Deutsch im Blick

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 INTRODUCTION

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 Table of Contents

Chapter 0 INTRODUCTION.............................................................................2

Chapter 1 ANKUNFT IN WÜRZBURG.......................................................... 13

Chapter 2 AN DER UNI.................................................................................51

Chapter 3 DER ALLTAG UND DAS STUDENTENLEBEN......................... 105

Chapter 4 FREIZEIT UND AUSGEHEN...................................................... 153

Chapter 5 FAMILIE, FESTE UND FEIERTAGE.......................................... 205

Chapter 6 DURCH DEUTSCHLAND UND DIE WELT REISEN................. 249

Chapter 7 GESUNDHEIT UND FITNESS.................................................... 301

Chapter 8 DAS TRAUMLEBEN: BEZIEHUNGEN, WOHNEN

UND DIE KARRIERE.................................................................. 347

Chapter 9 WAS IST DEUTSCH?................................................................. 387

Chapter 10 AUF NACH BERLIN!.................................................................. 431

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Deutsch im Blick, http://coerll.utexas.edu/dib/, the web-based German program developed and in use at the University of
Texas since 2004, and its companion site, Grimm Grammar (2000) http://coerll.utexas.edu/gg/ are free open educational
multimedia resources (OER), which require neither password nor fees. OER promote learning and scholarship for everyone,
everywhere! Deutsch im Blick, used increasingly by students, teachers, and institutions throughout the world, includes 307
videos (American students in Germany, native German interviews, vocabulary and culture presentation videos) recorded
vocabulary lists, phonetic lessons, online grammar lessons (600 pages) with self-correcting exercises and audio dialogues,
online grammar tools, and diagnostic grammar tests. The accompanying textbook of classroom activities and homework is
downloadable from the website in pdf format and available from the online publishers, lulu.com and createspace.com.

Deutsch im Blick was developed at the University of Texas Austin in the German Department. It has
been funded and created by Liberal Arts Instructional Technology Services at the University of Texas,
and was financially supported by the U.S. Department of Education Fund for the Improvement of
Post-Secondary Education (FIPSE Grant P116B070251 & P116Y090057) as an example of an open
access initiative.

Second Edition
2017, Center for Open Educational Resources and Language Learning (COERLL)
ISBN: 978-1-937963-01-9
Library of Congress Control Number: 2012943410
Manufactured in the United States of America.

(CC-BY) This work is licensed under a Creative Commons Attribution 4.0 International License. To
view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ or send a letter to Creative
Commons, PO Box 1866, Mountain View, CA 94042.

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Contributors
Produced by German Department Zsuzsanna Abrams, Primary Author
The University of Texas at Austin Karen Kelton, Editor in Chief
COERLL

Developers: Webquest & Interactive Polls: Peter Müller

Zsuzsanna Abrams Sebastian Heiduschke, Ph.D. Kersten Horn
Karen Kelton
Phonology: Interviewees cont.
Web, Layout Design, Multimedia: Sarah Schuchard & Guido Halder Frau Roswitha Paul
Eric Eubank Austin Pierce
Nathalie Steinfeld Support Kerstin Somerholter
Rachael Gilg Liberal Arts ITS, Director: Rika, Christine, Brigitte
Trey Cartwright Joe TenBarge Tobias Rotter
Jan Ülzmann
Illustrations/ Cartoons Video assistants (interviews with): Verkäuferin
Walter Moore Judith Atzler (Hassan) Kathrin Zöller
Trey Cartwright Björn Freitag (Peter and Harald) Anke J Zwietasch Sanders
Carla Ghanem (Berna and Jan)
Audio-artist: Carla Ghanem (Berna and Jan) Grimm Grammar Characters audio:
Mike Heidenreich Jansen Harris (Christian) Zsuzsanna Abrams
Mindy Maul (Sophia and Adan) Caroline Ahlemann
Chapter Authors/Co-authors (primary authors): Anke J Zwietasch Sanders (Eisdiele) Kit Belgum
Chapters 3, 4, 8 and 10: Gary Dickerson
Sarah Schuchard Interviewees Helmut Flachenecker
Chapter 6 and 10: Harald Becker Julia Flachenecker
Jasmin Weilbacher Sophia Clark Carla Ghanem
Chapter 7: Sara Cottingham Berna Güneli
Sarah Schuchard, Carla Ghanem Erin Covert Sabine Hake
Chapter 8: Susan Dietz Guido Halder
Carla Ghanem Adan Gallardo Judith Hammer
Chapter 9: Vincenzo Gaico Martin Kley
Vince VanderHeijden Berna Güneli Werner Krauss
Florian Flachenecker Marc Rathmann
Summer 2009 (significant) revisions: Josh Froemming Daniela Richter
Judith Atzler Peter Hess Karen Roesch
Anke J Zwietasch Sanders Stephan Kempf Jan Ülzmann
Mario Klammer Jasmin Weilbacher
Fall 2012/Spring 2013 (significant) revisions: Andrew Kulha Julia Zerger
Anke J Zwietasch Sanders Andrea Klusch
Photos
Eva Kunkel
Grimm Grammar Editing: Zsuzsanna Abrams
Doug Marshall
Sebastian Heiduschke Marion Eisenschmied
Stephan “Stevie” Liedtke
(proof-reading Eng & Ger) Judith Atzler
Vanessa Martinez
Karen Kelton (proof-reading Eng) Anke J Zwietasch Sanders
Adam McElwee
Julia Flachenecker (proof-reading Ger) Vince VanderHeijden
Hassan Mojtabaeezamani
Joseph Steinfeld

