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Revisiting phonics, vocabulary and grammar�

CPD 8 / TRG 4

Stephen Owen / Victoria Hobson / Rachel Hawkes

Date updated: 19/5/2020

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Rachel Hawkes

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Aims of the session

The core objectives are that teachers:

1. are more familiar with the range of NCELP Year 7 resources for phonics, vocabulary and grammar;

2. understand and are considering ways to deepen and extend vocabulary learning;

3. revisit the grammar rationale and develop knowledge of task design principles.

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Rachel Hawkes

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Vocabulary

Stephen Owen

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Rachel Hawkes

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Vocabulary activities

NCELP SOW assumes approx. 30 minutes prior learning of each week’s vocabulary, before the lesson takes place.

The vocabulary activities at the start of lessons aim to re-visit the new words the students have learnt at home, to strengthen the new knowledge.

Subsequent grammar input activities that week use the new vocabulary, thereby deepening knowledge.

Productive tasks then combine the target grammar feature and new vocabulary.

Lessons also systematically recycle previously taught vocabulary (from several weeks earlier). Where possible, activities integrate new and previously taught vocabulary. Otherwise, separate tasks ensure that all necessary vocabulary taught in previous weeks is revisited.

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Rachel Hawkes

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Vocabulario: Semana 1

	Word	English meaning
1	dónde	where
2	estar	to be [location]
3	estoy	I am
4	estás	you are
5	está	he / she / it is
6	en	in
7	Inglaterra	England
8	España	Spain
9	norte	north
10	sur	south

Segundos

60

0

INICIO

This task is made more challenging by being done against the clock.

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Rachel Hawkes

Term 1.1 Week 1

Vocabulary practice slide�The pre-learning vocabulary homework includes a lot of audio input to support students to make secure and accurate sound-writing connections. This is particularly important in the early stages of the course, when students have not been taught all of the sound-spelling correspondences. Given this pre-lesson focus on the sounds of the words, though, we can expect students often to start the lesson either working by themselves or in pairs, reading out the words and studying their English meaning (1 minute), to refresh their knowledge of the new vocabulary. �This task builds in challenges, as in subsequent rounds, the English meanings are removed and students try to recall them, looking at the Spanish (1 minute).�Then the Spanish meanings are removed and they to recall them, looking at the English (1 minute)�Further rounds of learning can be facilitated by one student turning away from the board, and his/her partner asking him/her the meanings. This activity can work from L2 🡪 L1 or L1 🡪 L2.

The example here is the vocabulary for Spanish Term 1, Week 1. This is before the vocabulary pre-learning homework routine has been established, so this activity is positioned later on in the sequence, rather than at the start of the lesson.

Vocabulary for Week 1:

dónde [161]; estar [21]; estoy; estás; está; en [5]; Inglaterra [proper noun - N/A]; España [proper noun - N/A]; el [1]; norte [624]; sur [661]

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Vocabulaire

jouer

écouter

chanter

manger

étudier

la radio

le fruit

l’histoire

ils

elles

Nouns are presented with the corresponding form of the definite article.

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Rachel Hawkes

Whilst students are expected to pre-learn vocabulary for 30 minutes before each week’s first lesson, vocabulary is often presented again, like this, with pictures or English first, to elicit what students might know/remember, followed immediately by a presentation of the French word to reinforce the developing knowledge.

Teacher resource notes Year 7 French 1.2.6

Students should be familiar with this vocabulary, as it will have been practised in the vocabulary learning homework from the week before. This slide is, therefore, a whole class check on whether students have done their homework.

Draw students’ attention to the SFC of ils and elles and reinforce pronunciation of the words if necessary.��Additional notes on article use in vocabulary presentation (and on Quizlet):�As soon as students have been taught both definite and indefinite articles, all nouns are listed for teaching (e.g., in Quizlet) with the definite article. This is why there is some change of practice over time. �For example, in French, le/la only are taught first, then un/une, so any nouns taught that start with vowels are listed with the indefinite article. Once l’ has been taught, then l’ is used to list nouns, with a (m) or (f) in the English translation.�With Spanish, the indefinite article is taught first, so all nouns are listed with the indefinite article until the week when definite articles are taught. Thereafter all nouns are listed with the definite article.�German – definite articles are taught first. All nouns are always listed with the definite article, right from the start.

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Vocabulario

amigo

un

una

This activity practises recognising the regular gender marking of nouns.

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Rachel Hawkes

Term 1.1 Week 5

In the previous week, students were introduced to the singular indefinite article (un/una) and a set of nouns with regular gender marking. The nouns taught in this week also have regular gender marking, so students should be able to judge accurately whether they take ‘un’ or ‘una’. This is an example of short vocabulary activities that are linked to a particular grammar feature, in such a way that the knowledge of both is promoted.

Week 5 vocabulary frequency rankings: amigo [210]; periódico [1026]; caballo [907]; teléfono [866]; planta [768]; botella [1878]; revista [920]; pregunta [507]; palabra [192]; tarea [995]; también [49]. Source: Davies, M. & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2nd ed.). Routledge: London

Image retrieved from https://unsplash.com/ (freely usable images)

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Vocabulario

un

una

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Rachel Hawkes

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amigo

periódico

caballo

teléfono

planta

botella

revista

palabra

pregunta

tarea

también

[also; too]

English translations are used where no unambiguous pictures exist.

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Rachel Hawkes

Term 1.1 Week 5

Early in the 2-lesson sequence for any one week, there are usually some quick tasks to re-activate the emergent vocabulary knowledge that has resulted from the 30-minute pre-lesson learning. These are necessary because:�first, time will have elapsed between the learning homework and the lesson, allowing forgetting; second, students have different memory capacities;

third, students do not all complete their homework to the same high standard.

This task, whilst it is a recognition task, has the additional requirement that students say the Spanish words aloud, which supports the development of their sound-spelling knowledge too.��Click for speech bubble: It’s also important to highlight that when teaching focuses on the teaching of high-frequency vocabulary, that vocabulary is often includes conjunctions, prepositions, high-frequency verbs etc., and these often don’t lend themselves to unambiguous pictorial representation. Think for example of the verb ‘to use’ and how tricky it would be to find a picture to show that meaning, clearly. So, where this is the case, we use English.

