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German phonics collection

Long and short [ü/y]

�Artwork: Steve Clarke

Date updated: 10 / 02 / 21

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Long and short [ü/y]

Phonetik

Introduction

Y7 T1.2 Week 6 Slides 3-15; 65-66

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ü

[y:]

Tür

Timing: 1 minute

Aim: To introduce SSC [ü]

Procedure:�1. Present the letter(s) and say the [ü] sound first, on its own. Students repeat it with you.�2. Bring up the word ” Tür” 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 hold both hands touching in front of your body, palms facing inward, thumbs to the ceiling. Then, with the right hand, mime a door opening by drawing it away from the left so that it finishes at a right angle, like a fully open door.

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 [ü] sound, pronouncing ”Tür” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �Tür [400]�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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ü

[y:]

Tür

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ü

[y:]

Tür

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ü

Tür

fühlen

über

grün

Küche

früh

05:30!!!

Timing: 2 minutes

Aim: To introduce SSC [ü]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [ü] and then the source word again ‘Tür’ (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): �Tür [400]; fühlen [419] grün [556]; Küche [960]; früh [322]; über [48].�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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ü

Tür

fühlen

über

grün

Küche

früh

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ü

Tür

fühlen

über

grün

Küche

früh

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ü�

[Y]

fünf

Timing: 1 minute

Aim: To consolidate SSC [ü]

Procedure:�1. Present the letter(s) and say the [ü] sound first, on its own. Students repeat it with you.�2. Bring up the word “fünf” 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 hold up your right hand, five digits spread apart.

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 [ü] sound, pronouncing “fünf” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �fünf [272]

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

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ü�

[Y]

fünf

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ü�

[Y]

fünf

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ü

fünf

Rücken

wünschen

Stück

Glück

müssen

[to have to/must]

[luck/happiness]

[to wish]

Timing: 2 minutes

Aim: To consolidate SSC [ü]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [ü] and then the source word again ‘fünf’ (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): �fünf [272]; Rücken [914] wünschen [684]; Glück [763]; müssen [45]; Stück [417].

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

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ü

fünf

Rücken

wünschen

Stück

Glück

müssen

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ü

fünf

Rücken

wünschen

Stück

Glück

müssen

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U oder Ü?�

	U	Ü
1
2
3
4
5
6

1

2

3

4

5

6

hören

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‘U’ oder ‘Ü’?�

O Tannenbaum, o Tannenbaum,

wie gr_n sind deine Blätter!

D_ gr_nst nicht n_r z_r Sommerszeit,

Nein auch im Winter, wenn es schneit.

O Tannenbaum, o Tannenbaum,

wie gr_n sind deine Blätter!

hören

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Antworten – u vs ü�

Antworten

O Tannenbaum, o Tannenbaum,

wie gr_n sind deine Blätter!

D_ gr_nst nicht n_r z_r Sommerszeit,

Nein auch im Winter, wenn es schneit.

O Tannenbaum, o Tannenbaum,

wie gr_n sind deine Blätter!

grün

Du

grünst

zur

nur

grün

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long and short [ü/y]

Phonetik

Consolidation [1]

Y7 T2.2 Week 5 Slides 3-4; 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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Long and short [ü/y]

Phonetik

Consolidation [2]

Y7 T3.1 Week 2 Slides 7; 8

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Samstagnachmittag

Heidi chillt jetzt ein bisschen. Sie liest ein Buch, aber es ist langweilig.

Sie findet ________ nicht so interessant.

a) Kisten

b) Küsten

4

lesen / hören

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Samstagnachmittag

Wolfgang hat ein bisschen Angst. Es wird spät, und er hat heute Nachmittag ein Date! Er sieht Oma im Wohnzimmer. Sie surft im Internet. Sie fragt: „Wolfgang! Wie findest du die …“

a) Tour

b) Tür

5

lesen / hören

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Long and short [ü/y]

Phonetik

Consolidation [3]

Y7 T3.2 Week 3 Slides 2-11

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SSC?

