- Das Ausland A
- Learning Objectives
- Scenarios
- Tools
- Vocabulary
- Grammar and Structures
- Tasks
- Activity 1: Interpreting Information
- Activity 2: Presenting Information
- Activity 3: Exchanging Information
- Take-Aways
- Self-Reflection
- Digging Deeper: Follow-up Activities
- Das Ausland B
- Learning Objectives
- Scenarios
- Tools
- Vocabulary
- Grammar and Structures
- Cultural Knowledge
- Tasks
- Activity 1: Interpreting Information
- Activity 2: Presenting Information
- Activity 3: Exchanging Information
- Take-Aways
- Self-Reflection
- Digging Deeper: Follow-up Activities
- Das Ausland C
- Learning Objectives
- Scenarios
- Tools
- Grammar and Structures
- Cultural Knowledge
- Tasks
- Activity 1: Interpreting Information
- Activity 2: Presenting Information
- Activity 3: Exchanging Information
- Take-Aways
- Self-Reflection
- Digging Deeper: Follow-up Activities
- Das Ausland D
- Learning Objectives
- Scenarios
- Tools
- Grammar and Structures
- Cultural Knowledge
- Tasks
- Activity 1: Interpreting Information
- Activity 2: Presenting Information
- Activity 3: Exchanging Information
- Take-Aways
- Self-Reflection
- Digging Deeper: Follow-up Activities
Das Ausland A
Learning Objectives
In these activities, you show that you can:
- discuss the relationship between the US and Germany and images of the US in Germany
- use the future tense, past perfect, and simple past
- interpret short texts and videos and identify relevant information about what American youtubers say about Germany
- communicate with others in spoken conversation on topics related to Americans in Germany, using a variety of practiced or memorized words, phrases, simple sentences, and questions
Scenarios
You are discussing the appeal Germany has to Americans and lean on others to guide you.
- You introduce yourselves to each other by name, and ask how you are.
- You determine if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- You share your interests, likes/dislikes, habits, interests and preferences related to the German-American friendship / relationship, using high-frequency words.
- You prepare by reviewing information on Americans in Germany and the cultural heritage of the US in Germany.
- You say goodbye depending on whether you’ll see each other again; note: “Bis später” only works if you really will see each other again. If you use it, the other person will likely say “Ach ja? Wann?”
Tools
Vocabulary
- die Maßnahme – der Sprecher – die Sprecherin
- ab*hängen – erheben –sinken – umfassen – verhindern – verstärken
- weiter – weiterhin
- rein
Grammar and Structures
These grammatical structures can help you in the upcoming tasks.
| Structure | Usage |
|---|---|
Past Perfect:
describes an activity prior to another action; uses a conjugated form of “war” + past participle of a verb; in dependent clauses the conjugated auxiliary moves to the end of the sentence. | Er war nach Deutschland geflogen.
Ich wusste nicht, dass er nach Deutschland geflogen war. |
Simple Past:
is used mostly in narrative texts | weak verbs:
have a constant stem that doesn’t change
stem + (e)t + ending
er antwort-et-e
strong verbs:
the stem has a different vowel than the infinitive and sometimes even a change in consonant occurs; first and third person take no endings, the other conjugations are similar to modal verbs
singen – er sang
fahren – wir fuhr-en
mixed verbs:
their simple past form incorporate a “t” and take endings like weak verbs, but: they also change the vowel in the stem like strong verbs
bringen – er brach-t-e
denken – sie dach-t-e
modal verbs are mixed except sollen + wollen
haben:
haben – er ha-tt-e
stem change but weak verb endings
werden:
werden – sie wurd-e
the stem has a vowel change, however, keeps the “d” and has weak verbs ending |
Future
present tense form of “werden” + infinitive
it is common to use present tense verbs and words that indicate future time, e.g. später, übermorgen
future tense of modal verbs: form of “werden” + infinitive of modal verb | Ich werde morgen ins Kino gehen.
Mein Freund wird in die USA fliegen.
Wir gehen am später ins Kino.
