German 2, Semester B v4.0 Course Map

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German 2, Semester B v4.0 Course Map

This Spanish 2 course was created using the American Council on Teaching of Foreign Languages (ACTFL). This document outlines the design of the course as well as the coverage of the Grades 9-10 standards within the course.

ACTFL Standards

Semester B: Unit 1: Around Town

Course Level Objective(s):

• Use two-way prepositions (in, an, auf) to express motion (accusative) or location (dative).

• Recognize and use verb/preposition associations (ich bewerbe mich um, ich erkundige mich nach, and ich beschaeftige mich mit).

• Form clauses that begin with interrogatives and conjunctions, where the conjugative verb is in final position: wo (where), wer (who), weil (because), dass (that), and ob (if).

Unit 1: By the end of this unit, you will be able to:

▪ Describe various jobs or careers and plan for the future.

▪ Review and expand upon capitalization rules (with days/months of the year).

▪ Use future tense WERDEN (TO BECOME).

▪ Review verbs of necessity/modal verbs: (SOLLEN, MUESSEN, etc.).

▪ Create feminine nouns by adding -in to masculine forms.

▪ Recognize and make use of verb/preposition associations (ICH BEWERBE MICH UM, ICH ERKUNDIGE MICH NACH, and ICH BESCHAEFTIGE MICH MIT).

▪ Changes in declension of some weak nouns, particularly those describing a profession.

▪ Describe retail shops and their role in the community.

▪ Use dative reflexive verbs such as KAUFEN.

▪ Use two-way prepositions (IN, AN, AUF) to express motion (accusative) or location (dative).

▪ Review modal verb patterns and behavior (WOLLEN, MÖCHTEN).

▪ Describe various commercial services available in a community. Grammar and Vocabulary Objectives:

http://redirect.platoweb.com/358543


▪ Review the verbs - to want, to choose, to like/love, to say, etc.

▪ Introduce the verb LASSEN (TO LET) - ICH LASSE MIR DIE HAARE SCHNEIDEN.

▪ Review frequently used IMPERFEKT verbs such as SASSEN (SAT), FANDEN (FOUND), GINGEN (WENT), LIESSEN (LET), and MACHTEN (DID).

▪ Form clauses that begin with interrogatives and conjunctions, where the conjugative verb is in final position: WO (WHERE), WER (WHO), WEIL (BECAUSE), DASS (THAT), and OB (IF).

▪ Describe public services available within a community.

▪ Use the subjunctive to express possibility or necessity (WAERE ES MOEGLICH, DASS (WOULD IT BE POSSIBLE THAT); and WAERE ES NOTIG, DASS (WOULD IT BE NECESSARY THAT).

▪ Use modal verbs MÖCHTEN (WOULD LIKE) and WOLLEN (WANT).

▪ Review two-way prepositions and all dative prepositions..

Lesson Lesson Level

Objective Instructional

Material Tools Activity Assessment

▪ Career Opportunities

▪ Describe various jobs or careers and plan for the future.

▪ Review and expand upon capitalization rules (with days/months of the year).

▪ Use future tense WERDEN (TO BECOME).

▪ Review verbs of necessity/modal verbs: (SOLLEN, MUESSEN, etc.).

▪ Create feminine nouns by adding -in to masculine forms.

▪ Recognize and make use of verb/preposition associations (ICH BEWERBE MICH UM,

▪ Career Opportunities: o Discussion o Tutorial o Teacher

Graded Activity

o Unit Activity: Around Town

▪ Discussion Board ▪ Glossary

▪ ‘Look up a word’ ▪ Slide Narration

▪ Click to speak ▪ Audio Recorder ▪ Highlighter

▪ Students will complete the sentences provided by filling-in-the blanks using the appropriate preposition.

▪ Creating a job listing, in German, students will use the future tense using verbs of necessity for any profession they reviewed within the lesson.

