Schule und Unterricht > Unterrichtsfächer 

Englisch

Fachkollegium


   Ellen Bergmann-Dienethal
   Klaus Bewerunge
   Steffen Dederich
   Susanne Gasenzer
   Kerstin Krüsselmann
   Dagmar Niedecken
   Kristine Nöh
(Fachschaftsvorsitzende)
   Regina Noll
   Angelika Puschmann-Slapa
 
   Thorsten Rospenk

 

zurück zum Seitenanfang oder zu Unterrichtsfächer

 

 

Lehrbücher


Wir arbeiten mit den Lehrwerken aus dem Cornelsen-Verlag 

Klassen 5 / 6
English G 21, Ausgabe A, Band 1 und 2

Klassen 7 / 8
English G 21, Ausgabe A, Band 3 und 4

Klassen 9
English G 21, Band 5

 

zurück zum Seitenanfang oder zu Unterrichtsfächer

 

 

Fachinhalte


Klassen 5/6

  • Hello / Welcome (Meeting the kids and their families in Bristol)
  • New school, new friends (The first school  day at Cotham School)
  • A weekend at home (Families and their pets)
  • Sports and hobbies
  • Party, party! (Food and drink)
  • School: not just lessons (Activities and clubs)
  • Great place for kids (Sights in Bristol)

  • Welcome back (The kids and their summer holidays)
  • Back to school (Meeting new kids)
  • What money can buy (Pocket money and clothes)
  • Animals in the city (Pets on TV)
  • A weekend in Wales (A visit to grandpa and grandma)
  • Teamwork (A town quiz)
  • A trip to Bath (On an outing)

 

Klassen 7/8 

- Music for Youth
- My London
- Island girl
- Time for sport
- Growing up in Canada
- A Teen Magazine

- Welcome to the USA
- New York, New York
- Both sides of the story
- California, land of dreams
- Hermann says "Willkommen"
- Atlanta rising
- Famous

Klasse 9

- Down under in Australia
- The road ahead
- Stand up for your rights
- Teen world

Sekundarstufe II

Jahrgangsstufe 10

10.1

(1)

Portraying yourself and your school

 

(2)

Media and their influence on our lives

10.2

(1)

Growing up in an adult world; relationships; introducing the novel

 

(2)

Minorities and majorities in Great Britain and the USA; A look at the press

 

Jahrgangsstufen 11 und 12

In Angleichung an die Vorgaben für das Zentralabitur in NRW wurden folgende verpflichtende Unterrichtsthemen vereinbart: 

11.1

 

American Dreams – American Nightmares

 

(1)

The American Dream - Then and Now
(Sach- und Gebrauchstexte, im Schwerpunkt: politische Rede)

 

(2)

The American Dream in Modern American Drama
(das zeitgenössische Drama im Schwerpunkt)

Tennessee Williams, A Streetcar Named Desire oder

Lorraine Hansberry, A Raisin in the Sun (Gk)

11.2

(1)

Post-Colonialism and Migration
European traditions: landmarks in British history
The post-colonial experience in India
Indian and Pakistani communities in Britain and the role of New English Literatures

 

(2)

Globalization – Global Challenges

Economic and ecological issues – towards sustainable development

The role of the UN and the USA

Roman: Don De Lillo, Falling Man (Gk) 

12.1

(1)

Shakespeare – A Literary ‘Giant’ in the 21st Century

Shakespeare's sonnets and Elizabethan poetry

Shakesperare’s sonnets

A Shakespeare drama (Much Ado About Nothing) and corresponding film passages  (Lk)

The interest of young audiences in Shakespeare (Gk)

 

(2)

Utopia and Dystopia – Exploring Alternative Worlds

Science and ethics: genetic engineering

science fiction, fantasy, utopia/dystopia

Roman: Paul Auster, Moon Palace oder

Aldous Huxley, Brave New World (Lk)

Social criticism in modern poetry and songs (Gk)

12.2

 

Evaluation and Training

Looking back from a different angle

(Rückblick, Vertiefung, Transfer in Bezug auf die Themen, Inhalte und Methoden)

 

zurück zum Seitenanfang oder zu Unterrichtsfächer

 

 

Hinweise zur Notengebung


Klassenarbeiten und Klausuren  (50% der Gesamtbewertung)

Die Schwerpunkte Hörverstehen, Leseverstehen und Schreiben sowie die Sprachmittlung sind jeweils in mindestens einer Klassenarbeit zu berücksichtigen.

