Brief Description of Course The AP German course is offered in the spring semester of every school year. It is taught for 90 minutes a day for 90 days. The focus of the class is on sharpening the students reading, writing, listening and speaking skills, along with advanced vocabulary and grammar acquisition. The students also learn more in-depth information about the German culture, ranging from history and politics to everyday life and popular culture. The course is taught almost exclusively in German, with the exception of some grammar explanations which are taught in English. Each semester, along with grammar and thematic units, we follow a weekly schedule. Monday: Listening Tuesday: Speaking One chapter of Ein bisschen Panik, along with written questions, chapter summary, vocabulary exercises and class discussion about the plot, predictions and opinions. OR Listening practice from various AATG Exams (level 4). This can be shorter or longer listening selections with multiple choice questions that follow. AP speaking practice. For the first quarter, we work on the directed response questions. Students are given the scoring rubric for the AP Exam and then work with a partner and take turns answering questions and rating each other. At first, we only work on a few prompts per day, but then work up to the six prompts that are given on the exam, so they get used to the timing. I make up the prompts at the beginning, but then use prompts from past AP Exams towards the end. For the second quarter, we work on the picture sequences. Students are given the scoring rubric for the AP Exam and then work with a partner and take turns telling the story and rating each other. The exact timing of the exam is used. We use picture sequences from past AP Exams (German, French and Spanish).
Wednesday: Reading Reading Practice with multiple choice questions For the first quarter, we use reading selections from past AATG Exams (Level 4). Students read the selections and answer the multiple choice questions. They track their progress during the semester by keeping track of how many answers the get correct every week. We also discuss and review important vocabulary. For the second quarter, we use reading selections from actual released AP Exams. Students read the selections and answer the multiple choice questions. They track their progress during the semester by keeping track of how many answers the get correct every week. We also discuss and review important vocabulary. Thursday: Make-up Day Friday: Writing Because we tend to miss class during the second semester because of snow days and standardized testing, we use Thursday as a make-up day (for reading, listening, speaking exercises) to practice anything that we didn t get done during the week. Or we may listen to songs from various German pop groups, like Wise Guys or Die Prinzen, and discuss the lyrics and themes of the songs (for example: Denglisch, Ruf doch mal an, Nur für dich by the Wise Guys, Mein Bester Freund, Gabi und Klaus by Die Prinzen). Weekly Journal (based on Ein bisschen Panik ). After students hear the weekly chapter of Ein bisschen Panik, they are given a journal topic based on themes covered in the listening exercises. The journal is graded, but not for grammatical accuracy, so students can take risks and practice applying advanced grammar concepts in their writing. They are expected to write about one page and answer the questions as completely as possible. OR Weekly Journal (based on questions in Das Fragenbuch für Kids ). Students are given weekly writing prompts
based on personal opinions and experiences. The journal is graded, but not for grammatical accuracy, so students can take risks and practice applying advanced grammar concepts in their writing. They are expected to write about one page and answer the questions as completely as possible. OR If students choose, they can write a practice AP essay from past AP exams. If they feel they need more practice in writing this type of essay than the practice they get in class, they choose one of the essay topics we have not already completed. I grade the essay on the 9 point scale used for the AP Exam, so the students can see where they need to improve in their writing. Weekly Verbs + Prepositions Quiz Every Friday, students are quizzed on one small group of verbs used with specific prepositions. They are expected to know how to use the verb in all tenses, which case is used with the preposition and how to use all of this correctly in sentences. Unit Information Grammar Units: Conjunctions, Infinitives, Subjunctive, Adjective Endings, Relative Pronouns and Clauses, Tenses (Present, Narrative Past, Conversational Past, Past Perfect, Future, Future Perfect) Grammar is taught by direct instruction, using practice exercises and paired speaking activities. Students are assessed using writing assignments and tests. Haus ohne Hoffnung (Ein Krimi) This is a level 3 mystery novel by Langenscheidt. Students are familiar with Private Detective Helmut Müller from their German III class, where they read a level 1 mystery novel. This Krimi centers around a murder near an Asylantenheim outside of Frankfurt. Students become familiar with vocabulary and issues related to foreigners living in Germany. We start out reading the novel together to make sure that they have a good understanding of the background information. They then move on to reading chapters on their own during
