; DOCUMENT RESUME I. ED 029 533 FL 001 313 By-Monke. Esther; And Others German Curriculum Guide. Levels I-III. Grades 10-12. Prince George's County Board of Education. Upper Marlboro. Md. Pub Date 68 Note- 376p. EDRS Price MF-$1.50 HC-$18.90 Descriptors-Audio lingual Methods. Audiovisual Aids. Bibliographies. Course Content. Course Objectives. Cultural Context. Curriculum Guides. German. Instructional Aids. Instructional Materials. *Language Instruction. Language Learning Levels. Language Programs. Language Skills. *Secondary Schools. Second Language Learning. Teaching Methods. Teaching Techniques. Vocal Music The Prince George's County. Maryland Board of Education developed this curriculumguideforteaching German tohighschoolstudentsina 3-level culturally-based audiolingual program. A brief introduction consists of teacher recommendations, guided study period suggestions, andan article reflecting a teaching philosophy. Following are three sections that consider in detail (1) the basic course materials and objectives. (2) the development of specific language skills. and (3)teaching methods and techniques for each levelof instruction. Extensive concluding portions discuss grammatical generalizations. tests. cultural information. the use of visual materials, and various ancillary items. Five appendixes treating the language laboratory. the use of the, overhead projector. library purchases. study suggestions, teacher self-evaluation, and cognate study are followed by the words and music for a number of German songs and En iglish background reading and professional bibliographies. See ED 014 259 and ED 014 260 for other Prince George's County curriculum guides. (AF) U.S. DEPARTMENT OF HEALTH, EDUCATION& WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEDUCATION POSITION OR POLICY. GERMAN rJ U-1gCurriculum Guide LEVELS I - Ill GRADES 10- 12 Board of Education Prince George's County Upper Marlboro, Maryland William S. Schmidt, SUPERINTENDENT Board of Education of Prince George's County, Maryland W. Carroll Beatty,President Thomas F. Hicks,Vice President Lynn B. Elmore, Member Mrs. Blanche Van de Ree,Member Jesse J. Warr, Jr., Member Chester E. Whiting, Member Mrs. Ruth S. Wolf, Member William S. Schmidt,Secretary Treasurer and Superintendent of Schools George H. Robinson, Assistant Superintendent of Schools for Secondary Education Miss M. Yvonne Moore, Director of Curriculum Mrs. Dora F. Kennedy, Supervisor of Secondary Education "PERMISSION TO REPRODUCETHIS COPYRIGHTED MATERIALHAS BEEN GRANTED By 1 ot. GA,Ampv.A Cso .34.1 Lltua TO ERIC AND ORGANIZATIONSOPERATING UNDER AGREEMENTS WITHTHE U.S. OFFICE OF EDUCATION. FURTHERREPRODUCTION OUTSIDE ME ERIC SYSTEM REQUIRESPERMISSION OF ME COPYRIGHT OWNER." Copyright 1968 Prince George's County Board of Education Upper Marlboro, Maryland ACKNOWLEDGEMENTS This curriculum guide is the work ofa number of German teachers and the supervisor of foreign languages. The major contribution has been made by Mrs.Esther Monke, German teacher at High Point Senior High School, whohas unstintingly addressed herself for the past threeyears to the task of organizing, researching and writing the materials which comprisethis guide. A debt of gratitude is owed Mrs. Monke for herdedication to this prOject. The following German teachers also made invaluablecontributions to various sections of the publication: Mrs. Rhoda Moore- Du Val Senior High School Mrs. Vanda Giedrys- Bowie Senior High School Mr. Norman Morrison- Crossland Senior High School All parts of this guide are basedon the experiences and suggestions of the German teachers ofour school system as reflected in numerous classroom situations. Miss Trudy Gilgenast of the German Department ofthe University of Delaware reviewed the contents of this guide,particularly the section on grammar. The supervisor of foreign languages was responsible for over-all editing and compilation, and for preparing the sections on methodology together with Mrs. Monke. As new German teachers study and use this guide it will become obvious to them that the German program in the Prince George's County Schools is committed to the development of thefundamental language skills and of understanding of the culture ofGerman-speaking peoples. Teachers are encouraged to submit suggestions for changes, to be incorporated in a future edition of this guide. 1.6-a-t-ot) Dora F. Kennedy Supervisor of Foreign Languages TABLE OF CONTENTS Specific Recommendations to the Teacher 1 Guided Study during Class Period 3 Methods 8 LEVEL I BASIC MATERIALS - LEVELt 21 23 Stress in German Words ' Teaching the A-LK Units 26 Material to be Covered 28 Developing the Skills in Levels I-II 29 The Basic Lesson - Time Allotment 31 Individual versus Group Response 33 Du versus Sie 33 The Use of Tape Recordings 34 The Use of the Student Discs 35 Teaching a Dialogue 36 Oral Grading in Dialogue Testing 38 Reading and Writing the Dialogue 39 Teaching Structure Drills 41 Directed Dialogue or Planned Conversation 44 Reading and Writing of Structures 45 Teaching Recombination Narratives 47 Teaching the Narrative of Unit VII (k New Narrative) 48 et. .41 aar. .r.Ma..r.14 , ..411011., , Learning to Read in Meaningful Word Groups 49 The Use of English (All Levels, I-III) 54 Translation, Levels I-II 55 Summary of Skills - Level I 56 READING, LEVELS I-III 65 Supplementary or Collateral Reading I-III 75 LEVEL II BASIC MATERIALS - LEVEL II 81 A-LM LEVEL II: Units XV-XXIII, Text and Manual 83 Notes to the Teacher 86 Intensive Reading Lesson: Unit XVI, A-LM 87 Suggested Procedures: Reading for Meaning 97 (Extensive Reading) Use of Tapes 112' Use of the Language Laboratory (See Appendix A) 119 Summary of Skills, Level II 113/114 LEVEL III Summary of Objectives, I-III 117 BASIC MATERIALS, LEVEL III 119 Additional Level III Material 121 Use of Narrative Tapes 122 A-LM Level III: Units XXIV-XXXV, Text and Manual 123 Classroom Library and Independent Reading Program 125 Summary of Skills: Level III 129 GRAMMATICAL GENERALIZATIONS 133/134 Grammatical Forms, Structure and Usage 135 Teaching the Subjunctive 171 Graphic Devices Used in German 258 TESTS, LEVELS I-III 263 CULTURAL INFORMATION, LEVELS I-III 273 USE OF VISUAL MATERIALS 278 Maps 278 Chalkboard 280 Dialogue Posters, Flashcards, Realia 282 Flannelboard 284 Overhead Projector (See Appendix B) 284 Films 285 Filmstrips 286 ANCILLARY ITEMS 288 Homework 288 Wbrkbook for A-LM Level I 294 Wbrk Folders of Students 295 Student Notebooks 297 Grading 299 Discipline 301 Newspapers and Magazines 304 Books in English about German-Speaking Peoples 306 Music 307 The Function of the Foreign Language Club 309 Suggestions for Organizing a German Club 310 Field Trips 312 Use of Community Resources 312 APPENDICES Appendix A - The Language Laboratory 315 Appendix B - Use of the Overhead Projector 323 Appendix C - Library Purchases for Foreign Languages 329 Appendix D - How to Study a Foreign Language 331 Appendix E - A Teacher's Guide for Self-Evaluation 341 Appendix F - A Study of Cognates 353 GERMAN SONGS 359 BIBLIOGRAPHY FOR BACKGROUND READING IN ENGLISH: 377 LEVELS I-III PROFESSIONAL BIBLIOGRAPHY 385 Prince George's County, Maryland 1 SPE CIFIC RECOMMENDATIONS TO THE TEACHER 1. Take advantage of every opportunity to explain the program to parents, e..,the first week of school, the first PTA meeting, "Back-to-School Night, " and subsequent meetings. 2. Explain to the students in the first week of school what is expected, the nature of the methods and the reasons for them.Evaluate with students periodically to see if suggestions for study are being followed.Explain importance of daily work. 3. Teach the students to use structires and lines of dialogue in new context.Stress individual responses. 4. Show pupils how each homework assignment is to be done.Do part of the assignment with the class during a guidedstudy period instituted by the teacher at various times.(Refer to Appendix D, "How to Study a Flreign Language. ") 5. Establish definite classroom procedures for each type ofactivity, ,dictation; spelling. 6. Establish definite standards of classroom discipline. 7. Teach studer..ts how they are expected torespond to recorded material in class, or in the language laboratory. 8. Explain that grammar means "how the languagefunctions. " Explain terms as needed in connection with formulation of grammatical generalizations.In addition, grammatical principles should be taught in depth in a senior high school foreign language program. 9. Establish the fact that the student will be testedand graded on all four skills. 2 German Curriculum Guide Grades 10 - 12 10.Inform your students in detail concerning the grading scale used in your class.School policy concerning grading must be followed. Students should be taught how to study a foreign language, that is, what the class period does for them and what they must do for themselves. Teachers who are new to the senior high school should acquaint themselves with the characteristics and needs of young people of this age level.The texts listed below are recommended. They and others are available at the Materials Center of the Board of Education. Gesell, Arnold, et al.Youth: The Years from Ten to Sixteen. Harper & Row, 1956.Elmsford, New York. Havighurst, Robert J.Human Development and Education. Longrnans, Green, 1953. New York, New York. Prince George's County, Maryland 3 Guided Study during Class Period