Kompetenzorientierte Jahresplanung Prime Time 5
Units Skills
Unit 1: The world speaks English
September
Listening
Interview: Not the only show in town (p. 9)
Radio show: Just another pizza order in Manhattan (p. 10)
Speaking
Discussion: How do you use English? / Use of foreign languages
(p. 8)
Talk: Where does English come from? (p. 12)
Reading
Quiz: The role of English (pp. 6–7)
Article: English as a global language (p. 9)
Article: The language school (p. 12)
Writing
Poster: A poster for a language school (p. 10)
Text: Foreign languages – what for? (p. 13)
Descriptors
Can generally follow the main points of extended discussion around him/her,
[…]. (B1)
Can keep up with an animated conversation between native speakers. (B2)
Can express his/her thoughts about abstract or cultural topics such as music,
films […]. (B1)
Can give a prepared straightforward presentation on a familiar topic […]. (B1)
Can find and understand relevant information in everyday material […]. (B1)
Can recognise significant points in straightforward newspaper articles on
familiar subjects. (B1)
Can write accounts of experiences, describing feelings and reactions in simple
connected text. (B1)
Can write notes […] getting across comprehensibly the points he/she feels are
important. (B1)
Can summarise, report and give his/her opinion about accumulated factual
information on familiar routine and non-routine matters within his field with some
confidence. (B1)
Language in Use
Passive constructions (p. 11, p. 13)
© The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced in this document belongs to the Council of Europe.
Zusammenstellung: Stephan Waba (2011)
1
Units Skills
Listening
Story: Now that’s what I call living! (p. 22)
Speaking
Talk: Describing pictures (p. 14)
Talk: What’s in a name? (p. 15)
Talk: Your turn – Your own opinion (p. 15)
Conversation: Talking about personal qualities (p. 17)
Unit 2: Identities
October
Talk: You are what you like (p. 17)
Talk: Talking about Jimmy (p. 23)
Talk: One of your classmates (p. 28)
Reading
Questionnaire: A personality questionnaire (p. 16)
Poem: Let no one steal your dreams
Story: Now that’s what I call living! (pp. 21–22)
Article: Facebook – an introduction (pp. 24–25)
Writing
Text: Your plans are part of you (p. 19)
Formal letter: A letter to a school abroad (p. 19)
Story: Let no one steal your dreams (p. 20)
Personal web page: Presenting yourself (p. 25)
Story: The taxi driver (p. 27)
Forum posting: Real friends? (p. 28)
Descriptors
Can take notes as a list of key points during a straightforward lecture […]. (B1)
Can give a simple description or presentation of people […]. (A2)
Can describe people, places and possessions in simple terms. (A2)
Can briefly give reasons and explanations for opinions, plans and actions. (B1)
Can participate in short conversations in routine contexts on topics of interest.
(A2)
Can describe everyday aspects of his environment e.g. people, places, a job or
study experience. (A2)
Can relate the plot of a book or film and describe his/her reactions. (B1)
Can describe people, places and possessions in simple terms. (A2)
Can understand short, simple texts on familiar matters of a concrete type which
consist of high frequency everyday or job-related language. (A2)
Can understand the main ideas of complex text on both concrete and abstract
topics […]. (B2)
Can scan longer texts in order to locate desired information […]. (B1)
Can recognise significant points in straightforward newspaper articles on
familiar subjects. (B1)
Can write short, simple imaginary biographies and simple poems about people.
(A2)
Can write letters […] highlighting the personal significance of events and
experiences […]. (B2)
Can narrate a story. (B1)
Can write about everyday aspects of his environment e.g. people, places, a job
or study experience […]. (A2)
Can narrate a story. (B1)
Can write personal letters giving news and expressing thoughts about abstract
or cultural topics such as music, films. (B1)
Language in Use
Talking about the future (pp. 18–19, p. 28)
Present and past forms (pp. 26–27, p. 29)
© The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced in this document belongs to the Council of Europe.
Zusammenstellung: Stephan Waba (2011)
2
Units Skills
Listening
Dialogue: Walkabout (p. 33)
Dialogue: Understanding Angela (p. 35)
Listening Skills: Taking notes (p. 37)
Speaking
Australia Quiz (p. 30)
Discussion: Aspects of Australia (p. 31)
Unit 3: Australia
November
Story: The Aboriginal boy (p. 33)
Talk: A talk about Australia (p. 43)
Discussion: Which trip is better? (p. 43)
Reading
Story: Walkabout (p. 32)
Story: Angela (pp. 34–35)
Summary: Angela (p. 36)
Internet project: The Great Barrier Reef (p. 37)
Internet article: First time in “Oz” (p. 38)
Writing
Letter to an agony aunt: Friends and money (p. 36)
Text: That’s how discrimination works (p. 43)
Descriptors
Can generally follow the main points of extended discussion around him/her,
provided speech is clearly articulated in standard dialect. (B1)
Can take notes as a list of key points […]. (B1)
Can take notes during a lecture, which are precise enough for his/her own use
at a later date, provided the topic is within his/her field of interest and the talk is
clear and well structured. (B1)
Can find out and pass on straightforward factual information. (B1)
Can give or seek personal views and opinions in discussing topics of interest.
(B1)
Can narrate a story. (B1)
Can briefly give reasons and explanations for opinions, plans and actions. (B1)
Can make his/her opinions and reactions understood as regards […] practical
questions of where to go, what to do, how to organise an event (e.g. an outing).
(B1)
Can scan longer texts in order to locate desired information, and gather
information from different parts of a text […]. (B1)
Can read straightforward […] texts on subjects related to his/her field and
interest with a satisfactory level of comprehension. (B1)
Can summarise the plot and sequence of events in a film or play. (B2)
Can collate short pieces of information from several sources and summarise
them for somebody else. (B1)
Can recognise significant points in straightforward newspaper articles on
familiar subjects. (B1)
Can write letters conveying degrees of emotion and highlighting the personal
significance of events and experiences […]. (B2)
Can write very brief, reports to a standard conventionalised format, which pass
on routine factual information and state reasons for actions. (B1)
Language in Use
Characterization (p. 33)
Using let, make and have (pp. 38–39)
Defining and non-defining relative clauses (pp. 40–41)
Word formation: prefixes (p. 42)
© The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced in this document belongs to the Council of Europe.
Zusammenstellung: Stephan Waba (2011)
3
Units Skills
Listening
Interviews: Interviews about the use of media (p. 58)
Speaking
Discussion: A day full of media (p. 44)
Talk: Everywhere and at any time (p. 45)
Talk: My favourite TV programme (p. 49)
Discussion: Docusoaps (p. 50)
Unit 4: Media-mad
December
Role play: What do you think about the show? (p. 50)
Talk: Talking about reviews (p. 51)
Arguing politely (pp. 54–55)
Reading
Film script: The Truman show (pp. 46–47)
Reading skills: Scanning and skimming (p. 48)
Internet project: Use more than one source (p. 48)
Article: Docusoaps (p. 49)
Movie review (p. 51)
Writing
Letter to the editor: Giving your opinion on a TV programme (p.
50)
Text: Disagreeing politely (p. 58)
Language in Use
Organising vocabulary in a word web (p. 45)
Improving texts with participle constructions (pp. 52–53, p. 59)
How to argue politely (pp. 54–55)
Simple and progressive forms (pp. 56–57, p. 59)
Stative and dynamic verbs (pp. 56–57)
Descriptors
Can understand a large part of many […] programmes on topics of personal
interest such as interviews, […] when the delivery is […] and clear. (B1)
Can describe […] habits and routines, past activities and personal experiences.
(A2)
Can describe everyday aspects of his environment e.g. people, places, a job or
study experience. (A2)
Can explain what he/she likes or dislikes about something. (A2)
Can enter […] into conversation of familiar topics, express personal opinions
and exchange information on topics that are familiar, of personal interest or
pertinent to everyday life […]. (B1)
Can express his/her thoughts about abstract or cultural topics such as music,
films. Can explain why something is a problem. (B1)
Can briefly give reasons and explanations for opinions, plans and actions. (B1)
Can initiate, maintain and close simple face-to-face conversation on topics that
are familiar or of personal interest. (B1)
Can summarise […] imaginative texts, commenting on and discussing
contrasting points of view and the main themes. (B2)
Can scan […] texts in order to locate desired information, and gather
information from different parts of a text […]. (B1)
Can collate short pieces of information from several sources and summarise
them for somebody else. (B1)
Can read straightforward factual texts on subjects related to his/her field and
interest with a satisfactory level of comprehension. (B1)
Can find and understand relevant information in everyday material, such as
letters, brochures and short official documents. (B1)
Can write an essay or report […] giving reasons in support of or against a
particular point of view […]. (B2)
Is aware of the salient politeness conventions and acts appropriately. (B1)
© The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced in this document belongs to the Council of Europe.
Zusammenstellung: Stephan Waba (2011)
4
Units Skills
Listening
Talk: How American democracy began (p. 69)
Speaking
Talk: From the people for the people (p. 60)
Talk: British attitudes towards the European Union (p. 67)
Project: A political survey at school (p. 67)
Research activity: A famous monument (p. 71)
Unit 5: Politics
January
Discussion: The role of a pupils’ representative (p. 72)
Reading
Quiz: Politics in the UK (p. 62)
Article: A history of Parliament (pp. 62–63)
Article: The system of government in the UK (pp. 63–64)
Article: How an MP is elected (p. 64)
Article: Different parliaments for different people (p. 65)
Diagrams: The American government (pp. 70–71)
Article: UK 2005 election statistics (pp. 72–73)
Writing
Writing skills: Pro and con texts (p. 68)
Research activity: The current U.S. President (p. 71)
Article: The British system of government (p. 72)
Descriptors
Can follow in outline straightforward short talks on familiar topics provided these
are delivered in clearly articulated standard speech. (B1)
Can give straightforward descriptions on a variety of familiar subjects […]. (B1)
Can briefly give reasons and explanations for opinions, plans and actions. (B1)
Can use a prepared questionnaire to carry out a structured interview, with some
spontaneous follow up questions. (B1)
Can give a prepared straightforward presentation on a familiar topic within
his/her field which is clear enough to be followed without difficulty most of the
time, and in which the main points are explained with reasonable precision. (B1)
Can give or seek personal views and opinions in discussing topics of interest.
(B1)
Can find and understand relevant information in everyday material […]. (B1)
Can […] gather information from different parts of a text […] to fulfil a specific
task. (B1)
Can read straightforward factual texts on subjects related to his/her field and
interest with a satisfactory level of comprehension. (B1)
Can recognise significant points in straightforward […] articles on familiar
subjects. (B1)
Can […] gather information […] from different texts in order to fulfil a specific
task. (B1)
Can collate short pieces of information from several sources and summarise
them for somebody else. (B1)
Can scan […] texts in order to locate desired information […]. (B1)
Can write short, simple essays on topics of interest. (B1)
Can synthesise information and arguments from a number of sources. (B2)
Can collate short pieces of information from several sources and summarise
them for somebody else. (B1)
Language in Use
Comparison and contrast (p. 66)
Talking about surveys and graphs (p. 67, p. 73)
© The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced in this document belongs to the Council of Europe.
