| ELEMENTARY GERMAN II Course Outline & Materials | College-Level 2 in progress | revised: 10/10/06 |
|
An Interactive Online German Tutorial for the Academic Setting |
JOSEPH L. SCOTT, Ph.D. | |
| DISTANCE LEARNING powered by MakeMeSmart® | ||
COURSE DESIGN & OBJECTIVES
No one can "teach" you a language; it’s a gift you give yourself. Because fluency has the limited shelf-life of a perishable commodity, your own desire and conscientious effort to keep learning are the keys to achieving, maintaining, and renewing it. These materials work best for the inquisitive, self-disciplined, emotionally mature student. These qualities are prime requisites for learning anything, particularly a foreign language. For such students, we provide the opportunity and the interactive, multimedia tools.
Beyond the language-teaching industry's abstract "Standards for Foreign Language Learning in the 21st Century" experienced teachers still must provide the concrete learning goals and tasks that set you on the path to language proficiency in its linguistic, "communicative", and cultural aspects. You should expect that your German instructor-tutors define the content and form of your foreign language study, provide the tools to facilitate your learning, quantify your progress, and certify the high-water mark of your competency within this four-semester program! The materials & tools on this website will help you achieve this "defined, limited mastery."
To date five German states have demanded that the most recent so-called "spelling reform" be abandoned. Now several key German publishers have abandoned this arrogant, ill-conceived piece of social engineering, something Germans in large numbers had already done informally. Until German-speakers settle spelling & grammar issues among themselves, these materials will use pre-reform standards.
LEARNING GOALS & EVALUATION
| Learning Goals | Evaluation | |||
| Content | Skills | Internet Tools | Demonstrated competency | Level |
| Cumulative Vocab: |
Listening: dialog; illustration contents |
dialogs | Exercises & Lesson quizzes; exam performance | Novice medium |
| Passive: ca. 2000 |
Speaking: simple Q & A |
dictations | live interview (teacher's option) | |
| Active: ca. 200 |
Reading: Short texts |
exercises | proctored Mid-Term & Final Exam (teacher's option) | |
|
Writing: simple Q & A |
quizzes | |||
| Grammar: in course outline |
|
readings | ||
Responsibilities
|
Instructor-Tutor |
Student |
| Present material; model spoken German; facilitate spoken practice in German; guide student acquisition of active & passive German language skills through sentence patterns, vocabulary, grammar, German idioms; accurately depict contemporary German life, history, & culture; encourage curiosity; answer questions. | Participate in course activities in German; ask questions; contribute observations & insights. |
| Provide interactive learning materials on the Internet. | Access Internet learning materials as directed in course outline. |
| Evaluate & chronicle student progress through quizzes, dictations, readings, & study questions over the Internet. | After study, perform interactive exercises and interactive quizzes provided. |
POLICIES
ATTENDANCE: is STRONGLY ENCOURAGED. Direct human interaction in German with the instructor/tutor and classmates can speed learning. So, if you are within commuting distance of Tucson, Arizona and want this advantage, ask where and when tutorials meet. Distance learners perform best when they are highly motivated and self-disciplined. Students have found that these tools lighten that burden.
EVALUATION: You can earn an "A" in this course! See the table below to plan your final grade. You may take and re-take a lesson exercise or randomized quiz at or near the scheduled date, and you may see your own current high scores anytime. Interactive online Exams are proctored and time-delimited.
NOTICE to college students: If you request or accept a grade of (I)ncomplete at the end of this semester you are expressly agreeing that you also accept responsibility for completing all work contained in the current and on-going Internet version of this course outline, even as these materials develop and change from term to term, up to one year after the end of the semester; not simply a static, printed version of this course outline as may have existed at some moment in time during the semester.
