Melanie Ungar`s Teaching Portfolio

Transcription

Melanie Ungar
Teaching Portfolio
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Table of Contents
Curriculum Vitae………………………………………………………………………………………………………………………. 2
Statement of Teaching Philosophy…………………………………………………………………………………………… 4
Article and Response………………………………………………………………………………………………………………… 6
List of courses taught……………………………………………………………………………………………………………… 15
Syllabus for German 101 at UNC Chapel Hill, Fall 2010.………………………………………………………….. 16
Comments on Syllabus for German 2……………………………………………………………………………………… 28
Syllabus for German 2 at Duke-Rutgers Summer in Berlin, 2010…………………………………………….. 29
Sample Lesson Plan from German 101 – Zu Hause…………………………………………………………………. 33
Powerpoint for Lesson Plan Zu Hause…………………………………………………………………………………….. 38
Comments on Lesson Plan Zu Hause………………………………………………………………………………………. 50
Sample Lesson Plan from German 101 – Trinken……………………………………………………………………. 51
Powerpoint for Lesson Plan Trinken……………………………………………………………………………………..... 57
Comments on Lesson Plan Trinken……………………………………………………………………………………….... 64
Poster for a proposed fourth year literature course……………………………………………………………….. 65
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MELANIE UNGAR
Department of Germanic Languages
University of North Carolina
438 Dey Hall, CB #3160
Chapel Hill, NC 27599
[email protected]
EDUCATION
2009-2014
(expected)
University of North Carolina Chapel Hill, Chapel Hill, NC
Duke University, Durham, NC
The Carolina Duke Graduate Program in German Studies
2004-2008
Colby College, Waterville, ME
B.A. in German Language and Literature / Classics
2006-2007
Ludwig-Maximilians-Universität, Munich, Germany
Junior Year Abroad through Lewis & Clark College
FELLOWSHIPS AWARDS
2008-2009
2008
2008
2006
2006
Fulbright AAEC Teaching Assistantship, Burgenland, Austria
John B. Foster Memorial Prize in Classics, Colby College, ME
Induction into Phi Beta Kappa
Harrington Putnam German Prize, Colby College, ME
Phi Beta Kappa Undergraduate Scholastic Achievement Award
RESEARCH INTERESTS
Nineteenth Century Literature, Early Twentieth Century Literature, Gender Studies
TEACHING EXPERIENCE
2010
2010
2008-2009
Graduate Teaching Assistant, UNC Chapel Hill
German 101: First Semester German
Enrolled Students: 19
Textbook: Auf geht’s!, Forester and Antoniuk, 2nd edition
Graduate Teaching Assistant, Duke-Rutgers Summer in Berlin
German 2: Second Semester German
Textbook: Kontakte, Tschirner, Nikolai, and Terrell, 6th edition
Fulbright Teaching Assistant, Burgenland, Austria
All English courses at the HAK Frauenkirchen and the HAK Neusiedl am
See, vocational high schools for business and viticulture
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SERVICE TO THE PROFESSION
2010
2009-2010
LANGUAGES
Duke-Rutgers Summer in Berlin, Berlin, Germany
Administrative Assistant and Resident Advisor
UNC Chapel Hill German Department, Chapel Hill, NC
Kaffeestunde Coordinator
English: native
German: near-native
French: intermediate proficiency
Ancient Greek: reading knowledge
Latin: reading knowledge
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Statement of Teaching Philosophy
When I first started learning German, I was in the seventh grade. It was 1998, but I distinctly remember
that my textbook contained a map depicting East and West Germany as separate countries. I attended
public school, so it was unsurprising when this antiquated line of textbooks followed me all the way to
high school and into the year 2004—unsurprising but irritating. Even as a middle school student I
remember feeling frustrated with the textbook’s dated illustrations, inscrutable cultural references, and
impossibly stilted dialogues. As a result, I enjoyed my German class for the antics of my affable teacher
and the ease with which I was able to master the language’s grammatical rules, but I had trouble
imagining any sort of application for what I was learning outside of the classroom. I was learning a form
of communication, but it felt more like I was learning a special type of mathematics.
It was not until I entered high school and participated in an exchange program that I began to see
German as something I was meant to apply rather than merely memorize. I still remember the thrill I
experienced the first time I talked to a native German speaker. I was able to make myself understood! I
was in possession of a useful skill, one that helped me make sense of and participate in an entirely
foreign and fascinating culture. Now that I am a teacher, I try to keep in mind that first rush of
enthusiasm whenever I stand in front of a classroom. I see it as my responsibility to enable my students
to experience the same sense of connection through language that I was, even though I realize that
many of them will never make it to a German-speaking country. It is therefore up to me to bring
authentic cultural and communicative experiences to my American classroom. How do I work towards
this goal? I start by adhering to the communicative method. I cultivate a student-centric classroom in
which everyone—the students as well as I—speak in the target language and every lesson, grammatical
or cultural, is embedded within a coherent and relevant context. Whenever possible, I incorporate
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authentic materials—texts, photographs, you-tube videos, etc—to illustrate concepts and expose
students to the language and lives of native speakers. For example, for a class on national beverages I
showed my students a commercial for the Austrian soft drink Almdudler, and afterwards students used
several of the adjectives they had just learned to describe the images in the commercial and the
beverage itself. They were excited by how something as mundane as a commercial could morph into a
window into another culture and were eager to talk about what they had seen.
I also make a sincere effort to make my classes entertaining and fun for my students. In the German 101
course I currently teach at UNC Chapel Hill, I have students participate in a wide variety of activities to
keep them engaged. They play charades, go on “scavenger hunts,” and draw pictures of their very own
Traumtrabi. Although I usually adhere closely to my lesson plans, I believe in taking the figurative
temperature of a classroom and responding accordingly. When I taught English for a year on a Fulbright
in Austria, I frequently had to create a lesson at a moment’s lesson for unfamiliar students, so I learned
how to improvise and follow my students’ natural interests. In smaller classes especially, like the one I
taught in the summer of 2010 for Duke-Rutgers in Berlin, I was able to turn feedback from my students
into field trips and lesson plans that revolved around some of their favorite topics, such as animals and
Grimm’s’ fairy tales. In larger classes, I depend in good part on my own showmanship to keep things
lively even when students are tired or sickly or both. I crack jokes; I tell the occasional anecdote about
my own experiences in Germany and Austria; every now and then I teach an Austrian word or
expression. In short, I do everything within my power to pique my students’ interest in German language
and culture, with the hope that they will continue studying German and will one day discover the
wonders and challenges of living in a foreign culture for themselves.
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Melanie Ungar
GERM 700
November 4, 2010
Response to: Warner, Chantelle. “Hey You! The Germans! Using Literary Pragmatics to Teach
Language as Culture.” Unterrichtspraxis 42.2 (2009): 162-8.
In her article “Hey You! The Germans! Using Literary Pragmatics to Teach Language as
Culture,” Chantelle Warner addresses and tackles one of the major problems that we as German teachers
face when attempting to teach culture—namely the nagging feeling that our students, many of whom have
never experienced German culture firsthand, “just aren’t following us.” Warner poses the question: how
can German teachers break down their students’ pre-existing stereotypes and false notions about German
culture without inadvertently instilling new ones that are just as over-simplified? How can teachers
successfully convey the richness and complexity of a foreign culture from an American classroom
setting? Warner professes to find an answer to these questions in the field of literary pragmatics, “an
interdisciplinary area of literary linguistic study that approaches literary works as social acts of interactive
communication.” Students, she insists, form a more complex and accurate picture of German culture
when they take a critical look at how language functions within a text to serve both its characters and
readers.
The text Warner holds up as an example of a literary work that can teach culture through
language is the satiric short story “Hurra! Ich lebe in Deutschland!” by Turkish-German author Şinasi
Dikmen. The story’s narrator is a Turkish guest worker who writes letters to a friend back in Turkey in
which he attempts to convey a sense of life in Germany. The story being a satire, its narrator employs
over-the-top enthusiasm in his descriptions of German daily life. The most mundane items and tasks
(toilet paper, getting off the bus) are misinterpreted to hilarious effect in a way that is reminiscent of
Disney’s The Little Mermaid rhapsodizing over her cave of human wonders.
Warner recounts how she worked through this text with multiple classes of students in fourth and
fifth semester German. Concentrating on the themes of “politeness and face,” Warner guided her students
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through an analysis of the story with discussion questions and seminar-level group and class work. As a
sort of warm-up, students were asked to draw on their own personal experiences with issues of politeness
and “face” and were then asked to speculate about and examine the ways in which these issues function in
Dikmen’s story. Specifically, Warner describes how students were able, through a close analysis of the
text, to come to their own conclusions about the disparity in social status and treatment of Turkish guest
workers and their German co-workers and to recognize the usefulness of satire in conveying this disparity
to German audiences without offending them.
Perhaps the best point Warner makes in her article is that teachers should avoid bludgeoning their
students with culture. Rather, teachers should allow students to make discoveries about a culture on their
own, albeit with careful guidance, and asking students to look critically at the language used in literary
works is an excellent way to do so. Warner’s recommendation that teachers consider humorous satirical
texts is also good advice, as these texts’ language provide several layers of meaning and are not intended
to be interpreted literally in the first place.
