foreign language classroom, the place of grammar, and the ...

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ED 024 289 FL 000 643

By- Crittner, Frank, Ed.German Curriculum Guide 7-12; Basic Content Objectives for the Junior High School and Senior High School

German Program.Wisconsin State Dept. of Public Instruction, Madison.Sports Agency-Office of Education (DHEW), Washington, D.C.; Wisconsin State Dept. of Public Instruction,Madison.

Pub Date I68]Note- 37p.EDRS Price MF-$0.25 HC-$1.95Descriptors- Artioilation (Program), *Course Objective% Cultural Context Flexibl E Scheduling, *German,Grammar, Language Guides, Language Instruction, *Language Learning Levels, Language Skills, *SecondarySchools, Second Language Learning, *State Curriculum Guides

This curriculum guide for Wisconsin's secondary school German programs beginswith a section on guidino principles, briefly covering such concepts as the nature oflanguage, the length of I.wlguage study, language selection, the place of English in theforeign language classroom, the place of grammar, and the prereading phase ofsecond language learning. New scheduling approaches are also presented. The majorportion of the guide is devoted to the skill and content tables which chart desiredstudent progress in the areas of German phonology, morphology, syntax, vocabulary,and culture. A 4-year sequence is outlined for levels 1-4, and a 6-year sequence isdelineated for grades 7-12. For similar guidps for French, Spanish, and Russian, seeFL 001 013, FL 001 014, and FL 001 015 respectively. (AF)

10110.

U.S. DEPARTMENT OF HEALTH, EDUCATION & WRFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

eCURRICULUM GUIDE

00 WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTION

WILLIAM C. KAHL, STATE SUPERINTENDENT

This project was sponsored cooperativelyby

Wisconsin Department of Public InstructionTitle V of the Elementary and Secondary Education Act

Title III of the National Defense Education Act

Bulletin No. 153

3000-43

GERMAN CURRICULUMGUIDE 7 12

Basic Content Objectives for the Junior HighSchool and Senior High School German Program.

William C. Kahl, State SuperintendentWisconsin Department of Public Instruction

Madison, Wisconsin 53702

FOREWORD

For more than two years the German CurriculumCommittee, along with a number of dedicated consul-tants, has been struggling with the problem of specifyingthose language skills and related areas of knowledgewhich are needed for communicating in German. In thecourse of developing the German Guide the committeedecided upon the following basic principles:

1. Due to the high mobility of students throughout thesiate, it is essential that German teachers at all levelsa gree upon the basic objectives and content of theGerman curriculum. Such agreement is essential tothe welfare of the student and to the progress ofGerman as a discipline.This agreement is also imperative because of thearticulation problems created by the increased -.lum-ber of students going on to college and the greatlyexpanded foreign language enrollments below gradenine.

2. It is not the aim of this Guide to prescribe methodsof instruction or texts and materials. The quality ofa German program must be measured by the extentto which the goals are achieved rather tha n by themethods and procedures of achieving them.

3. The study of German has a unique contribution tomake to a student's understanding of the world,past and present, and to a greater appreciation ofhis own language. For the student to realize fullvalue from his study of this important worldguage, he must develop reasonable proficiency inthe fundamental language skills which then becomethe vehicle for acquiring knowledge and under-standing of the way of life of German-speakingpeople.

It is hoped that this publication will prompt all con-cerned to reexamine the comprehensiveness and sound-ness of the German program in the local schools withregard to the skills and related areas of knowledge whichare presented in the German Guide.

To the many educators who have so zealously workedto prepare this publication, the Wisconsin State Depart-ment of Public Instruction expresses deep appreciation.

WILLIAM C. KAHLState Superintendentof Public Instruction

TABLE OF CONTENTS

Guiding Principles PageA. Reasons for Learning a Foreign Languae 1

B. The Nature of LanguageImplications for the Curriculum 1

C. How Long A Language Should Be Studied 1

D. New Approaches to Scheduling 2E. Who Should Study A Foreign i_anguage 3F. Which Foreign Languages Should Be taught 3G. The Basic Objectives of Foreign Language Study 3H. The Place of English in the Foreign Language Classroom 3I. The Place of Grammar in Foreign Language Teachinging 4f. The Prereading Phase S

4Explanation of the Skill and Content TablesA. The Essentials for Communication (see inside front and back covers) 6B. The Vertical Columns (see inside fropt and back covers)

Explanation 6Colunms Begin 8

C. The Horizontal "Skills and Concepts" List: Listening, Speaking, Reading, Writing, andConcept Development; Explanation 6Cohunns Begin 8

D. The Asterisks 6

E. Flow Chart of Progressive Development of the Four Skille 7

F. Skills and Content: A Tabular Representation 8-27G. Appendix: Notes on Terminology 28

H. Acknowledgements 29

Guiding Principles

for the Foreign Language Curriculum

A. Reasons for Learning aForeign Language

1. General educationForeign language study, classical or modern, has aunique contribution to make to a student's education.Foreign language study:

Contributes to students' understanding of theworld, Assists in greater appreciation and knowl-edge of American English,

Provides for direct experience with a different cul-ture,

Makes students aware of another people's way ofthinking,

Gives linguistic assistance to students in the age oftravel, whether it be for leisure or business,

Gives insight into problems faced by foreign visi-tors to the United States,

Facilitates learning another language,Provides a skill necessary in our modern world, andEnriches cultural and aesthetic phases of human

existence.2. Vocational

Today's student has many more opportunities thanever before to use a foreign language in such areas as:

Peace Corps,International trade,Government service,Education,Armed Forces,Exchange student programs,Scholarships in a foreign country,Charitable organizations,Research,Services such as hotel clerk, travel agent, etc andTravel.

3. National needsBecause of language diversity, direct communicationis impossible between a majority of the world's na-tions. Since no country has demonstrated a willing-ness to abandon the mother tongue, surely the respon-sibility for bridging this gap in communications fallsequally upon each nation. In the present period ofworld upheaval Americans cannot, by means of in-adequate language programs, convey the impressionthat all other countries are expected to learn Englishin order to communicate with the United States.

B. The Nature of LanguageImplications for the Curriculum

1. Any 'anguage is a form of behavior which embracesall human endeavor. As it develops over the centuries

1

it comes to reflect the cultural patterns of the peoplewho use it as their means of daily communication.Used for the expression and preservation of intellec-tual activity, it becomes the vehicle for the transmis-sion of organized knowledge. All "natural" languagesoriginate as a system of vocal symbols. In civilizednations written symbols are also employed. Writing isa "shorthand" form of language which only partiallyrepresents the more complex sound system. Therefore,it is imperative that listening and speaking should bean integral part of foreign language instruction andshould form the basis upon which the skills of readingand writing are built.

C. How Long A LanguageShould Be Studied

1. With regard to length of study, the first objectiveshould be to establish a minimum of four sequentialyears in at least one foreign language. In schools notusing the traditional schedule, a minimum of 600 totalcontact hours is suggested. Homework and out-of-classlaboratory sessions are not included in this minimumfigure.

2. Secondary school students should be encouraged totake a longer sequence in one foreign language insteadof dividing their time between two.

3. Where school organization permits and where a nine-twelve program is in effect, the school system should beencouraged to extend the language down to grade sevenor below. Every effort should be made to establish aseparate track for the students who continue theirstudy of a foreign language beyond grade eight. In nocase is it advisable to combine continuing studentsfrom grade eight with those who are beginning thestudy of a language for the first time in grades nine,ten, or eleven.

4. Experience has indicated that the first year of a newlyinitiated junior high school program should begin ingrade seven only. Eighth graders should enter the pro-gram only after having completed the seventh gradeprogram.

5. Pupils who have completed several years of study ofa foreign language in elementary school should con,tinue to be grouped in the same unit in junior highschool, and a separate unit or grouping should beorganized for those just beginning foreign languagestudy at this level; to do this, a "multi-track" systemfor foreign languages will be needed in the junior andsenior high schools.

6. Regardless of how early such study is first introducedeach language student should be assured that courses

will be available from the point of beginning throughto the twelfth grade. In the case of a sequence of morethan four years this may require a departure from thepractice of holding full-period classes five days perweek. For example, elementary pupils may have shortdaily periods while high school students may attendon alternate days in grades eleven and twelve.

Below is a sample of one scheduling pattern beingused currently.

Grade Monday

6 (or below) 30 minutes

7 g period

8

9

10

11

12

g period

FullPeriod

FullPeriod

FullPeriod

Tuesday Wednesday

daily, five days per week

g period

g period

FullPeriod

FullPeriod

FullPeriod

31', period

g period

FullPeriod

FullPeriod

FullPeriod

The above schedule allows a student to stay with oneprogram until he has achieved considerable masteryof the one language he has chosen. Also, it may permithim to alternate other subjects with advanced foreignlanguage courses in the senior high school. Personaltyping, gym class, arid music or another foreign lan-guage are but a few of the numerous possibilities.

