Schreib- kompetenz- Training im Englischterricht. Schreibkompetenz- Training Englisch 7/8. Writing stories. Johann Aßbeck

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1 Johann Aßbeck Schreibkompetenz- Training Englisch 7/8 Writing stories Sekundarstufe uf I Johann Aßbeck Downloadauszug aus dem Originaltitel: Schreib- kompetenz- Training im Englischterricht

2 Schreibkompetenz- Training Englisch 7/8 Writing stories Dieser Download ist ein Auszug aus dem Originaltitel Schreibkompetenz-Training im Englischunterricht 7-8 Über diesen Link gelangen Sie zur entsprechenden Produktseite im Web.

3 Lehrerhinweise i Writing stories Didaktische Anmerkungen Schüler der fünften Klassen sind mit Geschichten in englischer Sprache vertraut Storytelling spielt im Englischunterricht der Grundschule eine wichtige Rolle. Viele von ihnen haben sich für die spannenden oder lustigen Geschichten begeistert und den spielerischen, handelnden Umgang mit ihnen als einen sehr motivierenden Teil des Englischlernens empfunden. Es ist eines der wichtigsten Ziele des Englischunterrichts in der fünften bis siebten Klasse, diese Freude an Geschichten zu erhalten und vom gespannten Zuhören auf das Lesen und das eigene (Um-)Gestalten von Geschichten zu übertragen. Das kreative Spiel mit Inhalten und Sprache sowie das sprachliche Experiment mit Produkten der eigenen Fantasie stehen im Vordergrund und sollen langfristig bewirken, dass Schüler auch später den Mut haben, an die Grenzen ihrer Sprachkompetenz zu gehen (und sie auch gelegentlich egent zu überschreiten). Es ist eine wichtige Voraussetzung langfristig erfolgreichen Spracherwerbs, dass Schüler das schreiben (und sagen), was sie ausdrücken wollen und nicht nur das, was sie ohne Fehlerrisiko ausdrücken können. Dies ist nicht ohne sprachliche Fehler möglich, und deshalb ist hier ein ermutigendes und sensibles Feedback nötig, das nicht nur die Fehler er sieht, sondern auch die gelungenen Aspekte und vor allem auch den Inhalt würdigt. Da der Inhalt einer Geschichte chte ohne eine spannende, anschauliche aulich Erzählweise erheblich an Attraktivität verliert, steht die Leserfreundlichkeit von Texten im Mittelpunkt des Übens. Die Schüler sollen zunächst bewusst wahrnehmen, welche sprachlichen hen Elemente in Erzähltexten für Spannung sorgen, die Vorstellungskraft anregen und ein flüssiges und genussvolles Lesen ermöglichen ausdrucksstarke Verben, Adjektive und Adverbien, Konnektoren sowie Ausrufe. Anschließend sollen sie diese Sprachmittel selbst in fantasievollen en Texten anwenden. Kommunikative follow-up low-up activity Nehmen Sie eine e Geschichte mit einer interessanten (am besten spannen- den) Handlung. Kopieren Sie den Text lassen Sie dabei das Ende weg bzw. auch den Teil, der das Ende erahnen lässt und zerschneiden Sie ihn in drei bis vier Teile (je nach Handlungsstrang). Teilen Sie die Schüler so in Gruppen ein, dass jedes Gruppenmitglied einen anderen Teil der Geschichte erhält. Die Schüler lesen ihren Text, fassen ihn für die anderen Gruppenmitglieder zusammen und beraten dann über die richtige Abfolge der Textteile und damit über den wahrscheinlichsten Handlungsverlauf. Sobald sie sich geeinigt haben, schlägt jeder ein mögliches Ende der Geschichte vor die Gruppe einigt sich dann auf die attraktivste (z. B. originellste) Lösung. Es wird anschließend in jeder Gruppe ein Gruppensprecher gewählt, der nach Einüben des Vortrags und nach Feedback der Gruppenmitglieder der Klasse das gewählte Ende der Geschichte möglichst wirkungsvoll vorträgt. Am Schluss kann die Wahl der besten Lösung mit einer Preisverleihung stehen. 1

