E a r l y S t a r t G erman Pack 1
1. Hallo! Greetings This section introduces young beginners to the German language and the people who speak it. From watching German people greet each other in the film, children first speak German by “echoing”, i.e. repeating sounds they have just heard. We suggest many activities you can develop to give them practice and confidence. You can pick out some typical sounds of the new language, and relate them to how the words are written. This first glimpse of Germany will prompt comparisons with your own community. You can explore how greetings reflect the culture of a community. For some children, the concept of other languages may be new, and raises issues about majority and minority languages.
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1. Hallo! Guten Tag!- introducing new words 2. Out & about 1 - language in context 3. Guten Morgen! - introducing new words 4. Arriving at school - language in context 5. Guten Abend! - introducing new words 6. Out & about 2 - language in context 7. Song - reinforcing new words 8. Written words Use the skip key on your remote control
DVD / VIDEO: Film 1 Most of these scenes are filmed in the German town of Boppard on the River Rhine. Children greet viewers:“Hallo!”. “Guten Tag!“. Two children greet each other: Rebekka is visiting her friend Christina. Christina opens the door: Rebekka says: “Hallo!” and Christina replies, “Hallo, Rebekka!”.
NEW WORDS AND PHRASES
hallo! guten Tag! guten Morgen! guten Abend!
MM DVD MARKERS
-hello -hello/good day -good morning -good evening
Frau (+ name) - Mrs./Miss/Ms. Herr (+ name) - Mr. CD Track 25
Scene from film 1: Sylvia on her mobile phone -“Hallo!”.
Out and about in Boppard in the daytime: Two teenage boys on bikes shake hands and greet each other: “Hallo!”. Oliver and his father are visiting friends: “Hallo!” and “Guten Tag!”. On the telephone: Silvia and Sophie are talking on their mobiles: Sophie answers, “Hallo!” and Silvia says “Hallo, hier ist Silvia!” (Hello, this is Silvia).
Scene from film 1:“Hallo!”.
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1.1 Hallo! On the way to school:
HOW GERMAN WORKS 1: When greetings are used “Guten Tag!” can be used anytime, morning or afternoon; often shortened to “Tag!”. “Guten Morgen!” only used in the morning, before lunch; often shortened to “Morgen!”. “Guten Abend!” is only used in the evening, when it is getting dark. “Hallo!” is used in just the same way as British people use the word “hello”. German speakers often say “Hallo!” when they answer the telephone, or call out to attract someone’s attention.
Scene from film 1: walking to the Grundschule.
Two girls, greet the viewers “Guten Morgen!”. Children arrive at the Grundschule (primary school) in Boppard. We see different classes greeting their teachers: Frau Fischer: “Guten Morgen!” Children: “Guten Morgen, Frau Fischer!” Herr Dünnwald: “Ja, schönen guten Morgen!” Children: “Guten Morgen, Herr Dünnwald!” Frau Harling: “Guten Morgen, Klasse 5b!” Children: “Guten Morgen, Frau Harling!” Frau Harling: “ Setzt euch, bitte!” (Sit down please)
HOW GERMAN WORKS 2: Ways of addressing adults The female teachers in the first film are called Frau Fischer and Frau Harling. “Frau”, means, literally, “woman”. In the past, German children called unmarried women “Fräulein” - “little woman”. Today that would be almost patronising: it is polite for children to address all women, regardless of marital status, as “Frau”. Children always refer to male teachers as “Herr”, like “Herr Dünnwald” in the film. Adults who were not close friends or relatives would also use “Frau” or “Herr”.
KEY SOUNDS Listen and enjoy copying these typical German sounds:
“ ”[example in English: shoe ]
Guten Tag! Guten Morgen! Guten Abend! as in...
Scene from film 1: “Guten Morgen, Klasse 5b!”
“
In the supermarket: The man on the checkout greets customers, “Morgen!”. Out and about in Boppard in the evening: People greet the viewers,“Guten Abend!”. SONG: “Hallo! Hallo! Guten Tag!” Children can join in as the class sing. You can find the words and music at the end of this chapter.
”[example in English: house] as in...
