German language teaching methodology for upper primary school 4100-5SDPIIEENIEM
The programme is designed to be delivered over the course of one semester. The classes are aimed at methodological preparation of students to conduct classes in German language teaching at the second level of education. The programme assumes mastering skills in planning the process of teaching German, selecting appropriate materials, teaching techniques, modes of presentation and control. A variety of working techniques and social forms of learning are assumed.
Topics discussed include: developing receptive and productive skills, teaching vocabulary, pronunciation and intonation, teaching interaction and language mediation, open forms in teaching German, the use of games, the use of music, the role of realia and cultural studies, observing foreign language lessons and planning teaching.
Students' workload:
30 contact hours
30 hours of independent work on the Moodle platform
|
Term 2024Z:
None |
Type of course
Course coordinators
Mode
Learning outcomes
Knowledge: the graduate knows and understands
S_W02 the necessary terminology relevant to teaching foreign languages
S_W03 the methods, norms, procedures and standards of good practice in educational institutions, related to teaching foreign languages
S_W19 the core curriculum regarding the content of teaching German at the second educational stage (primary school)
Skills: the graduate is able to
S_U02 plan and implement projects typical for foreign language teaching environments
S_U05 observe and assess the suitability of a variety of methods, procedures and best practices, and select and apply the appropriate approach with the goal of accomplishing tasks and solving problems related to foreign language teaching
S_U19 using the basic organisational skills, plan and carry out tasks related to teaching foreign languages
S_U20 perform the various roles required for working as a team, is willing to accept and assign tasks, and possesses the elementary organisational skills necessary in designing and implementing professional educational activities
S_U22 acquire knowledge and develop their professional competences in teaching foreign languages using a variety of sources (in their first and any other language) and new technologies (ICT)
Social competences: the graduate is prepared to
S_K05 interact and work in a group, performing various roles
Assessment criteria
A pass mark of more than 60% in three areas is required:
-written credit test on ( classroom or platform) max. 40 points).
On the basis of the read literature, the student lists the elements of didactic sequences, defines the components of the processes, explains the meaning of the terms, justifies, proposes and designs didactic solutions, illustrates the given theorems with examples.
-production of original teaching materials/tasks on the platform (max. 30 points)
-audit of class participation (max. 30 points).
Students who have attended all the lectures and completed the assignments are exempted from the oral assessment and are awarded the maximum number of points.
It is necessary to score at least half of the points in each range.
Final grade criteria:
Below 60 - 2.0
60-68 - 3,0
69-78 - 3,5
79-88 - 4,0
89-96 - 4,5
Above 97 - 5.0
Students who, for any reason, did not attend class or were unprepared, have the opportunity to pass the topic orally during the lecturer's duty hours.
Practical placement
Classes are integrated with pedagogical practice
Bibliography
Brinitzer, Michaela; Hantschel, Hans-Jürgen; Kroemer, Sandra; Möller-Frorath, Monika; Ros-El-Hosni, Lourdes (2016): DaF unterrichten. Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache. 2. Auflage. Stuttgart: Ernst Klett Sprachen GmbH (Deutsch als Fremdsprache).
Burwitz-Melzer, Eva, Mehlhorn, Grit, Riemer, Claudia, Bausch, Karl-Richard i Krumm, Hans-Jürgen (red.) (2016): Handbuch Fremdsprachenunterricht. 6., völlig überarbeitete und erweiterte Auflage. Tübingen: A. Francke Verlag
Czaplikowska, Renata (2019): Kleines Fachlexikon der DaF-Didaktik. Theorie und Unterrichtspraxis. we współpracy z Kubacki Artur Dariusz. Chrzanów: Wydawnictwo Biuro Tłumaczeń Kubart.
Czaplikowska, Renata; Kubacki, Artur (2010): Grundlagen der Fremdsprachendidaktik. Unterrichtsbuch. Kraków: Wydawnictwo Krakowskie.
Czaplikowska, Renata; Kubacki, Artur Dariusz (2016): Methodik des Unterrichts Deutsch als Fremdsprache. Lehr- und Übungsbuch für künftige DaF-Lehrende. Chrzanów: Wydawnictwo Biuro Tłumaczeń Kubart.
Glaboniat, Manuela; Müller, Martin; Rusch, Paul; Schmitz, Helen; Wertenschlag, Lukas (2017): Profile deutsch. Gemeinsamer europäischer Referenzrahmen : Lernzielbestimmungen, Kannbeschreibungen, kommunikative Mittel, Niveau A1-A2, B1-B2, C1-C2. Version 2.0. Stuttgart: Ernst Klett Sprachen (Deutsch als Fremdsprache).
Hecke, Carola; Surkamp, Carola (2015): Bilder im Fremdsprachenunterricht. Neue Ansätze, Kompetenzen und Methoden. Tübingen: Narr Francke Attempto
Salomo, Dorothe; Mohr, Imke (2020): DaF für Jugendliche. Stuttgart: Ernst Klett Sprachen (Deutsch als Fremdsprache).
Roche, Jörg (2020): Fremdsprachenerwerb - Fremdsprachendidaktik. 4. überarb. u. erw. Auflage, revidierte Ausgabe. Stuttgart: UTB; Narr Francke Attempto.
Róg, Tomasz (2020): Nauczanie języków obcych. Teoria, badania, praktyka. Lublin: Wydawnictwo Werset.
Surkamp, Carola (2017): Metzler Lexikon Fremdsprachendidaktik
Trim, J. L. M. (red.) (2013): Gemeinsamer europäischer Referenzrahmen für Sprachen. Lernen, lehren, beurteilen ; [Niveau A1, A2, B1, B2, C1, C2. we współpracy z Marion Butz. Europarat. München: Klett-Langenscheidt.
|
Term 2024Z:
None |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: