SCHOOL: YEAR: DATE: CLASS: Logo! 1 Kapitel 1 Hallo! Unit 1 pp6-7 Guten Tag! Activity no. Learning objectives Saying hello and goodbye. Asking a friend’s name and giving your own. Counting to twelve. Framework objectives Launch: 7S8 (Punctuation); 7L1 (Sound patterns); 7C5 (Social conventions). Starters Starter 1: Getting to know the book, Framework Pack p.12 (Pupils work in pairs to complete the phrases on Worksheet 1) Starter 2: Deutschlandquiz, Framework Pack p.12 (Pupils work in pairs to answer the questions on OHT 2) Plenary (Framework Pack p.12) In pairs, pupils write a list of five things learned. Grammar / Skills 2.2e ask and answer questions 2 (Programmes of Study) 2.2a listen for gist / detail 4, 5 2.1d work out meaning 6a 2.2j adapt previously-learnt language 6b 2.2d pronunciation and intonation 8 3b sounds and writing 8 Contexts Personal and social life Learning outcomes … Listening and AT1/1 Recognise greetings and introductions, identify numbers 1, 4, 5 responding from 0–12 Speaking AT2/1 Greet people, say your name, ask someone their name, 2, 7 count from 1–12 Reading and AT3/1 Understand written greetings and introductions; 1, 6a responding recognise written forms of numbers Writing AT4/1 Copy greeting / introduction phrases and numbers 3, 6b Key language Hallo! Guten Tag! Tschüs! Auf Wiedersehen! Wie heißt du? Ich heiße [name]. Numbers 0–12 ICT Opportunities / Reinforcement (A) Workbooks A & B, p1 Extension (B) Resources Cassette A, side A or CD 1, track 1 OHT 1A & 1B: meeting and greeting OHT 2: numbers Homework
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Scheme of Work for Logo! 1 Chapter 1 1 SCHOOL: YEAR: DATE: CLASS: Logo! 1 Kapitel 1 Hallo! Unit 2 pp8-9 Wo wohnst du? Activity no. Learning objectives Naming some countries. Asking a friend where he / she lives and saying where you live. Framework objectives Launch: 7W7 (Learning about words); 7S1 (Typical word order); 7S6 (Compound sentences); 7C1 (Geographical facts). Starters Starter 3: European Countries, Framework Pack p.13 (Recognising names of countries and looking for patterns) Starter 4: True or false? Framework Pack p.13 (Saying which country one is from) Plenary (Framework Pack p.13) Exploring differences between German and English using language from the spread. Grammar ich wohne, du wohnst Skills 3e different countries’ cultures 1a (Programmes of Study) 2.2a listen for gist / detail 2a 2.1d work out meaning 3a 2.2e ask and answer questions 3b 2.2b skim and scan 4a 2.2g write clearly and coherently 4b Contexts The world around us Learning outcomes … Listening and AT1/1 Understand where people live (towns / countries) 1a, 2a, 3a responding Speaking AT2/1–2 Ask someone where they live, say where you live 1b, 3b (towns / countries) Reading and AT3/2 Understand personal information (name, age, town, 4a responding country) Writing AT4/1–2 Copy names of countries; answer personal information 2b, 4a, 4b questions Key language Was ist ... ? Das ist ... Deutschland / England / Frankreich / Irland / Österreich / Schottland / die Schweiz / Wales / Holland / Belgien. Wo wohnst du? Ich wohne in [country]. Ja. / Nein. Du heißt [name]. Reinforcement (A) Workbooks A & B, p2 Extension (B) Resources Cassette A, side A or CD 1, track 2 Flashcards 1–10: European countries Homework
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Scheme of Work for Logo! 1 Chapter 1 2 SCHOOL: YEAR: DATE: CLASS: Logo! 1 Kapitel 1 Hallo! Unit 3 pp10-11 Das Alphabet Activity no. Learning objectives Saying the German alphabet. Asking how to spell words and spelling out words. Framework objectives Launch: 7W4 (Gender and plural); 7W6 (Letters and sounds); 7C4 (Stories and songs). Starters Starter 5: Alphabet cards, Framework Pack p.14 (Race to match sounds using Card Template 4) Starter 6: Capital letters, Framework Pack p.14 (Inserting appropriate capital letters – OHT 5) Plenary (Framework Pack p.14) High-frequency words, high-frequency verbs – distinguishing between ich, du and man. Grammar der, die, das (nominative) capital letters for nouns Skills 3b sounds