Wie kann Grammatik unterrichtet werden
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Wie kann Grammatik unterrichtet werden? Der Grammatikunterricht war immer schon ein umstrittener Bereich des Fremdsprachenunterrichts, besonders unter dem Aspekt des kommunikativen Ansatzes. In diesem Seminar erfahren Sie verschiedene Ansätze, wie Grammatik unterrichtet werden kann. Dabei geht es nicht um den "idealen" Grammatikunterricht, vielmehr darum, die verschiedenen Ansätze unter Berücksichtigung des Sprachniveaus, der Bedürfnisse, Interessen, Erwartungen und Lernstile der Studierenden zu reflektieren. Folgende Ansätze werden diskutiert werden: - der deduktive Ansatz - der induktive Ansatz - der funktionale Aspekt - Grammatikunterricht durch Geschichten - Grammatikunterricht durch Lieder und Reime - der "Brain-friendly" Grammatikunterricht Außerdem stehen folgende Fragen im Mittelpunkt der Überlegungen: Warum sollten wir Grammatik unterrichten? Was sind die Kriterien einer guten Grammatikregel? Was sagt der Lehrplan in Bezug auf Grammatik? Zu dieser Veranstaltung sind alle Fremdsprachenlehrer/innen eingeladen. Die exemplarischen Beispiele zu den jeweiligen Techniken basieren auf Vorschlägen aus dem Englischunterricht. PI Nummer Ort Halbtage Termin 2005s0072 PI Feldkirch 2 Mi 13.04.2005 von 8:30-17:30 Lehrbeauftragter Ludescher Franz Koller Annelies Anmeldungen 24 Zeit 8.30 - 9.00 9.00 – 9.30 9.30 – 10.00 Inhalte Kennenlernen – Was ist Grammatik? Warum sollten wir Grammatik unterrichten? Was sagt der Lehrplan? Seite 2 3 4 10.15 – 10.45 10.45 – 11.15 Der deduktive Ansatz Der induktive Ansatz 5 9 11.30 – 12.00 12.00 – 12.30 Der funktionale Ansatz Grammatik in situativem Kontext 13 17 Grammatik durch Geschichten Grammatik durch Witze Grammatik durch Lieder 20 24 25 14.00 – 14.30 14.30 – 14.45 14.45 – 15.30 16.00 – 16.30 16.30 – 17.00 17.00 – 17.30 Verschiedene Ansätze Der brain-friendly Ansatz Task based learning Bibliographie - Literatur Feedback 35 40 43 1 What is Grammar? Grammar is to a writer what anatomy is to a sculptor Grammar is like a game of chess. Each piece of grammar has a form. And each form has permissible modes of moving or functioning Grammar is like music. You can hear when it’s done wrong. Without grammar it’s like trying to find one’s way across country without a map or signposts. Grammar is awareness raising / focussing learner’s attention on the grammar meaning and form Grammar is a study of the laws of a language that makes sense of the words. Grammar is simply the collection of principles defining how to put together a sentence. Grammar isn’t a set of rules that one memorizes. It is a living, complex, evolving thing that must be experienced, enjoyed, and accepted for what it is. Syntax must be bad, having both sin and tax in it. 2 Lernen individueller Redewendungen Studierende erwarten Grammatik Studierende brauchen Grammatik (Mathematische Intelligenz) Grammatik bietet dem Lehrer ein strukturiertes Mittel Grammatik kann gelehrt und überprüft werden Das Erwartungs Argument Zahl der "Teile", die man sich merken kann, ist begrenzt The sentencemachine argument Grammatik ermöglicht uns, neue Sätze zu generalisieren Bietet dem Lernenden die Möglichkeit, unbegrenzt sprachlich kreativ zu sein Das rule-of-law Argument Grammatik erlaubt, größere Feinheiten der Sprache zu erkennen The fine-tuning argument Grammatik dient als Korrektiv gegenüber Doppeldeutigkeiten Es gibt methodische Schritte WARUM GRAMMAT IKUNTERRICHT (Kategorien = discrete items) Sprache = riesige, formlose Masse Das discrete item Argument Kategorien machen die Sprache leichter verdaubar Es ist ein Auftrag Das Erstarrungs / fossilisation Argument Ohne Grammatik "erstarren" die Studierenden früher. Grammatik hilft, ein größeres Niveau zu erreichen Lehrplan Das advance-organiser Argument Erkennung ist ein Mittel des Erwerbs Grammatik dient als advance organiser für den späteren Erwerb 3 Der Lehrplan Didaktische Grundsätze: ……. Der funktionale Aspekt der Grammatik hat Vorrang gegenüber dem formalen Aspekt. Das Erarbeiten und Einüben von grammatischen Strukturen hat möglichst im kommunikativen Zusammenhang zu geschehen und darf nicht zum Selbstzweck werden. Grammatik Im Sinne der Zirkularität des Sprachenlernens soll die Mehrzahl der anschließend aufgelisteten Strukturen zwar in den ersten beiden Lernjahren eingeführt, in den Folgejahren aber wiederholt und erweitert werden. Im Zuge der Erarbeitung der Grammatik ist auf kommunikative Zusammenhänge im mündlichen und schriftlichen Bereich besonders Bedacht zu nehmen. Grammatische Teilsysteme dürfen sich keineswegs verselbstständigen und wegen ihrer leichteren Überprüfbarkeit indirekt zum eigentlichen Lernziel des Fremdsprachenunterrichts werden. Wo es sinnvoll ist, sollen grammatische Strukturen besser ohne Regelformulierung als lexikalische Einheiten vermittelt werden. Generell sind die situative Einführung und ein induktives Erschließen grammatischer Sachverhalte aus Textbeispielen anzustreben. Die anschließenden Aufstellungen enthalten die Basisgrammatik der einzelnen Sprachen, und benennen die grammatischen Elemente, die im Laufe von vier Lernjahren produktiv beherrscht werden sollen. Das Vorkommen grammatischer Strukturen im rezeptiven Bereich kann darüber hinausgehen. Die Zuordnung der grammatischen Strukturen und lexikalischen Einheiten zu den Funktionen ist exemplarisch zu verstehen. Die angeführten Strukturen werden zum Teil auch in anderen Zusammenhängen auftreten. (Englisch, Französisch, Italienisch, Russisch, Spanisch, Slowenisch, Serbokroatisch, Tschechisch, Ungarisch) Lehrstoff: 6. bis 8. Klasse (je 2 Wochenstunden): Grammatik und Wortschatz soweit für das Leseverstehen erforderlich (,,Lesegrammatik''). Lektüre und Übungen (Techniken zum Globalverstehen und selektiven Datailverstehen) zum sinngemäßen Erfassen nicht zu umfangreichen Texteinheiten (z.B. Zeitungs-Schlagzeilen, Werbeslogans, öffentliche Aufschriften, Prospekte und Kataloge; Artikel in Zeitungen und Zeitschriften, allenfalls leichte Sachtexte). Einführung in den Gebrauch eines zweisprachigen Wörterbuchs. Der funktionale Aspekt der Grammatik hat Vorrang gegenüber dem formalen Aspekt. Das Erarbeiten und Einüben von grammatischen Strukturen hat möglichst im kommunikativen Zusammenhang zu geschehen und darf nicht zum Selbstzweck werden. 4 wird durch Beispiele illustriert ist kurz überprüft das Verständnis der Lernenden Merkmale einer guten Regel Lernende verinnerlichen die Regel Regel wird präsentiert Ablauf In Beispielen wird die Regel andewandt Wahrheit Zeigt Grenzen Begrenztheit Zeigt Unterschiede Vermeidet Zweideutigkeit Vermeidet obskure Terminologie Spart Zeit Klarheit Berücksichtigt die mathematische Intelligenz Nur wenige Ausnahmen Sub Kategorien Sub-sub Kategorien Zeigt Konzepte, mit denen die Lernenden vertraut sind Verbindeung mit dem, was sie schon wissen Die Regel beantwortet nur Fragen, die die Lernenden benötigen Einfachheit Vorteile Was ist eine gute Regel Lehrer kann Grammatikthemen behandeln; so wie sie "auftauchen" DEDUKTIVE METHODE rule - driven learning Vertrautheit Bestätigt die Erwartungen des Lernenden Relevanz Möglicherweise abweisend für Lernende Lernenden fehlt vielleicht die Metasprache Nachteile Use "different from" "we use 'used to' to say that..... Sagt, wie es geht Prescriptive rule/ verordnend Beschreibt, was man tun soll Descriptive rule / beschreibend lehrerzentriert; auf Kosten der Aktivität der Lernenden Erklärung wird oft vergessen Glaube: Sprache ist eine Sammlung von Regeln Was ist eine Regel E. past tense = base form + ed Past tense is used to indicate past actions Formenbildung Pädagogische Regeln Formengebrauch 5 Nouns, adjectives and adverbs Subject and object pronouns Subject pronouns I you he she it we you they Object pronouns me you him her you them it us The subject is the person or thing doing the action: I left early. She went home. We said goodbye. The object is the person or thing receiving the action: She telephoned me. I hit him. We saw her. Write the correct pronouns for these sentences: 1 ________________ telephoned yesterday, (she) She telephoned yesterday. 