Seit einigen Wochen ist die neue Internetseite „German for Kiwis – Deutsch in Neuseeland“ im Netz. Im Rahmen der Konferenz „Deutsch in Neuseeland – Sprache und Kultur“ haben viele Teilnehmer den Wunsch geäußert, eine lebendiges Internetforum zu entwickeln, das sowohl der Informationsverbreitung als auch dem Networking dient.  „German for Kiwis – Deutsch in Neuseeland“ wurde entwickelt mit dem Ziel, sich zu diesem Forum für Deutsch und Deutschunterricht in Neuseeland zu entwickeln - in Ergänzung zu den Seiten des Goethe-Institutes, der deutschen Botschaft sowie des GANZ-Forums.

Die Seite wird betreut von Werner Nowitzki, Fachberater des Goethe-Institutes, in Zusammenarbeit mit allen relevanten Kooperationspartnern für Deutsch und Deutschunterricht in Neuseeland. Das Design sowie die inhaltliche Struktur werden sich im Laufe der Zeit ändern und den Wünschen der Nutzer anpassen. Anregungen und Beiträge zur Veröffentlichung auf dieser Webseite sind ausdrücklich erwünscht. Je mehr, desto besser für alle Nutzer dieser Seite.

Die Adresse ist www.german.ac.nz . Viel Spaß beim Surfen.

Improvisationstheater (Theatre Sports) eignet sich hervorragend zum Einsatz im Sprachunterricht. Man braucht zwei Mannschaften oder auch zwei individuelle Schüler, einen Moderator (in der Regel der Deutschlehrer) sowie je eine Fangruppe für die jeweilige Mannschaft. Der Moderator gibt die Aufgabe und alle benötigten Informationen erst bekannt unmittelbar bevor die Teams mit ihrer Improvisation beginnen. Die Spieler müssen sich dann auf der Basis der gegebenen Informationen und Anweisungen eine kleine Szene ausdenken und ohne vorherige Probe vor der Gruppe / der Klasse aufführen – natürlich alles in der Zielsprache Deutsch!

Hier einige Beispiele, sie  stammen von der Internetseite „Welcome to the World of Theatre Sports“: http://www.alterthespians.com/theatresportz.html

Freeze Tag

Two team members begin a challenge. Once the scene has been established, another team member yells "freeze" and those performing freeze in their positions. The team member who yelled "freeze" then replaces one of the members performing and begins a new scene. This process repeats until a logical ending is reached.

Space Jump

One player begins a scene. Second player freezes it and starts a 2nd scene. Third player freezes it and starts a 3rd scene. Fourth player freezes it and starts a fourth scene, then once the scene is established, finds a reason to leave. The players then revert to the 3rd scene. The 3rd player finds a reason to leave and they revert to the 2nd scene, and so on until the first player is left to complete the original scene. New body positions are justified. Can have as many players as desired.

Life in a Minute

During a one minute, something must come to life.

Death in a Minute

During a one minute scene, something must die.

Life/Death in a Minute Variation

Scene begins. Referee blows whistle and team then has one minute to stage a death or life.

Arms

One player provides the arms for another. Can be a monologue or scene.

One Word Scene

One word is obtained from the audience and this is the only word used in the scene.

Alphabet Scene

Starting with 'A', each line spoken in the scene must start with the next letter of the alphabet. Scene must come to a logical conclusion when the team reaches 'Z'.

Alliteration

Players ask for a letter, usually a consonant, and incorporate into the scene as many words beginning with that letter as possible. Variation - Each player can have their own letter.

The Purloined Letter

One letter of the alphabet, chosen by a member of the audience, no longer exists. It is replaced by a different letter chosen by a different audience member.

Experts

One player becomes an expert on a topic or two selected by the audience. Another player then interviews the first player in a talk show like format about the subject.

Boris

Boris is an invisible torturer in an interrogation scene.

Superheros

The audience decides on a "crisis" that the players must avert through their scene as well as what the first player is a superhero of (SpandexMan, Bicycle Repair Man, etc.). One by one the other players arrive on the scene to aid in solving the "crisis." As they do, the first player assigns them their superpowers. (ie - Thank you for joining us, Thumb Sucking Man)

Endowments/Party Quirks

One player goes offstage. The remaining players are given occupations or another distinguishing characteristic by the audience. The first player then has to guess what the others are in the context of a scene. Time: 2 minutes.

Hat Game

Each player wears a hat. A scene begins in which no reference is made to the hats. The winner is the first person to get the other's hat. A missed grab is a loss. A very good elimination scene.

Hat Game Blind

Each actor wears a hat and a blindfold.

Statues

Two actors are molded by the audience. A scene begins in which they justify their positions.
(variation 1) - Two players must end their scene in the positions they were molded to by the audience.
(variation 2) - they must begin and end their scene in the positions.

Status Transfer

Two players begin a scene, one of high status, one of low status. Over the course of the scene, they switch.

Dubbing

Two players act out a scene onstage. Two other players are their voices offstage.

Double Talk

One player does the voices for all of the other players in a scene.

One on One Love Scene

One player from each team. Winner is judged by who plays the scene most realistically as well as who appears to be the most in love.

Typewriter Scene (data show projector required)

One player acts as the typist/narrator. The others act out the story he is writing.

Scene Beyond Words

a silent scene.

Moving People

Two players are moved around by two or more team members. They may not initiate movement on their own.

Verse

a scene that rhymes.

Styles

Opera, Ballet, Shakespeare, Radio Play, Horror film, Western, Soap Opera, etc. Or a combination (Ballet Western). Members start a scene normally and adjust it's style when the referee calls it out.

Solo Scene

One player performs a scene on a suggestion from the audiences. Other team members may contribute from offstage only.

Sentence Scenes
A. Team creates a scene around one sentence taken from the audience or picked out of a hat. Scene usually ends with this sentence. B. Each team member gets a sentence that he must use during the scene.

Headline News

The team picks a newspaper headline out of a hat. The scene must revolve around the headline, or the scene must end by saying the headline.

Gibberish

Scene using only gibberish, an unintelligible language.

Sounds

A scene built around a collection of sound effects that can change from moment to moment.

Tag Team

Two players must remain onstage. If one wishes to switch with a person offstage, he must tag that person before they can switch places. The tagging process must be constant throughout the scene.

Karamazov

The team is given three props they must use during the scene.

Props

Two members from each team must come up with as many uses of a prop as possible.

Phobias

At least one member of the team must be afraid of a variable.

Clashing Environments

Players ask for two environments during the scene. One environment must clash with the other.

Sideways Scene

Scene in which the floor of the stage is used as a wall and an imaginary floor & ceiling are established in mid air.

Animal Scene

Each player is given an animal by the audience and plays the scene as a human with the characteristics of the animal.

Authors

Each member is given or chooses a writing style to tell a story in. The story switches from person to person. (Earnest Hemingway, Comic Book, Travel Guide, Dave Berry)

World's Worst

Each member lines up and says one sentence as the world's worst person to be at _____ .

The Hitchhiker

The point of this one is to develop a character quickly. A driver picks up a hitchhiker who is a stereotypical character (ie old man, stoner, etc.). As the hitchhiker speaks and shows his character, the driver slowly begins to take on the attributes of the hitchhiker. Eventually the driver figures out a reason to pull over and exits the car. The hitchhiker (still in character) then slides over and becomes the driver ready to pick up a new hitchhiker. The scene continues indefinitely.

Sit, Stand, Lean

The audience provides a standard set of three variables or a situation that that the team of 3 must use. On stage are positioned two stools. Using those stools, the team must create a scene based on the variables in which one member of the team is sitting, one is standing, and one is leaning at all times. In other words, when somebody moves, everyone else has to compensate. (A  LOT of fun!)

A Day in the Life

The audience provides a color & object, then three things that happen to the object. The team must show those three things happening to the object (ie green toothbrush).

Guess the Scene (a variation on Gibberish or One Word Scene)

Two players leaves the room. A third player is given a scene by the audience. The first player returns and watches the third player act out the scene without words, using gibberish. The second player is then brought in to watch the first player act out the scene, and then tries to guess what the scene is about.

Two Heads

Two pairs of players each act as a single person. Each member of the pair may speak only one word at a time, but the pair must speak in sentences.

The Die Game (usually a tie breaker or end of competition revelry)

All participants (usually many) form a line across the stage. The referee gets a story style from the audience. The group in the line must make up a story in that style one at a time, the referee switching the person who has to talk every paragraph or so. The next person must begin right where the previous left off. If someone does this in a manner that is less than perfect, they must die in a manner of the audience's choosing (ie death by vacuum cleaner, death by chocolate, etc.)
Variation - The referee gets a question from a member of the audience (ie Why is the sky blue?, What's in a McNugget?, etc.) and those in the line must answer the question, each person contributing only one word at a time. If the sentence does not flow well, the person hesitates, repeats a word or says more than one, then they must die in a manner of the audience's choosing.

Rewind Selector (Idee:Werner Nowitzki)

Ein Team spielt ein kleines Stück oder einen Dialog. Der Spielleiter ruft an einer von ihm gewählten Stelle „STOP“. Nachdem die Spieler ihr Spiel unterbrochen haben, ruft der Spielleiter „Rewind Selector“. Wie bei einem Cassettenrekorder wird dann die Szene oder der Dialog bis zu einem bestimmten Punkt „zurück gespult“. Der Spielleiter ruft wieder „STOP“ und gleich anschließend PLAY“. Die Szene wird von dort an noch einmal gespielt.

Zwei verschiedene Varianten sind möglich. Variante A: Die Dialoge werden Wort für Wort rückwärts gesprochen, bis der Regisseur wieder STOP ruft und PLAY. Variante B: Man spult zurück bis zu einem gewissen Punkt und das Ganze wird in einer neuen, veränderten Version noch einmal gespielt.

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NZALT Project 2006 - student writing samples

In order to assist teachers and students with the writing tasks in NCEA, NZALT is planning to collate samples of the external writing standards from 2005. Members are asked to collect examples of writing tasks from their students at the start of next year.

http://nzalt.org.nz/news/

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Die folgenden Ideen sind eigentlich für Französich und Japanisch entwickelt worden, doch sicherlich kann man sie auch auf den Deutschunterricht übertragen. Vielen Dank an Denis Tate und Maree Lloyd, Feilding High School, für die Idee und die Präsentation im Rahmen des Massey Langsem 2005.

BILINGUAL CLASSES IN FRENCH AND JAPANESE

Von: Denis Tate, Maree Lloyd, Feilding High School

The value of cross-curricular, cross-cultural language classes is not to be underestimated!  Many of you would perhaps shrink at the idea but the following should help you to see just how powerfully effective, how amazingly easy and how much fun they can be!

1. Students feel their subject is going somewhere in that they learn the WHOLE thing about languages not just the target language.
2. Since we started doing this at Feilding High School three years ago, our numbers have increased in both French and Japanese and we hear the kids at the end of Year 9 selling their subject to others around the campus: “You should do it in Yr 10, its so much fun!”
3. Combined classes mean team teaching….two are better than one…teachers enjoy, kids enjoy…it’s catching! (Both teachers need to feel comfortable with it and it does help to have adjoining classrooms!)
4. We get many more boys studying languages. I have 21 boys and 9 girls in Yr 9 class this term. Boys thrive on competition.
5. Students learn heaps about international languages and two vastly different yet similar cultures. They become internationally-minded, tolerant and accepting.

PERCEIVED SNAGS

1. Timetable doesn’t match for same level classes? Try yr 10s and 11s/Yr 10s and 12s instead!!
2. Classroom size too small?  Try doing it outside in fine weather? Assembly hall? Drama theatre? Just move the desks to one side?
3. Class management a headache? Two teachers, half the work. It’s amazing!
4. Difference in languages too great? Amazing similarities…phonetics…Kiite, ecoutez etc. topics also overlap…
5. Non participation? ( As opposed to ZERO participation in regular classes) We have a never-too-cool-to-play policy! No pikers! Safe environment. No laughing AT others or put-downs tolerated. WE model the behaviour.
6. Competition a negative thing? Again WE model this. Laugh at ourselves! We win and lose gracefully. (But encourage our classes to win!) LIFE IS COMPETITIVE.

INCREDIBLE GAINS

1. Incredible enjoyment for teachers and students. Learning becomes fun.
2. Enthusiasm for languages is generated.
3. Great encouragement gained from realising they actually know stuff and can be seen to be clever in front of peers!
4. It’s a really good thing to do in Period 5 on a Friday!
5. It makes a “wing it” lesson meaningful, flowing, fun, and easy to administer.
6. Used as a reward after a test, it is better than a movie, lollies. etc and far more educational.
7. You can tack it on the end of the lesson...for the last 20 minutes after a test or regular teaching.
8. Kids love it so much they BEG us for it at least once a week, esp. Yr 10s!
9. Numeracy and literacy both covered in the quiz or game content.
10. In a co-ed school it helps to break down sexist attitudes.
11. Gives weaker kids more confidence…”I can do it”
12. Teachers able to model good attitudes and healthy competition…we usually compete at the end with students firing the questions. They LOVE this!
13. Prizes are NOT needed! Usually too many competitors or winners for prizes anyway and the fun of it is enough. Saves dentists bills…and teachers money!
14. Does wonders for building teachers’ self confidence and morale, and is an effective bridge-builder!

YOU JUST HAVE TO TRY IT! NOTHING VENTURED….NOTHING GAINED!

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ZDF "German Dream" - Träumen für Deutschland

Zitat von der ZDF-Webseite:

Deutschland braucht nicht nur Reformen, sondern auch neue gesellschaftliche Träume und Visionen für die Zukunft. Und weil es manchmal leichter ist, ein Land aus der Distanz zu betrachten, haben wir 30 führende Köpfe aus dem Ausland nach ihren hoffnungsvollsten Zukunftsträumen für Deutschland befragt. Wir hoffen, mit dieser Serie neuen Zukunftsmut nach Deutschland zu bringen. Träumen Sie mit!

http://www.zdf.de/ZDFheute/inhalt/10/0,3672,2277002,00.html

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Deutsche Welle: Top-Thema mit Vokabeln

Die Deutsche Welle bietet einen besonderen Service an: Nachrichtentexte und Top-Themen als Audiodatei zum kostenlosen Herunterladen, mit Printversion und Vokabelliste

Thema: Schlaflieder und der Ursprung von Musik

Musik ist ein universeller Bestandteil unseres sozialen und emotionalen Lebens. Doch wie, wann und warum sie entstand, ist unklar. Eine These: Musik könnte ein Evolutionsvorteil gewesen sein. Was sind die Ursprünge der Musik? Was macht den Menschen zu einem musikalischen Tier? Erst seit den letzten Jahren interessiert sich die Wissenschaft für diese Fragen. Die Erforschung der musikalischen Welt von Säuglingen scheint dabei einer der viel versprechendsten Ansätze zu sein: Unsere engsten Verwandten, Gorillas und Schimpansen, haben keinen Sinn für Musik, menschliche Babys aber schon.

Der Mensch - ein musikalisches Tier?

Mehr unter http://www.dw-world.de/dw/article/0,1564,1704666,00.html

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Odyssee: ein interkulturelles E-Mail-Spiel vom Goethe-institut  

Der Name Odyssee ist das Programm: Nicht das Ziel ist wichtig, sondern das unterwegs Sein, das andere Länder entdecken und verstehen Lernen.  

Die Regeln: 3-4 Klassen schicken sich einmal pro Woche Post. Man weiß aber in den ersten drei Wochen nicht, wo auf der Welt die Anderen sind.

Jede Klasse erhält einen Codenamen (z.B. Schneewittchen, Goethe). Zu den Codenamen wird später gegenseitig informiert. Die Themen sind in den ersten 3 Wochen vorgegeben (z.B. "Aus unserer Stadt kommt eine berühmte Persönlichkeit"). Aufgabe ist es, anhand der Informationen in den erhaltenen E-Mails herauszufinden, woher sie kommen. Man selbst muss seine Texte natürlich ebenfalls verschlüsseln. In der vierten Woche werden die nicht entdeckten Orte bekanntgegeben und abschließend das Spiel bewertet.

Das Spiel ist sehr motivierend. Es wird viel geschrieben, gelesen und diskutiert.

http://www.goethe.de/dll/pro/odyssee/lehrer/einleitu.htm

Heimat in Deutschland:  Migranten in Deutschland                                     

(Curriculum Levels 6 - 8)

http://www.heimat-in-deutschland.de/

Kann Deutschland eine Heimat sein, wenn man Ausländer ist? Die Seite widmet sich dem alltäglichen Leben von Migranten in Deutschland: zwischen Arbeit, Freundschaft und Stereotypen.

Der Begriff “Heimat” wird hier sehr differenziert betrachtet: Heimatländer, Arbeitsheimat, Fremde Heimat, Neue Heimat, Sprachheimat, Heimat-geschichten usw.

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Internetseiten von schulfahrten nach deutschland

Lynfield College, 2005:  http://www.lynfield.school.nz/germany.html

Nelson College: http://www.pg.bc.bw.schule.de/cgi-bin/archiv04.php?section=nz

Wellington Girls’ College, 2004: http://www.hatw.ac.nz/germany/F0001FDE4/?WasRead=1

Gibt es andere Schulen in Neuseeland, die über ihre Klassenfahrt nach Deutschland eine Internetseite ins Netz gestellt haben? Bitte emailen an german@acenz.ac.nz

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