Shopping in Germany

Integrating Technology

This lesson plan is within the food unit, which focused on negation, the accusative case, modal verbs,
asking how much, food, and restaurant vocabulary. My intention for this lesson was to incorporate authentic German
materials. Students previously looked up two German recipes using a German recipe website for homework. This
class students were to go shopping for the food items within their recipes online using a popular grocery stores
website. By exploring the website and its pictures, students had to locate their food items and put them in the
shopping cart to print out.
With such a use of technology, students come closer to Germany and German culture than they ever could
have. It also stimulated students curiosity, desire to explore, and problem solve. In order to locate their food items,
students had to browse various categories of groceries and distinguish words based on their prior knowledge. When
they became stuck, they had to look up words on an online German dictionary.
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Shopping in Germany
Integrating Technology

I. Class Information
a. German 1/ 90 min
b. Previous Knowledge: Students practiced Level 1 vocabulary, negation, and the
accusative case.
c. Purpose of Lesson: Students practice shopping for food in Germany by using a
German website, which builds on their vocabulary and website navigation skills.
d. Other Information: Students are still struggling with negation and some with the
accusative.
e. Anticipated Problems: Classroom management may become an issue, as students
may not utilize the computer lab effectively. But I will explain the procedures and
consequences of student responsibility with the computer lab and follow-through on
consequences.

II. Objectives/Goals/Standards

Objectives Goals Standards
1. Students practice
negating sentences
using spoken language
in class.
2. Students are
responsible in the
computer lab.
3. Students navigate and
explore a German
website and learn new
food vocabulary.
1. I properly structure the
activities so that students
understand what they have
to do and are on-task.
2. Students experience
authentic interaction to
German grocery shopping
and planning a recipe.
3. Students improve their
speaking abilities.
4. There is a reduced amount
of English during activities.
Standard 1.1: Interpersonal Communication
Students engage in conversations, provide and obtain
information about their recipes and trivia about their life
during the warm-up and homework check.
Standard 1.2: Interpretive Communication
Students understand and interpret written and spoken
language on food, grocery stores, other students, and
holidays.
Standard 2.2: Products of Culture
Students demonstrate an understanding of the relationship
between the German groceries and grocery products in the
US.
Standard 3.1: Making Connections
Students reinforce and further their knowledge of cooking
and shopping for food through the language.
Standard 3.2: Acquiring Information
Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign
language and its cultures.
Standard 4.1: Language Comparisons
Students demonstrate understanding of negation through
comparisons of the language studied and their own.

III. Materials
a. PowerPoint: Computer Procedures and Vocabulary
b. Grammar Worksheet
c. Computer Lab Directions Handout with Vocabulary
d. Modal Verb Video
e. Video Note Sheet and Questions


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IV. My Agenda (90 min.)
a. Warm-Up: (10 min) (Class, speaking, listening)
i. I greet the class and ask them questions in German to warm up their listening
and speaking skills.
b. Homework Check: (15 min) (Class/Partner, speaking, listening)
i. I check who has the homework and ask students to describe their recipes.
ii. I then ask students to show and describe their recipes to their partner.
c. Grammatik: Negation Review (15 min) (Individual)
i. I review the rules for negation with the class and they do a worksheet alone
and trade with a partner to correct as a class.
d. Wahr oder Falsch: (15 min) (Small Group, writing, speaking, listening)
i. Students write down 4 negative statements about themselves. 3 of those
statements are lies and one is true. Then in their groups of 4, they read their
statements and their group guesses which one is the truth. They turn in their
statements.
e. Computer Lab: (30 min) (Individual, reading, speaking)
i. Students bring their recipes to the computer lab and create a shopping list for
the food on their recipes and print it out.
ii. Students talk to each other about their grocery list. How much it costs, if the
store did not carry certain items, what their meal is called, how it might taste,
etc.
f. Closing: (10 min)
i. We come back to classroom and I review the homework and make sure
students are clear on what they have to do for next class.

V. Homework:
a. Students watch the grammar video at home and complete the note sheet and
questions.
b. 20,000 points on Memrise by Sunday. Levels 1 and 2 Vocab and Haben/Sein.


VI. Assessments: Did They Learn?
a. Formal Assessments: Students negative true/false sentences.
b. Informal Assessments: I will monitor student answers and make note of common
errors and misunderstandings on the grammar.

VII. Next Steps
a. Students will practice modal verbs in class and we will start restaurants.