Review of special grammatical points. Extensive oral work in conjunction with reading and writing, exercises focusing on literary texts, news articles, films, daily life and culture in Austria. Enhancement of student´s communicative abilities.
STUDENT PROFILE:
Students who enter this course will already be capable of achieving the outcomes of the Emerging Competent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication. Students who take this level should already be familiar with most of the complex structures and linguistic functions that will be covered. They should not be surprised, however, to find that they will need to review these aspects of the language to develop greater fluency and more sensitivity to subtle and underlying linguistic and cultural meanings.
Students entering this level can succeed in a wide range of university courses designed for native speakers, provided they have met any prerequisites. Before registering, they should consult with the appropriate IES Abroad academic adviser on course selection.
By the end of this course, students will be fully able to meet the demands of living and working in the host culture. They will be able to communicate accurately, vividly, and expressively with their hosts on most topics. Students who succeed in this course will be able to function in a professional setting and to undertake further personal or professional projects in the host culture. Students will be able to understand local cultural attitudes, values, beliefs, and behavior patterns well enough to make informed choices about which cultural features he or she would like to adopt or needs to adopt in order to live harmoniously in the local culture.
Prerequisites:
Proficiency at a level equivalent to IES Abroad’s Competent Abroad, as determined by placement test.
Learning outcomes:
Students who are placed in this level should have achieved the outcomes in the Emerging Competent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve the outcomes for the Competent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to express their own ideas, perspectives, and arguments thoroughly and yet tactfully, using language proficiency, sociolinguistic skills, and cultural knowledge.
B. Students will be able to perform any activity (social, academic, professional) a local student of their age, skills, and background would do with a considerable degree of success.
II. Listening
A. Students will be able to recognize and appreciate the beauty and richness of language when they hear it.
B. Students will be able to understand nearly all speakers on a wide range of complex topics, including their digressions, side comments, and humor.
III. Speaking
A. Students will be able to talk about abstract ideas and concepts, engage in agreement or disagreement, and defend their opinions with supporting evidence.
B. Students will be able to use the language for a wide range of presentational and creative purposes.
C. Students will be able to use an extensive variety of colloquial expressions and humor effectively.
D. Students will be capable of varying their language to make subtle and complex distinctions (e.g. formality and informality) with a wide array of native speakers.
IV. Reading
A. Students will be able to read and understand a broad range of academic resources and popular texts from the local community (print or online).
B. Students will be able to understand the main ideas and supporting details when reading many works of literature and nonfiction with some assistance at times.
C. Students will be able to recognize and appreciate the beauty and richness of the written word.
V. Writing
A. Students will be able to write academic texts that describe, relate, report, compare and contrast, analyze, and summarize with a high degree of precision and accuracy on a wide range of topics.
B. Students will be able to distinguish between the written style and the spoken style, and will be able to use the written style effectively with little assistance.
Method of presentation:
Three week intensive period followed by eleven week regular semester period; oral and written exercises based on classroom materials; excursions (cafés, museums, exhibits, places of cultural interest)
Required work and form of assessment:
Regular attendance and participation in class work, regular assignments, essay-rewrites, oral presentations, classroom discussions, quizzes, end-of-intensive final exam, midterm exam, comprehensive final exam. Tests (listening, speaking, reading, writing, intercultural communication)
GRADING:
Oral work and class performance / participation: 40%
Homework (essays, readings, vocabulary etc.): 10%
Tests and quizzes: 25 %
Midterm (final) semester exam: 25%
content:
Intensive
Week
Content
Assignments
Corresponding
Learning
Outcome(s)
Week 1
1.Functional:
Talking about personal identity
Useful class language and phrases food specialties
Kap. 10 Erinnerungen
2.Grammatical:
Review Interrogatives
Word order complex sentences
Conjunctions
3. Vocabulary:
Specific foods and drinks: breakfast, Heuriger, Most, Sturm
Provinces of Austria, characteristics
Ö Nationalcharakter (Koppensteiner)
Cliché, stereotype, prejudice
4.Culture:
Historic component
Austria and neighboring countries
Roman roots
J. Koppensteiner: the Austrian national character
Comparison of German speaking
Countries
Current news media reports
E. Canetti, D. gerettete Zunge (excerpt)
Interviewing classmates in order to get to know each other
Asking about motivation for studying in Austria
Field study: shopping at various open air markets in Vienna
Presentation: open air markets in Vienna
essay: expectations of cultural experience
I.A., I.B.,
II.A.,II B.,
III.A., III.B.,III.C.