2 We watch _________________ for hours, (he) We watched him for hours. 3 Hasn't ___________ arrived yet? (she) 4 ______________ don't understand. (I) 5 Are you talking to _____________? (I) 6 Don't ask _________. ________doesn't know, (she/she) 7 This is Julia: _____________ have known __________ for years, (we/she) 8 Nobody told _____________ the bus was leaving, (they) 9 Why didn't ___________ ask ______________ to come? (she/they) 10 Don't ask ___________________ .Ask ____________________ (I/he) 11 ______________ think ____________ doesn't like __________ (I/he/I) 12 ____________ asked ____________ to invite ___________ (they/he/we) (from Walker and Elsworth Grammar Practice for Intermediate Students, Longman, 1986) 6 Was ist eine Regel ? Verordnende Regel: Examples of prescriptive rules: Do not use different to and never use different than. Always use different from. Never use the passive when you can use the active. Use shall for the first person and will for second and third persons. Beschreibende Regel: Examples of descriptive rules: You do not normally use the with proper nouns referring to people. We use used to with the infinitive (used to do, used to smoke etc.) to say that something regularly happened in the past but no longer happens. Pädagogische Regeln: Example for rule of form: To form the past simple of regular verbs, add –ed to the infinitive. Example of a rule of use: The simple past indicates that an activity or situation began and ended at a particular time in the past. Example: (from Walker and Elsworth Grammar practice for Intermediate Students, Longman, 1986) Kriterien einer guten Regel: • wahr: It is surprising how many incorrect explanations you find in TEFL books. A good example is the distinction usually made between some and any, which goes something like: Use some+plural countable/uncountable noun in affirmative sentences. Use any+plural countable/uncountable noun in negative sentences and questions. • begrenzt: Rules should show clearly what the limits are on the use of a given form. For example, to say simply that we use will to talk about the future is of little use to the learner since it doesn't show how will is different from other ways of talking about the future (e.g. going to). • klar: Rules should be clear. Lack of clarity is often caused by ambiguity or obscure terminology. For example: 'Use will for spontaneous decisions; use going to for premeditated decisions.' To which a student responded, 'All my decisions are premeditated'. • einfach: Rules should be simple. Lack of simplicity is caused by overburdening the rule with subcategories and sub-sub-categories in order to cover all possible instances and account for all possible exceptions. There is a limit to the amount of exceptions a learner can remember. • vertraut: explanation should try to make use of concepts already familiar to the learner. Few learners have specialised knowledge of grammar, although they may well be familiar with some basic terminology used to describe the grammar of their own language (e.g. conditional, infinitive, and gerund). Most learners have a concept of tense (past, present, future), but will be less at home with concepts such as deontic and epistemic modality, for example. • relevant: should answer only those questions that the student needs answered. Die Erklärung einer guten Regel : - enthält ein Beispiel zur Anschauung - ist kurz - das Verständnis wird überprüft - Studierende haben die Möglichkeit, die Regel individuell zu gestalten 7 8 Lehrer stellt eine Situation dar Lernenden "generalisieren" die Regel Generative situation / Situation verallgemeinern Lehrer gibt Hinweise Lehrer sagt, worauf zu achten ist Guided discovery / erarbeitend Lernende erarbeiten die Regel selber Sätze unterscheiden sich nur in ein oder zwei Einzelheiten Lexikalisch einfach Self-evident contexts offensichtliche Zusammenhänge Leicht zu planen Sätze Minimal sentence pairs / Gegenüberstellungen vernetzt sich eher mit bestehenden mentalen Strukturen Vorteile Man kommt schnell zum Punkt sichert einen größeren Grad an kognitiver Tiefe Techniken Man sieht, wie das Wort verwendet wird Vorteile Text Analyse Verschiedene Anwendungsmöglichkeiten eines Wortes herauszufinden INDUKTIVE METHODE rule discovery path wird verwendet für Lernende sind aktiv involviert bevorzugt Probelmlösungs Strategien Index zu erstellen Worthäufigkeit zu ermitteln sichert längere Abrufbarkeit bringt zusätzliche sprachliche Praxis, wenn in Gruppen erarbeitet wird unterstützt die Autonomie des Lernenden Using concordance data Analysiert Schlüsselwörter Regeln sind nicht das Ziel von LL Findet Redewendungen und Idiome http://titania.cobuild.collins.co.uk/form.htmh zeitaufwendig bei Nachteile Gefahr, die falsche Hypothese auf zu stellen geeignetes Material bereitstellen Manchmal gibt es keine Möglichkeit, eine Regel aufzustellen erzeugt oft Frust 9 Generative Situation Die Unterrichtsperson erstellt eine Situation, um mehrere Beispielsätze einer Struktur zu generalisieren. Die Prinzipien des entdeckenlassenden Lernens waren ursprünglich für SelbsstudiumProgramme, die in Sprachlaboren eingesetzt wurden, entwickelt worden. Beispiel 1: A factory needs workers. Yesterday Bill read their advertisement in the paper. It said these things: "We are a very large firm, pay very high wages, and have a good pension-scheme." Bill is at the factory today. He now knows that all those things are not true. At this moment he is saying these things to the manager: "YOU SAID YOU WERE A VERY LARGE FIRM but you are really a small one! YOU SAID YOU PAID HIGH WAGES but they are really very low. YOU SAID YOU HAD A GOOD PENSION SCHEME. You really haven't one at all." taken from “English in Situations” (O´Neill, OUP 1970 Beispiel 2: Find the rule Look at these sentences: You know Norma and Joe, don't you? They work every day. Joe talks to tourists, and Norma writes letters. We always go to their travel agency. The agency offers tours to many different countries. I like the service there too. There is a final s on the verb only with certain subjects. What are they? I you he she it we they Now apply the rule! Circle the right verb. I see/sees Norma almost every day, or she call/calls me. She and Joe sometimes come/comes to my house on weekends. Joe usually tell/tells us some funny stories. (from Maple, R. New Wave 1, Longman, 1988) 10 Minimal pairs: Wenn man zwei Sätze präsentiert, die sich nur wenig unterscheiden, kann die Lehrperson die Aufmerksamkeit genau auf die Punkte lenken, worauf es ankommt. Die Sätze sollten: einfach verständlich sein den Zusammenhang selber erklären Beispiel 1: Teaching differences between past simple and present perfect (Die Lehrperson schreibt folgende drei Satzmuster an die Tafel:) 1a I’ve seen all of Jim Jarmusch’s films. b I saw his latest film last month. 2a Since 1990, she’s worked for three different newspapers. b She worked for the Observer in 1996. 3a Have you ever been to Peru? b When were you in Peru? Complete this job interview between an Interviewer (I) and a Candidate (C). Put the verbs in brackets in the Present Perfect or Past Simple. I: So, tell me a little about the things you . . . (do), C: Well, I ... (study) French and German at university. Then, I ... (teach) in secondary school for a few years. I: ... you (enjoy) teaching? C: No, not really. I ... (not like) the discipline problems. So, I ... (start) working for a large drug company. I: ... you (work) abroad at all? C: Yes, well about three years ago I ... (get) a job in France, selling advertising space for a science magazine. I: ... you (go) anywhere else? C: Yes, I ... (work) in Germany in 1990. I: Oh really? What . . . (do) there? (from Mohamed, S. and Acklam, R. Pre-Intermediate Choice, Longman, 1993) Der minimal pair Ansatz kombiniert die Pluspunkte des deduktiven und induktiven Ansatzes. Er ist auch relativ leicht zu planen und durch zu führen. Wie effektiv dieser Ansatz ist hängt vor allem von den Auswahlsätzen ab. Wenn keine genauen Unterschiede aus dem Zusammenhang abgeleitet werden können, ist es für die Studierenden sehr frustrierend. 