Möchtfor polite requests; The verb können; The preposition für Vocabulary for foods, eating habits, dishes and meals; Useful phrases for invitations, restaurants, and grocery stores; Vocabulary for menus, grocery shopping, and quantities
SUGGESTED DURATION
Teacher presentation: 10 minutes
Execution: 120 minutes
Student presentation: 10 minutes
MATERIALS
Paper, pens, props, and costumes
Alternative: Video recording device
Teacher presentation
• Go over the instructions with the class. Explain the roles and responsibilities within the dialogues.
• Refer students to the first How to… feature for guidance.
Execution
• Ensure that the groups are balanced in terms of language proficiency to promote peer learning.
• Allocate sufficient time for each stage of the project: planning, practice, and performance. Share these expectations with students and consider setting a timer to keep students on task.
• Refer students to the second How to… feature for guidance.
• Allow ample time for students to practice their dialogues within their groups. Circulate to offer support and feedback.
21st Century skills This project provides the opportunity for students to develop several of the 21st Century skills:
• Collaboration
• Planning and organizing
• Feedback and reflection
• Student presentation
As student groups present their dialogues, the rest of the class should take notes on various categories (most original dialogues, clearest pronunciation, best facial expression and gesture, best intonation) for later voting.
ABSCHLUSSPROJEKT
Einladung zum Kochen
KONTEXT
Ihr wollt zusammen kochen: Plant das Essen und das Einkaufen.
PRODUKT
Rollenspiel mit drei Dialogen
VORBEREITUNG
1. Bildet Gruppen zu viert.
A: der Gastgeber / die Gastgeberin (host/hostess)
B und C: die Gäste
D: der Verkäufer / die Verkäuferin
2. Bereitet drei Dialoge vor.
• DIALOG 1: die Einladung
Diskutiert über den Tag und die Uhrzeit.
• DIALOG 2: die Planung
Diskutiert:
Was mögt ihr?
Was ist (nicht) gesund / (nicht) lecker?
Was möchtet ihr als Vorspeise, Hauptgericht und Dessert machen?
Was möchtet ihr trinken?
Was braucht ihr?
Schreibt eine Einkaufsliste.
• DIALOG 3: Lebensmittel einkaufen
3. Übt die Dialoge.
ROLLENSPIEL
4. Spielt die Dialoge in der Klasse.
EVALUIERUNG
5. Wählt aus:
Welche Gruppe hat die originellsten Dialoge (the most original dialogues)?
Welche hat die deutlichste Aussprache (the clearest pronunciation)?
Welche hat die beste Mimik und Gestik (best facial expressions and gestures)?
Welche hat die schönste Betonung (best intonation)?
Nehmt ein Video mit den drei Dialogen auf Editiert das Video (Musik, Titel, Fotos, …).
Das Reporterteam 1 • Kapitel
HOW TO PREPARE A ROLE-PLAY
• Prepare a script of what you want to say for each dialogue and memorize it
• Try not to read it. Memorize as much as you can so it sounds natural when you speak.
• Be sure to use the grammatical structures, expressions and vocabulary you have learned so far
• Be creative and invent new sentences. Don’t be afraid to make mistakes.
• Make sure you ask not only “yes or no questions” but also “W-questions” so that the answers are longer and more interesting
HOW TO DO A ROLE-PLAY
• Speak slowly and clearly, using correct pronunciation and intonation.
• Listen to the other person and react to what he or she says.
• Use facial expressions, hand movements, and gestures to bring your performance to life.
• Have fun! Performing a role-play can be a challenge for the shy, but acting can be a lot of fun! Rehearse several times and try to relax during the performance.
EINKAUFSLISTE
für den Bananen-Smoothie:
- 5 Bananen
- 1 Liter Milch
- eine Packung Zucker für ...
MATERIALS
• Self-Assessment Rubrics are an opportunity for students to note what they have mastered and what areas need improvement. This tool will also help them prepare for future projects and assessments.
• Peer Assessment Rubrics help to better understand the assessment criteria and show students how to be objective and fair with themselves and others. They also help students to remain attentive and participate during the presentations of other classmates.
• Assessment Rubrics evaluate students’ proficiency level in the skills involved in this project.
Have students add their product to Mein Deutschpass MEIN DEUTSCHPASS
Kapitel
TESTVORBEREITUNG · IPA
INTEGRATED PERFORMANCE ASSESSMENT (IPA)
The Integrated Performance Assessment (IPA) is a summative assessment model developed by ACTFL to assess the progress that language learners are making towards proficiency in the three Modes of Communication (Interpretive, Presentational, Interpersonal). The IPA includes three related real-world tasks (one for each Mode of Communication) that are connected to the unit theme. The tasks reflect application of learning of the unit’s instructional goals.
• TESTVORBEREITUNG · IPA allows students to selfassess their readiness to successfully complete the unit’s summative IPA See Assessment program . As in the design of the final IPA for the unit, there are three real-world tasks that reflect the unit theme and instructional goals: one Interpretive, one Presentational, one Interpersonal. Authentic images, videos, and written texts provide the cultural context. Page references to the unit grammar and vocabulary for learners to review are provided. Strategies to help learners successfully complete the tasks are also suggested.
TESTVORBEREITUNG · OBJECTIVES
LANGUAGE Vocabulary for foods, dishes, grocery shopping, and quantities
PERFORMANCE INDICATORS
Interpretive viewing Identify what’s offered for lunch at a school cafeteria.
Presentational speaking Explain the main ingredients in your favorite dish.
Interpersonal speaking In pairs, discuss the ingredients and quantities you need to prepare your favorite dishes.
CULTURAL NOTE
Neuneinhalb is a news show for children, produced by WDR (Westdeutscher Rundfunk Köln) since 2004. It is presented in a magazine-style format and tackles difficult topics, such as politics, the economy, and society. As the name promises, each episode is nine and a half minutes long. Episodes are broadcast every Saturday morning on Das Erste and then repeated on other regional channels. The show prides itself on rendering even the most complicated of modern events intelligible for its young viewers and will occasionally dedicate the entire episode to one topic of particular current relevance. Viewers are encouraged to submit their own contributions, which are often included in the show.
You are going to present your favorite dish. First, you will watch a video filmed at a German school. Then you are going to prepare a presentation describing your favorite dish. Finally, in a group, you will choose a dish and make a grocery list for the ingredients you need.
INTERPRETIVE
INTERPRETIVE VIEWING
A. Look at the screenshot and choose the correct option. Die Schülerinnen und Schüler sind … a. im Restaurant b. in der Mensa c. im Imbiss
B. Watch the video.
1. Choose the sentences you hear.
a. Hier gibt’s drei Mal in der Woche Frühstück.
b. Heute gibt’s Hamburger mit Pommes frites.
c. 3,60 € kostet das zusammen.
d. Zu meiner Portion bekomme ich noch Salat und ein Dessert.
2. Answer the questions. a. Was nimmt die Reporterin?
1. Gnocchi mit Basilikumsauce
2. Hähnchen mit Paprikasoße und Kartoffeln
b. Was schreiben die Schülerinnen und Schüler am Ende?
1. die Speisekarte für die Woche
2. ihr Lieblingsessen
3. die Einkaufsliste
C. Write your answer to the following question. Wie findest du das Essen im Video?
MATERIALS Assessment Rubrics
TESTVORBEREITUNG · IPA is a formative assessment that informs the teacher about the need to reteach a concept or provide additional practice. Students can self-assess their preparedness for the summative assessment, identifying where they need additional review and practice. Assessment rubrics describe the most important characteristics of performance.
neuneinhalb –Deine Reporter, WDR
Video
PRESENTATIONAL
PRESENTATIONAL SPEAKING
Present your favorite dish. List and describe its ingredients: What do you need for it? Is it a healthy dish?
Present your dish to the class in person or record your presentation.
Mein Lieblingsgericht ist Veggieburger. Die Zutaten sind Salat, ... Mein Lieblingsessen ist sehr …
INTERPERSONAL
INTERPERSONAL SPEAKING
You are going to cook a dish with your friends. Find a dish you all like. List the ingredients you will need and talk about the stores where you can buy them. Discuss the quantities you will need of each item.
Bäckerei:
Supermarkt:
STRATEGIE
Researching recipes
If you are not sure about the ingredients in your favorite dish, look them up in a cookbook or do some research online You will also find other information, such as quantities and steps for preparation.
1. INTERPRETIVE VIEWING
SUGGESTED DURATION 10 minutes
MATERIALS Assessment Rubric Video
Strategy Pay close attention to the images in the video to help you understand what is said.
1A
Answer b. in der Mensa
1B
Answers 1. c. 3,60 € kostet das zusammen. / d. Zu meiner Portion bekomme ich noch Salat und ein Dessert. // 2. a. 2. Hähnchen mit Paprikasoße und Kartoffeln / b. 2. ihr Lieblingsessen
1C
Possible answer Ich finde das Essen lecker!
2. PRESENTATIONAL SPEAKING
SUGGESTED DURATION 2 minutes
MATERIALS Assessment Rubric
STRATEGIE
Organize information
Break down complex information into smaller chunks. Once you know what you need, organize the items in shorter lists by store. First, list all the stores where you will shop. Then, write what you will buy at each place and add the quantities of each item you need.
Strategy Make a list of all the ingredients needed for your favorite dish. Include quantities needed and other important information. Answers will vary.
Strategy List all the ingredients needed for the dish and categorize them according to the stores where you can buy them as shown in the model. Answers will vary.
FORMATIVE ASSESSMENT · MY PROGRESS
SUGGESTED DURATION 10 minutes MATERIALS My progress
This self-assessment chart contains Can-Do Statements, so students can keep track of how well they can perform the actions and functions studied in this unit. For additional practice, students can apply the reinforcement strategies in the last column.
Have students add their product to Mein Deutschpass
MEINE GRAMMATIK pp. 196-198; 214; 217; 219 MEINE VOKABELN pp. 200-202; 220-222
MEINE GRAMMATIK pp. 196-199, 215; 217; 219
MEINE VOKABELN pp. 200-202, 220-222
Learning Goals · Unit 6, Lesson 1
Lesson 1: Ich liebe meine Stadt!
Essential question: Was macht eine Stadt lebenswert? What makes a city a good place to live?
In Zürich unterwegs
Bist du auf dem Paradeplatz?
Das DeutschMagazin
Mein Zürich
• Zurich’s cityscape and cultural scene
• Leisure activities in Zurich
• I can describe places in a city and tell how to get there.
• I can locate places on a map.
Miniprojekt 1
Make a brochure of the best places for young Germans to visit according to your class
• I can identify the main idea and some details in an article about places to visit in Zurich.
• I can make a brochure of the best places for young Germans to visit according to my class.
• Stolze Openair, which takes place in Wipkinger Park
• Bike-Park Allmend, an urban biking park for BMX and freestyle bikers
• Various places one can visit in Zurich, including the Zürichhorn, Grossmünster, die Altstadt, and the river Limmat
• The preposition mit
• Prepositions of location
• Vocabulary for neighborhoods, places, and buildings
• Vocabulary for means of transportation
• Vocabulary and structures from Lesson 1
• Vocabulary and structures from Lesson 1
Learning Goals · Unit 6, Lesson 2
Lesson 2: Wir gehen shoppen
Essential question: Wie unterschiedlich können Einkaufsgewohnheiten sein? How do people shop differently across cultures?
Was kaufe ich?
Kann ich dir helfen?
Wie komme ich in die Tellstraße?
• Languages spoken in Switzerland
• Shopping in Germanspeaking countries
• Recycling in fashion
Das DeutschMagazin Originell einkaufen in Zürich
Miniprojekt 2
Organize a flea market or a swap party in your classroom
Abschlussprojekt
Design a city tour of your hometown for German-speaking tourists
• I can choose a gift, say where to buy it, and tell its price.
• I can ask for information while shopping.
• I can follow, ask for, and give directions while exploring a city.
• I can identify the main idea and some details in an article about places where people shop a little differently.
• I can organize a flea market or a swap party in my classroom.
• An ad for Night Shopping in Zurich
• The non-profit organization Walk-in Closet
• I can design a city tour of my hometown for German-speaking tourists.
• Unique places to go shopping in Zurich, including the Viadukt, Freitag Tower, and Flohmi
• Compounds
• Prepositions of location and direction
• Vocabulary for gifts, prices and stores
• Expressions for buying clothes
• Expressions for asking for and giving directions
• Vocabulary and structures from Lesson 2
• Vocabulary and structures from Lesson 2
• Vocabulary and structures from Unit 6
Willkommen in Zürich
Lesson 1: Ich liebe meine Stadt!
Student edition
pp. 228–229 Unit introduction
Student’s resources
Video • Video script • Workbook activities 1–2 pp. 230–231 Wir starten
pp. 232–233 In Zürich unterwegs
pp. 234–235 Bist du auf dem Paradeplatz?
pp. 236–237 Das Deutsch-Magazin Mein Zürich
pp. 238–239 Meine Grammatik The preposition mit + dative
pp. 240–243 Meine Grammatik Prepositions of location
pp. 248–249 Wir starten Audio files (text recordings)
pp. 250–251 Was kaufe ich?
pp. 252–253 Kann ich dir helfen?
pp. 254–255 Wie komme ich in die Tellstraße?
files (text recordings)
pp. 256–257 Das Deutsch-Magazin Originell einkaufen in Zürich Audio file (text recording)
p. 258 Meine Grammatik Compounds
pp. 259–261 Meine Grammatik In + accusative
pp. 262–264 Meine Vokabeln
p. 265 Miniprojekt 2
Organize a flea market or a swap party in your classroom
Lektionstest 2
pp. 266–267 Abschlussprojekt
Design a city tour of your hometown for German-speaking tourists
pp. 268–269 Testvorbereitung • IPA
Test • IPA
PRESENT UNIT GOALS
SUGGESTED DURATION 20 minutes
• Introduce the unit title and have students explain its meaning.
• Have a volunteer read the essential questions in German, then discuss them as a class. Students should think about what makes their (favorite) city special. Ask them to share their experiences of how shopping (perhaps while on vacation) can be different across cultures.
• You may want to introduce the Miniprojekte and the Abschlussprojekt if you plan to do them.
CULTURAL NOTE
• Although it's a comparatively small country, Switzerland has 26 Kantonen (cantons, or member states). Despite being a landlocked country located in the very center of Europe, it boasts over 1,500 lakes. 70% of the land area is taken up by mountains, including the Matterhorn. It is distinctively shaped, easily recognizable, and the highest in the Alps at 14,692 feet above sea level.
• Switzerland is an example of a society where multiple languages, cultures, and ethnicities not only cohabit harmoniously, but thrive. Around 40% of the total population have a migrant background, over a third of whom have Swiss citizenship. Citizens of over 170 countries live in Zürich, the city that attracts the largest numbers of immigrants, perhaps due to excellent employment prospects. Around 80% of these migrant workers originate from other European countries.
• As one of the richest countries in the world, Switzerland offers its residents excellent healthcare and education, contributing to a high quality of life and a longer than average life expectancy. There is also a high level of participation in their democracy, one of the oldest in the world.
• Political stability and neutrality are both longstanding tenets of the Swiss national philosophy and identity; the country has not participated in an international conflict in over 200 years. The Swiss have a reputation for taking themselves very seriously and being sticklers for punctuality, rules and cleanliness. Swiss streets are clean, and their trains usually run on time.
6 Willkommen in Zürich
ESSENTIAL QUESTIONS
Was macht eine Stadt lebenswert?
What makes a city a good place to live?
Wie unterschiedlich können Einkaufsgewohnheiten sein?
How do people shop differently across cultures?
Grüezi! Ich bin Lina und ich wohne in Zürich, in der Schweiz.
Activating background knowledge / Motivation Have students create a list of features they believe a city should have in order to be a great place to live, such as recreational activities, cultural and entertainment options, and youth programs and spaces. Next, have them research what Zurich offers in these categories.
LEKTION 1
Ich liebe meine Stadt!
Miniprojekt 1
Make a brochure of the best places for young Germans to visit according to your class
LEKTION 2
Wir gehen shoppen
Miniprojekt 2
Organize a flea market or a swap party in your classroom
ABSCHLUSSPROJEKT
Design a city tour of your hometown for German-speaking tourists
ACTIVITY 1 · OVERVIEW
CULTURE Information about Zürich, Switzerland
1 SUGGESTED DURATION 25 minutes
MATERIALS Video Script
Warm-up
Wir reisen nach Zürich, in die Schweiz, und sprechen über Stadtleben, Routen und Shopping.
Brainstorming!
• Was weißt du über die Schweiz?
• Was macht Zürich attraktiv?
• Wie alt ist die Stadt Zürich?
Das ist interessant
• Zürich ist das finanzielle Zentrum von der Schweiz.
• Es gibt sehr viele Brunnen (fountains) in Zürich (> 1 200!).
• Zürich ist eine sehr multikulturelle Stadt mit vielen Nationalitäten.
A. Wie ist Zürich? Sieh dir das Video an Welche Adjektive passen zu den Orten? Notiere 1. die Altstadt 2. der Chinagarten 3. das Seebad Enge
Zürich-West
das Landesmuseum
B. Vergleicht eure Antworten zu zweit. Seht euch das Video noch einmal an und überprüft
DIFFERENTIATED
1 Accommodation If students struggle to understand the video, provide a word box with the answer choices or have students preview the script before watching the video.
Have students observe the maps and read the questions in the Brainstorming! feature with a partner. Then have them discuss the information in Das ist interessant
Possible answers Alpen, Schokolade, Käse, Uhren, Seen / Zürichsee, Altstadt / Zürich ist über 2000 Jahre alt
1A
Before playing the video, go over terms 1–5 with students to ensure they understand their meanings. Then play the video and have them find the corresponding adjective for each location.
As an extension, you might want to use a digital app where all students can simultaneously post their responses to the question: Was weißt du jetzt über Zürich? Review students' answers as a class and identify common themes.
WORKBOOK
Activities 1–2 on p. 131
Zürich
DIE SCHWEIZ
PRESENT LESSON GOALS
SUGGESTED DURATION 15 minutes
• Call on a volunteer to read the lesson goals in the first column.
• Have students read the second and third columns independently, then answer any questions they may have.
• If you plan to assign the Miniprojekt, give a brief introduction as a heads-up.
AUTHENTIC RESOURCE
• Switzerland’s attraction for tourists is no great mystery. It is blessed with diverse landscapes and breathtaking natural beauty. The Alps provide ample opportunity for world-class skiing with more than 300 resorts and 4,400 miles of slopes. There are also over 40,000 miles of hiking trails across the country.
• Switzerland frequently tops lists of the most expensive countries to live in, just as Zürich does for cities. The same is true for visiting as a tourist, leading to many Swiss ski resorts, e.g., St. Moritz, Gstaad, and Zermatt, being far out of the price range of most people and remaining the playgrounds of the rich and famous, as they have long been. However, affordable options are also available, with numerous camping sites providing access to unparalleled natural beauty.
• Zurich is situated at the northern tip of Zürichsee (Lake Zurich) with views of the Alps, which are only an hour away. Whether admiring the many masterpieces on display at the Kunsthaus, Switzerland’s largest art museum, enjoying a stroll down Bahnhofstrasse, a famous shopping paradise, or navigating the alleyways while exploring the historic buildings of the old town, there is much to do and see.
LEKTION 1 Ich liebe meine Stadt!
IN THIS LESSON, YOU WILL…
• describe places in a city
• tell how you get to those places
• locate places on a map
BY USING...
• the preposition mit
• prepositions of location
• vocabulary for describing city amenities
• vocabulary for means of transportation AND YOU WILL FIND OUT ABOUT...
• Zurich’s cityscape and public transportation
• leisure activities in Zurich
• Zurich’s cultural scene
MINIPROJEKT 1: Make a brochure of the best places for young Germans to visit according to your class
Sehenswürdigkeiten in Zürich
Von der historischen Altstadt bis zum pulsierenden und jungen Zürich-West, von der sommerlichen Bäderstadt bis zum Winterwunderland: Wo soll man da beginnen?
Authentic resources Have students visit the official website of Zurich and read about the city. Tell them to make a list of at least five new facts they learned.
Offizielle Homepage der Stadt Zürich
Entdecken, Zürich, Schweiz.
Erleben
Erleben Übernachten Informieren # Wetter Mehr
UND SPRECHEN
A. Sieh dir die Homepage auf Seite 230 an. Für wen ist sie?
für Schülerinnen und Schüler für Touristinnen und Touristen für Zürichs Einwohnerinnen und Einwohner (inhabitants)
B. Lies den Text. Was bedeutet das Wort „Stadt“?
C. Lies den Text noch einmal. Was charakterisiert Zürich? Zürich ist …
1. eine Stadt für alle Generationen.
2. eine langweilige Stadt.
D. Lies den Chat. Was passt zusammen? Ordne zu.
3. nicht in allen Jahreszeiten interessant.
4. eine Stadt mit vielen Optionen für alle.
1
Lina Grüezi, Sophie! Nächste Woche bist du hier! Ich freue mich schon1!
Sophie Ja! Was machen wir?
15:24
Lina Am Samstag sind wir in der Altstadt. Dort ist es total schön. Zuerst shoppen wir, dann essen wir Rösti in einem typischen Restaurant in der Theaterstraße.
Sophie Perfekt!
15:25
Lina Und am Sonntag frühstücken wir zu Hause mit der Familie. Und dann sind wir im Wipkinger Park. Wir machen ein Picknick und baden2 im See. Am Nachmittag gibt es dort ein Open-Air-Konzert!
Sophie Wow! Echt cool. Ich liebe Musik und tanze gern.
1. Theaterstraße 2. Wipkinger Park 3. See 4. Altstadt a. schwimmen b. essen c. shoppen d. Musik hören und tanzen
Kultur
People in Switzerland love to spend time outside in the summer. Attending a festival is a very popular activity. The biggest outdoor music festival in Zurich is called Stolze Openair , it takes place every year in June in the Wipkinger Park. Music isn’t the only highlight at this colorful festival. It offers a number of fun activities for young and old alike. What’s more, it is free to attend.
Find out more about summer music festivals in Zurich and share your findings with your classmates.
or
1. Ich
WIR STARTEN · OVERVIEW
CULTURE The Stolze Openair which takes place in Wipkinger Park
Ask students to observe the structure of the image and describe what they see in the background. Next, help them to understand the main categories of the website. As a class, have them make predictions about its purpose and its intended audience.
