BAYLESS HIGH SCHOOL GERMAN I SYLLABUS

Teacher:          Herr Thomas Sutter

Description---

German I is a year-long course offered to students in grades 9-12. A balanced approach is used to introduce the four basic skills of language acquisition: reading, writing, speaking, and listening. The course is also geared to supply the students with cultural information on the German-speaking countries. Initially, the emphasis is on listening and speaking, but as students grow more confident in their abilities, increasing attention is paid to reading and writing skills.

Rationale---

German I is offered at Bayless High School as a way to guide students through the acquisition and application of knowledge for effective communication. Because it is increasingly important for students to be able to participate in a multi-cultural society, they are encouraged to develop a broad view of community. By learning a foreign language, students gain a greater understanding of their native language; current research has pointed out that students who study a second language often achieve higher grades in their English classes. By studying another language and culture, students gain a greater appreciation for the diversity of people’s perspectives, and may then consider their own attitudes and viewpoints in the light of this broader understanding.

Students will be assessed through quizzes, tests, workbook assignments, worksheets, oral proficiency checks, and other classroom assignments as necessary.

The textbook for our class is Deutsch Aktuell I  by Wolfgang Kraft.

The grading scale for tests and quizzes is:

                        90- 100 = A

                        80- 89 =   B

                        70- 79 =   C

                        60- 69 =   D

                        0- 59 =     F

If students need extra help before or after school, I will be happy to make myself available.

Each student should bring the following items to class every day: the German textbook, a notebook or looseleaf paper for note-taking, a pen or pencil, and a two-pocket organizer or other portfolio to keep notes, worksheets, and written assignments together. Failure to bring the textbook and other materials to class on a repeated basis will result in a deduction of points from the student’s total points. Approximately one-third of the student’s grade is based upon his or her daily participation in class, one-third is based upon workbook assignments and other written work, and another third is based upon test and quiz scores.

I’m looking forward to an exciting and rewarding year, and hope you are too!

Here’s what I hope students should know and be able to do when they have completed the German I course:

Goal I: Students will understand how to conduct basic everyday exchanges in conversation.

What all students should be able to do:

1.      Be able to greet and say farewell to people in German.

2.      Know which countries have German as a principal language, and as a secondary language. 

3.      Name the German numbers, and use them to do basic math.

4.      Name the letters of the German alphabet.

5.      Recognize the most common German names. Ask and tell how things are going.

6.      Ask where a person lives.

7.      Understand the difference between the familiar and the formal modes of address.

8.      Use the personal pronouns.

Goal II: Students will be able to describe themselves and their home environment.

What all students should be able to do:

1.      Describe the members of a family.

2.      Use German adjectives to describe oneself and other people, in terms of personality and disposition.

3.      Use the articles “der,” “die,” and “das.”

4.      Give the German names for the days of the week.

5.      Tell the time in German, using the twenty-four hour clock.

Goal III:  Students will be able to describe their school environment.

What all students should be able to do:

1.      Describe the objects in a classroom. (CA5, 1.5)

2.      Describe in German the different school subjects. (1.9, 4.8, SS6)

3.      Describe the German grading system. (1.9, 4.8, SS6)

4.      Make sentences using direct objects with the accusative tense. (CA1, 2.1, 2.2)

5.      Use the interrogatives “Wer?  Wen?  Was?” to ask questions. (CA1, 2.1, 2.2)

6.      Give the present-tense conjugations of the verb “sein.” (CA1, 2.1, 2.2)

Sample learning activities:

1.      Teacher hands out a variety of props to students.  Ask individuals what objects they have, using the new interrogatives.  Students must answer using the accusative tense.

2.      Have students draw a schedule of their daily classes, naming all the subjects in German.  When the schedules are completed, have students trade schedules and describe to the class what their partners are taking this semester.

Goal IV:  Students should be able to discuss the many facets of travel.

