Teacher notes and answers

SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD

Cambridge IGCSE™ and IGCSE (9–1) German Second Edition

© Hodder & Stoughton 2019 1

Teacher notes and answers

2.1 Self, family, pets, personal relationships

2.1a Familie und Haustiere

Pages: 56–57

Level of difficulty: Einsteigen

Objectives:

Talk about your family and pets

Singular possessive adjectives

Additional objective: phonics f and v

Audio files needed:

2.1a.2 and 2.1a.4

1 Matching exercise. Make sure students are familiar with the vocabulary for the pictures before

they start this exercise by using the key words from the eight descriptions to ask questions of

the class: In welchem Bild ist der Vogel? Meine Tante hat eine Katze. Welches Bild ist das?

Welches Haustier ist im Bild F? Ist mein Bruder oder meine Schwester im Bild G? etc.

Students can then continue in pairs doing this before they match the sentences about the

family members and their pets (1–8) to the pictures (A–H). Encourage students to read all the

descriptions before they begin matching and to start with the ones they find easiest — using

cognates and known vocabulary to help them. Point out that often part of the sentence will be

enough to match the picture, i.e. if they know the pet, that will lead them to the answer.

Answers

1 F 2 B 3 G 4 E 5 C 6 H 7 D 8 A

Extra activity

Once students have completed the exercise, ask them to draw a family tree for the people

described. If appropriate, they could also draw and label their own family tree and compare

with a partner.

Zeichnen Sie einen Stammbaum für diese/Ihre Familie.

Answers

Students’ own answers.

2 Students listen to Bruno, Petra, Kamil and Hanna talking about their family and pets. To recap

and remind students of the key vocabulary they will hear, students could work in pairs to ask

each other about their family and pets or those from exercise 1.

SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers



Students should read the questions before they listen, to check understanding and to give

themselves an idea of what they need to listen for. They then listen and answer eight

questions in German. Students do not need to answer in full sentences. The track should be

played twice.

Answers

1 fünfzig/50

2 (er hat) eine Katze

3 vier/4

4 (es ist) freundlich

5 (sie ist) klein

6 drei/3

7 (sie hat) keine (Geschwister)/0

8 zwei/2 (Jahre alt)

3 Ask students to look at B5 in the Grammar section where singular possessive adjectives are

covered. Students then complete the sentences using the correct form of mein, dein and sein

from the box. They may find a dictionary useful for this to check the genders.

Answers

1 Mein

2 deine

3 Sein

4 dein

5 seine

6 meine

7 deine

8 seine

Extra activity – part a

Students read the sentences in exercise 3 again and find at least four nouns with an indefinite

article. They copy them and note the gender for each noun.

Answers

Any four: mein Hund M; deine Großeltern PL; mein Bruder M; sein Sohn M; dein Vater M;

mein Freund M; seine Schwestern PL; meine Familie F; deine Schwester F; seine Katze F

Extra activity – part b

Students could then do the same for the sentences in exercise 1.

Answers

1 meine Mutter F

2 meine Tante F

3 mein Bruder M

4 mein Onkel M

5 mein Großvater M

6 meine Schwester F

7 mein Vater M

8 meine Großmutter F

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 f and v 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

Mein Vorname ist Verena und mein Familienname ist Friedmann und mein Vater ist Franz

und er ist freundlich und Vatis Frau heißt Franziska, aber sie ist faul.

(My first name is Verena and my surname is Friedmann and my father is Franz and he is

friendly and dad’s wife is called Franziska but she is lazy.)




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 family tree for their dream family and answer three questions to write

sentences about family members and pets. Encourage students to check grammar and

spelling, using the textbook and their own word list to help. Refer them back to the

descriptions in exercise 1, if they need extra support, as well as the mix-and-match grid at the

bottom of the page to help them.

Answers


6 Read the four questions aloud to the class and make sure they understand what each one

means. Ask volunteers to answer them, giving their own information. Students then work in

pairs to practise asking and answering the questions. Point out that they can use the mix-and-

match grid to help them, as well as find ideas throughout the spread, and encourage re-use of

vocabulary and grammar. Remind students that they are not necessarily describing their

actual family but should rather use their imagination to come up with their idea of a dream

family.

Answers





2.1b Beschreibungen

Pages: 58–59

Level of difficulty: Abfliegen

Objectives:

Describe yourself and others (physical appearance)

Adjectives after the indefinite article

Additional objective: produce material from each topic to keep for revision

Audio files needed:

2.1b.2

Strategy

The strategy for this spread is producing material from each topic to keep for revision

purposes. Encourage students throughout the course to produce material from each topic to

keep for future reference, e.g. paragraph containing main points, mini-essay, filled-in

information grid.

1 Web forum about best friends. As a starter activity, hold a class brainstorming session as to

what makes a good best friend. Gather suggestions on the board, including personality

adjectives, appearance and activities. Students read the web forum and choose words from

the box to fill the gaps in the text. The box includes five distractors. Make sure students

understand the words in the box (a–m), referring them to a dictionary if necessary, before

they do the exercise.

Answers

1 F 2 D 3 K 4 H 5 B 6 A 7 C 8 L

Extra activity

When students have completed the exercise, ask them to note down in their vocabulary

books any useful words and expressions from the forum. They also write down the meanings

in their own language.

Answers


2 Listening skills. As a starter activity, make sure that the students know what each multiple-

choice question means. Students then listen to a conversation between Isabella and

Wolfgang, who are describing their family, and select the correct answer option each time.

The track should be played twice.

Answers

1 B 2 B 3 C 4 A 5 C 6 A




3 Ask students to look at B3 in the Grammar section where adjectives after the indefinite article

are covered. Students complete the gaps in eight sentences with declined adjectives, by

selecting the correct one each time from the choice given in the box.

Answers

1 riesige

2 interessanten

3 jüngeren

4 langen/weißen

5 ältere

6 schöne

7 kleines

8 weißen/langen

4 Speaking skills. Students work in pairs to ask and answer questions about themselves, their

family and friends. Encourage them to answer each question, but then also to include an

additional detail, 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 from the

spread. For this conversation, students should:

describe themselves — they should be able to mention hair and eye colour, height and

possibly personality

use third person singular verbs correctly to describe a family member, as above

use third person plural verbs correctly to describe siblings (real or imaginative), as above

use third person singular verbs correctly to describe a friend, as above

explain why they think a small or large family is better and use a range of opinion phrases

and adjectives (possibly with qualifiers) to explain their choice.

Students should regularly justify their opinions throughout the conversation.

If using this task for assessment purposes, mark out of 15, referring to the specimen mark

scheme available on the Cambridge Assessment International Education website.

Answers


5 Writing skills. Students write 80–90 words to describe a good friend, making sure they answer

the four questions provided in the bullet points.

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:

use third person singular verbs correctly to describe a friend, i.e. mentioning hair and eye

colour, height and possibly personality

describe why this friend is a good friend

correctly use present tense verbs (singular and plural) to say what they like to do with

their friends

explain why it is important to have good friends, using a range of opinion phrases and

adjectives (possibly with qualifiers) to justify this.




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.


scheme available on the Cambridge International website.

Answers





2.1c Charaktereigenschaften beschreiben

Pages: 60–61


Objectives:

Describe people’s characteristics

Relative pronouns (nominative); conjunctions

Additional objective: join short sentences together to make longer more sophisticated

ones

Audio files needed: 2.1c.2

1a As a starter activity, ask students to read the forum in pairs and to use a dictionary if they get

stuck at any point. Remind students of the key vocabulary for describing friends and family

with a series of class questions, focusing on the descriptions which appear in the forum: Wer

hat eine kleine Schwester? Wer hat Zwillinge in der Familie? Wer spielt mit seinem Bruder

Fußball?

Students read the three forum contributions about family, and then identify the correct writer

(A, R and M) for each statement. 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

1 M 2 R 3 M 4 R 5 M 6 A 7 A 8 R

1b When students have completed the exercise, ask them to read the forum again and find five

characteristic adjectives to note down in their vocabulary books. They also write down the

meanings in their own language.

Answers

sympathisch (nice), faul (lazy), unsympathisch (unpleasant), laut (loud), geschwätzig (chatty)

2a Students listen to Bruno and Sofia talking about their friends. Ask them to read the

statements (1–8) before they listen to check understanding and to give themselves an idea of

what they might hear. They then listen and note whether the eight statements are R (correct),

F (false) or NA (not given). The track should be played twice.

Answers

1 R 2 F 3 R 4 NA 5 NA 6 F 7 R 8 NA

2b Students listen again and correct the false statements.




Answers

2 gesellig schüchtern

6 im Kindergarten in der Grundschule

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 die

2 dessen

3 was

4 dem

3b Ask students to look at H3 in the Grammar section where coordinating conjunctions are

covered. Students then complete the gaps in the sentences using the words from the box.

Answers

1 und

2 aber

3 oder

4 sondern

Strategy

The strategy focus for this spread is to encourage students to join sentences by using

conjunctions. Encourage students to put the grammar of the unit into practice wherever

possible to extend their sentences in both their speaking and writing tasks; they can choose

to combine two short sentences with a coordinating conjunction (word order stays the same)

or use a relative pronoun where the word order changes, to create a more sophisticated

sentence.

4 Students write a blog about their best friend, using the three bullet points to help structure

their work. Remind them that they can use material from the other exercises on this spread

for ideas, as well as the mix-and-match grid to help with sentence construction. When they

have finished, ask them to check grammar and spelling, and also to check that they have

used a variety of adjectives and relative pronouns to give a detailed description of their best

friend. Students could swap their work with a partner to allow peer review and suggestions for

improvements. They then produce a final version.

Answers


5a Speaking skills. Students work in pairs to carry out a role play of an interview for the school

magazine on the topic of personality traits and friendships, using the mix-and-match grid for

support. In this role play, students should:

use a range of adjectives to describe the characteristics of a good friend

correctly use present tense verbs (singular and possibly plural) to say what they like to do

with friends/family




use a range of adjectives to explain why they are (not) a good friend, possibly with

opinion phrases and qualifiers

use the past tense correctly to describe something they have recently done with friends

explain why it is (not) important to have a good relationship with siblings, using opinion

phrases and a range of adjectives (possibly with qualifiers).

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 scheme available on the Cambridge

International website.

5b Students swap roles and repeat the task.

Answers





2.1d Beziehungen zu Familie und Freunden

Pages: 62–63

Level of difficulty: Unterwegs

Objectives:

Say who you (don’t) get on with

Plural possessive adjectives

Audio files needed:

2.1d.2

1 Reading skills. As a starter activity, ask students to work in pairs and describe the photo of

the teenager in the blog before reading the title and text through for gist only. Gather all the

ideas together before students read the blog in detail about Katja’s family and answer eight

questions in German. Students do not need to answer in full sentences.


books any useful words and expressions from the reading text. They should also write down

the meanings in their own language.

Answers

1 schlecht

2 Sie haben beide eine frohe Natur/Sie sind freundlich (only one needed)

3 Sie streiten über Hausarbeit (1) und Taschengeld (1)

4 Wenn sie/Gabriele/Katjas Freundin ausgeht

5 Sie reden/lachen gern

6 Katjas Mutter hat gearbeitet/Sie haben auf Katja aufgepasst

7 Ihre Eltern waren gute Vorbilder

8 hilfsbereit (1) und nicht streng (1)

2a Before students listen to four young people (Sebastian, Nina, Maxim and Lianna) talking

about their friends, ask them to copy the table into their books and start to think about the sort

of information they may hear and need to write down. Hold a class brainstorming session to

elicit ideas which might arise, and then after the listening, compare these ideas with the

answers. Students then listen and complete the gaps in the table. The track should be played

twice.

Answers

1 hat immer Zeit für dich

2 ist eifersüchtig/neidisch

3 gibt Unterstützung/ist unterstützend

4 schliesst dich aus

5 ist lustig

6 ist gemein/macht sich lustig über dich/ist unsympathisch

7 bleibt (immer) in Kontakt (mit dir)

8 lügt/ist nicht ehrlich




2b Students listen again and note the positive and negative characteristics. They translate these

into their own language.

Answers

Positive Adjektive: glücklich (happy), nett (nice), ehrlich (honest), selbstsicher (self-confident)

Negative Adjektive: neidisch (envious), eifersüchtig (jealous), unhöflich (impolite/rude),

ausgeschlossen (excluded), gemein (mean)

3a Ask students to look at B5 in the Grammar section where plural possessive adjectives are

covered. Students then complete the gaps in the sentences using the words from the box.

Answers

1 unsere

2 eure

3 ihre

4 unsere

5 unseren

6 euer

7 ihren

8 ihre

3b Students find seven plural possessive adjectives in Katja’s blog in exercise 1 and translate

them into their own language.

Answers

meine (my), unsere (our), meine (my), ihre (her), meine (my), meine (my), meine (my).