2. Flexible SchedulingComputer-generated, flexible high school schedulesare now being tried in Wisconsin and throughout thecountry. There are many approaches to flexible sched-uling, and it is clearly not possible to discuss each ofthem within the scope of this bulletin. However, theintroduction of such innovations requires basicchanges in the way languages are taught. An example

2

D. New Approaches to Scheduling1. Modification of the Traditional Schedule

In order to establish a continuous course of study ofmore than four years, many smaller schools havefound it necessary to break with the tradition of offer-ing foreign languages on a full-period or five-day-per-week basis. (Where enrcllments permit the full offer-ing of separate daily classes, this partial unit approachshould not be encouraged.)

Thursday

g period

g period

FullPeriod

FullPeriod

FullPeriod

Friday

g period

g period

FullPeriod

FullPeriod

FullPeriod

Credits

3i

1

1

3/5

2/5

of one type of scheduling format is given below toillustrate the typo of adaptations which the languagestaff will be required to mal-e when flexible schedulingis adopted by the local sch)ol system:a. Fifteen modules of time per week are allocated to

each language. Each module is 20 minutes in lengthwhich is comparable to the traditional provision(i.e,, 15 x 20 minutes --=--: 300 minutes; 5 x 60 minutes

300 minutes).b. Five of th,cse 20-minute modules are committed to

structured ckasProorn activities. (They may bescheduled back to back to provide two 40-minutesessions and one 20-minute session or may be daily20-minute meetings.)

c. Four of these 20-minute modules are committed to

structured laboratory activities which are super-vised by the teacher. (This presumes adequate lab-oratory facilities and materials.)

d. Two of the 20-minute modules are scheduled backto back to provide one 40-minute large-group meet-ing each week. (For example, all first-year studentsare brought together to view a film, to be tested, orto engage in some other activity which is suitablefor large-group presentation.)

e. Four of the 20-minute modules are "back sched-uled." This means that various self-study activitieswill take place in these modules. Some students willgo to the laboratory which is supervised by a semi-professional language laboratory director. They willengage in remedial drill work according to theirspecial problems which the teacher has identifiedin the more highly-structured sessions. Other stu-dents will go to small-group instructional sessionssupervised by regular teachers and intern teachers.Others will do enrichment work in the laboratoryor in an instructional materials center where alltypes of audiovisual devices arc available. Andfinally, there will be still other students who canachieve at a rather high level without making useof the back-scheduled time. They will have thesemodules available to do other work either in for-eign languages or in some other subject area.

All of this implies a much greater dependence uponstudent self-study. This, in turn, ir1 plies the need forself-instructional texts and tapes for the language lab-oratory. Where schools are moving toward the flexibleschedule, language teachers would do well to beginselecting or preparing, well in advance, materialswhich the student can use by himself or which he canuse with only the help of a semi-professional labora-tory technician.

E. Who Should Study A Foreign LanguageI. Everyone should have the opportunity to study a for-

eign language at some stage in his educational experi-ence. He should be allowed to continue as long as hisabilities and interests warrant.

2. It is better for a student to study one foreign languageuntil he has achieved a high degree of proficiencythan to study two or more languages for a shorterperiod of time. Those students, however, who havedemonstrated sucePss in their continuous study of oneforeign language should be encouraged to add thestudy of a second language to their program.

3. Designation of language courses as "college prepara-tory" is to be discouraged. There are many young peo-ple for whom language study can be a profitable andenjoyable experience regardless of their vocationalaspirations. Moreover, unlike the college-bound stu-dent, the terminal student may never have anotheropportunity for the unique experience which foreignlanguage study offers,

F. Which Foreign LanguageShould Be Taught

I. Before introducing new languages or expanding thelanguage program the school is faced with the follow-ing considerations:

3

a. How many languages, modern or classical, can theschool support without eliminating the possibilityof offering third and fourth-year courses?

b. What language or languages do the people of thecommunity and the students in school prefer?

c. What is the availability of well-trained teacherswho might reasonably be expected to stay with theprogram for a number of years?

Each of these questions should be considered care-fully.

2. In addition to offering one or more of the commonly-taught languages (French, German, Latin, or Spanish)each school district should consider the possibility ofintroducing another important world language. Items(a) and (c) above will be the limiting factors with re-gard to the neglected languages.

G. The Basic Objectives ofForeign Language Study

Students who complete at least the recommendedfour-year sequence of study in foreign languagesshould have made considerable progress in developing:(1) skill in the use of spoken and written language,(2) understanding about the way of life and the cultu-ral heritage of the people who speak the language,and (3) understanding of how languages functionalong with certain relationships between English andthe foreign language. The emphasis upon thce objec-tives will vary according to the age of the students,the number of sequential years available, and whetheror not the language is modern or classical.(Note: Comprehensive objectives for each level ofboth four-year and six-year sequences of study aregiven in Section H.)

H. The Place of English in theForeign Language Classroom

I. If the language objectives listed in Section G are ac-cepted as valid goals, then it must follow that mostof the instruction in the foreign language classroomwill be conducted in the foreign language. As littleEnglish as possible will be used in the beginningcourses, and, as a general rule, practically none in theadvanced courses. in most Wisconsin communities,the language classroom and the language laboratoryare the only plas which provide an opportunity forthe student to perform in the foreign language. Everyminute spent in using English is time subtracted fromthe fulfillment of the ultimate goal of the fore 6n lan-guage program. However, many teachrs believe thatthe use of English for specific purposes during a givenclass period can make for more efficient learning. Thefollowing suggestions are given as guidelines for theuse of English in the foreign language class or labora-tory:a. giving directions about tests and drillsA great deal

of time can be wasted in trying to convey the me-chanics of a drill to the student in the foreign lan-guage. In many cases this can be accomplished in afew moments by using English, thereby enablingthe studPnt to concentrate his efforts on practicingthe language. The English directions can be fol-

lowed immediately by directions in the foreignlanguage.

b. cues for pattern drillsEnglish may also be useddiscriminately as cues for pattern drills.

c. understanding the meaning of foreign languageutterancesEnglish approximations are often givento convey the general meaning of the words andsentences which the student is learning to say.Usually the student derives meaning passively fromthe written English but does not engage in activetranslation from one language to the other. Someteachers believe that English should not be usedin this manner, but that meaning should instead beconveyed by visuals, realia, physical objects, drama-tizations, and paraphrases in the foreign language.

d. cultural notes and gramiaatical summariesSometeachers (and texts ) include brief explanations ofculture or grammar as they are deemed necessaryfor the student to progress without wrong learningtaking place. At the very early levels the studentmay lack the vocabulary he needs to grasp a con-cept which is crucial to understanding.

I. The Place of Grammar inForeign Language Teaching

The objectives listed previously call for tbe ability tocommunicate in the language rather than the acquisi-tion of knowledge about the language. Foreign lan-guage teachers who pursue such objectives must at-tempt, therefore, to provide a maximum ameunt ofmeaningful, well-directed, active practice in manipu-lating the grammar of the target language. It is hopedthat such practice will enable the student to develophabitual use of the grammatical forms of the foreignlanguage to the extent that he can use these formssponttaleously to 3xpress what he wants to say innew and unexpected situations. While the need foradequate drill is seldom questioned, there is littleagreement among teachers regarding the use of gram-matical analysis in the learning process. Nor is thereany substantial body of research to support the use ornon-use of grammatical generalizations. In any case,the grammatical generalizations are thought of as ameans to an end rather than as being important in andof themselves. Accordi loy, a pupil's progress in thelanguage must be evaluated in accordance with hisability to understand, speak, read, and write it ratherthan by his ability to talk about its structure in Eng-lish. A rule of thumb would be, "teach only that gram-mar which is necessary; do not assume that everythingis.

1. Presentation of GrammarIf it is accepted tbat some formal grammatical analysisis needed, then the teacher is faced with the decisionof how it should be presented. Some feel that thestudents should arrive at the grammatical generaliza-tion through the process of inductive thinking whileothers feel that the teacher should supply the gram-matical principle in advance. Since there is no proofregarding which approach to grammar is more effec-tive, it is perhaps best simply to present the two ap-proaches and let the teacher decide which is moreappropriate in a given situation.

!!

4

2. Grammar through the Inductive ProcessInstead of presenting the student with a rule on aplatter, we set up a few carefully chosen illustrationsof that rule and we lead him to discover through skill-ful guidance the relationship of the new element toothers previously mastered and to formulate his obser-vations into a law governing those cases. The induc-tive process has the following advantages: it causesconcentration, it sustains interest, it gives to the neu-rons the stimulation that comes from the satisfactionof having accomplished by one's own efforts a worth-while and difficult task, it assists the memory, whichretains more easily and more permanently any elementthat has been carefully observed and stayed with.(From the "Cleveland Plan for the Teaching of Mod-ern Languages.")

3. Grammatical Explanations before DrillA brief and concise explanation of the grammaticalprinciples about to be drilled may save time and expe-dite learning. However, the mistake which bas so oftenbeen made in the past is to suppose that once a gram-matical concept was intellectually understood, only asmall amount of practice in uttering the right patternsand making the right choices was needed. , . In orderto reserve for the learner the greatest possible amountof time for indispermNe practice, explanation shouldbe used very judiciously and be limited to not morethan five to ten minutes for even the most diffiicultconcepts.(From the Spanish Bulletin of the California StateDepartment of Education.)

J. The Prereading Phase1. Purposes

It is gererally accepted that a language consists of aset learned habits. These habits have been estab-lished in our native language through continuous repe-tition and reinforcement over a long period. It is notfeasible to duplicate this process within the confinesof a foreign language program offered in the schools.However, the prereading phase is an attempt to ac-quire some of the audio-lingual skills developedthrough the process of acquirmg native language hab-its. The success of this phase depends upon the skillof the teacher in establishing correct habits of pro-nunciation, rhythm, intonation, and structural changewithout the interference of the written symbol. Theprereading phase enables each pupil to enjoy a largenumber of opportunities to recite and, by immediatecorrection, to avoid !he possible areas of difficultywhich 'ire encouraged by e reading of unfarnr`iarwords before they are assimilated aurally.

2. Duration of the Prereading PhaseTeachers often wonder how mueh time should bespent on the prereading phase of instruction. An ex-cessively long allotment of time to this pbase can bedamaging to an audio-lingual program. Some psy-chologists feel that when the pupil finds he must de-pend on ear alone, tensions may arise which will pre-vent him from learning what he has heard. This maycause an aversion to language learning which will bedifficult to overcome.

It is known that many pupils develop visual images ofwhat they hear and some mav attempt to pl t them onpaper. Pupils should be cautioiled against attemptingto write anything heard in class during this phase be-cause such activities will only serve as obstacles to beovercome when reading and writing are introduced.Most pupils are not accustomed to learning by earalone. Accordingly, material must be covered slowlyduring this period. The teacher is the best judge ofhow long the prereading phase should be. It willnaturally vary with the Jass., It may be terminatedafter the completion of a single unit or after as manyas five units.The element of boredom is a crucial one. If the classshows signs of extreme restlessness or reluctance toundertake yet another lesson based only on listening

For further reading and for guidance in the area of for-eign languages:

Huebner, Theodore, Why Johnny Should Learn For-eign Langmges. 1961. Chilton Company, Philadelphia,Pennsylvania.Johnston, Marjorie C., and Kee, izabeth, ModernForeign Languages and Your C. 't,ld. Bulletin 0E-27020, 1964. U. S. Government Pripting Offiice, Wash-ington, D. C. 20402. Price: 250.Kettelkamp, Gilbert C., Vocational Opportunities forForeign Language Students. Booklet available fromMaterials Center, Modern Language Association, 62Fifth Avenue, New York, New York 10011. Pri :e 750.Lund, Gladys A., and Herslow, Nina Greer, ForeignLanguage Entrance and Degree Requirements in U. S.Colleges and Universities, Fall1^66. Modern LanguageAssociation, 62 Fifth Avenue, New York, New York10011.Parker, William R., The National Interest and ForeignLanguages. Third Edition, September 1961. U. S. Gov-ernment Printing Office, Washington, D. C. 20402. P. 44.Remer, Ilo, A flandbook for Guiding Students in Mod-ern Foreiga Languages. Bulletin 0E-27018, No. 26,1963. U. S. Government Printing Office, Washington,D. C. 20402.

5

and speaking, it might be wise to introduce theprinted word at that point in spite of possible recom-mendations to the contrary in the accompanyingteacher's manual.All during the prereading phase, there may have beensom^ informal experiences with the written languagethrough observation of posters, labels, and dates writ-ten on tbe chalkboard or displayed on the bulletinboard as well as the incidental exposure to the writtenlanguage in daily life which creates an awareness ofsound-symbol correspondence. Whatever the lengthof the prereading phase, the teacher must he cautiousnot to permit the oral skills to deteriorat( when thewritten language is introduced.( Adapted from Teaching Spanish on Level One, TheUniversity of the State of New York, Albany, 1966.)

This new Handbook is for sale by the Superintendentof Documents, U. S. Government Printing OfficesWashington, D. C. 2402. Price: 450. Every modernforeign language teacher and every guidance counselorshould have a ^.opy.

"Should My Child Study A Foreign Language?". Publi-"cations Division of the National Education Association.Additional copies are available at 35 for $1.00 (StockNo. 051-01858). Publications Sales Section, Washing-ton, D.C. 20036.

Voice of the Wisconsin Foreign Language, Teacher.Vol. 7, No. 1; Winter, 1967. State Department of PublicInstruction, 126 Langdon Street, Madison, Wisconsin53703. "Foreign Language Requirements for the Col-lege-Bound Student."

Also, note the new bulletin, "What About Foreign Lan-guages." This is an illustrated brochure containing rea-sons why students of all backgrounds and vocationalaspirations should be encouraged to elect a foreign lan-gu -re. Available from the Department of Public Instruc-tioi. .t above address.

Explanation of the Skilland Content Tables

A. The Esseldtials for CommunicationIn using Section II the "Essentials for Communication"

pages are first unfolded from the front to back covers.These fold-out pages have the following functions:

1. They bring into focus the major course objectives;2. They correspond, item by item, to the "Skills and

Content" tables for each year ( or level) of languagestudy;

3. This format enables the curriculum planner to seehow the course of study for a given year relates to thelong-range objectives.

B. The VerHcal ColumnsIn the vertical columns of this secqon en attempt has

been made to identify those sounds, grammatical formsand word order arrangements which the American young-ster must master in order to communicate in the Germanlanguage. Special emphasis has been given to the pointsof difficulty invariably encountered by the student of Ger-man whose native language is English. Points of pronunci-ation, grammar, and word order which are closely parallelto English are easy to learn and, therefore, are not men-tioned.

In the vocabulary section it is clearly not possible to listall available words. That is the province of the lexicog-rapher. However, it is possible to identify categories ofvocabulary which must be learned if minimal communica-tion is to take place.

Similarly with culture only areas which the student is

6

likely to encounter and those which are appropriate to hisage and maturity can de dealt with.

C. The Horizontal "Skillsand Concepts" List

Reading horizontally, one can identify the learningproblems which are unique to each skill. Clearly there aresome items which are essential for all skills. On the otherhand, there are items which have pertinence with only oneof the skills. Teaching emphasis must reflect this fact. Forexample, inverted word order presents minimum difficultyin reading, but is of crucial importance in the active skill ofspeaking. Other items, such as literary vocabulary and cer-tain subjunctive forms, need only be learned for readingrecognition.

The committee agreed that the mastery of the four skillsmust be accompanied by a grasp of ePrtain basic generali-zations and concepts. These are listed in the bottom row ofthe table.

It should be noted that two separate sequences of studyare listed. The longer sequence presumes six full sequentialyears of contact with the language. The shorter sequencemay consist of four full sequential years or the equivalentnumber of contact hours distributed over a greater numberof years in any one of many patterns of scheduling. ( SeeSection I.C. above. )

D. The asterisks.The asterisks refer either to notes on the bottom of the

page or to notes which appear in the appendix.

D. F

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Four-Year Sequence Level I

Phonology

short & long vowelspure & oullauted vowelsdifference between certain conso-

nants in German & English, esp.1, r, ch (ich-ach sounds)

word accent*intonation & rhythm in statements,

questions, commands

short & long vowelspure & umlauted vowelsconsonants 1, r, ch (ich-ach sounds ),

initial zword accentintonation & rhythm in statements,

questions, commands

short & long vowelspure & umlauted vowel3diphthongs au, ai, du, eu, eiconsonvnts ch-chs, ck, dt, j, 1, r, s,

sch, st, sp, p, th, v, w, z, silent h;final b, d, g

off-glide -er; final eword accentintonation of sentences

pure & umlauted vowelsdiphthongs au, ai, du, eu, eiconsonants ch-chs, ck, dt, j, s, sch,

st, sp, fl, th, v, w, z, silent h; finalb, d, g, e

off-glide -ercapitalization of nounsich not capitalized

Morphology Syntax

German & English dIferin the graphic symbols forsome vowels & consonants;both have like symbols formany sounds.* German hassome sounds & some graphicsymbols completely foreign toEnglish.*

agreement of subject & verb ( esp.important in speaking)

def. & indef. art. in nom., ace., dat.pers. pronouns in nom. & ace.predic. adjectives*poss. adject. & kein in nom., acc.,

dat.interrog. & reflex. pronounspresent tense of reg. & irreg. verbs &

haben, sein, werden & wollen,miissen, können, mochte

imperative of reg. verbs

nouns with def. & indef. art. innom., ace., dat.

