german in the nursery german in the nursery
TRANSCRIPT
GERMAN IN THE NURSERY
GERMAN IN THE NURSERY
Teaching Modules to introduce German to very young learners
1
CURRENT SITUATION AND REASONS FOR
EARLY FOREIGN LANGUAGE LEARNING
TEACHING STRATEGIES
AIM OF THE COURSE
There is a worldwide tendency to start foreign language learning much earlier than 15 years ago. Research has shown that children learn a new language with enthusiasm, are able to develop elementary communicative competence and language awareness.
Early second language learning builds on children’s curiosity, eagerness for knowledge, need to communicate and the willingness and ability to imitate and articulate words and phrases. Furthermore, children benefit from an additional opportunity to progress ïn a multifunctional manner. In this way a positive attitude towards foreign language and culture is promoted. The holistic approach has a positive effect on learning in general.
Skills teachingWhen talking about language skills, the basic ones are listening, speaking, writing and reading. The last two mentioned are at this stage of language teaching not relevant. However, other, more socially based have been identified more recently such as summarising, describing, and narrating. Children are able to work on these skills with the support of visual aids.
Code - switchingChanging between languages at some point in a sentence, is acommonly used communication strategy among language learners and bilinguals. It has the advantage that it encourages fluency development and motivation and a sense of accomplishment. Sandwich techniqueIs the oral insertion of an idiomatic translation in the mother tongue between an unknown phrase in the learned language and its repetition, in order to convey meaning as rapidly and completely as possible. The mother tongue equivalent can be given almost as an aside, with a slight break in the flow of speech to mark it as an intruder.Teacher: Hört gut zu! - listen carefully! - Hört gut zu!
Total physical responseChildren respond to commands which require physical movement. This approach allows children to gain confidence in listening and show their understanding.
• To introduce children to aspects of German culture.
• To focus on developing listening and speaking skills.
• To raise language awareness.
• To show it is fun to learn a foreign language.
2
FOR THE CLASSROOM Material
• A poly pocket for each child to collect their drawings and sheets and a small set of coloured pencils.
• Rubber stamps in different colours, shapes and motifs.
• Children get a stamp for completion of the activity sheets.
Resources for Teachers
• A hand puppet (rabbit) which is called Hans Hase gets introduced in the first lesson and should play a role in each lesson. He only speaks and understands German. The teacher plays the role of a translator between the children and Hans Hase.
• A bag ‘Wühlsack’ which can be used to introduce new vocabulary in forms of objects, flashcards or pictures.
• A magic blanket ‘Zauberdecke’ under which objects can be hidden or appear and disappear.
German language cornerA designated wall in the nursery can be used as a visual book of record for the children, staff and parents. Pictures can be displayed which are linked to the German class.
Material boxA box with resources, props and teaching aids as well as supplementary resources to support the core teaching units and follow-up activities.
Board games - give the children the opportunity to apply the language linked to a specific topic and phrases like ‘Your turn’ can be practiced in German.
Books - captivate children’s imagination and provide a structured and embedded language input.
CDs - German children’s songs: Music can play a vital part in language learning as both music and language are associated with emotions. Whenever possible use gestures and movements to accompany the songs.
3
RECOMMENDATIONS The following recommendations can be adapted and put in use according to group sizes in the nursery. The circle time activities always provide the possibility of follow up language activities in smaller groups. Regular weekly slots for German in circle time are the starting point for the children’s language learning in nursery.
• Welcome song
• Chit chats with Hans Hase who is acting shy or cheeky. He could bring something special from Germany or something of interest for German in circle time.
• Teacher introduces three to four new German words by using real objects, flashcards or pictures.
• The children get the opportunity to show their understanding of the German words by doing the right action.
• The language task should enable the children to use only the new words
• Song, rhyme or riddle which is linked to the introduced words.
• It is the teacher’s or pupil’s decision when and how they want to continue working on the language topic; later in the week, in small groups, pairs or individually. A choice of activity sheets are provided for each topic.
• Children choose a picture to put up on the wall in the German language corner which is linked to the new words in German.
• Goodbye song and saying goodbye to Hans Hase and the children.
• Children get a rubber stamp for completion of an activity sheet.
4
WELCOME SONG
The songs are accompanied by appropriate movements, i.e. waving and pointing.There is no fixed melody for the songs - choose one which you or the children like best. After the welcome song the children are greeted individually. Vary the greetings and shake hands. It is a cultural custom to shake hands when greeting people.
Hallo ..., Guten Tag ..., (for late morning or afternoon). Guten Morgen..., (for early morning).
GOODBYE SONG
Geht die Gruppe nun zu Ende,geben wir uns jetzt die Händedu und ich, ich und du,winken uns zum Abschied zu.
Guten Morgen, guten Morgen Guten Morgen, guten Morgenwir winken uns zu. wir klatschen uns zu. Guten Morgen, guten Morgen Guten Morgen, guten Morgen erst ich und dann du. erst ich und dann du.
Guten Morgen, guten Morgen Guten Morgen, guten Morgenwir stehn auf einem Bein. wir drehen uns um. Guten Morgen, guten Morgen Guten Morgen, guten Morgenerst ich und dann du. erst ich und dann du.
1 2
3 4
1 2
3 4
Good morning, Good morning (or later - Good day,…)We all wave hello (children wave)Good morning, good morning From me to you
Good morning, good morningWe all clap hello (children clap)Good morning, good morningFrom me to you
We all step up (children stand on one leg)
We all turn round (children turn around)
Now we all are going homeWe shake each others’ hands (children shake hands)You and me, Me and youWe all wave bye bye! (children wave)
5
• TogettoknowHansHase
• TolearngreetingsinGerman
• TogettoknowcoloursinGerman
• TogettoknowarhymeinGerman
• TogettoknowthecoloursoftheGermanflag
• TogettoknowthetrafficlightmeninGermany
Outcomes
TOPIC 1
Colours and German Symbols
6
TOPI
C 1
D
ESCR
IPTI
ON
ACT
IVIT
IES
LAN
GUAG
E O
RGAN
ISAT
ION
C
ULTU
RAL
MAT
ERIA
L
SU
PPLE
MEN
TARY
IN
PUT
RESO
URCE
S
RE
SOUR
CES
Colo
urs
Wel
com
e so
ng
Teac
her g
reet
s chi
ldre
n in
divi
dual
ly
Teac
her i
ntro
duce
s Han
s H
ase
Intro
duci
ng c
olou
rs
Repr
oduc
ing
new
vo
cabu
lary
Red
and
gree
n tra
ffi c
light
men
Sing
ing,
poi
ntin
g, w
avin
g, c
lapp
ing
Child
ren
and
teac
her s
hake
han
ds
Teac
her t
alks
to H
ans H
ase
and
incl
udes
the
child
ren
Han
s Has
e ha
nds o
ut sc
arve
s in
diffe
rent
col
ours
(red
, yel
low,
gre
en,
blac
k, b
lue)
Colo
ur g
ame:
Teac
her c
alls
out a
col
our -
chi
ldre
n ho
ldin
g th
e sc
arf w
ith th
e na
med
co
lour
wav
e th
e sc
arf a
bove
thei
r he
ads.
Han
s Has
e do
es m
agic
:H
e sa
ys a
spel
l and
the
child
ren
hold
ing
the
scar
f with
the
colo
ur
whi
ch w
as m
entio
ned
in th
e sp
ell
mak
e th
eir s
carv
es d
isapp
ear b
ehin
d th
eir b
ack.
Teac
her s
how
s pic
ture
s of t
he g
reen
an
d re
d tra
ffi c
light
men
and
show
s th
e m
ovem
ents
of w
alki
ng a
nd
stan
ding
. Chi
ldre
n w
alk
abou
t and
st
op w
hen
the
teac
her s
ays r
ot
and
star
t wal
king
aga
in w
hen
the
teac
her s
ays g
rün
.
Song
text
Gute
n Ta
g./
Gute
n M
orge
n.
Das
ist H
ans H
ase.
H
allo
Rot f
ür ..
.Ge
lb fü
r ...
Grün
für .
..Sc
hwar
z fü
r ...
Blau
für .
..
Hok
uspo
kus
Fidi
bus:
Rot i
st w
eg.
Schw
arz
ist w
eg.
Gelb
ist w
eg.
Grün
ist w
eg.
Blau
ist w
eg.
Grün
(go)
.Ro
t (st
op).
Circ
le
Circ
le
Circ
le
Circ
le
Circ
le
Shak
ing
hand
s Gr
eetin
gs in
Ge
rman
Colo
urs i
n Ge
rman
Song
Han
d pu
ppet
Diff
eren
t co
lour
ed
scar
ves
Han
d pu
ppet
scar
ves
Lam
inat
ed
pict
ures
of t
he
traffi
c m
en
Gam
e: S
tille
Pos
t
Pas
s the
mes
sage
The
fi rst
pla
yer w
hisp
ers t
he n
ame
of a
col
our t
o th
e ne
xt p
laye
r. Ea
ch
play
er p
asse
s the
wor
d on
. The
last
pl
ayer
ann
ounc
es th
e co
lour
or
poin
ts to
the
scar
f in
that
col
our.
Gam
e: F
arbe
n ra
ten
G
uess
the
colo
urTw
o ch
ildre
n sit
with
thei
r bac
ks to
ea
ch o
ther
in th
e m
iddl
e of
a c
ircle
. Th
e on
e ch
ild n
eeds
to g
uess
the
colo
ur o
f the
scar
f the
oth
er c
hild
ha
s cho
sen.
Gam
e: F
liege
nkla
tsch
e
Fly
swar
tFo
ur c
hild
ren
get a
fl y
swar
t and
fo
ur d
iffer
ently
col
oure
d ci
rcle
s are
la
id o
ut in
the
mid
dle.
The
teac
her
calls
a c
olou
r and
the
child
ren
hit
the
right
col
oure
d ci
rcle
.
Colo
ur a
nd
Germ
an
sym
bols
The
‘traf
fi c m
en’ a
re
sym
bols
from
the
form
er
GDR
and
are
polu
lar
with
peo
ple
from
all
parts
of G
erm
any
and
are
a po
pula
r sou
veni
r w
ith v
isito
rs to
Ber
lin.
TOPI
C 1
D
ESCR
IPTI
ON
ACT
IVIT
IES
LA
NGU
AGE
O
RGAN
ISAT
ION
C
ULTU
RAL
M
ATER
IAL
SUPP
LEM
ENTA
RY
INPU
T
RESO
URCE
S
RESO
URCE
S
Traf
fi c li
ght m
en
Germ
an a
nd S
cotti
sh
fl ag
Colo
ur rh
yme
Lang
uage
cor
ner
Good
bye
song
Child
ren
colo
ur in
the
red
and
gree
n tra
ffi c
light
men
.
Child
ren
colo
ur in
the
Germ
an a
nd
Scot
tish
fl ag.
Child
ren
colo
ur in
the
sun,
the
sky,
the
gras
s and
a ro
se.
Child
or t
each
er p
uts u
p a
pict
ure
of
the
traffi
c lig
ht m
en
Sing
ing,
wav
ing,
poi
ntin
g
To sa
y go
odby
e to
Han
s Has
e
Das
ist g
rün
und
das
ist ro
t.Gr
ün o
der r
ot?
Das
ist b
lau
und
das i
st
wei
ß.
Blau
ode
r wei
ß?
Song
text
Tsch
üss,
auf
Wie
ders
ehen
Tsch
üss /
auf
Wie
ders
ehen
Han
s H
ase.
Smal
l gr
oups
or
in
divi
dual
ly
Germ
an F
lag
To sa
y go
odby
e in
Ger
man
Activ
ity sh
eet 1
Activ
ity sh
eet 2
Activ
ity sh
eet 3
rh
yme
Pict
ures
, Ger
man
la
ngua
ge c
orne
r.
Good
bye
song
Han
d pu
ppet
Germ
an a
nd S
cotti
sh fl
ag:
Han
s Has
e sh
ows t
he
Germ
an a
nd th
e Sc
ottis
h fl a
g.Ch
ildre
n ga
ther
scar
ves
to m
ake
the
Germ
an a
nd
Scot
tish
fl ag.
