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Selected Lesson Plans for First-Semester German

3. September -- Dienstag

This is German 101 (in English)

Take Roll
any problems?
get names of new students, grads, etc.

Switch to German, with short preface about not scaring them away

Darf ich mich vorstellen?

Overview, Introduction : wir machen heute Namen .
wir haben hier ein Dialog zwischen Thomas und Melanie, 2 Studenten
neue Studenten an der Uni, genau wie euch

on board to clarify the dialog

Prime, Preparation
Vokabular : (auf der Tafel) Guten Tag! / Guten Morgen!

(ask if they know what it means)Wie heißt du? / Wie ist dein Name?

- alle zusammen Ich heiße ____. / Mein Name ist _____.
then choral, in parts,
ask individuals Woher kommst du?

Aus _______.

Also, Thomas und Melanie sprechen zu einander:
(I read aloud, two times)

Thomas: Guten Tag! (use HANDSHAKE to illustrate)
Melanie: Guten Tag! Ich heiße Melanie Fischer. Wie heißt du?
Thomas: Ich heiße Thomas Meyer.
Melanie: Freut mich, Thomas. Woher kommst du?
Thomas: Aus Hamburg. Und du?
Melanie: Aus Berlin.

ein zweites Mal.
Dann: habt ihr verstanden?

Fragen :
Woher kommt Thomas? (Hamburg) Wer kommt aus Berlin? (Melanie)
Woher kommt Melanie? (Berlin) Wie heißt die Frau?
Kommt Melanie aus Hamburg? (Nein) Wie heißt der Mann?

Drill, Practice:
read aloud, have them repeat
in choral, then in sections (half, then men/women, etc.)
then in pairs, have them perform (several pairs)

Start to erase some important words, have pairs perform it without looking
finally the most important parts are erased

Check and Expansion:
Gut! Jetzt machen wir aber Realität . In der Realität:
Ich hei§e Nancy Thuleen. Wie heißt du? (and HANDSHAKE )
(ask a couple people)
Und ich komme aus San Diego.
Woher kommst du? (6x to different students)
dann: frag sie/ihn, wer sie/er ist und wo sie/er herkommt (wie in dem Dialog)
have lots of pairs ask

Dann, Fragen: Kommst du aus Madison?
Heißt du Johannes?
Wer kommt aus Michigan?

Pair work activity: explain in English
get up and walk around the classroom, introducing yourselves to as many people
as possible, using the dialog forms. You have 3 minutes.

Then switch back to English. Habt ihr verstanden? Is it pretty easy? Remember these for tomorrow, we'll be coming back to them and doing a lot more interesting things.

Now, course basics, some administrative things.

Introduce ME!
Nancy Thuleen, Office: Van Hise 847, Office Hours Tues 12-1,Wed 1-2, aba
also, if needed, Professor James, 810 Van Hise

Syllabus : you'll receive a rough guide to the semester's coverage in email, probably within the next week. This is for ALL of the students taking German 101, not just our little section, so of course it will vary slightly from our actual timetable.
Too early for dates yet, not laid in stone, but there are two important ones that you should write down on your calendars:
Midterm (Six-week exam): 9 October
Final : 19 December 12:25
also ORAL exams with both of these tests
Material to be covered: through chapter 7 in the textbook

Which brings us to: Books , course materials
Been to the bookstore?
  1. Textbook. (2nd edition)
  2. Workbook
  3. Lab manual.
    all required, you will use all of them on a daily basis.
    yes, expensive, but they will last you BOTH semesters, not just one.
    Recommended: Dictionary. It can be fun, too! (Show them, pass it around)

Language Lab . (see handouts)
explain a little .... mostly for you to learn pronunciation and comprehension, and to give you access to many different native speakers of German. You are responsible for what's in the lab manual; it complements what we're covering in class, and I'll try to let you know where you should be at from time to time, but in general it's your responsibility to keep up with it. I will periodically check to see if you've been going to the lab, so don't simply shrug it off, as it could really hurt you in the long run. Lab manuals will be collected weekly or so.
For this week, you can start with the Introduction (Einführung), it covers the basic introductions like we've been doing today. Don't get too far ahead of the class though, unless you really feel motivated. :)

Course Structure :
In addition to the midterm and final, there will be weekly quizzes, mostly on Fridays. Very short! Only 10-15 minutes ... Not just vocab, but grammar and important concepts from the week's lessons. I also reserve the right to give pop quizzes, but I know you don't like them, and I don't care much for them either, so as long as we all keep up with the work and such, it shouldn't be a problem. All in all, these quizzes will make up between 10 and 15 percent of your final grade, so while they are important, if you do badly on one you haven't ruined your chance at an A.

