SCHOOL:
DATE:
Logo! 2
Kapitel 4 Essen und einkaufen
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/3–4
responding
Speaking
AT2/3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/4
AT4/3–4
YEAR:
CLASS:
Unit 1 pp60-61 Beim Frühstück Activity
no.
Talking about what you had for breakfast.
Reinforcement: 8W3 (Words about progress); 8W5 (Verb tenses); 8W6
(Sound-spelling exceptions); 8L1 (Listening for subtleties).
Starter 1: Categorisation , Framework Pack p.71 (Categorising food and
drink vocabulary – Game Cards 37)
Starter 2: Sound-spelling link 2 , Framework Pack p.71 (Discriminating
between sounds - e’ as in ‘men’ and ‘ey’ as in ‘may’ - and filling in grid )
(Framework Pack p.72) Discuss how effectively pupils have learned the
new vocabulary using ‘traffic lights’ cards.
Revision: perfect tense
2.1c knowledge of language
1
2.2k deal with unfamiliar language
1
2.2b skim and scan
2, 5a
2.2d pronunciation and intonation
3
4d make links with English
3
2.2e ask and answer questions
4a
3e different countries’ cultures
5a
3f compare experiences
5a
2.2g write clearly and coherently
5b
Everyday activities
Understand statements and answer questions about items of
food and drink for breakfast
Ask and answer questions about what people had for
breakfast
Understand texts about what people had for breakfast
1, 2
3, 4a
5a
Summarise results of breakfast survey; write sentences about 4b, 5b
what a person had for breakfast
Was hast du heute zum Frühstück gegessen / getrunken?
Ich habe Toast(brot) / Müsli / Joghurt / Käse / ein Ei / Eier / Schinken /
Brötchen / Brot / Butter / Marmelade / Schokomilch / Milch / Kaffee / Tee
/ Trinkjoghurt / nichts gegessen / getrunken.
Workbooks A & B, p31
Cassette B, side B or CD 2, track 9
R & A File: Arbeitsblatt 1, p66
Flashcards 38–49: food and drink
SCHOOL:
DATE:
Logo! 2
Kapitel 4 Essen und einkaufen
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2–5
responding
Speaking
AT2/2–3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/5
AT4/2–5
YEAR:
CLASS:
Unit 2 pp62-63 Leckerbissen! Activity
no.
Talking about what you do and do not like eating.
Reinforcement: 8T2 (Expression in text); 8L3 (Relaying gist and detail).
Starter 3: Battleships Framework Pack p.72 (Saying what you had for
breakfast and completing grid – Worksheet 38)
Starter 4: Gern, lieber, am liebsten Framework Pack p.73 (Writing a text
about what you like to eat based on the model in Grammatik, Pupil’s
book, p.63 - pairwork)
(Framework Pack p.73) Using adverbs to complete the sentence Ich esse
___ Fisch.
comparatives and superlatives: (nicht) gern, lieber, am liebsten
3e different countries’ cultures
1
2.2e ask and answer questions
3, 6
3c apply grammar
4
2.2b skim and scan
5
2.2g write clearly and coherently
7
3f compare experiences
7
2.2c respond appropriately
7
Everyday activities
Understand what people do and do not like eating
1, 2, 4
Ask and answer questions about what people do and do not
like eating
Understand texts about what people do and do not like eating
3, 6
5
Write answers to questions about what you like eating, what
you prefer and what you like most
7
Was isst du gern? Was isst du nicht gern?
Ich esse (nicht) gern Salat / Hähnchen / Fisch / Nudeln / Reis / Gemüse /
Eintopf / Tomaten / Pizza / Kartoffeln
Isst du gern ...?
Isst du lieber ... oder …?
Ich esse (nicht) gern / lieber ... .
Was isst du am liebsten?
Am liebsten esse ich ... .
Workbooks A & B, pp32 & 39
Cassette B, side B or CD 2, track 10
R & A File: Arbeitsblatt 2, p67
Flashcards 50–56: food items
Framework Pack: Writing skills (Herr Gesund und Herr Ungesund), p.80
SCHOOL:
DATE:
Logo! 2
Kapitel 4 Essen und einkaufen
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
YEAR:
CLASS:
Unit 3 pp64-65 Auf dem Markt Activity
no.
