G2.15 Parts of the Body by Early Start Languages

2.15

Der Körper

15. Der Körper Parts of the Body

DVD: film 15

In this section, pupils learn the names for some parts of the body. They describe their own and other people’s appearance using familiar colours plus new adjectives. Children design and describe their own “alien monsters”, and sing the song “Head, shoulders, knees and toes” in German.

Flashcards CD 15

Film 15: the Doll Doctor at work.

The ‘Doll Doctor’ is making a doll. Doll Doctor: “Das ist der Bauch...so, der nächste Arm...und das letzte Bein. Fertig. Perfekt.” (That’s the body... so, the next arm... and the last leg. Finished. Perfect.”)

NEW WORDS AND PHRASES 1. Parts of the Body der Körper - body der Kopf - head der Arm / die Arme - arm / arms die Hand / die Hände - hand / hands das Bein / die Beine - leg / legs der Fuß / die Füße - foot / feet der Bauch - tummy 2. Face / describe people das Auge / die Augen - eye / eyes die Haare (Plural) - hair Meine Haare sind... (braun) My hair is... (brown) 1 3 Meine Augen sind... (blau) My eyes are... (blue) lang - long kurz - short (hair) blond - blond (hair) 3. Describing monsters die Nase - nose das Ohr / die Ohren - ear / ears Das Monster ist... groß / klein / lila The monster is... big / small / purple Seine/Ihre Augen sind... (gelb) 2 3 His/Her eyes are... (yellow) Das Monster hat... (drei Augen) The monster has... (three eyes) 4. Song die Schulter(~n) - shoulder(~s) das Knie / die Knie - knee / knees der Zeh / die Zehen - toe / toes der Mund - mouth das Kinn - the chin

Introducing the parts of the body: The Puppen und Teddymuseum in St.Goar on the Rhine near Boppard has a Puppenkrankenhaus (Dolls’ Hospital) that repairs old toys. We see the different parts of the dolls’ bodies as the new words are introduced: der Körper, der Kopf, der Arm ...und die Hand, das Bein ...und der Fuß, der Bauch.

PAUSE - part 2 describes people’s hair and eyes

Describing someone’s appearance: Coloured dolls’ eyes in the Dolls’ Hospital: Die Augen. Die Augen sind braun. Die Augen sind blau.

Film 15: parts of the body in the Doll’s Hospital.

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2(i) - Describing myself Cartoon children describe their own eyes: Meine Augen sind braun.(My eyes are brown) Meine Augen sind blau. (My eyes are blue)

Early Start German Pack 2 PAUSE - part 3, Describing 'Monsters'

Animated monsters: Now we see a variety of rather unusual monsters and hear their appearances described.

Scene from film 15: “Meine Augen sind blau”.

Real children describe their own eyes: Depika: “Meine Augen sind braun.” Jasmin: “Meine Augen sind blau.” Marah: “Meine Augen sind grau.” Cartoon children describe their own hair colour: Meine Haare sind braun. Meine Haare sind blond. (*NOTE: in German, you say ‘my hairs’, not ‘my hair’; so that’s why they say ‘my hairs are brown’, etc)

Children describe their own hair: Jasmin: “Meine Haare sind blond.” Depika: “Meine Haare sind schwarz.” Marah: “Meine Haare sind braun.”

2 (ii) Describing someone else Then we hear the three girls’ hair described by someone else: Das ist Jasmin. Ihre Haare sind blond. 2 (This is Jasmin. Her hair is blond) Das ist Depika. Ihre Haare sind schwarz. Das ist Marah. Ihre Haare sind braun. Cartoon children describe their own hair length: Meine Haare sind kurz. (My hair is short) Meine Haare sind lang. (My hair is long) A girl and two boys have their hair described (spot the difference): Das ist Hanife. Ihre Haare sind lang und braun. (This is Hanife. Her hair is long and brown) Das ist Martin. Seine Haare sind kurz und blond. (This is Martin. His hair is short and blond) Das ist Ephraim. Seine Haare sind kurz und schwarz.

