AP German Language and Culture: Syllabus Course Overview

Transcription

1 AP Language Culture: Syllabus Course Overview The primary goal of the Advanced Placement Language course is to prepare students for success on the AP Language Exam. The course is conducted entirely in students are expected to speak only in class. CR1 Instructional materials, activities, assignments, assessments are comparable to what one would experience in a third year college course. The course aims to integrate all three communicative modes (interpersonal, interpretative, presentational) through the use of materials. CR1: The teacher uses almost exclusively in class encourages students to do likewise. The primary textbook of the course is Kaleidoskop, Kultur, Literatur und Grammatik. The themes of the textbook are supplemented with films, video clips, newspaper articles articles on the internet as well as poetry, music videos CDs. The course incorporates interdisciplinary topics across all six thematic units: Global Challenges, Science Technology, Contemporary Life, Personal Public Identities, Families Communities, Beauty Aesthetics. Each unit covers a six week period will deal with the major themes essential questions. also enjoy playing games, celebrating holidays. They will have to complete quizzes tests a practice AP test.

2 Unit 1: Entertainment, Travel, Free Time (Unterhaltung, Reisen, Freizeit) CR6b & CR6c Themes : Contemporary Life (Alltag), Science Technology (Naturwissenschaft und Technik) Essential Questions: How why do people travel? How do the various leisure time activities in y differ from those in the USA? How do the tourist attractions of Berlin relate to its history? How is everyday life influenced by means of transportation? interview each other about past travel experiences. discuss cultural differences in means of transportation between USA y. answer in writing questionnaire about traveling habits leisure time activities. write to a partner suggest alternative watch a video clip about Berlin its history take notes for their presentations. watch film Emil und die Detektive compare to research on line the biography of Erich Kästner, author of Emil und die Detektive will compare it to historical events in work in groups, choose various tourist attractions in Berlin, research them on line will give a presentation to class about their history, their location, how to get there prepare a presentation about a tour of Berlin its tourist attractions. write a postcard to a friend telling him/her about their tour of Berlin. summarize parts of summer reading Emil und die Detektive. comment in groups on chart about leisure time activities of teenagers present findings to class. CR3a endings for various chapters of Emil und die Detektive. Write a letter to a friend suggesting a tour of Berlin with tourist attractions. respond to their partners in writing. CR3b book pointing out differences. CR4a describe everyday life scenes in the movie (Screen shots). y. reread Emil und die Detektive relate to cultural differences historical changes in everyday life family structures in comparison to today. research tourist attractions in Berlin. (transportation). choose a character in Emil und die Detektive impersonate this character in a presentation to the class. CR7 engages in the oral exchange of information, opinions ideas in a variety of time frames in informal situations. states supports opinion in written interactions. from audiovisual critical reading of written print resources in the target cultural context. summarizes information in narrative form demonstrating a consideration of audience. produces a variety of creative expository writing researched reports. CR6b: The course explicitly addresses the Science Technology CR6c: The course explicitly addresses the Contemporary Life CR3a: The course provides opportunities for students to demonstrate their proficiency in spoken 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 Communication in a variety of situations in the Intermediate to Pre- Advanced range. CR4a: The course provides opportunities for students to demonstrate their ability in Communication to underst synthesize information from a variety of audio, visual audiovisual materials. understs a variety of vocabulary, idiomatic culturally appropriate expressions. writes formal correspondence using appropriate formats conventions. identifies the distinguished features (e.g. type of resource, intended audience, purpose) of examines, compares reflects on products, practices, /or perspectives of the target produces a creative oral presentation (speech). self-edit written work for content, organization, grammar. CR7: The course provides opportunities for students to demonstrate an of products, practices perspectives of the target cultures.

