Practice for the test: Lösungen

Practice for the test: the past simple tense

1. Regular verbs
wanted / swapped (double "p"!) / lived / liked / phoned / cried / happened / asked / liked / answered / talked / called / lied / tried / walked

2. Irregular verbs
said / drove / told / heard / sat / ate / hid / began / became / shook / held / fell

3. Regular and irregular verbs
did not (didn't) believe / thought / was / were / put / bit / cried / took / wrote / had / lied / quarreled / came / hoped / would


Practice for the test: questions in the past simple tense

1. Nach Satzgliedern fragen
Who went to Greece last summer?
Where die Mary and John go last summer?
What did Mary and John do last summer?
When did Mary and John go to Greece?
What did Cynthia give Paul for the Maths test?
Who won €10.000 in the lottery?
How much fun did the teachers have?
How many different mascots did Ann have when she was young?
Why did our/your parents stay at home?
How did Brenda open the lock?
What did your uncle do?
What did you want to borrow?

2. Übersetzung
Where were you last Saturday at 5 (o'clock) p.m.?
Why did your aunt eat the parrot?
Who was the first man on the moon?
Did you see Susan anywhere?
How tall were you in first grade?
Was I nice enough today?
Did they do anything/something to you?
How much pocket money do you get?
Did something/anything go wrong?
Did you have (any) problems?
Were the exercises too easy/simple?
How many errors/mistakes did you make?


Practice for the test: comparisons

A) A hill is not (isn't) as tall as a mountain. / A bear is not as fast as a lion. / A mobile phone is just as expensive as a camera. / Chinese is more difficult than English. / Germany is bigger than Austria. / Yesterday it was hotter than today. / Monday is the worst day of the week.

B) bigger/larger / biggest/largest / tall / most / longest / longer / highest/tallest / best / faster / fastest / faster

C) Brady was the most stupid boy in our class. / This/That story was the funniest of all (the stories). / That house is not as big/large as this one. / The soup tastes just as sweet as the cake. / The teacher was one of the strictest in the school. / You are not as beautiful as Cinderella. / His brother is much taller than he (is). / Maths is more interesting than you think. / Sarah looks older than Jessica (does). / Gnorkx was the most fearful/afraid of all (the) monsters.


Freiwillige Zusatzübungen: Lösungen

Freiwillige Zusatzübungen: past simple

A) broke / had / was / happened / went / did / wrote / came / stood / built / looked / found / stopped / ran

B) What did Kevin fear? / Who ate all the eggs? / Where did Frank spend a lot of time last year? / Why were you/was I afraid? / When did Tim have a strange dream?

C) Where did you live last year? / Did you have as much fun as yesterday? / Were you at Harry's party yesterday? / Did Nina and Tim go (there)? / Why don't you stay at home?

D) ate / got / went / left / said / opened / shouted / laughed / happened / came

E) was / were / were / were / wasn't / was / weren't / were


Freiwillige Zusatzübungen: comparisons

A) bigger / more expensive / taller / tallest / better / best / more boring / most boring / warmer / warmest / less / funnier / funniest / more beautiful / most beautiful

B) A bird is smaller than a cat. / A house is more expensive than a flat. / Our pond is shallower than the ocean. / A hamster is more dangerous than a crocodile. / Sandra is cleverer than Tom.

C) The book is more exciting than the movie. / This cupboard is older than the other one. / Dany is a better football/soccer player than Mike. / Sam bought the most expensive shirt. / Many students eat fewer rolls. / Ben is just as old as Sally. / My ruler is just as long as yours. / My sister is just as tall as I (am).

