E a r l y S t a r t G e r m a n Pa c k 1
14. Hast du ein Haustier? Have you got a pet? This section adds the interesting topic of ‘pet animals’ to children's repertoire of German words and phrases. They hear children in the film use familiar structures: “Hast du ...?” and “Ich habe ...” when saying what pet they have, and “Mein Lieblingstier ist ...” to identify their favourite. Pupil will hear a lot more German nouns, and learn more about how they are used. Some children may want to extend their vocabulary further, if they have other pets, or want to talk about zoo-animals - see “talking points”. This is an opportunity to develop their dictionary skills - or you could just tell them the German words for other animals, on request. Some pupils may want to talk about animals-in-plural, extending what they already know about plural nouns from “brothers and sisters” in Ch.1.11.
DVD / VIDEO: Film 14 The names of different animals der Hund, der Hamster, der Fisch, der Vogel, die Katze, die Maus, das Meerschweinchen, das Kaninchen. Children saying what pets they have Ich habe einen Hund. Ich habe ein Kaninchen. Ich habe einen Hamster. Ich habe einen Vogel. Ich habe eine Katze. Ich habe einen Fisch. Ich habe ein Meerschweinchen. Ich habe eine Maus. The sequence ends with a woman carrying her dog in her back-pack. She says: “Ich habe einen Hund, Daisy.” Question and answer sequence: children reply to the question “Hast du ein Haustier?” "Deneva, hast du ein Haustier?” - “Ja, eine Maus.” "Thomas, hast du ein Haustier?” -“Ja, eine Katze, Oskar.” “Christina, hast du ein Haustier?” - “Ja, ich habe ein Kaninchen, Flecki." "Und Rebekka, hast du ein Haustier?” - “Nein, ich habe kein Haustier.” Children introducing their pets by name Rebekka and Christina are sitting together on the swing with Christina's rabbit, Flecki: Rebekka: “Ich bin Rebekka, das ist Christina, und das ist Flecki.” (I'm Rebekka, that's Christina, and that's Flecki).
NEW WORDS AND PHRASES
- dog - fish - bird - hamster - cat - mouse - rabbit das Meerschweinchen - guinea pig der Hund der Fisch der Vogel der Hamster die Katze die Maus das Kaninchen
hast du ein Haustier? have you got a pet? ich habe kein Haustier I haven't got a pet mein Lieblingstier ist...(ein Hund) my favourite animal is...(a dog) From film 14: “...und das ist Flecki.”
CD Track 38 130
1.14 Hast du ein Haustier? DVD MARKERS
M
1. Names of pet animals - introducing new words
2. Saying what pets you have - language in context
3. Question & answer - language in context 4. Pets’ names - reinforcing new words 5. Favourite pets - introducing a new structure & reinforcing new words
6. Written words Use the skip key on your remote control
From film 14: “Das ist mein Hund, Ronja.”
More children introduce their pets by showing pictures they have drawn: ”Das ist mein Hund, Ronja.” “Das ist mein Fisch, Franz.” “Das ist meine Katze, Lisa.” “Das ist mein Kaninchen, Hoppi.” The sequence finishes with the question, a girl introducing her dog, Benni: “Das ist mein Hund, Benni.”
This is an opportunity to introduce pupils to the use of a bilingual dictionary, and to discuss strategies for learning new words and working out how to pronounce them. When the nouns are familiar, plan activities like a class survey. Children already know the structure “Ich habe ...” from Ch.1.11, “Meine Familie”.
KEY SOUNDS Listen and enjoy copying these typical sounds: where have you heard them before?
“ ” as in Hund Heard before in:
guten Abend!
“ ” as in Vogel and Fi sch vier
Heard before in:
“ ” as in Katze
From film 14: “Das ist mein Hund, Benni.”
Favourite animals - Children say what their favourite animals are: ”Mein Lieblingstier ist ein Fisch.” “Mein Lieblingstier ist ein Hamster.” “Mein Lieblingstier ist ein Hund.” “Mein Lieblingstier ist ein Vogel.” “Mein Lieblingstier ist eine Katze.” “Mein Lieblingstier ist eine Maus.” “Mein Lieblingstier ist ein Meerschweinchen.” “Mein Lieblingstier ist ein Kaninchen.”
