German1-071 wherelive v16

E a r l y S t a r t G erman Pack 1

7. Wo wohnst du?

Where do you live?

In this section, pupils find out more about some towns and cities in Germany, and learn how to respond when asked where THEY live.

Children hear German-speakers say which town they live in. The range of place-names introduced challenges pupils to pronounce them, and match name to sound.

In “talking points”, they can explore more of the diversity of Germany, and find out about its culture and history from folk-tales.

and the Museum of Furniture by Boppardborn Michael Thonet (see “talking points”).

QUESTION AND ANSWER: Children answer the question “Wo wohnst du?” as well as: “Wie geht’s”, “Wie heißt du?”, and “Wie alt bist du?” Each child says s/he lives in Boppard: “Ich wohne in Boppard”.

Some more children say that they live in Boppard. The position of the town is shown on a map of Germany.

NEW WORDS AND PHRASES

wo wohnst du? where do you live? ich wohne in ...

I live in ... names of German towns:

Boppard, Koblenz, Köln, Bremen, Leipzig, München, Berlin

From film 7: map of Germany, “Ich wohne in Boppard”.

More German towns and cities: (see “talking points” for more about each place).

We see famous monuments in Koblenz, a town not far down the River Rhine; and hear children saying “Ich wohne in Koblenz”.

The position of Koblenz is then highlighted on the map of Germany.

CD Track 31

DVD / VIDEO: film 7 Living in the town of Boppard: Several different children say that they live in Boppard: “Ich wohne in Boppard”.

From film 7: boy at Thonet statue -“Ich wohne in Boppard”.

Koblenz: Statue of the most famous German writer, Goethe.

We see places they know well around Boppard: the town square and fountain, the River Rhine

We see Köln Cathedral, the Rhine (again), the annual Karneval festivities, and the making of 66

1.7 Wo wohnst du? the city’s famous perfume “Eau de Cologne”.

Children say: “Ich wohne in Köln”. The position of Köln (Cologne) is highlighted on the map.

We hear children say: “Ich wohne in Berlin”.

Berlin is shown on the map of Germany.

Finally, a child says to the viewer: “Und wo wohnst du?”

From film 7: the Eau de Cologne factory.

In München, we see tourists watch the famous Glockenspiel clock; a football match with the local team, Bayern München; and the Oktoberfest beer festival. We hear children saying “Ich wohne in München”. München (Munich) is then shown on the map in the south of Germany.

We see Leipzig’s old buildings; the largest railway station in Europe; the city’s ancient markets; and the choir school once taught by Bach. Children say: “Ich wohne in Leipzig”.

Leipzig is then marked in the east of Germany.

In Bremen we see modern ocean-going ships, then the old port town, where the Grimm Brothers’ story of the “Musicians of Bremen” is commemorated. Children say: “Ich wohne in Bremen”; Bremen is shown in the north.

From film 7: Traffic now streams freely through Berlin’s Brandenburg Gate .

M

DVD MARKERS

1. Wo wohnst du? - introducing new words 2.- 8. German towns - Boppard to Berlin 9. Written words Use the skip key on your remote control

Planning your lessons Before watching the film, find out what children already know about towns in German-speaking countries.

We suggest pupils first get used to saying where THEY live in German.

Then introduce the German towns in the film. Help children pronounce the placenames authentically; find them on a map; and talk about what the different towns are like (see “talking points”).

You can look at other German-speaking towns to reflect the interests of your class.

Activities 1. Warm up Before watching the film, make a list of German towns the class know already: ◆ from earlier sections; ◆ from family holidays in Germany; ◆ seen on films and television.

Perhaps you have a partner school in Germany or a language assistant who can say where they come from?

From film 7: Ocean-going ships at Bremerhaven.

Finally, we see Berlin, Germany’s new capital city, with busy streets; public transport; new buildings like the Reichstag (Parliament); the famous “Love Parade”, a free techno festival; and the historic Brandenburg Gate, once a tense border-post in the Cold War. 67

E a r l y S t a r t G erman Pack 1 du, wo wohnst du?” Pupil 2 answers, then asks pupil 3 and so on round the group. ● Play as a race. To win, a group must finish first and use the correct German phrases!

Start the race with: “drei-zwei-eins...LOS!”.

2. Watch film 7 ❑ Watch film 7: “Wo wohnst du?” You will see town-names written on a map of Germany before the pause point that normally marks the introduction of the written word.

