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:
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, 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 adviser 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 the outcomes mastered through IES Abroad’s GR401, 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 Independent 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 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. 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:
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 %
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
Breakfast specialties
Kap. 8 Du bist, was du bist
2.Grammatical:
Review Interrogatives
Word order complex sentences
Conjunctions
3. Vocabulary:
Specific foods and drinks: breakfast, Heuriger, Most, Sturm
Provinces of Austria, characteristics
Cliché, stereotype, prejudice
4.Culture:
Historic component
Austria and neighboring countries
Roman roots
H. Weigel: the Austrian mind
Legends related to Viennese and Austrian, German culture.
Hofbauer, Buchinger, Waldschuetz: Zahnweh, Tod und Teufel
Current news media reports
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.,
H.A.,
III.A.,III.B.,III.C
IV.A.,IV.B.
V.A.
Week 2
1.Functional:
Painting and style 1900
Schiele, Klimt
Describing paintings
Kap 9 die schöne Welt der Künste
2.Grammatical:
Part I, Part II
Part as Adj.
Part as noun
3.Vocabulary:
Painting and paintings
Material and style
Geometric.shapes
4.Culture:
100 yrs commemoration death G.Klimt
Proverbs Part I Part II
Traditional coffeehouses in Vienna
current news media reports
Austropop
Presentation: Austrian celebrities
Austrian world famous companies
Field study: museum visit Klimt
Essay: favorite painting
I.C.,I.D.
II.B.
III.B.
IV. A.,IV.B.
V.B.
Week 3
1.Functional:
Kap 8 Interesse. an der Psychologie
Express opinion
2.Grammatical:
Modal verbs
Subjective usage
3.Vocabulary:
Redemittel Vortrag Kap 8 Mod2
Frl. Else
Das weiße Band
4.Culture:
100 years commemoration death A. Schnitzler
Das weiße Band
Current news media reports
Schnitzler: Frl Else
Questions on reading content & characters
Group discussion on reading
Field study: café inVienna
Haneke: Das weiße Band
Essay: Society in the 1900’s
Inner monologue
Intensive Final Exam
I.C., I.D.
II.A.,II.B.
III.C.,III.D
IV.A.,IV.B
V.B
Semester
Week
Contents
Assignments
Corresponding
Learning
Outcome(s)
Week 1
1.Functional:
Schnitzler Frl. Else
Innerer Monolog style
2.Grammatical:
Special grammar: Innerer Monolog
3. Vocabulary:
Kap. 7:phrases
Talking about content,
Cocab Frl. Else
4.Culture:
Current book review and recommendation of literature
Vocab Frl. Else
Read Frl. Else
Schnitzler biography
Questions on the text
Study book review phrases
Essay: Innerer Monolog
I.A.
II. A.,
III.A.,B.,C.,
IV.A.,B.,C.,
V.B.
Week 2
1.Functional:
Kap. 10 Erinnerungen, Mod 1+2+3
2.Grammatical:
Partizipialgruppen
Futur I+II
3. Vocabulary:
Vermutungen ausdrücken
Wichtigkeit/Unwichtigkeit
Ausdrücken
4.Culture:
Die Ärzte Lass sie reden
Vocab Kap 10 Mod 1
Grammar exercises
Read texts Mod 1+3
Essay: Blogeintrag Wichtigkeit/ Unwichtigkeit
I.A., B.,
II.B.,
III.A.
IV.A.,
V.A.,B.
Week 3
1.Functional:
Kap. 6 Mod 1+3 Gesund und munter
2.Grammatical:
mask. n-declension
review passive voice
review infinitive constructions
3. Vocabulary:
Kap 6, relevant vocab health, allergies
4.Culture:
Dt. Hausmittel
Vocab Kap 6 Mod 1+3
Grammar exercises
Presentation: allergies, home remedies
Essay: Rolle d. Staates u d. Einzelnen in Bezug auf Gesundheit des Bürgers
I.A
II.B.,
III.A..
IV.A.
V.A
Week 4
1.Functional:
Kap. 6 Mod 2 Der Eva-Faktor
2.Grammatical:
Passive/ Zustandspassiv Präsens
3. Vocabulary:
Cooking vocab, Mod 2
4.Culture:
Austrian cooking
Vocab Kap 6 Mod 2
Read and analyze text
Grammar exercises
Discussion: differences of food/medicine for men & women
Essay: 1. Recipe food
2. Recipe Entspannung
I.A.
II.B.,
III.A.,
IV.A.,
V.A.
Week 5
1.Functional:
Kap. 7 Mod 1 Recht so!