Mein Freund wird nicht in die USA fliegen können. |
Cultural Knowledge
Note the following information:
| Fact | Effect |
|---|---|
Americans not only immigrated to Germany as artists, diplomats, business men, and soldiers. Germany appealed to them for various reasons. Some simply fell in love or landed a job. Some move for the food.In the second half of the twentieth century, some immigrated to East Germany because it was offered a non-capitalist model for society. The GDR also appealed to intellectuals, artists, and political activists. However, it wasn’t until the 1970s that diplomatic relations started between the GDR and the US. | The United States took up relations with the German Democratic Republic in September 1974 after the normalization of relations between the GDR and the Federal Republic of Germany. The task of the first US ambassador and his employees in East Berlin was to "start a conversation" - to start a meaningful dialogue with the government of the GDR in order to better understand the politics of the country. |
The most famous American in the former GDR (perhaps the entire Eastern Bloc), was Dean Reed, also known as the Red Elvis. | Wikipedia: Dean Cyril Reed (September 22, 1938 – June 13, 1986) was an American actor, singer and songwriter, director, and social activist who lived a great part of his adult life in South America and then in East Germany. Nicknamed the Red Elvis, Reed was the best-selling Western performer in the Socialist countries. He topped the local charts and millions of his records were sold in the Socialist bloc. He never renounced his U.S. citizenship and always claimed his life-long faithfulness to the United States. He was outspoken against the U.S. government though. |
Tasks
Activity 1: Interpreting Information
- Listening/viewing/reading
In preparation for the upcoming oral parts, please review the following videos. Please write down words and concepts that communicate pertinent information about the German-American relationship and the views Americans have of Germany.
- Interpreting Information
Please respond to the following prompts:The German-American relationship has been very close for a long time, not always without conflict, but post-war Germany would not have developed as it did without the American influence and support. What is being done in Germany to keep the cultural ties with the US active nowadays? What are the current challenges in the relationship?
Activity 2: Presenting Information
Present pertinent information about yourself.
Using your notes from the previous activity, please share what observations you have made about American ties to Germany and how Americans perceive the country. Please share what pros and cons you identified and how it compares to your personal opinion.
This activity should take you 3-5 minutes to prepare and your presentation should last about 1-2 minutes.
Activity 3: Exchanging Information
Practice with partner(s) (interpersonal activity).
Taking the previous activities as a guide, engage in a brief conversation with partners covering the following topics:
- Greet your partners and introduce yourselves, sharing information on name, origin, what you do, like /dislike etc.
- Decide if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- Imagine that you are an American exchange student in Germany. The current political climate between the US and Germany creates tension. Many Germans are skeptical of the US. They are also curious to know your opinion about how the relationship between the two countries will be in the future and ask for your estimation of the current situation and future developments. Based on your notes and observations, give your arguments and express your opinions.
- Take turns sharing with your partner.
These activities should take you 3-5 minutes to prepare and your presentation and conversation should last about 1-2 minutes.
Take-Aways
Self-Reflection
Ask yourself what went well, where you or your partner(s) struggled to communicate, and how you could improve next time. To help you keep speaking in German, try these strategies:
| Problem | Strategies |
|---|---|
I don’t know a word | Look it up, use its opposite with “nicht” or “kein-“ use gestures, Pantomime |
I don’t understand my partner | Repeat the word you don’t understand and inflect at the end to indicate it’s a question.
Ask for repetition with the phrase “Wie bitte? Entschuldigung – ich habe das nicht ganz verstanden. Kannst du das bitte nochmal sagen?” |
Digging Deeper: Follow-up Activities
- Research more about American influences in Germany and their friendship.
- Formulate your opinion about what you found out. What is surprising to you? How do you personally relate to the issue?
Anti-Americanism: this sentiment has a long tradition in Germany. The US is beloved by many but criticized by just as many. The sociology professor Andrei Markovits dedicated a book to the topic of anti-Americanism and anti-Seminitism in Europe: Amerika, dich haßt sich’s besser (figurative language: it is easier to hate America than your own country) (2004).
One of the main observations in the book argues that America functions as a foil to Europe:
“Die Heftigkeit des gegenwärtigen Antiamerikanismus sowohl unter den europäischen Eliten als auch bei einem großen Teil der Bevölkerung hängt nur wenig mit dem konkreten Handeln der USA, dafür aber viel mehr mit dem Sein Amerikas als halluziniertes Anti-Europa zusammen”.
