Competency Competency Level Content Learning Outcomes No.

of Periods

GERMAN
DEUTSCH
Syllabus

Grades 12 & 13
(To be implemented from year 2017.)

Classical Languages and Foreign Languages Unit

Faculty of Alternative and Teacher Education
National Institute of Education
Maharagama
Sri Lanka

Web : www.nie.lk

1
German
Competency Competency Level Content Learning Outcomes No. of Periods
Syllabus

Grades 12"13 fY%aKs

First Edition - 2017

ISBN

Classical Languages
and Foreign
Languages Unit

Web : www.nie.lk

Email :[email protected]

Printed at National
Institute of
Education.

2
 Tabel of Content

Page

Foreword 04

Introduction and Objectives 05

National Goals 06

Basic Competencies 07

Connection between National Goals and Objectives of the Subject 09

Syllabus - Grade 12 10

Syllabus - Grade 13 21

Teaching Methodology 48

School Policy and Programs, Assessment and Evaluation and Prescribed Texts 49
 Foreword

German is a West Germanic language that is mainly spoken in Central Europe. It is the most widely spoken and (co-)official language
in Germany, Austria, Switzerland, South Tyrol (Italy), the German-speaking Community of Belgium, and Liechtenstein. It is the official language, but
not the majority language of Luxembourg. Major languages which are most similar to German include other members of the West Germanic language
branch, such as Afrikaans, Dutch, and English. It is the second most widely spoken Germanic language, after English.

One of the major languages of the world, German is the first language of about 95 million people worldwide and the most widely spoken native
language in the European Union. German also is the third most widely taught foreign language in both the US(after Spanish and French) and the EU
(after English and French; at lower secondary level), the second most commonly used scientific language as well as the third most widely used language
on websites (after English and Russian).The German speaking countries are ranked fifth in terms of annual publication of new books, with one tenth of
all books including e-books in the world being published in the German language.

German derives most of its vocabulary from the Germanic branch of the Indo-European language family. A portion of German words are derived
from Latin and Greek, and fewer are borrowed from French and English. With slightly different standardized variants (German, Austrian, and Swiss
Standard German), German is a pluricentric language. Like English, German is also notable for its broad spectrum of dialects, with many unique
varieties existing in Europe and also in other parts of the world. Due to the limited intelligibility between certain varieties and Standard German, as well
as the lack of an undisputed, scientific difference between a “dialect” and a “language”,some German varieties or dialect groups are alternatively
referred to as “languages” and “dialects”.
Competency Competency Level Content Learning Outcomes No. of Periods
Introduction

German belongs to the family of Indo-European languages and is spoken by about 100 Million Europeans. In Germany, Austria and some parts of
Switzerland it is the official language. It is the most popular language after English in the East European countries. In Sri Lanka, German has been
taught over fifty years and in the last twenty years at the Kelaniya University. Sri Lankan students have had the opportunity to sit the GCE Advanced
Level Examination for some decades and the Ordinary Level in the past few years.

Degree programs in German Studies leading to Bachelor of Arts are offered at the University of Kelaniya. The Special Degree Program at the
Kelaniya University with special teacher training modules has proved to be a good source to meet the needs of qualified and trained teachers to teach
German both at secondary and tertiary levels.

Students will be able to communicate in German and get employment in the Tourist Trade, or pursue higher studies in German at the university in Sri
Lanka or in Germany. Graduates with a Degree in German Studies have been successful in joining the Ministry of Foreign Affairs or in finding
employment in media houses or travel agencies.

Objectives
 Develop skills in listening, speaking, reading and writing in German.

 Learn German grammatical structures and patterns of communication.

 Understand aspects of German lifestyles and culture as well as gain an insight to German Literature.

 Develop learning strategies.

5
 National Goals
Content
Competency Competency Level Learning Outcomes No. of Periods
The national system of education should assist individuals and groups to achieve major national goals that are relevant to the individuals and
society.

Over the years major education reports and documents in Sri Lanka have set goals that sought to meet individual and national needs. In the
light of the weaknesses manifest in contemporary education structures and processes, the National Education Commission has identified
the following set of goals to be achieved through education within the conceptual framework of sustainable human development. The
National Education Commission sees the realisation of these goals as its vision for the education system.

(i) Nation building and the establishment of a Sri Lankan identity through the promotion of national cohesion, national integrity, national
unity, peace & harmony, and recognizing cultural diversity in Sri Lanka’s plural society within a concept of respect for human
dignity.

(ii) Recognizing and conserving the best elements of the nation’s heritage while responding to the challenges of a changing world.

(iii) Creating and supporting an environment imbued with the norms of social justice and a democratic way of life that promotes respect
for human rights, awareness of duties & obligations, and a deep and abiding concern for one another.

(iv) Promoting the mental and physical well-being of individuals and a sustainable life style based on respect for human values.

(v) Developing creativity, initiative, critical thinking, responsibility, accountability and other positive elements of a well-integrated and
balanced personality.

(vi) Human resource development by educating for productive work that enhances the quality of life of the individual and the nation and
contributes to the economic development of Sri Lanka.

(vii) Preparing individuals to adapt to and manage change, and to develop capacity to cope with complex and unforeseen situations in a
rapidly changing world.

(viii) Fostering attitudes and skills that will contribute to securing an honorable place in the international community, based on justice,
equality and mutual respect.

(Extracted from : National Education Commission report, 2003)

6
 Basic Competencies
The following Competency
Competency Basic Competencies
Content will contribute to achieve
Leveldeveloped through education Learning Outcomes
the above National Goals. No. of Periods

(i) Competencies in Communication

Competencies in communication are based on four subsets: Literacy, Numeracy, Graphics and IT proficiency.

Literacy : Listen attentively, speak clearly, read for meaning, write accurately and lucidly and communicate ideas effectively.

Numeracy : Use numbers for things, space and time, count, calculate and measure systematically.

Graphics : Make sense of line and form, express and record details, instructions and ideas with line form and colour.

