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4A Die Umwelt Scheme of work

4A.1 Meine Gegend, pages 116-117

SCHOOL: YEAR: CLASS: WEEK:

About this unit


In this unit, students work in the context of the environment. They describe in detail where they live and give their
opinion of their area using weil and correct word order. They talk about different means of transport and consider
whether or not they are environmentally friendly. Students learn about environmental problems and discuss ways of
being environmentally friendly. Prepositions using the dative case are consolidated in the context of travel (mit +
dative). Students learn about the concept of compound nouns, how to construct them and how to identify the
correct gender for them. The comparative is revised and the superlative introduced and students use these
structures to discuss environmental issues. There is a strong focus on thinking skills: students are encouraged to
identify language patterns and apply their knowledge, work out the meaning of new words and evaluate language
tasks.
Cultural focus Information about various towns, cities and areas in Germany; The German recycling system;
Renewable energy sources in Germany.

Please see the Teacher Book for the structure of the two- and three-year routes.
Objectives Resources
 Vocabulary: describe in detail where you live • Student Book, pages 116–117 and 126 (Activity
and give your opinion of it 1)
 Grammar: use correct word order with weil • CD 2, tracks 30–31
 Skills: use knowledge of language patterns • Foundation and Higher Workbooks, page 64
• Workbook audio: CD 3 and 4, track 65
• Interactive OxBox, Unit 4A
 Copymasters 87 (ex. 3), 88 (ex. 1), 93 (ex. 4)
 Video clip 4A
Key language Video
Ich wohne … Video clip 4A: Sira and Leo are finishing their breakfast.
in einem Dorf, in einer Stadt / Großstadt, in einer Leo puts all the food and other waste from his plate into
Industriestadt, in einer Kleinstadt, am Stadtrand, an der the bin. Sira is horrified, shows him the recycling bins
Küste, auf dem Land, in den Bergen outside and gives him a lecture on protecting the
Ich wohne (nicht) gern hier, weil es viel Kriminalität environment. Leo thinks it’s all a bit extreme, so Sira
gibt. / es zu viele Autos gibt. / es nichts für Jugendliche takes him to the recycling centre to show him just how
gibt. / man viel machen kann. / es … ist. much rubbish really can be recycled. Leo really gets into
langweilig, laut, praktisch, ruhig, sauber, schmutzig, the swing of things: he becomes very keen on recycling as
schön, sicher much as possible and being environmentally friendly in
general – so much so that he insists that he and Sira walk
home instead of taking the bus.

See Teacher Book page 9 for information on how to use


the Zoom videos.

See Teacher Book pages 189-190 for ideas on how to use


the Unit 4A video as a starter to the unit.
Renewed framework references
L&S 1.1, 1.2, 1.4; R&W 2.4; KAL 4.4
PLTS
© Oxford University Press 2012

Video: Independent enquirers


Think: Independent enquirers; Creative thinkers
Activity 7: Team workers
Challenge: Creative thinkers

See Teacher Book page 10 for more information on PLTS


in Zoom Deutsch.
Starters Plenaries
• Before starting work on Activity 1, revise the • In pairs, students interview each other about
places to live. Find pictures or photos (from magazines where they live and why they like or dislike it, using their
or online) to illustrate each of the places listed and stick notes from Activity 6 as prompts.
them around the classroom. Call out Ich wohne + one • Students swap with a partner the emails they
of the places and ask students to point to the correct wrote for the Challenge activity. They present their
picture each time. partner’s opinions and reasons to the class, using Er/Sie
• Revise weil before students start work on wohnt (nicht) gern hier, weil …
Activity 5. Ask students to look at the reasons for living • Students write as many sentences as they can
in a place, given in the key language box. Call out Ich using weil, describing why they do or don’t like the place
wohne gern hier, weil … and elicit a reason from the in which they live. Encourage them to be creative: their
students. Do the same with Ich wohne nicht gern hier, reasons can be funny and outrageous if they wish.
weil … When students have refamiliarised themselves
with the structure, ask Wohnst du gern hier? and elicit As a general rule, invite students to review and reflect on
full sentence answers. their learning to evaluate progress and set targets for
next lesson.
Learning outcomes by attainment target
Listening AT1.4 Students will be able to understand detailed descriptions about where people live,
including their opinions with reasons.
Speaking AT2.4 Students will be able to ask their classmates where they live, whether they like living
there, and why. They will also be able to answer these questions for themselves.
Reading AT3.2-6 Students will be able to understand detailed descriptions about where people live,
including their opinions with reasons. They will be able to answer questions based on
the descriptions.
Writing AT4.4-6 Students will be able to write sentences about where people live, using the correct
order with weil. They will also be able to describe in detail where they live, giving their
opinions with reasons. Students will be able to demonstrate attainment of level 7 by
using a variety of tenses, more complex structures and reference materials.
Extension and reinforcement Homework/Self-study
Challenge • Student Book page 117, Activities 3–5
 Students write an email to a German friend, • Student Book page 117, Activity 8
describing where they live, what it is like, their • Student Book page 117, Challenge
opinion of it, where they will live in the future,
and/or where they have lived in the past.
Remind students to cover all the required
points, to include plenty of opinions and
reasons, and to use the future and perfect
tense when describing where they will live in
the future and where they have lived in the
past. See the Plenaries section for a follow-up
to this activity.
Sprachlabor 4A.6 pages 126-127
Extra Star 4A.7 page 128
Extra Plus 4A.7 page 129
Lesen 4A page 155
See Teacher Book for Think and Follow-up activities.
Assessment opportunities
Zoom Deutsch 2 Student Book Testseite, page 130; Zoom Deutsch 2 Assessment OxBox, Unit 4A
© Oxford University Press 2012

ICT opportunities
Zoom Deutsch 2 Interactive OxBox, Unit 4A and Zoom Deutsch 2 Assessment OxBox, Unit 4A
4A Die Umwelt Scheme of work
4A.2 Bus und Bahn, pages 118-119

SCHOOL: YEAR: CLASS: WEEK:

About this unit


In this unit, students work in the context of the environment. They describe in detail where they live and give their
opinion of their area using weil and correct word order. They talk about different means of transport and consider
whether or not they are environmentally friendly. Students learn about environmental problems and discuss ways of
being environmentally friendly. Prepositions using the dative case are consolidated in the context of travel (mit +
dative). Students learn about the concept of compound nouns, how to construct them and how to identify the
correct gender for them. The comparative is revised and the superlative introduced and students use these
structures to discuss environmental issues. There is a strong focus on thinking skills: students are encouraged to
identify language patterns and apply their knowledge, work out the meaning of new words and evaluate language
tasks.
Cultural focus Information about various towns, cities and areas in Germany; The German recycling system;
Renewable energy sources in Germany.

