Production of Teaching Materials in German

Code:

MEIEFA010

Acronym:

PMDA

Keywords
Classification	Keyword
OFICIAL	Didactics

Instance: 2022/2023 - 2S

Active?	Yes
Responsible unit:	Department of Germanic Studies
Course/CS Responsible:	Teaching English and Foreign Languages in the 3rd cycle of Basic Education and in Secondary Education, with specialties in Spanish or French or German

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEIEFA	4	MEIEFA - Study Plan	1	-	3	21,5	81
MEPIEFA	1	MEPIEFA - Study Plan	1	-	3	21,5	81

Teaching language

German

Objectives

Through the analysis of manuals for teaching German as a foreign language (DaF), students will develop selection criteria for teaching materials. Based on the analysis and critique of DaF manuals, they will develop and prepare supplementary materials.

At the end of the semester, students will have acquired the necessary skills to:

-analyze and criticize DaF manuals based on theoretical knowledge;
- review DaF manuals under practical aspects, using an analysis grid;
- select and/or adapt a DaF manual, according to the teaching and learning situation;
- develop supplementary materials taking into account specific factors (such as learning level, target group, context and learning outcomes);
- develop materials to support the school curriculum for the four main skills as well as for grammar and culture;
- creating materials using technological resources.

 

 

Learning outcomes and competences

Students will be able to produce their own teaching materials when necessary for their teaching activity as German teachers.

Working method

Presencial

Program

In a first step, DaF manuals will be analyzed. Priority will be given to the following areas: description of the manual including all its components, taking into account the target group, learning outcomes, structure and organization; analysis of thematic an grammar contents (following practical, linguistic, educational criteria and based on psychology of learning) and analysis of the didactic-methodical conception of the manuals.

The second step consists in adapting existing materials (available in DaF manuals, websites or from other sources) to different teaching and learning contexts. This process will be done in concrete tasks which are guided by the teacher. These first two steps are the basis for the third and most important step: students will produce their own supplementary didactic materials to introduce, practice and consolidate the different skills (listening, talking, reading and writing) and specific knowledge of grammar, lexicon and culture.

Mandatory literature

Europarat; Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume with new Descriptors, 2018
Europarat, Strassburg; Gemeinsamer Europäischer Referenzrahmen für Sprachen: lernen, lehren, beurteilen, Langenscheidt, 2001
Helbig, Gerhard; Götze, Lutz; Henrici, Gert; Krumm, Hans-Jürgen (Hg.); Deutsch als Fremdsprache. Ein internationales Handbuch. 2. Halbband, Walter de Gruyter, 2001. ISBN: 978-3-11-016940-9
Kast, Bernd/Neuner, Gerhard (Hg.) ; Zur Analyse, Begutachtung und Entwicklung von Lehrwerken für den fremdsprachlichen Deutschunterricht, Langenscheidt, 1994
Maijala, Minna; "Was ein Lehrwerk können muss - Thesen und Empfehlungen zu Potenzialen und Grenzen des Lehrwerks im Unterricht Deutsch als Fremdsprache". In: Info DaF Nr. 6, 34. Jahrgang, Iudicium/Deutscher Akademischer Austauschdienst, 2007. ISBN: 0724-9616

Complementary Bibliography

Daum, Susanne; Hantschel, Hans-Jürgen; 55 kommunikative Spiele, Klett, 2012
Dreke, Michael; Lind, Wolfgang; Wechselspiel - Interaktive Arbeitsblätter für die Partnerarbeit im Deutschunterricht, Langenscheidt, 2011
Hans-Jürgen Krumm; Christian Fandrych; BrittaHufeisen; Claudia Riemer (Hrsg.) ; Deutsch als Fremd- und Zweitsprache. Ein internationales Handbuch. Band 1 + 2, De Gruyter Mouton, 2010
Hirschfeld, Ursula; Reinke Kerstin; 44 Aussprachespiele, Klett, 2014
Rösler, Dietmar; Würffel, Nicola; Lernmaterialien und Medien, Klett-Langenscheidt, 2014
Specht, Franz; Heuer, Wiebke; Pasewalck, Silke; Neidlinger, Dieter; Dahmen, Kristine; Zwischendurch mal...Landeskunde, Hueber, 2012
Specht, Gisela; Forßmann; Bildwörterbuch Deutsch. Die 1000 wichtigsten Wörter in Bildern erklärt, Hueber, 2010
Vários; Deutsch Lehren Lernen (DLL-Reihe), Klett

Teaching methods and learning activities

Theoretical-practical classes, individual/group project work, homework, document analysis and discussion, application of knowledge in preparing materials to be produced by students. The preparation of papers and class presentations are accompanied by the teacher in the tutorial hours. In these tutorial hours the teacher seeks, together with students, strategies to overcome individual difficulties which were diagnosed during the lessons.

Great importance is given to the active participation in the classes by the students.

Software

Power Point, Microsoft Office, Frontpage

keywords

Social sciences > Educational sciences > Teaching methods

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	20,00
Prova oral	20,00
Teste	30,00
Trabalho escrito	30,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	28,00
Frequência das aulas	27,00
Trabalho de investigação	26,00
Total:	81,00

Eligibility for exams

Students are required to attend at least 75% of classes, except in cases foreseen in the Assessment Regulations.

Calculation formula of final grade

Examinations or Special Assignments

Not applicable

Internship work/project

According to FLUP regulations.

Special assessment (TE, DA, ...)

According to FLUP regulations.

Classification improvement

In this course unit, only the component "test" is subject to improvement ("melhoria" or "recurso").

Observations