However, if space had allowed, Warner could have improved her article by expanding on a few
details. In her conclusion, Warner alludes to the difficulty of measuring and assessing cultural awareness
but claims that in-class discussions and students’ written responses to these discussions have assured her
of the success of her Dikmen lessons. By the end of them, she writes, students “were using pragmatic
concepts to discuss a literary work as an act of linguistic practice,” but Warner neglects to provide any
excerpts from these written responses or concrete examples from class discussions that might support her
testimony. Warner also fails to provide any proof that her students were unable to use these concepts
before her lesson. How can she be certain that her Dikmen lessons resulted in significant intellectual
progress? Furthermore, is Warner’s literary pragmatics-influenced approach to the text particularly novel?
How is what she asks her students to do with the text fundamentally new and different? Warner’s article
could have benefited from a negative example or two to make clearer the originality of her actions.
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University Courses Taught
Fall 2010
University of North Carolina Chapel Hill
Course: GERM 101 005 [First Semester German]
Textbook: Auf Geht’s, Forester and Antoniuk, 2nd edition
Summer Session I 2010
Duke-Rutgers Summer in Berlin
Course: German 2 [Second Semester German]
Textbook: Kontakte, Tschirner, Nikolai, and Terrell, 6th edition
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GERMAN 101: ELEMENTARY GERMAN I
THE UNI VER SIT Y OF NO R TH CA R OLI NA A T CH APE L H IL L : FA LL 2 010
SYLLABUS
The following terms and abbreviations are used throughout the syllabus:
1.1... = Unit, theme, and module
divisons in Auf geht’s! workbook
and Interactive
WS = Wortschatz (vocabulary)
CaD heute einreichen =
Computerausdruck (turn in your
printout of entire subunit
activities on the Interactive
today)
 = Interactive (IA)
 = Lernbuch (textbook)
S=Seite page
 = Unit 1.X grammar
explanations and exercises on
the IA
GE = Grammar explanations as
pdf documents (see Sakai)
 = Grammar worksheets as pdf
documents (see Sakai)
Lehrstoff = material
Hausaufgaben = homework
 = Culture Sheets as pdf
documents (see Sakai)
Mündliche Prüfung = oral exam
heute fällig = due today
für die Prüfung lernen = study
for the test
Organization of Auf geht’s! Our textbook is not a grammar primer. Units in the textbook and the
Interactive are organized around cultural themes that beginning speakers of German will encounter
when they travel to Germany or interact with Germans. Units are subdivided into four subunits, each of
which we will cover over two days. Although the entire textbook focuses on cultural vocabulary, cultural
context, and cultural interactions, it is not possible to learn German successfully without consciously
learning about how the language is put together correctly. All along the way, we will reflect on grammar
points that are necessary for speaking German accurately in context. Grammar explanations (in the
textbook and on the Interactive) and nightly downloadable homework are highlighted in grey under the
homework column.
Approach to homework: Prior to every class, you should first complete the activities on Interactive and
then those in the textbook that are to be introduced and practiced that day. Once you’re finished with
the Interactive and textbook, turn to the grammar explanations and homework for that day.
Note: The entry next to each date shows the material (Lehrstoff) to be covered on that day and the
homework (Hausaufgaben) to be completed before class that day. All due dates are highlighted in the
syllabus.
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DATUM
Dienstag
24. August
Mittwoch
25. August
Freitag
27. August
Montag
30. August
Last Day for
Late
Registration
Dienstag
31. August
Mittwoch
1. September
Freitag
3. September
LEHRSTOFF
THEMA 1: SMALLTALK
1.1 Hallo!
•Hallo! Guten Tag!
•Das Alphabet
•Kognate (HZ)
•Einführung in den Kurs
1.1 Hallo!
•Begrüßungen ( 1.1.5,  1.1.A)
•Die Zahlen 1-10 ( 1.1.4)
•Guten Tag (1.1.C)
•Dialog (1.1.D)
•Grammatik: Einfache Verben
1.2 Wer sind Sie?
•Aussprache (Konsonanten,  1.2.1, 
1.2.2)
•Die Zahlen 11-20 ( 1.2.3)
•Buchstabieren (1.2.C)
•Aussprache (1.2.D)
•Grammatik: sein und haben
1.2 Wer sind Sie?
•Interview ( 1.2.F)
•Sich vorstellen ( 1.2.H)
•Phrasen ( 1.2.5)
•Grammatik: Nomen und Geschlecht
1.3 Wie viel?
•Die Zahlen 30-100 ( 1.3.1,  1.3.2)
•Vokale ( 1.3.3)
•Größe und Gewicht ( 1.3.7)
•Interview (1.3.E)
•Zusammenfassen (1.3.F)
•Grammatik: Pronomen (Subjekt)
1.3 Wie viel?
•Studieren und lernen ( 1.3.4,  1.3.5, 
1.3.6)
•Wortschatz: die Fächer und Adjektive (
1.3.4)
•Meine Familie (1.3.I)
•Grammatik: Wortstellung (SVX)
1.4 Wie ist das Wetter?
•Wetterbericht
•Smalltalk über das Wetter (1.4.B)
•Vergleiche (1.4.E)
•Grammatik: Fragestellung
HAUSAUFGABEN
 Orientation & 1.1.1 – 1.1. 7, WS 1.1
 S. iii-iv, 1.1.A, 1.1.B
Grammatik: Verben
 Unit 1.1, G.5.1
 S. 230-1 (Verbs)
GE +  1.1 (Basic verbs in present tense)
 1.2.1, 1.2.2, 1.2.3, WS 1.2, CaD 1.1 einreichen
 1.2.A, 1.2.B
Grammatik: sein und haben
 Unit 1.2, G 5.2.E-F
 S. 230-1 (Verbs)
GE +  1.2 (sein and haben)
 1.2.4, 1.2.5, WS 1.2, CaD 1.2 einreichen
 1.2.E
Grammatik: Nomen und Geschlecht
 Unit 1.3, G.1.1, G.1.2.
 S. 240 (Gender)
GE +  1.3 (Nouns and gender)
 1.3.1, 1.3.2, 1.3.3, 1.3.7, WS 1.3
 1.3.D
Grammatik: Pronomen (Subjekt)
 Unit 1.4, G.1.5
 S. 240 (Pronouns)
GE+  1.4 (Subject pronouns)
 1.3.H
Grammatik: Wortstellung (SVX)
 Unit 1.5, G.8.1.A-B
 S. 237 (Word order)
GE +  1.5 (Basic word order)
 1.4.1, 1.4.2, 1.4.3, WS.1.4
 1.4.A, 1.4.D
Grammatik: Fragen stellen
 Unit 1.6, G.8.4, G.8.5
 S. 237 (Word order)
GE +  1.6 (Asking questions)
Tag der Arbeit – Die Unterrichtsstunde fällt heute aus!
Dienstag
7. September
Mittwoch
8. September
Montag, 6. September
 1.4.4, 1.4.5, CaD 1.4 einreichen
 1.4.F
Grammatik: Wiederholung
1.4 Wie ist das Wetter?
•Wiederholung für die Prüfung
•Wie ist das Wetter heute? ( 1.4.G)
Culture Sheets heute fällig!
Prüfung: Thema 1
1. Blog heute fällig! Freies Thema oder  1.4.H
Lernen Sie für die Prüfung!
