Austrian-American Educational Cooperation Association
Summer Academy 2013
Summer Academy 2013
Laaben, Lower Austria, June 3rd–7th, 2013
Final Report
Course Description
Teachers’ Material
Students’ Work
Impressum:
AAECA - Austrian-American Educational Cooperation Association
A-1040 Wien Mayerhofgasse 6, 3.Stock www.aaeca.com
Für den Inhalt verantwortlich: Dr. Franz Schimek
Redaktion: Renate Hanisch
Layout & Grafik: Peter Symonds
Alle: AAECA
Fotos: Paul Edmunds, Deborah Rifenbary, Rebecca Sanchez (University of New Mexico);
Renate Hanisch, Archiv (AAECA)
© AAECA, Wien, 2013
I
Austrian-American Educational Cooperation Association
Summer Academy 2013
Table of Contents
II
1
COURSE CONCEPT
3
1.1
General Description
3
1.2
Content and special topics
4
1.3
Summer Academy 2013 Timetable
7
1.4
Report from the AAECA Summer Academy 2013 (Dr. Paul Edmunds)
8
1.5
Report from the AAECA Summer Academy 2013 (Dr. Rebecca Sanchez)
2
TEACHERS’ MATERIAL
14
2.1
2.1.1
2.1.2
Dr. Paul Edmunds
The Interest Of Austrians In American Language And Lore (Esl)
Elements and Considerations in the Acquisition of a Foreign Language: Accent, Dialect,
Intelligibility and Identity
Notes for Presentation on Accent and Dialect
Sampling of Teaching Methodology Texts
Classroom debate rubric
Sample ESA Lesson Plan for Speaking
Sample ESA Lesson Plan for Writing
Websites to practice TOEFL and English at home
14
14
2.2
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
2.2.6
2.2.7
2.2.8
2.2.9
2.2.10
2.2.11
2.2.12
2.2.13
Dr. Deborah Rifenbary
Schoolwide Bully Prevention by Brent Burnham
The ASCA National Model - Framework for School Counseling Programs
Frequently Asked Questions
The MCKinney – Vento Act At Glance
Case Studies:
The Student/ Person in Context
Communicating Cross – Culturally: What Teachers Should Know
Steps You Can Take In Your School or District
The Culturally Skilled Professional
The Whole Child
3rd Grade Sample Steps to Respect
4th Grade Sample Steps to Respect
5th Grade Sample Steps to Respect
27
28
37
41
43
47
48
49
54
56
57
58
59
60
2.3
2.3.1
2.3.2
2.3.3
2.3.4
2.3.5
2.3.6
Dr. Rebecca Sanchez
Syllabus – Multicultural American Short Stories
Novels and Stories
Thank You, Ma’m
Eleven
Lullaby
The Legend of Miss Sagawara
61
61
62
66
73
78
87
2.1.3
2.1.4
2.1.5
2.1.6
2.1.7
2.1.8
13
15
17
19
21
22
23
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Austrian-American Educational Cooperation Association
Summer Academy 2013
3
STUDENTS’ WORK
3.1
Final Assignment Requirements
102
3.2
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
3.2.7
3.2.8
3.2.9
3.2.10
3.2.11
3.2.12
3.2.13
3.2.14
3.2.15
3.2.16
3.2.17
3.2.18
3.2.19
Reflections on the Summer Academy
Reflections on the Summer Academy 2013 by Helga Boman
Reflections on the Summer Academy 2013 by Doris Czesany
Reflections on the Summer Academy 2013 by Ursula Eigner
Reflections on the Summer Academy 2013 by Barbara Fleck
Reflections on the Summer Academy 2013 by Ingrid Janisch
Reflections on the Summer Academy 2013 by Gerhild Krabichler
Reflections on the Summer Academy 2013 by Brigitte Neustifter
Reflections on the Summer Academy 2013 by Eva Novak
Reflections on the Summer Academy 2013 by Renate Novack
Reflections on the Summer Academy 2013 by Doris Obermayer
Reflections on the Summer Academy 2013 by Margit Oblak
Reflections on the Summer Academy 2013 by Gerhard Pfeffer
Reflections on the Summer Academy 2013 by Dagmar Pöll
Reflections on the Summer Academy 2013 by Johannes Salcherr
Reflections on the Summer Academy 2013 by Alexander Udvarhelyi
Reflections on the Summer Academy 2013 by Martha Vilt
Reflections on the Summer Academy 2013 by Elke Wimmer
Reflections on the Summer Academy 2013 by Michaela Brightwell
Reflections on the Summer Academy 2013 by Ingrid Zerlauth
104
104
105
108
109
110
111
112
113
114
115
116
117
119
120
121
122
124
125
126
3.3
3.3.1
3.3.2
102
Lesson Plans
127
Sample ESA Lesson plan for Writing by Helga Boman, Martha Vilt Ingrid Zerlauth
127
Lesson plan for Reading/ Writing by Barbara Fleck, Gabriele Hahnl, Waltraud Reinisch,
Eva Novak und Anne Millea
128
3.3.3 Lesson plan for Reading/ Writing by Doris Obermayer, Gerhard Pfeffer, Dagmar Pöll
129
3.3.4 Lesson plan for Reading/ Writing by Barbara Fleck, Eliane Fritz, Brigitte Neustifer, Margit
Oblak, Johannes Salcher
130
3.3.5 Lesson plan for Speaking by Helga Boman, Martha Vilt Ingrid Zerlauth
131
3.3.6 Lesson plan for Speaking by Barbara Fleck, Gabriele Hahnl, Waltraud Reinisch, Eva Novak
und Anne Millea
132
3.3.7 Lesson plan for Speaking by Doris Obermayer, Gerhard Pfeffer, Dagmar Pöll
133
3.3.8 Lesson plan for Speaking by Ursula Eigner, Barbara Fleck, Johannes Salcher
134
Topic: London Sights
134
3.3.9 Lesson plan for Speaking by Eliane Fritz, Oblak Margit, Cornelia Sattler
135
3.3.10 Lesson plan for Speaking by Michaela Brightwell, Gerhild Krabichler, Alexander Udvarhelyi,
Elke Wimmer
136
III
Austrian-American Educational Cooperation Association
Summer Academy 2013
Foreword
I am pleased to present the 2013 Austrian-American
Summer Academy Report.
The information provided within this report is a compilation
of documents mainly used and produced throughout the
course. It not only offers an insight into the educational
system of the State of New Mexico but also offers a
selection of teaching materials which could be used in
class.
The main purpose of this publication is to document the
immense amount of work that was put into the academy
and to highlight the excellent results that were achieved.
Let me take the opportunity to thank all the actors and supporters involved. My
special thanks go to the professors of the University of New Mexico. Without their
input and their great commitment, we would have not achieved the results we did
from the Summer Academy. My thanks also go to the professional organisation of the
AAECA team. In the caring atmosphere of Laaben, the participants were committed
to using English only throughout the course and contributed to the course immensely.
A special thank you to all of them!
Last but not least, I would like to thank the Ministry of Education for their ever
important financial support and the Pedagogical University Vienna for providing the
organisational framework.
Thanks to the successful completion of three summer academies I am very proud to
mention the signing of an agreement between both the University of New Mexico and
Austrian-American Education Co-operation Association which ushers in a new
foundation for Austro-American co-operation, exchanges in all academic areas, and
an expansion of the mutual friendship between the institutions involved.
Summing up it was a great summer academy and we are looking forward to the
upcoming Summer Academy 2014.
Mag. Dr. Franz Schimek
Executive Director of the AAECA
Head of the Federal Coordination Centre for iInternational Initiatives in Education
Inspector of European Schools
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Austrian-American Educational Co-operation Association
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Summer Academy 2013
Austrian-American Educational Cooperation Association
Summer Academy 2013
1 Course Concept
1.1 General Description
June 2013 saw the fourth annual Austrian American Summer Academy - English for
Professional Use - take place which was jointly organized by the Austrian-American
Cooperation association (AAECA), the University of New Mexico and the
Pädagogische Hochschule Wien.
The event took place in Laaben, Lower Austria, and was organized for English
teachers of all school types from all provinces: Primary Schools (VS), Secondary
Schools (APS) and High Schools (AHS).
Under the motto "English Only" the seminar offered this unique opportunity to gain
insight into local life and institutions as well as into the American education system.
The presentations were grouped into the following themes:
•
Insight into American life and culture through short stories and other selected
readings (insights into everyday American life and culture by means of short
stories and other selected texts)·
•
Current Issues and Trends in the American school system with "No child left
behind" strategy, "School and family counseling" and others.
•
English-as-a-Second Language and Linguistics Methodology (methods of
teaching English as a Second Language and Linguistics under strict
conditions of "Total English Immersion")
The participants spent an entire week in the group together with the speakers. An
important goal was also the reflection of their own teaching methods and the
application of the newly gained knowledge in their classroom teaching.
Participants were registered for this event as UNM students and thus had access to
the official web portal of the university.
In addition, they received 3 American credits (equivalent to 6 ECTS) from the UNM
for the successful completion of this training session.
The next Austrian American Summer Academy will is due to take place in the
summer of 2014.
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Austrian-American Educational Co-operation Association
Summer Academy 2013
1.2 Content and special topics
Content Overview:
•
•
•
•
•
•
4
Personal language development sessions (including pronunciation / intonation
skills)
Awareness of the language learning process in learners
Strategies and materials for stimulating learners of English
Current issues and trends in American education including “No Child Left
Behind” policy and other legislation, “English Language Learners” and “School
and Family Counselling”
Communication skills and cultural sensitivity
Insight into American life and culture through short stories and other selected
readings
Austrian-American Educational Cooperation Association
Summer Academy 2013
Course Instrutors
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From left: Dr. Deborah Rifenbary, Dr. Paul Edmunds, Dr. Rebecca Sanchez
Special Topics include
American Education: Reform, Transform and Perform
Dr. Deborah Rifenbary, Ed.D., Instructor Associate Dean for Academic Affairs and
Faculty Development in the College of Education
This class is an overview of the current trends and issues facing American Education
today. Topics to be covered include Politics in Education with an emphasis on the
Common Core Standards, Cultural Competence, and the unique aspects of
American education including School Counseling, Social Promotion and Community
Schools.
