Playway, Klasse 4, Teacher´s Book

:)


Download 162.71 Kb.
Date conversion05.11.2016
Size162.71 Kb.

Playway, Klasse 4, Teacher´s Book





Playway









Stoffverteilung





Klasse 4, Teacher´s Book

Schule:




fakultativ




Lehrer:




obligatorisch



Unit

Textsorten und Aktivitäten

Wortschatz, Phrasen und Strukturen

Integration in den

Gesamtunterricht

Zeitrahmen

1 Back to school
  • Oh, what a lovely morning (Song)


Wortschatzwiederholung mit Schriftbildunterstützung




  • Hörübung (Listen and speak.)

Minidialoge



  • Party time (Action Story) Anweisungen imitieren und auch durcheinander ausführen

Hörübungen (Listen and mime. Then listen and point; Listen and write the numbers.)



  • Partnerarbeit (Listen and speak.)




  • Multisensorische Wortschatzarbeit, Wortschatzübungen mit Schriftbildunterstützung (Picture Cards/Word Cards)

Schulsachen beschreiben

Wortsuchbild (Find the words.)

Kreuzworträtsel (Do the crossword.)


  • Clever Joe (Cartoon Story)

Lückentext

Erzählen und Rekonstruktion der Geschichte





  • Wortschatzwiederholung und -erweiterung mit

Schriftbildunterstützung (Picture Cards/Word Cards)

  • Culture Special: Clara from Germany goes to school in Boston, USA

Hörübung (Listen and read Clara’s e-mail to her class in Germany.)

Hör- und Leseübungen



  • Schreibübung: My text (Read. Write your own text.)
  • You’re in bed; you wake up; you check your watch; It’s time to get up; Oh, what a lovely morning; it’s time to go to school; school is so cool; wash your face; put on your clothes; Have a glass of milk; Take your bag; off you go


  • How are you today?; Who’s your best friend?; What’s “nice“ in German?; How many children are in your class?; Twenty, I think.




  • Vorwiegend rezeptiv: Put your pencil case and your books in your schoolbag; Walk to school; You trip over a black cat; You run into a tree; A dog tears your jeans; Shout: ‘Oh no!’; At school, a girl gives you a card; Look at it; It says, ‘Come to my party.’; Close your eyes and smile.

  • What has Emma/... got?




  • desk; board; window; pencil

Wortschatzwiederholung (school things)


  • Vorwiegend rezeptiv: OK, children; Tomorrow there’s a maths test; Ok, sir; All the animals are doing maths; It’s the next day; The maths/English test; I can’t do it; Let’s go to the circus; Great! Fantastic! Yes, let’s; Ladies and gentlemen! I’m sorry. Our acrobat’s ill; Can I try?; Sure. Come here; Ladies and gentlemen, give Joe a big hand!; Aaaah. I know! Practice!; Yes, sir; Come here, please; You can do it! Well done!




  • school bus; Where’s ...?; How many … are there?; What’s ...?; How old is ...?; How does ... get to school?

Vorwiegend rezeptiv: Dear friends, I like my new school in Boston; In my class there are 22 children; Our teacher is Mrs Kelly; She is very nice; My best friend is Kim; She is 10 years old; I teach Kim German words; She can say …; School begins at 9 o’clock; At half past eight I get on the school bus at the corner of our street; I get home at four; Please write soon; Love


  • I’m in class 4a this year; There are 16 girls and 15 boys in my class; My teacher is Mrs Schmidt; She’s very nice.

Sachunterricht

Musik

Mathematik

Kunst


Landeskunde

Sport


ca. 3 Wochen

2 Going places

  • Multisensorische Wortschatzarbeit mit Schriftbildunterstützung (Picture Cards/Word Cards)

  • Come to my party (Chant)

  • Hör- und Sprechübung (Listen and speak.)



  • Kreuzworträtsel (Do the crossword.)

  • Interviews durchführen und über die Ergebnisse berichten (Ask your classmates. Take notes. Then talk about your classmates.)




  • A treasure hunt (Mr Matt Sketch)

Lückentext


  • Schreibübung: My way to school (Read. Write your own text.)



  • Wortschatzeinführung mit Schriftbildunterstützung (Picture Cards/Word Cards)

  • Hörübungen (Listen and point.)

Minidialoge (Listen. Act out the dialogues.)




  • Hörübung (Listen. Find the way to John’s, Carol’s, Adam’s and Diana’s houses. Mark the houses with a cross.)

  • Kommunikationsspiel (Colour and speak.)


  • Hör- und Schreibübung (Listen. Fill in the numbers. Then write.)


  • Rollenspiel (Work with a partner. Speak.)




  • Wortschatzerweiterung (Zahlen von 16 bis 100 bzw. 10.000)

  • Culture Special: A quiz Travelling in London

Hörübung (Look and guess. Then listen and check.)


