Logo 2 Chapter 2

Unit 1 – Vocabulary for parts of the body and face, singular and plural, nominative and accusative cases.

By the end of this unit it is expected that all students will be able to know fifteen parts of the body and face in the singular and plural.
Most students will be able in addition to know at least twenty parts of the body in the singular and plural.
Some learners will have progressed further and will be able to understand the role of the nominative and accusative cases in grammar.

Key vocabulary: der Kopf… der Zeh (die Köpfe/die Zehen) = the head… the toe (the heads… the toes); das Auge… der Mund (die Augen/die Münder) = the eye… the mouth (the eyes… the mouths); er hat einen Halz/eine Hand/ein Knie = He has a neck/a hand/a knee

Unit 2 – Asking and saying what is wrong with you (ailments)

By the end of this unit it is expected that all students will need to have some basic sentences with aches/hurts and some other ailments.
Most students will be able in addition to form sentences using a wider range of ailments.
Some learners will have progressed further and will be able to construct sentences using independently researched ailments.

Key vocabulary: Was ist los mit dir? = What’s wrong with you?; Ich habe Magen-/Zahn-/Ohren-/Kopf-/Halzschmerzen = I have a stomach-/tooth-/ear-/headache, I have a sore throat; mein(e) Bein/Arme/Rücken… tut/tun weh = my legs/arms/back hurt(s); ich habe Fieber/Schnupfen/Durchfall… = I have a fever/cold/diarrhoea   

Unit 3 – Conduct conversations at the doctors/pharmacists, giving advice. Use of the imperative.

By the end of this unit it is expected that all students will be able to conduct a short conversation taking one role with prompts.
Most students will be able in addition to take either role with prompts, and include at least one past tense.
Some learners will have progressed further and will be able to take either role without prompt and with a more extended vocabulary.

Key vocabulary: Seit wann hast du das? = Since when do you have that?; Seit einem Tag/zwei Tagen/Gestern/einer Woche = For a day/two days/yesterday/a week; Ach, das ist sehr/nicht so schlimm = Oh, that is very/not so bad; Trink viel Wasser = Drink a lot of water; Nimm diese Salbe = Take this ointment; Bleib zwei Tage im Bett = stay in bed for two days; geh zum Zahrnarzt = go to the dentist; Spiel kein Tennis = don’t play any tennis

Unit 4 – Ask and give ideas and sentences about what one can do to keep fit

By the end of this unit it is expected that all students will be able to ask the question and give basic replies, applying the correct grammatical structure.
Most students will be able in addition to include time expressions.
Some learners will have progressed further and will be able to produce a  greater variety of sentence.

Key vocabulary: Wie kann man fit bleiben? = How can one stay fit?; Man kann… = One can…; Fußball spielen/schwimmen gehen/gesund essen/Radtouren machen/zu Fuß in die Schule gehen = play football/go swimming/eat healthily/do cycle tours/walk to school; selten/nie/immer/jeden Tag/manchmal/zweimal in der Woche = rarely/never/always/every dag/sometimes/twice a week.

Unit 5 – Ask and say what you will do in the future to keep fit.

By the end of this unit it is expected that all students will be able to construct some sentences in the future tense using first and third-person singular and first person plurals.
Most students will be able in addition to construct sentences using the word order rule auxiliary verb is second idea.
Some learners will have progressed further and will be able to research and extend sentences to what you will do generally in the future e.g. ‘I will visit the castle’, using all of the personal pronouns listed above.

Key vocabulary: Was wirst du in Zukunft tun um fit zu bleiben? = what will you do in the future to keep fit? Ich werde/du wirst/er, sie wird/wir, sie werden… = I/you/he/she/she/it/we/they will; gesund essen… = see previous unit; morgen werde ich… = tomorrow I will

Unit 6 – Daily routines. Reflexive verbs and those with a separable prefix.

By the end of this unit it is expected that all students will be able to ask and answer eight basic answers on daily routines.  
Most students will be able in addition to use word order rule verb is second idea by putting time expressions at the beginning of the sentence. They will also be able to use reflexive verbs in the first person singular.
Some learners will have progressed further and will be able to use both reflexive verbs and those with separable prefixes in all persons singular and first person plural.

Key vocabulary: Wann frühstückst du? = When do you have breakfast?; Wann isst du ze Mittag? = when do you have lunch?; Wann stehst du auf? = when do you get up?; Um zieben Uhr wache ich auf = I wake up at seven o’clock; ich wasche/dusche mich = I wash/have a shower; Ich ziehe mich an = I get dressed

Unit 7 – Breakfast food and drink

By the end of this unit it is expected that all students will be able to answer the question in the perfect tense understanding most of the above vocabulary, and be able to write about what somebody else had for breakfast.
Most students will be able in addition to understand and use all of the above vocabulary.
Some learners will have progressed further and will be able to understand a more extended text about breakfast.

Key vocabulary: Was hast du gefrühstückt = What did you have for breakfast; Ich habe… Toastbrot/Müsli/Joghurt/Käse/ein weichgekochtes Ei/zwei Eier/Brötchen mit Butter und Marmelade gegessen = I ate toast/cereal/joghurt/cheese/a softboiled egg/two eggs/a roll with butter and jam; Ich habe… Schokomilch/Kaffee/Tee/Saft/nichts getrunken = I drank chocolate milk/coffee/tea/juice/nothing

Unit 8 – Lunchtime and dinner food vocabulary. Understanding menus. Ask and say what you like/don’t like eating, and employing comparatives and superlatives.

By the end of this unit it is expected that all students will be able to ask and answer questions on what they like eating for lunch and dinner.
Most students will be able in addition to do construct sentences with comparatives and superlatives.
Some learners will have progressed further and will be able to extend food and drink lists using categories, e.g. meat/fish/dairy

Key vocabulary: Was isst du gern? = What do you like eating?; Ich esse (nicht) gern.. = I (don’t) like to eat…; Fisch/Reis/Nudeln/Kartoffeln/Gemüse/Salat/Eintopf/Suppe/ Hähnchen/Schnitzel/Pommes/Erdberen/Kuchen = fish/rice/pasta/potatoes/vegetables

/salad/stew/soup/chicken/chips/strawberries/cake; ich esse gern… /lieber… = I like eating… I prefer to eat; Am liebsten esse ich = I most like eating…

Unit 9 – Conducting conversations at the market, buying fruit and vegetables. Fruit and vegetable vocabulary, weights and prices. Higher numbers.

By the end of this unit it is expected that all students will be able to conduct a very basic conversation at the market.  
Most students will be able in addition to conduct a more complex conversation at the market using weights and prices.
Some learners will have progressed further and will be able to research additional vocabulary and apply this to a conversation.  

Key vocabulary: Biren/Kirschen/Pflaumen/Trauben/Bohnen/Ziebeln… = pears/cherries/plums/grapes/beans/onions; fünfzig/hundert/hundertfünfundzwanzig… Gramm = fifty/hundred/one hundred and fifty grams; ein/zwei Kilo = one/two kilograms; Ich möchte (auch) = I would (also) like.

Key Assessments

Vocabulary tests on parts of the body and face, ailment sentences, daily routines, breakfast, lunch and dinner foods and drink.
Grammar tests modal verbs, the future tense, the past tense.
Role plays.

How to help your child

Please use the vocabulary on this unit under the homework on the website to support your child’s work at home.  Please test your child on the related vocab, orally and/or in writing.  Encourage your child to use the sound files underneath the vocab files.  They should listen and repeat several times.  Please encourage your child to do learning on a little and often basis as this is the most effective strategy for learning vocab.  Please encourage your child to use a dictionary or online dictionary such as www.wordreference.com to check the meaning of words in their homework book and NOTE this on the text. Encourage your child not to rush their written work but to check all language carefully, using model texts and a dictionary.  It is best not to leave homework until the night before it is due in, in case there are difficulties or questions the teacher could answer.  Useful supporting material can be found on http://www.bbc.co.uk/languages/ and on http://www.zut.org.uk/index.html which is  a free online resource available after 4pm and before 9am and weekends.