Austrian-American Educational Co-operation Association
Summer Academy 2013
Multicultural American Short Stories
Dr. Rebecca Sanchez
Through the use of short story, this class will provide insight into the major themes
and literary methods of diverse American writers. These include: women’s voices,
ethnic plurality, impact of historical events on story, structural innovation, and dialect.
Students will read one story per day and discuss this in small groups and with the
class and instructor. The class will reinforce some of what will be learned in the
language class and will give a clearer insight into American life, language, history,
and culture. The course will also address how children's literature has become more
multicultural and diverse. Throughout the course we will incorporate small
pedagogical approaches that can be integrated into the classroom.
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The Interest of Austrians in American Language and Lore (ESL)
Dr. Paul Edmunds, Instructor,
Director, Center for English Language and American Culture, UNM
This course offers a linguistic study of the English language through discussions on
English teaching methodologies and considerations of language learning and
acquisition. Participants will exit the course with a deeper understanding of the
methodologies used to teach English in the United States as well as some of the
academic considerations one must take in account when teaching and working with
English learners. Factors related to language use such as accent and dialect will be
considered as we discuss the whole language learner. Particular consideration will
be given to English language lesson planning as we put our knowledge of theory,
methods and practice into use.
Austrian-American Educational Cooperation Association
Summer Academy 2013
1.3 Summer Academy 2013 Timetable
Austrian-American Summer Academy 2013
Laaben, June 3rd – June 7th
Mon
Tue
Wed
Thu
Fri
Morning
session 1
Summer Academy
Opening 8.15 am
Morning
session 2
Paul Edmunds:
Overview and
considerations of
language teaching
Paul Edmunds:
Language teaching
methodologies
Rebecca Sanchez:
Langston Hughes
Rebecca Sanchez:
Hisaye Yamamoto
Deborah
Rifenbary
Deborah
Rifenbary
Trends in School
Counseling
Rebecca Sanchez:
Leslie Marmon Silko
Cultural
Competence
Paul Edmunds:
ESA Lesson
planning II with
presentation
Deborah
Rifenbary
General School
Issues including
Bullying, School
Safety, and Closing
the Achievement
Gap
Lunch
Afternoon
session 1
Rebecca Sanchez :
Kate Chopin
Afternoon
session 2
Deborah
Rifenbary
American Education
Overview
Lunch
Lunch
Deborah
Rifenbary
: Politics and
Education including
Common Core
Standards, No Child
Left Behind and
Teacher Evaluation
Paul Edmunds:
Basic
lecture/discussion of
accent & dialect
Lunch
Rebecca Sanchez:
Leslie Marmon Silko
Lunch
Round up,
Certificates
Summer Academy
ends approximately
4pm
Paul Edmunds or
Rebecca Sanchez
7
Heiligenkreuz visit
and guided tour
Paul Edmunds:
ESA Lesson
planning I with
presentation
Austrian-American Educational Co-operation Association
Summer Academy 2013
1.4 Report from the AAECA Summer Academy 2013
(Dr. Rebecca Rifenbary)
Think back to Summer 2013…incessant rain, winterlike weather, a sea of umbrellas in Vienna and the
worst flooding in hundred years.
8
Given that as a context, “Singing in the Rain”, a very
popular song made famous in the musical of the same
name by renowned singer and dancer Gene Kelly
could have been the theme for this year’s summer
academy. The team of faculty who came from New
Mexico live in the high desert where the average
rainfall per year is 1.7 inches. Imagine the shock!
Consequently, the students and faculty had our own
form of “Singing in the Rain” and despite the weather
conditions we had no choice but to “sing and dance”
through the clouds. Not only did we sing and dance,
but most important we created a sense of community
via coursework, lectures, conversations, dinners, walks, and laughter; and we gained
an appreciation and respect for both the American and Austrian cultures, ways of life
and differences in education.
This was my third summer in Laaben, having had the opportunity of continuing to
work with beloved colleagues from previous years and a new instructor this year.
The combination of the environment of the Hotel “Zur Post”, the students, the faculty
and perhaps even the rain created another meaningful and substantive experience
for all involved. There was never a lull either in or out of the classroom. Teachers
represented all the provinces in Austria as well as various grade levels and types of
schools, so the diverse perspectives and experiences stimulated lively and
interesting discussion.
My topic was Current Issues and Trends in American Education. Needless to say
every day was sparked with questions, aha moments and an understanding that
educational issues, especially those faced by teachers are universal. Perhaps my
most memorable activity was exposing the students to the new Common Core
standards, designed to align curricula across the United States in English and
Mathematics and to “provide a consistent, clear understanding of what students are
expected to learn, so teachers and parents know what they need to do to help them.”
Students selected a grade level, selected one of the writing standards associated
with that grade level and then designed an activity to meet the standards that was
then shared with and evaluated by the entire class. Cultural diversity, The Whole
Austrian-American Educational Cooperation Association
Summer Academy 2013
Child model that is integral to American education and school counseling were other
interesting and well received topics.
Each day brought new insights, new perspectives and new understandings not only
about the various topics but about ourselves and each other. The rain became
incidental to the overall experience and perhaps on some level enhanced it. As in
years past, the overall experience was truly memorable, enriching and personally
and professionally fulfilling. “Singing in the Rain” has taken a whole new meaning.
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Austrian-American Educational Co-operation Association
Summer Academy 2013
1.5 Report from the AAECA Summer Academy 2013
(Dr. Paul Edmunds)
Dr. Paul Edmunds
Director, Center for English Language and
American Culture, UNM
Associate Director, Global Education Office, UNM
Research Assistant Professor, Depts. of Speech
& Hearing Sciences and Linguistics, UNM
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Over the past three summers, I have had
the great honor of being invited to teach at the
Austrian-American Summer Academy. And over
these years, I have seen the Academy grow in its
number of participants. From approximately 12
participants the past two summers, my first
reaction upon learning that we would have 25
participants this summer was one of both
excitement and curiosity. I was excited because
doubling the enrollment from one year to the next signifies the great success and
reputation of the Academy. At the same time I wondered, what will it be like to
interact with such a large group of professionals over five intense days of instruction
and activities, literally a full week of English language immersion? To sum it my
experience and feeling at the end of the week: it was a great success.
The Summer Academy this year was particularly special as for the first time
each of Austria’s 9 provinces were represented by the participation of its teachers
who themselves covered all levels of public education from primary school through
university studies. Indeed, these professionals had come to Laaben to share their
spirit for teaching and immerse themselves in a week-long seminar based entirely in
English that treated subjects such as the Classic American Short Story, the United
States Education System and School Counseling, and English-as-a-Second
Language Teaching Methodologies and Linguistics. This immersion experience not
only reinforced the participants’ already excellent English language skills, but also
provided opportunities for the professionals to share their own teaching expertise
with newfound colleagues. Each conversation contributed to perhaps the main goal
of the week: speak English until you begin to dream in it.
The title of my course was again The Interest of Austrians in American
Language and Lore (ESL). In this course, I presented an overview of theory related
to second language acquisition as well as a historical overview of English language
Austrian-American Educational Cooperation Association
Summer Academy 2013
teaching methodologies. The objective of this section of the seminar was to not only
review the most influential language teaching methodologies, but also to allow the
participants to share which methodologies and strategies they have employed in their
classrooms. This gave participants an opportunity to voice their opinion on which
ones (or combinations thereof) have been the most successful in their own lesson
plans and for their particular class learning outcomes. In addition, linguistic
phenomena related to the language classroom such as the accent and dialect and
their contribution to perceptions of perceived "nativeness" and identity were
discussed.
My goal was to connect English teaching theories with practice, allowing for
ample discussion on how to strategically approach different topics or content areas
from different angles depending on one’s audience. The participants put theory into
action as they created lesson plans and activities fitting of their own classrooms, and
then put these plans into practice via classroom presentations. At the end of each
presentation, the "student audience" provided feedback and suggestions regarding
each lesson plan. It was exciting to see the emotion build in the classroom as
participants found new ways to teach old subjects, or be introduced to methods or
plans that they might not have considered before (Really? We can have our students
write a rap song and then perform it for the class??). Our group created a Dropbox
account that allowed us to share our lesson plans with each other for future use, as
well as share other language teaching materials and photographs of the Academy.
Hopefully, then, our work during this week will endure and be enjoyed for years to
come.
In addition to the many hours spent in the classroom, we spent many hours
together eating meals, enjoying conversations, and even singing songs. Mag. Tony
Prochazka led an excellent evening session on using song to activate language at
different proficiency levels. On another afternoon, we took a trip to a nearby
monastery and received a tour in English by a young monk. We later enjoyed a
fabulous meal at the monastery’s restaurant, again sharing our life experiences and
further putting our language skills to work. I particularly enjoyed our conversation
about dining etiquette and how to gain the best service by airline staff. At the end of
this immersion experience, I feel I have gained 25 new friends who are also
colleagues. We are all energized to put what we had learned to work and do great
things at our respective schools.
