Draft Unaccredited Specification

Transcription

GCSE
CCEA GCSE Specification in
German
Draft Unaccredited Specification
Submitted to regulator for approval
For first teaching from September 2017
For first assessment from Summer 2018
For first award in Summer 2019
Subject Code: XXXX
tf
a
r
D
Subject Code
QAN
QAN
????
???/????/?
???/????/?
A CCEA Publication © 2016
This specification is available online at www.ccea.org.uk
Draft unaccredited specification June 2016
Contents
1
Introduction
1.1
1.2
1.3
1.4
Aims
Key features
Prior attainment
Classification codes and subject combinations
2
Specification at a Glance
3
Subject Content
3.1
3.2
3.3
3.4
Context for Learning 1: Identity, Lifestyle and Culture
Context for Learning 2: Local, National, International and Global
Areas of Interest
Context for Learning 3: School Life, Studies and the World of Work
Learning Outcomes
4
Scheme of Assessment
4.1
4.2
4.3
4.4
4.5
Assessment opportunities
Assessment objectives
Assessment objective weightings
Quality of written communication
Reporting and grading
5
Grade Descriptions
6
Guidance on Assessment
6.1
6.2
6.3
6.4
Unit 1: Listening (AO1)
Unit 2: Speaking (AO2)
Unit 3: Reading (AO3)
Unit 4: Writing (AO4)
7
Curriculum Objectives
7.1
7.2
Cross-Curricular Skills at Key Stage 4
Thinking Skills and Personal Capabilities at Key Stage 4
8
Links and Support
8.1
8.2
8.3
8.4
Support
Examination entries
Equality and inclusion
Contact details
a
r
tf
D
Appendix 1
Glossary of Terms for Controlled Assessment Regulations
Appendix 2
Glossary of Terms for Rubrics for Examinations
Appendix 3
tf
German Grammar and Structures
Appendix 4
German Core Minimum Vocabulary List
a
r
D
DRAFT CCEA GCSE German from September 2017
1
Introduction
This specification sets out the content and assessment details for our GCSE course in
German. We have designed this specification to meet the requirements of:
 Northern Ireland GCSE Design Principles; and
 Northern Ireland GCE and GCSE Qualifications Criteria.
tf
First teaching is from September 2017. We will make the first award based on this
specification in Summer 2019.
This specification is a unitised course.
The specification supports the aim of the Northern Ireland Curriculum to empower
young people to achieve their potential and to make informed and responsible
decisions throughout their lives, as well as its objectives:
a
r
 to develop the young person as an individual;
 to develop the young person as a contributor to society; and
 to develop the young person as a contributor to the economy and environment.
If there are any major changes to this specification, we will notify centres in writing.
The online version of the specification will always be the most up to date; to view
and download this please go to www.ccea.org.uk
D
5
1.1 Aims
This specification aims to encourage students to:
 derive enjoyment and benefit from language learning and be inspired by following
a broad, coherent and worthwhile course of study;
 recognise that their linguistic knowledge, understanding and skills provide them
with a suitable basis for further learning opportunities and opportunities for
career progression;
 develop knowledge of and an enthusiasm for language learning skills by providing
opportunities for the practical use of German;
 develop the confidence to communicate effectively in German;
 develop the ability to work independently and with others;
 develop an understanding of German in a variety of contexts;
 develop awareness and understanding of German-speaking countries and
communities; and
 take their place as a citizen in a multilingual, global society.
tf
a
r
1.2 Key features
The following are important features of this specification.
 It offers opportunities to build on the skills and capabilities developed through the
delivery of the Key Stage 3 curriculum in Northern Ireland.
 It is a unitised specification. This means that students have the opportunity to take
different units at different times. Students must complete at least 40 percent of
the qualification in the year they wish to have the qualification awarded.
 It supports progression to AS and A level study, further or higher education,
vocational training and employment.
 There is a flexible pattern of entry (Foundation and Higher Tiers) for the reading,
listening and writing papers.
 We provide a range of practical support and resource materials for teachers and
students. For details of existing and planned materials, see Section 8.
D
1.3 Prior attainment
Students do not need to have reached a particular level of attainment before
beginning to study this specification. However, the specification is designed to
promote continuity, coherence and progression within the study of the language.
The specification builds on the knowledge, understanding and skills developed
within the Key Stage 3 curriculum.
6
1.4 Classification codes and subject combinations
Every specification has a national classification code that indicates its subject area.
The classification code for this qualification is [code to be confirmed].
Please note that if a student takes two qualifications with the same classification
code, schools, colleges and universities that they apply to may take the view that
they have achieved only one of the two GCSEs. The same may occur with any two
GCSE qualifications that have a significant overlap in content, even if the
classification codes are different. Because of this, students who have any doubts
about their subject combinations should check with the schools, colleges and
universities that they would like to attend before beginning their studies.
a
r
tf
D
7
2
Specification at a Glance
The table below summarises the structure of this GCSE course.
Content
Assessment
Unit 1:
Listening
External written examination with
stimulus material in German
Weightings
Availability
25%
Summer
from 2018
tf
There are two tiers of entry:


Foundation (35 mins approx.); and
Higher (45 mins approx.).
Students answer 12 questions. Four of
these are the same in both tiers.
Responses include:




Unit 2:
Speaking
a
r
selection;
gap-filling;
answering questions in English; and
answering questions in German.
One teacher-facilitated and externally
marked speaking examination
D
There is one tier of entry. The test lasts
712 minutes, plus 10 minutes of
supervised preparation time.
Each test includes:


two role plays (each up to
2 minutes) from one Context for
Learning; and
a general conversation on two
topics (each up to 4 minutes) from
the other two Contexts for
Learning.
Students prepare the first conversation
topic in advance from the Context for
Learning that we prescribe.
Teachers must record and authenticate
all evidence and submit it to us for
marking.
8
25%
Summer
from 2018
Content
Assessment
Unit 3:
Reading
External written examination with
stimulus material in German
Weightings
Availability
25%
Summer
from 2018


tf
Foundation (50 mins); and
Higher (60 mins).
Students answer 12 questions. Four of
these are the same in both tiers.
Responses include:





Unit 4:
Writing
a
r
selection;
gap-filling;
answering questions in English;
answering questions in German;
and
translating short sentences from
German into English.
External written examination
D


Foundation (1 hour); and
Higher (1 hour 15 mins).
25%
Summer
from 2018
Students answer four questions. One of
these is the same in both tiers.
Responses include:





a listing task (Foundation Tier only);
short phrase/sentence responses in
German (both tiers);
short responses in German to one
or more pieces of text (Higher Tier
only);
a short translation from English
into German (both tiers); and
one structured, extended writing
task in German from a choice of
three (both tiers).
Students must take at least 40 percent of the assessment (based on unit weightings)
at the end of the course as terminal assessment.
9
3
Subject Content
Students develop their knowledge and understanding by studying three Contexts for
Learning:
 Context for Learning 1: Identity, Lifestyle and Culture;
 Context for Learning 2: Local, National, International and Global Areas of Interest;
and
 Context for Learning 3: School Life, Studies and the World of Work.
tf
They use German across the range of contexts to:




understand and respond to different types of spoken language (Listening);
communicate and interact effectively in speech (Speaking);
understand and respond to different types of written language (Reading); and
communicate in writing (Writing).
a
r
This section sets out the content (in Sections 3.1–3.3) and the learning outcomes
(Section 3.4) that apply to the Contexts for Learning. See Appendices 3 and 4 for
grammar, structures and vocabulary.
Foundation Tier students should be able to complete tasks within the limits of the
structures and vocabulary specified in Appendices 3 and 4. Although they can expect
to encounter some unfamiliar vocabulary in familiar contexts, tasks mainly come
from predictable contexts and mainly use familiar language.
D
Higher Tier students are required to complete tasks within the limits of the
structures specified in Appendices 3 and 4 in a more developed and accurate
manner, using more varied and complex language. They should be able to deal with
elements of prediction and with unfamiliar language.
10
3.1 Context for Learning 1: Identity, Lifestyle and
Culture
Content
Elaboration of Content
Students’ lives,
 Myself, my family, relationships and choices (for example
families, homes
family and friends)
and interests, and
those of others in  Social media (for example online communication)
German-speaking
countries and
 New technology (for example computers, tablets and
communities
smartphones)
tf
 Free time and leisure (for example sport, hobbies, cinema,
TV, music, dance, fashion, eating out and shopping)
a
r
 Daily routine (for example at home, at school and at the
weekend)
 Culture, customs, festivals and celebrations (for example
Easter, Christmas, birthdays, cultural activities and events,
national holidays, celebrations and cuisine)
D
11
3.2 Context for Learning 2: Local, National,
International and Global Areas of Interest
Content
Students’
lifestyles and
attitudes to
environmental,
social and global
issues, and those
of others in
German-speaking
countries and
communities
 My local environment (for example home, neighbourhood,
town or city and places to visit)
tf
 The wider environment (for example region and country)
 Community involvement (for example charity and voluntary
work)
a
r
 Social issues (for example health, lifestyle and anti-social
behaviour)
 Global awareness (for example caring for others and for the
environment)
 Travel and tourism (for example holidays, destinations,
transport, tourist information, weather, directions,
accommodation, activities, shopping and eating out)
D
12
3.3 Context for Learning 3: School Life, Studies and
the World of Work
Content
Education and
employment
issues in
students’ own
and in
German-speaking
countries and
communities
 My studies (for example school subjects)
tf
 School life (for example uniform, timetable, rules and
regulations)
 Extra-curricular activities (for example clubs, societies,
events, trips and visits)
a
r
 Part-time jobs (for example evening work, weekend work
and work experience)
 Money management (for example pocket money, wages
and savings)
 Future plans and career (for example post-16 education,
further studies, employment, aspirations and choices)
D
13
3.4 Learning Outcomes
The following learning outcomes apply to each of the three Contexts for Learning
(Section 3.13.3).
3.4.1 Listening
Learning Outcomes
tf
Students should be able to:
 demonstrate understanding of different types of spoken language;
 follow and understand clear speech using familiar language;
a
r
 identify the overall message, key points, details and opinions in a variety of
spoken passages;
 deduce meaning from a variety of spoken texts; and
 recognise and respond to key information, important themes and ideas in
extended spoken text (including authentic sources, which may be adapted as
appropriate) by being able to answer questions, extract information, evaluate
and draw conclusions.
D
14
3.4.2 Speaking
Learning Outcomes
 communicate and interact effectively in speech for a variety of purposes;
tf
 take part in short conversations, asking and answering questions, exchanging
opinions and producing extended sequences of speech;
 speak spontaneously, responding to questions, points of view or situations,
sustaining communication by using rephrasing or repair strategies, as
appropriate;
a
r
 express information and narrate events coherently and confidently, using and
adapting language for new purposes;
 make appropriate and accurate use of a variety of vocabulary and grammatical
structures;
 make creative use of the language, as appropriate, to express and justify their
own thoughts and points of view; and
D
 use accurate pronunciation and intonation that would be understood by a
native speaker.
15
3.4.3 Reading
Learning Outcomes
 understand and respond to different types of written language;
tf
 understand details within texts using high frequency familiar language;
 identify the overall message, key points, details and opinions in a variety of
written passages;
 deduce meaning from a variety of written texts (from a range of specified
contexts including short narratives, authentic material and unfamiliar material);
a
r
 recognise and respond to key information, important themes and ideas in
extended written text and authentic sources (including edited or adapted
literary texts);
 demonstrate understanding, by being able to scan for particular information,
organise and present relevant details, draw conclusions in context and recognise
implicit meaning where appropriate; and
D
 translate a short passage from German into English.
16
3.4.4 Writing
Learning Outcomes
 communicate in writing for a variety of purposes;
tf
 write short texts, using simple sentences and familiar language to convey
meaning and exchange information;
 translate sentences and short texts from English into German to convey key
messages accurately and to apply grammatical knowledge of language and
structures in context;
a
r
 produce clear and coherent extended text to present facts and express ideas
and opinions for different purposes and in different settings;
 make accurate use of a variety of vocabulary and grammatical structures;
 manipulate the language, using and adapting a variety of structures and
vocabulary with accuracy and fluency for new purposes (including using
appropriate style and register); and
D
 make independent and creative use of the language to identify key points,
express and justify their thoughts and points of view.
17
4
Scheme of Assessment
4.1 Assessment opportunities
For the availability of examinations and assessment, see Section 2.
This is a unitised specification; candidates must complete at least 40 percent of the
overall assessment requirements at the end of the course, in the examination series
in which they request a final subject grade. This is the terminal rule.
tf
Candidates may resit individual assessment units once before cash-in. The better of
the two results will count towards their final GCSE grade unless a unit is required to
meet the 40 percent terminal rule. If it is, the more recent mark will count (whether
or not it is the better result). Results for individual assessment units remain available
to count towards a GCSE qualification until we withdraw the specification.
a
r
4.2 Assessment objectives
There are four assessment objectives for this specification. Candidates must:




understand and respond to different types of spoken language (AO1);
communicate and interact effectively in speech (AO2);
understand and respond to different types of written language (AO3); and
communicate in writing (AO4).
D
4.3 Assessment objective weightings
The table below sets out the assessment objective weightings for each assessment
component and the overall GCSE qualification.
Assessment
Objective
Unit Weighting (%)
External Assessment
Unit 1
AO1
AO2
AO3
AO4
Total Weighting
25
25
Unit 2
Unit 3
Unit 4
25
25
25
18
25
Overall
Weighting (%)
25
25
25
25
25
25
100
4.4 Quality of written communication
In GCSE German, candidates must demonstrate their quality of written
communication. They need to ensure that text is legible and that spelling,
punctuation and grammar are accurate so that meaning is clear.
Quality of written communication is assessed in responses to questions and tasks
that require extended writing.
tf
4.5 Reporting and grading
We report the results of individual assessment units on a uniform mark scale that
reflects the assessment weighting of each unit. In units offered at Foundation and
Higher Tiers, candidates entering for Foundation Tier can achieve notional grades C
to G. For Higher Tier units, candidates can achieve notional grades A* to D (with
allowable E). Candidates may choose to enter individual units at different tiers. For
units that are untiered, they can achieve notional grades A* to G.
a
r
We determine the overall qualification grades awarded by aggregating the uniform
marks that candidates obtain on individual assessment units. We award GCSE
qualifications on an eight grade scale from A* to G, with A* being the highest. If
candidates fail to attain a grade G or above, we report their result as unclassified (U).
D
19
5
Grade Descriptions
Grade descriptions are provided to give a general indication of the standards of
achievement likely to have been shown by candidates awarded particular grades.
The descriptions must be interpreted in relation to the content in the specification;
they are not designed to define that content. The grade awarded depends in practice
upon the extent to which the candidate has met the assessment objectives overall.
Shortcomings in some aspects of candidates’ performance in the assessment may be
balanced by better performances in others.
tf
Grade
Description
A
Candidates show understanding of a range of spoken language that
contains a wide variety of structures and more complex language.
The spoken material relates to a range of contexts including past
and future events, as appropriate. Candidates can identify main
points, details and points of view and draw conclusions.
a
r
They initiate and develop conversations and discussions, present
information and narrate events. They express and explain ideas and
justify points of view, and they produce extended sequences of
speech using a variety of vocabulary, structures and verb tenses, as
appropriate. They speak confidently, with high level pronunciation,
intonation and fluency. The message is very clear although there
may be some errors, especially when they use more complex
structures.
D
They show very good understanding of written texts that contain a
variety of structures and relate to a range of contexts. They
understand some unfamiliar language and extract meaning from
more complex language. They can identify main points, extract
details, recognise points of view, attitudes and emotions and draw
conclusions from written texts.
Candidates write for different purposes and within a range of
contexts about real or imaginary subjects. They express and explain
ideas and justify points of view. They use a variety of vocabulary,
structures and verb tenses, as appropriate. Their spelling and
grammar are accurate. The message is very clear although there
may be a few errors, especially when they write more complex
sentences.
C
Candidates show understanding of different types of spoken
language that contain a variety of structures. The spoken material
relates to a range of contexts and may relate to past and future
events, as appropriate. Candidates can identify main points, details
and opinions.
20
Grade
Description
They take part in straightforward conversations and discussions and
present information. They express ideas and points of view, and
they produce sequences of speech using some variety of
vocabulary, structures and verb tenses, as appropriate. They speak
with some confidence and with good pronunciation, intonation and
fluency. They convey a clear message although there may be some
errors.
tf
They show good understanding of a variety of written texts relating
to a range of contexts. They may understand some unfamiliar
language and extract meaning from some complex language. They
can identify main points, extract details and recognise opinions.
a
r
Candidates write, with some sense of purpose, for different
contexts that may be real or imaginary. They communicate
information and express points of view. They use some variety of
vocabulary, structures and verb tenses, as appropriate. The style is
straightforward. Their spelling and grammar are generally accurate.
The message is clear although there may be some errors, especially
when they attempt more complex sentences.
F
D
Candidates show some understanding of different types of simple
language. The spoken material relates to a range of familiar
contexts. Candidates can identify main points and extract some
details.
They take part in basic conversations and present basic information.
They can express their ideas and may offer some opinions. They use
a limited range of language. Their pronunciation is understandable.
The main points are generally conveyed although there are
frequent errors.
They show some limited understanding of a variety of written texts
relating to familiar contexts. They can identify some main points
and some details.
Candidates write short texts that relate to familiar contexts. They
can express ideas and some basic opinions. They use basic
sentences. Their spelling and grammar have limited accuracy. The
main points of the message are generally conveyed although there
may be frequent errors.
21
6
Guidance on Assessment
6.1 Unit 1: Listening (AO1)
Weighting:
25%
Marks available: 60 marks (42 for Section A and 18 for Section B)
Foundation Tier – 35 minutes approx. (including 5 minutes for reading)
Timing:
Higher Tier – 45 minutes approx. (including 5 minutes for reading)
tf
Listening is assessed by examination paper. The paper comprises a variety of stimulus
material in German recorded by fluent speakers. Candidates have 5 minutes to read
through the paper before the questions start. They hear each item of stimulus twice.
Writing time is built into the recording, so the teacher must not stop or pause it between
items.
a
r
At Foundation Tier, stimulus items may take the form of short announcements, messages
and dialogues from a range of contexts. Candidates’ responses may require selection, gapfilling, answers in English and answers in German. Stimulus items refer to past, present
and future events, and they include some unfamiliar language. Candidates need to
identify main points and extract details and points of view.
At Higher Tier, stimulus items may take the form of dialogues and narratives of various
types from a range of contexts. Candidates’ responses may require selection, gap-filling,
answers in English and answers in German. Stimulus items refer to past, present and
future events, and they include some unfamiliar language. Candidates should be able to
understand gist, identify main points and details, recognise points of view, attitudes and
emotions, and draw conclusions.
D
Four of the 12 questions are common to both Foundation and Higher Tier.
We mark the listening examination.
6.2 Unit 2: Speaking (AO2)
Weighting:
Marks available:
Timing:
25%
60 marks
712 minutes (plus preparation time)
The teacher facilitates the speaking examination and we mark it. Candidates must
respond and converse in German. The examination comprises two role-plays and
one general conversation on two topics, and it covers all three Contexts for Learning.
Candidates prepare the first conversation topic in advance.
Supervised preparation session for Conversation Topic 1
Each year we set Conversation Topic 1 from one of the three Contexts for Learning.
Candidates have 1 hour to prepare in advance of the examination, under supervised
controlled conditions, using a CCEA Preparation Sheet.
22
Role-play preparation
The teacher selects two role-plays for each candidate. These must not be from the
same Context for Learning as Conversation Topic 1. Candidates then have 10
minutes to prepare their two role-play responses just before the speaking
examination.
Teacher-facilitated examination
The teacher facilitates and records the formal speaking examination. The role-plays,
Conversation Topic 1 and Conversation Topic 2 must each come from a different
Context for Learning.
tf
The marks available and maximum time allowed for candidates to respond in each
part of the examination are as follows:
 Role-Play 1 (up to 2 minutes)
10 marks
 Role-Play 2 (up to 2 minutes)
10 marks
 Conversation Topic 1 (up to 4 minutes)
20 marks
 Conversation Topic 2 (up to 4 minutes)
20 marks
a
r
The following table explains the controlled conditions for the speaking examination:
Stage
Detail of control
D
Setting the task
The level of control for task setting is medium.
We set the Context for Learning for Conversation Topic 1.
Prior to the examination, the teacher facilitates the 1 hour
preparation session under controlled conditions.
Taking the task
The level of control for task taking is high.
On the day of the examination, the teacher facilitates the 10
minute preparation session and the speaking examination.
Marking the task
Our examiners mark the task.
Teachers must record and authenticate all evidence and
submit it to us by the set deadline.
See Appendix 1 for a glossary of controlled assessment terms.
23
6.3 Unit 3: Reading (AO3)
Weighting:
Marks available:
Timing:
25%
60 marks (36 for Section A and 24 for Section B)
Foundation Tier – 50 minutes
Higher Tier – 60 minutes
This paper comprises a variety of items of stimulus material in German, for example
notices, announcements, advertisements, extracts from letters, magazines or
newspaper articles and forms of imaginative writing. The paper may include some
items from ICT-based sources such as email or the internet.
tf
At Foundation Tier, candidates’ responses may require selection, gap-filling, answers
in English and answers in German. The stimulus material covers a range of topics
referring to past, present and future events and may include some unfamiliar
language. Candidates need to identify and extract details and points of view.
a
r
At Higher Tier, candidates’ responses may require selection, gap-filling, answers in
English and answers in German. The stimulus material covers a range of topics
referring to past, present and future events and may include some unfamiliar
language. Candidates need to understand gist, identify main points and detail,
recognise points of view, attitudes and emotions, and draw conclusions.
Four of the 12 questions are common to both Foundation and Higher Tier.
D
6.4 Unit 4: Writing (AO4)
Weighting:
Marks available:
Timing:
25%
60 marks
Foundation Tier – 1 hour
Higher Tier – 1 hour 15 minutes
Writing is assessed by examination paper. Candidates must respond and write in
German. The writing papers include a variety of stimulus material.
The Foundation Tier paper has four questions:




Question 1 is a listing task.
Question 2 requires short phrase/sentence responses in German.*
Question 3 is a short translation exercise from English into German.
Question 4 is a structured, extended writing task in German. Candidates answer
one question from a choice of three. Each question has five supporting bullet
points.
The Higher Tier paper has four questions:



Question 1 requires short phrase/sentence responses in German.*
Question 2 requires short responses in German to one or more pieces of text.
Question 3 is a short translation exercise from English into German.
24

Question 4 is a structured, extended writing task in German. Candidates answer
one question from a choice of three. Each question has five supporting bullet
points.
*This question is common to both Foundation and Higher Tier.
a
r
tf
D
25
7
Curriculum Objectives
This specification builds on the learning experiences from Key Stage 3 as required for
the statutory Northern Ireland Curriculum. It also offers opportunities for students to
contribute to the aim and objectives of the Curriculum at Key Stage 4, and to
continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal
Capabilities. The extent of the development of these skills and capabilities will be
dependent on the teaching and learning methodology used.
tf
7.1 Cross-Curricular Skills at Key Stage 4
Communication
 communicate meaning, feelings and viewpoints in a logical and coherent manner,
for example organise the structure and content of their written response to
present ideas effectively;
 make oral and written summaries, reports and presentations, taking account of
audience and purpose, for example convey complex information clearly, showing
sensitivity to register to achieve effects;
 participate in discussions, debates and interviews, for example work as a pair or in
a group and make valid contributions by asking relevant questions;
 interpret, analyse and present information in oral, written and ICT formats, for
example use technology such as a PowerPoint presentation to communicate
information in an original way; and
 explore and respond, both imaginatively and critically, to a variety of texts, for
example evaluate information from different sources and draw conclusions.
a
r
D
Using Mathematics
 use mathematical language and notation with confidence, for example recognise
patterns for numbers and understand mathematical data in the target language;
 use mental computation to calculate, estimate and make predictions in a range of
simulated and real-life contexts, for example interpret diagrams and timetables;
 select and apply mathematical concepts and problem-solving strategies in a range
of simulated and real-life contexts, for example obtain, process and interpret
mathematical data to justify their conclusions;
 interpret and analyse a wide range of mathematical data, for example use
statistical data from a range of sources to draw conclusions;
 assess probability and risk in a range of simulated and real-life contexts, for
example analyse mathematical data to evaluate the consequences of risk-taking
behaviour; and
 present mathematical data in a variety of formats which take account of audience
and purpose, for example use appropriate mathematical language to
communicate ideas effectively.
26
Using ICT
Students should be able to make effective use of information and communications
technology in a wide range of contexts to access, manage, select and present
information, including mathematical information, for example research a topic online
and present the information using a PowerPoint presentation to create an impact.
tf
7.2 Thinking Skills and Personal Capabilities at
Key Stage 4
Self-Management
 plan work, for example select a learning strategy such as mind maps for revision;
 set personal learning goals and targets to meet deadlines, for example identify
strengths and weaknesses and organise tasks according to priority;
 monitor, review and evaluate their progress and improve their learning, for
example respond positively to feedback to prioritise a specific area for
improvement; and
 effectively manage their time, for example focus on the task to complete their
work on time.
a
r
D
Working with Others
 learn with and from others through co-operation, for example listen to others and
value contributions from other groups;
 participate in effective teams and accept responsibility for achieving collective
goals, for example contribute constructively in group activities by asking
appropriate questions; and
 listen actively to others and influence group thinking and decision-making, taking
account of others’ opinions, for example explore differences in opinion to consider
pros and cons and reach a conclusion.
27
Problem Solving
 identify and analyse relationships and patterns, for example recognise, compare
and contrast information and data;
 propose justified explanations, for example present reasons and rationales;
 reason, form opinions and justify their views, for example give reasons for
likes/dislikes or preferences;
 analyse critically and assess evidence to understand how information or evidence
can be used to serve different purposes or agendas, for example use appropriate
registers to convey information with a recognition of audience and purpose;
 analyse and evaluate multiple perspectives, for example consider and compare
different points of view;
 explore unfamiliar views without prejudice, for example objectively take on board
various viewpoints;
 weigh up options and justify decisions, for example compare alternatives, come to
a personal conclusion and justify opinions; and
 apply and evaluate a range of approaches to solve problems in familiar and novel
contexts, for example use a range of strategies to tackle problems and resolve
familiar and unfamiliar scenarios and situations.
a
r
tf
Although not referred to separately as a statutory requirement at Key Stage 4 in the
Northern Ireland Curriculum, Managing Information and Being Creative may also
remain relevant to learning.
D
28
8
Links and Support
8.1 Support
The following resources are available to support this specification:
 our German microsite at www.ccea.org.uk; and
 specimen assessment materials.
tf
We also intend to provide:












past papers;
mark schemes;
Chief Examiner’s reports;
guidance on progression from Key Stage 3;
schemes of work;
resource materials ;
centre support visits;
support days for teachers;
guidance for teachers;
guidance for candidates;
a resource list; and
exemplification of examination performance.
a
r
8.2 Examination entries
D
Entry codes for this subject and details on how to make entries are available on our
Qualifications Administration Handbook microsite, which you can access at
www.ccea.org.uk
Alternatively, you can telephone our Examination Entries, Results and Certification
team using the contact details provided.
8.3 Equality and inclusion
We have considered the requirements of equality legislation in developing this
specification and designed it to be as free as possible from ethnic, gender, religious,
political and other forms of bias.
GCSE qualifications often require the assessment of a broad range of competences.
This is because they are general qualifications that prepare students for a wide range
of occupations and higher level courses.
During the development process, an external equality panel reviewed the
specification to identify any potential barriers to equality and inclusion. Where
appropriate, we have considered measures to support access and mitigate barriers.
We can make reasonable adjustments for students with disabilities to reduce
barriers to accessing assessments. For this reason, very few students will have a
complete barrier to any part of the assessment.
29
It is important to note that where access arrangements are permitted, they must not
be used in any way that undermines the integrity of the assessment. You can find
information on reasonable adjustments in the Joint Council for Qualifications
document Access Arrangements and Reasonable Adjustments: General and
Vocational Qualifications, available at www.jcq.org.uk
tf
8.4 Contact details
If you have any queries about this specification, please contact the relevant CCEA
staff member or department:
 Specification Support Officer: Joan Jennings
(telephone: (028) 9026 1200, extension 2552, email: jjennings@ccea.org.uk)
 Subject Officer with overall responsibility: Eileen Lisk
(telephone: (028) 9026 1200, extension 2255, email: elisk@ccea.org.uk)
a
r
 Subject Officer: Seán McNally
(telephone: (028) 9026 1200, extension 2325, email: smcnally@ccea.org.uk)
 Examination Entries, Results and Certification
(telephone: (028) 9026 1262, email: entriesandresults@ccea.org.uk)
D
 Examiner Recruitment
(telephone: (028) 9026 1243, email: appointments@ccea.org.uk)
 Distribution
(telephone: (028) 9026 1242, email: cceadistribution@ccea.org.uk)
 Support Events Administration
(telephone: (028) 9026 1401, email: events@ccea.org.uk)
 Information Section (including Freedom of Information requests)
(telephone: (028) 9026 1200, email: info@ccea.org.uk)
 Moderation
(telephone: 9026 1200, extension 2236, email: moderationteam@ccea.org.uk)
 Business Assurance (Complaints and Appeals)
(telephone: (028) 9026 1244, email: complaints@ccea.org.uk or
appealsmanager@ccea.org.uk).
30
Appendix 1
Glossary of Terms for Controlled Assessment
Regulations
Term
Definition
Component
A discrete, assessable element within a controlled
assessment/qualification that is not itself formally
reported and for which the awarding body records
the marks
tf
May contain one or more tasks
a
r
Controlled assessment
A form of internal assessment where the control
levels are set for each stage of the assessment
process: task setting, task taking, and task marking
External assessment
A form of independent assessment in which
question papers, assignments and tasks are set by
the awarding body, taken under specified
conditions (including detailed supervision and
duration) and marked by the awarding body
D
Formal supervision
(High level of control)
The candidate must be in direct sight of the
supervisor at all times. Use of resources and
interaction with other candidates is tightly
prescribed.
Informal supervision
(Medium level of control)
Questions/Tasks are outlined, the use of resources
is not tightly prescribed and assessable outcomes
may be informed by group work.
Supervision is confined to:
 ensuring that the contributions of individual
candidates are recorded accurately; and
 ensuring that plagiarism does not take place.
The supervisor may provide limited guidance to
candidates.
Limited supervision
(Low level of control)
Requirements are clearly specified, but some work
may be completed without direct supervision and
will not contribute directly to assessable
outcomes.
31
Term
Definition
Mark scheme
A scheme detailing how credit is to be awarded in
relation to a particular unit, component or task
Normally characterises acceptable answers or
levels of response to questions/tasks or parts of
questions/tasks and identifies the amount of
credit each attracts
tf
May also include information about unacceptable
answers
Task
A discrete element of external or controlled
assessment that may include examinations,
assignments, practical activities and projects
Task marking
Specifies the way in which credit is awarded for
candidates’ outcomes
a
r
Involves the use of mark schemes and/or marking
criteria produced by the awarding body
Task setting
D
The specification of the assessment requirements
Tasks may be set by awarding bodies and/or
teachers, as defined by subject-specific
regulations. Teacher-set tasks must be developed
in line with awarding body specified requirements.
Task taking
The conditions for candidate support and
supervision, and the authentication of candidates’
work
Task taking may involve different parameters from
those used in traditional written examinations. For
example, candidates may be allowed supervised
access to sources such as the internet.
Unit
The smallest part of a qualification that is formally
reported and can be separately certificated
May comprise separately assessed components
32
Appendix 2
Glossary of Terms for Rubrics for Examinations
The following sections provide examples of the types of rubrics (English and German)
which will be used in the examinations. These examples are neither prescriptive nor
exhaustive but are intended as a general guide to candidates. Variations may be
used as appropriate.
tf
GCSE Rubrics
Speaking Rubrics
You are talking to…
Your teacher will play the part of…
Your teacher will speak first.
You should address…
a
r
Listening Rubrics
Listening Foundation Tier
Answer all questions.
Read the sentence(s) below.
Read the information below.
Answer in English.
Answer all questions in English.
Answer the following question(s) in English.
Complete the following sentence(s) in English.
Tick () the correct box.
Tick () the two correct boxes.
Tick () the correct ending(s) to the sentences.
Fill in the gaps/spaces in English.
Fill in the gaps/spaces with the letters/numbers of the correct word from the box
below.
Read…
Underline the…
Write the correct letter in the box beside the name of each person.
Write the letter of the correct phrase/word into the box below.
Write the answers in English in the boxes below.
D
German
German Instructions
English Translations
Kreuze () die richtigen Bilder an.
Füll die Lücken auf Deutsch aus.
Kreuze () die richtigen Antwort an.
Tick () the correct pictures.
Fill in the gaps in German.
Tick () the correct answer.
33
Listening Higher Tier
Read the sentence(s) below.
Read the information below.
Answer in English.
Fill in the gaps/spaces in English.
Fill in the gaps/spaces with the letters/numbers of the correct word from the box
below.
Read…
Underline the…
Write the correct letter in the box beside the name of each person.
Write the letter of the correct phrase/word into the box below.
Write the answers in English in the boxes below.
tf
a
r
German
German Instructions
D
Vervollständige die Sätze.
Kreuze () die zwei richtigen Sätze für
jede Person an.
Beantworte die Fragen auf Deutsch.
Complete the sentences.
Tick () the two correct sentences for
each person.
Answer the questions in German.
Reading Foundation Tier
Read…
Answer in English.
Underline the…
Read this email from [name].
Read this poster.
Complete the boxes in English.
Write the correct letter in the boxes below.
34
German
German Instructions
Kreuze () das [die zwei/drei/vier...]
richtige[n] Kästchen an.
Schreib den Satz/die Sätze zu Ende.
Vervollständige den Satz/die Sätze.
Schreib den Absatz zu Ende.
Vervollständige den Absatz.
Schreib den richtigen Buchstaben ins
Kästchen.
Schreib den richtigen Buchstaben, um ...
zu beschreiben.
Lies diese Broschüre.
Lies dieses Poster.
Lies [Name+s] Nachricht/SMS.
Lies die Nachricht/SMS von [Name].
Lies die Schlagzeilen aus einer Zeitung.
Lies diese Anzeige aus einer Zeitschrift
für junge Leute.
Lies diese Anzeige.
Finde die passenden Bilder und schreib
die [zwei/drei/vier...] richtigen
Buchstaben in die Kästchen.
Finde die Paare, die zusammenpassen
und schreib die Sätze zu Ende.
Nimm die Wörter aus dem Kästchen.
Nimm die Wörter aus dem Kästchen und
schreibe den richtigen Buchstaben.
Tick () the [two/three/four…] correct
boxes.
Complete the sentence(s).
tf
Complete the paragraph.
Write the correct letter in the box.
Write the correct letter to describe…
Read this leaflet.
Read this poster.
Read [name’s] text [message].
a
r
D
Read the headlines from a newspaper.
Read this advert from a magazine for
young people.
Read this advert.
Match with the pictures and write the
[two/three/four…] correct letters in the
boxes.
Match the pairs to complete the
sentences.
Use the words in the box.
Use the words in the box and write the
correct letter.
Reading Higher Tier
Read…
Answer in English.
Underline the…
Complete the boxes in English.
Read the passage(s) and answer the following question(s).
Read this poster…
Read this entry…
Read this sign…
Read this diary…
35
Read this menu…
Read what [name] says…
Read this blog/email…
Write the correct letter in the boxes below.
Write the [two/three/four…] correct letters in the boxes.
German
German Instructions
tf
Kreuze () das [die zwei/drei/vier...]
richtige[n] Kästchen an.
Kreuze () die [zwei/drei/vier...]
richtigen Sätze an.
Schreib den Absatz zu Ende./
Vervollständige den Absatz.
Schreib den Satz/die Sätze zu Ende./
Vervollständige den Satz/die Sätze.
Schreib den richtigen Buchstaben ins
Kästchen.
Schreib die [zwei/drei/vier...] richtigen
Buchstaben ins Kästchen.
boxes.
sentences.
Complete the paragraph.
Schreib den richtigen Buchstaben, um ...
zu beschreiben.
Lies diese Broschüre.
Lies diese E-Mail.
Lies dieses Poster.
Lies [Name+s] Nachricht/SMS.
Lies die Nachricht/SMS von [Name].
Lies die Schlagzeilen aus einer Zeitung.
Lies diese Anzeige aus einer Zeitschrift
für junge Leute.
Lies diese Anzeige.
Finde die passenden Bilder und schreib
die [zwei/drei/vier...] richtigen
Buchstaben in die Kästchen.
Finde die passenden Sätze zu den Bildern
und schreib den/die/das ... zu Ende.
Finde die Paare, die zusammenpassen
und schreib die Sätze zu Ende.
Nimm die Wörter aus dem Kästchen.
Write the correct letter to describe…
Nimm die Wörter aus dem Kästchen und
schreib den richtigen Buchstaben.
Use the words in the box and write the
correct letter.
a
r
D
Complete the sentence(s).
Write the correct letter in the box.
Write the [two/three/four…] correct
letters in the boxes.
Read this leaflet.
Read this email.
Read this poster.
Read [name’s] text [message].
Read the headlines from a newspaper.
Read this advert from a magazine for
young people.
Read this advert.
Match with the pictures and write the
[two/three/four…] correct letters in the
boxes.
Match the sentences and the pictures to
complete the…
Match the pairs to complete the
sentences.
Use the words in the box.
36
Writing Rubrics
Writing Foundation Tier
List the…
Use the spaces provided below.
Write in German.
Write a sentence for each answer.
Translate the English sentences into German and write the answer in the spaces
provided below.
Choose ONE question from the three options provided and write your answer in
German.
tf
Writing Higher Tier
Write a sentence for each answer.
Read the…
Answer the questions in the spaces provided below.
