Mt Eig German.sample

8/2/2019 Mt Eig German.sample

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Es ist gut!German course

Paul Howard

Head of MFL

Merchant Taylors Boys School, Crosby

SAMPLE


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Hachette Livre UKs policy is to use papers that are natural, renewable and recyclable productsand made from wood grown in sustainable forests. The logging and manufacturing processesare expected to conform to the environmental regulations of the country of origin.

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Copyright 2009: in the source material and methodology, Thomas Keymaster Languages LLC. All rights reserved.In the adaptation and supplementary material, Edmund James Language Solutions Ltd. Michel Thomas languagelearning method U.S. patent no. 6,565,358.

First published in 2009 byHodder Educationan imprint of Hachette UK,338 Euston RoadLondon NW1 3BH

Impression number 10 9 8 7 6 5 4 3 2 1Year 2012 2011 2010 2009

All rights reserved. Apart from any use permitted under UK copyright law, the material in thispublication is copyright and cannot be photocopied or otherwise produced in its entirety orcopied on to acetate without permission. Electronic copying is not permitted. Permission isgiven to teachers to make limited copies of individual pages marked Hodder Education 2009 forclassroom distribution only, to students within their own school or educational institution. Thematerial may not be copied in full, in unlimited quantities, kept on behalf of others, distributedoutside the purchasing institution, copied onwards, sold to third parties or stored for futureuse in a retrieval system. This permission is subject to the payment of the purchase price of thebook. If you wish to use the material in any way other than as specified you must apply inwriting to the Publisher at the above address.

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A catalogue record for this title is available from the British Library

ISBN-13: 978 0 340 98541 0 (sample)

For more information about this course, please contact Anna Bowen, ConsumerMarketing Executive 020 7873 6481 [email protected]

Windows PCThis CD-ROM should autorun when the diskis placed in the drive. If it does not, doubleclick on 'My Computer' on your desktop, then

double click on your CD drive or where yousee 'MT_Demo' to run the CD.

Apple MacPlace the CD-ROM in the disk drive, thendouble click the disk icon. Opening the filedefault.htm will take you to the front page,

from where you can access the CD-ROM.

CD-ROM operating instructions


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Teachers Resource File (Phases 1 & 2)

Foreword

How to use the course

Guidelines on assessment of pupils written work

How the course relates to the original Michel Thomas recordings

Scheme of work

Course overview

Modules 130 (Phase 1)/Modules 120 (Phase 2), comprising:

input scripts

info packs

print-outs of PowerPoint slidesworksheets

worksheet answer sheets

Listening comprehension: worksheet template, transcripts and answers

Audio CD (Phases 1 & 2)

Listening comprehension

Teachers Resource CD (Phases 1 & 2)

Scheme of work


PowerPoint presentation

Worksheets

Worksheet answer sheets

Listening comprehension: worksheet template, transcripts and answers

Activation games for whole class use (PowerPoints)

Class sets (20) of Pupils CD ROMs (Phases 1 & 2) also available to purchase separately

Aims and objectives

Video presentation of PowerPoints

Worksheets (including Help)

Interactive games

Listening comprehension

Michel Thomas Foundation (8-hour) course

Michel Thomas Foundation (5-hour) course

List of resources for this course

This sample includes some of the introductory material from the Teachers ResourceFile and the resources for Phase 1 Module 1.

Es ist gut! German: The method3


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Foreword

I shall never forget the moment when I satdown to watch The Language Master, a

BBC documentary about a man namedMichel Thomas and his unique approach toteaching foreign languages in which hetaught a group of students at a high schoolin Islington, London. In just a week, thestudents, who had all had bad experienceswith language learning in the past, werecommunicating fluently and naturally inFrench. Even more than that, when theywere being interviewed about theirexperience, the enthusiasm in their eyes,

their realisation that learning French didnthave to be an arduous slog, memorisinglists of vocabulary and irregular verbs, wastruly inspirational to me. In light of what Ihad witnessed Michel Thomas achieve in

just a week, I was determined to investigateany alternative approaches to the teachingand learning of modern foreign languageswhich could help not only to arrest theunderachievement in this area of thecurriculum, but to reverse it.

The success I have had employing MichelThomass methodology teaching Spanishand French in my classroom has beenspectacular, and has led directly to thisGerman course. Pupils adore it, parentswant more of it and our MFL Department isthriving off it. The course is language based

and skills driven. It enables each pupil tomanipulate the foreign language, to form

their own coherent sentences, and toformulate and process their own thoughtsor ideas. In short, it allows them to saywhat they want, when they want.

This version of the Michel Thomassystem, specially adapted for use insecondary schools, colleges anduniversities, appealing to visual, audio andkinaesthetic learners, makes an idealfoundation course for those students whoare new to the language.

Paul Howard

G Note to teachersIn the adaptation of Michel Thomasscourse the author has tried to remain asfaithful as possible to the originalmethodology whilst also incorporatingelements of writing, reading and listening.

The course is fully flexible, and the twophases can be taught in one, two or threeacademic years depending upon thecurriculum time available and the aptitudeof the pupils. To provide guidance, theauthor delivers Phase 1 of the course in 1.5hours per week lesson time over four termsto a top set, and five terms to a mixed-ability group.