I would like to thank the Austrian-American Educational Cooperation
Association and its partnership with the University of New Mexico for the opportunity
to participate in another outstanding Summer Academy in Laaben. The staff of the
AAECA made sure that all of the needs of the professors and students were met. My
special thanks to Dr. Franz Schimek for his friendship and his incredible vision and
leadership that makes this Summer Academy a great success. I also extend great
thanks and compliments to the Summer Academy’s Coordinator Renate Hanisch
who did an excellent job managing the daily logistics from before we arrived to
Austria to the moment we left. Renate’s great efforts made for the most comfortable
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Austrian-American Educational Co-operation Association
Summer Academy 2013
and academically successful experience possible. I also thank Dr. Deborah Rifenbary
and Dr. Rebecca Sanchez who were great travel companions and are excellent
professionals. But most of all, thank you to all of the participants from this year’s
Academy – you made this a wonderful and fulfilling experience. I look forward to
staying in touch with you and hopefully seeing you again in the future wherever our
paths may meet.
Paul Edmunds
Albuquerque, New Mexico, July 2013
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Austrian-American Educational Cooperation Association
Summer Academy 2013
1.6 Report from the AAECA Summer Academy 2013
(Dr. Rebecca Sanchez)
Dr. Rebecca Sanchez
Associate Professor
Department of Teacher Education, Education
Leadership and Policy
The 2013 Summer Academy was a rewarding
and intellectually stimulating experience for both the
participating Austrian teachers and the guest faculty
members from the University of New Mexico. I had
the privilege of teaching a course related to the
American Short Story. In the course, teacher
participants read and analyzed a variety of short
stories written by authors with distinct cultural
experiences. As part of this course Austrian teachers
developed a deeper appreciation for the American
short story. Teachers were encouraged to use American multicultural literature to
explore and understand the rich historical and cultural events of the past century.
As the Austrian teachers engaged with the genre specific literary elements,
they also contemplated some of the larger issues embedded in the stories such as:
the legacy of racial discrimination in the United States, the treatment different groups
during wartime, and the on-going impact of colonization on indigenous (American
Indian) populations. The group analyzed vocabulary, participated in rich discussions,
and conducted short in-class writing exercises. Through our collective study of
literature we developed a vibrant community of learners capable of discussing
compelling and controversial issues and events with care and rigor.
I was impressed with the conversations we had about the stories. The
Austrian teachers were committed to improving their English language vocabulary,
their reading fluency in English, and most importantly to discussing the serious topics
presented. The literature class was successful and exciting; the teachers were eager
to use the knowledge gained in their Austrian classroom.
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Austrian-American Educational Co-operation Association
Summer Academy 2013
2 Teachers’ Material
2.1 Dr. Paul Edmunds
2.1.1 The Interest Of Austrians In American Language And Lore (Esl)
Basic organization:
14
This course offers a linguistic study of the English language through discussions on
English teaching methodologies and considerations of language learning and
acquisition. Participants will exit the course with a deeper understanding of the
methodologies used to teach English in the United States as well as some of the
academic considerations one must take in account when teaching and working with
English learners. Factors related to language use such as accent and dialect will be
considered as we discuss the whole language learner. Particular consideration will
be given to English language lesson planning as we put our knowledge of theory,
methods and practice into use.
Session 1: Overview and
considerations of language teaching
Session 2: Language teaching
methodologies
Session 3: Basic lecture/discussion of
accent & dialect
Session 4: ESA Lesson planning I
with presentation
Session 5: ESA Lesson planning II
with presentation
Austrian-American Educational Cooperation Association
Summer Academy 2013
2.1.2 Elements and Considerations in the Acquisition of a Foreign
Language: Accent, Dialect, Intelligibility and Identity
Basic Lecture by Paul Edmunds, Ph.D., UNM
Many individual and environmental factors must be taken into consideration when
describing how languages are learned or acquired. These factors are enhanced and
increasingly interesting when we speak of learning second and third languages. Of
particular interest to the learner of another language are the accent and dialect one
acquires in the process, and how such elements affect a speaker’s identity. Crucial
for the purpose of communication (the basic function and goal of language) is a
speaker’s intelligibility, that is, how well he or she can be understood by a listener.
15
Vocabulary:
1. Accent – A distinctive manner of expression; may also refer, in another sense, to the
stress pattern of a word
2. Acquisition – The gradual development of abilities in a language by using it naturally
in communicative situations.
3. Aptitude – A natural ability or propensity
4. Cognition – The mental act or process of acquiring knowledge through thought,
experience, and the senses
5. Comprehension – A capacity for understanding
6. Dialect – A regional variety of language distinguished by features of vocabulary,
grammar, and pronunciation which differs from other regional varieties of a single
language
Austrian-American Educational Co-operation Association
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Summer Academy 2013
7. Dialect boundary – A boundary between many linguistic items
8. Fossilization – The preservation of a trait, particularly through repetition
9. Identity – Characteristics determining who or what a person or thing is
10. Intelligibility – The degree to which a person’s speech is understood by a listener
11. Interlanguage – A “language” that is composed of elements between a “perfect” first
language and a “perfect” second language
12. Isogloss – A boundary between usage of two linguistic items (e.g. bag vs. sack)
13. Learning – The conscious/cognitive process of accumulating knowledge of the
vocabulary and grammar of a language
14. Methodology – A system of methods used in a particular field, in particular to
accomplish a particular goal
15. Motivation – Reason or desire for doing something
16. Perception – A way or regarding, understanding, or interpreting something
17. Personality – The combination of characteristics or qualities that form an individual’s
distinctive character
18. Stimuli – Something that evokes a specific reaction in a participant (e.g. a “rooster” in
a dialect study)
19. Survey – A questionnaire used to get dialect information, or to ask people what is
important to them.
20. Transfer – The movement of an item from one domain to another
Austrian-American Educational Cooperation Association
Summer Academy 2013
2.1.3 Notes for Presentation on Accent and Dialect
Map with 6 dialect regions by David Pisoni, phonetician from Purdue University
(Indiana, USA)
New England: One prominent feature of New England speech is a change in the
vowel in the word cat. For example, in the sentence Old metal cans were made with
tin the word cans sounds almost like kens.
Mid-Atlantic: One feature of Mid-Atlantic speech, particularly in New York City and
New Jersey, is a change in the vowel in the word caught. In the sentence I ate a
piece of chocolate fudge. the word chocolate sounds almost like choke-late.
North: One prominent feature of Northern speech is a change in the vowel in the
words cot. In the sentence The doctor prescribed the drug the word doctor sounds
almost like dactor. Northern talkers also show the same shift in the vowel in cat that
the New England talkers do.
Midland: The only prominent feature of Midland speech is a merger of the vowels in
the words cot and caught that result in nearly homophonous pronunciations of these
two words.
South: One of the most prominent features of Southern speech is a change in the
vowel in the word kite. In the sentence We swam at the beach at high tide the words
high and tide sound almost like ha and todd.
West: A prominent feature of Western speech is a shift in the vowel in the word boot.
For example, in the sentence The super-highway has six lanes the word super
sounds almost like sipper. Western speakers also have homophonous
pronunciations of the vowels in caught and cot like the Midland talkers.
Accent: accent.gmu.edu (George Mason University, Washington D.C, est. 1972)
Play:
•
•
•
•
•
California
Texas
Florida (northern)
New York
Minnesota
•
•
•
•
Mexico (south)
Venezuela
Japan (northern one is girl – more like
what I hear at CELAC)
Vienna
New Mexico – Spanish (notice all the Spanish names!!!!!)
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Austrian-American Educational Co-operation Association
Summer Academy 2013
Bills & Vigil (UNM) – NMCOSS – New Mexico Colorado Spanish Survey – showed
pictures and elicited words (to get specific vocabulary); also asked people to tell
stories (for more casual speech);
“Turkey” (Regional variants)
Central region = “torkey”
Southern region = “guajolote”
Northern region = “gallina de la sierra/tierra”
NB: The “standard” word for “turkey” in Spanish is “pavo” which is used as well.
Also elicited words like “quarter”, “beans”, etc.
La Llorona
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"La Llorona" ("The Weeping Woman") is a
very popular legend in Mexico and Central
America, with many versions extant.
• The basic story is that La Llorona was a
beautiful woman by the name of Maria
who killed her children by drowning
them in order to be with the man that
she loved, but was subsequently
rejected by him.
• Then, after being rejected by her lover
she killed herself.
• When Maria reached the gates of
heaven, she was asked, "Where are
your children?" and she replied, "I don't
know, my Lord."
• She was not permitted to enter heaven
until she found her children. She now
wanders the Earth for all eternity,
searching in vain for her drowned
offspring.
• Her constant weeping is the reason for
her name.
• In some cases, according to the tale,
she will kidnap wandering children or
children who disobey their parents.
• People who claim to see her say she
comes out at nights or in the late
evenings from rivers or oceans in
Mexico.
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Sampling of Teaching Methodology Texts
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How to Teach English – Jeremy Harmer
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The Practice of English Language Teaching – Jeremy Harmer
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How to Teach English with Technology – Dudeney & Hockly
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Teaching and Learning: Pedagogy, Curriculum and Culture - Alex Moore
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How Learning Works: Seven Research-Based Principles for Smart Teaching Susan A. Ambrose
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Thinking Fast and Slow – Daniel Kahneman (not an ESL text, but great for
cognitive psychology on how we reason)
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Teaching at Its Best: A Research-Based Resource for College Instructors Linda B. Nilson
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Helping Students Learn in a Learner-Centered Environment: A Guide to
Facilitating Learning in Higher Education - Terry Doyle
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Tools for Teaching - Barbara Gross Davis
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The Course Syllabus: A Learning-Centered Approach - Judith Grunert O'Brien
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Learner-Centered Teaching: Five Key Changes to Practice - Maryellen
Weimer
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Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey
Effective Feedback and Promote Student Learning - Dannelle D. Stevens
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The Learning Portfolio: Reflective Practice for Improving Student Learning John Zubizarreta
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Teaching for Understanding at University: Deep Approaches and Distinctive
Ways of Thinking - Noel Entwistle
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Developing Learner-Centered Teaching: A Practical Guide for Faculty - Phyllis
Blumberg
• Beyond Tests and Quizzes: Creative Assessments in the College Classroom Richard J. Mezeske
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75 e-Learning Activities: Making Online Learning Interactive - Ryan Watkins
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Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits
of Mind - Regan A. R. Gurung
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Developing a Pedagogy of Teacher Education: Understanding Teaching &
Learning about Teaching - John Loughran
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Cooperative Learning in Higher Education: Across the Disciplines, Across the
Academy - Barbara Millis
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2.1.4 Classroom debate rubric
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2.1.5 Sample ESA Lesson Plan for Speaking
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Class level: Primary school
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Learning objective: Students tell a short story about themselves using the
past tense.
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Materials needed: Paper with the prompts written on it (things such as “What
was the happiest day of your life?”, “Tell about a time you were really scared,”
etc.), and a basket or something similar to pull them out of.
•
Length of activity: 50 minutes
Engage (5 minutes): The teacher pulls a slip of paper out of basket and tells a short
story.
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Study (15 minutes): Teacher asks students questions regarding the story just told.
Teacher writes down vocabulary words used in story, discusses pronunciation and
grammatical patterns, and reinforces the past tense of the verbs (verbally or written
on the board).
Activate (30 minutes): The students take turns pulling prompts out of the basket.
They each have 5 minutes to tell a story (in the past tense) regarding their topic.
Possible problems: Students might have a hard time with the past tense of irregular
verbs, or might not be able to think of a spontaneous response to the question.
Solution: Speak or write the correct version of the past tense. Offer some leading
questions to student if they get stuck.
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2.1.6 Sample ESA Lesson Plan for Writing
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•
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Class level: Secondary school
Learning objective: Students will learn to describe their hometown in writing
via a short (100 words) blog post.
ESL Teaching methodology used (may or may not want to put this here):
Materials needed: A class blog (assume it has already been created, and
students have access to read and post messages to it). Paper and pencil to
write a rough draft of the post.
Length of activity: 50 minutes
Engage (5 minutes): The teacher logs on to the class blog (e.g. www.blogger.com)
and shows the class the recent posts to the blog. Several American students (of the
same grade level) have posted questions asking about life in the students’
hometown. The teacher allows the students to each read one of the questions (or
comments) made by the American students out loud.
Study (15 minutes): Students make comments or ask questions about the blog posts
they have just read online. The teacher notes vocabulary words and helps students
with unfamiliar pronunciations. The teacher asks the students to think of how they
would respond to the posts they have read, and to write down a few ideas or
thoughts about posts that were interesting to them. Teacher walks around class and
checks in with students as they progress.
Activate (30 minutes): After the brainstorming part of the study section, the students
are asked to write a response to one of the questions they saw on the blog. The
response should not be more than 100 words. The students are allowed to work in
pairs, if the teacher requests. Teacher walks around room to check on the students
and ask if they have any questions or difficulties. (Students may type and upload
their responses to the posts at home via internet, or at the school computer lab as
Homework, if allowed by school/teacher.)
Possible problems: Students might not have answers to some of the questions (e.g.
How many parks are their in Vienna?).
Solution: Teachers will have either resources (e.g. an almanac with different
information about the hometown) or alternative approaches to respond to such
questions (e.g. student can indicate that he or she does not know how many parks
are in the entire city, but that there are 2 parks in their neighborhood.
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2.1.7 Websites to practice TOEFL and English at home
Mix of Lessons
http://eslgold.com/
http://www.eslcafe.com/students/
http://free-english-study.com/component/option,com_mamboezine/Itemid,26/
http://home.earthlink.net/~eslstudent/online.html
http://www.rong-chang.com/
http://www.stickyball.net/adult/264.html (printable worksheets)
http://www.englishforeveryone.org (printable worksheets)
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Grammar (Helpful grammar sites and TOEFL Grammar)
http://www.encomium.com/quiz/struct/qz.html
http://www.testmagic.com/knowledge_base/TOEFL/Structure/index.htm
http://www.englishpage.com/
http://a4esl.org/a/g5.html
http://owl.english.purdue.edu/owl/resource/678/1/
http://www.englishclub.com/grammar/
Reading
http://www.rong-chang.com/qa2/
http://www.englishrocks1.net/Short%20Stories/short_story_unit.htm
http://www.eastoftheweb.com/short-stories/indexframe.html
http://literacynet.org/cnnsf/archives.html (vocabulary, questions, etc.)
http://www.eslmonkeys.com/student/storyroom/storyroom.html
http://www.superteacherworksheets.com/5th-comprehension.html
http://www.storyteller.net/stories/ (stories with voice reading and listening)
http://americanfolklore.net/folklore/esl-reading/
http://eslus.com/LESSONS/READING/CLOZE/R1.HTM (timed reading)
http://www.readinga-z.com/samples/preview.html (online booklets and worksheets to
print)
http://www.manythings.org/voa/stories/ (Voice of America (VOA) read along and
listen)
Writing
http://owl.english.purdue.edu/owl/ (note especially ESL link, and MLA & APA
reference links)
http://www.rong-chang.com/writing.htm
http://www.eslbee.com/
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TOEFL Practice for Reading, Listening, and Grammar
http://www.examenglish.com/TOEFL/toefl_structure_2.htm
Pronunciation & Pronunciation Practice
http://pronuncian.com/lessons.aspx?Lesson=4
http://en.wikipedia.org/wiki/International_Phonetic_Alphabet
http://accent.gmu.edu
TOEFL Vocabulary
http://www.angelfire.com/me/SharadTheGenius/Top100TOEFLVocabulary.htm
http://www.english-test.net/toefl/
Listening and Speaking Practice
http://www.esl-lab.com/
http://www.rong-chang.com/listen.htm
http://www.americanrhetoric.com/top100speechesall.html
http://www.eslfast.com/easydialogs/index.html
http://languageguide.org/
http://www.esl-lab.com/
http://www.eslpod.com/website/show_all.php
http://www.englishlistening.com/getPassage.do
http://www.learnenglishfeelgood.com/eslvideo/
http://www.waze.net/oea/ (activities for students to practice their speech)
http://www.storyteller.net/stories/ (listening to stories)
http://a4esl.org/q/h/idioms.html
Business English
http://www.rong-chang.com/business.htm
News Programs
http://www.npr.org/
http://www.cnn.com/
Online Videos
http://www.22frames.com/esl.aspx (with captions)
http://en.langolab.com/ (videos in your native language and the language that you
are learning)
http://www.history.com/videos
Idioms
http://www.idiomsite.com/
Slang
http://www.slangsite.com/
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Dictionaries
http://www.wordreference.com
http://dictionary.reference.com/
http://www.merriam-webster.com/
Rubrics
http://www3.uwstout.edu/soe/profdev/rubrics.cfm
Graphic Organizers
http://www.eduplace.com/graphicorganizer/
Plagiarism
http://www.tesol.org/s_tesol/docs/13600/13512.html?nid=2857
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2.2 Dr. Deborah Rifenbary
American Education: Reform, Transform and Perform
Dr. Deborah Rifenbary, Ed.D., Instructor Associate Dean for Academic Affairs and
Faculty Development in the College of Education
This class is an overview of the current trends and issues in American Education
during the last decade. Topics to be covered include Politics and Education with an
emphasis on the Common Core Standards; Changing Demographics and Diversity
with an emphasis on cultural awareness; Unique Aspects of American Education
including School Counseling, Social Promotion and Community Schools. Students
will have the opportunity to compare and contrast aspects of both the European and
American educational systems.
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Session 1: American Education
Overview
Session 2: Politics and Education
including Common Core
Standards, No Child Left
Behind and Teacher
Evaluation
Session 3: Trends in School Counseling
Session 4: Cultural Competence
Session 5: General School Issues
including Bullying, School
Safety, and Closing the
Achievement Gap
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2.2.1 Schoolwide Bully Prevention by Brent Burnham
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Action To Stop Bullying
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2.2.2 The ASCA National Model - Framework for School Counseling
Programs
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2.2.3 Frequently Asked Questions
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2.2.4 The MCKinney – Vento Act At Glance
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2.2.5 Case Studies:
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2.2.6 The Student/ Person in Context
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2.2.7 Communicating Cross – Culturally: What Teachers Should Know
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2.2.8 Steps You Can Take In Your School or District
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2.2.9 The Culturally Skilled Professional
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2.2.10
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The Whole Child
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2.2.11
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3rd Grade Sample Steps to Respect
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4th Grade Sample Steps to Respect
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2.2.13
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5th Grade Sample Steps to Respect
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2.3 Dr. Rebecca Sanchez
2.3.1 Syllabus – Multicultural American Short Stories
Through the use of short story, this class will provide insight into the major themes
and literary methods of diverse American writers. These include: women’s voices,
ethnic plurality, impact of historical events on story, structural innovation, and dialect.
Students will read one story per day and discuss this in small groups and with the
class and instructor. The class will reinforce some of what will be learned in the
language class and will give a clearer insight into American life, language, history,
and culture. The course will also address how children's literature has become more
multicultural and diverse. Throughout the course we will incorporate small
pedagogical approaches that can be integrated into the classroom.
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Session 1: Kate Chopin
Session 2: Langston Hughes
Session 3: Hisaye Yamamoto
Session 4: Leslie Marmon Silko
Session 5: Leslie Marmon Silko
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2.3.2 Novels and Stories
Kate Chopin (1850 – 1904)
Regret
by Kate Chopin
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2.3.3 Thank You, Ma’m
by Langston Hughes, (1902 – 1967)
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Thank You, Ma’m
by Langston Hughes
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2.3.4 Eleven
by Sandra Cisneros, 1954 -
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2.3.5 Lullaby
by Leslie Marmon Silko, 1948 –
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Lullaby
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2.3.6 The Legend of Miss Sagawara
by Hisaye Yamamoto, 1950
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3 Students’ Work
3.1 Final Assignment Requirements
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2013
University of New Mexico – Independent Study
Final Research Paper Assignment for 3 UNM graduate credits (6 credits in Austria)
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Participants wishing to receive 3 graduate-level credits at the University of New
Mexico (or 6 in Austria), in addition to successful participation in the Summer
Academy classes, must write an academic research paper of sufficient breadth and
scope focusing on a topic covered in one of the three sections of the Summer
Academy (e.g. American Short Story; American Education System; or Language
Teaching Methodologies & Linguistics). Depending on which aspect of the course the
student wishes to write about, the student should contact the course professor
directly (e.g. Dr. Deborah Rifenbary if he/she is writing a research paper on the
American Education System) for more specific details and consultation on the
assignment.
Your paper should be 15-20 pages in length, double-spaced, with 1” margins and 12point Times New Roman font. Writers should follow either MLA or APA academic
style guidelines (for examples, see owl.english.purdue.edu). Papers should be
written in formal academic style and with careful attention to content, grammar, and
mechanics (spelling, punctuation, etc.
Elements of the paper should include:
• Introduction or Scope of topic – State the focus of the paper, review pertinent
elements from the Summer Academy course, and state why your treatment of
the topic is important
• Analysis – Demonstrate how the central theme of your paper fits into a larger
scope of academic activity. Be sure to include at least 10 academic references
to support your analysis/argument. References can be in the form of books,
journals, or academic articles accessed from sites such as Google Scholar
(scholar.google.com). Internet pages such as Wikipedia are not acceptable.
• Synthesis – Explain how the content and arguments in your paper relate and
interact with our larger community, for example your own classroom teaching
experience. How will you put what you have learned to work?
• References – Include a list of all academic references in standard reference
formatting (e.g. MLA or APA) at the end of your paper
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Authors should also address the following criteria:
• Reflection on areas covered during the ‘taught’ phase of the class sessions
• Evidence of relevant reading in key areas
• Relation of theory to practice, with specific reference to how work covered in
the class session can be applied to your professional situation
• Commentary on your own personal experience as a teacher and/or learner
• Analysis and critical evaluation of the material, not mere descriptive prose
regarding the topic
Papers are due by Friday, July 5 and should be emailed to all three Summer
Academy professors:
Dr. Deborah Rifenbary (riffer@unm.edu)
Dr. Paul Edmunds (pedmunds@unm.edu)
Dr. Rebecca Sanchez (sanchezr@unm.edu)
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3.2 Reflections on the Summer Academy
3.2.1 Reflections on the Summer Academy 2013 by Helga Boman
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What did I expect when I arrived at the hotel in Laaben on a rainy Monday morning? I
was hoping for some new ideas I could use in the classroom. And I was very pleased
when I finally left the place on the following Friday afternoon.
Rebecca (Sanchez) made me realize how easy it can be to teach „Landeskunde“
through literature. Her short stories, written by authors belonging to a minority group,
were extremely well chosen as they highlighted their problems (or plight). By
choosing different ways of analysis and interpretation I got so many ideas how to
approach short stories – and literature in general.
Then there was Deborah (Rifenbary) who talked about the school system in the US –
and suddenly I could see how universal our problems as teachers and educators are
after all. After having been a teacher and counsellor for some time, she knew so
much about school-life and teaching in the US which she readily shared with us.
Anf finally Paul (Edmunds) who made us aware of linguistic differences in the US. In
his class we designed communicative lesson plans, taking reading, writing, listening
and speaking into account. Because there was a wide range of teachers from
different types of school, the plans had to be tailored to a specific group of language
learners which was interesting.
So, all in all, the seminar proved to be a great opportunity to improve my teaching
skills and knowledge in a relaxed atmosphere. And it makes me want to go to the US
to experience things first hand..........
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3.2.2 Reflections on the Summer Academy 2013 by Doris Czesany
First of all I would like to thank the staff of the PH Wien and the AAECA for making
such a seminar possible. I can imagine that all the organisational work involved in
conducting such a course is huge and challenging. But you did a marvellous job.
Secondly I would like to thank the three brilliant lecturers for their interesting and
inspiring courses. Each of you had a different field of interest, but I cannot say which
I was interested in most.
Learning about the American educational system and its problems and challenges
was of great interest. Deborah was able to outline the most important facts in a very
lively way. We could finally come to the conclusion that the problems in Europe and
in the US are not so different and that we can actually learn a lot from each other.
Linguistics has always been one of my favourite subjects. Thus, I fully enjoyed Paul´s
lessons dealing with language acquisition, dialects but also didactical approaches in
language learning.
Last but not least the literature lessons were a special treat for me. Short stories are
a great way to “say” something, to raise awareness. And the short stories chosen for
our course were just great. The way Rebecca dealt with these short stories taught
me very useful lessons and gave me a new insight into literature and language
learning at the same time.
The lecturers did not only teach us facts and gave us a certain input, but they wanted
us to work, reflect and be creative. The output of these meetings in various groups
was extraordinary. But maybe the work in progress was even better.
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As you see it is hard to say what I enjoyed most. It was the mixture of all these
lessons that made this seminar so special. Furthermore, it was the group of
participating teachers that made the seminar a success. I have never experienced a
group with such a high level of motivation and ambition. This was maybe a result of
the fact that people from all parts of Austria met who had never met before. Secondly
I guess it was a result of fact that teachers from all different types of schools came
together to learn and discuss important topics. I really enjoyed this exchange of
ideas!
Again thank you to all of you! Today I went back to school fully motivated and
bursting with energy.
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3.2.3 Reflections on the Summer Academy 2013 by Ursula Eigner
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S ummer School in Laaben. - What a privilege to have been part of this.
U mbrellas were necessary when going for a walk, as it rained all day long.
M eeting 3 outstanding
outstanding professors from New Mexico was a great opportunity for all of us.
M eeting English teachers from all over Austria gave me new perspectives for my own teaching in class.
E leven was one of Rebecca’s short stories and I decided to use it in my class, too.
R enate did a great job organizing the summer school! Thank you for that!
S chool system in the States always was interesting for me, now Deborah has given me impressive insights.
C LIL teaching is now clear for everybody who listened carefully to Paul.
H igh school teachers in the States have the same problems we have here in Austria.
O h, my gosh! What a great time I had this week in Laaben!
O n the other side I missed my family, too. Being away for a week is a long time.
L ots of the teachers fell ill during the week. Nobody knew why.
I ndeed, we all followed the rule - “English only”!
N ew Mexico! Fascinating that so far away from Austria teachers do have some of the same needs for their pupils, as we do.
L
A
A
B
E
N
aaben - We are
are twenty five teachers from Austria and 3 professors from New Mexico eager to have learnt from each other!
ll teachers, no matter where or which grade they teach have similar problems and needs.
t the end we even dreamt English because it was Paul’s
Paul’s expectation.
eing able to load documents into the “dropbox” was a big challenge for me at first.
ven the sun showed up on the last day.
ow the week is over and we all want to come back again next year!
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3.2.4 Reflections on the Summer Academy 2013 by Barbara Fleck
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LAABEN is ... where the Summer Academy takes places.
LAABEN is ... the place where New Mexico meets Austria.
LAABEN is ... a must for every English teacher
throughout the country.
LAABEN is ... when Deborah, Paul and Rebecca
fascinate with their enthusiastic reports.
LAABEN is ... always perfectly organized by Renate.
LAABEN is ... the time when you’re even dreaming in
English.
LAABEN is ... the beginning of great exchanging
experiences.
LAABEN is ... essential to get an innovative insight.
LAABEN is ... important to bring different teaching
philosophies together.
LAABEN is ... working a lot to gain the best result.
LAABEN is ... making new friends.
LAABEN is ... simply perfect!
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3.2.5 Reflections on the Summer Academy 2013 by Ingrid Janisch
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This kind of teacher training was different from our usual kinds of teacher training – in
a very pleasant way!
Not only did we meet teachers of different age levels and different types of schools
from all nine provinces of Austria, but we also had the opportunity to be taught by
three outstanding professors of the University of New Mexico, Dr. Deborah
Rifenbary, Dr. Rebecca Sanchez and Dr. Paul Edmunds.
Once again I want to say thank you for being permitted to take part in an exceptional
seminar, from which I could take home valuable experience concerning teaching
American literature, multicultural topics and gaining some insight into counselling and
the American education system.
A very relaxed but professional atmosphere contributed a lot to the success of this
seminar
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3.2.6 Reflections on the Summer Academy 2013 by Gerhild Krabichler
I was lucky in many different ways .. first of all, because I had the chance to take part
in it at all. This makes me feel sorry for the applicants who were on the list before me
but didn’t make it for some computing or other errors.
I also consider myself lucky (and brave ,-) to have made it to the course. “Against all
odds” is the song that comes to my mind and it would definitely make it on the
soundtrack, if this were made into film.
But above all, I felt welcomed in this year’s seminary, which is not a given; and
therefore I consider myself especially lucky.
This brings me to the assets of this semi-voluntary encounter – the people. Ever so
often it is politics that divides and rules over their citizens, which has often been the
case in the education sector and still is. I enjoyed being and working with colleagues
from all school levels; exchanging ideas and sometimes sharing our concerns about
certain issues. There is great potential in this, and as some people might have
guessed.. they are right about me being “a bit of a revolutionary”.
The main factor to the success of this seminary were also all the people involved in
either the organisation of this event and on the other hand, those fine three specimen
of “Lehrer”. They never appeared to be lecturing, in the true sense of the word; quite
the contrary was true, when we were treated as equals. Moreover, they would take
the time for individual questions and occasionally would change parts of the schedule
or content of certain classes.
Concerning the content of the classes, I was really looking forward to this week of
input. Unfortunately, during the course of the week it turned out that the content of
classes was different from what was stated in the course descriptions. Despite this,
the information and texts we were given proved to be of interest to most of us
including me. We also had the chance to work out a lot of lesson plans with other
colleagues from the same school type, when different approaches and characters
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met. From all of the classes, those on American short stories were most “hands-on”. I
even think of reading some of those with my students.
This is about it…. except that I want to thank AAECA and the three teachers,
Deborah, Rebecca and Paul, for their patience, enthusiasm and inspiration. Renate
for you impeccable handling of the seminary. Thank you!
3.2.7 Reflections on the Summer Academy 2013 by Brigitte Neustifter
112
First of all I would like to thank the PH Wien and the AAECA for having organized the
Summer Academy in Laaben 2013. Then of course I would like to thank good luck
that made it possible that I could take part at this outstanding teachers‘ training.
We were teachers from all the provinces of Austria and from all different types of
schools. But from the very first beginning the three excellent lecturers from New
Mexico University made us feel as if we had known each other for some time
already. Their way of teaching created a relaxed and very creative atmosphere.
We were able to exchange ideas with the Austrian teachers and got an insight into
the American school life. We could improve our own English by reading compelling
short stories, listening to Deborah’s experience in school counselling and by having
interesting conversations even during mealtimes and in the evenings.
Thank you Rebecca, Deborah and Paul for creating this brilliant atmosphere of this
course and motivating me for always finding new ways to teach English through
positive attitude and fun.
So my reflection is just “It was good, good, good“ as Paul would have said.
Austrian-American Educational Cooperation Association
Summer Academy 2013
3.2.8 Reflections on the Summer Academy 2013 by Eva Novak
I was one of the lucky ones, who got to participate at the Summer Academy in
Laaben this year.
First the flood seemed to make it impossible to take part at the course. But in the end
everything turned out well.
Thanks to all of you I spent a few wonderful days in an English -spoken atmosphere.
In everyday life I have no possibility to practise English. But that’s exactly what I
would need to do in order to increase my fluency. Luckily I got to catch up on that
these days.
To me it was very important, to meet colleagues from many different types of school.
It was interesting to exchange ideas and get an idea of how the others work in their
classes.
Special thanks to Rebecca, Deborah and Paul! You have not only been brilliant
teachers, but also very understanding and warm-hearted persons.
A big hug to all of you!
What I’ve learned and thought about these days: English should be much more
important for young learners already. The earlier children get used to a language, the
easier it would be for them to learn it.
I will do my best to do CLIL in my classroom and I hope, that many other primary
teachers do it as well, because in primary school it can be done quite easily.
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3.2.9 Reflections on the Summer Academy 2013 by Renate Novack
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SO MANY REFLECTIONS WHAT THE SUMMER ACADEMY WAS LIKE!
SO LET’S DO A VARIATION AND WRITE DOWN WHAT IT WASN’T LIKE:
THERE WAS
• NOT ANY BORING LESSON
• NOT ANY BAD MOOD
• NOT ANY DISAPPOINTING TOPIC
• NOT ANY LACK OF ORGANISATION
• NOT ANY STRESS
• NOT ANY ILL HUMOURED TEACHER
• NOT ANY ARROGANT COLLEAGUE
• NOT ANY UNCOMFORTABLE FEELINGS
•
IN SHORT:
THERE WASN’T ANYTHING TO COMPLAIN ABOUT!
Thanks to Renate for the excellent organisation!
Thanks to Deborah for giving us detailed information about the American school
system!
Thanks to Rebecca for introducing interesting authors to us!
Thanks to Paul for his humorous classes!
Thanks to Dr. Schimek and the AAECA for the great idea!
Austrian-American Educational Cooperation Association
Summer Academy 2013
3.2.10
Reflections on the Summer Academy 2013 by Doris
Obermayer
When I read the email about a ”Summer Academy” in Austria using “English only”, I
immediately knew that I ” must” take part and phoned Renate, the helpful organizer
of the Academy. I was so happy and felt so privileged when I got the acceptance.
In Laaben I felt a pleasant atmosphere from the beginning thanks to our three
wonderful instructors, who motivated us to share our ideas, thoughts and feelings :
Paul discussed language teaching methodologies with us, gave us examples of
accent and dialect and made us plan English lessons – and not a single one of his
lectures was boring!
Deborah gave us an insight into the American Educational System especially School
Counseling – and she did this in her nice humorous way!
Rebecca opened the world of American Short Stories to us discussing language and
structure of some selected stories and providing us with very interesting historical
background – and I especially enjoyed this class!
This week in Laaben has changed something for me:
I got to know so many nice people who I hopefully stay in contact with and
meet again .
I ´m going to look for a possibility to talk to native speakers more often.
I avoid the usual way and think of new methods when I plan my school
lessons.
I started reading short stories – not only for fun, but I try to look behind the
scenes and find out about hidden meanings and symbols.
I´ve heard so much about New Mexico that I really want to know more about it
and get there !
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I want to say THANK YOU for the unique chance to talk to and to work with English
teachers from different types of schools from all Austrian provinces. I returned home
full of motivation and enthusiasm.
It was an amazing wonderful incredible lovely interesting exciting informative
fascinating stunning great terrific awesome outstanding marvelous fantastic
professional week!!!
3.2.11
Reflections on the Summer Academy 2013 by Margit Oblak
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S
U
M
M
E
R
ome special TOEFLs from all the provinces of Austria came together
nderstanding and speaking English pretty well
otivated to use and improve their English skills and to learn
ore about
ducating „The Whole Child“
eading strategies and how to analyze short stories
A
C
A
D
E
M
Y
merican language, life and culture
ommon Core Standards Initiative
merican school system and it`s current issues and trends in particular
ifferent dialects and accents and how they affect the speaker`s identity
nglish as a second language or English as the lingua franca
ethodologies for different types of learners
eah! Lots to do and to read!
I ntensive immersion in the English language
N ecessary for making this very course such an enriching experience!
L
A
A
B
E
N
ively discussions, sharing expertise, exchanging ideas and experiences
nd – most important!
lot of chatting, laughing and having fun, too!
ut all this would not have been possible without
xcellent organization, enthusiastic participants and highly qualified instructors.
othing else than „CONGRATULATIONS! and THANK YOU ALL!“ has to be said.
Austrian-American Educational Cooperation Association
3.2.12
Summer Academy 2013
Reflections on the Summer Academy 2013 by Gerhard Pfeffer
“Rain, rain go away, go away - rain, rain - come back another day...” With Terence
Trent d’Arby’s song on my mind I parked my car in Laaben where my enrolled course
of the Summer Academy PH-Wien was going to be held.
My dull mood soon brightened up when three utterly committed, empathic and
competent professors of the University of New Mexico were introduced to us, twentyfive teachers of all ages from primary school to HTL.
Deborah Rifenbary provided us with a deep insight into the American educational
system, school counseling and into many political issues thereof. Oh boy, if you think
we reacted with a fair amount of reserve you are wrong! Everybody was ready to
explain their thoughts and all sorts of issues were fired up so that we sometimes
even got into a quite heated discussion. Due to everybody’s commitment we not
once forgot about the time and clipped our break. Thanks again to our teachers who
created a climate of benevolence that allowed every thought possible.
A different approach to language learning was Rebecca Sanchez’ class on
Multicultural American Short Stories. As these interesting pieces dealt with turning
down minorities we not only got a deeper insight into the American history and
culture, but also trained to change the angle of view time and again in order to
understand people’s being and acting. Once we tried to come up with an own
structure other than the traditional scheme of a short story, reading the mysterious
piece “The Legend Of Miss Sasagawara” by Hisaye Yamamoto and my group and I
ended up in a mysterious graphical explanation ourselves!
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118
Last, but not least, always ready for a smile, Paul Edmunds drew our attention
towards the many ways of Language Acquisition: consider everything, allow anything
helpful, try out as much as you can, now and always! At any time ready to keep our
good mood going he would tell us jokes, talk about funny situations and
misunderstandings. It gave us a good laugh when Paul understood the word “upload”
instead of “applaud” – obviously mispronounced - making him think that Austrians
“upload” many things in their lives! But of all – one his messages was undeniably the
most impressive one to me: use rapping in language acquisition! So I made one up
which all of us rapped to him as a final ovation:
Teaching students is a snap
only do with them a rap!
Once we’ve let that in our
teaching won’t be hard again.
Austrian-American Educational Cooperation Association
3.2.13
Summer Academy 2013
Reflections on the Summer Academy 2013 by Dagmar Pöll
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3.2.14
Reflections on the Summer Academy 2013 by Johannes
Salcher
120
First of all I would like to say that this week was fantastic. On the one hand it gave us
impressions and insight into the American education and on the other hand we could
meet many other teachers from all over Austria, different school types and different
age.
I just started my career as a teacher. It is my first year and it helped me a lot that we
were able to exchange teaching strategies and ideas for our classes.
The three professors from the University of New Mexico were outstanding and could
connect to us in a very unique and authentic way. Also Mrs. Renate Hanisch did an
excellent job. She organized all surroundings for a relaxed and productive learning
environment.
Through this course I could improve my own English and teaching skills. I got to
know people from other places which helped me to widen my horizon.
I want to say thank you to Rebecca, Paul and Deborah, as well as Mr. Schimek and
Mrs Hanisch for the great opportunity to take part in that course and I am sure this
course will also help me to teach my future classes.
Austrian-American Educational Cooperation Association
Summer Academy 2013
3.2.15
Reflections on the Summer Academy 2013 by Alexander
Udvarhelyi
I believe the opportunity of Austrian teachers being able to experience American
style university education through a focused one-week course is great. The three
professors assigned for the task are all exceptional individuals, clearly fit and willing
to tackle the job.
Take twenty-five Austrian teachers, ranging from primary school to vocational high
school in training and profession and manage to create a dynamic and joy of learning
– that is what the AAECA Summer Academy 2013 staff accomplished.
