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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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B1 Deutsch im Job – Profis gesucht: Gastronomie

Date of Publication

not provided

Target Group


Domain Area


Learning Scenario

Autonomous learning

Target Language


Language of Instruction

Any language

CEFR level


Type of Material

Reference resources (online Dictionaries/ grammar guides/phrasebooks)

Linguistic Features



Critical Thinking


The OER B1 Deutsch im Job – Profis gesucht: Gastronomie is embedded in a broader learning resource provided by the international broadcaster Deutsche Welle (DW): it comprises a set of multimedial learning content in form of both videos and audios, as well as different writing and speaking exercises. Thus, all the assessable language skills (listening, writing, reading comprehension and speaking) are covered by the course. Furthermore, the DW platform provides the learner with the possibility to both download the content and to advance through the learning path directly on the website.
This online course presumes a consolidated knowledge of German grammar notions up to the B1 of the CEFR, as its focus is rather to convey specific information and vocabulary related to the catering sector on the basis of real cases of German restaurants and cafes. Nonetheless, different grammar exercises are contextually provided within its 7 learning units, such as dative/accusative prepositions (unit Dienstbesprechung), modal verbs (unit Bestellung) and sub-clauses (unit Fakten). The remaining material is focused on gastronomy-related vocabulary and, in general, provides the learner with a broad overview over the activities that take place in a restaurant (e.g. booking, ordering, paying the bill).
In light of that, this course is highly indicated for school students with focus on gastronomy.
The learning units can also be processed regardless of the given sequence, considering that the last unit Wissenscheck provides final questions and eventually the result of the corrected answers given in the previous units. Thus, the learner has a tangible means to autonomously correct their mistakes as well as to assess their own improvements.

Case study

The source was tested with the students of the Faculty of Applied Languages.
Number of students: 15
Online learning unit
This is an online learning unit from Deutsche Welle on the topic of gastronomy.
The students were asked to complete the learning unit independently. In advance, they were told which language skills they should pay attention to. Then, students were asked to rate the learning unit in terms of its comprehensibility and usefulness. The students were asked to comment on whether they found the presented learning materials motivating and useful, and whether they thought they contributed to the development of their German language skills and the individual language skills.
The learning unit started with a short video explaining the tasks of the two presented collaborations. The exercises that followed focused mainly on the development of communicative competence, vocabulary development and the students' ability to apply the acquired knowledge in further communication.
The students evaluated the learning unit positively and found it motivating. They were particularly interested in the new lexis and the matching exercises. They also found the exercises for developing speaking skills very interesting. The whole course unit is very well designed and the students found the possibility to evaluate themselves really motivating.
Overall, it can be stated that the presented teaching material is satisfactory, the students have worked well with it and have evaluated it as useful for the development of speaking skills.


The resource is available online at the above mentioned link. Thanks to the ‘Settings’ button marked with a ‘=’, one can easily surf through the available contents (e.g. ‘Grammar’, ‘Script’, ‘Course overview’, etc.)
Basically, the learning path is already set up and is comprised of 7 learning units (Einstieg, Dienstbesprechung, … Wissenscheck), all of which are further subdivided into different exercises. At the end of each learning unit, the platform provides a calculation of the correct answers and a consequent evaluation. The learner can easily scroll the learning path backwards and redo the exercises.
In order to save one’s own score, they have to register and log in to the platform.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


Comments: the resource is easily accessible and usable on devices (the interface is also mobile-friendly). Although not very flexible in terms of learner’s level adaptation, its utility lies in the multifaceted and highly multimedial learning path.
Website of the Teaching Source: