Teaching English:
Text Production – Klasse 9 –10
Vielfältige Schreibaufgaben ·
konkrete Bewertungshilfen
Frauke Markmann
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Inhaltsverzeichnis
Vorwort und Hinweise . . . 4
Special types of texts The “Text Cake Layout” for argumentative texts (example) . . . 5
The “Text Cake Layout” for argumentative texts (writing plan) . . . 6
Phrases for argumentative texts . . . 7
Topics for argumentative texts . . . 8
How to support your argument . . . 9
The “Text Cake Layout” for summaries (example) . . . 10
The “Text Cake Layout” for summaries (writing plan) . . . 11
Writing summaries – exercises . . . 12
Summary of your favourite movie or novel . . . 13
The “Text Cake Layout” for an essay on character . . . 14
Positive character traits . . . 15
Negative character traits . . . 16
Writing about relationships . . . 17
Sociograms . . . 18
Character map . . . 19
Layout of a formal letter (example) . . . 20
Layout of a formal letter (writing plan) . . . 21
Writing formal letters . . . 22
Giving advice . . . 23
Creative writing Writing prompts . . . 24
Story plan . . . 25
Before and after . . . 26
Roll-a-story . . . 27
Tips for writing better dialogues . . . 28
Dialogue writing prompts 1 . . . 30
Dialogue writing prompts 2 . . . 31
Writing lyrics . . . 32
Writing skills practice Sentence structure . . . 34
Shrinking sentences / Growing sentences . . . 35
Changing sentences / A team story . . . 36
Linking sentences . . . 37
Building complex sentences . . . 38
Crazy texts . . . 39
Infotainment . . . 40
Expanding texts . . . 41
Urban legends . . . 42
Spelling and proofreading Spelling difficult words . . . 43
Looking for mistakes – practice 1 . . . 44
Looking for mistakes – practice 2 . . . 45
Checklist for your text . . . 46
Evaluation sheets Feedback on your argumentative text (example) . . . 47
Feedback on your argumentative text (master copy) . . . 48
Feedback on your summary (example) . . . 49
Feedback on your summary (master copy) . . . 50
Feedback on your story (example) . . . 51
Feedback on your story (master copy) . . . 52
Feedback on your essay on character (master copy) . . . 53
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Vorwort und Hinweise
Vorwort und Hinweise
Liebe Kolleginnen und Kollegen,
in der 9. und 10. Klasse nimmt das Schreiben von Texten im Englischunterricht einen immer größeren Raum ein.
Häufig lernen und üben die Schülerinnen und Schüler nun vor allem das Schreiben von geforderten Textsorten wie
„summary“, „formal letter“ oder „argumentative text“. Eine zunehmend wichtigere Rolle spielen auch Texte, wie wir sie im Internet finden (E-Mails/Beiträge in Foren etc.).
Der Bereich, der Schülern aber häufig den größten Spaß macht und bei dem sie – meiner Überzeugung nach – am effektivsten Englisch lernen, ist das Schreiben von kreativen Texten wie Geschichten und Gedichten. Wenn ein Schü- ler z. B. eine Vokabel nachschlägt, die er für seine eigene Geschichte benötigt, bleibt diese dauerhafter hängen als ein Wort, das er „nur“ für den nächsten Vokabeltest paukt.
In diesem Heft möchte ich Ihnen Schreibanlässe, Übungen und Hilfen zur Planung und Überarbeitung von unter- schiedlichen Texten anbieten, die Sie als sinnvolle Ergänzung oder willkommene Abwechslung zu Ihrem Lehrwerk nutzen können. Das Heft ist in fünf Bereiche unterteilt: Der erste Teil „Special types of texts“ enthält visuelle Planungshilfen, Übungen, Schreibanlässe und Vokabellisten für die wichtigen Textsorten „argumentative text“,
„summary“, „essay on character“, „formal letter“ sowie „internet commentary“.
Im zweiten Teil des Heftes „Creative writing“ finden Sie vielfältige Schreibaufgaben mit unterschiedlichem Schwierigkeitsgrad. Die Schülerinnen und Schüler können sich hier von unterschiedlichen „writing prompts“ zum Schreiben von Texten inspirieren lassen. Freuen Sie sich auf kreative Geschichten und bisher unentdeckte Talente!
Im dritten Teil des Heftes – „Writing skills practice“ genannt – finden Sie dann zahlreiche Übungen, die Ihren Schülerinnen und Schülern helfen werden, Sicherheit beim Formulieren von komplexen Sätzen zu gewinnen und ein besseres Sprachgefühl zu entwickeln.
