Playway 4 Teacher’s Book, Klasse 4, Stoffverteilungsplan



Playway 4 Teacher’s Book, Klasse 4, Stoffverteilungsplan

|Unit |Textsorten und Aktivitäten |Wortschatz, Redemittel und Strukturen |Integration in den |Zeitrahmen |

| | | |Gesamtunterricht | |

|1 | ( Multisensorische Wortschatzwiederholung mit |( Wiederholung von Vokabeln zu den Wortfeldern fruit, vegetable |Mathematik |1-2 Wochen |

|Shopping |Schriftbildunterstützung (Picture Cards/Word Cards) | |Musik | |

| |Wortschatzspiele | |Kunst | |

| |( ( Hörübung (Listen and point) |Good morning; Can I help you?; Three green peppers, please; |Sachunterricht | |

| |Hör- und Leseübung (Listen and read) |That’s £2.65; Here you are; Thank you; Goodbye | | |

| |Rollenspiel (Change and act out.) | | | |

| | |( Vorwiegend rezeptiv: Open your piggy bank; Take out a two-pound | | |

| |( No money, no sweets (Action Story) |coin; Walk to the supermarket; Pick up a bag of sweets; Go to the | | |

| |Anweisungen imitieren und auch durcheinander ausführen |cash desk; Put your hand in your pocket; Nothing!; There’s a big hole| | |

| |( ( Hörübung (Listen and mine. Then listen and point.) |in your pocket; Take the sweets back. | | |

| |Zuordnungsübung (Listen and fill in the numbers.) | | | |

| | | | | |

| |( ( Wortschatzeinführung und -wiederholung mit | | | |

| |Schriftbildunterstützung (Picture Cards/Word Cards) |( apple; strawberry; peach; pear; ice cream; vanilla; yoghurt; lemon;| | |

| |( Hör- und Sprechübung (Listen and read. Then speak.) |hazelnut; chocolate; Two ice creams, please; What flavours?; For me | | |

| |Rollenspiel: Minidialoge (Change the dialoque and act it |vanilla and chocolate, please. | | |

| |out.) | | | |

| | | | | |

| |( Kopiervorlage (Listen and act out.) | | | |

| | | | | |

| |( ( Wortschatzwiederholung mit Schriftbildunterstützung | | | |

| |Hörübung: Zuordnungsübung (Listen and fill in the numbers.) |( fleas; flea market, Can I try it on? | | |

| |Rollenspiel (Then act out the dialoque) | | | |

| | |( umbrella | | |

| |( Lückentext (Fill in is or are.) |I hate the rain!; I can’t open it; This umbrella looks nice; How can | | |

| | |I | | |

| |( Schreibübung: My text |open it?; What a wonderful umbrella. | | |

| |(Read. Write your own text.) | | | |

| | | | | |

| |( Kopiervorlage |( How much is…?; How much are…? | | |

| |(Put the sentences in the correct order) | | | |

| | | | | |

| | | | | |

| | | | | |

| | |( How much are the white and pink trainers?; What size? | | |

|Unit |Textsorten und Aktivitäten |Wortschatz, Redemittel und Strukturen |Integration in den |Zeitrahmen |

| | | |Gesamtunterricht | |

|2 |( Multisensorische Wortschatzarbeit mit |( opera, church, cinema |Sachunterricht |ca. 2-3 Wochen |

|Moving about |Schriftbildunterstützung | |Musik | |

| |(PictureCards/Word Cards) | | | |

| | | | | |

| |( ( Where’s the opera? (Chant) |( Where’s the opera?; That’s not far; It’s opposite the church; next | | |

| | |to the cinema; Bye, bye now, I must go; It’s time for the show. | | |

| | |( go straight on; go across the bridge; turn left/right | | |

| |( ( Wortschatzeinführung mit Hörübung | | | |

| |(Listen and point.) | | | |

| | |( sweet shop; park; swimming pool; supermarket; zoo | | |

| |( Multisensorische Wortschatzarbeit | | | |

| |mit Schriftbildunterstützung (Picture | | | |

| |Card/Word Card) | | | |

| | |( Find the way to John’s house; John’s house is on the left side of | | |

| |( Hörübung (Listen. Find the way to |the street. | | |

| |John’s, Carol’s, Adam’s and Diana’s | | | |

| |houses. Mark the houses with a cross.) | | | |

| | |( museum; post office; school; hotel; hospital; station | | |

| |( Multisensorische Wortschatzarbeit | | | |

| |mit Schriftbildunterstützung | | | |

| |(Picture Cards/Word Cards) | | | |

| | |Excuse me, please; Where’s the post office/ church/…; It’s in Queen | | |

| |Hörübung (Listen and fill in the |Street/Park Road/…; Thank you. | | |

| |numbers) | | | |

| |Zuordnungsübung |The hospital is opposite/next to/in … | | |

| | | | | |

| |Leseübung (Look and read. Say | | | |

| |which sentences are true and which | | | |

| |are false.) |( Where’s the cinema/supermarket/…; Look, there’s a bus stop over | | |

| | |there; bus 46 takes you to the zoo. | | |

| |( ( Hörübung (Listen.) | | | |

| |Minidialoge (Act out the dialogues.) | | | |

| | | | | |

| |Rollenspiel (Work with a partner. Speak.) | | | |

| | | | | |

| |Hör- und Schreibübung (Listen. Fill | | | |

| |in the numbers. Then write.) | | | |

| | |( Get on a bus; Buy a ticket; Sit down; You’re hot; Put the ticket in| | |

| |Schreibübung: Dialoge vervollständigen (Look and complete the|your mouth and take off your pullover; Ooops! You’ve swallowed the | | |

| |dialogues.) |ticket; Here comes the conductor; The conductor says, “Where’s your | | |

| | |ticket?”; Say, “It’s in my lummy!” | | |

| |( The ticket (Action Story) | | | |

| |Anweisungen imitieren und auch |( teacher; school bus | | |

| |durcheinander ausführen | | | |

| | |( Where is Clara’s new school?; How many children are there in her | | |

| |( Wortschatzwiederholung und -erweiterung mit |class?; What’s her teacher’s name?; What’s her best friend’s name?; | | |

| |Schriftbildunterstützung |How old is Kim?; How does Clara get to school? | | |

| | | | | |

| |Culture special: Clara from Germany goes to school in | | | |

| |Boston, USA | | | |

| |( Hör- und Leseübung (Listen and read Clara’s e-mail to her| | | |

| |class in Germany.) | | | |

| |Leseübung (Answer the questions.) | | | |

| | | | | |

| |( Schreibübung: My text. (Read. Write your own text.) | | | |

|Unit |Textsorten und Aktivitäten |Wortschatz, Redemittel und Strukturen |Integration in den |Zeitrahmen |

| | | |Gesamtunterricht | |

|3 | ( Multisensorische Wortschatzeinführung und |( Wortfelder: colours, furniture, animals, prepositions |Sachunterricht |ca. 2 Wochen |

|The spooky castle |-wiederholung mit Schriftbildunterstützung |Castle |Musik | |

| |(PictureCards/Word Cards) | | | |

| | | | | |

| |Suchbild (Look at the picture on page 12. |How many bats/spiders/… are there?; Can you find the big/small | | |

| |Can you answer the questions?) |ghost’s room?; What’s in big/small ghost’s room? | | |

| | | | | |

| |Sätze bilden (How many true sentences can you make? How many| | | |

| |lies can you make?) | | | |

| | |( Vorwiegend rezeptiv: Turn off the TV, Dad. I’m scared; Come on! | | |

| |( ( Ghosts (Mr Matt Sketch) |It’s just a film. I’m not scared; Yes, turn on the light, dad. I’m | | |

| |Lückentext (Read and Write) |scared too; There are no ghosts. Don’t be silly!; It’s very late. Go | | |

| | |to bed now. Now; What is it, Dad?; There’s something cold in my bed; | | |

| | |Something cold?; Yes. A monster, or a snake, or a frog!; Come on,Dad;| | |

| | |Here’s your monster, Dad. Your hot water bottle from yesterday. It’s| | |

| | |cold. Heehee; Of course. How silly! Back to bed; It’s just the | | |

| | |shadow of the tree outside; I know. Just my little joke! Back | | |

| | |to bed; Wake up, Danny!; What are you doing here?; Well, I’m hungry.| | |

| | |I’m getting a sandwich; Ah! All right. Back to bed; What’s that | | |

| | |noise?; Don’t worry. Wait. Take this!; Come on! Let`s look!; Ready? | | |

| | |One, two, three! Aaaaargh!!; Here’s your milk; Five pound | | |

| | |eighty for this week, please; Here you are; And now, come on, kids, | | |

| | |let’s go and play tennis! | | |

| | | | | |

| | |( lake; fish; old; castle; dinosaur; monsters; ruin | | |

| | | | | |

| | | | | |

| | | | | |

| |( Multisensorische Wortschatzeinführung mit |( Vorwiegend rezeptiv: Every summer, thousands of tourists come to | | |

| |Schriftbildunterstützung |Scotland. Many of them want to see the beautiful castles. One of | | |

| |(PictureCards/Word Cards) |them is Edinburgh Castle. There are lots of lakes in Scotland. The | | |

| | |Scottish word for lake is “loch”. Loch Ness is a famous lake. Some | | |

| |( ( Culture special: Castles in Scotland |people say there is a monster in that lake. The monster is called | | |

| |Hör- und Leseübung (Listen and |Nessie. Is Nessie a fish? A dinosaur? Nobody knows. Castle | | |

| |read. Find the photographs.) |Urquhart is on Loch Ness. It is one of the oldest and biggest castles| | |

| | |in Scotland. It is more than 800 years old. | | |

| | | | | |

| | |( spider; ghosts; bats; rats; old; castle; in the middle of; wood; | | |

| | |dark; owls | | |

| | | | | |

| | |When the clock strikes twelve, the ghosts begin to sing/dance. | | |

| | | | | |

| | | | | |

| | | | | |

| |( ( Multisensorische Wortschatzeinführung und -wiederholung | | | |

| |mit Schriftbildunterstützung (PictureCards/Word Cards) |( sunglasses | | |

| | | | | |

| |( The spooky castle (Song) |( When does Edwin/Winston start cooking/go to bed?; When does the bat| | |

| | |fly away?; Who has got a abbit/…?; Who is angry?; How many chairs/… | | |

| |( Schreibübung: My text. (Read. Write your own text.) |are there in Edwin’s/… room?; Edwin is; Eliot has. | | |

| | | | | |

| |( Wortsuchbild (Find the ten words.) | | | |

| | | | | |

| |( Logisches Rätsel (A logical puzzle. Complete the | | | |

| |sentences.) | | | |

| | | | | |

| |( Wortschatzeinführung mit Schriftbildunterstützung | | | |

| | | | | |

| |( Suchbild: Zuordnungsübung (Look at the picture. Write the | | | |

| |answers.) | | | |

| |Hörübung (Then listen and check.) | | | |

| | | | | |

| |( CLIL (How to make Halloween food: Apple bites an spiders.) | | | |

|1-3 | ( Zuordnungsübung (Look, read and |( Wortschatzwiederholung | |ca. 0,5 Wochen |

|Show what you can do |fill in the numbers.) | | | |

| |Partnerarbeit | | | |

| | | | | |

| |( Lese- und Schreibübung (Read and | | | |

| |write.) | | | |

| |Partnerarbeit | | | |

| | | | | |

| |( Schreibübung (Fill in How, What or | | | |

| |Where.) | | | |

|Unit |Textsorten und Aktivitäten |Wortschatz, Redemittel und Strukturen |Integration in den |Zeitrahmen |

| | | |Gesamtunterricht | |

|4 | ( Multisensorische Wortschatzeinführung und |( mum; dad; brother; sister; grandma; grandpa |Sachunterricht |ca. 3-4 Wochen |

|Familiy and friends|-wiederholung mit Schriftbildunterstützung (Picture Cards/Word | |Musik | |

| |Cards) | | | |

| |( ( Hörübung (Listen and point.) |( That’s my mum/dad/brother/sister/grandma/grandpa; This is me/…; | | |

| |Den eigenen Stammbaum zeichnen (Make your own familiy tree.) |they live in … | | |

| | | | | |

| |( ( My family (Song) | | | |

| | |( Come on and sing this song with me; about my happy familiy; My | | |

| | |family, my familiy, is wonderful for me; We eat together, munch, | | |

| | |munch, munch; We sing /dance /laugh together. | | |

| | | | | |

| |( Multisensorische Wortschatzeinführung mit |( love letter; cry; meet; surprise; candy floss | | |

| |Schriftbildunterstützung (Picture Cards/Word Cards) | | | |

| | | | | |

| |( ( A letter for Lynn (Cartoon Story) Lückentext (Listen and | | | |

| |write.) |( Vorwiegend rezeptiv: To Lynn; Dear Lynn; Let’s meet in the park on| | |

| |Rekonstruktion der Geschichte |Saturday at five; I hope she has time; This is Lynn’s house; There’s | | |

| |Rollenspiel |a letter for Lynn; Open it; She’s got a boyfriend; A love letter from| | |

| | |Nick; That’s unfair; Stop crying, you baby; There’s another letter | | |

| | |for our crybaby; Come to the big oak tree in the park at five today; | | |

| | |I’ve got a surprise for you; Where are they?; Bad luck. Don’t forget | | |

| | |it’s unfair to read other people’s letters; Let’s have some candy | | |

| | |floss. | | |

| | | | | |

| |( ( Hörübung (Listen. Find Alisha’s, Brandon’s, Isabel’s and |( I think Alisha’s family is photo…; I think so, too. | | |

| |Ryan’s families.) | | | |

| | | | | |

| |( ( Einsetzübung (Fill in the missing words.) |( Hi, I’m Brian. I’ve got a sister; Her name is Lucy; She’s fourteen;| | |

| | |We’ve got a pet; It’s a cat; Her name is snowflake; I like/My sister | | |

| |( Leseübung (Read and tick.) |likes/we don’t like swimming. | | |

| | | | | |

| | |( Wortfelder: vegetables, fruit, main course, dessert, drinks | | |

| |( Wortschatzwiederholung | | | |

| | |( Vorwiegend rezeptiv: It’s the year 1620 in America; A big ship, the| | |

| | |Mayflower, lands; It comes from England; It is full of people; The | | |

| |( ( Culture special: Thanksgiving |people are cold and hungry; Native Americans give them food and | | |

| |Hör- und Leseübung (Listen and read the story.) |clothes; The white people build homes; The native Americans help them| | |

| | |to grow corn and to hunt; The white people make a big party for the | | |

| | |native Americans; They thank them for their help; Every year, there | | |

| | |is a big Thanksgiving Day parade in New York; Every year, people in | | |

| | |the USA have a Thanksgiving Day; It is on the last Thursday in | | |

| | |November; On that day people eat turkey, sweet potatoes and pumpkin | | |

| | |pie. | | |

| | | | | |

| | |( Have you got a brother or a sister?; What’s his/her name?; Has | | |

| | |he/she got a pet?; What does/doesn’t he/she like? | | |

| | | | | |

| |( Hör- und Gedächtnisübung (Listen to the interviews. Remember | | | |

| |the answers.) | | | |

| | |( Wortfeld: body | | |

| |( Schreibübung: My text (Read. Write your own text.) |Dear Humphrey, I’m in love; She is a very, very beautiful girl; Her | | |

| | |name is Tilly; She has got a wide mouth and yellow teeth; Her hair is| | |

| |( Wortschatzwiederholung, Leseübung (Read Bertram’s letter to |long and green; She has got orange eyes and black ears; I love | | |

| |Humphrey. Draw a picture of Bertram’s girlfriend. Write her name |her!; Tilly is wonderful; She likes dancing and watching TV; I love | | |

| |under the picture.) |watching films with her; Our favourite film is ‘The skeleton in the | | |

| | |swimming pool’. Tilly gets scared when she sees the skeleton. Then | | |

| | |she holds my hand; I love it!; Do you have a girlfriend?; Best | | |

| | |wishes, Bertram; Here is a picture of my darling; Isn’t she lovely? | | |

|Unit |Textsorten und Aktivitäten |Wortschatz, Redemittel und Strukturen |Integration in den |Zeitrahmen |

| | | |Gesamtunterricht | |

|5 | ( Multisensorische Wortschatzeinführung mit |( scared; angry; sad; tired; happy |Sachunterricht |ca. 3 Wochen |

|Feelings |Schriftbildunterstützung (PictureCards/Word Cards) | |Musik | |

| | | | | |

| |( Hörübung (Listen and point.) |Thirteen monkeys are dancing rock ’n’ roll. | | |

| | | | | |

| |( Hör- und Gedächtnisübung (Listen and remember the feelings.) | | | |

| |Partnerarbeit (Crazy sentences. Work with a partner.) | | | |

| |( Zuordnungsübung (Match the words with the faces.) | | | |

| |Schreibübung (Write about the children.) | | | |

| |Wortfelder erkennen (Find the odd one out.) | | | |

| | | | | |

| |( ( The football Action (Story) | | | |

| |Anweisungen imitieren und auch durcheinander ausführen | | | |

| |Hörübungen (Listen and mime. Then listen and point; Listen and | | | |

| |fill in the numbers.) |( Nur rezeptiv: You’re thirsty. You get a carton of orange juice; You| | |

| |( Rollenspiel (Play the game with a partner.) |go out into the garden; You trip over your football; Now there’s | | |

| | |orange juice all over your clothes. You’re angry; You kick your ball;| | |

| |( Hörübung (Listen to the dialogues.) Minidialoge (Work in pairs.|Crash! The window breaks; Your dad is very angry. You empty your | | |

| |Change the dialogues and act them out.) |piggy bank. | | |

| | | | | |

| |( Schreibübung (Look and write the answers.) |( Tell me about Lisa/…; What about Lisa/…?; I think he’s/she’s | | |

| | |angry/…; That’s right; No, sorry. | | |

| |( Multisensorische Wortschatzeinführung mit | | | |

| |Schriftbildunterstützung (Picture/Word Cards) |( Are you angry/…?; What’s the problem?; I’m hungry; My dog’s ill. | | |

| | |( Is/Are Pete/Pam and Sue/… sad/angry/…; Yes, he/she/they is/are; | | |

| |( ( Snow White (Cartoon Story) |No, he/she/they isn’t/aren’t. | | |

| |Lückentext (Listen and write.) |( airport; mirror; queen; heart; city; chocolates | | |

| |Rekonstruktion der Geschichte |Vorwiegend rezeptiv: Mirror, mirror, who’s the best singer?; That’s | | |

| | |Snow White, my Queen; You stupid mirror!; Ted, kill Snow White and | | |

| | |bring me her heart; Where are we going, Ted?; To the airport, Snow | | |

| | |White; You must go away; A sheep’s heart, please; I’m (not) alone | | |

| | |in the city; I have no friends; You’re the best singer in the | | |

| | |world; Soon Snow White is a big star; Millions see her on TV; You | | |

| | |must help Snow White; Here are your favourite chocolates; I’ve got | | |

| | |friends. | | |

| | | | | |

| | |( I’m not alone in the city; I’m so happy I’ve got friends; We laugh | | |

| |( ( Friends (Song) |and shout, we run around and hop; We sing and dance, we never, never | | |

| | |stop. | | |

| | | | | |

| | |( frog; angry; fox; happy; bat; ox; hungry; thirsty | | |

| |( Wortschatzwiederholung und -einführung mit | | | |

| |Schriftbildunterstützung |( A happy/hungry… frog/dog…; are having a chat just like that | | |

| |( Hörübung (Listen and point.) | | | |

| | | | | |

| |( ( A happy frog (Chant) | | | |

| | | | | |

| |Kreative Schreibübung (Write your own chant. Draw pictures.) | | | |

| |Partnerarbeit | | | |

| | |( Wortfeld: free time | | |

| |( Multisensorische Wortschatzwiederholung mit | | | |

| |Schriftbildunterstützung (Picture/Word Cards) | | | |

| |Partnerarbeit: Minidialoge | | | |

| | |( Mum, what can I do?; Play with your computer; Boring; Go swimming; | | |

| |( Hörübung (Listen to the dialogue. Act it out.) |Swimming?; It’s too cold outside; Answer the door, Debbie; Hi, Debbi;| | |

| |Rollenspiel |Let’s go swimming; Great idea!; Where are you going, Debbie?; I’m | | |

| | |going swimming with Sylvia; Bye, Mum!; Bye, Mrs Gilder! | | |

| | | | | |

| |( CLIL (Expressions. Find the correct | | | |

| |picture) | | | |

|Unit |Textsorten und Aktivitäten |Wortschatz, Redemittel und Strukturen |Integration in den |Zeitrahmen |

| | | |Gesamtunterricht | |

|6 Treasure | ( Multisensorische Wortschatzeinführung mit |( hill; bridge; go straight ahead; turn/go right/left; go across the |Sachunterricht |ca. 2-3 Wochen |

| |Schriftbildunterstützung |bridge; go through the wood; go up/down the hill |Musik | |

| |(Picture Cards/Word Cards) | | | |

| | |Vorwiegend rezeptiv: At the big tree go left; You come to a farm; | | |

| |( Hörübung: Schatzsuche (Listen and find out where the treasure|Then go through a wood; Go up the hill to a castle; Don’t go to the | | |

| |is.) |farm, don’t go to the castle in the wood; Dig for the treasure. | | |

| |Rollenspiel (Work in pairs. Hide the treasure.) | | | |

| | | | | |

| |( ( Hörübung (Listen. Then fill in the | | | |

| |missing words.) |( lake; birthday cake, moon | | |

| | | | | |

| |( Multisensorische Wortschatzeinführung und | | | |

| |-wiederholung mit Schriftbildunterstützung | | | |

| |(Picture Cards/Word Cards) | | | |

| |( Hörübung (Listen and point.) |( A tree; pink clouds; the moon; a lake; my pencil case; my birthday | | |

| | |cake; A bridge; a cat, a happy cow; that’s what’s inside my camera | | |

| |( ( My photos (Rhyme) |now. | | |

| |Kreative Schreibübung (Write your | | | |

| |own rhyme and draw a picture.) | | | |

| |Partnerarbeit |( box; map | | |

| | | | | |

| |( Schatzsuche (A game. Work in pairs) | | | |

| | | | | |

| |( Multisensorische Wortschatzeinführung mit | | | |

| |Schriftbildunterstützung | | | |

| |(Picture Cards/Word Cards) |Vorwiegend rezeptiv: It’s in a box; And where’ the box?; Here’s a | | |

| | |map; Ah, where’s my mobile?; Here it is, Dad; Good. Just in case…; | | |

| |( A treasure hunt (Mr Matt Sketch) |First, climb the mountain; There are no mountains here!; Ah! There it| | |

| |Lückentext (Read and write.) |is!; “The big mountain” – here I come!; Help! I’m | | |

| | |stuck; You’ve got to help me!; All right. I’ll do it. It’s too high! | | |

| | |It’s | | |

| | |too dangerous!; Help! This bridge is dangerous; You’ve got to help | | |

| | |me!; Phew! Not easy; But now… treasure, here I come!; Turn left and | | |

| | |take three steps forward; Ah. Watch out for the tree!; Go down | | |

| | |the hill on the silver snake!; OK; Start!; I can’t; I’m scared; Come | | |

| | |on!; I’ve got it!; Open it, Dad!; I can’t; OK; We’re coming!; I don’t| | |

| | |like toffees!; But we do! | | |

| | |( river; diamonds; farm house | | |

| | | | | |

| | | | | |

| | | | | |

| |( Multisensorische Wortschatzeinführung und | | | |

| |-wiederholung mit Schriftbildunterstützung |( dig; golden ring Nur rezeptiv: You find a treasure map in an old | | |

| |(Picture Cards/Word Cards) |book; Wait until midnight; Walk to the old castle; Start digging; A | | |

| |Leseübung (Read the sentences. |box; There’s a golden ring in it; Put in on your finger; Suddenly | | |

| |Draw the diamonds in the pictures.) |your ears grow bigger and bigger; Quickly take the ring off; Your | | |

| | |ears get smaller again; Phew! That was close. | | |

| |( Wortschatzeinführung | | | |

| |The ring (Action Story) | | | |

| |Anweisungen imitieren und auch | | | |

| |durcheinander ausführen | | | |

| |( Hörübungen (Listen and mime. Then |( Look, there’s an old box!; Wow! Let’s open it; Maybe there’s gold | | |

| |listen and point; Listen and fill in the |in it; Help me open it; OK; An old shoe!; What’s in it?; I don’t | | |

| |numbers.) |believe it! | | |

| |Kreative Hörübung | | | |

| | |( deep hole; police; spade; fence | | |

| |( ( Hörübung (Listen to the dialogue.) | | | |

| |Kreatives Rollenspiel (Change it | | | |

| |with a partner. Act it out.) | | | |

| | |Nur rezeptiv: We need a deep hole here, says Dad; A minute later, | | |

| |( Multisensorische Wortschatzeinführung und |they are tired: ‘I can’t dig the hole,’ says Max; They have spades in| | |

| |-wiederholung mit Schriftbildunterstützung |their hands; ‘It must be here,’ one of them says; They start to dig; | | |

| |(Picture Cards/Word Cards) |Suddenly they here a loud noise; ‘The police! Let’s run!’ one boy | | |

| | |says; Linda and Benny go into the garden; phantastic, Max,’ say…, | | |

| |( Hörübung: Zuordnungsübung (Listen |Linda and Benny. | | |

| |and fill in the numbers.) | | | |

| | | | | |

| | | | | |

| | | | | |

| | |( Vorwiegend rezeptiv: It’s the year 1715; 12 big Spanish ships sail | | |

| | |from South America to Spain; There’s a lot of gold and silver on | | |

| |( Schreibübung: My text. (Read. Write |board; Near the cost of Florida there is a hurricane; The ship sink | | |

| |your own text.) |and hundreds of people die; It’s the year 1950; Kip Wagner is on a | | |

| | |beach in Florida; Suddenly he finds a beautiful gold coin in the | | |

| |( ( Culture special: Finding gold – a |sand; “This old coin is from the Spanish ships”, he thinks; Later Kip| | |

| |true story |Wagner finds more gold; Then Kip Wagner hires a plane to look | | |

| |Hörübung (Listen and read.) |for the ship; Kip and his men are lucky; They find 10,000 gold coins,| | |

| | |100,000 silver coins. | | |

| | | | | |

| | | | | |

|Units 4-6 | ( Zuordnungsübung (Look, read and |( Wortschatzwiederholung | |0,5 Wochen |

|Show what you can |fill in the numbers.) | | | |

|do |Partnerarbeit | | | |

| |( Lese- und Schreibübung (Fill in the | | | |

| |missing words.) | | | |

| |( Zuordnungsübung (Find the correct | | | |

| |answer and fill in the number.) | | | |

|Unit |Textsorten und Aktivitäten |Wortschatz, Redemittel und Strukturen |Integration in den |Zeitrahmen |

| | | |Gesamtunterricht | |

|7 | ( Wortschatzeinführung und –übungen |( Germany; Spain; Austria; Italy; Greece; Hungary; England |Sachunterricht |ca. 2-3 Wochen |

|Favourite places |mit Schriftbildunterstützung | |Schulung des sensiblen Umgangs | |

| | |( Flying in a jet plane; I’m flying in a jet plane; fast and high; |mit der Natur | |

| |( ( Flying in a jet plane (Song) |I’m racing through the sky; I’m on my way to London; with friends | | |

| | |from near and far; From Englan, Germany and Spain; hey, in my super | | |

| | |plane; Yeah!; From Austria and Italy; from Greece and Hungary. | | |

| | | | | |

| | |( thief; rodeo; rodeo rider | | |

| | | | | |

| |( ( Wortschatzeinführung mit Schriftbildunterstützung |Vorwiegend rezeptiv: Let’s go to the rodeo; Yes, let’s; Can I try?; | | |

| |Max at the rodeo (Cartoon Story) |It’s dangerous; Please let me try; No way, Max!; He’s really great; | | |

| |Lückentext (Listen and write.) |Yes, he’s fantastic; Ladies and Gentlemen, this is Max, the best | | |

| |Rekonstruktion der Geschichte |rodeo rider in the world; Come back; Stop thief!; This man is a | | |

| | |thief; Here’s your money; Here’s a hundred dollars for you; Come and | | |

| | |try again; Let’s have some ice cream. | | |

| | | | | |

| | |( teacher; shop assistant; police woman; dentist; pilot; farmer; | | |

| | |mechanic; cook; baker; I have lots of cows and sheep; I work in a | | |

| | |kitchen/shop/with children; I fix cars; I make bread; I catch | | |

| |( Multisensorische Wortschatzeinführung und |thieves; I check your teeth; I fly planes | | |

| |-wiederholung mit Schriftbildunterstützung | | | |

| |(Picture Cards/Word Cards) | | | |

| | | | | |

| |( Hörübung (Listen and point.) | | | |

| |Lese- und Sprechübung (Speak, listen and guess.) |( favourite place; fridge; sandwich; midnight | | |

| |Einsetzübung (Read and write.) | | | |

| | | | | |

| |( Multisensorische Wortschatzeinführung und | | | |

| |-wiederholung mit Schriftbildunterstützung |Nur rezeptiv: Get out of bed; You’re asleep; At midnight you hear a | | |

| |(PictureCards/Word Cards) |bell; You wake up; Go downstairs; Open the fridge; Make yourself a | | |

| | |cheese sandwich. | | |

| |( ( My favourite place (Action Story) Anweisungen imitieren und | | | |

| |auch durcheinander ausführen | | | |

| | | | | |

| |Hörübungen (Listen and mime. Then listen and point; Listen and |( plane; airport; shells; sandcastle; tree house; weekend; take off; | | |

| |fill in the numbers.) |land | | |

| | | | | |

| |( Wortschatzvorentlastung | | | |

| |( Hör- und Zuordnungsübung (Listen |( This is Brent/… from San Francisco/…; His/Her/Their favourite place| | |

| |to the children. Match the texts with |is his/her/their bed/… | | |

| |the photogrphs.) | | | |

| | | | | |

| |( ( Hörübung (Listen and fill in the | | | |

| |children’s favourite places.) |( Sue is eating her cheese sandwich; Then she goes to bed; At half | | |

| | |past twelve a mouse comes into the kitchen; It takes the cheese and | | |

| |( Leseübung (Read and tick.) |runs away; At quarter to one Dad wakes up; He is hungry and goes | | |

| | |down into the kitchen; He opens the fridge; There is no cheese; Then | | |

| |( ( Hörübung (Look at the pictures and |he sees a bit of cheese on the floor; ‘I can’t understand this,’ Dad | | |

| |listen to the story. Then read out the |says; ‘A mouse can’t open the fridge’; Then he goes back to bed. | | |

| |sentences in the correct order.) | | | |

| | | | | |

| |( Schreibübung: My text. (Read. Write | | | |

| |your own text.) | | | |

| | | | | |

| |( ( CLIL (Do the quiz. Read and say.) | | | |

|Unit |Textsorten und Aktivitäten |Wortschatz, Redemittel und Strukturen |Integration in den |Zeitrahmen |

| | | |Gesamtunterricht | |

|8 Wild animals | ( Wortschatzwiederholung | Wortfelder: animals; body; food |Sachunterricht |ca. 2 Wochen |

| | | |Schulung des sensiblen Umgangs | |

| |( Informatives Lesen (Read the texts.) |( They ear plants; They are very good swimmers; They’ve got six |mit der Natur | |

| | |teeth. | | |

| |( Internet-Übungen (Go to klett.. Do the quiz on | | | |

| |the Internet.) | | | |

| | | | | |

| |( ( The snake (Action Story) |( Nur rezeptiv: Go into the garden; Sit down on the grass; Suddenly | | |

| |Anweisungen imitieren und auch |you see a snake; You jump up; Shout “Help”; You can hear someone | | |

| |durcheinander ausführen |laugh; Look behind the bush; There is your brother; He is pulling a | | |

| |Hörübungen (Listen and mime. Then |plastic snake on a string. | | |

| |listen and point; Listen and fill in the | | | |

| |numbers.) | | | |

| | |( Wortfeld: wild animals; whale seagull; seal; polar bear; shark; | | |

| |( Multisensorische Wortschatzeinführung und |kangaroo; rattlesnake; giraffe; leopard | | |

| |-wiederholung mit Schriftbildunterstützung | | | |

| |(Picture Cards/Word Cards) | | | |

| |Rollenspiel | | | |

| |( Hör- und Sprechübung (Listen and | | | |

| |point. Then speak.) | | | |

| | |( How many of the animals can fly/have four legs/can climb trees/eat | | |

| |( Kreuzworträtsel (Do the crossword.) |other animals/eat grass/lay eggs/line (live) in or around Australia? | | |

| |Quiz (Look at the animals in 4. | | | |

| |Answer the questions.) | | | |

| |( Hörübung (Now listen and check your answers.) |( I’ve got a friend called Lucy. She lives at number four. When Lucy | | |

| | |walks her pet, oh yeah, we all run to the door/the children do not | | |

| |( ( Lucy’s pet (Song) |smile, because the pet she’s got is… a crocodile. | | |

| | | | | |

| | |( Has it got two/four legs?; Can it fly /climb trees/ swim?; Is it | | |

| | |big/ small/a…?; Is it bigger then…?; Does it live in water/in | | |

| | |Africa/…?; Does it eat it/grass/other animals?; Does it lay eggs? | | |

| |( Tiere erraten (Play the animal guessing game.) | | | |

| |Einsetzübung (Fill in the missing phrases.) |( Many years ago, elephants had short noses; Why have they got long | | |

| | |noses now?; There he meets a crocodile; Please, come closer; I can’t | | |

| | |hear you; When Pinky is very close, the crocodile grabs his nose and | | |

| | |pulls; A big snake hears Pinky, and she comes to help him; After an | | |

| |( ( Pinky, the elephant (Cartoon Story) |hour, the crocodile lets go; It looks funny, but it looks useful too;| | |

| |Lückentext (Listen and write.) |When Pinky gets home, all the elephants in his family laugh; Pinky | | |

| |Rekonstruktion der Geschichte |smiles and picks some fruit from a tree; Then he drinks some water | | |

| | |with his long nose; Where can I get such a long nose?; That’s easy, | | |

| |( Einsetzübung (Complete the text.) |Johnny!; Go down to the river; Say hello to the big crocodile. | | |

| | | | | |

| |( Schreibübung: My text. (Read. Write | | | |

| |your own text.) | | | |

|Unit |Textsorten und Aktivitäten |Wortschatz, Redemittel und Strukturen |Integration in den |Zeitrahmen |