Please see the Teacher Book for the structure of the two- and three-year routes.
Objectives Resources
 Vocabulary: talk about ways to travel • Student Book, pages 118–119 and 126 (Activity
 Grammar: use the dative case 4)
 Skills: identify language patterns • CD 2, track 32
• Foundation and Higher Workbooks, page 65
• Interactive OxBox, Unit 4A
 Copymasters 87 (ex. 4), 88 (ex. 2), 90 (ex. 1), 93
(ex. 3)
Key language Renewed framework references
Ich fahre mit … R&W 2.4; KAL 4.3, 4.5; LLS 5.4
dem Auto / Bus / Zug.
PLTS
dem Fahrrad / Motorrad.
Activity 2: Team workers
der U-Bahn / Straßenbahn.
Think: Independent enquirers; Creative thinkers
Ich fliege mit dem Flugzeug.
Activity 4: Effective participators
Ich gehe zu Fuß.
Challenge: Creative thinkers; Effective participators
zum Flughafen, zur Schule, zur Arbeit, zum Kino, nach
Frankreich, in den Urlaub
See Teacher Book page 10 for more information on PLTS
in Zoom Deutsch.
Starters Plenaries
• Before students listen to the recording for • Play a memory game with Time – Manner –
Activtiy 1, ask them to find the correct German terms Place sentences. Student A says a sentence using all three
for each of the modes of transport depicted in the elements; Student B has to repeat it and add his/her
photos in Activity 1. Check that the class is familiar with own, and so on. How long can the class keep it going?
the terms by calling out a photo letter and eliciting the A: Ich fahre jeden Tag mit dem Fahrrad zur
correct mode of transport: Schule.
Teacher: Bild d. Wie fahre ich? B: Ich fahre jeden Tag mit dem Fahrrad zur
Student: Mit dem Auto! etc. Schule und ich fahre am Wochenende mit dem
• Check that students understand the concept of Auto in die Stadt. etc.
being environmentally friendly/unfriendly, before they • Students work in pairs and analyse each other’s
attempt part b of Activity 5. Once students have found emails from the Challenge activity. They check how many
© Oxford University Press 2012

the German equivalents of environmentally tenses and different verb forms have been used, find all
friendly/unfriendly (umweltfreundlich, the examples of more complex word order (Time –
umweltfeindlich), write them on the board as headings Manner – Place, weil, modal verbs + infinitive, etc.) and
for two columns and ask students to discuss in pairs look for examples of opinions. They discuss their findings
what they think these terms mean. Bring the class back with their partners and reflect on what is needed to
together and ask for suggestions to write in each achieve levels 6–7.
column.
• Before students start work on Activity 6, revise As a general rule, invite students to review and reflect on
the different forms and tenses of the verb fahren, their learning to evaluate progress and set targets for
referring students to the Grammatik box for support. next lesson.
Read out the phrases in the key language box and
encourage students to read them back to you using a
different form:
Teacher: Ich fahre mit dem Bus zur Schule.
Fährst du mit dem Bus zur Schule?
Student: Nein, ich fahre mit dem Auto zur
Schule.
Teacher: Fährt Lucy mit dem Bus zur Schule?
Student: Ja, sie fährt mit dem Bus zur Schule.
etc.
Then move on to practise the perfect and
future tenses in a similar way: Wie bist du gestern zur
Schule gefahren? Wie wirst du morgen zur Schule
fahren? etc.
• It might also be helpful to revisit standard
word order (Time – Manner – Place) and the time
expressions before students attempt Activity 6. Run
through the phrases in the key language box and ask
students to point out the Manner and Place elements
of the sentence. Ask then what they notice about the
verb (it is always in second place) and revise some of
the time expressions (am Wochenende, jeden Tag, etc.)
by asking students to add them into the example
phrases:
Teacher: Ich fahre mit dem Bus zur Schule.
Jeden Tag!
Student: Ich fahre jeden Tag mit dem Bus zur
Schule. etc.
Learning outcomes by attainment target
Listening AT1.3 Students will be able to understand people talking about the different modes of
transport that they use.
Speaking AT2.2-3 Students will be able to ask and answer the question Wie kommst du zur Schule?

Reading AT3.4 Students will be able to understand descriptions of what there is in a town and what
types of transport there are. They will be able to understand how the dative case is
used.
Writing AT4.3-7 Students will be able to describe how different people travel and when using the
different subjects of the verb fahren. They will also be able to describe how they and
their families travel to different places, how often they use different means of transport,
how they used to travel and how they plan to travel in the future.
Extension and reinforcement Homework/Self-study
Challenge • Student Book page 119, Activity 4
 Students write an email to their very • Student Book page 119, Challenge
environmentally friendly exchange partner,
describing how they and their family travel
around. Remind students to cover all the
© Oxford University Press 2012

points and to use as many different tenses as


possible: the bullet points infer which tense
should be used (‘used to travel’ = perfect
tense; ‘are going to travel’ = future).
Encourage students to be creative in working
out ways to build in additional tenses: for
example, they could say how they found
something (Es war…) to build in the imperfect
tense. Point out that to achieve levels 6-7 they
also need to be writing more complex
language: encourage them to use a variety of
verb forms (ich, er, sie, wir, sie, etc.), write
longer sentences containing all three elements
(Time, Manner, Place) in the correct order, use
modal verbs and correct word order and to
add in plenty of opinions and reasons, using
weil.
Sprachlabor 4A.6 pages 126-127
Extra Star 4A.7 page 128
Extra Plus 4A.7 page 129
Lesen 4A page 155
See Teacher Book for Think activities.
Assessment opportunities
Zoom Deutsch 2 Student Book Testseite, page 130; Zoom Deutsch 2 Assessment OxBox, Unit 4A
ICT opportunities
Zoom Deutsch 2 Interactive OxBox, Unit 4A and Zoom Deutsch 2 Assessment OxBox, Unit 4A

© Oxford University Press 2012


4A Die Umwelt Scheme of work
4A.3 Umweltschutz, pages 120-121

SCHOOL: YEAR: CLASS: WEEK:

About this unit


In this unit, students work in the context of the environment. They describe in detail where they live and give their
opinion of their area using weil and correct word order. They talk about different means of transport and consider
whether or not they are environmentally friendly. Students learn about environmental problems and discuss ways of
being environmentally friendly. Prepositions using the dative case are consolidated in the context of travel (mit +
dative). Students learn about the concept of compound nouns, how to construct them and how to identify the
correct gender for them. The comparative is revised and the superlative introduced and students use these
structures to discuss environmental issues. There is a strong focus on thinking skills: students are encouraged to
identify language patterns and apply their knowledge, work out the meaning of new words and evaluate language
tasks.
Cultural focus Information about various towns, cities and areas in Germany; The German recycling system;
Renewable energy sources in Germany.