pers. pronouns in nom. & ace.predic. adjectivesposs. adject. & kein in nom., acc.,

dat.interrog. & reflex. pronounspresent tense of reg. & irreg. verbs

& haben, sein, werden & wollen,miissen, können, möchte

imperative of reg. verbs

normal word order & inverted wordorder after dann, hier, etc.

woyd order in questions & com-mands & statements

word order with modalsposition of reflex. pronouns*some positions of nicht*

word order in questions & com-mands

word order with modals

nouns, with def. & indef. art. in nom.,acc., dat.

pers. pronouns in nom. & ace.nouns & pronouns in agreement 17% th

present tense of reg. & irreg. verbs& haben, sein, werden & wollen,mdssen, können, möchte

predic. adjectivespossessive adj. & kein in nom., acc.,dat.; interrog. & reflex. pronouns

Nouns with def. or indef. art.or poss. adject. agree withverb forms (present tense).Pronouns agree with verbforms. Nouns & pronouns innom., acc., & dat. have specificforms & functions.* Pronounsrepresent nouns ( animate orinanimate ) .*

8

normal word order & inverted wordorder after dann, hier, etc.


word order with modalsposition of reflex. pronounssome positions of nicht

Normal & inverted word orderexpress the some content but mayshift emphasis. Word order inquestions without interrog.pronouns & in sentenceswith modals differs fromEnglish.

Four-Year Sequence Level I

Vocabulary Culture

.71+.

1,000-1,500 .

words &expressions

In the context of the topics or units:greetingsleave takingclassroom

incl. conversationalterms

numberscolorsclothingclock timecalendar timeschool buildinghousemembers of familyparts of bodycommon foodsweatherChristmas

Nouns, verbs, adjectives pertainingto these topics as well as:def. & indef. art, in nom., acc., dat.pers. pron. in n. tir a.possess. adjec., keininterrog. & reflex. pron. haben,sein, werden, wollen, müssen,können, möchtefunction words like and, oder,

aber, hier

Introduction to German cultureshould be an integral part of teach-ing German but should not take theplace of teaching the language. Theenvironment of the classroom, Ger-man books, magazines, tapes, films,records, & pictures should stimulatethe student's interest in learningabout the following cultural items:

German namesforms of addresscourtesy patternssocial customsGerman school day & school

yearregional costumes24-hour clockGerman housessome typical foodsGerman holidays

especially Christmas & Adventrhymessongs & music

The units of vocabulary are obvious-ly linked closely to the study of cul-ture. As much of this as possible isdone in German.

800words &expressions

1,500-2,000words &expressions


In spoken & written form, words make up a language. To communi-cate in that language one must grasp their meaning, isolated or in con-text, without conscious reference to English.

Cultural items are an integral partof a language. In listening to orreading the language, one must beaware of the nuances of culturalforms. To speak or write the lan-guage correctly also means to useculturally acceptable forms.

Four-Year Sequence Level II

Phonology

combinations of sounds pf, qu,glottal stop*foreign words with ch, -tion, ini-

tial c, initial psrhythm & melody of sentences

production of all sounds in Germanwords & in words adopted intoGerman

rhythm & melody of sentencesaccent in all types of words

association of all German soundswith the right graphic symbols

cognates ("real" & deceptive )*foreign wordsdeveloping a pronunciation tech-

nique in word attackaccent & syllabication

rhythm Se melody of sentences

Morphology Syntax

pers. pronouns in dat.demonstr. adject, in nom., acc., dat.*prepositions with acc., dat., dat.-acc.adjective & adverb*verbs in past, present, pref. lk future

tense; incl. all modalssepar. & inseparable verbsimperative of irreg. verbsda- &wo- compounds

pers, pronouns in nom., ace., dat.demons tr. adject. in nom., acc., dat.prepositions with acc., dat., dat.-ace.verbs in past, pres. perf. & future

tense; incl. all modalsseparable verbsimperative of irreg. verbsda- & wo- compounds

association of all German graphicsymbols with sounds

developing a spelling techniquecapitalization of polite "you" in all

formsadjectives denoting nationality not

capitalized

German spelling is relatively morephonetic than English. German as-similates words from other lan-guages* & also uses foreign wordsin their native pronunciation.*

pers. pronouns in nom., acc., dat.demonstr. adject. in nom., acc., dat.adjec. 8t adverbprepositions with acc., dat., dat.-acc.verbs in past, pres. perf. & future

tense; incl. all modalsseparable verbsda- & wo-compounds

Nouns & pronouns agree with verbsin past:, pres. perf. & future tenses.Tense functions often differ in Ger-man & English.* Verbs follow twomain patterns (strong & weak ) withsome exceptions.° Prepositions re-quire different cases.

position of direct 8e indirect objects(nouns & pronouns ) *

inverted word order after adverbial& prepos. phrases

word order in pres. perf. tenseword order in future

tense ( like modals )word order with separ. verbs

position of direct & indirect ob-jects ( nouns & pronouns )

word order in pres. perf. & futuretenses

word order with separ. verbs

position of direct Se indirect objects( nouns & pronouns )

inverted word order after adverbial& prepos. phrases

word order in pres. perf. & futuretenses

word order with separ. verbs

Direct & indirect objects have otherpositions as nouns than as pronouns.Adverbial & prepositional phrasesin initial position affect word order.Word order differs in the differenttenses. The position of separableprefixes of verbs needs special at-tention.*

10

Four-Year Sequence Level Er

Vocabulary Culture

1,500-2,000words &expressionsabove Level I

1,000words &expressionsabove Level I

1,500-2,000words &expressionsabove Level I

1,000words &expressionsabove Level I

In the context of the topics or units:daily routinetelephoningshoppingletterspost ofEcerestaurantcommunitytransportationcity (German-American)landscapetravelanimalsholidaysfairy taleslegendsanecdotes

Vocabulary should include:pers. pron. in dat.demonstr. adject.prepositions with dat., acc., dat.-

durfen, mögen, sollensepar. verbssome foreign words

da- & wo- compoundssome common expletives*

Visual & audio stimuli as well asthe topics of vocabulary studyshould suggest the following Lultur-al items for study at the secondlevel:

forms of lettersGerman restaurantsplaces in a German cityGermany;

landscape in regions4-5 rivers10-12 citieshighlights of economy, indus-try, & present political situa-tion

holidays, festivals, fairsfairy taleslegendsanecdotesfolkloreproverbsmusic popular & classicalcurrent events

Words & expressions in German are sometimes closely related to Eng-lish but more often differ in range of meaning. Vocabulary is influencedby historical background, social customs, & other factors.

In listening, speaking, reading, &writing cultural patterns are obvi-ous and must be observed by a na-tive or non - native speaker of thelanguage.

1 1

Four-Year Sequence Level Hi

Phonology Morphology Syntax

introduction to difference betweenstandard German & dialects

increased length & speed of utter-ances

perfecting pronunciation with in-crease in speed of utterance

greater awareness of minute pro-nunciation differences

nouns with art. in all casespers. pronouns in all casesrelative pronouns in nom.all type of adject. in all casesprepositions with genitivecomparative & superlativespecial nouns like Herr*adject. & verbs as nouns*es as subjectuse of pres. & past partic.*adjectives from city namesall tenses of verbs in indicativeuse of helfen, lassen, etc., with

verbs

perfecting reading skill with in-crease in fluency and expression

introduction to Fraktur

nouns with art. in all casespers. pronouns in all casesall types of adject. in all casesprep. with all casescomparative & superlativespecial nouns like Herradject. & verbs as nounses as subject; relative pron. in nom.present & past participlesall tenses of verbs in indicativehelfen, lassen, etc., with verbs

perfecting writing skill with atten .

tion to individual needsadjectives made from city names

capitalized

nouns with art, in all casespers. pronouns in all casesall types of adject. in all casesprepositions with all casescomparative & superlativespecial nouns like Herradject. & verbs as nounses as subject; relative pronoun in

nom.use of present & past participlesadject. from city namesall tenses of verbs in indicativehelfen, lessen., etc. with verbs

position of verbs in all tenses (Mcl.modals & double infinitives )

word order in clauses with coordi-nating & subordinating conjunc-tions & relative pronouns

position of genitive before & afternoun

position of adverbial expressions oftime, manner & place*

participial constructions*(in listening only)

position of verbs in all tenses (incl.double infinitives & modals )

word order in clauses with subordi-nating conjunctions & relativepronouns

participial & extended adjective con-structions*

position of verbs in all tenses (incl.double infinit. & modals )


position of genitive before & afternoun

position of adverbia expressions oftime, manner, & place

Not all German - speaking peoplepronounce sounds alike. High Ger-man is understood by all German-speaking people. Most modern Ger-man books are printed in Antiguaold books were printed in Fraktur.

