Sample chapter Early Start German Pack 2

Early Start German Pack 2

5. Meine Schule My school

Pupils show us parts of the school, starting with Sophie’s classroom: das Klassenzimmer.

In this section pupils look at school layout and buildings. They learn the names for different rooms and places in school, and also the titles of people like the head, caretaker and subject-teachers.

They will be able to describe their school to interested German-speakers, and give simple directions around the school.

Pupils will see what a German school is like, and can compare it with their own school.

You can do a class project to design improvements to your school!

Film 5: bakery van in the playground,“der Schulhof”.

The school playground: der Schulhof.

At break-time, children in the playground buy pastries and sandwiches from a mobile bakery van; this comes to the school for break-times at 10.00 and 11.30 every day. When break is over, Sophie and Nico pick up all the rubbish.

NEW WORDS AND PHRASES Places in school

Hier ist ... meine Schule. REVISION Here is ... my school.

der Schulhof - playground der Schulgarten - school garden der Sportplatz - sportsground der Musikraum - music room die Schulküche - school kitchen die Schule - school REVISION das Klassenzimmer - classroom People in school

Das ist ... unser Lehrer.

This is ... our teacher.

der Direktor der Lehrer die Lehrerin die Kochlehrer(~in) der Musiklehrer(~in) die Klasse

Film 5: “Der Schulgarten”.

In the school garden, pupils are digging, mowing and composting: der Schulgarten On the sportsground, there’s a PE lesson: der Sportplatz.

In the music room, Herr Moll, the music teacher, prepares the class to sing: der Musikraum.

Herr Moll: “Bitte schön. Drei, und ...”

His class sings a folksong,

“Ein Vogel saß auf einem Baum”.

‘A bird was sitting on a tree’ In the school kitchen, another class has a cookery lesson: die Schulküche.

- headteacher - male teacher - female teacher - cookery teacher - music teacher - class (i.e. pupils)

Flashcards CD 5

DVD: film 5

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Naming places in a school: Sophie at her school, the Weiherhof-Realschule for 10 to 16 year-olds in Freiburg:

“Hier ist meine Schule.”

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PAUSE - part 2 names ‘people in the school’

2.5 Meine Schule People in the school: Marah shows us her classroom, her class and class teacher, Frau Schindler.

Marah: “Das ist mein Klassenzimmer. Das ist meine Klasse und das ist meine Klassenlehrerin, Frau Schindler.”

Another pupil introduces Frau Bahner, the cookery teacher.

“Hier ist Frau Bahner, unsere Kochlehrerin.”

We return to the music room, and a pupil introduces the music teacher, Herr Moll.

“Und das ist unser Musiklehrer, Herr Moll.”

Das ist meine Klasse,

und das ist meine Klassenlehrerin,

Frau Schindler.”

Nico: “Hier ist der Schulhof.”

(Here is the playground).

Tara: “Hier ist unser Schulgarten.”

(Here is our school garden).

Vivian: “Hier ist der Sportplatz.”

(Here is the sportsground) Frau Schindler blows whistle - “Und stop!”

Jenny: “Hier ist die Schulküche.”

(Here is the school kitchen).

“Und das ist Frau Bahner, unsere Kochlehrerin.”

(and that is ..., our cookery teacher).

Film 5: “Und das ist Herr Stehle, unser Direktor”.

Sophie knocks on the Headteacher’s door.

Herr Stehle: “Ja bitte.”

Sophie: “Und das ist Herr Stehle, unser Direktor.”

Herr Stehle: “Ja, hallo! Guten Tag! Kann ich dir helfen?” (Can I help you?)

Sophie: “Ja, ich brauche neue Fahrkarten.”

(Yes, I need new (travel)- tickets-).

Marah and Leon are the class speakers.

Marah: “Ich bin die Klassensprecherin.”

Leon: “Und ich bin der Klassensprecher.”

(See ’Talking Point’ about class speakers.)

Film 5: “Hier ist die Schulküche”.

Hussein: “Das ist Herr Stehle, unser Direktor.”

(That is ..., our headteacher).

Herr Stehle: “Ja bitte.”

Daniel: “Hier ist der Musikraum.”

(Here is the music room).

Jasmin: “Und das ist unser Musiklehrer,

Herr Moll.”

(And that is our music teacher, ...).

M

DVD MARKERS

1. Places in a school - new words 2. People at school - new words 3. A reminder of people and places 4. Written words Use the skip key on your remote control

Planning your lessons First, introduce pupils to the German names of different rooms and places you find in a school. When that is familiar, you can start using these new words in phrases and structures already familiar from previous chapters:

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Film 5: “Das ist meine Klasse”.

Part 3 is a reminder of people and places in school.

Children introduce their school: Marah: “Das ist mein Klassenzimmer.

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Early Start German Pack 2 - identifying people and places; - saying what there is in the school; - giving directions around the school.

You can label school rooms in German, and compare your own school with the German school in the film.

As a class project, pupils could re-design your school to make it more individual, inspired by the “Hundertwasser School” in former East Germany (see “Talking point”).

