SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 1 Die Kölner Clique Unit 1 pp6-7 Hallo!			Activity no.
Learning objectives		Asking for and giving personal details.
Grammar		verb forms: wohnen, gehen, fahren, sehen, sein
Skills (Programmes of Study)		1a sounds and writing 2c ask and answer questions 2d initiate / develop conversations		1a, 2 3 1b, 3, 4b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/4	Understand personal details		1a, 2
Speaking	AT2/4	Ask and answer personal questions		3
Reading and responding	AT3/2–4	Understand personal details and answer personal questions		1a, 1b, 4a
Writing	AT4/2	Complete sentences giving personal information		4b
Key language		Revision of personal details: name, age, address, birthdays and hobbies
Possible ICT Opportunities		Unterwegs CD: Einheit 1, Einheit 2, Spiele & Songs / Essential German Basic Phrases
Reinforcement (A) Extension (B)		Workbooks A & B, pp1, 9
Resources		Cassette A, side A or CD 1, track 1 R & A File: Arbeitsblatt 5, p8, TG p40 OHT 1A & 1B: meeting and greeting
Supplementary Teaching Opportunities		~An introductory activity can be to use the pupils' own birthdays to present the months. Display an OHT of a grid with two columns headed Name and Geburtstag. The second column has the birth dates of pupils in the class. Slowly reveal the dates and ask Wer hat am neunten März Geburtstag?... and so on, filling in the names of the pupils. Rehearse the names of the months with an identification game, eg Wer hat im Januar/Februar Geburtstag? then extrapolate the form for giving the date. Ask the pupils to practise in pairs. Pupils conduct a survey around the class, asking Wann hast du Geburtstag? collecting at least five dates and check their answers on the OHT or board. ~Ask each pupil to say their own birthday. Then ask them to arrange themselves in birth date order and say the date out loud. ~Use the internet or other sources to find birth dates of famous Germans. Play the Wer bin ich? game: pupils ask each other Wann hast du Geburtstag? and give the answer appropriate to a particular famous German. Pupils identify the person from an OHT/worksheet and greet the person accordingly, eg Guten Tag Boris Becker. Wie geht's? ~Teach how to give dates using a German calendar. Pupils practise orally and in writing. ~German Games with Aims: Ex:1, p7. Das Oktoberfest. Aim of the game: An icebreaker for a new class in the form of a survey, in which students ask each other the questions that one might ask strangers at a social gathering. Practices introductions and asking questions.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 1 Die Kölner Clique Unit 2 pp8-9 Wie ist das Wetter?			Activity no.
Learning objectives		Talk about the weather and seasons
Grammar		word order – inversion after seasons
Skills (Programmes of Study)		2g deal with the unpredictable 2h skim and scan texts 3d use dictionaries /reference materials		2, 5 3, 4 1, 4
Contexts		Personal and social life, the world around us
Learning outcomes …
Listening and responding	AT1/2–4	Understand statements about the weather and seasons		1, 5, 8
Speaking	AT2/2	Discuss the weather in certain places; talk about activities in different seasons		2, 6, 8
Reading and responding	AT3/3–4	Understand weather and seasons in short statements and text		3, 4
Writing	AT4/2–3	Describe your activities in different seasons		7
Key language		Es ist … schön / sonnig / kalt / heiß / neblig / frostig / windig / warm / wolkig. Es ... regnet / schneit / donnert und blitzt. Was machst du im ... Frühling? Sommer? Herbst? Winter?
Possible ICT Opportunities		Unterwegs CD: Einheit 10, ~Spiele & Songs / Essential German Weather /
Reinforcement (A) Extension (B)		Workbooks A & B, p2
Resources		Cassette A, side A or CD 1, track 2 R & A File: Arbeitsblatt 1, p4; Arbeitsblatt 4, p7 Flashcards 1–11: weather Song PB, p9
Supplementary Teaching Opportunities		~Teach weather phrases, eg by overlaying symbols on overhead transparencies (OHTs) on a map of Germany/Europe. ~Information gap activity: pupil A has a map with some weather symbols linked to places and pupil B has the complementary weather symbols linked to the remaining places. They ask and answer questions until they have completed the map and then check by comparing their maps at the end of the activity. ~Pupils match speech bubbles of spoken weather phrases with statements from written weather bulletins. This can be a card game or a text/visual dominoes-style game, linking complementary texts together or linking text to visual clues. ~Watch a video recording of a weather forecast with the sound turned down. Pupils suggest a suitable commentary. ~Pupils watch authentic TV weather forecasts, recorded off satellite, and read ones from the internet or newspapers, and show their understanding of the main weather details by saying what the weather will be like in particular places. ~German Games with Aims. Ex 23, p72. Eine Rheinschiffahrt. Aim of the game: a fill-in-the-blank activity that practices weather terminology, north/south/east/west, and reinforces the geography in one area of Germany. Photocopiable sheet on p73.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 1 Die Kölner Clique Unit 3 pp10-11 In der Klasse			Activity no.
Learning objectives		Asking and understanding questions in class
Grammar		Du, Sie, ihr
Skills (Programmes of Study)		2b pronunciation and intonation [ä, ö, ü] 2e vary language for content / audience 2h skim and scan texts 5b respond to classroom events in TL 5h use language for real purposes		4 1c, 2, 3b 1a, 1b 2, 3a, 4 2, 3b
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2–3	Understand classroom commands		1a, 3a
Speaking	AT2/2	Repeat classroom commands		1a
Reading and responding	AT3/2	Match classroom commands with their translations		1b
Writing	AT4/2–3	Write out lists of classroom commands; produce written version of classroom dialogue		1c, 2, 3b
Key language		Können Sie mir bitte / Kannst du mir bitte helfen? Können Sie / Kannst du bitte langsamer sprechen? Können Sie / Kannst du das bitte wiederholen? Verstehst du / Versteht ihr das? Nehmt eure Bücher und Hefte raus. Seid ihr fertig?
Possible ICT Opportunities		Unterwegs CD: Einheit 7
Reinforcement (A) Extension (B)		Workbooks A & B, p3
Resources		Cassette A, side A or CD 1, track 3
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 1 Die Kölner Clique Unit 4 pp12-13Gestern Nachmittag!			Activity no.
Learning objectives		Saying what you did yesterday. Asking a friend what he/she did yesterday.
Grammar		perfect tense with haben 1^st and 2^nd person singular word order in perfect tense
Skills (Programmes of Study)		1b apply grammar (use verb table to find / check participles) 1c use a range of vocab / structures 3a memorise words and phrases 2f adapt previously learned language		1b, 2b, 3b 1c, 3b 1a, 1b, 2a 2b, 3b
Contexts		Everyday activities; personal and social life
Learning outcomes …
Listening and responding	AT1/3–4	Understand conversations about what people did yesterday afternoon		1a, 2a, 3a
Speaking	AT2/3	Ask and say what you and your friend did yesterday afternoon		1c
Reading and responding	AT3/3	Understand texts about what people did yesterday afternoon		1b
Writing	AT4/3	Write sentences about what you and your friend did yesterday afternoon		2b, 3b
Key language		Was hast du gestern Nachmittag gemacht? Ich habe ... Hausaufgaben gemacht / nichts Besonderes gemacht / ferngesehen / Musik gehört / X angerufen / ein Buch gelesen / eine Tanzstunden gehabt / einen Film gesehen. Ich habe Fußball / Handball / am Computer / Tischtennis gespielt.
Possible ICT Opportunities		Unterwegs CD: Einheit 8
Reinforcement (A) Extension (B)		Workbooks A & B, pp4, 9
Resources		Cassette A, side A or CD 1, track 4 R & A File: Arbeitsblatt 2, p5; Arbeitsblatt 6, p9; Grammatik 1, p10
Supplementary Teaching Opportunities		~Using dates and pictures, present activities done during a Christmas holiday, including strong verbs. Alternatively, birthdays are a good context as they can include trips to football matches, museums, films, the theatre, sports activities, day trips abroad, etc. From either context, a variety of options can be built up for the different parts of sentences to be reconstructed by pupils. These can be written on the board or on an OHT. ~Prepare six different sets of cards. Each card has the same six dates over Christmas on it, but with a different symbol next to each date, eg picture of a cinema. Pupils have to circulate and by asking and answering questions find other pupils with the identical set of dates and activities without showing the card. ~Extend the above sentences with time phrases, showing that the 'verb second idea' rule still applies to the auxiliary verb. ~Pupils create a data-file recording information such as where they spent Christmas, their best present, their worst present, the two activities they most enjoyed. Some results are presented in graphical form with accompanying comments. Individual pupil records are used as cue sheets for reporting back in full sentences. ~German Games with Aims: Ex 29, p89 – Niemand ist perfekt. Aim of the game is to practice using the perfect tense using both haben and sein. May need adapting for the level of Y9 students.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 1 Die Kölner Clique Unit 5 pp14-15Gestern Vormittag			Activity no.
Learning objectives		Talking about what somebody else did yesterday
Grammar		Consolidation of perfect tense with haben / sein 1^st, 2^nd and 3^rd person singular war (repetitive)
Skills (Programmes of Study)		1a sounds and writing 1c use a range of vocab / structures 2a listen for gist and detail 3b use clues to interpret meaning		1a 3b, 3c 1a, 3a 1b, 3b
Contexts		Everyday activities; personal and social life
Learning outcomes …
Listening and responding	AT1/3–5	Understand short statements and longer passages about what happened yesterday		1a, 3a
Speaking	AT2/3–4	Ask and say what somebody did yesterday		3c
Reading and responding	AT3/4–5	Understand longer text about what happened yesterday and answer questions about it		1a, 1b, 2a
Writing	AT4/3	Write sentences about what people did yesterday		2b, 3b
Key language		As 1.4 but: Er hat / sie hat … geschlafen / gegessen. Es hat geregnet. Er / sie ist ... ins Kino / Café gegangen.
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, pp5, 9
Resources		Cassette A, side A or CD 1, track 5 R & A File: Arbeitsblatt 2, p5; Grammatik 2, p11 OHT 2A: activities in perfect tense
Supplementary Teaching Opportunities		'Telepathy game': one pupil is privately primed to only answer Ja if the teacher holds a flashcard with two hands, or if the teacher scratches his/her nose. Pupil waits outside room, the class chooses a flashcard with the teacher, eg Peter hat ein Buch als Geschenk bekommen, and as the class runs through each card, eg Hat Peter einen Film gesehen?, the telepathic pupil says Nein, er hat keinen Film gesehen until the right one is reached. Privatdetektivspiel: pupils are given the fictional diary entries of a variety of famous people and they match these to a series of e-mail and telephone messages. By matching dates and details with the perfect tense descriptions, pupils find out who has been seeing whom. They write a report in the third person

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 1 Die Kölner Clique Unit 6 pp16-17 Wie spät ist es?			Activity no.
Learning objectives		Telling the time. Talking about what you did at certain times.
Grammar		inversion of perfect tense after a time expression
Skills (Programmes of Study)		2b pronunciation and intonation 5a communicate in pairs, groups etc.		1, 3b 3b, 5
Contexts		Everyday activities; personal and social life
Learning outcomes …
Listening and responding	AT1/2	Understand and say the time		1, 3a
Speaking	AT2/2–4	Ask for and say the time; ask and say what you did yesterday at a certain time		1, 3b, 5
Reading and responding	AT3/2–3	Understand time expressions and what happened at certain times		2, 4a, 4b
Writing	AT4/4–5	Write sentences about what you did yesterday at certain times		6
Key language		Wie spat ist es? Es ist … Uhr. Es ist Viertel vor / nach ... . Es ist halb …. Es ist zehn, fünf, zwanzig, fünfundzwanzig vor / nach ... . Was hast du um ... gemacht? Um ... habe / bin ich ... .
Possible ICT Opportunities		Unterwegs CD: Einheit 5 /
Reinforcement (A) Extension (B)		Workbooks A & B, p6
Resources		Cassette A, side A or CD 1, track 6 R & A File: Arbeitsblatt 2, p5; Arbeitsblatt 3, p6 OHT 2A & 2B: activities in perfect tense
Supplementary Teaching Opportunities		~German Games with Aims: p52, Ex:17 – Wie spat ist es? Aim of the game is to practice recognising times, using both the twelve- and twenty-four hour clocks.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 1 Die Kölner Clique Unit 7 pp18-19 Alibis			Activity no.
Learning objectives		Consolidation unit: a detective story
Grammar		/
Skills (Programmes of Study)		2h skim and scan texts 5d produce / respond to different types of spoken / written language		1a, 1c 1b, 1c, 2
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/4	Understand description of people in longer passage		1a
Speaking	AT2/4	Ask and answer interview questions for identifying people		2
Reading and responding	AT3/2-4	Understand interviews and answer questions about them		1a, 1b, 1c
Writing	AT4/2	/
Key language		As in Units 1–6
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Extra A & B, PB pp110–111
Resources		Cassette A, side A or CD 1, track 7
Supplementary Teaching Opportunities		Pupils listen to German speakers talking about themselves and their family (using the kind of language covered in unit 1 'Ich stelle mich vor' and this unit) and complete a grid to show their comprehension, noting details such as names and ages of brothers and sisters, pets, etc. Adapted version of game ‘Guess Who’

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 2 Unterwegs Unit 1 pp24-25 Meine Ferien			Activity no.
Learning objectives		Talking about a recent holiday.
Grammar		Perfect tense with sein 1^st and 2^nd person singular Quantifiers (sehr, ziemlich)
Skills (Programmes of Study)		1c use a range of vocab/structures 2c ask and answer questions 2h skim and scan texts 5c express feelings and opinions		2b, 4, 5 4 3 4, 5
Contexts		The international world
Learning outcomes …
Listening and responding	AT1/2-3	Recognise information about holiday trips		1, 2a
Speaking	AT2/2-4	Make sentences and carry out a dialogue about a recent holiday		2b, 4
Reading and responding	AT3/4-5	Understand holiday destinations		3
Writing	AT4/3-4	Describe summer or other holidays		2c, 5
Key language		Bist du in den Ferien weggefahren? Ja, ich bin nach Spanien / Griechenland gefahren. Wie war es? Es war ... interessant / toll / total langweilig / nicht schlecht / echt klasse.
Possible ICT Opportunities		Unterwegs CD: Einheit 10
Reinforcement (A) Extension (B)		Workbooks A & B, p11, TG p61
Resources		Cassette A, side A or CD 1, track 10 OHT 3A, 3B &3C: on holiday
Supplementary Teaching Opportunities		~Pupils could recount orally, or in writing, a holiday spent in this country or abroad, perhaps explaining how this was different from customary holidays, or they could imagine a future holiday. This could be in the form of an informal letter, contrasting in style with that written in section 4. ~Pupils could imagine that the holiday was a 'dream holiday' or a disaster. This activity offers opportunities to develop further pupils' proficiency in understanding and using different tenses. Summarise items on a recent holiday-themed programme or holiday advert. The TV programme or adverts must be recorded in advance and viewed without sound. Pupils could (perhaps with prompts) suggest the voiceover. There are many possibilities here for differentiation and use of previously encountered ideas.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 2 Unterwegs Unit 2 pp26-27 Transport-Auswahl			Activity no.
Learning objectives		Talking about how you traveled to a place. Talking about where you stayed.
Grammar		mit + dative Word order: manner - place
Skills (Programmes of Study)		1b apply grammar 5d produce/respond to different types of spoken/written language		1b, 2, 3b 2, 3b, 4b
Contexts		The world around us The international world
Learning outcomes …
Listening and responding	AT1/3-5	Understand means of transport, where and how long you stayed		1a, 1b, 3a
Speaking	AT2/3	Ask and answer questions where to and how people travelled		2
Reading and responding	AT3/5	Understand longer text about someone’s holiday		3a
Writing	AT4/3-5	Write sentences where people stayed and how they travelled		3b, 4b
Key language		Wie bist du nach ... gefahren? Ich bin ... mit dem Auto / Zug / Rad / Bus / Schiff / mit der U-Bahn / Straßenbahn ... gefahren. Ich bin zu Fuß gegangen. Ich bin mit dem Flugzeug geflogen. Wo hast du übernachtet? ... in einem Hotel, in einer Jugendherberge / Pension, bei Verwandten, auf einem Campingplatz.
Possible ICT Opportunities		Unterwegs CD, Einheit 10 / Expressions: Travelling by train or At the Airport or Getting Around
Reinforcement (A) Extension (B)		Workbooks A & B, pp12, 19, TG p61, 65
Resources		Cassette A, side B or CD 1, track 11 R & A File: Arbeitsblatt 1, p24, TG p66 R & A File: Arbeitsblatt 5, p28, TG p67 R & A File: Arbeitsblatt 6, p29, TG p67 OHT 3A, 3B & 3C: on holiday Flashcards 12–20: transport
Supplementary Teaching Opportunities		~Pupils call up a datafile containing information on different hotels. They check details in answer to a set of queries recorded on tape, eg a client wants a double room with TV and bath for under DM 80, and report back. ~Pupils listen to or read statements describing different types of accommodation, resorts, etc. Give examples of how to make inferences. The pupils then try to draw conclusions from other statements. ~Pupils are given a list of requirements for a holiday, eg types of accommodation, range of outdoor activities. They use brochures and websites to find suitable holidays. They work in pairs or small groups, outlining their suggestions and choices to each other. They can also report back to the class orally or in writing. Prompt cards could also be used, containing visual or written support, particularly for pupils needing more support.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 2 Unterwegs Unit 3 pp28-29 Auf Klassenfahrt!			Activity no.
Learning objectives		Talking about what you and your friends did on a trip
Grammar		Perfect tense with sein and haben: singular and plural forms
Skills (Programmes of Study)		2h skim and scan texts 3a memorise words and phrases (learning past participles) 4d knowledge of TL communities		1a 1c, 2a, 2b 1a, 1c, 2b
Contexts		The world around us The international world
Learning outcomes …
Listening and responding	AT1/3-5	Recognise what people did on a trip		1a, 2a
Speaking	AT2/3-4	Ask and answer questions about activities on a trip		2b
Reading and responding	AT3/5	Recognise what people did on a trip and answer questions about it		1a, 1b, 1c
Writing	AT4/3-4	Write out sentences about what people did on a trip		2c
Key language		Was habt ihr auf der Klassenfahrt gemacht? Wir / Sie haben ... eine Radtour gemacht / ferngesehen / das Museum besucht / viel Eis gegessen / Fußball gespielt / gelesen. Wir / Sie sind ... nach Köln gefahren / schwimmen gegangen.
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, p13, TG p62
Resources		Cassette A, side B or CD 1, track 12 R & A File: Arbeitsblatt 2, p25, TG p66 R & A File: Grammatik 1, p30, TG p67
Supplementary Teaching Opportunities		~Pupils script and produce a short TV or radio promotional advert about a hotel or campsite where they have been and describe what they did and the facilities available to them. Pupils take various roles, eg somebody who works in the hotel, a guest who has enjoyed the facilities (Like on the holiday programme) ~

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 2 Unterwegs Unit 4 pp30-31 Auf dem Bahnhof			Activity no.
Learning objectives		Buying train tickets.
Grammar		/
Skills (Programmes of Study)		2a listen for gist and detail 5a communicate in pairs, groups etc.		1, 2, 4 3, 6b
Contexts		The world around us The international world
Learning outcomes …
Listening and responding	AT1/2-4	Understand dialogue at a train ticket counter		1, 4, 7
Speaking	AT2/3	Ask and answer questions when buying train tickets		3, 6b, 7
Reading and responding	AT3/3	Understand phrases for buying train tickets and correct wrong statements		1, 5
Writing	AT4/3	Note down details of dialogues at train ticket counter		2, 6a
Key language		Einmal / Zweimal / Dreimal ... nach Berlin, bitte. Einfach oder hin und zurück? DM XX, bitte. Wann fährt der nächste Zug nach ... ab? Der nächste Zug fährt um ... Uhr. Von welchem Gleis fährt er ab? Von / Vom Gleis drei.
Possible ICT Opportunities		Essential German: Currency / German Expressions: Travelling by Train
Reinforcement (A) Extension (B)		Workbooks A & B, p14, TG p62
Resources		Cassette A, side B or CD 1, track 14 R & A File: Arbeitsblatt 3, p26, TG p66 R & A File: Grammatik 2, p31, TG p67 OHT 6: lost property
Supplementary Teaching Opportunities		~Train timetable – German tourist at train station needs to go somewhere and child has to help. One child is the German tourist the other is helping him/her out. ~German Games with Aims – p56, Ex: Auf dem Weg. Aim of the game is to practice ticket-buying. It provides lots of practice with numbers. NEEDS some alteration of prices from DM to Euro.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 2 Unterwegs Unit 5 pp32-33 Im Fundbüro			Activity no.
Learning objectives		Talking about things you and other people have lost
Grammar		“it” revision er / sie / es, mein / dein (revision) Adjective endings in nominative and accusative after the definite article
Skills (Programmes of Study)		1a sounds and writing 1b apply grammar		1a, 3, 4a 2, 4a, 4b
Contexts		Everyday activities The international world
Learning outcomes …
Listening and responding	AT1/4	Understand dialogue in lost property office		1a, 3
Speaking	AT2/3-4	Ask and answer questions about lost property		1c, 4b
Reading and responding	AT3/4	Understand details from dialogue in lost property office		1b
Writing	AT4/3	Write sentences and answer questions about lost property		2, 4a
Key language		Was hast du verloren? Ich habe ... meinen Rucksack / Fotoapparat / Regenschirm / meine Sonnenbrille / mein Portemonnaie verloren. Wann hast du den / die / das ... verloren? Heute / gestern / vorgestern / letzten Samstag / letzte Woche / vor drei Tagen.
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, pp15, TG p63
Resources		Cassette A, side B or CD 1, track 14 R & A File: Arbeitsblatt 3, p26, TG p66 R & A File: Grammatik 2, p31, TG p67 OHT 6: lost property
Supplementary Teaching Opportunities		~Selection of cards (ones with a time eg letzten Samstag, another with an object and another with a list of places where the person went eg train station, café at station and on train to ?) the child has to explain to the ‘lost property office at the station what happened and what they have lost. ~German Games with Aims: p21, Ex 6 – Das Fundbüro. Aim of the game is to describe everyday objects and practice agreement of adjectives. P22/23 have photocopiable sheets for the game

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 2 Unterwegs Unit 6 pp34-35 Ferienpostkarten			Activity no.
Learning objectives		Writing a postcard about a holiday or trip.
Grammar		Perfect tense
Skills (Programmes of Study)		2b pronunciation and intonation 5d produce/respond to different types of spoken/written language		1a, 5 1d, 2, 4
Contexts		The international world
Learning outcomes …
Listening and responding	AT1/1	Recognise pronunciation of “ü” and “u”		5
Speaking	AT2/1	Practice correct pronunciation of “ü” and “u”		5
Reading and responding	AT3/3-5	Understand postcard about a holiday trip		1a, 1d, 3
Writing	AT4/3-5	Write sentences and own postcard about a holiday trip		1c, 2, 4
Key language		Language from the previous five units
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, p16, TG p63
Resources		Cassette A, side B or CD 1, track 17 OHT 7: going on holiday
Supplementary Teaching Opportunities		~Pupils might be given further constraints to work with, such as planning a holiday for someone in a wheelchair, or for a group of year 6 pupils. ~Pupils could recount orally, or in writing, a holiday spent in this country or abroad, perhaps explaining how this was different from customary holidays, or they could imagine a future holiday. This could be in the form of an informal letter, contrasting in style with that written in section 4. Pupils could imagine that the holiday was a 'dream holiday' or a disaster. This activity offers opportunities to develop further pupils' proficiency in understanding and using different tenses.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 2 Unterwegs Unit 7 pp36-37 Feriencamp Alpenblick			Activity no.
Learning objectives		Consolidation unit: summer camp in the Austrian Alps
Grammar		/
Skills (Programmes of Study)		4a work with authentic materials 5f use language creatively		1, 2a 4, 5
Contexts		The international world
Learning outcomes …
Listening and responding	AT1/4	Understand what people did in the holiday camp		3
Speaking	AT2/4-5	Ask and answer questions about different holiday camps		4
Reading and responding	AT3/3-5	Understand texts about holiday camps		1, 2a, 2b
Writing	AT4/4-5	Write sentences and a postcard about activities in a holiday camp		2d, 5
Key language		As in Units 1–6
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		/
Resources		Cassette A, side B or CD 1, track 17
Supplementary Teaching Opportunities		~Set groups of pupils different problem-solving tasks, eg planning holidays in Austria or Switzerland for different families or groups of people, including their own family. Constraints can be set, eg budget, date restrictions, travel preferences, health-related issues. The task brief must make it clear that a solution must be found and a rationale given. Each group of pupils draws up an action plan which includes clear objectives, strategies, outcomes and deadlines. Pupils then undertake research.This activity offers pupils opportunities to contact travel agencies and tourist offices by e-mail or letter, to research websites, to read online information and publicity material and to produce a factsheet. Pupils use this information and maps to plan a logical itinerary, including places to visit, transport, accommodation. The resulting itineraries could be word processed. ~ Pupils listen to/read accounts about life in Austria/Switzerland and note down similarities/differences, eg food, homes, school, festivals. ~Different pupils could be encouraged to tackle different aspects, and possibly to report back to the class.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 3 Topfit! Unit 1 pp42-43 Der Körper			Activity no.
Learning objectives		Naming parts of the body and head.
Grammar		revision: genders, plurals revision: haben + accusative
Skills (Programmes of Study)		3b use clues to interpret meaning 3c use knowledge of English / another language 3d use dictionaries / reference materials 5b respond to classroom events in TL		1, 2a, 3a 2a, 3a, 3b 2a 2b, 4a, 4b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/1	Understand and point out parts of the body and head		1, 3b
Speaking	AT2/3	Ask and answer questions about parts of the body; name parts of the head		2b, 4a
Reading and responding	AT3/1	Understand words for parts of the head		3a
Writing	AT4/2–3	Write list of body parts; label parts of head		2a, 4b
Key language		der Arm(e), der Bauch, das Bein(e), der Ellbogen(-), der Finger(-), der Fuß(Füße), der Hals, die Hand(Hände), das Knie(-), der Kopf, der Po, der Rücken, die Schulter(n), der Zeh(en), das Gesicht, die Lippe(n), die Nase, das Ohr(en), der Zahn(Zähne), der Mund
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, p21
Resources		Cassette B, side A or CD 2, track 1 R & A File: Arbeitsblatt 1& 6, pp45 & 51 OHT 8: body parts
Supplementary Teaching Opportunities		.Play Simon says Beetle game

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 3 Topfit! Unit 2 pp44-45 Wie geht’s?			Activity no.
Learning objectives		Talking about ailments.
Grammar		/
Skills (Programmes of Study)		2h skim and scan texts 2i summarise main points of text 5d produce / respond to different types of spoken / written language		1, 4a 4a, 4b 1, 2, 5
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2–5	Understand various ailments		1, 3a, 5
Speaking	AT2/2–3	Ask and answer questions about ailments		2
Reading and responding	AT3/5	Understand longer text about illnesses and select correct answers in comprehension task		4a, 4b
Writing	AT4/2–5	Write sentences about ailments		3b, 4c
Key language		Was ist los mit dir? Was hast du? Mein(e) ... tut weh. Ich habe Kopfschmerzen / Halsschmerzen / Zahnschmerzen / Ohrenschmerzen / Bauchschmerzen. Ich bin müde / krank. Ich habe Fieber. Ich habe Schnupfen.
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, pp22, 19
Resources		Cassette B, side A or CD 2, track 2 R & A File: Arbeitsblatt 2 & 4, pp46 & 48 Flashcards 21–29: ailments Song, PB p45
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 3 Topfit! Unit 3 pp46-47 Beim Arzt			Activity no.
Learning objectives		Saying what is wrong with you at the doctor’s. Giving advice.
Grammar		imperatives using du
Skills (Programmes of Study)		1c use a range of vocab / structures 5f use language creatively		2, 3a, 3b 3a
Contexts		Everyday activities
Listening and responding	AT1/4	Understand spoken dialogue at the doctor’s		1a, 2
Speaking	AT2/4	Carry out a dialogue at the doctor’s		3a
Reading and responding	AT3/4	Understand written dialogue at the doctor’s		1a, 1b
Writing	AT4/4	Write dialogue at the doctor’s		3b
Key language		Seit wann hast du das? Seit einem Tag / zwei Tagen / gestern / Freitag. Lass mich mal sehen! Mach mal bitte den Mund auf. Tut das weh? Das ist sehr / nicht so schlimm. Was mache ich denn? Trink viel Wasser. Nimm dieses Medikament / diese Tropfen / Salbe fünfmal am Tag. Bleib zwei Tage im Bett. Geh zum Zahnarzt. Spiel kein Tennis.
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, pp23, 29
Resources		Cassette B, side A or CD 2, track 3 Flashcards 21–29: ailments
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 3 Topfit! Unit 4 pp48-49 Fit bleiben			Activity no.
Learning objectives		Talking about keeping fit
Grammar		man kann + infinitive revision: present tense singular forms
Skills (Programmes of Study)		1b apply grammar 2f adapt previously-learned language 5g listen / read for interest and enjoyment		2, 5a, 5b 5a, 5b, 6 1, 4, 6
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2–4	Understand phrases about how to keep fit		1, 4
Speaking	AT2/2–4	Ask and answer questions about how and how often to exercise		2, 5b
Reading and responding	AT3/4	Understand time phrases; complete quiz about keeping fit		3, 6
Writing	AT4/3	Write answers for questions about keeping fit		5a
Key language		Wie kann man fit bleiben? Man kann schwimmen / joggen / spazieren gehen / Fußball spielen / im Sportclub trainieren / Radtouren machen / zu Fuß zur Schule gehen / gesund essen. Wie oft gehst du schwimmen? Ich gehe einmal / zweimal in der Woche / jeden Tag / immer / manchmal / oft / nie / selten schwimmen.
Possible ICT Opportunities		/Unterwegs /Wie schmeckt`s
Reinforcement (A) Extension (B)		Workbooks A & B, pp24, 29
Resources		Cassette B, side A or CD 2, track 4 R & A File: Grammatik 1, p52 OHTs 9A & 9B: keeping fit
Supplementary Teaching Opportunities		Use cartoons/photos/video clips of different people doing different things which can be categorised as gesund/ungesund. Say and mime new activities. Ask pupils to write down the activity under headings gesund/ungesund. For pupils needing more support provide a list of activities from which they can select and copy. Pupils repeat phrases as if they were a heavy smoker, eg with a smoker's cough, or as if they were very unfit, etc. Pupils describe what friends or different members of their family do, eg Mein Bruder spielt oft Fußball. Other pupils in the class make a judgement: Das ist gesund/ungesund. Using written descriptions of people carrying out healthy or unhealthy activities, pupils create and play a board game 'Gesundes Leben', where players advance by landing on 'healthy' squares and go back/miss a turn if they land on 'unhealthy' squares.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 3 Topfit! Unit 5 pp32-33 Annalieses Tagesablauf			Activity no.
Learning objectives		Talking about daily routine
Grammar		separable verbs 12-hour clock word order when using time (verb in second place after time expressions)
Skills (Programmes of Study)		2h skim and scan texts 4c compare home and TL cultures 4d knowledge of TL communities		4 1a, 2a, 3b 1a, 4
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/3–4	Understand spoken statements about daily routine		1a, 3a
Speaking	AT2/3	Ask and answer questions about time and daily routine		1c, 2b
Reading and responding	AT3/3–4	Understand written statements and longer text about daily routine and time phrases		1a, 1b, 4
Writing	AT4/2–4	Write sentences about daily routine		2a, 3b
Key language		aufwachen, aufstehen, frühstücken in die Schule / nach Hause / ins Bett gehen zu Mittag / Abend essen fernsehen um + time + activity
Possible ICT Opportunities		Unterwegs CD Rom ch 5 Mein Alltag
Reinforcement (A) Extension (B)		Workbooks A & B, pp25, 29
Resources		Cassette B, side A or CD 2, track 5 R & A File: Arbeitsblatt 3 & 5, pp47 & 49–50; Grammatik 2, p53 Flashcards 30–37: daily routine OHTs 10A & 10B: daily routine
Supplementary Teaching Opportunities		Revise time phrases or adverbs of time. Pupils incorporate these into phrases. Make up (for listening and/or reading comprehension) short passages describing a day in the life of famous German personalities. Pupils then make up similar passages about their own favourite personalities. Remind pupils of the use of nicht. Pupils contrast (orally and in writing) the lifestyles of two people, one active and one lazy. This could be role-played in a humorous or exaggerated way, and recorded on video. Creative writing: pupils invent characters in the style of 'Mr Men' and imagine their daily routine. This revises adjectives, as well as giving a context for third person verbs.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 3 Topfit! Unit 6 pp52-53 Was für eine Woche!			Activity no.