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THEMA 2: FAMILIE UND FREUNDE
Freitag
10. September
2.1 Familie
•Die Familie Bach ( 2.1.A)
•Daten ( 2.1.B)
•Wann sind sie geboren? ( 2.1.C)
•Meine Familie I ( 2.1.2)
•Grammatik: Verben mit Stammwechsel
Montag
13. September
2.1 Familie
•Meine Familie II ( 2.1.3)
•Info-Austausch ( 2.1.G)
•Ratespiel ( 2.1.I)
•Grammatik: gern
Dienstag
14. September
2.2 Persönlichkeit
•Adjektive ( 2.2.A)
•Die Idealen ( 2.2.C)
•Info-Austausch ( 2.2.D)
•Grammatik: Bestimmte und unbestimmte
Artikel
Mittwoch
15. September
2.2 Persönlichkeit
•Freunde ( 2.2.3 & 2.2.4)
•Bin ich ein Klischee? ( 2.2.G)
•Ratespiel ( 2.2.I)
•J.S. Bach ( 2.2.J)
•Grammatik: Possessivpronomen
Freitag
17. September
2.3 Interessen
•Interessen & Musik ( 2.3.1 & 2.3.2)
•Spielen Sie Fußball? ( 2.3.B)
•Urlaubsplanung ( 2.2.D)
•Grammatik: Wiederholung
2.3 Interessen
•Was sind Ihre Hobbys? ( 2.3.G)
•Drinnen oder draußen? ( 2.3.H)
•Spielen Sie gern...? ( 2.3.I)
•Grammatik: sich interessieren für + gern
Montag
20. September
Dienstag
21. September
Mittwoch
22. September
Freitag
24. September
Montag
27. September
2.4 Ich über mich
•Wortschatz ( 2.4.1)
•Interviews ( 2.4.B)
•Violas Eltern bei Ihnen ( 2.4.D)
•Grammatik: Vergleiche
2.4 Ich über mich
•Vereine ( 2.4.4)
•Was haben Sie gemeinsam? ( 2.4.E)
 2.1.1, 2.1.2, WS.2.1
 2.1.E
Grammatik: Verben mit Stammwechsel
 Unit 2.1-2, G.5.2.C-D
rd
 S. 234-5 (Irregular verb chart 3 sg. present)
GE +  2.1 (Stem-changing verbs)
 2.1.H
Grammatik: gern
 Unit 2.3, G.6.1
 S. 238 (Adverbs)
GE +  2.3 (gern)
 2.2.1, WS 2.2
 2.2.A, 2.2.B
Grammatik: Bestimmte und unbestimmte Artikel
 Unit 2.4.A-E, G.3.1, G.3.2
 S. 242-3 (Der-words, Ein-words)
GE +  2.4.1 (Definite and indefinite articles)
 2.2.2, 2.2.3 & 2.2.4, WS 2.2, CaD 2.2 einreichen
 2.2.F
Grammatik: Possessivpronomen
 Unit 2.4.F-H, G.3.3.A-C, G.3.4
 S. 243 (Possessive articles)
GE +  2.4.2 (Possessive articles)
 2.3.1, 2.3.2, 2.WS.3, WS 2.3
 2.3.A, 2.3.C
 2.3.F, 2.3.J
Grammatik: Ich interessiere mich für… & gern
Use ―ich interessiere mich für…‖ and ―gern‖ in
your 75 word essay ―Meine Hobbys‖ (2.3.J)
 2.4.1, 2.4.2, 2.4.3, WS 2.4
 2.4.C
Grammatik: Vergleiche
 Unit 2.5, G.4.4
GE +  2.5 (Comparisons)
 2.4.4, WS 2.4, CaD 2.4 einreichen
 2.4.E
2. Blog heute fällig! Freies Thema oder  2.4.F
THEMA 3: WOHNEN
Prüfung: Thema 2
3.1 Studentenleben
•Wortschatz im Seminar ( 3.1.3)
•Was haben Sie schon? ( 3.1.B)
•Ausdrücke im Unterricht
•Grammatik: Pluralformen
 3.1.3, 3.1.4, WS 3.1
 3.1.A
Grammatik: Pluralformen
 Unit 3.1-2, G.1.3, G.1.4
 S. 240 (Plural)
GE +  3.1 (Plural forms)
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Dienstag
28. September
3.1 Studentenleben
•Unsere Mensa ( 3.1.E)
•Essen, schlafen, lernen ( 3.1.F)
•Grammatik: Trennbare Vorsilben
Mittwoch
29. September
3.2 Bei mir
•Farben ( 3.2.1)
•Kleidung ( 3.2.2)
•Interview ( 3.2.B)
•Was tragen sie? ( 3.2.D)
•Grammatik: möchten
3.2 Bei mir
•Gesichtszüge und Aussehen ( 3.2.3)
•Wie sehen sie aus? ( 3.2.F)
•Grammatik: Subjekte und Objekte
Freitag
1. Oktober
Montag
4. Oktober
3.3 Haus und Wohnung
•Studentenwohnheim ( 3.3.B)
•Passen wir zusammen? ( 3.3.C)
•Wohnen Sie bei uns! ( 3.3.D)
•Grammatik: Uhrzeiten
Dienstag
5. Oktober
3.3 Haus und Wohnung
•Und Sie? ( 3.3.F)
•Grammatik: Akkusativpräpositionen
Mittwoch
6. Oktober
3.4 Zu Hause
•Garten Wortschatz ( 3.4.3)
•Interview ( 3.4.B)
•Wo ist was? ( 3.4.C)
•Grammatik: nicht und keinCulture Sheets heute fällig!
Freitag
8. Oktober
3.4 Zu Hause
•Mehrgenerationenhäuser ( 3.4.E)
Montag
11. Oktober
Dienstag
12. Oktober
University Day! Kein Unterricht!
Mittwoch
13. Oktober
Mündliche Zwischenprüfung
Zwischenprüfung: Thema 3
 3.1.D
Grammatik: Trennbare Vorsilben
 Unit 3.3, G.5.2.G-H
GE +  3.3 (Separable-prefix verbs)
 3.2.1, 3.2.2, WS 3.2
 3.2.A, 3.2.C
Grammatik: möchten
 Unit 3.4
GE +  3.4 (möchten)
 3.2.E
Grammatik: Subjekte und Objekte
 Unit 3.5, G.1.6
 S. 241 (Subjects and objects)
GE +  3.5 (Subjects and objects)
 3.3.1, 3.3.2, 3.3.3, WS 3.3
 3.3.A
Grammatik: Uhrzeiten
 Unit 3.6, G.6.2
GE +  3.6 (Telling Time)
 3.3.E
Grammatik: Akkusativpräpositionen
 Unit 3.7, G.7.2
 S. 246 (Prepositions)
GE +  3.7 (Accusative prepositions)
 3.4.1, 3.4.2, 3.4.3, WS 3.4
 3.4.A, 3.4.D
Grammatik: nicht und kein Unit 3.8, G.3.2
 S. 243 (Ein-words)
GE +  3.8 (Negation with nicht and kein)
 3.4.E
3. Blog heute fällig! Freies Thema oder  3.3.G
THEMA 4: AUSGEHEN
Freitag
15. Oktober
4.1 Restaurant
•Wo kann man essen? ( 4.1.1)
•Ein Restaurant ( 4.1.C)
•Raten Sie mal! ( 4.1.D)
•Grammatik: Modalverben
Montag
18. Oktober
4.1 Restaurant
•Die Speisekarte ( 4.1.2)
•Was essen Sie gern? ( 4.1.E)
•Essgewohnheiten ( 4.1.G)
•Grammatik: Zeitausdrücke
 4.1.1, 4.1.4, WS 4.1
 4.1.A
Grammatik: Modalverben
 Unit 4.1, G.5.5.A-E
 S. 231 (Modal verbs)
GE +  4.1 (Modal verbs)
 4.1.E, 4.1.G
Grammatik: Zeitausdrücke
 Unit 4.1, G.6.3, G.6.4
GE +  4.2-3 (Time expressions)
- 20 Ungar
Dienstag
19. Oktober
4.2 Trinken
•Was trinken Sie, wenn…? ( 4.2.B)
•Was trinken sie? ( 4.2.C)
•Bier, Wein, Sekt… ( 4.2.3)
•Grammatik: Adjektive I
Mittwoch
20. Oktober
4.2 Trinken
•Kaffee und Kuchen ( 4.2.2)
•Trinkspezialitäten ( 4.2.F)
•Grammatik: Adjektive II
 4.2.1, 4.2.3, WS 4.2
 4.2.A
Grammatik: Adjektive I
 Unit 4.4, G.4.1
 S. 244 (Adjectives + Adjective endings)
GE +  4.4.A-G (Adjectives)
 4.2.D
Grammatik: Adjektive II
 Unit 4.4, G.4.2, G.4.3
GE +  4.4.H-I
Herbstferien – Die Unterrichtsstunden fallen aus!
Von Mittwoch, 20. Oktober (ab 17 Uhr) bis Montag, 25. Oktober (8 Uhr morgens)
Montag
25. Oktober
4.3 Stadtkalender
•Ausgehen: Kino, Theater, Oper, Konzert
( 4.3.1, 4.3.2)
•Karten kaufen ( 4.3.B)
•Grammatik: Wiederholung Adjektive
Dienstag
26. Oktober
4.3 Stadtkalender
•In der Disko ( 4.3.3)
•Stephanies Wochenende ( 4.3.D)
•Unterwegs in Berlin ( 4.3.4)
•Grammatik: Dativ
Mittwoch
27. Oktober
4.4 Partys
•Einladungen ( 4.4.A)
•Geburtstagsparty I ( 4.4.1)
•Grammatik: Dativpräpositionen
Freitag
29. Oktober
4.4 Partys
•Zum Geburtstag viel Glück! ( 4.4.D)
•Andere Partys ( 4.4.2)
Montag
1. November
Prüfung: Thema 4
 4.3.1, 4.3.2, WS 4.3
 4.3.A
Grammatik: Wiederholung Adjektive
 Unit 4.4, G. 4.1, G.4.2, G.4.3
 4.3.E
Grammatik: Dativ
 G.2.4, G.1.6.C-D
 S. 240 (Pronouns), 242-3 (CaseEin-words)
 4.4.1, WS 4.4
 4.4.B, 4.4.C
Grammatik: Dativpräpositionen
 Unit 4.5, G.7.3
GE +  4.5 (Dative prepositions)
 4.4.D
4. Blog heute fällig! Freies Thema oder  4.4.E
Thema 5: Quer durch Deutschland
Dienstag
2. November
Mittwoch
3. November
Freitag
5. November
5.1 Im Norden
•Willkommen in Deutschland ( 5.1.B)
•Wortschatz ( 5.1.1, 5.1.2)
•Grammatik: war und hatte
Grammatikhausaufgaben mitbringen, aber
erst am Mittwoch einreichen!
