Scheme of work
Cambridge IGCSE®
German (Foreign Language) (US)
0529
For examination from 2015
Scheme of work – Cambridge IGCSE® German (Foreign Language) (US) 0529
Contents
Overview ..................................................................................................................................................................................................................................................... 3
Topic Area A – Everyday activities .......................................................................................................................................................................................................... 7
Topic Area B – Personal and social life ................................................................................................................................................................................................ 16
Topic Area C – The world around us ..................................................................................................................................................................................................... 33
Topic Area D – The world of work .......................................................................................................................................................................................................... 50
Topic Area E – The international world ................................................................................................................................................................................................. 60
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Scheme of work – Cambridge IGCSE® German (Foreign Language) (US) 0529
Overview
This scheme of work provides ideas about how to construct and deliver a course. The syllabus for Cambridge IGCSE German (syllabus 0529) has been broken
down into topic areas (A to E) with suggested teaching activities and learning resources to use in the classroom. This scheme of work, like any other, is meant to be
a guideline, offering advice, tips and ideas. It can never be complete but hopefully provides teachers with a basis to plan their lessons. It covers the minimum
required for the Cambridge IGCSE course but also adds enhancement and development ideas on topics. It does not take into account that different schools take
different amounts of time to cover the Cambridge IGCSE course. Feedback is welcome as Cambridge International Examinations always aims to develop and
improve its product and service.
Recommended prior knowledge
The Cambridge IGCSE course provides a general introduction to the study of German across a range of topic areas and different grammatical levels, leading up to
the standard required for Cambridge IGCSE. No prior knowledge of the subject is required or expected before beginning the course.
Outline
Whole class (W), group work (G) and individual activities (I) are indicated throughout this scheme of work. The activities in the scheme of work are only suggestions
and there are many other useful activities to be found in the materials referred to in the learning resource list.
Opportunities for differentiation are indicated as Basic and Challenging; there is the potential for differentiation by resource, grouping, expected level of outcome,
and degree of support by the teacher, throughout the scheme of work. Length of time allocated to a task is another possible area for differentiation.
This scheme of work includes the following topics:
Topic Area A – Everyday activities: Home life and school; Food, health and fitness
Topic Area B – Personal and social life: Self, family and personal relationships; Holidays and special occasions
Topic Area C – The world around us: Home town and local area; Natural and made environment; People, places and customs
Topic Area D – The world of work: Continuing education; Careers and employment; Language and communication in the workplace
Topic Area E – The international world: Tourism at home and abroad; Life in other countries and communities; World events and issues
Assessment objectives (AO)
Candidates will be assessed on their ability to:
AO1 Understand and respond to spoken language
AO2 Understand and respond to written language
AO3 Communicate in speech, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately
AO4 Communicate in writing, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately
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Teacher support
Cambridge Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen
and past question papers, mark schemes and other resources. To access the 2015 specimen materials and past papers, please go to the 0525 IGCSE German web
page http://teachers.cie.org.uk Syllabus 0525 runs parallel to syllabus 0529 with identical marking criteria. We also offer online and face-to-face training; details of
forthcoming training opportunities are posted online.
An editable version of this scheme of work is available on Teacher Support. The scheme of work is in Word doc format and will open in most word processors in
most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org
Resources
An up-to-date resource list for Cambridge IGCSE German (Foreign Language) can be found at www.cie.org.uk
Textbooks:
Suggested textbooks for use with the Cambridge IGCSE German (Foreign Language) syllabus from 2015 include:
UK publishers:
Parker C, Thathapudi K, Spencer M, Erler L
GCSE German for OCR (2009)
Brien A, Brien S, Dobson S
Projekt Deutsch neu! (2003)
Caldwell E, Schicker C, Spencer M
AQA GCSE German (2010)
Lanzer H, Wardle M
Edexcel GCSE German (2009)
Bowpitt O, O’Brien A, Gray O, Lanzer H
Edexcel GCSE German Revision w/b
Lanzer H, Wardle M
Echo (2004)
Gray O
Logo! for Key Stage 4 (2001)
Riddell D, Kent H, Stanley K, Waltl M, Smart S, Dexter R AQA GCSE German (2013)
Christie C et al
Na Klar! (2004)
Shepherd C, Heidemann A, Giles A
Anstosβ (2007)
Marsden R, Gobey E
Klartext 1 and 2 (2000)
Schicker C, Waltl M, Malz C
Zoom 1 (2011)
Linton B, Searle J
An der Spitze (2013)
Revilo Multimedia CD
Eurolab Junior (2006)
ISBN 9780199154944
ISBN 9780199124305
ISBN 9780199138906
ISBN 9781846904592
ISBN 9781446903483
ISBN 9780435388683
ISBN 9780435367268
ISBN 9781408521762
ISBN 9780748778201
ISBN 9780340782309
ISBN 9780719575907
ISBN 9780199127702
ISBN 9780340991701
ISBN 9781897609927
German publishers:
Dallapiazza RM, von Jan E, Schönherr
Ersterl U, Körner E, et al
Ersterl U, Körner E, et al
Ersterl U, Körner E, et al
Kapp G, Büttner S, Albert J
Kapp G, Büttner S, Albert J
Funk H, Koenig M, Koithan U, Scherling T
Funk H, Koenig M, Koithan U, Scherling T
ISBN 9783190018017
ISBN 9783126759403
ISBN 9783126755193
ISBN 9783126756183
ISBN 9783190016792
ISBN 9783190016808
ISBN 9783468475500
ISBN 9783468475705
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Tangram 1 aktuell (2010)
Team Deutsch 1 (2012)
Team Deutsch 2 (2012)
Team Deutsch 3 (2012)
Planet Kursbuch 2 (2011)
Planet Kursbuch 3 (2011)
Genial A1 (2003)
Genial A2 (2003)
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
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Aufderstrasse H, Müller J, Storz T
FischerMitziviris A, JankePapanikolaov S
Albrecht U, Dane D, et al
Albrecht U, Dane D, et al
Müller M, Rusch P, Scherling T, Wertenschlag L
Müller M, Rusch P, Scherling T, Wertenschlag L
Niebisch D, PenningHiemstra S
Niebisch D, PenningHiemstra S
Lagune Kursbuch 2 (2010)
Ausblick 1 (2011)
Passwort Deutsch 1 (2009)
Passwort Deutsch 2 (2009)
Optimal A1 (2008)
Optimal A2 (2008)
Schritte 1 (2011)
Schritte 2 (2011)
ISBN 9783190016259
ISBN 9783190018604
ISBN 9783126759106
ISBN 9783126759203
ISBN 9783468470010
ISBN 9783468470312
ISBN 9783190218516
ISBN 9783190018529
Websites:
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The particular website pages in the learning resource column were selected when the scheme of work was produced. Other aspects of the sites were not checked
and only the particular resources are recommended. There may be other useful materials on these websites but they have not been checked.
Many of the courses mentioned in the textbooks section have their own websites, which can be purchased at the time of buying the course, or at a later date.
www.languagesonline.org.uk
www.bbc.co.uk/schools/gcsebitesize/german/
www.zigzageducation.co.uk
www.scool.co.uk/gcse/german
www.aqa.org.uk/subjects/german/gcse/german4665
www.revisionworld.co.uk (German)
www.revisiontime.com/gCSEGer.htm
www.klar.co.uk/links_.php
www.goethe.de (Key Stage 4; links to GoetheInstitute site)
www.tes.co.uk/teaching
www.bahn.de
www.lufthansa.com/de/de/Homepage
www.tui.de
www.bbc.co.uk/language/german (many different topics)
www.derweg.org/feste/kultur/feste.html
www.slideshare.net/…/deutschefesteundfeiertage (covers major festivals)
http://de.hotels.com
www.jugendherberge.de
www.tripadvisor.de
www.campingindeutschland.de
www.deutschepost.de
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www.bundespolizei.de
www.wetter.de
www.umweltbundesamt.de
www.erneuerbareenergien.de
www.trikont.de (song of a Gastarbeiter)
www.rapgenius.com (der Gastarbeiter by Eko Fresh, with lyrics available)
www.planetwissen.de (Gastarbeiter und Migration)
www.home.icsmedia.de (tuerken_in_deutschland.htm)
de.wikipedia.org/wiki/Bildungssystem_in_Deutschland
de.wikipedia.org/wiki/Gymnasiale_Oberstufe
www.arbeitsagentur.de
www.focus.de (Ausländer)
www.lecker.de (recipes from around Germany)
www.europa.eu (Germany and the EU)
www.ntv.de (general news coverage, plus videos and news)
www.drk.de (German Red Cross)
www.youtube.com (deutsche Staedte)
www.youtube.com (deutsche Mode)
www.youtube.com (Schulfilm DVD/ Geschichte: Gastarbeiter der ersten Generation)
www.youtube.com (Lufthansa von Alfons geprüft.de)
www.youtube.com (Berlin – Schulfilm Geographie) (Reise durch die deutschen Bundesländer)
Some schools have created their own German websites, which may be open to public use, e.g. atschool.eduweb.co.uk/stpmlang/languages.htm
This is based on the Logo course.
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Scheme of work – Cambridge IGCSE® German (Foreign Language) (US) 0529
Topic Area A – Everyday activities
Context
This is a topic readily accessible to every learner, so much of this topic can be taught early on in any course, perhaps after some of Topic Area B. It covers
vocabulary and grammar, which start at a reasonably basic level and can be extended as lessons progress. In the early stages of this topic, only the present tense
will be used, and the nominative and accusative cases, although other tenses and cases will be added with development of the topic. Teachers can use the teaching
activities to devise their own lesson plans, selecting what they find appropriate for their learners and adding their own resources and material, as needed. It is
assumed that teachers will structure open and closed questions to check vocabulary and comprehension, correct errors, and monitor the acquisition of skills and
development of knowledge. The suggested activities and materials can be adapted for mixed-ability classes by giving more or less guidance, shortening or
extending activities, or simplifying or editing material. Timing of the activities is at the teacher’s discretion and should be incorporated into individual lesson planning.
Outline
The content aim is for learners to be able to understand and provide information, in spoken and written form, on everyday activities. The language aim is for learners
to develop all four skills in the target language, and the teaching activities help to provide a range of methods for achieving the learning objectives. The activities,
materials, suggestions and examples are given for teachers to make full use of them, according to their judgement, so that learners can gain real benefit from them
and improve their skills and develop their linguistic confidence from lesson to lesson. The activities give opportunities for learners to share information and practise
skills through group, pair or individual work. Learner progress and confidence will depend largely on the learning approach, with weaker learners needing more time
and practice. It is expected that teachers will be able to expand on the topic area, as they feel their class needs, and add in their own material and reinforcement
activities too.
Teaching time
Based on the recommended total time allocation of 130 contact hours, it is suggested that 20% of these contact hours should be dedicated to this topic area.
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Home life and school
A1 Home life
Learning objective: Learners will be able to describe their home; understand rooms in the house and what people do in different rooms; and
understand and exchange information about their daily routine.
Vocabulary
Numbers, time, days and months, seasons, colours, question words, housing, rooms, verbs for daily routine, likes/dislikes, and expressions of
obligation.
Grammar
Present tense of regular and irregular verbs; haben, sein, werden, modal verbs + infinitive; perfect tense; imperfect tense (higher levels only)
ich möchte/hätte gern + infinitive; position of infinitive/past participle; word order; future tense.
Negatives; commands; asking questions.
Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparisons.
Personal pronouns; reflexive pronouns; indefinite pronouns; interrogative pronouns.
Numbers, including ordinal numbers; date and time.
Prepositions and cases; nominative, accusative, dative (and genitive) cases.
Conjunctions and simple subordinating conjunctions.
Textbook
resources
Echo 1 Chp 5
Anstoβ 1, Chp 5 and 6
An der Spitze, Chp 2
Arbeitsblatt, Chp 5
Zoom 1, Chp 2B
Edexcel GCSE German, Chp 7
GCSE Bitesize German p.20
Echo 2, Chp 5
Skills
Suggested teaching activities
AO1 (Listening)
Learners listen to what type of houses people live in; understand rooms in the house; understand what people are doing in different rooms in
the house. (W) (Basic)
Learners are able to understand details about daily routine and chores, and about home life in the past and in the future. (W) (Challenging)
AO2 (Reading)
Learners will be able to understand descriptions of houses; what people do in different rooms in the house; and activities and chores performed
in the house. This can be monitored through gap-filling exercises, simple comprehension questions, extending to fuller sentences and answers.
(W/G/I) (Basic)
Learners understand longer texts about daily routine and chores (differentiation of chores between different members of the family); understand
texts about home life in different ages; understand texts about home life in the future. (W/I) (Challenging)
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AO3 (Speaking)
Learners will be able to take part in exchanges about where they live and what type of house; give a short presentation about their home and
its rooms; exchange ideas about what people do in different rooms in the house; answer questions and prepare a presentation about their daily
routine. (G/I) (Basic) There are possibilities to record learners here.
Learners should be able to present ideas about homes and different types; discuss/present ideas about their daily routine and compare it with
other members of the family. They could conduct a survey about preferences about household chores/ daily routine within the class. This could
be presented either orally or written. (G/I) (Challenging)
Learners should get used to their presentations being recorded. If the school has the resources, each learner should have his/her own
individual bank resource to build on and reuse/revise, as needed.
AO4 (Writing)
Learners write about their house, or about an imaginary house; describe in short sentences/gap fills what they or other people do around the
house; describe their daily routine or that of a famous or imaginary person. (I) (Basic) There are possibilities for some IT work in their
presentations here, e.g. a short poster description of their house/dream house/room/a diary of their daily routine.
Learners should be able to write about their daily routine/ household chores. Depending on the level, these could be short sentences in a diary
format to longer sentences, and comparing their day with other members of their family, and giving opinions. Learners write about home life in
the past/future. Again, there are possibilities for IT work here. Similarly to the creation of individual learner speaking banks, so learners should
be encouraged to build up a portfolio of their work, which will be very useful for revision nearer the exam and for reference beforehand.
(I) (Challenging)
A2 School
routine
Learning objective: Learners will be able to understand and give information about school, including their routine at school, subjects studied,
likes and dislikes, rules and regulations, and the pressures of school. (At some point it would be useful for teachers to give a short explanation
of the German school system).
Vocabulary
Numbers, time, days and months, colours, question words, verbs for daily school routine, school types and subjects, school life, school
subjects, likes/dislikes, expressions of obligation, school commands, food and drink, items of clothing (for uniform).
Grammar
Present tense of regular and irregular verbs; haben, sein, werden, modal verbs + infinitive; perfect tense of regular and irregular verbs; ich
möchte/hätte gern + infinitive; position of infinitive/past participle; word order; future tense; present tense after seit; negatives; commands;
asking questions.
Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; quantifiers;
comparisons.
Personal pronouns; reflexive pronouns; indefinite pronouns; interrogative pronouns; impersonal pronouns.
Numbers, including ordinal numbers; date and time.
Prepositions and cases; nominative, accusative, dative (and genitive) cases.
Conjunctions and simple subordinating conjunctions.
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Textbook
resources
Schritte 1, Chp 5 and 7
Genial A1, Chp 3, 4 and 12
Planet Kursbuch 2, Chp 22
Team Deutsch 1, Chp 2
Tangram 1 aktuell, Chp 6
Echo 1, Chp 2
Zoom 1, Chp 1B
Anstoβ 1, Chp 4
Klartext, Chp 3
Logo 1, Chp 2
An der Spitze, Chp 4
Ausblick 1, Chp 6
Genial A2, Chp 2 and 3
Planet Kursbuch 3, Chp 37 and 50
Edexcel GCSE German, Chp 3
Logo 3, Chp 2
Logo 4, Chp 2
GCSE Bitesize German p.22
Skills
Suggested teaching activities and learning resources
(AO1) Listening
Learners understand school subjects and someone giving his/her favourite subjects; understand opinions
about subjects; understand days of the week and times (12 and 24 hour clock); understand basic food and
drink items (taken at break or lunch); understand items of clothing/ colour and opinions; understand
sentences about school routine. This can be monitored through gap-filling exercises, simple
comprehension questions, extending to fuller sentences and answers. (W) (Basic)
For specimen and past papers go
to syllabus 0525 web page at
http://teachers.cie.org.uk
0525 past examination paper:
Jun 2013 Paper 11, Part 1, Ex.2
Learners understand opinions and fuller details about school subjects/uniform/routine; understand
information about the pressures of school; understand information about the ideal school; understand
comparisons between different school types (including from different ages); understand details about rules
and regulations within schools; understand opinions about school food and balanced diet.
(W) (Challenging)
(AO2) Reading
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Learners understand someone giving his/her favourite subjects; understand texts/emails about school
subjects and timetables; understand texts about school routine (in German-speaking countries);
understand the basic rules and regulations in a school; understand what people eat and drink at school;
understand texts about school uniforms. This can be monitored through gap-filling exercises, simple
comprehension questions, extending to fuller sentences and answers. (W/I) (Basic)
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
0525 past examination papers:
Jun 2012 Paper 21, Part 1, Ex.2
Jun 2013 Paper 21, Part 1, Ex.3
Jun 2009 Paper 23, Part 3, Ex.1
Jun 2012 Paper 23, Part 3, Ex.2
Jun 2013 Paper 23, Part 3, Ex.1
Good exercises on school website
10
AO3 (Speaking)
Learners understand and manipulate information about school subjects/routine/uniforms/rules and
regulations; understand opinions about school/ different types of schools (including from different ages);
understand articles about pressures of school. (W/I) (Challenging)
mentioned in the Overview of this
scheme of work.