11 A B A B They’ve been painting the kitchen. They’ve painted the kitchen. What a mess!” “Yes, they’ve been painting the kitchen.” “The flat is looking nice.” “Yes, they’ve painted the kitchen.” Da gibt es keine Anhaltspunkte für die Studierenden Im Zusammenhang wird das Beispiel schon etwas klarer. 12 sich beschweren Was zuerst? sich entschuldigen Reihenfolge Can I...? Schwierigkeit Would you mind if...? Kritik nicht analytisch komplexer? höheres Niveau kein struktureller Aufbau obskurer? Ziel Erklärt die Sprache, wie sie verwendet wird Wie man die Sprache im Alltag verwendet kommunikativ nützliche Ausdrücke Schwerpunkt liegt auf Kommunikation Vorteile Ein Konzept, eine Idee Hund für Anfänger geeignet Spezifisch Wortschatz Haus Usw. Zeit Notions hassen eigene Vorstellungen klarstellen lieben fürchten persönlich usw. grüßen um erwünschte soziale Kontakte herzustellen sich vorstellen anbieten Größe Gefühl Die Funktionale Methode Functional - notional Approach Vor... Allgemein Vergangene Zeit Im... Letzte... Als,...bevor,... zwischenmenschlich Wünsche teilen usw. bitten überzeugen auf Instruktionen antworten Anweisung annehmen / ablehnen Kommunikativer Anlass Functions - Kategorien usw. Evaluieren Bitten Functions Anbieten Beispiele Dinge identifizieren Zusammenfassen Verwendung der Sprache um einen Zweck zu erreichen anweisend Entschuldigen Einladen berichten referenziell Versprechen Usw. ein Gedicht, einen Film beurteilen Reime, Geschichten erfinden kreative / künstlerische Ausdruckskraft imaginativ Rätsel lösen usw. 13 1972 veröffentlichte der Sprachwissenschaftler D.A. Wilkins ein Dokument, das eine radikale Verlagerung des traditionellen Ansatzes von Grammatikunterricht vorsah, um Sprache als Mittel der Kommunikation zu beschreiben. 1976 folgte das Werk Notional Syllabuses, in dem beschrieben wurde, wie Sprache auf der Basis von Begriffen (notions) wie Quantität, Ort- und Zeitbestimmung kategorisiert werden kann, als auch nach Sprechanlässen (functions) wie zum Beispiel einen Vorschlag machen, sich entschuldigen, eine Bitte äußern,… Die Arbeit von Wilkins wurde vom Europarat herangezogen, um den kommunikativen Ansatz zu empfehlen. Ausgangspunkt für den Spracherwerb ist der Redeanlass Task: Have a look at the items listed in the box below. Can you sort them into separate lists of notions and functions? Notions and functions location offer request obligation promise spatial relations advise the future food threat crime instruction apology the body remind probability expressions of opinion Functional Categories of Language Mary Finocchiaro:The Functional-notional Approach: From Theory to Practice (1983, p. 6566) has placed the functional categories under five headings as noted below: personal, interpersonal, directive, referential, and imaginative. Personal Clarifying or arranging one’s ideas; expressing one’s thoughts or feelings: love, joy, pleasure, happiness, surprise, likes, satisfaction, dislikes, disappointment, distress, pain, anger, anguish, fear, anxiety, sorrow, frustration, annoyance at missed opportunities, moral, intellectual and social concerns; and the everyday feelings of hunger, thirst, fatigue, sleepiness, cold, or warmth Interpersonal Enabling us to establish and maintain desirable social and working relationships: greetings and leave takings introducing people to others identifying oneself to others expressing joy at another’s success expressing concern for other people’s welfare extending and accepting invitations refusing invitations politely or making alternative arrangements making appointments for meetings breaking appointments politely and arranging another mutually convenient time apologizing excusing oneself and accepting excuses for not meeting commitments indicating agreement or disagreement interrupting another speaker politely changing an embarrassing subject receiving visitors and paying visits to others offering food or drinks and accepting or declining politely 14 sharing wishes, hopes, desires, problems making promises and committing oneself to some action complimenting someone making excuses expressing and acknowledging gratitude Directive Attempting to influence the actions of others; accepting or refusing direction: making suggestions in which the speaker is included making requests; making suggestions refusing to accept a suggestion or a request but offering an alternative persuading someone to change his point of view requesting and granting permission asking for help and responding to a plea for help forbidding someone to do something; issuing a command giving and responding to instructions warning someone discouraging someone from pursuing a course of action establishing guidelines and deadlines for the completion of actions asking for directions or instructions Referential talking or reporting about things, actions, events, or people in the environment in the past or in the future; talking about language (what is termed the metalinguistic function: = talking or reporting about things, actions, events, or people in the environment in the past or in the future identifying items or people in the classroom, the school the home, the community asking for a description of someone or something defining something or a language item or asking for a definition paraphrasing, summarizing, or translating (L1 to L2 or vice versa) explaining or asking for explanations of how something works comparing or contrasting things discussing possibilities, probabilities, or capabilities of doing something requesting or reporting facts about events or actions evaluating the results of an action or event Imaginative Discussions involving elements of creativity and artistic expression discussing a poem, a story, a piece of music, a play, a painting, a film, a TV program, etc. expanding ideas suggested by other or by a piece of literature or reading material creating rhymes, poetry, stories or plays recombining familiar dialogs or passages creatively suggesting original beginnings or endings to dialogs or stories solving problems or mysteries 15 Task: In the table shown below each column represents a different basis for selection of language: situation, function, vocabulary, etc. In each row one of them is filled in; can you fill in some suggestions for the others? Situations Coordinating different language categories Topics Notions and Grammar Functions Vocabulary Getting to know someone Road accidents Making requests Future tense farmer, secretary, etc 16 Imperative forms Future tense Pläne für einen Ausflug Conditional Simple past über Vergangenes berichten Past negation May, might Any, some,.. Present t. "to be" Possessive pronouns May, can,... Geschenke einkaufen sagen, wie man einen Gegenstand findet Unterrichtende erabeitet eine Geschichte, um Beispielsätze aus einer Struktur herauszuarbeiten Present perfect progressive Habitual present Auf fast ale Grammatikthemen anwendbar Situation in context Sprache im Kontext einen Bericht über Krankheitsverlauf ausfüllen Present perfect tense Situation klärt Bedeutung Grammar in situational context Vorteile ideal für induktive Methode rule discovery learning Studierende sind aktive Partner Co-creators über Tagesabläufe berichten Personal pronouns leicht zu merken Would like.... What, when,... If clauses Generative situation / generalisierende Situation persönliche Fragen beantworten Name, Adtresse,... Location prepositions Past conditional ein Rezept befolgen hoher Effektivitätsfaktor Einladungen am Telefon Über Vergangenes berichten Ergebnisse unter verschiedenen Bedingungen diskustieren zeitaufwendigim Vergleich zu Präsentation Nachteile Erfordert eine kreative Lehrperson Geschichten Bilder 17 Grammatik im situativen Kontext Eine generative Situation ist eine Situation, die die Unterrichtsperson schafft, um mehrere Beispielsätze zu erarbeiten. Beispiel: Peter is planning to go to Australia Erarbeiten der Strukturen : should, shouldn’t should have…., shouldn’t have…. He should have He shouldn’t have Police: You should have taken a map Andy: I know I should. I didn’t think Die Studierenden gestalten die Geschichte mit; sie sind „co-creators“. 