Schw
arz,
rot,
gelb
Blau
,wei
ß
At th
e en
d of
circ
le ti
me
the
child
ren
get a
stic
ker o
f th
e Ge
rman
fl ag
to p
ut o
n th
eir p
oly
pock
ets.
Follo
w u
p ac
tiviti
es:
Act
ivity
1
Avt
ivity
2
Act
ivity
3
7
TOPI
C 1
D
ESCR
IPTI
ON
ACT
IVIT
IES
LAN
GUAG
E O
RGAN
ISAT
ION
C
ULTU
RAL
MAT
ERIA
L
SU
PPLE
MEN
TARY
IN
PUT
RESO
URCE
S
RE
SOUR
CES
Colo
urs
Wel
com
e so
ng
Teac
her g
reet
s chi
ldre
n in
divi
dual
ly
Teac
her i
ntro
duce
s Han
s H
ase
Intro
duci
ng c
olou
rs
Repr
oduc
ing
new
vo
cabu
lary
Red
and
gree
n tra
ffi c
light
men
Sing
ing,
poi
ntin
g, w
avin
g, c
lapp
ing
Child
ren
and
teac
her s
hake
han
ds
Teac
her t
alks
to H
ans H
ase
and
incl
udes
the
child
ren
Han
s Has
e ha
nds o
ut sc
arve
s in
diffe
rent
col
ours
(red
, yel
low,
gre
en,
blac
k, b
lue)
Colo
ur g
ame:
Teac
her c
alls
out a
col
our -
chi
ldre
n ho
ldin
g th
e sc
arf w
ith th
e na
med
co
lour
wav
e th
e sc
arf a
bove
thei
r he
ads.
Han
s Has
e do
es m
agic
:H
e sa
ys a
spel
l and
the
child
ren
hold
ing
the
scar
f with
the
colo
ur
whi
ch w
as m
entio
ned
in th
e sp
ell
mak
e th
eir s
carv
es d
isapp
ear b
ehin
d th
eir b
ack.
Teac
her s
how
s pic
ture
s of t
he g
reen
an
d re
d tra
ffi c
light
men
and
show
s th
e m
ovem
ents
of w
alki
ng a
nd
stan
ding
. Chi
ldre
n w
alk
abou
t and
st
op w
hen
the
teac
her s
ays r
ot
and
star
t wal
king
aga
in w
hen
the
teac
her s
ays g
rün
.
Song
text
Gute
n Ta
g./
Gute
n M
orge
n.
Das
ist H
ans H
ase.
H
allo
Rot f
ür ..
.Ge
lb fü
r ...
Grün
für .
..Sc
hwar
z fü
r ...
Blau
für .
..
Hok
uspo
kus
Fidi
bus:
Rot i
st w
eg.
Schw
arz
ist w
eg.
Gelb
ist w
eg.
Grün
ist w
eg.
Blau
ist w
eg.
Grün
(go)
.Ro
t (st
op).
Circ
le
Circ
le
Circ
le
Circ
le
Circ
le
Shak
ing
hand
s Gr
eetin
gs in
Ge
rman
Colo
urs i
n Ge
rman
Song
Han
d pu
ppet
Diff
eren
t co
lour
ed
scar
ves
Han
d pu
ppet
scar
ves
Lam
inat
ed
pict
ures
of t
he
traffi
c m
en
Gam
e: S
tille
Pos
t
Pas
s the
mes
sage
The
fi rst
pla
yer w
hisp
ers t
he n
ame
of a
col
our t
o th
e ne
xt p
laye
r. Ea
ch
play
er p
asse
s the
wor
d on
. The
last
pl
ayer
ann
ounc
es th
e co
lour
or
poin
ts to
the
scar
f in
that
col
our.
Gam
e: F
arbe
n ra
ten
G
uess
the
colo
urTw
o ch
ildre
n sit
with
thei
r bac
ks to
ea
ch o
ther
in th
e m
iddl
e of
a c
ircle
. Th
e on
e ch
ild n
eeds
to g
uess
the
colo
ur o
f the
scar
f the
oth
er c
hild
ha
s cho
sen.
Gam
e: F
liege
nkla
tsch
e
Fly
swar
tFo
ur c
hild
ren
get a
fl y
swar
t and
fo
ur d
iffer
ently
col
oure
d ci
rcle
s are
la
id o
ut in
the
mid
dle.
The
teac
her
calls
a c
olou
r and
the
child
ren
hit
the
right
col
oure
d ci
rcle
.
Colo
ur a
nd
Germ
an
sym
bols
The
‘traf
fi c m
en’ a
re
sym
bols
from
the
form
er
GDR
and
are
polu
lar
with
peo
ple
from
all
parts
of G
erm
any
and
are
a po
pula
r sou
veni
r w
ith v
isito
rs to
Ber
lin.
TOPI
C 1
D
ESCR
IPTI
ON
ACT
IVIT
IES
LA
NGU
AGE
O
RGAN
ISAT
ION
C
ULTU
RAL
M
ATER
IAL
SUPP
LEM
ENTA
RY
INPU
T
RESO
URCE
S
RESO
URCE
S
Traf
fi c li
ght m
en
Germ
an a
nd S
cotti
sh
fl ag
Colo
ur rh
yme
Lang
uage
cor
ner
Good
bye
song
Child
ren
colo
ur in
the
red
and
gree
n tra
ffi c
light
men
.
Child
ren
colo
ur in
the
Germ
an a
nd
Scot
tish
fl ag.
Child
ren
colo
ur in
the
sun,
the
sky,
the
gras
s and
a ro
se.
Child
or t
each
er p
uts u
p a
pict
ure
of
the
traffi
c lig
ht m
en
Sing
ing,
wav
ing,
poi
ntin
g
To sa
y go
odby
e to
Han
s Has
e
Das
ist g
rün
und
das
ist ro
t.Gr
ün o
der r
ot?
Das
ist b
lau
und
das i
st
wei
ß.
Blau
ode
r wei
ß?
Song
text
Tsch
üss,
auf
Wie
ders
ehen
Tsch
üss /
auf
Wie
ders
ehen
Han
s H
ase.
