CURRICULUM GUIDE HANDBOOK GERMAN 4H, AP

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1 CURRICULUM GUIDE HANDBOOK GERMAN 4H, AP Niles Township High School District Gross Point Road Skokie, IL (847) Prepared by: Sara Shuster Josef Neumayer Edmund Murphy, Director Revised August

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3 TABLE OF CONTENTS Syllabus AP Units Learning Targets 21 Unit Sequence Plan Kulturvergleich. 32 3

4 AP German Language and Culture Syllabus Course Overview This course consists of 6 thematic units developed based on the essential questions and the course themes of the new AP German exam. The course is designed to provide students with constant opportunities to listen, read, write and speak in German and to apply their knowledge in authentic contexts. The materials include a wide range of authentic literary and audio texts as well as visuals from textbooks and online resources. These materials provide opportunities for reflection, synthesis, and expression in the target language. In addition, regular grammar units are incorporated into the units. The course is taught exclusively in German and the students are also expected to communicate entirely in German. This course incorporates each of the six thematic units: Contemporary Life, Global Challenges, Science and Technology, Personal and Public Identities, Family and Communities, and Beauty and Aesthetics. In most cases, there is significant overlap in the themes and many themes are addressed in multiple contexts. All three communicative modes (interpersonal, interpretive, and presentational) are incorporated into each thematic unit in a variety of ways. In addition to the natural incorporation of these modes, thematic AP formatted writing and speaking activities are added to each unit. Koithan, Ute, et al. Aspekte. Berlin and Munich: Langenscheidt KG, 2007 Primary Course Materials: Koithan, Ute, et al. Aspekte Arbeitsbuch. Berlin and Munich: Langenscheidt KG, Moeller, Jack, et al. Kaleidoskop: Kultur, Literatur, und Grammatik. 6th ed. Boston: Houghton Mifflin College Division, 2002 Bachmann, Saskia, et al. Sichtwechsel 1. Munich: Klett Verlag, Bachmann, Saskia, et al. Sichtwechsel 2. Munich: Klett Verlag, Supplementary Texts Barske, Tobias, et al. Denk mal. 1st ed. Boston: Vista Higher Learning, Kaufmann, Susan, et al. Orientierungskurs Deutschland. Berlin and Munich: Langenscheidt KG, Pilaski, Anna, et al. Entdeckungsreise D-A-CH: Kursbuch zur Landeskunde. Berlin and Munich: Langenscheidt KG,

5 Films Schwarzfahrer. Directed by Pepe Danquart Kurz und Gut Macht Schule. A collection of short films from the Goethe Institut Das Versprechen. Directed by Margarethe von Trotta Jenseits der Stille Im Juli. Directed by Fatih Akin Dufte von Goethe Institute YouTube ( Slow German ( Deutsche Welle ( Spiegel Online ( ARD ( Step into German ( Websites with Authentic Materials: Readers: Hagemann, Bernhard, Johnny schweigt. Berlin and Munich: Langenscheidt KG, Heyne, Isolde, Yildiz heiβt Stern. Berlin and Munich: Langenscheidt KG, Martin, Hansjörg, Kein Schnaps für Tamara. Klett, Turner, Lisa Ray and Blaine Ray, Mein eigenes Auto. Berkeley: Command Performance Language Institute & Blaine Ray Workshop,

6 Einheit 1: Erst die Arbeit dann das Vergnügen AP Thema: Alltag Essential Questions: Why do people work? What role does perception play in finding a job? What do people value? How do societies and individuals define quality of life? What do people do in their free time? What do people find entertaining? 6 Interpersonal Spoken Blitzfragen: Students discuss jobs they have had and their opinions and feelings about those jobs. Interpersonal Written Students respond to an written by a fictitious co-worker regarding problems at work. Audio,Visual and Audiovisual Interpretive Students watch and discuss a video clip about applying for jobs. They then discuss what would be appropriate in an inverview. Students watch the short film, Kleingeld and discuss the social issues addressed in the film Students listen to various Written and Print Interpretive Given a series of situations regarding what work really is, students give their definition of work and discuss/debate the situations with classmates. Students rank their free time activities and compare their choices with a graph from Germany Presentational Spoken In groups, students create a new extreme sport by either inventing a sport or combining existing sports. They design a PowerPoint presentation and present their sport to the class. Presentational Written Compare 2 Extremsportarten of classmates presentations discuss advantages and disadvantages of each and express your opinion of what you would choose to do and why In an AP-style format (students are given 3 sources),

