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Es ist gut!German course
Paul Howard
Head of MFL
Merchant Taylors Boys School, Crosby
SAMPLE
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Hachette Livre UKs policy is to use papers that are natural, renewable and recyclable productsand made from wood grown in sustainable forests. The logging and manufacturing processesare expected to conform to the environmental regulations of the country of origin.
Although every effort has been made to ensure that website addresses andcontents are correct and appropriate, Hodder Education cannot be held responsiblefor them.
Orders: please contact Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB.Telephone: (44) 01235 827720. Fax: (44) 01235 400454. Lines are open 9.00 to 5.00,Monday to Saturday, with a 24-hour message answering service. Visit our website at www.hoddereducation.co.uk
Copyright 2009: in the source material and methodology, Thomas Keymaster Languages LLC. All rights reserved.In the adaptation and supplementary material, Edmund James Language Solutions Ltd. Michel Thomas languagelearning method U.S. patent no. 6,565,358.
First published in 2009 byHodder Educationan imprint of Hachette UK,338 Euston RoadLondon NW1 3BH
Impression number 10 9 8 7 6 5 4 3 2 1Year 2012 2011 2010 2009
All rights reserved. Apart from any use permitted under UK copyright law, the material in thispublication is copyright and cannot be photocopied or otherwise produced in its entirety orcopied on to acetate without permission. Electronic copying is not permitted. Permission isgiven to teachers to make limited copies of individual pages marked Hodder Education 2009 forclassroom distribution only, to students within their own school or educational institution. Thematerial may not be copied in full, in unlimited quantities, kept on behalf of others, distributedoutside the purchasing institution, copied onwards, sold to third parties or stored for futureuse in a retrieval system. This permission is subject to the payment of the purchase price of thebook. If you wish to use the material in any way other than as specified you must apply inwriting to the Publisher at the above address.
Typeset by Pantek Arts Ltd, Maidstone, KentPrinted in Great Britain by Hobbs The Printers, Totton, Hants
A catalogue record for this title is available from the British Library
ISBN-13: 978 0 340 98541 0 (sample)
For more information about this course, please contact Anna Bowen, ConsumerMarketing Executive 020 7873 6481 [email protected]
Windows PCThis CD-ROM should autorun when the diskis placed in the drive. If it does not, doubleclick on 'My Computer' on your desktop, then
double click on your CD drive or where yousee 'MT_Demo' to run the CD.
Apple MacPlace the CD-ROM in the disk drive, thendouble click the disk icon. Opening the filedefault.htm will take you to the front page,
from where you can access the CD-ROM.
CD-ROM operating instructions
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Teachers Resource File (Phases 1 & 2)
Foreword
How to use the course
Guidelines on assessment of pupils written work
How the course relates to the original Michel Thomas recordings
Scheme of work
Course overview
Modules 130 (Phase 1)/Modules 120 (Phase 2), comprising:
input scripts
info packs
print-outs of PowerPoint slidesworksheets
worksheet answer sheets
Listening comprehension: worksheet template, transcripts and answers
Audio CD (Phases 1 & 2)
Listening comprehension
Teachers Resource CD (Phases 1 & 2)
Scheme of work
How to use the course
PowerPoint presentation
Worksheets
Worksheet answer sheets
Listening comprehension: worksheet template, transcripts and answers
Activation games for whole class use (PowerPoints)
Class sets (20) of Pupils CD ROMs (Phases 1 & 2) also available to purchase separately
Aims and objectives
Video presentation of PowerPoints
Worksheets (including Help)
Interactive games
Listening comprehension
Michel Thomas Foundation (8-hour) course
Michel Thomas Foundation (5-hour) course
List of resources for this course
This sample includes some of the introductory material from the Teachers ResourceFile and the resources for Phase 1 Module 1.
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Es ist gut! German: The method4
Foreword
I shall never forget the moment when I satdown to watch The Language Master, a
BBC documentary about a man namedMichel Thomas and his unique approach toteaching foreign languages in which hetaught a group of students at a high schoolin Islington, London. In just a week, thestudents, who had all had bad experienceswith language learning in the past, werecommunicating fluently and naturally inFrench. Even more than that, when theywere being interviewed about theirexperience, the enthusiasm in their eyes,
their realisation that learning French didnthave to be an arduous slog, memorisinglists of vocabulary and irregular verbs, wastruly inspirational to me. In light of what Ihad witnessed Michel Thomas achieve in
just a week, I was determined to investigateany alternative approaches to the teachingand learning of modern foreign languageswhich could help not only to arrest theunderachievement in this area of thecurriculum, but to reverse it.
The success I have had employing MichelThomass methodology teaching Spanishand French in my classroom has beenspectacular, and has led directly to thisGerman course. Pupils adore it, parentswant more of it and our MFL Department isthriving off it. The course is language based
and skills driven. It enables each pupil tomanipulate the foreign language, to form
their own coherent sentences, and toformulate and process their own thoughtsor ideas. In short, it allows them to saywhat they want, when they want.
This version of the Michel Thomassystem, specially adapted for use insecondary schools, colleges anduniversities, appealing to visual, audio andkinaesthetic learners, makes an idealfoundation course for those students whoare new to the language.
Paul Howard
G Note to teachersIn the adaptation of Michel Thomasscourse the author has tried to remain asfaithful as possible to the originalmethodology whilst also incorporatingelements of writing, reading and listening.
