Chapter 1 - klett

1a Look at the picture with
your sts. and ask where the
people are. Then play the
dialogs on the CD. ➔ see TIPP
on p. 97
&
We will learn:
how to say hello and goodbye | introducing yourself and others | spelling | numbers from 0 to 20
W-questions and answers: wer and wie? | verb forms: sein and heißen
=Vaad!^X]]Z^›Z°
1b Play the dialogs several
times to familiarize sts. with the
sounds of the new language
while they read along quietly.
Then have sts. read with a
partner. Distribute roles among
the class and have sts. read the
dialog out loud. Correct the
pronunciation if necessary.
➔ see TIPP on p. 19
At this time, individual sentences
should not be analyzed for their
grammar points yet. At this early
stage, sts. should learn phrases
and short sentences as a whole.
1 Hallo! Guten Tag.
a Listen to the dialogs.
1.02
b Listen again and read along.
Hallo Lukas!
Guten Tag,
Herr Schulze. Mein Name
ist Ina Huber.
Ich heiße Martin.
Hallo!
Ich bin Nora.
Wer bist du?
Hallo Alex!
2a Sts. listen to the entire text
and speak along. Then they
close the books and try to list
the names they heard. Discuss,
if it is clear whether the names
are girls’ or boys’ names. You
might want to explain that many
female first names end in -a.
2b Ask the sts. if they know
any more German first names,
collect those on the board, and
sort according to male and
female names. Ask them to think
of well-known German, Austrian
and Swiss personalities (e.g.
Michael Schumacher, Wolfgang
Amadeus Mozart, Heinrich
Heine, Albert Einstein, Martin
Luther, Jakob und Wilhelm
Grimm, Lukas Podolski, Michael
Ballack). To aid the sts., write
categories like Sportler, Schau­
spieler, Wissenschaftler, etc.
(athlete, actor, scientist) either in
German or English on the board.
Use those of your sts.’ names
which have German equivalents
and are pronounced differently
(George/Georg, Peter/Peter,
Susan/Susanne, John/Johann(es)).
Discuss the differences with sts.
to make clear the differences
between the German spelling
and the original, have the sts.
write the German equivalent of
their names on the board themselves. Point out that it is perfectly normal to make mistakes
at this stage. ➔ see TIPP on
p. 19
➔ MP2 in class
3a-b This activity introduces
the regular conjugation in the
singular. Play the listening text
14
vierzehn
Guten Tag, Frau Huber!
Herzlich willkommen!
Ich bin Julia.
Und du?
Wie heißt du?
2 Vornamen
a Listen and repeat the first names.
1.03
b Do you know more German names?
Make a list on the board.
8
Nora, Julia, Ina …
Lukas, Alex, Martin …
acht
47421_008_013_kap01*.indd 8
and begin with the chain
exercise. With the continued
repetition in class the sts. will
remember the sentences.
➔ see TIPP on p. 19
3c The sts. learn to introduce
another person. Play the dialog
and afterwards, together with
two sts. read it out loud to the
class. Separate the class into
groups of three (➔ see TIPP
on p. 31). The groups read the
dialog several times and switch
roles. Have some groups act
out the dialog for the class
(➔ see TIPP on p. 79). The
sts. replace the names from
the dialog with their own
names. Make sure that sts.
22.06.2010 13:17:06 Uhr
say the endings -e and -t of
heißen correctly. Reference the
grammar box.
&
3 Ich heiße Nora. Wie heißt du?
a Listen to the dialog and read along.
1.04
# Hallo! Ich heiße Nora. Wie heißt du?
> Ich heiße Julia.
b Ask around in class and answer.
Ich heiße …
Wie heißt du?
Ich heiße …
Hallo! Ich heiße Dora.
c Listen and practice it with two others.
1.05
Ich heiße Alex. Und das ist mein Freund. Er heißt Lukas.
3 Hallo! Ich bin Martin. Entschuldigung, wie heißt du?
Lukas!
heißen
Ich
heiße ...
Wie heißt du?
Er
heißt ...
4 Wie ist dein Name?
Listen and read along.
1.06
# Mein Name ist Ina Huber.
Ich bin die Deutschlehrerin.
Wie ist dein Name, bitte?
> Ich heiße Lukas.
# Und wie ist dein Familienname?
> Löscher.
4 Play the listening text and
explain the difference between
first names and last names by
using a few sts.’ names as examples. Have the sts. read the
dialog with a partner. One st.
takes over the role as the
teacher and sits at the teacher’s
desk. One by one, all sts. come
up to the desk. The “teacher”
asks each for his or her name
(family and first name) and writes
them down. The “teacher” can
be exchanged part way through
the activity. Finally, the list of
names is hung up on the wall.