IV.A.,B.,C.,
V.B.
Week 2
1.Functional:
Painting and style 1900
Schiele, Klimt
Describing paintings
Kap 9 Ein Leben für die Kunst
2.Grammatical:
Part I, Part II
Gerund
Konnektoren
3.Vocabulary:
Painting and paintings
Material and style
Geometric shapes
Kap 9 Mod3
4.Culture:
100 yrs commemoration death G.Klimt
Proverbs Part I Part II
Traditional coffeehouses in Vienna
Current news media reports
Presentation: Austrian celebrities
Austrian world famous companies
Field study: museum visit Klimt
essay: favourite painting
I.A.,I.B.,
II.A.,II.B.,
III.A.,III.B.,
IV.A.,IV.B.,
V.A.,V.B.
Week 3
1. Functional:
• Kap 8 Mod 3
• Vermutung ausdrücken
2.Grammatical:
• Modal verbs subjective usage
• n-declension nouns
3.Vocabulary:
• Redemittel Erziehung Kap 8 Mod4
• Frl Else
• Das weiße Band
4.Culture:
• 100 yrs commemoration death
A. Schnitzler
• Das weiße Band
• current news media reports
Schnitzler: Frl Else
Questions and group discussion on the reading
Field study: café in Vienna
Haneke: Das w. Band
Group discussion: Comparison 1900 represented in arts Ö:D
· Subj I + diff. forms of quoting so: preposit. express., subclause
· Wendungen mit Genitiv
3.Vocabulary:
· Kap 7
4.Culture:
· Der Richter und sein Henker
Group discussion: crime
Essay: Der Richter und sein Henker
I. A.,
II. A.,
III.A.,B.,
IV.A.,
V.A.
Week 12
1.Functional:
· Kap 7
2.Grammatical:
· Präpo Dat
· Präpo Gen
· Subj. I
3.Vocabulary:
· Kap 7
4.Culture:
· Film: Die Fälscher
Group discussion movie
Essay: summary news article + diff. forms of quoting
Final essay: Die Fälscher
FINAL EXAM
I. A.,B.,
II. A.,B.,
III.A.,B.,
IV.A.,
V.A.
Required readings:
• Aspekte. Mittelstufe Deutsch. Niveau C1. Lehr- und Arbeitsbuch 3. Langenscheidt, Berlin und München 2010
• Sparks, Kimberly, and Van Horn Vail. German in Review. New York: Harcourt Brace Jovanovich, 1986.
• Grammar and exercises in form of handouts; current newspapers; video and audio tapes
(All material available at IES Vienna)
Brief Biography of Instructor:
University of Vienna: studied English, Sports and Physical Education
IES Abroad Vienna since 1978, teaching all levels of German 1980-89:Stadtschulrat f. Wien, Bundes-Bildungsanstalt für Kindergartenpädagogik, teaching English and Physical Education
1992-2001: Wiener Arbeiter Turn- und Sportverein, WAT Floridsdorf, Sports courses for children, Supervision/Organization of sports competition events for children
German Language in Context: Competent Abroad
Review of special grammatical points. Extensive oral work in conjunction with reading and writing, exercises focusing on literary texts, news articles, films, daily life and culture in Austria. Enhancement of student´s communicative abilities.
STUDENT PROFILE:
Students who enter this course will already be capable of achieving the outcomes of the Emerging Competent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication. Students who take this level should already be familiar with most of the complex structures and linguistic functions that will be covered. They should not be surprised, however, to find that they will need to review these aspects of the language to develop greater fluency and more sensitivity to subtle and underlying linguistic and cultural meanings.
Students entering this level can succeed in a wide range of university courses designed for native speakers, provided they have met any prerequisites. Before registering, they should consult with the appropriate IES Abroad academic adviser on course selection.
By the end of this course, students will be fully able to meet the demands of living and working in the host culture. They will be able to communicate accurately, vividly, and expressively with their hosts on most topics. Students who succeed in this course will be able to function in a professional setting and to undertake further personal or professional projects in the host culture. Students will be able to understand local cultural attitudes, values, beliefs, and behavior patterns well enough to make informed choices about which cultural features he or she would like to adopt or needs to adopt in order to live harmoniously in the local culture.
Proficiency at a level equivalent to IES Abroad’s Competent Abroad, as determined by placement test.