18 Situation or Context Points of Grammar Follow a recipe or instructions from a boxed Imperative verb form cake mix to bake a cake. Present continuous tense Give directions to another person to get to a Present tense store, the post office, or a bank using a map. Non-referential it Discuss plans for a class field trip to the zoo. Future tense If-clauses Conditional tense Describe a past vacation, weekend, etc. Simple past tense Question formation Forms of verb to do Word order in negation Role play a shopping trip to buy a gift for a family member or friend. May, might Collective nouns and quantifiers (any, some, several, etc.) Answer information questions: Name, address, phone number, etc. Present tense of verb to be Possessive adjectives Tell someone how to find an object in your kitchen. Locative prepositions Modal verbs (can, may, should) Fill out a medical history form. Then role play a medical interview on a visit with a new doctor. Present perfect tense Present perfect progressive Make a daily weather report Forms of verb to be Idiomatic expressions Report daily schedules of people (in the class, buses in the city, airline schedules, trains, etc.) Habitual present Personal pronouns Demonstrative adjectives Extend an invitation over the telephone to someone to come to a party Would like…Object-Verb word order Interrogative pronouns Explain rules and regulations to someone, i.e. rules for the school cafeteria; doctor’s instructions to a sick patient Modal verbs: Can, must, should, ought to Adverbs of time & frequency Report a historical or actual past event and discuss conditions under which a different outcome might have resulted Past conditional and past perfect tenses If clauses React to the burglary of your house or Present perfect tense apartment in the presence of another person Contrast between active and passive voice upon discovery (active voice) and in making Direct and indirect object a police report (passive voice) 19 Grammatik durch Geschichten Jede/r mag Geschichten. Geschichten stellen die ideale “Nahrung” für unser Gedächtnis dar. Strukturen werden im Kontext dargeboten. Alle Elemente der Mnemotechnik sind in Geschichten enthalten: Bewegung Handlung Persönliche Identifikation Gefühle Alle Sinne werden angesprochen Bilder Fantasie, Imagination System, Ordnung Geschichten: 1) A hopeless case Past Tense - Present Perfect Tense A clown is sitting next to a man who looks very bored. The clown says, ,,Why do you look so bored?" ,,Life is so boring. Everything is so dull", is the poor man's answer. ,,You mustn't say that," said the clown ,,Life is wonderful. There are so many interesting paces in the world. ,,Have you ever been to Paris? Have you ever been to Montmartre? ,,Yes, I have been to Paris. T have seen the artists at Montmartre. I was there in 1990. It was very, very boring. ,,Have you ever been to New York? Have you ever seen the Statue of Liberty. ,,Yes, I have been to New York. I have seen the Statue of Liberty. I saw it three years ago. It was very, very boring." ,,Have you ever been to Italy? Have you ever seen the Colosseum, the Leaning Tower of Pisa, the sculptures of Michelangelo?" ,,Yes, I have been to Italy. I saw the Collosseum, the Leaning Tower of Pisa and the sculptures of Michelangelo two years ago. It was very, very boring." ,,Have you ever been to Rio?" Have you ever walked on the Copacabana?" ,,Yes, I have been to Rio. I walked on the white sands of the Copacabana in 1995.1 was very, very boring." ,,Well, have you ever been to Sydney, Have you ever seen the famous opera house?" ,,Yes, I have been to Sydney, I saw the opera house last year." It was very, very boring." ,,Have you ever been to Acra? Have you ever seen the Tajmahal?" ,,Yes, I have been to Acra. I saw the Tajmahal last winter. It was very, very boring." ,,Have you ever been to Norway? Have you ever seen the midnight sun?" ,,Yes, I have been to Norway. I was there in 1989. It was very, very boring. (With the help of some additional pictures the students go on telling the story) 20 ,,Have you tried any sports? Have you tried tennis? ,,Oh, yes, I have tried a lot of sports. I tried tennis in 1989,1 played badminton in 1990, I joined a basketball club in 1991,I did some body-building in 1992...... But everything was so boring. ,,Now I can see, that you are a very ill person. You need psychiatric treatment. Only the best psychiatrist can help you. It's Dr. Smith. He lives in Regent Street. Go and see him." ,,I’m afraid, he can't help me. I'm Dr. Smith." 2) The pop star Reflexive pronouns It was a wonderful party. People from the entertainment business were invited. I was a reporter for a well known magazine. I invited myself. We enjoyed ourselves very much. I had just helped myself to a glass of Champaign when Madonna , the famous pop-star, entered the room. At once she found herself in the middle of a crowd of fans. Pop-stars and film-stars like to talk about themselves, and she was no exception. She was talking about her songs, love affairs, about her life, her films and songs, her songwriters, her friends and her plans for the future. So she was always talking about herself. I really enjoyed myself because I got a lot of new information for my readers. Though I was very concentrated on what she said I also noticed that a nice little cat came close to me and scratched itself behind its ears very quickly. At the bar Madonna was sitting next to a young gentlemen. He wanted to tell her something about himself but he never got a chance. She told one story after the other about herself. Finally she stopped, looked at him with a smile, and said, ,,I mustn't talk about myself all the time. Let's talk about yourself for a change. How did you like my latest song.......?" 21 3) My friends Adverb – Adjective My friend from France likes to sing and dance. He elegantly takes his chance. (He's an elegant person). My friend from Greece joins the police. Greet him politely please. (He's a polite person). My friend from Spain flies an airplane. He landed safely on the plain. (He's a safe flier). My friend from Japan waves her fan. She waves gracefully out of her caravan. (She's a graceful person). My friend from the moon flies a balloon. He lands exactly on the saloon. (He lands on the exact spot). My friend from Bombay smiles all day. She's happily married I'd say. (She's a happy woman) . My friend from Berlin plays the violin. She played well last Halloween. (She's a good musician). My friend from Shanghai waves good-bye. She's frightfully shy. (She's very frightful person) My friend from Peru has got one expensive shoe. It's perfectly true. (It was perfect deal) My friend from Lahore was a detective before. He was seriously hurt on the floor. (It's a serious case) 4) If she had looked at me.... Conditional Type III (adapted from; G. Gerngroß and H. Puchta ,,Creative Grammar Practice") If I had looked at her she would have blushed. If she had blushed I would have told her that her cheeks were the colour of roses. If I had bought her roses she would have embraced me. If she had embraced me I would have painted a picture for her. If I had painted a picture for her she would have smiled. If she had smiled I would have asked her. If I had asked her she would have said ,,Yes". If she had said ,,Yes", I would have kissed her cheek. If I had kissed her cheek she would have