What all students should know:

1.      How to ask for directions. (CA3, CA5, CA6, SS7, 2.1, 2.2)

2.      How to describe the basic geography of a country, based on maps. (CA3, CA5, CA6, SS7, 2.1, 2.2)

3.      How to describe the weather and seasons. (CA1, CA6, 2.1, 2.2)

4.      How to identify countries and the languages spoken there. (CA1, SS5, SS7, 2.1, 2.2)

5.      How to ask for travel-related information.(CA1, 2.1, 2.2, 2.3, SS7)

6.      How to describe a trip. (CA1, 2.1, 2.2, 2.3, SS7)

What all students should be able to do:

1.      Ask for directions. (CA3, CA5, CA6, SS7, 2.1, 2.2)

2.      Tell what geographical part of a country certain cities are located in, when looking at

      a map. (CA3, CA5, CA6, SS7, 2.1, 2.2)

3.      Describe the weather conditions. (CA1, CA6, 2.1, 2.2)

4.      Name the four seasons and the twelve months. (CA1, CA6, 2.1, 2.2)

5.      Know how to give the plural forms of the nouns learned in the previous chapters. (CA1, 1.6, 2.2)

6.      Know how to form indefinite articles in the nominative and accusative tenses. (CA1, 2.1, 2.2)

7.      Tell what languages are spoken in different countries, and what those countries are called in German. (CA1, SS5, SS7, 2.1, 2.2)

8.      Discuss travel plans. (CA1, SS7, 2.1, 2.2)

9.      Talk about past events, using the present perfect tense. (CA1, 2.2)

Sample learning activities:

1.      Using posters depicting different seasonal activities, ask students to describe the weather in each scene, what season might be depicted, and in what month the action may be taking place.

2.      Hand students pictures of famous national landmarks.  Ask students to identify what country they represent and what language is spoken there.

Goal V:  Students should be able to obtain their choice of foods and beverages at a German restaurant or grocery store.

What all students should know:

1.      How to order foods and drinks at a restaurant. (CA1, 2.1, 2.2, 2.3)

2.      How to make requests. (CA1, 2.1, 2.2)

3.      How to express likes and dislikes. (CA1, 2.1, 2.2)

4.      How to describe responsibilities and desires. (CA1, 1.6, 2.2, 2.3)

What all students should be able to do:

1.      Know the German names of foods and beverages. (CA1, 2.1, 2.2, 2.3)

2.      Know how to use the modal verbs “moegen,” “moechten,” “muessen.” And wollen” to describe desires and responsibilities. (CA1, 1.6, 2.2, 2.3)

3.      Know how to negate a sentence using “nicht” or “kein” (CA1, 1.5, 2.2)

4.      Know the difference in usage between “kennen” and “wissen.” (CA1, 1.5, 2.2)

5.      Recognize the names of various eating establishments in Germany. (CA3, CA6, SS6, 2.3)

Sample learning activities:

1.      Students will prepare a restaurant skin, in two or threes.  One student plays the waiter

      and the other student(s) play(s) the customer(s), who order a meal.  Give the students

      time in class to prepare their skits, and then have each team present its skit in front of

      the classroom.

2.      Show enlarged pictures of different types of food and beverages to the class.  Ask

      individuals to name the various items in the pictures and express whether they like or

      dislike the items.

Goal VI:  Students should be able to discuss clothing and shopping.

What all students should know:

1.      The different German words for colors. (CA1, CA6, 2.1, 2.2, 2.3)

2.      The different terms for clothing. (CA1, CA6, 2.1, 2.2, 2.3)

3.      The vocabulary to shop effectively. (CA1, CA5, 2.1, 2.2)

4.      How to express future actions. (CA1, 2.2)

5.      How to describe one’s abilities and obligations. (CA1, 1.6, 2.2, 2.3)

What all students should be able to do:

1.      Name the colors in German. (CA1, CA6, 2.1, 2.2, 2.3)

2.      Name various clothing items in German. (CA1, CA6, 2.1, 2.2, 2.3)

3.      Use the modal verbs “koennen,” “sollen,” and “duerfen” to describe one’s abilities, obligations and permitted courses of action. (CA1, 1.6, 2.2, 2.3)

4.      Describe the features of department stores. (CA1, CA5, 2.1, 2.2)

5.      Be able to ask about prices. (CA1, CA5, 1.10)

6.      Emphasize certain parts of different sentences using “doch,” “denn,” and “ja.” (CA1, 1.6, 2.2)

7.      Use “werden” to express future plans. (CA1, 2.2)

Sample learning activities:

1.      Set up boxes with the labels “student/father/mother/teacher” on them.  Randomly

      drop the names of students in each box and draw them out.  Ask each student to

      identify the obligations a person has in each role.  Students must answer using

      “sollen,” “duerfen,” or “koennen” to express their answers.

