Leseverstehen: What a crazy party!

Transkript

1 Leseverstehen: What a crazy party! Stand: Jahrgangsstufen Fach/Fächer Zeitrahmen Benötigtes Material 5 (E1) bzw. 6 (E2) zum Schuljahresende Englisch ca. 25 Minuten Bearbeitungsdauer Arbeitsblatt Kompetenzerwartungen 1 Primär zielt die Aufgabenstellung auf die Entwicklung bzw. Überprüfung der Kompetenzen im Bereich Leseverstehen mit folgender Erwartung: Die Schülerinnen und Schüler verstehen kürzere, einfache Texte [...] zu Themen aus vertrauten Lebensbereichen und mit weitestgehend bekanntem bzw. leicht erschließbarem Sprachmaterial in ihren wesentlichen Aussagen und entnehmen ihnen gezielt Informationen. Allerdings weist die Aufgabenstellung in der vorliegenden Form mit ihren textproduktiven Komponenten über das reine Leseverstehen hinaus. Sie verbindet unterschiedliche Kompetenzbereiche miteinander und spricht konkret den Bereich der Text- und Medienkompetenz mit folgenden Kompetenzerwartungen an: Die Schülerinnen und Schüler erfassen beim Hören und Lesen den Inhalt von Sachtexten sowie dialogischen, erzählenden bzw. berichtenden Texten [...]. Die Schülerinnen und Schüler entnehmen Texten gezielt Informationen (auch mithilfe von Überschriften und bildlichen bzw. grafischen Elementen), beantworten einfache Fragen zu Texten, fassen Inhalte zusammen, erzählen einfache Handlungsabläufe nach. 1 Die Kompetenzerwartungen sind aus dem Lehrplan E1 für Jgst. 5 übernommen. Seite 1 von 6

2 Aufgabe Arbeitsblatt: What a crazy party! Last Tuesday in Newquay Zoo in Cornwall, England... The snark was in the tropical house, when two children came in, looking for something. Boring, the snark thought. Schoolchildren again the boy and the girl are looking for their teacher... The snark closed its eyes, but then the girl asked, Where is this snark animal? Can you see it, Harry? What does it look like? The boy answered, Emily, you know that our form teacher, Mrs. Wilkinson, said that the snark is green, purple and red and that it can fly, swim and jump around in trees. Then the girl said, I don't think that there really is a snark. Mrs. Wilkinson played a trick on us! But I m going to wear a snark costume for our end-of-term-party next Friday! Last year there were only boring animals like cows, horses and sheep. The snark was very interested now. It thought, A party for animals? Friday night? Cool. I m coming! On Friday night the snark left the zoo. It did not put on a costume because it did not know that the party was a fancy-dress party. It was no problem to get a ticket. When the polar bear at the door asked the snark for one pound fifty, the snark didn t really know what to do. So it gave him the four bananas it had and went in. The first animal the snark met was a lion. The snark was very frightened. There were so many dangerous animals at the party lions, tigers, and even bears. But then the lion said to the snark, Do you want a coke, Emily? The snark laughed and got a black drink. Yuck, what was that? The music started and the snark was frightened again. It was so loud! But then the snark met a nice sheep and danced with it for a moment. This sheep was really funny. The sheep in the zoo said things like baaaah or meh, but this one said, You ve got wonderful blue eyes, Emily. I really like your costume. The colours are beautiful, but your legs are a bit thin and your arms look very weak, too! You re not an animal that can climb trees, are you? The snark thought that the sheep was silly and went away. Suddenly a policeman was in front of it. How did he find me?, the snark thought. The policeman had something in his hand. He gave it to the snark and said, Here is your prize, Emily. The children think that you have the best costume. Take it! The snark took the prize and left the party. Behind it, a girl was shouting: It's my prize. Who s got it? Give it back! In its hand the snark found two cinema tickets for Ice Age 4. On Saturday, it went to watch the film with one of the monkeys, its best friend at the zoo. The animals in the film were so much cooler than the animals at that crazy party... Seite 2 von 6

