1 Die Medien heute. Student s Book pages Die Medien heute PLEASE NOTE UNCORRECTED PROOFS

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1 1 Die Medien heute Student s Book pages 6 23 Main topics and objectives Key language Grammar (new / revisited) Skills 1 Rückblick: Die Medien in meinem Leben Talking about the media you use in everyday life Making sentences more interesting 2 Mein Leben online Talking about using ICT Using he and she forms of verbs Was machst du in der Freizeit? Ich sehe fern. Ich gehe ins Kino. Ich höre Musik Ich lese Zeitschriften. Ich simse. Ich spiele am Computer. Ich bin mit Freunden online. Ich spiele an meiner Konsole. Ich surfe im Internet. Ich telefoniere mit Freunden. Ich spiele Wii. Ich lese Zeitschriften. nie, selten, ab und zu, oft, immer am Wochenende, am Montag, montags, nachmittags, morgens, abends Was machst du am Computer? Ich spiele am Computer. Ich spiele an meiner Konsole. Ich surfe im Internet. Ich besuche Chatrooms. Ich schreibe s. Ich lade Musik herunter. Ich lade Fotos hoch. Ich benutze MyPage. Position of adverbs Revision of present tense (first person) Present tense verb endings (ich, du, er / sie) Developing sentences: Saying how often and adding time references Developing sentences: Adding opinions and intensifiers

2 3 Was läuft im Fernsehen? Discussing TV habits Giving opinions 4 Die Medien gestern Talking about more traditional media Extending your answers 5 Clownfische und Monster Talking about different types of films Describing a film Ich schreibe mein Online-Profil. Er / Sie spielt / surft / besucht / lädt / benutzt / schreibt Du spielst / surfst / besuchst / lädst / benutzt / schreibst Das finde ich (sehr / total) [cool]. Das ist ( ziemlich / wirklich) [toll]. super, langweilig, doof, schrecklich, gut Ich liebe [Filme]. Ich mag [Zeichentrickfilme]. Ich mag [Krimis] nicht. Ich hasse [Kindersendungen] Musiksendungen, Quizsendungen, Sportsendungen, Seifenopern, Komödien, die Nachrichten Für mich sind sie [fantastisch]. Ich finde sie [langweilig]. Sie sind [lustig]. romantisch, schrecklich, doof, toll, wunderbar, interessant. Was ist deine Lieblingssendung? Meine Lieblingssendung ist [Spooks]. Sie ist [fantastisch]. Was machst du in deiner Freizeit? Ich lese Bücher. Ich höre Radio. Ich stricke. Ich lese Zeitungen. Ich koche. Ich fahre Rad. Ich treibe Sport. Ich lese Zeitschriften. Ich lese [abends] Bücher und ich höre [oft] Radio. Das finde ich [toll]! Mein Bruder geht [oft] ins Kino, aber das finde ich sehr [langweilig]. Was ist dein Lieblingsfilm? Was für ein Film ist das? Mein Lieblingsfilm ist [Dogma]. Das / Es ist ein [Thriller]. eine Komödie, ein Fantasyfilm, ein Horrorfilm, ein Drama, ein Liebesfilm, ein Science-Fiction-Film, ein Zeichentrickfilm Das Hauptthema ist [Liebe]. Tod, Freiheit, Familie, Gut gegen Böse Die Geschichte ist [kompliziert]. nicht and nie Plural forms gern Developing sentences: Adding negatives Giving opinions Using different techniques to extend answers Looking for key words Storing vocabulary gender and plural of nouns

3 6 Dynamisch und mit Funk Talking about music Developing the skill of asking questions Sprachtest Preparing for a picture-based discussion about music Die Musik ist (nicht so) [gut]. Die Spezialeffekte sind [super / toll]. Die Charaktere sind [klasse / interessant]. [Daniel Craig] spielt die Rolle von [James Bond]. Was für Musik hörst du? Ich höre [Dance-Musik / Popmusik]. Warum hörst du [Rap-Musik]? [Trance] ist [rhythmisch / melodisch]. [Heavymetal-Musik] ist [dynamisch]. [Rap-Musik] hat einen guten Beat / Funkrhythmus. Wie kaufst du Musik? Ich lade Musik vom Internet herunter. Ich benutze itunes. Ich kaufe CDs Ich teile über Bluetooth Musik mit Freunden. Ich kaufe online Klingeltöne Wo hörst du Musik? Ich höre [im Schlafzimmer] Musik. im Bad, beim Konzert, auf einer Party, bei Freunden Various language from the chapter Questions Verb as second idea Inversion Using future references as well as present tense Asking questions Speaking strategies Controlled assessment preparation: Speaking Using a variety of language Expressing opinions Fillers and qualifiers Schreibtest Preparing a longer piece of writing about modern media Extra Self-access reading and writing at two levels Various language from the chapter Present tense singular Controlled assessment preparation: Writing Various language from the chapter Opinions Time references Extending sentences

4 1 Rückblick: Die Medien in meinem Leben Student s Book pages 6 7 <UIB> Learning objectives Talking about the media you use in everyday life Making sentences more interesting Grammar Position of adverbs Revision of present tense (first person) Skills Developing sentences: Saying how often and adding time references Key language Was machst du in der Freizeit? Ich sehe fern. Ich gehe ins Kino. Ich höre Musik Ich lese Zeitschriften. Ich simse. Ich spiele am Computer. Ich bin mit Freunden online. Ich spiele an meiner Konsole. Ich surfe im Internet. Ich telefoniere mit Freunden. Ich spiele Wii. Ich lese Zeitschriften. nie, selten, ab und zu, oft, immer am Wochenende, am Montag, montags, nachmittags, morgens, abends Resources CD1, tracks 2 3 Übungsheft, page 4 </UIB> <SB>Starter Aim To review the German sound-spelling link. Sesamstraße Remind students of the simple sound-spelling differences between German and English (German s / z / st / sp / v / ie / ei and umlauts, for example). Give and collect in examples from the class before telling them that they are going to see and hear some phrases from exercise 1. According to their understanding of the German sound-spelling link, students write the phrases / key words on miniwhiteboards as you read them and share their answers with a partner. Collect ideas from the class, underlining orthographic rules in German as they are identified. Ich iele am Computer. sp Chapter 1 Page 1

5 Ich ehe fern. Ich lese eitschriften. Ich h re Musik. s Z ö Try to elicit the meaning of the phrases, since they may be known from prior learning. </SB> 1 Lies die Sätze. Was passt zusammen? Reading. Students read ten sentences about media use in everyday life and match them with the correct pictures. The activity reviews the first person form of several verbs in the present tense, as well as vocabulary to do with media. a Ich sehe fern. b Ich gehe ins Kino. c Ich höre Musik. d Ich lese Zeitschriften. e Ich simse. f Ich spiele am Computer. g Ich bin mit Freunden online. h Ich spiele an meiner Konsole. i Ich surfe im Internet. j Ich telefoniere mit Freunden. 2 Hör zu. Was machen sie in ihrer Freizeit? (1 8) Wähle eine Antwort aus den Bildern in Aufgabe 1. Listening. Students listen to eight short audio clips in which young people say what media they use in their free time. Students select the correct picture from exercise 1 and note it down. Remind students that they do not have to understand every word and that they should listen out for the key words and phrases from exercise 1. <AS>Audioscript [CD] 2 1 Ich lese Bücher und Zeitschriften. 2 Ich mag Filme und ich gehe gern ins Kino. 3 Ich verbringe viel Zeit am Computer. Ich liebe Computerspiele! 4 Musik ist mir wichtig. Ich höre oft Musik. Ich lade Musik vom Internet herunter und ich kaufe oft CDs. 5 Ich spreche gern mit meinen Freundinnen. Ich telefoniere oft mit ihnen. 6 Abends mag ich im Schlafzimmer fernsehen. Ich sehe ganz oft fern. 7 Ich spiele oft an meiner Konsole. Sie ist besser als der Computer, finde ich! 8 Ich habe mein eigenes Handy und ich simse den ganzen Abend mit meinen Freunden. Das kostet nicht so viel. </AS> 1 d 2 b 3 f 4 c 5 j 6 a 7 h 8 e 3 Partnerarbeit. Frag vier Personen. Speaking. Students practise the phrases from exercise 1 by asking four other people what they do in their free time. An example is given. Students should make a note of each answer, either by referring to Chapter 1 Page 2

6 the pictures in exercise 1 or noting key words, in preparation for exercise 4. [+] Encourage students to mention more than one use of media in their answers, and to make notes in German, such as Kino. 4 Schreib die Resultate auf. Writing. Students write their results from the speaking activity. They should write the name of the person and a sentence in the first person, following the example provided. <TB>Tipp: Developing sentences 1 The skills box gives ideas for making sentences more interesting by using adverbs of frequency and time references. This will be useful for both exercises on page 7. Go through the position of adverbs with students, eliciting how they come straight after the verb. Gather some example sentences from the class with both time references and adverbs. </TB> 5 Hör zu und lies die Texte. Was machen sie in der Freizeit? (1 8) Welche vier Sätze sind richtig? Listening / Reading. Students listen to and read two short texts by young people about their media use. After going through the skills box, ask students to point out the adverbs of frequency in the texts. Then ask them to point out any time references. Students then read the eight sentences in English and select the four that are true. <AS>Audioscript [CD] 3 Christian Was mache ich in der Freizeit? Ich verbringe viel Zeit an meiner Konsole. Ich bin oft mit Freunden online und ich spiele abends am Computer. Ich spiele oft mit Freunden Wii. Ich gehe selten ins Kino. Filme mag ich nicht, aber ich höre ab und zu Musik. Luisa Ich verbringe viel Zeit mit Freunden. Abends telefoniere ich immer mit Freunden oder ich bin mit Freunden online. Ich lese am Wochenende Zeitschriften und ich sehe auch fern. Ich spiele nie am Computer. Ich mag Computerspiele nicht. Ich spiele ab und zu mit Freunden Wii. Ich simse ganz oft. </AS> 1, 4, 5, 7 6 Bereite eine Präsentation vor. Welche Medien sind wichtig für dich? Writing. Students write a short paragraph about their use of media, using the activities covered in this unit. Encourage students to make their writing more interesting by saying how often and when they do each activity as well as using connectives to make their sentences longer. A key language box is provided for support. [R] Go through the skills box again, if necessary, and elicit some example sentences from students to help them. [ICT] Students use a word processing package to present their work. Remind them how umlauts are accessed. <PB>Plenary Aim To review high frequency words. Chapter 1 Page 3

7 Grow, grow, grow Write the phrase ich spiele am Computer on the board. Students work in groups with miniwhiteboards to extend the sentence. They pass the whiteboards on to the next person in the group to extend again, building on what has already been added. Do this three times in all, giving the example of ich spiele oft am Computer ich spiele oft am Montag am Computer ich spiele oft am Montag am Computer und ich simse to support your explanation of the task. Underline the importance of extending sentences with adverbs of frequency and time references. </PB> Übungsheft, page 4 1 a Anna b Hans c Peter d Anna e Peter f Hans 2 Yellow: oft, ab und zu, selten; oft; ab und zu, oft, ab und zu Green: abends, am Wochenende; abends, am Wochenende, nachmittags, sonntags; am Wochenende, abends, samstags 3 How often often sometimes seldom does Hans play on computer? does Hans read books? does Peter text? is Anna online? does Anna go to the cinema? X X X X X When weekends afternoons evenings does Hans play on his console? does Hans surf the internet? does Peter watch TV? does Anna ring friends? does Anna go to the cinema? X X X X X 4 Students own answers Chapter 1 Page 4

8 2 Mein Leben online Student s Book pages 8 9 <UIB> Learning objectives Talking about using ICT Using he and she forms of verbs Grammar Present tense verb endings (ich, du, er / sie) Skills Developing sentences: Adding opinions and intensifiers Key language Was machst du am Computer? Ich spiele am Computer. Ich spiele an meiner Konsole. Ich surfe im Internet. Ich besuche Chatrooms. Ich schreibe s. Ich lade Musik herunter. Ich lade Fotos hoch. Ich benutze MyPage. Ich schreibe mein Online-Profil. Er / Sie spielt / surft / besucht / lädt / benutzt / schreibt Du spielst / surfst / besuchst / lädst / benutzt / schreibst Das finde ich (sehr / total) [cool]. Das ist ( ziemlich / wirklich) [toll]. super, langweilig, doof, schrecklich, gut Resources CD1, track 4 Übungsheft, page 5 </UIB> <SB>Starter Aim To develop vocabulary memorising techniques. Memory race Refer students to the ten phrases in exercise 1 on page 6. Students list the phrases in order of ease of learning. Give them three minutes to learn them and then they test each other in pairs. Ask students to reflect on exactly what they did to learn the vocabulary: Did they use cognates / parts of words they already knew / spot patterns in verb endings? Collect ideas and ask students to consider the techniques their peers used next time they are learning or reviewing items of vocabulary. [R] Give students word cards to draw up a list of items in order of ease of learning. Encourage students to use the Say, Read, Cover, Write, Check technique when learning vocabulary. </SB> Chapter 1 Page 5

9 1 Hör zu. Was machen sie am Computer? (1 8) Wähle eine Antwort aus den Bildern a h. Listening. This activity reviews / introduces language to do with computer use, as well as regular verbs in the first person singular. Students listen to eight short dialogues in which young people are asked about what they do on the computer. They select the correct picture(s) and sentence(s) for each person. Go through the sentences with students before they do the activity and tell them that there will sometimes be more than one activity per speaker. <AS>Audioscript [CD] 4 1 Habib, was machst du am Computer? Ich surfe im Internet. 2 Carola, was machst du am Computer? Ich bin oft mit Freunden online. Ich besuche Chatrooms. 3 Jens, und du? Was machst du am Computer? Ich schreibe oft s. Ich habe Freunde aus aller Welt. 4 Julia. Was machst du am Computer? Ich spiele am Computer. Ich liebe Computerspiele. 5 Michael. Spielst du Computerspiele? Ich spiele gern an meiner Konsole. Das finde ich toll! 6 Was machst du am Computer, Claudia? Ich mache ganz viel online. Ich lade Musik herunter und ich lade Fotos hoch. 7 Und du, Jochen? Was machst du am Computer? Ich besuche Chatrooms und ich schreibe s. Super! 8 Was machst du am Computer, Bruno? Ich lade oft Musik herunter. Sonst noch etwas? Ja, ich surfe im Internet für meine Hausaufgaben. Ach ja, und ich spiele Computerspiele. Toll! </AS> 1 c 2 d 3 e 4 a 5 b 6 f, g 7 d, e 8 a, c, f 2 Lies den Text. Ergänze die Sätze auf Englisch. Reading. This activity introduces / reviews the er / sie form of regular verbs in the present tense and reviews the adverbs of frequency covered in Unit 1. Students read the text about Erika s computer use, and complete five sentences in English by filling in the missing words. 1 her homework 2 talk to her friends 3 uploads photos 4 now and again 5 at the weekend / with her family Chapter 1 Page 6

10 3 Gruppenarbeit. Frag vier Personen. Speaking. In groups of five, students practise the phrases from exercise 1 by asking four other people what they do on the computer, following the example provided. Students should make a note of each answer in preparation for exercise 4. Encourage students to mention more than one activity in their answers, and to use just one key word for their notes rather than whole sentences, e.g. s rather than Ich schreibe s. <GB>Grammatik: Present tense verb endings Use this grammar box to review present tense singular verb endings. Ask students to give you examples using the other verbs from this unit. Ask them to point out how the irregular verb laden is different from the regular verbs (the vowel is changed by adding an umlaut). This grammar box will help students prepare for exercise 4. For more on the present tense, see the Student s Book, page 195. </GB> 4 Meinungsforscher(in). Schreib die Resultate für die Umfrage auf. Zeichne ein Tortendiagramm. Writing. Students write up the answers from exercise 3 using their notes. Students should write a sentence about each person using the third person singular form of the verbs. Point out to students that they can adapt the phrases from exercise 1 by changing the verb ending, as in the example provided. For the second part of the activity, pool the results of the survey, asking each student to read out a sentence about one other person until everyone in the class has been mentioned. [ICT] Record the class results on the board, before asking students to draw a pie chart of them. Discuss with students how best to go about this, drawing on students learning from ICT lessons. 5 Lies die Texte. Kopiere die Tabelle und füll sie aus. Reading. This activity introduces the language for giving opinions, as well as the language already covered in this unit. Students read three short texts in which young people describe their computer activities, when, how often they do them and what they think of them. Students copy and complete a table in English, listing each person s name, the activities mentioned and their opinions of these activities. [+] Ask students to add an extra column headed When? / How often?. Name Activities Opinion Oliver Abby Uche with friends online visits chatrooms uses MySpace downloads music computer games surfs internet plays on the computer Wii writes s uploads photos computer games great super really boring totally awful super quite good likes it cool totally stupid <TB>Tipp: Developing sentences 2 Use this skills box to help students prepare for exercise 6. First go through the adjectives, then show students how to use the intensifiers with the adjectives. Ask students to point out where these are used in exercise 5. Then give the name of a computer activity, asking different students to give their opinion of it using an adjective with an intensifier. </TB> Chapter 1 Page 7

11 6 Schreib einen Eintrag für dein Blog Computer in meinem Leben. Writing. Students write an entry for their (imaginary) blog about the role of computers in their life. They write one sentence on each of the computer activities from exercise 1. Encourage students to say how often and when they do each activity and to give an opinion with an intensifier. They do not need to include these in every sentence. There is a checklist to help students remember what to include. [+] The exercise challenges students to write a further sentence on each activity about a friend or family member, using the er / sie form of the verb. [ICT] Challenge students to investigate changing the language on their social networking profile. Ask them to surf some pages of German young people at home (ensuring that parental controls and safeguarding are in place). <PB>Plenary Aim To review progress made in using present tense verb endings. Spot the error Write the four sentences below on the board, revealing one at a time. Students spot the error each time and correct it by writing the sentence out on a mini-whiteboard. Ask students to explain their thinking behind each correction they make. Ich schreibt am Wochenende s. Er besuche Chatrooms. Sie lade Musik vom Internet herunter. Spielt du am Computer? </PB> Übungsheft, page downloading music from the internet positive 2 homework negative 3 writing s positive 4 surfing online for homework negative 5 visiting chatrooms positive 6 uploading photos positive 7 playing on the computer with brother negative 8 using MyPage positive. 2 Students own answers 3 surft, Fotos, Chatooms, Amerika, Wochenende, wirklich 4 surfing online for homework; uploading photos; visiting chatrooms; writing s; playing on her console Chapter 1 Page 8