Please see the Teacher Book for the structure of the two- and three-year routes.
Objectives Resources
 Vocabulary: talk about ways to be • Student Book, pages 120–121 and 127 (Activity
environmentally friendly 5)
 Grammar: use compound nouns • CD 2, tracks 33–35
 Skills: evaluate language tasks; identify • Foundation and Higher Workbooks, page 66
language patterns • Workbook audio: CD 3 and 4, track 66
• Interactive OxBox, Unit 4A
• Copymasters 88 (ex. 3–4), 89 (ex. 1–2), 90 (ex.
2), 91 (ex. 2–3), 92 (ex. 1–3), 94
• Video clip 4A
Key language Video
Ich spare Strom. Ich nehme keine Plastiktüten, sondern Video clip 4A: Sira and Leo are finishing their breakfast.
Stofftaschen. Meine Familie nutzt alternative Energien / Leo puts all the food and other waste from his plate into
Sonnenenergie / Windenergie. Ich dusche / Ich bade the bin. Sira is horrified, shows him the recycling bins
nicht. Wir haben drei Mülleimer. Wir trennen unseren outside and gives him a lecture on protecting the
Müll. Ich recycle Papier / Dosen. Ich bringe Glasflaschen environment. Leo thinks it’s all a bit extreme, so Sira
zum Container. takes him to the recycling centre to show him just how
Ich habe gebadet / geduscht. Ich habe … gebracht / much rubbish really can be recycled. Leo really gets into
genommen / genuzt / gespart / getrennt / recycelt. the swing of things: he becomes very keen on recycling as
Ich werde baden / duschen. Ich werde … bringen / much as possible and being environmentally friendly in
nehmen / nutzen / sparen / trennen / recyceln / general – so much so that he insists that he and Sira walk
gehen / fahren. home instead of taking the bus.

See Teacher Book page 9 for information on how to use


the Zoom videos.

See Teacher Book pages 195-198 for activities using the


videos.
Renewed framework references
L&S 1.1, 1.2, 1.4, 1.5; R&W 2.4; IU 3.1; KAL 4.2, 4.3, 4.4,
4.5; LLS 5.1, 5.8
© Oxford University Press 2012
PLTS
Video: Independent enquirers
Activities 3, 4 and 8: Effective participators
Grammatik: Independent enquirers; Creative thinkers
Think: Reflective learners
Activity 6: Creative thinkers
Challenge: Creative thinkers; Self-managers; Effective
participators

See Teacher Book page 10 for more information on PLTS


in Zoom Deutsch.
Starters Plenaries
• Before students start work on their blogs for • Students write a sentence for each of the
Activity 6, revise the perfect and future tenses by compound nouns in the list compiled in the Grammatik
consolidating each phrase from the key language box in activity (see below). Remind students to ensure they use
the three tenses: the correct gender for the compound nouns.
Teacher: Normalerweise recycle ich Papier. • Students work in pairs to create the longest
Gestern habe ich Papier recycelt. Morgen compound noun they can: the compounds should make
werde ich Papier recyceln. Und du? sense and should be on the topic of the environment. The
Student: Normalerweise dusche ich. Gestern pairs call out their compound nouns and the class tries to
habe ich geduscht. Morgen werde ich work out what they mean.
duschen. etc.
• Before students start work on the Challenge As a general rule, invite students to review and reflect on
activity, divide the class into four groups and allocate their learning to evaluate progress and set targets for
each group a topic area to research: environmentally next lesson.
friendly activities in which the UK takes part; schemes
that have been tried in the past; scandals or disasters
that have occurred; plans the UK might have for the
future. Encourage students first to brainstorm their
own ideas, and then to carry out some online research
if they feel they need more information. Bring the class
back together for a feedback and information-sharing
session. The following websites* might provide some
useful information:
http://ecofriendlykids.co.uk/
http://www.recyclezone.org.uk/

http://www.childrensuniversity.manchester.ac
.uk/interactives/science/energy/

http://www.bbc.co.uk/learningzone/clips/envi
ronment/

http://www.bbc.co.uk/news/science_and_env
ironment/

http://news.bbc.co.uk/1/hi/in_depth/sci_tech
/green_room/default.stm
http://www.defra.gov.uk/environment/
© Oxford University Press 2012

*Third party website addresses referred to in this publication are


provided by Oxford University Press in good faith and are for
information only and Oxford University Press disclaims any
responsibility for the material contained therein.
Learning outcomes by attainment target
Listening AT1.3-6 Students will be able to understand ways of being environmentally friendly. They will be
able to understand descriptions about what people do for the environment in the past,
present and future tenses. They will also be able to understand and respond to the
video clip based on recycling.
Speaking AT2.3 Students will be able to ask and answer the question Was machst du für die Umwelt?
They will be able to use the results of their survey on this to work out whether their
class is environmentally friendly or not.
Reading AT3.2-3 Students will be able to understand ways of being environmentally friendly. They will be
able to understand descriptions about what people do for the environment in the past,
present and future tenses.
Writing AT4.5-6 Students will be able to describe what they do for the environment. They will be able to
demonstrate attainment of level 6 by using the past, present and future tenses in their
writing. Students will also be able to explain what people in the UK do for the
environment, using different tenses.
Extension and reinforcement Homework/Self-study
Challenge • Student Book page 120, Activity 3
 Students write an article for a Swiss school • Student Book page 121, Activity 6
magazine about attitudes towards the • Student Book page 121, Challenge
environment in the UK. Before they start work,
students will need to carry out research into
the areas about which they are required to
write: see the Starters section. When students
have sufficient material to work with,
encourage them to draw on the language of
the unit when writing their article, and to use
a dictionary if they need to use new
vocabulary. Remind them to include
compound nouns, the present, perfect and
future tenses and to give opinions and
reasons, as well as covering all the required
points.
Sprachlabor 4A.6 pages 126-127
Extra Star 4A.7 page 128
Extra Plus 4A.7 page 129
Lesen 4A page 155
See Teacher Book for Think and Follow-up activities.
Assessment opportunities
Zoom Deutsch 2 Student Book Testseite, page 130; Zoom Deutsch 2 Assessment OxBox, Unit 4A
ICT opportunities
Zoom Deutsch 2 Interactive OxBox, Unit 4A and Zoom Deutsch 2 Assessment OxBox, Unit 4A
© Oxford University Press 2012
4A Die Umwelt Scheme of work
4A.4 Fünf vor zwölf, pages 122-123

SCHOOL: YEAR: CLASS: WEEK:

About this unit


In this unit, students work in the context of the environment. They describe in detail where they live and give their
opinion of their area using weil and correct word order. They talk about different means of transport and consider
whether or not they are environmentally friendly. Students learn about environmental problems and discuss ways of
being environmentally friendly. Prepositions using the dative case are consolidated in the context of travel (mit +
dative). Students learn about the concept of compound nouns, how to construct them and how to identify the
correct gender for them. The comparative is revised and the superlative introduced and students use these
structures to discuss environmental issues. There is a strong focus on thinking skills: students are encouraged to
identify language patterns and apply their knowledge, work out the meaning of new words and evaluate language
tasks.
Cultural focus Information about various towns, cities and areas in Germany; The German recycling system;
Renewable energy sources in Germany.

Please see the Teacher Book for the structure of the two- and three-year routes.
Objectives Resources
 Vocabulary: talk about environmental • Student Book, pages 122–123 and 127
problems and solutions (Activities 2–3)
 Grammar: use comparatives and superlatives • CD 2, tracks 36–37
 Skills: work out the meaning of new words • Foundation and Higher Workbooks, page 67
• Interactive OxBox, Unit 4A
• Copymasters 87 (ex 1–2 and 5), 90 (ex. 3), 91
(ex. 1), 93 (ex. 1–2)
Key language Renewed framework references
der Atommüll, das Aussterben von Tieren, die L&S 1.1, 1.5; R&W 2.4, 2.5; LLS 5.1, 5.3, 5.4
Entwaldung, der Klimawandel, die Luftverschmutzung,
PLTS
die Müllberge, das Ozonloch, der Treibhauseffekt, viel
Think (1) and (2): Independent enquirers; Creative
Verkehr
thinkers
Man muss mehr zu Fuß gehen / mehr recyceln / die
Activities 3 and 5: Team workers; Effective participators
Natur schützen.
Challenge: Creative thinkers; Self-managers; Effective
participators

See Teacher Book page 10 for more information on PLTS


in Zoom Deutsch.
Starters Plenaries
• Discuss the spread title with students: Fünf vor • Students present their poster/leaflet from the
zwölf. What is the literal meaning? What do they think Challenge activity to a partner, explaining what they think
the deeper meaning is? (i.e. the clock is ticking – we’ve are the problems and what should be done about them.
left it very late to save the planet and we have to come Their partner responds by presenting his or her own
up with some last-minute solutions) suggestions.
• Before students attempt Activity 5, revise the • In groups, students brainstorm as many
comparative and introduce the superlative. Use a adjectives as they can think of on the topic of the
familiar adjective such as groß as an example: write on environment. They then collaborate to write a sentence
the board groß ↔ größer ↔ am größten and draw a for each adjective using its basic form, the comparative
stick man above each one, increasing in size. Point to and the superlative.
© Oxford University Press 2012

the stick men in turn and say Er ist groß. Er ist größer.
Er ist am größten. Then put names to each of the men As a general rule, invite students to review and reflect on
and repeat the process, adding in als: Oliver ist groß. their learning to evaluate progress and set targets for
Leo ist größer als Oliver. Aber Sean ist am größten. next lesson.
Students then work in pairs, creating their own stick
men/women with names and practising the
comparative and superlative.
Learning outcomes by attainment target
Listening AT1.4 Students will be able to understand phrases about environmental problems and
solutions. They will also be able to understand dialogues about environmental problems
and solutions using comparatives and superlatives.
Speaking AT2.3-4 Students will be able to ask and answer the question Welche Umweltprobleme gibt es?
They will be able to talk about environmental problems and solutions and include modal
verbs, comparatives and superlatives in their answers.
Reading AT3.2-4 Students will be able to understand vocabulary about environmental problems. They
will also be able to understand dialogues about environmental problems and solutions
using comparatives and superlatives.
Writing AT4.4-6 Students will be able to write about environmental problems and offer solutions for
them. They will be able to describe what they think the worst problems are using
comparatives and superlatives, and explain what must be done using modal verbs.
Extension and reinforcement Homework/Self-study
Challenge • Student Book page 123, Activity 6
 Students create a poster or leaflet indicating • Student Book page 123, Challenge
the state of the environment. Remind them to
use the comparative and superlative correctly
(particularly irregular adjectives) and to
include modal verbs when giving suggestions
for action. Encourage students to illustrate
their work.
Sprachlabor 4A.6 pages 126-127
Extra Star 4A.7 page 128
Extra Plus 4A.7 page 129
Lesen 4A page 155
See Teacher Book for Think activities.
Assessment opportunities
Zoom Deutsch 2 Student Book Testseite, page 130; Zoom Deutsch 2 Assessment OxBox, Unit 4A
ICT opportunities
Zoom Deutsch 2 Interactive OxBox, Unit 4A and Zoom Deutsch 2 Assessment OxBox, Unit 4A

© Oxford University Press 2012


4A Die Umwelt Scheme of work
4A.5 Initiative „Grüne Schule“, pages 124-125 (for students following the 3-year route)

SCHOOL: YEAR: CLASS: WEEK:

About this unit


In this unit, students work in the context of the environment. They describe in detail where they live and give their
opinion of their area using weil and correct word order. They talk about different means of transport and consider
whether or not they are environmentally friendly. Students learn about environmental problems and discuss ways of
being environmentally friendly. Prepositions using the dative case are consolidated in the context of travel (mit +
dative). Students learn about the concept of compound nouns, how to construct them and how to identify the
correct gender for them. The comparative is revised and the superlative introduced and students use these
structures to discuss environmental issues. There is a strong focus on thinking skills: students are encouraged to
identify language patterns and apply their knowledge, work out the meaning of new words and evaluate language
tasks.
Cultural focus Information about various towns, cities and areas in Germany; The German recycling system;
Renewable energy sources in Germany.

Please see the Teacher Book for the structure of the two- and three-year routes.
Objectives Resources
 Vocabulary: talk about environmental issues • Student Book, pages 124–125
 Grammar: use the present tense, the past and • CD 2, tracks 38–39
the future • Foundation and Higher Workbooks, page 68
 Skills: think about language patterns • Workbook audio: CD 3 and 4, track 67
• Interactive OxBox, Unit 4A
 Copymaster 92 (ex. 1–3)
Key language Renewed framework references
Früher war es … / gab es … / hatten wir … / haben wir L&S 1.1, 1.5; R&W 2.5; KAL 4.5; LLS 5.4, 5.6, 5.7
… recycelt / getrennt. / sind wir … gefahren /
PLTS
gegangen.
Activities 7, 8 and Challenge: Creative thinkers;
Heute ist es … / gibt es … / haben wir … / recyceln /
Self-managers; Effective participators
trennen wir … / fahren / gehen wir …
In Zukunft wird es … sein / geben. / werden wir …
See Teacher Book page 10 for more information on PLTS
haben / recyceln.
in Zoom Deutsch.
Starters Plenaries
• Before starting work on Activity 1, ask students • Ask students to cover the statements for Activity
to look at the heading for the pictures Umweltschutz 1 and to look only at the pictures. Students work in pairs
statt Umweltschmutz. Elicit from students the to describe what the school was like früher, and how it is
difference between the two words: there is only one heute. How close to the original can they get their
letter that is different between them (the ‘m’ in description?
Umweltschmutz) yet the difference in meaning is huge. • In groups, students brainstorm ideas for
Encourage students to reflect on this and to try to come protecting the environment in the future and present
up with some similar words that are almost the same their plans to the class. The class decides which group has
but have completely different meanings (in English or in the most realistic and feasible plans. Encourage the class
German). Remind them of umweltfeindlich and to give reasons for their choice and to comment on why
umweltfreundlich, which just have two letters that are the other ideas might not work so well.
different.
• Before students start work on Activity 5, ask As a general rule, invite students to review and reflect on
them to work in pairs and think about all the strategies their learning to evaluate progress and set targets for
© Oxford University Press 2012

