New Course Proposal – German 105

New Course Proposal Cover Sheet (December 2015)

UNIVERSITY OF MARY WASHINGTON -- NEW COURSE PROPOSAL Electronically submit this completed form with attachments in one file to the Chair of the College Curriculum Committee. COLLEGE (check one): Arts and Sciences X Business Education Proposal Submitted By: Marcel Rotter Date Prepared: 9/29/2016 Course Title: Intensive Beginning German Department/discipline and course number*: German 105 Prerequisites: none *This course number must be approved by the Office of the Registrar before the proposal is submitted. Number of credits: 6 Will this course meet for at least 700 contact minutes for

each credit hour proposed? If no, provide a credit hour justification.

YES x NO

Will this be a new, repeatable “special topics” course? (Do you want students to be able to take this new course more than once if the topic changes?)

NO x YES

Date of first offering of this new course: FALL SEMESTER, year Summer 2018 Proposed frequency of offering of the course: Every summer List the faculty who will likely teach the course: Marcel Rotter Are ANY new resources required? NO x YES Document in attached impact statement This new course will be (check all that apply): Required in the major Required in the minor General Elective Elective in the major Elective in the minor General Education** x **AFTER the new course is approved, a separate proposal must be sent to the General Education Committee. Catalog Description (suggested length – less than 50 words):

This intensive beginners course introduces students to the German language and emphasize all four language skills: listening comprehension, speaking, reading, and writing. Information on German life and culture is also incorporated into the process. After the second semester of this course students will be able to communicate on the Novice High level. Summer only. COURSE HISTORY: Was this course taught previously as a topics or

experimental course? YES NO

Course Number and Title of Previous Course Semester Offered

Enrollment

x CHECK HERE if the proposed course is to be equated with the earlier topics or experimental offerings. If equated,

students who took the earlier “topics” course will only be able to take the new course as a repeat (C- grade or lower). NOTE: If the proposed course has not been previously offered as a topics or experimental course, explain in the attached rationale statement why the course should be adopted even though it has not been tried out. REQUIRED ATTACHMENTS: 1. Rationale Statement – Why is this course needed? What purposes will it serve? 2. Credit Hour Justification (if required) – explain how this course will comply with the UMW Credit Hours

Policy (D.5.1) 3. Impact Statement – Provide details about the Library, space, staffing, budget, and technology impacts

created by adding this new course. Include supporting statements from the Library, IT Department, etc. Any change that impacts another Department must have a written statement (such as a copy of an email) from the Chair(s) agreeing to the change.

4. Sample Syllabus Department Chair Approval: Betsy Lewis Date: CCC Chair Approval: Date: UCC Chair Approval: Date: 11/14/2016

10/19/2016

10/11/2016


1. Rationale Statement This intensive summer course is the first in a two-course sequence that the German program wants to pilot as part of a future Summer Language Institute (SLI). If successful, other languages in our department might join the SLI. At the end of the sequence, students will be able to communicate at the intermediate-low level. Students usually reach that level after four semesters of German (GERM 101-202). The course would be similar to FREN 105 or SPAN 105 compressing two semesters into one with the proposal for GERM 221 being the equivalent of FREN / SPAN 205. However, language instruction and learning cannot just be compressed endlessly without a qualitative change in instruction. Therefore, the course will have a full-immersion, Comprehensible Input (CI) approach and will be task-oriented, not grammar-based. Assessment will be proficiency-based according to the ACTFL proficiency guidelines. To ensure the immersion setting, we have to adjust the days of instructions from the usual Monday through Thursday to Monday through Friday. In turn, we will shorten the overall course length from five weeks to four weeks, meaning that the whole sequence would take 8 weeks instead of 10 weeks. Marcel Rotter has taught in such settings for years at German summer schools and will initially teach the course. He will train future instructors. Breaking the SLI in two courses instead of making it just one 8-weeks course gives students with prior knowledge of German (at the Elementary High level) the chance to enter the course sequence at their appropriate level. In addition, the course sequence will be open to area high school seniors and members of the incoming freshman class of each year. Informal surveys among summer school students of the last three years lead us to belief that the prospect of fulfilling the language requirement in one summer will be appealing to students, particularly to those who plan to continue studying German at the advanced level. Therefore, it will attract current and prospective students to our major and minor programs. 2. Credit Hour Justification In addition to meeting the same amount of hours as the GERM 101 and 102 summer courses combined, the students will be encouraged to join the professor for lunch during the break therefore continuing the immersion setting.

3. Impact Statement The course will replace the GERM 101-102 summer courses. Consequently, additional resources will not be necessary.

https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english

https://www.actfl.org/sites/default/files/images/TLE/TLE_OctNov14_Article.pdf




Dr. Marcel Rotter Department of Modern Languages and Literatures

Combs Hall 219 Tel: 540.654.1996

Email: [email protected]

German 221 Syllabus Summer 2017

I. General Information:

Meeting Time: Monday through Friday, 10:15 - 12:15 and 1:00-3:00

Room: Combs Hall 214

Office Hours: Monday through Friday, 4:00 – 5:00 and by appointment

Textbook: Neue Horizonte (8th ed.) by David Dollenmayer and Thomas Hansen � Textbook � Quia access card

Canvas: This course uses Canvas as supporting tool. You will find on the web site the syllabus, most of the handouts, links to useful web pages for the course, and if appropriate the key to assignments, quizzes, and tests. Changes in the course schedule will be announced on Canvas, so check the site regularly.

II. Learning goals: The intensive beginning course introduces you to the German language and emphasize all four language skills: listening comprehension, speaking, reading, and writing. Information on German life and culture is also incorporated into the process. After the course, you should be able to communicate on the Novice High level in the four language skills as defined by the Guidelines of the American Council on the Teaching of Foreign Languages (ACTFL) 1:

Speaking: Speakers at the Novice High sublevel are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predict able topics necessary for survival in the target language culture, such as basic personal information, basic objects, and a limited number of activities, preferences, and immediate needs. Novice High speakers respond to simple, direct questions or requests for information. They are also able to ask a few formulaic questions.

Novice High speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Their language consists primarily of short and some times incomplete sentences in the present, and may be hesitant or inaccurate. On the other hand, since their language often consists of expansions of learned material and stock phrases, they may sometimes sound surprisingly fluent and accurate. Pronunciation, vocabulary, and syntax may be strongly influenced by the first language. Frequent misunderstandings may arise but, with repetition or rephrasing, Novice High speakers can generally be understood by sympathetic interlocutors used to non-natives. When called on to handle a variety of topics and perform functions pertaining to the Intermediate level, a Novice High speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence-level discourse.

Writing: Writers at the Novice High sublevel are able to meet limited basic practical writing needs using lists, short messages, postcards, and simple notes. They are able to express themselves within the context in which the language was learned, relying mainly on practiced material. Their writing is focused on common elements of daily life. Novice High writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but are not able to sustain sentence-level writing all the time. Due to inadequate vocabulary and/or grammar, writing at this level may only partially communicate the intentions of the writer. Novice High writing is often comprehensible to natives used to the writing of non-natives, but gaps in comprehension may occur. Listening:

1 http://www.actfl.org/publications/guidelines -and-manuals/actfl-proficiency-guidelines-2012/english

http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english


At the Novice High sublevel, listeners are often but not always able to understand information from sentence -length speech, one utterance at a time, in basic personal and social contexts where there is contextual or extralinguistic support, though comprehension may often be very uneven. They are able to understand speech dealing with areas of practical need such as highly standardized messages, phrases, or instructions, if the vocabulary has been learned. Reading: At the Novice High sublevel, readers can understand, fully and with relative ease, key words and cognates, as well as formulaic phrases across a range of highly contextualized texts. Where vocabulary has been learned, they can understand predictable language and messages such as those found on tra in schedules, roadmaps, and street signs. Readers at the Novice High sublevel are typically able to derive meaning from short, non -complex texts that convey basic information for which there is contextual or extralinguistic support.

