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German phonics collection

long and short [e]

�Artwork: Steve Clarke

Date updated: 10 / 08 / 21

Rachel Hawkes

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long and short [e]

Phonetik

Introduction

Y7 T1.1 Week 2 Slides 2-14; 35-39

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e

geben

Timing: 1 minute

Aim: To introduce/consolidate [] SSC [ei]

Procedure:�1. Present the letter(s) and say the [ei] sound first, on its own. Students repeat it with you.�2. Bring up the word ”frei” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be [to stretch both arms up in the air (pointing outwards slightly to make a Y shape with your body), and smile!]

4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [ei] sound, pronouncing ”frei” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �frei [318]�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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e

geben

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e

geben

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e

geben

mehr

Meer

Idee

sehen

Leben

Timing: 1 minute

Aim: To introduce/consolidate SSC [e]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [e] and then the source word again ‘geben’ (with gesture, if using).
Then present and elicit the pronunciation of the five cluster words.

The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in German): �geben [57]; mehr [58] Leben [220]; sehen [81]; Meer [977]; Idee [641].

Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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e

geben

mehr

Meer

Idee

sehen

Leben

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e

geben

mehr

Meer

Idee

sehen

Leben

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e�

denken

Timing: 1 minute

Aim: To introduce/consolidate SSC [e]

Procedure:�1. Present the letter(s) and say the [e] sound first, on its own. Students repeat it with you.�2. Bring up the word ”denken” on its own, say it, students repeat it, so that they have the opportunity to focus all of their attention on the connection between the written word and its sound.

3. A possible gesture for this would be to put your index finger to your temple and look thoughtful!

4. Roll back the animations and work through 1-3 again, but this time, dropping your voice completely to listen carefully to the students saying the [e] sound, pronouncing ”denken” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �denken [124]�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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e�

denken

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e�

denken

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e

denken

besser

Bett

eng

helfen

Ende

Timing: 2 minutes

Aim: To introduce/consolidate SSC [e]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [e] and then the source word again ‘denken’ (with gesture, if using).
Then present and elicit the pronunciation of the five cluster words.

The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in German): �denken [124]; besser [231] Ende [204]; helfen [406]; Bett [654]; eng [591].

Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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e

denken

besser

Bett

eng

helfen

Ende

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e

denken

besser

Bett

eng

helfen

Ende

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Phonetik

hören

Lang oder kurz?

	geben	denken

1

2

3

4

Leben

Bett

besser

Ende

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e

geben

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e

geben

mehr

Meer

Idee

sehen

Leben

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e�

denken

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e

denken

besser

Bett

eng

helfen

Ende

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Phonetik

hören

Lang oder kurz?

	lang	kurz

1

2

3

4

5

6

Idee

eng

Paar

danke

Gast

sehen

A

E

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long and short [e]

Phonetik

Consolidation [1]

Y7 T1.1. Week 6 Slides 38-41; 45-46

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Phonetik

hören / sprechen

sagen

kalt

geben

denken

frei

Zug

Welt

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Phonetik

hören / sprechen

sagen

kalt

geben

denken

frei

Zug

Welt

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Phonetik

antworten

Wasser

klein

allein

[alone]

frei

Zug

Welt

Arzt

zehn

A

B

C

D

E

F

G

H

I

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Phonetik

lesen / sprechen

60

Sekunden

0

LOS!

zehn

Wasser

antworten

klein

allein

frei

Zug

Welt

Arzt

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Phonetik

hören / schreiben

Der Mann sit_t all__n. ☹

Der Arzt d_nkt ’W_s?!’

Der Gast hat __n Z_mmer.

Der Freund ge_ innt __n B_tt.

Die Frau h_t __nen G_st.

Der Lehrer s_gt ‘Hurr_’. ☺

z

ei

e

a

ei

i

w

ei

e

a

ei

a

1

2

3

4

5

6

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Phonetik

hören / sprechen

Der Mann sitzt allein. ☹

Der Arzt denkt ’Was?!’

