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Planned To Unplanned
- 1. Planned Unplanned Talk Target Talk Odd One Out 5 Ws? Extensions Then & Now Tell a Story Say something else Spot the Difference Reading Images
- 2. Hast du Geschwister? Hast du Haustiere? Hast du einen Lieblingsfilm? Hast du ein Lieblingsbuch? NB: Deine Antwort muss 7 W örter haben. Wie kann man eine Antwort von 10+ W örtern bauen?
- 3. Was wirst du heute abend machen? Now make sure your answer contains EXACTLY 8 words! Now make sure your answer contains 4 words of 3 letters! This time make sure your answer contains the word NICHT!
- 4. O ù vas-tu? Comment? Pourquoi? Faîtes des phrases. 1. Je vais à New York en avion parce que c’est rapide. à New York à Londres en ville en France à la piscine rapide pratique moins cher intéressant super invente une phrase!
- 5. Odd One Out - Model What is specific only to subject 1 Subject 1 What is specific only to subject 2 What do subject 1 and 2 have in common What do subject 1 and 3 have in common Subject 3 Subject 2 What do subject 2 and 3 have in common What do they all have in common What is specific only to subject 3 Jackie Howis AST Bennett Memorial Diocesan School
- 6. Odd One Out - Model Plays an individual Sport Only blond person Only woman Professional Sportsmen Not brilliant at their chosen careers! Married Couple British Celebrities Jackie Howis AST Bennett Memorial Diocesan School
- 7. Was geh ört nicht dazu? Was ist die Ausnahme? 1 toll langweilig prima interessant 2 Kunst Sport Englisch Deutsch 3 ich gehe sie gehen du gehst sie geht 4 ich lese ich schreibe ich treffe Freunde ich schlafe 5 wir essen du isst ich esse sie essen
- 8. Was geh ört nicht dazu? Was ist die Ausnahme? (Hilfsblatt) ich denke/ ich meine.. I think ich glaube… I believe die Ausnahme ist the exception is … ..geh ö rt nicht dazu …… .is the odd one out denn because/for das einzige positive - negative Wort the only positive - negative word die einzige Pluralform - Singularform the only plural - singular form die Anderen sind… the others are… das Einzige, das……..ist the only one, which is… ein Verb - ein Adjektiv - ein Sustantiv a verb - an adjective - a noun maskulin - feminin masculine - feminine …… .hat mit………….zu tun …… ..has to do with/is all about…….. Zum Beispiel. ….. hat mit Sport zu tun e.g. …….has to do with sport zum Beispiel (z.B.) for example …… .ist anders …… .is different
- 9. Pilla al intruso Pienso que I think that Creo que I believe that La excepci ón es.. the exception is porque.. because/for es femenino/masculino It’s feminine/masculine es la única cosa que It’s the only thing that es la única palabra que It’s the ony word that un verbo – un adjetivo – un sustantivo a verb - an adjective - a noun …… .tiene que ver con…. …… ..has to do with/is all about…….. por ejemplo …tiene que ver con los deportes e.g. …….has to do with sport por ejemplo for example …… .es diferente …… .is different termina con… ends with.. empieza con… starts with
- 10. 1) Mentionne 2 différences 2) Reponds à deux questions 3) Pose deux questions A B
- 11. Décris les différences: Il est dix heures – il est trois heures le chien est grand – le chien est petit La voiture est jaune – la voiture est noire il y a des chaussures dans le magasin – il y a des gâteaux il y a un velo – il n’y a pas de velo la dame dans la voiture est jeune– la dame est vieille l’homme lit un journal- l’homme boit un coca la dame dans la voiture n’écoute pas de musique- la dame dans la voiture ecoute de la musique il fait mauvais – il fait beau il y a deux arbres – il y a trois arbres Questions il y a combien de personnes dans les deux photos? Quel temps fait-il? Le chien est de quelle couleur? Quelle heure est-il? Que fait l’homme? Il y a combien d’arbres?