▪ Students will read about Schweizerisches National museum Zürich und Schweizer Geschichte Schwyz, then write about upcoming shows and exhibitions at either of these museums. Student will also write in the future tense using werden + infinitiv in

▪ Lesson Activities: Self-Evaluations

▪ Mastery Test

▪ Unit 1 Post Test ▪ German 2B End-

of-Semester Test


ICH ERKUNDIGE MICH NACH, and ICH BESCHAEFTIGE MICH MIT).

▪ Changes in declension of some weak nouns, particularly those describing a profession.

their answer whily typing their response in German.

▪ Students will write a letter of intent to the director of any not-for-profit organization for animal welfare and offer their services as a volunteer. Making sure to use verbs of necessity and the future tense in their response, in German.

Lesson Lesson Level



▪ Retail Shops ▪ Describe retail shops and their role in the community.

▪ Use dative reflexive verbs such as KAUFEN.

▪ Use two-way prepositions (IN, AN, AUF) to express motion (accusative) or location (dative).

▪ Review modal verb patterns and behavior (WOLLEN, MÖCHTEN).

▪ Retail Shops: o Tutorial o Teacher

Graded Activity

o Unit Activity: Around Town

▪ Discussion Board ▪ Glossary ▪ ‘Look up a word’

▪ Slide Narration ▪ Click to speak

▪ Audio Recorder ▪ Highlighter

▪ Students will complete the sentences provided by filling in the blanks with articles that match the prepositions.

▪ Students will create a script for a radio advertisement, in German, for a person who plans to open a grocery store in Switzerland. The goal of the advertisement will be to help the prospective store owner compete with online shopping sites. Students will be asked to use the future tense in their answer and include details such as the variety of products that will be available in the store, the personal assistance that will be provided by store employees, and the discounts


▪ Mastery Test ▪ Unit 1 Post Test

▪ German 2B End-of-Semester Test


that will be offered to customers.

▪ Commercial Services

▪ Describe various commercial services available in a community. Grammar and Vocabulary Objectives:

▪ Review the verbs - to want, to choose, to like/love, to say, etc.

▪ Introduce the verb LASSEN (TO LET) - ICH LASSE MIR DIE HAARE SCHNEIDEN.

▪ Review frequently used IMPERFEKT verbs such as SASSEN (SAT), FANDEN (FOUND), GINGEN (WENT), LIESSEN (LET), and MACHTEN (DID).

▪ Form clauses that begin with interrogatives and conjunctions, where the conjugative verb is in final position: WO (WHERE), WER (WHO), WEIL (BECAUSE), DASS (THAT), and OB (IF).

▪ Commercial Services: o Tutorial o Unit

Activity: Around Town

▪ Discussion Board

▪ Glossary ▪ ‘Look up a word’ ▪ Slide Narration ▪ Click to speak


▪ Reading an entry from William’s blog post below, students will rewrite it using the simple past tense of the verbs.

• Wir gehen heute in die Stadt. Ich kaufe mir neue Kleider. Felix geht kegeln. Ich finde einen guten Friseursalon und lasse mir die Haare schneiden. Wir treffen dann unsere Freunde in einem Cafe und essen zusammen. Wir gehen danach zu einem Reparaturgeschäft, um mein Handy reparieren zu lassen. Am Abend kommen wir nach Hause zurück.

▪ Students will complete the table provided by filling in the correct forms of the verb lassen in the present tense.

▪ Students will complete the sentences provided by filling in the blanks using appropriate conjunctions


▪ Mastery Test ▪ Unit 1 Post Test ▪ German 2B End-

of-Semester Test


from this list below:

• Aber

• Weil

• Bevor

• Und

• Sondern ▪ Completing the given passage

students will fill in the blanks, using appropriate conjunctions from this list below:

• Und

• Weil

• Wenn

• Aber ▪ Writing William’s next blog

post students will provide some information about commercial services in Zurich that tourists should know about. They will use what they have learned in the lesson and also do some online research about commercial services to write the blog entry.

Lesson Lesson Level



▪ Public Services ▪ Describe public services available within a community.

