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Copyright © 2012 PLATO Learning, Inc. All rights reserved. PLATO® is a registered trademark of PLATO Learning, Inc. Straight Curve, Academic Systems, and PLATO Learning are trademarks of PLATO Learning, Inc. PLATO, Inc. is a PLATO Learning, Inc. company.
Teacher’s Guide
German 1 Semester A
PLATO® Courses Teacher’s Guide—German 1A
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Table of Contents German 1, Semester A
Overview ............................................................................................................................. 2 Overview ............................................................................................................................. 3 Course Components ........................................................................................................... 4 Course Implementation Models ........................................................................................... 9 German 1A Overview ........................................................................................................ 10 German 1A Curriculum Contents and Pacing Guide ......................................................... 12
Unit 1: Introductions ...................................................................................................... 12 Unit 2: Who Am I? ......................................................................................................... 13
Unit 3: Friends and Family ............................................................................................ 15 Unit 4: At Home ............................................................................................................. 16 Unit 5: The Social World ............................................................................................... 18
© 2013 EDMENTUM, INC.
PLATO® Courses Teacher’s Guide—German 1A
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Overview
PLATO Courses are developed to give the instructor a variety of ways to engage different
learning modalities and to give the student an opportunity to experience a range of
standards and objectives to ensure academic success.
PLATO Courses integrate PLATO online curriculum, electronic learning activities, and
supporting interactive activities. An array of assessment tools allows the instructor to
correctly place students at the appropriate learning level, to evaluate strengths and needs,
to create individualized learning goals, and to determine proficiency. Reports assist the
student in understanding where he or she needs to focus to be academically successful as
measured against objectives. Guidelines and tools are provided to track student progress
and to determine a final course grade.
PLATO Courses give the instructor control over the instructional choices for individual
students as well as for the classroom. The instructor may use all of the components as
sequenced or select specific activities to support and enhance instruction. PLATO Courses
can be used in a variety of ways to increase student achievement.
PLATO® Courses Teacher’s Guide—German 1A
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Course Components
Learning Activities
Four types of learning activities are available in PLATO Courses:
Tutorials. The tutorials are modules with direct instruction and practice interactions.
Instruction is made engaging through the use of videos, animations, a voice
recording tool, and hotspot graphics. Practice interactions include drag-and-drops,
multiple-choice questions, and fill-in-the blank questions that all help students check
their progress at mastering new concepts. Some tutorials also include Web links to
informational sites, games, and videos, which are designed to broaden students'
access to information on the topic.
Lesson Activities. The Lesson Activities are written assignments that allow the
student to develop new learning in a constructivist way or apply learning from the
tutorial in a significant way. In either case, they are designed to be an authentic
learning and assessment tool: doing something real to develop new understanding,
while at the same time providing a subjective measure of that understanding.
The Lesson Activities are embedded in the tutorials and open as Word documents
that students can write in and save. Each self-checked activity has an answer key
that provides answers for single-answer questions and objective rubrics along with
sample answers for open-ended questions. Students need to submit some activities
through the Digital Drop Box for instructor evaluation and feedback. Other activities
can be checked by students themselves using the answer key. Keep in mind that
some students may need guidance to successfully self-check open-ended
questions against a model.
Online Discussions. Online discussion with instructors and other students is a key
twenty-first-century skills-based activity that allows students to communicate in the
target language. An online threaded discussion mirrors the educational experience
of a classroom interaction. Instructors can initiate a topic that elicits use of the target
language with vocabulary and structures that students are learning or have learned.
Students can engage in the discussion by responding to the initial topic with their
own responses as well as by asking and answering questions of others. Each unit in
a course has one predefined discussion topic along with a rubric for grading
responses. Instructors can include additional discussion topics.
Unit Activities. The culminating activity at the end of each unit provides an
opportunity for students to deepen their cultural understanding or use their
PLATO® Courses Teacher’s Guide—German 1A
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cumulating skills in the target language in a variety of contexts. It usually includes
an audio recording or listening task as well as ones that require speaking and
writing skills. The student and teacher version will include a sample rubric that lets
students know how their work will be graded and gives teachers concrete criteria by
which to grade students’ work. Unit activities take the form of a Word document that
students can write in and submit, along with other types of files, as needed.
