Course: Methods and techniques of teaching a foreign languageTeacher: Prof. Silvia Grangl

Alisa DumitruSS 2015Matrikelnummer: 1311085

Table of Contents

Learner biography 1Critical comments . Semester plan Lesson plans .. Reflection on SP1 ..

Learner biography

Actually I was lucky to have a very experienced English teacher. She was completely against frontal teaching and so every lesson was surprizing. She always had creative ideas how to motivate us to learn and also enjoy her lessons. We were always looking forward to the English lesson. For example, once we had the theme India. Our teacher divided us into different groups and every group had to prepare a different aspect about India. Our group had to prepare real Indian meals and present it in front of the class like a cooking show. Others had to prepare a fashion show with typical Indian clothes, or traditional weddings and so on. I still remember every part of it and we learnt a bunch of new vocabulary and deepened our cultural understanding. Of course there were also lessons were we had to sit down and do listenings or readings, but that was worth it. I also appreciate the fact that she put an emphasis on our pronunciation. After every subject she did individual exams on our pronunciation and we had to tell her what we liked/disliked about it. A very important part for her was also our participation in the classroom. It could happen that one had only Cs and Ds on the exams but still got a B in the end due to his/her participation during class. In this way she managed to motivate every pupil to communicate and we forgot about our miserable speaking skills and joined every discussion enthusiastically. The only problem was that there were some shy students who werent active so the teacher tended to grade them poorly and somehow they felt misunderstood and punished for something they didnt do. It if happened that they failed in exam there was a big chaos because it was hard for them to receive a positive grade. Once a student complained that she had better marks on her tests than one of her colleagues but still a worse mark at the end of the semester. Some parents werent satisfied with the explanation, Your child cannot interact and communicate. But that were rare cases. Generally pupils loved her and her teaching style. What I personally have disliked about her was that she sometimes forgot about her own deadlines but didnt accept to excuse a student if he/she forgot a homework or something. But I think were all humans and that was part of her character. Anyway she inspired me to become a teacher through her learner orientated teaching even if she had some mistakes in her organization. She pushed me to be consequent and that was a thing only she managed. Thats exactly what I intend to realize as a future teacher. With the exception of taking the shy students into consideration and giving them more chances to prove their abilities. But other than that I cant imagine that there is a better way of confronting children and teenager with a foreign language. Of course there is a lot of work to do until I can reach that point of profession but Im sure that every course will lead me a step closer to it. So basically I except to be even better than my own teacher and not to be necessarily loved by everyone but to help everyone to overcome his/her fear of speaking incorrect because what matters most is to speak and to interact in everyday situations. My pronunciation teacher told us that it doesnt really matter if one has the grammar down to science. If the person cant pronounce the words properly he/she will be classified as a bad speaker even if he/she knows every rule when the past progressive tense is used. I dont mean to say that grammar is not important but its not the most important. I guess by the end of my studies I will have it all figured out and will be ready to trigger students motivation.

Critical commentsSession on June, 2nd 2015 Open learning Klippert and islands We started the lesson with a word Ive never heard before Klippert. It is about open learning. We tried it out by exploring different areas of the Unter-and Oberstufe. We gained an insight into testing and grading. When using this method in a classroom there can be an inner and an outer circle. The inner circle are the so-called experts, who inform the outer circle of their findings. Actually, it is a pretty good idea to keep students busy with this type of lesson but still there are some aspects to keep in mind. People work individually and may do all the tasks, but not all of them may enjoy it. I remember when we had to do similar tasks I disliked it so much that I didnt even bothered to work properly. I just did the chore tasks superficial and was happy when I was done. Now analyzing it from a teachers perspective I look at it more positively. I guess it is very helpful for students to get a general overview of a subject and its a good starting point for a new theme. Pupils can work at their individual speed, which can raise problems, especially when working with young pupils. They might not consider the time limit and have to be pushed by the teacher to finish their tasks on time. They might see this kind of lesson as an opportunity to organize the 50 minutes as they desire and tend to linger. Older students may see it as an extra use of their nearly inexistent energy and may refuse to participate. Also I believe that its not the most preferable method to teach something in more detail. Additionally, the teacher cannot just lean back and relax its more exhausting to coordinate the whole classroom. Pupils will need clearer instructions and especially younger students tend to need a confirmation that they are on the right path. It could also end in a chaos if the teacher cant control the kids and the noise they are producing. There we got a useful advice to use a bell. Whenever it gets too loud the teacher, but also a student can ring it to maintain silence. I agree with the idea to use klippert and island before a test for revision. The teacher gets feedback where students need more practice. After this lesson I gained a very different insight of what open learning can mean. Back in school it was more than boring because our teachers thought that by handing out some exercise sheets they can leave us on our own. I couldnt imagine that also, for example, listenings can be practiced this way the earphone idea is really canny. They are able to re-listen the task as often as they want. Still teachers have to take the availability of space and electronic equipment into account in order to be able to prepare a successful open learning lesson. If there are the right possibilities also videos or films could be involved. Children usually love those activities.

Session on June, 6th 2015Correction of texts In this session we focused on correcting texts of different language levels. One was on A2/B1 level while the other one was an essay written for the Matura. We also had different grading scales for these two texts. In groups of three we were asked to correct and grade the two texts based on the corresponding assessment scale. It took actually more time than I thought, especially with the Matura essay. What also was very irritating was to read the text without marking the obvious errors but to concentrate on the structure and the task achievement of the text. With the first text we had less difficulties because first it was very short and second the assessment scale was more loosely structured and we made up our opinion very quick. When we first read it we knew that it cannot be something better than a C. By going through the scale we were able to round off our findings and to calculate the suitable grade. Unfortunately, we didnt consider the actual age of the pupil so we graded it nicer even if we find the range of grammar of vocabulary rather poor. With the second text we spend about half an hour only to agree how to grade the task achievement. It was very confusing and complicated structured and it took a lot of time to go through the points and to judge how well written the text is. Personally, I also think that this assessment scale needs a re-organization. Not just because its very hard to work with it, but it also lacks sometimes to argument the points. For example, the point Word limit has been observed can give a student 6,7,8,9 or 10 points. (you corrected it and told me that the students gets the average points, so this is clear now) So does this mean, that the grade is up to the teachers mood and preference? Well Im not to judge an assessment scale that has been invented by surely very intelligent people, all I can say is that my first encounter with it, wasnt very positive. Maybe after some experience I can handle it easier and also start to appreciate it. Although there were many aspects that I disliked, there were also some things I liked about it. For example, if a student fails to meet the requirements for the task achievement the teacher can stop correcting because it cannot be better than a F. Also the Schularbeitenrechner seems to be very handy but also time costing. Anyway, Im looking forward to using it.

Session on 23rd July 2015Semester- and Lesson planIn this lesson our task was to create a semester- and two lesson plans in groups of four. We also got school books to have an orientation. As we started to work on the plans I realized that it is much harder than I thought it would be. Especially the semester plan was a hard piece of work. We had to consider the amount of lessons we have in one semester and when to plan the tests. Another aspect to consider is at what time the lesson will be held and what other lesson had preceded or followed. All those things have an impact on the concentration and attention of pupils. I have never thought that a teacher has to organize quite a lot of things before a new school year starts. And also problems can occur, for example with the schedule a teacher gets from the schools administration. You told us, how exhausting a day of a teacher can be, for example, if he/she has to take like seven hours as a stand-in teacher.But back to the lesson planning. Other than the semester plan, a lesson plan has to be more specific. We had to think about the aim of our lesson, the methods how to teach a certain subject and also to be prepared to have a plan B. Not to forget the time. We have 50 minutes to give our students the basis of a topic, which can be sometimes really short. We experienced in our group that we had to leave out additional exercises because there was no time left. So we either used them as additional work for pupils who are quicker, or as homework. But You told us, that sometimes we have to completely forget about our plans and to answer the pupils needs. For example, if a test follows after my lesson, my pupils will be very excited and not able to concentrate on new topics. So the solution is to be flexible and create a comfortable lesson where they can participate. The plan must be also changed if the electric devices decide not to work. All those things should be taken into consideration because they affect a lesson in various ways. What I also observed is, that an English teacher needs to have a very broad knowledge about actual themes that he/she uses in his/her lesson. We, for example, planned a lesson about New York, so the teacher should be a few steps further than his/her pupils and to know all the facts about New York. So being a teacher isnt a piece of cake, like many people use to denigrate this job, but a job where you invest time for planning and organizing a lesson. I came to the conclusion that the time a teacher actually is in the classroom makes up about 5% of the actual duties of a teacher. The rest goes to planning, organizing and correcting. I think this course made this clear for me.