Heard before in:
zwei
[Sounds like: pants in English]
" " as in Fi sch and
Meerschweinchen Heard before in: Schwester, schlecht [Sounds like: fish in English]
“
”as in Maus blau, Frau
Planning your lessons
Heard before in:
As usual, pupils first need the chance to become familiar with hearing and saying this section’s new nouns for pet animals. Children may want to learn extra nouns to be able to talk about their own animals.
“ ”as in Kaninchen and
[Sounds like: house in English]
Meerschweinchen Heard before in: ich, and nicht so gut CD Track 38 131
E a r l y S t a r t G e r m a n Pa c k 1 If you say the correct name, pupils echo the words; if you say an animal which is not the one shown on the picture, pupils remain silent.
Activities 1. Warm up Before watching film 14, use flashcards from Ch.1.11 “Die Familie”, to remind pupils of “Das ist...” and “Ich habe...”. You could talk briefly with pupils about their own pets, and other zoo-, farm- and workinganimals they know.
❑ Play “find the pet” If you are working in the hall or an area with plenty of space, divide the class into three or four teams. Place a set of animal pictures on a flat surface in front of each team. Call out the name of an animal, e.g. “eine Maus”. The person at the front of each team runs to try and be the first to find the picture of the mouse and bring it to you. The pictures are then replaced and the game continues. When a child has had a turn, s/he rejoins their team at the back of the line.
2. Watch Film 14 ❑ Watch film 14: “Hast du ein Haustier?” and stop before the written words.
3. Get used to the sounds ❑ Echoing: show pictures from the activity sheets one at a time, either as flashcards or displayed on the OHP / whiteboard. Say the word for each animal as you show the picture, e.g. “der Hund”, “die Katze”... The pupils echo the words. Pay particular attention to words in the “key sounds” box. Switch between “a” and “the” (“der Hund”, “eine Katze”...) so pupils get used to both.
❑ Give each pupil one animal picture from the activity sheet. Hold up a picture (e.g. the cat) so that everyone can see and say “Ich habe eine Katze”. You could mime stroking the cat. Move around the class asking different pupils if they have a pet, “Hast du ein Haustier?” Pupils respond according to the picture they hold, e.g. if it is a rabbit: “Ja, ich habe ein Kaninchen”.
REMINDER: where it is: der / die / das, use: ein / eine / ein .
❑ Give some children an animal card and leave others without. Ask individual children, “Hast du ein Haustier?” Pupils who do hold a card say which animal they have, e.g. “Ja, ich habe eine Katze”. Those who do not say “Nein, ich habe kein Haustier”.
❑ Play “listen to the sounds” again Tell the class a “key sound”, then call out a series of words; children make an agreed gesture when they hear a word that contains the sound (see Chapter 1.2).
❑ Play “what's missing?” Show the animal pictures on the OHP/ whiteboard, or pin enlarged photocopies to the wall. Show all the pictures at the same time. Name each of the animals as you point to them. Pupils echo the words. Now cover up one of the pictures. Pupils have to say which animal is missing. When the missing pet has been identified, reveal the picture and say the name of the animal. Repeat this activity by “hiding” a different animal.
4. Respond with understanding ❑ Flashcards: make several enlarged copies of the activity sheet and cut out the animals. Give one picture to each pupil. When you call out the name of an animal, e.g. “der Hund”, the pupils with dog pictures hold them up. When you say: “Ich habe kein Haustier”, nobody holds up a picture. Vary the pace at which you call out the animals and repeat the same ones several times in a row to try and catch pupils out. Ask them to swap pictures every so often.
❑ Working in pairs: play “snap” Each pupil cuts out a set of cards from copies of the animals activity sheets. They can colour them in.
❑ Play “true or false” Hold up the flashcards one by one (or display them on the OHP) saying the name of an animal as you show each picture, e.g. “der Hamster”. 132
1.14 Hast du ein Haustier? 5. Recognising the written word Watch film 14 all the way through, including the last section showing the written words. Pupils will be familiar with hearing and saying the new words, and now be ready to build up connections between the written word and pronunciation. You can discuss strategies for remembering words and their correct gender. You can also introduce pupils to using a simple bilingual dictionary, and talk about how to work out pronouncing new German words they find when reading.
In pairs, pupils use a minimum of two sets to play ”snap”. When two matching animals appear, the pupil who first names the animal correctly in German collects the pile..
❑ Show film 14: “Hast du ein Haustier?” again for reinforcement. Encourage pupils to echo the names of the animals.
❑ Talking about pets and families Many of the activities described above can be used to give pupils practice talking about their families as well as their pets.
❑ Make word flashcards to accompany the animal pictures. Attach the pictures to the wall and set out the word-cards on the table. Ask a pupil to select the appropriate word-card as you point to an animal and say its name. The pupil then attaches the word to the correct picture.
❑ Working in pairs: play “two of a kind” Two pupils mix and shuffle at least two sets of animal picture-cards, and arrange them face down on a flat surface.
❑ Play “word-picture match” Give some pupils word-cards and others animal pictures. When you call out an animal, pupils run to find their partner. Ask the children to swap cards every so often. ❑ Play “two of a kind” as word-picture match. ❑ Play “look-it-up” in pairs: ask each child to find the German word for another pet animal, using a suitable bilingual dictionary. Ask them to say the word to you, to check the pronunciation. The child then says the word to their partner, who uses the dictionary again to find the equivalent in your own language.
Player 1 picks a card, turns it over, and says the animal in German. They turn another card: if it is the same animal and they name it correctly, they keep the cards and have another go. If it is a different animal, they say its name and turn both pictures face down again. Player 2 now has a turn. Players aim to remember the positions of the animals, and to name them correctly.
❑ Make your own dictionary: each child makes a booklet with 26 pages labelled A - Z, and writes down all the German words they know, with suitable illustrations.
Inter-cultural understanding When everyone is familiar with the names of the different animals, you can talk with them about the kinds of animals German children keep; also dog licences, farm animals and zoos. See this chapter's “talking points”.
CROSS CURRICULAR ACTIVITIES ❑ Art and design: Pupils can draw pictures of their pets, and introduce them by name, as some of the German children do on the film. 133
E a r l y S t a r t G e r m a n Pa c k 1 ❑ Numeracy: “What pets have I got?” Place combinations of animal pictures face down on a flat surface in front of you. Pupils have to guess which pets you have, e.g. “zwei Hunde, eine Katze und drei Mäuse”. Reveal the pictures when someone guesses the correct combination. If your pupils are confident, the person who has guessed correctly can choose the next combination.
If pupils want words for pets that are not on the film, the teacher could supply them from the list in “extra words and phrases”, or children could use a bilingual dictionary. Suggest children use the “key sounds” to help them work how to pronounce words they have looked up: make it a class talking point. ❑ ICT: Pupils can word process labels for their pictures, e.g. “Ich habe eine Katze, Blackie.”
❑ Numeracy: “What shall I draw?” Ask children to tell you what animals to draw on the board or OHP. Then count up the numbers of cats, mice, etc. ❑ Maths: play “imaginary menageries” Ask pupils to draw the menageries they would like to have. Ask them to say what is on their pictures, e.g. “acht Vögel und fünf Kaninchen”. ❑ ICT/ Data handling -Do a class survey: Each pupil conducts a survey, asking others: “Hast du ein Haustier?”. They use software to create a graph of the results, and label it in German: Kinder and ein Hund, ein Vogel, etc.
❑ ICT and Literacy: Reading a Story Read the class a simple picture storybook in German about animals, like “Puppy finds a Friend”.* This is an opportunity for children to follow a slightly more extended text, whilst hearing the sounds of the German words.
❑ Art and design: Pupils can make simple animal puppets from socks, to add to their collection of German-speaking characters. ❑ Numeracy: play “Dot-to-dot” Give each pupil a copy of the "dot-to-dot" activity sheet. You call out the numbers 1 to 31 in order. Occasionally you call a number out of sequence. Any pupil who joins to the next dot is then “out”. Last pupil ”in”, or first to reach the last number and name the animal in German, wins.
* A screen from the CD-ROM story: “Puppy finds a friend” with German and English texts - see www.earlystart.co.uk.
They can pick out words that they know already, and make sensible guesses about others from the context, the pictures, and the storyteller’s tone of voice. They can work out the gist of the story - the general meaning, rather than a precise translation. Children will enjoy hearing a story several times. They can join in by: echoing; predicting repetitive phrases; making appropriate animal noises; finding and naming particular things in the pictures.