Frau
“ ”[example in English: bent ] as in...
Guten Abend!
* Note: phonetic symbols are for teachers ONLY! See “Introduction” for how to use symbols. This box is not meant as a pronunciation guide - please take the film and audio CD as a model.
Audio CD Track 25 13
E a r l y S t a r t G erman Pack 1 ❑ Ask the class as a group to echo the German greetings as you say them, first with “Hallo!”, then “Guten Tag!” and “Guten Abend!” Make sure they end “Abend” with a “-t” sound.
Planning your lessons As this is the very first German lesson, you could explore what pupils think they already know about Germany. Introduce the idea of each pupil keeping a “languages portfolio”1 to record their past and present language experiences. After watching the first film, the children will want to practise the language while the sounds are fresh in their minds. Discussing the greetings that children use and hear around them could help put the new language into context. Later, you could encourage them to talk about their first impressions of Germany. They will want to know where it is and where else German is spoken - this is another “talking point”. You can also use a few extra words of German in your management of lessons starting with some words of praise. Avoid overwhelming children with too much, too soon - see Chapter 1.17.
❑ Individual echoing: you move round the room and greet individuals with “Hallo!” and a cheery wave. The pupil echoes your greeting. Vary your greetings to include “Guten Tag!” with a handshake, as well as “Hallo!”. ❑ Now ask pupils to move around, greeting each other with “Hallo!” or “Guten Tag!” Encourage them to shake hands when they say “Guten Tag!” and wave when they say “Hallo!“
Activities
❑ Repeat this activity, this time ask pupils to say “Guten Morgen!” or “Guten Abend!”. Ask children to pretend that it is the appropriate time of day.
1. Warm up ❑ Set the scene for your first look at Germany, using ideas for “getting started” in the Introduction.
4. Respond with understanding ❑ Point to yourself and say your name, e.g. “Frau Smith”. Beginning with confident pupils, greet individuals by name e.g. “Guten Tag, Sarah!”. Pupils reply “Guten Tag, Frau Smith!”.
2. Watch the film ❑ Watch film 1: “Hallo!” for the first time. Since the written word will be introduced later, stop at the pause-point before the words are shown in writing on screen.
● Greetings game 1: The children form a circle round you. Throw a soft ball to different children greeting them by name, e.g. “Guten Tag, David!”. As they reply, e.g. “Guten Tag, Frau Smith!”, the children throw the ball back to you. Pupils can then take turns to be the person throwing the ball from the centre of the circle.
3. Get used to the sounds Children are natural mimics, and will pick up how to pronounce the new German words by listening to the native speakers on the film. When they echo what you say, pay particular attention to the “key sounds”. If they make a mistake, praise their attempt, then say it again correctly. It may also help to refer back to part or all of the film. ________________________________________
● Greetings game 2: As you throw the ball, change the pace between throws, and the intonation of your voice. Ask pupils to echo your intonation.
Note 1: For more about portfolios, see the Introduction and our website, www.earlystart.co.uk
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1.1 Hallo! ● Ask confident pupils to point to the different pictures. The class calls out the appropriate greeting and the pupil pointing to the picture replies with the same greeting.
For example, try whispering “Guten Tag!” for several throws; then speak louder and speed up the pace; finally call out “Guten Tag!” as if you had just bumped into someone you had not seen for a long time.
● When everyone is confident with the basic greetings, you can add the word “Guten Abend!” to either of the ”greetings games”.
● Greetings game 3: To encourage pupils to listen even more carefully, sometimes change your greeting to “Guten Morgen!”, “Morgen!” or “Guten Abend!”.
❑ Do a “Mexican wave” using “Guten Tag!”, “Guten Morgen!” and “Guten Abend!”. Pupils form a circle with their chairs. Pupil 1 says “Guten Tag!”, pupil 2 “Guten Morgen!”, pupil 3 “Guten Abend!” and so on. This continues round the circle. As they speak, each pupil stands up and promptly sits down as the next person stands up. If the children normally sit in groups, the “wave” can take place round each of the class tables. See which table finishes first.