7 podcasts about free time and work and answer questions and discuss the topics. Students read about German holidays. students write an essay. Thema: Wie soll man heutzutage mit Fitness umgehen Students watch and discuss the film, Nordwand. engages in the oral exchange of information, opinions, and ideas in a variety of time frames in formal situations. states and supports opinions in oral interactions. writes formal correspondenc e in a variety of media using appropriate formats and conventions. Learning demonstrates comprehension of content from authentic audio, audiovisual, and visual resources. demonstrates critical viewing or listening of audio, audiovisual and visual resources in the target language. Objectives demonstrates comprehension of content from authentic written and print resources. examines, compares, and reflects on products, practices, and perspectives of the target culture. produces a creative oral presentation. retells or summarizes information in narrative form, demonstrating consideration of audience. retells or summarizes information in narrative form, demonstrating a consideration of audience. produces persuasive essays. 7

8 Einheit 2: Die Wende und die Folgen Themen: Globaliserung, Persönliche und öffentliche Identitäten, Familien und Gemeinschaft, Schönheit und Ästhetik Essential Questions: What political events led to the building and fall of the Berlin Wall? How do political systems mirror each other? What effects did the fall of the Wall have on the German people? What are the lingering social, economic and political issues of Die Wende? What political and social issues pose challenges in societies? How does politics affect art? Interpersonal Spoken Think- Pair- Share: Students discuss what they know about the Wall and compare with a partner. Partner Interview: Tage und Daten, die du nie vergessen wirst Students give their opinion on art after looking at graffiti samples. 8 Interpersonal Written Students assume the role of an Ossi/Wessi and write a letter to the opposite, explaining their point of view. After viewing the film, Das Versprechen, students assume the role of either Konrad or Sophie and write a letter to their boy/girlfriend explaining their motives as Audio,Visual and Audiovisual Interpretive Students view and interpret various political cartoons and create their own. Students examine graffiti from the Wall and interpret it. Students listen to various podcasts and a songs (Wir sind wir and Amerika) about the Written and Print Interpretive Students examine Ossi and Wessi jokes to determine stereotypes. Students read interviews about the topic and discuss the feelings of the Germans directly following the fall of the Wall and in the years after. They will investigate economic and Presentational Spoken Students will create graffiti on a Wall and explain what they have created and why. Presentational Written Students will compare 2 songs or films and tell someone which they consider to be better and why In an AP-style format (students are given 3 sources), students write an essay.

9 shown in the film. topic. Students watch and discuss videos, excerpts from the film, Das Versprechen, and the short film Dufte. social issues that currently exist in Germany and their historical contexts. engages in the oral exchange of information, opinions and ideas in a variety of time frames in informal situations. elicits information and clarifies meaning by using a variety of strategies. engages in the written exchange of information, opinions, and ideas in a variety of time frames in informal situations. writes informal correspondenc e in a variety of media using appropriate formats and conventions Learning demonstrates comprehension of content from authentic audiovisual resources. understands the purpose of a message and the point of view of its author. Objectives demonstrates comprehension of content from authentic written and print sources. examines, compares and reflects on products, practices and perspectives of the target culture. produces a creative oral presentation. demonstrates an understanding of the features of target culture communities. retells or summarizes information in narrative form, demonstrating a consideration of audience. produces persuasive essays. 9