Semester planWintersemester, lessons on Monday, Tuesday and Thursday4th grade, textbook: Red Line 4Start of semester: 14.09.2015End of semester: 12.02.2016Holidays: 24.12.2015 - 06.01.2016Exam dates: 29.10.2015 & 14.01.2016

Topic,grammarPlanned MethodsTeaching aimsMaterial

September(8) City vs. country life Mega cities Simple past, past perfect Group work Pair work Role plays Group presentations Frontal teaching Worksheets GamesStudents should: Be able to understand and use the simple past/past perfect tense Have a cultural understanding of differences between living environments Acquire new vocabulary for describing and talking about cities and the countryside

Articles Worksheets Online research Textbook Workbook Photos - PP-slides

October(11) New York: History Emigration USA as a melting pot of cultures and nations Gerund Present progressive

Listening comprehension Role play Frontal teaching Vocabulary building Games WorksheetsStudents should: Acquire vocabulary concerning New York City and the US Know about the history of NYC Be aware of the various cultures that live in NYC Get a basic understanding of gerund and present progressive Improve their listening skills and get more confident when working with listening comprehensions Worksheets Listening exercises Textbook Videos and photos Interviews (text)

November(12) Different cultures (cont. from October) School systems around the world Should, can, could Register (formal, informal) Semi-formal letter writing

Reading exercises Frontal Teaching Letter writing Podium discussions Flipping the classroom GamesStudents should: Be able to apply various techniques to solve reading exercises (reading for gist, finding core information in a text) Get a feeling for different types of register and when to use them Be able to compare and contrast different school systems and discuss/form an opinion about them Blog entries Textbook Workbook Reading exercises (articles, stories)

December(9) Road trip through the American South West (from San Francisco to L.A. to Las Vegas) If-sentences Islands Vocabulary building (brainstorm, postcards, travel guides) Listening comprehension Watch and discuss travel blogs Frontal teaching Pair workStudents should: Feel confident in applying the rules of if-sentences Have geographical knowledge of southwest and its cities and landmarks Improve their presentation skills and feel more secure while speaking in front of the class Further train various techniques for listening comprehension Articles Pictures for discussion input Tourist info brochures, travel guides Videos Maps Worksheets

January(8) The Grand Canyon National parks Preservation of nature Revision of grammar of past semester Writing (travelogue) Frontal teaching Grammar revision: islands choose what to revise Flipping the classroom PresentationsStudents should: Acquire new vocabulary for talking about travel, nature and its preservation Work on the grammatical areas they are still struggling with and work on these areas to improve their understanding Textbook Videos Online research Pictures Overhead slides Worksheets

February(6) Wonders of nature UNESCO world heritage sites Environmentalism Create own ecological footprint Classroom discussions Speaking exercises Games Revision of listening and reading skills Frontal teachingStudents should: Be aware of nature, ecological problems and how these could be solved/avoided Be aware of what every individual can do to protect the environment Know about what world heritage sites are and what they mean for different cultures, nations and people (why it is important to preserve them) Strengthen techniques for reading/listening comprehensions and find out which of these suit them best Textbook Worksheets Listening exercises Articles Brochures Videos

Lesson plansTopic: In the Southwest Unit 4

The lesson will be held on December 9th and it will be the 3rd lesson of the day. There wont be any tests before or after the English lesson, so the students will be able to concentrate.

