Scheme of work
Cambridge IGCSE®
German (Foreign Language) (US)
0529
For examination from 2015
V1 4Y04 Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015 18
Contents
Overview 3
Topic Area A – Everyday activities 7
Topic Area B – Personal and social life 16
Topic Area C – The world around us 33
Topic Area D – The world of work 50
Topic Area E – The international world 60
V1 4Y04 Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015 18
Overview
This scheme of work provides ideas about how to construct and deliver a course. The syllabus for Cambridge IGCSE German (syllabus 0529) has been broken down into topic areas (A to E) with suggested teaching activities and learning resources to use in the classroom. This scheme of work, like any other, is meant to be a guideline, offering advice, tips and ideas. It can never be complete but hopefully provides teachers with a basis to plan their lessons. It covers the minimum required for the Cambridge IGCSE course but also adds enhancement and development ideas on topics. It does not take into account that different schools take different amounts of time to cover the Cambridge IGCSE course. Feedback is welcome as Cambridge International Examinations always aims to develop and improve its product and service.
Recommended prior knowledge
The Cambridge IGCSE course provides a general introduction to the study of German across a range of topic areas and different grammatical levels, leading up to the standard required for Cambridge IGCSE. No prior knowledge of the subject is required or expected before beginning the course.
Outline
Whole class (W), group work (G) and individual activities (I) are indicated throughout this scheme of work. The activities in the scheme of work are only suggestions and there are many other useful activities to be found in the materials referred to in the learning resource list.
Opportunities for differentiation are indicated as Basic and Challenging; there is the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by the teacher, throughout the scheme of work. Length of time allocated to a task is another possible area for differentiation.
This scheme of work includes the following topics:
Topic Area A – Everyday activities: Home life and school; Food, health and fitness
Topic Area B – Personal and social life: Self, family and personal relationships; Holidays and special occasions
Topic Area C – The world around us: Home town and local area; Natural and made environment; People, places and customs
Topic Area D – The world of work: Continuing education; Careers and employment; Language and communication in the workplace
Topic Area E – The international world: Tourism at home and abroad; Life in other countries and communities; World events and issues
Assessment objectives (AO)
Candidates will be assessed on their ability to:
AO1 Understand and respond to spoken language
AO2 Understand and respond to written language
AO3 Communicate in speech, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately
AO4 Communicate in writing, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately
Teacher support
Cambridge Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen and past question papers, mark schemes and other resources. To access the 2015 specimen materials and past papers, please go to the 0525 IGCSE German web page http://teachers.cie.org.uk Syllabus 0525 runs parallel to syllabus 0529 with identical marking criteria. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.
An editable version of this scheme of work is available onTeacher Support. The scheme of work is in Word doc format and will open inmost word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org
Resources
An up-to-date resource list for Cambridge IGCSE German (Foreign Language) can be found at www.cie.org.uk
Textbooks:
Suggested textbooks for use with the Cambridge IGCSE German (Foreign Language) syllabus from 2015 include:
UK publishers:
Parker C, Thathapudi K, Spencer M, Erler L GCSE German for OCR (2009) ISBN 9780199154944
Brien A,Brien S, Dobson S Projekt Deutsch neu! (2003) ISBN 9780199124305
Caldwell E, Schicker C, Spencer M AQA GCSE German (2010) ISBN 9780199138906
Lanzer H,Wardle M Edexcel GCSE German (2009) ISBN 9781846904592
Bowpitt O, O’Brien A, Gray O, Lanzer H Edexcel GCSE German Revision w/b ISBN 9781446903483
Lanzer H,Wardle M Echo (2004) ISBN 9780435388683
Gray O Logo! for Key Stage 4 (2001) ISBN 9780435367268
Riddell D, Kent H, Stanley K, Waltl M, Smart S, Dexter R AQA GCSE German (2013) ISBN 9781408521762
Christie C et al Na Klar! (2004) ISBN 9780748778201
Shepherd C, Heidemann A, Giles A Anstosβ (2007) ISBN 9780340782309
Marsden R, Gobey E Klartext 1 and 2 (2000) ISBN 9780719575907
Schicker C, Waltl M, Malz C Zoom 1 (2011) ISBN 9780199127702