Translate the English sentences into German.
Write the answer in the spaces provided below.
Choose ONE question from the three options provided and write your answer in
German.
a
r
D
37
Appendix 3
German Grammar and Structures
GCSE students are expected to acquire knowledge and understanding of German
grammar during their course. The examinations will require them to apply their
knowledge and understanding, drawing from the following lists. The examples in
brackets are indicative, not exclusive. For structures marked (R), only receptive
knowledge is required.
tf
German (Foundation Tier)
Grammar and Structures
Examples
The case system
nominative, accusative, genitive, dative
Nouns
Gender
Singular and plural forms,
including genitive singular and
dative plural
Weak nouns: nominative and
accusative singular (R)
Adjectives used as nouns
der Hund, die Katze, das Kaninchen, die Kinder
masculine, feminine, neuter, plural is gender free
das Kind, die Kinder, die Freunde des Kindes/der
Kinder, mit den Kindern
a
r
Herr, Junge, Mensch
ein Deutscher, eine Deutsche
D
Articles
Definite and indefinite
Kein
Adjectives
Adjectival endings: predicative
and attributive usage
Singular and plural
Used after definite and
indefinite articles
Demonstrative and possessive
der/die/das/die and ein/eine/ein
declined as the indefinite article
Ich habe keinen Bruder.
Ich habe einen schwarzen Hund. Mein Hund ist
schwarz.
Ich habe eine schwarze Katze. Meine Katze ist
schwarz.
Ich habe ein schwarzes Kaninchen. Mein
Kaninchen ist schwarz.
Ich habe schwarze Fische. Meine Fische sind
schwarz.
Meine kleine Schwester heiβt Paula. Die kleinen
Schwestern heiβen Daniela und Christine.
der alte Mann, die alte Frau, das alte Buch, die
alten Männer
ein alter Mann, eine alte Frau, ein altes Buch, alte
Männer
dieser/diese/dieses/diese
38
adjectives
Adjectival endings after etwas,
nichts, viel, wenig, alles (R)
Comparative and superlative,
including common irregular
forms
Demonstrative
Possessive
Interrogative
Adverbs
Comparative and superlative,
including common irregular
forms
Interrogative
Adverbs of time and place
Common adverbial phrases
Quantifiers/intensifiers
mein/meine/mein/meine
dein/sein/ihr/unser/euer/ihr/Ihr
etwas Wichtiges, nichts Neues
besser, höher, näher
am gröβten
tf
dieser, jeder
mein/dein/sein/ihr/unser/euer/ihr/Ihr
welcher
besser, lieber, mehr
a
r
wann, warum, wo, wie, wie viel
manchmal, oft, hier, dort
ab und zu, dann und wann, letzte Woche, nächstes
Wochenende, so bald wie möglich
sehr, zu, viel, ganz, ziemlich, ein wenig, ein
bisschen
D
Pronouns
Personal, including man
Reflexive: accusative
Reflexive: dative (R)
Relative: nominative
Relative: other cases (R) and
use of was (R)
Indefinite
Interrogative
Interrogative (R)
ich, du, er, sie, es, man, wir, ihr, sie, Sie
mich
mir
der, die, das, die
den, die, das, die
was
jemand, niemand
wer, was, was für
wen, wem
Verbs
Regular and irregular verbs
Reflexive
Modes of address
Mode of address (R)
spielen, haben, sein
ich wasche mich
du, Sie
ihr
Impersonal (most common
only)
Separable/inseparable
Modal: present and imperfect
tenses, imperfect subjunctive of
es gibt, es geht, es tut weh
fernsehen
verlieren
ich mag, ich mochte, ich möchte
39
mögen
Infinitive constructions (R)
Negative forms
Interrogative forms
Tenses
Present
Perfect: excluding modals
Imperfect/simple past: haben,
sein and modals
Imperfect/simple past: other
common verbs (R)
Future
Pluperfect (R)
Imperative forms
Prepositions
Fixed case and dual case with
accusative and/or dative
With genitive (R)
um … zu …; verbs with zu…
nicht, nie, kein
Hast du Geschwister?
ich spiele, ich habe, ich bin
ich habe gespielt, ich habe gehabt, ich bin
gewesen
ich hatte, ich war, ich mochte, ich durfte, ich sollte,
ich wollte, ich konnte, ich musste
ich spielte, es gab
a
r
bis, durch, für, gegen, ohne, um
aus, bei, mit, nach, seit, von, zu, gegenüber
an, auf, hinter, in, neben, über, unter, vor,
zwischen
D
Clause structures
Main clause word order
Subordinate clauses, including
relative clauses
Conjunctions
Coordinating (most common)
Subordinating (most common)
Number, quantity, dates and
time
Including use of seit with
present tense
tf
ich werde spielen, ich werde haben, ich werde sein
ich hatte gespielt, ich hatte gehabt, ich war
gewesen
Trink/trinken Sie ein Glas Wasser.
anstatt, statt, außerhalb, innerhalb, trotz,
während, wegen
Mein Bruder singt.
Wir sind Freunde, weil wir uns gut verstehen.
Wenn das Wetter gut ist, machen wir ein Picknick.
Das T-Shirt, das sie gestern getragen hat, ist von
mir.
aber, oder, und
weil, wenn, als, dass, obwohl
siebzehn, ein halbes Pfund Erdbeeren
am ersten Juli, um halb neun
Ich spiele seit fünf Jahren Klavier.
40
German (Higher Tier)
All grammar and structures listed for Foundation Tier, as well as:
Grammar and Structures
Examples
Nouns
Weak nouns
Herr, Junge, Mensch
Adjectives
Adjectival endings after
etwas, nichts, viel, wenig,
alles
Pronouns
Reflexive: dative
Relative: all cases, and use of
was
Interrogative: wen, wem
Verbs
Mode of address
Impersonal
a
r
Ich putze mir die Zähne.
Die Verkäuferin, die aus Polen kommt, spricht
akzentfrei Deutsch.
Die Suppe, die du gekocht hast, schmeckt lecker.
Die Straβenbahn, mit der ich ins Stadtzentrum
fahren wollte, hatte Verspätung.
Die Schülerin, deren Eltern aus den USA kommen,
wohnt bei ihrer Tante.
Wen sollen wir mit unserem Auto abholen?
Wem gehört diese Federmappe?
D
Infinitive constructions
Verbs with zu
Modal: imperfect subjunctive
of können, sollen
Tenses
Imperfect/simple past of
common verbs
Future
Conditional: würde with
infinitive
Pluperfect
Imperfect subjunctive in
conditional clauses
Prepositions
With genitive (most common)
tf
Alles Gute
ihr
Es gefällt mir, wenn ich nach der Schule meine
Cousine treffe.
ohne … zu…; um ... zu...
beginnen, hoffen, versuchen
Er sagte, er könnte morgen mit ins Kino kommen.
war, hatte, es gab, ich wusste, sie sah
Wir werden meine Groβeltern in Belfast besuchen.
Ich würde die Uniform abschaffen und Handys im
Unterricht erlauben.
Sie hatten schon oft Urlaub in Österreich gemacht.
Wenn ich mehr Zeit hätte, käme ich öfter nach der
Schule zum Chor.
außerhalb, statt, trotz, während, wegen
41
Conjunctions
Coordinating and
subordinating
Time
Use of seit with imperfect
tense
Wir machen Bilder meistens nicht mit der Kamera
sondern wir fotografieren mit dem Handy.
Obwohl meine Mutter sehr streng ist, darf ich
meistens Musik hören, wenn ich Hausaufgaben
mache.
tf
Seit sie ein Moped hatte, fuhr sie nicht mehr mit
dem Bus zur Schule.
a
r
D
42
Appendix 4
German Core Minimum Vocabulary List
Context for Learning 1: Identity, Lifestyle and Culture
Myself, my family, relationships and choices
Meine Familie und ich
der/die Erwachsene
der (Ehe)Mann
die (Ehe)Frau
der (Ehe)Partner
die (Ehe)Partnerin
das Ehepaar
das Baby
das Kind
die Zwillinge
die Drillinge
das Einzelkind
der Vater, der Vati, der Papa
die Mutter, die Mutti, die Mama
die Eltern
der Stiefvater
die Stiefmutter
der Schwiegervater
die Schwiegermutter
die Schwiegereltern
der Sohn
der einzige Sohn
die Tochter
die einzige Tochter
der Stiefsohn
die Stieftochter
der Schwiegersohn
die Schwiegertochter
der Bruder
die Schwester
die Geschwister
der Stiefbruder
der Halbbruder
die Stiefschwester
die Halbschwester
der Großvater, der Opa
die Großmutter, die Oma
die Großeltern
das Enkelkind
tf
Myself and my family
adult
husband
wife
male partner
female partner
married couple
baby
child
twins
triplets
only child
father, dad(dy)
mother, mum(my)
parents
stepfather
stepmother
father-in-law
mother-in-law
parents-in-law
son
the only son
daughter
the only daughter
stepson
stepdaughter
son-in-law
daughter-in-law
brother
sister
brothers and sisters
stepbrother
half-brother
stepsister
half-sister
grandfather, grandad, grandpa
grandmother, granny, grandma
grandparents
grandchild
a
r
D
43
der Enkel
die Enkelin
der Onkel
die Tante
der Cousin, der Vetter
die Cousine/Kusine
der Neffe
die Nichte
der Freund
die Freundin
der Patenonkel
die Patentante
der Patensohn
die Patentochter
die Verwandten
männlich
weiblich
der Vorname
der Familienname
Aussehen/Beschreibungen
groß
klein
mittelgroß
dick
dünn
schlank
mollig, vollschlank
ziemlich
sehr
nicht so groß wie
größer als
die Haare
braun
schwarz
rotblond
blond(e)
grau
lang
kurz
schulterlang
glatt
lockig
wellig
die Augen
das Gesicht
oval
grandson
granddaughter
uncle
aunt
male cousin
female cousin
nephew
niece
male friend, boyfriend
female friend, girlfriend
godfather
godmother
godson
goddaughter
relatives
male
female
first name
surname, family name
a
r
tf
D
44
Appearance/Descriptions
tall
small
average height
fat
thin
slim
plump
quite
very
not as tall as
taller than
hair
brown
black
strawberry blonde
blond, fair-haired
grey
long
short
shoulder-length
straight
curly
wavy
eyes
face
oval
rund
eckig
die Nase
spitz
der Mund
die Brille
die Kontaktlinsen
die Augenbraue
der Bart
der Schnurrbart
jung
alt
hübsch
hässlich
der Ohrring
das Piercing
die Tätowierung
der Name
der Vorname
der Familienname
der Spitzname
älter
jünger
zusammen
ledig, unverheiratet
verheiratet
getrennt
geschieden
die Liebe
die Freundschaft
tot
der Tod
am … geboren
die Geburt
der Geburtstag
das Geburtsdatum
der Geburtsort
das Sternzeichen
der Wohnort
das Verhältnis
nervig
lustig
geschwätzig
doof
witzig
egoistisch, selbstsüchtig
böse, zornig
round
square, angular
nose
pointed
mouth
glasses
contact lenses
eyebrow
beard
moustache
young
old
handsome, pretty
ugly
earring
piercing
tattoo
name
first name
surname, family name
nickname
older
younger
together
single, unmarried
married
separated
divorced
love
friendship
dead
death
born on the …
birth
birthday
date of birth
place of birth
star sign
place of residence
relationship
annoying, irritating
funny
chatty, talkative
stupid, silly, dumb
witty, funny
selfish, egotistical
angry
a
r
tf
D
45
großzügig
freundlich, nett
glücklich
geduldig
ungeduldig
ungerecht, unfair
unartig
faul
lebenslustig
ernst
sportlich
schüchtern
ruhig
fleißig
traurig
gesellig
unternehmungslustig
sympathisch
neidisch
eifersüchtig
gemein
mutig
launenhaft, launisch
hilfsbereit
ehrlich
brav
peinlich
tf
a
r
D
Nützliche Verben
einen Sinn für Humor haben
heißen
haben
sein
meinem Vater ähnlich sehen
wiegen
tragen
lieben
gern haben, gern mögen
plaudern
sich verlassen auf
kennen
kennen lernen
kritisieren
hassen
erzählen
sich streiten
sich scheiden lassen
generous
kind, nice
happy
patient
impatient
unfair
naughty
lazy
full of life
serious
sporty
shy
quiet, calm
hard-working
sad
sociable, adventurous
lively, outgoing
nice
envious
jealous
mean
courageous
moody
helpful
honest
good, well behaved
embarrassing
46
Useful verbs
to have a sense of humour
to be called
to have
to be
to resemble my father
to weigh
to wear
to love
to like, be fond of
to chat
to count on, rely on
to know
to get to know
to criticise
to hate
to tell, say
to argue, quarrel
to divorce
sich gut verstehen mit
gut auskommen mit
heiraten
Freunde finden
Freundschaft schließen mit
in Verlegenheit bringen
böse werden
teilen
weinen
lieber haben, bevorzugen
treffen
träumen
lachen
lächeln
to get on well with
to get on well with
to marry
to make friends
to make friends with
to embarrass
to get angry
to share
to cry
to prefer
to meet
to dream
to laugh
to smile
tf
a
r
Soziale Medien und Netzwerke Social media
bloggen
einen Blog schreiben, in einem Blog
schreiben, ein Online-Tagebuch
schreiben
einen Kommentar abgeben
die Gemeinschaft der Benutzername
das Konto
der Kontakt
Diskussion
das Forum
das Update
das Passwort
ein Profilfoto
das Profil
das soziale Netzwerk
das Social Networking
das Follower
der Benutzer
comment
community
username
account
contact
discussion thread
forum
status update
password
a profile photo
profile
social network social networking follower
user Nützliche Verben
heißen
haben
sein
meinem Vater ähnlich sehen
wiegen
tragen
lieben
gern haben, mögen
plaudern
sich verlassen auf
Useful verbs
to be called
to have
to be
to resemble my father
to weigh
to wear
to love
to like/love
to chat
to count/rely on
D
47
to blog
to write a blog
kennen
kennen lernen
kritisieren
hassen
erzählen
sich streiten
sich scheiden lassen