IT proficiency: Computeracy and the use of information & communication technologies (ICT) in learning, in the work environment
personal life.

(ii) Competencies relating to Personality Development

- Generic skills such as creativity, divergent thinking, initiative, decision making, problem solving, critical & analytical thinking, team
work, inter-personal relations, discovering and exploring ;

- Values such as integrity, tolerance and respect for human dignity;

- Emotional intelligence.

(iii) Competencies relating to the Environment

These competencies relate to the environment: social, biological and physical Social Environment : Awareness of the national
heritage, sensitivity and skills linked to being members of a plural society, concern for distributive justice, social relationships,
personal conduct, general & legal conventions, rights, responsibilities, duties and obligations.

Biological Environment : Awareness, sensitivity and skills linked to the living world, people and the ecosystem, trees, forests, seas,
water, air and life-plant, animal and human life.

7
 Competency Competency Level Content Learning Outcomes No. of Periods
(v.) Competencies related to religion and ethics

This fourth set of competencies are laden with values and attitudes. It is essential for individuals to assimilate values, so that they may
function in a manner consistent with the ethical, moral and religious modes of conduct, rituals and practices in everyday living,
selecting the most appropriate.

(vi.) Competencies in Play and Use of Leisure

Competencies that link up with pleasure, joy, emotions and such human motivations. These find expression in play, sports, athletics
and leisure pursuit of many types. These also link up with such values as cooperation, team work, healthy competition in life and
work. Included here are such activities that are involved in aesthetics, arts, drama, literature, exploratory research and other creative
modes in human living.

(vii.) Competencies related to ‘Learning to learn’.

These competencies flow directly from the nature of a rapidly changing, complex and interdependent and crowded world. Whatever
one learns, that learning will need updating and reviewing. This requires that one should be aware of, sensitive and skilful in sustained
attention, and be willing to persevere and attend to details that matter in a given situation.

8
 Connection between National Goals and Objectives of the SubjectON

Competency Competency Level Content Learning Outcomes No. of Periods

Objectives of the
National Goals Subject
1 2 3 4

1 Nation building and the establishment of a Sri Lankan identity through the promotion of national cohesion,
national integrity, national unity, peace & harmony, and recognizing cultural diversity in Sri Lanka’s
plural society within a concept of respect for human dignity.

2 Recognizing and conserving the best elements of the nation’s heritage while responding to the
challenges of a changing world.

3 Creating and supporting an environment imbued with the norms of social justice and a democratic way
of life that promotes respect for human rights, awareness of duties & obligations, and a deep and
abiding concern for one another.

4 Promoting the mental and physical well-being of individuals and a sustainable life style based on respect
for human values.

5 Developing creativity, initiative, critical thinking, responsibility, accountability and other positive elements
of a well-integrated and balanced personality.

6 Human resource development by educating for productive work that enhances the quality of life of the
individual and the nation and contributes to the economic development of Sri Lanka.

7 Preparing individuals to adapt to and manage change, and to develop capacity to cope with complex
and unforeseen situations in a rapidly changing world.

8 Fostering attitudes and skills that will contribute to securing an honorable place in the international
community, based on justice, equality and mutual respect.

9
Syllabus - Grade 12
Competency Competency Level Content Learning Outcomes No. of Periods

1.0 a) Learns the 1.1 Listens, practises  Vowels – long and short,  Differentiates between different 10
basic the sounds rounded and unrounded Vowels, speech sounds and reproduces
phonetics of 1.2 Reads the letters. vowels with Umlaut. them adequately
the German 1.3 Links letters with  Diphthongs and their common  Pronounces German accents
Language. sounds occurrences in words. Place and (Umlaut)correctly
Ex. alphabet 1.4 Writes and forms type of articulation.  Uses the appropriate sentence
and sounds words according  The “Ich-Laut” and “Ach-Laut”. melody and rhythm in communi-
connected with to sound patterns.  Characteristics of the consonants cating.
the letters and 1.5 Uses the of the German Alphabet
letter appropriate  Articulation of loan words.
combinations sentence melody,  Stressed and unstressed
rhythm and syllables.
sentence tone  Stress of separable prefixes
b) Learns the (stress on prefix) and
sentence inseparable prefixes (stress on
melody of root).
statement and  Glottal Stop.
question  “Sprechmelodie”, “Rhythmus”
ad “Satzakzent”.

10
 Competency Competency Level Content Learning Outcomes No. of Periods
2.0 Listens and 2.1. Understands  Naming the objects at home and  Chooses information selectively 40
understands selectively and equipment in kitchen. from a listening text.
clear standard globally additive  Dialogues based on shopping,  Answers questions on a listening
speech on texts and dialogs in school, leisure time activities and text.
familiar clear standard interests and employment.  Reproduces the key information
matters language on  Exercises to read and of a listening text.
familiar matters on understand price indicators on
work, school, menu cards.
leisure etc.  Exercises to write mini dialogues
about shopping work , school
2.2. Understands and employment and talk about
phrases and the local geography.
expressions related
to areas of
personal and
family information,
shopping, local
geography,
employment.

11
 Competency Competency Level Content Learning Outcomes No. of Periods

3.0 Communicates 3.1. Initiates and  Naming food items, eating habits   Dramatizes small roles in dialogs 40
and interacts maintains simple and the price indications and and role play
verbally on conversation on ordering food at a Restaurant  Asks and answers questions on
familiar topics that are familiar topics
everyday familiar or are of a  Reports about past incidents
situations personal interest such as last holiday/weekend
such as making  Discusses his / her likes and
appointments, dislikes
plans

3.2. Describes past

experiences,
events and daily
routine

3.3. Expresses likes

and dislikes

12
 Competency Competency Level Content Learning Outcomes No. of Periods
4.0 Comprehends 4.1 Finds specific  Texts based on leisure time  Chooses key information from 30
simple written information in activities. an authentic text
texts in everyday material  Discussing daily routine, telling   Rearranges this information
standard such as the time and planing time tables.  Finds relevant information from
language. advertisements, a Text
menus and  Summarizes a text
timetables.

