- Details
- Written by Nikolaj Rasmussen
- Parent Category: Danish
- Category: Danish 25+
- Created: 23 February 2013
Mål: at tænke sig frem til sætningsstrukturerne for spørgsmål og svar
Task: Sorter sætningerne i opgave A, B og C i det antal grupper der står under sætninger. Sætninger i samme gruppe skal have den samme struktur og der skal stå lige mange sætninger i hver gruppe.
Når alle sætninger er sat i en gruppe, skal der udtænkes parametre for hver gruppe. Hvordan er strukturen for sætningerne i samme gruppe?
Organisering af task: Kursisterne arbejder i par og får 10 min. til hver opgave og de udtænkte parametre gennemgås derefter i grupper på fire eller på klassen, alt efter holdets størrelse.
Feedback: Dette er en opgave for absolut begyndere, men kræver stadig et basalt ordforråd og kendskab til ordklasser. Kursisterne kan udtænke parametre, som de så kan bruge til selv at danne nye spørgsmål og svar.
Link til handout:
https://www.dropbox.com/s/hwxm4pusrg6enbn/sp%C3%B8rgsm%C3%A5l-svar-strukturer.docx
Link til andre sorteringsopgaver:
https://www.dropbox.com/s/sqnlpxy1qfyb7qi/nutid-datid-modalverber.docx
https://www.dropbox.com/s/eqaq1uqy17vucse/tidsudtryk-inversion.docx
Comments
Jeg har prøvet din øvelse i en begynderklasse på du2. Det fungerede fint og gav kursisterne fornemmelse for sætningsstrukturen - uden at jeg havde forklaret det først.
A few questions on my part.
1. Can you give more details about how the work on the task developed? It'd be especially interesting to know if the students had any challenge (Step 1 of the Thinking Task Framework), how they coped with the challenge and whether any tools appeared as a result (Step 2), how the reflection was organised and whether any new problem appeared as a result (Step 3).
2. If I understood correctly, your task asked learners for the division for a given number of groups and keeping to the same number of sentences in each group. Do you think it could work if the task was left more open, thus allowing for more division options on students' part?
3. Do you think you could share the handouts on this website in the Materials section? You can publish them in the same way as you published this reflection.
Looking forward to more posts.
It has been a while since I did the exercise, so I can not really come with more detailed feedback, but I will try. Sisse also did the same exercise, so maybe she can add some of her experiences.
Best,
Nikolaj
Hvilke navne har kursisterne givet sine parametre? Det er altid så spændende at se på kursiternes arbejde med parametre og den fantastiske kreativitet der kommer til udtryk!
Arbejder I så videre med disse forskellige typer sætninger i undervisningen?
mange hilsner
Elina
When I used Nikolaj`s task, the students got aware, that the order of the words in a question is in the order: verb, subject - while it is opposite in an ordinary sentence. But they found out by sorting, and I did not go any further with the task. However I think they remember it better and are able to use it correctly after the task.
Sisse
I did not go any further, because I did not found a way to continue.
However now I have tried Nikolajs task in another class - actually on a very low level - and it appeared more interesting.
I just asked them to sort the sentences as they wanted. And they came up with several different ways, that I my self did not think of.
In the first one some students tried to sort: group one: corresponding questions and answers. Group 2: not corresponding questions and answers.
Then they checked it afterwards and together found that the sorting was not very usefull - they looked at each others sorting system and found one that allowed all sentences to be sorted. They got aware of the pronouns and the order of the words in questions and answers.
Some students sorted in structures: questions - and sentences. Some put sentence 3 in the question - group - which can be possible, but it depends on the tone in the speaken sentence. All of it gave the students a good experience in having focus on the structures.
I still find it difficult to move to the next step.
Sisse
Task B:
Some students sorted in:
group 1:Questions containing the word: du
group 2: not containing: du
One of the next steps could be asking learners why we might be interested in sorting sentences. As adults are rather pragmatic, I gather quite a few of them will come up with ideas related to learning grammar. This would help you move to aim setting, i.e. what can we learn about Danish grammar on the example of these sentences? When the aim is agreed on, the choice of criteria for grouping becomes easier.
The next step would be concept questions.
Jeg har nu også afprøvet dine opgaver med mine nye begyndere - total succes! Opgaverne er lige til at gå til, kursisterne kan overskue opgaven og kommer på et højere niveau i deres forståelse for spørgsmål-svar strukturer.
tak!
kh
Elina