❑ Numeracy: “count the animals” Pupils can revise numbers whilst talking about their pets: see “how German works 3” for more about plurals. Place a selection of animal pictures face up on the table. Ask individual pupils to pick out the combinations of animals you ask for, e.g. “drei Katzen und zwei Hunde”. 134
1.14 Hast du ein Haustier? ❑ ICT and Literacy: Storytelling a multimedia project Pupils can show the whole class the German they know in a simple animated animal story with dialogue and sound effects, using multimedia software like Story-Maker.
Inter-cultural understanding If you have an exchange school, pupils could swap information about the pets they have by post or e-mail. They could include drawings and photographs, data about types of animal, names of their pets, copies of surveys or graphs.
EXTRA WORDS AND PHRASES 1
das Pferd die Schildkröte die Schlange die Spinne
-
horse tortoise snake spider
CD Track 38
Pupils can make an animated talking story on a computer.
HOW GERMAN WORKS: More about PLURALS: Saying that you have two dogs ... Children can already handle some aspects of plural nouns from talking about brothers and sisters in Ch.1.11, “Meine Familie”. Familiar structures can be applied to talking about pets, such as “ich habe ...” and “das ist ...”. The list below confirms that learners-of-German should remember for each noun: how its plural is made, and whether it is der, die or das. ■ Many nouns follow the pattern of “Schwester > Schwestern” (like “ox > oxen”, “child > children”). English
One
■ Some change a vowel sound, like “Bruder > Brüder” (or “mouse > mice” in English). ■ Others do not change (like “deer”, “sheep”) Pupils can see echoes of some English plurals, relics of their Anglo-Saxon Germanic origins. NOTE: the plural noun’s ending stays the same whether it is subject or object in the sentence. ❑ Ask pupils to group the nouns they know, by how their plural is made. How many types can they find?
Two+
ASKING THE QUESTION was ist das? - das ist ...
Hund Fisch Vogel Hamster Katze Maus Kaninchen
Hunde Fische Vögel Hamster Katzen Mäuse Kaninchen
what's this? - it is ... hast du ein Haustier? ja, ich habe ...
have you got a pet? yes, I have ... CD Track 38
○
○
“Ich habe eine Katze.” Meerschweinchen Meerschweinchen “Ich habe einen Hund.” Pferd Pferde “Ich habe zwei Katzen.” Schildkröte Schildkröten “Ich habe zwei Hunde.” Schlange Schlangen Hear these pronounced on the Spinne Spinnen ○
dog fish bird hamster cat mouse rabbit guinea pig horse tortoise snake spider -
Audio CD for teachers.
CD Track 38 135
E a r l y S t a r t G e r m a n Pa c k 1 Hospitals treating the soldiers found that dogs - especially Alsatians - could be trained to make reliable trustworthy guides. In 1916 they set up large schools to train hundreds of dogs at a time - the first in the world. There was no comparable help for British, French and American soldiers. 10 years later, an American lady brought a German guide-dog back to the USA for a blind friend after reading a magazine article about them. The idea spread to Britain in the 1930s. ■ As a class, you could explore what it might be like to lose the key sense of sight. You may know a local blind person with a dog, or people who raise funds for Guide Dogs for the Blind who would be willing to bring a dog into your school to show children. ■ Children could find pictures of dog breeds with German names, and make a display. ■ Find out more following the links on the website, www.earlystart.co.uk.
Talking point 1 Everyday life in Germany: German dogs 11 million German households keep pets: more than 20 million cats, dogs, guinea pigs, rabbits, mice and birds, not counting fish and reptiles. Cats and dogs are the most popular pets: Austrians keep twice as many cats as dogs; German families have kept dogs for centuries, but are now very strict with owners.