ALTERNATIVE: This version is
suited for sts. who don’t know
each other (well) yet. Instead of
writing the names on a list, the
“teacher” can write down the
names on index cards. Then he
or she shuffles the cards and
gives each st. one. Now each st.
has to find the st. to whom the
name belongs.
5a Sein is introduced first in
the singular. Play the listening
text as often as necessary and
have sts. practice the dialog with
a partner. Refer to the grammar
box.
5 Ich bin Alex. Wer bist du?
a Listen to the dialog and read along.
1.07
# Ich bin Alex. Wer bist du?
> Ich bin Julia. Und das ist Hanna. Sie ist meine Freundin.
b Fill in the blanks and write out the whole dialog.
Ich ... Nora. Wer ... du?
3 Ich ... Hanna. Und das ... Alex. Er ... mein Freund.
sein
Ich
bin
…
Wer bist du?
Er
ist
…
Sie
ist
…
6 Dialoge in der Klasse
Write dialogs with a partner. Act them out for the class.
Hallo!ÊUÊGuten Tag!ÊUÊIch bin …ÊUÊIch heiße …ÊUÊMein Name ist …
Wer bist du?ÊUÊEntschuldigung, wie heißt du?
Wie ist dein Vorname/Familienname?ÊUÊDas ist …ÊUÊEr ist … / Sie ist …
neun
9
5b The sts. write the dialog
down. In groups of two fill in the
verbs and practice the dialog.
Afterwards, several groups act
out the dialog for the class. The
books should be closed. Correct
mistakes and pronunciation as
needed. ➔ see TIPP on p. 19
Answer: Ich bin Nora. Wer bist
du? Ich bin Hanna. Und das ist
Alex. Er ist mein Freund.
6 In this exercise, sts. use
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22.06.2010 13:17:09 Uhr
everything they have learned so
far. The sts. read the expressions
in the box and then write down
their own dialog in pairs. They
may need some help and pointers. Then sts. can act out their
dialog for the class.
➔ MP6 in class
fünfzehn
15
7a Play the dialog. The sts.
choose the matching picture.
Sts. listen for a second time
before you verify the correct
answer.
Answer: Bild B
&
7 Wie bitte?
a Listen to the dialog. Which picture matches: A or B?
1.08
A
B
7b Have the sts. read in
groups of two. Then have the
dialog read out loud several
times and correct pronuncia­tion.
➔ MP7 in class. Discuss with the
sts. why there is one answer
each that does not match.
b Read and practice the dialog with a partner.
8a-b Have sts. listen to the
alphabet twice and then repeat
in choral response. Afterwards,
practice the letters that are particularly difficult for the sts. You
may also want to have sts. say
the alphabet in a chain exercise.
One st. begins by saying A, the
next one B, then the next says
C, etc. Practice this in several
runs and begin with a different
st. each time. Ask sts. for the difference between the German
alphabet and the English alphabet. For useful phrases refer to
Dora’s advice. ➔ see TIPP on
p. 19
➔ MP8 in class. Point out the
useful phrases given in the
bubbles and encourage sts. to
use their newly acquired
German.
9a-b Clapping and singing
along makes memorizing letters
easier. You may also want to
have the sts. get up and rap
along. Play the rap several
times.
➔ MP9 in class or as homework
10 If the sts. don’t know each
other very well yet, you may
want to give out index cards
with the first names of the sts. or
use the cards from exercise 4.
11a Ask sts. to look at the
photo (➔ see TIPP on p. 97).
Ask for the name of the teacher
(Frau Huber), where the people
are, and what they do. Refer to
p. 8. Play the listening text once.
During the second listening, sts.
repeat in choral response. Have
sts. read out the numbers
several times and correct the
pronunciation. You may want to
have sts. read out the numbers
in a chain exercise. ➔ see TIPP
on p. 19
16
sechzehn
Paul:
Paul:
Paul:
Paul:
Aua!
Wer ist denn das?
Wie bitte? Wie heißt er?
Wie buchstabiert man das?
Pia:
Pia:
Pia:
Pia:
Entschuldigung!
Das ist Plato, mein Hund.
Plato.
P-L-A-T-O.
8 Das Alphabet
a Listen and repeat.
1.09
A B C D
E
F
G H
I
J
K L M N O P Q R
S
T U V W X Y
Z
a
e
f
g
i
j
k
s
t
z
b
c
d
h
Ä, ä
l
m
n
o
p
q
Ö, ö
r
ß
u
v
w
x
y
Ü, ü
b What about your alphabet? What’s different from the German?
The German Z is
pronounced “tsett”.
Aa Bbe Cce
9 Der ABC-Rap
Dde Ee eFf
a Listen and clap along.
1.10
b Listen and sing along.
10 Namen in der Klasse
Spell it and let the others guess.
J-U-L-I-…
10
Julia!
zehn
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11b To form (new) pairs, you
can prepare cards. Write the
number on one card and the
number written out in letters on
the other card. Sts. look for the
correct partner (➔ see TIPP on
p. 49). The pairs then practice
the numbers by alternately
counting out loud. More
advanced sts. can also try this
with closed books or by counting backwards. All sts. should
be able to count to 20 by the
end of this exercise. Practice
once more with the chain exercise from exercise 11a.
VARIATION: You could also
write the numbers on slips of
paper and randomly pick one to
hold up to the class. The sts.
22.06.2010 13:17:13 Uhr
call out the number. You can
reuse the number slips in the
following sessions to review
numbers.
➔ MP11b in class. Discuss the
mathematical signs. The sts.
read out the math exercises in
class. Dora helps with it.
&
11 Die Zahlen von 0 bis 20
a Listen and read the numbers.
1.11
0
1
2
3
4
5
6
7
8
9
zwei
eins
drei
null
eins
zwei
drei
vier
fünf
sechs
sieben
acht
neun
10
11
12
13
14
15
16
17
18
19
zehn
20 zwanzig
elf
zwölf
dreizehn
vierzehn
fünfzehn
sechzehn
siebzehn
achtzehn
neunzehn
b Practice with a partner.
Zwei! … Vier! …
Eins! … Drei! …
12 Fünf – drei – acht
Listen to the numbers. Draw a line from one number to the next. What do you see?
1.12
TM
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
6
7
8
9
10
6
7
8
9
10
6
7
8
9
10
11
12
13
14
15
11
12
13
14
15
11
12
13
14
15
16
17
18
19
20
16
17
18
19
20
16
17
18
19
20
13 Wie ist deine Telefonnummer?
a Listen to the dialog. Read it with a partner.
1.13
Pia:
Paul:
Pia:
Paul:
Pia:
Paul:
Pia:
Paul:
Pia:
Wie ist deine Telefonnummer?
0-1-7-2 …
0-1-7-3 …
Nein! 0-1-7-2!
… 7-2 …
Und dann 4-5-8-4-3-5-9-2.
… 4-5-8-4-3-5-9-2.
Ja, genau!
Ich rufe an. Tschüs!
14 Wie alt bist du?
a Listen to the dialog. Read the dialog with a partner.
Pia: Wie alt bist du, Paul?
Pia: Ich bin 13 Jahre alt.
Paul: Ich bin 14. Und du?
b Practice the dialog with a partner. Then act it out for the class.
elf
47421_008_013_kap01*.indd 11
13a Sts. look at the picture.
Ask them who the people are,
what they are holding in their
hands, and what they are doing.
Play the dialog once. The sts.
read the dialog with a partner.
Then a few pairs read it out
loud. Watch for pronunciation.
➔ see TIPP on p. 19
13b Sts. dictate their own
b Practice with a partner: Exchange telephone numbers in German. Speaking only!
1.14
12 Make a copy of the ➔ re­producible page for exercise
12, cut it in strips, and hand one
of the strips to each st.. Also
make a copy for the OHP. It is
recommended that the sts. use a
pencil. The sts. hear numbers,
which they should connect with
each other in the box. Demonstrate the first two to three steps
on the OHP. One st. combines
the numbers on the OHP sheet.
The projector is turned off. Play
the first listening text several
times if necessary. Compare with
the OHP sheet, before you go
on to play the next text.
Answer: 1 Haus; 2 eins; 3 vier
11
22.06.2010 13:17:16 Uhr
telephone number to their
partner. For some assistance,
sts. may want to have a look at
the dialog in exercise 13a again.
Sts. may want to create a class
telephone list with everyone’s
phone number.
VARIATION: Prepare cards with
made up phone numbers and
hand them out in class. The sts.
get up and look for a partner,
ask each other for their phone
number and then go on to the
next partner. ➔ see TIPP on
p. 31
➔ MP13 in class or as homework
14a-b Ask sts. to practice the
dialog with their own name and
age, too.
siebzehn
17
15a Sts. look at the pictures.
Ask them who the people are
and where they are (you may
want to use English for clarification at some point (➔ see TIPP
on p. 97). Up until now, only Pia
and Plato have appeared. The
sts. reflect on who the other
figures could be and what their
relation with each other could
be. Play the dialogs once.
15b-c Sts. read sentences
A-F. Hand out a copy from the
➔ reproducible page. Sts.
match pictures and sentences
and complete the dialogs in the
bubbles together with a partner.