  • Würfelspiel: Snakes and ladders (Play the game.)

  • Come to my party on Saturday at eight; Listen how to get there, and don’t be late; You can’t walk or go by bike; I live far away/on a star; Take my rocket; Aaaah!; By bus/underground/car/train; I walk

  • Vorwiegend rezeptiv: How do you get to school?; My father takes me; How does Simon/… get to school?

  • How do you get to school?; He/she walks; Michael/... gets to school by bus/...

  • Your birthday present …; What about it?; It’s in a box; And where’s the box?; Here’s a map. Go and find the box; All right. No problem. Treasure – here I come! Ah, where’s my mobile?; Here it is, Dad; Good. Just in case …; First, climb the mountain; Climb the mountain? There are no mountains here!; Ah! There it is! “The big mountain” – here I come!; Help! I’m stuck. You’ve got to help me!; All right, Dad. We’re coming; I’ll do it; Oh, no! It’s too high! It’s too dangerous!”; Help! This bridge is dangerous. You’ve got to help me!; Phew! Not easy. But now … treasure, here I come!; Turn left and take three steps forward; Ah. Watch out for the tree!; Go down the hill on the silver snake!; OK. Start!; I can’t. I’m scared; Come on!; I’ve got it! I’ve got it!; Open it, Dad!; I can’t; OK. We’re coming!; I don’t like toffees!; But we do! Happy birthday, Dad!


  • My way to school; I get to school by bus; There are always lots of children in the bus; I walk to school; I walk with my friend Peter; I get to school by car; My mum takes me.

I walk along … for … minutes; There are lots of shops; I like the sweet shop best.

  • t urn left/right; go straight on; go across the bridge; Excuse me, please; Where‘s the cinema/park/supermarket?



  • Find the way to John’s house; John’s house is on the left side of the street; sweet shop



  • It’s in Green Street; All right; Thank you very much; Turn right at the school/park; Can I help you?; I’d like to go to the Roxy cinema.




  • underground train; the numbers from 16 to 100 bzw. 100 to 10,000; One thousand and two hundred flights

Nur rezeptiv: forty minus twenty is twenty; travelling; flights; There are about …


  • Start; Finish; Throw the dice; It’s your turn; It’s my turn.

Kunst

Sachunterricht

Mathematik

Verkehrserziehung

Musik


ca. 3 Wochen

3 Halloween

  • Wortschatzübungen mit Schriftbildunterstützung

(Picture Cards/Word Cards)

Kommunikation mit Hilfe vorgegebener Redemittel



(Talk in class.)

A class survey




  • I’m scared (Chant)



  • The goat (Cartoon Story)


Lückentext

Erzählen der Geschichte




  • A monster is looking at you (Action Story) Anweisungen imitieren und auch durcheinander ausführen

Hörübungen (Listen and mime. Then listen and point. Listen and fill in the numbers.)


  • Gedächtnisübung (Look and remember. Speak.)

Minidialoge

  • Culture Special: Halloween

Hörübung (Look and listen.)

  • Leseübung und Rollenspiel (Read and act out. Create your own story.)

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




  • Hör- und Schreibübung (Listen and write Yes or No. Then complete the sentences.)




  • Hey-ho for Halloween (Rhyme)




  • Bastelanleitung (Make a Halloween monster mask.)

  • I’m scared of monsters/skeletons/witches/mice/…; What are you scared of?; Are you scared of monsters/...?; Yes, I am; No, I’m not.

Rezeptiv: Who’s scared of monsters/…?; Who is not scared of …?

  • Are you scared of spiders/frogs/snakes/dogs?; I’m not scared of spiders/frogs…; Oh, really? Are you never scared?; Of course, I am!; I’m so scared of monsters, under my bed, monsters in the attic, monsters in the shed.





  • Vorwiegend rezeptiv: Baaah; What’s that?; I’ll go and check; There’s a goat in our garden; A goat?; Shoo! Go away!; Grrrrgh!!!! Stop eating our vegetables. Off you go; Let’s get a stick; A stick? Good idea!; Help! Help!; What a crazy goat!; Trick or treat!; Can you help us, please?

  • Nur rezeptiv: Put on your monster suit/mask; Go to the bathroom; Look in the mirror; A monster is looking at you; Run away.


  • What about Lucy/…?; She’s scared of …; She isn’t scared of …; They are … They aren’t …

Nur rezeptiv: October 31st is Halloween; Children in Britain and the USA dress up as monsters, witches or ghosts; The children go from door to door; They call out ‘Trick or Treat!’; Most people give the children sweets; pumpkin lantern


  • Are your scared of frogs?; No, I’m not; There’s a spider on your head!; Help!; I like dogs; But my dad is scared of dogs.




  • Wiederholung: He/She is/isn’t scared of ...



