Mat 1 Im­puls­set­zung

What I can say about me ...

A) Warm-up
ice-brea­ker: Screa­mer
Die SuS neh­men sich in die­ser (non-ver­ba­len) Ak­ti­vi­tät wahr und bil­den Paare, die nach­her als Tan­dem für diese Stun­de funk­tio­nie­ren.

B) Set­ting the task
knap­per Input durch Leh­rer
Die SuS er­hal­ten Ein­blick in die Un­ter­richts­ein­heit und die an­ge­streb­ten Ziel­set­zun­gen, die mit den für sie an­ste­hen­den Auf­ga­ben ver­knüpft wer­den.

C) Dif­fe­rent ways of pre­sen­ting mysel f
Die SuS prä­sen­tie­ren sich spon­tan und sprach­lich li­mi­tiert dem Part­ner. (siehe auch Sum­mit G8, S. 89)

4-cor­ners ac­tivi­ty

Pre­sen­ta­ti­on with help of  

• pic­tu­res
• ob­jects
• say­ings / pro­verbs / phra­ses
• role model

Put down one sen­tence / ele­ment you be­lie­ve the other is going to use in his / her pre­sen­ta­ti­on.

Choo­se one of the pos­si­bi­li­ties on offer to give a 3-sen­tence-pre­sen­ta­ti­ons of           yours­elf to your part­ner.

Ques­ti­ons for ge­ne­ral eva­lua­ti­on

Which ele­ments were fre­quent­ly used in the pre­sen­ta­ti­ons?
(name, home­town, (dis)likes)

What else would we like to know about the peop­le?

D) Say­ing more by ex­pres­sing oneself
Die SuS legen die in dem Ge­dicht ver­wand­ten Ei­gen­schaf­ten frei und er­hal­ten sprach­li­chen Input.

Read the poem and tick off the cor­rect sen­ten­ces below. Com­pa­re with your

Fill in the lines of the poem for yours­elf.

E) Ho­me­work / Stan­ding as­si­gn­ment
Collect ty­pi­cal sen­ten­ces/ge­stu­res used in your fa­mi­ly’s com­mu­ni­ca­ti­on.       
Write a 200-word per­so­nal pro­fi­le re­flec­ting your ex­pe­ri­ence of this les­son.

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An­sät­ze der In­di­vi­dua­li­sie­rung (di­a­chron):

1. _________________________________
2. _________________________________

 

Mög­lich­keit der wei­ter­füh­ren­den Dis­kus­si­on:

Be­wer­ten Sie ver­schie­de­ne For­men der Kor­rek­tur (peer-cor­rec­tion; funk­tio­na­les Leh­re­recho; Vi­sua­li­sie­rung; ...) als dif­fe­ren­zie­ren­de Maß­nah­me.

Brain­stor­ming

Which fea­tures / as­pects do we look at when cha­rac­te­ri­sing some­bo­dy?

Think-Pair-Share (+ ran­king)

Which of the fol­lo­wing va­lues and ideas do you con­sider im­portant; which of them have been in­spi­red in you by your fa­mi­ly?

 

Free­dom to choo­se Con­cern for others Inner har­mo­ny En­for­cing law Close fa­mi­ly re­la­ti­ons­hips Know­ledge Con­trol in your life Being re­spec­ted Close re­la­ti­ons­hips Self-re­spect Ow­ning things Ma­tu­re love Spi­ri­tu­al well-being Pri­va­cy Con­trol of self

Se­cu­ri­ty and safe­ty Fee­ling of be­longing Self-im­pro­ve­ment Wealth Fun Ta­king risks Being all you can be De­ci­ding your own fu­ture Pro­tec­ting life Good health Un­der­stan­ding yours­elf Suc­cess and achie­ve­ment Ex­ci­te­ment Va­rie­ty

Un­ter­richts­ge­spräch

When mee­ting new peop­le how do you react?
What cat­ches your at­ten­ti­on first (phy­si­que, voice, ac­cess­ories …) and why?
What do a per­son’s fa­ci­al ex­pres­si­on or ge­stu­res tell us?

Ta­ble­Wri­ting

Con­ti­nue the fol­lo­wing sen­ten­ces:
What I find in­te­res­ting about mee­ting new peop­le is  …
A qua­li­ty I app­re­cia­te in a fri­end is …
I envy peop­le who  …

Peop­le Bingo / Mil­ling around

Find so­meo­ne who

• has a stran­ge hobby
• has vi­si­ted more than five coun­tries
• badly needs cof­fee in the morning
• does not like sweets
• pre­fers show­ers over baths
• en­joys lazy ho­li­days
• has been on TV
• fa­vours the same pizza top­ping as you
• can touch his/her nose with his/her ton­gue
• is a ne­at­freak • does not care about te­le­vi­si­on
• usual­ly wins at games
• never cur­ses
• has given up on a bad habit re­cent­ly
• can list 3 Royals
• wears socks to bed

 

Wel­che Lern­er­ty­pen wer­den durch wel­che Im­puls­set­zung im be­son­de­ren an­ge­spro­chen?

 

 

 

Mat 1 Im­puls­set­zung: Her­un­ter­la­den [doc] [60 KB]