2.      Bring a bag filled with strange and funny clothes from thrift stores.  Hand them out to

      students to put on, and ask student to name the item(s) and color(s) of clothing their  

      classmates are wearing.

Goal VII:  Students should be able to discuss birthdays and other special occasions.

What all students should know:

1.      How to talk about birthday presents. (CA1, CA6, 1.6)

2.      How to tell someone to do something. (CA1, 1.10, 2.1, 2.2)

3.      How to congratulate someone. (CA1, 1.5, 1.10)

4.      How to name the rooms of a home and furniture. (CA1, 1.5, 1.6)

5.      How to offer and accept gifts. (CA1, CA5, CA6, 1.10, 2.1)

What all students should be able to do:

1.      Name the various objects that could be given as gifts. (CA1, CA6, 1.6)

2.      Tell someone when your birthday is, using ordinal numbers. (CA1, 1.6)

3.      Name the rooms of a home, and the furnishings therein. (CA1, 1.5, 1.6)

4.      Tell someone what to do, using the command tense. (CA1, 1.10, 2.1, 2.2)

5.      Be able to use personal pronouns, in the nominative and accusative tense. (CA1, 2.2)

6.      Conjugate the stem vowel changing verbs, and use them in sentences. (CA1, 1.5, 2.2)

7.      Congratulate someone on a birthday or other special occasion. (CA1, 1.5, 1.10)

Sample learning activities:

1.      Play “German Basketball” to quiz students over the rooms of a house and furnishings.

2.      Play “Simon Says,” using the commands already learned, to see who can follow the imperative tense.

3.      Get a mortarboard (graduation hat) and a “diploma,” a baby rattle, and set of Easter bunny ears or an Easter basket, a birthday hat and a wrapped present.  Distribute these to students, and then have the students give the appropriate congratulations to the classmate wearing or holding each of these items.

Goal VIII:  Students should be able to talk and write about sports, entertainment, and other fun activities.

What all students should know:

1.      How to describe sports and hobbies. (CA1, CA6, 2.1, 2.2, 2.3)

2.      How to express likes and dislikes. (CA1, CA6, 2.1, 2.2, 2.3)

3.      How to discuss tasks and obligations. (CA1, 1.6, 2.2, 2.3)

4.      How to name the parts of the body. (CA1, 2.1, 2.2, 2.3)

5.      How to ask other people what their preferences are. (CA1, CA6, 2.1, 2.2, 2.3)

6.      How to accept or decline an invitation. (CA1, CA6, 2.2, 2.3)

7.      How to talk about past events. (CA1, CA6, 2.1, 2.2)

What all students should be able to do:

1.      Name sports, hobbies, and other leisure-time activities. (CA1, CA6, 2.1, 2.2, 2.3)

2.      Describe past events, using the present perfect tense with irregular verbs. (CA1, CA6, 2.1, 2.2)

3.      Use dative verbs and prepositions. (CA1, 1.6, 2.2)

4.      Use accusative prepositions. (CA1, 1.6, 2.2)

5.      Use verbs with separable prefixes. (CA1, 1.6, 2.2)

6.      Use possessive adjectives. (CA1, 1.6, 2.2)

7.      Name the parts of the body. (CA1, 2.1, 2.2, 2.3)

8.      Express likes and dislikes. (CA1, CA6, 2.1, 2.2, 2.3)

9.      Describe home chores. (CA1, CA6, 2.2, 2.3)

10.  Describe the different places in a city. (CA5, SS5, SS7, 2.1, 2.2)

11.  Use dative personal pronouns. (CA1, CA6, 1.6, 2.2)

Sample learning activities:

1.      Play German “Pictionary.”

2.      Have the students make autobiographical posters, giving various details about themselves, including their age, grade level, interests, and hobbies.

3.      Draw an aerial view of a city on the chalkboard, and have the students name the different buildings that are depicted there.

German II Curriculum                                                                                Thomas Sutter

Assessment Modes: Quizzes, tests, workbook assignments, worksheets, class projects, and other classroom assignments as necessary.

Goal I:  Students should review and practice vocabulary and grammar learned in German I.

