Scheme of Work s4

Scheme of work Cambridge IGCSE® German (Foreign Language) 0525 For examination from 2015 Scheme of work – Cambridge IGCSE® German (Foreign Language) (0525)

Contents

Overview...... 3 Topic Area A – Everyday activities...... 7 Topic Area B – Personal and social life...... 16 Topic Area C – The world around us...... 33 Topic Area D – The world of work...... 50 Topic Area E – The international world...... 60

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 2 Scheme of work – Cambridge IGCSE® German (Foreign Language) (0525)

Overview

This scheme of work provides ideas about how to construct and deliver a course. The syllabus for Cambridge IGCSE German (syllabus 0525) has been broken down into topic areas (A to E) with suggested teaching activities and learning resources to use in the classroom. This scheme of work, like any other, is meant to be a guideline, offering advice, tips and ideas. It can never be complete but hopefully provides teachers with a basis to plan their lessons. It covers the minimum required for the Cambridge IGCSE course but also adds enhancement and development ideas on topics. It does not take into account that different schools take different amounts of time to cover the Cambridge IGCSE course. Feedback is welcome as Cambridge International Examinations always aims to develop and improve its product and service.

Recommended prior knowledge The Cambridge IGCSE course provides a general introduction to the study of German across a range of topic areas and different grammatical levels, leading up to the standard required for Cambridge IGCSE. No prior knowledge of the subject is required or expected before beginning the course.

Outline Whole class (W), group work (G) and individual activities (I) are indicated throughout this scheme of work. The activities in the scheme of work are only suggestions and there are many other useful activities to be found in the materials referred to in the learning resource list.

Opportunities for differentiation are indicated as Basic and Challenging; there is the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by the teacher, throughout the scheme of work. Length of time allocated to a task is another possible area for differentiation.

This scheme of work includes the following topics:

Topic Area A – Everyday activities: Home life and school; Food, health and fitness Topic Area B – Personal and social life: Self, family and personal relationships; Holidays and special occasions Topic Area C – The world around us: Home town and local area; Natural and made environment; People, places and customs Topic Area D – The world of work: Continuing education; Careers and employment; Language and communication in the workplace Topic Area E – The international world: Tourism at home and abroad; Life in other countries and communities; World events and issues

Assessment objectives (AO) Candidates will be assessed on their ability to: AO1 Understand and respond to spoken language AO2 Understand and respond to written language AO3 Communicate in speech, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately AO4 Communicate in writing, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 3 Teacher support Cambridge Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.

An editable version of this scheme of work is available on Teacher Support. The scheme of work is in Word doc format and will open in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org

Resources An up-to-date resource list for Cambridge IGCSE German (Foreign Language) can be found at www.cie.org.uk

Textbooks: Suggested textbooks for use with the Cambridge IGCSE German (Foreign Language) (0525) syllabus from 2015 include:

UK publishers: Parker C, Thathapudi K, Spencer M, Erler L GCSE German for OCR (2009) ISBN 9780199154944 Brien A, Brien S, Dobson S Projekt Deutsch neu! (2003) ISBN 9780199124305 Caldwell E, Schicker C, Spencer M AQA GCSE German (2010) ISBN 9780199138906 Lanzer H, Wardle M Edexcel GCSE German (2009) ISBN 9781846904592 Bowpitt O, O’Brien A, Gray O, Lanzer H Edexcel GCSE German Revision w/b ISBN 9781446903483 Lanzer H, Wardle M Echo (2004) ISBN 9780435388683 Gray O Logo! for Key Stage 4 (2001) ISBN 9780435367268 Riddell D, Kent H, Stanley K, Waltl M, Smart S, Dexter R AQA GCSE German (2013) ISBN 9781408521762 Christie C et al Na Klar! (2004) ISBN 9780748778201

Shepherd C, Heidemann A, Giles A Anstosβ (2007) ISBN 9780340782309

Marsden R, Gobey E Klartext 1 and 2 (2000) ISBN 9780719575907 Schicker C, Waltl M, Malz C Zoom 1 (2011) ISBN 9780199127702 Linton B, Searle J An der Spitze (2013) ISBN 9780340991701 Revilo Multimedia CD Eurolab Junior (2006) ISBN 9781897609927

German publishers: Dallapiazza RM, von Jan E, Schönherr Tangram 1 aktuell (2010) ISBN 9783190018017 Ersterl U, Körner E, et al Team Deutsch 1 (2012) ISBN 9783126759403 Ersterl U, Körner E, et al Team Deutsch 2 (2012) ISBN 9783126755193 Ersterl U, Körner E, et al Team Deutsch 3 (2012) ISBN 9783126756183 Kapp G, Büttner S, Albert J Planet Kursbuch 2 (2011) ISBN 9783190016792

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 4 Kapp G, Büttner S, Albert J Planet Kursbuch 3 (2011) ISBN 9783190016808 Funk H, Koenig M, Koithan U, Scherling T Genial A1 (2003) ISBN 9783468475500 Funk H, Koenig M, Koithan U, Scherling T Genial A2 (2003) ISBN 9783468475705 Aufderstrasse H, Müller J, Storz T Lagune Kursbuch 2 (2010) ISBN 9783190016259 FischerMitziviris A, JankePapanikolaov S Ausblick 1 (2011) ISBN 9783190018604 Albrecht U, Dane D, et al Passwort Deutsch 1 (2009) ISBN 9783126759106 Albrecht U, Dane D, et al Passwort Deutsch 2 (2009) ISBN 9783126759203 Müller M, Rusch P, Scherling T, Wertenschlag L Optimal A1 (2008) ISBN 9783468470010 Müller M, Rusch P, Scherling T, Wertenschlag L Optimal A2 (2008) ISBN 9783468470312 Niebisch D, PenningHiemstra S Schritte 1 (2011) ISBN 9783190218516 Niebisch D, PenningHiemstra S Schritte 2 (2011) ISBN 9783190018529

Websites: This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the site's owners (or their products/services).

The particular website pages in the learning resource column were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the particular resources are recommended. There may be other useful materials on these websites but they have not been checked.

Many of the courses mentioned in the textbooks section have their own websites, which can be purchased at the time of buying the course, or at a later date. www.languagesonline.org.uk www.bbc.co.uk/schools/gcsebitesize/german/ www.zigzageducation.co.uk www.scool.co.uk/gcse/german www.aqa.org.uk/subjects/german/gcse/german4665 www.revisionworld.co.uk (German) www.revisiontime.com/gCSEGer.htm www.klar.co.uk/links_.php www.goethe.de (Key Stage 4; links to GoetheInstitute site) www.tes.co.uk/teaching www.bahn.de www.lufthansa.com/de/de/Homepage www.tui.de www.bbc.co.uk/language/german (many different topics) www.derweg.org/feste/kultur/feste.html www.slideshare.net/…/deutschefesteundfeiertage (covers major festivals) http://de.hotels.com www.jugendherberge.de

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 5 www.tripadvisor.de www.campingindeutschland.de www.deutschepost.de www.bundespolizei.de www.wetter.de www.umweltbundesamt.de www.erneuerbareenergien.de www.trikont.de (song of a Gastarbeiter) www.rapgenius.com (der Gastarbeiter by Eko Fresh, with lyrics available) www.planetwissen.de (Gastarbeiter und Migration) www.home.icsmedia.de (tuerken_in_deutschland.htm) de.wikipedia.org/wiki/Bildungssystem_in_Deutschland de.wikipedia.org/wiki/Gymnasiale_Oberstufe www.arbeitsagentur.de www.focus.de (Ausländer) www.lecker.de (recipes from around Germany) www.europa.eu (Germany and the EU) www.ntv.de (general news coverage, plus videos and news) www.drk.de (German Red Cross) www.youtube.com (deutsche Staedte) www.youtube.com (deutsche Mode) www.youtube.com (Schulfilm DVD/ Geschichte: Gastarbeiter der ersten Generation) www.youtube.com (Lufthansa von Alfons geprüft.de) www.youtube.com (Berlin – Schulfilm Geographie) (Reise durch die deutschen Bundesländer)

Some schools have created their own German websites, which may be open to public use, e.g. atschool.eduweb.co.uk/stpmlang/languages.htm This is based on the Logo course.

Topic Area A – Everyday activities

Context This is a topic readily accessible to every learner, so much of this topic can be taught early on in any course, perhaps after some of Topic Area B. It covers vocabulary and grammar, which start at a reasonably basic level and can be extended as lessons progress. In the early stages of this topic, only the present tense will be used, and the nominative and accusative cases, although other tenses and cases will be added with development of the topic. Teachers can use the teaching activities to devise their own lesson plans, selecting what they find appropriate for their learners and adding their own resources and material, as needed. It is assumed that teachers will structure open and closed questions to check vocabulary and comprehension, correct errors, and monitor the acquisition of skills and development of knowledge. The suggested activities and materials can be adapted for mixed-ability classes by giving more or less guidance, shortening or extending activities, or simplifying or editing material. Timing of the activities is at the teacher’s discretion and should be incorporated into individual lesson planning.

Outline The content aim is for learners to be able to understand and provide information, in spoken and written form, on everyday activities. The language aim is for learners to develop all four skills in the target language, and the teaching activities help to provide a range of methods for achieving the learning objectives. The activities, materials, suggestions and examples are given for teachers to make full use of them, according to their judgement, so that learners can gain real benefit from them and improve their skills and develop their linguistic confidence from lesson to lesson. The activities give opportunities for learners to share information and practise skills through group, pair or individual work. Learner progress and confidence will depend largely on the learning approach, with weaker learners needing more time and practice. It is expected that teachers will be able to expand on the topic area, as they feel their class needs, and add in their own material and reinforcement activities too.

Teaching time Based on the recommended total time allocation of 130 contact hours, it is suggested that 20% of these contact hours should be dedicated to this topic area.

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 7 Home life and school

A1 Home life Learning objective: Learners will be able to describe their home; understand rooms in the house and what people do in different rooms; and understand and exchange information about their daily routine.

Vocabulary Numbers, time, days and months, seasons, colours, question words, housing, rooms, verbs for daily routine, likes/dislikes, and expressions of obligation.

Grammar Present tense of regular and irregular verbs; haben, sein, werden, modal verbs + infinitive; perfect tense; imperfect tense (higher levels only) ich möchte/hätte gern + infinitive; position of infinitive/past participle; word order; future tense. Negatives; commands; asking questions. Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparisons. Personal pronouns; reflexive pronouns; indefinite pronouns; interrogative pronouns. Numbers, including ordinal numbers; date and time. Prepositions and cases; nominative, accusative, dative (and genitive) cases. Conjunctions and simple subordinating conjunctions.

Textbook Echo 1 Chp 5 resources Anstoβ 1, Chp 5 and 6 An der Spitze, Chp 2 Arbeitsblatt, Chp 5 Zoom 1, Chp 2B Edexcel GCSE German, Chp 7 GCSE Bitesize German p.20 Echo 2, Chp 5

Skills Suggested teaching activities

AO1 (Listening) Learners listen to what type of houses people live in; understand rooms in the house; understand what people are doing in different rooms in the house. (W) (Basic)

Learners are able to understand details about daily routine and chores, and about home life in the past and in the future. (W) (Challenging)

AO2 (Reading) Learners will be able to understand descriptions of houses; what people do in different rooms in the house; and activities and chores performed in the house. This can be monitored through gap-filling exercises, simple comprehension questions, extending to fuller sentences and answers. (W/G/I) (Basic)

Learners understand longer texts about daily routine and chores (differentiation of chores between different members of the family); understand texts about home life in different ages; understand texts about home life in the future. (W/I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 8 AO3 (Speaking) Learners will be able to take part in exchanges about where they live and what type of house; give a short presentation about their home and its rooms; exchange ideas about what people do in different rooms in the house; answer questions and prepare a presentation about their daily routine. (G/I) (Basic) There are possibilities to record learners here.

Learners should be able to present ideas about homes and different types; discuss/present ideas about their daily routine and compare it with other members of the family. They could conduct a survey about preferences about household chores/ daily routine within the class. This could be presented either orally or written. (G/I) (Challenging)

Learners should get used to their presentations being recorded. If the school has the resources, each learner should have his/her own individual bank resource to build on and reuse/revise, as needed.

AO4 (Writing) Learners write about their house, or about an imaginary house; describe in short sentences/gap fills what they or other people do around the house; describe their daily routine or that of a famous or imaginary person. (I) (Basic) There are possibilities for some IT work in their presentations here, e.g. a short poster description of their house/dream house/room/a diary of their daily routine.

Learners should be able to write about their daily routine/ household chores. Depending on the level, these could be short sentences in a diary format to longer sentences, and comparing their day with other members of their family, and giving opinions. Learners write about home life in the past/future. Again, there are possibilities for IT work here. Similarly to the creation of individual learner speaking banks, so learners should be encouraged to build up a portfolio of their work, which will be very useful for revision nearer the exam and for reference beforehand. (I) (Challenging)

A2 School Learning objective: Learners will be able to understand and give information about school, including their routine at school, subjects studied, routine likes and dislikes, rules and regulations, and the pressures of school. (At some point it would be useful for teachers to give a short explanation of the German school system).

Vocabulary Numbers, time, days and months, colours, question words, verbs for daily school routine, school types and subjects, school life, school subjects, likes/dislikes, expressions of obligation, school commands, food and drink, items of clothing (for uniform).

Grammar Present tense of regular and irregular verbs; haben, sein, werden, modal verbs + infinitive; perfect tense of regular and irregular verbs; ich möchte/hätte gern + infinitive; position of infinitive/past participle; word order; future tense; present tense after seit; negatives; commands; asking questions. Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; quantifiers; comparisons. Personal pronouns; reflexive pronouns; indefinite pronouns; interrogative pronouns; impersonal pronouns. Numbers, including ordinal numbers; date and time. Prepositions and cases; nominative, accusative, dative (and genitive) cases. Conjunctions and simple subordinating conjunctions.

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 9 Textbook Schritte 1, Chp 5 and 7 resources Genial A1, Chp 3, 4 and 12 Planet Kursbuch 2, Chp 22 Team Deutsch 1, Chp 2 Tangram 1 aktuell, Chp 6 Echo 1, Chp 2 Zoom 1, Chp 1B Anstoβ 1, Chp 4 Klartext, Chp 3 Logo 1, Chp 2 An der Spitze, Chp 4 Ausblick 1, Chp 6 Genial A2, Chp 2 and 3 Planet Kursbuch 3, Chp 37 and 50 Edexcel GCSE German, Chp 3 Logo 3, Chp 2 Logo 4, Chp 2 GCSE Bitesize German p.22

Skills Suggested teaching activities and learning resources

(AO1) Listening Learners understand school subjects and someone giving his/her favourite subjects; understand opinions 0525 past examination paper: about subjects; understand days of the week and times (12 and 24 hour clock); understand basic food and Jun 2013 Paper 11, Part 1, Ex.2 drink items (taken at break or lunch); understand items of clothing/ colour and opinions; understand sentences about school routine. This can be monitored through gap-filling exercises, simple comprehension questions, extending to fuller sentences and answers. (W) (Basic)

Learners understand opinions and fuller details about school subjects/uniform/routine; understand information about the pressures of school; understand information about the ideal school; understand comparisons between different school types (including from different ages); understand details about rules and regulations within schools; understand opinions about school food and balanced diet. (W) (Challenging)

(AO2) Reading Learners understand someone giving his/her favourite subjects; understand texts/emails about school 0525 past examination papers: subjects and timetables; understand texts about school routine (in German-speaking countries); Jun 2012 Paper 21, Part 1, Ex.2 understand the basic rules and regulations in a school; understand what people eat and drink at school; Jun 2013 Paper 21, Part 1, Ex.3 understand texts about school uniforms. This can be monitored through gap-filling exercises, simple Jun 2009 Paper 23, Part 3, Ex.1 comprehension questions, extending to fuller sentences and answers. (W/I) (Basic) Jun 2012 Paper 23, Part 3, Ex.2 Jun 2013 Paper 23, Part 3, Ex.1 Good exercises on school website

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 10 Learners understand and manipulate information about school subjects/routine/uniforms/rules and mentioned in the Overview of this regulations; understand opinions about school/ different types of schools (including from different ages); scheme of work. understand articles about pressures of school. (W/I) (Challenging)

AO3 (Speaking) Learners describe their favourite subjects/conduct a survey about subjects; describe where rooms are in 0525 past examination paper: the school in role play to a visitor to the school; answer questions on details of the timetable; ask opinions Jun 2009 Paper 3, Card 7A about school subjects and give theirs; give a presentation about their school day (see earlier about recording); describe their school uniform and give simple opinions; conduct a survey about what people eat and drink at break time; take part in break time role plays. (W/G/I) (Basic)

Learners present arguments for and against different school subjects/different school rules/views on school uniform/school food; conduct a survey on school pressures and make a presentation, also offering suggestions for improvement. Recording of material, again, beneficial. (G/I) (Challenging)

AO4 (Writing) Learners can write up the survey about favourite subjects/do a gap-fill exercise about subjects; match 0525 past examination papers: class command pictures to sentences; write about school subjects on particular days (diary form); write a Jun 2012 Paper 41, Part 1, Ex.1 food diary for a week at school; describe the school uniform and give simple opinions, including ideal Jun 2013 Paper 41, Part 1, Ex.2 uniform. (W/I) (Basic)

Learners compare different schools in Germany and between Germany and own country; write a school webpage; write an article for a magazine re uniform/school pressure/routine/daily life in a German school, giving positive and negative opinions, where necessary. This could be done as groupwork or individually, as each group could focus on a different aspect of school life. Letters to a problem page for school learners could also be written, and a response made by another member of the class; create a brochure for a school (real or imaginary). The more able the learners, the more ambitious many of these tasks can be. (G/I) (Challenging)

Food, health and fitness

A3 Eating and Learning objective: Learners will be able to understand and use the language necessary to talk about food and drink, including food from drinking different parts of the world.

Vocabulary Food and drink; shops; weights and measures; expressions of wanting/not wanting; numbers and money (including pocket money and money earned); ordering food and drink.

Grammar Present tense of regular and irregular verbs; modal verbs + infinitive; perfect tense of regular and irregular verbs; ich möchte/ hätte gern + infinitive; position of infinitive/past participle; word order; future tense; conditional tense. Negatives; commands; asking questions. Genders; singular and plural forms (including irregulars); cases with definitive and indefinite articles (including negative form); adjective endings; possessive adjectives; quantifiers; comparisons.

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 11 Personal pronouns; indefinite pronouns; interrogative pronouns; impersonal pronouns; demonstrative pronouns; relative pronouns. Numbers, including ordinal numbers; weights and measures. Prepositions and cases; nominative, accusative, dative and genitive cases. Conjunctions; simple subordinating conjunctions; word order in subordinating clauses.

Textbook Schritte 1, Chp 3 resources Passwort Deutsch 1, Chp 4 Team Deutsch 1, Chp 11 Logo 2, Chp 4 Klartext 1, Chp 5 Anstoβ 1, Chp 8 Zoom 1, Chp 3 An der Spitze, Chp 12 Optimal A1, Chp 5 and 9 Lagune Kursburch 2, Chp 6 Genial A2, Chp 8 Planet Kursbuch 3, Chp 44 Edexcel GCSE German, Chp 5 Logo 3 (restaurant and in der Konditorei)

AO1 (Listening) Learners listen and understand different types of food and drinks (these can be monitored by 0525 past examination papers: matching/gap-fill/true or false exercises and extension sentences); understand what people like/dislike; Jun 2009 Paper 11, Part 3, Ex.2 understand conversations in cafes/restaurants/family home; understand about certain German (German- Jun 2012 Paper 11, Part 2, Ex.2 speaking countries always included in this) specialities. (W) (Basic)

Learners understand more complex views of and opinions about food and drink, people’s likes/dislikes; understand conversations in cafes, restaurants where not everything goes to plan; understand information about regional specialities; understand about healthy und unhealthy lifestyles and eating habits. (W) (Challenging)

AO2 (Reading) Learners understand menus/shopping lists/prices; people talking about their eating habits and their 0525 past examination paper: favourite food; understand texts about typical regional food; understand texts about different shops. There Jun 2012 Paper 23, Part 1, Ex.2 can be match-up exercises, multiple-choice quizzes, complete the conversation or gap-fill exercises at the basic level through to more complex manipulation of the material for the more able at this stage. (W/I) Good exercises on school website (Basic) mentioned in the Overview of this scheme of work. Learners understand more complex texts on eating habits and healthy and unhealthy lifestyles; understand eating disorders and allergies; understand texts about national and regional foods. These can A source of magazines dealing

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 12 be manipulated through multiple-choice questions, or more direct comprehension sentences for answers. with food or lifestyles also very Texts can also lead to discussions within groups or a class. (W/G/I) (Challenging) helpful for articles.

AO3 (Speaking) Learners can ask each other about eating habits, likes and dislikes and present ideas to the class in oral 0525 past examination paper: or written form; perform role plays in cafes, restaurants, shops, market or family home. (G/I) (Basic) For Jun 2010 Paper 3, Card 1A sessions where learners ask each other questions, this can be teacher-led, with questions, or with more confident/able learners, they can devise their own.

Learners can conduct a survey about eating habits and deliver their findings as a presentation; conduct role plays in cafes, restaurants with unpredictable events; conduct role plays about food shopping with unpredictable events; conduct a question and answer session in groups about personal food likes and dislikes, with opinions and reasons; can debate food issues in a group, e.g. fast food, vegetarianism, obesity, eating disorders; present information about recipes or regional foods. (G/I) (Challenging)

AO4 (Writing) Learners write about personal/family/young people’s eating habits; make a diary of their food during a Good exercises on school website day/week; make shopping lists for various events. (I) (Basic) mentioned in the Overview of this scheme of work. Learners write about the advantages/disadvantages of certain lifestyles; write a letter to a problem page/youth magazine about healthy/unhealthy foods; create recipes, posters or menus for certain cafes, A source of magazines dealing restaurants; plan menus for different occasions and with the more able explain why they have made these with food or lifestyles also very choices, or more information about the dishes; write an article comparing food from two different regions/ helpful for articles. countries; write a leaflet/brochure publicising a healthy diet. (G/I) (Challenging)

A4 Health and Learning objective: Learners will be able to understand and give information about health and health issues, and discuss the importance of a fitness healthy lifestyle.

Vocabulary Parts of the body; common illnesses and ailments; lifestyle issues (smoking, drugs, drinking, malnutrition, obesity); making appointments; food and drink.

Grammar Present tense of regular and irregular verbs; modal verbs + infinitive; perfect tense of regular and irregular verbs; ich möchte/ hätte gern + infinitive; position of infinitive/past participle; word order; future tense; conditional tense with ich würde, etc. + infinitive; imperfect tense (haben, sein); pluperfect tense; present tense after seit. Negatives; commands; asking questions. Genders; singular and plural forms (including irregulars); cases with definitive and indefinite articles (including negative form); adjective endings; possessive adjectives; quantifiers, adverbs of frequency. Personal pronouns; indefinite pronouns; interrogative pronouns; impersonal pronouns; demonstrative pronouns; relative pronouns. Prepositions and cases; nominative, accusative, dative and genitive cases. Conjunctions; simple subordinating conjunctions; word order in subordinating clauses.

Textbook Planet Kursbuch 2, Chp 19

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 13 resources Team Deutsch 1, Chp 11 Klartext 2, Chp 3 Echo Express 2, Chp 4 Logo 2, Chp 3 An der Spitze, Chp 9 Schritte 2, Chp 10 Optimal A1, Chp 10 Genial A2, Chp 6 Planet Kursbuch 3, Chp 43 and 44 Edexcel GCSE German, Chp 5 GCSE Bitesize German, p. 40 and 46

AO1 (Listening) Understand parts of the body, illnesses and common ailments and symptoms; understand about healthy 0525 past examination papers: diet and the need for fitness. Match-up exercises, multiple-choice, gap-fill exercises or developing Jun 2013 Paper 11, Part 2, Ex.1 sentences further to monitor understanding. In the last instance these can be vocabulary or grammar Jun 2013 Paper 11, Part 3, Ex.1 based, depending on the level teachers are aiming for in that particular lesson (e.g. it could be a part of the body required in the answer, or a past participle – ich habe mir den Fuβ VERRENKT/GEBROCHEN German teenage magazines or – or even requiring a fuller sentence. (W) (Basic) websites are also useful sources of information. Learners understand articles about different lifestyles, smoking/drug/drinking issues, fitness and health regimes, health problems affecting young people (stress, depression, not eating/over-eating, poor diets, lack of exercise). (W) (Challenging)

AO2 (Reading) Understand parts of the body, illnesses and common ailments and symptoms; understand about healthy 0525 past examination paper: diet and the need for fitness. Match-up exercises (e.g. ailments to remedies), true or false, multiple Jun 2011 Paper 23, Part 3, Ex.1 choice, gap fills or developing sentences further to monitor understanding. In the last instance these can be vocabulary or grammar based, depending on the level teachers are aiming for in that particular lesson Good exercises on school website (e.g. it could be a part of the body required in the answer, or a past participle – ich habe mir den Fuβ mentioned in the Overview of this VERRENKT/GEBROCHEN – or even requiring a fuller sentence, possibly using a subordinating clause, scheme of work. e.g weil ich Halsschmerzen habe, MUSS ICH IM BETT BLEIBEN. (W/G/I) (Basic) German teenage magazines or Learners understand articles about different lifestyles, smoking/drug/drinking issues, fitness and health websites are also useful sources of regimes, health problems affecting young people (stress, depression, not eating/over-eating, poor diets, information. lack of exercise). They should be able to identify reasons given for certain behaviour, either in a grid, multiple-choice questions, or longer sentences. (W) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 14 AO3 (Speaking) Learners conduct role plays to explain illnesses, ailments, symptoms; hold role plays making 0525 past examination paper: appointments to see a dentist, doctor or chemist; explain in groups about what they do to keep fit; make Jun 2013 Paper 3 Card 3B a presentation about healthy living and fitness. A board game could be created with questions about healthy living, which must be answered for learners to progress. (G/I) (Basic) German teenage magazines or Learners discuss their eating and drinking habits; describe/ask about illnesses; conduct unpredictable websites are useful sources of role plays at chemist’s, doctor’s or dentist’s; express different attitudes towards health and fitness (small information. group debate); discuss teenage stress and other teenage health issues (this could be done in pairwork, e.g. one learner gives a problem – ich rauche - and the other gives medical advice or a reason not to continue with that lifestyle – das ist sehr schlecht für die Gesundheit, etc.) (G/I) (Challenging)

AO4 (Writing) Learners create lists, posters, brochures for healthy living, or what to do when ill, how not to be ill. More 0525 past examination papers: able learners could come up with the questions for the board game in the speaking activity above. (G/I) Jun 2009 Paper 4, Part 1, Ex.2 (Basic) Jun 2012 Paper 43, Part 1, Ex.1

Learners write posters, leaflets, brochures, articles about smoking/drug/drinking issues, fitness and German teenage magazines or health regimes, stress and other teenage problems; write a letter to the Head of the school suggesting websites are also useful sources of ways for improving the learners’ lifestyle and health within the school. As with many writing exercises, information. possibilities for IT use are numerous. Crosswords to do with fitness and health can be created (there are programmes available that make up the crossword grids to fit your answers). Good exercises on school website mentioned in the Overview of this scheme of work.

Topic Area B – Personal and social life

Context This is a topic readily accessible to every learner and so much of it can be taught at the start of any course. It covers vocabulary and grammar, which start at a reasonably straightforward level and can be extended as lessons progress. In the early stages of this topic, only the present tense will be used, and the nominative and accusative cases, although other tenses and cases will be added with development of the topic. Teachers can use the teaching activities to devise their own lesson plans, selecting what they find appropriate for their learners and adding their own resources and material, as needed. It is assumed that teachers will structure open and closed questions to check vocabulary and comprehension, correct errors, and monitor the acquisition of skills and development of knowledge. The suggested activities and materials can be adapted for mixed-ability classes, by giving more or less guidance, shortening or extending activities, or simplifying or editing material. Timing of the activities is at the teacher’s discretion and should be incorporated into individual lesson planning. When planning when to teach this topic area, teachers may wish to consider dates in the calendar year of the most significant festival and special occasions for their particular learners.

Outline The content aim is for learners to be able to understand and provide information, in spoken and written form, on themselves, their families, and their leisure and holiday activities. Teachers are reminded that the subject of families can be a sensitive one and that it may be useful to plan to use resources that take into account all types of family units represented in the teaching group. The language aim is for learners to develop all four skills in the target language, and the teaching activities help to provide a range of methods for achieving the learning objectives. The activities, materials, suggestions and examples are given for teachers to make full use of, according to their judgement, so that learners can gain real benefit from them and improve their skills and develop their linguistic confidence from lesson to lesson. The activities give opportunities for learners to share information and practise skills through group, pair or individual work. Learner progress and confidence will depend largely on the learning approach, with weaker learners needing more time and practice. It is expected that teachers will be able to expand on the topic area, as they feel their class needs, and add in their own material and reinforcement activities too.

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 16 Self, family and personal relationships

B1 Self, family, Learning objective: Learners will be able to understand and exchange information about themselves, their families and friends (including pets, personal household pets). relationships

Vocabulary Family members; friends and friendship; pets; colours; appearance; personal characteristics; countries and nationalities; months and dates; the alphabet.

Grammar Present tense of regular and irregular verbs; haben, sein, werden; modal verbs + infinitive; perfect tense; position of infinitive/past participle; word order; future tense. Negatives; commands; asking questions. Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives. Personal pronouns; reflexive pronouns; indefinite pronouns; interrogative pronouns. Numbers, including ordinal numbers; date and time. Prepositions and cases; nominative, accusative, dative (and genitive) cases. Conjunctions and simple subordinating conjunctions.

Textbook Schritte 1, Chp 2 resources Passwort Deutsch 1, Chp 2 and 3 Planet Kursbuch 2, Chp 25 Team Deutsch 1, Chp 1 Tangram 1 aktuell, Chp 1 and 6 Echo 1, Chp 1 and 3 Anstoβ 1, Chp. 1–3 An der Spitze, Chp 1 Klartext 1, Chp 1–2 Zoom 1, Chp 0 and 1A Logo 1, Chp 1 and 3 Optimal A2, Chp 6 Ausblick 1, Chp 2 Planet Kursbuch 3, Chp 41 and 49 Edexcel GCSE German, Chp 4 Klartext 2, Chp 1 Logo 4, Chp 1 and 10 GCSE Bitesize German, p.8

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 17 Skills Suggested teaching activities and learning resources

AO1 (Listening) Learners understand exchanges in which people give their names and additional information (e.g. age, 0525 past examination papers: nationality, appearance, personal characteristics); understand spellings of names; understand birthdays; Jun 2012 Paper 11, Part 3, Ex.1 understand exchanges about family members and friends; understand someone telling what pets he/ she Jun 2010 Paper 1, Part 2, Ex.2 has; understand and identify members of family or friends within a group; understand physical descriptions; understand relationships within a family. There is huge scope, especially for beginners; how www.bbc.co.uk/language/german teachers can approach this topic, but if this is the first topic covered it is essential that the tone is set for (family) the learners to learn and to have confidence in themselves and the language. Very clear recordings are necessary, and a variety of means to monitor understanding should be employed (gap-fill; true or false; For problems in relationships and grids, progressing through to more than one-word answers). (W) (Basic) wider issues, German teenage magazines can provide useful Although much of this topic will be covered early on in any course it can be revisited later and extended. material. Learners understand exchanges about different family members and opinions given; understand exchanges about people’s personal characteristics; understand problems people have in families and friendships – how well they get on with their family (teachers are encouraged to understand their class very well before they tackle perhaps this sensitive area); understand different family structures; understand information about the advantages/disadvantages of pets; understand information about loneliness, bullying, relationships (again, to be treated sensitively). (W) (Challenging)

AO2 (Reading) Learners understand texts and information about people (family members or friends, famous person) 0525 past examination paper: giving information about themselves (e.g. age, appearance, nationalities, personal characteristics, Jun 2009 Paper 2, Part 2, Ex.1 birthdays); understand relationships within a family; understand people telling them what pets they have and descriptions of those pets. (W/G/I) (Basic) For problems in relationships and wider issues, German teenage Learners understand more complex texts about families, friends, famous people; understand texts about magazines can provide useful problems within family groups and friendships (see note in LISTENING); understand texts describing material. different family units (comparisons between countries?); understand texts about work in the community to help people (old age, single parents, loneliness, integration); understand texts from teenage problem pages. Often, by removing the text from the more personal to a magazine article, or equivalent, helps with sensitive issues, but again, teachers need to show caution when dealing with this topic at higher levels. (G, I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 18 AO3 (Speaking) Learners exchange information about themselves, family members, friends, or famous people; present 0525 past examination papers: anonymous self-portraits, which can also be written and read out in a group for the other members to Jun 2009 Paper 3, Card 1A guess who it is; present to a group or the whole class information about themselves and their family, their Jun 2013 Paper 3, Card 3B pets or about a famous person. Recording of such presentations again to be encouraged from an early stage so that learners get used to being recorded. (W/G/I) (Basic) For problems in relationships and wider issues, German teenage magazines can provide useful Learners discuss family members and friends, expressing positives; give a presentation about their material. family (real or imaginary); describe attitudes within the family; describe a famous person and his/her characteristics and personality; discuss what attracts people to other people, what makes them a good friend (the name of a famous person could be given out and the group has to decide whether this person would be a good friend and why/ why not); exchange information about family structures; debate in groups about help in the community for people. (G/I) (Challenging)

AO4 (Writing) Leaners write a short text about themselves, family members, friends and pets; do match-up exercises 0525 past examination papers: on descriptions; create a family tree about their own family, or an imaginary family, or a TV family group; Jun 2013 Paper 41, Part 1, Ex.2 write about a dream family; create wanted posters giving physical descriptions. In this topic there are Jun 2013 Paper 41, Part 2 plenty of opportunities to make use of IT and create posters, if resources allow. (G/I) (Basic) For problems in relationships and This topic can allow many opportunities for learners to express their ideas and push their linguistic wider issues, German teenage boundaries but care must be taken over sensitive issues, and written pieces should not include class magazines can provide useful colleagues or other teachers. Learners write full descriptions of themselves and their families, including material. giving details of personalities and relationships within the family unit; write a problem page about an imaginary person (IMPORTANT), and another member of the group could write a reply; write article about different family structures through the ages; article about problems in local community (old age, single parents, loneliness, integration) and what can/should be done about them; write about a famous or imaginary person. The learner, as with Topic Area A, should file material, for later use. (G/I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 19 B2 House and Learning objective: Learners will be able to understand and give information about people’s homes and rooms, and they will be able to Home discuss household tasks. (There is some overlap here with A1, and the two topics can be studied at the same time.)