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una amiga

bailar

¿quién?

hablar

música

escuchar

comprar

temprano

tarde

llegar

bien

con

to arrive

Again, unambiguous English translations are provided.

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Rachel Hawkes

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🡨palabras en español

tarde

A

hablar

B

amiga

C

¿quién?

D

comprar

E

con

F

buy

G

female friend

J

with

H

late

K

to speak

L

who?

I

palabras en inglés 🡪

A game-like memory challenge is introduced in this activity.

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Rachel Hawkes

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Was denkst du?

1. I have seen this word before.

2. I know what the word means.

3. I can read the word aloud.

4. I can spell the word correctly.

5. I can use the word in a sentence.

This checklist gets students thinking about how well they know a word.

6. For nouns, I know the gender and the correct word for ‘the’

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Rachel Hawkes

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A

d__ P___

B

r______

C

s______

D

d__ K___

E

f_____

F

d__ M___

G

d__ T__

Sekunden

60

0

ANFANG

This activity challenges students to recall the genders and spellings of words, rather than simply matching them.

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Rachel Hawkes

Term 1.1 Week 2

Click for speech bubble: This starter slide for the 2^nd lesson in a week revisits the week’s words, but challenging students to remember genders and spellings, with the additional challenge of a time limit.

Students are likely to be clear about the meanings these pictures represent from the previous lesson, but teachers make it clear to students that they can ask about any they are not sure about, for example: ‘Was ist ‘E’ auf Englisch? As with many such vocabulary tasks, this one also offers the opportunity for them to re-visit some alphabet letters from last week.

sagen [46] sagt [46] der Tag [108] der Mann [131] das Paar [284] die Klasse [619] richtig [211] falsch [638] nicht [12]

Notes:

ja [27], nein [120], and oder [30] will be incorporated in the next exercise
Was? [39] will be revisited in the activity on Question words

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I

J

K

L

M

N

O

the problem

the table

the school

the human being

the example

the board

a woman

a friend (male)

an animal

a question

the place

a colour

In giving the coordinates of the squares for this game, later letters of the alphabet are practised too.

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Rachel Hawkes

Term 1.1 Week 6

This vocabulary practice slide elicits previously taught nouns with either definite or indefinite articles, testing gender and article knowledge, as well the knowledge of the nouns themselves. �Click for speech bubble: Alphabet letters give coordinates to practise several more letters, too, if they are also being taught at this stage.�

This can be a whole class activity, for example in two halves, teams A and B.�Students nominate any ‘card’ giving coordinates e.g. ‘M-I’�Teacher clicks the card to reveal the English prompt for 2 seconds and then again to hide the card. �NB: take care to click only when you see the ‘hand’ icon, rather than the arrow pointer, which would move the slide on!

Student tries to name the item, giving the correct article. e.g. das Problem.

If correct, the card is left uncovered. If the response is incorrect, the item is re-covered, and play continues with Team B.

This same slide could be used for many other varieties of vocabulary retrieval, e.g. individual written production using mini whiteboards.�

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Was

Wo

Wie

Wer

ist

der Tag

der Mann

das Tier

die Farbe

der Gast

die Flasche

der Mensch

das Ding

?

This activity provides practice in question formation, and translation of the resulting questions by a partner.

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Rachel Hawkes

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Was ist die Ausnahme?

1

sein / bist / hast / ist

2

___ Frage / ___ Tisch / ___ Nummer / ___ Farbe

3

A

B

C

D

4

ein Fenster / ein Wort / ein Paar / ein Freund

5

A

B

C

D

6

groß – rot – kalt - sagt

7

der Lehrer – der Freund – das Heft – die Frau

8

A

B

C

D

Some of the items are audio only, ensuring that practice occurs in the different modalities.

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Rachel Hawkes

Term 1.1 Week 6

This is a plenary ‘odd one out’ task, which revisits some of the grammar, vocabulary, and phonics introduced over the previous few weeks.

Click animation (up to the speech bubble): So, there are a mixture of different elements of knowledge tested here, but also different modalities involved, which deepens the quality of the processing involved.�The first question tests knowledge of the verb sein, the second is about gender knowledge, and the third the difference in sound between ‘ei’ and long ‘e’.

1. Sein / bist / hast / ist (not a form of sein)

2. die/eine Frage / der/ein Tisch / die/eine Nummer / die/eine Farbe (der/ein Tisch – it’s masculine)

3. frei / allein / Idee / klein (audio – long ‘e’ not ‘ei)

Then click quickly through the remainder of the animations:

4. Ein Fenster / Ein Wort / Ein Paar / Ein Freund (masculine)

5. Geben / Welt / Leben / sehen (audio – short ‘e’ not long ‘e’)

7. groß / rot / kalt / sagt (verb not adjective)

9. Der Lehrer / Der Freund / Das Heft / Die Frau (thing not person)

10. Wasser / klar / haben / Paar (audio – long ‘a’ not long ‘a’)

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W

e

r

m

a

c

h

t

w

a

s

?

das __ asser

der Fr__und

das Wo__t

nicht __ahr?

der Fußb__ll

das Hau__tier

das Zim__er

ko__hen

das __aus

die Wel__

h__ben

W

e

r

m

a

c

H

t

w

a

s

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Term 1.2 Week 2

I mentioned that previous sets of vocabulary are systematically revisited in lessons, too, after three and nine weeks. So, from the 10^th week of teaching onwards, two sets of vocabulary are being revisited, in addition to the new-to-be-learned set - a total of thirty words ‘in play’ in any given week.��We make every attempt to weave the revisited words together with the new words into the listening, reading, speaking and writing tasks for that week. We also make use of other, stand alone tasks, like this one.�

This starter task revises nine items of vocabulary from a previous week and two items from the new week. By working out which letters are missing and putting them in order into the spaces below, they create the question ‘Wer macht was?’, which is the context for this week’s lessons, so the activity does the task of ‘sharing the context learning objective’ with students, as well as revisiting key vocabulary. Teachers then also elicit the English translation of this question from students to ensure that they are all clear about its meaning.�

Week 5 vocabulary�haben [7] hat [7] wer? [173] der Lehrer [433] der Fußball [1497] der Freund [326] das Wasser [297] die Welt [190] das Wort [243] nicht wahr? [14/662] das Haustier [>5000] das Haus [159]�Note that 6 of these words were built into this week‘s lessons, as well.�Term 1.2, Week 2 vocabulary�arbeiten [200] putzen [2851] kochen [1005] sitzen [261] das Auto [490] zu Hause [6/159] der Garten [959] der Boden [445] die Liste [1975] das Zimmer [609]

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

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Vokabeln

lesen und schreiben

								W	O	H	N	E	N
							R	I	C	H	T	I	G
I	M	-	K	L	A	S	S	E	N	Z	I	M	M	E	R
								D	A	S	-	P	A	A	R
							L	E	R	N	E	N
			I	N	-	D	E	R		S	C	H	U	L	E
			F	A	L	S	C	H
							M	O	N	T	A	G
				S	P	I	E	L	E	N
	M	I	T	-	F	R	E	U	N	D	E	N
		D	E	R	-	M	A	N	N
	D	I	E	-	A	U	F	G	A	B	E

A. Was machst du in England?
B. Nicht falsch.
C. Wo bist du?
D. Was ist das? 🡪
E. Was machst du in der Schule?
F. Wo ist das Klassenzimmer?
G. Nicht richtig.
H. Das ist ein Tag.
I. Was machst du mit einer Gitarre?
J. Du redest …
K. Er ist keine Frau.
L. Was machst du im Unterricht?

?

Term 1.2 Week 3

A similar, more developed variant of the previous task recycles vocabulary not only in the answers, but in the target language question prompts, too.

�Then click through the animations on this and the next slide, which provides the answers.

This has just been a quick run through a sample of the different vocabulary activity types that are in the Y7 resources. There are more than this, but now we need to move on to look at other aspects of vocabulary teaching.

(No need to read out the notes below, but I’ve left them in for teachers to see).

Starter

�This starter task revises 12 items of vocabulary (shown in bold below) drawn from 1.1.2 and 1.1.7 (the two weeks students were set to revisit last week). A further 7 items of vocabulary (shown in italics below) feature in the clues and are therefore revised receptively.

�By working out the answers to the clues and spelling out the words correctly, students create the word ‘Wiederholung’, which is the focus for this activity. So the activity does the task of ‘sharing the context learning objective’ with students. Students should have pre-learned the verb ‘wiederholen’ as part of their audio and Quizlet homework, so teacher should explain that this is the noun form.

Note: The clues relate to the words directly to their right.

Individual letters appear on clicks. This allows teachers to elicit both full words from the students (‘Was ist A?’ ‘A ist wohnen’) as well as spelling (‘Wie schreibt man ‘wohnen’?’ ‘W-O-H-N-E-N)

Note: a more complex version of this task, in which only the first letter of each word is given, can be found on the next slide.

T1.1 Week 2

sagen [46] sagt [46] was? [39] der Tag [108] der Mann [131] das Paar [284] die Klasse [619] richtig [211] falsch [638] nicht [12] oder [30] ja [27] nein [120] ��T1.2 Week 2

wohnen [380] schreiben [245] spielen [197] reden [356] lernen [203] machen [49] Montag [794] die Aufgabe [317] im Klassenzimmer [609/619] im Unterricht [1107] in der Schule [208] mit Freunden [13/327] er [20] sie [10]

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Vokabeln

lesen und schreiben

A. Was machst du in England?
B. Nicht falsch.
C. Wo bist du?
D. Was ist das? 🡪
E. Was machst du in der Schule?
F. Wo ist das Klassenzimmer?
G. Nicht richtig.
H. Das ist ein Tag.
I. Was machst du mit einer Gitarre?
J. Du redest …
K. Er ist keine Frau.
L. Was machst du im Unterricht?

								W	O	H	N	E	N
							R	I	C	H	T	I	G
I	M	-	K	L	A	S	S	E	N	Z	I	M	M	E	R
								D	A	S	-	P	A	A	R
							L	E	R	N	E	N
			I	N	-	D	E	R		S	C	H	U	L	E
			F	A	L	S	C	H
							M	O	N	T	A	G
				S	P	I	E	L	E	N
	M	I	T	-	F	R	E	U	N	D	E	N
		D	E	R	-	M	A	N	N
	D	I	E	-	A	U	F	G	A	B	E

?

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Vocabulary activities [2]

Using word reference resources

Word patterns

Compound nouns (German)

Cognates

Words with multiple meanings

Lexical profiling tool

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Rachel Hawkes

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Using word reference resources

This sequence of slides offers students help with the following:

1. Understanding the role of dictionaries and translation resources

2. Developing skills in using these resources

3. Avoiding some of the pitfalls!

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Rachel Hawkes

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Challenge 1

Could you guess the meanings of these French words? (if you had not met them):

effort

blanc

manger

faisons

histoire

effort

history

white

to eat

we do

this is a cognate – it means the same in both languages�(though it sounds very different!)

not quite a full cognate, but its spelling gives you a clue!

not ‘blank’, as you may have thought!

not ‘manger’, as you may have thought!

you need to know it – you cannot really hope to guess!

So, guessing the meaning would only be a reliable strategy for two of the above five words!

These are known as �‘false friends’ (faux amis), because they actually mislead you!

Term 2.2 Week 3

This resource aims to raise students’ awareness of the importance of using dictionaries or translation sites to research the meaning of unknown words when translating from the target language, and to find the correct target language word for the desired meaning when translating from the English.

It also attempts to help students to deal with the common pitfalls encountered by newcomers to dictionary use, by giving practice opportunities in the basic thought and decision-making processes required.

