AP® German Language Syllabus

®
AP German Language Syllabus
Syllabus 4
Overview of the German Language Program
Years of Study: The school district offers four years of German, beginning in the ninth grade.
Basic texts: The texts currently used are:
German I: Deutsch Aktuell, Level 1! St. Paul, Minnesota: EMC, 2004.
German II: Deutsch Aktuell, Level 2! St. Paul, Minnesota: EMC, 2004.
German III: Deutsch Aktuell, Level 3! St. Paul, Minnesota: EMC, 2004.
German IV: Handbuch zur deutschen Grammatik, third Edition. New York: Houghton Mifflin
Company 2001. Kaleidoskop, sixth Edition, Houghton Mifflin Company. 2002.
C2]
Leo & Co. (Gebrochene Herzen – Leichte Beute) Langenscheidt KG, Berlin und München, 2008
Yearly emphasis: Although the emphasis in levels I, II, and III is on global communicative
®
skills, level IV is geared towards increasing vocabulary and preparing for the AP German
Language Exam.
The German Language Syllabus
Contract: Students sign a contract stating that they will make every effort to speak German
during the class period. As a teacher, I conduct the class in German except for some grammatical
explanations. [C1]
Sample AP Units: Thematic units are built around short stories, plays, or novels. I attempt to
bring in current material to use as warm up materials, as supplements to the core reading, or as
listening practice. I find that the vocabulary used in current material is more interesting for the
students. Every thematic unit will include the following:
• One “core” reading, which is either: [C2]
a short story
a novel
a play
• At least two authentic texts of current events from:[C3]
a newspaper
the Internet, Podcasts,
a magazine other realia
C2 — Instructional materials, activities, assignments, and assessments are appropriate to that of a third-year college course in German.
C1—The teacher uses German almost exclusively in class and encourages students to do likewise.
C3—Instructional materials include authentic written texts such as newspaper and magazine articles, literary texts, and other nontechnical writings
that develop students' reading abilities.
• Vocabulary work based on the readings, which includes:
some predetermined vocabulary
some self-selected vocabulary
vocabulary that is problematic
an exercise designed to help build vocabulary by teaching and honing
dictionary skills
• A systematic treatment of grammar that includes:
a review of previously learned grammar
an introduction to the fine points of grammar and usage
• Writing in each unit includes at least: [C6]
 journal entries
formal essay
• Speaking practice (other than classroom talk) consists of: [C5]
discussion of reading
some partner activity
usually (at least once every three units) a formal oral presentation of
1½–2 minutes
• Listening practice includes: [C4]
short stories
current music
exercises that highlight specific grammar in context
• news stories
• minidramas
• interviews
• A final assessment that includes: [C7]
short answer questions based on readings
readings and Lückentexte that test grammar in context
some discreet grammar questions
an interpersonal oral component
• students role-play based on readings in the unit
• students are given two minutes to prepare, not knowing which
role they will play
Prereading activities and vocabulary: The prereading activities vary according to the reading
selection and the thematic unit. Very often we begin with cartoons or related news articles. This
gives the students some framework in which to read. We pull vocabulary from the reading. Some
of the vocabulary is presented in a prereading activity and some is selected by the students as
vocabulary that they would find useful to learn.
Grammar: The grammar book we use gives an excellent review. It begins with the basics of case
usage and verb conjugation. Although students should have mastered much of the grammar, a
quick review of even the most elementary concepts is beneficial. At the beginning of the year,
most of the grammar review
C6—The course provides instruction and frequent opportunities to write a variety of compositions in German.
C5—The course provides students with regular opportunities, in class or in a language laboratory, to develop their speaking skills in a variety of
settings, types of discourse, and topics.
C4—Instructional materials include authentic audio and video recordings that develop students' listening abilities.
C7—The course provides frequent opportunities for students to integrate the four language skills through the use of authentic materials.
is done at home by the students. As the year goes on and the grammar becomes more and more
complex, the class time on grammar is more extensive.
Writing: Students do two types of writing. All writing is done in the classroom. The instructions
on the formal essays are exactly like those found on the AP [C6]
German Language Exam. The formal essays are graded holistically. Students also keep a journal.
For each unit, they write at least two entries in the journal. The journal entries are corrected for
grammar, but not graded. This allows the students to write freely and take risks.
Reading: Sometimes the reading is done in class with partners or in groups. Some of the reading
is done as homework. Very often we start the unit with the reading, and it will sometimes
continue for several class periods. It is important that students recognize reading as the
cornerstone of all their other language skills. It is also important that they can discuss it with
vocabulary they have learned and that they can relate the themes to their lives. [C3]
Speaking: Students speak on a regular basis and have done so since they have been in
German classes. Formal speaking activities include partner work, which leads to a
sharing, or reporting. Students will also present a formal report about every three units.
They practice the format of the direct questions and picture series’ [C1, C5] description
every week. We practice using the same instructions as the students will hear on the
actual exam. During the first semester, they are given the questions and pictures ahead of
time and can be prepared. During the first semester, they also are shown a timer that helps
them gauge their responses. In the second semester, they hear the questions and speak
about the pictures without preparation. They also no longer have the timer available.
