Bitte nutzen sie derzeit für eine EDMOND NRW Recherche  www.edmond-nrw.de .

Sortierung:
Die hier angezeigten Materialdaten sind nicht vom MSB NRW generiert worden.
Weiterlesen

    Suchergebnis für 'reading comprehension'


  • Text; Simulation

    British Council
    Graded reading
    Read stories and articles for your level of English.


  • Text

    British Council
    Read UK
    Read texts with a UK focus. Learn about UK culture and practise your reading at the same time.


  • Text; Simulation

    British Council
    Science UK
    Read articles adapted from the British Council's science magazine, Cubed. Learn about the world of science and research in the UK and practise your English at the same time.


  • Bild

    FIS - Fernerkundung in Schulen
    Tracing the Invisible
    Within the thematic complex of the optics, satellite images apply exceptionally well. The physical basics of satellite remote sensing reach from the recording to the completed satellite image. The goal of the teaching unit "Tracing the invisible" is to convey the interrelations among the electromagnetic spectrum, reflect ion, absorption and the processes of recording and developing satellite images. The teaching unit makes use of the computer’s potentials to effectively convey the subject matter by using and interaction. A computer-based interactive learning module allows a practical consideration of the thematic field and, thereby, shall ease the comprehension of the electromagnetic spectrum invisible for the human eye. Therefore, the pupils get the chance to visualise the spectrum’s infrared range in the satellite image by allocating a colour. Furthermore, the computer-based learning module covers the following aspects of modern learning: The module is science based and, thereby, fosters propaedeutic science learning The module promotes a type of teaching that emphasises the students’ self-activity and self-responsibility. The module considers the students’ life reality. The computer is applied as work equipment. Students learn to use the computer as a tool instead of an information and entertainment medium. Furthermore, the pupils learn how to handle modern media and gain media competence. The teaching unit Tracing the invisible is composed of three different parts: The first part introduces the pupils to the topic reflection by asking them to do trials on the reflection of different objects together with a virtual professor. This part aims at the characterisation of different objects with regards to their reflection patterns. To allow linkages to the everyday life, the first module part focuses on the range of visible light within the electromagnetic spectrum. In the second part, the pupils can then transfer the knowledge they acquired in the virtual lap to a satellite. The overriding goal of this second module part is the comprehension of a satellite’s mode of operation. Therefore, it revolves around the following question: How does a satellite transform the absorbed reflection signals to coloured picture information? In the last module part, the complete electromagnetic spectrum is in the focus and, thereby, the pupils learn about how satellites can process light information aside from the visible one. The active and independent working with the teaching module provides room for intensive dispute on the topic. The comprehension is to be fostered primarily through the various interaction options, and, therefore, interactive tasks have been integrated into the module. The students need to comprehend the contents before being able to advance to the next module part by successfully completing a quiz. This quiz is considered an assistance to the pupils since they are not immediately confronted with the whole matter to prevent over-straining. After successfully completing a module part, the pupils may switch among parts and, thereby, are enabled to look up facts to solve upcoming questions. It is recommended to work on the teaching units in small groups (2 persons) since the pupils can then reflect and discuss experiences and results together. Thereby, the pupils’ capacity for team work is fostered besides their linguistic competence. The pupils’ active involvement changes the role of the teacher to the one of a learning coach, supporting the learning process as a guide, supervisor, and tutor.


  • Website; Text; Unterrichtsplanung

    Kinofenster
    Burn After Reading - Wer verbrennt sich hier die Finger?
    Aus 'himmlischer' Perspektive blickt die Kamera auf die Erde, stürzt sich in schwindelerregender Geschwindigkeit hinab und landet sicher auf den Fluren des CIA-Hauptquartiers in Langley. Hier heftet sie sich an die Beine eines Mitarbeiters, der über graue Flure in ein schmuckloses Büro eilt, wo er von seiner beruflichen Degradierung erfährt. Statt sich zu fügen, quittiert er den Dienst, um dann mittels einer Enthüllungsgeschichte mit seinem ehemaligen Arbeitgeber abzurechnen. Durch Zufall fällt das auf CD-ROM gespeicherte Manuskript anschließend der eigentlichen Filmheldin in die H

