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Ent­wurf einer Un­ter­richts­ein­heit

In­fo­box

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

Input/ Task Sup­port Skill Kom­pe­tenz Me­thod
1. Self-as­sess­ment sheets     self-as­sess­ment
2. What do you as­so­cia­te with ‘Bri­tish­ness’? “vocab pool”   Note ta­king; think-pair-share
3. On the basis of these notes: write a short, co­he­rent text sui­ta­ble lin­kers wri­ting a first draft IW/ PW pla­ce­mat
4. Feed­back sheet   gi­ving feed­back PW
5. HW. Write a re­vi­sed text / se­cond draft   using dic­tio­na­ries / gram­mar books IW
6. Read other peop­le’s ho­me­work   gi­ving feed­back Group py­ra­mid, feed­back sheet
7. From ste­reo­ty­pes to au­toste­r­eo­ty­pes - talk about the car­toon “You can tell I’m Bri­tish” & de­scri­be the at­ti­tu­des / idio­syn­cra­sies in your own words   ver­ba­li­zing & ana­ly­sing vi­su­al in­for­ma­ti­on Team work (groups of 4)
8. Read ‘True Brit’; com­pa­re with the clichés you have / had and write a short text about si­mi­la­ri­ties and dif­fe­ren­ces   using a dic­tio­na­ry Team work, IW     
9. De­scri­be car­toon 2
“Dress Sense” 		sui­ta­ble phra­ses ver­ba­li­zing vi­su­al in­for­ma­ti­on IW
10. Dis­cuss the car­too­nist’s mes­sa­ge, then write a short pa­ra­graph about it how to write pa­ra­graphs ana­ly­sing / eva­lua­ting vi­su­al in­for­ma­ti­on team work / in­di­vi­du­al work
11.  HW: De­scri­be & ana­ly­se car­toon 3 and com­pa­re it with the text about ‘po­li­ten­ess’; write about 150 words dif­fe­rent sty­les; how to struc­tu­re texts wri­ting co­he­rent texts in­di­vi­du­al work
12. The Bum­ping Ex­pe­ri­ment:
(K. Fox, Watching the Eng­lish)
Find key words for each pa­ra­graph, ana­ly­se the struc­tu­re of the text, then pa­ra­phra­se it
How to write a pa­ra­phra­se / sum­ma­ry pa­ra­phra­sing, wri­ting co­he­rent texts PA & in­di­vi­du­al work
13. Queu­ing Rules: (K. Fox) after rea­ding the text, write an in­ter­view with the aut­hor
Phra­ses for a po­li­te & li­vely in­ter­view crea­ti­ve wri­ting work in pairs
14. Mo­de­s­ty: (K. Fox) ex­plain in your own words why mi­sun­der­stan­dings can arise bet­ween the Eng­lish & for­eig­ners   pa­ra­phra­sing in­di­vi­du­al work
15. New Con­text, chap­ter 8, pp 142 / 143:
de­scri­be your photo and ana­ly­se its im­pli­ca­ti­ons 		  ver­ba­li­zing and ana­ly­sing a vi­su­al sour­ce in­di­vi­du­al work & group puz­zle
16. New Con­text, pp 142/143 read state­ment A - G, list use­ful words for tal­king about Bri­tish­ness, list idio­syn­cra­sies not men­tio­ned so far, then write a co­he­rent text, sta­ting your re­ac­tions works­heet with sui­ta­ble be­gin­ning wri­ting co­he­rent texts, eva­lua­ting PA & in­di­vi­du­al work
17. Self-as­sess­ment sheet (Round 2)     self-as­sess­ment
18. New Con­text, pp. 144/45 Chi­cken Tikka Massa­la: pre­pa­re the text How to make the best use of your mo­no­lin­gu­al dic­tio­na­ry    
19. Tasks from the book: di­vi­de the text into sec­tions, sum­ma­ri­ze Cook’s de­fi­ni­ti­on of the Bri­tish as a ‘race’, ana­ly­se the chan­ge in Bri­tish life­style   pa­ra­phra­sing, wri­ting short pa­ra­graphs PA, in­di­vi­du­al work

20. On the basis of above tasks,
write an edi­to­ri­al, com­men­ting on Cook’s speech

 

 

 

edi­to­ri­al (N.C., p. 263); in­com­ple­te sum­ma­ry + syn­onyms for ‘say’; how to ex­press your opi­ni­on; skel­etal text

crea­ti­ve wri­ting

   IW

21. Write an essay: Li­ving in a multi-eth­nic so­cie­ty - ad­van­ta­ges and di­sad­van­ta­ges

as­pects to be con­side­red

in­ter­kul­tu­rel­le Kom­pe­tenz, Ver­gleich von bri­ti­schen und deut­schen Ver­hält­nis­sen, per­sön­li­che Stel­lung­nah­me

   IW
group py­ra­mid

22. Sta­tis­tics - Ma­te­ri­al z.B. unter:

www.​amren.​com/​ill​ustr​ativ​eArt​icle​s/​ar-​news/​Eth​nicD​iver​sity​InUK.​pdf

Re­de­mit­tel zu ‚tal­king stats’

vi­su­ell ko­dier­te In­for­ma­tio­nen ver­sprach­li­chen

    IW

 

Wei­te­re in­halt­li­che As­pek­te zum bri­ti­schen Selbst­ver­ständ­nis, die sich hier lo­gisch an­schlie­ßen könn­ten:

  • Why they came - Bri­tain’s im­pe­ri­al past
  • Bri­tain - a class-con­scious so­cie­ty
  • De­vo­lu­ti­on

 

 

Ent­wurf einer Un­ter­richts­ein­heit: Her­un­ter­la­den [doc] [50 KB]

Ent­wurf einer Un­ter­richts­ein­heit: Her­un­ter­la­den [pdf] [41 KB]