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Each of the 50 modules in Phases 1 and 2should be split into three separate and

distinct sections which are named input,activation and consolidation.

G InputThe input section of the course is a teacher-led Q&A session delivered with the aid ofthe script and the input PowerPointpresentation. It is an absolutely essentialelement of the course that the teacherstrictly follows the order and the wording of

the script. The teacher is strongly urged tolisten to the original Michel Thomas CDs,enclosed with this course, before preparingand teaching it him/herself. See pages1920, How the course relates to theoriginal Michel Thomas recordings.Additionally, the corresponding CD/tracknumbers in Michel Thomass originalcourses are given at the beginning of everymodule. It is also crucial that after eachquestion has been answered by the pupil

the teacher models the correct answerbefore moving on to the next question.

At the start of the input section the pupilreceives the corresponding info pack. Thepupil should be encouraged to read thisthrough before the teacher begins thesession. The info pack itself serves as aprcis of the module and is an invaluableresource to the pupil for the purposes ofwritten work and revision.

Differentiation: Depending upon the ability rangeof the class the teacher might decide to split theinput session into two or even three parts.

During the input session the teachershould nominate one pupil in rotation tocomplete a tally chart. Each time a pupiloffers an answer they should receive onepoint on the tally. The benefits of this arethree-fold: first, it allows the teacher to seeat a glance the best performing pupils and

those who may be needing some extrahelp; secondly, it focuses the mind of the

pupil who has been chosen to complete thetally chart (particularly if that pupil has

previously been a low scorer!); and thirdly,it serves as an accurate assessment of apupils speaking skills.

Differentiation: The teacher could offer 3 pointsto one pupil for the initial answer, 2 points toanother pupil to repeat the correct answer and1 point to a third pupil for repeating the correctanswer without any hesitation.

At the end of the input section the pupilreceives the worksheet. Each worksheet

contains a number of English sentenceswhich the pupil must translate intoGerman. (See pages 18 and 6: Guidelines onassessment of pupils written work andSuggestions for differentiation on theworksheets.)

G ActivationThe activation section is a blend ofindividual, paired, group and whole class

activities designed to engage the visual,auditory and kinaesthetic learner.

Where ICT facilities are available theindividual pupil should attempt theinteractive games on the Pupils CD ROM.It is generally considered best value if thepupil begins with the default Drag andMatch activity followed by either Multi-match, Text Invaders or Asteroids.

Also included in the course are three

whole class team games Cross the board,Stars and stripes and World domination which are used in tandem with a set ofmini white boards (see below: Using thePowerPoint games in the activation lesson).

During the activation section the teachershould also employ a range of strategies toensure that the pupil can spell all of thekey words and phrases from thecorresponding module. (For a non-exhaustive list of suggestions, see page 8:

Game activities in foreign language teaching.)



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6

G ConsolidationThe consolidation section of the course isthe completion of each module. It shouldstart with a shortened version of the inputQ&A with the teacher focusing in on the

main language, structures and vocabularyof that module.

During the consolidation section thepupil will complete the listening worksheet(see below: Differentiated listeningcomprehension).

G Suggestions fordifferentiation on the

worksheetsHigh

As in the standard template with wordsand phrases being translated from Englishinto German. Wherever possible the aim ofthe learner should be to complete thehigher tier worksheet.

Medium

This would be a fill in the gaps style

worksheet whereby pupils are given themajority of the translation but must targetspecifically the missing word(s).

Medium/Low

As above, but the pupils are given amultiple choice for the missing word.

Examples are given on pages 1214 for theworksheet for Phase 1 Module 1.

G Differentiatedlisteningcomprehension

High

Page 15 contains the standard template withquestions 15 as transcriptions and questions610 as translations. Wherever possible theaim of the learner should be to complete the

higher tier worksheet.

Medium

This would be a fill in the gaps styleworksheet whereby pupils are given themajority of the transcription but have tolisten specifically for missing words.

Medium/Low

As above, but pupils are given a multiplechoice for the missing words.

The template is given on page 15, followedby examples for the medium and medium/low worksheet for Phase 1 Module 1.

G Using the PowerPoint

games in theactivation lessonI have supplied three games which I useregularly with my classes as part of theactivation process. They are all slightvariations on the same theme in that thegame play is the same for each, and all areteam games. For each game you willrequire a class set of mini white boards,board pens and erasers.

The questions and answers supplied arethe same for all three games and are asfollows. The Teachers CD ROM includesthree versions of each game: one ready touse including these sentences; one showinga sample question and answer only; andone blank version for you to add your ownsentences. It is best if the questions are amixture of EnglishGerman andGermanEnglish. The PowerPoints areshown on page 10.

1 Es ist gut. / It is good.2 Was wollen Sie? / What do you want?3 Was wollen Sie trinken? / What do you

want to drink?4 Wollen Sie essen? / Do you want to eat?5 Was wollen Sie tun? / What do you want

to do?6 Wollen Sie mit mir kommen? / Do you

want to come with me?7 guten Abend / good evening

8 Wollen Sie heute Abend mit mir kommen? /Do you want to come with me tonight?

Es ist gut! German: The method


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9 Wollen Sie mit mir essen? / Do you wantto eat with me?

10 Wollen Sie? / Do you want?

Cross the board

The object of the game is to connect a lineof octagons from top to bottom (blue team)or left to right (red team).

