Yeah, a little bit. I was expecting it to be more like oral class, more oral work. My knowledge of the Konjunktiv has gone up a bit, but again at the beginning I hadn't used it for a while. My use of it has gone up; now I remember when to use it. My oral performance has gone up, I feel a bit more used to speaking My confidence has gone up a bit but I'm still not ready to jump around in front of the class [laughter].
Overall I think it's been really useful - you learn without realising that you're learning; you're doing it in fun situations so you want to learn, without it being boring - quite interesting. Okay, danke schon Emma. The knowledge of the Konjunktiv was down there quite low and over the few weeks that we've really concentrated on it, sort of using child memories and stuff Then obviously the usage, because we didn't really know the structures and the forms and when to use it, and we got confused at school - then the usage was really low because if you don't know how to use it then you don't tend to think 'right, I'll use that', because you don't know when to use it.
The oral- again, at the beginning we didn't seem to be talking that much, but now we're doing a bit more theory; and then the confidence has gone up as well, but there are bits gone down because when I've been a bit confused on the exercises. So that put a slight dent in your self-confidence? We're going to do something about that Quite fun that we didn't seem to bedoing much writing, it's been more oral.
When we did the exercises one person onto the other and the rumour ones, throughout the whole lesson it was just repeated over and over again, that week was really useful. Knowledge went up quite a lot there. The use of it, week 45 and 46 when it's been repeated over and over again in the lesson, that's when you used it most. I think the more it's repeated the more useful it is rather than just sitting and reading how it's formed - I know you have to know how it's formed but reading it out of a book is not really as useful as hearing it over and over again.
Speaking in class and confidence has gone up slightly, generally just because the more lessons you have, the more you get to know your group and the more confident you are at speaking. When we first started I thought it was a bit ofa strange idea - that you can't really learn grammar through drama, but it's not really drama but the act of it where it's repeated over and over again, and I fmd it quite easy to remember.
As everybody's said, because we've used it so much more, you automatically start thinking 'yes, I know what this means, it makes sense to me now' - so that's kept going up. I don't think I've forgotten any of it, because while 8. Use - obviously we're using it so that went up. Oral contribution - that went up in the middle, like the childhood memories thing, because everybody had to do it, there wasn't a choice, but personally I'd prefer not to speak [laughter]. But that's tied in with early morning, because I'm too tired!
Self-confidence - it's gone up a bit, but not very much. Everybody's in the same boat so it's not about confidence but about having to get on and do it really. Overall it took a lot ofgetting used to, a bit strange - I came in a week later than everybody else and they all knew what they were doing and I didn't! Apart from that it is useful, in the way that you're actually using the grammar all the time - that's good cause you have it drummed into your head. I think it does what it's supposed to do.
Maybe we don't speak as much as we did last year in normal classes, but My knowledge of it has gone up at the beginning when you explained, but the knowledge of it hasn't gone up any more after the beginning, it's stayed pretty much the same. Use of it, it's really good the more we use it, the more. Overall from the grammar point of view it's been useful because we're forced to use it while we're speaking - you might know it but if you're not forced to use it while speaking you just ignore it. From the knowledge of the Konjunktiv, it went up a lot in the second week, but it didn't really change after that - even though we knew a little bit more in the third week, I didn't really understand it any better.
Obviously it's gone down again now. Use - we used a lot more in the third week, I found, but like I say it didn't make me understand it more. Oral participation didn't really change, I don't think, and confidence, I don't think that changed either - but I did get more used to it. I did find it strange to start with but I got more used to it. My knowledge ofthe subjunctive, that's more quite a lot because like other people I didn't really know much about it. It probably went down a little bit after that because first ofall we did it all, lists on the board; actually looking at it was good it would come quite easily I should think.
Use of the subjunctive has gone up because we've been practising it every week. Class participation has probably stayed the same but self-confidence has probably gone up because getting used to the same people every week, makes it easier. Overall, I was quite surprised at how different it was last year but I think we learn more My knowledge of the subject has definitely gone up, it seemed to level out a bit after week 4 and just stayed the same, but it was a big difference from when we started doing it.
The usage - we used it quite a lot, every lesson when we have been studying it, and just this last week it's gone down quite a bit, but all the rest of the time we were using it quite a lot. The speaking in the class, that stayed at exactly the same, so did my confidence - same as everybody else, you get more used to other people in the group so that was pretty much the same, it wouldn't make any difference what we were studying, I don't think. Overall we're not doing as much speaking as I thought we were going to do, but we are learning more grammar and I think we've done a bit more than last year but that was more discussions then.
Jetzt nochmal a last question ] would like to put to all ofyou. What things would you wish for, in terms of-is there anything where you'd say ']'d like to do that more', even in the terms ofgrammar things - ']'d like to have a look at this grammar issue, or that grammar issue' - so generally is there something you would like to have included in this class?
Certain topics, but also grammar Things that were like quite interesting or quite funny, not sort of 'Should we go into Europe bla bla I think if it's a laugh you're naturally more willing to speak and therefore perhaps learn more. Can you give me an example? I think similar to that but more one to one sort ofthing - just take someone into the corner for five minutes and just have a general chat about what they've been doing lately or about a topic or something, whilst people are getting on with something.
I think with a discussion people just wait for other people to say something, you might just say something then think, 'I've said something now', then sit back for a bit. It's better to be in little groups, in twos or something like that. Especially if it's something personal, what you were doing at the weekend. When we were doing that it was quite hard cause I spent the whole time thinking I hope they don't come to me, I've got to think 'what was I doing this weekend', but if it's more one to one then you actually do discuss it rather than just thinking of ways to get out ofsaying anything.
Thank you very much for yourfeedback Unte"ichtseinheit 'A'uj3erungswiedergabe' Dienstagsgruppe University ofleicester, Okay, this is group B, this is the feedback session "]ndirelcte Rede ", and ] would just like somebody to start and say what you did, why you did it and maybe your overall impression ofthings Good, okay - very good The two subjunctive ones, the understanding and the usage, are both kind of roughly the same, 'cause in the second week in May they both kind of went up, that's kind of when I got it, when we were telling each other stories then telling each to other people.
The oral participation has just kind of gone up quite gradually, and then I think self-confidence takes place - a lot stronger. Do you have any overall general comments at the end? What do you think you got out ofit or not got out of it? Oh yeah, I definitely understand the subjunctive, where I didn't really understand I knew what it was before, but then not really when to use it and so I just didn't bother - whereas now I actually understand it, so Anything else you can think of?
Weiter, Linda, erziihl mal. Well, I hardly ever used the subjunctive before these lessons, then started to understand it more and more as we've gone along, and my knowledge increased. I think I've participated a bit more, a little bit more every lesson. I started off reasonably confident, then it dipped a bit once we started the subjunctive; I was a bit dodgy on it, but then once I started to understand it I think that I'm getting more confident using it.
Overall - general comments? I definitely understand the subjunctive more now Well basically, everything's gone up, because I think that once we started using some subjunctive, it got easier every time we used it; self-confidence has improved cause everyone's doing everything to get involved and, I suppose I get more confident now in using it. It's definitely improved the way we speak it more. Any general comments - how did you feel yourself, or what kind of feelings do you have for yourself in this class?
It was good because cause everyone participated you don't feel so stupid making a fool ofyourselfl [General laughter] Ifeveryone gets involved, it's more fun. Er - pretty much the same; definitely over the last few weeks I've understood the subjunctive a lot more. Same as the others, I'd never really used it before these lessons, and with the knowledge I've found I use it a lot more as well.
As for oral participation, that's remained pretty steady - I'd like to try and improve that - over the last few weeks it's been more or less the same, and self-confidence, that's gone up a little bit; as I say, I became more at ease with the class. Any general stuffyou'd like to mention? Just learning with the Konjunktiv, as I say I hadn't used it before and now I feel pretty confident using it, and just being able to use it, I feel a lot more confident.
I'd used the subjunctive before quite a lot, I think I already knew quite a lot before we started classes, so I hadn't any problems, but I didn't particularly know when to use it So self-confidence has gone up a lot as well, and I don't feel like a prat any more; but I feel that maybe I'm not contributing as much as I used to do, so going to try to get that up a bit more.
I feel I can use the subjunctive now, you know properly; I feel more confident about using it anyway. I sort of had a bit of a dip and thought, oh my God I can't do it any more, and then it's come back again, so Okay, thanks a lot Before this I knew subjunctive existed but I didn't really know when to use it or how to use it, but with these lessons it's made me understand when I can use it, and the endings and stuff, it's pretty easy now. I still don't think I use it as much as I could, but that's going to come with time I think I contribute more - well, I hope I contribute more in lessons than I did.
Self-confidence, that's certainly gone up. Because, as everyone keeps saying, you get to know everyone in your group, and you don't feel such a prat about SPeaking out in front of them. I mean at least if you make mistakes or you're being stupid you can laugh along with everyone as well. Generally I think that without these lessons, ifyou don't know how to use the subjunctive, you can't use it.
I just thought of a general comment - the way we've learnt it has helped as well, because it's been very like - we've been taught something and then we've actually practised it, rather than just sitting there with a grammar book and somebody saying 'Right, this is how you do it', we've actually - you've told us how to do it and then it's been different ways of practising it; the last four weeks we've just been using it in different situations and stuff, and that's helped as well, cause it comes more naturally rather than thinking, I'm going to have to look in a grammar book.
It actually sticks in your head more when you have practised it. Gehen wir einfach weiter? Yeah, I had very apprehensions about using Konjunktiv, cause I was just going 'What? There were times when I just got completely confused, but then it got clarified and got better. I think the way that it was taught was good - you don't feel a berk, cause everyone's [all laugh at the word berksohechangesittoprat doing it, so it's okay.
It's worse ifyou're on your own and you're just staring at a book - it gets boring when you're staring at books I didn't use the subjunctive so much last week cause I got a bit out of practise, and I didn't understand it as much as [ I thought I understood it a lot and then looked at it again and thought 'hang on a minute', but then it rose again in the next week. That makes sense in away, cause we had the reading week in here - so getting out ofpractise Thanks a lot Martin - Lucy, can I ask you?
Okay - I've been taught the subjunctive before, but being taught it in theory is a lot different to using it in practise, so I think in the first week my knowledge of the subjunctive went up a bit, and it's risen gradually over the past few weeks. My use of the Konjunktiv has definitely gone up a lot, because as I said in the past I've only ever been taught theory, whereas I've actually used it over the past few weeks.
Contribution I feel has gone up a bit; self-confidence went down a bit the first week we did the subjunctive because you suddenly realise that you don't know as much about German as you thought you did, but I think it's gone back again to the way it was really. In general, I'm never that keen on getting up in the morning for these lessons, but once I'm here it's okay. Once I've got into it - when you're not here, you think 'Oh God, I've got to do all those stupid things again general laughter , but once you're here everybody's doing the same thing, and once you're doing it you forget about it.
In the end I think it's a good way to learn it. I did quite a lot ofwork on the subjunctive last year, so I think I knew all the forms and things like that, but I still wouldn't have been able to use it off the top of my head, but now I think it's a lot easier to do now, because we've been using it all the time I think the usage has got a lot better, and my self-confidence and participation has improved as well, getting to know the briefing, and everyone has to participate. I just think it's good that everyone has to participate Ja, danke schon, thanks a lot. Tom - tell us I think my knowledge of the subjunctive has definitely improved, because I knew it existed but didn't really know how to use it properly or when to use it, and in the same way the use of it has improved as well.
Having to go back to it week after week and use in different ways has been good, cause it kind of fixes it in your mind, so that's been good. And then confidence and participation kind of just going up since Why do you think your confidence is going up? It's the same reason that everyone's saying, like the more you have to do difficult stuff- the subjunctive or what ever - everyone's doing it together and everyone's in the same position, you just learn it and get on with it. It brings the group together as well, having to do it all together.
Brilliant, I hear you. My knowledge about the subjunctive - I used it a little bit but that was just from picking it up, I didn't know how to use it. Ifsomeone were to ask me what it was, I wouldn't have been able to give them a definition, and I found that every week my knowledge kind of rose and then sort of sunk a little bit in the week when we weren't doing anything, but the fact that we did it every week, it really re-inforced it, made you remember it, and all the practical that we did, I found that really good, and also the fact that we swapped groups and we didn't just do it with specific people, the people that we sat next to, but moving around - I think moving around's really good too, because you forget more about the German you're speaking and concentrate on the actions that you're doing as well.
I think the oral contribution, that's been fairly steady throughout the week, and how much I use it, that's definitely gone up, although not too much because I think Tamasine said you need to let it sink in a bit first. Self confidence, yeah, exactly as everyone else has said, it's just from getting to know people and from seeing everybody make the same mistakes, you just get more confident. Like Hannah's just said, in the beginning I didn't know much about the subjunctive, and I wouldn't have known how to define it. I was ill the first week, so when we started week 44 I hardly knew anything at all, but I think because I started off willing to get into it and speaking, I picked it up and caught up with everyone - but I only did one week before reading week so when it came to after reading week I'd forgotten quite a lot of it, but I picked it up again and my confidence has gone up, I feel okay with it now, but I'm really not sure how I'd go about it outside of the lesson.
I'm okay in the lesson, but if I go outside into I think I need to spend a bit longer on it. In what way would you like to spend longer on it? I don't know; if I've got the self-discipline to sit down and look at the books as well or something, I really think that outside this class I'd just What do you mean with 'if'? If I go out and I go into written German now and he asks to see the subjunctive I think I'd make the same mistakes or I'd just try and avoid it. Can I just say about the self confidence thing? What you put into a lesson you get out - if you don't contribute then you don't get anything out - you were lying before, weren't you?
It's when you make mistakes, ifyou have the confidence to say it out loud and you make a mistake, that's when you learn, isn't it, rather than letting other people do it, cause everyone makes mistakes, you've got to be not embarrassed if you make mistakes. It's like the first few weeks when we first started cause I hardly knew anyone in this group so it was I'm going to show myself up, but now I don't really care.
I've got a lot more confidence just in getting up and speaking in front of the class now, I don't mind any more whereas before it was 'I can't do that! A lot ofit's already been said; basically as for my self-confidence, I know I'm not that good at German, and it's sort ofa mixture between the two, the usage and selfconfidence go up and down. When I get more confident using it, self-confidence itself goes up, and with the knowledge of it as well.
That's general knowledge in German as well, not just on the subjunctive or whatever. Would you like to add anything about the general points? The way that the classes have been held - they're real live situations that obviously you put yourself in. That's the only way to, I think, properly learn a language rather than just sitting down doing grammar from a book - just get out and use it. Can I just say as well, I really think it was good that there was - a lot of teachers tend not to give a realistic estimate of how long it'll take the class to learn something, and they give you all the grammar points - you write them down, no practical experience, you don't say anything at large; you might do a few examples, and you're expected to remember it - and people don't, and ifyou want to use it then you have to go back to your notes and look at them.
Ifyou're actually speaking, that's useless because you haven't got time to say 'I'll just go back and look it up in Hammer' or whatever - and I thought it was really good because it But it did take that amount oftime to get it in. Yeah, in one lesson it would go in and you'd think 'I'm alright with that', but as soon as you went away you'd forget it all again.
There were certain grammar points that the teacher at school - they expected to give you the ground points and then they'd expect you to know them like that, whereas this way you do get to properly word it. You get to put it in context as well. People who just come up with the grammar points, it's meaningless. When you're in a real situation you don't even think about it, whereas now we've done it so many times we know that when we're telling somebody what somebody else said, we automatically know that it's got to be in the subjunctive.
For me, now that you've given me your feedback, I'd like to give you feedback too. I really think this class has improved very much in terms of how the group works together. I can see already a big change between the first lesson where everybody felt very very self-conscious to how you work together now. Things work quicker, you get things done quicker because you relate fairly well, you don't spend such a lot of time being shy about things, and I'm very pleased to see that.
Let me just say I'm very pleased with all you've done so far; next week we're going to start on a completely different grammar topic, and can I now ask you very quickly to put tables and chairs back Unterrichtseinheit Konjunktiv II Dienstagsgruppe UniversityofLeicester, We're at the end ofthe teaching unit on Konjunktiv II and I just wanted to get some general feedback from you, how you perceived this, what worked for you, what didn 't workfor you and any other general comments.
Can I askjust anybody to start. Since we did this I feel like I've been able to use it more. I mean I never used it before.
Whereas now I use it in written German. I have to think about it but, I can use it now, whereas before I couldn't. So you can think about it andyou can use it? Yeah, so it's improved my written German in that way. I can use it ifi have to. I just try and get round it another way. It's also good to know, urn, why they do it like that, as in to learn the actual rules of Konjunktiv II, because like in High School you just used to learn set phrases and that was it and they never explained what it was or why it was like that and then you get here and you learn why.
It was one of the easier topics we had to learn. There's been more difficult ones. But I felt, I personally felt it was easy-ish I think once you get you head round it.
Like the first rule, it's a bit, mm, what's going on, but once you kind of understand why it's doing it and what it does then it's more easy to use and that. Yeah I think a lot people already got a speaking-wise, they use it even ifthey don't realise, I know I do, but then I didn't know exactly the rules or how to use it. So that was helpful - fmd out exactly how it's formed, so you can do it logically not just instinctively. It helps you understand it more rather than just saying, you know, use it when it's expressing doubt or whatever or ifit's not Or in what ways did it work It took a while to get used to it, because I mean we're here to do a degree in modern languages not drama.
Do you know what I mean, it was a bit strange at first but then I can see like the exercises and things we did, did help to make it It helps your confidence, and gives you confidence in using it as well. I think it's definitely a good way to start off something new It's kind ofa good way to get everyone like aware of what the topic's going to be, then to focus Everyone has to do the same thing as well.
And like everyone makes mistakes, yeah, you just get used to it after a while. Yeah, you get used to making a prat ofyourself. The practical approach is much more useful, in think, than sitting in a room and being told everything, writing it all down and then not thinking about it much after you've left the room. It's more fun and more interesting. It sticks in your mind more. Because you remember things like doing it with a scarf and stuff and that way you don't remember just what some bloke has said in the classroom.
Also not having to worry about writing everything down It means you can concentrate more on what's being said. When you talk about it and stuffyou're not trying to write everything down so you don't forget it. Are there any things that we can say why they didn't really work so well for me, or I would have liked to have that differently? I was never too keen on the warm-up exercises first thing. I know that it was necessary to get us all, all moving and all a bit more awake, but sometime I felt so stupid when we were jumping like kangaroos or something.
First thing in the morning as well, it was just like I do realise that you need to sort ofget us awake somehow, I don't know. At fl1st you think it's stupid because it's not helping your German at all, but like having said you look at it afterwards and it does wake you up more and it sort of prepares you for what else you can do. I prefer to having warm-ups than just diving straight into grammar or anything. So in a way Right, ok, so the comment is not against warm-ups but like certain types of the animals were not really such a good idea for you. Well, they were perhaps a good idea but I didn't like them.
Can I ask people who have remained silent so far? Maybe it's just because everything's quite relaxed in the classroom, but it's really really easy just to slip into English and I think I ended up speaking more English than German at times, so Did the others perceive that too? I think it was a bit inevitable though really because we are English, are we not Anything else, any other comments?
I don't think I'd end up speaking more English. But I think if it was we were forced to speak German all the time then it would be less enjoyable and you'd just end up hating it, do you know what I mean. Ifyou wanted to say something you couldn't get it out. Yeah exactly, you'd just sit and not say anything sometimes.
Maybe could I have a comment from you generally Why it wouldn't work? We've got an hour grammar lesson every fortnight and I've learnt far more grammar in this than I have in the actual grammar class I've learnt so much more grammar in this yeah, because people, you're sitting in a classroom and you're just writing it down and you're not really concentrating and you've got your notes. You might have you feel as though you're being spoken at rather than you answer one thing ever ten minutes or so ifyou're doing exercises And then ifyou need to use it you'd have to go through your notes again, whereas here you get, you sort of build the level up, and it maybe stays slightly higher, because of the four weeks progressive working Repeating it verbally sometimes helps more than just writing it down, because you can see it on the page the example that you wrote down, copy it out and see the same format, but not really understand why you're doing it.
Also, I thought when I saw my timetable at the start of this year and I saw a two hour German oral class I thought "oh my God, no", because last year it was a bit of a chore because we just sat down in a little hot, stuffy room and did Yeah and it didn't capture your interest, it didn't really interest us, so it was more ofa chore, whereas this was a lot easier to go to. I really thought I'd be struggling sitting through a two hour oral class but here you don't notice the time going as much, because it is, because you're getting up and doing stuffand instead of like It's not just going to be like, I mean I've learnt adjective endings so many times, and I still don't know them.
Whereas I think the way we've done it, it's going to stick in our minds more. I think, you know, ideally you need a mixture of both, I mean doing it practically but having the oral aspect as well. But I agree with other people, having the grammar lesson every other week, it just doesn't work. Really hardly learnt anything in that grammar wise, but definitely a lot more here.
I think it's a really good approach to grammar learning. It's much better than in a classroom. We are in a classroom! Yeah, but you know what I mean. You don't think ofthis room as a classroom. Right, so what do you think ofthis classroom? Well, thank you very much for your feedback. Abschlussinterviews Mike K University ofleicester, I'm speaking with Mike here about the dramagrammar year that we had.
