Mr. Mumsford
Short description:
This teaching idea is a product- and process-oriented approach to teaching literature in foreign language learning. The idea deals with the very short crime story “Mr. Mumsford” and includes a pre-, while- and post-reading task. The concept is dedicated to classes in year 9. This concept is especially created for Smartboard supported foreign language teaching. | Subjects:
Literature:
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Preparation:
2. Prepare the second part on a separate sheet of paper.
- Prepare an imaginary journey. Use phrases or questions like the following:
- Imagine your school, your classroom, and your classmates.
- Who is there?
- What are they doing?
- Make sure that the links mentioned above work.
- Prepare the short crime story “Mr. Mumsford”.
- Make two parts of the story and stop the first part after:
2. Prepare the second part on a separate sheet of paper.
In class:
- Pre- reading task:
o After watching the video, the students are asked to close their eyes and listen to imaginary journey instructions.
o In the course of the “journey”, the students are interrupted by some noise (links 2 and 3 that are heard at the same time) and the “storyteller”(teacher) continues loudly and hectically and asks question like “What’s that?”; “What happens?”; What is going on?”.
o The students open their eyes and read the first part of “Mr. Mumsford”
- While- reading task:
o The students guess a possible ending of the story and write it on the shade on the Smartboard.
o They prepare a short presentation of their ideas and do it (Blitzlicht).
- Post-reading task:
o The podcasts will be recorded and published in the next lesson. In the current lesson, the students present their podcasts-preparations.
o After the presentation, the students read the ending of the story and compare it to their suggested endings (Smartboardslide). They ask why the endings differ or why not and they reflect on the whole reading process.
Didactic thoughts:
Every English lesson should develop the students’ communicative competence.
For this purpose, the Hessian curriculum gives several suggestions. For instance, it proposes that students in year 9 should improve their writing skills: They should learn to paraphrase passages and use synonyms. In addition, they should know how to write a summary and how to change perspectives.
Furthermore, they should get introduced in text interpretation skills. For this, the students could read and work with short novels, drama or crime stories. They should be able to hypothesize, build a personal opinion, and to solve problems. Moreover, the students should develop their speaking skills and should reach an increasing fluency in speaking about already known topics and their personal opinion. The students’ speaking could or should be supported by notes or bullet points.
o The students hypothesize about the stories ending and practice presenting their ideas supported by their notes.
o They prepare a podcast and produce it afterwards. They have to know what podcasts are and how to produce them. They develop their media competences.
o In the end, they evaluate the reading process: they reflect on reading of the crime story, on themselves, and give their personal opinion about it.
Reasons for the use of the Smartboard
Although the teaching idea could be realized without the Smartboard technology, it is especially created for Smartboards.
Using the Smartboard facilitates the use of video and audio files in combination with the Internet because it is one device that comprises all different media. Moreover, it supplies motivating vocabulary tasks and backgrounds.
But the main improvement is the fact that the results can be saved. One can save it and show it to the students in the next lesson, print it or sent it via e-mail. In this lesson, one could show the bullet point collection of possible endings and use it for the last discussion about the ending of the story and the students can relate to it and prove their statements.
Every English lesson should develop the students’ communicative competence.
For this purpose, the Hessian curriculum gives several suggestions. For instance, it proposes that students in year 9 should improve their writing skills: They should learn to paraphrase passages and use synonyms. In addition, they should know how to write a summary and how to change perspectives.
Furthermore, they should get introduced in text interpretation skills. For this, the students could read and work with short novels, drama or crime stories. They should be able to hypothesize, build a personal opinion, and to solve problems. Moreover, the students should develop their speaking skills and should reach an increasing fluency in speaking about already known topics and their personal opinion. The students’ speaking could or should be supported by notes or bullet points.
- Pre- reading task:
- While- reading task:
o The students hypothesize about the stories ending and practice presenting their ideas supported by their notes.
- Post-reading task:
o They prepare a podcast and produce it afterwards. They have to know what podcasts are and how to produce them. They develop their media competences.
o In the end, they evaluate the reading process: they reflect on reading of the crime story, on themselves, and give their personal opinion about it.
Reasons for the use of the Smartboard
Although the teaching idea could be realized without the Smartboard technology, it is especially created for Smartboards.
Using the Smartboard facilitates the use of video and audio files in combination with the Internet because it is one device that comprises all different media. Moreover, it supplies motivating vocabulary tasks and backgrounds.
But the main improvement is the fact that the results can be saved. One can save it and show it to the students in the next lesson, print it or sent it via e-mail. In this lesson, one could show the bullet point collection of possible endings and use it for the last discussion about the ending of the story and the students can relate to it and prove their statements.
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Mr. Mumsford | |
File Size: | 1067 kb |
File Type: | notebook |