Learning Aids
Learning aids assist students within the courseware activities. In German A, these learning
aids, or tools, include the following:
Tutorials
o Notebook The Notebook is an online version of a paper notebook. Students can
take notes on important points, edit them, and refer to them to refresh their
knowledge.
o Audio Recording Tool The Audio Recording tool is available to students to
practice listening and speaking skills. Practice audio recording tasks include
print or audio prompts and sample audio answers in German to which the
student can compare his or her recording.
Assessment and Testing. Best practices in assessment and testing call for a variety
of activities to evaluate student learning. Multiple data points more accurately present
an evaluation of student strengths and needs. Some assessment activities also serve
as learning activities to provide authentic learning and assessment opportunities.
These activities are designed to encourage communication in the target language by
simulating real-world situations. Note that assessment items are available for each
tutorial in PLATO Courses. In support of this model of evaluation, PLATO Courses
include the following:
Lesson Activities are embedded in the tutorials. They are designed to encourage
investigation and to provide practice. Other activities can be checked by students
themselves using the answer key. Keep in mind that some students may need
guidance to successfully self-check open-ended questions against a model.
Discussions encourage students to communicate in the target language to reflect
on concepts, articulate their thoughts, and respond to the views of others.
Discussions help assess students’ ability to communicate in the target language.
Each unit in a course has one pre-defined discussion topic along with a standard
rubric for grading responses. Instructors can include additional discussion topics.
Unit pretests are provided for each course unit. The purpose of these assessments
is to determine the student’s existing knowledge. If the student scores the
PLATO® Courses Teacher’s Guide—German 1A
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prescribed percentage on a unit pretest, he or she may be exempted from
completing the related courseware. Note, however, that this feature is primarily
designed for credit recovery purposes. For first-time credit, students are typically not
allowed to “test out” of course lessons.
Mastery tests at the end of the tutorials provide the instructor and the student with
clear indicators of areas of strength and weakness. These multiple-choice tests are
taken online.
Unit Activities give students the opportunity to apply and integrate concepts that
they have learned across lessons within a course unit and, thereby, demonstrate
how they can use the target language to communicate. Students can use the Digital
Drop Box to electronically submit their work for grading by the instructor.
Unit posttests help instructors track how well students have mastered the unit’s
content. The tests are in the multiple-choice format and are provided online.
End-of-semester tests assess the major objectives covered in the course. By
combining the unit pretest and unit posttest information with the end-of-semester
test results, the instructor will gain a clear picture of student progress.
Special note on student resources for testing. Current best practice for language
instruction does not require or even encourage memorizing grammar rules or
vocabulary. It also discourages translation-based testing. The Mastery Test items can
use audio-based questions, where the students can listen to a unit of audio and
answer the question based on it.
Games
PLATO World Languages introduces a game-based form of practice that is
supplemental to the main curriculum, is focused on improving listening skills, and is
available on a variety of mobile communication devices. Each lesson in the course is
supplemented by one game that will focus on a subset of the content of that lesson,
using an audio-based set of activities/games that ask learners to order pieces of
audio in the target language or associate such pieces with a meaningful image or set
of images. Using these mobile language games, learners will be able to practice their
language almost anywhere, extending their connection to language learning far
beyond the classroom.
Each game is based on one of the four game “engines” described below.
Rapid Fire: The player will hear words or phrases read in a certain sequence. The
player needs to tap the images that represent the words or phrases, repeating the
same pattern. This game is a fast-paced vocabulary builder and has a head-to-head
multi-player option.
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This or That: The player will hear a series of words or phrases, one at a time. The
player needs to tap one of two pictures to place each word or phrase in its proper
category, like food or drink, or true or false. This is a fast-paced game that gets
students thinking about vocabulary and phrases and has a head-to-head multi-
player option.
What’s My Line: The player will hear a group of phrases or sentences. The player
needs to drag the speech bubble for each phrase or sentence onto the picture that
best illustrates that phrase. This game gets students to discern subtle differences in
tightly coupled vocabulary or phrases and has a head-to-head multi-player option.
Phrase Builder: The player has to build a sentence from words or short groups of
words. The player listens to the phrase carefully, and then drags the speech
bubbles to recreate the phrase. Once the phrase is built, the player submits the
phrase for scoring. This game gets students thinking deeply about language
structure, conjugation, subject-verb agreement, and word order and only plays in
solo mode for that deeper practice.
Special note on games.To gain access to the language games, a teacher or learner
will need to use one of the following types of devices: Apple iPads, iPhones, or iPod
Touch devices using iOS 4 or later, tablets or phones running the Android OS v2.3 or
later.