Hopefully, they have internalized the time and know how long they need to speak.
Listening: On the day we are in the language lab, we also do listening work. This might
be the wonderful listening opportunities that come with our grammar book, or short
stories, or current music. Tasks vary from [C4] answering questions, writing summaries,
and filling in Lückentexte. I record the listening exercises as they listen to them and, if
they don’t finish in class, they do it as homework. I really want them to listen to these
exercises until they understand. They need to develop learning strategies.
Start-up exercises: There are several things that we do in class on a daily basis at
the beginning or the end of the 55-minute class period. They enable me to do
paperwork and get organized, and they get the students into German right from the
start. As students enter the room, they pick up a “Aufwärmer”—a warm-up
activity that is sometimes reading material. [C3]
C1—The teacher uses German almost exclusively in class and encourages students to do likewise.
C3—Instructional materials include authentic written texts such as newspaper and magazine articles, literary texts, and other nontechnical writings
that develop students' reading abilities.
C6—The course provides instruction and frequent opportunities to write a variety of compositions in German.
C5—The course provides students with regular opportunities, in class or in a language laboratory, to develop their speaking skills in a variety of
settings, types of discourse, and topics.
C4—Instructional materials include authentic audio and video recordings that develop students' listening abilities.
Sometimes it is based on grammar and writing; sometimes it is based on vocabulary.
Grading: All activities that are constructed in the AP format are graded on the AP scale and
converted to our district scale. Free-response questions and the [C2] picture descriptions are graded
on a scale of 1–6. The essay is graded on a scale
of 1–9. Correct answers on the cloze exercise are worth one point; one point is taken off if it is the
wrong form, misspelled, or not capitalized. Other tests, quizzes, and activities are graded as I would
grade in any other class.
Sample Syllabus: Here is an example of how I would plan the unit. Sometimes the reading and
themes are changes because of current events or something new I have found. This gives a more
precise ides of the “minimum” you would find in each unit and approximately how long each unit
would take.
German 1 and German 2: Daily Questions as a Warm-up
German 3, German 4 and German AP: Theme of the Week as a daily-journal writing.
Suplemental Material:
Unit
Reading
1
(2 wks)
,,Mittagspause” von Wolf
Wondratschek
2 warm-ups to be
determined from
Internet/Amerika
Woche/Nordamerikanisch
e Wochenpost and similar
publications
2
(2
weeks)
,,Ein Tisch ist ein Tisch“
von Peter Bichsel
2 warm-ups to be
determined
from Internet/Amerika
Woche/Nordamerikanisch
e Wochenpost and similar
publications
Structure/
Grammar
Handbuch zur deutschen
Grammatik, 1. Kap :
Word order:
Normal/Inverted
Dependent
1 Lückentext as warm-up
Vocabulary
Writing
Speaking
Listening
Handbuch zur
deutschen
Grammatik, 1. Kap :
Vocabulary needed
For directions and
Instructions
1 dictionary exercise
as warm-up
Tagebucheinträge:
1. Schreib drei Vorsätze
desSchuljahres
2.Was denkst du von deinem
Namen? Erklär was gut und
schlecht davon ist!
Aufsatz:
Ferienbericht
Partnergespräch:
Was du in diesem Kurs
lernen möchtest...
Bericht über Resultate des
Partnergesprächs
Lab Practice:
6 direct questions
Picture Series Description
Handbuch zur deutschen
Grammatik, 1. Kap
Wetten, dass?
und
In den Sommerferien
Die Wise Guys:
„Willst du mit mir gehen?“
Handbuch zur deutschen
Grammatik, 2. Kap:
Conjugation of all verbs
in the
Present tense and uses of
the present
tense
1 Lückentext as warm-up
Handbuch zur
deutschen
Grammatik, 2. Kap:
wissen/kennen
lernen/studieren
Vocabulary selected
from readings in
previous unit
1 dictionary exercise
as warm-up
Tagebucheinträge:
1.Wo verbringst du deine
Freizeit? Warum?
2.Schreib 5 Voraussagen der
Zukunft!
Aufsatz:
In meiner Freizeit...
Partnergespräch:
Erzähl jemanden von
deinen Hobbys,
Interessen, und
Freizeitbeschäftigungen!
Bericht über Resultate des
Partnergesprächs!
Lab Practice:
6 direct questions
Picture Series
Handbuch zur deutschen
Grammatik, 2. Kap
Beim Psychiater
und Inserate
Wise Guys:
,,Denglisch“
C2 — Instructional materials, activities, assignments, and assessments are appropriate to that of a third-year college course in German.
Description
3
,,Geschichte ohne Moral“
(2
von Alfred Polgar
weeks) 2 warm-ups to be determined
from Internet/Amerika
Woche/Nordamerikanische
Wochenpost and similar
publications
4
(2
weeks)
,,Die unwürdige Greisin“
Von Bertolt Brecht
2 warm-ups to be determined
from Internet/Amerika
Woche/Norda
Handbuch zur
deutschen
Grammatik, 3.
