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German phonics collection

long and short [a]

�Artwork: Steve Clarke

Date updated: 10 / 08 / 21

Rachel Hawkes

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long and short [a]

Phonetik

Introduction

Y7 T1.1. Week 1 Slides 8-15; 19-26

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Phonetik: Vowels�

German vowels can be short or long.

Vowels are short when followed by more than one consonant, e.g., Mann, Gast.

Vowels are long when:

there is a double vowel, e.g. Paar,
or when followed by the letter ‘h’, e.g., fahren,
or by a single consonant, e.g., sagen.

NB: German final ‘e’is not silent, but very short, e.g. danke, Klasse.

Note: It is important to give this explanation, but in the same way as with explicit grammar explanation, it is the practice that counts most. �Timing: 1 minute��Aim: to introduce students to key knowledge about German vowels.��Procedure:

It may be helpful to ensure that ‘vowel’ is 100% understood, eliciting an example in English from students.
Bring up each line of text and read it clearly with appropriate stress and intonation.

3. Proceed to the practice on the next slides.

�

Note: There are, of course, exceptions to these rules – ‘mit’ has a short vowel sound, and so does ‘das’ which they have just met. �It may be helpful to draw attention to the trickiness of English vowel/letter strings and show that there are many exceptions here, too – e.g. the pronunciation of ‘o’ in ‘love’ and ‘move’ and ‘cove’ – different in all three.

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long and short [a]

Phonetik

Introduction

Y7 T1.1. Week 1 Slides 9-11; 14; 19-24

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a

sagen

Timing: 1 minute

Aim: To introduce/consolidate SSC [a]

Procedure:�1. Present the letter(s) and say the [a] sound first, on its own. Students repeat it with you.�2. Bring up the word ”sagen” 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 mime speech coming out of your mouth, opening your mouth and drawing your hand away quickly away from you.

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 [a] sound, pronouncing ”sagen” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �sagen [46]�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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a

kalt

Timing: 1 minute

Aim: To introduce/consolidate SSC [a]

Procedure:�1. Present the letter(s) and say the [a] sound first, on its own. Students repeat it with you.�2. Bring up the word ”kalt” 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 a shiver, crossing your arms in front of your body.

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 [a] sound, pronouncing ”kalt” and, if using, doing the gesture.��Word frequency (1 is the most frequent word in German): �kalt [875]�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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a

sagen

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Vokabeln

hören / lesen / sprechen

Wo ist ?

die Tafel

Die Tafel ist hier.

Timing: 1 minute�Aim: to introduce further vocabulary, given students the opportunity to practise their new SSC knowledge.��Procedure:�1. Present picture and word and elicit the pronunciation from students (this is an opportunity for them to apply their phonics knowledge and decode the new word)

2. Bring up the question. Wo ist...? and model ‘Die Tafel ist hier’, pointing to the real (or picture) board.

3. Elicit a translation for ‘die Tafel’ and stress ‘die’ to prompt them to notice another word for ‘the’. They have now met the three words for ‘the’ for singular nouns.�We will focus explicitly on this soon.��Word frequency (1 is the most frequent word in German): �ist [3] die Tafel [3656] wo? [94] hier [71] der, die, das [1]

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

�

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Vokabeln

hören / lesen / sprechen

da

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a

kalt

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Vokabeln

hören / lesen / sprechen

Wo ist ?

die Flasche

Die Flasche ist da.

Aim: to introduce further vocabulary, given students the opportunity to practise their new SSC knowledge.��Procedure:�1. Present picture and word and elicit the pronunciation from students (this is an opportunity for them to apply their phonics knowledge and decode the new word)

2. Bring up the question. Wo ist...? and model ‘Die Flasche ist da’, pointing to the real (or picture) board.

3. Elicit a translation for ‘die Flasche’ and stress ‘die’ to prompt them to notice another word for ‘the’. They have now met the three words for ‘the’ for singular nouns.�We will focus explicitly on this soon.��Word frequency (1 is the most frequent word in German): �ist [3] die Flasche [1758] wo? [94] hier [71] der, die, das [1]

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

�

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a

sagen

haben

klar

Tag

fahren

Paar

Timing: 2 minutes

Aim: To introduce/consolidate SSC [a]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [a] and then the source word again ‘sagen’ (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): �sagen [46]; Paar [284] haben [7]; fahren [169]; klar [255]; Tag [108].

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

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a

sagen

haben

klar

Tag

fahren

Paar

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a

sagen

haben

klar

Tag

fahren

Paar

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a

kalt

Mann

Gast

danke

Klasse

lang

[guest]

6 Meter

Timing: 2 minutes

Aim: To introduce/consolidate SSC [a]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [a] and then the source word again ‘kalt’ (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): �kalt [875]; lang [95] Mann [131]; Klasse [619]; Gast [675]; danke [778].�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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a

kalt

Mann

Gast

danke

Klasse

lang

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a

kalt

Mann

Gast

danke

Klasse

lang

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Phonetik

hören

Hör zu. [a:] oder [a]?

	sagen	kalt

1

2

3

4

5

Mann

Paar

fahren

Klasse

danke

Timing: 2 minutes��Aim: to focus on differentiating the long and short [a] sounds in German.��Procedure:�1. Click to hear the word. Decide if it is long [a] as in ‘sagen’ or short [a] as in ‘kalt’. Students are NOT expected to transcribe the words – there are several ways to write the sound long [a] and these are not words that have yet been taught, merely seen briefly in phonics practice.

2. Bring up the answers and the written word for students’ information. They will be learning these highly frequent words soon.

Transcript:

Mann
Paar
fahren
Klasse
danke

��Word frequency (1 is the most frequent word in German): �Mann [131]; Paar [284] fahren [169]; Klasse [619]; danke [778]�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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a

kalt

Mann

Gast

danke

Klasse

lang

der

die

[guest]

6 Meter

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long and short [a]

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 [a]

Phonetik

Consolidation [2]

Y7 T2.2 Week 3 Slide 3

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[a] vs [ä]

sagen

ä[short]

lächeln

spät

1

2

3

4

5

6

7

8

9

10

egal

ständig

hängen

unbekannt

Bad

Nähe

zählen / zahlen

Wahlen / wählen

Geschäft / geschafft

schätzen / schatzen

zählen / zahlen

Wahlen / wählen

Geschäft / geschafft

schätzen / schatzen

a[long]

ä[long]

a[short]

kalt

Phonetik

Timing: 3 minutes

Aim: Phonics refresher - a vs ä.

The contrast between a and ä 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 SSCs and their example words (sagen / kalt / lächeln / spät) to play them and remind the students of the the sounds.
The first 6 words is a transcription (fill in the blank) task. The words are high-frequency, but haven’t yet been taught.
The second four are minimal pairs (some of these are rare).
The task is set up to do 1-6 first and correct those, and then complete 7-10.

Transcript:

egal
ständig
hängen
unbekannt
Bad
Nähe
zählen /zahlen
Wahlen / wählen
Geschäft / geschafft
schätzen / schatzen

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

egal [932] ständig [779] hängen [590] unbekannt [1292] Bad [1637] Nähe [918] zählen [704] zahlen [832] Wahl [799] wählen [636] Geschäft [765] schaffen (geschafft) [285] schätzen [1294] schatzen [>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 [a]

Phonetik

Consolidation [3]

Y7 T2.2 Week 5 Slides 3-4; 6; 34

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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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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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Zungenbrecher [1]

Auf dem Rasen rasen Hasen, atmen rasselnd durch die Nasen.

2

1

Phonetik

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long and short [a]

Phonetik

Consolidation [4]

Y8 T1.2 Week 3 Slides 2-3; 6-7; 21-24

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a

sagen

haben

klar

Tag

fahren

Paar

Timing: 2 minutes

Aim: To introduce/consolidate SSC [a]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [a] and then the source word again ‘sagen’ (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): �sagen [46]; Paar [284] haben [7]; fahren [169]; klar [255]; Tag [108].

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

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a

kalt

Mann

Gast

danke

Klasse

lang

[guest]

6 Meter

Timing: 2 minutes

Aim: To introduce/consolidate SSC [a]

Procedure:

Introduce and elicit the pronunciation of the individual SSC [a] and then the source word again ‘kalt’ (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): �kalt [875]; lang [95] Mann [131]; Klasse [619]; Gast [675]; danke [778].�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

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Phonetik

hören

sagen

a

kalt

o

wo?

o

Kopf

As you know, German vowels can be long or short.