  • Hey-ho for Halloween; all the witches can be seen; some in black/ green; scared; ghosts; keletons;witches; mice; monsters; What are you scared of?; Are you scared of snakes/...?; Yes, I am; No, I’m not. Nur rezeptiv: Paint the paper bag orange; Draw the nose, the eyes and the mouth like this; Cut out the nose, the eyes and the mouth; Paint the strip of paper, cut fringes and stick the hair on the mask; Fasten a string to the top of the head; Let’s hang the masks up in the classroom.
  • Take the paper bag; Cut off the handles; Paint the paper bag orange; Draw the nose, the eyes and the mouth; Cut out the nose, the eyes and the mouth; Paint the strip of paper, cut fringes and stick (the hair) on the mask; Fasten a string to the top of the head; Let’s hang the masks up in the classroom.





Sachunterricht

Musik


Kunst

Landeskunde



Sport

ca. 4 Wochen

Units 1–3

Show what

you can do

  • Selbstevaluierung: Zuordnungs- und Schreibübungen,

Leseübungen (Write the words in the lists. Match. Write. Read and write. Match. Write the numbers.)










4 Pets

  • Multisensorische Wortschatzarbeit mit Schriftbildunterstützung (Picture Cards/Word Cards)

Ratespiel

  • Hörübung (Listen and point.)

Partnerarbeit (Test your partner.)


  • The thief (Mr Matt Sketch)

Lückentext




  • Hörübung (Listen and tick.)

Kommunikation mit Hilfe vorgegebener Redemittel (Talk about the children’s pets.)



  • Hör- und Leseübung (Listen and read. Then remember and speak.)

Gedächtnis- und Sprechübung (Partnerarbeit)



  • Multisensorische Wortschatzwiederholung mit

Schriftbildunterstützung (Picture Cards/Word Cards)

  • Minidialoge; Interviews durchführen (Ask five classmates. Take notes.)

  • Kommunikation mit Hilfe vorgegebener Redemittel (Talk about your classmates and their pets.)




  • Leseübung (Look and read.)

Schreibübung (Look and write.)


  • Mice, mice, mice (Song)

Suchbild (Do the puzzle. Then tick true or false.)



  • Lese- und Schreibübung (Read Sally’s texts and write.)



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



  • Culture special: Thanksgiving

Hörübung (Listen and read the story.)

  • hamster, budgie, guinea pig, pony




  • Vorwiegend rezeptiv: Dad?; Can I have a banana/an orange, please?; Here you are; Just a minute; It’s empty; That’s very/ strange!; Can I have some crisps, please?; Come on, Danny! Let’s go!




  • Lisa/… has got a …; It’s brown/…; It’s four/… (years old).

Rezeptiv: Have you got a pet?; What is it?; What colour is it?; How old is it?


  • Jennifer has got a … .; It’s … old.

Hi, I‘m Emily/Jennifer…; I‘ve got a pony/dog/budgie/fish tank/…. It‘s five years old; They are sixteen weeks old; It’s eight months old.

  • colours


  • Have you got a pet?; What is it?; What colour is it?; How old is it?; Yes, I have; No, I haven’t; Peter hasn’t got a pet.


  • I’ve got a mouse; He’s/She’s got a cat/hamster …; They’ve got a dog.




  • Who has got a mouse/...?; I like their little ears/...; Little mice are really nice; My mum/dad hates mice, but I think mice are really nice; I give them cheese/rice.

  • I’ve got a cat; Her name is Tipper; She’s brown, grey and white; She’s two years old; My friend Bob has got a rabbit; His name is Flopsy; I like Flopsy; He’s white and grey; He’s three years old.

  • I haven’t got a pet; My grandma has a budgie; The budgie’s name is Jimmy; It’s blue, yellow and green; I’ve got a cat and a dog; My cat is three and my dog is four years old; The cat’s name is Socks; The dog’s name is Buddy.

  • Vorwiegend rezeptiv: It’s the year 1620 in America; A big ship, the Mayflower, lands; It comes from England; It is full of people; The people are cold and hungry; Native Americans give them food and clothes; The white people build houses; The Native Americans help them to grow corn and to hunt; The white people make a big party for the Native Americans; They thank them for their help; Every year, there is a big Thanksgiving Day parade in New York; Every year, people in the USA have a Thanksgiving Day; It is on the last Thursday in November; On that day people eat turkey, sweet potatoes and pumpkin pie.

Sachunterricht

Kunst


Musik

Landeskunde



ca. 4 Wochen

5 Shopping
  • Multisensorische Wortschatzarbeit (Picture Cards/Word Cards)


A hundred big black ravens (Song)


  • Culture Special: British money

Hörübung (Listen and point.)

Rechenspiel zur Schulung der Wahrnehmung (Play the game with a partner.)




