SOW Chapter 1 AQA Foundation - Pearson Education€¦ · Listening Listening and completing a grid...

SCHOOL: CLASS: Unit to be covered from (dates): to:

Echo: AQA GCSE German Foundation Chapter 1 Die Medien heute

1 Rückblick: Die Medien in meinem Leben pages 6–7

Objectives Talking about the media you use in everyday life Making sentences more interesting

AQA contexts and purposes Leisure: Free time and the media: Free time activities; Advantages and disadvantages of new technology

Grammar Position of adverbs Revision of present tense (first person)

Exam strategies Developing sentences: Saying how often and adding time references Listening Listening and matching pictures to media activities.

Listening and identifying four correct sentences. ex2 ex5

Speaking Working in pairs to ask and answer questions about media activities.

ex3

Reading Matching sentences to pictures. ex1 Writing Writing the results of the pairwork activity.

Writing a short text about media use. ex4 ex6

Key language Was machst du in der Freizeit? Ich sehe fern. Ich gehe ins Kino. Ich höre Musik Ich lese Zeitschriften. Ich simse. Ich spiele am Computer. Ich bin mit Freunden online. Ich spiele an meiner Konsole. Ich surfe im Internet. Ich telefoniere mit Freunden. Ich spiele Wii. Ich lese Zeitschriften. nie, selten, ab und zu, oft, immer am Wochenende, am Montag, montags, nachmittags, morgens, abends

Lesson starter Reviewing the German sound-spelling link. Plenary Reviewing high frequency words. ICT opportunities ex6: Students word process their work. Remind them how umlauts are

accessed. Reinforcement ex4: Go through the skills box again if necessary and elicit some example

sentences from students to help them. There is a key language box for support. Übungsheft Foundation p4

Extension ex3: Encourage students to mention more than one free time activity in their answers and to make notes in German, such as Kino.

Resources CD1 tracks 2–3; Übungsheft Foundation p4; Grammatik p195 Homework Notes



2 Mein Leben online pages 8–9

Objectives Talking about using ICT Using ‘he’ and ‘she’ forms of verbs


Grammar Present tense regular verb endings (ich , du and er / sie) Exam strategies Developing sentences: Adding opinions and intensifiers Listening Matching dialogues to sentences and pictures. ex1 Speaking Interviewing four people about computer use. ex3 Reading Reading and completing sentences in English.

Reading texts and picking out details. ex2 ex5

Writing Writing the results of the groupwork activity. Writing a blog entry about your computer use.

ex4 ex6

Key language Was machst du am Computer? Ich spiele am Computer. Ich spiele an meiner Konsole. Ich surfe im Internet. Ich besuche Chatrooms. Ich schreibe E-Mails. Ich lade Musik herunter. Ich lade Fotos hoch. Ich benutze MyPage. Ich schreibe mein Online-Profil. Er / Sie spielt / surft / besucht / lädt / benutzt / schreibt Du spielst / surfst / besuchst / lädst / benutzt / schreibst Das finde ich (sehr / total) [cool]. Das ist ( ziemlich / wirklich) [toll]. super, langweilig, doof, schrecklich, gut

Lesson starter Developing vocabulary memorising techniques. Plenary Reviewing progress made in using present tense verb endings. ICT opportunities ex4: Record the class results on the board, before asking students to draw a

pie chart of them. Discuss with students how best to go about this, drawing on students’ learning from ICT lessons.

Reinforcement Starter: Give students word cards to draw up a list of items in order of ease of learning. Encourage students to use the Say, Read, Cover, Write, Check technique when learning vocabulary. Übungsheft Foundation p5

Extension ex5: Ask students to add an extra column headed ‘When? / How often?’ and to note these extra details.

Resources CD1 track 4; Übungsheft Foundation p5; Grammatik p195 Homework Notes



3 Was läuft im Fernsehen? pages 10–11

Objectives Discussing TV habits Giving opinions

AQA contexts and purposes Leisure: Free time and the media: Free time activities Grammar nicht and nie Exam strategies Developing sentences: Adding negatives

Giving opinions Listening Matching sentence halves about television programmes. ex4 Speaking Playing a dice game about television likes and dislikes.

Asking and answering questions about television programmes.

ex2 ex5

Reading Reading and matching sentences to pictures. Reading a text and picking out German adjectives.

ex1 ex3

Writing Writing an email about television likes and dislikes. ex6 Key language Ich liebe [Filme].

Ich mag [Zeichentrickfilme]. Ich mag [Krimis] nicht. Ich hasse [Kindersendungen] Musiksendungen, Quizsendungen, Sportsendungen, Seifenopern, Komödien, die Nachrichten Für mich sind sie [fantastisch]. Ich finde sie [langweilig]. Sie sind [lustig]. romantisch, schrecklich, doof, toll, wunderbar, interessant. Was ist deine Lieblingssendung? Meine Lieblingssendung ist [Spooks]. Sie ist [fantastisch].

Lesson starter Reviewing giving opinions. Plenary Reviewing progress made in talking about television programmes. ICT opportunities Reinforcement ex3: When translating the words that may not be familiar, remind students to

look for cognates and for parts of a word that they recognise, then to work out the rest by a process of elimination. Students can use the glossary or a dictionary if needed. Übungsheft Foundation pp6–7

Extension ex5: Ask students to make notes of their partner’s answers and write about his / her preferences, using the third person singular form of the verb. Explain that ich mag becomes er / sie mag as this is an irregular verb.

Resources CD1 track 5; Übungsheft Foundation pp6–7; Grammatik pp202–203 Homework Notes



4 Die Medien gestern pages 12–13

Objectives Talking about more traditional media Extending your answers

AQA contexts and purposes Leisure: Free time and the media: Free time activities Grammar Plural forms

gern Exam strategies Using different techniques to extend answers Listening Listening to check answers.

Listening for detail and identifying activities mentioned. ex2 ex3

Speaking Asking and answering questions about a photo. ex7 Reading Matching sentences to pictures.

Reading an email and answering questions in English. Picking out details in the email.

ex1 ex4 ex5

Writing Writing and extending sentences. ex6 Key language Was machst du in deiner Freizeit?

Ich lese Bücher. Ich höre Radio. Ich stricke. Ich lese Zeitungen. Ich koche. Ich fahre Rad. Ich treibe Sport. Ich lese Zeitschriften. Ich lese [abends] Bücher und ich höre [oft] Radio. Das finde ich [toll]! Mein Bruder geht [oft] ins Kino, aber das finde ich sehr [langweilig].

Lesson starters Introducing key phrases in an unusual and fun way. Plenary Reviewing the ability to extend sentences using the ‘four stage rule’. ICT opportunities Reinforcement Übungsheft Foundation p8 Extension ex7: Ask students to write a passage about Vera (or another person) and his /

her hobbies, along with use of any modern media. Resources CD1 tracks 6–7; Übungsheft Foundation p8; Grammatik p198, p200 Homework Notes



5 Clownfische und Monster pages 14–15

Objectives Talking about different types of films Describing a film

AQA contexts and purposes Leisure: Free time and the media: Free time activities Grammar n/a Exam strategies Looking for key words

Storing vocabulary – gender and plural of nouns Listening Listening and guessing the film from the clues. ex5 Speaking Interviewing four people about favourite films.

Describing a film for others to guess. Recording an MP4 file about your favourite film.

ex2 ex6 ex8

Reading Matching film titles with types of film. Completing a Venn diagram with sentences. Identifying key vocabulary about a film. Matching film descriptions to film titles.

ex1 ex3 ex4 ex7

Writing Writing clues to describe a film. ex6 Key language Was ist dein Lieblingsfilm? Was für ein Film ist das?

Mein Lieblingsfilm ist [Dogma]. Das / Es ist ein [Thriller]. eine Komödie, ein Fantasyfilm, ein Horrorfilm, ein Drama, ein Liebesfilm, ein Science-Fiction-Film, ein Zeichentrickfilm Das Hauptthema ist [Liebe]. Tod, Freiheit, Familie, Gut gegen Böse Die Geschichte ist [kompliziert]. Die Musik ist (nicht so) [gut]. Die Spezialeffekte sind [super / toll]. Die Charaktere sind [klasse / interessant]. [Daniel Craig] spielt die Rolle von [James Bond].

Lesson starters Practising using a dictionary to identify gender and plural forms. Plenary Reviewing understanding of key structures from this unit. ICT opportunities ex7: Students surf the internet and use search engines to find the German

equivalent names of films showing this week at the cinema. Reinforcement Starter: Use this activity simply to introduce some of the key vocabulary

from the unit. Übungsheft Foundation p9

Extension ex7: Ask students to make a note of useful phrases that they could use in their own work, such as Es geht um … and Es handelt sich um …

Resources CD1 track 8; Übungsheft Foundation p9 Homework Notes



6 Dynamisch und mit Funk pages 16–17

Objectives Talking about music Developing the skill of asking questions


Grammar Questions Verb as second idea

Exam strategies Asking questions Speaking strategies

Listening Listening and completing a grid about musical tastes. ex2 Speaking Interviewing people about music.

Giving a talk about your music tastes and habits. ex3 ex4

Reading Completing a grid about music preferences. Reading a blog and identifying correct sentences from a list.

ex1 ex5

Writing Writing a blog entry about music. ex6 Key language Was für Musik hörst du?

Ich höre [Dance-Musik / Popmusik]. Warum hörst du [Rap-Musik]? [Trance] ist [rhythmisch / melodisch]. [Heavymetal-Musik] ist [dynamisch]. [Rap-Musik] hat einen guten Beat / Funkrhythmus. Wie kaufst du Musik? Ich lade Musik vom Internet herunter. Ich benutze iTunes. Ich kaufe CDs Ich teile über Bluetooth Musik mit Freunden. Ich kaufe online Klingeltöne Wo hörst du Musik? Ich höre [im Schlafzimmer] Musik. im Bad, beim Konzert, auf einer Party, bei Freunden

Lesson starter Categorising adjectives according to defined semantic parameters. Plenary Reviewing progress in the skill of asking questions. ICT opportunities ex6: Students upload their blog to an appropriate online forum, either the

school website or their personal virtual networking pages. Reinforcement ex2: Scatter the information on the board and, as students listen to the text,

they identify whether the information is relevant to Lilli or Markus. Extra A p176; Übungsheft Foundation p10

Extension ex2: Ask students to add another row to the table and write down where each person listens to music. Extra B p177; Übungsheft Foundation p11

Resources CD1 track 9; Übungsheft Foundation pp10–13; Grammatik p202 Homework Notes

SCHOOL: CLASS: Spread to be covered from (dates): to:


Sprachtest pages 18–19

Objective Preparing for a conversation about music AQA contexts and purposes Leisure: Free time and the media: Free time activities; Advantages and

disadvantages of new technology Grammar Inversion

Using future references as well as present tense Exam strategies Using a variety of language

Expressing opinions Fillers and qualifiers

Listening Listening to a model conversation and picking out questions, opinions and time references.

p18

Speaking Preparing for a conversation about music. Over to you! p19

Reinforcement Extension Grade Studio p19 Resources CD4 tracks 2–3 Homework Notes



Schreibtest pages 20–21

Objective Preparing a longer piece of writing about modern media AQA contexts and purposes Leisure: Free time and the media: Free time activities; Advantages and

disadvantages of new technology Grammar Present tense singular Exam strategies Opinions

Time references Extending sentences

Reading Reading a text about the cinema and picking out opinions, time references and verbs in the first and third person singular.

p20

Writing Preparing for an extended writing task on modern media. p21 Extension Grade Studio p21 Homework Notes


Echo: AQA GCSE German Foundation Chapter 2 Ich habe Reiselust!

1 Rückblick: Was für ein Urlaubstyp bist du? pages 24–25

Objectives Discussing what type of holiday you enjoy Using gern and lieber

AQA contexts and purposes Leisure: Holidays: Plans, preferences, experiences Grammar Preferences: gern and lieber Exam strategies Using cognates to help work out the meaning

Listening for key words Listening Listening and identifying accommodation.

Listening for details of holiday plans. ex3 ex4

Speaking Asking and answering questions about holiday preferences. ex5 Reading Understanding people’s holiday preferences.

Doing a quiz on what type of holiday you prefer. ex1 ex2

Writing Writing an email about your ideal holiday. ex6 Key language Wohin fährst du gern in den Urlaub?

Ich fahre gern / lieber nach {Österreich]. Amerika, England, Deutschland, Frankreich, Schottland, Berlin, Wien Ich bleibe lieber zu Hause. Was machst du gern im Urlaub? Ich chille / lese gern. Ich treibe lieber Sport. Ich fahre (nicht) gern Ski. Wo übernachtest du gern? Ich übernachte gern / lieber [im Hotel]. im Gasthaus, in einer Jugendherberge, auf einem Campingplatz

Lesson starter Reviewing prior knowledge of holiday-related vocabulary. Plenary Reviewing progress in using gern and lieber. ICT opportunities ex5: Record the dialogues as MP3 files and then share them with the whole

class. Reinforcement ex4: Scatter the answers on the board and students choose from the choices

as they listen to the recording. Übungsheft Foundation p14

Extension ex1: As revision, you may like to ask students to adapt the sentences to describe their own likes and dislikes – either before or after going through the grammar box, depending on your students.




2 Fußball, Freizeitpark oder Freibad? pages 26–27

Objectives Talking about what you can do on holiday du, Sie, man

AQA contexts and purposes Leisure: Holidays: Plans, preferences, experiences; What to see and getting around

Grammar du, Sie, man es gibt

Exam strategies Using context to help work out the meaning Listening Listening to teenagers and choosing appropriate holiday. ex4 Speaking Discussing holiday destinations and activities in a group. ex6 Reading Reading a holiday brochure and understanding key words.

Deciding which holiday English sentences refer to. Matching sentences to pictures.

ex1 ex2 ex3

Writing Writing an email about holiday activities. ex5 Key language Hier kann man [windsurfen].

Man kann [wandern]. den Freizeitpark besuchen, eine Radtour machen, Fußball / Minigolf spielen, reiten gehen, sich sonnen, picknicken, tanzen Hier gibt es Geschäfte / Restaurants / ein Freibad.

Lesson starter Supporting students in their understanding of exercise 1. Plenary Using knowledge about language to reconstruct familiar sentences. ICT opportunities Reinforcement ex1: Give students access to a dictionary or the glossary.

Übungsheft Foundation p15 Extension ex6: Encourage students to try to include sentences with the following

phrases: hier kann man, man kann, es gibt, gern, lieber and ich finde. Resources CD1 track 12; Übungsheft Foundation p15; Grammatik p195 Homework Notes



3 Berlin pages 28–29

Objectives Talking about a city you have visited Using the perfect tense


Grammar The perfect tense with haben and sein Exam strategies Giving opinions Listening Listening and completing a grid about tourists in Berlin.

Listening and deciding whether a visit was positive or negative.

ex2 ex4

Speaking Asking and answering questions about a city visit. ex6 Reading Matching past tense sentences to pictures.

Reading a blog and completing a multi-choice activity. ex1 ex5

Writing Rewriting jumbled past tense sentences. Adding details of a city visit to your blog.

ex3 ex7

Key language Was hast du [in Berlin / am Abend] gemacht? Ich habe Pause / Fotos / einen Stadtbummel gemacht. Ich habe ein T-Shirt gekauft. Ich habe den Fernsehturm / das Museum besucht. Ich habe den Reichstag gesehen. Ich habe Fußball gespielt. Ich habe Pizza / im Café / im Restaurant gegessen. Ich bin in die Pizzeria / ins Konzert / ins Rockkonzert / einkaufen gegangen. Wie war [Berlin]? [Berlin] war / finde ich / ist [wunderbar]. super, interessant, schön, schrecklich, (nicht so) gut, kalt, fantastisch

Lesson starter Comparing and contrasting items of vocabulary. Plenary Revisiting simple sentences in the perfect tense. ICT opportunities ex1: As preparation for this unit, you may like to introduce students to some

of the tourist attractions in Berlin, such as Checkpoint Charlie, the Reichstag, the TV tower and zoo, using authentic websites.

Reinforcement ex5: Using ActiveTeach, highlight the sentences in yellow which contain the answers. Übungsheft Foundation pp16–17

Extension ex6: Remind students of the need to extend sentences where possible. Ask them to ‘grow’ at least two of their answers.

Resources CD1 tracks 13–14; Übungsheft Foundation pp16–17; Grammatik pp196–197

Homework Notes



4 Unterwegs pages 30–31

Objectives Describing a journey More on the perfect tense


Grammar The perfect tense of gehen and fahren Exam strategies 24-hour clock times

Expressing opinions in the past using war + adjective Listening to speakers’ voices for clues

Listening Listening for detail in a conversation about a journey. ex2 Speaking n/a Reading Matching sentences with pictures.

Understanding details of different journeys. Picking out adjectives in texts.

ex1 ex3 ex4

Writing Writing a report of a journey. ex5 Key language Ich bin nach [Ulm] gefahren.

Ich bin mit dem Bus / Zug / Auto / Rad gefahren. Ich bin um [elf Uhr] abgefahren. Ich bin um [drei Uhr fünfzehn] angekommen. Die Reise war (sehr) [schön]. entspannt, schnell, langsam, langweilig, stressig, anstrengend

Lesson starter Reviewing telling the time in German. Plenary Reviewing understanding of word order. ICT opportunities Reinforcement ex5: Give students a model answer with choices at various points so they can

personalise it. Übungsheft Foundation p18

Extension ex1: Go through the grammar box with students, then introduce the verbs ankommen and abfahren. Draw students’ attention to how the past participle of these two verbs is formed. Then ask students to translate the six sentences into English, being careful to use ‘went’, ‘left’ or ‘arrived’ correctly for each sentence.




5 Eine Fliege in der Suppe pages 32–33

Objectives Eating out Saying what you like to eat and drink


Grammar einmal, zweimal Exam strategies Writing German nouns with a capital letter Listening Listening and noting people’s orders in a restaurant. ex2 Speaking Ordering in a restaurant. ex3 Reading Reading a menu and picking out items of food.

Understanding jokes on the topic of food. Reading a restaurant review and picking out key phrases.

ex1 ex4 ex5

Writing Writing a restaurant review. ex6 Key language Als Vorspeise nehme ich einmal / zweimal [Tomatensuppe].

Als Hauptgericht esse ich gern / lieber [Hähnchen]. Als Nachspeise esse ich nicht gern [Apfelstrudel mit Vanilleeis]. Salat, Brot mit Dipp, Schaschlik, Schnitzel, Omelett, Bockwurst, Currywurst, Bratwurst, Hamburger mit Sauerkraut, Senf, Ketchup, Mayonnaise, Pommes gemischtes Eis, Schokoladentorte mit Sahne Ich trinke [Cola]. Fanta, Mineralwasser, Milch, Wein, Bier, ein Kännchen / eine Tasse Tee / Kaffee / heiße Schokolade Das war [zu / sehr] scharf / kalt / warm / lecker.

Lesson starter Practising breaking down compound words into their component parts. Plenary Reviewing structures and vocabulary used in the unit. ICT opportunities ex3: Students use a spreadsheet package to display the results in a variety of

graphical formats. Reinforcement ex2: This activity can be done in two or three stages, with students filling in

just one or two columns on each listening. Übungsheft Foundation p19

Extension ex4: Ask students which joke they liked best and, if appropriate, challenge them to write their own.

Resources CD1 tracks 16–17; Übungsheft Foundation p19 Homework Notes



6 Mein Ferienproblem pages 34–35

Objectives Describing a holiday problem Giving an opinion in the past and present tense


Grammar Word order after time expressions in the perfect tense Exam strategies Giving an opinion in the past and present tense

Listening strategies Listening Completing a table with details of holiday problems. ex3 Speaking n/a Reading Matching holiday problems with pictures.

Reading holiday accounts and answering questions in English.

ex1 ex2

Writing Writing a report about a disastrous holiday. ex4 Key language In den Sommerferien bin ich nach Italien gefahren.

In den Winterferien bin ich nach Griechenland gefahren. Letztes Jahr bin ich nach Spanien geflogen. Ich habe [in einem Hotel] übernachtet. in einem Sportcamp, in einem Gasthaus, in einer Jugendherberge Ich bin jeden Tag Ski gefahren. Ich bin oft schwimmen / ins Café gegangen. Der Urlaub war [interessant]. Das war [prima]. wunderbar, lustig, chaotisch, kalt, laut, schrecklich, zu kurz Das hat viel / gar keinen Spaß gemacht.

Lesson starter Developing thinking skills further. Plenary Developing the skill of appraising written work. ICT opportunities Reinforcement ex3: Remind students of some useful tips on how to approach listening

exercises involving longer passages. Remind them that they don’t have to understand everything in order to do the activity and that they don’t have to do everything on the first listening. Übungsheft Foundation p20; Extra A p178

Extension ex2: If suitable for your students, explain the word order of perfect tense constructions after a time expression, such as letztes Jahr, in den Sommerferien, letztes Wochenende. Go through this with students after they have done ex2, then ask them to find examples in the forum texts. Ask students to write one example sentence for each of the time expressions in the key language box on page 35. Übungsheft Foundation p21; Extra B p179





Objective Preparing for an interview about holidays AQA contexts and purposes Leisure: Holidays: Plans, preferences, experiences; What to see and

getting around Grammar Using a range of tenses Exam strategies Expressing opinions

Using a variety of adjectives Listening Listening to a model conversation and carrying out

activities on predicting, listening for questions and tenses, time phrases, adjectives and adverbs.

p36

Speaking Preparing for an interview about holidays Over to you! p37

Extension Grade Studio p37 Resources CD4 tracks 4–6 Homework Notes




Objective Preparing a longer piece of writing about a past holiday AQA contexts and purposes Leisure: Holidays: Plans, preferences, experiences; What to see and

getting around Grammar Using a range of tenses Exam strategies Using expressions of frequency

Extending answers Reading Reading a text about a holiday and picking out key

phrases, adverbs of frequency and perfect tense verbs which use haben and sein.

p38

Writing Preparing for an extended writing task about a past holiday.

p39

Extension Grade Studio p39 Homework Notes



Hör- und Lesetest pages 40–41

Objectives Practising exam-style listening and reading tasks Identifying the main points and detail Recognising points of view

AQA contexts and purposes Leisure: Holidays: Plans, preferences, experiences; What to see and getting around Free time and the media: Free time activities

Grammar n/a Exam strategies Reading questions and text carefully

Listening for small words Never leaving an answer blank

Listening Listening and completing a form with personal information. Listening and choosing the correct sentences.

p40

Reading Reading about holidays and choosing the correct activities. Choosing the correct accommodation and opinions.

p41

Resources CD4 tracks 7–9 Homework Notes


Echo: AQA GCSE German Foundation Chapter 3 Mein Schulleben

1 Rückblick: Stundenplan der Klasse 9b pages.44–45

Objectives Giving opinions about school subjects Days of the week

AQA contexts and purposes Work and education: School / College and Future plans: What school / college is like

Grammar Saying ‘on’ with days of the week Exam strategies Listening for key words Listening Listening and noting the school subjects.

Listening to students talk about school and making notes. ex2 ex7

Speaking n/a Reading Reading and understanding a timetable.

Identifying subjects from definitions. Picking out adjectives from a chat forum. Answering questions in English about the forum.

ex1 ex3 ex5 ex6

Writing Writing your opinion of school subjects. Answering questions about school subjects.

ex4 ex8

Key language Mein Lieblingsfach ist [Biologie]. Chemie, Deutsch, Englisch, Erdkunde, Französisch, Geschichte, Informatik, Italienisch, Kunst, Latein, Mathe, Musik, Physik, Religion, Spanisch, Sport, Theater, Werken Ich finde Englisch [super]. toll, einfach, nützlich, interessant, kompliziert, langweilig, schwer Ich habe [Mathe] am [Montag] und am [Dienstag]. Ich mache (nicht) gern [Kunst]. Ich finde [Sport] OK.

Lesson starter Reviewing prior knowledge of days and school subjects. Plenary Reviewing structures met in the unit by completing sentences. ICT opportunities Reinforcement ex7: Scatter the answers on the board and students choose the words as they

hear the recording. Übungsheft Foundation p24

Extension ex2: Go through the grammar box with students, then ask them to listen again and note the day of the week mentioned. You may also like to do some work on ordinal numbers, such as die erste / zweite / dritte Stunde.




2 Mein Schultag pages 46–47

Objectives Describing a school day The 12-hour clock


Grammar Telling the time (12-hour clock) Exam strategies Adapting a text to suit what you want to say Listening Listening to details of a school day and picking out times.

Listening and matching pictures with everyday activities. ex2 ex6

Speaking Asking and answering questions about your school day. ex3 Reading Answering questions in English about school day sentences.

Reading an email and matching times with activities. Answering questions in English on the email.

ex1 ex4 ex5

Writing Writing a report of a school day for a partner school. ex7 Key language Wann stehst du auf?

Wann fährst du in die Schule? Wann beginnt / endet die Schule? Um [sechs Uhr] stehe ich auf. Um [sieben Uhr] fahre ich [mit dem Bus] in die Schule. Gegen [acht Uhr] gehe ich in die Schule. Um [acht Uhr] beginnt die Schule. Um [zwei Uhr] endet die Schule. Um [halb zwei] gehe ich nach Hause. Am Nachmittag mache ich AGs / meine Hausaufgaben. Um [zwei Uhr] esse ich zu Mittag. Um [halb sieben] esse ich zu Abend. Um [zehn Uhr] gehe ich ins Bett.

Lesson starter Refining memory skills using a typical school day as stimulus. Plenary Reviewing phrases beginning with a time reference with verb as second idea. ICT opportunities ex7: Ensure that the texts are read by an authentic audience, either by

uploading the work onto the school website or adding a German entry for your school on Wikipedia.

Reinforcement ex6: Encourage students to look at the pictures before they listen and predict the key words that they need to listen for. Übungsheft Foundation p25

Extension Starter: Show the diary for a final 20 seconds and ask students to work in pairs to recount what happened that morning, giving one full example: Ich stehe um halb sieben auf.




3 Schulregeln – nein danke! pages 48–49

Objectives Discussing school rules Modal verbs

AQA contexts and purposes Work and education: School / College and Future plans: What school / college is like; Pressures and problems

Grammar Modal verbs (man muss / darf) Exam strategies Opinions (adjectives)

Adapting sentences Listening Listening and matching pictures with school rules.

Identifying correct pictures and positive or negative opinions.

ex1 ex2

Speaking Discussing opinions of rules in a group. ex4 Reading Reading school rules from 100 years ago and choosing

correct options from sentences. ex5

Writing Writing a list of your top five school rules. Writing about school rules for your ideal school.

ex3 ex6

Key language Man muss ... eine Uniform tragen. pünktlich zur Schule kommen. die Hausaufgaben machen. höflich und hilfsbereit sein. Man darf ... keinen Kaugummi kauen. kein Fastfood essen. niemanden mobben. nicht rauchen. Ich finde das / Das finde ich [blöd]. schwierig, schade, unfair, mies, praktisch, wichtig, gut, OK

Lesson starter Practising understanding of opinions. Plenary Reviewing some high frequency structures and spot similarities in German

word structure. ICT opportunities ex3: Produce the rules on a publishing package, choose the best ones and put

them on display in languages classrooms (and around the school, if appropriate).

Reinforcement ex2: Students could identify the picture on a first listening and then listen a second time for the opinion. The tone of voice will also help with understanding. Übungsheft Foundation p26

Extension ex1: Point out the pictures with the cross through them, and draw students’ attention to the negative forms in the corresponding sentences, kein, keinen, niemanden and nicht.




4 Meine Schule pages 50–51

Objectives Talking about your school Using adjectives to describe things


Grammar Using adjectives Exam strategies Describing things – keeping a list of adjectives Listening Listening and selecting the correct pictures.

Choosing from multi-choice options abut school conversations.

ex2 ex6

Speaking Playing a room guessing game. Discussing a photo of a school with a partner.

ex4 ex7

Reading Matching sentences with pictures. Reading an email and answering questions in English.

ex1 ex5

Writing Writing sentences about your school. ex3 Key language der Schulhof, die Kantine, die Bibliothek, die Aula, die Turnhalle, die

Schule, das Klassenzimmer, das Labor [Die Aula] ist (besonders / sehr / ziemlich / total) [alt]. furchtbar, toll, schrecklich, teuer, dreckig, modern, altmodisch, groß, klein, ausgezeichnet Was für eine Schule besuchst du? Ich besuche eine Gesamtschule / Hauptschule / Realschule / ein Gymnasium. Ich bin in der Klasse [9b]. Es gibt [29] Schüler in der Klasse / Schule. Meiner Meinung nach ist meine Schule [super].

Lesson starter Introducing simple structures used in the unit with cognates and near-cognates.

Plenary Using the language of talking about school in a creative way. ICT opportunities ex7: Record the descriptions as MP3 files. Students swap their work on

mobile devices or via email to peer assess the work, using the WWW (What Went Well) and EBI (Even Better If.) method of assessment.

Reinforcement ex1: Do vocabulary work with students either before they do the activity or when checking the answers. ex5: Encourage students to identify the key word in each question that will help them find the answer in the text. Übungsheft Foundation p27

Extension ex5: To reinforce learning from the previous unit, ask students to find examples of modal verbs in the email.

Resources CD1 tracks 24–25; Übungsheft Foundation p27 Homework Notes



5 Die besten Tage deines Lebens? pages 52–53

Objectives Talking about pressures at school Using adverbs of time

AQA contexts and purposes Work and education: School / College and Future plans: What school / college is like; Pressures and problems

Grammar n/a Exam strategies Using adverbs of time Listening Listening to a radio programme and picking out the

problems. ex2

Speaking Asking and answering questions about pressures at school. ex3 Reading Matching pictures to specific problems at school.

Identifying adjectives in an article about problems at school. Matching extracts with English headlines.

ex1 ex4 ex5

Writing Writing a letter about a problem at school. ex6 Key language Ich habe [nie / selten] Angst vor Mobbing.

Ich habe [manchmal] Angst vor den Prüfungen. Ich habe [immer / oft] Probleme mit Deutsch / Mathe. Ich finde die Hausaufgaben stressig. Ich bekomme schlechte Noten. Ich habe keine Freunde.

Lesson starter Beginning to consider the German for types of things that cause young people problems at school.

Plenary Reviewing progress in talking about problems at school. ICT opportunities Reinforcement ex2: Using ActiveTeach, give students sight of the audioscripts to support

them in this exercise. Übungsheft Foundation pp28–29

Extension ex6: Encourage students to adapt useful phrases from the extracts in exercise 4.




6 Meine Lieblingsklasse pages 54–55

Objectives Talking about your school days Using more than one tense


Grammar Time phrases in the past, present and future The future using the present tense

Exam strategies Recognising different tenses from the verb and time phrase Using more than one tense

Listening Identifying present, past and future tenses from conversations.

ex4

Speaking Talking about future plans. ex5 Reading Reading a magazine article and matching extracts with

pictures. Picking out sentences in specific tenses and with conjunctions. Answering questions in English on article.

ex1 ex2 ex3

Writing Writing about your school experiences. ex6 Key language Heute bin ich in der 10. Klasse.

Jetzt bin ich auf der Uni. Morgen fahre ich auf eine Klassenfahrt. Nächste Woche gehe ich zur Galerie. Nächsten Montag spiele ich in der Schulmannschaft mit. Letztes Jahr habe ich gemalt. Gestern habe ich gespielt. Im Kindergarten bin ich auf Partys gegangen. In der Oberstufe bin ich auf eine Klassenfahrt gefahren. Meine Lieblingsklasse war die [4.] Klasse, weil alles lustig und locker war.

Lesson starter Developing thinking skills further. Plenary Practising understanding of different tenses aurally. ICT opportunities Reinforcement Plenary: Reduce this to the present and the future only, asking students to

listen carefully for the time references. Übungsheft Foundation p30; Extra A p180

Extension ex3: Follow up by doing vocabulary work on useful verbs for this topic, such as ich habe gebastelt, gemalt, gewonnen and nouns, such as die 1. Klasse, die Oberstufe, eine Klassenfahrt. Übungsheft Foundation p31; Extra B p181





Objective Preparing for a conversation on the school day AQA contexts and purposes Work and education: School / College and Future plans: What

school / college is like Grammar Inversion

Subordinating clauses Modal verbs

Exam strategies Expressing opinions Using a variety of structures Using a range of tenses

Listening Listening to a model conversation and picking out grammatical structures, opinions and linking words.

p56

Speaking Preparing for a conversation on the school day. Over to you! p57





Objective Preparing a longer piece of writing about school AQA contexts and purposes Work and education: School / College and Future plans: What

school / college is like Grammar Past tense Exam strategies Making a plan

Adding adjectives Reading Reading a text about school and picking out adjectives

and modal verbs. p58

Writing Preparing for an extended writing task on school. p59 Extension Grade Studio p59 Homework Notes


Echo: AQA GCSE German Foundation Chapter 4 Kind, Freund, Bürger

1 Meine Familie pages.62–63

Objectives Talking about your family Using possessive adjectives

AQA contexts and purposes Lifestyle: Relationships and choices: Relationships with family and friends Grammar Possessive adjectives

Irregular verbs: haben and sein Exam strategies n/a Listening Listening and choosing the correct family member. ex3 Speaking n/a Reading Understanding descriptions of family members.

Matching German and English family members. Picking out details about families from two emails.

ex1 ex2 ex5

Writing Writing sentences to describe family members. Writing a text about a family member in a photo.

ex4 ex6

Key language Das ist mein [Vater]. Bruder, Onkel, Großvater, Cousin, Mann, Sohn, Enkelsohn Das ist meine [Mutter]. Schwester, Tante, Großmutter, Cousine, Frau, Tochter, Halbschwester, Enkeltochter Ich habe eine [Schwester]. Ich habe einen [Bruder]. Er / Mein Bruder heißt [Christian]. Er ist [17] Jahre alt. Ich habe zwei Brüder / Schwestern. Sie heißen [Alex und Anna]. Sie sind [8 und 10] Jahre alt. Meine Schwester heißt [Valerie]. Ich bin ein Einzelkind.

Lesson starter Reviewing simple questions and answers about personal information. Plenary Reviewing progress made in understanding possessive adjectives. ICT opportunities Reinforcement ex5: Do vocabulary work, as necessary, and encourage students to work out

the meaning of words from the context where possible and cognates (jüngere, Einzelkind, Geschwister). Übungsheft Foundation p34

Extension ex6: Challenge students to give additional information using ideas from exercise 5 as well as their own ideas.

Resources CD2 track 2; Übungsheft Foundation p34; Grammatik p195, p198 Homework Notes



2 Sie gehen mir auf die Nerven pages.64–65

Objectives Discussing how well you get on with family and friends Using intensifiers

AQA contexts and purposes Lifestyle: Relationships and choices: Relationships with family and friends Grammar Personal pronouns Exam strategies Using intensifiers and negatives Listening Listening to check answers.

Identifying whether feelings are positive, negative or both. ex2 ex3

Speaking Working with a partner to decide whom sentences apply to. Giving a presentation about a famous family.

ex1 ex5

Reading Reading texts and answering English questions. Reading blog entries and picking out key sentences.

ex4 ex6

Writing Writing a blog entry about your family and friends. ex7 Key language Er / Sie ist (total) [frech].

nie, sehr, echt, wirklich, nicht gemein, nett, egoistisch, lustig, gut gelaunt, schlecht gelaunt, freundlich, unfreundlich, faul, geduldig Zu Hause gibt es meinen Vater / Bruder. Zu Hause gibt es meine Mutter / Schwester. Ich komme sehr gut mit ihm / ihr aus. Er / Sie geht mir auf die Nerven. Wir streiten über [Geld]. Mode, Freunde, Hausaufgaben.

Lesson starter Reviewing simple vocabulary for personality traits. Plenary Reviewing progress in manipulating simple sentences used in this unit. ICT opportunities ex5: Record the presentations on an MP3 player or mobile phone and play

them back through the interactive whiteboard for students who may be less willing to speak in German in front of the whole class.

Reinforcement ex3: In preparation for this activity, you might like to ask students to sort the adjectives according to whether they are positive and negative by writing them in two columns headed P and N. Übungsheft Foundation p35

Extension ex 7: In preparation for this activity, make a list on the board of things that students might want to say they argue about.




3 Brad oder Angelina? Was macht dich an? pages.66–67

Objectives Discussing what attracts you to someone Using separable verbs

AQA contexts and purposes Lifestyle: Relationships and choices: Relationships with family and friends Grammar Separable verbs Exam strategies Asking and answering questions Listening Listening and answering questions in English. ex5 Speaking Asking a partner about what he / she finds attractive.

Asking and answering questions for speed dating. Recording a video clip for a dating site.

ex3 ex6 ex7

Reading Matching sentences with pictures. Reading texts from a dating site and answering questions.

ex1 ex4

Writing Writing sentences about what attracts you to somebody. Writing your profile for an inter-school dating site.

ex2 ex7

Key language [Ein sympathisches Lachen] macht mich [total / ziemlich / gar nicht] an. langes Haar, viel Humor, ein guter Körper, ein schönes Aussehen, gutes Aftershave, Komplimente machen, Schokolade und Blumen kaufen Ich bin [klein / groß / schlank]. Mein idealer Partner ist [kräftig / muskulös]. Ich habe [lange / kurze / blonde / schwarze] Haare. Meine ideale Partnerin hat [grüne / braune / blaue] Augen.

Lesson starter Reviewing simple vocabulary used to describe people. Plenary Using the new area of vocabulary in a creative way. ICT opportunities ex7: Students video the activity as an MP4 file. Reinforcement ex4: Review physical descriptions and teach any new vocabulary (kräftig,

muskulös, stark, schlank, ein sympathisches Lachen) before starting the activity. Übungsheft Foundation pp36–37

Extension Starter: Extend this activity by asking students to prepare three descriptions and play a whole class game of ‘Guess who’.




4 Was sollte ich tun? pages.68–69

Objectives Talking about problems Saying what you should do

AQA contexts and purposes Lifestyle: Relationships and choices: Relationships with family and friends Grammar Imperfect of sollen to mean ‘should’

ihm and ihr Exam strategies Adapting structures Listening Listening to problems and advice and making notes in

English. ex3

Speaking Stating a problem and giving advice. ex4 Reading Reading texts and matching with problems.

Matching German and English advice. ex1 ex2

Writing Writing sentences to describe problems. Writing an information sheet about a problem and giving advice.

ex5 ex6

Key language Ich habe ... ein großes Problem. viele große Pickel. zu viele Hausaufgaben. zwei Freundinnen / keine Freunde in der Schule. Freunde, die harte Drogen nehmen. Freunde, die viel Bier trinken und die Haschisch rauchen. keine Freunde mehr. einen Freund und er küsst andere Mädchen. Ich bin immer schlechter Laune. Was sollte ich tun? Du solltest ... dir darüber keine Sorgen machen. mit dem Lehrer darüber sprechen. dich entspannen und glücklicher werden. deinen Freunden eine SMS schreiben. machen, was du willst. ihm vergeben. mit ihnen reden. mit ihm Schluss machen.

Lesson starter Using prior knowledge to build grammatically sound sentences. Plenary Reviewing structures and language covered in the unit. ICT opportunities Reinforcement ex3: Students could note their answers in table format and use the letters of

the pictures from exercise 1 and the English sentences from exercise 2 rather than making notes. Übungsheft Foundation p38

Extension ex2: Ask students to suggest what advice they would give to the problems in exercise 1.

Resources CD2 track 6; Übungsheft Foundation p38; Grammatik p204 Homework



5 Gemeinde-Projekt-Woche pages 70–71

Objectives Describing community week at school Talking about what you’ve done in the past

AQA contexts and purposes Lifestyle: Relationships and choices: Social issues and equality Grammar Starting sentences with a time phrase

Using the perfect tense Exam strategies Asking and answering questions Listening Listening and identifying the community activities

mentioned. ex2

Speaking Saying sentences about past activities. Discussing a picture in a group.

ex3 ex5

Reading Matching texts about community activities with pictures. Reading a text and putting pictures in the correct order.

ex1 ex4

Writing n/a Key language Ich habe mit gehbehinderten Kindern gespielt.

Ich habe Zeit mit der Oma verbracht. Ich habe eine Straßenzeitung gekauft. Ich habe Geld für Umweltschutz gegeben. Ich habe am Telefon für die Samariter gearbeitet. Ich habe für Freunde Babysitting gemacht. Am [Montag] habe ich Zeit mit Oma verbracht.

Lesson starter Refining memory skills using the perfect tense as a stimulus. Plenary Developing cultural understanding about community work in Germany. ICT opportunities Reinforcement ex4: A simple vocabulary match may support students before they begin

accessing this task. Übungsheft Foundation p39

Extension ex1: You may also like to do some work on compound nouns at this point, using Straßenzeitung and Umweltschutz as a way into this.

Resources CD2 track 7; Übungsheft Foundation p39; Grammatik pp196–197, p202 Homework Notes



6 Braut, Mutter, Hausfrau – altmodisch oder unfair? pages.72–73

Objectives Talking about different families and future plans Using ich will

AQA contexts and purposes Lifestyle: Relationships and choices: Relationships with family and friends; Future plans regarding marriage / partnership

Grammar wollen (to want to) weil

Exam strategies Using your memory Listening Noting if views on marriage are positive, negative or both. ex3 Speaking Playing a memory game about family information. ex4 Reading Matching texts to correct English summaries.

Finding key phrases in texts to match English translations. ex1 ex2

Writing Writing a text about your family and your views on marriage. ex5 Key language Ich will (nicht) heiraten, weil ...

die Ehe gut für Kinder ist. Liebe wichtiger als ein Blatt Papier ist. viele Paare sich trennen. „auf immer und ewig“ unrealistisch ist. eine Hochzeit so schön ist. ich die Welt sehen will.

Lesson starter Reviewing prior knowledge of family members vocabulary. Plenary Reviewing progress in understanding of word order. ICT opportunities Reinforcement Starter: Provide groups with the outline of a family tree, so that students

only need to fill it in according to the information in the text. Übungsheft Foundation p40; Extra A p182

Extension ex2: Ask students to work out how you would say ‘adopted father’, ‘stepmother’ and ‘half-sister’ in German (Adoptivvater, Stiefmutter, Halbschwester). Übungsheft Foundation p41; Extra B p183

Resources CD2 tracks 8–9; Übungsheft Foundation pp40–43; Grammatik p204, p206

Homework Notes




Objective Preparing for a conversation about your family and friends AQA contexts and purposes Lifestyle: Relationships and choices: Relationships with family and

friends Grammar nicht

Inversion Exam strategies Making sentences more interesting

Expressing opinions Using different tenses

Listening Listening to a model conversation and carrying out activities on picking out opinions, tenses and fillers.

p74

Speaking Preparing for a conversation about your family and friends.

Over to you! p75





Objective Preparing a longer piece of writing about relationship problems AQA contexts and purposes Lifestyle: Relationships and choices: Relationships with family and

friends Grammar weil Exam strategies Learning set phrases

Expressing opinions Giving reasons

Reading Reading about a family problem and finding key expressions, opinions and weil clauses in the text.

p76

Writing Preparing for an extended writing task about relationship problems.

p77





Objectives Practising exam-style listening and reading tasks Listening and reading for specific detail, including numbers Coping with unfamiliar language

AQA contexts and purposes Lifestyle: Relationships and choices: Relationships with family and friends Work and education: School / College and Future plans: What school / college is like Leisure: Free time and the media: Free time activities

Grammar n/a Exam strategies Using information in the questions

Listening for detail Reading everything carefully

Listening Picking out times and numbers from tourist information. Noting details in English from an interview.

p78

Reading Noting correct percentages to match pictures. Identifying four correct sentences about an email.

p79



Echo: AQA GCSE German Foundation Chapter 5 Gesundheit

1 Rückblick: Du bist was du isst pages 82–83

Objectives Talking about your eating and drinking habits Giving advice to a friend

AQA contexts and purposes Lifestyle: Health: Healthy and unhealthy lifestyles and their consequences Grammar Informal commands Exam strategies Extending your answers Listening Listening to people’s eating habits and choosing correct

multi-choice options. ex3

Speaking Asking and answering questions about your eating habits. ex5 Reading Identifying food vocabulary from a healthy eating leaflet.

Finding specific food and drink vocabulary items in the leaflet.

ex1 ex2

Writing Writing about what you eat and drink on a typical day. ex4 Key language Zum Frühstück trinke ich [Milch / Wasser / Früchtetee / süße Getränke].

Zum Mittagessen esse ich [Joghurt]. Zum Abendessen esse ich [ein Schinkenbrot]. ein Käsebrot, Nudeln, Äpfel, Bananen, Orangen, Erdbeeren, Haferflocken, Salat, Tomaten, Erbsen, Kekse, Kuchen, Schokolade, nichts Das schmeckt mir gut. Das finde ich gesund / ungesund / köstlich / lecker.

Lesson starter Categorising fruit and vegetables according to defined semantic parameters. Plenary Reviewing progress in talking about eating and drinking habits. ICT opportunities ex5: Ask students to write an email to their German friend or to put this on

the class blog describing what they eat in a typical day and asking their friends what they eat.

Reinforcement ex5: Practise a range of sentences beginning Zum Frühstück / Mittagessen / Abendessen with students before they start the activity. Übungsheft Foundation p44

Extension ex1: Ask students to identify the German words for breakfast, lunch and dinner in preparation for further activities.




2 Stubenhocker oder Sportskanone? pages 84–85

Objectives Discussing healthy and unhealthy lifestyles Adverbial time phrases

AQA contexts and purposes Lifestyle: Health: Healthy and unhealthy lifestyles and their consequences Grammar Using adverbial time phrases Exam strategies Including a past tense sentence Listening Matching healthy lifestyle pictures with key phrases. ex1 Speaking Asking and answering questions about healthy and unhealthy

lifestyles. ex5

Reading Identifying adverbial time phrases in an advert. Categorising sentences about healthy and unhealthy lifestyles.

ex3 ex4

Writing Completing gapped sentences about healthy activities. Writing about how healthy or unhealthy your lifestyle is.

ex2 ex6

Key language Ich mache Aerobic. Ich trainiere / gehe joggen. Ich spiele Handball / Tennis / Fußball. Ich fahre mit dem Rad / Auto in die Schule. Ich esse Obst und Gemüse. Ich trinke Milch. Mein Lieblingsessen ist [Wurst]. Mein Lieblingsgetränk ist [Tee]. Ich trinke [nie] Alkohol / Bier. jeden Tag, oft, dreimal in der Woche, manchmal, ab und zu, selten

Lesson starter Reviewing the German sound-spelling link in the context of keeping healthy.

Plenary Reviewing simple sentences about a healthy lifestyle. ICT opportunities ex5: It might be fun for students to record answers to the two questions (Bist

du sportlich? and Isst du gesund?) in a structured way (e.g. using a table format) and then compile the results using a spreadsheet and associated graph functions to find out how sporty the class is as a whole.

Reinforcement Starter: Some students would find it easier to fill in missing letters rather than be faced with a choice. Übungsheft Foundation p45

Extension ex2: Ask students to adapt the sentences to describe what they do, e.g. Ich mache oft Karate. Ich fahre immer mit dem Bus zur Schule. Mein Lieblingsgetränk ist Orangensaft.




3 In der Sportklinik pages 86–87

Objectives Talking about sports injuries seit + present tense

AQA contexts and purposes Lifestyle: Health: Healthy and unhealthy lifestyles and their consequences Grammar seit + present tense Exam strategies n/a Listening Listening to check answers.

Listening to patients and identifying problems. Listening again and answering questions in English.

ex2 ex3 ex4

Speaking n/a Reading Matching injuries to key phrases.

Completing gaps in emails about student absences. ex1 ex5

Writing Writing about the illness or injury of an exchange partner. ex6 Key language Ich habe [Bauchschmerzen].

Kopfschmerzen, Rückenschmerzen, Zahnschmerzen, Ohrenschmerzen, Halsschmerzen Der Arm / Finger / Fuß tut weh. Die Hand / Schulter tut weh. Das Bein / Knie tut weh. [Elias] geht’s schlecht / ist krank. Seit gestern / Montag hat [Elias] Kopfschmerzen. Seit gestern Morgen tut [mein / der Fuß] weh. [Der Fuß] ist geschwollen / verletzt. Morgen bleibt [Elias] zu Hause / im Bett. Morgen geht [Elias] zum Arzt. Morgen kommt [Elias] zur Schule.

Lesson starter Revising vocabulary for parts of the body. Plenary Reviewing illnesses and parts of the body. ICT opportunities Reinforcement ex4: Look at the questions first with students and ask them to say what

language they need to listen for in order to answer these questions. Übungsheft Foundation p46

Extension ex5: Do further practice of seit + present tense. Resources CD2 tracks 12–14; Übungsheft Foundation p46; Grammatik p198 Homework Notes



4 So jung und schon gestresst? pages 88–89

Objectives Discussing teenage stress Using qualifiers

AQA contexts and purposes Lifestyle: Health: Healthy and unhealthy lifestyles and their consequences Grammar Modals revision Exam strategies Using qualifiers to express feelings more precisely Listening Listening to a radio show and ordering pictures correctly. ex2 Speaking Describing a problem and giving advice in a group. ex7 Reading Matching causes of potential stress with pictures.

Reading problem letters and picking out meaning of adjectives. Answering questions in English about the problem letters.

ex1 ex4 ex5

Writing Noting which causes of stress are relevant to you. Writing a problem page letter.

ex3 ex6

Key language Man muss ... beliebt / fit sein. gesund essen. attraktiv aussehen. reich werden. eine Freundin / einen Freund haben. die Prüfungen bestehen. gut schlafen. Zu Hause fühle ich mich [total gestresst]. In der Schule bin ich [besonders deprimiert]. kaputt, aggressiv, erschöpft, müde, schlecht gelaunt sehr, ziemlich, nicht, gar nicht

Lesson starter Reviewing some high frequency structures and spotting similarities in German word structure.

Plenary Considering sentence structure and looking at which elements are needed within a sentence and which are expendable.

ICT opportunities Reinforcement ex6: Go through the key phrases given to check students know how to use

them and demonstrate / elicit some practice sentences for each of the bullet points before they start. Übungsheft Foundation p47

Extension ex7: For homework, students could swap their letters from exercise 6 with someone else and write advice.




5 Jugendsucht pages 90–91

Objectives Discussing teenage smoking and drinking issues Word order after weil

AQA contexts and purposes Lifestyle: Health: Healthy and unhealthy lifestyles and their consequences Grammar Word order after weil Exam strategies Including perfect tense sentences in work Listening Listening to conversations and choosing a heading for each.

Selecting correct multi-choice options about an interview. ex3 ex6

Speaking Asking and answering questions about smoking. ex4 Reading Identifying key words from comments about smoking.

Deciding whether statements are positive or negative. Reading about alcohol issues and identifying correct writer.

ex1 ex2 ex5

Writing Describing an imaginary alcohol problem for an internet forum.

ex7

Key language Ich rauche nicht, weil das tödlich / ungesund / schrecklich ist. Ich rauche nie auf Partys, weil das so stinkt. Ich rauche seit zwei Jahren. Ich rauche jeden Tag. Ich rauche (viel), weil das cool / entspannend ist. Ich rauche, weil das bei der Diät hilft. Ich rauche, weil ich süchtig bin. Seit vier Jahren trinke ich (viel) Alkohol. Jetzt trinke ich eins bis zwei Bier. Am Wochenende trinke ich eine Flasche Wodka. Mit [11] Jahren habe ich mein erstes Bier getrunken. Jedes Wochenende bin ich betrunken. Ich habe ein Alkoholproblem. Ich bin Alkoholiker / Alkoholikerin.

Lesson starter Using prior knowledge of word order to unscramble sentences with unknown elements.

Plenary Reviewing progress in speaking about teenage smoking and drinking issues. ICT opportunities ex7: Extend this activity by asking students to put their testimony into a

leaflet with wider advice on drinking taken from the unit and produced on a publishing package.

Reinforcement ex4: Provide a model conversation and practise a few example questions and answers before students begin. Übungsheft Foundation pp48–49

Extension ex2: Ask students to identify the two perfect tense phrases in the article and the example of seit + present tense.

Resources CD2 tracks 16–17; Übungsheft Foundation pp48–49; Grammatik p206 Homework Notes



6 Drogen und Jugendliche pages 92–93

Objectives Discussing the drugs issue among teenagers Coping with longer reading texts

AQA contexts and purposes Lifestyle: Health: Healthy and unhealthy lifestyles and their consequences Grammar Using a variety of tenses Exam strategies Breaking words down

Using cognates and context Reading for gist (using paragraph titles)

Listening Matching pictures to radio reports. Saying whether English sentences are true or false.

ex3 ex4

Speaking Discussing in a group problems relating to alcohol, smoking and drugs.

ex5

Reading Choosing correct headings for paragraphs in a drugs leaflet. Identifying information in the text.

ex1 ex2

Writing Making an information poster about smoking, alcohol or drugs.

ex6

Key language Ich finde Drogen / Rauchen / Alkohol [normal]. cool, entspannend, gefährlich schrecklich Ich bin [nicht / total] gegen Alkohol / Drogen / Zigaretten. Man sollte Drogen nie nehmen. Das Risiko finde ich zu groß. Meiner Meinung nach ist Drogenkonsum das größte Problem für Jugendliche.

Lesson starter Practising varying the ways of expressing opinions. Plenary Using the new area of vocabulary in a creative way. ICT opportunities ex6: Students could illustrate their work with downloaded pictures. Reinforcement ex2: Students should do the vocabulary work in the skills box before

beginning this activity. Übungsheft Foundation p50; Extra A p184

Extension Übungsheft Foundation p51; Extra B p185 Resources CD2 tracks 18–19; Übungsheft Foundation pp50–53 Homework Notes




Objective Preparing for an interview about lifestyle AQA contexts and purposes Lifestyle: Health: Healthy and unhealthy lifestyles and their

consequences Grammar Question words

weil Past tense

Exam strategies Using cognates Opinion phrases

Listening Listening to a model conversation and picking out specific information, questions, time phrases and tenses.

p94

Reading Preparing for an interview about lifestyle. Over to you! p95





Objective Preparing a longer piece of writing about a healthy lifestyle AQA contexts and purposes Lifestyle: Health: Healthy and unhealthy lifestyles and their

consequences Grammar Past tense Exam strategies Adding expressions of time and frequency

Extending sentences Reading Reading a text about a healthy lifestyle and picking out

mistakes, time and frequency expressions and past tense sentences.

p96

Writing Preparing for an extended writing task on healthy lifestyle.

p97



Echo: AQA GCSE German Foundation Chapter 6 Die Arbeitswelt

1 Rückblick: Der Jobmarkt pages 100–101

Objectives Saying what jobs people do Discussing advantages of different jobs

AQA contexts and purposes Work and education: Current and future jobs: Advantages and disadvantages of different jobs

Grammar Sie and du Exam strategies Male and female forms of job words

Using a dictionary Listening Matching pictures and sentences to interviews about jobs. ex2 Speaking Asking and answering questions about jobs. ex3 Reading Matching words for jobs to pictures.

Reading an article and answering questions in English. ex1 ex4

Writing Writing about jobs for a school brochure. ex5 Key language Ich bin / Er ist / Sie ist [Arzt / Ärztin].

Lehrer(in), Mechaniker(in), Sekretär(in), Zahnarzt / Zahnärztin, Tierarzt / Tierärztin, Briefträger(in), Elektriker(in), Ingenieur(in), Feuerwehrmann / Feuerwehrfrau, Krankenpfleger / Krankenschwester Was bist du von Beruf? Warum magst du den Beruf? Ich arbeite gern mit Tieren / Kindern. Ich bin gern im Freien. Ich mag etwas Praktisches machen. Er ist gut bezahlt. Man hat Kontakt zu Menschen.

Lesson starter Developing understanding of new words. Plenary Reviewing male and female forms and the use of du and Sie. ICT opportunities Reinforcement Plenary: Separate this activity into two sections – one for male and female

forms and the other for the use of du and Sie. Übungsheft Foundation p54

Extension ex3: Students write sentences to describe what jobs four members of their family do. Refer students to the skills box.




2 Babysitten macht Spaß pages 102–103

Objectives Talking about part-time jobs Developing conversations


Grammar Question words Exam strategies Developing conversations

Using more complex structures Listening Matching people talking about part-time jobs to pictures.

Listening and noting opinions of jobs. Listening and answering questions in English about jobs.

ex1 ex3 ex7

Speaking Asking and answering questions about part-time jobs. Doing interviews with classmates about part-time jobs.

ex4 ex8

Reading Matching German and English adjectives. Reading about part-time jobs and ordering questions correctly. Answering questions in English about people’s part-time jobs.

ex2 ex5 ex6

Writing Preparing a presentation about part-time jobs. ex9 Key language Ich habe keinen Job.

Ich habe einen Teilzeitjob. Was für einen Teilzeitjob hast du? Ich arbeite als [Gärtner(in)]. Kassierer(in), Kellner(in), Verkäufer(in), Stadtführer(in), Babysitter Wann arbeitest du? Ich arbeite [am Wochenende]. morgens, dreimal in der Woche, nach der Schule, abends Wie viel verdienst du? Ich verdiene [€8] pro Stunde. Ich verdiene [€56] pro Woche. Wie ist die Arbeit? Ich finde die Arbeit [langweilig]. schwer, gut bezahlt, schlecht bezahlt, anstrengend, interessant

Lesson starter Brainstorming endings to key structures used in this unit. Plenary Reviewing progress in understanding key details about part-time jobs. ICT opportunities ex9: Students use their ICT skills to select the most suitable type of chart to

show the data collected. Reinforcement ex7: Offer students three possible answers per question and students identify

the correct one when listening to the recording. Übungsheft Foundation p55

Extension ex9: More able students could add a summary with phrases such as (Vier) Personen arbeiten als (Babysitter) / verdienen £6 pro Stunde.




3 Mein Arbeitspraktikum pages 104–105

Objectives Giving details and opinions about work experience Using the perfect tense


Grammar Perfect tense revision Exam strategies Giving opinions in the past Listening Listening and checking answers.

Listening for length of time words. Listening to identify who is speaking.

ex2 ex3 ex7

Speaking Asking and answering questions about work experience. Recording an interview about work experience.

ex5 ex8

Reading Matching sentences about places of work to related tasks. Matching answers to questions. Reading about work experience and ordering pictures correctly.

ex1 ex4 ex6

Writing n/a Key language Wo hast du dein Arbeitspraktikum gemacht?

Ich habe in einer Schule gearbeitet. Ich habe in einem Geschäft / Büro / Krankenhaus gearbeitet. Ich habe in einem Hotel / Sportzentrum gearbeitet. Was hast du gemacht? Ich habe mit Kindern gespielt / gearbeitet. Ich habe Betten gemacht. Ich habe Tennis und Federball gespielt. Ich habe E-Mails geschrieben. Ich habe kranken Leuten geholfen. Ich habe an der Kasse gearbeitet. Wie lange hast du da gearbeitet? Ich habe eine Woche / zwei Wochen / zehn Tage da gearbeitet. Wie war das Praktikum? Das Praktikum war [schwer]. anstrengend, interessant, langweilig, toll, gut

Lesson starter Reviewing the structure of the perfect tense. Plenary Reviewing progress in the skill of asking questions. ICT opportunities ex8: Students word process an article on their work experience for a school

magazine, adapting the text from exercise 6 and using their work from exercise 8 to help them. They could also attach captioned photos and quotations from their work experience.

Reinforcement ex5: Demonstrate how to adapt the answers from exercise 4 before students start. They can also use the key language box on page 105 for additional support. Übungsheft Foundation pp56–57

Extension Starter: Ask students to remember how the perfect tense is structured, eliciting word order and some understanding about the existence of irregular verbs and some verbs which take sein.

Resources CD2 tracks 24–26; Übungsheft Foundation pp56–57; Grammatik pp196–197

Homework Notes



4 Was soll ich werden? pages 106–107

Objectives Talking about future job possibilities Using the future tense


Grammar The future tense with werden wollen + infinitive at end of sentence

Exam strategies Using a range of tenses Giving opinions

Listening Listening about people’s hopes and making notes in English. Listening to future plans and answering questions in English.

ex2 ex6

Speaking Interviewing classmates about future plans. ex3 Reading Matching future plans with correct people.

Answering questions in English about people’s job hopes. ex1 ex5

Writing Writing results from exercise 3 interviews. Writing about your career choices for a school magazine.

ex4 ex7

Key language Was wirst du nach der Schule machen? Ich werde auf die Oberstufe / Uni gehen. Ich werde die Schule verlassen. Ich werde eine Lehre machen. Ich werde eine Arbeitsstelle finden. Ich werde im Ausland arbeiten. Was für einen Beruf willst du? Ich will [Lehrer] werden. Ich will meine Fremdsprachen üben. Ich will im Freien / in einem Team sein. Ich will viel Geld verdienen. Ich will mit anderen Leuten arbeiten. Ich will mit Tieren / Kindern arbeiten.

Lesson starter Reviewing the future tense in a creative context. Plenary Practising using modal verbs orally / aurally. ICT opportunities Reinforcement Übungsheft Foundation p58 Extension ex6: Ask students to identify in which country and in what type of workplace

Zahid wants to work. Resources CD2 tracks 27–28; Übungsheft Foundation p58; Grammatik pp196–197,

p204 Homework Notes



5 Sommer in Spanien, Winter in Österreich pages 108–109

Objectives Preparing an application for a holiday job Applying personality adjectives to a new context

AQA contexts and purposes Work and education: Current and future jobs: Looking for and getting a job

Grammar Using Sie Exam strategies Writing a CV

Writing a formal letter Including language from past lessons

Listening Listening to a job interview and noting topics discussed. Making notes of other details in English.

ex5 ex6

Speaking n/a Reading Categorising personality traits.

Reading job adverts and matching with requirements. Choosing the correct English headings for CV sections. Reading a job application and picking out specific details.

ex1 ex2 ex3 ex4

Writing Writing a CV and a job application. ex7 Key language Ich habe Erfahrungen als [Kellner].

Ich habe einen Teilzeitjob als [Verkäufer]. Als [Kellner] war ich immer [höflich] und [freundlich]. Als Person bin ich [sehr fleißig] und [ziemlich intelligent]. faul, frech, gemein, egoistisch, lustig, gut gelaunt, schlecht gelaunt, geduldig

Lesson starter Reviewing personal descriptions. Plenary Developing the skill of appraising written work. ICT opportunities ex7: Students use a word processing package to prepare this exercise.

Remind them how to access umlauts in advance. Reinforcement ex2: Do some work on vocabulary in the job adverts as necessary, but stress

that students need only understand the key words. Übungsheft Foundation p59

Extension ex1: Students work with a dictionary to add one characteristic to each section of the diagram.




6 Mika: Das Leben eines Popstars pages 110–111

Objectives Describing different work routines Developing reading skills


Grammar Present tense – changes in du / er / sie / es Exam strategies Developing reading skills Listening Listening and checking answers. ex4 Speaking Giving a presentation about a day as a celebrity. ex6 Reading Reading an article and identifying specific topics.

Picking out four correct sentences from a list. Saying which statements apply to which job holder.

ex1 ex2 ex3

Writing Writing a magazine interview with a celebrity about work. ex5 Key language Es gibt lange / kurze / interessante Diskussionen über [Musik].

Konzerte, Jungen, Mädchen, das Abendessen, die Einkaufsliste, die Wirtschaft Ich schreibe Lieder / Briefe. Ich übe mit der Band. Ich treffe Bürger. Ich besuche [Präsidenten]. Ich nehme an Aufgaben teil. Ich spreche mit Big Brother. Ich nominiere Kandidaten. Ich faulenze. Der Job ist einfach / stressig / abwechslungsreich.

Lesson starter Introducing new vocabulary in a fun way. Plenary Reviewing progress in manipulating simple sentences used in this unit. ICT opportunities ex6: Students could record their presentation as an MP3 file, using brief

notes if they wish but not reading from a script. Reinforcement ex3: The statements reuse some of the language already encountered in the

article about Mika and also introduce some new language, so it would be a good idea to do some vocabulary work before students do the activity. Übungsheft Foundation p60; Extra A p186

Extension ex5: Ask students to adapt their interview to write an article in the third person. They can use ideas and phrases from Mika’s article in exercise 1 to help them. Refer them also to the grammar box. Übungsheft Foundation p61; Extra B page 187





Objective Preparing for an interview about current and future jobs AQA contexts and purposes Work and education: Current and future jobs: Advantages and

disadvantages of different jobs Grammar Modal verbs

Future tense Exam strategies Expressing opinions Listening Listening to a model conversation and carrying out

activities picking out specific information, future references and adjectives.

p112

Speaking Preparing for an interview about current and future jobs. Over to you! p113





Objective Preparing a longer writing task about your work experience AQA contexts and purposes Work and education: Current and future jobs: Advantages and

disadvantages of different jobs Grammar Man muss …

Using a range of tenses Exam strategies Giving details Reading Reading about work experience and finding adjectives,

modal verb phrases and sentences in different tenses. p114

Writing Preparing for an extended writing task about work experience.

p115





Objectives Practising exam-style listening and reading tasks Listening and reading for specific detail Understanding references to past, present and future events

AQA contexts and purposes Work and education: Current and future jobs: Advantages and disadvantages of different jobs Lifestyle: Relationships and choices: Relationships with family and friends Lifestyle: Health: Healthy and unhealthy lifestyles and their consequences

Grammar n/a Exam strategies Listening for key words

Using the questions to help you Not jumping to conclusions

Listening Listening to someone talking about his family and what they are like, their jobs and their hobbies.

p116

Reading Reading about someone’s job and completing sentences. Reading about someone’s lifestyle and noting the correct phrases.

p117



Echo: AQA GCSE German Foundation Chapter 7 Meine Umgebung

1 Rückblick: Zu Hause pages 120–121

Objectives Talking about your home Using es gibt + accusative case

AQA contexts and purposes Home and environment: Home and local area: Home, where it is and what it is like

Grammar es gibt + accusative Exam strategies Extending spoken answers Listening Noting details from estate agent phone messages. ex2 Speaking Asking and answering questions about your house / flat ex6 Reading Matching pictures to words for rooms.

Matching details about properties with pictures. Matching properties to statements in English.

ex1 ex3 ex4

Writing Writing an advert for a famous person’s house or flat. ex5 Key language Ich wohne in einem Haus / Einfamilienhaus / Mehrfamilienhaus.

Ich wohne in einer Wohnung am Stadtrand / in der Nähe des Stadtzentrums. Ich wohne in der Stadtmitte. Es gibt [ein / zwei] Wohnzimmer / Schlafzimmer / Badezimmer / Arbeitszimmer. Das Haus hat eine Küche / Garage / Toilette / Essecke. Die Wohnung hat einen Mehrzweckraum / Keller / Flur / Balkon / Garten. Im Erdgeschoss gibt es [eine Toilette]. Im ersten Stock gibt es [zwei Schlafzimmer].

Lesson starter Comparing and contrasting items of vocabulary. Plenary Reviewing prior knowledge of houses and places around town. ICT opportunities Reinforcement Starter: Underline one of the words in each row and ask students to say why

this word in particular is the odd-one-out. Übungsheft Foundation p64

Extension ex4: Ask students to do some vocabulary work on the adverts, identifying and writing words under headings: Type of house (Einfamilienhaus), Location (am Stadtrand), Floors (im ersten Stock), Rooms (Arbeitszimmer), Adjectives (modern). Students should look up and note the meanings of their words in English.




2 Mein Zimmer ist meine Welt pages 122–123

Objectives Talking about your room Using prepositions


Grammar Prepositions + dative Exam strategies n/a Listening Noting in English which items have been left and where. ex3 Speaking Interviewing a rock star partner about his / her bedroom. ex6 Reading Identifying key vocabulary in an interview about a room.

Matching items to the correct location in the room. Identifying teenagers from statements in English about their rooms.

ex1 ex2 ex4

Writing Writing an article about your room. ex5 Key language Mein Zimmer ist klein / groß / schön / chaotisch / (un)ordentlich.

Im Zimmer gibt es einen Fernseher / Sessel / Tisch / Schrank / Computer. Im Zimmer habe ich eine Kommode / ein Bett / ein Waschbecken. Es gibt [immer] Zeitschriften auf dem Boden. Es gibt [oft] Kleidung neben / unter dem Bett. Es gibt Computerspiele in der Kommode. Ich räume das Zimmer [jeden Tag] auf. Ich mache [manchmal] das Bett. Ich putze [nie] das Zimmer.

Lesson starter Introducing key vocabulary in an unusual and fun way. Plenary Reviewing progress in using dative prepositions. ICT opportunities ex5: Students produce this piece of work using a publishing package. It

could contain video footage if it is to be put online. Reinforcement ex3: Scatter the answers on the board. Students listen to the recording and

choose from the finite list. Übungsheft Foundation p65

Extension ex6: Challenge students to listen for any prepositions and to check that the dative case is used correctly by their peers.




3 Unterwegs pages 124–125

Objectives Talking about places in a town Using the negative kein


Grammar kein Giving instructions (Sie)

Exam strategies Listening for negatives and ‘little words’ that affect meaning Structures for giving opinions

Listening Listening and identifying what there is / is not in a town. Listening and matching directions to maps. Listening and identifying where each person wants to go. Listening again and answering questions in English.

ex1 ex3 ex4 ex5

Speaking Asking for and giving directions. ex6 Reading Reading about places in a town. ex1 Writing Writing about what there is / is not in your town. ex2 Key language In meiner Stadt gibt es (k)einen Park / Bahnhof / Markt.

Bei mir gibt es (k)eine Bibliothek / Eishalle / Kirche / Fußgängerzone. Es gibt (k)kein Museum / Kino / Rathaus. Wie komme ich am besten zum Park / zum Museum / zur Kirche? An der Kreuzung / Einbahnstraße fahren Sie rechts ab. An der Ampel / Bushaltestelle fahren Sie links ab. Am Zebrastreifen / Kreisverkehr gehen Sie geradeaus. Dann fahren Sie geradeaus bis zum [Zebrastreifen].

Lesson starter Reviewing simple directions in German. Plenary Reviewing how accurately students have learned key vocabulary and

structures. ICT opportunities Reinforcement ex2: Refer students to the skills box on expressing opinions before they

start writing and gather some example sentences from them on the board. Übungsheft Foundation p66

Extension Plenary: Ask students to justify their changes and explain their thinking. Ask them to consider how much progress they have made in understanding the grammatical concepts covered in these phrases.

Resources CD3 tracks 4–7; Übungsheft Foundation p66; Grammatik p198, p203 Homework Notes



4 Wohnst du gern bei dir? pages.126–127

Objectives Talking about the advantages and disadvantages of where you live Listening for detail


Grammar weil Exam strategies Listening strategies Listening Listening to where people are staying and choosing from

multi-choice options. ex4

Speaking Asking and answering questions about your locality. ex6 Reading Matching descriptions of where people live with pictures.

Answering questions in English. ex1 ex2

Writing Writing sentences for pictures. Describing where you live for your German exchange partner.

ex3 ex5

Key language Ich wohne in einem Bauernhaus / Wohnblock / Hochhaus. Ich wohne [in einem Dorf]. auf dem Land, an der Küste, in der Stadt, in Westdeutschland Hier kann man [reiten]. angeln, Ski fahren, schwimmen gehen, windsurfen gehen Ich habe viele Freunde in der Gegend. Ich wohne gern hier, weil es ruhig / wunderbar / toll ist. Ich wohne gern hier, weil viel los ist. Ich wohne nicht gern hier, weil es gefährlich / laut / deprimierend ist. Ich wohne nicht gern hier, weil nicht viel los ist.

Lesson starter Reviewing vocabulary for house, home and town. Plenary To practise talking about advantages and disadvantages of where you live. ICT opportunities ex5: Add some of the descriptions to the school blog, or as a class add to the

Wikipedia entry for your area. Reinforcement ex2: On ActiveTeach, highlight in yellow where the answers lie within the

texts. Übungsheft Foundation p67

Extension ex5: Give students a list of structures that they must include, to tick off as they go: intensifier, negative, perfect tense, weil clause.




5 In Linz beginnt’s! pages 128–129

Objectives Finding out about a town Using question words


Grammar Question words Exam strategies Dealing with a longer reading passage.

Including weil or dass and the past tense in writing Listening n/a Speaking Asking and answering questions about a town in a tourist

office. ex5

Reading Reading about Linz and matching paragraphs with headings. Matching pictures to paragraphs in the text. Matching questions with answers. Saying whether sentences are true, false or not in the text.

ex1 ex2 ex3 ex4

Writing Writing an internet report about your town for German tourists.

ex6

Key language [Linz] liegt in [Oberösterreich]. Die Stadt hat ungefähr [190 000] Einwohner. Am besten kommt man mit dem Flugzeug / Zug / Bus nach [Linz]. Im [September] gibt es ein Musik-Event im Park. In [Linz] kann man den Dom besuchen / einkaufen gehen. Im Stadtzentrum gibt es Geschäfte / einen Park / einen Flohmarkt. [Linz] ist [freundlich]. historisch, industriell, modern, lebendig, verschmutzt, sauber [Der Komponist Anton Bruckner] hat in [Linz] gewohnt.

Lesson starter Using context to join sentence halves together. Plenary Investigating German word order further. ICT opportunities ex2: Students access web pages about Linz (see Wikipedia or tourist

information in the first instance) to contextualise their work. Reinforcement ex2: Encourage students to look at the photos first and think of or note down

key vocabulary that they will be looking for in the text. Übungsheft Foundation pp68–69

Extension ex3: Ask students to write the answers to the questions as full sentences. Show them how to use phrases from the questions to do this.

Resources Übungsheft Foundation pp68–69; Grammatik p202, p206 Homework Notes



6 Zeit zum Feiern! pages 130–131

Objectives Talking about celebrations at home Using the perfect tense plural

AQA contexts and purposes Home and environment: Home and local area: Special occasions celebrated in the home

Grammar The perfect tense (plural) Exam strategies Avoiding mistakes in listening tasks

Improving grade in writing tasks Listening Listening to messages and choosing the correct celebrations.

Choosing the correct picture to answer questions in English. ex2 ex3

Speaking n/a Reading Reading an advert about a DJ and picking out key words.

Reading an email about a party and answering questions. ex1 ex4

Writing Writing an email about a party. ex5 Key language Hochzeit, Geburtstagsparty, Jubiläum, Faschingsfete, Silvester, Ostern,

Weihnachtsfeier, Taufe, Überraschungsparty Wir haben Freunde / Nachbarn / Verwandte eingeladen. Sie haben Luftballons gekauft. Wir haben das Essen vorbereitet / die Musik organisiert. Die Gäste haben gegessen / getanzt / geplaudert / geschrien. Die Gäste sind um sechs Uhr angekommen / in den Garten gegangen.

Lesson starter Reviewing common past participles. Plenary Reviewing high frequency words. ICT opportunities Reinforcement ex1: Before students start, elicit the different strategies they could use to do

the activity, such as doing the ones they know first, then using cognates, breaking down compound nouns and using a process of elimination. Übungsheft Foundation p70; Extra A p188

Extension ex5: Students aiming for a grade C should refer to the skills box. Übungsheft Foundation p71; Extra B p189




Sprachtest pages 132-133

Objectives Preparing for a conversation about your town / village and area AQA contexts and purposes Home and environment: Home and local area: Home, where it is and

what it is like Grammar wenn and weil

Using a range of tenses Exam strategies Phrases of place and time

Linking words Expressing opinions

Listening Listening to a model conversation and picking out opinions, predicting answers and listening for time references.

p132

Speaking Preparing for a conversation about your town / village and area.

Over to you! p133





Objectives Preparing a longer piece of writing about your home AQA contexts and purposes Home and environment: Home and local area: Home, where it is and

what it is like Grammar Present, past and future Exam strategies Using expressions of time and frequency

Learning key phrases Reading Reading a text about a home and picking out specific

expressions and phrases in different tenses. p134

Writing Preparing for an extended writing task about your home. p135 Extension Grade Studio p135 Resources Homework Notes


Echo: AQA GCSE German Foundation Chapter 8 Die Umwelt und ihre Zukunft

1 Rückblick: Wie ist das Wetter? pages 138–139

Objectives Describing the weather Giving a weather forecast

AQA contexts and purposes Home and environment: Environment: Current problems facing the planet

Grammar Future tense using werden Verb as second idea

Exam strategies n/a Listening Noting whether forecast map details are correct.

Listening to and reading a text about future weather. ex3 ex5

Speaking Asking and answering question about a weather map. ex4 Reading Matching weather phrases to pictures.

Saying if weather sentences are true or false. Matching English sentences to texts.

ex1 ex2 ex5

Writing Writing a weather forecast for a website. ex6 Key language Wie ist das Wetter in [Berlin]?

In [Berlin] ist es [frostig]. sonnig, windig, wolkig, heiß, kalt, neblig Es donnert / blitzt / schneit / regnet. Es wird [frostig] sein. Es wird regnen / schneien / frieren / donnern / blitzen. Morgen wird es [frostig] sein. Heute [wird es regnen].

Lesson starter Developing vocabulary memorising techniques further. Plenary Developing confidence in expressing weather types. ICT opportunities ex4: Extend the activity by using a weather map of the UK or

Germany projected onto the whiteboard, for example from the BBC Weather website.

Reinforcement Starter: Give students word cards to draw up a list of items in order of ease of learning. Encourage students to use the Say, Read, Cover, Write, Check technique when learning vocabulary. Übungsheft Foundation p74

Extension ex6: Students write the forecast for the region as a whole or for individual cities. Students then record their forecasts as MP3 files.

Resources CD3 tracks 11–12; Übungsheft Foundation p74; Grammatik p196, p204

Homework Notes


Echo: AQA GCSE German Foundation Chapter 8 Die Umwelt und ihre Zukunft

2 Mein Leben und die Umwelt pages 140–141

Objectives Saying what you do to help the environment Using um … zu

AQA contexts and purposes Home and environment: Environment: Current problems facing the planet; Being environmentally friendly within the home and local area

Grammar Using um … zu Exam strategies Using adverbs of frequency to add interest

Using a variety of structures Listening Listening for activities people do to help the environment. ex2 Speaking Asking classmates what they do to help the environment. ex3 Reading Matching pictures to sentences about the environment.

Completing details of what someone does to help the environment and how often.

ex1 ex5

Writing Writing up the results from exercise 3. Writing sentences using adverbs of frequency. Writing a magazine article about environmental action.

ex4 ex6 ex7

Key language Ich trenne [nie] den Müll. selten, ab und zu, oft, immer Ich fahre mit dem Rad. Ich kompostiere den Abfall. Ich kaufe umweltfreundliche Produkte. Ich fahre mit öffentlichen Verkehrsmitteln. Ich nehme eine Öko-Tasche mit. Ich recycle Altglas. Ich [trenne den Müll], um die Umwelt zu schützen.

Lesson starter Practising using a dictionary to identify the meaning of unknown vocabulary.

Plenary Reviewing progress in talking about how to help the environment. ICT opportunities Reinforcement ex5: Highlight relevant parts of the text on ActiveTeach.

Übungsheft Foundation p75 Extension ex7: More able students could write using the plural (wir) form of the verbs.

Refer them to the skills box which encourages students to use a range of structures in their work.



Echo: AQA GCSE German Foundation Chapter 8 Die Welt und ihre Zukunft

3 Umweltprobleme pages 142–143

Objectives Discussing environmental problems Using man sollte


Grammar Using man sollte Revision of perfect tense

Exam strategies Compound words Listening Noting the environmental problems people mention.

Listening and noting the environmental problem discussed. Completing English sentences for each speaker.

ex1 ex4 ex5

Speaking Asking classmates their opinion on environmental problems. Preparing a presentation on environmental dangers.

ex2 ex8

Reading Matching environmental problems to English phrases. Ordering pictures about an eco-warrior’s week. Answering questions in English about the eco-warrior.

ex3 ex6 ex7

Writing Preparing a presentation about environmental problems and solutions.

ex8

Key language Es gibt zu viel Müll / Lärm / Wasserverschmutzung / Luftverschmutzung. Es gibt eine Erwärmung der Erdatmosphäre / den Treibhauseffekt. Man sollte sparsam heizen. Man sollte den Fernseher ausschalten. Man sollte duschen statt baden. Man sollte den Müll trennen. Man sollte mit öffentlichen Verkehrsmitteln fahren. Man sollte Papier und Altglas recyceln.

Lesson starter Investigating component parts of compound words. Plenary Reviewing perfect tense sentences about helping the environment. ICT opportunities ex8: Students could produce a PowerPoint slide on each problem with bullet

points for the possible solutions, adding pictures to their work. Reinforcement ex4: Before listening, ask students to look at the English topics and note the

four German key words they need to listen for. Übungsheft Foundation p76

Extension ex7: Ask students to write about what they did to help the environment last week, using and adapting sentences from Joshua’s text. Demonstrate how to rewrite the sentences from Unit 2, exercise 1 in the perfect tense.




4 Fährst du umweltfreundlich? pages 144–145

Objectives Talking about different forms of transport Comparing transport


Grammar The comparative Time, manner, place

Exam strategies Asking and answering questions Listening Listening and noting the transport mentioned. ex1 Speaking Asking and answering questions on transport.

Asking and answering questions on public transport. ex2 ex7

Reading Picking out comparatives from text about transport use. Identifying which text fits with each sentence.

ex3 ex4

Writing Writing sentences to compare different forms of transport. Writing sentences using the time, manner, place rule.

ex5 ex6

Key language Ich fahre mit dem Bus / Zug / Auto / Schiff / Fahrrad. Ich fahre mit der Straßenbahn. Ich fliege. Ich gehe zu Fuß. Ich fahre morgens [mit dem Auto] zur Schule. [Fahrräder] sind [billiger] als [Autos]. schneller, umweltfreundlicher, besser, bequemer Busse, Züge, Flugzeuge, Schiffe, Straßenbahnen

Lesson starter Further developing thinking skills. Plenary Refining memory skills using simple time, manner, place sentences. ICT opportunities ex7: After completing exercise 6 and going through the grammar box on

time, manner, place, ask students to answer the question from the magazine article in exercise 3: Schreib uns eine E-Mail. Fährst du umweltfreundlich?

Reinforcement Starter: Write the words in advance on cards for the students to work with. Übungsheft Foundation p77

Extension ex7: Encourage more able students to use time phrases in their answers and to include a perfect tense sentence (e.g. to talk about travel to last year’s holiday).




5 Ökostadt Freiburg pages 146–147

Objectives Learning about an eco-city Talking about recycling


Grammar Modal verbs: mann kann es gibt (revision)

Exam strategies Reading longer texts Listening Answering questions in English about environmental

actions. ex5

Speaking Saying which rubbish goes in which bin. Interviewing a partner about his / her town.

ex4 ex6

Reading Matching headings to paragraphs about Freiburg. Choosing four correct sentences about a text on Crumpsall. Reading about recycling and answering questions.

ex1 ex2 ex3

Writing n/a Key language In [Hamburg] kann man Plastik / Papier / Glas recyceln.

Zu Hause gibt es eine blaue / grüne / braune Tonne. Bücher / Pappe / Prospekte kommen in die blaue / grüne / braune Tonne.

