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, Schritte 1-2-3-4-5 calendar and pronunciation guide, 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
1010-001 Kalendar Tues/Thurs 1:00 – 3:20 PM (10-minute break at
2:10)
(Spring
2013, Gonzales Office = das Büro: TB 404-406 Tel: 801 957-4158)
|
||
|
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
‘Kapitel whatever’. That is access to the ebook, not to the
assigned activities.
|
||
|
ACTIVITIES
FOR SUCCESS
Believe
you will learn to converse on one more topic in every chapter; by
the end of the semester you will have Novice-mid / A2 level
proficiency and be able to ‘parrot’ questions and answers in
five basic areas.
Commit
to this. Prepare for and attend all classes; converse constantly
with others and with yourself.
Prioritize:
train yourself to relax in your free time by practicing
interesting German Qs and As.
Avoid
idleness for relaxation: social media/games max 1 hour per week;
Plan:
Nip
emergencies in the bud: do not agree to be called in to work for
an emergency, nor doctor’s appointments nor court appearances
during class time; have backups for other potential problems (car
maintenance, extra babysitters).
Organize:
Recognize that 5-credit-hour language classes don't mix with ER,
absenteeism, extra-long vacations nor 'catching up.'
ATTENDANCE
& DAILY QUIZZES
The
most valuable German-learning activity is attending every class,
on time and being prepared, participating enthusiastically,
remaining the whole time; not
arriving late
and not
leaving early.
(BTW: no sleeping; turn electronic distractions off
– not on ‘vibrate’). 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.
|
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|
LEARNING
TOOLS
We
begin to learn basic vocabulary, structures and culture with 5
steps or ‘Schritte’ (der Schritt, die Schritte).
Then we have 5 chapters (das Kapitel, die Kapitel). Read out loud the daily assignment before class, memorize vocabulary, practice oral exercises, complete written/listening exercises in iLrn.
Homework:
auf Deutsch is called die Hausaufgaben, aka HA. The HA assigned
in the Text can be handed in late for ½ credit. The HA
assigned in the online iLrn can also be completed late for ½
credit—students must show this by appointment.
Assessment
of progress: There is a Struktur/Listening test (10 pts), a
written composition and an oral conversation test (20 pts each).
Students converse with a partner or with the instructor.
Sample
Struktur/Listening Q: You hear ‘Wo ist Deutschland?’ You
write Deutschland
ist in Europa. or
maybe you mark some multiple-choice answer
Sample
written composition: You prepare to write about a topic given at
the beginning of the Kapitel, such as ‘Describe your family.’
You write Mein
Papa ist 50 Jahre alt; meine Mama ist 45. Mein Bruder studiert
an Westminster....’
Sample
oral conversation test: You and a partner get together outside of
class and plan a conversation on the assigned topic. You use
little drawings as a memory device to remember your questions and
answers. ‘Find out where they go to college and what their
major is.’
A:
Was studierst du?
B:
Ich studiere Biologie. Und du, was studierst du?
A:
Ich studiere Infomatik. Wo studierst du, an der Uni von Utah?
B:
Nein, ich studiere an SLCC. Und du, wo studierst du?
A:
Ich studiere an Weber.
B:
Oh, Weber ist cool...
|
||
|
USING
ASSIGNED AUDIO AND VIDEO MATERIAL
Learn
how to 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. You
also 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 more 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.
|
||
|
VIDEO
ASSIGNMENTS
You
are assigned to use our Canvas website to make 1 video during the
Schritte and 2 per KAP (two for each KAP, total 11 in the
semester = one per week) of yourself conversing, during two
different weeks; the second one is due the day before the KAP
tests. 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.
Grading
rubric includes following instructions correctly (no reading) ,
quality, clarity and volume, accuracy, interest
List
of possible video topics in Schritte 1 – 5
*Say
any of the Gespräche, making a few interesting changes
*Ask
and answer the Fragen about any of the Gespräche
*
Put together various Qs and As from the Schritte and find out
basic information about your partner.
|
der
Kalendar
|
1:00
PM
|
Seiten
|
Class
activi-ties
QUIZ
|
Description
Beschreibung
|
TEXT
Written,
oral practice
&
due shown in class
by
1:00 PM
|
iLrn
written
/ listening
due
by midnight,
the
day before class
|
||||||
|
Tue
Diens-tag, 15.Jan
|
Kalen-dar,
Seiten
2
- 7
|
Intro
& Schritt 1 |
*Syllabus,
Kalendar, prepare for daily quizzes:
*pronounciation-handout
*Alfabetsong
|
|
☯
|
||||||
|
Thurs
Don-ners-tag,
17.
Jan
|
S.
2
– 16
|
Quiz
Schritt 2 und Schritt 3 |
*Greetings,
pronunciation.
*What
is that? =
Was
ist das?
*Find
pic of left hand in
Kalendar
*How
much is that? =
Was
kostet das?
|
Practice
w/Audio mpr3s
|
|
||||||
|
*
Gespräche 1 Guten Tag:
S. 4
|
&
iLrn S1-1-1 |
||||||||||
|
*Das
Alfabet: S. 6
|
&
iLrn S1-1-2 |
||||||||||
|
*Gespräche
2 Was ist das?:
S. 8 |
&
iLrn S2-1-1 |
||||||||||
|
*Gespräche
3 Im Kaufhaus;
S. 12
*S.
7. A: Wie heißt du?
*S.
10 A: Fragen und Antworten
*S.
11 B: Jetzt sind Sie dran.
*S.
15 B2, B4b, C
*S.
16 B, C
|
&
iLrn S3-1-1 |
||||||||||
|
ABC
song ‘Mozart’: http://www.youtube.com/watch?v=iEaQVdCwhsI
|
|||||||||||
|
Di,
22. Jan
|
Quiz
Schritt 4 und Schritt 5
|
S.
17-27
|
*das
Wetter
*Time
of day = die Uhrzeit
*Germans
in Amerika
|
Audio
mp3s
|
*RS-B
Was sagen Sie?
|
||||||
|
|
|||||||||||
|
*Gespräche
4 Das Wetter...:
S. 17
|
|||||||||||
|
*Gespräche
5 Wie spät ...?:
S. 22
|
|||||||||||
|
*
Das Klassenzimmer S.
26
|
|||||||||||
|
*S.
17 Fragen
*S.
19 A, B: Jahreszeiten
*S.
19 C: Wann / Wo bist du
geboren?
*S.
19 D 1-2-3: Wiederholung
*S.
20 4: Gegenteile. Practice
orally
in Qs and As as you
point:
A:
Ist das Auto neu oder alt?
B:
Das Auto da ist neu.
*S,
20, A1-2: Temperaturen
*S.
21, B: das Wetter
*S.
23, A: Wie spät ist es?
*S.
24, C 1-2-3 Wetter, Fragen
*S.,
24 A: Meine Kurse
*S.
25, B. Spiel
|
|||||||||||
|
Do,
24. Jan
|
TEST,
Schritte and Kapitel 1 anfangen
(begin)
|
||||||||||
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 Alphabet,
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)
|
SYLLABUS
BEGINS HERE
|
|
Deutsch
1010-001
Tues/thurs
1:00 – 3:30
Information
Sheet, Syllabus and Kalendar
Contact
also via our CANVAS website. Office:TB 404-406 3855. Office
hours (meet in lab, TB 418, tel 801 947-3855): M/W/F:
12:00 to 1:30 PM. T/Th 10:00 – 12:00 PM . At other times by
appointment.
|
COURSE
OBJECTIVES
Students
in Deutsch 1010 learn how to ask and answer questions at virtually
normal speed with at least 80% accuracy on these topics:
Schritte
(steps) 1 – 5: Basic personal information, spelling, numbers,
descriptions, weather, university
Kapitel
1: Family, countries, daily activities, a date
Kapitel
2: Food and grocery shopping, possessions
Kapitel
3: Eating out, giving things to friends, more dating
Kapitel
4: Holidays and customs, vacations, celebrations; talking about where
you went and what you did, more dating
Kapitel
5: Austria: city life, music, art, architesture, sightseeing,
history making plans, going on dates
Final
Assessment: Talking and writing about everything
Students
commit to learning German in four semesters: GER 1020 (Spring 2013),
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.
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 in
our course’s Canvas website. 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 %
|
|
5
Tests: Schritte & KAPs 1-4 (50 pts each)
|
c.
30%
|
|
Homework:
iLRN,
compositions, etc.
Late
homework = ½ credit.
|
c.