What all students should know:

1.      How to describe oneself and others, in terms of age, interests, personality, and physical characteristics. (CA1, CA5, CA6, 1.5, 2.2, 2.3)

2.      The names of classroom objects, foods, colors, months, days, seasons, clothes and household objects. (CA1, CA5, CA6, 1.5, 2.2, 2.3)

3.      The verbs used to describe daily activities, chores, and free-time activities, and their conjugations. (CA1, CA5, CA6, 2.2, 2.3)

4.      How to use separable-prefix verbs.(CA1, 16, 2.2)

5.      How to describe future activities using “werden.” (CA1, 2.2, 1.6)

6.      How to describe past activities, using the present perfect tense. (CA1, 1.6, 2.2)

What all students should be able to do:

1.      Tell someone how old you are. (CA1, 2.2, 2.3)

2.      Tell someone what your interests and hobbies are. (CA1, CA5, CA6, 1.5, 2.3)

3.      Describe the emotional and physical characteristics of oneself and other people. (CA5, CA6, 1.5, 2.3)

4.      Name the objects in a classroom. (CA1, CA6, 2.1, 2.2, 2.3)

5.      Name the rooms and furnishings in a house or apartment. (CA1, CA6, 2.1, 2.2, 2.3)

6.      Name the colors, days of the month, the four seasons, and the twelve months. (CA1, 2.2, 2.3, CA6)

7.      Use a variety of present-tense verbs to describe daily activities, chores, and leisure-time activities. (CA1, 2.1, 2.2, 1.6)

8.      Conjugate regular and irregular verbs in the present tense. (CA1, 1.6, 2.1, 2.2)

9.      Use separable-prefix verbs. (CA1, 1.6, 2.1, 2.2)

10.  Use “werden” to describe future activities. (CA1, 1.6, 2.2)

11.  Use the modal auxiliaries. (CA1, 1.6, 2.1, 2.2)

12.  Use the present perfect tense to describe past activities. (CA1, 2.2, 1.6)

Sample learning activities:

1.      Play “Clock Time Bingo,” in which the class must listen as different times are given, and they must then match the spoken clues to pictures of clocks on their Bingo cards. 

2.      Using posters depicting different seasonal activities, ask students to describe the weather in each scene, what season might be depicted, and in what month the action may be taking place.

3.      Bring a bag filled with strange and funny clothes from thrift stores.  Hand them out to

      students to put on, and ask student to name the item(s) and color(s) of clothing their  

      classmates are wearing.

Goal II:  Students should be able to discuss vacations and traveling.

What all students should know:

1.      How to describe vacation plans. (CA1, CA6, 1.6, 1.5, 2.1, 2.2)

2.      How to describe and airport, youth hostel, and camping facilities. (CA1, CA6, 1.5, 2.3)

3.      How to talk about past events. (CA1, 2.2, 1.6)

4.      How to describe means of transportation. (CA1, CA6, 2.1, 2.2, 2.3)

5.      How to express likes and dislikes. (CA5, CA6, 1.5)

6.      How to identify animals. (CA5, 1.5)

7.      How to name countries, languages, and peoples. (CA3, SS6, SS7)

8.      How to express comparisons between people and objects. (CA1, CA5, 1.5, 2.3)

What all students should be able to do:

1.      Use comparative adjectives and adverbs. (CA1, CA5, 1.5, 2.3)

2.      Use superlative adjectives and adverbs. (CA1, cA5, 1.5, 2.3)

3.      Use reflexive verbs and pronouns. (CA1, 1.6, 2.1, 2.2)

4.      Be able to express sentences with accusative and dative pronouns in the proper sequence. (CA1, 1.5, 1.6, 2.2)

5.      Express sentences in the simple past tense. (CA1, 2.2, 1.6)

6.      Describe vacations plans. (CA5, CA6, 1.5, 2.3)

7.      Describe an airport, a youth hostel, and camping facilities. (CA1, CA5, CA6, 1.5, 2.3)

8.      Describe various means of transportation. (CA1, CA5, CA6, 1.5, 2.3)

9.      Name a variety of animals. (CA1, 2.1, 2.2)

10.  Name several different countries, their indigenous people, and the languages spoken there. (CA3, SS5, SS6, SS7, 1.9)

11.  Express likes and dislikes using “gern” and “nicht gern.” (CA1, CA6, 2.1, 2.2, 2.3)

Sample learning activities:

1.      Play “United Nations,”:  pass out a variety of small flags to students.  Each student must identify the country his or her flag represents and what languages are spoken there.

