DOCUMENT RESUME

ED 072 684 FL 003 703

AUTHOR Bonnin, G. M.; And OthersTITLE German Syllabus: Objectives of the Five-Year Course

in German.INSTITUTION Queensland Dept. of Education, Brisbane

(Australia).PUB DATE [72]NOTE 22p.

EDRS PRICE MF -$0.65 HC-$3.29DESCRIPTORS Audiolingual Skills; *Curriculula Guides; *Educational

Objectives; *German; *Language Instruction; LanguageSkills; Modern Languages; Reference Books; ReferenceMaterials; *Secondary Schools; Teaching Methods

ABSTRACTThis syllabus for a five -year_ course in German

outlines instructional objectives beginning with eighth grade andcontinuing through twelfth grade. Teaching methods, materials,minimum requirements, and "guiding principles" relating to specificskills are included. A list of recommended books includes: (1)teacher's reference books, (2) course books for aural-oral practice,(3) readers, (4) magazines, (5) poetry, (6) song books, and (7) maps.(RL)

Laof tke German-speaking peoples, their way of life and their culture, and toThe o':ject of five years' study of German is to produce a sympathetic understanding

Objectives of the Five Year Course in German

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develop the student's capacity to read the German language with ease andunderstanding; understand German when he hears it spoken; converse accurately

.s.. and idiomatically in German; and express his ideas accurately and idiomatically_.-

x -.. = '.0.= in written German.-..

2.......?......c,

..

-, Grade 8-.,...... .6-. _. -- is- - The first year of German language study should be an exploratory year...- ..: a The teacher should endeavour to develop the student's linguistic ability.... , -. .....

-but at the same time should include simple cultural activities that=fra Og

impart a knowledge oftlie German-speaking regions and then, peoples, lay_

the foundations of, and stimulate motivation for further study.

Dai a.jr.

= Hany teachers may no doubt feel inclined to begin a formal study of.111 g 2 German in Grade 8. It is felt, nevertheless, that the Grade 8 year could

.51 = o o well be informal, the emphasis being on the creation of an enthusiasticfra =Viial attitude towards learning German, anC a lively interest in related matters.

An attempt should be made to lay the foundations for later proficiencyin the four language skills.- listening, sneaking, reading, and writing.It is simple aural-oral work, however, that should receive the greatestemphasis in Grade 8.

5Language study could be introduced through dialogues, simple texts,

and games. Teacher-created or student-motivated situations should present1Ch .dt materials as realistically as possible, so that language can be seen, not

as an academic exercise, but as a medium of communication. This shouldbring about a brisk interchange of talk in German, however simple, among

a-.the students. However, it is not necessary for a student to be able touse every construction he hears. It is often sufficient if he is able torespond intelligently to the spoken word.

Some topics that suggest themselves are: asking and telling nersonaldetails of names, addresses, age; close family relationships; day to dayclassroom situations; telling the time and the date; the weather and theseasons; social visits and polite formulae; shopping and money; meals;sports and games; outings; birthday, Christmas, Easter, ;Jew Year, and othercelebrations.

In the course of the activities mentioned above, the Grade 8 studentshould have acquired a conception of the significance of inflection inGerman, with particular application to:

(a) gender, number, and case of the articles der and pin, the commonestwords declined like them, and the personal pronouns

(b) person and ,_umber in the present tense of such strong and weak verbsas the student has encountered

In addition he should be able to:

(c) Use common verbs in affirmative, negative, and interrogative sentences

14)(d) Use the modal auxiliaries in the simplest and most common contexts

(e) Use the commonest prepositions in a variety of useful phrases0(f) Count to 100

(g) Express the time of day, the day of the week, and the date

(h) Use correct word order in simple sentences and sentences linked by und,oder, aber, denn

S

c rvcrse urate yand idiomatically in German;.and express his ideas accurately and idiomaticallyin written German.

Grnde 8

The first year of German language study should be an exploratory year.The teacher should endeavour to develop the student's linguistic abilitybut at the same time should include simple cultural activities thatimpart a knowledge of the German-speaking regions and'their peoples, laythe foundations of, and stimulate motivation for further study.

Hany teachers may no doubt feel inclined to begin a formal study ofGerman in Grade 8. It is felt, nevertheless, that the Grade 8 year couldwell be informal, the emphasis being on the creation of an enthusiasticattitude towards learning German, an6 a lively interest in related matters.

An attempt should be made to lay the foundations for later proficiencyin the four language skills - listening, speaking, reading, and writing.It is simple aural-oral work, however, that should receive the greatestemphasis in Grade 8.

Language study could be introduced through dialogues, simple texts,and games. Teacher - created or student-motivated situations should presentmaterials as realistically as possible, so that language can be seen, notas an academic exercise, but as a medium of communication. This shouldbring about a brisk interchange of talk in German, however simple, amongthe students. However, it is not necessary for a student to be able touse every construction he hears. It is often sufficient if he is able torespond intelligently to the spoken word.

Some topics that suggest themselves are: asking and telling personaldetails of names, addresses, age; close family relationships; day to dayclassroom situations; telling the time and the date; the weather and theseasons; social visits and polite formulae; shopping and money; meals;sports and games; outings; birthday, Christmas, Easter, New Year, and othercelebrations.

In the course of the activities mentioned above, the Grade 8 studentshould have acquired a conception of the significance of inflection inGerman, with particular application to:

(a) gender, number, and case of the articles der and pin, the commonestwords declined like them, and the personal pronouns

(b) person and number in the present tense of such strong and weak verbsas the student has encountered

In addition he should be able to:

(c) Use common verbs in affirmative, negative, and interrogative sentences(d) Use the modal auxiliaries in the simplest and most common contexts40 Use the commonest prepositions in a variety of useful phrases(f) Count to 100

(g) Express the time of day, the day of the week, and the date(h) Use correct word order in simple sentences and sentences linked by und,

oder, aber, denn

(i) Use the common iaterrogativepronouns,and adverbs wer, wessen, was,

wane, wo, wohin, warum --

(j) Use the most enmme,n adverbs of time and place(k) Use the most common adjectives, with some stress on contrasting pairsand colours.

Hany of the miscellaneousconsiderations appended to the syllabus for grades 8,9,and 10 are highly relevant to instruction at Grade r7., level and should be checkedwith care.

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STATEIET COdCERITiAl EIC LEVEL TO BE REACHED BY THE IF GRADE. 10

By the end of Grade 10, full mastery of German is not possible, but languageskills need to be developed in harmony so that at the eml of the course the studentcan comprehend simple spoken German, take nart with confidence in German conversation,read at sight, with understanding, uncomplicated modern German prose, and communicatein simnlewritten German.

These skills cannot be developed in isolation, and must be fostered byinterdependent activities.

All the material used in the classroom should be based on concrete, everydaysituations, linking life and outlook in Australia with those in German-speakingregions. As far as possible, all work must stem from the student's experienceand at all times it should be related to his interests and way of life.

GEUERAL AMS.

It is stressed that the syllabus is a guide to teachers rather than a rigidprescription that must be followed in every detail. The total content of thesyllabus represents a reasonable amount to be covered by the end of Grade 10.It is largely a matter for the individual teacher how much and what topicsare treated in any one-year.

what is most important is that learning of the spoken language nrecede that ofthe written language, that from the beginning a considerable place be given to auralwork and to pronunciation and conversation, and that the mother tongue be used aslittle as possible. Although stress should be laid throughout on aural/oral work(comprehension, _phonetic training, elementary conversation), material presentedorally requires consolidation through written exercises.

Grammar and syntax, as well as spelling should not be neglected. Apart frompattern practice which is essentially the learning of language structures through therepetition of utterances in which the patterns are either identical or have onlysmall and consistent differences, a systematic teaching of grammar is necessary,because a thorough knowledge of grammar is essential for understanding writtenGerman and for speaking and writing German accurately. A survey of importantgrammatical topics should follo the introduction of new material, and theknowledge thus gained be used to increase the student's flexibility in both writtenand spoken German.

Language and culture are inseparable. A study of the German language isincomplete without an introduction to and an interest in the history and cultureof the German-speaking peoples.

SPECIFIC AIMS

A BALANCED APPROACH AS IUPLIED ABOVE SHOULD RESULT IN:

1. The ability to comprehend German directly when spoken by a native speakeron relatively simple topics

2. The ability to speak German with reasonable fluency on relatively simple topics

3. The ability to read with direct comprehension both known and new material onuncomplicated topics. This ability is demonstrated by correct phrasing, stressand intonation in oral reading and, in silent reading, by appropriate verbalor written responses in German or English to content questions or othercomprehension checks

4. The ability to write in German short guided compositions, letters, and dictation.Translations into German may also be used at the discretion of the teacher

5. The acquisition of specific knowledge regarding life, customs and observancesof the German-speaking people, as well as their physical environment

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Minimum Requirements in Grammar

The following grammatical structures should be mastered by the student. Thisdoes not preclude the occurrence of structures other than those listed here; but suchother structures need not be drilled for mastery and may be treated as idiomaticvocabulary items. (Those items which appear in this list should be taught incidentallyand inductively as well as systematically and progressively, but not necessarily in theorder in which they appear on the list.) The order will mainly depend on the textbooks used by the class. A thorough mastery of these grammatical structures isessential as a foundation for future learning. Therefore, all listed grammaticaltopics should be covered, revised and tested. However, the teacher should beconcerned only with simple and typical instances and not with remote exovytions andsubtleties.

1. Declension of the definite article; determinative adjectives (dieserl jener, jeder,ZiercI;iTiindefinite article; possessive adjective

2. Nouns

(a) all declensions (in singular and plural) of nouns encountered in classroomwork

(b) adjectives used as nouns(c) infinitives used as nouns(d) nouns denoting measurement(e) proper names, including-common titles, names of major countries, nouns of

nationality(f) formation of diminutives and feminines

3. Adjectives

(a) all three declensions(b) comparison

(c) adjectives of nationality of high frequency

4. Numerals

(a) cardinal and ordinal numbers; common fractionsCO simple calculations

. FILMED FROM BEST AVAILABLE COPY

5. Negative Constructions: nicht, kein, nein

6. Interrogatives: wer, 'vas, wessen, welch, was ftir ein, vie, vie heist, vieviel,vie viele, wo, wohin, woher, wann, vie lange, wie oft, warum, wozu

7. Pronouns: personal, relative, reflexive..Indefinite pronouns: -inn, einor, jeder, jedermann, jemand, niemand, einige,keiner, etwas, nichts

8. Verbs:

(a) all tenses of the indicative mood (except the future perfect) of weak andstrong verbs of high frequency with stress on present, imperfect & perfect tenses

(b) present and imperfect tense of sein, haben, werden and the modal auxiliaries(c) mixed verbs: e.g. kennen, rennen, bringen, diWer,wissen(d) common verbs with separable and inseparable prefixes(e) impersonal verbs: e.g. es ist, es sind, es gibt; es regnet, es schneit

es ffrgert mich, es tut mir leid(f) dies and das in idiomatic usage with sein: e.g. Dies.hier "Bincloraschintticher.(g) common reflexive verbs with the accusative and dative(h) common verbs with the dattire: e.g. danken, helfen, folgen

eeThe following grammatical structures should be mastered by the student. Thisdoes not preclude the occurrence of structures other than those listed here; but suchother structures need not be drilled for mastery and muy be treated as idiomaticvocabulary items. (Those items which appear in this list should be taught incidentallyand inductively as well as systematicallyand progressively, but not necessarily in theorder in which they appear on the list.) The order will mainly depend on the textbooks used by the class. A thorough mastery of these grammatical structures isessential as a foundation for fUture learning. Therefore, all listed grammaticaltopics should be covered, revised and tested. However, the teacher should beconcerned only with simple and typical instances and not with remote exceptions andsubtleties.

1. Declension of the definite article;determinative adjectives (dieser4 jener, jeder,W;ICE;;TTindefinite article; possessive adjective

2. Nouns

(a) all declensions (in singular and plural) of nouns encountered in classroomwork(b) adjectives used As nouns(c) infinitives used as nouns(d) nouns denoting measurement(e) proper names, including .common titles, names of major countries, nouns ofnationality(f) formation of diminutives and feninines

3. Adjectives

(a) all three declensions PILDTD FROM BEST AVAILABLE COPY(b) comparison

(c) adjectives of nationality of high frequency

4. Numerals

(a) cardinal and ordinal numbers; common fractions(b) simple calculations

5. Negative Constructions: nicht, kein, nein

6. Interrogatives: wee, was, wessen, welch, was fUr-ein, vie, wie heist, wieviel,wie viele, wo, wohin, woher, warn, wie lenge, wie oft, warum, wozu

'7. Pronouns: personal, relative, reflexive..Indefinite pronouns: nral, einor, jeder, jedermann, icmand, niemand, einige,koiner, etwas, nichts

8. Verbs:

(a) all tenses of the indicative mood (except the future perfect) of weak andstrong verbs of high frequency with stress on present, imperfect & perfect tenses(b) present and imperfect tense of sein, haben, werden and the modal auxiliaries(c) mixed verbs: e.g. kennen, rennen, bringen, dia-eir,visseri(d) common verbs with separable and inseparable prefixes(e) impersonal verbs: e.g. es ist, es sind, es gibt; es regnet, es schneit

es ffrgert mich, es tut mir leid(f) dies and des in idiomatic usage with sein: e.g. Dies.hier-sind

iraschentticher.(g) common reflexive verbs with the accusative and dative(h) common verbs with the dative: e.g. danken, helfen, folgen(i) verbs conjugated with sein(j) imperative: all three forms of second person imperative

9. Prepositions

(a) with accusative; dative; genitive; accusative or dative(b) coatrasted forms of prepositions with article(c) combinations with da and we(d) idioms with prepositions: e.g. aufs Land gehen, zu FuO, mit der Post

4.

10. Adverbs

. (a) adjectives used as adverbsreatlak oarTpratiiie Torts as well as qut-besser, ffern-lieber-.

(c) common adverbs and adverbial phrases of time, manner, place(d) adverbs of affirmation and doubt: e.g. doch, ja doch, etwa

11. Conjunctions

(a) Co-ordinating conjunctions: und, aber, oder, denn, sondern.(b) Sub- ordinating conjunctions

12. Word Order

(a) Word order in principal and sub-ordinate clauses(b) inverted word order, when interrogatives or words other than the subject

begin the sentence(c) sequence in a sentence with noun object and adverbial expressions(d) order of direct and indirect objects(e) position of past participles and infinitives(f) position of nicht

13. Common Idiomatic Expressions

(a) phrases with gehen: e.g. einkaufen gehen, spazieren gehen(b) common verbs with fixed prepositions: e.g. denken an, sich freuen auf,

bitten um(c) common adjectives with fixed prepositions: e.g. iteridral nit, stela auf,

iiitere_jdiekt an

14. Letter-Writing

(a) date line (Brisbane, den 11. Mai 1972)(b) salutation in a personal letter: e.g. Lieber Hans! Liebe Maria! LiebesFraulein Maier:(c) salutation in a business letter: e.g. Sehr geehrter Herr Schmidt! Sehrgeehrte Herren! Sehr geehrte Frau Schultz!(d) Closing formula in a personal letter: e.g. Herzliche Gr(h3e

DeinFritz

(e) Closing formula in a business letter: e.g. Hochachtungsvoll

Georg Maier(f) address on the envelope: e.g. Herrn

Walter Krause8071 Peldkirchen

Schillerstrae 15

Summary

The skills of listening, speaking, reading and writing are not developed inisolation. Improvement in one skill will almost always lead to improvement in others.What is sought is a balanced linguistic development, in which the student achievesreasonable facility in all the basic skills.

Guiding Principles

1. Pronunciation

The first lessons in German should be spent in listening to spoken German and'n practising the individual sounds of German in words and phrases. The Germanpronunciation of the alphabet should be learnt. The teacher who speaks and readsaloud in German, with clear enunciation, appropriate facial expressions andgestures, should help the student to concentrate on sounds, intonation, stressand meaning. The teacher should gradually increase the listening experiences ofhis studenibby the use of records or tapes in the classroom or in the Lan

(h) reotirai Corpprabilie 'Earns as well as qut-besser, fTern-lieber(c) common adverbs and adverbial phrases or time, manner, place(d) adverbs of affirmation and doubt: e.g. doch, ja doch, etwa

11. Conjunctions

(a) Co-ordinating conjunctions: und, aber, oder, dean, sondern.(b) Sub-ordinating conjunctions

12. Word Order

(a) Word order in principal and sub-ordinate clauses(b) inverted word order, when interrogatives or words other than the subjectbegin the sentence(c) sequence in a sentence with noun object and adverbial expressions(d) order of direct and indirect objects(e) position of past participles and infinitives(f) position of nicht

13. Common Idiomatic Expressions

(a) phrases with gehen: e.g. einkaufen gehen, spazieren gehen(b) common verbs with fixed prepositions: e.g. denken an, sich freuen auf,bitten um(c) common adjectives with fixed prepositions: e.g. alridr:n nit, stolz auf,ifiVdruidiott an

14. Letter-Writing

(a) date line (Brisbane, den 11. Mai 1972)(b) salutation in a personal letter: e.g. Lieber Hans! Liebe Maria! LiebesFrAulein Maier!(c) salutation in a business letter: e.g. Sehr geehrter Herr Schmidt! Sehrgeehrte Herren! Sehr geehrte Frau Schultz!(d) Closing formulain a personal letter: e.g. Herzliche GrUSe

Dein

Fritz(e) Closing formula in a business letter: e.g. Hochachtungsvoll

Georg Maier(f) address on the envelope: e.g. Herrn

Walter Krause8071 Feldkirchen

SchillerstraBe 15

Summary

The skills of listening, speaking, reading and writing are not developed inisolation. Improvement in one skill will almostalways lead to improvement in others.What is sought is a balanced

linguistic development, in which the student achievesreasonable facility in all the basic skills.

Guiding Principles

1. Pronunciation

The first lessons in German should be spent in listening to spoken German andin practising the individual sounds of German in words and phrases. The Germanpronunciation of the alphabet should be learnt. The teacher who speaks and readsaloud in German, with clear enunciation, appropriate facial expressions andgestures, should help the student to concentrate on sounds, intonation, stressand meaning. The teacher should gradually increase the listeningexperiences ofhis students by the use of records or tapes in the classroom or in the languagelaboratory. While some audio-lingual courses suggest beginning at native-speakerpace, teachers should not hesitate to temper such suggestions with commonsense.Good pronunciation by the student depends on the teacher's constant insistence onrepetition of accurate speech models.

5

2. AuditoryComprehension

The student's ability to listen withdiscrimination depends on knowing what to

listen for, and intensive practice in guided listening. The spoken subject mattershould have intrinsic interest, should stem from the student's experience andshould be related to his way of life.

Listening should be followed by oralreproduction. To ensure that the students know what to listen for, the teachershould provide suitable motivation, based on the content,

before the firstlistening. After the first listening there should be an analysis only of thosesounds and

structures which have causedcomprehension difficulties. Repeated

listening thereafter will fortify the necessary sound- meaning linkage. Acomprehension check should follow the listening experience.

3. Speaking

The ability to speak German is developed concurrently with the ability to listen.Students should be trained to understand

questions put to them in German, and toreply to them with reasonable fluency and accuracy in

pronunciation. The purposeof all oral work is to make the language live. Simple dialogues should berestricted to the most everyday "situations% and only brief answers should berequired. (e.g. Wann gehst du in die Schule? - Ich gehe um 8 Uhr in die Schule).Conversation topics and activities could include:(a) exchanging greetings, offering birthday greetings and

congratulations(b) common objects,shapes, colours,

clothes, people, parts of the body, etc.(c) questions and answers re name, address,

age, date, time, weather(d) everyday life: at home, school, in the town and country(e) leisure pursuits: holidays, sports, hobbies, pictures, television, concerts4. Reading

Just as there is aninterdependence between

understanding and speaking, thereis a similar

interdependence between reading and writing, so that practice inwriting

(transcription, dictation, etc.) will facilitate the visual recognitionof words and structure

patterns, which is essential for fluent reading.Teaching the reading of new material should begin with the study of the

pronunciation and meanings of new words and new or complexsyntactical items.

Often, comprehension of new material can be aided by the technique of !!4brward-questioning". Simple questions in English or German are

presented before thepassage itself, so that the student's attention is directed to a possible storyline or sequence of narration. In silent

reading, students should be trained intechniques of

inference from cognates, word analysis andcontext ("intelligent

guess"). Silent reading should be carefully controlled to avoid superficialskimming of the printed text. The teacher should write on the hoard key questions

to guide the reading and permitself-checking of comprehension. An oral summary

based on questions, or a writtencomprehension quiz could conclude the silent

reading. Reading matter should have intrinsicinterest and cultural value and

should bn related to student experience.

A limited amount of writing should be introduced early in the course. Suchwriting activities should be treated as a part of word study and could includelabelling or the printing

of titles or captions.This may be done on outline maps

and colour charts andthrough pictures of members of the family, objects in t

room, animals, flowers and trees, furnitureor a Deu

The student's ability to listenwith discrimination depends on knowing what tolisten for, and intensive practice in guided listening. The spoken subject matter

should have intrinsic interest, should stem from the student'sexr,rience andshould be related to his way of life. Listening should be followed by oralreproduction. To ensure that the students know what to listen for, the teacher

should provide suitable motivation, based on the content, before the firstlistening. After he firstlistening there should be an analysis only of thosesounds and structures which have caused comprehension difficulties. Repeatedlistening thereafter will fortify the necessary sound-meaning linkage. Acomprehension check should follow the listening experience.

3. Speaking

The ability to speak German is developedconcurrently with the ability to listen.