This slide aims to raise students’ awareness of the importance of looking up words rather than guessing their meaning, even though sometimes meanings can be worked out (e.g. for cognates and near-cognates). It also points out the problem of ‘false friends’ (faux amis) in French.��The words used are drawn from this week’s vocabulary sets:�2.2.3 - frapper [745], ressembler [1398], cœur [568], temps [65], blanc [708], noir [572], pourquoi [193] si [34]

2.1.4 – faisons [25], faites [25], font [25], quoi [297], attention [482], effort [388], exercice [1290], fête [1490], rien [168]

1.2.6 - chanter [1820], écouter [429], étudier [960], jouer [219], manger [1338], ils [13], elles [38], fruit [896], histoire [263], radio [1526]

Teachers should ask, for each category below, which other words students can think of in each category, from this week’s words:�E.g.�Cognates - radio, fruit, attention, exercice (one letter different)�Near cognates - ressembler - to resemble, be like, étudier - to study, chanter - to sing (like chant… - false friend or does it help?)�Words you need to know that cannot be guessed - frapper, cœur , temps, noir, pourquoi, si, faites, font, quoi, fête, rien, écouter, jouer, ils, elles�

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Challenge 2

A paper dictionary (i.e., a real book!) has two sections:

for a French dictionary, these are French to English and English to French.

In which section of the dictionary would you look for the words below?

rapidement

we

with

mais

ils

font

heart

black

French to English

English to French

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Challenge 3

before

bold

because

ball

befriend

So, we had to go as far as the fourth letter to sort words 3 and 4 into alphabetical order!

In a paper dictionary, words are listed in alphabetical order.

Put these English words into the order in which they would appear in the dictionary:

1

2

3

4

5

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Online dictionary

These days, you don’t have to use a paper dictionary: online dictionaries are available. A good one for French is WordReference

It looks like this:

You swap between the

English to French and French to English sections, here.

You type the word you want to look up here (make sure it is in the right language!)

You can play the audio of the word, too!

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Challenge 4

As well as finding the word, we also need to know what type of word it is, in the context in which we need to use it. �Match the words on the left below with their type (in orange)on the right.

Sometimes, the same word can be both a noun and a verb – �E.g., the English word ‘lead’ - something you use to walk the dog, and something you do when others follow you!

verb

noun

preposition

conjunction

article (determiner)

pronoun

adverb

adjective

rapidement

elles

avec

mais

le

faites

fête

noir

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Challenge 4 - answers

fête

noun

noir

adjective

faites

verb

rapidement

adverb

le

article (determiner)

elles

pronoun

avec

preposition

mais

conjunction

Types of word are called ‘parts of speech’.

This describes how a word works in a sentence.

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Challenge 5

Dictionaries give the type of word (part of speech) using abbreviations after the word itself. The part of speech is often in italics and sometimes in a different colour.

Find the abbreviations used in WordReference for each part of speech.

nm or nf

noun

adj

adjective

vtr or vi

verb

adv

adverb

def art or indef art

article (a type of determiner)

pron

pronoun

prep

preposition

conj

conjunction

Similar abbreviations are used in paper dictionaries too.

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L’homme qui te ressemble

J’ai frappé à ta porte

J’ai frappé à ton cœur

Pour avoir (un) bon lit

Pour avoir (un) bon feu

Pourquoi me repousser ?

Ouvre-moi, mon frère !...

Pourquoi me demander

Si je suis d’Afrique

Si je suis d’Amérique

Si je suis d’Asie

Si je suis d’Europe ?

Ouvre-moi, mon frère !...

Challenge 6

Look up the orange words in a dictionary (or using WordReference) and list their English meaning and part of speech.

ton adj poss your

feu nm fire

repousser vtr reject

mon adj poss my

The dictionary has different possible meanings of a word, with examples. The third meaning listed for repousser in WordReference is the right one for the context of the poem!

Translation resources - Challenge 6

Many of the words in this text have been previously introduced and learnt (this was one factor in the choice of this text for this point in the scheme of work); others are introduced as part of the new vocabulary set for this week. However, a third group of words does not fall into either of the above categories: they have not been covered before and are not part of the set to be learnt this week. Four words are thus highlighted for students to look up, practising the skills introduced earlier in this sequence. It is pointed out that the dictionary user has to work his/her way down the examples of usage provided, in order to find the correct translation of a word for the context; in this case, the third meaning given in WordReference for repousser is the correct one.

N.B. The possessive forms mon and ton are not dealt with as a grammar point at this stage; we are only aiming for students to understand their meaning here. Possessive adjectives form part of the scheme of work grammar for Year 8 in the NCELP French scheme of work (as they require complex gender and number relations between the possessor and the possessed).

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Translation websites

Some people like to use translation websites, such as Google Translate.

It looks like this:

You type the word you want to look up here (make sure it is in the right language!)

You can reverse the direction of translation (English to French or French to English) here

You select the ‘from’ and ‘to’ languages here

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Comparing options

Compare below the amount of information about correct French usage given by the online dictionary (on the left) and the translation website (on the right).

Which is likely to be the most useful?

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Watch what happens as you go round a few languages translating this well-known sentence. First, from the English into French:

Students haven’t learnt any past tense yet, but it’s worth pointing out that google translate often selects the simple past in French and German, when this is seldom / never (!) the appropriate choice for students for their own production.

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Then from the French into German:

The past simple in German, too!

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Then the German into Spanish:

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... and finally from the Spanish back into English:

So we have gone from:

‘The quick brown fox jumped over the lazy dog.’

to:

The quick brown fox jumped on the lazy dog.

Quite a difference for the dog! �Sometimes these small errors make a big difference to the intended meaning (e.g., whether or not there was a fox-dog fight!)

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Online dictionary

These days, you don’t have to use a paper dictionary: online dictionaries are available. A good one for German is dict.cc

It looks like this:

You type the word you want to look up here (make sure it is in the right language!)

You swap between the

English to German and German to English sections, here.

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2.2.4

The context of this week’s German lessons is:

Asking and answering questions about what you do out of school.