Learners describe their favourite subjects/conduct a survey about subjects; describe where rooms are in
the school in role play to a visitor to the school; answer questions on details of the timetable; ask opinions
about school subjects and give theirs; give a presentation about their school day (see earlier about
recording); describe their school uniform and give simple opinions; conduct a survey about what people
eat and drink at break time; take part in break time role plays. (W/G/I) (Basic)
0525 past examination paper:
Jun 2009 Paper 3, Card 7A
Learners present arguments for and against different school subjects/different school rules/views on
school uniform/school food; conduct a survey on school pressures and make a presentation, also offering
suggestions for improvement. Recording of material, again, beneficial. (G/I) (Challenging)
AO4 (Writing)
Learners can write up the survey about favourite subjects/do a gap-fill exercise about subjects; match
class command pictures to sentences; write about school subjects on particular days (diary form); write a
food diary for a week at school; describe the school uniform and give simple opinions, including ideal
uniform. (W/I) (Basic)
0525 past examination papers:
Jun 2012 Paper 41, Part 1, Ex.1
Jun 2013 Paper 41, Part 1, Ex.2
Learners compare different schools in Germany and between Germany and own country; write a school
webpage; write an article for a magazine re uniform/school pressure/routine/daily life in a German school,
giving positive and negative opinions, where necessary. This could be done as groupwork or individually,
as each group could focus on a different aspect of school life. Letters to a problem page for school
learners could also be written, and a response made by another member of the class; create a brochure
for a school (real or imaginary). The more able the learners, the more ambitious many of these tasks can
be. (G/I) (Challenging)
Food, health and fitness
A3 Eating and
drinking
Learning objective: Learners will be able to understand and use the language necessary to talk about food and drink, including food from
different parts of the world.
Vocabulary
Food and drink; shops; weights and measures; expressions of wanting/not wanting; numbers and money (including pocket money and money
earned); ordering food and drink.
Grammar
Present tense of regular and irregular verbs; modal verbs + infinitive; perfect tense of regular and irregular verbs; ich möchte/ hätte gern +
infinitive; position of infinitive/past participle; word order; future tense; conditional tense.
Negatives; commands; asking questions.
Genders; singular and plural forms (including irregulars); cases with definitive and indefinite articles (including negative form); adjective
endings; possessive adjectives; quantifiers; comparisons.
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Personal pronouns; indefinite pronouns; interrogative pronouns; impersonal pronouns; demonstrative pronouns; relative pronouns.
Numbers, including ordinal numbers; weights and measures.
Prepositions and cases; nominative, accusative, dative and genitive cases.
Conjunctions; simple subordinating conjunctions; word order in subordinating clauses.
Textbook
resources
Schritte 1, Chp 3
Passwort Deutsch 1, Chp 4
Team Deutsch 1, Chp 11
Logo 2, Chp 4
Klartext 1, Chp 5
Anstoβ 1, Chp 8
Zoom 1, Chp 3
An der Spitze, Chp 12
Optimal A1, Chp 5 and 9
Lagune Kursburch 2, Chp 6
Genial A2, Chp 8
Planet Kursbuch 3, Chp 44
Edexcel GCSE German, Chp 5
Logo 3 (restaurant and in der Konditorei)
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners listen and understand different types of food and drinks (these can be monitored by
matching/gap-fill/true or false exercises and extension sentences); understand what people like/dislike;
understand conversations in cafes/restaurants/family home; understand about certain German (Germanspeaking countries always included in this) specialities. (W) (Basic)
0525 past examination papers:
Jun 2009 Paper 11, Part 3, Ex.2
Jun 2012 Paper 11, Part 2, Ex.2
Learners understand more complex views of and opinions about food and drink, people’s likes/dislikes;
understand conversations in cafes, restaurants where not everything goes to plan; understand information
about regional specialities; understand about healthy und unhealthy lifestyles and eating habits. (W)
(Challenging)
AO2 (Reading)
Learners understand menus/shopping lists/prices; people talking about their eating habits and their
favourite food; understand texts about typical regional food; understand texts about different shops. There
can be match-up exercises, multiple-choice quizzes, complete the conversation or gap-fill exercises at the
basic level through to more complex manipulation of the material for the more able at this stage. (W/I)
(Basic)
Learners understand more complex texts on eating habits and healthy and unhealthy lifestyles;
understand eating disorders and allergies; understand texts about national and regional foods. These can
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0525 past examination paper:
Jun 2012 Paper 23, Part 1, Ex.2
Good exercises on school website
mentioned in scheme of work
Overview.
A source of magazines dealing
12
AO3 (Speaking)
be manipulated through multiple-choice questions, or more direct comprehension sentences for answers.
Texts can also lead to discussions within groups or a class. (W/G/I) (Challenging)
with food or lifestyles also very
helpful for articles.
Learners can ask each other about eating habits, likes and dislikes and present ideas to the class in oral
or written form; perform role plays in cafes, restaurants, shops, market or family home. (G/I) (Basic) For
sessions where learners ask each other questions, this can be teacher-led, with questions, or with more
confident/able learners, they can devise their own.
0525 past examination paper:
Jun 2010 Paper 3, Card 1A
Learners can conduct a survey about eating habits and deliver their findings as a presentation; conduct
role plays in cafes, restaurants with unpredictable events; conduct role plays about food shopping with
unpredictable events; conduct a question and answer session in groups about personal food likes and
dislikes, with opinions and reasons; can debate food issues in a group, e.g. fast food, vegetarianism,
obesity, eating disorders; present information about recipes or regional foods. (G/I) (Challenging)
AO4 (Writing)
Learners write about personal/family/young people’s eating habits; make a diary of their food during a
day/week; make shopping lists for various events. (I) (Basic)
Good exercises on school website
mentioned in Overview.
Learners write about the advantages/disadvantages of certain lifestyles; write a letter to a problem
page/youth magazine about healthy/unhealthy foods; create recipes, posters or menus for certain cafes,
restaurants; plan menus for different occasions and with the more able explain why they have made these
choices, or more information about the dishes; write an article comparing food from two different regions/
countries; write a leaflet/brochure publicising a healthy diet. (G/I) (Challenging)
A source of magazines dealing
with food or lifestyles also very
helpful for articles.
A4 Health and
fitness
Learning objective: Learners will be able to understand and give information about health and health issues, and discuss the importance of a
healthy lifestyle.
Vocabulary
Parts of the body; common illnesses and ailments; lifestyle issues (smoking, drugs, drinking, malnutrition, obesity); making appointments; food
and drink.
Grammar
Present tense of regular and irregular verbs; modal verbs + infinitive; perfect tense of regular and irregular verbs; ich möchte/ hätte gern +
infinitive; position of infinitive/past participle; word order; future tense; conditional tense with ich würde, etc. + infinitive; imperfect tense (haben,
sein); pluperfect tense; present tense after seit.
Negatives; commands; asking questions.
Genders; singular and plural forms (including irregulars); cases with definitive and indefinite articles (including negative form); adjective
endings; possessive adjectives; quantifiers, adverbs of frequency.
Personal pronouns; indefinite pronouns; interrogative pronouns; impersonal pronouns; demonstrative pronouns; relative pronouns.
Prepositions and cases; nominative, accusative, dative and genitive cases.
Conjunctions; simple subordinating conjunctions; word order in subordinating clauses.
Textbook
Planet Kursbuch 2, Chp 19
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resources
Team Deutsch 1, Chp 11
Klartext 2, Chp 3
Echo Express 2, Chp 4
Logo 2, Chp 3
An der Spitze, Chp 9
Schritte 2, Chp 10
Optimal A1, Chp 10
Genial A2, Chp 6
Planet Kursbuch 3, Chp 43 and 44
Edexcel GCSE German, Chp 5
GCSE Bitesize German, p. 40 and 46
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Understand parts of the body, illnesses and common ailments and symptoms; understand about healthy
diet and the need for fitness. Match-up exercises, multiple-choice, gap-fill exercises or developing
sentences further to monitor understanding. In the last instance these can be vocabulary or grammar
based, depending on the level teachers are aiming for in that particular lesson (e.g. it could be a part of
the body required in the answer, or a past participle – ich habe mir den Fuβ VERRENKT/GEBROCHEN
– or even requiring a fuller sentence. (W) (Basic)
0525 past examination papers:
Jun 2013 Paper 11, Part 2, Ex.1
Jun 2013 Paper 11, Part 3, Ex.1
German teenage magazines or
websites are also useful sources of
information.
Learners understand articles about different lifestyles, smoking/drug/drinking issues, fitness and health
regimes, health problems affecting young people (stress, depression, not eating/over-eating, poor diets,
lack of exercise). (W) (Challenging)
AO2 (Reading)
Understand parts of the body, illnesses and common ailments and symptoms; understand about healthy
diet and the need for fitness. Match-up exercises (e.g. ailments to remedies), true or false, multiple
choice, gap fills or developing sentences further to monitor understanding. In the last instance these can
be vocabulary or grammar based, depending on the level teachers are aiming for in that particular lesson
(e.g. it could be a part of the body required in the answer, or a past participle – ich habe mir den Fuβ
VERRENKT/GEBROCHEN – or even requiring a fuller sentence, possibly using a subordinating clause,
e.g weil ich Halsschmerzen habe, MUSS ICH IM BETT BLEIBEN. (W/G/I) (Basic)
Learners understand articles about different lifestyles, smoking/drug/drinking issues, fitness and health
regimes, health problems affecting young people (stress, depression, not eating/over-eating, poor diets,
lack of exercise). They should be able to identify reasons given for certain behaviour, either in a grid,
multiple-choice questions, or longer sentences. (W) (Challenging)
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
0525 past examination paper:
Jun 2011 Paper 23, Part 3, Ex.1
Good exercises on school website
mentioned in Overview.
German teenage magazines or
websites are also useful sources of
information.
14
AO3 (Speaking)
Learners conduct role plays to explain illnesses, ailments, symptoms; hold role plays making
appointments to see a dentist, doctor or chemist; explain in groups about what they do to keep fit; make
a presentation about healthy living and fitness. A board game could be created with questions about
healthy living, which must be answered for learners to progress. (G/I) (Basic)
Learners discuss their eating and drinking habits; describe/ask about illnesses; conduct unpredictable
role plays at chemist’s, doctor’s or dentist’s; express different attitudes towards health and fitness (small
group debate); discuss teenage stress and other teenage health issues (this could be done in pairwork,
e.g. one learner gives a problem – ich rauche - and the other gives medical advice or a reason not to
continue with that lifestyle – das ist sehr schlecht für die Gesundheit, etc.) (G/I) (Challenging)
AO4 (Writing)
V1 4Y04
0525 past examination paper:
Jun 2013 Paper 3 Card 3B
German teenage magazines or
websites are useful sources of
information.
Learners create lists, posters, brochures for healthy living, or what to do when ill, how not to be ill. More
able learners could come up with the questions for the board game in the speaking activity above. (G/I)
(Basic)
0525 past examination papers:
Jun 2009 Paper 4, Part 1, Ex.2
Jun 2012 Paper 43, Part 1, Ex.1
Learners write posters, leaflets, brochures, articles about smoking/drug/drinking issues, fitness and
health regimes, stress and other teenage problems; write a letter to the Head of the school suggesting
ways for improving the learners’ lifestyle and health within the school. As with many writing exercises,
possibilities for IT use are numerous. Crosswords to do with fitness and health can be created (there are
programmes available that make up the crossword grids to fit your answers).
German teenage magazines or
websites are also useful sources of
information.
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
Good exercises on school website
mentioned in Overview.
15
Scheme of work – Cambridge IGCSE® German (Foreign Language) (US) 0529
Topic Area B – Personal and social life
Context
This is a topic readily accessible to every learner and so much of it can be taught at the start of any course. It covers vocabulary and grammar, which start at a
reasonably straightforward level and can be extended as lessons progress. In the early stages of this topic, only the present tense will be used, and the nominative
and accusative cases, although other tenses and cases will be added with development of the topic. Teachers can use the teaching activities to devise their own
lesson plans, selecting what they find appropriate for their learners and adding their own resources and material, as needed. It is assumed that teachers will
structure open and closed questions to check vocabulary and comprehension, correct errors, and monitor the acquisition of skills and development of knowledge.
The suggested activities and materials can be adapted for mixed-ability classes, by giving more or less guidance, shortening or extending activities, or simplifying or
editing material. Timing of the activities is at the teacher’s discretion and should be incorporated into individual lesson planning. When planning when to teach this
topic area, teachers may wish to consider dates in the calendar year of the most significant festival and special occasions for their particular learners.
Outline
The content aim is for learners to be able to understand and provide information, in spoken and written form, on themselves, their families, and their leisure and
holiday activities. Teachers are reminded that the subject of families can be a sensitive one and that it may be useful to plan to use resources that take into account
all types of family units represented in the teaching group. The language aim is for learners to develop all four skills in the target language, and the teaching activities
help to provide a range of methods for achieving the learning objectives. The activities, materials, suggestions and examples are given for teachers to make full use
of, according to their judgement, so that learners can gain real benefit from them and improve their skills and develop their linguistic confidence from lesson to
lesson. The activities give opportunities for learners to share information and practise skills through group, pair or individual work. Learner progress and confidence
will depend largely on the learning approach, with weaker learners needing more time and practice. It is expected that teachers will be able to expand on the topic
area, as they feel their class needs, and add in their own material and reinforcement activities too.
Teaching time
Based on the recommended total time allocation of 130 contact hours, it is suggested that 20% of these contact hours should be dedicated to this topic area.
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
16
Self, family and personal relationships
B1 Self, family,
pets, personal
relationships
Learning objective: Learners will be able to understand and exchange information about themselves, their families and friends (including
household pets).
Vocabulary
Family members; friends and friendship; pets; colours; appearance; personal characteristics; countries and nationalities; months and dates; the
alphabet.
Grammar
Present tense of regular and irregular verbs; haben, sein, werden; modal verbs + infinitive; perfect tense; position of infinitive/past participle;
word order; future tense.
Negatives; commands; asking questions.
Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives.
Personal pronouns; reflexive pronouns; indefinite pronouns; interrogative pronouns.
Numbers, including ordinal numbers; date and time.
Prepositions and cases; nominative, accusative, dative (and genitive) cases.
Conjunctions and simple subordinating conjunctions.
Textbook
resources
Schritte 1, Chp 2
Passwort Deutsch 1, Chp 2 and 3
Planet Kursbuch 2, Chp 25
Team Deutsch 1, Chp 1
Tangram 1 aktuell, Chp 1 and 6
Echo 1, Chp 1 and 3
Anstoβ 1, Chp. 1–3
An der Spitze, Chp 1
Klartext 1, Chp 1–2
Zoom 1, Chp 0 and 1A
Logo 1, Chp 1 and 3
Optimal A2, Chp 6
Ausblick 1, Chp 2
Planet Kursbuch 3, Chp 41 and 49
Edexcel GCSE German, Chp 4
Klartext 2, Chp 1
Logo 4, Chp 1 and 10
GCSE Bitesize German, p.8
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
17
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand exchanges in which people give their names and additional information (e.g. age,
nationality, appearance, personal characteristics); understand spellings of names; understand birthdays;
understand exchanges about family members and friends; understand someone telling what pets he/
she has; understand and identify members of family or friends within a group; understand physical
descriptions; understand relationships within a family. There is huge scope, especially for beginners; how
teachers can approach this topic, but if this is the first topic covered it is essential that the tone is set for
the learners to learn and to have confidence in themselves and the language. Very clear recordings are
necessary, and a variety of means to monitor understanding should be employed (gap-fill; true or false;
grids, progressing through to more than one-word answers). (W) (Basic)
Although much of this topic will be covered early on in any course it can be revisited later and extended.
Learners understand exchanges about different family members and opinions given; understand
exchanges about people’s personal characteristics; understand problems people have in families and
friendships – how well they get on with their family (teachers are encouraged to understand their class
very well before they tackle perhaps this sensitive area); understand different family structures;
understand information about the advantages/disadvantages of pets; understand information about
loneliness, bullying, relationships (again, to be treated sensitively). (W) (Challenging)
AO2 (Reading)
Learners understand texts and information about people (family members or friends, famous person)
giving information about themselves (e.g. age, appearance, nationalities, personal characteristics,
birthdays); understand relationships within a family; understand people telling them what pets they have
and descriptions of those pets. (W/G/I) (Basic)
Learners understand more complex texts about families, friends, famous people; understand texts about
problems within family groups and friendships (see note in LISTENING); understand texts describing
different family units (comparisons between countries?); understand texts about work in the community
to help people (old age, single parents, loneliness, integration); understand texts from teenage problem
pages. Often, by removing the text from the more personal to a magazine article, or equivalent, helps
with sensitive issues, but again, teachers need to show caution when dealing with this topic at higher
levels. (G, I) (Challenging)
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
For specimen and past papers go
to syllabus 0525 web page at
http://teachers.cie.org.uk
0525 past examination papers:
Jun 2012 Paper 11, Part 3, Ex.1
Jun 2010 Paper 1, Part 2, Ex.2
www.bbc.co.uk/language/german
(family)
For problems in relationships and
wider issues, German teenage
magazines can provide useful
material.
0525 past examination paper:
Jun 2009 Paper 2, Part 2, Ex.1
For problems in relationships and
wider issues, German teenage
magazines can provide useful
material.
18
AO3 (Speaking)
Learners exchange information about themselves, family members, friends, or famous people; present
anonymous self-portraits, which can also be written and read out in a group for the other members to
guess who it is; present to a group or the whole class information about themselves and their family, their
pets or about a famous person. Recording of such presentations again to be encouraged from an early
stage so that learners get used to being recorded. (W/G/I) (Basic)
Learners discuss family members and friends, expressing positives; give a presentation about their
family (real or imaginary); describe attitudes within the family; describe a famous person and his/her
characteristics and personality; discuss what attracts people to other people, what makes them a good
friend (the name of a famous person could be given out and the group has to decide whether this person
would be a good friend and why/ why not); exchange information about family structures; debate in
groups about help in the community for people. (G/I) (Challenging)
AO4 (Writing)
Leaners write a short text about themselves, family members, friends and pets; do match-up exercises
on descriptions; create a family tree about their own family, or an imaginary family, or a TV family group;
write about a dream family; create wanted posters giving physical descriptions. In this topic there are
plenty of opportunities to make use of IT and create posters, if resources allow. (G/I) (Basic)
This topic can allow many opportunities for learners to express their ideas and push their linguistic
boundaries but care must be taken over sensitive issues, and written pieces should not include class
colleagues or other teachers. Learners write full descriptions of themselves and their families, including
giving details of personalities and relationships within the family unit; write a problem page about an
imaginary person (IMPORTANT), and another member of the group could write a reply; write article
about different family structures through the ages; article about problems in local community (old age,
single parents, loneliness, integration) and what can/should be done about them; write about a famous
or imaginary person. The learner, as with Topic Area A, should file material, for later use. (G/I)
(Challenging)
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
0525 past examination papers:
Jun 2009 Paper 3, Card 1A
Jun 2013 Paper 3, Card 3B
For problems in relationships and
wider issues, German teenage
magazines can provide useful
material.