and writing 1 (Programmes of Study) 2.2d pronunciation and intonation 1, 2d 2.1e use reference materials 2c 3c apply grammar 2c 2.2a listen for gist / detail 3 2.2e ask and answer questions 4 Contexts Everyday activities Learning outcomes … Listening and AT1/1 Recognise letters of the alphabet, individually and in 1, 2a, 3 responding single words, including names Speaking AT2/1–2 Say the German alphabet; ask how to spell words and 1, 2a, spell out words 2d, 4 Reading and AT3/1–2 Read single words from illustrated alphabet; read 1, 2a responding simple sentences of alphabet rap Writing AT4/1–2 Write out single words and simple sentences from 2b, 2c alphabet rap Key language Wie schreibt man das? Was ist das? Das ist ... . Wie bitte? Selection of nouns for teaching alphabet e.g. der Apfel, die Banane, die CD etc. ICT Opportunities Text manipulation, TG p21 Presentation, TG p21 ICT Pack: activity 2, alphabet and spelling Reinforcement (A) Workbooks A & B, pp3–4 Extension (B) Resources Cassette A, side A or CD 1, track 3 R & A File: Grammatik 1, p7; Arbeitsblatt 3, p6 OHT 2: numbers OHT 3: alphabet Homework
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Scheme of Work for Logo! 1 Chapter 1 3 SCHOOL: YEAR: DATE: CLASS: Logo! 1 Kapitel 1 Hallo! Unit 4 pp12-13 Meine Tasche Activity no. Learning objectives Naming things in your school bag. Asking what a friend has got and saying what you have got. Saying what colour things are. Framework objectives Launch: 7W1 (Everyday words); 7W2 (High-frequency words); 7T6 (Texts as prompts). Starters Starter 7: Schultasche, Framework Pack p.15 (Identifying schoolbag items from their spellings) Starter 8: Odd-one-out, Framework Pack p.15 (Distinguishing between genders) Plenary (Framework Pack p.16) Discuss how listening and reading clues help one to work out the gender of nouns and to recognise the accusative case. Grammar ein, eine, ein (nominative) Ich habe + accusative (einen, eine, ein) … . Hast du + accusative (einen, eine, ein) … ? Skills 2.2a listen for gist / detail 1a, 4 (Programmes of Study) 3c apply grammar 2 2.2e ask and answer questions 1c, 3 2.2g write clearly and coherently 5 Contexts Everyday activities Learning outcomes … Listening and AT1/1–2 Recognise names of items in school bag; identify colours 1a, 4 responding Speaking AT2/1–2 Ask about, guess and identify items in school bags 1c, 3
Reading and AT3/2 Read and understand short description and simple list of 2 responding items in school bag Writing AT4/1–2 Copy lists of items in school bag; write short description 1b, 5 of items including colour Key language der Bleistift, der Kuli, der Klebstift, der Taschenrechner, die Schere, die Kassette, die Diskette, das Etui, das Lineal, das Wörterbuch, das Heft, das Buch [A] ist ein / eine ... . Hast du einen / eine / ein ...? Ich habe einen / eine / ein ... . [A] ... ist rot / blau / schwarz / weiß / grün / gelb / braun / bunt. ICT Opportunities Word processing, TG p24 ICT Pack: activity 1, names of colours, ICT Pack: activity 3, names of school equipment Reinforcement (A) Workbooks A & B, p5 Extension (B) Resources Cassette A, side A or CD 1, track 4 R & A File: Arbeitsblatt 1, p4; Grammatik 2, p8 OHT 4A & 4B: school bag / colours Framework Pack: Thinking skills (Odd-one-out), p.15 Homework
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Scheme of Work for Logo! 1 Chapter 1 4 SCHOOL: YEAR: DATE: CLASS: Logo! 1 Kapitel 1 Hallo! Unit 5 pp14-15 In der Klasse (1) Activity no. Learning objectives Understanding what your teacher says. Counting to 31. Naming the days of the week. Framework objectives Launch: 7W3 (Classroom words); 7T2 (Reading aloud). Starters Starter 9: Classroom instructions, Framework Pack p.16 (Deducing meanings – Worksheet 7) Starter 10: Dominospiel, Framework Pack p.17 (Practising sums) Plenary (Framework Pack p.17) Sound-spelling links – differentiating between ei and ie. Grammar imperatives (receptive) Skills 2.2a listen for gist / detail 1a, 4, 6 (Programmes of Study) 2.2d pronunciation and intonation 1b 2.2c respond appropriately 5 Contexts Everyday activities Learning outcomes … Listening and AT1/1–2 Recognise classroom commands; identify numbers from 1a, 3, 6 responding 13–31; recognise days of week Speaking AT2/1–2 Give classroom commands; make up simple sums 2, 5