2 (iii) Describing height or size

We see tall and short cartoon children: Ich bin groß. (I am tall - or big) Ich bin klein. (I am short - or small)

Film 15: Two monsters - “Das Monster ist groß”.

First, two monsters, one big and one small: Das Monster ist groß. Das Monster ist klein. Next, a very strange monster: Das Monster hat drei Augen. (This monster has 3 eyes) Seine Nase ist rot. (His nose is red) Seine Ohren und seine Arme sind auch rot. (His ears and his arms are also red) Seine Beine sind braun. (His legs are brown)

Film 15: This strange monster has three eyes, but he’s happy!

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The next monster has a purple head, blue tummy and legs, and yellow hair: Das Monster ist lila, blau und gelb. Sein Kopf ist lila. Sein Bauch und seine Beine sind blau. Seine Haare sind gelb. The last monster has three legs and a green head and body. Its ears are pink and his arms are blue:

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Das Monster hat drei Beine. Sein Kopf ist grün. Sein Bauch ist auch grün. Seine Ohren sind rosa. Seine Arme sind blau.

PAUSE - part 4 is the ‘Head, shoulders’ Song

Children can consolidate their understanding through activities where they describe people in a variety of contexts - including fictional stories like ‘der Struwwelpeter’.

Activities 1. Warm up

SONG: ‘Head, shoulders, knees and toes’: A cartoon monster dances to the familiar song, which introduces some new words for other body parts. Children can join in.

A n t i c i p a t i o n : Wr i t e s o m e o f t h i s chapter ’s words on the board, e.g. der Arm, die Hand, die Nase, das Ohr... Ask children to anticipate how each word is pronounced in German, and guess what it means (but maybe don’t tell the answers!).

2. Watch film 15 parts 1 and 2

❑ Watch part 1 of film 15: “Der Körper” firstly to introduce the new German nouns naming parts of the body. We suggest returning to part 2 later to focus on other aspects of the language.

3. Get used to the sounds

❑ Echoing: Show the Flashcards CD (selecting those parts of the film the class has seen), or make enlarged copies of the activity sheets. Show each picture, initially with sound on and text off - and not showing any plural. Pupils echo each word, paying particular attention to the ‘key sounds’.

Film 15: Song-“Kopf, Schultern, Knie und Zehen”

Kopf, Schultern, Knie und Zehen, Knie und Zehen. Kopf, Schultern, Knie und Zehen, Knie und Zehen. Augen, Ohren, Nase, Mund und Kinn. Kopf, Schultern, Knie und Zehen, Knie und Zehen. For music, see the end of this chapter. The Flashcards CD has a karaoke version.

DVD MARKERS

1. Parts of the body - new words 2. Describing someone’s appearance 3. Describing a monster 4. Song - ‘Head, shoulders, knees and toes’ 5. Written words Use the skip key on your remote control

Repeat the sequence several times but jumbled, until children begin to remember the words. ❑ Echoing: Indicate a part of your own body and say the word in German, e.g. “die Nase”. Pupils echo the words and point to that part of their own bodies. ❑ Chanting game: This is a version of ‘Simon Says’ (‘Pumpernickel Sagt’ in German, see ‘Extra Words’). The class all stands up to start. You call out a part of the body: if you say, e.g. “Pumpernickel sagt... die Hand”, the class all chant “die Hand” together; if you just say “die Hand”, those who speak are out and sit down. Last one left standing wins!

Planning your lessons For the first part of this unit of lessons, the focus is on getting familiar with German names for parts of the body. Then you can help children use those words in simple descriptions of people and of imaginary monsters. Watching film 15, children hear ‘sind’ (met in Ch.2.13) as well as ‘ist’, and ‘his/hers’ - we suggest asking children to spot the patterns rather than teaching them grammar rules.