0525 past examination papers:
Jun 2013 Paper 41, Part 1, Ex.2
Jun 2013 Paper 41, Part 2
For problems in relationships and
wider issues, German teenage
magazines can provide useful
material.
19
B2 House and
Home
Learning objective: Learners will be able to understand and give information about people’s homes and rooms, and they will be able to
discuss household tasks. (There is some overlap here with A1, and the two topics can be studied at the same time.)
Vocabulary
Houses, rooms, furniture and fittings, kitchen utensils, household tasks.
Grammar
Present tense of regular and irregular verbs; modal verbs + infinitive; perfect tense; position of infinitive/past participle; word order; future
tense.
Negatives; asking questions.
Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparisons.
Personal pronouns; reflexive pronouns; indefinite pronouns; impersonal pronouns.
Numbers.
Prepositions and cases; nominative, accusative, dative (and genitive) cases.
Conjunctions and simple subordinating conjunctions.
Textbook
resources
Schritte 1, Chp 4 and 5
Planet Kursbuch 2, Chp 17, 27 and 28
Team Deutsch 1, Chp 2 and 9
Tangram 1 aktuell, Chp 6
Echo 1, Chp 5
Anstoβ 1, Chp 5 and 6
Logo 1, Ch. 5
An der Spitze, Chp 2
Lagune Kursburch 2, Chp 13, 14 and 20; Genial A2, Chp 12
Edexcel GCSE German, Chp 7
Logo 4, Chp 8
GCSE Bitesize German p.20
Echo 2, Chp 5
Logo 4
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand what type of houses people live in; understand descriptions of people’s houses
and rooms, including furniture and fittings; understand household tasks. (W) (Basic)
www.bbc.co.uk/language/german
(home).
Learners understand more complex information about houses, including comparisons between different
types of houses or houses in different countries; understand descriptions of rooms (given a list/picture
of furniture in a room and working out what is missing); understand descriptions of houses/rooms for a
different era; understand more complex descriptions of household chores and distribution of chores.
(W) (Challenging)
There are many TV programmes
(via the internet or satellite TV) that
feature homes and interiors. These
could be used in lessons.
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
20
AO2 (Reading)
Learners label different houses, rooms and furniture; understand descriptions of houses, rooms,
furniture and household chores. Apart from resources from textbooks, material can be found on the
internet, via estate agents in German-speaking companies. Learners could have to find a particular
type of house, with certain requirements and budget, within a certain area. (W/G/I) (Basic)
Learners understand detailed descriptions of houses (from magazines) (texts can be rewritten in a
shorter form with blanks to be filled in, thus checking comprehension and vocabulary); understand
detailed descriptions of household chores and their distribution between the family group. (W/I)
(Challenging)
AO3 (Speaking)
Learners describe where they live and give details of the rooms in their house; describe a room in
detail (in groups as question and answer, or as a presentation); conduct a survey within the group/class
about where people live and type of house, household chores they do (the results being presented
orally or written – again possible use of IT in the written form); present information about a house (as
an estate agent) to a prospective buyer, who is allowed to ask questions; describe a house they share
within a group, each member of the group adding a sentence on to the last sentence (good opportunity
to get learners to use adjectives); discuss household chores done by different members of the family.
(W/G/I) (Basic)
Good exercises on school website
mentioned in Overview.
House and interior magazines from
German-speaking countries can be
used.
There are many TV programmes
(via the internet or satellite TV) that
feature homes and interiors. These
could be used in lessons. If you do
not have access to foreign
channels, use British (or other)
programmes and mute the sound
and get learners to give a
commentary.
Learners give a detailed presentation about their own home, giving opinions about the positive and
negative aspects of their house; give a commentary to a silent TV programme about houses (there are
plenty of television programmes on such topics in most countries); describe what each member in the
family home does regarding household chores; debate about whose job it is to do different household
chores and if there is a fair distribution of labour in their house; create a role play in which they have to
discuss with a parent why they cannot do certain household chores at that moment. (G/I)
(Challenging)
AO4 (Writing)
Learners describe different houses and rooms (gap-fill, match-up, sentences); describe their own home
(poster, to include rooms and amenities), including opinion; write a description for an estate agent of a
home (real or imaginary); describe the home of someone famous; describe their dream home; make a
list of household chores and who must do them (the opportunity to use adverbs of frequency and time
expressions can be exploited here); describe household chores through the ages, including how they
may change in the future. (G/I) (Basic)
Good exercises on school website
mentioned in the scheme of work
Overview.
0525 past examination paper:
Jun 2010 Paper 4, Part 1, Ex.2
Learners give a detailed description of their house imaginary house/ house of famous person giving the
pros and cons of the house and whether they like/would like to live there or not; write a sketch about
household chores within a family group, which can then be acted out within the group. (G/I)
(Challenging)
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
21
B3 Leisure,
entertainments,
invitations
Learning objective: Learners will be able to understand and give information about leisure and entertainment, and will be able to exchange
and justify opinions about them. Learners will be able to accept and refuse invitation to go out, and to give excuses.
Vocabulary
Family members; friends and friendship; hobby and leisure activities; sports; musical instruments; entertainment; making suggestions and
excuses; accepting and refusing invitations; time expressions.
Grammar
Present tense of regular and irregular verbs; haben, sein, werden, lesen, fahren, sehen; separable verbs; modal verbs + infinitive; perfect
tense; imperfect tense (higher levels only); ich möchte/hätte gern + infinitive; position of infinitive/past participle; word order; future tense;
conditional tense; impersonal verbs; subjunctive (see list of grammar and structures in the Defined Content Booklet available at
www.cie.org.uk).
Negatives; commands; asking questions.
Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparatives and
superlatives (adjectives and adverbs); adverbs of frequency.
Personal pronouns; reflexive pronouns; indefinite pronouns; interrogative pronouns.
Numbers, including ordinal numbers; date and time; time expressions.
Prepositions and cases; nominative, accusative, dative (and genitive) cases.
Conjunctions and simple subordinating conjunctions.
Textbook
resources
Schritte 1, Chp 6 and 7
Optimal A1, Chp 3 and 9
Passwort Deutsch 1, Chp 3
Planet Kursbuch 2, Chp 18, 20, 23 and 26
Team Deutsch 1, Chp 4, 5, 6, 15 and 19
Tangram 1 aktuell, Chp 5
Echo 1, Chp 4
Anstoβ 1, Chp 7
Zoom 1, Chp 2A
Logo 1, Chp 4
An der Spitze, Chp 3
Optimal A2, Chp 11
Ausblick 1, Chp 3 and 5
Lagune Kursburch 2, Chp 4 and 29
Genial A2, Chp 6
Planet Kursbuch 3, Chp 34 and 35
Logo 4, Chp 7
Edexcel GCSE German, Chp 1 and 9
BBC Bitesize German, p.52
Klartext 2, Chp 2
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
22
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand young people talking about leisure activities (as a gap-fill, match to person
exercise); understand sports/hobbies likes and dislikes (true or false exercise/grid-fill with gern, nicht
gern); understand about frequency of leisure activities or entertainment (match from a list of time
expressions); understand exchanges featuring invitations, including times (could test event/ person
involved/place or time – grid-filling); understand information about a particular leisure, sporting, activity
centre. (W) (Basic)
0525 past examination papers:
Jun 2011 Paper 12, Part 2, Ex.1
Jun 2013 Paper 11, Part 2, Ex.2
(computer games)
Jun 2013 Paper 11, Part 3, Ex.2
(music)
Learners understand descriptions of films, the life of film stars, TV and TV habits; understand details
about free time activities, sport (if teachers have access to German TV sport, they can use clips from
sports programmes) (grid work, gap filling, re-ordering of sentences, multiple-choice, question and
answer exercises). (W) (Challenging)
www.bbc.co.uk/language/german
(work and leisure)
Sport on TV or the internet can be
used.
www.youtube.com/watch?v=wzmvj
9nwRag – YouTube
Tagesprogramm region TV 2012
film review of Warhorse
AO2 (Reading)
Learners understand texts about different TV programmes – German TV guides are useful resources
here – and then can manipulate this either by revising times, prices, type of programme, likes/ dislikes
expressions (opinions a bonus!), or what sort of programmes they are; understand a dialogue article
about an invite on a date; understand texts with information as to what type of leisure activity the person
likes; understand texts about other people’s leisure activities (can be from different ages – gives
opportunities to practise different tenses in answers); understand a text where learners have to
differentiate whether favourite activities refer to a boy or a girl; understand texts about films, TV
programmes, music as critics. (G/I) (Basic)
0525 past examination paper:
Jun 2011 Paper 23, Part 1, Ex.2
Learners understand texts about music, television, film and film stars, modern media (grid work, gap
filling, re-ordering of sentences, multiple-choice, question and answer exercises); understand information
about free time activities, sport and leisure; understand information about a ‘live event’. (W/G/I)
(Challenging)
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
23
AO3 (Speaking)
Learners conduct a survey within a group/class as to what type of leisure activity each person
likes/dislikes and present this orally or in written form; conduct a survey about the group’s/class’s
hobbies and present them; do a five-question interview within a group or pairs to work out what sort of
hobby the other person likes, and the person being interviewed cannot answer with just ja or nein; use
flash cards of sportspeople in various contexts and a list of adverbs (oft, selten, langsam, schnell,
draussen, regelmäβig, etc.) to match an adverb to each picture (this could lead to debate, if more than
one is selected); make a presentation of their hobbies, or of a particular hobby (a few props brought in,
depending on the hobby, would add to the presentation); create role plays about invitations/ booking for
cinema, concert, theatre/ refusing an invitation (one person can be very persistent). Invitation dialogues
can be open-ended and the class has to decide how they end, and then the pair has to finish the
dialogue with an acceptance or refusal. (G/I) (Basic)
0525 past examination paper:
Jun 2012 Paper 3, Card 1A and 7A
Sport on TV or the internet can be
used.
Learners describe musical interests and concerts, TV programmes and habits, films and the life of film
stars (either as a presentation, interview, debate, dialogue between two teenagers/ interviewer and
famous person; give a detailed presentation about their own leisure activities or a particular hobby, with
reasons for having chosen it and why they like it; create a dialogue with a partner about sporting
preferences; try to create a commentary to some sports action on TV/internet (YouTube); conduct a
class survey about teenage leisure activities (then given as a presentation or written – the more able
could try to give explanations to some of the preferences). (G/I) (Challenging)
AO4 (Writing)
Learners write about their hobbies and leisure activities (this could be done in first or third person, or
could be a word ordering exercise as a change of activity); describe what someone else likes (family
member, friend, famous person); write a questionnaire about leisure activities, which could be answered
by someone else in the group/class; write an interview about hobbies/leisure activities/ sport with a
famous person (could be acted out within group); write a letter to penfriend/friend inviting them to
something (a reply – positive or negative – could be sent back by another member of the group/class);
write dialogues in which two people are discussing going out (see Speaking section); write a short review
about a TV programme/ film/ concert. (G/I) (Basic)
0525 past examination papers:
Jun 2011 Paper 42, Part 1, Ex.2
Jun 2012 Paper 23, Part 2, Ex.2
Jun 2012 Paper 43, Part 2
Learners write about a film, TV programme, concert, play seen (as a newspaper article – for more able
learners they could try to write the article in the style of tabloid or broadsheet – poster, email to a friend);
write details about the life of a famous sports/ media personality (as article, interview or dialogue – the
last two could be acted out); create a web page for young people about leisure activities in the area,
entertainments locally (for the more able about the dangers of the internet); write details (diary, poster,
email, article) about a ‘live event’; create a brochure about sport and fitness. (G/I) (Challenging)
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
24
B4 Eating out
Learning objective: Learners will be able to understand and give information about eating out and respond to questions about their food
requirements.
Vocabulary
Family members; friends; making suggestions and excuses; accepting and refusing; restaurants and cafes, including meals, menus and
possible problems.
Grammar
Present tense of regular and irregular verbs; haben, sein, werden, modal verbs + infinitive; perfect tense; ich möchte/hätte gern + infinitive;
position of infinitive/past participle; word order.
Negatives; commands; asking questions.
Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparisons.
Personal pronouns; interrogative pronouns.
Numbers, quantities; prices.
Prepositions and cases; nominative, accusative, dative (and genitive) cases.
Textbook
resources
Optimal A1, Chp 5
Planet Kursbuch 2, Chp 21
Team Deutsch 1, Chp 6
Anstoβ I, Chp 8
Logo 2, Chp 4
Klartext 1, Chp 5
Zoom 1, Chp 3A
Echo Express 2, Chp 2
Lagune Kursburch 2, Chp 7, 8 and 9
Genial A2, Chp 8
Edexcel GCSE German, Chp 2
GCSE Bitesize German, p.34
Klartext 2, Chp 2
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand dialogues in cafes, restaurants (fill in missing words, multiple-choice questions,
finish sentences, list items); understand simple problems that may arise in a restaurant (an item missing,
mistake, wrong meal/bill). (W) (Basic)
0525 past examination paper:
Jun 2009 Paper 1, Part 3, Ex.2
(restaurant)
Learners understand more complex information about restaurants and eating out; understand more
detailed problems and solutions. (W) (Challenging)
www.bbc.co.uk/language/german
(Talk German – order a meal/a
drink)
AO2 (Reading)
V1 4Y04
Learners understand menus in cafes, restaurants; read advertisements and menus for different
restaurants and short descriptions of potential clients to match clients to the restaurants, and justify their
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
25
answer. (W) (Basic)
Learners understand detailed menus, compare menus from different restaurants to make choices, based
on customer information; understand more detailed problems about eating out (not just eine Fliege in der
Suppe!). (W/I) (Challenging)
AO3 (Speaking)
Learners create dialogues in cafes/restaurants ordering food and drink, making preferences and
encountering problems (for more able, there could be limitations as well, e.g. the number of words used
in any sentence by one of the pair – it really makes them think about what is necessary); discuss
favourite restaurants they have eaten in, giving reasons; give a presentation about a restaurant (in home
region or in Germany); create a discussion about two restaurants to compare them. (W) (Basic)
Menus brought back from Germanspeaking countries provide material
for role-plays.
0525 past examination paper:
Jun 2011 Paper 3, Card 1A
Learners discuss and compare restaurants – a group debate about certain restaurants in the local area;
discuss what makes a good restaurant; give a presentation about a visit to a restaurant, with opinions;
create more complex dialogues about eating out and encountering problems (one partner could be the
worst customer/waiter/waitress in the world). (G/I) (Challenging)
AO4 (Writing)
Learners write dialogues set in cafes/restaurants, before acting them out (see Speaking section); create
a menu for a restaurant; write a description of a recent visit to a restaurant, either positive or negative;
write a description of their dream meal in a restaurant, including their guest list, with reasons; create a
poster for a restaurant, with positive points to go there. (W) (Basic)
Learners create a webpage of eating-places locally for young people, giving reviews about each
restaurant/café (this can be done individually or collated from a group); write a review of a restaurant/
meal (email, newspaper – tabloid or broadsheet – or letter to a friend). (G/I) (Challenging)
Holidays and special occasions
B5 Festivals
and special
occasions
Learning objective: Learners will be able to understand and exchange information about festivals and special occasions and will gain some
understanding of significant festivals in German-speaking countries.
Vocabulary
Family members; friends and friendship; festivals and special occasions; accepting and refusing invitations.
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Grammar
Present tense of regular and irregular verbs; haben, sein, werden, modal verbs + infinitive; perfect tense; imperfect tense (higher levels only)
ich möchte/hätte gern + infinitive; position of infinitive/past participle; word order; separable and inseparable verbs; future tense; passive tense
(receptive use).
Negatives; asking questions.
Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparisons.
Personal pronouns; reflexive pronouns; indefinite pronouns; relative pronouns.
Numbers, including ordinal numbers; date and time; adverbs of frequency.
Prepositions and cases; nominative, accusative, dative (and genitive) cases.
Conjunctions and simple subordinating conjunctions.
Textbook
resources
Optimal A1, Chp 3
Planet Kursbuch 2, Chp 29
Team Deutsch 1, Chp 3, 7, 18 and 23
Tangram 1 aktuell, Chp 7
Echo Express 2, Chp 5
Schritte 2, Chp 9 and 14
Optimal A2, Chp 11
Passwort Deutsch 2, Chp 12
Ausblick 1, Chp 5
Lagune Kursburch 2, Chp 1,2,3 and 5
Genial A2, Chp 9
Planet Kursbuch 3, Chp 41
Edexcel GCSE German, p.138–139
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand descriptions of different festivals in Germany (Weihnachten, Ostern, Diwali, Eid,
Karneval) and carry out gap-fill/comprehension tasks; understand descriptions of birthday celebrations.
(W) (Basic)
Learners understand detailed descriptions of festivals and celebrations, either in German-speaking
countries, or personal celebrations (birthdays/weddings) (complete the sentence, gap-fill, change from
first to third person). (W) (Challenging)
0525 past examination paper:
Jun 2009 Paper 1, Part 1, Ex.2
www.youtube.com/watch?v=89S2M
O52nQI – YouTube deutsche Feste
– Frankfurt am Main
Weihnachtsmarkt
www.youtube.com/watch?v=Idf3KQ
cPwnI – YouTube Ostern Kinderlied
zum Osterfest
www.youtube.com/watch?v=wzmvj
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9nwRag – YouTube
Tagesprogramm region TV
14.02.2012 – after 8-minute report
on Karneval
AO2 (Reading)
Learners understand about festivals in German-speaking countries (match dates to festival); understand
texts about festivals or celebrations (gap-fill/comprehension tasks). (W/I) (Basic)
Learners understand more complex texts about festivals in German-speaking countries, including nonreligious festivals and festivals from other cultures (Diwali, Eid) – compare with festivals in their own
country; understand texts about family celebrations (birthdays/ weddings). (W/I) (Challenging)
0525 past examination papers:
Jun 2011 Paper 23, Part 1, Ex.3
Jun 2012 Paper 21, Part 3, Ex.2
www.derweg.org/feste/kultur/feste.h
tml – summary of different festivals
in Germany
www.slideshare.net/…/deutschefeste-und-feiertage – covers major
festivals
AO3 (Speaking)
Learners describe a festival/celebration (with festival this could be done within a group where the learner
gives one sentence at a time and the group has to guess which festival); describe a disastrous birthday
party (real or imaginary). (G/I) (Basic)
Learners give a presentation about a festival, and give their opinion of the festival and justify their choice;
create a dialogue about being invited to a birthday party with unpredictable elements (reasons why they
cannot go). (G/I) (Challenging)
AO4 (Writing)
Learners prepare invitations for certain festivals/celebrations, place them in a box, from which another
learner picks one at random and writes a reply (either positively, saying what they are looking forward to,
or negatively, giving reasons why they cannot come); create a poster for a festival; describe a birthday
party they have been to. (G/I) (Basic)
Learners write a description about a certain festival, giving their opinions about the festival; write a
comparison between the way a festival is held in Germany and in their own country; describe their
best/worst ever birthday. (I) (Challenging)
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
www.youtube.com/watch?v=wzmvj
9nwRag – YouTube
Tagesprogramm region TV
14.02.2012 – after 8-minute report
on Karneval
YouTube (heilige Nacht,
Tannenbaum)
0525 past examination papers:
Jun 2011 Paper 23, Part 1, Ex.4
Jun 2012 Paper 43, Part 2
www.derweg.org/feste/kultur/feste.h
tml – summary of different festivals
in Germany
28
B6 Holidays;
getting around
Learning objective: Learners will be able to understand and exchange information about different types of holidays and discuss appropriate
means of transport.
