I ntroductory German 11 is a provincially prescribed curriculum designed for students who may not have taken German 5 to 10. The successful completion of Introductory German 11 should provide students with a level of competence that will allow them to participate successfully in German 11 and German 12 courses. Introductory German 11 is a four-credit Grade 11 course. However, to alleviate scheduling pressure on students during their final two years, it can be offered at the Grade 10 level.

Introductory German 11 incorporates material from the prescribed learning outcomes, suggested instructional strategies, suggested assessment strategies, and recommended learning resources identified for grades 5 to 10. This reflects the fact that Introductory German 11 is designed to provide students with an equivalent preparation for German 11 and German 12 courses. A major consideration, therefore, is to relate the emerging language skills of students who are new to the study of German to their actual ages, real-life experiences, and prior knowledge.

In addition to the activities suggested in this section of the Integrated Resource Package, teachers can adapt other instructional and assessment activities suggested for earlier grade levels, taking into account the interests of senior secondary students.

Introductory German 11 Communicating

It is expected that students will:

• ask and respond to basic questions, make simple requests, and ask for assistance
• use appropriate greetings and expressions of politeness
• describe or narrate events, situations, or experiences
• express opinions and preferences, giving reasons
• participate in a variety of situations drawn from real life

At this beginning stage, many students may feel awkward communicating in a new language. As they begin to feel more comfortable, they will gain satisfaction from exploring and demonstrating their new skills. It is important to develop language-learning opportunities that incorporate students' personal interests and reflect real-life situations.

• Have students use frames such as the following to interview each other:
• Guten Tag. Ich heiße _____________ und bin _____________ Jahre alt.

  Wie heißt du und wie alt bist du?

• Ich heiße _____________ und bin _____________Jahre alt.

  Hast du Geschwister und Haustiere?

• Ja, ich habe einen Bruder und eine Katze.

  Then have students introduce themselves or their partners to the class.

• Invite each student to describe a television show or movie viewed the previous night, including plot, characters, setting, main actors, and quality of performance. After students have listened to their classmates' descriptions, suggest that they individually select films they would like to see and explain why.
• Challenge students to plan a small garage sale or flea market, creating flyers or newspaper advertisements that announce the event and describe some of the items for sale. If a real sale is held in the class, ensure that purchasers and vendors concentrate on expressing their needs and wants as they make their transactions.
• Ask each student to demonstrate for the class the preparation of a favourite dish or traditional German dish. Each demonstration should include step-by-step, written instructions in German, accompanied by visual aids. Students might compile their recipes to create a class cookbook.

To develop effective German language skills, students need to focus on communicating an increasing range of information, beginning with their interests, experiences, and information needs. In the introductory stages, assessment should encourage risk taking and participation, rather than emphasizing correctness.

• As students participate in a variety of oral activities (e.g., interviewing and introducing one another, describing movies or television shows, demonstrating the preparation of favourite dishes), look for evidence that they are increasingly able to:
  • make themselves understood
  • take risks to include details and examples in their presentations and role plays
  • present information in logical sequences
  • interact with some fluency and spontaneity
  • use a range of useful vocabulary and structures, including basic questions
  • respond to and support one another when they are speaking German
  • use du and Sie forms correctly
• In students' writing (e.g., advertisements for a garage sale, recipes), look for evidence that they are extending their skills to:
  • include the information required to accomplish their purpose
  • arrange information in logical order
  • include details to add interest or clarification
  • use an increasing range of vocabulary (spelled correctly, including capitalization and articles) and language patterns
  • consider the audience for their work
• Provide frequent opportunities for students to reflect on what they have learned and to set personal goals related to language skills. For example, at the beginning of a week (or class), students might write down two goals or intentions related to:
  • the number of times they will speak German
  • expressions or structures they wish to master
  • new vocabulary or structures they want to learn

• 501 German Verbs
• Active German
• Collins 10,000 German Words
• Collins Pocket German Dictionary
• Collins Pocket German Grammar
• Collins Pocket German Verb Tables
• The Concise Oxford-Duden German Dictionary
• Du und Ich
• German Today - Overhead Transparencies
• German Verbs and Vocabulary Bingo Games - Blackline Masters
• German Vocabulary
• In Play
• Klett's Modern German and English Dictionary, Second Edition
• Langenscheidt's Pocket German Dictionary
• Langenscheidt's Standard German Dictionary - Indexed
• Language Fundamentals: German
• Master the Basics: German
• Neue Horizonte - Overhead Transparencies
• Pack's An
• Schreib Mir Bitte
• Take Your Partners: German Pairwork Exercises

• Deutsch Aktuell (Levels 1-2)
• Deutsch Heute Neue 1, 2, 3 (Neue Ausgabe)
• Heute Hier, Morgen Dort - Lieder, Chansons und Rockmusik im Deutsch-Unterricht
• Kopfhörer auf! - Listening Pack
• Lernexpress

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