AP German Language Syllabus

AP German Language Syllabus
Overview of the German Language Program
Years of Study: The school district offers 4-5 years of German. Students can
either start German in Year 8 in Middle School or in Year 9 at the High School.
Students can therefore take their AP exam during their 4th year of German or their
5th year of German (or each year).
Basic texts: The basic texts currently used are:
German 1
German 2
German 3
German 4/5 AP
Deutsch Aktuell 1, 5th edition + workbook
Deutsch Aktuell 2, 5th edition
Lies mit mir! 1, Holt, Rinehart and Winston
Von Helden und Schelmen, Nat. Textbook Comp. 1989
Selected fairy tales + Shrek 2 (fairy tale elements
Die Weiße Rose, Easy Readers 1977 + film: Die Weiße
Rose + selected texts related to German history
• Concise German Review Grammar, 2nd edition,
Houghton Mifflin Company (university level grammar
review)
Primary texts:
• Handbuch zur deutschen Grammatik, 4th edition,
2004
• Mitlesen Mitteilen, 3rd edition, 2004
• Kaleidoskop, 5th edition,1998
• Damals war es Friedrich, DTV junior, 1980
- For a detailed list see: ‘Teacher Resources’ at end of
syllabus
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Yearly emphasis: Although the emphasis in levels 1,2 and 3 is on global
communicative skills, level 4/5 is geared towards increasing vocabulary and
preparing for the AP German Language Exam.
Years 4 and 5 are always taught in one group and it is therefore necessary that I
alternate the curriculum for the course, using a two-year cycle. This approach
keeps students from having to repeat the same material if they opt to continue to
study German for 5 years. The two syllabi are very different from each other and I
hope that this will entice some students to study German for the full 5 years.
The German Language Syllabus
This is what students receive at the beginning of the year as part of their first
hand-outs:
“Willkommen!
Course Description:
This college-level course is designed to give students a rigorous review of all skills of language
learning including reading, speaking, writing, and listening comprehension. There will be an
extensive study of vocabulary with a particular focus on idiomatic expressions. Students will
review grammar and learn new and more advanced grammar concepts. They will be reading a
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variety of texts, and there will be regular writing assignments. Students' speaking skills will be
enhanced as they discuss literary texts, current newspaper articles, films and music, defend a
position, react to situations, etc. Students will prepare for the AP exam throughout the
academic year by using and discussing previous exams. Classes will be conducted completely
in German except for brief grammatical explanations.”
Sample AP Units:
Thematic units are built around short stories, films, or novels. Every thematic unit
will include the following:
• One “Schwerpunkt”, which is either
 a short story
 a novel
 a film
• Reading which includes:
 short stories
 a novel
 excerpts from the screenplay and/or review of the film
 song lyrics
 some reading practice with old AATG exams and AP exams
• At least two authentic texts of current events from:
 a newspaper
 the Internet
 a magazine or other realia
• Vocabulary work based on the readings, which includes:
 some predetermined vocabulary
 some self-selected vocabulary
 vocabulary that is problematic (e.g. ‘false friends’, ‘synonyms’)
 an exercise designed to help build vocabulary
 playful learning and using of idioms
• 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:
 two journal entries
 one formal essay (often based on topics used in old AP exams)
 writing ‘scripts’ to ‘Vater und Sohn’ picture stories and other short
written tasks
• Speaking practice (other than classroom talk) consists of:
 discussion of reading
 20 second speaking practice/picture stories practice – informally in class
or with tape recorders under AP conditions in the IMC
 some partner activity
 usually (at least once every six weeks) a formal oral presentation of
about 2 minutes
 usually (about once every 9 weeks) an informal ‘Kaffeeklatsch’ outside
the classroom setting – with parental approval. Students love those and
really look forward them. We teach each other words and expressions
that don’t make it into the normal classroom lessons.
• Listening practice includes:
 listening to me as a native speaker – I use natural speed and
expressions
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 listening practice that comes with the ‘Handbuch’, ‘Mitlesen Mitteilen’,
‘Kaleidoskop’ (This includes interviews, minidramas, news stories and
short stories)
 old AP exams/old AATG exams
 current music CDs
 Deutschlern.net – listening comprehensions
 films on DVD/Video
Assessments vary:
 can be tests that go with ‘Handbuch’ or ‘Kaleidoskop’
 vocab-tests
 parts of old AP tests
 essays written in class
 short answers to questions based on readings/films
 some presentations
 discreet grammar tests
A final assessment that includes:
 an old AP exam (listening, reading, speaking and writing – parts)
 if time – Students produce a skit [‘film’] in small groups – e.g. their own
commercial or a fairy tale or a reenactment of a scene in a film.