3. Get used to the sounds (b) Towns in Germany

3. Get used to the sounds (a) Towns in your country

❑ Echoing: Display the activity sheet map of Germany on your OHP/whiteboard, with towns named.

Ask your German-speaking puppet “Wo wohnst du?” The puppet replies “Ich wohne in Köln”, or simply “in Köln” as children do in the film.

Pupils echo the reply. Repeat for other towns.

Pay particular attention to the “key sounds”, and check with the film. Point out how the native-speakers end Berlin with a sound like “lean” in English.

Introduce Hameln, which is not in the film.

❑ Echoing: The class puppet asks you: “Wo wohnst du?”. You tell the puppet which town you live in, e.g. “Ich wohne in Plymouth”.

Pupils echo both phrases.

❑ Echoing and finding the towns: Now remove the town-names. Ask pupils where to place the label for Köln on the map: ”Wo ist Köln? ..1? ..2?” (referring to the numbers in German). Repeat this with the other German towns identified in the film (plus Hameln): 1 = Boppard 2 = Koblenz 3 = Köln 4 = Bremen 5 = Berlin 6 = München 7 = Leipzig 8 = Hameln

❑ Echoing: Using a map of your country, point to a selection of different towns and cities and say, e.g. “Ich wohne in Liverpool”. Pronounce such town names as you would in your country.

❑ Play “true or false”: When the map is completely labelled, point to Berlin and say “Ich wohne in Köln”. If you say the correct place-name, pupils echo your words; if you are “wrong”, they should remain silent.

❑ Now let the puppet ask different children where they really live. The puppet asks, ”Wo wohnst du?”; pupils reply “Ich wohne in Luton” etc. or, for a more natural response “in Luton”.

❑ “Stand up - sit down” game: Display the map of Germany on your OHP/ whiteboard, with town-names. Give each pupil a card with the name of “their town”.

You say to the class, “Wer wohnt in Leipzig?”

All the pupils with that card stand up. You say “Ich wohne in Leipzig”; those pupils echo.

Repeat for different towns.

Then go round the class asking individual pupils, “Wo wohnst du?”. They reply according their card. ● To add variety, tell pupils to swap cards.

❑ Play “stand up - sit down” game: You say “Ich wohne in ... (a local town, neighbourhood, or village); pupils who live there stand up. They sit when you say the next place and other children stand up.

Extend the game by saying other familiar phrases, e.g. “Ich bin 10.” Pupils stand up when they hear anything that is true for them. ❑ Play “town chain” in groups Pupil 1 says, “Ich wohne in ...” (naming their town or village), and asks the next child, ”Und 68

1.7 Wo wohnst du?

8. Look again at sounds

KEY SOUNDS

❑ Play “listen to the sounds” This game was first introduced in Chapter 1.2.

By asking pupils to pick out some distinctive German phonemes, it helps them listen attentively to German sounds in general , and so improves their pronunciation.

As before, agree a sound, and a physical gesture pupils make when they hear it. You call out different words (including town names) that pupils know; they make the gesture when they hear the agreed sound. You can repeat words. ● You could display a word-card as you say it.

Listen to these typical sounds: where have you heard them before?

“ ” as in wo, wohnst, wohne

Heard before: auf Wiedersehen, wie

“ ” as in Boppard Heard before in:

guten Abend!

“ ” as in Koblenz Heard before in:

zwei, zehn, zwölf

“ ” as in München, Leipzig Heard before in:

“ ”as in

❑ Play “how do you say it?”

Show a word-card from the previous 8 plus Freiburg, Wiesbaden, Kiel, Weimar, Heidelberg, Aachen. Ask the class to discuss how to pronounce it, and agree marks out of 3 for difficulty. ● Play it as a game: turn cards face down.

A pupil picks one, turns it over, and says it aloud - gaining points as agreed if correct.

ich, nicht so gut

Köln

[example in English: bird] Heard before in: zwölf

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

CD Track 31

❑ Play “two of a kind”: Give each child a map of Germany with ONE town ringed; that is their home town.

They walk round, asking “Wo wohnst du?” until they find a partner from the same town.

Swap maps to play again.

Inter-cultural understanding Speakers of another language sometimes change the name of a foreign town to fit the sounds they are used to, or spell it the way they link sounds to writing. Compare the sound and spelling of these towns:

❑ Play “longest sentence” Pupils try to construct their longest German sentence-ever, using “und” (and) as a link word.