G Set upSplit the class into two teams: a red teamand a blue team. It is easiest if the twoteams are equal but this is not essential.

If the teacher wants to practise readingwith the pupils then he/she must maketime beforehand to input the questions andanswers accordingly. However, the gamecan also be played with the teacher callingout the questions if he/she wants topractise listening.

The first question is asked to all pupilsand determines which team will gaincontrol of the board. The teacher calls out aword and the pupils write the translationonto their boards. For this type of suddendeath question only the first board upcounts; if the answer is correct then that

team wins control of the board, if not thenthe opposing team gains control.

The team which has control of the boardthen chooses an octagon to play for. Ifenough of them get the answer right (say12 out of 15) then it turns the colour oftheir team. This is done by clicking on theoctagon. If not, then the opposing team who also have been writing down ananswer to the question get a chance tosteal. You could allow a lower threshold of

correct answers for a steal (say 10 out of15). If they successfully steal then theoctagon turns to their colour. In the eventthat no team wins then ask a sudden deathstyle question to determine which colourthe octagon becomes.

Stars and stripes

The object of the game is to colour in yourteams stars from top to bottom and then

finally colour in your teams banner to win.

G Set upSplit the class into four teams: a red team,a yellow team, a blue team and a greenteam. It is easiest if the four teams areequal but this is not essential.

Preparation depends on whether theteacher wants to practise reading orlistening: see the notes under Cross theboard above.

Each question is played by every team. Inorder for them to colour in a star (byclicking on it) then enough of them mustget the answer right (say four out of five).The first team to colour in all of their starsand then their banner wins the game.

World dominationBoys love this game! The object of the gameis to turn all of the territories in the worldthe colour of your team. Please note thatthe territorial divisions are for convenienceand do not reflect political or geographicalreality!

G Set upSplit the class into two, three or four teams:a red team, a yellow team, a green team

and a purple team. It is easiest if the teamsare equal but this is not essential.

Preparation depends on whether theteacher wants to practise reading orlistening: see the notes under Cross theboard above.

To begin, the teacher randomly allocatesall the territories as equally as possible toeach team. The first question is asked to allpupils and determines which team will gofirst. The teacher calls out a word and the

pupils write the translation onto theirboards. For this type of sudden deathquestion only the first board up counts; ifthe answer is correct then that team winscontrol of the board, if not then that teamwill go last. Play then continues in aclockwise direction.

The team whose turn it is then chooses aterritory to battle for. The territory must beconnected in some way to a territory which

they already occupy (the USA cannot



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directly attack North Africa, for example).The question is then put to both theattacking and defending teams. The teamwhich has the most correct answers winsthe battle. In the event of a draw then the

defending team is awarded the victory.If the attacking team wins the battle thenthey turn the territory which they attackedto their colour. This is done by hovering themouse over the territory until the handsymbol appears, then clicking until theterritory changes into the teams colour. Ifthe defending team wins the battle thenthere is no change to the game board. Ifthere are no correct answers one of theother teams can steal the territory via a

sudden death style question.

G Game activities inforeign languageteaching

Game activities are a valuable part of thelearning process in that they help maintainthe learners interest and motivation.The following list of tried and tested games

is by no means exhaustive and teachers will,no doubt, have many ideas of their own.

Hangman

Put dashes on the board to represent thenumber of letters in a particular word. Thepupils, divided into opposing teams ifdesired, have to try to identify the word bysuggesting letters that might be containedwithin it. Each time a pupil guesses a correct

letter, write it on the board above theappropriate dash. If a pupil suggests a letterwhich is not in the word, draw a part of thegallows and hanging body. The game is wonby the pupil or team which can guess theword before the gallows are completed.

Word cross

Draw a line down the blackboard to divideit into two and commence the game bywriting the chosen word on both sides. The

pupils, working in teams, take turns tosuggest words which can be writtenthrough, started or ended with a letter from

this word. The team which can keep thecrossword going the longest is the winner.New words can be written on the board tostart a new game if the existing crosswordbecomes too cluttered.

Bingo

Make up bingo cards with a selection of thevocabulary items being practised, or draw agrid with nine squares on a sheet of paperto be photocopied and given to pupils.Alternatively get the pupils to draw theirown grid. They can then write in their ownchoice of topic specific vocabulary. The firstperson to cross off a row of words or all ofthe words on their card is the winner and

calls out Bingo!.

Chinese whispers

Pupils, divided into teams, whisper amessage down the line to each other whichcan be initiated either by the teacher or bythe first team member. The first team tosuccessfully repeat the message down theline, to mime the message at the end, orto write the word on the board at the end isthe winner and gets one point. The game

can continue with a message and with thepupils at the front joining the end of theline upon completion of each game.

Cross the board

There is a template for this on page 11.The object of the game is to join thehexagons from left to right or from top tobottom. Two students play against one,the pair moving from left to right while

the single pupil moves from top to bottom.The letter initials on the hexagons canrepresent any field of vocabulary orphrases being taught. The players have toname a hexagon correctly in order to winit. If they cannot identify it correctly theopponent gets a go.

Kims game

This game can be easily played withflashcards, objects, words, phrases on the

OHP or blackboard. Show a number offlashcards etc. to the class for a shortperiod. Pupils close their eyes while you



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take one away. They then have to work outwhich one is missing. Pupils could beinvited to come to the board and rewritethe missing word or phrase.