Im vierten Teil „Spelling and proofreading” finden Sie schließlich Tipps und Übungen zum Überarbeiten von Texten.
Die „Evaluation sheets“, die Sie am Ende des Heftes finden, sollen Ihnen bei der Beurteilung der englischen Schülertexte die Arbeit erleichtern. Die Bogen zeigen transparent, wie eine Note zustande gekommen ist und sind zugleich eine Rückmeldung für den Schüler/die Schülerin, woran er/sie noch arbeiten muss. Die meisten Bewertungs- bogen gibt es in zwei Varianten: Einer ist exemplarisch ausgefüllt, während Sie den zweiten Blankobogen (master copy) kopieren und sofort nutzen können.
Hier noch einige weitere Hinweise:
• Dieses Heft ist für die Doppelklassenstufe 9/10 konzipiert. Sie kennen Ihre Schülerinnen und Schüler gut und können mit Sicherheit selbst am besten beurteilen, wann welche Aufgabe im Unterricht angeraten ist.
• In diesem Heft wird überwiegend British English (BE) verwendet.
• Die meisten der im Heft enthaltenen Aufgaben sind so konzipiert, dass sie freie Antworten „provozieren“. Die Lösungen zu den Aufgaben, bei denen eindeutige Lösungen angegeben werden können, finden Sie ab S. 54.
Und nun wünsche ich Ihnen und Ihren Schülerinnen und Schülern viel Freude, Spaß und nachhaltigen Lernerfolg beim Einsatz dieser Materialien im Unterricht!
Frauke Markmann
VORSC
HAU
-Verlag
The “Text Cake Layout” for argumentative texts (example)
You can compare the structure of an argumentative text to the structure of a cream cake.
Written on the top of the cake is the headline of your text. What is your text about?
1 newsworthy – berichtenswert/aktuell
Introduction
Waken the reader’s interest in reading the text.
(Why is your topic newsworthy 1? Why is it important to deal with it?)
Useful phrases
It is generally believed that ... / Many people think ... / You have all heard about ...
Pro-argument 1
• Present the first pro-argument that supports your opinion.
• Give details and examples.
Useful phrases
Firstly … / To begin with … / So ... / That’s why … / One could well say that … / For example … / One example of this is …
Pro-argument 2
• Present the second pro-argument that supports your opinion.
• Give details and examples.
Useful phrases
Secondly … / Moreover … / Another argument for/against is ... / This is why … /
One could well say that … / For example … / One example of this is …
Con-argument
• Present the most important con-argument that supports a different opinion.
• Invalidate2 or weaken3 the argument.
(Why does this argument not count or what is wrong with it?)
Useful phrases
However, many people think ... / Some people disagree. They feel that ... / You might argue that ... / On the other hand ... /
However, ... / Although ... / Even if x is true ... / Although x may have a good point ...
Main body (cake filling)
Conclusion
• Summarize the main points of your text. (Don’t write new arguments here.)
• Give a personal statement.
and/or
• Call for action: What do you want your readers to do about it?
Useful phrases:
All in all … / To sum up, I would say … / After looking at both sides … / I believe ... / In my opinion … / Make x a better place by … / Let’s … / We can … / I hope that … / I support ... / I join ...
Title
Make it short and sweet – there is not much writing space on the top of a cake.
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Special types of texts
Phrases for argumentative texts
1. Look at the phrases on the left and find the matching English phrase on the right.
Nachdem ich mich mit beiden Standpunkten
beschäftigt habe, denke ich ... One could well argue that ...
Erstens ... It is generally believed that ...
Andere stimmen dem nicht zu. Sie denken,
dass ... After looking at both sides, I think ...
Man könnte auch argumentieren, dass … Finally ...
Es wird allgemein angenommen, dass … To sum up, I would say that ...
Darum … It is true that …
Man sollte nicht vergessen, dass … Firstly ...
Es ist aber nur zum Teil wahr, dass … Other people disagree. They think
that ...
Letztendlich … It’s also important to remember …
Zusammenfassend würde ich sagen … Another argument for/against … is …
Zweitens … Many people think that …
Auch wenn das wahr sein mag … Although … may have a good point
...
