of books and boys - Bergmoser + Höller Verlag AG

:in
Nr. 2/2009
Unterrichtsmaterialien Sek. I
OF BOOKS AND BOYS
Bergmoser + Höller
Verlag AG
I N H A L T
Of Books and Boys
EINFÜHRUNG
Harald Weisshaar: Of Books and Boys
1
1
MATERIALIEN
Harald Weisshaar: Sir Fox Bones and the Windsor Mystery
Klasse 5/6: Der gesamte Text der Lektüre befindet sich im PDF-Format auf der CD!
■ Teacher’s Notes
■ Worksheets
W1 Before Reading
W2 While-reading I
W3 While-reading II
W4 Post-reading – The Sir Fox Bones Booklet
W5 Word Work
■ Transparency
T1 Sir Fox Bones – The Office/The Scene of the Crime
Mechthild Fingerle: Spies and Heroes
Klasse 7/8
■ Teacher’s Notes
■ Worksheets
W1
W2
W3
W4
9–13
Alex Rider – The Books
Alex Rider – The Film
Young Bond
The Time Machine
Henry Nel/Harald Weisshaar: Henry’s Island Books
Klasse 9/10
■ Teacher’s Notes
■ Worksheets
W1 Henry Nel (Part I)
W2 Henry Nel (Part II) – Working with the Text
W3 Alan Gibbons
W4 Henry Nel (Part III) – Creative Writing
W5 Book Jokes
■ Transparency
T2 Henry Nel/Boys and Books
STATIONENLERNEN
Katja Krey/Ulrike Eckstein: Battle of the Books
Klasse 7–10
■ Teacher’s Notes
■ Worksheets
W1 Talking about Books
W2 A Book in a Cereal Box
Top-Up CD
W3 Battle of the Books (1–6)
Top-Up CD
W4 How to Keep a Reading Log
Top-Up CD
W5 Lektüreempfehlungen für die Klassen 5–10
(für Klassen mit hohem Jungenanteil)
METHOD MADNESS
Harald Weisshaar: Boys and Books
2–26
2–8
1–7
8
9
14–26
10
11
12
27–32
33–36
EINFÜHRUNG
1
Harald Weisshaar
Of Books and Boys
Um es gleich vorauszuschicken:
Nein, diese Ausgabe bietet nicht
nur Materialien für Jungen, sondern selbstverständlich auch in
gewohntem Umfang Anregungen für Mädchen, v.a. aber für
den Umgang mit Literatur im
Klassenzimmer. Warum dann
also dieser Titel, der einige von
Ihnen vielleicht gleich aufgeschreckt oder verärgert hat?
Sämtliche Untersuchungen des
letzten Jahrzehnts zeigen, dass
Jungen das Lesen sehr viel weniger als sozial akzeptierte Freizeitbeschäftigung empfinden. Auf
die Frage, womit Sie am liebsten
ihre Freizeit verbringen möchten, antworteten nur rund 15%
der Jungen mit „ein Buch lesen“,
verglichen mit rund 40% der
Mädchen. Dabei haben z.B. über
die Hälfte aller britischen Jugendlichen unter 16 einen eigenen Fernseher im Zimmer (und
25% der Fünfjährigen!). Jungen
sind häufiger Lesemuffel als
Mädchen, die Auswahl geeigneter Texte ist schwierig. Haben
Sie sich im Lehrerzimmer mit
Kolleginnen und Kollegen auch
schon einmal den Kopf darüber
zerbrochen, was für ein Buch
man einem 13-Jährigen schenken
könnte? Mädchen bekommen
häufiger Bücher geschenkt als
Jungen. Ich bin mir bewusst,
dass dies sehr platt klingt: Selbstverständlich gibt es auch Jungen,
die alle Bücher verschlingen,
die ihnen in den Weg kommen –
und auch Mädchen, die sich nicht
zum Lesen bewegen lassen. In
vielen angelsächsischen Ländern
:in Englisch 2/2009
gibt es intensive Leseprogramme, die sich vor allem auf Jungen
konzentrieren. Und dann stand
plötzlich das etwas antiquiert
wirkende „Dangerous Book for
Boys“ von Conn & Hal Iggulden auf den Bestsellerlisten der
Buchhandlungen: Book of the
Year 2007!
Ein Patentrezept zur Leseförderung können wir an dieser Stelle
sicher nicht anbieten. Allerdings
finden Sie in dieser Ausgabe den
gewohnt üppigen Fundus an fertigen Materialien für den direkten Einsatz in Ihrem Unterricht.
Für Klasse 5/6 ist das diesmal
eine in sich geschlossene, bisher
unveröffentlichte Lektüre aus der
Erfolgsserie „Sir Fox Bones …“,
die aus Platzgründen auf der CD
zu finden ist. Alle Materialien
und Kopiervorlagen sowie die
Hinweise zum Unterrichtsverlauf befinden sich hier in diesem
Heft.
Das Material für die Klassen 7/8
orientiert sich an den Vorlieben
für Texte in dieser Altersstufe:
Lernen Sie Anthony Horowitz
und Charlie Higson kennen,
zwei britische Erfolgsautoren,
deren Helden inzwischen fast
jedem Teenager bekannt sind.
Bekannt sein dürfte auch der
Klassiker der Literatur, den wir
diesmal für Sie und Ihre Schülerinnen und Schüler ausgesucht
haben. Lassen Sie sich überraschen.
Wie ein 15-Jähriger in Guernsey den Autor Alan Gibbons an
seiner Schule erlebt und welche
eigenen Schreibleistungen sich
daraus entwickeln können, erfahren Sie dann im Beitrag für
die Klassen 9/10 von Henry Nel.
Anhand der Beschäftigung mit
Henrys Texten können sich Ihre
Schülerinnen und Schüler zur
weiteren Textproduktion anregen lassen. Abgerundet wird
dieses Thema dann durch die
Beschäftigung mit Witzen zu
Buchtiteln und zum Lesen, die
in einer Reflektion zu den eigenen Lesegewohnheiten mündet.
Welche Möglichkeiten gibt es,
in der Schule den Umgang mit
Literatur zu fördern? Die flexibel einsetzbaren Arbeitsblätter in
unserer Sektion zum Stationenlernen geben weitere Anregungen zu „Reading Log“, „Book
in a Box“ sowie zum Thema
„Battle of the Books“.
Abgerundet wird das Thema dieses Heftes dann durch die Ausführungen zur Method Madness,
die sich diesmal sehr ausführlich
sowohl mit Ansätzen einer „Jungendidaktik“ im Englischunterricht als auch mit Alternativen zu
„Book Reports“ beschäftigen.
Diesmal bin ich wirklich sehr
gespannt auf Ihre Rückmeldungen. Bis dahin wünsche ich
Ihnen viel Erfolg mit unseren
Materialien.
Ihr
Of Books and Boys
TEACHER’S NOTES
2
Harald Weisshaar
Sir Fox Bones and the Windsor Mystery 1–7
Klasse 5/6
Die vorliegende Lektüre schildert bereits den
zweiten Fall des Detektivduos Sir Fox Bones und
seinem Assistenten Dr Catson. Die erste Episode
mit Audio-CD und Begleitmaterialien ist unter
dem Titel „Sir Fox Bones and the Buckingham
Palace Mystery“ beim Ernst Klett Verlag erschienen. Neben dem Leseerlebnis für junge Schülerinnen und Schüler geht es vor allem darum, den
Leseprozess durch gezielte Leitfragen zu steuern
und den Rätseltrieb dieser Altersstufe für den
Englischunterricht zu nutzen. Die Geschichten
um Sir Fox bedienen sich dabei einer Mischung
aus fiktiven und realen Elementen, wobei der
sprachliche Steilheitsgrad bei letzteren deutlich
höher liegt und die Realsituation „Informationsbeschaffung“ zu einem sehr frühen Zeitpunkt in
Ansätzen einübt. Die Aufgaben gliedern sich in
pre-, while- und post-reading activities.
Übrigens ist die Geschichte aufgrund der Pferdethematik auch für Mädchen sehr gut geeignet!
Worksheet 1: Before Reading
Transparency 1: Sir Fox Bones –
The Office/The Scene of the Crime
Zur Einstimmung auf die Lektüre bieten sich
unterschiedliche Verfahren an. Sie können zunächst anhand der Einzelwörter die Neugierde
der Kinder wecken. Natürlich können sowohl
der Titel der Geschichte als auch die Einzelwörter an die Tafel geschrieben werden, um über den
Inhalt zu spekulieren. Die Erfahrung zeigt, dass
eine schriftliche Vorentlastung das Unterrichtsgespräch strukturieren helfen kann. Bild 1 auf
Folie 1 sollte aufgelegt werden, nachdem die Kinder den ersten Teil der Geschichte von CD angehört haben (bis Chapter 1). Das Gespräch über
Sir Fox und Dr Catson kann in ein Tafelbild
münden, bei dem die Informationen über die beiden Tiere in einer Tabelle festgehalten werden.
Wenn Sie die Folie auf die Tafel projizieren, können Sie die Köpfe von Sir Fox und Dr Catson
problemlos in die Überschrift „abpausen“. Chapter 2 kann dann weitergehört werden, das Bild
:in Englisch 2/2009
wird dabei weiterhin an die Wand projiziert. Die
letzte Aufgabe zum Bildvergleich bezieht sich auf
ein weiteres Bild des Grafikers.
http://diebilderwumme.blogspot.com/2007/07/
lars-sir-fox-bones.html.
Worksheet 2: While-reading I
Worksheet 3: While-reading II
Die Aufgaben beziehen sich zunächst auf den ersten Teil der Geschichte und können zur Sicherung
des Inhalts herangezogen werden. Der Aufgabentyp 2 kann von Ihnen leicht für weitere Kapitel der
Lektüre selbst hergestellt werden, indem Sie einen
Lückentext mit einem Überangebot an Lösungswörtern erstellen. Die weiteren Aufgaben beziehen
sich auf die späteren Kapitel der Lektüre, die zum
Zeitpunkt der Bearbeitung bereits weitgehend abgeschlossen sein sollte (Folie 1 Bild 2 wird dabei
zur Vertiefung eingesetzt). Der Schreibauftrag zur
Konversation baut einen Teil der Geschichte aus,
der in der Erzählung selbst mit „They talk for five
minutes.“ knapp abgehandelt wird (blow-up).
Worksheet 4: Post-reading – The Sir Fox
Bones Booklet
Die Aufgaben zum Abschluss der Lektüre ergeben zusammengenommen ein kleines Faltbuch.
Die Kinder können darin eigene Ideen fixieren,
sich aber auch die Zusammenfassung der Geschichte noch einmal durchlesen (dies ist auch die
Lösung zu Worksheet 3). Ein Bild zum Ausmalen
schließt die Sequenz ab, die Schülerinnen und
Schüler werden außerdem dazu angeregt, sich
Gedanken über den Fortgang der Geschichte zu
machen.
Worksheet 5: Word Work
Der Wortschatz wird anhand der diversen motivierenden Übungen im Worksheet 5 gefestigt. Die
in der Lektüre verwendeten Formen des simple past
sollten übrigens als lexical item übernommen werden, ohne eine Kognitivierung herbeizuführen.
Of Books and Boys
WORKSHEETS
3
W1 Before Reading
Before you start on the story of Sir Fox Bones and the Windsor Mystery think about these
words.
FOX
DETECTIVE
QUEEN VICTORIA
THIEF
WINDSOR
SADDLE
Now write down three yes/no-questions you want to ask your teacher about this story, for
example: “Is the fox a thief?” or ”Is the fox a detective?” etc.
1
2
3
Now ask the questions.
Listen to the first part of the story. Then look at the picture and say who is who. Write down
15 English words for things in the picture.
Look at another picture of Sir Fox Bones that your teacher shows you. How many differences
can you spot?
:in Englisch 2/2009
Of Books and Boys
WORKSHEETS
4
W2 While-reading I
1. Which of the following sentences are right or wrong? Tick the correct box, then correct the
wrong sentences.
right
wrong
1. Sir Fox meets the badger in Butcher Road.
2. Dr Catson brings wine and food for the visitor.
3. Sir Fox thinks that Mr Dodge smells nice.
4. Mr Dodge wants the two detectives to go to Windsor.
5. Dr Catson likes books and he can read, but he cannot
use the Internet.
6. From London, there is a direct train to Windsor.
7. Foxland Yard have already got the thief.
2. Here’s a short text about the story. Six words are missing. From the list, find the correct word
and write it on the line. Two words are not from this story.
Sir Fox and Dr Catson are in Windsor now.
They go to The Stables, but they are too
.
Inspector Knowall from Foxland Yard is
He’s got the
and Dr Catson thinks they must go back to London.
Sir Fox
to talk to Mr Bridle first.
Mr Bridle is very
and doesn’t want to talk to them.
He tells his story and Sir Fox
thanks
there.
already
tired
him for his help.
never
late
thief
thank
wants
Solutions task no. 1: 1. right; 2. wrong; 3. wrong; 4. right, 5. wrong; 6. right, 7. wrong
:in Englisch 2/2009
Of Books and Boys
WORKSHEETS
5
W3 While-reading II
Read the story. Cross out the wrong words so there is a correct text at the end.
Example: Sir Fox Bones is a small – famous – hungry detective.
Sir Fox Bones lives with his boss – assistant – brother Dr Catson in Butcher
Road in London. One day, a badger comes
to them. They can see that the badger is
very fat – scared – nice and unfriendly. He
is also very rich because he has a loud
voice – wears expensive clothes – smells
nice. The badger tells them that his name
is Emanuel Dodge. He lives in London and
has a very good friend. The friend, a donkey, asked the badger for a lot of money.
He does not know about Mr Dodge’s visit,
but Dodge wants to find out where is the
money – where the money was – where the
money is now. The famous detective says
he can helping – to help – help the rich old
badger. The next day, Sir Fox and Dr Catson go to Windsor. They see some friends
from Foxland Yard. When they hear about a
thief, they talk to Mr Bridle – go home to
London at once – visit the donkey in
prison. When Sir Fox finds a piece of paper,
he makes some interesting phone-calls –
eats and sleeps – buys The Daily Mare. The
next day, the two detectives listen to the
radio and say that the Queen – Foxland
Yard – Mr Dodge is wrong about the thief
– very old – happy to live in Windsor.
Sir Fox talks to his friend, Inspector Knowall. Continue their conversation about the thief and
the money in Windsor. What questions does Sir Fox ask, what does the Inspector tell him?
Sir Fox: “But what are you doing here, Inspector?”
Inspector Knowall: “And what brings you here, Sir Fox?”
:in Englisch 2/2009
Of Books and Boys
WORKSHEETS
6
W4 Post-reading – The Sir Fox Bones Booklet
You know the story of Sir Fox Bones now. You can make your own little booklet of it so you can
put it in your pocket and learn the words and colour the pictures. This is what you have to do.
1.
2.
3.
4.
5.
6.
Fold the page in half lengthwise.
Fold in half again.
Fold in half again.
Unfold the paper – you can see eight parts now.
Fold in half widthwise.
Cut along the centre crease from the folded edge to the next part –
don’t cut through all the paper!
7. Open the paper.
8. Fold lengthwise again.
9. Put the end sections together to fold into a little book. You have four
pages now. The title is on the first page. On page two you have the
first and the second part of the story. On the last page you have a
picture of Sir Fox Bones and Dr Catson.
:in Englisch 2/2009
Of Books and Boys
Summary of the story
Sir Fox Bones
and
the Windsor
Mystery
detective
Detective stories:
Write down more words.
Write down more ideas for a
new story with Sir Fox. You can
put down your ideas in German, too.
What happens after the story
ends? Choose from these ideas
and add your own.
■ Sir Fox Bones works on another crime.
■ The donkey gets out of prison.
■ Mr Dodge invites Sir Fox and
Dr Catson to his house.
■ Inspector Knowall writes a report about the Windsor Mystery.
■ Charlotte Jumper goes to prison.
■ The
friendship between the
badger and the donkey ends.
■ The Stables has more visitors
now and Mr Bridle has more
money.
Colour the picture.
Write down questions for an
interview with Sir Fox Bones
and Dr Watson.
Mediation: Your brother
likes the picture but can’t
understand the story in
English. Tell him in German. Is it a good story?
Sir Fox Bones lives with his assistant Dr Catson in Butcher Road in London. One day, a
badger comes to them. They can see that the
badger is very fat and unfriendly. He is also
very rich because he wears expensive clothes.
The badger tells them that his name is
Emanuel Dodge. He lives in London and has
a very good friend. The friend, a donkey,
asked the badger for a lot of money. He does
not know about Mr Dodge’s visit, but Dodge
wants to find out where the money is now.
The famous detective says he can help the
rich old badger. The next day, Sir Fox and Dr
Catson go to Windsor. They see some friends
from Foxland Yard. When they hear about a
thief, they talk to Mr Bridle. When Sir Fox
finds a piece of paper, he makes some interesting phone-calls. The next day, the two
detectives listen to the radio and say that Foxland Yard is wrong about the thief.
Of Books and Boys
:in Englisch 2/2009
7
WORKSHEETS
WORKSHEETS
8
W5 Word Work
R W E G O
W Y
Z
P
J
L W V
X
F
E
K
E A R S A
L
K
L
H
T
T
U
V
R N M X
Y A N
T G K
U
I
T
V M B R
L
U
D
C
J
K
C
L
U E
B
E M Y
X
T
O S A
I
R D
L
o
l
o
M O N E
O S
hoep
C
S
I
a
h
B R N M T
seo wner
r
o
s
F
P G S
ses
E A Y O
I
ingsta
b
l
e
K
U
lebridle
d
h
d
or
B A D G E
2. Find the words from the story around the
saddle.
rid
1. Here are some fun exercises for you. Find nine
words from the story in the word square.
3. Use five of the words from the word square to complete the sentences.
■
Before he sees Mr Dodge, Sir Fox thinks he can smell a
.
■
Somebody who is rich has a lot of
■
Detectives always need a
■
When Foxland Yard catch a criminal, he or she has to go to
■
Sir Fox is waiting for the next client in his
.
to find the thief.
.
.
4. Find words from Chapters 6 and 7. Put the letters into the right order.
luce
cipukp
noticodin
woner
nestol
:in Englisch 2/2009
Solution task 1: badger, office, tears, money, clue, prison, smell, castle, voice
Solution task 2: badger, money, clue, prison, office
Solution task 3: stable, horse, owner, saddle, bridle, horseshoe, polo, riding
Solution task 4: clue, pick up, condition, owner, scared, stolen
dreasc
Of Books and Boys
TEACHER’S NOTES
9
Mechthild Fingerle
Spies and Heroes
Klasse 7/8
Der hier behandelte Klassikerauszug aus The Time
Machine von H.G. Wells ist allgemein bekannt:
Wir haben ihn aufgenommen, um das Genre der
Science Fiction Stories, die sich bei Jungen großer Beliebtheit erfreuen, textlich zu verankern.
Die beiden Autoren Anthony Horowitz/Charlie
Higson und deren Romanhelden Alex Rider sowie „Young James Bond“ dürften Ihnen dagegen
noch relativ neu sein. Beide Erfolgsserien wurden
in den letzten fünf Jahren verfasst und verkauften
sich millionenfach. Weitere Informationen zum
Autor und zu Alex Rider finden Sie unter:
■ http://www.anthonyhorowitz.com/alexrider/
■ http://www.alexrider.com/
Informationen zu Charlie Higson und Young
Bond, mit zahlreichen Interviews und interessanten Artikeln, finden sich unter:
http://www.mi6.co.uk/sections/literary/index_
higson.php3. Auch andere Romane von Anthony
Horowitz sind gute Fundstellen für packende
Szenen: Einige davon haben bereits ihren Weg in
die aktuelle Lehrwerksgeneration gefunden.
Worksheet 1: Alex Rider – The Books 8
Die Lektüre der Bücher im Original ist in dieser
Altersstufe noch zu schwer. Einen „Easy Reader“
gibt es meines Wissens bisher nicht. Im Anschluss
an die Überlegung, welche Kriterien ein gutes
Buch erfüllen müsste, lernen die Schülerinnen
und Schüler den Romanhelden kennen. Der
Schwerpunkt der Textbearbeitung liegt auf dem
Erkennen positiver bzw. negativer Aussagen, ohne dabei den gesamten Text detailliert verstehen
zu müssen. Durch die grafische Hervorhebung
der jeweiligen Bewertungen kann die Frage nach
dem Grundton des Textes und der (de-)motivierenden Wirkung auf Leser dieser Kurzbeschreibung beantwortet werden.
Worksheet 2: Alex Rider – The Film
Die Schülerinnen und Schüler übertragen den
deutschen Text der DVD sinngemäß ins Engli:in Englisch 2/2009
sche (Mediation). Die Projektideen auf dem Arbeitsblatt sollten von mehreren Gruppen parallel
bearbeitet werden. Falls Sie diesen Schritt nicht
wünschen, kann dieser Teil des Worksheet beim
Kopieren leicht abgedeckt werden. Die Präsentation über den sehr gut aussehenden Schauspieler
Alex Pettyfer kann ggf. von einer „Mädchengruppe“ übernommen werden.
Worksheet 3: Young Bond
Den Schülerinnen und Schülern ist James Bond
als Filmfigur bekannt. Möglicherweise wissen sie
aber gar nicht, dass es sich ursprünglich um eine
Romanfigur handelt. Die Nachfahren des Autors
Ian Fleming beauftragten vor wenigen Jahren
einen Schriftsteller damit, eine ursprünglich auf
fünf Bände festgelegte Serie zu schreiben, in denen die Jugendjahre des Agenten beleuchtet werden. Das Arbeitsblatt führt die Schülerinnen und
Schüler in den Gedanken dieser „Prequels“ ein
und vermittelt anschließend Informationen zu
Young Bond. Sollten Sie sowohl über Alex Rider
als auch über James Bond sprechen, so drängt
sich der direkte Vergleich der jungen Helden natürlich auf. Anhand der Notizen auf dem Arbeitsblatt sollen die Schülerinnen und Schüler versuchen, einen eigenen Kurzvortrag auszuarbeiten.
Worksheet 4: The Time Machine
9
Die Klasse lernt einen Auszug aus einem Klassiker
der englischen Literatur kennen. Dabei kann darauf verwiesen werden, dass dieses Buch vor über
hundert Jahren geschrieben wurde, das Thema
Zeitreise aber auch heute noch im Film eine große
Rolle spielt. Sprechen Sie in der Klasse über die
Vorkenntnisse der Kinder zu diesem Thema, dann
spielen Sie die Sequenz – wenn möglich ohne
Unterbrechung – ein Mal ganz vor, gefolgt von
Fragen zum Grobverständnis, die in die Spekulation über den Fortgang der Geschichte münden
kann. Eventuell kann sich eine Lektüre/ein Auszug aus einem „Easy Reader“ anschließen.
Of Books and Boys
WORKSHEETS
10
W1 Alex Rider – The Books
The following text tells you about a series of novels by bestselling author Anthony Horowitz.
They are a favourite with teenagers not just in Britain and Ireland, but all over the world.
Write down five elements or “musts” for a book that would interest you.
Now find out more about Alex Rider. Take two colours and underline the “positive” statements
or adjectives about the books in one colour, the “negative” words in a different colour. Compare
your results with a partner. Is the text positive or negative? And would you like to read the books?
There are now seven books in the series. The
first, “Stormbreaker”, was published in 2000.
In December 2008, Anthony Horowitz announced the title of book eight to be “Crocodile Tears”.
Alex Rider is 14. He lives with his uncle, who is
his guardian. He is brought up by a young
American woman. When his uncle dies, Alex
learns that he had been an agent for
Britain’s intelligence agency, MI6, and was
assassinated by his enemies. He also finds
out that his uncle had been training him secretly to take over his dangerous work. Now,
Alex is recruited to be the youngest spy for
MI6 and, after a brief and terrible spell in a
training camp, finds himself working on his
uncle’s dangerous case: There is a suspicious computer baron who has donated
thousands of his newest, top-secret Stormbreaker computers, to British schools. What
are his real plans? This action-packed and
uncomplicated spy novel is full of clichés, but
it’s a good read and teenagers just couldn’t
wait for more sequels. The first book,
“Stormbreaker”, has also been turned into a
film (2006) – not the best film ever, but lots
of action, few dialogues, easy to watch.
:in Englisch 2/2009
Although Alex decides not to continue this
line of work, MI6 keep finding new missions
on which he would be useful. In the sequel,
Point Blanc, MI6 needs Alex to investigate
the murders of two of the world’s wealthiest
individuals. He is sent to an elite boarding
school in the Swiss Alps. The reluctant spy
finds out that the headmaster, Dr Grief,
wants to take over the entire world. With the
help of spy gadgets that make 007 green
with envy, Alex is able to escape – he snowboards down the mountains on a board he
cut out from an ironing board! At the end of
the novel, the world is safe once more. All the
sequels are fun to read, but some readers
find the plots simplistic.
At the end of novel six, Alex Rider was up in
outer space. In the latest sequel, Snakehead, Alex is back again, crash-landing off
the coast of Australia. This time, the Australian Secret Service recruits him, and Alex
accepts, partly because he wants to work
with his godfather and learn more about his
parents. Snakehead is full of clever gadgets –
it is Alex Rider’s darkest and most actionpacked adventure yet.
suspicious – verdächtig
reluctant – unwilling
envy – Neid
ironing board – Bügelbrett
Of Books and Boys
WORKSHEETS
W2
11
Alex Rider – The Film
This is the text from the DVD “Stormbreaker”, the first Horowitz novel turned into a film. Imagine your English friend – who doesn’t know the Alex Rider novels – asks you for a summary of
what this film is about. Take notes below, then give an oral summary. Remember: You don’t have
to translate the text, and you don’t have to know every word in English.
Alex Rider hat seinen Onkel Ian immer für
einen langweiligen Banker gehalten. Umso
überraschter ist er, als er erfährt, dass er
Agent des britischen Geheimdienstes MI6
war. Leider nur „war“, denn er fiel einem russischen Killer zum Opfer. Prompt wird Alex von
Blunt, dem MI6-Chef, als Ersatz für seinen
Onkel ausgewählt und erhält eine brisante
Mission, die auch James Bond gefallen hätte.
Ausgerüstet mit feinsten Gadgets von einem
Waffenmeister und einem luxuriösen Appartment samt extrem hübscher Haushälterin,
muss Alex schon bald herausfinden, was der
undurchsichtige Millionär Darrius Sayle und
seine Handlanger, die schöne Nadia Vole
und der stets stumm agierende Mr Grin im
Schilde führen - bevor es Millionen von Kindern
das Leben kostet!
Here are some project ideas – maybe different groups in your class can work on different topics.
■
■
■
■
■
■
Watch the film trailer: Alex Rider, Operation Stormbreaker
http://movies.yahoo.com/movie/1809266708/video/
Explain why you would/would not like to watch the film or read the book.
Find out more about Alex Rider and compare him to James Bond.
Do some research on the actor Alex Pettyfer and give a presentation about him in class.
If the Secret Service chose you, what would you tell them? What would you ask from them?
What kind of gadgets would you be interested in?
Get hold of an interesting excerpt from the book and read/discuss it with the class.
Visit Alex’s website and try some of the features. Recommend some aspects to your classmates.
to recommend – empfehlen
:in Englisch 2/2009
Of Books and Boys
WORKSHEETS
12
W3 Young Bond
Write down what you know about James Bond – on your own. Then get together in groups of
three or four and exchange your notes. How would you as a group characterise 007?
Imagine you could travel back in time and go to the same school as James Bond: What questions would you like to ask your new friend? How would you characterise the teenager James
Bond? What was he like as a boy?
The author Charlie Higson has written a number of extremely successful novels about James
Bond and his adventures as a teenager. Take a look at the notes and use them for a short talk on
the Young Bond series.
■
■
■
■
■
■
■
original novels by Ian Fleming
Young Bond series shows James Bond as a
young teenage boy attending school at Eton
College in the 1930s.
official Young Bond website
www.youngbond.com (contains downloads,
games, character images and book extracts)
all five novels published between 2005 and
2008
originally planned to include only five novels
(Blood Fever, SilverFin, Double or Die, Hurricane Gold, By Royal Command)
second series is possible
spy fiction, thriller, novels are called prequels
(before the real novel)
:in Englisch 2/2009
■
■
■
■
■
■
■
title “Double or Die” chosen by fans via online
poll, kept secret until the day of publication
Stories show how young James learns the
skills that will make him the super spy he is.
Bond tradition: world-class cars, chases, games,
chance to save the world, adventurous
women, first of the Bond girls
audiobooks, games, graphic novel, travel
guide etc. available
Hollywood interested in adapting the novels
to film
Young Bond series introduced many teens
into reading for the first time.
series sold about 1 Million copies in UK alone
Of Books and Boys
WORKSHEETS
13
W4 The Time Machine
You are going to listen to parts of a story that was written by the author H.G. Wells over 100
years ago. It’s an early science fiction story. The language is difficult, but you should be able to
understand what is happening here. This worksheet can also help you to understand the story
better.
In the story, a man tells a group of people how he invented a time machine and used it to travel
forward into the future. If you had such a machine, where (to “when”) would you like to go?