Buying fruit and vegetables at the market.
Reinforcement: 8W1 (Adding abstract words); 8L2 (Media listening
skills).
Starter 5: der Apfel, zwei Äpfel, Framework Pack p.73 (Finding plural
forms of fruit and vegetable vocabulary)
Starter 6: Consonant Correspondences 2, Framework Pack p.74 (Finding
consonant links between German and English words – OHT 39)
(Framework Pack p.74) Play a throw-and-catch game to consolidate
vocabulary relating to breakfast and general dietary preferences.
2.2a listen for gist / detail
1, 4, 5
4e use a range of resources
1
2.1b memorising
1
2.2e ask and answer questions
2, 6
3e different countries’ cultures
6
2.2g write clearly and coherently
6
Everyday activities
Listening and
responding
Speaking
AT1/1–4
Understand items of fruit and vegetables and their prices
1, 3, 4
AT2/2–4
Reading and
responding
Writing
AT3/1–2
Say what fruit and vegetables you like eating and practise
dialogue at the market
Understand labelling of fruit and vegetables at the market
2, 6a
1, 3
AT4/4
Write dialogue in which items are bought at the market
6b
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
Ich möchte ... Kilo / Gramm ... / zwei / drei ... Äpfel / Orangen / Birnen /
Pflaumen / Kirschen / Trauben / Bananen / Zitronen / Erdbeeren /
Tomaten / Kartoffeln / Bohnen / Zwiebeln / Gurken / Karotten /
Champignons.
Sonst noch etwas?
Danke schön.
Workbooks A & B, p33
Cassette B, side A or CD 2, track 11
R & A File: Arbeitsblatt 3, 4 & 9, pp68, 69 & 74
Flashcards 57–72: fruit and vegetables
SCHOOL:
DATE:
Logo! 2
Kapitel 4 Essen und einkaufen
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2
responding
Speaking
AT2/2–3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
YEAR:
CLASS:
Activity no.
Unit 4 pp66-67 Geschäfte
Talking about where shops are.
Reinforcement: 8W4 (Word endings).
Starter 7: Compound nouns, Framework Pack p.75 (Matching words in
two columns to form compound nouns)
Starter 8: Logic puzzle, Framework Pack p.75 (Working out the location
of shops and labeling them using Worksheet 40 and OHT 41)
(Framework Pack p.76) Discuss prepositions and play Wo ist das
Bonbon?
‘it’ (revision)
prepositions + dative
3e different countries’ cultures
1a
2.2d pronunciation and intonation
1a
3c apply grammar
1b, 1c, 2a
2.2e ask and answer questions
1c
2.2b skim and scan
2a, 2b
2.2g write clearly and coherently
2c
The world around us
Understand where shops are
1a
Ask and answer questions about where certain shops are
1c, 2b
AT3/2
Understand written sentences about where certain shops are
2a
AT4/3
Make list of shops and answer written questions about where 2c
certain shops are
Wo ist der Supermarkt / der Kiosk / der Musikladen / der Friseursalon /
die Bäckerei / die Apotheke / die Konditorei / die Buchhandlung / die
Metzgerei / die Boutique / das Blumengeschäft / das Sportgeschäft?
Er / Sie / Es ist in der Xstraße / gegenüber von / neben / zwischen dem /
der ... .
Workbooks A & B, pp34 & 39
Cassette B, side B or CD 2, track 12
R & A File: Arbeitsblatt 5 & 8, pp70 & 73; Grammatik 1, p75
Flashcards 73–84: shops
OHT 11: shops
SCHOOL:
DATE:
Logo! 2
Kapitel 4 Essen und einkaufen
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
YEAR:
CLASS:
Unit 5 pp68-69 Das Einkaufsspiel Activity
no.
Talking about which shops you are going to. Talking about which shops
things are in.
Reinforcement: 8L5 (Unscripted speech); 8C5 (Colloquialisms).
Starter 9: Snakey card game, Framework Pack p.76 (Shopping roleplay
phrases – Game Cards 42)
Starter 10: Revision on in + accusative or dative, Framework Pack p.76
(Translating phrases and reordering cards against the clock - Worksheet
43 )
(Framework Pack p.77) Discuss use of target language in the classroom –
Worksheet 44.
in + accusative or dative
2.2b skim and scan
1
2.2a listen for gist / detail
2
3c apply grammar
3
Das
4f language of interest / enjoyment
Einkaufsspiel
Contexts
The world around us
Learning outcomes …
Listening and
AT1/3
responding
Speaking
AT2/2–4
Understand in which shop people are
2
Play the shopping game involving dialogues about which
shops you go to
Understand and answer questions about which shops you
and your partner are going to
Write sentences about which shop people are going to and
which shop people are in
Wohin gehst du?
Ich gehe in den / die / das (shops from Unit 4.4).
Wo bist du?
Ich bin im / in der ... .
Workbooks A & B, p35
4
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/2
AT4/3
Cassette B, side B or CD 2, track 13
R & A File: Grammatik 2, p76
Flashcards 73–84: shops
OHT 12: shopping game
1
3
SCHOOL:
DATE:
Logo! 2
Kapitel 4 Essen und einkaufen
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/2–4
responding
Speaking
AT2/3–4
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/4
AT4/3–4
YEAR:
CLASS:
Unit 6 pp70-71 Ausgeben oder Activity
no.
sparen?
Talking about what you do with your pocket money.
Reinforcement: 8W2 (Connectives); 8S2 (Connectives in extended
sentences); 8S6 (Substituting and adding).
Starter 11: Fastest finger first, Framework Pack p.77 (OHT 45 –pupils
write down names in order according to the amount of pocket money
each gets in groups of three)
Starter 12: Paragraph builder, Framework Pack p.78 (Using connectives
and adverbs of time to develop sentences on OHT 46)
(Framework Pack p.78) Identifying correct and incorrect use of
prepositions.
perfect tense all persons singular
2.2d pronunciation and intonation
1
2.2a listen for gist / detail
2
2.2e ask and answer questions
3
3f compare experiences
3
2.2b skim and scan
4a, 4b
2.2g write clearly and coherently
5
2.1b memorising
6
Personal and social life.
Understand what people do with their pocket money
1, 2, 6
Ask and answer questions about pocket money
3, 6
Understand written text about what people did with their
pocket money and answer questions about it
Write sentences about what people spent their pocket money
on
4a, 4b
Workbooks A & B, p36
Cassette B, side B or CD 2, track 14
R & A File: Arbeitsblatt 6 & 7, pp71 & 72
Song, PB p71
5
SCHOOL:
DATE:
Logo! 2
Kapitel 4 Essen und einkaufen
Learning objectives
Framework objectives
Starters
Plenary
Grammar
Skills
(Programmes of Study)
Contexts
Learning outcomes …
Listening and
AT1/3
responding
Speaking
AT2/3
Reading and
responding
Writing
Key language
ICT Opportunities
Reinforcement (A)
Extension (B)
Resources
Homework
Notes
AT3/2–4
AT4/3–4
YEAR:
CLASS:
Activity
Unit 7 pp72-73 Joachims
no.
Abendessen
Consolidation unit: Joachim cooks for his mother’s birthday.
2.2b skim and scan
1a, 1b, 1c, 2a
2.2a listen for gist / detail
2b
2.2e ask and answer questions
3
2.2j adapt previously-learnt language
4
4e use a range of resources
4
Everyday activities
Understand prices of food items
2b
Ask and answer questions about different dishes
3b
Understand written text about evening meal and answer
questions about it
Write sentences about an evening meal for the family
1a, 2a, 3a
As in Units 1–6
Extra A & B, PB pp116–117
Cassette B, side B or CD 2, track 15
Framework Pack: Thinking Skills (Die Klassenfahrt), p.79
2c, 4