Wednesday, August 29, 2012

Monday, August 27, 2012

Guten Tag! Begrüßungen aus Münster




Simon und Bettina sagen HALLO in Münster.
=> Wer antwortet?  (Who answers?)
=> Wer antwortet nicht?
=> Wer wird nicht gefragt, aber will auch mitsprechen?   (Who isn't asked, yet still wants to speak?)

=> Mit wem ist die Sprache "erwachsen" / formal ?  (Sie / Ihnen?)
,,Wie geht's Ihnen?

=> Mit wem ist die Sprache  "lässig" / casual ?     (du / dir?)
,,Wie geht's dir?
,,Sie dürfen mich ruhig duzen.  (Hier, ein Durcheinander / Misch-Masch:  as in:  "You, ma'am may speak informally with me.")

Auch gesagt:
•  ,,Schönen Tag noch!

•  ,,Ich wünsche dir weiter viel Spaß.
  -  ,,Danke schön. -- Bitteschön.

•  ,,Viel Zeit in der Stadt verbracht?
   - ,,Länger halte ich es nicht aus.  Die Stadt ist heute zu voll.

•  ,,Hervorragend!    (Splendid!)


Saturday, August 25, 2012

Abenteuerland von Pur



Die Zuschauer kennen ALLE LIEDER VON PUR!

Songtext
te Himmel macht mich krank 
Ein schweres graues Tuch 
Das die Sinne fast erstickt 
Die Gewohnheit zu Besuch 
Lange nichts mehr aufgetankt 
Die Batterien sind leer 
In ein Labyrinth verstrickt 
Ich seh' den Weg nicht mehr 
Ich will weg, ich will raus 
Ich will - wünsch mir was 
Und ein kleiner Junge nimmt mich an die Hand 
Er winkt mir zu und grinst: 
Komm hier weg, komm hier raus 
Komm, ich zeig dir was 
Das du verlernt hast vor lauter Verstand 
Refrain:

Komm mit 
Komm mit mir ins Abenteuerland 
Auf deine eigene Reise 
Komm mit mir ins Abenteuerland 
Der Eintritt kostet den Verstand 
Komm mit mir ins Abenteuerland 
Und tu's auf deine Weise 
Deine Fantasie schenkt dir ein Land 
Das Abenteuerland 
Neue Form, verspielt und wild 
Die Wolken mal'n ein Bild 
Der Wind pfeift dazu dieses Lied indem sich jeder Wunsch erfüllt 
Ich erfinde, verwandle mit Zauberkraft 
Die Armee der Zeigefinger brüllt:"Du spinnst!" 
Ich streck' den Finger aus 
Ich verhexe, verbanne, ich hab die Macht 
Solange der Kleine da im Spiegel noch grinst 
Refrain:

Komm mit 
Komm mit mir ins Abenteuerland 
Auf deine eigene Reise 
Komm mit mir ins Abenteuerland 
Der Eintritt kostet den Verstand 
Komm mit mir ins Abenteuerland 
Und tu's auf deine Weise 
Deine Fantasie schenkt dir ein Land 
Das Abenteuerland 
Peter Pan und Captain Hook mit siebzehn Feuerdrachen 
Alles kannst du sehen, wenn du willst 
Donnervögel, Urgeschrei, Engel, die laut lachen 
Alles kannst du hören, wenn du willst 
Du kannst flippen, flitzen, fliegen und das größte Pferd kriegen 
Du kannst tanzen, taumeln, träumen und die Schule versäumen 
Alles das ist möglich in dir drin, in deinem Land 
trau dich nur zu spinnen, es liegt in deiner Hand
Komm mit!
auf deine eigene Reise
komm mit!
und tu's auf deine Weise!
Refrain 2x

Komm mit 
Komm mit mir ins Abenteuerland 

Ich bin aus Hürth - Wise Guys



       ... Der Ort, wo ich wohne..

Was ist es mit der Stadt, Hürth?  Hier noch ein Lied über Hürth... wo es total schön sein muss.  Aber warum lachen die Zuschauer?

Hürth, meine Perle



Songtext: Ich Bin Aus Hürth 

Jo – Jo!   Jo, ihr Checker, 
Hier kommt Aggro-Hürth wieder auf den Plan.
Ja, ja!  Jetzt gibt’s was auf die Ohr'n – 
Pass auf! Jo!

Der Ort, wo ich wohne, da gibt es gar kein Ghetto.
Da gibt es einen Rewe und 'nen Lidl und 'nen Netto.
Da gibt es einen Bäcker, da gibt es einen Aldi.
Frau Schmitz hat einen Dackel und ich glaube, der heißt „Waldi“.

Der Ort, wo ich wohne, und alle Leute kenn',
ist leider so, dass da nur selten Mülltonnen verbrenn'.
Das Leben ist ok, was ich immer „mittel“ fand.
Ey, Scheiße, Mann, ich glaub ich komm vom Mittelstand.

Ich bin aus Hürth!
Und ich will, dass man das immer sieht und spürt.
Ich bin aus Hürth! Ich bin aus Hürth!
Das ist der Ort, der wo mein Herz total berührt.
Ich bin aus Hürth!

Jo, jo – Passt auf – Schnallt euch an!

Ey, der Ort, wo ich wohne, da gibt es nette Leute.
Die Frauen nennt man „Frauen“, und keiner nennt sie „Bräute“.
Die Männer nennt man „Männer“, und keiner nennt sie „Macker“,
Frau Schmitz wohnt gegenüber, von dem Kartoffel-Acker.

Der Ort, wo ich wohne, da seh' ich keine Gangster.
Da seh' ich nur 'n paar Kühe und die Stute und den Hengst da.
Ich wär' so gern ein Gangster, und so weiter und sofort.
Ey, Scheiße, Mann, ich komm' vom falschen Ort!