Reading and AT3/1–2 Understand classroom commands; recognise written form 1a, 3 responding of numbers from 13–31 Writing AT4/2 Make up a rap to practise days of week 7
Key language Steht auf! Setzt euch! Hört zu! Ruhe, bitte! Schreibt es auf! Macht das Buch auf. Seite 00. Macht das Heft zu! Jetzt Partnerarbeit. Alles einpacken! Numbers 13–31 Montag, Dienstag, Mittwoch, Donnerstag, Freitag, Samstag, Sonntag ICT Opportunities ICT Pack: activity 4, numbers to 31 Reinforcement (A) Workbooks A & B, p6 Extension (B) Resources Cassette A, side A or CD 1, track 5 OHT 5A: dates Homework
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Scheme of Work for Logo! 1 Chapter 1 5 SCHOOL: YEAR: DATE: CLASS: Logo! 1 Kapitel 1 Hallo! Unit 6 pp16-17 Mein Geburtstag Activity no. Learning objectives Talking about dates. Asking a friend how old he / she is and saying how old you are Framework objectives Launch: 7S4 (Basic questions); 7S9 (Using simple sentences); 7T5 (Assembling text). Starters Starter 11: Mein Gerburtstag, Framework Pack p.17 (Using ordinal numbers in dates) Starter 12: WWW, Framework Pack p.18 (Brainstorm question words beginning with w) Plenary (Framework Pack p.18) Discuss the effect of interrogatives on word order and ways of converting a statement into a question. Grammar Ordinal numbers (for dates) Question words: wo? wie? wann? was? Skills 2.1c knowledge of language 1b (Programmes of Study) 4d make links with English 1b 2.2a listen for gist / detail 2a 3c apply grammar 5a 2.2g write clearly and coherently 5b Contexts Personal and social life Learning outcomes … Listening and AT1/1–2 Listen to and identify days, dates and birthdays 1a, 2a, 3b responding Speaking AT2/2 Ask when someone’s birthday is and give own birthday 4 Reading and AT3/1–2 Recognise numbers to 31, dates and holidays (e.g. responding Christmas) in their written form 1b, 1c Writing AT4/1–2 Write down age and birthdays; write questions and answers about personal details 3a, 5a, 5b Key language Januar, Februar, März, April, Mai, Juni, Juli, August, September, Oktober, November, Dezember Wie alt bist du? Ich bin [age] Jahre alt. Wann hast du Geburtstag? Ich habe Geburtstag am [date]. ICT Opportunities Word processing, TG pp27–28 Text manipulation, TG p28 ICT Pack: activity 5, personal details, first person ICT Pack: activity 6, numbers 1 to 31, months Reinforcement (A) Workbooks A & B, p7 Extension (B) Resources Cassette A, side A or CD 1, track 6 R & A File: Arbeitsblatt 2, p5 OHT 5A & 5B: dates and holidays Framework Pack: Writing skills (Die Monate), p.20 Homework
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Scheme of Work for Logo! 1 Chapter 1 6 SCHOOL: YEAR: DATE: CLASS: Logo! 1 Kapitel 1 Hallo! Unit 7 pp18-19 Olafs Geburtstag Activity no. Learning objectives Consolidation unit: a birthday party Framework objectives / Starters / Plenary / Grammar / Skills 4f language of interest / enjoyment 1a (Programmes of Study) 2.2b skim and scan 1b 2.1d work out meaning 1c 2.2a listen for gist / detail 2 2.2e ask and answer questions 3 Contexts Personal and social life Learning outcomes … Listening and AT1/2–3 Understand a simple story about someone’s birthday 1a, 2 responding Speaking AT2/2 Ask and answer questions about birthday present 3
Reading and AT3/3 Understand simple story about someone’s birthday 1a, 1c responding Writing AT4/2 Complete and make up simple sentences about: 1b, 4 a) personal details and b) presents and their colours Key language As in Units 1–6 ICT Opportunities ICT Pack: activity 5, personal details, first person Reinforcement (A) Extra A & B, PB pp100–101 Extension (B) Resources Cassette A, side A or CD 1, track 7 Framework Pack: Thinking skills (Flashback: Olafs Geschenke), p.19 Homework
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Scheme of Work for Logo! 1 Chapter 1 7