Grading
The following is part of one of my first hand-outs to students and gives a quick
overview of my grading policy.
“Materials needed: A well-kept notebook is essential this year and WILL be part of your
grade!!
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A three-ring binder (‘Notebook’) with 5 dividers labeled as follows:
1. Hausaufgaben / Arbeitsblätter / Tests
*homework / worksheets/ quizzes
2. Grammatik Notizen / Lückentexte
* grammar notes / ‚paragraphs’
3. Vokabeln / Redewendungen
*vocabulary / idiomatic expressions
4. Aufsätze / Notizen zum Aufsatzschreiben
*essays / notes on essay writing
5. Notizen zur AP Prüfung: grading rubrics, tips etc.
*notes on the AP exam
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Tapes (new!) to record the oral practice tests which will be conducted in the IMC.
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Mead Composition book: for the ‘Tagebuch’ + Vocabulary
Grading Policy:
20 % Assignments – written and oral (essays, journal, notebook, tapes, videos etc.)
20 % Participation
15 % Quizzes (esp. daily vocab, newspaper article vocab)
10 % Homework – written (daily: 3-2-1-0 points based on completeness)
35 % Exams – written and oral (practice AP tests, grammar tests based on Kaleidoskop)
The grades for each of the three marking periods will be averaged to compute the semester
grade.”
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I grade tests, quizzes and activities as I would grade in any other class, but all
activities that are constructed in the AP format are graded on the AP scale.
Free-response questions and the 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 (‘paragraph’) are worth one point; one point is taken off if it is the
wrong form, misspelled, or not capitalized.
Technology
Various units of the AP German Language course require the use of technology.
Success, however, does not depend on the most expensive and advanced
technological equipment. For listening comprehension and speaking practice we
use a CD player and a tape recorder. For the audiovisual units I use a television, a
VCR, and a multi-region DVD player. I also use a digital projector that can play
my German DVDs on a big screen. I use this also to project and play (I have two
good speakers) current news items (maybe from ZDFtivi) or topics that have been
‘didaktisiert’ on Deutschlern.net. We can do cloze type exercises, listening
comprehension, discussion of photos etc. This hones their listening and reading
skills, improves their vocabulary and also fosters good discussions.
To practice for the actual speaking part of the language exam the librarian helps
me by setting up a room in the library where she puts a CD player in the middle
to play the speaking prompts I downloaded from AP Central. Students sit widely
spaced in cubicles and they each have a tape recorder with built-in microphones.
We record the speaking section of past exams, I take the tapes home and grade
them. Sometimes I make students take the recordings home, transcribe what
they said and correct their mistakes. Then we retake the exam.
Teaching Strategies
I will now discuss in more detail the different strategies I use to teach the four
language skills. The following example will show, however, that these four skills
are never taught discreetly. Students are always given the opportunity to
integrate these skills during a typical lesson.
Here is the example: We are watching ‘Kaspar Hauser’ on DVD in German without
subtitles. I have prepared detailed questions for each segment of the film.
Students read those questions and listen and watch the film. They write down
brief answers to the questions and we then discuss these answers and anything
that seems strange, incomprehensible, new – in German, course. After the first
segment for example, we also read and discuss excerpts from the screen play,
that I typed up. For example, the written ‘Vorspann’ of the film and the letter that
Kaspar holds in his hand. To sum it up: we have combined some short writing,
with authentic listening and reading, and were engaged in lively discussion.
For a follow up homework, at this stage, I might ask them to write a very brief
summary of what they saw. They would also receive a list of German words they
need to learn with the film as they go along.
At the end of the film and after practicing the discussion of films in general I
would assign an AP essay related to the topic of ‘film’. [e.g.: AP exam
2004:”Stellen Sie sich vor, Sie sind Filmemacher. Was für einen Film drehen Sie
als nächstes Projekt, z. B. eine Komödie oder einen Actionfilm?]
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Afterwards, just for fun, we might work in small groups and dramatize some of
the memorable scenes of the film: for example: Kaspar isst zum ersten Mal bei
der Familie Hiltel or Daumer versucht, Kaspar klar zu machen, dass ein Apfel kein
eigenes Leben hat.