Answers Die Webseite ist für Touristinnen und Touristen.
2B
Remind students to use contextual clues to answer this question.
Possible answers Das Wort „Stadt“ bedeutet city.
2C
Before reading the question and the answer choices, clarify the meaning of any unfamiliar words for students. Answers Zürich ist … 1. eine Stadt für alle Generationen. / 4. eine Stadt mit vielen Optionen für alle.
2D
Have students predict the matches before reading the chat closely. Once they’ve read it, have them verify whether their predictions were correct.
Guide students in learning more information about this festival by assigning specific tasks to complete, for example, have them locate Wipkinger Park on a city map of Zurich, or give them questions to answer, such as Datum: Von wann bis wann ist das Festival? or Wie heißen die Bands und Musiker?
LANGUAGE The preposition mit Vocabulary for neighborhoods, Vocabulary for means of transportation
• Have volunteers read the introduction and the three texts aloud. After each description, pause and ask the class to identify the corresponding picture.
• Have student pairs read the texts again, this time more closely. Encourage them to use comprehension strategies, such as looking for cognates and familiar words. Refer them to the Meine Vokabeln feature In meinem Viertel as needed.
Answers 1 C / 2 B / 3 A
3B
• Have students write out all activities that are mentioned in the text in a vertical list. Then have them mark the activities they would like to do with a check mark.
• Provide students with sentences starters: Ich möchte gern …. / Ich mag … gern
Possible answers A: Ich möchte gern ein Konzert besuchen und shoppen, denn ich liebe Musik und Mode. Und du? B: Ich möchte eine Bootsfahrt machen und im Fluss schwimmen. Ich mache gern Sport und mag die Natur.
4 SUGGESTED DURATION 25 minutes
4A
• Model the task by sharing a photo of your favorite place in town, describing it and telling what you can do there and why you like it.
• You may want to prepare for this activity in advance by asking students to find digital images or print and bring photos of their own favorite local spots as homework.
Answers will vary.
4B
As an alternative, have students walk around the room to find all classmates who share the same favorite spot. Record the number of students in each group on the board, along with the name of the place and the reason they like it.
Answers will vary.
In Zürich unterwegs
I can describe places in a city and tell how to get there.
3 LESEN UND SPRECHEN
Interpretive Viewing/ Reading
A. Sieh dir die Fotos an. Lies Linas Blog zu ihren Lieblingsorten. Welche Beschreibung passt zu welchem Ort und Foto? Ordne zu
Hoi Leute! Zürich ist eine tolle Stadt und hier sind meine Lieblingsorte. Heute präsentiere ich drei coole Aktivitäten.
Direkt im Industrieviertel1 ist ein Viadukt. Hier kann man shoppen, Konzerte besuchen, ausgehen und vieles mehr! Die Mode ist trendig, das Essen ist lecker und die Konzerte sind immer cool. Hier ist es nie2 langweilig.
Das ist mein Lieblingsprogramm im Sommer mit meinen Freunden: Die Bootsfahrt beginnt im Wipkingerpark. Wir machen immer eine Pause. Dann schwimmen wir, machen ein Picknick und liegen in der Sonne. Ich lebe im Zentrum, aber mit dem Velo3 bin ich in zehn Minuten in der Natur und kann die ganze Stadt sehen! Hier kann man viele Bäume und Tiere sehen und fotografieren. Es ist immer schön, aber meine Lieblingsjahreszeit ist der Herbst.
1 Industrieviertel: industrial district 2 nie: never 3 Velo: bike
B. Welche Aktivität möchtet ihr gern machen? Warum? Sprecht zu zweit.
Interpersonal Speaking
4 SPRECHEN UND SICH AUSTAUSCHEN
Presentational Speaking
A. Wählt zu zweit zwei Lieblingsorte in eurem Viertel oder in eurer Stadt aus Beschreibt sie: Wie sind sie? Was kann man dort machen? Warum mögt ihr sie?
Ich mag …, denn man kann dort …
B. Haben andere Gruppen auch euren Lieblingsort? Vergleicht und tauscht euch aus.
Interpersonal Speaking
VOKABELN
In meinem Viertel
In my neighborhood
• die Altstadt old town
• der Ort place
• das Zentrum center
• die Natur nature
• der Baum tree
• das Tier animal
• ausgehen to go out
• besuchen to visit
• in der Sonne liegen to lie in the sun
MEINE VOKABELN p. 244
3A Visual learners Find and share more images or videos of the places mentioned in the text. Have students describe what they see as well as any activities depicted.
MEINE
Die Limmat Der Uetliberg Das Viadukt A B C
5
LESEN UND SPRECHEN
A. Sieh dir die Werbung an und beantworte die Fragen.
1. Welche Verkehrsmittel siehst du?
2. Welche Farben zeigt das Plakat? Was können sie für Zürich symbolisieren?
B. Was bedeutet der Werbeslogan? Wähl einen Satz aus
1. Ich will in Zürich immer zu Fuß gehen.
2. Wir haben in Zürich viele öffentliche Verkehrsmittel zur Wahl (to choose)
3. Wir alle wollen in Zürich Rad fahren.
HÖREN UND SPRECHEN
A. Hör den Dialog zwischen Lina und ihrem Freund Noah. Beantworte diese Fragen. Schreib Sätze.
1. Was machen die Freunde zusammen?
2. Wann trifft Noah seine Freunde?
B. Nenne die Verkehrsmittel.
1. Noah fährt mit der … und mit dem … nach Hause.
2. Dann kommt er mit dem … zum Allmend.
3. Sam und Lina fahren auch mit dem …, aber Alex fährt mit der …
SCHREIBEN
Erzähle. Wie bist du in deinem Viertel und in deiner Stadt unterwegs?
Ich gehe zu Fuß. Ich fahre auch mit …
LEKTION 1
Workbook S. 132-134
MEINE VOKABELN
In der Stadt unterwegs Out and about in the city
• Ich gehe zu Fuß. I walk. / I go on foot.
• Ich gehe nach Hause. I go home.
• die öffentlichen Verkehrsmittel (Öffis) public transportation
• die Fahrkarte ticket
• Ich fahre mit … I go by... (bus/...).
• das Auto car
• das Boot boat
• der Bus bus
• der E-Scooter E-scooter
• das Fahrrad bike
• die Straßenbahn / die Tram streetcar
• die U-Bahn metro
• die S-Bahn suburban railway
The preposition mit + dative mit dem Bus / Auto / Fahrrad / ... by bus/car/bike/... mit der Tram / S-Bahn / U-Bahn by streetcar / suburban railway / subway
Kultur
LEKTION 1. Ich
5 SUGGESTED DURATION 20 minutes
MATERIALS Differentiation WS 1
5A
Answers 1. Der Bus (Trolleybus) / Einen Bus / Die Straßenbahn / Eine Tram und das / ein Fahrrad / Possible answers 2. Das Plakat zeigt die Farben: Lila, Blau, Rot, Grün, Gelb, Weiß und Schwarz. Zürich ist bunt. Zürich hat für alle ein Verkehrsmittel.
5B
Answers 2. Wir haben in Zürich viele öffentliche Verkehrsmittel zur Wahl.
6 SUGGESTED DURATION 15 minutes
MATERIALS Audio file Script
6A
Answers 1. Sie wollen im Bikepark Fahrrad fahren. / 2. Um 4 Uhr.
6B
Meine Grammatik · mit + dative See pp. 238–239 for the full explanation.
Together with a freestyle park, the Bike Park Allmend forms the largest European development of its kind. It covers an area of 5,500 m² / 59,202 ft². Beginners, professionals, and spectators are welcome at the park, which is open to the public between 8 a.m. and 9 p.m. Find out more about the cycling culture (infrastructure, bike-sharing services etc.) in German-speaking countries. Share your findings with your classmates and give your opinion about it.
6A Accommodation Provide the script of the audio for any student who might need it. You might also want to create a cloze text for students to fill in as they listen to the audio.
7 SUGGESTED DURATION 15 minutes
Tell students to include at least three modes of transportation in their responses. Answers will vary.
KULTUR
SUGGESTED DURATION 30 minutes
MATERIALS Audio file (text recording)
Divide the class into groups, assigning each group a specific aspect of cycling culture in German-speaking countries to research. Have them prepare a short presentation for the class.
AUTHENTIC RESOURCE
Every day, the more than 500 vehicles of the Verkehrsbetriebe Zürich (VBZ) transport around 860,000 passengers over 56,000 miles, the equivalent of twice around the globe.
WORKBOOK
Activities 3–7 on pp. 132–134
MEINE VOKABELN p. 244
MEINE GRAMMATIK
MEINE GRAMMATIK p. 238
BIST DU AUF DEM PARADEPLATZ? · OVERVIEW
LANGUAGE Prepositions of location (+ dative) Vocabulary for places and buildings
8 SUGGESTED DURATION 20 minutes
MATERIALS Audio file Script
8A
• Ask students to observe the map to familiarize themselves with the places that might be mentioned in the recording. Refer them to the Meine Vokabeln feature Orte und Gebäude on p. 235 as needed.
• Play the audio, pausing intermittently to give students time to locate the places on the map. Then replay the audio and have students describe where both Noah and Lina are, and where they are planning to go.
Answers will vary.
8B
Refer the students to the Meine Vokabeln feature Orte und Gebäude or to the map of Zurich as needed.
Answers 1. d. / 2. b. / 3. c. / 4. a.
8C
Provide students with a copy of the map and have them circle the locations mentioned in the dialogue.
8D
Have student pairs discuss their observations and complete the rule. Afterward, discuss the rule with the whole class.
Sprachdetektiv Ask students to hypothesize about the meaning of the words in bold in the conversation. Answers dative / Wo? / am
Meine Grammatik · Prepositions of location + dative Tell student that only an + dem can form a contraction. See pp. 240–243 for the full explanation. For practice, you might give each student pair a toy. Have them position the toy to illustrate one of the prepositions and describe the location: Der Teddy ist auf dem Stuhl
Bist du auf dem Paradeplatz?
I can locate places on a map.
8 LESEN, HÖREN UND SPRECHEN
A. Sieh dir die Karte von Zürich an. Welche Wörter und Orte erkennst du? Vergleicht zu zweit.
8 Extension Have students compare and contrast Zurich with their hometown or another city they are familiar with. Have them use a Venn diagram to highlight similarities and differences in terms of transportation and places around town.
B. Hör den Dialog zwischen Lina und Noah. Was passt zusammen? Ordne zu.
1. Lina ist
2. Noah ist
3. Das Schwimmbad ist
4. Lina trifft Noah
a. auf der Sihlbrücke. b. vor dem Schwimmbad. c. am Kanal. d. am Bahnhof.
C. Lies den Auszug aus ihrem Gespräch. Finde auf dem Stadtplan die unterstrichenen Orte.
Noah: Sali Lina! Wo bist du?
Lina: Hoi Noah! Ich bin am Bahnhof, an der Tramhaltestelle, neben dem Hotel Schweizer Hof. Und wo bist du?
Noah: Ich bin vor dem Hallenbad City
D. Read the extract from the dialogue again. Look at the words in bold. Complete the rule.
1. The case is used with the prepositions of location an, neben, vor to answer the question
E. Hör den Dialog noch einmal und sieh dir die Karte an Was sehen sie auf dem Weg? Erzähle und zeig auf der Karte.
SPIEL: Wo bin ich?
1. Look at the map on the previous page.
2. Choose a place. What can you do there?
3. Tell a classmate what you are doing. He/She guesses using prepositions of location.
Ich schwimme. Nein. Bist du im See?
Du bist im Schwimmbad!
1.
LEKTION 1
Workbook S. 135-137
Orte und Gebäude
Places and buildings
• der Bahnhof train station
• die Brücke bridge
• das Café coffee shop
• das Einkaufszentrum shopping center
• der Fluss river
• die Haltestelle bus stop, tram stop…
• das Museum museum
• die Oper opera house
• der Park park
• der Platz square
• das Schwimmbad swimming pool
• der See lake
• die Straße street
8E
Ask students to name the location where Lina and Noah meet and where they are planning to go before listing the places the two will pass.
Possible answer Sihl, Alter Botanischer Garten, Bäckerei Bachmann, Hauptbahnhof, Landesmuseum Zürich.
SPIEL: WO BIN ICH?
9 SUGGESTED DURATION 15 minutes
Students might need to provide more details in their clues to help their classmates locate the places. Consider having them use the cardinal directions as a second clue. For example, Ich bin im Norden/Osten/ Süden/Westen.
Answers will vary.
KULTUR
Prepositions of location + dative
• am Bahnhof, an der Haltestelle at
• auf dem Platz, auf der Brücke on
• im Kino, in der Seestraße in
• neben dem Museum, neben der Oper next to
• vor dem Supermarkt, vor der Oper in front of
• zwischen dem Park und der Straße between zu Hause at home
2. Sometimes the preposition and the article form contractions: an + dem = Swimming is a very popular summer activity in Zurich. There are Badis public outdoor swimming areas, to suit every taste.
INSTRUCTION
8D Challenge Have students write 2–3 sentences describing their location using 2-3 of the prepositions of location. For example: Ich bin vor der Oper. Next, have students take turns asking Wo bist du? and answering using the sentences they wrote.
SUGGESTED DURATION 5 minutes
MATERIALS Audio file (text recording)
Tell students that Badis is the plural form of Badi and refers to an outdoor swimming area that is open to the public. They are typically roped-off sections of water within a river or a lake. Badis are often equipped with lockers, changing rooms, showers, refreshments, and facilities to play sports like beach volleyball or ping pong. There is also a Badi in Zurich for women only, the Frauenbad Stadthausquai
WORKBOOK
MEINE GRAMMATIK
MEINE GRAMMATIK pp. 240-241
MEINE VOKABELN p. 254
MEINE VOKABELN
DAS DEUTSCH-MAGAZIN · OVERVIEW
LANGUAGE Places to visit in Zurich CULTURE Audio file (text recording)
10 SUGGESTED DURATION 10 minutes
Play the recording of Lina’s introduction and have students predict what the other texts will be about. Next, have them read Lina’s introduction and the rest of the texts. Then have them complete the activity.
Answer 2. Zürich ist eine Stadt mit Natur, Geschichte und Kultur.
11 SUGGESTED DURATION 10 minutes
Tell students that the words appear in the article in the order in which they are listed in the activity. Have them work individually or in pairs to find the German meanings of these words.
Answers 1. Seepromenade / 2. Ich zeige euch heute / 3. Türme / 4. von oben / 5. Konditoreien / 6. springen
CULTURAL NOTE
• Limmat und Zürichsee: The locals are proud of the 25 Badis (swimming areas) spread across the city, 11 of which are on the banks of the river or the lake. The river’s unusually fast current surprises many visitors when it carries them further downriver than expected.
• Altstadt: Kreis 1 is home to the entirety of the historic old town from before 1893. Only around 1.4% of the population resides in this tiny district, which only measures 0.7 square miles.
• Grossmünster: Zurich’s most recognized landmark. The 187-step climb to the top of the Karlsturm, one of the two towers, is rewarded with spectacular views over the city rooftops and the Alps on the horizon.
DAS DEUTSCH-MAGAZIN
Verbindung zu: Geografie und Kultur
I can identify the main idea and some details in an article about places to visit in Zürich.
Mein
Zürich
von Lina Nowak, Reporterin aus Zürich, Schweiz
Zürich ist eine Stadt mit Geschichte, aber sie ist auch sehr modern und international. Touristen besuchen gern die Altstadt, das Museum Rietberg und gehen auf der Seepromenade am Zürichsee spazieren oder machen eine Bootstour.
Ich zeige euch heute meine Stadt und das, was ich in Zürich interessant finde.
Kommt mit!
10 Lies die Texte. Welcher Satz (1.–3.) über Zürich ist richtig?
Kunst und Natur
Wir fahren mit dem Fahrrad zum Zürichhorn am Zürichsee. Das ist ein großer Park. Hier kann man chillen, Sport machen, in der Sonne liegen, schwimmen oder spazieren gehen.
Im Park steht die bekannte MetallSkulptur von Jean Tinguely mit dem Namen „Heureka“ von 1964. Sie ist eine Maschine ohne Zweck1 – und sie funktioniert immer noch!
1 ohne Zweck: purposeless
1. Zürich ist eine historische Stadt und nicht gut für Shopping.
2. Zürich ist eine Stadt mit Natur, Geschichte und Kultur.
3. Zürich ist eine historische Stadt und nicht interessant für junge Leute.
11 Finde die deutsche Bedeutung für folgende Wörter und Ausdrücke.
1. lakeside promenade
2. today, I show you
3. towers
4. from above
5. cake shops
6. to jump
12 Extension Before students discuss the questions in groups, have each student fold a sheet of paper to create 8 equal-sized boxes. Tell them to re-read the text and label 7 of the 8 boxes with the places mentioned in the text that can be visited in Zurich. Underneath each title, have students write reasons to visit those places.
Zürich von oben
Wir gehen zu Fuß zum Grossmünster. Das ist eine sehr alte romanische Kirche2 mit zwei Türmen und schönen Fenstern3 in vielen Farben. Sie ist das Symbol von Zürich. Auf dem Karlsturm gibt es eine Plattform. Von oben kann man die ganze Altstadt und den See sehen – das ist sehr schön!
Coole Nachmittage am Fluss
Die schöne Altstadt
In der historischen Altstadt ist es sehr romantisch. Hier sind enge Gassen4 und Plätze, Cafés und Restaurants, originelle Modeläden, Buchhandlungen, Bäckereien und Konditoreien
Spaziert durch die Altstadt und probiert typische Süßigkeiten aus der Schweiz und der ganzen Welt! Schweizer Schokolade, traditionelle Backprodukte, Eis, Confiserie5, … mmh, lecker!
Sommer – die beste Jahreszeit! In Zürich kann man mitten in der Stadt im Fluss Limmat schwimmen. Am Jugendkulturhaus6 Dynamo ist es super, denn man kann von der Brücke ins Wasser springen. Die Wasserqualität ist sehr gut. Man kann dort viele junge Leute treffen. Neben
Jugendkulturhaus:
Sprecht in Kleingruppen über die Orte in den Texten.
Tauscht euch aus: Wie findet ihr sie? Welche Orte möchtet ihr gern einmal besuchen und warum?
JETZT BIST DU DRAN!
1. Wähl einen Ort in Zürich aus den folgenden Optionen und recherchiere: das Landesmuseum, das Badi Mythenquai, der Sechseläutenplatz, der Pavillon Le Corbusier.
2. Mach eine kleine Präsentation: Wo ist der Ort? Warum wählst du ihn? Was kann man da machen?
3. Finde Fotos für deine Präsentation.
DIFFERENTIATED INSTRUCTION
12 Challenge Have students write a short paragraph about which place in Zurich they would like to visit and why, using the vocabulary and phrases learned.
12 SUGGESTED DURATION 10 minutes
Assign roles to each group member (time keeper, note taker, presenter) before students discuss the questions. Once time is up, have the presenters share their group’s key points. Answers will vary.
JETZT BIST DU DRAN!
SUGGESTED DURATION 50 minutes
• Have students draw a table with three columns labeled: Wo ist der Ort? / Warum wählst du diesen Ort? / Was kann man da machen?
• Divide the class into four groups. Each student researches their chosen location individually, then shares their findings with their group. Next, they pair up with members from other groups to exchange information about their locations. Students fill out their tables during these exchanges.
DAS REPORTER TEAM
Gassen:
1. THE PREPOSITION MIT + DATIVE
MATERIALS Grammar Tutorial
Script
Audio file
Script
Grammar Presentation
• Tell students that mit is one of the prepositions that always requires the dative case.
• Display the chart and point out the changes in articles and noun endings in the dative case. Emphasize the importance of memorizing the dative articles and tell students that an -n must be added to plural nouns if they don’t already end in -n or -s.
Language comparisons Refer students to the translations of the model sentences next to the chart to help them understand that mit can mean by or with. Formative assessment Have students play a board game to practice using the preposition mit in context. The game board should display a path with various images of means of transportation (der Bus, die Straßenbahn, das Fahrrad) and people (der Lehrer / die Lehrerin, der Bruder, die Eltern). Alternatively, give students a blank version of a board game and have them label empty spaces. As the players take turns rolling the number cube and moving their game pieces along the path, they must form a sentence using mit followed by the dative case based on the image on the space they land on. Have everyone in the group write down the sentence that was created, so they can be reviewed and corrected at the end of the game.
Practice
13
Answers a. Jonas fährt oft mit dem Bus. / b. Ich fahre oft mit den Freunden in den Park. / c. Ich fahre jeden Tag mit der U-Bahn. / d. Ich fahre immer mit dem Fahrrad in die Schule. / e. Fährst du gern mit dem Bus? / f. Elena fährt nicht mit der Tram. Sie fährt mit dem Auto
14 Answers mit dem … mit der … mit den … Auto, Fahrrad, Bus, E-Scooter U-Bahn, Tram, S-Bahn Öffis
MEINE GRAMMATIK
1. The preposition mit + dative
What is it?
• You already know that German has cases, such as the nominative (der Bus) and the accusative case (den Bus ). Here you will learn about a new case: the dative.
When do we use it?
• We use the dative after certain prepositions, such as mit (by/with)
nominative dative
der Bus mit dem Bus
die Tram mit der Tram
das Auto mit dem Auto
Ich fahre mit dem Bus.
I’m going by bus.
Oli fährt mit der Tram.
Oli is going by streetcar.
Ich fahre mit meinen Freunden.
I am going with my friends.
die Freunde mit den Freunden In the dative plural, the noun ends in -n
The plural nouns that end in -s do not change.
13
Schreib die Sätze auf Wo siehst du einen Dativ? Notiere
a. Jonas fährt oft mit dem Bus.
b. Ich fahre mit den Freunden in den Park.
c. Ich fahre jeden Tag mit der U-Bahn.
d. Ich fahre immer mit dem Fahrrad in die Schule.
e. Fährst du gern mit dem Bus?
f. Elena fährt nicht mit der Tram.
Sie fährt mit dem Auto.