D) worse – worst / cheaper – cheapest / prettier – prettiest / more important – most important / better – best / less – least / smaller – smallest / narrower – narrowest


ANMERKUNGEN:
Aus urheberrechtlichen Gründen kann ich leider keine Hörübungen hier zur Verfügung stellen. Zur Übung kann ich den CD-Track 4 von der "Durchstarten"-CD empfehlen (Durchstarten Englisch für die 6. Schulstufe, Auflagen ab 2004), sowie zum Vorlesen folgende Texte aus dem Textbook:
S.28 #7, #9
S.41 #11
S.44 #2
S.46 #6 (falls lesbar ausgefüllt)
S.47 #7
sowie den Sketch auf S.54-55 #8

Lösungen für den Grammatikteil:

are going to practice
learn
talked
are working
must
want
can
do not have / don't have
is not / isn't
are you feeling (SICH fühlen)


Texte (teils von SchülerInnen anderer Klassen):

1. Describe a friend who is not in your class

My friend's name is Paul Koneczny. He is twelve years old and goes to my school, but he is in class 2A and I am in class 2D. Paul's parents come from Poland and he often visits his grandparents there. He has three older sisters and one younger brother, but I don't know them very well. He often comes to my place because his brother and his sisters make so much noise. We sometimes do our homework together and he helps me study for Maths. Paul is very good in all subjects. Sometimes I am jealous because he always gets good marks and I don't. But he is my best, so I am never really angry.


2. Give directions from your classroom to the main lobby (=Aula 0)

First you get up from your chair and go to the door. Open the door and walk through, then go straight ahead until you see the stairs on the right hand side. Go down the stairs to the ground floor, where all the first grades are. Now turn left and walk through the corridor until you come to a big glass door on your left. Behind this door there is a second glass door, and behind that is the main lobby. Congratulations, you are there!


3. Write a dialogue between two kindergarten friends who meet again after five years

Bob: Hey, Claire!
Claire: Hello, Bob! How are you?
Bob: I'm fine, thank you! What are you doing now?
Claire: I go to school in Klosterneuburg, I'm in second grade now. And you?
Bob: I go to school, too, but I don't like it.
Claire: Why not?
Bob: I think it is boring. But I like your style!
Claire: Thanks! Does Frank go to your class?
Bob: Yes, he does! Why?
Claire: I think he's very handsome.
Bob: Do you like him?
Claire: Yes, I like him a lot. I think he's great. But don't tell him that!
Bob: Okay. Frank and I are going to go swimming this afternoon. Do you want to come, too?
Claire: Yes, of course!
Bob: Great! See you, then!
Claire: Bye!


4. Write an answer to Jill's letter:

Dear Jill,
I think you should not go bungee jumping with Joan. If you think it's dangerous, then don't do it. Joan must understand that if she is really your friend. She should not call you a coward just because you don't want to do dangerous things. I think you should talk to her and tell her that it is not okay to do this. If she wants to go bungee jumping, let her; but she should understand if you don't want to do it with her. She cannot tell you what to do; only you can do that.
Tell her that, and if she still calls you a coward then, she is not a good friend.
Yours,
Lynn

.

Verben, von denen nur das Partizip II verwendet wird (es gibt sicher noch mehr, Beiträge sind wie immer gern willkommen!) --:--

-- aussorgen ("ausgesorgt haben")
-- verdattern ("verdattert")
-- ausbuffen ("ausgebufft")
-- einfleischen ("eingefleischt")*
-- angebären ("angeboren")
-- karieren ("kariert")
-- schecken ("gescheckt")
-- lackmeiern ("gelackmeiert" -- wieso eigentlich?)

...und umgangssprachlich:
-- beknacken ("beknackt")
-- abfucken ("abgefuckt" = verwahrlost, zerschlissen)

Aus dem religiösen Bereich außerdem:
-- eingebären ("Gottes eingeborener Sohn")
("benedeien" gibt's hingegen auch in Personalform: ich benedeie, du benedeist... gebenedeit.)

* hiezu evtl. auch "fleischwerden", beides eher unhübsche Verdeutschungen von "inkarnieren".

.

