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SCHOOL:
Frederick Gough School - A Specialist
Language College
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Logo!
1 Kapitel 1 Hallo! Unit 1 pp6-7
Guten Tag! |
Activity no. |
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Learning
objectives |
Saying
hello and goodbye. Asking a friend’s name and giving your own. Counting to
twelve. |
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Grammar |
/ |
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Skills (Programmes
of Study) |
1a
sounds and writing (w = v) 2b
pronunciation and intonation 3a
memorise words and phrases |
1,
8 4,
7 7 |
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Contexts |
Personal
and social life |
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Learning
outcomes … |
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Listening
and responding |
AT1/1 |
Recognise
greetings and introductions, identify numbers from 0–12 |
1,
4, 5 |
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Speaking
|
AT2/1 |
Greet
people, say your name, ask someone their name, count from 1–12 |
2,
7 |
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Reading
and responding |
AT3/1 |
Understand
written greetings and introductions; recognise written forms of numbers |
1,
6a |
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Writing |
AT4/1 |
Copy
greeting / introduction phrases and numbers |
3,
6b |
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Key
language |
Hallo! Guten Tag! Tschüs!
Auf Wiedersehen! Wie heißt du? Ich heiße [name]. Numbers
0–12 |
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ICT
Opportunities |
Unterwegs CD Rom – Unit 1 Word Processing |
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Reinforcement (A) Extension (B) |
Workbooks
A & B, p1 |
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Resources |
Cassette
A, side A or CD 1, track 1 OHT
1A & 1B: meeting and greeting OHT
2: numbers |
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Supplementary teaching opportunities |
Use video or
audiotapes of authentic exchanges Simple video
conferencing with local school Show OHTs of famous
faces to stimulate the pupils to answer the question Wie heißt du? German song tape |
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SCHOOL: Frederick Gough School - A Specialist Language College
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Logo! 1 Kapitel 1 Hallo!
Unit 2 pp8-9 Wo wohnst du? |
Activity no. |
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Learning
objectives |
Naming
some countries. Asking a friend where he / she lives and saying where you
live. |
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Grammar |
ich wohne, du wohnst |
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Skills (Programmes
of Study) |
3c
use knowledge of English / another language 2h
skim and scan texts 3a
memorise words and phrases |
2b,
4a 4a 1a,
2b, 3b |
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Contexts |
The
world around us |
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Learning
outcomes … |
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Listening
and responding |
AT1/1 |
Understand
where people live (towns / countries) |
1a,
2a, 3a |
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Speaking
|
AT2/1–2 |
Ask
someone where they live, say where you live (towns / countries) |
1b,
3b |
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Reading
and responding |
AT3/2 |
Understand
personal information (name, age, town, country) |
4a |
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Writing |
AT4/1–2 |
Copy
names of countries; answer personal information questions |
2b,
4a, 4b |
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Key
language |
Was ist ... ?
Das ist ... Deutschland / England / Frankreich / Irland / Österreich / Schottland
/ die Schweiz / Wales / Holland / Belgien. Wo wohnst du? Ich wohne in [country]. Ja. / Nein. Du heißt [name]. |
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ICT
Opportunities |
Unterwegs CD Rom – Unit 2 – Länder in Europa Word Processing |
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Reinforcement (A) Extension (B) |
Workbooks
A & B, p2 |
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Resources |
Cassette
A, side A or CD 1, track 2 Flashcards
1–10: European countries |
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Supplementary
Teaching Opportunities |
Display
work on European Countries Quiz The
Euro |
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SCHOOL:
Frederick Gough School - A Specialist
Language College |
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Logo! 1 Kapitel 1 Hallo!
Unit 3 pp10-11 Das Alphabet |
Activity no. |
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Learning
objectives |
Saying
the German alphabet. Asking how to spell words and spelling out words. |
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Grammar |
der, die, das
(nominative) capital
letters for nouns |
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Skills (Programmes
of Study) |
3a
memorise words and phrases 3c
use knowledge of English / another language 5b
respond to classroom events in TL |
2a, 2b 2c 1, 2d, 4 |
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Contexts |
Everyday
activities |
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Learning
outcomes … |
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Listening
and responding |
AT1/1 |
Recognise
letters of the alphabet, individually and in single words, including names |
1,
2a, 3 |
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Speaking
|
AT2/1–2 |
Say
the German alphabet; ask how to spell words and spell out words |
1,
2a, 2d,
4 |
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Reading
and responding |
AT3/1–2 |
Read
single words from illustrated alphabet; read simple sentences of alphabet rap |
1,
2a |
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Writing |
AT4/1–2 |
Write
out single words and simple sentences from alphabet rap |
2b,
2c |
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Key
language |
Wie schreibt man das? Was ist das?
Das ist ... . Wie bitte? Selection
of nouns for teaching alphabet e.g. der Apfel, die Banane, die CD etc. |
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ICT
Opportunities |
Text manipulation, TG p21 Presentation,
TG p21 ICT
Pack: activity 2, alphabet and spelling |
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Reinforcement (A) Extension (B) |
Workbooks
A & B, pp3–4 |
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Resources |
Cassette
A, side A or CD 1, track 3 R & A File: Grammatik 1, p7; Arbeitsblatt
3, p6 OHT
2: numbers OHT
3: alphabet |
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Supplementary
Teaching Opportunities |
Teach statement
form Das ist ein/eine... and question forms Ist das ein/eine...?
and Was ist das? Possible activities could include: identifying items
pictured from an unusual angle; items in silhouette on the overhead projector
(OHP); items drawn one line at a time; items under a handkerchief; items in
envelopes. These activities can encourage the natural more extended use of
German, eg Pupil: Das ist ein Kuli, glaub' ich.
Partner/teacher: Bist du sicher? Pupil: Ja, das ist ein Kuli. Ich
bin sicher. Colour code written
forms to categorise nouns by gender. Noughts and crosses
game with pictures or symbols. Picture bingo:
structure this so pupils choose nouns from the three genders. |
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SCHOOL:
Frederick Gough School - A Specialist
Language College |
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Logo! 1 Kapitel 1 Hallo! Unit 4 pp12-13 Meine Tasche |
Activity no. |
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Learning
objectives |
Naming
things in your school bag. Asking what a friend has got and saying what you
have got. Saying what colour things are. |
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Grammar |
ein, eine, ein
(nominative) Ich habe +
accusative (einen, eine, ein) … . Hast du +
accusative (einen, eine, ein) … ? |
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Skills (Programmes
of Study) |
5b
respond to classroom events in TL 5h
use language for real purposes |
3,
5 1a,
4, 5 |
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Contexts |
Everyday
activities |
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Learning
outcomes … |
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Listening
and responding |
AT1/1–2 |
Recognise
names of items in school bag; identify colours |
1a,
4 |
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Speaking
|
AT2/1–2 |
Ask
about, guess and identify items in school bags |
1c,
3 |
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Reading
and responding |
AT3/2 |
Read
and understand short description and simple list of items in school bag |
2 |
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Writing |
AT4/1–2 |
Copy
lists of items in school bag; write short description of items including
colour |
1b,
5 |
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Key
language |
der Bleistift, der Kuli, der Klebstift, der Taschenrechner, die
Schere, die Kassette, die Diskette, das Etui, das Lineal, das Wörterbuch, das
Heft, das Buch [A] ist ein / eine ... . Hast du einen / eine / ein ...? Ich habe einen / eine / ein ... . [A] ...
ist rot / blau / schwarz / weiß / grün / gelb / braun / bunt. |
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ICT
Opportunities |
Word
processing, TG p24 ICT
Pack: activity 1, names of colours, ICT
Pack: activity 3, names of school equipment |
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Reinforcement (A) Extension (B) |
Workbooks
A & B, p5 |
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Resources |
Cassette
A, side A or CD 1, track 4 R & A File: Arbeitsblatt 1, p4; Grammatik
2, p8 OHT
4A & 4B: school bag / colours |
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Supplementary
Teaching Opportunities |
'Hunt the
thimble'-style game: pupils hide various known objects from teacher or
another pupil. Pupils repeat the question Wo ist der/die/das...? more
loudly or more softly according to how close the teacher or pupil is to the
hidden object. When the object is found the teacher or pupil says Ach!
Hier ist der/die/das... . Was fehlt?: pupils spot the missing item from a tray, or set of OHT
drawings. Colour code the
three genders again. Emphasise the connection between the definite and
indefinite articles. Place the objects
or flashcards in different boxes or places on the board according to gender.
This stimulates spatial memory. |
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SCHOOL:
Frederick Gough School - A Specialist
Language College |
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Logo! 1 Kapitel 1 Hallo! Unit 5 pp14-15 In der Klasse (1) |
Activity no. |
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Learning
objectives |
Understanding
what your teacher says. Counting to 31. Naming the days of the week. |
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Grammar |
imperatives
(receptive) |
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Skills (Programmes
of Study) |
2e
vary language for context/audience 3a
memorise words and phrases 5f
use language creatively |
2, 5 1a, 1b, 3 2, 5, 7 |
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Contexts |
Everyday
activities |
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Learning
outcomes … |
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Listening
and responding |
AT1/1–2 |
Recognise
classroom commands; identify numbers from 13–31; recognise days of week |
1a,
3, 6 |
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Speaking
|
AT2/1–2 |
Give
classroom commands; make up simple sums |
2,
5 |
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Reading
and responding |
AT3/1–2 |
Understand
classroom commands; recognise written form of numbers from 13–31 |
1a,
3 |
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Writing |
AT4/2 |
Make
up a rap to practise days of week |
7 |
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Key language |
Steht auf! Setzt euch! Hört zu! Ruhe, bitte! Schreibt es auf!
Macht das Buch auf. Seite 00. Macht das Heft
zu! Jetzt Partnerarbeit. Alles
einpacken! Numbers 13–31 Montag, Dienstag, Mittwoch, Donnerstag, Freitag, Samstag, Sonntag |
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ICT
Opportunities |
ICT
Pack: activity 4, numbers to 31 Unterwegs
CD Rom – Unit 1 |
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Reinforcement (A) Extension (B) |
Workbooks
A & B, p6 |
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Resources |
Cassette
A, side A or CD 1, track 5 OHT
5A: dates |
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Supplementary
Teaching Opportunities |
follow classroom
instructions such as setzt euch, schreibt |
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SCHOOL:
Frederick Gough School - A Specialist
Language College |
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Logo! 1 Kapitel 1 Hallo! Unit 6 pp16-17 Mein Geburtstag |
Activity no. |
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Learning
objectives |
Talking
about dates. Asking a friend how old he / she is and saying how old you are |
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Grammar |
Ordinal
numbers (for dates) Question
words: wo? wie? wann? was? |
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Skills (Programmes
of Study) |
4c
compare home and target language culture 5d
produce / respond to different types of spoken / written language |
1a,
1b 1c,
3a, 5b |
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Contexts |
Personal
and social life |
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Learning
outcomes … |
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Listening
and responding |
AT1/1–2 |
Listen
to and identify days, dates and birthdays |
1a,
2a, 3b |
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Speaking
|
AT2/2 |
Ask
when someone’s birthday is and give own birthday |
4 |
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Reading
and responding |
AT3/1–2 |
Recognise
numbers to 31, dates and holidays (e.g. Christmas) in their written form |
1b,
1c |
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Writing |
AT4/1–2 |
Write
down age and birthdays; write questions and answers about personal details |
3a,
5a, 5b |
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Key
language |
Januar, Februar, März, April, Mai, Juni, Juli, August, September,
Oktober, November, Dezember Wie alt bist du? Ich bin [age] Jahre alt. Wann hast du Geburtstag? Ich habe Geburtstag am [date]. |
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ICT
Opportunities |
Word
processing, TG pp27–28 Text manipulation, TG p28 ICT
Pack: activity 5, personal details, first person ICT
Pack: activity 6, numbers 1 to 31, months Unterwegs
CD Rom Unit 1 |
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Reinforcement (A) Extension (B) |
Workbooks
A & B, p7 |
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Resources |
Cassette
A, side A or CD 1, track 6 R & A File: Arbeitsblatt 2, p5 OHT
5A & 5B: dates and holidays |
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Supplementary
Teaching Opportunities |
German
Songs tape Class
survey and pictorial representation of results |
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SCHOOL: Frederick Gough School - A Specialist Language College |
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Logo! 1 Kapitel 1 Hallo! Unit 7 pp18-19 Olafs Geburtstag |
Activity no. |
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Learning
objectives |
Consolidation
unit: a birthday party |
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Grammar |
/ |
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Skills (Programmes
of Study) |
3b
use clues to interpret meaning 5g
listen / read for interest and enjoyment |
1a,
3 1a,
2 |
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Contexts |
Personal
and social life |
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Learning
outcomes … |
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Listening
and responding |
AT1/2–3 |
Understand
a simple story about someone’s birthday |
1a,
2 |
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Speaking
|
AT2/2 |
Ask
and answer questions about birthday present |
3 |
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Reading
and responding |
AT3/3 |
Understand
simple story about someone’s birthday |
1a,
1c |
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Writing |
AT4/2 |
Complete
and make up simple sentences about: a)
personal details and b) presents and their colours |
1b,
4 |
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Key
language |
As
in Units 1–6 |
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ICT
Opportunities |
ICT
Pack: activity 5, personal details, first person |
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Reinforcement (A) Extension (B) |
Extra A & B, PB pp100–101 |
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Resources |
Cassette
A, side A or CD 1, track 7 |
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SCHOOL:
Frederick Gough School – a Specialist Language College |
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Logo!
1 Kapitel 2 Die Schule Unit
1 pp22-23 Mein Stundenplan |
Activity
no. |
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Learning objectives |
Saying which school subjects you have. Asking
a friend about his / her timetable. |
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Grammar |
/ |
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Skills (Programmes of Study) |
1a sounds and writing 2b pronunciation and intonation (st /sp) 4c compare home and target language culture |
1, 7 7 1, 3 |
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Contexts |
Everyday activities |
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Learning outcomes … |
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Listening and responding |
AT1/2 |
Understand what subjects someone has on
certain days of the week |
1, 4a, 7 |
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Speaking |
AT2/2 |
Say what subject you have on certain days of
the week and ask your friend about it |
3, 5b |
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Reading and responding |
AT3/2 |
Understand subjects on school timetable |
1, 5a |
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Writing |
AT4/2–3 |
Describe favourite school day and name
subjects in simple sentences |
6 |
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Key language |
Deutsch, Französisch, Mathe, Naturwissenschaften, Informatik, Sport,
Erdkunde, Geschichte, Religion, Kunst, Theater, Musik Was hast du am [day]?
Ich habe [subject]. Was hast du am [day]
in der ersten / zweiten Stunde? |
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ICT Opportunities |
Text manipulation, TG p42 Presentation, TG p42 Word processing, TG p43 ICT Pack: activity 1, school subjects, days
of the week Produce school timetable – spreadsheet Unterwegs CD Rom – Unit 7 – Schulfächer / Der
Schultag |
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Reinforcement (A) Extension (B) |
Workbooks A & B, p11 |
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Resources |
Cassette A, side B or CD 1, track 10 R & A File: Arbeitsblatt 1,
p20 Flashcards 11–23: school subjects OHT 6: school subjects OHT 7A: opinions |
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Supplementary Teaching Opportunities |
Introduce the days
of the week in preparation for teaching timetable subjects. These can then be
practised in combination with times, classrooms and names of teachers. Use timetables from
a German school to compare names of subjects and to categorise cognates, near
cognates and non-cognates. Information gap
activity: pupils work in pairs. One pupil has some times and some subjects on
a timetable grid, and the other has the other times and subjects. They
complete their grids by asking and answering questions. Schiffe versenken (Battleships game): pupils choose five subjects and write
them on a timetable grid which has times on the vertical axis and days of the
week on the horizontal axis. Working in pairs, they ask and answer questions
to find out first the subject, then the day, then the time. Each time a pupil
'misses' it is their partner's turn to ask. The pupil who 'hits' five targets
first wins. |
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SCHOOL:
Frederick Gough School – a Specialist Language College |
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Logo!
1 Kapitel 2 Die Schule Unit 2 pp24-25 Deutsch ist toll! |
Activity
no. |
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Learning objectives |
Asking for and giving opinions about school
subjects. Asking a friend about his / her favourite school subject. Saying
what your favourite school subject is. |
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Grammar |
present tense (ich and du
forms) of regular verbs |
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Skills (Programmes of Study) |
2h skim and scan texts 3c use knowledge of English / another
language 3d use dictionaries 5c express feelings and opinions |
4a 1a, 4a 1a 3, 5a, 5b |
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Contexts |
Everyday activities |
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Learning outcomes … |
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Listening and responding |
AT1/2 |
Understand opinions about school subjects |
2 |
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Speaking |
AT2/1–3 |
Express opinions about school subjects and
your favourite subject |
3, 5a |
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Reading and responding |
AT3/2–3 |
Understand opinions about school subjects |
1a, 4a, 4b |
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Writing |
AT4/1–3 |
Give descriptions of school subjects |
1b, 5b |
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Key language |
Wie findest du [subject]?
Ich finde [subject]
[adjective]. Ich finde das [adjective]
toll / super / interessant / OK / nicht gut / langweilig / anstrengend /
schwierig. Was ist
dein Lieblingsfach?
Mein Lieblingsfach ist [subject]. |
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ICT Opportunities |
Unterwegs CD Rom – Unit 7 – Lieblingsfächer |
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Reinforcement (A) Extension (B) |
Workbooks A & B, p12 |
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Resources |
Cassette A, side B or CD 1, track 11 Flashcards 11–23: school subjects OHT 7A & 7B: opinions |
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Supplementary Teaching Opportunities |
Pair work: pupils say what they
believe their partner's opinion to be. The partner agrees/disagrees. Pupils write/word process their own
opinions on each subject anonymously. Display these with numbers. Pupils read
and assign names to sets of opinions. Read e-mailed descriptions of a
German partner's views on school. Pupils make up an acrostic using
school subjects or a day of the week, expressing likes and dislikes, eg
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SCHOOL:
Frederick Gough School – a Specialist Language College
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Logo!
1 Kapitel 2 Die Schule Unit 3 pp26-27 Wie spät ist es? |
Activity
no. |
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Learning objectives |
Counting to 60. Asking and giving the time.
Asking and saying when things start. |
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Grammar |
/ |
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Skills (Programmes of Study) |
2c ask and answer questions 5a communicate in pairs, groups etc. |
4, 5b, 6 1b, 4, 5b |
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Contexts |
Everyday activities, personal and social life |
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Learning outcomes … |
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Listening and responding |
AT1/2 |
1a, 5a |
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Speaking |
AT2/2 |
Say numbers to 60; give times (hours and
minutes) |
1b, 4, 5b |
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Reading and responding |
AT3/2 |
Understand short statements about times;
answer questions about when things start |
3, 6 |
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Writing |
AT4/1, 3 |
Copy and write numbers to 60; describe TV
programme |
2, 7 |
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Key language |
Numbers 32–60 Times in hours and minutes e.g. acht Uhr
fünfundvierzig Wie spät ist es? Es ist [time]. Zwei Uhr zwanzig / acht Uhr fünfundvierzig etc. Wann beginnt [school
subject / TV programme] am [day]? Um [time]. |
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ICT Opportunities |
ICT Pack: activity 3, numbers 1–31, telling
the time Unterwegs CD Rom – Unit 5 – Wie spat ist es? |
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Reinforcement (A) Extension (B) |
Workbooks A & B, pp13–14 |
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Resources |
Cassette A, side B or CD 1, track12 R & A File: Arbeitsblatt 4, p23 OHT 6: school subjects OHT 8: times |
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Supplementary Teaching Opportunities |
After learning the
time, pupils do a 'total physical response' game in which they respond to a
time stated by the teacher or a pupil by moving their arms to simulate the
hands on a clock. Clock dominoes
game: pupils match digital time to written time. 'Mission
impossible': pupils are given a time card and have to find three other pupils
with the same time card. They circulate around the class asking Wie viel
Uhr ist es? until they find their team of four. They then receive a time
puzzle game to solve in their teams, eg matching words to number
times, unscrambling words, time sums such as Es ist Mittag. Fünfzehn
Minuten später ist es 12.15 oder 12.50? This can be done as a race. |
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SCHOOL: Frederick Gough School – a Specialist
Language College
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Logo!
1 Kapitel 2 Die Schule Unit 4 pp28-29 In der Klasse (2) |
Activity
no. |
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Objectives |
Asking for help in the German classroom.
Talking to your teacher. |
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Grammar |
difference between du and Sie |
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Skills (Programmes of Study) |
1a sounds and writing (ei / ei) 2e vary language for context / audience 5b respond to classroom events in TL |
1b, 3a, 4 2 1a, 1b, 3c |
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Contexts |
Everyday activities |
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Learning outcomes … |
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Listening and responding |
AT1/2 |
1b, 3a, 4 |
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Speaking |
AT2/2 |
Repeat classroom commands; make requests
about items and situations in the classroom |
1b, 3a, 4 |
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Reading and responding |
AT3/2–3 |
Match English and TL classroom commands;
understand written information about classroom routine |
1a, 3b, 3c |
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Writing |
AT4/2 |
Write out questions to teacher and to partner |
2 |
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Key language |
Ich habe ein Problem. Wie sagt man ... auf Deutsch / auf Englisch? Noch mal, bitte. Wie
bitte? Ich verstehe das nicht. Ja. / Nein. Danke. Herr / Frau Haben Sie ...? Hier ist ... |
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ICT Opportunities |
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Reinforcement (A) Extension (B) |
Workbooks A & B, p15 |
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Resources |
Cassette A, side B or CD 1, track 13 R & A File: Grammatik 1, p105; Arbeitsblatt
5, p24 Song: PB p29 |
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Supplementary Teaching Opportunities |
Simon Says with classroom instructions |
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SCHOOL:
Frederick Gough School – a Specialist Language College
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Logo!
1 Kapitel 2 Die Schule Unit 5 pp30-31 Das Pausenbrot |
Activity
no. |
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Learning objectives |
Asking a friend what he / she eats at break
and saying what you eat. Asking a friend what he / she drinks at break and
saying what you drink |
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Grammar |
present tense (ich and du
forms) of regular and irregular verbs including question forms |
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Skills (Programmes of Study) |
1b apply grammar 4a work with authentic materials 4d knowledge of TL communities |
3a, 5a, 5b 1, 4a 1, 2, 4a |
|
|
Contexts |
Everyday activities |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/2 |
1, 2, 4a |
|
|
Speaking |
AT2/2 |
Ask what someone eats and drinks; ask
personal questions in interview style |
3a, 5b |
|
Reading and responding |
AT3/2 |
Recognise which snack items are eaten /
available on certain days of the week |
4b |
|
Writing |
AT4/1, 3 |
Write list of snacks; describe your favourite
snack |
3b, 4c, 5a |
|
Key language |
Was isst / trinkst du in der Pause? Ich esse / trinke ... einen Orangensaft / eine Cola / ein Butterbrot /
ein Stück Kuchen / Chips / Kekse / Schokolade / eine Banane / einen Apfel /
eine Orange / nichts. |
||
|
ICT Opportunities |
ICT Pack: activity 4, food and drink |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, p16 |
||
|
Resources |
Cassette A, side B or CD 1, track 14 R & A File: Arbeitsblatt 2, p21 Flashcards 24–30: drinks and snacks |
||
|
Supplementary Teaching Opportunities |
Present items of food and drink using
flashcards/overhead transparencies (OHTs) or real objects Using students’ own packed lunches as class /
pair / groupwork Kim’s game |
||
|
|
|
||
|
SCHOOL: Frederick Gough School – a Specialist
Language College
|
|||
|
Logo!
1 Kapitel 2 Die Schule
Unit 6 pp32-33 Was trägst du zur Schule? |
Activity
no. |
||
|
Learning objectives |
Saying what you wear to school. Asking a
friend what he / she wears to school |
||
|
Grammar |
ich trage +
accusative |
||
|
Skills (Programmes of Study) |
1b apply grammar 4c compare home and TL culture |
3, 4, 5 1, 4, 5 |
|
|
Contexts |
Personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/2 |
2 |
|
|
Speaking |
AT2/2 |
Say what you wear to school |
4 |
|
Reading and responding |
AT3/2–3 |
Identify people from what they are wearing |
1, 6 |
|
Writing |
AT4/2 |
Describe what people and you are wearing to
school |
3, 5 |
|
Key language |
Was
trägst du zur Schule? Ich trage …
einen Pullover / einen Rock / eine Hose / eine
Jacke / eine Jeans / eine Krawatte / ein Hemd / ein T-Shirt / ein Sweatshirt
/ Schuhe / Sportschuhe. |
||
|
ICT Opportunities |
Text manipulation, TG p54 Word processing, TG p54 ICT Pack: activity 5, clothes, colours |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, p17 |
||
|
Resources |
Cassette A, side B or CD 1, 15 R & A File: Arbeitsblatt 3, p22; Grammatik
1–2, pp25–26 Flashcards 31–41: items of clothing |
||
|
Supplementary Teaching Opportunities |
'Generation game': show pupils a
series of pictures of clothing on an overhead projector (OHP) and describe
them at the same time, eg ein rotes Kleid, eine schöne Krawatte.
Pupils have to see how many they remember. The same idea can be used with a
bag of clothes. Change the game to a version of 'I
went to market', eg Ich nehme das rote Kleid. Pupils have to remember
the correct sequence of items. Show pupils a video of part of a
television programme, eg a soap opera, and then turn the colour
control to black and white. Pupils describe the clothing, etc from memory, eg
Er trägt eine rote Hose und ein schwarzes Hemd. Clothes dominoes: one half of each
domino has a noun like Hemd, the other half has an adjective, eg
das rote. Each pair of pupils has 20 domino cards and can only lay down a
domino next to another one if the adjective and the noun fit according to the
ending Substitution exercise: start with Paul trägt ein blaues
Hemd, and then pupils change words alternately on instruction, eg
verb, subject, adjective, noun. Join together, on the board or an
OHP, nouns colour coded by gender, eg Hand + Schuh, to show how the
last word always governs the gender. Present compound nouns like Badeanzug
and Schulhemd using a word processor. Pupils break them down. |
||
|
SCHOOL:
Frederick Gough School – a Specialist Language College
|
|||
|
Logo!
1 Kapitel 2 Die Schule Unit
7 pp34-35 Die Fußballschule |
Activity
no. |
||
|
Learning objectives |
Consolidation unit: a football school in
Germany |
||
|
Grammar |
/ |
||
|
Skills (Programmes of Study) |
1c use a range of vocab / structures 3b interpret meaning |
3a, 3b 1b, 2 |
|
|
Contexts |
Everyday activities, personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/3 |
2 |
|
|
Speaking |
AT2/2 |
Give presentation about school day, speaking
from notes |
3a |
|
Reading and responding |
AT3/3 |
Read and extract information from a longer
text about school subjects and routines |
1a, 1b |
|
Writing |
AT4/2 |
Produce presentation about school day in
written form |
3b |
|
Key language |
As in Units 1–6 |
||
|
ICT Opportunities |
ICT Pack: activity 2, days of the week,
school routine, subjects, ICT Pack: activity 6, days of the week,
school routine, subjects |
||
|
Reinforcement (A) Extension (B) |
Extra A
& B, PB pp102–3 |
||
|
Resources |
Cassette A, side B or CD 1, track 16 |
||
|
Supplementary Teaching Opportunities |
|
||
|
|
|
||
|
SCHOOL:
Frederick Gough School – a Specialist Language College
|
|||
|
Logo!
1 Kapitel 3 Meine Familie Unit 1 pp38-39 Geschwister |
Activity
no. |
||
|
Learning objectives |
Asking a friend if he / she has got any
brothers and sisters. Saying if you have got any brothers and sisters. |
||
|
Grammar |
present tense (er and sie
forms) revision of W question words |
||
|
Skills (Programmes of Study) |
1a sounds and writing 2c ask and answer questions 2i summarise main points of text |
1, 4b 3, 4b, 6 4a, 4b |
|
|
Contexts |
Personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/2 |
1, 2, 5 |
|
|
Speaking |
AT2/2–3 |
Ask and answer questions, including ages,
about brothers and sisters |
3, 6 |
|
Reading and responding |
AT3/3 |
Understand short text and answer questions
about brothers and sisters including age and birthday |
4a, 4b |
|
Writing |
AT4/3 |
Carry out and respond to questionnaire about
brothers and sisters |
4b, 6 |
|
Key language |
Hast du Geschwister? Ja, ich habe ... einen Bruder / zwei Brüder /
eine Schwester / zwei Schwestern. Nein, ich habe keine Geschwister. Wie alt ist er / sie? Er / Sie ist [age]
Jahre alt. |
||
|
ICT Opportunities |
ICT Pack: activity 1, brothers and sisters Unterwegs CD Rom – Unit 3 Meine Familie |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, p21 |
||
|
Resources |
Cassette B, side A or CD 2, track 1 R & A File: Arbeitsblatt 1, p38, Arbeitsblatt
5, p42; Grammatik 1,
p43 OHT 9: brothers and sisters |
||
|
Supplementary teaching opportunities |
Display work on family Match written/spoken text to photographs of people or
pictures of cartoon characters. Then ask pupils to write their own statements
or short paragraphs for a matching game, using familiar characters or their
own family details. The modifiers sehr and ziemlich can be
introduced as appropriate. Discuss family photographs in groups, introducing and
describing other families/pets. Video presentation: pupils describe their
family and pets in German using a piece of family video without the sounds. Pupils enter information about brothers, sisters and pets
into a datafile. The information can then be used to answer specific
questions and present results. Individual pupil records can be added to
during subsequent units. Pupils listen to/read first person accounts and transfer them to third person using pronouns. Pupils use a simplified word list to check meanings and find new adjectives. |
||
|
SCHOOL:
Frederick Gough School – a Specialist Language College
|
|||
|
Logo!
1 Kapitel 3 Meine Familie Unit 2 pp40-41 Haustiere |
Activity
no. |
||
|
Learning objectives |
Asking a friend if he / she has got any pets
and saying if you have got any pets. Asking a friend about the pets he / she
likes / dislikes. Saying which pets you like / dislike. |
||
|
Grammar |
plurals of nouns revision of accusative (ich habe +
accusative) |
||
|
Skills (Programmes of Study) |
2g deal with the unpredictable 3a memorise words and phrases 3d use dictionaries / reference materials |
1a, 4, 6 1b, 2, 4 5a |
|
|
Contexts |
Personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/1–2 |
1a, 3, 5b |
|
|
Speaking |
AT2/2 |
Ask and say what pet(s) you have and express
likes / dislikes |
2, 4, 6 |
|
Reading and responding |
AT3/2 |
Understand what pet(s) someone has and his /
her opinion about it |
1a, 6 |
|
Writing |
AT4/1, 3 |
Compile lists of pets, finding meaning of
words in glossary; write sentences about your pet(s) and your opinion about
various animals |
1b, 5a, 7 |
|
Key language |
Hast du Haustiere? Nein. Ja, ich habe ... einen Hund / zwei Hunde / einen Goldfisch /
einen Vogel / zwei Vögel / eine Katze / drei Katzen / eine Schlange / zwei
Schlangen / eine Maus / vier Mäuse / ein Kaninchen / zwei Kaninchen / ein
Meerschweinchen / drei Meerschweinchen / ein Pferd / zwei Pferde. Wie findest du die Pferde? Ich finde Spinnen nicht gut. |
||
|
ICT Opportunities |
ICT Pack: activity 2, animals Unterwegs CD Rom – Unit 3 Meine Familie –
Hast du ein Haustier? |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, p22 |
||
|
Resources |
Cassette B, side A or CD 2, track 2 R & A File: Arbeitsblatt 2, p39; Grammatik
2–3, pp44–45 OHT 2: numbers |
||
|
Supplementary teaching opportunities |
Ask
pupils to provide a single word about a family member/pet, eg Hund,
and build a sentence or question around it, eg Ich habe keinen Hund.
Reverse the roles when ready. Model
and practise questions with the class. Pupils interview each other about
family, etc, using visual or written prompts at first. This can be followed
by an information-gap activity on a different family for third person
practice. Pupils
write labels and descriptions for a family tree, based on a model provided. As
pupils know their own details, it can be useful to offer 'unpredictable'
combinations of detail for practice. A game offering 'unpredictable' answers
to a given set of interview questions on family detail can be played with
home-made dice. Each face of each die has different information, eg
number of brothers or sisters, pets. Identification
game: Wer ist das? Choose famous people from the media or cartoon
characters and make statements that describe the character, eg Sie hat
einen Bruder, und eine Schwester. Ihr Bruder heißt Bart, etc. Ask pupils
to work out who the person is. |
||
|
SCHOOL:
Frederick Gough School – a Specialist Language College
|
|||
|
Logo!
1 Kapitel 3 Meine Familie Unit 3 pp42-43 Beschreibungen |
Activity
no. |
||
|
Learning objectives |
Asking what other people look like and
describing other people. Saying what you look like. |
||
|
Grammar |
present tense of haben and sein |
||
|
Skills (Programmes of Study) |
1b apply grammar 1c use a range of vocab / structures 2h skim and scan texts |
1c, 3, 4 1b, 1c, 3 2 |
|
|
Contexts |
Personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/2 |
1a |
|
|
Speaking |
AT2/3 |
Ask about and give information concerning eye
and hair colour |
1c |
|
Reading and responding |
AT3/3 |
Extract specific information from e-mail
giving descriptions (hair, eyes, height, clothes) |
2 |
|
Writing |
AT4/2–4 |
Write sentences describing yourself and your
favourite teacher |
1b, 3, 4 |
|
Key language |
Wie sieht er / sie aus? Er/Sie hat ...
/ Ich habe ... blonde / braune / schwarze / kurze / lockige /
glatte Haare. blaue / grüne / braune Augen. Er / Sie ist ... / Ich bin ... ziemlich / sehr groß /mittelgroß / klein / dick
/ schlank. |
||
|
ICT Opportunities |
ICT Pack: activity 3, personal details, 3rd person |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, pp23–34 |
||
|
Resources |
Cassette B, side A or CD 2, track 3 R & A File: Grammatik 2, p64 OHT 10: descriptions – hair, eyes, clothes |
||
|
Supplementary teaching opportunities |
Pupils
build up sentences adding adjectives each time, eg Ich bin groß..., Ich
bin groß und intelligent... . Match
written/spoken text to photographs of people or pictures of cartoon
characters. Then ask pupils to write their own statements or short paragraphs
for a matching game, using familiar characters or their own family details.
The modifiers sehr and ziemlich can be introduced as
appropriate. Discuss
family photographs in groups, introducing and describing other families/pets.
Video presentation: pupils describe their family and pets in German using a
piece of family video without the sounds. Pupils
enter information about brothers, sisters and pets into a datafile. The
information can then be used to answer specific questions and present
results. Individual pupil records can be added to during subsequent units. Pupils
listen to/read first person accounts and transfer them to third person using
pronouns. Pupils use a simplified word list to check meanings and find new
adjectives. |
||
|
|
|
||
|
SCHOOL:
Frederick Gough School – a Specialist Language College
|
|||
|
Logo!
1 Kapitel 3 Meine Familie Unit 4 pp44-45 Stefans Familie |
Activity
no. |
||
|
Learning objectives |
Asking a friend about the members of his /
her family. Talking about the members of your own family. |
||
|
Grammar |
mein / dein
(nominative singular, m + f) no apostrophe for possessives revision of er / sie forms of verbs introduction to qualifiers |
||
|
Skills (Programmes of Study) |
3c use knowledge of English / another
language 2a listen for gist and detail 5g listen / read for interest and enjoyment |
1c 1a, 4a 4a, 4b |
|
|
Contexts |
Personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/2 |
1a, 4a |
|
|
Speaking |
AT2/2 |
Ask and answer questions about relatives |
1b, 1c, 3 |
|
Reading and responding |
AT3/2–3 |
Understand and answer questions about family
tree |
1b, 4b |
|
Writing |
AT4/2 |
Write sentences describing relatives (age,
hair, build) |
2 |
|
Key language |
Wie alt ist ... dein Bruder? / deine Schwester? Wie heißt ... deine Tante? / dein Onkel? Meine Mutter / Meine Großmutter / Meine Tante /
Meine Cousine / Sie ... Mein Vater / Mein Großvater / Mein Onkel / Mein
Cousin / Er ... heißt [name]. ist [age] Jahre alt. |
||
|
ICT Opportunities |
Word processing, TG p72 ICT Pack: activity 4, personal details, 1st
and / or 3rd person |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, p25 |
||
|
Resources |
Cassette B, side A or CD 2, track 4 Song: PB, p45 R & A File: Grammatik 4, p46 OHT 11A & 11B: families |
||
|
Supplementary teaching opportunities |
|
||
|
|
|
||
|
SCHOOL:
Frederick Gough School – a Specialist Language College
|
|||
|
Logo!
1 Kapitel 3 Meine Familie Unit 5 pp46-47 Bist du kreativ? |
Activity no. |
||
|
Learning
objectives |
Asking
about people’s characteristics. Talking about people’s characteristics. |
||
|
Grammar |
revision of present tense (er and sie
forms) word order for asking questions |
||
|
Skills (Programmes
of Study) |
1c
use a range of vocab / structures 2c
ask and answer questions |
3,
4, 6 3,
5b |
|
|
Contexts |
Personal
and social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/1–2 |
1,
2 |
|
|
Speaking
|
AT2/2–3 |
Ask
and answer questions about people’s characters |
3,
5b |
|
Reading
and responding |
AT3/2 |
Understand
descriptions of people |
5a |
|
Writing |
AT4/2–3 |
Write
description of self, family and others |
4, 6 |
|
Key language |
Wie ist dein / deine ...? Er / Sie ist ... musikalisch / sportlich / faul / intelligent / nett
/ lustig / laut / schüchtern / kreativ. |
||
|
ICT
Opportunities |
Text manipulation, TG p75 ICT
Pack: activity 5, descriptive words |
||
|
Reinforcement (A) Extension (B) |
Workbooks
A & B, p26 |
||
|
Resources |
Cassette
B, side A or CD 2, track 5 R & A File: Arbeitsblatt 3, p40, Arbeitsblatt
4, p41 |
||
|
Supplementary teaching opportunities |
|
||
|
|
|
||
|
SCHOOL: :
Frederick Gough School – a Specialist Language College |
|||
|
Logo!
