Early Start German Pack 2
17. Woher kommst du? Countries of the world
This section starts pupils talking about countries of the world, particularly those where German is spoken. They’ll be able to say where people come from, and what languages they speak. There’s an extended tour of the Zoo in Freiburg, looking at the animals and which continents they come from. Describing the animals reminds children how much German they now know, and how many different things they can talk about. You can extend this section’s activities to include talking about international travel, where people are going to, and how they are travelling - building on earlier work about journeys to school.
NEW WORDS AND PHRASES Countries woher kommst du? where are you from?
ich komme aus...(Deutschland) I come from...(Germany) Deutschland - Germany Österreich - Austria die Schweiz - Switzerland 1 die Türkei - Turkey Portugal - Portugal Großbritannien - Great Britain Amerika - America / USA Frankreich - France Marokko - Morocco sie kommt aus...(Deutschland) she comes from...(Germany) er kommt aus... (Frankreich) he comes from... (France) Languages
DVD: film 17
Children say which country they are from: Rana: “Hallo, ich heiße Rana und komme aus Deutschland.”
ich spreche...(Englisch) I speak...(English)
Deutsch Englisch Französisch Türkisch Portugiesisch Arabisch
Film 17: Rana says “Ich komme aus Deutschland”.
Daniel: “Hallo, ich heiße Daniel und komme aus Deutschland.” Martin: “Ich heiße Martin und ich komme aus Deutschland.” Marah: “Hallo, ich bin Marah. Ich bin 11 Jahre alt und komme aus Deutschland.” Depika: “Ich bin Depika und ich komme aus Deutschland.” Leon: “Ich heiße Leon und komme aus Deutschland.” Countries shown on a map: A map of Europe appears and we zoom in on Germany: Ich komme aus Deutschland.
- German - English - French - Turkish - Portuguese - Arabic
er kommt aus...(Deutschland) und spricht... (Deutsch) He comes from... (Germany) and speaks...(German) Flashcards CD 17
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Woher kommst du?
The map zooms in on Austria. Girl: “Ich komme aus Österreich.” The map zooms in on Switzerland. Boy: “Ich komme aus der Schweiz.”
Animated map of languages: Animated children appear in different countries and wave. We hear where each is from and what language he or she speaks: Sie kommt aus Deutschland und spricht Deutsch. Er kommt aus Österreich und spricht Deutsch. Sie kommt aus der Schweiz und spricht Deutsch.
1
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Film 17: “Ich komme aus Österreich”.
PAUSE - part 2 introduces languages.
Film 17: “Er kommt aus Großbritannien und spricht Englisch”
Languages and where they are spoken: Hanife: “Hallo, ich bin Hanife und komme 1 aus der Türkei.” Tania: “Hallo, ich bin Tania und ich komme aus Portugal.” They point out Portugal and Turkey on a map: Tania: “Hier ist Portugal”. 1 Hanife: “Hier ist die Türkei”. Countries named again: Portugal. Die Türkei.
Er kommt aus Großbritannien und spricht Englisch. Sie kommt aus Amerika und spricht Englisch. Er kommt aus Frankreich und spricht Französisch. Sie kommt aus Marokko und spricht Arabisch und Französisch.
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PAUSE - see part 3 ‘Animals & Continents’ in another lesson.
The Animal Park - animals and the continents they come from: The children go to Mundenhof animal park in Freiburg (der Tiergarten), first seen in Ch.2.1. They spot animals from many parts of the world, and say which continent each is from: Monkeys: Der Affe. Die Affen. Marie: “Die Affen kommen aus Asien.” Film 17: Tania and Hanife come from Portugal and Turkey.
Now we talk about the children in the third person (she or he is from...): Das ist Hanife. Sie kommt aus der Türkei. Das ist Depika. Sie kommt aus Deutschland. Das ist Martin. Er kommt aus Deutschland. Das ist Tania. Sie kommt aus Portugal. Tania: “Olá. Ich spreche Portugiesisch.” (Hello [in Portuguese] - I speak Portuguese.) Hanife: “Merhaba. Ich spreche Türkisch.” (Hello [in Turkish] - I speak Turkish.)
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Film 17: Depika says,“Die Bären kommen aus Amerika.”
