ausgangssit./ motivierender vorbereitende task einstieg ... · pdf filepersonality check, ......

Claudia Spieler 2013

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Kompetenzorientiert unterrichten mit Lernaufgaben – Task-Based Learning (Backward planning mit dem “Lernaufgabenparcours“ nach Leupold 2008 und Steveker 2011)

I. Die Lernaufgabe (task): “Me and My Future Plans“ (nach einer Idee aus FUE 112/113 2011 und in Anlehnung an G21 A5 Unit 2 “The Road Ahead“)

Ausgangssit./ Motivierender vorbereitende Task Einstieg Scaffolding (kleinere) Aufgaben (Ziel-)Aufgabe Anm.: Die Pfeile weisen auf das Vorgehen bei der Unterrichtsplanung hin (backward planning), nicht auf die Durchführung. Im Unterricht wechselten sich Übungen und vorbereitende (kleinere) Aufgaben miteinander ab.

Your upcoming internship

English G21 A5, p. 32f

Thinking about ourselves and our future plans developing ideas

What kind of person are you? Personality check, talking about the upcoming internship

Make a vlog

or a short film

or a PPP (of 5

min. at least)

in which you tell

us / your new

exchange partner

something about

yourself and

your future

plans.

Semantic fields: describing people (A to Z) school/education (vlog) qualifications (English G) hobbies/interests jobs/professions your goals in life

Reading short stories about teens (character analyses)

Future tenses (exercises from Swan/Walter: How English Works)

Speaking freely

30-seconds talks

1-minute presentations about yourself, your hobbies, sth./sb. that is important to you…

Watching short videos about teens from different countries + analyzing them. Vlog: “How to vlog”

Finding out how to vlog (technical abilities)


Zusammen mit den SuS wurde zu Beginn der UR folgendes (vereinfachtes) Schaubild entwickelt. Ausgehend von der Lernaufgabe in der rechten Spalte (Your Task) stellten die SuS Überlegungen dazu an, was sie wissen und können, lernen und üben müssten, um die Task gut bewältigen zu können (What do we need fort he task?). Danach füllten wir gemeinsam die mittlere Spalte.

What do we need for the task? How do we get it? Your Task Thinking about ourselves and our future plans developing ideas

Speaking freely

Vocabulary: personal qualities/describing people school/education qualifications hobbies/interests jobs/professions (work experience,

your upcoming internship etc.) your goals in life

Grammar: Future tenses

Technical abilities (for making a film: cutting, using music, adding subtitles, etc.)

Watching good examples (vlogs, videos)

Speaking exercises, warm-ups, using cue cards Working with texts from our English book (short stories and others)

Working with a grammar book

Experts in your class (for webcams, mobiles, PPPs) + video: “How to vlog“

Make a vlog

or a short film or

a PPP (of 5 min. at

least) in which you tell

us something about

yourself and your

future plans.


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II. Die gesamte Unterrichtsreihe – Abfolge der Unterrichtsschritte nach Prozessmodell: Sprachich-kommunikative Kompetenzschwerpunkte Monologisches Sprechen (vgl. GeR od. Hess. Bildungsstandards/Kerncurriculum)

B1

Kann zu verschiedenen vertrauten Themen des eigenen Interessenbereichs unkomplizierte Beschreibungen oder Berichte geben. Kann relativ flüssig unkomplizierte Beschreibungen wiedergeben, indem er/sie die einzelnen Punkte linear aneinanderreiht. Kann detailliert über eigene Erfahrungen berichten und dabei die eigenen Gefühle und Reaktionen beschreiben. Kann Träume, Hoffnungen, Ziele beschreiben.

Hör-Sehverstehen (vgl. GeR od. Hess. Bildungsstandards/Kerncurriculum)

B1 Kann in Videopodcasts zu Themen von persönlichem Interesse einen großen Teil verstehen, z.B. in Interviews, oder kurzen Vorträgen, wenn relativ langsam und deutlich gesprochen wird.

Kann Videopodcasts folgen, deren Handlung im Wesentlichen durch Bild und Aktion getragen wird und deren Sprache klar und unkompliziert ist. Kann das Wesentliche von Videopodcasts zu vertrauten Themen verstehen, sofern darin relativ langsam und deutlich gesprochen wird.