▪ Use the subjunctive to express possibility or necessity (WAERE ES

▪ Public Services: o Tutorial o Unit

Activity: Around Town

▪ Discussion Board ▪ Glossary ▪ ‘Look up a word’ ▪ Slide Narration ▪ Click to speak ▪ Audio Recorder

▪ Students will write a blog post in German describing what one should do in different emergencies. They will include about five sentences, and use the



of-Semester Test


MOEGLICH, DASS (WOULD IT BE POSSIBLE THAT); and WAERE ES NOTIG, DASS (WOULD IT BE NECESSARY THAT).

▪ Use modal verbs MÖCHTEN (WOULD LIKE) and WOLLEN (WANT).

▪ Review two-way prepositions and all dative prepositions..

▪ Highlighter

subjunctive in their answers. ▪ Students will complete

various sentences referring to various images provided, using the correct prepositions and articles.

▪ Students will write an email to a German-speaking friend describing what they have learned about public services in Switzerland. In their email, they will include details such as the working hours of the postal services and the types of public transport available in Zurich; and also comparing these public services to those in their city or town.

Unit 2: Traveling

Course Level Objective(s): • Use verbs describing animal sounds: bellen (bark), miauen (meow), singen (sing), etc.

• Review gerunds: das schwimmen (swimming), das spielen (playing), and das essen (eating).

• Use conversational past and narrative past to describe a trip and discuss the differences.


▪ Describe a visit to the countryside.

▪ Use time-related verbs and expressions.

▪ Use weather-related verbs and expressions.

▪ Use directional expressions and two-way prepositions (including their contractions) to describe relative locations of geographic features: NACH/IN (TO), AN (AT), NEBEN (NEXT TO), AUF (ON TOP OF), HINTER (BEHIND), and VOR (IN FRONT OF).

▪ Use verbs describing animal sounds: BELLEN (BARK), MIAUEN (MEOW), SINGEN (SING), etc.

▪ Describe a trip to the beach.

▪ Review use of imperative verbs: BRINGEN (BRING), ABGEBEN (TO CHECK SOMETHING IN), and TRAGEN (TO WEAR).


▪ Use verbs and phrases to express necessities: MUESSEN (MUST), ES IST NOTIG (IT IS NECESSARY).

▪ Review gerunds: das SCHWIMMEN (SWIMMING), DAS SPIELEN (PLAYING), DAS ESSEN (EATING).

▪ Use verbs and phrases to describe the weather.

▪ Describe the experience of taking a road trip.

▪ Use imperative command forms related to giving directions.

▪ Use conversational past and narrative past to describe a trip and discuss the differences.

▪ Review telling time.

▪ Discuss environmental protection and safety issues associated with natural disasters.

▪ Spiral use of expressions using subjunctive as applied to sustainability and safety (KÖNNTE, SOLLTE, MÜSSTE, and DÜRFTE).

▪ Examine and apply correct use of adverbs.

▪ Introduce relevant genitive prepositions (AUßERHALB, INNERHALB, and WÄHREND).

▪ Review construction of compound nouns.

Lesson Lesson Level Objective Instructional


▪ In the Country

▪ Describe a visit to the countryside.

▪ Use time-related verbs and expressions.

▪ Use weather-related verbs and expressions.

▪ Use directional expressions and two-way prepositions (including their contractions) to describe relative locations of geographic features: NACH/IN (TO), AN (AT), NEBEN (NEXT TO), AUF (ON TOP OF), HINTER (BEHIND), and VOR (IN FRONT OF).

▪ Use verbs describing animal sounds: BELLEN

▪ In the Country: o Discussion o Tutorial o Teacher

Graded Activity

o Unit Activity: Traveling


▪ ‘Look up a word’ ▪ Slide Narration ▪ Click to speak ▪ Audio Recorder

▪ Highlighter

Sprechen und Zuhören

▪ Students will open the Audio Recorder, and listen to the weather forecast. They will first read the questions below and then record their responses to each one, comparing their answer with that of a native speaker.