Smal
l gr
oups
or
in
divi
dual
ly
Germ
an F
lag
To sa
y go
odby
e in
Ger
man
Activ
ity sh
eet 1
Activ
ity sh
eet 2
Activ
ity sh
eet 3
rh
yme
Pict
ures
, Ger
man
la
ngua
ge c
orne
r.
Good
bye
song
Han
d pu
ppet
Germ
an a
nd S
cotti
sh fl
ag:
Han
s Has
e sh
ows t
he
Germ
an a
nd th
e Sc
ottis
h fl a
g.Ch
ildre
n ga
ther
scar
ves
to m
ake
the
Germ
an a
nd
Scot
tish
fl ag.
Schw
arz,
rot,
gelb
Blau
,wei
ß
At th
e en
d of
circ
le ti
me
the
child
ren
get a
stic
ker o
f th
e Ge
rman
fl ag
to p
ut o
n th
eir p
oly
pock
ets.
Follo
w u
p ac
tiviti
es:
Act
ivity
1
Avt
ivity
2
Act
ivity
3
8
Das Ampelmännchen (little traffic light man, pl. die Ampelmännchen) is the symbolic person
shown on traffic light at pedestrian crossing.
Das Ampelmännchen
The German Traffic Light Men
Prior to the German reunification and the fall of the wall in 1989/90 the two German states
had different designs for the traffic light men. The Ampelmännchen in West Germany was a
generic human figure and the Ampelmännchen in East Germany was a male figure wearing
a hat. The Ampelmännchen was a beloved symbol in Eastern Germany and has now the
privileged status of being one of the few features of communist East Germany to have survived
the end of the Iron Curtain with his popularity unscathed. After the fall of the Berlin wall the
East German Ampelmännchen acquired cult status and became a popular souvenir item.
A more childlike explanation could be:
In Scotland, at road crossings, we have red and green men to tell us when it is safe to cross the
street. In Germany they are very fond of their red and green men who wear little hats. They
often use them on T shirts, mugs and other souvenir items. http://ampelmannshop.com/
9
Task: Colour in the traffic lights man in green.Activity Sheet 1a
10
Activity Sheet 1b Task: Colour in the traffic lights man in red.
11
Die Nationalfahne in Deutschland und in Schottland
The German and the Scottish flag
The German flag, (die Fahne or die Nationalfahne), has three colour bands - Red, black and gold (yellow).
The flag was first adopted as the national flag about 100 years ago, but the colours of the flag have been associated with German kings and states since the Middle Ages. It has been said that the red stands for courage, the black for determination and the gold for generosity
Our Scottish flag, the Saltire, is blue with a white cross from corner to corner. It forms part of the British Union Jack flag. The Saltire dates back to the Middle Ages and is believed to be the oldest national flag in Europe.”
12
Task: Colour in the German and Scottish flags.Activity Sheet 2
13
Task
: C
olou
r in
- u
se
the
rhym
e as
you
r gu
ide.
Act
ivit
y Sh
eet
3R
eim
:
Bla
u is
t de
r H
imm
el,
gelb
ist
die
Son
ne,
rot
ist
die
Ros
e,gr
ün
ist
das
Gra
s,so
ein
fach
ist
das
Rh
yme:
Blu
e is
th
e sk
y,ye
llow
is t
he
sun
,gr
een
is t
he
gras
s,re
d is
th
e ro
seso
eas
y it
goe
s.
Teac
her
say
s rh
yme
and
chil
dren
join
in.
14
TOPIC 2
Parts of the Body
Outcomes
• TogettoknowthepartsofthebodyinGerman
• TobecomefamiliarwiththeBerlinCoatofArms
• TocomparetheBerlinCoatofArmswiththeGlasgowCoatofArms
• Tolearnachildren’ssonginGerman
15
TOPI
C 2
D
ESCR
IPTI
ON
ACT
IVIT
IES
LA
NGU
AGE
O
RGAN
ISAT
ION
C
ULTU
RAL
MAT
ERIA
L
SU
PPLE
MEN
TARY
IN
PUT
RESO
URCE
S
RE
SOUR
CES
Tedd
y Bo
dy P
arts
Wel
com
e so
ng
Teac
her g
reet
s chi
ldre
n in
divi
dual
ly
Han
s Has
e gr
eets
ch
ildre
n
Intro
duci
ng v
ocab
ular
y fo
r bod
y pa
rts.
Teac
her o
r Han
s Has
e in
trodu
ce O
skar
the
Tedd
y be
ar fr
om
Germ
any.
Osk
ar is
ver
y go
od a
t sha
king
his
head
, ear
, leg
, arm
and
tu
mm
y an
d lik
es to
sh
ow o
ff hi
s ski
lls.
Circ
le
Circ
le
Circ
le
Sing
ing,
poi
ntin
g, w
avin
g, c
lapp
ing.
Child
ren
and
teac
her s
hake
han
ds.
Han
s Has
e sa
ys h
ello
to th
e ch
ildre
n.
Song
text
Gute
n Ta
g...
Gute
n M
orge
n.
Hal
lo K
inde
rH
allo
Han
s Has
e
Shak
ing
hand
s Gr
eetin
gs in
Ge
rman
Wel
com
e so
ng
Han
d pu
ppet
(Han
s Has
e)
Teac
her t
alks
to th
e te
ddy
bear
and
te
lls h
im to
shak
e hi
s arm
, his
leg.
..de
r Arm
! (ar
m)
das B
ein!
(leg
)
der K
opf!
(hea
d)
das O
hr! (
ear)
der B
auch
! (be
lly)
Tedd
yGa
me:
Sha
ke y
our b
ody
Teac
her c
alls
out a
spec
ifi c
part
of th
e bo
dy in
Ger
man
and
the
child
ren
shak
e th
e na
med
par
t of
thei
r bod
y.Sp
eedi
ng u
p th
e ac
tivity
can
in
crea
se th
e fu
n!
16
TOPI
C 2
D
ESCR
IPTI
ON
ACT
IVIT
IES
LA
NGU
AGE
O
RGAN
ISAT
ION
C
ULTU
RAL
MAT
ERIA
L
SU
PPLE
MEN
TARY
INPU
T
RE
SOUR
CES
RESO
URCE
S
Circ
le
Circ
le
Circ
le
Each
chi
ld g
ets a
pie
ce o
f the
Tedd
y pu
zzle
, sho
win
g a
part
of th
e bo
dy.
