Referendariat Lehramt Grundschule Wortschatzeinführung zum Themenbereich "food and drinks" und Storytelling "Chicken, Chips and Peas", 3. Einzel-Unterrichtsvorbereitung
Table of Contents
1. Wissenschaftlich-sachliche Grundlagen
1.1 Der Wortschatz für den Themenbereich Essen und Trinken (KdLP):
1.2 Kummunikative Strukturen (KdLP):
1.3 Keywords für die konkrete UE:
1.4 Kommunikative Strukturen für die konkrete UE:
1.5 Phonetische Besonderheiten:
1.6 Orthographische Besonderheiten:
1.7 Semantische Besonderheiten:
2. Lehr- und Lernziele
2.1 Was soll mit der Unterrichtsstunde erreicht werden?
2.1.1 Lehrplan Kapitel 1: Grundlagen und Leitlinien
2.1.2 Lehrplan Kapitel 2 A: Fächerübergreifende Bildungs- und Erziehungsaufgaben
2.1.3 Lehrplan Kapitel 2 B: Fachprofil
2.1.4 Lehrplan Kapitel 3: Fachlehrplan Jahrgangsstufe 3
2.2 Was möchte ich als Lehrer erreichen?
2.3 Welche Bedeutung hat der Inhalt der Stunde für die Schüler?
3. Lernstand
3.1 Welchen Lernstand stelle ich in der Klasse insgesamt fest?
3.2 Auf welchem Lernstand befinden sich die Schüler konkret?
3.3 Wo sehe ich Grenzen oder Schwierigkeiten?
3.4 Warum eignet sich die gewählte Methode für die Umsetzung der Lerninhalte?
3.5 Wodurch zeigt sich der Lernzuwachs der Schüler?
4. Sequenz
5.1 Enge Sequenz
6.2 Weite Sequenz
5. Unterrichtsverlauf
5.1 Unterrichtsziele
5.2 Unterrichtsartikulation
Objectives and Topics
This instructional unit aims to foster primary school students' language skills and motivation in English through the authentic children's book "Chicken, Chips and Peas" by Allan Ahlberg, focusing on vocabulary acquisition, listening comprehension, and interdisciplinary learning.
- Acquisition of food and drink related vocabulary (keywords).
- Development of listening comprehension through authentic storytelling.
- Practice of communicative structures regarding likes, dislikes, and daily routines.
- Interdisciplinary integration of cultural, aesthetic, and physical education.
- Implementation of differentiated exercises to address diverse learning levels.
Excerpt from the Book
Weiterhin zeichnet sich Chicken, Chips and Peas dadurch aus, dass die drei Handlungsstränge um Fast Fox, Mother Hen and her three little chickens und Slow Dog parallel verlaufen.
Dadurch kommt es sowohl bei der Wortwahl, als auch bei der Verwendung der Strukturen zu Wiederholungen, die das Verstehen erleichtern. Inhaltlich lässt sich das Buch unterteilen in die Phasen Waking up (Fast Fox, Mother Hen wachen auf, alle wollen etwas zum Abendessen haben), Looking for food (Fast Fox sucht in seinem Kühlschrank nach Hühnchen, Mother Hen and the chickens suchen im Vorratsschrank nach Mais), Going out to find food (Fast Fox zieht los, um die Chickens zu fangen, die Chickens ziehen los, um Mais zu finden), Finding food (die Chickens finden Mais, Fast Fox findet die Chickens), Chasing (Fast Fox jagt die Chickens, Mother Hen jagt Fast Fox), Happy ending (Slow Dog fällt aus seiner Hängematte auf Fast Fox und Mother Hen and her chickens sind wieder frei).
Summary of Chapters
1. Wissenschaftlich-sachliche Grundlagen: This section defines the specific vocabulary and communicative structures for the unit while addressing phonetical, orthographical, and semantical challenges of the selected English terms.
2. Lehr- und Lernziele: This chapter outlines the pedagogical objectives, anchoring them in the official curriculum and detailing the intended teacher goals and student outcomes.
3. Lernstand: This part assesses the current proficiency levels of the students, categorizing them into groups and explaining the methodological rationale for the chosen teaching arrangement.
4. Sequenz: This section presents the lesson sequence and maps the unit to broader curricular areas like music, art, and physical education.
5. Unterrichtsverlauf: This chapter provides a detailed schedule and articulation of the lesson, including specific activities and media usage.
Keywords
English instruction, primary school, vocabulary, listening comprehension, storytelling, Fast Fox and Slow Dog, food and drinks, didactic methodology, differentiation, pedagogical unit, language learning, curriculum, communicative structures, interdisciplinary, phonetics.
Frequently Asked Questions
What is the primary focus of this instructional unit?
The unit centers on teaching primary school students English vocabulary and structures related to food and drinks using the children's book "Chicken, Chips and Peas."
What are the central thematic areas covered?
The themes include daily activities, expressions of preference, and the narrative framework of the story involving the main characters Fast Fox and Mother Hen.
What is the main goal of this research project?
The goal is to improve the students' listening comprehension and their motivation for learning English through an engaging, story-based approach.
Which scientific methods are applied here?
The author applies didactic methods such as situational embedding, storytelling with visual aids, and differentiated tasks tailored to the students' specific performance levels.
What is addressed in the main part of the document?
The main part details the lesson plan, the pedagogical background, the learners' current levels, and the specific strategies used to overcome linguistic hurdles.
Which keywords best characterize this work?
Key terms include "English instruction," "primary school," "vocabulary," "listening comprehension," "storytelling," and "didactic differentiation."
How is differentiation implemented in the classroom for this unit?
Differentiation is provided by varying the support for students—using "Brickwords" for those needing assistance and providing different quantities of picture cards during listening activities for more advanced students.
Why did the author specifically choose "Chicken, Chips and Peas"?
The book was chosen because of its clear illustrations, repetitive narrative structure which aids understanding, and its suitability for storytelling in a primary school setting.
- Quote paper
- Eleonora Reis (Author), 2011, Wortschatzeinführung und Storytelling: Wortfeld Essen und Trinken, Munich, GRIN Verlag, https://www.grin.com/document/232449