Students who are placed in this level should have achieved the outcomes in the Emerging Competent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve the outcomes for the Competent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to express their own ideas, perspectives, and arguments thoroughly and yet tactfully, using language proficiency, sociolinguistic skills, and cultural knowledge.
B. Students will be able to perform any activity (social, academic, professional) a local student of their age, skills, and background would do with a considerable degree of success.
II. Listening
A. Students will be able to recognize and appreciate the beauty and richness of language when they hear it.
B. Students will be able to understand nearly all speakers on a wide range of complex topics, including their digressions, side comments, and humor.
III. Speaking
A. Students will be able to talk about abstract ideas and concepts, engage in agreement or disagreement, and defend their opinions with supporting evidence.
B. Students will be able to use the language for a wide range of presentational and creative purposes.
C. Students will be able to use an extensive variety of colloquial expressions and humor effectively.
D. Students will be capable of varying their language to make subtle and complex distinctions (e.g. formality and informality) with a wide array of native speakers.
IV. Reading
A. Students will be able to read and understand a broad range of academic resources and popular texts from the local community (print or online).
B. Students will be able to understand the main ideas and supporting details when reading many works of literature and nonfiction with some assistance at times.
C. Students will be able to recognize and appreciate the beauty and richness of the written word.
V. Writing
A. Students will be able to write academic texts that describe, relate, report, compare and contrast, analyze, and summarize with a high degree of precision and accuracy on a wide range of topics.
B. Students will be able to distinguish between the written style and the spoken style, and will be able to use the written style effectively with little assistance.
Three week intensive period followed by eleven week regular semester period; oral and written exercises based on classroom materials; excursions (cafés, museums, exhibits, places of cultural interest)
Regular attendance and participation in class work, regular assignments, essay-rewrites, oral presentations, classroom discussions, quizzes, end-of-intensive final exam, midterm exam, comprehensive final exam. Tests (listening, speaking, reading, writing, intercultural communication)
GRADING:
Oral work and class performance / participation: 40%
Homework (essays, readings, vocabulary etc.): 10%
Tests and quizzes: 25 %
Midterm (final) semester exam: 25%
Intensive
Week
Content
Assignments
Corresponding
Learning
Outcome(s)
Week 1
1.Functional:
2.Grammatical:
3. Vocabulary:
4.Culture:
Interviewing classmates in order to get to know each other
Asking about motivation for studying in Austria
Field study: shopping at various open air markets in Vienna
Presentation: open air markets in Vienna
essay: expectations of cultural experience
I.A., I.B.,
II.A.,II B.,
III.A., III.B.,III.C.
IV.A.,B.,C.,
V.B.
Week 2
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Presentation: Austrian celebrities
Austrian world famous companies
Field study: museum visit Klimt
essay: favourite painting
I.A.,I.B.,
II.A.,II.B.,
III.A.,III.B.,
IV.A.,IV.B.,
V.A.,V.B.
Week 3
1. Functional:
• Kap 8 Mod 3
• Vermutung ausdrücken
2.Grammatical:
• Modal verbs subjective usage
• n-declension nouns
3.Vocabulary:
• Redemittel Erziehung Kap 8 Mod4
• Frl Else
• Das weiße Band
4.Culture:
• 100 yrs commemoration death
A. Schnitzler
• Das weiße Band
• current news media reports
Schnitzler: Frl Else
Questions and group discussion on the reading
Field study: café in Vienna
Haneke: Das w. Band
Group discussion: Comparison 1900 represented in arts Ö:D
Essay: inner monologue
INTENSIVE FINAL EXAM
I.A.,I.B.,
II.A.,II.B.,
III.A.,III.B.,
IV.A.,IV.B.
V.A.,V.B.
Semester
Week
Contents
Assignments
Learning Outcomes
Week 1
1. Functional:
2. Grammatical:
3. Vocabulary:
4. Culture:
Questions on text
Sprichwörter und Redewendungen
Kap 1 Mod 1
Group discussion: Bedeutung von Zeit
Essay: Meine Zeit
I.A.,
III.A.,
IV. A.,
V. A.
Week 2
1. Functional:
2. Grammatical:
3. Vocabulary:
4. Culture:
· Traditional food in Austria
Read and analyse text
Asking questions about dream job
Essay: dream job
I.A., B.,
II. B.
III. A.,
IV.A., D.
V. A.
Week 3
1. Functional:
2. Grammatical:
3. Vocabulary:
· Kap 2 Mod 3
4. Culture:
· Stronach präsentiert seine Partei
Expert gives advice
Talking about multitasking
Essay: advertisement
I.A., B.,
II.B.,
III.,A.,C.,
IV.A.,
V.A.,B.
