E a r l y S t a r t G e r m a n Pa c k 1
13. Die Farben Colours In this section, pupils will name colours and talk about them in contexts where they do not need to worry about endings (see NOTE*). Colours are often used in games to identify players and teams; painting and colouring activities also provide many opportunities to practise the names of the colours in German as part of everyday classroom life - see “extra words and phrases”. Pupils will see dialogues between German pupils and teachers in art and PE classes. They should be able to follow the “gist” of what is happening, without translation. The talking point is Paul Klee, a Swiss artist who made distinctive use of colour. Many of Klee’s paintings were for children.
DVD / VIDEO: Film 13 Art lesson - paintbox colours The opening sequence shows each colour as it appears in a children's paintbox: Die Farben: blau, rot, grün, gelb, weiß, schwarz, orange.
"Die Farben” - from film 13
NEW WORDS AND PHRASES
Frau Harling moves around the room admiring the children's work: “Wunderbar!” (wonderful), “Sehr schön!” (very nice), “Prima!” (great) More colours are introduced: rosa, grau, braun, lila. PE lesson - Colours Game Frau Harling calls out a colour and the children have to run to touch something which is that particular colour: “Grau!” The children run to touch something grey.
blau - blue weiß - white rot - red schwarz - black gelb - yellow grün - green orange - orange rosa - pink grau - grey braun - brown lila - mauve was ist deine Lieblingsfarbe? - what is your favourite colour? meine Lieblingsfarbe ist...(blau). - my favourite colour is... (blue). CD Track 37
From film 13: Frau Harling and the Colours Game.
*NOTE: in German, you do not need to alter the ending of an adjective if you separate it from the noun, as in “X is brown”, or “that is brown”. So at this stage, to avoid having to know the different endings, you just don’t place any adjective next to its noun (e.g. “the brown X”).
“Die nächste Farbe ist blau!” (The next colour is blue). The children run to touch something blue. Frau Harling calls out more colours: “Braun! ... Weiß! ... Rot! ... Gelb! ... Wunderbar! ... Die nächste Farbe ist rot!”
Pupils also do not need to know that, when adjectives are used as nouns (“black and white is grey”), they are not generally given capital letters or articles.
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NOTE: Some of the language used in the art lesson sequences is intended for "gisting". Pupils will be able to follow the gist of what happens from the pictures, and by listening out for the names of colours.
Art lesson - mixing colours Frau Harling: “So, Kinder, jetzt wollen wir rot und blau mischen. Was gibt das? Rot und blau? Sophie?” (Right, children, now we will mix red and blue. What does that make? Red and blue? Sophie?) Sophie: “Lila.”
From film 13: Parisch: “Grau!”
Frau Harling: “Super! Genau, richtig. Grau. Schwarz und weiß gibt grau.” (Super! Exactly right. Grey. Black and white makes grey.) Frau Harling: “Wer braucht noch weiß? Ihr auch?” (Who needs more white? You, too?)
From film 13: Frau Harling: “So, Kinder, jetzt wollen wir rot und blau mischen...”
Frau Harling: “Wunderbar! Rot und blau gibt lila.” (Wonderful! Red and blue is mauve.) Frau Harling: “Also, wir mischen rot und blau, um lila zu bekommen. Rot und blau.” (Right, we mix red and blue to get mauve.) The children mix red and blue paint. Frau Harling: “Wir nehmen rot und blau und das gibt Lila.” (We take red and blue and that gives mauve.) Frau Harling: “OK, nehmt einen sauberen Pinsel und mischt blau mit gelb. Blau und gelb, was gibt das? Ja?” (OK, take a clean brush and mix blue with yellow. Blue and yellow - what does that make? Yes?) Maxi: “Grün.” Frau Harling: “Super! Blau und gelb gibt grün.” (Super! Blue and yellow is green.) Frau Harling: “Jetzt wollen wir schwarz und weiß mischen. Was gibt das, Parisch?” (Now we're mixing black and white. What does that make? Parisch?) Parisch: “Grau!”
From film 13: Frau Harling: “Wer braucht noch weiß?”
SONG: Was ist deine Lieblingsfarbe? (What's your favourite colour?) The words and music can be found at the end of this chapter. Rot und blau ist lila. Blau und gelb ist grün. Rot und weiß ist rosa. Schwarz und weiß ist grau. Was ist deine Lieblingsfarbe? Was ist deine Lieblingsfarbe? Favourite colours - children say what their favourite colours are: “Meine Lieblingsfarbe ist blau.” “Meine Lieblingsfarbe ist gelb.” “Meine Lieblingsfarbe ist rot.” “Meine Lieblingsfarbe ist weiß.” The final child asks the viewer to name his/ her favourite colour: “Und was ist deine Lieblingsfarbe?”
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KEY SOUNDS -11
DVD MARKERS
Listen and enjoy copying these typical sounds: where have you heard them before?