Homework ? Yes. Perhaps not every single day, but there will always be the assignment to prepare for the next day's lesson, and there will often be written assignments as well (mostly from the workbook or other sources). I will collect and check the written homework, and it will count toward your final grade, so please put some time into it and make your best effort at doing it well.

By far the most important part of your grade is CLASS PERFORMANCE . Attendance is mandatory, not just being here but being on time as well. Unlike high school, there are no "excused" absences here ... of course if you're dying, don't come, but on the whole you need to be here every day to learn and take part in the day's events. After all, you're paying a lot of money to take this class, so you'd best make the most of it! :) There are 72 class periods this semester, which means that you can miss 0-5 and still have an "A" in attendance. As for class performance, you will be graded on your participation in class, not just the quantity of it, but the quality as well.

Any questions?
(see next sheet if lots of time left), otherwise:
Study these phrases tonight, we'll be coming back to them tomorrow.
read and learn pp. 1-5, do WB Akt 1, and start Lab Akt 1-2 if you want
tomorrow we'll continue with introductions and learn the German alphabet

If still a lot of time:

Why are you taking this class? (in English) Requirement? Relatives? Had German before?

do you know of any other German greetings?
(Hallo! Grüß dich. Grüß Gott! Servus!)

(if LOTS and LOTS of time)
schauen wir uns ein paar andere Dialoge an
Seite 2 im Buch --
ein Dialog zwischen ein Tennis-Trainer und drei Tennis-Spieler
read through, do they notice anything different?
explain du/Sie contrast

17. September -- Dienstag

Tafelbild :

Hausaufgaben:ich lerne wir lernenDienstag
Lab: S. 20 Akt. 3-5 du lernst ihr lernt Verben: Präsens
Text: read and prepare p. 31 er Informationen
read p. 39, do Übung 8 sie lernt sie lernen erfragen
finish Worksheet es Sie

11:00 Take roll
Hand back quizzes
Collect Homework
Office Hours tomorrow between 2 and 3 (not 1-2), is that okay with people?

Go over common mistakes on test:
CAPITALIZATION: remind them ("what gets capitalized?)
SPELLING: probably the biggest single problem
Telef on (not 'ph')
Numm er (not 'mb')
schlech t (not schlect)
hunder t (not hundret)
ei vs. ie (do they have any good memory aids?)
11:05 VERBS
"ich lerne Deutsch," right?
go around room, asking them to fill in the chart on the board.
then drill some good vocabulary verbs in conjugations:
then ask for German equivalents, and continue conjugating:
to live
to work
to hike
to talk
ask them to say a few simple sentences:
I play tennis ("I'm playing tennis" -- explain that they're the same in German)
You play tennis. Are you playing tennis?
We're talking. He's waiting. She's visiting her mother.
You're staying here. It costs a lot. Do you live in Madison?

11:10 do Analyse, S. 37
explain the use of "infinitive"
note the use of the present tense in German to mean many different English things.

11:15 Check and go over Homework: Übung 6, S. 38.
Go around class and have them read answers.

11:20 Start worksheet: Singular versus Plural
Do the first section together, asking for volunteers who know the answers.
Don't let a few individuals take over the whole activity!
Do the second part as Partnerarbeit, let them have a little time to work on it
Then go over a few of them, ask if they have questions.
11:25 Return to Dialog, S. 27
Have them read aloud in pairs, make sure they've understood and remember vocab.
Correct pronunciation if necessary (and drill in chorus if it's a consistent problem.)

11:30 do Analyse, S. 28
explain difference between STUDIEREN vs. LERNEN

11:35 Referring back to the dialog, do brainstorming on board to find out:


Frau Lentz Quizmaster Helmut Julie
heißt Gertraud heißt Dieter Nachname: Nachname: Harrison
aus Augsburg Selinsky Sachs aus Cincinnati, OH
ist Architektin studiert Physik lernt Deutsch
Hobbys: Reisen, bleibt 2 Semester
Lesen in Deutschland
findet Berlin

11:43 do Aktivität 5, S. 29: Fragen und Antworten
do together, asking for volunteers

11:46 do Aktivität 8, S. 30
explain directions: they should mark "logisch" or "unlogisch"
play tape once (unless a second time seems necessary)

