NOTE
for Post-Tenure Review Committee members:
- One month before class starts I post and email the required text and ancillary materials information to the students and request that they have it ready by the first day of class
- The syllabus and calendar are in one file. The first four pages are the information pages, test dates calendar and KAP 6 calendar, handed out the first day of class.
- The syllabus section is the next 10+ pages. Students are advised to read it but not to print it.
- The last section is the rest of the calendar and certain course notes (c. 14 pages). These are updated to accomodate any sudden inclusions and are posted a few days before their chapter begins.
Deutsch
1020-001 Kalendar (Spring
2013, Gonzales)
|
||
HOW
AND WHERE TO FIND YOUR ILRN ASSIGNMENTS
Click
on the word Calendar in the top middle of the screen. Avoid the
temptaion of clicking on the right-side ‘Student Activities
Manual’ or ‘Textbook Assignments’, because that will give
you all of the activities, both assigned and unassigned. If you
do unassigned activites, give me fair warning, so that I can sort
your real grade out. Also: avoid clicking on the left-side
‘chapter whatever’. That is access to the ebook, not the
assigned activities.
|
KAPITEL
6 Wohnen
We
learn about different types of Wohnungen; how to rent a Wohnung;
how to describe rooms and furniture; talking about where to put
things versus where things are located; also where people go
versus where people are located; telling others what to do;
knowing facts versus familiarity with people & places; high
German versus dialects; urban versus rural living; typical German
characteristics |
ATTENDANCE
& DAILY QUIZZES
The
most valuable German-learning activity is atending every class, on
time and being prepared, participating enthusiastically, remaining
the whole time (BTW: no sleeping nor electronic distractions are
allowed). Class starts with a 5-point non-make-up-able quiz
based on the study assignment for that day plus a review of
previous material (vocabulary, structures, culture). The quiz is
used for attendance, so late students need to submit a short note
with their name and arrival time or send an ‘attendance email’
(via Canvas only) that same week. |
VIDEO
ASSIGNMENTS
Make
two videos in KAP 6 (two for each KAP) of yourself conversing,
during two different weeks; the second one is due the day before
the KAP tests (total 10 this semester). Requirements for all
videos this semester: all in German; no English; 2+ minutes each;
record them in Canvas DISCUSSIONS; you are allowed to use very
few notes, but you are not really allowed to read; gradually have
free conversations; ideally converse with someone else or talk
alone but ask yourself rhetorical questions; must be totally
audible = clear and loud---otherwise no credit; your face must be
visible at least a few seconds; avoid vulgarity; you will also
post one (or more) of your best videos as your ePortfolio
signature assignment.
text
S. 167 B. Jetzt sind Sie dran! (looking for WG).
S.
169 B, C or D: Beschreiben Sie die WG, Maschinen, der
Nachbarn-Interview
S.
176 G: Bei Lotte or H: mein Handy?
S.
179 M: Tu was ich sage (Expand this dialog to include asking each
other if they have done certain activities, and then telling each
other to do so. Example: Hast du den Film Lincoln
gesehen? Nein? Sieh doch den
Film!! The partner could answer with a Modalverb: Ok, ich kann
den Film sehen.
S.
181 O. Was weißt du und was kennst du?
S.
182 Q: 1 or 2 (floorplan & wohin versus wo)
S.
183 R: Wohnungsanzeigen
S.
187 E: typisch auf dem Land und in der Stadt
S.
187 – 188 F: Kurzgespräche. Einladung or Knochenhauer
Amtshaus
S.
188 G: respond to Armin’s email via a Skype phone call.
|
USING
ASSIGNED AUDIO AND VIDEO MATERIAL
Use
videos/audio material for both listening and conversing practice.
You are assigned to watch the two KAP videos and the KAP song on
the first day of each Kapitel. Youalso have audio assignments.
Zuhören
= listening
Watch
and listen several times without
seeing the words. Try to decode the meaning and then complete the
assignments.
Reden
= Conversation
Then
watch and listen several mroe times with the captions turned on.
Repeat the words, sing along, stop the track in the middle and
talk to it: make comments auf Deutsch, echo things, make
restatements, even snide remarks, ask questions & answer them,
etc. Do this with the videos every day. |
|
10:00
AM
|
Prepara-tion
pages
Seiten
|
Class
activi-ties
QUIZ
|
Beschreibung
|
TEXT
Written,
oral practice
&
due shown in class
by
10:00 AM
|
iLrn
written
/ listening
due
by midnight,
the
day before class
|
Mon-tag,
14.
Jan-uar
|
Review
of previous KAP & handouts in Canvas
|
Einfüh-rung und Kapi-tel 6 fängt an | *Syllabus,
Kalendar, prepare for daily quizzes:
*Review of pronounciation, nouns, verbs, prepositions, word order (Wiederholung: die Aussprache, das Nomen, das Verb, die Präposition, die Satzstellung) |
|
☯
|
Mitt-woch,
16. Jan.
|
Seiten
190 - 191
S.
164 - 168
|
Quiz
KAP 6
|
*2
videos in iLrn.
*Song
in YouTube Schöner wohnen; Übungen
Intro, Housing, Gespräche, Wortschatz, |
*Seite
190 Video: Wann kommt der Bus?
A:
Alles verstanden?
*S.
191: Musik. Ugo Jürgens Schöner
wohnen
A:
Was passt?
*S.
168 A. (skip the Bedeutung), put the der/das/die word &
plural form
(Video-HA)
S.
169 B, C: oral practice
S.
169 D: write interview Qs in Dusprache
|
*6.2.A.
Fragen zu Video Was finden Sie
typisch Deutsch?: Was haben sie
gesagt?
*6-1-1A.
(Zuhören) Wohnung zu vermieten
*6-1-1B.
(Zuhören) In der WG
*C-1-1C.
Was stimmt?
|
Frei-tag,
18. Jan.
|
S.
168 - 173
Review
AKK and DAT hands (in this file).
|
Quiz
KAP 6
|
*Homes
& Houses, *Übungen;
*Hörverständnis. *2-way prepositions/verbs, aka A-wohin &
D-wo,
Menorize
this song:
Song.
‚Jingle Bells’
an,
auf, hinter, in,
über,
unter, neben, vor;
Ich
gehe
zwischen
meinen Freund und meine Freundin Dora. Ich stehe zwischen meinem Freund und meiner Freundin Dora |
Oral
and written practice:
*S.
166. A Alles verstanden?
*S.
169 A, B: Laute, Wortpaare
*S.
173 A: Sagen Sie es noch einmal
|
*6-2-4
Hier Müller!
|
| Mon, 21. Jan Kein Unterricht heute – Martin-Luther-King-Tag | |||||
Mit,
23. Jan
|
S.
174 - 177
|
Quiz
KAP 6
|
A-wohin / D-wo Übungen; Friedensreich Hundertwasser im Text & YouTube: In YouTube watch 1-2 videos about Hundertwasser auf Deutsch |
*
S. 174 B: Wo bekommt man
das?
*S.
174 C: Wo sind Sie wann?
*S
175 D: Wieder zu Hause
E:
Ein paar Fragen...
F:
Wir bekommen Besuch
*S.
176 G: Bei Lotte
H:
mein Handy?
*Post
in Canvas Hundertwasser assignment
Short
summaries of the two Hundertwasser videos, in as much Deutsch as
possible, giving the video name and URL; explaining his ideas,
giving recommendations to other students
*S.
178 J: Imperativ
|
*6-1-3
A Wo oder wohin?
*6-1-3B
in der Stademitte
oder
zu Hause?
|
Frei,
25. Jan
|
S.
177 - 183
|
Quiz
KAP 6
|
Imperative, wissen/kennen, Public Transportation & City Life; Zusammenfassung, Übungen; |
*S.
179 K, L: Befehle, Was tun?,
*(Video-HA)
S. 179 M: Bitte, tu, was ich sage
*S.
180 N: Kennen oder wissen?
*S.
181 O, P: weißt / kennst du? und Am schweizer Platz
*S.
182 Q: mit Möbeln helfen
*S.
183 R, S: Wohnung, Uni
|
*6-1-3C:
Wünsche oder
Befehle?
|
Mon,
28.
Jan
|
S.
184 - 191
|
Quiz
KAP 6
|
Lesetext:
Wortschatz & Vor dem Lesen; Schaffen,
Sparen, Häuschen bauen; Nach dem
Lesen; Hildesheim,
Hörverständnis, High German and
Dialects,
Udo Jürgens - Schöner Wohnen http://www.youtube.com/watch?v=RJr22mjNams |
*S.
184 A: Fragen vor dem Lesen
*S.
185 B: leicht zu verstehen
*S.
186-197 A, B, C, D: nach dem Lesen
Video-HA
*S.
188 G: eine E-Mail
*S.
190 B, C: post video
*S.
191 B: (Song) ein paar Fragen
|
*6-1-3D:
Wer weiß?
*6-1-3E:
Ich weiß, dass...
*6-1-4
Lesetext Schaffen, sparen, Häuschen
bauen
*6-1-5
(Zuhören) Verstehen Sie?