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Early Start German Pack 2 4. Respond with understanding 1

KEY SOUNDS

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

❑ Give each pupil one of the pictures. You call out a part of the body; all the pupils with that card hold it up for everyone to see. ❑ Play “ the body game” Ask the children to stand up. When you call out a part of the body, they have to point to it or wave it in the air. ❑ Play “true or false?” 1 Show the Flashcards CD with sound and text off, or indicate parts of your body again. You say, e.g. “der Kopf?” Children echo, “der Kopf” if it is - or if it isn’t, they stay silent. ❑ Play “swap chairs” * Pupils arrange their chairs in a circle. Each is given one flashcard*, making sure that there are several children holding cards with the same part of the body. When you call out “das Bein”, the children with cards showing a leg swap places. As they do so, you run for an empty chair. The pupil left without a chair becomes the caller. ❑ Play ‘Simon Says’ (‘Pumpernickel Sagt’ ) The class stands up. To start with, you can just call out a part of the body: if you say, e.g. “Pumpernickel sagt... der Füß”, each now touches a foot, but if you just say “der Füß”, those children who do so sit down and are out. Last one left standing wins!

as in Körper heard before in

as in... Augen heard before in

Click here to flip between singular and plural

Haus, Raum

as in... Schulter heard before in

Schule

as in Bein, heard before in

sein(e) Eis, Einrad, Freiburg

ihr(e), Knie heard before in spiele, vierzig as in...

Fuß heard before in Kugel, guten, Kuchen Compare with as in die Füße as in...

as in... Zehen,

heard before in tanzen,

Brezel

(Listen to the native speakers - try to copy their typically German sounds.) Flashcards CD 15

5. Language learning strategies

❑ Use the Flashcards CD to see if children remember each word when they see the picture (then switch on sound and text to confirm). ❑ Plurals: Use the Flashcards CD to show and hear how words change if there is more-thanone: der Arm/die Arme, der Fuß/die Füße, etc.

möchte

❑ Memory: Use the Flashcards CD‘s puzzle to see if children can guess the word from two alternatives heard before the picture is revealed. Offer points for a speedy guess! Click here when you’re ready to guess: you hear 2 answers

Click on any number to reveal part of the picture

When children are comfortable with the new words, move on to using them in descriptions.

Ask children to look for different ways that plurals are made; can they recall other words whose plural is made in the same way?

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2.15 1

Der Körper

HOW GERMAN WORKS 1: ‘is’ and ‘are’

TIP: In German, if an adjective is separated from the noun, it has no ending to worry ADJECTIVE about (hooray!), e.g.:

“meine Nase ist rot” (my nose is red) “meine Augen sind blau” (my eyes are blue) Children already know: “ich bin...”, “du bist...”, “das ist...” (I am..., you are..., that is...)

NOUN

separated by a VERB

has no ending

das Monster ist groß

As before, follow such a deliberate mistake with a reminder of the correct phrase. ❑ Play “true or false?” 2 (game) Indicate a child’s hair or eyes again, but this time the class only echo your phrase when it matches - otherwise they remain silent.

6. Watch part 2 of film 15 again

❑ Show part 2 of film 15, this time focus on how to describe people’s hair and eyes, including use of ‘my’ and ‘his/her’.

8. Working in pairs ❑ Play “Describe your classmate” Give each child a piece of folded paper with the name of a classmate hidden inside. Each child describes their named-person’s hair and eye colour, e.g. “Seine Haare sind blond...”. Their partner then has to guess who in the class has been described. Then the two swap roles.

7. More get used to the sounds

❑ Echoing: Show ‘People’ on the Flashcards CD) - initially with sound on and text off. Pupils echo the phrase they hear. ❑ ist/sind: Ask children to spot where ‘sind’ is used (see ’How German works 1’). Symbol reminds you of whether it’s ‘my’, ‘her’ or ‘his’

Describe without endings.

9. Watch film 15 part 3,‘Monsters’

❑ First warm up with a quick reminder of colours: you hold up a coloured card or object, ask “Ist das blau/rot?” or “Welche Farbe ist das?”

What do they think it means? (‘are’ - but note ‘Haare’ is plural in ‘Ihre Haare sind blond’. ❑ his/hers: Ask children to spot the difference when girls and boys are described, i.e. using “seine” and “ihre”. What do they think those words mean? (‘his’ and ‘hers’; 2 see ‘How German works 2’) ❑ Echoing: Show ‘Monsters’ on the Flashcards CD. Pupils echo the phrase they hear.

Saying ‘his’ and ‘hers’

8 Respond with understanding 2

❑ Play “true or false?” - hair and eyes Ask a series of children to face the class, selecting ones who won’t be embarassed being a (nonspeaking) ‘model’. For each one, you point to his/her hair, say “Sind seine/Ihre Haare blond?” - indicating a question by your rising tone. Children respond, “Ja, seine/ihre Haare sind blond” or just, “Ja” - but if you wrongly describe the ‘model’, pupils simply say“Nein”.

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* you = one person, someone you know well, or of your own age.

Early Start German Pack 2 ❑ Show part 3 of film 15, which describes made-up “Monsters”, also adding ‘nose’ and ‘ears’ to the body-parts children know.

EXTRA WORDS AND PHRASES Games Pumpernickel sagt German version of ‘Simon says’ Making your own monsters: teacher questions Wir machen ein Monster We’re going to make a monster Wer hat das Monster fertig gemacht? Who has finished making their monster? Welche Farbe haben... (seine Arme?) What colour are... (his arms?) Welche Farbe hat... (sein Bauch?) What colour is... (his tummy?)

10. More get used to the sounds

❑ Echoing: Show ‘Monsters’ on the Flashcards CD - initially with sound on and text off. Pupils echo each phrase they hear.

Respond with understanding 2

Flashcards CD 15

❑ Describing ‘how many...’: Show ‘Monsters’ again on the Flashcards CD - this time with sound and text OFF. Ask the class to try adapting the phrase “Das Monster hat drei Augen” for each picture, to say together how many eyes that monster has. Now count heads: you say e.g., “Das Monster hat einen* Kopf ” (*note accusative ending after ‘hat’). For each monster, ask the class to chant how many heads it has. Repeat with legs, ears and arms. ❑ Echoing: Children colour-in pictures of the monsters from the activity sheet, with their own choice of colours. You show a few pictures to the class. Say something about each in German, emphasizing the colour, e.g. “Sein Kopf ist grün”. Pupils echo the words. n Still using the coloured-in pictures, now ask some children to describe their picture in German to the class. ❑ Play “Design a Monster” This activity can link with your class Art and craft work. Ask them to design their own monster that they will then describe in German: “Wir machen ein Monster” (see “Extra words and phrases”). When they’ve finished (“Wer hat das Monster fertig gemacht?”) ask questions about children’s designs to encourage them to develop their own descriptions. ❑ Play “picture dictation” In this activity, ask children to describe their monster to you in German, which you then try

to draw on the interactive whiteboard; blackboard or flipchart . You follow just what children tell you , e.g. “Mein Monster hat drei Beine.” Some children may need prompting, e.g. "Sein Bauch ist ...?" ❑ Play “Guess the celebrity” Pin magazine pictures of people children might knowaround the room, with the person’s name under each photo. One child picks a photo, and describes the person to the rest of the class, e.g. "Ihre Haare sind blond." The rest of the class try to guess who is being described. The first to guess correctly picks the next photo. ❑ Play “picture consequences” Each pupil folds a sheet of paper in three, and draws and colours the head(s) and face of a monster on the top part; folds it over to hide the head(s), and passes it to their neighbour.

