Fotoroman Seite 100–101 Fotoroman Seite 120–121 Hören: Listen to a Conversation ● Ein Abend Mit Der Familie ● Unsere Mitbewohner Between Two Friends

MOSAIK at-a-glance T9

CH apter OPENERs outline the content and features of each chapter.

KAPITEL Familie und Freunde 3

LEKTION 3A LEKTION 3B WEITER GEHT’S Kontext Seite 96–99 Kontext Seite 116–119 Seite 136–142 ● Sabine Schmidts Familie ● Wie sind sie? Panorama: Die Vereinigten Staaten ● Final consonants ● Consonant clusters und Kanada Lesen: Read an article about pets. Fotoroman Seite 100–101 Fotoroman Seite 120–121 Hören: Listen to a conversation ● Ein Abend mit der Familie ● Unsere Mitbewohner between two friends. Schreiben: Write a letter to a friend. Kultur Seite 102–103 Kultur Seite 122–123 Kapitel 3 Wortschatz ● Eine deutsche Familie ● Auf unsere Freunde!

Strukturen Seite 104–115 Strukturen Seite 124–135 ● 3A.1 Possessive adjectives ● 3B.1 Modals ● 3A.2 Descriptive adjectives and ● 3B.2 Prepositions with the accusative adjective agreement ● 3B.3 The imperative ● 3A.3 Gern and nicht gern ● Wiederholung ● Wiederholung ● Zapping

Chapter opener photos highlight scenes from the Fotoroman that illustrate the chapter theme. They are snapshots of the characters that students will come to know throughout the program. Content lists break down each chapter into its two lessons and one Weiter geht’s section, giving you an at-a-glance summary of the vocabulary, grammar, cultural topics, and language skills covered in the chapter.

Supersite resources are available for every section of each chapter at vhlcentral.com. Icons show you which textbook activities are also available online, and where additional practice activities are available. The description next to the icon indicates what additional resources are available for each section: videos, audio recordings, readings, presentations, and more!

Supersite features vary by access level. Visit vistahigherlearning.com to explore which Supersite level is right for you. T10 MOSAIK at-a-glance

Kontext KONTEXT presents and practices vocabulary in meaningful contexts. practices vocabulary using communication activities.

LEKTION 3A Kontext KApITel 3 Familie und Freunde siebenundneunzig 97

Communicative Goals You will learn how to: Sabine Schmidts Familie Walter Gärtner Hanna Gärtner Anwendung ● talk about families Talking Picture 1 ● Kombinieren Sie Match the people with the descriptions. talk about marital status Audio: Activities ● describe people 1. Mariannes Bruder a. Sabines Eltern ● express ownership 2. Markus’ Frau b. Sabines Tante 3. Marianne und Peter c. Sabines Cousin 4. Dieter und Renates Sohn d. Sabines Schwägerin Wortschatz 5. Mariannes Vater e. Sabines Nichte mein Großvater/Opa (m.) meine Großmutter/Oma (f.) 6. Peter und Mariannes Sohn f. Sabines Bruder die Familie family 7. Markus’ Tochter g. Sabines Onkel das Baby, -s baby 8. Dieters Frau h. Sabines Opa die Eltern parents Peter Schmidt Marianne Schmidt Dieter Gärtner Renate Gärtner das Geschwister, - sibling 2 die Großeltern grandparents Identifizieren Sie Write each person’s family relationship to der Halbbruder, -¨ half brother Dieter Gärtner. die Halbschwester, -n half sister BeISpIel Hanna: die Mutter das Kind, -er child der Nachname, -n last name 1. Sandra: das Paar, -e couple 2. Marianne: der Schwager, -¨ brother-in-law 3. Markus: mein Vater (m.), meine Mutter (f.), mein Onkel (m.), meine Tante (f.), die Schwägerin, -nen sister-in-law Mariannes Mann (m.) Walter und Hannas Walter und Hannas Dieters Frau (f.) 4. Peter: die Schwiegermutter, -¨ mother-in-law Tochter (f.) Sohn (m.) 5. Stefan: der Schwiegervater, -¨ father-in-law 6. Sabine: der Stiefbruder, -¨ stepbrother 7. Walter und Hanna: die Stiefmutter, -¨ stepmother Michaela Schmidt Markus Schmidt Sabine Schmidt Stefan Gärtner Sandra Gärtner Katja Gärtner 8. Renate: die Stiefschwester, -n stepsister der Stiefsohn, -¨e stepson 3 die Stieftochter, -¨ stepdaughter Kategorien List at least four roles each person could have in a family. der Stiefvater, -¨ stepfather BeISpIel eine Frau, 40 Jahre alt der / die Verwandte, -n relative eine Mutter eine Tante eine Cousine eine Tochter der Zwilling, -e twin 1. ein Mann, 62 Jahre alt: die Haustiere pets

der Fisch, -e fish meine Schwägerin mein Bruder (m.) ich, Peter und mein Cousin (m.), meine Cousine (f.), meine Cousine, Mariannes Tochter Walter und Hannas Stefan und Katjas Stefan und Sandras 2. ein Kind, 3 Jahre alt: der Hund, -e dog Enkelsohn (m.) Schwester (f.) Schwester, die Katze, -n cat Walter und Hannas 3. ein Mädchen, 15 Jahre alt: der Vogel, -¨ bird Enkeltochter (f.) Jonas Schmidt Greta Schmidt der Familienstand marital status 4. eine Frau, 50 Jahre alt: die Witwe, -n widow ACHTUNGACHTUNG der Witwer, - widower To sayTo my say big/little my big/little brother/sister brother/sister, , Zeus geschieden divorced use meinuse großer/kleinermein großer/kleiner Bruder Bruder or or 4 Hören Sie zu Listen to Sabine’s descriptions and indicate getrennt separated meinemeine große/kleine große/kleine Schwester Schwester. . whether each statement is richtig or falsch, based on her family tree. ledig single richtig falsch richtig falsch verheiratet married mein Neffe (m.) meine Nichte (f.) verlobt engaged Peter und Mariannes Enkelkinder 1. • • 7. • • Stefan, Sandra und 2. 8. heiraten to marry Katjas Hund • • • • 3. • • 9. • • zum Beschreiben to describe 4. • • 10. • • blaue/grüne/braune Augen blue/green/brown eyes 5. • • 11. • • blonde/braune/ blond/brown/ 6. 12. Ressourcen • • • • schwarze Haare black hair

dunkel dark hell light SAM SAM Practice more at vhlcentral.com. WB: pp. 33–34 LM: p. 21 vhlcentral.com

Communicative goals highlight the real-life tasks you will be able to carry out in German by the end of each lesson. Illustrations introduce high-frequency vocabulary through expansive, full-color images. Wortschatz sidebars call out important theme-related vocabulary in easy-to-reference German-English lists. Ressourcen boxes let you know what print and technology ancillaries reinforce and expand on every section of every lesson. Achtung boxes give you additional information about how and when to use certain vocabulary words or grammar structures. Kontext always contains one audio activity that accompanies either the Anwendung or the Kommunikation practice activities. Anwendung follows a pedagogical sequence that starts with simpler, shorter, discrete recognition activities and builds toward longer, more complex production activities.

● Audio recordings of all vocabulary items ● Textbook activities ● Audio for Kontext listening activity ● Additional online-only practice activities ● Talking Picture activity

Supersite features vary by access level. Visit vistahigherlearning.com to explore which Supersite level is right for you. MOSAIK at-a-glance T11

Kontext K Ontext presents and practices vocabulary in meaningful contexts. practices vocabulary using communication activities.

98 achtundneunzig

Kommunikation

5 Beschreibungen Use words from the list to describe the images. Compare your answers with a classmate’s, and correct each other’s work.

Enkelkinder Großeltern Neffe Sohn verheiratet verlobt Zwillinge

BeISpIel Das Paar ist verlobt.

1. 2.

3. 4. 5. 6.

6 Brieffreunde Read Eva’s letter. Then, in pairs, take 7 Wer bin ich? Your instructor will give you a worksheet turns answering the questions. with statements about family relationships. Use the cues to ask your classmates about their families. Liebe Andrea, ), wie BeISpIel Ich habe zwei Schwestern. du möchtest wissen (would like to know S1: Hast du zwei Schwestern? groß meine Familie ist? Also, ich habe eine große S2: Ja, ich habe zwei Schwestern. Schwester Nicole und einen kleinen Halbbruder (You write his / her name. ) OR Peter. Und wir haben einen Hund, Cäsar, und S2: Nein, ich habe keine Schwestern. Miezi, unsere kleine Katze. (You ask another classmate. ) Nicole studiert Sportmedizin in Heidelberg. Peter ist fünf und geht in den Kindergarten. 8 Das Wetter ist schön! Use the vocabulary you Meine Familie ist sehr sportlich. Mein Stiefvater learned in Kapitel 2 to talk with a classmate about what spielt Golf, meine Mutter und Nicole spielen your family members enjoy doing. Tennis, Peter spielt Fußball und ich mache Ballett. BeISpIel Und wie groß ist deine Familie? S1: Mein Bruder spielt Tennis. Liebe Grüße Was macht dein Bruder? deine Eva S2: Mein Bruder liest Bücher.