6-4-3
(Zuhören) Die Großeltern kommen
|
Mitt,
30. Jan
|
Wieder-holung
|
Quiz
KAP 6
|
*6-3-A:
Wortschatz
*6-3-B:
Leben in der Stadt
*6-3-D:
Ferienwohnung zu verkaufen
*6-3-E:
Reisepläne
|
||
Frei,
1. Feb
|
Written
Composition Test prompt KAP 6
Bring
the floorplan of your new furnished Traumhaus or Traumwohnung or
drawing/photos of 2 rooms. Write an email describing how many
rooms it has, what furniture & objects you are putting inside
it and what is already there. Give details about 2 furnished
rooms to show A-wohin
versus D-wo: where you put things versus where they are located:
have 4+ of each. Use each one of these verbs once: hängen,
hängen; legen, liegen; stellen, stehen. (Consider avoiding using
the past tense much). Try to use each one of the wohin/wo
Präspositionen once: an, auf, hinter, in, über, unter, neben,
vor, zwischen. Also use ‘wissen’ and ‘kennen’ at least
once each (Ich kenne die Nachbarn noch nicht. Ich weiß nicht,
wohin ich den Whirlpool stellen soll). Use kicking word order at
least once (Ich denke, dass mein Haus sehr schön ist). Try to
mention Friedensreich Hundertwasser in some way (Ich will Bäume
in meinem Wohnzimmer haben, so wie Hundertwasser sagt.)
Oral
Conversation Test Prompt KAP 6
You
and your partner talk about your new apartments or homes or mein
Traumhaus / meine Traumwohnung. what
rooms it has and where you put the furniture and other items.
You must have your own Hausplan (birds-eye view, such as Text, S.
182) and also drawings/photos of 1-2 furnished rooms to show
A-wohin
versus D-wo: where you put things versus where they are located:
have 4+ of each. Use each one of these verbs once: hängen,
hängen; legen, liegen; stellen, stehen. (Consider avoiding using
the past tense much). Try to use each one of the wohin/wo
Präspositionen once: an, auf, hinter, in, über, unter, neben,
vor, zwischen. Also use ‘wissen’ and ‘kennen’ at least
once each. Use kicking word order at least once. Try to mention
Friedensreich Hundertwasser in some way.
(If
you are in the mood, you can be sharing one house and you can
give each other commands to put furniture somewhere.)
Examples:
A:
Mein Traumhaus ist in Hawai’i an
dem Strand. Wo liegt dein
Traumhaus?B: Mein Traumhaus ist in den Bergen, wo ich Ski kaufen kann. Wie viele Badezimmer hast du in deinem Haus? A: Ich habe 6 Schlafzimmer und 3 Badezimmer. Ich baue (build) eine Terasse hinter das Haus, an den Strand. Baust du eine Terrase hinter dein Haus? B: Nee, ich baue eine Jacuzzi-Terrasse hinter mein Haus. (eine Whirlpool-Terrasse. BTW: der Whirlpool, der Jacuzzi). Was möchtest du in deinem Wohnzimmer haben? A: Ok, ich möchte ein Sofa und zwei Sessel in die Mitte stellen. Zwischen das Sofa und einen Sessel stelle ich einen kleinen Tisch, und eine Lampe steht auf dem Tisch. Willst du einen Fernseher in deinem Wohnzimmer haben? B: Nöö!! Auf keinen Fall! Weißt du was? Ich kann meinen Fernseher an die Wand in meinem Familienzimmer hängen. A: Echt? Hey, willst du einen Fernseher in dein Badezimmer stellen? B: Na, so was! Niemals im Leben! Aber ich will bunte Wände wie Frriedensreich Hundertwasser haben, weißt du? A: Ach, ja; ich kenne ihn. Ich will wenige gerade Linien haben. B; Na, ich soll Teppiche auf alle Böden legen. A: Ich nicht. Die Teppiche sind immer so schmutzig. Es gibt so viel Dreck in den Teppichen. Willst du lieber Betten oder Futons in den Schlafzimern haben? B: Lieber Betten. Ein großes Bett zwischen zwei Nachttischen. Ich habe auch eine Kommode unter einem Spiegel; ich bringe auch einen Computertisch in das Zimmer, und.... A: Ich nicht. Ich soll lieber ein Computer- und Videozimmer haben. Hey, ich will ins Kino. Kennst du den Film ‘Les misérables’?
B:
Ja, weißt du, wo er läuft?
A:
Ja, im Carmike-Kino,
oder? Gehen wir dahin?B: Nee, ich will ‘Den Hobbit’ sehen. Ich weiß, dass es der Prequel oder Vorgeschichte zum ‘Herrn der Ringe’ ist.
A:
Ist ‘Der Hobbit’ brutal und gewalttätig?
B:
Uh, ich weiß nicht. Vielleicht. Es hat Martin Freeman und
Ian McKellan.
A:
Ich kenne sie nicht. Sind sie Zwerge? (dwarves)
|
||||
| 2 tests Kapitel 6 (Struktur/Kultur, Konversation, Schreiben) | |||||
Sam.
2
Feb.
|
Video
fällig um 11:59 PM in Canvas
|
||||
SYLLABUS
BEGINS HERE
| Deutsch
1020-001
CRN 20956
Mon 10:00 to 10:50 Wed. & Fri 10:00 to 11:50
Information
Sheet, Syllabus and Kalendar
|
COURSE
OBJECTIVES
Progress
from level A2 to B1 (from Novice high to Intermediate-Low)
Students
commit to learning German in four semesters: GER 2010 (Fall 2013)
and GER 2020 (Spring 2014). They expand their scope of topics and
their breadth of discussion, passing from the parrot stage, through
the survivor stage and reaching the storyteller stage by the end of
the second year of instruction. They converse with ease and can
apply for internships involving German.
Frau
Professor C. Gonzales, TB 404 / 406 tel: 801 957-4158 email:
christine.gonzales@slcc.edu
Office
hours: Office hours (meet in lab, TB 418, tel 801 947-3855): M/W/F:
12:00 to1:30 PM. T/Th 10:00 – 12:00 PM . At other times by
appointment.
ESSENTIAL
MATERIALS AND URLS
| Course
Website Access:
use Firefox
www.SLCC.edu
click on ‘Current Students” (top
mid)
‘Online Classes’
scroll down to
Log in. Canvas website will open
momentarily.
|
Center
for Languages [tutoring, computers]: www.slcc.edu/languagelab/
TB 418, (801) 957-3855
GRADES
There
are 1000 points per semester. Check your potential grade anytime
with the instructor’s gradekeeper. A “C” is required to
proceed to the next language course. An incomplete is only given
if the student has completed all of the work at a B+ level and has a
last-minute emergency. Virtually no excused absences for work or
other problems – unrealistic for 5-credit-hour classes.
A
: 93% (and +)
|
A
- : 92 – 90%
|
B+
: 89 – 87%
|
B
: 86 – 83%
|
B
- : 82 – 80%
|
C+
: 79 – 77%
|
C
: 76 – 73%
|
C
- : 72 – 70%
|
D+
: 69 – 67%
|
D
: 66 -63%
|
E
: 62% (and less)
|
| Attendance:
preparation,
participation
Attendance
taken at beginning of class. Late students have one week to get
themselvesmarked tardy. Virtually no excused absences (24 days)
|
c.
20 %
|
4 Tests: KAP 6-7-8-9(30/40 pts each) | c. 25% | |
| Homework:
iLRN,
compositions, etc.
Late
homework = ½ credit.
|
ePortfolio
signature assignment & reflection
|
c.
05 %
|
||
3
Final exams No late credit
|
c.
35 %
|
|||
Total
|
100
%
|
WITHDRAWING
FROM CLASS
The last day
students are allowed to withdraw is during the ninth week of the
semester
If students do not
withdraw, and instead simply stop coming to class, they will receive
an E on their transcript and the instructor is required to provide an
LDA or Last Date of Attendance for all such students. After that day
students would only be permitted to withdraw for extenuating
circumstances such as illness that prevents them from completing the
course, military service, out-of-state transfers, or the like.
Students are not authorized to withdraw from classes after that date
simply in order to avoid a failing grade on their transcripts. For
legitimate withdrawal reasons the "Appeal to Withdraw" form
can be obtained online at:
EPORTFOLIO
(5% of course grade) and EXTRA CREDIT
General
Education ePortfolio—Each student in General Education courses at
SLCC maintains a General Education ePortfolio. Instructors in every
Gen Ed course will ask you to put at least one assignment from the
course into your ePortfolio, and accompany it with reflective
writing. It is a requirement in this class for you to add to your
ePortfolio, and this syllabus details the assignments and reflections
you are to include. Your ePortfolio will allow you to include your
educational goals, describe your extracurricular activities, and post
your resume. When you finish your time at SLCC, your ePortfolio will
then be a multi-media showcase of your educational experience. For
detailed information visit http://www.slcc.edu/gened/eportfolio
.
After
you have picked an ePortfolio platform, go to the corresponding help
site to watch the tutorials and look at the examples so you can get
started on your own:
If
you would like to start your ePortfolio in a computer lab with a
person there to help you, sign up online for one of the free
workshops at the Taylorsville-Redwood library:
http://libweb.slcc.edu/services/forms/eportfolio.
