The adventages of creative pre-, while- and postreading activities in English lessons
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Sprache:Englisch
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Produktdetails
Format
ePUB
Kopierschutz
Nein
Family Sharing
Nein
Text-to-Speech
Ja
Erscheinungsdatum
29.05.2009
Verlag
GRINSeitenzahl
12 (Printausgabe)
Dateigröße
123 KB
Auflage
1. Auflage
Sprache
Englisch
EAN
9783640335367
Seminar paper from the year 2009 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: sehr gut, University of Hamburg (Fachbereich Erziehungswissenschaften), course: Proseminar Einführung in die Englisch-Didaktik, language: English, abstract: Creative approaches to textual work play an important role in EFL1 lessons as they offer
a great potential with regard to developing language skills and intercultural learning and
as they are very popular among pupils. In terms of the negative results of PISA, the
approach to reading comprehension has immensely changed. Didactics have found out
that tackling (literary) texts in the traditional way hardly motivates learnes to achieve
good results. Therefore, it is more useful to centre topics and literary texts which have
significance for the learners, treat them in a different way and employing new methods,
such as reading different texts in the English lessons (for example "Harry Potter") and
applying creative writing. Reading, writing, learning English should make sense to the
pupils. "ESL2/EFL learners need a reason to read."3 Fortunately, these changes are
even visible in the current curricula guidelines.
In my term paper, I will lay the focus on pre-, while- and post-reading-activities with
regard to literature. Firstly, I will present the aims and advantages of while- and postreading-
activities, then I will carry out a practical approach by suggesting a short story
("Peter's Beach") and presenting some post-reading-activities and discussing them.
[...]
a great potential with regard to developing language skills and intercultural learning and
as they are very popular among pupils. In terms of the negative results of PISA, the
approach to reading comprehension has immensely changed. Didactics have found out
that tackling (literary) texts in the traditional way hardly motivates learnes to achieve
good results. Therefore, it is more useful to centre topics and literary texts which have
significance for the learners, treat them in a different way and employing new methods,
such as reading different texts in the English lessons (for example "Harry Potter") and
applying creative writing. Reading, writing, learning English should make sense to the
pupils. "ESL2/EFL learners need a reason to read."3 Fortunately, these changes are
even visible in the current curricula guidelines.
In my term paper, I will lay the focus on pre-, while- and post-reading-activities with
regard to literature. Firstly, I will present the aims and advantages of while- and postreading-
activities, then I will carry out a practical approach by suggesting a short story
("Peter's Beach") and presenting some post-reading-activities and discussing them.
[...]
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