• Wie ist das Wetter heute an der Küste? (Compare your answer:)

• Wie viel Grad sind es in den Alpen? (Compare your answer:)


▪ Mastery Test


of-Semester Test


(BARK), MIAUEN (MEOW), SINGEN (SING), etc.

• In welcher Region ist mit Regenfällen zu rechnen? (Compare your answer:)



▪ At the Beach

▪ Describe a trip to the beach.

▪ Review use of imperative verbs: BRINGEN (BRING), ABGEBEN (TO CHECK SOMETHING IN), and TRAGEN (TO WEAR).

▪ Use verbs and phrases to express necessities: MUESSEN (MUST), ES IST NOTIG (IT IS NECESSARY).

▪ Review gerunds: das SCHWIMMEN (SWIMMING), DAS SPIELEN (PLAYING), DAS ESSEN (EATING).

▪ Use verbs and phrases to describe the weather.

▪ At the Beach: o Tutorial o Teacher

Graded Activity



▪ Glossary ▪ ‘Look up a word’

▪ Slide Narration ▪ Click to speak ▪ Audio Recorder ▪ Highlighter

▪ Students will write a paragraph in German to advise a friend on how to stay safe at the beach, making sure to use the informal imperative mood.

▪ Students will form sentences with gerunds using various prompts provided in the activity.




▪ Taking a Road Trip

▪ Describe the experience of taking a road trip.

▪ Use imperative command forms related to giving directions.

▪ Use conversational past and narrative past to describe a trip and discuss the differences.

▪ Taking a Road : o Tutorial o Teacher

Graded Activity


▪ Discussion Board ▪ Glossary ▪ ‘Look up a word’ ▪ Slide Narration ▪ Click to speak ▪ Audio Recorder ▪ Highlighter


▪ Students will open the Audio Recorder and listen to Stephanie describe a road trip within Germany. Students will then read the questions below and record their responses to each one,



of-Semester Test


▪ Review telling time. comparing their answers with that of a native speaker.

• Wie war das Wetter in Hamburg? (Compare your answer:)

• Wie weit liegt Hanover? (Compare your answer:)

• In welchem Hotel in Berlin hat sie übernachtet? (Compare your answer:)

• Wie war das Wetter in Frankfurt? (Compare your answer:)



▪ Environmental and Personal Safety

▪ Discuss environmental protection and safety issues associated with natural disasters.

▪ Spiral use of expressions using subjunctive as applied to sustainability and safety (KÖNNTE, SOLLTE, MÜSSTE, and DÜRFTE).

▪ Examine and apply correct use of adverbs.

▪ Introduce relevant genitive prepositions (AUßERHALB,

▪ Environmental and Personal Safety: o Tutorial o Teacher

Graded Activity


▪ Discussion Board ▪ Glossary ▪ ‘Look up a word’ ▪ Slide Narration ▪ Click to speak


▪ What safety measures would you advise someone to follow during a natural disaster? Students will type their responses to this prompt, in German, making sure to use the subjunctive mood in their response.

▪ Students will complete various sentences provided filling in the blanks using appropriate articles and noun endings, after the genitive prepositions.



of-Semester Test


INNERHALB, and WÄHREND).

▪ Review construction of compound nouns.

▪ Students will complete a table provided, combining the nouns in the first two columns to form compound nouns along with their gender forms.

▪ Writing a blog entry in German about ways to protect the environment, students will base their post on what they have learned in the lesson. They will be asked to be sure to use adverbs and verbs in the subjunctive mood within their response, along with vocabulary related to environmental issues and sustainability learned in the lesson.


Unit 3: Leisure Time Course Level Objective(s):

• Use verbs of preference (gefallen), including a focus on word order and dative attributes.

• Sequence words to describe events with respect to time (erst, dann, and als Erste).


▪ Discuss personal interests and leisure activities.

▪ Use sequencing words to describe events with respect to time (ERST, DANN, and ALS ERSTE).