To p
ut t
he p
uzzl
e to
geth
er:
teac
her a
sks f
or in
divi
dual
par
ts
and
also
poi
nts t
o th
em. T
he
child
ren
piec
e th
e pu
zzle
toge
ther
in
the
circ
le.
Der
Kop
f für
Fa
tima,
der A
rm fü
r (2x
)de
r Bau
ch fü
r ...
das B
ein
für (
2x)
das O
hr fü
r (2x
)
das B
ein
der A
rmde
r Kop
fde
r Bau
chda
s Ohr
Lam
inat
ed
puzz
le p
iece
s (A
ppen
dix1
)
Zaub
ersa
ck (b
ag)
In b
igge
r gro
ups t
wo
sets
of
the
sam
e pu
zzle
cou
ld b
e us
ed
to in
volv
e al
l the
chi
ldre
n.
Repr
oduc
ing
voca
bula
ry b
y us
ing
a Te
ddy
Bear
puz
zle
Appl
ying
voc
abul
ary
Han
s H
ase
does
mag
ic:
The
child
ren
clos
e th
eir e
yes a
nd
Han
s Has
e sa
ys a
spel
l tak
ing
one
body
par
t aw
ay. C
hild
ren
open
thei
r ey
es a
nd sa
y w
hich
par
t is m
issin
g.
Hok
uspo
kus F
idib
us.
Mag
ic sp
ell i
nGe
rman
Gam
e: F
ruit
Sala
d
Child
ren
sit in
a c
ircle
with
one
ch
ild st
andi
ng in
the
mid
dle.
Th
ere
is on
e ch
air l
ess t
han
the
num
ber o
f chi
ldre
n. H
and
out
the
body
par
t pie
ces i
n pa
irs.
Alw
ays t
wo
child
ren
shou
ld
have
the
sam
e bo
dy p
art.
Teac
her c
alls
out “
Bein
”. Th
e tw
o ch
ildre
n w
ho h
ave
the
leg
have
to sw
ap se
ats.
The
child
in
the
mid
dle
has t
o try
to g
et
a se
at. T
he c
allin
g ou
t of t
he
body
par
t has
to b
e su
ppor
ted
by p
oint
ing
to th
e pa
rt.
17
TOPI
C 2
D
ESCR
IPTI
ON
ACT
IVIT
IES
LAN
GUAG
E
C
ULTU
RAL
M
ATER
IAL
SU
PPLE
MEN
TARY
INPU
T
R
ESO
URCE
S
RE
SOUR
CES
Cultu
reCo
at o
f Arm
s of B
erlin
po
rtray
ing
a be
ar.
Teac
her s
how
s pic
ture
of t
he
embl
em. T
he c
onve
rsat
ion
is co
nduc
ted
in E
nglis
h.
This
bear
is a
bea
r an
d no
t a te
ddy
bear
. It
has a
red
tong
ue
and
red
claw
s. It
wea
rs a
cro
wn.
It
com
es fr
om B
erlin
. Be
rlin
is a
big
city
in
Germ
any.
Circ
leCo
at o
f Arm
s of
Berli
n.In
the
follo
w-u
p ac
tivity
the
coat
of a
rms o
f Gla
sgow
cou
ld
be d
iscus
sed.
(App
endi
x 3)
Follo
w-u
p ac
tiviti
es:
Activ
ity 1
Tedd
y be
arCh
ildre
n co
lour
in th
e te
ddy
bear
co
pyin
g th
e co
lour
s on
the
shee
t.
Child
ren
colo
ur in
the
embl
em.
Smal
l gr
oup
Smal
l gr
oup
Coat
of A
rms o
f Be
rlin
Activ
ity 2
Coat
of A
rms o
f Ber
lin
Pict
ure
of
embl
em
(App
endi
x 2)
Activ
itysh
eet 1
Activ
ity
shee
t 2di
e Kr
alle
n (c
law
s) -
rot
die
Zung
e (to
ngue
) - ro
tde
r Kop
f, di
e O
hren
, der
Bau
ch,
die
Arm
e, d
ie B
eine
- sc
hwar
zdi
e Kr
one
(cro
wn)
- ge
lb
die
Ohr
en -
brau
n/ro
tde
r Kop
f - b
raun
der B
auch
- bl
audi
e Be
ine,
die
Arm
e - b
raun
/rotORG
ANIS
ATIO
N
18
TOPI
C 2
D
ESCR
IPTI
ON
ACT
IVIT
IES
LA
NGU
AGE
O
RGAN
ISAT
ION
C
ULTU
RAL
MAT
ERIA
L
SU
PPLE
MEN
TARY
INPU
T
RE
SOUR
CES
RESO
URCE
S
Ac
tivity
3Ex
pand
ing
voca
bula
ryLi
fe-s
ize
draw
ing
die
Haa
re -
hair
die
Auge
n - e
yes
die
Nas
e - n
ose
der M
und
- mou
th
Lang
uage
cor
ner
Good
bye
song
Child
lies
on
pape
r and
eith
er th
e te
ache
r or a
noth
er c
hild
dra
w
arou
nd h
im\h
er. T
he sh
ape
can
be
cut o
ut a
nd c
olou
red
in a
ccor
ding
to
wha
t the
chi
ld is
wea
ring.
Voca
bula
ry fo
r the
hea
d an
d ha
ir ca
n be
intro
duce
d.
Smal
l gr
oup
Roll
of w
allp
aper
Song
‘Hea
d, sh
ould
ers,
knee
, and
toes
.’
Child
or t
each
er p
ut u
p a
pict
ure
in th
e Ge
rman
lang
uage
cor
ner.
Circ
lePi
ctur
e of
tedd
y be
ar, B
erlin
bea
r.
Sing
ing,
wav
ing,
poi
ntin
g.
To sa
y go
odby
e to
Han
s Has
e.
Song
text
Tsch
üss H
ans H
ase.
Circ
leTo
say
good
bye
in G
erm
anGo
odby
e So
ngH
and
pupp
et
Teac
her a
nd c
hild
ren
nam
e pa
rts
of th
e bo
dy w
hile
the
draw
ing
is do
ne.