4.2 Reads and

comprehends short
global texts,
selectively and in
detail.

4.3 Understands the

description of
events, feelings
and wishes in
personal letters.

13
 Competency Competency Level Content Learning Outcomes No. of Periods

5.0. Produces 5.1 Writes short  Description of furniture at home,  Writes about every day aspects 40
written text dialogues and conversations based on buying of his / her environment eg:
simple notes to furniture. people, places, study experi-
given patterns  Identifying problems faced by ences in linked sentences.
using simple people with their neighbors  Writes very short, basic de-
phrases. scriptions of events, past
activities and personal
5.2 Writes simple experiences.
personal  Writes a series of simple
correspondences phrases and sentences about his
like greeting cards, family, living conditions, educa-
E-Mails, SMS, tional background.
postcards  Responds to a corresponding
text adequately.
5.3. Produces simple
connected texts on
familiar topics like
family, school,
holidays etc.

14
 Competency Competency Level Content Learning Outcomes No. of Periods
6.0 Develops a 6.1 Works cognitively  The content of German   Analyses sample of sentences 50
sound with sample Grammar, which should be and identifies grammar patterns
knowledge on sentences of completed by the end of year 12 and formulates rules by self.
basic German grammatical and 13, as given in the Appendix  Solves grammar exercises.
grammar in structures and  Identification of diseases and  Uses learned grammar patterns
order to identifies patterns parts of the body. correctly yet make simple
express self and exceptions,  Comprehension texts and mistakes in conversation, not
in the given discovers the dialogues based on giving advice disturbing the flow of communi-
situations relevant and simple remedies for cation.
grammatical rules. diseases.

6.2 Uses simple

structures correctly
and systematically
in oral and written
communication.

15
 Competency Competency Level Content Learning Outcomes No. of Periods

7.0 Critically views 7.1 Discusses and  Related situations in  · Classifies, compares and 10
communicating compares the first communication with cultural differentiates patterns of com-
patterns language (Sinhala, influences munications in the mother
(verbal and Tamil, English)  Greeting and self-introduction tongue and in the German
nonverbal) with the German and saying good bye language
practised in language in relation  Inviting, accepting and refusing  Handles very short social
German and to the way it is invitations, visiting and exchanges, using every day
compares them practised in day welcoming guests polite forms of greeting and
with similar today  Making and cancelling address. Makes and responds
patterns used communication. appointments to invitations, suggestions,
in  Congratulating and conveying apologies, etc
communicating wishes on special occasions  Establishes basic social contact
in Sinhala, by using the simplest everyday
Tamil or polite forms of: greetings and
English. farewells;

16
 Competency Competency Level Content Learning Outcomes No. of Periods
8.0 Familiarizes 8.1 Learns information  Identification of places and  Develops the ability to challenge 30
self with about the German monuments in a city and giving traditional views
cultural speaking countries directions, reading texts based  Critically evaluates one's own and
aspects and on tourist attractions in Germany other cultures.
traditions of 8.2 Identifies and its historical background.  Understands own culture better in
the German similarities and a global context.
speaking differences in the
countries standard practices
of both countries
specified in the
learning content

8.3 Discusses in class

with other students
and the teacher

17
 Competency Competency Level Content Learning Outcomes No. of Periods

9.0 Familiarizes 9.1 Develops listening  A collection of poems, short  Answers simple comprehension 30
self with and reading stories and popular songs from questions on the literary texts
aspects of competencies and different literary eras as attached  Writes simple interpretations
literature and writing skills by to the Appendix about the literary work
youth culture working with  Effectively communicates ideas
such as literary texts related to the literary work
popular songs 9.2 Develops during discussions
from different competency in oral  Dramatizes, rewrites and
eras in communication modifies the literary work
Germany skills through  Develops an instinctive feeling
discussions and for the target language
presentations on
the given literary
pieces
9.3 Analyzes the
literary works for
its structure,
meaning, content
and cultural
context
9.4. Generates creativity
by writing creative
texts

18
 Competency Competency Level Content Learning Outcomes No. of Periods
10.0 The student 10.1 Learns the  Texts based on wishes and  Communicates fluently ad- 20
develops own language in the expectations, suggestions in equately without direct
language context of selecting gift items, Dialogues translations.
strategies. communication – based on future expectations and  Assesses one's own language
not as a given set wishes and past experiences. skills and modifies own learning
of grammar rules. habits in order to improve
learning
10.2 Learns to
express in the
target language not
by translating from
first language but
reacting orally in
the given situation.

10.3 Identifies patterns

and set phrases
which occur often
in the given
situation.

19
Competency Competency Level Content Learning Outcomes No. of Periods
10.4 Develops own  Grammatical Structures.
strategies for  Phrases.
learning and  Communicating patterns.
remembering  Vocabulary.
vocabulary and set  Memorizing techniques.
phrases, spelling
etc.

10.5 Makes use of

facilities outside
the class room –
Internet for
additional language
practice.

20
Syllabus - Grade 13
Competency Competency Level Content Learning Outcomes No. of Periods
1.0 a) Learns the 1.1 Uses correct  Description of a person’s 20
sentence pronunciation of appearance, making assumptions  Performs a wide range of
melody of words learnt. about character. speech sounds and sentence
statement and melodies in standard speech
question 1.2 Uses the  Arguements on appearance vs.
b) Learns the appropriate Reality, talking about fashion  Uses correct phonological
sentence sentence melody, trends sounds in conversation, so that
melody of rhythm and the communication is
inversion and sentence accent. uninterrupted.
relative
sentences. 1.3 Adopts
appropriate non  “Sprechmelodie”, “Rhythmus”  Recites poems and sings songs
verbal and “Satzakzent”. in an adequate flow
communication
patterns.