At the end of the lesson the pupils should be able to form if-sentences, more specific the Conditional 1 and 2. Moreover, they will learn something about the Grand Canyon through a reading exercise, so they will also improve their reading and in the same time their pronunciation and their vocabulary range. The aim of the task that will be given as a homework, is to strengthen their accumulated knowledge of the structure of if-sentences and they should also gain a feeling of writing letters.

The material or the media that we will use for this lesson is a special one. It will be a flipped classroom. That means that the pupils will prepare in advance for this lesson. They will get a video, which they have to watch at home. The content will be about the if-clauses. How they are formed, what is special about them and for what are they used. Of course, there is a risk that some of the pupils will not watch the video, but to prevent this, they will be asked to prepare questions on the video. Other material used will be the text-and workbook, which provides exercises for the if-clauses and a reading for information of the Grand Canyon. As a plan B, if there remains some time, also a listening can be used about the Grand Canyon.

The sequence of the lesson will be as listed below. The video that the children had to watch at home will be the starter of the lesson. We wont watch it again, but we intend to talk about it and to clarify all the insecurities and questions. This will take for about 5-10 minutes, depends on how carefully the pupils watched the video. The next step will be to test their knowledge through the exercises provided in the book (Workbook: p. 36/nr 2, p. 38/nr3, p. 43/nr 2). There are whether fill-in tasks or exercises where they have to form sentences by themselves. We agreed that this action will take for about 15 minutes and then the pupils will continue with a different topic, because too much grammar certainly leads to a loss of concentration. The children will be asked to carefully read a text about the Grand Canyon, which will provide them with sufficient information for the next task, which will be to discuss two short questions about the text. We estimated that this task will last for about 20 minutes but if there is any time left we have also prepared a listening about the Grand Canyon. At the end of the lesson the pupils will be confronted with their homework. They will have to write a short text about hypothetical events. The sentence beginnings will be given and all they have to do is to from correct if-sentences and to be aware that they are used to talk about thinks that could have happened.

Overview

TaskTeaching AimsMaterial/MediaTime

Talk about video Clarify insecurities flipping the classroom, video5 min

Exercises in the book:Workbook: p.: 36/2; p.: 38/3; p.: 43/2Strengthen the accumulated knowledge workbook15 min

Reading about Grand Canyon : Textbook: p.: 50 Talk about the text: p.: 50/1Gain some basic information about the Grand Canyon, and also improve reading and speaking skillstextbook, reading, discussion20 min

Explain Homework; Workbook: p.: 37/2Writing proper sentences using the if-clauses the finishing touch of the structure

workbook5 min

Topic: City life vs. Country life - Unit 1 Textbook Red Line

The lesson will be held on October 1st in the fourth form and it will be the first lesson of the day. In the class are 16 students.

At the end of the lesson the students should be able to know the vocabulary about the unit. Furthermore, they should get familiar with the simple past and exercise the proper use. Through the group work the students should improve their reading, speaking, and listening skills. The aim of the task that will be given as a homework, is to strengthen their accumulated knowledge of the simple past. (postcard how was his/her holiday in NY)

The media or material that we will use for this lesson is first of all a game about vocabulary they have already learned. Students need to stand up and two students will be asked a word, the one who is slower in answering the question must sit down, the other one is allowed to keep up standing. The game ends when there is just one student in class who still stands. He/she is the winner. Other media we will use is the group work. Students will be divided into groups of four people and each group gets a different worksheet. Each worksheet has a picture of a sight on it and includes information, historical, interesting and current facts about the sights and also what you can do there. The sights are the Statue of Liberty, the Empire State Building, the Rockefeller Centre, and the Times Square. Every student becomes an expert of one sight and then groups split up and go together in a new formation. At the end the group consists of four experts of four different sights. Each expert shares his knowledge with their peers and each student knows important facts about every sight.

The sequence of the lesson is listed below.