Learning objectives		Understanding a report about a busy activity week
Grammar		revision: verbs in the perfect tense
Skills (Programmes of Study)		2h skim and scan texts 2j redraft writing to improve accuracy 3b use clues to interpret meaning		1a, 1b, 2 1d, 2 1a, 1b, 2
Contexts		Everyday activities; Personal and social life.
Learning outcomes …
Listening and responding	AT1	/		/
Speaking	AT2	/		/
Reading and responding	AT3/3–5	Understand longer text about a busy activity week		1a–2
Writing	AT4	/		/
Key language		As in Units 3.1–3.5 days of the week verbs in the perfect tense
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, p26
Resources		/
Supplementary Teaching Opportunities		Present a grid with three columns on an overhead transparency (OHT). Column one is ich habe, etc. Column two is a noun, column three a past participle. Use a strip of paper to cover each column in turn to reinforce word order. Teach past time phrases, eg gestern, letzte Woche. Add a fourth column to the OHT and modify column one, eg... habe ich... . .

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 3 Topfit! Unit 7 pp54-55 Die Familie Topfit			Activity no.
Learning objectives		Consolidation unit: the Topfit family
Grammar		/
Skills (Programmes of Study)		5d produce / respond to different types of spoken / written language		1b, 1d, 3
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/4–5	Understand longer spoken text about the fitness routine and a doctor’s visit		1a, 2
Speaking	AT2/3	Ask and answer questions about ailments		1d
Reading and responding	AT3/5	Understand longer written text about the fitness routine of a family		1a, 1b, 1c
Writing	AT4/4	Complete gapfill activity about daily routine		3
Key language		As in Units 1–6
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Extra A & B, PB pp114–115
Resources		Cassette B, side A or CD 2, track 6
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 4 Essen und einkaufen Unit 1 pp60-61 Beim Frühstück			Activity no.
Learning objectives		Talking about what you had for breakfast.
Grammar		revision: perfect tense
Skills (Programmes of Study)		2b pronunciation and intonation 2i summarise main points of text 4a work with authentic materials 4c compare home and TL culture		1, 3 4b, 5a 1, 5a 1, 4a, 5a
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/3–4	Understand statements and answer questions about items of food and drink for breakfast		1, 2
Speaking	AT2/3	Ask and answer questions about what people had for breakfast		3, 4a
Reading and responding	AT3/4	Understand texts about what people had for breakfast		5a
Writing	AT4/3–4	Summarise results of breakfast survey; write sentences about what a person had for breakfast		4b, 5b
Key language		Was hast du heute zum Frühstück gegessen / getrunken? Ich habe Toast(brot) / Müsli / Joghurt / Käse / ein Ei / Eier / Schinken / Brötchen / Brot / Butter / Marmelade / Schokomilch / Milch / Kaffee / Tee / Trinkjoghurt / nichts gegessen / getrunken.
Possible ICT Opportunities		Unterwegs CD: Einheit 6, Wie Schmeckt’s?
Reinforcement (A) Extension (B)		Workbooks A & B, p31
Resources		Cassette B, side B or CD 2, track 9 R & A File: Arbeitsblatt 1, p66 Flashcards 38–49: food and drink
Supplementary Teaching Opportunities		~Present items of food and drink using flashcards/overhead transparencies (OHTs) or real objects within the context of breakfasts and mealtimes. Get children to identify foods we often eat for breakfast and those that are eaten at other meals in England and compare with what they think the Germans eat for breakfast (ie the Continental breakfast has a much wider choice of food for breakfast than the British eat, usually). Slowly revealing pictures of food or food labels can be a useful technique for revising food items. Words can be revealed slowly as well as pictures. ~Information is gathered from other pupils in the class about what they had for breakfast that morning. The information is entered into a datafile designed to test the hypotheses that: o pupils who got up early had a healthier breakfast than pupils who got up late o boys had a healthier breakfast than girls ~Pupils interrogate the datafile and report their findings.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 4 Essen und einkaufen Unit 2 pp62-63 Leckerbissen!			Activity no.
Learning objectives		Talking about what you do and do not like eating.
Grammar		comparatives and superlatives: (nicht) gern, lieber, am liebsten
Skills (Programmes of Study)		1c use a range of vocabulary / structures 3c use knowledge of English / another language 5c express feelings and opinions		1, 3, 6 1, 5 4, 6, 7
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/2–5	Understand what people do and do not like eating		1, 2, 4
Speaking	AT2/2–3	Ask and answer questions about what people do and do not like eating		3, 6
Reading and responding	AT3/5	Understand texts about what people do and do not like eating		5
Writing	AT4/2–5	Write answers to questions about what you like eating, what you prefer and what you like most		7
Key language		Was isst du gern? Was isst du nicht gern? Ich esse (nicht) gern Salat / Hähnchen / Fisch / Nudeln / Reis / Gemüse / Eintopf / Tomaten / Pizza / Kartoffeln Isst du gern ...? Isst du lieber ... oder …? Ich esse (nicht) gern / lieber ... . Was isst du am liebsten? Am liebsten esse ich ... .
Possible ICT Opportunities		Unterwegs CD Einheit 6 / German Expressions:Buying a Snack
Reinforcement (A) Extension (B)		Workbooks A & B, pp32 & 39
Resources		Cassette B, side B or CD 2, track 10 R & A File: Arbeitsblatt 2, p67 Flashcards 50–56: food items
Supplementary Teaching Opportunities		~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 revise mögen, gern, lieber and am liebsten. 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 write to (or e-mail/fax) partners to describe and/or find out about their preferences for food and drink. This could lead to comparisons with those of the class. ~Offer items of German food to taste. Pupils ask for food and make comments on what they taste.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 4 Essen und einkaufen Unit 3 pp64-65 Auf dem Markt			Activity no.
Learning objectives		Buying fruit and vegetables at the market.
Grammar		/
Skills (Programmes of Study)		2d initiate / develop conversations 3a memorise words and phrases 5f use language creatively		6a, 6b 1a, 2 6a, 6b
Contexts		Everyday activities
Listening and responding	AT1/1–4	Understand items of fruit and vegetables and their prices		1, 3, 4
Speaking	AT2/2–4	Say what fruit and vegetables you like eating and practise dialogue at the market		2, 6a
Reading and responding	AT3/1–2	Understand labelling of fruit and vegetables at the market		1, 3
Writing	AT4/4	Write dialogue in which items are bought at the market		6b
Key language		Ich möchte ... Kilo / Gramm ... / zwei / drei ... Äpfel / Orangen / Birnen / Pflaumen / Kirschen / Trauben / Bananen / Zitronen / Erdbeeren / Tomaten / Kartoffeln / Bohnen / Zwiebeln / Gurken / Karotten / Champignons. Sonst noch etwas? Danke schön.
Possible ICT Opportunities		German Expressions: Shopping at the market
Reinforcement (A) Extension (B)		Workbooks A & B, p33
Resources		Cassette B, side A or CD 2, track 11 R & A File: Arbeitsblatt 3, 4 & 9, pp68, 69 & 74 Flashcards 57–72: fruit and vegetables
Supplementary Teaching Opportunities		~role plays of going shopping. Child has card with perhaps up to 6 items on (diagrams only) and the amount they should buy for each object and the their partner should have the same items on it but only have certain amounts/items available. ~German Games with Aims, p14 (Game 4 – Einkaufen). Aim of game is to practice items and quantities and familiarisation with store names. Layout of a supermarket is photocopiable.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 4 Essen und einkaufen Unit 4 pp66-67 Geschäfte			Activity no.
Learning objectives		Talking about where shops are.
Grammar		‘it’ (revision) prepositions + dative
Skills (Programmes of Study)		1a sounds and writing 1b apply grammar 2c ask and answer questions 3d use dictionaries / reference materials		1a, 1b 1c, 2b, 2c 1c, 2b, 2c 1b, 2b
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/2	Understand where shops are		1a
Speaking	AT2/2–3	Ask and answer questions about where certain shops are		1c, 2b
Reading and responding	AT3/2	Understand written sentences about where certain shops are		2a
Writing	AT4/3	Make list of shops and answer written questions about where certain shops are		2c
Key language		Wo ist der Supermarkt / der Kiosk / der Musikladen / der Friseursalon / die Bäckerei / die Apotheke / die Konditorei / die Buchhandlung / die Metzgerei / die Boutique / das Blumengeschäft / das Sportgeschäft? Er / Sie / Es ist in der Xstraße / gegenüber von / neben / zwischen dem / der ... .
