German Didactics

Recommended Prerequisites

First degree with at least 60 ECTS in German.

Teaching Methods

Teaching methods may include:

- Expository presentations by the teacher

- Study of practical examples of texts and other materials

- Viewing of recorded lessons and, if possible, lesson observation

- Completion of tasks by students (including researching teaching materials, structuring sets of materials, task production, planning didactic sequences)

- Creating (and, if feasible, executing) lesson plans

- Solving interactive exercises for the training of classroom discourse.

Learning Outcomes

Students are expected to:

– Become acquainted with basic features of the process of learning German and with ways of fostering this process in class;

– Understand the role of cultural aspects as basic criterium for selecting materials, in order to portray the reality of German speaking countries and to create intercultural awareness;

– Identify and describe techniques for teaching the four skills, as well as vocabulary, grammar and pronunciation to Portuguese leaners, so as to develop their communicative competence in German, and also explain the adequacy of those techniques based on knowledge of the learning process and didactic principles;

–Develop basic skills in lesson planning, as well as in research, analysis and production of teaching materials, and become aware of relevant principles regarding the use of different didactic and technological resources;

–Become acquainted with principles and tools regarding the use of German in the classroom by teacher and students.

Work Placement(s)

No

Syllabus

The following topics will be addressed:

- The process of learning German for Portuguese students and ways of fostering this process in class;

- Presence, representativity and treatment of cultural aspects in teaching materials;

- The process of reading and listening and the work with written texts and audiovisual materials in class;

- Written and oral production, tasks, feedback and error correction;

- Pronunciation and the influence of the mother tongue on learning; practicing pronunciation in class;

- The acquisition of vocabulary and implications for its presentation and practice in class;

- Techniques and materials for teaching grammar in a communivative framework; international textbooks and critical points of German grammar for Portuguese learners;

- Lesson planning: defining lesson aims, structuring lessons, organizing learner activities;

- Materials for the teaching of German: research, analysis and production; possibibilities for using ICT;

- Use of German in class.

Head Lecturer(s)

Judite Manuela Silva Nogueira Carecho

Assessment Methods

Assessment
Class participation and other tasks: 20.0%
Mini Tests: 40.0%
Project: 40.0%

Bibliography

Altmeyer, C., Biebighausen, K., Haberzettl, S. & Heine, A. (Ed.) (2021). Handbuch Deutsch als Fremd- und Zweitsprache: Kontexte – Themen – Methoden. Berlin: Metzler.

Ballweg, S., Drumm, S., Hufeisen, B., Klippel, J. & Pilypaityte, L. (2017). Wie lernt man die Fremdsprache Deutsch? Klett, Goethe-Institut.

Brinitzer, M., Hantschel, H., Kroemer, S., Möller-Frorath, M., & Ros, L (2013). DaF unterrichten. Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache. Klett.

Butzkamm, W. (2007). Unterrichtssprache Deutsch. Hueber

Direção-Geral da Educação (2018). Aprendizagens essenciais, Alemão. https://www.dge.mec.pt/sites/default/files/Curriculo/Aprendizagens_Essenciais/10_alemao_f_esp_inici.pdf

Funk, H., Kuhn, C., Skiba, D., Spaniel-Weise, D. & Wicke, R. (2016). Aufgaben, Ünbungen und Interaktion. Klett, Goethe-Institut.

Westhoff, G. (2008). Über die Lernwirksamkeit von Sprachlernaufgaben am Beispiel von ‚webquests‘. Fremdsprache Deutsch, 38, 12-18.