Mål: at gøre eleverne klar over at ordet så både kan være et adverbium og en konjunktion (både sideordnings- og underordningskonjunktion), og at det giver forskel i ordstillingen.

Ordet så kan betyde mange ting. Prøv at sortere følgende sætninger med ordet så i tre lige store grupper. Skriv sætningsnumre i tabellen nedenfor:

Gruppe 1 Gruppe 2 Gruppe 3
     

 

1. Kupeen var næsten fyldt. Men folk rykkede sammen, så der også blev en plads til Anne.

2. Først boede han hos sin onkel. Så blev han sendt på jesuiterskole i Paris.
3. Vi havde fundet en død måge, og den smed vi i vandet. Men så kom vi til at tænke på, at vi godt kunne bruge den til noget, og så ville vi fiske den op igen, fortæller Claus.
4. Familierne havde ofte 5-6 børn, så der var ikke megen plads til hver i de små lejligheder.
5. Vi sprang teen over på grund af varmen, så regningen endte på 381 kroner.
6. Har De altan, så kan den udmærket tilplantes med erantis, vintergæk, krokus og hyacint.
7. Pak kødet i alufolie, så det ikke bliver tørt.
8. Selv er jeg så heldig at have to pennevenner, som jeg korresponderer med. Og når jeg siger korresponderer, så mener jeg ikke, at vi er på julekort.
9. Kirsten er nærsynet med -7 og -9, så hun kan ikke se særlig meget uden briller.
10. De blev enige om, at Magnussen også led af blindtarmsbetændelse, så han måtte altså på hospital.
11. Der skal handles her og nu. Børnebanden skal stoppes, så den ikke bliver større.
12. Det er bevidst gjort lidt besværligt, så man ikke kommer til at slette det hele igen.

Kilde: Korpus 2000, bearbejdet.

 

Forudsætninger: eleverne skal have grundlægende viden om dansk sætningsstruktur (ordstilling i hel- og ledsætninger). Man kan sænke sværhedsgraden ved at tage enklere sætninger og ved at reducere antallet af grupper til to ( som adverbium vs. som konjuktion). 

Opgaven er ikke afprøvet endnu.

Comments  

# Alexander Sokol 2013-03-13 09:18
Thanks, Birute. It'd be great if someone could trial the task.
There are a few things I wanted to ask:
- how open is the task? In other words, how many ways of grouping can you anticipate from the learners?
- how likely is it for the learners to come up with a grouping you are interested in as a teacher? Are there enough resources in the sentences for them to be able to group or are they more expected to group on the basis of external knowledge?
- what could be possible procedures for increasing / decreasing the level of difficulty of the task?
# Birute Sprauniene 2013-03-13 13:52
Dear Alexander,

I was about to write the instructions in English for you. I think that the task is not complete yet. I would have to consult the reference grammar and native speakers and probably adjust it a bit. I feel I must do some research on it myself because looking at the Corpus examples I discovered some variation in word order which puzzled me.

I have made the task in such a way that it would be most plausible to group the sentences according to the different placement of the word så: one group for those examples where så is an adverb, another group for those where it is a conjunction and the third one for those examples where it is a subjunction. Since the word order is different in all the three cases, I assume that there are enough resources in the sentences for the learners to be able to do the sorting.

Though to be able to do the task the learners must have basic knowledge of the sentence structure in Danish, they should be able to identify main clause, subordinate clause etc.

The level of difficulty can be decreased by choosing easier sentences (e.g. sentences from the textbook or a text that the students have just read) and by asking them to make two groups (making the distinction between så as an adverb and så as a conjunction is easier). One could increase the level of difficulty by asking the learners to gather a bank of authentic examples with the word så and then try to group them. Then they would probably need more than three groups, they would encounter examples which would be more difficult to interpret and to sort and so on.
# Alexander Sokol 2013-03-13 14:50
Thanks for the details, Birute. This is what I personally enjoy about the TA approach to grammar - our own models are always challenged. My idea has always been to try to share this feeling of pleasure from the challenges we face in learning. This is an important part of teaching for thinking, in my view.
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