4 Students write a letter about either a friend or a family member, using the bullet points for

guidance as to what to include. Remind students that they can use material from the other

exercises on this spread for ideas. When they have finished, ask them to check grammar and

spelling, and also to check that they have used a variety of declined adjectives, verbs and

plural possessive adjectives, where possible. Students could swap their work with a partner to

allow peer review and suggestions for improvements. They then produce a final version.

Answers


5 Speaking skills. Students work in pairs to ask and answer five questions about relationships

with friends and family. Encourage them to answer each question, but then also to include an

additional detail each time, using connectives and verbs. Point out that they can find ideas in

the reading text and other exercises. Remind students to be mindful of their pronunciation as

they discuss the questions. For this conversation, students should:

describe a family member they have a good relationship with, using a range of opinion

phrases and adjectives (possibly with qualifiers)

explain why they get on well with their best friend

use the past tense correctly to describe a lovely weekend with friends or family

use the future tense correctly to describe an upcoming weekend with friends or family




explain why they think it is (not) important to stay in touch with classmates in the future.




Answers





2.2 Life at home

2.2a Der Tagesablauf zu Hause

Pages: 64–65


Objectives:

Describe your daily routine at home

Reflexive verbs

Additional objective: phonics ss and ß

Audio files needed:

2.2a.2 and 2.2a.4

1 Matching exercise. Make sure students are familiar with the vocabulary for the daily routine

by bringing in some props and asking a series of ja/nein questions as you hold the prop up:

(toothbrush) Ich putze mir die Zähne: ja oder nein? etc. Then ask students to choose the prop

which matches the sentence you give: Ich wache um acht Uhr auf. (alarm clock)

Once students are confident with the vocabulary, they can ask and answer questions

themselves: Was machst du? Ich frühstücke. (spoon)

Students match the speech bubbles about daily routine (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

1 D 2 H 3 A 4 E 5 C 6 B 7 G 8 F

2a Students listen to eight young people describing their daily routine and match each one to the

corresponding picture (A–H) in exercise 1. The track should be played twice.

Answers

1 G 2 E 3 B 4 F 5 H 6 A 7 D 8 C

2b Students listen again and note an additional detail for each speaker.

Answers

1 um sieben Uhr fünfzig (07.50)

2 trägt eine Jeans

3 um sechs Uhr dreißig (06.30)

4 trinkt Tee

5 um sieben Uhr (07.00)

6 dreimal pro Woche

7 im Schlafzimmer

8 einmal pro Woche




3 Ask students to look at D3 in the Grammar section where reflexive verbs are covered.


Answers

1 mir

2 sich

3 dir

4 dich

5 mich

6 sich

7 mir

8 sich

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 ss and ß sounds they

hear. They repeat the sentence three times, checking pronunciation by listening again to the


Answers

Es macht Spaß, wenn ich morgens eine Tasse süßen Tee trinke, denn er ist besser als

Wasser, aber ich hasse es, wenn ich die Straßenbahn verpasse.

(It’s fun when I drink a cup of sweet tea in the morning because it’s better than water, but I

hate it when I miss the tram.)





sentence correctly.


means. Ask volunteers to answer them giving their own information. Students then work in

pairs to practise asking and answering the questions. Point out that they can use the mix-and-

match grid to help them, as well as find ideas throughout the spread, and encourage re-use of

vocabulary and grammar. Students should address all questions provided.

Answers


6 Students write an essay about their daily routine, using the questions from the speaking

activity to help them. Encourage students to vary their sentences with a mixture of verbs,

opinions, time expressions and descriptions. Students should check grammar and spelling,

using the textbook and their own word list to help. They can also refer to the example answer

for ideas or adapt it. Point out that they can also use the mix-and-match grid and their ideas

from the speaking activity to help them.

Answers





2.2b Die Hausarbeit

Pages: 66–67


Objectives:

Say how you can help at home

Informal imperative

Additional objective: improve your spelling, e.g. dictate words to your partner, learn how

to spell the pronunciation sentences

Audio files needed:

2.2b.2

1a As a starter activity, ask students some questions about how they help at home, such as what

they do, how often, where exactly and what they find positive/negative about helping at home

etc. Use the vocabulary from the letter to support this (e.g. to make a bed, to iron, to lay the

table, to tidy the (bed)room, to wash up, to clean the bathroom).

Students read the text and order the pictures (A–H) chronologically.

Answers

G, E, B, H, F, A, D, C

1b Students read the text again and sentences (1–8). They identify the four true sentences. As

an extension task, students can correct the false sentences.

Answers

True sentences: 2, 3, 7, 8

1 ordentlich unordentlich

4 sehr früh spät

5 nur zwei alle

6 hat muss ... schmutzig gemacht sauber machen

2 Listening skills. Before students listen to the recording, ask them to work in pairs and check

understanding of the five chores and the six accompanying statements. Tell them they will

hear Tomasz and Emilia talking about how they help at home and they should link each of the

five chores to one of the statements, bearing in mind that they will not need to use one of the

statements. The track should be played twice.

Answers

1 E 2 C 3 F 4 A 5 D




3 Ask students to look at F2 in the Grammar section where the informal imperative is covered.


Answers

1 Sei

2 mach

3 macht

4 seid

5 Zieh

6 leer(e)

7 putzt

8 Steh

Extra activity

Students find examples of the informal imperative in the reading text in exercise 1, which use

either the singular or plural form. They translate them into their own language.

Lesen Sie den Text in Übung 1 noch einmal. Wie viele Sätze gibt es im Singular (du) und wie

viele gibt es im Plural (ihr)?

Answers

Plural: Seid so gut (be as good), helft mir (help me), Deckt den Tisch (lay the table), bügelt

euere beste Kleidung (iron your best clothes)

Singular: Spül bitte ab (please wash up), Räum auch dein Zimmer auf (tidy up your room too),

Bezieh die Betten frisch (change the beds), mach dein Bett (make your bed), Mach das

Badezimmer sauber (clean the bathroom), finde Seife (find soap), geh in die Stadt (go into

town)

4a Speaking skills. Students work in pairs to carry out a role play with their teacher about the

chores they do at home, using the mix-and-match grid for support. In this role play, students

should:

correctly use the present tense to describe how they help at home, possibly using

adverbs of frequency

explain which chore they most like doing, using opinion phrases and a range of adjectives

(possibly with qualifiers)

explain which chore they least like doing

correctly use the past tense to describe how they helped at home yesterday

give their opinion about young people helping at home, using opinion phrases and a

range of adjectives (possibly with qualifiers).











Answers


5 Students write an essay for the school newspaper about the advantages and disadvantages

of young people helping at home. Encourage them to use a wide range of vocabulary and

grammar from this and previous spreads, as well as the ideas from exercises 1 and 2. Point

out that they can use the mix-and-match grid to help them. Make sure students check their

work before they submit it, paying particular attention to verb endings, word order and any

declined adjectives they have used.

Answers


Strategy

The strategy focus here is to improve spelling, e.g. dictate words to a partner and learn how

to spell the pronunciation sentences. Once students have completed the writing activity, they

can carry out peer review to reinforce this strategy. Encourage students to think about

grammatical rules they have learnt so far and to focus on certain words that are commonly

misspelt, e.g. langweilig, Wochenende. Students could dictate short passages to each other

and then check the accuracy, making sure the genders are correct, the cases are accurate,

e.g. subject, object, after preposition and the punctuation makes sense.




2.2c Ich helfe meiner Familie

Pages: 68–69


Objectives:

Describe how you help your family at home

Dative verbs (e.g. helfen); interrogative adjectives (e.g. welcher)

Audio files needed:

2.2c.2

1a Reading skills. As a starter activity, ask students to work in pairs and describe the boy in the

picture and explain what he is doing. Then have a show of hands in the class to answer the

first question in the article: Wie viele Schüler und Schülerinnen helfen zu Hause? Students

can then work in pairs again and answer the further questions: Warum? Welche Hausarbeiten

machst du? and Wie viele Hausarbeiten machst du? Bring the class together to discuss the

findings before they read the article about why young people help at home and answer eight

questions in German. Students do not need to answer in full sentences.

Answers

1 weil die Eltern arbeiten

2 Es ist einfacher und schneller (1), Geld zu verdienen (1).

3 das Zimmer aufräumen/das Bett machen (only one needed)

4 Sie leeren den Mülleimer./den Mülleimer leeren

5 mit dem Einkaufen (1) und mit dem Kochen (1)

6 ihre/die Hausaufgaben

7 weil ihre/die Eltern immer noch arbeiten/spät(er) arbeiten müssen

8 am Wochenende

1b When students have completed the exercise, ask them to copy the underlined words from the

reading text in their vocabulary books. They should also write down the meanings in their own

language.

Answers

berufstätigen (employed), Taschengeld (pocket money), Verantwortung (responsibility),

Erwachsenenleben (adult life), Hausarbeiten (chores), Mehrheit (majority), aufpassen (to look

after), Feierabend (evening/return home)

2 As a starter activity, go through the sentences with the class to check understanding and to

encourage students to start thinking about the sort of language they might hear. Students

listen to three young people talking about how they help at home and match each sentence

(1–8) to the correct speaker (Melanie, Karl and Nadine). The track should be played twice.




Answers

1 Melanie

2 Karl

3 Karl

4 Karl

5 Melanie

6 Nadine

7 Karl

8 Melanie

3a Ask students to look at A6 in the Grammar section where dative verbs are covered. Students

complete the gaps in the sentences with present tense dative verbs, by using the words in the

box.

Answers

1 helfen

2 gehört

3 passt

4 putze

3b Ask students to look at B6 in the Grammar section where interrogative adjectives are

covered. Students complete the gaps in the sentences with interrogative adjectives, by using

the words in the box.

Answers

1 Welche

2 Welche

3 wie viele

4 Welches

4 Speaking skills. Students work in pairs to ask and answer five questions about housework.

Point out that they can find ideas throughout the spread and encourage re-use of vocabulary

and grammar from this spread and the previous one. For this conversation, students should:

correctly use the present tense (including modal verbs) to describe how they help around

the house and why, possibly using adverbs of frequency

explain which chores they like and dislike doing, using opinion phrases and a range of

adjectives (possibly with qualifiers)

use the past tense correctly to describe how they helped around the house last week,

using opinion phrases and a range of adjectives (possibly with qualifiers)

use the future tense correctly to describe how they will help around the house next week

give their opinion about young people helping around the house, using opinion phrases

and a range of adjectives (possibly with qualifiers).




Answers





5 Writing skills activity. Students write 130–140 words in answer to the five bullet points

provided on the topic of helping around the house. 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 to help them.

When they have finished, remind them to check grammar and spelling, and in particular to

make sure they have used a variety of verbs, connectives and adjectives. For this question,

students should:

correctly use the present tense (including modal verbs) to describe how they help around

the house

explain why they help around the house, and who they help, possibly using adverbs of

frequency

use the past tense correctly to describe how they have recently helped around the house

give their opinion about why young people should help around the house, using opinion

phrases and a range of adjectives (possibly with qualifiers)

use the future or conditional tense correctly to say if their children will have to help around

the house in future.

Students should regularly justify their opinions throughout the article.



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 scheme available on

the Cambridge International website.

Answers





2.3 Leisure, entertainments, invitations

2.3a Hobbys – Lass uns ausgehen!

Pages: 70–71


Objectives:

Talk about your leisure activities outside the home

(nicht) gern; adverbs of frequency

Additional objective: phonics ch

Audio files needed:

2.3a.2 and 2.3a.4

1a Matching exercise. Make sure students are familiar with the vocabulary for the pictures (free-

time activities) before they start this exercise by using the key words from the eight sentences

to mime an activity as you give a description: Ich angle. Next, give students a choice for them

to say which activity you are miming: Schwimme ich oder gehe ich einkaufen? Students can

finally work in pairs to take over the asking and naming of the various activities: Was machst

du?

Students can then match the sentences about activities outside of the home (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

1 H 2 G 3 B 4 C 5 A 6 F 7 D 8 E

1b When students have completed the exercise, ask them to note down whether the sentences

(1–8) are positive or negative.

Answers

1 P 2 N 3 P 4 P 5 P 6 N 7 N 8 P

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 eight young people saying what

they (don’t) enjoy doing in their free time and match each speaker with the correct picture (A–

H). There are no distractors. The track should be played twice.

Answers

1 G

2 D

3 E

4 H

5 B

6 C

7 F

8 A




2b Students listen again and note down the time expression used by each speaker. Allow access

to the transcript, if needed, for help with this.

Answers

1 jeden Mittwoch

2 einmal pro Monat

3 nie

4 oft

5 sehr selten

6 alle zwei Wochen

7 jedes Wochenende

8 jeden Tag

3a Ask students to look at C2 in the Grammar section where gern is covered. Students adapt the

eight sentences to describe whether they enjoy doing the activities or not.

Answers

1 Ich spiele (nicht) gern Tennis/Tischtennis.

2 Ich gehe (nicht) gern einkaufen.

3 Ich reite (nicht) gern.

4 Ich fahre (nicht) gern Rad.

5 Ich treffe meine Freunde (nicht) gern.

6 Ich gehe (nicht) gern ins Kino.

7 Ich spiele (nicht) gern Fußball.

8 Ich gehe (nicht) gern angeln.

3b Ask students to look at C4 and C5 in the Grammar section where adverbs of frequency are

covered. Students adapt the sentences from exercise 3a, replacing gern/nicht gern with an

adverb of frequency from the box.

Answers


Extra activity

When students have completed the exercise, ask them to read the sentences in exercise 1

again and find six adverbs of frequency to note down in their vocabulary books. They also

write the meanings in their own language.

Machen Sie eine Liste mit den Temporaladverbien in Übung 1 und übersetzen Sie sie in Ihre

Sprache.

Answers

oft (often), fast jeden Tag (almost every day), normalerweise (normally), jedes Wochenende

(every weekend), selten (rarely/seldom), meistens (mostly)


listen to it being spoken. They separate the words, focusing on the ch 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

Am Mittwoch mache ich nichts, manchmal lese ich ein Buch, aber am Wochenende mache

ich Chemie, denn das ist mein Lieblingsfach.

(On Wednesday I don’t do anything, sometimes I read a book but at the weekend I do

chemistry because that is my favourite subject.)





sentence correctly.


means, and realise the last question is in the past tense. Ask volunteers to answer them

giving their own information. Students then work in pairs to practise asking and answering the

questions. Point out that they can use the mix-and-match grid to help them, as well as find

ideas throughout the spread, and encourage re-use of vocabulary and grammar. Students

should address all questions provided.

Answers


6 Students use the table to write two sentences for each activity to include an opinion and how

often they do the activity. Encourage students to write accurately and to check their word

order, spellings and capital letters before they submit the work. Students could also check

each other’s work to see if they can spot any errors.

Answers

1 Ich spiele gern Tennis. Ich spiele jeden Tag Tennis.

2 Ich gehe gern einkaufen. Ich gehe oft einkaufen.

3 Ich schwimme nicht gern. Ich schwimme nicht oft.

4 Ich spiele nicht gern Basketball. Ich spiele selten Basketball.

5 Ich gehe nicht gern angeln. Ich angele nie.

6 Ich gehe gern ins Kino. Ich gehe jede Woche ins Kino.

7 Ich fahre gern Inlineskates. Ich fahre einmal pro Monat Inlineskates.

8 Ich fahre nicht gern Rad. Ich fahre fast nie Rad.




2.3b Wann treffen wir uns?

Pages: 72–73


Objectives:

Make arrangements to meet up

Future tense

Additional objective: correcting written work

Audio files needed:

2.3b.2

1 Reading skills. Remind students of the vocabulary for times, days of the week and places. As

a starter activity, ask students a series of class questions, focusing on the information in the

reading passage: Wer hat am Samstag Geburtstag? Wer grillt vielleicht im Garten? Wann

würde man eine Pizza bestellen?

Students read the title and the message for gist, along with the accompanying multiple-choice

questions. Check comprehension before students complete the task by choosing the correct

option for each sentence.

Answers

1 B 2 A 3 A 4 B 5 C 6 A


When students have completed the exercise, give them the list of expressions listed below

and ask them to translate them into their own language.

Übersetzen Sie die folgenden Ausdrücke aus dem Text in Ihre Sprache.

1 Geburtstag feiern

2 grillen

3 Pizza bestellen

4 Videos schauen

5 die Einladung

6 bis um Mitternacht

7 dort

8 sich treffen

Answers

1 to celebrate your birthday

2 to barbecue

3 to order pizza

4 to watch videos

5 the invitation

6 until midnight

7 there

8 to meet





Give students the following sentence to translate into their own language and ask them then

to write a similar sentence of their own. Hold a class session to gather the sentences

together, checking word order in particular.

Wenn es sonnig wird, wird er im Garten grillen und wenn es regnen wird, werden sie Pizza

bestellen und Videos schauen.

Übersetzen Sie diesen Satz in Ihre Sprache. Erklären Sie den Satzbau und schreiben Sie

einen ähnlichen Satz in Ihr Heft.

Answers

If it will be sunny (it’s sunny), he will have a barbecue in the garden and if it will rain (rains),

they will order pizza and watch videos.

2a Check that students understand the eight statements by asking them to work in pairs, with a

dictionary, if necessary. Brainstorm in the class the sort of language that students might

expect to hear. They then listen to Niko and Olga arranging to meet and correct the

statements (1–8) which are all incorrect. The track should be played twice.

Answers

1 Sonntag Samstag

2 ins Kino einkaufen/in die Stadt

3 im Park am Bahnhof

4 Tante Oma

5 ein Kleid Schuhe

6 Schuhe ein Computerspiel

7 Niko Olga

8 sieben acht

2b Students listen again to the passage and answer questions in German. They do not need to

write in full sentences.

Answers

1 Oma kommt zu Besuch.

2 um zwei Uhr (2.00)

3 30 Euro

4 im Secondhandladen

5 Computer spielen

3a Ask students to look at F6 in the Grammar section where the future tense is covered.

Students then complete the gaps in the sentences using the correct form of the verb werden.

Answers

1 werde

2 werde

3 wird

4 wird

5 werden

6 werden

7 wirst

8 werde




3b Students find five examples of the future tense in Hannah’s message in exercise 1 and copy

them to translate into their own language.

Answers

dieses Wochenende wird viel los sein (there will be a lot going on this weekend)

Mein Freund Heiko wird am Samstag seinen Geburtstag feiern. (My friend Heiko will

celebrate his birthday on Saturday.)

danach werden sie alle ins Kino gehen (afterwards they will all go to the cinema)

Mein Cousin Paul wird aber am Samstag auch eine Party haben. (But my cousin Paul will

also have a party on Saturday.)

Wenn es sonnig wird, wird er im Garten grillen (If it’s sunny he will have a barbecue in the

garden)

wenn es regnen wird, werden sie Pizza bestellen und Videos schauen (if it rains they will

order pizza and watch videos)

Wir werden bis um Mitternacht feiern! (We will celebrate until midnight!)

Sie wird sich um drei Uhr mit ihrer Freundin dort im Café treffen. (She will meet her friend in

the café there at three o’clock.)

4 Speaking skills. Students work in pairs to ask and answer five questions about the weekend.

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. If necessary, students could prepare their answers in writing

first and learn them by heart to do the speaking activity. For this conversation, students

should:

use the correct verbs associated with sport, e.g. spiele/gehe/fahre; to improve their

answer they should add frequencies and extra information, such as where and who with

explain whether they prefer to spend the weekend with family or friends, giving a reason

use the future tense to explain what their plans are for this weekend

use the past tense to explain what they did last weekend

use gern to say what they like doing on Sundays, making sure they give reasons for their

choice.




Answers


5a Writing skills. Students write 80–90 words to describe their weekend. 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:

use the present tense to say what they usually do at the weekend

use the present tense to say what they do not enjoy doing at the weekend

use the future tense to describe what their plans will be for a wet weekend

use the past tense to say what they did last weekend.

Remind students to give reasons for their choices and justify them, wherever possible.





Answers


5b

Strategy

Students practise the strategy of this spread by comparing their work with that of a partner to

check the following elements:

Make sure the endings are correct on the present tense verbs.

Make sure the endings are correct on the future tense verbs.

Make sure the sentence construction is sound.

Make sure the spellings are correct by checking in a dictionary and learning them.

Answers





2.3c Was für eine Woche!

Pages: 74–75


Objectives:

Describe a week full of activities

Perfect tense with haben; irregular past participles

Audio files needed:

2.3c.2

1a As a starter activity, ask students to work in pairs and come up with a list of activities

Alexander might have done in his busy week, using the vocabulary they learnt on the

previous spread to help them. They can read the diary entry in pairs and see how many of

their suggestions were in fact ones Alexander did. Then hold a class falsch/richtig session to

reinforce the vocabulary: Alexander war klettern. (R) Alexander ist nicht ins Kino gegangen.

(F)

Students read Alexander’s diary entry and then fill the gaps (1–8) with the correct words from

the box (A–J). There are two distractors.

Answers

1 E 2 B 3 F 4 A 5 H 6 J 7 I 8 C

1b When students have completed the exercise, ask them to join the sentence halves to make

six sentences. Two sentence endings (G and H) are not needed.

Answers

1 B 2 F 3 E 4 D 5 C 6 A

2 Listening skills. Make sure that students know what the two sets of sentences (A–E) mean

and go through all ten sentences with them, eliciting what type of words they might expect to

hear in the recording. Students listen to Corinna and Hassan talking about their summer

holiday and select the two correct sentences for each section. The track should be played

twice.

Answers

1 C, E 2 B, D

3 Ask students to look at F3 in the Grammar section where the perfect tense with haben is

covered. Students complete the gaps in a paragraph with the correct past participles, by

adapting the infinitive given in brackets each time.




Answers

1 gemacht

2 geschlafen

3 getrunken

4 gegessen

5 erzählt

6 ferngesehen

7 gekocht

8 gespielt


Students find 12 examples of past participles which use haben in the diary entry in exercise 1

and identify whether they are regular or irregular. They copy them into their vocabulary books

and translate into their own language.

Lesen Sie Alexanders Tagebucheintrag in Übung 1 noch einmal und finden Sie zwölf

Partizipien mit haben. Sind sie regelmäßig oder unregelmäßig? Kopieren Sie sie und

übersetzen Sie sie in Ihre Sprache.

Answers

gemacht = regelmäßig (done/made), organisiert = unregelmäßig (organised), getan =

unregelmäßig (done), gesehen = unregelmäßig (seen), gelacht = regelmäßig (laughed),

gegessen = unregelmäßig (eaten), gespielt = regelmäßig (played), gesonnt = regelmäßig

(sunbathed), getanzt = regelmäßig (danced), gesungen = unregelmäßig (sung), besucht =

unregelmäßig (visited), getrunken = unregelmäßig (drank)


Write the following sentences on the board and ask students to work out the anagram in

brackets before translating the sentences into their own language.

Schreiben Sie die Partizipien richtig auf. Dann übersetzen Sie die Sätze in Ihre Sprache.

1 Ich habe ein T-Shirt (ftuakge).

2 Ich habe einen Film (gehesne).

3 Wir haben Tennis (liespegt).

4 Udo hat Musik (rtögeh).

5 Ich habe ein Buch (eeelgsn).

6 Wir haben Limonade (ukgentrne).

7 Mein Bruder hat sich (ervltzte).

8 Ich habe mein Handy (orverlne).

Answers

1 Ich habe ein T-Shirt gekauft. (I have bought a T-Shirt.)

2 Ich habe einen Film gesehen. (I have watched a movie.)

3 Wir haben Tennis gespielt. (We have played tennis.)

4 Udo hat Musik gehört. (Udo has listened to music.)

5 Ich habe ein Buch gelesen. (I have read a book.)

6 Wir haben Limonade getrunken. (We have drunk lemonade.)

7 Mein Bruder hat sich verletzt. (My brother has injured himself.)

8 Ich habe mein Handy verloren. (I have lost my mobile.)

4a Speaking skills. Students work in pairs to carry out a role play with a friend about the summer

holiday. Make the mix-and-match grid below available to your students for support. In this role

play, students should:

give their opinion about the summer holdiays, using the present tense

describe what they do at home (during the summer holidays)

use the past tense to describe what they did last week

describe a problem they encountered, using the past tense

use the future or conditional tense to describe what they will do next week.











Answers


Ich finde die Ferien

Meiner Meinung nach sind

die Ferien

ziemlich / sehr / total / nicht so toll / fantastisch / wunderbar / gut

/ langweilig.

Zu Hause höre ich Musik / helfe ich im Haushalt / sehe ich fern / spiele ich

Playstation / lese ich / surfe ich im Netz.

Das finde ich super / interessant / entspannend.

Letzte Woche habe ich einen Film gesehen.

Freunde besucht.

ein Buch gelesen.

Fußball / Tennis / Volleyball

gespielt.

im Netz gesurft.

eine Hose / Jacke gekauft.

Das war…

(ziemlich / sehr / total / nicht so…)

toll / fantastisch / interessant /

wunderbar / entspannend / gut /

langweilig.

Beim Einkaufen /

Fußballspielen

habe ich mein Handy /

Portemonnaie verloren.

habe ich mich verletzt.

habe ich mich mit meiner Mutter /

meinem Bruder gestritten.

Das war eine Katastrophe / ein

Pech.

Das war ägerlich / nervig / dumm. Im Zoo / Park

Nächste Woche werde ich ins Kino / ins Restaurant / zum Zoo

/ ins Schwimmbad

gehen.

Fußball / Tennis / Volleyball spielen.

5 Students write a diary entry about a dreadful week, using the five bullet points provided.

Encourage students to answer all questions beyond the minimum. They will need the present,

past and future tense to do so. They should use grammatical knowledge from previous

spreads, as well as this one, and focus on accuracy, ensuring they have checked their work

thoroughly before submitting it.

Answers

Students own answers.




2.4 Eating out

2.4a Im Imbiss

Pages: 76–77


Objectives:

Ordering food and drinks

ich möchte and ich hätte gern

Additional objective: phonics u and ü

Audio files needed:

2.4a.2 and 2.4a.4

1a Matching exercise. Make sure students are familiar with the vocabulary for the pictures (food

and drinks) before they start this exercise by using the key words from the eight sentences to

give them a choice of pictures to select: Ein Schokoladenmilkshake: ist das Bild C oder Bild

H? Next ask a series of questions where students repeat the correct food item from a choice

of two: Ist Bild A ein Kaffee oder Pommes?

Students can finally work in pairs to take over the asking and naming of the various food and

drink items: Was ist Bild D? Welches Bild ist ein Salat?

Students match the sentences about food and drinks (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

1 F 2 H 3 D 4 G 5 A 6 E 7 B 8 C

1b When students have completed the exercise, ask them to make a list of foods and a list of

drinks they could order, using the vocabulary from the pictures. Encourage students to come

up with their own ideas too for food and drink items they have previously learnt which can be

found in a snack bar. Hold a class brainstorming session at the end to see who has the

longest list.

Answers


2 Ask students to check they know what the headings in the table mean and to look at the

example answer to get an idea of what they are listening for: a food item, a drink and the cost

for each speaker. You may like to run a quick session on reminding students of numbers

used for money. Students listen to two customers in the snack bar, ordering from the menu

on page 76, and note the number of each item ordered and the cost. Play the conversations




once through for gist, pausing after each one to allow students to make notes and then play

the track a second time with more pauses. As an extension, students could note down any

extra details they hear. The track should be played twice.

Answers

Essen Getränke Das kostet...

1 1, 6 9 11,55 €

2 2, 7, 3, 8 12 17,40 €

3 Ask students to look at F7 in the Grammar section where ich möchte and ich hätte gern are

covered. Students then rearrange the sentences into the correct order.

Answers

1 Ich möchte einen Kaffee.

2 Ich hätte gern eine Pizza.

3 Ich möchte eine Portion Pommes.

4 Ich hätte gern eine Bratwurst mit Senf.

5 Ich möchte eine Flasche Cola.

6 Ich hätte gern zwei Kugeln Eis.

7 Ich möchte einmal Schaschlik.

8 Ich hätte gern drei Milchshakes.


listen to it being spoken. They separate the words, focusing on the u and ü sounds they hear.

They repeat the sentence three times, checking pronunciation by listening again to the


Answers

Du suchst fünf Kugeln Haselnusseis in der kühlen Küche aber du musst Nudeln mit Gemüse

essen.

(You are looking for five scoops of hazelnut ice cream in the cool kitchen but you have to eat

pasta with vegetables.)





sentence correctly.

5a Students carry out a role play in pairs at the snack bar. 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 can then read the role play in pairs to establish the phrases used.

5b Students can first work individually to come up with alternatives for the underlined phrases,

and then work in pairs to carry out the role play with the expressions of their choice, using the

mix-and-match grid for support. At the end, ask a couple of pairs to demonstrate their role

plays to the class, who should note in their own language, what they ordered and how much it

cost.

Answers


6 Students write a dialogue of their choosing based on their role plays in exercise 5. Encourage

students to use the mix-and-match grid and the snack bar menu from exercise 2, as well as to

give extra details.

Answers





2.4b Guten Appetit!

Pages: 78–79


Objectives:

Describe a restaurant visit

Use adverbs and adverbial time phrases to express order; revise the perfect tense with

haben

Additional objective: practise role plays

Audio files needed:

2.4b.2

1a As a starter activity, hold a class brainstorming session about what sort of dishes a family

might order for a birthday meal at a restaurant. Gather a list on the board of suggestions for

students to compare to the items in the dialogue, after they have read it.

Students read the dialogue in pairs along with the eight accompanying statements, checking

comprehension together and clarifying anything they are unsure of with the help of a

dictionary. Students then read the dialogue in greater detail and decide whether each

statement refers to H (Hanna), (E) Elias or N (nobody).

Answers

1 H 2 H 3 N 4 E 5 N 6 E 7 E 8 H

1b When students have completed the exercise, ask them to copy the table and complete it with

words taken from the dialogue for the three columns: food, crockery, cutlery. Students should

then translate these into their own language and learn them.

Answers

(suggested answers)

Essen Geschirr Besteck

die Pilzsuppe (mushroom soup) das Brot (bread) die Nudeln (pasta) die Tomaten (tomatoes) der Käse (cheese) das Hähnchen (chicken) die Kartoffeln (potatoes) das Eis (ice cream)

der Teller (plate) die Flasche (bottle) der Becher (cup, tub) das Glas (glass)

die Löffeln (spoons) der Messer (knife) der Gabel (fork)




2 Listening skills. Before students hear the recording, ask them to work in pairs and check

understanding of the five people and six statements given. Tell them they will hear Dilek and

Frank talking about a new restaurant and they should link each of the five people to one of

the statements, bearing in mind that they will not need to use one of the statements. The

track should be played twice.

Answers

1 D 2 F 3 A 4 C 5 B

Extra activity

Write the following eight statements on the board for students to read. Play the recording

again for them to listen to and decide if the statements are R (correct), F (false) or NA (not

given).

Lesen Sie die Sätze. Hören Sie sich das Gespräch noch einmal an. Sind die Sätze R (richtig),

F (falsch) oder NA (nicht angegeben)?

1 Dilek ist mit ihrer Familie ins Restaurant gegangen.

2 Sie hat das Essen genossen.

3 Sie hat Käse als Vorspeise gegessen.

4 Dann hat sie Frikadellen gegessen.

5 Sie ist Vegetarierin.

6 Sie hat drei Gänge gegessen.

7 Sie hat Tee mit Zucker getrunken.

8 Alles im Restaurant war sehr sauber.

Answers

1 F

2 R

3 R

4 F

5 R

6 R

7 NA

8 F

3a Ask students to look at C4 in the Grammar section where adverbs of time are covered.

Students rewrite the sentences to include the adverb of time given in brackets, changing the

word order where necessary. Point out to students that the adverbs can come at the start of

the sentence with the verb next, or they can fit into the sentence after the verb.

Answers

1 Zuerst habe ich eine Vorspeise gegessen. / Ich habe zuerst eine Vorspeise gegessen.

2 Und dann habe ich den Fisch mit Reis probiert.

3 Danach habe ich das Hauptgericht bestellt. / Ich habe danach das Hauptgericht bestellt.

4 Schließlich haben wir ein neues Restaurant gefunden. / Wir haben schließlich ein neues

Restaurant gefunden.

3b Ask students to look at F3 in the Grammar section where the perfect tense with haben is

covered. Students rewrite the sentenes from the present to the perfect tense.

Answers




1 Hast du heute Paul besucht?

2 Zuerst hat er einen Nachtisch gegessen.

3 Wir haben zum Schluss die Rechnung bekommen.

4 Am Anfang hat der Kellner unsere Bestellung notiert.

Strategy

The strategy for this unit is for students to work in pairs to study the role plays given in the

textbook, practise them aloud together and adapt them. Students should take the examiner

role as well as their own.

4a Speaking skills. In keeping with the strategy of this unit, encourage students to give full

answers in the role play and to swap roles so both take a turn as the examiner. In this role

play, students work in pairs to hold a dialogue with a friend about a meal at a new restaurant.

In this role play, students should:

use the past tense correctly to describe what they ate for their starter, using adverbs of

time to express the order of events

use the past tense correctly to describe what they ate and drank for their main course,

giving opinions

use the past tense correctly to describe what they ate for their dessert

use the past tense correctly to describe what they thought of the meal, giving and

justifying their opinions

use the past tense correctly to describe a problem they encountered with the meal.








Answers


5 Students write a blog about a restaurant visit (real or imaginary), using four bullet points to

help them structure their answer. Remind students they should recycle language and

grammar used in this unit and encourage them to include a variety of tenses to add interest to

their writing, along with the vocabulary and grammar from this and the previous spread. For

this question, students should:

describe when and with whom they went to the restaurant, using the past tense correctly

describe what they ate and drank there, using adverbs of time to express the order of

events

give and justify their opinions of the meal




describe a problem they encountered and how the restaurant management dealt with it.

Answers





2.4c Essen wir heute Chinesisch oder Indisch?

Pages: 80–81


Objectives:

Compare food in different restaurants

Use weil and subordinating conjunctions

Audio files needed:

2.4c.2

1 Reading skills. As a starter activity, ask students to work in pairs and firstly read the four

speech bubbles (A–D) to check understanding, using a dictionary for support if necessary.

Hold a class brainstorming session to check comprehension, through asking some general

questions: Wer hat in Frankreich etwas probiert? Wer mag pikante Speisen?

Then ask students to read the six adverts for restaurants (1–6), looking out for any links to the

four people they have just read about. After an initial gist reading, students could concentrate

on one of the adverts, and see if they can find any immediate links to any of the four people.

Then they can do a more detailed read, associating each person more closely to a suitable

advert and eliminating any which clearly do not match. On a final reading, students can either

accept their choice or rethink it. Point out to students there are two restaurant adverts which

are there as distractors, so will not match to any of the people.

Answers

A 4

B 1

C 6

D 2

2 Go through the eight sentences with the class to check understanding, as well as to give

them an idea as to what they will hear. Students can then listen to Jonas and Lena deciding

where they will eat and note down the four correct statements. The track should be played

twice.

Answers

Correct statements: 2, 3, 7, 8

Extra activity

Students listen again and correct the false statements.

Hören Sie noch einmal zu und korrigieren Sie die falschen Sätze.

Answers

1 Lena isst gern Fleisch/Ente.

4 Lena isst nicht gern Garnelen./Lena isst keine Meeresfruchte.

5 Jonas meint, seine Oma kann sehr gut kochen.

6 Lena und Jonas haben noch nicht im argentinischen Restaurant gegessen.




3 Ask students to look at H4 in the Grammar section where weil and other subordinating

conjunctions are covered. Students then join the short sentences with the conjunction given in

brackets each time, changing the word order as appropriate.

Answers

1 Ich liebe italienisches Essen, weil es lecker ist.

2 Curry ist mein Lieblingsessen, da es scharf ist.

3 Ich habe thailändisches Essen nie probiert, obwohl es gut riecht.

4 Ich habe oft jamaikanisches Essen gegessen, als ich jünger war.

5 Mein Vater kocht das Abendessen, bevor wir zu Hause kommen.

6 Ich esse jeden Abend Pommes, wenn ich im Urlaub bin.

7 Ich bin satt, weil ich so viel gegessen habe.

8 Ich weiß nicht, ob ich gern Insekten essen würde.

Extra activity

As an extensión task, ask students to find, copy and translate the subordinating conjunctions

in the reading text in exercise 1.

Finden Sie die unterordnenden Konjunktionen in Übung 1. Kopieren Sie sie und übersetzen

Sie sie in Ihre Sprache.

Answers

obwohl (although), weil (because), dass (that), als (when), da (because), wenn (if/when)

4 Speaking skills. Students work in pairs to ask and answer five questions about food dishes.

Encourage them to answer each question, ensuring they include sufficient detail in each

answer, using connectives, conjunctions and verbs. Point out that they can find ideas in the

reading text and other exercises in this spread as well as previous ones. If necessary,

students could write notes for their answers to support them during the conversation. For this

conversation, students should:

describe the international dishes they like to eat, and give and justify their opinions of

them

describe the advantages and disadvantages of their favourite restaurant

describe a past meal in a restaurant, with opinions

describe what they will order on a future visit to a restaurant

compare eating at home and in a restaurant, justifying their opinions.




Answers


Extra activity

This conversation could lead to a whole-class balloon debate, with students using the

questions to help them form their argument. The premise of a balloon debate is that each

participant argues in favour of their favourite food (in this case), and the class votes on whose




argument was the most persuasive. This could be done in heats of five students, with the

winner of each heat going through to a final.

5 Writing skills. Students write 130–40 words for a school magazine article, in which they

discuss and review two dishes they have eaten at a restaurant recently. For this question,

students should:

describe the dishes and drinks they had, including some ingredients and where the

dishes are from

explain whether they have tried these dishes before, using at least one past tense

give their opinions on the dishes, with more complex justifications

use superlatives to explain what their favourite meal is

describe which other food they would like to try, giving reasons.

Students should regularly justify their opinions throughout the article.






Answers





2.5 Special occasions

2.5a Besondere Anlässe in meinem Kalender

Pages: 82–83


Objectives:

Learning about special occasions

Ordinal numbers (dates)

Additional objective: phonics qu

Audio files needed:

2.5a.2 and 2.5a.4

1a Matching exercise. Make sure students are familiar with the vocabulary for the pictures

(special occasions) before they start this exercise by using the key words from the eight

sentences to give them a choice of pictures to select: Mein Geburtstag: ist das Bild B oder

Bild H? Next ask a series of questions where students repeat the correct special occasion

from a choice of two: Ist Bild E Silvester oder Ostern?

Students can finally work in pairs to take over the asking and naming of the various

occasions: Was ist Bild D? Welches Bild ist eine Abifeier?

Students then match the sentences about special occasions (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

1 H 2 C 3 F 4 D 5 B 6 A 7 E 8 G

1b When students have completed the exercise, ask them to make a list of special occasions

they celebrate in their family, with dates, using the example to help them.

Answers


2a Ask students to check they know what the words in the speech bubbles mean and to look at

the example answer to get an idea of what they are listening for: a date and a special

occasion for each speaker. You may like to run a quick session on reminding students of

numbers used for dates. Students listen to eight young people talking about special

occasions and note the date and the occasion for each speaker. The track should be played

twice.




Answers

1 24.12. Weihnachten

2 09.02. Geburtstag beste Freundin

3 10.05. Vatertag

4 31.12. Silvester

5 03.10. Nationalfeiertag

6 11.06. Schulabschlussfeier

7 01.04. Ostern

8 15.06. Eid

2b Students listen again to the passage and note extra information for each speaker.

Answers

1 er bekommt eine Playstation

2 große Party

3 schenkt dem Vater eine CD

4 liebt Feuerwerke, geht mit Freunden in die Stadtmitte

5 keine Schule

6 150 Schüler, große Party

7 Groβeltern kommen zu Besuch

8 leckeres Essen, viele Süßigkeiten, Baklava

3 Ask students to look at I2 in the Grammar section where ordinal numbers are covered.

Students then rewrite the dates in the sentences using words rather than numbers.

Answers

1 am dreißigsten August

2 am sechzehnten Oktober

3 am zehnten Juni

4 am siebten Juli

5 am vierzehnten Februar

6 am ersten Januar

7 am einundzwanzigsten April

8 am fünfzehnten März

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 qu sounds they hear.



Answers

Eine hohe Quantität an Quallen quält sich quer durch das qualitativ hochwertige Quellwasser.

(A high quantity of anguish struggles through the qualitatively high value spring water.)





sentence correctly.




5a Students write two sentences for each special occasion listed in the table: the date on which it

takes place and an extra detail about it. Students should use the example answer to help

them. Encourage students to concentrate on their spellings, word order and use of capitals.

Answers

Am vierzehnten Februar ist Valentinstag. Ich gehe mit Johannes ins Kino.

Am dreizehnten Mai ist Muttertag. Ich kaufe Pralinen für Mama.

Am fünften Juni ist mein Geburtstag. Ich habe eine Party zu Hause.

Am dritten Oktober ist Nationalfeiertag. Ich habe schulfrei.

Am vierundzwanzigsten Dezember ist Weihnachten. Ich bekomme ein Fahrrad.

Am einunddreißigsten Dezember ist Silvester. Ich sehe das Feuerwerk im Park.

5b Students choose two special occasions which they celebrate and write about them, using the

four bullet points to structure their work. They could swap their work with a partner afterwards

to check for errors and also see if they have written about the same occasions. Point out that

they can use the mix-and-match grid at the bottom of the page for support, as well as find

ideas throughout the spread, and encourage re-use of vocabulary and grammar.

Answers


6 Students work in pairs to ask and answer four questions about their favourite celebrations.

Encourage them to re-use the vocabulary and grammar from this spread, and to ensure they

use more than one tense. 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. Remind students to pay attention to

their pronunciation when they are discussing the questions with a partner and to correct each

other if they hear something which does not sound ‘German’.

Answers





2.5b Eine Party

Pages: 84–85


Objectives:

Understand party preparations

Perfect tense with sein; perfect tense with haben (2)

Additional objective: find examples of the grammar point you are learning in the reading

and listening passages, translate them into your own language, and adapt them

Audio files needed:

2.5b.2

1a As a starter activity, hold a class brainstorming session about what sorts of party preparations

Claudia may have undertaken. Gather a list on the board of suggestions for students to

compare to Claudia’s list, once they have read it.

Students read Claudia’s list about her party preparations and put the paragraphs (A–K) in

chronological order. Remind students to look for clues to help them, such as time

expressions, adverbs and tenses.

Answers

Correct order: B, K, C, G, A, E, F, H, D, I, J

1b When students have completed the exercise, ask them to find antonyms (the opposite term)

in Claudia’s list to note in their vocabulary books. They could list the two terms together, and

also write down the meanings in their own language. Point out to students that listing

antonyms is an effective way of widening their vocabulary knowledge, and encourage them to

do this whenever possible.

Answers

1 mein Bruder (my brother), meine Schwester (my sister)

2 abgereist (departed), angereist (arrived)

3 höchstens (mostly), mindestens (at least)

4 in der Zeitung (in the newspaper), im Internet (in the internet)

5 bewölkt (cloudy), sonnig (sunny)

6 Pech (bad luck), Glück (luck)

7 Essen (food), Getränke (drinks)

8 ausgegangen (gone out), zu Hause geblieben (stayed at home)

Extra activity

For further reinforcement of the vocabulary, ask students the following questions to answer in

German on Claudia’s list.

Lesen Sie Claudias Liste noch einmal. Beantworten Sie die Fragen auf Deutsch.

1 Ist Claudia jünger oder älter als ihre Schwester?

2 Wo wohnt die Schwester?




3 Wofür hat Claudia ihr Handy benutzt?

4 Was haben sie für die Party kühlgestellt?

5 Mit welchen Zutaten hat Claudia am Morgen Essen vorbereitet?

6 Wer ist verreist?

Answers

1 jünger

2 in Basel

3 um ihre Freunde per SMS einzuladen

4 Getränke

5 Tomaten und Kartoffeln

6 ihre beste Freundin

2 Listening skills. Before students hear the recording, ask them to work in pairs and check

understanding of the five people and six statements given. Tell them they will hear Fatima

and Kai talking about their party and they should link each of the five people to one of the

statements, bearing in mind that they will not need to use one of the statements. The track

should be played twice.

Answers

1 E 2 C 3 B 4 A 5 D


Ask students to listen to the extract again and note down 19 past participles they hear. They

may need to listen a couple of times, but you could hold a class brainstorming session after a

second listening to see if they have all been discovered. Students could then listen a final

time to tick them all off the list. Students should translate the participles into their own

language.

Hören Sie sich die Aufnahme noch einmal an und finden Sie die 19 Partizipien. Schreiben Sie sie auf und übersetzen Sie sie in Ihre Sprache.

Answers

vorbereitet (prepared), geblieben (stayed), aufgeräumt (tidied), gedauert (lasted), geholfen

(helped), gemäht (mowed), gegangen (gone), gekauft (bought), gekostet (costed), bezahlt

(paid), gebacken (baked), gesorgt (taken care of), gespeichert (saved), gemietet (rented),

gefunden (found), gemacht (done), eingeladen (invited), gestartet (started), gefahren (driven)


Write the following questions on the board and ask students to listen to the extract again and

answer the questions in German. Remind them they do not need to answer in full sentences.

Hören Sie sich die Aufnahme noch einmal an und beantworten Sie die folgenden Fragen auf

Deutsch.

1 Was hat Kai in seinem Zimmer gemacht?

2 Was hat Kai auf dem Markt gekauft?

3 Was hat Kai auf seinem Laptop gemacht?

4 Was hat er im Keller gefunden?

5 Was hat Fatima im Internet gemacht?

Answers

1 Er hat aufgeräumt.

2 Er hat Obst und Salat gekauft.




3 Er hat seine Lieblingslieder gespeichert.

4 Er hat alte Dekorationen gefunden.

5 Fatima hat eine Chatgruppe gestartet.

3a Ask students to look at F3 in the Grammar section where the perfect tense with haben and

sein is covered. Students then complete the sentences using the correct form of the auxiliary

verb each time.

Answers

1 habe

2 bin

3 hast

4 hat

5 haben

6 ist

7 haben

8 seid

3b Students re-read Claudia’s list from exercise 1 and find the past participles. They draw up two

lists: one for participles with haben and one for those with sein.

Answers

haben: eingeladen, geschrieben, gelesen, gekauft, aufgeblasen, gestellt, bestellt, gemacht

sein: angereist, gegangen, geblieben, gekommen, geflogen

Strategy

The strategy for this unit is for students to find examples of the grammar point they are

learning in the reading and listening passages, translate them into their own language, and

adapt them for their own use. Encourage students to read for understanding the first time they

read a text but then also to read for grammatical understanding. Finding examples of recently

learnt grammar or grammatical issues they are unsure of will help them improve language

skills and become more confident when using the target language themselves.

4a Speaking skills. Students work in pairs to carry out a role play about planning a party with a

friend, using the mix-and-match grid for support. In this role play, students should:

use the present tense to discuss the guest list, who they should and should not invite

use the present tense, with modals, to describe plans for decorating their home

use the past tense to discuss what they have bought to eat

use the past tense to discuss other preparations they have already made

use the future or conditional tense to explain what they will wear to the party.











Answers


5 Students write a diary entry about their party, using four bullet points to help them structure

their answer. Remind them they should recycle language and grammar used in this unit and

encourage them to include a variety of tenses to add interest to their writing. Students can

refer to the mix-and-match grid to support their sentence construction.

Answers





2.5c Wir feiern

Pages: 86–87


Objectives:

Describe special occasions in German-speaking countries

The imperfect of geben, haben and sein

Audio files needed:

2.5c.2

1a Reading skills. As a starter activity, ask students to work in pairs and describe the photo, then

gather ideas together as to what the blog might be about. Students read the blog for gist,

along with the eight comprehension questions, to get a good idea as to what the piece is

about. They then do a more detailed read and answer the questions in German. They do not

need to answer in full sentences. Remind students to look at the marks available for each

question, so they know how many details they need to write each time.

Answers

1 es unterstützt den Zusammenhalt einer Familie

2 sich schick gemacht (1) / Fotos gemacht (1)

3 Rosen

4 als das Paar die Eheringe austauschte

5 hatte einen riesigen Garten (1) / schön dekoriert (1)

6 das Feuerwerk

7 er hatte früher viele Tanzstunden

8 weil sie beide seit der Kindheit in den Korallenriffen schnorcheln wollen

1b When students have completed the exercise, ask them to find the items listed in the reading

text and note them in their vocabulary books. They should also write down the meanings in

their own language.

Answers

Personen: Bruder (brother), Eltern (parents), Schwägerin (sister-in-law), Frau (wife/woman),

Brautpaar (bridal pair), Fotograf (photographer)

Kleidung: Hemden (shirts), Anzüge (suits), Krawatten (ties), Kleider (clothes/dresses),

Kostüme (outfits), Brautkleid (wedding dress)

Hochzeit: geheiratet/heiraten (married/to marry), Zeremonie (ceremony), Standesamt

(registry office), Hochzeitstorte (wedding cake), Ringe (rings), Flitterwochen (honeymoon)

2a Go through the sentences (1–8) with the class to check understanding before they listen to




give them an idea of what they will hear. Students listen to three young people (Thomas,

Aysha and Markus) describing special occasions they have recently celebrated and note

whether the eight statements are R (correct) or F (false). The track should be played twice.

Answers

1 F 2 F 3 R 4 F 5 R 6 R 7 F 8 R

2b Students listen again and answer the questions in German. They do not need to answer in full

sentences.

Answers

1 einen Kinogutschein

2 er hat gewonnen

3 bei seinem Freund zu Hause

4 Zuckerfest

5 die Atmosphäre

6 Rosen

7 die Familie hat die Hausarbeiten gemacht

8 sie sind spazieren gegangen

3 Ask students to look at F4 in the Grammar section where the imperfect tense of geben, haben

and sein is covered. Students complete eight gaps in a paragraph with imperfect forms, by

adapting the infinitive given in brackets each time.

Answers

1 waren

2 war

3 waren

4 hatten

5 gab

6 gab

7 war

8 hatte

4 Speaking skills. Students work in pairs to ask and answer five questions about celebrations.

Encourage them to answer each question, but then also to include an additional detail in each

answer, using connectives, conjunctions and verbs. Point out that they should find ideas in

the reading text and other exercises on this and previous spreads. If necessary, students

could prepare their answers in writing first and learn them by heart to do the speaking activity.

