HELBIG, G., BUSCHA, J. Deutsche Grammatik. Ein Handbuch für den Ausländerunterricht. München: Langenscheidt, 2001.

HELBIG, G.,BUSCHA, J. Übungsgrammatik Deutsch. München: Langenscheidt, 2000. MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.

DUDEN. Grammatik der deutschen Gegenwartssprache, neue Rechtschreibung: 4 – Die Grammatik, Mannheim: DUDEN, 1995.

KOZMOVÁ, R., BERGLOVÁ, E., FORMÁNKOVÁ, E., MAŠEK, M. Moderná gramatika nemčiny. Bratislava: Nakladateľstvo Fraus. 2003. MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.

Additional literature will be presented during the semester.

100% continuous assessment:

50% active participation in classes, presentation, preparation, and homework

50% two written tests on the covered content (midterm and at the end of the semester)

Rating scale: 100 % - 91 % – A, 90 % - 81 % – B, 80 % -73 % – C, 72 % - 66 % – D, 65 % - 60 % – E, 59% and below - FX (student has not met the credit requirements) The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.

Violation of academic ethics results in the cancellation of earned points in the respective assessment item.

The lecturer will accept a maximum of 2 absences with documented evidence. In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.

German

The course focuses on individual grammatical phenomena in their practical use. The main aim of the course is to help students automatize the grammatical structures most commonly used in everyday life and in academic contexts. In addition to reinforcing grammar, students also work on expanding their active vocabulary, improving their communicative competence, and developing their critical thinking skills. Teaching is carried out through a variety of activities that support active language use, such as discussions, group work, creative tasks, and work with authentic texts.

Thematic areas:

family and society, education and studies, plans and dreams, career versus family, travel, conflict situations in society and how to manage them, leisure time, housing, mental well-being, problems of young people in contemporary society, German literature and culture in Europe and in Slovakia, and others.

The thematic areas are determined at the beginning of the semester according to the language proficiency of the course participants.

100 /0

Students are able to communicate fluently and confidently use correct grammatical forms in everyday situations. They are capable of reflecting on their grammatical errors in both written and spoken communication and consciously correcting them.

HELBIG, G., BUSCHA, J. Deutsche Grammatik. Ein Handbuch für den Ausländerunterricht.

München: Langenscheidt, 2001.

HELBIG, G.,BUSCHA, J. Übungsgrammatik Deutsch. München: Langenscheidt, 2000.

KOZMOVÁ, R., BERGLOVÁ, E., FORMÁNKOVÁ, E., MAŠEK, M. Moderná gramatika nemčiny. Bratislava: Nakladateľstvo Fraus. 2003.

MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.

Additional literature will be presented during the semester.

100% continuous assessment:

50% active participation in classes, presentation, preparation, and homework

50% two written tests on the covered content (midterm and at the end of the semester)

The student must achieve a minimum success rate of 60% in each part of the assessment.

Rating scale:

100 % - 91 % – A, 90 % - 81 % – B, 80 % -73 % – C, 72 % - 66 % – D, 65 % - 60 % – E, 59% and below - FX (student has not met the credit requirements)

The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.

Violation of academic ethics results in the cancellation of earned points in the respective assessment item.

The lecturer will accept a maximum of 2 absences with documented evidence.

In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.

German

Teaching is carried out through a variety of activities that promote active language use, such as discussions, group work, creative tasks, and work with authentic texts. In addition to reinforcing grammar, students systematically expand their active vocabulary, improve their communicative competence, and develop the ability to work critically with information. Emphasis is placed on integrating language skills—reading, writing, listening, and speaking—in order to achieve comprehensive language proficiency.

Thematic areas:

Animals

Banks and insurance companies

Dual education

Fake news

Politics

Literature

History

Time

Medicine

Environment

The thematic areas are determined at the beginning of the semester according to the language proficiency of the course participants.

100/ 0

Students are able to communicate fluently and confidently use correct grammatical forms. They can respond flexibly in various communicative situations, express their own opinions, and support them with appropriate arguments. Students develop the ability to structure their thoughts, improve the accuracy of their language use, and increase their confidence in spontaneous interaction.

