INTRODUCTION TO LANGUAGE : GREETINGS AND HOW ARE YOU?

OBJECTIVES
Be able to greet someone and say
goodbye
Hear about the use of alternative
greetings in different regions and
countries
To be able to ask how someone is / say
how they are
FW OBJECTIVES
IU 3.3 learn the social convention of
greeting and saying goodbye to native
speakers by hand shaking
3.! "isten and respond to simple
rhymes# stories and songs
3.$ recognise and respond to sound
patterns and words
"3.! recognise some familiar words in
written form
"3.$ %ake links between some
phonemes# rhymes and spellings# and
read aloud familiar words.
KEY LANGUAGE
&uten Tag# &uten %orgen# &uten 'bend# Hallo#
&r(ss dich# Tsch(s# 'uf )iedersehen. &ute
*acht
+&r(ss &ott in ,outh and 'ustria# &rue-i and
.iao in ,wit-erland/
0a# ich bin hier
*ein er / sie ist nicht hier or shortened forms
)ie geht1s2
&ut danke# nicht so gut
phonemes w# r# ch# ei# a# u# (
POSSIBLE RESOURCES
3arly start pack !
chapters !# $ and 3
4eutsch 4eutsch
pages ! and $
.hatter .hatter
5rimary &erman unit
! +first words/
6lashcards with
greetings / time of
day pictures
6lashcards with
classroom language
5honeme cards w# r#
ch# ei# a# u# (
SAMPLE ACTIVITIES
4isplay greetings words on board. Introduce Hallo 7 &r(ss dich with a hand shake. 6ocus on 8r1 and 8ch1
sounds. Introduce &uten Tag / %orgen / 'bend. .an pupils deduce what gut means2 4iscuss convention of
the handshake.
put the greetings words to a famous tune to help pupils practise them +see &uten %orgen alle 9inder song
sheet/
watch ch ! 3arly ,tart
Introduce Tsch(s# 'uf )iedersehen# &ute *acht +stressing 8w1 8u1 and 8(1 sounds/
%e:ican wave game using greetings
5upils move around the class greeting !; other pupils# making sure they use the different ways of saying hello
and goodbye
5honeme spotting game. 5upils have phoneme cards r# w# ch# a. Teacher says a word and pupils hold up
+poss. in pairs/ which of the phonemes they hear. +teacher could add in new words such as rot# sagen# <a# was/
5lay silly voices with or without the greetings flashcards
)atch chapter $ video clip early start
5honeme spotting game to listen for the difference between 8u1 and 8(1. Use words tsch(s# gut# guten# f(nf
Introduce =uestion 8wie geht1s21 +displaying flashcard/. 6ocus on 8w1 sound# then answers 8gut1 and 8nicht so
gut1 +focus on 8u1 and 8ch1/. Teacher asks pupils how they are and they respond according to flashcard of
smiley / sad face.
5upils have cards with a greeting on and a sad or smiley face. They have to go round and greet other pupils in
the class with the word on their card# and ask how they are# using the =uestion >wie gehts1s2? to each other.
They respond according to the picture on their card. 3ach pair that manage to do this then swap cards# and
then move round the class again.
)atch ch 3 video clip 3arly ,tart
&reetings words put to tune of spoonful of sugar +see sheet/
listen to and <oin in with rhymes and songs on p$ of 4eutsch 4eutsch pack.
5upils read aloud some of the rhymes / songs# or single words from the rhymes / songs. 5lay the 8continue1
games. Teacher sings / reads part of the song# the class continue. 5upils could try this in pairs.
INTRODUCTION TO LANGUAGE :CLASSROOM LANGUAGE
OBJECTIVES
Be able to answer the register
be able to say please and thank you
recognise praise words
recognise words for true and false
be able to say what they think of
something using a small number of
ad<ectives +mostly cognates/
FW OBJECTIVES
3.@ listen attentively A understand
everyday classroom language and
praise words B repeat words and
phrases spoken by the teacher
3.$ recognise and respond to sound
patterns and words

KEY LANGUAGE
danke +schCn/ bitte +schCn/
das ist / war.......
gut nicht so gut
fantastisch eine 9atastrophe
richtig falsch
<a nein
phonemes w# r# ch# ei# <
POSSIBLE RESOURCES
6lashcards with classroom language
SAMPLE ACTIVITIES
Using flashcards as support# introduce the classroom phrases
with actions
das ist richtig nod head
das ist falsch shake head
das ist gut thumbs up
das ist nicht so gut thumbs down
das ist fantastisch thumbs high in the air
das ist eine 9atastrophe thumbs way down
5hrases chosen as they are similar to 3nglish.
'gain ask if they can identify phonemes such as 8r1 to help them
pronounce the words correctly.
pupils mime the words the teacher says. 5upils do this in pairs.
Have a few pupils out at the front who think they can read the
greetings flashcards and pronounce them correctly. ther pupils
comment with phrases das ist richtig# das ist gut or das ist falsch.
5upils sing one of songs learnt so far# and teacher pupils have to
comment how it was.
Introduce the words <a +yes/ and nein +no/. )rite up 8<a1 and ask
the to spot what is different from how we pronounce the letter 8<1.
.an any up them come up and write the word 8nein1 from using
the sound of the phoneme 8ei12
Bein +leg/
)ein +wine/
fein +fine/
klein +small/
eins +number !/
drei +number 3/
put together 0a# das ist richtig and *ein das ist falsch.
5ossible activity with this. Teacher could point to one of the words
on the board and pronounce it either correctly or incorrectly. 5upils
have to say with it is the correct pronunciation or not by saying
either ><a das ist richtig? or >nein das ist falsch?
INTRODUCTION TO LANGUAGE : NAMES
OBJECTIVES
recognise a range of traditional
&erman names and identify whether
they are male or female names.
Be able to pronounce some traditional
names correctly
identify the most commonly used boys
and girls names in &ermany / 'ustria
in recent years.
FW OBJECTIVES
3.$ identify phonemes which are the
same as / different to 3nglish
"3.$ identify characters and letter
strings which are the same as /
different from 3nglish
"3.$ pronounce accurately some
commonly used characters and letter
strings
IU3.3 identify social conventionsB
know some typical names
KEY LANGUAGE
4epends on choice of names
POSSIBLE RESOURCES
Hennings Haus video
)ebsites to research traditional names and popular names
5ictures of any famous &erman / 'ustrian people
SAMPLE ACTIVITIES
)atch video clip where childrens are going through names
beginning with different letters of alphabet. How many can they
recognise2 're any like 3nglish2
research some traditional &erman names on internet
give pupils cards with traditional &erman names on. .an pupils
identify whether these are girls or boys names. 4o they know
anybody with these names2
.an they find the phonemes practised so far in any of the names
+eg ) in )olfgang# 8ei1 in Heidi/. .an they pronounce any of
the names2
find the top !; boys and girls names for last year. )hich
traditional ones and which are borrowed from other languages2
+This could be compared to this country and whether the
traditional 3nglish names are now commonly used/
.hoose some famous &erman / 'ustrian people eg. 'rnold
,chwar-enegger / %ichael ,chuhmacher and get the pupils to
pronouns the names correctly