Kap:
Present
Perfect Tense
and
Principal
Parts of
verbs
1 Lückentext
as warm-up
Handbuch zur deutschen
Grammatik, 3. Kap:
Commonly confused verbs
that are similar and exist in
transitive/intransitive such as
fahren/führen, liegen, legen,
usw.
Vocabulary selected from
readings in previous unit
1 dictionary exercise as
warm-up
Tagebucheinträge:
1. Du warst am
Wochenende bei Bekannten.
Schreibe eine E-Mail, in der
du deinen Gastgebern
danken und erzähl was dir
am besten gefallen hast.
2.Wenn du ein Buchstabe
sein könntest, welchen
Buchstabe würdest du sein
und warum?
Aufsatz:
,, Lugen haben kurze Beine“
Bericht:
Informiere dich über einen
berühmten Menschen. Schreibe
dann kurze Notizen, aber keine
ganzen Sätze. Berichte mündlich
und mit Hilfe deiner Notizen in
ganzen Sätzen. Dein Bericht soll
zwischen 1 ½ - 2 Minuten dauern.
Lab Practice:
6 direct questions
Picture Series Description
Handbuch zur
deutschen
Grammatik, 3.
Kap
,,Mal nach
München“
and
,,Gerüchte“
Ekkehard Müller:
,,Ein Posten ist
Frei“
Handbuch zur
deutschen
Grammatik, 4.
Kap:
Case usage
and noun
declensions
1 Lückentext
as warm-up
Handbuch zur deutschen
Grammatik, 4. Kap:
machen/tun and idioms
using them
Vocabulary selected from
readings in previous unit
Tagebucheinträge:
1. Schreib einen Witz auf
Deutsch!
2. Du schreibst jetzt ein
Buch über deine Familie.
Was würde der Titel sein
Partnergespräch:
Mit einem Partner diskutiere
Welche vier Dinge du unbedingst
haben würdest, wenn du alleine
auf einer kleinen Südseeinsel
Handbuch zur
deutschen
Grammatik, 4.
Kap:
,,Was haben sie
denn gesagt?“
,,Rotkäppchen“
nach dem
Gebrüdern Grimm
merikanische
Wochenpost and similar publications
5
(2 weeks)
1 dictionary exercise as warm-up
,,Ansprache zum
Schulbeginn“ von Erich
Kästner
2 warm-ups to be determined
from Internet/Amerika
Woche/Nordamerikanische
Wochenpost and similar
publications
Handbuch zur
deutschen
Grammatik, 5. Kap
Definite/Indefinite
articles;
Der words,
possessive adjectives
1 Lückentext as
warm-up
und warum?
Aufsatz:
Es war einmal..
Handbuch zur
deutschen
Grammatik, 5.
Kap:
der Raum. der
Ort
der Platz, die
Stelle
Vocabulary
selected from
readings in
previous unit
1 dictionary
exercise as
warm-up
Tagebucheinträge:
1. Wo würdest du reisen,
wenn du irgendwohin zum
ersten Mal reisen
könntest? Warum?
2. Beschreibe einen
Gegenstand, der dir
wichtig ist. Warum?
Aufsatz:
Schuluniformen: dafür
oder dagegen
wärest!
Bericht über Resultate des
Partnergesprächs
Lab Practice:
6 direct questions
Picture Series Description
Partnergespräch:
Vergleiche zwei Bekannte-eine
Frau und einen Mann.
Diskutiere mindestens 5
Sachen, die bei den beiden
unterschiedlich ist.
Bericht über Resultate des
Partnergesprächs- verwende
dabei ‚sein’ und ‚ihr’ mit
passenden Endungen
Lab Practice:
6 direct questions
Picture Series Description
Handbuch zur
deutschen
Grammatik, 5. Kap:
,,Artikel oder kein
Artikel, das ist hier
die Frage“
,,Zurück in die
Freiheit“ von
Ekkehard Müller
6
(2 weeks)
,,Die am schnellsten
wachsende Stadt der Welt“
Von Walter Bauer
2 warm-ups to be determined
from Internet/Amerika
Woche/Nordamerikanische
Wochenpost and similar
publications
Handbuch zur
deutschen
Grammatik, 6. Kap:
Negation und
Imperatives
1 Lückentext as
warm-up
Handbuch zur
deutschen
Grammatik, 6.
Kap:
Expressions of
negation
Vocabulary
selected from
readings in
previous unit
1 dictionary
exercise as
warm-up
Tagebucheinträge:
1. Ich kann nie vergessen,
...
2. Schreib 5 Sprichwörter
für chinesische
Glükskekse
Aufsatz:
Wie wichtig sind
Freunde?
Bericht:
Gibt es Dinge, die dir in der
Schule nicht gefallen? Erzähl
aus einer etwas negativen Sicht
davon. Verwende einige der
Ausdrücke aus dem
Wortschatz!
Schreibe dann kurze Notizen,
aber keine ganzen Sätze.
