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
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 2
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.)
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 3
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
Students’ own 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
Students’ own answers.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 4
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
Students’ own 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
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 5
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
Students’ own 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.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 6
If time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 12, referring to the specimen mark
scheme available on the Cambridge International website.
Answers
Students’ own answers.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 7
2.1c Charaktereigenschaften beschreiben
Pages: 60–61
Level of difficulty: Abfliegen
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.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 8
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
Students’ own 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
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 9
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
Students’ own answers.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 10
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.
When students have completed the exercise, ask them to note down in their vocabulary
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
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 11
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
Students’ own 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
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 12
explain why they think it is (not) important to stay in touch with classmates in the future.
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 International website.
Answers
Students’ own answers.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 13
2.2 Life at home
2.2a Der Tagesablauf zu Hause
Pages: 64–65
Level of difficulty: Einsteigen
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
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 14
3 Ask students to look at D3 in the Grammar section where reflexive verbs are covered.
Students then complete the gaps in the sentences using the words from the box.
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
passage. They translate the sentence into their own language and learn it by heart.
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.)
4b Students work with a partner to say the sentence. If necessary, they could practise by
listening to and repeating the original passage. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they
have made a mistake, and then correct them. The winner is the first student to say the whole
sentence correctly.
5 Read the 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. Students should address all questions provided.
Answers
Students’ own 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
Students’ own answers.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 15
2.2b Die Hausarbeit
Pages: 66–67
Level of difficulty: Abfliegen
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
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
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3 Ask students to look at F2 in the Grammar section where the informal imperative is covered.
Students then complete the gaps in the sentences using the words from the box.
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).
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.
4b Students swap roles and repeat the task.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 17
Answers
Students’ own 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
Students’ own 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.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 18
2.2c Ich helfe meiner Familie
Pages: 68–69
Level of difficulty: Unterwegs
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.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 19
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).
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 International website.
Answers
Students’ own answers.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 20
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 time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 10 for completion, 10 for range and 8
for accuracy, giving a total mark out of 28. Refer to the specimen mark scheme available on
the Cambridge International website.
Answers
Students’ own answers.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 21
2.3 Leisure, entertainments, invitations
2.3a Hobbys – Lass uns ausgehen!
Pages: 70–71
Level of difficulty: Einsteigen
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
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 22
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
Students’ own 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)
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 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.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 23
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.)
4b Students work with a partner to say the sentence. If necessary, they could practise by
listening to and repeating the original passage. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they
have made a mistake, and then correct them. The winner is the first student to say the whole
sentence correctly.
5 Read the four questions aloud to the class and make sure they understand what each one
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
Students’ own 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.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 24
2.3b Wann treffen wir uns?
Pages: 72–73
Level of difficulty: Abfliegen
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
Extra activity – part 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
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 25
Extra activity – part b
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
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 26
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.
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 International website.
Answers
Students’ own 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
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 27
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.
If time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 12, referring to the specimen mark
scheme available on the Cambridge International website.
Answers
Students’ own 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
Students’ own answers.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 28
2.3c Was für eine Woche!
Pages: 74–75
Level of difficulty: Unterwegs
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.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 29
Answers
1 gemacht
2 geschlafen
3 getrunken
4 gegessen
5 erzählt
6 ferngesehen
7 gekocht
8 gespielt
Extra activity – part a
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)
Extra activity – part b
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.
Students should regularly justify their opinions throughout the role play.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 30
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.
4b Students swap roles and repeat the task.
Answers
Students’ own 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.
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 31
2.4 Eating out
2.4a Im Imbiss
Pages: 76–77
Level of difficulty: Einsteigen
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
Students’ own 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
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
Cambridge IGCSE™ and IGCSE (9–1) German Second Edition
© Hodder & Stoughton 2019 32
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.
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 u and ü sounds they hear.
They repeat the sentence three times, checking pronunciation by listening again to the
passage. They translate the sentence into their own language and learn it by heart.
Answers
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.)
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.
5a Students carry out a role play in pairs at the snack bar. Demonstrate the role play first with a
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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
Students’ own 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
Students’ own answers.
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2.4b Guten Appetit!
Pages: 78–79
Level of difficulty: Abfliegen
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)
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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
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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.
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.
4b Students swap roles and repeat the task.
Answers
Students’ own 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
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describe a problem they encountered and how the restaurant management dealt with it.
Answers
Students’ own answers.
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2.4c Essen wir heute Chinesisch oder Indisch?
Pages: 80–81
Level of difficulty: Unterwegs
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.
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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.
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 International website.
Answers
Students’ own 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
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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.
If time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 10 for completion, 10 for range and 8
for accuracy, giving a total mark out of 28. Refer to the specimen mark scheme available on
the Cambridge International website.
Answers
Students’ own answers.
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2.5 Special occasions
2.5a Besondere Anlässe in meinem Kalender
Pages: 82–83
Level of difficulty: Einsteigen
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
Students’ own 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.
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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.
