Study guide for TCT in German [June 1983]

STUDY GUIDE FOR TeT IN GER~iAN
PUBLJ ShED BY
GEORGIA DEPARTMENT OF EDUCATION GEORGIA TEACHER CERTIFICATION TESTING PROGRAM
ATLANTA J GEORGIA 30334

National Evaluation Systems. Inc., has prepared for distribution by the Georgia Departl'1ent of Education the set of content objectives found in this Study Guide. These objectives have been verified as important content requirements for initial certification. Not all of the listed objectives have had test items written for them. The selected objectives have not been identified. All objectives which appear here are certification requirements and a sampling of them will be tested When the project to develop the Georgia Teacher Certification Tests (TeT) was ~egun in November 1976. an Ad Hoc Committee ~omposed of Georgi a eaucators was appointed to work with NES on each TeT. Trle function of these Ad Hoc Committees was to review all NES-generated materials with a goal of making the materials more reflective of Georgia education needs. The first step in the test development process was that of cont.ent domain specification. Educators identified all content knowledge that an appl icant would need to know to function effectively in a Georgia school. This content was further defined into content objectives, which were sent to currently practicing Georgia educators for verification. These educatol's provided actual ratings of the "job-relatedness" of the content object;ves. At that point, it was possible to identify. from the original domain specification. the extent of essentiality of specific content skills for successful performance on the job. Test items were written for the most essential objectives which spanned the content of the field. The purpose of providing objectives is to explicitly define the content required of an applicant for certification in this field. Further. the statement of these objectives should assist in preparing for the cr"iterion-reference content knowledge test. We encourage appl icants to study these materials, which will enhance their understanding of the content field and alleviate any unnecessary concerns about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a rewarding career in education.
If you have questions or desire fut'ther information, contact:
Performance-Based Certification Division of Staff Development 1858 Twin Towers East Atlanta. Georsia 30334 (404) 656-255q
Georgia Department of Education Charles McDaniel. State Superintendent of Schools

The Georgia Department of Education ~ishes to express its appreciation to th~ group of Georgia educators listed below who volunteered their time and expertise to develop this study guide.

John Austin. Chairman Department of Foreign Languages Georgia State University

August de Berdt

Gisela Griffin

Department of Foreign Languages Foreign Language Coordinator

Berry College

DeKalb County Schools

Rona F. Flippo, Consultant to Committee Georgia Department of Education

June 1983 Georgia Department of Education
Atlanta, Gecrgia

G':'r9~~ f'::'lCher Certif~cation Program Study Guide fur TeT in German (Field: 19)
Intj'oductiofl
This Study Guide is for persons preparing to take the Georgia Teacher Certification Test (TeT) in German. The test is d1vidad into four "subareas": (1) Grammar, (2) Usage, (3) H~itory, Geography and Literature and (4) Listening and Oral Skills. This listing also reflects the rlat1ve weight of each subarea on the t~st, i.e., s~ction (1) has the largest number of items and section (4) the smallest. Within subarea (3), questions on history represent approximately 60S of the test items; questions on geography and literature represent around 20% each.
This Study Guide includes a listing of the specific "content objectives" for each of the four subareas, followed by titles of reference and review materials which the members of the committee hope will be of assistance to candidates who feel they have weaknesses in that area. These titles should be available at college/university libraries or at the library of the Goethe Institute in Atlanta.