❑ Musical greetings Pupils form two circles. The outer circle moves clockwise, the inner circle anticlockwise. You could play music from the Early Start German audio CD or authentic German music. When the music stops, pupils greet the person facing them with “Hallo!” or “Guten Tag!”. If you play this game in the morning, they could say either “Hallo!” or “Guten Morgen!” ❑ Flashcards Introduce pupils to the idea that greetings vary with the time of day - which you can indicate using the greetings flashcards - which can also be shown on your OHP, whiteboard or dataprojector (using Early Start German 1 e-CD).
5. Introduce the written word In the introduction, we suggest that pupils should be familiar with the sound of a German word before seeing it written. After plenty of opportunities to hear and say the greetings, children are ready to start reading, matching sound to how words are written in German. They will also see accents and unfamiliar use of capital letters. To introduce written words, show the final part of film 1...
6. Watch the film again ❑ Show film 1: “Hallo!” again, both for reinforcement and to introduce the written words at the end. Further showings will increase pupils’ exposure to native speakers, and help them find out how much their understanding has increased.
5 Flashcards for use with these activities
Point to one of the pictures and say the appropriate greeting, which pupils echo. Do this plenty of times, varying the order in which you point to the pictures. If pupils are confident, try to catch them out and make this exercise into a game.
❑ To practise linking the sounds with the written word, show “Hallo!”, “Guten Tag!”, “Guten Morgen!” and “Guten Abend!” on word flashcards, an OHP transparency, or display on an interactive whiteboard. Toss a soft ball at a confident pupil, and indicate that they should greet you with that particular greeting. You reply, gently reminding them of the correct pronunciation if necessary.
Inter-cultural understanding When pupils have practised some of the new language, introduce this chapter‘s “talking points”. At the end of the chapter, there is background information for the teacher, and suggestions for developing discussion and activities with the children. 15
E a r l y S t a r t G erman Pack 1 ❑ Starting class: greet your class with “Guten Morgen!” at the start of the day. Pupils respond “Guten Morgen, Frau / Herr (Smith)!”.
HOW GERMAN WORKS 3: All nouns start with a capital letter
❑ Meeting children away from the classroom: use “Hallo!”, “Guten Morgen!”, “Guten Tag!” or “Guten Abend!” when you meet pupils in or out of school. Encourage school secretaries, the caretaker and other colleagues to take part.
Some pupils may notice that the capital letters on “Tag”, “Montag” and “Abend”. Since these are not proper names, in English these words would only start with a capital if they came at the start of a sentence. German is the only world language in which ALL nouns - even ordinary ones like these are written with the first letter as a capital.
❑ Art: pupils can paint their own pictures representing“Hallo!“, “Guten Tag!”, “Guten Morgen!” and “Guten Abend!” ❑ Music: singing new vocabulary helps pupils learn the foreign language, and really helps to reinforce the language. Sing the “Hallo!” song heard in film 1.
❑ For practice in word recognition, pupils can colour the flashcards and stick the speech bubbles to the pictures for a classroom display. NOTE: most combinations could be right, depending on how you interpret the picture.
❑ Music: pupils can compose their own chant using German words they know. Using percussion instruments, they could make a tune to fit the rhythm of the words. Later in the course, children can progress to singing authentic German songs.
Be wary of allocating much of your valuable class time to an activity like children colouring their pictures. You might suggest that they take them home to colour.
CROSS CURRICULAR ACTIVITIES Time is short in the primary school day! You can give children more practice with the foreign language by using it during other lessons, while you are doing routine administration, and at other odd moments.
❑ Everyday class routines: You can use “gut” to praise a pupil, or to say they are correct (see “extra words and pharses”). Ch. 1.17 and film 17,“Im Klassenraum” suggest more classroom language you can introduce.
SONG: “Hallo! Hallo! Guten Tag!”
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Fm
Hal - lo!
Hal - lo!
F Gut
B
Gut
B - en
Tag!
Hal - lo!
E
- en Tag!
Hal
Hal
Fm -
lo!
Hal
B Hal
E
-
lo!
Gut
-
en
Tag!
E -
lo!
Gut
-
en
Tag!
