This workshop aims to clarify and to deepen the use of adjectives versus adverbs as well as the differences between the simple present and the present progressive in the German Oberstufe, i.e. grade 11-12 (Gymnasium), 12-13 (Stadtteilschule). In this context it introduces the students to modernist English literature by dealing with Ernest Hemingway’s 1933 short story A Clean, Well-Lighted Place.
The Hamburger Bildungsplan explains how project work combines the three didactic principles, student-, activity- as well as process-orientation. It fosters the students’ proficiencies in all competence areas (see Bildungsplan Gymnasium 16) (communication competence, intercultural competence and method competence (see 13)). In this context The Hamburger Bildungsplan demands the fostering of a text and media competence (see Bildungsplan Oberstufe 1). Further, it states the importance of a solidified repertoire of extended grammatical structures, as well as a structural awareness for the English language (see Bildungsplan Gymnasium 25). It further accentuates the development of an awareness of analogies and differences between languages (see ibid.).
First I will introduce the short story A Clean, Well-Lighted Place by Ernest Hemingway and briefly analyse the theme and plot. In the next two chapters I will outline the adjectives and adverbs that are being used and refer to phrases in simple present and in present progressive. In the following chapters I will outline the approach and structure of the workshop and then detail the lessons. The material for the workshop is listed in the appendix.
Table of Contents
1. Introduction
2. A Clean, Well-Lighted Place
3. Adjectives and Adverbs
4. Simple Present and Present Progressive
5. Approach and structure
5.1 Lesson 1
5.2 Lesson 2
6. Appendix: Material
Objectives and Thematic Focus
The primary goal of this workshop is to help students in the German secondary education system (Oberstufe) refine their understanding and application of adjectives versus adverbs, as well as the distinction between the simple present and present progressive tenses. By utilizing Ernest Hemingway's 1933 short story, A Clean, Well-Lighted Place, the workshop bridges grammatical instruction with literary analysis.
- Application of grammatical rules within the context of modernist literature.
- Enhancement of text-exploitation techniques as required by the Hamburger Bildungsplan.
- Detailed analysis of rhetorical devices and their impact on tone and mood.
- Development of writing skills for summaries and literary analyses.
- Practical exercise in distinguishing between adverbs and adjectives in prose.
Excerpt from the Book
2. A Clean, Well-Lighted Place
Hemingway’s short story A Clean, Well-Lighted Place, first published in 1933 in Scribner’s Magazine, tells of an old, deaf and lonely man sitting in a cafe savouring the evening. In his short story an omniscient narrator, dialogues, as well as a monologue are being used. The different narrative perspectives give the reader a cinematic and impartial view into the characters, storyline and setting. The omniscient narrator gives the reader access to the old man, whose name remains unknown, sitting alone in the cafe, as well as the surroundings and atmosphere. The narration is factual and yet carries emotion. The reader senses the mingling of sadness and dejection, and yet finding joy in the moment through the notably descriptive narration. The omniscient narrator, describing the old man, provides a contrast to the dialogue between the two waiters. It creates a contrast to the old man, who is savouring the evening.
As mentioned in the title of the short story “Well-Lighted Place”, the lightening of the cafe is essential to the theme. It is something the old, deaf man enjoys. Maybe the visual aspects are very important to the man because of his deafness, and thus the visual sensory impressions prevail and are of great meaning to him. The reader notices that the words “day” (Hemingway 1) and “night” (ibid.), as well as “light” (ibid.) and “shadow” (ibid.) are connected to each other and create a rhetorical contrast (antitheton). Also the words “leaves” (ibid.) and “tree” (ibid.), “suicide” (ibid.), “despair” (ibid.) and “nothing” (5), as well as “paying” (1) and “money” (ibid.) are affiliated.
Summary of Chapters
1. Introduction: Outlines the workshop's objectives regarding the mastery of specific grammatical structures within the context of the German curriculum and introduces the selected literary work.
2. A Clean, Well-Lighted Place: Provides an analysis of the short story's narrative style, themes, and significant rhetorical devices like antithesis and symbolism.
3. Adjectives and Adverbs: Explains the functional differences between adjectives and adverbs and catalogues specific examples from the text to be used for pedagogical rehearsal.
4. Simple Present and Present Progressive: Discusses the nuanced usage of these two tenses and identifies relevant passages from the short story to illustrate their practical application.
5. Approach and structure: Describes the methodology of the 90-minute lessons, emphasizing student-oriented and task-based learning approaches.
5.1 Lesson 1: Details the lesson plan focusing on text introduction, thematic discussion, and the identification of adjectives and adverbs.
5.2 Lesson 2: Outlines the final lesson dedicated to tense differentiation and the production of a formal summary and literary analysis.
6. Appendix: Material: Provides the supplemental visual aids and tables required for the lesson tasks.
Keywords
A Clean Well-Lighted Place, Ernest Hemingway, English Grammar, Adjectives, Adverbs, Simple Present, Present Progressive, Didactic Principles, Literature Workshop, Hamburger Bildungsplan, Rhetorical Devices, Text Analysis, Secondary Education, Modernist Literature, Narrative Structure
Frequently Asked Questions
What is the core focus of this publication?
The publication serves as a teaching workshop design for English teachers, aimed at improving students' grammatical proficiency through the study of Ernest Hemingway's short story.
Which grammatical aspects are addressed?
The work focuses on the correct usage of adjectives versus adverbs and the distinction between the simple present and present progressive tenses.
What is the primary objective of this workshop?
The goal is to integrate grammatical instruction into literary analysis, meeting the curricular requirements set by the Hamburger Bildungsplan for the Oberstufe level.
Which pedagogical methods are applied?
The workshop utilizes student-, activity-, and process-oriented approaches, requiring students to work in various social forms like pairs and groups.
What content is included in the main section of the workshop?
The main section covers a literary analysis of the short story, the classification of grammatical terms, and structured lesson plans for two 90-minute sessions.
Which keywords best characterize the work?
Essential keywords include literary analysis, grammar instruction, Hemingway, adjectives, adverbs, and pedagogical methodology.
How does the author connect the short story to historical context?
The author identifies terms like "paying" and "money" in the story as references to the Wall Street Crash of 1929, linking them to the old man's financial situation.
Why is the concept of "nothing" significant in the text?
The author highlights "nothing" as a recurring theme that reflects the deep existential despair of the main character, providing a profound emotional anchor for the story.
How are the lessons structured?
Lessons are structured into 90-minute blocks involving group discussions, text analysis, and specific exercises for marking adjectives, adverbs, and verb tenses.
- Quote paper
- Lea Väisänen (Author), 2021, Grammatical Skills Workshop on "A Clean, Well-Lighted Place" by Ernest Hemingway (English, Grade 11-12, Gymnasium), Munich, GRIN Verlag, https://www.grin.com/document/1154137