12 3 Was läuft im Fernsehen? Student s Book pages <UIB> Learning objectives Discussing TV habits Giving opinions Grammar nicht and nie Skills Developing sentences: Adding negatives Giving opinions Key language Ich liebe [Filme]. Ich mag [Zeichentrickfilme]. Ich mag [Krimis] nicht. Ich hasse [Kindersendungen] Musiksendungen, Quizsendungen, Sportsendungen, Seifenopern, Komödien, die Nachrichten Für mich sind sie [fantastisch]. Ich finde sie [langweilig]. Sie sind [lustig]. romantisch, schrecklich, doof, toll, wunderbar, interessant. Was ist deine Lieblingssendung? Meine Lieblingssendung ist [Spooks]. Sie ist [fantastisch]. Resources CD1, track 5 Übungsheft, pages 6 7 </UIB> <SB>Starter Aim To review giving opinions. Top of the Pops Elicit ich liebe / ich mag / ich mag nicht and ich hasse from prior learning or give students these expressions if they are not familiar with them. Prepare a list of ten pop singers or current groups, which will provide a range of emotional responses from students, and reveal one group at a time. Students respond with a partner and give their opinion of the singer / group, using the above expressions plus the name of the singer / group. [+] Students work in groups of four, each preparing a list of five pop groups, and play the game in groups. </SB> 1 Lies die Sätze. Was passt zusammen? Reading. This activity introduces / reviews how to express likes and dislikes. Review the vocabulary Chapter 1 Page 9

13 for television programmes first to check students understanding. Then go through the heart symbols, asking students to suggest what each means (Ich mag, Ich hasse etc.). Students then match up the sentences about television likes and dislikes with the pictures. 1 e 2 g 3 d 4 a 5 f 6 c 7 h 8 b <TB>Tipp: Developing sentences 3 This skills box introduces students to a third way of developing their sentences, this time by using the negatives nicht and nie. Ask students to point out the negatives in the sentences from exercise 1, before asking them to practise saying different negative sentences in preparation for exercise 2. </TB> 2 Würfelspiel Speaking. This is a dice game in which students practise talking about television likes and dislikes. Students throw the dice twice, once to select a symbol and once to select a television programme. They then say the resulting sentence. For example: 2 (one heart) + 4 (the news) would make: Ich mag die Nachrichten. 3 Lies den Text. Wie heißen die blauen Wörter auf Englisch? Reading. This activity develops the language of the previous two exercises by adding opinion words (many of which were introduced in Unit 2). Students read Lotte s text about her television likes and dislikes and translate the blue adjectives into English, by selecting from the choices given. [R] When translating the words that may not be familiar, remind students to look for cognates and for parts of a word that they recognise, then to work out the rest by a process of elimination. Students can use the glossary or a dictionary if needed. wunderbar (wonderful), fantastisch (fantastic), lustig (funny), romantisch (romantic), spannend (exciting), doof (stupid), schrecklich (awful), todlangweilig (deadly boring) 4 Hör zu. Christian spricht über Sendungen. Was passt zusammen? Listening. Students listen to Christian talking about his television likes and dislikes. They match up the opinions with the correct television programmes, given in English. Remind students to listen for key phrases rather than trying to understand every word. Follow up by asking students to listen again and spot two other types of programme that Christian likes (comedies and soap operas). <AS>Audioscript [CD] 5 Hallo! Ich bin der Christian. Komödien finde ich hundert Prozent toll. Meine Lieblingssendung ist Claudia und ihr Elefant. Musiksendungen sind auch toll. Ich liebe moderne Musiksendungen. Ich mag Krimis und ich mag auch Seifenopern. Seifenopern finde ich romantisch. Ich mag die Nachrichten nicht ich finde sie langweilig und ich mag Zeichentrickfilme auch nicht. Ich finde sie doof. Aber ich muss sagen, ich hasse Quizsendungen. Sie sind so schrecklich. </AS> 1 c 2 d 3 a 4 e 5 b [+] Ask students to listen again and pick out the adjectives that Christian uses to describe the Chapter 1 Page 10

14 programmes he mentions. What is the name of his favourite programme (Lieblingssendung)? What type of programme might this be (a children s programme)? <TB>Tipp: Giving opinions This skills box covers different structures for giving your opinion. Go through the suggestions with students before they do exercise 5. Practise with the class by asking them the question Wie findest du (Filme)? and eliciting different structures and adjectives in their responses. </TB> 5 Partnerarbeit. Umfrage. Speaking. Students practise talking about their television likes and dislikes and their favourite television programme. Students then work in pairs to ask and answer the five questions using the key language box for support. [+] Ask students to make notes of their partner s answers and write about his / her preferences, using the third person singular form of the verb. Explain that ich mag becomes er / sie mag as this is an irregular verb. 6 Was siehst du im Fernsehen? Wie findest du die Fernsehsendungen? Writing. Students write an to their German friend about their television likes and dislikes, giving their opinions of the programme types they mention. They should use the key language box for support and refer to the skills box to include a range of structures for expressing opinions in their . <PB>Plenary Aim To review progress made in talking about television programmes. Dice gamble Students work in groups of four and decide who will play first, second, third and fourth this choice is the gamble. The first student throws a die. A number one corresponds to five seconds, number two to ten seconds and so on (multiples of five). The first student must talk about different programmes and what he / she thinks about them for that length of time. The other three players throw the die when it is their turn to talk they are not allowed to change order. As the other students are listening, ask them if they can hear any adverbs of frequency, time references and adjectives being used. [+] Number one corresponds to ten seconds, number two to 20 seconds (multiples of ten) </PB> Übungsheft, pages ag 2 dh 3 ci 4 aj 5 be 6 df, 7 cg 8 af 9 ce 10 bi 2 1 Ich mag Musiksendungen. 2 Ich mag die Nachrichten nicht. 3 Ich liebe Komödien. 4 Ich hasse Zeichentrickfilme. 5 Ich liebe die Nachrichten. 6 Ich mag Sportsendungen. 3 Students own answers 4 1 Siehst du oft fern? 2 Wie findest du Filme? 3 Magst du Musiksendungen? Chapter 1 Page 11

15 4 Wie findest du Kindersendungen und Zeichentrickfilme? 5 Und was ist deine Lieblingssendung? 5 wunderbar (wonderful), fantastisch (fantastic), lustig (funny), todlangweilig (deadly boring), spannend (exciting), interessant (interesting) 6 Students own answers Chapter 1 Page 12

16 4 Die Medien gestern Student s Book pages <UIB> Learning objectives Talking about more traditional media Extending your answers Grammar Plural forms gern Skills Using different techniques to extend answers Key language Was machst du in deiner Freizeit? Ich lese Bücher. Ich höre Radio. Ich stricke. Ich lese Zeitungen. Ich koche. Ich fahre Rad. Ich treibe Sport. Ich lese Zeitschriften. Ich lese [abends] Bücher und ich höre [oft] Radio. Das finde ich [toll]! Mein Bruder geht [oft] ins Kino, aber das finde ich sehr [langweilig]. Resources CD1, tracks 6 7 Übungsheft, page 8 </UIB> <SB>Starter Aim To introduce key phrases in an unusual and fun way. Wacky sketches Students tear a sheet of A4 paper into eight pieces. They poise their pencils on the first piece of paper and listen as you shout out one of the key phrases, as listed below. Students then have just ten seconds to represent this as a sketch, the wackier the better! Go through this for all eight phrases. Ich lese Bücher. Ich höre Radio. Ich stricke. Ich lese Zeitungen. Ich koche. Ich fahre Rad. Ich treibe Sport. Ich lese Zeitschriften. Chapter 1 Page 13

17 Students can use their sketches as flashcards. As you shout out combinations of activities, students raise the corresponding cards above their head. Continue these games with flashcards until understanding is secure. [+] Once students can produce the phrases themselves, they can play Spot the missing card or Guess which card I am hiding and variations of these in small groups. </SB> 1 Lies die Sätze und schau dir die Bilder an. Was passt zusammen? Reading. This activity introduces students to the key language of the unit talking about more traditional hobbies. They match up the sentences with the pictures. Encourage students to match the ones they are sure of first and then to work out the rest by a process of elimination. When going through the answers, make sure students recognise the difference between Zeitungen and Zeitschriften. a 8 b 6 c 2 d 1 e 3 f 7 g 5 h 4 <GB>Grammatik: Plural forms This grammar box reminds students that there are several ways of forming the plural in German. Go through the box with students and ask them to point out the plural nouns in the sentences from exercise 1. Can they tell you or find out the singular form of each of these nouns? You could ask them to do the same with other plural nouns from this unit, such as television programmes, and then challenge them to spot the different plural forms that these nouns use. For more on plural forms, see the Student s Book, page 198. </GB 2 Hör zu und überprüfe die Antworten für Aufgabe 1. (1 8) Welche anderen Details gibt es? Listening. Students listen to eight short sentences to check their answers to exercise 1. They should write in English the extra detail given in each sentence. [R] You might like to tell students that the extra details are about when, how often, where, who with or an opinion. <AS>Audioscript [CD] 6 1 Ich lese morgens Zeitungen. 2 Ich stricke im Wohnzimmer. 3 Ich koche gern mit Freunden. 4 Ich lese oft Zeitschriften. 5 Ich treibe am Wochenende Sport. Ich liebe Sport. 6 Ich höre Radio. Ich finde das oft sehr interessant. 7 Ich fahre im Park Rad. 8 Ich lese Bücher. Ich lese gern im Bett. </AS> 1 d in the mornings 2 c in the living room 3 e (enjoy) with friends 4 h often 5 g at the weekend / loves sport 6 b often very interesting Chapter 1 Page 14

18 7 f in the park 8 a (enjoy) in bed 3 Hör zu. Was machen sie in ihrer Freizeit? (1 6) Benutze die Bilder aus Aufgabe 1. Listening. Ask students what Freizeit means. Then review the use of the word gern in sentences to talk about something that you like doing, stressing its position after the verb. Students listen to six people talking about their hobbies and make a note of them, using the numbers of the pictures from exercise 1. Warn students to listen out for the negative in number 6 or discuss this when going through the answers. [+] Ask students to listen again and note the use of the word gern in the recording. How many times is it used and with which verbs? <AS>Audioscript [CD] 7 1 Janet, was machst du in deiner Freizeit? Ich mag lesen. Ich lese gern Bücher und Zeitschriften. 2 Klaus, was machst du in deiner Freizeit? Ich treibe gern Sport. Ich spiele am Wochenende Federball und Tennis. 3 Was machst du in deiner Freizeit, Anna? Ich koche gern. Ich koche am Wochenende für Freunde. Abends stricke ich auch gern. 4 Jonas, was machst du in deiner Freizeit? Ich fahre gern Rad. Ich fahre im Park und in der Stadt Rad. Ich treibe auch mit Freunden Sport. 5 Was machst du in deiner Freizeit, Laura? Ich lese im Bett Zeitungen. Ich höre auch oft Radio, wenn ich im Wohnzimmer bin. 6 Zoë, was machst du in deiner Freizeit? Sport treibe ich nicht. Ich mag Sport nicht. Aber ich lese gern Zeitschriften und ich koche abends für die Familie. </AS> 1 4, , 3 4 5, 7 5 1, 6 6 3, 4 4 Lies den Text und beantworte die Fragen auf Englisch. Reading. This activity brings together language from the unit and previous units. Markus s about his hobbies include time references, how often, opinions, intensifiers and the negatives nicht and nie. Students answer six comprehension questions in English. 1 love stories and horror stories 2 when he is babysitting 3 in bed or in the park 4 in the car 5 football, tennis and rugby 6 knitting and cooking Chapter 1 Page 15

19 5 Lies den Text noch mal durch. Kopiere die Tabelle und füll sie mit Wörtern aus dem Text aus. Reading. Students read Markus s again and complete a table with the places, times, frequency, people and opinions as mentioned in the text. Places Times Frequency People Opinions im Bett im Park im Auto morgens am Wochenende sehr oft ab und zu selten nie mit meinem Bruder mit Freunden meine Mutter praktisch toll ganz gut klasse <TB>Tipp: Using different techniques to extend answers The skills box will help prepare students for activity 6. Go through the four stages of how to extend a simple sentence with the class before giving them another short sentence from exercise 1 to extend. Ask students to use as many of the stages shown as possible. You could provide them with words or phrases to add to the sentence or let them suggest their own. 6 Gruppenspiel. Grow grow grow. Writing. Students do this activity in groups. They start by writing one of the example sentences on a piece of paper or a mini-whiteboard and then pass it round for each student in turn to add to. They should do this up to six times with each of the example sentences. 7 Gruppenarbeit. Sprecht gemeinsam über das Bild und beantwortet dann die Fragen. Speaking. Students use the photo of an elderly lady as a stimulus for talking about hobbies in the third and first person forms. They answer the questions about Vera and about themselves. Remind students that they must use the sie form of the verb when talking about Vera. [+] Ask students to write a passage about Vera (or another person) and his / her hobbies, along with use of any modern media. <PB>Plenary Aim To review the ability to extend sentences using the four stage rule. Four stage rule Go through the four stage rule as outlined in the skills box and ask students to work in pairs and use prior knowledge to extend this concept into other contexts. Write the following core sentences on the board for students to extend, using the four stages: Ich esse Pizza. Ich spiele Rugby. Underline the importance of extending students productive German from the minimum. Also highlight the importance of transferring skills and grammatical concepts from the context where they are first met to other linguistic contexts skills are not content bound. </PB> Chapter 1 Page 16

20 Übungsheft, page Ich lese Bücher. (I read books.) 2 Ich stricke. (I knit.) 3 Ich koche. (I cook.) 14 Ich fahre Rad. (I ride my bike.) 5 Ich treibe Sport. (I do sport.) 6 Ich lese Zeitschriften. (I read magazines.) 2 Green: abends oder am Wochenende, samstags, sonntags Yellow: ab und zu, ab und zu; oft Blue: toll; langweilig Red: Mein Vater, mit Freunden 3 Students own answers Chapter 1 Page 17

21 5 Clownfische und Monster Student s Book pages <UIB> Learning objectives Talking about different types of films Describing a film Skills Looking for key words Storing vocabulary gender and plural of nouns Key language Was ist dein Lieblingsfilm? Was für ein Film ist das? Mein Lieblingsfilm ist [Dogma]. Das / Es ist ein [Thriller]. eine Komödie, ein Fantasyfilm, ein Horrorfilm, ein Drama, ein Liebesfilm, ein Science-Fiction-Film, ein Zeichentrickfilm Das Hauptthema ist [Liebe]. Tod, Freiheit, Familie, Gut gegen Böse Die Geschichte ist [kompliziert]. Die Musik ist (nicht so) [gut]. Die Spezialeffekte sind [super / toll]. Die Charaktere sind [klasse / interessant]. [Daniel Craig] spielt die Rolle von [James Bond]. Resources CD1, track 8 Übungsheft, page 9 </UIB> <SB>Starter Aim To practise using a dictionary to identify gender and plural forms. Dictionary swords Remind students of how gender and plural forms are stored in a dictionary. Students sit on a dictionary. Write a word from below on the board and students must then take their dictionary and try to be the first person to find the gender and plural form for that word. Geschichte Thema Charakter Freiheit Zeichentrickfilm [R] Use this activity simply to introduce some of the key vocabulary from the unit. </SB> 1 Lies die Wörter und schau dir die Filmtitel an. Was passt zusammen? Reading. This activity introduces the vocabulary for different types of film. Students match the film types with the correct film title. English translations are given where the German titles are not obvious. Chapter 1 Page 18

22 Encourage students to use a process of elimination to work out any answers they are not sure of. ein Fantasyfilm Harry Potter und der Orden des Phönix ein Horrorfilm Saw IV ein Drama Stolz und Vorurteil (Pride & Prejudice) ein Liebesfilm Tatsächlich Liebe (Love... actually) ein Science-Fiction-Film Alien vs. Predator ein Zeichentrickfilm WALL-E Der Letzte räumt die Erde auf eine Komödie American Pie ein Thriller Nicht auflegen! (Phone Booth) 2 Partnerarbeit. Frag vier Personen. Speaking. Students ask four people what their favourite film is and what type of film it is. Practise the questions and example answers before students start the activity. Ask students to make a note of the name of the film and the film type for each person they ask. [+] Ask students to report back on the answers they were given and / or to write up the dialogues, using their notes to help them. 3 Lies die Sätze. Findet Nemo, Casino Royale oder beide? Füll das Venn- Diagramm aus. [TS] Reading. This activity introduces useful phrases for talking about films. Students read ten sentences about two films and decide which of the films each of the sentences refers to. They complete a Venn diagram, writing the letters of the sentences in the correct sections, and putting the letters of the sentences which apply to both films in the central overlapping section. These are subjective to a certain point: Findet Nemo a, g, j Casino Royale b, d, e, i Beide c, f, h 4 Lies die Sätze aus Aufgabe 3 noch mal durch. Wie heißt das auf Deutsch? Reading. This activity helps students to identify phrases which will be useful in their own written and spoken work. They find the German equivalents of six English phrases in the sentences from exercise 3. Encourage students to look for cognates. 1 Das Hauptthema ist 2 Die Musik ist 3 spielt die Rolle von 4 Die Spezialeffekte sind 5 Die Geschichte ist 6 Die Charaktere sind 5 Filmspiel I. Hör zu. Rate mal. Welcher Film ist das? (1 4) Listening. This activity reinforces students learning of the phrases from exercises 3 and 4, as well as Chapter 1 Page 19