1 Kapitel 3 Meine Familie Unit 6 pp48-49 Briefe |
Activity no. |
||
|
Learning
objectives |
Understanding
a longer letter. Writing a letter. |
||
|
Grammar |
/ |
||
|
Skills (Programmes
of Study) |
1a
sounds and writing 2b pronunciation and intonation 2e vary language for context / audience 3c use knowledge of English / another
language 5e use a range of resources including ICT 5d produce / respond to different types of
spoken / written language |
2a,
2b, 3 2a,
3 1c,
1d 1a,
1b, 2a 1c,
1d 1a,
1c, 1d |
|
|
Contexts |
Personal
and social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/1 |
2b,
3 |
|
|
Speaking
|
AT2/2 |
Practise
German pronunciation |
2a |
|
Reading
and responding |
AT3/2–3 |
Understand
longer letter |
1a,
2a |
|
Writing |
AT4/2–4 |
Copy
letter phrases and write own letter |
1b, 1c, 1d |
|
Key language |
Köln, den 11. April Liebe / Lieber …, vielen Dank für deinen Brief Hier ist ein Foto ... Schreib bald wieder Dein / Deine |
||
|
ICT
Opportunities |
Text
manipulation, TG p77 Word
processing, TG p77 ICT
Pack: activity 6, pets, descriptive words and phrases, brothers and sisters,
1st and / or 3rd person, letter writing |
||
|
Reinforcement (A) Extension (B) |
Workbooks
A & B, p27 |
||
|
Resources |
Cassette
B, side A or CD 2, track 6 |
||
|
Supplementary teaching opportunities |
|
||
|
|
|
||
|
SCHOOL:
: Frederick Gough School – a
Specialist Language College |
|||
|
Logo!
1 Kapitel 3 Meine Familie Unit 7
pp50-51 Die Hunde-Ausstellung |
Activity no. |
||
|
Learning
objectives |
Consolidation
unit: a dog show. |
||
|
Grammar |
/ |
||
|
Skills (Programmes
of Study) |
2f
adapt previously-learned language 5d
produce / respond to different types of spoken / written language |
1, 2a, 4 2b, 2c, 4 |
|
|
Contexts |
Personal
and social life |
||
|
Learning
outcomes … |
|||
|
Listening
and responding |
AT1/1 |
2a |
|
|
Speaking
|
AT2/2 |
Describe
dog |
2d |
|
Reading
and responding |
AT3/2–3 |
Read
and answer questions about text (describing dogs) and letter |
1,
2b, 3 |
|
Writing |
AT4/2–4 |
Write
description of dog |
4 |
|
Key language |
As in Units 1–6 |
||
|
ICT
Opportunities |
Presentation,
TG p78 ICT
Pack: activity 6, pets, pescriptive words and phrases, brothers and sisters,
1st and / or 3rd person, letter writing |
||
|
Reinforcement (A) Extension (B) |
Extra A
& B, PB pp 104–5 |
||
|
Resources |
Cassette
B, side A or CD 2, track 7 |
||
|
Supplementary teaching opportunities |
|
||
|
|
|
||
|
SCHOOL: Frederick Gough School- A Specialist
Language College
|
|||
|
Logo!
1 Kapitel 4 Freizeit Unit 1
pp54-55 Sport |
Activity no. |
||
|
Learning objectives |
Asking a friend which sports he / she likes. Saying which sports you like. |
||
|
Grammar |
inversion (Ich
finde X ... . or X finde ich … .) word
order (verb as second idea) |
||
|
Skills (Programmes of Study) |
2a listen for gist and detail 3c use knowledge of English / another language 5c express feelings and opinions |
1b, 4 1a, 2, 4 3a, 3b, 6 |
|
|
Contexts |
Personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/2–3 |
1b, 4 |
|
|
Speaking |
AT2/1–2 |
Name and express opinions about sports |
2, 3b |
|
Reading and responding |
AT3/1, 3 |
Understand short texts about different sports |
1a, 5 |
|
Writing |
AT4/1–4 |
Write about opinions of sports |
3a, 6, 7 |
|
Key
language |
Tennis, Fußball, Schwimmen, Basketball, Rugby, Rollschuhlaufen, Radfahren, Angeln, Leichtathletik, Hockey, Tanzen Magst du [sport]? Ja, das mag
ich. Nein, das mag ich nicht. Das ist O.K. Ich finde [sport] [adjective]. [sport]
finde ich [adjective]. |
||
ICT Opportunities |
Text manipulation, TG p91 Word processing, TG p91 ICT Pack: activity 1, opinion phrases, sports activities Unterwegs unit8 |
||
|
Reinforcement
(A) Extension
(B) |
Workbooks A & B, p. 31 |
||
|
Resources |
Cassette B, side A or CD 2, track 10 R & A File:
Arbeitsblatt 1, p58; Grammatik 5, p67 Flashcards
51–61: sports |
||
|
Supplementary teaching opportunities |
Carry out a class survey using the
question Wie findest du...?, and show the results on a bar chart. |
||
|
|
|
||
|
School: Frederick Gough School- A Specialist Language
College
|
|||
|
Logo!
1 Kapitel 4 Freizeit Unit 2 pp56-57
Hobbys |
Activity no. |
||
|
Learning objectives |
Asking a friend about his / her hobbies. Talking about your hobbies. |
||
|
Grammar |
revision
of present tense (regular and irregular verbs), including inversion (ich
und du) revision
of word order |
||
|
Skills (Programmes of Study) |
1a sounds and writing 1b apply grammar 2j redraft writing (check sentences and correct) |
1a, 3b 3a, 4, 6 7, 8 |
|
|
Contexts |
Personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/2 |
1a, 1b, 4 |
|
|
Speaking |
AT2/2 |
Talk about own hobbies, ask friend about his/her hobbies |
2, 5 |
|
Reading and responding |
AT3/2 |
Read, match and correct sentences about hobbies |
3b, 6 |
|
Writing |
AT4/2–4 |
Write sentences about hobbies describing typical week |
3a, 7, 8 |
|
Key
language |
Was machst
du in deiner Freizeit? Ich spiele [sport] Klavier, am Computer. Ich gehe
schwimmen. Ich fahre Rad. Ich tanze.
Ich höre Musik. Ich sehe fern. Ich lese
(Comics / Bücher). Ich faulenze. Ich besuche
Freunde. Ich gehe ins Kino. Spielst du
...? Hörst du Musik? Am Sonntag gehe ich ins Kino. Das finde
ich ... gut / O.K. / langweilig. |
||
|
ICT
Opportunities |
Text
manipulation, TG p92 ICT Pack:
activity 2, week time activities, 1st person, days of week,
opinion phrases ICT Pack:
activity 3: leisure activities, opinion phrases Unterwegs
Unit 8 |
||
|
Reinforcement
(A) Extension
(B) |
Workbooks A & B, p32 |
||
|
Resources |
Cassette B, side B or CD 2, track 11 R & A File:
Arbeitsblätter 2–3, pp59–60; Arbeitsblatt 5, p62 OHT 12A
& 12B: leisure activities |
||
|
Supplementary
teaching opportunities |
Pupils work in pairs. They rank their
likes, and predict the likes of their partner, using gern, lieber, am
liebsten and Lieblings... . They then compare their predictions, eg
Du spielst gern Fußball, meine ich. Ja, das stimmt/Nein, das stimmt nicht.
Reinforce grammar with 'human
sentences' at the front of the class, eg one pupil holds a card with ich,
another with gehe. When another pupil stands at the front of the
'sentence' with jeden Tag on a card, pupils have to stand in a
different order. Pupils play a simple board game with
a die. Pupils take it in turns to throw the die. If the die shows 2, for
example, the pupil says zweimal in der Woche and moves their counter
two places, then turns over a picture/symbol card of leisure activities, and
adds spiele ich Fußball. If the pupil cannot supply the accurate
German, they cannot move their counter. The first person to complete the
course around the board wins. |
||
|
|
|
||
|
School: Frederick Gough School- A Specialist
Language College
|
|||
|
Logo!
1 Kapitel 4 Freizeit Unit 3 pp58-59 Familienfreizeit |
Activity no. |
||
|
Learning objectives |
Asking what people like / dislike doing. Saying what people like / dislike doing. |
||
|
Grammar |
verb + gern
and mag + noun singular
forms of present tense verbs |
||
|
Skills (Programmes of Study) |
1b apply
grammar 5c
express feelings and opinions 5d
produce / respond to different types of spoken / written language |
1c, 1e, 2b 1c, 1d 1e, 2b |
|
|
Contexts |
Personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/3 |
2a |
|
|
Speaking |
AT2/3 |
Ask and answer questions what you like / dislike doing |
4 |
|
Reading and responding |
AT3/4 |
Understand longer text and answer questions about likes / dislikes |
1a, 1b |
|
Writing |
AT4/2 |
Describe what people like / dislike doing |
2b, 3 |
|
Key
language |
Was macht
deine Familie (nicht) gern? Mein Bruder
/ Meine Schwester sieht (nicht) gern fern. Er / Sie spielt (nicht) gern Fußball. Was machst
du (nicht) gern? Ich spiele
(nicht) gern Klavier / am Computer. |
||
|
ICT
Opportunities |
Word
processing, TG p95 ICT Pack:
activity 4, personal details 1st person, animals, numbers 1 to 31,
activities Unterwegs
Unit 8 |
||
|
Reinforcement
(A) Extension
(B) |
Workbooks A & B, pp32–34 |
||
|
Resources |
Cassette B, side B or CD 2, track 12 R & A File:
Grammatik 1–4, pp63–66 OHT 12A
& 12B: leisure activities |
||
|
Supplementary
teaching opportunities |
Use flashcards or symbols on OHT, or use famous names, to
teach third person of verbs. |
||
|
|
|
||
|
SCHOOL: Frederick Gough School |
|||
|
Logo!