sich gut verstehen mit
gut auskommen mit
heiraten
Freunde finden
Freundschaften schließen mit
in Verlegenheit bringen
böse werden
teilen
weinen
lieber haben, bevorzugen
treffen
träumen
lachen
lächeln
sich einloggen, sich anmelden
eine Nachricht schicken, senden
sich ausloggen, abmelden
sich anmelden
teilen
folgen
to know
to get to know
to criticise
to hate
to say, tell
to argue
to divorce
to get on well with
to get on well with
to marry
to make friends
to make friends with
to embarrass
to get angry
to share
to cry
to prefer
to meet
to dream
to laugh
to smile
to login to send a message
to logout
to sign up, to register
to share
to follow
tf
a
r
D
Die neuen Kommunikationstechnologien
New technology
der Rechner, der Computer
die Tastatur
der USB-Stick, der USB-Stift
der Bildschirm
der Drucker
die Druckerpatrone
das Spiel
online
die Software
der Laptop
das Tablet, der Tablet Computer
die Maus
im Internet surfen
die E-Mail
die E-Mail-Adresse
eine E-Mail schicken
die CD
computer
keyboard
USB memory stick, pen
screen
printer
ink cartridge
game
online
software
laptop
tablet
mouse
to surf the web
email message
email address
to send an email
CD
48
Breitband
Link
der Podcast
die Internetseite
das Netz
die Webseite
WLAN
die Kamera, der Fotoapparat
die SIM-Karte
ausgestattet mit
die Handyrechnung
die Handygebühren
das/der Navi
kostenlos
das Handy
der Klingelton
das Vertragshandy
das Prepaid-Handy
eine SMS schicken
Nützliche Verben
einschalten
anrufen
klicken
kopieren
schicken
abschalten, ausschalten
Brennen
drucken
hochladen
verkleinern
aufladen
tippen
downloaden, herunterladen
recherchieren
Internetanschluss haben
Freizeit
broadband
link
podcast
internet site, web page
web
website, web page
wifi
camera
SIM card
equipped with
mobile phone bill
mobile fees
satnav
free
mobile phone
ringtone
contract phone
pre-paid phone
to text
tf
a
r
D
Freizeit
Musik hören
ein Instrument spielen
das Klavier
das Schlagzeug
das Saxofon
das Keyboard
das Cello
die Geige
49
Useful verbs
to switch on
to call, phone
to click
to copy
to send
to switch off
to burn
to print
to upload
to minimise
to charge
to type
to download
to research
to have an internet connection
Free time and leisure
Free time and leisure
to listen to music
to play an instrument
the piano
the drums
saxophone
keyboard
cello
violin, fiddle
die Trompete
die Flöte
die Blockflöte
die Klarinette
die Gitarre
der Komponist/die Komponistin
der Sänger/die Sängerin
das Lied
das Orchester
der Chor
die Band
die Gruppe
zur Probe gehen
die Popmusik
die Rockmusik
die Rapmusik, der Rap
die klassische Musik
die Stimme
die Kopfhörer [mpl]
das Konzert
der DVD-Player
der Fernsehkanal
das Satellitenfernsehen
das Kabelfernsehen
die Serie
die Natursendung
die Kindersendung
die Sportsendung
die Quizsendung
die Musiksendung
die Seifenoper
die Komödie
die Spielshow
die Wettervorhersage
der Dokumentarfilm
der Zeichentrickfilm
der Spielfilm
der Wetterbericht
die Nachrichten [fpl]
der Werbespot
das Digitalfernsehen
der Flachbildschirm
das Radio
die Lektüre
zur Bibliothek gehen
Bücher ausleihen
lesen
trumpet
the flute
recorder
clarinet
guitar
composer
male singer/female singer
song
orchestra
choir
band
group
to go to a rehearsal
pop music
rock music
rap music
classical music
voice
earphones
concert
DVD player
TV channel
satellite TV
cable TV
series
nature programme
children’s programme
sports programme
quiz show
music programme
soap opera
comedy
game show
weather forecast
documentary
cartoon
film
weather report
news
advertisement
digital TV
flat screen
radio
reading
to go to the library
to borrow books
to read
a
r
tf
D
50
der Roman
das Theaterstück
das Gedicht
die Zeitschrift
die Zeitung
das Comic-Heft
der Artikel
die Sportseiten
das Kreuzworträtsel
das Kino
ins Kino gehen
die Leinwand
der romantische Film
der Kriegsfilm
der Horrorfilm
der Krimi
der Abenteuerfilm
der Dokumentarfilm
der Action-Film
der Science-Fiction-Film
die Liebesgeschichte
das Musical
ein Film mit Untertiteln
die Angelrute
das Rätsel
der Jugendklub
das Tanzen
das Schach
das Brettspiel
das Spielzeug
das Fußballspiel
das Kreuzworträtsel
der Freizeitpark
das Angeln
das Malen
die Verabredung
das Skateboardfahren
die Party, die Feier, die Fete
die Aufführung
die Ausstellung
das Theater
der Grill
novel
play
poem
magazine
newspaper
comic
article
the sports pages
crossword puzzle
cinema
to go to the cinema
the big screen
romantic film
war film
horror film
detective film/thriller
adventure film
documentary
action film
sci-fi film
love story
musical
a subtitled film
fishing-rod
brain teaser, puzzle
youth club
dancing
chess
board game
toy
match
crossword
theme park
fishing
painting
meeting, date
skateboarding
party
performance, show
exhibition
theatre
barbecue
a
r
tf
D
51
Tiere
das Meerschweinchen
der Hamster
die Eidechse
der Papagei
der Wellensittich
der Goldfisch
die Schlange
die Schildkröte
der Seehund
die Katze
der Hund
das Kaninchen
der Vogel
der Fisch
das Huhn
die Maus
die Spinne
die Kuh
das Pferd
die Ziege
das Schwein
das Schaf
das Pony
der Fuchs
der Bulle
der Schäferhund
Animals
guinea pig
hamster
lizard
parrot
budgie
goldfish
snake
tortoise, turtle
seal
cat
dog
rabbit
bird
fish
hen
mouse
spider
cow
horse
goat
pig
sheep
pony
fox
bull
sheepdog
a
r
tf
D
Einkaufen
Shopping
See My town [Context 2] for more vocabulary.
die Kleidung
der Rock
das Kleid
die Bluse
der Pullover, Pulli
der Gürtel
der Badeanzug
der Hut
die Socken
die Schuhe
die Stiefel
die Jeans
die Hose
das Hemd
das T-Shirt
die Krawatte
die Jacke
52
clothes
skirt
dress
blouse
jumper
belt
swimsuit, bathing costume
hat
socks
shoes
boots
jeans
trousers
shirt
T-shirt
tie
jacket
die Regenjacke
der Regenmantel
die Mütze
die Handschuhe
die Badehose
die Trainingsschuhe
die Sandalen
der Schal
die Shorts
das Sweatshirt
aus Baumwolle
aus Wolle
aus Seide
aus Leder
aus Gold
aus Silber
das Geschenk
das Make-up
das Parfüm
die Toilettenartikel
das Rasierwasser
der Schmuck
die Armbanduhr
die Halskette
die Brieftasche
das Portemonnaie
die Tasche
die Handtasche
das Andenken
das Geld
die Scheine
das Kleingeld
billig, zum günstigen Preis, preiswert
teuer
das Einkaufszentrum
das Kaufhaus
die Kasse
die Bankkarte
die Kreditkarte
die Quittung
der Ausverkauf, Schlussverkauf
das Sonderangebot
rain jacket
raincoat
cap
gloves
bathing trunks
trainers
sandals
scarf
shorts
sweatshirt
(made of)cotton
woollen
(made of) silk
(made of) leather
golden
silver
present
make-up
perfume
toiletries
aftershave
jewellery
watch
necklace, chain
wallet
purse
bag
handbag
souvenir
money
notes
coins
cheap, good deal
expensive
shopping centre
department store
cash register
bank card
credit card
receipt
the sales
special offer
a
r
tf
D
53
Nützliche Verben
angeln
malen
bei Freunden/Freundinnen übernachten
kaufen
sich herumtreiben
gehen
Spaß haben
gerne lesen
singen
tanzen
zeichnen
Computerspiele spielen
sich entspannen
hören
aufnehmen
üben
ausschlafen, lange schlafen, im Bett
bleiben
einladen
spielen
lesen
malen
stricken
nähen
tragen
können
zuschauen
bleiben
ausgehen
mit Freunden herumhängen
faulenzen
kommen
sehen
wollen
das Grillen
Useful verbs
to go fishing
to paint
to sleep over
to buy
to hang around, be hanging about
to go
to have fun
to like reading
to sing
to dance
to draw
to play computer games
to relax
to listen
to record
to practise
to lie in
Der Tagesablauf
Daily routine
tf
a
r
D
to invite
to play
to read
to paint
to knit
to sew
to wear
to be able to
to watch
to stay
to go out
to hang out (with friends)
to laze around
to come
to see
to want
to barbecue
Also see Days, months, seasons, Time and Expressions of time.
vormittags, morgens
nachmittags
abends
montags
jeden Montag
zu Hause
bei mir
54
(in) the morning(s)
(in) the afternoon(s)
(in) the evening(s)
on Mondays
every Monday
at home
at my house
oft
häufig
immer
manchmal
ab und zu
nie
regelmäßig
ein typischer Tag
often
frequently
always
sometimes
now and again
never
regularly
a typical day
Nützliche Verben
mir ist warm
mir ist kalt
ich habe Hunger
Ich habe Durst
der Wecker klingelt
aufwachen
aufstehen
sich duschen
sich die Haare waschen
sich die Zähne putzen
sich die Haare bürsten
sich rasieren
sich anziehen
nach unten gehen
frühstücken
essen
trinken
sich schminken
zur Schule gehen
das Haus verlassen
auf Freunde warten
nach Hause kommen
mit dem Hund spazierengehen
zu Abend essen
Hausaufgaben machen
sich entspannen
sich ausziehen
zu Bett gehen
einschlafen
schlafen
Useful verbs
I am warm
I am cold
I am hungry
I am thirsty
the alarm clock rings
to wake up
to get up
to shower
to wash one’s hair
to clean one’s teeth
to brush one’s hair
to shave
to get dressed
to go downstairs
to have breakfast
to eat
to drink
to put on one’s make-up
to go to school
to leave the house
to wait for friends
to come home
to walk the dog
to have one’s evening meal
to do homework
to relax
to get undressed
to go to bed
to go to sleep
to sleep
a
r
tf
D
55
Feste und Feiern
Customs, festivals and
celebrations
Herzliche Glückwünsche!
Herzlichen Glückwunsch zum Geburtstag!
Frohe Weihnachten!
Frohe Ostern!
Gute Reise!, Gute Fahrt!
Gute Besserung!
Alles Gute zum Neuen Jahr!
Frohes Neues Jahr!
Viel Glück!
Viel Spaß!
das Fest
der Feiertag
das Ostern
das Weihnachten
das Neujahr
das Silvester
das chinesische Neujahr
der Heilige Abend, der Heiligabend
der Ramadan
der Rosenmontag
die Fastenzeit
der Tag der deutschen Einheit
Congratulations!
Happy birthday!
Happy Christmas!
Happy Easter!
Safe journey!
Get well soon!
All the best for the New Year!
Happy New Year!
Good luck!
Have fun!
festival
(bank) holiday
Easter
Christmas
New Year
New Year’s Eve
Chinese New Year
Christmas Eve
Ramadan
Monday before Ash Wednesday
Lent
Day of German Unity, German
Unification Day
April Fool’s day
Mother’s Day
Fathers’ Day
Hallowe’en
Munich beer festival
carnival
birth
christening
engagement
wedding
death
funeral
mass
service
church
mosque
synagogue
Father Christmas
candles
party
present
a
r
D
der erste April
der Muttertag
der Vatertag
das Halloween
das Oktoberfest
der Karneval
die Geburt
die Taufe
die Verlobung
die Hochzeit
der Tod
die Beerdigung
die Messe
der Gottesdienst
die Kirche
die Moschee
die Synagoge
der Weihnachtsmann
die Kerzen
die Feier
das Geschenk
tf
56
die Karte
die Lichter [npl]
der Umzug
die Fahne
das Feuerwerk
card
lights
procession, parade
flag
fireworks
Nützliche Verben
schmücken
geben, schenken
schicken
feiern
fasten
sterben
geboren werden
bekommen
sich wünschen
Useful verbs
to decorate
to give
to send
to celebrate
to fast
to die
to be born
to receive
to wish
a
r
tf
D
57
Context for Learning 2: Local, National, International
and Global Areas of Interest
Meine Gegend, meine
Umgebung
My local environment
Mein Haus
das Büro
der Keller
das Schlafzimmer
My house
office, study
basement
bedroom
tf
bei mir, zu Hause
at my house, at home
die Küche
die Treppe
der Flur
die Garage
der Dachboden, der Speicher
der Garten
das Zimmer
im ersten Stock
im Erdgeschoss
die Dusche
das Badezimmer
das Wohnzimmer
das Esszimmer
die Terrasse
der Wintergarten
die Toilette
die Waschküche, der Allzweckraum, der
Hauswirtschaftsraum
kitchen
stairs
entrance hall
garage
attic, loft
garden
room
upstairs, first floor
downstairs, ground floor
shower room, wet room
bathroom
living room
dining room
patio
conservatory
toilet
utility room
In meinem Haus
der Kleiderschrank
der Teller
der Beton
das Bücherregal
das Holz
die Kiste
die Dose
das Sofa
der Stuhl
die Zentralheizung
der Gefrierschrank
das Messer
das Besteck
der Herd
die Dusche
unten
In my house
wardrobe
plate
concrete
bookcase
wood
box
can
sofa
chair
central heating
freezer
knife
cutlery
cooker
shower
down, downstairs
a
r
D
58
oben
die Spüle
die Treppe
das Regal
das Fenster
das Bügeleisen
der Sessel
der Ofen
die Gabel
der Kühlschrank
das Gras
die Spülmaschine
das Bett
die Waschmaschine
die Möbel [pl]
der Mikrowellenherd
der Spiegel
der Teppich
die Wand
der Vorhang
der Rasen
der Fuβboden
die Decke
der Schrank
die Tür
das Glas
der Löffel
up, upstairs
kitchen sink
stairs
shelf
window
iron
armchair
oven
fork
fridge
grass
dishwasher
bed
washing machine
furniture
microwave
mirror
carpet
wall
curtain
lawn
floor
ceiling
cupboard
door
glass
spoon
a
r
tf
D
59
Im Haushalt helfen
den Tisch decken