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Everyone now draws and colours a body and arms, folds the paper again, and passes it on. Finally, the third go adds some legs and feet. The sheets are then passed on to the next pupil, who opens it up to see the character that has been drawn by three different people. Pupils take it in turns to show the class their monster and describe it, e.g. “Das Monster hat drei Beine und vier Augen. Sein Kopf ist blau und sein Bauch ist rot.” Pictures are likely to be quite silly, which adds to the fun! ❑ Play “Beetle Drive”: Seat the class in groups of four, each with a dice. Cut up copies of the “Beetle Drive” Activity Sheet (1 per group) but don’t give them out. When you start the game, the children in each group throw the dice in turn. When a child throws a “6”, they raise a hand and ask you for a body: “sechs; ein Bauch, bitte”. They can then add to their group’s body by throwing: 5=head, 3=one leg (they need 6 legs, so to save time you could give them all the legs for throwing one three!). Each time they ask you, in German, for the body part they need. Once they have a head, they can throw: 2=an eye (x2), 1=a mouth, and 4=nose. First group to complete a whole “beetle” wins.

In further examples, you can vary ‘my/your/his/ her’, the colour, and the parts of the body. When children have got the idea, add colours then other adjectives. Leave them to find a sentence they can make with the words. You could also give children individual cards, and ask them to make a ‘Human Sentence’ by sorting themselves into a row that makes a correctly-ordered sentence.

CROSS-CURRICULAR ACTIVITIES

❑ PE -Twister: Play the familiar party game in German, involving parts of the body with left and right (Linke* Hand, Rechte* Hand; Linken* Fuß, Rechten* Fuß), and colours (rot, blau, grün, gelb). *NOTE: you don’t need to explain the grammatical

*NOTE: this version is made up: the British ‘Beetle Drive’ game is not well-known in Germany.

agreement of adjectives in these phrases.

11. 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).

Introducing the written word

When pupils have had plenty of exposure to the sounds of the new words and phrases, you may like to show them the final sequence of film 15: “Der Körper”, in which each of the key phrases is repeated with text superimposed on the pictures. ❑ Play “word-picture match 1 and 2” (described in Chapter 2.1). ❑ Play “Jumbled Words” Display jumbled text cards on the board. To start, you say the sentence with a colour, e.g. “Meine Haare sind braun.” Ask a child to rearrange the text cards to make this sentence.

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The game needs a mat with rows of coloured spots; you could borrow someone’s English version, or improvise with coloured mats. Play with 2, 3 or 4 children per mat. They take turns to spin the spinner that picks a colour and a right or left hand/foot; call out both in German. The child must place the correct hand/ foot on a spot of the right colour. If a child loses their balance, they leave the game, which continues until only one child is left, who wins.

Early Start German Pack 2 ❑ Survey - ICT: Pupils can find out from each other what are their hair and eye colour, by filling in a form with columns for ‘Name’, ‘Haare’ and ‘Augen’. They can record the results of their survey on a spreadsheet and display it as a graph. You could ask a German school to do a similar survey, swap results, and talk about and compare the two sets of results. ❑ Art and design/ ICT: Portraits

Talking point 1

EVERYDAY LIFE IN GERMANY ‘Der Struwwelpeter’ children’s stories

Der Struwwelpeter (1845) is an internationally famous but controversial German children’s book. Adults often condemn it for aiming to frighten children into obedience. Each of its ten illustrated rhyming stories demonstrates horrific and exaggerated consequences of not obeying adults. The author intended children to find them humorous, fascinating and memorable. Like fairy tales, his stories are both grim and funny. Both resonate with children because they note that, in real life, there are dangers they need to be aware of. The title story, “Struwwelpeter” (Shock-headed Peter), describes Peter who neglects his personal hygiene, becomes smelly and wild-looking, and consequently is scorned by everyone. ‘Struwwel-’ is a colloquial expression, meaning something like ‘shaggy’. In the other stories, misbehaving children suffer more dramatic fates than being ostracised, like Pauline who plays with matches and burns to death, or Kaspar, who dies because he doesn’t eat up his soup - see www.earlystart.co.uk to find all the stories. The author, a genial GP, Heinrich Hoffmann (1809-1894) wrote and illustrated it as a

Children could use any suitable medium to create their own portraits, using each other as subjects. They then describe their subject’s hair and eyes in German, also any other features they can manage. ❑ Art and design/ ICT: Design a Monster (see earlier activities).