Vocabulary
Holidays; countries and nationalities; transport; weather.
Grammar
Present tense of regular and irregular verbs; haben, sein, werden; perfect tense (with haben and sein); imperfect tense (higher levels only) ich
möchte/hätte gern + infinitive; position of infinitive/past participle; word order; Inseparable verbs; future tense; conditional tense.
Negatives; asking questions.
Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparisons.
Personal pronouns; reflexive pronouns; indefinite pronouns; demonstrative pronouns; interrogative pronouns.
Numbers, including ordinal numbers; date and time; expressions of time.
Prepositions and cases; nominative, accusative, dative (and genitive) cases.
Conjunctions and simple subordinating conjunctions; wenn clauses; letter formats.
Textbook
resources
Optimal A1, Chp 7
Planet Kursbuch 2, Chp 31
Team Deutsch 1, Chp 10 and 20
Logo 2, Chp 2
Zoom 1, Ch. 4B
Klartext 1, Chp 7, 9 and 10
Echo 1, Chp 6
Echo Express 2, Chp 1
An der Spitze, Chp 8
Optimal A2, Chp 8
Planet Kursbuch 3, Chp 52
Logo 4, Chp 4
Edexcel GCSE German, Chp 2
GCSE Bitesize German, p. 26–33
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand statements about holiday plans, destinations, how long, what is on offer; (grid work
– Wie lange? Wo? Meinung? Wetter); understand what people will do on holiday and their opinion of it;
understand reasons for choosing a type of holiday; understand what people like doing on holiday;
understand forms of transport; understand directions (use town plans – sketched or real to find places);
understand weather forecasts; understand descriptions of holidays made. (W) (Basic)
0525 past examination papers:
Jun 2012 Paper 12, Part 1, Ex.2
Jun 2011 Paper 12, Part 2, Ex.2
Weather forecasts from German TV
can be used.
Learners understand more detailed texts about types of holidays, destinations, preferences, activities
and link them to particular people (details given); understand texts on the need for holidays (this can also
be discussed orally in small groups); understand detailed information about transport systems and the
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AO2 (Reading)
advantages/disadvantages of different forms of transport; understand detailed weather forecasts (grid
work on region, weather, temperature); understand adverts about different forms of accommodation. (W)
(Challenging)
www.bbc.co.uk/language/german
(Talk German – buy a train ticket;
ask for directions)
Learners understand texts about holiday plans (identifying details, correct verb forms or time
expressions); understand brochures from different towns/regions in German-speaking countries;
understand brochures offering different types of holidays; understand texts on transport within certain
towns (Berlin/Frankfurt/München all offer good material); understand town plans for directions;
understand texts (vocabulary recognition or fuller comprehension) on what people like doing on holiday;
understand weather forecasts; understand postcards, emails regarding holidays, weather.
(W/G/I) (Basic)
A selection of brochures from
Germany is useful, as are the
websites of cities and regions.
0525 past examination papers:
Jun 2009 Paper 2, Part 1, Ex.2
Jun 2011 Paper 23, Part 3, Ex.2
Jun 2013 Paper 23, Part 3, Ex.2
Learners understand detailed texts on holiday types and destinations for different people and give
reasons why these people have chosen certain holidays; understand a holiday brochure and express
what they like/dislike about the holiday destination; understand detailed texts about transport systems in
German cities or regions (if two cities/regions are used the comprehension can be about comparing the
two). (W/G/I) (Challenging)
AO3 (Speaking)
Learners describe types of holidays (flash cards/pictures of different scenes, e.g. coast, mountains,
Berlin, countryside, etc.) and say what they can do on such a holiday (in a group they could pick their
favourite, with reason); describe a holiday they have made/are about to do (good tense practice); create
dialogues giving directions, including using different forms of transport (good opportunities for
differentiation); using a weather map or map of Germany create a weather forecast; create interviews in
pairs as to holiday plans, and activities; conduct a class survey about holidays (types, destination, when,
travel, activities, reason for choice) – this can be presented orally or in written form. (W/G/I) (Basic)
A selection of brochures from
Germany is useful, as are the
websites of cities and regions.
0525 past examination papers:
Jun 2009 Paper 3, Card 3B
Jun 2012 Paper 3, Card 1B
Learners discuss in groups their preferences for types of holidays, giving reasons; create a dialogue
trying to persuade the other person that their type of holiday is better; give a presentation about a holiday
they have done or would like to do; in a group create a disaster holiday, where each person has to add
an appropriate and meaningful sentence to the previous one to create a story; debate in groups the pros
and cons of the transport system in their region/German region/city. (G/I) (Challenging)
AO4 (Writing)
V1 4Y04
Learners write a postcard/email about holiday (this can be longer for more able learners); write a list of
positives and negatives of different sorts of holidays (a sheet with different types of holidays is helpful);
write up the results of the survey in Speaking section; create a board game based on a region/city (fill the
squares with holiday types, transport, activities. If the learner uses the present tense correctly he/ she
can move one space forward, future tense two and perfect tense three); create a brochure for a region,
town’s transport system; write a letter to a tourist office requesting holiday information about a
town/region (stress in the letter that the information must be in German. Not only do the learners receive
something from Germany but it can be used with other classes in lessons). (G/I) (Basic)
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
A selection of brochures from
Germany is useful, as are the
websites of cities and regions.
0525 past examination papers:
30
Learners create an article, brochure about a holiday destination, promoting all the positive aspects of the
region (another person in the group could take this and use it as a basis to write an article describing a
holiday he/she had there where it was the opposite of what was described); write a letter, email deploring
the state of the local transport system and offering improvements; describing holiday preferences of the
future. (G/I) (Challenging)
Jun 2011 Paper 43, Part 1, Ex.2
Jun 2012 Paper 41, Part 1, Ex.2
B7
Accommodation
Learning objective: Learners will be able to understand, seek and give information about holiday accommodation and respond to questions
about their accommodation requirements.
Vocabulary
Travel; transport; holiday accommodation; dates.
Grammar
Present tense of regular and irregular verbs; haben, sein, werden, modal verbs + infinitive; perfect tense; ich möchte/ hätte gern + infinitive;
position of infinitive/past participle; word order; future tense.
Negatives; asking questions.
Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives.
Personal pronouns; reflexive pronouns; indefinite pronouns; interrogative pronouns.
Numbers, including ordinal numbers; date and time.
Prepositions and cases; nominative, accusative, dative (and genitive) cases.
Conjunctions and simple subordinating conjunctions; letter formats.
Textbook
resources
Optimal A1, Chp 2
Klartext 1, Chp 10
Echo Express 2, Chp 1
An der Spitze, Chp 8
Passwort Deutsch 2, Chp 11
Logo 3, Chp 2
GCSE Bitesize German, p.32
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand different types of accommodation, what is on offer, what is required, prices, dates
(grid format good here); understand descriptions of a stay in some form of holiday accommodation; link
accommodation to potential customers (again grid format good); understand
dialogues/conversation/messages about problems to do with accommodation. (W) (Basic)
www.bbc.co.uk/language/german
(Talk German – Check in at a hotel)
http://de.hotels.com
Learners understand adverts about different forms of accommodation. (W) (Challenging)
AO2 (Reading)
V1 4Y04
Learners understand information about accommodation (brochures or internet information about hotels,
youth hostels, campsites in Germany useful sources); using the youth hostels in different regions (either
directly from the website or printed off by the teacher) learners create true or false exercise about four or
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
0525 past examination papers:
Jun 2009 Paper 2, Part 1, Ex.3
Jun 2011 Paper 22, Part 2, Ex.2
31
five youth hostels in their region, to be answered by other members of the class. (W/G/I) (Basic)
Learners understand brochures for different types of accommodation (an exercise changing the
adjectives to opposite could be done, e.g. Dieses Hotel ist sehr ruhig > … laut, etc); using the
Tripadvisor (www.tripadvisor.de) website, choose an hotel (e.g. Circus Hotel, Berlin) and compare three
reviews of guests, deciding in order of preference, what is good and bad about the hotel.
(G/I) (Challenging)
AO3 (Speaking)
Learners create dialogues booking accommodation for/arrival at a hotel/youth hostel/campsite (there can
be unpredictable elements included); give a presentation about a stay in some form of holiday
accommodation, giving opinions of the place. (G/I) (Basic)
Using a hotel/campsite/youth hostel/holiday park brochure one learner explains to a partner why he/she
should stay at that particular place; create dialogues with unpredictable elements about a problem with
the accommodation. (G/I) (Challenging)
AO4 (Writing)
Learners create a brochure/web page for a holiday centre; write to a youth hostel, campsite, hotel
making a reservation; write a diary about a stay in some holiday accommodation; write an account for a
magazine about a certain type of holiday accommodation they have stayed in. (G/I) (Basic)
Learners write a letter, email booking holiday accommodation (another person could reply not being able
to fulfil all the requirements and offering alternatives); write a letter of complaint; create a webpage for a
city/region giving details and opinions of accommodation on offer (this can be imaginary or have the use
of brochures to help); write a letter, email to a friend warning against going to a certain place of
accommodation, giving reasons; describing your dream holiday accommodation. (G/I) (Challenging)
A selection of brochures from
Germany is useful, as are the
websites of cities and regions.
http://de.hotels.com;
www.jugendherberge.de
www.tripadvisor.de
www.camping-in-deutschland.de
0525 past examination papers:
Jun 2010 Paper 3, Card 4A and 7A
Jun 2011 Paper 3, Card 4A
Jun 2011 Paper 3, Cards 1B, 3B
A selection of brochures from
Germany is useful, as are the
websites of cities and regions.
http://de.hotels.com;
www.jugendherberge.de
www.tripadvisor.de
0525 past examination paper:
Jun 2010 Paper 4, Part 1, Ex.1
A selection of brochures from
Germany is useful, as are the
websites of cities and regions.
http://de.hotels.com;
www.jugendherberge.de
www.tripadvisor.de
A project covering all four skills at the end of the topic could be to create a situation where the learner is
living in a German-speaking country and has invited a friend or relative(s) to come to stay. Using help
from the internet and brochures and maps and transport websites (DB or Lufthansa) they have a budget
to get the person(s) there by one or more means of transport, offer them a choice of hotels to stay in
(within budget), explaining the difference, organise an itinerary for them, when there, including
restaurants and culture (revision of previous topics) and get them home. Email booking forms can be set
up, hotel booking forms, and a language assistant or teacher can be used for certain tasks, e.g. being
the other person when telephoning a hotel, theatre, restaurant for a booking. Finally, the learner could
write a letter to a friend describing the whole event and adding comments. (G/I) (Challenging)
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Scheme of work – Cambridge IGCSE® German (Foreign Language) (US) 0529
Topic Area C – The world around us
Context
Again, much of this topic is readily accessible to every learner early in the course and can be taught after B1–4, B6 and A1–3. It covers vocabulary and grammar,
which start at a reasonably straightforward level and can be extended as lessons progress. In the early stages of this topic, only the present tense will be used, and
the nominative and accusative cases, but there are huge opportunities to extend the range tenses and cases with development of the topic. Teachers can use the
teaching activities to devise their own lesson plans, selecting what they find appropriate for their learners and adding their own resources and material, as needed. It
is assumed that teachers will structure open and closed questions to check vocabulary and comprehension, correct errors, and monitor the acquisition of skills and
development of knowledge. The suggested activities and materials can be adapted for mixed-ability classes, by giving more or less guidance, shortening or
extending activities, or simplifying or editing material. Timing of the activities is at the teacher’s discretion and should be incorporated into individual lesson planning.
Outline
The content aim is for learners to be able to understand and provide information, in spoken and written form, on their home town and local areas, including urban
and natural environments, and travel and transport. It will revise some of the travel and transport ideas of B6. The language aim is for learners to develop all four
skills in the target language, and the teaching activities help to provide a range of methods for achieving the learning objectives. The activities, materials,
suggestions and examples are given for teachers to make full use of them, according to their judgement, so that learners can gain real benefit from them and
improve their skills and develop their linguistic confidence from lesson to lesson. The activities give opportunities for learners to share information and practise skills
through group, pair or individual work. Learner progress and confidence will depend largely on the learning approach, with weaker learners needing more time and
practice. It is expected that teachers will be able to expand on the topic area, as they feel their class needs, and add in their own material and reinforcement
activities too.
Teaching time
Based on the recommended total time allocation of 130 contact hours, it is suggested that 20% of these contact hours should be dedicated to this topic area.
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
33
Home town and local area
C1 Home town
and
geographical
surroundings
Learning objective: Learners will be able to understand and give information about their home town and local environs.
Vocabulary
Buildings and places within a town/countryside; countries; environment; weather; directions.
Grammar
Revision of present, perfect and future tenses; imperfect tense.
Demonstrative pronouns; relative pronouns and clauses.
Compound nouns; revision of cases; revision of adjective endings; comparisons.
Prepositions with places.
Conjunctions (weil).
Textbook
resources
Optimal A1, Chp 8
Passwort Deutsch 1, Chp 2, 4, 5 and 6
Planet Kursbuch 2, Chp 18, 24 and 32
Team Deutsch 1, Chp 14
Tangram 1 aktuell, Chp 7
Zoom 1, Chp 3B
Echo 1, Chp 6
Echo Express 2, Chp 6
Logo 1, Chp 6
Logo 2, Chp 5
Logo 3, Chp 3
An der Spitze, Chp 10
Schritte 2, Chp 9 and 11
Genial A2, Chp. 2 and 3
Planet Kursbuch 3, Chp 38
Klartext 2, Chp 8
GCSE Bitesize German, p.16
Edexcel GCSE German, Chp 7
Logo 4, Chp 5
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Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand about a town’s geographical situation (gap-fill on maps, true or false); understand
what sort of buildings there are in a town and where they are (maps to fill in). (W) (Basic)
www.youtube.com (deutsche
Staedte)
Learners understand film clips about German towns (not all have commentaries in German); understand
how towns have changed (tense-manipulation exercises); understand the positive and negative points of
a town; understand texts about different communities within the town. (W) (Challenging)
AO2 (Reading)
Learners understand texts about towns, their locations and the activities available in them (a gap-fill
exercise practising possessive adjectives and articles could be good revision of them plus adjective
endings, e.g. Ich wohne gern in … (MEINER) Stadt – this could equally be done with verbs or nouns;
understand a simple extract from a tourist brochure; understand and manipulate a text reconstruction
about their own town. (W/G/I) (Basic)
Learners understand the advantages and disadvantages of living in the town or countryside (perhaps
two leaflets, one for each place – allows revision of comparisons); understand texts about different
communities within the town. (W/G/I) (Challenging)
AO3 (Speaking)
Learners take part in groups in a quiz about a town (either the one where the school is situated, or if the
town has a twin town in Germany on that one – it allows learners to get to know a town in Germany);
give a short presentation about their town; play a board game (either made by the teacher or learners)
where they have to say what building it is and/or where it is in the town. (G/I) (Basic)
Learners present a reportage about their local town, trying to sell it to a group of tourists (if this is done in
small groups, the tourists can ask questions); conduct an interview with a partner, where the partner is
an older resident of the town, imagining what life was like and comparing it with the present time; debate
the pros and cons of life in the town or in the country. (G/I) (Challenging)
AO4 (Writing)
Learners write sentences in first or third person about where people live; write from memory a list of
buildings in a town; write sentences saying what there is in their town; produce a brochure/ leaflet/web
page about their local town/town in Germany (see B6); write a short extract about their town, giving
opinions. (G/I) (Basic)
For specimen and past papers go
to syllabus 0525 web page at
http://teachers.cie.org.uk
0525 past examination paper:
Jun 2013 Paper 3, Card 7A
0525 past examination papers:
Jun 2011 Paper 42, Part 1, Ex.1
Jun 2013 Paper 41, Part 1, Ex.1
Jun 2013 Paper 21, Part 2, Ex.2
Learners write an article/webpage describing their town giving the advantages and disadvantages of the
town; describe their dream town; describe their town 50 years ago, now, and in 50 years’ time; write a
report giving five reasons why people should visit the town (or five reasons they should not!); write a
letter from the standpoint of someone from a different ethnic community living in a town.
(G/I) (Challenging)
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C2 Shopping
Learning objective: Learners will be able to understand and give information about different shops; be able to understand prices, weights and
measures; give their own opinions about clothes and fashion.
Vocabulary
Shops; shopping (food and clothes); numbers, weights and measures; sizes.
Grammar
Present tense of regular and irregular verbs; perfect tense; ich möchte/hätte gern + infinitive; position of infinitive/past participle; word order.
Articles and cases (revision); comparisons.
Etwas/nichts + adjective; demonstrative pronouns; pronouns in the accusative.
Prepositions + cases (revision).
