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Beate Simon: Reading – Writing © Klippert Medien
Reading
Klippert Zeitgemäß unterrichten
LS 03.M1
03 Reading at school and in everyday life – Das eigene Leseverhalten reflektieren
A1 Do you use some of these words in your everyday life or even at school? Create a diary of English words that come up this week.
A2 Make a top ten list of the words you use most.
MY TOP 10 ENGLISH WORDS 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
category English words
social media hashtag,
A3 Find categories for the English words you have written down in your diary (A1).
Fill in the chart.
A4 Talk about your results. Choose different partners and talk about your words.
Add missing words in your chart.
A pp C lo u d
Crowdfunding
gendern
Scripted Reality
circeln
Frack ing
Haircut sharen
liken
Hipster
Hashtag Whistleblower
posten
Cyberkrieg
entfrienden
NerdSocial Media
Stresstest - gate
Shitstorm
leaken
liken
entfreunden
Ta bl et
O cc upy Tablet
Blackfacing episch
clouden
Post- PrivacyEuro- Bonds Masterand
Smartphone
Liquid Democracy
fracken
ausrollen
Balconing
Blurmany
Crowdfunden
CyberwarPaywall
Hacktivism
ep ic
BarcampCharmony
Cablegate
Second Screen Contentform Cyberpunk Paid Contentdurchfaven
zur Vollversion
VORSC
HAU
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Beate Simon: Reading – Writing © Klippert Medien
Reading
Klippert Zeitgemäß unterrichten
LS 03.M3
Differences between reading at home and reading at school
A1 Teenagers normally don’t like reading.
Reading in your free time is different from
reading at school. Read the phrases in the chart.
• If you agree, put a next to it, if you disagree, put a next to it.
• Add two more aspects of reading in your free time versus reading at school.
• Circle three main problems with reading at school which you suffer from most.
reading in your free time reading at school
At home, I can decide what I like to read. I have to read what the teacher tells me to read.
I only read texts I’m really interested in. I’m not interested in most of the texts at school.
I can postpone reading to a later time. I have to read whether I want to or not.
I decide when to read something. I must read immediately.
I take my time for reading. I must read under pressure.
I look for a comfortable place for reading. I must read in places where I don’t feel comfortable.
I’m alone while I’m reading. I’m in class together with all of my classmates and must concentrate in such a big group.
A2 Work in your group.
• Tell your partners what you have added to the chart.
• Tell your new partner(s) about your three main problems with reading at school.
zur Vollversion
VORSC
HAU
Reading
Klippert Zeitgemäß unterrichten
5
Beate Simon: Reading – Writing © Klippert Medien
LS 03.M3
reading at school improvements
• I have to read what the teacher tells me to read. I can choose a text myself.
• I’m not interested in most of the texts at school.
• I have to read whether I want to or not.
• I must read immediately.
• I must read under pressure.
• I must read in places where I don’t feel
comfortable.
• I must read together with all of my classmates and must concentrate in such a big group.
A3 How do you want to improve reading at school? Fill in the chart.
A4 Agree on at least five ideas how to make reading at school easier and more fun.
Create a poster with the ideas of your group.
• Agree on a layout for your poster. You can make a mind map, word clouds, a checklist…
• Think of a suitable headline and icons.
• Check the spelling and grammatical correctness of your phrases.