Educational activities:

Type of activities: practicals

Number of hours:

per week: 2 per level/semester: 28

Form of the course: on-site learning

HELBIG, G., BUSCHA, J. Deutsche Grammatik. Ein Handbuch für den Ausländerunterricht. München: Langenscheidt, 2001.

HELBIG, G.,BUSCHA, J. Übungsgrammatik Deutsch. München: Langenscheidt, 2000. MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.

DUDEN. Grammatik der deutschen Gegenwartssprache, neue Rechtschreibung: 4 – Die Grammatik, Mannheim: DUDEN, 1995.

KOZMOVÁ, R., BERGLOVÁ, E., FORMÁNKOVÁ, E., MAŠEK, M. Moderná gramatika nemčiny. Bratislava: Nakladateľstvo Fraus. 2003. MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.

Additional literature will be presented during the semester.

During the teaching part (continuous), students are required to complete three short written tests . Weighting of the tests in percentage: Test 1: 30% Test 2: 30% Test 3: 40%

The student must achieve a minimum success rate of 60% in each part of the assessment. Ratingscale:100%-91%–A,90%-81%–B,80%-73%–C,72%-66%–D,65%-60% – E, 59% and below - FX (student has not met the credit requirements) The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.

Violation of academic ethics results in the cancellation of earned points in the respective assessment item.

The lecturer will accept a maximum of 2 absences with documented evidence. In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.

German

1. Classification of verbs according to morphological criteria

2. Classification of verbs according to syntactic criteria

3. Verb valency (requiring complement)

4. Types of event, functional verbs

5. Infinitive verb forms

6. Present participle, past participle

7. Auxiliary verbs with infinitive, verb tenses, modality

8. Stative and dynamic passive forms, paraphrases of the passive voice

9. Nouns, N-declension, relative pronouns

10. Adjectives, predicative adjectives, government (valency) of adjectives

11. Cardinal and ordinal numerals, article words, adverbs

12. Pronoun "es", case government of prepositions

100/ 0

Students have practical knowledge of German morphology. After completing the course, they are able to describe the system of individual word types in the theoretical field and explain certain regularities of their functioning. In the practical area, they have the skills to correctly use grammatical rules in the German language, to inflect and tense correctly and to use in practical language the lexis of nouns, verbs, adjectives, adverbs, numerals, prepositions, particles.

HELBIG, G., BUSCHA, J. Deutsche Grammatik. Ein Handbuch für den Ausländerunterricht.

München: Langenscheidt, 2001.

HELBIG, G.,BUSCHA, J. Übungsgrammatik Deutsch. München: Langenscheidt, 2000.

KOZMOVÁ, R., BERGLOVÁ, E., FORMÁNKOVÁ, E., MAŠEK, M. Moderná gramatika nemčiny. Bratislava: Nakladateľstvo Fraus. 2003.

MARKO, E. Príručná gramatika nemčiny. Bratislava: SPN, 2006.

Doplnková literatúra bude prezentovaná počas semestra.

During the teaching part (continuous), students are required to complete three short written tests.

Weighting of the tests in percentage:

Test 1: 30%

Test 2: 30%

Test 3: 40%

The student must achieve a minimum success rate of 60% in each part of the assessment.

Rating scale:

100 % - 91 % – A, 90 % - 81 % – B, 80 % -73 % – C, 72 % - 66 % – D, 65 % - 60 % – E, 59% and below - FX (student has not met the credit requirements)

The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.

Violation of academic ethics results in the cancellation of earned points in the respective assessment item.

The lecturer will accept a maximum of 2 absences with documented evidence.

In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.

German

1. Predicate, predicative complement with copular verbs, predicative structures in passive clauses, object-related predicative complement

2. Subject, object, object-related predicative complement vs. object as predicative complement, adverbial adjuncts

3. Secondary sentence constituents

4. Constituent order, disruption of the sentence bracket (Satzklammer)

5. Attribute (attributive modifier)

6. Present and past participles

7. Sentence patterns (clause models)

8. Complex sentence structures

9. Infinitival constructions, participial constructions

10. Adverbial clauses I

11. Adverbial clauses II

12. Relative clauses

100/ 0

Upon completion of the course, students acquire practical knowledge of German syntax. They master the principles of German sentence structure and are able to apply them effectively in the practical use of the German language.