Vocabulary Houses, rooms, furniture and fittings, kitchen utensils, household tasks.

Grammar Present tense of regular and irregular verbs; modal verbs + infinitive; perfect tense; position of infinitive/past participle; word order; future tense. Negatives; asking questions. Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparisons. Personal pronouns; reflexive pronouns; indefinite pronouns; impersonal pronouns. Numbers. Prepositions and cases; nominative, accusative, dative (and genitive) cases. Conjunctions and simple subordinating conjunctions.

Textbook Schritte 1, Chp 4 and 5 resources Planet Kursbuch 2, Chp 17, 27 and 28 Team Deutsch 1, Chp 2 and 9 Tangram 1 aktuell, Chp 6 Echo 1, Chp 5

Anstoβ 1, Chp 5 and 6

Logo 1, Ch. 5 An der Spitze, Chp 2 Lagune Kursburch 2, Chp 13, 14 and 20; Genial A2, Chp 12 Edexcel GCSE German, Chp 7 Logo 4, Chp 8 GCSE Bitesize German p.20 Echo 2, Chp 5 Logo 4

AO1 (Listening) Learners understand what type of houses people live in; understand descriptions of people’s houses www.bbc.co.uk/language/german and rooms, including furniture and fittings; understand household tasks. (W) (Basic) (home).

Learners understand more complex information about houses, including comparisons between different There are many TV programmes

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 20 types of houses or houses in different countries; understand descriptions of rooms (given a list/picture (via the internet or satellite TV) that of furniture in a room and working out what is missing); understand descriptions of houses/rooms for a feature homes and interiors. These different era; understand more complex descriptions of household chores and distribution of chores. could be used in lessons. (W) (Challenging)

AO2 (Reading) Learners label different houses, rooms and furniture; understand descriptions of houses, rooms, Good exercises on school website furniture and household chores. Apart from resources from textbooks, material can be found on the mentioned in the Overview of this internet, via estate agents in German-speaking companies. Learners could have to find a particular scheme of work. type of house, with certain requirements and budget, within a certain area. (W/G/I) (Basic) House and interior magazines from Learners understand detailed descriptions of houses (from magazines) (texts can be rewritten in a German-speaking countries can be shorter form with blanks to be filled in, thus checking comprehension and vocabulary); understand used. detailed descriptions of household chores and their distribution between the family group. (W/I) (Challenging)

AO3 (Speaking) Learners describe where they live and give details of the rooms in their house; describe a room in There are many TV programmes detail (in groups as question and answer, or as a presentation); conduct a survey within the group/class (via the internet or satellite TV) that about where people live and type of house, household chores they do (the results being presented feature homes and interiors. These orally or written – again possible use of IT in the written form); present information about a house (as could be used in lessons. If you do an estate agent) to a prospective buyer, who is allowed to ask questions; describe a house they share not have access to foreign within a group, each member of the group adding a sentence on to the last sentence (good opportunity channels, use British (or other) to get learners to use adjectives); discuss household chores done by different members of the family. programmes and mute the sound (W/G/I) (Basic) and get learners to give a commentary. Learners give a detailed presentation about their own home, giving opinions about the positive and negative aspects of their house; give a commentary to a silent TV programme about houses (there are plenty of television programmes on such topics in most countries); describe what each member in the family home does regarding household chores; debate about whose job it is to do different household chores and if there is a fair distribution of labour in their house; create a role play in which they have to discuss with a parent why they cannot do certain household chores at that moment. (G/I) (Challenging)

AO4 (Writing) Learners describe different houses and rooms (gap-fill, match-up, sentences); describe their own home Good exercises on school website (poster, to include rooms and amenities), including opinion; write a description for an estate agent of a mentioned in the Overview of this home (real or imaginary); describe the home of someone famous; describe their dream home; make a scheme of work. list of household chores and who must do them (the opportunity to use adverbs of frequency and time expressions can be exploited here); describe household chores through the ages, including how they 0525 past examination paper: may change in the future. (G/I) (Basic) Jun 2010 Paper 4, Part 1, Ex.2

Learners give a detailed description of their house imaginary house/ house of famous person giving the

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 21 pros and cons of the house and whether they like/would like to live there or not; write a sketch about household chores within a family group, which can then be acted out within the group. (G/I) (Challenging)

B3 Leisure, Learning objective: Learners will be able to understand and give information about leisure and entertainment, and will be able to exchange entertainments, and justify opinions about them. Learners will be able to accept and refuse invitation to go out, and to give excuses. invitations

Vocabulary Family members; friends and friendship; hobby and leisure activities; sports; musical instruments; entertainment; making suggestions and excuses; accepting and refusing invitations; time expressions.

Grammar Present tense of regular and irregular verbs; haben, sein, werden, lesen, fahren, sehen; separable verbs; modal verbs + infinitive; perfect tense; imperfect tense (higher levels only); ich möchte/hätte gern + infinitive; position of infinitive/past participle; word order; future tense; conditional tense; impersonal verbs; subjunctive (see list of grammar and structures in the Defined Content Booklet available at www.cie.org.uk). Negatives; commands; asking questions. Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparatives and superlatives (adjectives and adverbs); adverbs of frequency. Personal pronouns; reflexive pronouns; indefinite pronouns; interrogative pronouns. Numbers, including ordinal numbers; date and time; time expressions. Prepositions and cases; nominative, accusative, dative (and genitive) cases. Conjunctions and simple subordinating conjunctions.

Textbook Schritte 1, Chp 6 and 7 resources Optimal A1, Chp 3 and 9 Passwort Deutsch 1, Chp 3 Planet Kursbuch 2, Chp 18, 20, 23 and 26 Team Deutsch 1, Chp 4, 5, 6, 15 and 19 Tangram 1 aktuell, Chp 5 Echo 1, Chp 4 Anstoβ 1, Chp 7 Zoom 1, Chp 2A Logo 1, Chp 4 An der Spitze, Chp 3 Optimal A2, Chp 11 Ausblick 1, Chp 3 and 5 Lagune Kursburch 2, Chp 4 and 29 Genial A2, Chp 6 Planet Kursbuch 3, Chp 34 and 35

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 22 Logo 4, Chp 7 Edexcel GCSE German, Chp 1 and 9 BBC Bitesize German, p.52 Klartext 2, Chp 2

AO1 (Listening) Learners understand young people talking about leisure activities (as a gap-fill, match to person 0525 past examination papers: exercise); understand sports/hobbies likes and dislikes (true or false exercise/grid-fill with gern, nicht Jun 2011 Paper 12, Part 2, Ex.1 gern); understand about frequency of leisure activities or entertainment (match from a list of time Jun 2013 Paper 11, Part 2, Ex.2 expressions); understand exchanges featuring invitations, including times (could test event/ person (computer games) involved/place or time – grid-filling); understand information about a particular leisure, sporting, activity Jun 2013 Paper 11, Part 3, Ex.2 centre. (W) (Basic) (music)

Learners understand descriptions of films, the life of film stars, TV and TV habits; understand details www.bbc.co.uk/language/german about free time activities, sport (if teachers have access to German TV sport, they can use clips from (work and leisure) sports programmes) (grid work, gap filling, re-ordering of sentences, multiple-choice, question and answer exercises). (W) (Challenging) Sport on TV or the internet can be used.

www.youtube.com/watch? v=wzmvj9nwRag – YouTube Tagesprogramm region TV 2012 film review of Warhorse

AO2 (Reading) Learners understand texts about different TV programmes – German TV guides are useful resources 0525 past examination paper: here – and then can manipulate this either by revising times, prices, type of programme, likes/ dislikes Jun 2011 Paper 23, Part 1, Ex.2 expressions (opinions a bonus!), or what sort of programmes they are; understand a dialogue article about an invite on a date; understand texts with information as to what type of leisure activity the person likes; understand texts about other people’s leisure activities (can be from different ages – gives opportunities to practise different tenses in answers); understand a text where learners have to differentiate whether favourite activities refer to a boy or a girl; understand texts about films, TV programmes, music as critics. (G/I) (Basic)

Learners understand texts about music, television, film and film stars, modern media (grid work, gap filling, re-ordering of sentences, multiple-choice, question and answer exercises); understand information about free time activities, sport and leisure; understand information about a ‘live event’. (W/G/I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 24 AO3 (Speaking) Learners conduct a survey within a group/class as to what type of leisure activity each person 0525 past examination paper: likes/dislikes and present this orally or in written form; conduct a survey about the group’s/class’s Jun 2012 Paper 3, Card 1A and 7A hobbies and present them; do a five-question interview within a group or pairs to work out what sort of hobby the other person likes, and the person being interviewed cannot answer with just ja or nein; use Sport on TV or the internet can be flash cards of sportspeople in various contexts and a list of adverbs (oft, selten, langsam, schnell, used. draussen, regelmäβig, etc.) to match an adverb to each picture (this could lead to debate, if more than one is selected); make a presentation of their hobbies, or of a particular hobby (a few props brought in, depending on the hobby, would add to the presentation); create role plays about invitations/ booking for cinema, concert, theatre/ refusing an invitation (one person can be very persistent). Invitation dialogues can be open-ended and the class has to decide how they end, and then the pair has to finish the dialogue with an acceptance or refusal. (G/I) (Basic)

Learners describe musical interests and concerts, TV programmes and habits, films and the life of film stars (either as a presentation, interview, debate, dialogue between two teenagers/ interviewer and famous person; give a detailed presentation about their own leisure activities or a particular hobby, with reasons for having chosen it and why they like it; create a dialogue with a partner about sporting preferences; try to create a commentary to some sports action on TV/internet (YouTube); conduct a class survey about teenage leisure activities (then given as a presentation or written – the more able could try to give explanations to some of the preferences). (G/I) (Challenging)

AO4 (Writing) Learners write about their hobbies and leisure activities (this could be done in first or third person, or 0525 past examination papers: could be a word ordering exercise as a change of activity); describe what someone else likes (family Jun 2011 Paper 42, Part 1, Ex.2 member, friend, famous person); write a questionnaire about leisure activities, which could be answered Jun 2012 Paper 23, Part 2, Ex.2 by someone else in the group/class; write an interview about hobbies/leisure activities/ sport with a Jun 2012 Paper 43, Part 2 famous person (could be acted out within group); write a letter to penfriend/friend inviting them to something (a reply – positive or negative – could be sent back by another member of the group/class); write dialogues in which two people are discussing going out (see Speaking section); write a short review about a TV programme/ film/ concert. (G/I) (Basic)

Learners write about a film, TV programme, concert, play seen (as a newspaper article – for more able learners they could try to write the article in the style of tabloid or broadsheet – poster, email to a friend); write details about the life of a famous sports/ media personality (as article, interview or dialogue – the last two could be acted out); create a web page for young people about leisure activities in the area, entertainments locally (for the more able about the dangers of the internet); write details (diary, poster, email, article) about a ‘live event’; create a brochure about sport and fitness. (G/I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 25 B4 Eating out Learning objective: Learners will be able to understand and give information about eating out and respond to questions about their food requirements.

Vocabulary Family members; friends; making suggestions and excuses; accepting and refusing; restaurants and cafes, including meals, menus and possible problems.

Grammar Present tense of regular and irregular verbs; haben, sein, werden, modal verbs + infinitive; perfect tense; ich möchte/hätte gern + infinitive; position of infinitive/past participle; word order. Negatives; commands; asking questions. Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparisons. Personal pronouns; interrogative pronouns. Numbers, quantities; prices. Prepositions and cases; nominative, accusative, dative (and genitive) cases.

Textbook Optimal A1, Chp 5 resources Planet Kursbuch 2, Chp 21 Team Deutsch 1, Chp 6 Anstoβ I, Chp 8 Logo 2, Chp 4 Klartext 1, Chp 5 Zoom 1, Chp 3A Echo Express 2, Chp 2 Lagune Kursburch 2, Chp 7, 8 and 9 Genial A2, Chp 8 Edexcel GCSE German, Chp 2 GCSE Bitesize German, p.34 Klartext 2, Chp 2

AO1 (Listening) Learners understand dialogues in cafes, restaurants (fill in missing words, multiple-choice questions, 0525 past examination paper: finish sentences, list items); understand simple problems that may arise in a restaurant (an item missing, Jun 2009 Paper 1, Part 3, Ex.2 mistake, wrong meal/bill). (W) (Basic) (restaurant)

Learners understand more complex information about restaurants and eating out; understand more www.bbc.co.uk/language/german detailed problems and solutions. (W) (Challenging) (Talk German – order a meal/a drink)

AO2 (Reading) Learners understand menus in cafes, restaurants; read advertisements and menus for different restaurants and short descriptions of potential clients to match clients to the restaurants, and justify their

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 26 answer. (W) (Basic)

Learners understand detailed menus, compare menus from different restaurants to make choices, based on customer information; understand more detailed problems about eating out (not just eine Fliege in der Suppe!). (W/I) (Challenging)

AO3 (Speaking) Learners create dialogues in cafes/restaurants ordering food and drink, making preferences and Menus brought back from German- encountering problems (for more able, there could be limitations as well, e.g. the number of words used speaking countries provide material in any sentence by one of the pair – it really makes them think about what is necessary); discuss for role-plays. favourite restaurants they have eaten in, giving reasons; give a presentation about a restaurant (in home region or in Germany); create a discussion about two restaurants to compare them. (W) (Basic) 0525 past examination paper: Jun 2011 Paper 3, Card 1A Learners discuss and compare restaurants – a group debate about certain restaurants in the local area; discuss what makes a good restaurant; give a presentation about a visit to a restaurant, with opinions; create more complex dialogues about eating out and encountering problems (one partner could be the worst customer/waiter/waitress in the world). (G/I) (Challenging)

AO4 (Writing) Learners write dialogues set in cafes/restaurants, before acting them out (see Speaking section); create a menu for a restaurant; write a description of a recent visit to a restaurant, either positive or negative; write a description of their dream meal in a restaurant, including their guest list, with reasons; create a poster for a restaurant, with positive points to go there. (W) (Basic)

Learners create a webpage of eating-places locally for young people, giving reviews about each restaurant/café (this can be done individually or collated from a group); write a review of a restaurant/ meal (email, newspaper – tabloid or broadsheet – or letter to a friend). (G/I) (Challenging)

Holidays and special occasions

B5 Festivals Learning objective: Learners will be able to understand and exchange information about festivals and special occasions and will gain some and special understanding of significant festivals in German-speaking countries. occasions

Vocabulary Family members; friends and friendship; festivals and special occasions; accepting and refusing invitations.

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 27 Grammar Present tense of regular and irregular verbs; haben, sein, werden, modal verbs + infinitive; perfect tense; imperfect tense (higher levels only) ich möchte/hätte gern + infinitive; position of infinitive/past participle; word order; separable and inseparable verbs; future tense; passive tense (receptive use). Negatives; asking questions. Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparisons. Personal pronouns; reflexive pronouns; indefinite pronouns; relative pronouns. Numbers, including ordinal numbers; date and time; adverbs of frequency. Prepositions and cases; nominative, accusative, dative (and genitive) cases. Conjunctions and simple subordinating conjunctions.

Textbook Optimal A1, Chp 3 resources Planet Kursbuch 2, Chp 29 Team Deutsch 1, Chp 3, 7, 18 and 23 Tangram 1 aktuell, Chp 7 Echo Express 2, Chp 5 Schritte 2, Chp 9 and 14 Optimal A2, Chp 11 Passwort Deutsch 2, Chp 12 Ausblick 1, Chp 5 Lagune Kursburch 2, Chp 1,2,3 and 5 Genial A2, Chp 9 Planet Kursbuch 3, Chp 41 Edexcel GCSE German, p.138–139

AO1 (Listening) Learners understand descriptions of different festivals in Germany (Weihnachten, Ostern, Diwali, Eid, 0525 past examination paper: Karneval) and carry out gap-fill/comprehension tasks; understand descriptions of birthday celebrations. Jun 2009 Paper 1, Part 1, Ex.2 (W) (Basic) www.youtube.com/watch? Learners understand detailed descriptions of festivals and celebrations, either in German-speaking v=89S2MO52nQI – YouTube countries, or personal celebrations (birthdays/weddings) (complete the sentence, gap-fill, change from deutsche Feste – Frankfurt am first to third person). (W) (Challenging) Main Weihnachtsmarkt

www.youtube.com/watch? v=Idf3KQcPwnI – YouTube Ostern Kinderlied zum Osterfest

www.youtube.com/watch?

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 28 v=wzmvj9nwRag – YouTube Tagesprogramm region TV 14.02.2012 – after 8-minute report on Karneval

AO2 (Reading) Learners understand about festivals in German-speaking countries (match dates to festival); understand 0525 past examination papers: texts about festivals or celebrations (gap-fill/comprehension tasks). (W/I) (Basic) Jun 2011 Paper 23, Part 1, Ex.3 Jun 2012 Paper 21, Part 3, Ex.2 Learners understand more complex texts about festivals in German-speaking countries, including non- religious festivals and festivals from other cultures (Diwali, Eid) – compare with festivals in their own www.derweg.org/feste/kultur/feste.h country; understand texts about family celebrations (birthdays/ weddings). (W/I) (Challenging) tml – summary of different festivals in Germany

www.slideshare.net/…/deutsche- feste-und-feiertage – covers major festivals

AO3 (Speaking) Learners describe a festival/celebration (with festival this could be done within a group where the learner www.youtube.com/watch? gives one sentence at a time and the group has to guess which festival); describe a disastrous birthday v=wzmvj9nwRag – YouTube party (real or imaginary). (G/I) (Basic) Tagesprogramm region TV 14.02.2012 – after 8-minute report Learners give a presentation about a festival, and give their opinion of the festival and justify their choice; on Karneval create a dialogue about being invited to a birthday party with unpredictable elements (reasons why they cannot go). (G/I) (Challenging) YouTube (heilige Nacht, Tannenbaum)

AO4 (Writing) Learners prepare invitations for certain festivals/celebrations, place them in a box, from which another 0525 past examination papers: learner picks one at random and writes a reply (either positively, saying what they are looking forward to, Jun 2011 Paper 23, Part 1, Ex.4 or negatively, giving reasons why they cannot come); create a poster for a festival; describe a birthday Jun 2012 Paper 43, Part 2 party they have been to. (G/I) (Basic) www.derweg.org/feste/kultur/feste.h Learners write a description about a certain festival, giving their opinions about the festival; write a tml – summary of different festivals comparison between the way a festival is held in Germany and in their own country; describe their in Germany best/worst ever birthday. (I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 29 B6 Holidays; Learning objective: Learners will be able to understand and exchange information about different types of holidays and discuss appropriate getting around means of transport.

Vocabulary Holidays; countries and nationalities; transport; weather.

Grammar Present tense of regular and irregular verbs; haben, sein, werden; perfect tense (with haben and sein); imperfect tense (higher levels only) ich möchte/hätte gern + infinitive; position of infinitive/past participle; word order; Inseparable verbs; future tense; conditional tense. Negatives; asking questions. Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparisons. Personal pronouns; reflexive pronouns; indefinite pronouns; demonstrative pronouns; interrogative pronouns. Numbers, including ordinal numbers; date and time; expressions of time. Prepositions and cases; nominative, accusative, dative (and genitive) cases. Conjunctions and simple subordinating conjunctions; wenn clauses; letter formats.

Textbook Optimal A1, Chp 7 resources Planet Kursbuch 2, Chp 31 Team Deutsch 1, Chp 10 and 20 Logo 2, Chp 2 Zoom 1, Ch. 4B Klartext 1, Chp 7, 9 and 10 Echo 1, Chp 6 Echo Express 2, Chp 1 An der Spitze, Chp 8 Optimal A2, Chp 8 Planet Kursbuch 3, Chp 52 Logo 4, Chp 4 Edexcel GCSE German, Chp 2 GCSE Bitesize German, p. 26–33

AO1 (Listening) Learners understand statements about holiday plans, destinations, how long, what is on offer; (grid work 0525 past examination papers: – Wie lange? Wo? Meinung? Wetter); understand what people will do on holiday and their opinion of it; Jun 2012 Paper 12, Part 1, Ex.2 understand reasons for choosing a type of holiday; understand what people like doing on holiday; Jun 2011 Paper 12, Part 2, Ex.2 understand forms of transport; understand directions (use town plans – sketched or real to find places); understand weather forecasts; understand descriptions of holidays made. (W) (Basic) Weather forecasts from German TV can be used. Learners understand more detailed texts about types of holidays, destinations, preferences, activities and link them to particular people (details given); understand texts on the need for holidays (this can also be discussed orally in small groups); understand detailed information about transport systems and the

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 30 advantages/disadvantages of different forms of transport; understand detailed weather forecasts (grid www.bbc.co.uk/language/german work on region, weather, temperature); understand adverts about different forms of accommodation. (W) (Talk German – buy a train ticket; (Challenging) ask for directions)

AO2 (Reading) Learners understand texts about holiday plans (identifying details, correct verb forms or time A selection of brochures from expressions); understand brochures from different towns/regions in German-speaking countries; Germany is useful, as are the understand brochures offering different types of holidays; understand texts on transport within certain websites of cities and regions. towns (Berlin/Frankfurt/München all offer good material); understand town plans for directions; understand texts (vocabulary recognition or fuller comprehension) on what people like doing on holiday; 0525 past examination papers: understand weather forecasts; understand postcards, emails regarding holidays, weather. Jun 2009 Paper 2, Part 1, Ex.2 (W/G/I) (Basic) Jun 2011 Paper 23, Part 3, Ex.2 Jun 2013 Paper 23, Part 3, Ex.2 Learners understand detailed texts on holiday types and destinations for different people and give reasons why these people have chosen certain holidays; understand a holiday brochure and express what they like/dislike about the holiday destination; understand detailed texts about transport systems in German cities or regions (if two cities/regions are used the comprehension can be about comparing the two). (W/G/I) (Challenging)

AO3 (Speaking) Learners describe types of holidays (flash cards/pictures of different scenes, e.g. coast, mountains, A selection of brochures from Berlin, countryside, etc.) and say what they can do on such a holiday (in a group they could pick their Germany is useful, as are the favourite, with reason); describe a holiday they have made/are about to do (good tense practice); create websites of cities and regions. dialogues giving directions, including using different forms of transport (good opportunities for differentiation); using a weather map or map of Germany create a weather forecast; create interviews in 0525 past examination papers: pairs as to holiday plans, and activities; conduct a class survey about holidays (types, destination, when, Jun 2009 Paper 3, Card 3B travel, activities, reason for choice) – this can be presented orally or in written form. (W/G/I) (Basic) Jun 2012 Paper 3, Card 1B

Learners discuss in groups their preferences for types of holidays, giving reasons; create a dialogue trying to persuade the other person that their type of holiday is better; give a presentation about a holiday they have done or would like to do; in a group create a disaster holiday, where each person has to add an appropriate and meaningful sentence to the previous one to create a story; debate in groups the pros and cons of the transport system in their region/German region/city. (G/I) (Challenging)

AO4 (Writing) Learners write a postcard/email about holiday (this can be longer for more able learners); write a list of A selection of brochures from positives and negatives of different sorts of holidays (a sheet with different types of holidays is helpful); Germany is useful, as are the write up the results of the survey in Speaking section; create a board game based on a region/city (fill the websites of cities and regions. squares with holiday types, transport, activities. If the learner uses the present tense correctly he/ she can move one space forward, future tense two and perfect tense three); create a brochure for a region, town’s transport system; write a letter to a tourist office requesting holiday information about a town/region (stress in the letter that the information must be in German. Not only do the learners receive something from Germany but it can be used with other classes in lessons). (G/I) (Basic) 0525 past examination papers:

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 31 Learners create an article, brochure about a holiday destination, promoting all the positive aspects of the Jun 2011 Paper 43, Part 1, Ex.2 region (another person in the group could take this and use it as a basis to write an article describing a Jun 2012 Paper 41, Part 1, Ex.2 holiday he/she had there where it was the opposite of what was described); write a letter, email deploring the state of the local transport system and offering improvements; describing holiday preferences of the future. (G/I) (Challenging)

B7 Learning objective: Learners will be able to understand, seek and give information about holiday accommodation and respond to questions Accommodation about their accommodation requirements.

Vocabulary Travel; transport; holiday accommodation; dates.

Grammar Present tense of regular and irregular verbs; haben, sein, werden, modal verbs + infinitive; perfect tense; ich möchte/ hätte gern + infinitive; position of infinitive/past participle; word order; future tense. Negatives; asking questions. Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives. Personal pronouns; reflexive pronouns; indefinite pronouns; interrogative pronouns. Numbers, including ordinal numbers; date and time. Prepositions and cases; nominative, accusative, dative (and genitive) cases. Conjunctions and simple subordinating conjunctions; letter formats.

Textbook Optimal A1, Chp 2 resources Klartext 1, Chp 10 Echo Express 2, Chp 1 An der Spitze, Chp 8 Passwort Deutsch 2, Chp 11 Logo 3, Chp 2 GCSE Bitesize German, p.32

AO1 (Listening) Learners understand different types of accommodation, what is on offer, what is required, prices, dates www.bbc.co.uk/language/german (grid format good here); understand descriptions of a stay in some form of holiday accommodation; link (Talk German – Check in at a hotel) accommodation to potential customers (again grid format good); understand dialogues/conversation/messages about problems to do with accommodation. (W) (Basic) http://de.hotels.com

Learners understand adverts about different forms of accommodation. (W) (Challenging)

AO2 (Reading) Learners understand information about accommodation (brochures or internet information about hotels, 0525 past examination papers: youth hostels, campsites in Germany useful sources); using the youth hostels in different regions (either Jun 2009 Paper 2, Part 1, Ex.3 directly from the website or printed off by the teacher) learners create true or false exercise about four or Jun 2011 Paper 22, Part 2, Ex.2

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 32 five youth hostels in their region, to be answered by other members of the class. (W/G/I) (Basic) A selection of brochures from Germany is useful, as are the Learners understand brochures for different types of accommodation (an exercise changing the websites of cities and regions. adjectives to opposite could be done, e.g. Dieses Hotel ist sehr ruhig > … laut, etc); using the http://de.hotels.com; Tripadvisor (www.tripadvisor.de) website, choose an hotel (e.g. Circus Hotel, Berlin) and compare three www.jugendherberge.de reviews of guests, deciding in order of preference, what is good and bad about the hotel. www.tripadvisor.de (G/I) (Challenging) www.camping-in-deutschland.de

AO3 (Speaking) Learners create dialogues booking accommodation for/arrival at a hotel/youth hostel/campsite (there can 0525 past examination papers: be unpredictable elements included); give a presentation about a stay in some form of holiday Jun 2010 Paper 3, Card 4A and 7A accommodation, giving opinions of the place. (G/I) (Basic) Jun 2011 Paper 3, Card 4A Jun 2011 Paper 3, Cards 1B, 3B Using a hotel/campsite/youth hostel/holiday park brochure one learner explains to a partner why he/she should stay at that particular place; create dialogues with unpredictable elements about a problem with A selection of brochures from the accommodation. (G/I) (Challenging) Germany is useful, as are the websites of cities and regions. http://de.hotels.com; www.jugendherberge.de www.tripadvisor.de

AO4 (Writing) Learners create a brochure/web page for a holiday centre; write to a youth hostel, campsite, hotel 0525 past examination paper: making a reservation; write a diary about a stay in some holiday accommodation; write an account for a Jun 2010 Paper 4, Part 1, Ex.1 magazine about a certain type of holiday accommodation they have stayed in. (G/I) (Basic) A selection of brochures from Learners write a letter, email booking holiday accommodation (another person could reply not being able Germany is useful, as are the to fulfil all the requirements and offering alternatives); write a letter of complaint; create a webpage for a websites of cities and regions. city/region giving details and opinions of accommodation on offer (this can be imaginary or have the use http://de.hotels.com; of brochures to help); write a letter, email to a friend warning against going to a certain place of www.jugendherberge.de accommodation, giving reasons; describing your dream holiday accommodation. (G/I) (Challenging) www.tripadvisor.de

A project covering all four skills at the end of the topic could be to create a situation where the learner is living in a German-speaking country and has invited a friend or relative(s) to come to stay. Using help from the internet and brochures and maps and transport websites (DB or Lufthansa) they have a budget to get the person(s) there by one or more means of transport, offer them a choice of hotels to stay in (within budget), explaining the difference, organise an itinerary for them, when there, including restaurants and culture (revision of previous topics) and get them home. Email booking forms can be set up, hotel booking forms, and a language assistant or teacher can be used for certain tasks, e.g. being the other person when telephoning a hotel, theatre, restaurant for a booking. Finally, the learner could write a letter to a friend describing the whole event and adding comments. (G/I) (Challenging)

Topic Area C – The world around us

Context Again, much of this topic is readily accessible to every learner early in the course and can be taught after B1–4, B6 and A1–3. It covers vocabulary and grammar, which start at a reasonably straightforward level and can be extended as lessons progress. In the early stages of this topic, only the present tense will be used, and the nominative and accusative cases, but there are huge opportunities to extend the range tenses and cases with development of the topic. Teachers can use the teaching activities to devise their own lesson plans, selecting what they find appropriate for their learners and adding their own resources and material, as needed. It is assumed that teachers will structure open and closed questions to check vocabulary and comprehension, correct errors, and monitor the acquisition of skills and development of knowledge. The suggested activities and materials can be adapted for mixed-ability classes, by giving more or less guidance, shortening or extending activities, or simplifying or editing material. Timing of the activities is at the teacher’s discretion and should be incorporated into individual lesson planning.

Outline The content aim is for learners to be able to understand and provide information, in spoken and written form, on their home town and local areas, including urban and natural environments, and travel and transport. It will revise some of the travel and transport ideas of B6. The language aim is for learners to develop all four skills in the target language, and the teaching activities help to provide a range of methods for achieving the learning objectives. The activities, materials, suggestions and examples are given for teachers to make full use of them, according to their judgement, so that learners can gain real benefit from them and improve their skills and develop their linguistic confidence from lesson to lesson. The activities give opportunities for learners to share information and practise skills through group, pair or individual work. Learner progress and confidence will depend largely on the learning approach, with weaker learners needing more time and practice. It is expected that teachers will be able to expand on the topic area, as they feel their class needs, and add in their own material and reinforcement activities too.

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 34 Home town and local area

C1 Home town Learning objective: Learners will be able to understand and give information about their home town and local environs. and geographical surroundings

Vocabulary Buildings and places within a town/countryside; countries; environment; weather; directions.

Grammar Revision of present, perfect and future tenses; imperfect tense. Demonstrative pronouns; relative pronouns and clauses. Compound nouns; revision of cases; revision of adjective endings; comparisons. Prepositions with places. Conjunctions (weil).

Textbook Optimal A1, Chp 8 resources Passwort Deutsch 1, Chp 2, 4, 5 and 6 Planet Kursbuch 2, Chp 18, 24 and 32 Team Deutsch 1, Chp 14 Tangram 1 aktuell, Chp 7 Zoom 1, Chp 3B Echo 1, Chp 6 Echo Express 2, Chp 6 Logo 1, Chp 6 Logo 2, Chp 5 Logo 3, Chp 3 An der Spitze, Chp 10 Schritte 2, Chp 9 and 11 Genial A2, Chp. 2 and 3 Planet Kursbuch 3, Chp 38 Klartext 2, Chp 8 GCSE Bitesize German, p.16 Edexcel GCSE German, Chp 7 Logo 4, Chp 5

AO1 (Listening) Learners understand about a town’s geographical situation (gap-fill on maps, true or false); understand www.youtube.com (deutsche what sort of buildings there are in a town and where they are (maps to fill in). (W) (Basic) Staedte)

Learners understand film clips about German towns (not all have commentaries in German); understand how towns have changed (tense-manipulation exercises); understand the positive and negative points of a town; understand texts about different communities within the town. (W) (Challenging)

AO2 (Reading) Learners understand texts about towns, their locations and the activities available in them (a gap-fill exercise practising possessive adjectives and articles could be good revision of them plus adjective endings, e.g. Ich wohne gern in … (MEINER) Stadt – this could equally be done with verbs or nouns; understand a simple extract from a tourist brochure; understand and manipulate a text reconstruction about their own town. (W/G/I) (Basic)

Learners understand the advantages and disadvantages of living in the town or countryside (perhaps two leaflets, one for each place – allows revision of comparisons); understand texts about different communities within the town. (W/G/I) (Challenging)

AO3 (Speaking) Learners take part in groups in a quiz about a town (either the one where the school is situated, or if the 0525 past examination paper: town has a twin town in Germany on that one – it allows learners to get to know a town in Germany); Jun 2013 Paper 3, Card 7A give a short presentation about their town; play a board game (either made by the teacher or learners) where they have to say what building it is and/or where it is in the town. (G/I) (Basic)

Learners present a reportage about their local town, trying to sell it to a group of tourists (if this is done in small groups, the tourists can ask questions); conduct an interview with a partner, where the partner is an older resident of the town, imagining what life was like and comparing it with the present time; debate the pros and cons of life in the town or in the country. (G/I) (Challenging)

AO4 (Writing) Learners write sentences in first or third person about where people live; write from memory a list of 0525 past examination papers: buildings in a town; write sentences saying what there is in their town; produce a brochure/ leaflet/web Jun 2011 Paper 42, Part 1, Ex.1 page about their local town/town in Germany (see B6); write a short extract about their town, giving Jun 2013 Paper 41, Part 1, Ex.1 opinions. (G/I) (Basic) Jun 2013 Paper 21, Part 2, Ex.2

Learners write an article/webpage describing their town giving the advantages and disadvantages of the town; describe their dream town; describe their town 50 years ago, now, and in 50 years’ time; write a report giving five reasons why people should visit the town (or five reasons they should not!); write a letter from the standpoint of someone from a different ethnic community living in a town. (G/I) (Challenging)

C2 Shopping Learning objective: Learners will be able to understand and give information about different shops; be able to understand prices, weights and measures; give their own opinions about clothes and fashion.

Vocabulary Shops; shopping (food and clothes); numbers, weights and measures; sizes.

Grammar Present tense of regular and irregular verbs; perfect tense; ich möchte/hätte gern + infinitive; position of infinitive/past participle; word order. Articles and cases (revision); comparisons. Etwas/nichts + adjective; demonstrative pronouns; pronouns in the accusative. Prepositions + cases (revision).

Textbook Optimal A1, Chp 11 resources Passwort Deutsch 1, Chp 4 Team Deutsch 1, Chp 8 Tangram 1 aktuell, Chp 3 and 4 Logo 2, Chp 4 Zoom 1, Chp 4A Echo 1, Chp 6 Echo Express 2, Chp 6 An der Spitze, Chp 11 Schritte 2, Chp 12 and 13 Lagune Kursburch 2, Chp 6 Genial A2, Chp 7 Planet Kursbuch 3, Chp 41 and 42 Logo 4, Chp 6

AO1 (Listening) Learners understand dialogues about people buying items in different shops (can be tested for Magazines (fashion, teenage and prices/amounts/objects/even adjectives – colours/size); understand texts/adverts about supermarket fliers) have plenty of sales/discounts/special offers in shops (match halves of sentences); understand texts about clothes and useful material. fashion (gap-fill/vocabulary/word-order reworking); understand dialogues about complaints in a shop/ returning goods. (If access to German TV, record when a fashion show is on somewhere in the world – it Fashion magazines; will have a report on German TV.) (W) (Basic) www.youtube.com (deutsche Mode)

Learners understand more complex dialogues in shops with detailed explanations of size/amount; understand dialogues where people complain; understand people discussing reasons why they choose certain types of clothes to buy. (W) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 37 AO2 (Reading) Learners understand shop types (match-up exercise) or link articles to type of shop; understand plans of 0525 past examination paper: department stores (link articles to departments/revise different floors); understand articles about clothes Jun 2013 Paper 21, Part 1, Ex.2 and fashions; understand texts about what famous people wear (gap-fill, question and answer sentences). (W/G/I) (Basic)

Learners understand adverts from different shops (comparisons of different prices/items); understand fashion reviews from magazines; understand texts about shopping habits (shopaholics); understand texts about shopping facilities within an area and the advantages/disadvantages of the different types and what they are doing to the local economy. (W/G/I) (Challenging)

AO3 (Speaking) Learners conduct dialogues buying goods/returning bought goods/complaining about an item (to involve 0525 past examination papers: a group in this, some learners can be shopkeepers of German supermarkets with a price list and the Jun 2010 Paper 3, Card 1A others can be customers with a shopping list and they have to find out the prices of six items in the Jun 2013 Paper 3, Card 4A different supermarkets. At the end the information can be presented and practice of numbers and comparisons can be made); describe pictures from fashion magazines (can also give opinions); describe what they have bought recently; describe what they wear usually, what they would like to wear in the future or for a special occasion. (G/I) (Basic)

Learners conduct dialogues with unpredictable events buying items/returning bought items/complaining about an item; give a voice-over to a fashion show (create their own fashion show in class where there is a commentary – probably best to leave out opinions); discuss shopping preferences (debate/interview or presentation); discuss the importance of fashion for young people/themselves; conduct a class survey about shopping habits (presented orally or in written form). (G/I) (Challenging)

AO4 (Writing) Learners label/match up items to pictures/departments/shops; write shopping lists for different circumstances (picnic/party); fill in exercises practising adjective endings/comparisons; using blank pictures of people and their clothes, colour in and write sentences to describe what they are wearing appropriately; create a fashion page for a magazine describing what people are wearing and give opinions; write a dialogue for someone complaining in a shop (to be acted out); create (as a designer) a new school uniform. (G/I) (Basic)

Learners describe the shopping facilities in their area and give the advantages/disadvantages of the different types; write about shopping habits in the past, present and future; describe a fantastic/disastrous shopping trip; create a webpage about the shops and shopping locally – aimed for young people; write a review about youth fashion; write a letter to the town council about what is happening to shops in the town centre of their local town and what can/should be done (good practice of modals and past tenses). (G/I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 38 C3 Public Learning objective: Learners will be able to give and understand information about services in a post office, bank, police station and lost services property office.

Vocabulary Places in a town; objects; post office; currency; bank; lost property office; minor crime incidents; numbers; colours.

Grammar Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense. Articles; cases; adjectives and endings; adverbs of time and place. Indefinite pronouns; reflexive pronouns; interrogative pronouns; relative pronouns. Prepositions + cases. Subordinating conjunctions; word order.

Textbook Klartext 2, Chp 3 resources An der Spitze, Chp 7 and 11 Passwort Deutsch 2, Chp 16 GCSE Bitesize German, p.38 Logo 4, Chp 1(Lost property), 6 (Post Office) and 7 (Bank)

AO1 (Listening) Learners understand dialogues in a post office/bank/police station/lost property office (fill in a form with Forms from German post office and details); match services required to pictures. (W) (Basic) banks useful material.

Learners understand complex dialogues in a post office/bank/police station/lost property office (multiple- www.deutschepost.de choice/match halves of sentences/reorder sentences); understand a report about a stolen item (fill in details of descriptions, place, time, and action). (W) (Challenging)

AO2 (Reading) Learners understand a text about a lost item (and select correct statements from a selection); match www.bundespolizei.de questions to pictures. (W/G/I) (Basic)

Learners understand texts about the German post office (could be a short history) and complete a gap-fill exercise; complete missing words in a dialogue set in a bank or post office; understand texts about the German police; understand texts about lost items. (G/I) (Challenging)

AO3 (Speaking) Learners conduct dialogues set in a post office, bank, police station, lost property office; create a 0525 past examination papers: dialogue in a Tauschladen, (Person 1 tauscht ein Fahrrad und möchte einen iPod); create a dialogue in a Jun 2012 Paper 3, Card 4A police station describing an item that has been lost/stolen (either one half of the conversation can be Jun 2011 Paper 3, Card 2B prepared by the teacher or created by a learner). (G/I) (Basic) Jun 2013 Paper 3, Card 2B

Learners create dialogues set in a post office, bank, police station, lost property office, (with

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 39 C3 Public Learning objective: Learners will be able to give and understand information about services in a post office, bank, police station and lost services property office.

unpredictable events or people can be angry/absent-minded/not sure); describe an event (real or imaginary) where they have lost something or had it stolen. (G/I) (Challenging)

AO4 (Writing) Learners fill in a form (for police or lost property) about an item lost/stolen (for more able learners this can be in the form of sentences rather than just a form). (G/I) (Basic)

Learners describe an event (real or imaginary) where they have lost something or had it stolen; write a letter to the post office saying that an item they sent has gone missing. (I) (Challenging)

Natural and made environment

C4 (and C5) Learning objective: Learners will be able to understand and give information about problems affecting the environment, such as climate Natural change and pollution, and remedial measures, such as renewable energies and recycling. This is a topic which is best left to later in the course, environment as the vocabulary can be technical, and some of the grammatical concepts can be more complex. The topic of weather can be dealt with separately or alongside this area.

Vocabulary Places in the town and countryside; environment; weather.

Grammar Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense; conditional tense; passive tense (receptive); subjunctive (receptive); modal verbs; commands. Articles; cases; adjectives and endings; adverbs of time and place; negatives. Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns. Prepositions + cases. Subordinating conjunctions; word order.

Textbook Passwort Deutsch 1, Chp 9 resources Team Deutsch 1, Chp 17 Klartext 2, Chp 2 and 10 Zoom 1, Chp 2B Logo 4, Chp 4 Planet Kursbuch 3, Chp 37 and 40 GCSE Bitesize German, p. 64 Edexcel GCSE German, Chp 8

AO1 (Listening) Learners understand weather forecasts (can add temperatures/points of compass/type of weather to a www.wetter.de map/grid); understand comments about the weather and activities available (match-up); understand www.umweltbundesamt.de simple texts about environmental issues/natural disasters (teachers to be sensitive about disasters in case anyone in the class has been affected); understand comparisons in weather between regions and Information on Goethe Institute countries; understand texts about pollution (match-up/gap fill exercise). (W) (Basic) website (www.goethe.de) about environment issues Learners understand complex weather reports (German radio often is a good source for this) and fill in www.erneuerbare-energien.de a grid; understand texts about natural disasters and causes; understand environmental problems (categorise them into certain groups, e.g., pollution, global warming, disappearance of a species, etc). There are several sites covering (W) (Challenging) pollution: e.g. de.wikipedia.org/wiki/… verschmutzung

0525 past examination paper: Jun 2011 Paper 12, Part 1, Ex.2

AO2 (Reading) Learners understand weather forecasts and maps (initially used as reading, this exercise can be 0525 past examination paper: developed into an oral presentation); understand texts about weather in different regions and countries Jun 2010 Paper 2, Part 3, Ex.2 and the effect the weather has on lives; understand texts on natural disasters. (W/I) (Basic)

Learners understand more complex texts on natural disasters, environmental problems; effects of human and industrial behaviour on the environment (complex, but if simplified to a grid or true and false answer it will work); understand texts on energy (choice of which type of energy being referred to); understand texts on pollution; understand texts on energy for the future. (W/G/I) (Challenging)

AO3 (Speaking) Learners present simple weather forecasts, practising weather types, regions, and temperatures; . working from two weather maps two people ask each other questions to find out, and note down, the weather on the other person’s map; decide five environmental problems (this can be done as a survey or individually) and then present at least one sentence on each. (G/I) (Basic)

Learners take a natural disaster (see comments in Listening section) and give a short news flash report on the spot; debate in a group the top five major environmental problems, why, and what can be done (each group can present their work to the whole class); play a game of noughts and crosses, where each square has a different environmental solution – good practice of modals (e.g. man sollte den Hausmüll trennen); discuss in groups how to set up a school environment week and present ideas to the rest of the class; in small groups, pick a card with an environmental issue on it (e.g. Luftverschmutzung) and try to talk for 30 seconds on it (in the style of ‘Just a Minute’ game); debate the effect transport and industry have on the environment and offer solutions. (W/G/I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 41 AO4 (Writing) Learners design weather maps with symbols and temperatures, and then write their own weather 0525 past examination paper: report based on their map; write short phrases/sentences describing environmental problems and what Jun 2009 Paper 2, Part 2, Ex.2 can be done; create environmental awareness posters/web page to advertise an action week at school; create signs for the classroom (helps even more if one room is specifically for German) re the environment. (G/I) (Basic)

Learners design a leaflet/brochure/webpage for an Environmental Action Week listing what needs to be done, why, and what effect the action will have; write a letter to a politician/mayor expressing the person’s views about energy sources and what must be done; describe as a newspaper article (tabloid or broadsheet) a natural disaster and the effects on the environment; write an article comparing two environments, the town and the country, what it is like to live in each one, pros and cons, preference for one or the other with reasons now and in the future. (Depending on the ability of the class and the time given to this topic, the opportunities for expansion are huge and should be exploited.) (G/I) (Challenging)

C5 Weather Learning objective: Learners will be able to understand and give information regarding the weather.

Vocabulary Places in the town and countryside; compass points; weather.

Grammar Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense. Articles; cases; adjectives and endings; adverbs of time and place; negatives. Impersonal pronouns. Prepositions + cases. Subordinating conjunctions; word order.

Textbook and Schritte 1, Chp 6 website Optimal A1, Chp 1A2 resources Planet Kursbuch 2, Chp 30 Klartext 2, Chp 2 and 10 Zoom 1, Chp 2B Logo 4, Chp 4 GCSE Bitesize German, p. 64 Edexcel GCSE German, Chp 8

Aktueller Wetterbericht für Deutschland: www.wetter.de

AO1 (Listening) Learners understand weather forecasts (can add temperatures/points of compass/type of weather to a 0525 past examination paper: map/grid); understand comments about the weather and activities available (match-up); understand Jun 2011 Paper 12, Part 1, Ex.2 comparisons in weather between regions and countries. (W) (Basic)

Learners understand complex weather reports (German radio often is a good source for this) and fill in a grid; understand texts about natural disasters and causes. (W) (Challenging)

AO2 (Reading) Learners understand weather forecasts and maps (initially used as reading, this exercise can be developed into an oral presentation); understand texts about weather in different regions and countries and the effect the weather has on lives; understand texts on natural disasters. (W/I) (Basic)

Learners understand more complex texts on natural disasters, weather forecasts, weather patterns and seasonal changes. (W/I) (Challenging)

AO3 (Speaking) Learners present simple weather forecasts, practising weather types, regions, and temperatures; working from two weather maps two people ask each other questions to find out, and note down, the weather on the other person’s map. (G/I) (Basic)

Learners take a natural disaster (see comments in C5 Listening section) and give a short news flash report on the spot; give a detailed one-minute radio weather forecast for the whole of Germany (this can be done without knowing what season until the last minute). (G/I) (Challenging)

AO4 (Writing) Learners design weather maps with symbols and temperatures, and then write their own weather report based on their map; write a seasonal chart with weather patterns. (G/I) (Basic)

Learners compare weather patterns between two countries and say what effects the weather has on lives in those countries; describe as a newspaper article (tabloid or broadsheet) a natural disaster and the effects on the environment. (G/I) (Challenging)

C6 Finding the Learning objective: Learners will be able to understand and give directions. way

Vocabulary Places in a town; directions; shops; modes of transport.

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 43 Grammar Revision of present tense; commands; future tense. Articles; cases; adjectives and endings; adverbs of place; negatives; ordinal numbers. Indefinite pronouns. Prepositions + cases. Word order.

Textbook Planet Kursbuch 2, Chp 24 resources Tangram 1 aktuell, Chp 7 and 8 Zoom 1, Chp 3B Echo 1, Chp 6 Echo Express 2, Chp 6 Logo 1, Chp 6 Logo 2, Chp 5 An der Spitze, Chp 7 Logo 3, Chp 3 Klartext 1, Chp 7 Schritte 2, Chp 9 and 11 Klartext 2, Chp 8 GCSE Bitesize German, p.16 Edexcel GCSE German, Chp 7 Logo 4, Chp 5

AO1 (Listening) Learners understand basic directions (use maps/grids/destinations/gap-fill/missing preposition). (W) 0525 past examination paper: (Basic) Jun 2012 Paper 12, Part 1, Ex.1, Q.5 Learners understand more complex directions, including changes of mind (map out route/ missing words). (W) (Challenging)

AO2 (Reading) Learners read directions (different people to different destinations – match up on a map); read directions set by teacher/other learners (see writing) and work out destination; read directions (with directional mistakes, e.g. trying to drive the wrong way down a one-way street), and correct errors. (W/G/I) (Basic)

Learners understand more complex directions (practise gap-fill on prepositions/articles). (W/I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 44 AO3 (Speaking) Learners create dialogues giving simple directions based on simple map (practise prepositions, articles, and different command forms – different type of people being asked); with two different versions of a map of a town, learners ask each other questions to fill in the gaps on their maps. (G/I) (Basic)

Learners create dialogues, with unpredictable elements (e.g. a tourist who doesn’t understand clearly) to give directions (these can be made more complicated by stipulating certain forms of transport to be taken and limitations associated with that, e.g. no entry signs). (G/I) (Challenging)

AO4 (Writing) Learners write out directions (as aide memoire to a visitor, for example); write dialogues. (G/I) (Basic)

Learners write out more complex directions (in du, ihr and Sie forms) as dialogues, which can be used as role plays. (G/I) (Challenging)

People, places and customs

C7 Meeting Learning objective: Learners will be able to find out and discuss some general facts about people from other countries and about different people ethnic groups living in German-speaking countries or their own country.

Vocabulary Countries and nationalities; problems ethnic groups face; numbers.

Grammar Revision of present tense; perfect tense, simple imperfect tense; future tense. Articles; cases; adjectives and endings; adverbs of place; negatives. Indefinite pronouns. Prepositions + cases. Subordinating conjunctions; word order.

Textbook Team Deutsch 1, Chp 1, 3, 6 resources Tangram 1 aktuell, Chp 2, 5 and 8 Klartext 2, Chp 8 Optimal A2, Chp 8 Genial A2, Chp 1 Planet Kursbuch 3, Chp 51 Team Deutsch 1, Chp 12 and 13 Edexcel GCSE German, Chp 2 and 4

AO1 (Listening) Learners understand statistics about different populations, either in the world or in their local 0525 past examination paper: community/region/country (grid-fill/true or false); learners understand texts about Turkish community in Jun 2010 Paper 1, Part 3, Ex.1 Germany (verb-filling exercise/match up halves of sentences). (W) (Basic) (working abroad)

Learners understand texts about different customs among different ethnic groups (can be linked in with www.trikont.de (songs of celebrations); understand texts about problems ethnic groups face in other countries (racism against Gastarbeiter – Vol.1) Turks in Germany); understand basic information about Gastarbeiter; understand texts about living in another country. (W) (Challenging) www.rapgenius.com (der Gastarbeiter by Eko Fresh, with lyrics available)

www.youtube.com (Schulfilm DVD/Geschichte: Gastarbeiter der ersten Generation)

AO2 (Reading) Learners understand texts about the world population and the inhabitants of different countries (match 0525 past examination papers: language to country); understand texts about different nationalities living in Germany (compare with own Jun 2009 Paper 2, Part 1, Ex.3 country). (W/I) (Basic) Jun 2010 Paper 2, Part 1, Ex.3 Jun 2012 Paper 23, Part 1, Ex.3 Learners understand texts about problems ethnic groups face in other countries (racism against Turks in Germany); understand basic information about Gastarbeiter; understand texts about living in another www.planet-wissen.de country; understand texts about integration within a social/national group. (W) (Challenging) (Gastarbeiter und Migration)

www.goethe.de (Start/1950er- Jahre – matching sentences about history of Gastarbeiter)

www.home.icsmedia.de (tuerken_in_deutschland.htm)

AO3 (Speaking) Learners create dialogues meeting different people from different countries; discuss in small groups the 0525 past examination papers: advantages and disadvantages of living in another country (it helps if there is someone from a different Jun 2009 Paper 3, Card 1A and 5A country in the class but be sensitive not to single the person out if he/she does not wish to). (G/I) (Basic) Jun 2010 Paper 3, Card 2B Jun 2012 Paper 3, Card 3B Learners discuss problems faced by ethnic groups (come up with five main problems, and if the group can, look to see what can be done to solve those problems – practice of modal verbs); create an www.home.icsmedia.de imaginary interview with a Turk/Gastarbeiter living in Germany. (G/I) (Challenging) (tuerken_in_deutschland.htm)

AO4 (Writing) Learners match up populations to countries; list five advantages and disadvantages of living in another 0525 past examination papers: country; write a diary of imaginary person living in another country. (I) (Basic) Jun 2009 Paper 2, Part 1, Ex.4 Jun 2012 Paper 41, Part 2 Learners write a journal of young Turk (use a different nationality if there is a Turkish person in the class) living in Germany, with comments, feelings, reactions and opinions; create a webpage/brochure for www.home.icsmedia.de surviving in another country; write a letter to a newspaper/school magazine asking for tolerance towards (tuerken_in_deutschland.htm) ethnic groups within the local community. (G/I) (Challenging)

C8 Places and Learning objective: Learners will be able to understand and give information about festivals and customs in other countries. (see B5) Customs (see B5)

Vocabulary Countries and nationalities; festivals.

Grammar Revision of present tense; perfect tense, simple imperfect tense; future tense; passive (receptive). Articles; cases; adjectives and endings; comparisons; adverbs of place; negatives. Indefinite pronouns; relative pronouns. Prepositions + cases. Subordinating conjunctions; word order.

Textbook Passwort Deutsch 1, Chp 5 resources and Echo Express 2, Chp 5 websites Optimal A2, Chp 8 Lagune Kursburch 2, Chp 8 Genial A2, Chp 2, 3 and 14 Edexcel GCSE German, p.138–139

www.derweg.org/feste/kultur/feste.html (summary of different festivals in Germany) www.slideshare.net/…/deutsche-feste-und-feiertage (covers major festivals)

AO1 (Listening) Learners understand texts about different festivals around the world or festivals within German-speaking 0525 past examination paper: countries of different ethnic/religious groups (match short description with country or festival). Jun 2009 Paper 1, Part 1, Ex.2 (W) (Basic)

Learners understand more complex texts about different festivals/one festival in particular around the

world or festivals within German-speaking countries of different ethnic/religious groups. (W) (Challenging)

AO2 (Reading) Learners understand about different, non-German festivals in German-speaking countries (match dates to festival); understand texts about festivals or celebrations (gap-fill/comprehension tasks). (W/I) (Basic)

Learners understand more complex texts about non-German festivals (Diwali, Eid) in German-speaking countries, including non-religious festivals – compare with festivals in their own country; understand texts about particular festival (work on when, where, clothing, food, particular characteristics of festival). (W/I) (Challenging)

Learners describe a particular festival/custom (with festival this could be done within a group where the AO3 (Speaking) learner gives one sentence at a time and the group has to guess which festival); give a presentation to the group/class about a particular festival. (G/I) (Basic)

Learners give a presentation about a festival, and give their opinion of the festival and justify their choice; create a dialogue about being invited to a festival for a different ethnic/religious group; describe a festival/custom of a different ethnic/religious group that they have attended. (G/I) (Challenging)

AO4 (Writing) Learners prepare invitations for certain festivals/celebrations, place them in a box, from which another learner picks one at random and writes a reply (either positively, saying what they are looking forward to, or negatively, giving reasons why they cannot come); create a poster for a festival. (G/I) (Basic)

Learners write a description about a certain festival, giving their opinions about the festival; write a comparison between the way a festival is held in that particular country and in their own country. (I) (Challenging)

C9 Travel and Learning objective: Learners will be able to understand and give information about different types of journey and modes of transport; discuss transport the environmental impact of transport on towns/regions; understand and give information about travel arrangements (times, prices, etc.)

Vocabulary Local places in the town/countryside; buildings; directions; numbers; time; travel and transport vocabulary; forms of transport; enquiries about transport; buying tickets, etc.; railway/bus station and airport facilities; private and public transport.

Grammar Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense; conditional tense; passive tense (receptive); subjunctive (receptive); modal verbs; commands. Articles; cases; adjectives and endings; adverbs of time and place; negatives. Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns. Prepositions + cases.

Subordinating conjunctions; word order (time, manner, place).

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 49 Textbook Optimal A1, Chp 7 resources and Zoom 1, Chp 3B and 4B websites Klartext 2, Chp 6 and 9 An der Spitze, Chp 8 Logo 2, Chp 2 Schritte 2, Chp 11 Optimal A2, Chp 3 and 8 Genial A2, Chp 2 and 3 Planet Kursbuch 3, Chp 45 Logo 4, Chp 5 GCSE Bitesize German, p. 30 Edexcel GCSE German, Chp 2

www.bahn.de www.lufthansa.com/de/de/Homepage

AO1 (Listening) Learners understand texts about travel and modes of transport (matching exercises); understand texts about young people discussing modes of transport – to school, into town, at weekends, on holidays – and identify modes of transport and reasons why; understand announcements at bus/railway stations/airports (fill in information re times/platforms/gates/destinations). (W) (Basic)

Learners understand more complex texts about travel and transport (practise word order – TMP); understand announcements at bus/railway stations/airports (fill in information re times/platforms/gates/ destinations/delays/changes); understand texts about the impact of transport/travel on the environment. (W) (Challenging)

AO2 (Reading) Learners match sentences to types of transport; understand texts about types of transport (gap fill in 0525 past examination papers: perfect tense with haben or sein, or past participle); understand adverts for different modes of transport Jun 2011 Paper 23, Part 2, Ex.1 (advantages and disadvantages); understand station and airport vocabulary (fill in plan of station or Jun 2010 Paper 2, Part 3, Ex.2 airport). (W/I) (Basic)

Learners understand more complex texts about modes of transport (alternative forms to the car, for example); understand texts about the effects and impact of transport/travel on the environment with possible solutions (match up, choose which one is most appropriate, add in their own solution); understand brochures and adverts for travel and transport (practise word order, tenses, prepositions). (W/I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 50 AO3 (Speaking) Learners create dialogues set in bus/train stations or airports, covering prices, destinations, times, which 0525 past examination papers: platform/gate, changes; conduct a survey in the class/ group about forms of transport to school and why Jun 2011 Paper 3, Card 7A and present information to class; debate the pros and cons of car travel compared to bus travel; describe Jun 2013 Paper 3, Card 1A a journey they have made; practise time, manner, place by describing a journey around Germany (e.g. Jun 2009 Paper 3, Card 3B Herr Braun ist am Mittwoch mit dem Bus von Frankfurt nach Bonn geflogen) – this can be done in small Jun 2013 Paper 3, Card 1B groups and can be done in present or perfect tense. (G/I) (Basic)

Learners create dialogues to work out what is the best means of transport to get to certain places (more than one type allows for discussion); debate the effects of different modes of transport on the environment, with individual learners given the task to promote one sort of transport each; create dialogues at the station/airport with unpredictable elements (e.g. the train they wanted has been cancelled/ticket not valid etc.); describe a journey they have made using various modes of transport; develop the TMP exercise in Basic by adding subordinating clauses and the pluperfect tense (e.g. nachdem Herr Braun am Mittwoch mit dem Bus von Frankfurt nach Bonn gefahren war, ist er am Donnerstag mit dem Flugzeug von Bonn nach Hamburg geflogen). (G/I) (Challenging)

AO4 (Writing) Learners write lists of places in a station/airport in a certain time (teacher can regulate the difficulty of this 0525 past examination papers: by having limitations, etc.); write dialogues set in stations/airports; write about a journey they have made Jun 2009 Paper 4, Part 1, Ex.1 (see Speaking section about word order); write about a disastrous/excellent journey, using different Jun 2009 Paper 4, Part 2, Ex.1 modes of transport; write up the results of the survey. (I) (Basic)

Learners create a webpage describing the modes of transport available locally and the advantages/disadvantages of each one; write a letter to the mayor/transport minister complaining about the impact transport is having on the local area and what should be done; create a brochure for a type of transport (e.g. bus) and promote this mode of transport; describe a journey they have made using various modes of transport (see Speaking section idea). (G/I) (Challenging)

Topic Area D – The world of work

Context Some of this topic can be linked in with Topic Area A2 (School routine) as it provides a natural continuation to that topic. It covers vocabulary and grammar already met, but offers further expansion and extensions as lessons progress. Grammatically, it offers plenty of revision of the present and future tenses, and consolidation of the conditional tense. In the later stages of this topic, the subjunctive, wenn clauses, and other associated tenses can be introduced. Teachers can use the teaching activities to devise their own lesson plans, selecting what they find appropriate for their learners and adding their own resources and material, as needed. It is assumed that teachers will structure open and closed questions to check vocabulary and comprehension, correct errors, and monitor the acquisition of skills and development of knowledge. The suggested activities and materials can be adapted for mixed-ability classes, by giving more or less guidance, shortening or extending activities, or simplifying or editing material. Timing of the activities is at the teacher’s discretion and should be incorporated into individual lesson planning.

Outline The content aim is for learners to be able to understand and provide information, in spoken and written form, on their future education and career plans, and the world of work in general. Learners’ experiences, both positive and negative, of working (part-time or not) can be used. The language aim is for learners to develop all four skills in the target language, and the teaching activities help to provide a range of methods for achieving the learning objectives. The activities, materials, suggestions and examples are given for teachers to make full use of them, according to their judgement, so that learners can gain real benefit from them and improve their skills and develop their linguistic confidence from lesson to lesson. The activities give opportunities for learners to share information and practise skills through group, pair or individual work. Learners’ progress and confidence will depend largely on the learning approach, with weaker learners needing more time and practice. It is expected that teachers will be able to expand on the topic area, as they feel their class needs, and add in their own material and reinforcement activities too.

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 52 Continuing education

D1 Further Learning objective: Learners will be able to understand and give information about exams and preferences for future study/training; discuss education and exam preparation, revision and stress; understand and express ideas on work experience. training

Vocabulary Exams; work experience placement jobs; general part-time jobs; further education.

Grammar Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense; conditional tense; subjunctive (receptive); modal verbs; um …zu + infinitive; vor-haben + infinitive. Articles; cases; adjectives and endings; negatives. Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns. Prepositions + cases. Subordinating conjunctions (use of weil); word order.

Textbook An der Spitze, Chp 5 and 6 resources and Optimal A2, Chp 4 websites Ausblick 1, Chp 6 Lagune Kursburch 2, Chp 23 Planet Kursbuch 3, Chp 39 Team Deutsch 1, Chp 34 Logo 4, Chp 2 Edexcel GCSE German, Chp 6 Klartext 2, Chp 7 GCSE Bitesize German, p. 70–73

de.wikipedia.org/wiki/Bildungssystem_in_Deutschland de.wikipedia.org/wiki/Gymnasiale_Oberstufe.

AO1 (Listening) Learners understand the different types of education on offer in Germany, post-16 (factual grid-filling 0525 past examination paper: exercise); understand texts of young people expressing their choices and opinions concerning further Jun 2010 Paper 1, Part 2, Ex.1 education (match choice to person); understand texts of people describing work-experience activities and reactions (use weil clause to give reasons). (W) (Basic)

Learners understand views of and reactions to people discussing further education and their choices (exercises to explain reasons); understand people discussing exams, revision and exam stress (true or false exercise); understand people talking about work experience they have done/ will do, expressing

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 53 Continuing education

reasons for choices (opportunities for tense revision work – past or future). (W) (Challenging)

AO2 (Reading) Learners understand texts about post-16 opportunities in German (grid work, matching sentences); 0525 past examination papers: understand texts comparing the German system with the system post-16 in their own country; Jun 2011 Paper 23, Part 2, Ex.1. understand texts of young people expressing their choices and opinions concerning further education Jun 2010 Paper 2, Part 3, Ex.1 (match choice to person); understand texts on people describing work experience activities and reactions (use weil clause to give reasons). (W/I) (Basic)

Learners understand views of and reactions to people discussing further education and their choices (exercises using weil to explain reasons); understand people discussing exams, revision and exam stress (true/false exercise); understand texts of young people expressing their choices and opinions concerning further education (exercises using vor-haben + infinitive); understand people talking about work experience they have done/ will do, expressing reasons for choices (opportunities for tense revision work – past, future or conditional). (W/I) (Challenging)

AO3 (Speaking) Learners explain their choice for further education, giving reasons; conduct a survey in the class/ group 0525 past examination paper: about further education and training; discuss revision tips (top five) within a group and explain them to Jun 2010 Paper 3, Card 3B the class; conduct an interview about work experience; give a presentation about their work experience, including reactions and opinions. (W/G/I) (Basic)

Learners debate the options for young people post-16, with each person in the group championing a particular option; discuss within a group the problems of exam stress and come up with a solution to each problem, to be presented to the class for further discussion; conduct a dialogue with a prospective employer for some work experience or weekend job (with some unpredictable elements from the employer); give a presentation of work experience/part-time job, giving opinions about the work, hours, duties, reactions and whether they would like to make a career of this work. (W/G/I) (Challenging)

AO4 (Writing) Learners write about their choice for further education (future tense practice), with reasons and other options they could have chosen but did not; create a stress-free revision plan/ webpage (modal verb practice); describe a work experience they have done/will do (perfect tense/future tense practice). (I) (Basic)

Learners produce a webpage for young people with options for post-16 education and/ or training, with advantages and disadvantages of each option; write a letter seeking work experience; write an email/letter/article describing a work experience (imaginary) where everything went wrong, and their reactions to the experience. (I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 54 Careers and employment

D2 Future Learning objective: Learners will be able to understand and give information about preferences for work and careers. This can be linked in career plans with D3.

Vocabulary World of work; work experience placement jobs; jobs and careers; unemployment; future plans.

Grammar Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense; conditional tense; subjunctive (receptive); modal verbs; um …zu + infinitive; vor-haben + infinitive. Articles; cases; adjectives and endings; negatives; lack of article with jobs. Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns. Prepositions + cases. Subordinating conjunctions (use of weil); word order.

Textbook Tangram 1 aktuell, Chp 8 resources and An der Spitze, Chp 5 websites Schritte 2, Chp 8 Optimal A2, Chp 4 Ausblick 1, Chp 6 Planet Kursbuch 3, Chp 33, 36 and 39 Team Deutsch 1, Chp 34 Logo 4, Chp 9 Edexcel GCSE German, Chp 6 Klartext 2, Chp 5 GCSE Bitesize German, p. 70

www.arbeitsagentur.de (German newspapers’ job advertisements)

AO1 (Listening) Learners understand different types of jobs (match job to building/job to person); understand the requirements for certain jobs (grid fill); understand descriptions of what people do in their jobs; understand about different work routines. (W) (Basic)

Learners understand texts about people describing what career they would like and their reasons (match-up exercise, or weil + clause exercise); understand someone speaking about unemployment and the effects that has (teachers may have to be sensitive about this topic if there is much unemployment among the parents of learners in the class); understand texts about problems at work. (W) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 55 Careers and employment

AO2 (Reading) Learners understand list of jobs and match them to place of work; understand descriptions of jobs and 0525 past examination paper: link them to certain people; understand texts on certain careers of people (real or imaginary); understand Jun 2010 Paper 2, Part 1, Ex.2 a basic letter of application. (W/I) (Basic)

Learners match job seekers to job ads; understand texts about different jobs (comparison exercise – hours of work, salary, job satisfaction, etc.); understand texts on unemployment and its effect on people/families (teachers need to be sensitive if unemployment in families of members of the class); understand texts about problems at work (match problem to job/person/reason). (W/I) (Challenging)

AO3 (Speaking) Learners conduct a group/class survey about aspirations for career, and what qualities and qualifications 0525 past examination papers: are needed; in a group each person could be given a job on a card and have to say why they would like Jun 2009 Paper 3, Card 1B that job and what it involves; interview each other about their future plans, what sort of job they hope to Jun 2010 Paper 3, Card 1B have and why; create a dialogue with someone from the Careers Department discussing hopes and Jun 2011 Paper 3, Card 1B aspirations. (G/I) (Basic) Jun 2012 Paper 3, Card 2B

Learners discuss a list of ten jobs (given by the teacher) in a small group and put them in order of preference with reasons for their choice (this can then be discussed more widely by the class); have an imaginary phone conversation with an employer where they are seeking a job with that company (hours, salary, duties, other requirements, etc.); create a dialogue with someone who is unemployed (discussing what job they had, why they no longer have it, feelings, future prospects). (G/I) (Challenging)

AO4 (Writing) Learners differentiate between masculine and feminine professions (e.g. Polizist, Polizistin); write a list of six jobs, in order of preference, they would like to do and give a different reason for each one (revision of man); match the advantages and disadvantages of certain jobs together; write a short email/letter to a friend expressing their future career plans. (I) (Basic)

Learners write an article about what they would like to do if they took a gap year (opportunities to use wenn clauses and the appropriate tenses connected with them); write a letter to their godparents/aunt/grandparents expressing in detail what their future career plans are and giving reasons for their choice; write a journal as an imaginary unemployed person. (I) (Challenging)

D3 Learning objective: Learners will be able to understand and discuss different aspects of a job, including part-time jobs and pocket money. Employment This topic can be done at the same time as D2.

Vocabulary World of work; work experience placement jobs; jobs and careers; unemployment; future plans.

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 56 Grammar Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense; conditional tense; subjunctive (receptive); modal verbs; um …zu + infinitive; vor-haben + infinitive. Articles; cases; adjectives and endings; negatives; lack of article with jobs. Indefinite pronouns; reflexive pronouns; impersonal pronouns;interrogative pronouns; relative pronouns. Prepositions + cases. Subordinating conjunctions (use of weil); word order.

Textbook Tangram 1 aktuell, Chp8 resources and An der Spitze, Chp 5 websites Logo 4, Chp 9 Edexcel GCSE German, Chp 6 Klartext 2, Chp 5 GCSE Bitesize German, p. 70 Schritte 2, Chp 8 Optimal A2, Chp 4 and 7 Ausblick 1, Chp 6 Genial A2, Chp 13 Planet Kursbuch 3, Chp 36 and 39 Team Deutsch 1, Chp 22

AO1 (Listening) Learners understand different types of jobs (match job to building/job to person); understand the 0525 past examination papers: requirements for certain jobs (grid fill); understand descriptions of what people do in their jobs; Jun 2010 Paper 1, Part 3, Ex.1 understand about different work routines; understand what people get for pocket money (how much/what (working abroad) they spend it on/why they save it – grid work); understand why young people do part-time jobs Jun 2010 Paper 1, Part 3, Ex.2 (when/salary/what/opinion). (W) (Basic) (career as an astronaut) Jun 2011 Paper 11, Part 3, Ex.1 Learners understand texts about people describing what career they would like and their reasons (career as an author) (match-up exercise, or weil + clause exercise); understand texts about problems at work; understand the Jun 2012 Paper 11, Part 3, Ex.1 details of a particular job (advantages and disadvantages/reasons for choosing the job, etc.); understand (career as an actress) texts about personality traits linked to certain jobs (good practice for adjectives). (W) (Challenging) Jun 2013 Paper 11, Part 3, Ex.1 (career as a sportswoman)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 57 AO2 (Reading) Learners understand list of jobs and match them to place of work; understand descriptions of jobs and 0525 past examination papers: link them to certain people; understand texts on certain careers of people (real or imaginary); understand Jun 2010 Paper 2, Part 2, Ex.1 a basic letter of application; understand texts about pocket money (need for it/what money is spent on); Jun 2012 Paper 21, Part 2, Ex.1 understand texts of someone describing a part-time job (when/salary/what/opinion); understand different Jun 2012 Paper 23, Part 2, Ex.1 types of part-time jobs and match up with main tasks involved. (W/I) (Basic)

Learners match job seekers to job ads; understand texts about different jobs (comparison exercise – hours of work, salary, job satisfaction, etc.); understand texts about problems at work (match problem to job/person/reason); understand texts which compare and contrast two different jobs (comparative adjectives/adverbs can be tested); understand texts about different work routines (this can lead to some oral discussion or written work). (W/I) (Challenging)

AO3 (Speaking) Learners conduct a group/class survey about aspirations for career, and what qualities and qualifications 0525 past examination papers: are needed; in a group each person could be given a job on a card and have to say why they would like Jun 2009 Paper 3, Card 1B that job and what it involves; conduct a survey about pocket money (how it is spent/saved, who gives it Jun 2010 Paper 3, Card 1B to them, amount, how often); interview each other about a part-time job (what sort of job they want to Jun 2011 Paper 3, Card 1B have and why). (G/I) (Basic) Jun 2012 Paper 3, Card 2B

Learners discuss a list of ten jobs (given by the teacher) in a small group and discuss the positive and negative aspects of each job – put them in order of preference with reasons for their choice (this can then be discussed more widely by the class); have an imaginary phone conversation with an employer where they are seeking a part-time job with that company (hours, salary, duties, other requirements, etc.); create a dialogue between young person and parent about the need for more pocket money (arguing the case fully); discuss in a small group the personality traits needed for different types of jobs and whether they have those traits or not; in pairs compare and contrast two jobs, with each person trying to ‘sell’ their job. (G/I) (Challenging)

AO4 (Writing) Learners link different professions to different work places write a list of six jobs, in order of preference, 0525 past examination paper: they would like to do and give a different reason for each one (revision of man); match the advantages Jun 2012 Paper 21, Part 2, Ex.2 and disadvantages of certain jobs together; write a short email/letter to a friend discussing pocket money (amount, if it is enough, what they do with it, etc.); list the negative and positive aspects of five careers. (I) (Basic)

Learners write an article about a summer job they would like to do (opportunities to use wenn clauses and the appropriate tenses connected with them); write a diary about work routines for an imaginary job (including expressing opinions); fed up with not getting any pocket money write a letter to their parents expressing their feelings and trying to change their parents’ minds (offer to do chores/ work around the house – revision of that topic – even be nice to siblings! – be persuasive) – another learner could reply as one of the parents. (G/I) (Challenging)

Language and communication in the work place

D4 Learning objective: Learners will be able to understand and make applications for jobs and understand formal letter formats and CVs. This Communication topic can be linked in with D5. This topic will be aimed at learners who have a good background knowledge of German, so should not be covered in the early stages of the course.

Vocabulary World of work; job adverts; jobs and careers; formal letter formats; CVs.

Grammar Revision of present tense, including separable and inseparable verbs; perfect tense; simple imperfect tense; future tense; conditional tense; subjunctive (receptive); modal verbs; um …zu + infinitive; vor-haben + infinitive. Articles; cases; adjectives and endings; negatives; lack of article with jobs. Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns. Prepositions + cases. Subordinating conjunctions (use of weil); word order; formal letter formats.

Textbook Schritte 2, Chp 8 resources and Optimal A2, Chp 7 and 9 websites Passwort Deutsch 2, Chp 18 Lagune Kursburch 2, Chp 25 Genial A2, Chp 13 Planet Kursbuch 3, Chp 39, 46, 47 and 48 Team Deutsch 1, Chp 16 and 24 Tangram 1 aktuell, Chp 8 An der Spitze, Chs. 3 and 6 Logo 4, Chp 9 Edexcel GCSE German, Chp 6 Klartext 2, Chp 5

GCSE Bitesize German, p. 70

AO1 (Listening) Learners understand job adverts (what sort of job, hours, salary, what is required, experience, how to 0525 past examination papers: apply); understand texts on job routines; understand young people talking about their jobs (what they Jun 2010 Paper 1, Part 3, Ex.2 do, qualities needed, advantages and disadvantages of job, opinions); understand telephone (career as an astronaut) conversations between a person applying for a job and the employer where personal traits and Jun 2011 Paper 11, Part 3, Ex.1 characteristics are discussed and linked to the requirements of the job. (W) (Basic – Challenging) (career as an author)

Jun 2012 Paper 11, Part 3, Ex.1 (career as an actress) Jun 2013 Paper 11, Part 3, Ex.1 (career as a sportswoman)

AO2 (Reading) Learners understand job adverts (what sort of job, hours, salary, what is required, experience, how to apply); understand texts on job routines; understand formal letters by young people applying for a job (what they do, their skills and qualities etc.); understand CVs; match job adverts to different candidates (understanding appropriateness, practice of adjectives). (W/I) (Basic – Challenging)

AO3 (Speaking) Learners discuss in a small group the top five qualities needed for a job and the reasons why (this can 0525 past examination papers: lead to a class discussion); create a dialogue between an employer and a job applicant as they seek a Jun 2009 Paper 3, Card 1B job (hours, salary, duties, other requirements, etc.); create a dialogue where they turn down a job offer, Jun 2010 Paper 3, Card 1B giving reasons (the employer should try to change their mind). Jun 2011 Paper 3, Card 1B (W/G/I) (Basic – Challenging) Jun 2012 Paper 3, Card 2B

AO4 (Writing) Learners write a formal letter of application for a job (giving personal details and traits, experience (school and work) and someone as a reference, what sort of job they are seeking, availability, salary, hours, and ask at least one question – this revises many of the topics covered); write a CV (to be added to letter); write a dialogue about a job application; create a webpage for young people looking for jobs with ten tips to get a job (revision of modals). (I) (Basic – Challenging)

D5 Language at Learning objective: Learners will be able to understand and discuss everyday routines at work and new technologies in the workplace, and work the advantages and disadvantages of them. This topic can be linked in with D4. This topic will be aimed at learners who have a good background knowledge of German, so should not be covered in the early stages of the course.

Vocabulary World of work; job adverts; jobs and careers; new technologies in the workplace.

Grammar Revision of present tense, including separable and inseparable verbs; perfect tense; the passive; um …zu + infinitive; modal verbs. Articles; cases; adjectives and endings; negatives. Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns. Prepositions + cases. Subordinating conjunctions; word order.

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 61 Textbook Optimal A1, Chp 4 resources Optimal A2, Chp 7 Passwort Deutsch 2, Chp 18 Lagune Kursburch 2, Chp 21 An der Spitze, Chp 6 Logo 4, Chp 9 Edexcel GCSE German, Chp 1 and 6 Klartext 2, Chp 5 GCSE Bitesize German, p. 70

AO1 (Listening) Learners understand the impact of new technologies in the workplace; understand the advantages and disadvantages of computers, the internet, and mobile phones in the workplace (grid work, link up sentences). (W) (Basic – Challenging)

AO2 (Reading) Learners understand texts about rules and regulations in the work place (health and safety, discrimination, correct use of computers and the internet); understand the advantages and disadvantages of computers, the internet, and mobile phones in the workplace (grid work, link up sentences); understand texts comparing the workplace today with the workplace 50 years ago (practice of tenses and/or comparisons). (W) (Basic – Challenging)

AO3 (Speaking) Learners discuss in a small group a list of the most important things to make a workplace a better place, and five things to avoid – this can be discussed within the whole class; create a dialogue between employee and employer about concerns over health and safety/misuse of the internet/discrimination within the workplace; discuss within a small group the advantages and disadvantages of computers, the internet, and mobile phones in the workplace. (W/G/I) (Basic – Challenging)

AO4 (Writing) Learners create a webpage about health and safety regulations in the workplace/ the dangers of the 0525 past examination paper: internet/ten top tips for making the workplace a better place; write a letter of complaint about another Jun 2012 Paper 43, Part 1, Ex.2 colleague (could be health and safety, discrimination, misuse of the facilities, including the phones or internet) – another learner could reply from the employer’s point of view. (G/I) (Basic – Challenging)

Topic Area E – The international world

Context It would be useful to teach this topic area towards the end of the course as it revises the previous four topic areas and expands on much of the material covered throughout the Cambridge IGCSE course. It does, therefore, allow teachers to challenge the more able learners with more in-depth study of some of the topics while continuing to revise and practise all the elements necessary for the final exam. Teachers can use the teaching activities to devise their own lesson plans, selecting what they find appropriate for their learners and adding their own resources and material, as needed. It is assumed that teachers will structure open and closed questions to check vocabulary and comprehension, correct errors, and monitor the acquisition of skills and development of knowledge. The suggested activities and materials can be adapted for mixed-ability classes, by giving more or less guidance, shortening or extending activities, or simplifying or editing material. Timing of the activities is at the teacher’s discretion and should be incorporated into individual lesson planning. When planning when to teach, teachers may wish to consider dates in the calendar year of the most significant festival and special occasions for their particular learners.

Outline The content aim is for learners to be able to understand and provide information, in spoken and written form, on the international world, and to develop and practise topics covered in earlier parts of the course. The language aim is for learners to develop all four skills in the target language, and the teaching activities help to provide a range of methods for achieving the learning objectives. The activities, materials, suggestions and examples are given for teachers to make full use of them, according to their judgement, so that learners can gain real benefit from them and improve their skills and develop their linguistic confidence from lesson to lesson. In this topic area, in particular, time should be allowed, depending on the learners, either for thorough revision of the topics covered, or extension of those same topic areas, which, in turn, is a form of revision. The activities give opportunities for learners to share information and practise skills through group, pair or individual work. Learner progress and confidence will depend largely on the learning approach, with weaker learners needing more time and practice. It is expected that teachers will be able to expand on the topic area, as they feel their class needs, and add in their own material and reinforcement activities too.

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 63 Tourism at home and abroad

E1 Holiday Learning objective: Learners are able to understand and give information about travelling and holidays. travel and transport (see C9)

Vocabulary Holidays; transport; emergencies; warnings and accidents.

Grammar Revision of present tense; separable and inseparable verbs; perfect tense (+ verbs that take sein); imperfect tense; future tense; conditional tense; um …zu + infinitive; modal verbs. Articles; cases; adjectives and endings; negatives. Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns; demonstrative pronouns. Prepositions + cases, expressions of time and place. Subordinating conjunctions; word order.

Textbook Optimal A1, Chp 7 resources and Zoom 1, Chp 3B and 4B websites Klartext 2, Chs. 6 and 9 Team Deutsch 1, Chp 10 Planet 2, Chp 31 An der Spitze, Chp. 7 and 8 Logo 2, Chp 2 Lagune Kursbuch 2, Chp 31, 34 and 35 Schritte 2, Chp 11 Optimal A2, Chp 3 Genial A2, Chp 2 and 3 Planet Kursbuch 3, Chp 45 and 52 Logo 4, Chp 5 GCSE Bitesize German, p. 30 Edexcel GCSE German, Chp 2

www.bahn.de www.lufthansa.com/de/de/Homepage www.tui.de

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 64 AO1 (Listening) Learners understand texts about travel and all modes of transport (matching exercises); understand www.youtube.com (Lufthansa von texts about young people discussing modes of transport in connection with holidays and identify Alfons geprüft.de) modes of transport and reasons why they have been chosen; understand announcements at bus/railway stations/airports (fill in information re times/platforms/gates/destinations). (W) (Basic)

Learners understand more complex texts about travel problems, including accidents and warnings (access to German radio and traffic updates very useful here), noting the problem, time, place, people/vehicles involved; understand announcements at bus/railway stations/airports (fill in information re times/platforms/gates/destinations/delays/changes); understand adverts from travel companies (access to German TV useful); understand texts about reasons why people go on holiday (match to person/type of holiday/mode of travel/ destinations/etc.) (W) (Challenging)

AO2 (Reading) Learners match sentences to types of holidays; understand texts about types of transport to go on 0525 past examination paper: holiday (gap fill in perfect tense with haben or sein, or past participle); understand adverts for different Jun 2011 Paper 23, Part 3, Ex.2 modes of holidays (advantages and disadvantages); understand texts about peoples experiences on holiday (positive/negative) – reasons, tense understanding, etc.; understand texts about accidents (note down details as witness). (W/I) (Basic)

Learners understand more complex texts about holiday companies and travel plans (webpages of these companies can be exploited); understand texts about people’s experiences on holiday – rework them in a different person (first to third, or vice versa); understand texts about the effects and impact of tourism/ travel on the environment with possible solutions (match up, choose which one is most appropriate, add in their own solution); understand brochures and adverts for travel and transport (practise word order, tenses, prepositions); understand texts about accidents/ travel problems (delays, cancellations, weather, etc.). (W/I) (Challenging)

AO3 (Speaking) Learners conduct a survey about the group’s/class’s holidays and mode of transport there; give a 0525 past examination papers: presentation about a holiday they have had, giving the positive and negative points and opinions; Jun 2011 Paper 3, Card 7A create a dialogue between a witness and the police about an accident observed (to be approached Jun 2009 Paper 3, Card 2B and 3B sensitively) – good opportunity to use tenses, adjective endings; create a dialogue between customer and travel agent about booking a holiday for themselves and their family (practice of conditional tense and modals). (W/G/I) (Basic)

Learners create dialogues between themselves discussing holiday experiences, saying where they have been, how they got there, accommodation, what they did, good and bad points, and if they would go again; from a card with a holiday destination and some activities on it present a story (using past tenses) about a family going on that holiday; create an in-depth dialogue about an accident (no graphic details!); discuss in a small group the effects of travel and tourism on the environment and propose solutions – this can be then discussed by the whole class, and also used as a writing exercise. (W/G/I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 65 AO4 (Writing) Learners list five different types of holidays and a different reason for choosing that type of holiday; 0525 past examination paper: write a letter/email/article describing a holiday they have been on (this can have as many details as Jun 2011 Paper 21, Part 2, Ex.2 the teacher thinks appropriate); write a short description about an accident – no graphic details – practises tenses, adjective endings and cases. (I) (Basic)

Learners write an advert for a travel company extolling the advantages of a certain type of holiday; write a letter of complaint about a bad holiday experience they have had with their family; write a police statement as a witness to an accident; write an article about the effects of travel and tourism on the environment and possible solutions (see Speaking section). (I) (Challenging)

E2 Geographical Learning objective: Learners will be able to understand and give information about different geographical areas. surroundings (see C1)

Vocabulary German-speaking countries; places in a town/region/country; cultural differences.

Grammar Revision of all tenses; separable and inseparable verbs; modals. Articles; cases; adjectives and endings; adverbs of time and place; negatives. Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns. Prepositions + cases. Subordinating conjunctions; word order.