Berichte
Handbuch zur
deutschen
Grammatik, 6. Kap:
,,Befehl ist Befehl“
And
,,Alles für die
Liebe“
mündlich und mit Hilfe deiner Notizen in ganzen Sätzen. Dein Bericht soll zwischen 1 ½ - 2 Minuten dauern.
7
(2
weeks)
,,Die Geschichte von Isidor“
von Max Frisch
2 warm-ups to be determined from
Internet/Amerika
Woche/Nordamerikanische
Wochenpost and similar
publications
Handbuch zur
deutschen
Grammatik, 7. Kap:
Simple Past Tense
and Past Perfect
Tense
1 Lückentext as
warm-up
Handbuch zur
deutschen Grammatik,
7. Kap:
Verbs that describe
different types of
„going“
Vocabulary selected
from readings in
previous unit
1 dictionary exercise
as warm-up
Tagebucheinträge:
1. Erzähl im Kurs ein bekanntes
Märchen oder ein von Ihnen
erfundene Geschichte.
2. Was machst du um glücklich
zu sein?
Aufsatz:
Der Weg vom Kind zum
Erwachsenen ist nicht immer
einfach. Was bedeutet
Erwachsenwerden für Sie?
Partnergespräch:
Diskutiere ,,das
Schlimmste, was mir je
passierte“
Bericht über Resultate
des Partnergesprächs
Lab Practice:
6 direct questions
Picture Series
Description
Handbuch zur
deutschen
Grammatik, 7. Kap :
,,Geklaut“
,,Inventur“
Von Günter Eich
8
(4
weeks)
Besuch der alten Dame
von Friedrich Dürrenmatt
4 warm-ups to be determined from
Internet/Amerika
Woche/Nordamerikanische
Wochenpost and similar
publications
Handbuch zur
deutschen
Grammatik, 14 &
15. Kap:
Comparative and
Superlative
Questions and
Interrogatives
2 Lückentexte as
warm-ups
Handbuch zur
deutschen Grammatik,
14. & 15. Kap:
Feminine Nouns
derived from
adjectives (z.B. die
Breit, die Fläche, die
Nähe)
Halten, anhalten,
aufhalten, aufhören,
stehen bleiben,
Tagebucheinträge:
Wähl eine Person von dem
Schauspiel.
Schreib 5 Tagebucheinträge
während des Lesens, als ob du
die Person wärest!
Aufsatz:
,,Geld verblendet den Lügen die
Augen.“
Rollenspiel:
Szenen von
Besuch der Alten Dame
Bericht:
Zusammenfassung
von Szenen
Lab Practice: 2 mal
6 direct questions
Picture Series
Description
Handbuch zur
deutschen
Grammatik, 14. &
15. Kap:
,,Welcher E-MailDienst ist der
beste?“
,,Reaktionen“
,,Der Bankraub“
Erklär dieses Sprichwort mit Beispielen von
Besuch der alten Dame in einem guten Aufsatz.
stoppen
Vocabulary selected from Besuch der alten Dame
2 dictionary exercises as warm-ups
9
(2 weeks)
,,Vor dem Gesetz“
von Franz Kafka
2 warm-ups to be determined
from Internet/Amerika
Woche/Nordamerikanische
Wochenpost and similar
publications
Handbuch zur
deutschen
Grammatik, 10.
Kap:
Prepositions
1 Lückentext as
warm-up
Handbuch zur
deutschen
Grammatik,
10. Kap:
Bekommen,
holen,
erhalten,
kriegen
Vocabulary
selected from
readings in
unit 7
1 dictionary
exercise as
warm-up
Tagebucheinträge:
1. Was sind deine Symbole
der Freiheit? Beschreib
sie!
2. Wenn dein Haustier
sprechen könnte, was
würde er über dich sagen?
Aufsatz:
In alten Geschichten
können Menschen sich oft
unsichtbar machen. Stellen
Sie sich vor, Sie könnten
das auch, und niemand
könnte Sie sehen.
Rollenspiel:
Du arbeitest bei der
Touristeninformation im
Zentrum deines Heimatorts.
Jemand spielt Tourist/in udn
stellt dir viele Fragen.
Verwende Präpositionen in
deinen Antworten.
Bericht:
Mach eine Werbung, die
deine Stadt anbietet.
Schreibe dann kurze Notizen,
aber keine ganzen Sätze.
Berichte mündlich und mit
Hilfe deiner Notizen in
ganzen Sätzen. Dein Bericht
soll zwischen 1 ½ - 2 Minuten
dauern.
Handbuch zur
deutschen
Grammatik, 10.
Kap :
,, Präpositionen
,,Jetzt ist
Sommer“
Die Wise Guys
10
(2 weeks)
2 Lückentexte as warm-ups
,,Der hellgraue
Frühjahrsmantel“
2 warm-ups to be determined
from Internet/Amerika
Woche/Nordamerikanische
Wochenpost and similar
publications
previous unit
2 dictionary exercises as
warm-ups
Handbuch zur
deutschen
Grammatik, 11
& 12. Kap:
Conjunctions
Noun Genders,
Noun Plurals,
Weak Nouns
Partnergesprächs
Lab Practice:
6 direct
questions
Picture Series
Description
Handbuch zur
deutschen
Grammatik, 11
& 12. Kap:
denken,
glauben,
halten,
nachdenken
Tiere
Vocabulary
selected from
readings in
Tagebucheinträge:
1. Finde 5 Redewendungen
mit Tiernamen. z.B.