ADAMCOVÁ, L.: Phonetik der deutschen Sprache. Bratislava: Univerzita Komenského, 2001.

ALTMANN, H./ ZIEGENHAIN, U.: Phonetik, Phonologie und Graphemik fürs Examen. Wiesbaden: Westdeutscher Verlag, 2002.

HENGARTNER, T./ NIEDERHAUSER, J. (1993): Phonetik, Phonologie und phonetische Transkription. Frankfurt a.M.: Sauerländer.

Dictionaries of German pronunciation:

Duden 6: Das Aussprachewörterbuch. By Max Mangold. Mannheim. 2000.

Completion of a lecture and a practical seminar. The student must complete a lecture and a seminar, the maximum number of absences allowed is 2. During the semester, he completes practical training in the correct pronunciation of German as part of the overall translation and, above all, interpreting training. Part of the teaching is the reading of current German texts with an emphasis on correct pronunciation and partly an introduction to the basics of rhetoric. The course is evaluated by 20% continuously and 80% by a final written and oral exam.

Classification scale:

100-95%: A

94-86%: B

85-78%: C

77-69%: D

68-60%: E

Violation of rules of academic ethics will result in nullification of acquired points of assessment.

Slovak C2, German B2

Lectures: Introduction to phonetics and phonology, anatomy and physiology, classification of German sounds, articulation, interference, accent and intonation. Seminars focused on practicing phonetic transcription and reading, practicing communication skills and fluent communication in German.

20% continuous, 80% final written and oral exam

The student masters the basics of the phonetic structure of the language and the theoretical foundations of German phonetics and phonology, which he demonstrates in the final exam. He is able to communicate in standard German without significant interference of the mother tongue, respectively. German dialects using the articulatory base of German as a key component of communication and interpreting competencies.

Orcit zdroje pre konferenčné tlmočenie [online]. Orcit, ©2021 [cit. 2021-10-11] Dostupné na: https://orcit.eu/index.php/zdroje/

Speech Repository [online]. EU, ©2021 [cit. 2021-10-11]. Dostupné na: https://webgate.ec.europa.eu/sr/home

VERTANOVÁ, Siliva et. al. Tlmočník ako rečník. Bratislava: Univerzita Komenského, 2021. ISBN 978-80-223-4994-9.

MAKAROVÁ, Viera. Tlmočenie. Bratislava: Stimul, 2004. ISBN 9788088982814.

S doplnkovou literatúrou budú študenti oboznámení počas výučby.

a) during the teaching part (continuously) preparation of the assigned texts for interpretation from the sheet 10x7 points

b) during the teaching part (once per semester) preparation of a text for interpreting - 10 points

c) in the credit week, an assessment of the student's individual interpreting performance in the final seminar - 20 points

Grading scale:

100-90: A

89-80: B

79-72: C

71-66: D

65-60: E

59-0: FX

The instructor will accept a maximum of 2 absences with documentation.

The exact date and topic of the midterm evaluation will be announced at the beginning of the semester.

Violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the assessment.

Slovak (C1), Dutch (B2)

1. Interpreting techniques and domains, practice interpreting from sight

2. Specific problems of consecutive interpreting, practice of interpreting from sight

3. Specific problems of simultaneous interpreting, practicing interpreting from sight

4. Specific problems of interpreting from a letter, practice interpreting from sight

5. Specific problems of shushotage, practice of interpreting from sight

6. Specific problems of dialogue interpreting, practice interpreting from sight

7. Interpreting notation, practice of interpreting from sight

8. Terminological analysis of the text and glossary creation, practice of interpreting from sight

9. Working with memory, practising interpreting from sight

10. Interpreting ethics, practising interpreting from sight

11. Interpreting etiquette, practicing interpreting from sight

12. Evaluation of acquired interpreting skills

100/0

After successful completion of the course, the student has the ability of a sight interpreting of a simple professional text from Dutch into Slovak fluently, he/she is proficient in the techniques of interpreting from a letter. At the same time, the student expands his/her vocabulary on the basis of the preparation of interpreted texts from individual subject areas, develops the ability of terminological research and analysis of the interpreted text. The student acquires the ability to communicate the principles of interpreting in Dutch.