Textbook Optimal A1, Chp 2 and 8 resources Passwort Deutsch 1, Chp 2, 4, 5 and 6 Planet Kursbuch 2, Chp. 18, 24 and 32 Team Deutsch 1, Chp 14 Tangram 1 aktuell, Chp 7 Zoom 1, Chp 3B Echo 1, Chp 6 Echo Express 2, Chp 6 Logo 1, Chp 6 Logo 2, Chp 5 Logo 3, Chp 3 An der Spitze, Chp 10 Optimal A2, Chp 1 Passwort Deutsch 1, Chp 5 and 6 Lagune Kursbuch 2, Chp 31 and 32 Schritte 2, Chp 9 and 11 Genial A2, Chp 2 and 3 Planet Kursbuch 3, Chp 38

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 66 Klartext 2, Chp 8 GCSE Bitesize German, p.16 Edexcel GCSE German, Chp 7 Logo 4, Chp 5

AO1 (Listening) Learners understand about a town’s geographical situation (gap-fill on maps, true or false) – the www.youtube.com (Berlin – Schulfilm towns can be from different countries and learners have to work out from the information which Geographie) (Reise durch die country; understand the characteristics of different regions/countries, e.g. Bayern und Niedersachsen deutschen Bundesländer) or Austria and Germany or Berlin and Wien; understand texts about people’s impressions of a town/region/country. (W) (Basic)

Learners understand about the history of Berlin or a journey through the Bundesländer (or any other film that has a film website) and try to characterise what makes these cities/ regions different; understand how towns have changed (tense manipulation exercises) – Berlin in the last 60 years has plenty of material to make use of; understand the positive and negative points of a town/ region; understand texts about different communities within the town (culture/ food/ education/ living conditions). (W) (Challenging)

AO2 (Reading) Learners understand texts about a town or region (gap-fill on maps, true or false on size/ 0525 past examination paper: industry/culture/food/etc.); understand texts about people’s impressions of a town/ region/ country. Jun 2011 Paper 23, Part 3, Ex.2 (W/I) (Basic)

Learners understand texts about stereotypes for different Bundesländer or cities and try to characterise what makes these cities/regions different; understand the positive and negative points of a town/ region; understand texts about different communities within the town (culture/food/education/living conditions); understand people describing their town/region (try to choose texts from different countries) and compare lifestyles. (W/I) (Challenging)

AO3 (Speaking) Learners describe a town/region that they know (not necessarily their home town) and give details about industry/culture/inhabitants/food; conduct a survey within a group/class about which town/region/country they would like to live in and why. (W/G/I) (Basic)

Learners debate within a small group the advantages and disadvantages of a different town/region/country (what characterises it, its people, culture, industry, food, shopping, education, whether they would like to live there, or not); give a presentation of an imaginary (or real) visit to a region in a German-speaking country (teachers may have to provide some basic material for the region); create a dialogue between two people from a different town/region/country extolling the virtues of their region and what makes it so special. (G/I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 67 AO4 (Writing) Learners make a list of reasons why they want to live/ do not want to live in a particular 0525 past examination paper: town/region/country; write a brochure, webpage, article promoting the uniqueness of their Jun 2011 Paper 43, Part 2 town/region/country; describe a trip (real or imaginary) to German-speaking country. (I) (Basic)

Learners write an article describing their region and their reactions to it and adding where they would like (or even, not like) to live and why; write an article about stereotypes and their reactions to them; write a webpage, brochure promoting a certain town or region of a German-speaking country and saying why people should visit, even live there. (I) (Challenging)

E3 Weather Learning objective: Learners will be able to understand and give information about weather and climate, and climate change. (see C5)

Vocabulary Places in the town and countryside; compass points; weather; climate patterns and changes.

Textbook Schritte 1, Chp 6 resources and Optimal A1, Chp 1A2 websites Planet Kursbuch 2, Chp 30 Klartext 2, Chp 2 and 10 Zoom 1, Chp 2B Logo 4, Chp 4 GCSE Bitesize German, p. 64 Edexcel GCSE German, Chp 8

www.wetter.de

AO1 (Listening) Learners understand weather forecasts (can add temperatures/points of compass/type of weather to 0525 past examination paper: a map/grid); understand comments about the weather and activities available (match-up); understand Jun 2011 Paper 11, Part 1, Ex.2 comparisons of weather between regions and countries. (W) (Basic)

Learners understand complex weather reports (German radio is often a good source for this) and fill in a grid; understand texts comparing weather in different regions/countries; understand texts about

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 68 weather extremes; understand texts about disasters caused by the weather; understand texts about climate change. (W) (Challenging)

AO2 (Reading) Learners understand weather forecasts and maps (initially used as reading, this exercise can be developed into an oral presentation); understand texts about weather in different regions and countries and the effect the weather has on lives; understand texts on disasters caused by the weather. (W/I) (Basic)

Learners understand more complex texts on natural disasters, weather forecasts, weather patterns and climate change; understand texts comparing weather in different regions/countries; understand texts about weather extremes. (W/I) (Challenging)

AO3 (Speaking) Learners present weather forecasts, practicing weather types, regions, and temperatures (these can come from different regions or countries); working from two weather maps (these can come from different regions or countries) two people ask each other questions to find out, and note down, the weather on the other person’s map; research the weather in another country and present their findings to the class/ group. (W/G/I) (Basic)

Learners take a disaster caused by the weather (see earlier comments – C5 – for teachers) and give a short news flash report on the spot; give a detailed one-minute radio weather forecast for the whole of Germany or another country (this can be done without knowing what season until the last minute); debate within a small group the causes of climate change and what can be done (this can be presented, to the class and compared with other groups). (W/G/I) (Challenging)

AO4 (Writing) Learners design weather maps with symbols and temperatures, and then write their own weather report based on their map; research the weather in another country and write up their findings in the form of a poster. (I) (Basic)

Learners compare weather patterns between two countries and say what effects the weather has on lives in those countries; write an email, letter, article describing some extraordinary weather they have encountered (real or imaginary) and how they and other people reacted, and what effects it had; create a webpage giving the major reasons for climate change, the effect it is having on the planet, and what should be done. (I) (Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 69 Life in other countries and communities

E4 Places and Learning objective: Learners will be able to understand and give information about places and customs around the world and about different customs communities living in German-speaking countries. (see C8)

Vocabulary Countries and nationalities; meeting people; culture and religion; charities and voluntary work.

Textbook Passwort Deutsch 1, Chp 5 resources Echo Express 2, Chp 5 Optimal A2, Chp 8 Lagune Kursburch 2, Chp 8 Genial A2, Chp 2, 3 and 14 Edexcel GCSE German, p. 138–139

AO1 (Listening) Learners understand texts about different festivals and customs around the world or festivals within 0525 past examination papers: German-speaking countries of different ethnic/religious groups (match short description with country or Jun 2009 Paper 1, Part 1, Ex.2 festival). (W) (Basic) Jun 2009 Paper 1, Part 2, Ex.2

Learners understand more complex texts about different festivals/ one festival in particular around the world or festivals within German-speaking countries of different ethnic/religious groups; understand texts about a specific group of people living in Germany (Turks, Gastarbeiter, Asylanten) and answer questions on their life style, culture, religion, education, traditions, possible problems. (W) (Challenging)

AO2 (Reading) Learners understand texts about different festivals and customs around the world or festivals within 0525 past examination paper: German-speaking countries of different ethnic/religious groups (match short description with country or Jun 2009 Paper 2, Part 3, Ex.1 festival). (W/I) (Basic) www.derweg.org/feste/kultur/feste.ht Learners understand more complex texts about different festivals/ one festival in particular around the ml (summary of different festivals in world or festivals within German-speaking countries of different ethnic/ religious groups; understand Germany); texts about a specific group of people living in Germany (Turks, Gastarbeiter, Asylanten) and answer

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 70 questions on their life style, culture, religion, education, traditions, possible problems; understand texts www.slideshare.net/…/deutsche- about charities that are helping different ethnic groups within Germany (who is involved, what they do, feste-und-feiertage (covers major who they help, reactions of other people). (W/I) (Challenging) festivals)

www.focus.de (Ausländer)

AO3 (Speaking) Learners are provided with information about different countries within the German-speaking world, www.derweg.org/feste/kultur/feste.ht research information on their geography, climate, people, festivals and customs and traditions, and ml (summary of different festivals in give a presentation within a small group; choose a tradition/custom in Germany (Maitag, Oktoberfest, Germany) Fasching, etc.) and give a presentation on it. (G/I) (Basic) www.slideshare.net/…/deutsche- Learners debate within a group what traditions they have in their country and compare them with ones feste-und-feiertage (covers major in Germany; create a dialogue with a non-German living in Germany about their life style, traditions, the festivals) reactions of Germans to them, etc.; create a dialogue with a charity worker discussing their work, the problems they face and what makes the job worthwhile. (G/I) (Challenging)

AO4 (Writing) Learners choose a custom/ tradition and write a short article about it, giving its history, who it is for, www.derweg.org/feste/kultur/feste.ht how it is celebrated, and their own thoughts on it; create a brochure for foreigners coming to live in ml (summary of different festivals in Germany explaining the customs and traditions of Germany. (I) (Basic) Germany)

Learners write an article either about or from the viewpoint of a non-German living in Germany or a www.slideshare.net/…/deutsche- German living in another country in the world, describing their life style, traditions, reactions from other feste-und-feiertage (covers major people towards them; write an email, letter from a charity worker helping asylum seekers in Germany, festivals) explaining a typical day helping these people. (I) (Challenging)

E5 Food and Learning objective: Learners will be able to understand and give information about food and drink in German-speaking countries and from drink (see A3) around the world, and share opinions about it.

Vocabulary Countries and nationalities; food and drink

Grammar Revision of all tenses; separable and inseparable verbs; modals. Articles; cases; adjectives and endings; adverbs of time and place; negatives. Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns. Prepositions + cases, quantities. Subordinating conjunctions; word order.

Textbook Schritte 1, Chp 3 resources and Passwort Deutsch 1, Chp 4 and 5 websites Team Deutsch 1, Chp 11 Logo 2, Chp 4

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 71 Klartext 1, Chp 5 Anstoβ 1, Chp 8 Zoom 1, Chp 3 An der Spitze, Chp 12 Optimal A1, Chp 5 and 9 Lagune Kursburch 2, Chp 6 and 8 Genial A2, Chp 8 Planet Kursbuch 3, Chp 44 Edexcel GCSE German, Chp 5 Logo 3 (restaurant and in der Konditorei)

www.lecker.de (recipes from Germany)

AO1 (Listening) Learners listen and understand different types of food and drink from various different regions in 0525 past examination papers: Germany or from around the world (these can be monitored by matching exercises/gap-fills/true or Jun 2009 Paper 1, Part 3, Ex.2 false/extension sentences); understand what people like/dislike; understand about certain German Jun 2012 Paper 11, Part 2, Ex.2 (German-speaking countries always included in this) specialities, recipes. (W) (Basic)

Learners understand more complex views of and opinions about food and drink from various different regions in Germany or from around the world, people’s likes/dislikes; understand information about regional specialities; understand about eating habits in different countries (compare with their own or Germany). (W) (Challenging)

AO2 (Reading) Learners understand texts about typical German dishes, looking for main ingredients, when these dishes are eaten, etc.; understand texts about foreign dishes, which are popular in Germany and people explaining why they are; understand simple recipes. (W/I) (Basic)

Learners understand texts about eating habits around the world (compare between countries); understand texts about drinking habits in Germany, amongst young and old, and the effects drinking has on the health; understand recipes (quantities, comparisons of similar recipes); understand texts about traditional German dishes. (W/I) (Challenging)

AO3 (Speaking) Learners conduct a survey about different foods (the group’s preferences for foods from which country, with reasons; describe a traditional German/Turkish/other nationality meal; create a dialogue where they are being asked to taste different German/other dishes, and how they respond (try to find a different response for each offer); explain to a group/the class a recipe for a traditional dish (from any country) and why they particularly like it. (W/G/I) (Basic)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 72 Learners debate in a small group the influence of different foods on their eating habits and decide why certain foods are more popular; discuss drinking habits in Germany and come up with five pieces of advice to help people drink more sensibly; explain in detail a traditional recipe from a German-speaking country. (W/G/I) (Challenging)

AO4 (Writing) Learners write a letter, email describing a traditional German meal they had recently, what they ate, where it came from, and what their reactions were; create a recipe for a traditional dish (from any country); write a list of foods which are typical to certain countries. (I) (Basic)

Learners write an article about the influences of foods from different countries on their country, themselves, their personal opinions, and whether it is a good thing or not, and why; create a web page extolling German foods to foreign visitors; create a webpage/ write an article about drinking habits in Germany and what can be done to help people who drink too much; create a sketch where two nationalities are being offered the other’s food which they do not want but have to be polite in the way they accept/decline. (I) (Challenging)

E6 Meeting Learning objective: Learners will be able to understand and discuss different ways of meeting people, including social media. people (see C7)

Vocabulary Meeting people; social media; technology.

Textbook Team Deutsch 1, Chp 1, 3, 6 resources Tangram 1 aktuell, Chp 2, 5 and 8 Klartext 2, Chp 8 Schritte 2, Chp 15 Ausblick 1, Chp 1 Optimal A2, Chp 8 Genial A2, Chp 1 and 4 Planet Kursbuch 3, Chp 46, 47, 48 and 51 Team Deutsch 1, Chp. 12 and 13 Edexcel GCSE German, Chp 2 and 4 Team Deutsch 2, Chp 12

AO1 (Listening) Learners understand texts about the advantages and disadvantages of different forms of social media 0525 past examination paper: (match up with different people, grid work on type of social media, etc.); understand conversations Jun 2010 Paper 1, Part 3, Ex.1 about people meeting. (W) (Basic) (working abroad)

Learners understand texts about the dangers of social media sites (true or false/list in order of personal opinion of dangers and give own reason for choice); understand a conversation between two strangers and re-order the dialogue; understand texts about the importance of meeting people from different countries (revise countries, opinions). (W) (Challenging)

AO2 (Reading) Learners understand texts about the advantages and disadvantages of different forms of social media 0525 past examination paper: (grid work, missing verbs/ articles); understand a text in mobile-speak and translate it into full German; Jun 2012 Paper 21, Part 3, Ex.1 understand a jumbled text about two people meeting and put it into the right order; understand a text about people used to meet before social media, etc. (practice of past tenses – gap-fill exercise). (W/I) (Basic)

Learners understand text about a non-German coming to live in Germany and given helpful tips on how to meet people; understand adverts for people wanting to make friends; understand texts on the power of social media in their lives today. (W/I) (Challenging)

AO3 (Speaking) Learners create a dialogue where two strangers meet for the first time; present a case for social media (another group/learner can present the case against). (G/I) (Basic)

Learners debate the advantages and disadvantages of different forms of social media and present their ideas to the class; create a dialogue with someone from a different time (before computers and social media) where they meet for the first time and discuss social etiquette on meeting people; give a presentation of a disastrous first meeting (real or imaginary). (G/I) (Challenging)

AO4 (Writing) Learners make a list of different places where it is possible to meet someone (within reason); write a dialogue about two people meeting (place, time, who they are, where they come from, why they are meeting; list six advantages and disadvantages of different forms of social media; create a poster pointing out the dangers of social media). (G/I) (Basic)

Learners write an article for the school magazine about the popularity of different forms of social media, its advantages and disadvantages, and why young people need to be careful when using it; write a diary account of a day when all modern technology failed to work, and their reaction to that and what

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 74 they did; write a series of small ads advertising for friendship (several imaginary people) – someone else in the class can respond to them. (G/I) (Challenging)

World events and issues

E7 Issues Learning objective: Learners will be able to understand and discuss world issues appropriate to their age range, and be able to express according to opinions and offer different viewpoints. This can be an open topic, depending on the class’s interests and the resources available. available resources and individual interest

Vocabulary World issues; global problems; charities and voluntary work.

Textbook Logo 4, Chp 10 (environment) resources and Edexcel GCSE German, Chp 4 (community work) websites Team Deutsch 1, Chp 36 Planet 3, Chp 40

www.europa.eu (Germany and the EU) www.n-tv.de (general news coverage, plus videos and news) www.drk.de (German Red Cross)

AO1 (Listening) Learners understand texts about different world events – this is limitless and depends on the interests German newspapers, magazines and and ability of the class – (gap-fill, timeline, people involved, etc.); understand texts about young people TV will provide a good starting point expressing their concerns about world issues (listing the issues and who is affected by them and how); for resources. understand texts about charity work in Germany or by German companies abroad; understand texts about someone doing voluntary work (what, where, with whom, why, reactions). (W) (Basic – 0525 past examination paper:

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 75 Challenging) Jun 2009 Paper 1, Part 2, Ex.2 (community work)

AO2 (Reading) Learners understand texts about different world issues, events and global problems (see Listening); German newspapers and magazines understand texts about young people expressing their concerns about world issues (listing the issues will provide a good starting point for and who is affected by them and how); understand texts about charity work in Germany or by German resources. companies abroad; understand texts about someone doing voluntary work (what, where, with whom, why, reactions); understand texts presenting data and statistics on world problems (reword sentences 0525 past examination papers: giving the accurate details. (W/I) (Basic – Challenging) Jun 2009 Paper 2, Part 3, Ex.2 Jun 2010 Paper 2, Part 3, Ex.2

AO3 (Speaking) Learners describe a global event, issue or problem, giving the facts, the reaction around the world, German newspapers, magazines and personal reaction and what might happen; discuss in a group what are the top five most important TV will provide a good starting point issues facing young people in the world today and why (to be discussed more widely in the class later, for resources. with possible solutions/suggestions); create a dialogue with an imaginary politician (good practice of the Sie form) about an issue or event (their involvement, the government’s involvement, personal reactions); create a dialogue with a charity worker, discussing their work, routine, benefits, reactions, etc.; give a presentation about a global issue or a charitable organisation; discuss the importance of voluntary work in a group. (W/G/I) (Basic – Challenging)

AO4 (Writing) Learners describe a global event, issue or problem, giving the facts, the reaction around the world, German newspapers, magazines and personal reaction and what might happen; write a news report (for a tabloid or broadsheet) about a TV will provide a good starting point current news event from the reporter’s perspective (imaginary interviews can be added); create a for resources. webpage encouraging young people to be involved in charity work in the neighbourhood (what can be done, when, how, experience needed, benefits); write a letter to a newspaper/school magazine/politician complaining about the lack of reaction by the government to a global issue/event. (G/I) (Basic – Challenging)

V1 4Y04 Cambridge IGCSE German (Foreign Language) (0525) – from 2015 76