G2.01 places v26

2.1 Meine Stadt

1. Meine Stadt Places in my town

This section introduces Freiburg, a medieval cathedral city and university town in the south of Germany. Freiburg leads the way as the “greenest”, most environmentallyfriendly city in Germany.

Pupils will learn to talk about places in a German town (or in their home town), especially those that might be significant to children. This builds on their knowledge of German towns and cities from pack 1.

In following sections, they learn more about Freiburg’s “eco-city” experiments.

DVD Film 1

Revision: children introduce themselves in places around Freiburg, using language familiar from Early Start German 1.

Rana, in residential street: “Hallo! Ich heiße Rana und bin 11 Jahre alt. Ich wohne in Freiburg.”

Valentin, in the Cathedral Choir school: “Hallo!

Ich heiße Valentin und ich wohne in Freiburg.”

Ephraim, in a solar-house: “Hallo! Ich bin Ephraim und ich bin 11 Jahre alt und ich wohne in Freiburg.”

Depika is at school:“Hallo! Ich heiße Depika. Ich bin 11 Jahre alt und wohne auch in Freiburg.”

Emily in the street:“Hallo! Ich heiße Emily. Ich wohne in Freiburg.”

Daniel at school:“Hallo! Ich heiße Daniel. Ich bin 11 Jahre alt und wohne auch in Freiburg.”

Jasmin at school:“Hallo! Ich bin Jasmin. Ich bin 10 Jahre alt und wohne in Freiburg, und hier ist meine Stadt.”

Medieval stream in a street near a gateway tower in the old defensive walls - all reconstructed after wartime bombing.

NEW WORDS AND PHRASES

der Markt - market der Tiergarten - zoo, animal park die Stadt - town die Stadtmitte - town centre die Bibliothek - library die Schule - school das Stadion - stadium das Rathaus - town hall Hier ist....(der Markt) Here is....(the market) Was gibt es in....(Freiburg)?

What is there in....(Freiburg)?

Es gibt....(einen Markt) There is....(a market) Flashcards CD 1

15

Freiburg’s town centre We see glimpses of Freiburg’s medieval town centre including: n the Schwabentor, a gate-tower in the old city walls; n Bächle, small water channels in the streets; n the Wiwilí-Brücke cycle bridge; n the Münster, Freiburg’s cathedral.

See Talking Point 1 for more about these places.

The Market The cathedral is in the centre of Freiburg; around it cluster the stalls of Freiburg’s centuries-old market, which Jasmin introduces:

“Das ist der Markt.”

=

Film 1: Ephraim in his solar-house: “Ich wohne in Freiburg.”

E a r l y S t a r t German Pack 2 The market sells locally-produced vegetables and take-away snacks, like German sausages.

The Library Also in the cathedral square is the library, which Tania shows us: “Das ist die Bibliothek.”

KEY SOUNDS

Listen and enjoy copying these typical sounds: where have you heard them before?

as in Schule,

Stadt, Stadion Heard before in: schwarz, schlecht, [an example in English is shop] as in Freiburg, mein(e) Heard before in: ein(e), zwei, drei [an example in English is cry] as in Tiergarten,

hier Heard before in: Haustier, vier, auf Wiedersehen, lila, wie [an example in English is bee].

Film 1: “Die Bibliothek”- Tania borrows books.

We see the children’s section; the librarian checks in books that Martin returns: Martin:“Hallo!”

Librarian: “Hallo! Was möchtest du?” (What would you like?)

Martin:“Ich möchte die Büche bitte zurück geben.”

(I’d like to give the books back please).

Librarian: “Eins, zwei, drei. OK. Danke.”

Martin:“Bitte. Tschüs.”

Librarian: “Tschüs.”

Tania checks out her selection of books: Librarian: “Bitte schön.”

Tania: “Danke. Tschüs.”

Librarian: “Tschüs.”

The School Sophie introduces her school, the Weiherhof Realschule: “Das ist meine Schule.” We see children in lessons, the school gym, a cookery class and the school garden - ways the school strives to be “green”. It has solar panels on the roof, with a panel inside showing how much energy they produce: die Schule.

The Football Stadium Crowds of fans begin to arrive for a match at Freiburg’s professional football club, SC Freiburg, including many children.

Wearing an SC Freiburg scarf, Emily introduces the stadium: “Das ist das Stadion.”

The stands fill up and everyone cheers as the SC Freiburg team is announced: das Stadion.