23 the different film types. Students listen to a series of clues and try to guess the film. They score points for how quickly they guess the film after one, two, three or four clues. To run the activity, you will need to pause the recording after each clue and allow students to make a guess. The recording reveals the correct answer after the fourth clue. There is an example at the beginning of the recording to show students how the activity works. <AS>Audioscript [CD] 8 Erster Hinweis: Das ist ein Zeichentrickfilm. Ähhmm Zeichentrickfilm. Vielleicht Findet Nemo... Zweiter Hinweis: Es geht um Monster. Monster Monster Zeichentrickfilm... Shrek? Dritter Hinweis: Das große Monster ist haarig und blau. Na ja. Das ist Sully von Monsters AG. Vierter Hinweis: Sully und Mike sind die Hauptcharaktere. Der Film ist Monsters AG. Ich habe zwei Punkte! Film Nummer eins Erster Hinweis: Das ist ein Science-Fiction-Film. Zweiter Hinweis: Die Geschichte ist ganz kompliziert. Es gibt drei Filme in der Serie. Dritter Hinweis: Es geht um Maschinen. Vierter Hinweis: Keanu Reeves spielt die Rolle von Neo. Der Film ist Matrix. Film Nummer zwei Erster Hinweis: Das ist ein Fantasyfilm. Zweiter Hinweis: Das Hauptthema ist Gut gegen Böse. Dritter Hinweis: Es geht um Piraten. Vierter Hinweis: Es ist der originale Film. Der Film ist Fluch der Karibik. Film Nummer drei Erster Hinweis: Das ist ein Thriller. Zweiter Hinweis: Das Hauptthema ist Gut gegen Böse. Dritter Hinweis: Tom Cruise spielt die Rolle von Ethan. Vierter Hinweis: Der Film spielt in Rom (Vatikanstadt) und Shanghai. Der Film ist Mission Impossible 3. Film Nummer vier Erster Hinweis: Das ist ein Zeichentrickfilm. Zweiter Hinweis: Die Hauptcharaktere sind Tiere. Dritter Hinweis: Er ist von Dreamworks Animation Studios. Vierter Hinweis: Es geht um vier New Yorker Zootiere, das Zebra, den Löwen Alex, die Giraffe und die Nilpferddame. Der Film ist Madagaskar. </AS> 1 Matrix 2 Fluch der Karibik 3 Mission Impossible 3 4 Madagaskar 6 Filmspiel II. Gruppenspiel. Schreibt Hinweise für drei Filme wie in Aufgabe 5. Chapter 1 Page 20

24 Writing. This activity provides an enjoyable way of practising the key language of the unit. Each student writes four clues for a film of his / her choice. Then students play their own version of the game in exercise 5 in groups of four. Encourage students to use the key language box at the bottom of the page for support. You might like to prepare a selection of film titles for students who are short of ideas. 7 Welcher Film passt zu welcher Definition? Reading. Students read four synopses of films and identify the correct film title for each one, from a choice of five. Students are reminded they don t need to understand every word to do this activity. They should look for key words that will give them the answers and should use a dictionary only as a last resort. [+] Ask students to make a note of useful phrases that they could use in their own work, such as Es geht um and Es handelt sich um [ICT] Students surf the internet and use search engines to find the German equivalent names of films showing this week at the cinema. a Shrek der Dritte b Star Wars c Mamma Mia! d Harry Potter und der Orden des Phönix [+]Go through some tips on dealing with storing new vocabulary, such as noting the gender and plural form of a new noun. Encourage students to apply these methods to note down any new vocabulary from exercise 7. 8 Nimm ein Videoclip für dein Online-Profil im Internet auf. Speaking. Students prepare and record a video clip for a real or imaginary internet profile about their favourite film. There are four questions in English to help them structure their work and a key language box for support. They can expand on the clues they wrote for exercise 6 or write about a different film. <PB>Plenary Aim To review understanding of key structures from this unit. Scissor sentences Write the following phrases in two word clouds on the board: Cloud one: Das ist ein / Das Hauptthema ist / Die Geschichte ist / Die Musik ist / Die Spezialeffekte sind Cloud two: Liebe / melodisch / klasse / Fantasyfilm / kompliziert Students match the beginnings to the endings of the phrases on mini-whiteboards and then share their answers with a partner. [+] Only give students the sentence beginnings and they then list as many endings as possible on miniwhiteboards. </PB> Übungsheft, page Musikfilmkomödie 2 Familie 3 Musik 4 Schlager 5 Griechenland 6 Charaktere 7 Lieblingsfilm 8 Chapter 1 Page 21

25 Geschichte 9 Lieder 10 Hauptthema 11 Spezialeffekte 12 Rolle 13 komplziert 14 Musikfilmkomödie 15 Wochenende 16 Liebe 17 interessant. 2 1 love / family 2 quite complicated 3 Greece 4 absolutely first rate 5 interesting and funny Chapter 1 Page 22

26 6 Dynamisch und mit Funk Student s Book pages <UIB> Learning objectives Talking about music Developing the skill of asking questions Grammar Questions Verb as second idea Skills Asking questions Speaking strategies Key language Was für Musik hörst du? Ich höre [Dance-Musik / Popmusik]. Warum hörst du [Rap-Musik]? [Trance] ist [rhythmisch / melodisch]. [Heavymetal-Musik] ist [dynamisch]. [Rap-Musik] hat einen guten Beat / Funkrhythmus. Wie kaufst du Musik? Ich lade Musik vom Internet herunter. Ich benutze itunes. Ich kaufe CDs Ich teile über Bluetooth Musik mit Freunden. Ich kaufe online Klingeltöne Wo hörst du Musik? Ich höre [im Schlafzimmer] Musik. im Bad, beim Konzert, auf einer Party, bei Freunden Resources CD1, track 9 Übungsheft, pages </UIB> <SB>Starter Aim [TS] To categorise adjectives according to defined semantic parameters. Venn diagram Students draw a simple Venn diagram (two circles with a central intersecting part). The left-hand circle is for adjectives that can describe music, the right-hand circle for adjectives that can describe people and the intersecting part for adjectives that can describe both. Give students access to a dictionary, should they need it, and write the following words on the board: billig rhythmisch dynamisch toll lustig melodisch wunderbar Chapter 1 Page 23