The course is fully flexible, and the twophases can be taught in one, two or threeacademic years depending upon thecurriculum time available and the aptitudeof the pupils. To provide guidance, theauthor delivers Phase 1 of the course in 1.5hours per week lesson time over four termsto a top set, and five terms to a mixed-ability group.
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How to use the course
Each of the 50 modules in Phases 1 and 2should be split into three separate and
distinct sections which are named input,activation and consolidation.
G InputThe input section of the course is a teacher-led Q&A session delivered with the aid ofthe script and the input PowerPointpresentation. It is an absolutely essentialelement of the course that the teacherstrictly follows the order and the wording of
the script. The teacher is strongly urged tolisten to the original Michel Thomas CDs,enclosed with this course, before preparingand teaching it him/herself. See pages1920, How the course relates to theoriginal Michel Thomas recordings.Additionally, the corresponding CD/tracknumbers in Michel Thomass originalcourses are given at the beginning of everymodule. It is also crucial that after eachquestion has been answered by the pupil
the teacher models the correct answerbefore moving on to the next question.
At the start of the input section the pupilreceives the corresponding info pack. Thepupil should be encouraged to read thisthrough before the teacher begins thesession. The info pack itself serves as aprcis of the module and is an invaluableresource to the pupil for the purposes ofwritten work and revision.
Differentiation: Depending upon the ability rangeof the class the teacher might decide to split theinput session into two or even three parts.
During the input session the teachershould nominate one pupil in rotation tocomplete a tally chart. Each time a pupiloffers an answer they should receive onepoint on the tally. The benefits of this arethree-fold: first, it allows the teacher to seeat a glance the best performing pupils and
those who may be needing some extrahelp; secondly, it focuses the mind of the
pupil who has been chosen to complete thetally chart (particularly if that pupil has
previously been a low scorer!); and thirdly,it serves as an accurate assessment of apupils speaking skills.
Differentiation: The teacher could offer 3 pointsto one pupil for the initial answer, 2 points toanother pupil to repeat the correct answer and1 point to a third pupil for repeating the correctanswer without any hesitation.
At the end of the input section the pupilreceives the worksheet. Each worksheet
contains a number of English sentenceswhich the pupil must translate intoGerman. (See pages 18 and 6: Guidelines onassessment of pupils written work andSuggestions for differentiation on theworksheets.)
G ActivationThe activation section is a blend ofindividual, paired, group and whole class
activities designed to engage the visual,auditory and kinaesthetic learner.
Where ICT facilities are available theindividual pupil should attempt theinteractive games on the Pupils CD ROM.It is generally considered best value if thepupil begins with the default Drag andMatch activity followed by either Multi-match, Text Invaders or Asteroids.
Also included in the course are three
whole class team games Cross the board,Stars and stripes and World domination which are used in tandem with a set ofmini white boards (see below: Using thePowerPoint games in the activation lesson).
During the activation section the teachershould also employ a range of strategies toensure that the pupil can spell all of thekey words and phrases from thecorresponding module. (For a non-exhaustive list of suggestions, see page 8:
Game activities in foreign language teaching.)
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G ConsolidationThe consolidation section of the course isthe completion of each module. It shouldstart with a shortened version of the inputQ&A with the teacher focusing in on the
main language, structures and vocabularyof that module.
During the consolidation section thepupil will complete the listening worksheet(see below: Differentiated listeningcomprehension).
G Suggestions fordifferentiation on the
worksheetsHigh
As in the standard template with wordsand phrases being translated from Englishinto German. Wherever possible the aim ofthe learner should be to complete thehigher tier worksheet.
Medium
This would be a fill in the gaps style
worksheet whereby pupils are given themajority of the translation but must targetspecifically the missing word(s).
Medium/Low
As above, but the pupils are given amultiple choice for the missing word.
Examples are given on pages 1214 for theworksheet for Phase 1 Module 1.
G Differentiatedlisteningcomprehension
High
Page 15 contains the standard template withquestions 15 as transcriptions and questions610 as translations. Wherever possible theaim of the learner should be to complete the
higher tier worksheet.
Medium
This would be a fill in the gaps styleworksheet whereby pupils are given themajority of the transcription but have tolisten specifically for missing words.
Medium/Low
As above, but pupils are given a multiplechoice for the missing words.
The template is given on page 15, followedby examples for the medium and medium/low worksheet for Phase 1 Module 1.
G Using the PowerPoint
games in theactivation lessonI have supplied three games which I useregularly with my classes as part of theactivation process. They are all slightvariations on the same theme in that thegame play is the same for each, and all areteam games. For each game you willrequire a class set of mini white boards,board pens and erasers.
The questions and answers supplied arethe same for all three games and are asfollows. The Teachers CD ROM includesthree versions of each game: one ready touse including these sentences; one showinga sample question and answer only; andone blank version for you to add your ownsentences. It is best if the questions are amixture of EnglishGerman andGermanEnglish. The PowerPoints areshown on page 10.
1 Es ist gut. / It is good.2 Was wollen Sie? / What do you want?3 Was wollen Sie trinken? / What do you
want to drink?4 Wollen Sie essen? / Do you want to eat?5 Was wollen Sie tun? / What do you want
to do?6 Wollen Sie mit mir kommen? / Do you
want to come with me?7 guten Abend / good evening
8 Wollen Sie heute Abend mit mir kommen? /Do you want to come with me tonight?
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How to use the course
9 Wollen Sie mit mir essen? / Do you wantto eat with me?
10 Wollen Sie? / Do you want?
Cross the board
The object of the game is to connect a lineof octagons from top to bottom (blue team)or left to right (red team).
G Set upSplit the class into two teams: a red teamand a blue team. It is easiest if the twoteams are equal but this is not essential.
If the teacher wants to practise readingwith the pupils then he/she must maketime beforehand to input the questions andanswers accordingly. However, the gamecan also be played with the teacher callingout the questions if he/she wants topractise listening.
The first question is asked to all pupilsand determines which team will gaincontrol of the board. The teacher calls out aword and the pupils write the translationonto their boards. For this type of suddendeath question only the first board upcounts; if the answer is correct then that
team wins control of the board, if not thenthe opposing team gains control.
The team which has control of the boardthen chooses an octagon to play for. Ifenough of them get the answer right (say12 out of 15) then it turns the colour oftheir team. This is done by clicking on theoctagon. If not, then the opposing team who also have been writing down ananswer to the question get a chance tosteal. You could allow a lower threshold of
correct answers for a steal (say 10 out of15). If they successfully steal then theoctagon turns to their colour. In the eventthat no team wins then ask a sudden deathstyle question to determine which colourthe octagon becomes.
Stars and stripes
The object of the game is to colour in yourteams stars from top to bottom and then
finally colour in your teams banner to win.
G Set upSplit the class into four teams: a red team,a yellow team, a blue team and a greenteam. It is easiest if the four teams areequal but this is not essential.
Preparation depends on whether theteacher wants to practise reading orlistening: see the notes under Cross theboard above.
Each question is played by every team. Inorder for them to colour in a star (byclicking on it) then enough of them mustget the answer right (say four out of five).The first team to colour in all of their starsand then their banner wins the game.
World dominationBoys love this game! The object of the gameis to turn all of the territories in the worldthe colour of your team. Please note thatthe territorial divisions are for convenienceand do not reflect political or geographicalreality!
G Set upSplit the class into two, three or four teams:a red team, a yellow team, a green team
and a purple team. It is easiest if the teamsare equal but this is not essential.
Preparation depends on whether theteacher wants to practise reading orlistening: see the notes under Cross theboard above.
To begin, the teacher randomly allocatesall the territories as equally as possible toeach team. The first question is asked to allpupils and determines which team will gofirst. The teacher calls out a word and the
pupils write the translation onto theirboards. For this type of sudden deathquestion only the first board up counts; ifthe answer is correct then that team winscontrol of the board, if not then that teamwill go last. Play then continues in aclockwise direction.
The team whose turn it is then chooses aterritory to battle for. The territory must beconnected in some way to a territory which
they already occupy (the USA cannot
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directly attack North Africa, for example).The question is then put to both theattacking and defending teams. The teamwhich has the most correct answers winsthe battle. In the event of a draw then the
defending team is awarded the victory.If the attacking team wins the battle thenthey turn the territory which they attackedto their colour. This is done by hovering themouse over the territory until the handsymbol appears, then clicking until theterritory changes into the teams colour. Ifthe defending team wins the battle thenthere is no change to the game board. Ifthere are no correct answers one of theother teams can steal the territory via a
sudden death style question.
G Game activities inforeign languageteaching
Game activities are a valuable part of thelearning process in that they help maintainthe learners interest and motivation.The following list of tried and tested games
is by no means exhaustive and teachers will,no doubt, have many ideas of their own.
Hangman
Put dashes on the board to represent thenumber of letters in a particular word. Thepupils, divided into opposing teams ifdesired, have to try to identify the word bysuggesting letters that might be containedwithin it. Each time a pupil guesses a correct
letter, write it on the board above theappropriate dash. If a pupil suggests a letterwhich is not in the word, draw a part of thegallows and hanging body. The game is wonby the pupil or team which can guess theword before the gallows are completed.
Word cross
Draw a line down the blackboard to divideit into two and commence the game bywriting the chosen word on both sides. The
pupils, working in teams, take turns tosuggest words which can be writtenthrough, started or ended with a letter from
this word. The team which can keep thecrossword going the longest is the winner.New words can be written on the board tostart a new game if the existing crosswordbecomes too cluttered.
Bingo
Make up bingo cards with a selection of thevocabulary items being practised, or draw agrid with nine squares on a sheet of paperto be photocopied and given to pupils.Alternatively get the pupils to draw theirown grid. They can then write in their ownchoice of topic specific vocabulary. The firstperson to cross off a row of words or all ofthe words on their card is the winner and
calls out Bingo!.
Chinese whispers
Pupils, divided into teams, whisper amessage down the line to each other whichcan be initiated either by the teacher or bythe first team member. The first team tosuccessfully repeat the message down theline, to mime the message at the end, orto write the word on the board at the end isthe winner and gets one point. The game
can continue with a message and with thepupils at the front joining the end of theline upon completion of each game.
Cross the board
There is a template for this on page 11.The object of the game is to join thehexagons from left to right or from top tobottom. Two students play against one,the pair moving from left to right while
the single pupil moves from top to bottom.The letter initials on the hexagons canrepresent any field of vocabulary orphrases being taught. The players have toname a hexagon correctly in order to winit. If they cannot identify it correctly theopponent gets a go.
Kims game
This game can be easily played withflashcards, objects, words, phrases on the
OHP or blackboard. Show a number offlashcards etc. to the class for a shortperiod. Pupils close their eyes while you
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take one away. They then have to work outwhich one is missing. Pupils could beinvited to come to the board and rewritethe missing word or phrase.
