Secondary: Key Stage 3, Key Stage 4

 GermanSecondary: Key Stage 3, Key Stage 468531255023350Curriculum plan 2020-2190000081324001. Curriculum PrinciplesCoherence and flexibilityLanguage education is inherently cumulative. In a low exposure classroom setting, learning is most effective when language knowledge is logically sequenced and frequently revisited. For that reason, we foreground coherence.? This then allows pupils to use their core knowledge flexibly when they need to.Language knowledgeWe set out to teach and practise three main bodies of knowledge that research indicates are fundamental to progress for beginner language learners in a classroom setting. These are: phonics (sound-writing relations), vocabulary, and grammar.Knowledge organisationWe set out this knowledge clearly, with an explicit spine of grammar and sets of high-frequency vocabulary.? Phonics feature in every lesson as regular and frequent short bursts of practice.?Knowledge selectionIn years 7 and 8, the aim is to avoid introducing too much language too fast, in line with the MFL Pedagogy Review, a report published by the Teaching Schools Council (2016), which drew on research into language education and teaching and on the knowledge and experience of a wide range of experienced practitioners.?Over time, teaching includes a range of grammar features on nouns, verbs, and adjectives (for persons, number, gender, subjects, tenses, and key syntax). Vocabulary selection is based on word frequency; sets of words from different parts of speech, with a special emphasis on the most common verbs, allow students to manipulate verbs and regularly create their own sentences in speech and writing.?The year 9 languages curriculum is designed to be used flexibly and to meet a range of pupil needs.?Its grammar spine is a condensed version of the essential grammar required to start current GCSE courses.? For that reason, teachers may want to make use of Y9 material to fill knowledge gaps or provide additional reinforcement to students at KS4, as well as those in Y9.In years 10 and 11, the three core knowledge strands (phonics, vocabulary, grammar) are retained, though the requirements of external examination bring topic content closer to the fore. Nevertheless, each lesson contains opportunities to practise the sound-writing relationship, revisit high-frequency vocabulary and practise paying close attention to the meaning and form of grammar structuresInclusion and ambitionGiven the mixed picture of primary FL provision and transition arrangements, we seek to achieve maximum inclusivity by assuming little prior knowledge on arrival in Y7.? However, foregrounding knowledge of phonics, grammar and vocabulary naturally de-emphasises traditional thematic topics often taught in primary settings, and so our lessons provide new learning opportunities to challenge most pupils on arrival at secondary school.Pupil engagementCarefully designed input (listening and reading) activities compel students to pay close attention to the meaning and form of the new language.? Each week practice extends to production, which ensures that pupils have to actively recall and manipulate language to communicate where there is a genuine ‘information gap’ (where information must be successfully expressed and understood by the pupil).Motivation through learningTeaching is carefully planned to compel thinking, thinking drives learning, and success in learning is motivational.?A curriculum of qualityWe support curriculum planning with resources that emphasise transparent explanations and abundant practice, building in frequent feedback to maximise confidence and success. Regular and frequent revisiting of knowledge is explicit and systematically integrated into planning.Planning in years 7 and 8 is in line with the Review of MFL Pedagogy and NCELP (National Centre for Excellence for Language Pedagogy). In years 9, 10 and 11, the planning prepares for current GCSE content and examinations, which builds on the core grammar and high-frequency vocabulary outlined in the programmes of study for Key Stages 2 and 3.2. Subject structure overviewYear 7As the curriculum is carefully sequenced, prior knowledge for unit 2 onwards is assumed to include the preceding unit(s).UnitCONTEXTGRAMMARPHONICS SSC - Sound-symbol correspondenceVOCABULARY1Asking and stating where something is (location)Asking and stating what something is (existence)Saying what something is like (description)Saying what something is not, and is not like (negation)Saying what people have (possession)Asking and answering questions about what you haveSingular definite articles (der, die, das)Essential verbs (1st, 2nd, 3rd persons singular)To be, being - SEINTo have, having – HABENSingular indefinite articles (ein, eine, ein)Using nicht, and kein, keine, kein for negationUsing articles (definite and indefinite) after a verb (Row 2 / accusative)Subject-verb inversion questionsUsing mein, meine, mein in front of a verb (Row 1 / nominative)Long and short [a]Long and short [e]SSC [ei]SSC [z]SSC [w]Revisit SSC: [a] [e] [ei] [z] [w]SSC [ie]Learning what it means to know a word from recognition, to pronunciation, spelling and using the word in a sentence. High-frequency vocabulary relevant to given context. Mixed word class vocabulary sets (average 10 words per week) on QUIZLET for each week of the Y7 course.2Saying what people do (in school and at home)Asking and answering questions about activities (at home)Narrating a simple plot/storyTalking about one or many (Christmas)Weak verbs (1st, 2nd, 3rd persons singular)Question words: wo, was, wie, werNegation with nicht + verbPlural noun rules (umlaut+-e, no change, +e/+en)Plural definite article (die)Essential verbs (3rd person plural)to be, being - SEINLong and short [o]Long and short [i]Hard and soft [ch]SSC [u]SSC [ü]SSC [?]Consolidation and extension of vocabulary relevant to the given contexts. Developing a verb lexicon (weak verbs)Deepening vocabulary knowledge through work with a challenging text.3Saying what you and others have (and what it is/they are like)Talking about more than one, numbersAsking and stating your likes and dislikesAsking for and giving views (on school life)Talking about yourself, to and about someone elseEssential verbs To have, having – HABEN (1st and 3rd persons singular, 1st person plural)To be, being – SEIN (1st and 3rd persons singular and plural)There is, there are – Es gibtTo find, finding – FINDEN (1st, 2nd, 3rd persons singular)Subject pronouns – er, sie, es (it) and sie (they)Question words: Wie viele?Modal verb – to like, liking - M?GEN (1st, 2nd, 3rd persons singular)Object pronouns – ihn, sie, es (it) and sie (they)SSC [?]SSC [?u]SSC [sch] [sp-]SSC [s](start/middle) like z, [ss]/[?]/final [-s]SSC [er] (stressed and unstressed)Essential verbs are revisited in new contexts (SEIN, HABEN)Consolidation of question wordsDeveloping the verb lexicon (weak verbs – 1st, 2nd, 3rd persons singular and 1st person plural)4Saying what we doSaying what I and others can and cannot doComparing lifestylesTalking about life outside schoolNarrating other people’s actionsWeak verbs (1st person plural)Modal verb – to be able to - K?NNEN (1st, 2nd, 3rd persons singular) + infinitiveNicht vs kein (kein with plurals)Strong verbs (1st, 2nd, 3rd persons singular)Weak and strong verbs (3rd persons singular and plural)SSC [au]SSC [r] (consonantal and vocalic)SSC [eu]Revisit several SSCRevisiting negation in new contextsDeveloping the verb lexicon (Strong verbs)5Saying when you and others do thingsTalking about movement into, and location in, placesAsking and answering questions (about family)Describing one day in your lifeSaying what is where (in German-speaking countries)Word order 2Verb-subject questions, with wannPrepositions in and aufRow 2/accusative and Row 3/dative)Possessive adjectives mein, dein, sein, ihr (Row 1/nominative)Word Order 2 (with expressions of location)SSC [th]SSC [st-]Contrast [ie] and [ei]Final [-d]Final [-ig]Deepening vocabulary and grammar knowledge through work with a challenging text.Developing a verb lexicon6Saying what happens usually and what is happening nowSaying what people can/must/want to do to improve their lifestyleExplaining the rules of a gameComparing usual activities with future summer plansTalking about going to placesPresent tense revision - weak and strong verbs, revisit question-formingModal verbs – to be able to - K?NNEN, to have to – M?SSEN, to want to – WOLLEN (1st, 2nd, 3rd persons singular) + manPresent tense (1st person singular and plural) and time adverbialsWord order 2 (with expressions of time)Compound nounszu vs nach (meaning ‘to’)numbers 1-31, datesSSC [j]Revisit the full range of SSC taught this yearDeveloping knowledge of word order (consolidating WO2)Deepening vocabulary and grammar knowledge through work with a challenging text.Year 8As the curriculum is carefully sequenced, prior knowledge for unit 2 onwards is assumed to include the preceding unit(s), as well as Y7 units. However, all Y7 vocabulary, grammar and phonics are systematically revisited during Y8.UNITCONTEXTGRAMMARSOUNDS OF THE LANGUAGEVOCABULARY1Comparing usual and recent summer experiences; asking and answeringStaying with a German-speaking familyAsking the meaning and spelling of unknown wordsThings I like and things that make me happyDescribing othersExplaining likes and dislikesPresent vs Past (perfect - weak verbs), 1st person singular‘in’ + R3 (dat.) + indefinite articlesPast (perfect + HABEN), 1st, 2nd, 3rd person singularHABEN / SEIN (present), idioms (Hunger, Lust haben)Sie (you, formal) vs duPrenominal adjective agreement - R1 (nom.) definite and indefinite articles, R2 (acc.) indefinite articlesPlural Rule 5 - nouns (f) ending -in add -nenWord order 3, conjunctions weil vs dennIn Y8, SSC knowledge is further developed by activities focused on two or more SSC. Often these are tricky pairs, such as EI/IE, V/W. In some weeks, several SSC are revisited. [ei] | [ie][s-] | [-s] [ss] [?][sch] [st-] [sp-][u] | [ü][ai] | [ei][r] (consonantal) [r] (vocalic)[w] | [v]We focus explicitly on some common word patterns between German and English. The words are high-frequency and often cognates or semi-cognates with English. We also develop pupils’ knowledge of word families (i.e., parts of speech connected by a common, semantically-related stem). - English ‘C’ ? German ‘K’ - Compound nouns [1] - ‘+in’ to masculine people nouns - Negative adjectives with ‘un’Mixed word class vocabulary sets (average 10 words per week) on QUIZLET for each week of the Y8 course2The world in numbersContrasting what you did alone and with othersSaying where you went, how you got there and what you didTalking about recent journeysTalking about how you do things and how well you enjoy themPreparing for a partyObject pronouns (mich, dich, ihn, sie, es)nicht vs nichts, numbers 32 – 100Present vs Past (perfect - weak verbs), 1st persons singular and pluralPast (perfect + HABEN vs SEIN)‘mit’ + R3 (dat.), ‘an’ + R2 (acc.), R3 (dat.),‘durch’ + R2 (acc.), ‘für’ + R2 (acc.)Word order: manner (M) before place (P)Present tense + adverb gernPresent tense separable verbsPossessive adjectives R2 (acc.)[z] (-tion)[ch] (hard) | [ch] (soft)long [a] [o] | short [a] [o][er-] | [-er][a] | [?][g-] | [-g][o] | [?]English ‘C’ ? German ‘Z’ -tion cognatesNoun and verb pairs (verb stem = noun)Noun and verb pairs [2] (-ung nouns and matching verbs)3Talking about exchanging giftsSaying what you think about things; asking and answeringComparing places and people now and thenExplaining what you did, used to do‘von’ + R3 (dat.)Conjunction dass + Word order 3Imperfect tense (war, hatte, es gab)Comparative adjectives, als meaning ‘than’long [i] | short [i]long [i] | [ie] (known words)[ei] | [ie] [2]Revisit all SSC[zw] | [schw][-e] | [-er] (adjective or comparative adjective)‘Noun-ing’ verbsEnglish -ical ? German -isch‘Noun-ing’ adjectives4Saying how well, and how willingly you and others do thingsTalking about what you and others prefer to do; asking and answeringComparing what you do now with what you used to doTalking about how long you’ve been doing thingsPresent tense separable verbs: 1st and 3rd persons pluralPresent tense + gern, + lieber‘seit’ + present tense (past meaning)Revisit several SSC[st-] [sp-] - | [sch] [2][er-] | [-er] [2][e] | [?][ch] | [ck]English -ty / -ness ? German -heitEnglish -ght ? German -cht5Talking about plans for this weekendSaying what I want vs what I have to doComparing dreams and plansDescribing attributes (buildings and places)Present tense (present and future meaning)Modal verbs (K?NNEN, D?RFEN, WOLLEN, SOLLEN)Future tense (WERDEN + infinitive) vs WOLLEN 1st, 2nd, 3rd persons singularPrenominal adjective agreement R1 (nom.), R2 (acc.), ‘mit’, ‘aus’ + R3 (dat.) with indefinite articles[ss] | [?] (Rechtschreibung)[ps-] [pf] [kn][-e] (pronouncing final -e)[sch] | [ch][eu] | [?u] (known words)[f] | [v] (known words)[v] | [w] [2] (unknown words)Word family ‘Freund’Noun and verb pairs [3]: verb stem = noun, verb stem +e = nounHaupt- prefixWeise and adverbs6Location and direction; where you were and where you wentNarrating past events; asking and answeringPlanning an event on a budget; the ideal and the realDreams and goals for the futureThings that are important to youPast (perfect + SEIN) vs past (imperfect + SEIN) 1st person singularDirect object pronouns ‘it’ and ‘them’Future tense (WERDEN + infinitive) vs WOLLEN 1st, 2nd, 3rd persons pluralConjunction wenn + Word order 3 ‘aus’ + R3 (dat.) meaning ‘from’[u] | [ü] Revisit several SSCRevisit several SSC [ei] [ie] [w] [z] [a] [o] [u] Revisit several SSC[ei] | [ie] Revisit several SSCEnglish -(al)ly ? German -lichVerb and noun pairs [4](semi-)cognate verbs ending in -ierenYear 9Y9 content, selected on the basis of word frequency, core grammar and phonics ensure that Y9 lessons have substantial value, both as standalone learning opportunities and as preparation for progression to the KS4 curriculum.? The Y9 curriculum could also be used as an ab initio introduction year to a new, second language that pupils might take for GCSE. UNITCONTEXTGRAMMARSOUNDS OF THE LANGUAGEVOCABULARY1Say what and where things areSay what things are not (negation)Talk about what you haveAsk and answer questions about belongingsSay what you and others do in schoolSay what you and others do at homeTalk about more than oneSingular definite articles (der, die, das)Essential verbs (1st, 2nd, 3rd singular)SEIN - to be, being HABEN - to have, havingSingular indefinite articles (ein, eine, ein)Using nicht, and kein, keine, kein for negationUsing articles (definite and indefinite) after a verb (Row 2 / accusative)Subject-verb inversion questionsUsing mein, meine, mein in front of a verb (Row 1 / nominative)Weak verbs (1st, 2nd, 3rd singular)Question words: wo, was, wie, werNegation with nicht + verbPlural noun rules (umlaut+-e, no change, +e/+en)Plural definite article (die)Essential verbs (3rd plural)to be, being - SEINLong and short [a]Long and short [e]SSC [ei]SSC [z]SSC [w]Revisit SSC: [a] [e] [ei] [z] [w]SSC [ie]Long and short [o]Long and short [i]Hard and soft [ch]SSC [u]SSC [ü]SSC [?]Learning what it means to know a word from recognition, to pronunciation, spelling and using the word in a sentence. High-frequency vocabulary relevant to given context. Mixed word class vocabulary sets (average 10 words per week)are taught and regularly revisited. Consolidation and extension of vocabulary relevant to the given contexts. Developing a verb lexicon (weak verbs)2Talk about what you and others have, and what it is likeOne or many? Talk about more than one thingExchange views on school lifeTalk about what I do on my own and what we do togetherSay what I and others can and cannot doCompare lifestylesNarrate other people's actionsEssential verbs HABEN - to have, having (1st and 3rd singular, 1st plural)SEIN - To be, being(1st and 3rd singular and plural)Es gibt - there is, there are FINDEN - to find, finding (1st, 2nd, 3rd singular)Subject pronouns – er, sie, es (it) and sie (they)Question words: Wie viele?Modal verb – M?GEN - to like, liking(1st, 2nd, 3rd singular)Object pronouns – ihn, sie, es (it) and sie (they)Weak verbs (1st plural)Model verb – K?NNEN - to be able to (1st, 2nd, 3rd singular) + infinitiveNicht vs kein (kein with plurals)Strong verbs (1st, 2nd, 3rd singular)Weak and strong verbs (3rd singular and plural)SSC [?]SSC [?u]SSC [sch] [sp-]SSC [s](start/middle) like z, [ss]/[?]/final [-s]SSC [er] (stressed and unstressed)SSC [au]SSC [r] (consonantal and vocalic)SSC [eu]Revisit several SSCEssential verbs are revisited in new contexts (SEIN, HABEN)Consolidation of question wordsDeveloping the verb lexicon (weak verbs – 1st, 2nd, 3rd persons singular and 1st person plural)Revisiting negation in new contextsDeveloping the verb lexicon (Strong verbs)3Say what people do, and whenAsk when people do thingsTalk about going to and being in different locationsAsk and answer questions about family and friendsSay what there is in different placesSay what you can / must / want to doWord order 2Verb-subject questions, with wannPrepositions in and auf (Row 2/accusative and Row 3/dative)Possessive adjectives mein, dein, sein, ihr (Row 1/nominative)Word Order 2 (with expressions of location)TMP (TP - Time before Place)viel / vieleModal verbs – can - K?NNEN, must – M?SSEN, want– WOLLENSSC [th]Revisit several SSCSSC [st-]Contrast [ie] and [ei]Final [-d]Final [-ig]SSC [j]Revisit a range of SSCDeveloping a verb lexiconDeveloping knowledge of word order (consolidating WO2)Deepening vocabulary and grammar knowledge through text work.4Compare usual activities and future summer plansTalk about going to placesCompare usual and recent holiday experiencesAsk and answer questions about holiday experiencesStay with a family in GermanyPresent tense (1st singular and plural) and time adverbialsWord order 2 (with expressions of time)Compound nounszu vs nach (meaning ‘to’)numbers 1-31, datesPerfect tense (weak verbs) + haben – singularprepositions 'in' and 'auf' (R2-acc, R3-dat) (indefinite articles)determiners letzt-, dies-Past (perfect) -weak and strong verbs - asking questionsPronoun: Sie (formal 'you') vs duinfinitive clauses with 'zu'Revisit several SSC[ie] vs [ei][sch] + [sp-][s-] + [ss/?/final -s][u] vs [ü]Common word patterns between German and English. English ‘C’ ? German ‘K’Knowledge of word families (i.e., parts of speech connected by a common, semantically-related stem):Compound nouns [1]‘+in’ to masculine people nounsNegative adjectives with ‘un’5Talk about things that make you happy / Describe othersGive reasons for likes and dislikesThe world in numbersTalk about what you did on your own and with othersSay where you went, how you got there and what you didTalk about recent journeysPrenominal adjective agreement R1 (nom.), R2 (acc.)Plural Rule 5 (Female nouns ending in -in add -nen)Prepositions 'in' + mit (R3)Word Order 3: weil vs dennPresent tense (weak & strong): all (minus 2nd plural), 32-100Perfect tense (weak & strong) + haben (1st singular & plural), pronouns (object): mich, dich (plus ihn, sie, es)nicht vs nichtsPerfect tense (HABEN vs SEIN) 1st, 2nd, 3rd, singularPreposition 'an' + R2/R3, 'mit' + R3 + definite articlesWord Order: TMP (MP)Preposition 'durch' (R2)[ai] | [ei][r] (consonantal) [r] (vocalic)[w] | [v][z] (-tion)[ch] (hard) | [ch] (soft)long [a] [o] | short [a] [o][er-] | [-er]English ‘C’ ? German ‘Z’ -tion cognatesNoun and verb pairs (verb stem = noun)Noun and verb pairs [2] (-ung nouns and matching verbs)6Say how you do things and how well you enjoy themComparing places and people now and thenComparing what you do now with what you used to doTalk about wants vs responsibilitiesTalk about dreams vs plansPlan for an event, say who will do whatPresent tense + gern, +lieberPast (imperfect) - war, hatte, es gab vs presentPast (perfect) vs present tenseComparative adjectivesModal verbs (K?NNEN, D?RFEN, WOLLEN, SOLLEN)Future tense (WERDEN + infinitive) vs WOLLEN 1st, 2nd, 3rd singular and pluralConjunction wenn + Word order 3Preposition ‘aus’ + R3 (dat.) meaning ‘from’ + indefinite article[a] | [?][g-] | [-g]Revisit several SSC[zw] | [schw][-e] | [-er] (adjective or comparative adjective)Revisit several SSC[sch] [ch][ch] [ck]Word family ‘Freund’Noun and verb pairs [3]: verb stem = noun, verb stem +e = nounHaupt- prefixWeise and adverbsEnglish -(al)ly ? German -lichVerb and noun pairs [4](semi-)cognate verbs ending in -ierenYear 10/11Unit titleLength of unitPrior knowledge required1. School20 Lessons 1. Concept of the infinitive in German and weak and strong verbs in the present tense2. At least the singular forms of haben and sein3. Days of the week, months of the year, numbers 1-60, school subjects4. Concept of present, future and perfect tenses2. Free Time and special occasions19 Lessons1. Knowledge of present tense from module 1, including strong verbs lesen, sehen2. More secure knowledge of haben and sein3.Awareness of negation with nicht and kein4. Prior learning from unit 13. Family and Friends18 Lessons1. Vocabulary to describe physical appearance 2. Possessive adjectives mein and dein 3. Some common adjectives to describe personality 4. Prior learning from units 1 and 24. Food, healthy living and social media20 Lessons1. Basic food vocabulary 2. Some awareness of du vs Sie 3. Telling the time 4. Prior learning from units 1-35. Holidays and travel20 Lessons1. Modes of transport 2. Telling the time, numbers and money 3. Prior learning from units 1 - 46. Home, town, neighbourhood and region18 Lessons1. Rooms in house 2. Places in town 3. Numbers and money 4. Prior learning from units 1-57. Work19 Lessons1. Initial knowledge of job 2. Names of work locations in town, e,g shops, firms3. Prior learning from units 1-68. Global areas of interest18 Lessons1. Dates and numbers 2. Healthy living vocabulary 3. Prior learning from units 1-73. Unit specificsFor all years, there is an appendix with detailed lesson level information, including the grammar, vocabulary and phonics in each lesson. Here, we provide in addition a lesson by lesson breakdown for KS4 only.In KS4, planning is carefully designed to build on KS3 knowledge, whilst including essential revisiting. Lessons feature:Systematic retrieval of 175 non topic-specific high-frequency words through the low stakes exit quizAccessible entry to each sequence of lessons to establish the knowledge baseIncremental challenge build over the course of a series of three lessons Sounds of the language (including sound-symbol correspondences (phonics), stress, syllables, liaison, and pronunciation)Cognates knowledge-building, linked to phonicsRole play tasks that include read aloud with immediate feedback, and an extension to phonics workDifferentiated guided writing lessons at the end of each module that provide useful homework supportAdditional ‘stand-alone’ higher lessons for pupil and teacher to explore content that would not typically feature in the mixed ability classroom1. SchoolLesson numberPurpose of language useGrammar1,2,3Talk about school life Present tense: weak and strong strong verbs haben, sein4,5,6Describing a school day Present tense: weak verb consolidation Question words and WO27,8Discussing subjects and teachersCoordinating conjunctions denn, und aber, oder9,10,11School rulesModal verbs müssen, k?nnen, dürfen in present tense12,13Describing school in the present and pastImperfect war, hatte, es gab14,15Make plans for a school trip/exchangeFuture with werden16,17,18Last year at school and looking forward to thisConsolidation of present, past (perfect) and future tenses 19,20WiederholungGuided writing: Life at school and college2. Free Time and special occasionsLesson numberPurpose of language useGrammar1,2,3Discussing reading habitsAdverbs of frequency and WO 2Definite and indefinite articles, Plurals4,5,6Discussing musicseit `present tense in and auf with dative7,8,9Discussing Film and TVPlurals, nicht vs kein, Perfect tense revisit10Film and TVReading and translation skills11, 12,13Discussing sportsseit `present tense m?chte (F), würde (h).14,15Celebrations and festivalsRange of tenses16,17Celebrating a special occasionPast, present, future18,19WiederholungGuided writing: Free time activities3. Family and friendsLesson numberPurpose of language useGrammar1,2,3Describing people, discussing friendshipsPossessive adjectives Adjective endings in nominative and accusative4,5,6Family relationshipsmit `dative with nouns and pronouns Reflexive verbs7,8,9Preparing and describing a ceremonySeparable verbs in present and past tenses10For or against marriageLanguage of discussion and alternative opinions11, 12,13A weekend with family and friendsFuture with werden or with present and time phrasein and auf with accusative or dative14,15,16Comparing life earlier with life now Modal verbs in the imperfect17,18WiederholungGuided Writing: Family and friends 4. Food, healthy living and social mediaLesson numberPurpose of language useGrammar1,2Describing mealtimes