3 audiovisual language. Unit 2: Multicultural Society (Multikulturelle Gesellschaft) CR6a, CR6d&CR6e Themes: Global Challenges (Globalisierung); Personal Public Identities (Persönliche und öffentliche Identität); Families Communities (Familie und Gesellschaft) Essential Questions: How why do people migrate? How do people who migrated, integrate into a new society? How do language culture influence identity? How do the roles that families assume differ in societies around the world? Class will brainstorm identify several subcultures in America. Class will look at statistical information about foreigners in y will compare it to USA statistics. What are challenges that these foreigners face? try to interpret terms like Ausländerfeindlichkeit, Gastarbeiter, Asylrecht, Zuwerung, Toleranz share their thoughts with class. After reading Metin sucht seinen Weg students will discuss his problems. an of features of target (e.g. geographic, historical, artistic, social, political). write about advantages disadvantages of a multicultural society. write a letter to a friend who wants to move to another country give him advice about what to expect. describe the ethnical roots of their family share them in class. an of features of target culture (e.g. geographic, historical, artistic, social or political). watch parts of Comedian Harmonists will discuss how their ethnic background affected their career. research historic events of that time that forced half of group to emigrate. evaluates similarities differences in the perspective of the target culture his own culture as found in audiovisual read Metin sucht seinen Weg will work on questions. speculate what Metin s future will be. read poem of Sabri Cakir Was ich nicht verstehen kann will compare his everyday life to that of Meta. CR4b demonstrate of content from written print role play to be workers in a factory ( foreigners). They will discuss what could be done to change the atmosphere in the factory to be less hostile towards foreigners. produces a oral presentation (performance) write the life story of a fictional guest worker, what positive negative experiences did he have, what barriers in his everyday life did he have to overcome. produces creative writings (personal narrative). the ability to express an opinion in a class discussion. understs a variety of vocabulary, idiomatic culturally appropriate an of features of target culture (e.g. understs the purpose of a message point of view of author. an of features of target culture (social, selfedit written work for content, organization, grammar.

4 expressions. historical, artistic, social or political). political, geographic, historic). CR6a: The course explicitly addressesthe Global Challenges CR6e:The course explicitly addresses the Families Communities CR6d: The course explicitly addresses the Personal Public Identities CR4b: The course provides opportunities for students to demonstrate their ability in Communication to underst synthesize information from a variety of written print

5 Unit 3: Health, Well-Being Medicine (Gesundheit, Wohlbefinden und Medizin) [CR6b&CR6c] Themes: Science Technology (Naturwissenschaft und Technologie); Contemporary Life (Alltag) Essential Questions: What does a healthy lifestyle mean? How do you manage stress? What did famous, Austrian Swiss scientists contribute with their inventions or discoveries to our progress? How does culture affect our daily routines hygiene? CR6b: The course explicitly addresses the Science Technology CR6c: The course explicitly addresses the Contemporary Life interview each other about their daily hygiene routines. discuss stress ways to relieve stress in one s life. Discuss with classmates what to do when one gets sick. interpret various documents forms related to health care healthy life styles. give advice how to manage stress, in a fictional magazine. listen to podcast clips from the series Guter Umgang. listen to a brief (6 min.) TVpresentation from ZDF about health issue. complete various exercises. work in groups will research on line, in magazines or health journals to find articles about a famous speaking scientist his invention in medicine that is important to modern health care. find advertisements for health care products will write a newspaper article agreeing or disagreeing with message. [CR7] present to class the life invention of a famous speaking scientist. They will discuss their findings give reasons why they decided on this person or invention. Class will discuss importance. [CR5a] create a plan for a healthier life style by listing bad habits in the past describing what they will change in the future concerning personal hygiene, sport, nutrition, sleeping, etc. write an essay about the famous scientist of their report. [CR5b] CR7: The course provides opportunities for students to demonstrate an of the products, practices perspectives of the target culture. CR5a:The course provides opportunities for students to demonstrate their proficiency in spoken Communication in the Intermediate to Pre- Advanced range. CR5b:The course provides opportunities for students to demonstrate their proficiency in written Communication in the Intermediate to Pre- Advanced range. knowledge across states supports opinions in written interactions. demonstrate critical viewing of audio-visual resources in the target cultural context. of a variety of vocabulary, idiomatic culturally expressions. expounds on familiar topics those requiring research. produce creative writing expository writing researched reports. elicits information clarifies meaning by using a variety of strategies. engages in written exchange of information, opinions ideas in a variety of time frames in formal situations. monitors uses other sources to enhance. knowledge of content across knowledge of content across knowledge of content across

6 Unit 4: Umweltschutz [CR6a]&[CR6b] Themes: Global Challenges (Globalisierung), Science Technology (Wissenschaft und Technik), Essential Questions: How does increase in quality of life affect the environment? How does progress in technology affect the environment? How do we choose our sources of energy? How are various countries hling the interdependence of economic growth environmental challenges? CR6a: The course explicitly addressesthe Global Challenges CR6b: The course explicitly addresses the Science Technology receive a list of vocab words pertaining to the topic Environment: Luftverschmutzung, Ozonloch, Müll sauberes Trinkwasser, Waldsterben, Kernkraft, Klimaerwärmung, Treibhauseffekt, etc. look up meaning will research causes of these problems will share with class. create an advertisement slogan to fight one of the problems will have other students comment in writing about content, choice of words, persuasiveness of slogan. watch a videoclip about environmental reports on ZDF about forests all over the world their problems. identify key words will answer questions. read article Wüsten werden wachsen will answer questions. find article on line (DW) that deals with environmental issues. perform a skit in which an environmental issues are dealt with. defend an opinion about one of the issues. compose skit on environmental issues. compose an essay dealing with issues discussed in this unit. knowledge of content across elicits information clarifies meaning by using a variety of strategies. of a variety of vocabulary, idiomatic culturally expressions. critical viewing. of content from written print gives a persuasive speech. produces persuasive essays. engages in the oral exchange of information, opinions ideas in a variety of time frames in informal situations. self-monitors adjusts language production. of content from visual monitors uses other sources to enhance. produces a creative oral presentation (performance). selfedit written work for content, organization, grammar.