Vowels followed by more than one consonant are short.

Other vowels are long.

a

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Phonetik

hören / schreiben

[a] sagen

[a] kalt

[o] wo?

[o] Kopf

spannend

1

2

3

4

5

6

7

8

geflogen

Polen

Bahnhof

Tante

Osten

polnisch

gefahren

Hör zu. Schreib das Wort.

Timing: 4 minutes��Aim: To practise SSC long and short [a] and [o] with vocabulary that is part of this week’s and revisited vocabulary sets. The task is thus also a vocabulary practice task.��Procedure:�1. Draw a 2 x 2 and write the source words.�2. Click to listen and write each word into the correct square.�3. Click to hear and see and word again.��NB: Words will appear on clicks, so take care that the mouse is on action button when you click for audio (or the answers will appear too soon).��Word frequency (1 is the most frequent word in German): �Osten [1208] der Bahnhof [1953] polnisch [3237] geflogen [824] gefahren [215] spannend [1810] Polen [2023] Tante [1826] �Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

Transcript:�1. Osten (short [o]�2. Bahnhof (long [a])�3. polnisch (short [o])�4. geflogen (long [o])�5. gefahren (long [a])�6. spannend (short [a])�7. Polen (long [o])�8. Tante (short [a])�

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Phonetik

sprechen / hören / schreiben

[a] sagen

[a] kalt

[o] wo?

[o] Kopf

_______

Partner A sagt die Wörter. Partner B schreibt.

_______

1. Kosten [costs]

2, planen [to plan]

3. Stoff [material]�4. Sohn [son]�5. einladen [to invite]�6. Gast [guest]�7. wohl [well]�8. relativ [relatively]

Timing: 4 minutes��Aim: To practise SSC long and short [a] and [o] with mostly unknown vocabulary, compelling students to apply their phonics knowledge. This vocabulary will appear later in Year 8.��Procedure:�1. Partner B draws a 2 x 2 and write the source words.�2. Partner A reads the words aloud. Partner B must turn away from the board and must write the words in the corresponding boxes. �3. The next slide has the answers. Click to hear and see and word again.��Word frequency (1 is the most frequent word in German):

relativ [571] Gast [576] einladen [1279] planen [597] Kosten [564] Stoff [702] Sohn [596] wohl [261]�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

Transcript:�1. Kosten (short [o]�2. planen (long [a])�3. Stoff (short [o])�4. Sohn (long [o])�5. einladen (long [a])�6. Gast (short [a])�7. wohl (long [o])�8. relativ (short [a])�

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Antworten

sprechen / hören / schreiben

[a] sagen

[a] kalt

[o] wo?

[o] Kopf

relativ�[relatively]�

Sohn�[son]

wohl�[well]

einladen�[to invite]

Gast�[guest]

Kosten�[costs]

Stoff�[material]

planen�[to plan]

This word comes from another language and doesn't follow German vowel length patterns. Other examples include: �informativ, alternativ.

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Phonetik

sprechen / hören / schreiben

[a] sagen

[a] kalt

[o] wo?

[o] Kopf

_______

Partner A schreibt. Partner B sagt die Wörter.

_______

1. doch [however,but]�2. Rahmen [frame]�3. modern �4. ohne [without]

5. Daten [data]�6. Blatt [leaf, sheet]�7. Lohn [wage]�8. fassen [to grasp]

_______

Same activity, roles reversed.

Timing: 4 minutes��Aim: To practise SSC long and short [a] and [o] with mostly unknown vocabulary, compelling students to apply their phonics knowledge. This vocabulary will appear later in Year 8.��Procedure:�1. Partner B draws a 2 x 2 and write the source words.�2. Partner A reads the words aloud. Partner B must turn away from the board and must write the words in the corresponding boxes. �3. The next slide has the answers. Click to hear and see and word again.��NB: Words will appear on clicks, so take care that the mouse is on action button when you click for audio (or the answers will appear too soon).��Word frequency (1 is the most frequent word in German):

fassen [1144] Blatt [1270] Daten [574] Rahmen [753] doch [73] modern [747] ohne [120] Lohn [2243]�Source: Jones, R.L. & Tschirner, E. (2006). A frequency dictionary of German: core vocabulary for learners. Routledge

Transcript:�1. Doch (short [o]�2. Rahmen (long [a])�3. modern (short [o])�4. ohne (long [o])�5. Daten (long [a])�6. Blatt (short [a])�7. Lohn (long [o])�8. fassen (short [a])�

�

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Antworten

hören / sprechen

[a] sagen

[a] kalt

[o] wo?