Es wird oft gesagt, dass … It is only partly true that …
Auch wenn … hier ein gutes Argument bringt,
… An example of this is …
Ein anderes Argument für/gegen … ist, … That’s why …
Man könnte durchaus sagen, dass … Secondly …
Viele Menschen glauben, dass … It’s often said that …
Dennoch/trotzdem … One could well say that …
Es ist tatsächlich so, dass … While this may be true …
Ein Beispiel dafür ist … However …
2. Fill in a matching phrase from the box.
that you need to eat meat to become strong.
And that red meat is a major source1 of protein, which is needed for muscle and organ health. But meat eaters here, vegetarians have plenty of ready sources of protein, too, including beans and lentils2, nuts, tofu and dark leafy
greens like spinach. that some of the strongest animals on the planet – bulls, gorillas, elephants – are vegetarians. that studies show that meat eaters have an increased risk of death from cancer and heart problems.
It is also important to remember
it is true
One could well argue It is generally believed although ... might have a good point
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Topics for argumentative texts
School Politics
• Are teachers at German schools not strict enough?
• Should eating be allowed during the lessons?
• Should students be allowed to grade their teachers?
• Is homework important?
• Should the school day start later?
• Is school made for girls and not for boys?
• Should school be voluntary?
• Is giving money to beggars stupid?
• Should you be allowed to vote at the age of 16?
• Do we need the death penalty?
• Is it sometimes right for the government to restrict the freedom of speech?
• Should voting be compulsory1?
Modern technology Way of life
• Do Apps help you or waste your time?
• Do people spend too much time on their smartphones?
• Are books antiques from the past?
• Is modern technology a blessing or a curse?
• Is it ok to use robots to take care of old and sick people?
• Does the internet mean the end of real friendships?
• Does being successful in life mean having lots of money?
• Is it ok for boys to wear make-up?
• Is graffiti art?
• Is eating meat wrong?
1. Find three more interesting topics you would like to discuss.
2. Choose one of the topics and form a list of pro- and con-arguments.
Pro Con
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Special types of texts
How to support your argument
There are three ways to support an argument:
• facts and data
• an expert’s opinion
• examples
Example: Argument: The death penalty doesn’t prevent murder.
Supporting fact: The murder rate1 in the U.S. is six times that of Britain.
Supporting expert’s opinion:
“Statistics demonstrate that states without the death penalty have consistently lower murder rates than states with it.” H. Lee Sarokin, U.S. Judge2
Supporting example: All convicted3 murderers in the U.S. knew that they could face the death penalty. That did not keep them from murdering their victims.
1. Match the facts, quotes and examples from below with the right argument.
Argument: Executions cost more than a life in prison.
Supporting fact: The death penalty trial process is …
Supporting expert’s opinion:
Supporting example:
Argument: The innocent4 may be wrongly executed.
Supporting fact:
Supporting expert’s opinion:
Supporting example:
a) “It’s 10 times more expensive to kill them [murderers] than to keep them alive,” Donald McCartin, U.S. Judge.
b) In Illinois, in 2000 alone, 13 people were freed from death row due to new DNA testing techniques and recanted testimony 5.
c) The death penalty trial process is more complicated because a life is on the line. More lawyers, more witnesses6, more experts, etc., sum up to high costs.
d) Cameron Todd Willingham was executed in February 2004 for the murders of his three young children by starting a fire at their family home in Texas. In 2009 experts reviewed the case and found that Willingham was innocent.
e) Watt Espy, who has done intensive research on American executions, says that he has “every reason to believe“ that 10 innocent men have been executed in Alabama alone.
f) In California, a 2011 study showed that death penalty cases are 20 times more expensive than other cases. The state has spent over $4 billion on death penalty cases since 1978.
2. Find a supporting fact, expert’s opinion or example for the following argument:
Nobody has the right to take another’s life, not even the state.
1 murder rates – Mordraten (Morde pro Einwohner) 4 the innocent – Unschuldige
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Positive character traits
1able begabt
Look at the positive character traits in the list. What do you think?
1. What are the five most important character traits for
a) a good friend?
b) the hero of an action movie?
c) a good mother or father?
d) the perfect teacher?
2. Compare your lists from 1. with a partner and discuss any differences. Can you agree on the three most important positive character traits?
3. Explain your choices from 1. in a short text.
Example: I think first of all a good teacher needs to be cheerful. School is often not much fun and a grumpy teacher’s face doesn’t help to make it any better. But a teacher also needs to ...
4. Do you agree that all the character traits in the list are positive? Which traits could be negative as well? In what kind of situation?
