Short Stories im Englischunterricht der Mittel - und · PDF fileShort Stories im Englischunterricht der Mittel - und Oberstufe ... • What are the main themes of the story? Love?

Short Stories im Englischunterricht der Mittel- und Oberstufe

Fachdidaktik Englisch (Neudecker) 1

Zitate aus der Fachdidaktik

• „Lieblingskind deutscher Studienräte“ • „Die Short Story erfreut sich anhaltender Beliebtheit“ • „Das Erzählen ist Grundbedürfnis der Menschen, daher eignen sich Short

Stories in hohem Maße für den Englischunterricht.“ • „Aufgrund der Tendenz zur Verdichtung, Andeutung und Mehrdeutigkeit

erweist sich das Genre der Short Story zum einen als besonders geeignet, um Lernende frühzeitig an zentrale Besonderheiten literarischer Texte heranzuführen. Zum anderen ermöglicht es die gattungsspezifische Kürze, Short Stories sehr flexibel im Unterricht einzusetzen, sie zu thematischen Sequenzen zu kombinieren oder sie im Verbund mit nicht-fiktionalen Texten im Rahmen eines integrativen Literatur- und Kulturunterrichts einzusetzen.“



Vorteile

• Short Stories sind weniger entmutigend als längere Literaturformen. • Eine größere Vielfalt und mehr Perspektiven ermöglichen das Vermitteln

eines breiten Kanons von Short Stories. • Durch die Kürze des Textes passen Short Stories gut in den Unterrichtsalltag. • Short Stories eignen sich besonders gut für offene und produktionsorientierte

Unterrichtsformen. • Short Stories erweitern die im Landeskundeunterricht vermittelte

interkulturelle Kompetenz und sorgen für Abwechslung. • Die Schüler werden über Short Stories zu komplexen Formen der Literatur

hingeführt und erhalten einen Einstieg in die Literaturbetrachtung.



How to study a s short story (Cognitive, analytical approach) - 1

• By definition, the short story is condensed. Therefore it requires a lot of careful unpacking. • You will need to read a short story several times. After the second or third reading, write

down any features (language, images, characters, settings, ideas) you find interesting or unusual.

• Think about how the story is narrated. From whose point of view are the events described? • Do the characters develop? Which characters do you like or dislike? Does some change to a

character act as a turning point? • Does the story have a plot? Is the arrangement of events in time significant? What is the

effect of the ending? Is the action completed and closed or left incomplete and open? • How important is the setting of the story? • Are words, images and incidents repeated in order to give the work a pattern? • Is there anything special about the kind of language the writer has chosen? • What do you think the story is about? What are its central themes or ideas? Does the story

present a world that is moral and just? • Try to compare and contrast the story with any other piece of work by the same author or

with any other text that deals with the same theme.



How to study a s short story (Cognitive, analytical approach) - 2

• Every comment you make about the story must be supported with details and quotations from the story that explore its language and organisation.

• Always express your ideas in your own words. • Begin by thinking about what you liked most about the story. For example, was it the

characters? Was it the way the author portrayed them? Were they well-developed or did the story leave you wanting to know more about them? What did the other people in your group think?

• What did you think of the way the story was told? How did the voice of the narrator affect this? Was it written in the first person (by a main character) or third person (by an onlooker)? Did the voice of the narrator involve you and make you feel you wanted to read more? Choose some favourite passages that illustrate your point and use them to generate discussion.

• What are the main themes of the story? Love? Growing up and becoming an adult? Relationships? Can you draw any comparisons between this story and any other story that you (or someone else in your group) has read? Do any of the themes in the story relate to topics or events in the news? Were there any examples of conflict in the story? If so, how were they resolved?

• Did the writer make use of any symbolism or imagery? Did these devices contribute to the overall effect of the story? Were they natural or forced?

• Does the story seem to be autobiographical? Are there any cultural or historical aspects that you can research to supplement the discussion?



Unterrichtsbeispiel 1 – Einstieg 1



Unterrichtsbeispiel 1 – Einstieg 2



Unterrichtsbeispiel 2: Robert O‘Neill - Laura

Everybody in the crowded restaurant stared when the young woman suddenly threw a glass of wine in the face of the older man sitting opposite her at a table near the window. The young woman was attractive and well dressed. The man was at least twenty years older than she was. He looked shocked. The young woman suddenly stood up and ran towards the door. ”Laura, come back, please,” the older man shouted. But she had already reached the door. The man ran after her. It had started to rain outside. She ran out into the middle of the street. ”For God's sake, give me a chance to explain,” the man shouted. She turned around and stared at him. A car had just turned the corner and was coming towards her very fast. The driver had not turned his windscreen wipers on, and he was talking to someone on his mobile. Then, suddenly, he saw her – directly in front of him, so close that he could see her eyes when she turned her head and looked at him.



Unterrichtsbeispiel 3: A short story by Larry French

Pre-reading: The first sentence of the short story: „Bibs the janitor has never killed a man before.“ How might the story go on? Write a short text (4 – 6 sentences).

Going through the story ( Handouts)

The word ‘bib’ in a dictionary bib: a piece of fabric or plastic that you put under babies' chins to protect their clothes while they are eating bib overall: a piece of clothing that consists of trousers/pants with an extra piece of fabric covering the chest, held up by straps over the shoulders.

Some more words mum (v.): keep mum (infml) – to say nothing; to stay silent – If you keep mum about something, you don’t tell anyone about it. ford: a shallow place in a river or stream where you can cross safely on foot.

Documents

Short Stories im Englischunterricht der Mittel - und · PDF fileShort Stories im Englischunterricht der Mittel - und Oberstufe ... • What are the main themes of the story? Love?