3. Hallo! Hallo! Guten Abend! 2. Hallo! Hallo! Guten Morgen! Hallo! Hallo! Guten Abend! Hallo! Hallo! Guten Morgen! Hallo! Hallo! Guten Abend! Hallo! Hallo! Guten Morgen! Hallo! Guten Abend! Hallo! Guten Morgen! Audio CD Tracks: 1-song 2-karaoke 16
- lo!
1.1 Hallo!
Talking point 1 Meeting people First impressions are important in any culture. Use the film to prompt discussion about how we meet and greet people. Encourage pupils to talk about similar situations in their lives and communities.
... in your community
Scene from film 1: Two teenagers meet and shake hands.
Ask children to discuss: ■ How do they greet their friends every day? ■ What about when they meet parents, or elderly relatives? ■ What would be the reaction if they greeted the headteacher in the same way as one of their friends? ■ What do they observe when adults greet each other? Exploring these ideas will help show that greetings are not just words. When you meet someone, your spoken- and body-language is all about who you are, who they are, and the relationship between you. Everyone is influenced by what is expected as polite or proper, “cool” or fashionable - in other words, by social customs and manners. In a multi-cultural community there will be more to talk about. Some children may use one language at school; another to greet parents or elderly relatives, and maybe their friends.
Majority and minority languages If children are used to living where their own language is the majority language, seeing all the people in the film speaking German to each other will be quite a novelty. For others who have travelled or live in a multi-cultural community, it would not be a surprise. In UK about 95% of people speak English at home, which is about the same as the proportion of Germans who speak German. In most communities (but not all), that majority language is the one you expect to hear on the streets, in shops, on TV and radio; in lessons at school; at work; in the council offices and police station; and to read in newspapers, on roadsigns and official forms; and to use writing notes to your neighbours. In both countries there are minority languages, spoken by about 5%. Children in your class may be used to hearing other languages spoken in your community; some may themselves speak another language at home. This may be the language of a migrant community (a community language), such as Turkish - which is spoken in the UK, and has 1.4 million speakers in Germany. There are also regional languages, longstanding in a certain area (like Welsh in Wales, or North Frisian, spoken by about 10,000 people along the German North Sea coast). All these minority languages are now helped and protected within the European Union . ■ What would it be like to live where most people spoke another language? ■ What language(s) are used where you live - at school? in shops? on TV? on road-signs?
... in Germany Look again at film 1, and ask the class to look at what German people do. When a grown-up meets someone for the first time, s/he would probably shake hands. When two German men meet, if they are close friends or family they might hug each other. Kissing can also be part of greeting. As an adult, if you met a close female friend or relative, you might kiss once on the cheeks. Younger German children do not normally shake hands, hug or kiss when they meet informally, except perhaps on special occasions. In school, the class stand to greet the teacher, who they address formally by name: "Guten Morgen, Frau X!" for women and “Herr Y” for men - see “How German works 2”. 17
E a r l y S t a r t G erman Pack 1 Inter-cultural understanding
Talking point 2
❑ Ask the class to make a “greetings diary” - a list of all the greetings - together with any physical gestures - they use themselves in one day, and those they see others use. Include TV programmes, and ask parents and older relatives about past usage. ■ Discuss all the greetings you have recorded. Compare greetings in your community with those seen in the film of Germany, noting similarities as well as differences. ■ What physical gestures do they make? Some pupils may be surprised at the relative formality of some German greetings. ■ What happens when children meet adults, and when adults meet others in various circumstances?
Where do they speak German? German is the mother tongue of 121 million people over a large area in central Europe. It is the 7th most widely spoken of the world's languages. A tenth of all books published in the world are in German. Germany is the biggest single Germanspeaking country, with 82.5 million people.
Dialects and regional variations Hallo! /Guten Morgen! /Guten Tag!/ Guten Abend! would be heard and understood in any German-speaking country, but there are also regional variations. In South Germany (Bavaria) and Austria, there are more Catholics, and people greet each other with “Grüß Gott!” (meaning “greet God” or “God may bless you!”). In German speaking Switzerland, some words are borrowed from their Frenchspeaking neighbours, like “Salut!”.
