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An Example About How To Use The Grammar Translation Method

This document contains a lesson plan for a German class focusing on personal pronouns and possessive adjectives. The plan includes: 1) A warm up activity asking students to provide German equivalents of common phrases using familiar possessive adjectives. 2) An exercise having students read a passage aloud and translate sentences using new vocabulary like "klagen" and "schätzen". 3) Grammar explanations of personal pronouns in the accusative case, and possessive pronouns, pointing out similarities and differences to English. 4) Exercises from the textbook for students to practice filling in blanks with the correct pronouns.

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99 views

An Example About How To Use The Grammar Translation Method

This document contains a lesson plan for a German class focusing on personal pronouns and possessive adjectives. The plan includes: 1) A warm up activity asking students to provide German equivalents of common phrases using familiar possessive adjectives. 2) An exercise having students read a passage aloud and translate sentences using new vocabulary like "klagen" and "schätzen". 3) Grammar explanations of personal pronouns in the accusative case, and possessive pronouns, pointing out similarities and differences to English. 4) Exercises from the textbook for students to practice filling in blanks with the correct pronouns.

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Selected Lesson Plans

Heute: Personalpronomen und possessive Adjektive


11:00 Warm up:
Wie sagt man auf deutsch:
What is your name?
My name is ....
What is your telephone number?
His name is ....
Ask for volunteers to provide the German equivalents of several stock phrases they should already
know, using possessive adjectives which are already familiar to them (mein , dein , perhapssein ).
Correct if necessary, but not on pronunciation.
11:03 Exercise I (Lesen) . See attached. Have students read aloud, go through the entire passage.
Then return to the beginning and, calling on students at random, have them translate the sentences
into English. New vocabulary (e.g. klagen , schtzen ) can be introduced at this time (by translation).
Mistakes should be corrected, with special attention paid to today's topic: personal and possessive
pronouns.
11:10 Grammar explanation: personal pronouns (accusative). On chalkboard:
mein (meine, meinen) unser (unsere, unseren)
dein (deine, deinen) euer (euere, eueren)
sein (seine, seinen) ihr (ihre, ihren)
ihr (ihre, ihren) Ihr (Ihre, Ihren)
sein (seine, seinen)
Explain (in English) the use of these pronouns, and point out any discrepancies between English and
German usage. Note especially the parallel formation to ein , as well as the accusative forms, and
also explain the contractions (unsre , eure ).
11:15 Do exercise in DNK, p. 89 bung 2 : students should fill in the blanks with the appropriate
pronoun. If necessary, let students work individually or in pairs to complete the exercise first.
11:20 Exercise II (Stze). Depending on level of comprehension, either call randomly to have
students translate the sentences, or give them time to work quietly writing out the translations.
Make sure answers are correct.
11:25 Grammar explanation: possessive pronouns. On chalkboard:
mich uns
dich euch
ihn sie
sie Sie

es
Explain (in English) the usage as well as the importance of distinguishing between nominative
(ich , du , etc.) and accusative. Point out similarities to English: me = mich as memory aid, but warn
against her ihr (but rather sie ).
11:30 Do exercise in DNK, p. 92 bung 4: as above, students should be able to fill in the blanks with
the correct possessive pronouns. Call randomly on students, making sure each has a chance to
answer correctly.
11:35 Exercise III (Stze). Again, call on students to translate the sentences into German, paying
close attention to grammar. (Pronunciation is not heavily stressed.)
11:40 Exercise IV (Schreiben). Have students work quietly writing out the translation of the passage
from English into German. Walk around and observe, answering questions and providing corrections
where needed. If students do not finish, activity is assigned as homework.

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