Students should be trained to understand questions put to them in German, and toreply to thenivith

reasonable fluency and accuracy in pronunciation. The purposeof all oral work is to make the language live. Simple dialogues should berestricted to the most everyday

"situations", and only briefanswers should be

required. (e.g. Wrenn gehst du in die Schule? Ich gehe um 8 Uhr in die Schule).Conversation topics and activities could include:(a) exchanging

greetings, offering birthday greetings and congratulations(b) common objects, shapes, colours, clothes, people, parts of the body, etc.(c) questions and answers re name, address,age, date, time, weather(d) everyday life: at home, school, in the town and country(e) leisure pursuits: holidays, sports, hobbies, pictures,

television, concerts4, Reading

Just as there is an interdependence between understanding and speaking, thereis a similar

interdependence between reading and writing, so that practice inwriting (transcription,

dictation, etc.) will facilitate the visual recognitionof words and structure patterns, which is essential for fluent reading.

Teaching the reading of new material should begin with the study of the'pronunciation and meanings of new words and new or complex syntactical items.Often, comprehension of new material can be aided by the technique of '40ervardquestioning". Simple questions in English or German are presented before thepassage itself, so that the

student's attention is directed to a possible storyline or sequence of narration.

In silent reading, students, should be trained intechniques of inference from cognates, word analysis and context ("intelligentguess"). Silent reading should be carefully controlled to avoid superficialskimming of the printed text. The teacher should write on the board key questionsto guide the reading and permit self-checking of comprehension. An oral summarybased on questions, or a written

comprehension quiz could conclude the silentreading. Reading matter should have intrinsic interest and cultural value andshould b- related to student experience.

5. Writing

A limited amount of writingshould. be introduced early in the course. Such

writing activities should be treated as a part of word study and could includelabelling or the printing of titles or captions. This may be done on outline mapsand colour charts and through pictures of members of the family, objects in theroom, animals, flowers and trees, furniture etc. Compiling a picture dictionaryor a Deutschheft

is also a valuable means of vocabularylearning.

(a) Dictation

Dictation serves as areinforcement of auditory comprehension, as a review,

and as a diagnosis of errors. The passage selected should be closely relatedto the particular structural point, idiom or pronunciation topic being taughtor reviewed.

Recorded dictations or dictationsdelivered by other proficient

'speakers of German may also be used. A suggested procedure for administeringdictations is: The teacher reads the entire passage at normal tprinn

the students listen. At the second reading, the teacher reads the passagein sense groups, giving punctuationin German, while the students write. Athird reading follows at normal tempo while students

proofread their work,correcting errors and filling in omissions.(b) Guided Wilting

This phase in the development of writing skill consists of written responsesguided by the teacher. Included in this type of writing are: completion ofstatements based on dialogues; completion of pattern drills; answers todialogue questions; answers to readingcomprehension questions; re-tellingin writing .a passage of narrative

German read out by the teacher;translationsof sentences and connected passages into German, writing short directedcompositions (with directions in German) on topics within the student'se::perience. Swh topics could include: Heine Familie; Meine Freunde; UnsereNachbarn; Ein Tag in der Schule; Mein letzter Geburtstag; Unser Haus; DieStrae, in der ich wohne; An der See; Im Kino; Auf dem Uncle.

6. Vocabulary

From.the very beginning of the course the students should be encouraged tobuild up their own lists of vocabularyand idioms as"they proceed with the course.The textbooks, reading and auditory material used in each school will determine thespecific vocabulary to be learnt.

However, vocabulary, listed as a result of astatistical word-frequency count,might also be included in the set word list ofGerman words to be taught for active mastery.

The development of reading power is inconceivable without the acquisition of anextensive vocabulary.Distinction should be made between those words which areto be mastered actively and those for recognitional purposes only.

7. Cultural Material

In order to present cultural insights into the way of life of the German-speaking people as reflected in their everyday speech, the teacher should make'aninventory of culture-laden structures, vocabulary, idioms, proverbs, sayings, etc.which occur in the lessons right from the beginning of the course (e.g. forms ofaddress, greetings and farewells, polite phrases, rhymes and songs, etc.).However, reading in English is also justifiable because it enables students toexplore German cultural backgrounds some years before they can achieve sufficientmastery in reading German on level comparable to the interests and maturity oftheir English reading.

The following cultural topics are suggested for treatment at an elementary level:(a) The Federal Republic of Germany, German Democratic Republic, Austria,Switzerland (location, size, population,topography, cities, places famous inlegend and

literature, industries, exports)(b) Folklore, folksongs, and cultural achievements in music, literature, e(c) Christmas and other special occasions(d) Schools, home and everyday life, currency, climate

8. MiscellaneousConsiderations

Teachers using course books with an audio-lingual or audio-visual approach mayfeel the need to supplement this with a textbook based on the more traditionalapproach.

While repetition is one of the basic principles of many language courses,variety in presentation of this repetitive material is needed to help keeplanguage teaching imaginative and alive.

-stwe-groups, giving punctuation in German, Oile the students write. Athird reading follows at normal tempo while students proofread their work,correcting errors and filling in omissions.

(b) Guided !feting

This phase in the development of writing skill consists of written responsesguided by the teacher. Included in this type of writing are: completion ofstatements based on dialogues; completion of pattern drills; answers todialogue questions; answers to reading comprehension questions; re-tellingin writing a passage of narrative German read out by the teacher; translationsof sentences and connected passages into German, writing short directedcompositions (with directions in German) on topics within the student'sexperience. Suitt topics could include: Meine Famine; Meine Preunde; UnsereNachbarn; Ein Tag in der Schule; Mein letzter Geburtstag; Unser Haus; DieStraBe, in der ich wohne; An der See; lm Nino; Auf dem Lande.

6. Vocabulary

From the very beginning of the course the students should be encouraged tobuild up their own lists of vocabulary and idiom,' as they proceed with the course.The textbooks, reading and auditory material used in each school will determine thespecific vocabulary +o be learnt. However, vocabulary, listed as a result of astatistical word-frequency countImight also be included in the set word list ofGerman words to be taught for active mastery.

The development of reading power is inconceivable without the acquisition of anextensive vocabulary. Dis' ;inction should be made between those words which areto be mastered activel- and those for recognitional purposes only.

7. Cultural Material

In order to present cultural insights into the way of life of the German-speaking people as reflected in their everyday speech, the teacher should make eninventory of culture-laden structures, vocabulary, idioms, proverbs, sayings, etc.which occur in the lessons right from the beginning of the course (e.g. forms ofaddress, greetings and farewells, polite phrases, rhymes and songs, etc.).However, reading in English is alto justifiable because it enables students toexplore German cultural backgrounds some years before they can achieve sufficientmastery in reading German on a level comparable to the interests and maturity oftheir English reading.

The following cultural topics are suggested for treatment at an elementary level:(a) The Federal Republic of Germany, German Democratic Republic, Austria,Switzerland (location, size, population, topography, cities, places famous inlegend and literature, industries, exports)(b) Folklore, folksongs, and cultural achievements in music, literature, art(c) Christmas and other special occasions(d) Schools, home and everyday life, currency, climate

8. Miscellapous Considerations

Teachers using course books with an audio-lingual or audio-visual approach mayfeel the need to supplement this with a textbsok based on the more traditionalapproach.

While repetition is one of the basic principles of many language courses,variety in presentation of this repetitivematerial is needed to help keeplanguage teaching imaginative and alive.

Unremitting use of tape-recordings, for example, can often lead to boredom.The use of flashcards, flannel boards, transparencies, pictures, etc., whichrepeat the situation presented in the structures being learnt, can provide thenecessary variety and at the same time reinforce the point being taught.

7

Unthinking repetition of structures learnt by heart will hardly produce instudents an ability to communicate in the foreign langdage. It is thereforeimportant for students to relate the information in structures they are learningto their own personal experience.

Teachers devising their own courses should keep in mind the advisabilityof basing the grammar, vocabulary, and idioms to be taught on scientificallydevised frequency lists. Unless teachers have expertise in constructingcourses, much pedagogicallyunsound teaching could result.

When students reach the stage where a German/Englishdictionary is anindispensable aid to their studies, the need to be given systematicinstruction in the use of such a dictionary.

Cultul readers in English or German need not necessarily be owned byeach student, but students should have ready access to plentiful suppliesof such material in the school library.

00'

- 8 -

GERMAN SYLLABUS FOR FIAL NO YEARS

-Grades 11 and 12

PPIA173LE

At this stage of the Course - Graft II and 12- the syllabus is arranged

in four semesters, each of tlhich places emphasis on a particularlanguage

skill without,holever, excluding a balanced

development of the otherskills. This is done in suc5 a way as to provide, at the same time, forboth terminal and sequential

treatment of the content of the syllabus;and also'to ensure that at the en'' of these two years an acceptablestandard is achieved in all areas of the syllabus.

SE :ESTER T

(First Semester of Grade 14

Special Emphasis:Aural-Oral Skill

Supplementary Skills: Reading; Uriting

SPECIFIC All S:

1. To develop increased competence in

(a) the understanding of Standard High German spoken at normal speedby a native speaker

(b) the ability to carry on a conversationor present an oral reportin German on topics within the student's experience or based onhis reading selections

(c) the reading with comprehension and enjoyment of selected stories,poems etc

(d) the writing in German of guided or free compositions,letters,dialogues

2. The scope and depth ofcultural konwledge acquired by the end of Grade 10

should be increased throughout the semester.

GUIDIM MCIPLES:

Aural-Oral Skills

Since specialemphasis in Semester I is to begiven to the developmentof aural-oral skills, the student should at the end of the semester be

able to:

1. distinguish when heard and re ro

-Ora' s 12 and 22

PrINZLE

At this stage of the Course - Graths 11 and 12 - the sFllabus is arrangedin four semesters, each of which places emphasis on a particular languageskill without, houever, excluding a balanced development of the otherskills. T5is is done in such a uay as to provide, at the same time, forboth terminal and sequential treatment of the content of the syllabus;and also to ensure that at the end of these do years an acceptablestandard is achieved in all areas of the syllabus.

SEETSTER T

(First Semester of Grade 14

Special Emphasis: Aural-Oral Skill

Supplementary Skills: Reading; Uriting

SPECIFIC All ;S:

1. To develop increased competence in

(a) the understanding of Standard High German spoken at normal speedby a native speaker

(b) the ability to carry on a conversation or present an oral reportin German on topics within the student's experience or.based onhis reading selections

(c) the reading with comprehension and enjoyment of selected stories,poems etc

(d) the writing in German of guided or free compositions, letters,dialogues

2. The scope and depth of cultural konwledge acquired by the end of Grade 10should be increased throughout the semester.

GUIDIM rECIPLES:

Aural-Oral Skills

Since special emphasis in Semester i is to be given to the developmentof aural-oral skills, the student should at the end of the semester beable ta:

1. distinguish when heard and reproduce accurately all the basic Germansounds; speak and read aloud about topics within his experience; retellsimple narratives with correct prcnunciation and attention to Germanintonation and stress patterns; read or recite German poems;

2. engage in simple conversations about family, home, school, amusements,sport, hobbies, travel, holidays, weather, carrion Ocimait:andAustralian customs and the material reading ..

selections.

#04.11C.L 01J%.t.T. y tAG1111

- 9 -

Sorge useful devices to help students achieve the required level ofcompetence in aural/oral skills by the end of Semester 1 are:aural comprehension,conversation, reading aloud of prepared andunprepared passages, retelling of relatively simple stories andnarrative passages heard and/or read silently; listening torecordings of poetry, songs, etc; dictation exercises.

Reading

To make easier the transition from the simpleGerman readers of Grade 10 tothe normal literary German of Grade 12 texts, graded readers and adaptationsand simplifications of German novels are particularly

suitable. It can beexpected that in Semester 1 the student will read at least one of thelonger or, preferably perhaps, two shorter readers of this kind. Titlesof some of these readers are given in the appended list of recommendedreaders. The list is not exhaustive but it does indicate a suitable levelof material for this stage.

A selection of Germanpoems should be read for appreciation and enjoyment.Other useful exercises to ensure students'

comprehension of readingare: answering in English and German questions on the books read;retelling certain incidents, and describing certain characters in thebooks. In addition, any of the'various.objective devices fortesting reading

comprehension can be employed with advantage.Writing

At no stage in Grades 11 and 12 shouldwriting in German be neglected.In Semester I it is one of the supplementary skills to be developed;but at the end of the Semester, it is to be expected that the student willbe able to write in simple,

idiomatic German a free composition of about120 words on a non-specialisedtopic. At all times the student should beencouraged to write within the limits of his knowledge; and topics chosenfor free and/or

guided composition exercises need to be taken from thosedealt with in the aural/oral and reading sections for Semester I. Stressshould be placed on simplicity, accuracy and idiomaticexpression.While it is suggested that the student should be able to write a freecomposition of about 120 words at the end of Semester I, the frequentwriting of shorter paragraphs and dialogues could well form part of thewriting programme over this period. To ensure that grammatical

structuresand sentence patterns are understood when heard and when met in readingpassages, students should practise controlled sentence building inGerman, involving grammatical constructions of increasing complexity.

SEMESTER II

(Second Semester of Grade 22)

Special Emphasis:Reading Skills

Supplementary Skills: Aural-Oral; Writing

SPECIFIC AIMS:

4

cuiuunprepared passages, retelling of relatively simple stories andnarrative passages heard and/or read silently; listening torecordings of poetry, songs, etc; dictation exercises.

Reading

To make easier the transition-from the simple German readers of Grade 10 tothe normal literary German of Grade 12 texts, graded readers and adaptationsand simplifications of German novels are particularly suitable. It can beexpected that in Semester 1 the student will read at least one of thelonger or, preferably perhaps, two shorter readers of this kind. Titlesof some of these readers are given in the appended list of recommendedreaders. The list is not exhaustive but it does indicate a suitable levelof material for this stage.

A selection of German poems should be read for appreciation and enjoyment.Other useful exercises to ensure students' comprehension of readingare: answering in English and German questions on the books read;retelling certain incidents, and describing certain characters in thebooks. In addition, any of the various. objective_ devices fortesting reading comprehension can be employed with advantage.

Writing

At no stage in Grades 11 and 12 should writing in German be neglected.In Semester I it is one of the supplementary skills to be developed;but at the end of the Semester, it is to be expected that the student willbe able to write in simple, idiomatic German a free composition of about120 words on a non - specialised. topic.At all times the student should beencouraged to write within the limits of his knowledge; and topics chosenfor free and/or guided composition exercises need to be taken from thosedealt with in the aural/oral and reading sections for Semester I. Stressshould be placed on simplicity, accuracy and idiomatic expression.

While it is suggested that the student should be able to wpite a freecomposition of about 120 words at the end of Semester I, the frequentwriting of shorter paragraphs and dialogues could well form part of thewriting programme over this period. To ensure that grammatical structuresand sentence patterns are understood when heard and when met in readingpassages, students should practise controlled sentence building inGerman, involving grammatical constructions of increasing complexity.

SEMESTER II

(Second Semester of Grade 11)

Special Emphasis: Reading Skills

Supplementary Skills: Aural-Oral; Writing

SPECIFIC AIMS:

1. With special emphasis on Reading Skills in this Semester, the first aimis to develop increased competence in ability to read in German, withdirect comprehension and enjoyment. Ilaterial for this can be found- inter alia - in adapted German stories, school editions of GermanNovellen, and in magazine

articles. Selection of this material shouldbe based on the student's personaland linguistic experience, andshould be of some intrinsic interest to him.

During SemesterU..theiptuplent-shouMreadmore

intensivelyat least two books of German prose and a selection of poems.

, The scope and /tenth of cultural knowledae acanired eee on o' Semetor Ishould b.:. incrdased throughout qe-!ester II.

GuJEOM PRINCIPLES:

9hile intensive reading of some texts is an essential basis for a goodrear na :mouledge of German, it should be supplerentrd by rapil extensivereading in the student's own time. A supply of interesting and suitablesweplooentary readers and magazines is essential and should be found inthe school library.

%part from actual reading aloud and silently, some of the class roomactivities to help the student read with profit and increasing competenceare: oral and written comprehension

eeercises; short hook reports inEnglish and German; retelling incidents and giving character sketchesin English and German from reading selections.

Aural-Oral

Aural-Oral activities in Semester II will be aimed at increasing, the measureof competence arrived at by the end of the first semester and will thereforefollow the pattern of those employed in Semester I. To the topics alreadycovered, there could now be added conversation about and oral reportson the student's present reading selections, and class discussions onoccupations and professions.

Writing

Here, too, the aim of writing activities will be to increase the student'sability (as adhieved in Semester I) to express himself accurately ividiomatic German on familiar topics that come within his linguisticcompetence. Such topics are those net in tne reading and aural-oral sectionsof the course in Semesters I and II.

Activities such as those suggested for Semester I, but with graduallyincreasing difficulty of treatment are still most useful. The studentcould well be encouraged here to begin writing a diary in German.

The length of free comnositior in German which could he expected at thislevel is about 150 words.

Special Emphasis:

Supplementary Skills:

SPECIFIC P.IrS:

SqMESTER III

(First Semester of Grade 12)

Writing Skills

Aural-oral; Reading

1. The first aim in this Semester is to increase competence in writing freelyand accurately in idiomatic German on general topics within the limits ofthe student's knowledge and linguistic ability.

At the end of Semester III, the student should be able to write in German afree composition of about 100 words.

2. The scope and depth of cultural ltnwoled

:", sioni tx; supplal:entr,) by rrtnil extensivereading in the student's own time. A suprly of interesting and suitablesupplonentary readers and magazines is essentirl and should bo found inthe school library.

;part from actual reading aloud and silently, some of the class roomactivities to help the student rcad with profit and increasing corpetenceare: oral amluritten comprehension mercises; short book reports inEnglish and German; retelling incidents and giving character sketchesin English and German from reading selections.

Aural -oral

Aural-Oral activities in Semester II will be aimed at increasing the measureof competence arrived at by the end of the first semester v0313.11 thereforefollow; the pattern of those employed in Semester I. To the topics alreadycovered, there could now be added conversation about and oral reportson the student's present reading selections, and class discussions onoccupations and professions.

Writing

Here, too, the aim of writing activities will be to increase the student'sahilit' (as achieved in Semester I) to express himself accurately inidiomatic German on familiar topics that come within his linguisticcompetence. Such topics are those net in the reading and aural-oral sectionsof the course in Semesters I and II.

Activities such as those suggested for Semester I, but with graduallyincreasing difficulty of treatment are still most useful. The studentcould well be encouraged here to begin writing a diary in German.

The length of free comnositior. in German which could be expected at thislevel is about 150 words.

Special Emphasis:

Supplementary Skills:

SPECIFIC 117-S:

SEMESTER III

!First Semester of Grade 22)

Writing Skills

Aural -oral; Reading

!11. The first aim in this Semester is to increase competence in writing freelyand accurately in idiomatic German on general topics within the limits ofthe student's knowledge and linguistic ability.

At the end of Semester III, the student should be able to write in German afree composition of about 100 words.

2. The scope and depth of cultural knwoledge acquired by the end of Semester IIshould be increased throughout Semester III.

GUIOUG PRPCIPLES:

Stress should be placedon accuracy of grammar, spelling and idiom whileencouraging Oe student to write to the limit of his ability.

Facilityin writing German of a standard that is to be expected at this level canonly be obtained by constant practice, and frequent

exercises involvingthe writing of German are essential.

Exercises in written expressionsuggested for Semesters Iand:II,including description, narration andletter- iriting should be continued to a more advanced level. To ensurefamiliarity with and accuracy in handling the more difficult idiomatic

and grammaticalstructures met in all areas of the syllabus at this

level, some selected prose passages for translation into German couldbe usefully

employed, along with further practice in controlled sentencebuilding.

Aural-Oral:

Aural Oral activities in Semester /II will Folio/ the pattern 'of thoseemployed in Semesters I midi; but with gradually increasing difficultyof subject matter and treatment.

Reading:

At the end of Semester III, the student should be expected to have rend 'oreintensively at least one more German prose work of a standard similar tothat of the readers recommended for Grade 12 and a further selection ofpoems. Reading passages for

Comprehension, with questions and anwyersin English and German, can be taken from a variety of sources, includingthose given in the lists of recommended books.

Special Emphasis:

SE:ESTER IV

(Second Semester of Grade 12IAdvanced Reading

Supplementary Skills: Aural-Oral; nlriting

In this finalsenester of the five year course, it could he expected that

emphasis be spread more evenly over all the language skills - broadeningthe scope of subject matter and consolidating and extending grammaticaland idiomatic

structures in spoken and written expression. A study ofprose texts of

greater complexity and wider interest should be undertaken.A simple,

critical study could be made of poets and poems introduced inSemesters I, /I, and iItin.thAr litnrnry contnxt. rhnut trinntv norms inall should be studied.

Attention should be given to the specialproblems arising in contemporary

German associated with:

(a) homonyms (e.g. Umachlag - envelope, sudden chan

rajj- ALTV;encouraging the student to write to the limit of his ability. Facilityin writing German of a standard that is to be expected at this level canonly be obtained by constant practice, and frequent exercises involvingthe writing of German are essential. Exercises in written expressionsuggested for Semesters I and.Ix,including description, narration andlettat-writing should be continued to a more advanced level. To ensurefamiliarity with and accuracy in handling the more difficult idiomaticand grammatical structures met in all areas of the syllabus at thislevel, some selected prose passages for translation into German couldbe usefully employed, along with further practice in controlled sentencebuilding.

Aural-Oral:

Aural Oral activities in Semester /XI will follow the pattern .of thoseemployed in Semesters I and /; but with gradually increasing difficultyof subject matter and treatment.

Reading:

At the end of Semester III, the student should be expected to ht'vc rend moreintensively at least one more German prose work of a standard similar tothat of the readers recommended for Grade 12 and a further selection ofpoems. Reading passages for Comprehension, with questions and ansirersin English and German, can be taken from a variety of sources, includingthose given in the lists of recommended books.

Special Emphasis:

SLIMSTER IV

(Second Semester of Grade 221

Advanced Reading

Supplementary Skills: Aural-Oral; 'Iriting

In this final semester of the five year course, it could he expected thatemphasis be spread more evenly over all the language skills - broadeningthe scope of subject matter and consolidating and extending grammaticaland idiomatic structures in spoken and written exnression. A study ofprose texts of greater complexity and wider interest should be undertaken.A simple, critical study could be made of poets and poems introduced inSemesters I, II, and III in .their litnrary context. "Mut teTntv nonms inall should be studied.

Attention should be given to the special problems arising in contemporaryGerman associated with:

(a) homonyms (e.g. Umschlag envelope, sudden change, poultice,book jacket, place of transhipment)

(b) synonyms (e.g. auBerdem, ansonsten, dam, Uberdies)

(c) false cognates (e.g. eventuell (adv.) - possibly, if necessary,

not "eventually")

At the end of Semester IVthe student should be able to empress himselffreely And accurately in idiomatic German (spoken and written) and toread German with reasonable ease and understanding within the limitsof his personal and linguistic excerience.

The length of free written compositions expected of the student should beabout 200 words.

- 12 -

Over the four semesters the student should have read :four orfive books of German prose of a standard equivalent in Length and complexityto that of the average reader on the recommended list.

Throughout the four Semesters every opportunity should be taken to relatethe student's reading and other activities to an appreciative understandingof German life and culture.

GRAMMATICAL REQUIREMENTS TO B COVERED BY THE END OF SEMESTER IV, GRAM? 12

The wide range of text books and readers available precludes the separatelisting of grammatical requirements for each individual Semester overthe final two years. Throughout each of, the 4 Semesters, the grammaticaland syntactical 'material required by the end of Grade 10 should beconsolidated, and the more difficult aspects which were omitted from ormerely referred to in those requirements should now be added (e.g.,future perfect in the list of tenses; all tenses of modal verbs etc.),so that by the end of Grade 12 the student should he quite familiarwith common grammatical and syntactical constructions in German.

The following items, not on the Grade 101ist, should be added to thelist of fframmatical requirements to be mastered by the end of Semester iv,Grad 12.

1. Subjunctive Mood in all tenses

Uses in (a) principal clauses(b) indirect speech(c) conditional sentences(d) with als ob, etc.

2. Passive Voice in all tenses

(a) actional passive: e.g. Die BrUcke wurde erstletztes Jahr gebaut.

(b) statal passive: e.g. Damals war die BrUckeschon gebaut.

(c) passive with verbs governing the dative

3. Modal Auxiliaries in all tenses and idiomatic usages

4. Participles - forms and uses

S. Adjectives and Verbs requiring certain Prepositions

6. Affinity groups of Preposition, Adverb, & Conjunction

e.g. nach, nadhher, nachdem

7. Idiomatic Use of Adverbs & Conjunctions

e.g. ja, doch, schon, mal, erst, nur, aber, sondern8. Comparison of Adjectives and Adverbs

9. Correlatives

e.g. entweder ... odor; nicht nur sondern auch

10. PossessiviirndDenonstrs.ppr, "ronouns

Throughout the four Semesters every opportunity should be taken to relatethe student's reading and other activities to an appreciative understandingof German life and culture.

GRAMMATICAL REQUIREMENTS TO BE COVERED BY THE END OF SEMESTER /V GRADr 12

The wide range of text books and readers available precludes the separatelisting of grammatical requirements for each individual Semester overthe final two years. Throughout each of the 4 Semesters, the grammaticaland syntactical material required by the end of Grade 10 should beconsolidated, and the more difficult aspects which were omitted from ormerely referred to in those requirements should now be added (e.g.,future perfect in the list of tenses; all tenses of modal verbs etc.),so that by the end of Grade 12 the student should he quite familiarwith common grammatical and syntactical constructions in German.

The following items, not on the Grade 10 list, should be added to thelist of arammatical requirements to be mastered by the end of Semester IV,Grad- 12.

1. Subjunctive Mood in all tenses

Uses in (a) principal clauses

(b) indirect speech(c) conditional sentences(d) with als ob, etc.

2. Passive Voice in all tenses

(a) actional passive: e.g. Die Bracke wurde erstletztes Jahr gebaut.

(b) statal passive: e.g. Damals war die BrUckeschon gebaut.

(c) passive with verbs governing the dative

3. Modal Auxiliaries in all tenses and idiomatic usages

4. Parti,;iples - forms and uses

5. Adjectives and Verbs requiring certain Prepositions

6. Affinity groups of Preposition, Adverb, _& Conjunction

e.g. nach, nachher, nachdem

7. Idiomatic Use of Adverbs & Conjunctions

e.g. ja, doch, schon, mal, erst, nur, aber, sondern

8. Comparison of Adjectives and Adverbs

9. Correlatives

e.g. entweder oder; nicht nur sondern audh

10. Possessivc1 nn Denonstrntiv-: "ronouns

11. 0unntitins, "lights, Mensures

12. Nord Order - all standard patterns

13. Punctuation

- 13 -

RECOMMEUDED BOOKSTHE FOLLWING LIST OF RECOMBENDED BOOKS IS NOT MEANT TO BE EXHAUSTIVE, ?OR ISIT SUGGESTED THAT THE ADOPTION OF ANY PARTICULAR TEXTBOOK ',MIA ADEQUATELY COVERTHE n1TIRE SYLLABUS.

Explanation of Code Accompanying Book Titles

The numerals 8, 9, 10 indicate that books are considered most suitable for usein the corresponding grades.

The numeral 11 indicates that books are considered most suitable for use insemesters I and/or II (Grade 11).

The numeral 12 indicates that books are considered most suitable for use insemesters III and/or IV (grade 12).

The letters A/B indicate that a book is considered more suitable for use bythose who are beginning German studies as adults.

Books that are uncoiled may be used at the discretion of the teacher.

TEACHERS' REFERENCE BOOKS

(i.e. DICTIONARIES, ORD-LISTS, REFERENCE GRAMMARS, and BOOKS ON BACKGROUNDCULTURAL and LITERARY MATERIAL)

AUTHOR TITLE, etc. COD%

ADAMS, M.: The German tradition (John Wiley 10, 11, 12& Sons) (Paperback)

7

ANDERSON, B. & NORTH, M.: Beyond the dictionary in German 10, 11, 12(London, Cassell)

ANDERSON, W.E.: Das heuti e Deutschland (Harrap) 10, 11, 12

BAUER, E.W. & B.: 2uer durchs deutsche Leben 11, 12(New York, Holt, Rinehart &Winston)

BROCKHAUS, F.A.: Der S rach-Brockhaus (Wiesbaden, 11, 12Verlag Eberhard Brockhaus)

BLOHM, K. et al.: Be e 10, 11, 12(tainchen, Max Hueber)

CORBETT, J.A.: Essentials of modern German 9, 10, 11, 12anErtlar (Harrap)

EGGELING: Dictionary of modern German prose 11, 12

THE *.; IMRE SYLLABUS.

Explanation of Code Accompanying Book Titles

The numerals 8, 9, 10 indicate that books are considered most suitable for usein the corresponding grades.

The numeral 11 indicates that books are considered most suitable for use insemesters I and/or II (Grade 11).

The numeral 12 indicates that books are considered most suitable for use insemesters III and/or IV (Grade 12).

The letters pp indicate that a book is considered more suitable for use bythose who are beginning German studies as adults.

Books that are uncoded may be used at the discretion of the teacher.

TEACHERS' REFERENCE BOOKS

(i.e. DICTIONARIES, NORD-LISTS, REFERENCE GRAMMARS, and BOOKS ON BACKGROUNDCULTURAL and LITERARY MATERIAL)

AUTHOR TITLE, etc. CODE

12

12

12

12

11,

12

12

ADAS, M.:

ANDERSON, B. & NORTH, M.:

ANDERSON, N.B.:

BAUER, E.W. & B.:

BROCKHAUS, P.A.:

BLOHM, K. et al.:

CORBETT, J.A.:

EGGELING:

ENGEROFF, K.:

FARRELL, R.B.:

FARRELL, St. LEON et al.:

PRIEDERICH, W.:

HATFIELD, H.:

The German tradition (John Wiley 10,

10,

10,

11,

11,

10,

9,

11,

11,

10,

11,

11,

11,

11,

11,

11,

12

12

11,

10,

12

12

11,

12

12

12

& Sons) (Paperback)

Beyond the dictionary in German(London, Cassell)

Das heuti e Deutschland (Harrap)

Quer durchs deutsche Leben(New York, Holt, Rinehart &Winston)

Der Sprach-Brockhaus (Wiesbaden,Verlag Eberhard Brockhaus)

Begegnungen mit Deutschland(Munchen, Max Hueber)

Essentials of modern Germangrammar (Harrap)

Dictionary of modern German proseusage (Oxford University Press)

An English-German dictionary of"idioms" (Munchen, Max Hueber)

A dictionary of German synonyms(Cambridge University Press)

German-speaking countries todayand yesterday (Novak)

History of German literature (NewYork, Barnes & Noble Inc.)

Modern German literature - Themajor figures in context(London, Edward Arnold)

KoPKE, W.:

LADJ, R.:

LANGEMSCHEIDT:

Li6F, S., MALLBBRG, I. &ROSENTHAL, D.:

MEYER:

PAISLEY, M. (ed.)

PFEFFER, J.A.:

RIVERS, N.M.:

ROBERTSON, J.G.:

STOPP, F.J.:

TENBOCH, R.H.:

VALETTE, R.M.:

VAN WIERST, I. &WORTHINGTON, A.G.:

WASHINGTON, L.U. & I.H.

- 14 -

Die DeutschenVer9an,genheit und 11, 12Gegenwart (Holt, Rinehart, &

Winston)

Lasa9wuaeteachirtific 3, 9, 10, 11: 12approach (McGraw-Rill)

Concise English-German, German- 10, 11, 12English dictiona (Hodder. &Stoughton)

Vier Ltnder - Eine Sprache(A series)

(a) Die Bundesrepublik (Longman) 10, 11, 12(b) Die DeutscheDemokratische 10, 11, 12

Republik (Longman)(c) bsterreich (Longman) 10, 11, 12(d) Die Schweiz

(Longman) 10, 11, 12

Kinderlexikon (London, Harrap) 8, 9

C_ omnanion to German studies(Methuen)

8, 9

Basic (spoken)German idiom list 10, 11, 12(Englewood Cliffs, N.J.,

Prentic.: -Hall)

Teachingforeign_lznquage skills 8, 9, 10, 11, 12(University of Chicago Press)

A history of German literature(Blackwood) (Rev. nd. E. Purdie)

Manual of modern German(Uni.vc-n3:1t T.torial Press)

A history of Germany (Mdnchen,Max Ember)

Modern language testing -A handbook (Harcourt, Brace &World)

11, 12

12

10, 11, 12

8, 9, 10, 11, 12

A companion to German studies 11, 12(Angus & Rober3on)

A preview of German literature 11, 12

LADO, R.:

LANGENSCHEIDT:

LoF, S., MALLBERG, I. &ROSENTHAL, D.:

MEYER:

PAISLEY, M. (ed.)