2.      Collect large pictures of people doing various activities.  Hold up a picture and ask students if they like to do that activity or not.  They must answer using “gern” or “nicht gern.”

Goal III:  Students should be able to describe many aspects of domestic life, including housing, chores, and daily activities.

What all students should know:

1.      How to discuss daily obligations, responsibilities, and activities. (CA1, CA6, 1.6, 2.2, 2.3)

2.      How to describe their homes. (CA1, 1.6, 2.2)

3.      How to describe their daily activities. (CA1, CA6, 2.1, 2.2, 2.3, 1.6)

4.      How to use infinitives as nouns. (CA1, CA5, 1.5, 2.2)

5.      How to express the past tense of modal auxiliaries. (CA1, CA5, CA6, 1.6, 2.2, 2.3)

6.      How to describe opposites. (CA1, CA5, 1.5, 1.6)

What all students should be able to do:

1.      Describe daily obligations and activities, using the modal auxiliaries. (CA1, CA6,  1.6, 2.2, 2.3)

2.      Describe the rooms and features in a typical home. (CA1, 1.6, 2.2)

3.      Use infinitives as nouns. (CA1, CA5, 1.5, 2.2)

4.      Express the past tense forms of the modal auxiliaries. (CA1, CA5, CA6, 1.6, 2.2, 2.3)

5.      Use adjectives as nouns. (CA1, CA5, 1.5, 2.2)

6.      Use adjectives after “der” words. (CA1, 1.5, 2.2)

7.      Name opposites of various adjectives. (CA1, CA5, 1.5, 1.6)

Sample learning activities:

1.      Set up boxes with the labels “students/father/mother/teacher” on them.  Randomly drop slips with the names of students in each box, and then draw them out, asking what responsibilities and activities each person might have in that role.  Students should use the modal auxiliaries to express their answers.

2.      Use a poster with an exploded view of a house, or magazine pictures, to quiz students on naming the rooms of a home, and the furnishings therein.

Goal IV:  Students should be able to discuss food and shopping.

What all students should know:

1.      How to describe an eating establishment. (CA5, CA6, 1.5, 2.3)

2.      The names of many different foods. (CA1, 1.10,  2.1, 2.2, 2.3)

3.      How to order meals in a restaurant. (CA1, CA6, 2.1, 2.2, 2.3)

4.      How to read a menu. (CA1, CA6, 2.1, 2.2, 2.3)

5.      How to describe a table setting. (CA1, 2.1, 2.2, 2.3)

6.      How to use the genitive tense. (CA1, 1.6, 2.1, 2.2)

7.      How to use “dieser/jeder/welcher.” (CA1, 2.1, 2.2)          

8.      How to request items when shopping. (CA1, CA6, 1.10, 2.1, 2.2, 2.3)

9.      How to name various fruits and vegetables. (CA1, 1.10, 2.1, 2.2, 2.3)

10.  How to identify the different departments in a large store. (CA1, CA6, 1.10, 2.1, 2.2)

11.  How to use various German question words. (CA1, 2.1, 2.2)

12.  How to use the demonstrative pronouns. (CA1, 2.1, 2.2)

What all students should be able to do:

1.      Describe a German eating establishment. (CA5, CA6, 1.5, 2.3)

2.      Recognize the different departments in a large store. (CA1, CA6, 1.10,  2.1, 2.2)

3.      Read a menu, and be able to order from it. (CA1, CA6, 2.1, 2.2, 2.3)

4.      Name various foods and produce items. (CA1, 1.10, 2.1, 2.2, 2.3)

5.      Describe a table setting. (CA1, 2.1, 2.2, 2.3)

6.      Use the genitive tense to show possession. (CA1, 1.6, 2.1, 2.2)

7.      Use the “der” words:  “dieser/jeder/welcher.” (CA1, 2.1, 2.2)

8.      Be able to request items when shopping. (CA1, CA6, 1.10, 2.1, 2.2, 2.3)

9.      Ask a variety of questions, using the interrogatives. (CA1, 2.1, 2.2)

10.  Use the demonstrative pronouns. (CA1, 2.1, 2.2)

Sample learning activities:

1.      Have the students divide into trios or foursomes, and give them class time to prepare a skit, in which one student plays a waiter in a restaurant, and the others play tourists trying to order a meal in a German restaurant. The “customers” must ask for menus, order foods and beverages, and pay their bills, all in German.