REFRAIN

Jo, jo, - Aggro Hürth

Ey, der Ort, wo ich wohne, da gibt es keinen Knast.
Da wird man nur mal aggro, wenn man mal den Bus verpasst.
Da kann man kein' erschießen und da kann man kein' ermorden.
Frau Schmitz sagt immer nur zu mir: „Mensch, bist du groß geworden.“

Der Ort, wo ich wohne, liegt an der Autobahn.
Wenn ich 'ne Tüte brauche, muss ich nach Holland fahr'n.
Ich leih' mir dann ein Auto, den Golf von meinem Vater.
Und ich geh' auch total gern ins Theater.

REFRAIN! 

Ich bin aus Hürth! Ich bin aus Hürth! Ich bin aus Hürth! 
    (aus Hürth, aus Hürth, aus Hürth, aus Hürth, aus Hürth)
Ich bin aus Hürth! Aus Hürth, aus Hürth!Ich bin aus Hürth! 
    (aus Hürth, aus Hürth, aus Hürth, aus Hürth, aus Hürth)




Die Wise Guys bei Twitter

Die Jungs sind ab sofort auch bei Twitter. Hier ist der Link:
http://twitter.com/wise_guys/

NY Times on Origin of English


-- Historians are split between 2 camps, we might identify as the wheel (chariot-driven warriors), and the hoe (peaceful farmers).  Here is some new evidence in the debate.   



Family Tree of Languages Has Roots in Anatolia, Biologists Say

TED: Béatrice Coron Cuts Language and Stories from Paper

Brilliant international artist -- and linguist!



"Everybody has a story to tell.
Everybody has to make a story to make sense of the world...
Imagination is the vehicle...
The destination is our minds, and how we can reconnect with the essential, and with the magic..
(That's what) storycutting is about."

I recommend a visit to her website  BÊATRICE CORON - HERE

What's your favorite Béatrice Coron piece?  Were you intrigued by her cape?  I fell in love with her Balloon World, and am fascinated that she thought to make sense, for instance, of the history of candy making.  I think that her public art just soars!  I'm thrilled to learn that she's working on screens and fencing for low income housing.

As one observer [White Tiger333] wrote, I believe, that I too "am gobsmacked by the artistry and enthralled by the Life Observation! The glass projects - wah!!  The love of languages - double wah!!"  

-- Danke, dass du mit dabei bist.

Thursday, August 23, 2012

Am aller Glücklichsten (Happiest of all): The Danes!

HERE'S A BLOGPOST ABOUT HOW TO LOOK LIKE, AND ACT LIKE A DANE!

OK.  Ich bin auch Dänisch.
Ich komme auch aus Minnesota.
Ich finde diese Post lustig!

Viel Spass!  (Have fun!)


FORBES again names Angela Merkel "World's Most Powerful Woman"


The 100 Women Who Run The World



From CEOs and heads of state to early adopter entrepreneurs, celebrity role models, billionaire activists and philanthropists who are healing the world, Forbes ranks the women who matter most.
By Meghan Casserly, Forbes Staff   
FORBESWOMAN     
8/22/2012 @ 11:32AM |4,085 views



For the second year running, three of the top five women on FORBES list of the world’s 100 most powerful women are politicians. In the list as a whole, 19 politicians hold court, including eight heads of state. It wasn’t a U.S. election year, which explains the exit of the Tea Party candidates who wielded considerable power in 2011, but overall more than half of the political returnees from last year’s list shot considerably up the rankings.

What does this say about the changing dynamic of women in politics around the world? In the words of former Secretary of State Madeline Albright, a little something like this: “People say there are not enough qualified women, that’s one of the biggest bullshit things I’ve ever heard.”
At the top of the list German Chancellor Angela Merkel reigns supreme as the pre-eminent leader of the European Union. Her hold over the economic future of the eurozone (current GDP $17.9 trillion) was made crystal clear this year. As world leaders took turns portending the end of the Euro as currency, Merkel is fighting tooth and nail to keep it in circulation—and the economies of her fellow EU nations afloat. Germany has been behind the Greek bailout, the capitalizing of Spain’s banks and more, but in 2012 stressed the nation’s inability to bail out more declining nations and rejected proposals of pooling national debts to stave off further defaults. The way things stand, what Merkel (commonly referred to as the “Iron Lady” of Europe) says–goes.
  • Just behind her, falling for the second year at No. 2 on the list is U.S. Secretary of State Hillary Clinton, fourth in line to the succession of the U.S. Presidency. As the world ambassador of the largest single economy on earth, Clinton has advanced U.S. interests and policies overseas while pushing women’s issues, development and education to the top of the foreign policy agenda. Greta Van Susteren, a fellow Power Woman and friend of Clinton’s told me last year that her notoriety on the international stage is unparalleled, and makes her different from any of her predecessors.  “[Clinton] might as well be the President of the United States,” she said. “The whole world knows her.” ...
  • Dilma Rousseffwho graces the cover of FORBES this issue--is the third most powerful woman in the world from her perch atop the world’s eighth biggest economy, but, more importantly, an economy on the rise. Brazil’s president is in the midst of an economic overhaul of her country, starting with the middle class. The economist and former Marxist guerrilla (See “The Real Deal”) has enacted new incentives to small business owners, large-scale infrastructure projects that ring of Eisenhower-Era America and child welfare initiatives that are expected to usher the country into a new era of prosperity. Soon even more eyes will be on Brazil as the nation will host the 2014 World Cup and 2016 Olympics—all the more reason to get those infrastructure projects up and running.
    Also in the top ten: Sonia Gandhi, the president of the Indian National Congress Party, which this summer condemned outbreaks of violence in the northeastern Assam region of the country between Hindu and Muslim groups (which resulted in over 300,000 displaced Indians), and Janet Napolitano, the first female head of the Department of Homeland Security and the woman responsible for keeping America’s borders (air, land, sea and cyber) well-defended. This year was a challenging one for Napolitano’s office, which in addition to reacting to the SCOTUS decision to enforce Arizona’s controversial policies on undocumented immigrants, had the added responsibility of weathering the public tragedy of July’s “Batman” shootings in Aurora, Colorado.
    “I am deeply saddened by the terrible shooting in Aurora, Colorado,” said Napolitano in a statement. “Federal, state, and local law enforcement agencies continue to respond to this horrific event and I have directed the Department of Homeland Security to provide any support necessary in the ongoing investigation. We are committed to bringing those responsible to justice.”
    The global leadership of woman stretches far and wide, from the most prosperous of nations to smaller, aid-supported states. Cristina Fernandez de Kirchner, president of Argentina; Aung San Suu Kyi, the general secretary of the National League of Democracy in Burma; Julia Gillard, Prime Minister of Australia, Yingluck Shinawatra, prime minister of Thailand; Joyce Banda, President of Malawi (new in 2012) and Ellen Johnson-Sirleaf, president of Liberia; all prove that women are not just qualified candidates for the job—but that their constituencies are behind them.
    At home, women are flexing their political muscle in the White House (Michelle Obama continues her mission to overhaul the diets of America’s youth while making the rounds to court the women’s vote in November), the Senate (Nancy Pelosi is the House minority leader), in public health (Kathleen Sebelius is challenged with the implementation of ObamaCare while Margaret Hamburg fights a decline in manufacturing standards for drug makers in America and abroad) and the financial sector (Mary Schapiro heads the SEC).
    While the 2012 list has a strong showing for female politicians, the big news is that looking forward, 2013 could be a banner year. While there isn’t a female candidate for President in the U.S., there are a number women running for election around the world—from South Korea to Afghanistan– who could join these ranks in the months ahead.


  • Forbes Lists  -------PROFILE, Angela Merkel    
    #1  Power Women       and        #4  Powerful People (#4 after the Presidents of the USA, Russia, and China --B. Obama, V. Putin, Hu Jintao-- and before Bill Gates, King of Saudi Arabia, Aziz al Saud,  the Pope, 2 other Americans -- Bernanke and Zuckerberg, and the PM of the UK, David Cameron, #10)
           
  • Age: 58
  • Residence: Berlin, Germany
  • Country of Citizenship: Germany
  • Education: Doctorate, Leipzig University; Master of Science, Leipzig University
  • Marital Status: Married
  • The world's No. 1 Most Powerful Woman for the second year in a row, German Chancellor Angela Merkel is the "Iron Lady" of Europe and the lead player in the eurozone economic drama that continues to threaten global markets. 
  • As Greece, Spain, Italy and Portugal have teetered on the brink of an economic collapse, she has vowed to do everything in her power to preserve the 17-country EU
  • Merkel also called on international leaders to renew the Kyoto agreement, a commitment to reduce greenhouse gases that she helped ratify as Germany's environmental minister in the 1990s. She has been chancellor since 2005, and her recent public approval ratings soared to near 70%--a good sign leading into the general election in the fall of 2013. 
  • Merkel is embracing the Internet, and last fall launched a YouTube channel, Die Bundesregierung, where she directly answers citizens' questions.


Tom Hanks describes the Autobahn

Mit Dave Letterman spricht er ueber seinen (he --Tom Hanks-- speaks about his) Film, Cloud Atlas, sowohl auch (as well as) seinen Besuch (visit) nach Eisenhuettenstadt, die Traumstadt (dream city) der DDR (of the former East Germany, GDR: German Democratic Republic).



Bist du schon auf einer Autobahn wesen?
-- Hat es dir gut gefallen?
-- War es zu anstrengend, --zu stressig?
-- Oder fandest es lieber berauschend (exhilarating), wie Tom Hanks?

Wenn noch nicht, dann moechtest du auf einer Autobahn fahren?

Finally:  How might YOU interpret this traffic sign, that Tom Hanks described so hilariously???  



Wednesday, August 22, 2012

Sandra Bullock bekommt Gummibärchen!



--Hast du Sandra verstanden?

Dr. Doofensmirtz (Üble Reich) Zeichentrick / Cartoon

Nie früher hatte ich diesen Zeichentrickfilm gesehen.  (,,Doof" auf Deutsch klingt wie ,,oaf" auf Englisch.)



--> Did anyone out there grow up with this 'toon?

-->  What references to German stereotypes do you find?

--> Was stimmt hier auf Deutsch nicht?  (Can you find incorrect German being used here?)  

VW Jetta: Get some Fahrvergnügen

Rate this ad:



--> Wie erfolgreich war diese Reklamme ( = ad) ?
   Sehr erfolgreich        =  very successful.
   Weniger erfolgreich  =  less successful

--> Was denkst du?  Warum?

Peter Sellars lernt Deutsch?

ein Zimmer = a room !  



-- Sprachen sind manchmal lustig.

-- Wer findet diese Szene lustig?


I Love Lucy -- In Paris (Has Trouble Paying Bill)

Hilfe!   (Help!)



Vom 27. Februar 1956!
Die  Ricardo und Mertz Famillien kommen endlich (finally arrive, or come into)  in Paris an, aber wurden von der Polizei gefangen. Sie hatten verfaelscheten Franzoesisches Geld, Franken.

            Lern doch Sprachen!       (Learn languages!)


Simpsons - Tik Tok (Wer singt?)



-->  Verstehst du den Text?
-->  Hier schreibe ich so schnell wie möglich, was ich dabei höre:

Ich putze mir die Zähne ...     (I'm brushing / tidying --idiomatic -- my teeth)
Das ist geil!                            (That's plain awesome!)

Hör nicht auf!                         (Don't stop!)
Feiern, bis die Sonne aufgeht.    (Party / celebrate, until the sun comes up.)

Lass es krachen!                     (Let it crash --- let there be plenty of noise)
Tik tok auf der Uhr, und die Party hört nicht auf.    (Tick-tock on the clock, and the party doesn't stop.)


--> Antwort zur Frage, "Wer singt?" :  AlexiBexi!  Aber sicher. 


Newburyport MA to reinstate middle school German

Gute Nachrichten  ( = Good news.  Another community is smartening up regarding the enormous deficit that comes with denying language learning in schools.) 
August 20, 2012

Foreign language making comeback

Fund will begin to restore middle school program

NEWBURYPORT — Thanks to an unforeseen uptick in Chapter 70 funds from the state, the Newburyport School Department is making good on a promise to restore Spanish and German classes at Rupert A. Nock Middle School this year.
While the new foreign language program won’t match the robust curriculum that dissolved in 2007 to balance a decimated budget, Superintendent Marc Kerble said it represents a creative use of approximately $94,000 of additional funding.
The return of the classes is being applauded by both parents and School Committee members who went on record earlier this year in expressing a fervent desire for the restoration of the program.
“At the School Committee (budget) meeting, I said I was committed to bringing back some of the foreign language program if we got more money,” Kerble said. “We’re going to start this in September 2012, and hopefully we can grow the program over a three-year period by extending the time.”
Under the new program, middle school students will receive some level of foreign language curriculum. Sixth-graders will receive 20 sessions, or a trimester, in either Spanish or German. Seventh-graders will get a half year and eighth-graders will receive an entire year of study. Class time will be offered to all students twice in the six-day schedule....
Kerble said the program will cost approximately $63,000 to start, .... and expects (that) finding the right person who is capable of providing quality instruction in both languages will be key, he said.  “What’s most important is that we get a highly qualified, dynamic teacher,” Kerble said.
The superintendent said his plans to grow the program next year will be guided by a mini ad hoc committee that he hopes to assemble early this year.
Kerble said the expansion of the school district’s foreign language program is vitally important, especially given the hurdles students face in tackling languages for the first time when they get to high school.
“I think people are pleased we’re moving forward,” Kerble said. “I think people would like to have a robust foreign language program right out of the gate. But this is going to be exciting. It will be new, and it will be exciting.”

EUROZONE CRISIS Southern Europeans flock to German classes

Deutsche Welle   TOP STORIES

  • Date 19.08.2012
  • Author Kathrin Erdmann (nh)
  • Editor Sean Sinico


(The) German (language.... has a reputation for having) ....grammar.   (Duh!  But after years of dwindling interest in foreign language learning in general), the European debt crisis seems to help German to some sort of a renaissance.  German language courses are in high demand.
It's three p.m. at the adult evening education center VHS in Hamburg. A long line of people has formed and one after the other, they take a number from the machine and join the crowd already sitting in the waiting room ready to register for the German language classes. Over the next three hours, Anna Neves from VHS and her four colleagues will work non-stop.
"The demand for language classes started rising about a year ago," Neves said. "Every day, we are now dealing with an average of 100 people who we consult and whose language skills we assess."
In comparison to 2010, the number of applications for German classes has increased by 30 percent at the center in Hamburg. Neves said people from southern European euro crisis countries, in particular, are now coming to learn German.
"Many come to us from the Spanish-speaking world, from Spain itself or from South America, who reside in Spain," Neves said, adding that Portuguese and Greeks didn't come at all in the past while now their number is also on the rise.
Large crowds at registration
The Office of Statistics for Hamburg confirms Neves' observations. In 2011, Hamburg saw a considerable rise in the number of residency registrations. Some 2,200 people moved to Hamburg, 600 more than in 2010, and most of them from Spain.
The air is stuffy in the waiting room at the education center. Susana Millan Prol holds a slip of paper with the number 78. There are 30 people still ahead of her. The 31-year-old came to Hamburg two months ago. "In Spain, I study tourism," she said, "but I only ever have a job in the summer. I came here to learn a bit of German. I believe that'll be good for me."

Mozart und Salz: Salzburg und Hallstadt

Rick Steves bringt uns auch nach Oesterreich:






Rick Steves' LIECHTENSTEIN



In Liechtenstein gibt es nur 5 Städte, und ins gesamt 35,000 Einwohner.
Liechtenstein und die Schweiz haben heute nicht nur eine geografische Verbindung (connection), sondern auch ökonomische- und politische- Verbindungen.
    


USA und Geographie? Nicht wichtig? Autsch!

Weisst DU die Hauptstadt von Rhode Island?  Ja.
Aber die Hauptstadt von Deutschland?  -- oder von Grossbritanien?  -- oder von Frankreich?



--> Man könnte lachen,  -- oder weinen.

Kinder aus 1995 im Internet, heute: Viral Video!

Dieser Film ist zweimal so alt wie YOUTUBE (erst 2003 erfunden).




LOS ANGELES TIMES




In 1995, prophetic fifth graders predict Internet of the future       



August 19, 20126:00 a.m.  -- 



Talk about waiting for a payoff: Back in 1995, a group of fifth graders led by a clearly visionary video teacher named Cindy Gaffney created a PSA to get kids on the Internet. Eighteen years later, it is finally going viral. The video is kind of awkward and stilted, but its message is so ahead of its time, and prophetic, it's kind of mind-boggling.  "By the time we are in college, the Internet will be our telephone, television, shopping center and workplace," the kids say. 
Then they explain all the cool things that can be done on the Internet in 1995.
"In less than an hour you can visit the planet Jupiter, take a tour of the Sistine Chapel, do research on the rain forest, get soccer scores for a team in Italy, chat with a friend in Australia and I even found a recipe for cat food cupcakes."  I mean, they even got cats in there!
The  video was posted to YouTube in 2009 -- 14 years after it was created -- under the title "Prophetic 1995 Student Internet PSA." But up until Tuesday, the video had only collected about 1,000 views. Then it was suddenly discovered by a handful of Internet culture sites and now it has gone viral. The video has been seen close to 1 million times. 
In an email to the Los Angeles Times, YouTube trends manager Kevin Allocca writes that while the video provides an interesting and funny look at our technological past, it also says something about what the Web is becoming now -- a vast library of our visual history. "Tens of thousands of science and technology videos are currently uploaded to YouTube each day," he wrote. "How many of those will we find adorably retro in 17 years?"
----------------

Was koennen unsere Schulen tun, um unsere Kinder fuer die Zukunft vorzubereiten?
--What should our schools be doing, to prepare our kids for the future?

Comparative und Superlative

Positiv      -    Komparativ   -        Superlativ
  --                      -er                        -am ...... (es) sten




warm  -  wärmer  -   am Wärmsten
kalt     -  kälter     -    am Kältesten

• unregelmäßige Wörter zum einstudieren!  
(Welche sind auch unregelmäßig auf Englisch?     Zum Beispiel:  good-better - best;   much - more - most

gut    -  besser   -  am besten
viel   -  mehr     -  am meisten
hoch  - höher    -  am höhsten
nahe  - näher     -  am nächsten    (nearest = gleich, wie "next" )
gern  -  lieber    -  am liebsten

------------------

 ...so wie..                =  sie sind gleich                (Du bist so klug wie ich.)
... (besser) als..  --  = Zwei Dinge sind anders.   (Ich finde dich kluger als ich!)


--> Lernst du gern vom Herrn Antrim?  Er hat viele Videos bei YOUTUBE, die du dir aussuchen sollst!  

Die anderen (other) Der-Wörter

Welche Wörter?  (For which words are we learning the endings in this clip?)

diese     =   this /  these
jeder     =   that / those
welche  =  which
alle        =  all / every
manche =  some
beide     =  both
solche   =   such



Habt ihr "Billy (Elmo)" und "Jimmy"  verstanden?   Und der Außerirdische?  (The guy from outer space? -- the alien?)    (Ich finde es auch schwer zu wissen genau wer hier spricht.)

Welche Penny ist dein Penny?
Dieser Penny ist mein Penny.
Solche Pennies sind meine Pennies.
Welchen Penny gibst du mir?
Ich gebe dir keinen Penny.
Ich tausche  (= to exchange)   diesen Penny für den anderen Penny.

Der Spruch / das Sprichwort  (the saying):  An Tagen wie diesen, muss man weiter gehen.

Um Gottes Willen, was war das?     (Heavens!  What was that?) 
     -- Woher kommst du?   -- Wie kannst du Deutsch sprechen...?

Welche Sprache ist diese Sprache?
Ich kann alle Sprachen in jeder Galaxie sprechen. . .
Ich komme aus jedem Ort und beiden Seite des Mondes.
Ich bin jeder Mann und jede Frau.  Ich bin der, der immer ist. . .

Solche Fragen sind dumme Fragen.




Lern die Endungen -r -e -s -e -n -e -s -e -m -r -m -n

Peter Kalnin hilft dabei!



-->  Findest auch du die Deutsche Grammatik  fast  ( =  almost)  ORDENTLICH??


Tuesday, August 21, 2012

Fußball Fieber? Am 19. August: Münster v.Werder Bremen

Hier die Tore:



Münster sieht stark aus, nicht wahr?  Die Mannschaft spielte nur letztes Jahr in der Zweiten Liga.

Super Quarterback Andrew Luck in Stuttgart



Das US-Supertalent mit der Oma aus Karlsruhe


von Gerhard Pfisterer

New York - Das größte Footballtalent dieses Jahrtausends spricht Deutsch – und das gar nicht so schlecht.   (Just drafted as first pick by the Indianapolis Colts -- replacing Payton Manning.)
Auf dem Klassenfoto im Jahrbuch der Frankfurt International School hat Andrew Luck als Drittklässler  (3rd grader) im geringelten T-Shirt 1998 schon das markante Lächeln aufgesetzt, das ihn noch heute kennzeichnet. Seine Lehrerin Penny Lister erinnert sich noch gut an ihn  (His teacher.. remembers him well): „Er war ein sehr intelligenter Schüler, alle mochten ihn sehr. Er war schon damals ein leidenschaftlicher Sportler (passionate athlete).“ An all dem hat sich bis heute nichts geändert – bis auf die Sportart: Damals spielte er Fußball (back then he played soccer) statt Football.
Heute noch hat Andrew Luck ein Deutschlandtrikot (German soccer jersey) im Schrank (in his closet). Doch mittlerweile ist sein bevorzugter Ball eiförmig (his preferred ball is shaped like an egg), er wirft ihn mit dem rechten Arm und ist damit in die Fußstapfen seines Vaters Oliver getreten. Der 52-jährige Deutschamerikaner, dessen Mutter Gisela Steppuhn nach dem Zweiten Weltkrieg (after WWII) ihre Heimatstadt Karlsruhe verließ und in die USA auswanderte, war schon NFL-Quarterback.  (Andrew's dad was also a quarterback in the NFL.)
Nach seiner Karriere war er eine Zeit lang als Football-Entwicklungshelfer im Einsatz: 1990 zog er mit seiner Frau Kathy und dem damals einjährigen Andrew nach Frankfurt.  (The family moved to Frankfurt when Andrew was 1.)  Oliver Luck arbeitete als Manager für die Frankfurt Galaxy und für Rhein Fire (Düsseldorf) sowie später als Ligapräsident der NFL Europe.  (Besides managing several football teams in Germany, Andrew's dad was also Europe's NFL president.) Sieben ihrer zehn Europajahre verbrachte die Familie in Deutschland.
Das größte Talent im Draft
 Andrew Luck ist das versierteste Spielmachertalent im Draft seit 1998 Peyton Manning, den er bei den Indianapolis Colts beerben wird. Der NFL-Star fehlte dem Team vergangene Saison verletzungsbedingt. Deshalb schnitten die Colts so schlecht ab – und entschieden sich zu einem Schnitt. Peyton Mannings Vertrag wurde aufgelöst, er wechselte zu den Denver Broncos. Der 36-Jährige ist eine Ikone in Indianapolis. Ohne die Aussicht auf die Verpflichtung eines seltenen Supertalents wie Andrew Luck wäre es nicht so weit gekommen – ihm gehört die Zukunft.
Der renommierte Experte Rob Rang schreibt dem 22-Jährigen noch mehr Potenzial zu als Peyton Manning. Er nannte ihn einmal „den besten Perspektivspieler, den ich je gescoutet habe“. Andrew Luck gilt manchen als das größte Talent im Draft, seit sich 1983 schon einmal ein Stanford-Spielmacher auf den Weg machte, die NFL zu erobern: der zweimalige Superbowlsieger John Elway. „Ich glaube, dass er sich ganz gut in der NFL etablieren und Erfolg haben wird, wenn er sich an das hohe Niveau gewöhnt hat“, sagt Oliver Luck.
Andrew Luck ist der fleischgewordene Prototyp des perfekten Quarterbacks. Er hat die physischen NFL-Managerwunschmaße von 1,93 Meter und 106 Kilogramm, gepaart mit einer famosen Athletik. Er verfügt zudem über eine enorme (Spiel-)Intelligenz – er erkennt, was die Defensivspieler tun, noch bevor sie es tun. Und wenn die Abwehrkolosse auf ihn zustürmen, dribbelt der Offensivstratege sie einfach gekonnt aus – da macht sich noch immer seine deutsche Fußballvergangenheit bemerkbar.  (When he's attacked by the Defense, his soccer past is right there on display, as he's able to successfully strike forth offensively.)




O•P•I Nagellack mit lustigen Namen

Do you appreciate the humor in the names this company has given the various colors of it's nail polish? From the Germany Collection, here is a sample:

   Unfor-greta-bly Blue  (Do you know anyone named Greta?  -- Would you believe, my mom?)  and     
 •  Danke Shiney Red

It's not hard to picture the colors suggested by these product names.  One is a rich royal blue, and the other a deep maroon red.

But then it gets difficult.  See if you can match the following colors to the product names they've been given in this new Germany Collection.  (Follow the link below for the answers, and other O•P•I surprises.)

A.  Lemon                         1.  Don’t Pretzel My Buttons
B.  Orange/Peach             2.  Don’t Talk Bach To Me
C.  Red/Orange                3.  Suzi & the 7 Düsseldorfs
D.  Red/Plum                    4.  Deutsch Ya Want Me Baby?
E.  Lilac                             5.  Berlin There Done That
F.  Plum                             6.  Germanicure by OPI 
G.  Pearl Pink                    7.  Schnapps Out Of It
H.  Pink                              8.  Every Month is Oktoberfest

HIER FINDEST DU DIE PRODUKTE


Sunday, August 19, 2012

TED Talk: Julian Treasure: Time to Teach Listening

5 Ways to Better Listening



These notes are intended to enhance your listening to Mr. Treasure.

A.  We recognize patterns; we listen to differences.
       We also use these filters in our listening:
   • culture
   • language
   • values
   • beliefs
   • attitudes
   • expectations
   • intentions

B.  He suggests these 5 ways we can work on improving our listening skills:
    1.  Recalibrate our listening abilities by holding 3 minutes of silence per day.
    2.  Listen carefully to determine which and how many different "channels" you can hear at any one time.
    3.  Savor, enjoy, even celebrate even mundane sounds.
    4.  Change your listening position to one that is most appropriate for the information you are extracting.
    5.  Follow this acronym, which, in Sanskrit, stands for "essense":
           R    Receive
              Appreciate
           S     Summarize
              Ask questions afterwards

C.  He suggests we need to teach listening skills, in order to connect to and understand others on this planet, and to help us with the very important work that is required to maintain peace.  He says that when we don't bother to listen to others, our world develops into something quite scary, indeed.


Cosmo, der Papagei, lernt sprechen

If you're interested in reading how African parrots pick up language, read on!

I'm reposting Herr Martin Anders' blogpost from earlier this week.  He has acquired the author's permission to post this.

Cosmo

Folgender Artikel von Dr. Steven Krashen ist zur Zeit im Druck. Er beschreibt die erstaunlichen Fähigkeiten des afrikanischen Papageis Cosmo, der seit Mai 2002 mit Betty Jean Craige zusammen lebt.   (Verbreitung vom Autor erlaubt.)
How is Cosmo Acquiring English? Stephen Krashen Language Magazine (in press)
Cosmo is an African Grey parrot who has lived with Betty Jean Craige for ten years (since May, 2002). Cosmo was six months old when she moved in with Prof. Craige. There is no question that Cosmo has acquired an amazing amount of English. By the time she was six years old, she had a vocabulary of about 100 words and 200 phrases (Craige, 2010, p. 17), and it is clear she uses her knowledge of English appropriately. Here are just two examples of how well Cosmo understands and speaks English, beginning with my favorite (from Prof, Craige’s remarkable book, Conversations with Cosmo, and her posts on onlineAthens):
Poop
“When she awakens in the morning, Cosmo calls me to her cage: ‘I’m here! Cosmo wanna poop!’ I lift her to the perch on top on her cage, where she poops. Cosmo then declares proudly, ‘Cosmo poop on paper! Cosmo is a good bird!’ Cosmo is not such a good bird when she walks around the house. Fortunately, I have hardwood floors. If she poops near me, she immediately confesses, ‘Cosmo poop on floor.’ If she poops out of my sight, she mutters to herself, ‘Cosmo poop.’ I hear her, and I hurry to the site with a paper towel and a vinegar-based multi-surface cleanser. As I spray the spot, Cosmo mimics the sound, ‘Whiss,’ and adds, ‘That’s for Cosmo poop!” from: Craige, 2012a.
Okay
“Como and I use ‘okay’ to consent to a request made by the other, and “okay” to ask for consent. For example, if Cosmo has done something bad, like biting me, and I have put her ‘back in her cage’ … we may have this conversation:
COSMO: ‘Cosmo wanna go up, okay?’ [go up = leave the cage] BJC: “No, Cosmo is a bad bird. Cosmo stay in cage.” COSMO: “Cosmo be a good bird, okay?” BJC: “Cosmo be a good bird. Stay in cage.” COSMO: “Cosmo wanna be a good bird, okay?” BJC: “Cosmo stay in cage.” COSMO: “Cosmo don’t bite, okay?” BJC: “Okay, Cosmo go up.” And I open the cage door to let her out. I’m not much of a disciplinarian” (Craige, 2010, p. 43).
Colbert-White, Covington and Fragaszy (2011) confirmed that Cosmo uses language that is appropriate to the situation. They reported, for example, that Cosmo made more attempts to start conversations when Prof. Craige was clearly able to communicate with Cosmo then when Cosmo was alone or it was clear that she was being ignored. They also found that Cosmo was more likely to talk about her own location (“I’m here”) and Prof. Craige’s location (“Where are you?”) when she and Prof. Craige were in separate rooms but within hearing range, and Cosmo also talked louder in this situation.
Is Cosmo Acquiring English from Comprehensible Input? The Comprehension Hypothesis
The Comprehension Hypothesis states that we acquire language and develop literacy when we understand messages, that is, when we understand what we hear and what we read, when we receive “comprehensible input” (Krashen, 1981, 2003). Language acquisition is a subconscious process; while it is happening we are not aware that it is happening, and the competence developed this way is stored in the brain subconsciously.
The evidence for the Comprehension Hypothesis comes from studies of parents’ speech to children, literacy development, second language acquisition, and bilingual education, and is reviewed in Krashen (1981, 1982, 1999, 2003).
Amount of input
There is no question that Cosmo got lots of input from Betty Jean Craige. Craige and Cosmo have been talking with each other nearly every day for ten years. Craige tell us that “When I am home Cosmo and I talk constantly” (Craige, 2010, p. 40). The fact that Cosmo and Prof. Craige “talk constantly” means that Prof. Craige can make adjustments in her language and do other things to make input comprehensible to Cosmo.
Modified input
Consistent with the Comprehension Hypothesis is the finding that less advanced language acquirers typically receive modified input. Parents and other caretakers, for example, use “caretaker speech” when they speak to young children. Caretaker speech is known to be composed of shorter sentences, has less complex grammar, and a restricted vocabulary (Krashen, 1981).
Craige clearly uses caretaker speech with Cosmo, simplified in order to help comprehension: “ … like foreign language teachers I used a simplified vocabulary with Cosmo. I look at her when I speak, and I consistently use the same words and phrases. For example, I always say, ‘Cosmo wanna go in a car?’ and never vary the question with synonyms. I don’t say ‘Cosmo wanna ride?’ or ‘Would you like to go for a drive in the automobile?’ I say ‘peanut’ for all kinds of nuts: peanuts, walnuts, pecans …cashews …’” (Craige, 2010, p. 41)
Context and Relevance
All discussion with Cosmo relates directly to Cosmo’s needs, interests and desires, assuring that the input will be highly interesting and relevant to Cosmo. In addition, as is the case with caretaker speech, the talk is about the here (Cosmo’s immediate environment) and now (or immediate past and future), which provides context for helping Cosmo understand.
Silent Period
Cosmo went through a “silent period” during her first year of life, which is typical of African Grey parrots (Craige, 2010, p. 59): “In January of 2003, at about thirteen months, Cosmo started repeating the phrases I had been saying to her since I got her: ‘Hello!’ ‘Hi!’ ‘Wanna peanut?’ …” (p. 25; for other examples, see p. 43, 44).
Like human children acquiring first language, and like many second language acquirers (Krashen, 1982), Cosmo had apparently been listening and acquiring during her silent period: Most likely, when she started to produce English words, it was not the beginning of her acquisition of English.
Cosmo’s Monologues: The Din Externalized
It has been suggested that an indication that acquisition has taken place is the “din in the head,” spontaneous mental rehearsal of words, phrases and sentences we have heard in a second language, often in the voices of people we have been interacting with (Krashen, 1983). The “din” appears after we have had a good dose of comprehensible input and can make us less hesitant to use the language (Bedford, 1985; de Guerrero, 1987).
The “Din Hypothesis” explains the “language in the crib,” phenomenon (Krashen, 1983). Ruth Weir (1962) tape-recorded her 28-month-old son’s evening monologues, speech he produced alone while falling asleep. This “crib talk” might be the Din externalized, a result of language acquisition and not a form of “practice.”
Like Pepperberg’s parrot Alex, (Pepperberg, 1999), Cosmo has also talked to herself when alone (but in the morning), using language she had acquired, as well as producing other kinds of output, a combination of “words, whistles, squeaks, environmental noises, and silences that went something like this:
“Hello, Chirp, Hi Woo woo woo (imitating dog barking) How are you? Fine Whee whew Here are you? Here I am! I am here! Squeeeeek What are you doing? Beep …. beep What doing? Chee chee Up Wanna go up ….. There you are! I love you. Wanna kiss. Thank you ….” (Craige, 2010, p. 26).
Cosmo’s monologues took place “in the months when she was first learning to talk” (Craige, 2010, p. 37), consistent with the idea that this was an “externalized din” and a result of language acquisition.