1. Wie viele Personen wohnen mit Eva zusammen (together)? 2. Hat sie auch Haustiere? 3. Wie alt ist Peter? 4. Was macht Evas Familie in der Freizeit? 5. Ist Ihre (your, form.) Familie auch so wie (like) Evas?

Kommunikation activities make use of discourse-level prompts, allowing you to use the vocabulary creatively in interactions with a partner, a small group, or the entire class. Icons provide on-the-spot visual cues for pair, small group, language recycling, listening-based, and worksheet-based or information gap activities. For a legend explaining the icons used in the student text, see page xii.

● Virtual Chat activities for recording and submitting a simulated conversation online. ● Work with a partner online to record and submit an activity with the Partner Chat feature.

Supersite features vary by access level. Visit vistahigherlearning.com to explore which Supersite level is right for you. T12 MOSAIK at-a-glance presents the rules of German pronunciation and spelling. vistahigherlearning.com vistahigherlearning.com Visit level. access by vary features Supersite ● ● class. of outside in or use convenient for recorded headset icon The context. cultural in an entertaining structures target the present that proverbs and sayings illustrated Practice structure. target the on attention your focuses feature highlighting red The phrases. and words Explanations ecord-and-compare activities und Aussprache Rechtschreibung the of recording udio ache und ss A R A KAPITEL 3 KAPITEL u

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2. 2. Final consonants Final Rechtschreibung und Aussprache

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neunundneunzig Geld regiert die Welt. die Ressourcen LM: p. 22 p. LM: b SAM 2 u 99 vhlcentral.com ng tells of agroup the story of students living in Berlin. FOTOROMAN

MOSAIK at-a-glance T13

Aussprache und Rechtschreibung FOTOROMAN presents the rules of German pronunciation and spelling. tells the story of a group of students living in Berlin.

LEKTION 3A Fotoroman KAPITEL 3 Familie und Freunde hunderteins 101

Video: Fotoroman Ein Abend mit der Familie PERSONEN Die Freunde essen bei Familie Yilmaz. Alle wissen (know), Torsten ist Sabites Freund. Alle, nur einer nicht. Anke Faik George Hans Meline Sabite Torsten Zeynep

1 5 7 Nützliche Ausdrücke HANS Bist du ihr Bruder? ANKE Hallo! Willkommen, ich bin TORSTEN Nein, Sabite ist meine Freundin. Ich ● Freut mich sehr, Sie kennen zu lernen. Sabites Mutter. bin Torsten. Nett dich kennen zu lernen. Pleased to meet you. GEORGE Freut mich sehr, Sie kennen zu lernen, HANS Freut mich. ● Das ist meine jüngere Schwester. Frau Yilmaz. Ich bin George Bachman. MELINE Börek? This is my younger sister. HANS Nein danke. ● die Türkei Turkey ● Haben Sie Geschwister? 2 8 Do you have any siblings? ● MELINE Frau Yilmaz, Ihr Sauerbraten die Urgroßeltern great-grandparents SABITE Hallo, Hans. ist köstlich. ANKE Danke, Meline. Hans? Alles in Ordnung? ● Tut mir leid, dass ich zu spät komme. SABITE George, das ist meine jüngere HANS Tut mir leid, dass ich zu spät komme. Du isst nichts. Sorry for being late. Schwester, Zeynep. HANS Hmm? Ja, danke. ● der Sauerbraten GEORGE Hallo, Zeynep, nett dich kennen marinated beef zu lernen. ● Ihr Sauerbraten ist köstlich. SABITE Und das ist unser Vater. HANS Hallo! Your sauerbraten is delicious. GEORGE Herr Yilmaz, freut mich. SABITE Hans, das sind meine Eltern, Anke 9 ● und Faik. FAIK Hans, Ihre Familie kommt aus Bayern? Alles in Ordnung? Everything OK? HANS Guten Abend, Herr Yilmaz. Guten HANS Ja. Abend, Frau Yilmaz. Für Sie. TORSTEN Ich habe eine Tante in München. Hast ● einladen ANKE Danke. du Geschwister, Hans? to invite ANKE Das sind die Patatesli Sigara Böregi von HANS Sehr erfreut. HANS Mein Bruder, Max, ist 18. Er ist sportlich ● das Abendessen Faiks Großmutter. und spielt gern Fußball. dinner MELINE Herr Yilmaz, Ihre Familie kommt aus MELINE Hat er eine Freundin? der Türkei? 3 6 3A.1 FAIK Ja. Ich komme aus Ankara. Ich habe ● Das is unser Vater. dort Cousins und einen Onkel. Haben Sie 10 This is our father. Geschwister? MELINE Ich habe drei ältere Schwestern. Eine 3A.2 ist verheiratet, eine ist getrennt, eine ist ● Es ist eine schöne Stadt. verlobt. Ich habe auch eine Nichte, sie heißt It’s a beautiful city. Ava und ist 12. SABITE Hans, alles in Ordnung? MELINE Sabite! 3A.3 ● 4 SABITE Was? Er ist sportlich und spielt gern Fußball. MELINE Hans. He’s athletic and likes to play soccer. GEORGE Meine Eltern sind geschieden. Meine SABITE Was ist mit Hans? Oh. Ooooh. Urgroßeltern kommen aus Heidelberg. ANKE Wir haben Strudel! TORSTEN Mein Onkel lebt in Heidelberg. Er ist Professor. Es ist eine schöne Stadt.

1 Richtig oder falsch? Indicate whether each statement is richtig 6. Georges Eltern sind verheiratet. 2 Zum Besprechen Draw your family tree. Include your parents, 3 Erweiterung Boreks are a popular Turkish snack with many varieties. or falsch. 7. Torstens Onkel lebt in München. siblings, aunts, uncles, and grandparents. Then “introduce” your family In pairs, research another popular Turkish dish, and share your findings 1. Als Nachtisch (dessert ) gibt es Berliner. to a classmate. with the class. 8. Georges Urgroßeltern kommen aus Berlin. 2. Meline hat zwei ältere Schwestern.

ÜBUNGEN 9. Hans’ Familie kommt aus Bayern. 3. Melines Nichte heißt Ava. 10. Max ist 18 und spielt Basketball. Ressourcen 4. Faik kommt aus Ankara. 5. Es gibt Sauerbraten bei Famile Yilmaz. SAM DVD VM: p. 5 Folge 5 vhlcentral.com

Fotoroman is a versatile episodic video that can be assigned as homework, presented in class, or used as review. To learn more about using the Fotoroman video, turn to page T27. Conversations reinforce vocabulary from Kontext. They also preview structures from the upcoming Strukturen section in context. Personen features the cast of recurring Fotoroman characters, including students: George, Sabite, Meline, and Hans. Nützliche Ausdrücke calls out the most important words and expressions from the Fotoroman episode that have not been formally presented. This vocabulary is not tested. The blue numbers refer to the grammar structures presented in the lesson. Übungen activities include comprehension questions, a communicative task, and a research-based task.

● Streaming video with teacher-controlled captioning for all 8 episodes of the Fotoroman ● End-of-video Zusammenfassung section where key vocabulary and grammar from the episode are re-inforced ● students work with a partner online to record and submit an activity

Supersite features vary by access level. Visit vistahigherlearning.com to explore which Supersite level is right for you. T14 MOSAIK at-a-glance

K ULtur STRUKTUREN explores cultural themes introduced in KONTEXT. presents German grammar in a graphic-intensive format.