Schlau wie ein Fuchs.
2. Schreib ein Cinquan!
Aufsatz:
Semesterstress
Partnergespräch:
Frag deinen Partner nach
seiner Meinung über 3
bekannte Menschen und
Ereignisse aus den
Tagesnachrichten. Verwende
die Verben aus dem
Wortschatz
Bericht über Resultate des
Handbuch zur
deutschen
Grammatik, 11 &
12. Kap:
,,Urlaubspläne“
,,Ein Märchen“
,,Substantiv und
Genus“
11
(2
weeks)
,,der Wolf“ von Hermann Hesse
2 warm-ups to be determined
from Internet/Amerika
Woche/Nordamerikanische
Wochenpost and similar
publications
Handbuch zur
deutschen
Grammatik,
13. Kap:
Adjectives
1 Lückentext
as warm-up
Handbuch zur deutschen
Grammatik, 13. Kap :
Gut und Schlecht;
Adjectives and adverbs that
describe positive and negative
emotions
Vocabulary selected from
readings in previous unit
1 dictionary exercise as warm-up
Tagebucheinträge:
1. Baue bitte eine kleine
Geschichte von diesen drei
Wörtern ein: StromausfallHundeleine-Wiedersehen
2. Du hast etwas verloren
(z.B. Handtasche, Rucksack,
usw)
Beschreib was du verloren
hast! Verwende so viele
Adjektive wie möglich!
Aufsatz:
Wähl eine Situation , die du
persönlich erlebt hast,- sehr
gut oder sehr schlecht- und
über die du einen Aufsatz
schreiben könntest. Mensch,
das war.......!
Partnergespräch:
Mit einem Parner,
diskutiere die
Geschichte und
mögliche Bedeutungen.
Lab Practice:
6 direct questions
Picture Series
Description
Handbuch zur
deutschen
Grammatik, 13.
Kap :
,,Ein neues
Haus“
,,L.L. Bohne“
,,Einem Eich
eine Gasmaske
verkaufen“
Von Franz
Hohler
12
(4
weeks)
Damals war es Friedrich
Von Hans Peter Richter
4 warm-ups to be determined
from Internet/Amerika
Woche/Nordamerikanische
Wochenpost and similar
publications
Handbuch zur
deutschen
Grammatik, 8
& 9. Kap:
Future Tense
and Future
Perfect Tense
Modal Verbs
2 Lückentexte
as warm-ups
Wortschatz von Damals war es
Friedrich und
RosenstraßeVocabulary
selected from readings in
previous unit
Weitermachen,fortfahren
Fortsetzen
Wörter which deal with liking
and inclination
2 dictionary exercises as warmups
Tagebucheinträge:
1. Beschreib deinen ersten
Tag in der Schule! (als
Kind)
2. Was würdest du tun,
wenn du nicht mehr in
deiner Schule sein darf?
3. Wie merkt man ein Tod in
deiner Familie? Hast du
besondere Sitten, die religios
sind?
4. Was möchtest du von der
Kindheit deiner Eltern
wissen?
Bericht:
Du bist Reporter in
Deutschland in 1940
und lernst Friedrich
kennen. Sprich von ihm
im Radio!
Rollenspiel:
Eine Person ist eine
Frau in der Rosenstraße.
Du möchtest mit
jemanden drinnen
sprechen. Überzeug ihn!
Lab Practice: (3 mal)
6 direct questions
Picture Series
Comedian
Harmonisten
(der Film)
9
Description
13
Das fliegende
(3
Klassenzimmer
weeks) von Erich Kästner
4 warm-ups to be determined
from Internet/Amerika
Woche/Nordamerikanische
Wochenpost and similar
publications
14
(4
Weeks)
Der Richter und sein
Henker
von Friedrich Dürrenmatt
4 warm-ups to be determined
from Internet/Amerika
Woche/Nordamerikanische
Wochenpost and similar
publications
Handbuch zur
deutschen
Grammatik, 16.
& 17. Kap:
Personal,
Indefinite and
Demonstrative
Pronouns
Reflexive
Pronouns
2 Lückentexte as
warm-ups
Handbuch zur
deutschen
Grammatik, 16. &
17. Kap :
nur, erst, ein
ander-, noch ein(sich) entscheiden,
sich entschließen,
beschließen, eine
Entscheidung
treffen, einen
Entschluss fassen
Vocabulary selected
from das Fliegende
Klassenzimmer
2 dictionary exercise
as warm-ups
Tagebucheinträge:
Wähl eine Person von dem Buch.
Schreib 5 Tagebucheinträge als ob
du diese Person wärest!
Aufsätze:
Vergleich das Buch und den
Film! Gib Beispiele von den
beiden!
