Bücher von Susanne Flohr

Studienarbeit aus dem Jahr 2009 im Fachbereich Geschichte Europas - Neuzeit, Absolutismus, Industrialisierung, Note: 1,3, Universität Kassel, Sprache: Deutsch, Abstract: Diese Arbeit stellt eine Ausarbeitung zu einem in einem Hauptseminar gehaltenen Referat dar. Hierbei geht es um den Kyffhäuser-Mythos, wobei eine kurze Einleitung ins Thema gegeben wird, bevor es zur eigentlichen Behandlung der Thematik, somit zur Vorgeschichte und der Entstehung selbst kommt. Dabei werden Betrachtungsweisen verschiedener Historiker und geschichtswissenschaftliche Kontroversen hinzugezogen.Die Entstehungszeit des Mythos und das Kyffhäuser Denkmal und die Burg rücken ebenfalls in den Blickpunkt.

Seminar paper from the year 2008 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 2,0, University of Kassel, course: Teaching Grammar and Vocabulary, language: English, abstract: This paper is going to deal with the question how vocabulary can be introduced in the EFL classroom and why it is essential for students to learn new vocabulary and know how to use it in context. Furthermore, it deals with the points that are involved in presenting and demonstrating vocabulary and it also focuses on the teachers and learners and which roles they play in the whole process of vocabulary acquisition in the EFL classroom. It is important to see that the teacher needs to work actively with the students on the process of acquiring new vocabulary and the students need to be involved in the learning process. The teacher needs to show the students the necessity of learning vocabulary since this is the most important part of foreign language learning because without vocabulary they will not be able to communicate and understand text that are written in a foreign language.In order to be able to speak a foreign language properly, the students need to learn vocabulary because otherwise they will not be able to express and articulate themselves in a way that other students or native speakers of English can understand them. It is the teacher¿s task to support the learning process of the students and to show them ways of learning vocabulary through different teaching approaches and different methods.There are many different ways of presenting and teaching vocabulary in the EFL classroom but which of them are most efficient? That is a question that has been discussed for many years now and one could come to the conclusion that there is not only one right way of teaching vocabulary but a variety of different approaches that can help the teacher in presenting and teaching new vocabulary. A mixture of many different ways is always more effective than using only one way of teaching which is also very boring for the students. In earlier times, the teacher centred teaching was used in classes in general but times have changed and this term paper will show what kind of different types of teaching vocabulary in the EFL classroom there are nowadays and how the students are actively involved in every step.

Seminar paper from the year 2006 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 2,3, University of Kassel, course: Introduction to English as a Foreign Language (EFL) Teaching Methodology, language: English, abstract: Since we are studying to become future teachers of English, it is really important to teach the ¿so-called ¿four skills`- listening, speaking, reading and writing¿ (Brumfit, 1984, p.103). This term paper will only deal with two of the four skills, which are listening and speaking. Both of these skills need to be learned and require active behaviour. This term paper starts off by introducing the reader to the topic of teaching listening, continues by explaining the characteristics of listening situations, learner problems with listening and different listening activities which can be used at school. Furthermore, it gives a definition of speaking, how to teach speaking at school, some important speaking methods and learner problems. The next topic is the oral presentation itself and what we did in class, which tasks we gave to the other students, which aims we wanted to achieve and how everything worked out. In the final conclusion we want to show what we learned while we prepared our presentation and actually presented it in class. Some problems that occurred in class and how we could have improved the organisation of the presentation and the get involved part will be mentioned as well.We finish our paper with the attachment and the bibliography.

Studienarbeit aus dem Jahr 2009 im Fachbereich Didaktik für das Fach Deutsch - Literaturgeschichte, Epochen, Note: 2,0, Universität Kassel, Sprache: Deutsch, Abstract: Vielleicht lag es daran, dass ich ein verwirrter Jugendlicher war, aber in diesem Jahrzehnt hatte man das Gefühl, es sei der Anfang von allem und das Ende von allem. Aber als es vorbei war und die Uhr weitertickte, rein ins nächste Jahrzehnt, kam das deutliche Gefühl, dass es weitergehen sollte.Mit diesem Zitat von Ray Davies beginnen Crampton und Rees ihre Ausführungen zum Thema Rock- und Popmusik der 1960er Jahre. Es soll auch bei dieser Referatsausarbeitung, die sich im Rahmen des Hauptseminars ¿Literatur der 1960er Jahre: Popliteratur¿ mit dem Aspekt der ¿Popmusik der 1960er Jahre¿ beschäftigt, als Einstieg in das Thema dienen.

Seminar paper from the year 2007 in the subject Didactics for the subject English - Literature, Works, grade: 1,7, University of Kassel (Literature: Language and Cultural Awareness), course: Department of English & Romance Languages, language: English, abstract: This term paper will take several questions into account by starting off with a general definition of the terms ¿Literature, Language and Cultural Awareness¿ as they are the basis for talking about literature and literary texts. Afterwards, a precise definition of the terms will follow before the consequences for the EFL classroom will be mentioned which lead to a text example that shows how one can teach the aspects that have been mentioned before and why it is important to teach students literature at all. The text shows that students need to understand other cultural backgrounds in order to understand the whole text since we do not have the expression ¿hills like white elephants¿ in Germany. As a result, this text is a good example for showing how important language and cultural awareness are in order to understand literary texts in the EFL classroom. When we talk about literature in the EFL classroom, we should first of all ask ourselves what we need to take into consideration in general when we want to deal with literary texts in the EFL classroom. Some questions arise like why one should teach literature in the EFL classroom and what kind of literature needs to be taught. It is important to read literary texts in the EFL classroom because the curriculum says that teachers should deal with different countries and cultures by presenting people in real life situations. Therefore, they should mostly use authentic material in order to build a connection to the student¿s world. The teacher should be careful in choosing texts for the EFL classroom because the texts need to be suitable for the class in order to let the students work with them.