Do you agree with this opinion?
Das Ausland B
Learning Objectives
In these activities, you show that you can:
- discuss stereotypes Americans have about Germans, the German heritage in the US, and the US as a country founded on immigration.
- use the subjunctive mood, the passive voice, and the imperative mood
- interpret short texts and videos and identify relevant information about German experiences and connections in the US
- communicate with others in spoken conversation on topics related to the US as a popular destination for immigration, using a variety of practiced or memorized words, phrases, simple sentences, and questions
Scenarios
You are discussing stereotypes and their function in the context of Germans and their heritage in the US and lean on others to guide you.
- You introduce yourselves to each other by name, and ask how you are.
- You determine if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- You share your interests, likes/dislikes, habits, interests and preferences related to your studies using high-frequency words.
- You prepare by reviewing information about Germans in the US and American stereotypes about Germans and compare it with your own opinion and stereotypes.
- You say goodbye depending on whether you’ll see each other again; note: “Bis später” only works if you really will see each other again. If you use it, the other person will likely say “Ach ja? Wann?”
Tools
Vocabulary
- der Angriff – der Anschlag – die Daten – die Forderung – der Gang – die Nummer – das Papier – die Untersuchung – die Zelle
- an*wenden – beachten – beteiligen – melden – verfolgen – vor*liegen – vor*sehen
- per
- hart – konkret - verantwortlich
Grammar and Structures
These grammatical structures can help you in the upcoming tasks.
| Structure | Usage |
|---|---|
imperative mood:German distinguishes between the number of addressees and levels of formality. | Sie: infinitive + Sie
Kommen Sie ins Haus.
ihr: ihr-form of verb
Kommt ins Haus.
du: du-form of verb without -st ending
Komm ins Haus.
wir: infinitive + wir
Gehen wir ins Haus.
general directives without specific addressee:
___________ + infinitive
Nicht mit vollem Mund sprechen. |
present subjunctive:only few verbs in present subjunctive are used in German | most often used verbs in the present subjunctive: “werden”, “sein”, “haben”:
Es wäre schön, wenn du mitkommen würdest.
Ich würde es machen, wenn ich Zeit hätte.
Modal / mixed verbs:
“können”, “mögen” and the mixed verb “wissen” are most often used in the present subjunctive.
Er könnte sich mal wieder waschen.
Ich möchte nächstes Jahr mein Abitur nachholen.
Wenn du wüsstest, wie schlimm diese TV Serie ist.
Almost all other verbs form the present subjunctive with a conjugated form of würde + infinitive.
Ich würde gern mal wieder ins Kino gehen. |
past subjunctive:German forms the past subjunctive with a conjugated form of “hätte” or “wäre” as an auxiliary + past participle, depending whether the main verb uses “haben” or “sein” as an auxiliarypast modal subjunctive:“sollen” (should have); “können” (could have) | Er hätte seine Schulden bezahlt, wenn…
Das wäre ein großes Problem gewesen.
“hätte” + infinitive associated with modal verb + “können” / “sollen”
Du hättest mir zuhören sollen.
Er hätte zuhause anrufen können. |
passive voice:German forms the passive voice with “werden” + past participleThe passive voice can be used in any tense with a conjugated form of “werden”, but it is most often found in Present and Simple Past tense.passive voice in perfect:passive voice in future:passive voice with modal verbs: | Die Straße wird endlich gesperrt.
Das Spiel wurde sofort beendet.
Der Mülleimer wird oft geleert.
Der Mülleimer wurde oft geleert.
conjugated form of “ist” + “worden” (short form of “werden” in perfect tense geworden)
Das Schwimmbad ist geschlossen worden.
conjugated form of “werden” (present tense) + past participle of verb + “werden”
Das wird noch besprochen werden.
Der Laden wird bestimmt geschlossen werden.
can be combined with past participle of verb + “werden”
Das muss heute besprochen werden.
Das kann so nicht umgesetzt werden.
Modal verbs can take on various tenses + moods but past participle + “werden” remains
Das musste gestern besprochen werden.