10 Einheit 3: Multikulturelle Gesellschaft und Diversität Themen: Globalisierung, Persönliche und öffentliche Identität, Familien und Gemeinschaft, Alltag Essential Questions: What does it mean to be German? American? As our world becomes more diverse, what are some of the challenges societies and people face? What is culture? How is a culture created? What shapes/defines culture? What does it mean to be multicultural? What is typical of a nationality? In what way is Germany multicultural? What are examples and the effects on daily life? What is a national identity? What makes us German, American, etc.? What are some stereotypes that people have and why do they have them? What is the difference between a prejudice and a stereotype? Interpersonal Spoken Interpersonal Written Audio,Visual and Audiovisual Interpretive Written and Print Interpretive Presentational Spoken Presentational Written Blitzfragen: Students discuss jobs they have had and their opinions and feelings about those jobs. Students respond to an written by a fictitious co-worker regarding problems at work. Students watch and discuss a video clip about applying for jobs. They then discuss what would be appropriate in an inverview. Students watch the short film, Kleingeld and discuss the Given a series of situations regarding what work really is, students give their definition of work and discuss/debate the situations with classmates. Students rank In groups, students create a new extreme sport by either inventing a sport or combining existing sports. They design a PowerPoint presentation and present their sport to the class. Compare 2 Extremsportarten of classmates presentations discuss advantages and disadvantages of each and express your opinion of what you would choose to do and why 10

11 social issues addressed in the film Students listen to various podcasts about free time and work and answer questions and discuss the topics. their free time activities and compare their choices with a graph from Germany Students read about German holidays. In an AP-style format (students are given 3 sources), students write an essay. Thema: Wie soll man heutzutage mit Fitness umgehen Students watch and discuss the film, Nordwand. Learning Objectives engages in the oral exchange of information, opinions, and ideas in a variety of time frames in formal situations. writes formal correspondenc e in a variety of media using appropriate formats and conventions. demonstrates comprehension of content from authentic audio, audiovisual, and visual resources. demonstrates comprehension of content from authentic written and print resources. produces a creative oral presentation. retells or summarizes information in narrative form, demonstrating a consideration of audience. states and supports opinions in demonstrates critical viewing or listening of examines, compares, and reflects on retells or summarizes information in produces persuasive essays. 11

12 oral interactions. audio, audiovisual and visual resources in the target language. products, practices, and perspectives of the target culture. narrative form, demonstrating consideration of audience. 12

13 Einheit 4: Familie und Freundschaft Themen: Familien und Gemeinschaft, Alltag, Naturwissenschaft und Technologie, Persönliche und öffentliche Identität Essential Questions: What constitutes a family? Why is family important? What does family mean to society? How do the roles that families and communities assume differ in societies around the world? What constitutes a friendship? What does it mean to be a friend? How does that definition differ in various societies? What draws people to one another? What makes a relationship meaningful? How have relationships been changed by modern technologies? Interpersonal Spoken Interpersonal Written Audio,Visual and Audiovisual Interpretive Written and Print Interpretive Presentational Spoken Presentational Written Given a specific context, students are given a role and must role play the situation with others in their group who are given conflicting opinions.student s are given a Vater and Sohn cartoon with the pieces out of order. With their partner and without looking at their partner s pictures, they must determine the correct order based on Students write a letter based on a prompt that is based on the video clip, Hotel Mama in Aspekte Students watch the short films, Gregors grösste Erfindung and Spielzeugland and discuss the meaning and significance of family and friendship. Students seen and interpret graphics. Students listen to various audio texts on the topic. Students read the short story, Die Küchenuhr and discuss the meaning of family. Students read texts comparing family life and friendship in Germany and America. Students bring an item from home that is important to their family. They explain it to the class and discuss why this object has importance to their family. Students describe the two short films and discuss how are they similar and how they differ. They also explain which film resonated the most with them and why. In their essay they must discuss the themes of family and friendship. 13

14 descriptions. Learning Objectives engages in the oral exchange of information, opinions and ideas in a variety of time frames in informal situations. writes correspondence using appropriate formats and conventions. demonstrates comprehension of content from authentic audiovisual resources. demonstrates comprehension of content from authentic written and print sources. produces a creative oral presentation. retells or summarizes information in narrative form, demonstrating a consideration of audience. elicits information and clarifies meaning by using a variety of strategies. states and supports opinions in written interactions. understands the purpose of a message and the point of view of its author. examines, compares and reflects on products, practices and perspectives of the target culture. expounds on familiar topics. demonstrates an understanding of the features of target culture communities.. 14

15 Einheit 5: Soziale Netzwerke: Die Einflüsse und Folgen der Technologie Themen: Naturwissenschaft und Technologie, Globalisierung, Alltag, Persönliche und öffentliche Identität, Familie und Gemeinschaft Essential Questions: How do the developments in science and technology affect our lives? How is contemporary life influenced by cultural products, practices, and perspectives? What social issues pose challenges to societies? In which ways do new communication technologies change thcurrent and future generations? How are social media changing the concept of friendship? Should individuals or government be responsible for regulating new technologies and social media? Interpersonal Spoken Interpersonal Written Audio,Visual and Audiovisual Interpretive Written and Print Interpretive Presentational Spoken Presentational Written Students will discuss the pros and cons of internet usage. Students examine their own social media usage over a period of three days. They then compare their findings with other students. Students will create a fake Facebook profile in German and comment on each other s creations. Students will write an . Students will listen to podcasts and view videos giving statistics, and describing the role technology plays in modern German cultureand discuss them. Students will listen to a song about the topic and discuss the pros and cons presented in the song. Students will read current information on science and technology in German speaking countries. Students will read a variety of articles detailing the advantages and disadvantages of social media usage. Students will discuss their viewpoints and opinions of social networking and present them. In an AP-style format (students are given 3 sources), students write an essay. Thema: Wie soll man heutzutage mit Soziale Medien umgehen? 15

16 Learning Objectives engages in the oral exchange of information, opinions, and ideas in informal situations. engages in the written exchange of information, opinions, and ideas in formal situations. demonstrates critical viewing and listening of audio, visual, and audiovisual resources in the target cultural context. demonstrates comprehension of content from authentic written and print resources. expounds on familiar topics. produces a persuasive essay. states and supports opinions in oral interactions. engages in the written exchange of information, opinions, and ideas in informal situations. understands the purpose of a message and the point of view of its author. understands the purpose of a message and the point of view of its author. retells or summarizes information in narrative form, demonstrating a consideration of audience. retells or summarizes information in narrative form, demonstrating a consideration of audience. 16 Einheit 6: Musik: Die Klassiker durch heute

17 AP Themen: Schönheit und Ästhetik, Alltag Essential Questions: How is contemporary life influenced by cultural products, practices, perspectives? How do the arts both challenge and reflect cultural perspectives? How do people express themselves through music? What is the cultural significance of music? Why/In what way is expression through song powerful? What makes something beautiful? Who decides? Interpersonal Spoken Interpersonal Written Audio,Visual and Audiovisual Interpretive Written and Print Interpretive Presentational Spoken Presentational Written Blitzfragen: Students discuss general music tastes with a partner. They then share results with the large group. After listing to the song, Erlkönig, students will put themselves sin the role of an inventor. They will invent a product that will help one of the characters in the song. They will then write a letter to that character explainging their product and why it would be useful. Students will listen to and interpret and discuss a wide variety of songs from various genres. Students will listen to podcasts and watch videos regarding the topic. Students will watch the movie, Vitus, and discuss the issues in the film Students will examine song texts and compare and contrast them and explain their opinions about them. Students will read various biographies of composers and musicians. Students will choose a German song and teach it to the class; including vocabulary, band biography and meaning. Students will compare two different presentations from the song project. They will tell what they liked, what they didn t and give their opinions. 17