Early Start German Pack 2
Sie kommen aus Europa. Pigs lie down in the sun looking hot. Es ist heiß. (It’s hot) They drink more water: Sie trinken gern Wasser. (They like drinking water) Horses in the paddock, munching grass: das Pferd, die Pferde. Sie kommen aus Europa. (They come from Europe) Sie essen Gras. (They eat grass) Goats in the children’s “pets” corner: Und hier sind die Ziegen. (And here are the goats) Sie kommen auch aus Europa. (They also come from Europe) A little baby goat (kid) and a large adult goat: Diese Ziege ist klein. (This goat is small.) Diese Ziege ist groß. (This goat is big.) Children look at the goats from close up: Die Kinder haben die Ziegen gern. (The children like the goats.)
MORE NEW WORDS Die Affen kommen aus Asien Monkeys come from Asia Es gibt Affen in Asien There are monkeys in Asia Animals SINGULAR / PLURAL
SINGULAR
der Affe / die Affen - monkey die Ziege / die Ziegen - goat der Bär / die Bären - bear das Rind/ die Rinder - type of cow /cattle* der Emu / die Emus - emu der Storch / die Störche - stork das Pferd / die Pferde - horse das Schwein / die Schweine - pig Continents Asien - Asia Amerika - America Afrika - Africa Australien - Australia Europa - Europe
M
1. Countries - where I come from 2. Languages - I speak this language 3. Zoo animals- continents of origin 4. More animals - revisit familiar language 5. Written words Use the skip key on your remote control
Flashcards CD 17
Bears in their pit: Der Bär. Die Bären. Depika says: “Die Bären kommen aus Amerika.” Cows with large horns (they’re Ankole-Watusi cattle*, see ‘Talking Point 2’): Das Rind. Die Rinder. Lea says: “Die Rinder kommen aus Afrika.” Emus: Der Emu. Die Emus. Julian says: “Die Emus kommen aus Australien.” Storks on nests: Der Storch. Die Störche. Die Störche kommen aus Europa. Where do you find these animals in the wild? Es gibt Affen in Asien. Es gibt Bären in Amerika. Es gibt Rinder in Afrika. Es gibt Emus in Australien. Es gibt Störche in Europa.
Planning your lessons Before showing film17, have the class look at an appropriate map to name countries in their own language, and talk about what languages they think are spoken there. In pack 1 pupils talked about which town they live in, with “Ich wohne in...” (‘I live in...’- Ch.1.7). Now they’ll be talking about where people (or animals) come from. When you’ve seen the parts 1 and 2 of the film, we suggest activities talking about which country you’re from. If you have children from countries not mentioned in the film, they can look up the German words in a bilingual dictionary. You can also talk about ‘what languages you speak’. Some children will speak more
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PAUSE - part 4: more animals; re-visit familiar language
Part 4 shows more animals, and reminds children of how much they know in German: Black woolly pigs drink in their water hole: das Schwein, die Schweine.
DVD MARKERS
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Woher kommst du?
than one language - you could conduct a class language survey. With parts 3 and 4 of film 17, a map or globe would be useful to find the continents animals come from. Encourage children to bring other animals into the search. You can go on to talk about international travel, re-visiting language from Ch.2.3.
KEY SOUNDS
Listen and enjoy copying these typical sounds: where have you heard them before?
as in... woher, heard before in
Activities
Schwein Wohnung, Wurst
as in Österreich,
Störche
1. Warm up
Französich,
heard before in möchte
You could revisit the German-speaking countries “Talking point 1” from Pack 1, Ch.1.1. You may have done this section some time ago - how much do children remember? n With the whole class, look at an appropriate map (Europe or the world) and find where you live. How many countries can children name, in English? Do they know what languages are spoken there?
[an example in English is learn]
as in Englisch, Deutsch, Storch Arabisch, Schwein, Schweiz heard before in Schule, Schuh as in... Bär
heard before in Käse, März, trägst [an example in English is let]
2. Watch film 17, part 1
as in England, Deutschland, Pferd, Rind
❑ Watch film 17: “Woher kommst du?” for the first time. Initially, you may want to stop after part 1 (see DVD Markers) which introduces countries and how to say “I’m from...”.
heard before in Kleid, Brot, Abendessen [an example in English is hat]
3. The sounds of countries
as in Österreich, Schweiz,
❑ Echoing: use the Flashcards CD or display a map of Europe or the world. Ask the class to echo the name of each country indicated.
