German

Food and drink: Essen und Trinken

Activity context
These digital resources have been designed for languages teachers to use with Interactive Whiteboards
(IWBs) to consolidate the language learned when studying the topic of food and drink.
Syllabus links:
4.UL.2

a student demonstrates understanding of the main ideas and supporting detail in written
texts and responds appropriately

4.UL.3

a student establishes and maintains communication in familiar situations

4.UL.4

a student applies a range of linguistic structures to express own ideas in writing

4.MLC.1

a student demonstrates understanding of the importance of appropriate use of language in

diverse contexts

5.UL.3

a student uses German by incorporating diverse structures and features to express own
ideas

5.UL.4

a student experiments with linguist patterns and structures in German to convey

information and express own ideas

5.MLC.1

a student demonstrates understanding of the nature of languages as systems by describing

and comparing linguistic features across languages

5.MBC.1

a student explores the interdependence of language and culture in a range of texts and
contexts

Notebook page

Activity
Food and drink: introduction
This page has been designed to introduce students to the
topic of eating and drinking in Germany.
Activity
The teacher can use this page to initiate discussion of
foods which are popular in Germany, being mindful of
stereotyping. The international nature of foods should
enable a lively discussion and students should be
encouraged to contribute their own ideas and
observations as far as possible.

NSW Department of Education and Training 2010

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Food and drink: new vocabulary

This page has been designed to introduce or revise
vocabulary related to food and drink.
Activity
The teacher can click on the flippers to move between the
image and the written word, assisting students to learn
and retain new vocabulary.
Focus may be first on recognition and pronunciation, and
then on the spelling of words.
By using the magic pen tool, the teacher can draw a circle
anywhere on the page, then move the circle with the hand
icon to drill vocabulary.
Students can demonstrate their knowledge of vocabulary
by identifying the German word for each image, before
clicking on the flipper to check their own answer.
Editing
The page can be edited to include alternative vocabulary
items and images. Click on the double arrows in the top
left of each flipper, then drag in a new picture or edit the
text. Click on the double arrows again to reset the activity.
Food: matching text to images
This page has been designed to reinforce recognition of
vocabulary related to food.
Activity
The student identifies foods orally, while dragging and
dropping the vocabulary from the list into the appropriate
boxes.
Editing
This activity can be modified by clicking on 'Edit' in the top
left corner. Alternative images can be dragged into the
boxes and the text can be changed.
Food and drink: matching text
This page has been designed to reinforce recognition of
vocabulary and also focus on the spelling of words.
Activity
The teacher and/or student can drag and drop the
vocabulary from the list into the appropriate boxes.
Editing
This activity can be modified by clicking on the Edit
button in the top left corner.

NSW Department of Education and Training 2010

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Saying what you eat and drink: new structures

This page introduces the verbs essen and trinken and
allows students to respond to the questions Was isst du?
and Was trinkst du?
Activity
The teacher can ask the questions to allow students to
brainstorm vocabulary for food and drink already learned,
while practising the structures ich esse and ich trinke

Saying what you eat and drink

This page reinforces the verb structures introduced in
page 5, while revising vocabulary through the use of
images.
Activity
This activity reinforces the meaning of the verbs essen
and trinken. The teacher and/or student drags the images
into the appropriate column. By clicking on the Check
button, instant feedback is provided.
As an additional activity to reinforce page 4, students can
respond to the question Was isst du? and Was trinkst du?
Editing
This page can be edited to include additional or
alternative images by clicking on the Edit button in the
top left-hand corner.
Talking about mealtimes
This page introduces the vocabulary for mealtimes and
allows students to model the required sentence
structure/verb inversion.
Activity
Students explore the vocabulary for food and drink related
to the three mealtimes. They then respond to the question
Was isst du zum Frhstck/Mittagessen/Abendessen?
and Was trinkst du? by modelling the appropriate
sentence structure.