Overview

TaskTeaching AimsMaterial/MediaTime

vocabulary gamerevision of vocabularygame5-10 min

group workgain basic information about four sights, improve reading, speaking and listening skillsgroup work, worksheets30 min

explain homework:Write a postcard about your holiday in New York. Mention a sight and what you did there, how was the hotel and how did you like your stay. Write about 50 words.strengthen knowledge about simple past and new learned vocabularypostcard3 min

collect some ideas for the homeworkuse a mind mapstudents should be able to reproduce the new learned facts and vocabularymind map7 min

Reflection on SP 1Last semester I started my Praktikum. At the beginning I had a lot of questions, which were all answered by my very nice mentor, Bernadette Gudenus from the Bischfliches Gymnasium in Graz.1. My observations The first eight lessons were all about observing and noticing the habits of the teacher and her pupils. So I want to present my findings and what I learnt from just watching during the lessons.My first class was the 4B and in class they dealt with the last questions before their test. When I walked in with their English teacher everyone was sitting quietly and they immediately stood up. In a very lovely choir they echoed Good morning Miss Gudenus. I remember back to my school days we also were respectful but this class was literately top notch educated. I later found out that they respected Miss Gudenus because they had a very friendly relationship with her, also outside the classroom but she could also be very severe and direct if necessary. The next thing I noticed was the sitting order. Every girl sat next to a boy or vice versa. I asked Miss Gudenus how she organizes the sitting order and she told me that each two weeks the students change their sitting partner for the simple reason of avoiding to marginalize anyone. And their healthy classroom relationship was really visible. There wasnt any Alpha wolves or popular cliques. What I saw was a close-knit classroom, which contributed a lot to their communication. Everyone raised their hands if they had a question and no one chimed in when the teacher was talking. What I found quite helpful was that Miss Gudenus explained everything twice and sometimes a third time in German to make sure that everyone got it. Then she also calls out the pupils, which she knows have difficulties in English, so that at the end of lesson everyone was prepared for the test.My next class was the 3C and I noticed exact the same as in 4B. Kind and respectful students, who worked during the lesson. Everyone has his/her contribution to the lesson. I also observed that they told their teacher about their weekend and the holiday plans. Another thing was that the teacher always paid attention to be on a par with her pupils. Most of all the lessons were a combination of concentration and fun, which definitely enhances the students motivation.My last class, which I observed was the 7B. What I noticed first was their lack of energy. They didnt stand up when the teacher entered and they muttered a tired Good afternoon. Nevertheless it didnt lack in respect. Everyone took the exercises they got seriously and they worked 50 minutes very concentrated. I guess this was also due to the fact that it was the lesson before the test.

2. My expectationsOn the first day when I sat into the classroom I didnt had much expectations. But notwithstanding I got a completely new view of a school. The classroom didnt feel like an obligation anymore and the staff room wasnt a chamber of horrors anymore. In both rooms I experienced a very calm and friendly climate. I could observe which methods and techniques a language teacher can use to create a colorful language lesson. Furthermore I saw how a teacher is able to include those pupils who arent used to talking or how to clear faults successfully. It is important not to expose shy pupils to the class and to let them talk when they feel comfortable. Another important thing is to immediately switch to English even with the young ones. Of course sometimes it is indispensable to explain grammar in German or difficult tasks but generally speaking pupils should be in the state to understand basic English. Something I havent considered was the class society. Especially in the 7B I could immediately see who prefers to play a lone hand and who to be surrounded by their class mates. I observed that my teacher had the popular ones under control, which spared her complicated situations. When it came to the lesson I had to hold my expectations were higher. Would I be able to calm a classroom full of pubescent kids? Would I be able to keep the time limit? Will the students take me seriously? Those and dozen other questions were in my mind but in the end I was quite satisfied with the result. I didnt feel any insecurity when I entered the classroom (maybe due to the fact that also the teacher was sitting there). I didnt find it hard to jump for the first time into the role of the teacher and to give commands. It was a lot of fun to work with the pupils and to give warnings if necessary.After I held my lessons, I luckily got only positive feedback from my students. My mentor was also very satisfied but warned me that I was too fast with the little ones when explaining the tasks.