IATE – InterActive Terminology for Europe (Najdôležitejšia viacjazyčná terminologická databáza EÚ. Obsahuje terminológiu z oblasti práva, verejnej správy, zdravotníctva, sociálnych vecí a ďalších domén.)

MASÁR, Ivan: Ako pomenúvame v slovenčine. Kapitoly z terminologickej teórie a praxe. 1. vyd. Bratislava: Slovenská jazykovedná spoločnosť pri SAV a Jazykovedný ústav Ľudovíta Štúra SAV 2000. 60 s. (https://www.juls.savba.sk/ediela/spisySJS/3/)

NL-Term - publicaties (https://nlterm.eu/publicaties/)

Terminologický portál JULŠ - terminologické zdroje, teoretické zdroje a užitočné odkazy (https://terminologickyportal.sk/index.html)

Throughout the semester, students continuously prepare analyses of terminology domains assigned by the instructor, develop and compare conceptual systems in Slovak and Dutch, and compile glossaries, which they submit in the form of a portfolio during the assessment week (60%). During the exam period, students take a test focused on knowledge of terminology theory and terminology in selected domains defined by the instructor (40%).

Students must achieve a minimum score of 60% in all parts of the assessment.

Grading scale:

100-90: A

89-80: B

79-72: C

71-66: D

65-60: E

59-0: FX

The instructor accepts a maximum of 2 absences with documented proof.

Exam dates will be published via AIS no later than the last week of the lecture

period.

Violations of academic ethics result in the cancellation of points earned in the relevant

assessment item.

Weighting of continuous/final assessment: 60/40

The individual seminars will cover the following topics in sequence: terminology as an academic discipline, the scope and content of the concept, the definability of terms, types of terminology, equivalence in terminology, terminology resources for the Dutch language, intralingual variation in terminology, and artificial intelligence tools in terminology work. At the same time, students practice terminological research and term equivalence using artificial intelligence tools. Emphasis is placed on verifying and evaluating the accuracy and quality of outputs, prompting, correcting outputs, and creating glossaries. Practical training focuses primarily on the following domains: public administration, public and state authorities, education, legal system, social and health care, etc.

The student has a basic understanding of terminology theory, focusing on the semiotic triangle, the scope and content of a concept, the definability of a term, types of naming, equivalence in terminology, existing terminology resources for the Dutch language, intralingual variation in terminology, and possesses practical skills in using artificial intelligence tools for terminological research and analysis, while being able to verify and evaluate the quality of the outputs from these tools and subsequently correct them.

Certificaat Nederlands als Vreemde Taal (CNaVT). https://cnavt.org/

Ongoing preparation for individual seminars and active participation.

In the seminars, the student is introduced to the content, form and demands of the CNaVT tests, which focus on individual language skills in Dutch at different levels of proficiency.

Preparation for the skills of writing, listening comprehension, speaking, reading comprehension.

100/0

DECAVELE, A. SCHOENAERTS, P, VAN LOO, H. (2010) Als ik jou. poëzie voor anderstaligen. Leuven: Garant.

TSELIKAS-PORTMANN, E. (1999). Dramapädagogik im Sprachunterricht. Zürich: Orell Füssli. HALLET, W./ SURKAMP, C. (HGS.) (2015). Dramendidaktik und Dramapädagogik im Fremdsprachenunterricht. Trier: Wiss Verlag.

HOPPE, H. (2011). Theater und Pädagogik: Grundlagen, Kriterien, Modelle pädagogischer Theaterarbeit. 2. überarb. Aufl. Münster: Lit. Hamburg: Persen Verlag

PRIMAVESI, P./ DECK, J. (HGS.) (2014). Stop Teaching! Neue Theaterformen mit Kindern und Jugendlichen. Bielefeld: transcript.