  • Going shopping (Mr Matt Sketch)

  • Lückentext



  • Spiele mit Zahlen

Lese- und Malübung (Read and colour the frames.)

Rechenspiele

Hörübung (Listen and circle.)




  • Wortschatzarbeit mit Schriftbildunterstützung (Picture Cards/Word Cards)

Hörübung (Listen and read. Then speak.)

Rollenspiele, Minidialoge (Change the dialogue and act it out.)




  • Hörübung (Listen to the shopping dialogue. Write.)

Sätze ordnen (Put the sentences in the correct order. Then listen and check.)

Lückentext (Fill in is or are.)




  • Multisensorische Wortschatzarbeit mit Schriftbildunterstützung (Picture Cards/Word Cards)

Wortschatzspiele zur Verankerung im Wiedererkennensgedächtnis und Produktionsgedächtnis

  • Hörübungen (Listen and point. Listen and read.

Change and act out.)

Rollenspiel





  • An umbrella for Max (Story)

Rollenspiel (Listen and point. Then listen again and act out the dialogue.)

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





  • No money, no sweets (Action Story) Anweisungen imitieren und auch durcheinander ausführen Hörübungen (Listen and mime. Then listen and point. Listen and write the numbers.)



  • Hörübung und Rollenspiel (Listen and act out the sketch.)

  • Wiederholung der Zehnerzahlen von 10 bis 100; A hundred big black ravens; Are flying after you; They want to steal your piggy bank; So this is what you do; You pull a face; You shake your fist; You shout “No way!”; And ten fly away.




  • pence; one pound twenty/…; Close/open your eyes; How much is it?




  • Vorwiegend rezeptiv: There’s no food in the house; Can you go shopping?; Let’s make a shopping list!; I haven’t got a pen/note pad; Here’s the pen/note pad; carrots; hamburgers; apples; cucumbers; fish; potatoes; cheese; pears; Where’s my coat?; OK, I’m ready. Let’s go!; Sorry, Dad! We’re busy. We’re making a house of cards; It’s nice, isn’t it?; It’s very good; More cheese?; Have a nice day; No trolley!; No shopping list!; Hello kids! I’m back!; What’s for dinner?; I forgot the fish/potatoes/cheese; Lovely burgers!




  • ninety-five pence

Rezeptiv: How much are the scissors?



  • vanilla; yoghurt; lemon; hazelnut; Two ice creams, please; What flavours?; For me vanilla and chocolate, please; And for me strawberry and yoghurt, please; OK. Here you are; How much is it?; £2; Thank you; Goodbye.




  • How much is the blue cap?; How much are the white and pink trainers?; a pair of white socks; trainers; That’s £27, please.



  • potatoes; onions; carrots; green/red peppers; tomatoes; cucumbers; fruit; vegetables


  • I hate the rain!; I can’t open it; This umbrella looks nice; How can I open it?; What a wonderful umbrella.




  • I often go shopping for my mum; I buy fruit and vegetables; I buy cheese, ham and milk.




  • Vorwiegend rezeptiv: Open your piggy bank; Take out a two-pound coin; Walk to the supermarket; Pick up a bag of sweets; Go to the cash desk; Put your hand in your pocket; Nothing!; There’s a big hole in your pocket; Take the sweets back.




  • Lovely T-shirts!; How much is the blue T-shirt?; Do you like it?; Yes, it’s nice; What’s in your bag?; Wow, can I try it on?; Of course; Yes, it’s great; It’s from the flea market; Fleas? Help! Help!




Sachunterricht

Musik


Mathematik

Kunst


Sport

ca. 3 Wochen

6 At home

  • Wortschatzeinführung mit Schriftbildunterstützung (Picture Cards/Word Cards)

Ratespiel (Play the game.)


  • Wortschatzübungen mit Schriftbildunterstützung (Picture Cards/Word Cards)


Verstehensübung (Look at the pictures on page 30. Find the things.)

Fragespiel (Ask the partner.)




  • Möbelstücke basteln. (Make a desk, a chair, a bed and a wardrobe.)

Hörübung (Listen to Simon and put the things in his room.


  • The racoon in my room (Song)



  • Merkübung, Schreibübung (Look and write.)




  • The hats in the attic (Cartoon Story)

Lückentext

Erzählen der Geschichte

Rollenspiel für leistungsstarke Gruppen


  • Schreibübung: My room (Write the words.)





  • Culture special: Living in Cornwall/London

  • under; in; on; behind; in front of; next to; Where are Tom’s/his socks?; Where are Kate’s/her trainers?; On the sofa in the living room; Where’s her pullover/umbrella/…?