NSW Department of Education and Training 2010

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Identifying foods for mealtimes

This page allows students to identify the foods they would
eat at different mealtimes. If completed individually, it
allows for a personalised response.
Activity
The teacher asks the question, e.g. Was isst du zum
Mittagessen? The student drags the chosen word into the
appropriate box, while giving the complete oral response,
e.g. Zum Mittagessen esse ich Fleisch mit Nudeln.
Editing
Additional or alternative vocabulary can be added.
To move a copy of each word, right click on each word
and select Infinite cloner.
To make the activity more challenging, images could be
used in place of words.
Gern, lieber, am liebsten
This page is designed to introduce the adverbs gern,
lieber, am liebsten, enabling students to talk about their
food and drink preferences.
Activity
The teacher can model and drill these structures, using
vocabulary already learned.

Challenge: saying food preferences + mealtimes

This page is designed to reinforce the structures learned
on page 10.
Activity
Students provide the German for the given sentence in a
race against the clock.

NSW Department of Education and Training 2010

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Saying what you like to eat and drink

This page is designed to reinforce the structures learned
on page 10, enabling students to talk about the food and
drink they like or dislike.
Activity
The teacher and/or student clicks on the die to randomly
select a food or drink, and then clicks on the spinner to
randomly select the required adverb.
The student provides an oral and/or written response,
appropriate to the given stimulus.
Editing
The die may be edited to include alternative food items.
Click on the double arrows on the top left, then drag in
images from the gallery tab.
Practising the verbs essen and trinken
This page is designed to teach the present tense of the
verbs essen and trinken. It introduces/revises the present
tense of a strong (irregular) verb and gives assistance by
allowing students to see the written form, while creating
their own sentences.
Activity
The teacher teaches/revises the verb endings and alerts
students to the du and er, sie forms of the strong verb
essen. Colour coding should assist in this.
The teacher and/or student clicks on a die to randomly
select a pronoun, then clicks on the matching spinner to
randomly select a food/drink item. The student then
responds orally/in writing, according to the stimulus
provided.
Activity
The teacher asks a question, e.g. Was isst dein Vater
gern? The student clicks on the appropriate wheel to
randomly select a food or drink before providing the
response.
This can be practised with different pronouns to ensure
appropriate verb forms and endings have been
understood and learned.
Editing
The foods and drink in the wheels may be edited by
clicking on the double arrows at the side of each spinner.
Extra rows can be added to the verb table by highlighting
a row, right-clicking and then selecting Insert Row.

NSW Department of Education and Training 2010

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Revising the verbs essen and trinken

This page is designed to revise the present tense of the
verbs essen and trinken, without the assistance of the
written form of the verbs.
Activity
The teacher and/or student first clicks on Select at the
bottom right of the page to randomly select a food or drink
from the column and then on the die at the right to
randomly select a pronoun.
The student can provide the appropriate response orally
and/or in writing.
Editing
The list of foods can be increased or altered, as required.
Revising vocabulary associated with food and drink
This page is designed to revise and expand the
vocabulary for food and drink and to recognise associated
food groups. (Note: Pages 14-16 are designed to
introduce and reinforce additional food items.)
Activity
The teacher and/or student drags each individual section
to create the healthy food pyramid, while correctly
identifying some or all of the foods in each section.
Students can then discuss their eating habits, using the
structures provided.
Revising vocabulary associated with food and drink
This page reinforces the activity from page 14.
Activity
The teacher and/or student clicks on each word and drags
it into the appropriate section of the pyramid.

Wordsearch: revising vocabulary associated with

food and drink
The student uses the highlighter pen tool to identify each
of the words listed in the right hand column from within
the block of letters.
As each word is identified, the student drags a star from
the top right hand side and places it alongside the
appropriate word in the column.
By dragging the Lsung tab across the page, the solution
is revealed.
Assessment strategies:

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The teacher:

observes students responding to questions, participating in activities and interacting with each other

provides direct oral feedback to the class to enhance learning

supports individual students with additional explanations and feedback

reinforces linguistic links and encourages students to make linguistic connections

provides opportunities for summative as well as formative assessment.

Assessment criteria:
The student:

listens actively to aid comprehension

practises pronunciation to assist in oral skills

develops skills in the spelling of German words

participates in activities to develop vocabulary recognition

demonstrates comprehension of written German

develops and demonstrates oral and writing skills in context.

The Notebook files for each student can form part of your assessment to inform your teaching and capture
"point in time" learning.

NSW Department of Education and Training 2010

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