Zusammenstellung: Stephan Waba (2011)
5
Units Skills
Listening
Discussion: Reality shows
Speaking
Discussion: It is all in the eye of the beholder (p. 74)
Talk: Strange realities and art (p. 83)
Unit 6: Strange realities
February
Presentation: Surreal works of art (p. 83)
Discussion: A talk show in class (p. 85)
Reading
Story: Going home (pp. 76–77)
Article: The Aboriginal spiritual world (p. 77)
Story: Deportation at breakfast (pp. 79–80)
Story: Short stories (p. 81)
Writing
Article: A weird story (p. 75)
Story writing (p. 78)
Story: What happened in the end? (p. 80)
Story: A short story (p. 85)
Language in Use
Modal verbs (p. 84)
Word formation (p. 85)
Descriptors
Can generally follow the main points of extended discussion around him/her,
provided speech is clearly articulated in standard dialect. (B1)
Can express his/her thoughts about abstract or cultural topics such as music,
films […]. (B1)
Can give straightforward descriptions on a variety of […] subjects within his field
of interest. (B1)
Can give a prepared straightforward presentation on a familiar topic within
his/her field which is clear enough to be followed without difficulty most of the
time, and in which the main points are explained with reasonable precision. (B1)
Can take part in routine formal discussion of familiar subjects […]. (B1)
Can summarise the plot and sequence of events […]. (B2)
Can read straightforward factual texts on subjects related to his/her field and
interest with a satisfactory level of comprehension. (B1)
Can scan longer texts in order to locate desired information […] in order to fulfil
a specific task. (B1)
Can scan longer texts in order to locate desired information […] in order to fulfil
a specific task. (B1)
Can write a description of an event […] – real or imagined. (B1)
Can narrate a story. (B1)
Can write straightforward connected text on topics, which are familiar, or of
personal interest. (B1)
Can write a description of an event […] – real or imagined. (B1)
© The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced in this document belongs to the Council of Europe.
Zusammenstellung: Stephan Waba (2011)
6
Units Skills
Listening
News report: Human rights in Tibet (p. 89)
Unit 7: Human rights
March
Dialogue: Who should respect whom? (p. 93)
Discussion: Another hero (p. 96)
Speaking
Talk: Values as the basis of human rights (p. 87)
Role play: Showing tolerance and respect (p. 93)
Dialogue: Show everyday courage and support (p. 94)
Reading
Article: The concept of dignity (p. 88)
Internet project: The situation in Tibet at present (p. 89)
Article: Different aspects of human rights (p. 90)
Article: The power of pictures (p. 95)
Writing
Formal letter: Letter of complaint to a clothes company (p. 94)
Internet project: The mean girl (p. 95)
Formal letter: Letter of complaint to a travel company (p. 97)
Descriptors
Can understand the main points of radio news bulletins […] delivered relatively
slowly and clearly. (B1)
Is aware of the salient politeness conventions and acts appropriately. (B1)
Can understand the information content of the majority of recorded or broadcast
audio material on topics of personal interest delivered in clear standard speech.
(B1)
Can briefly give reasons and explanations for opinions […]. (B1)
Is aware of the salient politeness conventions and acts appropriately. (B1)
Can express him or herself appropriately in situations […]. (B2)
Can recognise significant points in straightforward […] articles on familiar
subjects. (B1)
Can collate short pieces of information from several sources […]. (B1)
Can summarise extracts from news items, interviews or documentaries
containing opinions, argument and discussion. (B2)
Can understand articles and reports concerned with contemporary problems
[…]. (B2)
Can write letters conveying degrees of emotion and highlighting the personal
significance of events and experiences […]. (B2)
Can synthesise information and arguments from a number of sources. (B2)
Can write […] letters describing experiences, feelings and events in some detail.
(B1)
Language in Use
Gerunds and infinitives (pp. 91–93, p. 96, p. 97)
© The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced in this document belongs to the Council of Europe.