Song
text
Kopf
, Sch
ulte
rn, K
nie
und
Zehe
n, K
nie
und
Zehe
n.Au
gen,
Ohr
en, M
und
und
Nas
e, K
opf,
Schu
ltern
, Kni
e un
d Ze
hen,
Kni
e un
d Ze
hen.
19
Appendix 1 Task: Laminate and cut out the pieces.
20
Activity Sheet 1 Task: Colour in the Teddy Bear using the same colours as in the small picture.
21
Appendix 2 Coat of Arms of Berlin
22
Task: Colour in the Coat of Arms of Berlin using the same colours as in the small pictureActivity Sheet 2
23
Appendix 3 Coat of Arms of Glasgow
24
TOPI
C 3
D
ESCR
IPTI
ON
ACT
IVIT
IES
LA
NGU
AGE
O
RGAN
ISAT
ION
C
ULTU
RAL
M
ATER
IAL
SUP
PLEM
ENTA
RY
IN
PUT
ES
OUR
CES
RES
OUR
CES
Germ
an
snac
kW
elco
me
song
Wel
com
e ch
ildre
n in
divi
dual
ly. C
hild
ren
wel
com
e H
ans H
ase.
Intro
duci
ng n
ew
voca
bula
ry.
Mak
ing
up th
e Ge
rman
sn
ack.
Sing
ing,
poi
ntin
g, w
avin
g, c
lapp
ing,
nodd
ing.
Teac
her a
nd c
hild
ren
shak
e ha
nds.
Han
s Has
e te
lls th
e ch
ildre
n th
at h
e br
ough
t som
e fo
od fr
om G
erm
any
to
mak
e a
spec
ial s
nack
. He
tells
them
th
at p
eopl
e in
Ger
man
y ea
t tha
t as a
sn
ack
in b
reak
tim
e, a
t par
ties o
r for
th
eir d
inne
r.Th
e ch
ildre
n ta
ke o
ut o
ne p
iece
at
a tim
e an
d th
e te
ache
r pro
vide
s the
vo
cabu
lary
. Eac
h ite
m is
han
ded
out
twic
e. E
very
chi
ld h
as o
ne fo
od it
em.
Teac
her g
ets t
wo
plat
es o
ut a
nd a
sks
the
child
ren
how
they
wou
ld m
ake
up a
snac
k dr
awin
g th
e at
tent
ion
to th
e rig
ht o
rder
of t
he fo
od it
ems
to p
ut o
n to
p of
the
brea
d. C
hild
ren
mak
e su
gges
tions
and
teac
her
reca
ptur
es th
e vo
cabu
lary
poi
ntin
g ou
t tha
t the
re a
re tw
o di
ffere
nt
vers
ions
.
Song
text
Gute
n M
orge
n./
Gute
n Ta
g.H
allo
Kin
der
Hal
lo H
ans H
ase
das B
rot -
(bre
ad)
die
Butte
r - (b
utte
r)di
e W
urst
- (c
old
mea
t)de
r Käs
e - (
chee
se)
die
Gurk
e - (
cucu
mbe
r)di
e Pe
ters
ile -
(par
sley)
das B
rot
die
Butte
rde
r Käs
e/di
e W
urst
die
Gurk
edi
e Pe
ters
ilie
Das
ist e
in
Wur
stbr
ot.
Das
ist e
in
Käse
brot
.
Circ
le
Circ
le
Circ
le
Gree
tings
in
Germ
an.
Germ
an sn
ack
whi
ch is
cal
led
bele
gte
Brot
e.
A sli
ce o
f bro
wn
brea
d w
ith c
hees
e or
col
d m
eat a
nd
garn
ish o
n to
p.
Wel
com
e So
ng
Han
d pu
ppet
Zaub
ersa
ck o
r pi
cnic
bas
ket.
Lam
inat
ed
food
item
s:br
ead,
but
ter,
cold
mea
t, ch
eese
, cu
cum
ber,
pars
ley.
Appe
ndix
1.
Two
pape
r pl
ates
(Tel
ler)
Lam
inat
ed
food
item
s
• TogettoknowvocabularyforGermanfooditems
• TogettoknowatraditionalGermansnack
• TogettoknowhowtomakeaGermansnack
• Learntosay‘enjoyyourmeal’and‘tasty’inGerman
• Learnatraditionalsongtointroducemealtimes
Outcomes
TOPIC 3
German snack - belegte Brote
TOPI
C 3
D
ESCR
IPTI
ON
ACT
IVIT
IES
LA
NGU
AGE
O
RGAN
ISAT
ION
C
ULTU
RAL
M
ATER
IAL
SUP
PLEM
ENTA
RY
IN
PUT
ES
OUR
CES
RES
OUR
CES
Germ
an
snac
kW
elco
me
song
Wel
com
e ch
ildre
n in
divi
dual
ly. C
hild
ren
wel
com
e H
ans H
ase.
Intro
duci
ng n
ew
voca
bula
ry.
Mak
ing
up th
e Ge
rman
sn
ack.
Sing
ing,
poi
ntin
g, w
avin
g, c
lapp
ing,
nodd
ing.
Teac
her a
nd c
hild
ren
shak
e ha
nds.
Han
s Has
e te
lls th
e ch
ildre
n th
at h
e br
ough
t som
e fo
od fr
om G
erm
any
to
mak
e a
spec
ial s
nack
. He
tells
them
th
at p
eopl
e in
Ger
man
y ea
t tha
t as a
sn
ack
in b
reak
tim
e, a
t par
ties o
r for
th
eir d
inne
r.Th
e ch
ildre
n ta
ke o
ut o
ne p
iece
at
a tim
e an
d th
e te
ache
r pro
vide
s the
vo
cabu
lary
. Eac
h ite
m is
han
ded
out
twic
e. E
very
chi
ld h
as o
ne fo
od it
em.
Teac
her g
ets t
wo
plat
es o
ut a
nd a
sks
the
child
ren
how
they
wou
ld m
ake
up a
snac
k dr
awin
g th
e at
tent
ion
to th
e rig
ht o
rder
of t
he fo
od it
ems
to p
ut o
n to
p of
the
brea
d. C
hild
ren
mak
e su
gges
tions
and
teac
her
reca
ptur
es th
e vo
cabu
lary
poi
ntin
g ou
t tha
t the
re a
re tw
o di
ffere
nt
vers
ions
.