Guess my picture

Divide the class into two opposing teams.Pupils in each team take it in turn to drawa picture representing the specific item ofvocabulary which the teacher has given tothem in secret. The pupils in each teamthen have to guess in the target languagewhat is being drawn.

Word formation game

Write one letter on the board/OHP. The

pupils have to complete a word in the targetlanguage by adding one letter at a time (4points for a 4 letter word, 5 for 5 lettersetc.). A time limit can be put on teams.

Charades

Divide the class into two teams. Pupilsfrom each team take it in turn to come upto the front of the class and mime an itemof vocabulary which the teacher has giventhem. If they guess correctly within threetries their respective teams get a point.

Matching pair game

This game involves matching all the cardsfrom a pack into pairs. Prepare a set ofcards, or get pupils to prepare them. Onepupil can play alone, trying to match up allof the cards as quickly as possible.Alternatively, two or more pupils can playagainst each other. Place a selection of

cards on a table making sure that there are

two of each card. Pupils take it in turns toturn over two cards. If they turn over amatching pair then they take the cards. Theplayer with the most pairs wins.

Four to win

Played as you would play the popular gameConnect Four but with a pack ofvocabulary cards. In order for a player todrop a counter into the board he/she mustfirst correctly identify the word on the card.The first player to have four of his/hercounters in a row is the winner.

The mallet game

The game is played as you would conduct a

spelling bee but with the aid of an inflatablemallet! Arrange the pupils so that they arestanding in a horseshoe shape with theteacher seated at the open end of thehorseshoe. The teacher picks a pupil to startthe game and gives him/her the mallet. Theteacher gives that pupil a word to spell. Thepupil repeats the word they have beengiven, spells it and then says the word againto signify they have finished. If they spellthe word correctly they can eliminateanother pupil by hitting them with themallet. The eliminated pupil then sits downwithin the horseshoe shape. The mallet isthen passed to the next player in line andthe play continues in a clockwise direction.If a pupil gets a spelling wrong then he/shesits down within the horseshoe shape and aplayer who has been eliminated gets thechance to answer correctly and regainhis/her place in the game. The last person

standing is the winner.



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10Es ist gut! German: The method

G PowerPoint games

Cross the board

Stars and stripes

World domination

Hodder Education 2009




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G Cross the board template



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Es ist gut! German: The method 2009 Hodder Education12

Phase 1 Module 1 Name: ________________

G Worksheet

Translate the following into German and hand it in to your teacher.

1 It is good.

2 What do you want?

3 What do you want to drink?

4 What do you want to eat?

5 What do you want to do?

6 Do you want to eat?

7 Do you want to eat with me?

8 today

9 tonight / this evening

10 Do you want to eat withme this evening?

11 What do you want to dothis evening?

12 Will you eat with me tonight?

(HIGHER TIER)


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13 2009 Hodder Education Es ist gut! German: The method


(MEDIUM TIER)G Worksheet

Fill in the gaps with the correct German words to complete thetranslation. Hand it in to your teacher.

1 It is good. Es _______________ gut.

2 What do you want? _______________ wollen Sie?

3 What do you want to drink? Was _______________ _______________

trinken?

4 What do you want to eat? _____________ wollen Sie _____________?

5 What do you want to do? Was wollen ____________ ____________?

6 Do you want to eat? Wollen Sie _______________?

7 Do you want to eat with me? Wollen _______________ mit

_______________ essen?

8 today _______________

9 tonight / this evening heute _______________

10 Do you want to eat with Wollen Sie heute Abend _____________me this evening?

_______________ _______________?

11 What do you want to do Was _______________ _______________this evening?

heute _______________ tun?

12 Will you eat with me tonight? _______________ Sie heute Abend

______________ mir ______________ tun?


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14Es ist gut! German: The method 2009 Hodder Education


(MEDIUM/LOWER TIER)G Worksheet

Circle the underlined word that correctly completes the translation. (Becareful. Some of them are not even real German words!) Hand it in toyour teacher.

1 It is good. Es ist / is / est gut.

2 What do you want? Vas / Was / Wass wollen Sie?

3 What do you want to drink? Was wollen Sie drinken / trink /

trinken?

4 What do you want to eat? Was wollen Sie essen / eaten / esen?

5 What do you want to do? Was wollen Sie tuen / doen / tun?

6 Do you want to eat? Wollen / Woolen / Vollen Sie essen?

7 Do you want to eat with me? Wollen Sie mit mir / mit me / wit miressen?

8 today heute / hote / hotel

9 tonight / this evening heute Abend / heute Ebend / heuteArbend

10 Do you want to eat with me Wollen Sie / Zee / Zie heute Abendthis evening? mit mir essen?

11 What do you want to do Wass / Was wollen Sie heute Abendthis evening? tun / tuen?

12 Will you eat with me tonight? Will Sie / Wollen Sie / Willen Sieheute Abend mit mir essen?


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2009 Hodder Education Es ist gut! German: The method


15

(HIGHER TIER)G Listening comprehension worksheet

For sentences 15 transcribe what you hear in German; for sentences610 translate what you hear into English.

1

2

3

4

5

6

7

8

9

10


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16Es ist gut! German: The method 2009 Hodder Education


(MEDIUM TIER)G Listening comprehension worksheet

Fill in the gaps with the missing word in each case.

1 Es ist __________________ .

2 h __________________

3 tr __________________

4 Wollen __________________ ?

5 __________________ __________________ Sie?

6 Was wollen Sie __________________ ?

7 mit __________________

8 Wollen Sie __________________ mir __________________ ?

9 __________________ __________________ heute Abend __________________

__________________ essen?

10 Guten __________________ !


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For each of the 30 modules in Phase 1, andthe 20 modules in Phase 2, pupils complete a

written worksheet. The worksheet is a seriesof 12 or 15 English sentences that must betranslated into German.

Each modules worksheet is specificallydesigned to activate the new language andstructures covered during that modulewhilst continually drawing upon thelanguage and structures covered inprevious modules.

It should be explained to the pupilsduring the very first lesson that their

worksheets will not be corrected by theteacher. Instead, the teacher will grade thework and highlight the areas wheremistakes have been made. Mistakes are anintegral part of the learning process andshould not be frowned upon. It is for thepupil to think through each mistake andmake the necessary correction everythingfeeds back into the learning process. Thepupils set their own targets and can repeatthe worksheet as many times as they want;

only their highest grade is recorded by theteacher. You will find that pupils repeat

work often, and on a voluntary basis. It isthe learning process that stimulates theirenthusiasm and motivation.

Each pupil receives regular progressstatements detailing the grade he/she hasachieved for each modules worksheet,his/her average grade and the averagegrade of the class. The regular progressstatements provide a quick visual focus forthe pupils, allowing them to pinpoint theworksheets they would like to re-do. The

ability to compare their average grade tothat of the class introduces an element ofcompetition that they find motivating.

Before attempting a worksheet the pupilsare encouraged to review the module eitherby watching the short video clip on the pupilsCD ROM, or by completing some of theinteractive activities for that particularmodule (also contained on the pupils CDROM). There is also the worksheet helpfacility available to each pupil on the CD ROM.

Guidelines on assessment of pupils written work


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How the course relates to the originalMichel Thomas recordings

Phase 1 Module Location in Michel Thomas Foundation (8-hour) course

1 CD 1 Tracks 132 CD 1 Tracks 45

3 CD 1 Tracks 68

4 CD 1 Tracks 910

5 CD 2 Tracks 13

6 CD 2 Tracks 45

7 CD 2 Tracks 69

8 CD 2 Track 10, CD 3 Tracks 13

9 CD 3 Tracks 46

10 CD 3 Tracks 78

11 CD 3 Tracks 910

12 CD 4 Tracks 13

13 CD 4 Tracks 45

14 CD 4 Tracks 67

15 CD 4 Tracks 810

16 CD 5 Tracks 12

17 CD 5 Tracks 34

18 CD 5 Tracks 57

19 CD 5 Tracks 810

20 CD 6 Tracks 13

21 CD 6 Tracks 46

22 CD 6 Tracks 710

23 CD 7 Tracks 12

24 CD 7 Tracks 34

25 CD 7 Tracks 56

26 CD 7 Tracks 78

27 CD 8 Tracks 13

28 CD 8 Tracks 46

29 CD 8 Tracks 78

30 CD 8 Tracks 910


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How the course relates to the original Michel Thomas recordings


Phase 2 Module Location in Michel Thomas Advanced (5-hour) course

1 CD 1 Tracks 13

2 CD 1 Tracks 48

3 CD 1 Tracks 912

4 CD 1 Tracks 1314

5 CD 1 Tracks 1518

6 CD 1 Tracks 1923

7 CD 2 Tracks 16

8 CD 2 Tracks 79

9 CD 2 Tracks 1014

10 CD 2 Tracks 1519

11 CD 2 Track 20, CD 3 Tracks 13

12 CD 3 Tracks 48

13 CD 3 Tracks 912

14 CD 3 Tracks 1317

15 CD 3 Tracks 1820

16 CD 4 Tracks 13

17 CD 4 Tracks 46

18 CD 4 Tracks 78

19 CD 4 Tracks 911

20 CD 4 Tracks 1218


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21

Scheme of work


G Phase 1 Module 1

Key language & structures

By the end of this module pupils will be able to understand, recognise and use:

G history of English and consonant shifts: the -D string and the -B stringG gut, es, ist, was, WasserG whole verb ending in -en: trinken; essen; tunG Sie and wollen Sie; mit and mit mirG word order: second verb at the end of the clauseG heute, Abend, heute Abend and guten AbendG do you want ... vs will you ... (please)

Link to original Michel Thomas CD / track

Michel Thomas 8-hour course CD 1Tracks 13

Input

G Distribute the info pack for Module 1, allowing reading time in which the pupilspreview the key language and structures.

G Use the script from Module 1 along with the accompanying PowerPointpresentation to deliver a teacher-led question and answer session.

Activation

G Spelling reinforcement focus on the meanings and spellings of the individual keywords from Module 1.(Suggested activity: The mallet game)

G Reading practice make up some cards containing the key language and somephrases from Module 1.(Suggested activity: Four to win)

G Whole class PowerPoint game Cross the boardG Written worksheet for Module 1

Consolidation

G Present a prcis of the input session refocusing on the key language and structuresof Module 1.

G Listening worksheet for Module 1G ICT Pupils should independently review and consolidate the key language and

structures from Module 1 by accessing the interactive games from the CD ROMand by watching to the video presentation summary of Module 1.

G Before moving to the next module the teacher should address any commonerrors which may have appeared in the pupils responses to any of the questionsfrom the Writing and Listening worksheets.


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Phase 1 Course overview


Module Language and structures

1 history of English and consonant shifts: the -D String and the -B String

gut, es, ist, was, Wasserwhole verb ending in -en: trinken, essen, tunSie and wollen Sie, mit and mit mirword order: second verb at the end of the clause

heute, Abend, heute Abendand guten Abenddo you want ... vs will you (please) ...

2 consonant shifts: the -G String

sein, wann, hier, knnen Sie, bitte, baldpronunciation: the umlaut

sehen, auf Wiedersehen, auf Wiederhren, hrenich and ich kannpronunciation: -ch

ich willwenn vs wannwirand wir wollenasking questions

present tense: dropping the -n for I

3 pronunciation: -ei

bleibenpresent tense: no am-ing, no is-ing, no are-ing in German

asking questions: no do or does in German

wie, gehen, nicht, jetzt, aber

negativesstehen, verstehen, sehr, michwell vs good

pronunciation: elongating vowel sounds and spelling rules

word order: es before nicht

4 handles: verbs after which any other verb must be the whole verb

mich vs mires tut mir Leidpresent tense: he / she / it with a -t

aber, lange, wie and wie langeich muss

history of English vocabulary: Anglo-Saxon vs Frenchbringen, finden, wei, Weiwein, ich wei, wo

5 mich vs mirhaben, warum, frand fr michetwas, leiden and leiderSie vs Ihnendenn

6 mit mirand mit IhnenEnglish language: must and have to

handles: knnen, mssen and wollengebenpronunciation: -ch

auch and ich auchrauchen and brauchen


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Course overview



7 future tense: werdenich willvs ich werdeum wie viel Uhrkommen and ankommenmorgenEnglish language: will you (future tense) and will you (polite request)

warten

8 sagen, Tag, guten Tagwo vs wohin

gehen vs hingehen, dort vs dorthinich bindas Geschft and beschftigt

9 giving commands or avoiding the imperative

hiervs herwarten auf, auf mich, auf sie

10 Sie: you, they and sheusing die for clarityEnglish going to is German will

kaufen, teuerusing the present tense to express the future

wirdword order: time element early on

11 fertigpronunciation: -ig

schon and schn, alles and allepresent tense: third person singular -s in English but -t in German

present tense: we, you and they same form as whole verb with -en

mein Freund, meine Freunde

12 ich mchtemit unshandles: no -s in English and no -t in German

mglich, unmglich, so, ganz, gern

danke, danke schn, besten Dankwissen

13 mdeHaus, zu Hause and nach Hausedenn vs weilword order: weilsends main verb to end of the clause

14 denn vs weilword order: nichtpronunciation: -s at the beginning of a word

15 kosten

word order: asking questionsword order: warum as a weilsituation


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Course overview



16 fragen, eine Fragedort vs dorthinnichtsGerman spoken language: geht es contracted to gehtswie geht es Ihnen? and es geht mir besser, viel besser, vielen Dank

17 fhlen and ich fhle michreflexive verbs: mich, sich and unswaschen, sich beeilenpresent tense third person singular: man

18 sollen

German -ieren verbs from French: interessieren, organisieren, spezialisiereninteressiert and interessantdas for thatFreude, sich freuen

Zeit, die Zeit, keine Zeit, die Zeitungkein ProblemMglichkeitGerman -keit and -heit related to the old English -hoodnoun / adjective + zu + verb

19 defining nouns, adjectives and verbs

noun / adjective + zu + verb

die Gelegenheitimmer, oft, wichtig, so, ntig

20 spt and spterpronunciation: -sp and -st

die Stadt, der Staat, die Vereinigten Staatenetwasrufen and anrufen, gehen vs fahrenDeutsch, Deutschland, auf Deutsch, sprechen

21 future tense: werdenconditional tense: wrdendenn vs weil

weilsituations

22 wenn and wannwenn vs obsuchen, versuchenhave been + -ing = German present tense

seit, wohnensind, sind Sie and sind wirarbeiten, die Arbeit

23 the handles (modal verbs): grabbing a handle

weilsituationsEnglish language: could past or not past?

knnen and konntengestern, gestern Abend


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Course overview



24 warand warendort vs dahatten, knnen and konntenohne and ohne Sie

25 the handles:

mssen and muss, wollen and will, knnen and kann,werden and wird, sollen and soll, drfen and darfpast tense of handles: mussten, wollten, konnten and solltenprobieren, anprobieren

26 ich habe keine Lustnoun / adjective + zu + verb

ich freue mich+

zu+ verb

es freut mich + zu + verbconditional tense: wrdenwrde sein vs wreto have something done with lassenreparierensauber, rein, reinigen

27 prefixes: weg, aus, ein, ab, durch, ver, an, beprefixes: detachable vs non-detachable

der Weg, weggehen, ausgehen, der Ausgang, der Eingang, durchfahren, durchgehen,wegfahren, abfahren, bekommen