The Town Hall Lea introduces the town hall: We see Freiburg’s historic Rathausplatz: “Das ist das Rathaus.”

Inside the Rathaus are tourist information and

(Listen to the native speakers try to copy their typically German sounds.)

NOTE: phonetic symbols are for teachers ONLY! See “Introduction” for how to use symbols)

Flashcards CD 1

“Here is...”: introducing places in town Children introduce key places in town using the structure: Hier ist ....

Film 1: Jasmin - “Hier ist das Rathaus”.

16

=

the offices of the Mayor and the city council.

Jasmin: “Das ist ein Büro im Rathaus. Und das hier ist Frau Hoch. Sie arbeitet für den Oberbürgermeister in Freiburg.”

(This is an office in the Town hall. And that is Frau Hoch. She works for Freiburg’s Mayor.)

Frau Hoch: “Hallo!”

The Zoo The Mundenhof animal park is on the western outskirts of Freiburg. Depika visits the park with her friends to see the animals: “Das ist der Tiergarten.”

2.1 Meine Stadt to familiarise pupils with the new nouns for places in the town before using the new structures, “hier ist ...” and “es gibt ...” .

=

Lea in the market: “Hier ist der Markt.”

Martin in the library: “Hier ist die Bibliothek.”

Sophie at school: “Hier ist meine Schule.”

Emily at the stadium: “Hier ist das Stadion.”

Jasmin at the Town Hall: “Hier ist das Rathaus.”

Depika at the zoo: “Hier ist der Tiergarten.”

Jasmin: “Hier ist meine Stadt.”

We see a sign showing Freiburg im Breisgau with cycle path and pedestrian signs.

Activities 1. Warm up

1. To warm-up, play ‘true or false?’ with noun genders children know already, perhaps using Pack 1 flashcards. Can they remember whether the rabbit is “der”, “die” or “das”, “ein” or “eine Kaninchen”?

As before, praise children for remembering the main word, whilst gently saying the correct article. Talk about strategies for remembering things that work for different pupils.

This will help remind pupils that they should try to remember whether to use “der”, “ die” or “das” with each of the new words for places in town.

You can also talk with pupils about which German towns they know about already.

PAUSE - next, saying ‘There is... in Freiburg’

Saying which places there are in Freiburg We hear the question, “Was gibt es in Freiburg?”

We then see more images of the key places in town using the structure: Es gibt ....(There is...)

Es gibt einen Markt.

Es gibt einen Tiergarten.

Es gibt ein Stadion.

Es gibt eine Bibliothek.

Es gibt ein Rathaus.

Es gibt viele Schulen. (There are lots of schools).

Finally, we hear the question, “Was gibt es in deiner Stadt?”

(What is there in your town?).

2. Watch film 1, parts 1 and 2

❑ Watch parts 1 and 2 of film 1: “Meine Stadt” to introduce new words for places in town and to revise the structures “Ich wohne in... “ and “Das ist...”. You could discuss children’s first impressions of Freiburg.

(See ‘How German works1’, es gibt + accusative;

in deiner Stadt - ‘in’ + dative)

Planning your lessons

3. Get used to the sounds

INTERCULTURAL UNDERSTANDING: This section introduces pupils to a new German city and explores the concept of a “green” city. You can plan activities which remind the children of what they already know about Germany (See Pack 1 Chapter 1.7 “Wo wohnst du?”) before moving on to talk about Freiburg and the interesting places shown in the film.

LANGUAGE: We suggest you plan activities

M

❑ Echoing: Using the Flashcards CD show each place on your interactive whiteboard.You may want to switch off text to start with.

Pupils echo. Encourage them towards authentic pronunciation; focus on “key sounds”.

switch sound on/off

switch text on/off

DVD MARKERS

1. Revision - children introducing themselves and the town of Freiburg.

2. Das ist... - ‘That is..’ [places in Freiburg] 3. Hier ist... - ‘Here is..’ [places in Freiburg] 4. Es gibt..-‘There is/are..’[places in Freiburg] 5. Written words

Switch off sound as well as text, and see if children remember the words from the picture.

(Alternatively, make flashcards from the activity sheet or make transparencies for the OHP. Show each picture to the class and say the name in German, e.g.“der Markt.”)

Use the skip key on your remote control 17

E a r l y S t a r t German Pack 2 ❑ Play “jigsaw” On the Flashcards CD there is a jigsaw puzzle activity. Ask pupils to guess the German name of the place before it is fully revealed.

4. Respond with understanding

❑ Play “find it” Place copies of the printed flashcards from the activity sheets around the room. Choose a pupil, name a place and ask them to go and stand by that card. Repeat with other places. ❑ Play “true or false” Show the flashcards one by one on the whiteboard with the sound switched off. Say the name of each place as you show the picture, e.g. “die Schule”. If you say the correct place, pupils echo the words; if you say the name of a different place, pupils remain silent. ❑ Play “which is it?”

Display one of the pictures with sound and text off. Ask the class which of two alternatives it shows, e.g. “Ist das der Markt oder die Schule?”

Pupils answer by saying the correct choice: “Das ist der Markt” or “Das ist die Schule”. ❑ Play “what’s this? ” Show a picture and ask what it is, “Was ist das?”

Pupils tell you, e.g. “Das ist das Stadion.”

Click to hear two possible answers

If you want, award points, giving more to those who guess correctly with less revealed.

5. Watch film 1, parts 3 and 4

❑ Watch parts 3 and 4 of film 1 to introduce the structures “Hier ist...” and “Es gibt...”.

6. Get used to the sounds

❑ Echoing: Use the Flashcards CD to show each place and the phrase“Es gibt...”. Children echo. Switch off text to start with.

Ask children to spot how “ein(e)” sometimes changes (see “How German works 1”).

1

HOW GERMAN WORKS 1: Accusative case (REMINDER)

In the film we hear the question, “Was gibt es When it’s the DIRECT OBJECT of a sentence: in Freiburg?” and the reply “Es gibt.. (einen M | F | N Markt)”. NOTE: the noun and its article after ein | eine | ein ‘es gibt...’ are ACCUSATIVE - with endings to ... change to ACCUSATIVE... match. This was first met in Early Start German einen | eine | ein Pack 1, Chapter 1.14 (Hast du ein Haustier?), Also (you don't need to teach this) .. e.g.“Ich habe einen Hund” where ‘Ich habe...’ der | die | das also takes the ACCUSATIVE. ... would change to... den | die | das In practice, it’s only with masculine nouns that EXAMPLES: the ending changes.

Es gibt einen Markt NOTE: ‘mein’ (my) and ‘kein’ (no or none) follow the same pattern - see examples right.

Es gibt eine Schule

Es gibt keinen Tiergarten

18

2.1 Meine Stadt Each group could use a set of paper flashcards as reminders. The first child in the group repeats what you have said and adds another place to the sentence, e.g. “In Hove gibt es eine Bibliothek und einen Tiergarten”.

The aim of the game is to remember what the previous people have said and be able to think of a new place to add to the town description (see “extension activity”). ❑ Place photocopied flashcards around the room. Ask one pupil or a group to choose a picture, to go and stand by it, and tell the rest of the class what it is, just as the children do in the film, e.g. “Hier ist die Bibliothek” or “Hier ist das Rathaus”. ❑ Play the “Tourist Game” Two children leave the room; they are the “tourists”. The rest of the class decide on three places they want to include in “their town”.

The tourists return and ask, for example, “In Manchester, gibt es ein Rathaus?” The class chorus the response. The aim is for the tourists to guess all three places in the town.

7. Respond with understanding

❑ Play “what’s in my town?”

This activity helps to practise the question “Was gibt es in (Norwich)?” and the structure, “Es gibt...” introduced in film 1.

Use the Flashcards CD first with sound and text OFF; show the picture of a market; you say, “Was gibt es in Norwich? Es gibt...” and pause.

Children finish the sentence; “...einen Markt.”

Next, repeat the question and show a second picture, e.g. ““Was gibt es in Norwich? Es gibt...”

The children say: “...ein Stadion."

When children are ready, ask if there are places you have more than one of in your community (or none at all): use the Flashcards CD to introduce how to say this. Children echo.

Click here for ‘more than 1’ or ‘none’

8. Working in pairs

❑ Give pupils each a copy of the activity sheet with which they can repeat these activities in pairs and small groups. ❑ Play “snap” Pupils pool their sets of picture-cards to play “snap”. The game should include saying the name of each place as the card is played.

Try showing, e.g. “Es gibt ein Stadion” and ask children to predict what two stadiums will be (see “How German works 3” about plurals). ❑ Play “describe my town” In this activity, the class makes a long sentence to say what’s in a town (either your own community or a German town).

You start, e.g.“In Hove, gibt es eine Bibliothek” (see “How German works 2” on word order).