You may also visit an ePortfolio Lab (in the Taylorsville-Redwood
Library LIB 047 as well as in HTC 102a on the Jordan Campus) during
business hours, and staff will help you without an appointment.
Finally, questions regarding the ePortfolio can be directed to
eportfolio@slcc.edu.
You
are assigned to complete one or two signature assignments this
semester; ideally, one after the beginning and one near the end of
each semester. At least one of the signature assignments must be a
video of you talking or conversing in the target language. Please
remember that it is essential for your voice to be very audible and
clear in the video. Since ePortfolios are vulnerable to outside
access, please protect your privacy by placing blockers or firewalls,
or by not
showing your face in those videos.
It
is also possible to receive extra credit for additional videos. EC
rules are:
it
has to involve you speaking the target language correctly;
it
has to be culturally informative, and
it
has to be posted / shared with others, so
it
has to be audible and clear.
The
first ePortfolio signature assignment 'you speaking' part can be
partly read and partly spontaneous. The second one for
the end of the semester has to be mainly spontaneous speaking, and a
little note-reading. Speaking could include reciting a poem, singing
a song, conversing with someone.
All
ePortfolio signature assignments include a second English-language
reflection artifact (c. one page-worth written, spoken=video, both,
etc.) sharing
your
learning process,
what
you accomplished
how
it combines with what you learn outside of this foreign-language
discipline
- Earn extra-credit points by making a video recording target-language conversations with tutors and
others
& by posting them in the Canvas course website. They are worth 5
points per 5-minute conversation. Rules:
- Must be a Canvas video recording
It
is also possible to receive EC points for a Canvas audio recording,
as long as they include some visual, such as powerpoints, cartoons,
Screener, etc.). These receive 5 points for a 10-minute audio
presentation.
b)
all utterances must be very audible (not too soft nor garbled---so
do a sound check.); any visuals must be very clear.
c)
correct taarget-language (no need perfect, but careful)
d) The
student must do most of the speaking and must ask most of the
questions. The language level should be natural for the student's
level at the time the recording is made (not hard nor complicated).
e)
It is also acceptable for the student to spend some time
describing/discussing a target-language poem, song, etc., and then to
recite (or sing) it.
f)
Kindly exclude any obscenities or artifacts in questionable taste
from EC work.
2) All
students are actually assigned to create one video
artifact for their ePortfolios; so the first artifact only receives
EC points if it is posted both in the ePortfolio and on Canvas. The
rest of the recorded uttterances receive extra-credit points after
they are posted on Canvas, and students are encouraged to make as
many of these as possible, especially during weekly visits with the
tutors.
For
your ePortfolio:
- If you make a signature-assignment video with your face visible, protect yourself and your privacy by having the ePortfolio lab aids help you to block outsiders from gaining access to your ePortfolio; or
- If you do not place the privacy blockers on your ePortfolio, then please make videos which do not show your face: perhaps use cartoon characters, sock puppets or other artifacts in front of your face.
CLASSROOM
MANAGEMENT
Please
always arrange chairs in several rows of semicircles, so that there
is a space in the middle. Ideally, change seats daily, so that you
have easier access to different partners. When fewer people are
present, close the semi-circle.
ELECTRONIC
PARAPHERNALIA NO
cell phones, text messaging nor non languge- course internet use
allowed.
Laptops
must be only for the eBook, course notes. Laptop screens must be
visible to instructor.
This
is a beginning-level course, starting at Level-1-Low, and ending at
Level 1-High. Those proficient in he language take the 1020, 2010
or2020 courses.
FIVE
MAIN LANGUAGE-LEARNING ACTIVITIES
Personal
learning: the
four
Ps:
be
Punctual,
Prepared
& Present
the whole time, DO PAIRED
CONVERSATIONS
(Paired
conversations—the ♥
of language
learning: students need to be
Prepared
& also able to stick to your new language).
‘Prepared’
means you are ready to talk in the language:
TEXTBOOK:
You study / learn the vocabulary, structures and culture at home
before class. (Please share your learning strategies with the rest
of us!!)
You
do the online SAM homework ASAP after class.
DISABILITY
ACCOMODATIONS
"Students
with medical, psychological, learning or other disabilities desiring
accommodations or services under ADA, must contact the Disability
Resource Center (DRC ). The DRC determines eligibility for and
authorizes the provision of these accommodations and services for the
college." Please contact the DRC at the Student
Center, Suite 244, Redwood Campus, 4600 So. Redwood Rd, 84123.
Phone: (801) 957-4659, TTY: 957-4646, Fax: 957- 4947 or
by email: linda.bennett@slcc.edu"
STANDARDS FOR
FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Communicate in Languages Other Than English
Standard
1.1: Students engage in
conversations, provide and obtain information, express feelings and
emotions, and exchange opinions
Standard
1.2: Students understand and
interpret written and spoken language on a variety of topics
Standard
1.3: Students present information,
concepts, and ideas to an audience of listeners or readers on a
variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Gain Knowledge and Understanding of Other Cultures
Standard
2.1: Students demonstrate an
understanding of the relationship between the practices and
perspectives of the culture studied
Standard
2.2: Students demonstrate an
understanding of the relationship between the products and
perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Connect with Other Disciplines and Acquire Information
Standard
3.1: Students reinforce and
further their knowledge of other disciplines through the foreign
language
Standard
3.2: Students acquire information
and recognize the distinctive viewpoints that are only available
through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Develop Insight into the Nature of Language and Culture
Standard
4.1: Students demonstrate
understanding of the nature of language through comparisons of the
language studied and their own
Standard
4.2: Students demonstrate
understanding of the concept of culture through comparisons of the
cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Participate in Multilingual Communities at Home & Around the World
Standard
5.1: Students use the language
both within and beyond the school setting
Standard
5.2: Students show evidence of
becoming life-long learners by using the language for personal
enjoyment and enrichment.
ASSESSMENT
Students’
growing proficiency in the target language is assessed often as part
of the participation activities during the semester. College
language learners commonly go through three levels of language
proficiency. Each level also has a Low, Mid and High phase:
Common
Writing and Speaking Proficiency Levels
Reading
and Listening Levels tend to be one sub-level higher.
USA
NAME
|
EUROPE
NAME
|
NICKNAME
|
PROFICIENC
Y
|
SLCC
class target
|
NOVICE
low-medium-high
|
A
1-2
|
Parrot
|
Words,
phrases, memorized sentences
|
1010,
1020
|
Intermediate
low-medium-high
|
B
1-2
|
Survivor
|
Sentences
|
1020,
2010
|
Advanced
low-medium-high
|
C
1-2
|
Storyteller
|
Paragraphs
(native-speakers in daily life)
|
2010,
2020
|
SELF-ASSESSMENT
Please
do this immediately if you have a low test score or a low rating on
any other assessment:
1)
Please do the extra credit work immediately . It is explained in the
syllabus
2) Please also go to the SLCC 'Early Alert' helpers - find their phone number in the syllabus - and consult with them about how to be successful in this class.
3) Please let me know the results of your consultation.
4) Please also make any appointments with me that you wish, to go over the same things.
5) One more request from me: please analyze why you made the mistakes. Then, implement correction strategies immediately. As part of the self-analysis; ask yourself:
2) Please also go to the SLCC 'Early Alert' helpers - find their phone number in the syllabus - and consult with them about how to be successful in this class.
3) Please let me know the results of your consultation.
4) Please also make any appointments with me that you wish, to go over the same things.
5) One more request from me: please analyze why you made the mistakes. Then, implement correction strategies immediately. As part of the self-analysis; ask yourself:
Am
I prepared when I arrive at class? Did I study, read out loud and
learn the material before class?
Do
I have my tarea completed well and on time?
Do
I keep up in SAM?
Do
I attend class on time, am I engaged during class, and do I stay the
whole time?
Am
I correcting any tarea mistakes in class, and afterward, do I go over
it with the tutors?
Do
I have firm educational goals, good fitness; control of time and
stress?
STUDENT
CODE OF CONDUCT and ACADEMIC HONESTY
The
students are expected to follow the SLCC Student Code of Conduct
found at
http://www.slcc.edu/policies/docs/Student_Code_of_Conduct.pdf
Honesty
is an expectation at SLCC. This means that each member of the College
community will adhere to principles and rules of the College and
pursue academic work in a straightforward and truthful manner, free
from deception or fraud. Any attempt to deviate from these principles
is academic dishonesty and will be dealt with according to rules of
due process as outlined.
When
students write compositions in the target language, they are expected
to do their own work and, ideally, to write immediately in the target
language. They may consult with a dictionary or a friend for help
with a word or phrase, but not for translating, editing nor
proofreading the entire composition. If the instructor feels that
there was inappropriate help, the students will receive no credit for
the assignment and may be required to rewrite it with a proctor in
order to receive any (late) credit.
EMERGENCY
INFORMATION
Please
review the following emergency procedures: If all else contact 911.
CONTACT
INFORMATION
Above
all “If you SEE something, SAY
something” Report any Life, Safety,
Emergency. Reports any suspicious activity; Call
9-1-1 in case of emergency, or call
local Law Enforcement. 801-957-3800
For Facilities problems (heat, power, HAZMAT, or Building call DAY:
801-957-3911 or NIGHT:
801-898-4910.
