G2.14 food2 v19

Early Start German Pack 2

14. Guten Appetit!

Enjoy your meal!

This section is about choosing what you’re going to have - for a meal, or in a shop.

It introduces the food German children have for family meals, rather than snacks, Children will see ordinary German families eating breakfast, lunch and supper; they will see how to ask for what you want, and how to offer food and make choices.

They will also watch children in a cookery lesson follow instructions in a simple recipe; an example of a ‘how-to’ text in basic German. They hear how the teacher and classmates judge their efforts.

They can compare everyday German food and mealtimes with what they see in their own community.

NEW WORDS AND PHRASES 1

Saying what you want Wer möchte... (eine Frikadelle)?

Who’d like...(a rissole)?

Möchtest du...(Wurst)?

Would you like...(some sausage)?

Ich möchte...(Wurst).

I would like...(some sausage).

ja, bitte - yes, please nein, danke - no, thanks are/ bitte schön - here youyou’re welcome

More food: breakfast, lunch, supper

das Brot die Butter der Käse die Wurst die Marmelade das Fleisch die Kartoffel(~n) der Kartoffelbrei die Frikadelle(~n) der Salat das Eis die Tomate(~n)

DVD: film 14

Breakfast: We see a family having breakfast.

They offer each other typical German breakfast foods: das Brot, die Butter, der Käse, die Wurst, die Marmelade... das Frühstück.

- bread - butter - cheese - sausage revision - jam - meat - potato(es) - mashed potato - rissole(s) - salad - ice-cream - tomato(es)

Mealtimes Um zwei Uhr gibt es Mittagessen.

At two o’clock it’s lunch time.

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das Frühstück - breakfast das Mittagessen - lunch das Abendessen - supper Es schmeckt gut!

It tastes good!

Guten Appetit!

Enjoy your meal!

Flashcards CD 14

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Film 14: “Tillman, möchtest du die Marmelade?”

Marieke: “Möchtest du Brot?”

(Would you like some bread?)

Jonas: “Danke.”

Marieke hands him the bread: “Bitte schön...”

(Here you are...)

Father: “Tillmann, möchtest du Marmelade?

(Tillmann, would you like some jam?)

Tillmann: “Ja.” (He takes the jam) “Danke.”

Mother: “Jonas, möchtest du Wurst?”

(Jonas, would you like some sausage?)

Jonas: “Nein, danke. Ich bin satt.”

(No thank you. I’m full.)

Part 2 shows a class following a recipe in a cookery lesson.

2.14 Guten Appetit!

Lunch 1 - school cookery lesson: Pupils at the Weiherhof-Realschule in the school kitchen follow a recipe for a healthier version of a German stew (der Eintopf) of meat and lots of vegetables.

We hear the recipe instructions: Wash the vegetables: das Gemüse waschen!

Then peel them: das Gemüse schälen! ...slice them : das Gemüse schneiden!

Cut up the meat: das Fleisch schneiden!

Cook the meat and vegetables: ...das Fleisch und das Gemüse braten!

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Meanwhile the boys eat a healthy dessert they’ve made, of whipped quark (a low-fat soft cheese popular in Germany, similar to yoghurt) with lemon and tinned mandarin orange.

Boys: “Guten Appetit.”

Das Mittagessen. (lunch)

Part 3 shows cooking and eating a family lunch.

Dad cooks lunch at the Jankes’ home in Rieselfeld; we hear the recipe instructions: Make the rissoles: die Frikadellen machen!

Cook (fry) the rissoles: die Frikadellen braten!

Cook the potatoes: die Kartoffeln kochen.

Add some cream: Sahne zugeben! ...stir the mashed potatoes:

den Kartoffelbrei umrühren!

Film 14: cooking lesson at school.

They sit down to taste what they’ve made.

Frau Baumer: “Ich wünsche euch einen guten Appetit.” (Literally: I wish you a good appetite.)

A girl gives her a plate of stew; they all eat.

Frau B: “Es schmeckt gut.

(It tastes good.)

Schmeckt es euch auch?”

(Are you enjoying it too?)

Girls: “Ja, danke.”

NEW WORDS AND PHRASES 2

Menu: der Kartoffelbrei, die Frikadellen, der Salat.

Before they eat, the family hold hands and wish each other Guten Appetit! This is a common German family tradition: das Mittagessen.

Ask pupils to listen for: ■ food words.

■ offering: ‘Who wants...?’,‘Do you want...?’

■ how people accept or decline

Recipe words (instructions) das Gemüse waschen! wash the vegetables.

waschen! schneiden! schälen! zugeben! machen! umrühren! kochen! braten! backen!

