What skills will the young people of today need to be successful in the 21st century? Students, parents, and educators are all asking that question. All would agree that effective communication skills continue to be a vital aspect of a sound educational program.
Effective communication, in turn, requires the development of proficiency in the listening, speaking, reading, and writing skills as well as an understanding of cultural values. We accept these skills and that understanding as "givens" in our native language. But what about the importance of developing these same skills in a foreign language - in German, for example?
We often hear the comment that since English has become a world language, the need to learn a second language is not as great. Actually, though, it is for this very reason that learning another language has become so important. We cannot allow ourselves to think that the languages and cultures of other peoples of the world can be translated into English. To do so would give us a very narrow, limited view of the world we live in. Learning another language gives us a tool with which we can broaden our view of the world and expand our horizons. It gives us the opportunity to add a dimension to our life experience and the ability to see our own language and culture through different eyes.
Learning German, in particular, gives students a key to open many doors of the present and future. Since the crumbling of the Berlin Wall in November of 1989, the effects of the unification of Germany has been a recurring topic in the news. We hear regular reports about the progress being made in resolving the problems of merging the economies and cultures of East and West. The united Germany is also playing a major role in the Europe of the future. Its currency, the Deutsche Mark, is quoted as one of the most stable currencies in the world.
German study provides the key to other worlds of contemporary culture in which German speakers and products play a popular role. Sports fans will recognize, among others, the names of top tennis and soccer players. And, of course, the German-speaking countries have always been formidable competitors in the winter and summer Olympic Games. Young people in the German-speaking countries share an interest with young Americans in the world of music, both classical and contemporary. And what about the German reputation in car manufacturing? We are all familiar with the VW, Mercedes, BMW, and Porsche. Wouldn't it be interesting to learn more about one of these areas in the language?
German study also provides a key for future careers. German companies are a major employer in the United States. Furthermore, many American firms do business in German-speaking countries making a working knowledge of German as asset for employment opportunities. Studying German is necessary for scholarly research in the fields of math, science, history, music, international relations, philosophy, and art history. German is widely spoken throughout Eastern Europe. It is an official language in a total of seven countries. It is clear that knowing German is a valuable skill when making a career choice.
Knowing German is also a great way to add to personal growth through investigation and travel. Tourism is a major industry in all of the German-speaking countries, and each year many Americans visit these countries just for pleasure or to find out more about their cultural heritage. One out of every four to five Americans has German ancestors. Many students choose to study German because of an interest in their German heritage.
Other reasons for taking German are not mentioned here. But no matter what the motivation is, our goal is to provide each student with the basic skills necessary to communicate in a German-speaking culture.
Full Year:
Block Course:
The description above also applies to the Block Course with the following changes:
During this course, the students will:
In addition to reviewing the skills and content learned in the German I and II courses, students will also cover the following material. The Fokus Deutsch materials will provide the core content of the course.
I. Einführung (Introduction)
II. Kapitel 25 - Miteinander (Together)
III. Kapitel 26 - Jugend (Youth)
IV. Kapitel 27 - Schulalltag (School routine)
V. Review - Kapitel 25, 26, 27
VI. Kapitel 31 - Freizeit (Leisure time)
VII. Kapitel 32 - Ferien und Urlaub (Holidays and vacation)
VIII. Kapitel 33 - Gesundheit und Krankheit (Health and sickness)
IX. Story book project - One week independent study
KET's German III course also addresses the five components of the National Standards for Foreign Language Learning.
Communication
| 1.1 | Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
The overall content of the German III course complements the "German studies" approach set forth in the Fokus Deutsch: Intermediate German textbook. In other words, students learn the language while covering a variety of topics and themes that relate to the history and culture of the German-speaking peoples as expressed through many different perspectives. Students are asked to express themselves in meaningful and authentic contexts. Models of communicative activities and departure points for thought and discussion are introduced during the video lessons. Students are given ample opportunity to demonstrate their ability to communicate in the German language during regularly scheduled telephone lessons, discussion forums, and interactive web activities. |
| 1.2 | Students understand and interpret written and spoken
language on a variety of topics.
