PECC Volume 1 (30.07.19) The Primary English Classroom Corpus (PECC) Volume 1 A Window into Early Foreign Language Teaching in Germany and a Tool for Language Teacher Education Schriftenreihe Flensburg Linguistics: Applied and Interdisciplinary Research (F.L.A.I.R.) Band 8 FLENSBURG UNIVERSITY PRESS Schriftenreihe Flensburg Linguistics: Applied and Interdisciplinary Research (F.L.A.I.R.) herausgegeben von Olaf Jäkel Band 8 Flensburg University Press Rechtsträger Europa-Universität Flensburg Auf dem Campus 1 24943 Flensburg Herstellung und Auslieferung readbox unipress Am Hawerkamp 31 48155 Münster http://unipress.readbox.net ISBN 978-3-939858-37-9 Einbandgestaltung André Renvert Satz Holger Limberg Bibliografische Informationen der Deutschen Bibliothek Die Deutsche Bibliothek verzeichnet diese Publikation in der deutschen Nationalbibliografie, detaillierte bibliografische Daten sind im Internet abrufbar über https://dnb.de © 2019 Holger Limberg holger.limberg@uni-flensburg.de The Primary English Classroom Corpus (PECC) Volume 1 A Window into Early Foreign Language Teaching in Germany and a Tool for Language Teacher Education Holger Limberg Europa-Universität Flensburg Germany The Primary English Classroom Corpus (PECC) i Table of Contents Preface .................................................................................................................................. ii 1. Introduction ..................................................................................................................... 1 1.1 Transcript Corpus .......................................................................................................... 2 1.2 Corpus Features ............................................................................................................. 4 1.3 Data Collection .............................................................................................................. 9 1.4 Goals and Objectives ................................................................................................... 11 1.5 Prospects for Teacher Education ................................................................................. 12 2. The PECC: Volume 1 .................................................................................................... 15 English in Grade 4 2.1 GS 1 4a 030913 ........................................................................................................... 18 2.2 GS 1 4b 030913 ........................................................................................................... 40 2.3 GS 1 4a 011013 ........................................................................................................... 64 2.4 GS 1 4b 011013 ........................................................................................................... 90 2.5 GS 1 4b 121113 ......................................................................................................... 110 2.6 GS 1 4a 101213 ......................................................................................................... 138 2.7 GS 1 4b 101213 ......................................................................................................... 162 2.8 GS 1 4b 140114 ......................................................................................................... 190 2.9 GS 1 4b 140314 ......................................................................................................... 210 2.10 GS 1 4b 250314 ......................................................................................................... 240 English in Grade 3 2.11 GS 2 3b 060215 ......................................................................................................... 270 2.12 GS 2 3b 060315 ......................................................................................................... 302 2.13 GS 2 3b 200315 ......................................................................................................... 336 2.14 GS 2 3b 080515 ......................................................................................................... 364 2.15 GS 2 3b 190615 ......................................................................................................... 392 3. References ..................................................................................................................... 430 Appendix A. Transcription Conventions ......................................................................................... 436 B. List of Textbooks ....................................................................................................... 438 The Primary English Classroom Corpus (PECC) ii Preface The English Department of the European University of Flensburg (EUF) educates future teachers of English for different school types. In the course of their studies, our students acquire theoretical knowledge, practical skills and reflective attitudes for their future profession. A useful practice for future teachers is to work with classroom data. EUF students of English are introduced to classroom discourse and study authentic examples of lesson documentations to better understand how interactions between teachers and pupils unfold and how they may affect foreign language learning. Corpora of classroom interactions are a useful instrument to relate practical examples to theoretical concepts of teaching and learning a foreign language. Since the EUF has a strong focus on teacher education, one central part of our study program is to make students aware of the classroom realities of English language teaching. “Talk is one of the major ways that teachers convey information to learners, and it is also one of the primary means of controlling learner behavior” (Allwright & Bailey 1991: 139). This quote indicates why it is of high importance in teacher education to deal with authentic classroom data. Data recorded in foreign language classrooms captures the talk of the teachers, their pupils and the interaction between them. The applied significance of such data consists in introducing future teachers to a fundamental practice of their daily professional life, viz. classroom interaction. Foreign language teachers can benefit from dealing with transcripts since these written documentations draw attention to the language and its use in a classroom where English is both the target as well as medium of instruction. The corpus introduced in this book follows a Flensburg tradition, as it joins two complementary research outputs, the Flensburg English Classroom Corpus (FLECC, Jäkel 2010) and the Dortmund Historical Corpus of Classroom English (DOHCCE, Kurtz 2013), both published by Flensburg University Press. These are computerized collections of classroom transcripts that document ordinary English lessons and display as a text the interactional practices of teaching and learning a foreign language. Excerpts from these corpora are regularly used in seminars to analyze classroom talk and discuss how teachers provide space and create opportunities to learn as well as how learners are engaged in class and how they make their first steps communicating in the foreign language English. Primary schools are the main research target of my corpus since English language teaching at this early stage of formal education is still a fairly recent phenomenon in the history of foreign language teaching in Germany. Moreover, ELT in the primary school The Primary English Classroom Corpus (PECC) iii has been a topic of discussion in the media, with some critical voices questioning the language learning outcomes of an early start to foreign language education. In light of this, further research seems warranted, with particular emphasis on how English lessons are conducted in primary schools. This book seeks to help understand early foreign language education by providing a text-based perspective on the interactional processes of teaching English in the classroom. Working with authentic data sharpens our understanding of what is currently being done in primary English classrooms, and it can inform future teachers of English about the knowledge, skills and attitudes they need to acquire in order to teach English to young learners. In contrast to teaching English in secondary schools, primary school English is better suited to a comprehensive documentation. It generally covers two years of instructions with two lessons per week. English language teaching at the secondary school level is more multi-faceted in terms of school types, grades, learning objectives and range of competences to be developed (e.g. writing, mediation, intercultural competence). Thus, the current project sets out to concentrate on representing classroom discourse in primary school English lessons. The classroom is a sensitive research field that requires mutual respect and understanding. In 2013, I started contacting primary schools in Northern Germany to find English teachers who were willing to open up their classroom in order for me to catch a glance at how they conducted their lessons. This was not easy at first because many teachers seemed somewhat defensive about having someone document what they actually do during a lesson. English seemed to be a special case in the range of subjects since for different reasons several teachers were against having strangers observe their actions and activities in the classroom. Their immediate reactions may reflect a feeling of uncertainty about being filmed, which in education is often associated with supervision and evaluation. In light of the fact that they are teaching in a foreign language, some teachers have probably felt uncomfortable about their own competence in teaching English at this level, which might have been revealed by the recording. It took some time and commitment to establish relationships with teachers, who were initially interested in the idea of gathering a collection of classroom data for the purpose of study and teaching, but who were also concerned about the filming and data protection. Information about the project goals and transparency about how the data is secured and used in teaching helped to reduce remaining doubts. Fortunately, I found six teachers at four different primary schools in Northern Germany whose curiosity in the project exceeded their doubts. The pupils, on the other hand, were generally excited about being filmed and had no problem with inviting a stranger into their classroom. In fact, many of them seemed to feel some form of appreciation and gratitude that someone would come to document how they The Primary English Classroom Corpus (PECC) iv spoke and performed in English. However, their approval was not enough. Receiving written consent from parents and guardians was another (time) obstacle in the research process that had to be overcome, but it was a necessary prerequisite before the recordings could have been made. The actual recording process went relatively smoothly, thanks to the cooperation of the teachers and schools. It took a while to record the lessons and to render the video data into text form. Anybody who has produced transcripts of spoken discourse will know how much work and effort it takes to document precisely what a speaker has said and done. Transcribing multi- speaker interactions is even more complicated, so that some decisions had to be made about what to include and how to represent it transparently in a text. The transcription of the data was not a single person’s achievement, but the outcome of teamwork that I did together with some of my student assistants in Flensburg. I would like to express special thanks to four former students, who have helped me over the past years producing the transcripts and reporting on interesting observations in the data: Wiebke Sieling, Inga Westhues, Birte Bockelmann and, to a large extent, Lisa Werkmeister. They have all spent many valuable hours of their time watching the videos and converting the utterances into reader-friendly texts. Without their work, the corpus would not have been completed in a timely manner. Needless to say, large collections of transcripts always remain in some state of incompleteness, as more details on the spoken mode, including information on para- and non-verbal features, can be added. Tackling such a large amount of data is very time-consuming and involves many decisions. Any inconsistencies, discrepancies and omissions in the transcripts remain my responsibility. The PECC would not have been possible without the teachers and their pupils. I would like to extend my gratitude to all teachers and the work they are doing to teach English to young learners as a foreign language. It was interesting and informative for me to observe their lessons and to come to know different teacher personalities, classroom routines, teaching activities and interactional habits. Despite lingering concerns about the quality of English language instruction in German primary schools (largely relating to a lack of teacher qualification and missing scholastic standards), I am convinced that more research output and innovative ideas will contribute towards achieving a high quality of English language instruction at primary school level in the future. The Primary English Classroom Corpus (PECC) v One corpus – two volumes The collection of transcripts exceeds the length of a single publication. For this reason, the PECC is published in two volumes, each containing 15 transcripts. Volume 1 includes ten transcripts from Grade 4 and five transcripts from Grade 3. Volume 2 contains nine transcripts from Grade 3 and six transcripts from Grade 1 and 2 (three each). The partitioning helps to organize the amount of data in the book and creates a better structure for readers and corpus users. In addition, both volumes provide users with some background information of the corpus and its research context. Volume 1 contains an introduction to the corpus, its compilation and some ideas for practical applications. Volume 2 gives readers an overview of English language teaching in German primary schools and the study of classroom discourse. The Primary English Classroom Corpus (PECC) vi 1. Introduction 1 1. Introduction This book introduces the Primary English Classroom Corpus (PECC). It is a corpus of 30 transcripts of primary school lessons in English as a foreign language (EFL) classrooms in Germany, video-recorded and transcribed to create texts of authentic classroom interactions. The PECC is a unique collection of transcripts with two main functions: first, it can be used to study EFL interactions in primary school, addressing the rising interest in understanding different practices of teaching English to young learners worldwide (cf. Nikolov & Mihaljević Djigunović 2011). The data provide an unfiltered view on how teachers and pupils use their repertoire of interactional resources to conduct English lessons. Second, the PECC can be used as an educational tool to develop the professional skills of pre- and in-service teachers with regard to observing lessons, noticing significant features of EFL teaching, and understanding theoretical concepts in teaching English as a foreign language (cf. O’Keeffe, McCarthy & Carter 2007). Dealing with original classroom data helps both prospective as well as experienced teachers gain a different perspective on lessons and to develop and expand their range of teaching practices, interactional strategies and adequate target language use (Walsh 2011: 47). Thus, the PECC seeks to contribute to the research field on classroom discourse and teacher education at the primary school level. The teaching of English to young learners (TEYL) is not only a national trend, but has become a global phenomenon. According to Johnstone (2009: 33), it is “possibly the world’s biggest policy development in education” (cf. also Rich 2014: 1). Many auspicious studies conducted over the past decades have provided detailed insights into institutional frameworks and current practices of English language teaching in primary schools in Germany, Europe and worldwide (e.g., Doyé & Hurrell 1997; Kubanek-German 1998; Edelenbos & Kubanek 2009; Enever, Moon & Raman 2009; Enever 2011; Cook 2011; Rixon 2013; Bland 2015; BIG-Kreis 2015; Nikolov 2016). Copland and Garton (2014: 223) consider the teaching of young learners as “an area where research and informed discussion have come of age”. In Germany, TEYL has been well institutionalized in primary schools for over ten years and studies suggest that “there has been a momentous shift in TEFL-PL [Teaching of English as a Foreign Language at Primary Level]” (Diehr & Rymarczyk 2012: 19; [addition HL]) because more explicit approaches have evolved on the basis of empirical studies that “help children achieve well advanced levels in oral as well as written skills” (Diehr & Rymarczyk 2012: 19). This development is traced by a growing body of research that has empirically evaluated attainment levels of English as a foreign language in German primary schools (e.g., EVENING, TAPS, BIG-Study). In addition, numerous publications resulting from dissertations and other projects have 1. Introduction 2 supplied findings and ideas that introduce practice-based teaching methods or discuss important topic areas relevant to primary ELT, such as speaking (e.g., Becker & Roos 2016), reading skills (e.g., Frisch 2013), tasks (e.g., Carless 2002) or the integration of subject and language teaching, also known as CLIL (e.g., Elsner & Keßler 2013). A perspective often not revealed in these studies is that of the interactional activities and communicative practices that occur inside the English language classroom. Yang and Walsh (2014: 463) maintain that “an understanding of the interactions which occur in classrooms […] lies at the very heart of our understanding of learning”. In other words, if we want to understand how young pupils learn a foreign language, we have to study language use and interactional activities in the foreign language classroom. This setting provides an interactional context in which teachers and pupils create a discourse of teaching and learning. Classroom discourse is a catalyst for learning a foreign language because it offers input for the learners and creates opportunities to produce output in the target language (cf. Gass & Mackey 2015). Studying classroom discourse in its natural environment helps to illuminate the complexities of early foreign language teaching and learning, and to understand the challenges that both teachers and learners have to deal with during lessons. The data presented in this book reflect the current “shift towards an interest in the practice of TEYL” (Rich 2014: 9, italics in original). They make visible the interactional work of teachers and pupils in their day-to-day practice in German primary school EFL classrooms. 1.1 Transcript Corpus The Primary English Classroom Corpus (PECC) is a collection of 30 transcripts from different primary classrooms in Northern Germany where English is taught as the first foreign language. The transcripts are based on video-recordings of the lessons, which were afterwards transferred into texts to make them accessible to a larger audience (i.e. university students, teachers and researchers). Each transcript renders the utterances of the teacher and pupils in a sequential order as they occurred during the lesson (cf. Example 1 below). In addition, short descriptions of non-verbal actions are included to provide a more comprehensive view of what goes on during the lesson. The transcription was done with the help of the program Transana (Woods & Fassnacht 2005), using standard orthography and applying basic transcription conventions that are widespread in Conversation Analysis (cf. Appendix A). Video-recordings of each lesson were used as a basis for doing the transcriptions. The results are reader-friendly transcripts in which the teacher-pupil interaction is in focus. Group work phases were also recorded, 1. Introduction 3 but only some parts could be transcribed due to the noise level created by 20 and more pupils talking at the same time. Since the purpose of using these transcripts is not exclusively discourse or conversation analytic, but also pedagogical (e.g., by studying teaching techniques), fine-grained CA notations in which every single pause or prosodic feature is traced have not been used (cf. transcripts in Walsh 2011, but also Seedhouse 2004 and Schwab 2009; for multimodal transcripts of primary classrooms see Cowan 2014). Transcribing the data is a time-consuming process, so a balance between the time spent on transcription and the level of precision chosen for the data representation had to be found. In the end, a compromise was reached in terms of readability and accessibility, although it is clear that the richness of classroom interactions can never be fully represented adequately in a text (cf. Cowan 2014). The following example gives a first impression of a classroom transcript that was recorded in a fourth grade ELT classroom (i.e. with second-year English language learners). The topic of the lesson is “the clock”, and the transcript displays the beginning of a new activity during the lesson: Example 1: [2.3] GS 1 4a 011013 (12:13 – 12:50; approx. 37 seconds) 312 Teacher: okay 313 Class: ((pupils mumble)) 314 Teacher: one two three 315 look at me. 316 Class: one two 317 look at you. 318 Teacher: okay 319 you've got your clock 320 and i tell 321 i tell you a time 322 and you (--) show it (-) at your clock. 323 okay? 324 it's:: nine o'clock. 325 and then hold it (--) that i can see it. 326 it's nine o'clock. 327 it's nine o'clock. 328 Class: ((the pupils quickly set their clocks 329 and show them to the teacher)) This transcript shows the beginning of a lesson phase in which the pupils revise and consolidate their knowledge of understanding the time in English. During a phase of frontal teaching, the teacher first calls for the pupils’ attention and then instructs them to set the miniature wall clocks they have in their hands to the time she announces. After having done so, they hold up their clocks to show the time. This task comprises a ‘listen- 1. Introduction 4 and-do’ activity with two parts: first, listen to and understand the time announcements made by the teacher, and second, set the clock accordingly to demonstrate a correct understanding of the time. It is a hands-on, action-oriented activity in which pupils can demonstrate and practice their listening comprehension skills in a fun and playful way. The teacher is the only person who talks in this sequence, while the pupils respond non- verbally. The ability to comprehend and also tell the time in English is required later on for the target task of the lesson, when the pupils start to talk about their daily routine. Classroom transcripts such as this one offer a brief, but unmediated view into the interaction of a primary EFL teaching situation. Transcript excerpts can trace in detail the sequential actions performed by the teacher and pupils, providing another perspective on how language is used to conduct classroom activities. Excerpts can also be used to study specific features of classroom discourse such as task instructions (ll. 318-327), repetition (ll. 324-327) or choral practice (ll. 314-317). Readers are given an authentic representation of how the teacher uses the target language when instructing learners in a playful manner. 1.2 Corpus Features Volume 1 of the PECC has a word count of 46,481 words distributed over 15 transcripts, which makes an average of 3,099 words per transcript. In addition to the 15 transcripts in Volume 2, the PECC consists of 30 lesson transcripts in total. The data contain spoken English contextualized in a specific classroom setting of instructed foreign language learning. The recordings took place over two years from 2013 to 2015. Four primary schools, six teachers, and eight classes participated in this project. The majority of recordings were made in Grade 3 and 4, since these are currently the two main years of English instruction in German primary schools. In addition, six recordings show English lessons in Grade 1 and 2, which were documented at a primary school that has official permission by the Ministry of Education to teach English starting in Grade 1. Table 1: Overview of recordings in the PECC (Volume 1 & 2) Grade Number of recordings Length (min:sec) 1 3 119:32 2 3 137:10 3 14 657:08 4 10 393:25 1-4 30 1307:15 1. Introduction 5 As Table 1 illustrates, the corpus reflects a cross-section of primary school foreign language teaching at different levels. The video material consists of over 21 hours of lesson recordings, most of which were recorded in Grade 3 and 4 (17½ hours). The first 15 recordings that went into Volume 1 are 11 hours and 17 minutes long (see Table 4). The majority of lessons are 45 minutes long. Only one school had 60-minute lessons once a week. Two schools are located in an urban area, the other two in more rural areas in Northern Germany. The distribution of schools and classes can be seen in the following table (GS stands for Grundschule, meaning primary school. The number marks the school and the letter refers to the specific class within that grade): Table 2: Overview of schools, grades and classes in the PECC (Vol. 1 & 2) Grades Schools 1a 2a 3a 3b 3c 4a 4b Total GS 1 3 7 10 GS 2 5 5 GS 3 2 3 5 GS 4 3 3 4 10 Subtotal (class) 3 3 4 7 3 3 7 30 Total (grade) 3 3 14 10 30 The choice of classes and teachers depended on the local school, the availability of English teachers and their willingness to give their permission to participate. These factors made it difficult to control data collection systematically across schools. Nevertheless, a fairly even distribution of recordings was achieved, and one that reflects to some extent the current situation of primary school ELT in Northern Germany. Grade 3 and 4 represent 80% of the corpus, and grade 1 and 2 make up 20%. At three of the four schools only one grade level was recorded and, with the exception of GS 1 4b, not more than five lessons per class. GS 4 is different from the other schools since it teaches English as a mandatory first foreign language from the beginning of primary school education. The other schools start with English in Grade 3. As far as the number of pupils in each class is concerned, classes differ only slightly, usually with a little over 20 pupils per class. The recorded lessons were taught by experienced as well as beginning teachers, the latter of whom had only recently completed their teacher training. On average, all teachers (regardless if they have a degree in English or not) have had nearly twelve years of teaching experience in primary school. Some are even mentors for pre-service English teachers. They are all female, which reflects the typical gender distribution among primary school English teachers in Germany (cf. BIG-Kreis 2015: 17): 1. Introduction 6 Table 3: Overview of teachers and their qualifications School Gender Qualification Abroad Teacher since GS 1 Female University degree Great Britain (1 year) 2002 GS 2 Female University degree Great Britain (1 year) 2001 GS 3 Female University degree Great Britain (6 months) 2009 GS 3 Female Further education program Netherlands (6 years) 1996 GS 4 Female University degree New Zealand (2 months) 2014 GS 4 Female Further education program --- 2000 At the time of recording, all teachers were the current English teachers of those classes. Some of them were also form or homeroom teacher (Klassenlehrer/in), and they had all taught English in Grade 3 and 4 before. Four of the six teachers have a university degree in teaching English as a foreign language and have spent some time abroad in an English- speaking country. Thus, they are formally qualified to teach English in primary school. The two exceptions, one who taught a first-year and the other a third-year English class, have no university degree which certifies them to teach English at this level. Instead, they took part in a further education program to receive the necessary qualifications for teaching the subject English at this level. This sample reflects a typical situation in German primary schools. A lack of fully qualified teachers points to one of the downsides of TEFL still evident in primary schools (Wilden & Porsch 2017: 12). Not every primary school can draw upon teachers who are academically qualified to teach a foreign language. In fact, this seems to be an issue in Europe as a whole, as Enever (2011: 27, [HL]) concludes in the ELLiE study: [T]he contemporary picture [of teacher qualifications] across Europe may vary substantially, indicating a continuing need for investment in primary FL teacher education if an adequate teacher supply with appropriate expertise is to be available in the foreseeable future. A similar conclusion has been drawn by TEFL researchers in Germany, who have repeatedly pointed out the continued lack of qualified primary school English teachers as well as the importance of having competent and certified teachers be responsible for EFL instruction at the primary school level (e.g., BIG-Kreis 2015: 71; Elsner 2017: 114f.; 1. Introduction 7 Wilden & Porsch 2017: 20). The formal training of English teachers and their employment in every primary school across the country is a necessary precondition for successful early foreign language teaching. Each transcript in the PECC Volume 1 is coded with information about the school, the class and the date of recording. More detailed information about the length of the recordings and the distribution of spoken words in each transcript can be gained from the following table: Table 4: Overview of transcripts in the PECC Volume 1 Number Transcript Length of recording No. of words 1 GS 1 4a 030913 30:00 2,207 2 GS 1 4b 030913 44:40 2,807 3 GS 1 4a 011013 39:09 2,836 4 GS 1 4b 011013 37:57 1,837 5 GS 1 4b 121113 44:35 2,926 6 GS 1 4a 101213 40:56 2,773 7 GS 1 4b 101213 43:18 3,478 8 GS 1 4b 140114 39:33 2,655 9 GS 1 4b 140314 37:15 3,808 10 GS 1 4b 250314 36:02 2,789 11 GS 2 3b 060215 47:06 3,688 12 GS 2 3b 060315 58:45 3,927 13 GS 2 3b 200315 59:17 3,150 14 GS 2 3b 080515 58:02 3,230 15 GS 2 3b 190615 60:47 4,370 Total 677:22 46,481 Table 4 reveals how many lessons were recorded at each school and in each class. The number of words transcribed per lesson ranges between 1,837 and 4,370, with an average of 3,099 words. Many factors are responsible for this variation; among others the number and types of teaching activities that each lesson consists of. Moreover, the lessons at GS 2 are fifteen minutes longer than the others. In some cases, the actual English lessons did not start when the school bell rang, and some finished sooner because teachers had to discuss other issues with the class. 1. Introduction 8 A first glance at how the speakers are involved in classroom discourse reveals an uneven distribution of contributions. Teachers utter the majority of words in the PECC Volume 1 (57%), while pupils contribute nearly 40% of words to the classroom discourse. The preponderance of teacher talk is a result of the classroom organization in primary school ELT lessons, which are typically teacher-centered. Large parts of the lesson are controlled and guided by the teacher, who stands in the front of the classroom to initiate, maintain and control the learning activities. These are just some statistical figures that the PECC reveals, but they emphasize the role of the teacher as a language model and communication partner for the pupils (cf. Klippel 2003: 56f.). The PECC is a specialized corpus, as it concentrates on classroom discourse of English lessons in the primary school. Koester (2010: 67) holds that “more specialized corpora have a distinct advantage: they allow a much closer link between the corpus and the contexts in which the texts in the corpus were produced.” Following this view, it is not the quantification of lexico-grammatical patterns in a corpus of this size that is of primary interest, but how these features are contextually embedded. This research perspective paves the way for qualitative analyses in which interactional features of primary classroom discourse are closely described and their pedagogical potential discussed and evaluated. In a similar vein, Haudeck and Schwab (2011) have analyzed the nature of meaningful interaction in the context of multimodal classroom discourse. Further questions that could be addressed concerning the distribution of talk during the lesson are, e.g.: How are primary school pupils actively involved in using English (i.e., when and how do they talk)? What types of tasks promote this engagement? And: How do teachers convey meaning and scaffold their instructions when they explain a task to young English learners? Studying the data in the PECC can provide answers to these (and similar) questions. However, it is important to keep in mind that observations and findings depend on many specific contextual factors (e.g., class size, teacher qualification, teaching methodology). These may differ from class to class, school to school and, more broadly, from state to state (Bundesland to Bundesland). The Primary English Classroom Corpus, small and unique in its kind, is perhaps best taken advantage of by looking at the complex interplay of language use and specific (sequential) context. 1. Introduction 9 1.3 Data Collection Guiding principles in the data collection process were authenticity, comprehensiveness and accessibility. Firstly, the transcripts portray authentic interactions in primary school EFL classrooms. Lesson topics and learning outcomes were not imposed by the researcher, or coordinated with the teachers in advance. The classroom discourse was neither scripted nor predetermined. Once everyone involved had given their express written consent, and teachers had agreed to a recording on a specific day, it was not necessary to further coordinate the recordings. Any form of organizational turmoil, e.g. caused by setting up bulky technical equipment in the classroom or changing the seating plan of a class, was avoided. The recording equipment was set up during the five-minute break before each lesson while pupils were still playing outside, so the lessons could start on time. Moreover, the level of authenticity was enhanced by having teachers as opposed to university students or pre-service teachers conduct the lessons. Two thirds of the teachers in this project are formally qualified to teach English as a foreign language in the primary school. At the same time, the PECC also includes lessons taught by general teachers who had to take over an English class since there were no further foreign language teachers available. Often, if there are no other qualified EFL teachers at a school, colleagues who are interested in the subject English and have had prior experience or contact with the target language have to help out. Ministries usually demand that these teachers undergo a training program to receive a qualification before they take over an English class. Secondly, capturing classroom discourse in a comprehensive way meant having to record entire lessons from beginning to end. The recordings were made with two cameras, one in the front and the other in the back of the classroom (cf. Figure 1). The front camera was a mobile device which focused on the interaction between teacher and pupil(s), while the back camera was set on a tripod in the corner to capture an overview of the classroom. One person was present during the lesson to operate both cameras. An additional external microphone attached to the overview camera was used to record a large part of the talk. Figure 1 shows how the two cameras were positioned in the classroom. The seating plan is just one example of how pupils sit in a primary school classroom: 1. Introduction 10 Figure 1: Camera set-up in the PECC project These two camera positions provided a good basis to record classroom activities with a focus on the ongoing interaction, yet still observe other marginal events in the classroom. Different video studies have shown that using two cameras is a practical set-up for recording classrooms (cf. DESI study, Helmke et al. 2007: 38; IPN-video study, Seidel et al. 2003: 51ff.). This set-up preserves the normality of a lesson, but still widens the angle, making it possible to better observe different classroom activities. In addition to the recording, the teaching material used in each lesson was collected to have access to the exercises the pupils worked on during individual or group work phases (e.g., worksheets, textbook tasks). Thirdly, corpus data become accessible if researchers, teachers and students can use it without restriction, and if no special training is needed to work with the transcripts. The transcript corpus is available to anyone studying language teaching, classroom interaction and teaching principles in primary school foreign language teaching. Transcripts are readable without much knowledge of conversation analysis. Standard transcription conventions are followed in order to provide additional information on the talk and actions in the classroom (cf. Appendix A). 1. Introduction 11 However, due to data privacy the video corpus itself is protected, and cannot be copied or distributed. Personal information such as names can be easily anonymized or pseudonymized in a transcript, but video data require a careful treatment due to privacy concerns. Dealing with this type of data respectfully and sensitively is indispensable for maintaining collaborations with teachers and pupils, and is also a prerequisite for collecting more classroom data in the future. 1.4 Goals and Objectives The PECC is a small, specialized corpus, designed with both linguistic and pedagogical intentions in mind. The recorded lessons provide a substantial resource for the study of language use and interactional features in a specific classroom context. Teaching English at the primary school level requires teachers to adapt their language use carefully to the level of their learners and to be a good and authentic language role model; at the same time they have to teach English in a playful and communicative way to make the foreign language accessible and understandable to young learners. Interactional features and sequential structures of classroom teaching can be researched with a specific eye on how the target language English is used to communicate. In the context of primary school EFL interactions, the following classroom features can be of interest for an analysis: first language use (code-switching/code-mixing), dealing with errors, classroom management processes, pupil involvement and the multimodal structure of classroom activities (e.g., with regard to the method ‘Total Physical Response’ with its use of gestures, mimics and objects; cf. Cameron 2001: 107). These features are not unique to this classroom setting, but perhaps salient in the classroom discourse at primary school level. A cursory glance at the transcripts shows that teachers repeatedly switch to German during a lesson to explain something and that the pupils often respond to a teacher question in their native language. This might not be surprising given the early stage of foreign language learning, but worth studying to find out when, how and why the first language is used to convey meaning and establish a mutual understanding. Further classroom features suitable for study could be, according to Yang and Walsh (2014), question-answer sequences, task instructions (cf. Example [1] above), or feedback mechanisms. The PECC transcripts make it possible to examine occurrences and patterns of these features and to discuss their effects on the interaction. The transcripts also help to illustrate lesson activities, to demonstrate how teachers and learners coordinate their actions in the process of a task and to display what kind of (language) output is possible in the classroom as well as how it is achieved. In addition to 1. Introduction 12 the verbal utterances, the transcripts provide short descriptions of actions by the teacher and pupils (cf. Example 1, ll. 328-329). Clearly, this cannot substitute for viewing the actual video material, but it helps to visualize some actions in the classroom. The PECC provides text-based access to the teaching methods and practices of primary school English teachers. Transcripts demonstrate how teachers go about instructing learners, giving feedback on their language performance, and organizing the lesson while modeling authentic English. They include examples of storytelling, vocabulary introduction and practice, use of songs and rhymes, games, Total Physical Response (TPR), listening comprehension as well as speaking activities (e.g., role plays). The illustrative potential of the data can help future teachers to visualize how teaching techniques are put into practice using the target language (cf. Santagata 2014). By and large, the corpus data draw a picture of the actual situation of primary school English language teaching in Germany. This stocktaking might be small-scale and exemplary in comparison to other learner corpora (cf. Reder, Harris & Setzler 2003), but it is authentic and concrete in showing what actually happens in a primary school EFL classroom. It does not exhibit best practices or model interactions, but it reproduces the diversity of current teaching practices with all their strengths and weaknesses. Authentic data involve having exemplary and successful interactions as well as realistic, but sometimes also incorrect language use. Since the data were not preselected, for example by omitting lessons of those teachers who did not study to become an English teacher (i.e. fachfremde Lehrkräfte), the outcome is a natural mix of interactional practices. Of course, it is unavoidable that a video-recorded lesson influences participants’ behavior to some degree (cf. Labov 1972; Swann 1994; Mondada 2006; Cowan 2014). Maak and Ricart Brede (2014: 165) conclude in their small-scale study of camera invasiveness on pupils’ behavior in the classroom that an effect is inevitable, but that some instances might be avoidable. For this study it meant keeping a low profile during the lesson and avoiding any distraction or delay of the normal lesson routine as much as possible. The amount of intrusion was limited, but the camera still has an effect on the natural behavior of the teacher and pupils in class. In a few instances the researcher even became unintentionally involved in the classroom discourse when he was addressed by a pupil. Such moments could not be avoided when observing young learners, but they happened only very rarely. 