📚 Teaching Strategies and Lesson Plans for AS AQA German | AS AQA 德语：教学策略与教案设计
Effective teaching for the AS AQA German specification demands a balanced blend of linguistic rigour, cultural insight, and exam-specific skill development. This article presents a series of practical teaching suggestions and ready-to-adapt lesson plans aimed at helping educators guide their students toward success in the AS assessments. The focus is on building confidence across listening, speaking, reading, and writing, while nurturing a genuine appreciation for the German-speaking world.
AS AQA 德语课程的有效教学要求将语言严谨性、文化洞察力和考试专项技能培养有机结合。本文提供一系列实用教学建议和可灵活调整的教案，旨在帮助教师引导学生顺利通过 AS 评估。重点在于全面建立听力、口语、阅读和写作方面的信心，同时培养学生对德语世界的真切兴趣。
1. Understanding the AS AQA German Exam Structure | 理解 AS AQA 德语考试结构
A clear grasp of the AS AQA German assessment framework is the foundation for all lesson planning. The exam consists of two papers: Paper 1 (Listening, Reading, and Writing) and Paper 2 (Writing), plus a separate speaking endorsement conducted by the teacher. Paper 1 tests comprehension through a variety of question types, including multiple-choice, gap-fill, and short-answer questions, while also requiring a translation from German into English and a critical essay on a film or literary text. Paper 2 is a writing paper focusing on translation from English into German and a further essay on a different film or text. The speaking test involves a discussion of a stimulus card and a presentation on an independent research topic.
清晰理解 AS AQA 德语评估框架是所有教案设计的基础。考试包含两份试卷：试卷一（听力、阅读与写作）和试卷二（写作），再加上由教师进行的单独口语认证。试卷一通过选择题、填空题和简答题等多种题型测试理解能力，同时要求完成德译英以及一篇关于电影或文学作品的批判性文章。试卷二是写作卷，重点为英译德和关于另一部电影或文本的文章。口语测试包括对提示卡的讨论和关于自主研究主题的陈述。
Teachers should map out the academic year to ensure systematic coverage of all four themes: aspects of German-speaking society, artistic culture in the German-speaking world, multiculturalism in German-speaking society, and aspects of political life. Regular timed practice under exam conditions helps students become familiar with the pace required. Mock exams and self-assessment checklists give learners a tangible sense of progression.
教师应规划整个学年，确保系统覆盖全部四个主题：德语社会面面观、德语世界的艺术文化、德语社会的多元文化以及政治生活面面观。定期在模拟考试环境下进行限时练习有助于学生熟悉所需节奏。模拟考和自我评估清单能让学生切实感受到进步。
2. Strategies for Enhancing Listening Skills | 提升听力技巧的策略
Listening is often the skill that AS students find most daunting, yet it is vital for Paper 1. Build listening stamina by starting each lesson with a short, authentic audio clip – news headlines, podcast excerpts, or interviews. Combine top-down (gist) and bottom-up (detailed) listening tasks. For example, first ask students to identify the main topic and speaker attitudes, then complete a gap-fill focusing on key vocabulary or grammatical structures.
听力往往是 AS 学生最畏惧的技能，但对试卷一至关重要。每节课以一段简短、真实的音频开始——新闻标题、播客片段或采访，以此来培养听力耐力。将自上而下（主旨）和自下而上（细节）的听力任务相结合。例如，先让学生识别主题和说话者态度，然后完成聚焦关键词汇或语法结构的填空练习。
Pre-listening activities set the context and activate existing knowledge. Use mind maps, predictions based on visuals, or a quick vocabulary brainstorm. While listening, students can annotate a transcript with sound-spelling links or note down regional accents they hear. Post-listening, encourage shadow reading (repeating aloud with the audio) to link sounds to meaning. A simple table can track types of listening tasks:
听前活动设定语境并激活已有知识。可使用思维导图、基于图像的预测或快速词汇头脑风暴。听时，学生可在文稿上标注发音与拼写的联系，或记下听到的地区口音。听后，鼓励影子跟读（跟随音频大声重复），将声音与含义联系起来。一个简单的表格可以追踪听力任务类型：
| Task Type | Example |
|---|---|
| Gist comprehension | What is the speaker's overall opinion? |
| Detail recognition | Fill in the missing numbers/dates. |
| Inference | How does the speaker feel about the topic? |
| Transcription | Write down three adjectives used. |
| 任务类型 | 示例 |
|---|---|
| 主旨理解 | 说话者的整体观点是什么？ |
| 细节识别 | 填入缺失的数字/日期。 |
| 推断 | 说话者对话题的感受如何？ |
| 听写 | 写下使用的三个形容词。 |
Gradually increase the length and complexity of audio texts, and vary the voices, including Swiss and Austrian German samples where possible. Encourage students to listen to German-language music or podcasts outside class and maintain a listening log with brief summaries.