18 Learning Objectives engages in the oral exchange of information, opinions, and ideas in a variety of time frames in formal situations. engages in the written exchange of information, opinions and ideas in formal situations. evaluates similarities and differences in perspectives of the target culture and his or her own culture as found in audio, visual, and audiovisual resources. demonstrates comprehension of content from authentic written and print resources. produces a creative oral presentation. retells or summarizes information in narrative form, demonstrating a consideration of audience. states and supports opinions in oral interactions. initiates and sustains interaction during written interpersonal communication. examines, compares, and reflects on products, practices, and perspectives of the target culture. examines, compares, and reflects on products, practices, and perspectives of the target culture. demonstrates an understanding of the features of target culture communities. demonstrates an understanding of the features of target culture communities. Learning Targets- German 4Honors /AP 18

19 Over-arching Reading Targets I can comprehend at the literal level, a passage of prose fiction or non-fiction, containing structures and vocabulary presented in the course. Sub-Targets I can read and comprehend Mein eigenes Auto I can read and comprehend Kein Schnaps für Tamara I can read and comprehend Yildiz heißt Stern I can read and comprehend Johnny schweigt I can read and comprehend additional AP passages as part of the AP Thematic Unit Preparation Guide (AP students only) Over-arching Vocabulary Targets I can recognize and use vocabulary contained in Mein eigenes Auto, Kein Schnaps für Tamara, Yildiz heißt Stern, Johnny schweigt Sub-Targets I can recognize and use vocabulary from Unit 1: First comes Work then comes Pleasure I can recognize and use vocabulary from Unit 2: The Fall of the Wall and its Effects I can recognize and use vocabulary from Unit 3: Multicultural Society and Diversity I can recognize and use vocabulary from Unit 4: Family, Friendship and Love I can recognize and use vocabulary from Unit 5: Social Networks, Technology, Science and Environment I can recognize and use vocabulary from Unit 6: Music I can recognize and use vocabulary from Mein Eigenes Auto I can recognize and use vocabulary from Kein Schnaps für Tamara I can recognize and use vocabulary from Yildiz heißt Stern I can recognize and use vocabulary from Johnny schweigt I can comprehend and use additional vocabulary words along with those presented in the text as part of the AP Thematic Unit Preparation Guide: Preparing for the AP German Language Exam A Thematic Approach (AP students only) Over-arching Verb Targets I can expand use of all verb tenses (present, present perfect, narrative past, past perfect) as well as verb moods. 19 Sub-Targets I can recognize and use verbs in the present tense.

20 I can recognize and use verbs in the present perfect tense. I can recognize and use verbs in the narrative past tense. I can recognize and use verbs in the past perfect tense. I can recognize and use modal auxiliaries in present tense. I can recognize and use modal auxiliaries in narrative past tense. I can recognize and use present tense subjunctive mood. I can recognize and use present tense verbs in Konjunktiv I (indirect speech). I can recognize and use verbs with würde in Conditional statements. I can recognize and use reflexive verbs and pronouns. I can recognize and use idiomatic phrases with verbs and prepositions. Over-arching Usage Targets I can recognize and use grammatical structures. Sub-Targets I can recognize and use nominative case. I can recognize and use accusative case. I can recognize and use dative case. I can recognize and use genitive case. I can recognize and use da/wo compounds. I can recognize and use case prepositions. I can use adverbs and adjectives including endings. I can use relative pronouns. I can use reflexive pronouns. I can use the passive voice. I can use conjunctions to link clauses and phrases correctly. Sub-sub Targets I can use coordinating conjunctions correctly. I can use subordinating conjunctions correctly. Over-arching Culture Targets I can recognize the specific cultural nuances and customs particular to the German world appearing in Kaleidoskop, Aspekte, Sichtwechsel, Denk mal, Orientierungskurs Deutschland, and Entdeckungsreise D-A-CH. Sub-Targets I can understand different professions and the world of work in Germany and German-speaking countries I can understand free time activities in Germany and German-speaking countries I can understand family in Germany and German-speaking countries 20

21 I can understand stereotypes in Germany (especially former East Germany and West Germany) and German-speaking countries I can retell the events in Germany from I can understand multicultural identities in Germany and German-speaking countries I can understand the pros and cons of using technology in the 21st century I can understand different environmental issues in Germany and the world I can understand the importance of science and scientific breakthroughs from German-speaking scientists I can understand German music I can understand modes of communication in Germany and German-speaking countries Over-arching Listening Targets I can respond to listening activities correlating to the text audio programs. I can understand spoken German relating to free time. I can understand spoken German relating to about jobs and working situations. I can understand spoken German relating the building and fall of the Berlin wall. I can understand spoken German relating to the reunification of Germany. I can understand spoken German relating to family, friends, and relationships. I can understand spoken German relating to multiculturalism. I can understand spoken German relating to music and how it relates to my life. I can understand spoken German relating to stereotypes. I can understand spoken German relating to environment. I can understand spoken German relating to social networking and pros of cons of technology. Over-arching Speaking Targets I can speak freely about various topics. Sub-Targets I can communicate about free time. I can communicate about jobs and working situations. I can talk about the building and fall of the Berlin wall. I can talk about the reunification of Germany I can communicate about family, friends, and relationships. I can talk about multiculturalism. I can talk about Germany in the 21 st century. I can talk about music and how it relates to my life. I can talk about stereotypes. I can talk about environment. 21

22 I can talk about social networking and pros of cons of using technology. Over-arching Writing Targets I can write extensively about various topics. Sub-Targets I can write about free time. I can write about jobs and working situations. I can write about the building and fall of the Berlin wall. I can write about the reunification of Germany I can write about family, friends, and relationships. I can write about multiculturalism. I can write about Germany in the 21 st century. I can write about music and how it relates to my life. I can write about stereotypes. I can write about environment. I can write about social networking and pros of cons of using technology. 22 Deutsch 4 Honors/AP JAHRESPLAN

23 Einheit 1: Zuerst kommt die Arbeit und dann das Vergnügen-AP Thema: Alltag Supplementary text: mein eigenes Auto Lesestücke Media TPRS/Wortschatz Aktivitäten Grammatik Kultur Dauer Arbeit 1. Aspekte. S.88 Berufsbilder 2. Grafik-Wünsche an den Beruf-S. 90 Aspekte 2. Sichtwechsel S. 14- Was ist Arbeit? 3. OD: S.41 - Warum arbeiten die Menschen? 4. Aspekte: S (1a+b, 2a+b) Aspekte K1-Die Chefin Video Youtube-Kesslers Knigge-Beim Bewerbungsgespräch Video:Wie verkaufe ich micht gut beim Vorstellungsgespräch? Podcast: Duzen and Siezen Kurzfilm: Kleingeld Denk mal S. 306 Berufe -Aspekte S. 88 Summer activities and jobs. Jobs you ve had, opinions, feelings Ashkraft Graphiken Lebenslauf Service/Produkt an eine Firma mit Antwort vom anderen Team Interviewblatt-schlecht oder gut Projekt:Vorstellungsge spräch (Spiegelgruppen) Verbentabelle 1 Verbentabelle 2 Conjunctions Arbeitskultur 23 Lesestücke Media TPRS/Wortschatz Aktivitäten Grammatik Kultur Dauer Vergnügen

24 Freizeitsstudie Aspekte S. 60 Google Aspekte: K4-Fußball Clip 3-6 Deine Definition:Freizeit/Spa ß? Write Gedicht: Vergnügen compare with Brecht s poem Dorfrocker: Schwarz Rot Gold Lied Kaleidoskop - Vermischtes S. 9- Ferientage Freizeit Fußballkultur Mittagspause- Kaleidoskop Mittagspause 1. wenn sie zu Hause einen Freund vorstelltwhenever she introduces a friend at home 2. sie spürt she senses 3. sie wird beobachtet she is being observed 4. das reicht that s enough Konjunktiv Kulturverglei ch Projekt 8 5. Obwohl sie regelmäßig schwitzt even though she regularly sweats 6. anstrengend strenuous 7. es könnte passieren it could happen 8. sie stellt sich vor, wie es wäre, wenn she imagines how it would be if (Veben in Im/Perfekt) KULTUR VERGLEICH PROJEKT KULTUR VERGLEICH PROJEKT 24 Lesestücke Media TPRS/Wortschatz Aktivitäten Grammatik Kultur Dauer Einheit 2: Die Wende Youtube: (2 Think/Pair/Share- Verben Tabellen 3-4 Fall der

25 und die Folgen Supplementary text: kein Schnapps für Tamara?irgendeine Fluchtgeschichte clips) YouTube: Fall der Mauer/Eingemauert Dufte Das Versprechen (Kaleidoskop Text Abschnitte, 1 und 3, stop, continue with last scene (10 or 15 min)?dach S ?irgendeine Fluchtgeschichte TPRS Mauer Timeline-wichtige Daten Amerika Herbert Groenemeyer Flucht Webquest Fluchtnaration - Fictional (tie into movie/thema) Kasus Adjektivendungen Mauer die Wende- Ossi Wessi Verhältnisse Berliner Mauer Bemalung und Erklärungsparagraph Wir sind wir von Paul Van Dyk & Peter Heppner Wir sind wir von Paul Van Dyk & Peter Heppner Schülerausflug zur Berliner Mauer in Lincoln Park Lesestücke Media TPRS/Wortschatz Aktivitäten Grammatik Kultur Dauer Einheit 3: Multi- kulti Was ist deutsch? Indirekte Rede Gastarbeiter Gesellschaft und Youtube: Typisch 25

26 Diversität Deutsch (2 clips) Ashkraft Graphiken Verb Tabellen 5-6 Supplementary text: Yildiz heißt Stern Basta-die Deutschen Kaleidoskop S.199- Grafik-compare Kaleidoskop S. 206 Empfindungswörter Kaleidoskop S. 167 Was ich nicht verstehen kann Kaleidoskop S. 156 Metin sucht seinen Weg Kaleidoskop S. 160 Ich bin schwarz Kurzfilm: Schwarzfahrer Youtube: Sezer sucht den Süper-Döner - Frankfurt am Main - Metin sucht seinen Weg: 1. er belästigte mich= to harass 2. so bald wie möglich= as soon as possible 3. ich bewarb mich bei= I applied for work at 4. es fiel mir schwer= it was hard for me Wie entsteht eine Kultur?-Brainstorm Gloggster-eigene Kulturprojekt Döner in der Klasse machen und verspeisen Türken in Deutschland Lesestücke Media TPRS/ Wortschatz Aktivitäten Grammatik Kultur Dauer 26

27 Einheit 4: Familie, Freundschaft und die Liebe Supplementary text: Yildiz heißt Stern Kaleidoskop S. 90 Vermischtes Aspekte S Podcast Aspekte S. 110 Die große Liebe S. 107 in Aspekte: Familie und Reflexivverben Askpekte: S. 106: Lebensformen mit ausgegebener Wortschatzliste Ashkraft Graphiken - viele Familienstatistiken Verben 7-8 Reflexivverben Die Da -Fanta Vier Kaleidoskop-S Die da 1. Vertrau mir!= Trust me! 2. wir haben uns unterhalten= 3. we conversed gefährlich= dangerous 4. aus diesem Grund= for this reason 5. Ich habe getan, als ob ich = I acted, as if I Relativpronomen Kaleidoskop S. 90 Vermischtes Fertigkeitstraining Partnerarbeit Rollenspiel S. 35 Sprachlabor Aspekte: Hotel Mama S S. 38 Hotel Mama (K2) Brief an Robert-Raus aus dem Haus!?Lesestück Thema - finde einen Liebespartner - Bravo? oder Aspekte S Speeddating - Studenten schreiben Profile und werden dann diese Rolle beim Speed Dating ausspielen. Gib Themen - Tiere, Raucher/nicht Raucher, Allergien, usw. 27

