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the document lists 10 key rules for successful essay writing on level 3
Saying whether you like or dislike certain work functions and associating these with a job.
Overview of the articles and adjective endings in all four cases with example sentences
This activity gives students the chance to talk about the Summer School (also The ALE), to get them talking to fellow students after the experience of Jena/ ALE. This could be used online or face2face.
One PowerPoint is suitable for a face to face tutorial, the other adapted for online tutorials. For both I send the Word document out in advance, and ask students to prepare. It includes a vocab list to make this easier. The text on the online version is too long, Key passages are in bold, but you may wish to shorten it further. Feel free to adapt any aspect.
students find solutions to given problems using modal verbs du sollst/solltest/koenntest/musst can be used in face-to-face tutorials or on Elluminate
This is a drag-and-drop grammar activity for online use. Students can practise to use the correct case with dual-case prepositions. This activity was designed with the aim to create an animated activity in OU Live. Starting with a board saved in PowerPoint, the prepositions were added in OU Live and saved in the .wbd format.
This activity links with the Summer School and gives students another opportunity to develop confidence before the oral.
Saying what you like in the context of clothes and personal descriptions. Can be adapted for other languages
a checklist that helps students to improve the quality of their writing and gain higher marks in language course assignments
A PowerPoint presentation to help students with the process of writing essays in language courses
useful expressions for discussions in table format, English-German
A selection of common grammar mistakes ranging from case endings to word order. These have been selected to reflect typical mistakes of learners at intermediate level. To make the task less daunting and to encourage discussion of grammar, I suggest to uses these sentences for pair or small group work.
reading comprehension - the fairy tale is divided into approx. 10 parts, with follow-up comprehension questions. Modelling of imperfect tense.
I have adapted this from an old Lyceum tutorial. I find my students enjoy discussing the concept of Heimat.
These cue cards for use either online or face2face to enable students to share tips on surviving exams.
This a set of additional Thema 3 materials, focussing on the topic "Hobbies", with attention to comparative/superlative practice, giving reasons, saying how often one does certain hobbies and some activities for a brief presentation. Preparation for TMA 03. also a very brief overview of common German prepositions and cases. Aimed at a 1 hour to 1.15 hour long tutorial
pair work activity, exchanging personal details, based on fictious characters
a sentence creation activity using Ich komme/wohne/bin/arbeite/habe to make up new identities. Can be used in the plenary for presentations or single sentences or as a pair work activity. Can then be extended for presenting in 3rd pers. sing. Formats: pdf, png and wbd. This was adapted from a resource by Anna Motzo from L195. The original resource can be found loro.open.ac.uk/2718.
the activity can be distributed to student moderators for use in self-help groups
students talk about food and drink likes and dislikes
A line drawing by Laura Dalton (resource 2388), used to describe the position of furniture, using Wechselpraepositionen.
Wechselpräpositionen activity using Dative and Accusative
using Wechselpraepositionen to talk about location of objects in a picture - difference between dative and accusative
Asking for places in town and giving&receiving basic directions
information gap activity (A&B) with split map and places in town to find
Saying how long something has been going on (Rundblick 2, Kapitel 6); using "seit" with the present tense - various questions
exercise to contrast use of "seit" with present tense and use of perfect tense
Talking about one's daily routine, using adverbs of time and frequency and sequencing words
Talking about the weather and a webquest-type activity, in which students find out about the current weather in Germany
pair work activity, using the Perfect tense in questions and answers; grid-fill
activity to practise use of "müssen" and "ich möchte...", with an extension activity practising the Perfect
A sentence construction activity with visual prompts (places in town with "gegangen", food with "gegessen" and "getrunken") and extension work This consolidates work from Kapitel 6.9, 7.6, 7.7, 8.9.
A selection of subjunctive exercises. The ‘Gebrauchsanweisung’ is a handy subjunctive ‘users guide’ provides usage and examples in a nutshell. This can be given to students as a quick reference. Sheet 1 illustrates usages through translation. Examples are close to those given in the users guide. Sheet 2 comprises exercises on Konjunktive II +würde, unrealisable conditions and polite requests. Sheet 3 provides an opportunity to practice indirect speech and the use of KI+KII in this context and another exercise on unrealisable conditions. Sheet 3 is an extension for those students who request extra materials to practice the subjunctive mode.