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Glossary of Symbols : How to Use Français
interactif
Glossary of Symbols
How to use Deutsch im Blick
Aussprache (pronunciation)
These exercises, found at the end of each chapter, guide you through different areas of the German
sound system. From tricky German sounds to regional dialects in Europe and the US.

Grimm Grammar
This symbol indicates where the materials in Deutsch im Blick connect to relevant grammar points
in Grimm Grammar. Complete the exercises online before coming to class.

Gruppenarbeit (group activity)

Group activities ask students to work with 3-4 of their peers to survey cultural and personal prefer-
ences, to collaborate on written and oral presentations and benefit from student-to-student learning.

Kultur (cultural information)

In culture activities, students explore similarities and differences between their own culture(s) and
those of the German-speaking world. The purpose is to help learners analyze cultural phenomena,
and recognize individual versus societal patterns.

Lesen und Forschung im Internet (research on line)

These activities guide students in research on the Internet and provide literacy skills in German, as
well as real-life examples of the language presented in Deutsch im Blick .

Leseverständnis (reading tasks)

There are different types of reading we do every day: scan texts, read for specific information, read
different types of texts The activities in Deutsch im Blick aim to help you develop reading strategies
to cope with these diverse reading demands in German.

Lieder, Musik, Dichtung (songs, music, poetry)

Deutsch im Blick brings you music in each chapter, so you get to know groups and music that your
German contemporaries like to listen to. These are fun portals to German youth-culture and a play-
ful way to reinforce the language you are learning.

Meinungsumfragen (polls)
Interactive polls online provide a foundation for in-class discussions about cultural preferences re-
garding topics covered in Deutsch im Blick. The (highly unscientific) statistics are fun to analyze.

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 Partnerarbeit (pair activity)
Pair activities ask you to work together with one partner, asking each other questions, solving prob-
lems, or creating short pieces of writing. It is helpful to work with different partners throughout the
semester.

Schreiben (writing activity)

These activities ask you to use ideas and phrases you have learned to express your own thoughts
or create with the language. There are different genres of writing: poetry, dialogs, screen plays,
position papers, to help you prepare for 2nd-year German.

Spiele (games)
Games, as the name suggests, focus on playful group interaction (small or large groups of stu-
dents) using German. They typically involve social activities that Germans themselves learn / play
during childhood or as young adults.

Videoclips
Clips with native and non-native speakers of German are the main organizational framework for
all materials in Deutsch im Blick. They provide examples for lexical and grammatical concepts and
ideas for cultural exploration.

WebQuests
Longer on-line research projects (two-three per chapter) help students immerse themselves in
the topics covered by each chapter, using mostly websites relevant for college students in the
German-speaking countries.

Wortschatz (vocabulary)
One of the most crucial components of effective communication is vocabulary. Vocabulary exer-
cises help you build strategies for learning expressions, phrases (in context) that you need to be
able to communicate in German.

Zum Nachdenken (something to think about)

Language exists in a sociocultural context. These little mental exercises in each chapter ask you to
stop and reflect on what you just learned, to analyze the language or concepts in the Deutsch im
Blick materials. They help you locate the pedagogical tasks in a broader sociocultural environment,
and understand that German is not merely a university subject but a language spoken in the real
world by real people (a concept students who go study abroad sometimes find amusingly surpris-
ing :))

Authentisch
This symbol indicates that the material is authentic. Authentic material is not or only minimally
edited by DIB. The idea is to represent language as it appears in every day interactions, where ed-
iting would not be an option. These are great sources to discuss errors, when they are spotted by
students/teachers. A scavenger hunt could be integrated in the course, allowing students to gain
points for spotting an error and providing an explanation of how it should be in proper German.

