GERMAN I
Purpose
of the Course
The main point of this one-year course (one
credit) is to introduce students to German language, life and civilization and
to facilitate their living in the
Description
This course aims to enable students to comprehend
and speak basic German. Cultural similarities and differences and knowledge of
German-speaking countries are also included. The objectives are to develop the
skills of listening and understanding, speaking at a basic level, and learning
to use a translation dictionary. Students learn basic vocabulary and set
phrases. Topics include the family, the house, food, leisure, health, travel,
sports; grammar topics include present tense, past tense, personal pronouns,
possessive pronouns, sentences, definite and indefinite articles, and singular and
plural nouns. The nominative and the accusative case are being introduced.
Outcome/Course
will lead to
Successful completion of the course allows
admission to German II; placement will depend on students’ proficiency – see ACTFL proficiency standards below.
Assignments
Students will work mainly in the course workbook
but will also receive mini-projects investigating German in more depth. The use
of the Internet will also be encouraged. Unit tests with reading and writing
elements will be given; there will be listening exercises and oral tests.
Homework will be assigned regularly.
Assessment
Equal emphasis is placed on the four skills:
speaking, listening comprehension, reading and writing. A cumulative
reading/writing exam and a separate individual oral proficiency interview will
be given at the end of the year.
Text: “Themen neu 1” textbook and
workbook, cassettes, CD-ROM, computer diskettes
German student
magazines, Internet activities
The Upper School German
Department has adopted the proficiency guidelines developed by the American
council of the Teaching of Foreign languages, Inc. (ACTFL). Because these
guidelines identify stages of proficiency as opposed to achievement, they are
not intended to measure what an individual has achieved through specific
instruction but rather to allow assessment of what an individual can and cannot
do, regardless of where, when or how the language has been learned and
acquired. These guidelines are intended to be used for global assessment and
are not based on a particular linguistic theory or pedagogical method, since
they are proficiency-based, as opposed to achievement- based.
After completion of
German 1 – Beginners – a student should have reached the stage of Novice-Mid.
Speaking
Student is able to satisfy immediate needs using learned utterances. Demonstrates limited ability to create original sentences or cope with simple survival situations. Can ask questions or make memorized utterances or formulae. Vocabulary is limited to common areas in various everyday situations. Grammar shows only a few parts of speech. Verbs are generally in the present tense. Errors may be frequent and may severely inhibit communication. Speakers may have difficulties expressing basic needs.
Listening
Student is able to understand short, learned utterances and some sentence-length phrases, particularly where context strongly supports understanding and speech is clearly audible. Comprehends words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. May require repetition, rephrasing and/or a slowed rate of speech for comprehension.
Student has sufficient control of the writing system to interpret written language in areas of practical need. Where vocabulary has been learned, can read for instructional and directional purposes standardized messages, phrases or expressions. At times, but not on a consistent basis, the reader may be able to derive meaning from material at a slightly higher level where context is supportive.
Writing
Student is able to write simple fixed expressions and
limited memorized material. Can supply basic information.
Can write limited learned vocabulary for common objects,
short phrases and simple lists. Writes in sentences or
short phrases using very basic subject/verb/object word order. Can ask
or answer very simple yes/no or information questions using limited memorized
or very familiar sentence patterns, with frequent misspellings and
inaccuracies. Has a concept of gender. Can sometimes create own sentences in
the language but often uses memorized material or transformations of familiar
patterns.