Play the dialogs once again. Sts.
then read out the dialogs to the
class. You may want to prepare
a poster by enlarging the reproducible page. Explain the different greetings and goodbyes in
more detail. ➔ see TIPP on
p. 37
INFO: Young people as well as
adults greet and say goodbye
to each other by using Hallo
and Tschüs. This also applies to
children with respect to their
parents. After getting up in
the morning, one uses Guten
Morgen with each other even in
a family, however. Otherwise the
formulas of Guten Morgen,
Guten Tag and Guten Abend
are used particularly if people
don’t know each other very well.
Gute Nacht is only used when
going to bed. It is not a greeting.
Answer: 1D; 2B; 3F; 4A; 5C; 6E
&
15 Tag für Tag
a Look at the pictures. Listen to the dialogs.
1.15
1
3
4
5
6
Ulfurstud
TM
b Match the statements below to the pictures above.
A
B
C
D
E
F
# Guten Tag, Kinder. > Guten Morgen, Frau Müller!
# Auf Wiedersehen, mein Schatz! >Tschüs, Mama!
# Guten Abend.
# Guten Morgen, Pia! > Guten Morgen.
# Gute Nacht, Papa! > …
# Hallo, Pia! > Hallo, Nadja!
c Listen to the dialogs again to check your work.
12
zwölf
47421_008_013_kap01*.indd 12
18
achtzehn
2
22.06.2010 13:17:22 Uhr
&
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DcXZV\V^c!eaZVhZ
W-Fragen und Antworten
– # Wer bist du? > Ich bin ...
# Wie heißt du? > Ich heiße ...
# Wie heißt er? > Er heißt ...
# Wie heißt sie? > Sie heißt ...
# Wer ist das? > Das ist ...
W-questions and answers
Find out names.
Wer ...? Ich/Du/Er/Sie …
Wie ...? Ich/Du/Er/Sie …
– # Wie ist dein Name/Vorname/Familienname?
> Mein Name/Vorname/Familienname ist ...
Wie ist dein Name? – ...
sich/andere vorstellen
– Ich bin die Deutschlehrerin.
– Das ist mein Freund. Er heißt Lukas.
– Das ist Hanna. Sie ist meine Freundin.
– Das ist mein Hund.
Introducing yourself
and others
Introduce yourself.
Introduce a friend.
Ich bin ...
Das ist ...
Hallo und tschüs
– Hallo! | Guten Morgen. | Guten Tag. | Guten Abend. | Gute Nacht. |
Herzlich willkommen! | Tschüs. | Auf Wiedersehen.
Hello and goodbye
Give more greetings.
buchstabieren
– ABCDEFGHIJKLMNOPQRSTUVWXYZ, ÄÖÜ
abcdefghijklmnopqrstuvwxyz, äöü, ß
– Wie buchstabiert man das?
Spelling
Recite the alphabet.
A, B, C …
Zahlen von 0 bis 20
– 0 null, 1 eins, 2 zwei, 3 drei, 4 vier, 5 fünf, 6 sechs, 7 sieben,
8 acht, 9 neun, 10 zehn, 11 elf, 12 zwölf, 13 dreizehn, 14 vierzehn,
15 fünfzehn, 16 sechzehn, 17 siebzehn, 18 achtzehn, 19 neunzehn,
20 zwanzig
Numbers
Count from 0 – 20.
0, 1, 2, 3 …
Telefonnummer und Alter
– Wie ist deine Telefonnummer?
– # Wie alt bist du? > Ich bin 14.
Telephone numbers, ages
Ask.
Wie ...?
– Ja. | Nein. | Genau.
– Entschuldigung!
– Wie bitte?
Entschuldigung!
dreizehn
47421_008_013_kap01*.indd 13
13
22.06.2010 13:17:25 Uhr
TIPPS
Pronunciation: Correction for pronunciation in the beginning stages can be tricky. The sts. first have to get used to the new and strange
sounds. After modeling for the sts., have the sts. practice the difficult words or sentences with choral response. When repeating as a class,
the sts. can practice pronunciation loudly and without fear.
Pronunciation and spelling: In class, point out repeatedly the connection between pronunciation and spelling. Especially with vowels and
diphthongs the opportunity arises to make sts. aware of the simplest rules:
written: ei
ie
eu/äu
spoken: ai
i
oi
When you write words on the board in class (e.g. Sophie), you can always point out the connection between spelling and the sounds and
have the sts. repeat.
Chain exercise: This type of exercise is suited to practice and solidify learning objectives, e.g. certain question-and-answer-combinations,
vocabulary, the alphabet or the numbers. A st. begins with a question (e.g. Wie heißt du? / Wie alt bist du? / Wie ist deine Telefonnummer?). His neighbor answers and then poses the same question to his own neighbor and so on. The exercise is completed when everybody has had a chance to speak. The sts. can also be arranged in a circle for this exercise.
neunzehn
19