For this conversation, students should:

use the present tense to name special occasions their family celebrates

give their opinion on what makes a good celebration, e.g. music, nice people, good food

use the past tense to describe any special occasions they celebrated in the previous

year, giving their opinion

use the future tesnse to describe plans for celebrating next year

discuss whether they find celebrating special occasions important or not, justifying their

opinion.







Answers


5a Writing skills. Students write 130–40 words for a blog in answer to the five bullet points on

celebrations. For this question, students should:

use the present tense to describe whether they enjoy attending family celebrations or not

use the present tense to describe the disadvantages of family celebrations

use the past tense to explain what they have celebrated recently

use the past tense to give their opinion of their most recent family celebration

use the future or conditional tense to describe how they will celebrate their birthday next

year, i.e. include a location, an activity, guests, food etc.

Students should regularly justify their opinions throughout the blog.






Answers


5b Students re-read the blog from exercise 1 and copy the third paragraph into their books,

underlining all the imperfect verbs. They translate the verbs into their own language. Ask

students to compare notes.

Answers

Nach der kurzen Zeremonie im Standesamt gab es (there were) kleine Häppchen und ein

paar Spiele im Freien, da das Gasthaus einen riesigen Garten hatte (had). Es war (was) ein

ziemlich großes Fest, da all unsere Verwandte und die Freunde des Brautpaares kamen

(came). Ich glaube, es waren (were) fast zweihundert Gäste anwesend. Später gab es (there

was) Kaffee und Kuchen und ein leckeres Abendessen in dem schön dekorierten Gasthaus.

Die Hochzeitstorte war (was) in Form eines Herzens und wirklich beeindruckend. Es gab

(There were) auch verschiedene Reden und Unterhaltungspunkte und wir haben viel gelacht.

Meiner Meinung nach war (was) das Beste, dass es am Abend auch noch ein Feuerwerk gab

(was). Es war (was) wirklich romantisch rote leuchtende Herzen im Sternenhimmel zu sehen.

Und dann kam (came) der erste Tanz des Brautpaares. Mein Bruder war (was) sehr nervös,

aber man hat es kaum gemerkt. Ich würde sagen, er hat sich gut geschlagen und die vielen

Tanzstunden haben sich gelohnt.




2.6 Going on holiday

2.6a Ferienunterkünfte und Ferienziele

Pages: 88–89


Objectives:

Learn about countries and types of holiday accommodation

ich möchte + infinitive

Additional objective: phonics ai

Audio files needed:

2.6a.2 and 2.6a.4

1a Matching exercise. Make sure students are familiar with the vocabulary for the countries and

holiday accommodation types before they start this exercise by using the key words from the

eight sentences to ask questions of the class: Ich bleibe in einem Hotel. Welches Bild ist das?

Der Campingplatz ist super etc. Students can then continue in pairs doing this before they

match the sentences about holidays (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

1 F 2 G 3 H 4 E 5 C 6 D 7 B 8 A

1b When students have completed the exercise, ask them to find six countries in the sentences

to note down in their vocabulary books. They also write down the meanings in their own

language.

Answers

Tschechien (Czech Republic), Schweiz (Switzerland), Deutschland (Germany), Polen

(Poland), Italien (Italy), Spanien (Spain)

Extra activity

Students list which countries they would like to visit. They may need to use a dictionary for

support with this. They then compare their list with a partner.

Welche Länder möchten Sie besuchen? Schreiben Sie eine Liste. Vergleichen Sie sie mit

Ihrem Partner/Ihrer Partnerin.

Answers


2 Categorising exercise. Remind students of how people express negative and positive

opinions with adjectives, such as ungemütlich, langweilig, toll and the use of (nicht) gern to




express whether they do or do not enjoy something. Remind them also of the importance of

listening to the entire extract as sometimes a negative opinion can become both a negative

and a positive opinion.

Students listen to eight young people talking about their holiday plans and note whether each

speaker is P (positive), N (negative) or P+N (positive and negative) about their plans. The

track should be played twice.

Answers

1 P 2 N 3 N 4 P 5 P+N 6 N 7 P 8 P

Extra activity

Copy the following statements on the board. Students listen again to the passage and correct

the statements, which are all false.

Hören Sie noch einmal zu und korrigieren Sie die Sätze. Sie sind alle falsch.

1 Ich möchte nach Paris fahren.

2 Ich finde Campen toll.

3 Wir fahren jedes Jahr nach Italien.

4 Ich möchte Kultururlaub machen.

5 Ich möchte mit meinen Geschwistern in Urlaub fahren.

6 Ich finde Kultururlaub interessant.

7 Ich möchte in einem Hotel mit Fitnessstudio übernachten.

8 Ich möchte in einer Pension übernachten.

Answers

1 Paris Prag

2 toll ungemütlich

3 Italien Frankreich

4 Kultururlaub Strandurlaub

5 Geschwistern Freunden

6 interessant langweilig

7 Fitnessstudio Disco und Schwimmbad

8 Pension Jugendherberge

3 Ask students to look at F7 in the Grammar section where ich möchte + infinitive is covered.


Answers

1 möchte

2 nicht

3 machen

4 übernachten

5 nicht

6 möchte

7 Ich

8 fahren

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 ai sounds they hear.






Answers

Die bayrische Maike will nach Jamaika fliegen und Haie sehen, während Kai von Frankfurt

am Main im Mai nach Hawaii fliegen wird.

(The Bavarian Maike wants to go to Jamaica and see sharks while Kai from Frankfurt am

Main will fly to Hawaii in May.)





sentence correctly.


means and are confident with using the conditional construction. Ask volunteers to answer

them giving their own information. Students then work in pairs to practise asking and

answering the questions. Point out that they can use the mix-and-match grid to help them, as

well as find ideas throughout the spread, and encourage re-use of vocabulary and grammar.

Students should address all questions provided.

Answers


6a Students solve six anagrams to find the infinitive verbs.

Answers

1 fliegen

2 machen

3 übernachten

4 bleiben

5 besuchen

6 gehen

6b Students write a sentence for each key word (1–8), using the infinitive verbs from exercise 6a

and the example answer to help them.

Answers

1 Ich möchte (nicht) nach Amerika fliegen.

2 Ich möchte (nicht) in einer Jugendherberge übernachten/bleiben.

3 Ich möchte (nicht) eine Städtereise machen.

4 Ich möchte (nicht) in einem Ferienhaus übernachten/bleiben.

5 Ich möchte (nicht) Strandurlaub machen.

6 Ich möchte (nicht) in einem Luxushotel übernachten/bleiben.

7 Ich möchte (nicht) nach China fliegen/fahren. Ich möchte (nicht) China besuchen.

8 Ich möchte (nicht) Campen gehen.




2.6b Meine Ferien

Pages: 90–91


Objectives:

Understand and write holiday reports

Perfect tense: separable and inseparable verbs

Audio files needed:

2.6b.2

1 Reading skills. As a starter activity, ask students some questions about their last holiday,

such as where they went, how they travelled, who they went with, what it was like etc.

Students read Melanie’s blog about her holiday first for gist, along with the title and the

multiple-choice questions. They then read it in greater detail and choose the appropriate

ending for each statement to answer the multiple-choice questions.

Answers

1 B 2 A 3 B 4 C 5 A 6 B

Extra activity


books any useful words and expressions from the blog. They also write down the meanings in

their own language.

Welche Wörter finden Sie besonders nützlich und wichtig im Blog? Kopieren Sie sie und


Answers


2a Check that students understand the eight sentences by asking them to work in pairs, with a

dictionary if necessary. Students listen to Atila and Diane talking about their summer holiday

and identify the four true sentences. The track should be played twice.

Answers


2b Students listen again to the passage and correct the false statements.

Answers

1 in einem Hotel bei seiner Tante

3 im Park auf der Straße

6 doof nett

8 früh spät/um 10 Uhr




3 Ask students to look at F3 in the Grammar section where separable and inseparable verbs in

the perfect tense are covered. Students complete gaps in eight sentences by adapting the

verb given in brackets each time, deciding if it is separable or inseparable.

Answers

1 abgefahren

2 zugehört

3 gelacht

4 hingefallen

5 gegessen

6 abgeflogen

7 gesehen

8 angekommen

Extra activity

When students have completed the exercise, ask them to re-read the blog from exercise 1

and find nine past participles, noting whether they are T (separable) or NT (inseparable).

They also write down the meanings in their own language.

Lesen Sie das Blog in Übung 1 noch einmal. Machen Sie eine Liste der Partizipien und sagen

Sie, welche T (trennbar) und welche NT (nicht trennbar) sind. Kopieren Sie sie und


Answers

geflogen (flew) NT, abgeflogen (departed, by plane) T, gesonnt (sunned) NT, geschwommen

(swam) NT, gesehen (saw) NT, gefahren (drove/went) NT, gemacht (did/made) NT, abgereist

(travelled away) T, vorgenommen (took upon yourself) T

4a Speaking skills. Students work in pairs to carry out a role play about planning a holiday with a

friend, using the mix-and-match grid for support. In this role play, students should:

use the present tense to describe where they enjoy going on holiday

use the present tense to describe where they enjoy staying, giving reasons for their

choice

use the conditional tense to say whether they would prefer to go to a town or the sea

use the past tense to describe their last holiday

use the future tense to describe what they think they will do when they get to their

destination.








Answers





5 Students write a blog about their best holiday (fact or fiction). Encourage re-use of vocabulary

and grammar from this spread. Students should address all bullet points provided and use the

speaking task to help with adding reasons and justifications. When they have finished, ask

students to check their work thoroughly. They could then swap their work with a partner to

enable peer review.

Answers





2.6c Reisepläne

Pages: 92–93


Objectives:

Plan your next holiday

Word order (1) (main and subordinate clauses)

Additional objective: include examples of present, past and future tenses wherever

possible, if relevant

Audio files needed:

2.6c.2

1a Email about holiday plans. As a starter activity, ask students to work with a partner and

discuss the photos and the main heading to give themselves an idea as to the sort of

language they are going to come across. They can then read the email together, using a

dictionary for support with any unfamiliar or forgotten vocabulary. Students then read the

passage in greater detail to match the headings (1–6) to the correct paragraphs in the email

(A–F).

Answers

A 2 B 1 C 5 D 6 E 3 F 4

1b When students have completed the exercise, ask them to re-read the blog along with the

statements (1–8). They note whether the eight statements are R (correct), F (false) or NA (not

given).

Answers

1 F 2 R 3 R 4 NA 5 R 6 R 7 F 8 F

Extra activity

As an extension task, students could correct the false statements.

Lesen Sie die E-Mail noch einmal und korrigieren Sie die falschen Sätze.

Answers

1 geschenkt bekommen gespart

7 Rap Jazz

8 hat Angst vor der freut sich riesig auf die

2 Listening skills. Make sure that students know what the two sets of words (A–E) mean and go

through all ten sentences and the rubric with them, eliciting what type of language they might

expect to hear in the recording. Students listen to Achim and Maria planning their next holiday

and select the two correct sentences for each section. The track should be played twice.




Answers

1 B, E 2 B, D

Extra activity

Write the following words on the board and ask students to listen again to the passage and

find synonyms for the words (1–8).

Lesen Sie die Wörter und hören Sie sich das Gespräch noch einmal an. Finden Sie die

Synonyme für diese Wörter.

1 schließlich

2 aufgeschrieben

3 billig

4 das ist egal

5 Zelten

6 Leute, die ich nicht kenne

7 Nahrungsmittel

8 an der Küste

Answers

1 endlich

2 notiert

3 günstig

4 das macht nichts

5 Campen

6 Fremde

7 Essen

8 am Meer

3a Ask students to look at H1 and H2 in the Grammar section where word order is covered.

Students re-order the sentences, starting with the underlined word each time.

Answers

1 Viele Leute bevorzugen das Hotel, weil es bequem ist.

2 Jeden Sommer fahren wir an den Atlantik.

3 Meiner Meinung nach macht Campen viel Spaß.

4 Letztes Jahr bin ich mit meiner Schwester nach Irland gefahren.

5 Als ich in Ghana war, hat es jeden Tag geregnet.

6 Ich bin im Meer geschwommen, obwohl das Wasser kalt war.

7 In den Sommerferien bleibe ich gern zu Hause.

8 Ich bin letztes Jahr mit dem Zug nach Hamburg gefahren.

3b Students find two examples of the ‘Time – Manner – Place’ rule in Esther’s email in exercise

1 and copy them to translate into their own language.

Answers

Wahrscheinlich werde ich am zehnten August mit Lufthansa von Hamburg nach New York

fliegen. (I will probably fly on 10 August with Lufthansa from Hamburg to New York.)

Vielleicht können wir an einem Tag gemütlich im Central Park spazieren gehen. (Perhaps we

can go for a nice walk in Central Park one day.)




