Umfragen & Rollenspiel

Overview

Today students practise asking for help using German in familiar, real-life situations (ordering food, getting directions, and finding a professional). They use a short multiple-choice questionnaire as a prompt to choose correct formal vs informal language, then role-play using sentence frames.

Learning intentions

• Students will use modelled German phrases to exchange information in familiar contexts about self and personal worlds.
• Students will identify whether a situation needs formal “Sie” or informal “du/ihr”.
• Students will select and use correct greeting/thanks phrases and simple question/answer patterns.
• Students will begin to apply strategies to interpret and convey meaning (choosing the best option, not only literal translation).

Success criteria

• I can choose the correct formal or informal option in a multiple-choice question.
• I can ask for help using a German question (e.g., where can I find…? how do I get to…?).
• I can respond appropriately to another person’s question in German using a model.
• I can participate in a short role-play using my chosen phrases without reverting to English for key words.

Curriculum links

• AC9LG8EC01: interact with others using modelled language to exchange information in familiar contexts about self and personal worlds.
• AC9LG8EC05: develop and begin to apply strategies to interpret, translate and convey meaning in German in familiar contexts.
• AC9LG8C01/AC9LG8C01 (overall interaction focus): initiate and sustain exchanges, adjusting language in response to others.
• AC9LG8C02: collaborate in activities that involve language to plan, negotiate, and problem-solve in simulated situations.
• AC9LG8C04: interpret and adjust spoken/written language (especially politeness: du vs Sie).

Lesson structure (20 minutes)

1. 0–2 min · Hook. Teacher shows the roll-play prompt slides and asks: “When do you speak to someone as du, and when do you use Sie?” Student gives quick guess in English, then teacher states the goal: today we choose the right option and role-play.

2. 2–7 min · Direct instruction (formal vs informal). Teacher briefly models 4 pairs on the roll-play prompt slides (e.g., Guten Tag vs Hallo; Wie geht’s? vs Wie geht es Ihnen?; Tschüss vs Auf Wiedersehen; Danke vs Vielen Dank). Student repeats, then completes the first 3 multiple-choice questions on the role-play multiple-choice questionnaire.

3. 7–13 min · Multiple-choice task (directions + food). Teacher circulates through the role-play storyline shown on the roll-play prompt slides (café menu; finding Schule/ Bahnhof/ Stadtzentrum). Student answers questions 4–8 on the role-play multiple-choice questionnaire, including “which is” formal vs informal choices and one question/answer match (choose the best reply).

4. 13–18 min · Role-play practice (professional help). Teacher sets scenario: “You need help from a professional in the German town (Apotheke/ Arzt/ Friseur).” Teacher points to the “professional” cue cards shown on the roll-play prompt slides (e.g., Apotheke, Arzt, Friseur) and prompts: “Ask for help—then answer politely.” Student selects answers from their questionnaire and role-plays 2 short exchanges, using either du or Sie as indicated by the situation on the slide.

5. 18–20 min · Quick check + exit. Student finishes questions 9–10 on the role-play multiple-choice questionnaire and reads their chosen formal/informal responses aloud. Teacher confirms 2 correct answers and one next step (“Next time, remember Sie when speaking to adults you don’t know.”).

Resources

• the roll-play prompt slides
• the role-play multiple-choice questionnaire
• Pen/pencil and student copy of the worksheet
• Timer for role-play turns (teacher uses phone/board timer)

Assessment

• Formative: teacher observes whether the student selects correct formal/informal options and uses the chosen German phrase in role-play.
• Formative: teacher checks accuracy of selected question/answer pairs on the role-play multiple-choice questionnaire.
• Exit check: last 2 multiple-choice items confirm correct politeness selection and a direction/ordering/professional help response.

Differentiation

• Support: provide sentence starters on the worksheet (e.g., “Wie komme ich zu …?”, “Wo kann ich … finden?”, “Entschuldigung…”, “Können Sie mir helfen?”) with the student circling the correct option.
• Support: allow the student to read a model answer from the slide deck before speaking.
• Challenge: include one “best reply” item requiring the student to choose a response that matches formal/informal level, not just topic.
• EAL/SEN: reduce writing demands—student can circle answers only; speaking can be single short phrases rather than full sentences.