Zusammenstellung: Stephan Waba (2011)
7
Units Skills
Listening
Dialogue: Charlie’s video blog (p. 102)
Speaking
Discussion: What music means to you (p. 99)
Discussion: What does the web mean to DIY musicians? (p. 102)
Talk: Interpreting song lyrics (pp. 104–105)
Internet project: Protest songs (p. 105)
Unit 8: Music
April
Presentation: A history of rock and pop music (p. 106)
Presentation: Experience the sound (p. 108)
Discussion: MP3 players – Music in your ears (p. 111)
Reading
Article: Producing your own music (pp. 100–101)
Song lyrics: Two protest songs (pp. 103–104)
Article: A history of rock and pop music (pp. 106–108)
Article: More teens moving away from CDs (p. 109)
Writing
Article: Present and future of music genres (p. 108)
Letter to the editor: File-sharing sites on the internet (p. 111)
Descriptors
Can generally follow the main points of extended discussion around him/her,
provided speech is clearly articulated in standard dialect. (B1)
Can express his/her thoughts about abstract or cultural topics such as music,
films […]. (B1)
Can compare and contrast alternatives, discussing what to do, where to go, who
or which to choose etc. (B1)
Can briefly give reasons and explanations for opinions, plans and actions. (B1)
Can collate short pieces of information from several sources and summarise
them for somebody else. (B1)
Can give a prepared straightforward presentation on a familiar topic within
his/her field which is clear enough to be followed without difficulty most of the
time, and in which the main points are explained with reasonable precision. (B1)
Can give straightforward descriptions on a variety of familiar subjects within his
field of interest. (B1)
Can express belief, opinion, agreement and disagreement politely. (B1)
Can scan longer texts in order to locate desired information, and gather
information from different parts of a text […] in order to fulfil a specific task. (B1)
Can understand the description of events, feelings and wishes […]. (B1)
Can recognise significant points in straightforward […] articles on familiar
subjects. (B1)
Can recognise the line of argument in the treatment of the issue presented,
though not necessarily in detail. (B1)
Can write short, simple essays on topics of interest. (B1)
Can produce simple connected text on topics, which are familiar, or of personal
interest. (B1)
Language in Use
Describing music (p. 105)
Adjectives and adverbs of manner and degree (pp. 110–111)
© The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced in this document belongs to the Council of Europe.
Zusammenstellung: Stephan Waba (2011)
8
Units Skills
Listening
Dialogue: Marco’s, Pete’s and Naomi’s work experience (p. 116)
Dialogue: Just you wait!
Dialogue: A job in a sports shop (p. 122)
Dialogues: Two job interviews (p. 124)
Speaking
Talk: The world of work (p. 112)
Talk: Unusual jobs (p. 113)
Presentation: My biz (p. 116)
Unit 9: Jobs
May
Presentation: Competition for jobs (p. 121)
Talk: Comment on the applicants (p. 122)
Role play: Job interviews (p. 123)
Talk: Talking about jobs (p. 124)
Reading
Information sheet: Work experience (p. 115)
Information sheets: Job descriptions (p. 120)
Formal eMail: Something went wrong in the interview (p. 123)
Writing
Report: Work experience (p. 116)
Formal letter: Letter of application (p. 117, p. 119)
Formal letter: Curriculum vitae (pp. 118–119)
Descriptors
Can generally follow the main points of extended discussion around him/her,
provided speech is clearly articulated in standard dialect. (B1)
Can understand the information content of […] recorded or broadcast audio
material on topics of personal interest delivered in clear standard speech. (B1)
Can take notes […], which are precise enough for his/her own use at a later
date, provided […] the talk is clear and well structured. (B1)
Is aware of […] the most significant differences between the customs, usages
[and] attitudes […] prevalent in the community concerned and those of his or
her own. (B1)
Can give straightforward descriptions on a variety of familiar subjects […]. (B1)
Can briefly give reasons and explanations for opinions, plans and actions. (B1)
Can give a […] presentation, […] giving the advantages and disadvantages of
various options. (B2)
Can give a prepared straightforward presentation on a familiar topic within
his/her field which is clear enough to be followed without difficulty most of the
time, and in which the main points are explained with reasonable precision. (B1)
Can give straightforward descriptions on a variety of familiar subjects […]. (B1)
Can exchange, check and confirm […] information on familiar routine and nonroutine matters within his field with some confidence. (p. 123)
Can reasonably fluently sustain a straightforward description of one of a variety
of subjects […]. (B1)
Can find and understand relevant information in everyday material, such as
letters, brochures and short official documents. (B1)
Can recognise significant points in straightforward […] articles […]. (B1)
Can read correspondence relating to his/her field of interest and readily grasp
the essential meaning. (B2)
Can write very brief, reports to a standard conventionalised format, which pass
on routine factual information […]. (B1)
Can convey information and ideas on abstract as well as concrete topics, check
information and ask about or explain problems with reasonable precision. (B1)
Can write […] reports to a standard conventionalised format, which pass on
routine factual information […]. (B1)
Language in Use
Indirect speech (pp. 114–115, p. 125)
Verbs of perception (p. 121, p. 125)
Expressing questions politely (p. 123)
© The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced in this document belongs to the Council of Europe.