KEY SOUNDS

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

as in... Musikraum heard before in

Haus, geradeaus

as in Sportplatz, Klassenzimmer

heard before in

Activities

Platz, Zug, Holz

as in... Klassensprecher,

1. Warm up

heard before in

❑ Anticipation: you say, “Das ist Frau Smith” to remind the class of a familiar German sound.

Write the words, “Musikraum”, “Küche”, and “Schulehof”; tell the class they are going to meet these new German words; how do they think they are pronounced? Give clues if needed (say “Frau”, “rechts”...). Can they guess what each word means? Don’t tell them! ❑ Use familiar words to remind children of the structures “Das ist ...” and “Hier ist ...”.

What do they remember about German schools they have seen previously in Packs 1 and 2?

Küche rechts, ich

as in... Klassensprecher heard before in

Stadt, Schule

as in... Direktor

heard before in

hier, Tiergarten

as in... Schulküche

heard before in

Biomüll, für

Flashcards CD 5

4. Respond with understanding

2. Watch film 5, part 1

❑ Play “true or false”: Show the Flashcards CD, with no text and no sound (or hold up pictures or display on the whiteboard/OHP).

You say the name of each place as you show it, e.g. “Das ist der Schulgarten”.

If you say the correct name, pupils echo; if it is a “mistake”, pupils remain silent.

❑ Watch film 5: “Meine Schule” part 1, which introduces new words for places in a school.

3. Get used to the sounds

❑ Echoing: Show the Flashcards CD, with ‘places’ selected - you can switch off the text while pupils get used to the sounds.

Pupils echo the words.

❑ Play “which room’s where?”

Mark out a rough plan of a school corridor on the board or OHP. Attach the pictures of the different rooms on either side of the corridor and at the end. Add the pictures of the playground and the garden to the plan.

Indicate that you are at the start of the corridor.

Ask pupils to direct you to different places: eg “Wo ist der Musikraum? ...links? ...rechts? ...geradeaus?”.

6. Watch film 5, parts 2 and 3

NOTE: make sure children know that “die Klasse” is the children in the room, and “das Klassenzimmer” is the room.

❑ Watch film 5, parts 2 and 3, which introduce new words for people in a school. Ask children if they can spot the different titles for men and women, e.g. Musiklehrer/~in).

You could also show flashcards made from the activity sheet or copy them for the OHP.

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2.5 Meine Schule ❑ Echoing: Show the Flashcards CD, with ‘people’ selected - you can switch off the text while pupils get used to the sounds.

Pupils echo the words; pay particular attention to ‘key sounds’.

no sound

EXTRA WORDS AND PHRASES Finding places in school

Wo ist die Aula bitte?

Where is the hall?

Wo sind die Toiletten bitte?

Where are the toilets?

Bitte, kann ich auf die Toilette gehen?

May I go to the toilet?

die Toiletten die Turnhalle das Lehrerzimmer die Aula der Computerraum die Treppe nach oben nach unten

no text puzzle

You can also use the ‘puzzle’ feature as part of developing children’s language learning skills.

6. Respond with understanding

❑ Play “true or false”: Repeat this activity using the Flashcards CD, with ‘people’ instead of ‘places’. ❑ Flashcards: make several copies of the activity sheets; cut out the pictures of the places and people; give one picture to each child.

Call out a room or person, e.g. “der Schulhof”; pupils with a picture of the playground hold it up. Vary the pace at which you call out the words and repeat the same ones several times in a row to try and catch pupils out.

Ask them to swap pictures every so often.

- toilets PLURAL - gym - staffroom - assembly hall - computer room - stairs (see Ch.2.2) - (go) upstairs - (go) downstairs

die Klasse(nzimmer) von Frau Schwarz Miss/Mrs Schwarz’s class(room)

More people in school die Direktorin - headteacher FEM. der Klassensprecher - class speaker BOY die Klassensprecherin - class speaker GIRL der Hausmeister - caretaker die Sekretärin - secretary Flashcards CD 5

n If a player turns up two identical pictures and names them correctly, s/he keeps the cards and has another go.

7. Working in pairs

❑ Play “snap” Pupils use multiple sets of the picture-cards to play “snap”. Name each card in German as it’s turned over. ❑ Play “two of a kind” Pupils work in pairs with a minimum of two sets of shuffled picture cards arranged at random and face down on a flat surface.

The aim is to remember where particular pictures are, so you can find pairs. n Player 1 turns over a picture and says the name of the room or person that is revealed.

S/he then turns over another picture. n If it is different, s/he says the word fot picture #2 and turns both pictures face down again.

Player 2 now has a go.

8. Look again at sounds

❑ Play either “listen to the sounds” or “find the sound” (both described in Ch. 2.1).

Introducing the written word

When pupils are familiar with hearing and saying the new words, show the final sequence of film 5: “Meine Schule”. It repeats each of the key words and phrases with on-screen text. ❑ Play “word-picture match” 1 As described in Ch. 2.1, attach the picture cards to the wall. Make text cards to go with each, and set them out on a table. Point to a picture, ask a pupil to select the right word card, and attach it to the picture.

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Early Start German Pack 2 ❑ Play “word-picture match” 2 Give some pupils word flashcards and others the pictures of places in school. When you call out a room, pupils run to find their partner.