Textbook
resources
Optimal A1, Chp 11
Passwort Deutsch 1, Chp 4
Team Deutsch 1, Chp 8
Tangram 1 aktuell, Chp 3 and 4
Logo 2, Chp 4
Zoom 1, Chp 4A
Echo 1, Chp 6
Echo Express 2, Chp 6
An der Spitze, Chp 11
Schritte 2, Chp 12 and 13
Lagune Kursburch 2, Chp 6
Genial A2, Chp 7
Planet Kursbuch 3, Chp 41 and 42
Logo 4, Chp 6
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand dialogues about people buying items in different shops (can be tested for
prices/amounts/objects/even adjectives – colours/size); understand texts/adverts about
sales/discounts/special offers in shops (match halves of sentences); understand texts about clothes and
fashion (gap-fill/vocabulary/word-order reworking); understand dialogues about complaints in a shop/
returning goods. (If access to German TV, record when a fashion show is on somewhere in the world – it
will have a report on German TV.) (W) (Basic)
Magazines (fashion, teenage and
supermarket fliers) have plenty of
useful material.
Fashion magazines;
www.youtube.com (deutsche
Mode)
Learners understand more complex dialogues in shops with detailed explanations of size/amount;
understand dialogues where people complain; understand people discussing reasons why they choose
certain types of clothes to buy. (W) (Challenging)
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AO2 (Reading)
Learners understand shop types (match-up exercise) or link articles to type of shop; understand plans of
department stores (link articles to departments/revise different floors); understand articles about clothes
and fashions; understand texts about what famous people wear (gap-fill, question and answer
sentences). (W/G/I) (Basic)
0525 past examination paper:
Jun 2013 Paper 21, Part 1, Ex.2
Learners understand adverts from different shops (comparisons of different prices/items); understand
fashion reviews from magazines; understand texts about shopping habits (shopaholics); understand
texts about shopping facilities within an area and the advantages/disadvantages of the different types
and what they are doing to the local economy. (W/G/I) (Challenging)
AO3 (Speaking)
Learners conduct dialogues buying goods/returning bought goods/complaining about an item (to involve
a group in this, some learners can be shopkeepers of German supermarkets with a price list and the
others can be customers with a shopping list and they have to find out the prices of six items in the
different supermarkets. At the end the information can be presented and practice of numbers and
comparisons can be made); describe pictures from fashion magazines (can also give opinions); describe
what they have bought recently; describe what they wear usually, what they would like to wear in the
future or for a special occasion. (G/I) (Basic)
0525 past examination papers:
Jun 2010 Paper 3, Card 1A
Jun 2013 Paper 3, Card 4A
Learners conduct dialogues with unpredictable events buying items/returning bought items/complaining
about an item; give a voice-over to a fashion show (create their own fashion show in class where there is
a commentary – probably best to leave out opinions); discuss shopping preferences (debate/interview or
presentation); discuss the importance of fashion for young people/themselves; conduct a class survey
about shopping habits (presented orally or in written form). (G/I) (Challenging)
AO4 (Writing)
Learners label/match up items to pictures/departments/shops; write shopping lists for different
circumstances (picnic/party); fill in exercises practising adjective endings/comparisons; using blank
pictures of people and their clothes, colour in and write sentences to describe what they are wearing
appropriately; create a fashion page for a magazine describing what people are wearing and give
opinions; write a dialogue for someone complaining in a shop (to be acted out); create (as a designer) a
new school uniform. (G/I) (Basic)
Learners describe the shopping facilities in their area and give the advantages/disadvantages of the
different types; write about shopping habits in the past, present and future; describe a
fantastic/disastrous shopping trip; create a webpage about the shops and shopping locally – aimed for
young people; write a review about youth fashion; write a letter to the town council about what is
happening to shops in the town centre of their local town and what can/should be done (good practice of
modals and past tenses). (G/I) (Challenging)
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C3 Public
services
Learning objective: Learners will be able to give and understand information about services in a post office, bank, police station and lost
property office.
Vocabulary
Places in a town; objects; post office; currency; bank; lost property office; minor crime incidents; numbers; colours.
Grammar
Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense.
Articles; cases; adjectives and endings; adverbs of time and place.
Indefinite pronouns; reflexive pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions; word order.
Textbook
resources
Klartext 2, Chp 3
An der Spitze, Chp 7 and 11
Passwort Deutsch 2, Chp 16
GCSE Bitesize German, p.38
Logo 4, Chp 1(Lost property), 6 (Post Office) and 7 (Bank)
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand dialogues in a post office/bank/police station/lost property office (fill in a form with
details); match services required to pictures. (W) (Basic)
Forms from German post office and
banks useful material.
Learners understand complex dialogues in a post office/bank/police station/lost property office (multiplechoice/match halves of sentences/reorder sentences); understand a report about a stolen item (fill in
details of descriptions, place, time, and action). (W) (Challenging)
www.deutschepost.de
Learners understand a text about a lost item (and select correct statements from a selection); match
questions to pictures. (W/G/I) (Basic)
www.bundespolizei.de
AO2 (Reading)
Learners understand texts about the German post office (could be a short history) and complete a gap-fill
exercise; complete missing words in a dialogue set in a bank or post office; understand texts about the
German police; understand texts about lost items. (G/I) (Challenging)
AO3 (Speaking)
V1 4Y04
Learners conduct dialogues set in a post office, bank, police station, lost property office; create a
dialogue in a Tauschladen, (Person 1 tauscht ein Fahrrad und möchte einen iPod); create a dialogue in
a police station describing an item that has been lost/stolen (either one half of the conversation can be
prepared by the teacher or created by a learner). (G/I) (Basic)
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
0525 past examination papers:
Jun 2012 Paper 3, Card 4A
Jun 2011 Paper 3, Card 2B
Jun 2013 Paper 3, Card 2B
38
Learners create dialogues set in a post office, bank, police station, lost property office, (with
unpredictable events or people can be angry/absent-minded/not sure); describe an event (real or
imaginary) where they have lost something or had it stolen. (G/I) (Challenging)
AO4 (Writing)
Learners fill in a form (for police or lost property) about an item lost/stolen (for more able learners this
can be in the form of sentences rather than just a form). (G/I) (Basic)
Learners describe an event (real or imaginary) where they have lost something or had it stolen; write a
letter to the post office saying that an item they sent has gone missing. (I) (Challenging)
Natural and made environment
C4 (and C5)
Natural
environment
Learning objective: Learners will be able to understand and give information about problems affecting the environment, such as climate
change and pollution, and remedial measures, such as renewable energies and recycling. This is a topic which is best left to later in the course,
as the vocabulary can be technical, and some of the grammatical concepts can be more complex. The topic of weather can be dealt with
separately or alongside this area.
Vocabulary
Places in the town and countryside; environment; weather.
Grammar
Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense; conditional tense;
passive tense (receptive); subjunctive (receptive); modal verbs; commands.
Articles; cases; adjectives and endings; adverbs of time and place; negatives.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions; word order.
Textbook
resources
Passwort Deutsch 1, Chp 9
Team Deutsch 1, Chp 17
Klartext 2, Chp 2 and 10
Zoom 1, Chp 2B
Logo 4, Chp 4
Planet Kursbuch 3, Chp 37 and 40
GCSE Bitesize German, p. 64
Edexcel GCSE German, Chp 8
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Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand weather forecasts (can add temperatures/points of compass/type of weather to a
map/grid); understand comments about the weather and activities available (match-up); understand
simple texts about environmental issues/natural disasters (teachers to be sensitive about disasters in
case anyone in the class has been affected); understand comparisons in weather between regions and
countries; understand texts about pollution (match-up/gap fill exercise). (W) (Basic)
Learners understand complex weather reports (German radio often is a good source for this) and fill in
a grid; understand texts about natural disasters and causes; understand environmental problems
(categorise them into certain groups, e.g., pollution, global warming, disappearance of a species, etc).
(W) (Challenging)
www.wetter.de
www.umweltbundesamt.de
Information on Goethe Institute
website (www.goethe.de) about
environment issues
www.erneuerbare-energien.de
There are several sites covering
pollution: e.g.
de.wikipedia.org/wiki/…
verschmutzung
0525 past examination paper:
Jun 2011 Paper 12, Part 1, Ex.2
AO2 (Reading)
Learners understand weather forecasts and maps (initially used as reading, this exercise can be
developed into an oral presentation); understand texts about weather in different regions and countries
and the effect the weather has on lives; understand texts on natural disasters. (W/I) (Basic)
0525 past examination paper:
Jun 2010 Paper 2, Part 3, Ex.2
Learners understand more complex texts on natural disasters, environmental problems; effects of
human and industrial behaviour on the environment (complex, but if simplified to a grid or true and false
answer it will work); understand texts on energy (choice of which type of energy being referred to);
understand texts on pollution; understand texts on energy for the future. (W/G/I) (Challenging)
AO3 (Speaking)
Learners present simple weather forecasts, practising weather types, regions, and temperatures;
working from two weather maps two people ask each other questions to find out, and note down, the
weather on the other person’s map; decide five environmental problems (this can be done as a survey
or individually) and then present at least one sentence on each. (G/I) (Basic)
.
Learners take a natural disaster (see comments in Listening section) and give a short news flash report
on the spot; debate in a group the top five major environmental problems, why, and what can be done
(each group can present their work to the whole class); play a game of noughts and crosses, where
each square has a different environmental solution – good practice of modals (e.g. man sollte den
Hausmüll trennen); discuss in groups how to set up a school environment week and present ideas to
the rest of the class; in small groups, pick a card with an environmental issue on it (e.g.
Luftverschmutzung) and try to talk for 30 seconds on it (in the style of ‘Just a Minute’ game); debate the
effect transport and industry have on the environment and offer solutions. (W/G/I) (Challenging)
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AO4 (Writing)
Learners design weather maps with symbols and temperatures, and then write their own weather
report based on their map; write short phrases/sentences describing environmental problems and what
can be done; create environmental awareness posters/web page to advertise an action week at school;
create signs for the classroom (helps even more if one room is specifically for German) re the
environment. (G/I) (Basic)
0525 past examination paper:
Jun 2009 Paper 2, Part 2, Ex.2
Learners design a leaflet/brochure/webpage for an Environmental Action Week listing what needs to be
done, why, and what effect the action will have; write a letter to a politician/mayor expressing the
person’s views about energy sources and what must be done; describe as a newspaper article (tabloid
or broadsheet) a natural disaster and the effects on the environment; write an article comparing two
environments, the town and the country, what it is like to live in each one, pros and cons, preference for
one or the other with reasons now and in the future. (Depending on the ability of the class and the time
given to this topic, the opportunities for expansion are huge and should be exploited.) (G/I)
(Challenging)
C5 Weather
Learning objective: Learners will be able to understand and give information regarding the weather.
Vocabulary
Places in the town and countryside; compass points; weather.
Grammar
Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense.
Articles; cases; adjectives and endings; adverbs of time and place; negatives.
Impersonal pronouns.
Prepositions + cases.
Subordinating conjunctions; word order.
Textbook and
website
resources
Schritte 1, Chp 6
Optimal A1, Chp 1A2
Planet Kursbuch 2, Chp 30
Klartext 2, Chp 2 and 10
Zoom 1, Chp 2B
Logo 4, Chp 4
GCSE Bitesize German, p. 64
Edexcel GCSE German, Chp 8
Aktueller Wetterbericht für Deutschland: www.wetter.de
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
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Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand weather forecasts (can add temperatures/points of compass/type of weather to a
map/grid); understand comments about the weather and activities available (match-up); understand
comparisons in weather between regions and countries. (W) (Basic)
0525 past examination paper:
Jun 2011 Paper 12, Part 1, Ex.2
Learners understand complex weather reports (German radio often is a good source for this) and fill in a
grid; understand texts about natural disasters and causes. (W) (Challenging)
AO2 (Reading)
Learners understand weather forecasts and maps (initially used as reading, this exercise can be
developed into an oral presentation); understand texts about weather in different regions and countries
and the effect the weather has on lives; understand texts on natural disasters. (W/I) (Basic)
Learners understand more complex texts on natural disasters, weather forecasts, weather patterns and
seasonal changes. (W/I) (Challenging)
AO3 (Speaking)
Learners present simple weather forecasts, practising weather types, regions, and temperatures;
working from two weather maps two people ask each other questions to find out, and note down, the
weather on the other person’s map. (G/I) (Basic)
Learners take a natural disaster (see comments in C5 Listening section) and give a short news flash
report on the spot; give a detailed one-minute radio weather forecast for the whole of Germany (this can
be done without knowing what season until the last minute). (G/I) (Challenging)
AO4 (Writing)
Learners design weather maps with symbols and temperatures, and then write their own weather report
based on their map; write a seasonal chart with weather patterns. (G/I) (Basic)
Learners compare weather patterns between two countries and say what effects the weather has on
lives in those countries; describe as a newspaper article (tabloid or broadsheet) a natural disaster and
the effects on the environment. (G/I) (Challenging)
C6 Finding the
way
Learning objective: Learners will be able to understand and give directions.
Vocabulary
Places in a town; directions; shops; modes of transport.
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Grammar
Revision of present tense; commands; future tense.
Articles; cases; adjectives and endings; adverbs of place; negatives; ordinal numbers.
Indefinite pronouns.
Prepositions + cases.
Word order.
Textbook
resources
Planet Kursbuch 2, Chp 24
Tangram 1 aktuell, Chp 7 and 8
Zoom 1, Chp 3B
Echo 1, Chp 6
Echo Express 2, Chp 6
Logo 1, Chp 6
Logo 2, Chp 5
An der Spitze, Chp 7
Logo 3, Chp 3
Klartext 1, Chp 7
Schritte 2, Chp 9 and 11
Klartext 2, Chp 8
GCSE Bitesize German, p.16
Edexcel GCSE German, Chp 7
Logo 4, Chp 5
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand basic directions (use maps/grids/destinations/gap-fill/missing preposition). (W)
(Basic)
0525 past examination paper:
Jun 2012 Paper 12, Part 1, Ex.1,
Q.5
Learners understand more complex directions, including changes of mind (map out route/ missing
words). (W) (Challenging)
AO2 (Reading)
Learners read directions (different people to different destinations – match up on a map); read directions
set by teacher/other learners (see writing) and work out destination; read directions (with directional
mistakes, e.g. trying to drive the wrong way down a one-way street), and correct errors. (W/G/I) (Basic)
Learners understand more complex directions (practise gap-fill on prepositions/articles). (W/I)
(Challenging)
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AO3 (Speaking)
Learners create dialogues giving simple directions based on simple map (practise prepositions, articles,
and different command forms – different type of people being asked); with two different versions of a
map of a town, learners ask each other questions to fill in the gaps on their maps. (G/I) (Basic)
Learners create dialogues, with unpredictable elements (e.g. a tourist who doesn’t understand clearly) to
give directions (these can be made more complicated by stipulating certain forms of transport to be taken
and limitations associated with that, e.g. no entry signs). (G/I) (Challenging)
AO4 (Writing)
Learners write out directions (as aide memoire to a visitor, for example); write dialogues. (G/I) (Basic)
Learners write out more complex directions (in du, ihr and Sie forms) as dialogues, which can be used
as role plays. (G/I) (Challenging)
People, places and customs
C7 Meeting
people
Learning objective: Learners will be able to find out and discuss some general facts about people from other countries and about different
ethnic groups living in German-speaking countries or their own country.
Vocabulary
Countries and nationalities; problems ethnic groups face; numbers.
Grammar
Revision of present tense; perfect tense, simple imperfect tense; future tense.
Articles; cases; adjectives and endings; adverbs of place; negatives.
Indefinite pronouns.
Prepositions + cases.
Subordinating conjunctions; word order.
Textbook
resources
Team Deutsch 1, Chp 1, 3, 6
Tangram 1 aktuell, Chp 2, 5 and 8
Klartext 2, Chp 8
Optimal A2, Chp 8
Genial A2, Chp 1
Planet Kursbuch 3, Chp 51
Team Deutsch 1, Chp 12 and 13
Edexcel GCSE German, Chp 2 and 4
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Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand statistics about different populations, either in the world or in their local
community/region/country (grid-fill/true or false); learners understand texts about Turkish community in
Germany (verb-filling exercise/match up halves of sentences). (W) (Basic)
0525 past examination paper:
Jun 2010 Paper 1, Part 3, Ex.1
(working abroad)
Learners understand texts about different customs among different ethnic groups (can be linked in with
celebrations); understand texts about problems ethnic groups face in other countries (racism against
Turks in Germany); understand basic information about Gastarbeiter; understand texts about living in
another country. (W) (Challenging)
www.trikont.de (songs of
Gastarbeiter – Vol.1)
www.rapgenius.com (der
Gastarbeiter by Eko Fresh, with
lyrics available)
www.youtube.com (Schulfilm
DVD/Geschichte: Gastarbeiter der
ersten Generation)
AO2 (Reading)
Learners understand texts about the world population and the inhabitants of different countries (match
language to country); understand texts about different nationalities living in Germany (compare with own
country). (W/I) (Basic)
Learners understand texts about problems ethnic groups face in other countries (racism against Turks in
Germany); understand basic information about Gastarbeiter; understand texts about living in another
country; understand texts about integration within a social/national group. (W) (Challenging)
0525 past examination papers:
Jun 2009 Paper 2, Part 1, Ex.3
Jun 2010 Paper 2, Part 1, Ex.3
Jun 2012 Paper 23, Part 1, Ex.3
www.planet-wissen.de
(Gastarbeiter und Migration)
www.goethe.de (Start/1950erJahre – matching sentences about
history of Gastarbeiter)
www.home.icsmedia.de
(tuerken_in_deutschland.htm)
AO3 (Speaking)
Learners create dialogues meeting different people from different countries; discuss in small groups the
advantages and disadvantages of living in another country (it helps if there is someone from a different
country in the class but be sensitive not to single the person out if he/she does not wish to). (G/I) (Basic)
Learners discuss problems faced by ethnic groups (come up with five main problems, and if the group
can, look to see what can be done to solve those problems – practice of modal verbs); create an
imaginary interview with a Turk/Gastarbeiter living in Germany. (G/I) (Challenging)
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
0525 past examination papers:
Jun 2009 Paper 3, Card 1A and 5A
Jun 2010 Paper 3, Card 2B
Jun 2012 Paper 3, Card 3B
www.home.icsmedia.de
(tuerken_in_deutschland.htm)
45
AO4 (Writing)
Learners match up populations to countries; list five advantages and disadvantages of living in another
country; write a diary of imaginary person living in another country. (I) (Basic)
Learners write a journal of young Turk (use a different nationality if there is a Turkish person in the class)
living in Germany, with comments, feelings, reactions and opinions; create a webpage/brochure for
surviving in another country; write a letter to a newspaper/school magazine asking for tolerance towards
ethnic groups within the local community.
