Syllabus of

German Language

For Class VII

Central Board of Secondary Education

2, Community Centre, Preet Vihar, Delhi - 110092

1
Part I - Preamble

The class VII syllabus follows the same methodology as the syllabus for class VI. The
communicative approach remains the guiding factor. Grammar though important, does not
dictate the teaching in class.

This is in consonance with the communicative approach followed by the CBSE in teaching
English at the middle and secondary level.

It is important to ensure that the teacher keeps the learning objectives in mind while planning
his/her class. The learning objectives set realistic aims for the students to achieve in a given
academic year.

Teacher training is an aspect one cannot ignore while reframing a curriculum which aims to
change the approach to be followed. Regular workshops will have to be conducted to impart
the required skills to the teaching staff.

The VII class syllabus has also made a conscious effort to integrate information on German
speaking countries into the curriculum- an essential prerequisite for creating intercultural
consciousness.

Writing skills have also been underlined, though at a basic level, and this is also reflected in
the proposed examination pattern. It is strongly recommended that the topics chosen for
introducing writing skills be contemporary in nature and have relevance to the students
environment and experiences.

Reading and aural comprehension continue to be of importance.

Speaking skills are of paramount importance and it is imperative that the teacher uses German
as a medium of instruction increasingly in class. It could start with basic class instructions.

Part II – Learning Objectives

The following learning objectives apply in addition to the learning objectives stated in the Syllabus for
class VI.

1. Listening and responding

By the end of class VII students should be able to

 listen and understand familiar phrases, sentences and short spoken- texts concerning school,
hobbies and other recreational activities
 understand the gist of a short spoken- passage and pick out the main points of information
from it
 understand, follow and respond to classroom instructions in German

2
2. Speaking

By the end of class VII students should be able to

 express likes and dislikes on a familiar topic such as school, hobbies

 converse briefly in short simple sentences on a topic pertaining to their day- to- day activities
 make a short presentation about their project

3. Reading and responding

By the end of class VII students should be able to

 read and understand the main points and some detail from a short written- passage
 read short authentic texts for enjoyment and information, e.g. TV programme
 read aloud with confidence, enjoyment and expressions from a known text

4. Writing

By the end of class VII students should be able to

 write a short paragraph on a topic already discussed in the class

 write short notes about forthcoming planes (e.g. organising a birthday party, vacation planes)
 use simple punctuation and orthographical rules (e.g. upper/lower case)

5. Intercultural awareness

By the end of class VII students should be able to

 identify some traditional dishes from German -speaking countries

 compare their recreational activities with those of students in German -speaking countries
 talk about a day in the life of a student in the German -speaking countries and compare it with
their own
 give information about places of tourist interest in the German- speaking countries
 name and talk about some famous personalities from German- speaking countries

3
6. Knowledge about language

By the end of class VII the students should be able to

 understand and construct slightly more complex German sentences using modal verbs
 understand the use of prepositions for giving information on time and place
 apply their knowledge of word -order and sentence -structure in both spoken and written
language

7. Language learning strategies

By the end of class VII the students should be able to

 develop strategies and techniques like rhyme and rhythm, word- associations etc. to improve
their ability to memorise
 make use of international words and cognates to understand new textual material
 use strategies like imitating authentic texts, reading aloud etc. for improving their
pronunciation
 use bilingual dictionaries

Part III - Content

Module 3

Lesson Situation/ Topic Speech intention Structure Suggested activity

Lesson 1 Discussion about  to ask  Verb –  Conversation in

what children eat peers about „essen“ , the break (about
in the lunch- what they „trinken“ and sharing tiffin)
break in school like to eat „nehmen“ (in  Role play –
or drink present tense) buying food and
 to  indefinite drinks in the
express article canteen
one’s own (accusative)  Make a collage
preferences  negation – of German dishes
and dislikes „kein“ and label them
about the  Find a recipe of
same a typical German,
 to decline Austrian or Swiss
an offer for dish and bring it to
food and class (in English)
drinks
giving
reasons for
the same
and ask for
an
alternative
 to buy
food and
drinks at
the canteen

4
Lesson 2 School, objects  to  Verbs –  Make a dream
in the classroom describe the „brauchen“, timetable
and timetable contents of „finden“ and  Situational role
the pencil „suchen“ (in play –
box present tense)  „Du hast
 to ask for  definite morgen einen Test.
something article Was brauchst du?“
and offer (accusative)  „Du hast
the same to  Use of Kunstunterricht.
another preposition ‘am’ Was brauchst du?“
student with weekdays  Surf the internet
 to discuss („am Montag”) and find out names
likes and of companies
dislikes manufacturing
about stationery -items in
school German -speaking
subjects countries