Bericht :Informiere dich
über die Thomaskirche,
die Thomaner, die Prinzen
oder Leibzig!
Schreibe dann kurze
Notizen, aber keine
ganzen Sätze. Berichte
mündlich und mit Hilfe
deiner Notizen in ganzen
Sätzen. Dein Bericht soll
zwischen 1 ½ - 2 Minuten
dauern.
Lab Practice: (2 mal)
6 direct questions
Picture Series Description
Handbuch zur
deutschen
Grammatik, 16. &
17.Kap:
,,im
Möbelgeschäft“
Ach, diese
Ausländer!
,,Die Einladung“
,,Das
Jobinterview“
,,Mein bester
Freund“ von
Die Prinzen
Handbuch zur
deutschen
Grammatik, 18.
& 19. Kap :
Infinitives
Da-Compounds
Uses of es
2 Lückentexte as
warm-ups
Handbuch zur
deutschen
Grammatik, 18. &
19. Kap :
lassen, verlassen,
weggehen
es handelt sich um,
es geht um,
handeln von
Vocabulary selected
from
Der Richter und
sein Henker
2 dictionary
exercises as warmups
Mit einem/er anderen Schüler/in
schreibt jede/r in der Klasse ein
Teil einer Zeitung. Wenn die
Klasse das Buch zum Ende
gelesen hat, werden sie eine ganze
Zeitung haben. Einige schreiben
Horoskop, Todesannounce,
Nachrichten, Wetter, Meckerecke,
Ratgeber, usw.
Bericht:
Die Schüler/innen spielen
die Rollen jetzt von
Fernsehreportern. Die
werden alle etwas über das
Buch berichten.
Lab Practice: (2 mal)
6 direct questions
Picture Series Description
Handbuch zur
deutschen
Grammatik, 18. &
19. Kap :
,,ein kleiner
Krimi“
,,der Stadtplan“
,,ein Märchen“
15
(3
weeks)
Das doppelte Lottchen
Von Erich Kästner
4 warm-ups to be determined
from Internet/Amerika
Woche/Nordamerikanische
Wochenpost and similar
publications
Handbuch zur
deutschen
Grammatik, 26.
& 28. Kap :
Relative
Pronouns
Passive Voice
2 Lückentexte as
warm-ups
Handbuch zur
deutschen
Grammatik, 26. &
28. Kap :
Kategorien: general
categlories of
nouns(z.B.
Apparate,
Gegenstände,
Werkzeuge)
schaffen, schaffte,
geschafft
vs.
schaffen, schuf,
geschaffen
Vocabulary
selected from Das
doppelte Löttchen
2 dictionary
exercises as warmups
Tagebucheinträge:
Du kannst entweder Luise oder
Lotte sein. Du musst fünf
Tagebucheinträge als dieses Kind
schreiben.
Aufsatz:
Vergleich die zwei Filme und
das Buch? Welcher Film folgt
dem Buch besser? Was sind die
Unterschiede?
Partnergeschäft:
Interviews mit den
Zwillingen und den Eltern
Bericht:
Du bist Agent/in bei einer
Firme die Werbungen
macht. Du musst jetzt eine
Werbung für Seebühl am
Bühlsee machen. Die
Werbung muss 1 ½ - 2
Das doppelte
Lottchen—der
Film
Das doppelte
Lottchen—der
Film
(amerikanischer
Film—auf
Deutsch)
10
Minuten dauern.
Lab Practice: (2 mal)
6 direct questions
Picture Series Description
ThematicUnits
Unit1 - Conte m p orary Life
To discuss topicssuch as education, leisure, sport, and travel quality of life
Deutsch Aktuell 3, Chapter1 “Im Herzen Europas"(In Heart of Europe)
Traveling & vacation: Traveling in Germany and Europe, Geography
Expressing opinions, i n qu i r e a b o u t p e r s on a l b a c k gr o u n d s , v a c a t i o n ,
m e a n s o f t r a n s p o rt a t i o n
Reading Assignment: Erich Kästner, Emil und die Detektive
Deutsch Aktuell 3, Chapter 2 “Gestern und heute” (Yesterday and today)
Travel& vacation: city sights, traffic,
Expressing wishes, acquiring information
Writing:Co mposing textand selecting images for a travel brochure
Presentation:Po wer Point& Internet, Students prepare itinerary, hotel
accommodations and other travel plans for a trip to Germany.
Deutsch Aktuell 3, Chapter 4 “Spaß muss sein” (There must be some fun)
Talk about various games,
Describe a musical event,
Identify parts of a car, inquire about details
Discuss street performances by artists
Compare the various topics between cultures
Deutsch Aktuell 3, Chapter 8 - Gesundes Leben (Healthy Life)
Talk about health and nutrition
Discrbing a project
Give advise how to avoid stress
Discuss protective gear for various sports
Describing a process
Kaleidoskop, Chapter 1 – Freizeit (Leisure Time)
Analysing leisure time activities in Germany and vacation time in various
industrial countries, comparing the data with yourself and classmates
Reading about various sights in Berlin
Reading: Bertolt Brecht: Vergnügen
Wolf Wondraschek: Mittagspause
Kaleidoskop, Chapter 6 – Die Welt der Arbeit (The working world)
Education and getting a job,
Reading: Johann Syiklai, Arbeits -Los (poem)
Christa Wolf, Tagebuchaufzeichnung; Dienstag, der 27.