5.1 Im Norden
•Boßeln oder Wattwanderung? ( 5.1.4,
5.1.6)
•Die Bremer Stadtmusikanten ( 5.1.5)
•Grammatik: war und hatte
Grammatikhausaufgaben für war und hatte
heute einreichen!
5.2 Im Süden
•Bayern ( 5.2.1,  5.2.2,  5.2.3)
•Ein bayrisches Fest im September (
5.2.C)
•Grammatik: Perfekt I
 5.1.1., 5.1.2, 5.1.3, WS 5.1
 5.1.A, 5.1.C
Grammatik: war und hatte
 Unit 5.1
GE +  5.1.A-F
Grammatik: Wiederholung war und hatte
 Unit 5.1
GE +  5.1.G-I
 5.2.1, 5.2.2, 5.2.3, WS 5.2
 5.2.A
Grammatik: Perfekt I
 Unit 5.2, G.5.3
- 21 Ungar
 S. 232 (Conversational past)
 S. 234-5 (Irregular verb chart)
GE +  5.2.1 (The converstational past with sein or
haben)
Montag
8. November
5.2 Im Süden
•Baden-Württemberg ( 5.2.4,  5.2.5)
•Heidelberg ( 5.2.D)
•Grammatik: Perfekt II
Dienstag
9. November
5.3 Im Osten
•Die Geschichte der DDR ( 5.3.2)
•Weimar ( 5.3.A)
•Ostdeutschland – Westestdeutschland (
5.1.C)
•Grammatik: Perfekt—Wiederholung
5.3 Im Osten
•Andere ostdeutsche Städte ( 5.3.3)
•Dessau, Bauhaus und Black Mountain
College, NC ( 5.3.D)
•Grammatik: Konjunktionen I
Mittwoch
10. November
Freitag
12. November
Montag
15. November
Dienstag
16. November
Mittwoch
17. November
Freitag
19. November
Montag
22. November
Dienstag
23. November
5.4 Im Westen
•Köln ( 5.4.B)
•Grammatik: Konjunktionen II
5.4 Im Westen
•Deutschland-Holland ( 5.4.C)
Prüfung: Kapitel 5
 5.2.B
Grammatik: Perfekt II
 Unit 5.3, G.5.4
 S. 234-5 (Irregular verb chart)
GE+  5.2.2 (The conversational past: regular and
irregular verbs)
 5.3.1, 5.3.2, 5.3.3, WS 5.3
 5.3.B
Grammatik: Perfekt—Wiederholung
 5.3.D
Grammatik: Konjunktionen I
 Unit 5.3, G.8.3.A-C
GE + 5.3 (Coordinating conjunctions)
 5.4.1, 5.4.2, 5.4.3, 5.4.4, WS 5.4
 5.4.A
Grammatik: Konjunktionen II
 5.4.E
5. Blog heute fällig!  5.4.F
THEMA 6: IN DER STADT
6.1 Verkehrsmittel
•Bus, Bahn, Bim ( 6.1.1)
•Wie komme ich dahin? ( 6.1.2,  6.1.3)
•Wie kommt man dahin ( 6.1.B)
•Wie kommen sie zur Uni? ( 6.1.C)
•Grammatik: Akkusativ und Dativ
6.1 Verkehrsmittel
•Was ist umweltfreundlicher? ( 6.1.E)
•Interview ( 6.1.F)
•Die Bahn ( 6.1.4)
•Grammatik: wo und wohin
erst am Montag einreichen!
6.2 Das Auto
•Mit dem Auto oder mit dem Zug? (
6.2.A,  6.2.1)
•Grammatik: wo und wohin
Grammatikhausaufgaben für wo und wohin
heute einreichen!
6.2 Das Auto
•Fahren in Deutschland ( 6.2.2,  6.2.3)
•Mitfahrangebot ( 6.2.E)
•Verkehrszeichen ( 6.2.F)
•Grammatik: Wechselpräpositionen
 6.1.1, 6.1.2, 6.1.3, WS 6.1
 6.1.A
Grammatik: Akkusativ und Dativ
 G.2.3, G.2.4
 6.1.D
Grammatik: wo und wohin I
 Unit 6.1, G.8.5
GE +  6.1.A-G (wo vs. wohin)
 6.2.1, WS 6.2
 6.2.B
Grammatik: wo und wohin II
 Unit 6.1, G.8.5
 6.1.H-J (wo vs. wohin)
 6.2.C
Grammatik: Wechselpräpositionen I
 Unit 6.2, G.7.4
- 22 Ungar
GE +  6.2 (Two-way prepositions)
Erntedankfest – Die Unterrichtsstunden fallen aus!
Von Mittwoch, den 24. November, bis Montag, den 29. November (8 Uhr morgens)
DATUM
LEHRSTOFF
Montag
29. November
6.3 Einkaufen
•Was kauft man da? (Geschäfte und
Produkte) ( 6.4.1,  6.4.2)
•Warum denn? ( 6.3.C)
•Der Hamburger Fischmarkt ( 6.3.D)
•Grammatik: Wechselpräpositionen
6.3 Einkaufen
•Lebensmittel ( 6.3.2)
•Im Kühlschrank ( 6.3.F)
•Grammatik: Wechselpräpositionen + wo &
wohin
erst am Mittwoch einreichen!
6.4 Geradeaus
•Karten ( 6.4.1)
•In Berlin ( 6.4.C)
Grammatikhausaufgaben für Konjunktionen
heute einreichen!
 6.3.1, 6.3.2, WS 6.3
 6.3.A, 6.3.B
Grammatik: Wechselpräpositionen II
 Unit 6.2, G.7.4
 6.3.G
Grammatik: Konjunktionen III
 Unit 6.3, G.8.3.D-H
GE +  6.3.A-D
Freitag
3. Dezember
6.4 Geradeaus
•Wohin? ( 6.4.2)
•Die Autobahn ( 6.4.D)
Montag
6. Dezember
6.4 Geradeaus
•Navigation ( 6.4.3)
•Auf dem Campus ( 6.4.E)
 6.4.2, 6.4.4, WS 6.4
 6.4.F
 6.4.G
Dienstag
30. November
Mittwoch
1. Dezember
Dienstag
7. Dezember
Mittwoch
8. Dezember
HAUSAUFGABEN
Mündliche Abschlussprüfung
Wiederholung für die
Abschlussprüfung
Montag
13. Dezember
 6.4.1, 6.4.2, WS 6.4
 6.4.A, 6.4.B
Grammatik: Konjunktionen IV
 Unit 6.3, G.8.3.D-H
GE+  6.3.E-H
6. Blog heute fällig! Freies Thema zum Kurs!
Lernen Sie für die Abschlussprüfung!
Abschlussprüfung: 12.00 – 15.00 Uhr
Wichtige Daten – Abgabetermine
Blog
Thema 1
Thema 2
Thema 3
Thema 4
Thema 5
Thema 6
Mittwoch, 8. September
Freitag, 24. September
Dienstag, 12. Oktober
Montag, 1. November
Mittwoch, 16. November
Montag, 8. Dezember
- 23 Ungar
Prüfungen
Thema 1
Thema 2
Schriftliche
Zwischenprüfung
Mündliche
Zwischenprüfung
Thema 4
Thema 5
Mündliche
Abschlussprüfung
Schriftliche
Abschlussprüfung
Mittwoch, 8. September
Freitag, 24. September
Montag, 11. Oktober
Mittwoch, 13. Oktober
Montag, 1. November
Dienstag, 16. November
Dienstag, 7. Dezember
Montag, 13. Dezember,
12.00 – 15.00 Uhr
- 24 Ungar
GERMAN 101: ELEMENTARY GERMAN I
THE UNI VER SIT Y OF NO R TH CAR OLI NA A T CH AP E L H ILL : FA LL 2 010
COURSE POLICIES
COURSE GOALS
German 101 develops the four language skills (speaking, listening, reading, writing) in a highly
authentic cultural context. The course will enable you to communicate in German about everyday
topics, including your family, yourself, your everyday routine, shopping, and recreational activities
like playing sports. You will learn to interpret authentic German language texts from a variety of
media and enhance your knowledge of cultural issues.
Please direct placement questions to the Director of Elementary Language Program, Dr. Christina
Wegel. She can be reached in her office, 442 Dey Hall, by email at [email protected], or by phone at
919-843-8862.
REQUIRED TEXT AND SOFTWARE
Lee Forester et al. Auf geht’s! Beginning German Language and Culture. 2nd ed. Holland, Mich.: Evia
Learning, Inc., 2009. ISBN: 978-1-886553-15-6
Your textbook must be the 2nd edition and must include both the 250-page textbook and the
interactive DVD (edition 2.1)
The textbook is available through the Student Stores. To purchase Auf geht’s at lower cost from the
publisher, visit:
http://www.aufgehts.com/purchase.html
Technical difficulties with installing the DVD can be solved by visiting:
http://www.aufgehts.com/sup_main.html
German 101 will cover Units 1-6. Units 7-12 will be completed in German 102.