POWER
OUTAGE
If
the power goes out during class and the classroom becomes dark, we go
to the TB 429 window. We do not cancel the rest of your class or
indicate that other classes will be canceled. Normally, power is
restored within half an hour. To get accurate information on how
long an outage is expected to last, and whether the College president
is canceling classes, call the information hotline from a campus
phone by dialing “INFO” (4636). From a cell phone or other
outside phone, call 801-957-INFO (801-957-4636).
SNOW
STORM OR OTHER WEATHER CONDITION
If
weather conditions are severe enough to make students wonder if the
College will be open, they can call the information hotline from
home. (801-957-INFO or 801-957-4636). Information is posted on this
hotline at 5:00 a.m. and updated throughout the day as conditions
change. Also, during large storms, local TV and radio stations may
provide information about school closures.
EMERGENCY
NOTIFICATION SYSTEM
SLCC
has an emergency alert system that allows the College to send alerts
to students and employees simultaneously via familiar
communications methods such as e-mail, text messaging, and phone
(cell, mobile device, PDA, pager, etc.). When unexpected situations
arise and timing is crucial, this system will help ensure that alerts
reach the College community in a timely manner. These
messages are for you during an emergency not for notification for
family, if you are injured during an emergency.
The service is free,
but that they must sign up by going to their MyPage
account, clicking on “Student,” and then scrolling down to
“Emergency Alert System” and providing the requested information.
Although students can sign up at any time, to keep the account
active, students must submit the information annually at the
beginning of Fall Semester. When
Students Graduate from SLCC, or Leave the college, They need to
return to MyPage to the Emergency Alert System and they can “Opt
out” and it will remove them from the system.
BUILDING
EVACUATION
1. Identify
both the nearest and the alternate building exits (TB east, middle
and west stairs). Elevators should not
be used as emergency exits.
2. The
assembly location outside the TB building is the South side, in the
middle of the3 Quad (move well away from the building) where our
class can regroup, if evacuated, so that we can verify that all the
students are accounted for and unharmed.
3. Are
there individuals in the class who would like to have any assistance
or accommodation during an evacuation? If any students request
assistance, please discuss with each exactly the type of assistance
he or she feels may be needed. Then, several other students in the
class to provide that assistance (identify enough students that if
some are absent, alternates are ready and able to provide any
requested assistance.)
If
any students use wheelchairs, crutches, canes, or have other mobility
problems that would prevent them from being able to leave quickly
without using the elevator, please call Nancy Sanchez at 801957-4041
and she will arrange for a brief 5- to 10-minute training session. It
provides a safe method of evacuating individuals from upper floors or
basements without using the elevator.
If
the fire alarm sounds, or if an authorized individual asks you to
evacuate the building, follow these instructions:
Everyone
leaves the building calmly, but immediately.
Students
assigned to help individuals with disabilities carry out the
requested assistance.
Close
the door and turn out lights as you
leave your classroom.
Please
stay clear of building and wait to
re-enter the building until told to do so by an authorized
individual, such as a public safety
officer, a facilities worker, the building marshal or member of the
building CERT team, or an administrative representative.
Do not re-enter the building
just because the alarm stops sounding.
FERPA
- STUDENT PRIVACY RIGHTS - ANNUAL NOTICE
The
Family Educational Rights and Privacy Act (FERPA) afford students
certain rights with respect to their education records:
The
right to inspect and review your student education records within 45
days of the day the college receives a request for the access.
Students should submit written requests to the Registrar identifying
the records they wish to inspect. The registrar will make
arrangements for access and notify you of the time and place where
the records may be inspected. If the records are not maintained by
the registrar, he/she shall advise you of the correct official to
whom the request should be addressed.
The
right to request the amendment of your student education records that
you believe is inaccurate or misleading. Please write the college
official responsible for the record, identify the part of the record
you want changed, and specify why it is inaccurate or misleading. If
the college decides not to amend the record as requested by the
student, the college will notify the student of the decision and
advise him/her of the right to a hearing regarding the request for
amendment. Additional information regarding the hearing procedures
will be provided to the student when notified of the right of
hearing.
The
right to consent to disclosures of personally identifiable
information contained in your student education records, except to
the extent that FERPA authorizes disclosure without consent. One
exception that permits disclosure without consent is disclosure of
school officials with legitimate educational interests. A school
official is a person employed by the college in an administrative,
supervisory, academic, or support staff position (including law
enforcement unit personnel and health staff); a person or company
with whom the College has contracted (such as an attorney, auditor,
or collection agent); a person serving on the Board of Trustees; or a
student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official in
performing his/her interest if the official needs to review an
education record to fulfill his/her professional responsibility. Upon
request, the college may disclose education records without consent
to an official at another school, in which a student seeks or intends
to enroll.
Salt
Lake Community College has contracted with the National Student
Clearinghouse to provide verifications of student enrollment. The
National Student Clearinghouse is considered a “school official,”
acting with “legitimate educational interests”.
The
right to file a complaint with the U.S. Department of Education
concerning alleged failures by Salt Lake Community College to comply
with the requirements of FERPA. The name and address of office that
administers FERPA is: Family Policy Compliance Office, U.S.
Department of Education, 400 Maryland Avenue, S.W., Washington, D.C.,
20202-4605.
Personally
identifiable information or records relating to a student will not be
released to any individual, agency, or organization without the
written consent of the student as described in FERPA regulations
[i.e., not to parents nor spouses] except “Directory Information,”
which may be released upon request unless the student specifically
withholds permission to do so. Directory Information includes:
Student’s
Name
Date
of birth
Major
field of study
Dates
of attendance
Enrollment
Status
Degrees
and awards received
Most
recent previous educational agency/institution
Participation
in recognized activities/sports
E-mail
address
Request
to Prevent Disclosure of Directory Information form
To prevent directory information from being disclosed, students need to complete a Request to Withhold Information Form in Enrollment Services
To prevent directory information from being disclosed, students need to complete a Request to Withhold Information Form in Enrollment Services
END
OF SYLLABUS
Kapitel
7 Auf der Bank und im
Hotel
NOTIZEN:iLrn-HA: Gehen Sie Im iLrn-Kalendar auf den Tag vom 21. Feb. Die Liste von all den Ilrn Übungen ist da. The re are also review exercises of KAP 4 – 7. Complete those when convenient, but ASAP. Refer to the KAP im Text & to the various Tabellen below.
Vorschläge
zu Ihren Videos:
Versuchen
Sie alle die alten Strukturen zu verwenden:
Nomen:
A-d.O., D-i.O, ein bisschen D-V; Präpositionen:
A-wohin / D-wo, A-P, D-P,
Verben:
Verben mit trennbaren Vorsilben (separable-prefix verbs),
Stammvokenverben und Modalverben im Präsens, alle
Verben
im Perfekt, im Du-Imperativ;
Satzstellung
(word order – Sehen Sie meine Tabelle): Flip-flop,
Autositze, das Kicken, Kombinationen von 2 Satzstellungen
Gute
Videothemen: S. 205 G: Das tut man gewöhnliuch. S. 206
und Appendix, Section 11, H:Wer hat was getan?
S.
206, J: Nein, das tue ich nicht!. S. 207, K: Interview.
S. 207, L: Im Hotel—machen Sie ein Gepsräch daraus.
S.
211, B: Fragen über das Übernachten. S. 212, A: Alles
verstanden? (Fragen über den Lesetext)
S.
213, D: In der Jugendherberge-- -machen Sie ein Gespräch daraus.
S. 214, E: Kurzgespräche, F: Aufsatz.
S.
215, G: Ein Brief, Hotel Hansablick. S. 215:
Hörverständnis, Hotel Lindenhof—machen Sie ein Gespräch
daraus
S.
216, A: Alles verstanden? Oder B, : Wenn du mich fragst..... (zum
Video Ausflug ins Grüne)
S.
S, 217A, und B: Kommentare und ein Gespräch über den Song Geld
ist schön
|
||||||
Geld
ist schön
die
Prinzen http://www.youtube.com/watch?v=IfZtNq9ebJ4
|
||||||
| Geld
ist lustig Geld macht fröhlich Geld ist sehr, sehr nützlich Denn das Leben ist leider ziemlich teuer Geld macht Freude Geld macht Spaß Geld gibt soviel Kraft Und manche geben damit Feuer Geld ist schön Es ist so praktisch, kann so viel dafür kaufen. Geld ist schön Nur nicht den Fehler machen, alles zu versaufen Geld ist schön Es ist zwar nicht das schönste, das schönste auf der Welt Doch es ist schön - Auf jeden Fall schöner als kein Geld |
Geld macht so reich Geld ist sehr, sehr lecker Nur nicht süchtig werden Geld macht sexy Geld macht so frei Geld macht alles, alles, alles, alles Nur ganz selten mal Beschwerden. Geld ist schön... Geld ist schön Geld macht so mächtig, es macht so satt Geld ist schön Und doch so nebensächlich, wenn man viel hat Geld ist schön Es ist zwar nicht das schönste, das schönste auf der Welt Doch es ist schön - auf jeden Fall schöner als kein Geld. |
|||||
10:00
AM
|
Seiten
|
QUIZ
|
Beschreibung
|
TEXT
Written, oral practice
&
due shown in class
by
10:00 AM
|
iLrn
written / listening
due
by midnight,
the
day before class
|
|
Mon,
4. Jan
|
Song-text
(oben)
S.
