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German phonics collection

[s]

�Artwork: Steve Clarke

Date updated: 10 / 08 / 21

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[s]

Phonetik

Introduction

Y7 T1.2 Week 4 Slides 2-7; 14-15; 43-44

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s�

sollen

Timing: 1 minute

Aim: To introduce/consolidate SSC [s]

Procedure:�1. Present the letter(s) and say the [s] sound first, on its own. Students repeat it with you.�2. Bring up the word ”sollen” 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 mime telling someone what s/he should do, by wagging your finger, and looking serious.

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 [s] sound, pronouncing ”sollen” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �sollen [63]

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

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s�

sollen

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s�

sollen

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s

sollen

Gesetz

langsam

Satz

reisen

Seite

54

Ich habe Hunger.

Subjekt

Objekt

Verb

Timing: 2 minutes

Aim: To introduce/consolidate SSC [s]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [s] and then the source word again ‘sollen’ (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): �sollen [63]; Gesetz [552] Seite[217]; reisen [978]; langsam [604]; Satz [582].�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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s

sollen

Gesetz

langsam

Satz

reisen

Seite

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s

sollen

Gesetz

langsam

Satz

reisen

Seite

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das Essen

gesund

sitzen

zu Hause

hässlich

super

interessant

es

sie

Timing: 3 minutes

Aim: To practise distinguishing between [s] or [ss] pronounced as English ‘s’, or [s] pronounced as English ‘z’.

Note: Words for this task are taken from the introduced and revisited vocabulary sets for this week, or previously taught words (es, sie) and two cognates (super, interessant) to challenge decoding skills further.

Procedure:�1. Students must decide whether the sounds in the words match to the bee (buzz) or the snake (hiss).�2. Teachers can elicit the sound [zzzz] or [ssss] first from the students, then the full word.�3. Answers are animated one by one to move to the correct image.

Word frequency (1 is the most frequent word in German): �interessant [810] super [1772]

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

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das Essen

gesund

sitzen

zu Hause

hässlich

super

interessant

es

sie

Snap?

Ja

oder

nein?

Fußball

heißen

lassen

Gesetz

langsam

Satz

reisen

Seite

Timing: 5 minutes

Aim: To practise distinguishing between [s] or [ss] pronounced as English ‘s’, or [s] pronounced as English ‘z’.

Procedure:�1. Students identify if the sounds highlighted in yellow are a match, ‘snap’ (like the card game) by pronouncing the words aloud and comparing them. �2. Play FOUR times with class and give students a few seconds to pronounce in pairs and decide, before taking the class answer each time. The answers are animated.�3. Then pairs can play against each other – one student choosing and pronouncing two words and the other student deciding whether they make a matching snap pair or not.

4. The words have been chosen from the pre-learn and consolidation and cluster lists as well as the vocabulary students are expected to have learnt in advance of this lesson.

Word frequency (1 is the most frequent word in German): �essen [323] Fußball [1277] reisen [933] heißen [126] gesund [1275] lassen [83] sitzen [231] langsam [526] Seite [197] hässlich [3542] Gesetz [578] Satz [432] interessant [810] super [1772]

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

�

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s, ss, ß

When it comes before a vowel, 's' is pronounced like the English ‘z’.

e.g. sagen, sehr, sein, sie, sitzen, sollen, gesund, super, Reise �

Elsewhere, the German ‘s’, as well as all instances of ‘ss’ and ‘ß’ are pronounced like an English ‘s’.

e.g. eins, hast, das, dass, groß, lassen, Haus, Wasser, heißen, weiß

'ss’ is used when the preceding vowel in a word is short, �but is written 'ß’ after a long vowel e.g. 'Fuß', 'Maß', 'Spaß’

or two vowels together e.g. 'weiß', 'heiß', 'heißt'

Remember:�sch-, sp-, st-

are pronounced in their own way at the start of a word!

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Was passt nicht in die Reihe?

gesund

lassen

heißen

Satz

weiß

groß

Seite

bisschen

Fußball

langsam

reisen

Gesetz

sollen

damals

findest

1.

2.

3.

4.

5.

Timing: 3 minutes

Aim: To practise distinguishing between ‘s’ as a ‘z’ and when as an ‘s’, and also the ß (called Eszett or scharfes S) instead of ‘ss’.�

Procedure:�1. Students have met this task type before and the instruction ‘Was passt nicht?’ Teachers can elicit the instruction meaning from students.�2. Students should be encouraged to practise pronouncing these words out loud, individually or in pairs, to decide which is the odd one out in each row (Reihe).�3. Answers are animated to shade the odd one out. Words are from the cluster words practised last lesson.

4. There is no need to focus on meaning, though teachers might be interested to see which words may have been retained incidentally.

Word frequency (1 is the most frequent word in German): �essen [323] Fußball [1277] reisen [933] heißen [126] gesund [1275] lassen [83] sitzen [231] langsam [526] Seite [197] hässlich [3542] Gesetz [578] Satz [432] interessant [810] super [1772]

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

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[s]

Phonetik

Consolidation [1]

Y7 T3.1 Week 2 Slide 18

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Heidis Shoppingliste

Was braucht Heide? Ordne die Dinge zu!

s

z

s/z

Zahnbürste

Osterhase

Seife

Sonnenschutz

Pilze

Säge

Zelt

_

Zitrone

_

Salz

_

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[s]

Phonetik

Consolidation [2]

Y7 T3.2 Week 5 Slides 2-8; 15; 25-26

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Wiederholung - s, ss, ß

Before a vowel, German 's' sounds like the English ‘z’.

E.g., sagen, sehr, sein, sie, sitzen, gesund, super, Reise. �

Elsewhere, the German ‘s’, as well as all instances of ‘ss’ and ‘ß’ are pronounced like an English ‘s’.

E.g., eins, hast, das, groß, lassen, Haus, Wasser, heißen.

Use 'ss’ when the preceding vowel in a word is short, e.g., essen. �Write 'ß’ after a long vowel e.g., 'Fuß', or two vowels together e.g. 'weiß‘.

Remember:�sch-, sp-, st- are pronounced in their own way at the start of a word,

e.g. schwimmen, springen, stehen

Phonetik

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s�

sollen

Timing: 1 minute

Aim: To introduce/consolidate SSC [s]

Procedure:�1. Present the letter(s) and say the [s] sound first, on its own. Students repeat it with you.�2. Bring up the word ”sollen” 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 mime telling someone what s/he should do, by wagging your finger, and looking serious.

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 [s] sound, pronouncing ”sollen” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �sollen [63]

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

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s�

sollen

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s�

sollen

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s

sollen

Gesetz

langsam

Satz

reisen

Seite

54

Ich habe Hunger.

Subjekt

Objekt

Verb

Timing: 2 minutes

Aim: To introduce/consolidate SSC [s]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [s] and then the source word again ‘sollen’ (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): �sollen [63]; Gesetz [552] Seite[217]; reisen [978]; langsam [604]; Satz [582].�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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s

sollen

Gesetz

langsam

Satz

reisen

Seite

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s

sollen

Gesetz

langsam

Satz

reisen

Seite

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Phonetik

Großstadt

vergessen

suchen

normalerweise

der Wasserpark

der See

Großstadt

vergessen

suchen

normalerweise

der Wasserpark

der See

Timing: 3 minutes

Aim: This is a reprise of the task from 2.1.4, but this time the words are taken from the introduced and revisited vocabulary sets for the current week.

It practises pronunciation of ‘s’ as a ‘z’ and as an ‘s’,and also ‘ß’ (called Eszett or scharfes S) and ‘ss’.

Procedure:�1. Students must decide whether the sounds in the words match to the bee (buzz) or the snake (hiss).�2. Teachers can elicit the sound [zzzz] or [ssss] first from the students, then the full word.�3. Answers are animated one by one to move to the correct image.