kochen
einkaufen gehen
im Garten arbeiten
waschen
das Bett machen
die Hausarbeit machen
bügeln
abwaschen
reinigen
staubsaugen
mit dem Hund spazieren gehen
den Müll trennen
aufräumen
Household jobs
to lay the table
to cook
to go shopping
to do the gardening
to do the washing
to make the bed
to do the housework
to do the ironing
to do the washing-up
to clean
to do the vacuuming
to walk the dog
to separate the rubbish
to tidy (up)
tf
a
r
Mein Dorf/Meine Stadt und
meine Region
die Tiere
lebendig
der Baum
eine Wohnung
der Stadtrand
der Vorort
die Bank
die Bibliothek
die Küste
die Metzgerei
die Bäckerei
laut
ruhig
auf dem Land(e)
das Einkaufszentrum
die Stadtmitte
das Sportzentrum, das Freizeitzentrum
die Wiesen und Felder
das Schloss
der Verkehr
der Friseur, der Frisör
die Ecke
die Unterhaltungsmöglichkeiten
die Kirche
der Bauernhof
die Ampel
die Blume
der Wald
D
60
My village/My town and
my region
animals
lively
tree
a flat
outskirts, edge of town
suburb
bank
library
seaside
butcher’s
bakery
noisy
calm
country
shopping centre
town centre, city centre
leisure centre
fields
castle
traffic
hairdresser’s
corner
amusements, entertainment
church
a farm
traffic lights
flower
forest
der Bahnhof
der Busbahnhof
das Kaufhaus
das Rathaus
es gibt
die Geschäfte
das Haus
das Einfamilienhaus
das Doppelhaus
der Markt
das Meer
die Berge
das Museum
das Fremdenverkehrsamt
das Schild
die Apotheke
das Schwimmbad
das Hallenbad
das Freibad
der Marktplatz
der Strand
der Fischhändler/die Fischhändlerin
die Brücke
die Post
der Fluss
der Kreisverkehr
die Straße
die Tankstelle
der Supermarkt
der Bungalow
das Dorf
die Stadt
die Handelsstadt
die historische Stadt
die Industriestadt
die touristische Stadt
die Fuβgängerzone
train station
bus station
department store
town hall, city hall
there is , there are
shops
house
detached house
semi-detached house
market
the sea
mountains
museum
tourist office
sign(post)
chemist
swimming pool
indoor swimming pool
outdoor swimming pool
market square
beach
fishmonger’s
bridge
post office
river
roundabout
road, street
petrol station
supermarket
a villa, bungalow
village
town
commercial town
historical town
industrial town
tourist town
pedestrian zone
tf
a
r
D
Die Wegbeschreibung
Also see Prepositions.
Directions
neben
auf der rechten Seite, rechts
auf der linken Seite, links
die Stadtmitte
von der anderen Seite
vor
hinter
next to, beside
on the right
on the left
the town centre
from the other side
in front of
behind
61
gegenüber
im Osten, im Norden, im Süden, im
Westen
hier
da
da drüben
weit
überall
in der Nähe von
irgendwo
geradeaus
immer geradeaus
opposite
in the east, in the north, in the south, in
the west
here
there
over there
far
everywhere
near (to)
somewhere
straight ahead
keep going straight
Nützliche Verben
kaufen
suchen (nach)
Auto fahren
weitermachen
einkaufen gehen
spazieren gehen
verlieren
ausgehen
arbeiten
finden
liegen
besuchen
fahren
sich verlaufen
Useful verbs
to buy
to look for
to drive
to continue
to do some shopping
to walk
to lose
to go out
to work
to find
to be situated
to visit
to travel
to get lost, lose one’s way
a
r
D
Transport
mit dem Pferd
mit dem Motorrad
zu Fuβ
mit dem Fahrrad
der Flughafen
die Bushaltestelle
der Autofahrer
die Autobahn
der Bus
die Karte
mit dem Bus
mit dem Flugzeug
mit dem Schiff
mit dem Taxi
mit der Straßenbahn
mit dem Auto
mit der U-Bahn
tf
62
Getting around
by horse
by motorbike
on foot
by bike
airport
bus stop
motorist
motorway
bus
map
by bus, coach
by plane
by boat
by taxi
by tram
by car
by underground (train)
mit dem Motorrad
mit dem Zug, mit der Bahn
der Parkplatz
die Mautstelle
der Fußgänger /die Fußgängerin
die Verspätung
die Tankstelle
die Reise
der Flug
der/die Reisende
by motorbike
by train
car park
toll booth
pedestrian
delay
petrol station
journey
flight
traveller
Mit dem Auto fahren
das Benzin
bleifrei
die Bremse
der Diesel
der Führerschein
die Reifenpanne
die Panne
das Rad
das Lenkrad
Travelling by car
petrol
unleaded
brake
diesel
driving licence
flat tyre
breakdown
wheel
steering wheel
tf
a
r
Mit dem Zug/Mit der Bahn fahren
die Fahrkarte, hin und zurück; die
Rückfahrkarte
die Ankunft
das Gepäck
die Fahrkarte
die Fahrkarte, einfach; die Einzelfahrkarte
das Gepäckschlieβfach
die Abfahrt
der Eingang
der Bahnhof
das Ticketbüro, das Reisezentrum
der Fahrplan
das Gleis
der Warteraum
der Ausgang
der Notausgang
der Koffer
arrival
luggage
ticket
single ticket
left luggage locker
departure
entrance
train station
ticket office
timetable
platform
waiting room
exit
emergency exit
suitcase
Nützliche Verben
kaufen
suchen (nach)
Auto fahren
weitermachen
einkaufen gehen
Useful verbs
to buy
to look for
to drive
to continue
to do some shopping
D
63
Travelling by train
return ticket
spazieren gehen
verlieren
ausgehen
arbeiten
finden
liegen
besuchen
fahren
sich verlaufen
landen
einen Unfall haben
eine Fahrkarte entwerten, eine Fahrkarte
abstempeln
Auto fahren
starten, abheben
eine Schifffahrt machen, eine Kreuzfahrt
machen
verpassen
überfahren
liegen
parken
eine Panne haben
fahren/reisen
to walk
to lose
to go out
to work
to find
to be situated
to visit
to travel
to get lost, lose one’s way
to land (plane)
to have an accident, crash
to validate a ticket
Die weitere Umgebung/Die
Umwelt insgesamt
The wider environment
tf
a
r
D
Das Wetter
der Regenschauer
der Nebel
der Nieselregen
die Hitze
heiβ
der Himmel
das Klima
bedeckt, bewölkt
der Blitz
die Sonne
sonnig
kalt
das Eis
schwül
die Wettervorhersage
die Wolke
wolkig
der Schatten
der Sturm
to drive
to take off (plane)
(to go) on a cruise
64
to miss (train, bus)
to run over
to be situated
to park
to break down
to travel
The weather
shower
fog
drizzle
heat
hot
sky
climate
overcast
lightning
sun
sunny
cold
ice
humid
weather forecast
cloud
cloudy
shade
storm
stürmisch
der Regen
trocken
der Donner
der Wind
stormy
rain
dry
thunder
wind
Die Umwelt
das Kernkraftwerk
die Kohle
der Konsum
die Verschmutzung
die Ozonschicht
die Abholzung
der Atommüll
der Abfall
der Treibhauseffekt
der Strom, die Elektrizität
die Windenergie
die Kernkraft
die Sonnenenergie
das Benzin
das Gas
der Krieg
die Welt
weltweit
der Müll
das Erdöl
der saure Regen
das Recycling
die Erderwärmung
erneuerbar
die Ressourcen
überbevölkert
bleifrei
die Erde
das Erdbeben
das Ozonloch
die Überschwemmung
die Welle
The environment
nuclear power station
coal
consumption
pollution
ozone layer
deforestation
nuclear waste
waste, wastage
greenhouse effect
electricity
wind power
nuclear energy, nuclearpower
solar power
petrol
gas
war
the world
worldwide
rubbish
crude oil
acid rain
recycling
global warming
renewable
resources
overpopulated
unleaded
Earth
earthquake
hole in the ozone layer
flood
wave
tf
a
r
D
Vom Aussterben bedrohte Tiere
der Wal
der Dachs
die Fledermaus
der Delfin
der Elefant
der Gepard
65
Endangered species
whale
badger
bat
dolphin
elephant
cheetah
die Vögel (mpl)
der Bär
der Panda
der Seehund
der Fisch
der Fuchs
das Nashorn
der Affe
der Tiger
der Löwe
birds
bear
panda
seal
fish
fox
rhino
monkey
tiger
lion
Nützliche Verben
scheinen
verschmutzen
arbeitslos sein
verschwenden
frieren
schneien
schaden
regnen
schützen
erhalten
sichern
Useful verbs
to shine
to pollute
to be unemployed
to waste
to freeze
to snow
to harm
to rain
to protect
to preserve
to safeguard
a
r
D
Gesellschaftliche Themen,
soziale Fragen
Die Armut/Die Obdachlosigkeit
die Arbeitslosigkeit
arbeitslos
die Obdachlosen
der/die Obdachlose
Freiwillige Arbeit
verbessern
helfen
die Wohltätigkeit
verändern
geben
freiwillige Arbeit machen
die Regierung
lösen
das Industrieland
das Entwicklungsland
die Verantwortung
betreffen
beeinflussen
tf
66
Social issues
Poverty/Homelessness
unemployment
unemployed
the homeless
a homeless person
Voluntary work
to improve
to help
charity
to change
to give
to do voluntary work
government
to resolve
developed country
developing country
responsibility
to affect
to influence
Gesundheit und gesunder
Lebensstil
Health and lifestyle
Sport
klettern
der Schiedsrichter/die Schiedsrichterin
die Leichtathletik
der Ball
kegeln
das Tor
Kanu fahren
das Rennen
das Radfahren
der Radfahrer
das Team
das Reiten
das Netz
das Darts
die Ausbildung, das Training
die Sporthalle
das Unentschieden
das Schwimmen
das Spiel
das Rollschuhlaufen
das Schlittschuhlaufen
die Schlittschuhbahn, die Eisbahn
das Angeln
das Hallenbad
das Freibad
die Spur
das Skateboardfahren
im Freien
das Tauchen
das Laufen
wandern
der Wanderer/die Wanderin
sportlich
die Wassersportarten
das Stadion
der Fan
das Segeln
der Volleyball
das Mountainbike
Exercise/Sport
climbing
referee
athletics
ball
to bowl
goal
canoeing
race
cycling
cyclist
team
horse riding
net
darts
training
gymnasium
draw
swimming
game
roller skating
ice skating
(artificial) skating rink
fishing
indoor swimming pool
outdoor swimming pool
track
skateboard
open air
diving
walk
walk, hike
hiker
sporty
watersports
stadium
fan, supporter
sailing
volleyball
mountain bike
a
r
tf
D
67
Das Essen und Trinken
die Aprikose
das Lamm
der Knoblauch
der Alkohol
alkoholisch
die Ananas
der Speck
die Banane
die Butter
das Bier
das Steak
der Keks
das Rindfleisch
das Getränk
die Brause, das Sprudelwassers, die
Schorle
die Süßigkeiten
die Flasche
der Kaffee
der Kakao
die Karotte, die Möhre
der Eintopf
die Schwarze Johannisbeere
die Cornflakes, die Haferflocken
die Kirsche
der Champignon, der Pilz
die Chips
die Schokolade
der Kohl
der Blumenkohl
der Rosenkohl
die Zitrone
die (Salat)Gurke
die Marmelade
das Kotelett
die Sahne
der Pfannkuchen
die Krabbe
der Schinken-Käse Toast
die Rohkost
mit Curry
der Truthahn, der Puter
der Spinat
die Schnecke
das Wasser
die Lebensmittel
Food and drink
apricot
lamb
garlic
alcohol
alcoholic
pineapple
bacon
banana
butter
beer
steak
biscuit
beef
drink
fizzy drink
a
r
tf
D
68
sweets
bottle
coffee
cocoa
carrot
stew
blackcurrant
porridge oats, oat flakes
cherry
mushroom
crisps
chocolate
cabbage
cauliflower
Brussels sprouts
lemon
cucumber
jam
chop, cutlet
cream
pancake
shrimp
toasted ham and cheese sandwich
raw fruit and vegetables
curry
turkey
spinach
escargot
water
groceries
kühl/frisch
die Erdbeere
die Himbeere
die Pommes (Frites)
der Käse
das Obst
die Meeresfrüchte
der Kuchen
das Eis
das Eis
die Bohne
die Kräuter
das Öl
der Schinken
der Saft
das Ei
die Milch
der Blattsalat
der Salat
das Gemüse
die Limonade
die Margarine
der Honig
der Senf
die Nüsse
die Reisnudeln
die Zwiebel
der Eierkuchen, das Omelett, das Omlett
die Apfelsine, die Orange
das Brot
die Pampelmuse
die Nudeln
der Pfirsich
die Erbsen
die Pizza
die Birne
der Fisch
der Pfeffer
die Paprika
der Apfel
die Kartoffel
die gekochte Kartoffel, die Salzkartoffel
die Suppe
das Hähnchen
die Pflaume
der Kartoffelbrei, der Kartoffelpüree
die Weintraube
cool/fresh
strawberry
raspberry
chips
cheese
fruit
seafood
cake
ice cream
ice
bean
herbs
oil
ham
juice
egg
milk
green salad
lettuce
vegetables
lemonade
margarine
honey
mustard
nuts
rice noodles
onion
omelette
orange
bread, loaf
grapefruit
pasta
peach
peas
pizza
pear
fish
pepper
peppers
apple
potato
boiled potato
soup
chicken
plum
mashed potato
grape
a
r
tf
D
69
der Reis
der Braten
der Salat
das belegte Brot
die Soβe
die Wurst
die Bratwurst
das Salz
der Zucker
die Süβigkeiten, Naschereien
die Butterbrote
der Tee
der Thunfisch
die Tomate
die Vanille
das Fleisch
der Wein
der Essig
der Jogurt, der Joghurt
die Rechnung
die Lebensmittel
das Getränk
die Schachtel, die Dose
der Imbiss
das Mittagessen
der Nachtisch
das Abendessen
die Flasche
ekelhaft
das Essen
die Vorspeise
gewürzt/scharf
das Lebensmittelgeschäft
der Hunger
ein Stück
der Korb
das Frühstück
ein bisschen
die Speise
die Hauptspeise, das Hauptgericht
das Tagesgericht
das Tablett
die Fertiggerichte
das Glas
das Trinkgeld
das Produkt
das Rezept
rice
roast, joint
salad
(open) sandwich
sauce
sausage
sausage (grilled/fried)
salt
sugar
sweet things
slices of bread and butter
tea
tuna
tomato
vanilla
meat
wine
vinegar
yoghurt
bill
food, groceries
drink
box, can (tin)
snack
lunch (midday)
dessert, pudding
dinner
bottle
disgusting
food, dinner
starter
spicy
grocer’s shop, grocer
hunger
a piece
basket
breakfast
a little
dish
main course
dish of the day
tray
ready-made meals
jar, pot
tip
product
recipe
a
r
tf
D
70
die Quittung
die Mahlzeit
der Braten
zufrieden
die Spezialität
der Kellner/die Kellnerin
die Scheibe
satt
receipt
meal
roast
satisfied
speciality
waiter/waitress
slice
full up
der Körper
der Arm
das Gehirn
das Herz
der Ellbogen
der Zahn
der Finger
der Rücken
die Schulter
der Magen
das Knie
der Hals
das Bein
die Hand
das Kinn
die Nase
das Auge
die Augen
das Ohr
der Fuβ
die Lungen
der Kopf
The body
arm
brain
heart
elbow
tooth
finger
back
shoulder
stomach
knee
throat
leg
hand
chin
nose
eye
eyes
ear
foot
lungs
head
a
r
D
Beim Arzt/in der Apotheke
mir geht es nicht gut
die Tabletten
müde
das Fieber
der Sonnenstich
krank
die Krankheit
das Rezept
die Grippe
die Halstablette
der Insektenstich
der Mückenstich
der Hustensaft
der Husten
tf
71
At the doctor’s/pharmacy
I’m not well
pills
tired
fever
sunstroke
ill
illness
prescription
flu
lozenge
insect bite
mosquito bite
(cough) medicine
cough
das Mittel
die Erkältung
medicine, cure
cold
Die Gesundheit
der Alkohol
die Magersucht
die Drogen
betrunken
die Fettleibigkeit
das Rauchen
der Drogenmissbrauch
Health
alcohol
anorexia
drugs
drunk
obesity
smoking
drug abuse, substance abuse
Nützliche Verben
laufen
joggen
machen
gewinnen
klettern
spielen
werfen
skaten
Rollschuh laufen, Schlittschuh laufen
Sport treiben
spazieren gehen
springen
Mountainbike fahren
aufhören
(mir ist) heiβ
Hunger haben
Durst haben
(mir ist) kalt
… schmerzen haben, mein(e) … tut weh
(mir ist) schlecht
Durst haben
(sich) verletzen
trinken
schmecken
zu Mittag essen
zu Abend essen
Drogen nehmen
wegnehmen
versuchen, probieren
kochen
rauchen
schmecken, probieren
essen
sich ausruhen
Useful verbs
to run
to jog
to do
to win
to climb
to play
to throw
to skate
to roller-skate, to ice-skate
to do sport
to have a walk, to take for a walk
to jump
mountain cycling
to stop
to feel hot
to be hungry
to be thirsty
to feel cold
to have a sore …
to feel sick
to be thirsty
to injure (oneself)
to drink
to taste
to have lunch
to have dinner
to take drugs
to take away
to try
to cook
to smoke
to taste
to eat, to take, to have (a meal)
to rest
a
r
tf
D
72
sich betrinken
sich übergeben, brechen, sich erbrechen
to get drunk
to vomit
Reisen und Tourismus
Travel and tourism
Die Welt
Afrika
Deutschland
England
Australien
Österreich
Belgien
Bulgarien
Zypern
Kroatien
Dänemark
Schottland
Spanien
Estland
die USA, die Vereinigten Staaten
Finnland
Frankreich
Griechenland
Ungarn
Irland
Italien
Litauen
Lettland
Luxemburg
Malta
die Länder
die Niederlande
Wales
Polen
Portugal
eie Tschechische Republik
Rumänien
Vereinigtes Königreich
die Slowakei
Slowenien
Schweden
die Schweiz
The world
Africa
Germany
England
Australia
Austria
Belgium
Bulgaria
Cyprus
Croatia
Demark
Scotland
Spain
Estonia
the USA, the United States
Finland
France
Greece
Hungary
Ireland
Italy
Lithuania
Latvia
Luxembourg
Malta
countries
the Netherlands
Wales
Poland
Portugal
Czech Republic
Romania
United Kingdom
Slovakia
Slovenia
Sweden
Switzerland
a
r
tf
D
73
Die Nationalitäten
der Amerikaner/die Amerikanerin
der Österreicher/die Österreicherin
der Brite/die Britin
der Engländer/die Engländerin
der Europäer/die Europäerin
der/die Fremde
der Franzose/die Französin
der/die Deutsche
der Ire/die Irin
der Italiener/die Italienerin
der Schotte/die Schottin
der Spanier/die Spanierin
der Schweizer/die Schweizerin
der Waliser/die Waliserin
Die Ferien
auf dem Land(e)
in den Bergen
an der Küste
die Wohnung
die Jugendherberge
der Campingplatz
der Wohnwagen
der Schlüssel
in der Stadt
die Hütte, das Häuschen
das Fünf-Sterne Hotel
die Villa
Nationalities
American
Austrian
British
English
European
stranger/foreigner
French
German
Irish
Italian
Scottish
Spanish
Swiss
Welsh
tf
a
r
D
74
Holidays
in the country
in the mountains
by the seaside
apartment
youth hostel
campsite
caravan
key
in the city
cottage
five-star hotel
villa
Context for Learning 3: School Life, Studies and the
World of Work
Meine Schularbeit, mein
Studium
My studies
Deutsch
Theater
Biologie
Chemie
Kunst
Betriebswirtschaftslehre (BWL)
Sport
Spanisch
Französisch
Erdkunde
Turnen
Geschichte
Informatik
Sozialkunde
German
drama
biology
chemistry
art
economics, business studies
PE
Spanish
French
geography
gymnastics
history
ICT
Personal and Social Education,
Citizenship, Learning for Life and
Work
Irish
Italian
foreign languages
maths
music
RE
sociology
Technology and Design
Irisch
Italienisch
Fremdsprachen
Mathe(matik)
Musik
Religion
Soziologie
Werken
a
r
D
Der Schulalltag
nicht da, abwesend, fehlt
das Abitur
die Bibliothek
die Mittlere Reife
das Zeugnis
die Kantine
der Chor
die Hauptschule
der Hausmeister
die Klassenarbeit
der Schulhof
der Unterricht
die Hausaufgaben
der Direktor/die Direktorin
die Schule
tf
75
School life
absent
A levels (equivalent)
library
exam like GCSEs
report
canteen
choir
secondary school
caretaker
class test, assessment
playground
class, lesson
homework
head teacher
school
die Bildung
der Schüler/die Schülerin
der Stundenplan
die Mannschaft
die Studien
der Student/die Studentin
die Prüfung
die Übung
das Experiment
nicht gut in, schwach in
das Arbeitsblatt
das Studium, der Studiengang
die Sommerferien
die Sporthalle, die Turnhalle
die Mittagspause (die groβe Pause)
der Lehrer/die Lehrerin
die Pause
der Vertretungslehrer, der Aushilfslehrer
der Schulanfang, der Schulbeginn
die Antwort
das Nachsitzen
das Lehrerzimmer
der Computerraum
das Semester
die Uniform
die Universität
die Vokabeln
die Dichtung
education
pupil
timetable
team
studies
(university) student
examination
exercise, practice
experiment
weak, bad at (a subject)
worksheet
a course at university
summer holidays
sports hall, gym
lunchtime
teacher
break
supply teacher, cover teacher
start of school year
answer
detention
staffroom
ICT suite
term
uniform
university
vocabulary
poetry
Das Klassenzimmer
das Heft
der Taschenrechner
die Schere
der Gang, der Korridor, der Flur
der Bleistift
das Wörterbuch
der Filzstift
der (das) Radiergummi
der Lehrer/die Lehrerin
das Labor
die Sprache
die Stunde
das Buch
der Tisch
das Lineal
der Kuli
die Tafel
The classroom
exercise book
calculator
scissors
corridor
pencil
dictionary
felt-tip pen
eraser
teacher
laboratory
language
lesson
book
desk
ruler
(ballpoint) pen
board
tf
a
r
D
76
der Anspitzer
das Etui
sharpener
pencil case
Nützliche Verben
übereinstimmen
lernen
beginnen, anfangen
verstehen
abschreiben, kopieren (with photocopier)
korrigieren
bitten um
zeichnen
hassen
müssen
diskutieren
durchfallen
zuhören
anspornen
unterrichten
schreiben
buchstabieren
nachsitzen
prüfen
aufpassen
enden, zu Ende sein
fallen lassen
lügen
organisieren
vergessen
sprechen
eine Prüfung machen
denken
verlieren
erlauben
fragen
können
üben
vorbereiten
aussprechen
bestrafen
sitzenbleiben
wiederholen
antworten
gelingen
lernen, pauken
kennen
Useful verbs
to agree with somebody/something
to learn, to study
to start
to understand
to copy
to correct
to ask for
to draw
to hate
to have to
to discuss
to fail
to listen
to encourage
to teach
to write
to spell
to be in detention
to examine
to pay attention
to finish
to drop (a subject)
to lie
to organise
to forget
to speak
to sit an exam
to think
to lose
to permit
to ask (question)
to be able to
to practice
to prepare
to pronounce
to punish
to repeat a year
to repeat (a year, an exam)
to reply
to succeed
to revise, swot
to know (facts)
a
r
tf
D
77
schwänzen
die Klappe halten
übersetzen
arbeiten
verwenden
to skip lessons
to shut up
to translate
to work
to use
Aktivitäten außerhalb des
Lehrplans
Extra-curricular activities
die Aktivität
Spaβ
Theater
der Kampfsport
die Leichtathletik
Federball, Badminton
Basketball
Boxen
Klarinette
die AG (Arbeitsgemeinschaft)
Laufen
Nähen
Stricken
Radfahren
Reiten
Flöte
Geige
Gitarre
Gymnastik
Hockey
Informatik
das Spiel
Schach
Schlagzeug
Judo
Karate
Schwimmen
das Orchester
der Chor
das Hobby
aufregend
Angeln
Klavier
das Theaterstück
Rugby
das Spielzimmer
die Turnhalle, die Sporthalle
Skateboardfahren
Tennis
activity
fun
drama
martial arts
athletics
badminton
basketball
boxing
clarinet
after-school club
running
sewing
knitting
cycling
horse-riding
flute
violin
guitar
gymnastics
hockey
computing
game
chess
drums
judo
karate
swimming
orchestra
choir
hobby
exciting
fishing
piano
play
rugby
games room
sports hall
skateboarding
tennis
a
r
tf
D
78
Volleyball
volleyball
Nützliche Verben
angeln gehen
singen
aussuchen
züchten (old)
tanzen
(einem Verein) beitreten
trainieren
turnen
segeln
reiten
Sport treiben, sich bewegen
Mitglied sein (in, von)
sich anmelden für
sich interessieren für
teilnehmen an
gelingen, Erfolg haben
Useful verbs
to go fishing
to sing
to choose
to cultivate, to grow
to dance
to join up
to train
to do gymnastics
to sail
to do horse riding
to exercise
to be a member (of)
to enrol, to join
to be interested in
to take part in
to succeed
tf
a
r
Teilzeitjobs/Nebenjobs
der Ehrgeiz
die (Stellen)Anzeige
die Zukunft
gut bezahlt
der Kassierer/die Kassiererin
das Ausbildungszentrum, die Berufsschule
der Kollege/die Kollegin
das Geschäft, der Betrieb
die Arbeitsbedingungen
der Berufsberater
die Stelle
der Vertrieb
das (Vorstellungs)Gespräch
schlau
erfahren
einen Kurs machen
der Eindruck
der Brief
die Bewerbung
die Anfrage
schlecht bezahlt
beschäftigt
das Stellenangebot
der Chef
die Zukunftspläne
der Besitzer
D
79
Part-time jobs
ambition
advertisement
future
well-paid
cashier
training centre
colleague
business, company
terms of employment
careers adviser
job, position
business, trade, sales
interview
smart, clever
experienced
to do a course
impression
letter
job application
inquiry
badly paid
busy
job advert, vacancy
boss
future plans
owner
die Werbung
ein Formular ausfüllen
der Traum
das Praktikum
die Arbeit
unterschiedlich
abwechslungsreich
advertising
to fill in a form
dream
work experience
work
different
varied
Nützliche Verben
kaufen
absagen
wählen
sich in Verbindung setzen
Geld verdienen
anstellen
zahlen
anrufen
arbeiten
finden
verkaufen
Useful verbs
to buy
to cancel
to choose
to contact
to earn money
to hire
to pay
to telephone
to work
to find
to sell
Das Geld
a
r
tf
Money management
das Geld
das Taschengeld
das Kleingeld
die Versicherung
die Bank, die Sparkasse
der (Geld)Schein
billig, preiswert
das Geschenk
die Bankkarte
die Kreditkarte
die Kundenkarte
das Einkaufszentrum
teuer
die Auswahl
das Bankkonto
der Rat
die Beratung, das Beratungsgespräch
der Wechselkurs
die Stelle, die Arbeit, der Job
im (Sonder)Angebot
das Kaufhaus
der Schalter
das Pfund Sterling
die Lotterie
das Geschäft, der Laden
D
80
money
pocket money
cash
insurance
bank
banknote
cheap
gift, present
bank card
credit card
debit card
shopping centre
expensive
choice
bank account
advice
consultation
exchange rate
job, work
on offer
department store
counter (at bank)
pound sterling
the national lottery
shop
das Kleingeld
die Rechnung
das Sonderangebot
der Teilzeitjob, der Nebenjob
das Geldstück, die Münze
die Brieftasche
das Portemonnaie, die Geldbörse, der
Geldbeutel
die Post
das Trinkgeld
der Preis
die Werbung
die Quittung
das Risiko
der Schlussverkauf
die Preisliste
die Freiwilligenarbeit, ehrenamtlich
loose change
bill (in a restaurant)
special offer
part-time job
coin
wallet
purse
Nützliche Verben
kaufen
kündigen
versichern
beraten
kosten
ausgeben
sparen
einkaufen
verdienen
ein Konto eröffnen
Zinsen machen
arbeiten
verkaufen
Useful verbs
to buy
to cancel
to insure
to advise
to cost
to spend
to save
to shop
to earn, win
to open an a
to gain interest
to work
to sell
tf
a
r
D
Zukunftspläne und
Berufspläne
post office
tip
price
adverts
receipt
risk
sales
rate list, price list
voluntary work
der Schauspieler/die Schauspielerin
der Künstler/die Künstlerin
der Metzger/die Metzgerin
der Bäcker
die Maloche
der Kassierer/die Kassiererin
bestimmt
der Schein
das Zeugnis
der Chef/die Chefin
die Vorlesung
der Zahnarzt/die Zahnärztin
81
Future plans and career
actor
artist
butcher
baker
work (slang)
cashier, checkout teller, bank teller
certainly
certificate
school report
boss
lecture
dentist
der Arzt/die Ärztin
der Elektriker/die Elektrikerin
der Lebensmittelhändler/die
Lebensmittelhändlerin
der Briefträger/die Briefträgerin
der Bauer/die Bäuerin
der Landwirt/die Landwirtin