(1.) Lernen vorbereiten und initiieren

1. Einstieg über “Find s.o. who“ (mit kleinen Details aus dem Praktikum der SuS)

2. Unterrichtsgespräch: Your upcoming internship

3. Bildseite in English G21, S. 32f (Einstieg in die Unit “The Road Ahead“)

4. Vorstellung der Task und Erarbeitung der Schritte dorthin (siehe S. 2)

HA: Where are you heading in life? Produce a poster for yourself. Expressions to use:

I’m going to …/planning to …/would like to …/want to …

Minipräsentation in Gruppen mit Poster (peer feedback)

(2.) Lernwege eröffnen und gestalten

5. Personality quiz, S. 34f

6. Describing people (Übung), S. 36 P1

7. Writing a CV (S. 38f) und 41 (Übungen)

8. Future tenses (Übungen aus Michael Swan/Catherine Walter, How English Works, S.

130–136) verteilt über mehrere Stunden, parallel zur inhaltlichen Arbeit (pedictions,

plans, decisions, personal arrangements Kontext: Alltag)

9. Watching and analyzing vlogs (M1)

10. Teenage millionaire: Ashley Qualls (pp. 46ff) – a role model?

11. Zach Bonner and his Little Red Wagon Foundation (M2) – another role model?

12. S. 42 P4+5: Expressing likes and dislikes: I hate/like/enjoy/don’t mind... (gerund) und S.

43 P6

13. Minipräsentation: S. 45 P1e: Work out an d practice a presentation on one of the

following: a great free time activity, the best computer game, the best pet, the most


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exciting theme park, a wonderful book to read, a dream holiday, an interesting museum,

yourselves (using visual aids and cue cards) in Gruppen (peer feedback)

14. Describing people: short story “Not Like Jeff“ [aus: Open Ended Stories von Milton

Velder, Edwin Cohen, Klett Verlag] character descriptions + write an ending.

Arbeitsblatt Character A to Z und Aufgaben zur Short Story (M3) (3.) Orientierung geben und erhalten

15. Mock Test:

a. (open-ended) short story “My Sister the 300$ Bill“ character desciption. + ending

b. Minipräsentation zu einem weiteren Thema aus Step 13 oder einem Thema

eigener Wahl peer feedback

16. Selbsteinschätzungsbogen (M4)

(4,) Kompetenzen stärken und erweitern

17. Übungen aus Lehrwerk: Wordmaster (WM), Fördermaterial (FöM), Klassenarbeitstrainer

(KAT), Vorschläge zur Leistungsmessung (VL):

a. Reading: FöM 29, KAT 20, VL 34, N° 6, VL 35 + 36f

b. Listening & Viewing: Find more vlogs on the internet. Sum up what they are about

and give your opinion. KAT 27 + 28, VL 29, 30, 31.

c. Speaking: Assessment Centre KAT 26 + 33, mediation KAT 31, rehearsing an

interview VL 33 + 34 N° 5

d. Writing: describing people you know (your friends, teachers, relatives...),

Writing formal letters: FöM 30, KAT 21 + 25, VL 38 + 45f, WM 20

e. Words, words, words: KAT 23 N° 2, KAT 29, VL 43, WM 22 N° 10, WM 20 + 24, FöM

20, VL 43

f. Grammar:

• future tenses (weitere Übungen aus Michael Swan/Catherine Walter, How

English Works, S. 130–136)

• gerund: FöM 24, 25, 26, KAT 30 N° 2+3, KAT 23 N° 3 und 24 N° 5

g. Careers: read the texts about Ashley and Zach again.

Read about an 18-year-old politician (pp. 60f)

h. How to vlog Eigenständige Recherche im Computerraum oder als HA

18. Spiel: 30-second Talks (M5)

(5.) Lernen bilanzieren und reflektieren

19. Vlog (S-Produkte)

20. Test (reading, writing, describing characters)

21. S-Feedback und Evaluation, z.B. mittels Zielscheibe (M6) oder Impulsfragen


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• What did you learn? • What did you like? • What could I improve about the unit • What else do you want to tell me?

* * *

III. Die verwendeten Unterrichtsmaterialien (außer dem Lehrwerk, English G21 A5):

M1

Watching vlogs

1. http://www.youtube.com/watch?v=Ee1A9ojBCNI (by Milla, Finland: Vlog#7 Walking +

Future Plans. Start watching at 3.20)

(1) How do you like Milla’s vlog and why?

(2) Help Milla to improve her vlog and correct some of her mistakes:

Milla’s mistake Your correction

2. http://www.youtube.com/watch?v=3V1QaN7tBLo (by Helmular, GB: Vlog#2 Future Plans!)

(1) How do you like Helmular’s vlog and why?

(2) Help H. to improve his vlog (technically: camera movement, camera angle) What advice would you give him?

3. http://www.youtube.com/watch?v=n_r1ZzUK9fA (by Kayla, USA: My Future Plans Vlog)

(1) How do you like Helmular’s vlog and why?

(2) Listen for useful vocabulary for talking about future plans and note down these words and phrases:

(3) Write down 3-4 questions on the American school system on the backside of this worksheet and find out the answers on the Internet.


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What are your ideas for your own vlog? I could talk about...

me and my family my interests likes and dislikes others: I could introduce

one of my hobbies and explain what is special about it and why I like it one of my favourite stars and explain why I think he is worth knowing others: I could talk about

what kind of person I am my favourite subjects at school my strengths and weaknesses1 my dream job and what I like about it my school career and future plans I want to show pictures/shots of.................................................................................................. Other ideas: Take notes which you can use for a first presentation of yourself and your future plans in class. Look up words you do not know.