LEKTION 3A Kultur KAPITEL 3 Familie und Freunde hundertdrei 103

IM FOKUS DEUTSCH IM ALLTAG PORTRÄT Die Familie

Reading die Ehe marriage das Einzelkind only child Eine deutsche Familie die Hochzeit wedding die Mama mom EIN KLEINER TIPP der erste/zweite Mann first/second husband Remember to read decimal places in der Papa dad German using the word Komma (comma) die Urgroßmutter great-grandmother where you would say point in English. der Urgroßvater great-grandfather 74,1% vierundsiebzig Komma der / die Verlobte fiancé(e) eins Prozent adoptieren to adopt

wenn Finn und Lukas um eins von der Schule nach Hause kommen. Abends DIE DEUTSCHSPRACHIGE WELT spielen sie zusammen Fußball im Park oder fahren Fahrrad am Rhein. In der Familie macht auch Hans Hausarbeit°, aber Petra kocht und putzt° trotzdem mehr. Die Familie fährt einmal im Jahr gemeinsam° in Angela Merkel den Urlaub°. Seit November 2005 hat Deutschland eine Bundeskanzlerin°: Angela Merkel. Viele Deutsche finden Merkel pragmatisch und solide, und im Magazin Forbes steht, sie ist eine Sind Hans und Petra also eine der mächtigsten° Frauen der Welt. Die CDU°-Politikerin hat keine Kinder, aber sie hat einen „typisch“ deutsche Familie? Das Die Liebe wichtigen Unterstützer°, ihren Mann, Joachim Sauer. Sauer ist Professor für Chemie an der Leben in Deutschland ist vielfältiger Humboldt-Universität in Berlin. Er hält sich am liebsten von den Medien fern°, aber wenn die Ein Kuss° ist nicht nur° ein Kuss. In den geworden°. In der Wohnung links mächtigsten Politiker der Welt zusammen essen, ist Sauer oft dabei, neben Michelle Obama meisten Teilen° Deutschlands sagt man und Carla Bruni. Und wer wäscht im Hause Sauer-Merkel die Wäsche°? Beide! Mit wem° die Deutschen leben (%) Hans und Petra sind ein neben Hans und Petra lebt eine „Kuss“. Aber es gibt andere Möglichkeiten°, allein deutsches Ehepaar mit zwei Einwandererfamilie°, rechts von ihnen „Kuss“ in der deutschsprachigen Welt zu Bundeskanzlerin female chancellor eine der mächtigsten one of the most powerful CDU Christian Democratic Union Eltern allein Partner mit Kind sonstige° sagen. In der Schweiz/In Liechtenstein sagt Unterstützer supporter hält sich am liebsten von den Medien fern prefers to stay away from the media Kindern. Sie haben zwei Söhne, lebt ein allein erziehender° Vater wäscht… die Wäsche does the laundry 18–24 63,5 15,9 15,8 1,4 3,4 Finn und Lukas. Finn ist 11 Jahre alt mit seiner Tochter. Was ist also man „Müntschi“. In Österreich/In Bayern ist 25–29 19,8 25,2 48,6 3,1 3,3 und in der 5. Klasse. Lukas ist zwei „typisch“ für die deutsche Familie ein Kuss ein „Bussi“ oder ein „Busserl“. Auf Kölsch (der Dialekt von Köln) ist das 30–34 6,8 20,1 66,9 4,5 1,7 Jahre älter als Finn und geht schon° von heute? Vielleicht einfach ein „Bütz“. IM INTERNET 35–44 3,3 14,9 74,1 6,3 1,4 in die 7. Klasse. Die Familie hat eine Zusammenhalt° und Liebe. Und wie sagt man „Ich liebe dich“? 45–54 1,3 13,6 78,8 5,0 1,4 große Wohnung° und einen schönen 55–64 0,3 16,9 79,4 2,2 1,3 Ein paar° Varianten: Scheidung (Divorce): Eine Epidemie in den Garten vor dem Haus. Hans arbeitet schon already Wohnung apartment Büro office 65–74 0,1 25,0 70,8 2,1 2,1 In Bayern/In Österreich sagt man „I mog di“. deutschsprachigen Ländern? den ganzen Tag in einem Büro°. Petra Krankenschwester nurse Hausarbeit housework 75–79 0 41,8 52,0 2,2 3,9 putzt cleans gemeinsam together Urlaub vacation In der Schweiz geht das so: „I liäbä di“. ist vielfältiger geworden has become more diverse Und die Berliner sagen „Ick liebe Dir“. 80+ 0 58,7 30,1 2,5 3,4 arbeitet als Krankenschwester°, aber Einwandererfamilie family of immigrants allein For more information on this Kultur, go to vhlcentral.com. QUELLE: Bundesministerium sie ist nachmittags immer zu Hause, erziehender single parent Zusammenhalt sticking Kuss kiss nur only meisten Teilen major parts together Mit wem With whom sonstige miscellaneous Möglichkeiten possibilities Ein paar A couple of

1 Ergänzen Sie Complete the statements. 7. Hans macht in der Familie auch . 2 Richtig oder falsch? Indicate whether each statement is richtig or 3 Sie sind dran In pairs, use vocabulary from Deutsch im Alltag to falsch. Then, in pairs, correct the false statements. write six sentences describing a famous American family. Then share 1. Hans’ Frau heißt . 8. Die Familie fährt gemeinsam in den . 1. Der Dialekt, den man in Köln spricht, heißt „Bayerisch“. the description with your classmates. 2. Ihre (Their) heißen Finn und Lukas. 9. In Deutschland leben die meisten (most) 18- bis 24-Jährigen mit ihren (their) . 2. „I liäbä di“ ist die schweizerische Art (Swiss way), „Ich liebe dich“ ÜBUNGEN 3. Am Tag arbeitet im Büro. zu sagen. 4. Petra als Krankenschwester. 10. Die meisten Deutschen, die älter als (older than) 80 Jahre sind, Ressourcen leben . 3. Angela Merkel ist 2005 geboren (was born). 5. Am Vormittag (In the morning) sind Finn und Lukas in der . 4. Joachim Sauer ist mit Angela Merkel verheiratet. 6. Am Abend (In the evening) spielen Hans, Finn, Lukas und Petra Fußball 5. Joachim Sauer ist der deutsche Bundespräsident. oder am Rhein. Practice more at vhlcentral.com. vhlcentral.com

Im Fokus presents an in-depth reading about the lesson’s cultural theme. Full-color photos bring to life important aspects of the topic, while charts support the main text with statistics and additional information. Ein kleiner Tipp boxes provide helpful tips for reading and understanding German. Porträt spotlights notable people, places, events, and products from the German-speaking world. This article is thematically linked to the lesson. Deutsch im Alltag presents additional vocabulary related to the lesson theme, showcasing words and phrases used in everyday spoken German. This vocabulary is not tested. Die deutschsprachige Welt focuses on the people, places, dialects, and traditions in regions where German is spoken. This short article is thematically linked to the lesson. Im Internet boxes, with provocative questions and photos, direct you to the MOSAIK Supersite where you can continue to learn about the topics in Kultur.

● Kultur reading ● Im Internet research activity expands on the lesson theme ● Reading-based activity

Supersite features vary by access level. Visit vistahigherlearning.com to explore which Supersite level is right for you. MOSAIK at-a-glance T15

STRU KTuren presents German grammar in a graphic-intensive format.

112 hundertzwölf KApiTel 3 Familie und Freunde hundertdreizehn 113

3A.3 Gern and nicht gern Presentation Anwendung und Kommunikation

Startblock In English, we use the verb to like to convey enjoyment of an activity. 1 Gern oder nicht gern? Write what each person likes or does not In German, the adverb gern can be used to convey this idea. like to do.

Er spielt gern Fußball. Frau Yilmaz kocht gern. BeiSpiel Elke und Aslan / Ski fahren Elke und Aslan fahren gern Ski.

1. das Paar / kochen

• To say that you like to do something, use the conjugated verb with the adverb gern. Ich schwimme gern. Meine Schwester liest gern Bücher. I like to swim. My sister likes to read books. 2. die Frau und der Hund / 3. Jens / schwimmen 4. Inge und ihr Mann / In an affirmative sentence, placegern after the verb it modifies. Note that any direct or • spazieren gehen sehen / Talkshows indirect objects are placed aftergern . Dein Bruder spielt gern Fußball. Katzen trinken gern Milch. 2 partnergespräch In pairs, take turns asking and answering Your brother likes to play soccer. Cats like to drink milk. the questions.

• To express dislike for an activity, use nicht gern after the verb. BeiSpiel S1: Sprichst du gern mit deinen Eltern? S2: Ja, ich spreche gern mit meinen Eltern. 1. Gehst du gern ins Kino? 3. Liest du gern Literatur?

Ressourcen 2. Was machst du gern in deiner Freizeit? 4. Machst du gern Sport?

3 Machst du das gern? In pairs, take turns asking and answering the SAM survey questions. Then compare your likes and dislikes. WB: pp. 39–40 BeiSpiel Machst du das gern? ja nein S1: Spielst du gern Basketball? •• SAM S2: Ja, ich spiele gern Basketball./ 1. angeln LM: p. 25 Nein, ich spiele nicht gern Basketball. 2. reisen •• Mein Vater arbeitet nicht gern spät. Thomas isst nicht gern Kuchen. 3. Fußball spielen •• My father doesn’t like to work late. Thomas doesn’t like to eat cake. 4. spazieren gehen •• vhlcentral.com 5. lesen •• 6. Physik studieren •• •• Complete the sentences using gern or nicht gern. 7. schwimmen Jetzt sind Sie dran! 8. Fahrrad fahren •• 9. Kuchen backen •• •• 1. Meine Oma bäckt ger n Kuchen. 7. Das Paar geht am Abend (at night) 10. schlafen 2. Die Kinder spielen Schach. tanzen. Wie ist deine Familie? Interview a classmate to find out the likes 3. Ich lese Lehrbücher. 8. Die Zwillinge spielen 4 am Strand. and dislikes of his/her family members. 4. Meine Brüder fliegen in Urlaub. 9. Ich bleibe lange 5. Wir fahren im Sommer (in the summer) BeiSpiel in der Bibliothek. nach Deutschland. S1: Was macht deine Mutter gern? 10. Mein Stiefvater geht S2: Sie liest gern, aber sie kocht nicht gern. 6. Meine Schwester lernt für spazieren. ihren Abschluss. Practice more at vhlcentral.com.