September 1960
CulturalReading Assignment:"Bildungswege inDeutschland" (The Ger m an
educational system)
AdditionalM aterial:
Authenticmaterial: Subway maps and city maps
How to give directions to a stranger.
Interviews and conversation: getting to know other people
Watching: Tagesschau on the internet,
Listening: Nachrichten on a German radiostation via livestream
Germ an soccer: Youth teams and professional soccer clubs
German Cinema: Emil und die Detektive by Franziska Buch (2001)
Unit 2 – Beauty & Aesthetics
To explore the changing definition of beauty in literature and art and explore the role of the
media in fashioning our ideals.
Deutsch Aktuell 1, Chapter 7 – Wie gefällt dir das? (How do you like this)
Fashion an clothing is discussed in this chapter which is discussed in the first year of
German
Students will create a fashion show and describe the various clothing items.
Deutsch Aktuell 3, Chapter 6 – Spuren der Geschichte (Taces of History)
Introducing yourself and talk about others
Reminisce
Describe talents and abilities
Apply for a job (this is also part of 6c)
Simulate a job interview
Talk about various professions (this is also part of 6c)
Reading: Der Erlköning von Goethe (is also in this Chapter)
Deutsch Aktuell 3, Chapter 5 – Österreich (Austria)
Reading: Alles Walzer
Länder und Städte: Wien, Budapest und Prag
Walther von der Vogelweide – Ein Dichter im Mittelalter (a poet from the
Middle Ages)
Christian Morgenstern: Several Poems by this writer
Kaleidoskop Chapter 5 – Musik (Music)
Music the connection to other contries
Discussing various types of music
Reading: Biografie: Clara Schumann
Die Fantastischen 4: di da
Johann Wolfgang von Goethe: Der Erlkönig
Musik von Franz Schubert
Rammstein: Dalai Lama
Watching: various youtube performances (cartoon with reading, singing by various
artists the Schubert song, Rammstein song)
Discussing and comparing the text of Goethe and Rammstein
Perform the Poem: Der Erkönig
Discussing several acapella groups: Die Prinzen and Wise Guys (current)
The Harmonists (during the 1930s)
Watching the movie: The Comedian Harmonists by Joseph Vilsmaier (1997)
Exploring the various groups and write a comparative essay.
Additional Material:
Visit to the Los Angeles Getty Center: Exploring German works of art.
Student reports on famous - German artists in southern California during W orld War II.
Listening to: Peter und der Wolf
Watching: Musik Video with Andrè Rieu (Wien/Dresden) (YouTube)
Unit3 - Families & Communities
To discuss what makes strong families and commu nitiesand what challenges they face.
Deutsch Aktuell, Chapter 3 – Familie und Nachbarn (Family and Neighbors)
Talk about additional family members
Express various moods
Describe the neighbors
Verhältniszu anderen (relationships to others) Vocabulary related to friends and
relationships
Presentation: What do I like my friends and my neighborhood
Deutsch Aktuell, Chapter 7 – Generationen (Generations)
Describe family dynamics
Describe current situations
Become familiar with commuting in a city
Requesting appropriate tickets for various means of transportation
Reading: Die Oma erzählt
Probleme zwischen den Generationen
Express your concerns between the generations. What are the difference and
similarities compared to the readings?
Kaleidoskop Chapter 4, - Familie (Family)
Discussion about a study of young couples (ideals)
Reading: Humorous article about discipline
Writing: writing a story to the picture story “Vater und Sohn – Erziehung mit
angebrannten Bohnen”
Reading: Jakob und Wilhelm Grimm- “Die sieben Raben”
Writingassignment:Opinion Essay. How old should you be to have a serious
girlfriend /boyfriend relationship.
Kaleidoskop Chapter 8, - Jung und Alt (Young and Old)
Discussion about the generation, What is your opinion about young and old? What
are the pros and con at the different age level?
Reading and discussing: Werte and Befürchtungen der Jugendlichen (Values and
Anticipation of the Teenagers)
Reading: Till Teether “Hilfe – ich werde immer mehr wie meine Eltern” (Help – I
am getting more and more like my parents)
Reading: Anne Heitmann “Die alte Frau” (Poem)
Johannes Bobrowski „ Brief aus America“ (Letter from America)
AdditionalM aterial:
Germ an Cinema. "Nirgendwo in Afrika"(Nowhere inAfrica). A German- Jewish family in
Africa during the Holocaust
Germ an Cinema. "Lola rennt" (Run Lola Run). Family relation and urban life.
Unit 4 - Personal & Public Identities: Multiculturalism & Society
To define your identity and explain how yourculture affects your identity.
To compare multicultural issues intheUS and in the German-speaking world.
Deutsch Aktuell 3, Chapter1 “Im Herzen Europas"(In Heart of Europe)
This chapter addresses more than one theme.