PFEFFER, J.A.:

RIVERS, W.M.:

ROBERTSON, J.G.:

STOPP, F.J.:

TENBOCH, R.H.:

VALETTE,

VAN WIERST, I. &

WORTHINGTON, A.G.:

WASHINGTON, L.M. & I.H.

-JIESE, B. v.:

7ILDHAGEN, Dr. K. &HEROUCOURT, Dr.

OHLEGEMUT, G. & BERGLUND:

Winston)

Language teaching: A scientificapproach (cGraw-Hill)

Concise English-German, German -English (Hodder &Stoughton)

Vier 'Ander - Eine Sprache(A series)

(a) Die Bundesrepublik (Longman)(b) Die Deutsche Demokratische

Republik (Longman)(c) bsterreich (Longman)(d) Die Schweiz (Longman)

Kinderlexikon (London, Harrap)

Companion to German studies(Methuen)

Basic (spoken) German idiom list(Englewood Cliffs, N.J.,Prentic.-1-Hall)

Teaching foreign-11.nquage skills(University of Chicago Press)

A history of German literature(Blackwood) (Rev. nd. E. Purdie)

Manual of modern German(Univc-73!_t7 Ttorial Press)

A history of Germany (Mandhen,Max Huaber)

Modern language testing -A handbook (Harcourt, Brace &world)

A companion to German studies(Angus & RobertIon)

A previez of German literature(London. Holt, Rinehart &Winston)

Deutsche Dichter der Moderneihr Leben and Berk. (Berlin,Eric Schmidt Verlag)

English-German, German-Englishdictionary ('liesbaden,Brandstetter Verlag)

Deutschland heute (P.R. Chamberg)

Cassell's German- English, English -German dictionary (Cassell)(latest ed., unabridged)

3, 9, 10, 11, 12

10, 11, 12

10, 11, 1210, 11, 12

10, 11, 1210, 11, 12

8,9

8, 9

10, 11,2

8, 9, 10, 11, 12

11, 12

12

10, 11, 12

8, 9, 10, 11, 12

Der Groae Duden:3and 1: Rechtschreibung 10, 11, 12i;and 2: Stilwbrterbuch 11, 12Band 3: Bildworterbuch 10, 11, 12Band 4: Grammatik 12Band 5: Fremdworterbuch 11, 12Bane. 6: Aussorachewftterbuch 11, 12

(Mannheim, Durlenverlag)

Der GroBe Duden: Bilduftterbuch 10, 11, 12der deutschen Sprache (London,Harrap)

Kinderduden (London, Harrap) 8

COURSE BOOKS and BOOKS FOR AURAL-ORAL PRACTICE

BRAIII, K. et al:

CREESE & GREEN:

DONOHUE, G.T. :

Deutsch als Fremdspzache 1 & 2 A/B 8, 9, 10(Stuttgart, Ernst Klett Verlag)(Slides. Records. Tapes)

German - A Structural Approach:Pre-ReaderBook 1 8, 9, 10Book 2 10, 11Book 3 12

(Oliver & Boyd) (Teacher'sManuals. Tapes)

Deutsch fUr uns (Angus & 8Robertson)

DUNGUORTH, D.: ErzAhlende Bilder (Harrao)

PEIX, I. & SCHLART, E.:Gespriche, Diskussionen, Aufsatze 12(Holt, Rinehart & Kinston)

FYFE: Stellen wir Fragen (London 9, 10, 11, 12University Press)

GRIESBACH, H. & SCHULZ, D.: Deutsche Sprachlehre fur AuslSnder 9, 10, 11, 12(MUnchen, Max Hueber) (Teac'her's

Book. Tests. Tapes. etc.)

JONES, B.:Lustiges Lernen 1, Es geht los 8, 9(University of London Press)

JONES, 3.:Lustiges Lernen 2, Es geht weiter 9, 10(University of London Press)

ancA 2: StilworterbuchBand 3: BildorterbuchBand 4: GrammatikBand 5: FremdworterbuchBanc: 6: Aussprachew8rterbuch

(Mannheim, Dudenverlag)

Der Grote Duden: Bildworterbuchder deutschen Sprache (London,Harrap)

11, 12

10, 11, 1212

11, 3211, 12

10, 11, 12

Kinderduden (London, Harrap) 8

COURSE BOOKS and BOOKS FOR AURAL-ORAL PRACTICE

BR.Wi1, K. et al:

CREESE & GREEN:

DONOHUE, G.T.:

Deutsch als Fremdsprache 1 & 2 A/D 8, 9, 10-(Stuttgart, Ernst Klett Verlag)(Slides. Records. Tapes)

German - A Structural Approach:Pre-Reader 8Book 1 8, 9, 10Book 2 10, 11Book 3 12

(Oliver & Boyd) (Teacher'sManuals. Tapes)

Deutsch ffir uns (Angus & 8Robertson)

DUNGUORTH, D.: Erzahlende Bilder (Harrap)

FEIX, I. & SCHLART, E.:Gesprache, Diskussionen, Aufsatze 12(Holt, Rinehart & Winston)

FYFE:Stellen wir Fragen (London 9, 10, 11, 12University Press)

GRIESBACH, H. & SCHULZ, D.: Deutsche Sprachlehre fttr Auslander 9, 10, 11, 12(Mtinchen, tax Huaber) (Teacher'sBook. Tests. Tapes. Orc.)

JONES, B.: Lustiges Lernen 1, Es geht los 8, 9(University of London Press)

JONES, 3.:Lustiges Lernen 2, Es geht weiter 9, 10(University of London Press)

JONES, B.:Lustiges Lernen 3, An Ziel (U.L.P.)

KESSLER, H.:

KOSLER, G.:

KOSLER, G.:

LEOPOLD, K.:

LEVY, G.:

Deutsch fur Auslander

(Keinigswinter, Verlag far

Sprachmethodik) (Teacher's Manual,etc.)

Practical approach to Germangrammar (William Brooks)

Sprechen Sie Deutsch!('lilliam Brooks)

Introducing German (Sydney,Angus & Robertson)

Pattern drills in German(London, Pitman)

8, 9, 10, 11, 12

9, 10, 11, 12

8

9, 10, 11, 12

10, 11, 12

LOHNES, W. & STROTHMANN, F.:

MacGREGOR, D. F. :

MADRIGAL, M. & HALPERT, T.:

RENDER, H. t al.:

- 16 -

German - A structural approach 9, 10, 11, 12(Norton) (Teacher's Manual)

oderner Deutschkurs:Book I - Wir fangen an 8(Obungsheft)

Book II - Die Sondermarke 9Book III - Wir gehen weiIer 10Book IV - Wir sind soweit 11

(Melbourne, Thomas C. Lothian)

See it and say it in German 9, 10, 11, 12(New York, Signet Language Book)

Deutsch: Verstehen und Sprechen: 8

Kurs fur Ananger (Holt, Rinehart& Winston) (Teacher's Manual. Tapes.Tests. etc.)

REHDER, H. et al.: Deutsch: Verstehen und Sprechen 8, 9, 10(Molt, Rinehart & Winston)

(Revised ed.) (Teacher's Manual.Tapes. Tests. etc.)

REHDER, H. et al.: Deutsch: Sprechen und Lesen (Holt, 11, 12Rinehart & Winston) (Teacher'sManual. Tapes. Records. Filmstrips)

RUSSON, L.J.:

RUSSON, A. & L.J.:

RUSSON, A. & L.J.:

RUSSON, A. & L.J:

SAGER, J.C.:

SAWERS, R.:

WEIL, R.:

'UBA, H.:

YOUNG, S. & BONNIN, G.M.:

YOUNG, S. & PEDDIE, B.:

A complete German course (Longmans)11, 12

A first German book (Longmans) 8, 9, 10

A second German book (Longmans) 10, 11, 12

Simpler German course for first 11, 12examinations (Longmans)

German structure drills (London, 10, 11, 12Pitman)

Was siehst du da? (Harrap) 8, 9

Deutsch in Frage und Antwort 10, 11(John Murray Ltd.)

Basic conversational German(New York. Holt, Rinehart &Winston) (Teacher's Manual.Iibungsbuch. Tapes)

A/B

Tell Me - Discovering a new 9, 10, 11, 12,language - Teacher's book: German.(Queensland University Press)

Tell me - Discovering a new 9, 10, 11,.12language - Class book.

0 .Book I - Wir fangen an 8(Ubungsheft)

Book II - Die Sondermarke 9Book III - Wir gehen werier 10Book IV - Wir sind soweit 11

(Melbourne, Thomas C. Lothian)

MADRIGAL, M. & HALPERT, T.: See it and say it in German 9, 10, 11, 12Caw York, Signet Language Book)

REHDER, H. et al.: Deutsch: Verstehen und Sprechen: 8Kurs fir AnfAnger (Holt, Rinehart& Winston) (Teacher's Manual. Tapes.Tests. etc.)

REHDER, H. et al.: Deutsch: Verstehen und Sprechen 8, 9, 10(Holt, Rinehart & Winston)

(Revised ed.) (Teacher's Manual.Tapes. Tests. etc.)

REHDER, H. et al.: Deutsch: Sprechen und Lesen (Holt, 11, 12Rinehart & Winston) (Teacher'sManual. Tapes. Records. Filmstrips)

RUSSON, L.J.:

RUSSON, A. & L.J.:

RUSSON, A. & L.J.:

RUSSON, A. & L.J:

SAGER, J.C.:

SAWERS, R.:

WEIL, R.:

WERBA, H.:

YOUNG, S. & BONNIN, G.M.:

YOUNG, S. & PEDDIE, B.:

A complete German course (Longmans)11, 12

A first German book (Longmans) 8, 9, 10

A second German book ( Longmans) 10, 11, 12

Simpler German course for first 11, 12examinations (Longmans)

German structure drills (London, 10, 11, 12Pitman)

Was siehst du da? (Harrap) 8, 9

Deutsch in Frage und Antwort 10, 11(John Murray Ltd.)

Basic conversational German(New York. Holt, Rinehart &Winston) (Teacher's Manual.Obungsbuch. Tapes)

A/B

Tell Me - Discovering a new 9, 10, 11, 12,language - Teacher's book: German.(Queensland University Press)

Tell me - Discovering a newlanguage - Class book.

(Queensland University Press)

A.L.M. German - Level 1(imd York. Harcourt, Brace &

World) (Exercise Book. Tapes.Records. Teacher's Edition)

A.L.M. German - Level 2

(Neu York. Harcourt, Brace &World) (Teacher's Manual. Tapes.Records)

9, 10, 11, 12

8, 9, 10

umw.A.urna. =wawa

-17-BLAASCH, H -U.:

Deutsch als Fremdsprache I. 8, 9, 10StrukturObungen und Tests -Volume 1. (Stuttgart, ErnstKlett Verlag)

BLAASCd, H -h7.:Deutsch als Fremdsprache I. 11, 12Strukturabungen und Tests -Volume: 2. (Stuttgart, ErnstKlett Verlag).