Der Gast hat ein Zimmer.

Der Freund gewinnt ein Bett.

Die Frau hat einen Gast.

Der Lehrer sagt ‘Hurra’. ☺

der Artzt

das Zimmer

1

2

3

4

5

6

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long and short [e]

Phonetik

Consolidation [2]

Y7 T2.2 Week 3 Slide 4

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[e] vs [i]

blecken / blicken

wirken / werken

setzen / sitzen

winden/ wenden

geben

i[short]

finden

wir

1

2

3

4

5

6

7

8

9

10

gel i ngen

M i ttel

eng

werfen

Zelle

S i cht

e[long]

i[long]

e[short]

denken

phonetik

Timing: 3 minutes

Aim: Phonics refresher - e vs i.

The contrast between e and i is important for this week’s grammar point (strong verbs). Both sounds have been introduced already we are simply revisiting them here.

Procedure:

Click on the example words (denken / geben / finden / wir) to play them and remind the students of the the sounds.
The first 6 words a transcription (fill in the blank). The words are high frequency, but haven’t yet been taught.
The second four are minimal pairs (some of these are rare).

Transcript:

gelingen
Mittel
eng
werfen
Zelle
Sicht
winden / wenden
setzen / sitzen
blecken / blicken
wirken / Werken

Word frequency (1 is the most frequent word in German):

gelingen [502] Mittel [691] eng [593] werfen [718] Zelle [592] Sicht [940] winden [>5009] wenden [1530] setzen [228] sitzen [231] blecken [>5009] blicken [1256] wirken [401] werken [>5009]

Source: Jones, R.L & Tschirner, E. (2019). A frequency dictionary of German: Core vocabulary for learners. London: Routledge.

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long and short [e]

Phonetik

Consolidation [3]

Y7 T2.2 Week 5 Slides 3-4; 6; 35

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Phonetik

sagen

a

kalt

a

e

geben

denken

e

i

wir

finden

i

o

wo?

Kopf

u

du

Punkt

u

ü

Tür

fünf

ö

ä

schön

spät

plötzlich

lächeln

ö

ä

ü

o

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Phonetik

sagen

a

e

geben

kalt

denken

a

e

i

wir

finden

i

o

wo?

o

Kopf

u

du

Punkt

u

ü

ö

ä

Tür

fünf

schön

plötzlich

spät

lächeln

ü

ö

ä

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Zungenbrecher [2]

Fromme Frösche fressen

frische Frühlingszwiebeln,

aber freche Frösche fressen

frische Früchte.

2

1

Phonetik

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Phonetik

	e�[lang]	e�[kurz]
Genf
Bremen
Gelsenkirchen
Essen
Regensburg

Wie sagt man das?

	a�[lang]	a�[kurz]
Hamburg
Graz
Kassel
Hannover
Aachen

3

2

1

4

5

1

2

3

4

5

lesen / sprechen

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long and short [e]

Phonetik

Consolidation [4]

Y7 T3.1 Week 2 Slides 5; 9

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Samstagnachmittag

Heidi schläft nicht. Am Wochenende ist sie sehr aktiv. Heidi mag Kunst. Sie malt eine(n) …

a) Stirn

b) Stern

2

lesen / hören

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Samstagnachmittag

Heidi geht ganz relaxt in den Park. Wolfgang kommt in zehn Minuten.

Sie bleibt ein Moment stehen, und sieht einen/eine …

a) Berg

b) Burg

6

lesen / hören

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long and short [e]

Phonetik

Consolidation [5]

Y7 T3.2 Week 6 Slide 20

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Wie heißt die Band?