10 %
|
ePortfolio
signature assignment & reflection
|
c.
05 %
|
|
|
3
Final exams No late credit
|
c.
35 %
|
|||
|
Total
|
100
%
|
|
6
Tests: Schritte & KAPs 1-5 (50 pts each)
20-ORAL
20 COMPOSITION 10-STRUCTURE
|
c.
30%
|
|
3
Final exams No late credit
|
c.
35 %
|
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:
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"
COURSE
DESCRIPTION
This
is the first in a series of four courses which focus on all areas of
competence in your target language: listening, speaking, reading,
writing and culture. We study vocabulary and structure, but the
major emphasis is on developing global communication skills and on
increasing our awareness of the rich target-language cultures in many
countries. We will see the language in a variety of contexts and use
different kinds of materials to maximize our exposure to the language
and cultural elements.
1010
language courses are designed for students with no background in the
new language, so there is no prerequisite. If you have had previous
courses and have questions about placement, please see me after
class.
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.
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
GERMAN
DIACRITICAL MARKS
This
works in the INTERNET: hold down the ALT key and type 3-4 numbers
from the number pad:
|
132
ä
|
142
Ä
|
148
ö
|
153 Ö
|
129
ü
|
154 Ü
|
|
225 ß
|
130 é
|
0171
«
|
0187
»
|
8364
€
|
0171
«
|
Acceptable
alternatives: ß > ss ä > ae ö > oe ü >
ue
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
|
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) |
CALENDAR
|
KAPITEL
1
Familie, Länder, Sprachen
|
||
|
KAP
1 ORAL TEST PROMPT = die mündliche Prüfung
Greet
each other, and at the end, say goodbye.
You
and your partner share some origin and family information, such
as: Woher kommst du? (Wo kommst du her?), Wo wohnt deine Familie?
Wie groß ist deine Familie? Wie heißen sie und wie alt sind
sie? Plus other questions on Seite 33 #3. Zwei Familien, a.
Make
plans to do something together. Sie machen etwas zusammen, zum
Beispiel: Lernst du mit mir? (Ja, ich lerne mit dir). Gehst du
mit mir ins Kino (in das Kino – to the movies)? Kommst du zu
meiner Party? Schreibst du mir eine E-Mail? Mailst du mir?
(mailen = to email) Simst du mir? (simsen = to text someone).
Spielst du Fußball / Gitarre / Country-Musik mit mir?
Wiederholst du Deutsch mit mir? Hörst du ein Konzert mit mir?
Wann und wo machen wir das? At least 10 different verbs.
Was
machst du heute / morgen / am Samstag?
NOTE:
Those of you who would like to converse with a little more class,
using helping verbs, such as “Willst du mit mir lernen?” or
“Möchtest du mit mir lernen?” please resist the temptation
during this chapter, because in KAP 1 it‘s important to make
sure that everyone can conjugate verbs. Using the helping verbs
makes it too easy, so please wait until later to use them.
KAP
1 WRITTEN COMPOSTION TEST PROMPT
You
are spying on and have secretly filmed zirka 10 very
suspicious-looking people (four on the train VIDEO and z. 6 in
Video-Interviews). Choose two from each video and write a report
auf Deutsch describing everything possible about them, including
speculations about what is probably
true about them. Good ideas in order to describe are to answer
the questions on Seite 52, Zum Erkennen, A und B. Your
speculation can also include fantasy. Write at least four
sentences about each person; TOTAL 16 SENTENCES— 10 different
verbs |
||
|
VIDEO
ASSIGNMENTS
You
are assigned to use our Canvas website to make 2 videos during
KAP 1 of yourself conversing, during two different weeks; the
second one is due the day after the KAP tests. 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.
Possible
topics from the Text:
|
||
|
Grün,
grün, grün sind alle meine Kleider
(das
Lied
= song)
http://www.youtube.com/watch?v=BHRZij8fPxc
Or google: Mara Keyser, Grün, grün, grün
|
|
1:00
PM
|
Seiten
|
Class
activi-ties
QUIZ
|
Description
Beschreibung
|
TEXT
Written,
oral practice
&
due shown in class
by
1:00 PM
|
iLrn
due
by midnight,
the
day before class
FIND
THE COMPLETE KAP 1 LIST IN THE ILRN CALENDAR:
MON
11 FEB
|
|
Di
29. Jan
|
Song-text
above
S.52-3
S.28-33
|
QUIZ
2
videos, 3 songs,
Ge-spräche
& vocab
|
*Video
Jetzt aber los!