1 Kapitel 4 Freizeit Unit 4 pp60-61
Brieffreunde |
Activity no. |
||
|
Learning objectives |
Understanding short texts about others. Finding out information about others. |
||
|
Grammar |
revision
of present tense (er and sie) |
||
|
Skills (Programmes of Study) |
2d initiate /
develop conversations 5g listen
/ read for interest and enjoyment |
1c, 1e, 1d 1a, 2a |
|
|
Contexts |
Personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/2 |
2a |
|
|
Speaking |
AT2/3 |
Ask and answer questions about pen friends |
1c |
|
Reading and responding |
AT3/3 |
Understand personal information and answer questions |
1a, 1b, 2b |
|
Writing |
AT4/4 |
Write about likes / dislikes of family members |
1e |
|
Key
language |
/ |
||
|
ICT
Opportunities |
Word
processing, TG p96 ICT Pack:
activity 4, personal details 1st person, animals, numbers 1 to 31,
leisure activities |
||
|
Reinforcement
(A) Extension
(B) |
Workbooks A & B, p35 |
||
|
Resources |
Cassette B, side B or CD 2, track 13 Song, PB p61 |
||
|
Supplementary
teaching opportunities |
Having initially created and saved their work on a word
processor, pupils could send individual e-mails to a partner school in
Germany, saying as much as possible about themselves, drawing on language
from all the units so far. |
||
|
|
|
||
|
SCHOOL: Frederick Gough School –A Specialist
Language College
|
|||
|
Logo!
1 Kapitel 4 Freizeit Unit 5 pp62-63
Treffpunkt |
Activity no. |
||
|
Learning objectives |
Arranging a date with a friend. |
||
|
Grammar |
Möchtest du
...? + infinitive at the end |
||
|
Skills (Programmes of Study) |
2a listen
for gist and detail 2d initiate /
develop conversations 2g deal
with the unpredictable 5e use a
range of resources including ICT |
1, 3 4, 5a 1, 4 2, 5a |
|
|
Contexts |
Personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/3 |
1, 3 |
|
|
Speaking |
AT2/3 |
Carry out dialogues about arranging dates and planning activities |
4, 5a |
|
Reading and responding |
AT3/3 |
Understand written dialogues about arranging dates and planning activities |
1 |
|
Writing |
AT4/3–4 |
Write e-mail arranging a date with a friend; fill in an engagement diary |
2, 5b |
|
Key
language |
Hast du am [day] Zeit? Möchtest du
schwimmen gehen? Wann treffen
wir uns? (Wir treffen
uns) um [time]. |
||
|
ICT
Opportunities |
ICT Pack:
activity 3, leisure activities, opinion phrases |
||
|
Reinforcement
(A) Extension
(B) |
Workbooks A & B, p36 |
||
|
Resources |
Cassette B, side B or CD 2, track 14 Flashcards 51–61: sports OHT 13A & 13B: arranging meetings |
||
|
Supplementary
teaching opportunities |
|
||
|
|
|
||
|
SCHOOL:Frederick Gough School –A Secialist
Language College
|
|||
|
Logo!
1 Kapitel 4 Freizeit Unit 6 pp64-65 Meine Lieblingssachen |
Activity no. |
||
|
Learning objectives |
Asking a friend about his / her favourite things. Talking about your favourite things. |
||
|
Grammar |
possessive: mein
/ dein (revision) and sein / ihr (introduction) genders of
possessives (mein. meine, mein, meine etc.) |
||
|
Skills (Programmes of Study) |
2i
summarise main points of text 3d use dictionaries
/ reference materials |
4a, 5a 1a, 1b, 3 |
|
|
Contexts |
Personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/1, 3 |
1b, 1c, 5a |
|
|
Speaking |
AT2/2 |
Carry out dialogue about classmates’ favourite things |
4b |
|
Reading and responding |
AT3/2 |
Understand short text about a person’s favourite things |
4a |
|
Writing |
AT4/2 |
Write questions and sentences about favourite things |
1a, 2, 3 |
|
Key
language |
Was ist dein
/ deine...? Mein / Meine
..., Sein / Seine ..., Ihr / Ihre … Lieblingsfach, Lieblingshobby, Lieblingstag, Lieblingsmonat, Lieblingskleidungsstück, Lieblingssport, Lieblingsfarbe, Lieblingsfußballmannschaft |
||
|
ICT
Opportunities |
Presentation,
TG p100 ICT Pack:
activity 6, animals, colours, sports, asking questions |
||
|
Reinforcement
(A) Extension
(B) |
Workbooks A & B, p37 |
||
|
Resources |
Cassette B, side B or CD 2, track 15 R & A File: Grammatik 6, p68 OHT 14A & 14B: favourite things |
||
|
Supplementary
teaching opportunities |
Pupils work in pairs. They rank their likes, and predict
the likes of their partner, using gern, lieber, am liebsten and Lieblings...
. They then compare their predictions, eg Du spielst gern Fußball,
meine ich. Ja, das stimmt/Nein, das stimmt nicht Class display of favorite things |
||
|
|
|
||
|
SCHOOL: Frederick Gough School- A Secialist
Language College
|
|||
|
Logo!
1 Kapitel 4 Freizeit Unit 7 pp66-67 Club elf bis sechzehn |
Activity no. |
||
|
Learning objectives |
Consolidation unit: Club 11–16 |
||
|
Grammar |
/ |
||
|
Skills (Programmes of Study) |
2d initiate /
develop conversations 2f adapt
previously-learned language 5e use a
range of resources including ICT |
1b, 1d 1a, 1c, 3 1c, 3 |
|
|
Contexts |
Personal and social life |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/2 |
1b |
|
|
Speaking |
AT2/3 |
Ask and answer questions about planned leisure activities |
1d |
|
Reading and responding |
AT3/3 |
Understand information from postcards about leisure activities |
2a, 2b, 2c |
|
Writing |
AT4/2–3 |
Complete sentences about leisure activities; write own postcard about leisure activities |
1a, 1c |
|
Key
language |
As in
Units 1–6 |
||
|
ICT
Opportunities |
ICT Pack:
activity 5, letter writing, time, activities, opinion phrases |
||
|
Reinforcement
(A) Extension
(B) |
Extra A & B, PB pp106–7 |
||
|
Resources |
Cassette B, side B or CD 2, track 16 |
||
|
|
|
||
|
|
|
||
|
SCHOOL:Frederick Gough School –A Secialist
Language College
|
|||
|
Logo!
1 Kapitel 5 Zu Hause Unit 1 pp70-71 Hier wohne ich |
Activity
no. |
||
|
Learning objectives |
Asking a friend where he / she lives and
saying where you live. Swapping addresses and phone numbers. |
||
|
Grammar |
Ich
wohne + auf / in / am ….
|
||
|
Skills (Programmes of Study) |
2a listen for gist and detail 5a communicate in pairs, groups etc. |
1a, 2, 5b 1b, 3, 5b |
|
|
Contexts |
The world around us |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/1–2 |
1a, 2, 5a |
|
|
Speaking |
AT2/2 |
Ask where a partner lives; say where you live
(including address) |
1b, 3, 5b |
|
Reading and responding |
AT3/2 |
Match pictures and text about places where
people live |
3 |
|
Writing |
AT4/2 |
Write a paragraph about where you live |
4 |
|
Key language |
Wo wohnst du? Ich wohne ... in einem Haus / in einer Wohnung /
auf dem Land / in einer Stadt / an der Küste / in einem Dorf. Wie ist deine Adresse? Wie ist deine
Telefonnummer? Meine Adresse ist ... . Meine Telefonnummer ist ... . |
||
|
ICT Opportunities |
ICT Pack: activity 1, where people live Unterwegs CD Rom 2 Wo wohnst du? 4 Bei mir zu
Hause |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, p41 |
||
|
Resources |
Cassette C, side A or CD 3, track 1 R & A File: Arbeitsblatt 1, p80 OHT 15A & 15B: location of house or flat |
||
|
Supplementary teaching opportunities |
|
||
|
|
|
||
|
SCHOOL:
Frederick Gough School –A Secialist Language College
|
|||
|
Logo!
1 Kapitel 5 Zu Hause Unit 2 pp72-73 Mein Haus |
Activity
no. |
||
|
Learning objectives |
Asking and saying where things are in the
house. Saying what you do in your house. |
||
|
Grammar |
dative: im / in der
inversion (revision) present tense (revision) |
||
|
Skills (Programmes of Study) |
1b apply grammar 2b pronunciation and intonation 5g listen / read for interest and enjoyment |
2, 3a, 4b 1, 5 1, 3a |
|
|
Contexts |
Everyday activities |
||
Learning outcomes …
|
|||
|
Listening and responding |
AT1/1–2 |
1, 3b |
|
|
Speaking |
AT2/2 |
Say what you do in the house |
1, 4b, 5 |
|
Reading and responding |
AT3/2 |
Understand and which room is being described |
3a |
|
Writing |
AT4/2 |
Describe in sentences what you do in the
house |
2, 4a |
|
Key language |
Hier / Das ist ... der Garten / der Keller / die Küche / die
Toilette / das Wohnzimmer / das Badezimmer / das Esszimmer / das Schlafzimmer
/ mein Zimmer. Der Fußball ist im Garten. Die Katze ist im
Keller. Hier koche ich. Hier wasche ich mich. Hier schlafe ich. Hier plaudere ich. Hier mache ich meine Hausaufgaben. Hier höre ich
Musik. Hier sehe ich fern. Hier spiele ich Fußball. Hier lese ich. Hier esse ich. |
||
|
ICT Opportunities |
ICT Pack: activity 2, rooms of house,
location of rooms, activities at home Unterwegs 4 Bei mir zu Hause |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, p42 |
||
|
Resources |
Cassette C, side A or CD 3, track 2 Flashcards 62–69: rooms OHT 16A: house – rooms and activities |
||
|
Supplementary teaching opportunities |
|
||
|
|
|
||
|
SCHOOL:Frederick Gough School - A Specialist Language College
|
|||
|
Logo!
1 Kapitel 5 Zu Hause Unit 3 pp74-75 So helfe ich |
Activity
no. |
||
|
Learning objectives |
Saying how you help around the house. Asking
a friend how he / she helps around the house. |
||
|
Grammar |
separable verbs
frequency expressions |
||
|
Skills (Programmes of Study) |
2c ask and answer questions 5d produce / respond to different types of
spoken / written language 5h use language for real purposes |
3b 1b, 3a, 3b 3a |
|
|
Contexts |
Everyday activities |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/1–2 |
1a |
|
|
Speaking |
AT2/2 |
Ask and answer questions about duties in the
house |
3b |
|
Reading and responding |
AT3/3 |
Understand sentences and dialogue about
helping around the house |
1a, 2 |
|
Writing |
AT4/2 |
Write sentences about you help around the
house |
1b, 3a |
|
Key language |
Ich mache das Bett. Ich wasche ab. Ich trockne
ab. Ich wasche das Auto. Ich arbeite im Garten. Ich räume mein Zimmer auf. Machst du das Bett? Trocknest du ab? Gehst du einkaufen? Ja, das mache ich oft / manchmal. Nein, das mache ich selten / nie. |
||
|
ICT Opportunities |
ICT Pack: activity 3, daily activities, 1st
person |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, pp43–44 |
||
|
Resources |
Cassette C, side A or CD 3, track 3 R & A File: Arbeitsblatt 2, p81; Grammatik
1, p85 OHT 16A & 16B: house – rooms and
activities |
||
|
Supplementary teaching opportunities |
|
||
|
|
|
||
|
SCHOOL: Frederick Gough School – A Secialist
Language College
|
|||
|
Logo!
1 Kapitel 5 Zu Hause Unit 4 pp76-77 Mein Zimmer |
Activity
no. |
||
|
Learning objectives |
Saying what you’ve got in your room. Asking a
friend what he / she has got in his / her room. |
||
|
Grammar |
kein(e)
Das ist … .
Das sind …. singular / plural nouns deinem / meinem (lexical
items) |
||
|
Skills (Programmes of Study) |
1c use a range of vocab / structures 2h skim and scan texts 3d use dictionaries / reference materials |
1c, 3 2a 1b, 2a, 4 |
|
|
Contexts |
Everyday activities |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/1 |
1a |
|
|
Speaking |
AT2/1–2 |
Ask and answer questions identifying items in
a bedroom |
1c, 3 |
|
Reading and responding |
AT3/3 |
Understand written descriptions of bedrooms |
2a, 2b |
|
Writing |
AT4/1–4 |
Make lists of items in your room; describe
your room in full sentences |
1b, 4 |
|
Key language |
Hast du ...? Ich habe ... (k)einen Tisch / (k)einen Stuhl / (k)einen Schrank /
(k)einen Fernseher / (k)einen Computer / (k)eine Kommode / (k)eine
Stereoanlage / (k)ein Bett, / (k)ein Bücherregal. In meinem Zimmer mache ich meine Hausaufgaben
und ich sehe fern. |
||
|
ICT Opportunities |
Text manipulation, TG p121 Word processing, TG p122 ICT Pack: activity 4, items in a bedroom |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, p45 |
||
|
Resources |
Cassette C, side A or CD 3, track 4 R & A File: Arbeitsblatt 3, p82 Flashcards 70–78: bedroom furniture OHT 17A: bedroom furniture and prepositions |
||
|
Supplementary teaching opportunities |
|
||
|
|
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Logo!
1 Kapitel 5 Zu Hause Unit 5 pp78-79 Meine Arbeitsecke |
Activity
no. |
||
|
Learning objectives |
Describing where things are. Asking where
things are. |
||
|
Grammar |
prepositions + dative |
||
|
Skills (Programmes of Study) |
1c use a range of vocab / structures 2h skim and scan texts |
1c, 2 1a, 3a |
|
|
Contexts |
Everyday activities |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/2 |
1b |
|
|
Speaking |
AT2/2 |
Carry out a dialogue about the position of
items in a room |
1c |
|
Reading and responding |
AT3/2, 4 |
Understand text with description of where
items are situated |
1a, 3a, 3b |
|
Writing |
AT4/2–4 |
Write sentences describing position of items
in a work place |
2, 4 |
|
Key language |
Wo ist der / die / das ...? Wo sind
die ...?
Der / Die / Das [object]
ist [preposition + dative + noun]. die Hefte, die Disketten, die Kassetten, die CDs |
||
|
ICT Opportunities |
ICT Pack: activity 5, position words, names
of common items |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, p46 |
||
|
Resources |
Cassette C, side A or CD 3, track 5 R & A File: Arbeitsblatt 4, p83; Grammatik
2–3, pp86–87 OHT 17A & 17B: bedroom furniture and
prepositions |
||
|
Supplementary teaching opportunities |
|
||
|
|
|
||
|
SCHOOL: Frederick Gough School – A Specialist
Language College
|
|||
|
Logo!
1 Kapitel 5 Zu Hause Unit 6 pp80-81 Besser schreiben |
Activity
no. |
||
|
Learning objectives |
Giving a longer description of your home and
what you do there |
||
|
Grammar |
adjectives (revision) |
||
|
Skills (Programmes of Study) |
1c use a range of vocab / structures 2f adapt previously learned language 2j redraft writing to improve accuracy |
2, 3b, 3c 3a, 3d 3a–3d |
|
|
Contexts |
Everyday activities |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/2 |
1 |
|
|
Speaking |
AT2/3 |
Adapt language from example to produce own
dialogue about life at home |
2 |
|
Reading and responding |
AT3/2 |
Understand paragraphs in which different
people describe their life at home |
3a–3d |
|
Writing |
AT4/2 |
Adapt language from examples to write about
own life at home |
3a–3d |
|
Key language |
Wie hilfst du zu Hause? Was machst du in deinem Zimmer? |
||
|
ICT Opportunities |
Text manipulation, TG p124 ICT Pack: activity 6, personal details, where
people live, items of furniture, activities at home |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, p47 |
||
|
Resources |
Cassette C, side A or CD 3, track 6 R & A File: Arbeitsblatt 5, p84 |
||
|
Supplementary teaching opportunities |
|
||
|
|
|
||
|
SCHOOL: Frederick gough School – A Specialist
Language College
|
|||
|
Logo!
1 Kapitel 5 Zu Hause Unit 7
pp82-83 Monikas Zimmer |
Activity
no. |
||
|
Learning objectives |
Consolidation unit: Monika’s room |
||
|
Grammar |
/ |
||
|
Skills (Programmes of Study) |
2f adapt previously-learned language 2h skim and scan texts 5g listen / read for interest and enjoyment |
1c, 2, 3 1a, 3 1a |
|
|
Contexts |
Everyday activities |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/3 |
1a |
|
|
Speaking |
AT2/3 |
Ask and answer questions using information
from text describing someone’s room |
2 |
|
Reading and responding |
AT3/4 |
Understand longer text describing someone’s
room |
1a, 1b |
|
Writing |
AT4/2–3 |
Write sentences and fill in a form describing
your room and routine |
1c, 3 |
|
Key language |
As in Units 1–6 |
||
|
ICT Opportunities |
Presentation, TG p125 Word processing, TG p126 ICT Pack: activity 5, position words, names
of common items |
||
|
Reinforcement (A) Extension (B) |
Extra A
& B, PB pp108–9 |
||
|
Resources |
Cassette C, side A or CD 3, track 7 |
||
|
Supplementary teaching opportunities |
Pupils use German magazines or websites
regarding houses and furniture.
Comprehension, translation, summarising activities as appropriate |
||
|
|
|
||
|
SCHOOL: Frederick Gough School- A Specialist
Language College
|
|||
|
Logo!
1 Kapitel 6 In der Stadt Unit 1 pp86-87 Meine
Stadt |
Activity
no. |
||
|
Leaarning objectives |
Asking about a town. Talking about your town. |
||
|
Grammar |
er, sie, es and sie
pronoun ‘it’: er, sie, es (plural) forms of sein es gibt +
accusative |
||
|
Skills (Programmes of Study) |
1c use a range of vocab / structures 3c use knowledge of English / another
language 4d knowledge of TL communities |
1d, 2, 4 1a, 3a, 4 1a, 2 |
|
Contexts
|
The world around us |
||
|
Learning outcomes … |
|||
|
Listening and responding |
AT1/1 |
1b, 1c |
|
|
Speaking |
AT2/2 |
Ask and answer questions about various
buildings in town |
2, 3b |
|
Reading and responding |
AT3/2 |
Match descriptions of town with
advertisements |
3a |
|
Writing |
AT4/1–3 |
Write sentences about where certain things
are in your town |
1a, 4 |
Key
language
|
Was ist das?
Das ist ... der Supermarkt / der Bahnhof / der Park / die Schule /
die Kirche / die Post / die Bibliothek / das Café / das Kino / das Schwimmbad
/ das Rathaus / das Sportzentrum. Gibt es einen / eine / ein [place]? Wo ist der / die / das [place]?