28 Lesestücke Media TPRS/ Wortschatz Aktivitäten Grammatik Kultur Dauer Einheit 5: Soziale Netzwerke: die Einflüsse und Folgen der Technologie Supplementary text: Johnny schweigt Besser lernen mit Computern: Aspekte S.76 Lesestück mit TPRS Denk mal S. 232?? ist out Lesestück? Generation Facebook Podcast - die zwei Mädels Lesestück mit TPRS Denk mal S. 232? Technologie Umfrage mit Diskussion und Statistiken Vergleich Internet im Leben: Pro/Contra Aspekte S.76-Schreib einen Brief zurück Aspekte S : Dinge, die die Welt (nicht) braucht Lied - Wise Guys - Mein neues Handy Verben 9-10 da/wo compounds und Verben mit Präpositionen und Wechselpräpositionen Projekt-Pro/Contra Technology mit Video Podcast Kapitel 10: Natürlich Natur Passiv Aspekte S Einleitungsspiel: Natur Tierisches Stadtleben in Berlin Video und Hörstück Modul 2b Aspekte: Tierisches Stadtleben 28

29 Lesestücke Media TPRS/ Wortschatz Aktivitäten Grammatik Kultur Dauer Einheit 6: Musik die Klassiker durch heute Supplementary text: Johnny schweigt Kaffeeklatsch: Lieblingslied/sänger Diskussion Aspekte S. 20 Ann- Sophie Mutter Partneraktivität mit Ann-Sophie Mutter Grammatikblitz 1,2,3 Erlkönig 1. sie verspicht ihm leise she promises him quietly 2. gewaltig - violent 3. sie führt ihn she leads him 4. sie fasst ihn sicher sie holds him securely Nach den APs Film: Jenseits der Stille Fotostory Liedprojekt KULTURVERGLEICH Projekt 29

30 Sie müssen dieses Jahr eine kurze (~10 Minuten, inklusiv Fragen) Präsentation über etwas Kulturelles von einer deutschsprachigen Region vorführen. Jede Woche präsentiert eine neue Person. In dieser Präsentation müssen Sie die folgenden Dinge machen: Ein visuelles Hilfsmittel (Video, Bilder, google ppt, usw.), das die Präsentation unterstützt Sie müssen eine Wortschatzliste mit Wörtern zusammenstellen Sie müssen das kulturelle Thema gut beschreiben und erklären- beide Perspektiven- deutsch und amerikanisch Sie müssen das Thema von der deutschsprachigen Region mit Amerika vergleichen. Verwenden Sie Redewendungen und Idionomen! Sie müssen Begriffe und Vokabeln auf deutsch erklären wenn jemand eine Frage hat. Sie müssen mindestens 3 Quellen benutzen und in einem Bibliografie bekannt machen. Sie reichen Folgendes ein: 30 Wortschatzliste-erste und zweite Fassung Präsentation-erste und zweite Fassung Bibliografie Machen Sie etwas was Sie interessant finden. Keine Wiederholungen! Unten gibt es ein paar Möglichkeiten. Wählen Sie eine von diesen oder finden Sie etwas Anderes! 1. Burschenschaften 2. Schulsystem-Schultüten 3. Universität 4. Bonbons 5. Symbole/Wappen 6. Kurort 7. Verkehrsmittel-öffentliche Verkehrssystem 8. Bauhaus/Architektur 9. Semesterticket 10. Stammgast/Stammtisch 11. Tracht 12. Traditionen 13. Grüβe 14. Bäckerei/Läden 15. Schuhplattler 16. Berlinale 17. Politik/Parteien/Bundestag 18. Auto

31 Dialekte 20. Passionspiele in Oberammergau 21. Feiertage 22. Mahlzeiten 23. Getränke 24. Feste (NICHT Oktoberfest!) 25. Wohngemeinschaften 26. Mitfahrzentrale/Mitwohnzentrale 27. BAFöG 28. Vauban 29. Döner 30. Wuppertaler Schwebebahn 31. Lehrling/Berufsausbildung 32. Märchenstrasse 33. Bleigiessen/Silvester 34. Jugendherbergen (JH) 35. Umweltbewusstsein 36. Die Trennung von Kirche und Staat 37. Kriminalität und Todesstrafe 38. Soziale Krankenversicherung 39. Minoritäten 40. du und Sie 41. Frühstück 42. die Autobahn 43. Anderes...