Mike's going to go away on his year abroad very soon after the Summer and he has kindly agreed to answer a few questions here. Okay Mike, all in all, what's your impression of the dramagrammar course you had - your overall impression? Well, it was definitely a new experience for me and not what I expected when I was told that I would be doing it, it wasn't really run how I expected it would be and it helped a lot. It helped me to gain confidence, definitely, and also there was perhaps a bit more German used towards the end, especially than I thought we would be able to use.
I didn't think we would be able to use so much German to do those kinds of things. And I just thought that generally it was quite enjoyable as well, perhaps more interesting than the usual oral groups that we have with Klausuren and so on. I thought it was more enjoyable and I was glad that I got to do that rather than a normal group. What didyou expectatthe beginning?
Geboren am in Bützow; gestorben am in Schwerin. Johanna (Henriette Catharine) Klemm war eine deutsche Schriftstellerin. Vor allem. Johanna Klemm war eine deutsche Schriftstellerin. Vor allem ihre Publikationen für junge Mädchen waren in der Zeit vom Ende des Jahrhunderts bis in die.
You saiditwasn'tatall whatyou expected. I didn't expect it to be so much acting and drama and things. I thought we would do more serious written work, sitting down and discussing it maybe, and more written stuff and grammar and things like that, and I thought it would be a bit more boring maybe, but as I said, it was quite enjoyable and it was something I looked forward to each week. Didyou also think that you benefitedfrom it, apartfrom the fact that it was interesting and that it was fun? Do you think you 've benefitedfrom it? Well, the classes we had on the Subjunctive, that helped explain it a lot because I wasn't clear with that and now I feel a lot clearer about that, and some other grammatical things as well, they were helped by studying them in a different way to the way we usually study them - through drama and things it made them stick in your mind better I think.
The second coming of a literary Lion. Having to go back to it week after week and use in different ways has been good, cause it kind of fixes it in your mind, so that's been good. Maybe just going through adjective endings, things like that. Sie arbeiten sehr ziigig und begeistert miteinander. I don't think so, no.
And like I said before, it also helps you gain confidence, which will be important for the year abroad anyway - to be able to talk in front of people. It has brought me closer to people that I haven't really spoken to much before in the group, which again is quite useful for the year abroad I think.
What were the areas where you felt that you hadn't benefited as much or could have benefited more given a different situation? I think definitely in speaking skills it helped a lot because - I know the purpose of it wasn't really to help us write - but I think certain grammatical things perhaps weren't covered that much that might have been useful to cover.
I think it would have been a good opportunity to, like the subjunctive, to learn other grammatical things a bit more through methods as Maybe just going through adjective endings, things like that. Would you have preferred it ifthere had been more opportunity to write? I don't think I would have enjoyed it so much! I think we do enough writing as it is, but I think it might have made it more educational, we may have learnt a bit more maybe - I don't know.
As I say, I think we did learn a lot but I think we might have learned a bit more, not necessarily by writing long essays and lots of notes, but writing things and doing exercises using drama and putting them up on the wall. Doing things like that, presentations, more like that maybe, that might have helped. You already said maybe adjective endings. Are there any other areas ofgrammar where youfelt you would have liked to do work on that in the future?
Yes, I suppose also things like the Conditional, and maybe go through the different tenses - I'm pretty sure about them anyway, but I'm sure that not everybody is a hundred per cent sure about all of them yet, and I think to go over some of the more difficult ones that people get wrong sometimes, that might be useful.
Also doing something with the -ing form of verbs, I find that sometimes quite confusing. Perhaps going over that would have been quite useful. Ifyou were on a committee devising the course, because this time around was the first time, ifyou were on a committee deciding what to do or how to run the course, would there be anything that you would like to change? That's quite a difficult question. I think for a first effort it was pretty successful. To be honest, I thought it went quite well. Everyone in the group played their part and did what they should have done and we got something out ofit.
You mentioned working in the group.
How did you perceive working with the others, because normally in an oral group you answer back to me or we have a discussion that I chair, but in this case you often spoke to others when I wasn't necessarily around, so how did you perceive this? I thought it was a really good idea. The only bad thing was that when you weren't around to supervise us often people did start SPeaking in English, which is bound to happen with students.
I don't think that was too much of a problem because in the end we always got our act together - when we had to perform something in we'd do it in German. Perhaps the only way you could get us SPeaking more German would be with you supervising us, checking up on us and forcing us to, because that's the only way it's going to happen. We don't often really want to SPeak in German when we can avoid it. But isn't that an interesting thing that youjust said? Ifyou study German why should you avoid speaking it at all costs? But I do get the impression that generally, what I think of other people, I don't think they particularly want to speak German - people did tend to speak English when they could.
Ofcourse, checking up and supervising is not always a very good method. It's not very effective because I can't listen to thirty people at once, and you check on school children, you don't really want to check on students. How would you go about it, ifyou were me, getting people to speak more German and not saying 'Okay, I'm really going to sit on top ofyou to make you speak German' - how would you go about it?
I don't know if this is practical but perhaps have another adult who can speak German with enough adults to have one for each group maybe, that's one way ofdoing it. Ifyou don't want to do that then you'd have to maybe get different groups to do different things at the same time, so one group is preparingsomething in German and they'd have you with them, another group could be doing something grammatical which involves German but not so that they'd have to do German but in another form perhaps?
I don't think there's any way that you will be able to get people to always talk in German because it's just not going to happen. I hope to be able to do dramagramrnar with the whole ofthe next year's Second Year. If you spoke now to First Years and they were to ask you 'What's it going to be like, we've never heard ofthis dramagrammar anyway' what would you tell them, or what would be the things you thought theyshouldknow?