2

9. Watch film 1 again

❑ Show the whole of film 1: “Meine Stadt” again for reinforcement.

HOW GERMAN WORKS 2: Change in word order - ‘INVERSION’ When it sounds more natural to say “...gibt es...”

To ask “Was gibt es in Freiburg?”, you switch round (“invert”) ‘es gibt in Freiburg’ to make it a question - just as in English.

The reply could be, “Es gibt einen Markt)”, or “Es gibt einen Markt in Freiburg”.

To Germans, it sounds more natural to say: “In Freiburg, gibt es einen Markt” They would usually put the “in Freiburg” phrase first, and then switch round ‘es gibt’.

You’ll see other examples of inversion later in this pack. In later study, children may learn the rule that, in German, the verb takes second position.

19

TO MAKE A QUESTION, YOU INVERT “gibt es”:

Was gibt es in Freiburg?

(What is there in Freiburg?)

THE NATURAL ANSWER IS:

In Freiburg, gibt es einen Markt.

(In Freiburg, there’s a market) ... FOR A SHORTER ANSWER:

Es gibt einen Markt.

(There’s a market)

E a r l y S t a r t German Pack 2 3

HOW GERMAN WORKS 3: More about plurals; and Dictionary skills

In Pack 1, pupils began to find out about making head word: first word on this page nouns into plurals (Chapters 1.11 and 1.14).

They saw that it’s not as simple as in English: for each word, you have to find its plural in a dictionary and remember it. This dictionary makes it easy to look up plurals. Ask children to find some common patterns as they learn more words.

Here are 2 patterns in this chapter (both seen before): n die Schule / die Schulen and die Bibliothek / die Bibliotheken - both are like ‘oxen’ and ‘children’ in English.

Look in the GERMAN>ENGLISH half of the bilingual dictionary

n der Markt /die Märkte and der Tiergarten / die Tiergärten Note: the plurals make a small vowel sound change, from ‘bat’ to ‘bet’ (shown by adding an umlaut); like der Bruder / die Brüder and der Vogel / die Vögel.

The ‘Oxford School German Dictionary’ is available from www.earlystart.co.uk

❑ The Flashcards CD includes the facility to show pictures and corresponding words. At the early stages, we suggest you present any written words as children hear them spoken. The Flashcards CD allows you to present picture, text and native German voice together. ❑ Play “word-picture match” 1 Make word cards to go with the pictures on the activity sheet. Stick the picture cards to the wall, and set out the word flashcards on a table.

Ask a pupil to select the appropriate word flashcard as you point to a place and say what it is. The pupil then attaches the word to the corresponding picture.

10. Look again at sounds

❑ Play “Listen to the sounds” This game was first introduced in Pack 1 (Chapter 1.2). By asking pupils to pick out some distinctive German phonemes, it helps them to listen attentively to German sounds in general, and so improves their pronunciation.

Agree a physical gesture for each sound e.g.

- touch your ear for “ ”[sh], - thumbs up for “ ”, - pat your head for “ ”.

Call out different words that pupils know.

You can repeat words as often as you like.

Pupils make the appropriate gesture when they hear the sounds.

❑ Play “word-picture match” 2 Give some pupils word flashcards and others the pictures of places. When you call out a place, pupils run to find their partner.

NOTE: If you play this game on a regular basis, do vary the physical gestures, so that pupils do not start to associate the gesture directly with the sound.

Recognising the written word

When pupils are used to listening to and saying the new vocabulary, you may like to show them the final sequence of film 1: “Meine Stadt”, in which each of the key words is repeated with text superimposed on the pictures.

The text is colour-coded by gender: - blue for masculine words e.g. der Markt, - pink for feminine words e.g. die Schule, - green for neuter words e.g. das Stadion.

❑ Play “find the sound” As described in Pack 1 (Chapter 1.2), make some word cards and place them on the floor. Seat pupils around the cards, and play music. Pupils pass a soft ball.

When the music stops, you say a sound, e.g.

“Find a ‘“ ”[sh], as in “Schule”.

The pupil holding the ball has to pick out a word-card containing that sound.

20

2.1 Meine Stadt They can find extra words for places in a dictionary; some are given in “Extra words and phrases”. ❑ ICT multimedia project.

You could extend your Town Guide project to make a multimedia presentation, that will be sent to your German partners. Select pictures to give a stranger an idea of what your town is like, then record sound descriptions, using this section’s new words. See an example at www.earlystart.co.uk.