DRATH, V.H. & GRAF, 0.G.: Typisch deutsch? (London. Holt, 11, 12Rinehart & Winston)

HOOK D.D. & STRASSER, G.F.: Fahrt ins Weiss-Blaue (Harrap) 10, 11

JOHNSON, V.: Erzhhlt as (Pergamon Press) 8, 9, 10

LECHNER, M.:Deutsch als Fremdsprache I. 8, 9, 10Dialogische Obangen - Volume 1.(Stuttgart, Ernst Klett Verlag)

LECHMER, M.:Deutsch als Fremdsprache I. 11, 12Dialogische Ubungen - Volume 2.(Stuttgart, Ernst Klett Verlag)

LEOPOLD, K.:Deutsche Teenager von haute 9, 10, 11(Sydney, Angus & Robertson)

McGLASHAN, L. & COLLINS, P.: Mit anderen Norton (comprehension 11, 12and composition) (Harrap)

MARCUS, E.:Deutsche Jugend von haute (New 11, 12York. Holt, Rinehart & Winston)

RUSSELL: C.V. & t7ILLIG, P.L.: German tests without translation 10, 11, 12(Pnrgamon Press)

St. LEON, S. &Allerhand von aberall (Sydney, 11, 12NOVAK-NIEMELA, J.: Novak)

SANERS, R.:Was sidhst du da? (Harrap) 8, 9

SKILTON, M.:Deutsche Texts und 11, 12Wortschatztibungen (Pergamon Press)

WAGNER, G.W. & REStJHR, J.: Aufsatzabungen (Brisbane, 9, 10, 11, 12Universityof Queensland Press) -A programmed wolt:book.

WALTER, HEINZ & HOLT:

WALTER, HEINZ & HOLT:

WHITTON, K.S.:

Verstehen und Erzahlen - Part 1 9, 10(Melbourne, Hawthorn Press)

Verstehen und Erzahlen - Part 2 11, 12(Melbourne, Hawthorn Press)

Advanced Nacherzahlune Per

1

BLAASCH, Deutsch als Fremdsprache I.

Strukturtbungen und Tests -Volume 2. (Stuttgart, ErnstKlatt Verlag)

DRATH, V.H. & GRAF, 0.G.: Typisch dcutsch? (London. Holt, 11, 12Rinehart & Winston)

HOOK D.D. & STRASSER, G.F.: Fahrt ins Uciss-Blaue (Harrap) 10, 11

JOHNSON, V.: Erzthlt as mir! (Pergamon Press) 8, 9, 10

LECHNER, M.: Deutsch als Fremdsprache I. 8, 9, 10Dialogische Ubungen - Volume 1.(Stuttgart, Ernst Klett Verlag)

LECHNER, M.: Deutsch als Fremdsprache I.

Dialogisthe Ubungen - Volume 2.(Stuttgart, Ernst Klett Verlag)

LEOPOLD, K.: Deutsche Teenager von haute 9, 10, 11(Sydney, Angus & Robertson)

McGLASHAH, L. & COLLINS, P.: Mit anderen Norton (comprehension 11, 12and composition) (Harrap)

MARCUS, E.:Deutsche Jugend von haute (New 11, 12York. Holt, Rinehart & Winston)

RUSSELL: C.V. & WILLIG, P.L.: German tests without translation 10, 11, 12(Pargamon Press)

St. LEON, S. £ Allerhand von Moral]. (Sydney, 11, 12NOVAK-NIEMELA, J.: Novak)

SAERS, R.: Was siehst du da? (Harrap) 8, 9

SKILTON, M.: Deutsche Texte und 11, 12WortschatzUbungen (Pergamon Press)

WAGNER, G.W. & RESUHR, J.: Aufsatelbungen (Brisbane,University of guecnsland Press) -A programmed workbook.

WALTER, HEINZ & HOLT:

WALTER, HEINZ & HOLT:

WHITTON, K.S.:

WHITTON, K.S.:

9, 10, 11, 12

Verstchen und Erahlen - Part 1 9, 10(Melbourne, Hawthorn Press)

Verstehen und Erahlen - Part 2 11, 12(Melbourne, Hawthorn Press)

Advanced Nachcrahlungen (Pergamon 12Press)

Nundcrt Nadherahlungen (Pergamon 9, 10Press)

.veaupe, sudden than

READERS

BALA31, E

BAUER, E.U. & B.:

BORCHEIC (ed. by A.E.. Hornscy):

DAVIDSON, R.:

DRATH, V.H. & GRAF, 0.G.:

EIKE,

FROBEUIUS, L.:

FAL:ICH, N.:

RAPP, J.:

- 18 -

Emu bittchen schwcizcr Luft (Rigby) 10, 11

Quer durchs deutsche Leben (New 11, 12

York. Holt, Rinehart & Winston)

Selected short stories (Pergamon 12

(Press)

Aktuell aufgonommen (Longman) 12

Typisch deutsch? (London. Holt, 11, 12

Rinehart & Winston)

10, 1, 12

"Das Husterkind" and other 10 11,

Krimis (Short detective plays)

(Longman)

classroom plays (Longman)

Leichte Erzahlungen (Harrap)

Gestern und heute (Longman)

10

12

HOOK, D.D. & STRASSER, G.F.: Fahrt ins Weiss-81aue (Harrap) 10, 11

HUME, G.:

JONES, B.:

KASTNER, E.:

KASTNER, E.:

KASTNER, E.:

KXSTWER, E.:

KIPPHARDT, H.:

KONIGSBERG, C.I.:

KRENZER, R.:

In Deutschland erlebt (Universityof London Press)

Ncues aus Dinkelstadt (University 10, 11

of London Press)

Emil und die Detektive (Klett 12

Easy Readers. Stuttgart, Ernst

Klett Verlag)

Mein Onkel Franz (Klett Easy 10

Readers. Stuttgart, Ernst Klett

Verlag)

Ptinktchen und Anton (Macmillan) 11, 12

Drei Manner im Schnee (Klett easy 12

readers. Stuttgart, Ernst Klett

Verlag)

Der Hund des Generals (ed. W.E. 12

Anderson) (Harrap)

Ferien mit Schutt. (Cambridge 10, 11

Geschichten von der Stadt. 9

Sachhefte fUr die Grundschule.(Frankfurt AM, Hirsch-graben-Verlag)

University Press)

4

L.J. F. B.:Ouer durchs deutsche Leben (ilew 11, 12York. Holt, Rinehart & Winston)

BORCHEM (ed. by A.E. Selected short stories (Pergamon 12Hornsey): (Press)

DAVIDSON, R.:Aktuoll aufgenommen (Longman) 12

DRATH, V.H. & GRAF, 0.G.: Typisch deutsch? (London. Holt, 11, 12Rinehart & uinston)

EIKE, 1.: Krimis (Short detective plays) 10, 11,(Longman)

FROBENIUS, L.: "Das Musterkind" and other 10 11,classroom plays (Longman)

FRUHLICH, M.:Leichte Erzahlungen (Harrap) 10

HAPP, J.:Gestern und haute (Longman) 12

HOOK, D.D. & STRASSER, G.F.:

HUME, G.:

Fahrt ins Weiss-Blaue (Harrap) 10, 11

In Deutschland erlebt (Universityof London Press)

JONES, B.: Neues aus Dinkelstadt (University 10, 11of London.Press)

KXSTNER, .: Emil und die Detektive (Klett 12Easy Readers. Stuttgart, ErnstKlett Verlag)

KASTNER, E.: Mein Onkel Franz (Klett Easy 10Readers. Stuttgart, Ernst KlettVerlag)

KASTNER; E.: Panktchen und Anton (Macmillan) 11, 12

KASTNER, E.: Drei Manner im Schnee (Klett easy 12readers. Stuttgart, Ernst KlettVerlag)

KIPPHARDT, H.: Der Hund des Generals (ed. .E. 12Anderson) (Harrap)

KoNIGSBERG, C.I.: Ferien mit SchuB (Cambridge 10, 11University Press)

KRENZER, R.:Geschichten von der Stadt. 9Sachhefte far die Grundschule.(Frankfurt VII, Hirsch-graben-Verlag)

KREUZENAU, N.: Four graded Novellen -1. Fremde in Dinkelburg 112. Der Kleine Bargermeister

stirbt3. Der junge Landstreicher 124. Der Willmar 12

LEAH, G.U.:

5., Die Belagorung von Dinkelburg 12(Hutchinson)

6. Der Irrgarten 12

Ein tadlicher Unfall (Harrap) 10

12

-.L-unouns

LEOPOLD, K.:

LEOPOLD, K.:

LOP, S., NALLBERG, I. &ROSENTHAL, D.:

MARCUS, E.:

MARCUS, E.:

NICHOLSON, J.A.:

NICHOLSON, J.A.:

OAKLEY & OSCHATZ:

ORTON, E.:

ORTON, E.:

ORTON, E.:

PHELPS & STEIN:

RADO, M.:

RENDER, H. et al.:

RICHMOND & KIRBY:

RUSSON, A. & L.J.:

RUSSON, A. & L.J.:

SAVIGNY, W.B.:

SAVIGNY, W.B.:

- 19 -

Ein 1\bentcuer in Deutschland(Angus & Robertson)

Nora aus der Premde(Angus z Robertson)

10

10

Vier Under - Eine Sprach°(A Series)

(a) DieBundesrepublik

10, 11, 12(o) Die Deutsche Demokratische 10, 11, 12Republik(c) bsterreich

10, 11, 12(d) Die Schweiz10, 11, 12(Longman)

Deutsche Jugend von heute11,12(Holt, Rinehart & Winston)

Wir reisennach Deutschland

11, 12(Holt, Rinehart & Winston)

A simpleGerman reader (Harrap) 10

A secondGerman reader (Harrap) 11, 12

Briefe aus Oberhausen(Edward 11Arnold

Publishers Ltd.)

Agent Y13 (Harrap)10, 11

Raise nachHamburg (Longman)

10, 11

Raise nach Schwaben (Longman) 10, 11

The German(Holt, 12Rinehart & Winston) (Rev.)

Begegnungen von A bis Z12(Heinemann)

Lesen and Denken (New York. Holt, 12Rinehart & Winston) (Teacher'sManual. Tapes)

Auslese(McGraw-Hill)

11, 12A first German reader

(Longmans) 8, 9A second German reader (Longmans) 10

Hoiteres zum Lesen (Humorous Short 8, 9, 10Stories for 2nd and 3rd Years)(Pergamon Press)

Heitres zum Sni

LOF, S., MALLBERG, I. &ROSENTHAL, D.:

(Angus n Robertson)

Vier Lander - Eine Sprache(A Series)

(a) Dia Bundesrepublik 10, 11, 12(b) Die Deutsche Demokratische 10, 11, 12

Republik(c) bsterreich 10, 11, 12(d) Die Schweiz 10, 11, 12

(Longman)

MARCUS, E.: Deutsche Jugend von heute 11, 12(Holt, Rinehart & Winston)

MARCUS, E.: Wir raison nach Deutschland 11, 12(Holt, Rinehart & Winston)

NICHOLSON, J.A.: A simple German reader (Harrap) 10

NICHOLSON, J.A.: A second German reader (Harrap) 11, 12

OAKLEY & OSCHATZ: Briefe aus Oberhausen (Edward 11

Arnold Publishers Ltd.)

ORTON, E.: Agent Y13 (Harrap) 10, 11

ORTON, E.: Raise nach Hamburg (Longman) 10, 11

ORTON, E.: Raise nach Schwaben (Longman) 10, 11

PHELPS & STEIN: The German heritage (Holt, 12

Rinehart & Winston) (Rev.)

RADO, M.:

RENDER, H. et al.:

MOND & KIRBY:

RUSSON, A. & L.J.:

RUSSON, A. & L.J.:

SAVIGNY, N.B.:

SAVIGNY, W.B.:

SCHOTER, R.:

SCHOTER, R.:

SEIDMANM, G.:

SEIDANN, G.:

Begegnungen von A bis Z 12

(Heinemann)

Lesen and Denken (New York. Holt, 12Rinehart & Winston) (Teacher'sManual. Tapes)

Auslese (McGraw-Hill) 11, 12

A first German reader (Longmans) 8,

A second German reader (Longmans) 10

9

Heiteres zum Lesen (Humorous Short 8, 9, 10Stories for 2nd and 3rd Years)(Pergamon Press)

Heitres zum Spielen (First year 8pupils; read, speak and write)(Pergamon Press)

Lesebuch fUr Auslandsschulen -Book 1 (Frankfurt, Verlag MoritzDiesterweg)

Lesebuch fur Auslandsschulen -Book 2 (Frankfurt, Verlag MoritzDiesterweg)

Deutsche Dialoge (University ofLondon Press)

Die englische Elisabeth (Longmans) 10

. .

=MIMI, G.:

ULRICI:

-20-

Nicht 0.1Setzen: 10

(LOntranS)

stir erieben ein Geheimnis

(Blackie)

Von HOFE, H.: Im Wendel der Jahre (Holt, 11, 12

Rinehart & Winston) (4th nation)

Von HOFE, M.: Die Mittelstufe (New York. Holt, 12

Rinehart & "linston)

WAHNER, H.: Co-Pilot Mutcsius (Blackie) 11

TIEBER, GroBe deutsche Stadte. Sachhefte 9

fUr die Grundschule. (FrankfurtA/n, Hirschgraben-Verlag)

WETTER, E. (ed. K. Creese): Rettendc FlUael (Oliver & Boyd) 10, 11

WILLIAMSON, A.M.: Sieben Erzhhlungen (Uarrap) 10

WoHLEGEMUT, G. & BERGLUND: Deutschland haute (U.R. Chamberg) 10, 11

New Oxford German Readers:

REDING, J.: Silberspeer und rotor Reiher 10

(Oxford)

SCHWAB, G.: Herz auf vier Heinen 10

(Oxford)

SCIIENGER, : Die unheimliche !Caste 10

(Oxford)

Oxford Rapid Reading German Texts:

STRONG, P.:

STRONG, P.:

:IA' T.HErIS , P.:

ROGGEVEEN , L.:

Z:IICK, II. :

RUSSON, L. J. :

:

Der Doppelganger - Series A

Der grope Uhbekannte - Series B

Krumel als Detektiv - Series B

Der radiocletektiv - Series D

Das sohwarze Segel - Series C

Spa muS sein - Series C

Sieben Jungen und ein HundSeries C

The Pixi reader series 8, 9(Carlsch Verlag)

Mary Glasgow Publications:

(Blackie)

Von HOFE, H.: /mi Wendel der Jahre (Holt, 11,

12

12Rinehart & Winston) (4th Edition)

Von HOPE, H.: Die Mittelstufe (New York. Holt,Rinehart & "Tinston)

HAMER, H.: Co-Pilot futesius (Rlackic) 11

WEBER, H.: Grebe deutsche Haat°. Sachhefte 9fdr die Grundschule. (FrankfurtA/H, Rirschgraben-Verlag)

WETMR, E. (ed. K. Creese): Rottendc Fldsa (Oliver & Boyd) 10, 11

WILL/AMSON, A.M.: Sieben Erzhhltmgen (Uarrap) 10

WOHLEGEMUT, G. & BERGLUND: Deutschland haute (tI.R. Chamberg) 10, 11

New Ixford German Readers:

REDING, J.: Sfaberspoer und rotor Boiler 10(Oxford)

SCHWAB, G.: Herz auf vier Heinen 10(Oxford)

SCUWENGER, Die unheimliche Kiste 10(Oxford)

Oxford Rapid Reading German Texts:

STRONG, P.:

STRONG, P.:

:IMMO TS, P.:

ROGGEVEEN, L.:

V.IICK, II.:

RUSS011, L.J.:

RIEMAITII, K.:

Der Doppelganger - Series i.

Der grol3e Unbekannte - Series

Krumel als Dotektiv - Series D

Der natliodetektiv - Series n

Des schwarze Segel - Series C

apa mud sein - Series C

Sieben Jungen und ein fund -Series C

The reader series(Carlsch Verlag)

8, 9

Mary Glasgow Publications:

Die drei Freund° 9, 10

Karl und Christa 10, 11

Der rote blitz 10, 11

Von der Alster bis zum Mond 10, 11

'ir waren vier (Teil 1) lb, 11

ir waren vier (Toil 2) 10, 11

MAGAZINES and MISCELLANEOUS

FIFE:

LANGENSCHEIDT:

GLASGOU, M. & BAKER:

GLASG07, M. 6 BAKER:

GLASGOW, M. & BAKER:

POETRY

BRUNS, F.:

COLEMAN, E.S. (od.):

- 21 -

Vorhang auf (4 plays) 11, 12

Kreuzwortratselheft 9. 10, 11, 12(London. Australian distributor:Bernard Robinson, Newcastle, M.S.".)

Stellon wir Fragen (London 9, 10, 11, 12University Press)

Sprachillustrierte far den Schul'- 10, 11, 12und Unterrichtsgebrauch

(Mtinchen,Goethe/nstitut)

Des Beste aus Readers" Digest

Bunte Illustrierte10, 11

Hobby

Lilliput

Das Rld8, 9

Schutt9, 10

Dor Roller(Distributors for 11

Australia: Bernard Robinson,Newcastle, N.S.W.)

Scala

Die Lese der deutschen Lyrik(Appleton, Century, Crafts)(Paperback)

Stine en aus dam StundenglasDeutsche Gedichte und Lieder.(Englewood Cliffs, New Jersey,Prentice-Hall)

FORSTER, L. (ed.):The Penguin book of German verse(Penguin)

GRAY, R.D. (ed.):An introduction to German poetry(Cambridge University Press)

GRAY, R.D.:Poems of Goethe - A Selection,with Introduction and Notes.(Cambridge University Press)

MAGAZINES and MISCELLANEOUS'

FYFE:

LAVIGIIISCHEIDT:

GLASGOW, M. & BAKER:

GLASGOW, M. & BAKER:

GLASGOW, II. & BAKER:

oetur Awinsen, i4eucastic:,

Stollen wir Fragen (LondonUniversity Press)

9, 10, 11, 12

Sprachillustrierte fair den Schul- 10, 11, 12and Unterrichtsgebrauch (Mdnchen,Goethe-Institut)

Das Besl'e aus Readers" Digest

Bunts Illustrierte

Hobby

Lilliput

Das Rad 8, 9

SchuB 9, 10

Der Roller (Distributors for 11Australia: gernard Robinson,Newcastle, N.S.W.)

Scala

POETRY

BRUNS, F.:

COLEMAN, E.S. (Oc1.):

FORSTER, L. (ed.):

GRAY, R.D. (ed.):

GRAY, R.D.:

LEO, E.J. (ed.) :

RUFF, E. (ed.):

SCHULZ, G. (cd.) &SAMUEL, R.N. (Intro.):

STEINBERG, S.N. (ed.):

Die Lese der deutschen Lyrik

(Appleton, Century, Crofts)(Paperback)

Stimmen aus dem StundenglasDeutsche Gedichte and Lieder.(Englewood Cliffs, New Jersey,Prentice-Hall)

The Penguin book of German verse(Penguin)

An introduction to German poetry(Cambridge University Press)

Poems of Goethe - A Selection,with Introduction and Notes.(Cambridge University Press)

German ballads (Englewood Cliffs,New Jersey, Prentice-Hall)

Fifty German folksongs (Sydney,Angus & Rdbertson)

German verse - from 16th-20thCentury (Macmillan)

Fifteen German -poets - FromHolderlin to George (London,Macmillan)

111.1.

- 22 -

SONG BOOKS

GEBHARDT, R.: Deutsche Yolks lieder Inchon,

Max Huc.b, er)

GERD:ME, H.P. et al.: Bruder Singer. Lieder unsexesVolkcs (Kassel, BArenreiter Verlag)

JUGENDHAUS, Dusseldorf kltenberger Singebuch (Freiburg(Compilers): Breisgau, Christophorus-Verlag

Herder)

KNORR, von E. & L. (ed.): Deutsche Volkslieder. 168Volkslieder und volkstftliche Lieder(Stuttgart, Reclam Jun.)

KUHN, M.: MaCht das Tor auf! Alte deutscheKinderlieder, Reime, Scherze undSingsnielc (Konigstein, Taunus,Langewische)

MULLER, R. & ?OACK, A.B.: Klingende Heimat. Eine Sarm'lungder sch8nsten deutschen Volkslieder(Hanburg, Musikverlag Hans Silorski)

RUFF, 3. (ed.) : Fifty German folksongs (Sydney,Angus & Robertson)

HAPS

SAMUEL, R. & HAJDU, J.: The German-speaking countries ofCentral Europe (Sydney, Angus &Robertson)

Additional recommended titles may be circulated from time to time.

GERICKE, H.P. et al.: Druder Singer. Lieder unseresVolkcs (Kassel, Bdrenreiter Verlag)

JUGENDHAUS, Dhsseldorf(Compilers):

KNORR, von E. & L. (ed.):

KUHN, M.:

MULLER, R. & MACK, A.B.:

Altenberger Singebuch (Freiburgin Breisgau, Christophorus-VorlagHerder)

Deutsche Volkslieder. 168Volkslieder und volkstfinliche Lieder(Stuttgart, Reclam Jun.)

ilacht das Tor auf! Alto deutscheKinderlieder, Reime, Scherze undSingspielc (Konigstein, Taunus,Langewische)

Klingende Heimat. Eine Sammlungder schansten deutschen Volkslieder(Hamburg, Musikverlag Hans Silorski)

RUFF, E. (ed.): Fifty German folksongs (Sydney,Angus & Robertson)

MAPS

SAMUEL, R. & HAJDU, 3.: The German-speaking countries ofCentral Europe (Sydney, Angus &Robertson)

Additional recommended titles may be circulated from time to time.