2.Grammatical:
Passiversatz
Präpo+Genitiv
Präpo+Dativ
3. Vocabulary:
Kap 7 Mod 1
Wendungen mit Genitiv
4. Culture:
Current newspaper article
Vocab –bar –lich – abel
Kap. 7 Mod 1-4
Workbook Mod 1-2
Workbook Recht so!
Presentation: Current newspaper article on crime
Essay: typ. Jugendkriminalität
MIDTERM
I. B.,
II. B.
III.B.,C.,D.,
IV.B.,
V.B.
Week 6
Midterm Week
Week 7
1.Functional:
Dürrenmatt Der Richter u sein
Henker
2.Grammatical:
Präpo+Genitiv
Präpo+Dativ
3. Vocabulary:
Wh. Redemittel Wichtigkeit/
Unwichtigkeit ausdrücken
Der Richter u sein Henker
4.Culture:
Swiss Literature
Read Der Richter u sein Henker
Bio Dürrenmatt
Answer questions on text p74-84
Chapter presentation
Prepare group discussion topics
II.A.,B.,
III.B.,
IV.B.,C.,
V.B
Week 8
1.Functional:
Kap. 9 Die schöne Welt der Künste
Lyrik
2.Grammatical:
sep/insep prefixes
3. Vocabulary:
poems
4.Culture:
Th. Fontane Ribbeck
Fried Fügungen
Goethe Meeresstille
E. Mörike Septembermorgen
Elfchen
Freie Verse
Vocab Ribbeck
Kap. 9 AB Die schöne Welt der Künste
Fontane Bio
Essay: comparison of 2 Fontane poems
I.A.,
IIA.,
IV.B.,C.,
V.B
Week 9
1.Functional:
Kap. 9
Reimformen
Versmaß
2.Grammatical:
Sep/insep verbs / complex
3. Vocabulary:
Poems
4.Culture:
Experimentelle Gedichte:
E. Gomringer, E. Jandl
Kap. 9
Grammar exercises
Discussion: G. Grass, Was gesagt werdenmuss
Die Presse: Ein Dichter ist einer, der dichtet
Essay: Ein Dichter ist einer, der dichtet
I.A.,
III.A.,B.,
IV.B.,C.,
V.A.,B.
Week 10
1.Functional:
· Kap. 2 Mod 4
2.Grammatical:
· Subjunctive II
3. Vocabulary:
· Vorschläge machen/
· Ablehnen/Gegenvorschlag/
· Zustimmen/zu Entscheidung
· Kommen
4.Culture:
· Kästner Entwicklg d Menschheit
· W. Busch Max u Moritz
Kap 2 Mod 4
Grammar exercises
Essay: 1.giving advice
2. Wenn ich könnte,wie ich wollte…
I.B.,
II.A.,B.,
III.C.,
IV.B.,
V.A.
Week 11
1.Functional:
· Kap. 2 Mod 4 Soft Skills
2.Grammatical:
was, wo(r)+Präpo, weshalb/weswegen
weiterführende Nebensätze
3. Vocabulary:
· Mod 3/4
4.Culture:
· Current newspaper article
Cocab Mod 4
Grammar exercises
Read+ summarize text Multitasking
Essay: eigene Kompetenzen
Soft Skills für Bewerbung
II.B.,
III.A.,
IV.A.,
V.A.,
Week 12
1.Functional:
Kap. 3 Mod 1 Ständige Erreichbarkeit
2.Grammatical:
Subj I + diff. forms of quoting so: preposit. express, subclause
3. Vocabulary:
Kap 3
4.Culture:
· Die Fälscher
Grammar exercises
Prep. for group discussion movie
Essay: summary of news article and diff. forms of quoting
Final essay:
Die Fälscher
FINAL
I.B.,
II.B.,
III.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
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:
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, 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 adviser 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 the outcomes mastered through IES Abroad’s GR401, 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 Independent 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 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. 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.
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 %
Final semester exam: 25%
Intensive
Week
Content
Assignments
Corresponding
Learning
Outcome(s)
Week 1
1.Functional:
2.Grammatical:
3. Vocabulary:
4.Culture:
Hofbauer, Buchinger, Waldschuetz: Zahnweh, Tod und Teufel
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.,
H.A.,
III.A.,III.B.,III.C
IV.A.,IV.B.
V.A.
Week 2
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Presentation: Austrian celebrities
Austrian world famous companies
Field study: museum visit Klimt
Essay: favorite painting
I.C.,I.D.
II.B.
III.B.
IV. A.,IV.B.
V.B.