Alastair telefoniert mit Mia. Sie reden über deutsche Bands. Wie heißen sie?

	die P r i n z e n
	J u l i
	F e t t e s B r o t
	die F a n t a s t i s c h e n V i e r
	S ö h n e M a n n h e i m s
	S p o r t f r e u n d e S t i l l e r
	R o s e n s t o l z
	die Ä r t z e

1

2

3

4

5

6

7

8

_

Phonetik

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long and short [e]

Phonetik

Consolidation [6]

Y8 T1.1 Week 6 Slide 26

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Phonetik: Was passt nicht in die Reihe?

Welches Wort ist nicht wie die anderen Wörter?

1

2

3

4

5

hören

Bruder / Schwester / Spiele

Schauspieler / Schule / Stunde

Partner / Sänger / Karte

Jede / nächster / diese

Welche / jeder / dieser

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long and short [e]

Phonetik

Consolidation [7]

Y8 T2.2 Week 1 Slides 2; 21

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Pluralformen – [-e] oder [-er]?

hören / schreiben

As you know, German final [-e]is not silent, but very short, e.g. danke, Klasse.

German final [-er] is a bit longer. Drop your jaw to say it, e.g. Hunger, Bruder.

Hör gut zu. Ist die Pluralform mit [-e] oder [-er]? Schreib 1-10 und die Pluralform.

	die Schiffe		die Kleider
	die Flugzeuge		die Telefone
	die Gesichter		die Bäder
	die Haare		die Schlösser
	die Einzelkinder		die Male

1

2

3

4

5

6

7

8

9

10

Adding [-e] is Plural Rule 1, �[-er] is Rule 4.

About 75% neuter nouns add [-e] for their plural and 25% add [-er].

Timing: 5 minutes��Aim: This is a phonics activity to practise differentiating aurally between final [-e] and [-er] and connecting these SSC with the plural forms of previously learnt singular nouns. �It connects SSC knowledge with building grammar knowledge of plural forms. Note – the plurals of these nouns have not previously been encountered (with the exception of Haare).��Procedure:�1. Listen and transcribe the full word, paying particular attention to the final phoneme.

2. Click to reveal answers.

Transcript:�die Schiffe�die Flugzeuge�die Gesichter�die Haare�die Einzelkinder�die Kleider�die Telefone�die Bäder�die Schlösser�die Male��Word frequency (1 is the most frequent word in German): �Bad [1637] Einzelkind [308/133] Flugzeug [1776] Gesicht [346] Haare [748] Kleid [1780] Mal [82] Schiff [1176] Schloss [1907] Telefon [1595]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Was war es?

hören / sprechen

Hör zu. Ist die SSC [-e] oder [-er]?�Schreib 1-5 und A-E.

ein einfacher Monat

ein schwerer Rucksack

��eine einfache Woche

ein netter �Mann

eine nette �Frau

eine schwere Tasche

��eine kurze Liste

��ein

kurzer Tag

��ein jungerHund

��eine helle Sonne

��eine junge Katze

��ein heller Stern

��ein enger Platz

��eine enge Straße

Katja sitzt im Zug und telefoniert mit Alastair. Es ist sehr laut im Zug!

Was?! �Was war das??!!!

A

B

C

D

E

F

G

H

1

2

3

4

5

Timing: 6 minutes��Aim: To practise aural differentiation (then oral production) of the SSC [-e] and [-er], this time as adjective endings.��Procedure:�1. Click audio buttons 1-5 to hear the three-word audio sequences of adjectives.

2. Students choose between two options each time, based on the difference in adjective ending.

3. Click to reveal answers. This could be done item by item. �Note: The difference is sound is very small with these two SSC. Reassure students of this. Play the audio several times, as requested, and perhaps correct item-by-item. It will get clearer for them the more examples they do.

4. Students then use the same slide to practise producing the two SSC, directing their partner to a particular letter by saying an appropriate three-adjective sequence.