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
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.)
4b Students work with a partner to say the sentence. If necessary, they could practise by
listening to and repeating the original passage. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they
have made a mistake, and then correct them. The winner is the first student to say the whole
sentence correctly.
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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
Students’ own 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
Students’ own answers.
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2.5b Eine Party
Pages: 84–85
Level of difficulty: Abfliegen
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?
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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
Extra activity – part a
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)
Extra activity – part b
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.
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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.
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.
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4b Students swap roles and repeat the task.
Answers
Students’ own 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
Students’ own answers.
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2.5c Wir feiern
Pages: 86–87
Level of difficulty: Unterwegs
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
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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.
Students should regularly justify their opinions throughout the conversation.
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If using this task for assessment purposes, mark out of 15, referring to the specimen mark
scheme available on the Cambridge International website.
Answers
Students’ own 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.
If time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 10 for completion, 10 for range and 8
for accuracy, giving a total mark out of 28. Refer to the specimen mark scheme available on
the Cambridge International website.
Answers
Students’ own 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.
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2.6 Going on holiday
2.6a Ferienunterkünfte und Ferienziele
Pages: 88–89
Level of difficulty: Einsteigen
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
Students’ own 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
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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.
Students then complete the gaps in the sentences using the words from the box.
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.
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.
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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.)
4b Students work with a partner to say the sentence. If necessary, they could practise by
listening to and repeating the original passage. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they
have made a mistake, and then correct them. The winner is the first student to say the whole
sentence correctly.
5 Read the four questions aloud to the class and make sure they understand what each one
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
Students’ own 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.
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2.6b Meine Ferien
Pages: 90–91
Level of difficulty: Abfliegen
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
When students have completed the exercise, ask them to note down in their vocabulary
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
übersetzen Sie sie in Ihre Sprache.
Answers
Students’ own 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
True sentences: 2, 4, 5, 7
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
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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
übersetzen Sie sie in Ihre Sprache.
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.
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.
4b Students swap roles and repeat the task.
Answers
Students’ own answers.
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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
Students’ own answers.
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2.6c Reisepläne
Pages: 92–93
Level of difficulty: Unterwegs
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.
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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.)
SECTION 2: MY FAMILY AND MY FRIENDS, AT HOME AND ABROAD Teacher notes and answers
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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.
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 International website.
Answers
Students’ own 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.
If time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 10 for completion, 10 for range and 8
for accuracy, giving a total mark out of 28. Refer to the specimen mark scheme available on
the Cambridge International website.
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Answers
Students’ own answers.
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2.7 Family and friends abroad
2.7a 5000 Kilometer … aber auch nahe
Pages: 94–95
Level of difficulty: Einsteigen
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
Extra activity – part a
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.
Extra activity – part b
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
Students’ own answers.
2
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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
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 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.)
4b Students work with a partner to say the sentence. If necessary, they could practise by
listening to and repeating the original sentence. They take turns to say the sentence, deciding
who makes fewer errors. They could use an imaginary buzzer to stop their partner if they
have made a mistake, and then correct them. The winner is the first student to say the whole
sentence correctly.
5 Read the four questions aloud to the class and make sure they understand what each one
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
Students’ own answers.
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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
Students’ own answers.
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2.7b Schön, dass du da bist!
Pages: 96–97
Level of difficulty: Abfliegen
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!)
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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.
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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.
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.
4b Students swap roles and repeat the task.
Answers
Students’ own 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!
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2.7c Das war ein toller Besuch!
Pages: 98–99
Level of difficulty: Abfliegen
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.
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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 should regularly justify their opinions throughout the conversation.
Students repeat the role play, changing roles with their partner.
If using this task for assessment purposes, mark out of 15, referring to the specimen mark
scheme available on the Cambridge International website.
Answers
Students’ own 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:
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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 time permits, students could work in pairs to share or exchange their writing and give each
other suggestions on how to correct or improve it, based on the mark scheme.
If using this task for assessment purposes, mark out of 10 for completion, 10 for range and 8 for
accuracy, giving a total mark out of 28. Refer to the specimen mark scheme available on the
Cambridge International website.
Answers
Students’ own answers.
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Magazin (2.1)
Studenten, Fahrräder und Bächle – Freiburg, die Ökostadt in Süddeutschland
Pages: 104–105
Level of difficulty: Abfliegen
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
True sentences: 2, 4, 7, 8
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
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Magazin (2.2)
Deutsch in Argentinien
Pages: 106–107
Level of difficulty: Unterwegs
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
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PipiLangstrumpf: local
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Prüfungsecke B1
Der Prufungsaufsatz (80–90 Wörter)
Pages: 108–109
Level of difficulty: Abfliegen
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
Students’ own 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.
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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
Students’ own 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
Students’ own 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)
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Prüfungsecke B2
Strategien fur die mundliche Prufung: das Rollenspiel
Pages: 110–111
Level of difficulty: Unterwegs
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
Students’ own 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
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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.
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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?
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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?