5. Work with a friend. Which of these words could be used to describe you? Choose five but don’t show them to your friend. Then find five words that fit best to your friend. Compare your results.
active lebhaft/tatkräftig
adventurous abenteuerlustig
ambitious ehrgeizig
balanced ausgeglichen
brave mutig
calm ruhig/gelassen
caring fürsorglich/mitfühlend cheerful fröhlich
confident selbstsicher
creative kreativ
curious neugierig
easy-going gelassen/lässig
empathetic einfühlsam
energetic energiegeladen
exceptional außergewöhnlich
fair fair/gerecht
friendly freundlich
funny lustig/witzig
generous großzügig
hard-working fleißig
helpful hilfsbereit
honest ehrlich
humble bescheiden
humorous humorvoll
imaginative fantasievoll
ingenious geistreich/erfinderisch
intelligent intelligent
likeable sympathisch
lively quirlig/lebhaft
loveable liebenswert
neat ordentlich/gepflegt
organized organisiert
out-going gesellig/kontaktfreudig
patient geduldig
polite höflich
popular beliebt
positive optimistisch
punctual pünktlich
reasonable vernünftig
reliable zuverlässig
responsible verantwortungsvoll
self-confident selbstbewusst
smart klug
sporty sportlich
supportive unterstützend/hilfsbereit
talented talentiert
well-disciplined diszipliniert/gewissenhaft
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Special types of texts
Writing about relationships
Before writing about the characters of a story and the relationships between them it is helpful to draw a network like this. It’s called “sociogram”.
1. Look at the sociogram of the fairy tale “Cinderella” and use it to write a text about the tale.
Cinderella is a young girl who lives together with her father, her stepmother and her two stepsisters.
Her mother died a few years ago and
mother father
stepmother
stepsisters prince
loves her daughter helps her from
beyond the grave
misses her grieves her
loves dancing with
would like to get to know admires
loves
is not interested in
would like to dance with admire
doesn’t care for
his daughter married to
hates her
makes her do all the housework treats her badly
hate her
make her do all the housework treat her badly
C inderella
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across
2. belief / believe / beleive (glauben) 3. buisness / business / busines 5. therefore / therefor / theirfor 8. reilly / really / realy
9. looser / loser / louser (der Verlierer) 11. forty / fourte / fourty
down
1. necessary / neccessary / necesary 4. untill / until / unntil
5. tomorrow / tommorrow / tommorow 6. enviromente / environment / enviroment 7. definitely / definetly / definetely 9. live / life / leaf (leben)
Spelling difficult words
Underline the right version of the word. Then fill it into the crossword to see if you were right.
1
2
3
4
5 6 7
8
9 10 11
12
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Spelling and proofreading
Looking for mistakes – practice 1
1. Read the text.
2. Read the text again. In the right table you can find correction marks. Underline the corresponding mistakes in the text. Then write the corrections next to the correction marks.
Dear diary,
I still can’t beleive what happened yesterday. I found HIM and than I lost HIM again. It was love at first sight – I know I used to say that this whole love-at-first-sight-stuff is just a Hollywood invention, but that was befor I saw HIM.
R R R I was queuing in the line at Starbuck’s and the girl behind the counter asks for my name – you know they always wants to know your name to write it onto the paper cups and then they call you as soon as your coffee is ready. Anyway I never give my real name, i mean, why shoult I? So this time I have come up with “Gertrude-Octavia” and enjoyed the look on her face when she was writing that onto the cup.
T Gr R R T
I found a place at the window, and sit down to check my text messages when I saw HIM. He was sitting at the tabel next to me and he looked awesome. The brightest blue eyes you can imagine BBB. He was talking to a very pretty girl and didn’t noticed me. They diden’t look like a couple though, because she had exactly the same eyes and hair and was about tree years older, so I thought she meight be his sister. Well, I knew I must talk to him or I would regrett it for the rest of my live.
T R Gr R R R T R R Then i saw that the girl he was talking to had ecsactly the bag I had been looking for for ages and I go
over and ask her: “Hi, sorry to interrupt but may I ask you who you bought this great bag?” Well, she was quite nice and told me that it was a birthday present and that her boyfreind got it for her. So I turned to HIM and smiled and sayed: “Wow you have a great taste – that’s something spezial.” And then he of course told me that she was his sister (no surprise here) but that I was right anyway, he had a grate taste and then he looked deep into my eyes and smiled. He flirting with me!!!