��Transcript:�1. nette – einfache – enger �2. netter – schwerer – junge�3. netter – schwere – kurzer�4. nette – einfacher – helle�4. netter – schwerer - junger

�Answers:�1. G�2. D�3. B�4. E�5. C

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long and short [e]

Phonetik

Consolidation [8]

Y8 T2.2 Week 4 Slide 2

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Phonetik

lesen / sprechen

Sag die Wörter. Wie viele enthalten die SSC?

[e]

[ch]

[s]

[o]

[a]

[ä]

		?
	[e]
	[ch]
	[s]

eng – Bett – Weg

reich – jedoch – einfach

unser – langsam – alles

		?
	[o]
	[a]
	[ä]

ohne – Telefon – Rock

alt – arm – normal

hängen – Aktivität – schnell

denken

ich

sollen

Wo?

kalt

lächeln

2

1

2

1

2

Timing: 3 minutes��Aim: A read aloud activity to revise 12 SSC (six explicitly, and six by contrast) using a range of new, revisited and unfamiliar vocabulary.��Procedure:�1. Click on each individual SSC to hear it.

2. Elicit the source word from students, if remembered. Note that 4/6 these words have since been taught as key vocabulary (with sollen and lächeln to follow on the SOW)

3. Bring up the source words to check, and for reference for the read aloud activity.

4. Students pronounce the sets of three words, individually or in pairs, and decide how many contain the target SSC.

5. Optional – Click on the words to hear the sets of words pronounced.�6. Reveal the answers.�7. Optional – elicit the English meanings of the vocabulary.

Transcript:

eng – Bett – Weg

reich – jedoch – einfach

unser – langsam – alles

ohne – Telefon – Rock

alt – arm – normal

hängen – Aktivität – schnell

Word frequency of unknown words (1 is the most frequent word in German): �hängen [580] Weg [220]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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long and short [e]

Phonetik

Consolidation [9]

Y8 T2.2 Week 5 Slides 2; 4; 22; 24-26

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e

denken

besser

Bett

eng

helfen

Ende

Timing: 2 minutes

Aim: To introduce/consolidate SSC [e]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [e] and then the source word again ‘denken’ (with gesture, if using).
Then present and elicit the pronunciation of the five cluster words.

The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in German): �denken [124]; besser [231] Ende [204]; helfen [406]; Bett [654]; eng [591].

Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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kurzes [e] oder [ä]?

hören / schreiben

Short [e] and [ä] sound the same in German.

As you know, some nouns with [a] form their plural by adding –e and an umlaut.

Hör dir die Pluralformen an. Ist das [e] oder [ä]? �Schreib die Plural- und Singularformen.

1

2

3

5

6

8

Hand

Betten

Enden

Städte

Fälle

Anwälte

Modell

Elemente

Hände

Bett

Modelle

Stadt

Ende

Fall

9

Anwalt

Element

Konzepte

Konzept

4

7

[case]

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e

geben

mehr

Meer

Idee

sehen

Leben

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Timing: 1 minute

Aim: To introduce/consolidate SSC [e]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [e] and then the source word again ‘geben’ (with gesture, if using).
Then present and elicit the pronunciation of the five cluster words.

The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in German): �geben [57]; mehr [58] Leben [220]; sehen [81]; Meer [977]; Idee [641].

Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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long [e] oder [ä]?

hören / schreiben

Long [e] and [ä] sound a bit different.

However, some German speakers pronounce the long [e] and [ä] in the same way.

To practise, our speaker always pronounces [ä] differently from [e] in the next activity.

As you know, short [e] and [ä] sound the same in German.

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Phonetik

Hör zu. Schreib 1- 8 und [e] oder [ä].

[e]	[ä]	Wort auf Deutsch

ähnlich

zählen

Fehler

Fernsehen

Jahrzehnt

hören

1

2

3

4

5

6

7

8

jährlich

dreht

ehrlich

(similar)

(to count)

(mistake)

(tv)

(decade)

(annually)

(turns)

(honest)

Timing: 4 minutes��Aim: To practise SSC long [e] and [ä] with mostly unknown vocabulary, compelling students to apply their phonics knowledge. Much of this vocabulary will appear later in Year 8.��Procedure:�1. Click to hear the words. Note: the first word is known. The idea is that this will help students to ‘anchor’ the [ä] sound securely before listening to the other words.

2. Students write [e] or [ä] and try to transcribe the whole word, if able.�3. Click to reveal answer and word spelling.��Word frequency (1 is the most frequent word in German): �Fehler [861] zählen [704] jährlich [1707] Fernsehen [1444] Jahrzehnt [1123] ähnlich [437] drehen [788] ehrlich [1588]

Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

Transcript:�1. Fehler�2. zählen�3. jährlich�4. Fernsehen�5. Jahrzehnt�6. ähnlich�7. dreht�8. ehrlich

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Phonetik

1 – 4: Partner A sagt die Wörter. Partner B schreibt.

1. Aktivität [activity]

2. mehr [more]

3. spät [late]�4. Universität [university]

sprechen / hören / schreiben

Jetzt bist du dran!

5 – 8: Partner B sagt die Wörter. Partner A schreibt.

[e]	[ä]	Wort auf Deutsch

Aktivität

mehr

spät

Universität

geht

wählen

ungefähr

Nähe

5. geht [goes]

6. wählen [to choose]

7. ungefähr [approx.]�8. Nähe [nearby]

Timing: 4 minutes��Aim: To practise SSC long [e] and [ä] with a mixture of familiar and cognate vocabulary, to give students the opportunity to produce the two SSC.

�Procedure:�1. Partner B writes 1-4 and turns away from the board.�2. Partner A reads words 1-4 aloud in German.�3. Partner B writes the words down.�4. Partner B turns back to check his/her answers. Click on the green ticks to hear the words pronounced again.�5. Partner A turns away from the board, and the process is repeated with words 5-8.��Note: Remind students that they are deliberately making a difference between [e] and [ä] here, but that it is also likely that they will hear some German native speakers pronouncing them in the same way.��Word frequency unknown words (1 is the most frequent word in German): �wählen [636] ungefähr ]1458] Nähe [918]

Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

Transcript:�1. Aktivität�2. mehr�3. spät�4. Universität�5. geht�6. wählen�7. ungefähr�8. Nähe

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long and short [e]

Phonetik

Consolidation [10]

Y9 T1.1 Week 3 Slides 3-4

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Phonetik

hören / schreiben

Wer hat Geburtstag? �Hör zu. Schreibe den �Namen auf.

Zum Geburtstag viel Glück�Zum Geburtstag viel Glück�Zum Geburtstag lieber Dieter�Zum Geburtstag viel Glück

Zum Geburtstag viel Glück�Zum Geburtstag viel Glück�Zum Geburtstag liebe Elke�Zum Geburtstag viel Glück

liebe / lieber	Mädchen	Junge
lieber	Julia	Jonas
liebe	Paula	Paul
lieber	Emilie	Emil
lieber	Lena	Luka
liebe	Melanie	Moritz
lieber	Franziska	Franz

The adjective lieb (kind, dear) needs R1 endings -er for masculine and -e for feminine nouns/names.

1

2

3

4

5

6

[_ _ _ _ _ _]

[_ _ _ _]

What do these words mean literally? Try adding ich wünsche dir (I wish you) �in your head.

Note: the difference is very small! To say lieber, drop your jaw a little.

Timing: 7 minutes��Aim: to practise oral comprehension of the R1 endings –er for masculine and –e for feminine nouns using liebe/r plus masculine/ feminine name. ��Procedure:�1. Click to hear recording of the song (recording includes the names ‘Dieter’ and ‘Elke’).

2. Unpack what the words mean literally – use the example of ‘Guten Tag’ to explain that the implication is ‘I wish you a happy birthday / guten Tag.

3. Click for callout bubble to explain that lieber refers to masculine, liebe to feminine noun/name.

4. Listen to song again, click again to reveal the names ’Dieter’ and ‘Elke’.

5. Listening exercise using the name table on the right: Click sound button to play recording for item one. In pairs, learners decide whether they hear liebe or lieber, and whether it refers to a male or female name.

6. Click to reveal the answer.

7. Repeat for items 2-6.

Transcript:

Zum Geburtstag viel Glück!�Zum Geburtstag viel Glück!�Zum Geburtstag lieber [Dieter] �Zum Geburtstag viel Glück!

Zum Geburtstag viel Glück!�Zum Geburtstag viel Glück!�Zum Geburtstag liebe [Elke] �Zum Geburtstag viel Glück!

1. lieber Jonas

2. liebe Paula

3. lieber Emil

4. lieber Luka

5. liebe Melanie

6. lieber Franz

�Word frequency of unknown words(1 is the most frequent word in German): �Glück [641]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Phonetik

lesen / sprechen

Partnerarbeit �Person A sagt liebe oder lieber.�Person B sagt den richtigen Namen.�Dann tauscht die Rollen.

	liebe / lieber	Mädchen	Junge
1		Leah	Leon
2		Martina	Martin
3		Andrea	Andreas
4		Sabine	Sebastian
5		Nicole	Nils
6		Karina	Kurt

	liebe / lieber	Mädchen	Junge
1		Anna	Anton
2		Lina	Liam
3		Elke	Elias
4		Daniela	Daniel
5		Katrin	Klaus
6		Jana	Jörg

Person A

Person B

Herzlichen Glückwunsch! What does it mean? Why the en on herzlichen?

Again, “ich wünsche dir” (I wish you) is implied – making the phrase the direct object.

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long and short [e]

Phonetik

Consolidation [11]

Y9 T2.1 Week 6 Slides 3-7; 18-20

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der Vokal ‘e’�

Remember! German [e] can be short or long.

It is short when followed by more than one consonant, e.g., denken, Essen.

It is long when:

there is a double vowel, e.g. Meer,
or when followed by the letter ‘h’, e.g. Lehrerin,
or by a single consonant, e.g. geben.

Note: German final [e] is pronounced ‘uh’, e.g. danke, Klasse.

It is the same sound in the inseparable prefix ‘ge’ e.g. Gebäude.

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e

geben

mehr

Meer

Idee

sehen

Leben

Timing: 1 minute

Aim: to introduce/consolidate SSC [e]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [e] and then the source word again ‘geben’ (with gesture, if using).
Then present and elicit the pronunciation of the five cluster words.

The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in German): �geben [57]; mehr [58] Leben [220]; sehen [81]; Meer [977]; Idee [641].

Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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e

denken

besser

Bett

eng

helfen

Ende

Timing: 2 minutes

Aim: to introduce/consolidate SSC [e]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [e] and then the source word again ‘denken’ (with gesture, if using).
Then present and elicit the pronunciation of the five cluster words.

The cluster words have been chosen for their high-frequency, from a range of word classes, with the SSC (where possible) positioned within a variety of syllables within the words (e.g. initial, 2^nd, final etc.). Additionally, we have tried to use words that build cumulatively on previously taught SSCs (see the Phonics Teaching Sequence document) and do not include new SSCs. Where new SSCs are used, they are often consonants which have a similar symbol-sound correspondence in English.�

Word frequency (1 is the most frequent word in German): �denken [124]; besser [231] Ende [204]; helfen [406]; Bett [654]; eng [591].

Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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Phonetik [1/2]

hören / schreiben

Beethoven	Wechsel	zehn
Bett	Männer	leben
Nest	Bremen	See
steht	Essen	Mensch

1

2

3

4

Welches Wort passt nicht?

Person A liest die Wörter laut. �Person B dreht sich um  und schreibt die Ausnahme* auf.

die Ausnahme – exception

Note: the ‘e’s not in bold are pronounced ‘uh’. We have a lot of this sound in English in, for example, ‘the butter’. It is called ‘schwa’.