Türkei, Frankreich, Schwein heard before in Eis Bein, Kleid [an example in English is cry]
as in Österreich, spreche, Storch
heard before in Süßigkeit,
vierzig
as in Europa
heard before in Euro,
heute, neun [an example in English is toy] Flashcards CD 17
Pay attention to “key sounds” in the country names. You could discuss what some of the German names might mean, e.g.: “Österreich” = ‘Eastern-kingdom’, “Frankreich” = ‘Kingdom of the Franks’, “Deutschland” = ‘Land of the Germans’, “Großbritannien” = ‘Great Britain’. n For more practice, show countries with sound OFF; you say the name loudly or quietly. Pupils repeat in the same way.
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n Using the Flashcards CD’s puzzle feature, ask the class to identify the country as it is
Early Start German Pack 2 1
EXTRA WORDS 1 Nations of the UK
“Ich komme aus...”
With most countries in the world, to say “I come from...” you just add the name of the country, without “the”: “Ich komme aus... Deutschland” (I come from... Germany) Most country-names are neuter in German, but those few that are feminine are always named WITH the article, e.g.: die Turkei and die Schweiz. After aus this article becomes DATIVE: “Ich komme aus der Turkei” “Ich komme aus der Schweiz”
England Wales Schottland Nordirland
- England - Wales - Scotland - N.Ireland
Flashcards CD 17
4. Respond with understanding 1
❑ Play “true or false”: Use the Flashcards CD to show “Countries” with sound and text OFF, and jumbled. Point to the first country shown on the map and say e.g. “Ich komme aus Deutschland”. If you say the correct place-name, pupils echo your words; if you are “wrong”, they should remain silent.
gradually revealed. They hear two alternatives. n You can also use the Flashcards CD to introduce UK nations not shown in film 17. n Show countries jumbled,with sound OFF; ask the class to say the name of the country. ❑ Echoing “Ich komme aus...”: When children are familiar with the country names, select the “I come from” box on the Flashcards CD with your chosen range of countries.
❑ Play find the country Display the map of Europe (see Activity sheet) with a number on each country. Ask pupils where to place each name label on the map: “Wo ist die Schweiz?...1?...2?” Pupils call out the numbers in German. ❑ “Stand up - sit down” game: Display the Flashcards CD with sound and text off, all countries selected and jumbled. Give each pupil a card with the name of “their country”. When France is displayed, you say to the class, “Wer kommt aus Frankreich?” All the pupils with that card stand up. You say “Ich komme aus Frankreich”; those pupils echo. Repeat for different countries. Then go round the class asking individual pupils, “Woher kommst du?” They reply according to their card. n To add variety, tell pupils to swap cards.
Click to select “Ich komme aus...”
For each country shown, the class echoes the words, “Ich komme aus...”. Repeat several times until children are able to remember the words. n Ask pupils to spot countries where the phrase is different; see “How German works 1”. They may have noticed from the Flashcards CD’s colour-coding by gender that these are feminine nouns. n If you have a German-speaking puppet, you could ask “Woher kommst du?” as you show each country (with sound off). The puppet replies “Ich komme aus...” or just the country. n Now let the puppet ask different children where they’re from, ”Woher kommst du?”. Pupils reply according to the country currently displayed, e.g. “Ich komme aus Wales”.
❑ Play “two of a kind 1”: Give each child a map of Europe with ONE country ringed; that is where they’re from. They walk round, asking “Woher kommst du?” until they find a partner from the same country. n Swap maps to play again.
NOW show part 2 of film 17 to introduce Languages
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Woher kommst du? EXTRA WORDS 2: Teacher questions
5.Watch film 17 part 2:Languages
❑ First briefly remind children of the languages they know - they will be familiar with “Englisch” and “Deutsch” from Ch. 2.6. ❑ Show part 2 of film 17: “Woher kommst du?” to see children say where they’re from and which languages they speak.
sprichst du... (Deutsch)? do you speak... (German)? welche Sprachen sprichst du? what languages do you speak?
wer spricht... (Deutsch)? who speaks... (German)?
Other UK languages
6. The sounds of languages
Walisisch - Welsh
❑ Echoing “Ich spreche...; Er/Sie spricht”: Select the “Languages” box on the Flashcards CD; for each country, the class now hears the majority language spoken.
Flashcards CD 17
n As children gain confidence, extend the phrase to: “Sie kommt aus ... und spricht ...” for the class to echo; occasionally try getting the country OR the gender (“Er/Sie”) OR the language wrong - they should remain silent! q Play “What do you speak?” Give each child a card with the German name of a language (see Activity sheet). The class puppet asks different children where they’re from: ”Woher kommst du?”; pupils reply according to their card, e.g. “Ich komme aus Großbritannien und spreche Englisch”.