11:50 Explain HOMEWORK :
WB: none
Lab: S. 20 Akt. 3-5
Text: read and prepare p. 31
read p. 39, do Übung 8
finish Worksheet (reverse has matching exercise)
20. September -- Freitag

11:00 Take Roll

Review for Quiz:

when do you add an "-e-" before the "-t" or "-st" ending?
after d and t and consonant clusters:
e.g. redet, arbeitest, antwortet
so, tell me what the conjugated forms of these verbs are:
bleiben: er? du? ich? ihr?
finden gehen kosten wandern
sagen suchen tanzen studieren

be careful of how you answer questions:
"Was machst du?" --> "Ich lerne Deutsch."
"Was macht ihr?" --> "Wir lernen Deutsch."
"Was machen sie?" --> "Sie lernen Deutsch."
Marianne und Julianne = SIE (therefore "M und J tanzen sehr gut.")
Meine Mutter und ich = WIR (therefore "Meine M und ich reden viel.")
Du und deine Freundin = IHR (therefore "Du und deine F seid traurig.")

Answering questions with pronouns:
Wie ist der Professor? --> ER ist nett.
Wie findest du das Buch? --> ES ist gut.
Wie findest du die Stadt? --> SIE ist schön.

note: WER is a third person singular pronoun, just like ER. Therefore: wer spielt?


11:10 Quiz

11:30 WORD ORDER (S. 40)

In a declarative sentence, the conjugated verb is always in SECOND position.

Ich besuche meine Freunde.
Heute besuche ich meine Freunde.
Morgen besuche ich meine Freunde.
Meine Freunde besuche ich morgen.

Common word order is (1): Subject - Verb - Adverb - Object.
Inverted (but also common) is (2): Adverb - Verb - Subject - Object.
Sometimes heard is (3): Object - Verb - Subject - Adverb. Mostly used for emphasis.

11:35 do Übung 10, S. 40.
have them each make sentences, then go around room and hear what they say
11:40 Explain further points of adverb placement:

if adverb is not at the beginning of the sentence, then it MUST be before place:


Wir besuchen heute das Museum.
Wir gehen jetzt nach Hause.
Ich höre oft Musik.
Du machst jetzt deine Hausaufgaben in deinem Zimmer.

11:45 Use sentence cards in front of class.
(I had made up large cards on construction paper with elements from sentences,
e.g. ICH and GEHE and JETZT and IN DIE SCHULE. There were about
6 total sentences, all jumbled up; I passed them out randomly (one to each student),
and the students had to get together to form grammatically correct sentences.)

WB: S. 23-28 all
LAB: S. 26-27 all
Text: lernt S. 40-42
Übung 11 und 13

30. September -- Montag

Tafelbild :

Hausaufgaben :
WB: S. 33-34 Akt. 4-5 Essen macht mir Spaß. Montag :
Lab: S. 36-37 Akt. 5-6
Text: read S. 65-68 Ja, ich sehe gern Filme. Was macht dir Spaß?
do Übung 6 Nein, ich sehe nicht gern Filme. Was machst du gern?

11:00 Warm Up:

Wie gehtÕs? Ask around room.

Was macht dir Spa§? Macht Essen dir Spaß? Macht Kochen dir Spaß?

Essen macht mir Spaß. Kochen macht mir Spaß.

Wie kann man das anders sagen?

Ich esse gern. Ich koche gern.

Siehst du gern Filme?
Ja, ich sehe gern Filme.
Nein, ich sehe nicht gern Filme.

Fischt du gern? Spielst du gern Karten? I§t du gern Eis?
11:05 S. 57: Was wir gern machen.
go through this in German -- they match the captions with the drawings. Do
this together in class, with volunteers calling out answers. Explain any
needed vocabulary and try to explain the puns on the names ("Frau
Schlemmer ißt gern," etc.)