blushed. If she had blushed I would have told her..... 22 5) The Polar Bear (Question-tags) One day a baby polar bear and its mother were standing in the snow at the North Pole. It was snowing and a cold wind was blowing. The baby polar bear looked at its mother and said, "Mother, am I really a polar bear?" "Yes, of course you are, son. You are a beautiful polar bear," she said. After a few seconds the baby polar bear said, "Are you sure, mother?" "Of course I'm sure. Look at your fur. Isn't it thick?" "Yes, mother." "And your fur is white like the snow, isn't it?" "Yes, mother." "And you can swim in the cold sea, can't you?" "Yes, mother." "And you can catch fish, can't you?" "Yes, mother." ' " "And you have sharp teeth for eating meat, haven't you?" "Yes, mother." "And you have hair on your feet to help you walk on ice, haven't you?" "Yes, mother." "And all the other animals are frightened of you, aren't they?" "Yes, mother." Then the mother polar bear said, "So, son, I am sure you are a polar bear. Why do you ask?" The baby polar bear looked up and said, “Because I’m so cold.” 6) I don't want her to…. Group A You are younger brothers or sisters. Your older brothers or sisters often tell you to do things you don't like. What I want you to do is to write as many sentences as possible of the pattern, I don't want them to.... For example: I don't want her/him/them to tell me that I am not old enough to do something. Group B You are parents. Write down what you don't want your children to do. Your model sentence is, We don't want you to.... For example: We don't want you to get home later than ten. Group C You are children. Write down what you don't want your parents to do. Your model sentence is, I don't want them to... For example: I don't want them to tell me how much pocket money they spend on me. For example: I don't want him/her to make jokes about the mistakes I make. (When the groups have finished, collect what they have written, read out individual sentences and ask the groups to guess who the speaker are.) Text creation All right All right All right she is my teacher, they are my parents, he’s my boyfriend, but I don’t want her o but I don’t want them to but I don’t want him to slurp his such a lot of come into my room without asking. soup. homework. I don’t want them to read I don’t want him to wear pink ties I don’t want her to my letters, with polka dots interrupt me all the time. I don’t want them to and I really don’t want him to go on I don’t want her to ask laugh at my friends, saying “that’s what my mother me words I don’t know I don’t want them to says”. but otherwise she’s okay. check my homework, I want him to all I want is to live my own life. buy some anti-dandruff shampoo I want him to use a different aftershave and unless he doesThat’s it. 23 Grammatik durch Witze Make / let Complete the jokes below by using make or let: 1. Yesterday I went to the doctor about my bad memory. What did he do? He ........ me pay in advance. 2 Why are you always angry when you travel by ferry? Because every time I get on one, it ........ me cross. 3 When I was eight months old, I could walk. You think you're clever. When I was that age, I ........ them carry me. 4 Jack and Dick saw two men fishing in a most peculiar way. One of the men was holding the other by the ankles and the second was hanging over the bridge catching the fish with his hands. They had caught a lot of fish and every couple of minutes the man hanging over the bridge would throw another one up on to the road. "Let's try that!" said Jack, so off they walked till they found another bridge. Dick held on to Jack's ankles and waited for his friend to start throwing up fish. Five minutes passed and they had caught nothing ... ten minutes, twenty minutes, an hour, two hours, and still no fish. Suddenly Jack shouted, "Quick, Dick, don't ...... go! Pull me up! There's a train coming!" 5 How do you ........ a hat talk? I don't know. Add the letter C and you ........ it chat! 6 Alan, you remind me of the sea. You mean, you find me wild and romantic? No, it's because you ........ me sick. 7 When are your eyes not eyes? I don't know. When the wind ........ them water. 8 What do seven days of dieting do to you? I don't know. They ........ one weak. 9 I've decided to ........ my hair grow. But how can you stop it? 10 Dad, I want to get married. And who do you have in mind? Grandmother. You don't think I'd ........ you marry my mother, do you? Why not? said the little boy. You married mine. When I was a child my parents made me brush my teeth night and morning. They never let me eat sweets in bed or watch TV after 8 at night. What do / did your parents make you do / never make you do? What do / did they let you do / never let you do? 24 Grammatik durch Lieder Es spricht viel dafür, Lieder im Unterricht einzusetzen. Lieder … - kann man sich gut merken - sind motivierend - bilden oft eine starke Subkultur mit eigenen Ritualen - können sowohl bei der Präsentation als auch bei der Vertiefung von Grammatik eingesetzt werden - können für intensives und extensives Lesen eingesetzt werden - können als Hörverständnisübungen eingesetzt werden - schaffen eine entspannte Atmosphäre Folgende Techniken eignen sich für den Einsatz von Liedern: Einsetzübungen Fragen beantworten Richtig-Falsch Antworten Ordne die Sätze nach der richtigen Reihenfolge Diktat Ergänze den letzten Satz Kreise bestimmte Wörter ein (zum Thema….) Diskussion Einige Beispiele: 25 Tom’s Diner by Suzanne Vega; Present Simple - Progressive _____________________ In the morning At the diner On the corner sit Who had died While he was drinking It was no one I had heard of I _____________________ At the counter For the man ____________ the coffee wait And I _________________ To the horoscope And _________________ For the funnies And he ___________ it Only halfway And before I even ________________ . He ___________________ Out the window At somebody __________________ in fill „It is always Nice ______________ you“ _______________ the man Behind the counter To the woman Who has come in She ________________ Her umbrella pour argue look come see say shake And I _________________ The other way As they ________________ Their hellos look And I __________________ Not ______________ them And instead I _______________ the milk pretend see I ___________________ Up the paper There’s a story Of an actor open kiss pour turn look When I ________________ feel Someone _____________ me watch And so I ________________ my head raise There’s a woman On the outside _________________ inside _________ she _______ me? No, she does not Really ______________ me Cause she _______________ Her own reflection And I ___________________ Not ___________________ That she _______________ Up her skirt And while she ___ _____________ her stockings Her hair Has gotten wet Oh, this rain It will continue Through the morning As I ____________________ To the bells Of the cathedral I _____________________ Of your voice… look see see see try notice hitch straighten listen think 26 American words: counter = bar; diner = restaurant; café; funnies = cartoons, jokes Look at the pictures. What differences can you see? Listen to the song and tick the pictures described 27 Return to Sender Elvis Presley I ___________________ a letter to the postman, give he ________________ it his sack. put But in early next morning, he ______________________ my letter back. bring She ___________________ upon it: write Return to sender, address unknown. No such number, no such zone. We _______________ a quarrel, a lover's spat have I write I'm sorry but my letter keeps coming back. So then I __________________ it in the mailbox drop And ___________________ it special D. send But in early next morning it ____________________ right back to me. come She ________________ upon it: write Return to sender, address unknown. No such number, no such zone. This time I'm gonna take it myself