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Remote Four-Skills Learning & Objective Testing via the Internet |
||
|
Language Skill |
Learning Modality |
Testing |
|
Dictation |
sound discrimination; spelling |
single, spoken (acoustic) utterances |
|
Listening |
word-phrase-utterance-meaning cognition |
using spoken (acoustic) narrative or dialog |
|
Speaking |
grammatical (acoustic) speech production; pronunciation |
live, real-time interview with spoken (acoustic) or visual cues |
|
Reading |
word-phrase-sentence-meaning cognition |
based on reading texts |
|
Writing |
grammatical language production as composition |
from spoken, text, or visual cues |
|
GRADE |
POINT % |
GRADE COMPONENT |
| A = outstanding | 90-100% |
|
| B = above average | 80-89% | |
| C = average | 70-79% | |
| D = below average | 60-69% | |
| F = inadequate | 0-59% | |
| I = incomplete |
UNNECESSARY |
"I" becomes "F" after 1 year |
RESOURCES
MATERIALS
Deutsch 2, a MakeMeSmart® interactive online multimedia tutorial.
All materials are in German, so get yourself a good dictionary, e.g. The Oxford-Duden German Dictionary.
CAUTIONS for doing computer-scored EXERCISES & QUIZZES !!
Whenever a person asks a question, the respondent may answer in an almost infinite number of ways.
It is impossible to anticipate all such answers, so to limit the number of acceptable responses, the teacher provides all the possible, reasonable answers he can think of.
So, what's a "reasonable" answer? Please remember that:
Drawings and photos seek to focus your attention on the action or factual content of the illustration.
Questions seek to ask very specifically about the illustrated (or strongly implied) action or factual content.
Your answers should always respond directly to, and within the scope of, this question-picture relationship, using the cue or phrase shown.
The question / answer exercises provided should aid consensus on what the pictures illustrate.
Use these conventions:
For special characters select the standard German Keyboard in your browser settings. Alternatively, you may use the "escape-sequences" displayed there, or "cut-and-paste" single characters.
Start your answer as suggested in the example or cue, and follow directions!
Most questions require short answers in complete sentences. A few may be fill-in, multiple choice, etc.
Keep your answers short, directly to-the-point, and within the scope of the question-picture relationship.
Leave two(2) spaces between sentences, e.g., [Nein.[][]Es regnet nicht.], where the answer requires more than one sentence.
Use correct punctuation. A period should end most, if not all, sentences.
Do not hit {Enter} at the end of your answer; just click the [Submit] button with your mouse.
No extraneous keystrokes or unnecessary spaces!
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Deutsch 2: Tentative Calendar of Assignments and Quizzes, last revised: 10/10/06 |
| You are responsible for blue, hot-link assignments. Those with * are under construction. Work from left-to-right, using each section of the lesson to prepare yourself for the interactive unit test in the right-hand column. |
|
Lesson Plan Structure |
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| Date | Plan | Presentations | Dictation | Grammar | Exercises | Readings in |
Tests |
|||
| Day | Topical Settings | Multimedia | Interactive |
Written |
Composition | Interactive | Culture | Interactive | ||
| Was schreibt man...?* | Dialog* | Diktat* | arithmetische Bezeichnungen | Exercises* | Was schreibt man...?* | die Behörden | Was schreibt man...?* | |||
