INTRODUCTION TO LANGUAGE : GREETINGS AND HOW ARE YOU?
OBJECTIVES
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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
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IU 3.3 learn the social convention of
greeting and saying goodbye to native
speakers by hand shaking
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O3.1 Listen and respond to simple
rhymes, stories and songs
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O3.2 recognise and respond to sound
patterns and words
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L3.1 recognise some familiar words in
written form
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L3.2 Make links between some
phonemes, rhymes and spellings, and
read aloud familiar words.
KEY LANGUAGE
Guten Tag, Guten Morgen, Guten Abend, Hallo,
Grüss dich, Tschüs, Auf Wiedersehen. Gute
Nacht
(Grüss Gott in South and Austria, Gruezi and
Ciao in Switzerland)
Ja, ich bin hier
Nein er / sie ist nicht hier or shortened forms
Wie geht’s?
Gut danke, nicht so gut
phonemes w, r, ch, ei, a, u, ü
POSSIBLE RESOURCES
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Early start pack 1
chapters 1, 2 and 3
Deutsch Deutsch
pages 1 and 2
Chatter Chatter
Primary German unit
1 (first words)
Flashcards with
greetings / time of
day pictures
Flashcards with
classroom language
Phoneme cards w, r,
ch, ei, a, u, ü
SAMPLE ACTIVITIES
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Display greetings words on board. Introduce Hallo & Grüss dich with a hand shake. Focus on ‘r’ and ‘ch’
sounds. Introduce Guten Tag / Morgen / Abend. Can pupils deduce what gut means? Discuss convention of
the handshake.
put the greetings words to a famous tune to help pupils practise them (see Guten Morgen alle Kinder song
sheet)
watch ch 1 Early Start
Introduce Tschüs, Auf Wiedersehen, Gute Nacht (stressing ‘w’ ‘u’ and ‘ü’ sounds)
Mexican wave game using greetings
Pupils move around the class greeting 10 other pupils, making sure they use the different ways of saying hello
and goodbye
Phoneme spotting game. Pupils 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, ja, was)
Play silly voices with or without the greetings flashcards
Watch chapter 2 video clip early start
Phoneme spotting game to listen for the difference between ‘u’ and ‘ü’. Use words tschüs, gut, guten, fünf
Introduce question ‘wie geht’s?’ (displaying flashcard). Focus on ‘w’ sound, then answers ‘gut’ and ‘nicht so
gut’ (focus on ‘u’ and ‘ch’). Teacher asks pupils how they are and they respond according to flashcard of
smiley / sad face.
Pupils 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 question “wie gehts’s?” to each other.
They respond according to the picture on their card. Each pair that manage to do this then swap cards, and
then move round the class again.
Watch ch 3 video clip Early Start
Greetings words put to tune of spoonful of sugar (see sheet)
listen to and join in with rhymes and songs on p2 of Deutsch Deutsch pack.
Pupils read aloud some of the rhymes / songs, or single words from the rhymes / songs. Play the ‘continue’
games. Teacher sings / reads part of the song, the class continue. Pupils could try this in pairs.
INTRODUCTION TO LANGUAGE :CLASSROOM LANGUAGE
OBJECTIVES
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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
adjectives (mostly cognates)
FW OBJECTIVES
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POSSIBLE RESOURCES
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Flashcards with classroom language
KEY LANGUAGE
O3.4 listen attentively … understand
everyday classroom language and
praise words : repeat words and
phrases spoken by the teacher
danke (schőn)
das ist / war.......
gut
fantastisch
richtig
O3.2 recognise and respond to sound
patterns and words
ja
bitte (schőn)
nicht so gut
eine Katastrophe
falsch
nein
phonemes w, r, ch, ei, j
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 Katastrophe thumbs way down
Phrases chosen as they are similar to English.
Again ask if they can identify phonemes such as ‘r’ to help them
pronounce the words correctly.
 pupils mime the words the teacher says. Pupils do this in pairs.
 Have a few pupils out at the front who think they can read the
greetings flashcards and pronounce them correctly. Other pupils
comment with phrases das ist richtig, das ist gut or das ist falsch.
 Pupils sing one of songs learnt so far, and teacher pupils have to
comment how it was.
 Introduce the words ja (yes) and nein (no). Write up ‘ja’ and ask
the to spot what is different from how we pronounce the letter
‘j’. Can any up them come up and write the word ‘nein’ from
using the sound of the phoneme ‘ei’?
 Bein (leg)
Wein (wine)
fein (fine)
klein (small)
eins (number 1)
drei (number 3)
 put together Ja, das ist richtig and Nein das ist falsch.
Possible activity with this. Teacher could point to one of the words
on the board and pronounce it either correctly or incorrectly. Pupils
have to say with it is the correct pronunciation or not by saying
either “ja das ist richtig” or “nein das ist falsch”
INTRODUCTION TO LANGUAGE : NAMES
OBJECTIVES
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recognise a range of traditional
German 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 Germany / Austria
in recent years.
FW OBJECTIVES
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O3.2 identify phonemes which are the
same as / different to English
L3.2 identify characters and letter
strings which are the same as /
different from English
L3.2 pronounce accurately some
commonly used characters and letter
strings
IU3.3 identify social conventions:
know some typical names
KEY LANGUAGE
Depends on choice of names
POSSIBLE RESOURCES
Hennings Haus video
Websites to research traditional names and popular names
Pictures of any famous German / Austrian people
SAMPLE ACTIVITIES
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Watch video clip where childrens are going through names
beginning with different letters of alphabet. How many can they
recognise? Are any like English?
research some traditional German names on internet
give pupils cards with traditional German names on. Can pupils
identify whether these are girls or boys names. Do they know
anybody with these names?
Can they find the phonemes practised so far in any of the names
(eg W in Wolfgang, ‘ei’ in Heidi). Can they pronounce any of
the names?
find the top 10 boys and girls names for last year. Which
traditional ones and which are borrowed from other languages?
(This could be compared to this country and whether the
traditional English names are now commonly used)
Choose some famous German / Austrian people eg. Arnold
Schwarzenegger / Michael Schuhmacher and get the pupils to
pronouns the names correctly