Was ist richtig: dem, der oder den? Kopiere die Tabelle und ordne die Verkehrsmittel zu
BOOST YOUR TEACHING
Formative Assessment Challenge Include spaces on the board game where students must also form questions or imperatives based on the images displayed.
mit dem ... mit der ... mit den ... Auto
das Auto die U-Bahn die Tram die Öffis
die S-Bahn
das Fahrrad der Bus der E-Scooter
15 Welche Form passt?
Wähl aus
a. Heute fahren wir mit dem / den / der Bus zur Schule.
b. Fährt Laureen oft mit dem / den / der Fahrrad?
c. Wie kommst du? Mit dem / den / der Bus oder mit dem / den / der Tram?
d. Theresa fährt nicht gern mit dem / den / der Bus. Sie fährt lieber mit dem / den / der U-Bahn.
e. In Zürich gibt es keine U-Bahn! Es gibt aber die S-Bahn, man kann also mit dem / den / der Öffis fahren.
16 17 Wie fahren die Jugendlichen?
Schreib Sätze.
Henri fährt mit …
Wie kommen die Jugendlichen in die Schule?
Hör die Umfrage (survey), ordne zu und antworte
Alberto
15 Challenge Have students not only identify the dative, but also explain why the article changed. DIFFERENTIATED INSTRUCTION
LEKTION 1. Ich liebe
Practice
15
Answers a. dem // b. dem // c. dem / der // d. dem / der // e. den
16
Answers Henri fährt mit dem Boot. / Anne fährt mit der U-Bahn. / Livia fährt mit dem Bus. / Emil fährt mit dem E-Scooter. / Isabella fährt mit dem Fahrrad.
17
Answers 1. a. Leonard fährt mit der Tram. / 2. d. & e. Leni geht zu Fuß oder fährt mit dem Fahrrad. / 3. c. Verena fährt mit der U-Bahn. / 4. b. Alberto fährt mit dem E-Scooter.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
1. Leonard
2. Leni
3. Verena
4.
Henri
Emil Anne Isabella
Livia
MEINE GRAMMATIK
2. PREPOSITIONS OF
LOCATION
MATERIALS Grammar Tutorial
Script
Audio file
Script
Grammar Presentation
• Tell students that the dative case is required after a preposition of location if they can ask the question wo?. Give an example. Pretend to call a student. Ask the question: Wo bist du? Prompt the student to answer the question with Ich bin in der Schule. Correct them if they use the wrong article.
• Point out to students that, in German, you can contract an dem to am, similar to how in English is not contracts to isn’t
• To practice these prepositions, say some sentences related to where them are sitting in the classroom and have students tell whether they are true or false (Hanna sitzt neben der Tür.). Have students write three sentences using prepositions of location for items or people in their classroom to confirm understanding.
Formative assessment Using the map of Zurich on p. 234, have students write two sentences using prepositions of location and features on the map.
2. Prepositions of location + dative
What are they?
• They are words we use to indicate where people and objects are located.
• In German, they answer the question Wo? giving a location.
What forms do they have?
Zürich ist in der Schweiz.
Zurich is in Switzerland.
• When used with verbs like sein , liegen , wohnen , the prepositions an , auf, in , neben , vor , and zwischen indicate a location and are followed by the dative (dem , der , dem , den ). an , in followed by dem form contractions: an + dem = am in + dem = im
in in
Die Buchhandlung ist im Bahnhof. (= in dem Bahnhof)
The bookstore is in the station.
an by
Das Open-Air-Kino liegt am Fluss. (= an dem Fluss)
The outdoor movie theater is by the river.
Grammar presentation (2) Visual learners Ask students to illustrate the different prepositions. Students could work alone, in pairs, or in small groups. Have them record a video, draw, or use graphics to show their understanding of prepositions of location.
auf on, in
Der Kiosk ist auf dem Platz. The kiosk is in the square.
neben next to Der Markt ist neben dem Theater. The market is next to the theater.
vor in front of, opposite Die Tramhaltestelle ist vor der S-Bahnstation. The streetcar stop is (located) in front of the S-Bahn station.
zwischen between Der Park liegt zwischen den Flüssen The park is between the rivers.
18 Hör die zwei Dialoge. Wo sind die Personen? Ergänze die fehlende Präposition.
Dialog 1
a. Leon sitzt dem Museum dem Platz. b. Simon ist der Haltestelle.
Dialog 2
a. Lotte und Jessy sind Fluss. b. Mia ist Kino.
c. Tom ist dem Eingang.
Das Reporterteam 1 • Kapitel 6 zweihunderteinundvierzig ı 241
DIFFERENTIATED INSTRUCTION
18 Accomodation Provide students with three possible answer choices for each question and have them circle the correct one.
Practice
18 Answers Dialog 1: a. vor / auf // b. an; Dialog 2: a. am / im // b. neben
FORMATIVE ASSESSMENT
Self-check Quizzes available on
MEINE GRAMMATIK
19 Sieh dir die Bilder an und lies die Sätze. Was ist richtig? Wähl aus.
a. Das Café ist zwischen dem Bahnhof und dem Einkaufszentrum.
b. Das Café ist vor dem Bahnhof und dem Einkaufszentrum.
a. Das Museum ist im Park.
b. Das Museum ist am Park.
a. Tom ist auf der Brücke.
b. Tom ist neben der Brücke.
a. Das Hotel liegt im Park.
b. Das Hotel liegt vor dem Park.
a. Die Bibliothek ist in der Schule.
b. Die Bibliothek ist neben der Schule.
a. Die Haltestelle ist auf der Oper.
b. Die Haltestelle ist vor der Oper.
19 Challenge Have students write one true and one false descriptive sentence for each image using prepositions of location. Then have them exchange sentences with a partner, who will determine which one is correct.
Das Reporterteam 1 • Kapitel
20 21 Sieh dir das Bild an und lies die Fragen. Schreib die Antworten.
a. Wo ist die Fontäne? Sie ist im Park.
b. Wo ist die Bushaltestelle?
c. Wo ist die Schule?
Was machst du dort? Fragt und antwortet zu zweit.
a. A: Was machst du in der Stadt?
B: Ich gehe shoppen.
a. in + die Stadt b. an + der See c. in + das Eiscafé
22 Denk an deine Stadt.
d. auf + der Platz e. in + der Park f. in + der Bahnhof
d. Wo ist das Auto?
e. Wo ist das Einkaufszentrum?
f. Wo ist das Eiscafé?
g. auf + der Sportplatz h. in + das Museum i. in + die Ferien
Was machst du gern? Wo machst du es gern? Wähl fünf Aktivitäten und schreib Sätze.
Ich lese gern im Park.
Pizza essen Filme sehen Eis essen Sport machen ein Picknick machen tanzen shoppen Fahrrad fahren Freunde treffen lesen spazieren gehen schwimmen Konzerte besuchen Ausstellungen sehen
Practice
20
Possible answers a. Sie ist im Park. // b. Sie ist vor dem Schwimmbad. // c. Sie ist neben dem / am Park. // d. Es steht auf der Brücke. // e. Es ist im Bahnhof. // f. Es ist zwischen dem Supermarkt und dem Kino.
21
Possible answers a. A: Was machst du in der Stadt? B: Ich gehe shoppen. / b. A: Was machst du am See? B: Ich schwimme im See. / c. A: Was machst du im Eiscafé? B: Ich esse ein Eis. / d. A: Was machst du auf dem Platz? B: Ich treffe Freunde. / e. A: Was machst du im Park? B: Ich gehe spazieren. / f. A: Was machst du am Bahnhof? B: Ich fahre mit dem Zug. / g. A: Was machst du auf dem Sportplatz? B: Ich mache Sport. / h. A: Was machst du im Museum? B: Ich besuche Ausstellungen. / i. A: Was machst du in den Ferien? B: Ich treffe Freunde und schwimme im See.
22
Possible answers Ich lese gern im Park. / Ich gehe gern am Fluss spazieren. / Ich sehe gern Filme im Kino. / Ich shoppe gern im Einkaufszentrum. / Ich mache gern Sport im Park.
FORMATIVE ASSESSMENT
Self-check Quizzes available on
20 Challenge Provide students with a copy of the city map, leaving enough space on the page to add more streets and buildings. Then have them write additional questions similar to those in the activity. After correcting the questions and answers, have them write each question on an individual index card with the correct answer on the back. Next, have them trade their maps and show their questions to a partner who then answers the questions in writing and can selfcorrect by looking at the answer key on the back of the index card.
Take the time to suggest, explain, or practice the following strategies for memorizing and recalling vocabulary. They will help your students develop both confidence and independence as learners.
Collaborative gaming Create online flashcards for the lesson's vocabulary. Have students quiz themselves using the flashcards or participate in a collaborative online game in teams to practice the vocabulary in class.
Play drawing games Have students draw vocabulary terms and have their classmates guess their meanings in German. To make it more challenging, include expressions for giving directions as well.
Practice
Have students complete the vocabulary exercises in the Workbook on pp. 132–133, 135.
In
meinem Viertel In my neighborhood
die Altstadt old town
• der Ort place
• das Zentrum city center
• die Natur nature
• der Baum tree
• das Tier animal
besuchen to visit ausgehen to go out
in der Sonne liegen to lie in the sun
MEINE VOKABELN
In der Stadt unterwegs Out and about in the city
Ich fahre … I go... (by bus/ train/...)
die öffentlichen Verkehrsmittel (Öffis) public transportation
Ich gehe zu Fuß. I walk (I go on foot).
Ich gehe nach Hause. I go home.
BOOST YOUR TEACHING
Authentic resource Have students select five attractions in Zurich mentioned in this Lektion and use an online map to determine how to travel from the Hotel Schweizerhof Zürich to these locations. Students should incorporate at least three different modes of transportation in their routes. For example, Hotel Schweizerhof - Zürichsee: Zu Fuß 20 Minuten. Oder 9 Minuten mit 4 Haltestellen mit der Straßenbahn 11 bis zum Bürkliplatz und dann noch 2 Minuten zu Fuß.
MEINE VOKABELN
die U-Bahn metro die S-Bahn suburban railway
die Straßenbahn / die Tram streetcar der E-Scooter E-scooter
das Boot boat der Bus bus
das Auto car das Fahrrad bike
die Fahrkarte ticket
Orte und Gebäude Places and buildings
FORMATIVE ASSESSMENT
Self-check Quizzes available on
Gamification Divide the class into two teams. One student at a time draws a place from Meine Vokabeln on p. 245. That student gives their team one- or two-word clues about what one might see or do there. For example, for das Museum, they might say Kunst or besuchen. The team earns a point for each correct guess. If the guess is incorrect, the other team can try to steal the point with their own guess. Teams take turns drawing places and giving clues. The team with the most points wins.
BOOST YOUR TEACHING
der Bahnhof train station
der Fluss river
das Museum museum die Brücke bridge die Oper opera house der Park park
das Café coffee shop die Haltestelle bus stop, tram stop…
das Einkaufszentrum shopping center
Platz square
See lake
Schwimmbad swimming pool die Straße street
23 SUGGESTED DURATION 10 minutes
Find and project a tourist map of Zurich onto the board. Make sure that all students can see the list of locations and the map. Consider listing all the prepositions of location learned in this Lektion on the board as well. Answers will vary.
MEIN WORTSCHATZ
Students might prefer to draw an imaginary city.
MEIN DEUTSCHPASS
Have students add their personalized vocabulary to Mein Deutschpass
THE PRONUNCIATION OF ST AND SP
SUGGESTED DURATION 15 minutes
MATERIALS Audio files
Pronunciation Tutorial
Presentation
Emphasize that pronunciation of this sound varies depending on its position within a word. Write the model sentence on the board to illustrate this contextdependent rule.
Practice
24
Have students list the letters a-f vertically in their notebooks. Next to each letter, have them indicate the corresponding sound they hear.
Answers a. Sport / b. Sport / c. Kunst / d. Sport / e. Sport / f. Kunst
25
Using their list from activity 24, have students circle the letter combinations st and sp in each word and determine if the sound is pronounced /sp/, /st/, /schp/, or /scht/ and verify their answers when listening to the words.
26
Have students copy the text in their notebooks. Then have them use different colors to represent and distinguish between the sounds /sp/, /st/, /schp/, or /scht/ within the text.
1. As a class, brainstorm familiar places in town and list them on the board.
2. Form teams of four students.
3. Your teacher will choose and say the names of places, one at a time.
Das Kino?
Am Fluss
4. Each member of each team must give the location of the place, using different prepositions of location.
5. Score one point for each correct answer.
MEIN WORTSCHATZ
Draw a map of your area. Label locations with words from In meiner Stadt and In meinem Viertel. In pairs, take turns explaining where places are located. Neben dem Park
6. The team with the most points at the end of the game wins.
THE PRONUNCIATION OF ST AND SP
The s in st and sp is pronounced sh as in the English word shine.
Wir spielen nicht auf der Straße.
• The letter combinations st and sp are pronounced differently depending on their position in the word.
• When st or sp are at the beginning of a word or syllable, the s is pronounced sh as in the English word shoe: Sport, stehen.
• When s is at the end of a syllable or st at the end of a word, it is pronounced st, as in the English word just: du bist, Kunst, Poster
24 Read and listen. Say which sound you hear: s as in Sport or as in Kunst?
a. der Sportler
b. das Stück
c. ernst
d. spannend
e. wir sprechen
f. du bist
25 Read the words again. Listen to the recording and repeat
26 Read along silently as you listen to the recording. Then, with a classmate, choose roles and read the dialogue aloud.
A: Stefan, bist du auf dem Sportplatz?
B: Nein, ich gehe spazieren. Kommst du auch?
A: Nein, ich habe keine Lust. Möchtest du in die Stadt gehen? Es gibt ein Fest.
B: Wie spannend! Ja, das ist lustig und macht Spaß! In einer Stunde an der Haltestelle Weststraße?
A: Ja, das passt! Bis später!
BOOST YOUR TEACHING
24 Kinesthetic learners Prepare a list of words that contain the sounds /sp/, /st/, /schp/, or /scht/, and label the four corners of the classroom with these sounds. Play an audio recording of a word or pronounce it yourself, and have students identify which sound the word contains. After hearing the word, have students point to the corner that corresponds to the sound they heard. Review the word list or audio recordings to confirm whether the students made the correct choice.
SPIEL: WO IST?
SPIEL: Wo ist …?
MINIPROJEKT 1
Meine Lieblingsorte
ESSENTIAL QUESTION
Was macht eine Stadt lebenswert?
What makes a city a good place to live?
KONTEXT
Globale Gemeinschaft Eure Klasse bekommt Besuch aus D-A-CH-L.
PRODUKT
Eine Broschüre mit euren Lieblingsorten
1. Überlege: Welche Orte machen deine Stadt für dich lebenswert?
2. Wähl drei Orte aus und notiere sie.
3. Finde zu jedem Ort ein Foto.
4. Notiere: Was kann man dort machen? Warum ist der Ort cool? Wo ist der Ort?
5. Schreib drei kurze Texte.
6. Sammelt alle Texte und erstellt die Broschüre.
CHICAGO
STRATEGIE
Be creative
A presentation should be visually appealing You might use colors and draw or paste some images, or include drawings or photos that represent your city or neighborhood to bring your presentation to life.
ALTERNATIVE
Mach eine digitale Präsentation
MINIPROJEKT 1 · OVERVIEW
LANGUAGE The preposition mit; Prepositions of location; Vocabulary for neighborhoods, places and buildings; Vocabulary for means of transportation
SUGGESTED DURATION
Teacher presentation: 10 minutes
Execution: 40 minutes
Student presentation: 1–2 minutes
MATERIALS
Digital presentation
Alternative: Paper or digital brochure
Teacher presentation
• Read the instructions and answer any questions from students.
SUGGESTED DURATION 50 minutes
• With the class, brainstorm places of interest in their town, and what people can do there. For rural areas, allow them to create a brochure for the larger region or choose a nearby city.
Strategy Read the Strategie and ask students to consider what images might make them want to visit an unfamiliar city.
Execution
Chicago Riverwalk
Wo? Zwischen der Lake Street und dem Seeufer Was? Hier kann man wunderbar chillen und spazieren gehen! Auf der Promenade gibt es Restaurants, Cafés, Kunst (Streetart) und Aktivitäten auf dem Wasser. Wann? Von 6 Uhr morgens bis 23 Uhr abends
Aquarium John G. Shedd
21st Century skills This project provides the opportunity for students to develop 21st Century skills:
• Analyzing and creating Students explore their town to create a presentation recommending sites to visit.
• Technology Students use a digital format to share their recommendations.
Student presentation
During the presentations, consider having students use a town map to locate the sites recommended by their classmates. As an alternative, following all presentations, create a chart in which individual students note their favorite places to determine the top five recommended sites.
MEIN DEUTSCHPASS
Have students add their product to Mein Deutschpass
MATERIALS Lektionstest 1, ASSESSMENT PROGRAM Assessment Rubric, ASSESSMENT PROGRAM Answer key, ASSESSMENT PROGRAM
MATERIALS Self and Peer Assessment Rubric Assessment Rubric See Formative Assessment on p. 267 for more information.
PRESENT UNIT GOALS
SUGGESTED DURATION 10 minutes
• Introduce the Lektion’s title, then engage students in a conversation about their shopping habits. Ask about their favorite clothing shops (physical locations and online) and what they typically like to purchase when shopping.
• Have volunteers read the objectives aloud.
• If you plan to do the Miniprojekt, you may want to preview it with students.
CULTURAL NOTE
• With a population of over 430,000, Zürich is the largest city in Switzerland, but not its capital (Bern). The inhabitants of Switzerland’s financial center enjoy a high quality of life and frequently come out on top of international comparisons of life satisfaction in spite of the high cost of living.
• Zurich is made up of 12 districts, which despite their official name Kreis (circle) are not circular. The historic old town forms Kreis 1, with the other 11 surrounding it, spiraling in a clockwise direction. Within these districts there are a total of 34 neighborhoods (Quartiere). Zürichsee (Lake Zurich) lies in the south of the city. The river Limmat flows northwest from the lake, running through the city and far beyond. Over the course of its 22 miles, it is intensively utilized to generate energy at 11 hydropower stations.
• Kreis 1: two prominent features are the Limmatquai, a car-free street with many designated historical landmarks, as well as the Bahnhofstrasse, a highend shopping street. Kreis 2: the Rote Fabrik is a center for alternative art and a popular music venue. Kreis 3: formerly a blue-collar district, it is now a creative hub with many green spaces. Kreis 4: the Langstrasse is the heart of Zurich’s nightlife. Kreis 5 a former industrial district, is now home to many cultural and educational institutions. Kreis 6: the university quarter. Kreis 7: an exclusive residential area overlooking the city. Kreis 8: the Chinagarten – a beautiful garden given to the city by Zurich’s partner town Kunming in China. Kreis 9: a trendy area, is also home to Stadion Letzigrund of FC Zürich Kreis 10: a magnet for sun-seekers with some of the most popular Badis Kreis 11: the Hallenstadion – a great location for both music and sports events. Kreis 12: Schwamendingen – a green oasis with a slow pace of life.
LEKTION 2 Wir gehen shoppen
IN THIS LESSON, YOU WILL…
• choose a gift, say where to buy it, and tell its price
• ask for information while shopping or exploring a city
• follow, ask for, and give directions
BY USING...
• compounds
• the preposition of direction in
• vocabulary for items, currencies and stores
• expressions for buying clothes
• expressions for asking for and giving directions
AND YOU WILL FIND OUT ABOUT...
• languages spoken in Switzerland
• the Swiss franc
• shopping in Germanspeaking countries
• recycling in fashion
Authentic resources Begin with a brief discussion of typical store hours in the United States. Next, have students look up the Öffnungszeiten in Zürich. Finally, lead a class discussion of their findings. You might want to ask: What differences did you notice between store hours in Switzerland and the United States? How do store hours reflect cultural values and lifestyles in Switzerland?
BOOST YOUR TEACHING
MINIPROJEKT 2: Organize a flea market or a swap party in your classroom
LESEN UND SPRECHEN
1 Kultur
A. Sieh dir das Plakat auf Seite 248 an Beantworte die Fragen.
1. Was siehst du auf dem Plakat? 2. Wann findet das Event statt?
B. Lies den Chat zwischen Lina und Sophie und beantworte die Fragen.
Sophie Hi Lina! Ich freue mich schon soo auf Zürich! Ich habe im Internet Informationen zum „Night Shopping“ gefunden.
Lina Hallo Sophie! Ja, Night Shopping ist lustig, aber das ist im Herbst, nicht im Sommer!
Sophie Ach so! Aber wir gehen shoppen, oder?
Lina Ja, aber nicht im Kreis 8! Dort ist es sehr schick, aber auch sehr teuer. Wir shoppen am Samstagvormittag in der Altstadt.
Sophie Cool! Kaufst du immer in der Altstadt?
Lina Nein, nicht so oft. Ich kaufe sehr gern secondhand, zum Beispiel auf dem Flohmarkt1. Die Klamotten2 dort sind klasse sehr originell – und kosten nicht viel! Wir können am Samstagnachmittag gehen! Hast du Lust? 1 Flohmarkt:
Sophie Super gern!
1. Was möchte Sophie machen?
2. Warum geht das nicht?
Switzerland is a multilingual country with four official languages: German, French, Italian, and Romansh. People in German-speaking regions also speak Swiss German. To avoid choosing one language over the others, many stores and other places use English in marketing materials. English is usually the first foreign language taught all around the country, and is well excepted. It even sounds cool, according to many Swiss.
3. Wohin gehen Lina und Sophie am Samstag?
C. Wann und wo kaufst du ein? Erzähle
1C Extension Conduct a quick survey using interactive presentation software to gather students’ answers regarding where (Orte, Namen von Läden) and when (Wochentag, Tageszeit, wie oft?) they shop. Have them look at the live results and discuss the patterns they see.
LEKTION 2. Wir gehen
WIR STARTEN · OVERVIEW
CULTURE Languages spoken in Switzerland
SUGGESTED DURATION 25 minutes
1A
1
MATERIALS Audio file (text recording)
Have students skim the text and poster to get a general idea of what it is about before answering the questions individually. Then verify the answers as a class. Possible answers 1. Es ist ein Plakat für eine „Shopping Night“. Ich sehe eine Frau. Sie trägt eine Tasche und ein Handy. Sie trägt auch eine Sonnenbrille. / 2. Am 5. Oktober von 18:00 bis 21:00 Uhr.
1B
• Have students scan the text to identify unfamiliar words and clarify their meanings.
• Have student pairs take turns reading the dialogue before answering the questions.