I'd tell them at the start not to be afraid, for their own sake. Just go in there and be openminded and just do whatever you're asked to do and don't think that you're making a fool of yourself, otherwise you won't benefit from it. I felt that at first. I was really selfconscious but in the end I just thought 'It doesn't matter, I've got nothing to lose, everyone else is doing the same so just go in there, do your best, try to speak German when you can, even when you're no asked to, it'll make a good impression if you try to speak German anyway,' and perhaps try to look at it from a more grammatical point of view.
I have to say that when I went there I saw it more for the fun and for the drama, and I didn't think in a German way which is probably why I didn't benefit as much as I could have done. But if they go there thinking that they're going to learn German and make an effort to do that, then they will. Okay, that's about it. Is there anything else that comes to mind that you would like to add? Just that, like I said, it was a good experience and that I'm glad I was part of it, and I hope it continues to do well.
Okay, thankyou very much Julie D. Couldyou tell me your overall impression ofthe pastyear? Yes, I'd say definitely that. It was really good fun. It was a good laugh, which gives you a bit of motivation to come to the classes. I think the key to learning is having a good time while you're doing it. I think the fact that we had a two hour class meant that we could get quite a lot done, but it didn't feel like we were there for two hours. It did actually seem shorter than most other classes.
Apartfrom havingfun and having a really good time, didyou benefit in other respects? Yes, I think confidence-wise, that was another important thing that came out of it. I remember our very first lesson with you when we were doing exercises and things like that we were looking at each other and cracking up every three seconds, and really really embarrassed I was convinced someone could see us out ofthose windows as well But by the end ofthe course Jon was walking round pretending to be a tomato We concentrated on grammar and first of all I would like to ask you has your attitude changed at all to grammar - has it, has it not, or if it has in what ways did it or has it changed?
I think it has changed, by showing us that it can be taught in a different way and it can be made interesting. Unfortunately, in all other areas outside your class, grammar is still taught in the way that we learned at school which is a much more boring way, and even much more ineffective way as well. So in terms of showing us how it can be taught then, yes the attitude's changed but it doesn't change the fact that we're taught outside your class in other ways.
I think that - I wouldn't say I was completely confident about all the things we've done so far but I'm confident that I can actually learn it now, whereas before it was a massive mountain ofgrammar You always worked in different groups, sometimes in pairs sometimes in groups.
How did you experience working in groups? Depends on what we had to do really. There were some things where you could just throw a lot of ideas together and I think we got better at that as we went on. To start off with people just sat there saying 'Oh, I can't think ofany ideas' and things were a bit stilted, but by the end we were a lot better at coming up with ideas quickly.
I think it showed in that Year Abroad Workshop, because we had to do those things that we would have had to do anyway and everyone else was like 'Oh my God, what's happening here l' People were laughing and they said that they were very embarrassed and they took about fifteen minutes to think of something to do and we'd stood there and said 'Right, let's do this, blah, blah, blah'.
I think that's something that we noticed as well, it was good for us to realise how much we'd changed, because unless you go into a situation like that where you see people that were like you were a year ago then you don't notice really The born Christlieb Ehregott Gellert was appointed teacher for metallurgical chemistry in Freiberg in the year , and later filled the first professorship of metallurgy. Gottfried Silbermann from Frauenstein near Freiberg, the famous Baroque organ builder, died ten years later.
Our city guards four of his organs, all of them actively in use. And that battle brought Napoleon back to Saxony; he resided in Freiberg before on his march East. The first steam engine was put to work in in the Roch-Bucherschen Spinning Factory. The first turbine has been used as of in Saxon mining. The first Freiberg group of the Social Democratic Party was founded in In the same year, the local silver coins were taken out of traffic with the united monetary union in the German Reich. The Freiberg mining activities come to a planned end between and And in the Elite Motorenwerke AG started their vehicle production in the neighbouring town Brand-Erbisdorf today, only the beautiful old factory premises remind passer-byes of those glorious days.
Ten years before, in , the Bergakademie received the right to bestow the title Diplom-Ingenieur. Twenty-nine dead were to be mourned in , the year of the Munich coup by Adolf Hitler: Ten years later, Hitler was elected as Chancellor of the Reich. In Freiberg had inhabitants today we count an official The big project want no less that to find new ideas and solutions about the future of mining, ore dressing and smelting of non-ferrous metals in an environmentally friendly, yet efficient manner. While still at the beginning, we are very much aware of the various other groups worldwide, who aim at similar challenges with creativity and engagement we try to do our best and contribute our share.
Within this BMBF-joint research project, four tailings deposits have been drilled in January with one borehole each and sampled The investigations aim at a deeper assessment of the reusable material potential and at technological solutions to use it, while at the same time renaturating the mining legacy in an environmentally appropriate and economic fashion. Inga Osbahr taking the key responsibility for this group s activities. The other two working groups, Mineralogy and Geochemistry, are equal partners. Everyone of us, who was able to walk and could afford the time came along on September 04 to a truly interesting and fun excursion day.
The shaft had been dug in to a depth of ca. Today, all mining takes place above ground. Following this highly interesting and inspiring visit, and after a short bus trip, we took a larger hike from and to the State Wine Cellars of Wackerbarth. Through the vineyards and the beautiful city of Radebeul, we enjoyed the opportunity to leisurely discuss all of those things that too often get neglected in daily routines and to meet new faces e.
The photos below give a taste. Prolongation of the guest professorship for Stefan Norra. Stefan is a geoecologist and environmental mineralogist picture at right. His focus lies in the analysis of element budgets in ecosystems. He works on urban ecology, agricultural soils, waters quality, air pollution and microclimate at the interfaces with environmental health and ecosystem services. Im Grunewald ist Holzauktion These following photos below are not from a Berlin forest as in the song, but were recently taken in our institute s garden How sustainable this action my have been is a question, many of us are musing about.
Petersburg, Russia, worked for six months with us since September Their stay has been supported by DAAD and related co-financing via the Russian Lomonossov as well as university stipends. They thus extend a long tradition of mutual exchange of junior scientists between the Mineralogy professors of both institutions. In this year of the th anniversary of our partner university in St. Petersburg, a recod number of four bursaries were successful applicants. The Freiberg mineralogists congratulate their Russian colleagues warmly on the occasion of the jubilee on November Anna Kurguzova investigates the Russian tin deposit Severnij, located in the extreme northeast on the shores of the icy seas of Tschukotka.
Anna studies the main ore mineral cassiterite in more detail. There is a long-standing tradition of such works at TU Bergakademie Freiberg, currently represented by Dr. During her stay, Anna takes a closer look at the characteristic of cassiterite with cathode luminescence. She performed her studies largely at the new scanning electron microscope, jointly used with the Institute of Geology.
Another focus is dedicated to the inclusion of water and iron; using infrared spectroscopy and colour analysis. In respect to cathode luminescence studies, Freiberg is a worldwide respected centre of expertise. Maria Machevariany studies another Russian tin deposit in the far east of her country near the Chinese border. The Urmi deposit is seen as one of the World s largest tin ore potentials and has not been mined yet.
The investigations follow a radically different path as compared with Anna Murguzova s work. The widely spread, yet mostly lowly concentrated mineral zircone is in the focus of Maria s studies. Zircone is often used on the geosciences as a natural clock to determine the age of various geological formations. Thus Maria aims at presenting the first age determinations for the Urmi zircones; to be performed at the isotopic laboratory under the guidance of Prof.
In addition, special zircone characteristics such as crystal shape and chemical composition are to be determined in detail. Tichomirowa front left and Prof. Heide right welcomes the young Russian scientists f. Petersburg and congratulates the guests on behalf of the th anniversary of their university. There is one type of diamonds, known worldwide, of which we do neither know where they formed nor how, since they have occurred in placer deposits only.
This type, so-called Brazil-Ural-diamonds, are the topic of Yury s work. Using infrared spectroscopy under the guidance for Margitta Hengst, information on the nitrogen content within the diamonds should become available. The reasons for varying colours shall also be elucidated in Yury s studies. Very thin slices had been cut out of the diamonds in Russia already, to enable related studies. The upper reaches of the Jenissej River developed in recent years as one the most important gold mining regions of Russia.
In his PhD dissertation, Anton performed de-. This work was continued and enhanced during his stay in Freiberg. Within the Zolotoe deposit, gold occurs as socalled free gold or, as geologists address it, as native gold. The chemical composition of the gold may contain valuable hints on the formation conditions of the deposit. Accompanying sulphides shall be studied in addition, using light and electron microscopy. The study to characterise the pollutant input from the Mulde region mining areas into the Elbe River was finished successfully. Starting from the pollutant potential of Elbe river sediments that continuously contribute to strain biota, overbank soils and the North Sea, the City of Hamburg and the Hamburg Port Authority launched the project ELSA Pollutant Remediation Elbe Sediments in It aimed at initiating and supporting measures to improve the pollution situation of the Elbe ans its sediments The study to characterise pollutant inputs from the ore mining regions of the Mulde catchment was the first one to be supported by BSU Hamburg to the benefit of our institute.
Even today, it still presents an important and mainly geogenic source of various trace elements see pictures above. The focus of our project lay in the evaluation and interpretation of substantial data that were gathered over the past years for various questions by state agencies and consultant In addition; we performed some new investigations on element behaviour under high discharge conditions and the supply potential. Over time, a concentration decrease was noticeable. Major remediation actions have been done in the main polluted areas of Freiberg and Aue-Schlema by Saxonia mbh and Wismut GmbH, respectively; nevertheless, a certain pollutant export level remains.
Point sources can be estimated, yet explain only a fraction of the observed freight increases at some river stretches. Flood events lead to concentration peaks, particularly of particle-bound pollutants. The bonding and distribution behaviour of the elements is crucial for the retention in sinks. Next to the Mulde reservoir, the Eibenstock reservoir in the upper reaches of the Zwickau Mulde act as pollutant sinks. On January 25, Dipl. Anne Schucknecht defended her thesis on soil chemistry, land-use and climate change in northeastern Brazil. Andreas Hoy came next; his defense on May 24 became a particular highlight.
Andreas outstanding oral presentation, entitled Variability of atmospheric circulation and its relation to climate attracted a large audience and the subsequent defense was so impressive that he received the very rare rating excellent summa cum laude. Thereafter, Andreas fled into Bhutan and could establish a new study course for Environmental and Climate Research, which is supposed to start in Just before the end of the year, on December 16, Dipl.
Juliane Bernhardt defended her similarly very demanding work on lake physics, entitled Rotation-affected internal seiches and its effects on transport through the sediment-water interface, which was done in close collaboration with the Leibniz Institute for Lake Research and Fisheries in Berlin.