- 12. 1506 1944 1919 Leonardo da Vinci 1954 Fernando Botero Marcel Duchamp Salvador Dalí
- 13. Dans le premier/deuxième dessin… Il y a/ Il n ’y a pas de … Le mouton/L’écureuil/Le chèvre… … porte/ ne porte pas de … … a/ n ’a pas de … Il y a plus de …/ moins de …
- 14. A B C D Gracias @ Pete Spain
- 15. Quoi? Qui? Quand? Oú? Pourquoi? Gracias @ Pete Spain
- 16. A B Hay montañas grandes. El paisaje es muy verde. Hay muchos árboles. No hay muchas casas. La casa es vieja y gris/marrón. Pienso que es un lugar muy tranquilo.
- 17. ¿Qué va a hacer Lara este verano? ¿Qué no va a hacer ?
- 18. 1. Das Mädchen ist zwanzig Jahre alt. 2. Es trägt ein schwarzes Kleid. 3. Es ist in der Küche. 4. Das Mädchen ist faul. 5. Es hat schwarze Haare. 6. Das Zimmer ist schwarz und weiβ. 7. Die Puppe ist glücklich und sehr gro β . 8. Ich finde das Bild fantastisch. Sag etwas anders!
- 19. Le lundi Le mardi opinion? Il faut raconter l’histoire en 50 mots (ou moins)
- 20. Was hast du letztes Wochenende gemacht? Sprechen Letztes Wochenende war sehr hektisch! am Samstag……. am Sonntag……. dann… in die Stadt aber der Film… sp äter … ein Picknick machen Am Abend…
- 21. ¿Adónde? ¿Cómo? ¿Con quién? ¿Cuándo? ¿Qué más?
- 22. Sitges Cataluña, Spain 2009 Hace 50 años, había más rocas en la playa. Hoy no hay rocas en la playa.
- 23. Cambridge, Petty Cury 2009 Hace un siglo, había tiendas en esta calle. Hoy todavía hay tiendas aquí.
- 24. je Je d éteste Je d éteste faire Je d éteste faire de la danse Je d éteste faire de la danse au collège Je d éteste faire de la danse au collège parce que c’est moche! avec = with et = and mais = but parce que = because La pyramide sujet (je, tu..) + opinion + verbe (infinitif) + sport + extra + extra
- 25. Comment il s’appelle? Quel âge a-t-il ? Il est comment? Qu’est-ce qu’il a comme famille? Il a des animaux? O ú est-ce qu’il habite? Oú est-ce qu’il travaille ? Qu’est-ce qu’il aime faire ? Qu’est-ce qu’il n’aime pas faire ? Qu’est-ce qu’il porte? Qu’est-ce qu’il aime manger? Qu’est-ce qu’il a à la main ? Il parle avec qui ?
- 26. Qu’est-que on voit? Qu’est-qu’ils vont faire? Qu’est-qu’ils pensent? Gracias @ Pete Spain
- 27. Was sieht man im Foto? Was kann man in Österreich machen ? Was hat diese Frau gestern gemacht? Was sieht man im Foto? Was kann man in Österreich machen ? Was singt diese Frau? Was wird diese Frau sp äter machen ?
- 28. ¿Qué? ¿Dónde? ¿Cómo? ¿Está..? ¿Tiene..? ¿Es..? ¿Hay..? grande? tur ístico? tiene la foto en el centro? un sitio tranquilo? est án las personas? en Espa ña? es la foto? una playa? hay abajo? un parque? hay arriba en la foto? bonito? edificios (modernos)? est á? industrial? animales en la foto? hist órico? mucho tr áfico? árboles? mucha gente?
- 30. ¿Dónde estamos? ¿Qué o quién hay en la foto? ¿Qué se puede ver? ¿Qué no se puede ver? ¿Cuándo se hizo la foto? ¿Qué acaba de pasar? ¿Qué va a pasar ahora?