逐渐增加音频文本的长度和复杂度，并变换说话者声音，尽可能包括瑞士和奥地利德语样本。鼓励学生在课外听德语音乐或播客，并坚持写听力日志，记录简短摘要。
3. Speaking Exam Preparation and Practice Activities | 口语考试准备与练习活动
The speaking endorsement rewards fluency, interaction, and the ability to discuss the research topic in depth. Design regular pair-work activities that mirror the exam format: stimulus card discussion and presentation. Provide laminated sample cards with questions for spontaneous practice. Students can take turns as 'candidate' and 'examiner', using a timer to simulate the strict time limits (around 5-6 minutes for the card, 2 minutes for the presentation, followed by 8-10 minutes of discussion).
口语认证奖励流利度、互动性以及深入探讨研究主题的能力。设计定期的双人活动，模拟考试形式：提示卡讨论和陈述。提供覆膜样本卡片及问题，用于即兴练习。学生轮流担任“考生”和“考官”，使用计时器模拟严格的时间限制（卡片约5-6分钟，陈述2分钟，随后是8-10分钟的讨论）。
Build a bank of topic-specific phrases such as 'Meiner Meinung nach...', 'Es steht ausser Frage, dass...', and 'Was die Statistik betrifft...'. Regular pronunciation drills focusing on difficult sounds like 'ch', 'ü', and the glottal stop improve clarity. Record students' speaking practice and give individualised feedback on intonation, pace, and grammatical range. Peer assessment grids that mirror the AQA mark scheme make criteria transparent.
建立一个主题相关短语库，例如“Meiner Meinung nach...”、“Es steht ausser Frage, dass...”以及“Was die Statistik betrifft...”。定期进行发音操练，聚焦难点音如“ch”、“ü”和声门塞音，可提升清晰度。录下学生的口语练习，就语调、语速和语法广度提供个性化反馈。与 AQA 评分标准相应的同伴评估表使标准透明化。
For the independent research project, guide students to choose a focused and genuinely interesting topic, such as a regional festival, a contemporary musician, or an environmental initiative. Help them gather authentic sources in German, create a bilingual glossary, and practise condensing their knowledge into a short, structured presentation. Regular one-to-one consultations ensure they stay on track.
对于自主研究项目，指导学生选择一个集中且真正有趣的主题，例如某个地区节日、一位当代音乐家或一项环保倡议。帮助他们收集真实的德语资料，制作双语词汇表，并练习将知识浓缩成结构清晰的简短陈述。定期的一对一咨询确保他们不偏离正轨。
4. Teaching Reading and Text Analysis | 阅读与文本分析教学
AS reading texts cover a range of genres: online articles, blog posts, advertisements, and literary excerpts. Train students to scan for key information by reading the questions first and predicting the type of answer needed. Teach them to recognise discourse markers (e.g., 'jedoch', 'darüber hinaus', 'im Gegenteil') that signal the structure of an argument. Set timed reading tasks to build speed, and use whole-class discussion to explore inferences and authorial tone.
AS 阅读文本涵盖多种体裁：网络文章、博客帖子、广告和文学作品节选。训练学生通过先读问题并预测所需答案类型来扫读关键信息。教他们识别语篇标记词（例如“jedoch”、“darüber hinaus”、“im Gegenteil”），这些词标示着论证结构。设置限时阅读任务以提升速度，并利用全班讨论探讨推断和作者语气。
For literary texts and films, scaffold initial analysis with a combination of plot summary, character mapping, and thematic mind maps. Use sentence starters to support essay planning: 'The director uses [technique] to convey...', 'This scene symbolises...'. Encourage students to keep a reading journal where they note key quotes, stylistic devices, and personal responses. Model how to weave evidence seamlessly into an argument.