7 Unit 5: Youth Culture Themes: Contempoarary Life (Alltag); Families Communities (Familie und Gesellschaft) Essential Questions: How are teenagers similar to American teenagers? How are they different? How do teenagers in both countries view politics its impact on their lives? How is the future perceived by American teenagers their counterparts? ask American students, who participated in the exchange, about differences similarities in everyday life in y America. report on use of electronics privately in school as well as popular music favorite artists. [CR8] [CR9] share s with class that they exchanged with their partners. who did not participate in the exchange, start a fictional exchange, in which they introduce themselves answer questions. listen to a presentation of the exchange students about Hannover, its history its attractions. watch a DVD about Hannover its soccer team. receive articles of the school newspaper of the exchange school will comment on them. review school system the recent changes in Lower Saxony. American students students will give presentations about their school, town leisure time activities. write a summary of their experience of going to y or hosting a student. They will report on incidents how they learned a particular expression in how they always will remember this word or expression. understs a variety of vocabulary, idiomatic culturally appropriate expressions. writes informal correspondence in a variety of media using appropriate formats conventions. understs the purpose of a message point of view of its author.. evaluates similarities differences in the perspectives of the target culture his/her own culture as found in written print uses reference tools, acknowledge s sources cites them appropriately. produces a variety of creative writings (personal narrative). self-monitors adjusts language production. engages in the written exchange of information, opinions ideas in a variety of time frames in knowledge of content across identifies the distinguishing features (e.g. type of resource, intended audience, purpose) of self-monitors adjusts language production. an of features of target culture (geographic, historical,

8 informal situation written print artistic, social, or political). Unit 6: Musik CR6f Themes: Beauty Aesthetics (Schönheit und Ästhetik), Contemporary Life (Alltag) CR8: The course provides opportunities for students to make comparisons between within languages cultures. CR9: The course prepares students to use the language in real-life settings.

9 Essential Questions: How do the arts both challenge reflect cultural perspectives? How are perceptions of beauty creativity established? How do ideals of beauty aesthetics influence daily life? hear music of various speaking composers from different time periods. rate music on a scale with adjectives ranging from einfühlend to schrecklich. will choose their comments discuss with a partner in class. choose a piece of music that they like will describe it with different adjectives listen to various pieces of music of stars. listen to pod cast about history of pop music. watch music videos will compare them to American ones. read texts of various songs, also Erlkönig Ode an die Freude. interpret statistics about the music taste of s (pie chart). read biography of Clara Schumann. in a group will choose a rock star or rock b give a presentation to class. interpret the text of a song for their audience. summarize life success of their rock star. initiates sustains interaction through the use of various verbal nonverbal strategies. states supports opinions in oral interactions expresses in writing opinions ideas. knowledge of content across of content from audio an of features of target culture (e.g. geographic, historical, artistic, social or political). identifies the distinguishing features (e.g. type of resource, intended audience, purpose) of written print an of features of target culture (e.g. artistic, social or political).. retells or summarizes information in narrative form, demonstrating a consideration of audience. knowledge of content across produces expository writing researched reports. uses reference tools, acknowledges sources cites them appropriately. CR6f: The course explicitly addresses the beauty Aesthetics

10 Bibliography Textbooks Reference Sources Moeller, Jack al. Kaleidoskop. [CR2b] Boston: Houghton Mifflin, 2007 Resource for Grammar: Jamie Rankin, Larry D. Wells, Hbuch zur deutschen Grammatik, 2 nd ed. Boston: Houghton Mifflin, 1997 CR2c: Instructional materials include a variety of literary tets. Erich Kästner, Emil und die Detektive, bearbeitet von: H.E.Jensen, 1969, Revision Christine Stief, 1997 Ernst Klett Sprachen Deutschl Videos; Moeller, Jack et al. Kaleidoskop: video program activities, workbook Boston:Houghton Mifflin, 2002 Emil und die Detektive, Universum Film GmbH, 2001 Comedian Harmonists. Directed by Joseph Vilsmaier CR2b: Instructional materials include a variety of non-library texts such as newspaper magazine articles. Websites [CR2b] [CR2b] Websites for specific musical groups Websites for various cities