|
Academic staff member responsible for the design of the course syllabus
(name, surname, academic title/scientific degree, email address and signature)
|
NA
|
|
Main Course Lecturer (name, surname, academic title/scientific degree, email address
and signature) and Office Hours:
|
M.Sc. Ardit Lena alena@epoka.edu.al
, Ardit Lena
|
|
Second Course Lecturer(s) (name, surname, academic title/scientific degree, email
address and signature) and Office Hours:
|
NA
|
| Language: |
English
|
| Compulsory/Elective: |
Elective
|
| Study program: (the study for which this course is offered) |
Bachelor in Economics (3 years)
|
| Classroom and Meeting Time: |
45 minutes
|
| Teaching Assistant(s) and Office Hours: |
NA
|
| Code of Ethics: |
Code of Ethics of EPOKA University
Regulation of EPOKA University "On Student Discipline"
|
| Attendance Requirement: |
N/A
|
| Course Description: |
This course is intended to develop reading, speaking and writing skills of students in German language. Is a beginner level course. The main goal is to be able to learn how to navigate through daily activities in a German-speaking environment. Each session contains a dialog, vocabulary, grammar notes and drills.
|
| Course Objectives: |
Students are expected to develop basic communicative competences in listening, speaking, reading and writing. The main goal is to be able to learn how to navigate through daily activities in a German-speaking environment, such as ordering food in a restaurant, shopping at the grocery store/supermarket, getting around in the city, and conducting simple conversations about yourself (studies, hobbies, and fields of interest). The textbook Schritte A2 and additional authentic materials, deals primarily with everyday situations and provide a good opportunity to develop your individual language skills.
|
|
BASIC CONCEPTS OF THE COURSE
|
| 1 |
ability to express for simple conversations
|
| 2 |
good reading
|
| Week |
Topics |
| 1 |
to get to know. Give reasons. Family tree: reporting on the families |
| 2 |
Give location information, give directions, understand conversations between neighbors. alternate prepositions |
| 3 |
Guten Appetit,give frequency information, talk to the restaurant. Indefinite pronouns in the nominative and accusative |
| 4 |
give advice, make phone calls at work |
| 5 |
give health tips, express feelings |
| 6 |
Testimony speaking about the path of formation. talk about school system |
| 7 |
Talking about gifts and expressing ideas |
| 8 |
Expressing opposites, expressing wishes, making suggestions |
| 9 |
Mid-Term |
| 10 |
Understand impersonal issues, describe products, understand news, passive, adjective declination |
| 11 |
Provide location information from where, describe routes, traffic news, weather conditions |
| 12 |
Specify travel destinations, book a trip, plan a dream trip. local prepositions |
| 13 |
Secret number. inform yourself at the bank counter, talk about services |
| 14 |
talking about the past repetition |
| 1 |
Reception: In listening students will be able to understand familiar, simple and everyday expressions and questions. They will be able to read and understand simple adapted texts and basic information given in posters, schedules, forms and other material in everyday language, both by listening to a person if he/she talks slowly, or by reading from texts containing illustrations/international words. |
| 2 |
Production: In speaking students can introduce him/herself and answer questions about personal details. With frequently used expressions that have been learned by heart, he/she may interact in routine matters such as shopping, going to restaurant, seeing a doctor, and travelling, provided the other person adjusts themselves to his/her limited language skills. In writing students will be able to provide simple, everyday information (e.g. postcards), fill out forms with personal data, connect simple sentences to write about his/her immediate environment, daily routines, and family and friends. |
| 3 |
Reflection: Students will be able to self-correct their vocabulary use and conjugated forms in structured dialogues, if the teacher provides hints. They will gain social-cultural competences in German-speaking countries like greetings, dealing with time, behavior in public, or responding to personal invitation. Students will also be able to reflect in his/her native language on experiences in learning German, on their personal learning strategies, define their own learning goals and assess their progress accordingly. |
| No |
Program Competencies |
Cont. |
| Bachelor in Economics (3 years) Program |
| 1 |
Students define the fundamental problems of economics |
NA |
| 2 |
Students describe key economic theories |
NA |
| 3 |
Students critically discuss current developments in economics |
NA |
| 4 |
Students appropriately use software for data analysis |
NA |
| 5 |
Students critically contextualize the selection of an economic problem for research within scholarly literature and theory on the topic |
NA |
| 6 |
Students apply appropriate analytical methods to address economic problems |
NA |
| 7 |
Students use effective communication skills in a variety of academic and professional contexts |
4 |
| 8 |
Students effectively contribute to group work |
4 |
| 9 |
Students conduct independent research under academic supervision |
2 |
| 10 |
Students uphold ethical values in data collection, interpretation, and dissemination |
3 |
| 11 |
Students critically engage with interdisciplinary innovations in social sciences |
2 |
| 12 |
Student explain how their research has a broader social benefit |
3 |