The class echoes the words, “Ich spreche...” or “Er/Sie spricht...” with the name(s) of the language(s) (the phrases match the character shown on the map). Pay careful attention to the sound of each language‘s name in German. n You could ask children to predict what the language will be for each country. n Compare the patterns of language names in German (mainly “~isch”) with all those you can think of in English. n When the class is familiar with the languages, display the Flashcards CD again, selecting the countries, but with sound and text OFF. Indicate the boy or girl on the screen map, and say where they’re from and which language they speak, e.g.: “Er/Sie kommt aus Deutschland und spricht Deutsch.” Children echo. Repeat until pupils are confident with combining the phrases.
See “Talking Point 1” for more about ‘Multicultural Germany’
7. Respond with understanding 2
❑ Play “true or false”: Use the Flashcards CD to show “Languages” with sound and text OFF, and jumbled. Point to the first country on the map and say “Er spricht Deutsch”. If you say the correct language, pupils echo your words; if you are “wrong”, they should remain silent.
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❑ Survey - Languages in our class: Pupils can find out from each other what languages they speak: “Welche Sprachen sprichst du?” (see “Extra words 2” for other useful questions). See “Cross-curricular activities” for how to develop this activity. ❑ Play “Who speaks what?” Pupils collect pictures of footballers or other celebrities, of a mixture of nationalities. They research using the internet to be able to make a statement to the class such as: “Das ist X. Sie kommt aus Deutschland, und spricht Deutsch und Türkisch” See www.earlystart.co.uk for useful links. ❑ Play “Who speaks my language?” Pin pictures of famous foreigners around the room, labelled with their name or possibly other clues about their origins and languages. (These could be those produced by the children for the previous activity) Give each child a card with the German name of a language (see Activity sheet). They go around the room to find a person they can pin their card underneath.
Early Start German Pack 2 NOW show part 3 of film 17 to introduce Zoo Animals
EXTRA WORDS 3: Teacher questions Animals and where they come from woher kommt ... (der Bär)? where does... (the bear) come from?
8. Watch film 17, part 3: Animals
❑ Show this part of film 17: “Woher kommst du” to introduce saying which continent animals come from. In part 4 (which could be shown now or later) children hear familar phrases from earlier parts of Early Start German, to remind them of how much they have learnt.
woher kommen ... (die Affen)? where do... (monkeys) come from? woher kommt er/sie?
where does it/s/he come from?
kommen... (die Affen) aus... (Australien) oder aus... (Asien)?
9. More get used to the sounds
Do... (monkeys) come from... or ...?
❑ Echoing: Show the Flashcards CD, or display a map of the world; indicate your own home continent. Say “Ich komme aus...” Pupils echo the words.
Nordamerika - North America Südamerika - South America Antarktis - Antartica
What animals countries have gibt es... (Störche) in... (Europa)? are there... (storks) in... (Europe)?
es gibt keine... (Bären) in... (England) there are no... (bears) in... (England) Flashcards CD 17
10.Respond with understanding 3
Indicate the other continents and say the names for the children to repeat. ❑ Echoing: Show the Flashcards CD, or show flashcards of the animals featured in the film. Say the names of each animal for the children to repeat. Start with the word for a single animal first, then move on to plurals (click on S/PL), e.g. “ein Bär, zwei Bären,” paying attention to the difference in sound of the plural. Click to switch between S =singular, PL =plural
n You could play “guess the plural”: e.g. show one goat, and ask the class what several goats might be using their previous knowledge of German plurals (“die ....”). NOTE: this reminds children that, for each German noun, they have to remember its plural as well as its gender. There are no simple rules!
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❑ Flashcards: Give each pupil a picture of an animal. When you call out the name of an animal, pupils with those pictures hold them up. Vary the pace at which you call out the animals and repeat the same ones several times in a row to catch pupils out. Ask them to swap pictures every so often. Once pupils are confident with the animals names, repeat this activity but with plurals included, i.e. some pupils will have pictures of one bear and some of two bears. When you call out “zwei Bären” only pupils with two bears should hold up the pictures. ❑ Play “true or false 1”: Show animals on the Flashcards CD with sound off or hold up a picture. You say: “Das ist ein(e) ...”. Pupils call out “Ja” or “Nein”. Alternatively, if you say the correct word, pupils echo your words; if you are “wrong”, they should remain silent. When moving on to plurals, show a picture of a two animals and say “Das sind zwei...”. Pupils must listen carefully not to be caught out.
2.17
Woher kommst du? 13. Working in pairs ❑ Play “snap” Pupils can cut out the animal pictures and add them to their collection of cards from earlier sections to play “snap” (e.g. pets, places, rooms in school, food and drink, body parts, clothes). The game includes saying the words represented by the picture as the card is played.
❑ Play “true or false 2”: Say a sentence to the class that may be true or false, e.g. “Es gibt Emus in Amerika”. Pupils call out “Ja” or “Nein”.
11. Watch film 17, part 4: Animals
❑ This part of film 17 introduces some more animals, but also reminds children of how much they have learnt on previous topics. You can use these examples to broaden the scope of your class discussions about the animals and what you say in German about them.
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 17: “Woher kommst du?”, in which each of the key phrases is repeated with text superimposed on the pictures. ❑ Play “word-picture match 1 and 2” (described in Ch.2.1). ❑ Play “Jumbled Words” Display jumbled text cards on the board (or OHP/whiteboard). To start, you say the sentence, e.g. “Ich komme aus Großbritannien.” or “Es gibt Bären in Ameriks” Ask a child to rearrange the text cards to make this sentence. To make it a group activity, give children individual cards, and ask them to sort themselves into a row that makes the sentence correctly-ordered. When children have got the idea, give them some words, and leave them to find a sentence they can make. ❑ Play “Lip-reading” German has distinctive long words for countries and languages, which make them particularly suited to developing children’s skills of “Lippenlesen” - lip-reading! You silently mouth a short sentence, e.g. “Ich komme aus Frankreich”- maybe adding: “...und spreche Französisch.” Children guess where you’re from and what language(s) you speak.
12.Respond with understanding 4
❑ Play “Pictionary”: You (or one of the children) start drawing an animal on the board. You ask “Was ist das?” as you draw different parts; the class tries to guess, in German. ❑ Play “two of a kind 2”: Give each child a picture of an animal - they are that animal. They walk round, asking “Woher kommst du?” until they find a partner from the same continent. Swap pictures to play again. ❑ Play “Draw a scene in the Silly Zoo”: Each child draws a “silly” animal they will then describe in German, e.g. “ Hier ist ein Bär, er heißt X, er kommt aus Amerika. Es ist kalt, er trägt einen Schal.” ❑ Play “Animal Facts”: Children work in groups. Divide the pictures of animals from the Activity sheets amongst the group, and ask each a specified time to research where their animal(s) are found - see “Extra words 3” for some useful phrases. When time is up, each group presents their findings to the class, e.g.“Die ... (Affen) kommen aus... (Asien und Afrika)”. They then answer questions from the other groups and you, e.g. “Gibt es... (Affen) in... (Europa)?” (see “Extra words 3”). You could also ask about local zoos, e.g. “Gibt es... (Zeigen) in Howletts Zoo?” The class puppet could join in with other questions, or to contradict information it (you) think is wrong. A word bank and/or writing frame may be helpful to some pupils.
EXTENSION ACTIVITY: Plan a trip: travel the world
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❑ Use the Flashcards CD to introduce this activity; you could also re-look at parts of film 3, “Wie kommst du in die Schule?” - especially part 4. Select “plan a trip” on the Flashcards CD menu for Ch.2.17; it shows all the ways of travelling to school met in Ch.2.3, plus ‘flying’ (illustrated with a Lufthansa plane, the German airline).
Early Start German Pack 2
What would a better way of travelling there? Children could research the possibilities and give their preferred solution in German, e.g. “Ich fliege nach Amerika”. n Ask children to plan an international trip; working in groups, they could decide where to go and how to travel for a holiday, or to see one of the zoo animals. You ask: “Wohin fährst du?” (Where are you going?). Children present their plans for their trip, e.g. ”Ich fahre mit dem Auto nach
The class echoes each phrase. You could use the Puzzle feature as a game to recall the German phrases for ways of travelling. n Invite children to create a mime for each means of travel. One group acts out a phrase; the rest have to say what it is (in German).