they have come across which help them work out the next lesson.
meaning of new words. Refer them back to page 63 if
they need some help. Encourage them to make a list of
their own and to refer to it regularly when trying to
deduce the meaning of new vocabulary in the text for
Activity 5.
Learning outcomes by attainment target
Listening AT1.4-6 Students will be able to understand future plans for helping the environment. They will
also be able to understand and answer questions on a detailed description about past
environmental issues and future solutions, including the present, past and future
tenses.
Speaking AT2.3-6 Students will be able to talk about past environmental problems and future solutions.
They will also be able to talk about how environmentally friendly their school is and give
reasons for their opinions, using the past, present and future tenses.
Reading AT3.5-6 Students will be able to understand phrases relating to environmental issues and
solutions in the three tenses. They will also be able to understand and respond to a
longer, detailed text using the present, past and future tenses.
Writing AT4.6 Students will be able to explain how environmentally friendly their school is and give
reasons for their opinions, using the past, present and future tenses. They will be able to
describe how environmentally friendly their school is now, what it used to be like and
what it will do in the future.
Extension and reinforcement Homework/Self-study
Challenge • Student Book page 125, Activities 5 and 6
 Students write a description of what their • Student Book page 125, Challenge
school does to help the environment, and/or
what it will do in the future. Encourage
students to be creative about the format of
their work: they could write a report or design
a poster or leaflet, for example. Ask them to
plan their work carefully and to decide what
they are going to include in their description.
They should draw on the vocabulary and ideas
covered on pages 124-125. Remind them that
to attain a higher level such as level 6, they
need to use a variety of tenses, complex
structures and provide plenty of opinions and
reasons.
Sprachlabor 4A.6 pages 126-127
Extra Star 4A.7 page 128
Extra Plus 4A.7 page 129
Lesen 4A page 155
See Teacher Book for Think activities.
Assessment opportunities
Zoom Deutsch 2 Student Book Testseite, page 130; Zoom Deutsch 2 Assessment OxBox, Unit 4A
ICT opportunities
Zoom Deutsch 2 Interactive OxBox, Unit 4A and Zoom Deutsch 2 Assessment OxBox, Unit 4A © Oxford University Press 2012
4B Schule und Zukunf Scheme of work
4B.1 Ich habe einen Nebenjob, pages 132-133

SCHOOL: YEAR: CLASS: WEEK:

About this unit


In this unit, students work in the context of school and future plans. They talk about part-time jobs, how much they
earn and what they are saving for, using für + accusative and um…zu…. They learn about the German school system
and school day and compare them with those of the UK. They use the perfect, present and future tenses to talk
about what they have done this year at school and what they will do next year. They also talk about different jobs
and careers, learn the masculine and feminine forms of them, and say what job they would like to do in the future,
using Ich möchte … werden. Students also have the opportunity to learn about the Swiss school system and to
describe their school day. Learning strategies covered include deducing the meaning of unknown words and
applying knowledge of language patterns.
Cultural focus German and Swiss school systems; German job adverts.

Please see the Teacher Book for the structure of the two- and three-year routes.
Objectives Resources
 Vocabulary: talk about part-time jobs; say • Student Book, pages 132–133 and 143 (Activity
what you’re saving for 3)
 Grammar: use für + accusative • CD 2, tracks 42–45
 Skills: ask and answer questions • Foundation and Higher Workbooks, page 72
• Workbook audio: CD 3 and 4, track 68
• Interactive OxBox, Unit 4B
 Copymasters 99 (ex. 2–3), 100 (ex. 1), 101 (ex.
1), 102 (ex. 2), 103 (ex. 4), 105 (ex. 3)
 Video clip 4B
Key language Video
Ich trage Zeitungen aus. Ich mache Babysitting. Ich Video clip 4B: Leo and Sira play a computer game in
führe Hunde aus. Ich arbeite in einem Geschäft. Ich which various people talk about their jobs: Leo and Sira
helfe im Garten. Ich wasche Autos. Ich gebe have to guess the job the speakers are referring to. Leo is
Nachhilfeunterricht. Ich helfe zu Hause. convinced he will win. However, Sira proves to be the
Ich bekomme kein Taschengeld. Ich bekomme 8 Euro successful player. At the end of the clip, Sira and Leo
pro Stunde. Ich arbeite, um … zu kaufen. create their own video clips as part of the computer
Ich spare für einen Computer / ein Fahrrad / ein game, and invite us to guess which jobs they are
Handy / Kleidung / Make-up / einen MP4-Player. describing.

See Teacher Book page 9 for information on how to use


the Zoom videos.

See Teacher Book pages 216-217 for ideas on how to use


the Unit 4B video as a starter to the unit.
Renewed framework references
L&S 1.1, 1.2, 1.4; R&W 2.4; KAL 4.3, 4.4, 4.5; LLS 5.1, 5.6,
5.8
PLTS
Video: Independent enquirers
Think: Independent enquirers; Creative thinkers
Grammatik: Independent enquirers; Creative thinkers
Activity 8: Team workers
© Oxford University Press 2012

Activity 10: Creative thinkers


Challenge: Creative thinkers; Self-managers

See Teacher Book page 10 for more information on PLTS


in Zoom Deutsch.
Starters Plenaries
• Revise numbers up to 20 and opinions • Divide the class into groups. Assign each group
vocabulary before students undertake Activity 3. Have a one of the part-time jobs listed in Activity 1. One
quick-fire round of numbers: call out the English and volunteer from each group acts out the job (no speaking
ask students to call out the German. Then brainstorm or sound effects allowed) and the rest of the class has to
opinions phrases such as Das ist (nicht) … Das gefällt guess which job it is.
mir (nicht). Das macht Spaß. etc., and adjectives: • In pairs, students use Sira’s speech bubble from
interessant, anstrengend, langweilig, super, furchtbar, Activity 6 as a model and substitute in their own
schwer, etc. Write them all up on the board as preferences about saving and spending.
reference for students when they listen to the
recording for Activity 3. As a general rule, invite students to review and reflect on
• Practise question forms in preparation for the their learning to evaluate progress and set targets for
dialogues in Activity 5: call out the answer phrases from next lesson.
the sample dialogue and elicit the correct questions:
Teacher: Ja, ich arbeite im Garten.
Student: Hast du einen Nebenjob?
Teacher: Die Arbeit ist anstrengend.
Student: Wie gefällt dir der Job? etc.
• Revise the question words and meanings
before students carry out the class survey in Activity 8:
write on the board a list of the question words from
Activity 8 (Was?, Wie viel?, Wie?, Wofür?) and
challenge students to come up with any additional
question words they can remember (Wer?
Welcher/e/es? Wohin? Woher? Was für?). List them all
on the board and challenge students (in pairs) to come
up with a question and answer (in a range of different
contexts) for every question word you have listed on
the board.
Learning outcomes by attainment target
Listening AT1.2-4 Students will be able to understand people talking about their part-time jobs, how much
money they earn, and their opinions of their jobs. They will also be able to understand a
description of why someone has a part-time job and what people buy or save-up for
with their earnings.
Speaking AT2.2-4 Students will be able to name part-time jobs and ask and answer questions about jobs.
They will be able to talk about how much they earn, what they save up for and spend
their money on, and give their opinions.
Reading AT3.5 Students will be able to understand phrases about part-time jobs and a description of
why someone has a part-time job. They will be able to read and respond to a text using
the present and perfect tenses.
Writing AT4.4-7 Students will be able to describe their part-time job (or jobs) and explain what jobs they
have done in the past, and what they are going to do in the future. They will be able to
give their opinions with reasons and say what they are saving up for.
Extension and reinforcement Homework/Self-study
Challenge • Student Book page 133, Activity 9
 Students write a description of jobs they’ve • Student Book page 133, Activity 10
done, are doing now and will do in the future, • Student Book page 133, Challenge
in order to save up money for their holidays.
They draw on the language covered in the
spread and take their writing further by
© Oxford University Press 2012

including past, present and future tenses.


