This course builds upon the skills introduced in the previous Emerging Competent Abroad level. Students who enter this course will have mastered the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication, as well as selected outcomes defined in Emerging Competent Abroad. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, and express their opinions, likes, and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang, and are also able to understand a wide variety of native speakers from different backgrounds.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic advisor on course selection.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have partial mastery of these structures and often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Emerging Competent Abroad speakers understand local cultural attitudes, values, beliefs, and behavior patterns well enough to make an informed choice about which cultural features they would like to adopt or need to adopt in order to live harmoniously in the local culture. They lack some of the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Prerequisites:
Proficiency at a level equivalent to IES Abroad’s Independent Abroad, as determined by placement test.
Learning outcomes:
Students who are placed in this level should have achieved the outcomes in the Independent 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 Emerging 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 describe and analyze key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to analyze the validity of their own cultural beliefs, behaviors, and norms by contrasting and comparing them with those of the host cultures.
C. Students will demonstrate openness and acceptance of different beliefs and styles even when they do not agree with them.
D. Students will assume responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
A. Students will be able to identify a wide range of social and cultural dialects of the spoken language.
B. Students will be able to understand most native speakers and non-native advanced speakers and comprehend a wide array of moderately complex interactions (films, theater, university lectures, radio, etc.).
III. Speaking
A. Students will be able to participate in most academic and social interactions using, when appropriate, complex language including slang, colloquial expressions, double irony, and humor with increasing confidence.
B. Students will be able to make arguments to support hypotheses and opinions on topics of their interest.
C. Students will talk about abstract topics, but only if they are topics previously studied or which they are personally familiar.
D. Students will be able to understand different levels of formality.
IV. Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as a wide range of popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals etc. on abstract topics with little assistance.
C. Students will take responsibility for the selection of their reading materials based on their own interests.
V. Writing
A. Students will be able to write for a wide range of native audiences and express themselves quite clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with little assistance.
C. Students will be able to use a variety of written styles with notable accuracy.
Method of presentation:
Lectures, discussions, group work, private study, field studies, oral presentation
How to speak more authenticly in informal situations
2.Grammatical:
Modal particles: mal, eigentlich
3.Vocabulary:
As needed
Colloquial vocabulary
Student life
4.Culture:
Speaking “real” informal German
Midterm Exam
I.B.
III.A.
V.C.
Week 10
1.Functional:
How to express irreality in the past
How to narrate a story
2.Grammatical:
Konjunktiv II – past tense
3.Vocabulary:
As needed
Childhood, youth, family, history
4.Culture:
Germany – Soziale Aspekte
Reading:
Landeskunde (Chapter V)
Writing:
Creative text: a song (Moodle)
Listening:
Two songs (Wise Guys, Die Kleingeldprinzessin)
I.C.
II.A. II.B.
III.A. III.C.
IV.A. IV.B.
V.C.
Week 11
1.Functional:
How to narrate a story
How to present
2.Grammatical:
Articles: der, die, das
3.Vocabulary:
As needed
Literature, music, media
4.Culture:
Germany – Kulturelle Aspekte
Reading:
Yoko Tawada, Wladimir Kaminer
Oral:
presentation
II.B.
III.B. III.C.
IV.C.
Week 12
2.Grammatical:
review
3.Vocabulary:
review
Reading:
Landeskunde (Chapter III)
Essay II
I.B. I.C.
II.A. II.B.
III.A.
IV.A. IV.B.
V.A. V.C.
Week 13
CORE III
Final
I.C. I.D.
III.A. III.B.
V.A. V.C.
Required readings:
Newspaper and magazine articles, periodicals, selections of short literary and scientific texts; Handouts for GR 403
Recommended readings:
Exercises on Moodle Page
Brief Biography of Instructor:
Bettina Verrier earned her M.A. degree in French and Spanish Language and Literature and Geography from the University of Cologne. In addition, she achieved the qualification German as a Foreign Language at Goethe Institute Mannheim/Heidelberg. Over many years she lived in France were she taught German to 10th, 11th, and 12th graders at a secondary school in Périgueux and were she also worked as a freelance translator and a court translator. She teaches French at Sprachlehrinstitut (SLI) and at Zentrum für Schlüsselqualifikationen (Albert-Ludwig-University). Since 2007 she is an instructor and examiner at Goethe Institute in Freiburg.
Christine Freudenberg studied English, Spanish, and German Philology at the University of Freiburg, Great Britain and Spain. She has completed a Teacher Training Course at International House Freiburg in 2003 and a Distance Study Course with the Goethe Institute. She has taught at IH-Seville (Spain), at the Amour-University in Blagoveschensk (Russia), and at Goethe Institute in Yaoundé (Cameroon). She presently works for various exchange programs (IES Abroad European Union, AYF, CYF), for SLI (Freiburg University) and in Zürich (Switzerland).
This course builds upon the skills introduced in the previous Emerging Competent Abroad level. Students who enter this course will have mastered the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication, as well as selected outcomes defined in Emerging Competent Abroad. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, and express their opinions, likes, and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang, and are also able to understand a wide variety of native speakers from different backgrounds.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic advisor on course selection.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have partial mastery of these structures and often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Emerging Competent Abroad speakers understand local cultural attitudes, values, beliefs, and behavior patterns well enough to make an informed choice about which cultural features they would like to adopt or need to adopt in order to live harmoniously in the local culture. They lack some of the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Proficiency at a level equivalent to IES Abroad’s Independent Abroad, as determined by placement test.
Students who are placed in this level should have achieved the outcomes in the Independent 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 Emerging 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 describe and analyze key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to analyze the validity of their own cultural beliefs, behaviors, and norms by contrasting and comparing them with those of the host cultures.
C. Students will demonstrate openness and acceptance of different beliefs and styles even when they do not agree with them.
D. Students will assume responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
II. Listening
A. Students will be able to identify a wide range of social and cultural dialects of the spoken language.
B. Students will be able to understand most native speakers and non-native advanced speakers and comprehend a wide array of moderately complex interactions (films, theater, university lectures, radio, etc.).
III. Speaking
A. Students will be able to participate in most academic and social interactions using, when appropriate, complex language including slang, colloquial expressions, double irony, and humor with increasing confidence.
B. Students will be able to make arguments to support hypotheses and opinions on topics of their interest.
C. Students will talk about abstract topics, but only if they are topics previously studied or which they are personally familiar.
D. Students will be able to understand different levels of formality.
IV. Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as a wide range of popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals etc. on abstract topics with little assistance.
C. Students will take responsibility for the selection of their reading materials based on their own interests.
V. Writing
A. Students will be able to write for a wide range of native audiences and express themselves quite clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with little assistance.
C. Students will be able to use a variety of written styles with notable accuracy.
Lectures, discussions, group work, private study, field studies, oral presentation
Intensive:
- Final
Semester:
- Participation: 30%
- 2 Essays (3 pages): 20%
- 1 Quiz: 20%
- Final: 30%
Week
Content
Assignments
Corresponding Learning Outcome(s)
INTENSIVE COURSE
Week 1
1.Functional:
· Getting to know each other
· Getting to know Freiburg
· Everyday situations (Einkaufen/ Restaurant)
· How to write an E-Mail
2.Grammatical:
· Adjective declension
· Past tenses
· Passive voice
· Local prepositions
· Comparative and Superlative
3.Vocabulary:
4.Culture:
· Heimat/ Fremde
· German eating habits
· Freiburg in the past and today
· Münster
Readings:
Handouts
Writing:
E-Mail
Tagebuchprojekt
Oral:
Interviewing class mates in order to get to know each other
Kurzreferat
Wortschatzprotokoll
I.A. I.B. I.C.
II.B.
III.B. III.C.
IV.A.
V.B.
Week 2
Daily
(5 x 45 Minute)
9am -1.15pm
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Writing:
Tagebuch
Oral:
Kurzreferat
Movie presentation
Wortschatzprotokoll
I.A. I.B. I.C.
II.B.
III.B. III.C.
IV.A. IV.B.
V.B.
Week 3
Daily
(5 x 45 Minute)
9am -1.15pm
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Writing:
Tagebuchprojekt
Formeller Brief
Oral:
Kurzreferat
City as text
Wortschatzprotokoll
CORE: Foal-setting-unit
Final exam OIL
I.A. I.B. I.C.
II.B.
III.B. III.C.
IV.A. IV.B.
V.B.
SEMESTER COURSE
Week 4
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Reading:
Landeskunde (Chapter I)
Writing:
What do you think about ___? – writing a statement (moodle)
I.A. I.B.
II.A.
III.B. III.C.
IV.A. IV.B.
V.B.
Week 5
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Reading:
Landeskunde (Chapter I)
I.A.
II.A.
III.C. III.D.
IV.A. IV.B.
V.B.
Week 6
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Writing:
Dialogue between students
Listening:
German dialects (moodle)
I.B.
II.A.
III.C. III.D.
V.B.
Week 7
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Reading:
Landeskunde (Chapter II)
Oral:
Presentation – Bundesländer
CORE II
I.B. I.C.
II.A. II.B.
III.A. III.C.
IV.A. IV.B.
Week 8
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Reading:
Landeskunde (Chapter II)
Oral:
Presentation – Bundesländer
Essay I
I.B. I.C.
II.A. II.B.
III.A. III.C.
IV.A. IV.B.
V.C.
Week 9
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Midterm Exam
I.B.
III.A.
V.C.
Week 10
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Reading:
Landeskunde (Chapter V)
Writing:
Creative text: a song (Moodle)
Listening:
Two songs (Wise Guys, Die Kleingeldprinzessin)
I.C.
II.A. II.B.
III.A. III.C.
IV.A. IV.B.
V.C.
Week 11
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Reading:
Yoko Tawada, Wladimir Kaminer
Oral:
presentation
II.B.
III.B. III.C.
IV.C.
Week 12
2.Grammatical:
3.Vocabulary:
Reading:
Landeskunde (Chapter III)
Essay II
I.B. I.C.
II.A. II.B.
III.A.
IV.A. IV.B.
V.A. V.C.
Week 13
CORE III
Final
I.C. I.D.
III.A. III.B.
V.A. V.C.
Newspaper and magazine articles, periodicals, selections of short literary and scientific texts; Handouts for GR 403
Exercises on Moodle Page
Bettina Verrier earned her M.A. degree in French and Spanish Language and Literature and Geography from the University of Cologne. In addition, she achieved the qualification German as a Foreign Language at Goethe Institute Mannheim/Heidelberg. Over many years she lived in France were she taught German to 10th, 11th, and 12th graders at a secondary school in Périgueux and were she also worked as a freelance translator and a court translator. She teaches French at Sprachlehrinstitut (SLI) and at Zentrum für Schlüsselqualifikationen (Albert-Ludwig-University). Since 2007 she is an instructor and examiner at Goethe Institute in Freiburg.
Christine Freudenberg studied English, Spanish, and German Philology at the University of Freiburg, Great Britain and Spain. She has completed a Teacher Training Course at International House Freiburg in 2003 and a Distance Study Course with the Goethe Institute. She has taught at IH-Seville (Spain), at the Amour-University in Blagoveschensk (Russia), and at Goethe Institute in Yaoundé (Cameroon). She presently works for various exchange programs (IES Abroad European Union, AYF, CYF), for SLI (Freiburg University) and in Zürich (Switzerland).