▪ Use verbs of preference (GEFALLEN), including a focus on word order and dative attributes.

▪ Use the phrase (SICH INTERESSIEREN FÜR).

▪ Describe various forms of entertainment, live and recorded.

▪ Recognize and use subjunctive II.

▪ Use WO and DA compounds.

▪ Use the phrases UM ZU, and OHNE ZU.

▪ Distinguish between active and passive voice.

▪ Discuss preferred forms of outdoor activities.

▪ Use verbs for sports and activities correctly in the past tense.

▪ Correctly use the verbs to know, KENNEN, WISSEN, etc., in the present tense.

▪ Identify cognates between English and German.

▪ Use imperative forms of to be and also of all senses with emphasis words: SCHAU MAL! (SHOW!), GUCK MAL! (LOOK!), and SCHMECK! (TASTE!).

▪ Discuss how a culture’s stories and rites of passage shape that culture.

▪ Recognize and use IMPERFEKT in fables.

▪ Use ordinal numbers/sequencing correctly.

▪ Introduce NIRGEND- (NO-) and, IRGEND- (SOME-).




▪ Personal Pastimes

▪ Discuss personal interests and leisure activities.

▪ Use sequencing words to describe events with respect to time (ERST, DANN, and ALS ERSTE).

▪ Use verbs of preference (GEFALLEN), including a focus on word order and dative attributes.

▪ Use the phrase (SICH INTERESSIEREN FÜR).

▪ Personal Pastimes: o Discussion o Tutorial o Teacher

Graded Activity

o Unit Activity: Leisure Time




▪ Students will write a paragraph in German about their favorite hobby or sport, making sure to use verbs that express preference and vocabulary related to hobbies in their response.

▪ Students will write a paragraph in German comparing social clubs in their country with what they have learned about clubs in Switzerland. They will also use verbs that express preference and vocabulary related to hobbies within their response.

▪ Students will write a short paragraph in German comparing a social club to a sports club, making sure to include information about the activities and benefits for members.



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▪ Entertainment ▪ Describe various forms of entertainment, live and recorded.

▪ Recognize and use subjunctive II.

▪ Entertainment: o Tutorial o Teacher

Graded Activity


▪ Students will complete the table provided by changing the sentences from active voice to passive voice or from



of-Semester Test


▪ Use WO and DA compounds.

▪ Use the phrases UM ZU, and OHNE ZU.

▪ Distinguish between active and passive voice.


▪ Highlighter

passive voice to active voice.

▪ Forming two sentences related to various images provided, students will use the um…zu and ohne…zu sentence structures and the verbs in brackets related to the images to help them complete this activity.



▪ Recreation ▪ Discuss preferred forms of outdoor activities.

▪ Use verbs for sports and activities correctly in the past tense.

▪ Correctly use the verbs to know, KENNEN, WISSEN, etc., in the present tense.

▪ Identify cognates between English and German.

▪ Use imperative forms of to be and also of all senses with emphasis words: SCHAU MAL! (SHOW!), GUCK MAL! (LOOK!), and SCHMECK! (TASTE!).

▪ Recreation: o Tutorial o Teacher

Graded Activity



▪ ‘Look up a word’ ▪ Slide Narration

▪ Click to speak ▪ Audio Recorder

▪ Highlighter

▪ Students will write a sentence, in German, in the present tense about each image provided in the activity. They will use a verb from the verb bank provided below and use the sports terms that they learned within the lesson:

• in die Pedale treten

• passen

• Laufen

• fahren

• boxen

• Aufschlagen

• schlagen

• schwimmen

• Kicken ▪ Students will complete

each sentence by filling in


▪ Mastery Test


of-Semester Test


the blanks using the correct form of the verb provided in parentheses.

▪ Reading the conversation provided in the activity students will complete the associated sentences with the correct forms of the verbs kennen or wissen.

▪ Students will construct sentences in the Perfekt using the verb phrases provided below:

• zelten gehen

• bergsteigen

• Mountainbike fahren

• Kajakfahren

• wandern gehen



▪ Custom and Traditions

▪ Discuss how a culture’s stories and rites of passage shape that culture.

▪ Recognize and use IMPERFEKT in fables.

▪ Use ordinal numbers/sequencing correctly.

▪ Introduce NIRGEND- (NO-) and, IRGEND- (SOME-).

▪ Custom and Traditions: o Tutorial o Teacher

Graded Activity


▪ Discussion Board ▪ Glossary ▪ ‘Look up a word’

▪ Slide Narration ▪ Click to speak


▪ Students will complete the excerpt from a fable, provided in the activity, with the simple past tense form of each verb given within the parentheses.

▪ Doing some research on religion and baptism in Switzerland, students will write a paragraph in German describing the





baptismal rite of passage for Christian children in Switzerland, based on the various images provided.

Unit 4: Healthy Living

Course Level Objective(s): • Use reflexive/dative verbs to speak of physical and emotional conditions, including sich freuen, sich fuehlen, wehtun, verletzen, brechen, and

verstauchen.

• Use transitive and intransitive verbs of motion.

• Use contrasting expressions that do and do not use subjunctive (Wie waere es mit? Wie steht's mit?).


▪ Discuss how to seek medical care and describe symptoms to a medical professional.

▪ Use definite articles with body parts.

▪ Use reflexive/dative verbs to speak of physical and emotional conditions, including SICH FREUEN, SICH

▪ FUEHLEN, WEHTUN, VERLETZEN, BRECHEN, and VERSTAUCHEN.

▪ Correctly use the two past tenses (IMPERFEKT and PERFEKT) to narrate a visit to the doctor.

▪ Discuss healthy habits and prevention of illness.

▪ Use accusative reflexive verb/pronouns: FUEHLEN SICH.

▪ Use phrases for approval and disapproval of healthy/not healthy activities, conjunctions and word order: ES IST PRIMA, DASS (IT'S GREAT THAT), ICH BIN FROH, DASS (I'M HAPPY THAT), and ES IST SCHADE, and DASS (IT'S A SHAME THAT).

▪ Use transitive and intransitive verbs of motion.

▪ Discuss treatment of injuries and ailments.

▪ Use verbs relating to treatment/sickness (BRECHEN, VERSTAUCHE, etc.) including verbs used with dative case forms such as FEHLEN, WEHTUN.

▪ Identify words for body parts and use them with definite articles.

▪ Use interrogatives as conjunctions.

▪ Discuss various cultural attitudes toward medical practices.

▪ Use expressions of doubt and negation with the subjunctive.

▪ Use contrasting expressions that do and do not use subjunctive (WIE WAERE ES MIT? WIE STEHT'S MIT?).


▪ Use dative prepositions (MIT).

▪ Review modal verbs MÜSSEN and SOLLEN, and introduce DÜRFEN (TO BE ALLOWED TO).



▪ Medical Care ▪ Discuss how to seek medical care and describe symptoms to a medical professional.

▪ Use definite articles with body parts.

▪ Use reflexive/dative verbs to speak of physical and emotional conditions, including SICH FREUEN, SICH

▪ FUEHLEN, WEHTUN, VERLETZEN, BRECHEN, and VERSTAUCHEN.

▪ Correctly use the two past tenses (IMPERFEKT and PERFEKT) to narrate a visit to the doctor.

▪ Medical Care: o Discussion o Tutorial o Teacher

Graded Activity o Unit Activity:

Healthy Living


▪ Highlighter

▪ Students will write a blog post in German about a past experience taking their pet (or the pet of someone they know) to the vet. They will also use the two past tenses in their post.


▪ Mastery Test


of-Semester Test

▪ Healthy Habits

▪ Discuss healthy habits and prevention of illness.

▪ Use accusative reflexive verb/pronouns: FUEHLEN SICH.