(G/I) (Challenging)
0525 past examination papers:
Jun 2009 Paper 2, Part 1, Ex.4
Jun 2012 Paper 41, Part 2
www.home.icsmedia.de
(tuerken_in_deutschland.htm)
C8 Places and
Customs (see
B5)
Learning objective: Learners will be able to understand and give information about festivals and customs in other countries. (see B5)
Vocabulary
Countries and nationalities; festivals.
Grammar
Revision of present tense; perfect tense, simple imperfect tense; future tense; passive (receptive).
Articles; cases; adjectives and endings; comparisons; adverbs of place; negatives.
Indefinite pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions; word order.
Textbook
resources and
websites
Passwort Deutsch 1, Chp 5
Echo Express 2, Chp 5
Optimal A2, Chp 8
Lagune Kursburch 2, Chp 8
Genial A2, Chp 2, 3 and 14
Edexcel GCSE German, p.138–139
www.derweg.org/feste/kultur/feste.html (summary of different festivals in Germany)
www.slideshare.net/…/deutsche-feste-und-feiertage (covers major festivals)
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand texts about different festivals around the world or festivals within German-speaking
countries of different ethnic/religious groups (match short description with country or festival).
(W) (Basic)
0525 past examination paper:
Jun 2009 Paper 1, Part 1, Ex.2
Learners understand more complex texts about different festivals/one festival in particular around the
world or festivals within German-speaking countries of different ethnic/religious groups.
(W) (Challenging)
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AO2 (Reading)
Learners understand about different, non-German festivals in German-speaking countries (match dates
to festival); understand texts about festivals or celebrations (gap-fill/comprehension tasks). (W/I) (Basic)
Learners understand more complex texts about non-German festivals (Diwali, Eid) in German-speaking
countries, including non-religious festivals – compare with festivals in their own country; understand texts
about particular festival (work on when, where, clothing, food, particular characteristics of festival). (W/I)
(Challenging)
AO3 (Speaking)
Learners describe a particular festival/custom (with festival this could be done within a group where the
learner gives one sentence at a time and the group has to guess which festival); give a presentation to
the group/class about a particular festival. (G/I) (Basic)
Learners give a presentation about a festival, and give their opinion of the festival and justify their choice;
create a dialogue about being invited to a festival for a different ethnic/religious group; describe a
festival/custom of a different ethnic/religious group that they have attended. (G/I) (Challenging)
AO4 (Writing)
Learners prepare invitations for certain festivals/celebrations, place them in a box, from which another
learner picks one at random and writes a reply (either positively, saying what they are looking forward to,
or negatively, giving reasons why they cannot come); create a poster for a festival. (G/I) (Basic)
Learners write a description about a certain festival, giving their opinions about the festival; write a
comparison between the way a festival is held in that particular country and in their own country. (I)
(Challenging)
C9 Travel and
transport
Learning objective: Learners will be able to understand and give information about different types of journey and modes of transport; discuss
the environmental impact of transport on towns/regions; understand and give information about travel arrangements (times, prices, etc.)
Vocabulary
Local places in the town/countryside; buildings; directions; numbers; time; travel and transport vocabulary; forms of transport; enquiries about
transport; buying tickets, etc.; railway/bus station and airport facilities; private and public transport.
Grammar
Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense; conditional tense;
passive tense (receptive); subjunctive (receptive); modal verbs; commands.
Articles; cases; adjectives and endings; adverbs of time and place; negatives.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions; word order (time, manner, place).
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
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Textbook
resources and
websites
Optimal A1, Chp 7
Zoom 1, Chp 3B and 4B
Klartext 2, Chp 6 and 9
An der Spitze, Chp 8
Logo 2, Chp 2
Schritte 2, Chp 11
Optimal A2, Chp 3 and 8
Genial A2, Chp 2 and 3
Planet Kursbuch 3, Chp 45
Logo 4, Chp 5
GCSE Bitesize German, p. 30
Edexcel GCSE German, Chp 2
www.bahn.de
www.lufthansa.com/de/de/Homepage
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand texts about travel and modes of transport (matching exercises); understand texts
about young people discussing modes of transport – to school, into town, at weekends, on holidays –
and identify modes of transport and reasons why; understand announcements at bus/railway
stations/airports (fill in information re times/platforms/gates/destinations). (W) (Basic)
Learners understand more complex texts about travel and transport (practise word order – TMP);
understand announcements at bus/railway stations/airports (fill in information re times/platforms/gates/
destinations/delays/changes); understand texts about the impact of transport/travel on the environment.
(W) (Challenging)
AO2 (Reading)
Learners match sentences to types of transport; understand texts about types of transport (gap fill in
perfect tense with haben or sein, or past participle); understand adverts for different modes of transport
(advantages and disadvantages); understand station and airport vocabulary (fill in plan of station or
airport). (W/I) (Basic)
0525 past examination papers:
Jun 2011 Paper 23, Part 2, Ex.1
Jun 2010 Paper 2, Part 3, Ex.2
Learners understand more complex texts about modes of transport (alternative forms to the car, for
example); understand texts about the effects and impact of transport/travel on the environment with
possible solutions (match up, choose which one is most appropriate, add in their own solution);
understand brochures and adverts for travel and transport (practise word order, tenses, prepositions).
(W/I) (Challenging)
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AO3 (Speaking)
Learners create dialogues set in bus/train stations or airports, covering prices, destinations, times, which
platform/gate, changes; conduct a survey in the class/ group about forms of transport to school and why
and present information to class; debate the pros and cons of car travel compared to bus travel; describe
a journey they have made; practise time, manner, place by describing a journey around Germany (e.g.
Herr Braun ist am Mittwoch mit dem Bus von Frankfurt nach Bonn geflogen) – this can be done in small
groups and can be done in present or perfect tense. (G/I) (Basic)
0525 past examination papers:
Jun 2011 Paper 3, Card 7A
Jun 2013 Paper 3, Card 1A
Jun 2009 Paper 3, Card 3B
Jun 2013 Paper 3, Card 1B
Learners create dialogues to work out what is the best means of transport to get to certain places (more
than one type allows for discussion); debate the effects of different modes of transport on the
environment, with individual learners given the task to promote one sort of transport each; create
dialogues at the station/airport with unpredictable elements (e.g. the train they wanted has been
cancelled/ticket not valid etc.); describe a journey they have made using various modes of transport;
develop the TMP exercise in Basic by adding subordinating clauses and the pluperfect tense (e.g.
nachdem Herr Braun am Mittwoch mit dem Bus von Frankfurt nach Bonn gefahren war, ist er am
Donnerstag mit dem Flugzeug von Bonn nach Hamburg geflogen). (G/I) (Challenging)
AO4 (Writing)
Learners write lists of places in a station/airport in a certain time (teacher can regulate the difficulty of this
by having limitations, etc.); write dialogues set in stations/airports; write about a journey they have made
(see Speaking section about word order); write about a disastrous/excellent journey, using different
modes of transport; write up the results of the survey. (I) (Basic)
0525 past examination papers:
Jun 2009 Paper 4, Part 1, Ex.1
Jun 2009 Paper 4, Part 2, Ex.1
Learners create a webpage describing the modes of transport available locally and the
advantages/disadvantages of each one; write a letter to the mayor/transport minister complaining about
the impact transport is having on the local area and what should be done; create a brochure for a type of
transport (e.g. bus) and promote this mode of transport; describe a journey they have made using
various modes of transport (see Speaking section idea). (G/I) (Challenging)
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Scheme of work – Cambridge IGCSE® German (Foreign Language) (US) 0529
Topic Area D – The world of work
Context
Some of this topic can be linked in with Topic Area A2 (School routine) as it provides a natural continuation to that topic. It covers vocabulary and grammar already
met, but offers further expansion and extensions as lessons progress. Grammatically, it offers plenty of revision of the present and future tenses, and consolidation
of the conditional tense. In the later stages of this topic, the subjunctive, wenn clauses, and other associated tenses can be introduced. Teachers can use the
teaching activities to devise their own lesson plans, selecting what they find appropriate for their learners and adding their own resources and material, as needed. It
is assumed that teachers will structure open and closed questions to check vocabulary and comprehension, correct errors, and monitor the acquisition of skills and
development of knowledge. The suggested activities and materials can be adapted for mixed-ability classes, by giving more or less guidance, shortening or
extending activities, or simplifying or editing material. Timing of the activities is at the teacher’s discretion and should be incorporated into individual lesson planning.
Outline
The content aim is for learners to be able to understand and provide information, in spoken and written form, on their future education and career plans, and the
world of work in general. Learners’ experiences, both positive and negative, of working (part-time or not) can be used. The language aim is for learners to develop all
four skills in the target language, and the teaching activities help to provide a range of methods for achieving the learning objectives. The activities, materials,
suggestions and examples are given for teachers to make full use of them, according to their judgement, so that learners can gain real benefit from them and
improve their skills and develop their linguistic confidence from lesson to lesson. The activities give opportunities for learners to share information and practise skills
through group, pair or individual work. Learners’ progress and confidence will depend largely on the learning approach, with weaker learners needing more time and
practice. It is expected that teachers will be able to expand on the topic area, as they feel their class needs, and add in their own material and reinforcement
activities too.
Teaching time
Based on the recommended total time allocation of 130 contact hours, it is suggested that 20% of these contact hours should be dedicated to this topic area.
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
50
Continuing education
D1 Further
education and
training
Learning objective: Learners will be able to understand and give information about exams and preferences for future study/training; discuss
exam preparation, revision and stress; understand and express ideas on work experience.
Vocabulary
Exams; work experience placement jobs; general part-time jobs; further education.
Grammar
Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense; conditional tense;
subjunctive (receptive); modal verbs; um …zu + infinitive; vor-haben + infinitive.
Articles; cases; adjectives and endings; negatives.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions (use of weil); word order.
Textbook
resources and
websites
An der Spitze, Chp 5 and 6
Optimal A2, Chp 4
Ausblick 1, Chp 6
Lagune Kursburch 2, Chp 23
Planet Kursbuch 3, Chp 39
Team Deutsch 1, Chp 34
Logo 4, Chp 2
Edexcel GCSE German, Chp 6
Klartext 2, Chp 7
GCSE Bitesize German, p. 70–73
de.wikipedia.org/wiki/Bildungssystem_in_Deutschland
de.wikipedia.org/wiki/Gymnasiale_Oberstufe.
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand the different types of education on offer in Germany, post-16 (factual grid-filling
exercise); understand texts of young people expressing their choices and opinions concerning further
education (match choice to person); understand texts of people describing work-experience activities
and reactions (use weil clause to give reasons). (W) (Basic)
Learners understand views of and reactions to people discussing further education and their choices
(exercises to explain reasons); understand people discussing exams, revision and exam stress (true or
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
For specimen and past papers go
to syllabus 0525 web page at
http://teachers.cie.org.uk
0525 past examination paper:
Jun 2010 Paper 1, Part 2, Ex.1
51
false exercise); understand people talking about work experience they have done/ will do, expressing
reasons for choices (opportunities for tense revision work – past or future). (W) (Challenging)
AO2 (Reading)
Learners understand texts about post-16 opportunities in German (grid work, matching sentences);
understand texts comparing the German system with the system post-16 in their own country;
understand texts of young people expressing their choices and opinions concerning further education
(match choice to person); understand texts on people describing work experience activities and reactions
(use weil clause to give reasons). (W/I) (Basic)
0525 past examination papers:
Jun 2011 Paper 23, Part 2, Ex.1.
Jun 2010 Paper 2, Part 3, Ex.1
Learners understand views of and reactions to people discussing further education and their choices
(exercises using weil to explain reasons); understand people discussing exams, revision and exam
stress (true/false exercise); understand texts of young people expressing their choices and opinions
concerning further education (exercises using vor-haben + infinitive); understand people talking about
work experience they have done/ will do, expressing reasons for choices (opportunities for tense revision
work – past, future or conditional). (W/I) (Challenging)
AO3 (Speaking)
Learners explain their choice for further education, giving reasons; conduct a survey in the class/ group
about further education and training; discuss revision tips (top five) within a group and explain them to
the class; conduct an interview about work experience; give a presentation about their work experience,
including reactions and opinions. (W/G/I) (Basic)
0525 past examination paper:
Jun 2010 Paper 3, Card 3B
Learners debate the options for young people post-16, with each person in the group championing a
particular option; discuss within a group the problems of exam stress and come up with a solution to
each problem, to be presented to the class for further discussion; conduct a dialogue with a prospective
employer for some work experience or weekend job (with some unpredictable elements from the
employer); give a presentation of work experience/part-time job, giving opinions about the work, hours,
duties, reactions and whether they would like to make a career of this work. (W/G/I) (Challenging)
AO4 (Writing)
Learners write about their choice for further education (future tense practice), with reasons and other
options they could have chosen but did not; create a stress-free revision plan/ webpage (modal verb
practice); describe a work experience they have done/will do (perfect tense/future tense practice).
(I) (Basic)
Learners produce a webpage for young people with options for post-16 education and/ or training, with
advantages and disadvantages of each option; write a letter seeking work experience; write an
email/letter/article describing a work experience (imaginary) where everything went wrong, and their
reactions to the experience.
(I) (Challenging)
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Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
52
Careers and employment
D2 Future
career plans
Learning objective: Learners will be able to understand and give information about preferences for work and careers. This can be linked in
with D3.
Vocabulary
World of work; work experience placement jobs; jobs and careers; unemployment; future plans.
Grammar
Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense; conditional tense;
subjunctive (receptive); modal verbs; um …zu + infinitive; vor-haben + infinitive.
Articles; cases; adjectives and endings; negatives; lack of article with jobs.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions (use of weil); word order.
Textbook
resources and
websites
Tangram 1 aktuell, Chp 8
An der Spitze, Chp 5
Schritte 2, Chp 8
Optimal A2, Chp 4
Ausblick 1, Chp 6
Planet Kursbuch 3, Chp 33, 36 and 39
Team Deutsch 1, Chp 34
Logo 4, Chp 9
Edexcel GCSE German, Chp 6
Klartext 2, Chp 5
GCSE Bitesize German, p. 70
www.arbeitsagentur.de (German newspapers’ job advertisements)
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand different types of jobs (match job to building/job to person); understand the
requirements for certain jobs (grid fill); understand descriptions of what people do in their jobs;
understand about different work routines. (W) (Basic)
Learners understand texts about people describing what career they would like and their reasons
(match-up exercise, or weil + clause exercise); understand someone speaking about unemployment and
the effects that has (teachers may have to be sensitive about this topic if there is much unemployment
among the parents of learners in the class); understand texts about problems at work.
(W) (Challenging)
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Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
53
AO2 (Reading)
Learners understand list of jobs and match them to place of work; understand descriptions of jobs and
link them to certain people; understand texts on certain careers of people (real or imaginary); understand
a basic letter of application. (W/I) (Basic)
0525 past examination paper:
Jun 2010 Paper 2, Part 1, Ex.2
Learners match job seekers to job ads; understand texts about different jobs (comparison exercise –
hours of work, salary, job satisfaction, etc.); understand texts on unemployment and its effect on
people/families (teachers need to be sensitive if unemployment in families of members of the class);
understand texts about problems at work (match problem to job/person/reason). (W/I) (Challenging)
AO3 (Speaking)
Learners conduct a group/class survey about aspirations for career, and what qualities and qualifications
are needed; in a group each person could be given a job on a card and have to say why they would like
that job and what it involves; interview each other about their future plans, what sort of job they hope to
have and why; create a dialogue with someone from the Careers Department discussing hopes and
aspirations. (G/I) (Basic)
0525 past examination papers:
Jun 2009 Paper 3, Card 1B
Jun 2010 Paper 3, Card 1B
Jun 2011 Paper 3, Card 1B
Jun 2012 Paper 3, Card 2B
Learners discuss a list of ten jobs (given by the teacher) in a small group and put them in order of
preference with reasons for their choice (this can then be discussed more widely by the class); have an
imaginary phone conversation with an employer where they are seeking a job with that company (hours,
salary, duties, other requirements, etc.); create a dialogue with someone who is unemployed (discussing
what job they had, why they no longer have it, feelings, future prospects). (G/I) (Challenging)
AO4 (Writing)
Learners differentiate between masculine and feminine professions (e.g. Polizist, Polizistin); write a list of
six jobs, in order of preference, they would like to do and give a different reason for each one (revision of
man); match the advantages and disadvantages of certain jobs together; write a short email/letter to a
friend expressing their future career plans. (I) (Basic)
Learners write an article about what they would like to do if they took a gap year (opportunities to use
wenn clauses and the appropriate tenses connected with them); write a letter to their
godparents/aunt/grandparents expressing in detail what their future career plans are and giving reasons
for their choice; write a journal as an imaginary unemployed person. (I) (Challenging)
D3
Employment
Learning objective: Learners will be able to understand and discuss different aspects of a job, including part-time jobs and pocket money.
This topic can be done at the same time as D2.
Vocabulary
World of work; work experience placement jobs; jobs and careers; unemployment; future plans.
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
54
Grammar
Revision of present tense, including separable and inseparable verbs; perfect tense, simple imperfect tense; future tense; conditional tense;
subjunctive (receptive); modal verbs; um …zu + infinitive; vor-haben + infinitive.
Articles; cases; adjectives and endings; negatives; lack of article with jobs.
Indefinite pronouns; reflexive pronouns; impersonal pronouns;interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions (use of weil); word order.