SONG: “Kopf, Schultern, Knie und Zehen” A

Kopf, Schul-tern, Knie und Zehen, Knie und Zehen, Kopf, Schul-tern, Knie und Zehen,Knie und Zehen, und,

Au - gen, Ohr - en,

Na-se, Mund und Kinn.

Kopf, Schul-ter, Knie und Zehen, Knie und Zehen.

Kopf, Schultern, Knie und Zehen, Knie und Zehen. Kopf, Schultern, Knie und Zehen, Knie und Zehen.

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Augen, Ohren, Nase, Mund und Kinn.

Kopf, Schultern, Knie und Zehen, Knie und Zehen.

Flashcards CD 15 Song | karaoke

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Der Körper

Christmas present for his son; he thought the children’s books then in bookshops were boringly stern and didactic moralistic tales. Friends who saw it persuaded Hoffmann to publish the book, initially entitled “Funny Stories and Whimsical Pictures with 15 Beautifully Coloured Panels for Children Aged 3 to 6”, and it became very popular. Heinrich Hoffmann took the job of doctor at Frankfurt lunatic asylum in 1851, shortly after writing Struwwelpeter; he became known as a humane psychiatrist.

Activities with the story’s language

❑ Play the story on the Flashcards CD. Ask children to spot body-part words they know, and wave or point when they hear them.

Click here to flip between English and German

The title story in German

❑ Play the story again; ask children to find words in the German version that match key English words in the literal translation. ❑ Show children the “poetic translation” below; does it sound better? Discuss what the translator has changed or added to improve the rhythm and rhymes in another language: (A more poetic translation) See Slovenly Peter! Here he stands, With his dirty hair and hands. See! his nails are never cut; They are grim’d as black as soot; No water for many weeks, Has been near his cheeks; And the sloven, I declare, Not once this year has combed his hair! Anything to me is sweeter Than to see shock-headed Peter. NOTE: some phrases like “black as soot” and “no water... has been near cheeks” are not there at all in the original German.

The illustration below is reproduced from Hoffman’s original drawing. Here each line is translated literally word-by-word into English to aid understanding of the German.

Struwwelpeter Sieh einmal, hier steht er, (See firstly, here he stands) Pfui! der Struwwelpeter. (Phew! the Shaggy-Peter) An den Händen beiden (On both hands...) Ließ er sich nicht schneiden (he has let not be cut...) Seine Nägel fast ein Jahr; (...his nails for almost a year;) Kämmen ließ er sich nicht seine Haare. (he didn’t let his hair be combed.) Pfui! ruft da ein Jeder: (Phew! shouts each person:) Garstiger Struwwelpeter! (Nastier Shaggy-Peter!)

Literacy activities

❑ Look at English versions of other stories from Struwwelpeter and discuss what the class think of them: are they funny or nasty and authoritarian? ❑ Ask children to write and illustrate their own moral tales in the style of Struwwelpeter, in English. First discuss the elements required of their story: n parents warning not to do something; n what starts to go wrong when they disobey; n a grim and exaggerated ending. Suggest they could include something in their pictures to hint that the grim fate is not meant to be taken literally.

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Der Körper

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

This page may be photocopied for classroom use

Der Körper

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

This page may be photocopied for classroom use

Der Körper

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

This page may be photocopied for classroom use

Beetle Drive

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

This page may be photocopied for classroom use

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