German1-051 numbers1 12 v15

1.5 Zahlen 1-12

5. Zahlen 1-12 Numbers 1 to 12 The primary classroom gives plenty of opportunities for speaking German whilst doing numeracy and number work.

Numbers 1-12 are introduced in sequence, after which pupils learn to say their ages.

Children need time to learn and plenty of practice before they can confidently move beyond chanting and produce any number at will - for example, in sums.

Even 12 words is a lot of vocabulary to learn at once; so the film helps you break this in two stages. Building confidence with 1 to 9 will be invaluable when they learn higher numbers.

This section introduces German words for basic arithmetic operations, so you can develop simple maths activities. We leave measuring until they know more numbers.

If your pupils are older than 12, use parts of film 12 to prepare them for saying their ages in section 1.6.

You can also look at the common origins of German and English number words..

DVD / VIDEO Film 5 Animated numbers 1-6 The opening sequence shows animated numbers bouncing onto a street scene.

Each number is sounded as it appears.

Scene from film 5: “Drei”.

In the sports hall A child turns 4 cartwheels. Another child then turns 6 cartwheels.

Playing a board game We see two dads and their sons play a wellknown German board game, “Mensch, ärgere dich nicht!” (“Everyone, don't let it annoy you”) - which is known in the UK as "Frustration".

Each time they throw a die, they call out the number and count out the squares as they move around the board.

NEW WORDS AND PHRASES

0 1 2 3 4 5 6

-

null eins zwei drei vier fünf sechs

plus mal minus 2 plus 2 ist...

7 - sieben 8 - acht 9 - neun 10 - zehn 11 - elf 12 - zwölf -

plus times minus 2 + 2 is...

Scene from film 5: Oliver scores a six “Sechs!”.

You will hear the boys' fathers making remarks during the game:

CD Track 29 53

E a r l y S t a r t G erman Pack 1 This sequence includes some phrases intended for “gisting”.

"Und noch mal!" (And once again) "Ach! Das gibt's doch nicht!" (Oh, it can't be!)

"Nicht meinen rauswerfen! Keine Drei!"

(Don't knock mine out! Not a three!)

“Und noch eine Sechs!" (And another six!)

“Nee, das ist eine Eins" (No, that's a one)

1. Numbers 1- 6 - introducing the numbers 2. Sports hall & board game - numbers in context

3. Numbers 7-12 - introducing the numbers 4. Sports hall 2 - numbers in context 5. Song - reinforcement 6. Sums - numbers in context 7. Numbers 0-12 - reinforcing numbers 1-

NOTE: “Nee!” is a colloquial way of saying “no”.

More formally it would be “nein”.

"Jetzt bist du dran!"

MM DVD MARKERS

M

(Now it's your turn!)

You can pause the film here.

View the next part when pupils are happy with using numbers 1-6.

12, introducing "0"

Use the skip key on your remote control

Planning your lessons

Animated numbers 7-12 Each number is sounded as it appears on screen.

In the sports hall: Children skipping count from 1-12.

Tomas bounces a basket ball twelve times.

You may decide just to learn numbers 1-6 in your first session. Most of the activities will work just as well with 6 numbers as with 12.

The film has been structured so that you can pause or stop it after your class has seen the first 6 numbers.

Plan lots of chanting and other numberwork activities so that pupils become familiar with the German words both in- and out-ofsequence. Focus particularly on getting the sounds right, and on 1 to 9, which will be vital for higher numbers.

Activities

Scene from film 5: Tomas counts as he bounces the ball.

1. Warm up

Numbers song Children sing the numbers 1-12.

Sums animation A selection of cartoon sums appear on screen.

There is a pause before the answer is given which allows pupils enough time to call out the correct figure themselves.

2 plus 2 ist 4 2 mal 3 ist 6 9 minus 4 ist 5 3 plus 5 ist 8 8 minus 2 ist 6 12 minus 2 ist 10 Animated numbers 1-12 The numbers 1-12 hop along the street one after another. Each number is sounded as it appears. The numbers then reappear in reverse order 12-1.

At the end of the sequence the figure 0, “null”, bounces onto the screen.

Before watching film 5, it is a good idea to have a brief “warm up” session to remind pupils of German words and phrases they already know.

Say hello, ask various pupils how they are, and exchange introductions.

Talk with the class about how they could use being able to count over a range of numbers in German from 1 to 31; e.g. to give their age; understand dates, birthdays, weather data, buy things in shops.

2. Watch the film ❑ Watch film 5: “Zahlen 1-12”.

The new words are not shown in writing in the film, but are included on the e-CD (see later note).

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1.5 Zahlen 1-12 Praise those who get it right; thank others for trying whilst giving the correct model.

3. Get used to the sounds and learn in sequence ❑ Echoing in sequence: Lead the class in chanting the numbers 1-12 several times, forwards and in reverse. You say each number and the children repeat it.

You may want to start with 1-6, and then extend to include 7-12 as a longer sequence.

It makes sense for children to associate the sound of each number with its figure rather than the written word (but see later note).

❑ Play “listen to the sounds” again You call out a series of numbers and other words; children make agreed gestures when they hear a “key sound” (see Chapter 1.2).

4. Respond with understanding ❑ Echoing numbers out-of-sequence: Make flashcards for the numbers 1-12, or show them on the OHP or whiteboard.

Show one number and say it in German.

Pupils echo the number.

❑ Pay particular attention to key sounds: The tricky numbers are: 2, 5, 8, 10 and 12.

Offer gentle encouragement to ensure the class and individual pupils pronounce these like the native speakers in the film.

Play parts of the film, and ask children to chant along with it. If they have problems with a number, ask them to listen and echo after you.

❑ Number relay: Use a soft toy to pass on responsibility for keeping up the sequence. Start by counting up from 1 to 12 (or 1 to 6) in German.

You say the first number; toss the toy to a pupil, who says the next number and tosses the toy to another pupil - and so on.

When pupils are confident, try it in reverse.

KEY SOUNDS Listen to the sounds of...

❑ Play “Who’s got that number?”

Give each pupil a flashcard representing a number. When you call out “zwei”, for example, the children with the card number 2 hold it up for everyone else to see, and so on.

“ ”as in zwei, zehn, zwölf

[an example in English is pants]

“ ”as in vier, fünf, elf, zwölf [an example in English is fat]

2

“ ” as in acht

[as in how Scots say loch]

“ ” as in neun [almost like

boil

in English]

“ ”as in zwei, zwölf Heard before in:

auf Wiedersehen

UMLAUT SOUNDS

“ ”as in

fünf [a bit like lure in English]

“ ”as in

❑ Respond with number fans If pupils have number fans for Numeracy work, you call out a number in the range 0-12.

Pupils each display that number on their fans.

As a variation, ask each child to predict what number you will call next, by setting their fans.

Those who guess correctly wave their fans.

zwölf

[examples in English: bird,

herd]

(listen to the native speakers - try to copy the typically German sounds. )

CD Track 29 55

E a r l y S t a r t G erman Pack 1 ❑ Play “reveal the number” Slowly reveal a covered-up number on the board or OHP. First pupil to correctly guess the number in German wins a point. You could ask: “Was ist das?” or “Welche Zahl ist das?”.

❑ Play “hide the number” version 2 Again arrange a display of several numbers.

Pupils name the numbers they can see.

This time, when you remove a number, rearrange the order in which the remaining numbers are displayed. The class has to say which number has disappeared.

❑ Play “jump to the number” Divide the class into two teams. Each team has an identical set of numbered cards.

When you call out a number, the pupils holding that particular card try to be the first to jump up and call out their number.

❑ Play “swap numbers” Pupils arrange their chairs in a circle. Give everybody a numbered flashcard, making sure that there are several children holding each number. Choose a number for yourself.

When you call out “7” for example, the pupils with the card showing “7” swap places. As they do so, you run for an empty chair. The pupil left without a chair becomes the caller.

❑ Play “bingo” Before the game starts, each pupil draws a grid as you would for “noughts and crosses”.

They fill in the grid with their own choice of numbers from 1-12 without repeating any.

You call out the numbers in German and they cross them off their grids. The first pupil to cross off all their numbers calls out “Ja!” or "Bingo!" (See audio CD for pronunciation).

This game is also on the e-CD.

❑ Do a “Mexican wave” with the numbers 1-12. Pupils form a circle with their chairs.

Beginning with “eins”, each pupil says the next number in sequence. As they speak they stand up and promptly sit down again as soon as they have said the number.

If the children normally sit in groups, the wave can take place round each of the class tables.

See which table completes the circuit first.

To vary the game, start with different numbers.

5 11

2 8 3

❑ Working in pairs: when pupils are familiar with the numbers 1-12, they can play “noughts and crosses”. Each pair draws a grid and puts a number in each square. They must say the number before marking it with a “O” or a “X”. ❑ Working in groups: Board game: “Mensch, ärgere dich nicht!”

Copy the activity sheet so pupils can play the game shown in the film.

Each group will also need 16 counters (4 x 4 colours) and dice. For a quicker game, pupils could play with just one counter each.

Children can colour the board beforehand; a different colour in each corner.

The game is played like "ludo". Each player places four counters in their corner. When a player throws a six, s/he can start.

If your counter lands on a square already occupied by another player's counter, your counter must return to its original corner.

When a counter has travelled right round the

❑ Play “hide the number” version 1 This game works best if you use the OHP, or show the optional extra e-CD on the whiteboard. Alternatively, you could attach flashcards to the board and ask pupils to shut their eyes when you remove a card.

Show several numbers so that all can be seen at the same time. Point to different numbers and ask the class to name them.

Now remove one number.

Point to the numbers again. The class calls out all the numbers including the “missing” one.

See how much of the sequence the class can remember as each visual prompt disappears.

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1.5 Zahlen 1-12 ❑ Numeracy: when pupils are familiar with the German numbers 1-12, they can practise them every day in a whole range of ways, e.g.