Warm-up Activities:
In German we call this die Aufwärmphase or die Auflockerungsphase – when
students come into the German classroom they need to get into their second
language as quickly, painlessly and as stress free as possible. So to kick-start
their German we always start with a 5 to 10 minute exercise. These exercises are
not connected to a particular topic we are covering at the time. The exercises
should be a surprise, they should be playful and they should never be part of a
test. Students should feel totally free to say anything and not be corrected. I
learned a lot about this phase from an article by the Goethe Institute in an AATG
newsletter. (John Lalande II)
Examples:
Wortketten; Was passt nicht?; Gegenteil finden; ich gebe Antwort,
Schüler raten Frage; Rätsel; ich fange verrückte Geschichte an, wir
erzählen weiter reihum; Kettensatzspiel; ein langes Wort – wie viele neue
Wörter kann man mit den Buchstaben machen; welches Wort kann man
mit diesem (z.B. Märchen-) verbinden u.s.w.
A lot of warm-up exercises are designed to reactivate old vocabulary and
discover new vocabulary in a playful manner.
Vocabulary:
Building vocabulary is extremely important to prepare students for the AP exam.
The vocabulary required for the AP reading comprehensions can stretch from the
basic to the more obscure and esoteric. Because we read novels, short stories,
watch older and more contemporary films and read a wide range of articles from
newspapers I hope that students are exposed to the widest possible variety of
words. Most of them will be learned for passive usage, but I hope that some of
them also make it into the students’ active writing and speaking usage. I teach
vocabulary (in German) before we read longer texts and test it. Then we collect
words we all consider ‘cool’, strange or just note-worthy on a big poster board in
the classroom as we go along (e.g. one such list went from Pusteblume, to
Baumwolle and then to Zuckerwatte and then we happened to discuss drugs and
we collected words such as Abhängigkeit, Entzugserscheinungen und
Gruppenzwang.) These are tested once we have discussed them again and torn
the page off. We also collect synonyms (büffeln=pauken; kriegen=bekommen)
and ‘false friends’(fast, ich will, der Pickel). But we just leave those on posters
around the room.
I teach idioms in a playful manner – and it is done as a competition between
German 4/5 and German 3. I selected 100 of them, they go on paper strips in a
bowl, we test 7 of them at random at a time, if 95 % of the class knows an idiom
the strip goes on a pin board – the class that has most strips on the board in 6
weeks wins. Idioms range from: auf Anhieb to Es liegt mir auf der Zunge to the
traditional Morgenstund’ hat Gold im Mund.)
When we read current news articles or other texts from current magazines we
collect words for each article that are new to us and every 5th article I select 15
words to reteach and they do the same. We compare and then decide on 25 or so
to test. (Articles range from something about Ausländerfeindlichkeit, to a new
Anne Frank exhibit in Berlin, to an article about the newest ‘Gadgets’ which in
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turn teaches me and them the newest English words that made it into German
lately.
Writing:
Students do two types of writing. Most writing is done in the classroom. The
instructions on the formal essays are exactly like those found on the AP German
language exam. The formal essays are graded holistically. They cannot use any
dictionaries.
Students also keep a journal. For each unit, they write at least two entries in their
journal. They write their entries under timed conditions (5-6 minutes). For this
particular practice situation students are allowed to look up two words in a
dictionary on my desk and they are required to write them down in the back of
their journals. This first entry is not graded and this allows the students to write
freely and take risks. I then collect them and mark the mistakes according to a
list of symbols they are familiar with (e.g. R for Rechtschreibung/spelling). The
rewrite their journal entry and are given a grade for how well they corrected the
entry. The content is not graded here either.
Here are some sample topics for the journal:
o
o
o
o
o
o
o
Wenn du jetzt nicht in der Deutschstunde wärst, was würdest du stattdessen
tun?
Bald ist Winter. Freust du dich darauf? Warum? Warum nicht?
Stell dir vor du bist ein Tier. Beschreibe was du am liebsten tust und was du
von den Menschen hältst.
[Photo of old lady looking to her right – taken from ‘Bild als Sprechanlaß.
Sprechende Fotos’. Goethe Inst. 1988]
Wo ist die alte Dame vielleicht? Wer ist vielleicht neben ihr? Was denkt sie
vielleicht?
[after seeing ‚Wunder von Bern’] Wie findest du es, wenn Eltern ihre Kinder
schlagen?
Als ich 10 Jahre alt war,...
Beschreibe ein Ding, ein Objekt, das dir wichtig ist.
etc.
Writing outside class includes guided essay writing (using, for example, the ’35
Guided Essays’ booklet from Teacher Discovery). I annotate those as above and
students rewrite them. But most outside written work relates to grammar practice
or questions connected to our short stories/novel.
Grammar:
The grammar book (‘Handbuch’) gives an excellent review.(‘Kaleidoskop’ used
during alternate years gives a good review as well, but I need to supplement it
more than the excellent ‘Handbuch’) 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 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. All grammar is tested at
the end of each grammar unit and I create AP ‘paragraph’ practice exercises that
go in tandem with the grammar we are practicing.