Possible ICT Opportunities		German Expressions: Asking the Way
Reinforcement (A) Extension (B)		Workbooks A & B, pp34 & 39
Resources		Cassette B, side B or CD 2, track 12 R & A File: Arbeitsblatt 5 & 8, pp70 & 73; Grammatik 1, p75 Flashcards 73–84: shops OHT 11: shops
Supplementary Teaching Opportunities		~2 maps that correspond to one another (ie half places on one child’s map and other half on other map). Children have to describe where the places are using vocab given above in key language). ~German Games with Aims, p14 (Game 4 – Einkaufen). Aim of game is to practice items and quantities and familiarisation with store names. Layout of a supermarket is photocopiable. (featured in last unit too)

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 4 Essen und einkaufen Unit 5 pp68-69 Das Einkaufsspiel			Activity no.
Learning objectives		Talking about which shops you are going to. Talking about which shops things are in.
Grammar		in + accusative or dative
Skills (Programmes of Study)		1b apply grammar 5b respond to classroom events in TL 5h use language for real purposes		1, 2, 3 4 4
Contexts		The world around us
Learning outcomes …
Listening and responding	AT1/3	Understand in which shop people are		2
Speaking	AT2/2–4	Play the shopping game involving dialogues about which shops you go to		4
Reading and responding	AT3/2	Understand and answer questions about which shops you and your partner are going to		1
Writing	AT4/3	Write sentences about which shop people are going to and which shop people are in		3
Key language		Wohin gehst du? Ich gehe in den / die / das (shops from Unit 4.4). Wo bist du? Ich bin im / in der ... .
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, p35
Resources		Cassette B, side B or CD 2, track 13 R & A File: Grammatik 2, p76 Flashcards 73–84: shops OHT 12: shopping game
Supplementary Teaching Opportunities		~Ich brauche …. Wo finde ich das?

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 4 Essen und einkaufen Unit 6 pp70-71 Ausgeben oder sparen?			Activity no.
Learning objectives		Talking about what you do with your pocket money.
Grammar		perfect tense all persons singular
Skills (Programmes of Study)		2b pronunciation and intonation 2h skim and scan texts 3b use clues to interpret meaning		1, 6 1, 4a 3, 4a
Contexts		Personal and social life.
Learning outcomes …
Listening and responding	AT1/2–4	Understand what people do with their pocket money		1, 2, 6
Speaking	AT2/3–4	Ask and answer questions about pocket money		3, 6
Reading and responding	AT3/4	Understand written text about what people did with their pocket money and answer questions about it		4a, 4b
Writing	AT4/3–4	Write sentences about what people spent their pocket money on		5
Key language
Possible ICT Opportunities		Untwerwegs CD: Einheit 9
Reinforcement (A) Extension (B)		Workbooks A & B, p36
Resources		Cassette B, side B or CD 2, track 14 R & A File: Arbeitsblatt 6 & 7, pp71 & 72 Song, PB p71
Supplementary Teaching Opportunities		~Pupils work out the equivalent of their own pocket money in DM or Euros. They then listen to young German people talking about aspects of pocket money and listen for the amount given to those recorded and categorise it as either more or less than they receive. ~Pupils compare within the class how many mothers give pocket money, how many fathers, how often it is both, and whether grandparents give pocket money. They then listen to the recording for a second time and make a comparison. ~Finally, pupils listen to the same recording and show their understanding of other questions used by ticking those they hear answered. Teachers focus on structures used to answer. Pupils then ask each other the same range of questions in pairs, ‡ reporting findings back to the class. ~Introduce the question Wofür? with the structure um ... zu + infinitive, in the context of saving money. With the help of examples they are given, pupils brainstorm ideas, eg Man spart Geld, um ... zu ... . ~Pupils go on to talk/write about what they do with their pocket money, incorporating the above structure. They could also talk about what they did with their money recently, using the perfect tense, or make resolutions about how to spend it in the future, using the future tense. Suitable activities could include pair work, with reporting back of the partner's responses to questions, or a class survey with a summary of findings.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 4 Essen und einkaufen Unit 7 pp72-73 Joachims Abendessen			Activity no.
Learning objectives		Consolidation unit: Joachim cooks for his mother’s birthday.
Grammar		/
Skills (Programmes of Study)		5a communicate in pairs, groups etc. 5d produce / respond to different types of spoken / written language		3b 1b, 3a, 4
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/3	Understand prices of food items		2b
Speaking	AT2/3	Ask and answer questions about different dishes		3b
Reading and responding	AT3/2–4	Understand written text about evening meal and answer questions about it		1a, 2a, 3a
Writing	AT4/3–4	Write sentences about an evening meal for the family		2c, 4
Key language		As in Units 1–6
Possible ICT Opportunities		Unterwegs CD: Einheit 5 / Essential German: Calendar (dates) / German Expressions: Eating Out
Reinforcement (A) Extension (B)		Extra A & B, PB pp116–117
Resources		Cassette B, side B or CD 2, track 15
Supplementary Teaching Opportunities		~Pupils are asked to note down the date(s) and name(s) of a special event or events in their lives and say what they are and how they are celebrated. This allows multicultural and personal special days to be included. These dates/events can be discussed in pairs, with partner A playing the part of a reporter and partner B being interviewed. Interviews can be written up as a class newspaper feature. During the interview partner A notes down brief details on an interview grid or reporter's pad. After the interview pupils swap roles, before writing up their features. ~German Games with Aims, p43 – Ex 14 Guten Appetit! Aim of the game: a role-play for pairs giving practice in asking about and describing dishes in what can be unenlightening “menu German” (photocopiable pages p44,45)

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 5 Los geht’s nach Köln! Unit 1 pp78-79 Meine Familie			Activity no.
Learning objectives		Talking about your family.
Grammar		possessives (mein, dein) nominative singular and plural
Skills (Programmes of Study)		2g deal with the unpredictable 2i summarise main points of text 3d use dictionaries / reference materials 5c express feelings and opinions		1b, 2a 1c 2b 3, 5
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2–3	Understand adjectives of characterisation		2a, 2c
Speaking	AT2/3	Ask and answer questions about a family		1b
Reading and responding	AT3/2–3	Understand text about a family and answer questions about it		1a, 1c, 3
Writing	AT4/3–4	Describe own family		4, 5
Key language		Wie heißt Miguels ... ? der / mein Stiefvater, die / meine Stiefmutter, der / mein Stiefbruder, der / mein Halbbruder, die /meine Stiefschwester, die / meine Halbschwester Das ist mein / meine ... . Nein, das ist nicht mein / meine ... . Mein / e ... / Er / Sie ist (nicht) ... . Meine ... / Sie sind (nicht) verständnisvoll / lustig / sympathisch / streng / gut gelaunt / nervig / streng / doof / launisch / laut / freundlich / nett.
Possible ICT Opportunities		Unterwegs CD Rom unit 3 – Meine Familie
Reinforcement (A) Extension (B)		Workbooks A & B, pp41 & 49
Resources		Cassette C, side A or CD 3, track 1 OHTs 13A, 13B & 14: family
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 5 Los geht’s nach Köln! Unit 2 pp80-81 Ankunft in Köln			Activity no.
Learning objectives		Talking about a journey.
Grammar		perfect tense (revision) separable verbs in the perfect tense
Skills (Programmes of Study)		1b apply grammar 2d initiate / develop conversations 5d produce / respond to different types of spoken / written language		1b, 5, 6 1b, 5, 6 1b, 2, 6
Contexts		The international world
Learning outcomes …
Listening and responding	AT1/3–5	Understand what people say about their journey		1a, 3, 4
Speaking	AT2/3–5	Ask and answer questions about what people say about their journey		1b, 5
Reading and responding	AT3/4	Understand written dialogue about what people say about their journey		3
Writing	AT4/3–5	Write sentences about what people did during a journey; write dialogue about a journey		2, 6
Key language		Was hast du unterwegs gemacht? Ich habe ein Buch gelesen / gegessen / getrunken / Musik gehört / geschlafen / aus dem Fenster geschaut / mit Freunden geplaudert / Computerspiele gespielt / Rätsel / nichts gemacht / einen Brief geschrieben. Wie war die Reise? Wann bist du abgefahren? Willkommen in Köln! Times (revision) Es war ziemlich / sehr / echt gut / langweilig / interessant / klasse / toll / super / O.K.
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, pp42 & 49
Resources		Cassette C, side A or CD 3, track 2 R & A File: Arbeitsblatt 1, p89 OHT 15: travel
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 5 Los geht’s nach Köln! Unit 3 pp82-83 Bei einer Gastfamilie			Activity no.
Learning objectives		Talking about things you have left at home. Making requests when staying with a family.
Grammar		Kein in the accusative singular and plural Darf ich ... ? / Können Sie ... ? / Kannst du ... ? + verb at the end
Skills (Programmes of Study)		2a listen for gist and detail 2c ask and answer questions 2e vary language for context / audience		1a, 3a 2, 3b, 4 2, 4
Contexts		Everyday activities; Personal and social life
Listening and responding	AT1/2–3	Understand statements about what people forgot at home and what people are asking for		1a, 3a
Speaking	AT2/2–3	Ask for items you left at home; carry out a dialogue at a host family		2, 4
Reading and responding	AT3/2	Understand written statements about what people forgot at home and what people are asking for		1b, 3b
Writing	AT4/3	Copy and fill in table with request phrases		3b
Key language		Ich habe meinen Kamm / Wecker / Kuli / Fotoapparat / meine Haarbürste / Zahnpasta / mein Handtuch / meine Socken zu Hause vergessen. Leihst du mir bitte deinen / deine / dein ... ? Frau / Herr Rotmann, können Sie mir bitte ... geben? Fabian, kannst du mir bitte den Käse / die Milch / das Wasser / das Brot geben? Ja, klar. Darf ich meine Eltern anrufen / ein Bad nehmen / in die Stadt fahren / fernsehen?
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, p43
Resources		Cassette C, side A or CD 3, track 3 R & A File: Arbeitsblatt 2, p90 OHT 16: requests
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 5 Los geht’s nach Köln! Unit 4 pp84-85 Pläne			Activity no.
Learning objectives		Making suggestions. Talking about what you are going to do.
Grammar		present tense all persons singular and 1st person plural inversion for questions, making suggestions: Spielen wir Fußball? talking about the future (using the present tense) word order with time expressions in the 1st place
Skills (Programmes of Study)		1c use range of vocab / structures 2b pronunciation and intonation (‘r’) 4d knowledge of TL communities		1b, 2, 5a 1a, 6 1a, 1b, 4
Contexts		Personal and social life; The international world
Learning outcomes …
Listening and responding	AT1/2–5	Understand statements about what people are going to do		1a, 3, 6
Speaking	AT2/3–4	Ask and answer questions about what people are going to do		1b, 5a
Reading and responding	AT3/4	Understand texts about people’s plans		4
Writing	AT4/3–4	Write sentences with suggestions about what you and your partner are going to do		2, 5b
Key language		Was machen wir heute / morgen / übermorgen? Machen wir eine Bootsfahrt auf dem Rhein / eine Radtour? Vielleicht können wir den Dom besichtigen / einkaufen gehen? Fahren wir zum Phantasialand / ins Stadtzentrum / ins Schwimmbad? Spielen wir Fußball im Park? Was machst du ... ? Heute mache / fahre / gehe ich ... .
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, p44
Resources		Cassette C, side A or CD 3, track 4 R & A File: Grammatik 1, p95 OHT 17: suggestions and plans
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 5 Los geht’s nach Köln! Unit 5 pp86-87 Unterwegs			Activity no.
Learning objectives		Asking for and giving directions.
Grammar		imperatives using du and Sie zu + dative
Skills (Programmes of Study)		1a sounds and writing 2d initiate / develop conversations 2e vary language for context / audience		1a, 2a, 3a 3c, 3d 1a, 2b
Contexts		The world around us; The international world
Learning outcomes …
Listening and responding	AT1/2–3	Understand spoken directions		1a, 2a, 3a
Speaking	AT2/3–4	Ask for and give directions		3c
Reading and responding	AT3/2	Understand written directions		1b
Writing	AT4/4	Give written directions		3d
Key language		Wie komme ich am besten zum Hauptbahnhof / Dom / Verkehrsamt / zur Jugendherberge / Post / Hauptstraße? Geh / Gehen Sie geradeaus / nach links / rechts / über die Brücke. Nimm / Nehmen Sie die erste / zweite / dritte Straße rechts / links. Das ist die Hauptstraße / die Kleingasse. Der / Die / Das ... ist auf der rechten / linken Seite.
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, p45
Resources		Cassette C, side A or CD 3, track 5 R & A File: Arbeitsblatt 3 & 5, pp91 & 93 OHTs 18A & 18B: directions
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 5 Los geht’s nach Köln! Unit 6 pp88-89 Phantasialand			Activity no.
Learning objectives		Understand an extended text about an outing.
Grammar		word order: time, manner, place word order with conjunctions and adverbs (verb = second place)
Skills (Programmes of Study)		1c use a range of vocab / structures 4a work with authentic materials 5g listen / read for interest end enjoyment		1b, 2, 3b 1a, 2, 3b 1a, 4
Contexts		The international world
Learning outcomes …
Listening and responding	AT1/3	Understand songs giving information about plans for activities and travel		4
Speaking	AT2/–
Reading and responding	AT3/2–5	Understand longer written text about an outing		1a, 2, 3b
Writing	AT4/3	Join short sentences about an outing to make longer sentences using conjunctions		3b
Key language		und / aber / leider / danach / dann / am Ende / also / zum Glück / zuerst / hoffentlich / als Nächstes
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, p46
Resources		Cassette C, side A or CD 3, track 6 R & A File: Arbeitsblatt 4 & 6, pp92 & 94, Grammatik 2, p96 Songs, PB p89
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 5 Los geht’s nach Köln! Unit 7 pp90-91 Karneval in Köln			Activity no.
Learning objectives		Consolidation unit: Cartoon story about carnival in Cologne.
Grammar		/
Skills (Programmes of Study)		4d knowledge of TL communities 5d produce / respond to different types of spoken / written language 5f use language creatively		1a, 2a 1b, 2a, 2b 3, 4
Contexts		Everyday activities
Learning outcomes …
Listening and responding	AT1/3–5	Understand spoken version of longer cartoon about carnival in Cologne and answer questions about it		1a, 2a, 2b
Speaking	AT2/4–5	Act out a scene about Cologne carnival with a group, using cartoon as a stimulus		3
Reading and responding	AT3/5	Understand written version of longer cartoon about carnival in Cologne		1a
Writing	AT4/4–5	Write paragraph about events at carnival in Cologne		4
Key language		As in Units 1–6
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Extra A & B, PB pp118–119
Resources		Cassette C, side A or CD 2, track 7
Supplementary Teaching Opportunities

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 6 Unter Freunden Unit 1 pp96-97 Einladungen			Activity no.
Learning objectives		Inviting a friend out. Responding to an invitation and giving a reason for not going out.
Grammar		möchtest du / ich muss + infinitive at the end
Skills (Programmes of Study)		2f adapt previously-learned language 5c express feelings and opinions 5d produce / respond to different types of spoken / written language		2, 3b, 5 2 1a, 2, 3b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2–4	Understand invitations (by telephone) and responses to invitations (including excuses)		1a, 3a, 5
Speaking	AT2/3	Invite somebody out and reply to an invitation		2
Reading and responding	AT3/4	Understand a written reply to an invitation		4
Writing	AT4/3	Write out dialogue inviting a friend out and giving excuses for not being able to go		3b
Key language		Möchtest du zu meiner Geburtstagsparty kommen / ins Kino gehen / eine Radtour machen / zu mir kommen / Basketball spielen / schwimmen gehen? Ja, das finde ich gut / toll / interessant / lustig / echt klasse / super. Nein, das finde ich nicht gut / langweilig / doof / schrecklich. Ich muss meine Großmutter besuchen. / Ich habe kein Geld. / Ich muss Hausaufgaben machen. / Ich habe Kopfschmerzen. / Ich habe nichts anzuziehen. / Ich gehe schon aus. Hallo, hier spricht ... . Auf Wiederhören.