1.4 Uses appropriate

intonation when  Literary texts: classical poems,  Develops advanced skills in
reading a literary lyrics and popular songs understanding authentic spoken
text. German language

21
 Competency Competency Level Content Learning Outcomes No. of Periods
2.0 Understands 2.1. Engages in a dialog  Texts based on ambitions, 40
 Develops advanced skills in
and responds by responding to problems faced by employees at understanding spoken authentic
to information questions and work places, different working German language
about common clarifying given conditions, unemployment as a  Identifies and develops listening
everyday topics information.
social problem, reality. Strategies like global
in clear Programmes and discussion on understanding, selective
2.2. Catches main
standard positive and negative aspects of understanding and
points in simple
speech listening to weather forecasts and understanding in detail.
personal messages
interviews based on social issues.  Summarizes and reproduces the
and public
announcements main points of radio and TV
broadcasts
2.3. Understands  Uses a wider range of
globally the vocabulary and expressions in
information content oral production
of news or a
simple TV
programme

2.4. Understands
simple narrative
texts and songs
globally selectively
and in detail

22
 Competency Competency Level Content Learning Outcomes No. of Periods
3.0 Fluently 3.1. Carries a simple  Discuss about human emotions  Demonstrates fluency in asking 30
sustains simple conversation in such as love, jealousy, human and responding to questions
conversation everyday situations relationships, family problems  Expresses opinion and speaks
about familiar such as making and getting to know partners. about ideas in discussions
fields. plans, shopping,  Expresses agreement and
complaining, disagreements
booking tickets  Relates the plot of a book, story
etc. or a film.

3.2. Describes plans,

ambitions.

3.3. Describes events

and experiences in
detail, describing
feelings and
reactions

3.4 Narrates a simple

story real or
imagined.

23
 Competency Competency Level Content Learning Outcomes No. of Periods

4.0 Reads 4.1. Understands and 40

 Newspaper articles based on  Develops reading strategies
personal and finds relevant social issues such as political before during and after reading
factual texts on information in parties and elections.  Identifies the main idea of a
familiar topics everyday material Comparison the situation with Sri written text.
with a such as letters, Lanka  Comprehends a written text in
satisfactory brochures and detail
level of short official
comprehension. documents.

4.2. Scans longer texts

ex. Newspaper
articles in order to
locate specific
information

4.3. Understands
clearly written
instructions,
regulations and
directions.

24
 Competency Competency Level Content Learning Outcomes No. of Periods
5.0 Produces and 5.1 Produces a written  Writing simple poems and  Understands a text and summa- 40
creates summary of a short presenting them. rizes the sense in the written text
written texts given text  Writing simple stories, reading  Produces simple written texts
autobiography of famous
such as post cards ,Emails, and
personalities and presenting them.
5.2 Writes post cards, letters
Emails, short  Creates his own text on a topic
letters and given
responds to letters
as specified in
Appendix

5.3 Writes simple texts

using the format of
an essay on topics
given in Appendix

25
 Competency Competency Level Content Learning Outcomes No. of Periods
6.0 Acquires 6.1. Works cognitively  The competency in German  Analyse sample sentences and 40
knowledge of with examples of Grammar is given in Appendix identifies grammar patterns and
grammatical sentences of a formulates rules
structures to grammatical  Solves grammar exercises.
express self in structure and
the given identifies patterns
situations and exceptions by
self and discovers
the relevant
grammatical rules

6.2 Uses simple  The prescribed text will facilitate  Uses learned grammar patterns
structures correctly a gradual learning of grammar. correctly yet make simple
and systematically The student should not be mistakes in conversation, not
in verbal and burned with learning too many disturbing the flow of communi-
written grammar rules and but must cation.
communication understand how the language
works.

26
 Competency Competency Level Content Learning Outcomes No. of Periods

7.0 Critically 7.1 Discovers basic  Oral Negotiation in given  Is aware of different 10
views commu- differences when situations. patterns,structures and gestures
nicating communicating in oral communication
patterns (also orally in German  Plans Future plans – finding
nonverbal) and compares the partners, marriage, dialogue  Drafts a curriculum Vitae and
practised in practices in between generations. writes an informal letter using
Germany in Germany with standard phrases
several practises followed  Writing of Curriculum Vitae.
official and in first language in
unofficial Sri Lanka as a  Familiarizing with Standard
situations class room phrases in informal letters.
and compares discussion
them with
similar 7.2 Develops
patterns used knowledge on the
in communicating
communicating patterns of the
in Sinhala. main cultural and
Tamil or professional
English aspects

27
 Competency Competency Level Content Learning Outcomes No. of Periods
8.0 Familiarizes 8.1 Identifies similarities  Public holidays, festivals, family  Is aware of the cultural similari- 30
with cultural and differences in meetings ties and differences between
aspects and standard practices  Television, Radio, Print Media. Germany and Sri Lanka
traditions of specified in the  Environmental pollution
the German content  Shares the knowledge of the
speaking learnt and already known facts
countries 8.2 Discusses in class about the two cultures
with other students
and the teacher in
first language

9.0 Familiarizes 9.1 Develops listening  A collection of poems, short  Answers simple comprehension 40
themselves and reading stories and popular songs from questions on the literary texts
with aspects of competencies and different literary eras (attached to
literature and writing skills by the Appendix)
youth culture working with
such as literary texts  Writes simple interpretations
popular songs about the literary work
from different
eras in
German
history

28
Competency Competency Level Content Learning Outcomes No. of Periods

9.2 Develops  Effectively communicates ideas

competency in oral related to the literary work
communication during discussions
skills through
discussions and
presentations  Dramatizes, rewrites and
about the given modifies literary work
literary piece

9.3 Analyzes the

literary works for  Develops an insightful feeling for
their structure, the target language
meaning, content
and cultural
context

9.4. Generates
creativity by
writing creative
texts

29
 Competency Competency Level Content Learning Outcomes No. of Periods
10.0 Develops own 10.1 Learns the  Grammatical Structures  Identifies and uses modern
20
language language in a  Communicating patterns language learning strategies
strategies. context of  Memorizing techniques according to the European
communication – language frames.
not as a given set
of grammar rules.