The process of getting to the games includes the following steps and requirements.
For IOS devices: Visit the Apple Mobile App store in iTunes or on your
device. Find the PLATO World Languages Games app that matches your
language and semester. Download the app, launch it, and use your PLE
credentials to log in.
For Android devices: Visit Google PLAY on your PC or device. Find the
PLATO World Languages Games app that matches your language and
semester. Download the app, launch it, and use your PLE credentials to log in.
One step for each student to install and play the games is to establish that the
student is a PLATO customer and to show that you are part of a district or school with
licenses for the semester of languages at hand. To do this, a student will launch the
app on a device, then enter their normal PLE login credentials, including Account
Login, PLATO Name, and Password. Once the student authenticates a single time,
the student will be able to open and play games directly on a designated device for
one semester’s worth of games. This access will last for one year from the date of
authentication. If the student continues to be a PLE user and your school continues
to license our language courses, the student can re-authenticate to unlock the games
for an additional year.
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Subjective Assessment
Of the assessment tools listed above, three are designed specifically to address
communication using the target language: Lesson Activities, Unit Activities, and
Discussions. All of these activities allow the instructor to score work on a scale of 0 to 100.
Lesson Activities and Unit Activities employ the Digital Drop Box, which enables students
to submit work in a variety of electronic formats. This feature allows for a wide range of
authentic learning and assessment opportunities for courses. PLATO provides keys for
PLATO-designed Digital Drop Box activities. These keys range from simple rubrics to
detailed sample responses. Online discussions may use whatever rubric the instructor
sets. A suggested rubric is provided here for your reference.
Online Discussion Rubric
D/F 0-69 Below
Expectations
C 70-79 Basic
B 80-89 Proficient
A 90-100 Outstanding
Relevance of Response
Postings or responses do not relate to the discussion topic or are inappropriate or irrelevant
Some postings or responses are not on topic or are too brief or low level; may be of little value (e.g., yes or no answers)
Postings and responses are typically related to the topic and spur further discussion
Postings and responses are consistently on topic and are communicative in nature, spurring additional participation from others
Content of Response
Does not communicate in the target language in a coherent manner; makes many grammar or spelling errors, making entries difficult to understand
Unclear communication in the target language; makes several errors in grammar or spelling that significantly impede communication
Communicates clearly in the target language, although there are a few errors in grammar or spelling that complicate communication
Communicates clearly in the target language; rare instances of grammar or spelling errors that impede communication
Participation Makes little or no effort to participate in the discussion
Participates in some discussions but not on a regular basis
Participates in most discussions on a regular basis but may require some prompting to post
Consistently participates in discussions on a regular basis
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Course Implementation Models
PLATO Courses give instructors the flexibility to define implementation approaches that
address a variety of learning needs. Instructors can configure the courses to allow
individual students to work at their own pace or for group/class learning. Furthermore, the
courses can be delivered completely online (that is, using a virtual approach) or can
include both face-to-face and online components (that is, using a blended approach).
Depending on the learner grouping and learning approach, instructors can choose to take
advantage of peer-to-peer interaction through online discussions. Similarly, if students
have prior knowledge of the concepts taught in certain lessons, instructors can decide to
employ unit pretests to assess students’ prior knowledge and exempt them from taking the
lessons. Note, however, that this feature is primarily designed for credit recovery purposes.
For first-time credit, students are typically not allowed to “test out” of course lessons.
Following are two common implementation models for using PLATO Courses, along with
typical (but not definitive) implementation decisions.
Independent Learning
The student is taking the course online as a personal choice or as part of an
alternative learning program.
Learner grouping independent learning
Learning approach blended or virtual
Discussions remove from learning path
Unit pretests students do not take pretests
Group/Class Learning
The online course is offered for a group of students. These students may not be able to schedule the specific course at their local school site, or they may simply want the experience of taking an online course.
Learner grouping group interaction
Learning approach blended or virtual
Discussions use; additional discussion
questions may be added
Unit pretests students do not take pretests
For more information about implementation models, read the document PLATO Online Courses—Implementation Models.
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German 1A Overview
Course Structure
The German 1A Course refers to semester 1A, and consists of units of lessons on related
topics. The course is designed to be completed in approximately 18 weeks. This blended
online course is organized into units and lessons. Each lesson incorporates multiple
learning activities designed to develop, apply, and assess specific learning objectives. The
course, as well as each unit in the course, is based on a researched scope and sequence
that covers the essential concepts of German.
Pedagogical Approach The lessons in this course address two primary issues:
1. Introducing new vocabulary with a minimum of reliance on English that is, devising
alternate methods to provide meaningful context without relying on translation, so
that learners are encouraged to think in the target language as much as possible.
2. Introducing grammatical concepts without over reliance on grammatical analysis
and comparisons to English that would inhibit learning that language itself, such as
learning grammar rules in the abstract, learning conjugation charts rather than being
able to choose forms for tense, mood, and person as needed.
To integrate vocabulary, the lessons allow learners to relate vocabulary to images or other
connections, instead of to their dominant language. To internalize grammar patterns, they
include media to show people using language in naturalistic situations. Cultural awareness
is increased through cultural screens where interesting information is given about places
where the German language is spoken. To develop language learning at an appropriate
level of proficiency, the lessons include instruction, practice, and assessment, both formal
and informal, of all 4 skills—reading, writing, listening, and speaking. They also keep
communication as central to the learning of language and allow students to use language
actively, with a mix of vocabulary, grammar, and culture.
The lessons in this course employ direct-instruction approaches. They include application
of the target language through activities. Furthermore, each unit in the course includes a
predefined discussion topic. These discussions provide an opportunity for discourse on
specific topics in German.
Practice is an integral part of the lessons in the course. Practice is provided through
standard multiple-choice and drag-and-drop questions; advanced interactions such as
click-to-see and flexible drag-and-drops; and fun, interactive, and research-based tools. In
particular, an Audio Recording Tool for German is available that enables students to learn
PLATO® Courses Teacher’s Guide—German 1A
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a critical skill for German: listening and speaking. Communicative tasks are incorporated
into tutorials and assessments. Lesson Activities, discussions, and Unit Activities,
however, provide the most wide-ranging opportunity for students to communicate in the
target language.
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German 1A
Curriculum Contents and Pacing Guide The following Curriculum Contents provide a brief summary of the course units in
each semester. This semester is divided into 5 units spread over 90 days (18 weeks).
The Unit Pacing Guide provides a general timeline for presenting each unit. This
guide is designed to fit your class schedule and is adjustable.
Unit 1: Introductions
Summary
In this unit, you will be introduced to the German language. First, you’ll learn some common ways of greeting people in German. Then, you’ll learn how to ask for and share basic personal information, including the spelling of names and phone numbers. Next, you’ll ask and respond to questions about people’s nationalities. Finally, you’ll ask and answer questions about dates and times and express information about people’s age and birth dates.
Day Activity/Objective Type
1 day:
1
Syllabus and Plato Student Orientation
Review the Plato Student Orientation and Course Syllabus at the beginning of this course.
Course
Orientation
3 days:
2-4
Exchanging Personal Greetings
Ask how others are, greet them, and take their leave in various,
culturally appropriate ways.
Grammar Objective:
Use formal and informal personal greetings orally and in
writing.
Use greetings such as HALLO (HELLO), GUTEN
MORGEN/GUTEN TAG (GOOD MORNING/GOOD DAY, and
GUTEN ABEND (GOOD EVENING).
Use leave-takings AUF WIEDERSEHEN (GOOD-BYE),
GUTE NACHT (GOOD NIGHT), TSCHÜS (SEE YOU
LATER), and BIS DANN (SEE YOU SOON),
Tutorial
3 days:
5-7
Sharing Names and Phone Numbers
Ask for and share basic personal information, including the spelling
of names and phone numbers.
Tutorial
PLATO® Courses Teacher’s Guide—German 1A
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Grammar Objective:
Use the German alphabet and the numbers from 0- to 30.
Ask and answer basic questions requiring spelling and
numeration.
3 days:
8-10
Discussing What Country You’re From
Ask and answer questions about what country you are from.
Grammar Objectives:
Use singular and plural nouns and adjectives.
Use present-tense conjugations of the verb SEIN (TO BE).
Use the various present-tense conjugations of the verb.
Tutorial
4 days:
11-14
Date, Time, and Age
Ask and answer questions about date and time, and express
information about age and birth date, in culturally appropriate ways.
Grammar Objective: Explain the use of HABEN (proper conjugation) in Wann hast du Geburtstag? Ich habe am 1. (am ersten) Juli Geburtstag.
Tutorial
3 days:
15–17
Unit Activity and Discussion—Unit 1 Unit Activity
Discussion
1 day:
18
Posttest—Unit 1 Assessment
Unit 2: Who Am I?
Summary
In this unit, you will describe your own and others’ physical appearance, personality traits, likes, dislikes, thoughts, feelings, and opinions.
Day Activity/Objective Type
4 days:
19-22
Physical Appearance and Characteristics
Express information about personal appearance and physical
characteristics.
Grammar Objectives:
Tutorial
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Review the verb HABEN (TO HAVE) and SEIN (TO BE) in
the present tense.
Use the separable (stem-changing) verb AUSSEHEN (TO
LOOK LIKE).
4 days:
23-26
Personality Traits
Describe one’s personality and the personality of others, including
motivations and positive and negative traits.
Grammar Objectives:
Practice using the verb HABEN (TO HAVE) and SEIN (TO
BE).
Express possession with possessive adjectives and by using
HABEN (TO HAVE).
Use SEIN (TO BE) with the comparatives more than, less
than, as much as, better than, worse than, and so on.
Tutorial
3 days:
27-29
Expressing Likes, Dislikes, and Desires
Discuss personal likes and dislikes, such as foods, activities, colors,
and those of others, including why one may like or dislike something.
Grammar Objectives:
Practice the present-tense conjugations of modal verbs such
as WOLLEN and KÖNNEN.
Use the conjunction DENN.
Use NICHT correctly in context.
Use the question words how much, how many, how, whose,
who, what, and why.
Tutorial
3 days:
30-32
Expressing Thoughts and Feelings
Describe one’s own basic thoughts, feelings and opinions, and ask
questions about the thoughts and opinions of others.
Grammar Objectives:
Use DENKEN (TO THINK ABOUT) and GLAUBEN (TO
BELIEVE) correctly in context.
Use the conjunction DASS (THAT) (ICH GLAUBE, DASS).
Use verbs to solicit information (ICH HABE EINE FRAGE;
WIE STEHT'S MIT; WIE FINDEST DU? and so on.)
Tutorial
PLATO® Courses Teacher’s Guide—German 1A
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3 days:
33-35
Unit Activity and Discussion—Unit 2 Unit Activity
Discussion
1 day:
36
Posttest—Unit 2 Assessment
Unit 3: Friends and Family
Summary
In this unit, you will name and describe the members of your own and others’ families, the relationships between them, and their occupations. Next, you will describe various types of relationships that you have with friends and acquaintances, including how well you know them. Then, you will describe events that involve family gatherings, including marriages and family reunions. Finally, you will describe and discuss various occupations in relation to family members and acquaintances.
Day Activity/Objective Type
3 days:
37-39
My Immediate Family
Name and describe members of his or her immediate family, the
relationships between them, and where the family members live and
were born.
Grammar Objectives:
Use the verbs HÖREN, AUSSEHEN, and WOHNEN.
Use WURDE GEBOREN.
Use possessive adjectives (MEIN/MEINE, DEIN/DEINE) and
their correct endings for masculine, feminine, neuter, and
plural.
Practice with comparisons.
Tutorial
3 days:
40-42
My Friends
Describe various types of relationships he or she has with friends
and acquaintances, including how well he or she knows them.
Grammar Objectives:
Use WISSEN (to know facts) and KENNEN (to be
acquainted with people and places).
Use direct-object pronouns.
Tutorial
PLATO® Courses Teacher’s Guide—German 1A
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4 days:
43-46
Family Gatherings and the Extended Family
Describe various events that involve family gatherings, including
marriages and family reunions.
Grammar Objectives:
Use the verbs EINLADEN and VORSCHLAGEN.
Conjugate verbs with separable prefixes correctly.
Use DU and SIE correctly.
Tutorial
4 days:
47-50
Acquaintances and the World of Work
Discuss and describe various occupations by talking about them in
relation to the family members and acquaintances who hold them.
Grammar Objectives:
Use the present tense and conversational past (present
perfect) of the verbs LERNEN and STUDIEREN.
Summarize the uses of SEIN with professions.
Understand that professions are referred to using articles to
differentiate between masculine (DER) and feminine (DIE
with the ending –IN) gender.
Use the informal imperative for basic navigational verbs such
as go, stop, turn, continue, and so on.
