STUDENT PROFILE:
Students entering this level must be able to fulfill the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Students who enter this level may be more proficient in reading and writing skills than oral communication, especially if they have never traveled or studied abroad previously. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies. Students at this level may succeed in partner university courses (when offered through the local center) as long as such courses are primarily designed for international students and/or require passive student linguistic participation (art studios, dance). As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to make a special effort in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to celebrate their successes. They will begin to appreciate the value of these language and intercultural skills. This course builds upon skills introduced in Novice Abroad. By the end of the course, the successful student will have begun to develop some communicative and cultural self-confidence necessary to attempt moderately complex tasks in the language, as described in the learning outcomes below.
Prerequisites:
Proficiency at a level equivalent to IES Abroad’s Novice Abroad, as determined by placement test.
Learning outcomes:
Students who are placed in this level should have achieved the outcomes in the Novice Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve some of the outcomes for the Emerging Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I.Intercultural Communication
A. Increasingly, students will be able to make informed comparisons between the host culture and the students' home cultures.
B: Students will be able to distinguish between verbal and non verbal communication that reflects politeness, formality, or informality.
C: Students will be able to recognize simple patterns of intonation and their meaning.
D: Students will be able to solve some daily unexpected situations and meet needs with limited help.
II.Listening
A:Students will be able to understand some interactions (media, speeches, music, conversations, etc.), especially if the speaker is used to interacting with non-native speakers.
B. Students will be able to understand direct requests, questions, and simple conversations on familiar and concrete topics.
III.Speaking
A.Students will be able to talk to a limited extent about persons and things in their immediate environment, as well as their plans and their experiences.
B. Students will be able to address moderately complicated situations involving familiar subjects.
III.Reading
A. Students will be able to read passages and uncomplicated longer texts (simple narratives, detailed instructions, etc.) on familiar topics and understand the general meaning.
B. Students will be able to support their understanding of texts through the use of context, visual aids, dictionaries, or with the assistance of others in order to facilitate comprehension.
V.Writing
A.Students will be able to communicate with some effectiveness through notes, emails, and simple online discussions and chats.
B.Students will be able to write short essays on concrete topics of limited levels of complexity and accuracy, although with reliance on the communicative patterns of their native language.
Method of presentation:
Language instructors use the classroom to practice German through dialogues, work in groups, role plays, reading, listening comprehensions, and written practice. We also do researches on the Internet.
Required work and form of assessment:
Regular attendance and participation in class work, regular assignments, quizzes, oral presentations, classroom discussions and midterm and final exam.
Grading
Oral work: 40%
Homework: 10%
Quizzes: 25%
Final exam: 25%
Work and exams in the intensive part of the course count for one third of the overall grade.
content:
INTENSIVE
WEEK
CONTENT
ASSIGNMENTS
CORRESPONDING LEARNING OUTCOMES
Week 1
Topics:
● Information about persons
● Daily routine
● The coffeehouse (field trip)
Functional:
Talking about personal identity and origin
Useful class language and phrases
Talking about the daily routine
Review of numbers
Telling the time
The coffeehouse in Austria
Grammatical:
Forms of address: Du or Sie
Interrogatives (W-Fragen, Ja/Nein-Fragen)
conjugation of regular, irregular and separable verbs in present tense
Word order
Coordinating Conjunctions
Subordinating conjunctions: weil, wenn
Pronoun “man”
Definitie and indefinite article in all cases
Time expressions
Vocabulary: personal identity, useful phrases, coffee and coffeehouse, time expressions, many verbs
Cultural: The coffeehouse (various names for coffee, typical Austrian/Viennese pastries), a visit to the Palmenhauscafé
Interviewing classmates to get to know each other, introducing the partner in class
Reading short text about people`s identity
Analysis of mistakes
Crossword (conjugation of verbs)
Game (conjugation of verbs)
Fill-in exercises: verbs, cases
Training of time expressions
Listening “Im Kaffeehaus”
Reading a dialogue “In the coffeehouse”
Playing short dialogues: How to order in a coffeehouse
Reading a text about the Austrian coffeehouse
Reading a text about the Sachertorte
Ordering in a coffeehouse
Presenting the dialogues “In the coffeehouse” in class (=part 1 of oral exam)
Listening to a song “Aber bitte mit Sahne” by the Austrian singer Udo Jürgens
Field trip: Quiz in the coffeehouse
Composition:
- Write a text about yourself
- Write about the daily routine of yourself and your partner
- Write a dialogue “In the coffeehouse”
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 2
Topics:
● Austria and its states
● The Naschmarkt (field trip)
● Plans for the weekend
● Song “Wien-Berlin”
Functional:
Learning about Austria, the Austrian states and capitals, some interesting facts
The Naschmarkt
Talking about plans for the weekend in Vienna or Austria
Grammatical:
Modal verbs in present, past and present perfect tense (wordorder)
Future 1 (Wordorder)
Coordinating and subordinating conjunctions
Vocabulary: states and capitals of Austria, Naschmarkt (food, fruits, vegetables, spices)
Cultural: Austria, its states and capitals, Naschmarkt, supermarkets, open markets in Vienna
Learning about the Austrian states and capitals
Reading a text about Austria
Interviewing a partner with modal verbs
Fill-in exercises: modal verbs, future 1, coordinating and subordinating conjunctions
Listening “Auf dem Naschmarkt”
Reading a text about „The Naschmarkt“
Playing short dialogues “Auf dem Naschmarkt”
Playing a longer dialogue in class „Auf dem Naschmarkt“ (=part 2 of oral exam)
Reading various Austrian texts about the plans of people for the next weekend
Looking for “Austrian expressions” and English words in German texts
Interviewing the partner about his/her plans for the weekend
Reading a current newspaper article
Listening the song “Wien- Berlin” by Keiner mag Faustmann
Talking about the song and the band
Reading a text about the young band
Talking about some instruments
Watching the music clip “Wien-Berlin”, talking about the clip
Composition:
- Write a dialogue „Auf dem Naschmarkt“
- Write an email about your plans for the next weekend
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 3
(UNIT 1)
Topics:
● A personal letter
● The City hall (field trip)
● Kriminacht (only in fall semester)
● From one place to another (Unit 1)
Functional: Talking about the City hall, listening the song “Wien-Berlin” by Keiner mag Faustmann, talking about travel experiences
Grammatical: present perfect tense, word order, indirect questions, conjunctions: deshalb, darum, deswegen, aus diesem Grund
Vocabulary: The City hall, travel experiences
Cultural: The City hall, Die Wiener Kriminacht, travelling experiences (culture shock?
FINAL TEST
Reading a letter about the study stay in Austria
Reading about the City hall
Talking about the City hall (likes/dislikes)
Fill-in exercise: vocabulary
Doing research in the Internet “Die Wiener Kriminacht”
Reading short statements of people`s travel experiences
Listening about the life and travel experiences of Virginia, who works for a tourist agency
Fill-in exercises: conjunctions
Training of indirect questions in discussions and partner interviews
Interviewing one classmate about his/her travel experiences
Composition:
- Write a personal letter about the study stay in Austria
- Write a newspaper article about the travel experiences of your partner/ of yourself!
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
SEMESTER
WEEK
CONTENT
ASSIGNMENTS
CORRESPONDING LEARNING OUTCOMES
Week 1
Travelling in Europe
Functional: Talking about the last holiday
Grammatical: review of present perfect tense, question words: Wo? Wohin? Woher?; prepositions nach, in(acc. oder dat.), aus, von
Vocabulary: countries and cities; verbs of motion
Cultural: countries, capitals and famous cities in Europe
Interviewing one classmate about the last holiday, talking about experiences during this vacation
Review: Filling in perfect forms in letters and dialogues
Fill-in exercises: question words, verbs of motions and some prepositions
Composition:
Write a letter / an email about your last vacation
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 2
UNIT 2
Clothes
Functional: Talking about clothes (likes and dislikes); Making up a dialogue “In the clothing store”
Grammatical: genitive case; prepositions + gen.; adjective endings (ein-words, der-words, without ein- or der-words); comparison of adjectives
Vocabulary: clothes, fashion
Cultural: shops and stores in Vienna
Listening interviews about fashion
Interview with a classmate about fashion and clothes
Making a dialogue in the clothing store
Fill-in exercises: adjective endings; genitive
Oral training of the use of adjectives and their endings
Composition:
Write a dialogue “In the clothing store”!
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A.
IV.A., IV.B.
V.A., V.B.
Week 3
UNIT 3
Language stay / Study stay
Functional: Talking about what the students consider to be important while learning/studying languages
Grammatical: verbs and expressions with “zu + Infinitiv“
Vocabulary: languages, study trip, language stay; several verbs and expressions used with “zu + infinitive”; useful phrases for discussions
Cultural: specifics of Austrian language; some words and phrases
Reading a diary entry of Sandra about her language stay in France
Reading about how to learn a language
Discussion about learning languages
How do the students learn languages? Tips and advices
Fill-in exercises: infinitive with or without “zu”
Composition:
Write about your personal experiences while learning /studying a language. What do you consider to be important/ not so important in a language course?
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 4
UNIT 4
EXTRA: Talking about the austrian poet Ernst Jandl and some of his poems, especially “Ottos Mops”
Working in Vienna
Functional: Reading a text about a woman working for the UN, talking about life in Vienna; Presenting the home city!
Grammatical: compound verbs;
um … zu
Vocabulary: compound verbs, life in cities
Cultural: The austrian poet Ernst Jandl and his poetry, different sides of Vienna
Listening and reading some of Ernst Jandl`s poems
Watching a small video “Ottos Mops”
Talking about the characteristics of his poetry
Reading a text about a woman working for the UN, talking about life in Vienna
Training of compound verbs
Talking about the home cities of the students and what they like and do not like there
Presentation of their cities
Composition:
Write a text about your home city (likes and dislikes)!
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 5
UNIT 4
Musicians in Vienna
Functional: Talking about music and musicians in Vienna, in particular about Krzystof Dobrek and his band
Grammatical: preterite
Vocabulary: music, musicians and instruments
Cultural: music in Vienna; reading an Austrian legend
Listening about Krzystof Dobrek and his band
Training of the preterite
Talking about music and instruments
Read the legend “Meister Puchsbaum”!
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
Week 6
UNIT 5
Life between cultures
Functional: Talking about relatives or friends who emigrated
Functional: Talking about luck, superstition and lucky charms
Grammatical: n-declension
Vocabulary: common proverbs
Cultural: lucky charms in different cultures; proverbs
Movies
Functional: Talking about different movies; expressing opinion.
Grammatical: passive voice; two part conjunctions
Vocabulary: movies, how to express one`s opinion
Cultural: Austrian and American movies
Reading short statements about people`s feelings about luck and lucky charms
Composition:
● Write about a lucky charm!
● Are you superstitious?
Interviewing a classmate about his/her favorite movie(s)
Talking about television and movies
Reading a short text about the favorite movie of a person
Reading and understanding the television program
Composition:
Writing an essay about your favorite movie
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 9
UNIT 9
Caring Professions
Functional: Talking about accidents, going to the doctor, to the hospital
Grammatical: Reflexivpronomen, lassen + zu + Infintiv, nicht brauchen + zu + Infinitv
Vocabulary: professions, health system, accidents, ..
Cultural: The Austrian and American health system
Reading a text about a nurse
Listening a text about an accident
Interviewing a classmate about his/her experiences with doctors and hospitals
Talking about the differences between the Austrian and American health system
Composition:
Write a short text about an accident (comic strip)
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 10
UNIT 10
Wishes and hopes!
Functional: Talking about different ways of life, wishes and hopes
Grammatical: subjunctive II
Vocabulary: personal wishes, hopes for life and profession
Cultural: living conditions in Austria and America
Talking about different ways of life, wishes and hopes
Reading texts about neighbors and life situations
Talking about life situations and living conditions
Composition:
● Write a short text about your living conditions in America
● What are your hopes and wishes for your future!
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 11
The catacombs (field trip)
Functional: Talking about the catacombs
Grammatical: comparison sentences with “ je …desto …”
Vocabulary: catacombs
Cultural: The Catacombs of Vienna
Reading a text about the catacombs
Talking about the catacombs
Fill-in exercises: vocabulary
Training of “ je …desto…” sentences
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
Week 12
F I N A L E X A M
Required readings:
Optimal B1 and handouts made up by the teacher, according to studen'ts needs.
Brief Biography of Instructor:
Mag. Birgitta Schöny, earned her degree at the University of Vienna in German and Russian. During her studies she worked 4 months as a lector in Baku (Azerbaijan) and 5 months in Moscow (Russia). Since 2004 she has been working at IES Abroad Vienna teaching Novice III and Emerging Independent I.
German Language in Context: Emerging Independent Abroad I
STUDENT PROFILE:
Students entering this level must be able to fulfill the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Students who enter this level may be more proficient in reading and writing skills than oral communication, especially if they have never traveled or studied abroad previously. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies. Students at this level may succeed in partner university courses (when offered through the local center) as long as such courses are primarily designed for international students and/or require passive student linguistic participation (art studios, dance). As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to make a special effort in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to celebrate their successes. They will begin to appreciate the value of these language and intercultural skills. This course builds upon skills introduced in Novice Abroad. By the end of the course, the successful student will have begun to develop some communicative and cultural self-confidence necessary to attempt moderately complex tasks in the language, as described in the learning outcomes below.
Proficiency at a level equivalent to IES Abroad’s Novice Abroad, as determined by placement test.
Students who are placed in this level should have achieved the outcomes in the Novice Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve some of the outcomes for the Emerging Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I.Intercultural Communication
A. Increasingly, students will be able to make informed comparisons between the host culture and the students' home cultures.
B: Students will be able to distinguish between verbal and non verbal communication that reflects politeness, formality, or informality.
C: Students will be able to recognize simple patterns of intonation and their meaning.
D: Students will be able to solve some daily unexpected situations and meet needs with limited help.
II.Listening
A:Students will be able to understand some interactions (media, speeches, music, conversations, etc.), especially if the speaker is used to interacting with non-native speakers.
B. Students will be able to understand direct requests, questions, and simple conversations on familiar and concrete topics.
III.Speaking
A.Students will be able to talk to a limited extent about persons and things in their immediate environment, as well as their plans and their experiences.
B. Students will be able to address moderately complicated situations involving familiar subjects.
III.Reading
A. Students will be able to read passages and uncomplicated longer texts (simple narratives, detailed instructions, etc.) on familiar topics and understand the general meaning.
B. Students will be able to support their understanding of texts through the use of context, visual aids, dictionaries, or with the assistance of others in order to facilitate comprehension.
V.Writing
A.Students will be able to communicate with some effectiveness through notes, emails, and simple online discussions and chats.
B.Students will be able to write short essays on concrete topics of limited levels of complexity and accuracy, although with reliance on the communicative patterns of their native language.
Language instructors use the classroom to practice German through dialogues, work in groups, role plays, reading, listening comprehensions, and written practice. We also do researches on the Internet.
Regular attendance and participation in class work, regular assignments, quizzes, oral presentations, classroom discussions and midterm and final exam.
Grading
Oral work: 40%
Homework: 10%
Quizzes: 25%
Final exam: 25%
Work and exams in the intensive part of the course count for one third of the overall grade.
INTENSIVE
WEEK
CONTENT
ASSIGNMENTS
CORRESPONDING LEARNING OUTCOMES
Week 1
Topics:
● Information about persons
● Daily routine
● The coffeehouse (field trip)
Functional:
Talking about personal identity and origin
Useful class language and phrases
Talking about the daily routine
Review of numbers
Telling the time
The coffeehouse in Austria
Grammatical:
Forms of address: Du or Sie
Interrogatives (W-Fragen, Ja/Nein-Fragen)
conjugation of regular, irregular and separable verbs in present tense
Word order
Coordinating Conjunctions
Subordinating conjunctions: weil, wenn
Pronoun “man”
Definitie and indefinite article in all cases
Time expressions
Vocabulary: personal identity, useful phrases, coffee and coffeehouse, time expressions, many verbs
Cultural: The coffeehouse (various names for coffee, typical Austrian/Viennese pastries), a visit to the Palmenhauscafé
Interviewing classmates to get to know each other, introducing the partner in class
Reading short text about people`s identity
Analysis of mistakes
Crossword (conjugation of verbs)
Game (conjugation of verbs)
Fill-in exercises: verbs, cases
Training of time expressions
Listening “Im Kaffeehaus”
Reading a dialogue “In the coffeehouse”
Playing short dialogues: How to order in a coffeehouse
Reading a text about the Austrian coffeehouse
Reading a text about the Sachertorte
Ordering in a coffeehouse
Presenting the dialogues “In the coffeehouse” in class (=part 1 of oral exam)
Listening to a song “Aber bitte mit Sahne” by the Austrian singer Udo Jürgens
Field trip: Quiz in the coffeehouse
Composition:
- Write a text about yourself
- Write about the daily routine of yourself and your partner
- Write a dialogue “In the coffeehouse”
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 2
Topics:
● Austria and its states
● The Naschmarkt (field trip)
● Plans for the weekend
● Song “Wien-Berlin”
Functional:
Learning about Austria, the Austrian states and capitals, some interesting facts
The Naschmarkt
Talking about plans for the weekend in Vienna or Austria
Grammatical:
Modal verbs in present, past and present perfect tense (wordorder)
Future 1 (Wordorder)
Coordinating and subordinating conjunctions
Vocabulary: states and capitals of Austria, Naschmarkt (food, fruits, vegetables, spices)
Cultural: Austria, its states and capitals, Naschmarkt, supermarkets, open markets in Vienna
Learning about the Austrian states and capitals
Reading a text about Austria
Interviewing a partner with modal verbs
Fill-in exercises: modal verbs, future 1, coordinating and subordinating conjunctions
Listening “Auf dem Naschmarkt”
Reading a text about „The Naschmarkt“
Playing short dialogues “Auf dem Naschmarkt”
Playing a longer dialogue in class „Auf dem Naschmarkt“ (=part 2 of oral exam)
Reading various Austrian texts about the plans of people for the next weekend
Looking for “Austrian expressions” and English words in German texts
Interviewing the partner about his/her plans for the weekend
Reading a current newspaper article
Listening the song “Wien- Berlin” by Keiner mag Faustmann
Talking about the song and the band
Reading a text about the young band
Talking about some instruments
Watching the music clip “Wien-Berlin”, talking about the clip
Composition:
- Write a dialogue „Auf dem Naschmarkt“
- Write an email about your plans for the next weekend
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 3
(UNIT 1)
Topics:
● A personal letter
● The City hall (field trip)
● Kriminacht (only in fall semester)
● From one place to another (Unit 1)
Functional: Talking about the City hall, listening the song “Wien-Berlin” by Keiner mag Faustmann, talking about travel experiences
Grammatical: present perfect tense, word order, indirect questions, conjunctions: deshalb, darum, deswegen, aus diesem Grund
Vocabulary: The City hall, travel experiences
Cultural: The City hall, Die Wiener Kriminacht, travelling experiences (culture shock?
FINAL TEST
Reading a letter about the study stay in Austria
Reading about the City hall
Talking about the City hall (likes/dislikes)
Fill-in exercise: vocabulary
Doing research in the Internet “Die Wiener Kriminacht”
Reading short statements of people`s travel experiences
Listening about the life and travel experiences of Virginia, who works for a tourist agency
Fill-in exercises: conjunctions
Training of indirect questions in discussions and partner interviews
Interviewing one classmate about his/her travel experiences
Composition:
- Write a personal letter about the study stay in Austria
- Write a newspaper article about the travel experiences of your partner/ of yourself!
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
SEMESTER
WEEK
CONTENT
ASSIGNMENTS
CORRESPONDING LEARNING OUTCOMES
Week 1
Travelling in Europe
Functional: Talking about the last holiday
Grammatical: review of present perfect tense, question words: Wo? Wohin? Woher?; prepositions nach, in (acc. oder dat.), aus, von
Vocabulary: countries and cities; verbs of motion
Cultural: countries, capitals and famous cities in Europe
Interviewing one classmate about the last holiday, talking about experiences during this vacation
Review: Filling in perfect forms in letters and dialogues
Fill-in exercises: question words, verbs of motions and some prepositions
Composition:
Write a letter / an email about your last vacation
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 2
UNIT 2
Clothes
Functional: Talking about clothes (likes and dislikes); Making up a dialogue “In the clothing store”
Grammatical: genitive case; prepositions + gen.; adjective endings (ein-words, der-words, without ein- or der-words); comparison of adjectives
Vocabulary: clothes, fashion
Cultural: shops and stores in Vienna
Listening interviews about fashion
Interview with a classmate about fashion and clothes
Making a dialogue in the clothing store
Fill-in exercises: adjective endings; genitive
Oral training of the use of adjectives and their endings
Composition:
Write a dialogue “In the clothing store”!
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A.
IV.A., IV.B.
V.A., V.B.
Week 3
UNIT 3
Language stay / Study stay
Functional: Talking about what the students consider to be important while learning/studying languages
Grammatical: verbs and expressions with “zu + Infinitiv“
Vocabulary: languages, study trip, language stay; several verbs and expressions used with “zu + infinitive”; useful phrases for discussions
Cultural: specifics of Austrian language; some words and phrases
Reading a diary entry of Sandra about her language stay in France
Reading about how to learn a language
Discussion about learning languages
How do the students learn languages? Tips and advices
Fill-in exercises: infinitive with or without “zu”
Composition:
Write about your personal experiences while learning /studying a language. What do you consider to be important/ not so important in a language course?
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 4
UNIT 4
EXTRA: Talking about the austrian poet Ernst Jandl and some of his poems, especially “Ottos Mops”
Working in Vienna
Functional: Reading a text about a woman working for the UN, talking about life in Vienna; Presenting the home city!
