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