Listening:
Apart from listening to each other and to me in class I use a variety of materials
to practice listening comprehension. The ‘Handbuch’ offers wonderful and hilarious
listening opportunities and ‘Mitlesen’ includes a CD with short stories and current
music for students to listen to in class or at home. These listening
comprehensions are accompanied by excellent listening comprehension exercises.
When we use ‘Kaleidoskop’ we use some of the listening comprehension exercises
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that accompany ‘Kaleidoskop’ and the ‘Übungsbuch’, but I supplement them with
more up-to-date listening exercises that come with the news items on
Deutschlern.net or other on-line sources.
I always use German films on DVD that I play either on my TV or through my
digital projector. We watch and listen to them without subtitles or if necessary
with German subtitles. I buy most of the DVDs on our exchange trips to Germany
and I have a multi-region DVD player.
And for focused AP listening practice we use old AP exams and AATG (American
Association of Teachers of German) exams. Most years we also try to take the
AATG exam offered in January.
Speaking:
Students are used to speaking in class and their conversational German should be
pretty good at this stage. As I explained at the beginning of this section speaking
is one of the four skills that gets practiced within my normal teaching at all times.
But my students need to be especially prepared for the particular demands of the
speaking part of the AP exam. Students are used to answer questions on the spot
as part of a natural start of a lesson, but they are not used to having to answer a
short question with 20 second answer.
Before we start working on what we call the ‘Blitzfragen’ I explain to my students
that 90% of these demand that they can give a good excuse. And that is why we
practice Ausreden thoroughly at first. I love to start with a story from ‘Lesen, na
und?’ called ‘Der Mann, der nie zu spät kam’. The pre-reading activity includes a
very imaginative Entschuldigungszettel. We read and discuss the various probable
and improbably excuses and add some of our own. I also compiled a list of
Ausreden from a German web site (www.schoolunity.de/schule/ausreden) which
lists authentic excuses German students might use for lateness, homework not
completed etc. They love the outrages and weird ones and I ask them to learn
those by heart.
I have developed a very long list of 20-second directed responses prompts. I have
put the different prompts on laminated cards and for the first time round I pull out
a card and ask the question and students work in pairs and give each other
answers. Then I ask for volunteers to give the answer in front of the whole class
and we discuss the question (some might have misunderstood the prompt) and
the different possible answers. Later on in the year I pull out a card and students
have to answer the question in front of the class right away.
We also need to practice the picture stories. At the start I enlarge a sample one
and put all six in the right order on the board. We sit in a half-circle around in
front of them and brain storm words for each picture, then sentences, then we
have one student each talk about one picture. Then one volunteer speaks about
all of them. Then the last one gets timed and we discuss strategies of how to get
at least 4 pictures covered with the 2 minute time limit. We sometimes put them
up in the wrong order and discuss possible rearrangements before having one
student tell the whole story.
(Also: see my comments regarding ‘speaking’ under the heading of ‘Technology’.)
Reading:
[Reading is so closely linked to vocabulary building, that a lot has already been
mentioned under that heading.]
It is important that students recognize reading as the cornerstone of all their
other language skills. It is important that they can discuss what they read with
vocabulary they have learned and that they can relate the themes to their lives.
That is why we read a lot of contemporary short texts from current news sources
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– the readings range from a short article about Handy – use in Germany to
Bullying [where I learned that that is what it is actually called nowadays in
German.]etc. I also want my students to learn more about German contemporary
culture.
When we begin a new book or chapter, students volunteer to read aloud so that
they can practice pronunciation. I constantly interrupt with comprehension
questions or further explanations in German of what we have read. If we are
dealing with an important cultural theme like Ausländer, we will stop and have a
full discussion in German. The evening’s assignment always includes rereading
what we have read together in class before reading the new assigned pages. I
often include an additional, creative assignment.
To help students practice for their first attempts at an old AP Released Exam, I
use the reading passages from old AATG National Tests at first, as they are
somewhat easier. We read the selections, answer the questions, and discuss our
answers and any problems that they may have had with them.
I also have a lot of older easy readers that I ask students to take home and try to
read for fun. Those who do definitely improve their reading skills in leaps and
bounds.
Teacher Resources [related to the two attached Syllabi]
Main Textbooks:
Moeller, Jack, et al. Kaleidoskop: Kultur, Literature und Grammatik. 5th ed.
Boston: Houghton Mifflin College Division, 1998.
