KS2 MFL: 'Numbers' in German with Naomi Wilkinson

Super Movers > MFL

Presenter Naomi Wilkinson performs this Super Movers song introducing pupils to numbers in German from 1 to 12.

Teacher Notes

After viewing, singing and dancing along, your class could try some of these activities to further explore their learning:

Saying the numbers:

• try counting backwards as well as forwards
• try counting up and down in twos, threes and fours
• count around the room - each child has to say the next number. They could keep the rhythm going by ing a soft toy or ball around as they count.
• play ‘fizz buzz’ using 'wunderbar' for multiples of two and ‘auf Wiedersehen’ for multiples of five. As the children count around the room, any child with a multiple of two says ’wunderbar’ and any with a multiple of five says ‘auf Wiedersehen’. For the number ten, they have to say ‘wunderbar auf Wiedersehen’!
• Put a large number on the board covered by smaller pieces of paper or sticky notes. The children count as the smaller pieces are taken away, and put their hands up as soon as they know which actual digit is being revealed. This could also be set up electronically on a slide with shapes covering the number - another shape disappears with each click.
• Play board games with dice. The children must say the number on the dice in German and count their spaces in German as they move.
• As a warm up in a PE lesson, give the children bean bags or balls and challenge them to count how many times they can throw and catch, in German. This could also be done with skipping, hopping or jumping.
• Using a toy clock face from your maths resources, turn the hands to the hours and ask the children to say the hour number.

Listening:

• In a hall or playground, call out a number and challenge the children to make groups of that number
• Call out a number and task the children with working in a group to use their bodies to make that digit
• Use a parachute - give each child a number. You need at least two of each number. Children hold the edge of the parachute and the leader calls out a number. All the children with that number have to swap places under the parachute as the others lift and lower it. Call out more than one number with fewer children
• Play Bingo: each child draws a grid with six empty boxes on a whiteboard or piece of paper. They fill their boxes with digits from 1-12. The teacher calls numbers at random and the children cross them off if they have them on their grid. The player who crosses all their numbers off first shouts ‘BINGO!’
• Children write a digit on a whiteboard or piece of paper - hold them up when they hear the word in the song, or when the caller says the number. This would also work if the children had number fans from the class maths resources.

Writing:

• Note the numbers with an ‘ei’ spelling and the ones with an ‘ie’ spelling and listen to the difference. ‘ei’ always makes the ‘eye’ sound and ‘ie’ always makes the ‘eee’ sound in German. Can you find any other words with those sounds?

Reading:

• Write a number word on the board - can the children write the correct digit on their whiteboards?

Cultural knowledge:

• Both the German and the English number words come originally from the Anglo Saxon words. Research the Anglo Saxon number words and see how both English and German are linked through them.
• Useful website with Anglo Saxon numbers: Omniglot: the online encyclopedia of writing systems and languages
• Above twelve, German, like English, uses the unit numbers with a ‘ten’ number. eg dreizehn = thirteen.
  Can you work out more?
• Above twenty, the numbers are the opposite way round to English eg einsund zwanzig = one and twenty= 21. This used to be the case in English - look at the old nursery rhyme: ‘Sing a song of sixpence, a pocket full of rye, four and twenty blackbirds were baked in a pie.’

Language introduced

Curriculum Notes

The Super Movers song Numbers and these activity notes address the following learning objectives from the curriculum guidance of the four UK nations.

England
From the Key Stage 2 National Curriculum programme of study for Foreign Languages:

• listen attentively to spoken language and show understanding by ing in and responding
• explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
• appreciate stories, songs, poems and rhymes in the language
• speak in sentences, using familiar vocabulary, phrases and basic language structures
• develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
• read carefully and show understanding of words, phrases and simple writing
• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
• understand basic grammar appropriate to the language being studied, including (where relevant): […] conjugation of high-frequency verbs, key features and patterns of the language (question forms, making a verb negative);[…] and how these differ from or are similar to English

Northern Ireland
It is not statutory for primary schools to teach a language other than English or Irish (in Irish-medium schools).

Scotland
Modern Languages - CfE Experiences and Outcomes, Second level

• I explore the patterns and sounds of language through songs and rhymes and show understanding and enjoyment by listening, ing in and responding. (MLAN 2-01a)
• I can listen to and respond to familiar voices in short, predictable conversations using straightforward language and non-verbal techniques (MLAN 2-02a)
• I can take part effectively in prepared conversations by sharing information about myself…or interests of my choice, using familiar vocabulary and basic language structures. (MLAN 2-03b)
• I can participate in familiar collaborative activities (MLAN 2-05b)

Wales
From the Curriculum for Wales (2022)

• Progression step 2:
  • I have heard international languages being used.
  • I have experienced opportunities to use international languages.
• Progession step 3:
  • I can communicate using familiar phrases and sentences.
  • I am beginning to reflect on my language use in order to improve the quality of my communication.
  • I am beginning to interact with others, sharing information, feelings and opinions.
  • I can construct my own sentences using the vocabulary and patterns I have learnt.
  • I can recognise high-frequency words and phrases and understand the general meaning in what I hear, read and see.
  • I can listen and read empathetically, recognising the differing opinions of others.
  • I can listen and read to build a bank of words and sentences and use these to improve my own communication.
  • I can listen and read to gain an understanding of how grammar and punctuation affect meaning.