05:30!!!

hören

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ü

[y:]

Tür

Timing: 1 minute

Aim: To introduce/consolidate SSC [ü]

Procedure:�1. Present the letter(s) and say the [ü] sound first, on its own. Students repeat it with you.�2. Bring up the word ” Tür” 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 hold both hands touching in front of your body, palms facing inward, thumbs to the ceiling. Then, with the right hand, mime a door opening by drawing it away from the left so that it finishes at a right angle, like a fully open door.

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 [ü] sound, pronouncing ”Tür” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �Tür [400]�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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ü

[y:]

Tür

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ü

[y:]

Tür

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ü

Tür

fühlen

über

grün

Küche

früh

05:30!!!

Timing: 2 minutes

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

Procedure:

Introduce and elicit the pronunciation of the individual SSC [ü] and then the source word again ‘Tür’ (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): �Tür [400]; fühlen [419] grün [556]; Küche [960]; früh [322]; über [48].�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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ü

Tür

fühlen

über

grün

Küche

früh

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ü

Tür

fühlen

über

grün

Küche

früh

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U oder Ü?

fühlen

über

grün

die Küche

früh

gut

die Nummer

der Zug

die Kunst

das Buch

60

0

LOS!

Sekunden

sprechen

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U oder Ü?

	U	Ü
1
2
3
4
5
6

1

2

3

4

5

6

hören

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U oder Ü? [2]

	U	Ü
1
2
3
4
5
6

7

8

9

10

11

12

hören

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Long and short [ü/y]

Phonetik

Consolidation [4]

Y8 T1.1 Week 3 Slides 2-3; 24

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Phonetik

hören / schreiben

du

Punkt

u

Tür

ü

fünf

ü

Timing: 1 minute��Aim: To introduce/consolidate SSC long and short [u] and [ü]��Procedure:�1. Present the letter(s) and say the [u] sound first, on its own. Students repeat it with you.�2. Bring up the source word ”du” 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 point out directly in front of you.

4. Repeat for the other three source words, with gesture suggestions as follows:�short [u] - mime putting a full stop with your index finger in the air (point away from yourself, with a quick jabbing motion).�long [ü] – hold both hands touching in front of your body, palms facing inward, thumbs to the ceiling. Then, with the right hand, mime a door opening by drawing it away from the left so that it finishes at a right angle, like a fully open door.

short [ü] - hold up your right hand, five digits spread apart.

��Word frequency (1 is the most frequent word in German): �du [52]; Punkt [427] Tür [400] fünf [272]

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

�

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Phonetik

hören / schreiben

[u] du

[u] Punkt

[ü] Tür

[ü] fünf

unten

1

2

3

4

5

6

7

8

über

Küche

absolut

nutzen

Glück

Rücken

tun

Hör zu. Schreib das Wort.

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[u] oder [ü] im Plural?

As you know, Mutter and Bruder add an umlaut in the plural form:

eine Mutter, zwei Mütter

ein Bruder, zwei Brüder

Some nouns with [u] add umlaut + e in plural. Others add only +e. Some don’t change at all.

Listen and decide whether the vowel changes in plural.

hören

		same	different

1

2

3

4

5

6

7

8

Timing: 5 minutes��Aim: to distinguish aurally between SSCs [ü] and [u], and revise plural formation patterns.��Procedure:�1. Students write 1-8 in their books.

2. Click on a number to hear nouns said in the singular and plural.

3. Students listen to see whether the SSCs are the same or different.

4. Click to reveal

Transcript:�1. die Kunst, die Künste

2. die Küche, die Küchen

3. der Bus, die Busse

4. der Fluss, die Flüsse

5. die Küste, die Küsten

6. der Kuss, die Küsse

7. die Nuss, die Nüsse

8. der Hummer, die Hummer��Word frequency (1 is the most frequent word in German): �Bus [1562], Fluss [1551], Hummer [>5000], Kunst [554], Küste [2628], Küche [960], Nuss [>5000]�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Long and short [ü/y]

Phonetik

Consolidation [5]

Y8 T2.1 Week 3 Slide 2

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Phonetik

lesen / sprechen

Sag die Zungenbrecher.