27 [+] Using a dictionary, students add two more words for each of the sections of the diagram. Share these with the class and remind students that they should always include a variety of adjectives when speaking and writing German. </SB> 1 Lies die drei Texte. Schreib die Tabelle ab und füll sie aus. Reading. This activity introduces vocabulary for different types of music and the formats for buying and listening to music. Students read three short texts written by young people about their music preferences. They copy a table into their books and complete the first three columns with information about the type(s) of music the people like, why they like it and how they buy music. Udo Lukas Steffi Music type? trance reggae country & western opera Why? rhythmic, melodic rhythmic, dynamic good How is it bought? downloads from internet bluetooths music with friends buys ringtones online buys CDs (sometimes) downloads from internet 2 Hör zu. Lilli und Markus werden interviewt. Füll die Tabelle oben für sie aus. Listening. Students listen to two young people talk about their music preferences and how they buy music. They fill in the final two columns in the table from exercise 1 with the relevant information in English. [R] Scatter the information on the board and, as students listen to the text, they identify whether the information is relevant to Lilli or Markus. [+] Ask students to add another row to the table and write down where each person listens to music. <AS>Audioscript [CD] 9 1 He, Lilli, was für Musik hörst du? Meine Lieblingsgruppen sind Black Sabbath und Led Zeppelin. Ich liebe Heavymetal-Musik. Na ja, ich finde Heavymetal-Musik toll. Und warum hörst du Heavymetal-Musik? Heavymetal-Musik ist sehr rhythmisch und dynamisch. Wo hörst du Musik? Oft bei Freunden, aber auch oft im Park oder auf Konzerten. Woher bekommst du deine Musik? Meistens teile ich Musik über Bluetooth mit Freunden. 2 Und du Markus, was für Musik hörst du? Ich höre gern Popmusik. Meine Top-Acts sind Mika und Scouting for Girls. Girls Aloud ist auch cool. Und warum hörst du Popmusik? Popmusik hat meiner Meinung nach einen guten Beat. Wo hörst du Musik? Auf Partys oder bei Freunden. Wie kaufst du Musik? Ich lade Musik vom Internet herunter ich benutze itunes dafür. </AS> Chapter 1 Page 24

28 Lilli Markus Music type? heavy metal pop music Why? rhythmic, dynamic a good beat How is it bought? bluetooths music with friends downloads from internet (itunes) <TB>Tipp: Asking questions The skills box reviews question forms, including questions using pronoun and verb inversion, and questions using question words. Go through the box with students before they do exercise 3 and ask them to suggest a few examples of each type of question. </TB> 3 Partnerarbeit. Rollenspiel als berühmte Person. Interviewt drei Personen. Speaking. Students interview three people about their music preferences, how they buy music and where they listen to music, using the four questions given. When answering the questions, students must role play a famous person of their choice and answer with that person s music preferences. The activity practises question forms and music vocabulary. The key language box provides support. <TB>Tipp The tip box beside exercise 4 will help students to improve their answers. They are encouraged to draw pictures or jot down a few words to help them speak for a whole minute. Students are reminded to use intensifiers and to add extra information about their favourite bands as well as their opinions of other types of music. </TB> 4 Beantworte die Fragen aus Aufgabe 3 für dich selbst. Kannst du mit nur fünf kleinen Bildern / Wörtern eine Minute lang sprechen? Speaking. Students are challenged to speak for one minute about their own music tastes and habits, answering the questions from exercise 3 to structure their work. Students are allowed to write just five words (in German) or draw five small pictures to act as prompts for their talk. They should use the key language box and the skills box to help them with their preparation. They can also use the grammar box to help them vary their sentences by changing the word order to add emphasis. <GB>Grammatik: Verb as second idea This grammar box introduces the concept of verb as second idea in German sentences. Students are encouraged to use this idea to vary their sentence constructions in order to add variety and emphasis to their oral work in exercise 4. For more on the verb as second idea, see the Student s Book, page 202. </GB> 5 Welche vier Sätze sind richtig? Reading. This activity reinforces the language of the unit. Students read a blog entry about a teenager s music preferences, how he buys music and where he listens to it. They then select the four true English sentences, according to the blogger, from a choice of eight. 3, 4, 6, 8 Chapter 1 Page 25

29 6 Schreib einen Eintrag für dein Blog über die Rolle von Musik in deinem Leben. Writing. Students write a blog entry on the role of music in their lives. There are four prompts in English telling them what to include. Students can use the blog entry from exercise 5 to help them structure their writing, as well as the key language box, skills boxes and grammar box from this unit. [ICT] Students upload their blog to an appropriate online forum, either the school website or their personal virtual networking pages. <PB>Plenary Aim To review progress in the skill of asking questions. Jeopardy Divide the class into two, with a spokesperson for each team. Give an answer to one of the key questions in this unit (see examples below). The first spokesperson to provide the question for your answer wins a point for his / her team. Ich höre im Bad Musik. Trance hat einen guten Beat. Ich höre klassische Musik. Ich lade Musik vom Internet herunter. Finally, check that students understand the principles behind how both closed and open questions are formed in German. </PB> Übungsheft, page 10 1 Musikform? Wo? Meinung? Andreas Popmusik im Bad rhythmisch Barbara klassische Musik im Schlafzimmer melodisch Carola Trance beim Konzert dynamisch David Heavymetal auf Partys guten Beat Engel Jazz bei Freunden Funkrhythmus 2 Students own answers Übungsheft, Grammatik, page 11 1 höre I listen to music at home. 2 besucht He often visits chatrooms and speaks to friends. 3 lade At the weekend I upload photos. 4 sieht My sister, she often watches documentaries. I prefer detective programmes. 5 spielst Do you play Civilisation on the computer? 6 lese I read newspapers and magazines now and again. Chapter 1 Page 26