Guess my picture
Divide the class into two opposing teams.Pupils in each team take it in turn to drawa picture representing the specific item ofvocabulary which the teacher has given tothem in secret. The pupils in each teamthen have to guess in the target languagewhat is being drawn.
Word formation game
Write one letter on the board/OHP. The
pupils have to complete a word in the targetlanguage by adding one letter at a time (4points for a 4 letter word, 5 for 5 lettersetc.). A time limit can be put on teams.
Charades
Divide the class into two teams. Pupilsfrom each team take it in turn to come upto the front of the class and mime an itemof vocabulary which the teacher has giventhem. If they guess correctly within threetries their respective teams get a point.
Matching pair game
This game involves matching all the cardsfrom a pack into pairs. Prepare a set ofcards, or get pupils to prepare them. Onepupil can play alone, trying to match up allof the cards as quickly as possible.Alternatively, two or more pupils can playagainst each other. Place a selection of
cards on a table making sure that there are
two of each card. Pupils take it in turns toturn over two cards. If they turn over amatching pair then they take the cards. Theplayer with the most pairs wins.
Four to win
Played as you would play the popular gameConnect Four but with a pack ofvocabulary cards. In order for a player todrop a counter into the board he/she mustfirst correctly identify the word on the card.The first player to have four of his/hercounters in a row is the winner.
The mallet game
The game is played as you would conduct a
spelling bee but with the aid of an inflatablemallet! Arrange the pupils so that they arestanding in a horseshoe shape with theteacher seated at the open end of thehorseshoe. The teacher picks a pupil to startthe game and gives him/her the mallet. Theteacher gives that pupil a word to spell. Thepupil repeats the word they have beengiven, spells it and then says the word againto signify they have finished. If they spellthe word correctly they can eliminateanother pupil by hitting them with themallet. The eliminated pupil then sits downwithin the horseshoe shape. The mallet isthen passed to the next player in line andthe play continues in a clockwise direction.If a pupil gets a spelling wrong then he/shesits down within the horseshoe shape and aplayer who has been eliminated gets thechance to answer correctly and regainhis/her place in the game. The last person
standing is the winner.
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How to use the course
10Es ist gut! German: The method
G PowerPoint games
Cross the board
Stars and stripes
World domination
Hodder Education 2009
Hodder Education 2009
Hodder Education 2009
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How to use the course
G Cross the board template
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Es ist gut! German: The method 2009 Hodder Education12
Phase 1 Module 1 Name: ________________
G Worksheet
Translate the following into German and hand it in to your teacher.
1 It is good.
2 What do you want?
3 What do you want to drink?
4 What do you want to eat?
5 What do you want to do?
6 Do you want to eat?
7 Do you want to eat with me?
8 today
9 tonight / this evening
10 Do you want to eat withme this evening?
11 What do you want to dothis evening?
12 Will you eat with me tonight?
(HIGHER TIER)
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13 2009 Hodder Education Es ist gut! German: The method
Phase 1 Module 1 Name: ________________
(MEDIUM TIER)G Worksheet
Fill in the gaps with the correct German words to complete thetranslation. Hand it in to your teacher.
1 It is good. Es _______________ gut.
2 What do you want? _______________ wollen Sie?
3 What do you want to drink? Was _______________ _______________
trinken?
4 What do you want to eat? _____________ wollen Sie _____________?
5 What do you want to do? Was wollen ____________ ____________?
6 Do you want to eat? Wollen Sie _______________?
7 Do you want to eat with me? Wollen _______________ mit
_______________ essen?
8 today _______________
9 tonight / this evening heute _______________
10 Do you want to eat with Wollen Sie heute Abend _____________me this evening?
_______________ _______________?
11 What do you want to do Was _______________ _______________this evening?
heute _______________ tun?
12 Will you eat with me tonight? _______________ Sie heute Abend
______________ mir ______________ tun?
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14Es ist gut! German: The method 2009 Hodder Education
Phase 1 Module 1 Name: ________________
(MEDIUM/LOWER TIER)G Worksheet
Circle the underlined word that correctly completes the translation. (Becareful. Some of them are not even real German words!) Hand it in toyour teacher.
1 It is good. Es ist / is / est gut.
2 What do you want? Vas / Was / Wass wollen Sie?
3 What do you want to drink? Was wollen Sie drinken / trink /
trinken?
4 What do you want to eat? Was wollen Sie essen / eaten / esen?
5 What do you want to do? Was wollen Sie tuen / doen / tun?
6 Do you want to eat? Wollen / Woolen / Vollen Sie essen?
7 Do you want to eat with me? Wollen Sie mit mir / mit me / wit miressen?
8 today heute / hote / hotel
9 tonight / this evening heute Abend / heute Ebend / heuteArbend
10 Do you want to eat with me Wollen Sie / Zee / Zie heute Abendthis evening? mit mir essen?
11 What do you want to do Wass / Was wollen Sie heute Abendthis evening? tun / tuen?
12 Will you eat with me tonight? Will Sie / Wollen Sie / Willen Sieheute Abend mit mir essen?
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2009 Hodder Education Es ist gut! German: The method
Phase 1 Module 1 Name: ________________
15
(HIGHER TIER)G Listening comprehension worksheet
For sentences 15 transcribe what you hear in German; for sentences610 translate what you hear into English.