Song
text
Gute
n M
orge
n./
Gute
n Ta
g.H
allo
Kin
der
Hal
lo H
ans H
ase
das B
rot -
(bre
ad)
die
Butte
r - (b
utte
r)di
e W
urst
- (c
old
mea
t)de
r Käs
e - (
chee
se)
die
Gurk
e - (
cucu
mbe
r)di
e Pe
ters
ile -
(par
sley)
das B
rot
die
Butte
rde
r Käs
e/di
e W
urst
die
Gurk
edi
e Pe
ters
ilie
Das
ist e
in
Wur
stbr
ot.
Das
ist e
in
Käse
brot
.
Circ
le
Circ
le
Circ
le
Gree
tings
in
Germ
an.
Germ
an sn
ack
whi
ch is
cal
led
bele
gte
Brot
e.
A sli
ce o
f bro
wn
brea
d w
ith c
hees
e or
col
d m
eat a
nd
garn
ish o
n to
p.
Wel
com
e So
ng
Han
d pu
ppet
Zaub
ersa
ck o
r pi
cnic
bas
ket.
Lam
inat
ed
food
item
s:br
ead,
but
ter,
cold
mea
t, ch
eese
, cu
cum
ber,
pars
ley.
Appe
ndix
1.
Two
pape
r pl
ates
(Tel
ler)
Lam
inat
ed
food
item
s
25
TOPI
C 3
D
ESCR
IPTI
ON
ACT
IVIT
IES
LAN
GUAG
E O
RGAN
ISAT
ION
CULT
URAL
M
ATER
IAL
SUPP
LEM
ENTA
RY
INPU
T
RE
SOUR
CES
RESO
URCE
S
Germ
an
snac
kTe
ache
r and
Has
e H
ase
pret
end
to e
at th
e sn
acks
and
exp
lain
that
pe
ople
say
Gut
en A
ppet
it be
fore
th
ey st
art e
atin
g th
eir f
ood
and
le
cker
if it
is ta
sty.
Gam
eH
and
out p
ictu
res o
f foo
d ite
ms
in p
airs
acc
ordi
ng to
the
num
bers
of
chi
ldre
n. O
ne c
hild
is in
the
mid
dle.
The
teac
her c
alls
out b
read
in
Ger
man
(Bro
t) an
d th
e pa
ir of
ch
ildre
n ho
ldin
g th
e ite
ms h
ave
to
swap
cha
irs. T
he c
hild
in th
e m
iddl
e tri
es to
get
one
of t
he c
hairs
. The
n co
ntin
ue w
ith c
allin
g ou
t ano
ther
Ge
rman
wor
d e
g. K
äse.
Gute
n Ap
petit
Leck
er
der K
äse
die
Wur
stda
s Bro
tdi
e Bu
tter
die
Gurk
edi
e Pe
ters
ilie
Repr
oduc
ing
voca
bula
ry
Chai
rs in
ci
rcle
. O
ne c
hair
less
than
ch
ildre
n ta
king
par
t.O
ne c
hild
in
the
mid
dle
Lam
inat
ed
food
item
s ar
e ha
nded
ou
t - e
ach
item
twic
e.
Chi
ldre
n pr
epar
e an
d ea
t be
legt
e Br
ote
Teac
her b
rings
in G
erm
an
brea
d, b
utte
r, ch
eese
, col
d m
eat,
cucu
mbe
r (pi
ckle
d) a
nd p
arsle
y. Ch
ildre
n pr
epar
e be
legt
e Br
ote.
Teac
her r
einf
orce
s voc
abul
ary
thro
ugho
ut th
e ac
tivity
. Pic
ture
s of
the
child
ren
prep
arin
g th
e sn
ack
can
be ta
ken
and
put u
p in
the
lang
uage
cor
ner.
Appl
e ju
ice
(Apf
elsa
ft) c
an b
e se
rved
as
a ty
pica
l Ger
man
drin
k. C
hild
ren
hold
han
ds a
nd sa
y to
geth
er
Gut
en A
ppet
it!
Gam
e:
Fly
swar
tLa
min
ated
food
item
s are
laid
out
, te
ache
r cal
ls ou
t a fo
od it
em a
nd
one
child
nee
ds to
hit
the
item
w
ith a
fl y
swat
.Ad
vanc
ed v
ersio
n:
A ch
ild c
alls
out a
food
item
.
It is
a tra
ditio
n in
Ger
man
y (a
nd
Fran
ce) t
o sa
y G
uten
App
etit!
(o
r Bon
app
etit!
) w
hich
mea
ns e
njoy
yo
ur m
eal.
If yo
u w
ant t
o sa
y it’
s ta
sty
you
wou
ld
say
leck
er.
TOPI
C 3
D
ESCR
IPTI
ON
AC
TIVI
TIES
LAN
GUAG
E
O
RGAN
ISAT
ION
CUL
TURA
L
M
ATER
IAL
SUPP
LEM
ENTA
RY
IN
PUT
RES
OUR
CES
RE
SOUR
CES
Germ
an
snac
k
Follo
w u
p ac
tiviti
es
Activ
ity 1
Activ
ity 2
Child
ren
colo
ur in
the
food
ite
ms n
eede
d fo
r bel
egte
Bro
te.
Child
ren
colo
ur in
food
item
s w
hich
they
wan
t to
take
on
a pi
ck n
ick.
Sing
ing,
wav
ing,
poi
ntin
g.
Wir
habe
n H
unge
r, un
d ha
ben
Dur
st.
der A
pfel
- ap
ple
die
Erdb
eere
- st
raw
berr
ydi
e Sc
hoko
lade
- ch
ocol
ate
die
Bana
ne -
bana
na
Song
text
Tsch
üss!
Tsch
üss!
Tsch
üss!
Song
Find
the
right
in
gred
ient
s.
Picn
ic
Good
bye
song
.Sa
ying
goo
dbye
to
Han
s Has
e.
Circ
le.
Circ
le
Song
text
(App
endi
x 2)
Activ
ity sh
eet 1
Activ
ity sh
eet 2
Song
text
Han
d pu
ppet
Child
ren
and
Han
s Has
e sin
g to
geth
er.
A hu
mor
ous
tradi
tiona
l Ger
man
so
ng w
here
the
child
ren
sing
that
th
ey a
re h
ungr
y an
d de
man
d th
eir
mea
l.
26
TOPI
C 3
D
ESCR
IPTI
ON
ACT
IVIT
IES
LAN
GUAG
E O
RGAN
ISAT
ION
CULT
URAL
M
ATER
IAL
SUPP
LEM
ENTA
RY
INPU
T
RE
SOUR
CES
RESO
URCE
S
Germ
an
snac
kTe
ache
r and
Has
e H
ase
pret
end
to e
at th
e sn
acks
and
exp
lain
that
pe
ople
say
Gut
en A
ppet
it be
fore
th
ey st
art e
atin
g th
eir f
ood
and
le
cker
if it
is ta
sty.
Gam
eH
and
out p
ictu
res o
f foo
d ite
ms
in p
airs
acc
ordi
ng to
the
num
bers
of
chi
ldre
n. O
ne c
hild
is in
the
mid
dle.
The
teac
her c
alls
out b
read
in
Ger
man
(Bro
t) an
d th
e pa
ir of
ch
ildre
n ho
ldin
g th
e ite
ms h
ave
to
swap
cha
irs. T
he c
hild
in th
e m
iddl
e tri
es to
get
one
of t
he c
hairs
. The
n co
ntin
ue w
ith c
allin
g ou
t ano
ther
Ge
rman
wor
d e
g. K
äse.
Gute
n Ap
petit
Leck
er
der K
äse
die
Wur
stda
s Bro
tdi
e Bu
tter
die
Gurk
edi
e Pe
ters
ilie
Repr
oduc
ing
voca
bula
ry
Chai
rs in
ci
rcle
. O
ne c
hair
less
than
ch
ildre
n ta
king
par
t.O
ne c
hild
in
the
mid
dle
Lam
inat
ed
food
item
s ar
e ha
nded
ou
t - e
ach
item
twic
e.
Chi
ldre
n pr
epar
e an
d ea
t be
legt
e Br
ote
Teac
her b
rings
in G
erm
an
brea
d, b
utte
r, ch
eese
, col
d m
eat,
cucu
mbe
r (pi
ckle
d) a
nd p
arsle
y. Ch
ildre
n pr
epar
e be
legt
e Br
ote.
Teac
her r
einf
orce
s voc
abul
ary
thro
ugho
ut th
e ac
tivity
. Pic
ture
s of
the
child
ren
prep
arin
g th
e sn
ack
can
be ta
ken
and
put u
p in
the
lang
uage
cor
ner.
Appl
e ju
ice
(Apf
elsa
ft) c
an b
e se
rved
as
a ty
pica
l Ger
man
drin
k. C
hild
ren
hold
han
ds a
nd sa
y to
geth
er
Gut
en A
ppet
it!
Gam
e:
Fly
swar
tLa
min
ated
food
item
s are
laid
out
, te
ache
r cal
ls ou
t a fo
od it
em a
nd
one
child
nee
ds to
hit
the
item
w
ith a
fl y
swat
.Ad
vanc
ed v
ersio
n:
A ch
ild c
alls
out a
food
item
.
It is
a tra
ditio
n in
Ger
man
y (a
nd
Fran
ce) t
o sa
y G
uten
App
etit!
(o
r Bon
app
etit!
) w
hich
mea
ns e
njoy
yo
ur m
eal.
If yo
u w
ant t
o sa
y it’
s ta
sty
you
wou
ld
say
leck
er.
TOPI
C 3
D
ESCR
IPTI
ON
AC
TIVI
TIES
LAN
GUAG
E
O
RGAN
ISAT
ION
CUL
TURA
L
M
ATER
IAL
SUPP
LEM
ENTA
RY
IN
PUT
RES
OUR
CES
RE
SOUR
CES
Germ
an
snac
k
Follo
w u
p ac
tiviti
es
Activ
ity 1
Activ
ity 2
Child
ren
colo
ur in
the
food
ite
ms n
eede
d fo
r bel
egte
Bro
te.
Child
ren
colo
ur in
food
item
s w
hich
they
wan
t to
take
on
a pi
ck n
ick.
Sing
ing,
wav
ing,
poi
ntin
g.
Wir
habe
n H
unge
r, un
d ha
ben
Dur
st.
der A
pfel
- ap
ple
die
Erdb
eere
- st
raw
berr
ydi
e Sc
hoko
lade
- ch
ocol
ate
die
Bana
ne -
bana
na
Song
text
Tsch
üss!
Tsch
üss!
Tsch
üss!
Song
Find
the
right
in
gred
ient
s.
Picn
ic
Good
bye
song
.Sa
ying
goo
dbye
to
Han
s Has
e.
Circ
le.
Circ
le
Song
text
(App
endi
x 2)
Activ
ity sh
eet 1
Activ
ity sh
eet 2
Song
text
Han
d pu
ppet
Child
ren
and
Han
s Has
e sin
g to
geth
er.
A hu
mor
ous
tradi
tiona
l Ger
man
so
ng w
here
the
child
ren
sing
that
th
ey a
re h
ungr
y an
d de
man
d th
eir
mea
l.
27
28
Appendix 1
29
Appendix 1
30
Appendix 1
31
HUNGER SONG
Wir haben Hunger, Hunger, Hungerhaben Hunger, Hunger, Hunger,haben Hunger, Hunger, Hunger,
haben Durst.
Appendix 2
We are Hungry, Hungry, HungrySo Hungry, Hungry, Hungry,So Hungry, Hungry, Hungry,
And so Thirsty.
32
Belegte Brote
In Germany belegte Brote are most often served open-faced, with only one slice of bread and are covered with a good portion of butter and topped with additional ingredients, such as slices of cold meat and cheese with some garnish on top. It is the basis of many morning, in-between and evening meals in Germany.
Activity Sheet 1
33
Task: Which food items do you need to make a German snack? Colour them in.
34
Task: Colour in the food items for a picnic and draw one more food item of your choice.Activity Sheet 2