对于文学文本和电影，结合情节摘要、角色关系图和主题思维导图来为初步分析搭建支架。使用句子开头辅助作文规划：“导演运用[手法]来传达...”、“该场景象征着...”。鼓励学生坚持写阅读日志，记录关键引语、风格手法和个人感受。示范如何将证据自然融入论证之中。
A useful classroom activity is 'jigsaw reading', where each group reads a different section of a longer article and then teaches the others. This fosters collaborative learning and ensures that all students engage actively with the material. Vocabulary tables with synonyms and antonyms help students tackle unfamiliar words independently.
一个有用的课堂活动是“拼图阅读”，各组阅读较长文章中不同的部分，然后相互教学。这能促进协作学习，确保所有学生积极参与材料学习。附有同义词和反义词的词汇表帮助学生独立应对生词。
5. Designing Writing Tasks and Assessment | 写作任务设计与评估
Writing in AS German involves both translation and essay composition. Translation from English into German requires precision with grammar, especially cases, word order, and verb conjugation. Provide regular short translation exercises, gradually increasing in difficulty, and display common pitfalls on a classroom 'Error of the Week' board. Use model translations to debrief and highlight multiple acceptable versions.
AS 德语写作涉及翻译和作文。英译德要求语法精确，尤其是格、词序和动词变位。提供定期的简短翻译练习，逐步增加难度，并在教室“每周错误”展板上展示常见陷阱。使用范例翻译进行复盘，并强调多种可接受的版本。
Essay writing on film and literature benefits from a structured approach. Introduce the PQE (Point – Quote – Explanation) framework early on. Dedicate lessons to paragraph development, teaching students to write topic sentences that directly address the prompt. Provide essay checklists covering content, organisation, range of vocabulary, and grammatical accuracy. Use colour-coding for feedback: yellow for excellent expression, pink for a grammatical error, green for a missing point.
电影和文学作文写作得益于结构化方法。尽早引入 PQE（观点—引语—解释）框架。安排专门课时进行段落扩展教学，教学生写出直接回应提示的主题句。提供涵盖内容、结构、词汇广度和语法准确性的作文检查表。使用颜色标记反馈：黄色表示出色表达，粉色表示语法错误，绿色表示遗漏要点。
Peer assessment sessions, where students swap essays and apply the mark scheme, deepen understanding of what examiners look for. Regularly rewrite tasks focusing on specific skills – perhaps one lesson only on subordinate clauses, another on cohesive devices – to build precision and confidence.
同伴评估活动，学生交换作文并应用评分标准，能加深对考官要求的理解。定期重写任务，聚焦特定技能——也许一节课只练从句，另一节只练衔接手段——以建立精确度和信心。
6. Effective Methods for Teaching Grammar | 语法教学的有效方法
Grammar is the skeleton upon which all language rests. At AS level, students must consolidate and extend their control over key structures such as the passive voice, subjunctive mood (Konjunktiv II and I), relative clauses, and the conditional perfect. Spiral learning – revisiting grammar points at increasing levels of complexity – prevents the 'forgetting curve'. Start each week with a diagnostic quiz to identify gaps, then tailor mini-lessons accordingly.
语法是所有语言依托的骨架。在 AS 阶段，学生必须巩固并提升对关键结构的掌控，如被动语态、虚拟式（第二虚拟式和第一虚拟式）、关系从句和条件完成时。螺旋式学习——以递增的复杂度重温语法点——能防止遗忘曲线。每周以诊断性测验开始，找出薄弱环节，然后相应调整迷你课程。
Use inductive methods where students infer rules from carefully selected examples. For instance, present a set of sentences containing relative pronouns and ask them to deduce the pattern. Contrastive analysis with English can be enlightening, especially for structures like the German word order in subordinate clauses ('weil er krank ist' vs. 'because he is ill'). Gamify grammar with quiz platforms or board races to reduce anxiety.