▪ Use phrases for approval and disapproval of healthy/not healthy activities, conjunctions

▪ Healthy Habits: o Tutorial o Teacher


Healthy Living

▪ Discussion Board ▪ Glossary ▪ ‘Look up a word’ ▪ Slide Narration

▪ Click to speak ▪ Audio Recorder ▪ Highlighter

Sprechen und Zuhören ▪ Students will open the

Audio Recorder to do the following set of activities. Theu will also compare their answers with that of a native speaker.



of-Semester Test


and word order: ES IST PRIMA, DASS (IT'S GREAT THAT), ICH BIN FROH, DASS (I'M HAPPY THAT), and ES IST SCHADE, and DASS (IT'S A SHAME THAT).

▪ Use transitive and intransitive verbs of motion.

They will first listen to various questions provided and record their answers Then using the verbs below students will construct and record sentences about healthy habits in the form of formal commands.

• sich fühlen (Compare your answer:)

• sich strecken (Compare your answer:)

• essen (Compare your answer:)



▪ Injuries and Ailments

▪ Discuss treatment of injuries and ailments.

▪ Use verbs relating to treatment/sickness (BRECHEN, VERSTAUCHE, etc.) including verbs used with dative case forms such as FEHLEN, WEHTUN.

▪ Identify words for body parts and use them with definite articles.

▪ Injuries and Ailments: o Tutorial o Teacher


Healthy Living




▪ Students will complete each sentence provided by filling in the blanks converting the question in parentheses into a phrase beginning with an interrogative pronoun.

▪ Reading about the injuries or ailments of some people described in the first column of the table provided in



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▪ Use interrogatives as conjunctions.

the activity, students will complete the table, in German, by writing a sentence recommending the best course of treatment in each case.

▪ Alternative Medicine

▪ Discuss various cultural attitudes toward medical practices.

▪ Use expressions of doubt and negation with the subjunctive.

▪ Use contrasting expressions that do and do not use subjunctive (WIE WAERE ES MIT? WIE STEHT'S MIT?).

▪ Use dative prepositions (MIT).

▪ Review modal verbs MÜSSEN and SOLLEN, and introduce DÜRFEN (TO BE ALLOWED TO).

▪ Alternative Medicine: o Tutorial o Teacher


Healthy Living


▪ ‘Look up a word’ ▪ Slide Narration ▪ Click to speak ▪ Audio Recorder ▪ Highlighter

▪ Students will complete the provided passage filling in the blanks using the correct modal verbs (sollen, müssen, dürfen) in the present tense.


▪ Mastery Test


of-Semester Test


Unit 5: On the Road Again

Course Level Objective(s): • Use direction words appropriately e.g., north (norte), south (sur), east (este), west (oeste), to the right (a la derecha), to the left (a la

izquierda), distance (distancia), legend on map (signos).

• Correctly use the two past tenses to narrate a visit to the doctor, including when it was (preterite) and why the person went (imperfect—wasn't feeling well, felt sick, etc.).


▪ Choosing a Vacation

▪ Discuss different types of trips or vacations.

▪ Use conditional and phrases to make requests and plans.

▪ Review and use future tense (WERDEN).

▪ Use idiomatic expressions to speak of travel: EIN KATZENSPRUNG (A STONE'S THROW); GUTE REISE (WISHING SOMEONE A GOOD TRIP); UEBER STOCK UND STEIN (UP THE HILL AND DOWN THE DALE); UM PUNKT NEUN (AT 9 O'CLOCK ON THE DOT); ZU FUSS (ON FOOT).

▪ Use travel-related verbs phrases and verbs for making reservations and other plans: RESERVIEREN, UEBERNACHTEN (STAY OVERNIGHT), ANKOMMEN (TO ARRIVE), and WEGFAHREN (TO DEPART).

▪ Use WO and DA compounds (WOFUER, WORAUF, WOHIN, etc.).

▪ Discuss how to track location while traveling.

▪ Use direction words appropriately, e.g., OST, WEST, NORD, SUED, ABBIEGEN OR EINBIEGEN (TO TURN), WEITERFAHREN (DRIVE ON), and NACH RECHTS/NACH LINKS (TO THE RIGHT/TO THE LEFT).