Moeller, Jack, et al. Kaleidoskop: Instructor’s Resource Manual. Boston: Houghton
Mifflin College Division, 1998.
Moeller, Jack, et al. Kaleidoskop: Übungsbuch. Boston: Houghton Mifflin College
Division, 1998.
Larry D. Wells, Rosmarie T. Morewedge, Mitlesen Mitteilen: Literarische Texte zum
Lesen, Sprechen, Schreiben und Hören (with Audio CD), 3rd Edition
Rankin, Jamie and Larry D. Wells. Handbuch zur deutschen Grammatik, 4th
edition, Bosten: Houghton Mifflin College Division, 2004.
Novels/Stories:
Kordon, Klaus und Peter Schimmel. Die Lisa. Eine deutsche Geschichte.
Hemsbach: Bels Verlag 2002.
+ AATG 2006 Didaktisierungsvorschläge: Lehrbuch und Arbeitsheft für
Student/innen.
Richter, Hans Peter. Damals war es Friedrich. Munich: Deutscher Taschenbuch
Verlag, 1980. + Goethe Inst. Materialienbuch 1996.
Kästner, Erich. Emil und die Detektive.Easy Readers (NTC) 1994.
Movies:
Die Ausreißer. Regie Ulrike Grote. Deutschland 2004, 23 minutes. (itunes
download).
Das Schrecklich Mädchen. Regie Michael Verhoeven. 1990. 90 minutes. DVD from
Germany.
Lola rennt. Regie Tom Tykwer. Distributed by Sony Picture Classics,
1999. 81 minutes.
Das Wunder von Bern. 2003. Regie Sönke Wortmann. Distributed by
Universal Pictures Germany, 2004. 118 minutes.
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Emil und die Detektive. Regie Fanziska Buch. DVD Germany 2001, 107 min.
Jeder für sich und Gott gegen alle. 1974. Regie Werner Herzog. Kinowelt Home
Entertainment/DVD 2004. 109 min.
Rosenstraße. Ein Film von Margarethe von Trotta. Distr. by Concorde. 130 min,
2004.
Other Texts:
Eppert, Franz. Deutsch mit Vater und Sohn. 10 Bildgeschichten von e.o.plauen für
den Unterricht Deutsch als Fremdsprache. München: Hueber 2001.
Brand, Lindo et.al. Die Schöne ist angekommen. Ein Grammatikkrimi. Stuttgart:
Ernst Klett Verlag 1995.
Matthias, Bettina. Geschichten ohne Ende. Ein Übungsbuch für Deutschlernende
im zweiten und dritten Lehrjahr. AATG 2005.
Dreke, Michael und Sofia Salgueiro. Wechselspiel Junior. Langenscheidt 2000.
Dreke, Michael und Wolfgang Lind. Wechselspiel. Langenscheidt 1986.
Zingel, Marianne. Teste dein Deutsch! 2. Langenscheidt 1981.
Twomey, Paula Camardella. Reflexionen: 35 Guided Essays in German Levels II
and III. Teacher’s Discovery 2006.
Horsfall, Philip and David Crossland. German Tests for Listening. NTC Language
Masters 1999.
Der Gimmick. Gesprochenes Deutsch von Adrienne. London: Hutchingson 1981.
Lohfert, Walter: Kommunikative Spiele für Deutsch als Fremdsprache. München:
Hueber 1982.
Pabit, Dagmar. Themen. Materialienbuch zu den Bänden 1+2. München: Hueber
1986.
Boschma, Nel et al. Lesen, na und?. Berlin etc. Langenscheidt. 1987.
Bundeszentrale zur politischen Bildung: Filmhefte- zu: Wunder von Bern,
Schreckliche Mädchen, Rosenstraße.
FilmArorbics: Exercises for the Study of Film by D.Katanmayer and Judy
Sugarman. Lesson plans for: Lola rennt und Das Schreckliche Mädchen.
CDs:
Wise Guys CDs: Ganz weit vorne + Wo der Pfeffer wächst
Online Resources:
Letternet. www.letternet.de.
DeutschLern.net – esp. for ‚Wunder von Bern’
German.about.com
ZDVtivi
Deutschland Nachrichten
Institut für Kino und Filmkultur – Filmhefte – esp. for ‚Kaspar Hauser’
www.irishfilm.ie/educ/downloads: esp. for ‘Lola rennt’
www.juma.de
Goethe Institute: online materials
AATG: online materials
Magazines and Newspapers:
P.M. Magazin
Focus
Greenpeace Magazin
Letternet Magazin
Eli Magazines (Feunde, Zusammen)
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and others
AP exams
Those that are released and on-line ‘First Response’ sections.