The fine organizational skills of Renate mixed with the representation of Mr. Schimek
and the hands on work of Deborah, Rebecca and Paul made this week unforgettable.
We felt like we were part of something special, torn from our daily lives, gnawing at
blanket corners, seeing the light at the end of the tunnel ahead – the end of the
school year – and still bringing to the game everything we had! I felt fortunate to be a
part of the challenge.
It was a challenge, as the days were long, yet not boring, the nights were short and
filled with time to do homework or some additional socializing to get to know the
colleagues and educators.
I really liked the topics that were chosen. There were some key phrases that will stay
with me from every course.
Learn to read. Read to learn.
This one made the biggest impression on me.
I had wonderful week of work, fun, and culture studies; something that certainly
needs to become a fixture on the Austrian PH circuit. The fact that people who need
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it can also receive credits for the week of work through completing the task of writing
a seminar paper adds to the excitement and comprehensiveness of this offer.
Go Lobos!
3.2.16
Reflections on the Summer Academy 2013 by Martha Vilt
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I have been teaching English at a grammar school for many many years and so I
have attended many many seminars of all kinds,but I must say that the AAECA
Summer Academy, held at Laaben from 3rd-7th June 2013, was entirely different from
all the others I had participated in before. It was really special not only because of the
pleasant and relaxed atmosphere, the selection of the participants but also the
careful choice of the guest speakers.
Due to their enthusiasm and commitment the three outstanding and highly motivated
American university professors managed to motivate the participants coming from all
over Austria and teaching students of different age groups and academic levels from
the very first moment. Moreover, this mix of teachers of English broadened my
horizon and increased my understanding of their everyday work.
Dr. Deborah Rifenbary gave us a detailed insight into American educational issues
like common core standards, Austria is currently aiming at as well, school safety,
school counselling and how to close the achievement gap among students, which not
only enabled me to compare standards on an international level but also made me
think of possible changes worth adopting for our educational system.
Dr. Rebecca Sanchez, an expert on American literature, captivated my special
interest with her selection, interpretation and analysis of American short stories
focusing on different ethnic groups. As I enjoy reading and teaching short stories,
particularly American ones, I was delighted to be presented with a lot of new material
of this genre which I will definitely use in my own English classes.
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Last but not least Dr. Paul Edmunds enriched the course with special emphasis on
group work dedicated to linguistic issues, language teaching methodologies as well
as lesson planning, which was a perfect mix of theory and practice and provided me
with valuable new ideas.
I am very grateful that I was allowed to take part in this year’s Austrian-American
Summer Academy which was highly productive and motivating, simply an
unforgettable experience! I do hope that I will be given the chance to participate
again next year.
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3.2.17
Summer Academy 2013
Reflections on the Summer Academy 2013 by Elke Wimmer
124
I have just returned from an amazing training week in Laaben and now I am expected to write
about my learning experience. It has been such a special week for me that I hesitate to
describe the obvious. Did we have four sessions every day full of challenging and stimulating
ideas? Yes, we did. Did we get the chance to work with three outstanding professors from the
University of New Mexico immersing ourselves in the English language? Yes, we did. Did
we learn about current issues and trends in American education? Yes, we did. Did we meet
colleagues from all the Austrian provinces and from all different school types, from primary
schools, secondary schools, grammar schools as well as vocational schools? Yes, we did. Did
we exchange ideas and learn from each other during the day and in the evenings? Of course,
we did. Did we promise to stay in touch with our new friends? Oh yes, we did.
So, if I am not writing about the obvious, what is it that I really want to write about? I guess I
would like to express my heartfelt gratitude to everyone involved in this Summer Academy.
☺ Deborah, thank you for making us sensitive to what teaching is really all about. Your
attitude towards teaching and counseling will be an example for me and when dealing
with difficult students I will try to “ASSUME NOTHING”.
☺ Rebecca, thank you for OPENING my eyes to certain aspects of American history –
past and present – I learned a lot in your literature classes, which I deeply appreciate.
☺ Paul, thank you for treating us as if we were all really ‘brilliant’ and for truly listening
to us. And yes, I am going to have my students create RAP songs.
☺ Renate and the AAECA, thank you for making the Summer Academy possible. You
spent long hours, days, presumably weeks preparing this one week and I am just
happy that the headmaster of my school sent me the invitation to this event asking me
if I would like to participate and that I was given permission to take part in this
experience.
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3.2.18
Reflections on the Summer Academy 2013 by Michaela
Brightwell
125
I was really lucky: I could take part a second time! Having been to Laaben in 2011
already, I decided to take the chance and apply again for a programme full of fun,
information and total immersion. The three professors – Deborah, Rebecca and Paul
– encouraged us to try out new teaching methods, they patiently answered our
questions on the American educational system, provided insight into some major
themes of various American writers with different cultural background, supported us
wherever they could, never criticized, made sure the classes were fun.
Thank you very much, it was a fantastic week! The input and the atmosphere of this
course will definitely be kept in my memory.
Austrian-American Educational Co-operation Association
3.2.19
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Summer Academy 2013
Reflections on the Summer Academy 2013 by Ingrid Zerlauth
Laaben 2013 was a time characterised by non-stop rainfall in the whole area and a
highly efficient and productive work in the seminar room: development of useful
lesson plans, discussions about teaching methods, in-depth analysis of selected
multi-cultural short-stories and comparative studies of school-systems. After that
week the participating teachers (all nine provinces were represented) returned to
their schools, enriched by the cultural immersion and the exchange of teaching
experiences.
Many thanks to Dr. Franz Schimek for having established an exceptional programme
and to Renate Hanisch for the perfect organisation of the stay.
Special thanks to our great professors from the University of New Mexico: Dr.
Deborah Riffenbary, Dr. Rebecca Sanchez and Dr. Paul Edmunds for the enormous
input and open-mindedness and for creating an excellent learning environment.
Austrian-American Educational Cooperation Association
Summer Academy 2013
3.3 Lesson Plans
3.3.1 Sample ESA Lesson plan for Writing by Helga Boman, Martha Vilt
Ingrid Zerlauth
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•
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•
•
Class level: High School grade 11
Learning objective: Students will practice writing an opinion essay to
express their opinion on curfew laws.
ESL Teaching methodology used: Communicative Method
Materials needed: leaflets on curfew laws in Britain and Austria; writing
material
Length of activity: 50 minutes
Engage (10 minutes): As the students are going to take part in a language course in
Britain they have to be informed about the rules and regulations in Britain. They get a
leaflet provided by the travel agent, which has to be signed by their parents. This is
the basis for the further tasks.
Activate (10 minutes): Students compare it to the current situation in Austria (are
allowed to go out till 2a.m.by law). The pros and cons of both laws are discussed in
class.
Study (30 minutes): After the brainstorming part of the study section, the students
are asked to write an opinion essay voicing their opinion on curfew laws.
• Compare and contrast the laws in Austria and Britain.
• Reflect upon the necessity of curfews for people your age.
• Discuss the degree of responsibility teenagers can take at a certain age.
(approximately 250 words)
Possible problems: Time frame
Solutions: In case the students cannot manage to finish the writing task in time, they
are supposed to finish the assignment at home.
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3.3.2 Lesson plan for Reading/ Writing by Barbara Fleck, Gabriele Hahnl,
Waltraud Reinisch, Eva Novak und Anne Millea
128
Class level: Primary Grade 3 and 4
Learning Objective: Write a description with a focus on the correct usage of the
grammar structure There is/ are
Method: Audio/ Visual/ Communicative
Materials :4 posters portraying different bedrooms. Word cards to link items on
poster with correct word. Three smaller pictures of the rooms for group work plus a
blank worksheet with only There is/are on it to remind them of the target construction.
Engage: Play ‘’I spy’’ with poster. (Is the red lamp on the bed? Etc)
Study: Children verbalize what they will later write.
Activate: Divide the students into 3 groups. Together they write a description of a
smaller picture of one of the bedrooms. Once writing is completed, put posters on
board. A group reads out their description. Others have to listen so they can stand in
front of the correct poster (like the TV show 1-2-oder3).
Probable Problems
• Group constellation
• Kids might become so eager in writing the description, that they forget the
correct usage of target construction.
Solutions
• Teacher chooses the groups.
• Teacher monitors as unintrusively as possible.
• Second possibility: teacher could also revise tenses with the students and tell
them to tell their story in a specific tense, e.g. past simple tense.
Austrian-American Educational Cooperation Association
Summer Academy 2013
3.3.3 Lesson plan for Reading/ Writing by Doris Obermayer, Gerhard
Pfeffer, Dagmar Pöll
Class level: 5th grade - Present Continuous Part 2
Learning objective: Read and write a short message on the mobile phone
Material: mobile phones or a sheet of paper, flashcards, sentence clippings
Length of activity: 50 minutes
1. Short revision of the previous lesson with the flashcards:
The teacher holds up a flashcard, asking the students to describe the
activity on the flashcards in Pres. Cont.
2.
Partnerwork/Reading:
Single sentence clippings are given to the students.
They match personal pronouns with the rest of the sentences:
Example: He/Peter + is jogging.
Engage:
(15mins)
Study:
(5mins)
1. Students are given a short example text for an “SMS-conversation“
using Pres. Cont. which they read silently.
Activate:
(30mins)
1. Pairwork: They create their own “ Short messages“ on a sheet of
paper.
2. Teacher lets them read out loud, correcting them.
3. Students are allowed to send the messages on their mobile
phones.
Possible problems: Mixing up the “forms of to be“.
Solution: Practising the correct version.
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3.3.4 Lesson plan for Reading/ Writing by Barbara Fleck, Eliane Fritz,
Brigitte Neustifer, Margit Oblak, Johannes Salcher
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Class level: Secondary school 7th grade
Learning objective: Students will learn to write an email to a friend about their
stay in California.
