Second Foreign Language I (German)
Code: 103767 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2502904 Hotel Management | FB | 1 | A |
Contact
- Name:
- Robert Fritsche
- Email:
- robert.fritsche@uab.cat
Teaching groups languages
To check the language/s of instruction, you must click on "Methodolody" section of the course guide.
Teachers
- Eva Maria Auracher
Prerequisites
There are no prerequisites.
Objectives and Contextualisation
Knowledge-related 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.
- Recognise the orthographic marks of German and relate them to the phonemes.
- Recognise the letters that are pronounced and those that are not.
- Distinguish between the phonemes of German.
- Understand brief oral messages in the Media, on the telephone, or in public places.
- Communicate in simple everyday situations.
- Understand brief announcements and news items and extract information from a written text aimed at the general public (signs, posters, leaflets, notes, etc.).
- Write brief, simple texts in German (postcards, notes, personal texts, etc.)
- Fill in forms with personal details.
Skills objectives
At the end of the course students should have achieved the following.
1. Begin to develop a degree of accuracy (in grammar, pronunciation, use of vocabulary, register, etc.) and fluency (speed of production, ability to express ideas and construct discourse), in both speaking and writing, corresponding to 2/3 of level A1 of the Common European Framework of Reference for Languages.
2. Learn strategies and skills to understand simple authentic written and spoken texts.
3. Learn strategies to continue learning independently outside the classroom.
a. Develop the ability to use the language efficiently in everyday situations.
b. Learn to use language learning resources: dictionaries, grammars, text books, practice exercises, etc.
Competences
- Be able to self-evaluate knowledge acquired.
- Communicate orally and in writing in a first, second and third foreign language in the areas of the hotel and catering industry and also in the different areas related to them.
- Develop a capacity for independent learning.
- Manage and organise time.
- Manage communication techniques at all levels.
- Manage techniques of internal and corporate communication in hotel and catering companies.
- Work in teams.
Learning Outcomes
- Be able to self-evaluate knowledge acquired.
- Demonstrate the acquisition of theoretical and practical knowledge of first and second foreign languages in area related to hotel and catering companies.
- Develop a capacity for independent learning.
- Identify the correct grammatical for communication management existing between companies in a first and second foreign language.
- Identify the correct vocabulary for communication management existing between companies in a first and second foreign language.
- Manage and organise time.
- Manage communication techniques at all levels.
- Use a first and second foreign language in specific contexts and real situations.
- Use the idiomatic peculiarities required in the hotel and catering sector in a first and second foreign language.
- Work in teams.
Content
The contents listed here 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
— Establish contact with a person: greet and respond to a greeting, offer a welcome.
— Say goodbye.
— Make introductions.
— Apologise.
— Offer thanks.
b) Informational function
— Identify oneself and another person. Ask for and give personal information (name, age, job, address, birthplace, nationality, civil status, family, customs, tastes, holidays).
— Ask for and give information about places (location, characteristics, etc.).
— Ask for and give information about times: time of day, timetables, dates, duration of an activity.
— Ask for and give information about a current situation.
c) Expressive function (feelings and moods)
— Express satisfaction or dissatisfaction.
— Expression preference.
— Express a wish.
d) Inductive function
— Ask questions and express willingness or a wish to do something.
— State that something is possible or impossible to do.
— Suggest anactivity.
e) Metalinguistic function
— Ask and say how to say something or how a word is pronounced in German.
— Ask and say how to spell a word and what orthographic marks a particular written expression needs (accent, apostrophe, comma, point, hyphen, etc.).
— Ask the meaning of a word or expression.
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.
— Order of the components of a simple (not subordinate) clause.
— Coordinate clauses.
Determiners
— Determinate articles: der, das, die.
— Indeterminate articles: ein, eine, einen.
— Negative articles: keine, kein, keinen.
— Possessives: mein, meine; dein; sein, etc.
— Declination of the determiners: nominative, accusative.