1
2
3
4
5
6
7
8
9
10
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16Es ist gut! German: The method 2009 Hodder Education
Phase 1 Module 1 Name: ________________
(MEDIUM TIER)G Listening comprehension worksheet
Fill in the gaps with the missing word in each case.
1 Es ist __________________ .
2 h __________________
3 tr __________________
4 Wollen __________________ ?
5 __________________ __________________ Sie?
6 Was wollen Sie __________________ ?
7 mit __________________
8 Wollen Sie __________________ mir __________________ ?
9 __________________ __________________ heute Abend __________________
__________________ essen?
10 Guten __________________ !
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Es ist gut! German: The method18
For each of the 30 modules in Phase 1, andthe 20 modules in Phase 2, pupils complete a
written worksheet. The worksheet is a seriesof 12 or 15 English sentences that must betranslated into German.
Each modules worksheet is specificallydesigned to activate the new language andstructures covered during that modulewhilst continually drawing upon thelanguage and structures covered inprevious modules.
It should be explained to the pupilsduring the very first lesson that their
worksheets will not be corrected by theteacher. Instead, the teacher will grade thework and highlight the areas wheremistakes have been made. Mistakes are anintegral part of the learning process andshould not be frowned upon. It is for thepupil to think through each mistake andmake the necessary correction everythingfeeds back into the learning process. Thepupils set their own targets and can repeatthe worksheet as many times as they want;
only their highest grade is recorded by theteacher. You will find that pupils repeat
work often, and on a voluntary basis. It isthe learning process that stimulates theirenthusiasm and motivation.
Each pupil receives regular progressstatements detailing the grade he/she hasachieved for each modules worksheet,his/her average grade and the averagegrade of the class. The regular progressstatements provide a quick visual focus forthe pupils, allowing them to pinpoint theworksheets they would like to re-do. The
ability to compare their average grade tothat of the class introduces an element ofcompetition that they find motivating.
Before attempting a worksheet the pupilsare encouraged to review the module eitherby watching the short video clip on the pupilsCD ROM, or by completing some of theinteractive activities for that particularmodule (also contained on the pupils CDROM). There is also the worksheet helpfacility available to each pupil on the CD ROM.
Guidelines on assessment of pupils written work
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Es ist gut! German: The method19
How the course relates to the originalMichel Thomas recordings
Phase 1 Module Location in Michel Thomas Foundation (8-hour) course
1 CD 1 Tracks 132 CD 1 Tracks 45
3 CD 1 Tracks 68
4 CD 1 Tracks 910
5 CD 2 Tracks 13
6 CD 2 Tracks 45
7 CD 2 Tracks 69
8 CD 2 Track 10, CD 3 Tracks 13
9 CD 3 Tracks 46
10 CD 3 Tracks 78
11 CD 3 Tracks 910
12 CD 4 Tracks 13
13 CD 4 Tracks 45
14 CD 4 Tracks 67
15 CD 4 Tracks 810
16 CD 5 Tracks 12
17 CD 5 Tracks 34
18 CD 5 Tracks 57
19 CD 5 Tracks 810
20 CD 6 Tracks 13
21 CD 6 Tracks 46
22 CD 6 Tracks 710
23 CD 7 Tracks 12
24 CD 7 Tracks 34
25 CD 7 Tracks 56
26 CD 7 Tracks 78
27 CD 8 Tracks 13
28 CD 8 Tracks 46
29 CD 8 Tracks 78
30 CD 8 Tracks 910
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How the course relates to the original Michel Thomas recordings
20Es ist gut! German: The method
Phase 2 Module Location in Michel Thomas Advanced (5-hour) course
1 CD 1 Tracks 13
2 CD 1 Tracks 48
3 CD 1 Tracks 912
4 CD 1 Tracks 1314
5 CD 1 Tracks 1518
6 CD 1 Tracks 1923
7 CD 2 Tracks 16
8 CD 2 Tracks 79
9 CD 2 Tracks 1014
10 CD 2 Tracks 1519
11 CD 2 Track 20, CD 3 Tracks 13
12 CD 3 Tracks 48
13 CD 3 Tracks 912
14 CD 3 Tracks 1317
15 CD 3 Tracks 1820
16 CD 4 Tracks 13
17 CD 4 Tracks 46
18 CD 4 Tracks 78
19 CD 4 Tracks 911
20 CD 4 Tracks 1218
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Scheme of work
Es ist gut! German: The method
G Phase 1 Module 1
Key language & structures
By the end of this module pupils will be able to understand, recognise and use:
G history of English and consonant shifts: the -D string and the -B stringG gut, es, ist, was, WasserG whole verb ending in -en: trinken; essen; tunG Sie and wollen Sie; mit and mit mirG word order: second verb at the end of the clauseG heute, Abend, heute Abend and guten AbendG do you want ... vs will you ... (please)
Link to original Michel Thomas CD / track
Michel Thomas 8-hour course CD 1Tracks 13
Input
G Distribute the info pack for Module 1, allowing reading time in which the pupilspreview the key language and structures.
G Use the script from Module 1 along with the accompanying PowerPointpresentation to deliver a teacher-led question and answer session.
Activation
G Spelling reinforcement focus on the meanings and spellings of the individual keywords from Module 1.(Suggested activity: The mallet game)
G Reading practice make up some cards containing the key language and somephrases from Module 1.(Suggested activity: Four to win)
G Whole class PowerPoint game Cross the boardG Written worksheet for Module 1
Consolidation
G Present a prcis of the input session refocusing on the key language and structuresof Module 1.