2.      Prepare flashcards with a variety of common products that one might buy in a department store. The students must use these as cues to request the indicated items in German.

Goal V:  Students should be able to discuss German holidays and festivals.

What all students should know:

1.      Know the major holidays and festivals in the German-speaking countries, and how they are celebrated. (CA5, CA6, SS6, 1.9)

2.      Know how to describe a holiday trip. (CA1, CA6, 2.1, 2.2, 2.3)

3.      How to describe past events. (CA1, CA5, CA6, 1.6, 2.1, 2.2)

4.      How to use adjectives in a sentence. (CA1, 1.6, 2.1, 2.2)

What all students should be able to do:

1.      Name the major holidays and festivals in the German-speaking countries, and describe how they are celebrated. (CA5, CA6, SS6, 1.9)

2.      Describe past events, using the present perfect tense. (CA1, CA5, CA6, 1.6, 2.1, 2.2)

3.      Properly use adjectives after “ein” words in a sentence. (CA1, 1.6, 2.1, 2.2)

4.      Properly use adjectives that are not preceded by articles in sentences. (CA1, 1.6, 2.1, 2.2)

5.      Describe a holiday trip. (CA1, CA6, 2.1, 2.2, 2.3)

Sample learning activities:

1.      Students should form groups of three. Each trio is informed that they’ve been given an extra holiday in their school year. They must decide what day they would like to have off, give reasons for having that particular day off, and create German names for their new holidays.

2.      Tape the pages of a calendar on the chalkboard. Ask the students what holidays are celebrated on particular days, and how those holidays are observed.

Goal VI:  Students should be able to write a letter in German, and be familiar with the German Postal Service.

What all students should know:

1.      How to describe items related to the post office. (CA1, 1.10, 2.1, 2.2)

2.      How to write a letter, and how to address correspondence. (CA1, CA4, 2.1, 2.2)

3.      How to use accusative and dative prepositions. (CA1, 1.5, 2.1, 2.2)

4.      Know the “da” and “wo” compounds, and when to use them. (CA1, 1.5, 2.1, 2.2)

5.      Be able to describe postal services. (CA1, 1.9, 1.10, 2.1, 2.2)

What all students should be able to do:

1.      Describe the items within, and the services offered by, a German post office. (CA1, 1.9, 1.10, 2.1, 2.2)

2.      Write a letter or postcard, and know how to address it. (CA1, CA4, 2.1, 2.2)

3.      Use the accusative and dative prepositions properly. (CA1, 1.5, 2.1, 2.2)

4.      Be able to use the “da” and “wo” compounds appropriately. (CA1, 1.5, 2.1, 2.2)

Sample learning activities:

1.      Have students write a letter addressed to one of their relatives, who lives in Germany. They must tell eight things they’ve done in the last week 

2.      Do a skit in which the students are standing in line at a German post office. The teacher will play the employee at the counter, and each student must request a different service, like paying a utility bill, buying stamps, or mailing a package to America.

Goal VII:  Students should be able to describe many aspects of domestic life, including housing, chores, and daily activities.

What all students should know:

1.      How to describe the way you feel. (CA1, CA5, 1.5, 1.10, 2.1, 2.2)

2.      How to describe a medical complaint. (CA1, CA5, CA6, 1.5, 1.10, 2.1, 2.2)

3.      Give the German names for various occupations. (CA1, 1.5, 2.1, 2.2)

4.      Give the German names for various medical items. (CA1, 1.5, 2.1, 2.2)

5.      The use of the past perfect tense. (CA1, 1.5, 2.1, 2.2)

6.      The uses of “da/dahin” and “dort/dorthin.” (CA1, 1.5, 2.1, 2.2)

What all students should be able to do:

1.      Describe the way you feel. (CA1, CA5, 1.5, 1.10, 2.1, 2.2)

2.      Describe any medical complaints. (CA1, CA5, CA6, 1.5, 1.10, 2.1, 2.2)

3.      Describe different occupations, and one’s plans for the future. (CA1, 1.5, 2.1, 2.2)

4.      Discuss events in the distant past, using the past perfect tense. (CA1, 1.5, 2.1, 2.2)

5.      Describe various medical items. (CA1, 1.5, 2.1, 2.2)

6.      Use “da/dahin” and “dort/dorthin” appropriately in sentences. (Ca1, 1.5, 2.1, 2.2)

Sample learning activities:

1.      Photocopy the jobs section of a German newspaper, and pass it out to the students. They should each select one job they would like to apply for, and write a letter of application, in which they describe their qualifications and skills.

2.        Have one student play a doctor, and another student plays a patient coming in with a medical complaint. The patient must describe his or her symptoms, and the doctor should recommend a course of action.

Goal VIII:  Students should be able to discuss cars and driving.

What all students should know:

1.      How to describe a traffic situation in German. (CA1, CA6, 2.1, 2.2, 2.3)

2.      How to name the parts of a car. (CA1, CA6, 2.1, 2.2, 2.3)

3.      How to use verbs with prepositions. (CA1, 1.6, 2.1, 2.2, 2.3)

4.      How to use verbs with dative conjunctions. (CA1, 1.6, 2.1, 2.2, 2.3)

5.      How to rent or purchase a car in the German-speaking countries. (CA1, CA6, 1.10, 2.1, 2.2, 2.3)

6.      Understand the sort of driver’s education Germans must undergo. (CA5, SS6, 1.5)

What all students should be able to do:

1.      Name the parts of a car. (CA1, CA6, 2.1, 2.2, 2.3)

2.      Be able to discuss different traffic situations. (CA1, CA6, 2.1, 2.2, 2.3)

3.      Discuss renting or buying a car in the German-speaking countries. (CA1, CA6, 1.10, 2.1, 2.2, 2.3)

4.      Use verbs with prepositions. (CA1, 1.6, 2.1, 2.2, 2.3)

5.      Use verbs with dative conjunctions. (CA1, 1.6, 2.1, 2.2, 2.3)

Sample learning activities:

1.      Have the students form trios. One student will play a car dealer, or an employee at a car rental agency. The other students must describe what they are looking for in a car to buy or rent, and the other must try to help the customers.

2.      Make a poster with an exploded view of a car on the chalkboard. See if the students can name all the parts of the car.

CURRICULUM FOR THE EXPLORATORY GERMAN CLASS AT THE MIDDLE SCHOOL:

The purpose of the exploratory German class is to give students at the middle school an exposure to a foreign language, and encouragement to take German when they reach the high school. The course will run for five-week installments, and the students will not be formally evaluated with tests or quizzes.

In the course of five weeks, students will be shown, and will gain practice, in expressing the following  concepts:

1.      Basic greetings and farewells. (CA1, CA5, CA6, 1.5)

2.      The numbers from zero to one hundred. (CA1, CA5, 1.5)

3.      The German alphabet. (CA1, CA5, 1.5, 1.6)

4.      How to introduce oneself, and how to ask other people for their names. (CA5, CA6, 1.5)

5.      How to describe your age. (CA1, CA5, 1.5)

6.      How to describe the members of one’s family. (CA5, 1.5, 2.3)

7.      Name the days of the week, the twelve months, and the four seasons. (CA1, CA5, CA6, 1.5)

8.      Be able to describe different kinds of weather. (CA1, CA5, 1.5)

9.      Name the various colors. (CA1, CA5, CA6, 1.5, 2.3)

10.  How to tell the time, on a twenty-four hour clock. (CA1, CA5, 1.5)

11.  Be able to describe people’s personalities. (CA1, CA5, CA6, 1.5, 2.3)

12.  Name various items that are found in a typical classroom. (CA1, CA5, 1.5, 2.3)

13.   Be able to read a German menu, and give the German names of various German foods and beverages. (CA1, CA5, 1.5, 2.3)

14.  Name various items that are found in a typical student’s room. (CA1, CA5, 1.5, 2.3)

15.  Be able to describe one’s emotional and physical condition, and know how to ask for this information from other people. (CA1, CA5, 1.5, 2.3)