    weitere Medien der Reihe:
    #Zeitgeist
    Das Internet prägt und verändert die Kommunikation der Menschen. Von diesem medientheoretischen Allgemeinplatz ausgehend verknüpft #Zeitgeist die ...
    (K)ein besonderes Bedürfnis
    Der 29-jährige Enea sehnt sich nach körperlicher Nähe, nach Zärtlichkeit und Sex. Das ist eigentlich nichts besonderes, erweist sich in seinem ...
    ... und dann kam Polly
    Der Honeymoon in der Karibik endet für Reuben Feffer schon am ersten Tag: Er erwischt seine frisch Angetraute in flagranti mit dem französischen ...
    1/2 Miete
    Peter ist Hacker und lebt auf Kosten anderer. Der junge Mann verkauft die ausspionierten Computerdaten großer Firmen, ist nur mit sich selbst ...
    10 Fragen an den Dalai Lama
    Dharamsala, der Sitz der tibetischen Exilregierung des 14. Dalai Lama, ist ein kleiner Ort in Nordindien und das Hauptziel des US-amerikanischen ...
    100 Schritte
    Nur 100 Schritte liegen zwischen dem Elternhaus von 'Peppino' Guiseppe Impastato und dem Haus von Gaetano Badalamenti, dem Oberhaupt der lokalen ...
    101 Reykjavik
    Der 28jährige Hlynur hält wenig vom Arbeiten, wohnt noch bei seiner Mutter, die ihn wie ein Kind umhegt. Nachts zieht er um die Häuser und ...
    11 Freundinnen
    Ganz im Gegensatz zum Männerfußball steht Frauenfußball nur selten im Fokus des öffentlichen Interesses. Als jedoch im Sommer 2011 die ...
    11'09''01 – September 11
    Am Anfang stand ein ungewöhnlich mutiger Produzent: Der Franzose Alain Brigand war von den Ereignissen des 11. September 2001 genauso geschockt wie ...

  • Bild

    FIS - Fernerkundung in Schulen
    Contrast
    Satellite images are a practical way to convey the set-up of digital pictures as well as the basics of digital picture processing. The Contrast learning module aims at an advancement of the pupils’ knowledge on digital image processing and data structure. The module makes use of the computer’s scope in order to convey the topic involving animation and interaction. Dealing with this range of topics in a practical way by using a computer based, interactive learning module allows sustainable teaching. The teaching unit makes use of the computer’s capabilities to convey the topics using animations and interaction with lasting effects. Through practical learning with the interactive and computer-based module, the pupils ought to comprehend the differences between binary values and different bit-levels as well as the conversion of binary values into grey levels more easily. In addition, the computer-based learning module covers the following aspects of modern teaching: • The module set-up is science oriented and, thereby, fosters scientific propaedeutic learning • The learning module fosters the lesson structure and focuses on the pupils’ self responsibility • The module considers the pupils’ everyday life • The computer serves as work equipment. Therefore, the pupils learn how to use the computer as a tool rather than solely as an information and entertainment device. Furthermore, the acquaintance with new media and, therefore, the pupils’ media competence is promoted All in all, the teaching unit „contrast“ comprises three parts. The first part introduces the pupils to the general topic. The pupils can get acquainted with the set-up of images (columns, rows, pixels) with the provided high-resolution image. General information on the pictures’ set-up is included in the info box. The pupils ought to comprehend that a digital picture is comprised of pixels with each pixel representing particular colour information. Then, the pupils are asked to locate two defective pixels, correct their grey levels, and adapt their values to the surrounding pixels. By actively and independently working on the learning module, the pupils are provided with a great number of opportunities to extensively deal with the topic. Thereby, the comprehension is fostered. This is guaranteed by the fact that the pupils may only advance to the next module part after having completed the exercises. The module set-up is regarded an assistance for the pupils since they are not confronted with the whole issue at once which could risk to overstrain the pupils. It is recommended to work on the teaching unit in groups of two in order to provide the pupils the opportunity to reflect on and discuss their experiences and results together. Thereby, both linguistic and team competence are fostered. The active involvement of the pupils leads to a change in the role of the teacher. The teacher becomes a study coach who takes over the role of a companion, guide, and assistant.