You will also have been introduced to important aspects of everyday culture in the German-speaking countries,

for example, climate and geography, family life, school and university life, jobs, and urban life, and how they differ from North American culture. You will also gain insights into cultural and historical differences between the Federal Republic, Switzerland, and Austria and gain an elementary knowledge of some more problematic aspects of contemporary German life such as confronting the past.

These learning goals are reflected in the evaluation criteria, described below.

III. Course Requirements and Criteria for Grading:

1. Regular attendance and active participation 20% 5. Listening 15% 2. Homework 20% 6. Reading 15% 3. Speaking 15% 4. Writing 15% 1. Attendance and Class participation

Attendance is an issue of utmost importance with regard to making good progress, not only for individual students but the classroom community - which is interdependent for practice opportunities - as a whole. I therefore feel obliged to set quite strict standards regarding attendance. Please know that this is by no means intended to make your life harder but rather to allow me to be able to count on everybody being in attendance when planning lessons and to allow your peers to be fairly certain that they will have someone for communicative practice and feed -back.

You are encouraged to let me know in advance if you cannot make it to class. This greatly helps me with conveying assignments and lesson planning. However, telling does not mean the absence does not count.

Please note that coming to class in itself is not considered evidence of good "class participation", rather it is a

prerequisite.

Although it is difficult to transcend subjective factors in evaluating class participation, there are several explicit criteria. They include preparedness and the subsequent ability to make valuable contributions to the course. In turn, valuable contributions are, among others, volunteering relevant information, asking questions whose answers benefit the group at large, the ability to provide intelligent answers to the teacher's and peers' questions, the ability to engage in productive group and pair work, the ability to provide useful feedback to peers (for example, on w riting assignments), and the contribution of relevant personal experiences and observations. In addition, since oral proficiency is more difficult to attain than proficiency in reading comprehension or writing, a good deal of your class time will be devote d to oral work. It is therefore your responsibility to prepare the assignments well before you come to class. Each class meeting carries a weight of 10 points. If you participate as described above, you will get the full 10 points. Absences result in 0 poi nts for that day. There are no excused absences. 2. Homework

It is very important to acknowledge that the conscientious completion of homework assignments does not only benefit yourself but - because it makes crucial class time available - is a responsibility you have towards the other students in the class. If you are repeatedly unprepared for class, you will be unable to fully participate, which will lead to a lower grade. Absence from class does not absolve you from turning in due assignments or becoming aware of any new assignment due dates.

The majority of the listening, speaking, and grammar exercises for Neue Horizonte are only available on the

textbook’s companion website Quia. You will need an access key (available online and at the UMW bookstore) for the website. These materials correspond to the lessons in the textbook and should prove to be most helpful. All exercises have to be completed by the due date. Late submissions are not accepted. In addition, the Neue Horizonte website (see frontispiece of textbook) has self-tests that are helpful in checking progress in German.


In the early stages of language learning the repetition aloud is of particular importance. It is your responsibility outside of class to “overlearn” the material introduced and practiced during the class meetings. That means that you have to practice each utterance to the point where it can be produced without hesitation either orally or in writing. Practicing in pairs, small groups, or during the Stammtisch conversation hour will help you achieve this goal.

To facilitate the use of German outside of class and keep the immersion atmosphere going through the break,

you are encouraged to join the instructor for lunch at the UC on a daily basis. Here, you can apply your newly learned vocabulary and sentence structures in a relaxed setting. 3. Skills Assessment, Tests, and Final The assessment of your skill development is organized by the four language skills: speaking, writing, listening, reading. During the semester distinct assignments will assess your progress. The tests and the final will also contain assignments that each contributes points towards the respective skill category. Exams which are missed cannot be made up. Please note that the knowledge of grammar and vocabulary is not a goal in itself, it is a prerequisite to master the skills. The final exam is designed to test all four skills and will carry more weight than the previous assignments and tests. 4. Issues of academic honesty

At the beginning of the semester, I will discuss with you standards of ethical behavior in academia and, specifically, foreign language writing, including those that pertain to the use of technological resources. These explanations will include the use of on-line dictionaries and appropriate use of other on-line materials, such as foreign language websites, in your own work. The use of translation programs is categorically prohibited for any work submitted as your own.

Please know that it is not very difficult for me to recognize plagiarized work. Inaccurate incorporations, typos in

the English input (which result in inaccurate or even missing German translations), and - most tellingly - a stark differential in stylistic sophistication by comparison to a student's usual work, including the use of regional varieties, are sure give-aways.

All work in this course is subject to the Honor Code. All written assignments and tests must be pledged.

Grading Scale: A 100-94% B+ 89-87% C+ 79-77% D+ 69-67% F 59-0% A- 93-90% B 86-83% C 76-73% D 66-63% B- 82-80% C- 72-70% D- 62-60% For purpose of midterm grade, D+ or lower equals U


IV. SCHEDULE – German 220

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Einführung Syllabus Stufe 1 Greetings Names Genus Goodbye Days of the w eek Stufe 2 Alphabet → spelling Class room items Pictionary

Read book preface S. XIV-XVI Read syllabus!! Syllabus/preface test in Canvas

Stufe 3 Class room items (PP) Weather (PP) Numbers → telephone numbers Time Where from / w here to „kommen“ and „w ohnen“ months of the year Alphabet, Woher kommst du? (S. 13f.)

Kapitel 1 (Wie geht es Ihnen?) Dialoge S. 18, 20-21 (A-D) S. 25-26 # 5 - 7, # 8 Partnerarbeit Discussion Almanach [Karte Deutsch in den USA]

Online Listening excercises on iLrn:E1-E7

Textbook Wortschatz 1 → Flashcards Read „Almanach“, S. 15 S. 22-27 #8 read grammar

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Grammar Plural, Nominative S. 26-31 # 7-10, [11, 12] 13 -16 Phonetik ei/ie German sounds Vocabulary exercises

Online iLrn chapter W-1, #A→D, F→G, J

Textbook S. 37 Wortschatz 2 → Flashcards S. 26 (“noun plurals”) - 33 read grammar, do all exercises Read S. 34 „Tipps zum Lesen“, „Leicht zu merken“ S. 35 Vokabeln

S. 37 #A-D Video 1

Quiz 1 („Einführung,“ Kapitel 1: vocabulary, grammar)

Online iLrn chapter L1, #1 → 15

Textbook Read S. 34 „Einstieg in den Text“ Read text S. 36 „Wie sagt man ‚you’ auf Deutsch?“ S. 37 A → D S. 41 Rückschau Canvas

Kapitel 2 (Familie und Freunde) S. 44-46 A→ C Verben mit dem Akkusativ: haben, brauchen, lesen*, sehen*, essen*, trinken, nehmen*, es gibt (* stem change) Phonetikübungen

S. 48-50. Übung 1-8 S. 52 Übung 9 Grammar exercises

Textbook S. 44 Dialoge lesen S. 45 Wortschatz 1 → flashcards, start memorizing S. 46 # A S. 48 # 1 lesen S. 51 #2 lesen

Online

iLrn chapter W-2, #A→H


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Vocabulary exercises (KWR 2a, 2b) S. 52 #10 S. 54f. Possessivpronomen S. 57 # 5, Übung 13 & 14 S. 63 # A & B S. 63 f. Bilddiskussion, # C Wiederholung „Zahlen“ [Die böse 7, Buchseiten finden, Zahlenmaschine, Zahlenposter] Almanach S. 64

Textbook

S. 53 Nr. 3 „wissen“ lesen S. 53f. #10 & 11 S. 58 „Tipps…“ lesen S. 59 Wortschatz 2 → flashcards, lernen S. 60 Text lesen S. 60f. B→E S. 61 Postkarte schreiben S. 65 Rückschau Ö Canvas

Online iLrn chapter 2-D, #B→E iLrn chapter W- 2, #L-O iLrn chapter 2-N, #A & B, F

Kapitel 3 (Jugend und Schule)

Vokabeln 3a [PP] S. 70 # A→C Prädikat & Modalverben S. 74-78 ## 2-6 [5- PP]

Online

iLrn chapter L-2, #1, 4, 7, 11, 12

Textbook

S. 68 Dialoge lesen S. 69 Vokabeln S. 70 #A&B S. 72-74 oben lesen S. 74 #1 S. 77 #5

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Quiz 2

S. 78 #6 S. 79-81 # 8-13 [11, 12, 14 PP] Verben mit Vokalwechsel [PP]:

alt: neu: sprechen fahren lesen halten sehen laufen essen nehmen wissen müssen wollen sollen möchten

Review: Verben mit Vokalwechsel S. 84 „Doch“ S. 84 # 16-19

Textbook

S. 79-81 Nr. 3. & 4. lesen S. 82-86 #11,13, 14, 18, 21, 23

Online

iLrn chapter W- 3, #A, B, D, E

Vokabelübungen [Bilder] Wiederholung: Verwandte Lerntechniken (How to learn…)

o Selftest Tips on Studying a Foreign Language

Textdiskussion S. 89ff. A-E Vokabeln „Kleidung“ [Bingo, ABB]

Textbook

S. 87 Wortschatz S. 86 „Einstieg“ lesen S. 88f. Text lesen S. 89f. #A→C S. 95 Rückschau Ö Canvas

Online iLrn chapter W-3, #F&G


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Almanach S. 94 - School System US/Germany [PP] Video 2&3

Test-Review

Wortschatz o Familie o Zahlen o Essen / Trinken o Kleidung o (S. 44, 57, 66, 76, 83, 86)

Grammatik o Akkusativ o Verbs with vowel change (S. 50, 52, 76) o Possessivs o modals o “man” vs. “der Mann

Textbook

S. 90 „Schreibtipp“ S. 94 Almanach lesen Internet-Aktivität „Klamotten aus Deutschland“

Online

iLrn chapter L-3, #1, 4a, 6, 9a, 11, 12

Test

Kapitel 4 (Land und Leute) S. 98 Dialoge lesen S. 100f. #A-D S. 102-104. # 1-6

Textbook S. 98 Dialoge lesen & hören S. 99 Wortschatz S. 100f. #A→D S. 102-104 lesen #5&6

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Imperativ

S. 104 # 6&7 S. 107-112 # 10, 11, 13-16, 18-21

Grammatik 4 112ff. #22, 24-32

Textbook

S. 106-115 lesen, #9, 12, 17, 22, 23, 26,

28

S. 120 B (Märchen) S. 122 C S. 123 A Vokabeln 4b [PP, KWR] Vokabeln „Essen“ [Bingo, AB]

Textbook

S. 116-119 lesen S. 119 # A S. 122 # C S. S. S. 117 Vokabeln S. 125 Rückschau Ö Canvas

Online

iLrn chapter L-4, #1, 2, 15, 16 iLrn chapter W-4 # A, B, G

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Kapitel 5 (Arbeit und Freizeit)

S. 130f.. A-C Wortschatz 5a [PP] S. 132-134 # 1-4 S. 135 Dative personal pronouns [Tafel] Preise sagen [Zeitungsbeilagen] S. 136ff. #7-12

Textbook

S. 128 Dialoge lesen S. 129 Wortschatz lernen S. 130 #A S. 132 „Dative Case“ lesen S. 136f. Grammar Nr. 3, 4 lesen, S> 32-138 # 1, 4, 12

Online

iLrn chapter W-5, #A→C


S. 139ff. Nr. 5 #13-16 S. 143f. A, B S. 1147f. #A-B Vokabelübungen

Textbook

S.144-147 lesen, #A S. 145 review vocabulary

Online

iLrn chapter W-5, #E-G

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Quiz 3

S. 148 # C & D S. 150 # A & B S. 152f. Almanach Video 4&5

Online

iLrn chapter L-5, #1, 5, 6b, 11, 12

Textbook

S. 148, # C & D S. 150 # A S. 152f. Almanach S. 153 Rückschau Ö Cabvas

Kapitel 6

S. 156-158 # A-C [S. 165 Verben – Gruppen] S. 160ff. #1, 3-8 Verben I &II [PP]

Participles Wiederholung Past Diktat: anrufen, bleiben, essen, fahren, fliegen, anfangen

S. 166-168 # 9-17

Textbook

S. 156 Dialoge lesen S. 157 Vokabeln lernen S. 158 # A S. 160-165 lesen S. 161 # 2 S. 165 Verben → Flash cards (start learning)

Verben I l&II lernen

Online iLrn chapter W-6 # A, C - F

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S. 168-174 # 20-26 Grammatikübungen [Bilder und Gegenstände zur Lokalisierung] Wiederholung für Abschlussprüfung

Textbook

Verben III & IV lernen 168 lesen, # 15 & 17

Syllabus Review Kapitel 6 � Vokabeln & Verbformen Perfekt Tense � 165-167. # 14&15 Two-Way-Präpositionen � 170ff. # 24 & 26 n-Nomen � 174f. #27 � 176 Einstieg � 177 Vokabeln � 180 #A Fragen & Studienfächer � 181 # B


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Kapitel 7 Vokabelübungen � 189f. A-D [PP, KWR, Pictionary] Grammatik: der/ein words 193 #1-3 Grammatik: coordinating conjunctions � 196 #4-6 [PP] Grammatik: Dativ-Verben � S. 196ff. # 7-11 Grammatik: würden+Infinitiv � S. 199f. Grammatikübungen [PP] � S. 200 #12-14

Lesen: x 178 Text lesen x 179 # A Fragen beantw orten → Canvas Schreiben: x 180 “Schreiben w ir mal” Brief schreiben → auf Canvas abgeben

Textbuch: x 188 Dialoge lesen, hören x 189, 206 Vokabeln lernen x 192-199 Grammatik lesen x Syllabus Quiz on Canvas Online: x Quia S: 7 – D-1 x Quia S: 7 – AoD

Grammatik: faktitive Verben � [PP] S. 202 # 15 � S. 203 # 17 � Off izielle Zeit [PP] � 210f. A -C (Gruppenarbeit) � Testvorbereitung � Video 7

Textbuch: x 200-203 Grammatik lesen

Lesen: x 204f., 207f. x 208 #A

Online: x Quia: S:7-HoJ x Quia: S:7-Di x Self-Quiz 1 (Worksheet handout)

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Test I Kapitel 8 � Vokabelübungen [217 - KWR] � 218f. # A-C [Tisch decken]

Textbuch: x 216 Dialoge lesen/hören/üben x Vokabeln 217

Online: x Quia: S:8-D-1

Grammatik - Subordinating clauses � S. 221-24 # 1-9 [PP] Grammatik: Infinitiv mit zu � S. 225-227 # 10-13, 16 [PP]

� Vokabelübungen 217 [hanging man]

Textbuch: x 220-227 lesen x 221f. #1&2 x 222 #4

Online: x Quia: S:8 # AoC

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Grammatik: Genitive case � 229 # 17-19 [PP] � 232f. # 21-22 Grammatik: Maße & Gewichte [PP] � Vokabelübungen � Besuch im Café (234 # 24)

� Dresden � Orientierung in der Stadt � 235f. #26&17, 243ff.

x 229-33 lesen x 232 #20 x 238 & 239 Vokabeln lernen, 234 #24 x S. 234 #23

Online: x Quia: S:8 # EoH x Quia: S: 8-Di; Almanach

Lesen: x 238-42 lesen; 242 # A → Canvas Self-Quiz 2

Kapitel 9 Vokabeln: Farben � 251f # A&B Grammatik: Adjective Endings � 257-261 # 1-10 Grammatik: Time/Manner/Place � S. 262 #12 Grammatik: Ordinalzahlen � S. 265ff. #17

Textbuch: x 250 Dialoge lesen/hören/üben x 251 Vokabeln x 254-257 lesen x Tabellen/Arbeitsblatt lernen x 261 „Word Order of Verbs“ lesen x 263 „Ordinal numbers and dates“ lesen

Online: x Quia S: 9-D-1

Handout package: x Self- Quiz 3

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� S. 270f. Grammatik: � Übungen zum Genus � „Adjektivendungen“