Week 3
1.Functional:
2.Grammatical:
3.Vocabulary:
4.Culture:
Schnitzler: Frl Else
Questions on reading content & characters
Group discussion on reading
Field study: café inVienna
Haneke: Das weiße Band
Essay: Society in the 1900’s
Inner monologue
Intensive Final Exam
I.C., I.D.
II.A.,II.B.
III.C.,III.D
IV.A.,IV.B
V.B
Semester
Week
Contents
Assignments
Corresponding
Learning
Outcome(s)
Week 1
1.Functional:
2.Grammatical:
3. Vocabulary:
4.Culture:
Vocab Frl. Else
Read Frl. Else
Schnitzler biography
Questions on the text
Study book review phrases
Essay: Innerer Monolog
I.A.
II. A.,
III.A.,B.,C.,
IV.A.,B.,C.,
V.B.
Week 2
1.Functional:
2.Grammatical:
3. Vocabulary:
4.Culture:
Vocab Kap 10 Mod 1
Grammar exercises
Read texts Mod 1+3
Essay: Blogeintrag Wichtigkeit/ Unwichtigkeit
I.A., B.,
II.B.,
III.A.
IV.A.,
V.A.,B.
Week 3
1.Functional:
2.Grammatical:
3. Vocabulary:
4.Culture:
Vocab Kap 6 Mod 1+3
Grammar exercises
Presentation: allergies, home remedies
Essay: Rolle d. Staates u d. Einzelnen in Bezug auf Gesundheit des Bürgers
I.A
II.B.,
III.A..
IV.A.
V.A
Week 4
1.Functional:
2.Grammatical:
3. Vocabulary:
4.Culture:
Vocab Kap 6 Mod 2
Read and analyze text
Grammar exercises
Discussion: differences of food/medicine for men & women
Essay: 1. Recipe food
2. Recipe Entspannung
I.A.
II.B.,
III.A.,
IV.A.,
V.A.
Week 5
1.Functional:
2.Grammatical:
3. Vocabulary:
4. Culture:
Vocab –bar –lich – abel
Kap. 7 Mod 1-4
Workbook Mod 1-2
Workbook Recht so!
Presentation: Current newspaper article on crime
Essay: typ. Jugendkriminalität
MIDTERM
I. B.,
II. B.
III.B.,C.,D.,
IV.B.,
V.B.
Week 6
Midterm Week
Week 7
1.Functional:
2.Grammatical:
3. Vocabulary:
4.Culture:
Read Der Richter u sein Henker
Bio Dürrenmatt
Answer questions on text p74-84
Chapter presentation
Prepare group discussion topics
II.A.,B.,
III.B.,
IV.B.,C.,
V.B
Week 8
1.Functional:
2.Grammatical:
3. Vocabulary:
4.Culture:
Elfchen
Freie Verse
Vocab Ribbeck
Kap. 9 AB Die schöne Welt der Künste
Fontane Bio
Essay: comparison of 2 Fontane poems
I.A.,
IIA.,
IV.B.,C.,
V.B
Week 9
1.Functional:
2.Grammatical:
3. Vocabulary:
4.Culture:
Kap. 9
Grammar exercises
Discussion: G. Grass, Was gesagt werdenmuss
Die Presse: Ein Dichter ist einer, der dichtet
Essay: Ein Dichter ist einer, der dichtet
I.A.,
III.A.,B.,
IV.B.,C.,
V.A.,B.
Week 10
1.Functional:
· Kap. 2 Mod 4
2.Grammatical:
· Subjunctive II
3. Vocabulary:
· Vorschläge machen/
· Ablehnen/Gegenvorschlag/
· Zustimmen/zu Entscheidung
· Kommen
4.Culture:
· Kästner Entwicklg d Menschheit
· W. Busch Max u Moritz
Kap 2 Mod 4
Grammar exercises
Essay: 1.giving advice
2. Wenn ich könnte,wie ich wollte…
I.B.,
II.A.,B.,
III.C.,
IV.B.,
V.A.
Week 11
1.Functional:
· Kap. 2 Mod 4 Soft Skills
2.Grammatical:
3. Vocabulary:
· Mod 3/4
4.Culture:
· Current newspaper article
Cocab Mod 4
Grammar exercises
Read+ summarize text Multitasking
Essay: eigene Kompetenzen
Soft Skills für Bewerbung
II.B.,
III.A.,
IV.A.,
V.A.,
Week 12
1.Functional:
2.Grammatical:
3. Vocabulary:
4.Culture:
· Die Fälscher
Grammar exercises
Prep. for group discussion movie
Essay: summary of news article and diff. forms of quoting
Final essay:
Die Fälscher
FINAL
I.B.,
II.B.,
III.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)
• 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