AATG exams Level 4:2007 and I have a lot of old ones to choose from (e.g. 1998
etc.)
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Deutsch AP (4/5)
Plan für das akademische Jahr „A“
Die ersten sechs Wochen
Schwerpunkte:
• Film: Das Wunder von Bern
[*This film was chosen specifically for the group I taught in 2006 – we had been on a GAPP
exchange to Germany and had experienced the World Cup first hand for 3 weeks during the
summer of 2006. --..The film for the course 2008-2009 might be quite a different one,
depending on the experiences of the group.]
• Kaleidoskop: Grammatik: Kapitel 1 + 2
Wiederholung von Präsens und Perfekt, Modalverben im
Präsens und Imperfekt
- und neue Problempunkte: lassen und ‚double inifintive’
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Andere Materialien und Themen:
1.
Fußball + Das Wunder von Bern:
a) Arbeit mit dem Film: Materialien vom Deutschlern.net, Irish Film Institute
b) Aktuelle Zeitungsartikel zur Fußballweltmeisterschaft 2006
c) Vokabel-Arbeitsblätter zum Fußball
2. Vorbereitung auf die mündliche Prüfung – die Bildergeschichte
Deutsch mit Vater und Sohn: „Der Verlorene Sohn“
3. Vorbereitung auf die mündliche Prüfung – die 20 Sekunden Antworten
Lesen, na und?: „Der Mann, der nie zu spät kam.“
Hier lernen wir Ausreden!! Sehr wichtig für die mündliche Prüfung.
4. AP Examen – üben mit alten Examen: AP 1999+2006 –only ‚First Responses’
Irreguläre Verben: Kaleidoskop: anfangen - erschrecken
Und davon werden wir regelmäßig etwas machen:
1) Tagebuch schreiben
2) Vokabellisten erstellen
3) Zeitungsartikel lesen
4) ‚Blitzfragen’ üben
5) Idiomtische Redewendungen (Der Gimmick, German.about.com u.a.)
6) Langenscheidt: Teste dein Deutsch 2
7) NCT Language Masters – Listening
8) Reflexionen: 35 Guided Essays in German
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Die zweiten sechs Wochen
Schwerpunkte:
• Buch: Die Lisa. Eine deutsche Geschichte
• Kaleidoskop: Grammatik: Kapitel 8
Konjunktiv II + Konditionalsätze
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Andere Materialien und Themen:
1. Arbeit mit dem Buch
a) Arbeit mit der Geschichte: Materialien vom AATGDidaktisierungsvorschläge
b) Deutsche Geschichte: 1900 – 1990 (+ Gruppenreferate)
c) Grammatikwiederholung (mit AATG Materialien zu Lisa)
2. Vorbereitung auf die mündliche Prüfung und zum Spaß
Wechselspiel Junior: Redewendungen 42 A+B
Wortschatz: 6 A+B
Zauber-Wettkampf: 7 A+B
3. Kurzfilm: ‚Die Ausreißer’ (Regie: Ulrike Grote)+ Diskussion
4. AP Examen – üben mit alten Examen: AP 1997
Irreguläre Verben: Kaleidoskop: essen – kriechen
Und davon werden wir regelmäßig etwas machen:
1) Tagebuch schreiben
2) Vokabellisten erstellen
3) Zeitungsartikel lesen
4) ‚Blitzfragen’ üben
5) Idiomtische Redewendungen (Der Gimmick, German.about.com u.a.)
6) Langenscheidt: Teste dein Deutsch 2
7) NCT Language Masters – Listening
8) Reflexionen: 35 Guided Essays in German
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Die dritten sechs Wochen
Schwerpunkte:
• Buch: Die Schöne ist angekommen. Ein Grammatikkrimi
• Kaleidoskop: Grammatik: Kapitel 3,4,5
besonders: Wortstellung, Konjunktionen, Infintiv+zu
auch: Nominativ, Akkusativ und Dativ
--------------------------------------------------------------------------------------
Andere Materialien und Themen:
1. Arbeit mit dem Grammatikkrimi:
Komplette und neuartige Grammatikwiederholung
2. ‚Blitzfragen’ üben
3. Wenn Zeit + zum Spaß: Wise Guys Songs
4.. AP Examen – üben mit alten Examen: AATG Nat. Exam: 1998+AP Exam
2002 - Semsterabschlussprüfung
Irreguläre Verben: Kaleidoskop: laden - schreiten
Und davon werden wir regelmäßig etwas machen:
1) Tagebuch schreiben
2) Vokabellisten erstellen
3) Zeitungsartikel lesen
4) ‚Blitzfragen’ üben
5) Idiomtische Redewendungen (Der Gimmick, German.about.com u.a.)
6) Langenscheidt: Teste dein Deutsch 2
7) NCT Language Masters – Listening
8) Reflexionen: 35 Guided Essays in German
13
Die vierten sechs Wochen
Schwerpunkte:
• Buch: Damals war es Friedrich
• [Film: Das schreckliche Mädchen (nur wenn Zeit)]
• Kaleidoskop: Grammatik: Kapitel 6 + Appendix 15, 16, 17
Präpositionen, Verben + Präpositionen
Da- und Wo-Komposita
Verben + Dativ
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Andere Materialien und Themen:
1. Arbeit mit dem Buch:
Arbeitsmaterialien – Goethe Institute 1996
Wir werden zum ersten Mal einen ungekürzten Roman lesen!
2. Vorbereitung auf die mündliche Prüfung:
Deutsch mit Vater und Sohn: „Der Gute“
4. Präpositionen üben: Kommunikative Spiele für Deutsch als Fremdsprache:
39+40
4. AP Examen – üben mit alten Examen: AATG National Exam Jan. 2007 + Free
Response section: AP 2004
Irreguläre Verben: Kaleidoskop: schreiben – tun
Und davon werden wir regelmäßig etwas machen:
1) Tagebuch schreiben
2) Vokabellisten erstellen
3) Zeitungsartikel lesen
4) ‚Blitzfragen’ üben
5) Idiomtische Redewendungen (Der Gimmick, German.about.com u.a.)
6) Langenscheidt: Teste dein Deutsch 2
7) NCT Language Masters – Listening
8) Reflexionen: 35 Guided Essays in German
14
Die fünften und sechsten sechs Wochen
Schwerpunkte:
• Film: Jeder für sich und Gott gegen alle (Kaspar Hauser)
[to be finished after AP exam:
AP exam is Thursday May 10th
Kaleidoskop: Grammatik: Kapitel 7 + 9:
Adjektivendungen, Vergleiche (Komparativ und Superlativ), Reflexivpronomen und
Relativpronomen
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Andere Materialien und Themen:
1. Arbeit mit dem Film: Filmheft Institute für Kino und Filmkultur und andere
Texte zum Film und zur historischen Figur
2. Geschichten ohne Ende: ‚Ein Hundeleben’
3. ‚Jakob ist ein schöner Vogel’ – Adjektivendungen üben
4. AP Examen – üben mit alten Examen: AP Exam 2003 (Berufe – Diskussion)
Irreguläre Verben: Kaleidoskop: unterscheiden - zwingen
Und davon werden wir regelmäßig etwas machen:
1) Tagebuch schreiben
2) Vokabellisten erstellen
3) Zeitungsartikel lesen
4) ‚Blitzfragen’ üben
5) Idiomtische Redewendungen (Der Gimmick, German.about.com u.a.)
6) Langenscheidt: Teste dein Deutsch 2
7) NCT Language Masters – Listening
8) Reflexionen: 35 Guided Essays in German)
15
Deutsch 4/5 – AP
Grammatik
Plan für das akademische Jahr „B“
Lesen/Hören/Sehen
+Besprechen
Sprechen
Wortschatzarbeit
(mündlich und schriftlich)
Einheit
Handbuch zur
Mitlesen Mitteilen/
deutschen Grammatik oder andereres
Material
Eins
1. Word Order
+ 23. Time
Expressions
Zwei
2. Present Tense
Wechselspiel,
Kommunikative
Spiele,
ThemenMaterialien
First Term
Vater und Sohn:
W#1
Die gute Gelegenheit
[Komm #
37]
1. Mittagspause
+ Willst du mit mir
gehen?
W#3
Vokabular (aus Handbuch)
Notizen:
(z.B.:
Tagebuch/Aufsatz
Themen usw.)
Instructions & directions:
8-9
time expressions: 329-334
mal vs Zeit: 336-337
schon/seit: 18-19
wissen vs kennen/lernen vs
studieren: 20-21
Achtung!! The grammar above is very important: mistakes in word order (esp. main verb second unit) and
verb/ subject agreement are considered ‘significant errors’ by AP examiners.