Format includes one to two pages of explanation for each grammar point, followed by one to two pages of activities. Two to three grammar points are featured in each lesson. Startblock eases you into each grammar explanation, with definitions of grammatical terms and reminders about grammar concepts with which you are already familiar. Photos from the Fotoroman consistently integrate the lesson’s video episode with the grammar explanations. Querverweis boxes call out information covered in earlier lessons or provide cross-references to related topics you will see in future chapters. Achtung boxes clarify potential sources of confusion and provide supplementary information. Jetzt sind Sie dran! is your first opportunity to practice the new grammar point. Anwendung offers a wide range of guided activities that combine lesson vocabulary and previously learned material with the new grammar point. Kommunikation activities provide opportunities for self-expression using the lesson grammar and vocabulary. These activities feature interaction with a partner, in small groups, or with the whole class.

● Grammar presentations ● Additional online-only practice activities ● Textbook activities ● Chat activities for conversational skill-building and oral practice

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Wiederholung Zapping pulls the lesson together. features TV commercials and public service announcements.

134 hundertvierunddreißig KApiTEl 3 Familie und Freunde hundertfünfunddreißig 135 Wiederholung

1 Etwas unternehmen In pairs, make plans for 4 Meine ideale Familie Survey your classmates 7 Die Familie With a partner, write a brief description of these five family members. what you will do today in each location. Use prepositions about their ideal family situation, and write down their Use the vocabulary you learned in Lektionen 2A, 2B, 3A, and 3B to describe their with the accusative. answers. Then, in pairs, compare your results. interests, activities, physical characteristics, and personalities. Die Familie BEispiEl BEispiEl BEispiEl S1: Um 10 Uhr gehen wir in die Bibliothek. S1: Wie ist deine ideale Familie? Die Tochter heißt Karin. Sie ist zwölf Jahre alt. S2: Ja, dort können wir gute Bücher für das Referat finden. S2: Meine ideale Familie ist… Sie hat blonde Haare und blaue Augen. Sie ist sehr aktiv und spielt gern Fußball. bis gegen durch ohne entlang um für

der Sohn der Vater der Cousin die Tochter die Mutter 1. 2. 8 5 Am Wochenende In small groups, prepare a skit Viele Verabredungen Your instructor will give in which a group of friends makes plans for the weekend. Mein Wör | ter | buch you a worksheet with several activities listed. Survey your Use vocabulary from Kapitel 2. classmates to find someone who would like to do each of Add five words related to die Familie and persönliche the activities with you. When someone says “yes”, agree BEispiEl Beschreibungen to your personalized dictionary. on a time and date. If someone says “no”, they must give 3. 4. S1: Ich spiele gern Basketball! an excuse, explaining what they have to or are supposed Können wir morgen Basketball spielen? to do instead. S2: Nein, bleiben wir hier! Wir müssen unsere Hausaufgaben machen! 2 Wollen und sollen In small groups, take turns klug BEispiEl S3: Ihr könnt hier bleiben, aber ich will... saying one thing that you want to do today, one thing that Übersetzung you must do, one thing that you can do, one thing that you S1: Gehen wir morgen Abend ins Kino! S2: Ich kann nicht. Ich muss für die Prüfung lernen. clever, smart may do, and one thing that you are supposed to do. S3: Ich komme gern. Gehen wir morgen um 7 Uhr! Wortart BEispiEl S1: Ich will heute Abend ins Kino gehen, 6 Geschwister In pairs, role-play a conversation Adjektiv (Beschreibungswort) aber ich muss Hausaufgaben machen. between two siblings. The younger sibling asks to do S2: Ich soll für meinen Deutschkurs lernen, Gebrauch aber ich kann auch Tennis spielen. things, and the older sibling tells him/her what to do Der Mann ist klug. Ein kluger Mann spricht S3: Ich kann nicht Tennis spielen. Ich muss... and what not to do. nicht zu viel. BEispiEl 3 Synonyme Berufliche Eigenschaften Your instructor will S1: Darf ich Fußball spielen? give you and a partner different worksheets with a list of S2: Nein, das darfst du nicht! Iss dein Abendessen! schlau, gescheit occupations and profiles of several students. Take turns describing the students and matching their qualities to Antonyme appropriate occupations. dumm, unbegabt

BEispiEl S1: Anke ist kreativ und gut in Mathe. S2: Ah, dann ist Anke eine gute Architektin.

Wiederholung activities integrate the lesson’s grammar points and vocabulary with previously learned vocabulary and structures, providing consistent, built-in review as you progress through the text. Pair and group icons indicate communicative activities such as role play, games, personal questions, interviews, and surveys. Information gap activities, identified by interlocking puzzle pieces, engage you and a partner in problem-solving situations. Recycling icons call out the activities in which you will practice the lesson’s grammar and vocabulary along with previously learned material. Mein Wörterbuch in the B lesson of each chapter offers the opportunity to increase your vocabulary and contextualize new words.

● Virtual Chat activities for recording and submitting a simulated conversation online. ● Work with a partner online to record and submit an activity with the Partner Chat feature.

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Wiederholung Zap p ing pulls the lesson together. features TV commercials and public service announcements.

KAPITEL 3 Familie und Freunde hundertfünfzehn 115

Video: TV Clip

Volkswagen Volkswagen (VW) is one of the world’s largest automobile manufacturers. The company’s headquarters are located in Wolfsburg, Lower Saxony. The name Volkswagen means car for the people. Volkswagen cars were initially designed and produced under the Third Reich. However, in post-war Germany, Volkswagen became an important symbol of West Germany’s economic recovery. Today, the company also owns Audi, Bentley, Bugatti, and Lamborghini, among others.

„Hey! Schickes Auto!“ Kleiner Familienausflug° zum Strand°? Mit Mutti und den Kleinen?

Familienausflug family excursion zum Strand to the beach

Verständnis Answer the questions in German. Diskussion In pairs, discuss the answers to 1. How do the two young men describe the these questions. VW Sharan? 1. Does your family have a family car? If so, how is it 2. Who are the members of the older man’s family? similar to or different from the VW Sharan? 2. What is the message of the commercial? Do you think the commercial is effective in conveying that message? Explain.

Zapping presents authentic TV commercials and public service announcements from the German-speaking world. Summary provides context for each video clip. Photos and captions provide key information to facilitate comprehension. Post-viewing activities check comprehension and encourage you to explore the broader themes presented in each film.

● Streaming video of the TV clips with ● Textbook activity teacher-controlled subtitle options

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W Eiter GEHT’S WEITER GEHT’S Panorama presents geographical, historical, and cultural information Lesen provides practice for reading skills in the context of the chapter’s theme. about the German-speaking world.

KAPITEL 3 Weiter geht’s KAPITEL 3 Familie und Freunde hundertsiebenunddreißig 137

Map Menschen Panorama Sandra Bullock Sandra Bullock wurde 1964 in Arlington, Virginia gebo- Die Vereinigten Staaten ren°. Ihre Mutter ist Helga D. Meyer, eine deutsche Opernsängerin. Deshalb verbringt° Bullock, die neben und Kanada Englisch fließend° Deutsch spricht, auch die ersten 12 Jahre ihres Lebens in der deutschen Stadt Fürth, bevor sie mit ihrer Familie in die USA zieht. Ihre erfolg- Anteil der Amerikaner mit deutschen Wurzeln: reiche Karriere beinhaltet Filme wie Speed, Während du 17% (51 Millionen) schliefst und Blind Side – Die große Chance, für den Kalifornien: 3.517.470 Michigan: 2.271.091 sie einen Oscar als beste Hauptdarstellerin° erhält.