Sonstige Mitarbeit (50% der Gesamtbewertung)

Die Leistungen im Bereich „Sonstige Mitarbeit“ sind mit 50%igem Anteil an der Gesamtnote zu berücksichtigen.

 

Notenbildung im Bereich „Sonstige Mitarbeit“

Die sonstige Mitarbeit setzt sich aus folgenden Beurteilungsbereichen zusammen:

  • die kontinuierliche Beobachtung der Leistungsentwicklung im Unterricht (verstehende Teilnahme am Unterrichtsgeschehen sowie kommunikatives Handeln und Sprachproduktion schriftlich wie vor allem mündlich); zu beachten sind individuelle Beiträge zum Unterrichtsgespräch sowie kooperative Leistungen im Rahmen von Team- und Gruppenarbeit,  
  • die punktuelle Überprüfung einzelner Kompetenzen in fest umrissenen Bereichen des Faches (u. a. kurze schriftliche Übungen, Wortschatzkontrolle, Überprüfungen des Hör- und Leseverstehens, individuelle Vorträge oder Protokolle einer Einzel- oder Gruppenarbeitsphase),  
  • ggf. längerfristig gestellte komplexere Aufgaben, die von den Schülerinnen und Schülern einzeln oder in der Gruppe mit hohem Anteil der Selbstständigkeit bearbeitet werden, um sich mit einer Themen- oder Problemstellung vertieft zu beschäftigen und zu einem Produkt zu gelangen, das ein breiteres Spektrum fremdsprachlicher Leistungsfähigkeit widerspiegelt.

 

 

Stand: November 2011

zurück zum Seitenanfang oder zu Unterrichtsfächer

 

 

Aus dem Unterricht


Im Englisch-Unterricht der Klasse 10B wurde in den letzten Wochen Robert Cormiers Roman „After the First Death“ gelesen und besprochen. Zum Abschluss der Unterrichtsreihe erhielten die Schüler den Auftrag, eine Buchrezension zu schreiben. Die folgende „book review“ stammt von Dario Morazán.


Book Review – “After the First Death” by Robert Cormier

I’d like to tell you about a book I read in English class. It’s the novel “After the first death” written by the American author Robert Cormier. It was first published in 1979 by Pantheon Books, and subsequently as a paperback by Laurel-Leaf Books. It is classified as young adult fiction.

Robert Edmund Cormier was an American author for young adults. He lived in Leominster, Massachusetts, USA. He grew up and married there and he raised four children (three daughters and a son). Cormier was a newspaper reporter and columnist for 30 years.

He was inspired by news events and in some cases also by circumstances in his own life for the basis of his stories' plots.

After his first novels The Chocolate War, I Am the Cheese and After the First Death   he soon established a reputation as a brilliant and uncompromising writer. Included in his awards is the Margaret A. Edwards Award of the Young Adult Services Division of the American Library Association.

Robert Cormier is a champion of his work. Constructions and the tension bows are perfectly balanced. The book is told from multiple points of view, what increases the relief. The book deals about an important theme: The love to people, who are very close to us and decisions about them, which could be very sore for those people. It is a book about decisions, which the actors have to make very deep inside.

After the First Death is about a summer camp bus that gets hijacked by four terrorists. It is told by a third person narrator primarily, but seemingly in the eyes of Kate, the teenage bus driver, and Miro, the teenage terrorist. It is also told by a first person narrator as a reflection by Ben and his father, a general.

In the novel School, a bus full of 5- and 6-year-old children is hijacked by several terrorists (including Miro led by Artkin). Kate, the bus driver for that day, tries desperately throughout the book to free the children by talking to Miro. She notices that Miro, unlike Artkin, has feelings. Kate uses this characteristic of Miro to her advantage, and begins to flirt with him and finds interest in him. As the story begins, it seems to focus on Ben, the son of a general. The end reveals a surprising, but angering and upsetting twist.