216 – 217
S.
192-193
|
QUIZ
|
|
|
Review
exercises. Due ASAP
*
R4-7D. Wissen oder kennen? (von KAP 6)*R4-7F. Sagen Sie es im Perfekt! (KAPs 4 und 5. Change present-time sentences to past time using helping verb haben or sein) * R4-7H. Präpositionen (A-wohin / D-wo) *R4-7I. Konjunktionen (review Kicking w/o. Remember the 5 Konjunktionen which do not cause kicking: und, aber, oder, sondern, denn. c. 50 do cause kicking) *R4-7J. Sondern oder aber? (both words mean ‘but’. von KAP 5) |
|
10:00
AM
|
Seiten
|
QUIZ
|
Beschreibung
|
TEXT
Written, oral practice
&
due shown in class
by
10:00 AM
|
iLrn
written / listening
due
by midnight,
the
day before class
|
|
Mitt,
6. Feb-ruar
|
S.
194 – 201
All
the Tabel-len below
|
QUIZ
|
|
B:
Kleingeld. C: Thüringerhof,
D:
Wie spät? E: Restaurant Marienburg. F: Was sagen Sie?
|
*7-1-1C.
Richtig oder falsch? (Fragen über die ersten Gespräche) *7-2-A. Was stimmt? (Video Interviews Wohin fahren Sie gern in den Ferien? Fragen darüber) |
|
Frei,
8. Feb
|
S.
201 – 207
Ta-
Belle:
Ger-man word order
|
QUIZ
|
|
|
*7-1-3B.
Mein oder dein? ( der-Wörter ind ein-Wörter) *7-1-3C. Das Gepäck (possessive Adjektive: ‘his, her’, usw.) R4-7K. Das Picknick (A-wohin / D-wo) R4-7 L. Was ist richtig? (Review pronouns in KAP 5, also other structures) |
|
Mon,
11. Feb
|
S.
207 - 209
|
QUIZ
|
|
|
7-1-3D.
Wer geht heute aus? (2-word verbs) 7-1-3E. Hans’ Stundenplan (2-word verbs & kicking word order) 7-1-3F. Was soll ich machen? (replacing a Modalverb like ‘sollen’ with the du command form) |
|
Di
12. Feb
|
Video KAP 7 #1 fällig ungefähr heute | |||||
Mitt,
13. Feb
|
S.
210 - 215
|
QUIZ
|
Nachtungs-möglichkeiten
|
|
*7-1-4.
Lesetext:
Übernachtungsmögligkeiten
(Hören Sie zu und dann lesen Sie vor [vorlesen = read out loud]) *7-1-5. Verstehen Sie? Im Hotel (Hören Sie zu und ann beantworten Sie Fragen. Dann wiederholen Sie alles)
*7-4-3.
Hotel Lindenhof (Im Text auf S. 215)
|
|
10:00
AM
|
Seiten
|
QUIZ
|
Beschreibung
|
TEXT
Written, oral practice
&
due shown in class
by
10:00 AM
|
iLrn
written / listening
due
by midnight,
the
day before class
|
|
Frei,
15. Feb
|
S.
216 - 217
|
QUIZ
|
|
|
*7-3-A.
Erweitern Sie Ihren Wortschatz! (Kombinieren Sie zwei Worter in
eins) *7-3-C. Was ist das Gegenteil? (give the opposite of these adjectives) *7-3-F. Übernachtung in einer Burg (der- ein-word endings—review all noun jobs first) *7-3-G. Reisepläne (form sentences—practice for many structures) *7-3-J. Was tun? (Pick the right expression) *R4-7K. Das Picknick (A-wohin / D-wo) *R4-7 L. Was ist richtig? (Review pronouns in KAP 5, also other structures) |
|
Mon,
18. Feb
|
Kein
Unterricht heute. Präsidententag
|
|||||
Mitt,
20. Feb
|
Wiederholung (review) und Strukturtest on everything / Kultur test on KAP 7 Kultur | |||||
Frei
22. Feb
|
Oral
and written tests
Written
Composition: Write double-spaced auf Deutsch about your real or
fantasy trip. Talk about the plans and preparations you made,
how you traveled to your destination, what you said in the
Rezeption im Hotel, a Radtour you went on and some of your other
experiences. Then write about where you woudl like to go and
what you would like to do in a future trip and give some reasons
why you want to go there and do these activities. Please use all
fo the new and reviewed structures.
Starft
KAP 8 at c. 11:20 AM
|
|||||
Sam.
23. Feb
|
Video KAP 7 #2 fällig heute um 11:59 PM | |||||
- FÜRWÖRTER PRONOMEN PRONOUNSNOMAKKDATReflexivIch bin nett. Mama liebt mich. Mama gibt mir Geld.IichmichmirmichmiryoududichdirdichdiryouSieSieIhnensichhesheitersieesihnsieesihmihrihmsich““wewirunsunsunsyouihreucheucheuchyouSieSieIhnensichtheysie““sie““ihnen““sich““
r
M
N
F
PL
Other
der-words:
dieser
= this
Welcher?
= which?
jeder
= each
alle
= all
mancher
= many a
solcher
= such a
jener
= that (obsolete)
How
to use your right hand
DATIV:
If a noun is doing the job of an indirect object in a sentence, it
wears the Dativ wardrobe.
DATIV
and PREPOSITIONS: There are also Dativ
prepositions. Here is their song (melody: Blue Danube)
aus,
außer, bei, mit, nach, seit, von zu, Dem Park gegebüber
stehen ich und du.
The
Wechselpräpositionen are Dativ half the time. Here is their
version of the song:
an,
auf hinter, in, über, unter, neben vor, ich stehe
zwischen meinem
Freund und meiner
Freundin Dora.
DATIVE
VERBE: Also, the objects of certain verbs must wear the Dativ
wardrobe: gefallen, gehören, danken, verzeihen, sein + adjective,
schmecken, etc.
POSSESSIVE
WORD SONG (TUNE: Row, Row, Row the Boat) 8 Strofen
You
own something neuter.
[1]
Ich hab’ mein Geld; (I)
du
hast dein Geld; (you)
er
hat sein Geld; (he)
sie
hat ihr Geld. (she)
|
[2]
Wir haben unser Geld; (we)
Ihr
habt euer Geld (you)
Sie
haben Ihr Geld; (you)
sie
haben ihr Geld (they)
|
You
own something femenine.
[5]
Ich hab’ meine Uhr;
du
hast deine Uhr;
er
hat seine Uhr;
sie
hat ihre Uhr.
|
[6]
Wir haben unsere Uhr;
Ihr
habt eure Uhr
Sie
haben Ihre Uhr;
sie
haben ihre Uhr.
|
You
own something masculine.
[3]
Ich hab’ meinen Ring;
du
hast deinen Ring;
er
hat seinen Ring;
sie
hat ihren Ring.
|
[4]
Wir haben unseren Ring;
Ihr
habt euren Ring
Sie
haben Ihren Ring;
sie
haben ihren Ring.
|
You
own several things.. [7] Ich hab’ meine Schuhe; du hast deine Schuhe;
er
hat seine Schuhe;
sie
hat ihre Schuhe.
|
[8]
Wir haben unsere Schuhe;
Ihr
habt eure Schuhe;
Sie
haben Ihre Schuhe;
sie
haben ihre Schuhe.
|
NOUN
JOBS
|
männlich
|
sächlich
|
weiblich
|
der
Plural/
die
Mehrzahl
|
NOM
N-S
(N-Pred.
Nom.)
|
der
gute
Käse
ein
guter
Käse
guter
Käse
|
das
gute
Brot
ein
gutes
Brot
gutes
Brot
|
die
gute
Suppe
eine
gute
Suppe
gute
Suppe
|
die
guten
Kinder
meine
guten
Kinder
gute
Kinder
|
AKK
A-P
A-wohin
A-d.O.
A-Z
|
den
guten
Käse
einen
guten
Käse
guten
Käse
|
das
gute Brot
ein
gutes Brot
gutes
Brot
same
|
die
gute Suppe
eine
gute Suppe
gute
Suppe
same
|
die
guten Kinder
meine
guten Kinder
gute
Kinder
same
|
DAT
D-wo
D-P D-i.O. D-V
|
dem
guten
Käse
einem
gute
Käse
gutem
Käse
|
dem
guten Brot
einem
guten Brot
gutem
Brot
same
|
der
guten
Suppe
einer
guten
Suppe
guter
Suppe
|
den
guten
Kindern
meinen
guten
Kindern
guten
Kindern
|
GEN
G-P
G-B
(Besitz)
G-T
(Teil eines
Ganzen)
|
des
guten
Käses
eines
guten
Käses
guten
Käses
|
des
guten Brotes
eines
guten Brotes
guten
Brotes
same
|
der
guten Suppe
einer
guten Suppe
guter
Suppe
same
|
der
guten Kinder
meiner
guten Kinder
guter
Kinder
same
|
QUIZ
|
männlich
|
sächlich
|
weiblich
|
Mehrzahl
|
Nominativ
|
d_____
gut_____ Käse
ein____
gut____ Käse
gut______
Käse
|
d_____
gut_____ Brot
ein_____
gut_____ Brot
gut_____
Brot
|
d____
gut_____ Suppe
ein____
gut___ Suppe
gut___
suppe
|
d_____
gut_____ Kinder
mein___
gut____ Kinder
gut_____
Kinder
|
Akkusativ
|
d____
gut_____ Käse
ein_____
gut_____ Käse
gut_____
Käse
|
Same
|
Same
|
Same
|
Dativ
|
d_____
gut_____ Käse
ein_____
gut_____ Käse
gut_____
Käse
|
same
|
d____
gut_____ Suppe
ein____
gut___ Suppe
gut___
suppe
|
d___
gut___ Kinder___
mein___
gut__ Kinder___
gut_____
Kinder___
|
Genitiv
|
d____
gut____ Käse___
ein___
gut___ Käse___
gut____
Käse____
|
same
|
Same
|
same
|
NOUN
JOBS
separated
according to whether there is a preposition present or not
|
| NO Preposition –so you must keep track of what job the noun is doing in the sentence. | |||
Case
|
Job
Symbol
|
Job
Description
|
Pattern Sentence = der Mustersatz |
NOM
|
1.
N-S
|
Subjekt
oder Prad. Nom.
|
Hier
ist ein
junger
Mann.
Der junge Mann da ist der neue Präsident |
AKK
|
2.
A-dO
|
direktes
Objekt
|
Ich sehe den guten Mann. |
“
|
3.
A-Z
|
Zeitausdrücke (time phrases) | jedenTag, guten Morgen |
DAT
|
8.
D-iO
|
indirektes
Objekt
|
Ich gebe dem guten Mann Geld. |
“
|
9.
D-V
|
DAT
Verben
|
Das gefällt dem guten Mann. |
| GEN |
11.
G-B
|
Besitzer
= Owner = GEN
|
Das ist das Buch meines kleinen Sohnes. |
GEN
|
12.
G-T
|
Teil einer Gruppe = (Part of a group) | Das ist eines meiner kleinen Kinder. |
| YES Preposition –so you must only keep track of which wardrobe / case the preposition wants. | |||
AKK
|
4.
A-P
|
AKK
Präpositionen
|
Wir fahren jetzt den Park entlang. |
AKK
|
5.
A-WOHIN
|
AKK
Wechselpräpositionen
|
Ich
gehe
zwischen
meinen
Freund
und meine Freundin Dora. |
DAT
|
6.
D-WO
|
DAT
Wechselprapositionen
|
Ich
stehe
zwischen
meinem
Freund
und meiner Freundin Dora. |
DAT
|
7.
D-P
|
DAT
Präpositionen
|
Dem Park gegenüber stehen ich und du. |
GEN
|
10.
G-P
|
GEN
Präpositionen
|
Wegen des schlechten Wetters machen wir ein Picknick innerhalb des Waldes. |
PRÄSPOSITIONEN
|
|||
4.
A-P
|
7.
D-P
|
5.
A-WOHIN 6.
D-WO
|
10.
G-P
|
song:
Twinkle,Twinkle‘
durch,
für, gegen,
ohne,
um;
wir
fahren jetzt
den
Park
entlang.
(bis)
|
Song,
‚Blue Danube‘
aus,
außer,
bei,
mit,
nach,
seit,
von,
zu;
dem Park gegenüber stehen ich und du. |
Song.
‚Jingle Bells’:
an,
auf, hinter, in,
über,
unter, neben, vor;
meinen Freund und meine Freundin Dora. meinem Freund und meiner Freundin Dora |
Song
‚“Twinkle,Twinkle“
anstatt,
trotz, innerhalb;
während,
wegen, außerhalb.
steht das Haus des Mannes. eines meiner Kinder. |
10:00
AM
|
Seiten
|
QUIZ
|
Beschreib-ung
|
TEXT
Written, oral practice
&
due shown in class
by
10:00 AM
|
iLrn
written / listening
due
by midnight,
the
day before class
|
||||||||
Mon,
25. Feb
|
Quiz KAP 8 fängt an | ||||||||||||
Mitt,
27. Feb
|
Quiz
KAP 8
|
||||||||||||
Frei,
1. März
|
Quiz
KAP 8
|
||||||||||||
Montag,
4. März
|
Quiz
KAP 8
|
||||||||||||
Mittwoch,
6. . März
|
Quiz
KAP 8
|
||||||||||||
Freitag,
8. März
|
Quiz
KAP 8
|
||||||||||||
Montag,
11. März
|
Quiz
KAP 8
|
||||||||||||
Mittwoch,
13. März
|
Quiz
KAP 8
|
||||||||||||
Frei,
15. März
|
3
Quizzes Kapitel 8
|
||||||||||||
Montag,
18, bis Freitag, den 21. März: Kein Unterricht diese
Woche: Frühlingsferien
|
|||||||||||||
Montag,
25. März.
|
Quiz KAP 9 fängt an | ||||||||||||
Tuesday
26. March Last day to withdraw from class (no refund).
Students who cannot catch up withdraw now.
|
|||||||||||||
Mitt,
27. März.
|
Quiz
KAP 9
|
||||||||||||
Frei,
29. März.
|
Quiz
KAP 9
|
||||||||||||
Mon,
1. April
|
Quiz
KAP 9
|
||||||||||||
Mitt,
3. April
|
Quiz
KAP 9
|
||||||||||||
Frei,
5. April
|
Quiz
KAP 9
|
||||||||||||
Mon,
8. April
|
Quiz
KAP 9
|
||||||||||||
Mitt,
10. April
|
3
Quizzes Kapitel 9
|
||||||||||||
Frei,
12. April
|
Quiz KAP 10 fängt an | ||||||||||||
Mon,
15. April
|
Quiz
KAP 10
|
||||||||||||
Mitt,
17. April
|
Quiz
KAP 10
|
||||||||||||
Frei,
19. April
|
Quiz
KAP 10
|
||||||||||||
Mon,
22. April
|
Quiz
KAP 10
|
||||||||||||
Mitt,
24. April.
|
Quiz
KAP 10
|
||||||||||||
Frei,
26. April
|
Quiz
KAP 10
|
||||||||||||
Mon,
29. April
|
Quiz
KAP 10
|
||||||||||||
Mitt,
1. Mai
|
REVIEW
& FINAL EXAM #1: KULTUR & STRUKTUR
|
||||||||||||
Mitt,
8. Mai
|
ON
ANY FINAL EXAM DAY: FINAL EXAM #2: WRITTEN COMPOSITION
|
||||||||||||
Mitt,
8. Mai
|
ON
ANY FINAL EXAM DAY FINAL EXAM #3: ORAL CONVERSATION
|
||||||||||||
German
Word Order Chart
Name
of
word
order
|
Symbol
|
Definition
& Use
|
Example
|
|
normal
|
no
need
|
Subject
+ verb + other words.
|
||
Flip-flop
|
|
Subject
and verb invert.
All
questions.
Statements
which start with a different
word / phrase (not with the subject). Speaker sounds like Yoda. |
Um 16 Uhr essen Bruce und ich Pizza.
Pizza
esse ich.
Danach,
dann, später, um 1300 Uhr, Morgen |
|
Autositze
=
car
seats
|
2
verb elements: 1st
one stays in front and drives the car (is conjugated).
2nd one goes to the end of the sentence back seat
(is
not conjugated or is the Partizip form).
{In
English both verb elements stay in the front seat.}
|
a)
(2 part verbs) Ich esse Pizza auf.
b)
(helping/modal verbs)
Ich
möchte Pizza essen.
c)
(past tense)
Ich
habe Pizza gegessen.
d)
(Passive) Pizza wurde gegessen.
|
||
Das
Kicken
|
2 sentences are combined into 1, glued together with a ‘glue word’ . Glue word is a foot, kicks the ball (verb in the 2nd sentence) through the goal posts (the period). |
Ich
esse Pizza, (Ich habe Hunger.)
WENN
ich Hunger habe.
weil,
obwohl
Glue
words but do not kick:
und,
aber, oder sondern, denn
|
||
Several
different word orders in 1 sentence
|
||||
Kicken
&
Flip-flop
|
Moving
the kicked sentence in front forces the 2nd sentence to flip flop.
|
|||
Autositze
Kicken
&
Autositze
|
a)
two part verbs
b)
helping/modal verb
c)
past tense
d)
passive
|
a)
Ich werde dick,
wenn
ich Burritos aufesse. |
||
Flip-flop,
Kicken
&
Autositze
|
|
a)
two part verbs
b)
helping/modal verb
c)
past tense
|
a)
Dick werde ich,
wenn
ich Burritos aufesse.
weil Burritos aufgegessen worden sind.. |
|
If
three verbs are ever together, German tends to use the double
infinitive---
easier
because it undoes kicking and also gets rid of helping verb
’sein’.
|
||||
double
infinitive
|
∞ ∞
|
a)
future tense werden with another modal
b)
all modals in past time
|
a)
Combine ‘Ich muss arbeiten.
’ with
‘Ich werde arbeiten’ >> Ich werde arbeiten müssen.
b)
Change “ich wollte arbeiten >> to >> Ich habe
arbeiten wollen.
‘Ich
bin nach SLC gefahren.’ combined with
‘Ich
will nach SLC fahren.’>> Ich habe nach SLC fahren wollen.
|
|
GERMAN
DIACRITICAL MARKS
This
works in the INTERNET (email, etc.):
Hold
down the ALT key and then type three numbers from the number pad:
132
ä
|
142
Ä
|
148
ö
|
153 Ö
|
129
ü
|
154 Ü
|
225 ß
|
130 é
|
0171
«
|
0187
»
|
8364
€
|
Fuction
& ALT 8Lou €
|
||||
Acceptable
alternatives:
|
ä
> ae
|
ö
> oe
|
ü
> ue
|
ß
> ss
|
ß
/ ss Rule, now more followed since the Rechschreibungsreform of
October 2000.
ß
= a long vowel must come before this letter. Example: ß
“Fluß”
ss
= a short vowel must come before this letter. Example: ss “muss”
THIS
WORKS IN WORD ONLY
letter:
|
press:
|
ä,
ö, ü
|
CRTL,
SHIFT, then : (the colon) and the letter a, o or u.
|
Ä,
Ö, Ü
|
CRTL,
SHIFT, then : (colon) and the capital letter
|
ß
|
CRTL,
SHIFT, then & (ampersand , or the “and” symbol) and the
letter “s”.
|
é
|
CRTL,
‘ (apostrophe), and then the letter “e”.
|
Macintosh
Option Codes for German
|
|
Mark
|
Code
|
| Umlaut ä (Accent é) |
Type Option+U,
then either a lower-case or upper-case vowel.
|
ß
|
Type Option+S.
|
€
|
Type Shift+Option+2.
(May not work for all fonts)
|
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<,>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>.
Das
Alphabet tune “Twinkle, Twinkle,
Little Star”
A
(ah), B
(bay), C
(tsay), D
(day), E
(ay), F
(eff) G
(gay);
H
(ha), I
(ee), J
(yott), K
(kah); L
(ell), M
(emm), N
(enn), O
(oh), P
(pay);
Q
(coo), R
(air), S
(ess), T
(tay), U
(oo), V
(fau), W
(vay);
X
(iks) und Y
(üp-si-lon) und Z
(tsett);
Umlaut,
Ess-tsett,
scharfes Ess
(ß);
Jetzt weiß ich mein A, B, C.
Pronunciation
of German Vowels
|
||
German
spelling
You
read this:
|
English
equivalent
Sounds
like this:
|
You
say this:
|
a
|
/a/ as in father | Frankfurt, Hamburg, das Alfabet, der Amerikaner, aber (but) |
e,
ee, eh ä
|
/e/ as in gate | Schweden, zehn (10), der Präsident; [makes plurals], das Glas > die Gläser; |
e
ä
(+two
consonants), |
/E/ as in get | das
Bett,
essen
(to eat), (makes
plurals) die Hand > die Hände;
der Ball > die Bälle; die Nacht > die Nächte; das Land > die Länder warm > wärmer; kalt > kälter, alt > älter |
| -e (end of word) | “uh” as in but | not silent, as in English: der Name, die Adresse, die Droge, |
-i,
ie, ieh
|
/i/ as in machine | Berlin, Wien, die (the), vier (4), sieben (7), siehst du (you see)? |
| -i (+ two consonants) | /I/ as in pin | finden, der Tisch, bitte (please) |
-o,
oo, oh
|
/o/ as in hope | das Boot (boat), der Zoo, |
-u,
uh
|
/u/ as in food | die Musik, die Universität, |
| u (+ two consonants) | /U/ as in put | Stuttgart, die Burg (castle), Guck mal! (Look!) |
ei,
ai
|
/ai/ as in ice | zwei (2), Freitag, drei (3), mein, dein, sein (his) |
eu,
äu
|
/oy/ as in toy | Europa, die Europäer, Euro, das Neujahr (new year), neun (9), |
(au
> äu)
|
/au/
> /oy/
|
das
Haus > die Häuser;
die Maus > die Mäuse;
die Frau > das Fräulein (Mrs, Miss);die Braut > der Bräutigam (bride, groom) |
ü,
y
|
tongue
forward as /i/ & lips rounded as /u/)
für,
München
(Munich), über,
der Führer;
Das System,
die Physik(makes plurals) der Kuß > die Küsse; das Buch > die Bücher; der Bruder > die Brüder; der Fuß > die Füsse
jung
> jünger, klug > klüger (smart), dumm >
dümmer
|
|
ö
|
tongue
forward as /e/ & lips rounded as /o/, like British colonel Köln (Cologne); die Tragödie; oft > öfter, groß > größer [Plurals]: (daughter) die Tochter > Die Töchter;(skirt) der Rock > die Röcke; |
|
Pronunciation
of German Consonants
|
||
YOU
READ THIS:
|
Similar
English
|
YOU
SAY THIS:
|
| ch (Germanic) | /hu/ in human | ich, das Buch, China, der Architekt, der Mechaniker, Bach |
| ch (French) | /sh/ in shoot | die Chance, der Champagner |
| ch (some Greek) |
/k/
in kook
|
der Charakter, Jesus Christus, Chemnitz (a city) |
j
|
/y/ as in young | das Jahr, jung, Juni, Juli, der Jude, der Joghurt, Johann |
| s (word beginning) | /z/ zip | der Sohn, die Sonne, super, Gesundheit, Sebastian |
| s (between vowels) |
/z/
|
Rosa, die Rose, die Mäuse |
| ß (after LONG vowels) | /ss/ as in boss | groß (tall) , heiß (hot), ich heiße (my name is), der Fuß, der Kuß |
| ss (after SHORT vowels) | /ss/ as in boss | Die Füsse, die Küsse, küssen, ich muss (not mousse sound) |
sch
|
Don’t
spell /sh/
|
der Fisch, das Deutsch (spelling), das Spanisch |
w
|
/v/ as in verb | Wurst, Wien, Schwarzenegger, Ich will (I want to), was?, wann?, Weihnachten (Christmas), Wodka |
v
|
/f/ as in father | der Vater, vier (4), voll, das Volk, |
| v (Latin) | /v/ as in verb | das Verb, November, die Vase, |
z
|
/ts/ as in hats | Ritz,
Pizza,
Schwarzenegger,
zu
(to,
too), das Zebra,
zwei
(2), zehn
(10), der Zement,
das Zentrum,
die Zigarette, der Zoo, das Zimmer |
th
|
/t/ as in to | Das Neanderthal, das Theater, der Thron |
-b,
-d, -g
(at
end of syllable)
|
/-p/,
/-t/,
/-k/
|
ich
habe >
ich hab';
zwei Wälder (forests) > ein Wald, Arnold, Gesundheit zwei Tage > ein Tag. |
qu
|
/kf/
|
Quack, quick, der Quäker |
r-
(at
beginning of syllable)
|
Please
gargle
|
die Rose, rot, die Ratte, der Rhein |
-r
(at
end of syllable)
|
/uh/
(British)
Father |
der
Vater,
der Bruder,
die Mutter,
die Schwester (sister), Arnold Schwarzenegger, Dieter Uchtdorf |
-tion
-tient
-ig
|
/tsion/
/tsient/
/ich/
|
die
Nation,
die Funktion,
die Zivilisation der Patient, (funny) lustig, (20) zwanzig |
-el
|
Don’t
spell -le
|
Onkel (uncle), Tempel (temple) |
ORAL
TEST RUBRIC
|
Superior
completion
|
Complete
|
Partial
completion
|
Minimal
completion
|
Task
completion
|
Ideas
well-developed & well-organized
|
Content
appropriate; Ideas adequately developed
|
Content
mostly appropriate; ideas undeveloped
|
Frequently
inappropriate task/content
|
Comprehensibility
& flow
|
Readily
comprehensible; almost no pauses
|
Comprehensible
to a sympathetic hearer; few pauses
|
Mostly
comprehensible to a sympathetic hearer; some pauses
|
Barely
comprehensible; many and/or long pauses
|
Level
of discourse
|
Variety
of complete sentences & of cohesive structure
|
Emerging
variety of complete sentences & cohesion
|
Some
repetitive, some cohesive sentences
|
Repetitive
sentences; no cohesive devices
|
Vocabulary
|
Rich
use of vocabulary
|
Adequate
and accurate
|
Somewhat
inadequate & inaccurate
|
Inadequate,
inaccurate
|
Language
Control
|
Control
of basic language structures
|
Emerging
control of basic structures
|
Emerging
use of basic structures
|
Inadequate
& inaccurate basic language structures
|
COMPOSITION
TEST RUBRIC
|
Superior
completion
|
Complete
|
Partial
completion
|
Minimal
completion
|
Task
completion
|
Ideas
well-developed & well-organized
|
Content
appropriate; Ideas adequately developed
|
Content
mostly appropriate; ideas undeveloped
|
Frequently
inappropriate task/content
|
Comprehensibility
& mechanics
|
Readily
comprehensible; Few or no errors in spelling, marks, punctuation,
capitalization
|
Comprehensible
to a sympathetic reader; mostly accurate spelling, marks,
punctuation, capitalization
|
Mostly
comprehensible to a sympathetic reader; somewhat inaccurate
spelling, marks, punctuation, capitalization
|
Barely
comprehensible; Inaccurate spelling, diacritical marks,
punctuation,
capitalization.
|
Level
of discourse
|
Variety
of complete sentences & of cohesive structure
|
Emerging
variety of complete sentences & cohesion
|
Some
repetitive, some cohesive sentences
|
Repetitive
sentences; no cohesive devices
|
Vocabulary
|
Rich
use of vocabulary
|
Adequate
and accurate
|
Somewhat
inadequate & inaccurate
|
Inadequate,
inaccurate
|
Language
Control
|
Control
of basic language structures
|
Emerging
control of basic structures
|
Emerging
use of basic structures
|
Inadequate
& inaccurate basic language structures
|
NOTE:
Always start working on your essays by brainstorming the new
structures & vocabulary; then write using these. Never ever
get anyone from your support system to write your essays for you.