at home and on an exchange visitRecognising use of du and Sie3,4Talk about typical foodsPerfect and imperfect tenseImpersonal phrase es hat mir geschmeckt5,6Eating out, ordering at a restaurant, problemsConditional phrases ich würde gern, ich m?chte, register du-Sie7,8,9Talk about your daily routineReflexive verbs, sequencing and word order10, 11, 12Healthy eating and living and people who inspires youSubject and object pronouns: er, sie,es, sie, ihn, sie, es, sie. Relative clauses (nominative, accusative for extension)13, 14,15How and when you use social media and technologywenn clauses, verb comma verb16, 17,18Discuss advantages and disadvantages of social media and technologydass and WO3 (exploit with opinions phrases)19,20WiederholungGuided Writing: New technologies and healthy lifestyles5. Holidays and travelLesson numberPurpose of language useGrammar1,2,3Discussing holiday travels, and booking ticketsComparative and superlative Recap on plurals Revisit times and consolidate numbers4,5,6Discussing accommodation and associated problemsDemonstrative article dieser, diese, dieses, diese7,8,9Holiday preferencesIntroduction to genitive prepositions (recognition only at Foundation)10,11,12The weather in different countriesImpersonal verbs, werden in present tense -es wird13,14,15Describing a past holidayConsolidation of perfect with haben and sein Imperfect for opinionsRevisit question words Passive recognition of pluperfect16,17,18Future holiday plans and a dream holidayInfinitive structures with zuwenn clauses and subjunctive 19,20WiederholungGuided Writing: Holidays6. Home, town, neighbourhood and regionLesson numberPurpose of language useGrammar1,2,3Where I livePrepositions with accusative and dative for movement and no movement4,5,6Asking for and understanding directionszu + dative, imperative7,8,9Shopping for souvenirsAdjective endings nominative /accusative with definite and demonstrative articleRevisit dieserRevisit past vs present tense10,11Dealing with problems in town - illness, accident, theftDative pronouns in phrases: mir ist kalt/schlecht das Bein tut mir weh12,13,14Describing where you live, and features of your regiones gibt/gab, ein/kein, (extension es wird…geben)15,16Pros and cons of where you liveSubjunctive k?nnte, sollte, use of man17,18WiederholungGuided Writing: Town and region7. WorkLesson numberPurpose of language useGrammar1,2,3Talking about different jobs and workplacesMasculine and feminine nouns dative case for places of work, including beiNo indefinite article for professions4,5,6Describing work experience and part time jobsRevisit modals in imperfectCommon verbs in perfect tense, Using conjunctionsReinforce kein7,8,9Understanding job descriptions, personal characteristics for the world of workSequencers and WO2: zuerst, dann, danach, schlie?lich10,11,12Preparing for a job applicationVerbs with preposition and noun: sich konzentrieren auf, sich interessieren für, hoffen auf13,14,15Talking about your dream jobCombining tenses, perfect, imperfect, present, conditional, Irregular imperfect tense recognition 16,17Discussing the importance of learning languagesum….zu, more practice on WO1 with denn, and WO3 with weil18,19WiederholungGuided Writing: career options and future ambitions8. Global areas of InterestLesson numberPurpose of language useGrammar1,2,3International sporting events - pros and consLarge numbers and dates, yearsQuestions with welch.., 4,5,6Social problems that affect young peopleAdjectives with etwas, nichts, viel, wenig, alles7,8,9Discussing homelessness and povertyPrepositions with accusative Adjectival nouns (recognition)10,11,12What you can do at home and at school to protect the environmentModal verbs in subjunctive (recap)Comparative adjectives and adverbs13,14,Natural disasters and what we can do to be environmentally friendlyComparative and superlative Adjectives and agreements Use of sollen (subjunctive) - man sollte15, 16International campaigns and good causesConsolidation of ich will (want, intention) vs ich werde17,18WiederholungGuided Writing: international events and environmental action ................
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