5
Lesson 3 Television  to discuss  Verb „sehen“  Make a TV-
TV- viewing and structure „es viewing
habits gibt“ (in present schedule for
 to discuss tense) themselves for a
TV-  Personal week
programmes pronouns
and express (accusative )
one’s likes  Questions –
and dislikes „Wann?“, „Um
 to be able wieviel Uhr ?” and
to tell the „Von wann bis
time wann?” and
(Official) answering with
„um”, „von” and
„bis”

Lesson 4 Daily routine  to ask and  Verb – „fahren”  Describe your

tell the time  Separable verbs daily routine –
 to discuss as given in textual first verbally
the timing of material and as HW in
a  Interrogative writing
forthcoming pronoun of place –  make a
event „Wohin?” schedule for the
 to discuss  Prepositions – weekend/
the weekly „in” + accusative holidays
schedule  Interrogative  Compare
with a friend pronoun of time: your routine
 to ask a „Wann?”, „Um with the routine
person wieviel Uhr?”, of students in
where they „Wie lange?”, German
are going „Wie spät?” speaking
and answer  Prepositions of countries
the same time – „um”, „am”
 Difference
between „Uhr”
and „Stunde”

6
Module 4

Lesson Situation/ Topic Speech intention Structure Suggested activity

Lesson 1 Hobbies  to discuss  Modalverbs –  Film about

hobbies „können”, hobbies-
amongst „müssen”, Suggestion –
peers „wollen” “Hallo aus
 to discuss  Verb – Berlin”
what one is „gehören” and the  Collect
good at or interrogative information
not good at pronoun „Wem?” about a
 to express  Possessive sportsperson
the pronouns in from the
requirement nominative and German
for sport- accusative case speaking
equipment  Conjunction – countries
 to express „sondern”
what one
would like
to do and
what one
has to do.
 to say,
whom an
object
belongs to
 to identify
an object

Lesson 2 Vacations  to discuss  Students plan

holiday  Place:  a school-
-destinations  Interrogative excursion
 to discuss Pronoun –  a family
the reason „Wohin?” vacation
for the  Prepositions –  Make a collage
choice of „in”, „an” and of places of
the „nach” interest for
destination  Time: Indians in
and time of  Interrogative German
travel pronoun- -speaking
 to discuss „Wann?” countries
the weather  Prepositions:
„in”, „an”,
„nach” and „in”
with months and
seasons
 Interrogative
pronoun-
„Warum?”

7
 Lesson 3 Birthdays  to ask and  Modalverb –  Class- quiz
answer „sollen” on famous
questions  Verb – Indian
about the „werden” personalities
dates of  Imperative (Birthdays)
birth- and  Personal  Collect more
death of pronouns in information on
famous accusative case famous
personalities  Interrogative personalities
 To ask a pronoun – „Wen?” from German-
friend about  Preposition – speaking
his/her date „für” + accusative countries
of birth and  Date (Ordinal  Organise a
answer numbers) birthday party
questions in class
about the
same.
 to ask for
advice and
opinions
 to request
someone to
do
something
 to ask for
whom an
object/ a
present is
meant

Part IV - Assessment

Assessment should be a combination of internal assessment, periodic tests and term- examination.

The syllabus developed for class VII is interactive and communicative in nature. The tests should be a
reflection of the same.

The committee suggests 20% for internal assessment, 30 % for periodical tests and 50% for the term
examination.

The suggested break-up for the term examination is as follows:

1. Grammar (Multiple choice, Fill in the blanks….)- 10 marks

2. Reading comprehension (one or more texts)- 15 marks
3. Listening comprehension (an audio text
or read aloud by the teacher) 10 marks
4. Framing questions- 5 marks
5. Reacting to stimulus 5 marks
6. Writing a short paragraph (5-10 sentences) 5 marks

8
Remarks :

1. The weightage for grammar has been reduced vis-a vis class V1 and the marks have been
transferred to written- expression. This has been done to emphasise the shift -away from a
grammar- oriented approach to a more communicative approach. The topics of the paragraph
should be relevant to the students’ age- group and experience.
2. In the listening- and reading- comprehension, marks should not be deducted for grammatical
and orthographical errors.
3. In the written part marks should not be deducted for minor orthographical errors.
4. Dictation could be a part of the periodical tests.
5. Internal assessment should be based on regularity, project- work and class response.

BOOKS

The committee will develop textual material for class VII. However for the interim period the
following teaching material is prescribed and suggested :

PRESCRIBED BOOKS : WIR 1 (Textbook and Workbook - Module 3)

WIR 2 (Textbook and Workbook - Module 4)

SUGGESTED REFERENCES : PINGPONG NEU 1 & 2

WIR LIVE (DVD)
HALLO AUS BERLIN
LANGENSCHEIDT EURO DICTIONARY
K.M. SHARMA : GERMAN-HINDI/ HINDI-GERMAN
DICTIONARY RACHNA PUBLISHING HOUSE,
New Delhi