15

Sekunden

0

LOS!

1.

Five good pupils must practise art in the kitchen.

[u]

[ü]

Kunst

üben

gute

in der Küche

müssen

Schüler

fünf

Fünf gute Schüler müssen Kunst in der Küche üben.

langsamer

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Long and short [ü/y]

Phonetik

Consolidation [6]

Y8 T3.2 Week 1 Slides 2-9; 24; 26-27

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y

typisch

Sounds the same as long or short [ü]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes / Images by Steve Clarke

Timing: 1 minute

Aim: To introduce SSC [y]

Procedure:�1. Present the letter(s) and say the [y] sound first, on its own. Students repeat it with you. Tell students it is the same the long or short [ü] in German.�2. Bring up the word ”typisch” 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. Ensure that students understand the meaning ‘typical’ or ‘typically’ i.e. drinking tea is typically English.

3. A possible gesture for this would be to mime drinking tea.

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 [y] sound, pronouncing ”typisch” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �typisch [1109]�Source: Jones, R.L & Tschirner, E. (2019). A frequency dictionary of German: Core vocabulary for learners. London: Routledge.

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y

typisch

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes / Images by Steve Clarke

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y

Typ

typisch

Physik

olympisch

Rhythmus

System

[type]

1 2& 3& 4

[system]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes / Images by Steve Clarke

Timing: 3 minutes

Aim: To introduce SSC [y] – pronounced as long or short [ü]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [y] and then the source word again ‘typisch’ (with gesture, if using).
Typisch/typical is a problematic concept – you may want to briefly discuss this with students. To avoid unhelpful German stereotyping, a common stereotype of British culture is used: a cup of tea. You could problematise this as ‘although not everyone in the UK drinks tea, many people around the world associate a cup of tea with British culture’, etc. The cup of tea has the advantage that it also works well as a gesture (pick up imaginary cup of tea with thumb and forefinger lifting and tilting it towards your mouth, little finger pointing away in ‘mock-posh gesture’).
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): �typisch [1109] Physik [1917] Rhythmus [3823] System [384] Typ (type) [907]

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

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y

Typ

typisch

Physik

olympisch

Rhythmus

System

[type]

1 2& 3& 4

[system]

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes / Images by Steve Clarke

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Phonetik [u], [ü], [y]

lesen / sprechen

Sag die Wörter.�Wie schnell kannst du das? �

typisch

fünf

Tür

Punkt

du

u

ü

y

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Phonetik

hören


	Handy
	analytisch
	symbolisch
	Yeti
	Hey
	Physik
	Party
	Gymnasium

1

2

3

4

5

6

7

8

As you have seen, German [y] is usually pronounced as long or short [ü].�However, for words that come from English, initial or final [y] is often pronounced as in English, e.g., das Baby.

Hör zu. Wie sagt man das? Wie im Deutschen oder im Englischen? Schreib 1-8 und Deutsch oder Englisch.

Gymnasium ist ein falscher Freund!

das Gymnasium = �grammar school

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Phonetik [1/3]

lesen / sprechen

Sag die Wörter.��Ist die SSC [y] wie oder ?

10

Sekunden

0

LOS!

die City

die Hymne

das Baby

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Phonetik [2/3]

lesen / sprechen

Sag die Wörter.�Wie schnell kannst du das? �Ist die SSC [y] wie oder ?

10

Sekunden

0

LOS!

das Symbol

Yoga

olympisch

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Phonetik [3/3]

lesen / sprechen

Sag die Wörter.�Wie schnell kannst du das? �Ist die SSC [y] wie oder ?

10

Sekunden

0

LOS!

das Symptom

physikalisch

die Yacht

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Phonetik [u], [ü], [y]

lesen / sprechen

Sag die Wörter.�Wie schnell kannst du das? �

typisch

fünf

Tür

Punkt

du

u

ü

y

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Phonetik [2/3]

lesen / sprechen

Sag den Satz.�Wie schnell kannst du das? �

10

Sekunden

0

LOS!