R R T T W R R R R Gr And then I heard someone crying behind me: “Gertrude-Octavia? A Caramel Macchiato for Gertrude-
Octavia?” What was I supposed to do? I didn’t want him to think my name was Gertrude-Octavia! So I tryed to ignore the voice and kept smiling at HIM. And then he said me that he knew where the back was from and that he can show me the shop and that it was right around the corner. And all the time I heard this girl shouting “Gertrude-Octavia?” and people started to laugh.
W R W R T
And than she showed up behind me and tapped me on my shoulder. “Gertrude-Octavia? Your coffee, you’re welcome.” “Thats not me”, I repleid. “But I know that you ordered this Caramel Macchiato.”
I tried to ignore her and kept smiling at HIM. “That’s right” his stupit sister said. “I saw you taking the order.”
R R R R
And then I lost it. I yelled at the girl: “I am not Gertrude-Octavia!” and I yelled to his sister:
“And this is none of your business!” and when I turned to HIM again I saw in his face that I had not made the best impression on him. So I have turned to the Starbucks girl again and have grabbed my coffee and said: “Thank you anyway,” and tried to smile at her but it was to late … He and his sister take their jackets and got up. “Well, uhm …, it was uhm … nice to have met you, Gertrude-Octavia,” he said and then he was gone.
W T T W T T I don’t know what to do. I mean, how am I supposed to find him again? I don’t already know his name.
When he was gone I looked at his cup but I am pretty sure that his real name is not Sherlock!
W
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Looking for mistakes – practice 2
1. Read the jokes on this worksheet. There are a lot of mistakes. Can you find them all?
A man walks into a shop and sees a cute little dog. he asks the shopkeeper: “Dos your dog bite?” The shopkeeper says: “No, my dog does not bite.” The man trys to pet
1 the dog and the dog bite him. “Ouch!” He says: “I tought you said your dog does not bite!”
The shopkeeper replies: “That is not my dog!”
(5 mistakes)
A teenage girl had been taking on the phone for about half an hour and than she hung up.
“Wow!” her father said. “That was short. You usally talk for to hours.
What happend?”
“Wrong number,” replied the girl.
(5 mistakes) A panda bear walks into a restorant. He
orders someting and eats it. After eating he pulls out a pitol, kills the waiter and starts to walk out the door. The owner of the restaurant say: “Hey, what are you doing?
You come in here, you kill my waiter and walk away without saying a word.
I dont understand.”
The panda says: “Look it up in the dictionary,” and walks out the door.
So the oawner gets out a dictionary and looks under the heading “Panda”.
It reads: “panda: black and white animal;
lives in central China; eats shoots2 and leaves.”
(6 mistakes)
In a class on abnormal psychology:
The teacher asks: “How would you diagnose a patient who wallks back and forth3 screaming at the topp of his lungs one minut then sits in a chair weeping4 uncontrollably the next?”
A young men raise his hand and suggests:
“A football coach?”
(5 mistakes)
1 to pet – streicheln 4 to weep – schluchzen
2. In this joke tenses are mixed up. Read the joke and underline all verbs. Rewrite the joke using the right tenses.
A young boy entered a barber5 shop and the barber whispers to his customer: “This is the dumbest kid in the world.
Watch while I prove it to you.” The barber put a dollar bill in one hand and two quarters6 in the other, then called the boy over and asks: “Which did you want, son?” The boy takes the quarters and leaves. “What did I tell you?” said the barber.
“That kid has never learned!” Later, when the customer leaves, he saw the same young boy coming out of the ice cream store. “Hey, son! May I ask you a question? Why did you take the quarters instead of the dollar bill?” The boy licks his cone and replied, “Because the day I took the dollar the game is over!”
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Evaluation sheets
Feedback on your story (master copy)
Credit
points Comment
Structure of your story
Your story has a good title.
The beginning of your story is good and gives the reader some information.
(WHO? WHERE? WHEN?) You build up suspense and the peak of your story is exciting.
Your story has a good ending.
Content of your story
There are good and creative ideas in your story.
You use direct speech and you write about what the people in your story are thinking and/or feeling.
Your story makes sense: Your reader can understand what is happening in your story.
Your English
Your English sounds fluent.
You vary your sentence length and structure.
You know a lot of words.
You spell the words right and use the correct punctuation.
Your text is grammatically correct and your sentences make sense.
Your favourite grammar mistake(s) is/are:
Credit points:
