COURSE
TITLE: German 1
ROOM: D3.4
This
course is designed to enable students to begin to communicate with native
speakers of the language of German.
Students will use simple language and read age and language appropriate
passages for various purposes. They
will explore aspects of culture of countries where German is spoken, including
social customs and the arts, by participating in cultural events and activities
both print and technological resources.
DoDEA’s
performance standards for foreign languages are based on the five National
Goals of the American Council for Teachers of Foreign Language:
In Level
I, students develop speaking, listening, and understanding skills that will
enable them to function in everyday situations. The student also develops reading
and writing skills appropriate to the level of study. The student demonstrates
an appreciation of the culture and people of the target language.
Speaking,
listening, and understanding are fundamental processes which people use to
express, explore, and learn about ideas. The student 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. The student:
Components: FL1a.1: builds and expands a basic vocabulary in
the target language;
FL1a.2: understands the sound systems of the
target language, 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 simple
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; and
FL1b.3: uses the target language in everyday
situations.
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:
Component: FL2a.1: reads and comprehends simple 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 I the target language. The
student:
Components: FL2b.1: expands reading vocabulary; and
FL2b.2: predicts meaning of key words in a simple
selection;
Standard: FL2c: The student writes words
and
simple expressions in the target language. The student:
Components: FL2c.1: writes forms of familiar spoken language.
FL2c.2: presents a simple written report on
familiar topics;
FL2c.3: writes descriptions of familiar topics;
and
FL2c.4: uses impersonal expressions.
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 or
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 reading comprehension skills across the curriculum.”
Goal two is:, “All students will improve skills in mathematical computation.” Standardized
assessments, such as the PSAT and Terra Nova will be used to identify areas of
strengths and weaknesses and to assess growth as we continue to strive toward
continued academic improvement. Success
of all students requires that instructional strategies to improve reading
comprehension and mathematical computation 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 + 1 Trait model both to write in German and
English. Students will be writing
frequently on a variety of topics, and the 6 + 1 Traits of Writing model will
be used throughout the year.
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.
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.
Deutsch
Aktuell 1 by Wolfgang Kraft
Various
readers, literature books, and grammar reference materials
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.
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.
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.