Fünf Schüler dürfen über Pfützen hüpfen, dann müde auf fünf grünen Stühlen sitzen und fünf Schüsseln* süße Grütze* schlürfen.

1

2

3

die Schüssel – bowl�die Grütze – porridge

Five pupils are allowed to hop over puddles, then sit, tired, on five green chairs, and slurp five bowls of sweet porridge.

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Phonetik [3/3]

Ein Fuß zwei Füße

Ein Gruß zwei Grüße

Ein Fluss zwei Flüsse

Ein Schluss.

lesen / sprechen

Sag den Satz.�Wie schnell kannst du das? �

10

Sekunden

0

LOS!

1

2

3

Hallo!

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Long and short [u]

Phonetik

Consolidation [7]

Y9 T3.1 Week 3 Slides 2; 21-22

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Phonetik

hören / sprechen

Zungenbrecher mit [u] und [ü]

Süßer Zucker, kühle Butter, bunte Kuchen �wirst du suchen.

Remember ! To say [ü] shape your mouth to say long ‘ee’ but round your lips to say ‘oo’.

*Mücken mögen müde Menschen, �müde Menschen mögen Mücken meistens nicht.

1

2

Sag diese Sätze so schnell wie möglich.

(Edeltraud Rudatzki)

*die Mücke – mosquito, midge

süß – sweet

Timing: 5 minutes��Aim: to practise spoken pronunciation of the [u] and [ü] sounds.��Procedure:�1. Students listen to each other pronouncing these tongue twisters. They can make each other start again if they hear a wrong sound, so advise students not to start off too fast. They should say each one several times, improving speed and accuracy each time. (2 – 2.5 minutes)

2. Then swap roles (2 – 2.5 minutes).

3. Click to hear each one spoken by a native speaker.

Transcript:�Mücken mögen müde Menschen, müde Menschen mögen Mücken meistens nicht.

Süßer Zucker, kühle Butter, bunte Kuchen wirst du suchen.

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

Butter [4960] kühl [2730] Mücke [>5009] Zucker {2559] �Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Phonetik 1/2

lesen / sprechen

Heidi bemalt die Wände im Zimmer von ihrem kleinen Bruder. Er will immer eins mehr als sie! Person A ist Heidi, Person B der Bruder.

60

Sekunden

0

LOS!

1. Ein Zug?

1. Zwei Züge!

2. Ein Stuhl?

2. Zwei Stühle!

3. Ein Buch?

4. Ein Fluss?

5. Ein Sturm?

6. Eine Nuss?

7. Ein Kuss?

8. Ein Turm?

3. Zwei Bücher!

4. Zwei Flüsse!

5. Zwei Stürme!

6. Zwei Nüsse!

7. Zwei Küsse!

8. Zwei Türme!

Timing: 10 minutes (two slides)��Aim: to practise oral production of [u] and [ü] sounds in a set of mostly unfamiliar singular and plural nouns.��Procedure:�1. Ensure students understand that Heidi is painting her younger brother’s walls with pictures. She makes a suggestion but he always wants two of what she suggests.

2. Remind students that many masculine and neuter nouns (and a few feminine nouns) form their plurals by adding –e and an umlaut over the vowel.

3. Student A is Heidi and makes the singular noun suggestions. Student B is the brother who replies ‘two XXX’! to each suggestion.

4. Click to start timer.

5. Move to the next slide and swap roles.

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

Kuss [>5009] Nuss [>5009] Sturm [2913] Turm [3118] �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 / sprechen

Tauscht die Rollen.

60

Sekunden

0

LOS!

1. Eine Wurst?

1. Zwei Würste!

2. Ein Hut?

2. Zwei Hüte!

3. Eine Frucht?

4. Ein Fuchs?

5. Ein Wunsch?

6. Eine Kuh?

7. Ein Fuß?

8. Eine Schnur?

3. Zwei Früchte!

4. zwei Füchse!

5. Zwei Wünsche!

6. Zwei Kühe!

7. Zwei Füße!

6. Zwei Schnüre!