Lesson starter Supporting students in their understanding of exercise 1. Plenary Developing the skill of appraising written work. ICT opportunities Reinforcement ex1: Remind students to read the English headings first and to look for

associated key words in the texts, e.g. for ‘Public transport’ they should look for vocabulary for means of transport, etc. Übungsheft Foundation pp78–79; Extra A p190

Extension ex6: Remind students to extend their answers wherever possible – challenge them to include one sentence with each of the following: man sollte, the comparative, perfect tense, um … zu. Übungsheft Foundation p80; Extra B p191





Objective Preparing for an interview about the environment AQA contexts and purposes Home and environment: Environment: Current problems facing the

planet; Being environmentally friendly within the home and local area Grammar Using adjectives

Varying sentences by using modal verbs Using a range of time references

Exam strategies Using time phrases. Expressing opinions

Listening Listening to a model conversation and picking out detailed information and key vocabulary.

p148

Speaking Preparing for an interview about the environment. Over to you! p149




Schreibtest pages150–151

Objective Preparing a longer piece of writing about the environment AQA contexts and purposes Home and environment: Environment: Current problems facing the

planet; Being environmentally friendly within the home and local area Grammar Making comparisons

Using um …zu Exam strategies Using expressions of frequency to add interest Reading Reading a text about the environment and picking out key

expressions and sentences using comparatives, um … zu and man sollte.

p150

Writing Preparing for an extended writing task about the environment.

p151

Extension Grade Studio p151 Resources Homework Notes



Hör- und Lesetest pages152–153

Objectives Practising exam-style listening and reading tasks Identifying key words Recognising time references, indicators and tenses

AQA contexts and purposes Home and environment: Home and local area: Home, town and local area Environment: Current problems facing the planet; Being environmentally friendly within the home and local area

Grammar n/a Exam strategies Reading questions carefully

Recognising time references and tenses Listening Listening to people talk about household tasks and

choosing the correct job for each person. Listening to someone talking about future weather and noting details.

p152

Reading Reading about Magdeburg and picking out facilities. Noting activities in the past, present and future.

p153



Echo: AQA GCSE German Foundation Chapter 9 Die Freizeitstunden

1 Rückblick: Freizeit – meine Zeit! pages 156–157

Objectives Talking about what you do in your free time Looking at word order and revising the present tense

AQA contexts and purposes Leisure: Free time and the media: Free time activities Grammar Word order: verb as second idea; after weil and dass

Revising the present tense Exam strategies Using adverbs to make sentences more interesting

Including a weil clause in speaking Listening Listening to interviews about free time and completing a

grid. ex2

Speaking Asking and answering questions about free time activities. ex4 Reading Matching statistics on free time activities with pictures.

Answering questions in English about an entry on a website. ex1 ex5

Writing Writing answers to questions about free time activities. Writing a text for a website.

ex3 ex6

Key language Ich faulenze / telefoniere. Ich gehe auf Partys. Ich höre Musik. Ich sehe fern. Ich surfe im Internet. Ich spiele ein Instrument. Ich treibe Sport. oft, jeden Tag, nie, immer, ab und zu, einmal / zweimal / dreimal in der Woche Ich höre immer Musik, weil das entspannend ist / ich Musik toll finde. Ich treibe oft Sport, weil das gesund ist / ich in einer Mannschaft bin. Ich sehe nie fern, weil ich das langweilig finde / ich lieber im Internet surfe.

Lesson starter Reviewing practical applications of the German sound-spelling link. Plenary Reviewing progress in understanding of word order. ICT opportunities Reinforcement Starter: Begin the activity by reminding students of sound-spelling links in

German (sp / s / z / ie / ei / umlauts etc.). Übungsheft Foundation p83

Extension ex5: Follow up by asking students to point out how the writer has managed to include more than one tense in the text.




2 Jugendstudie: letztes Wochenende pages 158–159

Objectives Talking about what you did last weekend Revising the perfect tense

AQA contexts and purposes Leisure: Free time and the media: Free time activities Grammar Revising the perfect tense Exam strategies Question words

Extending answers with conjunctions and times Listening Choosing the correct pictures to match activities carried out.

Answering questions in English about the activities people did.

ex3 ex4

Speaking Taking part in a class survey about last weekend’s activities. ex6 Reading Matching activities carried out last weekend to pictures.

Answering questions in German. ex1 ex2

Writing Writing a report about what you did last weekend. ex5 Key language Am Sonntag habe ich Fußball gespielt / ein T-Shirt gekauft / ein Buch

gelesen. Am Samstagabend habe ich einen Film gesehen / ferngesehen. Letztes Wochenende bin ich einkaufen gegangen. Letzten Sonntag bin ich schwimmen gegangen. Letzte Woche bin ich in die Stadt / nach Hause gefahren. Letzte Woche bin ich zu Hause geblieben. Das war [sehr] lustig / anstrengend / langweilig / toll.

Lesson starter Reviewing the perfect tense. Plenary Reviewing understanding and use of the perfect tense. ICT opportunities ex6: Students produce graphs using a spreadsheet or publishing package. Reinforcement ex4: Read through the questions first with the class to help them focus in

their listening and to predict key words that they might hear. Übungsheft Foundation pp84–85

Extension ex6: Students could report back to the whole class and a volunteer should collate results on the board, which will provide the data for students to draw a chart showing the class’s activities arranged from favourite to least favourite.

Resources CD3 tracks 22–23; Übungsheft Foundation pp84–85; Grammatik p196, p202

Homework Notes



3 Was für ein Sportler bist du? pages 160–161

Objectives Talking about your sporting interests Revising the future tense

AQA contexts and purposes Leisure: Free time and the media: Free time activities Grammar Revising the future tense with werden Exam strategies Different ways of giving your opinion Listening Making notes about which sports people are going to do. ex2 Speaking Asking and answering questions about sporting plans. ex4 Reading Matching sports with pictures.

Choosing sentences which match an interview with a sports star.

ex1 ex5

Writing Writing an ideal sports programme for the year. Writing an interview for a sports magazine.

ex3 ex6

Key language Im Herbst werde ich Fußball / Handball / Badminton spielen. Im Winter werde ich Eislaufen / Skifahren / kegeln gehen. Im Frühling werde ich angeln / reiten / klettern gehen. Im Sommer werde ich schwimmen / segeln / laufen gehen. Das ist [teuer]. Das finde ich [gefährlich]. Meiner Meinung nach ist das [entspannend]. Das war [cool]. Das wird [spitze] sein. Das macht Spaß.

Lesson starter Introducing key phrases in an unusual and fun way. Plenary Reviewing progress made in talking about sporting interests. ICT opportunities ex6: You may like students to carry out their interviews and record them for a

class website, particularly if there are students who practise interesting or more unusual sports.

Reinforcement ex2: Scatter the answers on the board for students to choose from as they listen to the recording. Übungsheft Foundation p86

Extension ex3: Encourage more able students to use weil or dass clauses (e,g, Im Herbst werde ich Handball spielen, weil das cool ist. Ich finde, dass Badminton zu langweilig ist.)




4 Neue Generation, neuer Trend pages 162–163

Objectives Talking about teenage fashions Understanding longer words

AQA contexts and purposes Leisure: Free time and the media: Shopping, money, fashion and trends Grammar Using adjectives Exam strategies Breaking up compound words Listening Answering questions in English about teenagers’ style. ex4 Speaking Asking and answering questions about your style. ex6 Reading Reading shop adverts and finding words for clothes.

Matching English titles to shop adverts. Choosing the correct multi-choice option in sentences. Answering questions in English about a girl’s style.

ex1 ex2 ex3 ex5

Writing Writing a report for a fashion magazine. ex7 Key language Ich bin ein Emo / Goth / Punk / Skater / Individualist.

Ich trage gern [schwarze Anzüge]. ethische, lässige, bequeme, kurze, schicke, günstige, preiswerte, teure Badeanzüge, Gürtel, Hausschuhe, Hemden, Jeans-Miniröcke, Mützen, Schuhe, Shorts, Schlipse, Strumpfhosen, Trainingsanzüge, T-Shirts Ich trage gern eine teure Sonnenbrille.

Lesson starter Comparing and contrasting items of vocabulary. Plenary Considering the relative value of words. ICT opportunities Reinforcement ex6: Elicit ideas from students of how they could answer the last two

questions – perhaps using and adapting phrases from the text in exercise 5. Übungsheft Foundation p87

Extension ex7: Encourage students to use a dictionary to look up some more interesting (and appropriate) adjectives, referring them to the objective of the unit.




5 Geld, Geld, Geld pages 164–165

Objectives Talking about money Using different tenses

AQA contexts and purposes Leisure: Free time and the media: Money Grammar Using a range of tenses Exam strategies Asking and answering questions in different tenses Listening Answering questions on a radio report about pocket money. ex3 Speaking Asking and answering questions about pocket money. ex4 Reading Reading a magazine report and picking out key phrases.

Answering questions in English. ex1 ex2

Writing Writing a magazine article about your attitude to money. ex5 Key language In der Grundschule habe ich (kein) Taschengeld bekommen / keinen

Teilzeitjob gehabt. Ich bekomme [zwanzig] Euro im Monat. Ich bekomme kein Taschengeld. Ich verdiene [hundert] Euro dazu. Ich habe einen Teilzeitjob [beim Friseur]. Ich spare die Hälfte meines Geldes bei der Sparkasse. In der Zukunft werde ich [(k)eine Kreditkarte haben]. einen guten Job finden, viel Geld verdienen, reich sein Ich kaufe gern [Klamotten]. Ich gebe mein Geld für [Musik] aus. Schmuck, Computerspiele, Süßigkeiten, Parfüm, Ohrringe, Zeitschriften, [Kredit für] das Handy

Lesson starter Reviewing numbers in German. Plenary Reviewing tenses. ICT opportunities Reinforcement ex4: Rehearse the questions and possible answers with students.

Demonstrate how to use the key language box to compose answers. Übungsheft Foundation p88

Extension Starter: Students work in pairs to create their own number challenges in German and then challenge each other to complete them.

Resources CD3 track 26; Übungsheft Foundation p88; Grammatik pp195–197 Homework Notes



6 Live dabei! pages 166–167

Objectives Talking about a sports event you have been to Using time expressions

AQA contexts and purposes Leisure: Free time and the media: Free time activities Grammar Using time expressions + inversion Exam strategies Predicting words in listening activities

Using a range of tenses Listening Identifying the correct pictures and answering questions

about phone messages. ex4

Speaking Asking and answering questions about a sporting event. ex5 Reading Reading about a sporting event and identifying tenses.

Finding key phrases to match English translations. Selecting the correct answers from multi-choice options.

ex1 ex2 ex3

Writing Writing an email about a sporting event you have attended. ex6 Key language Ich bin am [Freitagvormittag] mit [dem Zug] nach [Warendorf] gefahren.

Am Sonntag bin ich zum Fußballstadion gegangen. Am Wochenende bin ich zum Beachvolleyball-Platz gegangen. Am Nachmittag / Am nächsten Tag habe ich Streetball gesehen. Am Abend habe ich im Restaurant gegessen. Während des Spiels war ich sehr nervös. Das Finale / Das Spiel / Die Atmosphäre war [geil]. langweilig, laut, toll, lustig, spitze, spannend Das Turnier war super organisiert. Nächstes Jahr werde ich hoffentlich beim Streetballturnier teilnehmen / zum Spiel hinfahren.

Lesson starter Investigating German word order. Plenary Reviewing progress in understanding of sporting events vocabulary. ICT opportunities Reinforcement ex5: Demonstrate how students can use the key language box to compose

answers to the questions. Übungsheft Foundation p89; Extra A p192

Extension ex4: As follow-up you could ask a question in German about the pictures that go with each message. For example: 1 Was hat Devin verloren? 2 Wo ist Alexa? etc. Übungsheft Foundation p90; Extra B p193





Objective Preparing for a conversation about your leisure time AQA contexts and purposes Sports and Leisure: Hobbies / interests

Personal information: Leisure activities; General interests; Lifestyle (exercise)

Grammar Using um … zu, weil and wenn Using ich möchte for talking about the future Using war and hatte for things in the past

Exam strategies Using time phrases Using adjectives to give opinions

Listening Listening to a model conversation and picking out details, tenses, linking words and opinions.

p168

Speaking Preparing for a conversation about your leisure time. Over to you! p169





Objective Preparing a longer piece of writing about free time, health and fitness AQA contexts and purposes Leisure: Free time and the media: Free time activities Grammar Using different tenses

Word order after a time expression Exam strategies Using expressions of time and frequency to add interest

Extending sentences Reading Reading a text about a sporting event and picking out

expressions of time and frequency, inversion and different tenses.

p170

Writing Preparing for an extended writing task about free time, health and fitness.

p171

Extension Grade Studio p171 Resources Homework Notes




Objectives Practising exam-style listening and reading tasks Listening and reading for specific detail, including numbers Recognising tenses and time references

AQA contexts and purposes Leisure: Free time and the media: Free time activities; Money Grammar n/a Exam strategies Making use of time before listening

Looking for time references Looking for negatives

Listening Listening and choosing the correct pictures about last week. Listening and completing a gapped text about the media.

p172

Reading Choosing the correct option about people’s spending. Completing a form about someone’s free time activities.

p173


SOW Chapter 1 AQA Foundation - Pearson Education€¦ · Listening Listening and completing a grid...

Documents

Transcript of SOW Chapter 1 AQA Foundation - Pearson Education€¦ · Listening Listening and completing a grid...