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 Einführung
Deutsch im Blick is an online, non-traditional language learning program for beginning and early intermediate students
of German. It is quite different from your traditional language textbooks, so it might take some getting used to. However,
you’ll enjoy learning German as long as you like to play with language, explore how vocabulary and grammar work together
to create meaning, and are curious about the cultures of the German-speaking countries.
The main premise of Deutsch im Blick is that learning a foreign language should focus on learning language in use. Thus,
all activities are guided by real-life, plausible language situations: How would native and non-native speakers use the
vocabulary, grammar and sociolinguistic rules in everyday contexts to make sense of what others tell them and to make
meaning themselves?

Deutsch im Blick and grimm grammar

There are two components to this online program: the video-based learning materials online Deutsch im Blick and the
zany, irreverent exploration of German . Your textbook introduces you to life in the German-speaking countries, with the
assistance of several native speakers of German and students from the University of Texas:

The Germans & The Swiss:

Berna, Eva, Harald, Jan and Peter.

The American students:

Adan, Erin, Hassan, Sara and Sophia

Through their experiences and voices, you will get to know life in Germany and the US, and will learn how to use German
the way native- and non-natives speakers use it in everyday, real-life conversations. Through their interviews they share with
you how they talk about themselves, their interests, school and free time, friends and family, and in general, how to have fun
with the German language (yes, it is possible!).

Before you begin working with each chapter, you should watch the introductory video to get an idea about the chapter’s
contents. Then to learn the material of the chapter, you will:

1. work with the interviews with the native and non-native speakers,
2. develop your vocabulary,
3. learn to understand vocabulary in cultural situations presented in Sprache im Kontext videos,
4. learn how to use the structures presented in to talk about your own life,
5. practice pronunciation,
6. complete WebQuests that take you to the German-speaking countries (at least virtually), and
7. explore cultural practices via interactive polls.

Deutsch im Blick emphasizes the building of vocabulary as a primary pillar of the ability to communicate. In the
experience of many students, knowing grammar (a component of language emphasized in most other textbooks) is not
sufficient to interact with other people. The idea for this book developed from the experiences of several students on
study abroad programs. These students had learned German grammar, but had not emphasized vocabulary enough to
communicate successfully.

Deutsch im Blick also recycles lexical and grammatical information through the different chapters to help reinforce
meaningful semantic, structural and cultural connections. Grammatical accuracy is important. There is a life and death
difference between saying “I could kill that frustrating person!” and “I have killed that frustrating person!” (the life and death
difference: death penalty v. not, in Texas). Yet, as you will see, there are no simple grammar exercises in the workbook
asking learners to manipulate pronouns or verb tenses in 6-10 isolated sentences. Instead, grammatical sophistication and
accuracy are fostered through listening, speaking, reading and writing tasks that reflect how grammatical structures work –
along with relevant vocabulary – in real language use contexts. If the user looks carefully, many exercises focus on how to
use grammar for effective meaningful communication. To recap, in order to help learners prepare for real-life interactions in
German, Deutsch im Blick develops:

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 • vocabulary as the key component of language at beginning levels of instruction. Without vocabulary, grammar has
no meaning. Each chapter provides suggestions for learning important lexical items in the Core vocabulary list at the
beginning of each chapter. There is also an expanded list at the end of each chapter to provide an additional resource.
Each chapter also offers a number of exercises that help practice, reinforce and illustrate the real-life uses of German
words, phrases, collocations (how words are used together) and idiomatic expressions.
• listening skills with the help of extensive video clips (both guided interviews and authentic footage);
• writing skills that focus on fun, interpersonal and academic genres our college-age learner population needs;
• reading skills that help learners understand a variety of types of texts they would encounter in a study abroad situation
and in later academic work if they pursue a major in German. These activities focus on building vocabulary, developing
cultural literacy and preparing for independent reading beyond the classroom;
• cultural analytic skills through regular authentic materials and tasks – through the listening, reading, writing and speaking
tasks – that foster reflection, comparison and articulation of findings. There are web-quests that guide students to
immersion in cultural and language topics and lots of music that offer a fun portal to German youth-culture(s). Culture,
in this program, is understood as both literary and historical knowledge (Culture) as well as everyday concepts in the
workings of a society (culture). Language is very much seen as integrally embedded and reflective of culture.

Authentic texts
You will work intensively with authentic materials throughout the program. It is by design that we provide you with products and perspectives
which were produced for a German-speaking audience. We made sure that the tasks we built around the texts are appropriate for your
level of German learning throughout the chapters. You will find that from the very beginning you can derive understanding from a variety of
materials.

Culture
It is our understanding that culture and language are fundamentally intertwined and that culture is not a separate skill set to acquire, but
rather the foundation of all language use. We also believe that there is no one “target” culture, but rather that communities have a variety of
subcultures, with different practices and preferences. Therefore, we expect that the process of “learning German” involves discovery about
ourselves, our own cultures and assumptions as well. Throughout the chapters you will find multiple opportunities to reflect on your own
perspectives as you strive to understand the viewpoints reflected in the Austrian, German and Swiss examples you encounter.

