2.1 Talking about nationality
pages 16-17
2.2 Getting
to know people pages 16-18
2.3 Exchanging telephone numbers
page 19
2.1
|
Objectives |
Familiarisation with masculine/feminine endings and extension of vocabulary. |
Materials |
none |
1 Select at least a dozen names of major towns and cities from different countries, write them on the board or OHP and use with the whole group to practise pronunciation and to extend vocabulary.
2 Learners each choose one of the towns as their home town and write it down without revealing it.
3 In pairs, Partner A has to guess Partner B’s nationality (according to the town chosen,) then roles are reversed.
Conversations start with Sind Sie + any nationality?. Demonstrate how they might develop with the following, reminding learners of the importance of correct endings.
| Sind Sie Deutsche/r? Nein. Wo wohnen Sie? Ich wohne in Wien. Ah - Sie sind Österreicher/in! Ja, ich bin Österreicher/in! |
Sind Sie Engländer/in? Ja, ich bin Engländer/in – ich wohne in London. |
4 Learners circulate to find the nationality of three other people then report their findings back to their original partner, e.g. John ist Italiener. Alternatively, each learner can be asked to give the nationality of their original partner to the whole group.
2.2
|
Objectives |
Practising questions relating to nationality and occupation, reinforcing gender endings. |
Materials
|
Sets of role cards, photocopied onto card. (You may prefer to make your own role cards to include occupations particularly relevant to your class.) | |
Preparations |
Photocopy a set of role cards per group of four. This activity also works with three or five people. |
1 Divide the class into groups and give each learner a role card. Ask them to assume that role and to imagine they are in a queue at a bus stop, the bus is late and they start chatting.
2 Allow a few minutes preparation time to think of questions they might ask.
3 As they start talking, encourage them to greet each other, to use Wie bitte? and finally to say goodbye.
4 A potential follow-up could be to ask them to write down a profile of their own ‘identity’ as in activity 2, page 20 and/or the ‘identity’ of one of the others in the group.
2.3
|
Objectives |
Using the numbers 0 to 10. Assisting group dynamics. |
Materials |
None. With a large class this activity can be done in groups of five or six instead of the whole class and the check reduced to one or two per group. |
1 In pairs, learners prepare for the activity by practising the numbers. A shows a number using his/her hands and B says that number as quickly as possible. Repeat ten times then change roles.
2 Highlight the question Was ist Ihre Telefonnummer? and remind them about zwei and zwo.
3 Ask learners to compile a list of everyone’s telephone numbers. Make it clear that anyone who prefers not to circulate their number should simply invent one. Encourage them to repeat the question each time, to use bitte, danke and Wie bitte? and to repeat the number for confirmation.
4 Check the numbers are correct by asking each learner for his/her number and writing it on the board.
.
Unit 1 Activities | What is Talk German? | Unit 3 Activities