Linton B, Searle J An der Spitze (2013) ISBN 9780340991701
Revilo Multimedia CD Eurolab Junior (2006) ISBN 9781897609927
German publishers:
Dallapiazza RM, von Jan E, Schönherr Tangram 1 aktuell (2010) ISBN 9783190018017
Ersterl U, Körner E, et al Team Deutsch 1 (2012) ISBN 9783126759403
Ersterl U, Körner E, et al Team Deutsch 2 (2012) ISBN 9783126755193
Ersterl U, Körner E, et al Team Deutsch 3 (2012) ISBN 9783126756183
Kapp G, Büttner S, Albert J Planet Kursbuch 2 (2011) ISBN 9783190016792
Kapp G, Büttner S, Albert J Planet Kursbuch 3 (2011) ISBN 9783190016808
Funk H, Koenig M, Koithan U, Scherling T Genial A1 (2003) ISBN 9783468475500
Funk H, Koenig M, Koithan U, Scherling T Genial A2 (2003) ISBN 9783468475705
Aufderstrasse H, Müller J, Storz T Lagune Kursbuch 2 (2010) ISBN 9783190016259
FischerMitziviris A, JankePapanikolaov S Ausblick 1 (2011) ISBN 9783190018604
Albrecht U, Dane D, et al Passwort Deutsch 1 (2009) ISBN 9783126759106
Albrecht U, Dane D, et al Passwort Deutsch 2 (2009) ISBN 9783126759203
Müller M, Rusch P, Scherling T, Wertenschlag L Optimal A1 (2008) ISBN 9783468470010
Müller M, Rusch P, Scherling T, Wertenschlag L Optimal A2 (2008) ISBN 9783468470312
Niebisch D, PenningHiemstra S Schritte 1 (2011) ISBN 9783190218516
Niebisch D, PenningHiemstra S Schritte 2 (2011) ISBN 9783190018529
Websites:
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the site's owners (or their products/services).
The particular website pages in the learning resource column were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the particular resources are recommended. There may be other useful materials on these websites but they have not been checked.
Many of the courses mentioned in the textbooks section have their own websites, which can be purchased at the time of buying the course, or at a later date.
www.languagesonline.org.uk
www.bbc.co.uk/schools/gcsebitesize/german/
www.zigzageducation.co.uk
www.scool.co.uk/gcse/german
www.aqa.org.uk/subjects/german/gcse/german4665
www.revisionworld.co.uk (German)
www.revisiontime.com/gCSEGer.htm
www.klar.co.uk/links_.php
www.goethe.de (Key Stage 4; links to GoetheInstitute site)
www.tes.co.uk/teaching
www.bahn.de
www.lufthansa.com/de/de/Homepage
www.tui.de
www.bbc.co.uk/language/german (many different topics)
www.derweg.org/feste/kultur/feste.html
www.slideshare.net/…/deutschefesteundfeiertage (covers major festivals)
http://de.hotels.com
www.jugendherberge.de
www.tripadvisor.de
www.campingindeutschland.de
www.deutschepost.de
www.bundespolizei.de
www.wetter.de
www.umweltbundesamt.de
www.erneuerbareenergien.de
www.trikont.de (song of a Gastarbeiter)
www.rapgenius.com (der Gastarbeiter by Eko Fresh, with lyrics available)
www.planetwissen.de (Gastarbeiter und Migration)
www.home.icsmedia.de (tuerken_in_deutschland.htm)
de.wikipedia.org/wiki/Bildungssystem_in_Deutschland
de.wikipedia.org/wiki/Gymnasiale_Oberstufe
www.arbeitsagentur.de
www.focus.de (Ausländer)
www.lecker.de (recipes from around Germany)
www.europa.eu (Germany and the EU)
www.ntv.de (general news coverage, plus videos and news)
www.drk.de (German Red Cross)
www.youtube.com (deutsche Staedte)
www.youtube.com (deutsche Mode)
www.youtube.com (Schulfilm DVD/ Geschichte: Gastarbeiter der ersten Generation)
www.youtube.com (Lufthansa von Alfons geprüft.de)
www.youtube.com (Berlin – Schulfilm Geographie) (Reise durch die deutschen Bundesländer)
Some schools have created their own German websites, which may be open to public use, e.g. atschool.eduweb.co.uk/stpmlang/languages.htm
This is based on the Logo course.
V1 4Y04 Cambridge IGCSE German (Foreign Language) (US) 0529 – from 2015 18
Topic Area A – Everyday activities
Context
This is a topic readily accessible to every learner, so much of this topic can be taught early on in any course, perhaps after some of Topic Area B. It covers vocabulary and grammar, which start at a reasonably basic level and can be extended as lessons progress. In the early stages of this topic, only the present tense will be used, and the nominative and accusative cases, although other tenses and cases will be added with development of the topic. Teachers can use the teaching activities to devise their own lesson plans, selecting what they find appropriate for their learners and adding their own resources and material, as needed. It is assumed that teachers will structure open and closed questions to check vocabulary and comprehension, correct errors, and monitor the acquisition of skills and development of knowledge. The suggested activities and materials can be adapted for mixed-ability classes by giving more or less guidance, shortening or extending activities, or simplifying or editing material. Timing of the activities is at the teacher’s discretion and should be incorporated into individual lesson planning.