Pennsylvania: 3.491.269 Florida: 2.270.456 Eine Straße in Minocqua, Eine Bratwurst mit Salat und Senf Ohio: 3.231.788 New York: 2.231.309 Wisconsin Essen Feiern Illinois: 2.668.955 Minnesota: 1.949.346 Hamburger German Fest Texas: 2.542.996 Indiana: 1.629.766 Der Hamburger – ein Sandwich aus einer Fri- Das German Fest in Milwaukee ist das größte NovaNova Scotia Scotia „deutsche“ Event Nordamerikas. Seit 1981 fei- Wisconsin: 2.455.980 Missouri: 1.576.813 MinnesotaMinnesota kadelle° in einer Semmel° mit einem Salat- VancouverVancouver WisconsinWisconsin ern die Menschen hier am letzten Juliwochen- QUELLE: U.S. Census 2000 NewNew York York blatt und einer Scheibe Tomate – hat etwas WinnipegWinnipeg MichiganMichigan ende Kultur deutschsprachiger° Länder und MontrealMontreal mit der Stadt Hamburg zu tun. Als deutsche Anteil der Kanadier mit deutschen Wurzeln: Immigranten und Matrosen° Ende des 18. Regionen wie Österreich, Deutschland, Liech- TorontoToronto Jahrhunderts nach New York kommen, bekom- tenstein, Südtirol und der Schweiz. Besucher° 10% (3 Millionen) KitchenerKitchener men Sie hier „Steak im Hamburger Stil“. Diese tragen teilweise Dirndl und Lederhosen, hören Toronto: Kitchener: Illinois traditionelle Blaskapellen° oder moderne Pop- 220.135 93.325 Illinois OhioOhio Steaks damals hatten mit heutigen Hambur- Vancouver: 187.410 Montreal: 83.850 IndianaIndiana gern außer dem Namen noch nicht viel zu tun. musik und bekommen Informationen über ihre MissouriMissouri PennsylvaniaPennsylvania Geschichte Erst mit der Erfindung des Fleischwolfs° im deutsche Abstammung°. Im Jahr 2010 essen Winnipeg:: 109.355 KalifornienKalifornien Deutsche in Texas 19. Jahrhunderts werden aus Steaks im Ham- die Besucher unter anderem 20.000 Brat- QUELLE: Canadian Census 2006 1848 gibt es in Deutschland und vielen burger Stil die heutigen Hamburger. würste, 9.000 Knödel°, 200 Spanferkel° und Die ersten deutschen Siedler in Kanada kommen anderen europäischen Ländern (Frankreich, 15.000 Stück Strudel. zwischen 1750 und 1753 nach Nova Scotia. Die meisten TexasTexas Dänemark, Österreich) Revolutionen und von ihnen° sind Bauern und Kaufleute°. Zwischen 1919 FloridaFlorida Aufstände° auf Grund von sozialen und und 1939 kommen fast 100.000 Deutsche nach Kanada. wirtschaftlichen° Problemen. Nach der Auch von ihnen sind die meisten Bauern. Sie alle IM INTERNET Mairevolution verlassen° viele Revolutio- bringen ihre Familien mit und starten ein neues Leben 0 0 1.0001.000 Meilen Meilen näre Deutschland und gehen in die USA. 1. Welche anderen Gerichte (dishes) in Nordamerika. 0 0 1.0001.000 Kilometer Kilometer Sie leben in Städten wie zum Beispiel New haben ihren Ursprung (origin) in Berühmte Deutschamerikaner Braunfels und Fredericksburg in Texas. Die- deutschsprachigen Ländern? und Deutschkanadier sen deutschen Einfluss° kann man heute 2. Suchen Sie ein Rezept für ein deutsch- hier immer noch sehen. Unter anderem gibt amerikanisches (oder österreichisch- Levi Strauss, Unternehmer° (1829–1902) es in Texas eine Form des Deutschen, die amerikanisches) Gericht. Frederick Louis Maytag I, Unternehmer (1857–1937) man Texas-Deutsch nennt. 3. Suchen Sie Informationen über eine Dwight D. Eisenhower, Fünf-Sterne General und 0 0 200200 Meilen Meilen berühmte deutsch-amerikanische Tänzer auf dem Oktoberfest US-Präsident (1890–1969) 0 0 200200 Kilometer Kilometer wurde... geboren was born verbringt spends (time) fließend fluent Hauptdarstellerin lead actress Aufstände uprisings Person. in Hollywood Beach, Florida wirtschaftlichen economic verlassen leave Einfluss influence Frikadelle meatball Semmel bun Matrosen sailors Lou Gehrig, Baseballspieler (1903–1941) Erfindung des Fleischwolfs invention of the meat grinder deutschsprachiger German-speaking Besucher Visitors For more information on this Panorama, go to vhlcentral.com. Blaskapellen brass bands Abstammung descent Knödel dumplings Spanferkel suckling pigs Henry Kissinger, Politiker (1923–) Almuth Lütkenhaus, Künstlerin° (1930–1996) Dany Heatley, Eishockeyspieler (1981–) Was haben Sie gelernt? Complete the sentences. 6. Zwei deutsche Städte in Texas sind . Justin Bieber, Sänger° (1994–) Unglaublich, aber wahr! 1. Die meisten Amerikaner mit deutschen Wurzeln leben in . 7. Hamburger haben ihren Namen von der deutschen Stadt . 1784 verlässt° John Jacob Astor (1763–1848) das Dorf Walldorf in Deutschland mit $25 und 2. Ungefähr der amerikanischen Bevölkerung haben deutsche Wurzeln. 8. Die Besucher essen jedes Jahr 200 Spanferkel und 20.000 Bratwürste VHL6VHL6 Map7 Map Flöten° 8 8United United in StatesRichtung States and and USA. Canada Canada Durch Immobilien°− 3. John Astor verlässt 1784 Deutschland mit und 7 Flöten. auf dem . ThirdThird proof proof und Fellhandel° wird er reich und ist zur Zeit 4. Eine Schauspielerin, die fließend Deutsch spricht, ist . 9. Beim German Fest sehen viele Facetten meisten von ihnen most of them Kaufleute tradespeople seines Todes der reichste° Mann Amerikas. deutschsprachiger Kultur. Unternehmer entrepreneur Künstlerin artist Sänger singer 5. Sandra Bullock wohnt in Fürth, bis sie alt ist. verlässt leaves Flöten flutes Immobilien real estate Sein Vermögen beträgt ungefähr $20 Millionen. Fellhandel fur trade reichste richest Practice more at vhlcentral.com.

Panorama offers interesting facts about the featured city, region, or country. Maps point out major geographical features and situate the featured region in the context of its immediate surroundings. Readings explore different aspects of the featured region’s culture, such as history, landmarks, fine art, literature, and insight into everyday life. Unglaublich aber wahr! highlights an intriguing fact about the featured place, person, or thing. Comprehension questions check your understanding of key ideas.

● Map with statistics and cultural notes ● Textbook activity ● Im Internet research activity ● Partner Chat activities

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WEITER GEHT’S W Eiter GEHT’S Panorama presents geographical, historical, and cultural information Lesen provides practice for reading skills in the context of the chapter’s theme. about the German-speaking world.

138 hundertachtunddreißig KApiTel 3 Familie und Freunde hundertneununddreißig 139

Nach dem Lesen Lesen Reading: Audio Richtig oder falsch? Indicate whether each Vor dem Lesen statement is richtig or falsch. richtig falsch Strategien 1. Fast jede Familie in Deutschland hat ein Haustier. • • Predicting content from visuals 2. Katzen sind das Haustier When you read in German, look for visual Nummer 1. • • cues that can help you figure out the content 3. Der Trend in den nächsten and purpose of what you are reading. Photos Jahren geht zu mehr Hunden. and illustrations, for example, can give you a • • 4. Immer weniger Menschen good idea of the main points of the reading. haben Vögel. You may also encounter helpful visuals that • • summarize large amounts of data in a way 5. Großstadtkinder mit Hunden that is easy to comprehend; these visuals haben mehr Probleme. • • include bar graphs, pie charts, flow charts, 6. Viele Ledige haben Katzen lists of percentages, and other diagrams. als Haustiere. • • Die beliebtesten° Haustiere Wählen Sie Select the correct response In Deutschland gibt es Haustiere in according to the article. mehr als° 12 Millionen Haushalten. 1. Wie viel Prozent der Deutschen besitzen ein Katzen 16,5% der Haushalte Haustier? Hunde 13,3% der Haushalte a. 10%–20% b. 20%–30% c. 30%–40% Nagetiere° 6,4% der Haushalte 2. Welche Haustiere werden immer beliebter? Vögel 4,9% der Haushalte a. Katzen b. Vögel c. Hunde Aquarien° 4,4% der Haushalte 3. Welches Tier passt in die Kategorie Nagetiere? Auch in Österreich und der Schweiz sind a. Vögel b. Hunde c. Hamster Katzen und Hunde die beliebtesten Haustiere. 4. Welches Haustier besitzen die meisten Deutschen? beliebtesten most popular mehr als more than der allgemeine° Trend hin zu mehr° Katzen und weniger° Hunden. a. Hunde b. Fische c. Katzen Nagetiere rodents Aquarien fish tanks Andere beliebte Tiere sind Nagetiere wie Kaninchen° und Hamster. 5. Welche Bevölkerungsgruppe hat die meisten Vögel singen immer weniger in deutschsprachigen Haushalten°. Haustiere? Hunde a. Frauen b. Ledige c. Verheiratete Texte verstehen Take a quick look Haustiere sind oft ein wichtiger Teil° der Familie. Kinder lernen at the visual elements of the article in order to durch sie, soziale Kontakte zu pflegen°. Großstadtkinder, die mit Meine Haustiere With a partner, talk generate a list of ideas about its content. Then undund einem Hund leben, haben später° oft weniger Probleme mit Krimi- about the pets you or your family and friends have. compare your list with a classmate’s. What KatzenKatzen nalität. Vor allem bei Singles sind Katzen beliebt, da sie alleine sein Use the verb haben and possessive adjectives. elements did you both notice? What aspects did können, aber auch eine Art Partnerersatz sind. BeiSpiel your partner notice that didn’t catch your eye? Für viele Deutsche, Österreicher und Schweizer sind Haustiere Discuss your lists and make any changes needed sehr wichtig. Allerdings gibt es in diesen Ländern weit weniger S1: Hast du eine Katze? S2: Nein, ich habe nur einen Fisch, aber mein Onkel to produce a final list of ideas. vierbeinige Freunde° als in anderen europäischen Ländern. Zum Wer hat welches Haustier? hat zwei Katzen… Beispiel hat in Deutschland nur etwa jeder Vierte ein Haustier. Status Katzen Hunde Fische Vögel

elche Tiere findet man bei Deutschen, Österreichern und Ledig 23% 18% 7% 5% Schweizern am häufigsten°? Oft hört man, der Hund ist des W Verheiratet 18% 18% 6% 5% Deutschen bester Freund. Statistiken zeigen allerdings, dass nicht Hunde, sondern Katzen das Haustier Nummer 1 im deutschsprachi- Frauen 17% 18% 7% 5% gen Raum sind. Hunde stehen nur an Nummer 2. Außerdem geht Männer 17% 18% 6% 5%

allgemeine general mehr more weniger fewer Kaninchen bunnies Haushalten households vierbeinige Freunde four-legged friends am häufigsten most frequently ein wichtiger Teil an important part pflegen to cultivate später later

Vor dem Lesen presents useful strategies and activities to help you improve your reading abilities. Readings are tied to the chapter theme. The selections recycle vocabulary and grammar you have learned. Nach dem Lesen consists of post-reading activities that check your comprehension.

● Audio-sync reading that highlights text as it is being read ● Textbook reading-based activities ● Work with a partner online to record and submit an activity with the Partner Chat feature

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W Eiter GEHT’S Wortschatz Hören and Schreiben provide support for listening and writing skills in the summarizes the chapter’s active vocabulary. context of the chapter’s theme.

140 hundertvierzig KAPITEL 3 Familie und Freunde hunderteinundvierzig 141 Hören Schreiben

Strategien Strategien Using idea maps Asking for repetition /Replaying the recording How do you organize ideas for a first draft? Often, the organization of ideas represents Sometimes it is difficult to understand what the most challenging part of the writing people are saying, especially in a noisy process. Idea maps are useful for organizing environment. During a conversation, you information. Here is an example of an idea can ask someone to repeat what they’ve map you could use when writing. said by saying Wie bitte? (Excuse me? ) or Entschuldigung? In class, you can ask your IDEA MAP instructor to repeat by saying Wiederholen Sie, bitte. (Repeat, please.) 45 Jahre alt 43 Jahre alt

To help you practice this strategy, you will listen to a short conversation. Ask your instructor to repeat it or replay the recording, and then summarize what Verständnis Thema you heard. Peter Dora Vater Mutter Briefe schreiben Wer ist das? Write the name of the person described by A German friend you met online wants to know about your family. Using the each statement. verbs and grammar structures you learned in this unit, write a brief description Musiker Journalistin Vorbereitung 1. Sie hat ein Problem mit ihrem Freund. intellektuell aktiv of your family or an imaginary family, including: Based on the photograph, where do you think • Names and relationships 2. Videospiele sind sein Hobby. Meine Familie Irine and Stefanie are? What do you think • Physical characteristics they are talking about? Hobbies and interests 3. Er ist großzügig und süß. • Zuhören Here are some useful expressions for writing a letter or e-mail in German: 4. Sie ist sehr glücklich mit ihrem Freund. Sören Now you are going to hear Irine and Stefanie’s Bruder Salutations conversation. Write C next to adjectives that 5. Sie wird bald heiraten. Lieber Stefan, Dear Stefan, describe Irine’s boyfriend, Christoph. Write J next Liebe Karin, Dear Karin, to adjectives that describe Stefanie’s boyfriend, 6. Er ist der perfekte Freund. Asking for a response Jürgen. Some adjectives will not be used. blond fleißig 15 Jahre alt großzügig langweilig neugierig Ich hoffe, bald von dir zu hören. I hope to hear from you soon. hübsch angenehm Richtig oder falsch? Indicate whether each statement is richtig or Erzähl, was es Neues bei dir gibt. Let me know what’s new with you. süß egoistisch falsch. Correct the false statements. Closings sportlich langsam 1. Christoph ist ein großzügiger und großartiger Mann. Bis bald!/Tschüss! So long! großartig toll Mach’s gut! All the best! ernst faul 2. Irine hat kein Glück mit Männern. Mit freundlichen Grüßen Yours sincerely Hochachtungsvoll Respectfully 3. Stefanie ist mit Jürgen verlobt.

4. Irine kann mit ihrem Freund nichts machen.

5. Christoph ist sehr interessant.

6. Stefanie kann Irine mit ihrem Männerproblem helfen. Practice more at vhlcentral.com.

Hören uses a recorded conversation or narration to develop your listening skills in German. Strategien and Vorbereitung prepare you to listen to the audio recording. Zuhören guides you through the recorded segment, and Verständnis checks your understanding of what you’ve heard. Strategien provides useful preparation for the writing task presented in Thema. Thema presents a writing topic and includes suggestions for approaching it. It also provides words and phrases that may be useful in writing about the topic.

● Audio for Hören activities ● Textbook activities and additional online-only practice activity ● Partner Chat activities ● Submit your writing assignment online using the composition engine.

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WEITER GEHT’S Wortschatz Hören and Schreiben provide support for listening and writing skills in the summarizes the chapter’s active vocabulary. context of the chapter’s theme.

KAPITEL 3 Wortschatz hundertzweiundvierzig 142

Flashcards zum Beschreiben der Familienstand Audio: Vocabulary blaue / grüne / blue / green / die Witwe, -n widow braune Augen brown eyes der Witwer, - widower die Familie blonde / braune / blond / brown / geschieden divorced das Baby, -s baby schwarze Haare black hair getrennt separated der Bruder, -¨ brother (un)angenehm (un)pleasant ledig single der Cousin, -s cousin (m.) arm poor; unfortunate verheiratet married die Cousine, -n cousin (f.) bescheiden modest verlobt engaged die Eltern parents besorgt worried das Enkelkind, -er grandchild diskret discreet heiraten to marry der Enkelsohn, -ë grandson dunkel dark die Enkeltochter, -¨ granddaughter dynamisch dynamic die Frau, -en wife egoistisch selfish Berufe das Geschwister, - sibling eifersüchtig jealous die Großeltern grandparents der Architekt, -en / architect ernst serious die Architektin, -nen die Großmutter, -¨ grandmother faul lazy der Besitzer, - / owner der Großvater, -¨ grandfather fleißig hard-working die Besitzerin, -nen der Halbbruder, -¨ half brother freundlich friendly der Friseur, -e / hairdresser die Halbschwester, -n half sister froh happy die Friseurin, -nen das Kind, -er child gemein mean der Geschäftsmann businessman / der Mann, -ër husband gierig greedy (pl. Geschäftsleute) / businesswoman die Geschäftsfrau, -en die Mutter, -¨ mother glücklich happy der Ingenieur, -e / engineer der Nachname, -n last name großzügig generous die Ingenieurin, -nen der Neffe, -n nephew gut good die Nichte, -n niece der Journalist, -en / journalist hell light die Journalistin, -nen die Oma, -s grandma intellektuell intellectual der Kellner, - / waiter / waitress der Onkel, - uncle intelligent intelligent die Kellnerin, -nen der Opa, -s grandpa interessant interesting der Musiker, - / musician das Paar, -e couple langsam slow die Musikerin, -nen der Schwager, -¨ brother-in-law langweilig boring der Rechtsanwalt, -ë / lawyer die Schwägerin, -nen sister-in-law Lieblings- favorite die Rechtsanwältin, -nen die Schwester, -n sister lustig funny die Schwiegermutter, -¨ mother-in-law müde tired der Schwiegervater, -¨ father-in-law mutig brave Modalverben der Sohn, -ë son naiv naïve dürfen to be allowed to, may der Stiefbruder, -¨ stepbrother nervös nervous können to be able to, can die Stiefmutter, -¨ stepmother nett nice müssen to have to, must die Stiefschwester, -n stepsister neugierig curious sollen to be supposed to der Stiefsohn, -ë stepson schlecht bad wollen to want to die Stieftochter, -¨ stepdaughter schnell fast der Stiefvater, -¨ stepfather schüchtern shy die Tante, -n aunt schwach weak Possessive adjectives See p. 104. die Tochter, -¨ daughter stark strong Descriptive adjectives See p. 108. der Vater, -¨ father stolz proud Gern and nicht gern See p. 112. der / die Verwandte, -n relative süß sweet; cute Prepositions with der Zwilling, -e twin See p. 128. toll great the accusative traurig sad Common commands See p. 131. die Haustiere

der Fisch, -e fish der Hund, -e dog Ressourcen die Katze, -n cat der Vogel, -¨ bird

vhlcentral.com

Wortschatz presents the chapter’s active vocabulary in logical groupings, including notation of plural forms.

● Audio recordings of all vocabulary items ● Vocabulary flashcards with audio

Supersite features vary by access level. Visit vistahigherlearning.com to explore which Supersite level is right for you. T22 MOSAIK and the Standards

MOSAI K and the Standards for Foreign Language Learning

Since 1982, when the ACTFL Proficiency Guidelines were first published, that seminal document and its subsequent revisions have influenced the teaching of modern languages in the United States. MOSAIK was written with the concerns and philosophy of the ACTFL Proficiency Guidelines in mind, incorporating a proficiency-oriented approach from its planning stages. MOSAIK’s pedagogy was also informed from its inception by the Standards for Foreign Language Learning in the 21st Century. First published in 1996 under the auspices of the National Standards in Foreign Language Education Project, the Standards are organized into five goal areas, often called the Five Cs: Communication, Cultures, Connections, Comparisons, and Communities. Since MOSAIK takes a communicative approach to the teaching and learning of German, the Communication goal is central to the student text. For example, the diverse formats used in the Kommunikation and Wiederholung activities in each lesson—pair work, small group work, class circulation, information gap, task-based, and so forth— engage students in communicative exchanges, providing and obtaining information, and expressing feelings, emotions, and ideas. The Schreiben section focuses on developing students’ communication skills in writing. The Cultures goal is most overtly evident in the Fotoroman and Kultur sections, as well as in the Panorama feature in the Weiter geht’s section at the end of each chapter. Students can also acquire information and recognize distinctive cultural viewpoints in the literary texts of the Lesen sections. MOSAIK also weaves culture into virtually every page, exposing students to the multiple facets of practices, products, and perspectives of the German-speaking world. In keeping with the Connections goal, students can connect with other disciplines such as communications, business, geography, history, fine arts, science, and math in the Zapping and Panorama features. Moreover, Im Internet boxes in Kultur and Panorama support the Connections and Communities goals as students work through those sections and complete the related activities on the MOSAIK Supersite. As for the Comparisons goal, it is reflected in Aussprache und Rechtschreibung and the Strukturen sections. Special Standards icons appear on the student text pages of your Teacher’s Annotated Edition to call out sections that have a particularly strong relationship with the Standards. These are a few examples of how MOSAIK was written with the Standards firmly in mind, but you will find many more as you work with the student textbook and its ancillaries. Teacher’s Annotated Edition T23

S ix Steps in Using the MOSAIK Instructional Design Step 1: Context Step 4: Culture Begin each lesson by asking students to provide from Now bring students into the experience of culture their own experience words, concepts, categories, and as seen from the perspective of those living in it. opinions related to the theme. Spend quality time Here we share German-speaking cultures’ unique evoking words, images, ideas, phrases, and sentences; geography, history, products, perspectives, and group and classify concepts. You are giving students practices. Through Kultur readings and internet the “hook” for their learning, focusing them on their activities students experience and reflect on cultural most interesting topic—themselves—and encouraging experiences beyond their own. them to invest personally in their learning. Step 5: Structure Step 2: Vocabulary We began with students’ experiences, focusing Now turn to the vocabulary section, inviting students on bridging their lives and language to the target to experience it as a new linguistic code to express cultures. Through context, media, and culture, what they already know and experience in the students have incorporated both previously- context of the lesson theme. Vocabulary concepts learned and new grammatical structures into are presented in context, carefully organized, their personalized communication. Now a formal and frequently reviewed to reinforce student presentation of relevant grammar demonstrates that understanding. Involve students in brainstorming, grammar is a tool for clearer and more effective classifying and grouping words and thoughts, and communication. Clear presentations and invitations personalizing phrases and sentences. In this way, to compare German to English build confidence, you will help students see German as a new tool for fluency, and accuracy. self-expression. Step 6: Skill Synthesis and Communication Step 3: Media Pulling all their learning together, students now Once students see that German is a tool for integrate context, personal experience, communication expressing their own ideas, bridge their experiences tools, and cultural products, perspectives, and to those of German speakers through the Fotoroman practices. Through extended reading, writing, section. The Fotoroman Video Program storyline listening, speaking, and cultural exploration in presents and reviews vocabulary and structure in scaffolded progression, students apply all their skills accurate cultural contexts for effective training in for a rich, personalized experience of German. both comprehension and personal communication. T24 Differentiation

D ifferentiation Knowing how to appeal to learners of different abilities and learning styles will allow you to foster a positive teaching environment and motivate all your students. Here are some strategies for creating inclusive learning environments. Extension and expansion activities are also suggested. Learners with Special Needs Learners with special needs include students with attention priority disorders or learning disabilities, slower-paced learners, at-risk learners, and English language learners. Some inclusion strategies that work well with such students are: Clear Structure By teaching concepts in a predictable order, you can help students organize their learning. Encourage students to keep outlines of materials they read, classify words into categories such as colors, or follow pre–writing steps. Frequent Review and Repetition Preview material to be taught and review material covered at the end of each lesson. Pair proficient learners with less proficient ones to practice and reinforce concepts. Kinesthetic Learners learn best through moving, Help students retain concepts through continuous touching, and doing hands-on activities. Involve practice and review. such students in skits and dramatizations; to infer Multi-sensory Input and Output Use visual, or convey meaning, have them observe or model auditory, and kinesthetic tasks to add interest and gestures such as those used for greeting someone or motivation, and to achieve long-term retention. For getting someone’s attention. example, vary input with the use of audio recordings, Advanced Learners video, guided visualization, rhymes, and mnemonics. Advanced Learners have the potential to learn Additional Time Consider how physical limitations language concepts and complete assignments at an may affect participation in special projects or daily accelerated pace. They may benefit from assignments routines. Provide additional time and recommended that are more challenging than the ones given to accommodations. their peers. The key to differentiating for advanced learners is adding a degree of rigor to a given task. Different Learning Styles Examples include sharing perspectives on texts they Visual Learners learn best by seeing, so engage them have read with the class, retelling detailed stories, in activities and projects that are visually creative. preparing analyses of texts, or adding to discussions. Encourage them to write down information and to Here are some other strategies for engaging advanced think in pictures as a long-term retention strategy. learners: Reinforce their learning through visual displays such as diagrams, videos, and handouts. Timed Answers Have students answer questions within a specified time limit. Auditory Learners best retain information by listening. Engage them in discussions, debates, and Persuading Adapt activities so students have to write role-playing. Reinforce their learning by playing or present their points of view in order to persuade audio versions of texts or reading aloud passages and an audience. Pair or group advanced learners to form stories. Encourage them to pay attention to voice, debating teams. tone, and pitch to infer meaning. Best Practices and Assessment T25

Best Practices The creators of MOSAIK understand that there are many different approaches to successful language teaching and that no one method works perfectly for all teachers or all learners. These strategies and tips may be applied to any language-teaching method. Maintain the Target Language As much as possible, create an immersion environment by using German to teach German. Encourage the exclusive use of the target language in your classroom, employing visual aids, mnemonics, circumlocution, or gestures to complement what you say. Encourage students to perceive meaning directly through careful listening and observation, and by using cognates and familiar structures and patterns to deduce meaning. Cultivate Critical Thinking Prompt students to reflect, observe, reason, and form judgments in German. Engaging students in activities that require them to compare, contrast, predict, criticize, and estimate will help them to internalize the language structures they have learned. Encourage Use of Circumlocution Prompt students to discover various ways of expressing ideas and of overcoming potential blocks to communication through the use of circumlocution and paraphrasing.