使用归纳法，让学生从精心挑选的例子中推断规则。例如，给出包含关系代词的一组句子，让他们推导模式。与英语进行对比分析能让人豁然开朗，特别是对于德语从句词序（“weil er krank ist”与“because he is ill”）这样的结构。利用测验平台或接力赛游戏化语法学习，以减轻焦虑感。
A grammar portfolio, where students collect examples of advanced structures from their reading and add their own sentences, encourages ownership. Regular dictogloss activities, where students reconstruct a short paragraph read aloud, force attention to accuracy. A table of high-impact structures for essays can be a handy revision tool:
语法档案，学生从阅读中收集高级结构例句并添加自己的句子，能促进自主性。定期的听写重构活动，学生重建一小段朗读文章，迫使关注准确性。一份作文高分结构表可以成为方便的复习工具：
| Structure | Example |
|---|---|
| Konjunktiv II for politeness | Ich würde gern erwähnen, dass... |
| Passive with 'man' | Man sagt, dass... |
| Inverted word order | Nicht nur ist es wichtig, sondern auch... |
| 结构 | 示例 |
|---|---|
| 第二虚拟式表委婉 | Ich würde gern erwähnen, dass... |
| 被动式替换为“man” | Man sagt, dass... |
| 反语序 | Nicht nur ist es wichtig, sondern auch... |
7. Vocabulary Acquisition and Expansion | 词汇习得与扩展
A broad lexical repertoire is essential for all four skills. Move beyond rote memorisation by teaching vocabulary in thematic clusters and collocations. For the 'Umwelt' theme, for instance, group nouns ('der Klimawandel', 'die Nachhaltigkeit'), verbs ('vermindern', 'schützen'), and adjectives ('umweltfreundlich', 'erneuerbar') together. Encourage students to create digital flashcards with spaced repetition software and to test each other in starter activities.
丰富的词汇储备对所有四项技能都至关重要。通过主题群组和搭配来教授词汇，超越机械记忆。例如“Umwelt”主题，将名词（“der Klimawandel”、“die Nachhaltigkeit”）、动词（“vermindern”、“schützen”）和形容词（“umweltfreundlich”、“erneuerbar”）集中学习。鼓励学生使用间隔重复软件制作数字抽认卡，并在导入活动中相互测试。
Inferring meaning from context is a key exam skill. Regularly supply texts with new words in bold and ask students to deduce meanings from morphology (prefixes and suffixes) or context clues before checking in dictionaries. 'Word of the Day' routines, where a sophisticated item like 'unabdingbar' or 'Zweifelsohne' is embedded in a sample sentence and used in conversation during the lesson, boost active recall.
根据上下文推断词义是一项关键考试技能。定期提供将生词加粗的文本，让学生先通过词形（前缀和后缀）或上下文线索推断含义，再查词典验证。“每日一词”常规活动，将诸如“unabdingbar”或“Zweifelsohne”的精深词汇嵌入范例句，并在课堂对话中使用，能提升主动回忆能力。
Maintain a visible class word wall organised by theme and exam section. Use colour-coded sticky notes to differentiate word classes. A 'synonym of the day' challenge compels students to avoid repetition, a common issue in essays. For the research-based speaking, students should compile personal glossaries with technical terms relevant to their chosen topic.
维护一面按主题和考试板块分类的班级可见词汇墙。使用颜色区分词类的便利贴。“每日同义词”挑战促使学生避免重复，这是作文中的常见问题。对于研究型口语，学生应编制包含所选主题相关专业术语的个人词汇表。
8. Integrating Cultural Themes into Lessons | 文化主题融入课堂
Culture underpins the AS AQA specification and offers rich context for language use. Dedicate entire lessons to cultural exploration: a session on the Berlin techno scene or the history of the Bauhaus can bring the 'artistic culture' theme alive. Use virtual tours of museums, clips from German films, and articles from Deutsche Welle or Der Spiegel. Invite native speakers (in person or via video call) to share personal perspectives on festivals, family life, or regional identities.
文化是 AS AQA 课程大纲的基础，为语言运用提供了丰富的语境。安排整节课进行文化探索：一节关于柏林电子音乐场景或包豪斯历史的课可以让“艺术文化”主题变得生动。使用虚拟博物馆参观、德语电影片段以及德国之声或明镜周刊的文章。邀请母语人士（亲身或通过视频通话）分享关于节日、家庭生活或地区认同的个人视角。
Cross-curricular links deepen understanding. Collaborate with the history department when teaching about the reunification, or with geography for environmental topics. A 'Kulturprojekt' where small groups research and present on a German-speaking region (Austria, Switzerland, or a federal state) develops research skills and cultural awareness simultaneously. Assessment can include a creative output like a travel brochure or a podcast episode.