THREE ADDITIONAL RESOURCES
1) Occasionally you will be asked to use a dictionary in German 101. You can rely on online
bilingual dictionaries such as:
http://www.dict.cc/
Online dictionaries are difficult to use successfully. Dedicated students interested in making a small
investment (approximately $12) are encouraged to buy at the Bulls Head bookstore or
www.ibiservice.com a portable bi-lingual dictionary like:
Heinz Messinger et al. Langenscheidt Compact Dictionary: German-English, English-German.
Berlin: Langenscheidt Publishers, 2003. ISBN: 9781585733514
2) Students are also highly encouraged to acquire and regularly use a three-ring binder to organize
and collect all the printouts from the Interactive and the Sakai website.
3) You will be required to blog regularly in this class. Your instructor will provide you with further
information on blogging with Sakai.
- 25 Ungar
COURSE INSTRUCTOR
The following information will be provided on the first day of class.
Instructor: ______________________________________________________________________
Dey Hall Room _______________
Phone number: 962-6269
Office Hours: ____________________________________________________________________
HOMEWORK
You will be responsible for all material included in the syllabus as well as any additional homework
assignments given by your instructor. Be prepared to put in at least one and a half hour outside of
class for every hour spent in class. Since the Interactive and grammar homework offer clear
explanations, grammar will regularly be treated in summary fashion in class. Completing the assigned
Interactive, the culture sheets, as well as the textbook and grammar homework prior to every class
will increase your comprehension of the material and leave us more time to practice speaking
German.
You are responsible for three different kinds of homework on a daily basis. They include:
1) Interactive homework (printouts)
2) Textbook homework (written in your textbook)
3) Grammar homework (downloaded from Sakai, printed out, and written out by hand)
1) The Interactive includes many audio and video files that you can listen to on your CCI laptop. Be
sure to listen carefully and frequently and repeat what you hear aloud, as this exposure to spoken
German will improve your overall command of German. The printouts to each of the four subunits
in every unit are due every other day.
2) Textbook homework is due every day. Failure to do this assigned work will severely weaken your
grade. Your copy of Auf geht’s will be collected on every testing day and will be graded for
completeness.
3) Grammar homework must be self-corrected in a contrasting ink color using the keys provided on
the course Sakai site. All of the grammar homework for each subunit is due on the date listed in
the syllabus.
We expect you to complete the assignments carefully. However, it is natural to make mistakes on
your homework. These will not affect your grade. If you complete your interactive and textbook
homework in a timely fashion, correct your grammar homework, and turn it in on time you will
receive a high grade. Assignments that are late will not be graded. Those not corrected or incomplete
will receive a low grade. Make sure to ask your instructor if you don’t understand a specific
assignment.
You must understand from the start that this regular practice will help to prepare you for class,
increase your retention of the culture, vocabulary and grammar reviewed in class, and reduce the
amount of work demanded of you at the end of each unit.
All students enrolled in German 101 are required in each unit to contribute one short essay composed
in German to the course blog. The topic is listed in the workbook and elaborated in greater detail on
the Sakai site. The blog due dates are noted on the daily schedule accordingly.
INTERNET / SAKAIPILOT.UNC.EDU / LAPTOPS
- 26 Ungar
This version of the German 101 syllabus is subject to change. The entire syllabus—including
optional online exercises, topics for journal assignments and other vital multimedia materials—is
accessible through Sakai (https://sakaipilot.unc.edu). Every student enrolled in German 101 is
required to use the course webpage on a regular basis. Anyone having technical difficulties with the
website should contact both IT Services and their instructor as soon as possible.
Occasionally students will be required to bring their CCI laptops to class for in-class internet projects.
Students are asked to make every effort to remember to bring their computers with them.
ATTENDANCE
Class meets four (4) times a week: Mondays, Tuesdays, Wednesdays, and Fridays. According to the
Faculty Council, “regular class attendance is a student obligation, and a student is responsible for all
the work, including tests and written work, of all class meetings. No right or privilege exists that
permits a student to be absent from any given number of class meetings.”
The policy of the Department of Germanic Languages and Literatures allows students, only when
absolutely needed, a total of three (3) absences each semester without penalty. Students who miss
class are required to meet with their instructor during office hours in order to discuss course material
missed.
After the third absence—regardless of its nature—the instructor is required to lower a student’s final
grade in the course by one-third of a grade (e.g., an A drop to an A-, a C- to a D+, etc.). The sixth
absence will result in another one-third drop, as will the ninth absence, the twelfth absence and so
forth.
Prolonged absence from class caused by severe medical emergency, for example, should be brought
immediately to the attention of your instructor and course supervisor, Dr. Christina Wegel.
TESTS
There will be regular tests given at the end of each unit; these include a written midterm (Unit 3) and
a written final (Unit 6). In addition to these written exams, two oral proficiency examinations are
given, one in the middle of the semester, and another at the close of the course.
Make-ups for exams will be permitted only in the most exceptional cases when students make an
appeal in a timely fashion. Make-up exams are only possible with the permission of the course
supervisor, Dr. Christina Wegel. A make-up final exam is offered every semester, but requires a
written explanation from the Dean.
The policy of the Department of Germanic Languages stipulates that any student who fails the
final exam can receive a course grade no higher than a C. Students who fail both the midterm and
the final exam will receive an F in the class. The course grade IN (incomplete) cannot be given.
GRADES
20%
28%
7%
10%
25%
10%
Final Exam
Unit Tests (4x7%)
Midterm Exam
Oral Exams (2x5%)
Attendance, Class Participation & Homework
Blog Entries
- 27 Ungar
GRADING SCALE
The grading scale is as follows:
A
AB+
B
BC+
C
CD+
D
F
100% to 93 % = 4.0; a + on your homework equals a 95
92% to 90% = 3.7
89% to 87% = 3.3
86% to 83% = 3.0; a on your homework equals a 85
82%-80%; = 2.7
79% to 77% = 2.3; a - on your homework equals a 79
76% to 73% = 2.0
72% to 70% = 1.7
69% to 67% = 1.3
66% to 63% = 1.0
62% to 0% = 0; a - on homework equals 0
As stipulated in the Undergraduate Bulletin, there is no D- at UNC-Chapel Hill.
PERMANENT GRADES ARE DEFINED AS FOLLOWS:
A Mastery of course content at the highest level of attainment that can reasonably be expected of
students at a given stage of development. The A grade states clearly that the student has shown such
outstanding promise in the aspect of the discipline under study that he/she may be strongly
encouraged to continue.
B Strong performance demonstrating a high level of attainment for a student at a given stage of
development. The B grade states that the student has shown solid promise in the aspect of the
discipline under study.
C A totally acceptable performance demonstrating an adequate level of attainment for a student at a
given stage of development. The C grade states that while not yet showing any unusual promise, the
student may continue to study in the discipline with reasonable hope of intellectual development.
D A marginal performance in the required exercises demonstrating a minimal passing level of
attainment for a student at a given stage of development. The D grade states that the student has given
no evidence of prospective growth in the discipline; an accumulation of D grades should be taken to
mean that the student would be well advised not to continue in the academic field.
F For whatever reasons, an unacceptable performance. The F grade indicates that the student’s
performance in the required exercises has revealed almost no understanding of the course content. A
grade of F should warrant questioning whether the student may suitably register for further study in
the discipline before remedial work is undertaken.
EMAIL POLICY
Your instructor will check email daily Monday through Friday and will make every effort to answer
you within 24 hours. On the weekends, however, your instructor might not be able to answer you as
quickly. Please make sure that you adhere to common rules of courtesy such as addressing your
instructor by name and signing your email at the end, so that your instructor does not need to guess by
your email address who you are.
- 28 Ungar
Comments on Syllabus Second Semester German: German 2 / German 108
The following syllabus was for a course I taught for the Duke-Rutgers Summer in Berlin Program in early
summer of 2010. I did not write it myself. The original syllabus was written by a colleague from Rutgers
University who had a family emergency and left Berlin a couple days before he was scheduled to begin
teaching. I only had enough time to briefly acquaint myself with the textbook and then slap my name at
the top of the syllabus before I began teaching from it.
In retrospect, there is very little about this syllabus that I would not change if I were to teach this course
again. For example, students were not required to do very much homework, and as a result, they
struggled with learning necessary vocabulary and grammar concepts because their exposure to them
was limited mostly to class time. This syllabus also does not accurately reflect the course I ultimately
taught. I only had five students, so I was able to act on their feedback throughout the course. For
instance, they expressed interest in reading a real Grimm’s fairy tale during the Märchen unit, so we had
a class session devoted to Der Froschkönig. This syllabus also does not have a record of the various field
trips we went on in the city of Berlin—to grocery stores, to cafés, to the Berlin Zoo, etc.
- 29 Ungar
Second Semester German: German 2 / German 108
Summer 2010
MTW 9:00am-12pm
Melanie Ungar
[email protected]
01578 4048061
Department of German, Duke University
Course Description:
This course is the continuation of first-semester German, and it will continue to introduce you to
the language, accents, and cultures of German-speaking countries, using theme-related
vocabulary, grammatical structures and authentic materials. You will practice speaking, writing,
reading and listening to German. At the end of the semester, you will be able to communicate
in German regarding the following themes: talking about obligations in your life; geography and
landscapes and how you get around with different kinds of transportations; talking about the
past and historic events; discussing health choices and what to do in situations when you get
sick; going shopping and ordering food at a restaurant; planning trips to German-speaking
countries and talking about them; discussing family and community life in a multicultural society
and the challenges of young people in German-speaking countries.
You will learn about cultural perspectives, products and practices of German-speaking cultures
and compare them to your own country. Some of the topics addressed this semester include
tourism, building styles and life styles, literature (fairy tales, poems and prose), as well as
movies dealing with the most recent historic and social developments in German-speaking
countries.
By the end of the semester, you will be able to use the German language to express present,
past and future events in simple statements and questions by applying the vocabulary and
grammar that you have practiced in class, at home and in the language lab.
Prerequisites: This course is designed for beginning students who have completed one
semester of introductory German.
Grading:
Class Participation:
Homework (incl. in-class assignments)
Tests and quizzes
Essays (with corrected version)
Oral Final
Written Final
20%
15%
25%
15%
5%
20%
Course grades as follows:
A=90-100%; B+=85-89%; B=80-84%; C+=75=79; C=70-74; D=65-69; F=64 and below
Required Texts:
Textbook:
Kontakte: A Communicative Approach. Ed. by Erwin Tschirner, Brigitte
Nikolai, Tracy D. Terrell. Boston et al.: McGraw-Hill, 6th ed. 2008
(ISBN: 978-0-07-353533-3)
Workbook:
Kontakte: Arbeitsbuch, (includes Audio Program). 6th ed. 2008
Additional materials online: http://www.mhhe.com/kontakte6
- 30 Ungar
Attendance:
All students must attend regularly and arrive prepared. Those who miss more than two class
sessions during the semester without a compelling excuse should expect a one-step reduction
in the cumulative course grade (i.e. an A becomes a B+, a B+ becomes a B, and so on). Three
late arrivals (arriving more than ten minutes after beginning of the class period) count as one
absence.
Absences for religious observation are excused. However, students are advised to provide
timely notification to the instructor about necessary absences for religious observances and are
responsible for making up the work or exams according to a previously agreed-upon schedule.
In any case of absence, it is the responsibility of the student to find out what he/she missed and
obtain materials that may have been handed out.
Exams and quizzes cannot be made up without a compelling excuse (missed quiz or exam
grade=0).
Plagiarism:
Plagiarism is an extremely serious matter, and can lead to a student’s failing the course and
being referred to his or her dean for disciplinary action. When referring to ideas other than your
own, whether quoting or paraphrasing, always acknowledge your sources clearly and
completely.
Please see Rutgers University’s policies on academic integrity at
http://teachx.rutgers.edu/integrity/policy.html and discuss with the instructor any questions your
may have about this issue.
Requirements and assignments
Homework assignments: Homework assignments are due on the day noted in the syllabus. Late
homework assignments will not be accepted.
Pre-departure Assignment: You will have an assignment due on the first day of class. You
must visit http://www.dw-world.de/dw/0,,2068,00.html and complete the “Top-Thema mit
Vokabeln” section. Read through the short article, referencing the vocabulary list, then
complete the given questions. Answers to the questions will be collected in the first class. You
will continue to visit this website for assignments through the course period. Due dates are
listed below.
Additional homework not listed on the syllabus may be assigned in class.
Written assignments: To practice your written language skills, you will write three essays during
the semester of up to 150 words. Each essay will be written twice: your first version will be
evaluated and commented on regarding content, comprehensibility, use of language, and
accuracy. You are required to hand in a second, corrected version that will also be evaluated.
The final grade for each essay will be an average of the two versions. Your essays will be
evaluated based on criteria that your instructor will share with you with the assignment.
Disability Support Services
Students who may be requesting accommodations due to disabilities are encouraged to contact
the instructor before classes begin.
The instructor reserves the right to make changes to the syllabus and add additional homework
assignments.
Final Exam: Wednesday, June 30th
- 31 Ungar
Date
Chapter
1
May 24
Review of
chapters 1,2,3,
4,5, and 6; intro
to chapter 7
2
May 25
7
3
May 26
8
Classwork
Homework Due
Introductions; review of
major topics/themes of
German 1
Weekly “Top-Thema”
assignment (See “Predeparture assignment”
instructions above)
Comparisons; relative
clauses, da/wo
compounds
Workbook pages
166-167: B & C
Quiz on Chapter 7
Weekly Observation
Journal Entry
Adjectives;
Destination/location;
Future Tense
4
May 31
8
In-class essay 1; Future
tense cont.
Review for Exam 1
assignment
5
June 1
9
Quiz on Chapter 8;
Dependent clauses;
simple past; Narration;
Workbook pages
198-199: A & B
6
June 2
9,10
Fairy Tales; Geography;
requests; instructions;
Chapter 9 Writing
Exercise
Essay 1 Rewrite;
Subjunctive; intro to
passive; Review for
Midterm Exam
assignment
7
June 7
8
June 8
10
Weekly Observation
Journal Entry
Midterm Exam on
Chapter 7,8,9
June 9th through 13th:
Midterm Break
9
June 14
10,11
10
June 15
11
In-class Essay 2;
Continue subjunctive and
passive; Intro to chapter
11
assignment
Animals;
Reflexive pronouns
Field trip to the Zoo
Workbook page 214: A
Workbook page 233: A
- 32 Ungar
Date
Chapter
11
June 16
11
Quiz on Chapter 10
Health and Sickness;
pronouns continued;
Review of word order
Essay 2 Rewrite;
Weekly Observation
Journal Entry
12
June 21
12
introduction to genitive
assignment
13
June 22
12
Quiz on Chapter 11;
Continuation of genitive;
introduction of subjunctive
Workbook page 262,
lower portion only
14
June 23
12
In-class Essay 3; review
of the cases
Weekly Observation
Journal Entry;
Workbook page 273,
top portion only
15
June 28
Review for Final Exam
and of major concepts
Essay 3 Rewrite;
assignment
June 29
Final Exam: Oral portion
June 30
Final Exam: Written
portion
16
Classwork
Homework Due
- 33 Ungar
Deutsch 101
3.4.1 Zu Hause
Lesson Plan Author: Melanie Ungar
Date of Lesson: 6. Oktober 2010
Tagesprogramm:
1. Zu Hause
2. Im Garten
3. Wo ist was? und Grammatik: nicht und kein
Goal for the hour: Students should be able to discuss plans for caring for their homes and gardens and
correctly negate sentences using either nicht or kein.
Materials:
Cards: Haushaltspflichten
Slides: Meine Routine zu Hause, Alle zusammen!, Arbeitsplan, Der hilfreiche Gartenzwerg, Die Wichtel,
Wo ist was?, nicht vs. kein, Wo ist...
I. Chit Chat. Wohnen Sie in einem Studentenwohnheim? Haben Sie Mitbewohner? Wie viele?
II. Tagesprogramm. Collect homework and culture sheets.
III. Zu Hause (15 minutes)
Input: Display slide: Meine Routine zu Hause and read it to the students, emphasizing the new
vocabulary and how often you do these things. Use choral repetition and ask students about how often
they do these things. Saugen Sie jeden Tag Staub? Ask for rejoinders. Next, display slide: Alle
zusammen! which will feature a summary of the previous slides. Jetzt putzen wir meine Wohnung
zusammen! Ask students to stand up and have them act out the various actions with you. Have fun with
it, but don’t spend too much time on this slide, as the students will be playing charades later.
Practice: So läuft die Hausarbeit bei mir. Wie ist es bei Ihren Eltern? Have students complete
exercise B on page 52 with a partner. Let them report back and ask for rejoinders.
Output: Display slide: Arbeitsplan. Sie haben im Lotto gewonnen! Sie sind Milliardär! Write
1,000,000,000 on the board so they grasp the meaning of the word. Arnold Schwarzennger, Lady Gaga
und Leonardo DiCaprio sind jetzt Ihr Hauspersonal. Schreiben Sie einen Arbeitsplan für sie. Wer macht
was? Divide students into groups of three and let them create an Arbeitsplan for their new servants.
Transition: Meine Wohnung ist jetzt sauber, aber mein Garten ist unordentlich. Glücklicherweise habe
ich einen hilfreichen Gartenzwerg!
IV: Im Garten (15 minutes)
Input: Display slides: Der hilfreiche Gartenzwerg, which will illustrate the doings of the magical lawn
gnome who takes care of your yard work in the middle of the night. Was macht der Gartenzwerg in der
Nacht? Use choral repetition and ask for rejoinders.
