Degree | Type | Year | Semester |
---|---|---|---|
2502904 Hotel Management | OB | 2 | A |
There are no prerequisites.
Knowledge-based objectives
Students acquire the language content described in section "content" of this document. They also develop communicative competences in oral and written interaction, being able to do the following at the end of the course.
Skills objectives
At the end of the course students should have achieved the following.
The objectives listed in section 3 are constantly combined together in the learning process, in keeping with the interconnected nature of language learning. The linguistic contents are subdivided into language functions, grammar, vocabulary and phonetics and prosody.
Language functions
The following list includes both general language functions and functions specific to the tourism field.
a) Socialising function
b) Informational function
c) Expressive function (feelings and moods)
d) Evaluating function
e) Inductive function
f) Metalinguistic function
Grammar
Students must be able to recognise and appropriately use the following grammatical structures
The clause
— Components of the clause.
— Types of clause: declarative, interrogative, exclamative, affirmative and negative.
— Subordinate clauses: indirect interrogatives (wann, was, ob, etc.) and causal clauses (clauses introduced by weil).
— Order of the components of the clause: subject, direct and indirect object, complement of place and time.
— Coordinate clauses.
Determiners
— Determinate articles: den, das, die.
— Indeterminate articles: einen, ein, eine.
— Negative articles: keinen, kein, keine.
— Possessives: mein, meine; dein, deine; sein, seine...
— Declination of the determiners: nominative, accusative, dative.
Ordinal numbers.
Pronouns
— Indefinite: einem,einen, eins, eine; jedem, jeden, jedes, jede.
— Demonstrative: dem, den, das, die; diesen, dieses, diese.
— Interrogative: welchem, welchen, welches, welch; wem, wen, was.
— Indefinite: man, einen.
Nouns
— Inflection for gender and number.
— Declination of the noun: dative.
— The genitive: function as a complement of the noun.
Verbs
— Conjugation of the verbs in the past (formation of the verb participles).
— Preterite of the modal verbs: müssen, können, wollen.
— Preterite of the auxiliary verbs: haben, sein.
— Modal verbs: sollen, müssen, dürfen, können, wollen...
— Factitive verbs: legen, liegen, stehen, stellen...
— Verbs with the dative: gefallen, passen, gehören...
Adverbs
— Of quantity: ganz, ziemlich, genug.
— Of manner: lieber, mehr, anders.
— Of time: damals, schon, noch, da, lange.
— Of place and direction: oben, unten, daneben, dorthin, her, hin.
Prepositions
— that introduce local meaning: bei, zu, aus, von, an ....vorbei, entlang, bis...zu.
— That introduce temporal meaning: vor, nach, in, für, bei.
— That introduce modal meaning: als.
— Other prepositions: Wechselpräpositionen in, an, auf, neben... unter.
— Cases governed by the prepositions: dative, accusative.
Conjunctions
— weil, ob.
Vocabulary
Students must be able to recognise, name, recall, explain and choose the appropriate term and use it in the communicative situation where it is required. The vocabulary content falls mainly into the following areas:
Phonetics and prosody
Students must recognise and appropriately use the prosodic features (intonation, rhythm, etc.) of the language. They must also recognise and appropriately use the basic sounds and sound symbols of German, as specified below.
Students are encouraged to use the language actively in class and when practising outside the classroom, to carry out communication tasks similar to those we engage in in real life, in a wide range of situations. To this end, class activities are designed to maximise students' participation and help them take responsibility for their own learning.
The methodology is highly interactive. The students put all their knowledge of the language into practice in order to accomplish a set of oral and written tasks, both of a general nature and specifically related to tourism. In other words, the emphasis is placed on the learning process rather than on theoretical input from the teachers.
(1) Teacher-directed activities include problem solving, exercises, writing tasks and case studies.
(2) Online tutorials comprise not only email exchanges between teachers and students but also the compulsory viewing of the assessment documents that the teachers post in a virtual environment throughout the semester.
(3) Self-directed study involves learning the theory corresponding to the subject plus the (teacher-directed) practical work on problem solving, exercises, case studies and projects (information search, writing, presentation to an audience).
(4) Gender perspective. In this subject:
− Classes include a gender perspective to promote equality between women and men and avoid producing gender stereotypes.
− Strategies to promote the participation of women in the classroom are used and they promote equal gender relations.
− Knowledge of the social and cultural differences between men and women and gender inequalities in the structure of society and in cultural productionis offered.
− Knowledge is also offered on sexual and emotional diversity, gender identity and expression, knowledge and reflection on feminist thought and movements, the history of movements for womern’s rights, its evolution and critical repercussions in society, culture and philosophical and scientific thought, and the knowledge of the values of gender equality in professional practices.
