Unit 5 Die vier Freunde (The four friends) Learning Objectives

Download 64.33 Kb.
Date conversion14.06.2017
Size64.33 Kb.
Unit 5 Die vier Freunde (The four friends)

Learning Objectives
In this unit pupils will listen and respond to a story. The story used here is called Die vier Freunde (The four friends). Pupils will learn to talk about the animals in the story, and describe their colour and movement. They will add to their repertoire of verbs and continue to gain confidence in using simple language for classroom interaction. They will be familiar with the phoneme sound eu as well. Pupils will also learn how to say whether or not they have any pets, and to ask someone else if they have any pets.

Section 1 – week 1.

Learning objectives:

Pupils will learn how to say we will + activity and be introduced to a fable in German – die vier Freunde – by learning the key vocabulary. They will also learn how to ask the colour of something and to reply to the question.


Notes (including phonic focus and daily activities)

KS2 Framework Objectives for the section

Ask pupils to guess what they are going to do by saying Wir werden eine Geschichte lesen (we will read a story) and use gesture to convey meaning. When it is established that pupils will be reading a story, add Wir werden eine Fabel lesen (we will read a fable) and ask them what type of story that is in English – Was ist eine Fabel auf englisch? You can write eine Fabel on the board too and compare with the English.

Ask pupils what they know about a fable – e.g. a short tale, often with animals, intended to convey a moral


Tell pupils the fable is called die vier Freunde (the four friends).

Have a real or plastic red apple and say:

Das ist ein schöner, roter Apfel. Ich möchte ihn essen! as you pretend to bite into it. Ask pupils to tell you what they think you have said, and say it is a clue as to what the story is about.

Intro to:

The animals and the apple in the fable with picture flashcards:

Der Apfel (the apple)

Die Maus (the mouse)

Das Pferd (the horse)

Das Schaf (the sheep)

Das Kaninchen (the rabbit)

Say the words and pupils repeat. Say the words and pupils mime.

Ask pupils why there is der, die and das for the. Show the words in written form and remind pupils that all nouns are written with a capital letter. Draw pupils’ attention to the pf sound which is not found in English, either in sound or in the written word, and ask how many other words they know in German with the phoneme sound sh, e.g. schwarz, schwimmen, schnell.
Intro to:

Welche Farbe hat der Apfel? (What colour is the apple?)

Welche Farbe hat die Maus? (What colour is the mouse?)

Welche Farbe hat das Schaf? (What colour is the sheep?)

Point to one of the picture flashcards and say the question followed by a choice of colours, so pupils will quickly understand what you are asking. Go through the rest of the flashcards in the same way, with pupils giving the correct colour as their answer. A full answer can be given by some pupils:

Der Apfel ist rot. (The apple is red).

Die Maus ist grau. (The mouse is grey).

Das Schaf ist weiß. (The sheep is white).

Ask pupils if they have any idea what the fable might be about. You can tell pupils that the animals want to eat the apple, but that they cannot reach it. Ask the pupils for suggestions as to how the animals reach the apple, using cooperation. Ask them too in which order they think the animals climb on top of each other to get the apple.

Voyage Kids’ website – Quizzes & Games – Quizzes – Farben.

Veer vare-den eye-na ge-shich-ta lay-zen

Veer vare-den eye-na fah-bel lay-zen

Vahs isst eye-na fah-bel owf en-glish

Dee fear froyn-da. Eu is pronounced oy.

Ich (ee-h) – the h as in the English word huge.

Möchte (meu-ch-ta) – the

ch like the ch in the Scottish word loch).

essen (s-en)





In German nouns are either masculine, feminine or neutral. The word for “the” is der, die or das (masculine, feminine and neutral respectively), e.g Die Maus.

Wel-ha far-ba hat…(the ch as in ich).

Pupils could colour in pictures of the 4 animals and the apple as the teacher reads out sentences, e.g. Der Apfel ist rot. They could then copy the sentences with support given on the board.





Section 2 – week 2.

Learning objectives:

Pupils will learn further adjectives to describe the animals and verbs of movement relating to the animals in the story. They will also be shown the power point of the story.


Notes (including phonic focus and daily activities)

KS2 Framework Objectives for the section

Revise the words from Section 1, and then say the following sentences aloud:

Der Apfel ist schön und rot.

Die Maus ist klein und grau.

Das Pferd ist klein und schwarz.

Das Schaf ist klein und weiß.

Das Kaninchen ist klein und grau.
Use mime/gesture to convey meaning.
Ask pupils to say the adjective that has been added to each animal’s description.
Re-show the picture flashcards and say a longer sentence about each from the fable:
Der schöne, rote Apfel

Die kleine, graue Maus

Das kleine, schwarze Pferd

Das kleine, weiße Schaf

Das kleine, graue Kaninchen

again, using mime/gesture for emphasis.

Play Wiederholt, wenn es richtig ist again. Pupils repeat if it’s true, e.g. das kleine, weiße Schaf or stay silent if it is not true.

You can then focus on verbs by saying the following sentences, again using actions for emphasis:

Das Pferd galoppiert (gallops)

Das Schaf rennt (runs)

Das Kaninchen hüpft (hops)

Die Maus trippelt (scurries)

Get pupils to repeat and mime.
Display text cards for the 4 verbs of movement, e.g galoppiert, rennt, hüpft and trippelt and read them aloud with actions. Ask pupils to match the verbs with the correct animal, e.g. Was macht das Schaf? (What does the sheep do?), to elicit Das Schaf rennt (the sheep runs).
Organise pupils into small groups. Give each group a text card for each of the verbs. Ask the question Was macht das Kaninchen? (What does the rabbit do?). Pupils look for the correct text card and say Das Kaninchen hüpft. Repeat the activity with the other animals.

Show the power point. Get pupils to read aloud and check comprehension by asking for the English. At the end ask pupils what the moral of the fable is.

Ideas for language games document



Pupils learnt in the previous unit that, e.g., blau becomes blaue when before a plural noun – blaue Augen. This time they are learning that a colour or other adjective also has an “e” added after der/die/das and before the noun.

In P.E. practise the verbs of movement with adverbs – schnell, schneller, langsam, langsamer with these new ones:

Laut (lout)=loudly

Leise (lye-za)=quietly, e.g. Say Das Schaf rennt – leise! and pupils have to run quietly on the spot.

Vahs mah-ee-h-t … (macht has the ch sound as in ich – see unit 1).
Practise some grammar during the week by either saying random words, e.g. rot, ist, Hund, or by placing text cards on the board in random order, and asking pupils to say whether they are a noun, adjective or verb.





Section 3 – week 3.

Learning objectives:

Pupils will learn how to say the names of common pets – in a sentence.


Notes (including phonic focus and daily activities)

KS2 Framework Objectives for the section

Ask the pupils to say any animals they have learnt in German which can be pets.
Hold up picture flashcards of some common pets – in gender order – and say:
Ich habe I have

einen Hund a dog

einen Hamster a hamster

einen Vogel a bird

einen Fisch a fish

eine Katze a cat

eine Schildkröte a turtle/tortoise

eine Schlange a snake

ein Kaninchen a rabbit

ein Meerschweinchen a guinea pig

ein Pferd a horse

Put the picture flashcards on the board in three columns – einen, eine, ein

and ask pupils why they are in three columns, i.e. masculine (einen), feminine (eine) and neutral (ein) nouns respectively.
Say each pet again, starting with “Ich habe einen Hund” and do a silent action, which pupils copy. Do the same for the rest of the pets. Say the sentences, not in the same order that they are in on the board, and see if pupils can do the action. Then do the action, and see if pupils can say the sentence.
Play the fly swat game. Two pupils come to the board with fly swats. Another pupil says a sentence, e.g. Ich habe eine Katze, and the first pupil to tap the correct flashcard is the winner.

ee-h hah-ba

eye-nen huhnd


foh-gel (hard “g”)


eye-na cat-sa



eye-n kan-knee-chen

mare-shvine- chen


When the written word is shown re nouns, differentiate between the three genders by colour coding.
In German nouns are either masculine, feminine or neutral. The word for “a” is ein, eine or ein in the nominative case (e.g Das ist ein Hund) for masculine, feminine and neutral nouns respectively, but is einen, eine and ein in the accusative case (e.g. Ich habe einen Hund). The change is only for masculine nouns.





Section 4 – week 4.

Learning objectives:

Pupils will see the pet words in written form and learn the new question and answer.


Notes (including phonic focus and daily activities)

KS2 Framework Objectives for the section

Put text cards of the pets – in three different colours and in three columns on the board. Also display a card that says: Ich habe (I have)
Hold up a picture flashcard, and pupils have to make a sentence in German, e.g. Ich habe ein Pferd.
Draw pupils’ notice to the fact that all nouns in German begin with a capital letter.
Introduce the new question:
Hast du Haustiere? (Do you have any pets?)
Model an answer:
Ich habe einen Hund.
Throw soft ball to individual pupils to get answers.
Ich habe keine Haustiere = I have no pets.
Put a text card of this on the board as well.

Place two identical sets of text cards on two tables. Two pupils stand in front of the tables and another pupil reads out one of the sentences (with his/her own set of cards). The first pupil to pick up the correct card is the winner.

Hast do house-tiera

ee-h hah-ba eyenen huhnd
ee-h haba kyna house-tiera

Whenever “keine” is used: Ich habe keine Geschwister/Haustiere use actions to convey/remind of meaning of “keine” which is “no” + noun.






Section 5 – week 5.

Learning objectives:

Pupils will learn a song about pets


Notes (including phonic focus and daily activities)

KS2 Framework Objectives for the section

Give out text cards of lines from the song. Pupils hold up when you read out each line of the song. Check comprehension by then saying each line in English. Again, pupils hold up their cards at the right time.

Play song and pupils hold up their cards when they hear their lines.
Give pupils a copy of the whole song, play the cd again, and pupils sing along.

Deutsch Deutsch 1/12

Pupils seeing the words after they have learnt them orally allows for class discussion about grammar

Sing the song during the week







Section 6 – week 6.

Learning objectives:

Pupils learn/read a story about a missing cat.


Notes (including phonic focus and daily activities)

KS2 Framework Objectives for the section

Show picture flashcards of the main characters/words and do actions for each:

Ein Junge a boy

Eine Katze a cat

Ein Mann a man

Ein Cowboy a cowboy

Ein Mann auf einem Esel a man on a donkey

Eine Frau a woman
Ein Baby a baby

Zwei Vögel two birds

Ein Eichhörnchen a squirrel

Froh happy
Traurig sad

Say the words in different tones of voice and pupils repeat.

Play flashcard games

Place text cards of the words on the board. As you hold up a picture flashcard, see if pupils can point to the matching text card and read aloud.
Read book to pupils, so they can see each page. There is a lot of repetition, so pupils can guess what is going to come on the next page. Before you turn to the last page, ask pupils what they think is going to happen.

Wo mag nur meine Katze sein? Eric Carle




…ow-f eyn-em ay-zel
Fr-ow (as in you have hurt yourself)


Tsv-ei feu-gel (hard “g”)

Eyech-hurn-chen (“ch” as in Scottish “loch”)

Trow- (as in you have hurt yourself)rich (“ch” as in Scottish “loch”)

Ideas for language games document

Remind pupils that “ein” means the following noun is either masculine or neutral and that “eine” means the following noun is feminine.
Some pupils will/may notice “einem” orally and in written form. This is the dative case after a preposition – auf einem Esel (on a donkey) – but you can just say that “ein” sometimes becomes “einem”.
Vögel is the plural of Vogel. In German an “s” is not added to a noun to make it plural.

Show the book during the week and get pupils to say lines from the story aloud.







The database is protected by copyright ©hestories.info 2017
send message

    Main page