  • opposite; between; wardrobe, bed, chair, curtains


  • In my room the desk is in front of the window with the blue curtains; There’s a chair behind the desk; The bed is opposite the desk …

  • There’s a racoon/a little racoon in my room; He’s drinking my milk/ eating my bread/breaking my toys/using my bed; Please, Mum, don’t come in; There’s a mess in my room; I think my racoon won’t leave before June; Don’t tell anybody my little racoon is just an excuse for the mess in my room.





  • bookcase; washbasin; sofa; lamp; table; cupboard




  • old; king; princess; marry; golden shoe; Try it on; Does it fit?; ,It doesn’t fit; It fits.

Vorwiegend rezeptiv: Let’s go to the attic; There are lots of old things up there; Look at that!; Wow; It really looks old; Let’s open it; What a crazy hat; There’s another one; Let’s put them on; Who are these men?; Who are you?; Welcome, Prince Benny/Princess Linda; The king and the princess are coming; Here is the golden shoe; Try it on; It must fit you; Then you can marry the princess; It doesn’t fit Prince Rupert/Prince Gregory; You can’t marry my daughter; The golden shoe doesn’t fit; Try on the shoe; Hurrah, it fits you; Prince Benny, marry me; Marry you? I can’t. I’m only ten; Take the hat off; What are you doing in the attic?


  • In my room there’s a nice bed; The desk is in front of the window; Next to the desk there’s a big wardrobe; There are three posters in my room; On the posters there are three horses.



  • Rock is a small village by the sea, and it’s very beautiful; We have many miles of sandy beaches; You can go sailing, windsurfing, surfing and water skiing; My friends and I are good at surfing; The beaches of Cornwall have fantastic waves; This is my brother in our boat; He loves sailing; Living in London; Come to London and take a ride!; This is my favourite museum, the Natural History Museum; It has a very big fossil of a Brontosaurus; The theme park at Alton Towers has some fantastic rides!; But my mum says they’re scary!


Sachunterricht

Kunst


Musik

Landeskunde



ca. 3 Wochen



Units 4–6

Show what

you can do

  • Selbstevaluierung: Zuordnungübung, Lese- und Schreibübungen (Read and write the numbers.

Read and write. Match. Write the numbers.)










7 Feelings

  • Multisensorische Wortschatzarbeit mit

Schriftbildunterstützung (Picture Cards/Word Cards)

  • Hörübung (Listen and point.)

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

Partnerarbeit (Crazy sentences. Work with a partner.)




  • Ratespiel (Play the game with a partner.)

Hörübung (Listen to the dialogues.)

Minidialoge (Work in pairs. Change the dialogues and act them out.)




  • Zuordnungsübung (Match the words with the faces.)

  • Schreibübung (Write about the children.)

  • Wortfelder erkennen (Find the odd one out.)



  • Snow White (Cartoon Story)


  • Lückentext

  • Rekonstruktion der Geschichte




  • Friends (Song)






  • Hörübung (Listen and point.)

A happy frog (Chant)

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



  • Partnerarbeit




  • The football (Action Story) Anweisungen imitieren und auch durcheinander ausführen

Hörübungen (Listen and mime. Then listen and point. Listen and write the numbers.)




  • Minidialoge

Dialog: Mum, what can I do? (Listen to the dialogue. Act it out.)

  • Leseübung (Read Drago’s letter. Draw his girlfriend.)

  • scared/angry/sad/tired/happy; There’s a fox with yellow socks; Emily, kiss the apple tree; There’s a pink hippo in our garden; Number one is ‘sad’; I don’t think so. I think it’s ‘angry’.

Nur rezeptiv: Thirteen monkeys are dancing rock ‘n’ roll; What feeling was it?

  • Tell me about Lisa/...; What about Lisa/...?; I think he’s/she’s angry/...; That’s right; No, sorry. She’s happy/…




  • Wortschatzwiederholung (feelings)


  • queen; heart; mirror; airport; chocolates

Vorwiegend rezeptiv: Mirror, mirror, who’s the best singer?; That’s Snow White, my queen; You stupid mirror!; Ted, kill Snow White and bring me her heart; Where are we going, Ted?; To the airport, Snow White; You must go away; A sheep’s heart, please; I’m (not) alone in the city; I have no friends; You’re the best singer in the world; Soon Snow White is a big star; Millions see her on TV; You must help Snow White; Here are your favourite chocolates; I’ve got friends.


  • I’m not alone in the city; I’m so happy I’ve got friends; We laugh and shout, we run around and hop; We sing and dance, we never, never stop.




  • hungry; thirsty; A happy/hungry/… frog/dog…; are having a chat just like that



  • Vorwiegend rezeptiv: You’re thirsty. You get a carton of orange juice; You go out into the garden; You trip over your football; Now there’s orange juice all over your clothes; You’re angry; You kick your ball; Crash! The window breaks; Your dad is very angry; You mpty your piggy bank.