跨学科联系能加深理解。在教授统一主题时与历史科合作，或在环境主题上与地理科协作。一个“文化项目”让小组研究并展示一个德语地区（奥地利、瑞士或某个联邦州），同时培养研究技能和文化意识。评估可包括创意产出，如旅行手册或播客节目。
Link cultural content explicitly to exam questions. When exploring the theme 'multiculturalism', use past paper questions on integration or migration to frame discussions. This ensures that students see the direct relevance of cultural knowledge to high-stakes assessment.
将文化内容与考题明确关联。在探索“多元文化”主题时，使用关于融合或移民的历年真题来框定讨论。这确保学生看到文化知识与高利害评估的直接关联。
9. Using Authentic Materials to Stimulate Interest | 使用真实材料激发兴趣
Authentic materials bring the language to life and prepare students for the range of texts in the exam. Curate a resource bank of age-appropriate, engaging materials: YouTube clips from 'Easy German', Instagram posts from German influencers, song lyrics from artists like AnnenMayKantereit, and excerpts from young adult novels. Provide structured worksheets with tasks that move from global comprehension to detailed language analysis.
真实材料让语言鲜活起来，并为学生应对考试中的各类文本做好准备。策划一个适合年龄且引人入胜的资源库：“Easy German”的 YouTube 片段、德国网红的 Instagram 帖子、AnnenMayKantereit 等艺术家的歌词，以及青少年文学节选。提供结构化作业单，任务从整体理解过渡到细致的语言分析。
Tasks should mirror exam style where possible. For a song, ask students to identify the main theme, find ten adjectives, and then rewrite the chorus in reported speech. For a meme or cartoon, analyse the cultural reference and the humour. A 'Medienprojekt' where students curate their own German-language social media feed and report weekly on new vocabulary learned fosters independent engagement.
任务应尽可能模拟考试风格。对于歌曲，要求学生识别主题、找出十个形容词，然后用间接引语改写副歌。对于表情包或漫画，分析文化指涉和幽默。一个“媒体项目”让学生自主整理德语社交媒体信息，并每周报告所学新词汇，能培养独立参与。
Always provide scaffolding: pre-teach challenging vocabulary, supply glossaries, and use think-pair-share before whole-class feedback. The goal is to make students feel capable of tackling unsimplified language, thus boosting their confidence for the exam's unpredictable content.
始终提供支架：预教挑战性词汇、提供词汇表，并在全班反馈前使用思考-对子-分享。目标是让学生感到有能力应对未经简化的语言，从而增强面对考试不确定内容的信心。
10. Differentiation and Individual Support | 差异化教学与个别辅导
AS classes often contain a wide range of abilities. Differentiation is key to ensuring every student makes progress. Use tiered tasks: a core task for all, an extension task for more able learners, and a scaffolded version with word banks and sentence starters for those who need additional support. Colour-coded resource folders allow students to self-select appropriate challenge levels without stigma.
AS 班级通常能力范围广泛。差异化是确保每个学生取得进步的关键。使用分层任务：所有学生完成核心任务，能力较强的学生进行拓展任务，而需要额外支持的学生则使用备有词汇库和句子开头的支架版本。颜色编码的资源文件夹让学生能自行选择合适的挑战级别，避免羞耻感。
One-to-one mentoring sessions, even if brief, can pinpoint individual sticking points. Use these to set personal targets: 'Use three different subordinate conjunctions in your next essay' or 'Learn five topic-specific adjectives by Friday'. Keep a log of these targets and celebrate when they are achieved. Learning support assistants, if available, can run parallel small-group sessions focusing on foundational grammar or speaking confidence.
一对一辅导环节，即使简短，也能精准定位个人难点。利用这些环节设定个人目标：“在下一篇作文中使用三种不同的从属连词”或“周五前学习五个主题形容词”。记录这些目标，并在达成时予以庆祝。如有学习支持助理，可开展并行的小组课程，聚焦基础语法或口语自信。
For high flyers, provide extension materials such as articles from Die Zeit or advanced grammar challenges like the subjunctive in indirect speech. For students struggling with confidence, focus on small wins and gradually reduce support. Peer tutoring, where stronger students explain concepts to weaker ones, reinforces understanding for both parties and builds a supportive classroom culture.