Drei
3. Present Perfect
Tense
Film:
Lola rennt
Vier
4. Cases &
Declensions
Film:
Lola rennt
Komm # 58
+ 62
W # 28
W#7
Komm #29
fahren/führen etc.: 34-35
Verbs+ Dative: 48-49 (1.3.)
machen: 52-53
AP Examen üben: 2002 (all), Free Response: 1999
16
Second Term
W # 14
Fünf
[5. Possessive Pron. –
nur zum Selbstlesen]
Film:
Lola rennt
Sechs
6. Negation /
Imperatives
7. Simple Past Tense/
Past Perfect Tense
8. Future Tense /
Future Perfect Tense
3. Familie in Kürze
W # 6 + 39
16. Neapel sehn
+ Wise Guys: Früher
W #63+46
Sieben
Acht
W # 19
Free Response: 2000
Third Term
5. San Salvador
W # 18
Komm # 8
Neun
9. Modal Verbs
Zehn
10. Prepositions
14. Fünfzig
Sprichwörter
+ Alles Banane
Komm # 38
/ 48
W # 21
Elf
11. Conjunctions
4. Rotkäppchen ’65
W # 24
Zwölf
26. Relative Pronouns
W # 36
der-words: 64-65
Raum/Platz/Ort/
Stelle: 69
bitte/doch/mal/nur: 80
negation-words: 80-81
verbs expressing going and
movement: 93-94
weiter[machen]/
fortfahren/fortsetzen:
105
Meanings of modals: 113118
Words expressing liking
and inclination: 120-122
review the meaning of all
prepositions: 130-142
bekommen/holen/erhalten
/kriegen: 142-143
review the meaning of all
conjunctions (esp.:
als/wenn/wann): 154-155
denken/glauben/halten/
nachdenken: 163-164
words used for categorization:
373
17
Dreizehn
Vierzehn
Fünfzehn
Sechzehn
AP Examen üben: 1997 (all), Free Response: 2001
Forth Term
13. Adjectives
10. Zeitsätze
words expressing positive
and negative reactions:
195-196
14. Comparative and
Film:
Themen #
some important
Superlative
Emil und die Detektive 30
superlatives: 211-212
highs and lows: 212
17. Reflexive
Film:
reflexive verbs: 248-249
Pronouns / Selbst and Emil und die Detektive
entscheiden/Entscheidung
Selber / Einander
/beschließen: 251-252
28. Passiv
Emil
W # 43
schaffen vs schaffen: 406
AP Examen: 1996 (all)
Fifth Term
Siebzehn
Achtzehn
19. Da-Compounds /
Uses of es
12. Fritz
+ Kinder
+ 30. Prepositions as
Verb Complements
Zeit zum Atemholen – üben, was wir für wichtig halten
Neunzehn
20. Conditional
Subjunctive
Zwanzig
18. Infinitives
Wise Guys:
Wenn es jetzt schon
Juli wär’
Wise Guys:
Jetzt ist Sommer
Themen:
‘Reise in die
Wüste’
W # 52
es gibt vs es ist/sind: 274275; es expressions:275
more es-words: 276
+ Verbs + prepositions:
423 - 439
words expressing ‚to stop’:
224-225
words expressing ‚to act /
to behave’: 292-293
lassen/verlassen/
weggehen: 264-265
18
6th Term
Einund29. Verb Prefixes
Exam practice
Komm # 4 / words with prefixes: 424zwanzig
+ Review
36
425
AP EXAMS: Free Response: 2004
zweiund12. Genders / Noun
15. Ein Mensch mit
W # 67
animals and their sounds:
zwanzig
Plurals / Weak Nouns Namen Ziegler
178-179
+ Der Panther
Dreiund25. Particles
flavoring particles: 361zwanzig
362 +366
Film: Rosenstraße (nur zum Anschauen)
Materialien:
Handbuch zur deutschen Grammatik (Houghton Mifflin)
Mitlesen Mitteilen (Thomson)
Wechselspiel (Langenscheidt)
Kommunikative Spiele für Deutsch als Fremdsprache (Hueber)
Themen (1+2) – Materialienbuch (Hueber)
Deutsch mit Vater und Sohn (Hueber)
Deutschlern.net – zum Lesen, hören und Vokabelüben
aktuelle Zeitungsartikel – aus: Deutschland Nachrichten, EliLanguage Magazines (Freunde, Zusammen, Letternet
Magazin, www.tivi.de, Greenpeace Magazin,PM Magazin, Focus und andere online Nachrichten
alte AP Examen: those online and available to order
Materials handed out at AP Seminar at Rice University with Beth Smith Summer 2005
Filme / DVDs:
Lola rennt (+Materialen vom Irish Film Institute + FilmArobics)
Emil und die Detektive ( +Materialien vom Goethe Inst.)(+ Auszüge aus dem Originalbuch von Kästner, wenn Zeit)
Rosenstraße (+Materialen von der Bundeszentrale zur politischen Bildung)
19