| Wie schreibt man...?* | Dialog* | Diktat* | gepaarte Konjunktionen | Exercises* | Wie schreibt man...?* | Wie schreibt man...?* | ||||
| Magst du...?* | Dialog* | Diktat* | Magst du...?* | Anti-Amerikanismus | Magst du...? | |||||
| Möchten Sie...?* | Dialog* | Diktat* | Möchten Sie...?* | Möchten Sie...? | ||||||
| müssen* | Dialog* | müssen | Politik als Religion: Anarchie | müssen | ||||||
| Muß man...?* | Dialog* | Diktat* | Muß man...?* | der Sozialstaat | Muß man...? | |||||
| sollen* | Dialog* | sollen | Politik als Religion: Sozialismus | sollen | ||||||
| Soll ich...?* | Dialog* | Diktat* | Soll ich...?* | Soll ich...? | ||||||
| wollen* | Dialog* | wollen | Politik als Religion: Kult des Feminismus | wollen | ||||||
| Wollen wir...?* | Dialog* | Diktat* | Wollen wir...?* | Wollen wir...? | ||||||
| Wie gefällt...?* | Dialog* | Diktat* | Verben mit Dativobjekt | Exercises | Wie gefällt...?* | die Lebensart | Wie gefällt...? | |||
| Gefällt...?* | Dialog* | Diktat* | Concert Hall | Gefällt...?* | die Musik | Gefällt...? | ||||
| Helfen Sie...?* | Dialog* | Diktat* | Helfen Sie...?* | Helfen Sie...? | ||||||
| Schmerzt...? | Dialog* | Diktat* | das Possessivadjektiv Review | Schmerzt...?* | gesundes Leben | Schmerzt...? | ||||
| Was macht das zusammen? | Dialog* | Diktat* | Was macht das zusammen? | Was macht das zusammen? | ||||||
| Was ist damit los? | Dialog* | Diktat* | das pronominale Adverb mit da | Exercises | Was ist damit los? | Was ist damit los? | ||||
| Womit macht man das? | Dialog* | Diktat* | das Interrogativadverb mit wo | Exercises | Womit macht man das? | Womit macht man das? | ||||
| Womit?...Damit. | Dialog* | Diktat* | Womit?...Damit | Womit?...Damit. | ||||||
| Woran...? | Dialog* | Diktat* | subordiniernde Konjunktionen wo + Präposition | Exercises* | Woran...? | Woran...? | ||||
| Darf ich...sprechen? | Dialog* | Diktat* | Darf ich...sprechen? | Karneval | Darf ich...sprechen? | |||||
| Wann kann ich...sprechen? | Dialog* | Diktat* | Wann kann ich...sprechen? | Wann kann ich...sprechen? | ||||||
| Wie lange...? | Dialog* | Diktat* | der Präpositionalsatz und die Zeitbestimmung | Exercises* | Wie lange...? | Wie lange...? | ||||
| Seit wann...? | Dialog* | Diktat* | Seit wann...? | Seit wann? | ||||||
| Wann denn? | Dialog* | Diktat* | Wann denn? | Wann denn? | ||||||
| Wer...? | Dialog* | Diktat* | Wer...? | Wer...? | ||||||
| Welch-...? | Dialog* | Diktat* | das Indefinitpronomen | Exercises* | Welch-...? | Welch...? | ||||
| Wie_viele denn...? | Dialog* | Diktat* | Exercises* | Wie viele denn? | Wie viele denn...? | |||||
| Wieviel haben...? | Dialog* | Diktat* | Wieviel haben...? | Wieviel haben...? | ||||||
| Wollen wir...gehen? | Dialog* | Diktat* | Wollen wir...gehen? | Wollen wir...gehen? | ||||||
| Können Sie mir helfen? | Dialog* | Diktat* | Können Sie mir helfen? | Können Sie mir helfen? | ||||||
| Wird...? | Dialog* | Diktat* | das Hilfsverb: Futur I | Exercises* | Wird...? | In München steht ein Hofbräuhaus | Wird...? | |||
| Wird...gemacht haben? | Dialog* | Diktat* | das Hilfsverb: Futur II | Exercises* | Wird...gemacht haben? | Wird...gemacht haben? | ||||
| Wird...gefahren sein? | Dialog* | Diktat* | Wird...gefahren sein? | Wird...gefahren sein? | ||||||
| Spielen Sie...? | Dialog* | Diktat* | das Adjektiv mit schwachen Endungen | Exercises* |
|
Spielen Sie...? | Spielen Sie...? | |||
| das Adjektiv mit starken Endungen | ||||||||||
| Führen Sie...? | Dialog* | Diktat* | der substantivische Gebrauch des Adjektivs | Exercises* | Führen Sie...? | Führen Sie...? | ||||
| Haben Sie...gesagt? | Dialog* | Diktat* | Haben Sie...gesagt? | Haben Sie...gesagt? | ||||||
| Warum...? | Dialog* | Diktat* | Warum...? | Warum...? | ||||||
| Sagen Sie mir | Dialog* | Diktat* | der Imperativ | Exercises* | Sagen Sie mir | Sagen Sie mir | ||||
| Bringen Sie mir | Dialog* | Diktat* | die Befehlsform | Exercises* | Bringen Sie mir | Bringen Sie mir | ||||
| Geben Sie mir | Dialog* | Diktat* | Geben Sie mir | Geben Sie mir | ||||||
| Wer? der | Dialog* | Diktat* | das Relativpronomen | Exercises* | Wer? der | Wer? der | ||||
| Wen? den | Dialog* | Diktat* | Wen? den | Wen? den | ||||||
| Wem? dem | Dialog* | Diktat* | das Possessivadjektiv | Exercises* | Wem? dem | Wem? dem | ||||
| Wessen? dessen | Dialog* | Diktat* | Wessen? dessen | Wessen? dessen | ||||||
| Präpositionen mit Genitiv | Dialog* | Diktat* | Präpositionen mit Objekt im Genitiv | Exercises* | Präpositionen mit Genitiv* | Präpositionen mit Genitiv | ||||
| Wie sehr...? | Dialog* | Diktat* | Wie sehr...?* | Wie sehr...? | ||||||
| Wie denn? | Dialog* | Diktat* | Wie denn?* | Wie denn? | ||||||
| Wo denn? | Dialog* | Diktat* | Wo denn?* | Wo denn? | ||||||
| Darf ich buchen? | Dialog* | Diktat* | Verbpräfixe u. Betonung | Exercises* | Darf ich... buchen?* | Darf ich buchen? | ||||
| Dialog* | Diktat* | |||||||||
| Wie funktioniert das? | Dialog* | Diktat* | die Hilfsverben sehen, hören, lassen | Exercises* | Wie funktioniert das?* | Wie funktioniert das? | ||||
| Dialog* | Diktat* | |||||||||
| Dialog* | Diktat* | das Modalverb + Doppelinfinitiv | Exercises* | |||||||
| Dialog* | Diktat* | |||||||||
| Wenn..., dann... | Dialog* | Diktat* | der Konjunktiv | Exercises* | Wenn..., dann... | Wenn..., dann... | ||||
| Dialog* | Diktat* | |||||||||
| Dürfte..., so... | Dialog* | Diktat* | Modalverben im Konjunktiv | Exercises* | Dürfte..., so... | Dürfte..., so... | ||||
| Könnte..., so... | Dialog* | Diktat* | Könnte..., so... | Könnte..., so... | ||||||
| Möchte..., so... | Dialog* | Diktat* | Möchte..., so... | Möchte..., so... | ||||||
| Müßte..., so... | Dialog* | Diktat* | Müßte..., so... | Müßte..., so... | ||||||
| Sollte..., so... | Dialog* | Diktat* | Sollte..., so... | Sollte..., so... | ||||||
| Wollte..., so... | Dialog* | Diktat* | Wollte..., so... | Wollte..., so... | ||||||
| Sie sagte, sie...(II) | Dialog* | Diktat* | der Konjunktiv I u. II | Exercises* | Sie sagte, sie...(II) | Sie sagte, sie...(II) | ||||
| Sie sagte, sie...(I) | Dialog* | Diktat* | die indirekte Rede | Exercises* | Sie sagte, sie...(I) | Sie sagte, sie...(I) | ||||
| Dialog* | Diktat* | andere Zahladjektive | Exercises* | |||||||
| Macht...? | Dialog* | Diktat* | die aktive Stimme | Exercises* | Macht...?* | Macht...? | ||||
| Wird...gemacht? | Dialog* | Diktat* | die passive Stimme | Exercises* | Wird...gemacht?* | Wird...gemacht? | ||||
| Ist gemacht worden? | Dialog* | Diktat* | Ist gemacht worden? | Ist gemacht worden? | ||||||
| Dialog* | Diktat* | die Partizipalkonstruktion | Exercises* | |||||||
| Dialog* | Diktat* | das Partizippräsens als Adjektiv | Exercises* | |||||||
| Dialog* | Diktat* | das Partizipperfekt als Adjektiv | Exercises* | |||||||
| Dialog* | Diktat* | die Infinitivkonstruktion | Exercises* | |||||||
| Dialog* | Diktat* | der Infinitivsatz | Exercises* | |||||||
| Dialog* | Diktat* | prädikatives Adjektiv | Exercises* | |||||||
| Dialog* | Diktat* | |||||||||
| Dialog* | Diktat* | prädikatives Adjektiv mit Dativobjekt | Exercises* | |||||||
| Dialog* | Diktat* | prädikatives Adjektiv mit Genitivobjekt | Exercises* | |||||||
| Verben mit betont - trennbarem Präfix | Exercises | die Technologie | ||||||||
| Verben mit unbetont - untrennbarem Präfix | Exercises | |||||||||
| Exit Diagnostic 2 | ||||||||||
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