Production of Teaching Materials in German

Code:

MEIEFA010

Acronym:

PMDA

Keywords
Classification	Keyword
OFICIAL	Didactics

Instance: 2024/2025 - 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	1	MEIEFA - Study Plan	1	-	3	21,5	81
MEPIEFA	1	MEPIEFA - Study Plan	1	-	3	21,5	81

Teaching language

German

Objectives

The analysis of GFL textbooks should, on the one hand, give the students hints for their selection and use in practice. On the other hand, it should enable the development and design of additional materials through the criticism resulting from the analysis. At the end of the seminar, the students have acquired the necessary prerequisites to a) analyze and critically question textbooks for GFL lessons based on the acquired theoretical foundations; b) practically analyze GFL textbooks based on an analysis grid; c) select GFL textbooks for a specific teaching and learning context, adapt them or deem them unsuitable; d) analyze GFL textbooks in the context of a specific teaching and learning context; e) analyze GFL textbooks in the context of a specific teaching and learning context; f) analyze GFL textbooks in the context of a specific teaching and learning context. d) develop supplementary materials taking into account specific factors (learning level, target group, learning context, learning objectives, etc.); e) produce teaching materials to support the curriculum units of the school program for the four skills and grammar and culture (regional studies);
-to produce materials using technological resources.

Learning outcomes and competences

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

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Program

The following areas are given special consideration in the analysis of GFL textbooks: - description of the textbook with all its components with regard to target group reference, learning objectives, structure (also of the individual lessons); - analysis of factual and linguistic content from a practical, linguistic and pedagogical as well as learning psychology point of view; - analysis of the didactic-methodical conception.
Procedures for adapting GFL materials to different teaching and learning contexts.
Creation of additional teaching and learning materials for practising and consolidating specific areas of grammar and lexis, individual skills and regional studies); Overview of already existing additional materials (especially multimedia).

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 and practical classes, individual/group project work, homework, analysis and discussion of documents, and application of knowledge to the elaboration of materials to be produced by the students.
Great importance is given to the active participation of students in class.

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	31,00
Frequência das aulas	20,00
Trabalho escrito	30,00
Total:	81,00

Eligibility for exams

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

Calculation formula of final grade

Average of the marks obtained in the written and oral assessment components.

Examinations or Special Assignments

Not applicable

Internship work/project

N/A

Special assessment (TE, DA, ...)

“Students with special status, namely those covered by the status of Association Manager, Student Athlete, Student Firefighter, Military Student, National Team Athlete, High Performance Sports Practitioner or Student Worker" (Article 14, point 1 of the Assessment Regulations), with regard to the participation component, cannot ensure face-to-face participation, but must ensure their regular participation in the tasks proposed on the Moodle platform. The oral test and the written test are mandatory.

Classification improvement

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

Observations