Monatshefte für deutschen Unterricht
Mit wilden Söldnerscharen spielt der eine,
Ein anderer spielt mit tollen Abergläubischen.
Vielleicht mit Sonnen, Sternen irgend wer, -
Mit Menschen spiele ich. Ein Sinn
Wird nur von dem gefunden, der ihn sucht.
Es fließen ineinander Traum und Wachen,
Wahrheit und Lüge. Sicherheit ist nirgends.
Wir wissen nichts von andern, nichts von uns;
Wir spielen immer; wer es weiß, ist klug.*
Aus dem Schulzimmer
I. How to Plan a Grammar Lesson
The use of wenn and als in German
By Liuiax L. Sraoxßt, Professor of German in Tassar College
Director of the German Summer School, Mount Holyoke College
The best teachers never reach the point where preparation for the day’s
work is unnecessary. And it is just as necessary for the teacher to plan for a
class, as it is for a general to plan for his campaign, or for a merchant to plan
for the trade of the coming season. A lesson plan directs the effort so that
desired results are sure to follow, and to follow with economy of time and
effort. Teachers of German in secondary schools as a rule have to follow a
prescribed course of study in the first two or three years and very often they
have to use preseribed text books. But even to work through a specified text
book from start to finish needs a good amonnt of daily preparation. The
teacher must know how each section of the material should be used, what may
be left out and where additional material is necessary. No beginners’ book in
any foreign language is arranged exactly the way we would like to have it, and
there is hardly a beginner that does not need additional material for drill or
conversation. And in a way, that is not so bad. The teacher who cannot
supply something more than what can be found in the book is lost, and it does
not take the pupils long to detect the teacher’s deficiency.
The subject matter usually is contained in the beginners' book and the
sequence of lessons decides the definite time when each subject is to be treated.
In order to make my ideas clearer, I have selected one specific rule of grammar,
and I should like to show the possible classroom procedure for the teaching of
that chapter. The lesson is planned for two recitations of half an hour each.
The same subject is treated in both iessons; the first one is a development
lesson, the second one a drill and review lesson. None of these lessons should
take up more than half an hour; the second half of the recitation is to be
devoted to reading. Most progressive teachers find that they can achieve more
if they divide each recitation between grammar and reading. I selected the
rule about the use of wenn and als in German, as it is easy and clear eut, and
as this particular rule is of the greatest importance.
The best time to take up wenn and als is after the word order in the
subordinate sentence has been understood and after the present, past and
future tenses have been mastered. The goal of our recitation will be (1) to teach
the pupils the use of wenn and als in German, and (2) to give them with drill
on these partieular conjunetions, as much practiee and flueney as possible in