11:10 S. 58: Was machen Sie gern?
read over the possible answers with them
"was heißt Witz auf Englisch?" (Klopf-Klopf, wer ist da? as a hint to answer)

macht einen Kreuz neben drei Sachen auf der Liste, die ihr gern macht.
z.B. ich höre gern Musik, ich schwimme gern, und ich schreibe gern Briefe.
Was machst du gern? get 4-5 good answers from individuals.
Was machst du nicht gern?


explain paradigm: the verb endings stay the same, but the stem changes its vowel for
the second and third person singular forms
this is very common and needs to be memorized!
which forms change? Write on board: SCHLAFEN

ich schlafe wir schlafen
du schläfst ihr schlaft
sie schläft sie schlafen
es Sie

S. 69 Übung 9 -- they had done this as homework.
go through together (auf deutsch!)

11:20 S. 59 Akt. 7: Zwei Leipziger
read through the handwritten info with them, because it's hard to decipher the script
then ask the questions, calling on individual students to answer

11:30 Treasure-Hunt sheets
explain in English: they need to find people who fit the descriptions, and they
can't repeat the same person in more than one blank. The person with
the most blanks at the end wins.
let them have enough time to mill around the room and find people
correct question phrasings if needed, but don't really interfere

then have them read out their answers in the er/sie form. (winner gets candy).

11:45 Depending on time:
picture worksheet activity -- gather vocabulary needed:

Rad fahren
Ski laufen
Rollschuh laufen

or hand out Trockene Sätze worksheet for homework

11:50 Give back Quizzes

WB: S. 33-34 Akt. 4-5
Lab: S. 36-37 Akt. 5-6
Text: read S. 65-68
do Übung 6
Worksheet 15. Oktober -- Dienstag


Hausaufgaben : Dienstag
WB: S. 52, Akt.6 Akkusativ:
S. 53-56, Üb. 2-5 Personalpronomen
Lab: S. 54-55, Akt. 8-9 Präpositionen
S. 56-58, Üb. 3-6
Text: read/learn S. 96-97

11:00 Review DATES :
Welches Datum haben wir heute?
Welches Datum ist morgen? gestern?
Welches Datum ist Valentinstag? Halloween? Neujahr? Silvester? Weihnachten?
Wann hast du Geburtstag?
(ask quite a few people)


explain and review a little, and put on board:

ich --> mich wir --> uns
du --> dich ihr --> euch
er --> ihn sie --> sie
sie --> sie Sie --> Sie
es --> es

Drill by asking for responses:
Siehst du die Tür? Siehst du den Tisch? Siehst du die Wand?
Hast du das Buch? Hast du deinen Bleistift? Hast du die Tasche?
Brauchst du dieses Papier? Brauchst du den Kuli?
Hast du deinen Bruder / deine Schwester gern?
Hast du deine Jacke? Hast du deinen Rücksack?
Siehst du die Tafel? Siehst du das Fenster? Siehst du den Stuhl?

11:10 do Analyse, S. 91
identify all the pronouns together, and say which case they're in
do they know what all the phrases mean?

11:12 S. 92, Übung 4
have them work together in pairs or groups, filling in the correct pronouns
then go over the answers together

11:25 S. 92, Übung 5: Wie findest du ...?
Partnerarbeit: they should each ask at least 3 questions and give three answers

read through book's description with them

durch für gegen ohne um

go over Übung 6 (S. 94) together -- they had done this as homework
11:45 Geschenke : Übung 7, S. 94
do together, they decide who gets what, make sure cases are correct

If there's still a lot of time left over:

Birthday cards and greetings, S. 86-87
read through several, then have them write their own birthday card (as hw?)

Hausaufgaben :
WB: S. 52, Akt.6:
S. 53-56, Üb. 2-5
Lab: S. 54-55, Akt. 8-9
S. 56-58, Üb. 3-6
Text: read/learn S. 96-97

16. Oktober -- Mittwoch

11:00 Take Roll

Introduce WISSEN and KENNEN S. 96
talk through the explanation and examples in the book
mention comparisons to saber/conocer and savoir/connaître in Spanish, French

Then ask questions to individual students:

Kennst du:
den Film Pulp Fiction ? Himmel über Berlin (Wings of Desire )? Das Boot ?
die Band REM? Underworld? Pearl Jam?
Regent-Straße? State-Straße? Chicago? NewYork?
Mandy? Joe? Arnold Schwarzenegger? Stephen King?
Ella's Deli? B-Side Records? etc.

Wei§t du:
meine Telefonnummer? ihre/seine Telefonnumer? Adresse?
meinen Namen? deinen Namen? ihren/seinen Namen?
wie sie heißt? wo sie wohnt?
wann die Klasse beginnt?
wann ich Geburtstag habe? etc.