Deutsch im Blick: http://www.coerll.utexas.edu/dib/

is the grammar component of this learning program. Most fortunately, several Grimm fairy tale characters volunteered to teach you all kinds
of exciting and intricate things about German grammar.

Snow White and the seven dwarfs - among many other characters - tirelessly present grammatical concepts from adjectives (very exciting!)
to verbs (to fascinate you). They model these concepts through – what they consider – witty dialogs and poignant narratives, which are
supported by audio-files and illustrations that help make each grammar point a bit more memorable (the audio-recordings were done with
the help of over 30 guest artists).
Each part of speech (e.g., adjectives, adverbs, nouns, verbs) is introduced in an overview, which provides a portal to more detailed
information about relevant sub-topics (e.g., articles, the past tense of regular verbs, etc.). The grammar descriptions are provided in English
and German to foster in-depth understanding and autonomous work by beginning language learners. The fill-in-the-blank, slash-sentence,
multiple-choice and other types of self-correcting exercises that follow each grammar point also aim to promote understanding grammar in
plausible communicative contexts (i.e., what someone might actually say in real life).

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 Using the Textbook with the Website

Wortschatz
•  Begrüßungen
•  Persönliche Informationen
•  Jemanden kennenlernen
•  Herkunft
•  Zahlen
•  Mehr persönliche
Informationen
•  Die Farben
•  Wie geht’s?
•  Geld, Handy, usw.
•  An der Uni studieren
•  Studienfächer
•  Die Woche

• 
• 
• 

Aussprache
•  Kapitel Eins: Das Alphabet

Grammatik
Focus
•  Nouns gender
•  Verbs overview
•  Haben
•  Sein
•  Nominative pronouns
•  Question words
Recommended
•  Nouns overview
•  Nouns plural
•  Nominative case
•  Articles
•  Present regular verbs
•  Pronouns overview

Videos w

Sprache im Kontext
•  Mit dem Bus zur Uni
•  Der Studentenausweis
•  Das Handy
w
w
w

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 Wortschatz
Vorbereitung

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 Grimm Grammar
At home please read the
following grammar point on
the Grimm Grammar
website.

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 Entering accented characters
character Macintosh PC character Macintosh PC
à opt ` + a alt + 0224 ñ opt n + n alt + 0241
á opt e + a alt + 0225 ò opt ` + o alt + 0242
â opt i + a alt + 0226 ó opt e + o alt + 0243
ä opt u + a alt + 0228 ô opt i + o alt + 0244
ç opt + c alt + 0231 ö opt u + o alt + 0245
è opt ` + e alt + 0232 ß opt + s alt + 0223
é opt e + e alt + 0233 ù opt ` + u alt + 0249
ê opt i + e alt + 0234 ú opt e + u alt + 0250
ë opt u + e alt + 0235 û opt i + u alt + 0251
ì opt ` + i alt + 0236 ü opt u + u alt + 0252
í opt e + i alt + 0237 ¡ opt + 1 alt + 0161
î opt i + i alt + 0238 ¿ opt shift ? alt + 0191

Technology
The Deutsch im Blick textbook provides all the audio files and chapters of the text-
books in electronic format on the Deutsch im Blick website at the following link:

http://coerll.utexas.edu/dib/

The Deutsch im Blick textbook is using a new technology that quickly delivers
the audio for this textbook to the reader’s camera-enabled cell phone using pro-
grammed quick response (QR) codes. The index number of the QR codes are
placed in this textbook with every vocabulary and video. The QR code picture for
the index number can be found at the end of each chapter.

What is a QR code?

A QR code is a type of barcode programmed with information that a camera-en-

abled smart phone can read. Originally introduced in Japan in 1994 as a tracking
method for packages, QR codes have evolved into a diverse range of uses.

How does it work?

By far the best way to read QR codes is to use a smart phone with a barcode reader
app (there are many in the app store or marketplace). But what if you don’t have a
smart phone? Most readers require need to be positioned quite far away from the
QR code. Try to cover up adjacent QR codes to enhance readabilty.

If you don’t have a smart phone, you will need at least a phone or a computer with
a camera and an adequate zoom. Take a clear, crisp picture of the QR code. Then,
email or text the picture to [email protected]. You’ll get an instant email or text back.
Once you send or scan the QR code you will get a link for the audio file through the
app, text message, or email on your electronic device. Click the link and it will take
you straight to the audio player on the website.

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 Deutsch im Blick interviewees
Deutsche und Schweizer Amerikanische Studenten

Berna Adan

Eva Erin

Harald Hassan

Jan Sara

Peter Sophia

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