Watch film 3 part 4 again
This introduced saying where you’re going as well as how (see “How German works 3” in Ch.2.3) with phrases like:“Ich fahre mit dem Zug nach Köln.”(I’m going by train to Cologne). n Select “Plan a trip” then “I go by... to...” on the Flashcards CD; ask the class to echo each phrase. (It shows random permutations of transport and destination, e.g. “Ich fahre mit dem Schiff nach Amerika”, with a few destinations that children don’t know but can guess). Discuss whether the means of travel shown is practical for the destination shown.
Frankreich.”
EXTRA WORDS 4
International travel wohin fährst du (in den Ferien)? where are you going (on holiday)? ich fahre... (mit dem Auto) nach ...(Deutschland) I’m going... (by car) to... (Germany)
das Flugzeug - (aero)plane
(You usually say) ich
fliege nach ...(Amerika) fahre... (mit dem Flugzeug) nach ...(Amerika) I’m going... (by plane) to... (America)
(OR can say) ich
sie/er fährt nach... (Amerika) s/he’s going to... (America)
NOTE: feminine country-names are always referred to as ‘the...’
er fährt in... (die Schweiz) he’s going to... (Switzerland) Flashcards CD 17
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q Geography / Art and design: Children could make a map of the world for display in their classroom. They could label (in German) the continents, countries and languages spoken, and colour the flags of each country they know. As they find out more information about different countries, they can add to the map. In “Talking Point 1: Multi-cultural Germany”, we look at other countries where German is spoken (see also Ch. 1.1). You could revise this chapter, and mark the countries on the map. ❑ Survey - ICT / Geography: Pupils find out from each other what languages they speak: “Sprichst du Deutsch? Sprichst du Englisch? Welche Sprachen sprichst du?” You could help children find extra words they might want in a bilingual dictionary. Children could widen the survey to the whole school and find out how many languages are spoken by staff and pupils. They could see how many foreign words for ‘hello’ they can find out. (If you don’t have many foreign language speakers in your school, pupils could find words on the internet.) They could mark each language spoken in the school on their map of the world, and add the word for ‘hello’. Children can record the results of their survey on a spreadsheet and display it as a graph.
2.17
Woher kommst du?
You could ask a German school to do a similar survey, swap results, and talk about and compare the two sets of results.
German; about 20% around Geneva speak French; and 8% in the south speak Italian. German-speaking Swiss use some different words and have a distinctive accent; their dialect is called Schweizerdeutsch . ■ 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.
Inter-Cultural Understanding Cognates and “shared words”
Children will have noticed that many German names of countries and animals are similar to their English equivalents, though maybe pronounced and spelled a bit differently. For example die Türkei and Turkey both come from the Turkish word Türkiye; German- and Englishspeakers have adapted the local word into sound patterns they are used to saying. All languages are changing and developing all the time. Foreign words are introduced, new slang appears and some words disappear completely. In Chapter 2.11 we looked at the words for different sports in German, French and Spanish. Some words, such as ‘football’, have gone from English into other languages; ‘judo’ is a Japanese word that has passed into other languages. n Children could collect lists of words from this and previous chapters that are common to English and German.
Recording and assessment
MAP: Where German is the majority language.
Children can record their achievements to date with the “can-do” statements (after Ch.2.18); add the completed sheet to their Portfolio.
Minority languages
Talking point 1
EVERYDAY LIFE IN GERMANY Multi-cultural Germany
Germany has the most people (82 million) of all the countries in the European Union, including many immigrants. The German language is the mother tongue of 121 million people over a large area in central Europe (see map). Germany is the biggest single German-speaking country. 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
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German is the only official language in Germany, and about 95% of people speak German at home, which is about the same as the proportion of Britain’s population who speak English. As the majority language, German is the one you expect to hear throughout Germany 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 road-signs and official forms. 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
Early Start German Pack 2 - Walisisch ; or North Frisian, spoken by about 10,000 in some coastal North Sea islands. About 10% of German citizens are of immigrant origin, and about 9% of people living in Germany are foreign nationals.