4 Writing stories How to do it (Analysis) 1. a) Read the text carefully. The little girl took the basket and went to the door. Don t forget to give Grandma the wine and the cake, her mother said. And be careful the forest is dark and dangerous and there is a big wolf in the forest. Don t worry, Mom, the little girl said and off she went. As soon as she was in the dark forest, she suddenly heard someone breathing behind her. She quickly turned round and there was the wolf with his big sharp white teeth standing in front of her. Hello, Mr Wolf, the little girl said with a smile. What are you doing here? the wolf asked and stared at her. I m taking a bottle of wine and a delicious cheese cake to my granny. Wine? Give me the wine, the wolf said greedily (gierig). He took the bottle and drank all l the wine. Well, that was a nice starter. And you will be the main course! he shouted inagr gruff (rau) voice. But the little girl said, You must catch me first. Let s run around this big tree, e, and off she ran. Of course the wolf wanted to catch her, but because of the wine he became dizzy (schwindlig) very quickly, stumbled (stolperte te )and hit his head against the tree. So the little girl took off her belt, tied the wolf to the tree and happily took the cheese cake to her grandmother. b) Did you like the story? Now let s find out what makes a story exciting. How are the forest and the wolf described? Add suitable words. forest wolf... teeth said voice 2

5 Writing stories How to do it (Analysis) 2. We can make stories interesting by using adjectives and adverbs they describe people, things and the atmosphere of a story. In the following story all the adjectives and adverbs are missing. Read the text first and then fill in suitable words. Everybody in the village thought that the castle was haunted (es spukte in dem Schloss ). Mrs Ewan even had a photo of the man with ghost: It showed a(n) eyes and hair. But the Japanese tourists only laughed and had dinner and a couple of beers in the village pub. When it was outside and a fog came down, they went to the castle very. They opened the door and went in. It was and inside None of the Japanese tourists has ever been seen again. ain. Now read your partner s text. Did he / she fill in words which make the text more interesting or exciting than your words do? Why are these words better? Discuss this with your partner. 3

6 Writing stories How to do it (Analysis) 3. The sentences of this story have got mixed up. Can you put them in the right order? Just then his wife called from the kitchen, It was a lovely Sunday morning. After a minute Sir Mortimer carefully opened the gate There s a dragon coming towards the castle! At once Sir Mortimer took his sword In the end Sir Mortimer and the dragon became good friends. and went to the castle gate. Sir Mortimer had just finished breakfast and they looked at each other for a while. The dragon was already waiting at the castle gate when one of the guards shouted excitedly, With pleasure, Sir Mortimer, the dragon answered. Mortimer, r, dear, can you get me some onions from the garden, please? And so they had a cup of coffee together. Suddenly the dragon said, Excuse me, Sir Mortimer. There was this wonderful while Sir Mortimer was mumbling, This smell of coffee. Could you tell me which is no time for onions, dear. brand you use? Sir Mortimer looked at him in surprise and said, Of course, I always use Knight s Delight. Would you like to try it? Which words helped you to put the story together? Underline them in the sentences. Why were these words helpful? 4

7 Writing stories How to do it (Analysis) 4. Most of these words connect clauses (therefore they are called connectives ) or they structure the story (e. g. after a minute, then, after that etc.). In the following story these words are missing. Try to put in suitable words (the words given below may help you). suddenly when but then and while The old man was standing on the bridge He seemed to be an ordinary old man, Mrs Duncan was watching him. there was something strange about him. He was looking at the river talking to his dog at the same time. he quickly lifted the dog held the animal over the river. Mrs Duncan was shocked for a second; she ran to the bridge as quickly as she could. she reached the old man, she grabbed the dog and put the surprised animal on the ground. she angrily said to the man, How dare you throw your poor dog into the river! The man looked at her in surprise. he said, What nonsense! My dog likes watching the fish in the river. 5

8 Writing stories How to do it (Exercises) 1. In this story the second part of each sentence is missing. Complete the sentences and don t forget to use suitable connectives where possible. Here are some connectives which can help you: so that therefore when and but while then Janet and Miriam saw the poster on their way to school. A concert by the Devils and Angels in their town this was fantastic! They took out their mobile phones. All of their friends wanted to buy tickets. Well, perhaps Dad can lend us some money, Janet said. Perhaps Miriam answered, He wasn t very happy. OK, but we can promise to be back home early. When the girls reached school, they were late for Mr Stevenson s maths lesson. Oh God! I hope he won t tell Dad, Miriam whispered. 6

9 Writing stories How to do it (Exercises) 2. This is the beginning of a story you have to finish. It was the day of the school party. Everybody was busy: Mr Benson, the maths teacher, was carrying boxes full of sweets from his car to the school entrance Try to use as many of these connectives as possible wherever they are suitable: when so that because but and then but then You can also use these e adverbial phrases at the beginning ing of a sentence: After that After a few minutes Suddenly However, Shortly afterwards At last When you have finished, swap your text with your partner and check if your partner has used the right connectives and adverbial phrases in the right places if you can improve your partner s story by adding more connectives or adverbial phrases. 7