G Listening worksheet for Module 1G ICT Pupils should independently review and consolidate the key language and
structures from Module 1 by accessing the interactive games from the CD ROMand by watching to the video presentation summary of Module 1.
G Before moving to the next module the teacher should address any commonerrors which may have appeared in the pupils responses to any of the questionsfrom the Writing and Listening worksheets.
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Phase 1 Course overview
22Es ist gut! German: The method
Module Language and structures
1 history of English and consonant shifts: the -D String and the -B String
gut, es, ist, was, Wasserwhole verb ending in -en: trinken, essen, tunSie and wollen Sie, mit and mit mirword order: second verb at the end of the clause
heute, Abend, heute Abendand guten Abenddo you want ... vs will you (please) ...
2 consonant shifts: the -G String
sein, wann, hier, knnen Sie, bitte, baldpronunciation: the umlaut
sehen, auf Wiedersehen, auf Wiederhren, hrenich and ich kannpronunciation: -ch
ich willwenn vs wannwirand wir wollenasking questions
present tense: dropping the -n for I
3 pronunciation: -ei
bleibenpresent tense: no am-ing, no is-ing, no are-ing in German
asking questions: no do or does in German
wie, gehen, nicht, jetzt, aber
negativesstehen, verstehen, sehr, michwell vs good
pronunciation: elongating vowel sounds and spelling rules
word order: es before nicht
4 handles: verbs after which any other verb must be the whole verb
mich vs mires tut mir Leidpresent tense: he / she / it with a -t
aber, lange, wie and wie langeich muss
history of English vocabulary: Anglo-Saxon vs Frenchbringen, finden, wei, Weiwein, ich wei, wo
5 mich vs mirhaben, warum, frand fr michetwas, leiden and leiderSie vs Ihnendenn
6 mit mirand mit IhnenEnglish language: must and have to
handles: knnen, mssen and wollengebenpronunciation: -ch
auch and ich auchrauchen and brauchen
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Course overview
23Es ist gut! German: The method
Module Language and structures
7 future tense: werdenich willvs ich werdeum wie viel Uhrkommen and ankommenmorgenEnglish language: will you (future tense) and will you (polite request)
warten
8 sagen, Tag, guten Tagwo vs wohin
gehen vs hingehen, dort vs dorthinich bindas Geschft and beschftigt
9 giving commands or avoiding the imperative
hiervs herwarten auf, auf mich, auf sie
10 Sie: you, they and sheusing die for clarityEnglish going to is German will
kaufen, teuerusing the present tense to express the future
wirdword order: time element early on
11 fertigpronunciation: -ig
schon and schn, alles and allepresent tense: third person singular -s in English but -t in German
present tense: we, you and they same form as whole verb with -en
mein Freund, meine Freunde
12 ich mchtemit unshandles: no -s in English and no -t in German
mglich, unmglich, so, ganz, gern
danke, danke schn, besten Dankwissen
13 mdeHaus, zu Hause and nach Hausedenn vs weilword order: weilsends main verb to end of the clause
14 denn vs weilword order: nichtpronunciation: -s at the beginning of a word
15 kosten
word order: asking questionsword order: warum as a weilsituation
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Course overview
24Es ist gut! German: The method
Module Language and structures
16 fragen, eine Fragedort vs dorthinnichtsGerman spoken language: geht es contracted to gehtswie geht es Ihnen? and es geht mir besser, viel besser, vielen Dank
17 fhlen and ich fhle michreflexive verbs: mich, sich and unswaschen, sich beeilenpresent tense third person singular: man
18 sollen
German -ieren verbs from French: interessieren, organisieren, spezialisiereninteressiert and interessantdas for thatFreude, sich freuen
Zeit, die Zeit, keine Zeit, die Zeitungkein ProblemMglichkeitGerman -keit and -heit related to the old English -hoodnoun / adjective + zu + verb
19 defining nouns, adjectives and verbs
noun / adjective + zu + verb
die Gelegenheitimmer, oft, wichtig, so, ntig
20 spt and spterpronunciation: -sp and -st
die Stadt, der Staat, die Vereinigten Staatenetwasrufen and anrufen, gehen vs fahrenDeutsch, Deutschland, auf Deutsch, sprechen
21 future tense: werdenconditional tense: wrdendenn vs weil
weilsituations
22 wenn and wannwenn vs obsuchen, versuchenhave been + -ing = German present tense
seit, wohnensind, sind Sie and sind wirarbeiten, die Arbeit
23 the handles (modal verbs): grabbing a handle
weilsituationsEnglish language: could past or not past?