Transfer of material from Assessment booklet: ECA2 Specimen paper, assessment booklet 2010, pages 29ff.
This is an excel sheet with a list of all Elluminate tutorial materials for the Open University course L130, Auftakt.
2 Elluminate Whiteboards to practice Elluminate's basic communication tools, first on-line tutorial
Word document with an overview of all the official Elluminate Course Resources
4 Whiteboards designed for the first Elluminate Tutorial, in German, to practise using the basic Elluminate communication tools
Students describe which parts of German speaking countries they know
Comparison of three cities: Tuebingen, Leipzig and Graz
Practising asking directions using a street map of Tuebingen
Interviewing a partner as to where and how they live
Talking about the nationalities of famous people who spoke German
Asking each other questions regarding daily schedules
asking about the Queen's daily routines, using sequencing vocabulary
Continuation from 2_1_3: report back from breakout rooms, students report on daily routine of the Queen, students also say what they would do differently.
Finding German job vocabulary in a grid: "Wordsearch"
Talking about one's own CV and reasons for personal decisions
Talking about the lives of some famous German-speaking people
Talking about one's own experiences of being a student at the OU
Participants are asked to identify German-speaking cities from photos from the course materials
Participants are asked to do a presentation on a German-speaking city (covered in course materials)
Participants talk about special dates like bank holidays, using a calendar, practising ordinal numbers
Similar to 4_1_1 but using own birthday dates this time. More Ordinal numbers.
Participants are invited to first describe English Christmas traditions and compare them to German ones (follow on from 4_2_1)
Organising features from well-known German fairy tales
Participants organise typical narrative strands in fairy tales according to key words
Expand and develop vocabulary pertaining to fairy tales via typical fairy tales elements
Using beginnings of fairy tales, participants are invited to invent the story in small groups and to present the finished story in the plenary
Participants are asked to reflect upon post war events of 20th century Germany
Participants are asked to express their opinions on the German re-unification process, using standard phrases and expressions
Participants describe what they know about the unified Germany in the 21st century
Participants revise and extend the German vocabulary for European countries with a map of Europe
Participants are invited to talk about cultural differences and similarities in European countries, using own experiences.
Participants are encouraged to plan a "Day of Europe" in small groups and present the results.
Discussing aspects important for quality of life in a city
Participants discuss which aspects might improve the environment and thus, the quality of life
Students are given three different subtopics and have to give a presentation / discuss how to improve the quality of life in their town
a collection of activities and ideas for use in self-help groups
Useful IT terminology/instructions for use in Elluminate tutorials.
Whole group activity to practise understanding train departure times and using the 24 hour clock.
Revising greetings, introducing oneself and others and other small talk.
Revising greetings and introductions. Talking about professions and work. Practising small talk.
Fahrkarten lösen und Aussprache von ei, ie, z üben. Für Partnerarbeit in Gruppenräumen gedacht.
Materials from the first of two tutorials about how you spend your free time. The main aim is vocabulary building. The accusative with in is practised in a structured drill. The last 3 slides are intended for pair work.
Whiteboards from my second Elluminate tutorial on Leisure and Hobbies. Aims to develop aspects covered in the preceding tutorial. For face to face use, I have included a PDF version.
Non-timetabled session with particular emphasis on speaking.
Non-timetabled session on using the alphabet in a game of spelling.
Preparation materials for the Information Exchange activity, based on the specimen paper, adapted for use on Elluminate.
Ordering prepositions taking the accusative and dative.
Distinguishing "ei" and "ie" sounds and practising their pronunciation.
In this first tutorial students get to know each other and learn about some basic functionalities of their online tutorial environment (Elluminate).
This activity uses the same introductory whiteboard slides as L203Unit1Act1a (to familiarize students with Elluminate) but additionally includes some PowerPoints to trigger conversations about German-speaking countries. It is aimed at groups who have already met face-to-face and don't need another tutorial introducing themselves.