Remind students to include plenty of opinions
and to remember the various ways of giving
reasons. Refer them to the expressions in the
key language box for support.
To aim for level 7, students should try to use a
variety of more complex phrase, and use
language from previously learnt topics.
Sprachlabor 4B.6 pages 142-143
Extra Star 4B.7 page 144
Extra Plus 4B.7 page 145
Lesen 4B page 156
See Teacher Book for Think and Follow-up activities.

Assessment opportunities
Zoom Deutsch 2 Student Book Testseite, page 146; Zoom Deutsch 2 Assessment OxBox, Unit 4B
ICT opportunities
Zoom Deutsch 2 Interactive OxBox, Unit 4B and Zoom Deutsch 2 Assessment OxBox, Unit 4B

© Oxford University Press 2012


4B Schule und Zukunf Scheme of work
4B.2 Meine Schule, pages 134-135

SCHOOL: YEAR: CLASS: WEEK:

About this unit


In this unit, students work in the context of school and future plans. They talk about part-time jobs, how much they
earn and what they are saving for, using für + accusative and um…zu…. They learn about the German school system
and school day and compare them with those of the UK. They use the perfect, present and future tenses to talk
about what they have done this year at school and what they will do next year. They also talk about different jobs
and careers, learn the masculine and feminine forms of them, and say what job they would like to do in the future,
using Ich möchte … werden. Students also have the opportunity to learn about the Swiss school system and to
describe their school day. Learning strategies covered include deducing the meaning of unknown words and
applying knowledge of language patterns.
Cultural focus German and Swiss school systems; German job adverts.

Please see the Teacher Book for the structure of the two- and three-year routes.
Objectives Resources
 Vocabulary: learn about the school system in • Student Book, pages 134–135
Germany; compare German and British • CD 2, tracks 46–47
schools • Foundation and Higher Workbooks, page 73
 Grammar: use different tenses • Workbook audio: CD 3 and 4, track 69
 Skills: work out the meaning of unknown • Interactive OxBox, Unit 4B
words  Copymasters 100 (ex. 3), 103 (ex. 1), 105 (ex. 1–
2)
Key language Renewed framework references
die Gesamtschule, das Gymnasium, die Hauptschule, L&S 1.1, 1.4; R&W 2.4, 2.5; KAL 4.5; LLS 5.3, 5.4, 5.7
die Realschule
PLTS
Ich besuche eine / die Gesamtschule. Ich gehe auf ein /
Think: Independent enquirers; Creative thinkers
das Gymnasium. Ich bin in der 10. Klasse.
Activities 4 and 6: Team workers; Effective participators
Ich werde mein Abitur machen / eine Lehre machen /
Activity 7: Creative thinkers; Effective participators
auf die Oberstufe kommen / meinen Realschulabschluss
Challenge: Creative thinkers
machen / an der Universität studieren.
See Teacher Book page 10 for more information on PLTS
in Zoom Deutsch.
Starters Plenaries
• Before starting work on the spread, check how • In pairs, students discuss how they would
much students know about the different types of change their school and/or their school day. They write as
school in the UK: refer them to the vocabulary box at many sentences as they can, using the future tense to
the foot of page 134 and check that they are familiar describe how they would like their school to be.
with the terms secondary, grammar, upper school and • How much information about German schools
comprehensive. Can they explain what the differences can students remember? Divide the class into teams, ask
are between the different types of school? them to close their books and hold a true/false quiz. Ask
• Recap on the past and future tenses before questions about the different types of schools (for
students write their descriptions of their ideal school example, Auf der Hauptschule macht man Abitur: richtig
for the Challenge activity. Call out some of the oder falsch? (falsch)), about the school system (for
statements from Activity 4 and ask students to change example, Kinder gehen mit 5 Jahren zur Schule: richtig
them into the past or future tense: oder falsch? (falsch)), and about the school day (for
Teacher: Die Schule beginnt um neun Uhr. Um example, Der Unterricht ist oft um eins oder halb eins zu
© Oxford University Press 2012

wie viel Uhr hat die Schule gestern begonnen? Ende: richtig oder falsch? (richtig)). Award points for each
Student: Gestern hat die Schule auch um neun correct answer, and bonus points if the team can correct
Uhr begonnen! the false answers. The team with the most points wins.
Teacher: Gut, und um wie viel Uhr wird die
Schule morgen beginnen? etc. As a general rule, invite students to review and reflect on
their learning to evaluate progress and set targets for
next lesson.
Learning outcomes by attainment target
Listening AT1.4-5 Students will be able to understand people talking about their schools and classes, and
a comparison between the German and British school systems.
Speaking AT2.3-4 Students will be able to compare the German and British school systems and discuss
which system they prefer.
Reading AT3.5 Students will be able to understand people talking about their schools and classes, and
use strategies to work out the meaning of new words and answer questions on the
texts. They will also be able to understand a comparison between the German and
British school systems.
Writing AT4.4-7 Students will be able to compare the German and British school systems and explain
which system they think is better and why. They will also be able to describe their dream
school and demonstrate attainment of levels 6-7 by using three or more tenses, longer
sentences, and a range of structures.
Extension and reinforcement Homework/Self-study
Challenge • Student Book page 134, Activity 3
 Students describe their ideal school, using as • Student Book page 135, Activity 7
many different tenses as possible. Encourage • Student Book page 135, Challenge
them to be imaginative in their descriptions
and to describe what happened yesterday,
what’s happening today and what will happen
tomorrow and further in the future. Encourage
them to use their dictionary or the grammar
reference section at the end of the Student
Book if they are unsure of past participles.
Remind them to include plenty of opinions and
reasons and to work towards making their
writing as interesting and varied as they can.
To aim for level 7, students should use a
variety of complex phrases and use language
from other topics.
Sprachlabor 4B.6 pages 142-143
Extra Star 4B.7 page 144
Extra Plus 4B.7 page 145
Lesen 4B page 156
See Teacher Book for Think and Follow-up activities.
Assessment opportunities
Zoom Deutsch 2 Student Book Testseite, page 146; Zoom Deutsch 2 Assessment OxBox, Unit 4B
ICT opportunities
Zoom Deutsch 2 Interactive OxBox, Unit 4B and Zoom Deutsch 2 Assessment OxBox, Unit 4B © Oxford University Press 2012
4B Schule und Zukunf Scheme of work
4B.3 Und nächstes Jahr? pages 136-137

SCHOOL: YEAR: CLASS: WEEK:

About this unit


In this unit, students work in the context of school and future plans. They talk about part-time jobs, how much they
earn and what they are saving for, using für + accusative and um…zu…. They learn about the German school system
and school day and compare them with those of the UK. They use the perfect, present and future tenses to talk
about what they have done this year at school and what they will do next year. They also talk about different jobs
and careers, learn the masculine and feminine forms of them, and say what job they would like to do in the future,
using Ich möchte … werden. Students also have the opportunity to learn about the Swiss school system and to
describe their school day. Learning strategies covered include deducing the meaning of unknown words and
applying knowledge of language patterns.
Cultural focus German and Swiss school systems; German job adverts.