*Video Wer sind Sie? *Song Grün, grün grün, here in Kalendar *S. 53: Songs Bruder Jakob & Hejo.. *Gespräche Am Goethe-Institut-talking about family & German geogaphy,
*Also
talking about geography where you come from & where you live
|
*S.
52. Video Listen several times & write answers to A, Alles
verstanden? Then turn on captions & watch every day for oral
practice.
*in
eBook watch video Wer sind Sie? Every
day.*Song Grün, grün ,grün, listen & sing along in YouiTube
*S.
53 2 songs. Sing along daily in YouTube
*S.
30 Gespräche These are assigned, but not in iLrn. Please find
and repeat them there.
*S.
32. A, B, C. Practice orally. Write as needed
*S.
33. D: 1-2-3, Practice orally.
Bring
family photos to class for practice. Start to make your Stammbaum
in class
|
1-1-1A
A.
Am Goethe-Institut
1-1-1B
B.
Später
1-1-1C
C.
Richtig oder falsch? |
|
Do
31. Jan
|
S.
34 - 40
|
QUIZ
Familie
Geo-graphy
Verbs
Pro-nouns,
kein
|
*Stammbäume
*Listening
practice
*Conjugating
verbs in present time-memorizing new verb vocabulary & saying
what I do
*Nouns:
using Nominative case words for ‘the/a.an’ = ‘wardrobe’,
to show what job a noun does in a sentence. Also learning
‘kein’
|
*Bring
2 Stammbäume to class: one with relationship words, and one
w/o—for the KAP test
*S.
34: Hörverständnis: Guten Morgen!
Write the 6 R/F statements
*S.
35 memorize pronouns & verb forms: get ready to do verb dance
*S.
37: A, B, C, D: say all; write C & D.
*S.
39: E, F—oral & written
*Sp.
40: F 2 & G 1-2-3. practice
|
1-1-2A
A.
Laute
1-1-3A
A.
Im Klassenzimmer
1-1-3B
B.
Die anderen auch
1-1-3E
E.
Winter in der Schweiz |
|
Sa
2. Feb
|
1st
KAP 1 VIDEO DUE in Canvas by 11:59 PM |
||||
|
Di
5. Feb-ruar
|
S.
41 – 47
Find
Ger-man Word chart in this Kalen-dar
|
QUIZ
Verbs
Flip-flop
word order
S.
45
Geogra-phy
|
*German
in Europe
*Sentence
structure. Study Normal and Flip-Flop word order in text &
word-order chart
*Compound
nouns
*Frankfurt
am Main, Germany & the European Union
*Lesetext
preparation
|
*S.
42 H, I: say and write in Flip-Flop word order
*S.
44 K. Practice questions
*S.
45 read out loud
Dein
Christus ein Jude
*S.
46-47: A, B, oral practice
*S.
47: Deutschland in Europa. Read
out loud once. |
1-1-4
Lesetext
1-1-5
Verstehen
Sie?
1-2-A
A.
Was lernen wir über sie ?
1-2-B
B.
Jetzt sind Sie dran! |
|
Do
7. Feb
|
S.
47 - 53
|
QUIZ
Reading
EU
Videos
songs
|
*Lesetext:
Deutschland in Europa *Die EU-Mitgliedsstaaten..
*German
throughout the World
*Listening
practice
*2
videos & 3 songs
|
*S.
47: Alles verstanden? –write and say
*S.
48-9: Die EU-Karte oral practice
*S.
50 D 1-2; oral practice
*S.
51. Hörverständnis. Europäer in
Deutschland listen and answer
questions.
*S.
52 - 53: B, A, B. Oral practice
|
1-3-E
E.
Udos Tag 1-3-F F. Liechtenstein 1-3-H H. Was liegt wo?
1-3-I
I.