Answers 1. Sophie möchte zum „Night Shopping“ gehen. / 2. „Night Shopping“ ist im Herbst und nicht im Sommer. / 3. Auf den Flohmarkt.
1C
Model the task by giving a sample answer. For instance: Ich kaufe meine Kleidung auf dem Flohmarkt
Swiss German and standard German (Hochdeutsch) differ in pronunciation, vocabulary, and grammar. People who speak Hochdeutsch often find Swiss German difficult to understand. Find a short video of someone speaking Swiss German, and play it for the students. Ask them what accents in English they find difficult to understand, or if they know of different dialects or accents in another language that they speak.
Begin by discussing the importance of considering a person’s interests when selecting a gift. Then have the students write out Noah’s interests.
Answers Noahs Interessen: schwimmen, Fahrrad fahren, Mangas und Bücher über Kunst und Geschichte lesen.
2B
• Inform students that they have a budget of 60 CHF for purchasing a present. If they choose to buy multiple presents for Noah, they should calculate the total cost and share with the class how much money remains in their budget.
• You might want them to convert the amount into US dollars to better understand the value of the currency they are working with.
• Explain to students that in most German-speaking countries, prices are typically written with a comma to separate euros from cents. In Switzerland, however, the use of a comma or a period as the decimal separator can vary.
• Refer students to the Meine Vokabeln feature Geschenke / Preise nennen.
Answers will vary.
2C
Tell students that when they use the conjunction denn, the word order follows the same pattern as that of main clauses: subject, verb, direct object.
Possible answers Sie kauft einen Rucksack, denn Noah geht oft schwimmen und fährt mit dem Fahrrad. Ein Rucksack ist praktisch. Sie kauft auch ein Buch, denn Noah liest gern. Sie kauft Fahrradhandschuhe, denn Noah fährt gern Fahrrad.
KULTUR
SUGGESTED DURATION 10 minutes
MATERIALS Audio file (text recording)
You might want to show students a video about the Swiss franc to give them a deeper understanding of the currency, its history, and its role in the global economy.
Was kaufe ich?
I can choose a gift, say where to buy it, and tell its price.
2 LESEN, SCHREIBEN UND SPRECHEN
NOAH schwimmt oft und fährt sehr gern Fahrrad. Er liest gern Mangas und Bücher über Geschichte und Kunst.
B. Seht euch die Sachen (things) an und sammelt zu zweit Geschenkideen für Noah.
Sachen unter 60 CHF
Handyhülle
C. Lina hat 60 Schweizer Franken. Was kann sie kaufen? Wählt zwei Geschenke aus und erklärt eure Wahl. Sie kauft einen Rucksack für Noah, denn …
MEINE VOKABELN Geschenke die Handschuhe die Handyhülle cell phone case der Gutschein voucher
Preise nennen
Telling prices ein Euro, zwei Euro, … 2.50 € – zwei Euro fünfzig
• ein Cent, zwei Cent, …
• ein Franken, zwei Franken, … 3.30 CHF –drei Franken dreißig
• ein Dollar, zwei Dollar, … 10.90 USD – zehn Dollar neunzig
• günstig ≠ teuer inexpensive ≠ expensive
• kosten to cost
In German, currencies are always singular.
MEINE VOKABELN pp. 262-263
Kultur
Because Switzerland is not a member of the EU, you pay with Swiss francs (CHF), not euros. This currency has been around since 1850.
Verbindung zu: Wirtschaft
What is today’s exchange rate between the CHF and the US dollar? And between the euro and the dollar?
2C Personalization Have students think about their own birthday or a recent birthday gift they gave. Then tell them to create a sentence with denn explaining to their partner or group why they think they received the present or decided to give the present to someone.
3
LESEN UND SICH AUSTAUSCHEN
A. Seht euch die Geschäfte an. Wo kann Lina die Geschenke kaufen? Tauscht euch aus. Es gibt nicht nur eine richtige Antwort.
B. Look at these compounds. Which articles are used with them and why? Explain how you can tell which article should be used.
C. Stellt euch Fragen über Hobbys und Interessen. Findet ein passendes Geschenk und erklärt eure Wahl (choice)
A: Was machst du gern?
B: Ich zeichne gern und ich mag Mode.
A: Ich kaufe einen Gutschein für einen Zeichenkurs.
SCHREIBEN
Was sind deine Lieblingsgeschäfte? Was kann man dort kaufen? Erzähle. Du kannst ein Wörterbuch benutzen. 4
MEINE VOKABELN
Geschäfte Stores
• die Buchhandlung bookstore
• das Kaufhaus department store
• der Laden store/shop
• der Modeladen clothing store/shop
• der Museumsshop museum store
• das Schuhgeschäft shoe store
• das Sportgeschäft sporting goods store
VOKABELN p. 262
MEINE GRAMMATIK
Compounds der Modeladen = die Mode + der Laden die Sonnenbrille = die Sonne + die Brille das Sportgeschäft = der Sport + das Geschäft
MEINE GRAMMATIK p. 258
STRATEGIE
How to use a dictionary
Remember that a word might have more than one meaning. Look at all the possible options. Rather than automatically using the first choice given, consider the context. The examples will also help you choose the correct meaning.
4 Extension After students describe their favorite shops, pair them up to exchange descriptions and compare the shops and products mentioned. Students should identify similarities and differences in a Venn diagram.
2. Wir
3 SUGGESTED DURATION 30 minutes
Warm-up
Divide the class into groups and assign each one a type of Geschäft from the Meine Vokabeln feature, excluding der Laden. Each group should create a mind map of items sold at their assigned location. Then ask students to walk around and observe each poster. Encourage them to add more items to the mind maps.
3A
Based on the items students have selected, have them indicate where they can buy each item.
Possible answers Lina kann das Buch in der Buchhandlung kaufen. Sie kann den Rucksack im Kaufhaus kaufen. Sie kann die Fahrradhandschuhe im Sportgeschäft kaufen.
3B
Sprachdetektiv Have students identify or look up the article for each compound noun. Next, ask them to find the pattern by comparing the articles of the individual nouns within the compound with the article of the compound noun itself.
Answers 1. der Geburtstag / 2. die Buchhandlung / 3. das Videospiel / 4. die Sonnenbrille / 5. das Einkaufszentrum / 6. der Kinogutschein.
Possible answer The article of the last word is used because this word has the main meaning of the compound. The first word describes it in more detail. Meine Grammatik · Compounds Have students break down each compound noun and identify the correct article for each component. For example: Geburtstag → die Geburt and der Tag. See p. 258 for the full explanation.
3C
Have students generate ideas before they start interviewing their peers. Have them write down their peer’s names, hobbies, and gift ideas and share them with the class after the interviews.
Answers will vary.
4 SUGGESTED DURATION 15 minutes
Strategy Introduce students to various online dictionaries. Show students the key features of dictionaries, such as pronunciation guides, example sentences, and word usage notes.
Answers will vary.
Activities 1–6 on pp. 138–140 WORKBOOK
MEINE
KANN ICH DIR HELFEN? · OVERVIEW
LANGUAGE Expressions for buying clothes CULTURE Shopping in German-speaking countries
5 SUGGESTED DURATION 20 minutes
MATERIALS
Audio file
Script
Differentiation WS 2
5A/B
• Reproduce the conversation with each section (without numbers) on separate strips of paper and distribute complete sets to individuals, pairs, or small groups of students. Have them arrange the strips in chronological order to create a logical conversation. Once they have finished, play the recording to check their answers.
• Refer students to the Meine Vokabeln feature Kleidung kaufen.
Answers 3, 2, 6, 5, 1, 4
5C
If students used the conversation slips suggested above, have them use a highlighter to identify the parts of the conversation that support their answers. Possible answers Lina kauft eine Jeanshose. Sie braucht Größe M. Die Hose kostet 29.90 CHF.
6 SUGGESTED DURATION 25 minutes
• Provide students with various items of clothing and accessories or have them bring their own to use as props.
• Remind students that because they are roleplaying a conversation between a customer and a salesperson, they should use a formal tone and register.
• Tell them that the goal of improvising is to negotiate meaning and keep the conversation going. If they appear to struggle, remind them that they can ask more questions or seek clarification.
Answers will vary.
Kann ich dir helfen?
I can ask for information while shopping.
5 LESEN, HÖREN UND SPRECHEN
A. Lina und Sophie gehen shoppen. Lies und ordne den Dialog.
Verkäuferin: Passt jetzt die Größe?
Lina: Ja, perfekt! Wie viel kostet die Jeans?
Verkäuferin: 35 CHF, heute gibt es Rabatt! Sie kostet jetzt 29.90 CHF.
Lina: Schön! Ich nehme sie.
Verkäuferin: Kann ich dir helfen?
Lina: Gern! Wo sind die Umkleidekabinen?
Verkäuferin: Die sind da hinten1, neben den Accessoires.
Lina: Danke!
Sophie: Guck mal, Lina, die Jeanshose! Die ist doch super für dich!
Lina: O ja, du hast recht! Ich probiere sie an.
Verkäuferin: Wie möchtest du zahlen? Bar?
Lina: Kann ich mit Karte zahlen?
Verkäuferin: Ja, natürlich.
Lina: Hier, bitte.
Verkäuferin: Danke. Viel Spaß mit der Hose!
Lina: Danke, auf Wiedersehen!
Lina: Entschuldigen Sie, haben Sie diese Jeanshose in Größe M?
Verkäuferin: Moment … Ja! Hier ist sie.
Lina: Vielen Dank!
Sophie: Und? Steht dir die Hose?
Lina: Nein, sie ist zu eng. Ich brauche Größe M.
B. Hör den Dialog und überprüfe deine Antwort.
1 da hinten: back there
C. Was kauft Lina (Kleidungsstück, Größe, Preis)? Erzähle
SPRECHEN 6
OPTION A
Spielt die Dialoge aus der Aufgabe 5. Wechselt die Rollen.
OPTION B
Improvisiert eine kurze Szene in einem Modeladen. Nehmt Aufgabe 5 als Beispiel.
MEINE VOKABELN
Kleidung kaufen Buying clothes
• Kann ich dir / Ihnen helfen? Can I help you?
• Kann ich ihn / sie / es / sie anprobieren? Can I try it/them on?
• Kann ich mit Karte zahlen? Can I pay with a credit card?
• Ich trage Größe S/M/L/XL. I wear a size S/M/L/XL.
• Das steht dir / Ihnen. It looks good on you.
• Ich nehme ihn / sie / es / sie. I’ll take it/them.
• Wie viel kostet .... / kosten ....? How much does…/do… cost?
• bar zahlen to pay cash
• die Größe size
• passen to fit
• der Rabatt the discount
• die Umkleidekabine dressing room
Formal address Kannst du mir helfen? Können Sie mir helfen? Entschuldige, … Entschuldigen Sie, …? Nimmst du …? Nehmen Sie …? Hast du …? Haben Sie …?
6 Culture boost Tell students that shoe and clothing sizes in Germany are different from those in the US. Shoe sizes are measured in European sizes (37, 38, 39, etc.) and clothing sizes use numbers (36, 38, 40, etc.) instead of letters (S, M, L, XL). Have students find their shoe and clothing sizes using a conversion chart, which they can find online.
LESEN UND SICH AUSTAUSCHEN
A. Lies den Text, sieh dir das Plakat an und beantworte die Fragen.
Es muss nicht immer Shoppen sein!
Tom braucht eine neue Jeanshose. Er geht ins Einkaufszentrum, in einen Modeladen, und findet eine: modisch und schick! Er trägt sie ein-, zweimal, dann merkt1 er: Sie steht ihm doch nicht so gut. Er möchte eine andere Hose.
Viele denken jetzt vielleicht2: kein Problem!
Tom geht einfach wieder3 ins Geschäft und kauft eine neue Hose. Aber … ist das die einzige Möglichkeit?4
Ein neues Outfit ist toll, keine Frage. Aber wie viel Kleidung kaufen wir pro Jahr? Wie viel Kleidung produzieren wir?
Eine gute Alternative sind Flohmärkte – in der Schweiz nennt man sie auch „Flohmis“. Man kann auf den Flohmi gehen und dort secondhand kaufen. Die Sachen sind oft sehr gut – und sehr günstig.
Man kann aber auch eine Kleidertauschparty mit Freunden organisieren.
Jede Person bringt Kleidung und Accessoires mit und nimmt etwas anderes5 Am Ende haben alle neue Sachen. Super, oder?
In der Schweiz sind Tauschpartys inzwischen sehr populär. Aber was macht man, wenn6 die Freunde keine Tauschpartys machen oder eine andere Größe haben?
Dann geht man zu einer Veranstaltung wie „Walk-in Closet“. Hier gibt es Sachen in allen Farben und Größen und für jeden Stil.
1 merkt: realizes 2 Viele denken jetzt vielleicht: maybe many think now 3 wieder: again 4 ist das die einzige Möglichkeit?: Is that the only way? 5 etwas anderes: something else 6 wenn: if
a. Was ist das Thema?
b. Welche Alternativen zum Shoppen gibt es?
c. Wie heißen Flohmärkte in der Schweiz?
d. Was bedeutet „Tauschen statt kaufen“?
e. Warum heißt die Initiative „Walk-in Closet“? Stell Hypothesen auf
B. Kaufst du secondhand?
Möchtest du auch zu einer Kleidertauschparty gehen? Warum (nicht)?
Tauscht euch aus.
Kultur
It is very common in Zurich (and in other cities in Switzerland, Germany, and Austria) to shop at stores in the city center, where many different shops, ice-cream parlors, restaurants, and cafés are usually found within pedestrian zones. Shopping malls also exist, but they are not as popular. Regulations concerning opening hours are strict. In Switzerland, shops are not allowed to open on Sundays, except for four Sundays a year (usually in the winter).
Kultureller Vergleich
Compare shopping in Switzerland with shopping in your region.
7A/B Extension After reading the text, have students work in pairs to define Kleidertauschparty and Flohmarkt. Then have pairs compare their definitions with those of other pairs and refine them as needed. Next, form small groups and ask students to list the pros and cons of each concept. Have each group present their lists to the class. Compile their arguments on the board.
7 SUGGESTED DURATION 45 minutes
MATERIALS Audio file (text recording)
7A
Divide the text into short sections. Have students read one section at a time, and at the end of each one, summarize in English what the text is about. Next, have students read the questions before reading the entire text again and then work with a partner to answer the questions.
Answers a. Kleidertauschparty / b. Kleidertauschparty, Flohmarkt / c. Flohmis. / d. Man bringt Kleidung und Accessoires mit und nimmt etwas anderes. / e. Answers in English will vary.
7B
Have students list at least two reasons for or against attending a Kleidertauschparty. Next, ask them to form two groups: those who support going to such an event and those who are against it. Then have students with opposing views support their position using the reasons they listed.
Brainstorm criteria by which the two places might be compared. For example: indoor versus outdoor shopping, types of stores, the number, size, and locations of stores, shopping days and hours, and so on. Have students discuss in small groups, then share their thoughts with the rest of the class.
AUTHENTIC RESOURCE
The nonprofit organization Walk-in Closet Schweiz operates in 27 locations with over 400 volunteers. Visitors are asked to bring up to ten articles of clothing and are allowed to take as many as ten home with them. Around 30,000 pieces are exchanged across Switzerland annually.
WIE KOMME ICH IN DIE TELLSTRASSE? · OVERVIEW
LANGUAGE Prepositions of location and direction (in + accusative)
Play Rechts, Links, Geradeaus. Have students stand in a circle. Join them and begin by clapping your hands toward the person on your right while saying rechts. That person then claps their hands toward the person on their right, saying rechts. Continue until it is your turn again and reverse the direction while saying the word links Once you have completed this round, send the impulse in one direction and allow any student to choose to send it back the other way. Finally, introduce geradeaus by clapping your hands straight in front of you.
8A
• Play the recording once without pausing. Tell students to listen for the main idea only. Meine Grammatik · in + accusative As students answer the question, point out the contraction ins (in + das). Project the sentences of the Meine Grammatik feature on the board and have students speculate why the accusative appears in these cases after the preposition of location See pp. 259–261 for the full explanation.
Possible answers Sophie und Lina möchten ein Eis essen. Sie möchten in ein Eiscafé gehen.
8B
• Tell students that you will play the recording twice. The first time, they should focus on correcting statements 1 and 2, if necessary. The second time, they should focus on correcting statements 3 and 4.
• Refer students to the Meine Vokabeln feature Wegbeschreibung
Answers 1. Sophie kauft Kleidung auf dem Flohmarkt. / 4. Sophie will zu Fuß gehen.
8C
Alternatively, blank out key words on a printed copy of the transcript, and give it to students to fill in as they listen.
Answers a, d, c, b, e
8D
Have students compare their ordered steps with the map provided and listen again to confirm their answers.
Wie komme ich in die Tellstraße?
I can follow, ask for, and give directions while exploring a city.
8 HÖREN UND SPRECHEN
A. Hör dir das Gespräch an. Was möchten Sophie und Lina tun? Macht euch zu zweit Notizen und vergleicht
B. Hör das Gespräch noch einmal. Sind die Sätze unten richtig oder falsch? Korrigiere die falschen Sätze.
1. Sophie kauft keine Kleidung auf dem Flohmarkt.
2. Die Mädchen wollen ein Eis essen.
3. Linas Freundin Kim kommt auch ins Eiscafé.
4. Sophie will mit den Öffis fahren.
C. Hör zu. Wie ist der Weg? Ordne chronologisch.
a. bis zur Kreuzung gehen
b. rechts gehen
MEINE VOKABELN
Wegbeschreibung
Giving directions
• Zuerst gehst du …, dann nimmst du … First walk…, then take…
• links to/on the left
• rechts to/on the right
• geradeaus straight ahead
• bis zum / zur … up to…
• über die Straße gehen to go across the street
• in die Tellstraße fahren to drive onto/at Tell Street
• die Kreuzung intersection
c. geradeaus gehen e. links gehen
D. Hör noch einmal und sieh dir die Karte an. Überprüfe deine Antwort in C.
d. über die Straße gehen
MEINE GRAMMATIK
The preposition of direction in + accusative Where to? To/Into
Du gehst in den Laden.
You go into the store. Wir gehen in die Tellstraße. We go to Tell Street.
Ich gehe ins Theater. I go into the theater.
Wir gehen in die Geschäfte. We go into the stores.
MEINE GRAMMATIK p. 259
YOUR TEACHING
8B Accommodation Provide the transcript for any students who might need it.
8C Accommodation Allow students to refer to the map at the bottom of the page and trace the route while listening to the recording.
MEINE VOKABELN p. 263
9
LESEN UND SPRECHEN
A. Alle wollen ins neue Eiscafé! Sieh dir die Karte an und lies die Sätze. Wie kommen die Personen ins Eiscafé?
Beschreibt zu zweit.
a. Rafael ist im Einkaufszentrum in der Europaallee.
b. Tessa ist an der Bushaltestelle Kanonengasse.
c. Lucas ist im Park Bäckeranlage.
d. Helena ist auf der Militärbücke.
B. Ihr wollt in diesem Viertel ausgehen. Seht euch die Karte an Jede / Jeder wählt einen Ort aus und beschreibt den Weg von der Bushaltestelle Langstraße aus (from the Langstraße bus stop)
SPIEL: Wegbeschreibung
1. Play with a classmate.
2. Download the maps from Be sure not to show your map to your partner.
3. Ask your partner to give you directions to the destinations listed below your map.
4. Mark the routes and the places on your map.
5. Compare maps when you’re finished to make sure the routes match.
INSTRUCTION
10 Kinesthetic learners Hide several plastic eggs around your school campus. Assign a location where you hid each egg to a different student. Have them write out directions to the location from your classroom on an index card and write their name on the other side. Collect the directions and redistribute them to students, making sure no one gets the directions they wrote. Allow students a set amount of time to follow the directions to find their egg and return to the classroom. Consider placing a small prize in each egg.
9 SUGGESTED DURATION 30 minutes
9A
Give students a copy of the map so they can trace the route directly onto it.
Possible answers a. Rafael geht in die Lagerstraße. Dann geht er geradeaus bis zur Tellstraße. Er geht links in die Tellstraße. Das Eiscafé ist links zwischen der Zwinglistraße und der Militärstraße. / b. Tessa geht bis zur Lagerstraße. Sie geht rechts in die Lagerstraße und dann links in die Tellstraße. Sie geht geradeaus. Das Eiscafé ist links. / c. Lukas geht in die Stauffacherstraße. Er geht geradeaus bis zur Kreuzung. Er geht links in die Langstraße. Dann geht er geradeaus bis zur Zwinglistraße. Er geht rechts in die Zwinglistraße und dann links in die Tellstraße. Das Eiscafé ist rechts. / d. Helena geht über die Brücke und rechts in die Kasernenstraße. Dann geht sie links in die Militärstraße. Sie geht geradeaus bis zur Tellstraße. Dann geht sie links. Das Eiscafé ist links.
9B
• Have students highlight the path from the Bushaltestelle to their chosen location on the map and write out the directions on an index card.
• In pairs, have students exchange their index cards and highlight the routes on their maps. Once they have finished, they use their partner's map as an answer key.
Answers will vary.
SPIEL: WEGBESCHREIBUNG
10 SUGGESTED DURATION 15 minutes MATERIALS Extra Resource WS 1
You may download the Extra Resource and have students work in pairs. As an alternative, go outside with your students and have them draw a giant city or neighborhood map on the pavement using chalk. Have students label the streets and buildings. Ensure the space is large enough for students to walk from one location to another based on the directions given by their classmates.
Answers will vary.
DAS DEUTSCH-MAGAZIN · OVERVIEW
CULTURE Unique places to go shopping in Zurich, including the Viadukt, Freitag Tower, and Flohmi
MATERIALS Audio file (text recording)
11 SUGGESTED DURATION 15 minutes
Have students individually determine whether the statements are true or false. Next, have them stand up, listen to each statement read aloud, and walk to the right side of the classroom if they believe the statement is true, or to the left side if they believe it is false.