  • Mum, what can I do?; Play with your computer; Boring; Go swimming; Swimming?; It’s too cold outside; Answer the door, Debbie; Hi, Debbie; Let’s go swimming; Great idea!; Where are you going, ebbie?; I’m going swimming with Sylvia; Bye, Mum!; Bye, Mrs Gilder!



  • Vorwiegend rezeptiv: Dear friend, I’m in love with Tilly; She is a very beautiful girl; She has got a red mouth and yellow teeth; Her hair is green; She has got orange eyes and black ears; I love her!; Tilly is wonderful; She likes cheese; She has got a dog; Best wishes, Drago; Here is a picture of my darling; Isn’t she lovely?


Musik

Sachunterricht

Kunst

Sport


ca. 3 Wochen

8 Free time

  • Multisensorische Wortschatzarbeit mit

Schriftbildunterstützung (Picture Cards/Word Cards)

David’s week (Chant)

Sprechübung







  • Hörübung (Listen and remember. Then talk about the children.)

Minidialoge (Talk in class.)





  • Busy Lizzy (Song)


  • Wortschatzwiederholung mit Schriftbildunterstützung (Word Cards)

Hör- und Schreibübung (Listen and write.)


  • Schreibübung (Write what Annabel does.)

Lückentext (Complete.)


  • Kreative Schreibübung (Write. Then create your own text about Sammy.)

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

Culture special: Children and sports

Hörübung: (Listen and read. Say who is who.)



  • Schreibübung (Look and write.)
  • On Monday/Tuesday… David rides his horse/ plays tennis/rides his bike/plays volleyball; on Wednesday Dave and Jennifer/… sail their boat to Venice/David and his mum/… go to the shopping mall; Dave’s at the swimming pool; He dives from the 5-metre board; Hey! That is really cool!; Picture number 1: It’s Thursday





  • Can you ride a horse/in-line sake/skate/ski/dance/swim...?; Yes, I/you can; No, I/you can’t; Jessica/she can/can’t...; Sam/he an/can’t...; Are you good at it?; No, not really.

Rezeptiv: I play it with my friends all the time; My dad showed me.


  • Busy Lizzy; Her name is Lizzy; she’s so busy; She’s got so many things to do; She feeds the squirrels in the park, she plays the saxophone; She rides her bike around the town, and then she dances with a clown; She goes sailing every day, and she plays volleyball; She cooks spaghetti for her friends, her busy day just never ends.




  • On Monday/… he plays football/plays volleyball/plays tennis/he rides his bike/rides his horse/he swims in the river; And on Sunday he rests.




  • Wortschatzwiederholung: unicycle



  • Sammy can’t ski/in-line skate/ride a bike; But he can cook spaghetti

  • I can sail a boat/…; I’m good at it; My best friend is Oliver; He is 9; He plays football a lot; He is very good at it. Vorwiegend rezeptiv: Hi, I’m Dave and I’m from London; I can dive from a 3-metre board!; I’m Claire. I’m from Cardiff. I can sail my dad’s boat. I’m very good at it!; I’m Tony from Oxford; I can ride a unicycle; It’s great fun!; Hi, I’m Sandra; I’m from York; I can swim for one hour; I’m very good at it; I’m Christopher; I’m from Dublin; I can run 2 miles; Hi! I’m Kathy; I can snowboard and skate.



  • This is Danny; He’s my best friend; He’s 9 years old; He plays football a lot; He’s very good at it; This is my brother Ron; He’s 11 years old; Ron can cook spaghetti and make fruit salad; This is Emily; She’s my best friend, She’s 9 years old; She can ride a horse; Sarah and Christine are my best friends; They’re ten years old; They’re very good at in-line skating; This is me; I’m 10 years old; I can dive from a 3-metre board; I like it a lot; I play volleyball a lot.


Sachunterricht

Musik


Landeskunde

Kunst


ca. 2 Wochen

9 We’re so hungry

  • Hör- und Sprechübung (Listen and say.)




  • Multisensorische Wortschatzarbeit mit Schriftbildunterstützung (Picture Cards/Word Cards)

Luba’s restaurant (Song)




  • What’s for breakfast? (Mr Matt Sketch)

Lückentext


  • Wortschatzeinführung mit Schriftbildunterstützung (Picture Cards/Word Cards)

Hörübung (Listen and remember. What are they having?)

Sätze bilden (How many true sentences can you make? How many lies can you make?)




  • Wortschatzspiele

Hörübung (At the restaurant. Listen. Then do a role play.)

Rollenspiel




  • Interviews durchführen und die Ergebnisse notieren.

(Interview four friends. Write and draw.)