Reading: Whoher kommen Sie? (Where are you from)
Three friends live in Trier but come from different parts of Europe.
Kaleidoskop Chapter 7- Multikulturelle Gesellschaft (Multicultural society
Reading: Mehment Ünal: Metin sucht seinen Weg (short story)
Helga Emde: Jetzt kann ich sagen: Ich bin schwarz (autobiography)
Janos Bardi: Hunne im Abendland (Hun in the Western World) (short
story)
Kaleidoskop Chapter 9 – Stereotypen
Reading: Two report of two American exchange students in Germany
Research report: Students will research on the internet: How do the Germans think
about themselves and how do foreigners (like Americans think about the Germans)?
A discussion will follow.
Personal rights and duties
Comparison of German and American military
Reading Assignment: Isolde Heyne: “Yildiz heißt Stern” von Langenscheidt
Multicultural commu nities in Germany
Presentation: Multiculturalism in Germany and in Southern California.
Journal entries for this unit: 1) Describe an obstacle you had to overcome, similar to
the one that Metin had to overcome 2) imaginary diary entry about your
participation in a demonstration against xenophobia 3) Should foreigners in the US
assimilate or keep their own culture and language?
Additional M aterial:
Schwarzfahrer. Dir. Pepe Danquart, 1993.
Unit 5 -Global Challenges
Deutsch Aktuell 3, Chapter 9 – Die Nachbarn in Europa (The Neighbors in Europa)
Describing landscapes
Make preditions
Talk about arrival and depatrure details
Describe personal items
Discuss currencies
Reading: Junge Leute in der EU (Young people in Europe)
Die einheitliche Währung mit vielen Gesichtern (Common Currency with
many faces)
Kaleidoskop, Chapter 3 – Deutschland im 21. Jahrhundert (Germany in the 21st Century)
Reading and discussion: Bei den Wessis ist jeder für sich (At the West-Germans is
everybody for themselves) (interview)
Reading: Kontinent im Kleinformat (News article)
Wolf Biermann “Berliner Liedchen” (Poem)
Peter Schneider und Margarethe von Trotta „Das Versprechen oder Der
lange Atem der Liebe“(The Promise or the long winded Love) (Screenplay)
Kaleidoskop, Chapter 10 – Umwelt (Environment)
Discussing various environmental issues
Reading: Das Allgäu ruft eine dosenfreie Zone aus (The Allgäu region calls for a
can-free zone) (News article)
Reading: “Wüsten warden wachsen” (Deserts will extend)
„Umweltschutz geht jeden an“ (Environmental Issuses is everybodys
concern)
(various opinions)
Anni Becker: „Kartoffellied“ (Potato song)
Heinrich Böll: „Der Berarbeiter“ (The miner) (short story)
Group project: Organize a global environmental conference. Choose three
important problems as a theme and decide, what the world nation can do to solve
the problems.
Writing Assignment: Writing a speech. What would you change if you were the
chancellor of Germany.
Presentation:Public Speaking. W h at would you change if you were the chancellor of
Ger many.
Additional Material:
Authentic news stories on German contemporary politics and events
Politics in historical context: The fall of the Berlin Wall
Germ an Cinema: Goodbye Lenin
German music: W olf Biermann Lieder.Songs about life in former communist
East-Germany.
Unit 6 - Science & Technology
To explorehow science and technology are affectingourlivesand willchange our future.
Supplemental German Textbook and various readings in the Chapters of Deutsch Aktuell
3
(1) "Rundum", Einblickeindiedeutschsprachige Kultur(Roundabout, Insight in
Germ an Speaking Culture)
(2) "Denk M al – Deutsch ohne Grenzen".(College levelor4 th yearhigh school textbook,
structured by themes and topics)
Supplemental German Textbook: Rund um (German Culture), Chapter 6:
Technikund Wissenschaft(technology and science)
Die lange Nacht derMuseen: Science Museums in German Die M agnetschwebebahn
(magnetic suspended monorail) Fußballweltmeisterschaft.Fußball Stadien inDeutschland.
Soccer Stadiums in Germany.
Supplemental German Textbook: Denk Mal, Chapter7:
Science vocabulary& technology vocabulary
The inventionof x-rays by theGerman scientist Wilhelm Röntgen (short film)
Gra mmar: Passive Voice introduced within the context of scientific discoveries.
Discussion M odule: Technology and Communication
Reading: Baden Württemberg. Land des Autos.(Baden W ürttemberg [a
federalstate],the birthplace ofm any Germ an carcompanies)
Writing Assignment:What would be the one technological gadget that you cannot
livewithout?
Presentation:Impromptu speech on a randomly selected technological gadget.
AdditionalM aterial:
Listenand watch news reportsfrom German television related toscience and
technology and complete accompanying listening,reading,and writing activities.
Recommen d ed Websites forscience related articles: www.spiegel.de,
www.tagesschau.de ; www.stern.de ;www.bild.de.
Writea persuasive essay exploring the pros and cons of a technology, its impact on
our lives.