For this activity students will need to do some preparatory work online using web addresses of German accommodation agencies to find a house, flat or room they like. They will then describe their chosen object in the tutorial and talk about their preferences.
In this activity students discuss how they go about finding information, and talk about the benefits and disadvantages of a collaborative online encyclopedia like wikipedia.
In this activity students write about their dreams for the future and then check each others writing by using a checklist.
In this activity students talk about their working lives and discuss their views. They describe what their dream job might be like.
Students talk about working conditions in different work environments. They exchange ideas and suggestions using conditional clauses and modal verbs.
In this activity students discuss ideas for an internet start-up company and then present their suggestion.
In this activity students discuss cultural differences between German-speaking countries and the UK.
In this activity students discuss newspapers, in particular the tabloid press. In groups, they then write some tabloid-style articles.
In this activity students collect arguments and have a debate on whether or not soap operas are a waste of time.
In this activity students make plans for a new radio station. They use expressions of opinion and reported speech.
In this activity students discuss the influence of different mass media on their audiences. In groups, they prepare and deliver a presentation on the topic.
In this activity students discuss how they think the internet might change in the future. They make suggestions for desirable developments and react to the suggestions of others.
In this activity students discuss what art means to them.
Students debate whether the internet is the death toll for books.
Before this tutorial students should have read the story "Das Judenauto" by Franz Fühmann. They will discuss the story and find out more about its author.
In this activity students talk about their own and other people's definition of "Glück".
Students discuss pilgrimages and join a web tour of a traditional walk. They then devise their own route.
After some preparatory steps students engage in a debate about the commercialisation of religious festivals or other traditional celebrations.
Students talk about aspects of GDR history and plan a visit to the Gedenkstätte in Hohenschönhausen.
A group&pair work activity in which students exchange info and look for a suitable member for their WG. Many thanks to Dr Beatriz de los Arcos - whose original idea I have adapted to produce this resource. Beatriz' resource can be found here: http://loro.open.ac.uk/969
Material for an Elluminate session on migration. At its centre, there is a debate on the rights and responsibilities of immigrants. This is a powerpoint that I originally downloaded from Loro and extended/ adapted.
how to incorporate direct and indirect quotes most effectively in assignments, what language to use and online tools to support students in this
Diagram from Lesebuch Thema 1 - 3, showing the electoral system in Germany, for use in face-to-face or Elluminate tutorials.
This activity encourages students to think deeply about the meaning and different aspects of the term "Heimat" to compare different definitions and develop their own. As this may be the first time students meet on Elluminate, the tutor notes also include suggestions on how to familiarize students with the medium.
Diese Aktivitaet soll die Aufmerksamkeit von StudentInnen auf problematische Aspekte des Begriffs Heimat lenken. Man beschaeftigt sich intensiv mit Artikeln von Max Frisch und Peter Sandmeyer, die sich im ersten Arbeitsbuch auf S.11 bis 13 und S. 15 bis 17 befinden.
This resource consists of a document with various suggestions for tutorials related to the topic of "Landschaft und politische Strukturen".
This map can be used for an ice breaker activity, in which students are asked to name and talk briefly about places in German-speaking countries which they know. Describing the landscape of their chosen place leads into Th. 1, Teil 1.
Poems in German on the theme of "Heimat", to help students to explore the concept and how it changes under different historical circumstances.
image from p52 of Lesebuch Themen 1 - 3, for use in tutorials (Elluminate or face-to-face).
A summary of endings and notes about when to use them. Grammatical terminology is avoided. I ask students to keep this sheet with them when writing assignments, for reference and checking. Prior knowledge of cases and when to use them is assumed.