Listening and reading comprehension activities are assigned and assessed in each unit of study. Topics include recordings and authentic texts on geography, media, biographies, historical events, etc. |
| 1.3 | Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
Writing and speaking assignments require the students to form and express opinions about family life, to examine career choices, to draw comparisons between events of past and present, and to recount a sequence of events in a story. A semester project requires students to create and illustrate a children's story. |
| 2.1 | Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied.
Reading and web activities ask students to take a closer look at patterns of behavior in the German-speaking cultures and examine how those patterns have changed over time. Students observe and discuss attitudes toward family, school, career, leisure time, and political activities. |
| 2.2 | Students demonstrate an understanding of the relationship between the
products and the perspectives of the culture studied.
Students analyze and discuss literary selections representative of the German culture, study contributions of the German culture to art, music, and science; they identify the German contributions to business and industry. |
| 3.1 | Students reinforce and further their knowledge of other disciplines
through the foreign language.
Students are asked to read and analyze graphs and other diagrams that summarize data relating to the course content. Biographical sketches and the contributions of Mendelssohn and Einstein are covered in particular detail. Students also take a brief look at the political history of Germany during the 20th century. |
| 3.2 | Students acquire information and recognize the distinctive viewpoints
that are only available through the foreign language and its cultures.
Students are frequently required to extract information from German web sites for their assignments. Students read and extract information from authentic texts found in newspapers and magazines of the target culture. |
| 4.1 | Students demonstrate understanding of the nature of language through comparisons
of the language studied and their own.
Students continue to make comparisons between the idiomatic expressions of English and German. There is specific focus on the patterns of verb forms in the past tenses and the idea of possession as expressed by the genitive case. Students continue work with cognates. |
| 4.2 | Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
In telephone lessons, video lessons, and discussion forums, students are asked to compare and contrast their ideas and opinions on the following topics: future plans, meaning of family and values, school system, attitudes of older generations, and political involvement. |
| 5.1 | Students use the language both within and beyond the school setting.
Telephone instructors conduct assigned conversations with their students on a regular basis. Students are encouraged to participate in regional and national programs that highlight the use and understanding of the German language and/or culture. Sites are encouraged to make displays such as bulletin boards and exhibits to inform other students of what they have accomplished in their German class. Many classes invite local persons with a German connection to come and speak in their classes. When possible, students from selected German-speaking schools are invited to participate with enrolled students in a guided discussion forum. |
| 5.2 | Students show evidence of becoming lifelong learners by using the
language for personal enjoyment and enrichment.
The course web site provides students with the links of interest in the German-speaking countries and provides an opportunity to establish e-mail exchanges with young people in the German-speaking world. |
Thomas Sauer, Teacher
Education:
P-12 German Certification, Georgetown College; M.A. (Germanic Languages and Literatures), University of Kentucky; B.A. (Foreign Languages and International Economics), University of Kentucky
Work Experience:
KET, German Teaching Team (2002-present); Georgetown College, Adjunct Faculty (2002-present); Kentucky Foreign Language Teacher Academy, Technology Advisor (2001-present); University of Kentucky, German instructor (2001-2002); KET, German Tutor Coordinator (1999-2002); University of Kentucky, Teaching Assistant (1999-2001); KET, German Teaching Assistant (1997-1999)
Awards and Honors:
"Best of Kentucky" award at 2001 Fall Conference of the Kentucky Council on Teaching of Foreign Languages
Memberships:
Kentucky Chapter of American Association of Teachers of German, Kentucky Council on Teaching of Foreign Languages, Goethe Institut - Inter Nationes Midwest Trainer Network
Activities:
Presented for Central States Conference on the Teaching of Foreign Languages; served as judge for the regional and state Kentucky Foreign Language Festival; presented at the annual conference of the Kentucky Council on Teaching Foreign Languages; organizer for sessions at the Kentucky Foreign Language Conference; organizer of high school immersion weekends for the Kentucky Chapter of American Association of Teachers of German; past director of the University of Kentucky German Film Series
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