ESL Teaching methodology used: Communicative Method
Materials needed: short you tube video, to review their knowledge about the
sights of California. Worksheet with words they can use to make their text
catchier.
Length of activity: 50 minutes
Engage (5 minutes): The teacher shows a short you tube video about California.
Students have to take notes during the video. Then they have to share with a partner.
They complete their own notes.
Popcorn style: pupils should say what they have seen one after another.
Study (15 minutes):
While they do the popcorn style, the teacher creates a mind map on the board.
Students imagine that they are in California at the moment and that they write an
email to a friend or family member.
Teacher gives the pupils more words and phrases for describing sights,
e.g. marvelous, excellent, brilliant, unique, exciting…and some linking words, e.g.
because, but, although, even, whereas…
Teacher also writes down some bullet points they have to write about, e.g.
– Who did you go with?
– What is the place like?
– What are you doing there?
-What have you seen already? What else are you going to see
-What did you like best so far?
– Do you like it? Why / Why not?
Activate (30 minutes):
After the brainstorming part of the study section, the students are asked to write an
email to a friend. (about 120 words). Teacher walks around room to check on the
students. Students may type and send the email to the teacher.
Possible problems: Weaker students might need more help/e.g. a “model text”
study and change text”. Internet: You tube at the beginning….
Solutions: Teacher prepares “study and change text” in advance.
Teacher downloads the “you tube” video.
Austrian-American Educational Cooperation Association
Summer Academy 2013
3.3.5 Lesson plan for Speaking by Helga Boman, Martha Vilt Ingrid
Zerlauth
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Class level: High School, grade 10
Learning objective: Students will be able to interpret pictures and relate them
to a certain topic, and talk about dreams in general
ESL Methodology used: Communicative Method, listening
Materials needed: three appropriate pictures of paintings that have to do with
dreams (e.g. Dali: The perception of time), listening CD, worksheets
Length of activity: 50 minutes
Engage and activate (10 minutes): The teacher hands out pictures mentioned
above and asks students to describe them and find out what they have in common.
Students work in pairs and report back to the class.
Study (20 minutes): Teacher introduces the topic Dreams and hands out worksheets
with topic-related vocabulary (matching exercise terminology). Compare in groups.
This task is followed by a listening comprehension: A dream expert explaining the
relevance of dreams and some further dream facts. Follow-up exercise: True/false
task.
Activate (20 minutes): students take the listening text as a starting point to report
back to the class about their own dreams.
Possible problems: Students might not remember their dreams or might not want to
talk about them.
Solutions: Students can retell a dream someone else has told them.
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3.3.6 Lesson plan for Speaking by Barbara Fleck, Gabriele Hahnl,
Waltraud Reinisch, Eva Novak und Anne Millea
Class Level: Grade 3 and 4 Primary
Learning Objective: Talking and Ear-training
Method: Audio/visual/movement
Materials: Basket, objects , board , song
Engage: Lead-in Aunt’s holiday story Action song
My aunt came back from old Japan and she brought with her a big hand fan.
My aunt came back from Holland too and she brought with her a wooden shoe
My aunt came back from the New York Fair and she brought with her a rocking chair
My aunt came back from Timbucktoo and she brought with her a gum to chew
My aunt came back from old Algiers and she brought with her a pair of shears
My aunt came back from Kalamazoo and she brought with her some clowns like you.
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Study: Check comprehension of the song with the help of objects in basket. (Feeling
bag method)
Repetition of countries vocabulary covered in a previous lesson.
Introduction of target construction by asking the children questions and eliciting the
target answers.
(Where did you go? I went to ….What did you bring back…..? I brought back a )
(These are on board as additional support.)
Activate: Place kids in an inner and outer circle. Now they have the chance to use
the target language with each other, knowing they will partake in a quiz later in two
separate teams. At a given audio signal, the children in the outer circle will move to
the right. When the round is completed, they are split back into their groups. Teacher
asks group A, ‘’Where did child (Group B) go?’’ ‘’What did he bring back?’’ etc. Each
right answer gets a stamp for the English passport. The group with the most stamps
wins.
Lesson ends with a rousing rendition of the Travelling Song.
Probable Problems
• Not all children may have been on holiday.
• Kids might become a little over-excited.
• Circle formation might rob time if new.
Solution
• Tell them they can simply invent on.
• Bring their focus back on something like the bag that controllable for the
teacher.
• Take care to give clear, simple, concise instructions. It could also be practiced
in a Math lesson.
Austrian-American Educational Cooperation Association
Summer Academy 2013
3.3.7 Lesson plan for Speaking by Doris Obermayer, Gerhard Pfeffer,
Dagmar Pöll
Class level: 5th grade
Learning objective: Expressing a present activity
Material: Mobile phone, flashcards
Length of activity: 50 minutes
Engage: Handing out flashcards showing various activities,
(10 mins)
Teacher: What am I doing?
Expected answer: Play tennis.
Teacher: Right. I am playing tennis. (+ miming)
→ Mobile ringing (arranged with sb)
Teacher: Hallo, Mum. I can´t help you. I´m teaching now and the students
are listening to me. No, Mum!! I am teaching at the moment.
Study:
1. Using the flashcards again, asking: What am I doing?
(20 mins)
Expected answer: I´m …....
2. Students get the flashcards again and mime the activities.
Teacher: Look! She is …...... He is …......... They are …......
3. Teacher and a student do an example for a phone call:
Teacher:
Hi, Peter. What are you doing?
Peter:
I am ….....
Teacher:
Can you come to my place?
Peter:
No, I can´t. I´m …........
Activate:
Students form pairs and act out telephone conversations.
(20 mins)
After some time of practising the teacher stops them and they have to
act out some of their conversation to the whole class.
Possible problems: Mixing up the “forms of to be“.
Solution: Practising the correct version.
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3.3.8 Lesson plan for Speaking by Ursula Eigner, Barbara Fleck,
Johannes Salcher
Topic: London Sights
Lesson Objective: name “London Sights” correctly
Methods: Communicative approach
Materials: Flashcards, word cards, description of the sights, variety of different
games
Lenght: 1 Lesson
Grade 7
Engage (about 5 minutes):
Brainstorming London: do you know any sights of London? Where does the Queen
live? What’s the name of the river…?
Flashcards about sights in London (show parts of the sights, blur out pictures…)
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Study (15 minutes):
Put flashcards and words together, speak the new words aloud
Activate (30 minutes)
Play different kinds of games (e.g. memory, domino, ping pong-game, quartet…
Possible problems:
Weaker students may have difficulties to remember the big variety of these specific
terms.
Playing games always causes a certain volume and smaller students have
sometimes problems finding their groups.
Solutions:
Leave flashcards and names on the board; teacher forms the group.
Austrian-American Educational Cooperation Association
Summer Academy 2013
3.3.9 Lesson plan for Speaking by Eliane Fritz, Oblak Margit, Cornelia
Sattler
Class level: 7th grade
Lesson objective: Give a short presentation about a pop star/singer/pop group (2-3
minutes)!
Method: Communicate approach
Material: Internet + projector for listening to songs, seeing pictures, reading/singing
lyrics
1 lesson preparation
Length:
1 lesson presentation
Engage
The teacher asks the students for the names of their favourite pop stars, notes the
names on paper slips. Then he/she walks around with a box/bag with names of
different famous pop stars/groups. Students take one slip each randomly. Then the
teacher presents a star as an example (life, place, music, band, tour, charts, themes
of songs, ...)
Study
The teacher asks the students questions regarding the presentation just given in
order to check for comprehension. The teacher writes down the structure of his
presentation, distinct vocab necessary for understanding.
Activate
Lesson 1:
Students search the web for information about their star. Summarize the facts on little
cards (bullet points). Choose 1-2 pictures of their star and a song with the lyrics to
present.
Differentiation: Teacher offers the weaker students to work in pairs.
Lesson 2:
Students present to class. Class asks questions and give positive feedback.
Differentiation: High achievers can get extra credits by creating a page for their
portfolio.
Possible problems: Students are absolutely unhappy with their star. The internet is
not working.
Solutions: Let unhappy students choose another paper slip. Prepare pictures of
chosen stars and let the students make up a fictional story of the stars.
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Austrian-American Educational Co-operation Association
Summer Academy 2013
3.3.10
Lesson plan for Speaking by Michaela Brightwell, Gerhild
Krabichler, Alexander Udvarhelyi, Elke Wimmer
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Class level: higher vocational school, 3rd grade (grade level 11)
Learning objective: students will be able to speak about relationships and
possible gentle breakups using polite informal language;
ESL Methodology used: communicative method + audio-lingual;
Materials needed:
1. Computers, projectors, fully functioning loudspeakers. The prompts
relate to a clip from a Hollywood movie (e.g.“Big Bang Theory” link:
http://www.youtube.com/watch?v=bFj5ZLfj2EM) telling the story of a
not-so-gentle breakup. Home preparation.
Length of activity: 50 minutes
Engage (5 minutes): The teacher introduces the topic by making students aware that
we will be watching a possible breakup situation, and by asking them to pay special
attention to vocabulary/phrases used.
Study (15 minutes): Teacher writes down vocabulary words and phrases used in
clip; discuss different ways of breaking up, write down additional vocabulary and filter
gentle forms of breakups (verbally or written on the board).
Activate (30 minutes): The students are divided into groups and asked to act out a
relationship/break up scene using the common vocabulary. Every group has 10
minutes to prepare and then 5 minutes for the presentation.
Possible problems: don’t know the characters/sitcoms, size of the class.
Solution: preparation lesson to introduce and show the sitcom. Have some groups
who mix dialogues – act as breakups and act as talking about breakup.
Possible homework: write the dialogue and add an additional element; why do
relationships fail, give reasons.
Austrian-American Educational Cooperation Association
Summer Academy 2013
137