Practice: Jetzt spielen wir Charades! Divide students into 2 teams and have them take turns
volunteering someone to pantomime. (If they refuse to do so, hand pick the student yourself.) Have the
student who will pantomime draw from cards: Haushaltspflichten. Ask students as the student
pantomimes, Was macht er? and insist that they answer in complete sentences. Er deckt den Tisch!
Both teams may guess, regardless of who is acting out the action. Go as many rounds as you think
necessary or have time for. The team that gets the most right wins.
- 34 Ungar
Output: Ich pflege nicht gern meinen Garten. Es ist gut, dass es Wichtel gibt! Display slides: Die
Wichtel and explain to students, Wichtel sind magische Geister, die in der Nacht viel Gutes im Haus
und im Garten tun! Sie sind ein bisschen wie die „House Elves“ in Harry Potter. Show the picture of the
disastrously messy house and yard and say, Die Wichtel haben heute Nacht viel zu tun! Have students
work in groups of three to come up with four tasks for the Wichtel. If they seem to be forgetting the
vocabulary they just learned, refer them back to page 52 in the book.
Transition: Gibt es Wichtel in ihrer Wohnung? Es gibt leider keine Wichtel bei mir.
V: Wo ist was? und Grammatik: nicht und kein (15 minutes)
Input/Practice: Show slides: Wo ist was? The first two slides will show examples for how to answer
questions in the negative regarding the location of various items. Gibt es ein Auto im Wohnzimmer?
Nein, es gibt kein Auto im Wohnzimmer. Pose the questions yourself and have students read the
answers off the slides. The next three slides will require students to formulate the answers themselves.
As your students become more confident, ask questions about items that are not on the slide. Gibt es
ein Bett im Badezimmer? Ist [student’s name] im Badezimmer? Make sure that students are answering
in complete sentences. Ask for rejoinders.
Paradigm: Show slide: nicht vs. kein and explain the placement and usage of each. Stress that kein
(no, none) replaces indefinite articles and is used much more often in German than in English.
Output: Jetzt reden wir über ein langweiliges Haus. Show slide: Wo ist..., which will ask students to
describe the placement of various items in the home of Herr und Frau Langweilig. Have students work
with a partner to describe where things are and where they are not.
Materials:
slides: Meine Routine zu Hause
Ich wohne in einer kleinen Wohnung in Chapel Hill. Ich bin ordentlich und ich putze gern meine
Wohnung.
Ich spüle jeden Tag das Geschirr.
Ich wasche am Sonntag die Wäsche.
Ich sauge jede Woche Staub.
Aber ich decke nie den Tisch.
Jeden Tag koche ich Tee.
Und am Abend koche ich das Essen.
slide: Alle zusammen!
1.
2.
3.
4.
5.
Wir spülen das Geschirr.
Wir waschen die Wäsche.
Wir saugen Staub.
Wir decken den Tisch.
Wir kochen.
slide: Arbeitsplan
- 35 Ungar
Sie haben im Lotto gewonnen! Sie sind Milliardär! Arnie, Gaga, und Leo sind jetzt ihr Hauspersonal.
Schreiben Sie einen Arbeitsplan für sie. Wer macht was? Wie oft?
z.B. Arnie räumt einmal im Jahr die Garage auf.
Haushaltspflichten:
das Geschirr spülen
das Essen kochen
den Tisch decken
den Kaffee kochen
Staub saugen
die Wäsche waschen
die Garage aufräumen
Wie oft?
jeden Tag
einmal in der Woche
am Wochenende
einmal im Monat
am Morgen
einmal im Jahr
am Abend
slides: Der hilfreiche Gartenzwerg
Das ist Adalbert. Er ist mein Gartenzwerg! Adalbert ist sehr hilfreich. Er pflegt meinen Garten in der
Nacht!
Und dann mäht er den Rasen.
Er fegt die Einfahrt.
Er gießt die Blumen.
Und im Winter schaufelt er den Schnee.
cards: Haushaltspflichten
das Geschirr spülen
das Essen kochen
den Tisch decken
den Kaffee kochen
Staub saugen
die Wäsche waschen
die Garage aufräumen
den Rasen mähen
die Einfahrt fegen
den Schnee schaufeln
die Blumen gießen
slide: Die Wichtel
Was machen die Wichtel heute Nacht?
zum Beispiel: Die Wichtel saugen Staub.
- 36 Ungar
slides: Wo ist was?
im Wohnzimmer
Gibt es ein Auto im Wohnzimmer?
Nein, es gibt kein Auto im Wohnzimmer?
Ist die Dusche im Wohnzimmer?
Nein, die Dusche ist nicht im Wohnzimmer!
im Schlafzimmer
Gibt es einen Gartenzwerg im Schlafzimmer?
Nein, es gibt keinen Gartenzwerg im Schlafzimmer!
Ist das Fahrrad im Schlafzimmer?
Nein, das Fahrrad ist nicht im Schlafzimmer!
im Esszimmer
eine Toilette
der Vampir
in der Küche
einen Computer
das Supermodel
im Badezimmer
eine Hängematte
die deutsche Flagge
slide: nicht vs. kein
Wie viele UNC-Studenten haben Duke gern?
Kein UNC-Student hat Duke gern.
Haben Sie ein Auto?
Nein, ich habe kein Auto.
Kendra Wilkinson ist nicht intelligent.
Das ist nicht meine Jacke.
Ich gehe nicht ins Kino.
Er spielt nicht gern Hockey.
slide: Wo ist...
Beschreiben Sie das Haus von Herr und Frau Langweilig.
- 37 Ungar
zum Beispiel: Wo ist das Auto?
Das Auto ist in der Garage.
Das Auto ist nicht in der Küche!
das Bett
der Fernseher
das Fahrrad
die Dusche
der Sessel
das Sofa
der Computer
der Ofen
der Tisch
in der Küche
im Wohnzimmer
im Esszimmer
im Schlafzimmer
im Bad
im Arbeitszimmer
in der Garage
- 38 Ungar
- 39 Ungar
- 40 Ungar
- 41 Ungar
- 42 Ungar
- 43 Ungar
- 44 Ungar
- 45 Ungar
- 46 Ungar
- 47 Ungar
- 48 Ungar
- 49 Ungar
- 50 Ungar
Comments on Lesson Plan 3.4.1 Zu Hause
This lesson was one of my most successful in that it ran smoothly and my students seemed to have
mastered the target skills by the end of the hour. Students were particularly enthusiastic about the
output in part III, as it allowed them to imagine rich celebrities as their personal domestic servants, and
they had fun with the game of charades in part IV. The input/practice section in Part V was also very
effective. Students were able to successfully recognize grammatical patterns and reproduce them
before ever seeing the paradigm. However, if I were to teach this lesson again, I would alter the final
output so that students were required to use kein as well as nicht when describing the home of Mr. and
Mrs. Boring.
- 51 Ungar
Deutsch 101
4.2.2 Trinken
Lesson Plan Author: Melanie Ungar
Date of Lesson: 20. October 2010
Tagesprogramm:
1. Kaffee und Kuchen
2. Trinkspezialitäten
Goal for the hour: For students to learn about Viennese coffeehouses and to be able to discuss various
drink specialties using adjectives and modal verbs.
Materials:
Slides: Kaffee und Kuchen, Kaffeestunde, Ein Brief an Steffen und Christian, Ein neues Café in Chapel
Hill, Almdudler!, Adjektive, Ratespiel
Handout: Lieber Steffen und Christian, Schnitzeljagd
Cards: amerikanische Trinkspezialitäten
Chit-chat (before class): Was essen und trinken Sie gern? Wo essen Sie gern? Was sollen (wollen,
dürfen) Sie in den Herbstferien machen?
Tagesprogramm: Announce the plan for the day and collect homework. Remind students (as if they
need reminding) that there is no class on Friday.
I. Kaffee und Kuchen (25 min)
Advanced Organizer: Write „Kaffeestunde“ on the board and ask students, Wer war schon bei der
Kaffeestunde? Was isst man bei der Kaffeestunde in der Deutschabteilung? Was trinkt man? Was macht
man? Write their answers as an associogram on the board. You may get some English answers like
“cookies” and “gossip,” so use this opportunity to teach them der Keks, -e and klatschen / plaudern.
Input: Ist die Kaffestunde in der Deutschabeilung typisch Deutsch? Ist es authentisch? [These are
largely rhetorical questions.] Eigentlich nicht, aber wir wohnen in North Carolina. Welche Stadt ist für
Kaffee und Kuchen berühmt? Wien! Display slides: Kaffee und Kuchen and go through the photos and
vocabulary. Ask for choral repetition and pose questions about the items on the slides using the modals
the students just learned. Mögen Sie Kaffee? Wollen Sie Sachertorte essen? Ask for rejoinders.