Kate starts trying to win Miro over into not wanting to kill her, but gives up when it seemingly makes no difference. At one point, she even hatches an escape plot, which only makes the terrorists watch her closer.

Snipers are surrounding the bus, but have been held off with the promise that for each terrorist who dies, a child will.

Ben, the general’s son, is sent to bargain, but he is tortured and shot, which eventually leads to his suicide and his father's madness. When help arrives, Miro's cowardice causes Artkin to be shot. Has Miro killed his own father? Kate reveals this question to Miro. He shoots her immediately dead. The last pages are extremely emotional and powerful, as they describe Kate's last thoughts before she dies, Ben's father beginning to go mad and Miro's new life without Artkin.

Miro is a special character. He’s a teen-age terrorist who came from another country, his unknown “Homeland”. Even Miro himself is uncertain of his age because during the training, or how they call it, school, age is not important. The training is preparing them for terrorism. Miro is feeling less and has learned not to give in to the call of nature. For example: Things such as hunger, Restroom needs and most important sleep and tiredness. In the story, Miro is a doubtful teen looking for action.

To give you an idea of the book, I would like to read a text passage from part 11, page 198 at the bottom to 199 at the bottom. This extract is at the very end of the book, after General Briggs, a patriot, sent his son in a situation, where he died. And now he has a conversation with him in his head. (198, bottom, begins with “And then I died”… to 199, bottom, ends with “But I think you should go, Ben”…)

"After the First Death" is an outstanding, exciting novel, driven by terrorism, violence, and bloodshed -- and, even more importantly, by Robert Cormier's great talent of speech. I enjoyed reading this book because it is well written and full of tension that forces one to read on and on. Few other young adult novels are written with this level of verbal ingenuity. What impressed me most about the book's style is the mixture of narrators and narrative styles; Cormier shifts from first person to third person and back again, sometimes even including the interior monologue, jumping back and forth in time as well. Normally, such an experimental style would drive young readers crazy, but Cormier makes it work beautifully. Although I didn't know all the vocabulary it was easy to understand the storyline and the main ideas of the book. This is a book that worked on all levels for me and it's been a very successful read.

Dario Morazán


zurück zum Seitenanfang oder zu Unterrichtsfächer

 

 

Besondere Angebote


CAMBRIDGE CERTIFICATES

Das Ernst-Kalkuhl Gymnasium bietet seinen Schülerinnen und Schülern CAMBRIDGE - ESOL (English for speakers of other languages) Prüfungen auf drei verschiedenen Kompetenzebenen an:

1. PET (Preliminary English Test)
2. FCE (First Certificate in English)
3. CAE (Certificate in Advanced English)

Die CAMBRIDGE - ESOL Prüfungen sind weltweit bekannt und werden von Bildungseinrichtungen und von Firmen als Nachweis qualifizierter Sprachkenntnisse anerkannt.

Die in den CAMBRIDGE - ESOL Prüfungen geforderten sprachlichen Fertigkeiten stimmen wie folgt mit den in Schulcurricula und Bildungsstandards beschriebenen Lernzielen der entsprechenden Klassenstufen überein; beide beziehen sich auf die Spezifikationen des Gemeinsamen Europäischen Referenzrahmens (GER).

Klassenstufe

GER Stufe

Cambridge ESOL Prüfung

Mittlerer Bildungsabschluss

B1

Preliminary English Test (PET)

Gymnasiale Oberstufe

B2

 

First Certificate in English (FCE)

Gymnasiale Oberstufe

C1

C1: Certificate in Advanced English (CAE)

Die Vorbereitungen (ergänzend zum Englischunterricht werden Sprachkurse im LOGO-Verein angeboten) und die Abnahme der Prüfungen finden an unserer Schule statt.

Weitere Informationen zu den CAMBRIDGE-ESOL Prüfungen in Deutschland finden Sie auf der Internetseite:www.cambridge-exams.de

zurück zum Seitenanfang oder zu Unterrichtsfächer