11:10 S. 96 Übung 10
play tape twice -- make sure they know what to do
go over answers together

11:15 S. 97 Übung 11
in groups / pairs -- fill in the blanks with wissen or kennen
then go over the answers together

11:25 S. 97 Übung 12
each student should write at least 6 original questions: 3 with kennen, 3 with wissen
then go around room and have students ask each other their questions

11:35 Stammbaum-Activity (see attached)
Have students work in groups of 6-7. They each get to be a person on the
family tree (e.g. Georg Baumann, etc). Then they have to piece together
the whole of the family tree by reading the information on their own cards
and asking each other for further information. Allow some English, but
they have a good vocabulary in this area, so it shouldn't be too hard.

11:50 if still time: holidays and birthdays, S. 86-87.

Hausaufgaben :
WB: S. 56-57 Übung 6-7
S. 58-59 Lesen/Schreiben
Lab: S. 59-61 Übung 7-9
Text: S. 101 Akt 2 (write at least 50 words) 23. Oktober -- Mittwoch

11:00 Review, Warm Up:
Wann stehst du auf? Wann wachst du auf? Wann frƒhstƒckst du? Wann kommst du in die Schule? Wann gehst du nach Hause? Wann schläfst du ein?
11:05 UHRZEIT , S. 112 (with cardboard clock)
go over times, and drill a lot of them with the clock.

also note vocabulary: Sekunde - Minute - Stunde
11:10 S. 113, Akt. 5
play tape once, have them underline the times they hear

11:15 do Analyse, S. 113
answer questions together
do they 'get' the joke?

11:17 S. 114, Akt. 6
Go over some more times of day, make sure they're pretty solidly ingrained.

11:20 Expressions of regularity, S. 110 (Sprach-Tip )
montags, etc. as compared to am Montag

general time before specific time:
Ich komme heute abendum sieben Uhr vorbei.
Use Akt. 2, S. 111 -- Jankas Stundenplan
have students ask each other, going around the room in a chain of questions:
Was hat Janka mittwochs um acht? Was hat Janka donnerstags um 8.50? etc.

11:25 Stundenplan Activity
use the schedules they had filled out as homework to ask each other questions
Partner-Arbeit -- they need to find a free time between the two of them to
meet and have coffee together (for an hour or so)

11:30 MODALS , S. 122
read through explanation with them
emphasize: Modal goes in SECOND position, infinitive goes at the end
(the sentence bracket)
go over the examples
also note the use of mchten alone
and point out the common practive of dropping gehen
Ich will nach Hause.
do Analyse, S. 124
identify all the modals in the captions, then make sure they understand the meanings

11:40 Übung 6, S. 124
play tape twice
then go over correct answers

11:45 Übung 7, S. 125
go around the room and have each student build a sentence out of the suggestions

11:50 Talk about Quiz:
Quiz will have:
- time - separable prefix verbs - modals - vocabulary! COLLECT HOMEWORK (Übung 8, S. 124)

Hausaufgaben :
WB: S. 66-67 Akt. 3-4
S. 72-73 Üb. 3-4
Lab: S. 70-72 Akt. 4-6
S. 75-76 Üb. 3-5
Worksheet: Mit 13, mit 15 ....

4. November -- Montag

11:00 Review:
Welches Datum haben wir heute? Es ist fast Winter, ja? Hast du Winter gern? Wie ist das Wetter heute? Hast du den Schnee gern? Wann stehst du auf ? Wann frƒhstƒckst du? Wann kommst du an die Uni? Wie viele Kursen hast du? Wann gehst du nach Hause? Erzähle mir einiges über deinen Tagesablauf! (have four or five students give a short narration)

Wir fangen jetzt Kapitel 5 an -- und ich versuche jetzt, NUR auf deutsch zu reden.
Ihr sollt auch versuchen, auf deutsch zu sprechen!

11:10 S. 139: Hertie directory
make sure they understand what it is, talk a little about German stores
then go through exercise A together

S. 140: exercise B: Ansagen im Kaufhaus
play tape twice, give them time to think a little

11:20 Kleidungsstücke
use Pam's cards to drill the most common items, with genders

do Thema 1: Was hast du zu Hause in deinem Kleiderschrank?

11:25 do Analyse , S. 141
which for boys? which for girls?

talk about compound nouns

have them pick the compound nouns out of the text
then have them make their own compounds from the list

11:30 S. 141, Akt. 1: Was tr...gst du gewhnlich?
Model my answer: Ich trage gewhnlich Jeans und ein Hemd - aber kein T-Shirt. Ich trage manchmal auch einen Pullover.