and put it right in her hand. And if it comes back the very next day then I'll understand the writing on it Return to sender, address unknown. No such person, no such zone. 28 Present Simple An Englishman in New York Present Progressive Sting Lemon Tree I don't drink coffee I take tea my dear I like my toast done on the side And you can hear it in my accent when I talk I'm an Englishman in New York See me walking down Fifth Avenue A walking cane here at my side I take it everywhere I walk I'm an Englishman in New York I'm an alien I'm a legal alien I'm an Englishman in New York I'm an alien I'm a legal alien I'm an Englishman in New York If "manners make man" as someone said Then he's the hero of the day It takes a man to suffer ignorance and smile Be yourself no matter what they say I'm an alien I'm a legal alien I'm an Englishman in New York I'm an alien I'm a legal alien I'm an Englishman in New York Modesty, propriety can lead to notoriety You could end up as the only one Gentleness, sobriety are rare in this society At night a candle's brighter than the sun Takes more than combat gear to make a man Takes more than license for a gun Confront your enemies, avoid them when you can A gentleman will walk but never run If "manners maketh man" as someone said Then he's the hero of the day It takes a man to suffer ignorance and smile Be yourself no matter what they say I'm an alien I'm a legal alien I'm an Englishman in New York I'm an alien I'm a legal alien I'm an Englishman in New York Fools Garden I'm sitting here in a boring room It's just another rainy Sunday afternoon I'm wasting my time, I got nothing to do I'm hanging around, I'm waiting for you But nothing ever happens, and I wonder I'm driving around in my car I'm driving too fast, I'm driving too far I'd like to change my point of view I feel so lonely, I'm waiting for you But nothing ever happens, and I wonder I wonder how, I wonder why Yesterday you told me 'bout the blue blue sky And all that I can see is just a yellow lemon tree I'm turning my head up and down I'm turning, turning, turning, turning, turning around And all that I can see is just another lemon tree Sing! Da, da da dee da, etc. I'm sitting here, I miss the power I'd like to go out taking a shower But there's a heavy cloud inside my head I feel so tired, put myself into bed Where nothing ever happens, and I wonder Isolation, is not good for me Isolation, I don't want to sit on a lemon tree I'm stepping around in a desert of joy Baby anyhow I'll get another toy And everything will happen, and you'll wonder I wonder how I wonder why Yesterday you told me 'bout the blue, blue sky And all that I can see is just another lemon tree I'm turning my head up and down I'm turning, turning, turning, turning, turning around And all that I can see is just a yellow lemon tree And I wonder, wonder, I wonder how I wonder why Yesterday you told me 'bout the blue, blue sky And all that I can see (dit dit dit) And all that I can see (dit dit dit) And all that I can see is just a yellow lemon tree 29 I Have Seen It All Bjork (Present Perfect) I have seen it all I have seen the trees I have seen the willow leaves Dancing in the breeze I've seen a man killed By his best friend, And lives that were over Before they were spent. I've seen what I was And I know what I'll be I've seen it all There is no more to see You haven't seen elephants Kings or Peru I'm happy to say I had better to do What about China? Have you seen the Great Wall? All walls are great If the roof doesn't fall And the man you will marry The home you will share To be honest I really don't care You've never been To Niagara Falls I have seen water It's water, that's all The Eiffel Tower The Empire State My pulse was as high On my very first date And your grandson's hand As he plays with your hair To be honest I really don't care I've seen it all I've seen the dark I've seen the brightness In one little spark I've seen what I chose And I've seen what I need And that is enough To want more would be greed I've seen what I was And I know what I'll be I've seen it all There is no more to see You've seen it all And all you have seen You can always review on Your own little screen The light and the dark The big and the small Just keep in mind You need no more at all You've seen what you were And know what you'll be You've seen it all There is no more to see 30 Present Perfect Future All My Loving The Beatles Morning Has Broken Cat Stevens Morning has broken, like the first morning Blackbird has spoken, like the first bird Praise for the singing, praise for the morning Praise for them springing fresh from the world Sweet the rain's new fall, sunlit from heaven Like the first dewfall, on the first grass Praise for the sweetness of the wet garden Sprung in completeness where his feet pass Mine is the sunlight, mine is the morning Born of the one light, eden saw play Praise with elation, praise every morning God's recreation of the new day Close your eyes and I'll kiss you, Tomorrow I'll miss you; Remember I'll always be true. And then while I'm away, I'll write home every day, And I'll send all my loving to you. I'll pretend that I'm kissing the lips I am missing And hope that my dreams will come true. And then while I'm away, I'll write home every day, And I'll send all my loving to you. All my loving I will send to you. All my loving, darling I'll be true. Close your eyes and I'll kiss you, Tomorrow I'll miss you; Remember I'll always be true. And then while I'm away, I'll write home every day, And I'll send all my loving to you. All my loving I will send to you. All my loving, darling I'll be true. All my loving, All my loving ooh, All my loving I will send to you. 31 Comparison Phrasel verbs My Love Petula Clark Father and Son Cat Stevens My love is warmer than the warmest sunshine Softer than a sigh. My love is deeper than the deepest ocean Wider than the sky. My love is brighter than the brightest star That shines every night above And there is nothing in this world That can ever change my love Something happened to my heart the day that I met you Something that I never felt before You are always on my mind no matter what I do And everyday it seems that I want you more My love is warmer than the warmest sunshine Softer than a sigh. My love is deeper than the deepest ocean Wider than the sky. My love is brighter than the brightest star That shines every night above And there is nothing in this world That can ever change my love Once I thought that love was meant for anyone else but me Once I thought you'd never come my way Now it only goes to show how wrong we all can be For now I have to tell you everyday My love is warmer than the warmest sunshine Softer than a sigh My love is deeper than the deepest ocean Wider than the sky My love is brighter than the brightest star That shines every night above And there is nothing in this world That can ever change my love My love is warmer than the warmest sunshine Softer than a sigh My love is deeper than the deepest ocean Wider than the sky My love is brighter than the brightest star That shines every night above And there is nothing in this world That can ever change my love It's not time to make a change Just relax, take it easy You're still young, that's your fault There's so much you have to know Find a girl, settle down If you want, you can marry Look at me, I am old But I'm happy I was once like you are now And I know that it's not easy To be calm when you've found Something going on But take your time, think a lot I think of everything you've got For you will still be here tomorrow But your dreams may not How can I try to explain When I do he turns away again And it's always been the same Same old story From the moment I could talk I was ordered to listen Now there's a way and I know That I have to go away I know I have to go It's not time to make a change Just sit down and take it slowly You're still