Answers 1. falsch / 2. richtig / 3. falsch
12 SUGGESTED DURATION 10 minutes
Before turning to the text, have students look for words that they recognize, such as unter der or eine gute Remind them to use context clues and images to help them determine the meaning of unfamiliar expressions. Answers 1. under the railroad track / 2. a good view / 3. the best things / 4. this market
13 SUGGESTED DURATION 10 minutes
Answers 1. well-known / 2. sunset / 3. a tower
CULTURAL NOTE
From the luxury labels on Bahnhofstrasse to the bargains at a Flohmi, Zurich has many opportunities for shopping. Visitors often buy one or many of the following items as a souvenir of their trip or a gift for somebody back home. Strict laws dictate which products are allowed to be called Swiss made
• Timepieces – luxury watches, e.g., from the brands Breitling or TAG Heuer
• Fondue sets – perhaps with a slab of Gruyère or Emmentaler
• Chocolate – The Swiss consume more chocolate per person than anyone else. Sprüngli, Laderach, Merkur and Teuscher are some of the upmarket brands available in Zurich.
• Schweizer Taschenmesser (Swiss Army Knife) –the iconic multitool.
• … also cowbells, music boxes, wooden toys, etc.
DAS DEUTSCH-MAGAZIN
Verbindung zu: Geografie und Kultur
I can identify the main idea and some details in an article about places where people shop a little differently.
Originell einkaufen in Zürich
Alle shoppen in Zürich – aber ihr wollt etwas Originelles? Dann kommt mit auf meine spezielle Einkaufstour!
Wir gehen zuerst ins alte Industrieviertel. Hier gibt es viel Industrie, aber im Viertel gibt es auch Konzerthallen, Museen und Galerien, Theater, Einkaufszentren und die Zürcher Hochschule der Künste1 . Dann fahren wir zum Bürkliplatz am See und suchen etwas Originelles auf meinem Lieblings-Flohmi.
1 Hochschule der Künste: art school 2 wirklich: really
11 Lies die Texte. Sind die Sätze richtig oder falsch?
Das Viadukt
Unter der Bahnstrecke, in einem alten Viadukt, gibt es eine Markthalle. Vor der Markthalle sind viele Geschäfte, Cafés, Restaurants und ein Musikcafé. Im Einkaufszentrum Viadukt gibt es wirklich2 alles und man findet immer ein
1. Im Industriequartier gibt es viel Industrie, aber keine interessanten Orte.
2. Es gibt da ein Einkaufszentrum mit Orten für Gastronomie und Konzerte.
3. Es gibt keine originellen Produkte aus Zürich.
12 Lies die Texte und sieh die Bilder an Finde die englische Bedeutung für folgende Ausdrücke.
1. unter der Bahnstrecke
2. eine gute Aussicht
3. die besten Sachen
4. dieser Markt
13 Wähl die passende Bedeutung.
1. weltbekannt: well known / known all over the world
2. der Sonnenuntergang: the sunrise / the sunset
3. ein Turm: a tower / a railroad line.
14 Challenge Have students create their own scenarios describing what they would like to purchase for themselves or someone else. Based on these scenarios, have them ask their classmates for recommendations on where to shop for their items in Zurich.
von Lina Nowak, Reporterin aus Zürich, Schweiz
Der Freitag Tower
Geht vom Viadukt bis zum Freitag Tower – das ist ein „Recycling-Wolkenkratzer“3 aus 17 MetallContainern. Seit 1993 produzieren die Brüder Daniel und Markus Freitag Taschen in allen Größen. Man kann im Turm4 ein Geschenk aus 1600 Taschen suchen! Offiziell heißen sie „Individual Recycled Freewaybags“. Sie sind heute weltbekannt – leider auch nicht günstig.
Auf dem Dach5 hat man eine gute Aussicht auf das ganze Viertel. Am Abend bei Sonnenuntergang ist das super!
Der Flohmi auf dem Bürkliplatz
Vom Freitag Tower geht ihr geradeaus in die Hardstraße. Auf der Brücke nehmt ihr den Bus oder die Straßenbahn und fahrt bis zum Bürkliplatz am See. Das ist auch
Samstags kann man auf dem Flohmarkt sehr originelle Geschenke finden. Die besten Sachen gibt es frühmorgens! Dienstags und freitags von 6 bis 11 Uhr ist dort ein Lebensmittel- und Blumenmarkt. Er ist auch sehr schön!
14
Wo können die Personen diese Dinge kaufen? Finde die Antworten.
1. Qian Yang sucht ein Fahrrad. Er hat 60 Euro.
2. Hamid sucht für seine Schwester ein Geschenk aus Zürich; sie liebt Handtaschen.
3. Elsa möchte gern Kuchen essen und Musik hören.
JETZT BIST DU DRAN!
1. Überlege: Wo kann man in deiner Stadt gut shoppen? Wie heißen die Orte? Welche Dinge sind typisch?
2. Erstelle eine Liste und schreib einen kleinen Artikel.
3. Finde schöne Fotos für deinen Text.
Jetzt bist du dran! Accommodation Allow students to choose how they want to present their information. They can use an interactive map to provide snippets of information, create a photo collage with pictures, or produce a video tour of their favorite shopping area. DIFFERENTIATED INSTRUCTION
LEKTION 2. Wir gehen
14 SUGGESTED DURATION 5 minutes
Have students explain why they chose this location. Possible answers 1. Auf dem Flohmi auf dem Bürkliplatz. / 2. Im Freitag Tower. / 3. Im Viadukt.
SUGGESTED DURATION 15 minutes
Alternatively, students may want to research stores online to complete this activity or come up with their own imaginary store.
Have students add their product to Mein Deutschpass
• Begin by explaining to students that compound nouns are formed by combining two or more words to create a new word with a specific meaning.
• Give students additional examples of nouns that can be combined to form compounds. For this, you might want to use images.
• Explain that the gender and plural form of a compound noun are determined by the last noun in the compound.
Formative assessment Tell students to come up with their own compound nouns, based on German words they know. Have them write down each compound noun they create on a piece of paper, a small whiteboard, or a digital document. Ask them to share these words with the class and explain the logic behind their compound nouns, including why they chose the specific gender for each one.
Practice
15
Answers das Fahrrad: fahren, das Rad / der Schulhof: die Schule, der Hof / die Jeanshose: die Jeans, die Hose / das Stadtviertel: die Stadt, das Viertel / das Einkaufszentrum: der Einkauf, das Zentrum / die Skibrille: die Ski, die Brille / der Flohmarkt: der Floh, der Markt / die Radtour: das Rad, die Tour
16
Answers a. der Radiergummi / b. das Mittagessen / c. der Musikraum / d. der Bahnhof / e. die Altstadt / f. das Schwimmbad
17
Possible answers a. das Kulturzentrum, das Kulturhaus / b. das Parkhaus / c. die Fahrschule, die Fahrkarte / d. die Tanzschule, die Tanzparty / e. das Industrieviertel / f. die Umkleidekabine / g. die Tauschparty / h. die Musikschule
1. Compounds
What are they?
MEINE GRAMMATIK
• Compounds are formed when two nouns are joined to make a new word. der Floh + der Markt der Flohmarkt flea + market flea market noun + noun die Sonne + die Brille die Sonnenbrille sun + glasses sunglasses der Sport + das Geschäft das Sportgeschäft sporting goods + store sporting goods store
• Compounds can also be made with a verb and a noun. In that case, the verb usually drops its ending -en wohnen + der Ort der Wohnort verb + noun fahren + das Rad das Fahrrad einkaufen + das Zentrum das Einkaufszentrum
• Compounds can even be made of more than two words. die Bus | halte | stelle der Fahr | rad | hand | schuh
15
16
17 Welche Wörter sind Komposita? Schreib sie in dein Heft und notiere die Einzelteile (single parts) das Fahrrad fahren, das Rad
• Some compounds have an n or an s between the words they combine: Sonnenbrille, Einkaufszentrum
• Many places and street names are also compounds: Hauptbahnhof, Zürichsee, Tellstraße
das Fahrrad der Schulhof der Frühling die Jeanshose das Stadtviertel das Einkaufszentrum die Musikerin die Skibrille die Schokolade die Veranstaltung der Flohmarkt die Radtour der Verkäufer
Schreib die Komposita.
a. radieren + der Gummi der Radiergummi b. das Mittag + essen c. die Musik + der Raum
Ergänze die Wörter.
d. die Bahn + der Hof e. alt + die Stadt f. schwimmen + das Bad
a. das Kulturb. das Parkc. die Fahrd. die Tanze. das Industrief. die Umkleideg. die Tauschh. der Musik-
15 Accommodation Tell students to break down compound nouns by syllable to help them identify the individual nouns that make up the word. Provide an example and clap for each syllable: das Fahr-rad. Encourage students to use dictionaries to look up any unfamiliar parts of the compound.
2. The preposition of direction in + accusative
What is it?
• The preposition in + accusative indicates a direction (Wohin?) .
Wohin gehst du? Where are you going?
How do we use it?
Ich gehe in den Zoo. I’m going to the zoo.
• In + accusative used with the verbs gehen , fahren and kommen indicates a change of location. Wohin?
Ich gehe in den Park. I am going to the park.
• Remember: When indicating a location, in is used with the dative.
Wo?
Ich bin im Park. I am in the park.
What forms does it have?
• When in indicates a direction, it is followed by the accusative. in den Laden in die Schillerstraße in das Kino ins Kino in die Geschäfte
In followed by das is contracted. in das Musikgeschäft ins Musikgeschäft
18 Wohin? Wähl die richtige Form aus
a. Kommst du mit? Ich gehe in den / dem Park b. Susanne geht morgen in die / der Bibliothek. c. Wollen wir morgen ins / im Schwimmbad gehen? d. Paul und Lisa fahren im Sommer in die / der Alpen. e. Simon, gehst du bitte kurz in den / dem Supermarkt und kaufst Milch? f. Geh auch in die / der Bäckerei und kauf Brot!
18 Critical thinking Have students explain their answer choices to a classmate.
2. THE PREPOSITION OF DIRECTION IN + ACCUSATIVE
MATERIALS Grammar Tutorial Script
Grammar Presentation
• Review with students how the articles in the accusative case change from those in the nominative case.
• Tell students that the accusative case is used after in when indicating direction or destination of movement (Wohin?).
• Use verbs that indicate movement, such as gehen, fahren, and kommen, to demonstrate how these verbs are used with in + accusative to show destination. Introduce the contraction of in das to ins
Language Comparisons Using maps or images of common locations, ask students to describe directions in both German and English. They could describe how to get from a school to a park or to a store. For example: Ich gehe in den Park. or Wir fahren in die Stadt. Discuss how in + accusative in German is equivalent to into or to in English. Formative assessment Have students complete sentences in the accusative with in + the correct article. For example: Ich gehe Schule. (in die)
Practice
18
Answers
FORMATIVE ASSESSMENT
Self-check Quizzes available on
die
MEINE GRAMMATIK
19 Wohin oder wo?
Ordne jedem Bild den richtigen Satz zu
a. Ich gehe jeden Tag um halb acht in die Schule.
b. Möchtest du mit mir im Park Fahrrad fahren?
c. Wir sind vormittags immer in der Schule.
d. Wo bist du? Ich gehe jetzt ins Kino!
e. Wo bist du? Ich bin schon im Kino!
f. Möchtest du mit mir in den Park kommen?
19 Challenge Have students write their own sentences describing where they are going throughout the day using in + accusative. For example: Nach der Schule fahre ich in die Bibliothek
20 Ergänze die Sätze mit in + Akkusativ
a. Alan geht heute Er hat Unterricht.
mit der
21 Wohin gehen die Personen? Schreib Sätze.
a. Tom braucht ein Buch. Er geht in die Buchhandlung.
b. Tanja möchte Sneakers kaufen.
c. Ali sucht eine neue Jeanshose.
d. Jasmin möchte schwimmen.
e. Tessa hat Hunger.
b. Petra geht Sie hat Karten für „Romeo und Julia“.
LEKTION 2. Wir gehen
Practice
20 Answers a. in die Schule / b. ins Theater / c. in den Park / d. ins Restaurant / e. ins Zentrum / f. in die Buchhandlung
21
Answers a. Er geht in die Buchhandlung. / b. Sie geht in das Schuhgeschäft. / c. Er geht in den Modeladen. / d. Sie geht ins Schwimmbad. / e. Sie geht ins Restaurant. / f. Er geht ins Kaufhaus. / g. Sie geht in die Schule. / h. Er geht ins Museum. / i. Sie gehen ins Kino. / j. Er geht in den Supermarkt.
22
Answers will vary.
ein
f. Diegos Kopfhörer ist kaputt.
g. Jessy hat heute eine Deutscharbeit.
h. Jim möchte eine Ausstellung sehen.
i. Lore möchte mit ihren Freunden einen Film sehen.
j. Hanno möchte einen Kuchen backen, aber er hat keine Milch.
22 Und du? Wohin gehst oder fährst du morgen oder am Wochenende? Schreib drei Sätze.
Morgen gehe ich in die Schule. Dann …
Das Reporterteam 1 • Kapitel 6
zweihunderteinundsechzig ı 261
21 Extension Pair up students and turn this activity into a speaking exercise. Student A reads a sentence from the book and asks their partner where the person should go to perform the activity described. For example: Tom braucht ein Buch. Wohin geht er? - Er geht in die Buchhandlung.
Take the time to suggest, explain, or practice the following strategies for memorizing and recalling vocabulary. They will help your students develop both confidence and independence as learners.
Foldable book Provide students with three sheets of 8.5" x 11" paper. Each sheet should be a different color. Have students line up the three sheets one inch apart (the second sheet should be one inch lower than the first sheet, and the third sheet should be one inch lower than the second sheet). Then have them fold the sheets together in half so that the bottom of the folded section is one inch higher than the sections below it and make a strong crease. Students should have five tabs. Have them staple the folds and label the tabs: Geschäfte, Preise, Kleidung kaufen, Geschenke and Wegbeschreibung. Have students add expressions they learned in each section and use this foldable book as a study tool.
Vocabulary Matching Game Have students create a matching game in which they match the German words and phrases with their English equivalents or with pictures representing the vocabulary terms.
Write sticky notes Have students write a shopping dialogue using the expressions from Kleidung kaufen. Each line of the dialogue should be written on a separate sticky note. Have them remove a sticky note and complete the conversation, filling in the missing expression from memory. Students can also practice this strategy with a partner.
Practice
Have students complete the vocabulary exercises in the Workbook on pp. 138–139, 141–145.
der Museumsshop museum shop
Geschäfte Stores
der Modeladen clothing store
das Schuhgeschäft shoe store
ein Euro, zwei Euro, … 2.50 € = zwei Euro fünfzig
ein Cent, zwei Cent, … günstig ≠ teuer inexpensive ≠ expensive kosten to cost die Buchhandlung bookstore das Kaufhaus department store
das Sportgeschäft sporting goods store
Preise nennen Telling prices
ein Franken, zwei Franken, … 5.30 CHF = fünf Franken dreißig
ein Dollar, zwei Dollar, … 10.90 USD = zehn Dollar neunzig
Extension Write clothing store expressions on cards, such as things a sales associate or a customer might say. For example: Kann ich das anprobieren?, Ich trage Größe M. or Das kostet 39,90 Euro. Give one card to each student and have them circulate around the classroom and find another student whose card has a logical response to or continuation of their own expression. When all expressions have been paired up, have students read them aloud.
MEINE VOKABELN
BOOST YOUR TEACHING
MEINE VOKABELN
Kleidung kaufen Buying clothes
die Verkäuferin der Kunde
FORMATIVE ASSESSMENT
Self-check Quizzes available on
der Verkäufer / die Verkäuferin
• Kann ich dir / Ihnen helfen? Can I help you?
• Das steht dir / Ihnen. It looks good on you.
der Kunde / die Kundin
• Kann ich ihn / sie / es / sie anprobieren?
Can I try it/them on?
• Haben Sie die Hose in Größe M / in Blau?
Do you have the pants in size M / in blue?
• Ich nehme ihn / sie / es / sie. I’ll take it/them.
• Wie viel kostet / kosten ... How much does…/do… cost?
• Kann ich mit Karte zahlen? Can I pay with a credit card?
passen to fit die Größe size der Rabatt discount bar zahlen to pay cash die Umkleidekabine dressing room
Geschenke Gifts
die Fahrradhandschuhe cycling gloves der Gutschein voucher die Handyhülle cell phone case
Wegbeschreibung Giving directions
Zuerst gehst du …, dann nimmst du … First walk…, then take…
links to/on the left rechts to/on the right geradeaus straight ahead bis zum / zur … up to…
über die Straße gehen to go across the street
in die Tellstraße fahren to drive onto/at Tell Street die Kreuzung intersection
DIFFERENTIATED INSTRUCTION
DIFFERENTIATED INSTRUCTION
Extension Pair up students and give them a list of various items they need to shop for, including both clothing items and food. Students should identify the type of store where they can buy each item and write the name of the store next to each item on their list.
SPIEL: ICH GEHE IN … UND …
23
SUGGESTED DURATION 10 minutes
MATERIALS Extra Resource WS 2
Answers will vary.
To complete their personalized chart, have students think of one expression they could use at each store when talking to the sales associate. MEIN WORTSCHATZ
MEIN DEUTSCHPASS
Have students add their personalized vocabulary to Mein Deutschpass
THE PRONUNCIATION OF AU AND O
SUGGESTED DURATION 20 minutes
MATERIALS Audio files
Pronunciation Tutorial
Presentation
• Tell students that the long o is pronounced like the o in more, but with the lips firmly rounded. The short o is pronounced like the o in hot
• To help students remember the sound of the diphthong au. Tell them the English word Ow! (to express pain) is similar to the sound au in German.
Practice
24
Stop the recording after each sound and have students indicate on a small whiteboard whether the sound they heard was au or o.
Answers a. au as in blau / b. o as in wo / c. au as in blau / d. o as in wo / e. o as in wo / f. au as in blau
25
Have students write down all the words, leaving enough space in each word to add au or o. Play the recording and have them fill in the sounds. Play the recording again to allow students to verify their answers before correcting them as a class.
Answers a. au as in blau / b. au as in blau / c. o as in wo / d. au as in blau / e. o as in wo / f. au as in blau
27
Model the correct pronunciation of the text by reading a few words at a time before you have students repeat them after you. Then allow students to record themselves and compare their pronunciation with the recording.
SPIEL:
Ich gehe in … und …
MEIN WORTSCHATZ
1. Download the cards from .
2. Cut the cards, shuffle them, and place them face down in a grid form.
3. The first player turns over two cards and tries to match the activity with the corresponding place. If the two cards don’t match, he or she must turn them face down again. If they do match, the player must build the correct sentence using the information on the cards.
Ich gehe in die Bibliothek und nehme ein Buch.
4. If the sentence is correct, the player can keep the cards.
5. The next player turns two cards over and the game continues until all the cards have been matched. The player with the most pairs wins
Divide a sheet of paper into three columns. Write the name of a store that you like at the top of each column. List the gifts you can buy in each place.
THE PRONUNCIATION OF AU AND O
The letter o and the letter combination au are pronounced differently in German.
Kaufst du Brot?
• You saw how the letter o is pronounced in German in Unit 1: wo, Sommer
• The letter combination au is pronounced ow as in the English word down: blau, kaufen
24 Listen to the word pairs. Say which sound you hear: au as in blau or o as in wo?
25 Read along as you listen. Say which sound you hear: au as in blau or o as in wo?
ich
der *gust
die *per
die Fr*
26 Read the words again. Listen to the recording and repeat
27 Read the sentences aloud. Listen to the recording and compare it to your own pronunciation.
a. Laura kauft rote Rosen, Lorena malt einen blauen Baum.
b. Wo wohnt Paul? In Australien oder Polen? – Ich glaube, er wohnt in Blumenau.
BOOST YOUR TEACHING
Challenge To focus students' attention on just the relationship between spelling and sounds, give them a list of familiar and unfamiliar words that contain these sounds and have them work with a partner to sound them out according to the rules in the bulleted list.
MINIPROJEKT 2
Secondhand ist klasse!
ESSENTIAL QUESTION
Wie unterschiedlich können Einkaufsgewohnheiten sein?
How do people shop differently across cultures?
KONTEXT
Ihr organisiert einen Flohmarkt / eine Tauschparty in der Klasse.
PRODUKT
Ein Rollenspiel: kaufen und verkaufen (sell)
1. Diskutiert: Wollt ihr einen Flohmarkt oder eine Kleidertauschparty organisieren?
2. Tauscht euch in der Klasse zu folgenden Aspekten aus:
• Wann und wo ist der Flohmarkt / die Tauschparty?
• Was bringen die Schülerinnen und Schüler mit?
Flohmarkt: Legt die Preise fest (fix) Welche Klassenprojekte kann man mit dem Geld finanzieren?
STRATEGIE
Try to make your conversation as natural as possible. Think of different expressions you can use in a dialogue between a salesperson and a buyer. Remember to include what you already learned in unit 5!
Tauschparty: Entscheidet: Wie viele Sachen kann man mitnehmen?
3. Notiert eure Entscheidungen (decisions)
4. Sammelt alle Sachen ein (collect), sortiert sie und arrangiert sie schön.
5. Tauscht euch auf Deutsch aus ... und habt viel Spaß!
Dieses T-Shirt steht dir bestimmt!
Das ist schön. Wie viel kostet es?
MINIPROJEKT 2 · OVERVIEW
LANGUAGE Compounds; Prepositions of location and direction; Vocabulary for gifts, prices, and stores; Expressions for buying clothes; Expressions for asking for and giving directions
SUGGESTED DURATION
Teacher presentation: 10 minutes
Execution: 45 minutes
Student presentation: 1–2 minutes
MATERIALS
Objects for the sale or swap, paper or index cards, play money in euros (printable versions are available online)
Alternative: Cell phone to record the role play
Teacher presentation
Strategy Read the Strategie feature and encourage partners to brainstorm useful expressions.
Execution
• For a swap party, limit the number of items each student can bring. For a flea market, decide on prices beforehand.
21st Century skills This project provides the opportunity for students to develop 21st Century skills:
• Communication and Collaboration Students work in groups to plan a flea market or clothing swap.
Student presentation
Have students practice their role-plays in advance. Afterwards, have students reflect on the project, citing what went well and what could have been better.
Self and Peer Assessment Rubric Assessment Rubric See Formative Assessment on p. 267 for more
SUGGESTED DURATION 120 minutes MATERIALS Communication pp. 147–152
This section can be assigned as homework. See Formative Assessment on p. 267 for more information.
Mach ein Video vom Flohmarkt / von der Tauschparty.
ABSCHLUSSPROJEKT · OVERVIEW
LANGUAGE The preposition mit; Prepositions of location; Vocabulary for neighborhoods, places and buildings; Vocabulary for means of transportation; Compounds; Prepositions of location and direction; Vocabulary for gifts, prices and stores; Expressions for buying clothes; Expressions for asking for and giving directions
SUGGESTED DURATION
Teacher presentation: 15 minutes
Execution: 120 minutes
Student presentation: 5–8 minutes/presentation for reading and providing feedback
MATERIALS
Paper, pen, Internet access, computer
Alternative: Presentation software
Teacher presentation
Introduce the project and present the Assessment Rubrics along with your expectations, and give a deadline. Refer students to the How to… feature on p. 267 for guidance on creating their itinerary. Go over the sample itinerary to highlight what elements students need to include in their Abschlussprojekt
Execution
• Ensure that students understand each step of the task.
• Encourage students to consider cultural differences and interests of German-speaking visitors when selecting and describing locations.
21st Century skills This project provides the opportunity for students to develop several of the 21st Century skills:
• Communication
• Collaboration
• Creativity and innovation
• Media, information, and technology literacy
• Initiative and self-direction
• Social and cross-cultural skills
• Productivity and accountability
• Leadership and responsibility
Student presentation
Students could present their itinerary in the form of a digital presentation, interactive map, or by creating a brochure featuring the highlight of the program. As students read their peers' itineraries, they should give feedback on the planned activities: Which activities/ locations do they find most interesting or appealing? Is the information provided detailed enough? How well do the visuals enhance the descriptions?
ABSCHLUSSPROJEKT
Eine attraktive Stadttour
KONTEXT
Eure deutschsprachige Austauschklasse kommt zu Besuch (visits) und ihr organisiert ein Tagesprogramm mit coolen Orten in eurer Stadt.
PRODUKT
Ein Tagesprogramm mit Sightseeing-Ideen für deutschsprachige Jugendliche
Liebe Klasse, bald kommen wir! Wir brauchen Tipps für unseren freien Tag (leisure day) in eurer Stadt. Was können wir da sehen und machen? Bitte schreibt uns:
• Welche Orte und Sehenswürdigkeiten sind für Jugendliche interessant und warum?
• Wo treffen Jugendliche ihre Freunde, wo essen oder chillen sie gern?
• Welche Monumente, Veranstaltungen, Museen gibt es?
• Wie kommt man zu den Orten Vielen Dank und bis bald!
Liebe Grüße Eure Austauschklasse
BRAINSTORMING
1. Sammelt (collect) Ideen zu zweit.
2. Wählt vier oder fünf Orte / Aktivitäten für das Tagesprogramm aus
3. Recherchiert:
• Wie kommt man zu diesen Orten?
• Was kann man an diesen Orten machen? Was gibt es dort?
4. Sucht Fotos.
SCHREIBEN
5. Schreibt kurze Texte zu jedem Ort.
Erstellt eine digitale Präsentation.
BOOST YOUR TEACHING
Culture boost For inspiration and to spark creativity, ask students to find and compare three examples of tourist websites for cities in the German-speaking world that feature suggested itineraries and customer reviews. Alternatively, you could assign specific places or websites and have students work in pairs or small groups. Instruct them to note the types of information included on the websites and identify common elements.
HOW TO CREATE AN ITINERARY
• Review tourism websites for the city or region to gather ideas.
• Choose locations.
• Note the address, what you can do or find at each location, and how to get there.
• Decide the order of the itinerary. Plot the itinerary on a map you have downloaded or created.
• Write directions for how to get from one place to the next. Mention the means of transportation to take.
• Check to make sure your directions correspond to the itinerary on the map.
• Create your final itinerary.
Am Vormittag:
Unsere Stadttour mit Fahrrad beginnt mit einem Frühstück / Brunch im coolen Restaurant Paperboy im Stadtzentrum, Downtown Austin 1203 East 11th St.
Fahrt weiter die East 11th St. bis zum State Capitol
Ihr kommt in den Zilker Metropolitan Park: Ihr chillt oder ihr fahrt / geht in den Botanischen Garten oder ihr fahrt / geht durch den Park bis zum Austin American Statesman Bat Observation Center bei der Congress Avenue Brücke.
Nehmt dann die Congress Avenue und fahrt rechts in die West 6th bis zur Kreuzung North Lamar Boulevard. Hier findet ihr zur Wahl: Musikund Buchläden, (Bio-)Essen ...
Am Nachmittag:
Fahrt weiter bis zur Pflugerbrücke
Mit dem Fahrrad: 10 Minuten
Alternative zu Fuß: 30 Minuten Auf der Brücke fahren keine Autos!
Am späten Nachmittag gibt es oft Live-Musik und Restaurants in der South Congress Avenue!
MATERIALS Self and Peer Assessment Rubric Assessment Rubric
• Self-Assessment Rubrics are an opportunity for students to note what they have mastered and what areas need improvement. This tool will also help them prepare for future projects and assessments.
• Peer Assessment Rubrics help to better understand the assessment criteria and show students how to be objective and fair with themselves and others. They also help students to remain attentive and participate during the presentations of other classmates.
• Assessment Rubrics evaluate students’ proficiency level in the skills involved in this project.
students add their product to Mein Deutschpass
TEXAS
TESTVORBEREITUNG · IPA
INTEGRATED PERFORMANCE ASSESSMENT (IPA)
The Integrated Performance Assessment (IPA) is a summative assessment model developed by ACTFL to assess the progress that language learners are making towards proficiency in the three Modes of Communication (Interpretive, Presentational, Interpersonal). The IPA includes three related real-world tasks (one for each Mode of Communication) that are connected to the unit theme. The tasks reflect application of learning of the unit’s instructional goals.
• TESTVORBEREITUNG · IPA allows students to selfassess their readiness to successfully complete the unit’s summative IPA See Assessment program . As in the design of the final IPA for the unit, there are three real-world tasks that reflect the unit theme and instructional goals: one Interpretive, one Presentational, one Interpersonal. Authentic images, videos, and written texts provide the cultural context. Page references to the unit grammar and vocabulary for learners to review are provided. Strategies to help learners successfully complete the tasks are also suggested.
TESTVORBEREITUNG · OBJECTIVES
LANGUAGE The preposition mit; Prepositions of location; Vocabulary for neighborhoods, places and buildings; Vocabulary for means of transportation; Compounds; Prepositions of location and direction; Vocabulary for gifts, prices and stores; Expressions for buying clothes; Expressions for asking for and giving directions
PERFORMANCE INDICATORS
Interpretive reading Referring to an authentic infographic, identify key information about Zürich Card
Presentational writing In a formal email to the tourist information office, inquire about various aspects of visiting Zurich, such as public transportation, the choice of museums, and leisure activities. Interpersonal speaking Discuss and debate the order of visiting different parts of Zurich with another student by stating and justifying preferences and negotiating a final itinerary.
AUTHENTIC RESOURCE
Tourists can buy the Zürich Card online, from tourist information desks, or from public transport ticket machines.
You are going to contact the tourist information office in Zurich. First, check its website to find some information about the Zürich card. Then write an email with more specific questions. Finally, discuss with a partner a possible itinerary through Zurich with your class.
INTERPRETIVE
INTERPRETIVE READING
A. Read the infographic.
B. Answer these questions.
1. What kind of information does this infographic convey?
2. To whom is the infographic interesting?
C. Based on the knowledge you now have of Zurich, what can you associate with these things?
Schifffahrten
Seilbahnen
Kultur
Gastronomie
Shopping
CHF
If you don’t understand a word, look for other words around it that you do know. They can help you figure out the meaning of unfamiliar words.
Zuerichcard Zürich Tourismus www.zurich.com
a. in die Alpen fahren
b. auf dem Zürichsee oder der Limmat fahren
c. auf den Flohmärkten einkaufen
d. Rösti in der Altstadt essen
e. bar zahlen
f. Konzerte in den Parks besuchen
MATERIALS Assessment Rubrics
TESTVORBEREITUNG · IPA is a formative assessment that informs the teacher about the need to reteach a concept or provide additional practice. Students can self-assess their preparedness for the summative assessment, identifying where they need additional review and practice. Assessment rubrics describe the most important characteristics of performance.
MEINE GRAMMATIK pp. 240-241, 259 MEINE VOKABELN p. 244
PRESENTATIONAL
PRESENTATIONAL WRITING
Write an email to the tourist information office in Zurich. Ask about public transportation, discounts in local shops, choice of museums, movie theaters, and leisure activities related to your own interests.
Start the email with:
Sehr geehrte Damen und Herren, (Good afternoon,)
End it with:
Vielen Dank im Voraus (Many thanks in advance.)
Mit freundlichen Grüßen (Best regards)
Be sure to add your name.
INTERPERSONAL
INTERPERSONAL SPEAKING
You and another student are creating a tour of Zurich, but can’t agree on the order in which to visit different parts of the city. Look at the pictures and debate the order, saying why one is better than another.
Come to a consensus using:
Wir beginnen … / Unsere Tour endet mit … and/or expressions Zuerst …, dann
Use what you’ve learned In a writing assessment, try to demonstrate everything you’ve learned in the unit (in this case: places and amenities in a city, transportation, and stores) as well as what you’ve learned in previous units.
How to collaborate on a city tour plan Brainstorm together possible places to visit and activities.
Choose the most interesting ideas and map a logical route through the city.
If you have differing opinions, listen to your partner’s perspective and be willing to compromise. Agree upon a final plan for the tour.
FORMATIVE ASSESSMENT · MY PROGRESS
SUGGESTED DURATION 10 minutes MATERIALS My progress
This self-assessment chart contains Can-Do Statements, so students can keep track of how well they can perform the actions and functions studied in this unit. For additional practice, students can apply the reinforcement strategies in the last column.
SUGGESTED DURATION 15 minutes
MATERIALS Assessment Rubric
1B
Strategy Tell students to keep in mind the main idea or focus of the text. This can narrow down the possible meanings of unfamiliar words.
Possible answers 1. öffentliche Verkehrsmittel und Kultur, Gastronomie, Tourismus, Shopping / 2. für Touristen
1C
Answers
SUGGESTED DURATION 15 minutes
MATERIALS Assessment Rubric
Strategy Tell students to maintain a formal tone throughout their email. They should include specific vocabulary, phrases, and grammatical features learned in both the current and previous units.
Possible answer Sehr geehrte Damen und Herren, im Sommer besuche ich mit Freunden Zürich und ich habe viele Fragen. Kann man in Zürich gut mit dem Bus und der Straßenbahn fahren? Gibt es? Ich mache sehr gern Sport und bin gern in der Natur. Wo kann man in Zürich schwimmen oder Fahrrad fahren? Meine Freundinnen gehen gern shoppen. Sie lieben Flohmärkte. Gibt es viele Flohmärkte in Zürich? Wo kann man Spezialitäten aus Zürich kaufen? Wir lieben Käse und Schokolade! Vielen Dank im Voraus. Mit freundlichen Grüßen [Name]
Possible answer Wir beginnen unsere Tour mit dem Flohmarkt auf dem Bürkliplatz. Dann machen wir ein Picknick im Park. Dort können wir in der Sonne liegen und chillen. Wir wollen dann baden gehen. Die Badis an der Limmat sind fantastisch! Unsere Tour endet mit einer Bootsfahrt auf dem Zürichsee.
Have students add their product to Mein Deutschpass
STRATEGIE
STRATEGIE
MEINE GRAMMATIK pp. 238, 240-241, 258- 259
MEINE GRAMMATIK pp. 238, 259
MEINE VOKABELN pp. 244-245, 263
MEINE VOKABELN pp. 244-245, 262
USEFUL EXPRESSIONS TO COMMUNICATE
LOS GEHT’S!
GREETINGS
Hallo! / Hi!
Hi!
Gut, danke. I’m fine, thank you.
Guten Morgen. Good morning.
Guten Tag. Good afternoon. / Hello.
Guten Abend. Good evening.
Wie geht’s dir? / Wie geht es Ihnen? How are you?
SAYING GOODBYE
Tschüs!
Bye!
Bis später! Bye!
Auf Wiedersehen. Goodbye.
Bis morgen!
See you tomorrow!
Bis bald!
See you soon!
INTRODUCING ONESELF
Wie heißt du? / Wie heißen Sie? What’s your name?
Ich heiße Marie / Martin Schmitt. My name is Marie / Martin Schmitt.
EXPRESSING LIKES AND DISLIKES
Magst du Katzen oder Hunde?
Do you like cats or dogs?
Ich mag Katzen und Hunde. I like cats and dogs.
Ich auch!
Me too!
Ich nicht. Ich mag … I don’t. I like…
TALKING ABOUT THE WEATHER
Wie ist das Wetter heute?
What’s the weather like today?
Das Wetter ist gut / schlecht. The weather is nice/bad.
Es ist (sehr) warm / kalt. It is (very) warm/cold.
Es ist ein sonniger Tag. It’s a sunny day.
Der Himmel ist blau.
The sky is blue.
Es ist windig. It is windy.
Es schneit. It is snowing.
Es ist bewölkt.
It is cloudy.
Es regnet.
It is raining.
TALKING ABOUT SEASONS
Ich mag Frühling / Sommer / Herbst / Winter.
I like spring/summer/automn/winter.
INTERACTING AT SCHOOL
Was ist das? What is that/this?
Das ist ein Radiergummi.
It’s an eraser.
Ich weiß nicht.
I don’t know.
Ich verstehe nicht. I don’t understand.
Können Sie das bitte wiederholen? Can you repeat that, please?
Können Sie bitte langsamer sprechen? Can you speak more slowly, please?
REQUESTING INFORMATION
Ich habe eine Frage: … I have a question:…
Wie sagt man … auf Deutsch? How do you say… in German?
Wie schreibt man …? How do you spell…?
Was bedeutet das? What does that mean?
ASKING FOR PERMISSION
Darf ich auf die Toilette gehen? May I go to the restroom?
NAMING DAYS
Welcher Tag ist heute? What day is it?
Heute ist Mittwoch. Today is Wednesday.
SPELLING
Kannst du … buchstabieren? Can you spell… ?
Ja: H, A, L, L, O.
Yes: H, A, L, L, O.
BEING POLITE
Bitte. Please.
Danke. / Danke schön. / Vielen Dank. Thank you. / Thank you very much.
Gern. You’re welcome.
APOLOGIZING
Es tut mir leid. I’m sorry. Entschuldigung. Sorry. / Excuse me.
GIVING INSTRUCTIONS
Hebt die Hand. Raise your hand.
Setzt euch hin. Sit down.
Beantwortet die Fragen. Answer the questions.
Wiederholt bitte. Please repeat.
1 Hallo aus Hamburg!
INTRODUCING SOMEBODY
Wer ist das? Who is that?
Das ist Jan. That’s Jan.
Das ist Herr Schulz / Frau Lindner. That’s Mr. Schulz / Mrs. Lindner. Freut mich. Nice to meet you.
Wie heißt er / sie? What’s his/her name?
Er heißt Jan. / Sie heißt Maya. His name is Jan. / Her name is Maya.
ASKING FOR AND GIVING PERSONAL INFORMATION
Wo wohnst du? Where do you live?
Ich wohne in Hamburg. I live in Hamburg.
Wo wohnt er / sie?
Where does he/she live?
Er / Sie wohnt in … He/She lives in…
Was ist er / sie?
What does he/she do?
Er ist Sänger.
He is a singer.
Sie ist Komponistin.
She is a composer.
ASKING ABOUT AND TELLING SOMEONE’S AGE
Wie alt bist du?
How old are you?
Ich bin … Jahre alt.
I am… years old.
ASKING ABOUT THE BIRTHDAY
Wann ist dein Geburtstag?
When is your birthday?
Mein Geburtstag ist im Mai / am 21. November.
My birthday is in May / on November 21st.
Sein / Ihr Geburtstag ist am … His/Her birthday is on…
2
Sprichst du Deutsch?
TALKING ABOUT LANGUAGES
Sprichst du Spanisch?
Do you speak Spanish?
Welche Sprachen sprichst du? What languages do you speak?
Ich spreche Italienisch und Deutsch. I speak Italian and German.
TALKING ABOUT ONE’S ORIGIN
Woher kommst du?
Where are you from?
Ich komme aus den USA.
I’m from the US.
Mia kommt aus Deutschland.
Mia is from Germany.
EXPRESSING AN OPINION
Ich finde … interessant / langweilig. I find... is/are interesting/boring.
MAKING A SUGGESTION
Hast du am Samstag / am Wochenende Zeit?
Do you have time on Saturday / this weekend?
Ich gehe ins Kino. Kommst du mit?
I’m going to the movies. Are you coming?
Ich mache eine Party. Hast du Lust?
I’m having a party. Do you feel like coming?
REACTING TO A SUGGESTION
Gute Idee!
Gute Idee!
Gern!
Gladly!
Ich habe keine Zeit / keine Lust. I don’t have time. / I don’t feel like it.
Cool!
Cool!
Schade! What a shame!
EXPRESSING LIKES AND DISLIKES
Was machst du gern? What do you like to do?
Siehst du gern Serien? Do you like watching series?
Ich lese gern / nicht gern. I like / don't like reading.
TALKING ABOUT PETS
Hast du einen Hund?
Do you have a dog?
Ich habe eine Katze. I have a cat.
Wir haben keine Haustiere. We don't have any pets.
3
Das ist meine Welt
ASKING FOR A REASON
Warum ist Leni Klum bekannt?
Why is Leni Klum well-known?
TALKING ABOUT PERSONALITY TRAITS
Mein bester Freund / Meine beste Freundin ist intelligent. My best friend is intelligent.
Mein Trainer / Meine Trainerin ist witzig. My coach is funny.
Mein Bruder ist nicht kreativ. My brother is not creative.
DESCRIBING WHAT ONE WEARES
Was trägst du?
What are you wearing?
Ich trage einen Rock. I am wearing a skirt.
Er trägt eine Hose. He is wearing trousers.
TALKING ABOUT STYLE
Der Pullover / Er ist hässlich. The sweater / It is ugly.
Die Tasche / Sie ist schön. The purse / It is nice.
Ich mag den Pullover. I like the sweater.
Wie findest du die Hose? How do you like the pants?
Ich finde sein T-Shirt cool. I think his t-shirt is cool.
PHYSICAL DESCRIPTION
Seine Augen sind blau. His eyes are blue.
Ihre Haare sind schwarz und kurz. Her hair is black and short.
Sie trägt eine Brille. She wears glasses.
Er hat einen Bart / einen Schnurrbart. He has a beard / a mustache.
Er / Sie ist groß / klein. He/She is tall/short.
4
Mein Lieblingsfach
DESCRIBING A SCHOOL
Die Schule hat eine Sporthalle. The school has a gym.
Die Mensa ist alt und hässlich. The cafeteria is old and ugly.
Es gibt eine Foto-AG. There is a photography club.
Es gibt kein Chemielabor. There is no chemistry laboratory.
DESCRIBING SCHOOL SCHEDULES
Wann habt ihr Mathematik? When do you have math?
Am Dienstag. On Tuesday.
Zuerst habe ich Sport, dann habe ich Physik. First I have physical education, then I have physics.
Die Pause ist 30 Minuten lang. The recess is 30 minutes long.
Die Ferien beginnen im … School breaks start in…
Der Unterricht endet um … Classes end at…
Ich will die Koch-AG machen. I want to go to the cooking club.
Mein Lieblingsfach ist Biologie. My favorite subject is biology.
TELLING TIME
Um wie viel Uhr? At what time?
9:00 Uhr: Um 9 Uhr.
9:10 Uhr: Um 9 Uhr 10. / Um zehn nach 9.
9:15 Uhr: Um 9 Uhr 15. / Um Viertel nach 9.
9:30 Uhr: Um 9 Uhr 30. / Um halb 10.
9:45 Uhr: Um 9 Uhr 45. / Um Viertel vor 10.
9:55 Uhr: Um 9 Uhr 55. / Um fünf vor 10.
ALTERNATIVES TO SAYING YES/NO
Richtig! Right!
Genau! Exactly!
Stimmt nicht! Not true!
Falsch! Wrong!
PERFORMING
Wir haben Spaß / Stress. We have fun. / We are stressed.
Wir sind nervös / ruhig. We are nervous/calm.
Ich bin ein Profi / Amateur. I am a professional/amateur.
Wir machen zusammen Musik. We play Musik together.
Mahlzeit!
DESCRIBING EATING HABITS
Ich esse alles. I eat everything.
Ich esse viel Gemüse. I eat a lot of vegetables.
Ich esse zu viel Brot. I eat too much bread.
Ich esse wenig Fleisch. I eat little meat.
Ich trinke zu wenig Wasser. I drink too little water.
Wir essen zwischen 12:00 und 14:00 Uhr zu Mittag.
We have lunch between noon and 2:00 p.m.
INTERACTING IN A RESTAURANT
Was darf es zu essen / zu trinken sein?
What will you have to eat / to drink?
Kann ich bitte die Speisekarte haben?
Can I have the menu, please?
Ich nehme ... / Ich möchte gern ... I’m going to have… / I would like to have…
Kommt sofort!
Coming right away!
Guten Appetit! / Mahlzeit!
Enjoy your meal!
Kann ich bitte zahlen?
May I have the check, please.
Das macht 9,50 € (neun Euro fünfzig).
That will be € 9,50 (nine euros and fifty cents).
Zusammen oder getrennt?
Are you paying together or separately?
Stimmt so.
Keep the change.
INTERACTING IN A GROCERY STORE
Was darf es sein? What can I get you?
Sie wünschen? What would you like?
Ist das alles? / Sonst noch etwas? Is that all? / Anything else?
Das ist alles. That’s all.
INVITATING SOMEBODY
Ich mache meine Geburtstagsparty im Park. I’m having my birthday party in the park.
Ich möchte eine Geburtstaparty machen. I would like to have a birthday party.
Kannst du / Könnt ihr kommen? Can you come?
ACCEPTING AN INVITATION
Gern!
Gladly!
Gute Idee! Good idea!
Ich komme gern! I would love to come!
Klasse! Great!
REJECTING AN INVITATION
Schade.
That’s a pity / too bad.
Ich habe leider keine Zeit. Unfortunately, I don’t have time.
Ich kann leider nicht kommen. Unfortunately, I can’t come.
Willkommen in Zürich
MOVING AROUND
Ich fahre … (mit dem Bus / Zug / Fahrrad) I go... (by bus/train/bike)
Ich gehe zu Fuß. I walk (I go on foot).
Ich gehe nach Hause. I go home.
ASKING FOR AND GIVING DIRECTIONS
Wo bist du? Where are you?
Ich bin am Bahnhof, neben dem Hotel. I'm at the station, next to the hotel.
Kann ich dir / Ihnen helfen? Can I help you?
Zuerst gehst du ..., dann nimmst du ... First walk..., then take…
Geh links / rechts in die Tellstraße. Turn left/right into Tell Street.
Geh über dir Straße. Cross the street.
BUYING CLOTHES
Kann ich dir / Ihnen helfen? Can I help you?
Kann ich ihn / sie / es / sie anprobieren? Can I try it/them on?
Haben Sie die Hose in Größe M?
Do you have the pants in size M?
Haben Sie den Pullover in Blau? Do you have the sweater in blue?
Das steht dir / Ihnen. It looks good on you.
Ich nehme ihn / sie / es / sie. I’ll buy it/them.
Wie viel kostet / kosten ...? How much does / do... cost?
Kann ich mit Karte zahlen? Can I pay with a credit card?
Grammar Glossary
accusative case: We use the accusative case when the action of the verb is on the following noun, which can be a person or an object.
Example: I have a dog. Ich habe einen Hund. (U2) When the preposition in indicates a direction, it is followed by the accusative. Example: We go to the park. Wir gehen in den Park. (U6)
adjective: A word that modifies and describes a noun. Examples: My mother is great. Meine Mutter ist toll. / Her hair is curly Ihre Haare sind lockig. (U3)
adverb: A word that modifies a verb or an adjective, and describes an aspect of its place, time, manner, cause, or degree. Examples: I speak English well Ich spreche gut Englisch. (U2) / We always go to the photography club. Wir gehen immer in die Foto-AG. (U4) / I eat a lot Ich esse viel. (U5)
An adverbial expression that consists of more than one word is an adverb phrase. Example: He speaks German a little Er spricht ein bisschen Deutsch. (U2)
agreement: Articles and pronouns in German agree with or reflect the gender (masculine, feminine, or neuter) and number (singular or plural) of the noun that follows. Examples: Der Schüler heißt Tom. Er wohnt in Berlin. (U1)
compound: Compounds are formed when two nouns are joined to make a new word. Compounds can also be made with a verb and a noun. In that case, the verb usually drops its ending -en . They can even be made up of more than two words. Examples: der Floh + der Markt der Flohmarkt / fahren + das Rad das Fahrrad (U6)
conjugate: In German, verbs are conjugated. That means the verbs change forms according to the person, place, or thing that is doing the action or that is being described. Example: ich gehe, du gehst, er/sie/es geht, wir gehen, ihr geht, sie/Sie gehen (U1)
contraction: Two words that combine to form a single word. Examples: I + am = I’m, an + dem = am, in + dem = im (U6)
conjunction: Conjunctions link ideas and phrases to form longer sentences. Examples: and, or, but; und, oder, aber (U2)
countable/uncountable noun: Many nouns can be counted. Nouns that cannot be counted in units are called uncountable nouns.
Examples: She eats three apples. Sie isst drei Äpfel. / She drinks little water Sie trinkt wenig Wasser. (U5)
dative case: We use the dative case after certain prepositions, such as mit (by/with). In the dative plural, the noun ends in -n Example: They are going with their friends. Sie fahren mit den Freunden. (U6)
declarative sentence: A declarative sentence expresses a statement. Examples: My name is Jonas. Ich heiße Jonas. / She likes chocolate. Sie mag Schokolade. (U1)
definite article: Definite articles are equivalent of the in English. They agree in grammatical gender (masculine, feminine, or neuter) and in number (singular or plural) with the noun that follows. Examples: der, die, das (U1)
feminine (f.): One of three genders of German nouns. Examples: die Frau, die Köchin, die Maus (U1)
formal register: A polite way to address teachers, older people, and people you don’t know. The Sie / Ihnen forms in German are part of the formal register.
genitive -s: You can express possession and relationships using the genitive -s and a proper name.
Example: This is Emir’s father. Das ist Emirs Vater. (U3)
gender: All German nouns have a gender, either masculine, feminine or neuter. Examples: der Schüler, der Spitzer, die Schülerin, die Maus, das Team, das Buch (U1)
imperative: The imperative is used to make a request or to give a command or instructions. Just like in English, in the imperative, the subject is implied, not stated. Examples: Join the film club! Komm in die Film-AG! / Read the book. Lies das Buch. (U4)
indefinite article: Indefinite articles are equivalent to a/an in English. Indefinite articles agree in gender (masculine, feminine, and neuter) with the noun that follows. There is no plural form. Depending on the verb, they have a different case (nominative, accusative).
Examples: ein Hund, eine Katze, ein Kaninchen, Hunde (U2)
indefinite pronoun: The indefinite pronoun man means people, everyone, one, or they Man is always conjugated in the third person singular, no matter who it represents. Example: People in Germany eat a lot of bread. In Deutschland isst man viel Brot. (U5)
infinitive: An infinitive is the unconjugated form of a verb. Examples: to like, to live, to be called; mögen, wohnen, heißen (U1)
informal register: A familiar way to address family, friends, and people you know. The du / dir forms in German are part of the informal register.
interrogative sentence: A sentence expressing a question. Example: Who is that? Wer ist das? (U1)
irregular conjugation: A verb whose conjugation in a specific tense differs from the standard rules. That is, they don’t follow a predictable pattern. One must memorize its forms. The verb sein doesn’t follow a regular spelling or ending pattern. Example: ich bin, du bist, er/sie/es ist, wir sind, ihr seid, sie/Sie sind (U1)
masculine (m.): One of three genders of German nouns. Examples: der Schüler, der Freund, der Computer (U1)
negation: Making an affirmative statement negative. We use nicht to negate the verb or the adverb. Example: I don’t like cycling. Ich fahre nicht gern Rad. (U3) We use kein to negate nouns. Example: I do not have a dog. Ich habe keinen Hund. (U2)
neuter (n.): One of three genders of German nouns. Examples: das Land, das Kaninchen (U2) nominative case: When the noun is the subject of the clause, we use the article and the noun in the nominative case. With the verb sein we use the nominative case. Examples: The German teacher is very nice. Der Deutschlehrer ist sehr nett. (U1) / This is a dog Das ist ein Hund. (U2)
number: Indicates whether a word is singular (one) or plural (more than one). Examples: female friend; Freundin , female friends; Freundinnen (U1)
object pronoun: To avoid repetition, once a noun has been mentioned, it can be replaced by a personal pronoun of the same gender (masculine, feminine, or neuter) and number (singular and plural). Object pronouns in the accusative replace a noun that is the direct object of a clause. Example: The Hoodie? It is blue. I like it / Der Hoodie? Er ist blau. Ich finde ihn schön. (U3)
plural: A word that refers to more than one object, person, place, or concept. Examples: countries, cats, comics; die Länder, die Katzen, die Comics (U2) possessive adjectives: Possessive adjectives tell you who owns something or describe relationships between people or things. Examples: my, your, his, her, its, our, their mein, meine, dein, deine, sein, seine, ihr, ihre, unser, unsere, euer, eure, ihr, ihre (U3)
preposition: A preposition is a word that shows direction, time, place, location, or other relationship to the noun it precedes. Examples: The recipe is for the cake Das Rezept ist für den Kuchen. (U5) / I’m going by bus. / Ich fahre mit dem Bus. (U6) preposition of location: They are words we use to indicate where people and objects are located. Examples: Zürich is in Switzerland Zürich ist in der Schweiz. / The market is next to the theater. Der Markt ist neben dem Theater. (U6)
preposition of time: The prepositions am , im , and um are placed in front of information of time. Examples: On Mondays at 9:30 she has math. Am Montag um 9:30 Uhr hat sie Mathematik. / School starts in September. Die Schule beginnt im September. (U4)
question words: Question words are used to ask for specific kinds of information. Examples: who, how, what, where; wer, wie, was, wo (U1)
regular conjugation: A verb that follows the standard rules or pattern for conjugation in a specific tense. Example: ich wohne, du wohnst, er/sie/es wohnt, wir wohnen, ihr wohnt, sie/Sie wohnen (U1)
sentence: A group of words that contains a subject and a verb at a minimum. A sentence can be a question or a statement. Examples: What’s your name? Wie heißt du? / My name is Emmy. Ich heiße Emmy. (U1)
singular: A word that refers to a single object, person, place, or concept. Examples: country, cat, comic; das Land, die Katze, der Comic (U2)
stem-changing verb: Some verbs change their stem-vowel in the singular forms du, er, sie, es. Examples: ich fahre, du fährst, er/sie/es fährt; ich lese, du liest, er/sie/es liest; ich treffe, du triffst, er/sie/es trifft (U2)
subject: The person, place, or thing that performs the action in a sentence or is being described. Examples: Your name is Kirsten. Du heißt Kirsten. / Jonas lives in Hamburg. Jonas wohnt in Hamburg. (U1)
subject pronouns: Subject pronouns replace a noun that is the subject of a sentence. In German, the subject pronouns er and sie also apply to objects, unlike in English where only it is used.
Example: The eraser? It is in the backpack. Der Radiergummi? Er ist im Rucksack. (U1)
verb: A word that describes an action, state, or occurrence. In a basic statement, the verb is placed second. In German, verbs are conjugated. That means the verbs change forms according to who or what is doing the action or is being described. Examples: to read, to listen, to swim; lesen, hören, schwimmen (U2)
Yes/No questions: Yes/No questions can be answered with a simple yes or no. These questions are often used to confirm an idea or a piece of information. To form a Yes/No question, you start the sentence with the verb (the action). Example: A: Do you speak Spanish? B: Yes. A: Sprichst du Spanisch? B: Ja. (U2)
Grammar Summary
REGULAR VERBS
• Most German verbs are regular verbs. Regular verbs follow predictable patterns. Some variety is due to phonetical issues. The infinitive always ends in -en
– Present tense –lernen to learn, to study heißen to be called reiten to ride
ich lerne heiße reite du lernst heißt reitest
er/sie/es lernt heißt reitet wir lernen heißen reiten Ihr lernt heißt reitet sie/Sie lernen heißen reiten
MEINE GRAMMATIK
Special verbs
Imperative
lernen to learn, to study tanzen to dance reiten to ride
du lern(e)! tanz(e)! reite!
Sie (Sg.) lernen Sie! tanzen Sie! reiten Sie! ihr lernt! tanzt! reitet!
Sie (pl.) lernen Sie! tanzen Sie! reiten Sie!
• Verbs with a stem ending on -s, -ss, -ß, -z, -tz. For example: heißen: du heißt, tanzen: du tanzt. The s in the du form is dropped.
• Verbs with a stem ending in -d, -t or -n. For example: reiten: du reitest, enden: er endet, zeichnen: ihr zeichnet An e is added between the stem and the ending in the singular forms du and er/sie/es, and in the plural form ihr.
• These verbs can be regular or irregular.
AUXILIARY VERBS SEIN , HABEN
– Present tense
– sein to be haben to have ich bin habe du bist hast er/sie/es ist hat wir sind haben
Ihr seid habt sie/Sie sind haben
– Imperative
– sein to be haben to have du sei! hab(e)!
Sie (Sg.) seien Sie! haben Sie! ihr seid! habt!
Sie (pl.) seien Sie! haben Sie!
Grammar Summary
STEM-CHANGING VERBS
• The vowel in the stem of these verbs changes in the forms with du and er/sie/es: the vowel e changes to i or ie and the vowel a changes to ä
– Present tense e i/ie a ä
–sprechen to speak lesen to read nehmen to take fahren to drive, to go tragen to carry ich spreche lese nehme fahre tragen du sprichst liest nimmst fährst trägst er/sie/es spricht liest nimmt fährt trägt wir sprechen lesen nehmen fahren tragen Ihr sprecht lest nehmt fahrt tragt sie/Sie sprechen lesen nehmen fahren tragen
– Imperative –sprechen to speak lesen to read nehmen to take fahren to drive, to go tragen to carry du sprich! lies! nimm! fahr(e)! trag(e)!
Sie (Sg.) sprechen Sie! lesen Sie! nehmen Sie! fahren Sie! tragen Sie! ihr sprecht! lest! nehmt! fahrt! tragt! Sie (pl.) sprechen Sie! lesen Sie! nehnen Sie! fahren Sie! tragen Sie!
MEINE GRAMMATIK pp. 70, 89, 131, 214
MEINE GRAMMATIK pp. 177, 196
Grammar Summary
THE IRREGULAR VERB MÖGEN
mögen to like ich mag
du magst er/sie/es mag
wir mögen
Ihr mögt
sie/Sie mögen
Nein, aber ich esse gern Spaghetti.
THE MODAL VERBS KÖNNEN , WOLLEN , AND MÖCHTEN
• Modal verbs need a main verb in the infinitive form to complete a sentence. The verb können expresses possibility and ability, the verb wollen intent, while möchten is used for making polite requests.
• The vowel changes in all singular forms and they have identical forms for ich and er/sie/es
–können to be able to, can wollen to want to möchten would like to ich kann will möchte du kannst willst möchtest er/sie/es kann will möchte wir können wollen möchten Ihr könnt wollt möchtet sie/Sie können wollen möchten
MEINE GRAMMATIK pp. 176, 215, 217
MEINE GRAMMATIK p. 132
Magst du Pizza Hawai?
Grammar Summary
ARTICLES
• The definite, indefinite, and negative articles change their forms according to their gender (masculine, feminine, neuter) and the grammatical case (nominative, accusative and dative).
masculine feminine neuter plural der / ein / kein die / eine / keine das / ein / kein die / – / keine
Kugelschreiber Hund
Sänger Sprache Katze Schülerin
Buch Pferd Kind
Kugelschreiber
Sprachen
Bücher
Sänger
Schülerinnen
Kinder – nominative accusative dative
singular Das ist ... Ich möchte ... Die Maus ist neben ...
masculine der Computer den Computer dem Computer
masculine ein Computer einen Computer einem Computer masculine kein Computer keinen Computer keinem Computer feminine die Tastatur die Tastatur der Tastatur feminine eine Tastatur eine Tastatur einer Tastatur feminine keine Tastatur keine Tastatur keiner Tastatur neuter das Buch das Buch dem Buch neuter ein Buch ein Buch einem Buch neuter kein Buch kein Buch keinem Buch
Das sind … Ich möchte ... Die Sachen sind neben …
plural die Computer, Tastaturen, Bücher die Computer, Tastaturen, Bücher den
plural keine Computer, Tastaturen, Bücher keine Computer, Tastaturen, Bücher keinen
Computern, Tastaturen, Büchern
Computern, Tastaturen, Büchern
Computern, Tastaturen, Büchern
zweihunderteinundachtzig
MEINE GRAMMATIK pp. 30, 92, 93
MEINE GRAMMATIK pp. 30, 92, 93, 130, 238
Grammar Summary
POSSESSIVE ADJECTIVES
• Just like the articles, the possessive adjectives change their forms according to their gender (masculine, feminine, neuter) and grammatical case (nominative, accusative and dative).
singular plural
ich mein- wir unser-
du dein- ihr euer-
er sein- sie / Sie ihr- / Ihrsie ihr- sie / Sie ihr- / Ihr-
es sein- sie / Sie ihr- / Ihr-
singular Das ist ...
Ich sehe ...
Ich komme mit ...
der mein Freund meinen Freund meinem Freund der ihr Freund ihren Freund ihrem Freund
der unser Freund unseren Freund unserem Freund die meine Freundin meine Freundin meiner Freundin die ihre Freundin ihre Freundin ihrer Freundin
die unsere Freundin unsere Freundin unserer Freundin das mein Handy mein Handy meinem Handy das ihr Handy ihr Handy ihrem Handy das unser Handy unser Handy unserem Handy
In German, the only position you strictly have to respect is the position of the conjugated verb and the second part of a verbal phrase, if there is one (like in can see or in want to go).
• The conjugated verb always must be in the second position of the main clause.
• The infinitive which stands together with modal verbs like können and wollen always must be in the very end of the main clause.
It is very common in German to put an indication of time or place in the first position of a sentence before the verb, or even an object in the accusative case. In that case the subject must stand directly behind the verb (position 3).
The conjunctions und, aber, denn, oder don’t change the word order (position 0).
0 1 2 conjugated verb 3 … final position infinitive
Declarative sentence
… Ich heiße … Andrea, … und das ist mein Bruder.
… Am Nachmittag können meine Freunde und ich zu Hause eine Serie sehen.
Wir wollen heute ins Kino gehen, aber wir haben leider keine Zeit.
Heute kann ich nicht mit meinen Freunden Fußball spielen, denn ich habe morgen einen Test in der Schule.
Interrogative sentence
Wie heißt du?
… Wo wohnen Nadine und Finn? … …
Wie lange kann Anja am Sonntag Videospiele spielen? Yes/No questions
Kommt ihr aus den USA?
… … Kannst du Gitarre spielen?
Mag deine Mutter Tiere?
Möchtest du mit mir ins Einkaufszentrum gehen?
MEINE GRAMMATIK pp. 34, 71, 73, 88, 115, 217
Glossary
GERMAN - ENGLISH GLOSSARY
INTRODUCTION
This glossary contains all the active vocabulary from Das Reporterteam 1. The locator numbers indicate the chapter in which each word was introduced. P refers to the Preliminary Unit.
AAbend, der, -e evening P
Abendbrot, das (sg.) dinner 5
Abendessen, das (sg.) dinner 5 aber but 2 ab|lehnen to reject 5
Aktivität, die, -en activity 4 alles everything 5 alt old 4
Alter, das,age 1 altmodisch outdated 3
Altstadt, die, Altstädte old town 6 am on 1; by 6
Amateur, der, -e amateur 4 an by 6
Ananas, die,pineapple 5 an|nehmen to accept 5 an|probieren to try on 6
Anspitzer sharpener P
Anweisung, die, -en instruction P Apfel, der, Äpfel apple 5
April
April P
Astronaut, der, -en astronaut (m.) 1
Astronautin, die, -nen astronaut (f.) 1 auch too P auf on 6
Aufführung, die, -en performance 4
Auge, das, -n eye 3
August
August P
Aula, die, Aulen auditorium 4 aus|drücken to express 2 aus|gehen to go out 6 Aussehen, das (sg.) physical description 3 Ausstellung, die, -en exhibition 4 Australien Australia 2 Auto, das, -s car 6 B
Milchprodukt, die, -e dairy product 5 minus minus 1
Minute, die, -n minute 4 mit by, with 6 mit|kommen to come 2 mit|machen to join 4
Mittag, der, -e noon 4
Mittagessen, das (sg.) lunch 5
Mittagspause, die, -n lunch break 4
Mittwoch Wednesday P möchten would like 5
Modeladen, der, Modeläden clothing store/shop 6
Moderator, der, -en (talk show) host (m.) 1
Moderatorin, die, -nen (talk show) host (f.) 1 modern modern 3 mögen to like P
Monat, der, -e month P
Montag Monday P montags on Mondays 4 Monument, das, -e monument 2 morgen tomorrow P Morgen, der (sg.) morning P Museum, das, Museen museum 2 Museumsshop, der, -s museum shop 6
Musical-AG, die, Musical-AGs musical theater club 4
Musik, die (sg.) music P
Musiker, der,musician (m.) 1
Musikerin, die, -nen musician (f.) 1
Musikraum, der, Musikräume music room 4
Müsli, das, -s muesli 5
Mutter, die, Mütter mother 3
Mütze, die, -n beanie 3
Nnach Hause gehen to go home 6
Nachmittag, der, -e afternoon 4
Nachname, der, -n last name 1 Natur-AG, die, Natur-AGs nature club 4
Natur, die (sg.) nature 2 neben next to 6
Neffe, der, -n nephew 3 nehmen to take 5 nein no P nennen to name, tell 6 nervös nervous 4 nett nice 3 neugierig curious 3 nicht not 3
Nichte, die, -n niece 3
Niederlande, die (pl.) Netherlands 2 November November P
Nudeln, die (pl.) noodles 5 nur only 2 O
Obst, das (sg.) fruits oder or 2
Öffentliche Verkehrsmittel (Öffis), das,public transportation 6 oft often 4 Oktober
October P
Öl, das, -e oil 5
Onkel, der,uncle 3
Oper, die, -n opera house 6 optimistisch optimistic 3 orange orange 3
Orange, die, -n orange 5 originell original 3 Ort, der, -e place 6 Österreich Austria 2
Tramhaltestelle, die, -n tram stop 6 treffen to meet 2 trinken to drink 5
Tür, die, -en door P
Türkei, die (sg.) Turkey 2
Türkisch Turkish 2
Turnier, das, -e tournament 4 U
U-Bahn, die, -en metro 6 über across 6
Uhr, die, -en clock 4 um at 4
Umkleidekabine, die, -n dressing room 6 und and P
Unterricht, der, -e class 4 unterwegs out and about 6 USA (die Vereinigten Staaten von Amerika) (pl.) USA 2
Viertel, das,neigborhood 6
Vogel, der, Vögel bird 2 von from 4 vor in front of, opposite 6 Vorliebe, die, -n preference 2
Vormittag, der, -e morning 4
Vorname, der, -n first name 1
Vater, der, Väter father 3
Veganer, der,vegan (m.) 5
Veganerin, die, -nen vegan (f.) 5
Vegetarier, der,vegetarian (m.) 5
Vegetarierin, die, -nen vegetarian (f.) 5 verabschieden (sich) to say goodbye P Veranstaltung, die, -en event 4
Verkäufer, der,sales clerk (m.) 5 Verkäuferin, die, -nen sales clerk (f.) 5 verstehen to understand P Videospiel, das, -e video game 2 viel, viele a lot, lots of 5
Viertel nach 9 quarter past 4
Viertel vor 9 quarter to 4
Vorschlag, der, Vorschläge suggestion 2 Vorspeise, die, -n appetizer 5 vorstellen to introduce P W
Wald, der, Wälder forest 2 wann when 1 warm warm P warum why 3 was what P
Wasser, das (sg.) water 5
Wegbeschreibung, die, -en giving directions 6 weiß white 3 welche|r|s which 2
Welt, die, -en world 3 wenig, wenige little, few 5 wer who 1
Wettbewerb, der, -e competition 4
Wetter, das (sg.) weather P wie how P wie alt how old 1 wie oft how often 4 wiederholen to repeat P Wiederholung, die, -en repetition 1 windig windy P Winter winter P wissen to know P witzig funny 3 wo where 1
Wochentag, der, -e day of the week P woher from where 2 wohin to where 6 wohnen to live 1
Wohnort, der, -e place of residence 1 wollen to want 4 wünschen to like 5
Wurst- und Fleischtheke, die, -n meat and sausage counter 5 Wurst, die (sg.) sausage, cold cuts 5
ZZahl, die, -en number P zahlen to pay 5 zeichnen to draw 4
Glossary
Zeit, die, -en time 2
Zentrum, das, Zentren center 6
Zitrone, die, -n lemon 5 zu Abend essen to have dinner 5 zu Fuß on foot 6 zu Hause at home 5 zu Mittag essen to have lunch 5 zu viel, zu viele too much, too many 5 zu wenig, zu wenige too little, too few 5
Zucker, der (sg.) sugar 5 zuerst first 4 zusammen together 4 Zutat, die, -en ingredient 5 zweimal twice 4
Zwiebel, die, -n onion 5 zwischen between 5
ENGLISH - GERMAN GLOSSARY
Aa little ein bisschen 2
a lot, lots of viel, viele 5 to accept an|nehmen 5 accessories
Accessoire, das, -s 3 across über 6 activity
Aktivität, die, -en 4
actor
Schauspieler, der, - 1
actress
Schauspielerin, die, -nen 1
adoptive father
Adoptivvater, der, Adoptivväter 3 adoptive mother
Adoptivmutter, die, Adoptivmütter 3 afternoon
Nachmittag, der, -e 4
age
Alter, das, - 1 always immer 4
amateur
Amateur, der, -e 4 and und P animal
Tier, das, -e 6 to answer beantworten P to apologize entschuldigen (sich) P appetizer
Vorspeise, die, -n 5 apple
Apfel, der, Äpfel 5
April
April P art
Kunst 4 art studio
Kunstraum, der, Kunsträume 4
to ask fragen 1 to ask about erfragen 1 astronaut (f.)
