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This book was conceived as a supplement to our German Sentence Builders: Trilogy – Part I book. It is divided into 14 units, with matching Sentence Builders from the main Trilogy book. Each of the units is based around one Main Grammar Focus, which is explained and then taught via an array of engaging Conti, EPI, vocab building, translation and writing tasks. There are also additional Pop-up Grammar sections to introduce and teach other grammatical points required throughout the book.
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TERM 1 |
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Unit title |
Main Grammar Focus |
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1 |
Talking about my age |
To conjugate sein in the present tense |
1 |
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2 |
Saying when my birthday is |
To conjugate regular verbs in the ich, du and er/sie forms |
14 |
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3 |
Saying where I live and am from |
To conjugate regular verbs in the present tense |
24 |
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4 |
*Things I like/dislike: School subjects & teachers (Optional) |
To conjugate mögen in the present tense |
36 |
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5 |
Things I like/dislike: Free time activities |
To revise regular verbs in the present tense and to learn about verb inversion |
46 |
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TERM 2 |
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6 |
Talking about my family members and myself + age |
To use the accusative case with es gibt |
59 |
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7 |
*Describing my hair and eyes (Optional) |
To conjugate haben in the present tense |
70 |
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8 |
Describing myself and another family member |
Review of sein and haben in the present tense |
83 |
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9 |
Comparing people’s appearance and personality |
To use comparatives (kleiner als…nicht so klein wie) |
92 |
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10 |
Describing my teachers and saying why I like them |
To use subordinating conjunctions like weil |
104 |
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11 |
Saying what I and others do in our free time |
To use wenn at the start of a sentence |
114 |
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TERM 3 |
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12 |
Talking about my daily routine / school day |
To use reflexive verbs in the present indicative |
126 |
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13 |
Talking about weekend plans |
To use um…zu clauses |
138 |
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14 |
Talking about food: likes, dislikes & reasons |
To use gern, lieber and am liebsten |
148 |
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15 |
My holiday plans: travel plans & activities |
To use werden to form the future tense |
161 |
This grammar book has been carefully crafted based on the following research-informed principles:
- a grammar teaching sequence should not move to production until the knowledge of the target grammar is established receptively
- the transition from the receptive to productive processing of the target grammar should be gradual and seamless
- the target grammar should be practised with vocabulary that the learners are highly familiar with in order to minimize cognitive load
- language learners should only be taught grammar structures which are highly frequent, have high surrender value and that they are developmentally ready to learn
- in order to prevent forgetting, the target grammar must be recycled several times over the weeks and months after it was first taught
- interleaving practice with two or more structures is beneficial for retention
- grammar teaching should be as multimodal as possible
- the synergy of explicit and implicit instruction is more effective than either type of instruction on its own
- automatic/fluent retrieval is a must when it comes to the most important grammatical features
It should be noted that every grammatical structure in this book is included in the new GCSE specification.