3 Read the text carefully and answer the questions. Use your own words and write full sentences. 1. Is the snark a dangerous animal? [3] Write down two arguments! 2. Why didn t the snark wear a costume when it went to the party? [1] 3. Why did the snark give its bananas to the polar bear at the entrance? [1] 4. Complete the following sentences. [4] a) The children at the party talked to the snark because. b) One of the children thinks the snark cannot climb trees because. c) The policeman to the snark. d) The snark did not like the party very much because. 5. Are the statements true (t) or false (f)? Tick the correct answer. t / f [3] a) Emily tried to find the snark at the zoo. b) The snark had one blue and one yellow eye. c) The snark talked to a lot of animals at the party. d) The policeman found the snark and sent it back to the zoo. e) The snark didn t like the drink. f) Snarks eat lions and tigers. 12 BE Seite 3 von 6

4 Hinweise zum Unterricht Illustrierende Aufgaben zum LehrplanPLUS Je nach Lehrwerk müssen unter Umständen einzelne Vokabeln angegeben oder im Unterricht vorentlastet werden, sofern diese nicht von den Schülerinnen und Schülern erschlossen werden können (z. B. costume, frightened). Die vorgeschlagene Bepunktung eignet sich sowohl für Übungs- als auch bei vergleichbarer Aufgabenstellung für Prüfungszwecke. Da in dieser Aufgabe das Leseverstehen im Fokus steht, sollten sprachliche Fehler nur bewertet werden, wenn sie sinnentstellend sind. Die unten angeführten Schülerlösungen stammen aus der Erprobung einer früheren Entwicklungsstufe der Aufgabe. Die Kommentare heben positive und negative Aspekte der einzelnen Arbeiten hervor und können in diesem Zusammenhang als Diskussionsgrundlage für die Gewichtung und Bewertung einzelner Aspekte dienen. Beispiele für Produkte und Lösungen der Schülerinnen und Schüler Erwartungshorizont: What a crazy party! 1. Is the snark a dangerous animal? The snark is not a dangerous animal (1). [3] Write down two arguments! It is afraid of lions (1) and loud music (1). It dances with sheep (1). 2. Why didn t the snark wear a costume when it went to the party? [1] It didn t understand that it was a fancy-dress party. / It thought it was a party for real animals. 3. Why did the snark give its bananas to the polar bear at the entrance? [1] The snark doesn't know what money is. / The snark didn't have any money. / The snark didn t know what else to do. 4. Complete the following sentences. [4] a) The children at the party talked to the snark because they thought it was Emily in her snark costume (1). b) One of the children thinks the snark cannot climb trees because its legs are so thin and weak (1). c) The policeman gave the prize (1) to the snark. d) The snark did not like the party very much because the animals there were silly / it was afraid of the dangerous animals / there was loud music (1). 5. Are the statements true (t) or false (f)? Tick the correct answer. t / f [3] a) Emily tried to find the snark at the zoo. b) The snark had one blue and one yellow eye. c) The snark talked to a lot of animals at the party. Seite 4 von 6

5 d) The policeman found the snark and sent it back to the zoo. e) The snark didn t like the drink. f) Snarks eat lions and tigers. Schülerlösungen aus der Erprobung: Gewünschte Kurzantwort erkannt Vorbildlich strukturierte Antwort sp Interferenzen zum Deutschen Bezug auf falsche Textpassage Logik: its legs are thin and its arms are weak Seite 5 von 6

6 Gewünschte Kurzantwort erkannt Schwerwiegender Grammatik- Fehler; aber nicht sinnentstellend It doesn t eat meat. It thought the party was for real animals. Sinn unklar: it gave the bear bananas could Unsicherheit hinsichtlich Schreibung Emily It has got thin legs and weak arms. Time shift noch nicht zu erwarten Minimal pair (prize/price) korrekt Schwerwiegender Grammatik- Fehler; aber nicht sinnentstellend Grammatikalisches Geschlecht korrekt Quellen- und Literaturangaben Text inspiriert von The end-of-term-party, in: English G 2000, Band 1, Berlin 2003, S. 116 f. Seite 6 von 6