Viele Länder, viele Sprachen |
|
Di
12. Feb
|
TEST
Kapitel 1 Kapitel 2
anfangen |
||||
|
Mi
13. Feb
|
2ND
KAP 1 VIDEO DUE in Canvas by 11:59 PM |
||||
Das
Verb die Verben
lernen
= lern + en = to learn, to study for a course
(Notiz:
‘studieren’ means to study something at the university, to
major in something. ‘Ich studiere Deutsch.’ Means ‘I’m
majoring in German.’ ‘Ich lerne Deutsch.’ means ‘I’m
studying German for a test; I’m doing my homework; I’m practicing
German.’ etc.)
|
I
|
ich
lerne
|
1
|
wir
lernen
|
we
|
|
you
|
du
lernst
|
2
|
ihr
lernt
|
you-all
|
|
you
|
Sie
lernen
|
2
|
Sie
lernen
n
|
you-all
|
|
he,
she, it, yuh, one
|
er,
sie, es, man lernt
|
3
|
sie
lernen |
they
|
How to learn verbs
der Verbentanz = the Verb Dance
Important:
combine rote memorization with learning in context, so that one can
immediately converse with it. See the
verb chart below. Dance to all
of the verbs, several times, every day
- Point to each subject, saying each of the 8 verb forms and eventually each of the 6 verb forms, from singular to plural.
- Soon, point and say each of the 6 forms with a short, pithy, obvious pattern sentence (Ich lerne Deutsch, du lernst Deutsch, etc.)
- Have your two hands converse by asking/answering questions with all verb forms Lernst du Deutsch? Ja, ich lerne Deutsch. Lernt Obama Deutsch? Ja, er lernt Deutsch. etc.)
-
ich lerne Deutsch1wir lernendu lernst2ihr lernter lernt3sie lernen
A:
Bryce, lernt dein Vater Deutsch? Lernt deine Mutter Deutsch?
B:
Ja er / sie
Das
Verb die Verben unterrichten unterricht-en
(Notiz:
verbs ending in 1) ‘t’, 2) ‘d’, 3) a consonant cluster,
such as ‘gn’ in ‘regnen’, must add an extra ‘e’
(epenthetic e,
aka ‘non-spitting e),
in order to be able to pronounce all of the consonants. This is
added to the ‘du’ and ‘er/sie/es’ & ‘ihr’ forms.
-
ich unterrichte
wir unterrichten
du unterrichtest
ihr unterrichtet
Ssie Sie unterrichten sinder, sie, es unterrichtet
sie unterrichten
sein
-en
-
ich bin nicht nett.
wir sind
du bist
ihr seid
Ssie Sie sind sinder, sie, es ist
sie sind
haben
hab-en
-
ich habe Geld
wir haben
du hast
ihr habt
Ssie Sie haben sinder, sie, es hat
sie haben
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.
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.
|
|
[end
of KAP 1 file]
|
Do,
28. Feb
|
TEST
Kapitel 2 Kapitel 3 anfangen
|
|
Montag,
18. März bis Freitag, 21. März Kein Unterricht Diese Woche.
Frühlingsferien Spring Break
|
|
|
Do,
28. März
|
TEST
Kapitel 3
Kapitel
4
anfangen |
|
Di
16. Apr
|
TEST
Kapitel 4 Kapitel 5 anfangen
|
|
Do,
2 Mai
|
REVIEW
& FINAL EXAM #1: STRUKTUR & KULTUR
|
|
Mitt,
8. Mai
|
FINAL
EXAM #2: WRITTEN COMPOSITION
|
|
Mit,
8. Mai
|
FINAL
EXAM #3: ORAL CONVERSATION
|
Days
of the week song: http://www.youtube.com/watch?v=Q_8hwdOExDc
Das
Verb die Verben sein -en
-
ich bin nicht nett.
wir sind
du bist
ihr seid
Ssie Sie sind sind
er, sie, es ist
sie sind
Das
Verb die Verben haben hab-en
-
ich habe Geld
wir haben
du hast
ihr habt
Ssie Sie haben sind
er, sie, es hat
sie haben
-
ich spiele Fußball
wir spielen
du spielst
ihr spielt
Ssie Sie spielen sind
er, sie, es spielt
sie spielben
Das
Verb die Verben unterrichten unterricht-en
-
ich unterrichte
wir unterrichten
du unterrichtest
ihr unterrichtet
Ssie Sie unterrichten sind
er, sie, es unterrichtet
sie unterrichten
KAP
7 two-part verbs
-
ich rufe an
wir rufen an
du rufst an
ihr ruft an
er ruft an
sie rufen an
Werden
-
ich werde krank
wir werden
du wirst
ihr werdet
Ssie Sie werden sind
er, sie, es wirt
sie werden
Das
Verb die Verben mit Stammvokalveränderung
KAP
3: Schlafen
waschen
wäscht a >> ä
KAP2 4 & 5: In
the Perfekt past tense, stem-changers are ALL iregular. None of them
ends with a –t. All of them end with –en, and some of them have
some vowel change (find their talble in the bakc of any textbook).