10.2 Learns to express

in the target
language not by
translating from
first language but
reacting orally in
the given situation.

10.3 Identifies patterns  Implies the structures and

and set phrases patterns learnt of the target
which occur often language when using the
in the given language
situation.

30
Competency Competency Level Content Learning Outcomes No. of Periods
10.4 Develops own  Creates own strategies when
strategies for learning the target language
learning and
remembering
vocabulary and set  Presents some of the German
phrases, spelling cultural aspects
etc.

10.5 Makes use of

facilities outside the
class room –
Internet for
additional language
practice.

31
Appendix 1
Themes / Modules
The following modules will outline the themes that would be covered in a progression as given in the text book:
Themen Aktuell: Deutsch als Fremdsprache. Text Book I- II Munich Max Heuber Verlag 2004

Grade 12
In Grade 12 ( First level) the student should be able to:
Module 1
1.1 Greet and react to greetings during the day
1.2 Greet visitors – formal/ informal
1.3 Introduce themselves
1.4 Count to 100
1.5 Make telephone conversations
1.6 Ask information about – Name, Place of origin, age, address, occupation, hobbies
1.7 Identify countries in Europe and main cities and languages spoken

Module 2
2.1 Identify and name the objects in a home
2.2 Identify and name the equipment in the kitchen
2.3 Understand the price indications
2.4 Count to 1000
2.5 Talk about domestic objects

Module 3
3.1 Identify and name food and beverages
3.2 Talk about one's eating habits
3.3 Talk about favorite food items
3.4 Order food in a restaurant

32
 3.5 Inquire prices
3.6 Understand the menu card and price indications at a restaurant
3.7 Talk about the special price offers at the supermarket
3.8 Describe food items – taste, quality, quantity, weight and measure scales

Module 4
4.1 Name leisure time activities
4.2 Talk about the activities which are allowed and forbidden at different places
4.3 Tell the time – official/ unofficial
4.4 Describe a timetable, daily routine, week plan
4.5 Plan own leisure time activities

Module 5
5.1 Describe the house with furniture, facilities and equipment
5.2 Select and buy furniture at a furniture shop
5.3 Read the classifieds and describe the apartments
5.4 Describe the problems faced by the people in apartments with their neighbors

Module 6
6.1 Name parts of the body
6.2 Identify diseases
6.3 Talk about health, give advice and simple remedies
6.4 Describe the situation when facing an accident

Module 7
7.1 Describe the types of activities people are engaged in their daily life
7.2 Name the days of the week, months of the year
7.3 Talk about the activities people do on particular days and months of the year

33
 7.4 Describe a situation or a personal experience
7.5 Talk about daily routine
7.6 Read a newspaper article understand and summarize it
7.7 Write a simple story

Module 8
8.1 Identify and name the places of a city
8.2 Ask for the directions in the city and describe how to get there
8.3 Identify the special monuments and buildings in German cities
8.4 Identify the tourist attractions in German cities
8.5 Understand the difference between the past and the present of the capital of Germany

Module 9
9.1 Describe wishes and expectations
9.2 Give suggestions when selecting gift items
9.3 Describe wishes in buying items
9.4 Write comic texts about buying items
9.5 Describe past and present expectations and experiences

Module 10
10.1 Name the prominent figures in Germany and in the neighboring countries and describe how they’ve become famous.
10.2 Talk about the life of prominent people through their autobiographies
10.3 Name the provinces of Germany
10.4 Name the neighboring countries of Germany
10.5 Mark the neighboring countries of Germany on a map
10.6 Talk about capital cities and the languages spoken by the people in the neighboring countries of Germany
10.7 Describe the geographical elements which connect Germany with its neighboring countries
10.8 Name the important landmarks of Germany

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Module 11
Texts for grade 12

All compulsory literary texts are given below. The teacher may choose literary texts given below during terms 2 and 3

A. Die Loreley von Heinrich Heine

B. Der Lindenbaum von Wilhelm Müller

C. Paff, der Zauberdrachen von Leonard Lipton und Peter Yarrow

D.Die Grille und die Ameise von Jean de Fontaine

E. Der Rabe und der Fuchs von Gotthold Ephraim Lessing

F. Erlkönig von Johann Wolfgang von Goethe

G. Momo (synopsis) von Michael Ende

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Themes / Modules

The following modules will outline the themes that would be covered in a progression as given in the hand book:

Name of the hand book: Trainings material für Deutschunterricht in Schulen Sri Lankas

Web Links for literary Texts:

A.Die Loreley von Heinrich Heine(https://www.youtube.com/watch?v=3DX_aykzT9Q)

B. Der Lindenbaum von Wilhelm Müller(https://www.youtube.com/watch?v=ArxXVQaLKFM)

C. Paff, der Zauberdrachen von Leonard Lipton und Peter Yarrow(https://www.youtube.com/watch?v=p7T_i23Y9hY)

D. Die Grille und die Ameise von Jean de La Fontaine(https://www.youtube.com/watch?v=c2Enm7a-JaQ)

E. Der Rabe und der Fuchs von Gotthold Ephraim Lessing (https://www.youtube.com/watch?v=rCU-6g29jkY)

F. Erlkönig von Johann Wolfgang von Goethe (https://www.youtube.com/watch?v=YGOuczZN6q8)

G. Momo (synopsis) von Michael Ende (https://www.youtube.com/watch?v=8Q_JYYcBP2Q)

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Grade 13
In Grade 13 (second level) the student should be able to:

Module 11
11.1 Describe a person’s appearance , make assumptions about character
11.2 Identify and describe items of clothes
11.3 Describe the beauty , qualities and appearance of a person through famous idioms
11.4 Express your own opinion about appearance as against reality
11.5 Describe how a person’s appearance influences assumptions about his/ her character
11.6 Talk about the positive and negative aspects of fashion trends among the younger generation

Module 12
12.1 Talk about future ambitions
12.2 Describe the positive and negative aspects of different occupations
12.3 Describe the reasons why an employee could be satisfied or dissatisfied about his/ her working conditions
12.4 Identify types of schools in Germany and compare them with Sri Lanka
12.5 Describe why people with a good education background become unemployed
12.6 Read the job classified in a newspaper and understand the content
12.7 Read a Curriculum vitae (CV) and write own CV

Module 13
13.1 Read TV programs and categorize them
13.2 Compare the types of TV programs in Germany with those in Sri Lanka
13.3 Ask about TV channels
13.4 Talk about your favorite TV program
13.5 Talk about the negative and positive aspects of TV programs
13.6 Listen to songs and interpret their meaning
13.7 Write small song texts
13.8 Talk about the life of street artists (musicians, painters, actors) and the problems faced by them
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Module 14
14.1 Name different types of auto models and their facilities
14.2 Talk about the problems faced by vehicle owners and how they overcome them
14.3 Describe the automobile invention process briefly
14.4 Talk about the occupations connected with the automobile industry
14.5 Read a salary slip and understand different salary scales.
14.6 Describe with the help of statistics how people spend their salary to fulfill their daily needs

Module 15
15.1 Describe how people react in personal relationships
15.2 Name the positive and negative qualities that people find in others
15.3 Describe the problems in family life
15.4 Describe how people have got to know their life partners
15.5 Express own opinion about love and marriage
15.6 Describe how the people spend the evenings with their families
15.7 Introduce members of the family
15.8 Describe up - bringing patterns have changed from past to present

Module 16
16.1 Identify seasons and different weather conditions in different geographical areas
16.2 Read a weather forecast and describe the content
16.3 Identify landscapes in Germany
16.4 Talk about environmental pollution
16.5 Discuss the solutions
16.6 Discuss social engagement for a better world

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Module 17
17.1 Plan a holiday – accommodation etc.
17.2 Describe own experiences while spending a holiday
17.3 Make a list of items to be taken while going on a holiday
17.4 Talk about the experiences of people working abroad
17.5 Describe the working conditions in Germany from a foreigners view point
17.6 Talk about the reasons behind the migration and immigration of people

Module 18
18.1 Read the newspaper classifieds and categorize them
18.2 Read the newspaper articles and talk about them
18.3 Talk about the election system in Germany
18.4 Name the political parties in Germany
18.5 Compare the political system of Germany with Sri Lanka
18.6 Describe the political history of Germany and compare it with Sri Lanka
18.7 Talk about the historical moment of reunification of Germany

Module 19
19.1 Describe own opinion about the old generation living together with the younger generation
19.2 Talk about alternative living places for the senior citizens
19.3 Describe the facilities provided by the retirement homes
19.4 Talk about the problems which can occur in a society where the older generation is rapidly increasing
19.5 Name the activities in which the pensioners are engaged
19.6 Talk about the past relationships experiences of successful marriages
19.7 Write a creative love story

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Module 20

20.2 Read short poems and find the rhythm and rhyming couplets

20.1 Read different kinds of poems and songs and understand the content

20.3 Name the types and categories of books

20.4 Read the autobiography of an author and present it

20.5 Read simple stories and write interpretations

20.6 Write own simple short stories and present them

Module 21

21.1 Read a selection of graded poems, songs and excerpts from short stories.

21.2 Understand the content: structure of poem, song

21.3 Understand the content, style of narration, narrator

21.4 Understand the historical background of the work

21.5 Find information about the main characters, setting (place and time)

21.6 Search for and write short biographies of authors

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21.7 Present a short scene from the poem, song and story (with written text or just mime)

21.8 Answering simple questions pertaining to text

Texts for grade 13

The teacher may choose literary texts given below during terms 2 and 3

A. Der Schneider von Ulm von Bertolt Brecht

B. Im Salzkammergut da kann man gut lustig sein von Peter Alexander

C. Der König von Thule von Johann Wolfgang von Goethe

D. Avalon von Senta-Sofia Delliponti (Oonagh)

E. Emil und Detektive (extracts)von Erich Kästner.

F. Das Brot von Wolfgang Borchert

Themes / Modules

The following modules will outline the themes that would be covered in a progression as given in the hand book:

Name of the hand book: Training material für Deutschunterricht in Schulen Sri Lankas

41
Web Links for literary Texts:

A. Der Schneider von Ulm von Bertolt Brecht.

B.Im Salzkammergut da kann man gut lustig sein von Peter Alexander(https://www.youtube.com/watch?v=rSmDuD-Jj_8)

C. Der König von Thule von Johann Wolfgang von Goethe (https://www.youtube.com/watch?v=QbzL7LfnxUs)

D. Avalon von Senta-Sofia Delliponti (Oonagh)(https://www.youtube.com/watch?v=3_8d4wcnmIM)

E. Emil und Detektive (extracts) von von Erich Kästner.(http://filmozean.com/emil-und-die-detektive-2001/)

F. Das Brot von Wolfgang Borchert (https://www.youtube.com/watch?v=ujFEK-npCZA)

Appendix II

1.1 Grammatical Structures.

The following schedule will give the teacher a list of grammatical structures that have to be covered at the two levels

( Grade 12 and 13)

Pescribed text book: Themen Aktuell: Deutsch als Fremdsprache. Text Book I- II Munich Max Heuber Verlag 2004

The text book has integrated these grammatical structures in the lessons. When the topics stipulated in Appendix I are being taught, the appropriate
grammar will be taught in that progression.

The German terminology has been taken from: “Grundgrammatik Deutsch by Jürgen Kars und Ulrich Häusermann, Frankfurt 1988”.

For details refer under appropriate German term.

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1.0 General introduction to parts of speech.