❑ Art/ Design-Technology: “We’d like our school to be like this!”

See “Talking Point 2” about the “Hundertwasser School”; would children like to re-design their school, so they feel it really belonged to them?

CROSS-CURRICULAR ACTIVITIES

❑ ICT: “A video-guide to our school” Like the German children who present their school in film 5, pupils could plan a multimedia or video presentation for a German partner school which shows what their school is like and who works and studies there. They can add simple German commentary and captions to digital photographs and video. ❑ ICT: “Our class” photo project: Pupils can use digital camera(s) to take a photo of every child in “die Klasse von Frau Schwarz”, word-process everyone’s name, add a sentence about them in German, and swap with your German partner school. This could be a photomontage or a big “team photo”.

Talking point 1

EVERYDAY LIFE IN GERMANY School life in Germany

Film 5 features the Weiherhof-Realschule for pupils between 10 and 16. Mostly we see 10-year-olds who have recently left Grundschule . For more about the German school system, see Early Start German 1, Ch. 1.6.

The ‘green school’

The school is a 1960’s building, in its own grounds with a kindergarten next door. Like all public buildings in Freiburg, it has solar panels on the roof. Electricity is fed into the city’s power supply, so the school itself doesn’t have to rely on sunny weather! A panel in the entrance displays how much they generate.

❑ Art and design/geography/maths: “A plan of your school” The class could draw pictures and prepare a sketch-plan showing the layout of their school rooms and grounds. Make a display labelled in German (see “extra words and phrases”), and send it to your German partner school.

Pupils can use the plan of the school to practise asking for and giving directions. ❑ Drama: “School guided tour” Ask children to imagine a situation where they would speak German to show someone around their school: ... a new pupil comes to school who is German; ... you receive a group of German visitors; - set the scene in a German school.

Pupils can improvise greetings; asking visitors’ names, ages, where they live. They can give direction to different parts of the school.

Display of energy generated by the school’s solar panels

Each pupil takes turns to keep the playground tidy by picking up litter at break time and tidying the classrooms.

The school garden, run by an after school club, makes compost with bio-degradeable “Biomüll” (e.g. vegetable peelings from cookery classes).

Pupils learn how to grow fruit and vegetables; the produce is used in cookery lessons.

Inter-cultural understanding

Discuss with the pupils: ■ What does your school do to help the environment? Talk about other things you could do, e.g. recycle scrap paper?

■ Does your school have a garden?

■ What the class would like to grow?

■ How would you use the produce?

‘Class speakers’

In film 5 Marah and Leon introduce themselves as ‘class speakers’ - ‘die Klassensprecherin’ and ‘der Klassensprecher’. Each class elects two ‘class speakers’, one boy and one girl as their representatives. Their job is to raise issues with the staff and participate in the school council.

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2.5 Meine Schule BEFORE

BEFORE: as East Germany recovered from the war, many new buildings were prefabricated.

They made large concrete panels in factories with all the fittings, took them to the site by lorry, lifted them into place by crane and fixed them together.

This made it quicker and cheaper to replace war-damaged and oldfashioned schools or even whole communities. The facilities were often good, but lacked character.

AFTER the fall of the Berlin Wall, the “Hundertwasser School” was an attempt to make something different.

Talking point 2

AFTER

After 1990 Friedensreich Hundertwasser took a standard factory-built school and transformed it into a riot of colour and strange shapes.

Hundertwasser’s project

Pupils in one of those factory-built schools in the old East Germany thought it was too boring, too much like every other school.

They talked about making it more individual, so it felt like it was their’s. Their headteacher invited Austrian artist-architect, Friedensreich Hundertwasser to transform their school, and he agreed to do it for free as his contribution to the democratic changes in the East.

The result is a riot of colour and strange shapes, with hardly a straight line to be seen!

The real name of the “Hundertwasser School” is the Luther-Melanchthon-Gymnasium, in Lutherstadt-Wittenberg. Both town and school are named after Martin Luther, who started the Reformation. He lived and taught in the local university (see Ch,1.4).

Now the school invites tourists to visit their famous school buildings! See more pictures and web-links at www.earlystart.co.uk.

■ How would you like to change your school, to make it feel it was really yours?

■ Start with digital photos of your existing school buildings, then sketch your own ideas, and stick on cut-outs of what you’d like to add!

GERMAN RE-UNIFICATION The “Hundertwasser School”

Children may remember learning (see Early Start German 1, Ch.1.7) that from 1949 to 1990, Germany was divided into two separate countries, East and West.

Life in communist East Germany

The Eastern, communist part aimed to create a “workers’ paradise”: the state provided basic essentials like homes, education, nurseries, medical care, jobs, even holidays and entertainment for every family.

To replace war-damaged housing and schools, the state organised an enormous post-war building programme using factory methods (see pictures). The state planners created whole new modern communities with better facilities, instead of old slums in industrial cities.

Reunification

In 1990, re-unification brought enormous changes to the everyday lives of East Germans.

They welcomed extra freedoms (and no secret police), but suddenly lost the security of having so much provided by the state.

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