Word frequencies:

Großstadt [74/188] See [1167] nächste [249] Wasserpark [299/1940] suchen [293] normalerweise [1898] vergessen [595] fast [223]

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

Bee picture from pixabay.com

Snake picture from publicdomainvectors.org

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Snap?

heiß

Wechsel

besuchen

setzen

lustig

küssen

als

so

Ja

oder

nein?

selbst

Spaß

Sommer

Gesicht

letztes

Seite

besser

Süden

Timing: 5 minutes

Aim: To practice distinguishing SSCs [s] and [ss] ([ß]). Students identify if the sounds highlighted in yellow are a match, ‘snap’ (like the card game) by pronouncing the words aloud and comparing them.

Procedure:

1. Play FOUR times with class and give students a few seconds to pronounce in pairs and decide, before taking the class answer each time. The answers are animated.�2. Then pairs can play against each other – one student choosing and pronouncing two words and the other student deciding whether they make a matching snap pair or not. �Note: The words have been selected from the forthcoming Year 8 vocabulary lists, and are thus ‘unknown words’ for the students at present. This makes the task one of pure phonics decoding, rather than allowing existing word knowledge to play a part.

Word frequency rankings:

der Süden [1534], selbst [98], besser [231], so [21], als [25], der Spaß [666], der Wechsel [1945], der Sommer [704], lustig [2262], die Seite [217], letztes [147], küssen [2625], heiß [920], setzen [228], besuchen [703], das Gesicht [365]

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

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Was passt nicht in die Reihe?

Süden

Gesicht

lustig

selbst

besuchen

Spaß

Seite

küssen

heiß

Wechsel

Sommer

besser

gesund

1.

2.

3.

4.

5.

als

so

Phonetik

Timing: 5 minutes

Aim: To practice distinguishing SSCs [s] and [ss] ([ß]). Students have met this task type before and the instruction ‘Was passt nicht?’

Procedure:

1. Teachers can elicit the instruction meaning from students.

2. Students should be encouraged to practise pronouncing these words out loud, individually or in pairs, to decide which is the odd one out in each row (Reihe).�3. Answers are animated to shade the odd one out upon clicking the mouse.

Note: Words are from the forthcoming Year 8 scheme of work (with the exception of ‘gesund’, learnt in 2.1.4), as used on the previous slide. �There is no need to focus on meaning, though teachers might be interested to see if students can anticipate the meanings, e.g. besser, Sommer, Süden.

Word frequency (1 is the most frequent word in German): �besser [201] Sommer [771] Süden [1771] Spaß [1045] als [22] Gesicht [346] lustig [1973] selbst [101] besuchen [820] Seite [197] küssen [2644] so [28] heiß [1195] Wechsel [2525]

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

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[s]

Phonetik

Consolidation [3]

Y7 T2.2 Week 2 Slides 35-36

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Phonetik

Pil z

Salat

Zirkus

Hei z ung

Zahn

hören / schreiben

Deutsches [z] ist wie das Englische‘ts’.�Deutsches [s-] ist wie das Englische ‘z’.

Hör zu. Schreib 1-9 und [z] oder [s].

1

2

3

4

5

6

7

8

9

_

Suppe

_

Sahne

_

Amei s e

_

E s el

_

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Phonetik

lesen / sprechen

20

Sekunden

0

LOS!

1. sinken

2. Tradition

12. Demonstration

10. absolut

9. Qualifikation

4. Zucker

3. Kompetenz

Remember - ‘tion’ words sound like ‘tsyon’in German!

11. tausend

5. sogar

6. Gesetz

7. Option

8. angesichts

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[s]

Phonetik

Consolidation [4]

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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[s]

Phonetik

Consolidation [5]

Y9 T2.1 Week 3 Slides 5-7

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-s- oder -z- ?