Talking point 2
EVERYDAY LIFE IN GERMANY Mundenhof Animal Park
Turks in Germany
We saw the children visiting the Mundenhof Animal Park (Naturerlebnispark Mundenhof) in Chapter 2.1. It is a free public space open to everyone especially families run by Freiburg city council, next to the Rieselfeld area on the Rhine Valley plain near Freiburg. It used to be one of Germany’s biggest dairy farms, and for 100 years, this was where Freiburg disposed of its sewage. The city’s waste water was pumped here; after treatment, clean water was pumped into the River Rhine, while the sludge (cleaned waste solids) was separated out and spread on the fields as natural fertiliser. This made the Mundenhof farm very fertile. Then a new motorway was built across the middle of the farm, separating the Mundenhof farmhouse and cattle pastures from the arable fields where feed crops were grown. The city council decided to make this half into an animal park that would be free for everyone to visit, offering a new open space to a fast-growing city. They decided not to display captured wild animals, so most are breeds that have been tamed by man for farming or transport, with an area for each of the main continents. Some are endangered species that have been bred in other zoos. Tame animals are kept in a petting zoo for children; the more dangerous animals are in their paddocks. The main farm buildings had been a monastery farm for 500 years until the French conquered this part of Germany after their Revolution. Now it is a popular café; many people eat outside in Freiburg’s warm summers. ■ Is there a zoo or animal park in your area that children have visited? What animals have they seen there? Do children think it is right to keep animals in zoos?
There are over 2 million people of Turkish origin in Germany - the largest ethnic minority group. About a quarter of them came to Germany to work; they came to Germany on temporary two year contracts to meet labour shortages in the 1960’s and ‘70’s, caused by the German economic boom and the Berlin Wall which stopped new workers coming from Eastern Germany. Mostly young men from Turkey, they were known as Gastarbeiter (“guest workers”). They did not join in the community or learn much German because they didn’t expect or want to stay. They saved and sent money to their families back home; while in Germany, they lived in hostels, and worked long hours at dirty jobs in factories, mines and steelworks. Inevitably there was friction between the Turks and some local people; the German government thought it would be better if the men were allowed to bring their families over and become part of their local communities. Employers wanted their Turkish workers to stay longer, so they did not have to train new ones; and there was also a demand for female workers (such as cleaners). As a result, over half of German Turks are those who followed as family of a guest-worker (e.g. wife, children). These young German Turks were more settled and had families, so a quarter of Germany’s Turkish population are children born in Germany of Turkish parents. Nowadays, the Gastarbeiter scheme is long over, but a large Turkish community remains, mainly in the industrial cities of the former West Germany. They still have strong links with Turkey, including their Muslim faith. Many German Turks are now active in the community - as politicians, entertainers, footballers, business leaders and professionals, but they still form separate communities, known as “little Turkeys” in a few big cities. See www.earlystart.co.uk to find out more.
Monkeys
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There are several types of monkey kept at the zoo. In the film we see types native to Asia - the brown monkeys are crab-eating macaques, the black ones, gibbons.
2.17
Woher kommst du? die Affen
die Bären
die Störche
MAP: where in the world do these animals come from?
die Emus die Rinder
Film 17: Monkeys from Asia in the Animal Park.
Film 17: African Watusi cattle eat hay in the Zoo.
There are many other species of monkey and ape found in Africa and South America as well as Asia. In the past they were found wild in Europe too, but now there are only the Barbary macaques, on the rock of Gibraltar.
Emus
Emus are found wild in Australia, as well as being farmed for meat. They are the world’s second largest bird after the ostrich, but they can’t fly, although they run very fast.
Bears
The bears in the film are brown bears - they don’t just live in North America but Europe too. They used to live in the UK, but are now extinct. Bears used to be captured and kept in cages; their keepers trained them to “dance” as entertainment, but this is now regarded as too cruel. Occasionally wild bears are still found in remote mountains and forests in Germany and central Europe, but they are very rare.
African Cattle
The Ankole-Watusi cattle with large horns in the film are from East Africa, where they don’t roam wild and free; they are kept by farmers mainly for their milk and also meat. Their big horns help them keep cool, and are also a good defensive weapon against predators like lions. The cows we see on farms in the UK are much plumper and have been bred to produce maximum milk, maybe 20-times more than the skinny Watusis, who evolved to survive in a hot, dry environment with poor grazing.
Film 17: Emus are only found wild in Australia.
Storks
Storks are migratory birds - they breed in Europe in spring and summer, building their nests on high buildings like the towers in the Animal Park. They migrate with their young to Africa to avoid the cold northern winter; baby storks thrive where it’s warm and food is plentiful.
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Ich spreche...
Ich heiße .............................
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Europa
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Der Tiergarten
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Der Tiergarten
Ich heiße .............................
Wohin fährst du?
Ich heiße...........................
You will find other flashcards for the “Plan a trip” activity in Ch.2.3
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Woher kommen die Tiere?
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