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Auf­ga­ben­ka­te­go­ri­en

In­fo­box

Diese Seite ist Teil einer Ma­te­ria­li­en­samm­lung zum Bil­dungs­plan 2004: Grund­la­gen der Kom­pe­tenz­ori­en­tie­rung. Bitte be­ach­ten Sie, dass der Bil­dungs­plan fort­ge­schrie­ben wurde.

TASKS FOR AS­SES­SING LIS­TEN­ING

Vor­be­mer­kung : Im Un­ter­schied zu „to hear sth.“ ist „to lis­ten to sth.“ eine ziel­ge­rich­te­te Ak­ti­vi­tät, die an einen ge­wis­sen Hör­zweck ge­bun­den ist. Bei der Auf­ga­ben­er­stel­lung ist es wich­tig, sich be­wusst zu ma­chen, ob man sich auf skim­ming for the gist, ca­re­ful/de­tai­led lis­ten­ing for the main ideas and the sup­porting ideas oder scan­ning für spe­ci­fic in­for­ma­ti­on kon­zen­trie­ren möch­te.

Skim­ming

e.g. Iden­ti­fy the over­all ideas.

Ca­re­ful/de­tai­led lis­ten­ing

e.g. Fill in the grid: Who meets when where?

Scan­ning

e.g. Scan the text for all the in­for­ma­ti­on given on Mons­an­to.

(Hin­weis: Zur Er­stel­lung von Test­auf­ga­ben bie­tet sich die Text­map­ping­me­tho­de an:
http://​www.​kmk-​for­mat.​de/​ma­te­ri­al/​Fre​mdsp​rach​en/​2-​4-​3a_​Text­map­pin­g_​fuer_​Er­stel­lun­g_​von_​Hoe​rauf​gabe​n.​pdf )

Fer­ner muss man sich Ge­dan­ken ma­chen über Schü­ler, Raum­ver­hält­nis­se, Zeit­rah­men, Ver­or­tung der Auf­ga­ben­stel­lung, An­zahl des Hör­pro­zes­ses, Aus­wer­tung, Be­wer­tung, etc.

Im Fol­gen­den ei­ni­ge An­re­gun­gen für Auf­ga­ben:

A) Tes­ting Li­te­ral Mea­ning

Body mo­ve­ment

  • Stu­dents are given com­man­ds, or “Simon says…”
  • Stu­dents are told to draw a pic­tu­re, graph, etc.
  •  

Re­ten­ti­on

  • Stu­dents have to in­di­ca­te if two ut­ter­an­ces where the same or dif­fe­rent.
  • Stu­dents write down an ut­ter­an­ce.
  •  

Pic­tu­res

  • Stu­dents in­di­ca­te which pic­tu­re re­pres­ents the state­ment.
  • Stu­dents have to de­ci­de which state­ments are re­le­vant to the pic­tu­re given.
  • Stu­dents have to match a se­ries of pic­tu­res to a se­ries of state­ments.
  • Stu­dents are given a com­plex pic­tu­re and have to de­ci­de if the state­ments are true.
  • Stu­dents have to de­ci­de if the graph given matches the state­ments.
  •  

con­ver­sa­ti­on

  • Stu­dents have to de­ci­de if a re­s­pon­se to a state­ment was cor­rect.
  • Stu­dents have to de­ci­de which re­s­pon­se was the most ap­pro­pria­te.
  • Stu­dents have to de­ci­de which con­ti­nua­ti­on of a con­ver­sa­ti­on is the best.
  • Stu­dents de­ci­de which ques­ti­on is the most sui­ta­ble on a con­ver­sa­ti­on .
  •  

Self-evi­dent com­pre­hen­si­on

  • True or false of state­ments, vi­su­als or sta­tis­tics, etc.
  •  

B) Tes­ting Bey­ond Li­te­ral Mea­ning

Un­der­stan­ding gist

  • Stu­dents have to in­di­ca­te to what kind of (radio) pro­gram they are lis­ten­ing to.
  • Stu­dents lis­ten to a de­scrip­ti­on of a per­son or a thing and write down who or what it is.
  •  

Ge­ne­ral pas­sa­ge com­pre­hen­si­on

 

  • Stu­dents lis­ten to a mo­no­lo­gue/dia­lo­gue and an­s­wer mul­ti­ple-choice ques­ti­ons or short-an­s­wer com­pre­hen­si­on ques­ti­ons.
  • Stu­dents lis­ten to a talk or lec­tu­re or speech and de­ci­de which state­ments are cor­rect, or an­s­wer com­pre­hen­si­on ques­ti­ons, or fill in the blanks of a sum­ma­ry with the con­tent ap­pro­pria­te to the talk.
  •  

In­for­ma­ti­on trans­fer task

  • Stu­dents fol­low di­rec­tions on a map.
  • Stu­dents fill in in­for­ma­ti­on of an an­noun­ce­ment in a grid.
  • Stu­dents take a te­le­pho­ne mes­sa­ge.
  • Stu­dents draw ob­jects etc. in a pic­tu­re ac­cor­ding to in­struc­tions.
  • Stu­dents work with a se­ries of pic­tu­res while lis­ten­ing to a story, talk, etc.
  •  

 

Auf­ga­ben­ka­te­go­ri­en: Her­un­ter­la­den [doc] [39 KB]