3. My lessons1st lesson in class 3B Topic: Natural DisastersThe aim of this lesson was to give the pupils an overall knowledge about the different natural disasters with a specific focus on the earthquake in Nepal and the consequences and moreover I wanted them to reflect about that incident. At first I have shown them a video with pictures of all kind of disasters. I experienced that they were very concentrated and the images awakened their interest. After that I asked them if they knew what the video was about and what natural disaster has happened recently. Their prompt answer was Nepal, so they helped me a lot with the introduction. Some of them knew more about it, so to bring everyone on the same level I have prepared a Reading activity for them. At first I confronted them with the specific vocabulary, for example words like magnitude or devastated etc. The next step was to tell them some facts about Nepal, actually they gained their knowledge on their own with a True/False task. To correct their answers I gave them an article about Nepal with all the relevant information. After they knew all the important aspects it was time for a little game. I told them they were all interviewer, who should gather different opinions about the earth quake. I gave them the questions and they were to walk around in the classroom and ask three colleagues and ask them. The answers were presented in front of the class, and everyone participated very enthusiastically. This exercise was also a little help for the homework. I asked them to write a text how someone was able to survive an earthquake. (Work sheets attached) timetask

5 min Video natural disasters

5 minFocus on earth quake general question and information share

10 minBefore reading task

10 min Reading and discussing the article

15 minAfter reading exercise

5 min Explain homework (How did someone survive an earthquake)

2nd lesson in class 7BTopic: Fashion and TrendsThe last few meters before the Matura always require a good preparation and that was what I wanted to do with the students in my lesson. At the end of the lesson I wanted them to be able to have a broad variety of vocabulary about the topic and to be able to talk several minutes about it. I started the lesson with a self-evaluation test to trigger their attention. I wanted to show them how much influence fashion has. The following tasks were all about learning new words and phrases and to use them in the right context. I gave them different work sheets, which are attached. I created them in a way that they understood the meaning of the word without translating them into German. This helped them to use the new word in the correct context. After that I asked them to talk with a partner about two pictures in their book and to use the words theyve just learnt. I wanted them to discuss the differences of the two images and subsequently a group had to present their findings. The second task was to have a conversation about the differences in their outward appearance they would consider when having a job interview. But before that they got work sheets with all the different haircuts divided into men-and women section. The following minutes they used to talk about it and in the end a pair presented their conversation in front of the class. timetask

10 min Questionnaire: How fashionable are you?

20 minExercise 1,2 & 3 vocabulary

20 minpreparation for paired activity: what do I change for a job interview

4. The EPOSTL Before I held my lessons I skimmed through the EPOSTL and found five descriptors, which I found very useful. I used them to reflect on my lessons and to see what I have to work on.

Methodology Speaking/Spoken Interactiona) I can create a supportive atmosphere that invites learners to take part in speaking activities.In order to fulfill this aspect I gave my pupils space to chat while they were working but only in English. The golden rule was that there werent any wrong answers and every contribution was welcome. I noticed that younger pupils very more motivated than the older ones, which I had to permanently call out. But in order to hear everyones opinion I let them answer my questions one by one. I saw that nobody was afraid to make mistakes, and they enjoyed taking part in the conversations.

b) I can evaluate and select meaningful speaking and interactional activities to encourage learners of differing abilities to participate.I think I did pretty well as it was only my first lesson. I gave them different opportunities to talk. If I noticed that someone was shy I let them talk with their partner and sometimes chimed in to hear him/her talking. With the young ones I let them walk around during talking, which I didnt do with the older ones because they were even too lazy to raise a hand. Of course I would try to motivate them if there was a group project or something like that.

c) I can evaluate and select a variety of materials to stimulate speaking activities (visual aids, texts, authentic materials etc.)This aspect wasnt that easy because I thought quite a lot what material to use for my lesson. What is encouraging for twelve year olds and what for seven teen year olds. I decided to use a video for the kids and the self-evaluation test for the adults and also a dozen pictures to confront them with the topic. What kind of lacked was the authentic material, especially with the young ones, but I think if I had more than one lesson I could have planned this more thoroughly. For example, I would have done a little earth quake experiment with them, but I had to consider the 50 minutes time limit.