- 31. ¿Dónde estamos? ¿Qué o quién hay en la foto? ¿Qué se puede ver? ¿Qué no se puede ver? ¿Cuándo se hizo la foto? ¿Qué acaba de pasar? ¿Qué va a pasar ahora?
- 32. ¿Dónde estamos? ¿Qué o quién hay en la foto? ¿Qué se puede ver? ¿Qué no se puede ver? ¿Cuándo se hizo la foto? ¿Qué acaba de pasar? ¿Qué va a pasar ahora?
- 33. ¿Dónde estamos? ¿Qué o quién hay en la foto? ¿Qué se puede ver? ¿Qué no se puede ver? ¿Cuándo se hizo la foto? ¿Qué acaba de pasar? ¿Qué va a pasar ahora?
- 34. ¿Qué hay en esta foto? ¿Qué se puede ver? ¿Qué quiere hacer este chico esta tarde? ¿Qué tiene que hacer esta tarde? ¿Qué va a hacer en el futuro como profesión? ¿Qué no hay en esta foto? ¿Qué no se puede ver? ¿Qué no quiere hacer este chico esta tarde? ¿Qué no tiene que hacer esta tarde? ¿Qué no va a hacer en el futuro como profesión? Se llama Andrés y tiene 14 años. Es de Ecuador. Está en un estudio de radio. Es parte de un grupo de jóvenes que produce un programa de radio que se transmite en directo cada sábado por la tarde. El programa dura 2 horas y se llama "Aquí los Chicos" http://www.plan-uk.org/wherewework/southamerica/ecuador/hereweare/
- 36. ¿De dónde son estos platos típicos? ¿Qué tienen en común? ¿Cuáles son las diferencias? ¿Cuál de los platos te gusta más? ¿ Por qué?
- 37. Wie viele Personen gibt es? Wann war das? Wer sind sie? Was machen sie? Wie heißt er und wie alt ist er? Wie sind sie? (glücklich, traurig, böse, ruhig) In welchem Land sind sie? Wie findest du das Foto?
- 38. Sprachschlange
- 39. Findet eine Person, die…………. 1. den Geburtstag im Februar hat 2. nicht in England geboren ist 3. mehr als eine Schwester hat 4. keine Haustiere hat 5. Deutsch als Lieblingsfach hat
- 40. Was sind die Fragen? 1. Wann hast du Geburtstag? 2. Wo bist du geboren? 3. Hast du Geschwister? 4. Hast du Haustiere? 5. Was ist dein Lieblingsfach?
Notes de l'éditeur
- Give students the questions and 1 minute for question 1 to think through (not write down) an answer with exactly 7 words. Take a few answers in whole class feedback. Then give them 3 minutes to do the same for the other 3 questions. Then give them 3 minutes to choose 1 of the 4 questions and try to come up with a sentence of 10 words – they will need either ‘und’ or ‘aber’ or ‘weil’ or ‘denn’ for this. They can be encouraged to use other forms of the verb other than ‘ich’ too here – e.g. Ich habe einen Bruder aber meine beste Freundin Emma hat keine Geschwister. This highlights some of the different ways to extend answers.
- The conditions or ‘targets’ can be many and varied. It ALMOST doesn’t matter as the point of putting a condition there is to cause students to think their sentences through carefully as they build them. It makes them much more aware of what they’re saying. And making a sentence of exactly 8 words will involve usually a very short clause with ‘weil’ or two clauses linked with ‘und’ or additional details like when and where. So they focus on different ways to make their sentences longer. It also works well to set >9 words or <5 words at times too.
- Click on the question mark and a number appears on the die – students need to adapt the model phrase given to give the appropriate phrase. Number 6 on the die means to create your own phrase. It is easy to progress the difficulty by removing prompts. NB: This dice activity slide can easily be replicated in other languages and other topics by deleting/replacing everything except the ? Icon and the dice icons.