class, so that I am available to help them if they need it. Eventually, towards the end of the novel, students are assigned to read chapters on their own as homework. The students are not only expected to read the novel, but also to write complete sentence answers to questions asked about each chapter. The questions are used as a basis for class discussion about each chapter. We discuss the plot, predictions and opinions about what the students have read. Students are also required to write example sentences using selected vocabulary from each chapter, to show that they are able to use the words correctly in context. Students are assessed in the following ways: classroom discussion and participation in the target language, written comprehension questions, written sentences using selected vocabulary, three vocabulary quizzes (where they fill in the blanks and write example sentences) and a written chronological summary of the mystery. Vorurteilen In this unit, students learn about stereotypes that Germans have of Americans and that Americans have of Germans. The following points are discussed: What is typisch deutsch? What is typisch amerikanisch? What do Germans think of themselves? How do other countries in the world view Germany? (Especially since the summer of 2006, when Germany hosted the World Cup.) Are stereotypes good or bad? How do they influence what we think of others? How does one really start to understand a language and culture? How are language and culture related and how do they influence each other? To learn about these things, students read articles taken from various readers, listen to the song Deutschland by Die Prinzen and read a recent article, Was die Welt über Deutschland denkt from Stern magazine. We read and discuss some of the articles in class and they read some on their own and answer comprehension questions to prepare for classroom discussions, where students are encouraged to discuss factual information, voice their opinions and share their personal experiences with the class. For the Stern article, the class is broken in to groups and is given a section of the article to read and prepare. They are then required to present their section of the article to the class. Students are assessed in the following ways: classroom discussion and participation in the target language, written comprehension questions, one vocabulary quiz (fill in the blanks, example sentences), several small informal writing assignments, one small oral presentation, and one formal essay at the conclusion of the unit.
Was heißt n hier behindert? (Turbo Videospiel) In this unit, students learn about Andre, a handicapped teenager in Germany. They learn about different types of disabilities and what it means to be a disabled person in Germany. They also get to see how Andre experiences different aspects of his life. At the beginning of the unit, a lot of work is done with vocabulary, to make sure that students understand the specialized vocabulary that they will be reading and/or hearing. Then, we read background information about Andre and what it means to be disabled in Germany. After students are comfortable with the vocabulary and background information, we watch the video about Andre. It is broken down in to four smaller parts, which makes it easier for discussion and understanding. After we watch each section, students are also able to read the text that they have just heard and discuss their opinions about Andre s life. Students are assessed in the following ways: classroom discussion and participation in the target language, written comprehension questions, four small vocabulary quizzes (fill in the blanks, writing example sentences) and a written essay of their choice (discussing factual information about disabilities, writing a letter to Andre or writing an article for a school newspaper). Gedichte This unit exposes students to various poems from various time periods of German literature. Included are: Wanderers Nachtlied by Goethe Der Fischer by Goethe Erlkönig by Goethe Heidenröslein by Goethe Loreley by Heinrich Heine Sachliche Romanze by Erich Kästner Inventur by Günter Eich Der Panther by R. M. Rilke Kein Fehler im System by Eugen Gomringer Todesfuge by Paul Celan Optophonetisches Gedicht by Raoul Hausmann We read most of the poems together and also practice reading them out loud. For many of the poems we also talk briefly about the time period they were written in and how they relate to German culture and history.