1. Naming colours - introducing new words 2. PE game - language in context 3. Art lesson - language in context 4. Song - reinforcing new words 5. My favourite colour is… 6. Written words Use the skip key on your remote control
“ ” as in weiß, schwarz Heard before in:
Schwester, Wetter
“ ” as in schwarz Heard before in:
“
zehn, zwanzig
” as in blau, grau Frau, auf Wiedersehen
Heard before in:
" "as in Heard before in:
schwarz Schwester, schön
(Listen to the native speakers - try to copy their typically German sounds. )
From film 13: “Meine Lieblingsfarbe ist weiß.”
CD Track 37
Planning your lessons
3. Get used to the sounds ...
Plan activities to familiarise pupils with the names of 11 common colours in German. We suggest games that involve children responding when they hear colours, and also saying them in contexts where they do not need to worry about endings. Rather than learn so many new words at once, children may find it easier if you focus first on the primary colours + black and white, and introduce the others later.
❑ Echoing: Show “blobs” of each colour on the OHP or whiteboard, make large flashcards, or use sheets of coloured paper. Say the name of the colour as you show it. Pupils echo the word, associating its sound with the colour itself. Pay particular attention to the words highlighted in the “key sounds” box above. ❑ Play “listen to the sounds” again You call out a series of words from this and previous chapters; children make agreed gestures when they hear a “key sound” (see Chapter 1.2).
Activities 1. Warm up ...... You could open the lesson by tossing a soft furry toy to a child, and asking them to respond to a question - in German - from previous sections. S/he throws it to another, and asks them a question, and so on. Vary the questions to keep up the pace.
4. Respond with understanding ❑ Give each pupil a flashcard representing a colour. When you call out “rot”, for example, all the pupils with red cards hold them up for everyone else to see, and so on. ❑ Play “jump to the colour” Divide the class into two teams. Each team has the same number of coloured cards.
2. Watch film 13 ❑ Watch film 13: “Die Farben”; stop before the written words are shown. 124
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Die Farben the card. This game helps pupils to remember the names of the colours without a visual prompt. ❑ Play “swap colours” Pupils arrange their chairs in a circle. Give everybody a coloured flashcard, making sure that there are several children holding each colour. When you call out “grün”, for example, the pupils with green cards swap places.
When you call out the name of a colour, the pupils holding that particular card try to be the first to jump up and call out the name of the colour. ❑ Play “run to the colour” You need plenty of space to play this game. When you call out “gelb”, for example, pupils run to touch something yellow, and so on. If the environment you are working in is not very colourful, you could attach coloured flashcards to different parts of the room.
As they do so, you run for an empty chair. The pupil left without a chair becomes the caller. ❑ Play “colour lotto” Before the game starts, each pupil draws a grid as they would for “noughts and crosses”. S/he fills the grid with coloured blobs without repeating any. You call out different colours in German and they cross them off their grids. The first pupil to have crossed off all his or her colours calls out “Ja!”
❑ Play “tray of objects” If you do not have space for running around, you could instead prepare a tray of assorted objects of different colours, and show it to a group or the whole class. Hold up an object and ask, “Welche Farbe?” which colour? As a variation, ask children to pick objects of a particular colour, by saying: “rot?” and so on demonstrating with a mime to start with.
❑ Play “hide the colour” 1 This game works best if you use the OHP. Alternatively, you could attach flashcards to the board and ask pupils to shut their eyes when you remove a card. Place coloured transparencies on the OHP so that three or four colours can be seen at the same time. Point to the different colours and ask the class to name them. Now remove one of the colours. Point to the colours again. The class calls out the names of the colours including the “missing” colour. See how much of the sequence the class remembers as each visual prompt disappears. Repeat the activity with different combinations of colours.
❑ Play “which colour?” Put the coloured flashcards face down on a table or conceal them in a bag. Ask a confident pupil to select a card. To check s/he knows the German name of the chosen colour, ask her/him to whisper it to you. Make sure the rest of the class cannot see which colour has been chosen - they have to guess the colour on the card. When they guess wrongly, the pupil says “Nein!”; when they guess the right colour s/he says “Ja!” and shows them 125
E a r l y S t a r t G e r m a n Pa c k 1 PLAYING GAMES: “Happy Families”
5. Introduce the written word When pupils are familiar with the sounds of the words, you could show film 13 again especially the end part - to help them associate the written words with the sounds.
EXTRA WORDS AND PHRASES “Ist die Mutter von Familie Rot da?” Is the mother of the Red family there? “Ja, die Mutter von Familie Rot ist da!” Yes, the Red family mother is here.
❑ Attach the coloured flashcards to the wall and set out word-cards on a table. Point to a colour, and ask a pupil to select the appropriate word, say it, and attach the two cards together.
“Nein, der Vater von Familie Blau ist nicht da!” - No, the Blue family father is not here.