Successful completion of the seminar requires regular attendance, oral interim reflections, active and committed participation in practical exercises as well as in the preparation and staging of a stage work at the end of the semester. As a final assignment, a written reflection is required in which the insights and experiences gained are to be summarised and reflected upon.

100 % - 91% – A, 90 % - 81 % – B, 80 % -73 % – C, 72 % - 66 % – D, 65 % - 60 % – E, 59 % FX

The is an acceptance of maximum two times with an excuse.

The is an acceptance of maximum two times with an excuse.

Dutch, with assistance of English and Slovak when needed.

Class syllabus:

This is an interactive seminar focusing on the preparation and performance of a stage play at the end of the semester. The seminar has its foundation in the approaches of Drama Pedagogy. These

are action-oriented teaching methods that create a dynamically creative and vibrant learning

setting with techniquesd of Dutch as a foreign language, so that students slip into different roles and re-enact authentic communication situations. At the beginning of the seminar, a short introduction to the basics of theatre and theatre pedagogy is given.

Warm-up and improvisation exercises to prepare the body and voice as well as to promote spontaneity and creativity are carried out in each unit.

Since the practical component of the seminar is of central importance, a stage play is chosen in the first weeks, and the students work intensively towards staging it in the course of the semester.

The final performance takes place at the end of the semester.

70/ 30

This seminar is aimed not only at students who already have experience in theatre but also those who are interested in trying it out.

In this seminar, there will be a strong focus on the skill of "Speaking and Communicating in Dutch". Students will be able to experiment with language in a protected environment, which will greatly enhance their confidence in using the Dutch language. In doing so, students will not only deepen their linguistic skills but also strengthen their ability to communicate spontaneously, react to others, and express themselves more clearly and effectively in Dutch in various social situations, both verbally and non-verbally through body language, voice tone, and gestures.

In addition, students will increase their cultural knowledge through practical exposure to authentic texts from the real theatre scene during the selection, production, and performance of the stage work.

Furthermore, the students increase their self-confidence, their ability to be empathetic as well as their self-reflection by means of theatre pedagogical exercises.

DECAVELE, A. SCHOENAERTS, P, VAN LOO, H. (2010) Als ik jou. poëzie voor anderstaligen. Leuven: Garant.

TSELIKAS-PORTMANN, E. (1999). Dramapädagogik im Sprachunterricht. Zürich: Orell Füssli. HALLET, W./ SURKAMP, C. (HGS.) (2015). Dramendidaktik und Dramapädagogik im Fremdsprachenunterricht. Trier: Wiss Verlag.

HOPPE, H. (2011). Theater und Pädagogik: Grundlagen, Kriterien, Modelle pädagogischer Theaterarbeit. 2. überarb. Aufl. Münster: Lit. Hamburg: Persen Verlag

PRIMAVESI, P./ DECK, J. (HGS.) (2014). Stop Teaching! Neue Theaterformen mit Kindern und Jugendlichen. Bielefeld: transcript.

Successful completion of the seminar requires regular attendance, oral interim reflections, active and committed participation in practical exercises as well as in the preparation and staging of a stage work at the end of the semester. As a final assignment, a written reflection is required in which the insights and experiences gained are to be summarised and reflected upon.

100 % - 91% – A, 90 % - 81 % – B, 80 % -73 % – C, 72 % - 66 % – D, 65 % - 60 % – E, 59 % FX

The is an acceptance of maximum two times with an excuse.

The is an acceptance of maximum two times with an excuse.

Dutch, with assistance of English and Slovak when needed.

Class syllabus:

This is an interactive seminar focusing on the preparation and performance of a stage play at the end of the semester. The seminar has its foundation in the approaches of Drama Pedagogy. These

are action-oriented teaching methods that create a dynamically creative and vibrant learning

setting with techniquesd of Dutch as a foreign language, so that students slip into different roles and re-enact authentic communication situations. At the beginning of the seminar, a short introduction to the basics of theatre and theatre pedagogy is given.

Warm-up and improvisation exercises to prepare the body and voice as well as to promote spontaneity and creativity are carried out in each unit.

Since the practical component of the seminar is of central importance, a stage play is chosen in the first weeks, and the students work intensively towards staging it in the course of the semester.

The final performance takes place at the end of the semester.

70/ 30

This seminar is aimed not only at students who already have experience in theatre but also those who are interested in trying it out.

In this seminar, there will be a strong focus on the skill of "Speaking and Communicating in Dutch". Students will be able to experiment with language in a protected environment, which will greatly enhance their confidence in using the Dutch language. In doing so, students will not only deepen their linguistic skills but also strengthen their ability to communicate spontaneously, react to others, and express themselves more clearly and effectively in Dutch in various social situations, both verbally and non-verbally through body language, voice tone, and gestures.

In addition, students will increase their cultural knowledge through practical exposure to authentic texts from the real theatre scene during the selection, production, and performance of the stage work.

Furthermore, the students increase their self-confidence, their ability to be empathetic as well as their self-reflection by means of theatre pedagogical exercises.

After the registration process has finished, I will meet all registered students, and together we will agree on the most suitable days and time, so that everyone can regularly assist.

Successful completion of the seminar requires regular attendance, oral interim reflections, active and committed participation in practical exercises as well as in the preparation and staging of a stage work at the end of the semester. As a final assignment, a written reflection is required in which the insights and experiences gained are to be summarised and reflected upon.

Klasifikačná stupnica: 100-90: A 89-79: B 78-68: C 67-57: D 56-46: E 45-0: FX

Vyučujúce akceptujú max. 2 absencie s preukázanými dokladmi.

Váha priebežného / záverečného hodnotenia: 70/30

German

This is an interactive seminar focusing on the preparation and performance of a stage play at the end of the semester. The seminar has its foundation in the approaches of Drama Pedagogy. These are action-oriented teaching methods that create a dynamically creative and vibrant DaF learning setting, so that students slip into different roles and re-enact authentic communication situations.

At the beginning of the seminar, a short introduction to the basics of theatre and theatre pedagogy is given.

Warm-up and improvisation exercises to prepare the body and voice as well as to promote spontaneity and creativity are carried out in each unit.

Since the practical component of the seminar is of central importance, a stage play is chosen in the first weeks, and the students work intensively towards staging it in the course of the semester.

The final performance takes place at the end of the semester.

This seminar is aimed not only at students who already have experience in theatre but also those who are interested in trying it out.

In this seminar, there will be a strong focus on the skill of "Speaking and Communicating in German". Students will be able to experiment with language in a protected environment, which will greatly enhance their confidence in using the German language. In doing so, students will not only deepen their linguistic skills but also strengthen their ability to communicate spontaneously, react to others, and express themselves more clearly and effectively in German in various social situations, both verbally and non-verbally through body language, voice tone, and gestures.

In addition, students will increase their cultural knowledge through practical exposure to authentic texts from the Austrian theatre scene during the selection, production, and performance of the stage work.

Furthermore, the students increase their self-confidence, their ability to be empathetic as well as their self-reflection by means of theatre pedagogical exercises.

After the registration process has finished, I will meet all registered students, and together we will agree on the most suitable days and time, so that everyone can regularly assist.

TSELIKAS-PORTMANN, E. (1999). Dramapädagogik im Sprachunterricht. Zürich: Orell Füssli.

HALLET, W./ SURKAMP, C. (HGS.) (2015). Dramendidaktik und Dramapädagogik im Fremdsprachenunterricht. Trier: Wiss Verlag.

HOPPE, H. (2011). Theater und Pädagogik: Grundlagen, Kriterien, Modelle pädagogischer Theaterarbeit. 2. überarb. Aufl. Münster: Lit. Hamburg: Persen Verlag

PRIMAVESI, P./ DECK, J. (HGS.) (2014). Stop Teaching! Neue Theaterformen mit Kindern und Jugendlichen. Bielefeld: transcript.

Successful completion of the seminar requires regular attendance, oral interim reflections, active and committed participation in practical exercises as well as in the preparation and staging of a stage work at the end of the semester.

The seminar is held in German.

Grading scale: 100-90: A 89-79: B 78-68: C 67-57: D 56-46: E 45-0: FX

Teachers accept a maximum of 2 absences with documented proof.

