KS2 MFL: German greetings with Naomi Wilkinson

Super Movers > MFL

Presenter Naomi Wilkinson performs this Super Movers song introducing pupils to German greetings.

Teacher Notes

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

Speaking:

• Move around the classroom to music, when it stops, stop and ask the nearest person how they are.
• Use the greetings to answer the in the morning and afternoon.
• Use pictures of the sun/moon at different times of day - can pupils say the correct greeting?
• Stand in a circle with one person in the middle with a ball or a bean bag. Throw the ball or bean bag to people in the circle and ask them how they are feeling. Add the correct time of day: ‘Guten Morgen. Wie geht’s?’
• Use finger puppets for the children to speak through. Show them how the body language of the puppet can show the different feelings.
• Think about how you could be feeling when you meet someone. Can you say the words and show your feelings? Maybe bounce into the room saying Guten Morgen and looking really happy, or stomp in looking really sad. The children have to guess the feeling - they could shout it out or write it on a mini whiteboard.
• The children could use the correct greeting to answer the at different times of day.
• You could ask each child how they're feeling as you call the and the children could answer with the feeling in German.
• Some key German phonics are critical in these words - help the children notice how the following letter combinations are pronounced: ‘eh’, ‘ie’, ‘ch’, ‘sch’. Can they find any more words with these sounds in the dictionary or online?

Listening:

• Give the children pictures of the different times of day. They need to hold up the correct one when the leader says it.
• The children can draw pictures of the different feelings - use emojis for simplicity and label them.
• Once you have established symbols for the different times of day - you could call out the greeting and challenge the children to draw or hold up the correct symbol to show they have understood.

Cultural Understanding:

• Discuss the fact that ‘gute Nacht’ is not really a hello word, but something you would say when going off to bed, just like in English.
• There are lots of different ways of saying hello and goodbye in different regions of . Can you research online how people in the Baltic area say hello? Or in Bavaria? What about in other German-speaking countries such as Austria or Switzerland?

Language introduced

Curriculum Notes

The Super Movers song Greetings 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
• engage in conversations; ask and answer questions; express opinions […]
• speak in sentences, using familiar vocabulary, phrases and basic language structures
• 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.