Zwei mehr oder weniger neue Listen, die ihrer Fortsetzung harren:

# Weniger neu: Lebensmittel, die Philosophennamen enthalten:

-- Kantwurst
-- Schillerlocke*

* wenn man Schiller als Philosophen gelten lassen will ("Briefe über die ästhetische Erziehung des Menschengeschlechts" usw.) gälte das sogar doppelt.


# Neuer: Verben, die Namen von alkoholischen Getränken enthalten:

-- weinen
-- schnapsen
-- probieren

...eventuell auch noch "sektieren", falls es dieses Verb tatsächlich gibt. Außerdem bin ich sicher, dass sich mit "Met" irgendwas machen lässt; aber was?

_

If you thought Beethoven couldn't be funny:
http://www.youtube.com/watch?v=GazlqD4mLvw

(schon als comic geträumt. nicht dass ich zeichnen könnte -- -- )



.

-- sehr vorläufige Version von 1 neuen Lied:

http://www.unet.univie.ac.at/~a0205667/theotherside.mp3

:)

(auch älter --)


SVETINKA oder die Heilige von den Plattenbauten

Ein postkommunistisches Gedicht muss tief
im Elend ansetzen. "The city went through difficult
years. Serious problems accumulated in various spheres
of life for its citizens" liest man in einem Reiseführer
über Brno. Achtzehn Jahre nach der Wende erwarten wir noch
billige Leiber und verbissene
Opferbereitschaft. In der Fleischabteilung
eines amerikanischen Supermarkts bewegen sich hilflose Alte
oder jung Vernichtete in Zeitlupe bis gar nicht. Die Verwesung
in der Luft kommt nicht von ihnen. Weiter draußen in der
Svatopluka, eine Straße heißt so, scheint es
Schnee zu schneien, aber Styropor
wird auf der Zunge nicht zu Wasser. Svetinka,
unsere Heilige, beugt sich im dritten Stock von achtzehn aus dem Fenster
und schreckt zurück. Maminka, Honza! Wir werden belagert!
Schreckgestalten sägen mit langen Messern unsre Wände,
unsere Wärmedichtung an! Sie haben Zäune
und rostiges Metallgeschirr und dreckige Gesichter,
Pechnasen! Dort unten grinsen sie schon in die Fenster
von ihren Leitern! Wenn sie höher steigen,
können sie in mein Zimmer sehn! -- -- --

( Read more... )

(schon etwas älter; grad wieder gefunden --)


Drei Metaphern für die Prämoderne, die Moderne und die Postmoderne.

1
Die Leittechnik der Prämoderne ist die Argumentation. (Zum Ungenügen des Technikbegriffs in diesem Zusammenhang vgl. §5.) Die Argumentation setzt sich mit Dingen auseinander, die sie von außen zu betrachten meint. Sie bewertet die Dinge mithilfe eines höheren, als absolut gedachten Wertmaßstabs, das heißt, sie beruft sich auf einen metaphysischen Horizont. (Sie bewertet die Dinge anhand ihrer Ähnlichkeit oder Unähnlichkeit zu einem der Pole einer Opposition, vgl. §7.)

2
Die Leittechnik der Moderne ist die Collage oder Montage. Zur Herstellung einer Montage ist kein Blick von außen notwendig; sie kommt mit dem gegebenen Material aus, welches sie zerschneidet und in neue Anordnungen setzt, um entweder zuvor verborgene Regularitäten sichtbar zu machen (in diesem Sinn ist etwa M. Foucaults dekonstruktive Geschichtsmontage modern, nicht etwa postmodern) oder die Irregularität des Ganzen zu betonen, das heißt, an beliebig herausgeschnittenen Bestandteilen der Dinge die Lächerlichkeit dieser Dinge zu betonen.
( Read more... )

"The present becomes the fullest moment, the moment of the greatest intensity, the solemn moment when the universal makes its entry into the real […] The present is no longer the moment of forgetfulness […] it is the moment when the truth comes out."

(Michel Foucault: "Society must be defended", New York 2003: Picador, pp. 227-8)

.