Outline
The content aim is for learners to be able to understand and provide information, in spoken and written form, on everyday activities. The language aim is for learners to develop all four skills in the target language, and the teaching activities help to provide a range of methods for achieving the learning objectives. The activities, materials, suggestions and examples are given for teachers to make full use of them, according to their judgement, so that learners can gain real benefit from them and improve their skills and develop their linguistic confidence from lesson to lesson. The activities give opportunities for learners to share information and practise skills through group, pair or individual work. Learner progress and confidence will depend largely on the learning approach, with weaker learners needing more time and practice. It is expected that teachers will be able to expand on the topic area, as they feel their class needs, and add in their own material and reinforcement activities too.
Teaching time
Based on the recommended total time allocation of 130 contact hours, it is suggested that 20% of these contact hours should be dedicated to this topic area.
Home life and schoolA1 Home life / Learning objective: Learners will be able to describe their home; understand rooms in the house and what people do in different rooms; and understand and exchange information about their daily routine.
Vocabulary / Numbers, time, days and months, seasons, colours, question words, housing, rooms, verbs for daily routine, likes/dislikes, and expressions of obligation.
Grammar / Present tense of regular and irregular verbs; haben, sein, werden, modal verbs + infinitive; perfect tense; imperfect tense (higher levels only) ich möchte/hätte gern + infinitive; position of infinitive/past participle; word order; future tense.
Negatives; commands; asking questions.
Genders; singular and plural forms; cases with definitive and indefinite articles; adjective endings; possessive adjectives; comparisons.
Personal pronouns; reflexive pronouns; indefinite pronouns; interrogative pronouns.
Numbers, including ordinal numbers; date and time.
Prepositions and cases; nominative, accusative, dative (and genitive) cases.
Conjunctions and simple subordinating conjunctions.
Textbook resources / Echo 1 Chp 5
Anstoβ 1, Chp 5 and 6
An der Spitze, Chp 2
Arbeitsblatt, Chp 5
Zoom 1, Chp 2B
Edexcel GCSE German, Chp 7
GCSE Bitesize German p.20
Echo 2, Chp 5
Skills / Suggested teaching activities
AO1 (Listening) / Learners listen to what type of houses people live in; understand rooms in the house; understand what people are doing in different rooms in the house. (W) (Basic)
Learners are able to understand details about daily routine and chores, and about home life in the past and in the future. (W) (Challenging)
AO2 (Reading) / Learners will be able to understand descriptions of houses; what people do in different rooms in the house; and activities and chores performed in the house. This can be monitored through gap-filling exercises, simple comprehension questions, extending to fuller sentences and answers. (W/G/I) (Basic)
Learners understand longer texts about daily routine and chores (differentiation of chores between different members of the family); understand texts about home life in different ages; understand texts about home life in the future. (W/I) (Challenging)
AO3 (Speaking) / Learners will be able to take part in exchanges about where they live and what type of house; give a short presentation about their home and its rooms; exchange ideas about what people do in different rooms in the house; answer questions and prepare a presentation about their daily routine. (G/I) (Basic) There are possibilities to record learners here.
Learners should be able to present ideas about homes and different types; discuss/present ideas about their daily routine and compare it with other members of the family. They could conduct a survey about preferences about household chores/ daily routine within the class. This could be presented either orally or written. (G/I) (Challenging)
Learners should get used to their presentations being recorded. If the school has the resources, each learner should have his/her own individual bank resource to build on and reuse/revise, as needed.
AO4 (Writing) / Learners write about their house, or about an imaginary house; describe in short sentences/gap fills what they or other people do around the house; describe their daily routine or that of a famous or imaginary person. (I) (Basic) There are possibilities for some IT work in their presentations here, e.g. a short poster description of their house/dream house/room/a diary of their daily routine.
Learners should be able to write about their daily routine/ household chores. Depending on the level, these could be short sentences in a diary format to longer sentences, and comparing their day with other members of their family, and giving opinions. Learners write about home life in the past/future. Again, there are possibilities for IT work here. Similarly to the creation of individual learner speaking banks, so learners should be encouraged to build up a portfolio of their work, which will be very useful for revision nearer the exam and for reference beforehand.