A short cloze activity to practise article and adjective endings. The content relates to Thema 2 (die RAF). Students should be encouraged to use the helpsheet 'Artikel- und Adjektivendungen' to check their answers. The print version can be done in pairs in face-to-face tutorials. The interactive version can be done independently and corrected automatically. This activity is not suitable for Elluminate tutorials. The interactive version was made with Hot Potatoes software, which can be downloaded free of charge from http://hotpot.uvic.ca/index.php
A crossword to develop understanding of the Workers' Uprising of 17th June 1953. The interactive version can be used as a whole-group warm-up or assessment activity. A computer and data projector are required for face-to-face tutorials. In Elluminate, it can be accessed via application sharing. It is only interactive for the application sharer, so students suggest answers which the tutor types in. The print version is suitable for pair-work. The interactive version was made with Hot Potatoes software, which can be downloaded free of charge from http://hotpot.uvic.ca/index.php
3 short texts which encourage students to look at the Workers Uprising of June 1953 from different perspectives, followed by questions for discussion.
A crossword to develop understanding of the student movement, its causes and consequences in the Federal Republic from the 1960s onwards. The interactive version can be used as a whole-group warm-up or assessment activity. A computer and data projector are required for face-to-face tutorials. In Elluminate, it can be accessed via application sharing. It is only interactive for the application sharer, so students suggest answers which the tutor types in. The print version is suitable for pair-work. This activity was made with Hot Potatoes software, which can be downloaded free of charge from http://hotpot.uvic.ca/index.php
In this activity, students practise the language needed to talk and write about history (e.g.useful verbs, the passive and dates).
Zusaetzliche Ideen fuer Tutorien zu Thema 2: die vaterlose Gesellschaft, Widerstand, Opposition und die Anwendung von Gewalt, Zeitzeugen und die Bergier-Kommission.
Zusaetzliche Ideen fuer Tutorien zu Thema 3: Dialekte,Anglizismen, Humor.
Two tutorial activities on anglicisms in the German language. 'Anglizismen: Fluch oder Segen' encourages students to evaluate and develop arguments and counter-arguements. ,Eine Gruppencollage basteln' is a practical activity to increase language awareness.
A crossword to develop understanding of dialects and the language needed to discuss them. The interactive version can be used as a whole-group warm-up or assessment activity. A computer and data projector are required for face-to-face tutorials. It is not suitable for Elluminate tutorials. The print version is suitable for pair-work. This activity was made with Hot Potatoes software, which can be downloaded free of charge from http://hotpot.uvic.ca/index.php
Welche Witze lassen sich in eine andere Sprache uebersetzen? Was macht Witze witzig? Inwieweit ist Humor kulturbedingt bzw. von einer bestimmten Sprache abhaengig?
Assoziogramm zum Thema Humor, von Arbeitsbuch 3, Seite 60 abgeleitet, mit Lösung. Die Elluminatetafel kann man interaktiv benutzen. Um Text in einen Kasten zu schreiben, zuerst auf ,A' links klicken und dann in einem Kasten zweimal klicken und tippen. In der PowerPoint: zweimal im Kasten klicken und tippen.
A matching activity,to help students broaden vocabulary and develop a varied writing style. This is useful for both TMAs 1 and the final project. The interactive version can be used as a whole-group warm-up or assessment activity. A computer and data projector are required for face-to-face tutorials. It is not suitable for Elluminate tutorials. This activity was made with Hot Potatoes software, which can be downloaded free of charge from http://hotpot.uvic.ca/index.php The print version works well as a pairwork activity. Print the sheets(1 set for every two or three students),cut them into separate cards and distribute one set to each pair or group. Many students find working with cards much easier than matching items on a printed page.
A crossword to develop understanding of immigration and integration in post-war Germany. The interactive version can be used as a whole-group warm-up or assessment activity. A computer and data projector are required for face-to-face tutorials. It is not suitable for Elluminate tutorials. The print version is suitable for pair-work. This activity was made with Hot Potatoes software, which can be downloaded free of charge from http://hotpot.uvic.ca/index.php
This set of teaching resources was made during my Short-term fellowship with the Open University's SCORE project (Support Centre for Open Resources in Education) in July 2011. As well as supporting the acquisition of language skills, it is hoped that the focus on the migrant experience and more importantly the migrant voice, will enhance students’ understanding and empathy and in so doing increase intercultural awareness and combat racism.
This resource consists of a document with various suggestions for tutorial discussions and activities. Intercultural experiences are a recurring strand in this resource.
Einfuehrung in die Literatur des deutschsprachigen Raums am Beispiel der Schweizer Autorin, Milena Moser.
The first PowerPoint introduces key aspects of literary analysis,from L313, 5.1. Students apply them to Wolfgang Borchert's short story about the aftermath of war "Die Kuechenuhr." All the material for this unit, including vocabulary support and online activities for vocabulary building, are available online. Links are given at the end of the PowerPoint. The activities in the PowerPoint "Direkte und indirekte Rede" are also based on the story.
A matching activity, to help students broaden vocabulary and develop an interesting writing style. This is useful for both TMA 5 and the final project. The interactive version can be used as a whole-group warm-up or assessment activity. A computer and data projector are required for face-to-face tutorials. This activity is not suitable for Elluminate. It was made with Hot Potatoes software, which can be downloaded free of charge from http://hotpot.uvic.ca/index.php The print version works well as a pairwork activity. Print the sheets(1 set for every two or three students),cut them into separate cards and distribute one set to each pair or group. Many students find working with cards much easier than matching items on a printed page.
Materials for an Elluminate or face-to-face tutorial. Students discuss technologies using genetically modified organisms. their applications and associated problems, in a simulation activity, in which they prepare to take part in a televised debate.
Tutor notes for an Elluminate or face-to-face tutorial in which students discuss different aspects of information technologies and are encouraged to speculate about communication in the future.
This resource consists of a document with suggestions for tutorial discussions and activities. Intercultural experiences are a recurring strand in this resource.
Presentation and role play on the future of Wilhelmshaven.
Could be used as a consolidation exercise of the Perfect(also as an ice-breaker) at the end of the course before ECA2, when use of the Perfect is required. Could also be used at the first L130 tutorial.
Materials for a 4.5 hour long face -to- face tutorial, including an icebreaker (party interviews), a proof-reading exercise, a presentation exercise, etc.. The quiz is designed to raise awareness about the usefulness of dictionaries
A structured dialogue with the possibility to vary or improvise the items within brackets (day and time of meeting, reason for inability to attend).
This activity was adapted from the French resource http://loro.open.ac.uk/535/ In talking about their daily routine and/or what they did yesterday, students can revise the present tense and the perfect tense. There is also a matching activity, a story telling activity and card activities for use in face-t-face tutorials.
A 7-stage preparation for the Speaking Test based on the specimen test materials. Designed to be used by students without any tutor input, it can easily be adapted for tutorials as well. Students first work on the discussion phase, to acquaint themselves with all four options, before moving to the presentation phase, then simulating the Speaking Test.
A short sound file (mp3) with some help as to pronounce the German Umlaute
Students review passive in major tenses, then talk about how to make a cup of tea. Order of actions must be negotiated and correct passive forms used
Two photos with various objects. Open in Breakout Room. Label photo "A" and "B". Make sure students can roam. Each student looks at different photo. They compare where the objects are: "On my photo, the shoe is..."
The quiz could be used as an ice-breaker at the end of the course to bring together a variety of tenses and to practise the Passive. The quiz is perhaps useful at the beginning of L203.
Redewendungen are a good way of enriching speech and giving the learner increased language authenticity. Here is a selection of 17 common German Redewendungen, all of which have an English equivalent. This exercise lends itself to pair or group work and small competitions. These sayings provide a lighthearted look at German and English culture and our common linguistic and culture roots as well as differences.
This exercise could be used as an ice-breaker on L203 to revise Reflexive Verbs in the Subjunctive. It could also be used on L130. With revision, some the task could be used on L193.
This could be used as an ice-breaker. Useful as practice before TMA's on the world of work. Could also be slotted in to the unit on daily routine.
This activity is based on the French resource @ http://loro.open.ac.uk/203/ It is a short activity for practising saying how long you have been doing something.
talking about future plans , more short presentations, using expressions for discussions
Using past tense, planning an anniversary and presenting it, describe a photo to plenary
Telephone tutorial, practising spelling of German professions, talk about the past using "als" and the imperfect, using "weil" clauses, role play, job interview
A Telephone tutorial for practising sequencing vocabulary, reflexive verbs and talking about daily routines
A combination of Thema 4 topics: talking about fairy tales, comparing Christmas traditions, using the imperfect
Discussing issues of 20th century Germany, talking about cultural differences and similarities in Europe, planning a Europe Day celebration
Revising body parts, talking about health, using compound nouns, using modal verbs. This topic is currently not covered by the course materials but it worked well. Edit and extension of an old Lyceum tutorial.
Telephone tutorial covering means of transport, dative with "mit", perfect tense, etc.
Using some old Lyceum materials, this tutorial deals with family relationships, talking about dates and locations, presenting a famous person.
Various Elluminate activities on Urlaub. I finished with an online quiz: http://viatoura.de/quiz/quiz.php
This resource consists of a document with suggestions for tutorials on literature and film in Postwar Germany.
How to structure arguments for an against the Jade Weser Port in Wilhelmshaven
This is a pair work activity, practising talking about one's place of residence, using "es gibt... zu sehen/zu tun", "seit", expressing likes and dislikes and talking about advantages and disadvantages of living there.
Two short exercises to practice negation. Typically where to place –nicht- in a German sentence requires a certain amount of practice for students, especially when a sentence contains –nicht- more than once. Using –kein- with correct declination is also often problematic. The English sentences give practice and a guide to the meaning of –kein-at the same time. This sheet can be used for individual practice or pair work. Discussion of grammatical knowledge amongst students is valuable in this area, as fellow learners can share aide memoires and explain in ways not necessarily obvious to native speaker tutors.
The aim of this activity is to introduce Google Translate to students and to help them use this service at their benefit.
A table (one page) with English-German connection phrases, useful for essays, presentations, etc. Handout for students.
This pronunciation aid is best used in face-to-face teaching of more advanced groups, as vocabulary is somewhat advanced. The pronunciation of the difference between ‘u’ and ‘ü’ presents many learners with difficulties. This sheet uses 12 sentences for practice of the two sounds. It is important that student first learn to hear the difference before reproducing the sound. The sentences used are deliberately nonsensical to add an element of fun. Students can be invited to make up their own sentences to challenge their partner’s pronunciation prowess in pair work.
This exercise is to emphasise Germany as a federal state as opposed to a nation state such as England. The map of Germany is divided into Bundelaender old and new, some more, some less familiar to students. Filling in the map is best done as a tutorial pair work or small group exercise. An extension to this exercise are the flags of each Bundesland. Here some historical and geographical knowledge is useful, for example the Brandenburg eagle or Niedersachsen horse. The flags are important to German regional identity and dialect. These exercises especially lend themselves to an excursion into Landeskunde with more advanced students. Students should be invited to bring in their own experiences of Germany and German culture.
This is a tried and tested ice breaker activity for face-to-face tutorials. It fits into the topic of ‘Berufe’ and ‘Welt der Arbeit’ but can be adapted to fit any category (eg. celebrities, characters from novels, or people from history). Prepare cut slips of paper (one per student), hand these out so each student can only see their slip. Make sure students understand what their given ‘Beruf’ is. One candidate begins, the rest are the panel. The student in the ‘hot seat’ may only answer questions with ‘ja’ or ‘nein’, although ‘manchmal’, ‘immer’, ‘nie’ etc can also be encouraged. Goal of the game is to guess the job with as few questions as possible, although in this context the more target language is used the better. Tutors are part of the panel and can move the game along. The ‘Berufe’ chosen are deliberately glamorous and /or unusual to add an element of fun. These can be adapted to suit your group of students.
Students discuss which items to save for use on a dessert island.
A sheet of useful expressions for group discussions. This can be used for prepping students for their oral assessment during tutorials or simply as a resource for students to work with in their own time. Goal is to provide students with vocabulary that will make any group discussion flow better and more naturally.
oral practice in EMA style - students discuss best business accommodation option
A warm up pair work activity for first face-to-face tutorials. Gives students structured questions to ask their partner. Goal is to report back to the group in third person singular. More advanced students should be encouraged to move away from these set questions and create their own. The last question ‘Was fällt dir spontan ein, wenn du an Deutschland denkst?‘ is deliberately open to encourage discussion.