Über Gruppenergebnisse berichten. (Talk about your classmates.)
  • I think number one is …


Vorwiegend rezeptiv: Number one. She likes hamburgers and pizza. She doesn’t like hot dogs and fish and chips. She also likes chicken and rice; OK. Listen again; Who is it?; Number two. She likes chicken and rice and pizza. She doesn’t like hot dogs, amburgers and fish and chips …


  • Luba’s restaurant; Luba’s is a crazy restaurant; Luba’s is the place to go; Luba’s is the place for you and me; come here and you’ll see!; There is … fish in your orange juice and ice cream on your steak; fruit on your pizza; and salad on your cake!; Yeah; There are … nuts in your tomato soup; and coffee on your pie; and on top of your dessert is a fly!; Oh, no!




  • Vorwiegend rezeptiv: We’re hungry; What’s for breakfast, Dad?; Tea and toast?; OK; Dad, where’s our toast?; A smoothie?; Yoghurt. Milk; Orange or banana?; Sorry. No smoothie; But Dad, we’re hungry!; Eggs?; Hey. Watch this!; Don’t worry; There are two more eggs.




  • mixed salad; orange juice; sausages; lemonade; cola; steak; mineral water; peas; beans; Dad/Mum is having ... with ... Nur rezeptiv: What would you like to eat/drink?; I’d like ...; OK, madam; Very well, sir; young man; of course



  • apple pie; fruit salad; main course; desserts; drinks; chocolate cake; cheesecake; What would you like to eat/to drink/for dessert?



  • Harry, do you like chocolate cake/fish…?; No, I don’t; Yes, I do; In my group 4 children like fruit salad. 3 children don’t like chocolate cake.

Sachunterricht

Musik


Mathematik

Kunst


Sport

ca. 3 Wochen


9 We’re so hungry

  • Toffees for Annabel (Cartoon Story)

Lückentext

Rekonstruktion der Geschichte


  • Fast food (Action Story) Anweisungen imitieren und auch durcheinander ausführen

Hörübungen (Listen and mime. Then listen and point. Listen and write the numbers.)




  • Don’t be shy (Listen and read the poem. Then write your own poem.)

Kreative Schreibübung mit Partnerarbeit

  • Vorwiegend rezeptiv: Would you like some cheese, Annabel?; What about chicken with rice and peas?; I can make you some sausages with beans; Please, make me some toffees; Don’t eat too many; Annabel/I can’t open her/my mouth; Sorry, I can’t help you; Yes, of course; You must call Dr Simpson/the fire brigade; Turn the water on; Let me try something; What a clever idea; What would you like, my darling?




  • You are hungry; Take a knife; Cut an apple into small pieces; Put a piece in your mouth; Eat it; Oh no! It’s stuck in your throat; Run into the kitchen; Drink some water; Ah! It goes down.




  • Have some pizza/cheese/…; don’t be shy!







Units 7–9

Show what


you can do


  • Selbstevaluierung: Zuordnungs- und Schreibübungen, Leseübung (Write the words in the lists. Match. Write. Read and write. Match. Write the numbers.)










10 Favourite places

  • My favourite place (Action Story) Anweisungen imitieren und auch durcheinander ausführen

Hörübungen (Listen and mime. Then listen and point. Listen and write the numbers.)


  • Flying in a jet plane (Song)







  • Hörübung (Look at the pictures and listen to the story.

Then read out the sentences in the correct order.)




  • Hörübung (Listen and fill in the children’s favourite places.)

Leseübung (Read and tick.)




  • Max at the rodeo (Cartoon Story)

Lückentext

Rekonstruktion der Geschichte





  • Culture special: Famous sights

Hörübung (Listen and speak.)

Minidialoge (Guess the countries. Then listen and check.)






  • Lückentext (Fill in the words. Then listen and check.)

  • Schreibübung (Write about yourself.)


  • Worträtsel und Hörübung (Find the words.

Write them in the lists. Listen and check.)

  • fridge; The kitchen is my favourite place.

Nur rezeptiv: You’re asleep; At midnight you hear a bell; You wake up; Go downstairs; Open the fridge; Make yourself a cheese sandwich.


  • Flying in a jet plane; I’m flying in a jet plane; fast and high; I’m racing through the sky; I’m on my way to London; with friends from near and far; From England, Germany and Spain; hey, in my super plane; Yeah!; From Austria and Italy; from Greece and Hungary




  • Sue is eating her cheese sandwich; Then she goes to bed; At half past twelve a mouse comes into the kitchen; It takes the cheese and runs away; At quarter to one Dad wakes up; He is hungry and goes down into the kitchen; He opens the fridge; There is no cheese; Then he sees a bit of cheese on the floor; ‘I can’t understand this,’ Dad says; ‘A mouse can’t open a fridge’; Then he goes back to bed.



  • Vorwiegend rezeptiv: I’m Muriel from Sydney; My favourite place is our swimming pool; This is Brent/... from San Francisco/...; His/her favourite place is his bed/the park near her house; We’re Jerry and Jennifer from Cairns, Australia; Our favourite place is the beach; Daniel and Debbie are from Scotland; They love cooking; Their favourite place is the kitchen.