▪ Use two-way prepositions.

▪ Describe how to plan an itinerary for a trip.

▪ Compare and contrast modes of transportation.

▪ Use time expressions indicating future tense.

▪ Use future subjunctive with WUERDEN.

▪ Use different verbs to talk about sightseeing correctly (BESICHTIGEN, BESUCHEN, and SEHEN).

▪ Describe methods of sharing details about a trip with others.

▪ Review past tenses (conversational past and narrative past).).




▪ Choosing a Vacation

▪ Discuss different types of trips or vacations.

▪ Use conditional and phrases to make requests and plans.

▪ Review and use future tense (WERDEN).

▪ Use idiomatic expressions to speak of travel: EIN KATZENSPRUNG (A STONE'S THROW); GUTE REISE (WISHING SOMEONE A GOOD TRIP); UEBER STOCK UND STEIN (UP THE HILL AND DOWN THE DALE); UM PUNKT NEUN (AT 9 O'CLOCK ON THE DOT); ZU FUSS (ON FOOT).

▪ Use travel-related verbs phrases and verbs for making reservations and other plans: RESERVIEREN, UEBERNACHTEN (STAY OVERNIGHT), ANKOMMEN (TO ARRIVE), and WEGFAHREN (TO DEPART).

▪ Choosing a Vacation: o Discussion o Tutorial o Teacher


On the Road Again




▪ Students will complete the questions provided in the activity, using the appropriate wo- compounds. Once the questions are completed students will then answer the questions using the prompts provided and appropriate prepositions.

▪ Students will write a blog post, in German, about a travel destination they would like to visit. They will make sure to describe what they would like to see there and use the conditional mood within their response.



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▪ Use WO and DA compounds (WOFUER, WORAUF, WOHIN, etc.).

▪ Where Am I

▪ Discuss how to track location while traveling.

▪ Use direction words appropriately, e.g., OST, WEST, NORD, SUED, ABBIEGEN OR EINBIEGEN (TO TURN), WEITERFAHREN (DRIVE ON), and NACH RECHTS/NACH LINKS (TO THE RIGHT/TO THE LEFT).

▪ Use two-way prepositions.

▪ Where Am I: o Tutorial o Teacher


On the Road Again



▪ Highlighter

▪ Students will fill in the blanks for the paragraph in this activity, using articles that match the preceding prepositions.



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▪ Taking a Trip

▪ Describe how to plan an itinerary for a trip.

▪ Compare and contrast modes of transportation.

▪ Use time expressions indicating future tense.

▪ Use future subjunctive with WUERDEN.

▪ Use different verbs to talk about sightseeing correctly (BESICHTIGEN, BESUCHEN, and SEHEN).

▪ Taking a Trip: o Tutorial o Teacher


On the Road Again



▪ Highlighter


▪ Student will open the Audio Recorder and read the information below about a trip while recording the planned itinerary. Student will make sure to use the prepositions they have learned, to express time and compare their answers with that of a native speaker:

• Reiseziel: Berlin

• Datum: Juni



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• Verkehrsmittel: Zürich bis Berlin mit dem Zug (8,5 Stunden)

• Unterkunft: Jugendherberge

• 1. Tag: Brandenburger Tor (am Vormittag) und Potsdamer Platz (am Nachmittag)

• 2. Tag: Kurfürstendamm (am Vormittag), Bundestag (am Nachmittag)

▪ Travel Blog ▪ Describe methods of sharing details about a trip with others.

▪ Review past tenses (conversational past and narrative past).).

▪ Traveling Blog: o Tutorial o Teacher


On the Road Again



▪ Highlighter

▪ Student will complete the passage provided using the correct verb forms in the past tense. Theu will also use either the Perfekt or the Präteritum form of each verb for their responses.



of-Semester Test

German 2, Semester B v4.0 Course Map

Documents

Transcript of German 2, Semester B v4.0 Course Map