Look up the following in German in a dictionary (paper or online) to increase the range of vocabulary you can use to talk about this topic:

1) an activity verb (e.g. to run)

2) the name of an activity (e.g. table tennis)

3) the name of something you use in that activity (e.g. a racket)

4) the name of the place where you go for that activity (e.g. the club)

5) an adverb of time, saying when you usually do the activity (e.g. on Saturdays)

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Vocabulary activities [2]

Using word reference resources

Word patterns

Compound nouns (German)

Cognates

Words with multiple meanings

Lexical profiling tool

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

39 of 67

Common word patterns

“When words that can be understood using these rules occur in context, students will be expected to understand them.” �AQA Specification section 3.4.1.17

https://resources.ncelp.org/concern/resources/bc386j21m?locale=en

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

The following activities have been created using the common patterns between Spanish and English detailed in the AQA specification.�The activities provide opportunities to:� - make connections and understand patterns between Spanish and English� - practise those links by translating Spanish 🡪 English and English 🡪 Spanish

consolidate their SSC (phonics) knowledge by reading the words / sentences aloud
reinforce their knowledge of spelling and pronunciation rules (e.g. single vs double consonants in writing and syllable stress in speaking)

Note that we include just a couple of examples here. In total, there are 12 sets of similar activity sequences, 11 word patterns and a final revisiting set to bring together all of the patterns. On this slide you’ll see a link to the full set of activities on the NCELP portal.��The idea is that each pattern is given 10 minutes in tutor time (so NOT taking time out of L2 lessons!) each week, so that this set of 12 represents a term’s worth of activities.�They are written so that non-linguist tutors can deliver them.

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English 🡪 Spanish 🡪 English

1

-id at the end of the word often changes to -ido

The boy is timid

El chico es tímido

Translate these sentences.

1. El ácido es rojo.

2. The acid is a liquid.

What would the following words be in Spanish?

solid

rapid

valid

�Choose one and write a sentence in Spanish.

Notice that you also add a tilde (accent) on the first vowel, i.e., tímido

Rachel Hawkes

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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ANSWERS

1

El ácido es rojo.
The acid is a liquid.
solid
rapid
valid

The acid is red.
El ácido es un líquido.
sólido
rápido
válido

Pronounce the words. Normally, you stress the penultimate syllable, but the ‘tilde’ tells you to stress a different syllable.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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12

Here is a selection of words with the word patterns you have seen this term:

secretario

delicioso

básico

fenómeno

científico

estúpido

espléndido

generoso

contrario

condición

relación

influencia

existencia

demostrar

separar

necesidad

cantidad

físico

categoría

industria

Work out the meaning. Pronounce the words.�Choose two words and write sentences in Spanish.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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ANSWERS

12

cognate pattern	Spanish word 1	English	Spanish word 2	English
id 🡪 ido	estúpido		espléndido
ous 🡪 oso	delicioso		generoso
tion 🡪 ción	relación		condición
ary 🡪 ario	contrario		secretario
ph 🡪 f	físico		fenómeno
ty 🡪 dad	necesidad		cantidad
y 🡪 ia / ía	industria		categoría
ence/ance 🡪 encia / ancia	existencia		influencia
ate 🡪 ar	separar		demostrar
ic 🡪 ico	científico		básico

generous

splendid

delicious

stupid

relationship

condition

contrary

secretary

physical

phenomenon

necessity

quantity

industry

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English 🡪 French 🡪 English�

1

Words ending in –c, -k and –cal

often change to -que in French

The grandfather likes classical music

Le grandpère aime

la musique classique.

Translate these sentences.

Le problème est logique.
It is a dramatic film.

What would the following words be in French?

�economic

bank

historical

�Choose one and write a sentence in French.

Note: we are in the process of creating a set of French and German word pattern activities. This is a sample. They are not yet on the portal, as they are not yet finished.

This sequence of French word patterns slides can be used after the first half-term of Y7, once definite and indefinite articles and post-nominal position and agreement of adjectives has been taught.��Word frequencies of the word pattern vocabulary: musique [1139]; classique [1845]; logique [1107]; dramatique [2918]; économique [261]; banque [774]; historique [902]�

Further words with the same pattern: politique [128] unique [402] publique [554] technique [592] pratique [842] critique [909] scientifique [950] république [1028] physique [1146] démocratique [1380] catholique [1578] statistique [1901] tragique [2042]

risque [647] paquet [2413] attaque [1655]��Source: Londsale, D., & Le Bras, Y. (2009). A Frequency Dictionary of French: Core vocabulary for learners London: Routledge.

�Note: Some of these words have exactly the same form in French and English - unique, technique, physique, so are orthographical cognates. But note that technique also means technical, and physique means physical, and also physics.

�

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ANSWERS

1

The problem is logical.
C’est un film dramatique.
économique
la banque
historique

Pronounce the words.

Note the addition of the accent.

Le problème est logique.
It is a dramatic film.
economic
bank
historical

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English 🡪 German 🡪 English�

1

Words ending in –ical

often change to -isch in German.

The music is classical.

Die Musik ist klassisch.

Note that ‘c’ is almost always ‘k’ in German, too.

Translate these sentences.�

1. Die Kirche ist sehr historisch.

2. That is typical (for* England)!

What would the following words be in German?

biological

geographical

practical�electrical�Choose one and write a sentence in German.

*for = für

Word frequency: klassisch [912] historisch [752] typisch [1076] biologisch [1619] geographisch [1682] praktisch [478] elektrisch [1519] katholisch [1937] demokratisch [1958] ��Other -isch adjectives, that do not have the exact English-German pattern, but can be more easily recognised, once students know the pattern: elektronisch [1595] medizinisch [1774] literarisch [2007] musikalisch [2264] künstlerisch [1601]��It is also worth considering that this is how many adjectives of nationality are created in German:�amerikanisch [522] englisch [628] französisch [644] italienisch [1440] britisch [1415] spanisch [1867] türkisch [1910] russisch [1037] österreichisch [1180] bayrisch [1991] chinesisch [3280]

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

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ANSWERS

1

Die Kirche ist sehr historisch.
That is typical (for England)!
biological
geographical
practical
electrical

The church is very historical.
Das ist typisch (für England)!
biologisch
geographisch
praktisch
elektrisch

Pronounce the words.

Note that ‘c’ becomes ‘k’.

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Vocabulary activities [2]

Vocabulary activities

Using word reference resources

Word patterns

Compound nouns (German)

Cognates

Words with multiple meanings

Lexical profiling tool

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

49 of 67

German compound nouns

German often combines two (or more!) nouns to make one word, a compound noun.

der Urlaub 🡪�der Campingurlaub

Beispiel:

camping holiday 🡪

___ Camping + ___ Urlaub 🡪

___ Campingurlaub

The gender of the new noun is the gender of the final noun.