Weight of continuous/final assessment: 70/30

This is an interactive seminar focusing on the preparation and performance of a stage play at the end of the semester. The seminar has its foundation in the approaches of Drama Pedagogy. These are action-oriented teaching methods that create a dynamically creative and vibrant DaF learning setting, so that students slip into different roles and re-enact authentic communication situations.

At the beginning of the seminar, a short introduction to the basics of theatre and theatre pedagogy is given.

Warm-up and improvisation exercises to prepare the body and voice as well as to promote spontaneity and creativity are carried out in each unit.

Since the practical component of the seminar is of central importance, a stage play is chosen in the first weeks, and the students work intensively towards staging it in the course of the semester.

The final performance takes place at the end of the semester.

This seminar is aimed not only at students who already have experience in theatre but also those who are interested in trying it out.

In this seminar, there will be a strong focus on the skill of "Speaking and Communicating in German". Students will be able to experiment with language in a protected environment, which will greatly enhance their confidence in using the German language. In doing so, students will not only deepen their linguistic skills but also strengthen their ability to communicate spontaneously, react to others, and express themselves more clearly and effectively in German in various social situations, both verbally and non-verbally through body language, voice tone, and gestures.

In addition, students will increase their cultural knowledge through practical exposure to authentic texts from the Austrian theatre scene during the selection, production, and performance of the stage work.

Furthermore, the students increase their self-confidence, their ability to be empathetic as well as their self-reflection by means of theatre pedagogical exercises.

After the registration process has finished, I will meet all registered students, and together we will agree on the most suitable days and time, so that everyone can regularly assist.

TSELIKAS-PORTMANN, E. (1999). Dramapädagogik im Sprachunterricht. Zürich: Orell Füssli. HALLET, W./ SURKAMP, C. (HGS.) (2015). Dramendidaktik und Dramapädagogik im Fremdsprachenunterricht. Trier: Wiss Verlag.

HOPPE, H. (2011). Theater und Pädagogik: Grundlagen, Kriterien, Modelle pädagogischer Theaterarbeit. 2. überarb. Aufl. Münster: Lit. Hamburg: Persen Verlag

PRIMAVESI, P./ DECK, J. (HGS.) (2014). Stop Teaching! Neue Theaterformen mit Kindern und Jugendlichen. Bielefeld: transcript.

Successful completion of the seminar requires regular attendance, oral interim reflections, active and committed participation in practical exercises as well as in the preparation and staging of a stage work at the end of the semester. As a final assignment, a written reflection is required in which the insights and experiences gained are to be summarised and reflected upon.

Klasifikačná stupnica: 100-90: A 89-79: B 78-68: C 67-57: D 56-46: E 45-0: FX Vyučujúce akceptujú max. 2 absencie s preukázanými dokladmi.

Váha priebežného / záverečného hodnotenia: 70/30

German

This is an interactive seminar focusing on the preparation and performance of a stage play at the end of the semester. The seminar has its foundation in the approaches of Drama Pedagogy. These are action-oriented teaching methods that create a dynamically creative and vibrant DaF learning setting, so that students slip into different roles and re-enact authentic communication situations. At the beginning of the seminar, a short introduction to the basics of theatre and theatre pedagogy is given.

Warm-up and improvisation exercises to prepare the body and voice as well as to promote spontaneity and creativity are carried out in each unit.

Since the practical component of the seminar is of central importance, a stage play is chosen in the first weeks, and the students work intensively towards staging it in the course of the semester. The final performance takes place at the end of the semester.

This seminar is aimed not only at students who already have experience in theatre but also those who are interested in trying it out.

In this seminar, there will be a strong focus on the skill of "Speaking and Communicating in German". Students will be able to experiment with language in a protected environment, which will greatly enhance their confidence in using the German language. In doing so, students will not only deepen their linguistic skills but also strengthen their ability to communicate spontaneously, react to others, and express themselves more clearly and effectively in German in various social situations, both verbally and non-verbally through body language, voice tone, and gestures.

In addition, students will increase their cultural knowledge through practical exposure to authentic texts from the Austrian theatre scene during the selection, production, and performance of the stage work.