28 ber, bermorgen, berfahrenusing hin for movement towardsusing her for movement awayhereinkommen, herausgehenheraus often contracted to raususe of -r with aus, ein, berand untergives the idea of movementausgehen vs rausgehenauf/rauf/ darauf, ber / rber/ darberlegen, anlegen, einlegen, reinlegen, liegen, stellennehmen and rausnehmenunter den Tischberlegen

rberkommen, runterkommen29 ziehen, anziehen, ausziehen, umziehen, durchziehen

der Zug, der Anzug, der Auszug, der Umzug, der Durchzugschlieen, zuschlieen, der Schlsselmachen, zumachendas Fenster, das Schloss

geschlossenfangen, anfangenum zu fragen, hoffendass is a weilsituation

30 denken vs glaubenleicht, schwer, bequem, nett, sympatisch, gemtlich

25


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Phase 2 Course overview


1 review of present tense conjugations (regular verbs)

review of the three sies and using die (diese da) for clarityreview of future tense: werdenintroduction of informal you: dudu vs Sie

2 review of the handles (modal verbs)word order: nichtcontraction of ich kann es to ich kanns in speakingwerden Sie vs wollen Sieidiom: waiting on not waiting for: warten aufwo vs wohinword order: inversion of subject and verb after starting out with dassconditional tense: wrden

3 nie and niemalsMalvs Zeitno meaning not any = keinpronunciation: -ngsharpened awareness of English: could past or not past?konnten vs knntenreview of habenidiom: you have right not you are rightperfect tense: using have as the diving board (auxiliary verb)forming the past participle: kaufen to gekauftnoch, noch etwas, ein wenig, noch ein wenig, ein Biss, ein bisschen, noch ein bisschen

noch nichtlachen

4 prefixes: detachable or not detachable?zurckformation of past participle for verbs with a non-detachable prefixtwo diving towers: have and be

alles, reparierenpast participle of -ieren verbs

5 hattenpluperfect tense: hatten + past participleconditional perfect: wrden haben vs httenwahr, wirklich, glauben vs denken

sehen (dives into gesehen)wenn + htten (subjunctive)word order: weilsituations

6 suchenan important handle: knnenusing handles with the diving pastohne, ohne Sie

7 review of mssenpresent tense of handles (modal verbs): same form for I, he, she and itreview: noun / adjective + zu + whole verbsharpened awareness of English: have to vs dont have to

brauchen + zu + whole verbword order: time / manner / placeich musste, ich konnte, ich wollte


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Course overview



14 das Wort, die Antwort, antwortenrufen (dives into gerufen), anrufen (dives into angerufen)bei Ihnen

I want you to tell him = I want that you should tell himsich (an etwas) erinnerncontraction of an das to darancontraction of auf das to daraufcontraction of unter das to daruntercontraction of ber das to darbermietendie Wohnungwohnen vs lebenmaking nouns from whole verbs

15 have been + -ing + seitseit langer ZeitDeutschland, sterreich

die Wohnung, die Gewohnheit, die Gelegenheit, die Schnheit, die Mglichkeit16 zurckkommen

prefixes: formation of past participlefangen, anfangen, beginnen

gewhnlichhren, anhren and gehren

17 sich gewhnenidiom: to get used at it not to get used to itleicht and einfachschwerand schwierighistory of English: influences of French and Anglo-Saxonendlich, ffnen, das Fenster, aufmachen, zumachendie Trto be getting werden / was getting wurden

18 bauengeworden vs wordenhell: hellblau, hellbraunwrde sein and wre

19 work through of the different tensesdas HausHuserinteressieren, interessiert and interessanttun to getan

20 mitkommen

bekommenreien vs reisenabreien, zerreisen (dives into zerrissen)brechen (dives into gebrochen)fallenuse of -r to express movement: runterreview of past participles: gemacht, gelacht, gearbeitet, gesagt, gefragt, gespieltffnen and aufmachendas Geschftschlieen (dives into geschlossen)

zumachen (dives into zugemacht)zuschlieen (dives into zugeschlossen)probieren, anprobierendarf ich ?

decken, entdeckenschlafen (dives into geschlafen)fahren (dives into gefahren)


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29

Phase 1 Module 1


G Input script

CD 1, tracks 13NoteThe asterisk which appears throughoutthese scripts is to indicate the point atwhich the teacher should click on theaccompanying PowerPoint slide.

* English, which is derived from thelanguage of the Anglo-Saxons, is essentiallya Germanic language and so there is abroad common basis of familiarity between

it and German.

In the Middle Ages with Germaniclanguages there occurred shifts inconsonants, and these shifts will show youthe difference in pronunciation betweenthe Germanic languages, including English.

I will put these shifts of consonants on tothree strings, like three strings of pearls!

* Lets start with string number 1, which we

call the -D String.

The letter d may change to a t; d and tare very close. Or t to th. In German youdont have a th sound. Either you have at, or the th becomes an s, which inGerman is sometimes pronounced z.

So we have a d to t to th to s to a z:that is string number one. I repeat d-t-th-s-z.

* Lets take for instance good; the -d hasbecome a -t in German.

* So good is gut.

* it is = es ist

It is es and is is ist (the is takes a -tbecause as you will see for he / she / itin German you have a -t ending).

G It is good.