knnen and konntengestern, gestern Abend
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Course overview
Es ist gut! German: The method
Module Language and structures
24 warand warendort vs dahatten, knnen and konntenohne and ohne Sie
25 the handles:
mssen and muss, wollen and will, knnen and kann,werden and wird, sollen and soll, drfen and darfpast tense of handles: mussten, wollten, konnten and solltenprobieren, anprobieren
26 ich habe keine Lustnoun / adjective + zu + verb
ich freue mich+
zu+ verb
es freut mich + zu + verbconditional tense: wrdenwrde sein vs wreto have something done with lassenreparierensauber, rein, reinigen
27 prefixes: weg, aus, ein, ab, durch, ver, an, beprefixes: detachable vs non-detachable
der Weg, weggehen, ausgehen, der Ausgang, der Eingang, durchfahren, durchgehen,wegfahren, abfahren, bekommen
28 ber, bermorgen, berfahrenusing hin for movement towardsusing her for movement awayhereinkommen, herausgehenheraus often contracted to raususe of -r with aus, ein, berand untergives the idea of movementausgehen vs rausgehenauf/rauf/ darauf, ber / rber/ darberlegen, anlegen, einlegen, reinlegen, liegen, stellennehmen and rausnehmenunter den Tischberlegen
rberkommen, runterkommen29 ziehen, anziehen, ausziehen, umziehen, durchziehen
der Zug, der Anzug, der Auszug, der Umzug, der Durchzugschlieen, zuschlieen, der Schlsselmachen, zumachendas Fenster, das Schloss
geschlossenfangen, anfangenum zu fragen, hoffendass is a weilsituation
30 denken vs glaubenleicht, schwer, bequem, nett, sympatisch, gemtlich
25
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26Es ist gut! German: The method
Phase 2 Course overview
Module Language and structures
1 review of present tense conjugations (regular verbs)
review of the three sies and using die (diese da) for clarityreview of future tense: werdenintroduction of informal you: dudu vs Sie
2 review of the handles (modal verbs)word order: nichtcontraction of ich kann es to ich kanns in speakingwerden Sie vs wollen Sieidiom: waiting on not waiting for: warten aufwo vs wohinword order: inversion of subject and verb after starting out with dassconditional tense: wrden
3 nie and niemalsMalvs Zeitno meaning not any = keinpronunciation: -ngsharpened awareness of English: could past or not past?konnten vs knntenreview of habenidiom: you have right not you are rightperfect tense: using have as the diving board (auxiliary verb)forming the past participle: kaufen to gekauftnoch, noch etwas, ein wenig, noch ein wenig, ein Biss, ein bisschen, noch ein bisschen
noch nichtlachen
4 prefixes: detachable or not detachable?zurckformation of past participle for verbs with a non-detachable prefixtwo diving towers: have and be
alles, reparierenpast participle of -ieren verbs
5 hattenpluperfect tense: hatten + past participleconditional perfect: wrden haben vs httenwahr, wirklich, glauben vs denken
sehen (dives into gesehen)wenn + htten (subjunctive)word order: weilsituations
6 suchenan important handle: knnenusing handles with the diving pastohne, ohne Sie
7 review of mssenpresent tense of handles (modal verbs): same form for I, he, she and itreview: noun / adjective + zu + whole verbsharpened awareness of English: have to vs dont have to
brauchen + zu + whole verbword order: time / manner / placeich musste, ich konnte, ich wollte
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Course overview
Es ist gut! German: The method28
Module Language and structures
14 das Wort, die Antwort, antwortenrufen (dives into gerufen), anrufen (dives into angerufen)bei Ihnen
I want you to tell him = I want that you should tell himsich (an etwas) erinnerncontraction of an das to darancontraction of auf das to daraufcontraction of unter das to daruntercontraction of ber das to darbermietendie Wohnungwohnen vs lebenmaking nouns from whole verbs
15 have been + -ing + seitseit langer ZeitDeutschland, sterreich
die Wohnung, die Gewohnheit, die Gelegenheit, die Schnheit, die Mglichkeit16 zurckkommen
prefixes: formation of past participlefangen, anfangen, beginnen
gewhnlichhren, anhren and gehren
17 sich gewhnenidiom: to get used at it not to get used to itleicht and einfachschwerand schwierighistory of English: influences of French and Anglo-Saxonendlich, ffnen, das Fenster, aufmachen, zumachendie Trto be getting werden / was getting wurden
18 bauengeworden vs wordenhell: hellblau, hellbraunwrde sein and wre
19 work through of the different tensesdas HausHuserinteressieren, interessiert and interessanttun to getan
20 mitkommen
bekommenreien vs reisenabreien, zerreisen (dives into zerrissen)brechen (dives into gebrochen)fallenuse of -r to express movement: runterreview of past participles: gemacht, gelacht, gearbeitet, gesagt, gefragt, gespieltffnen and aufmachendas Geschftschlieen (dives into geschlossen)
zumachen (dives into zugemacht)zuschlieen (dives into zugeschlossen)probieren, anprobierendarf ich ?
decken, entdeckenschlafen (dives into geschlafen)fahren (dives into gefahren)
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29
Phase 1 Module 1
Es ist gut! German: The method
G Input script
CD 1, tracks 13NoteThe asterisk which appears throughoutthese scripts is to indicate the point atwhich the teacher should click on theaccompanying PowerPoint slide.
* English, which is derived from thelanguage of the Anglo-Saxons, is essentiallya Germanic language and so there is abroad common basis of familiarity between
it and German.
In the Middle Ages with Germaniclanguages there occurred shifts inconsonants, and these shifts will show youthe difference in pronunciation betweenthe Germanic languages, including English.
I will put these shifts of consonants on tothree strings, like three strings of pearls!
* Lets start with string number 1, which we
call the -D String.
The letter d may change to a t; d and tare very close. Or t to th. In German youdont have a th sound. Either you have at, or the th becomes an s, which inGerman is sometimes pronounced z.
So we have a d to t to th to s to a z:that is string number one. I repeat d-t-th-s-z.
* Lets take for instance good; the -d hasbecome a -t in German.
* So good is gut.
* it is = es ist
It is es and is is ist (the is takes a -tbecause as you will see for he / she / itin German you have a -t ending).
G It is good.
(The -t has to be clearly heard, and the uhas always to be pronounced as an Englishdouble o, as in moon.)