Please see the Teacher Book for the structure of the two- and three-year routes.
Objectives Resources
 Vocabulary: talk about what you’ve done this • Student Book, pages 136–137 and 142 (Activities
year at school and what you’re going to do 1–2)
next year • CD 2, tracks 48–50
 Grammar: use the perfect, the present and • Foundation and Higher Workbooks, page 74
the future tense • Interactive OxBox, Unit 4B
 Skills: use knowledge of language patterns  Copymasters 99 (ex. 1), 100 (ex. 3), 102 (ex. 1
and 3), 103 (ex. 2–3)
Key language Renewed framework references
Biologie, Chemie, Chinesisch, Deutsch, Englisch, L&S 1.1, 1.2; R&W 2.4; KAL 4.4, 4.5
Erdkunde, Französisch, Geschichte, Informatik, Kunst,
PLTS
Mathe, Musik, Naturwissenschaften, Physik, Religion,
Think: Independent enquirers; Creative thinkers
Spanisch, Sport … ist mein Lieblingsfach. Ich bekomme
Activity 10: Creative thinkers; Effective participators
gute Noten in …
Challenge: Creative thinkers
Ich habe … als Leistungskurs gewählt. Ich lerne seit zwei
Jahren …
See Teacher Book page 10 for more information on PLTS
in Zoom Deutsch.
Starters Plenaries
• Revise the days of the week before students • Play a memory game in the perfect, present and
play the guessing game in Activity 4: call out the days at future tenses: students add an additional subject each
random in English in a quick-fire round and elicit the time. How many subjects can students remember in one
correct German equivalents from students. go?
• Before students create the dialogues in A: Ich lerne Französisch.
Activity 6, a quick consolidation of the perfect and B: Ich lerne Französisch und Deutsch.
future tense phrases needed would be useful. Ask the C: Ich lerne Französisch, Deutsch und Mathe.
class: Was hast du dieses Jahr gemacht? Elicit from etc.
each student in turn a sentence in the perfect tense Then repeat the process in the perfect tense (Ich
(Ich habe … gelernt): challenge students to use a habe … gelernt) and the future tense (Ich werde …
different subject each time (it does not necessarily have lernen).
to be true). Then repeat the process with the future • Students correct the false statements from
tense: Activity 7 and then answer additional questions in
Teacher: Was wirst du nächstes Jahr machen? English. For example: What are his compulsory subjects?
© Oxford University Press 2012

Student: Ich werde … lernen. etc. What reasons does he give for having chosen two of his
compulsory subjects? What optional subjects has he
chosen, and why?

As a general rule, invite students to review and reflect on


their learning to evaluate progress and set targets for
next lesson.
Learning outcomes by attainment target
Listening AT1.3-6 Students will be able to understand a description of a school timetable and answer
questions about it. They will be able to understand and answer questions based on texts
of people talking about what they have done this year at school and what they are going
to do next year.
Speaking AT2.2-6 Students will be able to describe their timetable and talk about what they have done
this year at school and what they’re going to do next year.
Reading AT3.1-6 Students will be able to read and respond to a text where a student describes what
subjects he has done this year and what he is going to do at school next year.
Writing AT4.5-6 Students will be able to use the present, perfect and future tenses to write about what
subjects they are doing, have done and are going to do at school. They will also be able
to use the future tense to describe an imaginary school in Germany that they are going
to, and what they will study there and why.
Extension and reinforcement Homework/Self-study
Challenge • Student Book page 137, Activities 8-10
 Students write about an imaginary move to • Student Book page 137, Challenge
Germany. They describe, using the future
tense, what kind of school they will go to and
the subjects they will study. Remind them to
give opinions and reasons: how many different
ways of expressing opinions and reasons can
they use? Encourage them to build in other
tenses where they can: perhaps when they
give their opinions and reasons.
Sprachlabor 4B.6 pages 142-143
Extra Star 4B.7 page 144
Extra Plus 4B.7 page 145
Lesen 4B page 156
See Teacher Book for Think activities.
Assessment opportunities
Zoom Deutsch 2 Student Book Testseite, page 146; Zoom Deutsch 2 Assessment OxBox, Unit 4B
ICT opportunities
Zoom Deutsch 2 Interactive OxBox, Unit 4B and Zoom Deutsch 2 Assessment OxBox, Unit 4B

© Oxford University Press 2012


4B Schule und Zukunf Scheme of work
4B.4 Berufe, pages 138-139

SCHOOL: YEAR: CLASS: WEEK:

About this unit


In this unit, students work in the context of school and future plans. They talk about part-time jobs, how much they
earn and what they are saving for, using für + accusative and um…zu…. They learn about the German school system
and school day and compare them with those of the UK. They use the perfect, present and future tenses to talk
about what they have done this year at school and what they will do next year. They also talk about different jobs
and careers, learn the masculine and feminine forms of them, and say what job they would like to do in the future,
using Ich möchte … werden. Students also have the opportunity to learn about the Swiss school system and to
describe their school day. Learning strategies covered include deducing the meaning of unknown words and
applying knowledge of language patterns.
Cultural focus German and Swiss school systems; German job adverts.

Please see the Teacher Book for the structure of the two- and three-year routes.
Objectives Resources
 Vocabulary: talk about different jobs; say what • Student Book, pages 138–139 and 143 (Activity
job you would like to do in the future 4)
 Grammar: use ich möchte … werden • CD 2, tracks 51–54
 Skills: work out the different masculine and • Foundation and Higher Workbooks, page 75
feminine forms of jobs • Interactive OxBox, Unit 4B
 Copymasters 99 (ex. 4–5), 100 (ex. 2), 101 (ex.
2), 102 (ex. 4), 104, 105 (ex. 4)
 Video clip 4B
Key language Video
Ich möchte … werden. Video clip 4B: Leo and Sira play a computer game in
Arzt, Ärztin; Briefträger/in; Geschäftsmann, which various people talk about their jobs: Leo and Sira
Geschäftsfrau; Hausmann, Hausfrau; Informatiker/in; have to guess the job the speakers are referring to. Leo is
Kellner/in; convinced he will win. However, Sira proves to be the
Krankenpfleger/in; Lkw-Fahrer/in; Modedesigner/in; successful player. At the end of the clip, Sira and Leo
Polizist/in; Sekretär/in; Tierarzt, Tierärztin; Verkäufer/in create their own video clips as part of the computer
game, and invite us to guess which jobs they are
describing.

See Teacher Book page 9 for information on how to use


the Zoom videos.