Sometimes, extra letters join the two nouns to make the new noun easier to say: �-s-, -es-, -e-, -n-, -en-, -(e)r-

holiday money 🡪

Urlaub + Geld 🡪

____ Urlaubsgeld

daily newspaper 🡪

Tag + -es- + Zeitung 🡪

____ Tageszeitung

market place 🡪

Markt + Platz 🡪

____ Marktplatz

What is the definite article (‘the’) for these compound nouns?

das

der

?

der

das

die

der

Separate unfamiliar words to try to understand them.

So, German has some very long words. For example…

das Rindfleischetikettierungsüberwachungsaufgabenübertragungsgesetz

Term 2.2 Week 3�

Developing vocabulary knowledge�One of the most fascinating things about German is its habit of joining nouns to make new words, new meanings.�This is the first formal introduction to compound nouns in German. It is taken from a lesson in the second half of term 2.��In Term 1.1 Week 7 students previously learnt the prefix ‘Lieblings-’ and the way it combines with other nouns:�Lieblingsband, Lieblingsbuch, Lieblingsfilm, Lieblingslehrerin, Lieblingslied, Lieblingssäanger, Lieblingssängerin�die Band [<4034] das Buch [295] der Film [524] die Lehrerin [2696] das Lied [1726] der Sänger [3916] die Sängerin [3916] Lieblings- [>4034] �

This slide looks busy but the animations break the content into very small steps.�It is designed to work interactively, with the teacher eliciting responses from students at every stage to gauge their understanding.��The main knowledge is that:�1] German combines nouns to make single, new words.�2] The gender of the new word is the gender of the final noun�3] Some additional letters can be required (the rules for these are complex and have many exceptions so will not be explicitly taught so students will not automatically be able to produce accurate new compound nouns themselves) �4] However, they will vastly increase their receptive vocabulary and often be able to comprehend compound nous, even if only one part is known, by using the surrounding context in addition.�They should be encouraged, when faced with apparently unfamiliar, to try to separate them, as they may find they know both nouns, individually.��The final item is for fun, and teachers may omit, if preferred.�The information point is that German places no limits on the number of nouns that can be combined, which leads to some very long German words.�This particular example has 63 letters.�Word for word in English it means ‘beef-meat labelling monitoring tasks legislative law’

Or, slightly more freely translated, it means: ‘legislative law for the monitoring of beef labelling’

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1 Schreib den Artikel (der, die, das, die). �Schreib das Wort auf Englisch, auch.

1 ____ Lieblingsnummer
2 ____ Deutschunterricht
3 ____ Frühzug
4 ____ Sprachschule
5 ____ Wochentag

2 Schreib den Artikel (der, die, das, die). �Schreib das Wort auf Englisch, auch.

____ Haustür
____ Liebespaar
____ Spielplatz
____ Grünblau
____ Schlafzimmer

die

favourite number

der

German lesson

der

early train

die

language school

der

week day

Sometimes the English is NOT a word-for-word translation, and could also be one word:��das Haustier 🡪 house animal 🡪 pet!��Try exercise 2. The pictures may help.

die

front door

das

(romantic)couple

der

playground

greeny blue

das

bedroom

3 Lieblingsurlaube. �Separate the words. Was ist das auf Englisch?

Winterurlaub
Aktivurlaub
Rucksackurlaub
Familienurlaub
Tagesurlaub
Bootsurlaub
Strandurlaub

winter holiday

activity holiday / active holiday

backpacking holiday

family holiday

day’s holiday

boating holiday

beach holiday

4 Urlaubssachen �Separate the words. Was ist das auf Englisch?

____ Urlaubstag
____ Urlaubsideen
____ Urlaubsort
____ Urlaubshotel
____ Urlaubsgeld

der

holiday day

die

holiday ideas

der

holiday place / location

das

holiday hotel

das

holiday money

Vocabulary development - compound nouns��Note: This task also includes three words from the revisited sets for this week: der Zug [613] der Platz [344] grün [556] �In tasks 1 and 2, all words have been previously taught within the SOW, although some featured as verbs - e.g. lieben (Liebe as phonics source word), schlafen.

Lieblings- [>4037] Nummer [1048] Deutsch [105] Unterricht [1107] früh [322] Sprache [1791] Schule [208] Woche [209] Tag [108] Haus [159] Tür [400] Liebe [843] lieben [816] Paar [284] Spiel [500] Platz [344] grün [556] blau [1016] schlafen [787] Zimmer [609] ��There is a clear overlap with word families work, here, though the focus is on compound nouns. Subsequent lessons will explore links between word classes: how verbs become nouns, nouns become verbs etc..��Task 1:

We first practise the application of gender knowledge of previously taught nouns, combining them to make new compound nouns, which students should then also know the meaning of, without reference to a dictionary. This reinforces the importance of gender knowledge, which is a theme running right through this SOW!��Task 2:�Using previously-taught words, students are again asked to provide the gender and the English meaning.�This time, however, the English meanings are less transparent, and require further thinking.�This represents a very important opportunity for developing vocabulary depth - many high-frequency words have multiple meanings. Students have been taught these words previously in one context.�The way they are combined here is often with a slightly different meaning.��Task 3: �This task moves us into the theme of holidays.�Second, we practise segmentation of some compound nouns, all starting or ending with the word Urlaub.�Some of these will feature previously taught language, some will contain cognates, and finally, others with have unfamiliar words.�With the unfamiliar words, it is not expected that students guess the meaning. �They are to segment the word, and then look up the unfamiliar part to try to work out its meaning.�Note: in good online dictionaries many compound nouns will be listed. However, typically school paper dictionaries may not, and either way, it is helpful for students to recognise the usefulness of breaking compound nouns down into their component nouns, as a comprehension strategy.��Ask the students why they don’t need to work out the articles in Task 3 (answer - they will all be ‘der’ like ‘der Urlaub’).��der Urlaub [1192] is in this week’s vocabulary set.�Winter [1288] is a cognate and was met in the Christmas lesson sequence; aktiv [861] a near cognate; Rucksack [3915] cognate and previously met; Familie [310] previously taught; Tag [108] is known but the -es may confuse at first; Boot [1927] not yet met - will need looking up; Strand [2047] not yet met - will need looking up.

Task 4�This task continues the focus on holidays, but this time, Urlaub- is the first word, meaning that the genders need to be worked out, as well as the English meanings.�All words were previously taught, except the cognate Hotel.�Tag [108], Idee [641] Ort [383] Hotel - cognate [1129] Geld [249]��Note: Not all tasks need to be completed in one lesson. Teachers to differentiate for their own classes.��

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Vocabulary activities [2]

Using word reference resources

Word patterns

Compound nouns (German)

Cognates

Words with multiple meanings

Lexical profiling tool

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

52 of 67

Cognates

This slide shows the first part of a list of high-frequency words that follow patterns between Spanish and English word forms (and are thus near-cognates). The full list is available here.

Pattern	Word	Frequency ranking	Translation	Word class

1. The Spanish word adds an -o (and sometimes an accent) or changes a final '-e' in English to an –o NB an accent is also sometimes added


	caso	153	case, occasion	nm
	humano	243	human	adj
	artículo	458	article, product, item	nm
	minuto	478	minute	nm
	resto	522	rest, remainder, leftover	nm
	elemento	537	element	nm
	período	686	period, time	nm
	médico	692	medical	adj
	cubano	703	Cuban	adj
	modelo	705	model, pattern	nc
	futuro	718	future	nm

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

This slide shows the first part of a list of high-frequency words that follow patterns between Spanish and English word forms, as set out in section 3.4.1.17 of the AQA GCSE Spanish specification. The words on these lists are not already on the AQA GCSE Spanish vocabulary list, but are highly frequent (among the 2000 most frequent words in Spanish).

The varying length of lists gives teachers a sense of which patterns students are most likely to encounter between their L1 and L2 and could therefore be particularly useful for them (see, for example, lists 1, 6, 8, 9, 12, 14, 20, which have at least 15 words). Such word lists could be used to design activities in which students are encouraged to notice patterns in the language they read or hear and how these relate to equivalents in English.

Part of speech (word class) key: adj: adjectives; adv: adverbs; conj: conjunctions; nm/nf: nouns (masculine/feminine); prep: prepositions; v: verbs

Source of frequency rankings, translations and word class data: Davies, M., & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for learners (2^nd ed.). London: Routledge

NB Some words occur in more than one list.

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Cognates

A lists of true cognates (the first part of which is shown below) exists for French here:

Word	Frequency ranking	Translation	Word class
cause	127	cause	nf
question	144	question	nf
possible	175	possible	adj
simple	212	simple	adj
condition	281	condition	nf
international	282	international	adj
programme	340	program	nm
action	355	action	nf
minute	375	minute	nf
position	383	position	nf
effort	388	effort	nm
dollar	432	dollar	nm
commission	461	commission	nf
population	509	population	nf
nature	542	nature	nf
charger	544	to load, charge	v
organisation	570	organisation	nf
double	574	double	nm, adj
nation	576	nation	nf
technique	592	technique, technics, technical	nf, adj

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Cognates

... and a similar list for German is here (again, only the first part is shown below;

see ‘2. Cognates’ tab of Excel sheet):

Word	Frequency ranking	Translation	Word class
Hand	179	hand	fn
Problem	189	problem	nn
System	348	system	nn
international	371	international	adj
Moment	385	moment	mn
Situation	428	situation	fn
Information	467	information	fn
modern	504	modern	adj
Bank	509	bank	fn
Film	524	film	mn
September	560	September	mn
Chance	566	chance	fn
Internet	588	internet	nn
normal	651	normal	adj
Computer	739	computer	mn
Dollar	740	dollar	mn
aha	747	aha, I see	interj
Professor	765	professor	mn
Westen, West	767	west	mn
Plan	987	plan	mn
national	1007	national	adj
November	1009	November	mn
Position	1010	position	fn
Team	1051	team	nn
okay	1062	okay	adj
Material	1068	material	nn
Rest	1070	rest, remains	mn
Wind	1080	wind	mn

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

55 of 67

Vocabulary activities [2]

Using word reference resources

Word patterns

Compound nouns (German)

Cognates

Words with multiple meanings

Lexical profiling tool

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Words with multiple meanings

A number of words in the scheme of work have multiple meanings.
We have added a new tab called ‘Multiple senses’ to the SOW
This sheet documents when each meaning is introduced
Meanings are introduced cumulatively, so previously taught meanings are included in each new English translation.

Link to research suggesting that teaching meanings separately and cumulatively helps.

(Verspoor & Lowie, 2003, Making sense of polysemous words. Language Learning, 53, 547-586)

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Words with multiple meanings

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Vocabulary activities [2]

Using word reference resources

Word patterns

Compound nouns (German)

Cognates

Words with multiple meanings

Lexical profiling tool

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

59 of 67

Lexical profiling�

with the ‘Top-2000’ and the NCELP SOW

Natalie Finlayson

CPD 8

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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What is lexical profiling?

Lexical profiling is the process of analysing words in a text to determine how suitable these are for a specific purpose.

Here are some questions that teachers might ask when assessing the suitability of L2 texts for use in their classes:

What percentage of the words in this text are high-frequency words?

Does this text contain any low-frequency words which I will need to gloss or replace?

How many of the words in this text have students learned so far?

These questions can be answered quickly and accurately using lexical profiling methods.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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How to do lexical profiling

Lexical profiling can be performed manually.

This involves reading a text and cross-referencing words in it with frequency values or syllabi by hand.

The process is very time consuming, and the risk of human error is high.

Alternatively, lexical profiling can be carried out using electronic tools, such as AntProfiler-NCELP (Anthony 2020).

The process is instant and gives accurate results.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Lexical profiling (frequency)

This is what lexical profiling using AntProfiler-NCELP with a 2000-band frequency list looks like.

The total coverage value tells you the percentage of words in the text which appear in the top 2000.

Words in black have a frequency of 1-2000. Words in orange have a frequency value of >2000.

Teachers can edit texts directly in the program by removing, glossing or replacing highlighted words and, checking the edits for suitability.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Lexical profiling (NCELP SOW)

If you are adopting the NCELP scheme of work, you might be interested to know how suitable a text is for inclusion in a given NCELP week.