对于优秀学生，提供诸如《时代周报》文章或间接引语中的虚拟式等高级语法挑战等拓展材料。对于缺乏信心的学生，专注于小胜利并逐步减少支持。同伴辅导，让较强的学生向较弱的学生解释概念，能巩固双方的理解，并营造支持性的课堂文化。
11. Assessment and Feedback Mechanisms | 评估与反馈机制
Effective assessment is formative, frequent, and forward-looking. Use low-stakes testing such as weekly vocab quizzes and grammar grids to track progress without inducing anxiety. Analyse past paper performance collectively: project an anonymised student response and discuss strengths and weaknesses against the mark scheme. This demystifies exam expectations and promotes metacognition.
有效的评估应是形成性的、频繁的且具有前瞻性。采用低利害测试，如每周词汇测验和语法表格，在不引发焦虑的情况下跟踪进度。集体分析历年试卷表现：投影一份匿名学生答卷，对照评分标准讨论优缺点。这会揭秘考试期望并促进元认知。
Written feedback should be selective and actionable. Rather than marking every error, highlight two or three key areas for improvement and provide time in class for students to act on the feedback immediately. Use 'live marking' during lessons, where you circulate and give verbal feedback while students are writing, allowing for instant correction and dialogue.
书面反馈应具有选择性和可操作性。不必标记每个错误，而是突出两到三个关键改进领域，并在课堂上留出时间让学生立即根据反馈采取行动。在课堂中使用“实时评阅”，在学生写作时巡视并给予口头反馈，实现即时纠正和对话。
Student self-assessment and reflection forms, where they rate their confidence in each skill area and set targets for the next unit, empower learners. Digital portfolios (e.g., a shared OneNote notebook) can collect evidence of progress, including audio recordings of speaking, drafts of essays, and completed checklists, all in one place for teacher and student to review together.
学生自我评估与反思表，让他们对每个技能领域的信心评级并为下一单元设定目标，能赋予学习者力量。数字档案（例如共享的 OneNote 笔记本）可收集进步证据，包括口语录音、作文草稿和完成的检查表，全部集中一处供教师和学生共同回顾。
12. Sample Lesson Plan: Environment Topic | 教案实例：环境专题课
Lesson objective: To discuss environmental problems and solutions using a range of opinion phrases and the subjunctive. Duration: 60 minutes.
教学目标：运用一系列观点表达短语和虚拟式讨论环境问题及解决方案。时长：60分钟。
Starter (5 mins): Display an image of a German eco-city (Freiburg) and elicit vocabulary. Quick-fire translation: 'renewable energy', 'carbon footprint', 'sustainable'.
导入 (5分钟)：展示一张德国生态城市（弗莱堡）的图片并引出词汇。快速翻译：“renewable energy”、“carbon footprint”、“sustainable”。
Listening input (10 mins): Play a 2-minute audio clip from a German news segment on plastic waste. Students complete a gap-fill focusing on statistics. Pair check, then whole-class feedback.
听力输入 (10分钟)：播放一段关于塑料垃圾的德语新闻片段，时长2分钟。学生完成聚焦数据的填空练习。同伴核对，然后全班反馈。
Grammar spotlight (10 mins): Introduce the phrase 'Wenn ich Bundeskanzler/-in wäre, würde ich...' on the board. Elicit more suggestions using Konjunktiv II. Students write three of their own policy ideas.
语法聚焦 (10分钟)：在黑板上引入句型“Wenn ich Bundeskanzler/-in wäre, würde ich...”。引导学生用第二虚拟式提出更多建议。学生写出自己的三个政策构想。
Speaking activity (15 mins): In pairs, students discuss and rank five environmental measures (e.g., ban diesel cars, increase recycling targets) from most to least effective, justifying their choices. Provide a phrase bank: 'Am wichtigsten finde ich...', 'Dagegen spricht...'. Circulate and note errors for delayed correction.
口语活动 (15分钟)：两人一组，学生讨论并按有效程度排列五项环保措施（例如禁止柴油车、提高回收目标），并为选择提供理由。提供短语库：“Am wichtigsten finde ich...”、“Dagegen spricht...”。巡视并记录错误以备延迟纠错。
Plenary and homework (10 mins): Two pairs share their ranking with the class; quick-fire questioning. Set homework: write a short paragraph answering 'Was ist das grosste Umweltproblem in deiner Stadt und wie konnte man es losen?', using at least three examples of Konjunktiv II and five topic-specific words.
总结与作业 (10分钟)：两对组合向全班分享排序；快速提问。布置作业：写一段短文回答“你所在城市最大的环境问题是什么，如何解决？”，至少使用三个第二虚拟式例句和五个主题词汇。
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