Ich habe geschlafen. Ich bin gefahren.
KAP 6 du command
forms: verbs with ‘a’ changes revert back to the original vowel:
Du schläfst nicht...Schlaf!!
|
ich
schlafe |
wir
schlafen
|
|
du
schläfst |
ihr
schlaft
|
|
er,
sie, es, man
schläft |
sie
schlafen
|
laufen,
saufen, Ski laufen au
> äu
Ich
bin gelaufen. Ich habe gesoffen
Du
säufst zu viel Bier...... Sauf nicht!
|
ich
laufe saufe
|
wir
laufen, saufen
|
|
du
läufst
säufst |
ihr
lauft, sauft
|
|
Er,
sie, es, man
läuft
säuft |
sie
laufen, saufen
|
helfen
e > i
Ich
habe geholfen. Ich bin gestorben.
Du
command forms: the verbs with ‘e’ changes remain with the changed
vowel: Du Hilfst nicht.....Hilf!
|
ich
helfe
|
wir
helfen
|
|
du
hilfst |
ihr
helft
|
|
Er,
sie, es, man
hilft |
sie
helfen
|
lesen
e >> ie
Ich
habe gelesen.
du
liest nicht.....Lies!
|
ich
lese
|
wir
lesen
|
|
du
liest |
ihr
lest
|
|
Er,
sie, es, man
liest |
sie
lesen
|
|
|
|
|
Do,
14. Feb
|
Quiz
KAP 2
|
|
|
|
|
|
|
Di
19. Feb
|
QuIz
KAP 2
|
|
|
|
|
|
|
Do,
21. Feb
|
Quiz
KAP 2
|
|
|
|
|
|
|
Di,
26. Feb
|
Quiz
KAP 2
|
|
|
|
|
|
|
Do,
28. Feb
|
TEST
Kapitel 2 Kapitel 3
anfangen
|
|||||
|
Di
5. März
|
Quiz
KAP 3
|
|
|
|
|
|
|
Do,
7. März
|
Quiz
KAP 3
|
|
|
|
|
|
|
Di,
12. März
|
Quiz
KAP 3
|
|
|
|
|
|
|
Do,
14. März
|
Quiz
KAP 3
|
|
|
|
|
|
|
Montag,
18. März bis
|
Freitag,
21.
März
|
Kein
Unterricht
Diese
Woche.
|
Frühlingsferien
|
|
||
|
Di,
26. März
|
Quiz
KAP 3
|
|
|
|
|
|
|
Do,
28. März
|
TEST
Kapitel 3
Kapitel
4
anfangen |
|||||
|
Di,
2. April
|
Quiz
KAP 4
|
|
|
|
|
|
|
Don,
4. Apr
|
Quiz
KAP 4
|
|
|
|
|
|
|
Di,
9. Apr
|
Quiz
KAP 4
|
|
|
|
|
|
|
Do,
11. Apr
|
Quiz
KAP 4
|
|
|
|
|
|
|
Di
16. Apr
|
TEST
Kapitel 4 Kapitel 5
anfangen
|
|||||
|
Do,
18. Apr
|
Quiz
KAP 5
|
|
|
|
|
|
|
Di,
23. Apr
|
Quiz
KAP 5
|
|
|
|
|
|
|
Do,
25. Apr
|
Quiz
KAP 5
|
|
|
|
|
|
|
Di,
30. Apr
|
Quiz
KAP 5
|
|
|
|
|
|
|
Do,
2 Mai
|
REVIEW
& FINAL EXAM #1: STRUKTUR & KULTUR
|
|||||
|
Mitt,
8. Mai
|
FINAL
EXAM #2: WRITTEN COMPOSITION
|
|||||
|
Mit,
8. Mai
|
FINAL
EXAM #3: ORAL CONVERSATION
|
|||||
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