MAP: Where German is the majority language.
The other German-speaking countries are: ■ Austria - it is the official language, spoken by 98% of Austria’s 8.1 million population. ■ a large part of Switzerland (there are also parts where French or Italian is the main language). 63% of the 7.16 million Swiss speak German; about 20% around Geneva speak French; and 8% in the south speak Italian. ■ Luxembourg (where people also speak French and Luxembourgish); ■ tiny Liechtenstein - a small independent kingdom between Austria and Switzerland, population 30,000; ■ part of northern Italy - 250,000 Germanspeakers in the northern mountains. Near the borders, some people speak neighbouring languages; eg there are Danishspeakers near the frontier with Denmark. There are also minority groups of German-speakers in adjoining border areas: up to a million in France; 100,000 in Belgium.
EXTRA WORDS AND PHRASES In South Germany and Austria:
grüß Gott! - (literally “greet God”) grüß dich! - (“greetings to you”) ... in German-speaking Switzerland:
grüezi!” - (“I greet you!”) salü! -hi! (to someone you know well) Words of praise
gut! - “good” or “well done!” Pupils will readily understand this as praise in German. See Ch.1.17 for more classroom language for teachers. Audio CD Track 25 Hear how to pronounce these extra words on the audio CD for teachers. 18
1.1 Hallo! The language of their Anglo-Saxon kingdoms became known as “English”. It survived 1066, when England was conquered by a few hundred French-speaking Norman knights. While several generations of kings, bishops lords and judges spoke French amongst themselves, ordinary people continued to speak Old English. Over centuries a mix emerged - with lots of French words added to the original Germanic ways of speaking. Almost all of the 100 mostused words in modern English - like “good” and “morning” - come from German roots.
Germanic languages
n! Guten Morge Good morning! Do these greetings sound similar? English and German belong to the same family of Germanic languages, also including neighbouring languages like Dutch.
Roman Empire & speaking Latin The roots of these languages lie with the Germanic tribes that lived outside the Roman Empire. 2,000 years ago, the Romans ruled much of western Europe, but they never conquered most of what is now Germany.
Britain R. Rhine
Fairy-tale kingdoms Germany was only unified as one country as recently as 1871 - and then reunited in 1990. For much of its history, the area was divided into a multitude of small states -a fairy-tale world of good and bad kings, princesses, castles, walled towns and dark forests that is echoed in many children’s stories. Such divisions led to many wars, and conquests by powerful neighbours like France under Napoleon.
IC GERMAN S E T R IB R. Danu be
P EM RO
IRE
N MA
Migrations to America To escape such a history, over 4 million Germans migrated to seek a new life in America, mainly between 1840-1880. One-sixth of all Americans are of German descent - still the biggest single ethnic group in the USA. Although few speak German at home, they keep up many customs and traditions - and are increasingly interested in exploring their German roots and heritage. To find out more, see www.earlystart.co.uk.
Rome
MAP: the Roman Empire in 280 AD: the Rhine and Danube rivers marked the boundaries of Roman rule.
Latin was widely spoken throughout the Roman Empire, which collapsed around 400AD. In the centuries after, Latin remained the language of the dominant Roman Catholic Church. For ordinary people, it slowly evolved into separate languages like French, Spanish and Italian.
German links In successive chapters, we will explore many links with German language, people and culture - such as: ■ German ways of celebrating Christmas, ■ German food like “hamburgers”, ■ world-famous German people and fictional characters, ■ familiar stories that were traditionally told in Germany.
Anglo-Saxon migrations Germanic tribes crossed the old Roman frontiers. In the 7th century AD, the Angles, Saxons and Jutes invaded Britain, grabbed the best land, and drove its Celtic inhabitants back to mountain refuges in Wales, Scotland and Cornwall. 19
Hallo!
Hallo!
Guten Tag!
Guten Morgen!
This page may be photocopied for classroom use.
Guten Abend!
Š 2005 Early Start Languages
This page may be photocopied for classroom use.
Š 2005 Early Start Languages
This page may be photocopied for classroom use.
Š 2005 Early Start Languages