AP German Language and Culture

Syllabus

Taylor Nickerson, Instructor

ColumbiaHigh School, Room 205

Brief Course Description

German AP is designed to enhance students’ knowledge of German culture and language and to prepare student for the AP German Language and Culture Exam. The course aims to integrate all three communicative modes (interpersonal, interpretative, presentational) through the use of authentic materials.

The course is taught exclusively in German and students are encouraged to speak German throughout the class. [CR1]

Course Materials

The primary textbook is Aspekte neu: Mittelstufe Deutsch. I expand on the textbook’s topics with German feature films and video clips, current news articles and from online sources such as magazines, music videos, songs, and other literary texts. [CR2b]

Textbook

Authors: Koithan, Ute, Helen Schmitz, Tanja Sieber, Ralf Sonntag

Title: Aspekte neu: Mittelstufe Deutsch: Lehrbuch B1 plus

Publisher: Langenscheidt

Publication Date: 2014

Description: Revised in 2014,Aspekte neu, the new intermediate/advanced DVD-based textbook series, increases communicative competence and proficiency in German and furthers the development of vocabulary and grammatical structures through contextualized practice which focuses on the three modes of communication: interpersonal, presentational and interpretive.Authentic material is presented thematically via interactive exercises, a variety of text forms, and audio and visual material including interviews, reports, tables and charts. At the core of this program is a DVD which features authentic clips from ZDF featuring scenes from all over the German-speaking world.
Aspekte neufollows the successful structure ofAspekte:

The chapters have a modular structure which enables the instructor to teach the material either in linear or non-sequential order.
Content and grammatical structures are clearly outlined at the beginning of each chapter for easy access and convenient overview.
The workbook contains additional exercises as well as tools for self-evaluation. The DVD advances the listening comprehension skills via short sequences which are linked to photo-prompts and exercises in the textbook.
The audio material has been intensified in the new edition.

Content

Topics are introduced in 10 chapters under various aspects. They include Wohnwelten (Eine Wohnung zum Wohlfühlen; Ohne Dach; Wie man sich bettet,…; Hotel Mama; König Ludwig II), Gesundheit (Wie geht’s denn so?; Eine süβe Versuchung; Frisch auf den Tisch?!; Lachen ist gesund; Bloβ kein Stress! Lindt & Sprüngli), Kaufen und Konsum (Ein Produkt beschreiben; Die Argumente in einer Diskussion über Konsum verstehen; Eine Reklamation) etc.
Review of previously learned structures and concepts is emphasized.
It prepares the learner for reading longer authentic German texts.
Photos and visual materials at the beginning of each chapter facilitate the entry into the new topic.
Each module presents and practices effective learning strategies for all four skills.
New vocabulary is introduced in meaningful and engaging contexts which stimulate discussion.
The DVD heightens the interest via culturally authentic material.

Workbook

Authors: Koithan, Ute, Helen Schmitz, Tanja Sieber, Ralf Sonntag

Title: Aspekte neu: Mittelstufe Deutsch: Arbeitsbuch mit Audio-CD B1 plus

Publisher: Langenscheidt

Publication Date: 2014

Supplmental Materials

Authors: Pilaski, Anna, Birgitta Fröhlich, Christiane Bolte-Costabiei, Heinke Behal-Thomsen

Title: Entdeckungsreise D-A-CH

Publisher: Langenscheidt

Publication Date: 2011

Authors: Kaufmann, Susan, Lutz Rohrmann, Petra Szablewski-Çavuus

Title: Orientierungskurs Deutschland

Publisher: Langenscheidt

Publication Date: 2007

Audio-Visual Materials: [CR2a]

Was machen Frauen morgens um halb vier?, 2012, DVD, directed by Matthias Kiefersauer

Das Leben der Anderen, 2006, DVD, directed by Florian Henckel von Donnersmarck

Das Wunder von Bern, 2003, DVD, directed by Sönke Wortmann

Die fetten Jahre sind vorbei, 2004, DVD, directed by Hans Weingartner

Video Clips from the following online sources:

ARD

ZDF

Deutsche Welle

Focus on Communicative Modes:

Interpersonal Spoken and Written Communication:

Students engage in daily, direct, face-to-face communication and exchange information with each other in pairs, groups, and as a class with the teacher. They also have numerous opportunities to negotiate means and exchange information through written communication by means of letter-writing and interactive journals. These activities involved students writing down their thoughts and reactions to materials and their teachers or other students writing in respond to their comments. [CR3b]

Interpretative Communication with Written and Spoken Language:

Students engage in tasks that involve synthesizing information from authentic written texts, including literary texts, websites, and articles. They will also work closely with authentic audio and audio-visual materials, including songs, films, and video news clips on the Internet.

Presentational Spoken and Written Communication:

Students have numerous opportunities to present information in written and spoken form. They will convey concepts, ideas, and opinions to an audience or to various readers by means of narrative and expository written and oral presentations.

CR1: The teacher uses German almost exclusively in class and encourages students to do likewise.

CR2b: Instructional materials include a variety of authentic audio and video recordings.

CR3b: The course provides opportunities for students to demonstrate their proficiency in written Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced.

Unit 1 (Weeks 1-5)

Leute heute (Aspekte neu, Kapitel 1)

Major Theme: Personal and Public Identities (introducing yourself, talking about yourself, friendships, heroes, happiness) [CR6d]& Music/Performing Arts [CR6f]

Introduction

Hier stellen sich verschiedene Menschen vor. Every students explains about an everyday topic like their living situation, hobbies, etc.

Cultural Comparisons

What do life goals/dreams of young Germans look like? (text in book)
Everyday language (colloquial) of describing friends (chart in textbook)
Good luck symbols in various cultures. Student compare good luck symbols in their own culture (pictures and text in textbook)
Students read a birth announcement, comparing cultural conventions on weight, length, etc.

Literary Texts

“Gelebte Träume” This article about people fulfilling their dreams expands our discussion about dreams and how people can achieve them. [CR2c]
“Helden im Alltag” This text about everyday heroes expands our discussion on what make someone a hero and provides a springboard to discussion about being considered a “hero”
Blogeintrag – this blog provides a basis for discussion about electronic communication and also about what makes someone happy.

Film

“Die Chefin” This segment from ZDF covers a young female chef in Germany who is struggling with her career and starting a family. This video expands on our discussion of how people make decisions as to who they wish to be, and how people in Germany balance life and work. Students complete a variety of written, reading, and spoken activities about this video.

Porträt

“Anne-Sophie Mutter” This text discusses the famous German violinist Anne-Sophie Mutter. I play video clips of Mutter playing at different venues and with different orchestras worldwide. We then discuss German-speakers who contributed to classical music, including Mozart, Bach, Wagner, Beethoven, etc. Student choose their favorite musical piece from these German speakers. We also view a Mozart opera with a German text and analyze the opera. [CR6f]
Students read a “Fragebogen” completed by Anne-Sophie Mutter about her personal characteristics and students answer the Fragenbogen for themselves and then ask their classmates questions from the Fragebogen.

Assessments

Daily written homework (workbook activities, written work)
Speaking is assessed through partner or group work in which students express thoughts and opinions as well as through interviews with partners. [CR3a]
Students write a short essay about a person that, in their opinion can be called a hero. [CR3b]
Students write an e-mail response to a friend, responding to a birth announcement. [CR5a]
Chapter test

[CR6d]: This course explicitly addresses the Personal and Public Identities theme.

[CR2c]: Instructional materials include a variety of authentic literary texts.

[CR6f]: The course explicitly addresses the Beauty and Aesthetics theme.

[CR3a]: The course provides opportunities for students to demonstrate their proficiency in spoken Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced range.

[CR3b]: The course provides opportunities for students to demonstrate their proficiency in written Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced range.

[CR5a]: The course provides opportunities for students to demonstrate their proficiency in Spoken Presentational Communication in the Intermediate to Pre-Advanced* range.