Was tr...gst du?

then do the activity: what to wear in each situation
have students choose 5 situations and
write down what they would wear for each
then go around room and compare answers
11:40 Sprach-Tip, S. 141: ES GIBT and BEI
on board:

Es gibtbei Hertie viele schöne Sachen.
Wo gibt es schicke Blusen?
- bei Kaufhof.

11:45 S. 142, Akt. 2: Ich brauche neue Bekleidung. go around room asking for responses


WB: S. 79-83 Akt. 1
Lab: S. 79-85 Akt 1-3
Text: lest S. 151-154
Analyse S. 154 to hand in
6. November -- Mittwoch

Tafelbild :

Hausaufgaben : Mittwoch
WB: S. 83-84 Akt. 2-3
S. 89 Übung 4 Bekleidung kaufen
Lab: S. 85-86 Akt. 4-6 Was gefällt dir?
S. 91 Übung 4 Was paßt dir?
Text: S. 145 Ak. 6 + 8 Was steht dir gut?
review dative

11:00 Warm Up:

Was tr...gst du heute? Was tr...gt er / sie? Was tr...gt man im Sommer? im Winter? Was tr...gt man in die Kirche? Was tragt man, wenn man tanzen geht?
11:05 S. 143, Dialog

talk about picture:
wo sind sie? was machen sie? was macht er? etc.

Introduce new vocabulary by acting the words out or describing them in German

neu = nicht alt
Gr§e = klein oder groß, S, M, L, XL, Nummern, etc.
Farbe = point at chart: rot, weiß, orange, etc.
wie gef...llt es Ihnen? = wie finden Sie das?
Antwort: Ach ja, es gefällt mir sehr gut, ich finde es schön
modisch = schick, gut, schön
die Farbe steht mir nicht gut = in dieser Farbe sehe ich nicht gut aus, ich
soll diese Farbe nicht tragen
(z.B. Rot steht mir nicht)
anprobieren = bevor man etwas kauft, probiert man es an, um zu sehen,
ob es paßt, ob man es will
ntig = man muß es tun
es pa§t mir = es ist die richtige Größe, es ist nicht zu klein und nicht zu groß
zahlen = Geld für etwas ausgeben, wenn man es kauft
(z.B. es kostet 5 Mark, ich zahle 5 Mark dafür)

Listen to dialog on tape

Have students role-play it out, at least 2 pairs

11:15 do S. 143, Akt. 4 together
ask for volunteers to fill in the blanks
11:20 Sprach-Tip, S. 145

explain the use of gefallen and passen with dative case

then go around room, using Tina's "suitcase o' clothes" --
Gef...llt die dieses Hemd? Gefallen dir diese Schuhe? Pa§t ihr das Sweatshirt? Steht mir diese Farbe?

11:25 S. 145, Akt 7 - Wer tr...gt was?
have students write a description of what someone in the class is wearing,
without saying who it is. Then read their descriptions and have
students guess who it was.
My example: Diese Person tr...gt ein T-Shirt und Jeans. Das Sweatshirt ist wei§ mit etwas Orange. Er tr...gt auch eine Mƒtze; sie ist blau. Er tr...gt Tennisschuhe. Wer ist das?

walk through the description in the book

go through Übung 4 (S. 157) together

11:40 S. 157 Übung 5
have them work in pairs
then go over the correct answers together
and have them act out the mini-dialogues

If extra time: S. 145, Akt. 6: Farben und Größen
Welche Farbe ist deine Lieblingsfarbe? etc.

Talk about Quiz:
Vocabulary will cover clothing, shopping, colors, and verbs, but NOT food items!

WB: S. 83-84 Akt. 2-3
S. 89 Übung 4
Lab: S. 85-86 Akt. 4-6
S. 91 Übung 4
Text: S. 145 Ak. 6 + 8 (written!)
review dative pronouns
13. November -- Mittwoch

11:00 Take Roll

Announcements: Talk about a second midterm: do they want one?
Possible solutions:
  1. have a major quiz next Friday, covering a lot of review material?
  2. have a normal quiz, then spend Thanksgiving week reviewing, and maybe I
    could hand out a practice exam that would count as homework?
  3. just continue working ahead, and finish a little early so that we have a lot of
    time to do a good review before the final
Take a rough vote as to what they'd like to do (or do they have other suggestions?)

11:05 S. 160: WO, WOHIN, WOHER
go over with them

Übung 11, S. 161 (was homework)
go over together as a whole class


Übung 12, S. 161
have them work in pairs, offering my help when needed
then go over as a class

11:20 Worksheets

First, hand out review charts for all the cases, and explain it

DATIVE CASE for indirect objects, dative verbs, and dative prepositions

review the explanation of the dative case, and offer some examples

teach Blue Danube song for the dative prepostions

Have them come up with the German equivalents for:

(indirect objects:)
I'll tell you a story / a joke.
Can you show me a jacket?
I'm writing my parents a letter.
She's giving him a second chance.

(dative verbs:)
I thank you for the present.
Can you help me?
The dress fits her.
It looks good on you.
The book belongs to me. The book belongs to my sister.
GEFALLEN -- special note about how to use it (tricky sometimes):
I like the coat. ("The coat is pleasing to me.")
She likes the weather here.
Do you like this class?

She lives with her parents.
She lives together with her friend. (Point out the difference between "bei" and "mit")
After work we're going dancing.
I'm going home now.
We've had cold weather for a week.

11:30 Worksheet : do section I
note word order on board:

Ich gebe dem Lehrer dieses Buch.

for sections I and II, they should work together in pairs

then go over together and answer any questions

11:45 If time: Übung 10 S. 160
"Seit wann" in chain of questions, students ask each other.

Hausaufgaben :
WB: finish Kap. 6
Lab: finish Kap. 6
Text: review food vocabulary
Worksheet: finish sections II-V 20. November -- Mittwoch

11:00 Announcements :
Work Abroad -- presentation on Sunday (pass around flyer)
Late Homework Deadline THIS FRIDAY

Collect Homework (and remark that I'm missing quite a bit from some people)


Use actions and demonstrations to make the distinction clear:
die Tasse das Buch der Handschuh die Schlüssel
die Tasche das Papier der Bleistift die Papiere

Demonstrate by putting objects on the table in different positions, between
items, on top of items, etc. Also use myself, walk in the door, up to
the table, to the window, sit at the table, etc. Have the students describe
what I'm doing.

11:10 go over homework: Cat Pictures Worksheet
have them read answers for each of the cats

11:15 S. 185: HÄNGEN, LIEGEN, SITZEN, STEHEN -- used with dative case
go over desciption and examples in book

Übung 6 (was homework) -- go over together, have students read aloud

11:20 S. 185 Übung 5: Idylle im Park
have students make sentences to describe picture

11:25 Use map on S. 184 and ask the students questions:
Wo ist das Museum?
Wo liegt das Kaufhaus?
In welcher Stra§e liegt das Rathaus? etc.

11:30 Go over reverse side of homework worksheet (B - room description)
explain any problems?

11:35 New Worksheets: "Wechselpräpositionen "
go over first page and read explanations
do first section together (at least partially)

get vocabulary for picture on second page:
das Geb...udefliegen
das Pferddie Leiter
das Flugzeugsteigen

11:45 Use room pictures on pp. 73-74
have them write a description (~6 sentences) of one of the rooms, and the other
students will guess which one is being described

Hausaufgaben :
WB: S. 109-111, Übung 2-4
Lab: S. 104-105, Übung 3-5
Text: read S. 186-188, do Übung 7 + 8
finish prepositions worksheet 27. November -- Mittwoch

(Note: this was the day before Thanksgiving, so I planned a "fun" lesson. Unfortunately, I had extremely poor attendance, but I still think the students who were there got a lot out of it.)

11:00 Commercials on TV
Talk a little about German TV first, explain the system, and talk about how
different it is from things here.

Then show the first few commercials, using the attached worksheet ot ask
questions about each one.

(These are the commercials from McGraw-Hill that came as a companion to
the book. Jenny Sell was kind enough to let us know of their existence.)

11:30 Die Prinzen: "Was soll ich ihr schenken?"

Play song, and have them fill in the blanks left out.

Then have them read through the completed text out loud, and make sure the
meaning is clear.

Then play the song again, and talk about it: do they like it? etc.

11:40 Die Beatles: "Komm, gib mir deine Hand"

Play song (no blanks). Do they hear the accents ? On what words, what sounds?

Spend a few minutes talking about other German music they might know, etc. 2. Dezember -- Montag

11:00 Discussion :
Wie war dein Wochenende?
Warst du hier, oder warst du zu Hause?
Was hast du gegessen? Getrunken? (help with past tense, focus is food items)
Warst du im Restaurant übers Wochenende? Wie war es?

11:05 warm up -- drill restaurant vocabulary :

das Messer} das Glas
on board: der Lffel } = das Besteck
die Gabel} die Serviette

How would one say:
the menu? Can I have the menu, please?
to order? May I order, please?
to recommend? What do you recommend?
to try? Try this wine.

S. 178 Im Restaurant -- mini-dialogues
have them match up pictures with the dialogues -- do together as a class
then act out the dialogues in pairs and make sure the vocab is clear.

11:10 S. 179, Akt. 7
Play tape one time, give them time to fill in the information
Then go over together

11:15 S. 180, Akt. 8
Have 1/3 of the class get up, walk around and try to find a place to sit with the
other 2/3 of the class (who should form small groups). Practice "Ist hier noch frei?" and the various responses. Then repeat to allow the rest of the
class to get up and move around as well.

11:20 S. 180, Akt. 9
Play tape twice, allow them to fill in what was ordered in between.
Go over -- some of these are hard, so ask if anyone got all the answers.

11:25 Finish Rollenspiel activity from Tuesday (see attached)
have them work in groups of 3-4, and each act out a role. Help out with vocab
and phrasing if necessary, but it's mostly review of modals, so they
shouldn't need much.

read through and go over information
emphasize especially knnen, mƒssen, and wollen
also explain the meanings, since they're a little tricky in the past tense
Ich konnte einen Parkplatz finden = I was able to find one.

go over Homework : S. 191, Akt. 13

11:40 S. 191, Akt. 14
go around class and have them each make 5 sentences -- at least one of them
should NOT use the suggested phrases in the book.

11:45 S. 191 Übung 15: Hin und her
They're used to these by now, so just walk around and make sure they're doing okay.

11:50 Collect HW

Hausaufgaben :
WB: S. 105-107, Akt. 5-6
S. 112-114, Übung 5-7
Lab: S. 101, Akt. 5-7
S. 105, Übung 5
study vocabulary 4. Dezember -- Mittwoch

11:00 Take Roll
No office hours today, okay? Instead I'll be there tomorrow.

talk about what will the format and requirements will be:
- a restaurant skit
- with members of other sections (Tina's and Kristin's) who you don't know
- we'll assign one person to be the waiter, the other 2 are customers
- you'll need to come in, find a table, get the menu, talk about the menu
(e.g. get recommendations or discuss the items), order, complain
and/or complement things, get the bill, and pay.

pass around sign-up sheet

11:05 Brainstorm Restaurant Vocabulary

Completely up to them: ask for suggestions on how to say things in a restaurant.

Write any difficult phrases up on the board.

11:10 Restaurant Role Play

in groups of 3-4, with silverware and menus (see attached menu)
one student in each group as the waiter.
give them a little time to talk about it

then have them act it out in front of the class, while the other groups listen.

afterwards, solicit commentary from the other groups as to errors, suggestions, etc.

11:35 Go over Homework: Worksheet part III, then collect


They should know this already, we've been doing it for quite some time.

Do side 1 of worksheet in pairs, then have them read aloud.

Side 2 of worksheet together, try to come up with varied setences for the picture.

11:50 Explain homework, pass out "Noch Mehr" worksheet

Hausaufgaben :
WB/Lab: due tomorrow
Worksheet: "Noch Mehr"
write a paragraph (~40 words) describing your room at home, where things are, etc. 10. Dezember -- Dienstag

11:00 Collect Homework

Reminders about ORAL EXAMS tomorrow and Thursday


Regular verb endings on the board (solicit from class):

-e -en
-(e)st -(e)t
-(e)t -en

Then have them conjugate a few verbs:
kaufen lernen spielen
reden sagen probieren
brauchen stellen hängen

do worksheet together

do worksheet together
(only do first 4-5 in each section, they do the rest for homework)

make sure to write WERDEN conjugation on the board

werde werden
wirst werdet
wird werden

do worksheet together
(only first few in each section)

do worksheet together
(only first few in each section)

11:35 Imperative activity: quarter-sheet exercises
go through this together
stress the importance of the "Situationen" section

go over worksheet with explanation
then do the first few together

11:49 mention DATIVE VERBS

Hausaufgaben :
finish verb worksheets

Written and © Nancy Thuleen in 1996 for German 720 at the University of Wisconsin-Madison.

If needed, cite using something like the following:
Thuleen, Nancy. "Selected Lesson Plans for First-Semester German." Website Article. 17 December 1996. <http://www.nthuleen.com/papers/720plans.html>.