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 2005s0072Ort PI FeldkirchHalbtage 2Termin Mi 13.04.2005 von 8:30-17:30 Lehrbeauftragter  Ludescher Franz

Koller AnneliesAnmeldungen 24

Zeit Inhalte Seite8.30 - 9.00 Kennenlernen – Was ist Grammatik? 29.00 – 9.30 Warum sollten wir Grammatik unterrichten? 39.30 – 10.00 Was sagt der Lehrplan? 4

10.15 – 10.45

Verschiedene Ansätze

Der deduktive Ansatz 510.45 – 11.15 Der induktive Ansatz 9

11.30 – 12.00 Der funktionale Ansatz 1312.00 – 12.30 Grammatik in situativem Kontext 17

14.00 – 14.30 Grammatik durch Geschichten 2014.30 – 14.45 Grammatik durch Witze 2414.45 – 15.30 Grammatik durch Lieder 25

16.00 – 16.30 Der brain-friendly Ansatz 3516.30 – 17.00 Task based learning 40

Bibliographie - Literatur 4317.00 – 17.30 Feedback

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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.

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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.

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Nouns, adjectives and adverbs

Subject and object pronounsSubject pronounsI you he she it we you they

Object pronounsme you him her it us you them

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)

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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 sub-categories 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

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- Studierende haben die Möglichkeit, die Regel individuell zu gestalten

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Generative SituationDie Unterrichtsperson erstellt eine Situation, um mehrere Beispielsätze einer Struktur zu generalisieren.Die Prinzipien des entdeckenlassenden Lernens waren ursprünglich für Selbsstudium-Programme, 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 ruleLook 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)

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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.

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A They’ve been painting the kitchen.B They’ve painted the kitchen.

Da gibt es keine Anhaltspunkte für die Studierenden

A What a mess!” “Yes, they’ve been painting the kitchen.”B “The flat is looking nice.” “Yes, they’ve painted the kitchen.”

Im Zusammenhang wird das Beispiel schon etwas klarer.

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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 functionslocationobligationadvisethreatapologyprobability

offerpromisethe futurecrimethe bodyexpressions of opinion

requestspatial relationsfoodinstructionremind

Functional Categories of LanguageMary Finocchiaro:The Functional-notional Approach: From Theory to Practice (1983, p. 65-66) has placed the functional categories under five headings as noted below: personal, interpersonal, directive, referential, and imaginative.

PersonalClarifying 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

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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

Referentialtalking 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 futureidentifying 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

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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?

Coordinating different language categoriesSituations Topics Notions and

FunctionsGrammar Vocabulary

Getting to know someone

Road accidents

Making requests

Future tense

farmer,secretary, etc

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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’tshould have…., shouldn’t have….

Die Studierenden gestalten die Geschichte mit; sie sind „co-creators“.

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 Situation or Context Points of Grammar

Follow a recipe or instructions from a boxed cake mix to bake a cake.

Imperative verb formPresent continuous tense

Give directions to another person to get to a store, the post office, or a bank using a map.

Present tenseNon-referential it

Discuss plans for a class field trip to the zoo.

Future tenseIf-clausesConditional tense

Describe a past vacation, weekend, etc. Simple past tenseQuestion formationForms of verb to doWord order in negation

Role play a shopping trip to buy a gift for a family member or friend.

May, mightCollective nouns and quantifiers (any, some, several, etc.)

Answer information questions: Name, address, phone number, etc.

Present tense of verb to bePossessive adjectives

Tell someone how to find an object in your kitchen.

Locative prepositionsModal 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 tensePresent perfect progressive

Make a daily weather report Forms of verb to beIdiomatic expressions

Report daily schedules of people (in the class, buses in the city, airline schedules, trains, etc.)

Habitual presentPersonal pronounsDemonstrative adjectives

Extend an invitation over the telephone to someone to come to a party

Would like…Object-Verb word orderInterrogative 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 toAdverbs 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 tensesIf clauses

React to the burglary of your house or apartment in the presence of another person upon discovery (active voice) and in making a police report (passive voice)

Present perfect tenseContrast between active and passive voiceDirect and indirect object

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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)

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,,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.......?"

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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 Japanwaves 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 Lahorewas 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.....

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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 AYou 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 BYou 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 CYou 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 creationAll rightshe is my teacher,but I don’t want her osuch a lot ofhomework.I don’t want her tointerrupt me all the time.I don’t want her to askme words I don’t knowbut otherwise she’s okay.

All rightthey are my parents,but I don’t want them tocome into my room without asking.I don’t want them to readmy letters,I don’t want them tolaugh at my friends,I don’t want them tocheck my homework,all I want is to live my own life.

All righthe’s my boyfriend,but I don’t want him to slurp his soup.I don’t want him to wear pink ties with polka dotsand I really don’t want him to go on saying “that’s what my mother says”.I want him tobuy some anti-dandruff shampooI want him to use a different aftershaveand unless he does-That’s it.

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Grammatik durch WitzeMake / letComplete 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?

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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:

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Tom’s Diner by Suzanne Vega; Present Simple - Progressive_____________________In the morningAt the dinerOn the corner

I _____________________At the counterFor the man ____________ the coffee

And he ___________ itOnly halfwayAnd beforeI even ________________ .He ___________________ Out the windowAt somebody __________________ in

„It is alwaysNice ______________ you“ _______________ the manBehind the counter

To the womanWho has come inShe ________________ Her umbrella

And I _________________ The other wayAs they ________________ Their hellos

And I __________________Not ______________ themAnd insteadI _______________ the milk

I ___________________ Up the paperThere’s a storyOf an actor

sit

wait

pour

fill

argue

look

come

seesay

shake

look

kiss

pretendsee

pour

open

Who had diedWhile he was drinkingIt was no oneI had heard of

And I _________________ To the horoscopeAnd _________________For the funnies

When I ________________Someone _____________ meAnd soI ________________ my head

There’s a womanOn the outside _________________ inside _________ she _______ me?

No, she does notReally ______________ meCause she _______________ Her own reflection

And I ___________________ Not ___________________ That she _______________ Up her skirt

And while she ________________ her stockingsHer hairHas gotten wet

Oh, this rainIt will continueThrough the morningAs I ____________________

To the bellsOf the cathedralI _____________________ Of your voice…

turn

look

feelwatch

raise

looksee

seesee

trynoticehitch

straighten

listen

think

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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

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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.

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Present Simple Present ProgressiveAn Englishman in New York    Sting

I don't drink coffee I take tea my dearI like my toast done on the sideAnd you can hear it in my accent when I talkI'm an Englishman in New YorkSee me walking down Fifth AvenueA walking cane here at my sideI take it everywhere I walkI'm an Englishman in New YorkI'm an alien I'm a legal alienI'm an Englishman in New YorkI'm an alien I'm a legal alienI'm an Englishman in New YorkIf "manners make man" as someone saidThen he's the hero of the dayIt takes a man to suffer ignorance and smileBe yourself no matter what they sayI'm an alien I'm a legal alienI'm an Englishman in New YorkI'm an alien I'm a legal alienI'm an Englishman in New YorkModesty, propriety can lead to notorietyYou could end up as the only oneGentleness, sobriety are rare in this societyAt night a candle's brighter than the sunTakes more than combat gear to make a manTakes more than license for a gunConfront your enemies, avoid them when you canA gentleman will walk but never runIf "manners maketh man" as someone saidThen he's the hero of the dayIt takes a man to suffer ignorance and smileBe yourself no matter what they sayI'm an alien I'm a legal alienI'm an Englishman in New YorkI'm an alien I'm a legal alienI'm an Englishman in New York

Lemon Tree Fools Garden I'm sitting here in a boring roomIt's just another rainy Sunday afternoonI'm wasting my time, I got nothing to doI'm hanging around, I'm waiting for youBut nothing ever happens, and I wonder

I'm driving around in my carI'm driving too fast, I'm driving too farI'd like to change my point of viewI feel so lonely, I'm waiting for youBut nothing ever happens, and I wonder

I wonder how, I wonder whyYesterday you told me 'bout the blue blue skyAnd all that I can see is just a yellow lemon treeI'm turning my head up and downI'm turning, turning, turning, turning, turning aroundAnd all that I can see is just another lemon tree

Sing! Da, da da dee da, etc.

I'm sitting here, I miss the powerI'd like to go out taking a showerBut there's a heavy cloud inside my headI feel so tired, put myself into bedWhere nothing ever happens, and I wonder

Isolation, is not good for meIsolation, I don't want to sit on a lemon treeI'm stepping around in a desert of joyBaby anyhow I'll get another toyAnd everything will happen, and you'll wonder

I wonder how I wonder whyYesterday you told me 'bout the blue, blue skyAnd all that I can see is just another lemon treeI'm turning my head up and downI'm turning, turning, turning, turning, turning aroundAnd all that I can see is just a yellow lemon tree

And I wonder, wonder, I wonder how I wonder whyYesterday you told me 'bout the blue, blue skyAnd 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

I Have Seen It All   Bjork (Present Perfect)

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I have seen it allI have seen the treesI have seen the willow leavesDancing in the breezeI've seen a man killedBy his best friend,And lives that were overBefore they were spent.I've seen what I wasAnd I know what I'll beI've seen it allThere is no more to seeYou haven't seen elephantsKings or PeruI'm happy to sayI had better to doWhat about China?Have you seen the Great Wall?All walls are greatIf the roof doesn't fallAnd the man you will marryThe home you will shareTo be honestI really don't careYou've never beenTo Niagara FallsI have seen waterIt's water, that's all

The Eiffel TowerThe Empire StateMy pulse was as highOn my very first dateAnd your grandson's handAs he plays with your hairTo be honestI really don't careI've seen it allI've seen the darkI've seen the brightnessIn one little sparkI've seen what I choseAnd I've seen what I needAnd that is enoughTo want more would be greedI've seen what I wasAnd I know what I'll beI've seen it allThere is no more to seeYou've seen it allAnd all you have seenYou can always review onYour own little screenThe light and the darkThe big and the smallJust keep in mindYou need no more at allYou've seen what you wereAnd know what you'll beYou've seen it allThere is no more to see

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Present Perfect Future

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

All My Loving    The Beatles

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 missingAnd 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.

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Comparison Phrasel verbsMy Love   Petula Clark

My love is warmer than the warmest sunshineSofter than a sigh.My love is deeper than the deepest oceanWider than the sky.My love is brighter than the brightest star That shines every night aboveAnd there is nothing in this worldThat can ever change my loveSomething happened to my heart the day that I met youSomething that I never felt beforeYou are always on my mind no matter what I doAnd everyday it seems that I want you moreMy love is warmer than the warmest sunshineSofter than a sigh.My love is deeper than the deepest oceanWider than the sky.My love is brighter than the brightest star That shines every night aboveAnd there is nothing in this worldThat can ever change my loveOnce I thought that love was meant for anyone else but meOnce I thought you'd never come my wayNow it only goes to show how wrong we all can beFor now I have to tell you everyday My love is warmer than the warmest sunshineSofter than a sighMy love is deeper than the deepest oceanWider than the skyMy love is brighter than the brightest star That shines every night aboveAnd there is nothing in this worldThat can ever change my loveMy love is warmer than the warmest sunshineSofter than a sighMy love is deeper than the deepest oceanWider than the skyMy love is brighter than the brightest star That shines every night aboveAnd there is nothing in this worldThat can ever change my love

Father and Son    Cat Stevens

It's not time to make a changeJust relax, take it easyYou're still young, that's your faultThere's so much you have to knowFind a girl, settle downIf you want, you can marryLook at me, I am oldBut I'm happyI was once like you are nowAnd I know that it's not easyTo be calm when you've foundSomething going onBut take your time, think a lotI think of everything you've gotFor you will still be here tomorrowBut your dreams may notHow can I try to explainWhen I do he turns away againAnd it's always been the sameSame old storyFrom the moment I could talkI was ordered to listenNow there's a way and I knowThat I have to go awayI know I have to goIt's not time to make a changeJust sit down and take it slowlyYou're still young that's your faultThere's so much you have to go throughFind a girl, settle downIf you want, you can marryLook at me, I am oldBut I'm happyAll the times that I've criedKeeping all the things I knew insideAnd it's hard, but it's harderTo ignore itIf they were right I'd agreeBut it's them they know, not meNow there's a way and I knowThat I have to go awayI know I have to go

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Conditional songsIf I Had A Hammer    Pete Seeger

If I had a hammerI'd hammer in the morningI'd hammer in the eveningAll over this landI'd hammer out dangerI'd hammer out a warningI'd hammer out love between my brothers and my sistersAll over this landIf I had a bellI'd ring it in the morningI'd ring it in the eveningAll over this landI'd ring out dangerI'd ring out a warningI'd ring out love between my brothers and my sistersAll over this landIf I had a songI'd sing it in the morningI'd sing it in the eveningAll over this landI'd sing out dangerI'd sing out a warningI'd sing out love between my brothers and my sistersAll over this landWell I've got a hammerAnd I've got a bellAnd I've got a song to singAll over this landIt's the hammer of justiceIt's the bell of freedomIt's the song about love between my brothers and my sistersAll 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?

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If You Leave Me Now   Chicago

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

Tears In Heaven Eric Clapton    

Would you know my name if I saw you in HeavenWould it be the same if I saw you in HeavenI must be strong and carry on`Cause I know I don't belong here in heavenWould you hold my hand if I saw you in HeavenWould you help me stand if I saw you in HeavenI'll find my way through night and day`Cause I know I just can't stay here in heavenTime can bring you down, time can bend your kneesTime can break your heart have you beggin, pleaseBeggin, pleaseBeyond the door there's peace for sureAnd I know there'll be no more tears in heavenWould you know my name if I saw you in HeavenWould it be the same if I saw you in HeavenI must be strong and carry on`Cause I know I don't belong here in heaven

El Condor Pasa/If I Could    Simon and Garfunkel

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 wouldAway, 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 soundI'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

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Der “brain-friendly” Ansatz

WALTERS ROYAL THURSDAYEarly on Thursday morningWalter was fast asleepThe 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 IA red silk shirt - very bright.Blue trousers - very tightand 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,

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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 throneand talking to people from all over the world.She was also drinking a small cup of tea.Walter smiled. He took off his white jacketand 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!"

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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 FrameworkPRE-TASK PHASE

 INTRODUCTION TO TOPIC AND TASKTeacher 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 CYCLETASK

Students do the task, in pairs or small groups. Teacher monitors from a distance, encouraging all attempts at communication, not correcting. Since this situation has a "private" feel, students feel free to experiment. Mistakes don't matter.

PLANNING

Students prepare to report to the whole class (orally or in writing) how they did the task, what they decided or discovered. Since the report stage is public, students will naturally want to be accurate, so the teacher stands by to give language advice.

REPORT

Some groups present their reports to the class, or exchange written reports, and compare results. Teacher acts as a chairperson, and then comments on the content of the reports.

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

Students examine and then discuss specific features of the text or transcript of the recording. They can enter new words, phrases and patterns in vocabulary books.

PRACTICE

Teacher conducts practice of new words, phrases, and patterns occurring in the data, either during or after the Analysis.

Sometime after completing this sequence, learners may benefit from doing a similar task with a different partner.

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Example:Language focus (20-35 min)

Analysis and practice1 Main theme: SpidersCircle 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 sequenceAsk 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 positionAsk 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.

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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.or4.3 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 to get down until somebody cameHer husband began to move the position of the book

took a real spider in a jar to the next meeting, where it wasgradually moved nearer to the sufferer. She later agreed

She later agreed to take the real spider home and gavemonths after first going to the group her phobia had gone.

ran on the spot for ten hours to stay alive. Peter Emerson, agedreported him missing to the police. Peter, who lives in

I tried to kick the door open and to pick the lock butWe've each got to 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.

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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

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