- This is the start to the lesson. If this is the first real Odd One Out activity the class has done in the TL, I would suggest introducing and practising some essential language from the support sheet to help them. So as not to limit their thinking to the ideas on the sheet, you will then need to stress the fact that there is never one right answer, but many and that they should try to be as inventive as possible and work beyond the help sheet for their reasoning whenever they can. Give the class 1 minute to think and discuss in pairs about the first one and then take suggestions. Then give 5 more minutes for the remaining for and encourage them to practise/rehearse their TL answers in pairs before the whole class feedback that will follow.
- Pictures and task taken from ASSET Breakthrough speaking task – grade 3
- Year 7 differences
- All the pictures are Senegal. One idea is to compare using Il y a and Il n’y a pas. E.g. A,B,C Il y a des gens – D Il n’y a pas de gens. Thanks to Pete Spain for the pictures.
- Picture A is Asturias - picture B is Almería in Andalucía. Would be useful to ask students to guess where these photos were taken. I would imagine that most would think that B is Spain but not A. Good to dispel myths that Spain is all like it is on the south coast!
- Here learners need to change a detail or more in each sentence to say something different about the picture. The sentences give support to learners as they try to build sentences without writing preparation time.
- Talking Frame for generating a brief narration of last weekend. Could involve some whole class with teacher modelling, followed by short practice in pairs (tennis-style i.e. Taking it in turns to do a sentence each), possibly a 3-rd time as whole class chorally!
- As soon as learners have done the preterite, this sort of talking task is good for developing talk in the past. Again, switching to ask learners where they didn’t go, how they didn’t travel etc.. will make the task much more spontaneous and give more scope for learners to give different answers
- This lesson aims to enable learners to practise asking questions about photos. They start off with this slide and try to make as many questions as possible to ask you about the photo on slide 3. (They haven’t seen the photo yet).
- Show them the photo and they ask you questions. Point to things as you describe the photo in response to their questions. They are bound to ask where the photo is. It is in Costa Rica. There is a map on the following slide for you to explain in the TL where Costa Rica is – remember they know the compass points and you can use the word ‘entre’ to show them. Keep this lively and interesting and in the TL – research has proven that students learn best when exposed to ‘rich TL input’ i.e. lots of TL that they can access because it is at the right level and there is support to aid comprehension.
- Children in Huancayo, Northern Peru This routine of 7 questions is one that I think will help prepare students to be able to respond more spontaneously particularly in Picture-based discussion tasks in the new GCSE (and obviously also in the other types of task too) There are not meant to be right answers to all, if any, of these questions and a couple of the questions might seem a bit odd but they do help to draw out a lot of different ideas, using a variety of structures and time frames that can be readily adapted to any picture.
- This routine of 7 questions is one that I think will help prepare students to be able to respond more spontaneously particularly in Picture-based discussion tasks in the new GCSE (and obviously also in the other types of task too) There are not meant to be right answers to all, if any, of these questions and a couple of the questions might seem a bit odd but they do help to draw out a lot of different ideas, using a variety of structures and time frames that can be readily adapted to any picture.
- Mix of easy to spot factual statements & subjective opinion-based assertions. Dictionaries probably needed for both reading & writing. May well be suited to pair work. Pupils need to find evidence to justify opinions. Je pense / trouve / crois que… parce que… [Happy Vietnamese family in 1995]
- No knowledge of film vocabulary required- just a nice photo to revise basic questions and ask pupils to use imagination. It is a scene from the German film Goodbye Lenin so can feed in nicely to a film topic.
- Rather than do this as a ‘wander around the class’ task which can become a bit aimless (at least with my own classes this has been the case!) the suggestion would be to do it as a class speaking line activity. For the first ‘round’ of 3 minutes the questions could be displayed for reference on the white board. Students have a small slip with the 5 categories from slide 2 next to which they can note the name of the first person who says ‘yes’ to the question. The teacher decides when the group moves on, as usual with speaking lines, but making sure that it is brief enough to only give enough time either for the whole 5 questions or fewer than 5, and not to give longer than this or students will run out of questions.