The Yellow WallPaper by Charlotte Perkins Stetson Exercise
"The Yellow Wall-Paper“ by Charlotte Perkins Stetson
Exercise 1 Ø ”It is very seldom that mere ordinary people like John and myself secure ancestral halls for the summer. ” Ø “John is a physician, and perhaps – (I would not say it to a living soul, of course, but this is dead paper and a great relief to my mind - ) perhaps that is one reason I do not get well faster. ” Ø “It is a big, airy room, the whole floor nearly, with windows that look all ways, and air and sunshine galore. ” Ø “I think sometimes that if I were only well enough to write a little it would relieve the press of ideas and rest me. ” Ø “ I don’t feel as if it was worth while to turn my hand over for anything, and I’m getting dreadfully fretful and querulous. ”
Exercise 2 immovable fatuity earnest subtlest waddling derision astonish puzzling
The Grammar. Translation Method Alexandra Gunz and Muriel Fritschi Fachdidaktik I Englisch Hansjürg Perino
Origin ØNot a new method ØWas called the ‘Classical Method‘ ØWas first used in the teaching of the classical languages ØWas used earlier in the 20 th century for the purpose of helping students to read and appreciate foreign language literature ØWas hoped that this method helps students to speak and write their native language better ØIt was thought that this method helps students to grow intellectually
Principles ØGoals: students are able to read literature written in the target language ØRoles: traditional, the teacher is the authority in the classroom
Principles ØCharacteristics ØStudents are taught to translate from one language into another one ØThey translate readings in the target language ØStudents study grammar deductively ØThey learn grammatical paradigms (e. g. verb conjugations) ØThey memorize native language equivalents for target language vocabulary words
Principles ØInteraction: Mostly from teacher to the students ØView on Language and Culture ØLiterary language is considered superior to spoken language ØCulture is viewed as consisting of literature and the fine arts ØAreas of Language ØVocabulary and grammar are emphasized ØReading and writing are the primary skills ØLess attention given to speaking, listening and pronunciation
Principles ØStudent‘s native language ØLanguage used mostly in class ØEvaluation ØWritten test in which students are asked to translate from their native language into the target language or vice versa ØQuestions about the target culture ØApplication of grammar rules ØResponse to students’ errors ØHaving students get the correct answer is considered very important
Techniques ØTranslation of a Literary Passage ØIncluding grammar rules and vocabulary ØThe translation may be written or spoken or both ØReading Comprehension Questions ØInformation contained within the reading passage ØMaking inferences ØRelate a passage to students‘ own experience ØAntonyms and Synonyms ØFind antonyms, synonyms, other vocabulary exercises
Techniques ØCognates ØStudents are taught to recognize cognates ØStudents are asked to memorize words that look like cognates but have differing meanings in the target language ØDeductive Application of Rules ØGrammar rules are presented with examples ØFill-in-the-blanks Exercise ØVocabulary, grammar
Techniques ØMemorization ØVocabulary, grammatical rules, grammatical paradigms ØUse Words in Sentences ØStudents make up new sentences to show that they have understood the meaning and use of new vocabulary ØComposition ØStudents write about a topic in the target language
Questions?
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