Er / Sie / Es ist in der [X]straße. [place] und [place] sind in der [X]straße.
|
||
ICT
Opportunities
|
Word processing, TG p139 ICT Pack: activity 1, places and activities
in a town |
||
|
Reinforcement (A) Extension (B) |
Workbooks A & B, p51 |
||
|
Resources |
Cassette C, side B or CD 3, track 10 R & A File: Arbeitsblatt 1, p99; Grammatik
1, p105; Arbeitsblatt 5, p103 Flashcards 79–90: places in town OHT 18: places in town |
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Supplementary teaching opportunities |
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SCHOOL:Frederick Gough School – A Specialist
Language College
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Logo!
1 Kapitel 6 In der Stadt Unit 2 pp88-89 Man kann
vieles machen |
Activity
no. |
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Learning objectives |
Asking what you can do in town. Saying what
you can do in town. |
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Grammar |
man kann
+ infinitive at the end |
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Skills (Programmes of Study) |
3a memorise words and phrases 3d use dictionaries / reference materials 4d knowledge of TL communities |
2, 3 5a 5b, 6 |
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Contexts |
The world around us |
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Learning outcomes … |
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Listening and responding |
AT1/2 |
1, 2 |
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Speaking |
AT2/3 |
Carry out a dialogue about activities one can
do in a town |
3 |
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Reading and responding |
AT3/3 |
Understand an e-mail about activities in
Hamburg, looking up new words as necessary |
5a, 6 |
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Writing |
AT4/2–3 |
Write sentences about activities in town;
describe your own town |
4, 5b, 7 |
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Key language |
Was kann man in [town]
machen? Und was noch? Man kann ... ins Kino gehen / schwimmen
gehen / Tennis spielen / Fußball spielen / Freunde im Jugendclub treffen /
Freunde im Café treffen / einkaufen gehen / das Rathaus besichtigen. |
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ICT Opportunities |
Text manipulation, TG p141 Word processing, TG p141 ICT Pack: activity 1, places and activities
in a town |
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Reinforcement (A) Extension (B) |
Workbooks A & B, p52 |
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Resources |
Cassette C, side B or CD 3, track 11 R & A File: Arbeitsblatt 2, p100; Arbeitsblatt
6, p104 |
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Supplementary teaching opportunities |
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SCHOOL: Frederick Gough School –A Specialist Language
College
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Logo!
1 Kapitel 6 In der Stadt Unit 3 pp90-91 Das Hamburgspiel |
Activity
no. |
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Learning objectives |
Play a game with a friend |
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Grammar |
/ |
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Skills (Programmes of Study) |
3a memorise words and phrases (vocabulary
game) 5h use language for real purposes |
1–3 3 |
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Contexts |
Everyday activities, the world around us |
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Learning outcomes … |
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Listening and responding |
AT1/1–2 |
1 |
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Speaking |
AT2/3–4 |
Play board game, using game phrases in
dialogue |
3 |
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Reading and responding |
AT3/1–2 |
Understand written instructions needed for
playing board games |
1 |
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Writing |
AT4/2 |
Write instructions for game, selecting
correct German translations from list |
2 |
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Key language |
Ich bin dran. Du bist dran. Wer beginnt? Richtig. Falsch. Hast du den Würfel? Ich habe eine Fünf. Zwei Felder zurück. Einmal aussetzen. Los geht’s! |
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ICT Opportunities |
ICT Pack: activity 2, places and activities
in a town |
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Reinforcement (A) Extension (B) |
Workbooks A & B, pp53–54 |
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Resources |
Cassette C, side B or CD 3, track 12 |
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Supplementary teaching opportunites |
Pupils make up their own game along these
lines or modify the game to suit their own town |
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SCHOOL: Frederick Gough School – A Specialist
Language College
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Logo!
1 Kapitel 6 In der Stadt Unit 4 pp92-93 Im
Eiscafé |
Activity
no. |
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Learning objectives |
Counting to 100. Ordering some food and drink
at an ice-cream café. |
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Grammar |
/ |
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Skills (Programmes of Study) |
2a listen for gist and detail 2e vary language for context / audience 3a memorise words and phrases (vocabulary
game) |
1a, 2, 3a 4a 1a, 4b |
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Contexts |
Everyday activities, personal and social life |
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Learning outcomes … |
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Listening and responding |
AT1/1–2 |
1b, 2, 3a |
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Speaking |
AT2/3 |
Carry out dialogue with partner, ordering food and drink in
ice-cream café |
4a, 4b |
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Reading and responding |
AT3/2 |
Understand list of items of food and
drink; understand written dialogue in
ice-cream café |
2, 3a |
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Writing |
AT4/3 |
Write numbers between 60 and 100 as words;
write ice-cream
café dialogue |
1a, 4b |
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Key language |
Numbers 61–100 Bitte sehr? Einmal … Erdbeereis, Vanilleeis, Schokoladeneis, Zitroneneis,
Pistazieneis, Apfelkuchen, Schokoladenkuchen, bitte. Und zu trinken? Einmal / Zweimal Kaffee, Tee, heiße Schokolade, Apfelsaft,
Mineralwasser, bitte. Mit ... Sahne, Zitrone, Milch, Zahlen, bitte!
Das ist [number] Euro [number], bitte. |
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ICT Opportunities |
Text manipulation, TG p143 ICT Pack: activity 3, numbers to 100 ICT Pack: activity 4, food and drink Unterwegs 9 was kostet das |
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Reinforcement (A) Extension (B) |
Workbooks A & B, p55 |
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Resources |
Cassette C, side B or CD 3, track 13 R & A File: Arbeitsblatt 3, p101 OHT 19A & 19B: ice-cream and drinks |
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Supplementary teaching opportunities |
Using authentic menus and working in groups, pupils choose
appropriate dishes for different individuals with particular likes and
dislikes. The requirements can be provided on cue cards or pupils can choose
according to their own likes and dislikes within their group Present items of food and drink using
flashcards/overhead transparencies (OHTs) or real objects within the context
of likes and dislikes (revised from unit 3 'Der Schultag') and introducing mögen.
Slowly revealing pictures of food or food labels can be a useful technique
for presenting food items. Words can be revealed slowly as well as pictures. ‡ Pupils could be referred to verb
tables to spot patterns across verbs met so far, eg that the ich
form of modal verbs has no -e. |
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SCHOOL: Frederick gough School – A Specialist
Language College
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Logo!
1 Kapitel 6 In der Stadt Unit 5 pp94-95 An der Imbissstube |
Activity
no. |
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Learning objectives |
Asking a friend what snack foods he / she
likes. Saying what snack foods you like. |
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Grammar |
/ |
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Skills (Programmes of Study) |
3c use knowledge of English / another language 5d produce / respond to different types of
spoken / written language 5g listen / read for interest and enjoyment |
1a, 2, 4a 1a, 3, 4b 2, 4a |
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Contexts |
Personal and social life |
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Learning outcomes … |
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Listening and responding |
AT1/2–4 |
1b, 4a |
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Speaking |
AT2/2 |
Ask and answer questions about which snack
foods you like |
3 |
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Reading and responding |
AT3/2–3 |
Understand prices of snacks and what various
people had as a snack |
2, 4c |
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Writing |
AT4/2–4 |
Write sentences about ordering snacks; write
snack list; write short play about buying snacks |
1a, 4b, 4d |
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Key language |
Was isst / trinkst du gern? Ich esse / trinke gern ... Schaschlik / Hamburger / Cheeseburger / Wurst /
Currywurst / Pizza mit ... Pommes / Ketchup /
Senf / Mayonnaise. |
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ICT Opportunities |
Presentation, TG p145 ICT Pack: activity 5, opinion phrases, food
and drink Unterwegs 6 Wie schmeckt’s? 9 Was kostet das? |
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Reinforcement (A) Extension (B) |
Workbooks A & B, p56 |
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Resources |
Cassette C, side B or CD 3, track 14 R & A File: Arbeitsblatt 4, p102 Flashcards 91–96: snacks |
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Supplementary teaching opportunities |
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SCHOOL: Frederick Gough School –A Specialist
Language College
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Logo!
1 Kapitel 6 In der Stadt Unit 6 pp96-97 Schule
aus! |
Activity
no. |
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Learning objectives |
Talking about how you learn German. Talking
about practising German. |
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Grammar |
müssen / können +
infinitive |
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Skills (Programmes of Study) |
3a memorise words and phrases 4a work with authentic materials 5g listen / read for interest and enjoyment |
1, 3, 7a 1, 5 5, 7b |
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Contexts |
Personal and social life |
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Learning outcomes … |
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Listening and responding |
AT1/2 |
2, 7a |
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Speaking |
AT2/2 |
Answer questions with examples how you can
practise German |
3, 7a |
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Reading and responding |
AT3/3 |
Understand short text about people learning
German |
5, 7b |
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Writing |
AT4/2–3 |
Write sentences about how you learn German;
write sentences about what you have to do in your holidays |
1, 4, 6 |
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Key language |
Wie kann man Deutsche üben? Man kann ... Vokabeln lernen, Bücher/Logo! Lesen, Postkarten
schreiben, Listen machen, Partnerarbeit machen, nach Deutschland fahren,
fernsehen, deutsche Computerspiele machen, Kassetten hören; Was musst du in den Ferien machen? Ich muss ... .
Ich lerne Vokabeln. Ich höre Kassetten. |
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ICT Opportunities |
ICT
Pack: activity 6, activities involved in learning, the verbs ‘to be able to,
to have to’, 3rd person |
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Reinforcement (A) Extension (B) |
Workbooks A & B, p57 |
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Resources |
Cassette C, side B or CD 3, track 15 Song: PB p 97 R & A File: Grammatik 2–3, pp106–107 OHT 20: learning German |
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Supplementary teaching opportunities |
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