They can either speak themselves or through the class puppet, e.g. “Ich wohne in Portsmouth und......”

If pupils are confident, they could play “Just half a Minute” - in which they experiment to see what is the longest statement they can make in German without repetition. This could be done in groups using a stopwatch.

If the children enjoy this, do it regularly.

Individuals could try to improve on their personal best.

What is the class record?

Foreigners’ names for TOWNS in Germany

Berlin Köln München Hameln

-

Berlin Cologne Munich Hamelin

NOTE: Compare the pronunciation on the audio CD for teachers.

CD Track 31

CROSS CURRICULAR ACTIVITIES ❑ Geography - mapwork: Give pupils copies of the activity sheet map of Germany. They can label the dots with the names of the towns mentioned in film 7: “Wo wohnst du?” Add the names of any other German towns which are significant to them.

7. Watch film 7 again ❑ Show film 7: “Wo wohnst du?” again, including the last part showing town-names.

69

E a r l y S t a r t G erman Pack 1 Children could find out more about the place(s) they plan to visit from tourist leaflets, and your school library or the local public library. Try the web links on www.earlystart.co.uk .

When pupils are ready, use the activity sheet map to help introduce some important German towns from the film.

You could add other German towns: ◆ where your partner school is situated; ◆ your community’s twin town; ◆ where your German assistant comes from; ◆ any others the class have talked about.

❑ Music - German town names: Sing a song around the class, to the tune of “Farmer’s in his den”. For each verse, one group or individual chooses which German town name to add: Ich wohne in X, ich wohne in X, Ee - aye, adio!

Wo wohnst du?.

❑ Geography and ICT - German Railways: Germany has a good network of long distance trains between the main German cities.

Fast international trains go to major cities in other European countries. Local trains stop at towns and villages along their line.

To help pupils get to know some German towns, you could choose a destination in Germany, and ask them to plan how to get there by rail using timetables and maps.

❑ Projects - German towns: ■ München and Berlin: Ask children to imagine they were the chief adviser in a small German kingdom long ago. Draw a picture to show what there should there be in the royal capital city: royal palace, opera house, ...

■ Musicians of Bremen: most German cities still have orchestras or bands, from when this gave prestige to the local ruler. What events would you plan if your town had a band?

■ Leipzig: as a class choir, train up to sing one of Bach’s church choral pieces... Would you like to be in his choir?

■ Köln: make and decorate masks using the activity sheets; hold a class carnival procession.

■ Boppard: chair project (see “talking points”)

EXTRA WORDS AND PHRASES Wer wohnt in ... (Leipzig) ?

Who lives in ... (Leipzig) ?

MAP: part of German railways, showing high-speed ICE services which just stop at bigger cities.

They could start from Calais (the French port where many cross-Channel ferries land) or from your home town. Travel could be by plane or ferry as well as by rail.

If children find timetables too complicated, try the simpler summary leaflets and maps prepared for tourists. Links to useful websites for flights, ferries and rail links to Germany are included on: www.earlystart.co.uk . ❑ Literacy - creative writing: Pupils could write (in their own mother tongue) about experiences on a journey they would like to make to Germany. It might be a school journey to visit their partner school; travelling to München for a football match; going on holiday to the mountains or on a Rhine cruise.

Wo ist ... (Leipzig) ?

Where is ... (Leipzig) ?

Das ist ... (Leipzig).

That is ... (Leipzig).

Some more TOWNS in German-speaking countries

Wien - Vienna Salzburg - Salzburg Zürich - Zurich Hear the pronunciation of these words on the audio CD for teachers.

CD Track 31 70

1.7 Wo wohnst du?

Talking point 1

Talking point 2

Boppard and the chair inventor

Finding out about German towns in the film

Michael Thonet, famous inventor and designer of bentwood chairs, was born here in 1796.

Three of the German towns featured in the film lie on the banks of the River Rhine (see Ch.1.3), once part of a series of Roman forts (see Ch.1.1): Köln, Koblenz and Boppard. The others are major cities giving a glimpse of other regions of Germany.

Boppard Boppard grew up as a river port with a castle.

Archaeologists have found many Roman remains; now the area’s biggest appeal to tourists is cruising along the River Rhine past the nearby statue of the Lorelei (see Ch.1.3).

Vineyards have lined the sunny banks of the Rhine valley since Roman times. They grow white-wine grapes suited to the cooler climate this far north of the Mediterranean.

Forests around Boppard once supplied wood for making furniture (see “talking point 1”), Koblenz Many people from Boppard catch the train alongside the Rhine to work in the nearest city, Koblenz. We see a family out shopping in the streets of the old town, playing around statues of Goethe (who is like Shakespeare amongst German writers); and the “naughty boy” who spits water at passers-by every 2 minutes without warning.

Boppard’s fountain gushes over stacks of chair components.

The design of the fountain in the market square celebrates the bent-wood components of his famous cafe chairs. Cheap but stylish, they just screwed together (no joints or gluing).

The first “flat-pack” chairs in the Thonet Museum, Boppard.

Thonet was the first to use steam to shape wooden poles cut from local forests. Hundredsat-a-time were bent, then steamed into shape.

The parts were transported as “flat packs”, and assembled without a skilled carpenter into a chair that was light, elegant and cheap to make.

The Austrian Emperor encouraged Thonet to move the factory to his capital Vienna, where “Thonet chairs” became a world-wide success.

■ Design and technology: make a display of different chairs, and discuss their suitability for different purposes. Ask pupils to sketch their own chair designs for your classroom for (say) storytelling or art lessons - see www.earlystart.co.uk.

1940 Schängelbrunner (naughty-boy-fountain) remembers child pranksters in French-occupied Rhineland 1794-1814.

■ Children could design a trick fountain like that in the film - see www.earlystart.co.uk for more.

71

E a r l y S t a r t G erman Pack 1 Where the Rhine meets the River Mosel is known as “Deutsches Eck” (German Corner). A giant statue of Kaiser Wilhelm I on horseback looks over the river barges. It celebrates the Prussian king’s creation of a German Empire in 1871, swallowing all the small states except Austria.

Allied troops blew up the “unity statue” in World War 2; a copy was erected in 1993.

Köln Cathedral: started in 1322, finally completed 1880.

Money ran out in 1520, when Martin Luther split the Catholic church (see Ch.1.4). The project was revived in 1842, using the original plans, with a triumphal completion in 1880.

Koblenz: statue celebrates first Emperor of Germany in 1871.

Köln (Cologne) Eau de Cologne was invented while Köln was a French city: it was occupied by France 17941814. Napoleon ordered its houses to be numbered; the perfume was made at No. 4711.

In Köln, no-one is allowed to build anything higher than the cathedral. The largest Gothic church in northern Europe, it took centuries to complete. Work started in 1248, with church services in the incomplete part from 1322.

Thousands come to join in Köln’s Karneval procession.

Köln has the biggest pre-Lent carnival (“Karneval”) each February, when UK families

“The Musicians of Bremen” by the Grimm Brothers The Grimm Brothers’ story, “The Musicians of Bremen” (see Ch.1.4): an aged donkey, and his friends, the dog, cat and cockerel. Faced with the knacker’s yard, the old donkey sought a happier retirement making music with Bremen’s famous town band. On his journey he was joined by the other elderly animals, who faced a similar plight.

Night found them tired, hungry and cold in countryside miles from Bremen, looking for shelter. They stood on each others shoulders to peer in the window of a cottage; the robbers who lived there were scared by the strange “monster” and fled.

Later, one robber returned to see what it really was. He woke up the animals, and was even more scared by misinterpreting their startled cries and rushing about.

A pull-string toy and the book

The robbers left for good, leaving the four to give up on Bremen and spend a peaceful retirement in the cottage. Find out how to buy the book (in German or English), plus more information and links on the website, www.earlystart.co.uk 72

1.7 Wo wohnst du? have Shrove Tuesday pancakes. Film 7 shows people preparing their costumes and masks to “let their hair down” in the street parade.

of a plague) and a jousting match. The Oktoberfest started in 1810 as horse-races to celebrate a royal wedding: now millions come for a beer- and folk-festival, and funfair. Munich

■ The class can make masks using one of the basic templates in the activity sheets. Pupils can colour their masks, and decorate them with ribbons, shiny coloured paper, pieces of cloth, feathers, etc. to achieve an individual effect. Hold your own procession, or join in one in your community!

Bremen Bremen has been a seaport on the estuary of the River Weser since the Middle Ages. The film shows modern ocean-going ships in the deep estuary; also the fine medieval town hall and old streets of merchants’ shops and houses, built from fortunes made in trade.

München: Oktoberfest started to celebrate a royal wedding.

also has a world-class football team, BayernMünchen; and has the HQ of car-maker BMW and other big companies.

Berlin Since German reunification, Berlin has again become the capital and centre of government.

3.4 million people now live in this fast-growing city. Before 1990, Germany was two separate countries: West Berlin was an “island” in the Communist East.

Berlin Russian and NATO troops faced each East other across the Germany frontier in a “Cold West War”. Travel between Germany East and West was difficult, dividing many families. The Brandenburg Gate was one of the few Postwar borders up to 1990 crossing points, and featured in many spy films. It is now a symbol of German unification.

Medieval merchants’ houses in the seaport of Bremen.

We see both sculptures and toys of characters from the Grimm Brothers’ story, “The Musicians of Bremen” (see box and Ch.1.4) .

München (Munich) München has many grand buildings and monuments from when it was capital of the kingdom of Bavaria. One is the Glockenspiel: bells ring on the Town Hall tower, and large coloured mechanical figures perform a traditional “Coopers' Dance” (marking the end

To move Germany’s Parliament to Berlin, they rebuilt the ruin of its old building, the Reichstag, burnt-out in 1933. A huge glass dome was added over the top, so that the politicians are open to public view as they debate new laws.

73

E a r l y S t a r t G erman Pack 1

Berlin:“Love Parade” of music ends by the Victory Column.

Leipzig: Thomanerchor choirboys in traditional uniform.

Since 1989, each July Berlin enjoys the famous “Love Parade”. The message as techno bands and dancers parade from the Brandenburg Gate is ‘peace, love, respect, tolerance’.

Leipzig Like Berlin, Leipzig was also in East Germany.

Its famous trade fairs have been held since the Middle Ages, and attract business people from many countries to sell to each other.

for almost every Sunday service, and getting up at 6 a.m. for daily choir practice.

The choir has its own boarding school and still has hours of singing before ordinary lessons.

Hameln (Hamelin and the Pied Piper) The small old town of Hameln, up the River Weser from Bremen, is famous for the story of the Pied Piper. In 1285 he led the town’s children away with his magic music after the Mayor refused to pay him the agreed fee for luring the town’s rats to drown in the river (see Ch.1.4).

Leipzig: the giant symbol of the trade fairs.

Each brought samples to show what they could make, so the fair was called the “Muster Messe” (Sample Fair) - with the symbol “MM”.

Leipzig railway station is the largest in Europe: when opened 1915, it was an important junction between Germany, the old Austrian empire, and the old Russian empire of the Tsars.

In the city’s old streets (largely rebuilt since the war) is St. Thomas’s Church where Johann Sebastian Bach (see Ch.1.4) was choirmaster and organist. The choir dates from 1254.

Bach was a devout Lutheran, and chose a job where his music could bring people to God, rather than money and fame at some royal court. It was hard work, composing new music

Hameln: the Pied Piper leads the town’s children away.

The German title is “der Rattenfänger von Hameln” (the Rat-catcher of Hamelin), but in fact rats were added to the plot centuries later.

The story was re-told by the Grimm Brothers, and by Robert Browning’s poem in English. It ends as the children disappear into a door in a mountain, and maybe go to a distant land.

There are theories that the tale is based on real events: Hameln could have lost its young people to the tempting offer of land in newlyconquered German colonies to the East (now Poland or Romania); or to the “Children’s Crusade”-see www.earlystart.co.uk.

74

Ich heiße .................. Ich wohne in...............

4 5 8

7 3

2 1

6

Berlin Boppard Koblenz

Köln München Hameln

This page may be photocopied for classroom use

Leipzig Bremen © 2005 Early Start Languages

Make a Karneval Mask (1) Template for full- or half-face mask

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

Cut out eye

Cut out eye

C

C

A

B

Cut out mouth

How to make your mask: 1. Cut round the face; 2. If you want a half-face mask, cut along the dotted line (A-B); 3. Cut out the eyes and mouth; 4. Pierce the 2 side holes (D), and thread a piece of elastic or ribbon through each side.

This page may be photocopied for classroom use

Š 2005 Early Start Languages

D F

F

How to make your beak:

1. Cut and make a half-face mask; 2. Cut out the beak; 3. Fold the beak along the middle D-E; 4. Fold the flaps (F) outwards; 5. Put the beak in the nose space, with the flaps (F) behind the face; 6. Stick in place with glue or sticky tape; 7. Colour and decorate.

Make a Karneval Mask (2) Template for beak for half-face mask

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

This page may be photocopied for classroom use

E

Š 2005 Early Start Languages