You friends will know better ways to say things than what we learn in
1010, but you must master the basics before you can tackle what they
want to show you. Since your oral and written work are study helps
for each other, only use in one what you can handle in the other.
Also, remember to use what your conversation partner can understand.
KFDFM
Bereit
Tragische
Gedanken wie im Netz verfangen
Tauchen ihre Pranken in ein kühles Grab
Gespenstische Visionen haben leise Sohlen
Du fällst aus allen Wolken wirst Dich nie erholen
Aus der Haut zu fahren aus dem Staub zu machen
Nicht mehr einzukriegen nicht der Mühe wert
Verlassen uns die Kräfte wir brauchen neue Säfte
Verloren alle rechte am Busen der Natur Ich glaube nicht an dieses Glück
An Brüderschaft
An die Verfolgung dieses Glücks
Gerechtigkeit entfache gib' uns eine Rache
Die da hilft der Sache sich auszubalancieren
Viele Augen weinen werden es bereuen
Sich zu früh zu Hoffnung wird zu Schreien
Oh Mutter Erde gib' einmal acht
Ich mach' Dir 'ne Freude hab' Dir was gebracht
Das Lied vom Betrügen das Lied von der Macht
Die Strophe wird enden es ist fast vollbracht
Wir drehen uns im Kreise im gleichen Takt
Schneller und schneller es ist fast vollbracht
Oh Mutter Erde hörst du uns schreien
Wir sin Deine Kinder und haben es satt
Wir sind bereit...
Tauchen ihre Pranken in ein kühles Grab
Gespenstische Visionen haben leise Sohlen
Du fällst aus allen Wolken wirst Dich nie erholen
Aus der Haut zu fahren aus dem Staub zu machen
Nicht mehr einzukriegen nicht der Mühe wert
Verlassen uns die Kräfte wir brauchen neue Säfte
Verloren alle rechte am Busen der Natur Ich glaube nicht an dieses Glück
An Brüderschaft
An die Verfolgung dieses Glücks
Gerechtigkeit entfache gib' uns eine Rache
Die da hilft der Sache sich auszubalancieren
Viele Augen weinen werden es bereuen
Sich zu früh zu Hoffnung wird zu Schreien
Oh Mutter Erde gib' einmal acht
Ich mach' Dir 'ne Freude hab' Dir was gebracht
Das Lied vom Betrügen das Lied von der Macht
Die Strophe wird enden es ist fast vollbracht
Wir drehen uns im Kreise im gleichen Takt
Schneller und schneller es ist fast vollbracht
Oh Mutter Erde hörst du uns schreien
Wir sin Deine Kinder und haben es satt
Wir sind bereit...
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>.
KEIN ZURÜCK SONGTEXT
Es
gibt keinen Weg zurück.
Weißt
du noch, wie's war,
Kinderzeit, wunderbar,
Die Welt ist bunt und schön.
Bis du irgendwann begreifst,
Dass nicht jeder Abschied heißt,
Es gibt auch ein Wiedersehn.
Kinderzeit, wunderbar,
Die Welt ist bunt und schön.
Bis du irgendwann begreifst,
Dass nicht jeder Abschied heißt,
Es gibt auch ein Wiedersehn.
Chorus:
Immer vorwärts, Schritt um Schritt,
Es gibt keinen Weg zurück
Und was jetzt ist, wird nie mehr ungeschehn.
Die Zeit läuft uns davon,
was getan ist, ist getan.
Und was jetzt ist, wird nie mehr so geschehn.
Es gibt keinen Weg zurück
Immer vorwärts, Schritt um Schritt,
Es gibt keinen Weg zurück
Und was jetzt ist, wird nie mehr ungeschehn.
Die Zeit läuft uns davon,
was getan ist, ist getan.
Und was jetzt ist, wird nie mehr so geschehn.
Es gibt keinen Weg zurück
Ein
Wort zuviel im Zorn gesagt,
Schritt zu weit nach vorn gewagt,
Schon ist es vorbei.
Was auch immer jetzt getan,
was ich gesagt hab' ist gesagt
und was wie ewig schien ist schon Vergangenheit.
Schritt zu weit nach vorn gewagt,
Schon ist es vorbei.
Was auch immer jetzt getan,
was ich gesagt hab' ist gesagt
und was wie ewig schien ist schon Vergangenheit.
Chorus:
Immer vorwärts, Schritt um Schritt,
Es gibt keinen Weg zurück,
Und was jetzt ist, wird nie mehr ungeschehn.
Die Zeit läuft uns davon,
was getan ist, ist getan,
Und was jetzt ist, wird nie mehr so geschehn
Immer vorwärts, Schritt um Schritt,
Es gibt keinen Weg zurück,
Und was jetzt ist, wird nie mehr ungeschehn.
Die Zeit läuft uns davon,
was getan ist, ist getan,
Und was jetzt ist, wird nie mehr so geschehn
.
Ach
und könnt' ich doch nur ein einz'ges Mal
die Uhren rückwärts drehen!
Denn wie viel von dem,
was ich heute weiß,
hätt' ich lieber nie gesehn.
die Uhren rückwärts drehen!
Denn wie viel von dem,
was ich heute weiß,
hätt' ich lieber nie gesehn.
Es
gibt keinen Weg zurück.
Dein
Leben dreht sich nur im Kreis,
so voll von weggeworfner Zeit,
Und deine Träume schiebst du endlos vor dir her.
Du willst noch leben, irgendwann,
Doch wenn nicht heute, wann denn dann?
Denn irgendwann ist auch ein Traum zu lange her.
so voll von weggeworfner Zeit,
Und deine Träume schiebst du endlos vor dir her.
Du willst noch leben, irgendwann,
Doch wenn nicht heute, wann denn dann?
Denn irgendwann ist auch ein Traum zu lange her.
Chorus:
Immer vorwärts, Schritt um Schritt,
Es gibt keinen Weg zurück.
Und was jetzt ist, wird nie mehr ungeschehn.
Die Zeit läuft uns davon,
was getan ist, ist getan,
Und was jetzt ist, wird nie mehr so geschehn.
Immer vorwärts, Schritt um Schritt,
Es gibt keinen Weg zurück.
Und was jetzt ist, wird nie mehr ungeschehn.
Die Zeit läuft uns davon,
was getan ist, ist getan,
Und was jetzt ist, wird nie mehr so geschehn.
Ach
und könnt' ich doch nur ein einz'ges Mal
die Uhren rückwärts drehen,
Denn wie viel von dem,
was ich heute weiß,
hätt' ich lieber nie gesehn.
die Uhren rückwärts drehen,
Denn wie viel von dem,
was ich heute weiß,
hätt' ich lieber nie gesehn.
Es
gibt keinen Weg zurück.
Dieses
Lied habe ich einst meiner Mutter zum Geburtstag, als
Geburtstagsgeschenk gesungen. Es hat viel Mühe und Arbeit gekostet
das Lied zu singen, doch ich habe es geschafft.
Tja...manchmal
muss man einfach solche depri-lieder hörn
um
das leben wieder zu schätzen!
Es
klingt schlimm aber gäbe
es
den Tod nicht wäre das Leben nichts
wert.
Denn um etwas das unendlich ist lohnt es sich nicht zu kämpfen!
Wolfsheim
oder z.B. der junge Rapper ChamPati
(auch
wenn das noch nicht mit Wolfsheim zu vergleichen ist da er kein
Label
oder sowas hat /watch?v=htTOK0pF0BI )
bringen
einen den Wert des Lebens wieder nahe.
Lebt
& Schätzt das Leben, Menschen, ihr habt nur eins davon!
derdiedassowas 3
months ago 63
Es
zieht mich
so
derbe runter das Lied...
PyroHerz23
Ein
schönes Lied was mir teilweise
aus
der Seele spricht und auf meine Situation passt.
esentMuckefug
Das
Donaufest, Song des Jahres--Amadeus Award
http://www.youtube.com/watch?v=yMzHAEEPK4E&feature=related
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