❑ To make this into a game, give some pupils word-cards and others the colour-cards. When you call out a colour, pupils run to find their partner.
CD Track 37
❑ Play “hide the colour” 2 Place the coloured transparencies on the OHP. Pupils name the colours they can see. This time, when you remove a colour, rearrange the order in which the remaining colours are displayed on the OHP. The class has to say which colour has disappeared.
Give each pupil a copy of the two activity sheets. Ask them to colour the circles correctly; then cut along the dotted lines to make 2 sets of cards: the words and the colours. ❑ Play word-picture “snap” Pupils work in pairs. Shuffle the two sets of cards. One player turns up the word cards, the other the coloured circles. If a word and circle match, the first player to call out the name of the colour collects the cards.
❑ Work in groups: play “Happy Families” Give each group 11 copies of the family activity sheets from Ch 1.11, “Meine Familie” (omit the family card, also Oma and Opa if you wish). Pupils colour each family set in a different colour, using 11 colours they know in German. Play the game in groups of 3+. One player shuffles and deals out all the cards. The object of the game is to collect the most sets of families. Player 1 (to the left of the dealer) starts, and chooses ANY other player to ask (in German) for a card they need to make up a set, e.g.: “Ist der Vater von Familie Blau da?”. If player 2 has the card, they say, “Ja, der Vater von Familie Blau ist da!”, and have to give it to player 1. Any complete set is put on the table. If player 2 doesn’t have the person requested, player 1 says, “Nein, der Vater von Familie Blau ist nicht da!”. The next player to the left then has a turn at asking for a card. When the cards run out, the player with most sets wins!
Watch film 13 again ❑ Watch film 13: “Die Farben” again for reinforcement. Encourage pupils to echo the colours as they hear them pronounced.
CROSS CURRICULAR ACTIVITIES ❑ Classroom routines: Whenever you use paints or crayons, ask pupils to name the colours in German. ❑ Art/ Science - Colour Theory: Experiment with mixing paints, as shown in the film, using German names for colours. ❑ PE - team activity: Divide pupils into teams. Place a selection of coloured items such as beanbags, hoops or quoits some distance away. When you call out a colour, the person at the front of each line runs to collect an item of the appropriate colour. The aim is to be the first back to the team.
❑ “Noughts and crosses” working in pairs: Each pair draws a grid and puts a coloured “blob” in each square. When they choose a square, they must say the name of the colour before marking it with an “O” or “X”. 126
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❑ PE: Play “Traffic lights” You can play a German version of the well known game “traffic lights”. Agree a range of instructions before starting the game. For example, when you call: ■ “grün”, pupils run round the hall or playground; ■ when you call “orange” they form a “humped back bridge” with both hands and feet on the ground; ■ “rot” they stop absolutely still and anyone who wobbles is “out”. Last child remaining “in” wins. ❑ PE: play colours and numbers Divide the class into four teams. Each team is identified by a colour. Attach number cards to the apparatus as described above. Call out combinations of numbers and colours e.g. “blau und rot - 22”. Pupils in the blue and red teams run to try and be first to touch number card 22.
The cover of this book is a picture Klee made in 1921 entitled: “Where Eggs come from ...and the Juicy Joint". He drew it to cheer up a sick young girl, the daughter of musician friends. He has labelled the egg: “Ei”, and the pig: “guten Braten” (good roasts).
Talking point
Buy this book on www.earlystart.co.uk
Paul Klee and painting animals
He often drew a pencil sketch on paper first, then painted the shapes he wanted in watercolour, using big wet brushes and just a small range of colours. Finally, he brought it to life with a few lines either drawn in pen and ink, or traced in a way that transferred black oil-paint onto the sheet. ■ Ask children to find out more about Paul Klee, and to paint an animal or bird using his style and technique. See www.earlystart.co.uk for some useful starting points, and for how to buy the book.
Paul Klee often made pictures of birds and animals to amuse children. Born in 1879, he grew up in Berne, in German-speaking Switzerland. After leaving school, he moved to Munich to study painting. He continued as a spare-time artist whilst serving as a soldier in the First World War. Afterwards he taught art at the famous Bauhaus, but the Nazis had him and other modern artists sacked in 1933. Klee moved back to Switzerland and died in 1940.
SONG: Die Farben
C Rot und blau ist
D
li
- la.
G
Schwarz und weiß ist grau.
Dm G
C
Blau und gelb ist
Dm G
grün.
Rot und weiß ist
G Was
C ro
-
C ist
dei
-
ne
Lieb
-
lings
- far - be?
CD Tracks: 15-song 16-karaoke 127
sa.
Die Farben
Ich heiße.........................
blau weiß rot schwarz
gelb grün This page may be photocopied for classroom use
© 2005 Early Start Languages
Die Farben
Ich heiĂ&#x;e.........................
orange rosa grau braun lila This page may be photocopied for classroom use
Š 2005 Early Start Languages