Practice / Output 1: Wie können wir unsere Kaffeestunde verbessern? Was möchten wir essen und
trinken? Was sollen wir essen und trinken, damit sie authentischer ist? Display slide: Kaffeestunde and
direct students to quickly interview their partners about what they would and would not like to eat and
drink at Kaffeestunde. Then distribute handout: Lieber Steffen und Christian and explain, Christian
und Steffen sind für die Kaffeestunde verantwörtlich. Schicken Sie einen Brief, und sagen Sie ihnen,
was Sie bei der Kaffeestunde haben möchten! Display slide: Ein Brief an Steffen und Christian, which
will give them a few prompts. Ask students to write their letters in pen (so that we can scan them and
e-mail them to the boys later muahaha).
Output 2: Sie sind Kaffeeexperte! Wir sollen ein neues Café in Chapel Hill eröffnen! Display slide: Ein
neues Café in Chapel Hill and divide students into groups of three. Have them design their own café
by answering the questions and using the vocabulary on the slide. Have them present their cafés to the
rest of the class. [Omit this activity if you are running short on time.]
Transition: Servieren Sie deutsche oder österreichische Trinkspezialitäten in Ihrem Café?
- 52 Ungar
II. Trinkspezialitäten (20 min)
Pre-reading: Display slide: Almdudler! Aldumdler ist eine Trinkspezialität aus Österreich. Es ist eine
Limonade und es schmeckt ein bisschen nach Ginger Ale. Jetzt sehen wir eine Werbung für dieses
Getränk. Click on the youtube link for the Almdudler commercial on the slide and watch the whole
thing. Afterwards ask, Was sehen Sie in der Werbung? Wie sind die Leute? Wo sind Sie am Ende? Feel
free to throw lots of binaries in there. Sind die Leute fröhlich oder traurig? Sind sie am Ende in den
Alpen oder in der Stadt? If students do not understand the final tagline, explain it to them.
Reading: Ask students to open their books to page 63 exercise G. Have them take turns reading the
blurb about Almdudler out loud to each other and then write down answers to the questions with their
partner. Display slide: Adjektive so that they can refer to the vocabulary if need be. Go over the
questions as a class.
Practice: Jetzt machen wir eine Schnitzeljagd! Distribute the handout: Schnitzeljagd which will ask
students to find other students who do or do not like various types of drinks. Have students report back
about each other’s likes and dislikes.
Output: Amerika hat auch Trinkspezialitäten, oder? Divide students into groups of three and discreetly
distribute cards: amerikanische Trinkspezialitäten. Display slide: Ratespiel and explain, Eine Gruppe
beschreibt das Getränk, und die Klasse muss raten, was es it. Refer students to the vocabulary on the
slide that will help them write their descriptions. Have at least a couple of groups present their drink
description to the class.
Materials:
slides: Kaffee und Kuchen
Wien ist für seine Kaffeehäuser bekannt.
das Kaffeehaus, die Kaffeehäuser
In einem Kaffeehaus kann man viele Kaffee- und Kuchensorten bestellen. Eine Melange ist z.B. ein
Kaffeegetränk. Sie besteht aus Espresso und Milch.
die Milch
Man kann auch Sachertorte bestellen. Sachertorte ist eine berühmte Schokotorte!
die Torte, -n
Und natürlich kann man Apfelstrudel bestellen.
der Strudel
Wenn man keinen Kaffee trinken will, kann man Tee bestellen.
der Tee
Viele Wiener trinken ihren Tee mit Zucker und Zitrone.
der Zucker
die Zitrone
Und manche Wiener trinken Schnaps in ihrem Tee!
der Schnaps
slide: Kaffeestunde
S1: Was möchtest du bei der Kaffeestunde trinken?
- 53 Ungar
S2: Ich möchte Tee trinken.
S1: Was sollen wir bei der Kaffeestunde essen?
S2: Wir sollen Apfelkuchen essen.
Ich möchte
Wir sollen
Kaffee vom Daily Grind
Tee
Schnaps
Apfelschorle
Fanta
Apfelkuchen
Sachertorte
Apfelstrudel
Kekse
Bananenbrot
Weißwürste
Brezeln
Kaviar
Käse
????????????
bei der Kaffeestunde
trinken
essen
handout: Liebe Steffen und Christian
Lieber Steffen und Christian,
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Mit freundlichen Grüßen,
____________________
slide: Ein Brief an Steffen und Christian
Christian und Steffen sind für die Kaffeestunde verantwörtlich. Schicken Sie einen Brief, und sagen Sie
ihnen, was Sie bei der Kaffeestunde haben möchten!
Beispiel:
Lieber Steffen und Christian,
Wir mögen die Kaffeestunde. Sie ist jetzt cool, aber sie kann cooler sein! Wir mögen
Strudel. Wir sollen Apfelstrudel bei der Kaffeestunde essen! Wir möchten auch Kaffee vom
Daily Grind trinken. Normalerweise ist der Kaffee bei der Kaffeestunde zu schwach.
Mit freundlichen Grüßen,
Die Deutsch 101 TAs
slide: Ein neues Café in Chapel Hill
Sie eröffnen ein neues Café in Chapel Hill! Beschreiben Sie das Café!
Wie soll das Café heißen?
- 54 Ungar
Das Café soll ______ heißen.
Was kann man bestellen?
Man kann _________ bestellen.
Wie ist das Café?
Das Café ist _____________.
laut / ruhig
gemütlich
elegant
altmodisch
liberal / konservativ
groß / klein
angenehm
traditionell / modern
Wie ist das Essen?
Das Essen ist ______________.
lecker
eigen
teuer / günstig / kostenlos
scharf / süß
amerikanisch / österreichisch / italienisch / mexikanisch/ afrikanisch
Wann machen Sie auf?
Wir machem um ____________ auf.
Wann machen Sie zu?
Wir machen um ____________ zu.
slide: Almdudler!
Almdudler Werbespot
http://www.youtube.com/watch?v=8iyP3wGIzP0
Wenn die kan Almdudler hab’n, geh’ ma wieder ham!
slide: Adjektive
sauer / süß / bitter / salzig
gesund / ungesund
lecker / eklig
scharf
fettig
vitaminhaltig
saftig
reichhaltig
berühmt
billig / teuer
- 55 Ungar
handout: Schnitzeljagd
S1: Magst du süße Getränke?
S2: Ja, ich mag süße Getränke! oder Nein, süße Getränke mag ich nicht.
_____________ mag süße Getränke.
_____________ mag schwarzen Kaffee.
_____________ mag amerikanisches Bier.
_____________ mag heiße Schokolade.
S1: Trinkst du jeden Tag Coca-Cola?
S2: Ja, ich trinke jeden Tag Coca-Cola. oder Nein, ich trinke nicht so oft / nie Coca-Cola.
_____________ trinkt jeden Tag Coca-Cola.
_____________ trinkt jeden Morgen Orangensaft.
_____________ trinkt jeden Tag Milch.
cards: amerikanische Trinkspezialitäten
Coca-Cola
lemonade
sweet tea
apple cider
root beer
Kool-Aid
Mountain Dew
bourbon
PBR
Dr. Pepper
Ratespiel
Beschreiben Sie die amerikanische Trinkspezialität!
Ist das Getränk.......
sauer / süß / bitter / salzig
gesund / ungesund
lecker / eklig
scharf
fettig
vitaminhaltig
saftig
reichhaltig
alkoholfrei
Wie viel kostet das Getränk?
- 56 Ungar
Wo kann man das Getränk kaufen?
Wann trinkt man das Getränk?
am Morgen
am Nachmittag
am Abend
das ganze Jahr
im Winter / im Sommer / im Herbst / im Frühling
- 57 Ungar
- 58 Ungar
- 59 Ungar
- 60 Ungar
- 61 Ungar
- 62 Ungar
- 63 Ungar
- 64 Ungar
Comments on Lesson Plan 4.2.2 Trinken
This lesson plan connected well with students due to its authentic elements. Rather than simply lecture
students about the German practice of Kaffee und Kuchen, I chose to put the topic within the context of
the UNC German department’s Kaffeestunde, something several of my students had experienced
firsthand. They either knew Christian and Steffen (Kaffeestunde’s coordinators) personally or had seen
them around the department, so the letter-writing activity actually meant something to them, unlike
many classroom activities. Students were also amused by the Almdudler commercial and its celebration
of the Austrian landscape and dialect. Unfortunately, this lesson ran a little long, so I would need to cut
or shorten an activity were I to teach it again.
- 65 Ungar
Hookers, Psychics, and Femme Fatales
Unconventional Heroines
throughout German Literature
Professor Melanie Ungar
GERM 391
This course explores texts from medieval to
contemporary German literature in which one or
more female characters plays a large, active, and
occasionally scandalous role. One of the questions
this course will ask is, are these women really as
unconventional as they seem at first glance? Do
they possess true agency? Do they ultimately defy
or merely reinforce the traditional gender roles of
their respective time periods? Works to be read
include Das Nibelungenlied, Grimmelhausen’s
Courasche, Stifter’s Brigitte, Fontane’s Schach von
Wuthenow, Wedekind’s Lulu, and Wolf’s Kassandra.
Readings and discussions in German.

Melanie Ungar`s Teaching Portfolio

Transcription

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