Textbook
resources and
websites
Tangram 1 aktuell, Chp8
An der Spitze, Chp 5
Logo 4, Chp 9
Edexcel GCSE German, Chp 6
Klartext 2, Chp 5
GCSE Bitesize German, p. 70
Schritte 2, Chp 8
Optimal A2, Chp 4 and 7
Ausblick 1, Chp 6
Genial A2, Chp 13
Planet Kursbuch 3, Chp 36 and 39
Team Deutsch 1, Chp 22
www.arbeitsagentur.de (German newspapers’ job advertisements)
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand different types of jobs (match job to building/job to person); understand the
requirements for certain jobs (grid fill); understand descriptions of what people do in their jobs;
understand about different work routines; understand what people get for pocket money (how much/what
they spend it on/why they save it – grid work); understand why young people do part-time jobs
(when/salary/what/opinion). (W) (Basic)
Learners understand texts about people describing what career they would like and their reasons
(match-up exercise, or weil + clause exercise); understand texts about problems at work; understand the
details of a particular job (advantages and disadvantages/reasons for choosing the job, etc.); understand
texts about personality traits linked to certain jobs (good practice for adjectives). (W) (Challenging)
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
0525 past examination papers:
Jun 2010 Paper 1, Part 3, Ex.1
(working abroad)
Jun 2010 Paper 1, Part 3, Ex.2
(career as an astronaut)
Jun 2011 Paper 11, Part 3, Ex.1
(career as an author)
Jun 2012 Paper 11, Part 3, Ex.1
(career as an actress)
Jun 2013 Paper 11, Part 3, Ex.1
(career as a sportswoman)
55
AO2 (Reading)
Learners understand list of jobs and match them to place of work; understand descriptions of jobs and
link them to certain people; understand texts on certain careers of people (real or imaginary); understand
a basic letter of application; understand texts about pocket money (need for it/what money is spent on);
understand texts of someone describing a part-time job (when/salary/what/opinion); understand different
types of part-time jobs and match up with main tasks involved. (W/I) (Basic)
0525 past examination papers:
Jun 2010 Paper 2, Part 2, Ex.1
Jun 2012 Paper 21, Part 2, Ex.1
Jun 2012 Paper 23, Part 2, Ex.1
Learners match job seekers to job ads; understand texts about different jobs (comparison exercise –
hours of work, salary, job satisfaction, etc.); understand texts about problems at work (match problem to
job/person/reason); understand texts which compare and contrast two different jobs (comparative
adjectives/adverbs can be tested); understand texts about different work routines (this can lead to some
oral discussion or written work). (W/I) (Challenging)
AO3 (Speaking)
Learners conduct a group/class survey about aspirations for career, and what qualities and qualifications
are needed; in a group each person could be given a job on a card and have to say why they would like
that job and what it involves; conduct a survey about pocket money (how it is spent/saved, who gives it
to them, amount, how often); interview each other about a part-time job (what sort of job they want to
have and why). (G/I) (Basic)
0525 past examination papers:
Jun 2009 Paper 3, Card 1B
Jun 2010 Paper 3, Card 1B
Jun 2011 Paper 3, Card 1B
Jun 2012 Paper 3, Card 2B
Learners discuss a list of ten jobs (given by the teacher) in a small group and discuss the positive and
negative aspects of each job – put them in order of preference with reasons for their choice (this can
then be discussed more widely by the class); have an imaginary phone conversation with an employer
where they are seeking a part-time job with that company (hours, salary, duties, other requirements,
etc.); create a dialogue between young person and parent about the need for more pocket money
(arguing the case fully); discuss in a small group the personality traits needed for different types of jobs
and whether they have those traits or not; in pairs compare and contrast two jobs, with each person
trying to ‘sell’ their job. (G/I) (Challenging)
AO4 (Writing)
Learners link different professions to different work places write a list of six jobs, in order of preference,
they would like to do and give a different reason for each one (revision of man); match the advantages
and disadvantages of certain jobs together; write a short email/letter to a friend discussing pocket money
(amount, if it is enough, what they do with it, etc.); list the negative and positive aspects of five careers.
(I) (Basic)
0525 past examination paper:
Jun 2012 Paper 21, Part 2, Ex.2
Learners write an article about a summer job they would like to do (opportunities to use wenn clauses
and the appropriate tenses connected with them); write a diary about work routines for an imaginary job
(including expressing opinions); fed up with not getting any pocket money write a letter to their parents
expressing their feelings and trying to change their parents’ minds (offer to do chores/ work around the
house – revision of that topic – even be nice to siblings! – be persuasive) – another learner could reply
as one of the parents.
(G/I) (Challenging)
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Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
56
Language and communication in the work place
D4
Communication
Learning objective: Learners will be able to understand and make applications for jobs and understand formal letter formats and CVs. This
topic can be linked in with D5. This topic will be aimed at learners who have a good background knowledge of German, so should not be
covered in the early stages of the course.
Vocabulary
World of work; job adverts; jobs and careers; formal letter formats; CVs.
Grammar
Revision of present tense, including separable and inseparable verbs; perfect tense; simple imperfect tense; future tense; conditional tense;
subjunctive (receptive); modal verbs; um …zu + infinitive; vor-haben + infinitive.
Articles; cases; adjectives and endings; negatives; lack of article with jobs.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions (use of weil); word order; formal letter formats.
Textbook
resources and
websites
Schritte 2, Chp 8
Optimal A2, Chp 7 and 9
Passwort Deutsch 2, Chp 18
Lagune Kursburch 2, Chp 25
Genial A2, Chp 13
Planet Kursbuch 3, Chp 39, 46, 47 and 48
Team Deutsch 1, Chp 16 and 24
Tangram 1 aktuell, Chp 8
An der Spitze, Chs. 3 and 6
Logo 4, Chp 9
Edexcel GCSE German, Chp 6
Klartext 2, Chp 5
GCSE Bitesize German, p. 70
www.arbeitsagentur.de (German newspapers’ job advertisements)
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand job adverts (what sort of job, hours, salary, what is required, experience, how to
apply); understand texts on job routines; understand young people talking about their jobs (what they
do, qualities needed, advantages and disadvantages of job, opinions); understand telephone
conversations between a person applying for a job and the employer where personal traits and
characteristics are discussed and linked to the requirements of the job. (W) (Basic – Challenging)
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
0525 past examination papers:
Jun 2010 Paper 1, Part 3, Ex.2
(career as an astronaut)
Jun 2011 Paper 11, Part 3, Ex.1
(career as an author)
57
Jun 2012 Paper 11, Part 3, Ex.1
(career as an actress)
Jun 2013 Paper 11, Part 3, Ex.1
(career as a sportswoman)
AO2 (Reading)
Learners understand job adverts (what sort of job, hours, salary, what is required, experience, how to
apply); understand texts on job routines; understand formal letters by young people applying for a job
(what they do, their skills and qualities etc.); understand CVs; match job adverts to different candidates
(understanding appropriateness, practice of adjectives). (W/I) (Basic – Challenging)
AO3 (Speaking)
Learners discuss in a small group the top five qualities needed for a job and the reasons why (this can
lead to a class discussion); create a dialogue between an employer and a job applicant as they seek a
job (hours, salary, duties, other requirements, etc.); create a dialogue where they turn down a job offer,
giving reasons (the employer should try to change their mind).
(W/G/I) (Basic – Challenging)
AO4 (Writing)
Learners write a formal letter of application for a job (giving personal details and traits, experience
(school and work) and someone as a reference, what sort of job they are seeking, availability, salary,
hours, and ask at least one question – this revises many of the topics covered); write a CV (to be
added to letter); write a dialogue about a job application; create a webpage for young people looking for
jobs with ten tips to get a job (revision of modals). (I) (Basic – Challenging)
D5 Language at
work
Learning objective: Learners will be able to understand and discuss everyday routines at work and new technologies in the workplace, and
the advantages and disadvantages of them. This topic can be linked in with D4. This topic will be aimed at learners who have a good
background knowledge of German, so should not be covered in the early stages of the course.
Vocabulary
World of work; job adverts; jobs and careers; new technologies in the workplace.
Grammar
Revision of present tense, including separable and inseparable verbs; perfect tense; the passive; um …zu + infinitive; modal verbs.
Articles; cases; adjectives and endings; negatives.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions; word order.
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
0525 past examination papers:
Jun 2009 Paper 3, Card 1B
Jun 2010 Paper 3, Card 1B
Jun 2011 Paper 3, Card 1B
Jun 2012 Paper 3, Card 2B
58
Textbook
resources
Optimal A1, Chp 4
Optimal A2, Chp 7
Passwort Deutsch 2, Chp 18
Lagune Kursburch 2, Chp 21
An der Spitze, Chp 6
Logo 4, Chp 9
Edexcel GCSE German, Chp 1 and 6
Klartext 2, Chp 5
GCSE Bitesize German, p. 70
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand the impact of new technologies in the workplace; understand the advantages and
disadvantages of computers, the internet, and mobile phones in the workplace (grid work, link up
sentences). (W) (Basic – Challenging)
AO2 (Reading)
Learners understand texts about rules and regulations in the work place (health and safety,
discrimination, correct use of computers and the internet); understand the advantages and
disadvantages of computers, the internet, and mobile phones in the workplace (grid work, link up
sentences); understand texts comparing the workplace today with the workplace 50 years ago (practice
of tenses and/or comparisons). (W) (Basic – Challenging)
AO3 (Speaking)
Learners discuss in a small group a list of the most important things to make a workplace a better
place, and five things to avoid – this can be discussed within the whole class; create a dialogue
between employee and employer about concerns over health and safety/misuse of the
internet/discrimination within the workplace; discuss within a small group the advantages and
disadvantages of computers, the internet, and mobile phones in the workplace. (W/G/I) (Basic –
Challenging)
AO4 (Writing)
Learners create a webpage about health and safety regulations in the workplace/ the dangers of the
internet/ten top tips for making the workplace a better place; write a letter of complaint about another
colleague (could be health and safety, discrimination, misuse of the facilities, including the phones or
internet) – another learner could reply from the employer’s point of view. (G/I) (Basic – Challenging)
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
0525 past examination paper:
Jun 2012 Paper 43, Part 1, Ex.2
59
Scheme of work – Cambridge IGCSE® German (Foreign Language) (US) 0529
Topic Area E – The international world
Context
It would be useful to teach this topic area towards the end of the course as it revises the previous four topic areas and expands on much of the material covered
throughout the Cambridge IGCSE course. It does, therefore, allow teachers to challenge the more able learners with more in-depth study of some of the topics while
continuing to revise and practise all the elements necessary for the final exam. Teachers can use the teaching activities to devise their own lesson plans, selecting
what they find appropriate for their learners and adding their own resources and material, as needed. It is assumed that teachers will structure open and closed
questions to check vocabulary and comprehension, correct errors, and monitor the acquisition of skills and development of knowledge. The suggested activities and
materials can be adapted for mixed-ability classes, by giving more or less guidance, shortening or extending activities, or simplifying or editing material. Timing of the
activities is at the teacher’s discretion and should be incorporated into individual lesson planning. When planning when to teach, teachers may wish to consider
dates in the calendar year of the most significant festival and special occasions for their particular learners.
Outline
The content aim is for learners to be able to understand and provide information, in spoken and written form, on the international world, and to develop and practise
topics covered in earlier parts of the course. The language aim is for learners to develop all four skills in the target language, and the teaching activities help to
provide a range of methods for achieving the learning objectives. The activities, materials, suggestions and examples are given for teachers to make full use of
them, according to their judgement, so that learners can gain real benefit from them and improve their skills and develop their linguistic confidence from lesson to
lesson. In this topic area, in particular, time should be allowed, depending on the learners, either for thorough revision of the topics covered, or extension of those
same topic areas, which, in turn, is a form of revision. The activities give opportunities for learners to share information and practise skills through group, pair or
individual work. Learner progress and confidence will depend largely on the learning approach, with weaker learners needing more time and practice. It is expected
that teachers will be able to expand on the topic area, as they feel their class needs, and add in their own material and reinforcement activities too.
Teaching time
Based on the recommended total time allocation of 130 contact hours, it is suggested that 20% of these contact hours should be dedicated to this topic area.
V1 4Y04
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
60
Tourism at home and abroad
E1 Holiday
travel and
transport (see
C9)
Learning objective: Learners are able to understand and give information about travelling and holidays.
Vocabulary
Holidays; transport; emergencies; warnings and accidents.
Grammar
Revision of present tense; separable and inseparable verbs; perfect tense (+ verbs that take sein); imperfect tense; future tense; conditional
tense; um …zu + infinitive; modal verbs.
Articles; cases; adjectives and endings; negatives.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns; demonstrative pronouns.
Prepositions + cases, expressions of time and place.
Subordinating conjunctions; word order.
Textbook
resources and
websites
Optimal A1, Chp 7
Zoom 1, Chp 3B and 4B
Klartext 2, Chs. 6 and 9
Team Deutsch 1, Chp 10
Planet 2, Chp 31
An der Spitze, Chp. 7 and 8
Logo 2, Chp 2
Lagune Kursbuch 2, Chp 31, 34 and 35
Schritte 2, Chp 11
Optimal A2, Chp 3
Genial A2, Chp 2 and 3
Planet Kursbuch 3, Chp 45 and 52
Logo 4, Chp 5
GCSE Bitesize German, p. 30
Edexcel GCSE German, Chp 2
www.bahn.de
www.lufthansa.com/de/de/Homepage
www.tui.de
Skills
V1 4Y04
Suggested teaching activities and learning resources
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
61
AO1 (Listening)
Learners understand texts about travel and all modes of transport (matching exercises); understand
texts about young people discussing modes of transport in connection with holidays and identify
modes of transport and reasons why they have been chosen; understand announcements at
bus/railway stations/airports (fill in information re times/platforms/gates/destinations). (W) (Basic)
www.youtube.com (Lufthansa von
Alfons geprüft.de)
Learners understand more complex texts about travel problems, including accidents and warnings
(access to German radio and traffic updates very useful here), noting the problem, time, place,
people/vehicles involved; understand announcements at bus/railway stations/airports (fill in
information re times/platforms/gates/destinations/delays/changes); understand adverts from travel
companies (access to German TV useful); understand texts about reasons why people go on holiday
(match to person/type of holiday/mode of travel/ destinations/etc.) (W) (Challenging)
AO2 (Reading)
Learners match sentences to types of holidays; understand texts about types of transport to go on
holiday (gap fill in perfect tense with haben or sein, or past participle); understand adverts for different
modes of holidays (advantages and disadvantages); understand texts about peoples experiences on
holiday (positive/negative) – reasons, tense understanding, etc.; understand texts about accidents
(note down details as witness). (W/I) (Basic)
For specimen and past papers go to
syllabus 0525 web page at
http://teachers.cie.org.uk
0525 past examination paper:
Jun 2011 Paper 23, Part 3, Ex.2
Learners understand more complex texts about holiday companies and travel plans (webpages of
these companies can be exploited); understand texts about people’s experiences on holiday – rework
them in a different person (first to third, or vice versa); understand texts about the effects and impact
of tourism/ travel on the environment with possible solutions (match up, choose which one is most
appropriate, add in their own solution); understand brochures and adverts for travel and transport
(practise word order, tenses, prepositions); understand texts about accidents/ travel problems
(delays, cancellations, weather, etc.). (W/I) (Challenging)
AO3 (Speaking)
Learners conduct a survey about the group’s/class’s holidays and mode of transport there; give a
presentation about a holiday they have had, giving the positive and negative points and opinions;
create a dialogue between a witness and the police about an accident observed (to be approached
sensitively) – good opportunity to use tenses, adjective endings; create a dialogue between customer
and travel agent about booking a holiday for themselves and their family (practice of conditional tense
and modals). (W/G/I) (Basic)
0525 past examination papers:
Jun 2011 Paper 3, Card 7A
Jun 2009 Paper 3, Card 2B and 3B
Learners create dialogues between themselves discussing holiday experiences, saying where they
have been, how they got there, accommodation, what they did, good and bad points, and if they
would go again; from a card with a holiday destination and some activities on it present a story (using
past tenses) about a family going on that holiday; create an in-depth dialogue about an accident (no
graphic details!); discuss in a small group the effects of travel and tourism on the environment and
propose solutions – this can be then discussed by the whole class, and also used as a writing
exercise. (W/G/I) (Challenging)
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AO4 (Writing)
Learners list five different types of holidays and a different reason for choosing that type of holiday;
write a letter/email/article describing a holiday they have been on (this can have as many details as
the teacher thinks appropriate); write a short description about an accident – no graphic details –
practises tenses, adjective endings and cases. (I) (Basic)
0525 past examination paper:
Jun 2011 Paper 21, Part 2, Ex.2
Learners write an advert for a travel company extolling the advantages of a certain type of holiday;
write a letter of complaint about a bad holiday experience they have had with their family; write a
police statement as a witness to an accident; write an article about the effects of travel and tourism on
the environment and possible solutions (see Speaking section). (I) (Challenging)
E2 Geographical
surroundings
(see C1)
Learning objective: Learners will be able to understand and give information about different geographical areas.
Vocabulary
German-speaking countries; places in a town/region/country; cultural differences.
Grammar
Revision of all tenses; separable and inseparable verbs; modals.
Articles; cases; adjectives and endings; adverbs of time and place; negatives.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions; word order.
Textbook
resources
Optimal A1, Chp 2 and 8
Passwort Deutsch 1, Chp 2, 4, 5 and 6
Planet Kursbuch 2, Chp. 18, 24 and 32
Team Deutsch 1, Chp 14
Tangram 1 aktuell, Chp 7
Zoom 1, Chp 3B
Echo 1, Chp 6
Echo Express 2, Chp 6
Logo 1, Chp 6
Logo 2, Chp 5
Logo 3, Chp 3
An der Spitze, Chp 10
Optimal A2, Chp 1
Passwort Deutsch 1, Chp 5 and 6
Lagune Kursbuch 2, Chp 31 and 32
Schritte 2, Chp 9 and 11
Genial A2, Chp 2 and 3
Planet Kursbuch 3, Chp 38
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Klartext 2, Chp 8
GCSE Bitesize German, p.16
Edexcel GCSE German, Chp 7
Logo 4, Chp 5
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand about a town’s geographical situation (gap-fill on maps, true or false) – the
towns can be from different countries and learners have to work out from the information which
country; understand the characteristics of different regions/countries, e.g. Bayern und Niedersachsen
or Austria and Germany or Berlin and Wien; understand texts about people’s impressions of a
town/region/country. (W) (Basic)
www.youtube.com (Berlin – Schulfilm
Geographie) (Reise durch die
deutschen Bundesländer)
Learners understand about the history of Berlin or a journey through the Bundesländer (or any other
film that has a film website) and try to characterise what makes these cities/ regions different;
understand how towns have changed (tense manipulation exercises) – Berlin in the last 60 years has
plenty of material to make use of; understand the positive and negative points of a town/ region;
understand texts about different communities within the town (culture/ food/ education/ living
conditions). (W) (Challenging)
AO2 (Reading)
Learners understand texts about a town or region (gap-fill on maps, true or false on size/
industry/culture/food/etc.); understand texts about people’s impressions of a town/ region/ country.
(W/I) (Basic)
0525 past examination paper:
Jun 2011 Paper 23, Part 3, Ex.2
Learners understand texts about stereotypes for different Bundesländer or cities and try to
characterise what makes these cities/regions different; understand the positive and negative points of
a town/ region; understand texts about different communities within the town
(culture/food/education/living conditions); understand people describing their town/region (try to
choose texts from different countries) and compare lifestyles. (W/I) (Challenging)
AO3 (Speaking)
Learners describe a town/region that they know (not necessarily their home town) and give details
about industry/culture/inhabitants/food; conduct a survey within a group/class about which
town/region/country they would like to live in and why. (W/G/I) (Basic)
Learners debate within a small group the advantages and disadvantages of a different
town/region/country (what characterises it, its people, culture, industry, food, shopping, education,
whether they would like to live there, or not); give a presentation of an imaginary (or real) visit to a
region in a German-speaking country (teachers may have to provide some basic material for the
region); create a dialogue between two people from a different town/region/country extolling the
virtues of their region and what makes it so special. (G/I) (Challenging)
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AO4 (Writing)
Learners make a list of reasons why they want to live/ do not want to live in a particular
town/region/country; write a brochure, webpage, article promoting the uniqueness of their
town/region/country; describe a trip (real or imaginary) to German-speaking country. (I) (Basic)
0525 past examination paper:
Jun 2011 Paper 43, Part 2
Learners write an article describing their region and their reactions to it and adding where they would
like (or even, not like) to live and why; write an article about stereotypes and their reactions to them;
write a webpage, brochure promoting a certain town or region of a German-speaking country and
saying why people should visit, even live there. (I) (Challenging)
E3 Weather
(see C5)
Learning objective: Learners will be able to understand and give information about weather and climate, and climate change.
Vocabulary
Places in the town and countryside; compass points; weather; climate patterns and changes.
Grammar
Revision of all tenses; separable and inseparable verbs; modals.
Articles; cases; adjectives and endings; adverbs of time and place; negatives.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions; word order.
Textbook
resources and
websites
Schritte 1, Chp 6
Optimal A1, Chp 1A2
Planet Kursbuch 2, Chp 30
Klartext 2, Chp 2 and 10
Zoom 1, Chp 2B
Logo 4, Chp 4
GCSE Bitesize German, p. 64
Edexcel GCSE German, Chp 8
www.wetter.de
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand weather forecasts (can add temperatures/points of compass/type of weather to
a map/grid); understand comments about the weather and activities available (match-up); understand
comparisons of weather between regions and countries. (W) (Basic)
0525 past examination paper:
Jun 2011 Paper 11, Part 1, Ex.2
Learners understand complex weather reports (German radio is often a good source for this) and fill
in a grid; understand texts comparing weather in different regions/countries; understand texts about
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weather extremes; understand texts about disasters caused by the weather; understand texts about
climate change. (W) (Challenging)
AO2 (Reading)
Learners understand weather forecasts and maps (initially used as reading, this exercise can be
developed into an oral presentation); understand texts about weather in different regions and
countries and the effect the weather has on lives; understand texts on disasters caused by the
weather. (W/I) (Basic)
Learners understand more complex texts on natural disasters, weather forecasts, weather patterns
and climate change; understand texts comparing weather in different regions/countries; understand
texts about weather extremes. (W/I) (Challenging)
AO3 (Speaking)
Learners present weather forecasts, practicing weather types, regions, and temperatures (these can
come from different regions or countries); working from two weather maps (these can come from
different regions or countries) two people ask each other questions to find out, and note down, the
weather on the other person’s map; research the weather in another country and present their
findings to the class/ group. (W/G/I) (Basic)
Learners take a disaster caused by the weather (see earlier comments – C5 – for teachers) and give
a short news flash report on the spot; give a detailed one-minute radio weather forecast for the whole
of Germany or another country (this can be done without knowing what season until the last minute);
debate within a small group the causes of climate change and what can be done (this can be
presented, to the class and compared with other groups). (W/G/I) (Challenging)
AO4 (Writing)
Learners design weather maps with symbols and temperatures, and then write their own weather
report based on their map; research the weather in another country and write up their findings in the
form of a poster. (I) (Basic)
Learners compare weather patterns between two countries and say what effects the weather has on
lives in those countries; write an email, letter, article describing some extraordinary weather they have
encountered (real or imaginary) and how they and other people reacted, and what effects it had;
create a webpage giving the major reasons for climate change, the effect it is having on the planet,
and what should be done.
(I) (Challenging)
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Life in other countries and communities
E4 Places and
customs
(see C8)
Learning objective: Learners will be able to understand and give information about places and customs around the world and about different
communities living in German-speaking countries.
Vocabulary
Countries and nationalities; meeting people; culture and religion; charities and voluntary work.
Grammar
Revision of all tenses; separable and inseparable verbs; modals.
Articles; cases; adjectives and endings; adverbs of time and place; negatives.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions; word order.
Textbook
resources
Passwort Deutsch 1, Chp 5
Echo Express 2, Chp 5
Optimal A2, Chp 8
Lagune Kursburch 2, Chp 8
Genial A2, Chp 2, 3 and 14
Edexcel GCSE German, p. 138–139
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand texts about different festivals and customs around the world or festivals within
German-speaking countries of different ethnic/religious groups (match short description with country or
festival). (W) (Basic)
0525 past examination papers:
Jun 2009 Paper 1, Part 1, Ex.2
Jun 2009 Paper 1, Part 2, Ex.2
Learners understand more complex texts about different festivals/ one festival in particular around the
world or festivals within German-speaking countries of different ethnic/religious groups; understand
texts about a specific group of people living in Germany (Turks, Gastarbeiter, Asylanten) and answer
questions on their life style, culture, religion, education, traditions, possible problems. (W)
(Challenging)
AO2 (Reading)
Learners understand texts about different festivals and customs around the world or festivals within
German-speaking countries of different ethnic/religious groups (match short description with country or
festival). (W/I) (Basic)
Learners understand more complex texts about different festivals/ one festival in particular around the
world or festivals within German-speaking countries of different ethnic/ religious groups; understand
texts about a specific group of people living in Germany (Turks, Gastarbeiter, Asylanten) and answer
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Jun 2009 Paper 2, Part 3, Ex.1
www.derweg.org/feste/kultur/feste.ht
ml (summary of different festivals in
Germany);
67
questions on their life style, culture, religion, education, traditions, possible problems; understand texts
about charities that are helping different ethnic groups within Germany (who is involved, what they do,
who they help, reactions of other people). (W/I) (Challenging)
www.slideshare.net/…/deutschefeste-und-feiertage (covers major
festivals)
www.focus.de (Ausländer)
AO3 (Speaking)
Learners are provided with information about different countries within the German-speaking world,
research information on their geography, climate, people, festivals and customs and traditions, and
give a presentation within a small group; choose a tradition/custom in Germany (Maitag, Oktoberfest,
Fasching, etc.) and give a presentation on it. (G/I) (Basic)
Learners debate within a group what traditions they have in their country and compare them with ones
in Germany; create a dialogue with a non-German living in Germany about their life style, traditions, the
reactions of Germans to them, etc.; create a dialogue with a charity worker discussing their work, the
problems they face and what makes the job worthwhile. (G/I) (Challenging)
AO4 (Writing)
www.derweg.org/feste/kultur/feste.ht
ml (summary of different festivals in
Germany)
www.slideshare.net/…/deutschefeste-und-feiertage (covers major
festivals)
Learners choose a custom/ tradition and write a short article about it, giving its history, who it is for,
how it is celebrated, and their own thoughts on it; create a brochure for foreigners coming to live in
Germany explaining the customs and traditions of Germany. (I) (Basic)
www.derweg.org/feste/kultur/feste.ht
ml (summary of different festivals in
Germany)
Learners write an article either about or from the viewpoint of a non-German living in Germany or a
German living in another country in the world, describing their life style, traditions, reactions from other
people towards them; write an email, letter from a charity worker helping asylum seekers in Germany,
explaining a typical day helping these people. (I) (Challenging)
www.slideshare.net/…/deutschefeste-und-feiertage (covers major
festivals)
E5 Food and
drink (see A3)
Learning objective: Learners will be able to understand and give information about food and drink in German-speaking countries and from
around the world, and share opinions about it.
Vocabulary
Countries and nationalities; food and drink
Grammar
Revision of all tenses; separable and inseparable verbs; modals.
Articles; cases; adjectives and endings; adverbs of time and place; negatives.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases, quantities.
Subordinating conjunctions; word order.
Textbook
resources and
websites
Schritte 1, Chp 3
Passwort Deutsch 1, Chp 4 and 5
Team Deutsch 1, Chp 11
Logo 2, Chp 4
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Klartext 1, Chp 5
Anstoβ 1, Chp 8
Zoom 1, Chp 3
An der Spitze, Chp 12
Optimal A1, Chp 5 and 9
Lagune Kursburch 2, Chp 6 and 8
Genial A2, Chp 8
Planet Kursbuch 3, Chp 44
Edexcel GCSE German, Chp 5
Logo 3 (restaurant and in der Konditorei)
www.lecker.de (recipes from Germany)
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners listen and understand different types of food and drink from various different regions in
Germany or from around the world (these can be monitored by matching exercises/gap-fills/true or
false/extension sentences); understand what people like/dislike; understand about certain German
(German-speaking countries always included in this) specialities, recipes. (W) (Basic)
0525 past examination papers:
Jun 2009 Paper 1, Part 3, Ex.2
Jun 2012 Paper 11, Part 2, Ex.2
Learners understand more complex views of and opinions about food and drink from various different
regions in Germany or from around the world, people’s likes/dislikes; understand information about
regional specialities; understand about eating habits in different countries (compare with their own or
Germany). (W) (Challenging)
AO2 (Reading)
Learners understand texts about typical German dishes, looking for main ingredients, when these
dishes are eaten, etc.; understand texts about foreign dishes, which are popular in Germany and
people explaining why they are; understand simple recipes. (W/I) (Basic)
Learners understand texts about eating habits around the world (compare between countries);
understand texts about drinking habits in Germany, amongst young and old, and the effects drinking
has on the health; understand recipes (quantities, comparisons of similar recipes); understand texts
about traditional German dishes. (W/I) (Challenging)
AO3 (Speaking)
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Learners conduct a survey about different foods (the group’s preferences for foods from which country,
with reasons; describe a traditional German/Turkish/other nationality meal; create a dialogue where
they are being asked to taste different German/other dishes, and how they respond (try to find a
different response for each offer); explain to a group/the class a recipe for a traditional dish (from any
country) and why they particularly like it. (W/G/I) (Basic)
Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015
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Learners debate in a small group the influence of different foods on their eating habits and decide why
certain foods are more popular; discuss drinking habits in Germany and come up with five pieces of
advice to help people drink more sensibly; explain in detail a traditional recipe from a German-speaking
country. (W/G/I) (Challenging)
AO4 (Writing)
Learners write a letter, email describing a traditional German meal they had recently, what they ate,
where it came from, and what their reactions were; create a recipe for a traditional dish (from any
country); write a list of foods which are typical to certain countries. (I) (Basic)
Learners write an article about the influences of foods from different countries on their country,
themselves, their personal opinions, and whether it is a good thing or not, and why; create a web page
extolling German foods to foreign visitors; create a webpage/ write an article about drinking habits in
Germany and what can be done to help people who drink too much; create a sketch where two
nationalities are being offered the other’s food which they do not want but have to be polite in the way
they accept/decline. (I) (Challenging)
Learning objective: Learners will be able to understand and discuss different ways of meeting people, including social media.
E6 Meeting
people (see C7)
Vocabulary
Meeting people; social media; technology.
Grammar
Revision of all tenses; separable and inseparable verbs; modals.
Articles; cases; adjectives and endings; adverbs of time and place; negatives.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions; word order.
Textbook
resources
Team Deutsch 1, Chp 1, 3, 6
Tangram 1 aktuell, Chp 2, 5 and 8
Klartext 2, Chp 8
Schritte 2, Chp 15
Ausblick 1, Chp 1
Optimal A2, Chp 8
Genial A2, Chp 1 and 4
Planet Kursbuch 3, Chp 46, 47, 48 and 51
Team Deutsch 1, Chp. 12 and 13
Edexcel GCSE German, Chp 2 and 4
Team Deutsch 2, Chp 12
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Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand texts about the advantages and disadvantages of different forms of social media
(match up with different people, grid work on type of social media, etc.); understand conversations
about people meeting. (W) (Basic)
0525 past examination paper:
Jun 2010 Paper 1, Part 3, Ex.1
(working abroad)
Learners understand texts about the dangers of social media sites (true or false/list in order of personal
opinion of dangers and give own reason for choice); understand a conversation between two strangers
and re-order the dialogue; understand texts about the importance of meeting people from different
countries (revise countries, opinions). (W) (Challenging)
AO2 (Reading)
Learners understand texts about the advantages and disadvantages of different forms of social media
(grid work, missing verbs/ articles); understand a text in mobile-speak and translate it into full German;
understand a jumbled text about two people meeting and put it into the right order; understand a text
about people used to meet before social media, etc. (practice of past tenses – gap-fill exercise).
(W/I) (Basic)
0525 past examination paper:
Jun 2012 Paper 21, Part 3, Ex.1
Learners understand text about a non-German coming to live in Germany and given helpful tips on how
to meet people; understand adverts for people wanting to make friends; understand texts on the power
of social media in their lives today. (W/I) (Challenging)
AO3 (Speaking)
Learners create a dialogue where two strangers meet for the first time; present a case for social media
(another group/learner can present the case against). (G/I) (Basic)
Learners debate the advantages and disadvantages of different forms of social media and present their
ideas to the class; create a dialogue with someone from a different time (before computers and social
media) where they meet for the first time and discuss social etiquette on meeting people; give a
presentation of a disastrous first meeting (real or imaginary). (G/I) (Challenging)
AO4 (Writing)
Learners make a list of different places where it is possible to meet someone (within reason); write a
dialogue about two people meeting (place, time, who they are, where they come from, why they are
meeting; list six advantages and disadvantages of different forms of social media; create a poster
pointing out the dangers of social media). (G/I) (Basic)
Learners write an article for the school magazine about the popularity of different forms of social media,
its advantages and disadvantages, and why young people need to be careful when using it; write a
diary account of a day when all modern technology failed to work, and their reaction to that and what
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they did; write a series of small ads advertising for friendship (several imaginary people) – someone
else in the class can respond to them. (G/I) (Challenging)
World events and issues
E7 Issues
according to
available
resources and
individual
interest
Learning objective: Learners will be able to understand and discuss world issues appropriate to their age range, and be able to express
opinions and offer different viewpoints. This can be an open topic, depending on the class’s interests and the resources available.
Vocabulary
World issues; global problems; charities and voluntary work.
Grammar
Revision of all tenses; separable and inseparable verbs; modals.
Articles; cases; adjectives and endings; adverbs of time and place; negatives.
Indefinite pronouns; reflexive pronouns; impersonal pronouns; interrogative pronouns; relative pronouns.
Prepositions + cases.
Subordinating conjunctions; word order.
Textbook
resources and
websites
Logo 4, Chp 10 (environment)
Edexcel GCSE German, Chp 4 (community work)
Team Deutsch 1, Chp 36
Planet 3, Chp 40
www.europa.eu (Germany and the EU)
www.n-tv.de (general news coverage, plus videos and news)
www.drk.de (German Red Cross)
Skills
Suggested teaching activities and learning resources
AO1 (Listening)
Learners understand texts about different world events – this is limitless and depends on the interests
and ability of the class – (gap-fill, timeline, people involved, etc.); understand texts about young people
expressing their concerns about world issues (listing the issues and who is affected by them and how);
understand texts about charity work in Germany or by German companies abroad; understand texts
about someone doing voluntary work (what, where, with whom, why, reactions). (W) (Basic –
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German newspapers, magazines and
TV will provide a good starting point
for resources.
0525 past examination paper:
72
Challenging)
Jun 2009 Paper 1, Part 2, Ex.2
(community work)
Learners understand texts about different world issues, events and global problems (see Listening);
understand texts about young people expressing their concerns about world issues (listing the issues
and who is affected by them and how); understand texts about charity work in Germany or by German
companies abroad; understand texts about someone doing voluntary work (what, where, with whom,
why, reactions); understand texts presenting data and statistics on world problems (reword sentences
giving the accurate details. (W/I) (Basic – Challenging)
German newspapers and magazines
will provide a good starting point for
resources.
AO3 (Speaking)
Learners describe a global event, issue or problem, giving the facts, the reaction around the world,
personal reaction and what might happen; discuss in a group what are the top five most important
issues facing young people in the world today and why (to be discussed more widely in the class later,
with possible solutions/suggestions); create a dialogue with an imaginary politician (good practice of
the Sie form) about an issue or event (their involvement, the government’s involvement, personal
reactions); create a dialogue with a charity worker, discussing their work, routine, benefits, reactions,
etc.; give a presentation about a global issue or a charitable organisation; discuss the importance of
voluntary work in a group. (W/G/I) (Basic – Challenging)
German newspapers, magazines and
TV will provide a good starting point
for resources.
AO4 (Writing)
Learners describe a global event, issue or problem, giving the facts, the reaction around the world,
personal reaction and what might happen; write a news report (for a tabloid or broadsheet) about a
current news event from the reporter’s perspective (imaginary interviews can be added); create a
webpage encouraging young people to be involved in charity work in the neighbourhood (what can be
done, when, how, experience needed, benefits); write a letter to a newspaper/school
magazine/politician complaining about the lack of reaction by the government to a global issue/event.
(G/I) (Basic – Challenging)
German newspapers, magazines and
TV will provide a good starting point
for resources.
AO2 (Reading)
0525 past examination papers:
Jun 2009 Paper 2, Part 3, Ex.2
Jun 2010 Paper 2, Part 3, Ex.2
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