Now imagine you had just arrived there. This is the situation at the beginning of the story
you’ll hear. The man gets out of his time machine, hides it under some bushes, and walks around.
Write down five things that are going through his head.
Now listen to the CD. Again – don’t be shocked by the difficult language, but try and understand the gist (the main idea). Then write it down in your own words.
In class, speculate on how the story might continue or end. Maybe someone has seen a film
or heard the story?
Finally, you could listen to the CD again and concentrate on “feelings” this time: Write down
all the adjectives you can pick out from the text that tell you how the man feels. How do his feelings
change from the beginning to the end of the text?
:in Englisch 2/2009
Of Books and Boys
TEACHER’S NOTES
14
Henry Nel/Harald Weisshaar
Henry’s Island Books
Klasse 9/10
Der 15-jährige Schüler Henry Nel berichtet von
seinen Erfahrungen mit dem Besuch des Autors
Alan Gibbons an seiner Schule auf Guernsey. Dieser hielt zunächst einen Vortrag über seine Arbeit
als Autor und führte dann einen Workshop mit den
Schülerinnen und Schülern der 10. Klasse zum
Thema kreatives Schreiben durch. Anhand eines
Erfahrungsberichtes und dem Produkt, das Henry
beim Workshop erstellt hatte, wird Ihre Klasse
selbst produktiv.
Worksheet 1: Henry Nel (Part I)
Transparency 2: Henry Nel/Boys and
Books
Die Einführung erfolgt über das Bild von Henry
auf Folie 2 (Bild 1). Im Unterrichtsgespräch werden Wohnort und Hintergrund des Jungen vorentlastet. Henrys Erfahrungsbericht wird anschließend dazu eingesetzt, um skimming und scanning
zu üben. Anschließend versuchen die Schülerinnen
und Schüler, anhand des konkreten Beispiels eines
Gleichaltrigen die Struktur solcher Texte zu entschlüsseln. Der Text enthält einige Begriffe oder
Hinweise, die den Schülerinnen und Schülern unbekannt sein dürften. Zunächst sollen sie versuchen, diese selbst zu klären, bevor in der Klasse
ausgetauscht und nachgefragt wird.
Bild 2 auf Folie 2 kann als Sprechanlass zur Einführung in das Thema für alle Klassenstufen verwendet werden. Es kann über eigene Lesegewohnheiten bzw. Klischeevorstellungen: „Are boys
really more interested in games than books?“ gesprochen werden.
Worksheet 2: Henry Nel (Part II) –
Working with the Text
10
Der Klasse kann zunächst der Text von CD vorgespielt werden. Dabei sollte es darum gehen, die
Aufmerksamkeit auf für derartige Texte „typische“
Formulierungen zu lenken. Das Arbeitsblatt unterstreicht diesen Ansatz, indem durch das Verfahren
des noticing Begriffe markiert und gesammelt werden, welche dann in mehreren Phasen zur eigenen
Textproduktion verwendet werden können.
:in Englisch 2/2009
Worksheet 3: Alan Gibbons
Henry lieferte bereits einige Informationen zum
Autor – hier soll das Thema nun vertieft werden.
Aufgrund der unterschiedlichen Texte und Ansätze werden die Schülerinnen und Schüler dazu
bewogen, Stellung zur Nützlichkeit eines Zugangs zu beziehen. Auf Basis bereits vorhandener
Informationen wird bei der Internetrecherche an
das bestehende Wissen angedockt. Die Schülerinnen und Schüler sollten auch Gelegenheit erhalten, sich in einige Seiten der Romane einzulesen, bzw. diese Funktion im Netz überhaupt erst
einmal kennenzulernen.
Worksheet 4: Henry Nel (Part III) –
Creative Writing
11
In seinem Erfahrungsbericht hatte Henry bereits
den Workshop mit Alan Gibbons beschrieben.
Hier ist nun das Arbeitsergebnis, das aus Henrys
Feder stammt. Einerseits können so an einem
konkreten Beispiel Meinungen zum Produkt eines Altersgenossen ausgetauscht werden. Für
fortgeschrittene Klassen ist es auch möglich, sozusagen „hinter die Kulissen“ zu blicken und
rückschreitend Tipps des Autors an die Klasse 10
zu eruieren. Der abschließende Zugang zur eigenen Geschichte, basierend auf dem ersten Satz
bzw. Teil des Textes von Gibbons, ist ebenfalls
anspruchsvoll, aber eben auch ansprechend.
Worksheet 5: Book Jokes
12
Nach so viel schwerer Kost und Textarbeit ist es
an der Zeit, sich dem Thema Literatur auf amüsante Weise zu nähern. Der erste Teil befasst sich
mit witzigen oder unsinnigen Titeln, die sich erst
beim zweiten Hingucken (oder beim lauten Lesen) erschließen. Teil 2 listet Versatzstücke von
Witzen zum Thema Lesen auf, die zusammengefügt werden sollen. Daran schließt sich die Überlegung an, wie Jungen und deren Umgang mit
Büchern und Texten hier dargestellt werden. Ein
perfekter Einstieg, um über die eigenen Lesegewohnheiten und das Rollenverständnis lesender
Jugendlicher zu sprechen.
Of Books and Boys
WORKSHEETS
15
W1 Henry Nel (Part I)
Here’s a text by a teenage boy about the visit of an author to his school.
a) Scan the text for information about Henry.
b) Skim through the text, trying to get a rough idea of what Henry is writing about.
c) Read the text more slowly and more carefully, underlining all the information you might need
when you give a short talk in your own words about Alan Gibbons.
d) Find out what structure Henry uses for his own text. Now write down the rough structure of
your mini-talk on the lines below.
My name is Henry Nel and I am 15 years
old. I attend St. Sampson’s Secondary
School in Guernsey in the Channel Islands. It’s a small school with just over
560 pupils attending it, split into 5 year
groups from age 11 to 16 years. Guernsey
is a small island (13 by 8 kilometres) with
a population of nearly 60,000! There are
five secondary schools in the island, and l
cycle about 4 km to school each day.
Living on a small island it’s quite rare to
have any famous people come over, so
these visits are well appreciated. Previously we have had visits from Brian
Moses and Ben Fogle. Most recently we
had an author who came in to visit our
school called Alan Gibbons. He is a large
man, in his fifties with a beard and who
wears glasses. He has written several
books. His writing career started back in
2000 when he won the Blue Peter book of
the year competition with his award winning book called “Shadow of the Minotaur”. He has also been shortlisted for
the Carnegie Medal in 2001 and 2003
and twice for the Booktrust Teenage
Prize. Before becoming an author he was a
teacher for 16 years in a primary school.
:in Englisch 2/2009
When our school heard Alan Gibbons was
visiting the island our English department grabbed the opportunity to see if
he would do a presentation to the whole
of year 10. He started off with a story
about how he became an author. He made
this particularly interesting and included
lots of humorous jokes which many of my
friends and I enjoyed. He also included
real life references and anecdotes which
added to the humour and made it all the
more interesting. He read many extracts
from his award winning books and several
rather amusing poems. Overall the majority of the students and all my friends included enjoyed his visit.
The following day Alan Gibbons came to
our school again to do a workshop with
my English class. Our teacher wanted him
to teach a lesson focusing on “descriptive
writing”. This was particularly useful for
us with our forthcoming English language
GCSE. He started off by reading the first
page of his book called “The Edge”. It was
then our task to create a character and
write an introduction which would grab a
reader’s attention. He told us various
methods about how to do this. He partic-
Of Books and Boys
WORKSHEETS
16
ularly focused on the use of alliteration
(recurrence of same stressed sounds),
which he explained how it made the reader think more and visualize the situation
effortlessly. He then wanted us to include
certain scenarios in our short story and
include the use of description to help
highlight them. Overall this lesson was
very useful and helped us to bring our
stories to life. I would personally like to
thank Alan Gibbons on behalf of my
school for his excellent presentation and
workshop.
Write down the things you don’t understand about the text, e.g. alliteration or GCSE. Look
them up in a dictionary or on the internet.
:in Englisch 2/2009
Of Books and Boys
WORKSHEETS
17
W2 Henry Nel (Part II) – Working with the Text
Imagine you have to write a similar text about the visit of a famous person to your school or town.
a) Go through Henry’s text and underline phrases or ways of expressing things that could be
helpful for your own texts. Some expressions have already been marked for you.
b) Now copy the remaining expressions into the box.
c) Imagine what famous person you would like to write about and what they might offer during
their visit. Write a text and make sure you use as many expressions from the box as possible.
d) Get together in groups of three or four. Compare your texts. Give advice to each other on how
to make your texts more interesting. Then edit and re-write your texts.
My name is Henry Nel and I am 15 years
old. I attend St. Sampson’s Secondary
School in Guernsey in the Channel Islands.
It’s a small school with just over 560
pupils attending it, split into 5 year
groups from age 11 to 16 years. Guernsey
is a small island (13 by 8 kilometres) with
a population of nearly 60,000! There are
five secondary schools in the island, and l
cycle about 4 km to school each day.
Living on a small island it’s quite rare to
have any famous people come over, so
these visits are well appreciated. Previously we have had visits from Brian
Moses and Ben Fogle. Most recently we
had an author who came in to visit our
school called Alan Gibbons. He is a large
man, in his fifties with a beard and who
wears glasses. He has written several
books. His writing career started back in
2000 when he won the Blue Peter book of
the year competition with his award
winning book called “Shadow of the Minotaur”. He has also been shortlisted for
the Carnegie Medal in 2001 and 2003
and twice for the Booktrust Teenage
Prize. Before becoming an author he was a
teacher for 16 years in a primary school.
:in Englisch 2/2009
When our school heard Alan Gibbons was
visiting the island our English department grabbed the opportunity to see if
he would do a presentation to the whole
of year 10. He started off with a story
about how he became an author. He made
this particularly interesting and included
lots of humorous jokes which many of my
friends and I enjoyed. He also included
real life references and anecdotes which
added to the humour and made it all the
more interesting. He read many extracts
from his award winning books and several
rather amusing poems. Overall the majority of the students and all my friends
included enjoyed his visit.
