Instructor’s Annotated Edition • Teaching Considerations Orienting Students to the Student Textbook Because SAG MAL, Fourth Edition, treats interior and graphic design as an integral part of students’ language-learning experience, you may want to take a few minutes to orient students to the student textbook. Have them flip through one chapter, and point out that the chapters are all organized exactly the same way, with two short lessons and a concluding Weiter geht’s section. Also point out that the major sections of each lesson are color-coded for easy navigation: green for Kontext; orange for Fotoroman; red for Kultur; blue for Strukturen, Zapping, Kurzfilm, and Wiederholung; and purple for Weiter geht’s and Wortschatz. Because of these design elements, students can be confident that they will always know “where they are” in their textbook. Emphasize that sections are self-contained, occupying either a full page or a spread of two facing pages, thereby eliminating “bad breaks.” Finally, call students’ attention to the use of color to highlight key information in elements such as charts, diagrams, word lists, activity models, titles, and help boxes such as Achtung!, Tipp, and Querverweis. Flexible Lesson Organization SAG MAL, Fourth Edition, uses a flexible lesson organization designed to meet the needs of diverse teaching styles, instructional goals, and institutional requirements. For example, you can begin with the chapter opening page and progress sequentially through a chapter. If you do not want to devote class time to grammar, you can assign the Strukturen explanations for outside study, freeing up class time for other purposes, such as developing oral communication skills; building listening, reading, and writing skills; learning more about the German-speaking world; or working with the video program. You might decide to work with the Weiter geht’s section in order to focus on students’ reading skills and their knowledge of German-speaking regions. On the other hand, you might prefer to skip these sections entirely, or to draw from them selectively, depending on your classroom needs and the interests of your students. If you plan on using the SAG MAL, Fourth Edition, Testing Program, however, be aware that its tests and exams check students’ command of language presented in Kontext and vocabulary called out in text and charts on the Strukturen pages. The language presented in the Nützliche Ausdrücke boxes of the Fotoroman and the Deutsch im Alltag boxes on Kultur pages is not tested. Identifying Active Vocabulary All words and expressions taught in the Kontext illustrations and lists are considered active, testable vocabulary. Likewise, new vocabulary called out in Strukturen, including tables, charts, and boxes, is considered active and testable. At the end of each chapter, Wortschatz provides a convenient one-page summary of the items that students should know and that may appear on tests or exams. The phrases and expressions in Fotoroman are not part of the active vocabulary load. You will want to point this out to students. General Teaching Considerations IAE-42 Teaching Considerations S36 Instructor’s Annotated Edition • Teaching Considerations Teaching Considerations
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