| | | |Gesamtunterricht | |

|9 Holidays | ( Multisensorische Wortschatzeinführung und |( Wortfeld: wild animals; rock; jungle |Sachunterricht |ca. 2 Wochen |

| |-wiederholung mit Schriftbildunterstützung | |Musik | |

| |(Picture Cards/Word Cards) | | | |

| | | | | |

| |( ( Jungle party (Song) |( In the jungle, there’s a party tonight; Arnie, the croc is dancing | | |

| | |on a rock; The hippo in red socks is swimming with the fox; The | | |

| | |monkey and the cat are playing with the rat; The lion and the frog | | |

| | |are singing with the dog; The mouse and the racoon have got a blue | | |

| | |balloon; The bird and the snake are eating all the cake. | | |

| | | | | |

| | |( Nur rezeptiv: You’re reading a book; A man jumps into the water; | | |

| | |There’s water on your book; You’re angry; Take your hippo; Swim | | |

| |( Hör- und Zuordnungsübung (Listen |across the man; He can’t see you; Shout, “Aaaargh!”; The man falls | | |

| |and fill in the numbers.) |into the water. | | |

| | | | | |

| | |( Sydney; Great Barrier Reef; Kakadu National Park; Ayers Rock | | |

| | | | | |

| | |( snorkel | | |

| |( Culture special: Holidays in | | | |

| |Australia | | | |

| | |( Vorwiegend rezeptiv: This is a famous mountain. We climbed to the | | |

| |Multisensorische Wortschatzeinführung und |top of it. What is the mountain’s name?; This animal lives only in | | |

| |-wiederholung mit Schriftbildunterstützung |Australia. We saw three on our way to the famous mountain; We took | | |

| |(Picture Cards/Word Cards) |those pictures in a plane in northern Australia. There were lots of | | |

| |( Hörübung (Sue and Tom went to |crocodiles there. We also saw beautiful birds. What’s the name of | | |

| |Australia last year. Listen and read.) |this place?; We went diving and snorkling here. We could see | | |

| |Gruppenarbeit |beautiful fish; This building looks like a big ship. But it is not a | | |

| |( Hörübung (Listen again and check.) |ship. It is an opera house. You can see it in the largest and oldest | | |

| | |city in Australia. It was our last stop in Australia. | | |

| | | | | |

| | |( Vorwiegend rezeptiv: Children, it is the end of the school year; | | |

| | |This Friday, we can have a big party; But a party is a lot of work; | | |

| | |Please talk your parents. We need their help; Tom’s/Billy’s mum/dad | | |

| | |is very good at baking cakes/making sandwiches; What can I do?; I | | |

| | |know what you can do; I’m hopeless; What am I good at?; You’re good | | |

| | |at … never mind; Is she the singer?; She’s the headmistress; I’m | | |

| |( ( The school party (Mr Matt Sketch) |sorry to say the band can’t play; Can you tell them, Rocky please?; | | |

| |Lückentext (Complete the |Our guitarist is ill. We can’t play. I’m so sorry; This is | | |

| |sentences.) |terrible; Do you play the guitar?; But… I don’t understand; The band | | |

| | |can play. | | |

| | | | | |

| | |( What’s the matter Oliver?; You look unhappy; I don’t like the food | | |

| | |here. I want burgers and chips; What’s wrong Lydia?; It’s too hot; I | | |

| | |don’t like the place; Nobody plays football; The children don’t like | | |

| | |it here. What can we do?; I like it here; The weather is great!; | | |

| | |Let’s go home; Welcome back home; We hate the rain; We want sun. | | |

| | |Let’s go back; What? Are you crazy? | | |

| | | | | |

| | |( Vorwiegend rezeptiv: nurse; Dr Kangaroo is the best doctor in town;| | |

| |( ( Hörübung (Listen and point.) |Next, please; Sorry, no crocodiles; Send him away; Come in, | | |

| |Rollenspiel |MrCrocodile; Your leg is broken; See you in four weeks; What a lovely| | |

| | |kangaroo; Catch me!; Now the crocodile can’t run; It’s four weeks | | |

| | |later; Sleep well; The leg’s OK; I’ve finished; You can go home now; | | |

| | |Here’s the key. | | |

| | | | | |

| | | | | |

| | | | | |

| |( ( Mr Crocodile and Mr Kangaroo (Cartoon Story) | | | |

| |Lückentext (Listen and write.) | | | |

| |Rollenspiel | | | |

| | | | | |

| | | | | |

| |( CLIL (What’s in the suitcase? Find | | | |

| |out and speak.) | | | |

|Unit |Textsorten und Aktivitäten |Wortschatz, Redemittel und Strukturen |Integration in den |Zeitrahmen |

| | | |Gesamtunterricht | |

|Units 7-9 | ( Zuordnungsübung (Look, read and fill in the numbers.) |( Wortschatzwiederholung | |0,5 Wochen |

|Show what you can |Partnerarbeit | | | |

|do | | | | |

| |( Lückentext: Fragen formulieren | | | |

| |(Write the missing words.) | | | |

| | | | | |

| |( Einsetzübung: Possessivpronomen | | | |

| |(Fill in the missing words.) | | | |

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