(The -t has to be clearly heard, and the uhas always to be pronounced as an Englishdouble o, as in moon.)

* Remember string number 1; the -D String.

* The -t of what has become an -s in

German.

* So what in German is was (with the wpronounced as a v).

For water the t becomes a double s andyou get Wasser.

G whatG water

* to drink (the d becomes a t and youget) * trinken.

* So this whole verb is expressed inGerman with mostly an -en.

G to drink

* Do you want in German is wollen Sie(again the w has the sound of a v).

Sie means you (spelt with a capital S).

So wollen Sie means do you want.

G * do you want?G What do you want?G What do you want to drink?

* to eat (the t becomes a double s andyou get) * essen.

G to eatG What do you want to eat?

* to do (the d becomes a t and you get)tuen which became * tun.

G to doG What do you want to do?

* with me = mit mirmit = with

G Do want to eat with me? (elicit Wollen Sieessen mit mir?)

* However, when you have two verbs inGerman, the second verb comes at the endof the sentence regardless of how long the

sentence is.

G Do you want to eat with me?


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Module 1


So the second verb comes at the end and isalways the whole verb with -en.*

* today = heute

G Do you want to eat with me today? (with

the second verb at the end)Lets go back to the strings.

* String number 2 is the -B String and theb is close to a p. So we have b to a p orph, and ph is pronounced like an f. Sowe have b to p to ph or f, f to a vbecause in German the letter v ispronounced like an f, then to a w whichhas the sound of a v in German.

So that is the -B String: I repeat b-p-ph-f-v-w.

* evening = Abend* Guten Abend would be good evening.

G today

This evening in German would be today

evening.G * this eveningG Do you want to eat with me this evening?G * What do you want to eat?G Do you want to eat with me?

Wollen Sie means do you want but is alsoused for will you / will you please.

G Will you eat with me tonight?

The listening comprehension transcriptsfor this module can be found on page 39.


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English is derived from the language of theAnglo-Saxons, which was a Germanic language.

As such there is a broad common basis offamiliarity between Modern English and ModernGerman.

In the Middle Ages there was a shift in thesound of consonants in the Germanic languages.

We can put these shifts on to three strings:String number 1: the -D String (d-t-th-s-z)String number 2: the -B String (b-p-ph-f-v-w)String number 3: the -G String (g-c-ch-k-ck-y-g)

The whole verb in German will mostlyend in -en.

to drink trinken

to eat essen

to do tun

(was once tuen)


1 of 2 pages

Phase 1 Module 1 Info pack


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Module 1

2 of 2 pages

GBits n pieces

it es

is ist

good gut

what waswater Wasser

you Sie

with mit

with me mit mir

today heute

evening Abend

this evening = todayevening heute

Abend (also used tomean tonight)

good evening guten Abend


Wollen Sie? means doyou want?

but is also used for

Will you? in the senseof will you please?

Whats the difference?

Do you want? requiresa Yes/No response

whereas

Will you please? is apolite request.

The two verb rule

If and whenever thereare two verbs in the

same sentence inGerman then the

second verb comes atthe end of the sentence

regardless of howlong the sentence is!

Furthermore, thesecond verb will

always be the wholeverb meaning it will

end -en.


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Module 1

2009 Hodder Education Es ist gut! German: The method33

G PowerPoint presentation 1.1


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Module 1


1/1/9 1/1/10

1/1/11 1/1/12


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Module 1

2009 Hodder Education Es ist gut! German: The method35


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G Worksheet

Translate the following into German and hand it in to your teacher.

1 It is good.

2 What do you want?

3 What do you want to drink?

4 What do you want to eat?

5 What do you want to do?

6 Do you want to eat?

7 Do you want to eat with me?

8 today

9 tonight / this evening

10 Do you want to eat with methis evening?

11 What do you want to dothis evening?

12 Will you eat with me tonight?



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Es ist gut! German: The method 2009 Hodder Education

G Worksheet answer sheet

Phase 1 Module 1

1 It is good. Es ist gut.

2 What do you want? Was wollen Sie?

3 What do you want to drink? Was wollen Sie trinken?

4 What do you want to eat? Was wollen Sie essen?

5 What do you want to do? Was wollen Sie tun?

6 Do you want to eat? Wollen Sie essen?

7 Do you want to eat with me? Wollen Sie mit mir essen?

8 todayheute

9 tonight / this evening heute Abend

10 Do you want to eat with me Wollen Sie heute Abendthis evening? mit mir essen?

11 What do you want to do Was wollen Sie heute Abend tun?this evening?

12 Will you eat with me tonight? Wollen Sie heute Abend mit miressen?

38


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Phase 1 Listening comprehension

G Phase 1, Module 1

Listening comprehension transcript

1 Es ist gut.2 heute3 trinken4 Wollen Sie ?5 Was wollen Sie?6 Was wollen Sie tun?7 mit mir8 Wollen Sie mit mir essen?9 Wollen Sie heute Abend mit mir essen?

10 Guten Abend!

Listening comprehension answers

1 Es ist gut.2 heute3 trinken4 Wollen Sie ?5 Was wollen Sie?6 What do you want to do?7 with me8 Will you eat with me?9 Will you eat with me tonight?

10 Good evening!

Mt Eig German.sample

Documents

Transcript of Mt Eig German.sample