CONTENT OBJECTIVES FOR SUBAREA I: GRAMMAR
Demonstrate an unders tanding of the formation and usage of nouns in the nominatl.ve cuse. Demonstrate an understanding of the formation and uaage of noUlls in the dative case. Demonstrate an understanding of the formation and uaage of nouns in the accusative cas(~. Demonstrate an understlUld1ng of the formation and usage of nouns in the genitive caee. Identify the plural form of a given noun. Use a given irregular noun in a sentence. Supply the correct form of the modal in a given tense. Use the active or passive voice in a sentence. Supply the principal parts of a given weak verb. Supply the principal parts of given strong verb. Supply the principal parts of a given mixed verb. Supply the principal parts of a given irregular verb. Demonstrate an understanding of how verbs function as determinants of case.
Demonstrate the ability to use the infinitive with zu constructions.
Demonstrate an understanding of the formation and usage of the subjunctive I and II. Use direct or indirect diecourse in a sentence. Demonstrate an understanding of the formation and usagE: ot the conditional. Demonstrate an understanding of the formation and usag~ of the conVt;CSl'c j onal past tenSt; (the perfect tense). Demonstrate an un de rstanding of the formation and usage of the past perfect tense. Demonstrate an understanding of the formation and usage of participles" Demonstrate an understanding of the formation and usage of the present tense. Demonstrate an understanding of the formation and usage of the imperfect tense" Demonstrate an understanding of the formation anj usage of thE future tense (;velLden plUS infin iti va) Express a given sentence as a command (i.e formal or informal, positive or nega::ivc), Write a sentence containing a modal aux~liary and a main verb in the preseat 01" imperfect tense. Demonstrate the ability to recognize and use verbs with scpa rahle or inSCjJdr;.t>le prefixcc;.
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CONTENT OBJECTIVES FOR SUBAREA II: USAGE
Express a given infinitive as a noun. Combine sentC!nces using relative pronouns. Employ a reflexive pronOlUl ill a sentence. Employ a personal pronoun In 4 sentence. Translate an intensive pronowl ~&ed in a sentence. Replace a noun (or nO'111 phrase) with a demonstrative pronoun. Demonstrate an Wlderstandir.g of the uses of interrogative pronouns. Demonstrate an understand1ng of the agreement bet~een nouns and adjectives. Use the comparative and/ol." superlative forms of adjectives. Identify the form of a possessive adjective which refers to a noun. Use an adjective as a noun in a sentence. Use the comparative and/cr superlative forms of irregular ad~ectiveso Construct a cpntraction and/cr use one in a sentence. Demonstrate an understanding of how prepositions function as determinants of case.
Demonstrate an understanding of da- and wo- compounds.
Identify the correct word order of a sentence which includes a finite (conjugated) verb and two clauses joined by a conjunction. Demonstrate comprehension of a given German text. Translate a short passage from German to English, or English to German. Demonstrate knowledge of regular correspondence between English and German sounds and words, e.g., in initial position:
Eng t. Gm z Eng t.h Gm d
Demonstrate a knowledge of frequently used German words and idiomatic expressions (e.g., as listed in Oebler, G!WYldwoWc.ha.tz Veu.t6c.h, Klett Vedag). Dt.'ffionstrate an understanding of the uses of extended participial phrases.
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SUGGESTED MATERIALS FOR SUBAREA I (GRAMMAR) AND SUBAREA I I (USAGE)
A good, recent, complete reference grammar, such ~s: Duden-Grammatik (Mannhefm) Schulz-Griesbach, Grammatlk der deutschen Sprache (MCnchen) Helbig-Buscha, Deutsche Gralllmat1k: Eln Handbuch fUr den AuslHnder'" unterricht (leipzig) Hammond, A German Reference Grammar (Oxford Univ. Press) Sparks-Vai1, German in Review (Harcourt) (intermediate level)
CONTENT OBJECTIVES FOR SUBAREA I'll: HISTORY J LITERATURE & GEOGRflP!-lf
Identify the significant aspects of Charlemagne's reign which relate to the beginnings of Germanic culture. Identify the major figures, events, and characteristics of the Gennanic Kingdoms during the Middle Ages (919-1268). Identify major events and figures of Germany during the Reformation (1261-1718). Identify the major events and figures of Germany during the period from 1658 to 1871 (Age of Rationalism, Enlightenment, German Idealism, and Romanticism). Identify the major figures, events, and the!l"es of Germany's involvemenr: in world Wal I and the resulting struggle for democracy (1914-1933). Demonstrate an understanding of major events and figures in German history from 1870 to the present. Identify the major characteristics of West Germany's present system of govern~cnL. Identify the foundations and political systems of East Germany. Identify the major mountain areas and rivers of Germany. ldenti fy the characteristics of the major cities of Germany. Identify major German artists and their works. Classify major German composers according Lo peciod and/or compositions, Ident ify the maj or re ligi ons dnd religious denomi nat 10tlt; of Ge IllklIP{" Identify the naUles, dates an':! descriptions of hoI idayl; obHerved in Germany. Identify the most popular leisure activities of the German peop}/'. Identify the characteristics and representative diHhes of German cuisine. Identify traditional German dress by the regiC'n in 'Which it is worn. Ident ffy cultural trends in contemporary German life 0 Demonstrate an understanding of German etiquette 0
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Identify the major forms of transportation used in Germany. Identify the most popular sports in Germany. IJentify the major characteristics of Ge~n education. Evaluate current career opportunities ~elQted to the German language. Identify major German authors by nam.e. works. and/or t1.me period. Define a given literary term"

SUGGESTED MATERIALS Fon SUBAREA. III (HI~Tf~RYI GEOGRAPHY & LITEPATURE)

A solid history of German literature. such as: Martini. Deutsche Literaturgeschichte (Kr8ner)
An introduction to the study of literature, such as: Rutkowski-Reichmann, Das Studium der deutschen Literatur (Philadelphia: National Carl Schurz Association) or: Merrifield, Praktischc Anleitung zur Interpretation von Dichtung (Univ. Press of America)
A history of Germany. such as: Tenbrook. Deutsche Geschichte (Hueber)
Information on geography. political structure. etc such as: Tatsachen Uber Deutschland (new edition each year; available from Goethe Institute) also: various American texts. such as: von Hofe. 1m Wandel der Jahre (Holt) Koepke. Die Deutschen: Vergangenheit und Gegenwart (Holt)

IV: CONTENT OBJECTIVES FOR SUBAREA

LISTENING AND ORAL SKILLS

Read a given sentence aloud. using correct High German pronunciation and intonation. (oral)
Respond fluently in German to an orally administered question. (oral)
Liscen to a recording and distinguish among sounds or words which are similar. (Ustening)
Listen to a recQrding of a brief passage in German and answer questions based on ccmprehension of the passage. (oral)
\.;rite a sentence in Gtrman as it is dictated orally. (listening)

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SUGGESTED MATERIALS FOR SUBAREA IV: LI;;'jri,ili~' I\ND ORAL SKILLS

Material on German phonetics, such as: Kreuzer-Pawlow~ki, Deutsche Hochlautung (~ L~ ~apes) (Klett)

Material for aural Verstehen Sie

comprehension das? Uebungen

drill zum

sHArvseurcsht~..n'~.niY

(with tape) (Hueber)

Hoerschelmann, Das Schiff Esperanzi (Text~usgabe with tape) (Klett)

(these and many others are available 'rem the library of the Goethe Institute)

Also, for general purposes:

A list of the most frequent German vocaD~'6;!. such as: Oehler, Grundwortschatz Deutsch (Klett\ tdlso Uebungsheft)

Oehler, Grund- und Aufbauwortschat2 Dautscn (Klett)

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