� Wiederholung für Test II � Video 8+9

Textbuch: x 266f., 269 lesen, Vokabeln lernen x Almanach

Lesen: x 268-270 x 270f. # A, D

Online: Quia: S:9-AoE, IoJ; S: 9-Di;


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Test II Kapitel 10 � Dialoge lesen � Genus der Substantive - AB � Vokabelübungen – 279 [PP] � Sprechübungen S. 279f . A, B-C [PP], D � [Ablautreihen S. 283f. markieren]

Textbuch: x 278 Dialoge lesen/hören/üben x 279 Vokabeln lernen

Online: x Quia S: 10-D-1

Mini-quiz Simple Past Gruppen 1-3 Grammatik: Simple Past � modals, haben, sein w erden � S. 282 #1[PP] � S. 285-287 #2&3 [PP] 4, 5 Grammatik: Wann/wenn/als � S. 289ff. # 7, 8, 9

Textbuch: x 285-287 lesen o 285 # 2-3 x Simple Past, Gruppen 1-3 lernen x 290 lesen o 291 # 9-10

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Mini-quiz Simple Past Gruppen 4-5 Grammatik: Past Perfect Tense � S. 293ff. # 12-16 [12, 15 PP] Geschichte: Plakate der Weimarer Republik � S. 300f # A, B, D � S. 303 A-C � Revision Grammatik & Wortschatz � Video 10

Textbuch: x Simple Past Gruppen 4-5 lernen x 292-293 lesen o 293 # 11 x 297 Vokabeln lernen

Lesen: x 296-300 lesen o 300 # A

Online: x Quia: S: 10-Di x Self- Quiz 4 (handout package) x Bildgeschichte → Canvas

Mini-quiz Simple Past Gruppen 6-10 Bildgeschichten Kapitel 11 � S. 308 Dialoge lesen � Vokabelübungen: 310f. # A-C Grammatik: Reflexive Verben und Pronomen � S. 313-317 # 1-10

Online: x Quia: S: 10-A, D, E, F, I, J; Almanach x Quia: S: 11-D-1

Textbuch: x 308 Dialoge lesen/hören/üben: x 309 Vokabeln lernen x 312-317 lesen x Simple Past Gruppen 6-10 lernen

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� Vokabelübungen: Körperteile [Bingo] Grammatik: Reflexive Verben und Pronomen � S. 318f. # 11-15 Grammatik: cross-over adjectives and nouns � S. 321-327 # 16-24 [PP 17, 19, 21, 23, 24]

Online: x Quia: S: 11 AoE

Textbuch: x 318 lesen o 318 # 11; x 320-326 (17) lesen o # 17, 19, 23

� Wortschatz 2 Geschichte: DDR und Wende � S. 330-32 “Berlin nach der Wende“ Vokabel- und Sprechübungen (Nationalitäten) � S.332-336 #A-C, [B Karte Canvas], E, F � Schreibtipp

� Review for Test III � Video 11

Textbuch: x 328f. lesen, # A-B x 330 Vokabeln x 330-331 lesen o 332 #A Online: � Quia: S: 11-F-H, J

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Test III Kapitel 12 � Vokabeln [KWR] � S. 344f. # A-C Grammatik: Comparison of adjectives and adverbs � 346-54 # 1-13

Textbuch: x 342 Dialoge lesen/hören/üben x 343 Vokabeln lernen x 346-354 lesen; # 2, 9, 10, 13 (5 records)


Grammatik: Relative Pronouns � S. 357-360 # 14-20 Vokabeln: Time Phrases with „Mal“; Parts of the day � S. 361-363 # 21-25

Textbuch: x 355-357 lesen o 358 # 15 x 361-363 lesen o 362 # 24 Online: � Quia: S: 12-A,B; I,J

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� Text:Zw ei Denkmäler � Video 12

Textbuch: x 364-367 lesen o 367 # A

Online: x Quia: S: 12 – Almanach

� Review

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� Reading Day

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� Final

Documents

New Course Proposal – German 105