COURSE TITLE: German 3&4
ROOM: B1.18
German 3 and 4 are continuations of German 2 and 3, respectively. This course will present more complex vocabulary, grammar and sentence structure. Students will be provided with the opportunity to practice speaking, listening, reading and writing skills. Particular emphasis will be placed on self-expression, and the ability to communicate with greater ease.
DoDEA's performance standards for foreign languages are based on the five National Goals of the American Council for Teachers of Foreign Language:
Performance Descriptions: In
Level III, students continue to develop oral proficiency skills. This enables
them to perform routine language functions on a variety of topics. Students are
able to ask and answer questions, sustain conversation and express ideas with
increasing facility. Students continue to develop reading and writing skills
appropriate to the level in cultural contexts. Students demonstrate increased
appreciation of the culture and people of the target language.
FL1 Speaking, Speaking,
listening, and understanding are fundamental processes which
Listening, and people use
to express, explore, and learn about ideas. The student
Understanding speaks and understands the target language as a
result of various instructional strategies focusing on oral proficiency. These
include use of the target language in familiar situations to enhance vocabulary
development and oral proficiency skills.
Standard: FL1a: The student understands and
interprets spoken expression in the target language on a variety of topics with
increasing facility, and comprehends short conversations and narrative
passages. The student:
Components: FL1a.1: builds and expands
vocabulary in the target language;
FL1a.2: continues
to refine an understanding of the sound system of the target language; and
discriminates individual sounds and intonation of the target language;
FL1a.3: understands basic idiomatic
expressions and cognates;
FL1a.4: responds
appropriately to spoken commands; and
FL1a.5: comprehends the main ideas in
a variety of spoken presentations.
Standard: FL1b: The student engages in
conversations; provides and obtains information, expresses feelings and
emotions, and exchanges opinions in the target language. The student:
Components: FL1b.1: engages in basic classroom
interactions;
FL1b.2: uses
basic idiomatic expressions and expressions of courtesy;
FL1b.3: uses
the target language in everyday situations; and
FL1b.4: demonstrates
increasing control of vocabulary.
FL2 Reading and Reading is a process of understanding the written
target language. It
Writing requires
students to recognize the printed word, interpret the text, and demonstrates
comprehension of the text in the target language. Writing is a process through
which the writer shapes the target language to communicate effectively.
Standard: FL2a: The student reads material in
the target language. The student:
Components: FL2a.1: reads and comprehends written
directions;
FL2a.2: reads
a passage;
FL2a.3: recognizes
cognates and words in context; and
FL2a.4: reads aloud using correct
pronunciation, inflection, and intonation.
Standard: FL2b: The student comprehends and
interprets the main idea of a variety of written materials in the target
language. The student:
Components: FL2b.1: expands reading vocabulary;
FL2b.2: reads and comprehends
functional readings and/or literature from a variety of genres;
FL2b.3: predicts
meaning of key words in a selection; and
FL2b.4: understands new vocabulary
with contextual clues.
Standard: FL2c: The student writes words and
simple expressions in the target language. The student:
Components: FL2c.1: writes forms of familiar spoken
language using idiomatic expressions and colloquialisms;
FL2c.2: researches
and writes reports on a variety of topics; and
FL2c.3: writes
descriptions about diverse themes using variations of patterns previously
learned.
Standard: FL2d: The student demonstrates written
communication in the target language for a variety of needs. The student:
Components: FL2d.1: writes questions to
obtain information;
FL2d.2: writes
appropriate answers to questions on familiar topics; and
FL2d.3: creates a writing sample with
point of view and purpose.
Standard: FL2e: The student demonstrates
communicative and interpretative skills in both reading and writing in the
target language. The student:
Component: FL2e.1: reads and comprehends material,
and produces written work that reflects understanding of text.
FL3 Cultures The
understanding of another culture includes the relationships among the
perspectives (attitudes, values), the practices (patterns of social interactions),
and the products (foods, book, games, etc,) of a society.
Standard: FL3a: The student demonstrates an
understanding of the different aspects of the culture studied. The student:
Components: FL3a.1: recognizes attitudes, values and
beliefs;
FL3a.2: explores formal social,
political and economic institutions;
FL3a.3: examines
celebrations, holidays, traditions, folk stories, legends;
FL3a.4: discovers
foods; and
FL3a.5: explores
fine arts, literature and entertainment.
Standard: FL3b: The student reinforces and
expands their knowledge of other disciplines through the culture studied, and
vice versa. The student:
Components: FL3b.1: connects information studied in
other subjects to their learning of the culture studied and vice versa; and
FL3b.2: applies
the concepts acquired in the culture studied in other curricular areas.
Standard: FL3c: The student expands his/her
views of the world through the exploration of the culture studied by making
parallels between the culture studied and his/her own. The student:
Components: FL3c.1: discovers and compares
similarities and differences between the two cultures;
FL3c.2: develops
an awareness and understanding of alternative views;
FL3c.3: analyzes and evaluates
similarities and differences between the two cultures; and
FL3c.4: develops
the ability to hypothesize about cultural systems in general.
Standard: FL3d: The student demonstrates
cultural understandings by interacting in real-life situations, applying
appropriate social protocols and language. The student:
Components: FL3d.1: communicates on a personal level
with target language speakers;
FL3d.2: participates
in community celebrations in the target culture; and
FL3d.3: involves him/herself in local community events and activities or simulated real-life situations.
AFNORTH International Middle/High
School’s CSP (Continuous School Progress) goal is, “All students will improve their written
communication skills across the curriculum.” The 6 Traits + 1 is the
model selected to improve school-wide writing in all subject areas. The 6
Traits + 1 writing framework is a powerful way to learn and use a common
language to refer to characteristics of writing as well as establish a common
vision of what “strong” writing looks like. Teachers and students will use the
6 Traits + 1 model to identify areas of strength and weakness as they continue
to strive towards continued writing improvement. Success of all students
requires that the 6 Traits + 1 become a consistent and integral component of
each course taught at AFNORTH International Middle/High School.
6 + 1 in the Curriculum
In class we will be using the 6 Traits + 1 model both to write in German and English. Students will be writing frequently on a variety of topics, and the 6 Traits + 1 model will be used throughout the year. These will include various journal entries, essays, poetry, and research papers on historical, literal and cultural topics
Grades will be
based on the point system. Points will
be given for each assignment, homework, in-class work, quizzes, tests, oral
participation, dialogues cultural assignments and projects. These points are added up daily and
according to the number of possible points the grade will be determined.
Approximately
33% of the student’s grade will come from homework and in class
assignments. 33% of the grade will be
from the quizzes and test given. 33%
will be for oral participation and dialogs.
The grades will be given in a percentage basis, which follows the
school’s mandatory grading scale.
Every chapter covered will
have quizzes, a final chapter test, a chapter worksheet and a final chapter
dialog. Quizzes will be unannounced,
so students must make every effort to stay caught up. The test dates are announced in advance so that the student has
adequate time to prepare.
EXPECTATIONS AND CONSEQUENCES:
Students
are expected to come to class on time, prepared with their textbook, workbook,
homework assignment, notebooks, pen/pencil, eraser and paper. Failure to do so will result in a tardy
mark. A notebook is required for the
course. Class rules, along with coming
to class prepared, are to follow directions, to speak only when called upon, to
keep your hands to yourself, and to refrain from cussing or putting other
students down.
Group work is essential in the foreign language classroom to practice and master conversation in the target language. During group time, all students are required to stay on task in the target language. Students who interrupt the learning process will be asked to leave. The time out procedures will be in effect with an administrator in the office. A conference will be held with their teacher, counselors, and administrator to discuss the problem.
Students will be required to perform oral dialogues
and presentations in front of class.
As the year progresses I expect longer presentations.
TEXTBOOK:
Deutsch Aktuell 3 by Wolfgang Kraft
Various readers, literature books, and grammar reference
materials
SUPPLEMENTAL MATERIAL:
A small German/ English dictionary is
recommended. All vocabularies are
listed in the back of the textbook and the dictionary will only be used for
fieldtrips and dialogs. It is helpful for students to keep track of all
vocabulary presented in a personal vocabulary notebook available in Dutch and
German stationary shops.
HOMEWORK POLICY:
Students will have homework every class
session. This could be a written or an
oral assignment such as memorizing words and phrases. All homework assignments are supplemental to the material covered
in class. Homework will be checked and
handed in and receive points for completion and neatness. If no specific homework is
assigned, students are to study vocabulary for at least twenty minutes.
The study of language requires constant practice
and interaction. It is therefore important that the students be present at all
times. In class oral activities will be
missed and in some cases can be made up through alternate assignments. If a student is absent, depending on the
length, he/she has until the following class period to make up the
assignment. In case of a planned absence,
I highly recommend that whenever possible, the assignments be completed ahead
of time.
PARENTS / SPONSORS:
You can help by making sure that you son/daughter
completes his/her homework. You may
want to quiz them on weekly vocabulary words.
Students, who carefully complete all homework assignments, score much
higher on tests and exams and a much faster rate of language fluency. When
traveling in a German speaking country, encourage your child to use the German
language. It is a great motivating
force, although some Germans will want to show off their English skills in
response. The student must use the
target language outside the classroom, whenever possible. Watching German TV
and videos can also be a great motivating tool.
CONFERENCE: Any parent who wishes a conference should call the guidance office to
make an appointment.