Level 2: Learning and assessment activities – suggested
Within the list of suggested learning and assessment activities below, the following code indicates the context in which each activity is likely to be most useful:
- C = class activity
- G = group activity
- P = pair work
- I = individuals working independently.
Using computers
Note that some of the activities listed below could be carried out using simple computer-based word-processing packages and clip art, and so help to strengthen students' computer skills.
| Achievement objectives |
Learning and assessment activities – suggested |
| 2.1 Communicate about relationships between people |
Students could be learning through:
- discussing and labelling family photographs (C, G, P)
- talking about family-tree relationships (C, I)
- carrying out information gap activities. For example, working in pairs or groups, the students could read blank forms with headings such as Name or Wie viele Brüder? They each fill in a form for an imaginary character and then ask and answer questions about one anothers' characters (C, G, P).
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| 2.2 Communicate about ownership |
Students could be learning through:
- listening to short dialogues where possessions are identified and then drawing lines on a page to join the owners' names to pictures of their possessions (C)
- asking and answering questions about the ownership of things in the classroom (C, G, P)
- carrying out identification activities. For example, the teacher could give each student in a group several objects (or pictures of objects) that they do not reveal to the other students. A matching group of objects (or pictures) is placed in the centre of the group. The students could take turns to select an object from the centre and ask another student the question I until all the objects or pictures have been claimed (C, G).
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| 2.3 Communicate about likes and dislikes, giving reasons where appropriate |
Students could be learning through:
- guessing the likes and dislikes of friends or well-known people (C, G, P)
- sending an email to a new friend in Germany, telling the friend about what they like and don't like (I)
- surveying the class to find out which foods (or sports, or items in another category) are popular or unpopular with the group (C)
- interviewing friends about their likes and dislikes, recording the responses on a form, and then giving the friends the forms to check (G, P)
- role-playing an interview in which a television personality or pop star talks about their likes and dislikes (P)
- listening to, or reading about, the likes and dislikes of various people and then completing a checklist to show which people have likes or dislikes in common (C, I).
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| 2.4 Communicate about time, weather, and seasons |
Students could be learning through:
- role-playing asking and answering questions in context (for example, a parent teaching a child how to tell the time) (C, P)
- creating a simple school timetable (G, I)
- drawing the hands on clock faces according to a time the teacher gives or stating, in German, the times shown on completed clock faces (C, G, P)
- ticking dates on a calendar as the teacher says the names of those dates or stating, in German, the dates shown on specified calendar entries (C, P, I)
- labelling pictures of the seasons with the appropriate word (C, I)
- Sorting weather conditions into groups related to different seasons (G, P, I)
- ticking pictures or words, or drawing weather symbols on a map to match the weather conditions described in a weather report (G, P, I)
- using reinforcement strategies. For example, the students could stand in a circle holding pictures of clock faces, each showing a different time. The first student asks a second Wie spät ist es?, and the second student responds, giving the time shown on their clock. The second student then asks a third the same question, the third student answers, and so on round the circle (C, G).
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| 2.5 Communicate about physical characteristics, personality, and feelings |
Students could be learning through:
- identifying the culprit in puzzles such as 'Guess Who?' (G, P)
- labelling pictures of people and things with the words for different feelings, qualities, and characteristics (C, G, P, I)
- matching descriptions with what they see in pictures (C, G, P, I)
- using charades to act out words that signify particular feelings (C, G)
- creating 'Wanted' posters on the basis of a description (G, P, I)
- in pairs, using a computer to write descriptions of well-known people and then moving to the computers used by other pairs to guess who has been described (P)
- filling in speech bubbles or crosswords (C, G, P, I)
- selecting pictures of people (possibly from clip art collections), describing how the people look and/or feel, and comparing their descriptions (G)
- carrying out mime activities. For example, the students could listen to a dialogue involving feelings and then work with partners to act out the dialogue and dramatise the feelings referred to (P).
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Monitoring progress
Teacher assessment
Teachers can monitor students' progress when they are:
- writing short passages from dictation
- listening to descriptions and identifying things or people on the basis of these descriptions
- describing, either in writing or orally, the people or things shown in pictures
- responding to oral or written questions about their own likes and dislikes
- naming objects and pronouncing terms in activities such as 'Catch and say'
- writing appropriate words, phrases, or sentences in empty speech bubbles in cartoons.
Self assessment
Students can monitor their own progress by:
- keeping portfolios (including audiotapes) of their work
- using a checklist with items such as "I can describe my family".
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