Readinga) I can select texts appropriate to the needs, interests and language level of the learners. This was a little bit hard for me because I didnt know how easy written the texts should be and what kind of text would be interesting for them. With the older ones it was a little bit easier, even though I noticed afterwards that they had a few difficulties with the tasks. But the texts were subject relevant and useful. When it comes to the interests of the pupils it is a little bit hard, because a teacher has to stick to the Lehrplan, but I guess theres something for everyone. Not everyone can be interested in fashion, but a little common knowledge is good for everyone.

b) I can provide a range of pre-reading activities to help learners to orientate themselves to a text. This came very naturally because every pedagogic course thought us that pupils need pre-reading tasks in order to understand a text. They need to know about the new vocabulary and a certain background knowledge. I enjoyed preparing different tasks for them so that they could be prepared for the actual texts.

5. Attachment

3CBEFORE READING Match the word with the suitable explanation1) aid a) a small earthquake that comes after a big earthquake2) magnitudeb) the size of something (e.g. an earthquake)3) devastatedc) help or support4) avalanche d) something is totally ruined5) aftershocke) a large mass of snow, ice, etc. that falls from a mountain

TRUE OR FALSE - Guess if a-hbelow are true (T) or false (F).

a) Nepal is a city somewhere in Italy. T / Fb) The highest mountain on earth, Mount Everest is in Nepal T / Fc) The earthquakes magnitude was 8.4. T / Fd) The capital of Nepal is Kathmandu. T / Fe) The temples in Nepal werent destroyed by the earthquake. T / Fg) 700 people died and 5.000 houses were destroyed. T / Fh) Because of the earthquake there was a massive avalanche on the Mount Everest. T / F

AFTER READING

NEPALS EARTHQUAKE SURVEYQuestionAnswer #1Answer #2Answer #3

What aid does Nepal need most?

What can we/others do to help?

How would you react if there was an earthquake in Austria?

What comes first in your mind when you think of an earthquake?

How would you try to survive an earthquake?

THE EARTHQUAKE IN NEPALMany countries are sending aid to Nepal after the big earthquake.

Nepal is a country located between China and India.The highest mountain of the earth, Mount Everest is there.

The earthquakes magnitude (size) was 7.9, which means that it was very powerful. Also people in India, Tibet, Pakistan and Bangladesh felt it.

In Nepal the people are often hungry and they are poor. They dont have very good hospitals and medicine.

A lot of homes and also Monuments were destroyed. For example, the old temples in the countrys capital city, Kathmandu were destroyed. They were hundred of years old. About 35 villages were devastated by the earthquake. More than 8.000 people lost their life and almost 300.000 houses were ruined.

Because of the earthquake there was a massive avalanche on Mount Everest. People who climbed the mountain at that time got hurt or even died.

The British Red Cross sent aid to the country. But also the Samariterbund from Styria helped a lot.

After the big earthquake there were Aftershocks and the people in Nepal still arent safe and need help.

7BYou see a really cool pair of shoes in a shop, but they are very expensiveWhat do you do?1.Buy them. I always spend a lot of Money on clothes. (3)2.Leave them in the shop. I can buy cheaper shoes somewhere else. (2) 3.Buy them if theyre good quality and theyre going to last a long time. (1)

You want to buy a pair of jeans.Which do you choose? 1. The most comfortable ones. (1)2. The most fashionable ones. (2) 3. The most unusual ones. (3)

Your mum buys a sweater for your birthday, but you dont like it.Do you wear it?1.Yes. I dont want to hurt my mum, but I hope my friends don't see me.(2)2.No. I dont want my friends to think Im unfashionable. (3) 3.Of course. My mum always chooses my clothes. (1)

Your friend comes to school wearing the same coat as you.What do you think?1.I hate when people copy my clothes. (3)2.Im happy she/he likes my coat. (2) 3.Im not the only one who buys cheap clothes. (1)

You need new clothes.Do you like shopping for clothes?