Das müsste bald besprochen werden. |
Cultural Knowledge
Note the following information:
| Fact | Effect |
|---|---|
During the Revolutionary War, German soldiers fought on both sides of the armies. The British crown bought mercenaries to help them in the new world. Most of them hailed from Hessen-Kassel. For this reason, mercenaries from Germany were often called Hessians (one famously fictionalized in the novella The Legend of Sleepy Hollow).
On the side of the continental troops, German colonists fought alongside European Germans. The Pennsylvania Germans formed a special corps, and a German regiment was established. | The fact that many Germans fought for the British during the Revolutionary War antagonized Americans. Patriotic colonists shunned them and were skeptical about ethnic Germans for many years to come. There were fewer Germans fighting on the colonists’ side but their participation was very welcomed.
Probably the most famous German fighting in the war was Friedrich Wilhelm August Heinrich Ferdinand von Steuben. Born in Magdeburg in 1730, Steuben served as a a Prussian and later as an American military officer. He served as Inspector General and as Major General of the Continental Army during the American Revolutionary War. He was one of the key figures who taught the Continental Army the essentials of military drills, tactics, and discipline. He wrote Regulations for the Order and Discipline of the Troops of the United States, the book that served as the Army's drill manual for decades. He served as General George Washington's chief of staff in the final years of the war. |
Religious groups from Germany who settled in northern America in the 18th and 19th century, still speak a German dialect that sounds antiquated to a German native speaker nowadays. | Before 1800, communities of Amish, Mennonites, Schwarzenau Brethren and Moravians had formed and are still in existence today. The Old Order Amish and a majority of the Old Order Mennonites still speak dialects of German, including Pennsylvania German, informally known as Pennsylvania Dutch. The Amish, who were originally from southern Germany and Switzerland, arrived in Pennsylvania during the early 18th century. Amish immigration to the United States reached its peak between the years 1727 and 1770. Religious freedom was perhaps the most pressing cause for Amish immigration to Pennsylvania, which became known as a haven for persecuted religious groups.
The Hutterites are another example of a group of German Americans who continue a lifestyle similar to that of their ancestors. Like the Amish, they fled persecution for their religious beliefs, and came to the United States between 1874 and 1879. Today, Hutterites mostly reside in Montana, the Dakotas, and Minnesota, and the western provinces of Canada. Hutterites continue to speak Hutterite German. Most are able to understand Standard German in addition to their dialect. |
Tasks
Activity 1: Interpreting Information
- Listening/viewing/reading
In preparation for the upcoming oral parts, please review the following videos. Please write down words and concepts that communicate pertinent information about German heritage in the US, stereotypes and their functions, and the image of Germans in the US.
- Interpreting Information
Please respond to the following prompts:Stereotypes about Germans are numerous and some of them turn into prejudices. The line can be blurry, the effects massive. Yet, stereotypes also have a function in our lives and some argue that they have a kernel of truth. From your own experiences as well as the videos, which conclusions can you draw about Germans in the US and the stereotypes about them? Where do you navigate stereotypes in your daily life and which effect and function do they have for you personally?
Activity 2: Presenting Information
Present pertinent information about yourself.
Using your notes from the previous activity, please share what observations you have made about the German influences in the history of the United States. How do Americans of German descent live out their German heritage? Please share at least five findings, using high-frequency words and this chapter’s grammar where appropriate.
This activity should take you 3-5 minutes to prepare and your presentation should last about 1-2 minutes.
Activity 3: Exchanging Information
Practice with partner(s) (interpersonal activity).
Taking the previous activities as a guide, engage in a brief conversation with partners covering the following topics:
- Greet your partners and introduce yourselves, sharing information on name, origin, what you do, like /dislike etc.
- Decide if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- Imagine that you are discussing the image of Germans in the US with your friends. You study German and are familiar with stereotypes and the culture. Your friends are mostly informed by stereotypes. Based on your notes and observations, give your arguments and counter-arguments about these stereotypes.
- Take turns sharing your opinion with your partner.
These activities should take you 3-5 minutes to prepare and your presentation and conversation should last about 1-2 minutes.
Take-Aways
Self-Reflection
Ask yourself what went well, where you or your partner(s) struggled to communicate, and how you could improve next time. To help you keep speaking in German, try these strategies:
| Problem | Strategies |
|---|---|
I don’t know a word | Look it up, use its opposite with “nicht” or “kein-“ use gestures, Pantomime |
I don’t understand my partner | Repeat the word you don’t understand and inflect at the end to indicate it’s a question.
Ask for repetition with the phrase “Wie bitte? Entschuldigung – ich habe das nicht ganz verstanden. Kannst du das bitte nochmal sagen?” |
Digging Deeper: Follow-up Activities
- Research more about German immigration to the US and its effects on the country.
- What do you think the American Dream meant for Germans throughout the centuries? Please make three points to support your view.
The German author Wolfgang Büscher hiked through the US for three months in the late 2000s and wrote a book about his experiences. Hartland. Zu Fuß durch Amerika (2011) documents his journey from North to South and through the Midwest. In an interview, he responds to the question: Can you still rely on the American dream, can today's fortune seekers, the troubled and burdened, still - the word comes from you - find “redemption” there?
BÜSCHER: Da bin ich nicht mehr so sicher. Amerika macht einen Prozess der Ernüchterung durch und in gewisser Weise der Degradierung. Das tolle Land der Mondlandung und von Kennedy, das immer optimistisch ist, dem alles gelingt, das stärkste, vorbildliche Land der Welt - das ist nicht mehr so. Die Amerikaner spüren das. Das spiegelt die Härte der inneramerikanischen Auseinandersetzung wieder.
Please comment on this opinion in the context of the events in 2020. Do you agree or disagree?
Das Ausland C
Learning Objectives
In these activities, you show that you can:
- discuss Swiss life and influence in the US, stereotypes, and the image that Switzerland promotes in the US.
- use the Genitive case, and comparative and superlative adjective forms
- interpret short texts and videos and identify relevant information about Swiss immigration and Switzerland in the US
- communicate with others in spoken conversation on topics related to stereotypes and cultural markers, using a variety of practiced or memorized words, phrases, simple sentences, and questions
Scenarios
You are researching the Swiss influences in the US and lean on others to guide you.
- You introduce yourselves to each other by name, and ask how you are.
- You determine if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- You share your interests, likes/dislikes, habits, interests and preferences related to the Swiss and Switzerland. Bring high-frequency words into the discussion.
- You prepare by reviewing information on Swiss institutions and settlements in the US and compare it with your own knowledge about Switzerland.
- You say goodbye depending on whether you’ll see each other again; note: “Bis später” only works if you really will see each other again. If you use it, the other person will likely say “Ach ja? Wann?”
Tools
Grammar and Structures
These grammatical structures can help you in the upcoming tasks.
| Structure | Usage |
|---|---|
Comparative (add ¨-er) vs.
Superlative am + (add -sten)
w/ adverbs:
There are also some adjectives that are irregular, as is the case in English with good and in German with gut | Ein Semester im Ausland ist lang.
Ein Jahr im Ausland ist länger.
Ein Studium im Ausland ist am längsten.
Ein Semester im Ausland ist gut.
Ein Jahr im Ausland ist besser.
Ein Studium im Ausland ist am besten. |
Contrasting extremes | Die meisten Leute, aber die wenigsten Studenten finden Studiengebühren (tuition) gut. |
Comparing differences and
similarities/sameness | Sie lernt schneller als er. Du lernst am schnellsten.
Er lernt nicht so schnell wie sie.
Sie lernt zweimal so/fast so/etwa so schnell wie du.
Er versteht genauso/ebenso/so gut wie du. |
Progression and
conditional sequence | Wir werden immer besser in Deutsch.
