Year+11-12

=__**Example: Year 11/12, minor course, 2 hours**__= toc

**1. Main Objectives**
The __main objec____tive__ to be achieved is the **development of communicative and discoursive compete****nces** both in an **oral and written form**. The levels of **reception, production** and **interaction** are to be covered.

**2. Contents to be covered**

 * LB 1:** subject-related strategies, i.e. skills to research, present, produce, design, organise, evaluate and study
 * LB 2:** basic linguistic skills, i.e. tone, style, idioms, formal arrangement of texts, literary terms
 * LB 3:** texts and topics, i.e. 20th and 21st century short texts, instructions, text production, language and topic knowledge of certain genres, taking a point of view on certain topics related to business life and real life


 * Choice 1:** presentation skills (research, preparation, presentation)
 * Choice 2:** film and media (extended vocab, own input)
 * Choice 3:** politics, science, research and environment (extended vocab, presentation skills)
 * Choice 4:** extended study of one LB-topic

__**3.1. LB 3: The English Chatroom**__

 * Goals:**
 * students can use everyday English
 * students know conventions and peculiarities of the chatroom (netiquette)
 * students acquire media skills
 * students can identify codes and deviations of language in the English chatroom (chat banter, emoticons, abbreviations)
 * students learn to articulate themselves according to the demands and conventions of the chatroom

**Media Type / Necessary Resources:**

 * computer room
 * internet connection
 * unobjectionable chatroom (safe and secure for students)
 * chat partners from an English speaking country (e.g. twin school)

**Rough Project Plan:**

 * 1) **Introduction:** familiarising with chatrooms, their rules and sign systems; collecting abbreviations, codes, and their meanings in a chart (wiki?); dry runs (no native speakers) //[approx. 3 lessons]//
 * 2) **Practice:** arranged meeting(s) of native speakers and students in a chatroom; chat log //[at least 3 lessons]//
 * 3) **Reflection:** students do a presentation on their chatroom conversations (how did it work, problems, signs and abbreviations used, netiquette,...) or on their chat partners (made anonymous; what do they do, hobbies, topics of conversation, use of chatroom English, keeping in touch,...) //[approx. 2 lessons]//

**Goals:**

 * pupils will be able to have a closer look at different topics that occur in the novel / film
 * they learn how to do research on the themes in order to produce texts, give presentations and lead a class discussion

**Rough Project Plan:**

 * ** Time ** || ** Phases ** || ** Content ** || ** Media ** ||
 * ** 1-10’ **


 * 11-35’ **


 * 36-45’ ** || Revision

Discussion

Organisation || Teacher shows pictures of characters and asks the pupils to assign character traits. Teacher asks class which of the characters they can most/least identify with and why. Pupils have a closer look at conflicts between characters and reasons for that. Teacher assigns certain problems to pupils to be researched, e.g. mental decline (Willy Lowman), the end of seeing parents as role models, parent’s expectations vs. reality || Power point or overhead projector Film/novel, internet,… ||
 * ** 1-5’ **


 * 6-20’ **


 * 21-30’ **


 * 31-40’ **

**41-45**’ || Organisation

Working phase Presentation

Discussion

Organisation || Teacher tells pupils to get into their respective groups (homework) and to discuss results of their research and put together a short presentation ( of approx. 10’) Pupils organize their ideas into a short presentation.

First group gives presentation.

Class discusses presentation and their own experience with the matter.

Teacher tells the pupils of each group to write an article about their subject at home and to send it to him via e-mail. || Computer, internet (e-mail) ||
 * ** 1-10’ **


 * 11-20’ **


 * 21-30’ **


 * 31-40’ **


 * 41-45’ ** || Presentation

Discussion

Presentation

Discussion

Organisation || Second group gives presentation

Class discussion

Third group gives presentation.

Class discussion

Teacher tells pupils to come up with a design for their articles at home and tells them to bring it to the next session. || USB-stick ||
 * ** 1-45’ ** || Work phase || Pupils collect their ideas for the design and finish the project. Articles are uploaded onto the class homepage. || Computer, internet ||

**Choice of Media:**

 * TV, DVD, Internet (e-mail, class page, research)

**4. Occasions for Working With Digital Media**
Presentations on different topics with:
 * presentation software (e.g. Powerpoint, OpenOffice, Prezi)
 * picture manipulation software (e.g. Paint, Photoshop, CorelDraw)
 * film creation software (e.g. MovieMaker)
 * use of freeware (e.g. OpenOffice, Prezi)

Looking for specific information:
 * use of different seach engines (e.g. Google, Yahoo)
 * restriction of the search (compare: WebQuests)
 * critical assessment of the information and sources
 * internet security (e.g. What is Phishing? How do you get a virus on your computer? How do you recognise spam pages?)

Production of formal texts:
 * application of different word processing software (e.g. Words, AdobeReader, OpenOffice)
 * usage of layouts

Linguistic and factual knowledge concerning the English speaking world (history, politics and society):
 * watching TV in class
 * 1) BBC or CNN news
 * 2) documentaries (e.g. National Geographic)
 * 3) films / movies
 * watching DVDs
 * 1) documentaries
 * 2) films / movies
 * 3) recordings of plays, operas, etc.

Forming and expressing judgements, attitudes and opinions:
 * using the internet
 * 1) writing e-mails or communicating via Skype
 * 2) participating in English speaking forums, blogs, chats, etc.
 * 3) creating a personal wiki
 * going to the cinema
 * watching TV (e.g. talk shows, series)
 * listening to English songs and analysing their lyrics
 * listening to English speaking broadcastings (e.g. BBC Radio 4)


 * note:** work added by "addnamehere" is the collected work of Elena Gerdowa, Annemarie Jahn, Marie Sagurna, Anna Schimmlick