German has 4 cases; each has a spe-cial form & function. Prepositionsrequire specific cases.Nouns & adjectives may be derivedfrom other words.Verbs in the indicative have specificforms in the 6 tenses.The use of the tenses does not al-ways correspond to English.

12

.1110

Verbs have specific positions in main& subordinate clauses in all tenses.The genitive may stand before orafter the noun. Several adverbial ex-pressions in a sentence stand in theorder of time-manner-place.

--111=1,

Four-Year Sequence Level III

Vocabulary Culture

Increase in vocabulary cannot be stated in figures.

Passive vocabulary will of course be larger than ac-tive, but extent of both will depend on student's abil-ity & willingness to speak & read German.

Grunddeutsch "Basic ( Spoken ) German Word List"by J. Alan Pfeffer is suggested as a guide for activevocabulary.

-k rariety of graded readers may be used at this level.Much of the passive vocabulary will depend uponthe selection of reading materials & textbooks.

A vocabulary suitable for writing letters, outlines,reports, & compositions should be developed.

Topical vocabulary should include:current eventssickness & doctoreducationgovernmenthistorybiography

Cultural items studied at the third level should in-clude:

Germany:governmenteducational systemrecreationhighliets of history

Other German speaking countries:AustriaSwitzerland

German influence in America:famous German immigrantsAmericans of German descentGerman settlements

The cultural study is done mainly in German, withsome supplementary reading in English. It takes in:

the listening to recordings & viewing of films, film-strips, & slides;

the discussion of what has been heard or read;the reading of graded readers, periodicals, po-

etry & literary prose;the writing of letters, reports, & compositions.

In all of the above a student should be able to iden-tify cultural behavior patterns which are uniquelyGerman.

Spoken & written vocabulary differ in volume &kind. The command of a large vocabulary can beachieved only through constant listening, speaking,reading, & writing practice.

The German culture must be evaluated objectively& on its own merits.Germans have madg many contributions to Ameri-can culture.

Four-Year Sequence Level IV


poetic variations in the language inphrasing, rhythm, intonation, & inword forms (i.e., contractions, &the dropping & adding of sylla-bles )*

perfecting pronunciation with atten-tion to individual problems

passive voicesubstitutes for passive*subjunctives I & IIconditionals*infinitive with or without zurelative pronouns in all casesall forms of negation*all ways of forming noun

plurals*indirect discourse (in listening)

wenn clauses with subjunct. & omis-sion of wenn in such clauses*

word order after all relative pro-nouns

wenn clauses with subjunct. & omis-sion of wenn in such clauses*


all infinitive constructions

p erf ec tin g reading skill with in-crease in speed

passive voicesubstitutes for passivesubjunctive in all usesconditionalsindirect discourseinfinitive with or without zurelative pronounsall forms of negationall ways of forming noun

plurals

word order in indirect questions &quotations

omission of wenn in conditionalclauses


perfecting writing skillpunctuationa2ostrophesyllabication

passive voicesubstitutes for passivesubjunctives (I & II)conditionalsindirect questions & quotationsinfinitive with or without zurelative pronounsall forms of negationall ways of forming noun

plurals

word order in indirect questions &quotations

wenn clauses with subjunct. & omis-sion of wenn in such clauses



Poetic forms of the language maydiffer from every - day spoken &written German. German has a high-ly consistent punctuation.

The same fact may be expressedfrom two viewpoints through active& passive voice. The subjunctiveexpresses something which is con-trary-to-fact, possib3e, doubtful, ordesirable.Pronouns may relate clauses to eachother. German employs a variety offorms of negation & of plural end-ings. Discourse may be direct or in-direct.

Word order in indirect discourse& conditional clauses follows vari-ous patterns.* The infinitive has aspecific position in various construc-tions.

14

Four-Year Sequence Level IV_

Vocabulary Culture

Amount of active & passive vocabulary is a matterof student's individual progress. A high rate of activevocabulary should be aimed for through a widerange of conversational topics, giving the studentthe ability to communicate in the modern world.

Choice of literary works is up to the teacher butshould be based on the ability, interest, & maturityof the students, develop!ng in them a sensitivity tothe differences between spoken & written vocabu-lary and between contemporary & old literary forms,words, & expressions. Consideration may also begiven to the grouping of college-bound & terminalstudents for selective reading.

A writing vocabulary appropriate to the occasionshould be mastered.

The increased ability of the students to communicatein German & to read from a wide range of printedmaterial makes it possible to let them gain an appre-dation & understanding of

German contributions to:literaturepaintingsculpturearchitecturedramatic artsmusicsciences

Current events are listened to, viewed, discussed,read, & written about. Books, periodicals, tapes, films,slides, records, & pictures are resource materialsdirectly used by the students. The choice of thesematerials is up to the teacher who should take intoconsideration the age, maturity, ability, & interestof the student.

Spoken & written communication employs a largevolume & variety of words & expressions.

---..

A knowledge of culturally acceptable forms & ofthe German heritage is a part of learning the Germanlanguage. Works of literature can be appreciatedbest in the language in which they were written.

Sixlear Sequence Grade 7

Phonology Moirphology Syntax

short & long vowelspure & umlauted vowelsdifference between certain conso-

nants in German & English, esp.1, r, ch (ich-ach sounds )

word accent*intonation & rhythm in statements,

questions, commands

short & long vowelspure & umlauted vowelsconsonants 1, r, ch (ich-ach sounds )

initial zword accentintonation & rhythm in statements,

questions, commands

agreement of subject & verb ( esp.important in speaking )

def. & indef. article in nominative& accusative

pers. pronouns in nom.predic. adjectives*poss. adj. & kein in nom. & acc.interrog. pronouns in nom.present tense of regular & some

irreg. verbs & haben & seinimperative of reg. verbs

normal word order k inverted wordorder after dann, hier, morgen,etc.


some positions of nicht'

short & long vowelspure & umlauted vowelsdiphthongs au, ai, du, eu, eiconsonants ch, -chs, ck, dt, j, 1, r, s,

sch, st, sp, p, th, v, w, z; silent h;final b, (1, g; off-glide -er; final e

word accentintonation of sentences

nouns with def. & indef. art. in nom.&acc.

pers. pronouns in nom.predic. adjectivesposs. adject. & kein in nom. & acc.interrog. pronouns in nom.present tense of verbsimperative of reg. verbs

0


pure & umlauted vowelsdiphthongs au, ai, aa, ee, ei, ie, oi, ooconsonants ch, -chs, ck, dt, j, s, sch,

st, sp, th, v, to, z; silent h; finalb, d, g, e, off-glide -er

capitalization of nounsich not capitalized

nouns with def. & indef. art. in nom.& acc.

pers. pronouns in nom.nouns & pronouns in agreement

with present tense of reg. & someirreg. verbs & haben & sein

pred. adjectivesposs. adj. & kein in nom. & acc.

normal word order & inverted wordorder after dann, hier, morgen,

word order in questionssome positions of nicht

German & English differ in thegraphic symbols for some vowels& consonants,* & both have like sym-bols for many sounds.* German hassome sounds & some graphic sym-bols completely foreign to English.*

Nouns with def. & indef. art. or poss.adj. agree with verb forms (presenttense). Pronouns agree with verbforms.Nouns in nom. & acc. have specificforms & functions.*Pronouns represent nouns (animateor inanimate).*

1 6

Normal & inverted word order ex-press the same coni:ent but may shiftemphasis. Word order in questionswithout interrog. pronouns differsfrom English.

Six-year Sequence Grade 7

Vocabulary

800-1,000words &expressions

800words &ex- Jressions


500words &expzessioDs

Culture

In the context of the topics or units:greetingsleave takingclassroom

incl. conversational termsnumberscolorsclothingclock timecalendar timeschool buildinghousemembers of familyparts of body

)mmon foodsweatherChristmas

nouns, verbs, adjectives pertainingto these topics as well as:

deE & indef. art. in num. & acc.pers. pronouns in nom.possess. adject., keininterrog. pron.haben, seinfunction words like:

und, oder, aber, hier

Emphasis is on oral-aural skills.

In spoken & written form, words make up a language. To communi-cate in that language one must grasp their meaning, isolated or in con-text, without conscious reference to English.

Introduction to German cultureshould be an integral & natural partof teaching German but should nottake the place of teaching the lan-guage. The environment of the class-room, German books, magazines,tapes, films, records, & picturesshould stimulate the student's inter-est in learning about the followingcultur.: items:

German namesforms of addresscourtesy patternssocial customsGerman school day & school

yearregional costumes24-hour clockGerman housessome typical foodsGerman holidays

especially Christmas & Adventrhymessongs & music

The units of vocabulary are obvious-ly linked closely to the study of cul-ture. As much of this as possible isdone in German.