Dog licences in Germany Germany now has some of the world’s strictest controls over keeping dogs, which may be a health-hazard when they foul public places, and a danger if they stray, worry livestock, or attack children. In Britain, dog licences were abolished in 1987, when they cost just 37.5p - and only 50% of dogs had one. In Germany, if you want to keep a dog, you need to buy a licence from the local Town Hall. The rules and the cost are set locally, and it is quite expensive: 70 - 100 euros a year for the first dog, and double for a second (1 euro=about 60-70p). Your dog must always wear the metal licence tag on its collar. You are expected to train your dog, keep it on a lead in town, and clean up after it if it makes a mess in the street. Some cafes and restaurants have a hitching post where owners must leave their dog tied up outside.
From film 14: “der Hund.”
German dog breeds Dog breeders produced breeds suited to particular purposes: working dogs for hunting and herding sheep and cattle; as pets, and more recently for show. Here are some German dogs that are famous worldwide: Alsatian - used to herd sheep, as police- and guard-dogs, and as guide-dogs for the blind (known in USA as a “German Shepherd Dog”). Dachshund - bred as a “badger hound”, which is what the name means in German. Doberman Pinscher - bred as police- and guard- dogs Schnauzer - a medieval breed used as farm dogs to catch rats, and as “hearing ear dogs” for deaf people.
Dangerous dogs As in other countries, there are stricter controls for about 40 breeds thought to be “aggressive”, like Staffordshire Bull Terriers and Rottweilers. These have to wear a muzzle in public and be controlled by someone over 18. If your dog is over 40 cm high or 20 kg weight, you may need a “dog-handling skills certificate” from a vet.
Guide dogs for the blind German doctors invented the world’s first practical scheme for training guide dogs for the blind in the First World War. Many soldiers were blinded by wounds received fighting in the trenches, from shelling and poison gas. 136
1.14 Hast du ein Haustier? ■ Discuss with the class whether expensive dog licences are a good idea. ■ Should people be allowed to keep as many dogs as they like? ■ What problems are there with keeping dogs, especially in cities? ■ Find out more following the links on the website, www.earlystart.co.uk.
conditions that the animals are happy to breed in captivity. They refuse to accept rare animals that have been captured from the wild. But zoos are still controversial. Some people believe that wild animals can only be happy in their natural environment. ■ Discuss with the class whether zoos are a good idea. Who has been to a zoo? Did the animals look happy? What do they do all day? ■ You could tell children about the film “Planet of the Apes”, in which apes ruled the world and kept humans in zoos. How would THEY feel being on show in a zoo? ■ Discuss dancing bears with the class. Would they like to see one? Was it cruel? Should it be allowed? ■ Find out more about German zoos and bears on the website, www.earlystart.co.uk. ■ Read the class a simple picture story in German about zoo animals, like “I want my banana”.*
Talking point 2 Everyday life in Germany: German zoos This is a good topic if you want to extend the topic of animals and for children learn more animal names in German.
How zoos started Centuries ago, the wild animals of far-away continents like Africa were strange and fascinating because few people in Europe had ever seen them. Early explorers brought back live examples to amuse the Kings who often paid for their trips. They were kept in poor conditions locked away in castles and palaces, and generally did not live long. The world's oldest public zoo still open is in Vienna - the Schönbrun Zoo. Berlin Zoo is the 3rd oldest; it was started in 1844 by the King of Prussia - a kingdom in the eastern part of Germany. Wild bears captured in the forests of Germany were also kept in zoos and in animal circuses.
* A screen from the CD-ROM story: “I want my banana” with German and English texts - see www.earlystart.co.uk.
■ Children could do another class survey to find out their classmates’ favourite animals.
Animal welfare and conservation EXTRA WORDS AND PHRASES 2
In those days, animals were kept in cages with iron bars. Some animals were “trained” to do tricks: dancing bears were very popular, but that is now considered cruel. In 1907, a German animal collector developed the idea of “zoos without cages”, where moats and hidden fences kept animals within their own area. They tried to make each compound like the habitat the animal knew in the wild; and studied what each should eat. Today, German zoos lead the world in scientific care of their animals. They try to preserve endangered species by providing such good
der Affe der Bär die Hyäne der Elefant die Giraffe die Python der Papagei der Tiger
- ape/monkey - bear - hyena - elephant - giraffe - python - parrot - tiger
CD Track 38 137
Ich heiße
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© 2005 Early Start Languages
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This page may be photocopied for classroom use.
© 2005 Early Start Languages
Ich heiße
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This page may be photocopied for classroom use.
© 2005 Early Start Languages