The following day Alan Gibbons came to
our school again to do a workshop with
my English class. Our teacher wanted him
to teach a lesson focusing on “descriptive
writing”. This was particularly useful for
us with our forthcoming English language
GCSE. He started off by reading the first
page of his book called “The Edge”. It was
then our task to create a character and
write an introduction which would grab a
reader’s attention. He told us various
methods about how to do this. He partic-
Of Books and Boys
TRANSPARENCY
(for use see page 2)
T1
Sir Fox Bones – The Office/The Scene of the Crime
1
2
Illustrationen: Lars Benecke
:in Englisch 2/2009
Of Books and Boys
TRANSPARENCY
(for use see pages 14)
T2
Henry Nel/Boys and Books
1
Photo: Familie Nel
2
Illustration: Andrea Naumann
:in Englisch 2/2009
Of Books and Boys
WORKSHEETS
20
ularly focused on the use of alliteration
(recurrence of same stressed sounds),
which he explained how it made the reader think more and visualize the situation
effortlessly. He then wanted us to include
certain scenarios in our short story and
include the use of description to help
■
attend
■
just over … pupils
■
living (in a small town/…)
■
visits are well appreciated
■
previously
■
most recently
:in Englisch 2/2009
highlight them. Overall this lesson was
very useful and helped us to bring our
stories to life. I would personally like to
thank Alan Gibbons on behalf of my
school for his excellent presentation and
workshop.
Of Books and Boys
WORKSHEETS
21
W3 Alan Gibbons
Here are a number of different texts that tell you something about the author.
a) Which text do you find most helpful and why?
b) Having read the texts, make two lists: What I know about Alan Gibbons/What I would still like
to find out.
c) Using your second list, search for more information on the net. Exchange your findings in class.
Alan Gibbons has been writing children’s books for seventeen years. He
is the winner of the Blue Peter Book
Award 2000 “The book I couldn’t put
down” for his best-selling book Shadow of the Minotaur. His books have
been published in Japanese, German,
Italian, French, Thai, Spanish, Danish,
Dutch, Swedish and other languages.
Alan has been a teacher for 16 years.
He has made numerous visits to schools
and libraries, colleges and education
conferences. In addition to visiting 150
schools a year across the UK, Alan has
spoken in the Channel Islands, Spain,
France, Cyprus and Switzerland. Visits
to Greece, Hong Kong and El Salvador
are being scheduled.
Alan gives two kinds of talks: The author talks (“How I do it.”) or his writing
workshops where he teaches people to
write their own texts.
:in Englisch 2/2009
Alan Gibbons is a Blue Peter Book
Award winner and children’s author,
who currently lives in the North of
England.
He was born in Warrington, Cheshire,
England. When Alan was eight years
old, his father (a farm labourer), was
hurt in an accident. The family moved
to the city. This is where Alan experienced bullying for the first time. He began to write as a child but never tried to
get any of his work published. In his
mid-thirties, Gibbons trained as a
teacher and starting writing short stories for his students. Later, he began to
write professionally. He is organizer of
the Campaign for the Book.
Of Books and Boys
WORKSHEETS
22
“The Lost Boy’s Appreciation Society” is one of
Alan’s best books. To read the first few pages,
go to:
http://www.amazon.co.uk/gp/reader/
1842550950/ref=sib_dp_pt#reader-page
When their mother dies in an accident, Gary,
John and Dad are lost without her. Gary is only
14 and goes seriously off the rails, getting involved with local thugs and teetering on the brink
of being on the wrong side of the law. John is
wrestling with the GCSEs and his first romance –
the gorgeous Olivia Bellman. But he’s carrying
the burden of trying to cope with Gary and Dad at
the same time. And they’re all living with the
memories of someone they can never replace.
“The Edge”, written in 2002, is another famous book by Alan Gibbons. To
read the first pages, go to:
http://www.amazon.co.uk/gp/reader/
1842550942/ref=sib_dp_pt#reader-page
Danny and his mother go on the run
to escape domestic violence but when
they arrive on the Edgecliffe estate it
is out of the frying pan and into the
fire. What’s more, the vicious Chris
Kane is on their trail.
a) Which text do you find most helpful and why?
b) Make two lists.
What I know about Alan Gibbons
What I would like to find out
c) My findings from the internet and other sources (use your exercise book).
:in Englisch 2/2009
Of Books and Boys
WORKSHEETS
23
W4 Henry Nel (Part III) – Creative Writing
This is the text Henry wrote during the workshop with Alan Gibbons. Read his text and
a) say why you like it/don’t like it.
b) make suggestions: How would you change this text?
c) What tips do you think Alan Gibbons gave the pupils at Henry’s school to come up with a text
like this? Do you think you can identify some techniques?
c) Write your own text based on the first sentence of the story. How would you continue?
The Edge
The Edge is a place I go to, to
forget my bad memories …
As I slowly jogged up the
steep hill, I could feel my
heart pounding and a thin
layer of sweat emerged on
my forehead. A chill wind
flew through my hair as if
it was separating each individual strand. I glanced
up at the sky and saw a
dark menacing black cloud
hovering over the hill. I
looked down at my watch
and noticed the screen
had shattered. Dusk was
closing in, and I knew that
my jog was almost over. I
could see our small house
in the distance as its
smoke rose from the chimney. The barren land surrounded our village which
was approaching steadily
in the distance. As I got
:in Englisch 2/2009
closer, I saw a dark figure
standing roughly fifty yards
from our house. It looked
like a guy with broad shoulders and a big chest. He
wore a tight white vest and
huge veins bulged out of
his arms. This mysterious
man was holding what
looked like a crowbar and a
box of tools.
boyfriend who was meant
to be in prison. I stopped
running and froze. My mind
went blank as he started
walking round to the back
door.
I looked around for help, as
if to expect it to suddenly
appear. However, everything
remained still and quiet. I
could only hear the sound of
the wind whistling through
our neighbour’s door, where
I crouched in the porch. I
knew I needed to stop Chris
from escaping, but how?
I continued to run. I felt
tired and cold and just
wanted to get back to the
safety and warmth of my
home. I saw the man arrive
at our house. His deathly
stance sent shivers of fear I thought to myself hard.
down my spine. I knew I was Surely he had his van
close but not close enough. parked around the corner,
and there it was – the
His hair gave it all away, be- white dusty van with the
cause he had none. It was name “Chris Kane” printed
Chris Kane, my Mum’s old on the sliding doors.
Of Books and Boys
WORKSHEETS
24
I hurried to his van to
smash it up. But what
with? I looked inside and
noticed his keys were still
inside. I couldn’t take them
… could I? I decided it
would be best to try and
wreck his van without leaving too much evidence. I
rummaged in his van and
saw a sharp object which
looked like a sharpened
screw driver. I grabbed it
and staggered out of his
van. I bent down and
slashed his front right tyre.
The tyre started to deflate
as the air pressure decreased. I had done it! All I
had to do now was to rescue Mum.
c) What tips do you think Alan Gibbons gave the pupils at Henry’s school to come up with a text
like this? Do you think you can identify some techniques?
d) Notes for your own story.
:in Englisch 2/2009
Of Books and Boys
WORKSHEETS
25
W5 Book Jokes
Some book titles can be very funny and can have a double meaning in English. Try to understand the examples, then make up your own silly titles. Sometimes, it helps to read the title and
the authors out loud (it’s the sound, not the spelling that makes the joke)
Igloo Building
by S. Keemo
Weekend Breaks
by Gladys Friday
Making Snacks
by San Widge
What Is a Vacuum?
by M.T. Space
My Golden Wedding
by Annie Versary
Keep on Trying
by Percy Vere*
Hair Disorders
by Dan Druff*
I’d Rather Watch
a Marathon
by C. M. Run
Mega Bites
by Amos Quito
The Japanese Way of
Death
by Harry Kirri
Crossing Roads Safely
by Luke Bothways
Toe Touching
Exercises
by Ben Dover
Modern Haircuts
by Sean Head
Catching Criminals
by Hans Upp
The Worst Journey in
the World
by Helen Back
The Story of
Sherwood Forest
by Robin D. Rich
Easy Suppers
by Egon Chips
Whodunnit?
by Ivor Clew
How to Find Things
by Luke A. Round
Reptiles
by Sally Mander
Winning the Lottery
by Jack Potts
Detectives for
Beginners
by Ella Mann Tree
Driftwood
by Sandy Beach
Making the Most
of Life
by Maxie Mumm
How to Make Money
by Robin Banks
How to Keep
Things Oiled
by Russ T. Gates
We'll Meet Again
by Miles Apart
Late Again
by Misty Buss
How to Predict
the Weather
by Luke Upp
Parachute Jumping
by Hugo Furst
* to persevere – to keep going, durchhalten
dandruff – Schuppen (Haare)
:in Englisch 2/2009
Of Books and Boys
WORKSHEETS
26
Now match the correct parts of the jokes about books. Draw arrows. Careful: Two jokes have
four lines.
Teacher: Who is your favourite author?
Teacher: What does this book tell
you about the life of doctors?
Librarian: Did you enjoy reading
“Moby Dick”?
Teacher: Tell the class what book
you read.
Librarian: Did you enjoy reading
“The Hunchback of Notre Dame”?
Teacher: But George Washington
never wrote any books.
Teacher: Tell the class what book you
read and what you thought of it.
Teacher: And tell the class what it
was about.
Pupil: “Twilight”.
Son: Mom, they’re schoolbooks,
not home books.
Pupil: You got it.
Pupil: George Washington.
Pupil: It was about 320 pages.
Pupil: Well, I read the first 100 pages,
then I found out it wasn’t about
football.
Father: Nonsense, you’ll walk to
school the same as I did.
Pupil: I read the phone book, but I
didn’t understand it. It had too
many characters.
Teacher: Tell the class what book
you read and then tell them something about the plot.
Pupil: I read “The Life of Abraham
Lincoln.” He dies at the end.
Mother: How come you never bring
any books home?
Pupil: I couldn’t finish it. I got seasick.
Son: Dad, my teacher says I should
have an encyclopedia.
Pupil: It doesn’t tell me anything. I
have to read the dumb thing.
What do these jokes tell you about the pupils? How do you personally feel about reading
books? Do you think that boys read different books than girls? Why?
:in Englisch 2/2009
Of Books and Boys
TEACHER’S NOTES
27
Katja Krey/Ulrike Eckstein
Stationenlernen: Battle of the Books
Klasse 7–10
Die Materialien zum Stationenlernen bieten diesmal eine Vielzahl an Anregungen, die sich alle
um das Thema Bücher und Alternativzugänge
ranken. Neben der individuellen Aufbereitung
einzelner Texte durch Schülerinnen und Schüler
wird hier eine Variante eines „Battle of the
Books“ vorgestellt, die in der Mittelstufe durchführbar ist. Vorschläge für geeignete Titel entnehmen Sie der (subjektiven und unvollständigen)
Liste im Bereich Top-Up.
Worksheet 1: Talking about Books
Als Einstieg in die Thematik und als Vorbereitung für die Schlacht ums Buch brauchen die
Schülerinnen und Schüler Rüstzeug. Im Internet
finden sich teilweise grässliche, stümperhafte
Bewertungen von Büchern. Anhand der Gliederung auf dem Arbeitsblatt kann die Klasse anhand konkreter Beispiele ausprobieren, wie sich
im Baukastensystem gehaltvolle Rezensionen in
der Zielsprache formulieren lassen.
Worksheet 2: A Book in a Cereal Box
Eine Möglichkeit zum Umgang mit Literatur, die
Jungen meist sehr viel mehr anspricht als das
Reading Log (siehe Top-Up) bei dem „zu viel
schön geschrieben werden muss“. Sobald die
Schülerinnen und Schüler die einzelnen Schritte
in die richtige Reihenfolge gebracht haben, geht
es ans Basteln und Gestalten. Bei der Suche nach
geeigneten Gegenständen für die Schachtel kommen die Schülerinnen und Schüler oft auch zu
Hause ins Gespräch über den Text und finden
auch im Austausch untereinander neue Zugänge
und Einblicke in den Text. Je nach Behälter und
gewähltem Buch ist diese Möglichkeit schwerpunktmäßig für die Klassen 5–8 geeignet.
Worksheet 3 und Top-Up:
Battle of the Books (1–6)
Gleich zu Beginn sei betont: Dies ist nur eine
Variante eines BoB. Weitere Hinweise zu einer
:in Englisch 2/2009
anderen Variante finden Sie im Bereich Top-Up
auf der CD. Bei der vorliegenden Variante sollten
Sie eine Kollegin oder einen Kollegen finden, um
mit zwei Klassen gegeneinander spielen zu können. Zunächst einigen Sie sich auf eine Liste der
zu lesenden Bücher. Dann entscheidet das Los
darüber, wer gegen wen zu spielen hat. Eine
mögliche Zuordnung gelingt über Autoren und
Buchtitel, eine Datei hierzu befindet sich für Sie
ausdruckbar im Bereich Top-Up auf der CD.
Nach etwa zwei Monaten werden innerhalb der
Klasse die Bücher in 4er-Gruppen vorgestellt –
detaillierte Hinweise für die Schülerinnen und
Schüler befinden sich auf dem Arbeitsblatt. Jede
Schülerin und jeder Schüler hat ein Buch zu lesen
und ein Portfolio dazu abzugeben. Erst in der
Abschlussrunde treffen die beiden Klassen aufeinander. Die Schülerinnen und Schüler haben
dann bereits Erfahrung im Umgang mit den Bewertungskriterien (siehe Material Top-Up CD).
Jeweils zwei Schüler/-innen jeder Klasse treten
gegeneinander an, um den Gewinner dieses Einstiegs in die Welt der BoBs zu ermitteln. Vorlage
eines Bewertungsrasters für die Klasse befinden
sich auf der CD im Bereich Top-Up.
Top-Up:
Worksheet 4:
How to Keep a Reading Log
Diese Datei befindet sich im Bereich Top-Up auf
der CD. Sie basiert auf der Lektüre des Romans
„Harold and Maude“ in einer Klasse 10 des Gymnasiums, kann aber aufgrund der Vielzahl der
Ideen sehr einfach auf andere Bücher, die Sie mit
einer Klasse im Klassenverband lesen, umgeschrieben werden.
Worksheet 5: Lektüreempfehlungen
Lektüreempfehlungen für die Klassen 5 bis 10.
Speziell für Klassen mit hohem Jungenanteil.
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28
W1 Talking about Books
Before you start talking about books you need to remember some of the words and expressions used
for this. Here are two terrible examples from the internet. Make sure you never write as badly as this.
The book was alright but I believe it
could have been better. It took too long
to get to the point and I disliked that.
It was an ok book.
I recommend this book to students.
Right in the beginning of the book it
catches your attention. It’s not a long
book to read so it doesn’t take too
much time.
Just follow steps a to c below:
a) Think of a book and write down its title and author.
My book is
by
b) Go through the list and mark all the words/expressions that you could use when talking about
“your” book.
c) At the end, find a partner and tell him/her about your book.
What kind of book is it?
teenage fiction
adventure story
love story/romance
detective story/whodunnit
crime/thriller/horror
science-fiction/fantasy
historical fiction
mystery story/ghost story
■
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Setting (place/time)
is set in (Los Angeles, rural Britain,
present time …)
takes place at
The story begins when …
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■
What is the book about?
The book is about: true friendship, family life, a holiday trip, job, broken home, running
away, the problems of growing up, homelessness, young criminals, being drawn into …,
wartime experience/events, starting a new life, school/education, a personal crisis, visitors
from outer space, immigration, alienation,
The book/author: deals with, describes, focuses on, centers on, shows, tells about, raises
questions, explores, questions, confronts the reader with,
:in Englisch 2/2009
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WORKSHEETS
Plot/Story line
a good story line
well-developed
fast-flowing
action-packed
strong
fast/slow-moving
convincing
straight forward
vivid
touching
keeps several story
lines on the go
gentle
gripping
haunting
disappointing
predictable
confusing
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
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■
not the least predictable
has a surprise
unexpected
happy
sad
open ending
has a superb twist at the
end
ends on/with a note of
(optimism, pessimism,
despair, uncertainty …)
The reader is often one
step ahead of the
character(s).
■
29
Characters
main/central character
protagonist
hero/heroine
minor character
a wide variety of characters
go well together
are portrayed realistically
believable/credible
convincing
disappointing
sensitive
exaggerated
unreal
are confronted/faced with
undergo a change
The reader’s sympathy is
with …
You really get involved with ...
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
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Language/Style/Point of view
uses colloquial, everyday, rough language, slang expressions,
is highly emotional, clever, humorous,
is seen through somebody’s eyes, told from the point of view of …, told by,
told in the present tense,
told in the form of (a diary …),
■
■
■
■
■
My personal response
It was not what I expected.
I was really disappointed.
You shouldn’t miss that book.
This is an excellent book.
Oh, you simply must read it.
I couldn’t put it down.
One of the best books I’ve ever read.
great, excellent (from start to finish), brilliant, a must, thoroughly enjoyable, highly
recommendable, hugely entertaining. remarkable, a good read, unputdownable
■
■
■
■
■
■
■
■
:in Englisch 2/2009
■
makes you want to read more, has a lot going for it, is bound to make you (laugh), a
great book if you’re into (science fiction, romances …), perfect if you’re looking for a
book that sets your nerves on edge, is easy to
read, really makes you think, thought-provoking, full of (suspense), has a satisfying mixture of (romance and horror), offers a touch
of (horror …), rather confusing, not always an
easy read, hard/difficult to read, too challenging, boring/dull, totally unbelievable,
not interesting at all, not my cup of tea
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30
W2 A Book in a Cereal Box
Here’s an idea for you on how you can turn a book you have read into an interesting project followed by a presentation. First put the steps in order. Write down the numbers 1–8. Then follow
the steps and be surprised about the amazing results.
BOOK IN A BAG, AN ENVELOPE, A CEREAL BOX …
In the presentation, you might explain the connection of the container to the
story. You conduct a show and tell about the five to ten things in the box and
then share information about three of the book’s literary elements – setting,
characters, conflicts, climax or resolution.
Finally, you take a vote on the best container and/or presentation. Which book
did you really become interested in?
Choose a book and read it.
When all containers in your class are complete, you go to work on the contents
of your container.
You could include the following:
Questions: Write ten questions based on the book. Five of the questions
can be about general content, but the other five should require more thinking.
Vocabulary: Create a glossary of unfamiliar words from the book.
Things: Include five to ten objects that have a connection to the story.
■
■
■
Decorate your container (inside and outside) to convey some of the major
details, elements or themes found in the book.
The third and final part of the project is your presentation. Each student
presents a “Book in a …” project to the class. Your teacher will tell you more
about this.
After reading the book, select an interesting
book report container. The container could be a
plastic bag, an envelope, a can, a Tupperware
or wooden box or anything else that might be
appropriate for a book.
:in Englisch 2/2009
Of Books and Boys
WORKSHEETS
31
W3 Battle of the Books (1)
You have the mission to convince the rest of the world that the book you have read is the best
book on earth. Furthermore, you have the chance to ask detailed questions on a book somebody
else has read. Two classes participate. This is what’s going to happen.
ROUND 1
(The two classes operate simultaneously, but separately.)
1. Choose a book from the list that you want to read: If you want to pick a different book,
contact your teacher.
2. One opponent each will be drawn (see extra sheet).
3. Get detailed information on your opponent’s book.
4. Prepare yourself for the battle. Fill in the portfolio sheet. Think about questions you might
be asked on your own book and answers you might want to give.
ROUND 2
(Two months later. The two classes operate simultaneously, but separately.)
(12 + 12 minutes)
1. Bring a copy of your book as well as your portfolio to class.
2. Go together in groups of 4 (TEAM A = 2 combatants and TEAM B = 2 jurors).
a) TEAM A: You’ve got 4 minutes each to ask your opponent questions on his/her book.
TEAM B: Keep the time and evaluate the dialogues using the evaluation sheet; one juror is
only responsible for one combatant.
b) TEAM A: You’ve got 2 minutes each to convince the other person to read your book.
TEAM B: Keep the time and evaluate the monologues using the evaluation sheet. One juror
is only responsible for one combatant.
c) Jurors give oral feedback and hand over evaluation sheets.
d) Change roles within the teams.
THE FINAL BATTLE
(One week later, both classes.)
(10 + 10 minutes)
1. We agree on two representatives from each class. One after the other, they fight the
“Battle of all Battles” in front of the mixed audience functioning as jurors.
2. New rules apply:
6 minutes speaking time for the questions, 3 minutes for the conviction speech.
The audience functions not only as jurors but is allowed to get involved by asking points
of information during the question section; however, each combatant can only be interrupted twice. Interruptions are only allowed within the first 4 minutes.
■
■
:in Englisch 2/2009
Of Books and Boys
WORKSHEETS
32
How do I get my grade?
ELEMENT I: You have to turn in your signed portfolio.
ELEMENT II: You can choose one (!) of the following creative tasks:
a) Create a leaflet advertising your book. Include visual as well as verbal elements
(size: A4 or smaller).
b) Compose a (rap?) song on your book and record it.
c) Write a poem on your book and include some kind of illustration.
d) Shoot a commercial for your book.
e) Create a cover as well as a blurb for the next edition of your book.
f) ??? (If you have an additional idea, please contact your teacher)
ELEMENT III: You will be observed in your oral battle.
PORTFOLIO
Name:
Author and title of the book:
When?/What?/How long?
Questions I will ask my opponent. You
need to refer to your opponent’s book! For
examples: What are the names of the protagonists? Where do they live?
Keywords for my conviction speech (take
a look at the worksheet “Talking about
Books”):
“I hereby confirm that I’ve read the book mentioned above in English.”
Date
:in Englisch 2/2009
✗
Signature
Of Books and Boys
METHOD MADNESS
33
Harald Weisshaar
Boys and Books
Reading Boys
Nationally, there’s concern about boys’ achievement, and the more we can encourage boys to
read, the more it will help their overall progress.
Most teachers would like boys to discover the
pleasure of reading fiction: However, it’s important to value their own choices and start from
where they are. So don’t think “boys don’t read”
– they do, sometimes even more than girls. Very
often they don’t start by reading fiction or they
simply don’t talk about this. Most boys read nonfiction, graphic novels or joke books; outside
school, boys may be reading magazines about
computers, adverts in newspapers, text messages,
emails and websites on screen, graphic novels,
joke books, comics, CD sleeves, takeaway menus
… and much more.
To motivate boys to read …
find books that can spark discussion
offer positive role models
focus on a story’s actions, not just the emotions
use graphic organizers to list the main events
in a narrative text
allow them to read graphic novels and comic
books
give them books about hobbies, sports and
things they might do or be interested in doing
understand that they tend to enjoy escapism
and humour
point out series of books they might like to
collect
use technology to get boys interested in literacy
provide them with informational texts, magazines and newspapers
show them that reading is “socially acceptable”
for boys!!!
Never tell boys that reading magazines, comic
books, baseball cards or instruction manuals is
inferior to reading story books or fiction.
Don’t force boys to express their feelings and
emotions toward a story character.
:in Englisch 2/2009
For
a detailed booklet on boys and reading
“Me read – No way” (PDF), go to:
http://www.edu.gov.on.ca/eng/document/
brochure/meread/meread.pdf
What do boys need when it comes to
reading?
Humour
Boys like books that make them laugh and that
appeal to their sense of mischief. When reading
out texts in the classroom, allow yourself to be
“silly” with your body language and facial expressions, with sounds, with your voice (make
your voice loud/quiet, fast/slow, etc …). Let
pupils read lots of comic books and joke books;
let them read humorous and absurd authors, too.
Curiosity
Offer them books that have a mystery. Make sure
you ask good questions when reading aloud
(“What do you think is going to happen next?”)
Boys’ curiosity often turns into a love of science
fiction or fantasy when they’re older.
Non-Fiction
Boys like books that are non-fiction, that reflect
what they aspire to be and to do. Boys also enjoy
books that have short paragraphs that can be
complete all on their own (e.g. magazines, or
facts from the “Ripley’s Believe It or Not” books
or “Guinness Book of World Records, etc …).
Comic books and graphic novels are a favourite
with boys (not with girls, though, just one in 20
readers of comics is female!). Boys do like fiction,
but they prefer fiction that focuses on action
more than on emotions.
Action
Apart from reading books, boys also like to tell
stories orally (with a lot of sound-effects). Books,
audio-books and computer tie-ins to books and
films can encourage boys to read the book.
Of Books and Boys
METHOD MADNESS
34
Competition
Reading can be encouraged by turning it into a
competition. The competition doesn’t have to be
a competition with others; it could be with themselves. Why not give stickers for books read and
celebrate when they have gathered many stickers?
Konsequenzen für den Fremdsprachenunterricht
Denken
Sie bei der Planung Ihrer Stunden
auch an Aufgaben für Jungen, bzw. ersetzen
Sie sehr „mädchenlastige“ Aufgaben in den
Lehrwerken (z.B. „Imagine you are the 13-year
old African girl. Write her diary entry.“)
Versuchen Sie, Jungen bei der Durchführung
Ihrer Stunden weniger als Störfaktor zu empfinden und souverän mit Schülerprodukten
umzugehen. Vor allem bei kreativen Schreibaufträgen haben Jungen immer wieder den
Drang, blutrünstige oder alberne Geschichten
auszudenken und aufzuschreiben. Diese können aber (trotzdem oder gerade) sprachlich
ausgesprochen produktiv sein.
Überlegen Sie bei der Arbeit mit dem Lehrwerk, vor allem aber bei der Textarbeit, von
welchen Materialien sich die Jungen stark angesprochen fühlen.
Wenn Ihre Tafelbilder übersichtlich, anschaulich und gut lesbar sind sowie grafische Anreize
bieten, dann ist das für alle Schülerinnen und
Schüler hilfreich.
Bauen Sie in Ihren Unterricht immer wieder
Bewegungselemente oder Phasen mit Wettbewerbscharakter ein.
Ihre Erarbeitungsphasen sollten wenn möglich von einer Entspannungsphase gefolgt
werden, in der die Möglichkeit zur Verarbeitung besteht. Schaffen Sie Plattformen in
Ihrem Unterricht, bei denen abgedriftete
Schülerinnen und Schüler wieder „einsteigen“ können.
Ermutigen Sie Jungs, mehr zu lesen, indem
Sie ihnen besonderes „Futter“ anbieten.
Verzichten Sie auf alle Fälle auf öffentliche
Vergleiche Jungs-Mädchen. („Die Jungen
sind heute wieder unmöglich, die sperren wir
jetzt in den Keller, dann kann ich mit den
Mädchen weiterarbeiten.“ Dieses Beispiel
wurde mir tatsächlich von Schülern berichtet!)
:in Englisch 2/2009
Betonen
Sie immer wieder, warum (und wo)
Lesen im Leben wichtig ist.
Berücksichtigen Sie bei der Auswahl von Lektüren auch solche, die Jungen besonders stark
ansprechen. Fragen Sie in Buchhandlungen
gezielt nach Neuerscheinungen der Kinderund Jugendliteratur und erfragen Sie auch,
welche die Jungs am liebsten kaufen.
Denken Sie einmal darüber nach, wann Sie
zum letzten Mal in Ihrer Klasse signalisiert
haben, dass Sie die Jungen mögen und gerne
mit ihnen arbeiten?
Wer in Ihrem Umfeld kann das Image das
Lesen für Jungen aufbessern, bzw. wer könnte
als „role model“ in Frage kommen?
Machen Sie immer wieder Leseangebote, z.B.
durch eine Klassenbibliothek (in der dann
auch Texte zu finden sind, die Jungen gerne
lesen, s.o.)
Book report alternatives
Nun noch einige Möglichkeiten zum Umgang
mit Literatur, die für viele Jungen attraktiv sind.
Außerdem entstehen dabei Produkte, die gut im
Schulhaus ausgestellt werden können:
Design
an advertising campaign to promote
the sale of the book you read. Include each of
the following in your paper: a poster, a radio
or TV commercial, a magazine or newspaper
ad, a bumper sticker and a button.
Make models of three objects which were
important in the book you read. On a card
attached to each model, tell why the object was
important in the book.
If the book you read involves a number of locations within a country or geographical area,
plot the events of the story on a map. Make
sure the map is large enough for us to read the
main events clearly. Attach a legend to your
map. Write a paragraph that explains the importance of each event indicated on your map.
Select one character from the book you read
who has the qualities of a hero or heroine. List
these qualities and tell why you think they are
heroic.
Tape an interview with one of the characters
in the book you read. Pretend that this character is being interviewed by a magazine or
Of Books and Boys
METHOD MADNESS
newspaper reporter. You may do this project
with a partner, but be sure to write a script before taping.
Make a wanted poster for a character in the
book you read. Include the following: a drawing of the character or a magazine cut-out, a
physical description of the character, the character’s misdeeds, other information about the
character that you think is important and the
reward offered for the capture of the character.
In “The Catcher in the Rye”, Holden Caulfield
describes a good book as one that “when
you’re done reading it, you wish the author
that wrote it was a terrific friend of yours and
you could call him up on the phone whenever
you felt like it.” Imagine that the author of the
book you read is a terrific friend of yours.