Cultural items are an integral partof a language. In listening to orreading the language, one must beaware of the nuances of culturalforms. To speak or write the lan-guage correctly also means to useculturally acceptable forms.

17



combination of sounds: pf,, gu, zwglottal stop*foreign words with ch, -tion, initial

c, initial psrhythm & melody of sentences

production of all sounds in Germanwords & in words adopted intoGerman

rhythm & melody of sentencesaccent in all types of words

nouns with def. & indef. art. in nom.,ace., dat.

poss. & demonstr. adj. in nom., acc.,dat.*

adject. & adverb*personal pronouns in nom., acc., dat.prepositions with am., dat., & dat.-

ace.present tense of more irreg. verbs

& werden & modalssepar. & insepar. verbsda- & wo- compounds

position of direct & indirect objects( nouns & pronouns )*

word order with modals & sep. verbsinverted word order after adverbial

& prepositional phrases

association of all German soundswith the right graphic symbols

cognates ("real" & deceptive )foreign wordsdeveloping a pronunciation tech-

nique in word attackaccent & syllabicationrhythm & melody of sentences

nouns with def. & indef. art., pos-sessive & demonstr. adj.in nom., acc., dat.

pers. pronouns in nom., acc., dat.prepositicas with acc., dat., & dat.-

acc.present tense of more verbs incl.

modals & sep. verbsda- & wo- compounds

position of direct & indirect objects(nouns & pronouns )

word order with modals &verbs

association of all German graphicsymbols with sounds

developing a spelling techniquecapitalization of polite "you" in all

formsadjectives denoting nationality not

capitalized

nouns with def. & indef. art., poss.& demonstr. adj. innom., ace., dat.

adject. & adverbpers. pronouns in nom., acc., dat.prepositions with ace., dat., & dat.-

acc.agreement of nouns & pronouns with

present tense of verbs incl. mod-als & sep. verbs

da- & wo- compounds

position of direct & indirect objects(nouns & pronouns )

word order with modals & separ.verbs

inverted word order after adverbialprepositional phrases

German spelling is relatively morephonetic than English.German assimilates words from oth-er languages* & also uses foreignwords in their native pronuncia-tion.*

Nouns & pronouns in nom., add.,dat. have different uses in a sen-tence. Prepositions require differ-ent cases.Verbs in the present tense follow dif-ferent patterns ( reg., irreg., modals,sep. verbs ).Adjectives have case endings.

Direct & indirect objects have otherpositions as nouns than as pronouns.Adverbial & prepos. phrases in ini-tial position affect word order.Infinitives used with modals & separ.prefixes of verbs need special atten-tion.°

18

,4-


Vocabulary Culture

1,000-1,500words Szexpressionsabove grade 7

In the contextdaily routinetelephoningshoppingletterspost officerestaurantcommunitytransportationcity ( German-Americanlandscapetravelanimalsholidaysfairy tales 1

legends (

anecdotes j

Vocabulary shoulddef. Sz indef.pers. pronounsdemonstrativeprepositions

acc.werden Sz modalssepar. verbssome foreignda- Sz wo- compoundssome common

of the topics or units:

)

gradedversions

include:art. in dat.

in ace. i& dat.adject.

with dat., acc., dat.-

words

expletives°

toward a useful ac-practiced in a vari-rather than toward

of words memorized

Visual Sz audio stimuli as well asthe topics of vocabulary should sug-gest the following cultural items forstudy at this level:

forms of lettersGerman restaurantsplaces in a German cityGermany:

landscape in regions4-5 rivers10-12 cities

holidays, festivals, fairsfairy taleslegendsanecdotesfolkloreproverbsmusic classical 8z popularcurrent events

1,000words 8zexpressionsabove grade 7

1,000-1,500words Szexpressionsabove grade 7

800-1,000words Srexpressionsabove grade 7

Aim should betive vocabularyety of situationsa large numberin isolation.

Words Sz expressions in German are sometimes closely related to Eng-lish but almost always differ in range of meaning. Vocabulary is influ-enced by historical background, social customs, Sz other factors,

In listening, speaking, reading, Stwriting , iltural patterns are aviousSz must be observed by a native ornon-native speaker of the language.


Morphology Syntax

introduction to difference betweenstandard German & dialects

increased length & speed of utter-ances

perfecting pronunciation with in-crease in speed of utterance

greater awareness of minute pro-nunciation differences

perfecting reading skill with in-crease in fluency & expression

introduction to Fraktur

nouns with def. & indef. art. in allcasesprepositions with genitivepossess., limit., descript., attrib.

adject. in all casescomparative & superlativespecial nouns like Herr°present perfect & past tense of reg.

& irreg. verb, incl. haben, sein,werden & modals

reflexive verbs

word order in pres. perf. & present& past tenses

position of reflex. pron.*position of genitive before & after

nounposition of adverbial expressions of

time, manner, & place°

word order in pres. perfect tenseposition of reflexive pronounposition of genitiveposition of adverbial expressions of

time, manner, & place

nouns with def. & indef. art. & ad-ject. in all cases

prepositions with all casescomparative & superlativespecial nouns like Herrpresent perf. & past tense of reg.,

irreg., & special verbs

word order in pres. perfect tenseposition of genitive before & after

noun

perfecting writing skill with atten-tion to individual needs

nouns with def. & indef. art. & ad-ject. in all cases

prepositions with all casescomparative & superlativespecial nouns like Herrpresent perf. & past tense of reg.,

irreg., & special verbs

MOP'.

word order in pres. perfect tenseposition of refl. pron.position of genitiveposition of adverbial expressions of

time, manner, & place

Not all German - speaking peoplepronounce sounds alike. High Ger-man is understood by all German-speaking people. Most modern Ger-man books are printed in Antigua;old books were printed in Fraktur.

German has 4 cases; each has a spe-cial form & function. Prepositions re-quire specific cases. Adjectives havecase endings. Nouns & pronounsagree with verbs in pres. perf. & pasttenses. Tense functions often differin German & English.* Verbs followtwo main patterns ( strong & weak )with some exceptions.*

Word order in pres. perf. tense dif-fers from pres. & past. The genitivemay stand before or after the noun.Several adverbial expressions in asentence stand in the order of time -manner - place.

20

1111=DON


Vccabulary

1,500-2,000words &expressionsabove grade 8




For an active up-to-date vocabularyGrunddeutsch "Basic ( Spoken )German Word List" by J. AlanPfeffer is suggested as a guide.

Topical vocabulary should include:current eventssickness & doctoreducationvocationsgovernmenthistorybiography

A variety of graded readers may beused at this level. Much of the pas-sive vocabulary will depend uponthe selection of reading materials& textbooks.

A vocabulary suitable for writingletters, outlines, reports, & composi-tions should he developed.

Vocabulary should include:prepositions with genitive,comparatives & superlatives,reflex. pronouns, & specialnouns like Herr

Culture

Cultural items studied at this levelshould include:

Germany:governmenteducational systemrecreationhighlights of economy, indus-

try, history, & present politi-cal situation

other German-speaking countries:AustriaSwitzerland

German influence in America:famous German immigrantsAmericans of German descentGerman settlements

The cultural stady is done mainly inGerman, with some supplementaryreading in English. It takes in:

the listening to recordings & view-ing of films, filmstrips, & slides;

the discussing of what has beenheard or read;

the reading of graded readers, pe-riodicals, poetry, & literaryprose;

the writing of letters, reports, &compositions.

In all of the above a student shouldbe able to identify cultural behaviorpatterns which are uniquely Ger-man.

Each skill demands a certain amount & type of vocabulary. Beyond ageneral useful vocabulary one needs specific words suitable to the dis-cussion of certain topics.

The German culture must be evalu-ated objectively & on its own merits.Germans have made many contribu-tions to American culture.

21



poetic variations in the language inphrr.sing, rhythm, intonation, & inword forms ( i.e., contractions,dropping & adding of syllables )*

perfecting pronunciation with atten-tion to individual problems

pers. pronouns in all casesrelative pron. in all casesverbs in all tenses in the indicativesubjunctives ( I & II)passive voice (pres., past, p. & p.

perf.)es as subjectinfinitive with or without zuuse of helfen,lassen, etc., with

verbsadject. & verbs as nouns*adject. from city namesuse of pres. & past partic.*

position of verbs in all tenses ( incl.double infinitives )

word order in clauses with coordi-nating & subordinating conjunc-tions & relative pronouns (position of separ. prefix & mo-dals )

all infinitive constructionsparticipial constructions*

( listening only )

perfecting read in g skill with in-crease in speed

pers. & relat. pron. in all casesall tenses of verbs in indicat.subjunctives (1 &II)passive voice; es as subj.infinitive with or without zudouble infinitive constructionadject. & verbs as nounsadj. from city names & infinit.use of pres. & past partic.

position of verbs in all tensesword order in clauses with subordi-

nating conjunctions & relati vepronouns

participial & extended adjective con-structions*

perfecting writing skillpunctuationapostrophesyllabicationadjec. from city names capitalized

pers. & relat. pron. in all casesall tenses of verbs in indicat.subjunctives ( I & H )passive voice; es as subj.infinitive with or without zudouble infinit. constructionadject. & verbs as nounsadj. from city names & infinit.use of pres, & past partic.

Poetic forms of the language maydiffer from everyday spoken & writ-ten German. German has a highlyconsistent punctuation.

Verbs stand in different tens es,moods, & voices. The infinit. is usedin different constructions.* Nouns& adjectives may be derived fromother words. Relative pronouns have4 cases & relate clauses to eachother.

position of verbs in all tenses ( ind.double infinit. )



Verbs have specific positions in main& subordinate clauses. The infinitivehas a specific position in various con-structions.

22


Vocabulary Culture

Increase in vocabulary cannot be stated in figures.

Passive vocabulary will of course be larger than ac-tive, but extent of both will depend on student's abil-ity & willingness to speak & read German.

Conversational topics shoukl be chosen with the con-sideration of a student's age & interests. They willrange from current events to points of discussionfrom literary readings.

The student should be able to read periodicals aswell as literary works which are appropriate to hismaturity level.

His writing vocabulary should be expanded to en-able him to express himself correctly for any occa-sion.

Spoken & written vocabulary differ in volume &kind. The command of a large vocabulary can beachieved only through constant listening, speaking,reading, & writing practice.

To gain an insight into the extent of German litera-ture a student should be introduced to a variety ofliterary works which are appropriate to his age &interests. Kis reading should also include news-papers, magazines, & books on topics interesting toteenagers.

He should be exposed to German music of varioustypes & see films & pictures depicting many aspectsof German life. He should discuss current events aswell as events in German history with an increasingunderstanding of the German way of life.

Works of literature can be appreciated best in thelanguage in which they were written.

23



Utterances in standard German atvarious speeds & by a variety ofvoices should be comprehended.

subjunctive in all n or m a I spokenuses

conditionals*substitutes for passive: active with

sich, lassen, & infinitive form ofsein & zu, man

all forms of negation*all ways of forming noun plurals*

wenn clauses with subjunctive &omission of wt nn in such clauses*

All sound & intonation patterns ofGerman should be produced with-out hesitation.

All German graphic symbols shouldbe associated with the sounds theyrepresent.

indirect discoursesubjunctive in all usesconditionalssubstitutes for passiveall ways of forming noun plurals

word order in indirect discourseomission of wenn in conditional

clauses

All graphic symbols should be writ-ten for the sounds they represent.

indirect questions & quotationssubjunctives in all usesconditionalssubstitutes for passiveall forms of negationall ways of forming noun plurals

word order in indirect questions andquotations

I wenn clauses with subjunctiv'e &omission of wenn in such clauses

T he relationship of sound symbols& written symbols should be under-stood.

Discourse may be direct or indirectActive & passive voice may expressthe same fact from two viewpoints.The subjunctive expresses some-thing which is contrary-to-fact, pos-sible, doubtful, or desirable.German employs a variety of formsof negation & plural endings.

Word order in indirect discourse& conditional clauses follows vari-ous patterns.*

24


Vocabulary Culture

Amount of active & passive vocabulary is a matterof student's individual progress. A high rate of activevocabulary should be aimed for through a widerange of conversational topics, giving the student theability to communicate in the modern world.

Choice of literary works is up to the teacher butshould be based on the ability, interest, & maturityof the students, developing in them a sensitivity tothe differences between spoken & written vocabu-lary & between contemporary & older literary forms,words, & expressions. Consideration may also begiven to the grouping of college-bound & terminalstudents for selective read 'ag.

A writing vocabulary appropriate to the occasionshould be mastered.

The increased ability of the students to communi-cate in German & to read from a wide range of print-ed material makes possible an appreciation & under-standing of

German contributions to:literaturepaintingsculpturearchitecturedramatic artsmusicsciences

Current events are listened to, viewed, discussed,read, & written about. Books, periodicals, tapes, films,slides, records, & pictures are resource materials di-rectly used by the students. The choice of these mate-rials is up to the teacher, who should take into con-sideration the age, maturity, ability, & interest of thestudent.

Spoken & written communication employs a largevolume & variety of words & expressions.

A knowledge of culturally acceptable forms & of theGerman heritage is a part of learning the Germanlanguage.

25

Phonology


Morphology Syntax

All utterances in standard Germanshould be comprehended.

The sound & intonation patternsshould be produced in a manner ac-ceptable to native speakers.

All changes of meaning caused bygender, number, case of nouns &pronouns, tense, voice, mood ofverbs, & other modifications of wordforms should be comprehended.

The association of graphic symbol& sound should be made with near-native fluency.

Gender, number, case of nouns &pronouns, tense, voice, mood ofverbs, & other grammatical formsshould be used correctly to expressone's ideas orally.

Syntactical arrangements should becomprehended.

Word order should be used correct-ly to express one's ideas orally.

In reading aloud & silently, changesof meaning caused by differentgrammatical forms should be recog-nized with near-native proficiency.

In reading aloud & silently, changesof meaning caused by word ordershould be recognized with near-native proficiency.

The graphic symbol should be writ-ten for each sound with near-nativeproficiency.

Gender, number, case of nouns &pronouns, tense, voice, mood ofverbs, & other grammatical formsshould be used correctly to expressone's ideas in writing.

Word order should be used correct-ly to express one's ideas in writing.

The relationship of sound symbols(Sz written symbols should be fullyunderstood.

The use of gender, number, case ofnouns & pronouns, tense, voice,mood of verbs, & other modifica-tions of word forms to express mean-ing orally & writing should befully understood.

The use of word order to help ex-press meaning orally & in writingshould be fully understood.

26


Vocabulary

A student should be able to understand almost anyword in standard German in normal conversationalcontexts.

He should have an active speaking vocabulary ap-propriate to his age & capacity enabling him tocommunicate in German with near-native fluency.

He should recognize in context a wide range of vo-cabulary items. If he is planning to continue Germanin college he should do extensive outside reading tofamiliarize himself with many literary forms, words,& expressions.

A student should have a writing vocabulary which isappropriate to the occasion.

Culture

A student should listen with understanding to audiostimuli & detect nuances of meaning relating to anyaspect of German culture.

He should speak & write in culturally acceptableforms & in his speech & writing reveal some knowl-edge of the heritage of the people who speak Ger-man.

He should read a great variety of printed materialwith an understanding of its place within the Germanculture.

A student planning to continue his studies of Germanin college should familiarize himself with literaturein his fleld of interest.

To understand, speak, read, & write German onemust have command of a large & appropriate vocabu-lary.

The culture & heritage of the people who speak Ger-man is rich & interesting.

27

APPENDIX

The following notes are intended to clarify the terminology used in the tables. Thisis not a complete list of patterns and forms. It is assumed that most of the terminol-ogy of the Guide is familiar to the reader.

Notes on Terminology

Phonology

1. word accent: Klas'se, Papier' (foreign origin ),verges'sen (insepar.. prefix )

2. German and English differ in graphic symbols forsome vowels and consonants: ei, ie, s, z.

3, Both have like symbols for many sounds: m, n, t.4. German has some sounds and some graphic symbols

completely foreign to English: ch, ii, etc.5. glottal stop: a quick catch in the voice before syllables

beginning with a vowel6. cognates: "real": Land, Haus

deceptive: also, bekommen7. German assimilates words from other languages: Stu-

dent, Dernokratie.8. German uses foreign words in their native pronuncia-

tion: Parfum, Ballon, Teenager, Boss, Manager, Beef-steak, Hobby, etc.

9. poetic variations: er ist'sDtirnmrung, ewgekonimet

Morphology

1. predic. adject.: Das Kind ist klein (freundlich, fleis-sig) .

2. Nouns and pronouns in nom., am., dat. have specificforms and functions:

Das Mlidchen gibt dem Kind das Papier.Der Lehrer gibt dem Mann den Brief.Die Mutter gibt der Freundin die Blume.Die tatern geben den Kindern die Bficher.Ich gebe es dem Kind.Du gibst sie der Freundin.Wir geben ihn dem Mann.Ihr gebt sie den Kindern.

3. Nouns in nom. and acc. have specific forms and func-tions:

Der Mann findet den Hut.Die Tante findet die Tasche.Das Tier findet das Loch.Die Eltern finden die Kinder.

28

4. Pronouns represent nouns ( animate and inanimate ) :der Lehrer - er, der Tisch - erdie Mutter - sie, die Kreide sie.

5. demonstrative adjectives: dieser, jener, solcher6. adjective and adverb: Das Kind ist fleissig.