Students are assessed in the following ways: class discussion about content and themes of the poems, reading out loud for the class, some written comprehension questions and one vocabulary quiz (fill in the blanks, writing example sentences). Oya: Fremde Heimat Türkei (Jugendliteratur) This is a novel about a Turkish girl who has lived her entire life in Germany, whose family decides to move back to Turkey when she is fifteen years old. Its central themes are: foreigners in Germany and how they are treated, experiencing the Turkish culture and the idea of not having a culture where one feels at home. It is a novel written for teenagers in Germany. We start out reviewing the vocabulary and history of foreigners in Germany, which students are familiar with from reading Haus ohne Hoffnung at the beginning of the semester. At the start of the novel, we read together to make sure that the students have a good understanding of the background information. They then move on to reading chapters on their own during class, so that I am available to help them if they need it. Eventually, once the students are feeling fairly confident, they are assigned to read chapters on their own as homework. The students are not only expected to read the novel, but also to write complete sentence answers to questions (pre-reading, during reading and post-reading) asked about each chapter. The questions are used as a basis for class discussion about each chapter, where students discuss the plot of the book, opinions and share personal experiences. Students are also required to choose one word from each chapter s vocabulary list and write an original sentence and then choose one word on their own that they would like to learn from each chapter and write an original sentence using that word. Throughout the novel, students also complete various activities to help them understand the themes of the novel. Included are: a lesson on the geography of Turkey, the song Zur Lage der Nation by the Wise Guys, and several small articles from the book Der Islam Kindern erklärt. After reading the novel, the class also views the video Öffnen Sie den Koffer, Herr Özyurt, about a man and his daughter returning to Turkey from Germany. Students can then compare the situations between Oya and Herr Özyurts families. Students are assessed in the following ways: classroom discussion and participation in the target language, written comprehension questions, written sentences using selected vocabulary, a comparison between the German and Turkish cultures (written and spoken) and a final writing project (where they can choose from writing letters to and from various characters in the book and video, writing entries from characters journals, writing a new
chapter for the book, writing a newspaper article or writing a more formal essay about one of the major themes of the book and/or video). Additional Information: Other experiences available for students outside of the classroom 1. Exchange Program: Since 1999, our school has had an Exchange Program with Freiherr-vom-Stein Gymnasium in Betzdorf, Germany. We travel to Germany and host the German students about every other year. When we travel to Germany, the students stay with a German family and attend school with their host sibling for about two weeks. Many students in the upper level German classes participate in this program. Before we go to Germany, they are often writing emails and instant messaging with their host in Germany. And, of course, when we are in Germany they become totally immersed in the language and culture. 2. LetterNet Pen Pals: Several students have German pen pals that they receive through LetterNet, a free service from the German Post Office. They usually start writing to their pen pal when they first start learning German and several continue writing as they continue their German studies. 3. Students are also highly encouraged to read articles and listen to broadcasts on their own from online sources: Spiegel, Stern, Deutsche Welle, German Information Center Newsletters, Itunes (podcasts), etc. This is encouraged not only during the semester that they have AP German, but also during the semesters when they may not have a German class, so that they can still have some contact with the language. Course Materials There is not one main textbook used for the course, but a mix of different types of authentic course materials. Readers Borbein, Volker. Menschen in Deutschland: Ein Lesebuch für Deutsch als Fremdsprache. Berlin: Langenscheidt, 1995. ( Typisch Deutsch? chapter) Felix & Theo. Haus ohne Hoffnung. Berlin: Langenscheidt, 1993. Luscher, Renate. Deutschland nach der Wende: Daten, Texte, Aufgaben für Deutsch als Fremdsprache. Ismaning: Max Hueber Verlag, 2001. (Chapter 1 Geographische Lage und Bevölkerung )
Kinder und Jugendliteratur König, Karin. Oya: Fremde Heimat Türkei. München: Deutscher Taschenbuch Verlag, 1988. Tworuschka, Monika and Udo. Der Islam Kindern erklärt. Gütersloh: Gütersloher Verlagshaus, 1999. Wilkinson, Philip. Der Islam: Geschichte, Glaube und Gesellschaft. Hildesheim: Gerstenberg Verlag, 2003. Grammar Review Dippmann, Gerda. A Practical Review of German Grammar. New York: Macmillan Publishing Company, 1987. Gaigg, Leopoldine. Kein Angst vor den Präpositionen. Ismaning: Verlag für Deutsch, 1999. Gschossmann-Hendershot, Elke and Lois Feuerle. Schaum s Outline: German Grammar (3 rd Edition). New York: McGraw-Hill, 1997. Sparks, Kimberly and Van Horn Vail. German in Review: Lehrbuch der Deutschen Grammatik (4 th Edition). Boston, MA: Heinle, 2004. Listening Materials American Association of Teachers of German. National German Exam for High School Students, Level 4 Test. AATG, 1990, 1991, 1996, 1997, 1999, 2000, 2001, 2002, 2003. Die Prinzen. D. BMG/Hansa, 2001. ( Deutschland ) Die Prinzen. Das Leben ist grausam. BMG, 1992. ( Millionär, Gabi und Klaus ) Die Wise Guys. Ganz Weit Vorne. Pavement, 2001. ( Jetzt ist Sommer, Zur Lage der Nation ) Die Wise Guys. Radio. Pavement, 2006. ( Denglisch, Ruf doch mal an ) Die Wise Guys. Wo der Pfeffer wächst. Pavement, 2004. ( Nur für dich )
Raths, Angelika. Ein bisschen Panik. Berlin: Langenscheidt, 2000. (Book and CD) Videos Dräger, Thomas. Öffnen Sie den Koffer, Herr Özyurt. Berlin: Cikon Film, 1991. van den Boom, Rüdiger and Erich Pfeiffer-Oske. Was heißt n hier behindert. Turbo 5. Bonn: Inter Nationes, 1995. Magazine Articles Rückkehr auf die große Bühne. Stern. Nummer 27. 29. Juni 2006. Deutschland ist erwachsen geworden. Stern. Nummer 27. 29. Juni 2006. Various issues of the following German magazines are available for students to read any time they choose: Stern, Der Spiegel, Brigitte, Freundin, Das Beste, Bunte. Websites apcentral.collegeboard.com www.dict.leo.de www.dwelle.de www.germanyinfo.com www.wiseguys.de Other Books, Compilations, Reference works, etc. Dreke, Michael and Wolfgang Lind. Wechselspiel: Sprechanlässe für die Partnerarbeit im Kommunikativen Deutschunterricht Arbeitsblätter für Anfänger und Fortgeschrittene. Berlin: Langenscheidt, 1986. Floren, Franz Josef, Wilfried Fastlabend, Doris Frintrop-Bechthold, Reinhold von Rüden, Wolfgang Seemann. Kapitel 6: Zuwanderer in Deutschland. Politik 1: Ein Arbeitsbuch für den Politikunterricht. Paderborn: Ferdinand Schöningh, 2000. Floren, Franz Josef, Brigitte Binke-Orth, Thomas Hönemann, Rainer Schmidt, Uwe Tänzer. Kapitel 3: Sind die Deutschen fremdenfeindlich? Probleme der Integration von Zuwanderern in Deutschland. Politik 3: Ein Arbeitsbuch für den Politikunterricht. Paderborn: Ferdinand Schöningh, 2002.
Kuhn-Osius, K. Eckhard. Reading Texts for Students of German: from 20 Years of the AATG National Examination. Cherry Hill, NJ: AATG, 1990. Mai, Manfred. Geschichte der Deutschen Literatur. Weinheim: Beltz Verlag, 2001. Matten-Gohdes, Dagmar. Goethe ist Gut: Ein Goethe-Lesebuch für Kinder. Weinheim: Beltz Verlag, 1988. Mollica, Anthony. A Picture is Worth 1000 Words : Book 1. Lewiston, NY: Soleil Publishing, 1992. Stock, Gregory. Das Fragenbuch für Kids. Germany: Ravensburger Buchverlag, 1988.