Timing: 8 minutes (2 slides)��Aim: to practise long and short [e] sounds.��Procedure:�1. Ensure that students are clear that the odd one out is based on the long and short [e] sounds.

2. Partner B turns away.

3. Click for the words to appear.

4. Partner A reads the four sets of three words.

5. For each set, Partner B writes down the odd one out in each set, based on long and short [e].

6. Partner B turns back to check answers.

7. Click audio buttons to hear a native speaker pronouncing the words.

8. Repeat on the following slide with partners swapping roles.

��Word frequency of unknown words (1 is the most frequent word in German): �Nest [>5000] Allee [>5000] Athlet [>5000] Insekt [4736]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Phonetik [2/2]

hören / schreiben

Fehler	Allee	helfen
schlecht	gegen	Athlet
perfekt	fängt	legen
geben	Insekt	letzte

1

2

3

4

Welches Wort passt nicht?

Person A liest die Wörter laut. �Person B dreht sich um  und schreibt die Ausnahme* auf.

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Phonetik [1/2]

lesen / hören

	langes [e]	kurzes [e]
Meine Eltern hatten ein Haus am Mittelmeer
Der türkische Kaffee ist so lecker. Er fehlt mir immer noch.
Im Winter gab es sehr wenig Schnee.
In der englischen Gesellschaft trinkt man viel Tee.

1

2

3

4

/

//

/

///

/

//

Hör zu. Wie viele Wörter haben langes oder kurzes [e]?

Person A liest die Sätze laut. �Person B dreht sich um  und schreibt / für jede SSC.

Timing: 10 minutes (2 slides)��Aim: to practise long and short [e] sounds.

Notes:

i) There is an easier version of this activity on slide 19.�ii) Remind students that they are only listening out for long [e] and short [e], not schwa or [er] sounds.��Procedure:�1. Partner B turns away.

2. Click to bring up the table of four sentences.

3. Partner A reads the four sentences.

4. Partner B writes down how many long and short [e] sounds they hear in each sentence.

5. Click to reveal answers.

6. Click audio buttons to hear a native speaker.

7. Repeat on the following slide with partners swapping roles.

�Word frequency (1 is the most frequent word in German): �Mittelmeer [4033] Schnee [1760] Gesellschaft [363] Armee [2209] Beere [>5000] ehemalig [883]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

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Phonetik [2/2]

lesen / hören

	langes [e]	kurzes [e]
Ich habe ein Jahr in der Armee gelebt.
Jetzt esse ich weniger frische Beeren.
Ich werde mein ehemaliges Unternehmen in Belgien nie vergessen.
Ich konnte jeden Tag im See schwimmen.

1

2

3

4

Person B liest die Sätze laut. �Person A dreht sich um  und schreibt / für jede SSC.

Hör zu. Wie viele Wörter haben langes oder kurzes [e]?

//

--

//

/

//

--

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Phonetik

lesen / hören


	Meine Eltern hatten ein Haus am Mittelmeer.
	Der türkische Kaffee ist so lecker. Er fehlt mir immer noch.
	Im Winter gab es sehr wenig Schnee.
	In der englischen Gesellschaft trinkt man viel Tee.
	Ich habe ein Jahr in der Armee gelebt.
	Jetzt esse ich weniger frische Beeren.
	Ich werde mein ehemaliges Unternehmen in Belgien nie vergessen.
	Ich konnte jeden Tag im See schwimmen.

1

2

3

4

5

6

7

8

___

_____

Hör zu. Schreibe die Wörter mit [e]

________.

_____.

___

___ ____ _____.

_______ _____________

_____.

_______ ______.

_____

_____.

___

_______ ___________

___

______.

_____

__

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long and short [e]

Phonetik

Consolidation [12]

Y9 T3.1 Week 6 Slide 6