Tutorial
3 days:
51–53
Unit Activity and Discussion—Unit 3 Unit Activity
Discussion
1 day:
54
Posttest—Unit 3 Assessment
Unit 4: At Home
Summary
In this unit, you will describe different types of homes and the rooms and furnishings within them. Next, you will talk about common household chores. Then, you will describe various types of automobiles and how to compare, buy, and take care of a personal automobile. Finally, you will compare the roles and importance of computers, the Internet, and cell phones in the home.
PLATO® Courses Teacher’s Guide—German 1A
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Day Activity/Objective Type
3 days:
55-57
In My Home
Describe different types of homes and the rooms and furnishings
within them.
Grammar Objective: Use pour WARUM (WHY) will be used to ask
and WOZU (WHAT FOR) to describe for what purpose different
pieces of furniture will be used.
Tutorial
4 days:
58-61
Chores Around the House
Describe various common household responsibilities.
Grammar Objectives:
Use the direct- and indirect-object pronouns.
Use the verb MÜSSEN.
Use the structure UM…ZU.
Tutorial
3 days:
62-64
Cars, Bikes, and Motorcycles
Describe various types of automobiles, bikes, and motorcycles and
how to compare, shop, buy, and take care of a personal vehicle.
Grammar Objectives:
Use comparatives and superlatives.
Use limited forms of the verbs start (a car), fail (brakes), get a
flat tire, make a noise, not work well (engine).
Tutorial
3 days:
65-67
Technology at Home
Discuss and compare the roles and importance of computers, the
Internet, and cell phones at home.
Grammar Objectives:
Use comparatives and superlatives.
Use verbs for like (MÖGEN,); really like (GEFALLEN), dislike
(ICH MAG DAS NICHT or ES GAFÄLLT MIR NICHT. ICH
HABE ES NICHT GERN) and prefer (HABEN GERN).
Use direct- and indirect-object pronouns.
Tutorial
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3 days:
68–70
Unit Activity and Discussion—Unit 4 Unit Activity
Discussion
1 day:
71
Posttest—Unit 4 Assessment
Unit 5: The Social World
Summary
In this unit, you will discuss social networking and email, school life, including individual
classes and teachers, scheduling and school supplies, assignments, sports, and extra-
curricular activities. You will also discuss various options for after-school activities with
friends.
Day Activity/Objective Type
3 days:
72-74
Social Networking
Discuss the importance of social networking and email.
Grammar Objectives:
Use demonstrative adjectives and pronouns to point out
people and things.
Use HABEN (HAVE), MÜSSEN (HAVE TO), WOLLEN
(WANT), WÜNSCHEN (TO WISH/ TO DESIRE), SOLLEN
(SHOULD/ OUGHT TO), MÖCHTEN (WOULD LIKE), and
DÜRFEN (BE ALLOWED TO).
Use the phrases RECHT HABEN (TO BE RIGHT) and
UNRECHT HABEN (TO BE WRONG).
Use SCHEINEN (TO SEEM) and VORSICHTIG SEIN/
AUFPASSEN (TO BE CAREFUL).
Tutorial
4 days:
75-78
At School
Discuss school life, including individual classes and teachers,
scheduling and school supplies, and different assignment types.
Grammar Objectives:
Use prepositions of place.
Use comparatives and superlatives.
Tutorial
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Use GEBEN (TO GIVE) in the Imperfect (Präteritum).
Use BEKOMMEN (TO RECEIVE/TO OBTAIN), EINE GUTE
NOTE BEKOMMEN (TO GET A GOOD GRADE), and
VERLANGEN (TO DEMAND / TO EXPECT).
Reinforce previously introduced WOLLEN (TO WANT),
MÖCHTEN (WOULD LIKE), and ARBEITEN (TO WORK).
3 days:
79-81
Trying Out
Describe the ups and downs of trying out for school sports, plays,
and other activities.
Grammar Objective: Use the subjunctive mood.
Tutorial
3 days:
82-84
After School
Describe common gathering places and corresponding activities.
Grammar Objectives:
Use prepositions of place.
Use comparatives and superlatives.
Express negation and agreement using positive and negative
words.
Tutorial
3 days:
85–87
Unit Activity and Discussion—Unit 5 Unit Activity
Discussion
1 day:
88
Posttest—Unit 5 Assessment
1 day:
89
Semester Review
1 day:
90
End-of-Semester Exam Assessment