4 Speaking skills. Students work in pairs to ask and answer five questions about holiday plans.

Encourage them to answer each question, but then also to include an additional detail, using

connectives, conjunctions, adjectives and verbs. For this conversation, students should:

state what type of accommodation they like, justifying their opinion

mention some facilities they find important in a hotel, e.g. pool / bar / disco / good service

/ free Wifi

use the future tense to say where they will travel to for their next holiday

use the past tense to state one thing they have read or heard about their chosen location,

e.g. that the place has good weather / food / beautiful beaches / interesting culture

use comparatives and superlatives to state their preference for either a summer or a

winter holiday.




Answers


Strategy

The strategy focus for this unit is including examples of present, past and future tenses

wherever possible, if relevant. Make students aware that the best answers will include three

tenses. Teach little tricks that will help them achieve this, even when speaking or writing

mainly in one tense. For example, future holiday plans could include the past tense with a

sentence, such as “I have read about this place. My brother went there last year.”

Ensure students practise verbs regularly in their present, past and future forms in order to

help them feel confident using all tenses.

5 Writing skills. Students write 130–140 words in an email to a penfriend describing their

forthcoming visit, in answer to the five bullet points. For this question, students should:

give their thoughts about the impending trip, e.g. looking forward to it, being nervous /

excited

use the future tense to say how they are going to travel and when they will arrive

use the past tense to describe how they have prepared for the trip, e.g. learning the

language / reading tourist guides / saving money / packing

use the future or conditional tense to mention some activities they would like to do during

the visit, with possible reasons why

write some complex sentences stating what they are particularly looking forward to, e.g.

good weather / food / beautiful beaches / interesting culture, and why.

Students should regularly justify their opinions throughout the email.









Answers





2.7 Family and friends abroad

2.7a 5000 Kilometer … aber auch nahe

Pages: 94–95


Objectives:

Describe how you keep in contact securely with family and friends abroad

Nationalities, countries and languages

Additional objective: phonics er

Audio files needed:

2.7a.2 and 2.7a.4

1 Matching exercise. Make sure students are familiar with the vocabulary for the pictures (forms

of communication) before they start this exercise by using the key words from the eight

sentences to ask questions of the class: Ich chatte mit meinen Großeltern per Videoanruf.

Welches Bild ist das? Ich teile oft Selfies mit einer Freundin. etc. Students can then continue

in pairs doing this before they match the sentences about how people stay in contact with

friends and family (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

1 E 2 H 3 B 4 F 5 A 6 G 7 C 8 D


When students have completed the exercise, ask them to look at the words for forms of

communication in the sentences and note which ones are similar to their own language, If

your students’ native language is English, their list may include the following: Postkarte,

Fotos, E-Mail, Selfies, App, SMS, Videos, Sozialnetzwerke.

Viele Technologiewörter sind in verschiedenen Sprachen weltweit ähnlich. Lesen Sie die

Sätze noch einmal. Welche Wörter sind ähnlich in Ihrer Sprache? Kopieren Sie sie.


Students can then work individually or in pairs to compile a list of forms of communication

they use. They should consider each form and rank them in order of how secure they are, in

their opinion.

Welche Kommunikationsmittel benutzen Sie? Wie sicher sind sie? Machen Sie eine Liste

vom sichersten Mittel zum unsichersten Mittel, Ihrer Meinung nach.

Answers


2




Students listen to a video call between Leila and her cousin Ali and decide which word (A–O)

fits in each gap in the accompanying description (1–8). Read through the gapped paragraph

before they listen, asking them to work out which kind of word is required for each gap, i.e.

verb, noun, adjective etc. and point out to students there are seven distractors in the box of

words to choose from. The track should be played twice.

Answers

1 N 2 O 3 L 4 F 5 H 6 J 7 A 8 C

3 Countries, languages and nationalilties. Students choose the correct word, from the choice of

three, to fill each gap, and write it with a capital letter, if necessary.

Answers

1 Frankreich

2 Deutschland

3 chinesisch

4 Pole

5 Spanierin

6 Österreich

7 japanisch

8 Italien


listen to it being spoken. They separate the words, focusing on the er 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

Bertha kann sich nicht im Internet sicher einloggen oder von Netzwerken in Serbien

herunterladen.

(Bertha can’t safely connect to the internet or download from networks in Serbia.)


listening to and repeating the original sentence. They take turns to say the sentence, deciding



sentence correctly.


means and which of their answers will need justifying. Ask volunteers to answer them giving

their own information. Students then work in pairs to practise asking and answering the

questions. Point out that they can use the mix-and-match grid to help them, as well as find

ideas throughout the spread, and encourage re-use of vocabulary and grammar.

Answers





6 Students use the bullet points to write a social media profile for a celebrity or friend with an

international family dimension. They should explain where the person comes from and where

they live now, which languages they speak (giving reasons for why and when they use them)

and also which methods they use to communiucate with family and friends.

You may wish to remind students that the important thing here is to practise their German and

have plenty to say, rather than to give the exact truth. Students could research a celebrity

(football players are often useful!) or invent their own. Encourage students to use language

from exercise 1 and the transcript of exercise 2 to help them, as well as the mix-and-match

grid.

Answers





2.7b Schön, dass du da bist!

Pages: 96–97


Objectives:

Talk about visits abroad with family and friends

Formal and informal register

Audio files needed:

2.7b.2

1a As a starter activity, remind students of what a synonym is (a word with the same meaning)

and give some synonyms for words from the dialogue, such as USA – die Vereinigten

Staaten, die Reise – die Fahrt. Students can then read the dialiogue in groups of five,

emphasising any word they come across which refers to a country, nationality or language.

Students then read the expressions (1–8) and look for synonyms in the dialogue.

Answers

1 Und wie heißt du denn?

2 Mama, das ist Tariq.

3 Alles hat gut geklappt.

4 Wie schön, dich endlich kennenzulernen!

5 Grüß dich, mein Schatz!

6 Nee, das kann nicht sein!

7 Meine Güte, wie ihr gewachsen seid, ihr beide!

8 wir können uns duzen

1b Students read the dialogue again and list all the interjections they come across, translating

them into their language. Encourage students to add these into their own speaking activities

where possible, partly to make it sound more authentic German but also because it can be a

handy way to buy themselves a little bit of thinking time during a conversation or role play

task.

Answers

These answers will depend on the students’ native language, as well as there being several

possibilities, depending on context. For English, the following equivalents are suggested:

na, tja, also (so, right, well [introducing a sentence])

ah, ach ja (oh, oh yes)

oder? (isn’t it, doesn’t it, aren’t you, isn’t that so? [general question tag seeking confirmation])

meine Güte, Donnerwetter (goodness me, wow [expression of disbelief or surprise])

nee (no, nah [expression of disbelief or surprise in this context])

wie schön (how lovely)

herzlich willkommen! (welcome!)




Strategy

To encourage students with the strategy of choosing between the formal and informal

register, draw their attention to the use of du and Sie in the dialogue, and their counterparts.

Note how Beate and her parents refer to each other with du, but Tariq begins with Sie (since

he has only just met Beate’s parents) until he is offered the du.

2 Continuing the strategy of using the correct register, this task asks students to identify

whether each of the eight speakers uses the formal or informal register in their greeting or

farewell. You could gather ideas in advance on the board as to what they might hear, and

then compare their ideas with what they hear at the end. Students should copy the table into

their books to check comprehension before they listen. Encourage students to listen for the

use of du and Sie to help them differentiate between formal and informal speech. The track

should be played twice.

Answers

kennenlernen

(formal)

kennenlernen

(informell)

sich

verabschieden

(formal)

sich

verabschieden

(informell)

3, 6 1, 4 2, 8 5, 7

3 Ask students to look at D2 in the Grammar section where the formal and informal registers

are covered. Students select the correct word to match the person being addressed each

time.

Answers

1 Wie heißt du?

2 Kennen Sie meine Frau?

3 Hast du Geschwister?

4 Wie geht es Ihnen?

5 Ich wünsche dir eine Gute Reise.

6 Es war sehr schön, Ihnen kennenzulernen.

7 Hast du dein Gepäck dabei?

8 Bitte nehmen Sie Platz, Frau Wallner.


Edexcel International GCSE German Second Edition


4a Speaking skills. Students work in pairs to carry out a role play while visiting a friend abroad. In

this role play, students should:

greet their friend appropriately and say how they are

describe how their family is

use the past tense correctly to describe the journey

use the past tense correctly to describe what they did during the journey

use the future or conditional tense to say what they would like to do tomorrow.




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 scheme available on the Cambridge



Answers


5 Students write an appropriate response to the eight situations given, making sure they use the

correct register.

Answers

(suggested answers)

1 Hallo Maya! Wie geht’s dir?

2 Guten Tag, Frau Schmidt. Es freut mich, Sie kennenzulernen.

3 Hallo! Wie schön, dich endlich wieder zu sehen!

4 Ich bin Leander – wie heißt du?

5 Herzlich willkommen, Onkel Hans! Wie war deine Reise?

6 Mama, Papa, ihr kennt meine Freundin noch nicht. Das ist Maria.

7 Jetzt muss ich weg, Omi und Opa. Tschüß!

8 Es war schön, Sie kennenzulernen. Auf Wiedersehen!




2.7c Das war ein toller Besuch!

Pages: 98–99


Objectives:

Describe a foreign visit

Using the imperfect

Additional objective: know when to use the perfect or the imperfect tense

Audio files needed:

2.7c.2

1 Reading skills. As a starter activity, ask students to work in pairs and describe the photo and the

blog’s title, then gather ideas together as to what the blog might be about. Students should read

the blog first for gist, then in greater detail. They could do this in pairs, using a dictionary to help

them if they cannot work out a meaning from context. They then answer eight questions in

German. They do not need to answer in full sentences. Students should make a note of the

marks available for each question to ensure they write enough detail.

Answers

1 vor 30 Jahren

2 Sie können sie gut benutzen./Sie haben keine Angst vor Technik.

3 Sie wohnt in Kuala Lumpur/Malaysia (1) / mit ihrem Mann und zwei Söhnen (1).

4 Sie sprechen kein Deutsch und Mahia spricht nicht so gut malaysisch.

5 Any two of: (a) ihre Stadt ist kleiner/Kuala Lumpur ist größer; (b) es gibt nicht so viele

Wolkenkratzer in ihrer Stadt; (c) es gibt nicht so viele Leute in den Straßen in ihrer Stadt

6 Sie haben die Sehenswürdigkeiten besucht.

7 der Familientreff/das Abendessen mit der ganzen Familie

8 sehr angenehm/nahe/als ob, sie sich seit immer kennen

2 Listening skills. Before students listen to the school radio interview with Johannes describing a

foreign visit, ask them to read all the multiple-choice questions and answer options to give them

an idea as to what they will be listening for. Brainstorm ideas in the class of aspects that might

be covered, gathering a selection of vocabulary on the board. Once students have completed

the exercise, refer them back to the list of ideas and see how many of them they had anticipated

correctly. The track should be played twice.

Answers

1 C 2 B 3 C 4 D 5 A 6 A

3 Ask students to look at F4 in the Grammar section where the imperfect tense is covered.

Students complete the gaps in the sentences by choosing the correct infinitive from the box and

changing it into the approprite form of the imperfect tense.




Answers

1 war

2 waren

3 gab

4 hatten

5 musste

6 spielte

7 Kaufte

8 besuchtest

Extra activity

Ask students to read the text in exercise 1 again and find six examples of the imperfect tense in

it, copy them, translate them into their own language and learn them.

Lesen Sie den Text in Übung 1 noch einmal. Finden Sie sechs Beispiele vom Imperfekt und

kopieren Sie sie. Übersetzen Sie sie in Ihrer Sprache und lernen Sie sie.

Answers

Any 6 of: war (was), gab (in this context, ‘was’ but otherwise ‘gave’), waren (were), hatten (had),

heiratete (married), redeten (chatted), machte(n) (made, did), aßen (ate)

Strategy

Once students have read the grammar section and completed this task, return to the text in

exercise 1 and pick out examples of the perfect and imperfect tenses, eliciting from students

why each tense was used. Which verbs in particular appear most often in the imperfect? What

difference would it make if the text was (a) in a newspaper or (b) verbal?

4 Speaking skills. Students work in pairs to ask and answer five questions about their last trip

abroad (fact or fiction). Encourage them to answer each question, but then also to include an

additional detail in each answer, using connectives, conjunctions, adjectives and verbs. Point

out that they can find ideas in the reading text and other exercises. For this conversation,

students should:

describe when and where they went

describe who they visited and where they know the other person from

use the perfect and imperfect tenses to describe what they did, with opinions

compare the town with their own town, using comparatives and superlatives

use the future or conditional tense to explain whether or not they would like to live abroad

and justify thir choice.


Students repeat the role play, changing roles with their partner.



Answers


5 Writing skills. Students write 130–40 words in the form of a thank you email to their penfriend

where they stayed, answering the four bullet points. For this question, students should:




explain how they found the visit, appropriate for the context of a thank you email to their

host

describe the highlight of their visit, with opinions and superlatives

use comparatives and superlatives to compare the town with their own town

use the future or conditional tense to suggest what they will/could do when their penfriend

visits them.

Students should regularly justify their opinions throughout their email.



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 scheme available on the

Cambridge International website.

Answers





Magazin (2.1)

Studenten, Fahrräder und Bächle – Freiburg, die Ökostadt in Süddeutschland

Pages: 104–105


1

Zeitschrift – Komm! Ich zeig dir meine Stadt: Freiburg

Students read Anna’s blog about Freiburg and identify the four true sentences out of a choice of

nine.

Answers


2

Freiburg in Zahlen

Students read the text about Freiburg and complete the gaps with the correct numbers from the

box. Students may need to use the internet to help them research the answers.

Answers

1 25

2 75

3 35

4 400

5 53

6 24

7 161

8 116

3

In Freiburg ist viel los

Students read the information about events through the year in Freiburg and put them in

chronological order.

Answers

Correct order: 5, 8, 6, 2, 3, 1, 7, 4




Magazin (2.2)

Deutsch in Argentinien

Pages: 106–107


1

Argentinien – Auswandererziel der Deutschen

Students read an article about Germans living in Argentina and answer the questions in

German. Students do not need to answer in full sentences.

Answers

1 aus Österreich, Frankreich, der Schweiz, Ungarn, Polen, Rumänien, Russland und dem

ehemaligen Jugoslawien

2 sie sind die viertgrößte Immigrationsgruppe

3 etwa 45 000 Juden fanden ein neues zu Hause in Buenos Aires

4 etwa 12 000 Nationalsozialisten wanderten nach Argentinien aus

5 Apfelstrudel, Spätzle, (Berliner, Wurst, Sauerkraut)

6 weil das drittgrößte Oktoberfest der Welt dort stattfindet

7 Die deutschen Einwanderer bauten ihre eigenen Schulen, Krankenhäuser, Geschäfte,

Theater und Banken

8 Argentinisches Tageblatt

2

Die deutsche Schule Córdoba

Students read Maria’s blog about her school in Córdoba and match the titles (1–6) to the

paragraphs (A–F).

Answers

1 F 2 A 3 D 4 B 5 C 6 E

3

Travel forum: Bariloche

Ask students to complete a categorisation task on the forum: who is a one-off visitor, a regular

visitor or a local person?

Answers

Lisa2000: one-off visitor

Tanzbär: one-off visitor

hannes007: regular visitor




PipiLangstrumpf: local




Prüfungsecke B1

Der Prufungsaufsatz (80–90 Wörter)

Pages: 108–109


1a With a partner, students look at the example of a typical shorter text exam question. Ask them

to translate it into their own language to be sure they have understood the task fully.

Answers


1b Students read the list of 13 general writing strategies and say whether they are most useful: A during exam preparation, B in the exam before writing, C while writing or D after writing. Before they begin classifying the strategies, give students time to read the list. Ask them to translate the strategies into their own language to make sure they have understood the information. Discuss them where necessary. An English translation is offered below.

1 Read the four bullet points closely.

2 Make a list of useful words.

3 Learn the verb forms for each person (ich, du, er, sie, es, wir, ihr, Sie, sie).

4 Write something for each bullet point.

5 Give your opinion and justify it.

6 Make a small mindmap and write short sentences and words for each bullet point.

7 Read your work again. Have you made any mistakes?

8 Have you used different adjectives? Are the endings correct?

9 Write between 80 and 90 words. Count the words!

10 Write in full sentences. Each sentence must have a verb.

11 Use the right tenses: past, present, future, conditional.

12 Use connectives, such as und, aber, weil, to make your sentences more interesting.

13 Use negative expressions as well in your work.

Answers

1 B

2 A

3 A

4 C

5 C

6 B

7 D

8 C

9 D

10 C

11 C

12 C

13 C

Mögliche Antworten

2

Students discuss which example answer appears better. Beispiel 2 is better.




Beispiel 1: Too many simple sentences. Too many begin with ich. Too repetitive. Same structures used. Lack of interesting adjectives (repetition of langweilig, gut). Lack of development. Only one complex sentence. The fourth bullet point is not addressed.

Beispiel 2: Interest added by sentence openers (manchmal, außerdem). Some inversion (letztes Wochenende bin ich). Complex sentences with clauses (weil, wenn). Justification of opinions.

3a Students read the task and example answer before working in pairs to discuss their opinion of it, which might include: the piece is too short (69 words). Repetition of ich at start of sentences. Needs more complex sentences. In the final bullet point, the student does not answer the second half of the question, explaining why they want to celebrate their birthday in this way.

Answers


3b If used as assessment, this task should be marked out of 12 referring to the specimen mark

scheme available on the Cambridge International website. A good answer will cover all aspects

of the four bullet points and include some extended sentences containing subordinate clauses,

inversion with correct word order and accurate use of a future time frame when addressing the

final bullet point.

Answers


3c Students work in pairs to compare their answers and then improve them to come up wth a

perfect version. Draw students’ attention to the tips provided. An English translation is offered

below:

Is the wordcount correct?

Have you answered all the bullet points completely?

Have you used linking words? (und, weil, aber, jedoch, ...)

Are there different verb endings? (ich, er, sie, wir, ...)

Have you used interesting adjectives (declined and undecined)?

Answers

(suggested answer)

Ich heiße Stefan und ich habe schwarze Haare und braune Augen. Meiner Meinung nach bin

ich sehr freundlich und ziemlich intelligent. Meine Eltern, meine jüngere Schwester und ich

wohnen in einem altmodischen Reihenhaus. Obwohl ich besser mit meiner Mutter als mit

meinem Vater auskomme, geht mir meine Mutter manchmal auf die Nerven. Mein nächster

Geburtstag wird in August sein. Hoffentlich werden wir eine Grillparty in unserem schönen

Garten haben, wenn das Wetter angenehm ist. Dann kann ich viele Freunde einladen, weil es

draußen viel Platz gibt, um sich zu entspannen. (90 Wörter)




Prüfungsecke B2

Strategien fur die mundliche Prufung: das Rollenspiel

Pages: 110–111


Give students time to read through the introduction to this part of the speaking exam. If

necessary, ask them to translate the information into their own language to make sure they

have understood it. Discuss the ideas where necessary. An English translation is offered

below.

A understand the questions

B give information fully and precisely

C pay attention to pronunciation, intonation and the correct register

D answer the questions spontaneously.

A Die Fragen gut verstehen

1a Ask students to read five possible answers to role play questions and match them to the

correct question word.

Answers

1 D 2 B 3 E 4 C 5 A

1b Students work in pairs to come up with other potential questions which might have been

asked to elicit the six answers, and then practise their role plays.

Answers


B Information genau und vollständig angeben

2 Explain the mark scheme for the role play to students, telling them there are at most two

marks available per answer to each question. Students then work in pairs to look at the

sample answers, see what is lacking in them and then improve them. They should act out the

role play, swapping roles to ensure both parts are practised. Encourage students to make a

list of all the question words used in the role play and learn them.

Answers

1 question asked for favourite subjects; only one subject is given

2 question asks for when school day begins and ends; only start time is mentioned




3 follow-up question asks for a reason; no reason is given

4 question asks about summer holidays last year; no past tense is used in response

5 question asks which subjects will be studied next year; future tense is not used

This is an improved version of the role play, with corrections underlined.

1A Was sind deine Lieblingsfächer?

1B Meine Lieblingsfächer sind Mathe und Physik.

2A Wann beginnt und endet dein Schultag?

2B Mein Schultag beginnt um halb neun und endet um vier Uhr nachmittags.

3A Wie findest du deine Schule? [PAUSE] Warum?

3B Ich finde meine Schule nicht so gut, weil die Lehrer ziemlich streng sind.

4A Wie lange waren deine Sommerferien letztes Jahr?

4B Die Ferien haben letztes Jahr sechs Wochen gedauert.

5A Welche Fächer wirst du nächstes Jahr lernen?

5B Nächstes Jahr werde ich Mathe, Biologie und Physik lernen.

C Auf gute Aussprache und Betonung und das richtige Sprachregister achten

3a Students listen to eight role play extracts and write them down, then decide, with the help of

the intonation used, if they are questions or statements and also if they each are using the

formal (Sie) or informal (du) register.

Answers

1 Gehst du oft ins Einkaufszentrum? i Frage ii informell

2 Wann werden Sie zurückkommen? i Frage ii formell

3 Sie dürfen hier nicht rauchen. i Aussage ii formell

4 Wenn Sie möchten, können Sie hier ins Theater gehen. i Aussage ii formell

5 Seit wann lebst du in Deutschland? i Frage ii informell

6 Sind Sie letztes Jahr nach Spanien gefahren? i Frage ii formell

7 Du kannst machen, was du willst. i Aussage ii informell

8 Warst du sportlich, als du jünger warst? i Frage ii informell

3b Students work in pairs to repeat the questions from the recording and answer them, paying

particular attention to their pronunciation, intonation and the register used.

Answers

(suggested answers)

1 Ja, ich gehe fast jeden Samstag dorthin.




2 Ich werde in zwei Wochen zurückkommen.

3 Statement

4 Statement

5 Ich lebe seit zehn Jahren hier.

6 Nein, letztes Jahr bin ich nach Frankreich gefahren.

7 Statement

8 Als ich jünger war, war ich nicht sehr sportlich.

D Die Fragen spontan beantworten

Students can make the role plays more or less challenging, according to how confident they

feel about the language. They could introduce a greater variety of tenses, encourage opinions

and ask for more than one piece of information in a question.

Students could prepare questions in advance for homework and have them checked before

they are used, to ensure that they are valid questions and accurately expressed. If making up

questions is too challenging for the class, you could distribute suitable questions and ask

students to come up with appropriate answers.

It would be a good idea to practise tasks like this often, as students need to get used to

performing spontaneously in role plays.

4a Students use the model role play as an example of what they are expected to produce in the

exam. They work in pairs and once they have read out the provided answers, they could

adapt and change them for additional practice.

4b Students work in groups of three, with one of them taking the teacher/examiner role and

asking the questions (printed below). The other two students cannot see the questions, so

must listen very carefully and then discuss possible answers before deciding which one is the

best.

4c Students continue in this style until they have practised all four role plays, making sure they

have all had a chance at taking each role.

Rollenspiel 2: Fragen A Rollenspiel 3: Fragen A Rollenspiel 4: Fragen A

Was kann ich für Sie tun?

Möchten Sie noch etwas?

Was machen Sie denn

heute?

Wo werden Sie das Picknick

essen?

Was haben Sie gestern

gemacht?

Um wie viel Uhr willst du

losfahren?

Was möchtest du zuerst

sehen?

Was isst du gern zu Mittag?

Als du das letzte Mal in einer

Großstadt warst, wie hat es

dir gefallen?

Hallo. Wie kann ich Ihnen

helfen?

Wie lange wollen Sie

bleiben?

Wie viele Personen kommen

mit Ihnen?

Wann werden Sie

ankommen?




Was werden wir heute Abend

machen?

Warum haben Sie diesen

Campingplatz gewählt?

Sample role play 2

A Was kann ich für Sie tun?

B Ich möchte vier Brötchen und ein hundert Gramm Käse bitte.

A Möchten Sie noch etwas?

B Ja, zwei Flaschen Mineralwasser.

A Was machen Sie denn heute?

B Ich mache ein Picknick mit meinen Freunden.

A Wo werden Sie das Picknick essen?

B Wir werden neben dem Fluss essen.

A Was haben Sie gestern gemacht?

B Gestern haben wir einen langen Spaziergang gemacht.

Sample role play 3

A Um wie viel Uhr willst du losfahren?

B Ich möchte um neun Uhr losfahren.

A Was möchtest du zuerst sehen?

B Ich möchte das Schloss besichtigen.

A Was isst du gern zu Mittag?

B Ich esse gern Pommes oder ein Käsebrot.

A Als du das letzte Mal in einer Großstadt warst, wie hat es dir gefallen?

B Es hat mir nicht so gut gefallen, weil es geregnet hat.

A Was werden wir heute Abend machen?

B Vielleicht können wir zusammen fernsehen.

Sample role play 4

A Hallo. Wie kann ich Ihnen helfen?

B Ich möchte einen Platz für ein Zelt reservieren.

A Wie lange wollen Sie bleiben?

B Wir möchten eine Woche bleiben.

A Wie viele Personen kommen mit Ihnen?

B Wir sind vier insgesamt.

A Wann werden Sie ankommen?

B Wir werden am fünften Juni ankommen.

A Warum haben Sie diesen Campingplatz gewählt?




B Weil meine Eltern letztes Jahr dort waren und ihn schön gefunden haben.

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