SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.1 Home town and geographical surroundings
3.1a Was gibt es in deiner Stadt?
Pages: 112–113
Level of difficulty: Einsteigen
Objectives:



Learn about buildings in town
Adverbs and adverbial expressions of time
Additional objective: phonics sch
Audio files needed:
3.1a.2 and 3.1a.4
1
Matching exercise. Make sure students are familiar with the vocabulary for the pictures
(places in town) before they start this exercise by using the key words from the eight
sentences to ask questions of the class: Hier ist das Kino. Welches Bild ist das? Ist das
Fitnesszentrum Bild A oder Bild G? Welches Bild ist die Bibliothek? Was ist Bild D? etc.
Students can then continue in pairs doing this before they match the sentences about places
in town (1–8) to the pictures (A–H). Encourage students to read all the sentences before they
begin matching and to start with the ones they find easiest.
Answers
1B
2H
3F
4C
5G
6A
7D
8E
2
Revise adverbs of time for describing when you do something and how often. It might be
useful to look at the transcript before you do this, so you can pick out those that students are
going to hear. Ask students to draw a grid in their books with three headings across the top
((a) wo sie hingehen, (b) wann and (c) wie oft) and the names (1–5) down the left-hand side.
Students listen to five young people talking about (a) where they go in town, (b) when they go
there and (c) how often they go there. Students note all the details. The track should be
played twice.
Answers
1
2
3
4
5
(a) Hallenbad
(a) Museum
(a) Kino
(a) Theater
(a) Fitnesszentrum
(b) nach der Schule
(b) am Wochenende
(b) Samstagnachmittag
(b) im Winter
(b) abends
(c) zweimal pro Woche
(c) manchmal
(c) einmal im Monat
(c) ab und zu
(c) häufig
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3a
Ask students to look at C4 in the Grammar section where adverbs of time are covered.
Students then copy the sentences (1–4) and replace the adverb of time in bold with a
synonym from the box.
Answers
1 täglich
2 selten
3 manchmal
4 häufig
3b
Students copy the sentences (1–4) and replace the adverb of time in bold with an antonym
from the box.
Answers
1 nie
2 abends
3 früh
4 oft
Extra activity
As a further grammar task, ask students to look for adverbs of time in the sentences in
exercise 1. Students copy them and translate them into their own language. There are 17
altogether.
Answers
einmal im Monat (once a month), spät (late), oft (often), im Sommer (in the summer), am
Wochenende (at the weekend), häufig (often), manchmal (sometimes), montags (on
Mondays), immer (always), dienstags (on Tuesdays), früh (early), abends (in the evenings),
fast immer (nearly always), nie (never), sonntags (on Sundays), ab und zu, (now and again),
vormittags (in the mornings)
4a
Students look at the sentence which has been written without spacing between the words,
and listen to it being spoken. They separate the words, focusing on the sch sounds they hear.
They repeat the sentence three times, checking pronunciation by listening again to the
passage. They translate the sentence into their own language and learn it by heart.
Answers
Ein Schuhgeschäft im Schwarzwald schickt schöne Schuhe schnell als Geschenke in die
Schweiz.
(A shoe shop in the Black Forest sends lovely shoes quickly as presents to Switzerland.)
4b
Students work with a partner to say the sentence. If necessary, they could practise by
listening to and repeating the original passage. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they
have made a mistake, and then correct them. The winner is the first student to say the whole
sentence correctly.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
5
Students work in pairs and refer to the two sets of sentences from exercise 3. They read a
sentence out loud and then ask their partner the question Und du? which prompts them to
repeat the sentence but this time with a different adverb.
Answers
Students’ own answers.
6
Students write an email to their exchange partner about what they do in their town and how
often, answering the four bullet points provided. Remind students that their answers from the
speaking activity can support them here, and they need to address each of the four bullet
points given. Encourage students to check grammar and spelling, using the textbook and
their own word list to help. A mix-and-match grid is provided to support them. Students should
include a good variety of adverbs of time.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.1b Mein Wohnort
Pages: 114–115
Level of difficulty: Abfliegen
Objectives:


Describe town and country locations
Indefinite pronouns (etwas, man, nichts, jemand, niemand)
Audio files needed:
3.1b.2
1
Writing skills. As a starter activity, remind students of the key location vocabulary, and
brainstorm opinions which might be given about living in a town or the countryside, in answer
to the forum question: Wie findest du deinen Wohnort? Gather suitable words on the board.
Students can then read the three forum entries about where people live firstly for gist, and
secondly to identify the correct answer for each multiple-choice question. Encourage students
to use a process of elimination if they get stuck at any point, and to identify the correct
answers for the questions they find easiest first.
Answers
1B
2C
3A
4C
5B
6A
2
As a starter activity, make sure that students know what each sentence (1–8) means, and
point out they are all incorrect. Ask students to work in pairs and try to anticipate which piece
of information might be wrong each time. They can come back to this at the end and see if
they guessed correctly. Students listen to Paul and Sonja talking about Paul’s new home area
and correct the sentences accordingly. They do not need to copy the whole sentence, but
rather note which word needs changing each time. The track should be played twice.
Answers
1
2
3
4
5
6
7
8
in einer Großstadt einem Dorf
schmutzig ruhig
viele Leute niemand
Blumen Bäume
am Stadtrand in der Stadtmitte
Spielplatz Fluss
U-Bahnstation Bushaltestelle
Bahnhofs Flughafens
3
Ask students to look at D6 in the Grammar section where indefinite pronouns are covered.
Students then complete the gaps in the sentences using the words from the box.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
Answers
1
2
3
4
5
6
7
8
nichts
Niemand
Jemand
etwas
Niemand
Jemand
man, nichts
etwas
4a
Speaking skills. Students work in pairs to carry out a role play with their exchange partner’s
mother about their home area, using the mix-and-match grid for support. In this role play,
students should:

say whether they live in a town or the country and try to go beyond the simple answer in
einer Stadt / in einem Dorf by saying something about the town/village, such as what it is
called or where it is situated

give their opinion of their home area, using plenty of adjectives and qualifiers, and give
reasons for their opinion



use seit with the present tense to explain how long they have been living there
use the past tense to describe what they did in their home area last weekend
use the conditional tense to describe where they would like to live in the future, justifying
their choice.
Students should regularly justify their opinions throughout the role play.
Circulate in the class, listening to the various role plays, before picking a couple of good
examples to be demonstrated to the rest of the class.
If using this task for assessment purposes, each answer is worth either 0, 1 or 2 points, giving
a total mark out of 10. Refer to the specimen mark schemes on the Cambridge International
website.
4b
Students swap roles and repeat the task.
Answers
Students’ own answers.
5
Students write a paragraph giving their opinion of their home area. They should use the forum
entries from exercise 1 and their other work from the spread to help them develop their
writing. Point out that they can also use the mix-and-match grid. Encourage them to go
beyond the minimum by including adjectives, adverbs, verbs and different tenses, where
possible. Students should check their spellings and grammar and then swap their work with a
partner for peer review. Students should be critical of each other’s work, but also constructive
by noting ways their partner could improve the work.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.1c Stadt oder Land – wo wohnst du lieber?
Pages: 116–117
Level of difficulty: Unterwegs
Objectives:



Discuss the advantages and disadvantages of different places to live
Genitive prepositions; seit with present tense
Additional objective: formulate and learn your own responses to the most likely
questions to come up in each topic
Audio files needed:
3.1c.1
1
Listening skills. Before students hear the recording, ask them to work in pairs and check
understanding of the multiple-choice questions. Tell them they will hear Milan talking about
his home area and they need to be aware of what details they need to listen for in advance.
Encourage them to make good use of their preparation time before the recording starts. The
track should be played twice.
Answers
1C
2C
3D
4C
5A
6B
2a
Magazine article on where you would like to live. Read the article titles (1–5) with the class to
establish understanding and encourage students to start thinking about the sort of language
that they may come across in the article. Ask them to read the article in pairs for gist and see
if they can match any of the titles after this first reading. Students then read the article in
greater detail and match the titles (1–5) to the correct paragraphs (A–E).
Answers
1D
2E
3A
4C
5B
2b
When students have completed the exercise, ask them to re-read the article and write down
in their vocabulary books the 13 underlined expressions in it. They also write down the
meanings in their own language.
Answers
sowohl die positiven als auch die negativen Aspekte (both the positive and negative aspects),
nicht für alle geeignet (not suitable for everyone), Außerhalb der Stadt (outside the town), ab
und zu (now and again), vor allem (above all), von zu Hause aus (from home), Hier ist immer
etwas los (there is always something going on here), an jeder Ecke (on every corner), mit
öffentlichen Verkehrsmitteln (with public transport), Während der Sommermonate (during the
summer months), Jeder kennt jeden (everyone knows everyone), egal wie viele (however
many), in der Wohnung nebenan (in the flat next door)
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3a
Ask students to look at E4 in the Grammar section where genitive prepositions are covered.
Students complete four gaps in a paragraph by adapting the form of the word given in
brackets each time.
Answers
1 ihrer Trennung
2 der Miete
3 des Zentrums
4 des Tages
3b
Ask students to look at G3 in the Grammar section where seit with the present tense is
covered. Students complete four gaps in a paragraph by adapting the infinitive given in
brackets each time.
Answers
1 arbeiten
2 lebe
3 wohnt
4 kennen
Extra activity
Students re-read the article in exercise 2 and find four prepositions which take the genitive
case. They copy these into their vocabulary books and translate them into their own
language.
Lesen Sie den Artikel in Übung 2 noch einmal und finden Sie vier Präpositionen mit dem
Genitiv. Kopieren Sie sie und übersetzen Sie sie in Ihre Sprache.
Answers
Trotz der idyllischen Umgebung (despite the idyllic landscape), außerhalb der Stadt (outside
the town), wegen der günstigen Bus- und Bahnlinien (due to the reasonable bus and train
lines), während der Sommermonate (during the summer months)
4
Speaking skills. Students work in pairs to ask and answer five questions about living in a town
or the country. Point out that they can find ideas in the reading text and other exercises.
Students should extend their answers as much as possible, aiming to include a variety of
reasons why it is better to live in the town or country. These could include: noise, pollution,
cleanliness, entertainment options, facilities, public transport and other services. For this
conversation, students should:




express their personal preference for living in a town or the country, gving reasons

use the conditional tense to explain whether they would prefer to live in the town or
country in the future, justifying their choice.
discuss the advantages and disadvantages of living in a town
discuss the advantages and disadvantages of living in a village
use the past tense to describe whether they lived in a town or the country when they were
younger
Students should regularly justify their opinions throughout the conversation.
If using this task for assessment purposes, mark out of 15, using specimen mark schemes on
the Cambridge International website.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
Answers
Students’ own answers.
Strategy
To support students with the strategy of formulating and learning their own responses to the
most likely questions to come up in each topic, suggest that they compile answers to
suggested questions as they go along. They can practise saying these answers out loud to a
partner, then file them for future reference and revision.
5
Writing skills. Students write 130–40 words in answer to the five bullet points about
advantages and disadvantages of living in different locations. For this question, students
should:




explain why many people enjoy living in a city

use the future or conditional tense to describe their ideal home area of the future.
describe the disadvantages of living in a city
describe the advantages of life in the countryside
use the past tense to explain how they felt about their home area when they were
younger
Students should regularly justify their opinions throughout the article.
If time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 10 for completion, 10 for range and 8
for accuracy, giving a total mark out of 28. Refer to the specimen mark schemes on the
Cambridge International website.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.2 Shopping
3.2a Wie viel kostet das?
Pages: 118–119
Level of difficulty: Einsteigen
Objectives:



Learn about shops and prices
Quantities
Additional objective: phonics z
Audio files needed:
3.2a.2 and 3.2a.4
1
Matching exercise. Make sure students are familiar with the vocabulary for shops before they
start this exercise by asking a series of ja/nein questions: Ist die Buchhandlung Bild C? Kauft
man Medizin in der Bäckerei? Findet man Brot im Supermarkt? etc. Once students are
familiar with the vocabulary, they can work in pairs asking and answering questions: Was ist
Bild D? Ich kaufe Bücher. Welches Bild ist das?
Students match the sentences about the shops (1–8) to the pictures (A–H). Encourage them
to read all the sentences before they begin matching and to start with the ones they find
easiest.
Answers
1E
2G
3A
4F
5B
6H
7D
8C
2a
Check students are confident with the vocabulary for the shops from exercise 1. Students
listen to eight people talking about their shopping and match each person to the correct
picture (A–H) from exercise 1. The track should be played twice.
Answers
1B
2E
3F
4A
5H
6C
7G
8D
2b
Students listen to the passage again and note the quantity or price mentioned by each
person, selecting it from the words given in the box and adding the precise amount each time.
Answers
1
2
3
4
3 Kilo
4 Stück
2 Paar
1 Packung
5
6
7
8
5 Euro
2,50 Euro
5 Bücher
1,99 Euro
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3
Ask students to look at I6 in the Grammar section where quantities are covered. Students
then write sentences (1–8) in full, using the quantities given in brackets and the words from
the box to help them.
Answers
1
2
3
4
5
6
7
8
Ich kaufe zweihundert Gramm Tomaten.
Ich kaufe ein Kilo Äpfel.
Ich brauche dreihundert Gramm Hähnchen.
Ich möchte sechs Stück Kuchen.
Ich kaufe ein Paar Schuhe.
Ich muss zehn Kulis kaufen.
Meine Oma kauft zwei Packungen Tabletten.
Mein Bruder kauft drei T-Shirts.
4a
Students look at the sentence which has been written without spacing between the words,
and listen to it being spoken. They separate the words, focusing on the z sounds they hear.
They repeat the sentence three times, checking pronunciation by listening again to the
passage. They translate the sentence into their own language and learn it by heart.
Answers
Zelda kauft zwanzig Zwetschgen und zehn Stück Pizza, dann geht sie zur Metzgerei in
Zürich.
(Zelda buys 20 plums and 10 slices of pizza then goes to the butchers in Zurich.)
4b
Students work with a partner to say the sentence. If necessary, they could practise by
listening to and repeating the original passage. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they
have made a mistake, and then correct them. The winner is the first student to say the whole
sentence correctly.
5
Students write five sentences about what they and other people buy, the quantity and where
they buy the items. Remind students they should try to vary their five sentences with a
mixture of subjects (people), objects (items bought) and quantities. Students can use the mixand-match grid to help structure their sentences. Encourage them to check grammar and
spelling, using the textbook and their own word list to help.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
Extra activity
As an extension exercise, students could try to guess their partner's sentences, restarting the
sentence when they get it wrong, and trying to complete the sentence in as few guesses as
possible:
A: has written Ich kaufe zwei Kilo Äpfel.
B: Ich kaufe ein…
A: Falsch.
B: Ich kaufe zwei Kilo Bananen.
A: Falsch.
6a
Students carry out a shopping role play in pairs, using the expressions in the box to help
them. Demonstrate the role play first with a volunteer so students can see which elements
they will need to adapt, i.e. the underlined phrases. Students then work in pairs to practise the
dialogue as set.
6b
Once they are confident with the format, students can first work individually to come up with
their own alternatives for the underlined phrases, and then work in pairs to carry out the role
play. At the end, ask a couple of pairs to demonstrate their role play to the class, who should
note in their own language, what was bought.
Answers
A: Was kaufst du im Supermarkt?
B: Ich kaufe zwei Kilo Bananen. Das kostet sechs Euro. Und du?
A: Ich kaufe zweihundert Gramm Zwetschgen. Was kaufst du in der Metzgerei?
B: Ich kaufe achthundert Gramm Lammfleisch und das kostet sieben Euro. Und du?
A: Ich kaufe ein Kilo Wurst. Was kauft dein Bruder in der Bäckerei?
B: Er kauft dort fünf Brötchen. Das kostet ein Euro. Und deine Schwester?
A: Sie kauft drei Stück Kuchen.
B: Was kaufen deine Eltern im Schreibwarengeschäft?
A: Sie kaufen zehn Kulis und Papier. Und deine Eltern?
B: Sie kaufen zwei Lineale.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.2b Einkaufszentrum oder Tante-Emma-Laden?
Pages: 120–121
Level of difficulty: Abfliegen
Objectives:



Describe shopping habits
Declined adjectives after definite article
Additional objective: make notes as you listen but remember to cross them out
afterwards
Audio files needed:
3.2b.2
1a
As a starter activity, ask students some questions about their own spending habits, such as
what they buy, where they buy their items from, how often they go shopping etc.
Students read the article about young people’s spending habits and note whether the eight
statements are R (correct), F (false) or NA (not given).
Answers
1F
2F
3R
4F
5 NA
6F
7R
8F
1b
When students have completed the exercise, ask them to re-read the article and correct the
false statements.
Answers
1
2
4
6
8
100 500
Nur Mädchen Mädchen und Jungen
Viele Wenige
große Kaufhäuser kleine Geschäfte
Einkuafszentrum Sportladen
1c
As a final exercise, ask students to note down in their vocabulary books any useful words and
expressions from the article. They also write down the meanings in their own language.
Answers
Students’ own answers.
2
As a starter activity, go through the pictures with the class to check they know what they all
represent and what sort of vocabulary they might expect to hear for each one. Students listen
to three young people talking about their shopping habits and match each picture (A–H) to the
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
correct speaker (Max, Emma or Tom). Point out to students that one of the pictures is a
distractor and it is not mentioned by anyone. The track should be played twice.
Answers
A
B
C
D
Max
distractor
Tom
Tom
E
F
G
H
Emma
Tom
Emma
Max
Strategy
Make students aware of the strategy of this spread, which is to make brief notes about what
they hear as they listen. Encourage them to develop a personal code over time for their
notes, such as a smiley face or a tick for a positive opinion, as well as their own shorthand for
common words. This will help them to distinguish between subtle differences in what
speakers say. For example, both Max and Tom mention meat but they differ in their opinion of
it — making notes to this effect will help students decide who fits with picture C and H.
Remind students they must cross out their notes after completing the task so they are not
mistaken for their answer.
3a
Ask students to look at B2 in the Grammar section where adjectives after the definite article
are covered. Students complete the sentences by declining the adjective given in brackets
each time.
Answers
1
2
3
4
kleine
alte
teueren
örtlichen
5
6
7
8
nächste
frische
neuen
touristischen
3b
Students find four declined adjectives after the definite article in the reading text in exercise 1
and note their case.
Answers
die kleine – Nominativ
die billige – Nominativ
das beste – Nominativ
dem großen – Dativ
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
4
Speaking skills. Students work in pairs to ask and answer five questions about shopping at
the market. Encourage them to find ideas in the reading text and other exercises on this
spread. For this conversation, students should:





name some items they can buy at the market
say how often they shop at a market, giving reasons for this
use the past tense to describe their last visit to a market
use the future tense to say what they will buy at the market tomorrow
say if they think it is better to shop at the market or supermarket, giving reasons.
Students should regularly justify their opinions throughout the conversation.
If using this task for assessment purposes, mark out of 15, using the specimen mark
schemes on the Cambridge International website.
Answers
Students’ own answers.
5
Students write a blog about where they like going shopping and why, using the four bullet
points provided to help structure their writing. Students should use a variety of structures to
express where they like to go shopping and why, and what the shops are like where they live.
They should use comparatives to discuss whether large or small shops are better, giving and
justifying their opinions. They should also use third person singular and plural verb forms to
express where their family members and friends like to go shopping.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.2c Das perfekte Geschenk
Pages: 122–123
Level of difficulty: Unterwegs
Objectives:


Describe gifts for friends and family
Demonstrative adjectives (dieser, jener)
Audio files needed:
3.2c.2
1
Reading skills. As a starter activity, ask students to work in pairs and describe the photos in
the blog before gathering ideas together as to what the students consider good gifts to buy for
friends and family.
Students read the article for gist first of all and then in more detail to answer eight questions
in German. Remind students to look at the marks given for each question to make sure they
write enough information to secure all the marks. Equally they should not overwrite their
answers and provide unnecessary information. Students do not need to answer in full
sentences.
Answers
1 zu ihrem Geburtstag
2 verschiedene Farben/bunt
3 (any two) ihren Vater / sein Geldbeutel wird oft benutzt / sein Geldbeutel wird schnell alt
und abgenutzt / er braucht jedes Jahr einen neuen Geldbeutel
4 der Geldbeutel/das Geschenk für ihren Vater
5 das Schmuckkästchen/das Geschenk für ihre Freundin
6 sie kann Schmuck hineinlegen
7 ihre Schwester (1) / ihre Mutter (1)
8 die Ohrringe/das Geschenk für ihre Mutter
Extra activity
When students have completed the exercise, ask them to find adjectives in the text that fit
each of the categories below, translate them into their own language and learn any new
words.
Schreiben Sie die folgenden Kategorien auf: Größe, Form, Stoff, Sonstiges. Finden Sie die
passenden Wörter im Blog in Übung 1. Kopieren Sie sie und übersetzen Sie sie in Ihre
Sprache. Lernen Sie diejenigen, die Ihnen unbekannt sind.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
Answers
Größe
Form
Stoff
Sonstiges
winzig (tiny)
klein (small)
mittelgroß
(medium-size)
rund (round)
viereckig
(square)
aus Stein (stone)
aus Leder
(leather)
aus Holz
(wooden)
aus Gold (gold)
aus Edelstein
(jewel, precious
stone)
(wunder-)schön
(beautiful)
modern (modern)
preiswert
(inexpensive)
alt (old)
abgenutzt (worn)
rot (red)
toll (great)
herrlich (wonderful)
dunkelbraun (dark
brown)
golden (gold)
grün (green)
wertvoll (valuable)
2
Ask students to read the eight sentences to start them thinking about the language they might
hear in the recording, then hold a class session to gather their ideas. Students can then listen
to Tomas and Jennifer at the gift shop and identify the four true sentences. The track should
be played twice.
Answers
True sentences: 4, 5, 6, 8
Extra activity
Once students have completed the task, ask them to listen again and correct the four false
sentences.
Hören Sie noch einmal zu und korrigieren Sie die falschen Sätze.
Answers
1
2
3
7
Jennifer seine Mutter
immer ein goldenes Armband kein Schmuck
Schmuck eine Kerze und einen Schal
gelben blauen
3
Ask students to look at B4 in the Grammar section where demonstrative adjectives are
covered. Students then write the sentences using the correct form of the demonstrative
adjective given in brackets.
Answers
1
2
3
4
diese
Welches
jenen
Manche
5
6
7
8
solche
Dieses
jene
Jedes
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Teacher notes and answers
4
Speaking skills. Students work in pairs to ask and answer five questions about gifts, using the
mix-and-match grid for support. As preparation, you could ask students to work in pairs to
describe and guess different presents they might give somebody, for example:
A: Für meine Mutter kaufe ich ein Geschenk. Es ist ziemlich groß, viereckig und aus
Baumwolle oder Stoff. Es ist sehr leicht, oft bunt und man kann es tragen. Was ist das?
B: Ist das ein T-Shirt?
A: Nein.
B: Ach ja – das ist ein Schal!
For this conversation, students should:





describe what they bought recently, for whom and for what occasion
describe the item physically
use the past tense to explain why they chose the item, giving an opinion
explain and justify whether or not they like to give presents
use the conditional tense to describe a gift they would like to receive for their birthday.
Students should regularly justify their opinions throughout the conversation.
If using this task for assessment purposes, mark out of 15, using the specimen mark
schemes on the Cambridge International website.
Answers
Students’ own answers.
5
Students use the mix-and-match grid and the questions provided to write a blog about
presents they have bought while on holiday for their friends and family. Students should aim
to incude all the tenses in their work (present, past and future or conditional) as well as a
good variety of declined adjectives in their descriptions.
Answers
Students’ own answers.
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Teacher notes and answers
3.2d Das passt dir perfekt!
Pages: 124–125
Level of difficulty: Unterwegs
Objectives:



Buy and return clothes
Direct object pronouns in the accusative
Additional objective: circumlocution
Audio files needed:
3.2d.2
1
As a starter activity, ask students to work in pairs to gist read the quiz and start thinking about
which fashion type they are, according to the key (A–D). Hold a class session to see which
group most students fall into, and gather a variety of justifications for each one together. Then
discuss whether students agree with the four categories or not, and if not, which other
categories they could suggest.
Students read the quiz in more detail and select the correct words (A–J) to fill each gap (1–8),
bearing in mind that there are two distractors in the box.
Answers
1F
2C
3H
4B
5J
6G
7A
8E
Extra activity
Students can then complete the quiz individually and see if they agree with the result.
Machen Sie das Quiz. Sind Sie mit dem Resultat einverstanden?
Answers
Students’ own answers.
2
Reading skills. Make sure that students know what the multiple-choice questions mean, by
going through all six questions with them, eliciting what type of phrases they might expect to
hear and which register is likely to be used. Students listen to Frau Tobias in the clothes shop
and select the correct answer option for each question. The track should be played twice.
Answers
1B
2B
3A
4C
5A
6D
3
Ask students to look at D1 in the Grammar section where direct object pronouns in the
accusative are covered. Students then write the sentences, replacing the noun given in
brackets with its appropriate pronoun.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
Answers
1 sie
2 ihn
3 es
4 sie
5 ihn
6 mich
7 dich
8 uns
Strategy
Circumlocution is a particularly useful strategy in role plays as students have less control over
what they talk about, so may need to venture into unfamiliar territory in terms of vocabulary.
Discuss with students how they can manage when they are put on the spot but cannot
remember a particular word or phrase. You could practise this by giving them a list of words
related to the topic, and getting them to come up with a way to describe them without using
the words themselves. For example: umtauschen – Ich möchte den Rock zurückgeben und
einen Neuen bekommen.
4a
Speaking skills. Students work in pairs to carry out a role play in a clothes shop, asking to buy
and return an item. In this role play, students should respond appropriately to the questions,
using the Sie register and using the strategy technique to:





use the conditional tense to explain what they would like to buy
give their opinion on an item shown to them
give their opinion on the selected item, after trying it on
use the conditional tense to explain that they would like to exchange an item
give an explanation as to what the problem with the item is, possibly incorporating the
past tense.
Students should regularly justify their opinions throughout the role play.
Circulate in the class, listening to the various role plays, before picking a couple of good
examples to be demonstrated to the rest of the class.
If using this task for assessment purposes, each answer is worth either 0, 1 or 2 points, giving
a total mark out of 10. Refer to the specimen mark schemes on the Cambridge International
website.
4b
Students swap roles and repeat the task.
Answers
Students’ own answers.
5
Writing skills. Students write 130–140 words in a blog to describe a visit to a clothes shop.
For this question, students should give opinions and justifications, and qualify their
descriptions using comparatives and zu as they:





use the imperfect tense to describe what they wanted to buy and why
use the perfect tense to describe what they tried on but did not buy, and why
use the perfect tense to describe what they eventually bought, and why
describe something they returned to the shop, giving reasons for this
use the future or conditional tense to describe what they will buy in the future, and why.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
Students should regularly justify their opinions throughout the blog.
If time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 10 for completion, 10 for range and 8
for accuracy, giving a total mark out of 28. Refer to the specimen mark schemes on the
Cambridge International website.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.3 Public services
3.3a Bank und Geldwechsel
Pages: 126–127
Level of difficulty: Einsteigen
Objectives:



Talk about money exchange
Cardinal numbers
Additional objective: phonics eu
Audio files needed:
3.3a.2 and 3.3a.4
1a
Matching exercise. Make sure students are familiar with the vocabulary for the pictures
(banks and changing money) before they start this exercise, by using the key words from the
eight sentences to give them a choice of pictures to select: Ein Geldautomat. Ist das Bild E
oder Bild H? Next ask a series of questions where students repeat the correct picture from a
choice of two: Ist Bild A ein Portemonnaie oder Euro? Students can then work in pairs to take
over the asking and naming of the pictures: Was ist Bild D? Welches Bild ist die
Wechselstube?
Students match the sentences about changing money (1–8) to the pictures (A–H). Encourage
students to read all the sentences before they begin matching and to start with the ones they
find easiest.
Answers
1G
2B
3F
4C
5E
6H
7A
8D
1b
When students have completed the exercise, ask them to make a list of useful words from the
sentences. They copy these into their vocabulary books and translate them into their own
language.
Answers
Students’ own answers.
2a
Students should be familiar with the vocabulary for the pictures from exercise 1 but run
through them once as a warm-up activity. Students listen to six people talking about money
situations and match each speaker with the correct picture (A–H). There are two distractors
(D and G). The track should be played twice.
Answers
1H
2F
3E
4A
5B
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
2b
Students listen again and note down the amount and the currency mentioned by each
speaker. Allow access to the transcript, if needed, for help with this.
Answers
1 455 Euro
2 84 Euro
3 250 Euro
4 66 Franken
5 150 Euro
6 55 Euro
3a
Ask students to look at I1 in the Grammar section where cardinal numbers are covered.
Students then work out the sums and write their answers in full.
Answers
1
2
3
4
einundsechzig
neunzig
hunderteinundneunzig
siebenhundertneunundneunzig
5
6
7
8
dreihundertachtzehn
answer depends on student
answer depends on student
depends
3b
When students have completed the exercise, ask them to write five sums using the same
format as exercise 3a for their partner to solve.
Answers
Students’ own answers.
4a
Students look at the sentence which has been written without spacing between the words and
listen to it being spoken. They separate the words, focusing on the eu sounds they hear. They
repeat the sentence three times, checking pronunciation by listening again to the passage.
They translate the sentence into their own language and learn it by heart.
Answers
Eugen war zu Neujahr mit seiner neuen Freundin in Neustadt und kennt seit heute neue,
gastfreundliche, schlaue Leute.
(Eugen was with his new girlfriend in Neustadt at New Year and has known since today new,
hospitable, clever people.)
4b
Students work with a partner to say the sentence. If necessary, they could practise by
listening to and repeating the original passage. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they
have made a mistake, and then correct them. The winner is the first student to say the whole
sentence correctly.
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Teacher notes and answers
5a
Students carry out a role play in a bureau de change in pairs, using the sums in the box to
help them. Demonstrate the role play first, using the sums in the dialogue, with a volunteer so
students can see which elements they will need to adapt, i.e. the underlined phrases.
Students then work in pairs to practise the dialogue as set.
5b
Once they are confident with the format, students can first work individually to come up with
their own alternatives for the underlined phrases, and then work in pairs to carry out the role
play. At the end, ask a couple of pairs to demonstrate their role play to the class, who should
note in their own language, how much money was exchanged and which currencies.
Answers
A: Guten Tag! Ja, bitte?
B: Guten Tag, ich möchte Geld umtauschen. Ich habe Dollar, aber ich brauche Euro.
A: Gerne!
B: Ich bekomme 255 Euro, oder?
A: Tut mir leid. Sie bekommen für diese Summe nur 245 Euro.
B: Das ist in Ordnung.
A: Gerne. Möchten Sie 100-Euro-, 50-Euro- oder 10-Euro-Scheine?
B: 50-Euro-Scheine und 5-Euro-Scheine, bitte.
A: Gerne, hier, bitte.
B: Danke, auf Wiedersehen.
6
Students write two dialogues based on the scenarios given: looking for a bank/bureau de
change and changing money at the bank/bureau de change. Students can use the mix-andmatch grid to help them work out their dialogues. They can then work with a partner to role
play the scenarios.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.3b Kommunikationsmittel im Alltag
Pages: 128–129
Level of difficulty: Abfliegen
Objectives:



Talk about communicating by post, internet or telephone
Relative pronouns (all cases)
Additional objective: listen to native speakers regularly by replaying audio
Audio files needed:
3.3b.2
1
Reading skills. As a starter activity, remind students of the key vocabulary for communication
forms. Students can then read the blog in pairs, using a dictionary to help them with any
vocabulary they do not know and cannot work out from the context, cognates or compound
parts. Hold a class session with a series of questions, focusing on the descriptions which
appear in the blog: Wo findet man das beste Internet? Was funktioniert manchmal nicht so
gut? Warum?
Students read the blog individually and check understanding of the multipe-choice questions
before selecting the correct answers for the six questions.
Answers
1B
2A
3C
4B
5B
6C
Extra activity
When students have completed the exercise, ask them to note down in their vocabulary
books any useful words and expressions from the blog as well as the multiple-choice
questions. They also write down the meanings in their own language.
Welche Wörter finden Sie besonders nützlich und wichtig im Blog und in den Fragen?
Kopieren Sie sie und übersetzen Sie sie in Ihre Sprache.
Answers
Students’ own answers.
2
As a starter activity, ask students to read the sentences (1–8) about Karolina’s
communication problems to ensure the key vocabulary is consolidated and students are
familiar with the sentences they need to correct. They then listen to Karolina describing her
communication problems and correct the error in each sentence. The track should be played
twice.
Answers
1
2
3
4
weniger mehr
in der Stadt in dem Dorf
Sprachnachrichten SMS
gechattet. telefoniert
5
6
7
8
eine E-mail einen Brief
viele wenige/ein paar
Klassenzimmer Computerzimmer
mit ihrer Mutter mit ihren Freunden
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3a
Ask students to look at D4 in the Grammar section where relative pronouns are covered.
Students then complete the gaps in the sentences using the words from the box.
Answers
1
2
3
4
die
der
das
dessen
5
6
7
8
den
dem
die
den
3b
Students listen to the passage from exercise 2 again and write down three sentences which
use relative pronouns. They should translate them into their own language.
Answers
Das Internet, das sie dort hatten, war zu langsam. (The internet which they had there was too
slow.)
Sie hat bei meiner Gastfamilie, die sehr nett war, angerufen. (She rang my host family, who
were very nice.)
... dort gibt es ein kleines Computerzimmer, das alte Laptops hatte. (… there is a small
computer room, which had old laptops.)
Strategy
The strategy here is to encourage students to listen to recordings which are suitable for their
level, i.e. recordings for learners of German. They should listen to them several times, identify
new words in the audio and check for meaning in a dictionary or with you. If a transcript is
available, it will help them to clarify meaning, but they should remember that reading and
listening involve different skills and therefore it is advisable not to read the transcript and
listen to the audio at the same time.
4
Speaking skills. Students work in pairs to ask and answer five questions about
communication and using the internet at the library (or other public space). Encourage them
to answer each question, but then also to include an additional detail in each answer, using
connectives, declined adjectives, relative clauses and a variety of verbs. Point out that they
can use the mix-and-match grid to help them, as well as find ideas in the reading text and
other exercises. For this conversation, students should:


give a couple of reasons why a library is useful for when they work on a laptop

use the past tense to say how they have communicated recently the most: post, internet,
mobile phone, and why

use the future tense to say how often they will use the internet in the library in future, and
why

give advice on how to stay safe online when using technology in public spaces, such as
the station and café.
express some disadvantages of using the internet in the library, such as security
concerns
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
Students should regularly justify their opinions throughout the conversation.
If using this task for assessment purposes, mark out of 15, using the specimen mark
schemes on the Cambridge International website.
Answers
Students’ own answers.
5
Writing skills. Students write 80–90 words to describe how they communicate, ensuring they
answer the four bullet points provided. It can be useful to go through the mark scheme with
students before they begin writing so that they know exactly what they need to include.
Remind them that they can use their answers to the speaking activity and the mix-and-match
grid to help them. When they have finished, remind them to check grammar and spelling, and
in particular the gender of words and verb endings. For this question, students should:



describe which tools they use to communicate with

use the future tense to explain why they will use new technology to communicate in
future.
say why they do not like using other tools, justifying their choices
use the past tense to say who they have most recently communicated with and what
about
If time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 12, using the specimen mark
schemes on the Cambridge International website.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.3c Verloren und gefunden
Pages: 130–131
Level of difficulty: Unterwegs
Objectives:


Talk about what you have lost and found
Accusative pronouns with the perfect tense
Audio files needed:
3.3c.2
1a
Hold a class brainstorming session to elicit any items the class have lost, where they lost
them and what they did to get them back. You can also ask how they felt when they lost the
item. Go through the sentences (1–8) with the class, checking meaning, before asking
students to read Heike’s blog with the help of a dictionary, if necessary, and identify the four
true sentences.
Answers
True sentences: 1, 3, 4, 8
1b
When students have completed the exercise, ask them to correct the false sentences.
Answers
2
5
6
7
ohne Hilfe nie
die Webseite das Fundbüro
wochenlang drei Tage
nie nach drei Tagen
2
Listening skills. Make sure that students know what the three sets of sentences (A–E) mean
and go through all the sentences with them, eliciting what type of conversation they might
expect to hear in the recording. Students listen to Katharina talking about losing and finding
items, and select the two correct sentences for each section. The track should be played
twice.
Answers
1 C, D
2 A, D
3 C, E
3
Ask students to look at D1 and F3 in the Grammar section where accusative pronouns and
the perfect tense are covered. Students order the sentences by rearranging the words,
starting with the underlined one each time.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
Answers
1
2
3
4
5
6
7
8
Gestern habe ich ihn lange gesucht.
Hast du es dem Besitzer nicht zurückgegeben?
Vorgestern hat sie es ins Fundbüro gebracht.
Vor sechs Monaten hat Tamara ihn verloren.
Nach einer Stunde hat er ihn wieder gefunden.
Sie hat es gleich im Fundbüro gemeldet.
Der Finder hat ihn nach drei Tagen im Fundbüro abgegeben.
Er hat es drei Wochen lang gesucht.
Extra activity
For further practice of the grammar point, copy the following sentences on the board and ask
students to replace the underlined words with the correct accusative pronoun, from a choice
of three. You might like to leave the choice free, with students changing the nouns
themselves.
Wählen Sie das richtige Wort. / Ersetzen Sie die unterstrichenen Nomen durch
Akkusativpronomen.
1 Ich habe gestern meinen Ausweis irgendwo in der Stadt verloren. (euch / ihn / sie)
2 Meine Mutter hat ihren Schirm am Bahnsteig vergessen. (ihn / sie / uns)
3 Mein Bruder hat eine Geldbörse in der S-Bahn gefunden. (es / sie / euch)
4 Mein Bruder hat sein Snowboard am Flughafen liegen lassen. (es / ihn / sie)
5 Sebastian hat seine Schlüssel verloren und wiedergefunden. (es / sie / euch)
6 Der Besitzer hat es für Klara und mich geholt. (es / ihn / uns)
7 Ich muss das Passbild und die Dokumente holen. (euch / ihn / sie)
8 Sarah weiß nicht, wo ihr Hund ist. Sie hat ihren Hund verloren. (es / sie / ihn)
Answers
1 ihn
2 ihn
3 sie
4 es
5 sie
6 uns
7 sie
8 ihn
4a
Speaking skills. Students work in pairs to carry out a formal role play at the lost property
office. In this role play, students should:





explain what they have lost
use the past tense to explain precisely where and when they lost it
give a detailed description of the item: size, colour, material, condition, value
give their address and telephone number, spelling any awkward place names
use the future tense to explain what else they will do in order to retrieve the item.
Students should regularly justify their opinions throughout the role play.
Circulate in the class, listening to the various role plays, before picking a couple of good
examples to be demonstrated to the rest of the class.
If using this task for assessment purposes, each answer is worth either 0, 1 or 2 points, giving
a total mark out of 10. Refer to the specimen mark schemes on the Cambridge International
website.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
4b
Students swap roles and repeat the task.
Answers
Students’ own answers.
5
Students write a blog about an item of importance that they have lost. Encourage them to use
a wide range of vocabulary from this spread as well as the rest of the unit, and to use a
variety of verbs in their writing. Students should use the bullet points to help structure their
writing. They should aim to go beyond the minimum, making sure they incorporate the
present, past and future tenses in their writing. Encourage students to include pronouns to
avoid repeating nouns in their work.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.4 Natural environment
3.4a Die Umwelt schützen
Pages: 132–133
Level of difficulty: Einsteigen
Objectives:



Describe what you do to help the environment
Negative: nicht(s), niemand, nie, kein
Additional objective: phonics st and sp
Audio files needed:
3.4a.2 and 3.4a.4
1a
Matching exercise. Make sure students are familiar with the vocabulary for the pictures
(environmentally friendly actions) before they start this exercise by using the key words from
the eight sentences in the leaflet to hold a class question session: Ich recycle. Ist das Bild B
oder Bild E? Students can work in pairs to ask about and name the eight actions: Ich fahre
mit der U-Bahn. Welches Bild ist das?
Students can then match the sentences about how Rita helps the environment (1–8) to the
pictures (A–H). Encourage students to read all the sentences before they begin matching and
to start with the ones they find easiest.
Answers
1D
2H
3E
4F
5G
6C
7A
8B
1b
When students have completed the exercise, ask them to copy the underlined expressions
from Rita’s leaflet and write the meanings in their own language.
Answers
Ich mache meinen Computer am Abend immer aus. (I always switch my computer off in the
evening.)
Das spart Energie. (That saves energy.)
Das ist umweltfreundlich. (That is environmentally friendly.)
2a
Check that students understand the eight sentences by asking them to work in pairs with a
dictionary, if necessary. Point out the compound nouns in the sentences and remind students
how to break these words down into their separate parts to find the meaning. Students then
listen to Simon talking about how he helps the environment and identify the five true
sentences. The track should be played twice.
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Teacher notes and answers
Answers
True sentences: 1, 2, 6, 7, 8
2b
Students listen again to the passage and identify which pictures (A–H) from exercise 1 match
the actions that Simon does not do.
Answers
C, E, G
3a
Ask students to look at G4 in the Grammar section where negatives are covered. Students
then select the correct word for each sentence from a choice of two each time.
Answers
1
2
3
4
niemand
nicht
kein
nichts
5
6
7
8
nie
keine
nichts
nie
3b
Students read Rita’s leaflet in exercise 1 again and find three sentences which use a negative
form. They copy these and write the meanings in their own language.
Answers
(any three)
Wir haben keinen Container für Plastik in unserem Dorf. (We do not have a container for
plastic in our village.)
Es gibt leider nichts für Elektrogeräte. (Unfortunately, there is nothing for electrical devices.)
Er [der Computer] ist nicht auf Standby. (It [the computer] is not on stand-by.)
Ich benutze im Geschäft normalerweise nie Plastiktüten. (I normally never use plastic bags in
shops.)
Meine Eltern wollen kein Auto kaufen. (My parents do not want to buy a car.)
In meiner Familie isst niemand Fleischprodukte. (In my family, nobody eats meat products.)
4a
Students look at the sentence which has been written without spacing between the words and
listen to it being spoken. They separate the words, focusing on the st and sp sounds they
hear. They repeat the sentence three times, checking pronunciation by listening again to the
passage. They translate the sentence into their own language and learn it by heart.
Answers
Ein Stachelschwein mit spitzigen Stacheln spielt spät abends hinter dem Stein, hat das
Schwein keine Stacheln, so ist es kein Stachelschwein.
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(A porcupine with sharp spikes plays late in the evening behind the stone, if the hog doesn’t
have any spikes, it is not a porcupine.)
4b
Students work with a partner to say the sentence. If necessary, they could practise by
listening to and repeating the original passage. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they
have made a mistake, and then correct them. The winner is the first student to say the whole
sentence correctly.
5
Students use Rita’s blog from exercise 1 to help them write a list of their priorities as regards
helping the environment. They write seven sentences in rank order, using the example to help
them. Encourage students to include examples of the negative in their writing. They could
also use the mix-and-match grid at the bottom of the page to help them with their sentence
construction.
Answers
Students’ own answers.
6
Students work with a partner and compare their list of priorities from exercise 5. If
appropriate, hold a class session to elicit the top seven priorities for the whole class, using the
mix-and-match grid for support.
Answers
Students’ own answers.
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Teacher notes and answers
3.4b Nationalparks – wie wichtig sind sie?
Pages: 134–135
Level of difficulty: Abfliegen
Objectives:



Talk about national parks and their importance
Indefinite pronouns: jemand, etwas, nichts, man
Additional objective: when you give a piece of information, back it up with extra details
whenever possible
Audio files needed:
3.4b.2
1
Reading skills. Ask the class what they know about national parks both in their own country
and German-speaking countries, and if their knowledge is limited, ask them to research it
online, before discussing Oliver’s blog about his work in a national park.
Students read the blog, either individually, in pairs or as a class. They could use this to
practise their German pronunciation, if they read the blog out loud. Students then read the
comprehension questions, checking they understand any question words and how much
information is required each time, as indicated by the number of marks available. Students
then answer the questions in German. Remind them they do not need to answer in full
sentences, but they should check their answers at the end to make sure what they have
written makes sense.
Answers
1
2
3
4
5
6
7
8
Wien
16
nirgends
(any two) Leute aus der Region / Schulkinder / Klassen / Schüler(innen)
von seinen Kollegen
das Reiten
alle
ruhig / entspannt
2a
Go through the statement beginnings (1–8) to establish meaning and for students to say what
sort of ending might be expected for each. Ask them to read the sentence endings and to
start thinking about matches which might or definitely do not work. Students listen to a report
about Diemtigtal National Park and join the sentence halves to make eight sentences. Four
sentence endings are not needed. The track should be played twice.
Answers
1D
2J
3A
4K
5G
6E
7L
8I
B, C, F and H are distractors
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2b
When students have completed the exercise, ask them to listen to the passage again and
make notes in German on the three bullet points provided.
Answers
Aussicht: sehr schön/unglaublich
Länge einer Wanderung: 24 Stunden
was man im Naturpark lernen kann: über die Tierarten und die Bäume
3
Ask students to look at D6 in the Grammar section where indefinite pronouns are covered.
Students then complete sentences by choosing the correct word from the box for each gap.
Answers
1
2
3
4
5
6
7
8
jemand
nichts
man
etwas
jemand
nichts
etwas
man
4
Speaking skills. Students work in pairs to ask and answer five questions about national parks.
Point out that they can use the mix-and-match grid to help them, as well as find ideas in the
reading text and other exercises on this spread. For this conversation, students should:



describe a national park in their country or at least a well-known recreation area


reflect on why national parks are often good and interesting places for teenagers
give examples of what sort of activities can be done there
use the past tense to talk about the last time they were there, and explain why they liked /
disliked it
use the future or conditional tense to explain what can be done to make them even more
interesting for teenagers, by giving examples.
Students should regularly justify their opinions throughout the conversation.
If using this task for assessment purposes, mark out of 15, using the specimen mark scheme
on the Cambridge International website.
Answers
Students’ own answers.
5
Students write a blog about a visit to a national park, mentioning the aspects given in the four
bullet points. Students can answer them either factually (if they have been to a national park)
or with fictional information, if they have not visited a national park themselves. Remind
students they need to address each of the bullet points and they should recycle language and
grammar, as well as use the mix-and-match grid for support. Encourage students to include a
variety of adjectives, adverbs, tenses and negatives to add interest to their writing.
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Teacher notes and answers
Answers
Students’ own answers.
Strategy
The strategy focus here is that when students give a piece of information, they should back it
up with extra details whenever possible. This can be practised in both the writing and
speaking activities on this spread. In particular, students need to justify their opinion, e.g.
about whether the park is useful, interesting to teenagers and by explaining why they like it or
don’t like it.
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Teacher notes and answers
3.4c Umweltprobleme
Pages: 136–137
Level of difficulty: Unterwegs
Objectives:


Talk about environmental problems and possible solutions
Genitive singular
Audio files needed:
3.4c.2
1a
As a starter activity, write Umweltprobleme on the board and hold a class brainstorming
session of ideas which could come under this heading. For categories, you could use
adjectives, verbs, nouns and then ask students to come up with any useful vocabulary they
already know. As they read the article, they can add to each category, as well as adding any
more they think of as they work. Students read the article and note whether the eight
statements are R (correct), F (false) or NA (not given).
Answers
1
2
3
4
R
R
F gebrauchte Kleidung keine Kleidung
F nicht
5
6
7
8
NA
F sammelt Geld hat Geld gegeben
R
R
1b
When students have completed the exercise, ask them to copy the underlined terms in the
article. They also write down the meanings in their own language and learn them. Students
could also correct the false statements for further reinforcement.
Answers
saurer Regen (acid rain), Überschwemmungen (floods), Erderwärmung (global warming),
Regenwälder (rainforests), Verkehrsstaus (traffic jams), umweltbewusster (more
environmentally friendly), retten (to save)
2
Listening skills. Make sure that students know what the three sets of sentences (A–E) mean
and go through all the sentences with them, eliciting what type of words they might expect to
hear in the recording. Students listen to Frau Mayer talking about environmental protection in
schools and select the two correct sentences for each section. The track should be played
twice.
Answers
1 B, C
2 A, D
3 D, E
Extra activity
Students listen to the interview again and answer the following questons in German, either
written on the board or orally.
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Hören Sie sich das Interview noch einmal an. Beantworten Sie die Fragen auf Deutsch.
1 Wer muss beim Verkehrsprojekt noch besser kooperieren?
2 Warum interessieren sich manche Schüler/innen besonders für die Themen, die die
Expertin mit ihnen bespricht?
3 Welches Material gibt es in der Schule, die einen Preis bekommen hat, nicht mehr?
4 Wer hat in der ausgezeichneten Schule zusammengearbeitet?
Answers
1
2
3
4
einige Eltern
sie haben Angst um die Umwelt
Plastik
Schüler/innen, Lehrpersonen und Eltern
3
Ask students to look at A6 in the Grammar section where the genitive singular is covered.
Students complete the sentences by changing the word given in brackets each time into its
genitive singular form.
Answers
1
2
3
4
der Umwelt
des Projekts
des Sonnenkollektors
des Umweltvereins
5
6
7
8
des Verkehrs
des Papiers
des Energieverbrauchs
der Schulgemeinschaft
Extra activity
When students have completed the exercise, ask them to re-read the article in exercise 1 and
find three sentences with the genitive singular form. Students copy the sentences into their
vocabulary books and translate them into their own language.
Lesen Sie den Artikel in Übung 1 noch einmal und finden Sie drei Sätze mit Genitivformen.
Kopieren Sie sie und übersetzen Sie die Sätze in Ihre Sprache.
Answers
Die Zerstörung der Erde bedeutet auch die Zerstörung der Menschheit. (The destruction of
the earth also means the destruction of humankind.)
In unserer Schule haben wir viele Aspekte des Umweltschutzes besprochen, zum Beispiel
die Erderwärmung und die Zerstörung der Regenwälder. (In our school, we discussed many
aspects of environmental protection, for example global warming and the destruction of the
rain forests.)
Das Benutzen der öffentlichen Verkehrsmittel ist auch nötig, denn die Emissionen der
Autos und die Verkehrsstaus sind sehr schädlich. (The use of public transport is also
necessary because the emissions of cars and the traffic jams are very damaging.)
4a
Speaking skills. Students work in pairs to carry out a role play with a friend about
environmental protection in school. In this role play, students should:



provide information about initiatives in their school to protect the environment
use the conditional tense to discuss what their school could do better
use the past tense to say what they have done to help the environment
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Teacher notes and answers

use the future tense to say how they will help the environment better in the future, giving
examples

use third person singular and plural verb forms to describe in some detail what their
friends do to protect the environment.
Students should regularly justify their opinions throughout the role play.
Circulate in the class, listening to the various role plays, before picking a couple of good
examples to be demonstrated to the rest of the class.
If using this task for assessment purposes, each answer is worth either 0, 1 or 2 points, giving
a total mark out of 10. Refer to the specimen mark schemes on the Cambridge International
website.
4b
Students swap roles and repeat the task.
Answers
Students’ own answers.
5
Writing skills. Students write 130–140 words in a blog for the school newspaper about
projects and initiatives at their school to protect the environment, addressing the five bullet
points. For this question, students should:





explain what their school does to protect the environment
say which initiatives they find positive, giving reasons for their opinion
use the past tense to describe previous initiatives run at the school
describe their participation in the projects
use the conditional tense to say what their school could do for the environment in future,
giving reasons for their suggestions.
Students should regularly justify their opinions throughout the blog.
If time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 10 for completion, 10 for range and 8
for accuracy, giving a total mark out of 28. Refer to the specimen mark schemes on the
Cambridge International website.
Answers
Students’ own answers.
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Teacher notes and answers
3.5 Weather
3.5a Wie ist das Wetter?
Pages: 138–139
Level of difficulty: Einsteigen
Objectives:



Describe weather in a German-speaking country
Compass directions
Additional objective: phonics w
Audio files needed:
3.5a.2 and 3.5a.4
1a
Matching exercise. Make sure students are familiar with the vocabulary for the weather
pictures before they start this exercise by using the key words from the eight sentences to ask
questions of the class: Es regnet. Ist das Bild C oder Bild G? Es donnert und blitzt. Welches
Bild ist das? Wie ist das Wetter im Bild A? etc. Students can then continue in pairs doing this
before they match the sentences about the weather (1–8) to the pictures (A–H). Encourage
students to read all the sentences before they begin matching and to start with the ones they
find easiest.
Answers
1C
2F
3H
4B
5D
6A
7G
8E
1b
When students have completed the exercise, ask them to work out whether the underlined
words in the sentences (1–8) are verbs or adjectives. They copy these into two lists.
Answers
Verben: 1 regnet, 5 schneit, 6 blitzt, donnert
Adjektive: 1 regnerisch, 2 sonnig, 3 windig, 4 wolkig, bewölkt, 7 heiß, 8 nebelig
2a
Ask students some questions about the weather in their own country, such as whether it is
raining in the north, snowing in the south, sunny in the east etc. to refresh compass directions
and weather vocabulary from the previous exercise. Ask students to look closely at the
weather map of Austria before they listen, to check they know the words for the different
symbols depicted and the directions which they might hear. The example (for exercise 2b) will
help them see what sort of sentence they are going to hear. They then listen to eight weather
reports and note whether they are R (correct), F (false) or NA (not given), referring to the map
each time. The track should be played twice.
Answers
1F
2R
3F
4 NA
5R
6R
7F
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Teacher notes and answers
2b
When students have completed the exercise, ask them to listen again to the passage and
correct the false statements.
Answers
1
3
7
8
Es ist sonnig in Salzburg. Das ist im Nordwesten.
In Bregenz ist es wolkig. Das ist im Westen.
In Innsbruck ist es kalt und nebelig. Das ist im Westen.
Es ist so warm in Wien wie in Lienz. Wien ist im Nordosten.
3a
Ask students to look at J in the Grammar section where compass directions are covered.
Students then complete the gaps in the sentences by writing the compass directions in full.
Draw their attention to sentences 5, 6 and 8, which use inversion. They can use the mix-andmatch grid in exercise 6 to help with this exercise, if liked.
Answers
1
2
3
4
5
6
7
8
Es ist windig im Norden.
Es ist bewölkt im Süden.
Es ist sonnig im Nordosten.
Es schneit im Südwesten.
Im Westen ist es nebelig.
Im Südosten regnet es.
Es blitzt und donnert im Osten.
Im Nordwesten scheint die Sonne.
3b
When students have completed the exercise, ask them to copy the compass and draw a
symbol to match the sentences (1–8) from exercise 1.
Answers
The compass should be labelled as follows:
N – rain
NO – hot
O – cloud
SO – thunder and lightning
S – wind
SW – fog
W – sun
NW – snow
4a
Students look at the sentence which has been written without spacing between the words and
listen to it being spoken. They separate the words, focusing on the w sounds they hear. They
repeat the sentence three times, checking pronunciation by listening again to the passage.
They translate the sentence into their own language and learn it by heart.
Answers
Das Wetter in Wien ist wirklich windig und wolkig, besonders im Westen.
(The weather in Vienna is really windy and cloudy, particularly in the west.)
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4b
Students work with a partner to say the sentence. If necessary, they could practise by
listening to and repeating the original passage. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they
have made a mistake, and then correct them. The winner is the first student to say the whole
sentence correctly.
5
Students draw a simple compass with a weather symbol for each point. They describe the
weather to their partner who should draw the appropriate symbol on their own compass.
Students check the drawing matches the weather symbol from their partner's description.
They should check with their partner that they understood correctly and then swap roles.
Point out that they can use the mix-and-match grid to help them.
Answers
Students’ own answers.
6
Students research a weather map of a German-speaking country and write five sentences
about the weather, covering the directions given in the bullet points. Encourage re-use of
vocabulary and grammar from this spread, especially from the speaking activity. Students
should use the mix-and-match grid to help them construct their sentences correctly. Point out
that if they want to invert their sentences, they just swap the first two columns around, as
shown.
Answers
Students’ own answers.
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Teacher notes and answers
3.5b Eine Wettervorhersage
Pages: 140–141
Level of difficulty: Abfliegen
Objectives:



Understand and make weather forecasts
Weak nouns
Additional objective: get the general gist first (R, L), then sift out the details you need,
watching out carefully for distractor information
Audio files needed:
3.5b.2
1a
As a starter activity, refresh students’ knowledge of the weather vocabulary by using
flashcards or the pictures from the previous spread to hold a class session.
Students read the three weather reports and identify the correct town B (Berlin), M (München)
and K (Köln) for each statement. Check students understand the sentences (1–8) which they
need to match to a report. Encourage students to use a process of elimination if they get
stuck at any point, and to identify the ones they find easiest first to help narrow their choice.
Answers
1K
2K
3B
4K
5M
6B
7M
8K
1b
When students have completed the exercise, ask them to find the weather expressions in the
reports to note in their vocabulary books. They also write down the meanings in their own
language and learn them.
Answers
Students’ own answers.
2
Check that students understand the multiple-choice questions by asking them to work in
pairs, with a dictionary, if necessary. They should start thinking about what sort of language
they will hear in the context of weather forecasts. Students then listen to two weather
forecasts and select the correct option for the six multiple-choice questions. The track should
be played twice.
Answers
1D
2A
3C
4D
5B
6A
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Teacher notes and answers
Strategy
The strategy focus for this unit is for students to get the general gist first when reading or
listening to a passage, and then sift out the details they need to complete the task, watching
out carefully for distractor information. Go through the following tips with students before they
carry out the listening exercise, making it clear that this strategy also applies to reading tasks:

The first time you read or listen to a text in German, try to get a general idea of what it is
about. Don't make notes straight away — just build an overall impression of the topic or
ideas given.

Go through the text again and try to pick out key words. Use the questions on the
passage/extract as a guide for what you should be listening for.

Remember that the same idea can be expressed in different ways, so watch out for
synonyms, such as wolkig = bewölkt = bedeckt.

Be careful not to fall into traps — don't just write down the first thing you hear or read that
looks relevant or you understand. Check carefully for the whole meaning, particularly if
there are negatives. Words like nicht, ohne and außer can completely change the
meaning of a sentence.

Remember that not everything you read or hear will be relevant to the question. Don't let
yourself be distracted by extra details.
Play the listening text through once and ask students for a brief summary. Then play it again
and ask students to pick out the details to help them answer the questions.
3
Ask students to look at A7 in the Grammar section where weak nouns are covered. Students
then complete the sentences using the correct form — nominative, accusative, dative or
genitive — of the weak noun given in brackets.
Answers
1
2
3
4
Bayern – Nominativ
Kollegen – Dativ
Hasen – Akkusativ
Präsidenten – Genitiv
5
6
7
8
Monarchen – Akkusativ
Elefanten – Akkusativ
Nachbarn – Akkusativ
Franzosen – Dativ
Extra activity
Students re-read the text in exercise 1 and find three examples of weak nouns to copy and
note whether they are in the nominative, accusative, dative or genitive case.
Lesen Sie den Text in Übung 1 noch einmal und finden Sie drei Beispiele von schwachen
Substantiven. Sind sie Nominativ, Akkusativ, Dativ oder Genitiv?
Answers
des Präsidenten – Genitiv
die Bayern – Akkusativ
Bauern – Akkusativ
4
Students write a weather report for Germany, Austria or Switzerland, using the example, the
exercises on the spread and the mix-and-match grid to help them. Students should address
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
the four bullet points in their report and they could illustrate it to produce a class display of
different reports from all corners of the German-speaking world.
Answers
Students’ own answers.
Extra activity
As an extension exercise, students could design a simple map to go with their weather report
but include a number of mistakes. They then swap with a partner who spots the differences
between their partner's text and map.
See also 5b where students present their weather forecast.
Answers
Students’ own answers.
5a
Speaking skills. Students work in pairs to ask and answer five questions about weather.
Encourage them to answer each question, but then also to include an additional detail in each
answer, using connectives and verbs. Point out that they can use the mix-and-match grid to
help them, as well as find ideas in the reading text and other exercises. For this conversation,
students should:





describe the weather today in their area
use the past tense to describe the weather last week in their area
use the past tense to explain when it last snowed in their area
use the future tense to give the weather outlook for next week in their area
give their opinion on the best sort of weather (cold or hot) and justify it.
Students should regularly justify their opinions throughout the conversation.
If using this task for assessment purposes, mark out of 15, using the specimen mark scheme
on the Cambridge International website.
Answers
Students’ own answers.
5b
As as follow-on activity, ask students to present their weather report from exercise 4 to a
group or to the class, preferably speaking unsupported or from notes only.
Answers
Students’ own answers.
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Teacher notes and answers
3.5c Trockenheit und Tornados – der Klimawandel
Pages: 142–143
Level of difficulty: Unterwegs
Objectives:


Learn about weather problems and climate change
Imperfect tense (revision)
Audio files needed:
3.5c.2
1a
Reading skills. As a starter activity, ask students to work in pairs and describe the photo and
discuss the title of the article, before gathering ideas together as to what the students think of
climate change and efforts being made to slow it down. Students read the article and answer
eight questions in German. Remind students to look at the marks given for each question to
make sure they write enough information to secure all the marks. They do not need to answer
in full sentences.
Answers
1
2
3
4
5
6
7
8
(any two) das Abholzen, das Aussterben der Tiere, die Ausbreitung der Wüsten
Überschwemmung / Dürre
eine Reduzierung der Treibhausgase um 80–95% bis zum Jahre 2050
es ist möglich, den Klimawandel zu stoppen
die Erde ist um 1 Grad wärmer geworden / der Meeresspiegel ist um 17 cm gestiegen
beim Ansteigen um 2 Grad
(any one) kälter / Nordamerika und Europa waren unter Eis / Wüsten waren größer
wir produzieren zehnmal so viel CO2-Emissionen wie vor 56 Millionen Jahren / wir
produzieren 40 Billionen Tonnen CO2-Emissionen und vor 56 Millionen Jahren
produzierten wir nur vier Billionen Tonnen
1b
When students have completed the exercise, ask them to copy and complete the table, using
information gathered from the article. As an introduction to the grammar point, ask students to
look at the Vergangenheit column. What tense was used for most of those points in the
article?
Answers
die Luft
die Meere
in der Vergangenheit
jetzt
vor 20.000 Jahren 4 Grad
kälter
vor 56 Millionen Jahren 4
Billionen Tonnen pro Jahr CO2Emissionen
1 Grad wärmer als im Jahr
1901
40 Billionen Tonnen pro Jahr
CO2-Emissionen
Treibhauseffekt
Ansteigen um 17 cm
Schmelzen der Polkappen
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Teacher notes and answers
in der Vergangenheit
jetzt
das Wetter
das Land
vor 20.000 Jahren lagen
Nordamerika und Europa unter
Eis, Wüsten in der südlichen
Hemisphäre
Aussterben der Dinosaurier
Überschwemmungen, Dürre
Heißere Temperaturen, mehr
Stürme und Tornados
Abholzen, Aussterben der
Tiere, Wüsten
2
Check that students understand the eight sentences by asking them to work in pairs, with a
dictionary, if necessary. Point out the compound nouns in the sentences and remind students
how to break these words down into their separate parts to find the meaning. Students then
listen to Hanna, Lukas and Meryem talking about weather problems and identify the correct
speaker for each sentence (1–8). The track should be played twice.
Answers
1
2
3
4
Hanna
Meryem
Hanna
Lukas
5
6
7
8
Lukas
Hanna
Meryem
Lukas
3
Ask students to look at F4 in the Grammar section where the imperfect tense is covered.
Students complete the gaps in eight sentences with imperfect tense verbs, by adapting the
infinitive given in brackets each time.
Answers
1
2
3
4
produzierte
hatten
waren
gab
5
6
7
8
wussten
verbot
entwickelte
zerstörte
4a
Speaking skills. Students work in pairs to carry out a role play about extreme weather they
have experienced (real or imaginary). In this role play, students should:




use the past tense to describe an incident of extreme weather they experienced

suggest what people could do to avoid extreme weather and climate change.
use the past tense to describe what they and others did when it happened
compare it with normal weather patterns in their area
use the future tense to explain what they think will happen to weather patterns in the
future, related to climate change, and justify this opinion
Students should regularly justify their opinions throughout the role play.
Circulate in the class, listening to the various role plays, before picking a couple of good
examples to be demonstrated to the rest of the class.
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Teacher notes and answers
If using this task for assessment purposes, each answer is worth either 0, 1 or 2 points, giving
a total mark out of 10. Refer to the specimen mark schemes on the Cambridge International
website.
4b
Students swap roles and repeat the task.
Answers
Students’ own answers.
5
Reading skills. Students write 130–140 words about extreme weather in answer to the five
bullet points. For this question, students should:

use the past tense to describe an incident of extreme weather in their country or a
German-speaking country, and its consequences




explain the environmental causes of this problem
use the past tense to describe how the weather has changed over the past 100 years
explain whether they think optimistically or pessimistically about climate change
use the future or conditional tense to explain what will happen if we do not address
climate change.
Students should regularly justify their opinions throughout the blog.
If time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 10 for completion, 10 for range and 8
for accuracy, giving a total mark out of 28. Refer to the specimen mark schemes on the
Cambridge International website.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.6 Finding the way
3.6a Wo ist der Bahnhof?
Pages: 144–145
Level of difficulty: Einsteigen
Objectives:



Understand and give place names
Prepositions for where things are (dative); adverbs of place
Additional objective: phonics ä, ö, ü
Audio files needed:
3.6a.2 and 3.6a.4
1a
Read the leaflet about Freiburg with the class, assisting with meaning where needed.
Students could then work in pairs or small groups to list all the buildings in Freiburg and play
a memory game to help learn them:
A: In Freiburg gibt es ein Kino. Was gibt es sonst?
B: In Freiburg gibt es ein Kino und ein Einkaufszentrum. Was gibt es sonst? …
Ask some comprehension questions in the class to make sure students are confident with the
prepositons used to describe position, reminding them of the contracted forms given in the
box: Was ist dem Kino gegenüber? Wo ist das Café? Students then read the leaflet and
match the sentence beginnings (1–6) to the correct endings (A–F).
Answers
1E
2A
3C
4F
5B
6D
1b
When students have completed the exercise, ask them to copy the underlined phrases from
the leaflet, translating them into their own language.
Answers
Hier gibt es viele Sehenswürdigkeiten! (There are many sights here!)
Am Fluß kann man fantastisch spazieren gehen. (You can go for fantastic walks along the
river.)
Auf dem Marktplatz gibt es einen Bäcker. (There is a bakery on the market square.)
2a
Check that students understand the nine sentences by asking them to work in pairs, with a
dictionary if necessary. Students listen to Angela and David talking about Angela’s town and
identify the four true sentences. The track should be played twice.
Answers
True sentences: 2, 3, 8, 9
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Teacher notes and answers
2b
Students listen again to the passage and note the prepositions used.
Answers
seit, mit, hinter, von, in, auf, am, zum
3a
Ask students to look at E2 and E3 in the Grammar section where prepositions of place are
covered. Students then complete the sentences by choosing the correct choice of three
genders each time.
Answers
1 der
2 dem
3 dem
4 der
3b
Ask students to look at C5 in the Grammar section where adverbs of place are covered.
Students then match the antonyms (opposites).
Answers
oben – unten
rechts – links
überall – nirgends
hier – dort
Extra activity
Students read the leaflet in exercise 1 again and make a list of the eight prepositions used,
including contracted forms. They should translate these into their own langauge.
Lesen Sie den Text in Übung 1 noch einmal und machen Sie eine Liste der acht
Präpositionen. Übersetzen Sie sie in Ihre Sprache.
Answers
in/im (in), neben (next to), vor (in front of), gegenüber (opposite), am (at), auf (on), zur (to),
hinter (behind)
4a
Students look at the sentence which has been written without spacing between the words,
and listen to it being spoken. They separate the words, focusing on the ä, ö, ü sounds they
hear. They repeat the sentence three times, checking pronunciation by listening again to the
passage. They translate the sentence into their own language and learn it by heart.
Answers
In Berlin sieht man überall die schönen Berliner Bären, aber in Münster sieht man öfter
Fahrräder.
(In Berlin, you see the beautiful Berlin bears everywhere but in Münster you see bicycles
more often.)
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
4b
Students work with a partner to say the sentence. If necessary, they could practise by
listening to and repeating the original passage. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they
have made a mistake, and then correct them. The winner is the first student to say the whole
sentence correctly.
5
Read the six questions aloud to the class and make sure they understand what each one
means and the sort of language they demand. Students then work in pairs to make dialogues
about their town. Point out that they can use the mix-and-match grid to help them, as well as
find ideas throughout the spread. Encourage students to try and sound as ‘German’ as
possible and to use expression and tone in their dialogues to add interest and authenticity.
Students should try to answer in full sentences. They can use their imaginations; it does not
need to be about a specific town. They should focus on using different prepositions and the
dative case.
Answers
Students’ own answers.
6a
Students write a leaflet about their town and where the main sights are located, using
exercises 1 and 5 to help them, as well as the mix-and-match grid.
Answers
Students’ own answers.
6b
Students underline the prepositions in their leaflet. You could hold a class session to see who
has incorporated the most.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.6b Wohin geht’s?
Pages: 146–147
Level of difficulty: Abfliegen
Objectives:



Understand and give directions
Formal imperative
Additional objective: adapt phrases you already know by heart to help deliver accurate
and authentic language
Audio files needed:
3.6b.2
1a
Directions. As a starter activity, carry out some directions in the classroom, whereby you
direct students to go links, rechts and geradeaus. Use the desks and other props to form
‘roads’ to practise erste/zweite Straße rechts, along with the other directional phrases in the
speech bubbles. Students look at the two maps and decide which speech bubbles (1–8)
match each of the places on the maps, as given in the key (A–H).
Answers
1D
2A
3B
4H
5C
6E
7F
8G
1b
When students have completed the exercise, ask them to note down in their vocabulary
books the six underlined expressions in the speech bubbles. They also write down the
meanings in their own language.
Answers
1
2
4
5
7
nach rechts (to the right), auf Ihrer rechten Seite (on your right-hand side)
geradeaus (straight on)
Sie können es nicht verfehlen (you can’t miss it)
Überqueren Sie den Marktplatz (cross the market square)
über die Brücke (over the bridge)
Extra activity
Once students have completed the exercises, write the words and definitions given below on
the board for students to match.
Verbinden Sie die Wörter (1–6) mit den Definitionen (A–F).
1 Straße
A grüne, gelbe und rote Lichter, die den Verkehr regeln
2 Ampel
B eine Kreuzung, die rund gebaut wurde
3 Kreuzung
C wo Fußgänger über die Straße gehen sollten
4 Brücke
D hilft, über einen Fluss oder eine große Straße zu kommen
5 Zebrastreifen
E wo Autos fahren
6 Kreisverkehr
F wo eine Straße geradeaus geht und eine Straße quer geht
Answers
1E
2A
3F
4D
5C
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Teacher notes and answers
2
Listening skills. Before students hear the recording, ask them to work in pairs and check
understanding of the five place names and directions given. Tell them they will hear Frau
Müller and Herr Özil talking about the town and they should link each of the five places to one
of the directions, bearing in mind that they will not need to use one of the directions. The track
should be played twice.
Answers
1B
2C
3F
4E
5A
3
Ask students to look at F2 in the Grammar section where the formal imperative is covered.
Students look at the pictures (A–H) and write a formal command for each one.
Answers
1
2
3
4
5
6
7
8
Gehen Sie nach links!
Gehen Sie über die Brücke!
Nehmen Sie die erste Straße rechts!
Fahren Sie nach rechts!
Űberqueren Sie den Marktplatz/den Park!
Gehen Sie geradeaus!
Hören Sie zu!
Bleiben Sie stehen!/Halten Sie an!
Extra activity
Once students have completed the exercise, ask them to read the speech bubbles in exercise
1 again and find all the imperative forms. Students should then translate them into their own
language.
Lesen Sie die Sätze in Übung 1 noch einmal und finden Sie die Imperative. Kopieren Sie sie
und übersetzen Sie sie in Ihre Sprache.
Answers
gehen Sie (go), nehmen Sie (take), fahren Sie (go/drive), überqueren Sie (cross)
4a
Speaking skills. Students work in pairs to carry out a formal role play about finding out
information on a town, using the mix-and-match grid for support. Encourage students to adapt
the role play to suit their own town, or to use an imaginary town. In this role play, students
should:



say what there is in their town


use the past tense to say where they went/which route they took yesterday for a jog
give directions to the harbour (or an alternative place as asked for)
use the future or conditional tense to describe what they are going to show the visitor
tomorrow
describe which local routes they find particularly attractive in their town.
Students should regularly justify their opinions throughout the role play.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
Circulate in the class, listening to the various role plays, before picking a couple of good
examples to be demonstrated to the rest of the class.
If using this task for assessment purposes, each answer is worth either 0, 1 or 2 points, giving
a total mark out of 10. Refer to the specimen mark schemes on the Cambridge International
website.
4b
Students repeat the role play, changing roles with their partner.
Answers
Students’ own answers.
Strategy
To encourage students with the strategy of adapting phrases they already know by heart to
help them deliver accurate and authentic language, use the role play activity to reinforce the
importance and effectiveness of adapting language. Students do not always need to come up
with original sentence construction but should rather adapt what they feel confident with from
one topic and use it in another topic.
5
Students write a direction to an adult, using the formal imperative. They should use the
example provided and adapt it to suit their own situation, bearing in mind the strategy from
the previous speaking activity.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.6c Wegbeschreibungen
Pages: 148–149
Level of difficulty: Unterwegs
Objectives:


Understand and give more complicated directions
Dual case prepositions
Audio files needed:
3.6c.2
1
Reading skills. As a starter activity, ask students to work in pairs and firstly read the four
speech bubbles to check understanding, using a dictionary for support if necessary. Hold a
class brainstorming session to check comprehension, and ask some general questions: Wer
möchte eine Bahnreise machen? Wer möchte einen Brief schicken?
Then ask students to read the six descriptions of directions the people have received, looking
out for any links to the four speech bubbles they have just read. After an initial gist reading,
students could concentrate on one of the descriptions, and see if they can find any immediate
links and key words. Then they can do a more detailed read, associating each speech bubble
(A–D) closer to a suitable description (1–6). On a final reading, students can either accept
their choice or rethink it. Point out to students there are two descriptions which are there as
distractors (3 and 5), so will not match any of the speech bubbles.
Answers
A
6
B
1
C
4
D
2
2
Check that students understand the eight sentences by asking them to work in pairs, with a
dictionary if necessary. Students listen to three people giving directions and identify if the
eight statements are R (correct) or F (false). The track should be played twice.
Answers
1F
2R
3R
4F
5R
6F
7R
8F
Extra activity
Students listen again to the passage and correct the false statements.
Answers
1
4
6
8
Supermarkt Stadttheater
erste zweite
neben gegenüber
durch den Park gehen am Park vorbeigehen
Extra activity
When students have completed the exercises, ask them to listen again and note the
prepositions they hear. They should also note whether they take the dative or the accusative
case.
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Teacher notes and answers
Hören Sie sich die Wegbeschreibungen noch einmal an. Machen Sie eine Liste der
Präpositionen. Schreiben Sie + Dativ oder + Akkusativ.
Answers
am Museum vorbei (Dat.)
am Stadttheater vorbei (Dat.)
an eine Ampel (Akk.)
an der Ampel (Dat.)
über die Brücke (Akk.)
auf Ihrer rechten Seite (Dat.)
bis zum Marktplatz (Dat.)
über den Marktplatz (Akk.)
am Park vorbei (Dat.)
am Ende der Straße (Dat.)
3a
Ask students to look at F3 in the Grammar section where dual case prepositions are covered.
Students identify whether the prepositions in the eight sentences use the accusative or dative
case, by looking at the case of the noun each time.
Answers
1
2
3
4
Akkusativ
Akkusativ
Dativ
Dativ
5
6
7
8
Dativ
Dativ
Dativ
Akkusativ
3b
Students look at F3 in the Grammar section again and complete the directions, using the
correct case after the preposition each time.
Answers
1
2
3
4
der
den
der
der
5
6
7
8
die
dem
der
die
4
Speaking skills. Students work in pairs to ask and answer five questions about directions. For
this conversation, students should:

give a short description of their journey to school, stating the means of transport and
some directions



give a description of the landmarks they pass, using an + dative correctly
use the past tense to describe a walk they did last weekend, including descriptions
use the the future tense to explain where they will go next weekend, including an opinion
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Teacher notes and answers

describe the routes in their town that they find beautiful using gern and including a reason
such as: the route is easy / fast / idyllic / quiet / relaxing, you see …, you can do
something (e.g. shopping) on the way.
Students should regularly justify their opinions throughout the conversation.
If using this task for assessment purposes, mark out of 15, using the specimen mark scheme
on the Cambridge International website.
Answers
Students’ own answers.
5
Writing skills. Students write 130–40 words about journeys in answer to the five bullet points.
For this question, students should:

write a short description of their journey to school, stating the means of transport and
some directions



write a description of the landmarks they pass, using an + dative correctly

use comparatives and superlatives to explain what they most and least like about their
journey to school.
use the past tense to describe a problem they encountered on their journey last month
use the future or conditional tense to explain where they would like to go tomorrow after
school
Students should regularly justify their opinions throughout the article.
If time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 10 for completion, 10 for range and 8
for accuracy, giving a total mark out of 28. Refer to the specimen mark schemes on the
Cambridge International website.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.7 Travel and transport
3.7a Wie kommst du dahin?
Pages: 150–151
Level of difficulty: Einsteigen
Objectives:



Learn about different modes of transport
Modal adverbs (sehr, ziemlich, viel, wenig, ein bisschen)
Phonics: ö and o
Audio files needed:
3.7a.2 and 3.7a.4
1a
Matching exercise. Make sure students are familiar with the vocabulary for the pictures
(modes of transport) before they start this exercise by using the key words from the eight
sentences to ask questions of the class: Ich gehe zu Fuß. Welches Bild ist das? Ich fahre mit
dem Auto. Ist das Bild A oder Bild C? Bild F: welches Verkehrsmittel benutzt du? etc.
Students can then continue doing this in pairs, before they match the sentences about modes
of transport (1–8) to the pictures (A–H). Encourage students to read all the sentences before
they begin matching and to start with the ones they find easiest.
Answers
1D
2F
3C
4G
5A
6H
7E
8B
1b
When students have completed the exercise, ask them to note down in their vocabulary
books the words for the various modes of transport. They also write down the meanings in
their own language and learn them.
Answers
Bus (bus), Wagen/Auto (car), Rad (bike), Straßenbahn (tram), U-Bahn (underground), Zug
(train)
2
Ask students to copy the table into their books and make sure they understand what they
have to listen for, recapping the modes of transport from exercise 1, if necessary. Students
listen to Marco talking about the modes of transport he uses. Students complete the table
with the appropriate details. Although one detail would be sufficient for the final column, there
are alternatives for 4 and 5, so you might like to differentiate by asking students to provide
one detail, or more if possible, for these. The track should be played twice.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
Answers
Verkehrsmittel
Wohin?
Wie oft?
Details
1 zu Fuß
Schule
ziemlich
im Winter
2 Fahrrad
Schule
sehr
im Sommer
3 Auto
Urlaub
(Spanien)
Urlaub
(Spanien)
Großeltern
nicht sehr
viel zu weit
sehr
sehr spannend/viel schneller
nicht sehr/ab
und zu
ein bisschen langweilig/wenig
Platz für das Gepäck
4 Flugzeug
5 Zug
3a
Ask students to look at B10 in the Grammar section where modal adverbs are covered.
Students then choose the correct multiple-choice options for the sentences.
Answers
1
2
3
4
viel
wenig
sehr
ziemlich
5
6
7
8
viel
wenig
ziemlich
bisschen
3b
Students read the sentences in exercise 1 again and find the modal adverbs. They copy
these and translate them into their own language.
Answers
1
2
3
4
5
6
7
8
viel Zeit (a lot of time)
ein bisschen später (a bit later)
ziemlich oft (quite often)
sehr weit weg (very far away)
wenig Geld (little money)
nicht sehr oft ... viel zu weit weg (not very often … much too far away)
ziemlich schnell (quite fast)
relativ oft (relatively often)
4a
Students look at the sentence which has been written without spacing between the words,
and listen to it being spoken. They separate the words, focusing on the ö and o sounds they
hear. They repeat the sentence three times, checking pronunciation by listening again to the
passage. They translate the sentence into their own language and learn it by heart.
Answers
Bodo hört einen großen fröhlichen Vogel im Bahnhof in Köln, aber seine Töchter können
größere Vögel in Österreich hören.
(Bodo hears a big cheerful bird in the station in Cologne but his daughters can hear bigger
birds in Austria.)
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Teacher notes and answers
4b
Students work with a partner to say the sentence. If necessary, they could practise by
listening to and repeating the original passage. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they
have made a mistake, and correct them. The winner is the first student to say the whole
sentence correctly.
5
Students hold a class survey on the modes of transport they use for certain journeys. Ask
them to copy the five questions they need to ask from the mix-and-match grid and then
circulate in the class asking and answering the questions and noting the answers. At the end,
hold a class session to elicit the most popular mode of transport for each of the journeys
asked about.
Answers
Students’ own answers.
6
Students write 6–10 sentences on the results of their class survey from the speaking activity.
They should include modal adverbs and refer to the mix-and-match grid as well as the
example answer for support. Encourage students to check their word order and spelling,
using the textbook and their own word list to help.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
3.7b Einsteigen, bitte!
Pages: 152–153
Level of difficulty: Abfliegen
Objectives:



Learn about public transport
Prepositions (round-up)
Additional objective: ask and answer questions; practise question forms and predict
likely questions
Audio files needed:
3.7b.2
1
Reading skills. As a starter activity, ask students to work in pairs and firstly read the four
speech bubbles to check understanding, using a dictionary for support if necessary. Hold a
class brainstorming session to check comprehension, and ask some general questions: Wer
wird die öfffentlichen Verkehrsmittel benutzen? Wer hat einen Treffpunkt am Bahnhof?
Then ask students to read the leaflet giving information abut six ticket types, looking out for
any links to the four speech bubbles they have just read. After an initial gist reading, students
could concentrate on one of the ticket types, and see if they can find any immediate links.
Then they can do a more detailed read, associating each speech bubble (A–D) closer to a
suitable ticket (1–6). On a final reading, students can either accept their choice or rethink it.
Point out to students there are two ticket types which are there as distractors (2 and 5), so will
not match to any of the speech bubbles.
Answers
A
B
4
3
C
D
1
6
Extra activity
When students have completed the exercise, write the following definitions on the board and
ask them to choose a word in bold from the second part of the leaflet to match each one.
Students could then have a go at making up their own definitions for their partner to work out.
Lesen Sie den zweiten Teil des Informationsblattes. Welches fettgedruckte Wort passt zu
jeder Definition?
1 Hier können Sie in Ruhe Platz nehmen, wenn der Zug Verspätung hat.
2 Hier bekommen Sie Informationen über die Abfahrts- und Ankunftszeiten der Züge.
3 Hier müssen Sie Ihre Fahrkarte abstempeln, damit sie für Ihre Reise gültig ist.
4 Hier können Sie Ihren Koffer für einige Stunden lassen.
Answers
1
2
3
4
Wartesaal
Fahrplanauskunft
Entwerter
Gepäckschließfächer
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Teacher notes and answers
2
As a starter activity, go through the gapped sentences (1–8) to establish meaning. Point out to
students they need to write a detail for each gap. It might be helpful if they write the eight
sentences in their books before they listen, to concentrate on what they will need to listen for.
Encourage students to work out a system for writing notes for exercises such as this, i.e. use
abbreviations, numbers as digits, jot in their own language and then translate for the answer etc.
Students listen to a report about a journey from the airport to the town centre. They should
make notes and fill the gaps in the sentences with the correct information. The track should be
played twice.
Answers
1
2
3
4
5
6
7
8
3
25
30
15.10 Uhr
Hauptbahnhof
Straßenbahn
zu Fuß
dienstags
3
Ask students to look at E in the Grammar section where prepositions are covered. Students
then complete sentences by writing the correct form of the definite article after each preposition.
Remind students of dual case prepositions, where movement towards an object indicates the
accusative and a static position the dative case. If necessary, tell students to check gender by
referring to their own word lists and/or a dictionary.
Answers
1
2
3
4
5
6
7
8
die
dem (zum)
der / dem
des
dem / der
den
der
dem
4
Speaking skills. Students work in pairs to carry out a role play at the train station during a visit to
Switzerland, using the mix-and-match grid for support. In this role play, students should:





state clearly where they are travelling to (Genf)
explain what type of ticket they require
explain on which day and at what time they wish to travel
use the future tense to say when they will make their return journey
use the past tense to explain when and how they travelled to Switzerland in the first place.
Circulate in the class, listening to the various role plays, before picking a couple of good
examples to be demonstrated to the rest of the class.
Students swap roles and repeat the task.
If using this task for assessment purposes, each answer is worth either 0, 1 or 2 points, giving a
total mark out of 10. Refer to the specimen mark schemes on the Cambridge International
website.
Answers
Students’ own answers.
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Strategy
To support students with the strategy of practising question forms and predicting likely
questions, ask them to think of as many question words in German as possible, and then to see
which ones were used in questions in exercise 4. They should discuss inverted word order of
questions which do not start with a question word. In pairs, they could make up simple
questions on this topic and put them to each other, ensuring each partner’s question is different,
i.e. uses a different form or covers a different aspect.
5
Students write an information leaflet for a German class coming to visit their school, in which
they describe the route from the airport. Students should include at least two modes of transport
and six prepositions in their descriptions. Students can use any prepositions — the ones in the
box are just suggestions.
Answers
Students’ own answers.
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Teacher notes and answers
3.7c Unterwegs in der Stadt
Pages: 154–155
Level of difficulty: Unterwegs
Objectives:


Learn about describing a route in town
Interrogative pronouns; contractions of prepostions
Audio files needed:
3.7c.2
1
Hold a class brainstorming session to elicit what students might expect to find if they were to
visit the old part of a town. Students can then work in pairs to read the information leaflet about
the festival taking place in the old town. Go through the sentences (1–8) with the class,
checking meaning, before asking students to read the information leaflet with the help of a
dictionary, if necessary, and identify the four true sentences.
Answers
True sentences: 1, 3, 4, 7
Extra activity
When students have completed the exercise, ask them to correct the false sentences.
Lesen Sie das Informationsblatt noch einmal und korrigieren Sie die falschen Sätze.
Answers
(suggestions)
2 Das Altstadtfest ist immer im Sommer / im Juni.
5 Der Bahnhof befindet sich nicht weit von der Altstadt.
6 Für Autofahrer gibt es Parkplätze außerhalb der Stadtmitte.
8 Radfahrer können ihre Fahrräder neben dem Eingang zum Festgelände / zur Altstadt
abstellen.
2
Listening skills. Make sure that students know what the multiple-choice questions mean, by
going through all six questions with them, eliciting what type of phrases they might expect to
hear. Students listen to a conversation between Ilse and her father and select the correct
answer option for each question. The track should be played twice.
Answers
1C
2B
3D
4A
5C
6D
3a
Ask students to look at H5 in the Grammar section where interrogative pronouns are covered.
Students complete the gaps, using the correct interrogative pronoun: wer, wen or wem.
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Answers
1 Wer
2 wem
3 wen
4 Wer
3b
Ask students to look at E2 and E3 in the Grammar section where contracted prepositions are
covered. Students find seven of these forms in the reading text in exercise 1.
Answers
1
2
3
4
5
6
7
am (an + dem)
im (in + dem)
ins (in + das)
vom (von + dem)
zur (zu + der)
zum (zu + dem)
beim (bei + dem)
4
Speaking skills. Students work in pairs to ask and answer five questions about directions in a
town. For this conversation, students should:





name and describe the town where they usually go shopping
describe the route from their house to the shops in the town
use the past tense to describe how they travelled to the shops last time
use the future tense to explain when and with whom they will go to the town next
use the conditional tense to explain what they would do if they were to get lost in an
unfamiliar town.
Students should regularly justify their opinions throughout the conversation.
If using this task for assessment purposes, mark out of 15, using the specimen mark scheme
available on the Cambridge International website.
Answers
Students’ own answers.
5
Writing skills. Students write 130–40 words in an email to a penfriend describing how they got
lost in an unfamiliar town. For this question, students should ensure they include subordinating
conjunctions, such as als, obwohl and nachdem while they:





use the past tense to explain why they were in the town
use the past tense to describe how they got lost
use the past tense to describe exactly what they did
use the past tense to describe their feelings
use the future tense to say what they will do differently next time, giving an opinion.
Students should regularly justify their opinions throughout the email.
If time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
If using this task for assessment purposes, mark out of 10 for completion, 10 for range and 8 for
accuracy, giving a total mark out of 28. Refer to the specimen mark schemes on the Cambridge
International website.
Answers
Students’ own answers.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
Magazin (3.1)
Bayern – das Land der Seen und Berge
Pages: 160–161
Level of difficulty: Abfliegen
1
Laptop und Lederhosen
Students read the article about Bavaria and correct the sentences, which are all false.
Answers
1
2
3
4
München Bayern
Europas. Deutschlands
Frühling Sommer
wenige viele
5
6
7
8
nur auch
der Welt Europa
kleine große
vegetarisch Wurst
2
Forum: Ist Bayern cool?
Set up a categorisation task in the class, by asking students whether each contributor has a
positive or a positive and negative opinion: Wer hat eine positive und wer hat eine positive und
negative Meinung?
Answers
boarischG: P
FCbub: P und N
weltenbummler3: P und N
dahoam20: P
3
Andreas Bourani, ein Star aus Bayern
Students read the extracts about the singer Andreas Bourani and put them in chronological
order.
Answers
Correct order: 2, 4, 5, 3, 6, 7, 1
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Magazin (3.2)
Willkommen in Wien!
Pages: 162–163
Level of difficulty: Unterwegs
1
Wien – da ist immer etwas los!
Students read the blog about Vienna and identify if the eight statements are R (correct), F
(false) or NA (not given).
Answers
1 NA
2F
3R
4R
5F
6 NA
7F
8R
2
Das Donauinselfest
Students read about the island festival and match the titles (1–5) to the paragraphs (A–E).
Answers
1B
2A
3E
4D
5C
3
Informationen über Wien
Students read the quiz about Vienna and answer eight multiple-choice questions.
Answers
1A
2B
3A
4B
5C
6B
7C
8C
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
Teacher notes and answers
Prüfungsecke C1
Hörverstehensübungen: höhere Schwierigkeitsstufe
Pages: 164–166
Level of difficulty: Unterwegs
Audio files needed:
C1.1b and C1.2b
Introduction
Discuss with students the types of questions and recordings they will encounter in the exam.
These will be looked at in more detail in this section. All discussions about strategies and
techniques could be done in the students’ own language.
Strategien für das Hören
Give students time to read the general listening strategies. Ask them to translate them into their
own language to make sure they have understood the information. Discuss them where
necessary. An English translation is offered below.

First, read all the questions carefully to give yourself an idea of what the listening text will be
about.

You can make notes while you listen — but don’t forget to cross them out afterwards.
Was ist richtig: A, B, C oder D?
Review the techniques for dealing with multiple-choice questions. Ask students to translate
them into their own language to be sure they have understood the information. Discuss them
where necessary. An English translation is offered below.


Read the heading and the answers (A–D). That will give you an idea of what it’s about.


Negative expressions can be tricky.
You may not hear the exact same words and expressions as in the questions, but you will
definitely hear synonyms, so listen carefully.
In the answer you will sometimes read individual words (geflogen) and you hear similar
words (Flugzeug). Be careful! It could be a trap!
1a
Students work in pairs to read the multiple-choice questions and answers in exercise 1b. They
identify any answers they think are probably true and any they think are probably false, giving
reasons for their choices.
Answers
1
2
3
4
5
6
D – unlikely to go with whole class in a car
B – luxury hotel is unlikely for school trip
all possible
all possible, although D is least likely
all possible
C – all are possible, but the other three are more closely connected to the idea of family
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
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1b
Students listen to Andrea talking about her trip to Germany and choose the correct answer to
each question. While students have already made a judgement about answers that are probably
wrong, remind them to keep an open mind and listen carefully to the whole recording.
Sometimes a small word (nicht, nie, obwohl) can change the meaning of a whole sentence.
Answers
1C
2D
3C
4A
5D
6B
Die richtigen Aussagen aus einer Liste identifizieren
Give students time to read the strategies for this type of exercise. Ask them to translate them
into their own language to make sure they have understood the information. Discuss them
where necessary. An English translation is offered below.

Remember the order: part 1 of interview – pause – part 2 of interview – pause – part 3 of
interview. Each set of five statements goes with a part of the interview.

If you are not sure, guess the answer according to what you think is the most likely option.
2a
Students work in pairs to look at the sentences in exercise 2b and translate them into their own
language.
Answers
1
A Julia thinks good weather is both positive and negative.
B Julia is worried that there will soon be too little water in Germany.
C Both young people are of the same opinion about climate change.
D Nico thinks that it rained occasionally in the summer.
E Julia talks about the consequences of the weather for areas situated on the coast.
2
A It is true that animals are also victims of the greenhouse effect.
B Julia thinks that many types of flower are dying out in Brazil.
C Nico doesn’t understand why people use wood from abroad.
D Nico wants to learn how to produce furniture himself.
E Julia writes letters on recycled paper.
3
A For Julia’s parents a car is not something that is essential.
B Nico’s parents have an electric car.
C Julia thinks that the air quality is getting worse.
D Julia cycles regularly.
E Nico is not interested in the future.
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
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2b
Students listen to Nico and Julia talking about the environment, and tick two correct boxes in
response to each of the sections.
Answers
1 A, E
2 A, C
3 C, D
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SECTION 3: WHERE I LIVE AND WHAT IT’S LIKE
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Prüfungsecke C2
Leseverstehensübungen: höhere Schwierigkeitsstufe
Pages: 167–169
Level of difficulty: Unterwegs
Introduction
Discuss with students the types of questions and texts they will encounter in the exam. They
will look at these in more detail in this section. All discussions about strategies and
techniques could be done in the students’ own language.
Strategien für das Lesen
Give students time to read the general reading strategies. Ask them to translate them into
their own language to make sure they have understood the information. Discuss them where
necessary. An English translation is offered below.



Read the title and the instructions carefully before you start.
Read the text through quickly to find out what it is about.
Read all the questions before you start reading the text in detail.
Jede Person einem entsprechenden Text zuordnen
1a
Students read the descriptions of the five people (a–e) and write three key points about each
one. The answers here are suggestions only, as students might have their own ideas.
Answers
a sportlich / im Freien / Camping
b Musik / eine Woche / Deutschkenntnisse für Studium in Deutschland
c schüchtern / lesen statt Partys / Vegetarierin
d intelligent / jüngere Geschwister / Tierfreund
e Architektur / deutsche Traditionen / Feste
1b
Review the techniques for dealing with this type of question. Ask students to translate them
into their own language to be sure they have understood the information, and discuss them
where necessary. An English translation is offered below.


Try to find an option that meets all the key points for each person.
Remember that not all of the options will be needed, just five out of eight.
Students read all the texts in detail and match the five people (a–e) to the most suitable host
family (1–8).
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Answers
a 5
b 2
c 8
d 3
e 6
Fragen auf Deutsch beantworten
2a
Students read the article for gist. Ask them to look at the questions and decide which tense
(present, past, future) or form of modal verb is used in each. Ask them to highlight one or two
key words in each question, including the question word, to help focus on the relevant parts of
the text. Students can then compare their findings.
Review the strategies for dealing with questions in German. Ask students to translate them
into their own language to be sure they have understood the information. Discuss them where
necessary. An English translation is offered below.

You won’t always find the answer directly in the text, sometimes it appears in a subtler
way.


Make sure you understand what tense the question is in, and answer it accordingly.
Watch out for pieces of information that you do not need to answer the question.
Answers
a eine Person; Präsens
b Verkehrsmittel; Präsens
c zwei Verben; Präsens
d ein Nomen/ein Gegenstand; Präsens
e Personen; Präsens
f Verb; Präsens
g Verb; Präsens
h Beschreibung eines Tiers; Vergangenheit
i Information über das Instrument und/oder über die Frau; Vergangenheit
2b
Students read the article in detail and answer the questions, using the techniques they have
discussed. Remind them to check how many pieces of information they have to give in each
case, and that they do not have to write in full sentences.
Answers
a Jemand, der nichts verloren hat. / Menschen, die nichts verloren haben.
b Bus(se) und U-Bahn(en)
c (i) ins Büro kommen/anrufen (ii) nicht am Mittwochnachmittag oder am Wochenende
d Handys
e Leute im Alter von 20–24 Jahren
f Sie verkaufen sie.
g die Bilder online/im Internet ansehen
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h (Die Schildkröte) war über 30 Jahre alt.
i (any order) (i) Es war wertvoll. (ii) Sie brauchte es für ein Konzert.
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