■ Ask your German partners to reciprocate.

Extension activity:dictionary skills

When describing a town, children may want to know the German word for another place; help them find it in a bilingual dictionary.

Talk about how to pronounce the new word, using “key sounds” they already know. If they want to use plurals, e.g. to say a town has three schools “Es gibt drei Schulen”, show them how your dictionary gives the German plural.

See “How German works 3” .

CROSS-CURRICULAR ACTIVITIES

Once pupils know the names for key places around the town they can start on the first stage of an extended project:

“Imaginary Town” project

As a cross-curricular art and craft, design-andmake project, pupils can start to create a three dimensional model of “what we think a German town is like”.

Town Guide project Make a guide to your town

Which places around your town are interesting to visitors, and would help them find out about your community? After discussion, pupils can choose a small list. See examples in this chapter’s “talking points”.

To make a classroom display, pupils take pictures with a digital camera to show what is worth seeing or doing at the places they have chosen - or they could cut out pictures from leaflets.

Label each place with its name in German.

Children could be given writing frames to help them write short sentences, e.g. “In Manchester gibt es zwei Stadien”.

The town could also have schools, a football stadium, a library, a market, a town hall and an animal park - all labelled and with appropriate signage in German. (See “extra words and phrases” for other suggestions).

The display could include photos of real-life German examples on which children have based their model town.

Children could present their imaginary town to the whole class, or to another audience such as a class of other children or parents, using simple German phrases.

EXTRA WORDS AND PHRASES

der Dom / das Münster der Supermarkt der Bahnhof der Spielplatz die Post die Bank die Bäckerei die Konditorei

- cathedral

- supermarket - railway station - playground - post office - bank - bakery - cake shop das Schwimmbad - swimming pool Flashcards CD 1

21

E a r l y S t a r t German Pack 2 They could build defensive walls, build a church and hold a market. The Cathedral belongs to Freiburg and not the Catholic Church. The market is held around it.

Medieval Freiburg prospered; they minted coins from silver mined in nearby Schauinsland , a mountain in the Black Forest (see Ch. 2.3). It was a centre of trade north-south along the Rhine valley, including salt from mines in the Alps, traded in Salzstraße (see Ch.2.4). Today the Schwabentor is one of two gateway towers surviving from the medieval town walls.

Breisgau is the name of the surrounding area; the city’s full name is ‘Freiburg-im-Breisgau’ to distinguish it from other Freiburgs.

Talking point 1

EVERYDAY LIFE IN GERMANY Freiburg-im-Breisgau - a “green” city

Medieval city The centre of Freiburg looks like a medieval city; the Cathedral survived heavy bombing in World War 2 (der Zweite Weltkrieg ), but most other buildings have been re-constructed.

All the town centre buildings except the Cathedral were burnt-out shells after an Allied bombing raid in 1944.

‘Freiburg-im-Breisgau’ welcomes walkers and cyclists

After the war, Freiburg decided to keep the layout of old narrow streets with the network of fresh-water streams (Bächle ), once used for watering livestock and fire-fighting. They kept any outside walls of buildings that were worth preserving.

Making the city green In the 1970’s, controversial plans to build a nuclear power station near Freiburg started people looking for alternatives.

Instead of building possibly dangerous power stations, could the whole city change to use less energy and be environmentally-friendly instead of polluting?

They found they had to focus on changing their houses (see Ch.2.2) and how they used their cars (see Ch.2.3).

‘Bächle’: an open fresh-water stream runs down a re-built town centre street with a medieval appearance.

Many other bombed German cities rebuilt with modern buildings and a new road plan.

Medieval heritage Freiburg’s name means “free town”, because the 12th century city’s leaders were given freedom from direct rule by a lord or bishop.

22

2.1 Meine Stadt (2) The library

The Stadtbibliothek Freiburg is the city public library and is also in the Cathedral Square.

After the war, a modern interior was built within the shell of an old building.

The film shows the children’s section of the library. Martin returns his books to the librarian.

We catch a glimpse of the colourful area for babies and toddlers - with toys and beanbags.

We then see Tania browsing for books and checking them out. The librarian gives her a receipt from the computer.

The library lends DVDs and CDs free to everyone under the age of 18. Like most modern libraries, there are computers available for the public to use. As most Freiburg children have school only in the mornings, it’s busy in the afternoons when pupils do their homework.

Talking point 2

EVERYDAY LIFE IN GERMANY More about places we saw in town (1) Local food from the market

Film 1 shows the farmers’ market in Münsterplatz , the space around Freiburg Cathedral (the Münster). There has been a market at the foot of the Cathedral for centuries, selling fresh produce from local farms.

(3) Solar-powered football stadium

In the film we see fans going to a match at SC (Sport-Club) Freiburg , their local team.

Buying vegetables in the farmers’ market.

Inside the main entrance you can still see the “official measures” carved into the wall, giving the official sizes for standard loaves of bread.

If a customer suspected the seller of cheating, the loaf would be compared with the “official measures”. If the loaf was too small, they chained the rogue trader to an iron ring on the Cathedral wall so everyone could see that he was a cheat!

Rows of solar panels on the roof of the Badenova stadium.

SC Freiburg is the home team at the BadenovaStadion . The stadium is the first solar stadium in Germany. Solar panels produce about 250,000 kWh of electricity which is enough to provide lighting and power for a league championship.

The stadium is named after the local power company “Badenova” which sponsers SC Freiburg. The power company is owned by Freiburg and neighbouring city councils, and supports “clean energy” projects in the Freiburg region.

SC Freiburg is a well-known professional team, and have played in both the Erste Bundesliga (top division) and Zweite Bundesliga (second division) in recent years.

Football clubs everywhere change their trainer when they have problems; SC Freiburg had the

Medieval market rules: all bread sold in the market had to be no smaller than these shapes carved on the cathedral walls.

■ Is there a market in your town? What can you buy there? Pupils could draw pictures of market stalls - with labels in German (see Ch.2.13-2.14) for a wall display.

23

E a r l y S t a r t German Pack 2 longest-serving trainer in the history of German professional football. Volker Finke managed the team for 16 years.

Film 1 shows Finke’s last game as trainer; the team lost to Cologne, and missed promotion back to the Bundesliga by one place.

Freiburg) collect their recycling bags. The Rathaus often houses the tourist information centre.

SC Freiburg’s official emblem shows an eagle’s head, symbolising “power and endurance”.

They took the design from old silver penny coins that were minted in medieval Freiburg, using silver mined locally.

Rathaus: the Town Hall in the Rathausplatz. It was once a medieval university building.

■ Children could find out which league SC Freiburg are in now, and follow the team’s progress throughout the season. They could find Freiburg’s opponents on a map.

Freiburg was founded in the twelfth century; the Town Hall is one of many reconstructed historic buildings in the town centre We see the dates 1896-1901 carved on its wall, which is when the building became the Town Hall. Previously, it was part of Freiburg University, dating back to the 15th. century.

In the town hall, we see Frau Hoch who works in the Mayor’s office; der Oberbürgermeister is elected for up to 7 years to work full-time as the “town manager”.

■ Pupils could find out about their local council, its town hall and Mayor, and what services they run.

(4) The school

Film 1 introduces the Weiherhof-Realschule , which will appear in many sections. We see children and teachers in classrooms, the sportsground, cookery room and school garden.

(6) The animal park

The Mundenhof animal park is on the Rhine Valley plain near Freiburg. It used to be a dairy farm, whose fields were used to dispose of Freiburg’s sewage (see Ch. 2.17).

When a new motorway was built across the farm, the city council made the remaining land into an animal park that would be free for everyone to visit, offering a new open space to a fast-growing city.

They keep tame farm animals, also wild animals, including bears - with an area for each of the main continents (see Ch. 2.17). There is a petting zoo for children; the farm buildings became a popular café; many people eat outside in Freiburg’s warm summers.

■ Does your community have a zoo or animal park?

What animals have they seen there?

■ What other places are there in your community for children to visit? Make a list for a German visitor.

Weiderhof-Realschule

A “Realschule” is a secondary school for pupils from age 10. We follow mainly children in the first class, the equivalent of a Year 6 class in England and Wales, Primary 5 in Scotland (more about German schools in Ch. 2.4 and Ch. 2.5).

(5) The Town Hall

The Rathaus is where the local council meets and has its offices; there’s one in each German town or village. It is where residents go for lost property (rather than the police station), to register births, marriages, divorces and deaths, apply for planning permission and (in 24

Meine Stadt

Ich heiĂ&#x;e ...........................

This page may be photocopied for classroom use

Š 2010 Early Start Languages

Meine Stadt

Ich heiĂ&#x;e ...........................

This page may be photocopied for classroom use

Š 2010 Early Start Languages