■ counting backwards ■ counting forwards, starting from a number chosen at random ■ counting backwards, starting from a number chosen at random ■ counting forwards and backwards in multiples of two, three and four, e.g.

2, 4, 6, 8, 10, 12; 3, 6, 9, 12; 4, 8, 12.

board, the player starts to move it up the final numbered squares. Once a counter is placed on a numbered square, it can only move forwards when the exact number is thrown, i.e. if the counter is on square-4, a five must be thrown to move to square-5, and a six for square-6.

The winner has all their counters on square number six.

Working in pairs: play dominoes Pupils can play dominoes, calling out the numbers as they match them. They will need to know the word “null” for this activity.

They might find it helpful to watch the final film sequence again which includes the pronunciation of “null”.

❑ Numeracy -washing lines and number fans: Do simple sums in German using the numbers 0-12. You start, e.g. you say “12 minus 2 ist?”

Pupils respond with their number fans.

You could hang cards on a “washing line” (or use the whiteboard/OHP) to set simple puzzles visually without needing much German explanation, e.g.: “ X+ ? = 11” - Pupils call out possible pairs of numbers in German. “ 2 4 6 8 ? ” - Pupils call out the missing number(s) in German.

5. Watch the film again ❑ Show film 5: “Zahlen 1-12” again. Encourage pupils to echo the numbers and to call out the answers to the sums.

CROSS CURRICULAR ACTIVITIES ❑ Numeracy: whenever you need a pupil to count out something (e.g. books, pencils), encourage them to do it in German.

If there are 20 or 30 books to count, simply ask the pupil to count in groups of ten.

❑ Numeracy: pupils can say the two times table from 1-6 in German: 1 mal 2 ist 2 2 mal 2 ist 4 3 mal 2 ist 6 4 mal 2 ist 8 5 mal 2 ist 10 6 mal 2 ist 12

Useful words for board games ❑ Numeracy -“Guess the hidden number”: Ask pupils to guess (in German) what number is in your head. You respond with “zu groß” or “zu klein” until a child gets it right - “Prima!”

A confident pupil could take your place.

EXTRA WORDS AND PHRASES

toll! - great!/terrific! noch (ein)mal - once again du bist dran - it's your turn ich bin dran - it's my turn zu groß - too big zu klein - too small Bingo! - Bingo!

Welche Zahl ist das?

- What number is that?

Mensch, ärgere dich nicht - Everyone, don’t let it annoy you

Scene from film 5: Skipping as you count in PE.

CD Track 29

❑ PE: Use any game involving scoring - or an activity like skipping where children count with numbers 1-12 - for counting in German

Hear these useful words for playing games on the audio CD for teachers.

57

E a r l y S t a r t G e r m a n Pa c k 1 ❑ PE: Divide the class into two teams of 12 and allocate a number to each pupil.

The teams stand facing each other with a reasonable amount of space between them.

Place an object like a bean-bag on the ground at the centre point between the teams.

When you call out a number, the pupil with that number from each team, races to the object, picks it up (with one hand behind their back) and takes it back to their team.

Talking point Numbers in different languages Children may notice that the German number words sound quite similar to the English equivalents (=“near-cognates”). Both modern sets of words have developed over centuries from the old language spoken by the AngloSaxons (see “talking points” in Ch.1.1).

Speakers of each language have become used to saying some sounds and avoiding others; so the original words have evolved differently: ● in 4, 5, 7 and 11, compare the “v” sound with its equivalent in the other language; ● in 2 and 12, compare how “w”is pronounced; ● in 2, 10 and 12, see how German has “z”where English prefers “t”; ● the English started saying “ein/one” as “wun” in the 14th century; we still say “an apple”; ● in 3, English has “th-” instead of “d-”; compare “thanks” and “danke”. Germans only say “th” in loan-words, like “thriller” ● “eleven” and “elf” both come from the AngloSaxon: “ein-lefen”=“one-left”(after 10).

“Twelve” was“two-left”.

Like all European languages, both use a base10 number system, which was started in India by the Hindus around 300 BC, and spread to Europe via Arab traders and mathematicians.

Writing the digits 0-9 came from India and Arabia along with their use in arithmatic, but was not common in Europe until the invention of printing in the 14th century (see Ch.1.10).

Compare numbers 1-12 in French and Spanish.

❑ PE: play “hopscotch” The pupils call out the numbers in German. ❑ Music: sing the numbers to the tune heard on the film (see music at the end of the chapter and on the audio CD). ❑ Music: Ask pupils to compose their own tune, chant, or rap for the numbers 1-12.

SONG: Zahlen 1-12

D

A

D

Eins,

zwei,

drei,

F #m sieb - en,

Em vier,

fünf,

sechs,

D

A

D

zehn,

elf,

zwölf.

Bm acht,

neun,

A

CD Tracks: 7-song 8-karaoke 58

"Mensch ärgere dich nicht!"

Ich heiße ...........................

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