See Teacher Book pages 226-229 for activities using the


video clip.
Renewed framework references
L&S 1.1, 1.2, 1.4; R&W 2.4; KAL 4.3, 4.4, 4.5; LLS 5.1
PLTS
Video: Independent enquirers
Think: Independent enquirers; Creative thinkers
Challenge: Creative thinkers
Activity 9: Team workers; Creative thinkers
© Oxford University Press 2012

See Teacher Book page 10 for more information on PLTS


in Zoom Deutsch.
Starters Plenaries
• Before playing the recording for Activity 1, ask • Students think of other jobs and professions not
students to look at the male and female forms of jobs covered in the spread and look them up in the dictionary.
listed and to try to work out what the English They write them out in the masculine and feminine
equivalents for each profession might be. Encourage forms. Remind them to write them down with an article
them to draw on their skills for deducing meaning: do (der/die, or ein/eine).
any look similar to English words? Can they recognise • Students work in pairs and interview each other
any parts of the words? (e.g. krank = ill; Brief = letter; about the jobs they would or wouldn’t like to do in the
Informatik = computing) Remind them to look at the future. They use their work from the Challenge activity as
pictures for help too. the basis for their answers.
• Introduce the structure Ich möchte … werden
before playing the recording for Activity 6: elicit from As a general rule, invite students to review and reflect on
students how they would say ‘I would like …’ (Ich their learning to evaluate progress and set targets for
möchte …) and then ask them if they can work out how next lesson.
they might say ‘I would like to become …’ (Ich möchte
… werden). Refer them to the Grammatik box for a full
explanation and then practise by asking each student to
say the sentence, substituting a different job each time
(from the lists in Activities 1 and 3).
Learning outcomes by attainment target
Listening AT1.2-5 Students will be able to understand descriptions of different jobs and people talking
about what they would like to do in the future, using the conditional.
Speaking AT2.1-5 Students will be able to say what jobs their parents do and talk about what jobs they
would like to do in the future.
Reading AT3.3 Students will be able to understand descriptions of different jobs.

Writing AT4.5-6 Students will be able to write jobs in their masculine and feminine forms and describe
what jobs they would and would not like to do in the future, using the conditional.
Extension and reinforcement Homework/Self-study
Challenge • Student Book page 138, Activities 3 and 4
 Students decide which jobs from page 138 • Student Book page 139, Challenge
they would and wouldn’t like to do in the
future and give their reasons. Encourage them
to use the questions from Activity 6 as a
stimulus and to use as many tenses as
possible.
Sprachlabor 4B.6 pages 142-143
Extra Star 4B.7 page 144
Extra Plus 4B.7 page 145
Lesen 4B page 156
See Teacher Book for Think activities.
Assessment opportunities
Zoom Deutsch 2 Student Book Testseite, page 146; Zoom Deutsch 2 Assessment OxBox, Unit 4B
ICT opportunities
Zoom Deutsch 2 Interactive OxBox, Unit 4B and Zoom Deutsch 2 Assessment OxBox, Unit 4B
© Oxford University Press 2012
4B Schule und Zukunf Scheme of work
4B.5 Mein Schultag, pages 140-141 (for students following the 3-year route)

SCHOOL: YEAR: CLASS: WEEK:

About this unit


In this unit, students work in the context of school and future plans. They talk about part-time jobs, how much they
earn and what they are saving for, using für + accusative and um…zu…. They learn about the German school system
and school day and compare them with those of the UK. They use the perfect, present and future tenses to talk
about what they have done this year at school and what they will do next year. They also talk about different jobs
and careers, learn the masculine and feminine forms of them, and say what job they would like to do in the future,
using Ich möchte … werden. Students also have the opportunity to learn about the Swiss school system and to
describe their school day. Learning strategies covered include deducing the meaning of unknown words and
applying knowledge of language patterns.
Cultural focus German and Swiss school systems; German job adverts.

Please see the Teacher Book for the structure of the two- and three-year routes.
Objectives Resources
 Vocabulary: describe your school day; learn • Student Book, pages 140–141
about the Swiss school system • CD 2, track 55
 Grammar: use different tenses; use correct • Foundation and Higher Workbooks, page 76
word order • Workbook audio: CD 3 and 4, track 70
 Skills: use knowledge of language patterns  Interactive OxBox, Unit 4B
Key language Renewed framework references
Recycle language from the unit. L&S 1.1, 1.2, 1.4, 1.5; R&W 2.4, 2.5; IU 3.1, 3.2; KAL 4.4;
LLS 5.1
PLTS
Think: Independent enquirers; Creative thinkers
Activity 5: Creative thinkers
Challenge: Independent enquirers; Creative thinkers;
Team workers; Effective participators

See Teacher Book page 10 for more information on PLTS


in Zoom Deutsch.
Starters Plenaries
• Recap briefly on the 24-hour clock before • Hold a presentation session for all the podcasts
students start work on Activity 1. Call out various times created in Activity 5. The class votes for the most
in German and elicit the English equivalents. Then informative.
change to English and elicit the German equivalents • Bring the class together for further discussion
(using the 24-hour clock). about why learning languages is so important. Pool all the
• Before students carry out their discussions in ideas the pairs have come up with and create a class
pairs for the Challenge activity, brainstorm with the display using maps, pictures and other illustrative
class a few ideas as to why learning languages is material.
important: what types of jobs could they be used for?
What about holidays and foreign travel? Then ask As a general rule, invite students to review and reflect on
students to continue in pairs. their learning to evaluate progress and set targets for
next lesson.
Learning outcomes by attainment target
Listening AT1.5 Students will be able to understand a description of the Swiss school system.
© Oxford University Press 2012

Speaking AT2.4-7 Students will be able to describe what their national school system is like, giving details
about types of school, subjects, and how it differs from the Swiss system. They will also
be able to discuss why they think language learning is important, using a range of
structures that they have covered in the Zoom course.
Reading AT3.6 Students will be able to understand a description of a school day using the present,
perfect, imperfect and future tenses. They will be able to answer questions based on
the text.
Writing AT4.6 Students will be able to write about their school day, using the present, perfect,
imperfect and future tenses and correct word order.
Extension and reinforcement Homework/Self-study
Challenge • Student Book page 140, Activity 3
 In pairs, students discuss why they think • Students research the school system in Austria
learning languages is important. Encourage and write sentences describing it. They use the bullet
them to use a variety of opinions expressions points and sentence starters from Activity 5 as a stimulus.
when giving their reasons. They then write a
list of their reasons in German. More able
students could also consider whether learning
languages is equally, more or less important in
other countries compared with the UK, and
could try to work out reasons for this.
To achieve level 6, students should use three
tenses. To aim for level 7, they should use a
variety of complex phrases, use previously
learnt language, and use reference materials.
Sprachlabor 4B.6 pages 142-143
Extra Star 4B.7 page 144
Extra Plus 4B.7 page 145
Lesen 4B page 156
See Teacher Book for Think and Follow-up activities.
Assessment opportunities
Zoom Deutsch 2 Student Book Testseite, page 146; Zoom Deutsch 2 Assessment OxBox, Unit 4B
ICT opportunities
Zoom Deutsch 2 Interactive OxBox, Unit 4B and Zoom Deutsch 2 Assessment OxBox, Unit 4B

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