Using special SOW-compatible wordlists created by NCELP, AntProfiler-NCELP can perform bespoke lexical profiling for NCELP-led syllabi.

On the top right, you can see the results of profiling a text using the wordlist for French Y7 SOW 1.2.3.

On the bottom right, you can see the results of profiling the same text using the wordlist for French Y7 SOW 3.2.7.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Lexical profiling demo

We now invite you to try this out for yourself, using the ‘how to’ guide and files provided by NCELP!

This demonstration will take around 15 minutes.

References

Anthony, L. (2020). AntProfiler-NCELP 1.0.0 [Computer Software]. Tokyo, Japan: Waseda University.

Davies, M., & Davies, K. (2018). A frequency dictionary of Spanish: Core vocabulary for

learners (2nd ed.). London: Routledge

Jones, R., & Tschirner, L. (2006). A frequency dictionary of German: Core vocabulary for

learners. Oxford: Routledge

Lonsdale, D. & Le Bras. Y. (2009). A frequency dictionary of French: Core vocabulary for

learners. Oxford: Routledge

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Vocabulary activities [2]

Using word reference resources

Word patterns

Compound nouns (German)

Cognates

Words with multiple meanings

Lexical profiling tool

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

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Reflection

1. Pre-learning of vocabulary prior to each week�2. Systematic revisiting of vocabulary every week�3. Integrating new and previously-taught vocabulary in lesson teaching�4. Making use of word reference resources

5. Learning about and using word patterns�6. Teaching about compound nouns (German)�7. Working with cognates

8. Teaching of words with multiple meanings�9. Lexical profiling (teacher tool)

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

As we come to the end of the vocabulary part of this CPD session, it’s a useful time to reflect on the approaches we’ve considered for developing vocabulary knowledge in this session. �To summarise, they include:��1. Pre-learning of vocabulary prior to each week�2. Systematic revisiting of vocabulary every week, after 3 and 9 weeks.�3. Integrating new and previously-taught vocabulary in lesson teaching, and across all modes and modalities.�4. Making use of word reference resources

5. Learning about and using word patterns�6. Teaching about compound nouns (German)�7. Working with cognates

8. Teaching of words with multiple meanings�9. Lexical profiling (teacher tool)

Think about 2 or maximum 3 of these. �Make a note of one idea that you think is strong practice, and one aspect that you are interested in developing further in your department. If you are doing this CPD on your own, make sure you find a way to share these ideas with others in your department.��In addition, note down the way ways in which you and your department plan the teaching of vocabulary, revisit it systematically across the year, and/or develop its knowledge.

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Session summary

The core objectives are that teachers:

1. are more familiar with the range of NCELP Year 7 resources for phonics, vocabulary and grammar;

2. understand and are considering ways to deepen and extend vocabulary learning;

3. revisit the grammar rationale and develop knowledge of task design principles.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

								W	O	H	N	E	N
							R	I	C	H	T	I	G
I	M	-	K	L	A	S	S	E	N	Z	I	M	M	E	R
								D	A	S	-	P	A	A	R
							L	E	R	N	E	N
			I	N	-	D	E	R		S	C	H	U	L	E
			F	A	L	S	C	H
							M	O	N	T	A	G
				S	P	I	E	L	E	N
	M	I	T	-	F	R	E	U	N	D	E	N
		D	E	R	-	M	A	N	N
	D	I	E	-	A	U	F	G	A	B	E

								W	O	H	N	E	N
							R	I	C	H	T	I	G
I	M	-	K	L	A	S	S	E	N	Z	I	M	M	E	R
								D	A	S	-	P	A	A	R
							L	E	R	N	E	N
			I	N	-	D	E	R		S	C	H	U	L	E
			F	A	L	S	C	H
							M	O	N	T	A	G
				S	P	I	E	L	E	N
	M	I	T	-	F	R	E	U	N	D	E	N
		D	E	R	-	M	A	N	N
	D	I	E	-	A	U	F	G	A	B	E

								W	O	H	N	E	N
							R	I	C	H	T	I	G
I	M	-	K	L	A	S	S	E	N	Z	I	M	M	E	R
								D	A	S	-	P	A	A	R
							L	E	R	N	E	N
			I	N	-	D	E	R		S	C	H	U	L	E
			F	A	L	S	C	H
							M	O	N	T	A	G
				S	P	I	E	L	E	N
	M	I	T	-	F	R	E	U	N	D	E	N
		D	E	R	-	M	A	N	N
	D	I	E	-	A	U	F	G	A	B	E

								W	O	H	N	E	N
							R	I	C	H	T	I	G
I	M	-	K	L	A	S	S	E	N	Z	I	M	M	E	R
								D	A	S	-	P	A	A	R
							L	E	R	N	E	N
			I	N	-	D	E	R		S	C	H	U	L	E
			F	A	L	S	C	H
							M	O	N	T	A	G
				S	P	I	E	L	E	N
	M	I	T	-	F	R	E	U	N	D	E	N
		D	E	R	-	M	A	N	N
	D	I	E	-	A	U	F	G	A	B	E

								W	O	H	N	E	N
							R	I	C	H	T	I	G
I	M	-	K	L	A	S	S	E	N	Z	I	M	M	E	R
								D	A	S	-	P	A	A	R
							L	E	R	N	E	N
			I	N	-	D	E	R		S	C	H	U	L	E
			F	A	L	S	C	H
							M	O	N	T	A	G
				S	P	I	E	L	E	N
	M	I	T	-	F	R	E	U	N	D	E	N
		D	E	R	-	M	A	N	N
	D	I	E	-	A	U	F	G	A	B	E

								W	O	H	N	E	N
							R	I	C	H	T	I	G
I	M	-	K	L	A	S	S	E	N	Z	I	M	M	E	R
								D	A	S	-	P	A	A	R
							L	E	R	N	E	N
			I	N	-	D	E	R		S	C	H	U	L	E
			F	A	L	S	C	H
							M	O	N	T	A	G
				S	P	I	E	L	E	N
	M	I	T	-	F	R	E	U	N	D	E	N
		D	E	R	-	M	A	N	N
	D	I	E	-	A	U	F	G	A	B	E