* Remember string number 1; the -D String.
* The -t of what has become an -s in
German.
* So what in German is was (with the wpronounced as a v).
For water the t becomes a double s andyou get Wasser.
G whatG water
* to drink (the d becomes a t and youget) * trinken.
* So this whole verb is expressed inGerman with mostly an -en.
G to drink
* Do you want in German is wollen Sie(again the w has the sound of a v).
Sie means you (spelt with a capital S).
So wollen Sie means do you want.
G * do you want?G What do you want?G What do you want to drink?
* to eat (the t becomes a double s andyou get) * essen.
G to eatG What do you want to eat?
* to do (the d becomes a t and you get)tuen which became * tun.
G to doG What do you want to do?
* with me = mit mirmit = with
G Do want to eat with me? (elicit Wollen Sieessen mit mir?)
* However, when you have two verbs inGerman, the second verb comes at the endof the sentence regardless of how long the
sentence is.
G Do you want to eat with me?
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Module 1
Es ist gut! German: The method30
So the second verb comes at the end and isalways the whole verb with -en.*
* today = heute
G Do you want to eat with me today? (with
the second verb at the end)Lets go back to the strings.
* String number 2 is the -B String and theb is close to a p. So we have b to a p orph, and ph is pronounced like an f. Sowe have b to p to ph or f, f to a vbecause in German the letter v ispronounced like an f, then to a w whichhas the sound of a v in German.
So that is the -B String: I repeat b-p-ph-f-v-w.
* evening = Abend* Guten Abend would be good evening.
G today
This evening in German would be today
evening.G * this eveningG Do you want to eat with me this evening?G * What do you want to eat?G Do you want to eat with me?
Wollen Sie means do you want but is alsoused for will you / will you please.
G Will you eat with me tonight?
The listening comprehension transcriptsfor this module can be found on page 39.
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English is derived from the language of theAnglo-Saxons, which was a Germanic language.
As such there is a broad common basis offamiliarity between Modern English and ModernGerman.
In the Middle Ages there was a shift in thesound of consonants in the Germanic languages.
We can put these shifts on to three strings:String number 1: the -D String (d-t-th-s-z)String number 2: the -B String (b-p-ph-f-v-w)String number 3: the -G String (g-c-ch-k-ck-y-g)
The whole verb in German will mostlyend in -en.
to drink trinken
to eat essen
to do tun
(was once tuen)
31 2009 Hodder Education Es ist gut! German: The method
1 of 2 pages
Phase 1 Module 1 Info pack
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Module 1
2 of 2 pages
GBits n pieces
it es
is ist
good gut
what waswater Wasser
you Sie
with mit
with me mit mir
today heute
evening Abend
this evening = todayevening heute
Abend (also used tomean tonight)
good evening guten Abend
Es ist gut! German: The method 2009 Hodder Education32
Wollen Sie? means doyou want?
but is also used for
Will you? in the senseof will you please?
Whats the difference?
Do you want? requiresa Yes/No response
whereas
Will you please? is apolite request.
The two verb rule
If and whenever thereare two verbs in the
same sentence inGerman then the
second verb comes atthe end of the sentence
regardless of howlong the sentence is!
Furthermore, thesecond verb will
always be the wholeverb meaning it will
end -en.
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Module 1
2009 Hodder Education Es ist gut! German: The method33
G PowerPoint presentation 1.1
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Module 1
Es ist gut! German: The method 2009 Hodder Education34
1/1/9 1/1/10
1/1/11 1/1/12
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Module 1
2009 Hodder Education Es ist gut! German: The method35
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Phase 1 Module 1 Name: ________________
G Worksheet
Translate the following into German and hand it in to your teacher.
1 It is good.
2 What do you want?
3 What do you want to drink?
4 What do you want to eat?
5 What do you want to do?
6 Do you want to eat?
7 Do you want to eat with me?
8 today
9 tonight / this evening
10 Do you want to eat with methis evening?
11 What do you want to dothis evening?
12 Will you eat with me tonight?
37 2009 Hodder Education Es ist gut! German: The method
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Es ist gut! German: The method 2009 Hodder Education
G Worksheet answer sheet
Phase 1 Module 1
1 It is good. Es ist gut.
2 What do you want? Was wollen Sie?
3 What do you want to drink? Was wollen Sie trinken?
4 What do you want to eat? Was wollen Sie essen?
5 What do you want to do? Was wollen Sie tun?
6 Do you want to eat? Wollen Sie essen?
7 Do you want to eat with me? Wollen Sie mit mir essen?
8 todayheute
9 tonight / this evening heute Abend
10 Do you want to eat with me Wollen Sie heute Abendthis evening? mit mir essen?
11 What do you want to do Was wollen Sie heute Abend tun?this evening?
12 Will you eat with me tonight? Wollen Sie heute Abend mit miressen?
38
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Phase 1 Listening comprehension
G Phase 1, Module 1
Listening comprehension transcript
1 Es ist gut.2 heute3 trinken4 Wollen Sie ?5 Was wollen Sie?6 Was wollen Sie tun?7 mit mir8 Wollen Sie mit mir essen?9 Wollen Sie heute Abend mit mir essen?
10 Guten Abend!
Listening comprehension answers
1 Es ist gut.2 heute3 trinken4 Wollen Sie ?5 Was wollen Sie?6 What do you want to do?7 with me8 Will you eat with me?9 Will you eat with me tonight?
10 Good evening!