A ssessment As you use the MOSAIK program, you can employ a variety of assessments to evaluate progress. The program provides comprehensive, discrete answer assessments, as well as more communicative assessments that elicit open-ended, personalized responses. Diagnostic Testing complete the writing activity. These activities include The Wiederholung section in each lesson provides suggestions that will focus students’ attention on you with an informal opportunity to assess students’ what is important for attaining clarity in written readiness for the listening, reading, and writing communication. activities in the Weiter geht’s section. If some students need additional practice or instruction in a Testing Program particular area, you can identify this before students The MOSAIK Testing Program offers two Quizzes move on. for each Lektion. A Test is available for each chapter, and a Cumulative Writing Assessment Exam for chapters 1-4 is provided.The tests are At the end of each chapter, the Weiter geht’s available on the Supersite so that you can customize section includes a Schreiben page that introduces them by adding, eliminating, or moving items a writing strategy, which students apply as they according to your classroom and student needs. T26 Performance Assessment

Portfolio Assessment Strategies for Differentiating Assessment Portfolios can provide further valuable evidence of Here are some strategies for modifying tests and your students’ learning. They are useful tools for other forms of assessment according to your students’ evaluating students’ progress in German and also needs and your own purposes for administering suggest to students how they are likely to be assessed the assessment. in the real world. Since portfolio activities often Adjust Questions Direct complex or higher-level comprise classroom tasks that you would assign as questions to students who are equipped to answer part of a lesson or as homework, you should think of them adequately and modify questions for students the planning, selecting, recording, and interpreting with greater needs. Always ask questions that elicit of information about individual performance as a thinking, but keep in mind the students’ abilities. way of blending assessment with instruction. Provide Tiered Assignments Assign tasks of varying You may find it helpful to refer to portfolio contents, complexity depending on individual student needs. such as drafts, essays, and samples of presentations when writing student reports and conveying the Promote Flexible Grouping Encourage movement status of a student’s progress to his or her parents. among groups of students so that all learners are appropriately challenged. Group students according Ask students regularly to consider which pieces of to interest, oral proficiency levels, or learning styles. their own work they would like to share with family and friends, and help them develop criteria for Adjust Pacing Pace the sequence and speed of selecting representative samples of essays, stories, assessments to suit your students’ learning needs. poems, recordings of plays or interviews, mock Time advanced learners to challenge them and allow documentaries, and so on. Prompt students to choose slower-paced learners more time to complete tasks or a variety of media in their activities wherever possible answer questions. to demonstrate development in all four language skills. Encourage them to seek peer and parental input as they generate and refine criteria to help them organize and reflect on their own work.

Performance Assessment As we move toward increasing students’ use of read, view, and listen for information (interpretive German within real-life contexts, our assessment mode); they talk and write with classmates and others strategies need to expand in focus too. Students on what they have experienced (interpersonal mode); need to demonstrate what they can do with German, and they share formally what they have learned so we want to employ assessments that come as (presentational mode). close as possible to the way German is used in Within the MOSAIK activity sequence, you authentic settings. Performance assessments provide will find several opportunities for performance meaningful contexts in which to measure authentic assessment. Consider using the Voiceboard tool or communication. They begin with a goal, a real-life Partner Chat activities as the culmination of an oral task that makes sense to students and engages their communication sequence. The Schreiben assignment interest. To complete the task, students progress in the Weiter geht’s section has students apply the through the three modes of communication: they chapter context to a real-life task. Using the Fotoroman T27

G eneral Suggestions for Using the MOSAIK Fotoroman Video Episodes

The Fotoroman section in each lesson and the Fotoroman video were created as interlocking pieces. All photos in Fotoroman are actual video stills from the corresponding video episode, while the printed conversations are abbreviated versions of the dramatic segment. Both the Fotoroman conversations and their expanded video versions represent comprehensible input at the discourse level; they were purposely written to use language from the corresponding lesson’s Kontext and Strukturen sections. Thus, they recycle known language, preview grammar points students will study later in the lesson, and, in keeping with Krashen’s concept of “i + 1,” contain some amount of unknown language. Because the Fotoroman textbook sections and the dramatic episodes of the Fotoroman video are so closely connected, you may use them in many different ways. For instance, you can use Fotoroman as a preview, presenting it before showing the video episode. You can also show the video episode first and follow up with Fotoroman. You can even use Fotoroman as a stand-alone, video-independent section. Depending on your teaching preferences and campus facilities, you might decide to show all video episodes in class or to assign them solely for viewing outside the classroom. You could begin by showing the first one or two episodes in class to familiarize yourself and students with the characters, storyline, style, and Summary sections. After that, you could work in class only with Fotoroman and have students view the remaining video episodes outside of class. No matter which approach you choose, students have ample materials to support viewing the video independently and processing it in a meaningful way. For each video episode, there are activities in the Fotoroman section of the corresponding textbook lesson, as well as additional activities in the MOSAIK Video Manual section of the Student Activities Manual. You might also want to use the Fotoroman video in class when working with the Strukturen sections. You could play the parts of the dramatic episode that correspond to the video stills in the grammar explanations or show selected scenes and ask students to identify certain grammar points. You could also focus on the Zusammenfassung sections that appear at the end of each episode to summarize the key language functions and grammar points used. In class, you could play the parts of the Zusammenfassung section that exemplify individual grammar points as you progress through each Strukturen section. You could also wait until you complete a Strukturen section and review it and the lesson’s Kontext section by showing the corresponding Summary section in its entirety. On the MOSAIK Supersite, teachers can control what, if any, subtitles students can see. They are available in German or in English, and in transcript format. T28 Using the Fotoroman

When showing the Fotoroman video segments in your classes, you might want to implement a process approach. You could start with an activity that prepares students for the video segment, implementing the vocabulary they learned in the Kontext section. This could be followed by an activity that students do while you play parts of, or the entire, video segment. The final activity, done in the same class period or in the next one as warm-up, could recap what students saw and heard and move beyond the video segment’s topic. The following suggestions for using the Fotoroman video segments in class are in addition to those on the individual pages of the Teacher’s Annotated Edition, and they can be carried out as described or expanded upon in any number of ways.

Before viewing ● A sk students to guess what the segment might be about based on what they’ve learned in Kontext or by asking them to look at the video stills. ● Have pairs make a list of the lesson vocabulary they expect to hear in the video. ● R ead a list of true-false or multiple-choice questions about the video to the class, and have students use what they know about the characters to guess the answers. Have them confirm their guesses after watching the segment.

While viewing ● S how the video segment with the audio turned off and ask students to use lesson vocabulary and previously learned structures to describe what they see. Have them confirm their guesses by showing the segment again with the audio on. ● H ave students refer to the list of words they brainstormed before viewing the video and put a check in front of any words they actually hear or see in the segment. ● F irst, have students simply watch the video. Then, show it again and ask students to take notes on what they see and hear. Finally, have them compare their notes in pairs or groups for confirmation. ● P rint the episode’s videoscript from the Supersite and white out words and expressions related to the lesson theme. Distribute the scripts for pairs or groups to complete as cloze paragraphs. ● S how the video segment before moving on to Kontext to jump-start the lesson’s vocabulary, grammar, and cultural focus. Have students tell you what vocabulary and grammar they recognize from previous lessons.

After viewing ● H ave students say what aspects of the information presented in the corresponding textbook lesson are included in the video segment. ● Ask groups to write a brief summary of the content of the video segment. Have them exchange papers with another group for peer review. ● Have students pick one new aspect of the corresponding textbook lesson’s cultural theme that they learned about from watching the video segment. Then ask them to research more about that topic and write a list or paragraph to expand on it. About Zapping T29

About Zapping TV Clips and Short Films A TV clip or a short film from the German-speaking world appears in the first Lektion of each Kapitel. The purpose of this feature is to expose students to the language and culture contained in authentic media pieces. The following list of the television commercials and short films is organized by Kapitel and Lektion.

MOSAIK 1 Kapitel 1 Deutsche Bahn (29 seconds) Kapitel 2 TU Berlin (1 minute, 15 seconds) Kapitel 3 Volkswagen (41 seconds) Kapitel 4 Yello Strom (39 seconds)

MOSAIK 2 Kapitel 1 Shopping in München (2 minutes, 55 seconds) Kapitel 2 Hausarbeit (1 minute, 13 seconds) Kapitel 3 Urlaub im Grünen Binnenland (3 minutes, 41 seconds) Kapitel 4 Mercedes mit Allradantrieb (45 seconds)

Ein Film von Andreas Schmid-Thomae MOSAIK 3 Fanny Kapitel 1 Du bist Deutschland (2 minutes, 3 seconds) Kapitel 2 Fanny (13 minutes, 45 seconds) Die Kapitel 3 Die Berliner Mauer (15 minutes) Berliner Kapitel 4 Kursdorf (15 minutes, 7 seconds)

mit Johannes Spengler, Georgia Stahl Mauer und Sebastian Münster

Gewinner: Short Film Jury Prize Hong Kong International Kursdorf Film Festival Ein Film von Paul Cotter Gewinner: Bester Dokumentarfilm, Bamberger mit Joost Siedhoff, Fritz Roth Kurzfilmtage; Bester Film, und Dominik Bender Kurzfilmfestival „Filmsalat“, Verden

Ein Film von Michael Schwartz