(Wortarten) (eg. Verbs, Nouns, adjectives, articles, pronouns, adverbs, prepositions, conjucations and particles), morphology and syntax.

1.1 Conjugation and declension of parts of speech (Flektierbarkeit der Wortarten)

1.2 Main Clauses and subordinate clauses ( Hauptsätze und Nebensätze)

2.0 Verb (das Verb)

2.1 Conjugation: Number and person (Hinweis auf Numerus und Person)

2.1 Tenses: present, simple past, past, present perfect, past perfect, futre , future perfect, their uses with special emphasis on the
difference between present perfect ( conversational) and simple past ( written)

2.3 Weak and strong verbs ( “Schwache und Starke Verben”): Regular and Irregular verbs

2.4 Verbs with separable verbs and inseparable prefixes: ( “trennbare und untrennbare verbena”)
2.5 Modal verbs ( Modalverben)
“Dürfen, können, mögen, wollen, sollen, müsen”

2.6 Special Verbs ( “besondere Verben”)

2.6.1 Auxiliary Verbs : ( “Hilfsverben”) “haben und sein”
2.6.2 The use of “warden” as modal verb, auxiliary verb and as full verb
2.6.3 The use of “hören, sehen, helfen, lassen,brauchen” as full and auxiliary verbs

2.7 Participles and their applications ( “die Partizipien”)

2.7.1.Partizip I and II as nouns : eg. “Die Tanzenden, die Angestellten”
2.7.2 Partizip I and II as adjectives : eg. From the word “lachend” – “ein schlafendes Kind”
2.7.3 passiv präsens : present Tense in the passive voice: eg. “Der Mann wird operiert”

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 2.7.4 Passiv Perfekt: Perfect Tense in the passive voice : eg. “Der Mann ist operiert worden”
2.7.5 Passive präteritum : Simple past in the passive voice: eg. “Der Mann wurde operiert”
2.7.6 Passive with modal verbs eg. “Der Mann muss operiert werden”

2.8 The Infinitive ( “der Infinitiv”)

2.8.1 Without the article “zu”
2.8.2 As a Noun “Beim Laufen habe ich schmerzen “

2.9 Mood ( “Modus”)

2.9.1 Indikative: (indikativ) factual statement which is not in doubt or in normal sense
2.9.2 Subjunctive speech (Konkunktiv II ) conditionals, assumptions, suppositions and wishes. Eg. “Ich wünschte, ich hätte Ferien”
2.9..3 Imperative ( imperative) – Giving Commands eg. “Mach das Fenster zu!”

2.10. Reflexive Verbs ( Reflexive Verben) . eg. “ waschen, putzen, erholen, anziehen”
2.10.1 Reflexive Verbs in reciprocal relationship (resiproke Beziehung) eg. ‘Wir verstehen uns”, “Sie helfen sich”

3.0 Noun ( “Die Nomengruppen”)

3.1 Determining Gender ( “Genus”) and types of nouns eg. Types ending with “ – mus, -ing, -or,- er” as masculine, “-rei, -heit, -keit, -schaft,
-ung ,-ion” as feminine and “– ment,-chen, -um” as neutral

3.2 Formation of plurals ( “Plural Bildungen”) ending with:

3.2.2 “-e” eg. “ der Friseur - die Friseure
3.2.3 "-n” die Reise – die Reisen
3.2.4 "-er” das Bild – die Bilder
3.2.5 with Umlaut –”er” das Wort – die Wörter
3.2.6 With loan Words “-s” das Foto – die Fotos
3.2.7 “-el” ,”-en”, “ –er”, “-chen” and “- lein”

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 3.3 Declension of nouns : regular declension
3.3.1 Declension of nouns following the pattern of the “-n” – “Deklination”
3.3.2 Masculine nouns ending with “-e” eg. “ der Kunde, der Geselle”
3.3.3 Loan words from Greek and Latin eg. “der Student”
3.3.4 Neuter nouns following the pattern of the “declension” eg. “das Herz”
3.3.5 Diminutive noun forms ( verkleinerungsformen) eg. “ das Männchen and “der Profi”

4.0.The articles: their use and declension

4.1 Definitive article “der, “die,”das”
4.2 Indefinitive article “ein, “eine”
4.3 Absence of an article “ armes Kind”
4.4. Negative article “ kein”
4.5 Clauses containing ‘einer, “eine,”eins” not followed by a noun eg. “kommt einer von euch?”

5.0. Pronouns ( die Pronomen) Declension of Pronouns

5.1 Personal pronouns : ( das Personalpronomen) eg. “er, “sie”, “es”
5.2 Reflexive Pronnouns : ( das Reflexivpronomen) eg. “mich”, “sich” etc
5.3 Reciprocal pronouns : ( das reziprokpronomen) eg. “ einander”, “miteinander”
5.4 Demonstrative Pronouns : (das Demonstrativum) eg.”diese”, “ jener”, “jeder”, “mancher”, “welche”, “alle”, “einige”,”viele”, “ wenige”
5.5 Indefinitive Pronouns : ( das Indefinitpronomen) eg. “ein”, “eine”, “jemand”, “jener”, “jeder”,”mancher”
5.6 Possesive Pronouns (das Possessivum) eg. “mein” “dein” and other declensions
5.7 Relative Pronouns (das Relativpronomen) eg. “der”, “die”, “das”, and “was”, “wo”, “wie” etc.
5.8 Interrogative Pronouns (das Fragewort)
5.81 “wer”, “was”, “wie” at the beginning of a sentence
5.8.2 The use of the preposition before a relative clause: “mit dem”, “für den”
5.8.3 The use of an interrogative pronoun with a preposition before a relative clause : “was für” and compounds with “da”, eg. “davon”,
“daran”, dafür” etc.

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 5.9 Negative Pronouns ( negatives pronomen) eg. “kleiner”, “niemand”, “nichts”
5.10 “Es” as a formal complement of some verbs (“Es” als formale (leere) Ergänzung zu bestimmten Verben: “Wie geht es Ihnen?”