Notes for your presentation M2 Zach Bonner Zachary Bonner and his “Little Red Wagon Foundation“:

• http://LRWF.org/zachsbio.html or 1 strengths and weaknesses: Stärken und Schwächen


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• http://startgoodness.org/stories-of-goodness-inspiration-zach-bonner/ (video)

M3 Describing people – making use of adjectives

1 Collect adjectives you can use to describe people’s characters. Copy the ones from the green boxes on p. 36 in your English book and think of some more. Use a dictionary and the Internet to enlarge your vocabulary (you may google “character adjectives”). Add any new and useful adjectives you come across to the list below. Work on your own first, then check with partners.

A ambitious (= ehrgeizig), …

B big-hearted, …

C calm, …

D disciplined, …

E easy-going, …

F friendly, …

G generous, …

H honest, …

I intellectual, …

J joyful (= happy), …

K kind, …

L lazy, …

M moody (= launisch), …

N narrow-minded (= engstirnig), …

O outgoing (= open-minded), …

P, Q polite, quiet, …

R reserved, …

S self-confident, …

T trustworthy, …

U unhealthy, …

V vicious, …

W withdrawn, …

X, Y, Z xenophobic (= racist), yielding (= nachgiebig), zealous (= eifrig = eager), …


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Vgl. Claudia Spieler, Teaching Skills: Writing, (Cornelsen 2012), KV9,.

2 Read the story “Not Like Jeff” (from the book “Open Ended Stories“ by Milton Velder and Edwin Cohen, pp. 23ff). It deals with two brothers, Stevie and Jeff, who are quite different.

Reading the story, underline phrases which reveal details about the two main characters.

Annotations: cookie - AE small, flat cake moody - temperamental bad-tempered - to bother s.o., to worry s.o. to cool off - to become calm movie - AE film pro - coll. professional outgoing - friendly, interested in other people shrug - to lift o/s shoulders varsity - AE first team representing a college or university in a sport

pulling an A average - getting good marks in all subjects drugstore – AE shop which sells medicine etc. and usually serves light meals capable [‘keipabl] - able to apologize [a'poladzaiz] - say sorry department store - large shop which sells many different kinds of goods bother - trouble oh my! - dear me!

Questions on the story: 2.1. In what ways is Stevie different from Jeff? Make a table and collect details from the text.

Stevie Jeff - angry again (l. 1) - …

- seems so much older than his brother (l. 8) - …

2.2. What is the family’s problem? 3 Work on your own and describe Stevie’s and Jeff’s characters. Use your “Character A to

Z” and some of the following expressions to describe the two characters and the relationship they have:

In my opinion … is fairly … because ...

In my view … is quite … because ...

One can say that … is rather … because …

I believe/suppose/find that … is highly ... because …

It seems to me that … is extremely ... because … Now work with a partner and compare and discuss your character analyses.

4 Write a character analysis with the help of worksheet 3. 5 Do you agree with the father’s suggestion that one parent should go to the game and one

to the dinner? Why or why not? If not, what do you think they should do, and why? 6 Write an ending to the story.

OR:

7 Imagine that Stevie has com down in a very bad temper. Write the dialogue that might be spoken by Stevie and his mother.

Spieler� 27.10.13 19:29Kommentar [1]: Das Buch kann im Internet eingesehen werden. Google: Not like Jeff, Stevie is angry (Text und Aufgaben, die hier z.T. aufgegriffen werden, nämlich Aufgabe 2.1, 5 und 7 stammen aus dem Buch)


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Jeff has been listening to this dialogue. What does he say to Stevie/to his mother?

M4

I can... ++ + - - - Reading ...understand and find information from non-fictional texts. ... easily understand short stories about teens. Listening/Viewing ...understand the different accents in the videos without difficulty. ...understand what the teenagers in the vlogs wanted to tell us. Speaking ...talk about my future plans, using the proper tenses. ...talk about work experience and qualities needed for different jobs. ...present myself in a vlog or ppp (speaking fluently). Writing ...describe people’s characters using suitable adjectives. ...write a letter of application and a CV.

© Claudia Spieler (StS Gym Gießen) 2013

M4

I can... ++ + - - - Reading ...understand and find information from non-fictional texts. ... easily understand short stories about teens. Listening/Viewing ...understand the different accents in the videos without difficulty. ...understand what the teenagers in the vlogs wanted to tell us. Speaking ...talk about my future plans, using the proper tenses. ...talk about work experience and qualities needed for different jobs. ...present myself in a vlog or ppp (speaking fluently). Writing ...describe people’s characters using suitable adjectives. ...write a letter of application and a CV.


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M5 30-seconds Talks (aus Timesaver Speaking Activities, © Mary Glasgow Magazines, an Imprint of Scholastic Inc. 2002)


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M6


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Me and My Future Plans

Personal comments:

5 4 3 2 1

I am fairly satisfied with my

vlog.

Now I can describe people very precisely.

I could improve my presentation

skills.

I was well-prepared for the

English test.

4 3 2 1

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