Film 14: the family wish each other “Guten Appetit!”

Mother: “Wer möchte eine Frikadelle?”

Who wants a rissole?

All girls: “Ich möchte eine Frikadelle.”

Marie: “Danke schön.”

Mother: “Möchtest du auch eine Frikadelle?”

(Do you want a rissole, too? ) Emily: “Ich möchte zwei Frikadellen.”

(I would like two rissoles.)

Mother jokes: “Du bekommst nur eine!”

(You just get one!)

Emily: “Danke, Mama.”

Father: “Möchtest du noch ein bisschen?”

(Do you want a little more? Literally:...a bit)

- wash - slice - peel - add - make - stir - cook (boiling) - cook (frying) - cook (baking)

Flashcards CD 14

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Mother: “Möchtest du Kartoffelbrei?”

Father: “Ich möchte noch Kartoffelbrei.”

(I would like mashed potato.)

Emily: “Papa, die Frikadelle schmeckt sehr gut.”

(Dad, the rissoles taste very nice.)

Father: “Ist gut.”

Emily: “Kann ich bitte noch ein bisschen Apfelsaft haben?”

(Can I have a little more apple juice, please?)

Mother: “Ja, gern.”

(Yes, gladly) Mother: “Das schmeckt sehr lecker.

(That tastes very delicious.)

Möchtest du noch eine?’

(Would you like another one? ) Fanny: “Ja.” Emily: “Um zwei Uhr gibt es Mittagessen.”

NEW WORDS AND PHRASES 3 Choosing ice-cream Vanille oder Schokolade?

Vanilla or chocolate?

die Kugel(~n) - scoop(s) (of ice-cream) Flavours

(ein) Vanilleeis - a vanilla ice-cream Schokoladeneis - chocolate ice-cream (ein) Erdbeereis - strawberry ice-cream (ein) Minzeis - mint ice-cream Flashcards CD 14

Mother: “Zwei Kugeln?” (Two scoops?)

Marie: “Nein, eine.”

Emily, looking fed up: “Ich hätte gern beides.”

(I would like both!)

Mother hands Emily a dish of ice-cream: “Kannst du es halten?” (Can you hold it?)

Mothers adds a scoop of vanilla to Emily’s dish.

Marie: “Kann ich schon anfangen?”

(Can I start now?)

Emily:“Das hat aber schöne Streifen, das Vanilleeis.” (the vanilla ice-cream has nice stripes) Mother is still serving the other two: Mother to Fanny: “Und du, was möchtest du?”

Fanny: “Schokolade.”

Mother: “Zwei Kugeln?”

Fanny: “Ja, bitte.”

Mother hands it to her: “Bitte schön.”

Fanny: “Danke.”

Part 4 shows choosing ice-cream flavours.

The Janke family has ice-cream for dessert: We see cartoon ice-creams of different flavours, and hear them named: Das Eis - Vanille, Schokolade, Erdbeere, Minze.

Film 14: “Ein Schokoladeneis.”

We then return to the Janke family as they start serving their dessert, a choice of ice-creams: Mother: “Wer möchte noch Eis?”

(Who wants ice-cream?)

All girls: “Ich!” (Me!) Mother offers each a choice of flavours: Mother to Marie: “Vanille oder Schokolade?”

Marie: “Schokolade!”

Emily interupts: “Ich möchte beides!”

(I want both!)

Mother: “Marie, du willst Schokolade?”

(Marie, do you want chocolate?)

Marie: “Ja.” Emily interupts again: “Ich möchte beides!”

(I want both!)

Mother asks Marie, how many scoops?

Film 14: Serving ice-cream, “Zwei Kugeln?”

Mother to Dad: “Und du, Vanille oder Schokolade?” (and you, vanilla or chocolate?)

Dad: “Vanille, bitte.”

Mother: “Es schmilzt schon ein bisschen.

(It’s already melting a bit.)

Bitte schön.” (There you are!)

Dad:“Danke dir. Sehr gut.”(Thanks. Very good)

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2.14 Guten Appetit!

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Emily: “Ich esse gern Eis.” (I like ice-cream.)

We see the different types of ice-cream again:

ein Vanilleeis; ein Schokoladeneis;

ein Erdbeereis; ein Minzeis.

Part 5 shows a family supper with familiar foods.

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DVD MARKERS

1. Breakfast - offering food 2. Following a Recipe - cookery lesson 3. Lunch - the Janke family’s main course 4. Dessert - the Jankes choose ice-cream 5. Supper with Grandma 6. Mealtimes 7. Written words Use the skip key on your remote control

Planning your lessons

Film 14: “Um 6 Uhr, gibt es Abendessen.”