Week 4
1.Functional:
· Soft Skills
2.Grammatical:
· Relative pronouns
3.Vocabulary:
· Making suggestions
· Kap 2 Mod 4
· Other relevant vocab
4.Culture:
· Wehrpflicht oder Berufsheer
Read and analyse text
Make suggestions
Essay: Student’s relevant soft skills
I. A.,B.,
II. B.,
III.A.,B.,C.,D.,
IV.A.,
V.A.
Week 5
1.Functional:
· Political system in Austria
· Gute Vorsätze
· Freiwillig
2.Grammatical:
· Kausal-,Konzessiv-,Final-, Konsekutivsatz
3.Vocabulary:
· Kap 5 Mod 1 Mod 4
4.Culture:
· Film: Mama illegal
· Besuch im Nationalrat
Read and analyze text
Group discussion: Ehrenamt
Hermann Gmeiner
Essay: Freiwilliges Engagement
heute
MIDTERM EXAM
I.A.,B.,
II.B.,
III.A.,C.,D.,
IV.A.,
V.A.,B.
Week 6
Midterm week
Week 7
1.Functional:
· Kap. 9 Die schöne Welt der Künste
· Lyrik
2.Grammatical:
· Passiv
· Nominalisierungen bei Passiv
3.Vocabulary:
· Kap 9
4.Culture:
· Comparison of poems
Elfchen Freie Verse
Herta Müller Gedichtcollagen
Fontane Bio
Essay: comparison of 2 Fontane poems
I.A.,B.,
II.A.,B.,
III.A.,B.,C.,D.,
IV.A.,B.,C.,
V.B.
Week 8
1.Functional:
· Kap. 9
· Reimformen
· Versmaß
2.Grammatical:
· Grammar: sep/insep verbs/complex (eg. umfahren, übersetzen)
3.Vocabulary:
· Relevant Vocab
4.Culture:
· Experimentelle Gedichte: E. Gomringer, E. Jandl
Discussion: G. Grass Was gesagt werden muss
Die Presse: Ein Dichter ist einer, der dichtet
Essay: Ein Dichter ist einer, der dichtet
I.A.,B.,
II.A.,B.,
III.A.,B.,C.,D.,
IV.A.,B.,C.,
V.B.
Week 9
1.Functional:
· E. Kästner Entwicklung der Menschheit
· W. Busch Max u Moritz
· Lieder Kreisler
2.Grammatical:
· Subjunctive II
3.Vocabulary:
· Relevant Vocab
4.Culture:
· Current film: Ein halbes Leben
Essay: Wenn ich könnte, wie ich wollte…
Presentation: Struwwelpeter
Giving advice
I.A.,B.,
II.A.,B.,
III.A.,B.,C.,D.,
IV.A.,B.,C.,
V.B.
Week 10
1.Functional:
· Kap. 6
2.Grammatical:
· Passiv mit Modalverb Infinitivsätze
3.Vocabulary:
· Kap 6
4.Culture:
· Current
Read and analyse texts
Presentation: Allergien und Behandlung
Group discussion: Allergien
I. A.,
III.A.,B.,
IV.A.,
V.A.
Week 11
1.Functional:
· Kap. 7
2.Grammatical:
· Subj I + diff. forms of quoting so: preposit. express., subclause
· Wendungen mit Genitiv
3.Vocabulary:
· Kap 7
4.Culture:
· Der Richter und sein Henker
Group discussion: crime
Essay: Der Richter und sein Henker
I. A.,
II. A.,
III.A.,B.,
IV.A.,
V.A.
Week 12
1.Functional:
· Kap 7
2.Grammatical:
· Präpo Dat
· Präpo Gen
· Subj. I
3.Vocabulary:
· Kap 7
4.Culture:
· Film: Die Fälscher
Group discussion movie
Essay: summary news article + diff. forms of quoting
Final essay: Die Fälscher
FINAL EXAM
I. A.,B.,
II. A.,B.,
III.A.,B.,
IV.A.,
V.A.
• Aspekte. Mittelstufe Deutsch. Niveau C1. Lehr- und Arbeitsbuch 3. Langenscheidt, Berlin und München 2010
• Sparks, Kimberly, and Van Horn Vail. German in Review. New York: Harcourt Brace Jovanovich, 1986.
• Grammar and exercises in form of handouts; current newspapers; video and audio tapes
(All material available at IES Vienna)