− Non-sexist and non-androcentric language is used in written, visual and audiovisual documents and other class materials. Since this is a langauge class specific resources are also provided in the language being studied for non-sexist language and critical reflection is encouraged on non-sexist language and its uses.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Classroom-based | 56.5 | 2.26 | 7, 6, 5, 4, 3, 9, 8 |
Non-classroom based | 56 | 2.24 | 7, 2, 6, 5, 4, 3, 1, 8 |
Type: Supervised | |||
On line | 5 | 0.2 | 1 |
Tutorials classroom-based | 3 | 0.12 | 1 |
Type: Autonomous | |||
Activities | 10 | 0.4 | 7, 2, 6, 5, 4, 3, 1, 8 |
Theory | 10 | 0.4 | 7, 2, 6, 5, 4, 3, 1, 8 |
Continuous assessment
Students must have attended at least 80% of their classes in order to be included in the continuous assessment process.
Continuous assessment activities
Writing tasks. Between two and five writing tasks are performed. Students may be asked to rewrite their texts to improve on the first version.
Portfolio. The portfolio contains between six and eight tasks, covering the four language skills. These may be done at home or in class.
The following are examples of these tasks.
Reading worksheets
Transformation exercises
Mini-tests
Self-assessment sheets
Information search
Production of documents
The days allocated to mid-course exams can be used to work on portfolio activities, such as the listening and reading mini-tests.
Speaking activities
Over the year, between one and two speaking activities will be conducted. These may be individual or group activities, and may take place in the classroom or be recorded and sent in. Depending on the level and the number of students in the class, they could be monologues, dialogues, presentations, etc.
Mid-course tests
One or more mid-course tests are held on the days set aside for this purpose, consisting of a writing test (one or two tasks) and/or a speaking test. These tests are in the same format as the final exam.
Attitude and participation. Students' degree of effort, attitude, and participation are assessed.
Final continuous assessment test
Writing and speaking. This test is on the same day as the final exam.
To pass the course an overall mark of 60% must be obtained (activities plus final test.)
Final exam
Students who have failed or not taken the continuous assessment are entitled to take a final exam that tests the four language skills. In order to pass the exam, and therefore the course itself, a minimum mark of 50% must be obtained in each skill (each part of the exam) and a minimum 60% overall.
Exam resits
Students with an average score between 3.5 and 4.999 in the final exam are entitled to a resit.
Resits involve retaking the parts of the exam on which their scores were below the overall average mark. In other words, the skills in which they obtained scores below 60%.
Changing the exam date
Students who cannot take the exam on the set dates due to health, work (trips or other similar obligations) or on compassionate grounds may ask their teacher for a change of date, supplying any necessary documents, and giving notice of at least seven calendar days except in extreme cases such as accidents. If the request is accepted, the exams must still be taken within the period set by the School of Tourism and Hotel Management.
Further points regarding assessment
Students who have passed the continuous assessment may not, under any circumstances, take the final exam in order to obtain a higher grade.
No level certificates of any kind are issued.
An overall average grade of 60% is required to pass the test.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Attitude and participation | 10% | 0 | 0 | 7, 6, 4, 3, 9, 8 |
Final exam | 40 | 1.5 | 0.06 | 7, 6, 5, 4, 3, 8 |
Mid-course tests | 10% | 1 | 0.04 | 7, 6, 5, 4, 3, 8 |
Portfolio | 20 | 5 | 0.2 | 7, 2, 6, 5, 4, 3, 1, 9, 8 |
Speaking activities | 5 | 0.5 | 0.02 | 7, 6, 3, 9, 8 |
Writing tasks | 15% | 1.5 | 0.06 | 7, 6, 4, 3, 8 |
Classbooks German - Tourism
Ja, gerne ! A1 , llibre de curs i exercicis, Editorial Cornelsen
Menschen im Beruf, Tourismus, A1, Editorial Hueber
U. Cohen, N. Grandi, Zimmer frei, A1, Deutsch im Hotel, Lehr- und Arbeitsbuch, Editorial Langenscheidt
Alltag, Beruf, A1/1 Kurs- und Arbeitsbuch, Editorial Hueber
Grammar
Level A1 – B1
Andreu Castell, Brigitte Braucek: Gramàtica bàsica de la llengua alemanya – con exercicis, Editorial Idiomas - Hueber
Level A1 – C2
Brigitte Corcoll, Roberto Corcoll: Programm – Gramática A1-C2. Alemán para hispanohablantes - Herder
Brigitte Corcoll, Roberto Corcoll: Programm – Ejercicios A1-C2. Alemán para hispanohablantes - Herder
Andreu Castell: Gramática Lengua Alemana – explicaciones - Editorial Idiomas – Hueber
Andreu Castell, Brigitte Braucek: Gramática Lengua Alemana – ejercicios, Editorial Idiomas - Hueber
On line
Networked multimedia materials for learning.
Websites recommended by the teachers.
Dictionary
Langenscheidts Universalwörterbuch: Diccionario Moderno Alemán Spanisch-Deutsch/Deutsch-Spanisch – Langenscheidt
Langenscheidts Universalwörterbuch: Katalanisch: Katalanisch-Deutsch / Deutsch-Katalanisch - Langenscheidt
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