Numbers 1 and Time

Lesson Context

This will be the children's first lesson with an exclusive focus on numbers. They have already learnt 1 - 3 in Parts of the Body 2. The focus will be learning 1-12 and then applying this knowledge to telling the time and saying their age. This lesson includes lots of fun games where the children will be able to apply their new number knowledge. One example is an extension of the clothes activity, 'was fehlt', which will today be adapted for numbers but other activities include 'turn toss', 'rally robin' and 'order the cards' 

Resources

Power point presentation

Hand outs which the children can take home for revision

Kartenspiel cards

Cards for the ordering activity at the end

A large clock and mini-clocks for the children to share, one between 2 

Main Introduction

Slide 2

Communicate LO and SC

Slide 3 - Starter activity - Das Kartenspiel - revision of Parts of the Body and Clothes

'Sag mir nach' the praise phrases on slide 3. Explain and model das Kartenspiel:

• Children to work in pairs and the pairs agree on who is the teacher and who is the student first. The teacher has all of the cards
• The teacher shows the front of the card (English side) to the student and the student tries to say the back (German)
• If the student gets it right the teacher says a 'Lob' word or phrase and gives the student the card
• If the student gets it wrong or waits more than 10 seconds then the teacher tells the student the German and shows him/her the German side. The teacher then  turns the card back around and asks the student again what the German is. Repeat until the student gets it right and when the student gets it right the teacher says a 'Lob' phrase and gives the student the card
• After a set time the teacher and student switch roles
• Right at the end, test some children with cards in front of the whole class  and reward them for getting the German correct. Tell the class beforehand that you will do this

Slides 4 - 7 - Numbers to 12

Display the numbers 1-12 on slide 4 on the IWB. Using 'sag mir nach', drill the numbers. After a few times get the children to read out the numbers on their own and then get a child to do it alone. Then gradually repeat this activity on slides 5, 6 and 7 where the help gets taken away, until the children can say the numbers 1-12 on their own. Now using 'sag mir nach' again, do the same with your fingers, counting up and down to 12 in German. Then get the children to do it as you raise your fingers. After a few goes ask the children questions such as 'ist das vier?' when holding up some fingers. The children reply with 'ja, das ist vier' or 'nein, das ist sechs' or ' nein, das ist nicht vier'.   

Slide 8 - Question and Answer Vocabulary - Then Rally Robin

On their tables, the children perform the task you just modelled with their partner. The children can use the slide or their sheets to help them if they need help: 

1. Children to count up and down to 12 following their partner's fingers
2. One partner puts up a certain amount of fingers and asks 'ist das...? The other partner answers and after a certain amount of time they swap roles

Rally Robin (Still Slide 8)

The children count up in alternate numbers with their partner, until they get to 12 and then they should see if they can count back down to 1. In the next attempt, the other child starts at 1 and their partner says 2 etc...

Slide 9 - Turn Toss and Counting

After about 5 minutes, stop the children and challenge them to see if they throw der Frosch around the classroom, with each catcher saying the next number in the sequence to 12. If someone says the wrong number, if der Frosch gets dropped or if anyone stands up, then the game is over and they have to start again. If the children do this easily, challenge them to go up to 12 and back down to 0.

*Note - Something I found that works really well - If the class is getting loud, the person who has der Frosch can hold him in the air with one hand. This means 'everyone be quiet so I can think'

Slide 10 - Turn Toss and Age

Sag mir nach the 'age' vocabulary on the slide. Then repeat the previous activity with der Frosch but this time the 'catcher' has to tell everyone how old they are and then ask someone else their age. They then throw Felix at that person. E.g. Ich bin acht Jahre alt. Und du Sara? If they manage to get to 10 different children catching der Frosch and saying their age then give the class a celebration such as 'Das war fantastisch'.

Slides 11 - 22 - Was fehlt?

Sag mir nach 'was fehlt' und 'die Nummer ... fehlt' on slide 11 and then play 'Was fehlt'. As you click on the next slide a new number will disappear . Ask 'was fehlt' and the randomly selected children reply with 'die Nummer ... fehlt'.

Slide 23  - Was fehlt - Using sheet with a partner

Leave slide 23 on the board and the children use their sheets to play 'was fehlt'. One child covers a number with their hand and asks 'was fehlt' and their partner has to say 'die Nummer ... fehlt'.

Slides 24 - 25 - Time

Sag mir nach 'wie spät ist es' with the children. Explain that this literally means 'how late is it' and this is the main way that Germans use to ask the time. Sag mir nach how to say o'clock in German. Use a large clock (you'll find one in the maths cupboard) and ask the children 'wie spat ist es?' with the hands on an o'clock time. The children answer with 'Es ist ... Uhr'. On their tables, get the children to use their mini clocks to ask each other o'clock times.

After 5 minutes, sag mir nach how to say half past in German. Point out that if you were to say 'es ist halb zwei' in German this actually means 'it is half to 2 (half past 1 in English). Germans look forwards with half hours, not backwards as we do in English. On their tables, now get the children to use their mini clocks to ask each other o'clock and half past (or half to) times.  

Slide 26 - Order the Cards     

Working with a partner or group, the children will race against the rest of the class to order the cards (see bottom of the page for the cards). Once they have finished each pair/group should use a signal (such as the Mobot) and the winning pair/group earns a reward

Assessment and Evidence

Observe and ask questions

Refer back to the success criteria after working with the mini-clocks

Check achievement of the Success Criteria by questioning randomly selected children (using lollipop sticks)