young that's your fault There's so much you have to go through Find a girl, settle down If you want, you can marry Look at me, I am old But I'm happy All the times that I've cried Keeping all the things I knew inside And it's hard, but it's harder To ignore it If they were right I'd agree But it's them they know, not me Now there's a way and I know That I have to go away I know I have to go 32 Conditional songs If I Had A Hammer Pete Seeger If I had a hammer I'd hammer in the morning I'd hammer in the evening All over this land I'd hammer out danger I'd hammer out a warning I'd hammer out love between my brothers and my sisters All over this land If I had a bell I'd ring it in the morning I'd ring it in the evening All over this land I'd ring out danger I'd ring out a warning I'd ring out love between my brothers and my sisters All over this land If I had a song I'd sing it in the morning I'd sing it in the evening All over this land I'd sing out danger I'd sing out a warning I'd sing out love between my brothers and my sisters All over this land Well I've got a hammer And I've got a bell And I've got a song to sing All over this land It's the hammer of justice It's the bell of freedom It's the song about love between my brothers and my sisters All over this land If I Were A Rich Man – Fiddler on the Roof If I Were A Rich Man, Daidle, Deedle, Daidle, Digguh, Digguh, Deedle, Daidle, Dum. All Day Long I`D Biddy, Biddy Bum, If I Were A Wealthy Man. I wouldn`T Have To Work Hard, Daidle, Deedle, Daidle, Digguh, Digguh, Deedle, Daidle, Dum. If I Were A Biddy, Biddy Rich, Digguh, Digguh, Deedle, Daidle Man. I’d Build A Big Tall House With Rooms By The Dozen, Right In The Middle Of The Town; A Fine Tin Roof With Real Wooden Floors Below. There Could Be One Long Stair Case Just Going Up And One Even Longer Coming Down; And One More Leading Nowhere Just For Show. I'd Fill My Yard With Chicks And Turkeys And Geese And Ducks For The Town To See And Hear; Squawking Just As Noisily As They Can. And Each Loud Quack And Cluck And Gobble And Honk Will Land Like A Trumpet On The Ear; As If To Say Here Lives A Wealthy Man. (Chorus) I See My Wife Golden Looking Like A Rich Man`s Wife With A Proper Double Chin; Supervising Meals To Her Heart’s Delight. I See Her Putting On Airs And Strutting Like A Peacock Oy! What A Happy Mood She’s In. Screaming At The Servants Day And Night. The Most Important Men In Town Will Come To Fawn On Me; They Will Ask Me To Advise Them, Like Solomon The Wise, `If You Please, Reb Tevye, Pardon Me, Reb Tevye.` Posing Problems That Would Cross A Rabbi`s Eyes. Boi, Boi, Boi, Boi, Boi, Boi, Boi, Boi, Boi. And It Won’t Make One Bit Of Difference If I Answer Right Or Wrong? When You’re Rich, They Think You Really Know. If I Were Rich, I'd Have The Time That I Lack, To Sit In A Synagogue And Pray; And Maybe Have A Seat By The Eastern Wall. And I'd Discuss The Holy Books With The Learned Men Seven Hours Every Day; This Would Be The Sweetest Thing Of All. (Chorus) Lord, Who Made The Lion And The Lamb, You Decreed I Should Be What I Am; Would It Spoil Some Vast Eternal Plan, If I Were A Wealthy Man? 33 If You Leave Me Now Chicago Tears In Heaven Eric Clapton If you leave me now You’ll take away the biggest part of me Oo, oo, oo, no, baby, please don’t go And if you leave me now You’ll take away the very heart of me Oo, oo, oo, no, baby, please don’t go Oo, oo, oo, girl, I just want you to stay A love like ours is love that’s hard to find How could we let it slip away ? We’ve come too far to leave it all behind How could we end it all this way ? When tomorrow comes and we both regret The things we said today A love like ours is love that’s hard to find How could we let it slip away ? We’ve come too far to leave it all behind How could we end it all this way ? When tomorrow comes and we both regret The things we said today If you leave me now You’ll take away the biggest part of me Oo, oo, oo, no, baby, please don’t go Oo, oo, girl, I’ve just got to have you by my side Oo, oo, oo, no, baby, please don’t go Oo, ah, ah, I’ve just got to have you, girl Would you know my name if I saw you in Heaven Would it be the same if I saw you in Heaven I must be strong and carry on `Cause I know I don't belong here in heaven Would you hold my hand if I saw you in Heaven Would you help me stand if I saw you in Heaven I'll find my way through night and day `Cause I know I just can't stay here in heaven Time can bring you down, time can bend your knees Time can break your heart have you beggin, please Beggin, please Beyond the door there's peace for sure And I know there'll be no more tears in heaven Would you know my name if I saw you in Heaven Would it be the same if I saw you in Heaven I must be strong and carry on `Cause I know I don't belong here in heaven El Condor Pasa/If I Could Garfunkel Simon and I'd rather be a sparrow than a snail Yes I would, if I could, I surely would I'd rather be a hammer than a nail Yes I would, if I only could, I surely would Away, I'd rather sail away Like a swan that's here and gone A man gets tired out to the ground He gives the world Its saddest sound Its saddest sound I'd rather be a forest than a street Yes I would, if I could, I surely would I'd rather feel the earth beneath my feet Yes I would, if I only could, I surely would 34 Der “brain-friendly” Ansatz WALTERS ROYAL THURSDAY Early on Thursday morning Walter was fast asleep The alarm went off at four o'clock It really gave him quite a shock! He yawned, and stretched, as he scratched his head, opened his eyes and jumped out of bed. Walter put on his very best clothes. Goodness me! Look at those I A red silk shirt - very bright. Blue trousers - very tight and a smart new jacket - very white. "It's time to go, I mustn't be late. I’ve got to be in England by half past eight." Walter arrived at the airport in good time. He checked in and got on the plane. It took off on time. During the flight Walter had breakfast and looked out of the window. Then he looked at a magazine. He was interested in an article on "Inventions." The plane landed at Heathrow and Walter got the tube to Central London. He got off at St. James's Park and walked to Buckingham Palace. He introduced himself to the sentry on duty. "Hallo, I'm Walter. I have an invitation from the Queen. I hope she's in today." "Yes Sir. She's at home. And She's expecting you for lunch. I’ll show you the way to her room” When Walter met the Queen he bowed politely. "I'm very pleased to meet you, Walter. I’ll show you round the palace before lunch. Here we are in the banqueting hall. Do you like those pictures on the wall? The one on the left Is my favourite Corgi. It was painted by dear Philip in 194O. Now, Walter, tell me about your invention." “It's a pocket-size-instant-tea-machine. Very useful for a busy Queen. Fill it with water, and put the tea in here. Switch it on - the instructions are clear. Quick as a wink. It's ready to drink! Here's one - a present from me to you. It's made by hand, 35 and guaranteed for ten years." "Thank you very much, Walter,” said the Queen. “It's the smallest tea pot I've ever seen, And such a nice colour, a pretty green. I haven’t got a pocket, so I’ll carry it under my crown. Now it's time for lunch. Be careful! The plates are made of gold! Mmm... What's on the menu today? Would you like hot dog, or fish and chips?" Walter asked for a hot dog. "But not Corgi, please, your Majesty." After lunch Walter had a look round Central London, and in the evening he went to the airport by taxi. He got home at eleven o'clock, and turned on the TV. There was a programme about the Queen! She was sitting on her throne and talking to people from all over the world. She was also drinking a small cup of tea. Walter smiled. He took off his white jacket and hung it up. He put his suitcase away. I'm glad the Queen's enjoying her tea. I think I’ll make a cup for me!" 36 37 38 39 