Je mehr wir üben, desto besser sind unsere Noten. |
adjectives preceding nouns take endings, which depend on grammatical context and are the same for positive, comparative, and superlative forms | eine praktische Idee
eine praktischere Idee
die praktischste Idee
ein wichtiges Gesetz
ein wichtigeres Gesetz
das wichtigste Gesetz |
the different meaning and usage of “als” | in comparative clauses
________er als
besser als Schokolade
als (conjunction)
Als er in den Laden ging…
als (verb)
Er arbeitet als Techniker.
gelten als
Diese Information gilt als besonders wichtig.
sowohl als auch
Sowohl Deutschland als auch Italien sind in der EU. |
genitive articles / possessive articles
the genitive forms of der-words and ein-words take on –es ending for masculine and neuter and –er for feminine and plural
(the examples on the right are for genitive sg.masc. / neuter) | genitive forms of der-words
des, dieses, jenes, welches
genitive forms of ein-words
eines, keines, meines, deines, Ihres, seines, ihres, unseres, eures, ihres |
genitive prepositions
These prepositions require the genitive case: | angesichts, aufgrund, außerhalb, innerhalb, statt, trotz, während, wegen
angesichts der Tatsache
aufgrund des Regens |
genitive adjectives
Adjectives that follow genitive articles or possessive adjectives take the weak ending -en | Masculine Feminine Neuter Plural
Genitive -en -en -en -en
Die Größe des weiten Landes ist unermesslich.
Das Auto meiner verstorbenen Tante ist rot. |
genitive phrases
In phrases consisting of an adjective and a noun in the Genitive case, but no article — which occurs primarily after genitive prepositions — the adjective takes one of the following strong endings, depending on the noun: | Masculine Feminine Neuter Plural
Genitive -en -er -en -er
wegen starken Regens
aufgrund großer Nachfrage |
Cultural Knowledge
Note the following information:
| Fact | Effect |
|---|---|
Diplomacy is important for the relationship between countries. There is political diplomacy in the form of embassies and ambassadors, cultural diplomacy, economic diplomacy, and soft diplomacy in the form of cultural clubs. | The relationship between the US and Germany has been institutionalized in many ways:
chambers of commerce
Goethe Institutes |
There is also softer diplomacy when people, sharing an interest in Germany, Switzerland or Austria and the German language, get together to follow their special interests. Although this is informal, it is nevertheless an effective way to bring two cultures together. | German Clubs in the US
Austrian Clubs in the US
Swiss Clubs in the US
In addition, German football (soccer) clubs have fan clubs in the US as well:
Bundesliga in the US |
Tasks
Activity 1: Interpreting Information
- Listening/viewing/reading
In preparation for the upcoming oral parts, please review the following videos. Please write down words and concepts that communicate pertinent information about the Swiss in the US and their cultural roots:New Glarus in Wisconsin, New Glarus Chamber of Commerce, Schweiz plötzlich wichtig für die USA (scroll down to the ten points), Swiss-American Society , New Glarus Beer in Switzerland, Schweizer in Wisconsin
- Interpreting Information
Please respond to the following prompts:Consult the links given above and explain how Switzerland presents itself to the American public. What is the brand value of Swiss exports? Find at least four elements, and bring together the grammar to be reviewed, including genitive and adjectives, where appropriate.
Activity 2: Presenting Information
Present pertinent information about yourself.
Using your notes from the previous activity, please share what observations you have made about Swiss assimilation in the US. Please share what typical images and concepts you found. Compare your findings with stereotypes you hold about the Swiss and their country. Is there something like Swiss branding? What do consider remarkable in this context?
This activity should take you 3-5 minutes to prepare and your presentation should last about 1-2 minutes.
Activity 3: Exchanging Information
Practice with partner(s) (interpersonal activity).
Taking the previous activities as a guide, engage in a brief conversation with partners covering the following topics:
- Greet your partners and introduce yourselves, sharing information on name, origin, what you do, like /dislike etc.
- Decide if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- Imagine that you are thinking about marketing a Swiss product in the US. You use the knowledge about the country and its image to make a “sales pitch”. Your trial audience are your friends and family. Based on your notes and observations, find an (imagined) product and “sell” it.
- Take turns sharing your pitch with your partner.
These activities should take you 3-5 minutes to prepare and your presentation and conversation should last about 1-2 minutes.
Take-Aways
Self-Reflection
Ask yourself what went well, where you or your partner(s) struggled to communicate, and how you could improve next time. To help you keep speaking in German, try these strategies:
| Problem | Strategies |
|---|---|
I don’t know a word | Look it up, use its opposite with “nicht” or “kein-“ use gestures, Pantomime |
I don’t understand my partner | Repeat the word you don’t understand and inflect at the end to indicate it’s a question.
Ask for repetition with the phrase “Wie bitte? Entschuldigung – ich habe das nicht ganz verstanden. Kannst du das bitte nochmal sagen?” |
Digging Deeper: Follow-up Activities
- Explore more about Swiss-American relations and Swiss immigration to the US.
- Formulate your opinion about what you found out – what were and are the main reasons for the Swiss to immigrate to the US?
- Have a look at Swiss Clubs in the US again. Choose the one closest to your interests and do more research on it.
- Lake Geneva, Wisconsin is home to the creator of Dungeons and Dragons, Gary Gygax. Born to a Swiss family, Gygax created the role playing game movement in the United States. Although he was the inspiration for numerous role playing video games and trading card games that would follow (think World of Warcraft, Magic the Gathering, Skyrim), little is attributed to his Swiss heritage. What are your thoughts on the relationship between the themes of these games, often magical and medieval, and the Swiss culture as we perceive it?
Das Ausland D
Learning Objectives
In these activities, you show that you can:
- discuss topics related to your role models, aspirations, and motivations concerning your love for the German language and culture
- use of dependent clauses and relative pronouns
- interpret short texts and videos and identify relevant information about inspiration
- communicate with others in spoken conversation on topics related to inspiration and your ambitions related to studying German, using a variety of practiced or memorized words, phrases, simple sentences, and questions
Scenarios
You are reflecting on your German studies thus far and future plans
- You introduce yourselves to each other by name and ask how you are.
- You determine if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- You share about your interests, likes/dislikes, habits, interests and preferences related to your plans to continue your German studies, using high-frequency words.
- You prepare by reviewing information on how to get inspiration and setting values and priorities for yourself.
- You say goodbye depending on whether you’ll see each other again; note: “Bis später” only works if you really will see each other again. If you use it, the other person will likely say “Ach ja? Wann?”
Tools
Grammar and Structures
These grammatical structures can help you in the upcoming tasks.
| Structure | Usage |
|---|---|
German has three kinds of dependent clauses:
• infinitive clauses
• subordinate clauses
• relative clauses
In all three cases, the verb appears at the end of the dependent clause.
indirect questions:
An indirect question is a question in the form of a dependent clause that is connected to a main clause.
“Wer-wie-was” questions can be re-framed as indirect questions by using the interrogative words that begin them as subordinating conjunctions.
Indirect “verb-first” questions can be re-framed as dependent clauses by using ob as the subordinating conjunction.
relative clauses
relative pronouns + prepositions: | subordinate clauses
The following conjunctions are subordinating (the verb in the dependent clause is at the end):
als, als ob, auch, wenn, bevor, bis, damit, dass, sodass, indem, nachdem, obwohl, seit, weil, wenn, während
Ich gehe mit dir, obwohl ich dir nicht glaube.
Reminder: Als | wenn | wann | ob
denote different situations while English uses only “when” and “if”.
Wann beginnt das Spiel?
Er hat gefragt, wann das Spiel beginnt.
Worüber sprichst du? – Ich frage dich, worüber du sprichst.
The following interrogative words appear as subordinating conjunctions:
wann, warum, was, welch- wer/wen/wem, wie, wie viel(e), wo, woher, wohin, wie [lang], wofür, worum, worauf, wen, womit, woraus, wem, worüber
Direct question:
»Will sie mitspielen?«
Indirect question:
Sie kann sich nicht entscheiden, ob sie mitspielen will.
Two factors determine the choice of the relative pronoun:
1. the antecedent: masculine, feminine, neuter or plural
2. the grammatical function of the relative pronoun within the relative clause:
- as a subject (Nominative):
das Buch, das auf dem Tisch liegt
- as a direct (Accusative) or indirect (Dative) object: der Roman, den ich gerade lese
- as the object of a preposition:
der Roman, über den wir in der Schule sprechen
- expressing a relationship between the antecedent and another element (Genitive):
ein Buch, dessen Autor unbekannt istmasculinefem.neut.pl.NominativederdiedasdieAccusativedendiedasdieDativedemderdemdenenGenitivedessenderendessenderen
The preposition and the relative pronoun begin the relative clause. The conjugated verb comes at the end of the relative clause.