[o] Kopf

fassen�[to grasp]

Daten�[data]

Blatt�[leaf, sheet]

doch�[however, but]

modern�[modern]

Rahmen�[frame]

ohne�[without]

Lohn�[wage]

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long and short [a]

Phonetik

Consolidation [5]

Y8 T1.2 Week 5 Slide 38

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Phonetik [1/2]

lesen / sprechen

Say only the words with short [a].

zentral

Kontakt

fangen

Abendessen

Mannschaft

Wahrheit

Reaktion

Partnerin

planen

Macht

unangenehm

Landschaft

Sag jetzt die anderen Wörter.

Truth

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long and short [a]

Phonetik

Consolidation [6]

Y8 T2.1 Week 3 Slide 3

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Phonetik

lesen / sprechen

Sag die Zungenbrecher.

5

Sekunden

0

LOS!

2.

Eight similar men do eight similar subjects.

[a]

[ä]

acht

ähnliche

Männer

Fächer

machen

Acht ähnliche Männer machen acht ähnliche Fächer.

langsamer

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long and short [a]

Phonetik

Consolidation [7]

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 [a]

Phonetik

Consolidation [8]

Y9 T1.1 Week 2 Slide 4; 15

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Phonetik

hören / schreiben

Hör zu. Ist der Buchstabe [a] oder [ä]? �Schreibe die Wörter. �Wie heißen sie auf Englisch?

[a]	[ä]	Deutsch	Englisch
		Blätter	leaves
		Arme	arms
		Angriffe	attacks
		Gäste	guests
		Pläne	plans
		Äpfel	apples
		Wälder	forests
		Fälle	cases

1

2

3

4

5

6

7

8

Timing: 7 minutes��Aim: to distinguish between [a] and [ä] in the aural modality. Transcribe unknown plurals.��Procedure:�1. Click audio button 1. Students listen and indicate whether they hear [a] or [ä].

2. Click for tick to appear in correct column.

3. Click audio again and students transcribe the word they hear. Hopefully when looking at what they have written, students will recognise the plurals of previously taught singular nouns.

4. Click to reveal answer – German transcription.

5. Students then write the English meaning.

6. Click to reveal answer – an image will appear at the same time.

7. Repeat for 2 – 4. For 5 – 8, depending on level of the class, possibly only play the audio once, students tick [a] / [ä] and transcribe at the same time.

8. When all times 1 – 8 have been ‘done’, students read the words aloud with a partner.

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

Apfel [3491] Fall [188] Plan [955]�Source: Jones, R.L. & Tschirner, E. (2019). A frequency dictionary of German: core vocabulary for learners. Routledge

�

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Phonetik

hören / schreiben

Person A liest die Wörter, Person B schreibt auf. Dann tauscht die Rollen.

1. Lanzen

2. Throne

3. Rösser

4. Kämpfe

5. Gewänder

6. Schlösser

6 Wörter – Person A liest:

1. Töpfe

2. Kronen

3. Waffen

4. Stäbe

5. Wassergräben

6. Köpfe

6 Wörter – Person B liest:

Timing: 5 minutes��Aim: to read aloud to practise spoken production of a, ä, o, ö.��Procedure:�1. Partner B turns away from the board.

2. Click to make the words and images appear for Person A to read out. Person B writes down what Person A says.

3. When all 6 words have been read and transcribed, Person B turns back to the board, and together with Person A, checks their spelling.

4. Students work out meaning of the words using the images as clues – they may need help with this.

5. Swap roles and follow procedure 1 – 5 for the second set of six words.

Word frequency of unknown words (1 is the most frequent word in German): �Lanze [>5009] Thron [>5009] [4962] Ross [>5009] Kampf [867] Gewand [>5009] Topf [4136] Krone [3743] Waffe [1625] Stab [>5009] Wassergraben [>5009]��