「 Thematic Units 」を使ったカリキュラム


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< German AP Language and Culture Framework >

ドイツ語のカリキュラムをみてみると新しいAP Language and Culture Frameworkがよくわかります。
http://apcentral.collegeboard.com/apc/public/repository/AP_GermanLangCED_Effective_Fall_2011.pdf

<Three Videos to explain about the change>

- German Rationale for Course Revisions 2011 http://mediasuite.multicastmedia.com/player.php?p=ar4h4023
- German Curriculum Framework 2011 (Video) http://mediasuite.multicastmedia.com/player.php?p=j32d5y3o
- German Implications for Class Instructions 2011 http://mediasuite.multicastmedia.com/player.php?p=px1ezv7g

< Learning Objectives for Spoken Interpersonal Communication >

例 Primary Objective: The student engages in SPOKEN interpersonal communications.
▶The student engages in the oral exchange of information, opinions, and ideas in a variety of time frames in formal situations.
▶The student engages in the oral exchange of information, opinions, and ideas in a variety of time frames in informal situations.
▶The student elicits information and clarifies meaning by using a variety of strategies.
▶The student states and supports opinions in oral interactions.
▶The student initiates and sustains interaction through the use of various verbal and nonverbal strategies.
▶The student understands a variety of vocabulary, including idiomatic and culturally appropriate expressions.
▶The student uses a variety of vocabulary, including idiomatic and culturally appropriate expressions on a variety of topics.
▶The student self-monitors and adjusts language production.
▶The student demonstrates an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, or political).
▶The student demonstrates knowledge and understanding of content across disciplines.

< Achievement Level Descriptions for Spoken Interpersonal Communication > 

「Achievement Level 5」の例
(a) Interaction.
Students at Achievement Level 5 initiate, maintain, and close conversations on familiar topics in a culturally appropriate manner most of the time. They understand and usually use culturally appropriate expressions and gestures.
(b) Strategies.
Students at this level use a variety of communication strategies as necessary to maintain communication (e.g., circumlocution, paraphrasing, requesting clarification or information).
They often use questions to maintain the conversation and use context to deduce meaning of unfamiliar words. They often recognize errors and self-correct.
(c) Opinions.
They state opinions and demonstrate some ability to support opinions on topics of personal interest.
(d) Language structures.
These students use a variety of simple and compound sentences and some complex sentences on familiar topics, and they narrate and describe in all time frames, with a few errors that do not impede comprehensibility.
(e) Vocabulary.
They understand and use vocabulary on a variety of familiar topics, including some beyond those of personal interest.
(f) Register.
Their choice of register is usually appropriate for the audience, and its use is consistent despite occasional errors.
(g) Pronunciation.
Their pronunciation and intonation patterns, pacing, and delivery are comprehensible to an audience unaccustomed to interacting with language learners; their pronunciation is consistent, with few errors that do not impede comprehensibility.
(h) Cultures, connections, and comparisons.
These students identify the relationships among products, practices, and perspectives in the target culture(s) and compare them with their own culture. They compare and contrast a variety of geographic, historical, artistic, social, or political features of target culture communities.