Das sind die Banken, mit denen ich gestern telefoniert habe.
Morgen besuchen wir das Ehepaar, mit dem wir uns letztes Jahr ein Haus geteilt haben.
Always Accusative
durch, für, gegen, ohne, um
Always Dative
ab, aus, außer, bei, gegenüber, mit, nach, seit, von, zu
Two-way prepositions. Accusative in contexts implying motion toward a goal (crossing a threshold into a space); Dative in contexts implying position within a space:
an, auf, in, hinter, neben, über, unter, vor, zwischen |
Cultural Knowledge
Note the following information:
| Fact | Effect |
|---|---|
Numerous languages are spoken in North America. Approximately 430 languages, with 176 that are indigenous. | The list of extinct languages of North America includes ones without living native speakers. These are primarily Amerindian and First Peoples. |
Many Americans have heard the myth that Americans almost adopted German as the national language. This was debunked by Arndt (1976) and Baron (1990). | There is no official national language in the US. The misinterpreted events underlying the “almost German” tale enter the historical record in 1794. The true story entails complicated parliamentary procedure, committees, and votes that never amounted to such a near-miss for English as the prevalent language in the US. |
Tasks
Activity 1: Interpreting Information
- Listening/viewing/reading
In preparation for the upcoming oral parts, please review the following videos. Please write down words and concepts that communicate pertinent information about role models and inspiration in life.
- Interpreting Information
Please respond to the following prompts:The videos above speak about personal preferences and experiences related to the speakers’ personal situation. Reflecting on your current situation, how do you find inspiration in your life? What are your own motivations to continue studying German? What are your goals related to your German studies? Make several points to support your views.
Activity 2: Presenting Information
Present pertinent information about yourself.
Using your notes from the previous activities in Der, Die, Das, please share what observations you have made about yourself as you went through the exercises. What do you find appealing about learning German and engaging in different cultures?
This activity should take you 3-5 minutes to prepare and your presentation should last about 1-2 minutes.
Activity 3: Exchanging Information
Practice with partner(s) (interpersonal activity).
Taking the previous activities as a guide, engage in a brief conversation with partners covering the following topics:
- Greet your partners and introduce yourselves, sharing information on name, origin, what you do, like /dislike etc.
- Decide if you should ‘duzen’ (using the informal ‘du’) or ‘Siezen’ (using formal ‘Sie’); note: in German the person of higher rank or older age will determine.
- Imagine that you are chosen as a representative of Earth on a space mission through the universe. It is a large delegation and it’s your job to represent and introduce Germany to aliens you may encounter. What do you want them to know about the country and its culture? Keep in mind that you are trying to persuade the aliens to welcome contact with the Germans.
- What makes you and your partner feel like an alien in your own culture? Do you think that learning about German culture helps you to view your native land with a new perspective?
These activities should take you 3-5 minutes to prepare and your presentation and conversation should last about 1-2 minutes.
Take-Aways
Self-Reflection
Ask yourself what went well, where you or your partner(s) struggled to communicate, and how you could improve next time. To help you keep speaking in German, try these strategies:
| Problem | Strategies |
|---|---|
I don’t know a word | Look it up, use its opposite with “nicht” or “kein-“ use gestures, Pantomime |
I don’t understand my partner | Repeat the word you don’t understand and inflect at the end to indicate it’s a question.
Ask for repetition with the phrase “Wie bitte? Entschuldigung – ich habe das nicht ganz verstanden. Kannst du das bitte nochmal sagen?” |
Digging Deeper: Follow-up Activities
- Imagine that you will incorporate German into your career, studies, and travel plans for the future. Map it out with goals for various years and milestones. Where do you want to be in five, ten, and twenty years with your German?
- Formulate your opinion about what you can do to incorporate the knowledge and skills you acquired during this language sequence into your daily life. How did you benefit so far? In which ways did it enrich your personal life? Negative effects?
- If you could dine with one German-speaking person (dead or alive), who would it be and why is it Leonardo DiCaprio? On a more serious note, many students of German look forward to holding a conversation with someone they already know in German. Who is that special person for you?