Task based learning Jane Willis beschreibt in ihrem Buch „A Framework For Task-Based Learning“ ein interessantes Modell, wie Unterrichtsstunden geplant werden können. Unter „Task“ versteht man hier eine zielorientierte Aktivität mit einem klaren Zweck. Task based learning basiert auf drei Stufen: In der „Pre-task“ Stufe erklärt die Lehrperson das Thema und elaboriert neuen Wortschatz und Redewendungen, die für die Aufgabe wichtig sind. Die zweite Stufe nennt Willis „Task Cycle“. Hier führen die Studierenden in Partner- oder Gruppenarbeit die Aufgabe aus (eine Lese- oder Höraufgabe bzw. eine Problemlösungsaufgabe). Dann bereiten sie einen Bericht vor. In diesem Bericht erläutern sie schriftlich oder mündlich, wie sie die Aufgabe gelöst und welche Schlussfolgerungen sie gezogen haben. Die dritte Stufe nennt sich „Language focus“ Stufe, in der dann mit den neuen sprachlichen Mitteln gearbeitet wird. Auf dieser Stufe kann auch Feedback für den Bericht gegeben werden. TBL bietet eine Abwechslung zu den üblichen Grammatikstunden, in denen einige Studierende nicht zur Kommunikation gebracht werden können. Dieser Ansatz ermutigt die Studierenden, all ihre sprachlichen Mittel einzusetzen und aktive Kontrolle über ihr eigenes Lernen auszuüben. Für die Lehrperson bietet dieser Ansatz Sicherheit und Kontrolle. Components of a TBL Framework PRE-TASK PHASE INTRODUCTION TO TOPIC AND TASK Teacher explores the topic with the class, highlights useful words and phrases, and helps learners understand task instructions and prepare. Learners may hear a recording of others doing a similar task, or read part of a text as a lead in to a task. TASK CYCLE TASK PLANNING REPORT Students do the task, in pairs or Students prepare to report to the whole Some groups present their reports small groups. Teacher monitors from class (orally or in writing) how they to the class, or exchange written a distance, encouraging all attempts did the task, what they decided or reports, and compare results. at communication, not correcting. discovered. Since the report stage is Teacher acts as a chairperson, and Since this situation has a "private" public, students will naturally want to then comments on the content of feel, students feel free to experiment. be accurate, so the teacher stands by to the reports. Mistakes don't matter. give language advice. Learners may now hear a recording of others doing a similar task and compare how they all did it. Or they may read a text similar in some way to the one they have written themselves, or related in topic to the task they have done. LANGUAGE FOCUS ANALYSIS PRACTICE Students examine and then discuss specific features of Teacher conducts practice of new words, phrases, and the text or transcript of the recording. They can enter patterns occurring in the data, either during or after the new words, phrases and patterns in vocabulary books. Analysis. Sometime after completing this sequence, learners may benefit from doing a similar task with a different partner. 40 Example: Language focus (20-35 min) Analysis and practice 1 Main theme: Spiders Circle all the phrases which refer to spiders, including those with pronouns, e.g. saw one, removed it. Join up the circles with straight lines, to get a lexical chain (see example below). Ss can then compare chains to see if they have found the same set of references. NB: In order to do this, learners will have to focus on aspects of textual cohesion. They may notice the use of plural forms (and the word one) to express spiders in general. They can distinguish phrases that contrast with the idea of a real spider, e.g. doodles resembling spiders. These points can be highlighted at the review stage. The Daily Telegraph 24 January 1994 2 Time and sequence Ask ss to find between eight and eleven phrases or single words that express the notion of time. Which ones denote the passing of time and thus help to signal the stages in the cure of the phobia? (There are seven or eight of these.) NB: This highlights a very common function of time phrases - signalling the structure of a sequential narrative. It also shows that not all stages are explicitly signalled, and learners may need to look for less obvious linguistic clues, as in began to ... above. A further focus on adverbs of time could be achieved by asking where the words suddenly, eventually, gradually, later, and first occur in the time phrases. Ask ss in pairs to read the phrases with these words out loud and notice where there might be similar stress patterns. 3 Place and position Ask ss to look for around twelve phrases expressing the general notion of place and position. Subdivide these into three or four categories: those referring to - her house, e.g. left in a house alone - the spiders themselves, e.g. in a jar - position or movement, e.g. moved nearer to the sufferer - the meeting, e.g. to the next meeting, going to the group. 41 4 Common words highlighting grammar points: the passive voice and uses of to. 4.1 Ask ss to find four phrases with the word was. Which three have a similar structure? (She was eventually persuaded to look at photographs / she was given a plastic spider I it was gradually moved nearer.) Ask ss if they know exactly who persuaded her to look at the pictures, who gave her a plastic spider, and who moved the spider nearer to her? Does it matter that they don't know? Ask where else in those sentences they could put the words gradually and eventually. Either 1.2 Ask ss to find six phrases with the word to and notice which verbs it goes with. Ask them if they can divide these phrases into two categories. There is one phrase where you can omit the to and still have a grammatical sentence. Ask them to find it. or 4.3 Tell ss these common uses of the word to: a) as a preposition indicating movement towards something or someone, e.g. They have just moved to Kendal. b) before an indirect object e.g. / wrote three letters to the headmaster. c) following a verb like want before an infinitive, e.g. / tried to kick the door open. d) denoting purpose or intention in order to ..., e.g. I came in today just to see you. Now they try to decide which category each example below belongs to. table and not be able Her husband began took a real spider in a jar gradually moved nearer She later agreed months after first going ran on the spot for ten hours reported him missing I tried to kick the door open and We've each got to to to to to to to to to to get down until somebody came move the position of the book the next meeting, where it was the sufferer. She later agreed take the real spider home and gave the group her phobia had gone. stay alive. Peter Emerson, aged the police. Peter, who lives in pick the lock but say a little bit about our favourite 1.3 Underline the other verb phrases in the examples below which have the same patterns as this example: She was eventually persuaded to look at photographs. (These can include any part of the verb be, i.e. was, will be / is, etc.) I was asked to help out at the butcher's shop. You will normally be required to work one weekend day. He was just told to go home and fetch it. She is being encouraged to rest more. You are advised to travel light, carrying no more than one... They were more or less forced to accept an alternative. You are constantly being reminded not to leave your luggage unattended. NB: Some of these sentences may be unfamiliar to learners. Ask them to think of contexts in which they might hear or see them used. Review analysis and get ss to write useful language in their books. If time, ask them to do a 'gapped example' quiz round the class, using examples from their notebooks. 42 Literatur: Scott Thornbury: How to teach grammar; Longman 2002 Gerngroß, Puchta: Creative Grammar Practice, Longman1995 George Woolard: Grammar with Laughter, LTP 2001 George Woolard: Lessons with Laughter; Heinle 1996 Jane Willis: A Framework for task-based learning; Longman 43