  • rodeo rider




  • Vorwiegend rezeptiv: Let’s go to the rodeo; Yes, let’s; Can I try?; It’s dangerous; Please let me try; No way, Max!; He’s really great; Yes, he’s fantastic; Ladies and gentlemen, this is Max, the best rodeo rider in the world; Come back; Stop thief!; This man is a thief; Here’s your money; Here’s a hundred dollars for you; Come and try again; Let’s have some ice cream.




  • Vorwiegend rezeptiv: Famous sights; They speak English and French in this country; There are lots of mountains and beautiful lakes; This is the national symbol of this country; This country is a continent; The Grand Canyon is one of the most famous sights of this country; In this country there are beautiful castles; Its capital is London; The most famous mountain in this country is called Table Mountain; The capital of this country is Wellington; South Africa; New Zealand; Ireland




  • This is Nicola from Britain. Her favourite place is her garden; Hi, we are Jesse and Liz from New York. Our favourite place is the Natural History Museum; We love dinosaurs; Hi, I’m James from Canada. My favourite place is the river behind our house; Roy and Alexandra are from London. Their favourite place is their grandpa’s farm; This is Tony from Miami. His favourite place is his dad’s boat.




  • Wortschatzwiederholung: countries; places; feelings; days of the week; body; animals; sports; food

Sachunterricht

Musik


Landeskunde

Kunst


Sport

ca. 2 Wochen


Extra Unit

On holiday in


Australia


  • Mr Crocodile and Dr Kangaroo (Cartoon Story)

Lückentext

Rollenspiel






  • Culture special: Holidays in Australia

Hörübung (Listen and read the texts. Find the correct answers in the box. Listen again and check.)

Partnerarbeit



  • Vorwiegend rezeptiv: nurse; Dr Kangaroo is the best doctor in town; Next, please; Sorry, no crocodiles; Send him away; Come in, Mr Crocodile; Your leg is broken; See you in four weeks; What a lovely kangaroo; Catch me!; Now the crocodile can’t run; It’s four weeks later; Sleep well; The leg’s OK; I’ve finished; You can go home now; Here’s the key.




  • On holiday in Australia; The Great Barrier Reef; Kakadu National Park; Ayers Rock; koala; kangaroo; Sydney; This building looks like a big ship; But it is not a ship; It is an opera house; You can see it in the largest and oldest city in Australia; The city is on the sea; What’s its name?; This animal lives only in Australia; This is a famous mountain; Tourists love to visit it; Some tourists climb to the top of the mountain; These are the pictures from a place in northern Australia; You can see lots of crocodiles there; There are also beautiful birds; Many tourists come to this place; They go diving and snorkelling; They go by boat to one of the many islands; You can see beautiful fish; This animal lives in eastern Australia; It sleeps during the day.

Landeskunde

ca. 1 WocheKunst

Landeskunde

Musik

Sport


Extra Unit

Christmas

  • Wortschatzeinführung mit Hilfe von Realia

Hörübung (Listen and point.)

Partnerarbeit (Play the game.)




  • A Christmas card (Action Story) Anweisungen imitieren und auch durcheinander ausführen

Hörübungen (Listen and mime. Then listen and point.

Listen and write the numbers.)



  • The Christmas tree (Song)

  • silver bell; golden star; snowman; golden angel; candle; present



  • Nur rezeptiv: Take a piece of paper; Put it on your desk; Draw a Christmas tree; Colour it; Cut it out; Glue it on a card; Write ‘Merry Christmas’ and your friend’s name; Give it to your friend; Your friend smiles and says, ‘Thank you’




  • Take some silver bells, take a golden star; Put them on the Christmas tree and sing along with me; Join hands and start dancing around the big tree; and sing ‘Merry Christmas, Merry Christmas’ with me; Take a little snowman/some golden angels

Kunst

Landeskunde



Musik

Sport


ca. 1 Woche

Musical play


Tammy, the queen

of jams


  • Tammy, the queen of jams (musical play) wahlweise: Rezeptive Erarbeitung oder Aufführung als musical play

  • Vorwiegend rezeptiv: Hello girls and boys; Welcome everyone; Welcome to our musical play; kitchen; pot; sugar; castle; king; cook; servants; take it away; the best jam in the world; I can’t work for you; No one can take Tammy away.

Musik

ca. 1–2 Wochen









© Ernst Klett Verlag GmbH, Stuttgart 2008 | www.klett.de | Alle Rechte vorbehalten. Von dieser Druckvorlage ist die Vervielfältigung für den eigenen Unterrichtsgebrauch gestattet. Die Kopiergebühren sind abgegolten.

Autor: Hans Beispielhaft







:)


The database is protected by copyright ©hestories.info 2017
send message

    Main page

:)