Cardinal numbers.
Pronouns
— Personal: er, sie, es, wir, ihr, sie.
— Indefinite: einer, eine, eins; jeder, jede, jedes.
— Demonstrative: der, das, die; dieser, diese, dieses.
— Interrogative: welcher, welche, welches; wer, was, wann, wo, woher, wohin, wie.
Nouns
— Inflection for gender and number.
— Declination of the noun: nominative, accusative.
— Formation of compound nouns (noun + noun): die Hausfrau, das Weinglas.
Adjectives
— As a predicative complement.
Verbs
— Conjugation of the verbs in present, imperative (formal: “Sie”) and past (of the verbs “haben” and “sein”).
— Verbs with a separable prefix: einkaufen, aufstehen, anfangen...
— Verbs with a non-separable prefix: beginnen, erzählen, verkaufen..
— Modal verbs: können, wollen, müssen, möchten
Adverbs
— Of degree: viel, wenig…
— Of manner: gern, sehr, viel, gut…
— Of time: heute, bald, später…
— Of place: hier, dort…
— Of affirmation or negation: auch, nicht, nie.
Prepositions
— Of place: in, aus, nach.
— Of time: an, um, von... bis, ab.
— Of mode: als.
— Others: Wechselpräpositionen in, an,auf, neben... unter.
— Cases governed by the prepositions: dative, accusative.
Connectors
— und, oder, aber, denn, sondern.
Vocabulary
The vocabulary content falls mainly into the following areas: shopping (shops and transactions), food and drink, weather, leisure and sport, everyday activities, the home, and describing people and places.
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.
Long and short vowels.
- Discrimination between o/ö, u/ü, a/ä, ä/e.
- Diphthongs: ei, ai, ay, eu, , äu, au.
- Unstressed vowels.
- The vowel e (discrimination).
- Nasals ng, nk.
- The consonant r.
Methodology
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) Teaching language: German
(2) Teacher-directed activities include problem solving, exercises, writing tasks and case studies.
(3) 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.
(4) 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).
(5) 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.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Classroom-based | 56.5 | 2.26 | 8, 2, 3, 7, 6, 5, 4, 1, 10, 9 |
| Non-classroom based | 56 | 2.24 | 8, 2, 3, 7, 6, 5, 4, 1, 9 |
| Type: Supervised | |||
| On line | 5 | 0.2 | 1 |
| Tutorials classroom-based | 3 | 0.12 | 1 |
| Type: Autonomous | |||
| Activities | 10 | 0.4 | 8, 2, 3, 7, 6, 5, 4, 1, 9 |
| Theory | 10 | 0.4 | 8, 2, 3, 7, 6, 5, 4, 1, 9 |
Assessment
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.)
Single-assessment option
The single assessment to pass the course is based on the completion of a final exam. This final exam consists of two parts: writing and speaking. The exam is on the same day as the final continuous assessment test.
The writing part consists of a test of written expression and a test of use of language.
To pass the final exam, and therefore the course itself, the following is required:
a minimum mark of 50% must be obtained in each skill (each part of the exam).
An overall average grade of 60% is required.
Students who have failed are entitled to a reassessment.
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.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attitude and participation | 10% | 0 | 0 | 8, 2, 3, 7, 6, 5, 4, 1, 10, 9 |
| Final exam | 40% | 1.5 | 0.06 | 8, 2, 7, 6, 5, 4, 9 |
| Mid-course tests | 10% | 1 | 0.04 | 8, 2, 7, 6, 5, 4, 9 |
| Portfolio | 20% | 5 | 0.2 | 8, 2, 3, 7, 6, 5, 4, 1, 9 |
| Speaking activities | 5 | 0.5 | 0.02 | 8, 2, 7, 6, 5, 4, 10, 9 |
| Writing tasks | 15% | 1.5 | 0.06 | 8, 2, 7, 6, 5, 4, 9 |
Bibliography
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
Software
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