der Flugbegleiter/die Flugbegleiterin
der Krankenpfleger/die Krankenschwester
Computerwissenschaften
der Ingenieur/die Ingenieurin
der Mechaniker/die Mechanikerin
der Musiker/die Musikerin
der Klempner/die Klempnerin
der Polizist/die Polizistin
der Feuerwehrmann/die Feuerwehrfrau
der Programmierer/die Programmiererin
das Gehalt
der Sekretär/die Sekretärin
der Kellner/die Kellnerin
der Techniker/die Technikerin
der Verkäufer/die Verkäuferin
Auszubildender/der/die
Auszubildende (AZUBI)
die Ausbildung
das Praktikum
die Erfahrung
die Stelle
gut ausgestattet
das Vertrauen
die Kenntnis
fließend
der Hochschulabschluss
begabt
die Langeweile
die Begeisterung
die Erklärung
die Fakultät
die Unhöflichkeit
schlecht ausgestattet
das Nachsitzen
die Sorgen
überbelastet
die Aufgabe
das Thema
der Ruhestand
doctor
electrician
grocer
postman/postwoman
farmer
farmer
flight attendant
nurse
computing
engineer
mechanic
musician
plumber
policeman/policewoman
firefighter
programmer
salary
secretary
waiter, waitress
technician
salesperson
apprentice, trainee
a
r
tf
D
82
apprenticeship
placement
experience
job, position
well-equipped
trust
knowledge
fluently
diploma, degree
gifted
boredom
enthusiasm
explanation
faculty
rudeness
badly equipped
detention
worries
overloaded, overworked
task
theme
retirement
Nützliche Verben
sich bewerben
abmachen
ankommen
anhängen
fangen
entscheiden
werden
verteilen
verhindern
liefern
lügen
erlauben
erinnern (an)
sitzenbleiben
gelingen, Erfolg haben
den Mund halten
tf
a
r
Häufig benutzte Adjektive
schrecklich
angenehm
witzig
langweilig
nervig
teuer, lieb
nett, sympathisch
kompliziert
unangenehm
ärgerlich, nervig
begeistert
erstaunt
leicht, einfach
schwach
wunderbar
groβartig
ernst
klug, schlau
unglaublich
interessant
nutzlos, unnütz
schlecht
süβ, niedlich
lustig
fantastisch
hässlich
neu
Unsinn, Blödsinn
Useful verbs
to apply
to arrange
to arrive
to attach
to catch
to decide
to become
to distribute
to prevent
to deliver
to lie
to permit
to remind
to repeat a year
to succeed
to shut up
D
83
Adjectives (common)
awful
pleasant
funny
boring
annoying
dear
nice
complicated
unpleasant
annoying
delighted
amazed, astonished
easy
weak
great
great
serious
clever
incredible
interesting
useless, pointless
bad
cute
funny
marvellous
ugly
new
rubbish
perfekt
spannend
praktisch
lächerlich
sensationell
wohlerzogen
nützlich
perfect
exciting
practical
ridiculous
sensational
well-behaved
useful
Komparative
Comparatives
viel
gut
gut
schlecht
schlecht
am besten
der/die/das Beste
besser
am wenigsten
wenigstens
weniger
weniger als
wenige/einige
schlimmer
am schlimmsten, das Schlimmste
mehr
schlechter
mehr als
am meisten
lots
well
good
bad
badly
best
the best
better
the least
at least
less
less than
few
worse
the worst
more
worse
more than
the most
a
r
tf
D
Konjunktionen in Haupt- und
Nebensätzen
Conjunctives and
Connectives
daher
also, dann
wegen
im Namen von, im Auftrag von
auch, ebenfalls
dafür, für
jedoch, allerdings
nämlich
da
auf der anderen Seite
deshalb
auf der einen Seite
danach, als nächstes
und
offensichtlich
thus
so, then, next
because of
on behalf of
also
for
however
that is to say
as, since, because, seeing that
on the other hand
therefore
on the one hand
next
and
obviously
84
when
but
even if
or
or even
because
on the other hand
for example
while
that
without doubt
if
including
wenn, als
aber
selbst wenn
oder
oder selbst
weil
auf der anderen Seite
zum Beispiel
während
dass
ohne Zweifel
ob
einschlieβlich
a
r
tf
Die Wochentage, Monate und
Jahreszeiten
Days, months, seasons
Wochentage
Sonntag
Montag
Dienstag
Mittwoch
Donnerstag
Freitag
Samstag
Days
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Monate
Januar
Februar
März
April
Mai
Juni
Juli
August
September
Oktober
November
Dezember
Jahreszeiten
der Herbst
der Sommer
der Winter
der Frühling
D
85
Months
January
February
March
April
May
June
July
August
September
October
November
December
Seasons
autumn
summer
winter
spring
Beschreibungen – Farben,
Farbtöne, Formen,
Größen
Descriptions – colours,
shades, shapes, sizes
Farben und Farbtöne
weiβ
blau
blond(e)
braun
hell, hellbraun
kastanienbraun
dunkel
grau
gelb
braun
schwarz
trist, trüb
orange
violett
rosa
rot
rotblond
rotbraun
grün
lila
Colours and shades
white
blue
blond
brown
light, light brown
maroon, chestnut (hair), auburn (hair)
dark
grey
yellow
brown
black
dull
orange
purple, violet
pink
red
ginger, red
auburn
green
purple
Formen
das Quadrat
der Kreis
die Kugel
rund
a
r
D
Begrüβungen
Auf Wiedersehen!
Tschüβ!
Guten Appetit!
Gute Fahrt!, Gute Reise!
Guten Tag!, Hallo!
Grüβ Gott!
Guten Morgen!
Guten Abend!
Gute Nacht!
Mahlzeit!
Feierabend!
Hilfe!
Hi!
natürlich, selbstverständlich
tf
86
Shapes
square
circle
ball
round
Greetings
Goodbye!
Bye!
Have a good meal!
Have a good journey!
Hello!
Hello! (Southern Germany, Austria)
Good morning!
Good evening!
Good night!
Enjoy your meal!
Have a nice evening! (after work)
Help!
Hi!
of course
okay, in Ordnung
bitte
Bis später
bis bald
Bis morgen
es tut mir Leid
Herzlich Willkommen!
Wie schade!
okay
please
See you later
See you soon
See you tomorrow
sorry
Welcome!
What a pity!
Verstärkungspartikel
Intensifiers
sehr
ziemlich
ein bisschen
wirklich, echt
zu (viel)
viel/sehr
extrem
also
enorm
very
quite
a bit
really
too (much)
a lot
extremely
so
enormously
weder … noch
nie, niemals
niemand
nicht mehr
nicht
noch nicht
nichts als
nur
Die Zahlen
D
der/die/das erste
zweite
dritte
vierte
fünfte
sechste
einundzwanzigste
null
eins
zwei
drei
vier
fünf
sechs
tf
a
r
Negationswörter
87
Negatives
neither … nor
never
no one, nobody
no longer, no more
not
not yet
nothing but
only
Numbers – ordinal and
cardinal
first
second
third
fourth
fifth
sixth
twenty-first
zero
one
two
three
four
five
six
sieben
acht
neun
zehn
elf
zwölf
dreizehn
vierzehn
fünfzehn
sechzehn
siebzehn
achtzehn
neunzehn
zwanzig
einundzwanzig
zweiundzwanzig
dreiundzwanzig
dreiβig
einunddreiβig
zweiunddreiβig
vierzig
einundvierzig
fünfzig
einundfünfzig
sechzig
einundsechzig
siebzig
einundsiebzig
achtzig
einundachtzig
neunzig
einundneunzig
(ein)hundert
(fünf)hundert
(ein)tausend
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
twenty-one
twenty-two
twenty-three
thirty
thirty-one
thirty-two
forty
forty-one
fifty
fifty-one
sixty
sixty-one
seventy
seventy-one
eighty
eighty-one
ninety
ninety-one
one hundred
five hundred
one thousand
tf
a
r
D
Meinungen – positive/negativ,
Gründe geben
Opinions – positive/negative,
justifications
ich denke, dass
ich meine, dass
meiner Meinung nach
für mich
persönlich
ich finde
ich mag, … gefällt mir
… gefällt mir wirklich gut
think that
I think that
in my opinion
for me
personally
I find ... (e.g. football fun)
I like …
I really like
88
ich liebe
ich mag nicht, … gefällt mir nicht
ich hasse
weil, denn
auf der anderen Seite, andererseits
im Gegensatz
jedoch, allerdings
es ärgert mich
es amüsiert mich
es gefällt mir
es ist mir egal, es ist mir gleich
das interessiert mich nicht
(m)ich auch nicht
vielleicht
tf
a
r
Präpositionen
über
laut, nach
gegenüber
nach
gegen
unter
um
hinter
an der Seite von
an, bei
vor
hinter
unter, unterhalb von
neben
zwischen
trotz
während
für
von, aus
in
um … zu …
(an)statt
mitten
in der Nähe von, nahe
von
auf, an
gegenüber
auβerhalb von
zu, zum, zur
gegenüber, nach, gegen
I love
I don’t like …
I hate
because
on the other hand
on the contrary
however
it annoys me
it makes me laugh
I like it
it’s all the same to me
that doesn’t interest me, that doesn’t
appeal to me
me neither
maybe
D
89
Prepositions
over, above, across
according
across
after, to, towards
against
among, under
around, at
at the back of
at the edge of, at the side of
at
before, in front of
behind
beneath
beside
between
despite, in spite of
during
for
from
in
in order to
instead of
in the middle
near
of
on
opposite
outside of
to, at
towards
bis
bis zu
mit
ohne
seit
während
wegen
until
up to, as far as
with
without
since
during
because of
Pronomen
Pronouns
ich, du, er, sie, es, wir, ihr, Sie, sie
mich
mir
der, die, das, die
den, die, das, die
was
jemand, niemand
wer, was, was für
wen, wem
personal, including man
reflexive: accusative
reflexive: dative (R)
relative: nominative
relative: other cases (R) and use of
was (R)
indefinite
interrogative
interrogative (R)
Questions
Um wie viel Uhr, zu welcher Zeit?
Für wie lange?
Woher?
Wie?
Wie viele?
Wie viel?
Was kostet das?
Wie schreibt man das?
Ist es?
Was?
Welche Farbe?
Welcher Tag ist heute?
Was ist das?
Welches Datum ist heute?
Wie spät ist es?/wie viel Uhr ist es?
Wann?
Wo?
Welcher?, Welche?, Welches?
Wer? (Wem?, Wen?)
Warum?, Wieso?, Weshalb?
tf
a
r
Fragen
D
90
At what time?
For how long?
From where?
How?
How many?
How much?
How much is that?
How is that written?
Is it?
What?
What colour?
What day is it?
What is it?
What is the date?
What time is it?
When?
Where?
Which?
Who? (Whom?)
Why?
Die Zeit – die Uhrzeit sagen,
Redewendungen von
Dauer, Häufigkeit
Time – telling the time,
expressions of time
Die Tageszeit
es ist ein Uhr
es ist fünf nach eins
es ist zehn nach eins
es ist Viertel nach eins
es ist zwanzig nach eins
es ist fünfundzwanzig nach eins
es ist halb zwei
es ist ein Uhr fünfunddreiβg, es ist fünf
nach halb zwei
es ist ein Uhr vierzig, es ist zwanzig vor
zwei
es ist Viertel vor zwei
es ist zehn vor zwei
es ist fünf vor zwei
es ist zwei Uhr
der Nachmittag
der Abend
der Mittag
die Mitternacht
der Morgen
der Vormittag
heute Abend
gestern Abend
Time
it is one o’clock
it is five past one
it is ten past one
it is a quarter past one
it is twenty past one
it is twenty-five past one
it is one thirty
it is one thirty-five
D
Andere häufig benutzte
Verben
ändern
anfangen/beginnen
(an)probieren, versuchen
(an)sehen
(an)passen
atmen
aufhören, anhalten, beenden
ausfüllen, vervollständigen
ausgeben
(aus)leihen
auswählen
bearbeiten
beenden
behalten
behandeln
benoten
tf
a
r
91
it is one forty
it is quarter to two
it is ten minutes to two
it is five minutes to two
it is two o’clock
afternoon
evening
midday
midnight
morning
morning
tonight
last night
Other common verbs
to change
to start
to try, try on
to look (at)
to match
to breathe
to stop
to complete
to spend (money)
to loan
to select
to edit
to end
to keep
to treat
to mark
bestellen
(sich) bewegen
umziehen
braten
brechen
buchstabieren
checken, nachsehen, prüfen
dauern
dürfen
eingeben
(sich) entspannen
erlauben
fallen
fliegen
gefallen
eine Geschichte erzählen
halten
helfen
hören
hoffen
klettern
korrigieren, berichtigen
kosten
krank sein
leben, wohnen
leiden
leihen
löschen
meinen, bedeuten
öffnen, aufmachen
passen
quatschen
rauchen
regnen
reduzieren
reparieren
reservieren
retten
schaffen
schlieβen
sparen
speichern
sterben
trennen
schmecken, probieren
schneien
(eine SMS) schreiben
to order
to move
to move (house)
to fry
to break
to spell
to check
to last
to be allowed
to enter
to relax
to allow
to fall
to fly
to please
to tell a story
to hold
to help
to hear
to hope
to climb
to correct
to cost
to be sick
to live
to suffer
to borrow
to delete
to mean
to open
to suit
to chatter
to smoke
to rain
to reduce
to repair
to reserve
to rescue (from danger)
to create
to close
to save (money, water, electricity)
to save (data)
to die
to separate
to taste
to snow
to text
a
r
tf
D
92
stattfinden
surfen
teilnehmen
tragen
überqueren
verbringen
verdienen
verletzen
verlassen
vermeiden
weggehen
weh tun
werfen
wünschen
zelten
(zu Fuβ) gehen
zurückhalten
zurückkommen
to take place
to surf
to take part
to carry
to cross
to spend time
to earn
to injure
to leave
to avoid
to leave
to hurt
to throw
to wish
to camp
to walk
to hold back
to return
a
r
tf
D
93
© CCEA 2016

Draft Unaccredited Specification

Transcription

Similar documents

Coimisiún na Scrúduithe Stáit State Examinations

Level 1 Qualifications and Credit Framework (QCF) Defined

Die deutsche Grammatik Ein kurzer Abriss

Bangkok - Thailand

Jugendsprache in Deutschland und Schweden.

Valentines Day - Austrian Club Melbourne

Schritte International 5

1_grüßen_ salutare - Deutsches Institut Florenz

NORTH EAST TEXAS ORGANIZATION OF LANGUAGE EDUCATORS

Hintergründe zu einigen UDBa-Morden - safaric

Echo: AQA GCSE German - Pearson Schools and FE Colleges