Write out an imaginary telephone conversation between the two of you in which you discuss the book you read and other things as
well.
Imagine that you have been given the task of
conducting a tour of the town in which the
book you read is set. Make a tape describing
the homes of the characters and the places
where important events in the book took
place. You may use a musical background for
your tape.
Make a time line of the major events in the
book you read. Be sure the division on the
time line reflect the time periods in the plot.
Use drawings or magazine cut-outs to illustrate events along the time line.
Is there a character in the novel or story who is
similar to someone you know in real life? Describe this character, pointing out the similarities between her/him and the person you know
personally.
In every novel, some character “pushes” the
conflict in one direction or another because of
some trait of character, some hang-up, or
some belief. Identify a “pusher” character and
explain to the class how the character’s “pushing” made the conflict move the way it did.
Imagine you are one of the characters of your
novel or story. How do you like the way you
were treated in the story? What would you like
to say to the author? What would you like to
say to the other characters in the story? Tell
them what you think of the whole thing!
:in Englisch 2/2009
35
Pretend
that you own a time machine. You
travel backward in time or forward into the
future to visit one of the characters from your
novel or story. This character gives you a message to carry back into the present world. It is
a warning of what is to come or a lesson she or
he has learned from his/her own experiences.
Write down everything she or he tells you and
report it to us who are in present time.
Write a parody of the book. Parody the entire
book or one scene.
Convert a book to a radio drama or a “You
Are There” News program reporting on a particular scene, character or event in the book.
Give a live or taped version about the story –
or a scene from it – as a radio play. Include an
announcer and sound effects.
Write and stage a television series episode.
Think of a popular television series that a
book or part of it would fit. Then convert it to
that series and give the segment before the
class.
Make life-sized paper-stuffed animals, people,
or objects found in a book. Cut out two large
sheets of wrapping paper in the shape desired.
Staple the edges almost all the way around.
Stuff with crumpled newspaper, finish stapling, and paint.
Fashion a mobile from items related to a story.
The mobiles add colour and movement to a
room. Display them in the library, the cafeteria, the multipurpose room or in the hallway.
Make a “roll-movie” of the scenes or events of
a book. Put a series of pictures in sequence on
a long strip of paper. Attach ends to rollers
and place in a cardboard box. Print simple dialogue to accompany the frames.
Pitch a sales talk for a book. Give everyone in
the class tokens, play money or straw votes.
After the sales talk, take bids to get the most
for the book.
Draw a scale model of an item in a story. Making an object from the story to scale presents
many challenges. For example, try a go-cart, a
match-lock gun or any other item.
Cook a food mentioned in your book. It is
always fun to share something to eat. Please
cook your recipe at home.
Build a relief map of the setting of the story.
Use clay, sand or papier-mâché.
Of Books and Boys
METHOD MADNESS
36
Design
and make your own t-shirt of an illustration about a book. Create a design, using
colour-fast marking pens.
Construct a building from a story. Work together with others to build an item from the
story that they have read also.
Design a comic strip retelling some event in
the story. This may be expanded to tell the
whole story of the novel as a comic book.
A character in search of a job. As if you were a
character in the book, compose a resume and
cover letter for your character, who is applying
for a job suitable for the character and the setting of the novel. Does your character have
any references?
Compile a scrapbook or a memory box.
Choose one of the major characters in your
book, and, as that person, put together a
scrapbook or memory box of special memories and mementoes. Be true to your character.
Better book reports
Make a book report sandwich!
Draw slices of ham, tomato, and Swiss cheese;
lettuce leaves; a layer of mayonnaise, and a couple
of slices of bread. Then photocopy the drawings
onto appropriately coloured sheets of paper – ham
on pink, tomato on red, Swiss cheese on yellow,
etc. The sheets serve as the ingredients for the
students’ book report sandwiches.
On the top slice of bread, each student writes the
title and the author of the book the student had
just finished reading. On the lettuce, the student
writes a brief summary of the book. The student
writes about the main character on the tomato
slice. On the mayonnaise, the student describes
the book’s setting. The student shares the book’s
climax on the Swiss cheese. On the ham slice, the
student describes the plot. On the bottom piece
of bread, the student draws a favourite scene
from the story. Students staple together their
sandwich layers, then slap their concoctions up
on a bulletin board headlined “We’re Hungry for
Good Books!”
The bulletin board serves as a menu for students
who are ravenous for a good read. All they have
to do is grab a sandwich to learn whether a particular book might satisfy their appetites!
:in Englisch 2/2009
Prove it in five minutes!
Each student gives a 150-second (2 1/2 -minute)
oral presentation in which he or she shares information about a book’s plot and characters. The
student closes the presentation by offering an
opinion and recommendation about the book.
Then students in the audience have 150 seconds
to question the presenter about the book. If the
presenter is able to prove in five minutes that he
or she read the book, the student is excused from
filing a written report about it.
Picture books
After reading a book, each student creates a picture book version of the story that would appeal
to younger students. The students can then share
the picture books with a group of young students.
Videotape book report
Students create a “commercial” for a book they
read. Set up a video camera in the back of the
classroom and have each child videotape himself
or herself presenting.
Share a Book Report
Students share book reports with students in the
same grade in a neighbouring school or school
district. Pair up with another class in the community and encourage students to share book reports throughout the year. Plan to have students
read some of the same books and some different
ones. Arrange for a meeting of the students for
the purpose of book sharing either as a culminating event at the end of the year or both at the start
and end of the school year.
Adjective-ly Speaking
Students focus their attention on the author’s
descriptive writing talents and learn more about
adjectives. The activity will drive home that good
writing – their own included – benefits from excellent descriptions. Have students locate five or ten
(depending on grade level) sentences in the book
that include excellent adjectives/descriptions.
Books reports go hi-tech
Introduce technology as a tool for creating book
reports. Book report lessons can make use of a
variety of popular software products, e.g. PPT.
Of Books and Boys
LDie Autorinnen/Autoren stellen sich vor
Lars Benecke (Grafik Sir Fox Bones): Studium der Fächer Kunst und Germanistik für das Lehramt an Gymnasien an der Universität Osnabrück. Wechsel zu Grafik/
Design an der Fachhochschule Hannover. Mitwirkung am
Produktionsdesign für den 3D-Animationsfilm „Back to
Gaya“ bei Ambient Entertainment in Hannover. Danach
freiberufliche Tätigkeit als Illustrator vorwiegend für
Kinder- und Schulbuch-Projekte.
Ulrike Eckstein: Englisch- und Sportwissenschaftsstudium in Tübingen und Kanada. Halbjährige Weltreise,
u.a. durch Nepal, Hongkong, Australien, Neuseeland,
Cook Islands, und die USA. Zahlreiche Englischkurse an
Volkshochschulen; seit 2003 Studienrätin am FriedrichList-Gymnasium in Reutlingen.
Mechthild Fingerle: Studium der Fächer Englisch, Russisch, Geschichte und Geografie. Lebte und arbeitete
zwei Jahre in Großbritannien. Tätigkeit als Lehrerin an
mehreren Schulen. Unterrichtet die Fächer Geschichte
und Englisch am Gymnasium Haigerloch. Zahlreiche
Veröffentlichungen zu methodisch-didaktischen Themen
und verschiedener Lehrmaterialien.
Katja Krey: Studium der Fächer Englisch und Geschichte
in Tübingen und Memphis, TN (USA). Referendariat mit
Zusatzausbildung für bilingualen Unterricht sowie Deutsch
als Fremdsprache in Baden-Württemberg. Lehrerin am
Friedrich-List-Gymnasium in Reutlingen, Lehrbeauftragte für Englisch sowie CLIL am Seminar für Didaktik und
Lehrerbildung in Tübingen. Fachberaterin Englisch mit
den Schwerpunkten CLIL und Binnendifferenzierung.
Veröffentlichungen und Fortbildungen zu historischen,
politischen sowie interkulturellen Themen.
Henry Nel: 15-jähriger Schüler auf Guernsey (Kanalinsel),
an dessen Schule der Autor Alan Gibbons einen Workshop zum kreativen Schreiben abhielt.
Harald Weisshaar: Herausgeber von „:in Englisch“.
Studium der Fächer Englisch, Spanisch und Geografie in
Tübingen, Cardiff und Cambridge. Nach dreijährigem Auslandsaufenthalt Referendariat und Unterricht an mehreren
Gymnasien in Baden-Württemberg. Harald Weisshaar ist
Fachberater für Englisch, Lehrbeauftragter am Seminar
für Didaktik und Lehrerbildung in Tübingen und unterrichtet an der Universität Tübingen und am Gymnasium
Hechingen.
LIn Vorbereitung
India
Zum Inhalt
:in Englisch bietet Unterrichtsmaterialien für die
Klassenstufen 5 bis 10. Jeder Beitrag enthält:
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Unser Ziel
:in Englisch setzt moderne Spracherwerbstheorie
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authentischen, lernerorientierten Sprachanwendungen. Die Angebote sind ausgerichtet auf einen
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Der Kontakt
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Bergmoser + Höller Verlag AG
Redaktion :in Englisch
Postfach 50 04 04, 52088 Aachen, DEUTSCHLAND
E [email protected]
Impressum
Herausgeber:
Harald Weisshaar
Erscheinungsweise:
sechs Ausgaben pro Jahr
Abonnement pro Jahr:
Jahres-Abonnement für sechs Hefte mit CD
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inkl. MwSt. zzgl. 4,50 € Versandpauschale
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Anzeigen:
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T 0241-93888-117
Mediengestaltung:
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T 0241-93888-123, F 0241-93888-188
E [email protected], www.buhv.de
Titelbild:
Andrea Naumann
CD-Produktion:
www.dreamland.de
Sprecher:
Mark Dickenson
Illustrationen:
sofern nicht anders angegeben © ideen archiv,
Bergmoser + Höller Verlag AG, Aachen
ISSN 1618-0801
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