All three former candidates set new standards for the candidates, who are already busy preparing themselves. Parts of Saxony belong to those regions in Germany with the highest density of lightning occurences and the highest strike intensities. Even the absolute maximum lies in our Free State. Will this situation change with regional climate change? Lightning and thunderstorms are energy and temperature dependent and the surface temperatures in Saxony increase above average. While there are certain tendencies that could support such a hypoithesis, we must admit that the available observation time period 14 years with the Siemens BLIDS system is too short for a comprehensive and robust answer.
We had to stay home and will have to do some homework until , since something had been neglected: We are looking forward to the first public results in January , when the highly engaged Master student M. We built two variants, a very robust version. The latter needs electricity and more maintenance. Both serve not only the quantiative determination and flux calculation of GHG, but allow application for e. We hope to be able to continue this very successful work, for quite a while also supported by doctoral student Kamal Zurba, in Left: Kamal explains the set up and our software development to Dr.
As a bottomline we may say, that climate change-related risks in our region are rather underrated still, likely because individual extreme events and risk probabilities are difficult to communicate to the public. In parallel, and thanks to the enormous en-. By now we assume that is is land-use changes and not climate change that have led to decreased soil fertility and salinization. We expect more certainty by additional works, planned for Left: Drilling in northeastern-brazil comes with a price.
This acronym stands for the book title Why we disagree about climate change by Mike Hulme, former director of the Tyndall Centre for Climate Change Research in England. It deserves special mentioning that Mike Hulme does not primarily address scientists here he is a wellknown atmospheric physicist himself , but a much wider, educated audience. His approach is multidisciplinary and in principle transferable in respect to key hypotheses on practically all major conflict topics of our time.
Sportive high performance was also part of the succeses. Cornelius won the competition as Saxon Vice University Champion with 1: We are proud of Cornelius and congratulate. The project could be finished successfully with the university and industry partners involved. Important examples that could be dated successfully include the hydrothermal gangues of the Freiberg mining district and the Jabali deposit in Yemen.
The latter is seens as the most important silver mine of the antique Arab world. And the group keeps growing: Anne Engler WM deals with the geology and tectonics in the Werra potash region a contribution to sustainable deposit usage; and Matthias Bauer WM is busy as of October 1 with the Geology and metallogeny of indium and germanium deposits in the Erzgebirge and areas for comparison worldwide. Freiberg Short Course in Economic Geology.
For the 12 th time already, this compact course took place in December Unique within in Europa, the course focussed this time on Granite-related Mineral Systems. The number of applicants far exceeded the possible number of places of our large lecture hall in the Werner-Bau we had to restrict the total number to The participants came from 17 countries and represented five continents a new record for this course that meanwhile has taken a firm position in the calendars of economic geologists worldwide.
The picture below shows the participants along the staircase of our institute. While we do have clearly defined responsibilities for each individual laboratory, it is a pleasant naturalness to use all resources together. Jennifer Glanz finished her education earlier than anticipated in July and was honoured as the best of her year by the Chamber of Industry and Commerce IHK in Chemnitz. We are very happy that she may keep working with us, now in the Isotope Lab.
Jule Lehnert has taken her theory exam in December, to be followed by the practical finals in January We keep our fingers crossed for her and are confident that she will do well. She will likely work in the Institute of Energy Processing and Chemical Engineering as a chemical lab technician thereafter. Jennifer Glanz left and Jule Lehnert preparing a round robin test photo: The advantages of this system in comparison with other XRF techniques lie in the largely matrix-independent options, since X- radiation does not penetrate the samples and in the very low amount of sample mass needed one droplet is sufficient.
Both liquid and suspended samples can be determined. To improve acid digestion options, we could buy a new microwave systems including waste gas washing from the company Berghoff. The special issue here are rather simple handling, the fuming off of acids without refilling and the direct and accurate pressure and temperature determination within the beakers and bombs without corrosion-prone sensors. The most important technical change this year was the installation and launch of the new powder diffractometer Empyrean Panalytical.
The fast detector system allows for rapid and low noise measurements. Methodological works on an improved profile description of the new detector system have alredy yielded first successes, so that we can use the machine for Rietveld analyses in a good quality. Our old Philips diffractometer PW has found a new home at the Univerity of Concepcion in Chile; thanks to Gerhard Heide; and is busy there every since. She gave a very well-received oral presentation on her first resilts on smektite structural analysis at the 50 th Annual CMS Meeting in Urbana, Illinois.
The methodological emphasis lay on the characterisation of pegmatites of the Lithium-Tantal-Cesium group LCT and on several studies on REE mineral-bearing rocks and their ore dressing products. The other petrology-directed investigations saw the preparation of element distribution maps of garnet blasts in mica schists and of amphibole blasts in blue schists and eklogites. The lab also served the company FEI at various days to demonstrate the instruments to potential customers. Here, Sabine Haser particularly engaged herself. The lab and its team are also engaged in the programme ProMinNet, a platform for University-based researchers, dealing with Ore Process Mineralogy.
The Freiberg delegation with Dr. Birtel coordinator, HIF , Dr. Rudolph HIF , Dr. Offer ends 26 Sep. Cashback in 10 days. Here's how terms and conditions apply Go Cashless: Offer period 1st September to 30th September. Cashback will be credited as Amazon Pay balance within 15 days from purchase. Only on your first 2 cashless orders on Amazon. Offer period 4th Sep to 30th Sep. Cashback within 10 days. Offer valid only once per customer including mobile recharges and bill payments.
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