Das fleissige Kind arbeitet.Das Kind arbeitet fleissig.

7. Tense functions often differ in German and English: inGerman the past tense is commonly used for narra-tion, the present perfect tense for dialogue.

8. Verbs follow two main patterns with exceptions:strong and weak;verbs with the exceptions of modals and verbs likekennen, wissen, sein.

9. special nouns like Herr: a group of nouns which endsin n or n,s in other cases than the nom.

10. adject. and verbs as nouns: der Faule, das Singen11. use of present and past partic.: das singende Mädchen,

sie ging singend (lurchden Garten,

der Reisende,der gelehrte Mann,er sprach sehr gelehrt,der Gelehrte

12. substitutes for passive: the active verb with "man"the active verb with "sich,"lassen and infinitiveform of sein and zu and in-

finitive13. conditionals: Htit:e ich Geld gehabt, so ( or dann)

ware ich gereist.14. negation: nicht, nie, nirgends, keinesfalls, niemand,

keiner, nichts, nicht ohne, nicht unmoglich15. noun plurals: _e, Umlaut and _e, _er, Umlaut and

_er, _n, _en, Umlaut only, _s, no end-ing

16. Infinitive is used in different constructions:ich werde kommen, er kann schwimmen, er scheintmich zu kennen, es ist zu verstehen,die Angewohn-heit zu lticheln, schwimmen ist gesund, er ld,ssi esfallen, sie mup ihn gehen lassen;er tat es, ohne zu fragen;er iat es, um mir zu helfen;es ist gesund, tdglich spazierenzugehen

Syntax

1. position of reflex. pron.:Er wtischt sich schnell.W tischt er sich schnell?W asche dich schnell!Wann wtischt er fich?Willst du dich waschen?

2. position of nicht:Er kommt heute nicht.Er kann,heute nicht kommen.Nicht Hans, sondern Peter kommt.Er ist noch nicht hier.

3. position of dir. arid indir. objects (nouns and pronouns):Ich gebe dem Mann das Buch.Ich gebe ihm das Buch.Ich gebe es dem Mann.Ich gebe es ihm.

4. position of separ. prefixes needs special attention:Er kommt morgen an.Er ist gestern angekommen.Er soil hier ankommen.

5. participid construction:die freundlich liichelnde FrauEr ist pfeifend weitergegangen.

6. position of adverbial expressions:Er gehtheute zur Schule.Er geht allein zur Schule.

Editorial Committee

Junior High School Area

Mrs. Helen HillmanSiiverbrook SchoolWest Bend

Er geht heute allein.Er gehtheute allein zur Schule.

(time before place)7. extended adjective construct.: Ich habe schön warme

Hände.8. wenn clauses with subjunctive and omission of wenn:

Wenn er dochkdme! Kiime er dochl9. Word o.,...der in indirect discourse and conditional

clauses follows various patterns:Er sagte, daf3 er Deutsch sprdche.Er sagte, er sprtiche Deutsch.Wenn ich Zeit hiitte, wiirde ichkommen.Hatte ich Zeit, so wiirde ichkommen.

Vocabulary and Culture

The commonly-used expletives are important to the devel-opment of a genuine feeling for German. These includewords like doch, denn, ja, halt, eben, aber, etc.

Er ist &eh hier.Er ist jahier.W o t er denn?Wie heisst du denn?Ichhabe doch kein Geld.Tue das ja nicht.Das ist halt schade.

Er weip aber nichts.

ACKNOWLEDGEMENTS

Miss Gertrud MeyerLongfellow Junior High SchoolWauwatosa

Mr. Emil HeldJohn Marshall Jr.-Sr. High SchoolMilwaukee

Senior High School Area

Miss Ruth KruegerMilwaukee Lutheran High School

Miss Emma JungtonCuster High SchoolMilwaukee

Sister M. MichaelindaSt. Catherine's High SchoolRacine

Miss Margaret WerneckeWashington Park High SchoolRacine

Mr. Louis MielkeBrookfield Central High School

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College Area

Plof. Jerry GlennUniversity of WisconsinMilwaukee

Sister M. JosephaDominican CollegeRacine

Prof. Gerhard RauscherUniversity of WisconsinMilwaukee

Curriculum Committee

Doris BerteauRacine Public Schools

Hannelore DriessleEast Senior High SchoolWauwatosa

Roland DuretteWisconsin State UniversityWhitewater

Hilda GutierrezEast Senior High SchoolWauwatosa

Helen LennonCentral High SchoolLa Crosse

Lila LocksmithUniversity of WisconsinAppleton

Barbara LongCampus Elementary SchoolEau Claire

Harold MaddenSouth Campus High SchoolWaukesha

Gertrud MeyerLongfellow Junior High SchoolWauwatosa

Helene Monod-CassidyUniversity of WisconsinMadison

30

Prof. John WorkmanUniversity of WisconsinMadison

Editing of German Text

Miss Gertrud Meyer

Editorial Supervision

Mr. Frank GrittnerDepartment of Public Instruction

Ruth NixonWisconsin State UniversityLa Crosse

Kenneth Nylund.Formerly Whitefish Bay High School

George PatmythesHayward Community Schools

Stephani SanderLongfellow Junior High SchoolWauwatosa

Alma SilvernailEast Senior High SchoolWauwatosa

Lillian TrottierWhitefish Bay High School

Jack TroupeLincoln High SchoolManitowoc

Frieda VoightUniversity of WisconsinMilwaukee

Dorothea WagnerSouth High SchoolSheboygan

Clarence WilkinsonMarquette UniversityMilwaukee

Ronald WrightLongfellow Junior High SchoolWauwatosa

-

Essentials for CommunicationSkills

& Concepts Phonology Morphology Syntax

Listening,The ability:

,

to hear all the meaningfulsound contrasts of the foreignlanguage when it is spoken ata normal rate in completeutterances

to hear all the changes ofmeaning caused by modifica-tions of word forms when thelanguage is spoken at a nor-mal rate in complete utter-ances

to hear the foreign languagewithout being confused bysyntactical arrangements

Speaking,The ability: to produce all the significant

sounds and intonation pat-terns of the foreign languagein a manner acceptable to na-tive speakers

to express one's ideas orallyusing appropriate grammati-cal forms

to express one's ideas orallyusing word order which ischaracteristic of the spokenlanguage

Reading,The ability:

to associate the appropriategraphic symbols with thesounds for which they stand

to draw meaning directly fromthe printed page through rec-ognition of changes in mean-ing caused by modifications instructure

to read directly in the foreignlanguage without being con-fused by syntactical arrange-ments

Writing,The ability:

to spell the graphic symbolswhich stand for the sounds cfthe language

Concept,The ability:

VMIIINIM

to understand the relationshipbetween sound symbols andwritten symbols(i.e. "phonemes" versus

"graphemes")

to express one's ideas in writ-ing using appropriate gram-matical forms

to express one's ideas in writ-ing using the appropriateword order of the foreignlanguage

to understand how the foreignlanguage uses such devicesas gender, number, case,agreement, verb endings, andother modifications of oraland written forms to expressmeaning

to understand how the for-eign language uses variationsin word order to expr es smeaning

ir ,e111

Essentials for Communication

Vocabulary Culture Ultimate Goals

to hear and understand words innormal conversational contexts

to detect nuances of meaning relat-ing to social position, family rela-tionships, customs, national tradi-tions, literary classics, etc.

to comprehend aurally new arrange-ments of familiar material whenspoken at normal tempo and withnormal intonation and rhythm

to acquire an active speaking vocab-ulary appropriate to the age, matur-ity level, and capacity of the studentand one which is appropriate forcommunication in the modern world

to use culturally acceptable formsappropriate to the age, social stand-ing, and occupation of the personaddressed and to reveal some knowl-edge of the heritage of those whospeak the foreign language

to reorganize familiar vocabularyand grammatical forms and to applythem to new situations using pro-nunciation and intonation in a man-ner acceptable to a native speaker

to recognize in context a wide rangeof vocabulary items with sensitivityto the differences between spokenand written vocabulary and be-tween contemporary and older liter-ary forms, words, and expressions

to be able to read items rangingfrom newspapers to works of litera-ture. This implies a basic knowledgeof the history, literature, currentworld position, etc., of countries inwhich the language is spoken.

to read directly without constant re-course to a bilingual vocabulary list

to express one's ideas in writing us-ing vocabulary which is appropriateto the occasion

to use the appropriate style accord-ing to the nature of what is beingwritten

to understand that the semanticrange of foreign words usually dif-fers from that covered by the nearestEnglish equivalents

to express one's ideas idiomatical-ly and freely in writing

to evaluate the foreign culture ob-jectively and on its own merits rath-er than from the standpoint ofAnglo-American culture

to apply spontaneously everythingone has learned to new situations

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