1.I enjoy shopping when I find clothes I really like, but I only go shopping when I need something. (2) 2.I love shopping. I must have fashionable clothes. (3) 3.I hate shopping. I prefer it when my mum does my shopping for me. (1)

5-8: Fashion isnt very important to you. You prefer to wear clothes that are comfortable.You dont care what other people think about your appearance.

9-12: Well done! You are fashionable and you are unique. You like to wear fashionable clothes, but you only wear what you like.

13-15: You wear fashionable clothes, but you are not unique. You only wear clothes you think other people like. Its time to start buying clothes you like.

Fashion and Trends Excersise #1 Choose a-j I used to be a slave to fashion (___) and Id always have to buy that must-have (___) shirt or pair of shoes. I wouldnt feel comfortable wearing something old fashioned (___) but Im not as bothered as I used to be about what I wear. I prefer casual clothes (___) and I hate getting dressed up (___) for special occasions. Personally I think its possible to look good in (___) a pair of jeans. My girlfriend wouldnt call me a fashion icon (___) thats for sure.Weve got a couple of really nice shops that sell vintage clothes (___).Clothes in a classic style (___) never really go out of fashion (___). a. an essential possession b. clothing designed for wear on informal occasionsc. someone or something that is not up to date d. a person who is particularly concerned that his or her clothing and physical appearance conform to the current, accepted stylee. to attire in ones best clothes f. a particular style of lasting worth and timeless qualityg. of good or attractive appearanceh. to cease to be fashionable i. a person or thing that is very well known as being highly fashionablej. clothing between 200 and 100 years old manufactured and handmade

Exercise #2 Fill in the gapssmart clothes timeless sense of style have an eye off the peg mix and matchwell dressed hand-me-downstrend keep up take a lot of pride suit to kill designer labels

We always look forward to seeing what Kate is going to wear. Shes always very welldressed_______________ and Takes a lot of pride_______________ in her appearance. Its not that she dresses in very smart clothes_______________ - she doesnt come to school dressed to kill_______________ but what she wears really suits her_______________ her. She has a great sense of style_______________. We often ask her where she gets her clothes and sometimes theyre just off the peg_______________ and she says shes not interested in Designer labels_______________.She doesnt seem too concerned about keeping up________________ with the latest fashion. She just wears clothes that are timeless_______________ and on trend_______________. I suppose she haus an eye_______________ for what looks good and how to mix and match_______________ different items of clothing that go well together. Sometimes even handmedowns______________ can look good. TO FASHION PEOPLEExercise #3 StatementRegular-people definition: sth that you say is declarativeFashion-person definition: impossible to ignore- one specific item That statement necklace youre wearing is really speaking to me.

ContemporaryRegular-people definition: existing in the current timeFashion-person definition: midpriced apparel and acc More affordable than True Designer Brands Janet literally asked me if Elizabeth & James bags cost as much as Chanel bags. I cant believe she still cant get her contemporary and designer brands straight.

CollectionRegular-people definition: grouping of like itemsFashion-person definition: entire span of clothing and acc presented at least twice a yearThe collection have all looked the same this season. Its depressing.

InvestmentRegular-people definition: spending a certain amount of Money with the intent on creating profitFashion-person definition: Long-lasting, Quality Made classic item that will depreciate in Value but will be worn enough to make the amount of Money you spent on it feel justifiedYou should definitely splurge on that leather jacket. Its such an investment piece.

HAIRSTYLESWOMEN

1- bun2- part3- bangs4- ponytail5- layers6- afro 7- updo8- pigtails9- braid 10- permMEN

1- spiked2- bald head + moustache3- shaved head + stubble4- cornrows5- receding hairline + beard 6- undercut 7- crew cut + clean shaven8-buzz cut9- sideburns + goatee 10- dreadlocks (dreads)

17