Grade 6 Communicating

It is expected that students will:

• respond to simple instructions
• use appropriate greetings and expressions of politeness
• exchange likes, dislikes, and interests
• interact in simple, predictable exchanges and learning situations

To view the prescribed learning outcomes for Communicating in other grades click on an icon below.

At this level, students begin to develop positive attitudes toward learning and using German. It is important to provide many opportunities for students to express their ideas through interactions with partners and in small groups, using frames as models.

• Ask students to complete a questionnaire related to their likes, dislikes, and interests. For example:

  Finde jemanden der/die	Unterschrift
  Schokolade mag	____________
  Kuchen nicht mag	____________
  Fußball spielt	____________
  nicht singt	____________

  Have students work in pairs to report their findings. As a follow-up, ask them to work in small groups to create surveys on the same or similar topics.

• Have students use frames as models to role-play situations in which they need to provide typical passport information, real or imaginary. Invite them to create their own passports or ID cards. Then organize an imaginary classroom tour to several German-speaking countries (e.g., Germany, Austria, Switzerland). Ask students to role-play arriving at border crossings and providing the information needed to have their passports stamped.
• To introduce and practise conventions regarding formal and informal modes of address (e.g., du, Sie, ihr), give several students each a large button to wear during the day. Ask everyone in the class to address these students as Sie for the rest of the day. Have students work with partners to interview and introduce one another.
• Have students each make a party invitation, completing the following frame:

  Datum: _____________ ; Name: _____________;

  Adresse: _____________; Uhr: _____________.

  Ask students in pairs to role-play situations in which one student presents an invitation and the other responds.

Self- and teacher assessment at this level should help students develop confidence in their beginning abilities to communicate in German. In most cases, assessment will focus on students' abilities to use structures they have practised to accomplish simple tasks in familiar contexts.

• When students report on classroom surveys and questions, look for evidence that they:
  • report information accurately
  • use the vocabulary and structures they have learned
  • speak with appropriate intonation and emphasis
  • pronounce familiar phrases and words with increasing accuracy
  • take risks to use newly acquired language and, in some cases, less familiar vocabulary
• As students interact, practise, and actively participate in oral activities, look for evidence that they are increasingly able to:
  • understand and respond to oral instructions in German
  • use simple German words and structures confidently
  • reproduce or approximate German pronunciation
  • draw on repertoires of useful language structures and language-learning strategies
  • voluntarily find opportunities to practise and use the structures they have learned
• When students are learning the use of formal and informal modes of address, check to see that they can:
  • recognize the difference between Sie and du
  • use Sie and du appropriately in simple conversations (e.g., using the Sie form when talking to the principal)
• Provide frequent opportunities for self- and peer assessment. For example, when students are working in pairs or small groups, ask them to rate or comment on how effectively they:
  • focussed on the assigned communication task
  • used as much German as possible
  • supported and encouraged one another
  • made themselves understood

Print Materials

• Neue Horizonte - Overhead Transparencies
• Pack's An

Note: Additional information will be provided as soon as resources to support learning outcomes are identified.

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