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, p51
Resources		Cassette C, side B or CD 3, track 10 OHTs 19A and 19B: excuses
Supplementary Teaching Opportunities		Show how opinions can be extended using Ich meine, dass..., or Ich finde, dass... . Give pupils the transcript of recordings of telephone conversations inviting somebody to stay, but with the questions and answers jumbled up. Pupils reorder into correct sequence. Similar language and activities to the above activity, presented as handwritten letters of invitation and acceptance. These could be produced by the German assistant. Pupils imagine a conversation between themselves and a famous person who is inviting them to a birthday party. They find out when and where it is and how long they can stay. They plan and state how they can get there. They accept or decline the invitation.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 6 Unter Freunden Unit 2 pp98-99 Outfits für alle			Activity no.
Learning objectives		Talking about what you like wearing.
Grammar		tragen + accusative adjectival agreement in the accusative after indefinite articles
Skills (Programmes of Study)		1b sounds and writing 1c use a range of vocab / structures 2c ask and answer questions		2, 3 2, 4a, 4b 1b, 4b
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/4–5	Understand what people are wearing at a party		3
Speaking	AT2/2–4	Ask and answer questions about what people are wearing for certain occasions		1b, 4b
Reading and responding	AT3/2	Understand illustrated text about what people are wearing		1a
Writing	AT4/3–4	Write sentences describing (favourite) outfits		2, 4a
Key language		Was trägst du gern / am liebsten zum Fußballspiel / zur Karnevalsparty / Disko? Ich trage gern / am liebsten einen karierten / gepunkteten / Rock / Schal / eine gestreifte / glitzernde Bluse / Mütze / Jeans / Krawatte / Hose / Kappe / ein weißes / grünes Trikot / Hemd / schwarze / gelbe Lackschuhe / Sportschuhe / Stiefel.
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, pp52 & 58
Resources		Cassette C, side B or CD 3, track 11 R & A File: Arbeitsblatt 1 & 5, pp111 & 116; Grammatik 1, p117 OHTs 20A and 20B: outfits
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. This revises adjective endings from unit 7 'Städte und Länder' (nominative, accusative). 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. Give pairs of pupils five short phrases to dictate to one another to practise pronunciation and the spelling of adjectives and endings. Substitution exercise: start with Paul trägt ein blaues Hemd, and then pupils change words alternately on instruction, eg verb, subject, adjective, noun. Pupils describe what they prefer to wear, or what they do not wear, for different occasions such as a party. This could be done using pictures from clothes catalogues. Put up an overhead transparency (OHT) with lots of phrases such as Eine Bluse ist kühler als ein Pullover. Cover key words and endings with pieces of card. See if pupils can reconstruct the full text. Using a word processor, pupils work with teacher-generated texts and their own writing to make adjective endings in different contexts clear, eg by altering font size or using bold.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 6 Unter Freunden Unit 3 pp100-101 Wie war dein Geburtstag?			Activity no.
Learning objectives		Talking about your last birthday.
Grammar		revision of perfect tense revision of word order after a time phrase
Skills (Programmes of Study)		2h skim and scan text 3b use clues to interpret meaning		2a 1a, 2a, 4
Contexts		Personal and social life
Listening and responding	AT1/3	Understand explanations about what people did on previous birthdays		1a
Speaking	AT2/4–5	Ask and answer questions about how you celebrated your birthday		3
Reading and responding	AT3/4–5	Understand longer text (letter) about a birthday		2a, 2b, 4
Writing	AT4/3	Write sentences about how people celebrated their birthday		1b
Key language		Wie hast du deinen Geburtstag gefeiert? Am Vormittag / Nachmittag / Abend habe ich ferngesehen / eine Party gehabt / Hausaufgaben / eine Radtour gemacht / im Café gegessen / Fußball / Tennis gespielt. Am Vormittag / Nachmittag / Abend bin ich einkaufen / schwimmen / ins Kino / zur Schule gegangen / zum Phantasialand / ins Stadtzentrum gefahren / hatte ich eine Party.
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, p53
Resources		Cassette C, side B or CD 3, track 12 R & A File: Arbeitsblatt 4, pp114 & 115 OHT 21: birthday activities
Supplementary Teaching Opportunities		Use the internet or other sources to find birth dates of famous Germans. Play the Wer bin ich? game: pupils ask each other Wann hast du Geburtstag? and give the answer appropriate to a particular famous German. Pupils identify the person from an OHT/worksheet and greet the person accordingly, eg Guten Tag Boris Becker. Wie geht's? Pupils are asked to note down the date(s) and name(s) of a special event or events in their lives and say what they are and how they are celebrated. This allows multicultural and personal special days to be included. These dates/events can be discussed in pairs, with partner A playing the part of a reporter and partner B being interviewed. Interviews can be written up as a class newspaper feature. During the interview partner A notes down brief details on an interview grid or reporter's pad. After the interview pupils swap roles, before writing up their features. – Write a report on their last birthday using the past.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 6 Unter Freunden Unit 4 pp102-103 Gefallen dir Talkshows?			Activity no.
Learning objectives		Talking about television programmes you like / dislike.
Grammar		talking about things you like using gefallen / gefällt + mir / dir
Skills (Programmes of Study)		2b pronunciation and intonation 5a communicate in pairs, groups etc. 5c express feelings and opinions		1a 1b, 3 2, 3, 4
Contexts		Personal and social life
Learning outcomes …
Listening and responding	AT1/2	Understand statements about TV programmes		1a
Speaking	AT2/3–4	Ask and answer questions about what is on TV at a certain time; discuss TV likes and dislikes with partner		1b, 3
Reading and responding	AT3/4	Understand written dialogue about TV programmes		2
Writing	AT4/3	Write sentences about programmes you like or dislike		4
Key language		Was kommt um sieben Uhr? Der / Die / Das ... . Gefällt dir der Wetterbericht / die Sportschau? Gefallen dir Filme / Dokumentarfilme / Zeichentrickfilme / die Nachrichten / Musiksendungen / Talkshows / Komödien / Familienserien / Krimiserien / Kinderprogramme? Gefällt die (Neighbours)? Ja, das gefällt / sie gefallen mir gut. Nein, das gefällt / sie gefallen mir nicht.
Possible ICT Opportunities		Unterwegs CD Rom Unit 8 Frensehen
Reinforcement (A) Extension (B)		Workbooks A & B, p54
Resources		Cassette C, side B or CD 3, track 13 R & A File: Arbeitsblatt 2, p112 Flashcards 85–96: on TV
Supplementary Teaching Opportunities		Use pages of German TV brochures / websites – comprehension exercises, summarising. Produce a TV page stating type of programme and description.

SCHOOL: Frederick Gough School - A Specialist Language College
Logo! 2 Kapitel 6 Unter Freunden Unit 5 pp104-105 Tschüs!			Activity no.
Learning objectives		Talking about what you want to do.
Grammar		ich will + infinitive
Skills (Programmes of Study)		2c ask and answer questions 3c use knowledge of English / another language 3d use dictionaries / reference materials 5g listen / read for interest and enjoyment		1b, 4b 1a, 3 3, 4a 1a, 3, 5
Contexts		The international world
Learning outcomes …
Listening and responding	AT1/4	Understand what people want to do in their holidays		1a, 5
Speaking	AT2/4–5	Ask and answer questions about what people want to do in their holidays		4b
Reading and responding	AT3/2–4	Understand written statements about what people want to do in their holidays		1a, 1b, 2a
Writing	AT4/3–4	Write sentences about plans for the summer holidays		3, 4a
Key language		Was willst du machen? Ich will Fußball / Tennis spielen / fernsehen / nach Spanien fahren / meine Freunde / Freundinnen treffen / ins Kino / schwimmen gehen / auf einem Campingplatz übernachten / im Restaurant essen / nach Amerika fliegen. Willst du ... machen? Nein, das will ich nicht!
Possible ICT Opportunities		/
Reinforcement (A) Extension (B)		Workbooks A & B, pp55 & 58
Resources		Cassette C, side A or CD 3, track 14 R & A File: Arbeitsblatt 3, p113; Grammatik 2, p118 OHT 22: going on holiday Song, PB p105
Supplementary Teaching Opportunities		Write an account of what they are hoping to do at the weekend / in the holidays / on a forthcoming school visit. Brainstorm ideas of what questions to ask and how to formulate them. As well as questions relating to activities, encourage pupils to ask as many questions as possible covering earlier contexts such as likes and dislikes, personal information. Pupils take part in brief question and answer sessions with the German assistant.