Alternative Hypotheses
This description fits the picture of language acquisition through comprehensible input, but it does not eliminate alternative explanations.
Direct instruction
Cosmo received at least some direct instruction: Prof. Craige labelled objects for Cosmo and also “… (corrected) Cosmo’s misuse and mispronunciation of words” (Colbert-White, Covington, and Fragaszy, 2011, p. 1). But Prof. Craige did not give Cosmo “language lessons,” activities deliberately designed to increase her vocabulary. Cosmo herself, however, has asked for the names of things. Craige reports that Cosmo likes toplay the game, “What’s that?”, which apparently helped her learn the names for “clothes”, “television,” “bark” and other words (Craige, 2010, p. 42,47).
The game has produced some remarkable exchanges, including this one in which Cosmo began by imitating a dog barking:
COSMO: “Woo, woo, woo. What’s that?” BJC: “That’s doggy!” COSMO: “That’s doggy bark!” (Craige, 2010, p. 47).
Whether this kind of direct instruction contributed significantly to Cosmo’s competence in English is undetermined, but what we can say for sure is that there are cases in which direct instruction did not work and cases in which Cosmo acquired words without instruction:
A case of direct instruction not working:
“I tried to teach Cosmo to distinguish between red feathers and gray feathers. Cosmo had already learned the word ‘feather’ … But she could, or would not, say ‘red feather’ or ‘gray feather.’ She would simply grab the feather with her beak and fling it away …” (Craige, 2010, p. 51).
A case of direct instruction not working, but incidental exposure succeeding:
“Lately, Cosmo has been trying to say the word desk … I hadn’t tried to teach her the word. Actually I tried to teacher her ‘Betty Jean’s study,’ which she never learned to say. I must have said ‘desk’ once or twice before she tried to say the word to refer to the table where my computer rests …” (Craige, 2010, p. 46). (Pepperberg’s parrott, Alex, also “picked up” at least some expressions incidentally, without instruction. Pepperberg gives three examples: “calm down” (Pepperberg, 2008, p.157, 159), “pay attention” (p. 121), and “You turkey!” (p. 149). Alex used all three of these expressions appropriately.)
Comprehensible output?
The comprehensible output hypothesis claims that we acquire language when we produce it and have communicative success. When we fail to communicate, we change our hypothesis about how the language works and try again (Swain, 1985; for counterarguments, Krashen, 2003).
Craige certainly makes sure that Cosmo had plenty of communicative success: “As much as I can – and within reason – I comply with (Cosmo’s) spoken wishes, because I want her to know that language works. I want her to know that use of language enables her to manipulate the environment: to obtain peanuts, go to the kitchen, make people laugh, get a misting [spray with water], get a kiss on her feathers, and get my rapt attention. When she speaks she has power, for she can tell me what to do, even though she’s little and I’m big” (Craige, 2010, p. 80). The existence of incidental acquisition shows that “comprehensible output” was not necessary for Cosmo to acquire English. The possibility remains that it could have been helpful.
The Most Significant Factor? The Affective Filter
Several affective variables, low anxiety, self-esteem and “integrative motivation,” a desire to belong to a certain group, are related to long term success in language acquisition. In Smith’s terms (Smith, 1988), the acquirer must consider himself or herself to be a potential “member of the club” of those who speak the language. To relate affective variables to the Comprehension Hypothesis, it has been hypothesized that for input to enter the “language acquisition device” the acquirer must be “open” to the input: The “affective filter” must be low, or down (Krashen, 1982, 2003).
Perhaps the most significant factor in Cosmo’s case is the fact that she has had a warm and loving interaction with a single person over a long period of time, and they have talked about topics that are of great personal interest to Cosmo. Unconditional love is clearly the best way to insure low anxiety, self-confidence, and motivation to join the group, in other words, a zero affective filter: “… Cosmo knows that I love her, that I will always give her attention, that I will always feed her, and that I will never strike her, even when she bites” (Craige, 2012b).
Post-script
Craige (2012c) notes that “By the age of 3 (Cosmo) had acquired the vocabulary and grammatical tools she would use in her speech from then on.” ....But Cosmo is still learning new things: “ … she does pick up new tunes to whistle. This past year she learned ‘Yankee Doodle,’ after I had whistled it only a few times. To learn it she’d whistle a line, wait for me to do the tune, and then try it herself, stopping whenever she forgot the next line and waiting for me to help her out. She also learned ‘Wooden Heart’ a year or so ago” (Betty Jean Craige, personal communication, May 5, 2012). 
*My thanks to Prof. Betty Jean Craige for her comments, help and inspiring book, Conversations with Cosmo.
References:   • Bedford, E. J. W. 1985. Spontaneous playback of the second language: A descriptive study. Foreign Language Annals 18, 279-287. • Colbert-White, E. N., Covington, M. A., and Fragaszy, D. M. 2011. Social Context Influences the Vocalizations of a Home-Raised African Grey Parrot (Psittacus erithacus erithacus).  •  Journal of Comparative Psychology. 125(2), 175-184. de Guerrero, M. C. M. 1987. The din phenomenon: Mental rehearsal in the second language.  Foreign Language Annals, 20, 537-548. •  Craige, BJ. 2010. Conversations with Cosmo. Santa Fe: Sherman Asher. •  Craige, BJ. 2012a. Cosmo parlays her potty talk. http://onlineathens.com/features/ 2012-02-25/craige-cosmo-parlays-her-potty-talk   •  Craige, BJ. 2012b. Cosmo Talks: One Bird Woman by Betty Jean Craige http://www.petpeeves. org/2012/05/03/cosmo-talks-one-bird-woman-by-betty-jean-craige/   •  Craige, BJ. 2012c. Celebrate the similarities, differences of humans and animals. http:// onlineathens.com/features/2012-05-19/craige-celebrate-similarities-differenceshumans- and-animals   •  Krashen, S. 1981. Second Language Acquisition and Second Language Learning. New York: Prentice-Hall. •  Krashen, S. 1982.   Principles and Practice in Second Language Acquisition. New York: Pergamon Press. Krashen, S. 1983.  •  The din in the head, input, and the language acquisition device. Foreign Language Annals 16, 41-44. •   Krashen, S. 1999. Condemned Without a Trial: Bogus Arguments Against Bilingual Education. Portsmouth, NH: Heinemann Publishing Co.  •  Krashen, S. 2003. Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth, NH: Heinemann. Pepperberg, I. 1999.  •  The Alex Studies: Cognitive and Communicate Abilities of Grey Parrots. Cambridge: Harvard University Press. Pepperberg, I. 2008.  •  Alex and Me. New York: Harper Swain, M., 1985. Communicative competence: some roles of comprehensible input and comprehensible output in its development.  •  In Gass, G., Madden, C. (Eds.), Input in second language acquisition. Newbury House, New York, NY, pp. 235- 254.  •  Weir R.H. 1962. Language in the Crib. The Hague: Mouton
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