Grammatical: compound verbs;
um … zu
Vocabulary: compound verbs, life in cities
Cultural: The austrian poet Ernst Jandl and his poetry, different sides of Vienna
Listening and reading some of Ernst Jandl`s poems
Watching a small video “Ottos Mops”
Talking about the characteristics of his poetry
Reading a text about a woman working for the UN, talking about life in Vienna
Training of compound verbs
Talking about the home cities of the students and what they like and do not like there
Presentation of their cities
Composition:
Write a text about your home city (likes and dislikes)!
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 5
UNIT 4
Musicians in Vienna
Functional: Talking about music and musicians in Vienna, in particular about Krzystof Dobrek and his band
Grammatical: preterite
Vocabulary: music, musicians and instruments
Cultural: music in Vienna; reading an Austrian legend
Listening about Krzystof Dobrek and his band
Training of the preterite
Talking about music and instruments
Read the legend “Meister Puchsbaum”!
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
Week 6
UNIT 5
Life between cultures
Functional: Talking about relatives or friends who emigrated
Grammatical: relative clauses (nominative, accusative)
Vocabulary: family, relatives
Cultural: Life in different culture (Austria, America,…)
M I D T E R M E X A M
Talking about persons who emigrated
Discussion: Why do people emigrate?
Fill-in exercises: relative pronouns (nom., acc.)
Composition:
Write about a relative, a friend or a famous person who emigrated!
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 7
True Friendship
Functional: Talking about friendship in general and (best) friends
Grammatical: revision of the present perfect tense; reciprocal verbs; relative clauses (nom., acc, dat., gen.)
Vocabulary: friends, hobbies, cultural differences; expressing the opinion
Cultural: friendship in America and Europe
Reading some texts about friendship and friends
Talking about friends and friendship
Different exercises with relative clauses
How to introduce a person in an appropriate way
Fill-in exercises: relative pronouns, reciprocal verbs
Memory with funny words to train relative clauses
Composition:
Write a text about your best friend(s)!
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 8
UNIT 7
What is luck?
Functional: Talking about luck, superstition and lucky charms
Grammatical: n-declension
Vocabulary: common proverbs
Cultural: lucky charms in different cultures; proverbs
Movies
Functional: Talking about different movies; expressing opinion.
Grammatical: passive voice; two part conjunctions
Vocabulary: movies, how to express one`s opinion
Cultural: Austrian and American movies
Reading short statements about people`s feelings about luck and lucky charms
Composition:
● Write about a lucky charm!
● Are you superstitious?
Interviewing a classmate about his/her favorite movie(s)
Talking about television and movies
Reading a short text about the favorite movie of a person
Reading and understanding the television program
Composition:
Writing an essay about your favorite movie
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 9
UNIT 9
Caring Professions
Functional: Talking about accidents, going to the doctor, to the hospital
Grammatical: Reflexivpronomen, lassen + zu + Infintiv, nicht brauchen + zu + Infinitv
Vocabulary: professions, health system, accidents, ..
Cultural: The Austrian and American health system
Reading a text about a nurse
Listening a text about an accident
Interviewing a classmate about his/her experiences with doctors and hospitals
Talking about the differences between the Austrian and American health system
Composition:
Write a short text about an accident (comic strip)
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 10
UNIT 10
Wishes and hopes!
Functional: Talking about different ways of life, wishes and hopes
Grammatical: subjunctive II
Vocabulary: personal wishes, hopes for life and profession
Cultural: living conditions in Austria and America
Talking about different ways of life, wishes and hopes
Reading texts about neighbors and life situations
Talking about life situations and living conditions
Composition:
● Write a short text about your living conditions in America
● What are your hopes and wishes for your future!
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
V.A., V.B.
Week 11
The catacombs (field trip)
Functional: Talking about the catacombs
Grammatical: comparison sentences with “ je …desto …”
Vocabulary: catacombs
Cultural: The Catacombs of Vienna
Reading a text about the catacombs
Talking about the catacombs
Fill-in exercises: vocabulary
Training of “ je …desto…” sentences
I.A., I.B., I.C., I.D.
II.A., II.B.
III.A., III.B.
IV.A., IV.B.
Week 12
F I N A L E X A M
Optimal B1 and handouts made up by the teacher, according to studen'ts needs.
Mag. Birgitta Schöny, earned her degree at the University of Vienna in German and Russian. During her studies she worked 4 months as a lector in Baku (Azerbaijan) and 5 months in Moscow (Russia). Since 2004 she has been working at IES Abroad Vienna teaching Novice III and Emerging Independent I.