Professional Documents
Culture Documents
Objectives
Today learners can:
- Successfully talk about cars and driving in German
Rationale
Students were introduced to car vocabulary earlier this week, since some of the vocabulary is
very specialized, we need to spend more time reinforcing it.
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics.
Color Coding
Teacher Thinking
Guessed Student Responses
Script
Transitions
Agenda
Commercials
Vocabulary Review (with PowerPoint from previous class period)
Flyswatter vocabulary game
Partner activity (gap fill)
Partner activity (broken car)
Text about getting pulled over (fictional story, only if we have time)
Activities
Timing Directions and Description/Plan
Teacher Thinking
Mins
2 min. Start Class: Greet Usual Class Opening: Greet class, ask how students how
Class, Review Agenda they are today, review agenda
Today’s Agenda Slide:
10 min. Werbung: Car To start class, we are going to watch two commercials,
Commercials since this is a good way to get the class’s attention and
(Attention Getter) integrate authentic texts.
Activity Type: We will watch each video twice. The first time the
Listening, Whole Class students will just watch the commercial (just listening!).
The second time, they will be prompted with questions
One commercial is to focus on.
current and is for
Volkswagen, the other I will also give context of the Trabi Commercial (teach
is a Trabi commercial students what the DDR is, explain that you often had to
from the DDR (GDR, wait 15 years for a car, that it was literally your only
former East Germany). option for a car in former East Germany, and that you
It’s a good way to still see these cars today)
bring in a bit of
German history Slide to Match this:
through cars. NOTE:
We are only playing
part of this link, since
it’s a collection of
commercials Play from
0:57
Volkswagen:
Was hat das Auto gemacht, wenn der Mann bewusstlos
geworden ist? [What did the car do, when the man went
unconscious?]
LINKS:
https://www.youtube.com/watch?v=_TBFmiILDJw
https://www.youtube.com/watch?v=w6S5Gdj-6SI
5-10 Fliegenklatsche: Transition: Switch Slide, show students the fly swatters
min. Wir spielen jetzt Fliegenklatsche! [We are playing
Using the last two Fliegenklatsche (Fly Swatter) now!]
slides of the
PowerPoint, we will Students have played this game before. Students
play a game called “fly approach the board in pairs, I say a word in German and
swatter.” Student have the students compete to hit the corresponding picture
played this before and first. The pictures are spread out (see last two slides of
really like it. PowerPoint).
10-15 Das defekte Auto: Transition: Wir machen jetzt eine Partneraktivität. Habt
min. This is a partner ihr alle dieses Blatt? [We are now doing a partner
activity where students activity. Do you all have this sheet?]
have a “broken car”
that only includes a few 1. Follow Instructional Protocol. Student written
things. They get to instructions: Zeichne 5 Dinge ins Auto ein and
choose which five lasse deinen Partner raten, was es in deinem
things to put in their Auto gibt [Draw 5 things in your car and let your
cars and draw them in. partner guess what is in your car.] Remind
Then their partner has students to speak German.
to guess what five 2. Go over new vocabulary: Die Kupplung (clutch),
things are in the car. Scheinwerfer (head light), das Armaturenbrett
(dashboard), der/die Scheibenwischer
Activity Type: (windshield wipers)
Speaking, Partner, 3. Students complete this in pairs, if needed there
More difficult can be one group of three. I circulate during this
time and make sure that all students are on task
Assess: How do and speaking German.
students ask and
answer questions? How
are they pronouncing
the new vocabulary?
15 min. Lesetext: Auf der Transition: Okay, dreht es bitte um. Wir lesen jetzt einen
[if time] Autobahn Lesetext. [Okay, turn this over. We are now reading a
text.]
This text is about a
woman driving and *This text is on the back of the broken car worksheet*
getting a ticket, it
introduces the terms I’m not explaining any vocabulary beforehand since the
überholt (pulled over), vocabulary doesn’t seem that difficult and I think the
Strafzettel (ticket), students can get it from context. If many students are
Schein running into comprehension issues, then I will pause the
(note/certificate), class and we can check-in with some vocabulary.
Führerschein (driver’s
license), and winken
(to beckon, to wave) Students read this alone, when finished they answer the
comprehension questions. They can work with a partner
on the questions if they like. When students are finished,
Activity Type: Reading we will talk about the story and the comprehension
& Writing, more questions as a class.
difficult, individual
Students will need to turn this in.
This activity may not
be finished today, or Summarized order of events:
we may not even get to
it.
1. Follow Instructional Protocol
2. Students read text
3. Students answer questions
4. We talk about questions as a class
1 min. End Class, Exit Ticket Class will end with me telling the students we are
finished for the day. There’s no bell, so timing of this is
important.
BACK-POCKET ACTIVITY
MATERIALS REASONING
Vocabulary in Context: Preposition + Verb The students still need more practice with
Combinations Worksheet (already printed in verb preposition combinations, and this
room) worksheet allows students to practice them
in context and work with a partner (and
practice speaking!).
DIRECTIONS & EXPLANATIONS
Hand out worksheets, follow instructional protocol, have students work in pairs. Each student
should ask their partner the questions and respond in full sentences.