6.0. Adjectives (Das Adjektiv): Their uses and declension

6.1 As complement ( prädikativ) eg. “Der Motor ist gut”
6.2 In adverbial use (adverbial) eg. “Er hat sich gut benommen”
6.3 As an attribute to the noun with declension (attributive) eg. “ Ein gutter Mann”
6.4 As an attribute to the noun without declension “ Ist das Platz frei?” “Das ist alles woran man Heute denkt”
6.5 Adjectives as nouns “ ein Fremder”
6.6 Adjectives in participial constructions: “ Der längst abgeschickte Brief”

7.0 Degrees of comparison ( Komparation):- positive, comparative and superlative

8.0 Prepositions ( die Präpositionen) dependent on case, with

8.1 Accusative: “bis”, “durch”, “gegen”, “ohne”, “um”,”entlang”
8.2 Dative: “aus”, “bei”, “gegenüber”,”mit”, “seit”,”nach”, “von”,”zu”,”auâer”
8.3 Genitive : “statt”, “trotz”, “während”, “wegen”, “auâerhalb”, “innerhalb”
8.4 Accusative or dative “an”, “auf”, “hinter”, “in”,”neben”, “über”, “vor”, “zwischen”
8.5 In combined form of preposition + article eg. “am”, “aus”, “zum”, “zur”
8.6 Combination of prepositions with other prepositions eg. “ bia an”, “bis zum”
8.7 With adverbs eg. “auf…hin”, “von…..her”
8.8 With pronominal adverbs ( Pronomonaladverbien) eg. “daran”, “damit”, “dazu”, “woran”, “womit”, “wozu”
8.9 Some use of prepositions:
8.9.1 Demonstrating condition eg. “ bei Sonne”
8.9.2 Demonstrating consequence use . eg. “ zum schlafen “, “ohne Make up”
8.9.3 Demonstrating reason eg. “ aus leichtsinn”
8.9.4 Demonstrating reason against eg. “ trotz seine Reichtums”
8.9.5 Demonstrating Exchange eg. “ statt Geld “
8.9.6 Demonstrating time “ am Anfang”, “ Vor der Krönung”
46
9.0 Numbers ( Zahlen)
9.1 As cardinal numbers “eins”, “zwei”,
9.2 As ordinal Numbers “erster”, “zweiter”
9.3 As adverb: “erstens”,”zweitens”, “einmal”, “zweimal”
9.4 As fractions “null komma fünf”, “eineinhalb”
9.5 As formal time “sieben Uhr fünfzehn”, informal time “ viertel nachsieben”

47
 Teaching Methodology
Using the teaching techniques of “Communicative Language Teaching” the course is designed to develop the communicating skills of the learner at
moderate progression. As such it should be interactive. It will not only concentrate on teaching grammar, but on empowering the learner with skills
to be competent to communicate in day to day situations and develop strategies to express his opinion, as well as engage in simple conversations,
understand simple written texts and extract relevant information from authentic utility texts in German (train time tables, radio and TV programs,
menus, notices ect.) as well as write simple structured texts (letters and invitations etc.).

As this syllabus is using the methodology of “Communicative Language teaching”, the medium of instruction should preferably be in German. The
Teacher’s Instructional Manual will give details how the lessons are to be planned and how language training is to be carried out. Regular
assessments done by the class teacher should accompany the course, which will show clearly the progress made within the two years.

The classroom activities which will be “Learner Centered”, will also include exercises for pairs and groups embedded in the traditional plenary
phases. Learning games, quizzes and competitions will increase the motivation and break the class room monotony. The exercises as given in the
prescribed text books will also facilitate role play.

The topics chosen will help the learner to communicate within a given context and also introduce facets of modern German lifestyles and
culture. A holistic approach to language learning would ideally help the learner to be critically aware of communicating patterns (also non
verbal) as practised in German and compare them with similar patterns when communicating in Sinhala, Tamil or English.

Use of images (photographs and line drawings), video clips and films will not only make the class room activity interesting but transform the
learner to the German language speaking environment.

The methodology used will also facilitate the learner to discover learning strategies, like how to study independently and develop his or her
learning competence outside the class room.

48
 School Policy and Programs

Cultural awareness of the German speaking countries will be created through project work like organizing cultural programs (songs and short
dramas), exhibitions and publishing creative writing of the students. This holistic approach to German learning, not limiting itself to class room
exercises will help the learner to discover his or her creativity. Inter school activities too can be organized to enhance communication between
teachers and students of German. Intercultural skills could be facilitated through the use of internet- guidelines.

Assessment and Evaluation

It is intended to implement this syllabus in schools with the School Based Assessment (SBA) process. Teachers will prepare creative teaching -
learning instruments on the basis of school terms.

The First Examination under this syllabus will be held in 2019.

The details together with the format and the nature of questions will be introduced by the Department of Examinations.

Prescribed Texts: (Kursbuch)

Themen Aktuell Deutsch als Fremdsprache. Text Book I- II Munich Max Heuber Verlag 2004
Hand Book for Literature
 Panel for Designing the German Syllabus
Advisor - Academic Affaires Board Coordination - Ms.Thanuja Jayathilaka
National Institute of Education Assistant Lecturer
Classical Languages and Foreign Languages Unit
National Institute of Education
Subject Editing - Prof. Ashoka De Zoysa
Resource Team - Prof. Nilakshi Premawardena Ms. Sarasi Kannangara
Department of Modern Languages Lecturer, Department of Modern Languages
University of Kelaniya University of Kelaniya

Ms. Randi Ranasinghe Ms Ashani Ranasinghe

Lecturer Visiting Lecturer
Goethe Institute Department of Modern Languages
Colombo 08 University of Kelaniya

Ms. Anchala Amarasinghe Ms. Madhupali Cooray

Visiting Lecturer Visiting Lecturer
Department of Modern Languages Department of Modern Languages
University of Kelaniya University of Kelaniya

50