10 Writing stories Now it s your turn! Choose one of the following two writing tasks. a) treasure prince dragon i-pad No risk, no fun! magic spell socks Use these words (you may leave e out one word) to write a (modern) fairy tale. Try to use connectives and adverbials. Once upon a time there was b) Choose six different fields from the grid and use the ideas for a summary of a TV episode. This episode is part of a TV series s called The Mysteries of Buckingham Palace. Make it funny, exciting, grotesque whatever you like. People Things Time Place Action Mrs Maloney, an elderly school secretary Jim Cornish, a private detective Janet Abbey, a cheeky (frech) twelve-year-old schoolgirl Keith O Sullivan, the Queen s dog trainer dog biscuits a painting a wardrobe the crown jewels early morning Halloween midnight May 23, 1997 a dark cave (Höhle) the attic (Dachboden ) of Buckingham Palace a dirty backyard (Hinterhof) a forest to eat to hide to fall downstairs to sneeze (niesen) 8

11 Lösungen Writing stories Page 1 8 How to do it (Analysis) 1. dark forest dangerous wolf big big sharp white teeth said greedily gruff voice 2. Lösungsvorschlag: Everybody in the little village thought that the old / lonely castle was haunted. Mrs Ewan even had a photo of the horrible ghost: It showed a(n) old / huge man with dark eyes and long / white hair. But the Japanese tourists only laughed loudly and had dinner and a couple of beers in the village pub. When it was dark outside and a thick fog came down, they went to the old / lonely / haunted castle very slowly. They carefully opened the old door and went in. It was dark and cold inside None of the Japanese tourists has ever been seen again. ain. 3. It was a lovely Sunday morning. Sir Mortimer had just finished breakfast when one of the guards shouted excitedly, There s a dragon coming towards the castle! At once Sir Mortimer took his sword and went to the castle gate. Just then his wife called from the kitchen, Mortimer, dear, can you get me some onions from the garden, please? The dragon was already waiting at the castle gate while Sir Mortimer was mumbling, This is no time for onions, dear. After a minute Sir Mortimer carefully opened the gate and they looked at each other for a while. Suddenly the dragon said, Excuse me, Sir Mortimer. There was this wonderful smell of coffee. Could you tell me which brand you use? Sir Mortimer r looked at him in surprise and said, Of course, I always use Knight s Delight. Would you like to try it? With pleasure, Sir Mortimer, the dragon answered. And so they had a cup of coffee together. In the end Sir Mortimer and the dragon became good friends. 4. The old man was standing on the bridge while Mrs Duncan was watching him. He seemed to be an ordinary old man, but there was something strange about him. He was looking at the river and talking to his dog at the same time. Suddenly he quickly lifted the dog and held the animal over the river. Mrs Duncan n was shocked for a second; then she ran to the bridge as quickly as she could. When she reached ed the old man, she grabbed the dog and put the surprised animal on the ground. Then she angrily said to the man, How dare you throw your poor dog into the river! The man looked at her in surprise. Then he said, What nonsense! My dog likes watching the fish in the river. How to do it (Exercises) Individuelle Lösungen Now it s your turn! Individuelle Lösungen 9

12 Impressum 2015 Auer Verlag AAP Lehrerfachverlage rlage GmbH Alle Rechte vorbehalten. Das Werk als Ganzes sowie in seinen Teilen unterliegt dem deutschen Urheberrecht. Der Erwerber des Werkes ist berechtigt, das Werk als Ganzes oder in seinen Teilen für den eigenen Gebrauch und den Einsatz im Unterricht zu nutzen. Die Nutzung ist nur für den genannten Zweck gestattet, nicht jedoch für einen weiteren kommerziellen Gebrauch, für die Weiterleitung an Dritte oder für die Veröffentlichung im Internet oder in Intranets. Eine über den genannten Zweck hinausgehende Nutzung bedarf in jedem Fall der vorherigen schriftlichen Zustimmung des Verlages. Die AAP Lehrerfachverlage GmbH kann für die Inhalte externer Sites, die sie mittels eines Links oder sonstiger Hinweise erreichen, keine Verantwortung übernehmen. Ferner haftet die AAP Lehrerfachverlage GmbH nicht für direkte oder indirekte Schäden (inkl. entgangener Gewinne), die auf Informationen zurückgeführt werden können, die auf diesen externen Websites stehen. Autor: Johann Aßbeck Illustrationen: Steffi Aufmuth, Corina Beurenmeister, Boris Braun, Steffen Jähde, Thorsten Trantow Umschlagfoto: Fotolia