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Supper with Grandma: Amelie visits her Grandma (Oma) and Aunt Anne; she rings the bell outside their flats.

Amelie: “Hallo Oma! Mach auf!” (Open up!)

Inside, Amelie sits at the table with Grandma, who says: “Guten Appetit.”

Amelie: “Danke. Guten Appetit.”

The elderly ladies have a cold meal ready: das Brot; die Wurst; der Käse; der Orangensaft; das Wasser; die Tomaten; die Butter.

Grandma:“Amelie, möchtest du Wurst?”

Amelie: “Nein, danke.”

Grandma: “Aber vielleicht Käse?”

(But perhaps some cheese?)

Amelie: “Ja, bitte. Danke.”

Amelie: “Oma, möchtest du Butter?”

Grandma: “Ja, bitte.”

Amelie: “Tante Anne, möchtest du Wurst?”

Aunt Anne: “Nein, danke. Ich möchte lieber Käse.

(No thanks. I’d prefer some cheese.)

Danke schön. Danke.”

Das Abendessen.

This section builds on what pupils learned in Ch.2.13 about food and saying what you like. Film 14 introduces more food-words in stages. Children can then use all the words they know in activities where they say what they want when offered food.

With ice-cream, they will select flavours and how many scoops. Some children may be ready to ask for what they want.

They can also follow a list of instructions in a recipe, talk about German meals, and compare with the foods they like.

Activities 1. Warm up

You could start by prompting pupils to recall the German food words they know, and to say what they like: “Was isst du gern? Schokolade?”

2. Watch film 14, part 1

❑ Watch the family breakfast in the first part of film 14: “Guten Appetit!” to introduce some new vocabulary for foods.

3. Get used to the sounds

❑ Echoing: Show the Flashcards CD, select ‘breakfast’ words; sound on and text initially off (or use flashcards from the activity sheet).

Part 6 summarises the times of different meals.

Mealtimes: The meals again, with the time of day.

Breakfast: Um 7 Uhr gibt es Frühstück School break: Um 10 Uhr ist Pause... ... und um 10 Uhr esse ich mein Käsebrot.

Lunch: Um 2 Uhr gibt es Mittagessen.

Supper: Um 6 Uhr gibt es Abendessen.

Pupils echo the words, e.g. “der Käse”; pay particular attention to “key sounds”.

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Early Start German Pack 2 4. Respond with understanding

KEY SOUNDS

❑ Play “true or false?” 1 Show the Flashcards CD, select ‘breakfast’ words; sound and text both off (or use selected flashcards from the activity sheet).

As you show a picture, suggest what it is: e.g.

“Ist das Brot?” Sometimes get it wrong!

The children respond, “Ja, das ist Brot” or “Nein, das ist Käse”.

If they just say “Nein”, encouraage them to give the correct name: “Was is das?” “Das ist Käse”.

Your German-speaking puppet can join in.

When the noun is plural, you say “Sind das Frikadellen?” and expect the reply “Ja, das sind Frikadellen”, or “Nein, das sind Tomaten”. ❑ Play “true or false?” 2 (game) Show the pictures again. This time, when you say the correct word for the picture, pupils echo it; but if it’s wrong, they remain silent.

5. put new words into a phrase...

❑ Echoing: When pupils are confident saying the new words, you could use the Flashcards CD to introduce the phrase “Ich möchte...”, “I would like...” - see “How German works 1”.

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

as in... Frühstück, heard before in

umrühren!

Küche, Gemüse

Kugel, guten Appetit heard before in Zug, Kuchen as in...

as in Kartoffelbrei,

Eis, Fleisch, schneiden! heard before in Einrad, Freiburg as in Käse,

schälen! spät, März, Getränk

heard before in [an example in English is let ] as in Brot,

Wurst, Salat, Abendessen, Mittagessen heard before in energiesparend, und Long

Click ‘?’ to hear “Was möchtest du?” before the next item

shorter

as in Brot, Obst Compare with the

in Kartoffel,

Schokolade

as in möchte, was möchtest du? bitte schön heard before in zwölf, schön

Ask pupils to echo each phrase, also the question “Was möchtest du?”. When they see, e.g. cheese, can they say “Ich möchte Käse” without hearing it first? ❑ “What do you want?” 1: Extract the picture cards of the breakfast words from multiple copies of the complete set.

Move around the room offering food to individual pupils, e.g. “Möchtest du Wurst?” or “Möchtest du Käse?” Use your German-speaking puppet to demonstrate what to do ...

[an example in English is learn ]

as in Käse,

Salat heard before in Solar, Apfelsaft [compare with as in Eis, Wurst] as in Fleisch,

schmeckt,

waschen! schneiden! heard before in Schule, Stück as in kochen!

machen! heard before in nach, Mittwoch Lieblingsfach

6. Watch film 14, part 2 - Recipe

❑ Watch part 2 of film 14: “Guten Appetit!” which shows a school cookery lesson as children follow a series of simple instructions (recipe

Flashcards CD 14

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2.14 Guten Appetit! language)- see “How German works 2”.

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7. Get used to the sounds

Recipe instructions

In film 14 children hear phrases like: “das Gemüse waschen!” “das Fleisch schneiden!”

Ask children to spot the pattern, i.e. the “~en” ending. You don’t need to tell children that Germans use the infinitive for instructions.

Our recipes use words typical of those you might find from sources like the internet.

❑ Echoing: Show ‘recipe 1’ (for making stew) on the Flashcards CD, with sound on and text off (or repeat part 2 of film 14).

When pupils are confident with the two nouns (Fleisch and Gemüse), show them each phrase of the recipe, e.g. “das Fleisch schneiden!”. Pupils echo. Before you offer to translate, ask them to work out what each of the instructions means, e.g. “das Fleisch schneiden!” is said as a German pupil slices the meat.

❑ Follow other recipes There are two more recipes on the Flashcards CD. If you have access to cooking facilities, children may enjoy following one in a real cookery activity; see the Flashcards CD and “Cross-curricular activities”.

Click here to see an English translation

7. Watch film 14, parts 3 and 4

❑ Watch parts 3 and 4 of film 14: “Guten Appetit!” to see a family main meal, then an ice-cream dessert. Ask children to spot new food-words, and how people offer food and say what they do or don’t want to eat.

Pause between each part.

Again pay attention to “Key sounds”.

Ask them to spot the pattern in the instructionverbs (see “How German works 2”).

6. Respond with understanding

8. Get used to the sounds

❑ Echoing 2: Show part 2 of film 14 again. Ask children to echo each of the recipe phrases, making miming gestures as they do so, e.g. slicing, washing, etc. ❑ Play “Jumbled recipe” Make several copies of the Meat stew recipe (see Activity sheet), and cut them into strips.

Children work in groups to arrange the strips in order. First to complete is the winner. You could re-show film 14 part 2 as they do it.

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❑ Echoing: Show ‘lunch’ and/or ‘ice-cream’ on the Flashcards CD, initially with both sound and text off to see if children remember the names of the foods they’ve seen in film 14?

When children are confident echoing the new food-words from lunch, select ‘Lunch’ and ‘I want...’ on the Flashcards CD; children echo the phrase “Ich möchte...”with the new words.

HOW GERMAN WORKS 1: Accusative case after ‘ Ich möchte...’

When offering food or saying what you want, it’s common in German to use no article, just the word:

When it’s the DIRECT OBJECT of a sentence:

Möchtest du Käse?

Ich möchte Wurst.

... change to ACCUSATIVE...

In German, the noun following “I want...” is ACCUSATIVE. When you use an article (e.g. to say ‘I want a rissole’, ‘I want a cake’, its ending should match, e.g.

Ich möchte eine Frikadelle.

Ich möchte einen Kuchen.

Pupils have seen previously that ‘Ich habe...’, ‘es gibt...’ are followed by the accusative.

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M | F | N ein | eine | ein

einen | eine | ein Also ..

der | die | das ... change to...

den | die | das EXAMPLES:

Ich möchte einen Kuchen.

Ich möchte Brot.

Was möchtest du? Brot, bitte.

Early Start German Pack 2 As in film 14, there are contexts where it is appropriate to vary the phrase, e.g. you could say “Ich möchte zwei Frikadellen”.

Click ‘?’ to hear “Was möchtest du?” before the next item

Repeat with ‘Ice-cream’ when the class has seen film 14 part 4. ❑ Play “true or false?”

Show the Flashcards CD again, with no sound or text. You say a food word; if you say the correct word for the picture, pupils echo it; but if it’s wrong, they remain silent. ❑ Echoing: Throw a soft ball to a confident pupil. As you throw the ball say, e.g. “der Salat” or “ein Schokoladeneis.”

The first pupil echoes this as s/he throws it back to you. Continue with other food items and different pupils. Repeat several times.

Repeat until all the pictures have been removed and pupils are saying the list from memory. ❑ Play “what’s behind your back?”

A confident child faces the class, holding a picture card behind them; the class have to guess what it is. Replies are in German, e.g.

“Nein, es ist nicht Brot”. When a pupil gets it right (in German), they have a turn.

When pupils are confident with the new food-words, try offering things and saying what you want - see “How German works 2” . ❑ Play “Was möchtest du?” 1 Divide the class into groups. Each group sits on the floor in a circle. If the children normally sit in groups, this game can be played round each of the class tables.

9. Respond with understanding

❑ Play “what’s on your lunch-plate?”

Make sets of paper flashcards from the Activity sheet, select just those words the class know, and give one random card to each pupil.

You call out a food item; children with that card hold it up and echo.

To add excitement, divide pupils into teams.

The first person to hold up the correct picture wins a point for their team. ❑ Play “Grandma’s lunch” Pin a set of food flashcards on a board. Ask children to echo as you name each one. Now cover up or remove one of the pictures. Pupils say which food has been “eaten”.

Ask pupils to say the complete list including the food that has been “eaten”.

Child 1 turns to his/her neighbour and asks, “Was möchtest du?”.

Child 2 replies, e.g. “Ich möchte Salat”, then turns to child 3 and asks, “Was möchtest du?”

- and so on round the group.

The first group to complete the circuit wins.

When children are confident, add an extra rule to the game whereby no-one repeats a food item said by his/her immediate neighbour. ❑ The Random Café Pupils take turns being the customer in the “Random Café”, where their order is decided by picking a card, using the paper flashcards from the activity sheets.

Shuffle the cards and place face down.

Pupil 1 turns over the first card and asks you for whatever it says, e.g. “ein Eis, bitte” or “Ich möchte Kartoffelbrei, bitte” You give them the appropriate picture. They will know they are right when both pictures match.

EXTRA WORDS AND PHRASES 1 Another useful question: Was möchtest du?

What would you like?

Another way to accept politely danke schön - thank you very much Flashcards CD 14

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2.14 Guten Appetit!

If a child struggles to think of a word, make suggestions, e.g. “Wurst?” to which they can reply “Ja, bitte” or “Nein, danke”.

When children are confident doing this, say “bitte schön” as you hand over the card; encourage them to respond with “danke” or “danke schön”.

Pupils could also play in pairs. ❑ Silver service, with picture menu Now ask pupils to name what they want.

The ‘menu’ is a selection of food picture cards face up on a tray, or pinned to the board. As if you are a waiter, offer the food to each pupil, asking “Was möchtest du?” Some may need prompting, e.g. “Möchtest du... (Wurst)?”

Pupils select an item, e.g. “Ich möchte ein Minzeis, bitte” or just “ein Minzeis, bitte.” If a child struggles, make suggestions, e.g. “Salat?”. ❑ If possible provide some real food together with water and juice. Inexpensive apples and bananas can be cut into small pieces; very small pieces of cheese, bread or sausage can be laid out on plates, together with a bowl of salad.

Ask whether each meal is healthy: “Ist das Frühstück gesund oder ungesund?”. Children could plan healthier, more balanced meals - see "Talking point".

5. Working in pairs

❑ Play “Was möchtest du?” 2 Each pair of pupils has a set of food picture cards, in a pile, face down on the table, also the ‘yes please/no thanks’ cards, also face-down.

They take turns: one turns over a foodcard, the other picks a ‘yes/no’ card.

If player 1 reveals the sausage card, s/he asks “Möchtest du Wurst?”

Player 2 replies according to the ‘yes/no’; “Ja, ich möchte Wurst” or “Nein, danke, ich esse nicht gern Wurst”.

They swap for the next go. ❑ Pupils can play “German ice-cream stall” in pairs, using flashcards of cones from the activity sheet. They first colour the ice cream to represent different flavours.

The seller says ”Was möchest du?” or ”Möchest du Vanille oder Minze?”.

The customer replies, e.g. ”Ein Minzeis, bitte”.

The seller says ”bitte schön” when handing over the flashcard; the customer says ”danke”.

They swap places after each transaction. ❑ Give each pupil a flashcard of an ice-cream cone from the activity sheet. Ask them what colours the ice creams should be, using German colour-adjectives from Pack 1, Ch.1.13: “Welche Farbe hat Vanilleeis?” “...gelb oder weiß?” “...und Erdbeereis? Ja, rosa.”

“Schokoladeneis? ...braun? Minzeis? ... grün?”

Each pupil chooses how to colour their cone.

When you call out a flavour, all the pupils with that card hold it up for everyone to see.

Pupils can practise offering and receiving the items with the extra incentive of using - and eating - the real thing!

NOTE: check whether any children have food allergies or dietary restrictions.

10. Watch film 14, part 5

❑ Play “healthy or unhealthy?”

Show the Flashcards CD pictures again, with sound and text OFF. When you show the salad picture, say, “Was ist das?”.

Children say, “Salat.”

You ask, “Ist das gesund oder ungesund?” (see “extra words and phrases” in Ch.2.13) The children respond, “Ja, Salat ist gesund” or just, “Ja”.

You could use your German-speaking puppet to demonstrate with exaggerated gestures for consuming healthy and unhealthy foods.

❑ Watch part 5 of film 14: “Guten Appetit!” to see a family supper. Can children spot how the items differ from those met earlier at breakfast? (see “talking points”).

You hear familiar language as people offer and choose what they want.

12. Get used to the sounds

❑ Echoing: Show ‘supper’ on the Flashcards CD, initially with both sound and text off to see if children remember the names of the foods in the family supper they’ve seen in film 14.

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Early Start German Pack 2 EXTRA WORDS AND PHRASES 3

13. Watch film 14, part 6

❑ Before you watch part 6 of film 14: “Guten Appetit!” remind children of the time-phrases learned in Ch.2.7, e.g. “Um zehn Uhr, gibt es Mathe”. Part 6 gives the usual time of each meal seen in film 14, using the same phrasing.

Snacks to eat in school breaks das Schinkenbrot - ham sandwich das Käsebrot - cheese sandwich die Pause - break / playtime Revision from Ch.2.6

14. Get used to the sounds

Flashcards CD 14

❑ Echoing: Select ‘break’ on the Flashcards CD, which shows two common break-time snacks (see “New words and phrases 5”).

Children bring in a snack to keep them going through the long school morning. Can pupils work out how each word is made up?

shows first the ingredients then the instructions.

Before showing the English version, ask children what they think the German means.

15. Respond with understanding

❑ Play “Time to eat”: Give each group a set of food flashcards, plus 4 text-cards of ‘das Frühstück’, ‘die Pause’, ‘das Mittagessen’ and ‘das Abendessen’, and an activity sheet of blank clock-faces from Ch.2.7.

You call out a time in German; each group decides which meal it’s time for, and arranges the appropriate pictures and text-card to illustrate that meal.

They complete their display by drawing the meal-time on one of the clock-faces.

Then give each group a jumbled set of picture flashcards of the recipe from the activity sheet; ask them to number each picture in order.

Now using the recipe in text-strips, ask them to pick out ingredients to make a shopping list.

Set out all the picture flashcards on a table.

Ask pupils in turn to read out one of the items on the shopping list, e.g. “Milch, Eier, Mehl”; a different child (or group) selects the appropriate picture and puts it in a “basket“ (i.e. a box of some kind).

When all the goods have been selected, you can pick each one out of the “basket” and ask different pupils to tick the items off the list.

16. Watch the whole film again

❑ Show all of film 14 for reinforcement.

17. Look again at sounds

❑ Now that the new words and sounds are familiar, play either “listen to the sounds” or “find the sound” (both described in Ch.2.1).

EXTRA WORDS AND PHRASES 4 Food items (recipes)

Introducing the written word

When pupils are familiar with hearing and saying the new words and phrases, you could show the final part of film 14, which repeats each of the key phrases with on-screen text. ❑ Play “word-picture match 1 and 2” or “word-picture match 3” (see Ch.2.1). ❑ Play “Jumbled recipe” Make several copies of Pancake recipe 2 (see Activity sheet), and cut them into strips.

Divide the children into groups. Each group has to re-order the strips to make the recipe.

First to complete is the winner.

der Eintopf - stew der Pfannkuchen - pancake der Mandelkuchen - almond cake More recipe words (instructions)

verrühren! - mix

similar to umrühren! - stir (from Stew Recipe 1)

erhitzen! - heat up glatten! - smooth streuen! - sprinkle measures

der Teelöffel - teaspoon der Esslöffel - tablespoon

❑ Shopping list for Recipe 2 (pancakes): Choose Recipe 2 on the Flashcards CD, which

Flashcards CD 14

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2.14 Guten Appetit!

CROSS-CURRICULAR ACTIVITIES

One group could be a group of friends buying items for a picnic or a birthday tea; they could be having a picnic in the countryside, or on the beach; another group could be a family out shopping; or a German family eating a meal.

This gives plenty of opportunities for people to ask each other “Was möchtest du?”

Participants could display a variety of emotions or characteristics - e.g. one could dislike everything they are offered; another could be over enthusiastic and find everything to his/ her liking. Some pupils may prefer to use their puppets to act out the scenarios suggested.

❑ Daily routines: Encourage pupils to use German whenever they are offering or receiving food from one another at break and lunchtime, e.g. use “Was möchtest du?” or ”Möchtest du... ?”, and encourage them to respond with “Ja, bitte” or “Nein, danke”. ❑ Dictionary skills Help pupils to find the German names for other foods they want to talk about. Discuss how to pronounce them, using what you know of other German words and typical sounds. ❑ Mathematics/Numeracy: The “Dodgy Waiter Game”: This game involves a “dodgy waiter” (you!) who cheats when doing money sums, e.g. when adding up food bills and giving change .

Display a “menu” of all the food/drink items pupils are confident with. Put Euro prices by each item for all the class to see.

Pupils play in groups; each group has a set of food picture cards from this chapter and Ch.2.13; and Euro notes and coins from Ch.2.12. They can choose a card, or make their own choices.

You start as the “dodgy waiter”, one group of pupils are “customers”. They choose from the menu, and tell you (in German) their order.

You give each customer picture card(s) to match what they asked for.

You say how much their bill costs, but suggest the rest of the class should check your total because you might have cheated them!

The “customers” are then asked to pay; you give them change - which should be checked!

First to spot any “mistake” is the next waiter. ❑ Drama: Pupils can improvise conversations about shopping for or serving a meal.

❑ Food technology/ICT: “Taste-Test” survey Pupils can design and make their own pancakes (see Recipe 2 box), choosing the fillings: (either sweet - e.g. jam, bananas or other fruit; or savoury - e.g. cheese, tomato or ham).

Use these as the basis of a “Taste-Test” survey: children try each others’ pancakes, and say (in German) which they prefer.

Children can record the results of their survey on a spreadsheet and display it as a graph.

If you don’t have time to make the pancakes, try the “Taste-Test” with ones from a shop. ❑ Art and design/ICT: Pupils could also do a survey on “food we like”, and show the results in a classroom display or a “big book”.

GERMAN RECIPE 2: Pfannkuchen (Pancakes) Pfannkuchen für 4 Personen: 4 Eier 160g Mehl (oder 8 Esslöffel (EL) Mehl) 250ml Milch Eine Prise Salz 20g Zucker 1 Esslöffel (EL) Öl - zum braten

(for cooking)

1. Die Eier, den Zucker und eine Prise Salz verrühren.

2. Das Mehl zugeben.

3. Alles verrühren.

4. Die Milch zugeben.

5. Alles verrühren.

6. Das Öl in der Pfanne erhitzen.

7. Einen Schöpflöffel voll Teig in die Pfanne geben.

8. Die Pfannkuchen braten.

(or ‘backen’ - some pancakes are baked) Flashcards CD 14

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Early Start German Pack 2 They could label it in German using wordprocessing and graphics software, and include packets, advertising and product leaflets.

You could arrange this as a joint project with your German partner school, and swap displays/books when complete. ❑ Art & design / ICT: Design a poster Pupils could design a poster showing all the ice-creams they would like to see, labelled in German with Euro prices. You could help them use a bilingual dictionary to find names for other flavours. ❑ Literacy / ICT: Writing a Story - “lift-the-flap” book or multimedia project You could suggest to the class that they write a simple children’s picture story using the German they know, especially the food and drink in Chapters 2.13 and 2.14. First identify who the audience might be, e.g. a younger class.

R e c o rd i n g t h e t e x t a v o i d s s p e l l i n g difficulties.

Well-loved children’s stories often use a simple question or phrase, repeated in different situations until the form becomes so familiar that children can predict what comes next.

Here is an example of a story called: “Wer möchte ein Schokoladeneis?”(Who wants a chocolate ice cream?). The plot is a search or a journey.

The main character offers an ice to different people (or animals). Each replies “Nein”, telling him what they do like. A mouse: “Nein danke!

Ich esse gern Käse”; a lion: “Nein danke! Ich esse gern Fleisch” ... until on the last page, a penguin is glad to accept.

Suspense is added when the reader has to “lift a flap” or turn the page to find out what happens next, e.g. what the reply is. A multimedia project can work in the same way: readers could click on an object on the screen to make something happen that moves the story on.

Start by discussing some picture stories with the class; looking at story CDs in German and in their own language will suggest ideas (like “I want my Banana” or “What’s for Supper?”, both simple stories with parallel German and English texts - see www.earlystart.co.uk).

Recording and assessment

Children can record their achievments to date with “can-do” statements (after Ch.2.18).

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Talking point 1

EVERYDAY LIFE IN GERMANY Breakfast

As everywhere, what German people like to eat for breakfast varies from person to person and family to family.

Children saw Tillmann and his family having a common “German breakfast” of bread and butter, with cheeses and sausage, or jam and honey. (The German word for jam is die Marmelade, and the word for marmelade is die Orangenmarmelade.) They often add boiled eggs; sometimes they have cereals such as muesli.

The children drink orange juice; in the winter, they might have hot chocolate (der Kakao).

The adults drink coffee - usually freshly-ground rather than instant. Sometimes they drink tea (der Tee), particularly herbal teas.

On Sundays and special occasions, they sometimes eat cake for breakfast: usually it’s fairly plain, for example Apfelkuchen (apple cake) or Topfkuchen (chocolate marble cake).

A typical English breakfast?Bacon, fried egg, grilled tomato, fried mushrooms, fried bread, baked beans and sausages.

Source: Joadl, German Wikipedia, under ‘share-and-share-alike‘ licence.

■ You can talk with pupils about what they each have for breakfast. How many different breakfasts did your class have today?

■ What would be a “typical breakfast” in your community?

■ Ask your German partner school what THEY think is a “typical” British breakfast?

2.14 Guten Appetit!

Talking point 2

EVERYDAY LIFE IN GERMANY Healthier lunches

Lunch is still the main meal of the day for many German households, although there is a global trend towards eating a big evening meal instead.

German pupils on “half-day school” eat their lunch when they get home from school, about 2pm, unless both parents are working.

In film 14, we see Emily’s dad cook for the family; both parents are teachers, so who cooks depends on their teaching commitments.

In this household, the food is served from dishes on the table; no-one helps themselves. Before starting their meal, the family all hold hands and wish each other “Guten Appetit” - a tradition that many families still carry on.

Cookery lesson At school pupils try healthier ways of cooking.

In film 14 they make a meat-and-vegetable stew (ein Eintopf -literally a “one-pot”), using lots of fresh vegetables from the school garden.

Film 14: Quark with mandarin oranges, a healthier dessert.

Ice-cream Ice-cream is a common dessert in Germany, as well as a snack. Each German eats on average 8.6 litres of ice-cream a year, about the same as the UK, but much less than the world’s biggest eaters of ice-cream: USA (24 l),Australia (18 l).

“Proper” dairy ice-cream is made of milk or cream, plus a little sugar (sometimes also eggs), and added flavourings such as fruit. Cheaper British ice-creams include non-dairy fats like palm-oil, which would not be allowed to be sold as ice-cream in Germany.

The most popular flavours in Germany in order (2006) are: vanilla (18.9%), chocolate, striped, strawberry, lemon, yoghurt, nut, banana.

Freiburg, like many other German towns, has an ice-cream parlour (Eis-Bar), run by an Italian family who make their own ice-cream by hand.

The Jankes are eating manufactured ice-creams with an Italian name ( Gelatelli); other German brands are Mövenpick, Oetker and Langnese.

RECIPE 3: Mandelküchen 200g Butter 180g Zucker 4 Eier 300g Mehl 1 Teelöffel Backpulver 2 Esslöffel Mandeln

Film 14: “der Eintopf”, cooking a healthier stew at school: more vegetables, and no dumplings.

It has no fattening dumplings or noodles that an older generation of Germans were used to.

See Ch.2.13 for more about how healthy eating is encouraged in Grman schools.

Cutlery Look again at how they eat their meal in this part of film 14; the table looks familiar, laid with knives and forks, but how do they eat their stew? Compare with how the Janke family eat their rissoles (i.e. with fork in right hand).

Dessert The cookery class also made a healthier dessert, whipped quark with lemon juice and mandarin oranges. Quark is a low-fat soft cheese, similar to yoghurt, that is mainly used in Germany.

1. Den Backofen auf 180 Grad C vorheizen.

2. Die Butter, den Zucker, die Eier, das Mehl und das Backpulver zugeben.

3. Alles zusammen verrühren außer den Mandeln.

4. Den Teig in eine Backform geben und glatten.

5. Die Mandeln und ein bisschen Zucker auf den Teig streuen.

6. Der Kuchen 20 bis 30 Minuten backen (auf 180 Grad C).

Flashcards CD 14

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Recipes 1,2

Ich heiße .............................

1. der Eintopf (stew)

Das Gemüse waschen Das Gemüse schälen Das Gemüse schneiden Das Fleisch schneiden Das Fleisch und das Gemüse braten 2. die Pfannkuchen (pancakes)

Die Eier, den Zucker und eine Prise Salz verrühren Das Mehl zugeben Alles verrühren Die Milch zugeben Alles verrühren Das Öl in der Pfanne erhitzen Einen Schöpflöffel voll Teig in die Pfanne geben Die Pfannkuchen braten Guten Appetit!

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Guten Appetit!

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

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Guten Appetit!

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

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Pfannküchen

Ich heiße .............................

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Pfannküchen

Ich heiße .............................

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das Eis

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

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Ja, bitte / Nein, danke Ich heiĂ&#x;e............................

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