Astronautin, die, -nen 1 astronaut (m.)
Astronaut, der, -en 1 at um 4 at home zu Hause 5 athlete (f.)
Sportlerin, die, -nen 1 athlete (m.)
Sportler, der, - 1 auditorium
Aula, die, Aulen 4
August
August P aunt
Tante, die, -n 3
Australia
Australien 2
Austria Österreich 2 autumn
Herbst P awesome toll 2
B
backpack
Rucksack, der, Rucksäcke P bad schlecht P bag
Tasche, die, -n 3 bakery
Bäckerei, die, -en 5 ball
Ball, der, Bälle 1 banana
Banane, die, -n 5 barbecue party
Grillparty, die, -s 5 basketball Basketball, der 2
to be sein 1
to be allowed to dürfen P to be called heißen P to be sorry leid|tun P beanie
Mütze, die, -n 3 beard
Bart, der, Bärte 3 because denn 3
Belgium
Belgien 2 bell pepper
Paprika, die, - 5 belt
Gürtel, der, - 3 best beste / bester 3 between zwischen 5 bike
Fahrrad, das, Fahrräder 6 bike
Rad, das, Räder 2 bike ride
Radtour, die, -en 2 biology
Biologie 4 bird
Vogel, der, Vögel 2 birthday
Geburtstag, der, -e 1 birthday party
Geburtstagsparty, die, -s 5 black schwarz 3 blackboard
Familie, die, -n 3 famous berühmt 1 fantastic fantastisch 2 fast food
Fast Food, das (sg.) 5 fast food joint Imbiss, der, -e 5 father
Vater, der, Väter 3 favorite subject
Lieblingsfach, das, Lieblingsfächer 4 February Februar P Federal Republic of Germany Bundesrepublik Deutschland 2 to film filmen 4 to find finden 2 first zuerst 4 first aid room Erste-Hilfe-Raum, der, Erste-HilfeRäume 4 first name
Vorname, der, -n 1 fish
Fisch, der, -e 2 to fit passen 6 flour
Mehl, das (sg.) 5 food
Lebensmittel, das, - 5 for für 5
zweihunderteinundneunzig
Glossary
forest
Wald, der, Wälder 2
formal
formell P
France
Frankreich 2
French
Französisch 2
french fries
Pommes frites (pl.) 5
frequency
Häufigkeit 4
Friday
Freitag P friend (f.)
Freundin, die, -nen 1 friend (m.)
Freund, der, -e 1 from von 4 from where woher 2 fruit juice
Saft, der, Säfte 5 fruits
Obst, das (sg.) fun
Spaß, der (sg.) 4 funny witzig 3; lustig 4
G
generous großzügig 3 geography
Geografie 4
German
Deutsch P
Germany
Deutschland 2 gift Geschenk, das, -e 6 to give geben P giving directions
Wegbeschreibung, die, -en 6
gladly
gern P
glasses
Brille, die, -n 3
gloves
Handschuh, der, -e 6 to go for a walk spazieren gehen 2 to go out aus|gehen 6 to go shopping ein|kaufen 5 to go, walk gehen 6 to go, ride fahren 2 good, well gut 2 grammar Grammatik, die, -en 4 grams
Enkel, der, - 3 gray grau 3 great super 2; klasse 5 Great Britain
Großbritannien 2 green grün 3 guinea pig
Meerschweinchen, das, - 2 guitar
Gitarre, die, -n 2
gym
Sporthalle, die, -n 4
H hair
Haar, das, -e 3 half brother
Halbbruder, der, Halbbrüder 3 half past halb 4 half sister
Halbschwester, die, -n 3 ham
Schinken, der, - 5 hamster
Hamster, der, - 2 hand
Hand, die, Hände P handball
Handball, der 2 to have haben 2 to have a snack snacken 5 to have breakfast frühstücken 5 to have dinner zu Abend essen 5 to have lunch zu Mittag essen 5 healthy gesund 5 heaven
Himmel, der, - P to help helfen 6 highlighter
Textmarker, der, - P history
Geschichte 4 hobby
Hobby, das, -s 2 holidays
Ferien, die (pl.) 4 home nach Hause 6 hoodie
Hoodie, der, -s 3 horse
Pferd, das, -e 2 (talk show) host (f.)
Moderatorin, die, -nen 1
(talk show) host (m.)
Moderator, der, -en 1 how wie P how often wie oft 4 how old wie alt 1 husband
Mann, der, Männer 3
I ice cream
Eis, das (sg.) 5 in im 1; in 6 in front of, opposite vor 6 informal informell P information Information, die, -en P ingredient
Zutat, die, -en 5 inline skate
Inlineskates 2 instruction
Anweisung, die, -en P intelligent intelligent 3 interesting interessant 2 Internet
Internet, das (sg.) 2 intersection Kreuzung, die, -en 6 to introduce yourself vorstellen P invitation
sonnig P supermarket Supermarkt, der, Supermärkte 5 to surf surfen 2
sweater
Pullover, der, - 3 Sweden
Schweden 2 sweet food
süße Sachen 5 sweets
Süßigkeiten (pl.) 5
to swim schwimmen 2 swimming pool
Schwimmbad, das, Schwimmbäder 6
Swiss franc Franken (CHF), der, - 6 Switzerland Schweiz, die (sg.) 2
T
T-shirt
T-Shirt, das, -s 3 tablet
Tablet, das, -s P table
Tisch, der, -e P to take nehmen 5 to take pictures fotografieren 4 tall groß 3 tasty lecker 5 tea
Tee, der (sg.) 5 teacher (f.)
Lehrerin, die, -nen 1 teacher (m.)
Lehrer, der, - 1 team
Team, das, -s 1 thank you danke P the USA
USA (die Vereinigten Staaten von Amerika) (pl.) 2 theater
Theater, das, - 2 then dann 4 there is/are es gibt 4 thing
Sache, die, -n 6 this, that das 1
Thursday Donnerstag P
ticket Fahrkarte, die, -n 6 time Zeit, die, -en 2 to bis 4 to/on the left links 6 to/on the right rechts 6 today heute P tofu
Tofu, der (sg.) 5 together zusammen 4
toilet, bathroom
Toilette, die, -n 4
tomato
Tomate, die, -n 5 tomorrow morgen P too auch P too bad schade 2 too little, too few zu wenig, zu wenige 5 too much, too many zu viel, zu viele 5 tournament
Turnier, das, -e 4 train station
Bahnhof, der, Bahnhöfe 6 tram stop
Tramhaltestelle, die, -n 6 tree
Baum, der, Bäume 6 trousers
Hose, die, -n 3 to try on an|probieren 6
Tuesday Dienstag P Turkey
Türkei, die (sg.) 2
Turkish Türkisch 2
turtle
Schildkröte, die, -n 2 twice zweimal 4
U ugly hässlich 3 uncle
Onkel, der, - 3 to understand verstehen P unfortunately leider 5 up to bis zum / zur ... 6
Vvegan (f.)
Veganerin 5 vegan (m.)
Veganer 5 vegetables
Gemüse, das (sg.) 5 vegetarian (f.) Vegetarierin 5 vegetarian (m.) Vegetarier 5 very sehr P very well sehr gut 2 video game
Videospiel, das, -e 2 to visit besuchen 6 voucher
Gutschein, der, -e 6
W to want wollen 4 warm warm P to watch (an)sehen 2
Glossary
water
Wasser, das (sg.) 5 to wear tragen 3 weather
Wetter, das, - P Wednesday Mittwoch P well-known bekannt 3 what was P when wann 1 where wo 1 to where wohin 6 which welche|r|s 2 white weiß 3 who wer 1 why warum 3 window
Fenster, das, - P windy windig P winter Winter P world
Welt, die, -en 3 would like möchten 5 to write schreiben P wrong falsch 4
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Kapitel 2
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p. 123 Jeremy Moeller/Getty Images, Joshua Sammer/Getty Images, Arnold Jerocki/Getty Images, p. 124 Eddy Galeotti /Alamy , p. 125 mauritius images GmbH/Alamy, Eden Breitz/Alamy, Petr Svarc/Alamy, p. 126 Ranta Images/iStock.com, Dean Mitchell/iStock.com, Drazen/iStock.com, p. 128 Design by Freepik, John Phillips/Getty Images, p. 129 Francois Durand/Getty Images, p. 130 Design by Freepik, p. 131 eightstock/Adobe Stock, bonetta/iStock.com, Marina Shvetsova/ iStock.com, adisa/iStock.com, mawielobob/iStock.com, Marianna Lishchenco/iStock.com, p. 132 Radionphoto/iStock.com, bigtunaonline/iStock.com, popovaphoto/iStock.com, mawielobob/ iStock.com, kaisphoto/iStock.com, p. 134 Muenchbach/Adobe Stock, chengyuzheng/iStock. com, studiocasper/iStock.com, bonetta/iStock.com, indigolotos/iStock.com, erierika/iStock.com, Febriana Suwarningsih/iStock.com, simverlast/iStock.com, Muenchbach/Adobe Stock, p. 136 alexlobur/iStock.com, bonetta/iStock.com, Vitalily73/iStock.com, p. 139 Design by Freepik, Jeremy Moeller/Getty Images, p. 140 Design by Freepik, p. 143 aldomurillo/iStock.com, Design by Freepik
Kapitel 4 p. 144 Olena_Z/Getty Images, Lektion 1 p. 147 Design by Freepik, p. 149 Guerilla/Getty Images, Arif Aygen/iStock.com, Chanin Nont/Getty images, p. 151 SDI Productions/Getty Images, p. 154 Design by Freepik, Christian Schwier/Adobe Stock, p. 155 Robert Kneschke/Adobe Stock, p. 157 Wavebreakmedia/iStock.com, Engel73/Adobe Stock, Valentin/iStock.com, baona/iStock. com, andresr/iStock.com, SDI Productions/iStock.com, hsvrs/iStock.com, seb_ra/iStock.com, p. 159 juefraphoto/Adobe Stock, Gerhard Seybert/Adobe Stock, justhavealook/iStock.com, p. 160 Design by Freepik, p. 162 ALEAIMAGE/iStock.com, PNC/Getty Images, hxdbzxy/iStock. com, Westend61/Getty Images, ruizluquepaz/Getty Images, pidjoe/iStock.com, gilaxia/iStock. com, Cavan Images/Drentwett Niedring/Getty Images, Sol Stock/iStock.com, bymuratdeniz/Getty Images, Silvrshootr/iStock.com, gipi23/iStock.com, spuno/Adobe Stock, robert6666/iStock.com, p. 163 Design by Freepik, monkeybusinessimages/iStock.com, alexbauman/iStock.com, HRAUN/ iStock.com, p. 164 Design by Freepik, Aaron Amat/iStock.com, p. 165 Design by Freepik, Lektion 2 p. 167 Design by Freepik, p. 168 Totojang/iStock.com, oxyzay/iStock.com, Jorde Angjelovik/Getty Images, microgen/iStock.com, digitalhallway/iStock.com, Phonlamai Photo/ iStock.com, Sadeugra/iStock.com, Pheelings Media/iStock.com, Annie Beauregard/ iStock.com, Design by Freepik, p. 172 Design by Freepik, drubig-photo/Adobe Stock, Yantra/ Adobe Stock, p. 173 IMAGO/Uwex Möller, Design by Freepik, p. 174 Ridofranz/iStock.com, p. 175 Gerhard Seybert/Adobe Stock, YUrii Zushchyk/Alamy, Jochen Tack/Alamy, SolStock/iStock. com, ullstein bild/Getty Images, Aleksei Antropov/iStock.com, martinedoucet/iStock.com, Karl-Heinz Spremberg/Alamy, p. 176 Motortion/iStock.com, Pheelings Media/iStock.com, SolStock/iStock.com, Fatcamera/iStock.com, p. 178 HRAUN/iStock.com, Pheelings Media/ iStock.com, digitalhallway/iStock.com, Vesnaandjic/iStock.com, Seventy Four/iStock.com, Annie Beauregard/iStock.com, xavierlorenzo/Alamy, Design by Freepik, Uliana/iStock.com, vtikd/iStock. com p. 179 SeventyFour/iStock.com, FatCamera/iStock.com, middleveld/iStock.com, Ridofranz/ iStock.com, Maskot/Getty Images, SDI Productions/iStock.com, MaFelipe/iStock.com, Phynart Studio/iStock.com, p. 181 Design by Freepik, South_agency/iStock.com, p. 182 Arif Aygen/iStock. com, p. 183 Damir Khabirov/iStock.com, p. 185 HRAUN/iStock.com
Kapitel 5
p. 186 Dabal77/iStock.com, Lektion 1 p. 189 emuck/Adobe Stock, pixura/iStock.com, ExQuisine/ Adobe Stock, Friedberg/Adobe Stock, Petra Schueller/Adobe Stock, ExQuisine/Adobe Stock, juefraphoto/Adobe Stock, Design by Freepik, p. 190 pil76/Adobe Stock, womue/Adobe Stock, emuck/Adobe Stock, diamant24/iStock.com, blende11.photo/Adobe Stock, Valentyn Volkov/iStock. com, anatchant/iStock.com, H. Brauer/Adobe Stock, p. 191 myviewpoint/Adobe Stock, exclusivedesign/Adobe Stock, p. 192 strichfiguren/Adobe Stock, p. 193 www.push2hit.de/Adobe Stock, Floydine/Adobe Stock, kab-vision/Adobe Stock, HLPhoto/Adobe Stock, p. 194 At My Hat/ Adobe Stock, by-studio/Adobe Stock, Leckerstudio/Adobe Stock, p. 195 monticelllo/iStock.com, Zoonar GmbH/Alamy, akf/Adobe Stock, p. 197 urfinguss/iStock.com, p. 198 Marek Gottschalk/ Adobe Stock, by-studio/Adobe Stock, Design by Freepik, ac_bnphotos/iStock.com,
Credits
p. 200 Design by Freepik, by-studio/Adobe Stock, maraqu/iStock.com, YuanruLi/iStock.com, nsyncstudio/iStock.com, Roman Samokhin/iStock.com, george733/iStock.com, Silvia Bogdanski/ Adobe Stock, lutavia/iStock.com, LumenSt/iStock.com, studioportosabbia/iStock.com, Tharakorn/ iStock.com, ElenVD/iStock.com, jirkaejc/iStock.com, kolesnikovserg/iStock.com, exclusive-design/ Adobe Stock, p. 201 Tim UR/iStock.com, Friedberg/Adobe Stock, SvetlanaK/iStock.com, Andres Victorero/iStock.com, unpict/iStock.com, swkunst/iStock.com, CharlieAJA/iStock.com, Design by Freepik, Alter photo/iStock.com, Kesu01/iStock.com, Irina Taskova/iStock.com, Yuriy Green/iStock. com, pixura/iStock.com, Boarding1Now/iStock.com, Markus Mainka/Adobe Stock, beats3/iStock. com, gbh007/iStock.com, Anastasia Iunosheva/iStock.com, GMVozd/iStock.com, p. 202 Design by Freepik, p. 203 Design by Freepik, Racle Fotodesign/Adobe Stock, Lektion 2 p. 204 Foxys_forest_ manufacture/iStock.com, p. 205 bennymarty/Adobe Stock, Design by Freepik, p. 206 Rawdon Wyatt/Alamy, p. 208 js-photo/Adobe Stock, Ariadna de Raadt/Adobe Stock, lechatnoir/iStock. com, Katarzyna Bialasiewicz/iStock.com, GMVozd/iStock.com, Judith Haeusler/iStock.com, p. 209 karepa/Adobe Stock, HLPhoto/Adobe Stock, vitals/Adobe Stock, p. 210 Jordi De Rueda Roigé/Alamy, Hemis/Alamy, Manfred Glueck/Alamy, Onkel66/Alamy, p. 211 Alexandra Schuh/ Adobe Stock, Mariha-kitchen/iStock.com, p. 212 Mademoiselle-de-Erotic/iStock.com, South_ agency/iStock.com, p. 213 JULA/Adobe Stock, silencefoto/Adobe Stock, kathrin/Adobe Stock, p. 214 unpict/iStock.com, womue/Adobe Stock, thongsee/Adobe Stock, ALEAIMAGE/iStock.com, p. 215 pepifoto/iStock.com, p. 216 strichfiguren/Adobe Stock, p. 217 VRD/Adobe Stock, p. 218 repinanatoly/iStock.com, p. 220 fizkes/iStock.com, p. 222 Pixelot/Adobe Stock, Inga Nielsen/Adobe Stock, kolesnikovserg/iStock.com, Logichecreative/iStock.com, EVAfotografie/ iStock.com, 3DFOX/iStock.com, KIV_ph/iStock.com, p. 223 kckate16/iStock.com, Ljupco/iStock. com, p. 224 BillionPhotos.com/Adobe Stock, p. 227 Santje09/iStock.com, Design by Freepik
Kapitel 6
p. 228 Sorin Colac/Alamy, Lektion 1 p. 231 Design by Freepik, p. 232 Colin/Adobe Stock, Cangavi/Adobe Stock, Michael Derrer Fuchs/iStock.com, p. 233 George Vieira Silva/iStock.com, p. 238 pixarno/Adobe Stock, acrogame/Adobe Stock, rebaixfotografie/Adobe Stock, Thomas Reimer/Adobe Stock, Markus Mainka/Adobe Stock, Lukas Bast/Adobe Stock, Michael Derrer Fuchs/iStock.com, artdolgov/Adobe Stock, p. 239 sergiy1975/Adobe Stock, claudiodivizia/iStock. com, Clorophylle/Adobe Stock, sanapadh/iStock.com, chrisroll/iStock.com, p. 244 silverblack/ iStock.com, valilung/iStock.com, SolStock/iStock.com, luna4/iStock.com, Natalia Naberezhnaia/ iStock.com, andreas witschi photopuralist/Alamy, Andrey Popov/iStock.com, Michael Derrer Fuchs/iStock.com, coldsnowstorm/iStock.com, Zoonar/Alamy, Marku Mainka/Adobe Stock, Sbahn_Andreas Haas/Alamy, p. 245 taranchic/iStock.com, Michael Derrer Fuchs/iStock.com, Bildarchiv Monheim GmbH/Alamy, Rostislavv/iStock.com, imageBROKER.com GmbH & Co. KG/ Alamy, nf/iStock.com, mikolajn/Alamy, Denis Linine/iStock.com, Andrea Arnold/Adobe Stock, Rafael Wiedenmeier/iStock.com, Denis Linine/iStock.com, p. 247 Design by Freepik, Page Light Studios/iStock.com, tomprout/iStock.com, Lektion 2 p. 249 Design by Freepik, p. 250 aldomurillo/iStock.com, xeripho/iStock.com, bigtunaonline/iStock.com, imaginando/ Adobe Stock, bravo1954/iStock.com, Tom Eversley/Adobe Stock, terex/iStock.com, artisteer/ iStock.com, kedsanee/iStock.com, Muenchbach/Adobe Stock, Aksakalko/iStock.com, p. 251 Paolo Sgarbanti/iStock.com, EXTREME-PHOTOGRAPHER/iStock.com, gorodenkoff/iStock. com, frantic00/iStock.com, yorgen67/Adobe Stock, LIGHTFIELD STUDIOS/Adobe Stock, p. 261 JackF/iStock.com, IPGGutenbergUKLtd/iStock.com, Halfpoint/iStock.com, Quin/Adobe Stock, photo 5000/Adobe Stock, Cineberg/iStock.com, Design by Freepik, p. 262 Drobot Dean/Adobe stock, JKristoffersson/iStock.com, dbrnjhrj/Adobe Stock, Cineberg/iStock.com, Juanmonino/iStock.com, PLAINVIEW/iStock.com, ipsimus/iStock.com, rusm/iStock.com, Design by Freepik, p. 263 Chris Ryan/iStock.com, quintanilla/iStock.com, javitrapero/iStock.com, nndanko/iStock.com, Tatiana Ostrovskaia/iStock.com, p. 265 Design by Freepik, Andrea Meling/ iStock.com, p. 266 Design by Freepik, p. 267 Dutcher Aerials/iStock.com, billnoll/iStock.com, stellalevi/iStock.com, Pgiam/iStock.com, p. 269 Rafael Wiedenmeier/iStock.com, Roman Babakin/ iStock.com, jan van der Wolf/iStock.com, pawel.gaul/Getty Images