Zusammenstellung: Stephan Waba (2011)
9
Units Skills
Listening
Lecture: The future of printed media (p. 137)
Dialogue: The talent competition (p. 138)
Speaking
Presentation: Don’t judge a book by its cover! (p. 126)
Talk: A book to the film OR a film to the book? (p. 127)
Information exchange: books students have read (p. 128)
Discussion: What is poetry for you? (p. 131)
Talk: Reading through various channels (p. 136)
Presentation: Why eBooks will/won’t replace real books (p. 136)
Unit 10: Books
June
Discussion: The book first, or the DVD? (p. 138)
Reading
Internet research: A question of genre (p. 128)
Book review: Holes by Louis Sacher (p. 129)
Poem: Introduction to poetry (p. 130)
Poem: Down in the greenhouse (p. 131)
Information sheet: Publishing one’s own writing (pp. 132–133)
Internet project: online publishers for young writers (p. 133)
Article: eBooks vs. printed books (p. 136)
Writing
Book review in an online bookshop (p. 130)
Poem: Write your own poem! (p. 133)
Letter to the editor: The future of printed media (p. 137)
Formal letter: eBooks or printed books? (p. 139)
Descriptors
Can follow a lecture or talk within his/her own field, provided the subject matter
is familiar and the presentation straightforward and clearly structured. (B1)
Can keep up with an animated conversation between native speakers. (B2)
Can give a prepared straightforward presentation on a familiar topic […] in
which the main points are explained with reasonable precision. (B1)
Can relate the plot of a book or film and describe his/her reactions. (B1)
Can find out and pass on straightforward factual information. (B1)
Can express his/her thoughts about abstract or cultural topics […]. (B1)
Can briefly give reasons and explanations for opinions, plans and actions. (B1)
Can explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options. (B1)
Can explain why something is a problem, discuss what to do next, compare and
contrast alternatives. (B1)
Can collate short pieces of information from several sources and summarise
them for somebody else. (B1)
Can identify the main conclusions in clearly signalled argumentative texts. (B1)
Can paraphrase short written passages in a simple fashion, using the original
text wording and ordering. (B1)
Can relate the plot of a book or film and describe his/her reactions. (B1)
Can find and understand relevant information in everyday material, such as
letters, brochures and short official documents. (B1)
Can […] gather information […] from different texts in order to fulfil a specific
task. (B1)
Can recognise significant points in straightforward newspaper articles on
familiar subjects. (B1)
Can write straightforward connected texts on a range of familiar subjects within
his field of interest, by linking a series of shorter discrete elements into a linear
sequence. (B1)
Can write […] simple poems about people. (A2)
Can summarise, report and give his/her opinion about accumulated factual
information […] with some confidence. (B1)
Can collate short pieces of information from several sources and summarise
them for somebody else. (B1)
Language in Use
Conditional clauses (pp. 134–135)
© The copyright of the descriptive scales and the illustrative scales (in all languages) reproduced in this document belongs to the Council of Europe.
Zusammenstellung: Stephan Waba (2011)
10