Phonetik

Remember that in German [-s-] at the start or in the middle of words usually sounds like the English ‘z’:

German [-z-] always sounds like the ‘ts’ at the end of ‘boots’:

sehen

Seite

Nase

Gesicht

Zimmer

schwarz

setzen

Schlagzeug

No English words start with this sound, so it’s one we need to practise.

langsam

Exceptions are usually (or were originally) compound words:

deshalb

Bundesland

Bundesland means state or province. There are 16 Bundesländer in Germany.

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Murder-Mystery-Party

hören / schreiben

Wer sitzt wo? Mutti sagt wo die Gäste sitzen sollen. Schreib die Namen.

Simon Siebold

_

1

Sonja Zender

2

_

Zino Sprenger

_

3

_

Stefan Ziegler

_

4

_

Anita Seidel

_

5

_

Hans Sauer

_

Zara Simmer

_

7

_

Sabine Strauß

_

8

_

6

Timing: 5 minutes (either this or the next slide, which has a more challenging version)��Aim: to practise differentiating the SSC [s-] and [z] in a transcription task; to practise aural comprehension of vocabulary from this week’s set; to be introduced to the eight character names in the murder mystery story.��Procedure:�1. Ensure students understand the task.

2. Click to play audio.

3. Students write the missing SSC.

4. Click to reveal answers.

Transcript:�Guten Abend, liebe Gäste. Wir treffen uns hier im Esszimmer.

1. Simon Siebold sitzt oben am Kopfende vom Tisch.

2. Rechts neben ihm und vor dem Fenster sitzt Sonja Zender.

3. Auf Simons anderer Seite sitzt Zino Sprenger.

4. Links von Zino ist Stefan Ziegler.

5. Anita Seidel sitzt neben Stefan. Die Tür ist hinter ihr.

6. Am anderen Tischende sitzt Hans Sauer.

7. Auf seiner linken Seite sitzt Zara Simmer.

8. Sabine Strauß sitzt zwischen* Zara und Sonja.

��Word frequency (1 is the most frequent word in German): �Esszimmer [>5009] zwischen [105]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Murder-Mystery-Party

hören / schreiben

Wer sitzt wo? Mutti sagt wo die Gäste sitzen sollen. Schreib die Namen.

Simon Siebold

_ _ _ _ _

_ _ _ _ _ _ _

1

Sonja Zender

2

Zino Sprenger

_ _ _ _

3

Stefan Ziegler

4

Anita Seidel

5

Hans Sauer

Zara Simmer

7

Sabine Strauß

8

_ _ _ _ _ _ _ _

_ _ _ _ _ _

_ _ _ _ _ _ _

_ _ _ _ _

_ _ _ _ _ _

_ _ _ _

_ _ _ _ _

_ _ _ _

_ _ _ _ _ _

_ _ _ _ _

_ _ _ _ _ _

6

Timing: 5 minutes (either this or the previous slide, which has a less challenging version)��Aim: to practise differentiating the SSC [s-] and [z] in a transcription task; to practise aural comprehension of vocabulary from this week’s set; to be introduced to the eight character names in the murder mystery story.��Procedure:�1. Ensure students understand the task.

2. Click to play audio.

3. Students write the whole names.

4. Click to reveal answers.

�Note: this slide is made more challenging because, with the numbered sound buttons placed away from the table, and without parts of names students must rely entirely on the locational vocabulary they hear to know which name corresponds to which position.

Transcript:�Guten Abend, liebe Gäste. Wir treffen uns hier im Esszimmer.

1. Simon Siebold sitzt oben am Kopfende vom Tisch.

2. Rechts neben ihm und vor dem Fenster sitzt Sonja Zender.

3. Auf Simons anderer Seite sitzt Zino Sprenger.

4. Links von Zino ist Stefan Ziegler.

5. Anita Seidel sitzt neben Stefan. Die Tür ist hinter ihr.

6. Am anderen Tischende sitzt Hans Sauer.

7. Auf seiner linken Seite sitzt Zara Simmer.

8. Sabine Strauß sitzt zwischen* Zara und Sonja.

��Word frequency (1 is the most frequent word in German): �Esszimmer [>5009] zwischen [105]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