Unit 2 (Weeks 6-10)

Wohnwelten (Aspekte neu, Kapitel 2)

Major Theme: Families and Communities (Where Germans live, how Germans feel at home, Homelessness in Germany, Hotels [vacationing] in Europe, “Hotel Mama” – Germans staying at home)[CR6e]

Introduction

Where do we live or where would we like to live? Students take a survey to see what type of “living personality” they have.

Cultural Comparisons

Students discuss what types of things they need at home to feel comfortable. We then discuss what a typical German teenager has in their home.
Students discuss the topic of homelessness. Students hear from two different homeless men in Germany and about their situation, specifically how the homeless live in Germany and what types of services the German government offers. [CR8]
Students discuss, via an article, the concept of “Hotel Mama” and “Nesthocker”, and compare it with young people in the US.

Communication

Students practice communicating with their “friend from Germany”, by responding to a pre-written e-mail. Students must learn proper openings, ways to give advice, and proper closings for the e-mail. [CR4a]

Literary Texts

“Was für eine Nacht” This article discusses staying overnight in different types of Hotels in Europe.
“Bei Mama ist’s am schönsten” This article dicusses the trend of young adults living with their parents.
“König Ludwig II.” The text discusses the fairy tale king and technology advocate, who had quite an opulent way of living.

Video Clips

“Von Nesthockern und Heimschläfern” This clip from ZDF covers three different families with older children who still live at home.
Discussion of why the young adults still live at home and imaging how it would be if members of their families were older and still lived at home.

Assessments

Daily written homework (text comprehension, grammar)
Formal assessments: vocabulary and grammar quizzes.
Students give a presentation where they “sell” a night in the craziest hotel they can find. [CR5a]
Students answer an email, giving a friend advice about whether they should stay with their parents or move out. [CR3b]
Chapter test

[CR6e]: The course explicitly addresses the Families and Communities theme.

[CR8]: The syllabus must include activities in which students make linguistic and cultural comparisons.

[CR4a]: The course provides opportunities for students to demonstrate their ability in Interpretive Communication to understand and synthesize information from a variety of authentic audio, visual, and audiovisual materials.

[CR5a]: The course provides opportunities for students to demonstrate their proficiency in Spoken Presentational Communication in the Intermediate to Pre-Advanced* range.

[CR3b]: The course provides opportunities for students to demonstrate their proficiency in Written Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced* range.

Unit 3 (Week 11-17)

Topic: Wie geht’s denn so?

Major Theme: Contemporary Life (Health and Well-Being, How do societies and individuals define quality of life? What are the challenges of contemporary life?) [CR6c]

Introduction

The topic here is about adages related to the topic “Gesundheit”

Cultural Comparisons

Students compare the top 5 most popular sweets in Germany and the US.
Students complete a survey comparing shopping trends in Germany and the US.
Students compare how they spend their time versus the typical German. [CR7]

Communication

Students share which sweets someone would give to someone for a birthday/holiday.
Students share a recipe for their favorite sweets.
Students discuss tips for preventing the waste of food products.
Students hear a podcast regarding “Zu gut für die Tonne” and must decide if presented answers are correct.
Students write an email to a friend describing an article that was read about the health benefits of laughing.
Students formulate a blog entry containing their thoughts on stress management.

Literary Texts

“Lachen ist gesund” This magazine article describes ways that laughing is beneficial to your health.
“Lindt & Sprüngli: Eine Erfolgsgeschichte” Students analyze two famous Germans and gather information about famous people in our country.

Video Clips

“Wie schmeckt’s denn so?” This film from ZDF deals with who colors influence our sense of taste and how the grocery industry uses that. [CR2a] & [CR4a]

Assessments

Daily written homework (text comprehension, grammar)
Formal assessments: vocabulary and grammar quizzes
Daily writing about the films, discussions and oral quizzes
Chapter test

[CR6c]: The course explicitly addresses the Contemporary Life theme.

[CR7]: The course provides opportunities for students to demonstrate an understanding of the products, practices, and perspectives of the target cultures.

[CR2a]: Instructional materials include a variety of authentic audio and video recordings

At this point, every student at my school is required to take a written Semester Exam. This exam tests the material we covered during the first semester.

Unit 4 (Weeks 19-24)

Topic: Viel Spaß! (Globalization, What games are popular in certain cultures?, How can we interact with other cultures responsibly?) [CR6a]

Introduction

Students describe photos of people playing. Where could the pictures be from? What kinds of games do people play in other cultures?
Students compare games/free time activities from other cultures to the activities in their own culture.

Cultural Comparisons

Students discuss/compare free time (how much, what they do with it) in Germany vs. US.
Students compare and discuss games that are played in German speaking cultures with games played in their own culture.
Students compare popular film genres in German speaking cultures with popular films in the US. Students see that although Germans watch many American films, the German speaking film industry is also thriving.

Communication

Students listen to a radio broadcast presenting information about what men and women do with their free time in Germany. [CR4a]
Students interview each other in partners, asking about what the other students do in their free time.
Students choose a free time activity, and research the possibilities to participate in this activity in their hometown.
Students present research on the “Herzbaracke” or the “Bazillus” in Zürich. [CR5a]
Students write Film review about the film “Was machen Frauen morgens um halb vier?”

Literary Texts

“Warum spielt der Mensch?” Brigitte Schwarz. This text is about why people play, the history of playing, and how playing differs in different cultures.
“Verloren im endlosen Grün” students interpret a story about a child lost in the “jungle” in the end students learn this is at “TropicalIslands”, not far from Berlin.
“Kaspar Hauser” (Carola Dürr) and “Zeitgeistkabarett” (Michaela Maria Drux) Students pair up and each one reads a text and informs the other about the information from the text.
“Doris Dörrie” Students learn about the famous German director, author and producer.

Video Clips

“Funsport – Surfen auf der künstlichen Welle” students learn about the “Citysurf”, located in Munich’s Englisher Garten. [CR2a]

Assessments

Daily written homework (text comprehension, grammar)
Presentation about Zürich
Writing an email to a friend to plan an evening together
Formal assessment: vocabulary and grammar quizzes
Chapter test

[CR6a]: The course explicitly addresses the Global Challenges theme.

[CR5a]: The course provides opportunities for students to demonstrate their proficiency in Spoken Presentational Communication in the Intermediate to Pre-Advanced* range.

[CR2a]: Instructional materials include a variety of authentic audio and video recordings.

Unit 5 (Week 25-30)

Topic: Alles will gelernt sein (where people learn, how people learn, Volkshochschule (adult learning), how technological advancements have affected learning, taking tests, problems with learning and how to treat them)

Introduction

The introduction presents different place to learn, that are often very personal to individuals.

Cultural Comparisons

Students learn about the Volkshochschule, and compare adult learning in Germany and the US
Students learn about the influence of technology and compare to learning in the US. [CR6b]

Communication

Students hear an interview with three people attending classes at the Volkshochschule.
Students discuss which classes they would choose to take at the Volkshochschule, based on their interests.
Students write a Stellungsnahme, taking a stance for/against digital media in the classroom, using a text that presents Pro/Contra arguments. [CR4b]
Students hear a song and fill in the blanks.
Students hear a German radio broadcast and answer comprehension question.

Literary Texts

Pro/Contra Digitale Medien text. Dr. Kristin Schröth (Pro), Dr. Hannes Jausen (Contra) [CR4a]
“Gerald Hüther: Interview mit dem Hirnforscher”

Video Clips

“Hochbegabte Kinder” This film, from ZDF, shows a portrait of a gifted girl and her family.

Assessments

Daily written homework (text comprehension, grammar)
Formal assessments: vocabulary and grammar quizzes
Students write a Stellungnahme, arguing for or against digital media in the classroom.
Students write a short advisory piece, giving advice on how to learn German.
Chapter test

Unit 6 (Week 31-36)