1.5 Prospects for Teacher Education The applied dimension of such a classroom corpus lies in the potential it can serve in teacher training and further education programs. The PECC can be used in university courses (TEFL and Applied Linguistics) that focus on educating future teachers of English 1. Introduction 13 at the primary school level. It can also help students of English and beginning teachers to become aware of the linguistic and interactional subtleties that are part and parcel of primary school teachers’ work. EFL teachers are input providers and language models in the classroom (Klippel 2000: 21; Harmer 2007: 117f.; Legutke, Müller-Hartmann & Schocker-v. Ditfurth 2009: 49f.; Schmid-Schönbein 2008: 63f.). They use language to create an environment that is conducive to learning. Part of establishing English as an authentic communicative tool in the classroom is to be flexible and spontaneous, and to negotiate meaning with learners who often have difficulties understanding, let alone speaking English freely at a basic level. Adopting the roles of input provider, language model and communication partner is not an automatic process; it is not one that naturally results from being able to speak English fluently (which is a requirement for studying English at university in the first place). It is a skill that must be developed and practiced throughout one’s teacher education as well as later in one’s professional life as a teacher. Using data from the PECC can help students familiarize themselves with the kind of language primary school English teachers often use in class to interact with their learners. They can acquire a set of routine classroom phrases necessary for a meaningful discourse with young learners, but also discuss and develop alternatives that broaden their repertoire of the target language use. Analyses of teachers’ language use can reveal potential barriers and obstacles that might cause confusion for primary school pupils. Given appropriate data and tools, transcript-based reflections of practice are a promising avenue for future teachers’ professional development. Tools to analyze classroom discourse have been proposed in the research literature, such as the SETT framework (Walsh 2011) or the COLT observation scheme (Spada & Fröhlich 1995). Walsh (2006) investigated how a detailed understanding of classroom discourse can be achieved through the use of reflective practices and professional dialog. One of the conclusions he draws is “that developing interactional awareness has to begin with teachers’ own data, analyzed by teachers using an appropriate framework and verbalized in a reflective feedback interview” (Walsh 2006: 139). University students often do not have much experience in teaching, nor do they have access to a class to gather their own data (unless during an internship). In these cases, data generated from authentic material, i.e. lessons taught by other teachers, can be a valuable alternative. The PECC provides a collection of English language teaching that exhibits micro realities of classroom interactions. It can be a source and inspiration for university students and in-service teachers to reflect on how one’s language resources can be used to communicate in the classroom and teach a foreign language at the same time. 1. Introduction 14 The innovative potential of the PECC lies in its systematic focus on the teaching and learning of English as a foreign language in the primary school classroom, its attempt at mirroring actual teaching practices, and its effort to make the data available to a large audience. The project aims at representing authentic classroom discourse of early foreign language teaching in German primary school classrooms and collecting the data in the form of a text corpus. Each text shows the interaction during an English lesson, with a focus on the (verbal) aspects of communication between the teacher and the pupils. This corpus of classroom discourse provides a window into classroom-based teaching and learning, a rich database to study the communicative processes and products of primary school English language teaching and a tool to reflect on the micro-realities of early foreign language classrooms. 1. Introduction 15 2. The PECC: Volume 1 The first 15 transcripts of the PECC are compiled into Volume 1. It starts with 10 transcripts from Grade 4 (Section 2.1-2.10), followed by 5 transcripts from Grade 3 (Section 2.11-2.15). Each transcript also includes a Background Information Sheet (BIS) that gives readers more contextual information about the class as well as an overview of the lesson. This sheet allows corpus users to quickly determine the lesson’s goal(s), its topic, structure and use of media without having to read through the whole transcript line by line. Reading the BIS first helps to choose a specific lesson quickly that might be interesting for illustration or analysis. The materials used in class cannot be supplied for copyright reasons. In many cases, though, the worksheets and exercises are taken from a specific primary school EFL textbook and information on the textbook used in class is included in the BIS (see also Appendix B for a list of textbooks used in the PECC lesson transcripts). Information on the lessons’ goal(s) was not supplied by the teachers, but is rather the result of my own observations; therefore it only represents one point of view. Hence, the BIS gives more contextual information about each lesson, so that readers can have a better idea as to what each lesson is about. The Primary English Classroom Corpus (PECC) 16 The Primary English Classroom Corpus (PECC) 17 The PECC Volume 1 English in Grade 4 [2.1] GS 1 4a 030913 18 Background Information Sheet GS 1 4a 030913 School type: primary school Class: 4th grade (4a) Date of recording: 03.09.2013 Length of recording: 30:00 minutes Number of pupils in class: 22 Number of pupils present during the lesson: 22 Topic of the lesson: The time Topic vocabulary o “What’s the time?” o “It’s ___ o’clock.” o Quarter past, half past, quarter to o Numbers: 1-12 Goals § The pupils can tell the time in English correctly. § The pupils understand the difference between “quarter past”, “half past” and “quarter to” and can use the time phrases correctly. § The pupils understand the difference between telling the time in English and German. Textbook Playway 3 (Klett Verlag, 2007), Unit 10: Time Lesson overview - Warm-up song: “If you’re happy and you know it, clap your hands” - Small talk: One pupil after the other asks his/her neighbour a question, who then answers it. The activity is finished when everyone has asked and answered a question. - Activity: “What’s the time?” The teacher pantomimes a clock with a specific time and the pupils have to read it. Correct times are repeated in chorus. - Game: Guessing the time (done in pairs) - Activity: “What’s the time?” The guessing game is continued, this time with the whole class. - Listening comprehension activity: Pupils listen to the chant “It’s eight o’clock”, recall the times that are mentioned in the chant and use the worksheet to read along (which is a copy of a page in the Activity Book). - The pupils sing the chant “It’s eight o’clock” in different modes. The left side of the class takes the role of one person, the right side of the class takes the role of the other person in the chant. [2.1] GS 1 4a 030913 19 Interesting observations - A moment of confusion occurs when reading the time because the teacher and the pupils see the clock from different angles, i.e. the teacher mirror-inverted and the pupils correctly. - A sequence conducted in German in which the difference between German and English time expressions is made clear. - Corrective feedback on pronunciation (‘th’) - Pantomiming: Use of body and hands to visualize the time on the clock Use of media - Song: “If you’re happy and you know it” - CD with the chant: “It’s eight o’clock” - Realia: a big red clock - Blackboard: drawings of a clock showing different times, time phrases written underneath the drawings (“quarter past”, “half past”, “quarter to”) - Copy of page in Pupil’s Book (Playway 3, p. 45, “It’s eight o’clock”) Personal notes [2.1] GS 1 4a 030913 20 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Teacher: today we need let me think Frank: keine ahnung was das heißt. Teacher: your orange folder Class: yeah Teacher: and that's it. that's it. okay? Class: ((pupils mumble and get their orange folders)) ((00:15-01:06, about a minute later)) Teacher: okay tim can you please sit down (6.0) okay oscar can we start? then please stand up. Class: ((pupils stand up)) Teacher: oscar stand up please. ((starts singing)) < if you're> = Teacher & Class: ((sing and perform the actions)) =happy and you know it clap your hands. ((everyone claps his or her hands)) if you're happy and you know it clap your hands. ((everyone claps his or her hands)) if you're happy and you know it and you really want to show it if you're happy and you know it clap your hands. ((everyone claps his or her hands)) if you're happy and you know it stamp your feet. ((everyone stamps his or her feet)) if you're happy and you know it stamp your feet. ((everyone stamps his or her feet)) if you're happy and you know it and you really want to show it if you're happy and you know it stamp your feet. ((everyone stamps his or her feet)) if you're happy and you know it snap your fingers. ((everyone snaps his or her fingers)) if you're happy and you know it snap your fingers. ((everyone snaps his or her fingers)) [2.1] GS 1 4a 030913 21 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 if you're happy and you know it and you really want to show it if you're happy and you know it snap your fingers. ((everyone snaps his or her fingers)) if you're happy and you know it shout we are. ((everyone shouts 'we are')) if you're happy and you know it shout we are. ((everyone shouts 'we are')) if you're happy and you know it and you really want to show it if you're happy and you know it shout we are. ((everyone shouts 'we are')) if you're happy and you know it do all four. ((everyone claps his or her hands, stamps his or her feet, snaps his or her fingers and shouts 'we are')) if you're happy and you know it do all four. ((everyone claps his or her hands, stamps his or her feet, snaps his or her fingers and shouts 'we are')) if you're happy and you know it and you really want to show it if you're happy and you know it do all four. ((everyone claps his or her hands, stamps his or her feet, snaps his or her fingers and shouts 'we are')) Teacher: sit down please. Class: ((pupils sit down)) Teacher: okay who can start the small talk today? Class: ((some pupils raise their hands)) Teacher: paul? okay Paul: can i have a pencil case? ((to his right-hand neighbour)) Peter: here you are. Paul: thank you. Peter: what's your name? ((to his right-hand neighbour)) Matt: my name is matt. can i have you (-) pencil case? [2.1] GS 1 4a 030913 22 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 ((to his right-hand neighbour)) Jakob: no sorry Class: ((pupils laugh)) Jakob: what's your telephone number? ((to his right-hand neighbour)) Tim: (xxx) ((tells his number)) can i have your rubber? ((to his right-hand neighbour)) Felix: yes please. Teacher: no here you are. Felix: here you are. ((laughs)) what's the weather like today? ((to his right-hand neighbour)) Justin: ((takes a look out of the window)) s:unny and rainy. Teacher: is it- is it- is it really sunny? Justin: ein bisschen. Class: no ((pupils laugh)) Teacher: no not a little sunny. it's? justin? Justin: rainy Teacher: yes and? Class: [((pupils mumble))] Justin: [cloudy] Teacher: cloudy yes okay go on please. Justin: what's you (---) telephone number? ((to his neighbour across from him)) Lina: one three two one five one seven three eight one one. (---) ((something falls on the ground)) how old are you? ((to her right-hand neighbour)) Tabea: ehm i'm n- nine years old. ehm what's your telephone number? ((to her right-hand neighbour)) Nelly: one five one eight four six one one one five one. how are you? ((to her right-hand neighbour)) Lea: ehm i'm fine. what's you (--) favourite animal? [2.1] GS 1 4a 030913 23 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 ((to her neighbour across from her)) Marta: ehm (---) rabbit. ehm what's your telephone number? ((to her right-hand neighbour)) Antonia: one five one three one one nine nine nine eight. Teacher: okay Antonia: ehm do you like pizza? ((to her right-hand neighbour)) Oscar: ehm yes Class: ((pupils mumble)) i do. Oscar: ehm (---) ehm (---) where are you from? ((to his right-hand neighbour)) Linus: ehm i'm germany and [italy] [((Italy mispronounced))] Pupil_x: italy (([ˈɪtəli] )) Linus: what's the weather like on (--) sunday? ((to his right-hand neighbour)) Elias: mh i don't know. Teacher: [((grins))] [very good] Elias: ehm what's your telephone number? ((to his right-hand neighbour)) Frank: one five two five one nee- one five seven one three two one seven. (---) ehm what's your (---) äh nee Pupil_y: what´s the weather? Class: ((pupils mumble)) Frank: what's your favourite colour? ((to his right-hand neighbour)) Henry: my favourite colour is yellow. do you like fish? ((to his neighbour across from him)) Sandra: no Teacher: no i? Sandra: don't Teacher: yes good Sandra: what's your name? ((to her right-hand neighbour)) Sophie: i'm my name is (sophie). ehm who are you from? ((to her right-hand neighbour)) Anna: < where are you from?> ((to Sophie)) Sophie: where are you from? Anna: i'm from germany. from hamburg. what's the weather like today? [2.1] GS 1 4a 030913 24 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 ((to her right-hand neighbour)) Melissa: ehm cloudy and rainy. what's (--) what's your favourite animal? ((to Paul who started the small talk)) Paul: ehm i don't know. Teacher: okay. WHAT`S the time? ((presents a big red clock to the class)) Class: ((some pupils raise their hands)) Teacher: marta Marta: two < o’clock> Teacher: it's two o'clock. Class: ((pupils repeat after the teacher)) it's two o'clock. Teacher: < it's two o'clock.> Class: < it’s two o’clock.> Teacher: < it's two o'clock.> Class: < it's two o'clock.> Teacher: ((changes the time to four o’clock)) oh so many fingers. [great] [((puts up her thumb))] tim Tim: it's four o'clock. Teacher: it's four o'clock. Class: ((pupils repeat after the teacher)) it's four o'clock. Teacher: < it’s four o'clock.> Class: < it's four o'clock.> Teacher: [((looks at the pupils sitting on the right side of the classroom))] [this side] < it's four o'clock.> Class: ((only the pupils sitting on the right side of the classroom)) < it's four o'clock.> Teacher: ((looks at the pupils sitting on the left side of the classroom, signals them to repeat the time after the others)) Class: ((only the pupils sitting on the left side of the classroom)) < it's four o'clock.> Teacher: very good. ((changes the time to six o’clock)) Class: ((some pupils raise their hands)) Teacher: ehm elias Elias: it's six o'clock. Teacher: it's six o'clock. Class: ((pupils repeat after the teacher)) [2.1] GS 1 4a 030913 25 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 it's six o'clock. Teacher: all the blondes. it's six o'clock. Class: ((only the blondes)) it's six o'clock. Teacher: and the brown-h-haired. Class: ((only the brown-haired)) it's six o'clock. Teacher: good ((changes the time to eight o’clock)) Class: ((some pupils raise their hands)) Teacher: m:h nelly Nelly: it's eight o'clock. Teacher: all together? Class: it's eight o'clock. Teacher: ((puts away the big clock and turns to the board)) oh where is the chalk? ah here it is. [((writes ‘what’s the time?’ on the board))] [all together (-) what's the time?] Class: ((pupils repeat after the teacher)) what's the time? Teacher: [((draws a big clock on the board))] Class: [((pupils make sounds of astonishment))] ((pupils mumble)) Pupil_x: mama mia Pupil_y: deine mudder Teacher: sh be quiet please ((finishes drawing the clock and turns to the class again)) okay [what's the time?] [((visualizes the time with her arms as the hands of a clock))] Class: ((pupils repeat after the teacher)) what's the time? Teacher: no [((first points at herself and then lifts her arms again symbolizing 12 o’clock))] [what's the time?] Class: ((now most of the pupils raise their hands, indicating that they have understood what they are supposed to do)) Teacher elias Elias: six o'clock? Teacher: no Class: [no] [((some pupils raise their hands))] [2.1] GS 1 4a 030913 26 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 Teacher: [what's the time?] antonia Antonia: it's zwölf o’clock. Teacher: it's twelve o’clock. Class: ((pupils repeat after the teacher)) it's twelve o'clock. Teacher: [((changes the time by altering the positions of her arms))] [what's the time?] Class: ((some pupils raise their hands)) Teacher: henry? Henry: it's three o'clock. Teacher: it's THree o'clock. Class: ((pupils repeat after the teacher)) it's three o'clock. Teacher: THree o'clock. Class: ((pupils repeat after the teacher)) three o'clock. Teacher: [((changes the time by altering the positions of her arms))] [what's the time?] Class: ((some pupils raise their hands)) Teacher: oscar. Oscar: it's six o'clock. Teacher: < it's six o'clock.> Class: ((pupils repeat after the teacher)) < it's six o'clock.> Teacher: [((changes the time by altering the position of her arms))] [what's the time?] Class: ((some pupils raise their hands)) Teacher: äh jakob. Jakob: it's nine o'clock. Teacher: it's nine o'clock. Class: ((pupils repeat after the teacher)) it's nine o'clock. Teacher: [((changes the time by altering the position of her arms))] [what's the time?] Class: ((fewer pupils than before raise their hands)) Teacher: that's difficult. ((gives a hint by changing the time back to six o'clock then back to the time she has asked for)) Class: ah ((some pupils raise their hands)) Teacher: matt Matt: it's seven o'clock. Teacher: it's seven o'clock. Class: ((pupils repeat after the teacher)) [2.1] GS 1 4a 030913 27 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 it's seven o'clock. Teacher: [((changes the time by altering the position of her arms))] [what's the time?] Class: oh Pupil_x: ah ich weiß es. ((some pupils raise their hands)) Teacher: oh it's difficult. ehm melissa Melissa: it's two o'clock. Teacher: it's two o'clock. Class: ((pupils repeat after the teacher)) it's two o'clock. Teacher: okay stand up please. Class: ((pupils stand up)) Teacher: now (--) we are doing it the other way around. i (-) tell you a time and you have to show the time. pantomime okay? (---) okay? Class: ((pupils nod)) Teacher: ehm it's six o'clock. Class: ((pupils pantomime six o’clock)) Teacher: it's twelve o'clock. Class: ((pupils pantomime twelve o’clock)) Teacher: great it's nine o'clock. Class: ((most of the pupils pantomime three o'clock instead of nine o’clock)) Pupil_x: achso man muss nach da zeigen. immer rechts Teacher: no no no [no] Pupil_y: [ehm] it’s three o’clock. no Pupil_x: it’s nine= Teacher: =it's nine o'clock. Class: ((pupils are confused about three o’clock and nine o'clock)) ((pupils mumble)) Pupil_x: oh it’s nine o’clock. Pupil_y: sag ich doch. Lina: mach ich doch die ganze zeit. Teacher: look at lina. Class: ((pupils discuss the right mime)) das ist richtig. das ist falsch. [2.1] GS 1 4a 030913 28 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 achso seitenverkehrt. Teacher: oh wait wait. ((checks the right mime herself now)) yes yes < yes yes> ((confirms what she has already thought was the right mime)) Class: ((pupils discuss and mumble)) Teacher: yes but it's nine o'clock. [nine o'clock is like this.] [((demonstrates))] [oh no.] [((realizes the misunderstanding))] Pupil_z: yes Teacher: oh no for me (-) for me it's the different way around. [you can have a look at the] [((points at the clock which is drawn on the board))] oh it's my fault. sorry sorry it's it's nine o'clock again. ((restarts the game)) Class: [((pupils pantomime nine o’clock))] Teacher: [nine o'clock] [((pantomimes nine o’clock))] it's (--) three o'clock. Class: ((pupils pantomime three o’clock)) Teacher: four o'clock Class: ((pupils pantomime four o’clock)) Teacher: five o'clock Class: ((pupils pantomime five o’clock)) Teacher: six o'clock Class: ((pupils pantomime six o’clock)) Teacher: one o'clock Class: ((pupils pantomime one o’clock)) Teacher: eleven o'clock Class: ((pupils pantomime eleven o’clock)) Teacher: ten o'clock Class: ((pupils pantomime ten o’clock)) Teacher: eight o'clock Class: ((pupils pantomime eight o’clock)) Teacher: okay very good sit down please Class: ((pupils sit down)) Teacher: sh okay we are playing a little game [2.1] GS 1 4a 030913 29 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 in pairs [let me have a look] [((counts the pupils))] Anna: wir sind gerade zweiundzwanzig Teacher: yes you are twenty-two so [you are a pair] [((points at a pair or says their names))] [pair pair pair pair pair oscar and paul peter and matt jakob and tim ehm lea and nelly anna and ehm and and lina and jakob and justin] okay? and you ask what's the time? [what's the time?] [((visualizes the time with the help of her arms again))] and the other has to guess the time. okay? (--) okay ready steady go. Class: ((13:08-16:10; pupils mumble and play the game in pairs; one pupil visualizes the time with the help of his or her arms and the other one guesses)) Teacher: ((rings a bell)) Class: ((pupils stop playing the game)) Teacher: very good that was difficult because yeah [okay] [((gets the big clock again and sets a time))] [what's the time?] ((the hands of the clock do not stay in their positions)) Class: ((pupils mumble)) [2.1] GS 1 4a 030913 30 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 Teacher: oh this clock is broken ((sets the hands of the clock again)) okay what's the time? antonia Antonia: it's half past nine. Teacher: (x) it's half past eight. Class: ((pupils repeat after the teacher)) it's half past eight. Teacher: < half past eight.> Class: < half past eight.> Teacher: < it's half past eight.> Class: < it's half past eight.> Teacher: < it's half past eight.> Class: < it's half past eight.> Pupil_x: häh es ist doch halb hä? Teacher: ((changes the time on the clock to half past ten)) peter? Peter: it's half past ten? Teacher: excellent it's half past ten. Class: ((pupils repeat after the teacher)) it's half past ten. Teacher: < it's half past ten.> Class: < it's half past ten.> Teacher: [frank < what's the time?> ] [((shows the clock to Frank))] Frank: < it's half past ten.> Teacher: good. ((changes the time to half past twelve)) what's the time? tabea Tabea: it's half past (--) twelve. Teacher: very good. it's half past twelve. Class: ((pupils repeat after the teacher)) it's half past twelve. Teacher: ((changes the time)) oscar? Oscar: it's half past four? Teacher: < it's half past four.> Class: < it's half past four.> Teacher: < it's (-) half past four.> Class: < it's (-) half past four.> Teacher: [((presses one finger against her nose))] [switch off] [2.1] GS 1 4a 030913 31 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 was fällt euch auf? einige waren gerade verwirrt. (1.0) warum waren einige gerade verwirrt? Class: ((some of the pupils raise their hands)) Teacher: matt Matt: ehm weil ehm halb vier aber es ist eigentlich bei uns in deutschland halb fünf. Teacher: ja das ist das- das ist- liegt daran dass es wir sagen halb fünf weil es noch nicht ganz fünf ist sondern erst halb fünf. aber die engländer sagen (--) NACH [es ist eine halbe stunde nach vier.] [((demonstrates what she is talking about with the help of the big clock))] past past heißt nach. half past four. also die sagen also wir sagen immer wie viel es noch bis zur nächsten stunde ist. die sagen wie viel schon von der stunde vergangen ist. half past four. Class: ((pupils repeat after the teacher)) half past four. Teacher: okay one more. ((changes the time)) tim? Tim: it's half past (-) six. Teacher: < it's half past six.> Class: < it's half past six.> Teacher: < it's half past six.> Class: < it's half past six.> Teacher: < it's half past six.> Class: < it's half past six.> Teacher: ((changes the time)) Class: hä? it's ehm it's Teacher: ((turns to the board and grabs some chalk)) [((writes ‘half past’ on the board))] Class: [((pupils mumble))] Teacher: okay half past and this is [2.1] GS 1 4a 030913 32 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 ((points at the time which she has set on the big clock)) elias? Elias: ehm doch nich Teacher: elias? Elias: it’s ehm ich kann das glaube ich nicht so gut aussprechen. it’s (-) past to nein < ja> quarter past oder wie auch immer. Teacher: it's quarter past Class: ((pupils repeat after the teacher)) it's quarter past six. Teacher: it's quarter past six. Class: ((pupils repeat after the teacher)) it's quarter past six. Teacher: < it's quarter past six.> Class: < it's quarter past six.> Teacher: < it's quarter past six.> Class: < it's quarter past six.> Teacher: [((changes the time))] [what's the time?] peter Peter: it's it's quarter past three. Teacher: it's quarter past THree. Class: ((pupils repeat after the teacher)) it's quarter past three. Teacher: THree Class: ((pupils repeat after the teacher)) three Teacher: < quarter past THree.> Class: ((pupils repeat after the teacher)) < quarter past three.> Teacher: [((changes the time))] Class: [((pupils keep repeating the word 'three'))] Teacher: [have a look] [((points at her mouth))] THree Class: ((pupils repeat after the teacher)) three Teacher: ((says it again)) THree Class: ((pupils repeat after the teacher)) three Teacher: okay Class: three three [2.1] GS 1 4a 030913 33 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 three Teacher: ((presents the big clock with a new time)) ehm matt Matt: it's quarter past (-) five. Teacher: it's quarter past five. Class: ((pupils repeat after the teacher)) it's quarter past five. Teacher: [henry what's the time?] [((shows the clock to Henry))] Henry: it's quarter past five. Teacher: [what's the time antonia?] [((shows the clock to Antonia))] Antonia: it's quarter past five. Teacher: [what's the time sophie?] [((shows the clock to Sophie))] Sophie: it's quarter past five. Teacher: [what's the time lina?] [((shows the clock to Lina))] Lina: it's quarter past < five> Teacher: [what's the time (-) jakob?] [((shows the clock to Jakob))] Jakob: it's quarter past five. Teacher: very good. and [((sets the clock))] Class: [((pupils mumble))] Pupil_x: it´s quarter four= Teacher: =sh if you want to say something you can raise your finger. okay? anna Anna: it's quarter past six. Teacher: ((writes ‘quarter past’ on the board)) it's not quarter past it's quarter? Class: ((some pupils say the answer out loud)) to to Teacher: matt? Matt: for? Teacher: no good idea but it's quarter? elias? Elias: to to seven? Teacher: [ja] [((writes ‘quarter to’ on the board))] it's quarter to seven. Class: ((pupils repeat after the teacher)) [2.1] GS 1 4a 030913 34 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 it's quarter to seven. Teacher: < it's quarter to seven.> Class: < it's quarter to seven.> Teacher: [marta what's the time?] [((shows the big clock to Marta))] Marta: it's quarter time Class: to Teacher: to Marta: it's quarter time seven. Teacher: quarter to seven. Class: ((pupils repeat after the teacher)) quarter to seven. Teacher: [ehm paul what's the time?] [((shows the clock to Paul))] Paul: it's quarter to seven. Teacher: [frank what's the time?] [((shows the clock to Frank))] Frank: it's quarter to seven. Teacher: < it's quarter to seven.> Class: < it's quarter to seven.> Pupil_y: das ist wie ein lied. Teacher: [yes we are doing a song.] [((changes the time))] okay last time. ((presents the big clock to the class)) tim. Tim: it's quarter to nine. Teacher: it's quarter to nine. Class: ((pupils repeat after the teacher)) it's quarter to nine. Teacher: okay. ((points at the writing on the board and lets the pupils read it out loud)) quarter past Class: ((pupils read)) quarter past Teacher: ((draws a matching clock on the board)) half past Class: ((pupils read)) half past Teacher: ((draws a matching clock on the board)) quarter to Class: ((pupils read)) quarter to Teacher: ((draws a matching clock on the board)) okay we listen to a song now. and you have to listen (--) to the song to the chant and listen what time what time is it in the song. [2.1] GS 1 4a 030913 35 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 okay? ((turns on the CD player)) ((some pupils already try to sing along as the song is played)) CD: pupils book. unit ten. three. it's eight o'clock. it's eight o'clock. hurry up hurry up. i'm coming. it's quarter past eight. it's quarter past eight. hurry up hurry up. i'm coming. it's half past eight. it's half past eight. hurry up hurry up. i'm coming. it's quarter to nine. it's quarter to nine. hurry up hurry up. i'm coming. it's nine o'clock. it's nine o'clock. good bye john. oh no she is gone. Class: ((pupils mumble)) Teacher: ((turns off the CD player)) okay what's the time? in the beginning when we start what's the time? Class: ((some pupils raise their hands)) Teacher: eh antonia. Antonia: eight o'clock. Teacher: very good. ((draws a matching clock on the board)) and then? matt? Matt: it's quarter past eight. Teacher: very good. ((draws a matching clock on the board)) next one? (1.0) oscar Oscar: ehm half past eight? [2.1] GS 1 4a 030913 36 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 Teacher: half past eight. Class: ((pupils repeat after the teacher)) half past eight. Teacher: ((draws a matching clock on the board)) yes and then it's? tim? Tim: it's quarter to eight. Pupil_x: nine it's quarter to nine. Tim: quarter to nine? Teacher: yes quarter to nine. [((draws a matching clock on the board))] [excellent] and in the end it's? anna? Anna: nine o'clock. Teacher: very good. ((draws a matching clock on the board)) okay ((grabs some worksheets with the lyrics on them)) i need two of you who can give out (--) the song. who is verteiler? Justin: ich Teacher: [justin and?] [((gives Justin some worksheets))] ((gives the other worksheets to Sandra)) Pupil_z: nein dann muss ich ja hausaufgaben machen. Teacher: no no it's not homework. it's not homework. Class: yeah ((25:35-26:21; pupils mumble while Justin and Sandra distribute the worksheets)) Teacher: okay sh be quiet we listen sh we listen to the song again and please try to sing to sing if you can. okay? ((turns on the CD player)) CD: pupils book. unit ten. [2.1] GS 1 4a 030913 37 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 three. CD, Teacher & Class: ((sing)) it's eight o'clock. it's eight o'clock. hurry up hurry up. i'm coming. it's quarter past eight. it's quarter past eight. hurry up hurry up. i'm coming. it's half past eight. it's half past eight. hurry up hurry up. i'm coming. it's quarter to nine. it's quarter to nine. hurry up hurry up. i'm coming. it's nine o'clock. it's nine o'clock. good bye john. oh no she is gone. Teacher: ((turns off the CD player)) okay now [YOU are group one.] [((points at the left side of the class))] you are the mum. the mother it's eight o'clock. it's eight o'clock. hurry up hurry up. [and YOU are the boy.] [((points at the right side of the class))] i'm coming. okay? and then we swap the roles. okay ((turns on the CD player again)) Group 1: ((sings)) it's eight o'clock. it's eight o'clock. hurry up hurry up. Group 2: ((sings)) [2.1] GS 1 4a 030913 38 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 i'm coming. Group 1: ((sings)) it's quarter past eight. it's quarter past eight. hurry up hurry up. Group 2: ((sings)) i'm coming. Group 1: ((sings)) it's half past eight. it's half past eight. hurry up hurry up. Group 2: ((sings)) i'm coming. Group 1: ((sings)) it's quarter to nine. it's quarter to nine. hurry up hurry up. Group 2: ((sings)) i'm coming. Group 1: ((sings)) it's nine o'clock. it's nine o'clock. good bye john. Group 2: ((sings)) oh no she is gone. Teacher: ((turns off the CD player)) okay and we swap the roles. you are the mum and you are the boy okay? Class: ((pupils scream in joy)) Teacher: and we are doing we are doing it in the playback version okay? ((turns on the CD player)) Group 2: ((sings)) it's eight o'clock. it's eight o'clock. hurry up hurry up. Group 1: ((sings)) < i'm coming.> Group 2: ((sings)) it's quarter past eight. it's quarter past eight. hurry up hurry up. Group 1: ((sings)) [2.1] GS 1 4a 030913 39 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 < i'm coming.> Group 2: ((sings)) it's half past eight. it's half past eight. hurry up hurry up. Group 1: ((sings)) < i'm coming.> Group 2: ((sings)) it's quarter to nine. it's quarter to nine. hurry up hurry up. Group 1: ((sings)) < i'm coming.> Group 2: ((sings)) it's nine o'clock. it's nine o'clock. < good bye john.> Group 1: ((sings)) oh no she is gone. Teacher: okay. ((turns off the CD player)) okay our time is up. please put this the chant into your orange folder. and i say goodbye everyone. Class: [((pupils put away their worksheets))] [good bye misses ] [and herr ] Teacher: mister [2.2] GS 1 4b 030913 40 Background Information Sheet GS 1 4b 030913 School type: primary school Class: 4th grade (4b) Date of recording: 03.09.2013 Length of recording: 44:40 minutes Number of pupils in class: 23 Number of pupils present during the lesson: 23 Topic of the lesson: The time Topic vocabulary o “What’s the time?” o “It’s ____ o’clock.” o Quarter past, half past, quarter to o Numbers: 1-12 o Animals: elephant, lion, dog, rabbit, monkey, cat Goals § The pupils can tell the time in English correctly. § The pupils understand the difference between telling the time in English and German. § The pupils can use the expressions ‘quarter to/past’ correctly. Textbook Playway 3 (Klett Verlag, 2007), Unit 10: Time Lesson overview - Warm-up song: “Old McDonald had a farm” - Small talk: Question and answer sequence – one pupil asks a question, the other answers. It starts with two pupils, until everyone in the class is involved in the activity. - Activity: “What’s the time?” The teacher sets a time on a big clock and the pupils say the time. - Game: “Who’s lying?” Two pupils tell the time on the clock that the teacher has set, but only one of them is correct. Another pupil in the front has to guess which time is the correct. - Practice of “What’s the time?” in groups of four. This time one pupil sets the clock, two pupils say the time (one correct and one incorrect) and one pupil has to guess it. - Listening comprehension task: “What’s the time?” (Activity Book, page 46) - Consolidation phase: The answers of the listening task are checked in class. - “What’s the time?”: Repetition of time expressions in class with a big clock. - Comparison of English vs. German time expressions (sequence conducted in German) - Final game: “Simon says” [2.2] GS 1 4b 030913 41 Interesting observations - Game-based practice of telling the time - Awareness raising of the difference between English and German time expressions - TPR activity “Simon says” Use of media - CD with the song: “Old McDonald has a farm” - Realia: a big red clock - Textbook: listening comprehension activity Personal notes [2.2] GS 1 4b 030913 42 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Teacher: alright stand up plea:se Class: ((pupils stand up)) Teacher: okay we start ((the school bell rings)) Teacher: ((turns on the CD player)) CD: ((a mooing sound)) Teacher & Class: ((sing)) old mcdonald has a farm i:a:i:a:o: and on his farm he has some cows i:a:i:a:o: with a moo moo here and a moo moo there here a moo there a moo everywhere a moo moo. old mcdonald has a farm i:a:i:a:o: Teacher: next animal? Class: dogs Teacher: very good CD: ((a barking sound)) Teacher & Class: ((sing)) old mcdonald has a farm i:a:i:a:o: and on his farm he has some dogs i:a:i:a:o: with a wuff wuff here and a wuff wuff there here a wuff there a wuff everywhere a wuff wuff. old mcdonald has a farm i:a:i:a:o: Teacher: next one? Class: oink oink Teacher: oink oink CD: ((a grunting sound)) Teacher & Class: ((sing)) old mcdonald has a farm i:a:i:a:o: and on his farm he has some pigs i:a:i:a:o: with an oink oink here and an oink oink there here an oink there an oink [2.2] GS 1 4b 030913 43 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 everywhere an oink oink. old mcdonald has a farm i:a:i:a:o: Teacher: next one? Class: ((pupils do not answer)) CD: ((a miaowing sound)) Teacher & Class: ((sing)) old mcdonald has a farm i:a:i:a:o: and on his farm he has some cats i:a:i:a:o: with a miaow miaow here and a miaow miaow there here a miaow there a miaow everywhere a miaow miaow. old mcdonald has a farm i:a:i:a:o: Teacher: chicks CD: ((a cackling sound)) Teacher & Class: ((sing)) old mcdonald has a farm i:a:i:a:o: and on his farm he has some chicks i:a:i:a:o: with a click click here and a click click there here a click there a click everywhere a click click. old mcdonald has a farm i:a:i:a:o: Pupil_x: turkeys? Teacher: yes last one the turkey. CD: ((a clucking sound)) Teacher & Class: ((sing)) old mcdonald has a farm i:a:i:a:o: and on his farm he has some turkeys i:a:i:a:o: with a gobble gobble here and a gobble gobble there here a gobble there a gobble everywhere a gobble gobble. old mcdonald has a farm i:a:i:a:o: [2.2] GS 1 4b 030913 44 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 Teacher: [((turns off the CD player))] Class: [((pupils sit down))] Teacher: alright < toni do you like (--) spaghetti?> Toni: < i like> Teacher: < yes i?> Toni: < yes i like> Teacher: < yes i [do]> Toni: [ < do> ] Teacher: [ < yes> ] [((gives Toni a card))] < emma what's the weather like today?> Emma: < ehm the weather li:ke> Teacher: < it's> Emma: < it's windy> Teacher: < it's windy yes> ((gives Emma a card)) ((everyone who is asked a question by the teacher gets a card and is supposed to ask someone else; the cards are then passed on)) Teacher: ((asks questions and hands out cards)) Class: ((pupils ask and answer questions and pass on the cards)) ((the activity is done silently)) ((3:48-6:23)) Teacher: ((rings a bell)) Class: ((pupils end the activity and sit down)) Teacher: ((collects cards and answers questions of those pupils who return their card)) Jonas: what's your telephone number? Teacher: oh it's ehm double nine two seven eight four double six one two. Nelly: how old are you? Teacher: i am thirty-five. Mila: do you like spaghetti? Teacher: oh yes i do. Mila: ehm have you got a sister? Teacher: oh yes i have. Mila: have you got a have you got a brother? Teacher: oh no i haven't. Jonas: what's the weather like today? Teacher: [oh it's cloudy and windy] [((takes a look out of the window))] a little windy. Valentine:(how) are you? Teacher: i'm fine thank you. Lucy: what's the weather like today? [2.2] GS 1 4b 030913 45 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 Teacher: oh it's cloudy and windy. Valentine:what's your name? Teacher: oh i'm misses . Valentine:do you like pizza? Teacher: yes i do. i like pizza. Nora: have you got a sister? Teacher: yes i have. Nora: what's your favourite number? Teacher: oh my favourite number is number nine. Toni: what's your name? Teacher: i'm misses . Vince: what's your name? Teacher: i'm misses . Marvin: how old are you? Teacher: i'm thirty-five. [((puts away the cards))] [thank you] okay what's what's the time? all together Class: what's the time? Teacher: < what's the time?> Class: < what's the time?> Teacher: ((gets a big red clock)) Class: ((pupils mumble)) uhrzeit yeah Teacher: < what's the time?> ((shows the big clock to the class)) Class: ((some pupils raise their hands)) Teacher: it's? emma? Emma: seven o'clock Teacher: oh very good. it's seven o'clock. Class: it's seven o'clock. Teacher: < it's seven o'clock.> Class: < it's seven o'clock.> Teacher: < it's seven o'clock.> Class: < it's seven o'clock.> Teacher: [((changes the time))] [what's the time?] (---) tim Tim: it's nine o'clock. Teacher: very good it's nine o'clock. Class: it's nine o'clock. Teacher: < it's nine o'clock.> Class: < it's nine o'clock.> [2.2] GS 1 4b 030913 46 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 Teacher: < it's nine o'clock.> Class: < it's nine o'clock.> Teacher: ((changes the time)) what's the time? carl Carl: twelve o'clock? Teacher: mhm ((writes 'it's ... o'clock.' on the board, leaving a blank space for the time)) it's twelve o'clock. Class: it's twelve o'clock. Teacher: < it's twelve o'clock.> Class: < it's twelve o'clock.> Teacher: < it's twelve o'clock.> Class: < it's twelve o'clock.> Teacher: ((changes the time)) ehm mia Mia: it's two o'clock. Teacher: it's two o'clock. Class: it's two o'clock. Teacher: < it's two o'clock.> Class: < it's two o'clock.> Teacher: < it's two o'clock.> Class: < it's two o'clock.> Teacher: [what's the] [((changes the time))] [i think it's broken] [((adjusts the time again because the hands of the clock got stuck))] mh (--) what's the time emma? Emma: it's (---) four o'clock. Teacher: it's four o'clock. Class: it's four o'clock. Teacher: [((changes the time))] [what's the time lucy?] Lucy: ehm it's se- it's six o'clock. Teacher: it's six o'clock. Class: it's six o'clock. Teacher: [((changes the time))] [sophie what's the time?] Sophie: äh (---) it's eight o'clock. Teacher: it's eight o'clock. Class: it's eight o'clock. Teacher: okay we are playing a game. i need (---) one from our class here in the front and we are playing a game. Class: ((pupils mumble)) Pupil_x: oh oh Pupil_y: ich nich [2.2] GS 1 4b 030913 47 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 ((some pupils raise their hands)) Teacher: vince? okay can you come to the board please? Vince: ((stands up and walks to the front)) Teacher: okay you (--) [look in this direction] [((turns him towards the class))] okay? and i ((adjusts the time on the big clock)) we have got a time here. ((shows the big clock to the class)) okay and then jonas you for example say it's two o'clock. and mila you say (--) it's nine o'clock. and vince (-) has to guess who is right. Class: ((pupils giggle and mumble)) Pupil_x: cool Pupil_y: cool Teacher: okay? two kids are saying something and you have vince you have to guess who is lying. who is the liar okay? ((sets a time and shows the big clock to the class)) Pupil_x: oh wie gemein Teacher: okay amelie Amelie: it's six o'clock. Teacher: valentine Valentine:it's ten o'clock. Teacher: what time is it? ((to Vince)) Vince: it's ten o'clock? Class: ((pupils cheer and applaud)) Teacher: one point for vince. can you pick the next one please? Vince: ((picks Carl)) ((Carl comes to the front)) Teacher: ((sets a time and shows the big clock to the class)) Emma: it's nine o'clock. Carl: amelie Amelie: it's one o'clock. Carl: [((points at Emma))] [was] hast du noch mal gesagt? Emma: it's nine o'clock. Carl: amelie? [2.2] GS 1 4b 030913 48 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 Amelie: it's one o'clock Chris: it's one o'clock. Teacher: right? Class: yes Teacher: one point for you carl. pick the next one. Class: ((pupils cheer and applaud)) Carl: emma ((Emma comes to the front)) Teacher: okay? ((sets a time and shows the big clock to the class)) Emma: sophie Sophie: it's five o'clock. Emma: linda Linda: it's seven o'clock. Emma: ehm (---) is it five o'clock? Teacher & Class: no: Teacher: okay one more time. one more time emma. no point for emma. ((sets a time and shows the big clock to the class)) okay next one Emma: jonas Jonas: it's seven it's seven o'clock. Emma: lucy Lucy: it's nine o'clock. Emma: it's seven o'clock? Teacher & Class: no: Teacher: okay next one. ((sets a time)) [((Emma is about to sit down))] [emma no no no no no point for you you stay here.] Class: ((pupils laugh)) Teacher: ((shows the big clock to the class)) okay next one Emma: marvin Marvin: it's two o'clock. Emma: leon Leon: it's nine o'clock. Teacher: uh Pupil_x: hä? Teacher: oh yeah [2.2] GS 1 4b 030913 49 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 two o'clock or nine o'clock? Emma: is it (---) two o'clock? Teacher & Class: ((pupils cheer and applaud)) Teacher: okay we are playing (-) in groups (-) of three. okay? wait wait wait what psht wait one two three oh wait one two three four we are twenty-three no we are playing in groups of four. okay? [one two three four] [((points at the members of group 1))] psh: [one two three four] [((points at the members of group 2))] yes vince [one two three four] [((points at the members of group 3))] [one two (-) three four] [((points at the members of group 4))] [one two (-) three four] [((points at the members of group 5))] [one two three (-) four] [((points at the members of group 6, including herself))] Class: ((pupils mumble)) Teacher: okay ehm emma lucy mia and carl can you come to the front? [no please sit down] [((talks to the rest of the class))] ((Emma, Lucy, Mia and Carl come to the front)) Teacher: there is one one is guessing the time lucy you (-) are guessing the time okay? mia yous- you stand behind lucy okay? ((gives Mia a clock)) [and you have to say the time okay?] [((refers to the other two pupils, [2.2] GS 1 4b 030913 50 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 positions them in front of the two girls, so that they can look at each other))] Mia: ((sets a time and shows the clock to the two who are supposed to tell the time)) Teacher: carl? ((wants him to start)) Carl: it's one o'clock. Emma: it's three o'clock. Lucy: hm: it's three? Teacher: [yes] Class: [((pupils cheer and applaud))] Teacher: and you count your points okay? lucy has got one point [and then lucy you go there] [((leads her to one of the time tellers’ positions))] [mia you] [((takes the clock from her))] it's your turn now. ((Mia takes Lucy’s former position)) and carl you go behind mia. ((gives him the clock)) okay? ((to the class)) [alright?] [((puts up her thumb))] Class: yes Teacher: then please get a clock here all groups please [get a clock] [((waves with a clock))] okay? Class: ((one pupil of each group comes to the front to get a clock)) ((all groups scatter throughout the classroom and start the game)) ((the teacher reminds the pupils at one point to speak English)) ((15:29-20:40)) Teacher: ((rings a bell)) Class: ((pupils slowly stop playing the game and sit down)) Teacher: ((waits for the groups to return their clocks)) okay i need two more clocks. matt (-) can you bring it to me please? ((Matt brings the clock of his group to the front)) psh: okay be quiet please. no close your books. you don't need the activity book now [2.2] GS 1 4b 030913 51 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 later okay? Class: ((pupils mumble)) Teacher: okay ehm (-) all together what's the time? Class: what's the time? Teacher: < what's the time?> Class: < what's the time?> Teacher: what's the time emma? ((shows a clock to Emma)) Emma: it's twelve o'clock. Teacher: okay [now you ask lucy < what's the time?> ] [((passes the clock to her))] Emma: what's the time? ((to Lucy)) Lucy: du musst zeigen ((tells Emma to show the clock to her)) Teacher: you show lucy yes Emma: [what's the time?] [((shows the clock to Lucy))] Lucy: it's twelve ((Emma passes the clock to her)) Teacher: twelve? Lucy: o'[clock] Teacher: [o'clock] yes. Lucy: [what's the time?] ((to Carl)) [((shows the clock to him))] Carl: ehm it's twelve ((Lucy passes the clock to him)) Teacher: ((hands out more clocks to start a couple of conversations at the same time)) Class: ((pupils ask each other for the time and pass the clocks around)) Teacher: [((coordinates the activity))] [no no no do not change the time please] ((22:16-24:53)) ((all the clocks end up in the front row where the teacher collects them one by one, answering the pupils’ questions for the time)) Teacher: [okay] [((puts some of the clocks away))] please open psh: please open your activity book on page i think it's forty-five. have a look. Class: [((pupils open their activity books))] Teacher: [forty-five?] [2.2] GS 1 4b 030913 52 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 oh no forty-six forty-six ((the page shows different animals with clocks that have no times yet; these are part of a listening track on the CD)) ((the teacher puts the rest of the clocks away)) okay who: hasn't got an activity book? Class: ((pupils without an activity book raise their hands)) Teacher: marvin and nelly? where's your activity book? ((Marvin and Nelly do not react)) Jonas: marvin zu hause zu hause oder? Teacher: okay then i will make one copy for you. okay? Pupil_x: kann marvin nicht bei mir mit reingucken? Teacher: heh? Pupil_x: kann marvin nicht bei mir mit reingucken? Teacher: no he has to do [something in the activity book. [((takes Chris’ activity book))] [((leaves the room with the book to make some copies))] [forty-six] [wait one minute please] ((26:06-27:14)) Teacher: ((returns to the classroom)) thank you chris ((hands out the copies to the pupils who do not have an activity book)) alright ((prepares the CD player)) okay are you ready? Pupils: ja yes steady go: Teacher: no i'm not that quick Class: ((pupils laugh)) Teacher: ((turns on the CD player)) CD: one excuse me elephant what's the time? it's nine o'clock. thank you elephant. two [2.2] GS 1 4b 030913 53 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 excuse me lion what's the time? ((roaring)) it's one o'clock. thank you lion. three excuse me dog what's the time? ((barking)) it's seven o'clock. thank you. four excuse me rabbit what's the time? ((sound of a rabbit eating)) it's three o'clock. thank you. five Class: was? ((German [vaz])) ((some pupils didn’t understand what was said)) Teacher: we listen again. ((CD continues)) CD: excuse me monkey what's the time? ((monkey sound)) it's five o'clock. thank you monkey. six excuse me cat ((miaowing)) what's the time? it's eight o'clock. thank you. Teacher: ((presses repeat)) CD: one excuse me elephant what's the time? it's nine o'clock. thank you elephant. two excuse me lion what's the time? ((roaring)) it's one o'clock. thank you lion. three excuse me dog what's the time? ((barking)) it's seven o'clock. [2.2] GS 1 4b 030913 54 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 thank you. four excuse me rabbit what's the time? ((sound of a rabbit eating)) it's three o'clock. thank you. five excuse me monkey what's the time? ((monkey sound)) it's five o'clock. thank you monkey. six excuse me cat what's the time? ((miaowing)) it's eight o'clock. thank you. Teacher: ((turns off the CD player)) do you need that one more time? Class: no= Teacher: =okay what's the time on the elephant's clock? watch it's a watch. amelie Amelie: neun o'clock. Teacher: sorry? can you say it again? Amelie: nine o'clock. Teacher: yes okay [((completes another clock drawing on the board to visualize the time that the animal has said))] [all together] nine o'clock Class: nine o'clock Teacher: what's the time on the lion's watch? mats Mats: one o'clock. Teacher: are you sure? Mats: yes Teacher: okay [((completes another clock drawing on the board))] [all together] one o'clock Class: one o'clock Teacher: okay [2.2] GS 1 4b 030913 55 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 what's the time is it a dog? Class: yes Teacher: oh yes it's a dog on the dog's watch? linda Linda: seven o'clock Teacher: are you sure? Linda: yes Teacher: yes? okay [((completes another clock drawing on the board))] [it's seven o'clock.] Class: it's seven o'clock. Teacher: what's the time on the rabbit's watch? leon Leon: it's (--) three o'clock. Teacher: it's three o'clock. [((completes another clock drawing on the board))] Class: [it's three o'clock.] Teacher: what's the time on the monkey's watch? jonas Jonas: it's three o'clock. Teacher: on the monkey's watch? have a look on the monkey['s?] Jonas: [it]'s five o'clock. Teacher: okay it's five o'clock. [((completes another clock drawing on the board))] Class: [it's five o'clock.] Teacher: and the last one. what's the time on the cat's watch? ehm maria Maria: it's eight o'clock. Teacher: it's eight o'clock. [((completes another clock drawing on the board))] Class: [it's eight o'clock.] Teacher: okay very good ehm please close your books. and i think we can (---) go on because you are very good. Class: ((pupils mumble)) können wir ein game spielen? Teacher: no it's not a game. [2.2] GS 1 4b 030913 56 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 Class: oh: Teacher: simon in the last five minutes okay? Class: [yeah simon says] Teacher: [((gets the big clock))] [yes but in the last five minutes not now] okay ((presents the big clock to the class)) what's (-) the time? Pupil_x: oh man das steht im buch drin. Teacher: yes but you have closed your books. valentine? Valentine:it's half past five? Teacher: it's half past four. Class: it's half past four. Teacher: < it's half past four.> Class: < it's half past four.> Teacher: < it's half past four.> Class: < it's half past four.> Teacher: [((changes the time))] [what's the time?] Class: ((some pupils complain about not being able to see the clock)) wir sehen nichts Teacher: oh sorry eh lucy? Lucy: it's half past se- pas- half past seven. Teacher: amelie? Amelie: it's half pa(st) six. Teacher: it's half past six. Class: it's half past six. Teacher: < it's half past six.> Class: < it's half past six.> Teacher: what's the time tim? Tim: ((does not answer)) Teacher: listen please it's half past six. Class: it's half past six. Teacher: < it's half past six.> Class: < it's half past six.> Teacher: [((changes the time))] [it's a little bit broken.] ((talks about the clock)) what's the time? ehm chris Chris: it's half past eight. Teacher: very good it's half past eight. Class: it's half past eight. Teacher: all the boys < it's half past eight.> [2.2] GS 1 4b 030913 57 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 Boys: < it's half past eight.> Teacher: and the girls < it's half past eight.> Girls: < it's half past eight.> Teacher: excellent okay ((changes the time)) sophie Sophie: it's half past ten? Teacher: very good it's half past ten. Class: it's half past ten. Teacher: < it's half past ten.> Class: < it's half past ten.> Teacher: ((changes the time)) matt Matt: it's half past two. Teacher: excellent it's half past two. Class: it's half past two. Teacher: [((presses her nose))] [switch off] was fällt euch auf bei den ehm (--) deutschen zeiten verglichen mit den englischen zeiten? [habt ihr jetzt super hingekriegt.] [((puts up her thumb))] mia Mia: ehm bei den ehm deutschen ist das immer wenn ehm also das halbe ist davor. so Teacher: wir sagen es ist halb (-) drei. und auf (.) im englischen wie ist es da? Emma: das ist wie halb zehn. Teacher: valentine? Valentine:die sagen es ist eine halbe stunde nach zwei. Teacher: genau die sagen sozusagen wo der zeiger nach ist. es ist eine HALBE stunde nach zwei sagen die engländer. deswegen (kriegt) man da ein bisschen einen tüdel. habt ihr aber super hingekriegt. okay some more two more minutes. ((changes the time)) melvin [2.2] GS 1 4b 030913 58 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 Melvin: it's half past eh five. Teacher: it's half past five. Class: it's half past five. Teacher: and now we are getting more difficult. ((changes the time and presents it to the class)) oh no tim? Tim: it's half past eight? Teacher: oh no it's not half past [half past is] [((adjusts the hands of the clock so it shows half past))] maria? Maria: it's quarter to seven. Teacher: it's not quarter [quarter to is] [((adjusts the hands of the clock so it shows quarter to))] that quarter to ((adjusts the hands of the clock so that it shows quarter past again)) emma? Emma: quarter for seven o'clock. Teacher: okay listen ((sets the clock to half past seven)) half PAST seven Class: half past Teacher: half past seven. Class: half past seven. Teacher: ((sets the clock to quarter past seven)) mia? Mia: ((shakes her head)) Teacher: melvin? Melvin: half seven? Teacher: no [half is here] [((points at half past))] but this mia? Mia: quarter past seven? Teacher: yeah < it's quarter past seven.> Class: it's quarter past seven. Teacher: < it's quarter past seven.> Class: < it's quarter past seven.> Teacher: ((changes the time)) Pupil_x: hä? Teacher: [((takes a look at the clock and [2.2] GS 1 4b 030913 59 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 adjusts the hands of the clock again))] [sorry it's a little bit broken this (--) clock.] sorry chris Chris: no Teacher: mila? Mila: ehm it's quarter past (--) ten. Teacher: very good it's quarter past ten. Class: it's quarter past ten. Teacher: < it's quarter past ten.> Class: < it's quarter past ten.> Teacher: < okay> please put away your english ehm activity book your folder into your school bag or into your file boxes and stand up please. Class: ((pupils put away their things and scream in joy)) yeah simon says simon says simon says Marvin: hast du einen locher? ((to the teacher)) Teacher: what's locher in english mister ? Researcher:ehm (--) a hole puncher. Teacher: hole puncher? Marvin: ((punches two holes in his worksheet to put it in a file)) Teacher: can i have the hole puncher please? ((to Marvin)) for the next time. Class: ((most of the pupils have put away all their things and wait for the game to start)) Teacher: psh: toni and chris okay ((starts the game)) simon says be quiet. simon says clap your hands. simon says touch your nose. simon says bend your knees. stamp your feet. ((one pupil moves and is out of the game)) okay matt you watch the others okay? simon says turn around. [2.2] GS 1 4b 030913 60 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 simon says check your watch. simon says clap your hands. clap your hands. ((two pupils move and are out of the game)) simon says touch your ears. simon says bend your knees. simon says snap your fingers. simon says say hello to toni. Class: hello toni Teacher: simon says shake your fingers. clap your hands. simon says shake your fingers. simon says clap your hands. touch your hair. ((one pupil moves and is out of the game)) simon says sh simon says turn around. simon says snap your fingers. snap your fingers. ((one pupil moves and is out of the game)) yes. Class: ((pupils mumble)) Teacher: psh hey mats no t- stop talking please. ehm shake your fingers. touch your nose. ((one pupil moves and is out of the game)) clap your hands. simon says clap your hands. turn around. ((some pupils move and are out of the game)) okay maybe i can manage that. okay touch your ears. simon says clap your hands. bend your knees. simon says clap your hands. simon says turn around. simon says touch your nose. simon says < say hello to amelie> Class: hello amelie. Teacher: simon says say hello to matt. Class: hello matt Teacher: say hello to leon. Class: hello leon ((some pupils move and are out of the game)) Teacher: simon says bend your knees. simon says snap your fingers. simon says touch your toes. [2.2] GS 1 4b 030913 61 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 simon says have a glass of milk. check your watch. very good. simon says clap your hands. stamp your feet. ((one pupil moves and is out of the game)) okay one two three four five six seven eight okay ehm touch your nose. simon says touch your nose. simon says turn around. simon says bend your knees. simon says dance. simon says stop dancing. simon says be quiet. simon says snap your fingers. simon says snap your fingers. simon says snap your fingers. snap your fingers. Class: ((pupils mumble)) Teacher: psh no that's okay. simon says bend your knees. turn around ((one pupil turns around and is out of the game)) psh simon says snap your fingers. simon says turn around. oh simon says jump. simon says jump. simon says jump. jump snap your fingers. ((one pupil moves and is out of the game; pupils start to discuss about it)) then you have to sit down. sorry carl okay one two three psh check matt (--) stop talking. check your watch. simon says clap your hands. ((pupils complain)) no don't do that okay ehm clap your hands. no don't do that [2.2] GS 1 4b 030913 62 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 simon says bend your knees. jump simon says check your watch. simon says touch your nose. simon says touch your hair. simon says turn around. jump ehm simon says be quiet. Class: ((pupils mumble)) Teacher: psh ehm all ehm all the others please be quiet. ehm simon says say hello to the class. Class: hello class Teacher: simon says bend your knees. check your watch. oh no turn around. jump touch your nose. ((one pupil moves and is out of the game)) Emma: wer steht noch? Teacher: tim and you. okay touch your hair. simon says jump. simon says check your watch. simon says snap your fingers. simon says stamp your feet. shake your fingers. i give up. ehm go outside and have a break. ((Emma, one of the last two pupils standing, runs out for the break)) Class: ((pupils laugh and scream)) emma ((Tim wins the game)) Teacher: okay simon says go outside and have a break. [2.2] GS 1 4b 030913 63 [2.3] GS 1 4a 011013 64 Background Information Sheet GS 1 4a 011013 School type: primary school Class: 4th grade (4a) Date of recording: 01.10.2013 Length of recording: 39:09 minutes Number of pupils in class: 22 Number of pupils present during the lesson: 22 Topic of the lesson: The time Topic vocabulary o “What’s the time?” o “It’s ____ o’clock.” o “At ____ o’clock.” o Quarter past, half past, quarter to o Numbers: 1-12 o Activities: get up, have breakfast, go to school, go home, go to bed Goals § The pupils can talk about their daily routine (Tagesablauf). § The pupils can understand the time phrases and tell the time in combination with a specific activity they do. Textbook Playway 3 (Klett Verlag, 2007), Unit 10: Time Lesson overview - Warm-up chant: “It’s eight o’clock” It is sung in various pupil constellations. - Small talk: Question and answers sequence – one pupil asks a question, the other answers. It starts with two pupils until everyone in the class is involved. In the end, the question cards are returned to the teacher. - TPR activity I: Tell & show the time Each pupil has got a clock and has to set the time according to what the teacher announces. Points are given to the right side or left side tables if all pupils at these tables have set the time correctly. - Vocabulary introduction and revision (with word cards) Activity phrases including time expressions are introduced and then repeated (“get up”, “have breakfast”, “go to school”, “go home”, “go to bed”, “at one/two/three … o’clock”). - TPR activity II: Tell & perform The teacher names an activity and pupils perform movements to pantomime the activity. - Practice phase: The pupils utter one sentence about their daily routine, combining activity and time (“I get up at seven o’clock”; “I come home at one o’clock”). [2.3] GS 1 4a 011013 65 - Worksheet: The pupils arrange the pictures on the sheet in the correct order and then write five sentences about their daily routine. The sheet is glued into their treasure books, which is a kind of English folder in which pupils collect all kinds of texts produced in class. Interesting observations - Affective side of games: There is a discussion about winning and bragging among some pupils at the end of the first TPR activity. - Language production: Controlled practice of simple utterances which describe the daily routine of the pupils. - Vocabulary introduction and repetition: Activity and time phrases - A sequence conducted in German in which the task on the worksheet is explained. - TPR activity to practice activities of the day. Use of media - CD with the chant: “It’s eight o’clock” - Realia: small red clocks, a big clock - Blackboard (with chunks for language practice) - Worksheet (to write simple sentences about one’s daily routine) Personal notes [2.3] GS 1 4a 011013 66 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Class: good morning misses . Teacher: okay today [you need] Melissa: [und herr ] Teacher: yes Researcher:morning Class: ((pupils mumble)) Teacher: today you need your treasure book [and] Pupil_x: [hab ich] Teacher: a:nd (--) your pencil case Class: ((some pupils confirm the teacher’s request)) hab ich Teacher: and that's it. that's it. Pupil_y: hab ich Teacher: and i need one two Class: ((most of the pupils are very noisy)) Teacher: < tabea> and i need one to give out (---) the clocks Elias: ye:s Teacher: everyone gets one clock. who can do it? (---) who can do it? who can give out (-) the clocks? nelly? do you need help? [do you need help?] [((Nelly comes to the front))] [you need someone?] [((gives Nelly a box filled with clocks))] Nelly: [yes] ((starts handing out the clocks)) Teacher: you can choose one okay? ((to Nelly)) ((walks to the door)) Oscar: und du gehst woanders hin? ((to the teacher)) Teacher: hm? Nelly: zu zweit? Teacher: no one clock for everybody ((to Nelly)) just one ((leaves the room)) Nelly: ((continues distributing the clocks)) Class: ((pupils mumble)) ((00:57-01:32)) Elias: hä braucht jeder eine uhr? ((takes one clock out of the box)) Nelly: ((finishes distributing the clocks and returns to her seat)) [2.3] GS 1 4a 011013 67 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 ((01:36-02:53)) Anna: ((laughs and looks at the camera)) ich hab nichts gesagt. ((02:59-03:32)) Teacher: ((enters the room again)) okay plea:se (--) put down the clocks. put it on the table please. thank you and we start (x) elias? henry? justin please put your clock down. oscar (--) please put your clock down. linus < okay> we start < with a chant> it's eight o'clock it's eight o'clock then we do the small talk and then you learn a few new words okay? and we talk about your day. okay stand up please. [((turns on the CD player))] Class: [((pupils stand up to perform along with the CD))] ((the teacher positions herself in front of the class, holding a big clock to set the time according to the chant)) it's eight o'clock it's eight o'clock. hurry up hurry up i'm coming. it's quarter past eight. it's quarter past eight. hurry up hurry up. i'm coming. it's half past eight it's half past eight. hurry up hurry up. i'm coming. it's quarter to nine it's quarter to nine. hurry up hurry up. i'm coming. [2.3] GS 1 4a 011013 68 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 it's nine o'clock it's nine o'clock. goodbye john. oh no she's gone. Teacher: one more time (-) please. Oscar: oh ja wieder mit dem auslassen. Teacher: oh you want to do it group one group two? Class: yes Teacher: okay who wants to be group one? ((some pupils raise their hands)) oh that's not enough. group one mum the mum. who wants to be the mum? Elias: we are the mum. Oscar: ehm hier Elias: nee der tisch Pupil_x: hier der tisch Pupil_y: hier ((several pupils say ‘here’)) Teacher: okay raise your finger if you want to be the mum. it's eight o'clock it's eight o'clock. okay one two three four five six seven eight nine ten eleven twelve (--) thirteen. ((points at the pupils while counting)) and the others you are john okay? Jakob: yes Class: [yes] Teacher: [okay] okay are you ready? okay Class: yeah Teacher: alright ((turns on the CD player)) ((positions herself in front of the class, holding a big clock to set the time according to the chant)) Group 1: it's eight o'clock it's eight o'clock. hurry up hurry up. Group 2: i'm coming. Group 1: it's quarter past eight [2.3] GS 1 4a 011013 69 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 it's quarter past eight. hurry up hurry up. Group 2: i'm coming. Group 1: it's half past eight it's half past eight. hurry up hurry up. Group 2: i'm coming. Group 1: it's quarter to nine it's quarter to nine. hurry up hurry up. Group 2: i'm coming. Group 1: it's nine o'clock it's nine o'clock. goodbye john. Group 2: oh no she's gone. Teacher: very goo:d. ((turns off the CD player)) Jakob: matt macht immer das (wo) was er nicht soll. Teacher: okay sit down (x). now you can put down your clock please. frank put it down now. < okay> ((starts the small talk)) ((07:06)) < how are you?> ((to Sandra)) Sandra: i'm fine. Teacher: < okay> ((gives her a card)) < what's your name?> ((to Henry)) Henry: henry ((the teacher gives him a card)) Teacher: < do you like spaghetti?> ((to Tim)) Tim: yes i do. ((the teacher gives him a card)) Teacher: have you got a sister? ((to Elias)) Elias: yes i do. Teacher: yes i? Marta: have Elias: have Teacher: < have okay> ((gives him a card)) Elias: ((gets up from his chair)) Teacher: ((to Anna)) < what's the weather like today?> Anna: it's sunny and cloudy. ((the teacher gives her a card)) [2.3] GS 1 4a 011013 70 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 what's the weather? ((to Tabea)) Tabea: it's sunny. ((takes the card from Anna)) what's the weather like? ((to Marta)) Marta: sunny Anna: ((stands up to take a look out of the window)) < and cloudy> Marta: and cloudy ((gets up to walk around in class and ask someone else)) Class: ((pupils walk around in class and ask each other questions)) Antonia: what's your name? ((to Melissa)) Melissa: my name is melissa. ((Antonia gives her the card)) Lea: ((to Melissa)) what's your favourite colour? ((08:48)) Peter: do you like a pizza? ((to the researcher)) Researcher:yes i do. Matt: who are you? Researcher:h- how are you? Matt: ja Researcher:i'm fine thank you. Matt: jetzt frag mich zurück. Researcher:ehm do you like ehm spaghetti? Matt: yes i like. Frank: kannst du mich auch was fragen? Researcher:mhm how are you? Frank: i'm frank äh i’[m] Researcher: [no] HOW are you? Frank: it's nine Researcher:you're fine? Frank: ((nods and walks off)) ((08:21-09:39)) Jakob: do you like pizza? ((to the researcher)) Researcher:yes i do. do you like ehm hotdogs. Jakob: yes i do. Peter: what's the telephone number? Researcher:my telephone number is one four one nine one three seven two four one six. Peter: ah ((walks off)) Researcher:what is your telephone number? [2.3] GS 1 4a 011013 71 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 ((to Anna)) Anna: ehm one five one six three nine two four one four one ((turns around)) ((10:15-10:40)) Teacher: ((rings a bell)) Class: ((pupils who have a card come to the front to give it back to the teacher)) Elias: how old are you? ((to the researcher)) Researcher:i'm thirty-five. (6.0) how old are you? ((to Anna)) Anna: i'm nine (--) years old. how old are you? ((to Tabea)) Tabea: nine ((walks off)) Marta: how are you? ((to the teacher)) Teacher: i'm fine thank you. ((collects the card)) Marta: ehm have you got a sister? Teacher: yes i have. ((collects the card)) Tabea: how old are you? ((to the teacher)) Teacher: i'm thirty-five. ((collects the card)) Justin: what's your telephone number? ((to the teacher)) Teacher: one one one five nine four seven one four one five. ((collects the card)) Frank: do you like fish? ((to the teacher)) Teacher: yes i do. ((collects the card)) Frank: do you like spaghetti? ((to the teacher)) Teacher: yes i do. ((collects the card)) Frank: what's your favourite name? ((to the teacher)) Teacher: oh i haven't got a favourite name. ((collects the card)) Frank: have you got a brother? ((to the teacher)) Teacher: no i haven't. ((collects the card)) Frank: what is your name? ((to the teacher)) Teacher: ((laughs)) i'm misses . ((collects the card)) Frank: ho- how ehm a- are you? Teacher: how are you? [2.3] GS 1 4a 011013 72 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 Frank: ((nods)) Teacher: i'm fine thank you. ((collects the card)) Frank: ((sits down on his seat)) Teacher: okay Class: ((pupils mumble)) Teacher: one two three look at me. Class: one two look at you. Teacher: okay you've got your clock and i tell i tell you a time and you (--) show it (-) at your clock. okay? it's:: nine o'clock. and then hold it (--) that i can see it. it's nine o'clock. it's nine o'clock. Class: ((the pupils quickly set their clocks and show them to the teacher)) Teacher: okay one point for this table. ((points at the table who finished first)) Oscar: (ich war aber der erste) Teacher: no you know i look for all the clocks. Oscar: bo:h ich war aber der erste. Teacher: yes i know Oscar but i look for it's half past ten. Jakob: half past ten. Oscar: uh: ((lifts up his clock)) Teacher: < half past ten.> Tabea: los melissa. Elias: anna du hast das auch. Anna: nein hab ich nicht. ((checks the time on her clock)) Teacher: < half past ten> Elias: half past ten Lea: ja: zeig mal Elias: ((shows his clock to Lea)) Teacher: okay one point. ((points at the table who finished first)) henry have a look what's the time on your clock? [2.3] GS 1 4a 011013 73 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 it's Henry: achso ((checks the time on his clock and adjusts it)) Teacher: okay okay next time. it's twelve o'clock. Class: ((pupils quickly set their clocks to twelve and show them to the teacher)) Teacher: one point for every table. ((some pupils protest loudly)) Oscar: zwei zu eins. Teacher: < it's quarter past four.> < quarter past four.> Paul: dupdidupdidipdup. ((holds up his clock)) Teacher: psht Justin: < anna?> ((shows his clock to Anna)) Henry: nein viertel nach Justin: ((adjusts the time on his clock)) Jakob: wir waren schneller hä wir sind doch alle fertig Teacher: yes i have to= =i have to check. okay? so it's one point for this table. ((points at the tables on the wall side)) ((the pupils at those tables cheer)) Oscar: drei zu zwei. Teacher: yes it's good marta. it's right. < it's: quarter to six.> Oscar: quarter to si:x Paul: dupdupdup ((holds up his clock)) Teacher: sh: Tabea: los marta los. Jakob: nelly Teacher: it's quarter TO six. so it's one point here. ((points at the group table on the window side)) Anna: yeah Oscar: drei drei Teacher: eh Oscar < i:t's (---) quarter past eight> Anna: quarter past eight. ((turns her clock and holds it up)) Henry: eight ((to Justin)) Jakob: lina lina [2.3] GS 1 4a 011013 74 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 ja Teacher: no one point here and here. ((points at two tables)) Tim: hä? die waren erster. Jakob: tabea dreht noch. Teacher: o:h sorry i didn't see that. Anna: oh nein Teacher: quarter past eight. yes correct very good ((to Tabea)) one point here. ((points at the group table on the wall side)) Oscar: vier zu drei Teacher: sh: next time it's it's not is it not working the clock? is it not working tabea? Tabea: nein der geht nur hier nicht zu drehen. Teacher: okay that's not good. ((swaps clocks with Tabea)) is it better? Tabea: ja Teacher: yes okay ehm it's: (---) half past nine. Anna: halb zehn ((holds up her clock)) Teacher: half past nine paul? it's half past nine. Paul: achso. ((adjusts the time on his clock)) Teacher: now it's correct. Jakob: komm sandra Frank: sandra ist richtig los Teacher: let me see here it's correct. ((points at the window side)) but here ((points at the wall side)) it was half past eight. so one point here. ((points at the window side)) [2.3] GS 1 4a 011013 75 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 Jakob: hä? aber paul hatte doch auch falsch. Teacher: yes but but lina had half past eight and he corrected it. (---) last time the last time it's (--) ten minutes past eleven. uh: ten minutes past eleven. Paul: dupdidup Elias: guck so so ((shows the clock to his neighbours)) Teacher: ten minutes PAST eleven. Linus: zehn minuten nach elf. Teacher: past past eleven matt. Justin: was ist past? Elias: so Anna: nein so zehn minuten nach elf. Elias: so: so: Melissa: zehn minuten nach eleven. Jakob: ja ja Teacher: ten past Jakob: wir sind fertig. Anna: ist richti:g Jakob: lina oh lina Elias: lea das ist falsch. Teacher: no show me Jakob: lina zehn nach elf. Teacher: oh no the blue one is for the minutes. Oscar: [ja] Teacher: [and the] other one is for the hours. Oscar: wir sind fertig misses Teacher: yes the blue one is the minutes and the it was fine yes but past eleven not past twelve. past eleven Jakob: wir sind schon fertig. Teacher: yes i know. Paul: wie viel es steht? Oscar: fünf vier für uns. Jakob: wir haben glaub ich jetzt gewonnen. Teacher: yes one point for you. [2.3] GS 1 4a 011013 76 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 ((points to the wall side tables)) Linus: yes Teacher: please put away the clocks. on the table please. Paul: wie viel steht es oscar? Oscar: wir haben fünf vier gewonnen. Anna: na und? wirklich kein grund so anzugeben. Teacher: no that's fine. Anna: ihr angeber. angeber angeber. Matt: anna du kannst doch nur nicht verlieren ne? Teacher: no that's okay. it's just a game. Oscar: das ist angeben? was verstehst du von angeben? ((to Tim)) Sandra: tim was ist jetzt los? Tim: nichts Class: ((pupils put their clocks back in the plastic bags and discuss further about showing off)) Teacher: ((turns on the light)) please put your clock down. ((holds up a card saying ‘get up’)) Anna: and get up. Class: ((pupils get up)) Teacher: < oh no (-) no no> ((laughs)) sorry you can sit down. can you (.) can you read it? ((points at the card in her hand)) matt? Matt: get up Teacher: get up ((points at her right ear)) Class: get up Teacher: < get up> ((stretches her arms)) Class: < get up> ((pupils stretch their arms)) Teacher: [i: get up] at quarter past six. [((points at herself))] Elias: was? Teacher: [when] do you get up? ((to the class)) Anna: [achso] Teacher: i ((points at herself)) get up ((stretches her arms)) [2.3] GS 1 4a 011013 77 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 at quarter past six. when do you get up? ((points at the class)) elias when do you get up? Elias: seven o'clock Teacher: oh can you say i get up? Elias: i get up seven o'clock. Teacher: AT seven o'clock Elias: at seven o'clock Teacher: all together i get up Class: i get up Teacher: i get up Class: i get up Teacher: at seven o'clock Class: at seven o'clock Teacher: ((goes to the board and writes down ‘i’ and ‘at’, leaving a blank space in between)) ((pins the card saying ‘get up’ in between)) ((turns to the class again)) i get up at seven o'clock. Class: i get up at seven o'clock. Teacher: when do you get up paul? Paul: i get up eh: [half] past eh Teacher: [at] at Paul: i get up eh: Teacher: at Paul: i get up eh: at Teacher: sh: luke be quiet please. Paul: quarter past s- six. Teacher: okay very good when do you get up matt? Matt: i get u:p halb halb past six. Elias: half Paul: half Teacher: < excellent okay> all together. get up Class: get up Teacher: get up ((stretches her arms)) Class: get up ((pupils stretch their arms)) Justin: das is gut [2.3] GS 1 4a 011013 78 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 Teacher: who can read this? ((holds up a card saying ‘have breakfast’)) Class: ((some pupils raise their hands)) Teacher: who can read it? antonia Antonia: have breakfast Teacher: have breakfast ((pins the card to the board)) Pupil_x: breakfast Class: have breakfast Teacher: < have breakfast> Class: < have breakfast> Teacher: what is have breakfast in german? marta Marta: ehm frühstück Teacher: very good [i] have breakfast at half past six. [((points at herself))] Oscar: eh Anna: was? Melissa: um halb sechs? Teacher: i have breakfast at half past six. Frank: (halb) fünf. Jakob: halb sieben. Teacher: when do you have breakfast? ((gestures eating)) frank Frank: at half past six. Teacher: at half past six? you too? Frank: hm ich meine ehm half past eh [(1.0)] seven. Jakob: [seven] Teacher: okay when do you have breakfast nelly? Nelly: (it’s a) ah Teacher: at Nelly: seven o'clock Jakob: nein halb sieben Teacher: seven o'clock Jakob: halb sieben halb acht fährt der bus. Teacher: jakob marta LUKE Teacher: have breakfast Class: have breakfast Teacher: have breakfast Class: have breakfast Teacher: ((holds up a card saying ‘go to school’)) [2.3] GS 1 4a 011013 79 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 who can read it? jakob Jakob: go to school Teacher: ((pins the card to the board)) go to school ((walking gesture)) Class: go to school Teacher: < go to school> Class: < go to school> Teacher: i go to school at seven o'clock. when do you go to school? elias Elias: ehm half past (---) seven Pupils: [ich auch] Teacher: [good] when do you go to school peter? Peter: hm: (---) quarter to eight Teacher: mhm very good paul when do you go to school? Paul: eh:m i go to school at eh twen- eh: quarter twenty ehm past seven Teacher: okay twenty minutes past seven or quar- quarter past seven? Paul: zwanzig minuten nach Teacher: oh so twenty minutes past seven can you say it? Paul: twenty minutes past (seven) Teacher: very good okay all together go to school Class: go to school Teacher: get up ((stretches her arms)) Class: get up ((pupils stretch their arms)) Teacher: all together get up ((stretches her arms)) Class: get up ((pupils stretch their arms)) Teacher: have breakfast ((eating gesture)) Class: have breakfast ((eating gesture)) Teacher: go to school ((walking gesture)) [2.3] GS 1 4a 011013 80 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 Class: go to school ((walking gesture)) Teacher: ((holds up a card saying ‘go home’)) eh: melissa can you read it? Melissa: go home Teacher: yes you can raise your finger. go home ((pins the card to the board)) Class: go home Teacher: i go home a:t (---) three o'clock sometimes four o'clock. when do you go home from school? ehm antonia? Antonia: it's one o'clock. Teacher: [at] Antonia: [at] one o'clock Teacher: at one o'clock. okay when do you go home matt? Matt: at (--) five minute past one. Teacher: five minutes past one okay. when do you go home elias? Elias: ehm on monday and fr- friday i get home at one o'clock and on tuesday [(2.0)] Anna: [wednesday and (thursday)] Elias: at two o'clock. Teacher: okay very good okay all together go home Class: go home Teacher: and i've got one more. Anna: go to bed Teacher: ((holds up card saying ‘go to bed’)) raise your finger please. sandra Sandra: nine o'clock Teacher: no can you read it first? ((points at the card)) Sandra: go to bed Elias: neun uhr? Teacher: go to bed Class: go to bed Teacher: go to bed ((sleeping gesture)) Class: go to bed ((sleeping gesture)) Teacher: all together [2.3] GS 1 4a 011013 81 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 get up ((stretches her arms)) Class: get up ((pupils stretch their arms)) Teacher: have breakfast ((eating gesture)) Class: have breakfast ((eating gesture)) Teacher: go to school ((walking gesture)) Class: go to school ((walking gesture)) Teacher: go home ((walking gesture)) Class: go home ((walking gesture)) Teacher: go to bed ((sleeping gesture)) Class: go to bed ((sleeping gesture)) Teacher: okay now you have to listen (---) and pantomime. okay? Anna: pantomime Teacher: here (---) is the school. ((pins a sign saying ‘school’ to the window)) maybe you can here is home. ((puts a sign saying ‘home’ on the shelf)) Elias: eh: ich will da nicht wohnen. Sandra: ((laughs about the sign which fell over)) Elias: ich will nicht in der kirche wohnen. ((refers to some pictures of churches which hang above the shelf)) Matt: ((picks up the ‘home’ sign and pins it to the shelf again)) Frank: ((tries to take the ‘home’ sign from Matt)) Teacher: oh that's fine matt. you know this is home. ((points to the right)) this is school. ((points to the left)) okay? get up ((stretches her arms)) Class: get up ((pupils stretch their arms)) [2.3] GS 1 4a 011013 82 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 Teacher: have breakfast ((eating gesture)) Class: have breakfast ((eating gesture)) Teacher: go to school ((points at the ‘school’ sign and makes a walking gesture)) Class: go to school ((some pupils walk to the ‘school’ sign)) Teacher: go home ((walking gesture)) Class: go home ((some pupils walk to the ‘home’ sign)) Teacher: go to bed ((sleeping gesture)) Class: go to bed ((sleeping gesture)) Teacher: okay stand up please. Jakob: wir sollen nach vorne gehen. Teacher: no jakob can you go back to your seat please ma:tt jakob where is your seat? Elias: aber ich bin doch zuhause. Teacher: ha:ve oscar can you stand up please. ((no reaction)) oscar can you stand up please. okay have breakfast Class: have Teacher: ((shakes her head and waves her fingers to symbolize a ‘no’)) ((eating gesture)) Class: ((eating gesture)) Teacher: get up Class: ((pupils stretch their arms)) ((the teacher joins in)) Teacher: have breakfast Class: ((eating gesture)) ((the teacher joins in)) Teacher: go to bed Class: ((sleeping gesture)) ((the teacher joins in)) Teacher: go to school Class: ((pupils walk towards the ‘school’ sign)) Teacher: get up Class: ((pupils stretch their arms)) ((the teacher joins in)) Teacher: go to bed Class: ((sleeping gesture)) [2.3] GS 1 4a 011013 83 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 ((the teacher joins in)) Teacher: go home Class: ((pupils walk towards the ‘home’ sign)) Teacher: have breakfast Class: ((eating gesture)) ((the teacher joins in)) Teacher: get up Class: ((pupils stretch their arms)) ((the teacher joins in)) Teacher: go to bed Class: ((sleeping gesture)) Teacher: get up Class: ((pupils stretch their arms)) Teacher: have breakfast Class: ((eating gesture)) Teacher: go home Class: ((pupils walk towards the ‘home’ sign)) Teacher: go to school Class: ((pupils walk towards the ‘school’ sign)) Teacher: have breakfast Class: ((eating gesture)) Teacher: get up Class: ((pupils stretch their arms)) Teacher: sit down please Class: ((pupils sit down)) Teacher: ((writes down ‘i’ in front of and ‘at’ behind every card on the board)) okay please (--) give me (-) one sentence felix and matt can you please stop it now. ((Felix and Matt protest and start explaining themselves)) i don't care really. just STOP it now. ((waits for the boys to calm down)) okay everyone please give me one sentence. i have breakfast at i go home at any sentence sophie can you give me a sentence? Sophie: i get up at (---) half past six. Teacher: half past six Sophie: half past six Teacher: good elias give me a sentence please Elias: i have breakfast at one (x). Teacher: mhm very good. justin (-) give me a sentence please. give me a sentence please. [2.3] GS 1 4a 011013 84 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 Anna: versteht du das nich? Justin: was? ((to Anna)) Anna: du musst irgendwas davon nehmen was wie (-) i go to school. und dann die zeit sagen wann du es machst. Justin: ((gets up and walks to the front)) Teacher: no sit down please. and give me a sentence. you say i go home at i go to bed at (---) Justin: i go to bed [äh] Anna: [at] Justin: seven o'clock Teacher: AT seven o'[clock] Justin: [at] seven o'clock Teacher: well done okay ehm lea Lea: i go to school at half past eight. Teacher: excellent tim Tim: i ge- i go home at twelve o'clock. Teacher: mhm good at twelve o'clock? i don't think so. okay paul Paul: i get up (at) (---) quarter Matt: alter Teacher: matt stop it. quarter? ((writes ‘quarter past’ on the board)) Paul: quarter past was hab ich jetzt noch mal gesagt? Teacher: i get up Paul: i get up (at) quarter past six. Teacher: good okay anna Anna: i go to bed at eight o'clock. Teacher: good sandra Sandra: i go home äh seven o'clock. Teacher: AT seven o'clock. Sandra: at seven o'clock. Teacher: i don't think so. matt Matt: i go to (the) bed at half past seven but Friday on ten o- [2.3] GS 1 4a 011013 85 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 Teacher: ten? Matt: ten o'clock. Teacher: okay matt have a look. ((writes ‘half’ on the board)) Sandra: halb Teacher: what is it? ((points at the word ‘half’)) in english can you read it? Matt: half Teacher: excellent okay. ehm peter Peter: i get up at (--) quarter to seven. Teacher: okay very good. ((writes ‘quarter to’ on the board)) ehm marta. Marta: i get up at halb past six. Anna: half past six. Marta: (at) half past six. Teacher: good okay sophie. Sophie: i get hom- i go home at one o'clock. Teacher: good jakob Jakob: i get home at nine o'clock. [((giggles))] Teacher: [((giggles))] lina Lina: i get home at (---) one o'clock. Teacher: good okay jakob Jakob: ehm i go bed at nine o'clock. Teacher: ((points at the card ‘go to bed’)) Jakob: i go to bed at yes nine o'clock. Teacher: okay very good. and one more henry Henry: i go home at one o'clock. Teacher: okay switch off eure aufgabe ((shows a worksheet)) [2.3] GS 1 4a 011013 86 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 ihr bekommt einen zettel. ihr müsst erst mal den tagesablauf in die richtige reihenfolge bringen. von eins bis fünf diese tragt ihr dann hier auch passend ein. das klebt ihr in euer treasure book and then Matt: das ist jetzt hausaufgabe? Teacher: no schreibt ihr fünf sätze zu eurem tagesablauf. und dieser tagesablauf soll kein lustiger sein. Felix: hausaufgabe? Teacher: sondern (-) der richtige tagesablauf. also nicht dass man aufsteht um zehn uhr und frühstückt um drei uhr nachmittags. ne? also euren richtigen tagesablauf. Pupil_x: hausaufgabe? Teacher: nee ihr habt jetzt- ihr [habt jetzt] Matt: [ich hab] aber schon mal [um ein uhr gefrühstückt.] Jakob: [wird das hausaufgabe?] Teacher: das WIRD hausaufgabe. okay ((starts to distribute the worksheets)) Jakob: wir haben gerade keine auf. Teacher: i'm so sorry. Jakob: bis wann? bis wann? Teacher: nach den ferien. Justin: morgen kriegen wir aber keine hausaufgaben auf. Frank: oh ich hab bis jetzt aber gar keine hausaufgaben auf. Tabea: los schneller ((32:04)) Class: ((pupils pass the worksheets around and talk to each other)) Oscar: hey linus hier fehlt noch eins. Matt: ((comes over to Tabea)) ich hab keins. Class: ((pupils work on the task)) Anna: ((talks to herself while working on the task)) erst steh ich auf dann ehm ((writes down ‘1’ next to the [2.3] GS 1 4a 011013 87 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 corresponding picture)) dann frühstücke ich. ((writes a ‘2’ next to the corresponding picture)) zwei. dann gehe ich zur schule dann geh ich nach hause dann gehe ich ins bett. ((writes down ‘3’, ‘4’ and ‘5’ next to the corresponding pictures)) ins bett gehe ich um acht uhr. manchmal auch um neun. so wenns später wird. aufstehen tue ich um sieben uhr. Marta: was soll ich denn da machen? ((to Melissa)) Melissa: half past eight (also halb) (xxx) Henry: elias kannst du mir den anspitzer mal kurz Elias: ja Henry: ((gives the pencil sharpener to Justin)) Teacher: ((walks around in class helping pupils)) Class: ((pupils work quietly on their worksheets and whisper)) ((35:17)) Lina: nicht so ausschneiden Teacher: no no lina you just stick it into your treasure book and underneath you write the text. Oscar: soll ich da jetzt hinschreiben wann ich zur schule gehe? also Teacher: no go to school is fine when you go by bus. Jakob: uh: ich hab eine frage. [ich habe eine] frage Teacher: [when the bus is leaving] yes? Jakob: ab wann geht das? Teacher: what is (-) number one? number one is? get up Jakob: [achso] Teacher: [so you] have to write one. Jakob: ich will das zuhause machen. Linus: jetzt sollen wir das einfach nur aufkleben? [2.3] GS 1 4a 011013 88 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 Teacher: yes stick it into your treasure book and write the text. [((points at the board))] [i get up at hmhmhmhmhm] Oscar: was soll man hier reintun? Teacher: yeah you have to look this is ((points at his worksheet)) number two is? Oscar: ((writes down number two)) Teacher: yes correct yes Jakob: und ich gehe ins bett u:m Frank: muss man das aufkleben? so? sollen wir das so aufkleben? Oscar: und dann den text dazuschreiben. Nelly: ((checks her task with the teacher)) Teacher: yes and then the text underneath. Nelly: okay Teacher: sophie very good. you can write (-) for example seven. Matt: lina du kannst dein lineal wiederhaben. ich hab kleber für mich. Frank: schade schokolade. Lina: ich hab die klebe zweimal. Jakob: nelly darf ich kurz das? Nelly: was? Jakob: kann ich kurz den klebe-? Nelly: hier ((passes the glue stick to Jakob)) ((37:54)) Teacher: switch off. wer ist denn buskind und bleibt nicht noch in der sechsten stunde? Paul: ich bin buskind. Pupil_x: hä? sechste stunde? Oscar: sechste? Teacher: einige kinder sind ja in der sechsten stunde Marta: hä? Teacher: noch bei mir und herrn . ((other Tabea & teacher)) Tim: achso. ((both raise their hands)) Teacher: die buskinder müssen sich schon mal langsam bereit machen. [2.3] GS 1 4a 011013 89 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 Antonia: ich hab gleich betreuung. Teacher: okay. (---) die buskinder packen ruhig schon mal ein damit sie pünktlich hier wegkommen. Melissa: du gehst auch gleich. ((to Marta)) sie hat doch nur gesagt die buskinder in der sechsten stunde. ((the school bell rings)) ((38:49)) Teacher: goodbye everyone Class: goodbye misses and mister Tim: und herr [2.4] GS 1 4b 011013 90 Background Information Sheet GS 1 4b 011013 School type: primary school Class: 4th grade (4b) Date of recording: 01.10.2013 Length of recording: 37:56 minutes Number of pupils in class: 23 Number of pupils present during the lesson: 23 Topic of the lesson: The time Topic vocabulary o “What’s the time?” o “It’s ____ o’clock.” o Quarter past, half past, quarter to o Numbers: 1-12 o “It’s your turn.” Goals § The pupils can tell the time in English correctly. § The pupils can apply their knowledge of time expressions in English and use them in a board game. Textbook Playway 3 (Klett Verlag, 2007), Unit 10: Time Lesson overview - Classroom organization: Two pupils are still outside discussing an issue. - Repetition: “What’s the time?” The teacher holds up a big clock and asks for the time. - Chant: “It’s eight o’clock” The chant is spoken in different group constellations. - Small talk: One pupil after the other asks his/her neighbour one question who then answers it. This activity is done until everyone in class has said something. - Repetition: “What’s the time?” The activity is performed in a choir and by individual pupils. - Board game: “What’s the time?” Several rounds are played in pairs. Each square in the space between start and finish shows a clock and the pupils have to tell the time on the square they are standing on. Interesting observations - Classroom management at the start of the lesson - Playing a language game - Pronunciation practice: “th” - Game instructions: The teacher explains how the game works. - ‘No German’ rule when playing the game [2.4] GS 1 4b 011013 91 Use of media - Realia: a big red clock - CD with the chant: “It’s eight o’clock” - Worksheet with a board game: “What’s the time?” (including dice and tokens) - Blackboard with the phrase “It’s your turn.” written on it Personal notes [2.4] GS 1 4b 011013 92 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Teacher: okay where is leon? Pupil_x: draußen und matt auch. Class: ((pupils mumble)) Pupil_x: die müssen was klären. irgendwas klären fußball Pupil_y: football football football. Carl: als nächstes spielt man da ja auf dem feld american football. ((laughs artificially)) Class: ((pupils mumble)) Teacher: ehm nelly? where is your english stuff? where is your activity book? where is Class: ((pupils mumble)) Teacher: nelly könntest du bitte jetzt mal bitte deinen tisch mal ein bisschen zackig aufräumen? flasche weg schere weg brotdose weg papier weg. (---) ihr habt FÜNF minuten zeit von der pause reinzukommen und zu kramen. FÜNF minuten. Pupil_z: das reicht Teacher: das reicht ja so und das kommt in den müll. JETZT ((to Nelly)) sonst liegt es nämlich nachher auch noch auf’m tisch. Nelly: ((hurries to the bin)) Teacher: alright möchtes- ich hab schon guten morgen gesagt deswegen möchtest du guten morgen sagen? ((to the researcher)) Researcher:good morning boys and girls. Class: good morning mister . Teacher: [okay] [((takes a big clock))] we start with our chant. ((presents the big clock to the class)) what's the time? Class: ((some pupils raise their hands)) Teacher: what's the time? linda [2.4] GS 1 4b 011013 93 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 Linda: it's eight o'clock. Teacher: all together it's eight o'clock. Class: it's eight o'clock. Teacher: ((changes the time)) what's the time? emma Emma: it's quarter past eight. Teacher: all together. Class: it's quarter past eight. Teacher: ((changes the time)) what's the time? vince Vince: it's half past eight? Teacher: all together Class: it's half past eight. Teacher: ((changes the time)) matt Matt: it's quarter (--) past nein quarter to eight (---) nine Teacher: once again Matt: it's quarter to nine. Teacher: it's quarter to nine. Class: it's quarter to nine. Teacher: ((changes the time)) and what's the time? marvin Marvin: it's nine o'clock. Teacher: all together Class: it's nine o'clock. Teacher: okay please stand up. and we'll do the chant. Class: ((pupils stand up)) Teacher: ((turns on the CD player)) CD: unit ten three CD, Teacher Class: it's eight o'clock it's eight o'clock. hurry up hurry up i'm coming. it's quarter past eight it's quarter past eight. hurry up hurry up i'm coming. [2.4] GS 1 4b 011013 94 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 it's half past eight it's half past eight. hurry up hurry up i'm coming. it's quarter to nine it's quarter to nine. hurry up hurry up i'm coming. it's nine o'clock it's nine o'clock. goodbye john oh no she is gone. Class: [((pupils are about to sit down))] Teacher: [((turns off the CD player))] wait wait wait we'll have a mum okay? [((points at the left side of the class))] [you are (-) the mum.] okay? group one you are the mum. and you're john. ((points at the right side of the class)) okay? ((turns on the CD player again)) CD & Group 1: it's eight o'clock it's eight o'clock. hurry up hurry up Group 2: i'm coming. Group 1: it's quarter past eight it's quarter past eight. hurry up hurry up Group 2: i'm coming. Group 1: it's half past eight ((some pupils it's half past eight. say ‘nine’)) hurry up hurry up Group 2: i'm coming. Group 1: it's quarter to nine it's quarter to nine. hurry up hurry up Group 2: i'm coming. Group 1: it's nine o'clock it's nine o'clock. ((some pupils say ‘hurry up’)) [2.4] GS 1 4b 011013 95 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 Teacher & Group 1: goodbye john. Group 2: oh no she is gone. Teacher: ((turns off the CD player)) okay and now? [you are the mum (--) and you are john.] [((points at each group again to clarify the swapping of roles for the second round))] okay? Class: ((pupils mumble)) Teacher: now it's the full playback version okay? ((prepares the big clock to present the times according to the chant)) Emma: is'n bisschen äh kaputt ((refers to the big clock)) Teacher: yes it's broken. ((turns on the CD player)) Group 2: it's eight o'clock it's eight o'clock. hurry up hurry up Group 1: i'm coming. Group 2: it's quarter past eight ((some pupils say ‘to eight’)) it's quarter past eight. hurry up hurry up Group 1: i'm coming. Group 2: it's half past eight it's half past eight. hurry up hurry up Group 1: i'm coming. Group 2: it's quarter to nine it's quarter to nine. hurry up hurry up Group 1: i'm coming. Group 2: it's nine o'clock it's nine o'clock. goodbye john Group 1: oh no she is gone. Teacher: okay sit down please. ((turns off the CD player)) Class: ((pupils sit down and mumble)) Teacher: okay we'll start the small talk. where can we start it? Class: ((some pupils raise their hands)) [2.4] GS 1 4b 011013 96 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 Teacher: ehm matt? Matt: do you like spinach? ((to Mats)) Mats: no i DO Teacher & Class: don't Mats: don't do you like pizza? ((to Leon)) Leon: yes i don’t. Mats: hä? Leon: yes i do ehm what's your telephone number? ((to Nora)) Nora: < my telephone number is (xxx)> what's the weather like today? ((to Linda)) Linda: it's sunny. what's ehm what's was ist dein (favourite drink)? ((to Sophie)) Sophie: ehm my favourite drink is water. ehm (---) ehm what's the time? ((to Mia)) Mia: oh it's ((first looks at the classroom clock, then looks at the teacher)) Teacher: eighteen minutes Mia: it's eighteen minutes ((looks at the clock and the teacher)) past ten? Teacher: wow well done. Mia: ehm what's your favourite colour? ((to Amelie)) Amelie: my favourite colour is turquoise blue and green. what's your favourite animal? ((to Jonas)) (5.0) Jonas: ehm dog what's your telephone number? ((to Max)) (6.0) Max: ehm ((looks at the teacher for help)) (5.0) Teacher: < what's your telephone number?> you can say (i) Leon: no i don’t i don't know. Teacher: yes good Jonas: o:h [2.4] GS 1 4b 011013 97 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 Leon: what's your name? ((to Tim)) Tim: my name is tim. how old are you? ((to Melvin)) Melvin: eh i'm (-) ten. can i have your pencil? ((to Vince)) Vince: yes here you are. ((gives Melvin a pencil)) Melvin: thank you. Vince: no give it back. Melvin: no Vince: [((laughs and turns around to ask the next pupil))] Teacher: [well done] Vince: what's your favourite food? ((to Chris)) Chris: my favourite food is piz- pizza ehm what's the weather like today? ((to Lucy)) Lucy: ehm it's sunny ja it's sunny what's your telephone number? ((to Emma)) Emma: my telephone number is one one one eight three nine (xxx). where are you from? ((to Toni)) Toni: i('m) from germany. what's your telephone number? ((to Carl)) Carl: my telephone number is six one seven three. äh ((is about to ask his neighbour Matt)) Teacher: no i think you have to ask maria. Carl: what's the time? ((to Maria)) Maria: it's (--) twenty minutes past ten. Teacher: excellent Maria: ehm (---) can i have your pen? ((to Valentine)) Valentine:yes here you are. ((gives her pen to Maria)) Maria: thank you. Valentine:give it back. Maria: no Valentine:give it back. Teacher: < matt (-) stop talking.> Valentine:where are you from? ((to Marvin)) Marvin: ehm germany [2.4] GS 1 4b 011013 98 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 i'm germany Teacher: i'm? from Marvin: i'm from germany. Teacher: yes good Marvin: ehm what's the time? ((to Nelly)) Nelly: ehm it's (x) Teacher: twenty Nelly: it's twenty minutes Teacher: < past> Nelly: past ten? Teacher: yes good nelly Nelly: ehm can i have a pen? ((to Maria)) Maria: no sorry ehm what's the weather like today? ((asks Matt who has started the small talk)) Matt: it's sunny ehm (---) what's your telephone number? ((to the teacher)) Teacher: oh my telephone number is nine one two one eight five six one. all together what's the weather like today? Class: what's the weather like today? Teacher: [weaTHer] [((points at her mouth to draw the pupils’ attention to the ‘th’))] Class: weather Teacher: okay ((presents the big clock to the class)) what's the time? amelie Amelie: it's quarter past ten. Pupil_x: nine Teacher: all together Class: it's quarter past ten. Teacher: < louder> Class: < it's quarter past ten.> Teacher: < silently> Class: < it's quarter past ten.> Teacher: funny Class: < it's quarter past ten.> Teacher: [((changes the time))] [what's the time?] < carl stop talking please.> [2.4] GS 1 4b 011013 99 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 ehm maria Maria: it's half past one. Teacher: all together Class: it's half past one. Teacher: < louder> Class: < it's half past one.> Teacher: < quicker> Class: < it's half past one.> Teacher: < slowly> Class: < it's half past one.> Teacher: [good] [((smiles))] ((changes the time)) melvin Melvin: it's two o'clock. Teacher: all together. Class: it's two o'clock. Teacher: leon what's the time? Leon: it's two o'clock. Teacher: < louder> Class: < it's two o'clock.> Teacher: okay [((changes the time))] [what's the time?] it's my favourite time. ehm (---) nora Nora: it's quarter to two. Teacher: it's quarter to two. Class: it's quarter to two. Teacher: < louder> Class: < it's quarter to two.> Teacher: < quicker> Class: < it's quarter to two.> Teacher: < silently> Class: < it's quarter to two.> Teacher: ((changes the time)) jonas what's the time? Jonas: ehm (5.0) Teacher: who can help jonas? marvin Marvin: it's half past three. Teacher: it's half past three. Class: it's half past three. Teacher: < it's half past three.> Class: < it's half past three.> Teacher: okay now we want to play a game. Class: [((pupils mumble))] [2.4] GS 1 4b 011013 100 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 Teacher: [((prepares the game))] ((turns on the overhead projector)) emma stop it please. ((the overhead projector shows a slide with a board game on it; it has a start and a finish; the single squares in between have the shape of clocks with different times on them)) we've got (4.0) leon please put away your pen and your felt tip. we've got a start here. ((points at the starting point)) and we've got (--) a finish in the end. ((points at the finishing point)) okay? alright and you need (---) a dice. and you need (---) for you and your partner (3.0) two of these. ((shows two tokens to the class)) okay? Class: ((pupils mumble)) Teacher: okay and then (-) i throw the dice. ((throws the dice on one of the tables in the front row)) what is it lucy? Lucy: three Teacher: okay all together ((wants the class to count the steps with her)) [one] Class: [three] Teacher: [((points at the board game))] Class: [two three] Teacher: okay then lucy you have to say < what's the time?> Lucy: what's the time? Teacher: and i have to answer. ((takes a look at the overhead slide)) it's half past two. it- is it correct? Class: yes no no: [2.4] GS 1 4b 011013 101 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 no Teacher: it's half past two. Class: no: Teacher: linda Linda: it's half past one. Teacher: okay so it's NOT correct. i have to go two back. [one two] [((moves her token two steps back))] then it's lucy's turn. Lucy: ((throws the dice)) Teacher: two okay i do it for you okay? [one two] [((moves one of the tokens two steps forward on the board game))] and i ask lucy what's the time? oh oh sorry ((forgot to move the token on the board game)) Class: ((pupils laugh)) Lucy: it's (-) twelve o'clock. ((refers to the clock on the board game shown on the overhead projector)) nein Teacher: it's? Lucy: it's quarter past (--) one. Teacher: is it correct? quarter past one? Class: no Teacher: valentine? Valentine:it's quarter past twelve. Teacher: so lucy has to go (-) two back. [one two] [((moves the token for her))] Class: ((pupils laugh and mumble)) Teacher: sorry lucy now it's my turn. ((throws the dice)) [one two three] [((moves her token three steps forward))] you have to ask me. ((points at Lucy)) Lucy: what's the time? Teacher: it's nine o'clock. Lucy: yes Teacher: is it correct? Class: ((some pupils applaud)) Teacher: so if it's correct [2.4] GS 1 4b 011013 102 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 [i can go (-) one forward.] [((moves her token one step forward))] one forward if it's not correct you have to go two back. okay? when you are here sht in front of the finish and i throw the dice and i've got a six. i can go to the finish and then lucy can choose a time. oh i have to get ((walks to the back of the classroom)) ((gets a box full of clocks and comes back)) ((presents one of these clocks to the class)) [and lucy can give me a time she wants] [((passes the clock to Lucy))] okay? for the last question in the finish. Lucy: ((sets a time and shows the clock to the teacher)) Teacher: it's sixteen minutes to two. Lucy: no Teacher: ((takes the clock and shows it to the rest of the class)) Class: no Pupil_x: hä? doch oder? Teacher: ((nods)) or you mean that? ((adjusts the time and shows the clock to Lucy)) that? Lucy: ((nods)) Teacher: this time? oh it's quarter to two. Lucy: ((nods)) Teacher: if it's correct i'm the winner. if it's not correct i have to go (-) two back. Class: ((pupils laugh and mumble)) Teacher: okay if you and your partner you think it's okay (-) to do that have a look. ((sets a time and shows it to the class)) you and your partner you say okay [2.4] GS 1 4b 011013 103 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 it's okay to do that you can do it. you can say okay it's ten past twelve. if you don't want to do it you just do it with quarter past half past quarter to. okay? you (-) talk to your partner. Class: ((pupils mumble)) Pupils: können wir das woanders machen? Teacher: oh yes you can do it. alright we are (---) playing with the: (([ðɪː])) three o'clock partner please. Class: nein no: ((some pupils complain about the choice of their ‘three o'clock’ partner for the game)) Teacher: sh: ((18:18)) Class: ((pupils get together in pairs and find themselves a table for the game)) ((some pupils still complain about having to play the game with their ‘three o’clock’ partner)) Chris: oh nee ich hab maria. Toni: ich hab sophie. das ist auch nicht besser. Teacher: ((ignores the complaints)) three o'clock partner. Class: ((pupils mumble loudly and get together in pairs)) Teacher: psh:t ((starts to distribute the worksheets with the board game to those pairs that are ready to play)) ((21:31)) one two three look at me. Class: one two look at you. Teacher: okay switch off emma matt amelie Class: ((some pupils keep mumbling; others play the game or walk around in class)) [2.4] GS 1 4b 011013 104 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 Teacher: one two three look at me. Class: one two look at you. Teacher: everybody please look at me. okay [((presses her nose))] [switch off] < ich möchte jetzt während des ganzen spieles nur englisch hören.> wenn ihr setzt sagt ihr nicht eins zwei drei ihr sagt one two three. wenn der partner dran ist was sagt man dann? wer weiß das schon? it's? valentine? Valentine:it's your turn. Teacher: it's your turn. i write it on the board okay? ((writes ‘it’s your turn’ on the board)) okay [switch on] [((presses her nose))] everybody please just speak english. no german ((22:25)) Class: ((pupils start playing the game)) ((camera focuses on one group)) Marvin: ((throws the dice)) Amelie: five Marvin: eins one Marvin & Amelie: [two three four five] [((Marvin moves his token five steps forward))] Amelie: what's the time? Marvin: ehm (---) it's quarter to six. Amelie: no no Marvin: doch Amelie: no quarter past six. ((moves Marvin's token two steps back)) ((throws the dice)) one ((moves her token one step forward)) Marvin: what's the time? [2.4] GS 1 4b 011013 105 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 Amelie: it's (-) five o'clock. Marvin: wow einen weiter. ((throws the dice)) two: [one two] [((moves his token two steps forward))] Amelie: what's the time? Marvin: ehm it's quarter past six. Amelie: yes [((moves Marvin's token one step forward))] Marvin: [((screams in joy))] ich bin weiter als du. Amelie: one Marvin: du hattest aber du hattest nur leichte. Amelie: ((throws the dice)) two [one two] [((moves her token two steps forward))] Marvin: [oh man] ((complains because Amelie's token is two steps ahead now)) what's the time? Amelie: it's eleven o'clock. [((moves her token one step forward))] Marvin: [oh das ist gemein.] du bist gemein. ((throws the dice)) ehm six Marvin & Amelie: [one two three four five six] [((Marvin moves his token six steps forward))] Amelie: what's the time? Marvin: it's half past eight. Amelie: yes [((moves Marvin's token one step forward))] Marvin: [((cheers))] Amelie: ((throws the dice)) four [one two three four] [((moves her token four steps forward))] Marvin: what's the time? Amelie: it's half past eight. Marvin: ja ((another pair playing the game)) Vince: what's the time? Valentine:it's half past three. [2.4] GS 1 4b 011013 106 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 Vince: eh:m it's correct. ((moves Valentine's token one step forward)) Valentine:it's your turn. Vince: ((throws the dice)) [one two three four] [((moves his token four steps forward))] Valentine:what's the time? Vince: it's three o'clock. Valentine:no Vince: stimmt oh man Valentine:((moves Vince's token two steps back)) ((throws the dice)) one two [((moves her token two steps forward))] Vince: what's the time? Valentine:it's half past four. Vince: yes Valentine:((moves her token one step forward)) Vince: ((throws the dice)) one two [((moves his token two steps forward))] Valentine:what's the time? Vince: it's quarter to- it's quarter past twelve? Valentine:yes ((moves Vince's token one step forward)) ((throws the dice)) one two three four [((moves her token four steps forward))] Vince: what's the time? Valentine:it's quarter past twelve. Vince: yes Valentine:((moves her token one step forward)) Vince: ((throws the dice)) ((moves his token to the finish)) Valentine:((takes the clock to set a time that she wants to ask Vince)) misses ? misses ? (4.0) misses ? misses ? ((stands up and walks to the teacher to ask her something about the game)) ((26:40-27:46)) ((comes back)) ((sets a time and shows the clock to Vince)) [2.4] GS 1 4b 011013 107 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 Vince: it's twenty to four? Valentine:yes Vince: yeah i'm the winner. Valentine:noch mal? ((28:13- 34:53)) Teacher: ((rings a bell)) Class: ((pupils do not pay attention; some pupils continue playing the game; others fool around)) Teacher: ((rings the bell again)) ((35:03)) Class: ((pupils still do not pay attention; some pupils continue playing the game; others fool around)) Teacher: eh marvin can you please stand up one two three look at me. Class: one two look at you. ((only some pupils respond to the rhyme)) Teacher: please everybody give back (-) ehm the clocks in the plastic bags. the dice Class: ((some pupils stand up to return the equipment of the game to the teacher)) Teacher: ((stands in front of the class after having collected the equipment of the game, waiting for the pupils to calm down)) sh:: Class: ((most of the pupils talk to each other in a lively way, some do not sit at their table)) Teacher: psh: < hey come on please be> < be quiet now> there are two dices oh ((sees the dices that are still missing)) ehm matt? can you give it back [((Matt holds out his hand with one of the missing dices))] yes [no (-) you have to wa:lk to the front.] ((Matt stands up and walks to the front)) nelly? Nelly: ((still has got one of the board games)) Teacher: please give it back ((to Nelly)) [2.4] GS 1 4b 011013 108 817 818 819 820 821 822 823 and sophie please give it back and (---) ((the girls and some other pupils walk to the front of the classroom to return the equipment of the game)) thank you switch off ((end of recording)) [2.4] GS 1 4b 011013 109 [2.5] GS 1 4b 121113 110 Background Information Sheet GS 1 4b 121113 School type: primary school Class: 4th grade (4b) Date of recording: 12.11.2013 Length of recording: 44:35 minutes Number of pupils in class: 23 Number of pupils present during the lesson: 22 Topic of the lesson: Halloween Topic vocabulary o Halloween words: mouse, black cat, pumpkin, bat, wizard, witch, ghost, skeleton o “Are you scared of ____?” o “Yes, I am.” / “No, I’m not.” / “A little bit.” o “ is (not) scared of ____.” Goals § The pupils can interview a partner and ask him/her what s/he is afraid of. § The pupils can tell what their partners are afraid of. § The pupils are able to recall the specific Halloween vocabulary (ghost, spider, witch, skeleton, etc.) Textbook Playway 4 (Klett Verlag, 2007), Unit 3: Halloween Lesson overview - Repetition of a Halloween song text line by line - Song: “Are you afraid of...?“ - Small talk: One pupil after the other asks his/her neighbour a question, who then answers it. The activity is finished when everyone has said something. - Repetition of Halloween vocabulary (8 words: “pumpkin”, “black cat”, “mouse”, “witch”, “skeleton”, “wizard”, “ghost” and “bat”) - Vocabulary activity: Assign the word cards to the corresponding picture cards on the blackboard. - Repetition of Halloween vocabulary with an emphasis on pronunciation and plural forms - Task I: Pupils ask each other “Are you afraid of ...?”, using the Halloween words - Practice of question (“Are you afraid of…?”) and answer (“Yes, I am.”, “No, I’m not.”, “A little bit.”) with the teaching technique of the ‘double circle’. Pupils form an inner and outer circle, facing each other. - Task II: Interview a partner about what s/he is afraid of. Collect the answers in form of a symbol (smiley) on a worksheet. - In-class activity: Pupils report what their partner(s) is/are afraid of. (“Pupil_x is afraid of spiders, mice, skeletons, etc.”). - Song: “Are you afraid of ...?” - Final game: “Simon says” [2.5] GS 1 4b 121113 111 Interesting observations - Giving task instructions - Vocabulary practice (including an emphasis on singular and plural forms) - Partner work during the interview - Teaching technique: Double Circle (Kugellager) Use of media - CD with the song: “Are you afraid of…?” - Picture cards and word cards of Halloween vocabulary - Blackboard (with picture cards and phrases for the interview) Personal notes [2.5] GS 1 4b 121113 112 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 ((the school bell rings)) Class: ((pupils clear up their tables and get ready for the English lesson)) Teacher okay i already said good morning but (-) mister is here so Class: good morning mister . Researcher:good morning class four b. Teacher: good okay ehm are you scared of spiders? Class: are you scared of spiders? Teacher: are you scared of frogs? Class: are you scared of frogs? Teacher: are you scared of snakes? Class: are you scared of snakes? Teacher: are you scared of dogs? Class: are you scared of dogs? Teacher: [i´m not scared of spiders.] [((moves her hand from side to side to gesture the negation))] Class: i´m not scared of spiders. Teacher: [i´m not scared of frogs.] [((moves her hand from side to side to gesture the negation))] Class: i´m not scared of frogs. Teacher: [i´m not scared of snakes.] [((moves her hand from side to side to gesture the negation))] Class: i´m not scared of snakes. Teacher: [and i´m not scared of dogs.] [((moves her hand from side to side to gesture the negation))] Class: and i´m not scared of dogs. Teacher: oh really? are you never scared? Class: oh really? are you never scared? Teacher: of course i am. Class: of course i am. Teacher: i´m so scared of monsters. Class: i´m so scared of monsters. Teacher: under my bed. Class: under my bed. Teacher: monsters in the attic. Class: monsters in the attic. Teacher: monsters in the shed. Class: monsters in the shed. Teacher: okay [you:] [((points to the left half of the class))] are grou:p (-) one. [2.5] GS 1 4b 121113 113 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 [group one] [((points with her finger to make clear which pupils are in group one))] you say are you scared of spiders are you scared of frogs and [you:] [((points at the right half of the class))] amelie and linda you are in group two. [i´m not scared of spiders] [((moves her hand from side to side to gesture the negation))] i´m not scared of (-) frogs [and then] [((points again at the pupils on the left side of the class to signal them that it´s their turn))] oh really? are you never scared? and so on okay? we try (--) and then we: (-) swap the roles okay? Class: ((pupils mumble)) Teacher: sh: ((turns on the CD player)) this CD player is quite slow. Class: ((some pupils mumble)) Pupil_x: kaputt Group 1: [((the teacher starts chanting until the pupils of group one take over))] [(are you) scared of spiders?] are you scared of frogs? are you scared of snakes? and are you scared of dogs? Group 2: [((the teacher starts chanting until the pupils of group two take over))] [i´m not scared of spiders] i´m not scared of frogs i´m not scared of snakes and i´m not scared of dogs. Group 1: ((the teacher signals group one that it is their turn again)) oh really? are you never scared? Group 2: ((the teacher signals group two that it is their turn again)) of course i am Group 1 & [2.5] GS 1 4b 121113 114 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 Group 2: i´m so scared of monsters under my bed. monsters in the attic monsters in the shed. Teacher: now you are group one. ((points at group two, wants them to start the chant this time)) [((chants along))] Group 2: [are you scared of spiders?] are you scared of frogs? are you scared of snakes? and are you scared of dogs? Group 1: i´m not scared of spiders i´m not scared of frogs i´m not scared of snakes and i´m not scared of dogs. Group 2 & Teacher: oh really? are you never scared? Group 1: of course i am. Group 1 & Group 2: i´m so scared of monsters under my bed. monsters in the attic monsters in the shed. Teacher: ((turns off the CD player)) okay we start our small talk and today we do it with cards. Marvin: misses Teacher: yes? what? ((wonders who called her name)) what´s the [((Marvin gives something to the teacher))] [oh] thank you Emma: skeleton Teacher: hm? yes i’ll get it okay? ehm do you like spaghetti? ((to Marvin)) Marvin: eh (-) yes i (---) do? Teacher: very good ((gives him a card)) what´s your name? ((to Nora)) Nora: my name is nora. ((gets the card)) Teacher: what´s the time? ((to Melvin)) Melvin: ((turns around to look at the clock)) [2.5] GS 1 4b 121113 115 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 quarter past ten Teacher: good ((gives him the card)) what´s your telephone number? ((to Jonas)) Jonas: seven six four three five nine one one one Teacher: [excellent] [((gives him the card))] Teacher: ehm have you got a sister? ((to Max)) Max: yes Teacher: have you got a sister? Max: yes Teacher: oh yes i? Max: have Teacher: [okay] [((gives him the card))] have you got a brother? ((to Nelly)) Nelly: yes i have. ((gets the card)) Teacher: how old are you? ((to Carl)) Carl: i´m ten. Teacher: [okay] [((gives him the card))] what´s the time? ((to Emma)) Emma: it´s qua- fifteen minutes past ten. Teacher: [yes] [((gives her the card))] or you could say it´s quarter Emma: it´s quarter to ten. Teacher: quarter p- Emma: quarter past ten. Teacher: very good. do you li:ke ehm (-) animals? ((to Maria)) Maria: yes i do. ((gets the card)) Melvin: what´s the time? Teacher: oh it´s quarter past ten. ((Melvin gives her the card)) what´s the time? ((to Toni)) Toni: it´s quarter past ten. ((gets the card)) Teacher: what´s your favourite colour? ((to Chris)) Chris: my favourite colour is green. ((gets the card)) Teacher: what’s your name? ((to Linda)) Linda: my name is linda. ((gets the card)) [2.5] GS 1 4b 121113 116 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 Class: ((05:15-06:54)) ((pupils walk around in class, asking and answering questions)) Teacher: ((rings a bell)) < okay please give me my cards back.> Class: ((pupils with cards come to the front and return them to the teacher; they ask her the question on their card)) Sophie: do you like (spaghetti)? Teacher: oh yes i do. ((gets the card)) Sophie: ehm have you got a sister? Teacher: oh yes i have. ((gets the card)) Valentine:how are you? Teacher: i´m fine thank you. ((gets the card)) Nora: what´s your telephone number? Teacher: oh it´s double seven two seven eight one four double one. ((gets the card)) Maria: how old are you? Teacher: i´m thirty-five. ((gets the card)) Melvin: what´s the time? Teacher: it´s seventeen minutes past ten. ((gets the card)) Pupil_x: what´s your name? Teacher: i´m misses . ((gets the card)) Max: what´s the time? Teacher: it´s seventeen minutes past ten. ((gets the card)) Emma: what´s your favourite time? Teacher: oh my favourite time? i don´t know. Pupil_y: (but it´s doch) ((puts one finger next to her temple as if she wants the teacher to think about the time she has in mind)) Teacher: oh you- you mean qua- ehm quarter to two? ((gets the card)) Emma: yes Teacher: okay Vince: do you like (--) ehm fish? Teacher: yes i do. ((gets the card)) Carl: have you got a brother? Teacher: no i haven´t. [2.5] GS 1 4b 121113 117 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 ((gets the card)) Carl: give it back. Teacher: okay: i hope now that you can remember our halloween words. ((holds up a picture card showing a mouse)) Class: ((some pupils raise their hands)) Teacher: okay all together one two three? Class: mouse Teacher: < it´s a mouse.> Class: < it´s a mouse.> Teacher: ((pins the picture card to the board)) ((holds up a picture card showing a black cat)) Class: ((some pupils raise their hands)) Teacher: nelly Nelly: ehm black cat Teacher: it´s a black cat. Class: it´s a black cat. Teacher: [good] [((pins the picture card to the board))] ((holds up a picture card showing a pumpkin)) Class: ((many pupils raise their hands)) Teacher: wow so many fingers excellent mila Mila: < pupkin> < pumkin> Teacher: < pumpkin> Class: pumpkin Teacher: < it´s a pumpkin.> Class: [ < it´s a pumpkin.> ] Teacher: [((pins the picture card to the board))] ((holds up a picture card showing a bat)) okay that´s difficult. Class: ((almost all pupils raise their hands)) Teacher: no? one two three Class: bat ((pronounced [a:])) Teacher: it´s a bat. Class: [it´s a bat.] Teacher: [((pins the picture card to the board))] ((holds up a picture card showing a wizard)) Pupil_x: oz Teacher: yes [2.5] GS 1 4b 121113 118 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 maybe matt Matt: ehm (--) it´s a wi(l)ard. Teacher: wizard Class: wizard Teacher: wizard Class: wizard Teacher: it´s a wizard. Class: it´s a wizard. Teacher: all the boys it´s a wizard. Boys: it´s a wizard. Teacher: and the girls. Girls: it´s a wizard. Teacher: [good] [((pins the picture card to the board))] ((holds up a picture card showing a witch)) vince? Vince: witch Teacher: witch Class: witch Teacher: < it´s a witch.> Class: < it´s a witch.> Teacher: < it´s a witch.> Class: < it´s a witch.> Teacher: < it´s a witch.> Class: < it´s a witch.> Teacher: ((holds up a picture card showing a ghost)) okay all together one two three Class: [ghost] Emma: [it´s a] ghost. Teacher: < it´s a ghost.> Class: < it´s a ghost.> Teacher: < it´s a ghost.> Class: < it´s a ghost.> Teacher: ((pins the picture card to the board)) and the last one. ((hides the card from the pupils)) Class: ((some pupils raise their hands)) Teacher: sophie? Sophie: skeleton Teacher: yes [((shows the picture card now))] [skeleton] Class: skeleton Teacher: < it´s a skeleton.> Class: < it´s a skeleton.> ((some pupils ask for some other picture cards which haven´t been shown by the teacher)) [2.5] GS 1 4b 121113 119 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 where is the snake? where is the broom? [where is the wizard´s hat] Teacher: [no brooms] no wizard´s hat. no snake today. Pupil_x: ich hab sie mir vorhin schon angeguckt. Teacher: sht okay can someone come to the board and pick a word and stick it to the right picture? Class: ((some pupils raise their hands)) Teacher: eh melvin Melvin: ((stands up and walks to the front)) alle? Teacher: no one one word and melvin (-) you can pick the next one. ((takes the word card ‘bat’ and pins it underneath the matching picture card)) Melvin: leon Teacher: okay and i pick another one and mia please. Leon: ((takes the word card ‘skeleton’ and pins it under the matching picture card)) Teacher: no can you stick it to the right? Leon: ((rearranges the word card)) Teacher: yes thank you Leon: ehm matt Pupil_y: nein mia ist Mia: nein du musst auch aussuchen ((to Leon)) Teacher: yes it´s okay. Mia: ((takes the word card ‘witch’ and pins it next to the matching picture card)) Teacher: okay you can pick the next one mia. ((every pupil who has matched a word card with its picture card on the board chooses another pupil to do the next one)) (1.0) Linda: ehm maria ((Maria is the second last pupil to pick a card)) Teacher: okay mila you can pick one. maria you can´t pick one. because it´s the last one. [2.5] GS 1 4b 121113 120 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 Maria: ((picks Valentine, the last pupil)) Teacher: no no no ((to Maria)) no maria last one Class: ((some pupils start arguing)) Teacher: no no no i said to maria Class: ((some pupils keep arguing)) Teacher: [yes but mila was quicker] Valentine:[((pins the last word card ‘black cat’ next to the matching picture card on the board))] Teacher: okay all together mouse Class: mouse Teacher: black cat Class: black cat Teacher: pumpkin Class: pumpkin Teacher: bat Class: bat Teacher: wizard Class: wizard Teacher: witch Class: witch Teacher: ghost Class: ghost Teacher: skeleton Class: skeleton Teacher: [ONE] skeleton [((holds up one finger))] Class: one skeleton Teacher: [TWO] [((holds up two fingers))] Class: skeletons Teacher: [please raise your finger] [((raises her hand))] Class: ((some pupils raise their hands)) Teacher: leon Leon: skeleton- skeletons Teacher: two skeletons ((pins the word card saying ‘skeletons’ underneath the word card ‘skeleton’)) Class: two skeletons. ((some pupils mumble in the background)) Pupil_x: oh ich freu mich schon auf mice. Teacher: < one ghost> two? Class: ghosts [2.5] GS 1 4b 121113 121 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 Teacher: excellent wow ghosts [((pins the word card ‘ghosts’ underneath the word card ‘ghost’))] Class: [ghosts] Teacher: oh now it´s difficult. [one witch] [((holds up one finger))] [please raise your finger.] [((puts one finger on her lips and raises her hand))] that´s difficult. ehm linda Linda: witches Teacher: excellent < two witches> [((pins the word card ‘witches’ underneath the word card ‘witch’))] Class: [two witches] Teacher: skeletons Class: skeletons Teacher: ghosts Class: ghosts Teacher: witches Class: witches Teacher: one wizard two? Class: wizards Teacher: good ((pins the word card ‘wizards’ underneath the word card ‘wizard’)) Teacher: one bat two? Class: bats Teacher: ((pins the word card ‘bats’ underneath the word card ‘bat’)) one pumpkin two? Class: pumpkins Teacher: ((pins the word card ‘pumpkins’ underneath the word card ‘pumpkin’)) one black cat two? Class: black cats Teacher: ((pins the word card ‘black cats’ underneath the word card ‘black cat’)) and now? (---) [one mouse] [2.5] GS 1 4b 121113 122 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 [((holds up one finger))] [two?] [((holds up two fingers))] Class: ((some pupils raise their hands)) Teacher: emma Emma: mice Teacher: mats? Mats: ((does not answer)) Teacher: mats? ((still no reaction)) amelie? Amelie: mice Teacher: TWO mice Class: two mice [((pupils laugh about the pronunciation of the word ‘mice’))] Teacher: [((pins the word card ‘mice’ underneath the word card ‘mouse’))] skeletons Class: skeletons Teacher: ghosts Class: ghosts Teacher: witches Class: witches Teacher: wizards Class: wizards Teacher: bats Class: bats Teacher: pumpkins Class: pumpkins Teacher: black cats Class: black cats Teacher: mice Class: mice ((pupils repeat the word ‘mice’ several times and laugh about it)) Teacher: ehm (--) max are you scared of mice? Max: no (3.0) no i´m not. Teacher: very good no i´m not. Class: no i´m not. Teacher: yes i am. Class: yes i am. Teacher: a little bit. Class: a little bit. Teacher: [((writes ‘are you scared of ...’?; ‘yes, I am.’ and ‘no, I'm not.’ on the board))] [2.5] GS 1 4b 121113 123 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 Class: [((pupils mumble))] Teacher: are you scared o:f skeleton:s? Class: [((some pupils raise their hands))] Teacher: [((writes ‘a little bit’ as another possible answer on the board))] melvin Melvin: a little bit Teacher: melvin can YOU ask someone are you scared of Melvin: ehm jonas are you scared of (-) of a black cats? Jonas: no i´m not. Teacher: very good you can say are you scared of a black cat? or you can say are you scared of (-) black cats? okay? [jus-] Jonas: [are] you scared of ehm ((looks around for someone to call on)) dann nehm ich Teacher: are you scared of sorry? Jonas: emma? Teacher: no Jonas: are you scared o:f (---) wizards? Teacher: [ < very good> ] Emma: [ehm] no i´m not. Teacher: good next one emma Emma: ehm (4.0) mia are you scared of (--) pumpkin? Teacher: pump- Emma: ki:ns Mia: no i´m not. Teacher: okay next one mia Mia: ehm (--) matt are you scared of bats? Matt: no i´m not. leon are you scared of ghosts? Leon: no i´m not. i ehm oder (---) eh chris Teacher: chris? okay Leon: are you sc- are you scared of (-) skeleton? [2.5] GS 1 4b 121113 124 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 Teacher: [s] Chris: [a] little bit Teacher: are you scared of? Leon: skeleton(s) Teacher: good okay Chris: a little bit Teacher: okay Chris: marvin are you scared of witches? (([vɪtʃes])) Teacher: witches Class: witches Marvin: no i´m not Teacher: all together are you scared of mice? Class: are you scared of mice? Teacher: are you scared of black cats? Class: are you scared of black cats? Teacher: are you scared of pumpkins? Class: are you scared of pumpkins? Teacher: are you scared of bats? Class: are you scared of bats? Teacher: are you scared of [wizards?] [((points at her mouth to emphasize the correct pronunciation))] Class: are you scared of wizards? Teacher: wizards Class: wizards Teacher: are you scared of witches? Class: are you scared of witches? Teacher: are you scared of ghosts? Class: are you scared of ghosts? Teacher: are you scared of skeletons? Class: are you scared of skeletons? Teacher: < yes i am.> Class: < yes i am.> Teacher: < no i´m not.> Class: < no i´m not.> Teacher: [a little bit.] [((shakes her hand slowly))] Class: a little bit. Teacher: okay pay attention. mats one two three four five six seven eight nine ten eleven. please go back and sit in the INNER circle and look to the outside. ((17:50-18:05)) [2.5] GS 1 4b 121113 125 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 Class: [((those pupils who have been counted by the teacher stand up to form a circle in the back of the classroom))] Teacher: [((supports the formation of the circle))] our classroom is too small yes (4.0) and plea:se all the others sit in the OUTER circle. Class: ((18:17-18:44)) ((pupils discuss about who sits next to whom)) Teacher: ehm carl and leon you can sit here. leon leon you can sit you can sit here Toni: gegenüber von melvin ((some pupils complain about their partner; others mumble)) Teacher: äh carl you sit in front of nelly. valentine stop it okay hey mats stop it please. okay now we want to do a (--) silent interview okay? the inner circle you start and you ask (-) the partner in the outer circle are you scared of wizards? are you scared of witches? and you answer. okay? and then the other partner is. so you always melvin start and then it´s leon´s turn okay? and then melvin leon melvin leon. when i do this ((rings a bell)) Class: [((some pupils put their heads on their knees))] Teacher: [i tel-] no < no no> i tell you the outer circle moves two chairs to the right or to the left. okay? but [2.5] GS 1 4b 121113 126 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 mats? very silently < okay?> < are you scared of skeletons?> < are you scared of wizards?> okay? ready steady go Class: ((19:56-20:50)) ((pupils do the interview silently)) Teacher: ((rings a bell)) Class: ((pupils stop interviewing each other one after another)) Teacher: okay please move two chairs or the OUTER circle two chairs to the left. Class: [((pupils sitting in the outer circle stand up and move two chairs to the left))] Teacher: [matt to the left] two chairs to the left. Class: ((21:00-21:06)) ((pupils tell each other to move)) Teacher: two chairs two chairs psh okay ready sh: ready steady go silently < ready steady go> Class: ((21:20-22:20)) ((pupils do the interview silently; this round louder than in the first round)) Teacher: ((rings a bell)) okay the outer circle please move (---) three chairs to the right. Class: ((pupils sitting in the outer circle stand up and move three chairs to the right)) Teacher: sh: sh carl you have to go two chairs to the right. okay ready sh steady go psh Class: ((22:58-23:50)) [2.5] GS 1 4b 121113 127 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 ((pupils do the interview silently)) ((it is louder than before)) ((about one minute later)) Teacher: ((rings a bell)) okay thank you very much. the OUTER circle plea:se sit down. the outer circle please sit down. Class: ((some pupils protest but sit back down)) Teacher: psh a:nd i´m waiting for marvin and carl and no and the inner circle please sit down. Class: ((pupils of the inner circle sit down)) Teacher: alright eh mats? sit down please. sh:: okay now? we want to do a little interview. ((shows an interview sheet)) you can choose four partners. if you are REALLY quick you can ask [a fifth partner] [((shows five fingers))] and [write it here.] [((shows where to write down the fifth interview on the sheet))] okay? if you want so you have to choose four partners and you ask are you scared of skeletons? are you scared of ghosts? are you scared of spiders? are you scared of witches? are you scared of mice? and if you want you can also choose (-) a little bit. yes i am ((draws a scared-looking smiley with a curved mouth on the board and then makes a scared face herself)) a little bit ((draws an ‘okay smiley’ with a straight mouth on the board)) yes i am ((draws another smiley on the board, [2.5] GS 1 4b 121113 128 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 but this time without a mouth)) Pupil_x: no i´m not Teacher: what is no i´m not? ((wants the pupils to decide how the last face should be drawn)) mila? Mila: ehm so ein ehm wie der traurige nur ein lächelnden Teacher: okay so ((draws the last smiley)) no i´m not? Mila: yes (sehr gut) Teacher: < yes i am> ((imitates the smiley again)) a little bit no i´m not okay? ehm i need valentine and maria you give everybody (---) an interview sheet and then you can start. ((it gets louder in the classroom)) ehm < no no no> sh: [ < please be quiet> ] [((puts one finger on her lips))] mats? please DON’T be so loud. okay? marvin? stop talking please [don´t be so loud.] [((puts one finger on her lips))] Valentine & Maria: [((distribute the interview sheets))] Teacher: [when you´ve got a (-) worksheet you can start okay?] Class: ((26:24-26:57)) ((pupils start with the interviews as soon as they have a worksheet)) ((camera focuses on one pair of pupils)) Chris: are you scared of ghosts? Toni: no i´m not. yea- are you scared of ghosts? Chris: no i´m not. are you scared of wiza- witches? (([vɪtʃes])) Toni: no i´m not. [2.5] GS 1 4b 121113 129 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 are you scared of mice? Chris: no i´m not. are you scared of spiders? Toni: no i´m not. are you scared of witches? Chris: no i´m not. are you scared of mouse ä:h of mice? Toni: no i´m not. are you scared of spiders? Chris: no i´m not. ((stands up and leaves)) ((focus on another pair of pupils)) Valentine:are you scared of ghosts? Emma: no i´m not. Valentine:are you scared o:f spiders? Emma: a little bit. Valentine:are you scared of witches? Emma: no i´m not. Valentine:are you scared of mice? Emma: no i´m not. die sind süß. ((stands up and leaves)) ((focus on another pair of pupils)) ((28:47)) Mats: are you scared of skeletons? Sophie: yes i am. are you scared of skeletons? Mats: ehm no i´m not. are you scared of ghosts? Sophie: no i´m not. are you scared of ghosts? Mats: no i´m not. Matt: are you scared of witches? Mila: no i’m not. Matt: are you scared of skeletons? Mila: no i'm not. ehm are you scared of skeletons? Matt: a little bit. Mila: are you scared of ghosts? Matt: no i´m not. Mats: are you scared of spiders? Sophie: no i´m not. Valentine:linda are you scared of skeletons? Linda: no i´m not. Valentine:are you scared of spiders? Linda: yes i am. Valentine:are you scared of witches? Linda: no i´m not. [2.5] GS 1 4b 121113 130 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 Valentine:are you scared of mice? Linda: eh a little bit. ((leaves)) ((focus on another pair of pupils)) Marvin: are you scared of ghosts? Vince: of ghosts? no i´m not. are you scared of (--) ehm skeletons? Marvin: äh haben wir es nicht? yes i am. are you scared of spiders? Vince: yes i am. are you scared of mon- äh ghosts? Marvin: no i´m not. are you scared of witches? Vince: (of) witches? no i´m not. are you scared of mice? Marvin: no i´m not. are you scared of mice? Vince: no i´m not. Marvin: voll ist der zettel. ((stands up and leaves)) Vince: e:y are you scared of witches? Marvin: no i´m not. ((focus on another pair of pupils)) Chris: are you scared of (-) spiders? Jonas: no i´m not. are you scared of skeletons? Chris: no i´m not. Jonas: are you scared of spiders? Chris: no i´m not. Jonas: are you scared of ghosts? Chris: no i´m not. Jonas: are you scared o:f (-) witches? Chris: no i´m not. Jonas: are you scared of mice? Chris: no i´m not. ((focus on another pair of pupils)) Melvin: are you scared of witches? Sophie: no i´m not. Melvin: are you scared of mouse? Sophie: no i´m not. mia Mia: was? Sophie: ich muss dich fragen. Mia: ich muss dich auch noch fragen [2.5] GS 1 4b 121113 131 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 und melvin bleibt stehen. Teacher: maybe someone could ask you. Mia: < nein melvin bleib> are you scared of skeletons? ((to Melvin)) Melvin: no i´m not. Mia: < are you scared of ghosts?> Melvin: no Mia: < are you scared of spiders?> Melvin: no Mia: < are you scared of skeletons?> Melvin: no Mia: okay sophie? Sophie: ehm du hast da dort augen vergessen. ((points at Mia´s worksheet)) Mia: oh ((adds the eyes)) ((33:48)) Teacher: ((rings a bell)) Class: ((pupils return to their seats)) Teacher: okay who can tell me for example sh mats is scared of hmhmhm or mats is not scared of who can tell me? you can have a look at your interview worksheet and tell me mats vince matt is or is not scared. who can tell me? one sentence please. amelie Amelie: mia is not scared of skeletons. Teacher: very good okay amelie can you pick the next one? Amelie: emma Emma: sophie is scared of spiders. Teacher: okay pick the next one emma. Emma: sophie? Sophie: leon is not scared of skeletons. ehm: (--) mia Mia: melvin not scared of ghosts. Teacher: yes wait melvin? Mia: is not scared of ghosts. Teacher: yes Mia: mila? [2.5] GS 1 4b 121113 132 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 mila. Mila: ehm (--) sophie is ehm ja (---) ehm (--) are you Teacher: is is scared or is not [scared]? Mila: [is] ehm is scared of (---) ehm skeletons Teacher: okay pick the next one please. Mila: ehm (4.0) matt Matt: leon is a little bit scared of spiders. Teacher: very good matt. Matt: hm: chris Chris: misses is a little bit (-) scared of spiders. Teacher: < okay> Chris: ehm vince Vince: marvin is scared of skeletons. Teacher: next one vince. Vince: carl Carl: mats is scared of ghost. Teacher: ehm Carl: ghos-tes Teacher: ghosts Carl: ghosts Teacher: very good carl pick the next one please. Carl: nelly Nelly: nora is (--) scare of spiders. Teacher: < scared of spiders> Nelly: scared of spi[ders] Teacher: [okay] nelly ((reminds her to pick the next one)) Nelly: oh eh:m (3.0) leon? Leon: carl is not scared of (---) skeleton. Teacher: s: Leon: skeletons Teacher: < yes> pick the next one leon please. we´ve got more fingers. Leon: ehm chris Class: der war schon. Chris: darf ich nochmal? Teacher: yes Chris: toni is n- not scared of ghosts. Teacher: very good Chris: ((looks for someone to call on)) [2.5] GS 1 4b 121113 133 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 Teacher: look there is jonas and valentine. Chris: matt Matt: melvin is a little bit scared of skeletons. Teacher: okay please pick the next one and we´ve got jonas and valentine and marvin. yes Matt: ehm jonas Jonas: tim (--) tim is not scared of spiders. Teacher: okay pick the next one jonas. Jonas: valentine Valentine:misses is scared of big spiders. Teacher: very good Valentine:amelie Amelie: emma is not scared of ghosts. Teacher: mhm Amelie: vince Vince: ehm leon is a litte bit (-) scared of witches. Teacher: okay very good Vince: marvin Teacher: you are the last one. ((to Marvin)) Marvin: vince is scared of big spiders. Teacher: okay thank you very much. we´ll do (-) one more time are you scared of the chant and after that we (3.0) we we can do two minutes of simon says. okay? Class: yeah: Teacher: please stand up. Class: ((pupils stand up)) Teacher: ((prepares the CD player)) emma emma okay we start group one group two and then okay? Class: ((pupils know who belongs to which group and what to do because there are no further explanations)) Teacher: ((turns on the CD player)) [2.5] GS 1 4b 121113 134 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 Group 1: are you scared of spiders? are you scared of frogs? are you scared of snakes? and are you scared of dogs? Group 2: i´m not scared of spiders. i´m not scared of frogs. i´m not scared of snakes and i´m not scared of dogs. Group 1: oh really? are you never scared? Group 2: of course i am. i´m so scared of monsters under my bed. monsters in the attic monsters in the shed. Teacher: now your turn ((points at group two which is supposed to start the chant this time)) Group 2: are you scared of spiders? ((only a few pupils get the first line right)) are you scared of frogs? are you scared of snakes? and are you scared of dogs? Group 1: i´m not scared of spiders. i´m not scared of frogs. i´m not scared of snakes and i´m not scared of dogs. Group 2: oh really? are you never scared? Group 1: of course i am. Group 1 & Group 2: i´m so scared of monsters under my bed. monsters in the attic monsters in the shed. Teacher: ((turns off the CD player)) okay today who wants to be simon today? Class: ((almost all pupils raise their hands)) Teacher: ehm today simon is matt? Matt: [yeah] Teacher: [okay] Matt: ((walks to the front)) Matt: simon says clap your hands. Class: ((all pupils clap their hands)) Teacher: sit down Class: (x) [2.5] GS 1 4b 121113 135 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 Teacher: no no no that was fine Matt: are you sc- ehm Class: [((pupils laugh about the confusion))] Matt: [((laughs))] simon says dance Class: ((pupils dance)) Matt: stop Class: ((pupils keep on dancing)) Matt: simon says stop dancing Class: ((pupils stop dancing)) Matt: simon says say hello to mats Class: hello mats Matt: simon says be quiet Class: ((one pupil laughs and has to sit down)) Matt: simon says sit down Class: ((pupils sit down)) Matt: stand up Class: ((one pupil stands up and has to sit down)) Matt: simon says stand up Class: ((pupils stand up)) Matt: simon says turn around Class: ((pupils turn around)) Matt: turn around Class: ((no one turns around)) Matt: m:h simon says ehm what´s the time? nee was? ((looks at the teacher for help)) Teacher: check your watch Matt: check you watch Class: ((all pupils check their watches)) Matt: simon says jump Class: ((pupils jump)) Matt: jump simon says ehm Teacher: < touch your nose [touch your> ] [((touches her knees))] Matt: touch your (---) hair. Class: ((all pupils touch their hair)) Matt: simon say:s touch your ears Class: ((all pupils touch their ears)) Matt: dance Class: ((no one moves)) Matt: ach man simon says say hello to leon Class: hello leon [2.5] GS 1 4b 121113 136 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 Matt: ehm simon says sit down Class: ((pupils sit down)) Matt: stand up Class: ((pupils laugh)) Teacher: simon says go outside and have a break Class: yeah: Teacher: good bye everyone. Emma: ((protests loudly)) [das muss doch er sagen] [((points at Matt))] Teacher: but matt matt matt doesn´t know that ehm our time is over. so Class: ((pupils leave the classroom)) [2.5] GS 1 4b 121113 137 [2.6] GS 1 4a 101213 138 Background Information Sheet GS 1 4a 101213 School type: primary school Class: 4th grade (4a) Date of recording: 10.12.2013 Length of recording: 40:56 minutes Number of pupils in class: 22 Number of pupils present during the lesson: 20 Topic of the lesson: Directions Topic vocabulary o Directions: go straight on/ahead, turn left, turn right, go across the bridge o Street names: America Street, Florida Street, Dakota Street, Arizona Street, California Street, Montana Street, Mexico Street, Nevada Street, Virginia Street, Texas Street o Places: supermarket, bus stop, playground, bank, post office, restaurant, police station, cinema, fire station, hotel, hospital o “Excuse me, please. Where is ___’s house?” o “___’s house is on the left/right (side).” o “Thank you.” Goals § The pupils recall the words for places on a map (e.g. police station, supermarket) and the phrases to describe the way (e.g. go straight turn, turn left/right). § The pupils can give and understand directions using a street map. Textbook Playway 4 (Klett Verlag, 2007), Unit 2: Going places Lesson overview - Small talk: One pupil after the other asks his/her neighbour a question, who then answers it. The activity is finished after everyone has said something. - Warm-up song: “School is so cool” - Repetition of the topic vocabulary with the help of flashcards (with pictures and words or phrases). - Introduction of a street map (with names of the streets) Becoming acquainted with reading the map (“Please show me Montana Street.”) and practicing the pronunciation of the street names. - Instruction phase: Giving directions on the map The teacher demonstrates how to describe the way to a specific house on the map. - Practice phase: Asking for the way to someone’s house and describing it a) in class and b) in partner work using a worksheet with two versions (a/b) provided by the teacher. [2.6] GS 1 4a 101213 139 Interesting observations - Pronunciation of new words (i.e. the street names) - Task instruction for the partner work - Vocabulary introduction and repetition - Partner activity (giving directions to a partner using a map) Use of media - CD with the song: “School is so cool” - Overhead projector (OHP) - A map with street names (on a transparency) - Flashcards with pictures and words or phrases - Worksheet (in two versions for the partner work) - Blackboard (to hang up the flashcards and give vocabulary help such as “into”) - File boxes placed on the tables between the partners, so they can’t see the other person’s map Personal notes [2.6] GS 1 4a 101213 140 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Teacher: good morning everyone Class: good morning misses and mister Researcher:good morning Pupil_x: good morning Teacher: okay we start- oh where is your cd player? Class: kann ich- ((some pupils jump up)) ich weiß wo Matt: kann ich- Teacher: you can (-) get one? Matt: yes Teacher: okay thank you okay then we start the small talk first. who can start it? ehm jakob please Jakob: what's your favourite game? Tim: i don't know what's your (--) favourite colour? ((to Frank)) Frank: my favourite colour is red and white and black. (4.0) what’s your favourite colour? ((to Paul)) Paul: ehm green Frank: oh yes ((nods)) ((pupils mumble)) Paul: who is you best friend? ((to Jakob)) Jakob: ehm paul linus tim jakob ((pronounced [ja:kob])) Pupil_x: jakob ((pronounced [dʒeɪkɘb])) Jakob: ja jakob ((pronounced [dʒeɪkɘb])) eh max- ((pronounced [maks])) Class: max ((pronounced [mæks])) Jakob: (oder wie) ehm what's your telephone number? ((to Sandra)) Sandra: one five one eight five three two five one two five. (5.0) ((looks around in class)) what's your name? [2.6] GS 1 4a 101213 141 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 ((to Linus)) Linus: linus ((pronounced [liːnus])) ((pupils mumble)) linus ((pronounced [laɪnəs])) Tim: oh oh oh this table. ((points to the other side of the classroom to indicate where the next pupil to ask sits)) Pupil_x: lina du musst lina Pupil_y: oder frag henry Linus: we are you from? ((to Lina)) Pupils: where where where are= Linus: =where are you from? Lina: ähm i'm from germany what's the time? Marta: ähh Teacher: < quarter past> Marta: it's quarter ((pupils mumble ‘past’)) Teacher: it's alright Marta: it's quarter past twelve ((pupils mumble)) Teacher: sh[::t] Marta: [who's] your best friend? ((to Nelly)) Nelly: ehm lea ehm what's your favourite colour? ((to Lea)) Lea: green and orange what's your favourite drink? ((to Peter)) Peter: my favourite drink is fanta ehm are you scared of skeletons? ((to Antonia)) Antonia: no no i'm- Teacher: no i'm? Antonia: not Teacher: oh good okay Antonia: do you like pizza? ((pronounced [pitsa])) pizza? ((pronounced [piːtsə])) ((to Sophie)) Sophie: yes i do ehm have you got a (-) brother? [2.6] GS 1 4a 101213 142 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 ((to Henry)) Henry: no i'm- äh- Sophie: have you got a brother? ((some pupils whisper ‘yes’)) Henry: (3.0) yes Teacher: yes i? Class: have Henry: yes i am Teacher: henry listen have you got a brother? yes i? Class: have Henry: have two brothers Teacher: yes i have Class: yes i have two brothers. Teacher: oh two brothers? Elias: three together Henry: < what's the time?> ((to Oscar)) Oscar: ((laughs)) ehm (5.0) Teacher: it's ((pupils whisper the time)) Oscar: sixteen minutes past twelve ehm (--) what's you favourite music (x) ((to Ben)) Teacher: favourite music or singer Oscar: ehm music ((to the teacher)) Teacher: music Ben: my favourite music is Linus: hip hop Ben: sportfreunde stiller Teacher: oh so pop maybe it's pop music Ben: [ja pop] Teacher: [mhm] mhm what's the time? ((to Melissa)) Melissa: it's eighteen minutes past twelve Pupil_x: and? Melissa: and fifteen seconds Teacher: melissa i think (we) need ehm elias and matt Linus: and jakob Teacher: and jakob as [(x) (-) yeah] Jakob: [i'm the last one] Melissa: are you scared of spiders? [2.6] GS 1 4a 101213 143 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 ((to Matt)) Matt: yes i am what's your favourite movie? ((to Elias)) Elias: movie? Matt: yes Elias: hm ehm pirates of the caribbean? Teacher: caribbean uh mhm Elias: and star wars Teacher: mhm Elias: wen muss ich [jetzt (x)]? Teacher: [and jakob] jakob started Elias: are you scared of mister ? ((to Jakob)) Jakob: no Teacher: okay then please stand up (-) for the song ((turns on the CD player; the song is instrumental; pupils stand up and start moving to the song with gestures)) Teacher & Class: if you're in bed if you're in bed and you wake up and you wake up you check your watch you check your watch it's time to get up oh what a lovely morning it's time to go school oh what a lovely morning school is so cool school is so cool Teacher: ((pantomimes washing her face)) elias Teacher & Class: wash your face wash your face put on your clothes put on your clothes have a glass of milk have a glass of milk take your bag and off you go oh what a lovely morning it's time to go to school oh what a lovely morning school is so cool school is so cool Teacher: ((turns off the CD player)) [2.6] GS 1 4a 101213 144 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 Teacher & Class: school is so cool school is so cool ((6:28-6:40)) ((pupils sit down again)) Teacher: ((holds up a picture with an arrow pointing upwards)) okay ((covers the part of the picture which reveals the name of the direction)) Jakob: da steht der name Teacher: yes and lea Lea: go straight on Teacher: very good go straight on Class: go straight on Teacher: < go straight on> Class: < go straight on> Teacher: ((pins the picture to the board)) ((holds up another picture with an arrow pointing to the left)) Oscar: turn left Antonia: oscar ohh Teacher: what's the problem oscar? please (-) raise your finger frank Frank: tu:rn left Teacher: tu:rn left Class: turn left Teacher: < turn left> Class: < turn left> Teacher: ((pins the picture to the board)) go straight on ((points to the first picture)) Class: go straight on Teacher: turn left ((points to the second picture)) Class: turn left ((the teacher holds up another picture with an arrow pointing to the right)) Teacher: okay all together one two three Class: turn right Teacher: turn right Class: turn right Teacher: go straight on ((points to the first picture)) Class: go straight on Teacher: go straight ahead [2.6] GS 1 4a 101213 145 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 Class: go straight ahead ((points to the first picture)) Teacher: turn left ((points to the second picture)) Class: turn left turn right turn right Teacher: ((gets a fourth picture with a bridge)) sh: tim? Tim: go across the bridge Teacher: go across the bridge Class: go across the bridge Teacher: < go across the bridge> Class: < go across the bridge> Teacher: okay very good now i have got (--) a map ((puts a transparency on the overhead projector)) Oscar: a map Teacher: what is a map? in german? ehm elias? Elias: ehm eine karte Teacher: yes very good ((turns on the overhead projector and adjusts the sharpness)) Pupils: light off sandra ((laugh)) Jakob: soll ich licht ausmachen? Teacher: yeah maybe you can switch off the light. Pupil_x: ja sandra Pupil_y: oh jetzt ist das geil sandra sandra ((pronounced in English)) Teacher: no that's not really good ((the pupils talk while the teacher adjusts the overhead projector)) Pupil_x: america street Pupil_y: florida street Pupil_x: so sieht man's noch schlechter auf den linien ((pupils mumble)) Oscar: kann das mal jemand wegwischen? da steht oscar drauf Pupil_x: (nein) das muss weg Jakob: wo steht oscar? ((sits down again)) Oscar: nee ich steh nirgends [2.6] GS 1 4a 101213 146 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 Teacher: who can (-) come to (-) the front and show me the:: arizona street? where is the arizona street? who can show me? Oscar: this is a drink Teacher: ehm sophie Melissa: das ist ein getränk Sophie: ((goes to the overhead projector and shows a part of the Arizona Street)) Oscar: hä wo? da steht arizona ((pronounced in German)) Teacher: this street here? Oscar: arizona ist ein getränk Teacher: but where is- where is the arizona street? just here? ((points to the same part)) Sophie: yeah ((points at it again)) Teacher: here? Oscar: no the- Teacher: and what about here? ((points at another part of Arizona Street)) Melissa: alles Teacher: where is the arizona street? is it just here? ((points at the first part of the street)) Class: yes Teacher: yes? Class: no Teacher: and here? what- what about (--) this (-) part? ((points at the other part)) Pupil_x: alles arizona street Teacher: yeah what- which is the arizona street? show me Sophie: ((points at the first part of the Arizona Street)) Teacher: yea::h oh okay no jakob? ((pupils mumble)) Jakob: ((comes to the front and shows the whole Arizona Street)) Teacher: yeah < this all is the arizona street> thank you jakob who can show me [(---)] the: [2.6] GS 1 4a 101213 147 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 Oscar: [da ist eine mexico] Teacher: american street Melissa Melissa: ((comes to the front and shows the America Street)) Teacher: very good melissa excellent please show me the: montana street Pupil_x: ähh the montana? Teacher: montana street peter Peter: ((comes to the front and shows the Montana Street)) ((pupils mumble)) Teacher: montana street Melissa: yes Teacher: [good] Oscar: [yes] Teacher: this here is? which- ((shows the Florida Street)) Oscar: texas Pupils: florida Teacher: please raise your fingers which street is it? elias? Elias: florida street Teacher: yes good please show me the dakota street (-) o:h the dakota street (3.0) oscar? now i´m (3.0) dakota street Oscar: ((comes to the front and takes his time to find the street on the map)) Teacher: you raised your finger Oscar: ((shows first part of the Dakota Street)) Teacher: oh yes (3.0) yes and but Oscar: ((shows the whole Dakota Street)) Teacher: ja: this whole thing is the dakota street and i need one more < where is the california street> marta? Marta: ((comes to the front and shows the California Street)) Pupil_x: yej- [2.6] GS 1 4a 101213 148 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 Teacher: oh can you show me again? Marta: ((shows the California Street again)) Teacher: yes very good thank you okay let's read together florida street ((points at it)) Class: florida street Teacher: montana street ((points at it)) Class: montana street Teacher: texas street ((points at it)) Class: texas street Teacher: a:merica street ((points at it)) Class a:merica street Teacher: arizona street ((points at it)) Class: arizona street Teacher: california street ((points at it)) Class: california street Teacher: mexico street ((points at it)) Class: mexico street Teacher: nevada street ((points at it)) Class: nevada street Teacher: virginia street ((points at it)) Class: virginia street Teacher: virginia street ((points at it)) Class: virginia street Teacher: dakota street ((points at it)) Class: dakota street Teacher: okay now (--) i describe (--) a house and in this house lives ehm (---) charles Oscar: hä wo ist der? Teacher: yes you (--) are here ((points at a spot on the map)) and i tell you the way to charles' house o[kay?] Oscar: [o]kay [2.6] GS 1 4a 101213 149 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 Teacher: listen < go straight on> Oscar: go straight [on] Teacher: [ < (x)] turn left into the (--) florida street> < charles' house is on the right> Pupils: ((raise their hands)) Teacher: i do it one more time [you are here] [((points at a spot on the transparency))] [go straight on] Class: [go straight on] Teacher: [turn left into (--) florida street] Class: [turn left into (--) florida street] Teacher: [charles' house is on the right] Class: [charles' house is on the right] Teacher: who can show me charles' house? wow so many fingers that's great nelly Nelly: ((comes to the front and shows Charles' house)) Teacher: is it correct? Class: yes Teacher: alright okay i will tell you the (---) way to give me a name to michael's house michael's house go (---) straight on turn right into nevada street Pupils: yes Teacher: turn left into california street michael's house is on the left (-) i (---) do it one more time go straigt on turn l- äh right into nevada street turn left into california street. michael's house is on (---) the left (3.0) linus Linus: ((comes to the front and shows Michael's house)) ((pupils laugh)) haha im garten steht er Teacher: oh yes this is the garden. yeah this is the right house. thank you. okay [2.6] GS 1 4a 101213 150 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 all together go straight on Class: go straight on Teacher: turn right Class: turn right Teacher: into nevada street Class: into nevada street Teacher: turn left [into] california street Class: [turn left] turn left into california street Teacher: okay who can describe the way to: (--) tony's house? Linus: wo ist das? Teacher: you have to check can you describe the way to tony's house? Jakob: das ist beschrif= Teacher: =who can tell us the way matt Matt: go straight on Teacher: < wait wait wait> [go straight on] [((points at the transparency))] Matt: in the nevada street? Teacher: turn left? turn right? Matt: go straight on turn nee ((pupils mumble)) Teacher: turn left into? Matt: into the nevada street? Teacher: okay Matt: tony's house is in the- (x) the- Teacher: on Matt: on- the- the right- p- ähh the right- Pupils: hää? da ist doch rechts ((pupils get louder)) Teacher: ((points at a spot on the map)) here? Matt: no Teacher: look right is here. ((shows it on the transparency)) Elias: da steht doch tony hä i come from here Elias: da steht doch tony Teacher: is it here on the right? no who can tell me the way to tony's house? elias [2.6] GS 1 4a 101213 151 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 Elias: ehm go straight on ehm turn left at nevada street Pupil_x: hä? Pupil_y: nein Pupil_z: hä? Jakob: da vorne da ist der eingang Elias: man kann ja auch Teacher: no no no i want to go the door i want to [ring the bell] Elias: [go straight on] Teacher: ding dong Elias: go straight on ehm at ehm [(x)] Teacher: [turn] left Elias: turn left at Teacher: into Elias: into äh dak- Teacher: dakota Elias: da- dakota street and tony's house is on the ehm- Pupil_x: right Pupil_y: right Pupil_z: [right] Elias: [right] Teacher: very good [here] [((points at Tony's house))] all together go straight on Class: go straight on Teacher: turn left into dakota street Class: turn left into dakota street Teacher: tony's house is on the right Class: tony's house is on the right Teacher: who can tell me the way to kim's house? (6.0) marta Marta: ehm go straight on ehm turn left (--) at the arzona street Teacher: arizona street Marta: arizona street Teacher: yes Marta: ehm kim('s) house house is on the right side Teacher: really good go straight on Class: go straight on Teacher: now listen turn left into ((points with her hand at the class)) [2.6] GS 1 4a 101213 152 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 Class: turn left into Teacher arizona street Class: arizona street Teacher: kim's house is on the right Class: kim's house is on the right Teacher: turn left and [then < into> ] [((writes ‘into’ on the board))] Oscar: in[to] Teacher: [turn] left into ((points to her left)) Jakob: intro Teacher: into okay ehm- please tell me the way to sam's house Elias: sam? der ist da ganz oben Henry: nein der ist da ganz unten Teacher: no sam is (2.0) here ((points at a spot on the transparency)) who can tell me the way to sam's house? that's quite difficult Pupil_x: no Teacher: jakob Jakob: go straight on turn right in the nevada street Teacher: into Jakob: into n- into nevada street go right in the Teacher: into Jakob: into ((laughs)) Teacher: virginia Jakob: virginia street sam's house is on the right side Teacher: is it? Jakob: äh left side Teacher: [yes] Jakob: [aber] da sind ja noch zwei andere häuser wie soll man das dann wissen? Teacher: because here is sam on the roof Jakob: ja aber wenn der name da jetzt nicht steht [(xxx)] Teacher: [but there is a name] jakob [there is a [name] [((points at the transparency))] Jakob: [ja] Teacher: okay [2.6] GS 1 4a 101213 153 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 all together go straight on Class: go straight on Teacher: turn right into nevada street Class: turn right into nevada street Teacher: turn right into virginia street Class: turn right into virginia street Teacher: sam's house is on the left Class: sam's house is on the left Teacher: okay tell me the way to sandra's house okay sandra you can tell me your- the way Sandra: go straight on turn right after Teacher: into Sandra: into the montana street turn left in Teacher: into Sandra: into the (--) texas street Jakob: das erkennt man nicht Sandra: sandra's house is on the left Pupil_x: me house Teacher: yes Sandra: me house is on the left Jakob: my Teacher: my my Sandra: my house is on the left Teacher: side very good all together go straight on Class: go straight on Teacher: turn right into montana street Class: turn right into montana street Teacher: turn left into texas street Class: turn left into texas street Teacher: sandra's house is on the left Class: sandra's house is on the left Teacher: okay linus or you wanted to go through california street Linus: jetzt kann ich's nicht mehr sehen Teacher: okay ((turns on the light)) Oscar: oh licht ((covers his eyes with his hands)) Teacher: very quick turn left into Class: turn left into Teacher: turn right into [2.6] GS 1 4a 101213 154 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 Class: turn right into Teacher: turn left into texas street ((points at ‘into’ on the board)) Class: turn left into texas street. Teacher: turn right into montana street. ((points at ‘into’ on the board)) Class: turn right into montana street. Teacher: okay very quick ((pupils mumble)) ((holds up a picture)) quick quick elias Elias: playground Teacher: playground Class: playground ((the teacher pins the picture to the board)) Teacher: ((cleans the board quickly)) Oscar: ja endlich bin ich weg ((his name was written on the board)) Teacher: ((holds up another picture)) Oscar: polizei Teacher: sh: äh please raise your finger matt Matt: police sat- police station Teacher: police station Class: police station ((the teacher pins the picture to the board)) Teacher: ((holds up another picture)) frank Frank: bank Teacher: bank Class: bank ((the teacher pins the picture to the board)) Teacher: [playground] [((points at the picture))] Class: playground Teacher: [police station] [((points at the picture))] Class: police station Teacher: [bank] [((points at the picture))] Class: bank Teacher: ((holds up another picture and shows it to the class)) antonia Antonia: post office ((pronounced [poːstˈofɪs])) Jakob: das steht da drauf [2.6] GS 1 4a 101213 155 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 Teacher: ((draws a circle in the air)) Antonia: post office ((pronounced [pɘʊstˈɒfɪs])) Teacher: yes post office Class: post office ((the teacher pins the picture to the board)) Teacher: yeah that's fine ((holds up another picture)) ben Ben: bus äh bus station Jakob: nein stop ((pronounced [stɒp])) Ben: bus stop Teacher: bus stop Class: bus stop ((the teacher pins the picture to the board)) Elias: ist ja keine station Teacher: ((holds up another picture)) ehm jakob Jakob: ehm hospital Teacher: hospital Class: hospital ((the teacher pins the picture to the board)) Teacher: [playground] [((points at the picture))] Class: playground Teacher: [police station] [((points at the picture))] Class: police station Teacher: [bank] [((points at the picture))] Class: bank Teacher: [post office] [((points at the picture))] Class: post office Teacher: bus stop [((points at the picture))] Class: bus stop Teacher: [hospital] [((points at the picture))] Class: hospital Teacher: ((holds up another picture)) tim? Tim: < cinema> Teacher: again? ((points at her ear)) Tim: cinema Teacher: cinema Class: cinema ((the teacher pins the picture to the board)) Teacher: ((holds up another picture)) [2.6] GS 1 4a 101213 156 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 Oscar: nee das- das kann ich nicht aussprechen Teacher: sandra? Sandra: restaurant Teacher: restaurant Class: restaurant ((the teacher pins the picture to the board)) Oscar: mc donald restaurant Teacher: ((holds up another picture)) this is easy lina? Lina: supermarket Teacher: supermarket Class: supermarket ((the teacher pins the picture to the board)) Melissa: das klingt so cool super ((German pronunciation)) Teacher: ((holds up another picture)) oscar? Oscar: ehm firemen? Teacher: these are firemen alright paul? Paul: fire station Teacher: fire station ((pins the picture to the board)) Oscar: oh man ey [das war falsch] [((some other pupils moan as well))] Teacher: okay now we want to do (--) a partner work okay? ((gets some worksheets from her desk)) we have got sh we have got a map for partner one ((shows one worksheet)) and we have got a map for partner two ((shows the other worksheet)) okay? partner one ((holds up the first worksheet)) wants to know the way to the supermarket the hotel the bus stop the post office and the hospital and you have to ask [2.6] GS 1 4a 101213 157 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 excuse me where is the supermarket? and then (--) partner two ((holds up the second worksheet)) looks into the map and tells you the way to the supermarket Jakob: muss man das eigentlich selbst reinmalen? Teacher: what? no [((gets another worksheet from her desk))] [i tell you later okay?] and you have to do it like where are your wooden (---) wooden ah ((goes to a shelf in the classroom)) [you get a file box] [((gets a file box))] Jakob: jakob ((reads the name on the file box and laughs)) Teacher: i need a partner. matt can you be my partner? ((gets a chair)) Matt: ((sighs and comes to the front)) Jakob: jakob der partner Teacher: you are partner two okay? ((hands him the second worksheet)) and i am (--) i am partner one you ask me excuse me where's the ((points at a sentence on his worksheet)) Matt: excuse me please where is the (-) bank? Teacher: ((hands him another worksheet)) mhm ehm (3.0) go straight on turn right into montana street Jakob: ((stands up und shows Matt the house on his worksheet)) Teacher: the bank is on the left where is it matt? Matt: ((points at it on the map)) Teacher: yes ((takes his worksheet)) the bank is here ((points at it)) Jakob: nicht zeigen [2.6] GS 1 4a 101213 158 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 ((turns around)) Teacher: and then matt can (--) [cut out] the bank [((gesture of cutting out))] and glue it to the montana street ((puts her hand on the map)) Oscar: hä? Jakob: oh man du musst die ausschneiden Pupil_x: und aufkleben ((pupils mumble)) Teacher: okay step one ((pupils start to discuss the task)) step one sh cut out the pictures Oscar: und was ist mit den texten? Teacher: step two sh you start the partner work and you stick the pictures to (---) the places yes who can tell me in german what you have to do? elias Elias: also wir sollen (--) ehm also den weg erst mal finden und dann soll man den finden und dann soll man (--) zum beispiel die bank ausschneiden und dann soll man die Jakob: jeder von beiden? Teacher: switch off die partner haben zwei verschiedene karten der eine weiß genau wo diese fünf sachen zu suchen sind der andere partner hat eine andere karte wo er fünf andere sachen drin hat die er dann dem anderen partner erklären muss ihr bekommt zwei verschiedene karten und zwei verschiedene zettel wo ihr nach dingen sucht jakob Jakob: ehm wer ist wer? also wer hat ohne und wer hat den mit? mit dem aufgezeichneten und wer hat den? Teacher: du hast eine karte mit fünf dingen drin und dein partner hat [2.6] GS 1 4a 101213 159 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 eine karte mit fünf ANDEREN dingen drin (3.0) und beide karten haben lücken ja? linus Linus: wo soll man das denn aufkleben? Teacher: da wo euch der partner das hin beschreibt Linus: ach so aber der partner muss ja kontrollieren oder? Teacher: ihr müsst nachher kontrollieren vorher bitte einmal (--) file box between you and your partner oscar Oscar: ehm ich hab zwei fragen einmal was ist denn mit den lücken? also die wo man dies ausschneiden muss und was muss man denn dann? Teacher: diese sachen die ihr ausschneidet müssen halt in eine lücke rein Oscar: ja aber mit dem text da wo der text Teacher: das ist der text der euch hilft was du fragen kannst Oscar: achso Linus: wir sind aber 'ne ungerade zahl äh wir sind ne grade zahl ich hab hier keinen partner Sandra: ja dann musst du halt mit lina Oscar: ja du musst mit lina oder ich mach mit ben Teacher: nelly can go over to linus no no tim and jakob linus and nel- nelly okay? ((pupils mumble)) Lea: kann nich peter mit linus und ich mit nelly machen? Linus: [ja] Teacher: [no] Linus: doch kann man sich nicht aussuchen? Lea: [doch bitte?] Teacher: [no] ((hands out the worksheets)) one two ((to Antonia and Sophie)) one two ((to Oscar and Henry)) [2.6] GS 1 4a 101213 160 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 (5.0) ben one Oscar: hast du ein anderes als ich? ((to Henry)) Teacher: yes Oscar: [wieso] Teacher: [two] ((to Melissa)) melissa two peter two lea one Class: ((pupils get up to get their file boxes)) ((29:38-29:50)) Teacher: one ((hands another worksheet to Oscar)) two ((hands another worksheet to Henry)) ((pupils prepare the task, some already start with it)) Oscar: excuse me please? where is the s-? warte ich muss mal kurz aufschreiben ((gets a pencil)) Ben: wo sind denn die kleinen dinger? Oscar: where is the supermarket? Ben: ich brauche noch son kleinen Oscar: warte warte excuse me please excuse me please where is the supermarket? Henry: go straight on (xxx) turn left (xxx) Oscar: okay du schneidest die schon mal aus okay? ((the pupils get their material and start cutting out)) ((the camera starts to film individual pairs)) ((pupils work on their task)) ((30:47- 39:57)) Peter: soll der name mit rauf? Lea: ehm nein hab ich nicht ((pupils mumble)) Jakob: es hat geklingelt Oscar: nein Jakob: doch doch Melissa: misses es hat geklingelt Teacher: oh no [2.6] GS 1 4a 101213 161 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 ((walks over to her desk and rings a bell)) Antonia: sophie es hat geklingelt Teacher: okay everyone switch off wir haben ein bisschen die zeit verschlafen ((Jakob gets up and takes his school bag)) die die noch nicht fertig sind denen gebe ich morgen in der englischstunde nochmal fünf minuten zeit um das auszutauschen okay? ((Jakob goes to the door)) einmal die sachen in die englisch mappe reinlegen und dann holen wir das morgen noch mal raus okay? ((Jakob opens the door and walks off)) goodbye everyone Class: goodbye misses and mister ((pupils put away their English material)) [2.7] GS 1 4b 101213 162 Background Information Sheet GS 1 4b 101213 School type: primary school Class: 4th grade (4b) Date of recording: 10.12.2013 Length of recording: 43:18 minutes Number of pupils in class: 23 Number of pupils present during the lesson: 22 Topic of the lesson: Directions Topic vocabulary o Directions: go straight on/ahead, turn left, turn right, go across the bridge o Places: supermarket, bus stop, playground, bank, post office, restaurant, police station, cinema, fire station, hotel o “Excuse me, please.” o “Where is the ___?” o “Thank you very much.” Goals § The pupils can give simple directions using a street map. § The pupils can act out a short dialogue between a tourist and a local. Textbook Playway 4 (Klett Verlag, 2007), Unit 2: Going places Lesson overview - Warm-up song: “Mini Monsters” - Small talk: One pupil after the other asks his/her neighbour a question, who then answers it. The activity is finished when everyone has asked and answered a question. - Vocabulary repetition of direction words: “turn left”, “go straight on”, “turn right”, “go across the bridge” - TPR activity: Pantomiming the teacher’s directions - Listening comprehension activity: Two dialogues on the CD (Pupil’s Book, p. 8). - Revision of phrases from the two dialogues. - Listening & reading activity: The pupils listen to the dialogues on the CD and read along the dialogues in their textbook. - Reading activity: The dialogues are read out – first in pairs, then in two larger groups (left side/right side of class). - Work phase: The pupils create their own dialogue and practice it. Some pupils practice inside and some outside the classroom. - Presentation phase: Some groups present their dialogue in front of the class. - Closing game: “Simon says” [2.7] GS 1 4b 101213 163 Interesting observations - Vocabulary revision - Dialogue practice and performance - Pronunciation practice: [v] in very; [ð] in that and the [z] in zoo - Task instruction in German - Language awareness: Wo? – Where?, Was? – What?, Wer? – Who?, Wie? – How? Use of media - CD with the song “Mini Monsters” - Textbook dialogues (Playway 4, Pupil’s Book, p. 8) - Street map (Playway 4, Pupil’s Book, p. 9) - Flashcards with directions - Blackboard Personal notes [2.7] GS 1 4b 101213 164 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Class: [((pupils mumble and slowly get up from their chairs))] Teacher: [((prepares the CD player))] ((turns on the CD player)) Teacher & Class: ((sing and move to the song)) on monday morning mini monsters are so very busy on monday morning mini monsters are so very busy jumping up and jumping down jumping up and jumping down jumping up and jumping down. jumping up and jumping down jumping up and jumping down jumping up and jumping down. Teacher: tuesday Teacher & Class: on tuesday morning mini monsters are so very busy on tuesday morning mini monsters are so very busy standing up and sitting down standing up and sitting down standing up and sitting down. standing up and sitting down standing up and sitting down standing up and sitting down. Teacher: next day is? Class: wednesday Teacher & Class: on wednesday morning mini monsters are so very busy on wednesday morning mini monsters are so very busy turning left and turning right turning left and turning right turning left and turning right. turning left and turning right turning left and turning right turning left and turning right. Teacher: next day is? Pupil_x: [thursday] Teacher: [thursday] Teacher & Class: on thursday morning mini monsters are so very busy on thursday morning mini monsters are so very busy hopping left and hopping right hopping left and hopping right [2.7] GS 1 4b 101213 165 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 hopping left and hopping right. hopping left and hopping right hopping left and hopping right hopping left and hopping right. on friday morning mini monsters are so very busy on friday morning mini monsters are so very busy drumming here and drumming there drumming here and drumming there drumming here and drumming there. drumming here and drumming there drumming here and drumming there drumming here and drumming there. Teacher: < saturday> Teacher & Class: on saturday morning mini monsters are so very busy on saturday morning mini monsters are so very busy singing low and singing high singing low and singing high singing low and singing high. singing low and singing high singing low and singing high singing low and singing high. on sunday morning mini monsters are so very busy on sunday morning mini monsters are so very busy. Teacher & Class: ((make sounds as if they are really tired)) Teacher: [((turns off the CD player))] Class: [((pupils sit down))] Teacher: ehm jonas what's the problem? switch off jonas was ist los? ((talks to Jonas who bends over his table with his head resting on his arms)) Jonas: mir ist schlecht Teacher: ehm jonas dann müssen wir zuhause anrufen und müssen dich abholen lassen ja? fühlst du dich krank? okay then we start our small talk [2.7] GS 1 4b 101213 166 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 and and i'll go (--) upstairs to phone okay? who can start please? ehm mila ((Mila starts with the small talk; one after the other the pupils ask their left-hand neighbour a question)) Mila: can i have ehm (---) chair? Maria: ((stands up)) here you are ((sits on her desk)) can i have a chair? Leon: yes can i have a book? Valentine:here you are Leon: danke ((pupils laugh)) Valentine:can i have (-) your chair? Amelie: yes can i have your chair? Linda: no ehm how are you? Sophie: i'm fine thank you ehm what's the time? Mats: äh quarter to äh seven? ((pupils laugh)) Sophie: what's your favourite food? Mats: my favourite food is pizza what's your name? Mia: my name is mia what's your favourite (-) drink? Melvin: my favourite drink is (x) can i have your chair? Nelly: yes can i have your chair? Matt: no (how are you)? Nora: i'm fine thank you ((pupils mumble; there is some noise in the classroom due to the moving of chairs)) ((the teacher returns to the classroom)) Nora: (xxx) (14.0) Tim: i don't know (3.0) Teacher: okay tim go on please Tim: ehm can i have your chair? [2.7] GS 1 4b 101213 167 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 Emma: no sorry ((pupils mumble)) ehm (---) how are you? Chris: i'm fine what's the weather like today on monday? Teacher: no what's the weather like today? Chris: achso what's the weather like today? Teacher: < mhm> Marvin: it's (--) eh (--) cloudy can i have a window? Toni: no sorry can i have your chair? Carl: here your are Teacher: okay leave it there please carl? leave it there Carl: can i have a pencil? Max: no can i have the pencil case? Vince: no sorry can i- can you open the window please? Mila: no sorry Teacher: okay what's this? ((shows a picture card to the class)) Pupil_x: < straße> Teacher: yes it's a street but ((points at the directional arrow on the picture card)) ehm maria Maria: left? Teacher: yes good linda? Linda: turn left? Teacher: turn left Class: turn left Teacher: turn left Class: turn left Teacher: < turn left> Class: < turn left> Teacher: < turn left> Class: < turn left> Teacher: ((pins the picture card to the board; takes another picture card; shows the picture card to the class, but covers the phrase on it)) carl? [2.7] GS 1 4b 101213 168 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 Carl: geradeaus Teacher: yes but in english please ehm vince Vince: go on straight? Teacher: yes that's very close ehm Chris: go straight on? Teacher: go straight on Class: go straight on Teacher: < go straight on> Class: < go straight on> Teacher: < go (-) straight on> Class: < go (-) straight on> Teacher: ((pins the picture card to the board)) ((points at the picture cards on the board and repeats the directions)) turn left Class: turn left Teacher: go straight on Class: go straight on Teacher: ((takes another picture card)) ((shows it to the class)) tim? Tim: turn (right on)? Teacher: yes that was very close Melvin: ah ich weiß turn right Teacher: turn right Class: turn right Teacher: < turn right> Class: < turn right> Teacher: < turn right> Class: < turn right> Teacher: ((points at the picture cards on the board while repeating the directions)) turn left Class: turn left Teacher: go straight on Class: go straight on Teacher: ((pins the last picture card to the board with the directions)) turn right Class: turn right Teacher: ((takes another picture card)) ((shows it to the class)) emma? Emma: go across a bridge Teacher: go across the bridge [2.7] GS 1 4b 101213 169 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 Class: go across the bridge Teacher: the bridge Class: the bridge Teacher: go across the bridge Class: go across the bridge Teacher: ((pins the picture card to the board)) ((points at the picture cards on the board while repeating the directions)) turn left Class: turn left Teacher: go straight on Class: go straight on Teacher: turn right Class: turn right Teacher: go across the bridge Class: go across the bridge Teacher: okay look turn left ((turns left)) Class: turn left Teacher: go straight on ((imitates going straight on)) Class: go straight on Teacher: turn right ((turns right)) Class: turn right Teacher: go across the bridge ((imitates going across a bridge)) Class: go across the bridge Teacher: please stand up Class: [((pupils mumble and stand up))] Teacher: [scht] ((9:40-9:46)) okay tu:rn right Class: ((pupils turn right)) Teacher: tu:rn right Class: ((pupils turn right again)) Teacher: turn right Class: ((pupils turn right again)) Teacher: go straight on Class: ((pupils imitate going straight on)) Teacher: stop turn right Class: ((pupils stop and turn right)) Teacher: go across the bridge Class: ((pupils imitate going across a bridge)) Teacher: sh: ehm emma? pantomime please [2.7] GS 1 4b 101213 170 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 no sound eh go straight on Class: ((pupils go straight on)) Teacher: tu::rn left Class: ((pupils turn left)) Teacher: tu:rn left Class: ((pupils turn left again)) Teacher: tu:rn right Class: ((pupils turn right)) Teacher: go straight on Class: ((pupils imitate going straight on)) Teacher: stop go across the bridge Class: ((pupils stop and imitate going across a bridge)) Teacher: psch ehm matt can you please stay there? ((talks to a pupil who climbed on his table)) thank you ehm turn left Class: ((pupils turn left)) Teacher: turn left Class: ((pupils turn left again)) Teacher: go straight on Class: ((pupils go straight on)) Teacher: turn right Class: ((pupils turn right)) Teacher: sit down please Class: ((pupils mumble and sit down)) ((11:00-11:25)) Teacher: jonas you can sit on- on the armchair if you want okay? ((talks to Jonas who feels sick)) lay a little bit back Jonas: ((gets up to sit on the armchair)) Teacher: okay we listen to two dialogues okay? and for that you can open your pupil's book please on page (4.0) eight Class: [((pupils mumble and open their books))] Teacher: [((turns on the CD player))] CD: pupil's book unit two five [2.7] GS 1 4b 101213 171 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 dialogue one excuse me please where's the cinema? it's in market street where's that? go straight on then turn right at the park thank you dialogue two excuse me where's the supermarket? eh okay turn left here then go across the bridge you can see the supermarket from the bridge thank you very much that's okay Teacher: okay one more time ((presses repeat)) CD: pupil's book unit two five dialogue one excuse me please where's the cinema? it's in market street where's that? go straight on then turn right at the park thank you dialogue two excuse me where's the supermarket? eh okay turn left here then go across the bridge you can see the supermarket from the bridge thank you very much that's okay Teacher: ((turns off the CD player)) okay now all together ((reads)) excuse me please Class: excuse me please Teacher: where's the cinema? Class: where's the cinema? Teacher: it's in market street [2.7] GS 1 4b 101213 172 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 Class: it's in market street Teacher: where is that? Class: where is that? Teacher: go straight on Class: go straight on Teacher: then turn right at the park Class: then turn right at the park Teacher: [then turn right] [((points at her mouth to direct the pupils' attention to the 'th'))] Class: then turn right Teacher: at [the park] [((points at her mouth to direct the pupils' attention to the 'th'))] Class: at the park Teacher: thank you Class: thank you Teacher: excuse me please Class: [excuse] Teacher: [oh no] sorry excuse me Class: excuse me Teacher: where is the supermarket? Class: where is the supermarket? Teacher: okay turn left here Class: okay turn left here Teacher: then go across the bridge Class: then go across the bridge Teacher: you can see the supermarket Class: you can see the supermarket Teacher: from the bridge Class: from the bridge Teacher: thank you very much Class: thank you very much Teacher: that's okay Class: that's okay Teacher: okay < what is a cinema?> Class: ((pupils mumble)) Teacher: [what is a cinema?] [((writes 'cinema' on the board))] mia? Mia: ehm kino Teacher: very good all together cinema Class: cinema Teacher: cinema Class: cinema Teacher: and next question is [2.7] GS 1 4b 101213 173 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 what is a supermarket? Class: ((pupils mumble)) Teacher: that's quite easy toni Toni: supermarkt Teacher: yes okay all together cinema Class: cinema Teacher: supermarket Class: supermarket Teacher: okay now we try to listen to the cd and we tr- try to speak with the man on the cd okay? i turn the cd on and you can speak excuse me please ((says the first phrase of the dialogue)) okay? ((turns on the CD player)) CD: pupil's book unit two five dialogue one CD, Teacher & Class: excuse me please where's the cinema? it's in market street where's that? go straight on then turn right at the park thank you CD: dialogue two CD, Teacher & Class: excuse me where's the supermarket? eh okay turn left here then go across the bridge can see the supermarket from the bridge thank you very much that's okay Teacher: ((turns off the CD player)) okay who can read the first dialogue with a partner? who wants to be the tourist? Class: ((some pupils raise their hands)) Teacher: amelie? [2.7] GS 1 4b 101213 174 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 you are a tourist and the woman who can read the woman? Class: ((some pupils raise their hands)) Teacher: emma? okay Amelie: excuse me please where's the cinema? Emma: it's in the market street Amelie: where is that? Emma: go straight on turn left tu- then turn right in the park Amelie: thank you Teacher: okay where is that? Class: where is that? Teacher: look where's [THat?] [((points at her mouth to direct the pupils' attention to the 'th'))] Class: where's that? Teacher: turn right at [THE park] [((points at her mouth to direct the pupils' attention to the 'th'))] Class: turn right at THE park Teacher: okay very good who can read it again please? Class: ((some pupils raise their hands)) Teacher: ehm matt you are the tourist Matt: ja Teacher: okay and (---) the woman what is a woman in german? a woman woman man woman man Class: ((some pupils raise their hands)) Teacher: what is a woman? mia Mia: eine frau? Teacher: yes okay [who can read the woman?] Emma: [lady ist aber auch eine frau] Teacher: mh? [2.7] GS 1 4b 101213 175 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 Emma: lady? Teacher: yes ehm mia you are the woman? okay matt Matt: excuse me please where's the cinema? Mia: it's in the market street Matt: where's that? Mia: go straight on then turn right at the park Matt: thank you Teacher: okay dialogue two who can read the tourist? chris? Chris: yes Teacher: and who can read the man? vince? Chris: excu- cuse me where's the supermarkt? Teacher: supermarket Chris: supermarket Vince: okay turn left here then go across the bridge you can see the supermarket from (-) from the bridge Chris: thank you very (([w])) much Vince: that's okay Teacher: mhm thank you very much Class: thank you very (([w])) much Teacher: very (([veri])) Class: very Teacher: not (wou) v:ery Class: very (([veri])) Teacher: thank you very much Class: thank you very much Teacher: okay this group here you are (-) the tourist ((points at the pupils on the left side)) okay? dialogue two you are the tourist ((points at the same pupils again)) and you (--) are the man ((points at the other half of the class)) okay? okay [2.7] GS 1 4b 101213 176 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 we try okay you (-) are the tourist ((points at the first group again)) let's do it one two three Teacher & Group 1: excuse me where is the supermarket? Teacher & Group 2: okay turn left here then go across the bridge you can see the supermarket from the bridge Teacher & Group 1: thank you very much Teacher & Group 2: that's okay Teacher: okay okay now i want you to choose (-) your (---) twelve o'clock partner pscht Class: [((pupils mumble))] Teacher: [psch] and matt [switch off] [((presses her nose))] ich erkläre das auf deutsch ihr sollt mit eurem partner einen dialog (---) proben wo einer nach dem weg fragt der andere erzählt den weg zum (-) zum kino zum supermarkt oder auch zur schule ihr dürft den dialog ganz alleine zusammenstellen ihr könnt aber auch einfach zur hilfe einen der dialoge nehmen der im buch ist also wer sich zutraut etwas eigenes zu machen macht etwas eigenes wer einen aus dem buch vorspielen möchte nimmt einen aus dem buch [switch on] [((presses her nose again))] melvin Melvin: ehm ich hab aber jonas als 12-uhr-partner Teacher: so who can- which group can (---) have three members? Class: ((some pupils raise their hands)) [2.7] GS 1 4b 101213 177 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 Teacher: melvin you're together with leon and? Leon: matt Teacher: and matt okay okay please choose your twelve o'clock partner and- Class: ((pupils mumble and choose partners)) ((pupils work on the dialogue task)) ((21:00)) ((change of scene – partner work)) ((Amelie and Emma work on their dialogue outside the classroom)) ((23:36)) Amelie: (zwischen) two trees there are two trees Emma: ehm Amelie: warte warte lass ma- go straight on Emma: frag- frag mich ma- Amelie: then (--) turn right there's right a (--) big swimming pool Emma: mh aber man fragt ja nach dem swimming pool ne? also (--) go straight on turn right there's two trees ehm was heißt hinter? ((to Amelie)) Amelie: ehm Emma: amelie was heißt [hinter?] Amelie: [ach is-] Emma: ist jetzt egal Amelie: ehm warte erstmal go straight on [turn right] Emma: [turn right] Amelie: there's two [trees] and Emma: [trees] Amelie: [a big swimming pool] Emma: [a swimming pool] yes Amelie: yes Emma: okay [fragst du] und ich sag? Amelie: [das geht doch] okay excuse me please [2.7] GS 1 4b 101213 178 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 where's the pool? Emma: where's the [swimming pool] Amelie: [swimming pool] ja swimming pool passt besser Emma: ehm go straight on turn right there's two trees and a big swimming pool Amelie: thank you [oder wollen wir das-] Emma: [that's okay] Amelie: wollen wir das ändern dass du fragst? und ich möchte gerne den langen text sagen ich liebe so lange texte Emma: ehm (--) wir können uns ja beide was fragen nacheinander Amelie: also erst mal fragst du also [excuse] me Emma: [okay] Amelie: where's the swimming pool? Emma: ich kann ja fragen where is the swimming- where is the cinemaxx? und du frag- ehm also du fragst Amelie: wo- wher- where is the school? Emma: aber dann- dann musst du ja nur das nehmen ne? ((points at something in their pupil's book)) du- ich frag where is the swimming pool? und ehm du fragst where- where's eh- du kannst dir was aussuchen was (dir so einfällt) Amelie: ich- nee du- ich frag nach dem swimming pool du kannst doch nach dem zoo fragen Emma: okay mach ich okay Amelie: [okay] Emma: [ich] fang an will anfangen okay? Amelie: also erst mal excuse me [2.7] GS 1 4b 101213 179 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 where's the swimming pool? Emma: go straight on turn right gos- go straight on turn right there's two trees and a big swimming pool Amelie: thank you Emma: excuse me: where is the zoo? ((pronounced [tso:])) Amelie: z- zoo ((pronounced [su:])) Emma: where's the zoo? ((pronounced [su:])) Amelie: go straight on go across the bridge turn right there's a zoo ((pronounced [su:])) Researcher:zoo ((pronounced [zuː])) Emma & Amelie: zoo ((pronounced [zuː])) Researcher:[zoo] Emma & Amelie: [zoo] Researcher:zoo Amelie: thank you ((to the researcher)) Emma: thank you very much ((finishes the dialogue)) Researcher:and so- there- two trees there? there? Amelie: there’s two Researcher:no not is is (-) is one two there are two trees [there-] Amelie: [there's-] Researcher:no not is Amelie: there two trees Researcher:there are Amelie: there are two tree:s thank you Emma: okay Researcher:yes because two (-) two trees Emma: okay jetzt fragst du mal als erstes Amelie: excuse me where's the big swimming pool? Emma: go straight on turn right [2.7] GS 1 4b 101213 180 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 go straight on turn right there's- Amelie: there are Emma: there are two trees and a big swimming pool Amelie: thank you Emma: ehm excuse me: where's the zoo? Amelie: zoo ((pronounced [zuː])) Emma: where's the zoo? ((Mila and Valentine practice their dialogue in front of the board)) ((26:55)) Valentine:frau wir können's Teacher: very good Valentine:können sie mal kurz gucken? Teacher: yes Mila: ex- excuse me where is the supermarket? Valentine:okay turn left then go across the bridge you can see the supermarket from the bridge Mila: thank you very much Valentine:that's okay Teacher: very good Class: ((pupils mumble and practice their dialogues)) ((two boys prepare their dialogue outside the classroom; the teacher comes by)) ((28:45)) Toni: excus- Teacher: excuse me please Toni: excuse me please wo- where is the purple house? Chris: go straight on then turn left and turn right and turn ehm and go straight on Toni: thank you very much Chris: okay Teacher: mhm v:ery much [2.7] GS 1 4b 101213 181 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 Toni: very [much] Teacher: [yes] very good okay and if you want you can- you can do it like a role play ((grabs one of the pupil's book, takes a few steps back, then approaches the table again)) so ((starts a role play; asks Chris for the way)) excuse me please ehm where's the purple house? Chris: go straight on Teacher: aha Chris: go (-) turn left Teacher: aha Chris: and turn left Teacher: okay Chris: and go straight on Teacher: okay thank you very much that's okay ((finishes the dialogue)) okay practice again okay? Toni: wo is (der) purple house? Chris: go straight on then turn left and then turn left and then go straight on < thank you very much> ((prompts in Toni's ear)) Toni: thank you very much Chris: okay (10.0) ((30:10)) ((a bell rings inside the classroom)) Teacher: sit down please Class: ((pupils mumble and return to their chairs)) ((30:38-31:24)) Teacher: one two three look at me Class: one two look at you Teacher: okay who eh which group wants to be the first group to show their role play? ehm mila and? Mila: valentine [2.7] GS 1 4b 101213 182 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 Teacher: and valentine okay ((Mila and Valentine stand up and come to the front; pupils mumble)) ((31:41-31:58)) Teacher: yes you can do it you're good Mila: können wir in die mitte? Teacher: nope Mila: dann hier vorne ((some pupils mumble; others come back into the classroom after having practiced their dialogues outside)) Teacher: everything alright nelly and toni? yes? everything alright? ((Mila and Valentine start their role play)) Mila: excuse me where's the supermarket? Valentine:okay turn left here then go across the bridge and you can see the supermarket from the bridge Mila: thank you very much Valentine:it's okay Teacher: [give mila and valentine a big hand] Class: [((pupils applaud))] Teacher: okay who wants to be next? who wants to be next? chris and? Chris: [toni] Teacher: [toni?] Toni: no Chris: toni will nicht Teacher: no? okay maybe later chris okay? emma and? Emma: amelie Teacher: mhm ((Amelie and Emma get up and come to the front)) Pupil_x: immer nur die mädchen Teacher: sh no every group [2.7] GS 1 4b 101213 183 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 ((Amelie and Emma start their role play)) Amelie: excuse me please where is the big swimming pool? Emma: ehm go straight on turn right go straight on turn right there's are two trees and the big swimming pool Amelie: thank you Emma: can you excuse me? who is the cinema? Amelie: go straight on Emma: yes Amelie: go across the bridge turn left there is the cinema Emma: thank you Teacher: okay Class: ((pupils applaud)) Teacher: very good which group can be next? linda and? Linda: nora Teacher: mhm ((Linda and Nora stand up and come to the front)) ((Linda and Nora start their role play)) Linda: excuse me please where's the swimming pool? Nora: go straight on and then turn left and go across the bridge Linda: thank you Teacher: okay Class: ((pupils applaud)) Teacher: okay next group vince? and max? ((Vince and Max stand up and come to the front)) ((Vince and Max start their role play)) Vince: < excuse me please> < where is the big swimming pool?> Max: ehm go straight on and turn right go across the bridge turn eh go straight on turn left and then can you see the swimming pool Vince: okay [2.7] GS 1 4b 101213 184 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 Teacher: okay Class: ((pupils applaud)) Pupil_x: das ist ja komisch alle haben swimming pool Teacher: everybody wants to go to the swimming pool who's next? sophie and maria? ((Sophie and Maria stand up, come to the front and start their role play)) Sophie: excuse me please where's the zoo? Maria: the zoo? go straight on then across the bridge turn right and you can see the zoo Sophie: thank you Maria: that's okay Teacher: mhm Class: ((pupils applaud)) Teacher: okay what is a zoo? Class: ((some pupils raise their hands)) Teacher: chris Chris: der zoo Teacher: yes very good next group who can be next? leon melvin and matt please? Boys: no no no no no Teacher: yes i want to see it Boys: nein ((pupils mumble)) Teacher: i want to see every group i want to see every group Leon: wir können das nicht auswendig Teacher: that's okay you can (-) you can take your pupil's book that's okay Leon: nein ich möcht nicht Teacher: ehm leon you can take your pupil's book ((two of the three boys stand up, take their pupil's books and walk to the front)) Teacher: okay thank you Melvin: excuse me please [2.7] GS 1 4b 101213 185 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 where's the cinema? Matt: ((giggles)) go straight on go across the bridge and then turn left Melvin: thank you thank you please ehm ((pupils giggle)) thank you very much Teacher: okay thank you melvin and matt thank you Class: [((pupils laugh and applaud))] [danke bitte] [danke bitte] Teacher: pscht okay ehm nelly and tim? Tim: nein Teacher: you can- you can take the book ((Nelly stands up and comes to the front without her partner Tim)) you can take the book okay who can do it with nelly then? valentine? thank you Nelly: who is the cinema? Teacher: < no no no> < wait wait wait> ((points at Valentine who has to come to the front first)) where's the cinema? Nelly: oh where is the cinema? Valentine:it's in the market street Nelly: ehm go straight on Valentine:((gives her a look of confusion)) Class: ((pupils laugh)) Teacher: no no wait you ask (--) where is the cinema? and valentine says it's in market street Class: ((pupils laugh)) Teacher: psch and you say where is that? ((walks up to Nelly and shows her the right part in her pupil's book)) [2.7] GS 1 4b 101213 186 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 Nelly: [where's that?] Class: [((pupils laugh))] Teacher: [pscht] ehm come on Valentine:go straight on then turn right at the park Nelly: thank you please Valentine:((gives her a look of confusion again)) thank you [thank you please] ((laughs)) Nelly: [thank you] ((laughs)) Teacher: okay Valentine:die sagen alle thank you please Teacher: alright i- one two three look at me Class: one two look at you Teacher: what is ((writes ‘Wo?’ on the board)) wo ((points at the written word)) in english? Class: ((some pupils raise their hands)) (5.0) Teacher: ehm carl Carl: where Teacher: all together where Class: where Teacher: where Class: where Teacher: ((writes 'where' next to ‘Wo?’ on the board)) what is ((writes 'Was?' on the board)) in english? Class: ((some pupils raise their hands)) (2.0) Teacher: that's easy you know it tim Tim: who Class: ((some pupils giggle)) Teacher: scht ehm no stop laugh(ing) chris? Chris: what Teacher: what Class: what Teacher: what's your name? [2.7] GS 1 4b 101213 187 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 Class: what's your name? Teacher: what's your favourite colour? Class: what's your favourite colour? Teacher: what's your telephone number? Class: what's your telephone number? Teacher: ((writes 'what' next to ‘Was?’ on the board)) ((writes 'Wer?' on the board)) what is wer in english? Class: ((some pupils raise their hands)) Teacher: that's difficult vince Vince: who Teacher: very goo:d ((writes ‘who’ next to ‘Wer?’ on the board)) Class: who who who who who Teacher: ((points at the words written on the board and repeats them out loud)) where Class: where Teacher: what Class: what Teacher: who Class: who Teacher: ((writes 'Wie?' on the board)) ((pupils mumble)) for example < wie alt bist du?> < wie geht es dir?> Pupil_x: ah ((some pupils raise their hands)) Teacher: what is that in english? melvin? Melvin: how? Teacher: yes good ((writes 'how' next to ‘Wie?’ on the board)) ((points at the words on the board and repeats them out loud)) where Class: where Teacher: what Class: what Teacher: who Class: who Teacher: how (-) are you? Class: how (-) are you? Teacher: who's your best friend? Class: who's your best friend? [2.7] GS 1 4b 101213 188 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 1243 1244 1245 1246 1247 1248 1249 1250 1251 1252 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 1264 1265 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 Teacher: what's your name? Class: what's your name? Teacher: where's the swimming pool? Class: where's the swimming pool? Teacher: okay then please put away your pupil's book and your activity book (2.0) and let's play the last two or three minutes Class: ((pupils put away their school things)) ((40:26-40:54)) Teacher: carl please ehm tidy up your table blue folder and what's this? ((takes a piece of paper from Carl’s desk)) if you don't need it just put it into the bin ((41:05)) ((asks Marvin to come to the front)) ((41:23)) simon says stand up Class: ((pupils stand up)) Marvin: be quiet Class: ((pupils are loud)) Marvin: simon says be quiet Class: ((pupils are quiet)) Marvin: simon says eh dance Class: ((pupils dance)) Marvin: stop dance Class: ((pupils keep on dancing)) Marvin: simon says stop dance Class: ((pupils stop dancing)) Marvin: simon says (3.0) say hello zu Teacher: to Marvin: chris- to chris Class: hello chris Marvin: ehm simon says (---) stand up Class: ((pupils remain standing)) Marvin: simon says ehm sit down Class: ((pupils sit down)) Marvin: stand up Class: ((pupils stay sitting, except for one boy)) Marvin: matt hat gezuckt Matt: ((giggles)) Marvin: simon says stand up Class: ((pupils stand up)) Marvin: ehm simon says say hello to (--) vince [2.7] GS 1 4b 101213 189 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 Class: hello vince Marvin: simon says (-) dance Class: ((pupils dance)) Marvin: dance Class: [((pupils keep on dancing, except for Emma))] [((the bell rings))] Marvin: [emma] Emma: du hast gesagt dance Teacher: yes Marvin: dance Teacher: but without simon says so you have to stop ((Emma explains that she stopped dancing)) Carl: ja ich auch also sind alle anderen raus Teacher: okay simon says go outside and have a break Class: ((pupils scream in joy and leave the classroom)) [2.8] GS 1 4b 140114 190 Background Information Sheet GS 1 4b 140114 School type: primary school Class: 4th grade (4b) Date of recording: 14.01.2014 Length of recording: 39:35 minutes Number of pupils in class: 23 Number of pupils present during the lesson: 22 Topic of the lesson: Directions Topic vocabulary o Places: restaurant, hospital, supermarket, bus stop, police station, post office, bank, fire station, cinema, playground, hotel o “Excuse me, please.” o “Can you tell me the way to ___’s house?” / “Where is the___?” o “Go straight on, turn left into, turn right into___” o “___’s house is on the left/right (side).” / “The ___ is on the left/right (side).” Goals § The pupils consolidate their knowledge of directions in English. § The pupils can perform a role play in which one person asks for directions and the other person gives directions on a map. Textbook Playway 4 (Klett Verlag, 2007), Unit 2: Going places Lesson overview - Warm-up song: “Mini Monsters” - Small talk: The teacher initiates the small talk by asking some pupils a question that is written on a card and then passes on the question card. Then the pupils ask each other, again passing on their card. At the end, the teacher collects all question cards from the pupils. - Vocabulary practice: Chorus repetition with the help of flashcards (with places and buildings) - Speaking activity: “Tell me the way to X’s house?” The teacher demonstrates how to give directions using a map. In addition, phrases to give directions are repeated. - Practice phase: The pupils use a map with street names to tell the way to somebody’s house. There are two versions of the map, one for pupil A and one for pupil B. - Partner work: The pupils practice a role play on giving directions. One pupil asks for a certain building or place, the other explains the way using the map. Some groups perform their role plays outside the classroom. [2.8] GS 1 4b 140114 191 Interesting observations - Speaking activity: role plays - Task instruction for the information-gap activity - Pupil’s mediation of task instruction in German Use of media - CD with the song: “Mini Monsters” - Note cards (with questions for the small talk activity) - Flashcards (cards with a picture and vocabulary of an object) - Overhead projector (OHP) and transparency (map) - Worksheet (street map, version A and B) Personal notes [2.8] GS 1 4b 140114 192 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Class: ((pupils talk to each other and get out their school things)) Teacher: stand up please we start with the song ((turns on the CD player)) Class: ((pupils get up and sing)) Teacher & Class: on monday morning mini monsters are so very busy on monday morning mini monsters are so very busy [jumping up and jumping down] [((pupils jump up and down; the bell rings))] jumping up and jumping down jumping up and jumping down. jumping up and jumping down jumping up and jumping down jumping up and jumping down. Teacher: next day is? Pupil_x: tuesday Teacher & Class: tuesday on tuesday morning mini monsters are so very busy on tuesday morning mini monsters are so very busy [standing up and sitting down] [((pupils stand up and bend their knees))] standing up and sitting down standing up and sitting down. standing up and sitting down standing up and sitting down standing up and sitting down. Valentine:wednesday Teacher: yes Teacher & Class: on wednesday morning mini monsters are so very busy on wednesday morning mini monsters are so very busy [hopping left and hopping right] [((pupils hop to the left and right))] hopping left and hopping right hopping left and hopping right. hopping left and hopping right hopping left and hopping right hopping left and hopping right. Teacher: thursday Teacher & Class: on thursday morning mini monsters are so very busy [2.8] GS 1 4b 140114 193 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 [on thursday morning mini monsters are so very busy] [((the teacher gestures with her finger to show that the pupils have to turn around))] [turning left and turning right] [((pupils turn left and right))] turning left and turning right turning left and turning right. turning left and turning right turning left and turning right turning left and turning right. Teacher: friday Teacher & Class: on friday morning mini monsters are so very busy on friday morning mini monsters are so very busy [drumming here and drumming there] [((pupils play air drum))] drumming here and drumming there drumming here and drumming there. drumming here and drumming there drumming here and drumming there drumming here and drumming there. Teacher: < saturday> Teacher & Class: on saturday morning mini monsters are so very busy on saturday morning mini monsters are so very busy singing low and singing high singing low and singing high singing low and singing high. singing low and singing high singing low and singing high singing low and singing high. on sunday morning mini monsters are so very busy on sunday morning mini monsters are so very busy. ((pupils yawn and sit down; the song ends)) Teacher: ((turns off the CD player)) okay (8.0) have you got a sister? ((hands over a card with this question to a pupil)) Valentine:yes i have ((takes the card, stands up to ask another pupil the same question)) [2.8] GS 1 4b 140114 194 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 Teacher: what's your favourite colour? ((hands out the question card to Maria)) Maria: red ((takes the card, stands up to ask another pupil the same question)) Teacher: how are you? ((hands out the question card to Amelie)) Amelie: i'm fine thank you. ((takes the card, stands up to ask another pupil the same question)) Teacher: how do you get to school? ((hands out the question card to Mats)) Mats: uhm (1.0) i walk to school ((takes the card, stands up to ask another pupil the same question)) Teacher: very good what's your telephone number? ((hands out the question card to Matt)) Matt: one one one six three nine eight five one. ((takes the card, stands up to ask another pupil the same question)) Teacher: good how old are you? ((hands out the question card to Carl)) Carl: i'm ten ((takes the card, stands up to ask another pupil the same question)) Teacher: okay ((4:57-6:42)) ((keeps asking questions and handing out cards)) ((the pupils answer her questions, take the card, ask their classmates the same question and pass on the card)) Class: ((pupils who have passed on their card sit down again)) Teacher: ((rings a bell)) ((6:49)) carl stop it please. Pupil_x: ((returns the card to the teacher)) how are you? Teacher: i'm fine thank you. Linda: how do you get to school? Teacher: i drive to school. Jonas: what's your telephone number? Teacher: nine o three seven eight four five three. Melvin: how old are you? Teacher: i am thirty-five. [2.8] GS 1 4b 140114 195 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 Melvin: what's your favourite playstation game? Teacher: oh i don't know i haven't got a playstation Mats: oh mein gott Teacher: sorry Mats: sie hat keine playstation Leon: have you got a brother? Teacher: no i haven't Mia: do you like pizza? Teacher: oh yes i do i like pizza. Nora: have you got a sister? Teacher: yes i have. Toni: do you like spaghetti? Teacher: yes i do. Valentine:what's the weather like today? Teacher: oh today it's foggy and cold Valentine:((points at Emma)) emma Emma: do you like hmmm (1.0) spinat? Teacher: eh no i don't Valentine:what's the time? Teacher: ((looks at the clock)) oh it's seventeen minutes past ten ((Valentine returns the card)) thank you (2.0) okay let's repeat very quick very quickly ((holds up a card; pupils raise their hands)) leon Leon: restaurant Teacher: yes restaurant Class: restaurant Teacher: < it's a restaurant> Class: it´s a restaurant Teacher: < it's a restaurant> Class: < it's a restaurant> ((the teacher pins the card to the board, then shows another card)) ((pupils raise their hands)) Teacher: melvin? Melvin: hospital Teacher: hospital Class: hospital Teacher: < it's a hospital> Class: < it's a hospital> Teacher: < hospital> [2.8] GS 1 4b 140114 196 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 Class: < hospital> ((the teacher pins the card to the board)) Valentine:musst du direkt zuhalten frau jetzt (-) gleich zuhalten Teacher: okay it's too easy if it's (x) ((pupils laugh)) ((shows the card, covering up the word with her hands)) Pupil_x: was steht da? Teacher: can't help vince Vince: supermarket Teacher: supermarket Class: supermarket Teacher: < supermarket> Class: < supermarket> Teacher: < supermarket> Class: < supermarket> Teacher: ((points at the cards on the board)) restaurant Class: restaurant Teacher: hospital Class: hospital Teacher: supermarket Class: supermarket Teacher: ((shows the next card, trying to cover the written word)) okay marvin Marvin: bus stop (([ʃtɒp])) Teacher: yes bus STOP Class: bus stop Teacher: STOP Class: stop Teacher: bus stop Class: bus stop Pupils: stop stop ((the teacher shows the next card; pupils raise their hands)) Teacher: tim Tim: police station Teacher: police station Class: police station Teacher: < police station> Class: < police station> Teacher: < police station> Class: < police station> ((the teacher shows the next card; [2.8] GS 1 4b 140114 197 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 pupils raise their hands)) ((the teacher draws a big ‘O’ in the air)) ((pupils giggle)) Teacher: äh matt Matt: post (([po:st])) office Teacher: post (([pəʊst])) office Class: post office Teacher: post office Class: post office ((the teacher pins the card to the board and shows the next card)) ((pupils raise their hands)) Teacher: very good [yes it was correct] [((raises her thumb))] chris? Chris: bank Teacher: bank Class: bank Teacher: it's a bank Class: it's a bank ((the teacher pins the card to the board)) Teacher: ((points at the cards on the board)) restaurant Class: restaurant Teacher: hospital Class: hospital Teacher: bus stop Class: bus stop= =no it's a supermarket Teacher: bus stop Class: bus stop Teacher: fire station Class: no it's a police station Teacher: pOst office ((emphasizes the vowel)) Class: post office Teacher: bank Class: bank Teacher: ((shows the next card and pupils raise their hands)) two more okay that's easy amelie Amelie: cinema Teacher: cinema Class: cinema Teacher: ((pins the card to the board)) ((doesn’t show the next card)) and there is one left [2.8] GS 1 4b 140114 198 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 Class: ((pupils raise their hands)) Teacher: who knows what's missing? nora Nora: playground Teacher: yes playground ((shows the card to the pupils)) Class: playground Teacher: it's a playground Class: it's a playground Teacher: ((pins the card to the board)) restaurant ((points at the cards on the board)) Class: restaurant Teacher: police station Class: no it's a hospital Teacher: supermarket Class: supermarket Teacher: bus stop Class: bus stop Teacher: police station Class: police station Teacher: post (([post])) office Class: no post (([pəʊst])) office Teacher: bank Class: bank Teacher: cinema Class: cinema Teacher: playground Class: playground Teacher: excellent okay yes emma? Emma: who is the (1.0) fire station? Teacher: oh not who but? Pupils: where where where Emma: where is the fire station? Teacher: where is the fire station that is a good question. maybe the fire station got lost in my folder (1.0) let me check (5.0) no (1.0) oh yes ((shows the card)) fire station [2.8] GS 1 4b 140114 199 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 Class: fire station Teacher: okay good question okay today we want to uhm (1.0) do a little exercise with a partner and we start Pupil_x: welcher partner Teacher: mh? Class: ((pupils ask questions and discuss who they want to pair up with)) Teacher: ja i think about it okay? ((puts a transparency on the overhead projector)) Class: ((pupils keep discussing; it gets louder)) Matt: ((gets up)) Teacher: [okay uhm matt can you please sit down] [((pupils mumble))] ((12:02)) okay can we do that later please? valentine? and emma? please can we do it later? (10.0) yeah can you switch the light off? thank you this overhead projector is a (-) a little bit broken Matt: it's a little bit broke Valentine:an die decke Teacher: no it's okay can you see? ((points at the transparency on the overhead projector)) you are here down here Class: [((pupils start talking and giggling))] Teacher: [you] ((12:53-13:04)) you are here < and excuse me please where is sarah's house?> Class: ((some pupils start talking)) Teacher: [where is] sarah´s house? [((raises her hand))] Valentine:das kann man nich- Teacher: oh ((pulls the transparency on the overhead [2.8] GS 1 4b 140114 200 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 projector a little further down so everyone can see the map; then points at it)) this is sarah's house okay? where is sarah's house? can you tell me the way to sarah's house? amelie Amelie: go straight on Teacher: wait (-) wait wait (1.0) yes Amelie: turn right into the montana street Teacher: turn right into montana street okay Amelie: turn left into the texas street Teacher: yes Amelie: on the left is sarah's house Teacher okay all together go straight on Class: go straight on Teacher: turn right into montana street Class: turn right into montana street Teacher: turn left into texas street Class: turn left into texas street Teacher: sarah's house is on the left Class: sarah's house is on the left Teacher: very good amelie uhm where is sam's house? where is sams's house? ((pupils look at the transparency)) ((helps by pointing at Sam's house)) who can tell me the way to sam's house? amelie can you pick someone? Amelie: valentine (([væləntɑɪn])) Valentine:go straight on go: g:o: right at (-) at the nevada street Teacher: very good yes Valentine:go Emma: ne turn oder nicht? Valentine:turn (1.0) right at the virginia street sam's house is on the (---) right Pupils: ((mumble)) left left Valentine:and is (3.0) hm on the left Teacher: very good all together go straight on Class: go straight on [2.8] GS 1 4b 140114 201 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 Teacher: turn right into nevada street Class: turn right into nevada street Teacher: turn right into virginia street Class: turn right into virginia street Teacher: sam's house is on the left Class: sam's house is on the left Teacher: okay one more tell me the way to (--) kim's house Class: (16.0) ((some pupils mumble, some pupils raise their hands)) Teacher: come on Valentine:linda Linda: go straight on turn left äh ja (-) turn left into the arizona street Teacher: mhm Linda: kim's house is on the right Teacher: very good excellent go straight on Class: go straight on Teacher: turn left into arizona street Class: turn left into arizona street Teacher: kim's house is on the right Class: kim's house is on the right Teacher: yes emma? you've got a question? Emma: ich kann das nicht so gut die straßennamen erkennen Teacher: yes but you will get (1.0) you will get a map for you and you and then you can read the names okay? okay (3.0) okay (3.0) listen this is really complicated now we have got matt? listen please we have got (1.0) a map number one and we've got a map with a number two number one ((shows the first map)) number two ((shows the second map)) Matt: austeilen [2.8] GS 1 4b 140114 202 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 Teacher: the part- no ((someone sitting at the back of the class wants to say something)) < no no no no> partner one (1.0) get's this exercise sheet ((shows the first map)) and he needs to know the way to the supermarket the hotel the post office the bus stop and the hospital okay? it's not on the map hotel? no idea but (--) partner number two knows where the supermarket the hotel the post office is because it's on this map ((shows map number two)) so you have to ask your partner excuse me please where is the post office? and partner number two has to tell the way to the post office okay? who can tell me in german what you have to do? Class: ((several pupils raise their hands)) Teacher: melvin Melvin: also ehm der eine partner hat dann das ((points at the map)) und da- das und das und der andere partner hat ehm den zettel wo die- ähm schon drauf sind und der muss den weg beschreiben Teacher: mhm and partner number two wants to know where the bank is and partner number two don't know (-) doesn't know where the bank is and partner number one knows where the bank is ((pupils giggle)) okay? ((some pupils say ‘yes’)) switch off ist die aufgabe klar? Pupils: ja [2.8] GS 1 4b 140114 203 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 Teacher: okay you need for this exercise you need your file box from behind to put it between you and your partner okay? you need something between you and your partner okay Class: ((pupils stand up to get their file boxes)) [((pupils mumble very loud))] Matt: [und welche partner?] Teacher: [please find your six o'clock partner] < six o'clock partner> Carl: sollen wir austeilen? Teacher: ja und zwar ehm erst mal müsst ihr eure partner finden. und dann teil ich die aus weil (-) einer kriegt ja das eine der andere das andere ja? (2.0) amelie who is your partner? ((19:52-20:28)) wartet bitte noch einmal einen kleinen moment bevor ihr anfangt ja? ((distributes the maps; it is quite loud)) ((20:31-23:09)) ((pupils get ready to start)) one two three look at me Class: one two look at you Teacher: you need (1.0) you need your scissors and you need glue and ((Valentine stands up to get her things)) valentine wait please and uhm what i wanted to tell you on this exercise sheet you can find a dialogue okay? excuse me please where is go straight on turn left turn right you can have a look here okay? Emma: yes [2.8] GS 1 4b 140114 204 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 ja Teacher: here is the text glue scissors and this is the text okay then you can start ((23:50; pupils start)) ((Valentine and Emma sit outside the classroom to perform the role play)) ((25:03)) Emma: excuse me please where's the school? (5.0) valentine? Valentine:okay go straight on Emma: yes Valentine:then turn right at the (-) dakota street Emma: okay Valentine:ehm the school is on the (---) right ähm left Emma: okay thank you ((writes down ‘school’ in the empty space on the sheet)) ((25:40)) Valentine:excuse me please where is the hotel? Emma: the hotel? okay go straight on and turn right into nevaida (([niːvɑɪdə])) street then turn right into virginia street on de (-) right side on the right is the hotel Valentine:okay good ((does not have a pen)) < kann ich mal einen stift?> Emma: < einen stift?> < ich hab nur einen füller> Valentine: < ich hab keinen stift> Emma: < dann nimm kurz> okay excuse me please where's the bank? Valentine:the bank ((looks at the map and thinks for a while)) (9.0) Emma: valentine Valentine:go straight on Emma: okay [2.8] GS 1 4b 140114 205 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 Valetina: then turn right at the monta:na street then turn left at the texas street the: bank is on the: right Emma: yes okay thank you very much Valentine:that´s okay Emma: ehm excuse me please [where is ä:h] Valentine:[ich muss fragen] Emma: wer muss fragen? ah ja du Valentine:ich Emma: sorry Valentine:excuse me please where is the hospital? Emma: hmm go straight on turn right into montana street on the right is the hospital Valentine: < kann ich deinen stift?> Emma: < okay> Valentine: < wo geht der auf?> Emma: ((giggles)) drehen Valentine:achso jetzt [ja] Emma: [ < valentine> ] Valentine:((notes down on her map where the hospital is)) Emma: excuse me please where's the police station? Valentine:okay go straight on then turn turn turn (1.0) tu- the Emma: turn right? Valentine:the the police station is on the right Emma: wohin muss ich biegen? fang noch mal ganz von vorne an okay [ganz langsam] Valentine:[go straight on] the police station is on the (-) right Emma: hä? du musst sagen in welche straße da is nur ein platz Valentine:america street ((giggles)) Emma: yes okay das ist ein bisschen Valentine:okay ((writes down police station on her sheet)) [2.8] GS 1 4b 140114 206 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 okay Emma: jetzt musst du mich was fragen Valentine:echt? Emma: ja Valentine:okay excuse me please where's the pOst (([pəʊːːst])) office? Emma: the post (([pəʊːːst])) office go straight on turn left into floraida street Valentine:florida Emma: and on the right side (is) the post office Valentine:((holds out her hand so Emma can pass her the pen)) Emma: ist schon offen ((talking about the pen)) Valentine:((writes down on her map where the post office is)) okay Emma: ehm excuse me please where's the playground? Valentine:okay go straight on then turn right at the nevada street Emma: yes Valentine:then turn left at the california street Emma: okay Valentine:the (1.0) playground is on the Emma: right is on the right? Valentine:is on the right Emma: ((writes down on her map where the playground is)) Valentine:okay excuse me please where's the bus stop? Emma: the bus stop okay the bus stop go straight on (2.0) in the mexico street eh go s- go straight on turn right in the nevada street ehm turn left into mexico street and on the left side is the bus stop (3.0) das spiel macht spaß Valentine:((writes down on her map where the bus stop is)) okay Emma: ehm excuse me please where is the fire station? [2.8] GS 1 4b 140114 207 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 Valentine:go straight on then turn right at the (-) arizona street Emma: okay Valentine:on the (---) left side is the fire station Emma: fire station? ist direkt? okay fire station ((writes down on her map where the fire station is)) Valentine:okay excuse me please where's the supermarket? Emma: the supermarket (2.0) go straight on turn left into nevaida street and on the right side is the supermarket Valentine:((gets the pen from Emma and writes down where the supermarket is)) Emma: ich hab nichts mehr zu fragen Valentine:ich auch nicht Emma: gut dann sind wir fertig das hat spaß gemacht das spiel das will ich noch mal spielen Valentine:okay nur noch aufkleben Emma: aufkleben? was aufkleben? Valentine:ja das was wir da reingeschrieben haben Emma: scheisse jetzt hab ich das ganz groß geschrieben Valentine:oh ((looks at Emma's sheet)) Emma: so ich (hab ich) hast du klere schere klere und schreber mit? ((sic)) Valentine:ja Emma: ich hab mein vergessen ich hol das kurz ((pause)) ((Chris and Leon sit outside the classroom to perform the role play)) ((32:48)) Chris: also ich bin dran mit aufkleben deswegen musst du jetzt fragen ((32:58)) Leon: ehm where is the bus (([bʊs])) stop? Chris: the bus (([bʌs])) stop go straight on turn right into nevada street [2.8] GS 1 4b 140114 208 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 the bus stop is on the left (4.0) Leon: da ist bei mir schon was Chris: wo? am anfang der straße? Leon: achso da ((cuts out the bus stop and glues it on his map)) Chris: ehm ((starts cutting out)) ((33:26-33:55)) where is this? excuse me please where is the school? Leon: school is (5.0) ((looks at his map and searches for the school)) go straight on in (--) also go straight on then ehm turn right in the doka-de-kota street Chris: dekota turn in the dekota muss ich mal ganz kurz suchen a:h ja: Leon: and then turn left in there is the s- ehm school Chris: thank you (22.0) ((cuts out the school and glues it on his map)) Leon: ehm excuse me please where is the (-) post office? Chris: the post office go straight on (1.0) turn left into florida (-) florida street the post office is on the right Leon: ((cuts out the post office and glues it on his sheet)) ((35:33-36:08)) Chris: ((mumbles something in German, then cuts out the building)) excuse me please where is the (--) playground? Leon: go straight on turn right in the nevada street Chris: yes Leon: ehm ((36:26-36:46)) [2.8] GS 1 4b 140114 209 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 ((looks at the map and at the sheet with the dialogue phrases)) turn right is the playground Chris: ((glues the playground on his sheet)) ((36:50-37:10)) Leon: ((takes the scissors)) where is the hospital? Chris: the hospital go straight on turn right into nevada street turn left into california street turn right into montana street the hospital is on the right (4.0) Leon: thank you ((cuts out the hospital)) Chris: it's okay no problem ((37:42-38:06)) excuse me please where is the police station? Leon: police station is go straight on Chris: yes Leon: ehm turn right into the ri- arizona street Chris: yes Leon: turn right into california street Chris: yes Leon: ehm (1.0) on (the) (1.0) ehm turn right is the polic- nein turn right is the Chris: on the right Leon: on the right is Chris: < police station> Leon: police station ((Chris glues the police station on his sheet)) Chris: wir sind fertig oder hast du noch was? Leon: nee Chris & Leon: ((start to pack their things and get up)) Researcher:good job thank you don't forget your folder [2.9] GS 1 4b 140314 210 Background Information Sheet GS 1 4b 140314 School type: primary school Class: 4th grade (4b) Date of recording: 14.03.2014 Length of recording: 37:18 minutes Number of pupils in class: 23 Number of pupils present during the lesson: 20 Topic of the lesson: At the ice cream shop Topic vocabulary o Flavours: hazelnut, strawberry, vanilla, yoghurt, lemon, chocolate o Shopkeeper, customer o Money: pounds, pence o “What can I do for you?” / “Can I help you?” o “One/two ice cream(s), please.” o “I’d like ___, please.” / “For me ___.” o “In a cone/cornet or a cup?” o “Here you are.” o “How much is it?” o “Thank you.” o “Goodbye.” Goals § The pupils understand the structure of a shopping dialogue and can order/sell an ice cream. § The pupils can act out a shopping dialogue at an ice cream shop. Textbook Playway 4 (Klett Verlag, 2007), Unit 5: Shopping Lesson overview - Warm-up song: “A hundred big black ravens” - Small talk: One pupil after the other asks his/her neighbour a question, who then answers it. The activity is finished when everyone has said something. The teacher stops the time. - Vocabulary repetition of ice cream flavours. - Repetition of what a shopping dialogue consists of, with the help of speech bubbles pinned to the blackboard: What does the shopkeeper say and what does the customer say? - Repetition and practice of phrases to use when buying and selling an ice cream. - Practice phase: The pupils practice the shopping dialogue in groups of three. Some groups practice their dialogue outside the classroom. - Performance of the shopping dialogues in front of the class. - Closing game: “Simon says” [2.9] GS 1 4b 140314 211 Interesting observations - Practice and performance of short dialogues - Joint preparation of the dialogue phrases (for shopkeeper and customer) - Language awareness: “cornet” vs. “cone” (ice cream); “I like” vs. “I’d like” - Use of German to explain the difference between “I like” and “I’d like” Use of media - CD with the song: “A hundred big black ravens” (Playway 4, Pupil’s Book, p. 24) - Pupil’s Book (with the shopping dialogue and the vocabulary of the ice cream flavours) - Flashcards with ice cream flavours and speech bubbles with phrases for the shopping dialogue - Blackboard Personal notes [2.9] GS 1 4b 140314 212 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Class: ((pupils put their things away)) Teacher: emma hurry up Emma: yes ((the bell rings)) Teacher: carl where is your pupil's book and your pencil case? wake up ((Carl gets his things out)) Max: wurden unsere (x) am freitag abgegeben? Teacher: i don't think so Pupil_x: ich glaub nicht Teacher: no me neither (2.0) okay stand up please no pupil's book ((to Carl)) this is your activity book Class: ((pupils stand up)) Teacher: ((turns on the CD player and starts to sing)) a hundred= Class: ((pupils join in quietly)) Teacher & Class: =big black ravens= Teacher: ((indicates that she can't hear the pupils by holding her hand next to her ear)) Class: ((pupils start singing louder)) Teacher & Class: ((sing and gesture along)) =are flying after you they want to steal your piggy bank so this is what you do you put a face ((pupils sing ‘put’)) you shake your fist you shout NO WAY and ten fly away fly away fly away fly away [((the teachers writes the numbers from 90 to 10 on the board; then erases each number after it has occurred in the song))] [ninety big black ravens are flying after you they want to steal your piggy bank so this is what you do] you put a face ((pupils sing ‘put’)) [((the teacher writes ‘pull a face’ on the board))] [you shake your fist you shout NO WAY and ten fly away [2.9] GS 1 4b 140314 213 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 fly away fly away fly away] eighty big black ravens are flying after you they want to steal your piggy bank so this is what you do ((the teacher points at the board where she wrote ‘pull a face’)) you pull a face you shake your fist you shout NO WAY and ten fly away fly away fly away fly away seventy big black ravens are flying after you they want to steal your piggy bank so this is what you do you pull a face you shake your fist you shout NO WAY and ten fly away fly away fly away fly away sixty big black ravens are flying after you they want to steal your piggy bank so this is what you do you pull a face you shake your fist you shout NO WAY and ten fly away fly away fly away fly away fifty big black ravens are flying after you they want to steal your piggy bank so this is what you do you pull a face you shake your fist you shout NO WAY and ten fly away fly away fly away fly away forty big black ravens are flying after you they want to steal your piggy bank so this is what you do you pull a face you shake your fist you shout NO WAY and ten fly away fly away fly away fly away thirty big black ravens are flying after you they want to steal your piggy bank [2.9] GS 1 4b 140314 214 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 so this is what you do you pull a face you shake your fist you shout NO WAY and ten fly away fly away fly away fly away twenty big black ravens are flying after you they want to steal your piggy bank so this is what you do you pull a face you shake your fist you shout NO WAY and ten fly away fly away fly away fly away ten big black ravens are flying after you they want to steal your piggy bank so this is what you do you pull a face you shake your first you shout NO WAY and ten fly away fly away fly away fly away [((the song ends; the pupils mumble and sit down))] Teacher: [((turns off the CD player))] [sh:] alright we want to do our small talk who can start? i check the time ehm emma ((Emma wants to start immediately)) < wait wait wait> ready steady go Emma: what's your name? Leon: my name is leon. ehm can i have (-) your school bag? Valentine:no sorry have you got a sister? Matt: yes i have have you got a brother? Linda: yes i have how are you? Mats: i'm fine ehm how are you? Chris: i'm fine what's the time? Mia: ehm i don't know Teacher: [eh eh] [2.9] GS 1 4b 140314 215 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 Mia: [how] Teacher: you can check the watch Mia: yes äh it's ehm quarter past ten. how (-) how are you? Carl: i am fine what's your name? Nora: my name is nora what's the weather like today? Max: it's cloudy and cold what's the name? Toni: [my] Teacher: [what's] your name Max: [what's your name?] Toni: [my name is] toni. can i have your pencil case? Maria: no sorry ehm can i have (your) book? Tim: no sorry what's your favourite drink? Nelly: my favourite drink is (---) coke can i have a book? Jonas: yeah what's your name? Sophie: my name is sophie. ehm what's your favourite food? Melvin: my favourite food is pizza. how do you get to school? Mila: i ge- ehm i get to school (-) by bus. Teacher: [good question] Mila: [ehm what's your] name? Vince: vince what's your telephone number? Emma: my telephone number is one o one eight four nine two four three six four. Teacher: okay one minute and twenty-two seconds Class: ((pupils moan because they did not break their record)) Teacher: alright we want to do (4.0) ((cleans the board)) we are in our ice cream shop Class: ((pupils mumble)) Teacher: and we had (-) six flavours who (---) remembers? one two three four flavours? ((holds some flashcards in her hand)) ehm vince Vince: hazelnut Teacher: oh good [2.9] GS 1 4b 140314 216 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 [hazelnut] [((holds up the corresponding flashcard))] Class: hazelnut Teacher: < hazelnut> Class: < hazelnut> Teacher: < hazelnut> ((pins the flashcard to the board)) Class: < hazelnut> Teacher: i've got five more mats Mats: strawberry ((uttered with a short vowel)) Pupil_x: oh man Teacher: stra::wberry Class: stra:wberry Teacher: stra:wberry Class: stra:wberry Teacher: < strawberry> Class: < strawberry> Teacher: < strawberry> Class: < strawberry> Teacher: hazelnut Class: hazelnut Teacher: strawberry Class: strawberry Teacher: leon Leon: vanilja Teacher: oh that's quite close who can help? ehm sophie Sophie: vanilla (([venɪla])) Teacher: vanilla (([vənɪlə])) Class: vanilla Teacher: vanilla Class: vanilla Teacher: ((pins the flashcard to the board)) Teacher: hazelnut Class: hazelnut Teacher: strawberry Class: strawberry Teacher: vanilla Class: vanilla Teacher: ((looks around for the next pupil)) ehm tim Tim: yogurt Teacher: yogurt Class: yogurt Teacher: < yogurt> Class: < yogurt> Teacher: < yogurt> Class: < yogurt> Teacher: ((points at the different flashcards [2.9] GS 1 4b 140314 217 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 on the board)) Class: hazelnut strawberry vanilla yogurt Teacher: very good ehm mia Mia: lemon Teacher: lemon Class: lemon Teacher: < lemon> Class: < lemon> Teacher: < lemon> Class: < lemon> Teacher: ((pins the flashcard to the board, then points at the first one)) Class: hazelnut Teacher: ((points at the fourth one)) Class: strawghurt Teacher: ((looks irritated)) Class: yogurt Teacher: ((points at the second one)) Class: strawberry Teacher: ((points at the fifth one)) Class: lemon Teacher: ((points at the third one)) Class: vanilla Teacher: ((points at her lips to emphasize the ‘v’ in vanilla)) vanilla Class: vanilla Teacher: ehm (3.0) carl Carl: chocolate Teacher: chocolate Class: chocolate Teacher: chocolate Class: chocolate Teacher: ((pins the flashcard to the board)) okay all together ((points at the third flashcard)) Class: vanilla Teacher: ((points at her lips again)) vanilla Class: vanilla Teacher: ((points at the second flashcard)) Class: strawberry Teacher: ((points at the fourth flashcard)) Class: yogurt Teacher: yogurt Class: yogurt [2.9] GS 1 4b 140314 218 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 Teacher: ((points at the fifth flashcard)) Class: lemon Teacher: ((points at the sixth flashcard)) Class: chocolate Teacher: ((points at the first flashcard)) Class: hazelnut Teacher: okay in our shop we've got (-) a shopkeeper ((writes the word ‘shopkeeper’ on the board)) and (--) we are the customers ((writes the word ‘customers’ on the board)) Melvin: hast du's nachgeguckt? Teacher: yes okay please give me give me some sentences we had on the board the last time Emma: ((stands up)) Teacher: you've got a question emma? Emma: yes ehm (x) is not here and [two] partners Teacher: [do you hav-] äh that's okay you can do a dialogue with one partner okay? no problem Emma: yes Teacher: maria? Maria: hello Teacher: good who says (-) who says hello? (3.0) who says hello? the shopkeeper or the customer? maria? Maria: the shopkeeper and the customer Teacher: okay so (3.0) alright ((pins two speech bubbles to the board)) eh chris Chris: goodbye have a nice day Teacher: okay who can say goodbye have a nice day Chris: der shopkeeper Teacher: yes okay but this is in the end [2.9] GS 1 4b 140314 219 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 i hope Chris: yes Teacher: yes not in the beginning okay okay all together ((points at the speech bubbles on the board)) hello Class: hello Teacher: < hello> Class: < hello> Teacher: and then? tim? Tim: what can i do for you? Teacher: yes what can i do for you? or you could say [can i help you?] [((shows another speech bubble))] Class: can i help you? Teacher: but i write yours also on the board tim ((draws a speech bubble and writes ‘what can I do for you’ on the board)) < what can i do for you?> okay all together can i help you? Class: can i help you? Teacher: what can i do for you? Class: what can i do for you? Teacher: mhm carl? Carl: what's your flavours oder so? Pupils: flowers Carl: flowers Teacher: oh these are all (-) flavours ((points at the flashcards on the board)) yes but (-) the shopkeeper says can i help you? and you say? (3.0) leon? Leon: ach ne doch nich Teacher: no? emma? Emma: what eh one or two or three ice cream Teacher: yes you can say one ice cream please or two ice creams please or you can say if you want (4.0) [2.9] GS 1 4b 140314 220 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 if you want to be polite ((shows another speech bubble to the pupils)) i'd like one ice cream please or i'd like two ice creams please all together i'd like Class: i'd like Teacher: one ice cream please Class: one ice cream please Teacher: ((pins the speech bubble to the board)) ehm valentine Valentine:what flavours? Teacher: very good [and the shopkeeper then] Carl: [ehh das war meins] Teacher: yes and our shopkeeper says (-) what flavours? Class: what flavours? Teacher: oh that's what you wanted to say? Carl: yeah Teacher: okay sorry carl Teacher: what flavours? ((shows the speech bubble, then pins it to the board)) Class: what flavours? (4.0) Teacher: and then? (3.0) vince? Vince: äh yogurt oder halt (--) die sorten [chocolate lemon] Teacher: [yes yes] yes okay you can say ((shows the speech bubble)) i'd like vanilla and chocolate or you can say i'd like yogurt and lemon ((pins the speech bubble to the board)) okay all together i'd like Class: i'd like Teacher: vanilla and chocolate please Class: vanilla and chocolate please Teacher: okay what else did we have on the board? do you remember? toni? Toni: thank you Teacher: yes who says thank you? [2.9] GS 1 4b 140314 221 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 (4.0) Toni: shopkeeper Teacher: mhm ((pins the speech bubble to the board)) and? Toni: customer Teacher: yes the customer says thank you when he gets the ice cream and the shopkeeper says thank you for what? why does the shopkeeper say thank you? linda? Linda: how much is it? Teacher: good who says how much is it? Linda: the customer Teacher: mhm ((shows the speech bubble, then pins it to the board)) how much is it? Class: how much is it? Teacher: vince? Vince: ehm (3.0) ninety pence Teacher: oh good idea that's really cheap that's really nice but i have got one (2.0) two pounds ((shows the speech bubble, then pins it to the board)) but you can also say (-) five pounds or or ninety pence it's alright okay what else? that's all? chris? Chris: in the cab or in the Valentine:in a cup or Chris: in a cup or in the corn? Teacher: ((shows the speech bubble)) in a cone or a cup? Class: in a cone or a cup? Teacher: cone Class: cone Teacher: cup Class: cup Teacher: in a cone or a cup Class: in a cone or a cup ((pins the speech bubble to the board)) [2.9] GS 1 4b 140314 222 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 Teacher: mhm very good melvin? Melvin: ehm nee doch nicht Teacher: valentine? Valentine:ehm (1.0) here you are Teacher: who says here you are? Valentine:the shopkeeper and the customer Teacher: mhm ((pins the speech bubbles to the board)) matt? Matt: thank you Teacher: we've got thank you [here and here] [((points at the speech bubbles))] okay ehm melvin? Melvin: goodbye Teacher: yes ((pins the speech bubble to the board)) alright ehm when the shopkeeper says in a cone or a cup what do you say? Class: ((pupils raise their hands)) Teacher: mia? Mia: in a cone Teacher: mhm in a cone or in a cup yes you say in a cone please in a cup please okay (2.0) all together [hello] [((points at the speech bubble on the board))] Class: hello Teacher: < hello> Class: < hello> Teacher: [can i help you?] [((points at the speech bubble on the board))] Class: can i help you? Teacher: [what can i do for you?] [((points at the speech bubble on the board))] Class: what can i do for you? Teacher: [i'd like one ice cream] [((points at the speech bubble [2.9] GS 1 4b 140314 223 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 on the board))] Class: i like one ice cream Teacher: in a cone or a cup? Class: in a cone or a cup? Teacher: in a cup Class: in a cup Teacher: [what flavours?] [((points at the speech bubble on the board))] Class: what flavours? Teacher: [i'd like strawberry and vanilla please] [((points at the speech bubble on the board))] Class: i('d) like strawberry and vanilla please Teacher: ((pantomimes putting an ice cream into a cup)) here you are Class: here you are Teacher: [thank you] [((points at the speech bubble on the board))] Class: thank you Teacher: [how much is it?] [((points at the speech bubble on the board))] Class: how much is it? Teacher: [two pounds] [((points at the speech bubble on the board))] Class: two pounds Teacher: here you are ((holds out her hand)) Class: here you are Teacher: thank you Class: thank you Teacher: goodbye Class: goodbye Teacher: goodbye have a nice day Class: goodbye have a nice day Teacher: okay do you need the dialogue from the cd [one more time?] [((holds up one finger))] Class: no Teacher: you want to listen to the dialogue one more time? Class: no Teacher: no then please (-) go together with your partner you can (--) take your pupil's book with you [2.9] GS 1 4b 140314 224 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 and then you can ((makes a writing gesture with her hand)) Class: ((pupils start to get together with their partners)) ((16:14-16:28)) Teacher: you need a note pad and a pen Class: ((some pupils discuss where to sit)) Teacher: valentine you can sit here if you want to ((points at an empty chair)) Valentine:nee da sitzt nora ((some pupils leave the room)) ((the camera films individual groups which practice their dialogues – some outside and some inside the classroom)) ((A1: dialogue with three girls)) ((18:00)) Mia: auf welcher seite war das? Sophie: weiß ich nicht Mila: ((looks through her pupil's book)) < auf seite> (3.0) äh äh ähm auf seite sechsundzwanzig Mia: < warte> Mila: lass uns spielen komm sophie wir gehen ((pulls Sophie with her)) ich bin emma ((character in the textbook)) Sophie: ich bin aber kein junge Mila: wir nennen dich anders Sophie: eh egal ((pupils start to practice their role play)) ((Mila and Sophie approach a desk which is supposed to be an ice cream shop; Mia plays the shopkeeper)) ((18:35)) Sophie: ehm two ice creams please Mia: what flavours? Mila: ehm from (---) vanilla and chocolate please Sophie: and for me strawberry and yogurt please Mia: okay here you are Sophie: how much is it? Mia: two pounds Mila: here you are Mia: thanks Mila: goodbye Sophie: goodbye [2.9] GS 1 4b 140314 225 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 ((girls talk about something in German)) ((A2: another dialogue with three boys)) Chris: du kannst ja max erst mal fragen ob er auch ein eis möchte Jonas: willst du eins? Max: ja klar Chris: okay dann [hello] Max: [hello] Jonas: hello Chris: ehm what can i do for you? ((the boys look into their books)) Jonas: ehm das steht da nicht drinne Max: for me vanilla and chocolate Chris: max (--) ich frag erst mal what can i do for you? da kannst du doch nicht [sagen] Max: [two] Chris: ice creams please ehm what flavours? Max: for me vanilla and chocolate Jonas: and (für) me strawberry and yogurt please Chris: ((pantomimes scooping the ice cream)) here you are Max: thank you Chris: ((prepares the second ice cream)) here you are Jonas: thank you Chris: ehm < jetzt musst du> Jonas: how much is it? Chris: it's five pounds Max: here you are Chris: thank you Jonas & Max: [goodbye] Chris: [goodbye] have a nice day ((A3: the same boys do the dialogue again)) Chris: what can i do for you? Max & Jonas: two ice creams please Chris: what flavours? Max: for me vanilla and chocolate please Jonas: and for me strawberry and yogurt [please] Chris: [in a corn] ((‘cone’ mispronounced)) in a core or in a cup? [2.9] GS 1 4b 140314 226 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 Jonas: in a (corn) Max: in a cone Chris: ((prepares the ice cream)) here you are ((hands it to Jonas)) Jonas: thank you Chris: ((prepares the second ice cream)) here you are ((hands it to Max)) Max: thank you Jonas: how much is it? Chris: it's five pounds ((Jonas and Max are not sure who should hand the money to Chris)) Max: here you are Chris: thank you [goodbye] Max & Jonas: [goodbye] Chris: have a nice day ((A4: another dialogue with two girls and one boy)) Emma: hello Carl: [hello] Maria: [hello] what can i do for you? Carl: [oh] one more spaghetti Emma: [eh] Maria: ice cream Carl: ice cream Emma: ehm i will: e::hm (3.0) strawberry and chocolate Maria: okay ((prepares the ice cream)) here you are ((hands it to Carl)) Carl: thank you Maria: here you are ((hands it to Emma)) Emma: thank you how (-) much is it? Maria: two (-) pounds please Emma: äh Carl: here you are Maria: thank you goodbye have a nice day Carl & Emma: goodbye [2.9] GS 1 4b 140314 227 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 ((A5: another dialogue with three girls)) Sophie: hello Mia: hello Sophie: what can i do for you? Mia: two ice creams please Sophie: in a äh in a cup oder in a coan? Mila: in a cup Sophie: ehm what flavours? Mila: for me ehm strawberry and yogurt please Sophie: here you are Mila: thank you Mia: and for me äh lemon and chocolate in a cornet Sophie: here you are Mia: thank you ehm äh how much is it? Sophie: two pounds Mila: here you are Sophie: thank you goodbye and have a nice day Mila & Mia: goodbye ((A6: another dialogue with four girls)) Linda,Nelly & Nora: hello Valentine:what can i do for you? Linda: i would like three (([srɪː])) ice creams please Valentine:in a cup or a cornet? Nelly: in a cup Linda: in a cup Nora: in a cone Valentine:what flavours? Nelly: i like hazelnut and yogurt Valentine:okay ((prepares the ice cream)) and for you? ((to Linda)) Linda: i would like strawberry and vanilla Valentine:okay ((prepares the ice cream)) and for you? ((to Nora)) Nora: for me strawberry and chocolate Valentine:okay here you are ((hands the ice cream to Nora)) Nora: thank you Valentine:here you are [2.9] GS 1 4b 140314 228 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 ((hands the ice cream to Linda)) Linda: thank you Valentine:here you are ((hands the ice cream to Nelly)) Nelly: thank you (2.0) Valentine: < how much is it?> Linda: how much is it? Valentine:three pounds Linda: here you are Valentine:thank you Linda: goodbye Valentine:[goodbye] Nelly: [goodbye] have a nice day ((A7: another dialogue with four boys)) Matt, Leon & Mats: hello Melvin: hello what can i do for you? Matt: i like one ice cream please Mats: i like one ice cream please Leon: i like two ice creams please Melvin: what flavours? Matt: i like lemon please Mats: [i like hazelnut] Leon: [i like two] i like two lemon(s) Melvin: in the cone (([kɔːn])) or in the cup? Leon: in the cone (([kɔːn])) Matt: but eh with me in a cup Mats: for me in a cup Melvin: okay here you are ((gives each of them an ice cream in form of a pen)) Leon: thank you Matt: thank you Leon: ((holds up his pen)) ich hab zwei bestellt ((Melvin gives him a second pen)) Matt: what's ((looks at the board)) how much is it? Melvin: it's twenty pence Matt: ((gives him twenty pence)) here you are Melvin: thank you Mats: goodbye [2.9] GS 1 4b 140314 229 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 Melvin: goodbye Matt & Leon: goodbye Mats: have a nice day Leon: have a nice day ((A8: another dialogue with three boys)) Vince: hello Toni: hello Vince: can i help you? Toni: eh also two ice creams please Vince: what flavours? Toni: for me chocolate lemon yogurt and vanille Vince: in a cornet or a cup? Toni: in a cornet Vince: and for you? Tim: for me strawberry vanilla chocolate and hazelnut Vince: in a cornet or a cup? Tim: in a cornet Vince: here you are ((hands the cornet to Tim)) here you are ((hands the cornet to Toni)) Toni: thank you how much is it? Vince: seven pounds and twenty pence Toni: here you are Vince: thank you Toni & Tim: [goodbye] Vince: [goodbye] ((the teacher calls all pupils back into the classroom)) ((the pupils return to their seats; it is noisy in the classroom)) ((the teacher claps a rhythm with her hands, which the pupils repeat after her; it gets quiet)) Teacher: okay we had (-) one problem last lesson we learned in a cornet this is more british english but you can also say in a cone you can say in a cornet or in a cone okay? which group wants to start to show their role play in front? ((pupils raise their hands)) ehm mila and mia and sophie? [2.9] GS 1 4b 140314 230 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 Girls: yes Teacher: do you need this? ((points at a speaker's desk)) do you need this? Mia: nee ich spiel doch hier Mila: achso ja Teacher: you want to do it there? ((points at the corner of the room)) Mila: ja Teacher: okay (6.0) ((the girls get ready for their role play)) and everybody else please be quiet jonas? jonas? be quiet please Mila: hello Mia: [hello] Sophie: [hello] [((Mila and Mia walk up to the table where Sophie sits))] Sophie: what can i do for you? Mila: two ice creams please Sophie: in a cup or in a cornet? Mila: in a cup Sophie: ehm what flavours? Mila: for me ehm strawberry and vanilla Sophie: ((prepares the first ice cream)) [here you are] [((gives the ice cream to her))] Mia: and for me in the cup yogurt and vanilla Sophie: ((prepares another ice cream)) here you are ((gives the ice cream to her)) Mia: thank you how much is it? Sophie: two pounds Mila & Mia: here you are ((gives the money to her)) Sophie: thank you goodbye and have a nice day Mila & Mia: thank you. goodbye. Teacher: okay ((the teacher and pupils applaud)) well done okay next group [2.9] GS 1 4b 140314 231 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 ehm carl with emma and maria? Emma: yes Teacher: okay you need this table here? ((points at a speaker's desk)) Carl: ja Teacher: ((moves the desk in front of the class)) okay maria you are the shopkeeper? Emma: ((gets excited and does not know where to stand)) ((she starts walking towards the desk and sees Carl)) oh hello jake Carl: oh hello shelly Emma: e::hm (---) hi ((starts to walk around)) ((Maria walks up to the desk and rings a bell)) Maria: (xx) ice cream Carl: yes Emma: < ice cream> < ice cream> Maria: hello Carl: hello Emma: [hi] Maria: [can] i help you? Carl: oh one more spaghetti ice (([iːs])) cream Maria: okay Emma: ehm and for me ehm cookies a::nd strawberry Maria: here you are ((gives the ice cream in form of a cup filled with pens to Emma)) Emma: thank you how much is it? Maria: two pounds please Carl: here you are Emma: here you are Maria: thank you goodbye have a nice day Emma & Carl: goodbye Teacher: okay ((first the teacher applauds, then the pupils applaud)) okay give them a big hand please. okay one thing [2.9] GS 1 4b 140314 232 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 it's ice cream carl ice cream okay? all together ice cream Class: ice cream Teacher: okay who wants to be next? (3.0) ehm matt? together with (--) mats leon melvin ((the three pupils go to the front; Melvin is behind the desk as the shopkeeper)) okay sh:: ((Matt wants to start)) < wait wait wait wait> emma and maria can you please sit down? we want everything to be quiet Emma: yes Teacher: < okay> Matt, Mats & Leon: hello Melvin: hello what can i do for you? Matt: i like one ice cream please Mats: ehm (2.0) one ice cream please Leon: i like two ice cream Melvin: what flavours? Matt: for me (--) hazelnut Mats: for me hazelnut Leon: and for me (--) hazelnut and hazelnut ((pupils laugh)) Melvin: in a cone or in a cup? Mats: in a cup Matt: in a cup Leon: in a cone Melvin: here you are ((gives a pen to Matt)) Matt: thank you Melvin: here you are ((gives a pen to Mats)) and here you are ((gives two pens to Leon)) Leon: oh thank you Matt: how much is it? Melvin: it's twenty pence ((Mats gives him the money)) thank you Matt, Mats & [2.9] GS 1 4b 140314 233 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 Leon: [goodbye] Melvin: [goodbye] have a nice day Matt: have a nice day Emma: zwanzig cent? Mats: ja Teacher: okay [((applauds; the class gets loud))] [give them a big hand please] okay Class: ((pupils mumble)) Teacher: sh:: one two three look at me Class: one two look at you Teacher: you can buy one ice cream and you can have (--) hazelnut vanilla strawberry and yogurt all in one ice cream okay? you don't need one ice cream hazelnut one ice cream hazelnut one ice cream one ice cream and more flavours more than one flavour is okay okay your ice cream can have four flavours for example okay? okay who wants to be next? valentine? ((the next group goes to the front; Valentine gets behind the desk)) Class: ((pupils mumble)) Valentine:hello Nelly, Linda & Nora: hello Valentine:what can i do for you? Linda: i would like three (([srɪː])) ice creams please Valentine:in a cup or a cornet? Nelly: in a cup Linda: in a cornet Nora: in a cup Valentine:what flavours? Nelly: i like (---) strawberry and hazelnut Valentine:okay [2.9] GS 1 4b 140314 234 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 ((prepares the ice cream)) Linda: i like hazelnut Valentine:and for you? ((looks at Nora)) Nora: i would like strawberry and vanilla Valentine:okay here you are ((gives the ice cream to Nelly)) Nelly: thank you Valentine:here you are ((gives the ice cream to Linda)) Linda: thank you Valentine:here you are ((gives the ice cream to Nora)) Nora: thank you Linda: how much is it? Valentine:three pounds Linda: here you are Valentine:thank you Valentine:goodbye Linda, Nelly & Nora: goodbye Valentine:have a nice day yay Teacher: okay very good ((applauds)) Class: ((pupils applaud)) Teacher: okay next group? ((pupils mumble)) max chris and jonas? ((Jonas does not want to perform)) there is no problem jonas come on yeah you can take your pupil's book if you want okay? no problem you can take your pupil's book it's alright mats? ((wants him to be quiet)) Max: hello Chris: hello can i (-) what can i do for you? Max: ((looks at Jonas)) Jonas: nein du Max: two ice creams please Chris: what flavours? Max: ehm vanilla and chocolate please Jonas: and for me strawberry and yogurt please Chris: in a cup or in a cornet? [2.9] GS 1 4b 140314 235 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 Jonas: in a cup Max: in a cup Chris: here you are ((gives the ice creams to both of them)) Jonas: thank you ((looks in his book)) how much is it? Chris: it's five pounds Max: here you are ((gives him the money)) Chris: thank you goodbye have a nice day Max: goodbye Teacher: okay that was good ((applauds)) Class: ((pupils applaud)) Teacher: well done okay and i think we've got one last group tim toni and vince ((the three boys go to the front; Vince gets behind the desk)) Vince: hello Toni: hello Vince: can i help you? Toni: two ice creams please Vince: what flavours? Toni: for me strawberry hazelnut vanilla and chocolate Tim: and for me hazelnut and strawberry hazelnut and strawberry Vince: okay in a cup or a cornet? Toni: in a cornet Tim: in a cornet Vince: ((gives the ice cream to them)) here you are here you are Toni: how much is it? Vince: seven pounds and twenty pence Toni: here you are Vince: thank you Toni: goodbye Vince: goodbye ((pupils return to their seats)) Teacher: okay very good ((applauds; some pupils applaud, too)) okay [2.9] GS 1 4b 140314 236 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 1243 1244 1245 1246 1247 1248 1249 1250 1251 1252 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 1264 1265 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 i want to say one more thing switch off also an der stelle wo man sagt was man gerne als sorten haben möchte da haben einige (-) einige gesagt was sie gerne mögen da haben sie gesagt i like vanilla and chocolate das ist zwar auch eine schöne information für den verkäufer aber man möchte ja eigentlich sagen ich hätte gerne und da muss man sagen i'D like vanilla and chocolate please or you can say as nora did nora said i would like vanilla and chocolate ja? so? all together i'd like Class: i'd like Teacher: i would like Class: i would like Teacher: wo ist die- wo ist der unterschied wenn ich i would like sage oder i'd like? kann sich das jemand denken? haben wir schon mal besprochen i write it- Carl: ((raises his hand)) Teacher: carl? Carl: ich möchte und das mag ich Teacher: ((writes on the board ‘I would = I'd’)) i would und i'd ist das gleiche was wurde hier einfach nur getan? ((pupils raise their hands; some say ‘ach’)) matt? Matt: die engländer waren nur faul Teacher: mhm und die haben dann sozusagen das verkürzt wie bei auch ehm i haven't kann man ja auch sagen < i have not> i would is the same as i'd i'd like okay alright i think we've just (-) two minutes left so i would say Pupils: bingo bingo [2.9] GS 1 4b 140314 237 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 1322 1323 1324 1325 1326 Teacher: no bingo the time is- the time is too short for bingo Pupils: simon says Teacher: yes stand up Class: ((pupils are happy and cheer)) Teacher: alright are you ready? Class: yes Teacher: simon says touch your nose Teacher & Class: ((pupils touch their noses)) Teacher: simon says check your watch Teacher & Class: ((pupils check their watches)) Teacher: simon says bend your knees Teacher & Class: ((pupils bend their knees)) Teacher: ehm say hello to mister Class: ((pupils say nothing)) Teacher: oh how impolite Class: ((some pupils laugh)) Teacher: simon sa:ys äh jump Teacher & Class: ((pupils jump)) Teacher: turn around ((turns around)) Pupils: max maria ((they both sit down)) Teacher: okay sh ehm simon says snap your fingers Teacher & Class: ((pupils snap their fingers)) Teacher: bend your knees Teacher & Class: ((the teacher bends her knees; the pupils do nothing)) Teacher: simon says clap your hands Teacher & Class: ((the pupils clap their hands)) Teacher: touch your nose ((touches her nose)) Pupils: melvin ((Melvin sits down)) Teacher: clap your hands ((claps her hands)) Matt: jonas ((Jonas sits down)) Teacher: simon says have a glass of milk Teacher & [2.9] GS 1 4b 140314 238 1327 1328 1329 1330 1331 1332 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 1343 1344 1345 1346 1347 1348 1349 1350 1351 1352 1353 1354 1355 1356 1357 1358 1359 1360 1361 1362 Class: ((pupils pretend to drink a glass of milk)) Teacher: simon says be quiet Pupil_x: be quiet Teacher: simon says dance Teacher & Class: ((pupils dance)) Teacher: simon says stop dancing Teacher & Class: ((pupils stop dancing)) Teacher: simon says touch your nose Teacher & Class: ((pupils touch their noses)) Teacher: turn around Teacher & Class: ((the teacher turns around; the pupils do nothing)) Teacher: jump Teacher & Class: ((four pupils jump; the teacher points at them)) Class: nelly maria nelly ((the three pupils sit down)) [((the bell rings; the pupils stay where they are))] Teacher: [äh] simon says touch your nose Teacher & Class: ((the teacher and the pupils touch their noses)) Teacher: go outside and have a break Class: ((some pupils run outside, some stay where they are)) Teacher: simon says go outside and have a break Class: ((the remaining pupils run outside)) [2.9] GS 1 4b 140314 239 [2.10] GS 1 4b 250314 240 Background Information Sheet GS 1 4b 250314 School type: primary school Class: 4th grade (4b) Date of recording: 25.03.2014 Length of recording: 36:44 minutes Number of pupils in class: 23 Number of pupils present during the lesson: 22 Topic of the lesson: Shopping at the market Topic vocabulary o Fruit: pear, plum, apple, banana, orange, strawberry o Vegetables: tomato, red pepper, cucumber, carrot, potato, onion o “Hello, can I help you?” o “That’s ___ pounds and ___ pence.” o “Here you are.” o “Goodbye.” Goals § The pupils recall the topic vocabulary for fruit and vegetables. § The pupils can perform a shopping dialogue at the market. § The pupils can take on the roles of customer and seller in the dialogue. Textbook Playway 4 (Klett Verlag, 2007), Unit 5: Shopping Lesson overview - Warm-up song: “Oh, what a lovely morning” (Pupil’s Book, p. 2) - Small talk: One pupil after the other asks his/her neighbour a question, who then answers it. The activity is finished when everyone has said something. The teacher stops the time. - Vocabulary revision: Fruit and vegetables (with the help of pictures) - Vocabulary activity: The pupils name a fruit or vegetable (e.g. cucumber) and allocate it to its category (fruit/vegetable) with the help of pictures. Afterwards, the individual words are repeated, both in singular and plural form. - Vocabulary activity: The pupils have to match picture and word cards on the blackboard. - Vocabulary activity: Say as many fruits and vegetables as you know. One pupil in the front says all the words s/he remembers; the other pupils think of one word, keep it in mind and have to sit down once their word has been called out. - Listening comprehension activity: The pupils listen to a shopping dialogue from the textbook (twice). - Repetition: Mirroring the dialogue phrases. The teacher reads out the dialogue line by line and the pupils repeat it. - Reading: The dialogue is read in pairs. - Dialogue practice: The teacher is the shopkeeper and the pupils are the customers who want to buy some fruit or vegetables. [2.10] GS 1 4b 250314 241 - Partner practice: The pupils practice the dialogue in pairs. Some pupils go outside the classroom. - Partner performance: The pupils act out the dialogue in front of the whole class. Interesting observations - Shopping dialogue (practice and performance part) - Vocabulary practice (revision of words from the word fields “fruit” and “vegetables”) - Sequence in which the teacher complains (in German) about the noise in class and that some pupils fool around too much Use of media - CD with the song: “Oh, what a lovely morning” - Textbook (Pupil’s Book, p. 27) - Picture and word cards (fruit and vegetables) - Blackboard Personal notes [2.10] GS 1 4b 250314 242 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Class: ((pupils get up and stand behind their chairs)) Teacher: ((turns on the CD player)) yeah it's quite slow our cd player ((the song starts; instrumental version)) Class: [you're in bed you're in bed and you wake up and you wake up] [((pupils gesture ‘sleeping and waking up’))] [you check your watch you check your watch it's time to get up] [((pupils gesture ‘checking their watches and getting up’))] oh what a lovely morning [it's time to go to school] [((pupils gesture ‘walking to school’))] oh what a lovely morning [school is so cool school is so cool] [((pupils put up their thumbs))] [wash your face wash your face] [((pupils gesture ‘washing their faces’))] [put on your clothes put on your clothes] [((pupils gesture ‘putting on clothes’))] [have a glass of milk have a glass of milk] [((pupils gesture ‘drinking’))] [take your bag and off you go] [((pupils gesture ‘taking their bag’))] oh what a lovely morning [it's time to go to school] [((pupils gesture ‘walking’))] oh what a lovely morning [school is so cool school is so cool] [((pupils put up their thumbs))] ((pupils sit down)) Teacher: ((turns off the CD player)) right then who can start the small talk today? ((some pupils raise their hands)) ehm chris? < wait wait wait> ((sets a timer)) ready steady go. Chris: what's your name? [2.10] GS 1 4b 250314 243 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 Mats: my (([meɪ])) name mats. Teacher: oh wait (-) < wait wait wait> ((points at herself and says silently ‘my name is’)) Mats: my name is mats. what's your name? Linda: my name is linda. how are you? Matt: i'm fine. thank you what's your telephone number? Valentine:one one one six three one eight four eight eight. have you got a sister? Leon: yes i have what's your (---) favourite drink? Emma: my favourite drink is coke. what's your name? Vince: i'm vince. how old are you? (1.0) Mila: eh < was hast du gesagt?> Vince: how old are you? Mila: i'm nine. (x) Teacher: yes that's fine. Mila: ehm can i have your book please? Melvin: no sorry ehm how do you get to school? Sophie: i get to school by bus. ehm (--) ehm ehm ehm what's your favourite (-) animal? Jonas: (1.0) < was heißt das noch mal?> (3.0) Teacher: animals are dogs Jonas: dog what's your name? Nelly: my name is nelly can i have a:: book? Tim: m:h no ehm what's the time? Maria: [eh it's quarter past ten] [((looks at the clock))] ehm can i have your pencil case? Toni: no sorry and can i have your pencil case? [2.10] GS 1 4b 250314 244 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 Amelie: here you are how do you get to school? Max: i walk to school. what's the name? Nora: my name is nora. what's the weather like today? Carl: oh it's (--) sunny (1.0) ehh and cold. what's your name? Mia: my name is mia. can i have your pencil case? Marvin: no sorry eh what's your name? Chris: my name is chris ((German pronunciation of his name)) Teacher: okay it's one minute and fifty-five seconds is it a news (-) a new record? Pupils: nein Teacher: no okay alright Pupil_x: one minute and (-) seventeen seconds Teacher: ((writes ‘fruits’ and ‘vegetables’ on the board)) alright what are fruits in german? ((some pupils raise their hands)) melvin? Melvin: früchte Teacher: yes and vegetables carl? Carl: obst? Teacher: no no who can help? Carl: gemüse? Teacher: yes can you say it loud? Carl: < gemüse> Teacher: yes okay please give me some words ((pupils raise their hands)) mats Mats: cucumber Teacher: yay cucumber Class: cucumber ((the teacher first shows a picture of a cucumber to the class and then holds it [2.10] GS 1 4b 250314 245 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 in front of the board underneath ‘fruits’ and ‘vegetables’; she pauses under the word ‘vegetables’ for a moment)) Mats: das da Teacher: can you say it? Mats: ehm Teacher: vegetable Mats: vegetable Teacher: okay can you pick the next one please? Mats: ehm (2.0) melvin Melvin: apple Teacher: ((takes a picture of an apple and holds it under the words ‘fruits’ and ‘vegetables’ on the board; again she wants the pupils to choose the category it belongs to)) Melvin: fruits Teacher: mhm Melvin: leon Leon: bananas Teacher: ((takes a picture of a banana)) Leon: ehm fruits matt Matt: tomato (([təmeɪtəʊ])) ((pupils correct him)) tomato (([təmɑːtəʊ])) Teacher: ((takes a picture of a tomato)) you can say tomato (([təmeɪtəʊ])) or tomato (([təmɑːtəʊ])) yes mhm ((still holds up the picture of a tomato)) Matt: ((points at ‘vegetables’ on the board)) Teacher: ((pins the picture with the tomato under the word ‘vegetables’)) ähm tim Tim: red pepper Teacher: alright ((holds the picture of a ‘red pepper’ in front of the two categories on the board)) veggie or fruits? vegetables? (3.0) Tim: fruits eh vegetables Teacher: yes okay (2.0) no that's fine pick the next one [2.10] GS 1 4b 250314 246 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 Tim: (8.0) ((looks around)) Teacher: hurry up tim (4.0) tim hurry up please Tim: toni Toni: plum Tim: mhm Toni: fruits (([fruːiːts])) Teacher: fruits Class: fruits Teacher: all together fruits Class: fruits Teacher: vegetable Class: vegetable (5.0) Toni: vince Vince: potatoes Teacher: mhm ((holds up a picture of a potato)) Vince: vegetable (([wedʒətəbl])) äh ja ((the teacher pins the picture with the potato to the board under the word ‘vegetables’)) Teacher: yes vegetable Class: vegetable Teacher: v:egetable Class: vegetable Vince: chris Chris: pear ((the teacher holds up a picture of a pear)) fruits Teacher: carl Carl: orange ((the teacher holds up a picture of an orange)) fruits? Teacher: okay (5.0) Carl: e:hm valentine Valentine:onion (([ɒnjən])) Teacher: onion (([ʌnjən])) Class: onion ((the teacher holds up a picture of an onion)) Valentine:vegetable Teacher: okay and i've got one more [2.10] GS 1 4b 250314 247 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 Valentine:ehm emma Emma: strawberry Teacher: yes but i haven't got a strawberry but it's correct sorry no strawberry ((the teacher holds up her last picture)) ((all pupils raise their hands)) (8.0) Matt: emma du bist dran du bist dran ((Emma looks around)) Teacher: emma hurry up please ((points at Maria)) Maria: carrot Teacher: yes Maria: vegetables Teacher: okay all together pear Class: pear Teacher: apple Class: apple Teacher: banana Class: banana Teacher: plum Class: plum Teacher: oranges eh orange Pupils: orange orange Teacher: tomato Class: tomato Teacher: cucumber Class: cucumber Teacher: carrot Class: carrot Teacher: red pepper Class: red pepper Teacher: potato Class: potato Teacher: onion Class: onion Teacher: okay one pear two? Class: pears Teacher: one apple two? Class: apples [2.10] GS 1 4b 250314 248 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 Teacher: one banana? two? Class: bananas Teacher: one plum two? Class: plums Teacher: pay attention one orange? two? Class: oranGES Teacher: one tomato two? Class: tomatoes Teacher: one carrot two? Class: carrots Teacher: one cucumber two? Class: cucumbers Teacher: one red pepper two? Class: red peppers Teacher: one potato Class: two potatoes Teacher: one onion Class: two onions Teacher: so it's just the orange okay (4.0) alright max can you come and pick (--) a word please? and marvin please Max: soll ich das mitnehmen? Teacher: no please stick it to the right picture ((Max matches the word to the corresponding picture on the board)) ((Marvin does the same)) okay max you can pick the next one okay? Max: e:hm (2.0) vince Marvin: mats Teacher: maybe you can also pick some girls maybe ((Vince and Mats also pick one word each and match it to its corresponding picture)) Mats: e::hm sophie Teacher: thank you mats Vince: (leon) ((Sophie and Leon also pick one word each and [2.10] GS 1 4b 250314 249 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 match it to its corresponding picture)) ((pupils mumble)) Sophie: ehm ehm ehm mia ((Mia goes to the front)) Teacher: sh ehm [(---)] no Leon: [matt] ((Matt goes to the front)) Teacher: please pick someone who is really quiet Mia: mila ((Mila goes to the front)) ((Matt comes to the front and looks at the word cards)) Teacher: ah no pick ((Matt picks a word card)) yes ((Mila also picks a card)) ((both match their words to the corresponding picture)) Leon: ich konnte sie mir angucken Teacher: no just pick one Leon: oh Matt: ((looks around and points at Chris)) chris Mila: emma ((Chris and Emma go to the front and match their word to the corresponding picture)) ((Mats screams ‘scheiße’)) Teacher: mats be quiet please (5.0) okay very quick (5.0) who wants to come (---) to the front? ((some pupils raise their hands)) face this direction what is our oh it's march fourteen points okay so i pick ehm (3.0) < mia> < mia> ((Mia gets up)) Pupils: aber mia war schon letztes mal Teacher: oh (1.0) you were the last time? oh sorry Carl: sit down Teacher: ehm nelly? okay [2.10] GS 1 4b 250314 250 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 Leon: ich hab ne frage Teacher: yes? Leon: ehm wir können das ja so machen dass wir das aufn zettel schreiben und [dann] Teacher: [no] no no no Carl: man muss schon ehrlich sein ((Nelly stands in the front and waits)) ((she briefly turns around to look at the board)) Pupil_x: nelly (-) man darf sich nicht umdrehen ((the other pupils get up and stand behind their chairs)) Teacher: no okay (3.0) okay one word in your mind and then stand up sh:: (3.0) ((waits until it is more or less quiet)) Pupil_y: du musst dir eins aussuchen und du musst dabei bleiben und wenn nelly das sagt dann musst du dich hinsetzen wenn nicht dann (xxx) Teacher: okay leon can you go back to your seat? ((Leon goes back to his seat)) okay are you all ready? Class: yes yes Teacher: okay ready steady go Nelly: apple plum orange ((Toni, Amelie, Linda and Valentine sit down)) ehm onions (([ɒnjənz])) ((Max and Tim sit down)) ehm banana ((Melvin sits down)) tomato ehm parrot ehm (1.0) eh Teacher: stop no what is a parrot? ((some pupils raise their hands)) [2.10] GS 1 4b 250314 251 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 what is a parrot? a parrot is? tim? Tim: ein papagei Teacher: yes you said parrot ((some pupils laugh)) okay be calm psht eh no laughing please okay we've got one two three four five six seven points eight so nora what did you have? Nora: red pepper Teacher: mia? ((points at the pupils who still stand behind their chairs and wants to know their words)) Mia: pear Carl: pear Marvin: eh potato Chris: eh red pepper Mats: red pepper Matt: cucumber Leon: potato ((pronounced in a funny way)) Teacher: äh no can you say it in english please? Leon: potato Emma: potato Mila: potato Sophie: potato Jonas: cucumber Teacher: cucumber Maria: red pepper Teacher: okay nelly can you pick the next one please? Nelly: ehm (2.0) linda Teacher: okay [oh sorry] [((sits on Nelly’s chair))] ((pupils mumble)) ehm carl ((13:11-13:28)) ((Linda comes to the front; the teacher waits until it gets quiet)) okay [2.10] GS 1 4b 250314 252 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 are we all ready? okay ready steady go Linda: red pepper onion (([ɒnjən])) apple carrot ((Marvin and Emma sit down)) plum pear ((Valentine, Amelie and Max sit down)) onion (([ɒnjən])) tomato Teacher: stop ((some pupils raise their hands)) we've got one two three four five six Mats: seven ((points at Amelie)) Teacher: no i counted that already okay so six ehm toni what did you have? Toni: cucumber Teacher: maria? Maria: banana Tim: carrot Teacher: orange Nelly: cucumber Jonas: [cucumber] Leon: [carrot] war ((German [vaːɐ])) ((pupils mumble)) Teacher: carrot? Class: ja Teacher: so it's number (---) seven then okay Sophie: potato Mila: potato Vince: cucumber Leon: plum Matt: plum Pupil_x: plum war ((German [vaːɐ])) Pupil_y: plum war ((German [vaːɐ])) Teacher: yes (4.0) ((a brief discussion arises)) Pupil_z: bin ich dran? Teacher: yes Pupil_z: potato Teacher: okay last round [2.10] GS 1 4b 250314 253 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 can you pick someone? so you've got eight points Linda: valentine ((Valentine goes to the front)) ((pupils mumble)) Matt: < frau ?> ((pupils mumble)) Teacher: pssh yes? Matt: sie müssen noch zwei dazu zählen Teacher: yes i did it yes can you calm down (5.0) psh:: ((pupils get up)) ready? okay ready steady go Valentine:pear plum apple onion (([ɒnjən])) banana tomato red pepper onion (([ɒnjən])) plum (8.0) cucumber (4.0) Teacher: stop one two three four you? ((points at Toni)) Pupil_x: hattet ihr orange? Teacher: one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen okay so what did you have nelly? Nelly: ehm ehm carrot Pupil_x: hatte sie Pupil_y: nein hatte sie nicht Teacher: psh:: ((the pupils keep talking)) please be quiet jonas? [2.10] GS 1 4b 250314 254 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 Jonas: carrot Sophie: potato Mila: potato ((pupils mumble)) Teacher: pscht vince? Vince: carrot Emma: carrot Chris: carrot Pupil_z: doch fünfzehn Teacher: yes okay then please sit down so you are you've got a new record (10.0) ((the pupils mumble)) ((writes Valentine’s record on the board)) okay please open your pupil’s book on page (6.0) ((takes a book and flips through the pages)) twenty-seven (18.0) ((pupils open their books)) psh:: chris twenty-seven tim pupil's book not activity book (14.0) emma can you please hurry up and open your pupil's book on page twenty-seven (8.0) ((waits for Emma to get out her book)) okay we listen to a shopping dialogue and after that we want to (--) have some groups and act out some dialogues at the market okay? but first we listen to the cd (oh it’s hhh) (20.0) ((turns on the CD player)) CD: pupil's book unit five seven good morning good morning can i help you? [2.10] GS 1 4b 250314 255 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 three green peppers and a kilo of tomatoes please that's two pound sixty-five pence here you are thank you goodbye bye bye ((pupils giggle)) Teacher: one more time CD: pupil's book unit five seven good morning good morning can i help you? three green peppers and a kilo of tomatoes please that's two pound sixty-five pence here you are thank you goodbye bye bye ((pupils mumble)) Teacher: okay once again we're doing it together good morning Class: good morning Teacher: good morning can i help you? Class: good morning can i help you? Teacher: three green peppers Class: three green peppers Teacher: and a kilo of tomatoes please Class: and a kilo of tomatoes please Teacher: that's two pound sixty-five pence Class: that's two pound sixty-five pence Teacher: here you are Class: here you are Teacher: thank you Class: thank you Teacher: goodbye Class: goodbye Teacher: bye bye Class: bye bye Teacher: okay who can read it once again? who can be (--) the girl? who can read the girl? sh ((some pupils raise their hands)) [2.10] GS 1 4b 250314 256 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 ehm maria and we need a shopkeeper ehm leon Maria: good morning Leon: good morning can i help you? Maria: three green peppers and a kilo of tomatoes please Leon: that's (([tæts])) Pupil_x: that's (([ðæts])) Leon: that's (-) two pounds and sixty-five pence Maria: here you are Leon: sank (([sæŋk])) you Maria: goodbye Leon: bye bye ((pupils laugh)) Teacher: okay leon thank you ((points at her mouth to draw attention to the ‘th’)) Class: thank you Teacher: thank you Class: thank you Teacher: okay one more time maria can you pick a girl? you can also pick a boy if you want (5.0) Maria: chris Teacher: and we need a shopkeeper leon Leon: ehm mia Chris: good morning Mia: good morning can i help you? Chris: three green (-) three green peppers and a kilo of tomatoes please Mia: that's two pounds sixty-five pence Chris: here you are Mia: thank you Chris: goodbye Mia: bye bye Teacher: okay all together THree green peppers Class: three green peppers Teacher: THree green peppers [2.10] GS 1 4b 250314 257 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 Class: three green peppers Teacher: okay who can (--) come to my shop? ((presents the pictures of the fruits and vegetables on the board)) this is my shop who can come to my shop and buy something from my shop? who can come to the front and buy something? ((some pupils raise their hands)) valentine? okay ((Valentine goes to the front)) oh wait ((the teacher goes and stands behind a speaker's desk)) Valentine:frau muss noch schnell den laden aufbauen Teacher: yes my shop good morning Valentine:good morning Teacher: can i help you? Valentine:two bananas and (2.0) one kilo of apples ((the teacher takes the pictures of the banana and apple down from the board)) Teacher: here you are (5.0) ((Valentine doesn't know how to go on)) what can (-) what what can valentine say now? ((some pupils raise their hands)) carl? Carl: thank you Teacher: yes and then? emma? Emma: ehm [eh] Teacher: [it's] not in the book Emma: how ho:w money how many? [how many] Valentine:[how much is it] Teacher: ah okay valentine knows okay Valentine:how much is it? [2.10] GS 1 4b 250314 258 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 Teacher: oh it's four pounds seventy-five pence Valentine:here you are Teacher: tha:nk you Valentine:bye bye Teacher: bye bye goodbye okay [((pupils mumble))] [alright who wants to come to my shop?] ((pupils raise their hands)) Pupil_x: das muss man ja alles wieder zurückgeben Teacher: yes you have to give it back afterwards ehm i'll pick ehm matt ((Matt goes to the front)) Matt: hello Teacher: hello good morning can i help you? Matt: ehm one kilo of tomato please Teacher: yes here you are Matt: ehm and one cucumber Teacher: one cucumber alright Matt: that's it Teacher: oh okay that's it okay ehm that's three pounds forty pence please Matt: here you are Teacher: thank you bye bye have a nice day Matt: ja Pupil_y: matt verschwinde mit dem obst Teacher: alright please (1.0) go together into groups of two with one partner okay? two partners and try to act out a shopping dialogue at the market okay? i'll give you (--) ten minutes Pupil_z: gehen auch drei leute in einer gruppe? ((pupils mumble)) Teacher: no one partner [2.10] GS 1 4b 250314 259 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 one partner maybe you can do it like this you two ((points at one table)) [you two] [((points at the next table))] Class: [nein] Teacher: psssh yes you can do that you two you two you two you two you two yes alright ((it gets louder in the classroom)) ((some pupils ask questions)) ((24:21)) ((Group 1: Matt and Valentine)) Matt: wer ist der shopkeeper? Valentine:du Matt: okay Valentine:hello Matt: hello what can (([kɑn])) i do for you? Valentine:three green peppers and one kilo of potatoes please Matt: here you are Valentine:thank you how much is it? Matt: two pound and twenty pence Valentine:here you are Matt: thank you Valentine:bye bye Matt: hello Valentine:hello what can i do for you? Matt: three onions four pears and three apples please Valentine:here you are Matt: thank you how much is it? Valentine:two pounds twenty Matt: here you are Valentine:thank you Matt: goodbye Valentine:goodbye Matt: have a nice day [2.10] GS 1 4b 250314 260 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 ((Group 2: Mia and Carl)) Mia: good morning Carl: good morning can i help you? Mia: eh yes can i have eh three pears and two apples please? Carl: here you are Mia: thank you how much is it? Carl: five pounds and fifty (1.0) pence Mia: here you are Carl: thank you Mia: goodbye Carl: goodbye Mia: good morning can i help you? Carl: e:h one apple please Mia: here you are Carl: thank you how much is it? Mia: ehm it's one pound and ninety-nine pence Carl: here you are Mia: thank you [goodbye] Carl: [goodbye] Mia: have a nice day Carl: goodbye ((Group 3: Melvin and Sophie)) Melvin: good morning Sophie: hello Melvin: can i help you? Sophie: yes ehm two bananas and one red pepper Melvin: okay here you are Sophie: thank you how much is it? Melvin: it's ten pounds Sophie: here you are Melvin: thank you goodbye Sophie: bye Sophie: hello Melvin: hello Sophie: can i help you? Melvin: yes ehm one apple and one pear Sophie: ehm here you are [2.10] GS 1 4b 250314 261 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 Melvin: thank you ehm how much is it? Sophie: ehm one pound eh pound ((giggles)) Melvin: here you are Sophie: thank you ehm goodbye Melvin: goodbye ((Group 4: Tim and Maria)) Tim: hello can i help you? Maria: three kilo oranges and two tomatoes please Tim: that's ehm six pence and ninety-five pounds Maria: here you are Tim: thank you Maria: goodbye Tim: goodbye Maria: hello can i help you? Tim: three bananas and one apple please Maria: here you are Tim: thank you Maria: that's (---) seven pounds and six pence Tim: here you are Maria: thank you Tim: goodbye Maria: bye bye Teacher: ich glaube es sind alle wieder drin oder? Class: ja Teacher: sh::: sit down emma and leon we want to start here ((points at the speaker's desk)) we wait for maria and tim and then we do it in the front alright emma and leon do you want to start? and the audience please be quiet Leon: hello Emma: hello can i help you? Leon: yes ehm one orange and one plum ehm how much is it? Emma: it's two pounds twenty [2.10] GS 1 4b 250314 262 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 Leon: here you are Emma: thank you here you are Leon: thank you [goodbye] Emma: [goodbye] Teacher: okay ((applauds)) okay who wants to show it in front? ehm amelie and toni? Amelie: yes (4.0) ((Amelie and Toni go to the front)) Teacher: sh the audience please be quiet (3.0) Toni: hello Amelie: good morning Toni: can i help you? Amelie: four onions sixty red peppers one kilo of bananas and two kilo of potatoes please Toni: here you are Amelie: how much is it? Toni: ten pounds and twenty pence Amelie: here you are Toni: thank you have a nice day Amelie: thank you < in one minute> drive my bus Pupil_x: hä? Pupil_y: was? ((the pupils applaud)) Teacher: okay Amelie: in einer minute fährt mein bus Teacher: okay it's marvin and chris next? Marvin & Chris: yes (8.0) Teacher: psh: Marvin: hello Chris: hello what can i ehm can i help you? Marvin: yes one apple and two onions (([ɒnjənz])) ((Chris takes the pictures with the apple and onion down from the board)) how much is it? Chris: it's one pound and fifty pence [2.10] GS 1 4b 250314 263 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 Marvin: okay here you are Chris: thank you here you are Marvin: thank you Chris: goodbye have a nice day Marvin: thanks ((the pupils applaud)) Teacher: okay who wants to be next? ((some pupils raise their hands)) ehm (5.0) ((looks around)) max and nora? (7.0) ((Nora and Max go to the front)) Nora: hello Max: hello can i help you? ((some pupils mumble)) Teacher: sh Nora: one (--) bananas and two plums ((Max takes the pictures with the banana and plum down from the board)) Max: here you are Nora: how much is it? Max: two pound Nora: here you are Max: thank you Nora: goodbye Max: goodbye have a nice day ((the pupils applaud)) Teacher: okay ehm mila and vince ((Vince and Mila go to the front)) Vince: oh man Teacher: you can do it vince (7.0) Vince: hello Mila: hello Teacher: sh Vince: [can i help you?] Teacher: [wait wait] that's too loud here can you start once again? Mila: hello Vince: hello can i help you? [2.10] GS 1 4b 250314 264 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 Mila: ehm one cucumbers and two tomatoes ((Vince takes the picture with the cucumber and tomato down from the board and gives them to Mila)) thank you ehm how much is it? Vince: two pounds Mila: here you are Vince: thank you ((Vince walks off; on the way to his seat he high-fives Jonas's hand pretty hard)) ((Jonas screams)) Teacher: okay stop ((the pupils are silent)) < genau das ist das was ich meine bevor ich euch in der stunde angesprochen habe (5.0) das ist kein unterricht das ist einfach nur rumgekasper (4.0) und das will ich hier nicht haben im englischunterricht (2.0) nicht nur nicht heute sondern gar nicht> (3.0) okay who else wants to try and show us (---) the shopping dialogue? ehm linda and mats please Mats: nein (7.0) ((Linda and Mats go to the front)) Linda: hello Mats: hello can i help you? Linda: yes ehm (---) one apple and one orange Mats: here you are Linda: thank you how much is it? Mats: two pounds Linda: here you are Mats: thank you Linda: goodbye Mats: bye bye Teacher: okay well done okay and we can do one more group [2.10] GS 1 4b 250314 265 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 (2.0) ehm (--) two more groups you and you ((points at Maria and Tim and Matt and Valentine)) okay? who wants to start? maria and tim? (6.0) ((Tim and Maria get up)) Tim: hello Teacher: sh Maria: hello can i help you? Tim: one [cucumbers] and three apples please [((it gets noisy again))] Teacher: [sh] Maria: here you are Tim: thank you what how much is it? Maria: six pounds and three pence please Tim: here you are Maria: thank you goodbye Tim: goodbye Teacher: okay we- well done okay and matt and valentine well done tim and maria (4.0) ((Matt and Valentine go to the front)) Valentine:hello Matt: hello what can i do for you? (2.0) Valentine:one cucumber and one kilo of potato (5.0) ((Matt takes the pictures of the cucumber and tomato down from the board and gives them to Valentine)) Matt: here you are Valentine:how much is it? Matt: two pounds Valentine:here you are Matt: thank you Valentine:bye bye Matt: goodbye Teacher: okay [2.10] GS 1 4b 250314 266 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 1243 1244 1245 1246 1247 1248 1249 1250 1251 1252 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 1264 1265 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 ((applauds)) and we forgot one group we forgot nelly and jonas sorry Jonas: oah Teacher: you can do it jonas if you want you can take your book (11.0) ((a discussion arises about who has already presented the dialogue and who hasn't)) okay nelly and [jonas] Nelly: [hello] Jonas: hello [can i] help you? Nelly: [ehm] yes i like one plum and two bananas (3.0) ((Jonas takes the pictures of the banana and plum down from the board)) Jonas: here you are Nelly: thank you ehm how much is it? Jonas: two pounds Nelly: here you are Jonas: thank you [goodbye] Nelly: [goodbye] Teacher: good yes carl you've got a question? Carl: nelly hat gesagt (--) i like Teacher: oh good Carl: was sie mag Teacher: yeah so what (---) what is correct? Carl: das sie sagen was sie möchte= =sag was sie [möchte] Teacher: [yes] Carl: (und) nich was sie mag Teacher: yes and you know how she can say it? (3.0) linda? Linda: i would like Teacher: yes i would like all together Class: i would like Teacher: i would like two pears [2.10] GS 1 4b 250314 267 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 Class: i would like two pears Teacher: and two red peppers Class: and two red peppers Teacher: or you can say i'D like Class: i’d like Teacher: okay and i heard (---) one kilo of cucumbers Class: cucumbers Teacher: cucumbers Class: cucumbers Teacher: one kilo of carrots Class: one kilo of carrots Teacher: one kilo of red peppers Class: one kilo of red peppers Teacher: one kilo of potatoes Class: [one kilo of potatoes] [((the bell rings))] Teacher: alright then (--) have a nice day go outside and have a break ((pupils get up)) goodbye Class: goodbye The Primary English Classroom Corpus (PECC) 268 The Primary English Classroom Corpus (PECC) 269 The PECC: Volume 1 English in Grade 3 [2.11] GS 2 3b 060215 270 Background Information Sheet GS 2 3b 060215 School type: primary school Class: 3rd grade (3b) Date of recording: 06.02.2015 Length of recording: 47:06 minutes Number of pupils in class: 22 Number of pupils present during the lesson: 20 Topic of the lesson: Clothing Topic vocabulary o Clothing: jacket, coat, shoes, woollen/woolly hat, gloves, trousers, shirt o Colours: yellow, grey, blue, red, brown, orange, green, black, white, purple Goals § The pupils consolidate their vocabulary knowledge of clothing items. § The pupils can understand and pronounce words and phrases from the world field of clothing. § The pupils can understand a spoken text about what a person wears. § The pupils can sing a new song about clothing. Textbook Sunshine Class 3 (Cornelsen Verlag, 2007), Unit 4: The second-hand shop Lesson overview - Warm-up chant: “Welcome to our classroom” - Homework check: How many school things did you find? The picture contains ten clothing items. - Vocabulary introduction: The teacher pantomimes putting on/off different clothing items. - Vocabulary repetition: The new words are repeated using picture cards. - Guessing game I: One pupil gets a picture card with an item of clothing and the class has to guess which one it is. - Guessing game II: One pupil has to pantomime putting on a specific item of clothing and the class has to guess which one it is. - Listening comprehension activity: Listen to the CD and draw lines between the colour and the clothes (Activity Book, p. 23, No. 1 & 2) - Comparison of results: The pupils compare their results with a partner. - Checking results in class with the teacher - Guessing game III: The teacher puts a hat on a pupil’s head and s/he has to guess the colour of the hat by asking the class the following question: “Is my hat ?” - Party song: The lyrics are introduced and practiced. It has six stanzas. Each stanza contains one item of clothing. [2.11] GS 2 3b 060215 271 Interesting observations - Teacher’s interaction with the pupils (role modelling, mirroring, error correction, feedback, use of voice, use of realia, etc.) - Contributions as well as interruptions of one pupil who is sitting in the front row - Focus on vocabulary introduction, repetition and practice - Pupil’s mediation of the task instruction (in German) Use of media - Realia (i.e. clothing items, self-made hats) - Picture cards (of clothing items) - CD with the chant “Welcome to our classroom” and the party song - Worksheet (with the homework for this lesson) - Textbook (a listening comprehension task from the Activity Book) Personal notes [2.11] GS 2 3b 060215 272 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Teacher: ((wipes the board)) Class: ((the pupils walk around in class and sit down; they chat with each other)) Teacher: ((claps her hands, then holds up both hands and counts down with her fingers)) ten ((pupils start to clean up and sit down)) nine eight seven six five tim ((to a pupil)) Tim: ja Teacher: four three ((a pupil rolls a dice)) < uh uh uh> two one ((the pupils sit quietly on their seats)) and zero (4.0) ((starts singing)) good morning Teacher & Class: good morning good morning to you. good morning good morning and how do you do? Teacher: morning Class: good morning misses Teacher: and say good morning to mister Class: good morning mister Researcher:good morning class Teacher: okay and let's sing our song again ((turns on the CD player)) our [welcome song] CD: [welcome to our] classroom ((chant starts)) Teacher: ((turns up the volume)) Class: welcome to our classroom come in and sit right down we are all together take a look around. welcome to our classroom there's lots to see and do i am happy being here and making friends with you. [2.11] GS 2 3b 060215 273 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 ((chant stops)) Teacher: and again ((chant starts)) Teacher & Class: welcome to our classroom come in and sit right down we are all together take a look around. welcome to our classroom there's lots to see and do i am happy being here and making friends with you. Teacher: good well done ((turns off the CD player)) okay please take out your homework homework was this ((shows a worksheet with a picture of a classroom and many school things)) okay? ((pupils get out their folders)) Lotte: can i start? Teacher: maybe (15.0) ((waits until everyone is ready)) so how man- ((some pupils talk)) psh: how many school things did you find? how many? ((counts with her fingers)) < one two three four five six or eight> how many school things did you find? ((some pupils raise their hands)) ((points at Felix)) felix Felix: ten Teacher: okay please read your ten school things Felix: teacher ((teacher nods)) computer school bag lunch box apple [2.11] GS 2 3b 060215 274 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 pencil case (2.0) coloured pencil door book und table Teacher: very good thank you and how many did you find ehm ((some pupils raise their hands)) theo Theo: ten Teacher: okay so read [them please] Theo: [ehm] teacher com(-)puter pen book ehm p- Teacher: hm? ((walks over to Theo to look at his sheet)) Theo: ehm < das kann ich nicht (lesen)> ((gets up with his sheet)) Teacher: show it to me painting? Theo: ja Teacher: this is a verb das ist ein verb ein tuwort a:h okay a picture okay ((returns to the front)) yes ((Theo walks back to his seat)) Theo: ehm pencil chalk ehm pai::nt (([pɑɪːntᵊs])) box Teacher: hu? what kind of box? ((walks over to Theo)) show me ((Theo shows his sheet to her)) ah a paint box with colours [2.11] GS 2 3b 060215 275 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 okay Theo: ehm exise Teacher: a:h ((takes an exercise book and shows it to the class)) Theo: exe- Teacher: an exercise book okay Theo: < (exercise book)> und pint bru-u-u-sch Teacher: a paint brush you found new words < neue wörter hast du gefunden> okay thank you ((some pupils raise their hands)) and last one for today? jan how many did you find? Jan: ten Teacher: perfect Jan: teacher computer book apple pencil case school bag pencil lunch box door ruler Teacher: very good so show me with your fingers how many words did you find? how many words? show me ((holds up both hands and looks at the pupils)) Class: ((the pupils show with their fingers how many school things they have found in the picture)) Teacher: okay how many did you find? ten? how many? ((pupils show with their fingers how many words they have found)) nine okay celine? [2.11] GS 2 3b 060215 276 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 how many words? < wie viele hast du gefunden?> Celine: ((shows ten fingers)) Teacher: okay ten how many did you find? pauline? how many? Pauline: ((shows ten fingers)) Teacher: okay thank you good well done now it's free:zing cold outside ((rubs her arms)) isn't it? br:: it's cold so i take my jacket ((gets her coat)) it's rather a coat jacket jacke coat mantel ((puts on her coat)) i take my jacket because it's cold i put on my shoes ((shows her boots)) here are my shoes ((lifts up her legs)) ((some pupils giggle)) you see my black shoes? and this is my hat ((gets her hat)) it's a woollen hat ((goes to Celine)) touch it it's a woollen hat [my hat] Lotte: [hübscher woolly] hat Teacher: yes ((puts it on)) my hat and i take my- ((gets her gloves)) Lotte: glove Teacher: gloo:ves these are my gloves ((puts them on)) br:: [2.11] GS 2 3b 060215 277 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 i have my gloves so (now i) can go outside ((walks to the door and waves)) Lotte: i have boots Teacher: so i come back back again puh it's warm here ((takes off her gloves)) it's warm i take off my gloves ((puts them on Celine's table)) i take off my woollen hat my hat ((puts it on Celine's table)) ((takes off her coat)) i take off my coat or my jacket ((puts it away)) coat mantel jacket jacke but i DON’T (-) put off my shoes ((points at her shoes)) no i don't put off my shoes ((takes the hat and gloves)) okay [so what's that?] [((holds up the hat))] ((some pupils raise their hands)) lotte Lotte: this is a woolly hat Teacher: yes a woollen hat good and what are these? ((holds up the gloves)) ((only Lotte raises her hand)) what are these? lotte again? Lotte: yes e:h a left and a right (-) glove Teacher: these are gloves good gloves ((lifts up her foot and touches it)) and this? Lotte: shoes [2.11] GS 2 3b 060215 278 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 Teacher: [what's this?] [((stamps on the floor))] leo Leo: shoes Teacher: yes and what is- (2.0) ((walks over to take Lotte's coat)) this? ((knocks over a box on Lotte’s desk when taking Lotte’s jacket from her chair)) lotte it ought to hang outside Lotte: ((gets up)) Teacher: ((picks up the jacket)) Lotte: ja Teacher: yes it ought to hang outside what is this? Lotte: a jacket Teacher: lukas? Lukas: jacket Teacher: yes a jacket here you are lotte ((gives it back to Lotte)) thank you ((walks over to her desk)) this is a jacket so i've got the pictures here (3.0) ((gets the picture cards)) this is a? ((holds up a picture of a hat)) ((some pupils raise their hands)) again theo? Theo: e::h Teacher: h- h- Theo: hat? Teacher: a hat yes Leo: aber hat (([hæt])) ist doch kopf? Teacher: a::h haT this ((shows the picture of the hat again)) heaD (x) my hair ((touches her head)) a hat on my head Lotte: woolly head kann man auch sagen Teacher: yes woolly or woollen ((shows a picture of a shoe)) [2.11] GS 2 3b 060215 279 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 andré? André: shoes Teacher: one shoe two shoeS okay perfect ((holds up a picture of coloured gloves)) ((some pupils raise their hands)) what is it? maja? Maja: handschuhe Teacher: yes and in english? ((nods to Linda)) Linda: ehm Teacher: < g- g-> (6.0) these are? yeah? ((nods to Theo)) Theo: handshoes? Teacher: no these are glo:ves glo::ves ((pins the picture to the board)) and what's that? ((holds up a picture of a jacket)) ((some pupils raise their hands)) jan? Jan: jacket Teacher: yes this is a jacket jacket is easier ((pins the picture to the board)) so gloves jacket hat or woollen hat ((pins the picture to the board)) and shoes ((pins the picture to the board)) all together first me ((points at herself)) then you ((points at the class)) [gloves] [((points at herself))] ((some pupils already join in)) ((points at the class)) Class: gloves [2.11] GS 2 3b 060215 280 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 Teacher: [jacket] [((points at herself))] ((points at the class)) Class: jacket Teacher: [((points at herself))] [hat] ((points at the class)) Class: hat Teacher: [shoes] [((points at herself))] ((points at the class)) Class: shoes Teacher: okay ((takes the pictures off the board)) let's play a short game (4.0) close your eyes close your eyes ((points at the pupils)) Class: ((pupils close their eyes)) Teacher: ((the teacher takes a picture card, shows it to Cornelius and then puts it on his desk)) open your eyes again ((pupils open their eyes)) ((Cornelius looks at the card on his table)) just- eh cornel- < bbbb> don't show it don't show it cornelius do you have (-) a woollen hat? Cornelius:no Teacher: no i haven't Cornelius:no i haven't Teacher: ask him ((to the pupils)) have you got hast du have you got paul Paul: have you got a jacket Cornelius:yes Teacher: yes i have okay ((collects the card again)) close your eyes again ((walks over to Jana and gives her a card)) open your eyes it's jana ask her have you got [2.11] GS 2 3b 060215 281 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 lina Lina: gloves? Teacher: gloves have you got gloves? (2.0) yes i have no i haven't gloves these are gloves ((holds up the gloves)) have you got gloves? ((Jana shakes her head)) < no i haven't> Jana: < (no i've haven't)> Teacher: aha leo Leo: have you got eh shoes? Teacher: shoes? [have (x)] Jana: [no i] haven't Teacher: have you got shoes okay (2.0) jana ask someone Jana: lotte Lotte: have you got a woolly hat? (3.0) Jana: yes i haven't Teacher: yes i HAVE yes i have Jana: die passt mir aber nicht ((returns the card)) Teacher: no ((giggles)) it's too small yes okay < ehm> close your eyes again ((pupils close their eyes)) ((walks over to Paulina and gives her a card)) and open your eyes it's paulina Paulina: paul Paul: have you got a shoes? Paulina: [yes i have] Teacher: [ < uh uh uh> ] paul have you got shoes [2.11] GS 2 3b 060215 282 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 Paul: have you got shoes? Paulina: yes i have Teacher: o::kay thank you ((collects her card again)) and last turn close your eyes last turn ((pupils close their eyes)) ((gives a card to Jan)) and open your eyes ((pupils open their eyes)) it's jan ((pupils raise their hands)) Jan: leo Leo: have you got gloves? Jan: yes i have Teacher: okay ((collects her card again)) Lotte: das war jetzt aber wirklich (einfach) Teacher: that was too easy okay well done good ehm (3.0) i need a volunteer a volunteer to come here ((points at the front of the classroom)) ((pupils raise their hands)) lukas please come here Lukas: ((comes to the front)) Teacher: ((whispers in his ear)) Lukas: ((pretends to put on shoes)) Teacher: what does lukas put on? Lukas: ehm leo Leo: the shoes Teacher: your shoes? Lukas: yes (x) Teacher: okay thank you Lukas: ((sits down)) Teacher: lukas puts on his shoes ((pupils raise their hands)) zoe come here Zoe: ((comes to the front)) Teacher: what does she put on? ((whispers in her ear)) Zoe: ((pretends to put on a hat)) [2.11] GS 2 3b 060215 283 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 Teacher: eh (2.0) paul? Paul: woolly hat? Zoe: [yes] Teacher: [yes] zoe puts on her hat good thank you Zoe: ((sits down)) Teacher: and again paulina? Paulina: ((comes to the front)) Teacher: ((whispers in her ear)) Paulina: ((pretends to put on a jacket)) Teacher: what does she put on? Paulina: theo? Theo: ehm eh eh ehm wie hieß das noch mal jak= Teacher: =ket Theo: jacket Teacher: [yes] Paulina: [yes] Teacher: paulina puts on her jacket thank you paulina Paulina: ((sits down)) Teacher: a::nd ((pupils raise their hands)) andré André: ((comes to the front)) Teacher: ((whispers in his ear)) André: ((pretends to put on a hat)) ((pupils raise their hands)) Teacher: what does he [put on?] André: [lotte?] Lotte: ehm äh André: noch mal? Lotte: a woolly hat? André: yes i have Teacher: yes good André: ((sits down)) Teacher: and last turn lotte come here Lotte: ((comes to the front)) Teacher: ((whispers in her ear)) Lotte: ((pretends to put on gloves)) ((some pupils raise their hands)) Teacher: what does she put on? Lotte: maja? Maja: ehm < oh ich vergess das immer wieder> Teacher: what is the word? [2.11] GS 2 3b 060215 284 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 gl-? Maja: glove Teacher: gloves Maja: gloves Lotte: ((sits down)) Teacher: gloves okay thank you good ehm (1.0) please open your activity book the green book on page twenty-three ((writes the number on the board)) (10.0) ((pupils get out their books)) the green book on page twenty-three (25.0) ((pupils mumble)) the picture up here ((points at a picture while holding up the page of the textbook so that everybody in class can see it)) the picture at the second-hand shop sh: leo? jan? have a look this picture what can you see? tell me what can you see? ((some pupils raise their hands)) mona Mona: shoes Teacher: yes there are shoes good what else can you see on the picture? alina Alina: a jacket Teacher: yes good andré? André: eh a gloves? Teacher: you can see gloves yes and maja Linda: umbrella? Teacher: yes good there is an umbrella it's rainy and they've got an umbrella [2.11] GS 2 3b 060215 285 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 umbrella yes what else can you see? paul? Paul: a woolly hat Teacher: yes and lotte? Lotte: ehm kate and emily ((characters in the textbook)) Teacher: yes what colour is kate's hat? Lotte: red Teacher: yes good what else can you see? cornelius Cornelius:shoes Teacher: mhm ((nods)) what colour are harry's shoes? Cornelius:black Teacher: yes i think so yes they're black and leo? Leo: trousers Teacher: trousers yes ((points at her trousers)) these are trousers i've got grey trousers good okay ehm kate's and emily's jacket are white and harry's and semir's hat is white harry eh semir's and emily's shoes are white and harry's and kate's gloves are white we want to colour it what colours do we need? tell me the colours please what colours do we need? frieda? Frieda: yellow Teacher: yes ((points at the colour on the page)) and? what else? leo? Leo: grey Teacher: yes [2.11] GS 2 3b 060215 286 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 and? maja Maja: blue Teacher: yes and? cornelius? Cornelius:red Teacher: yes and? andré? André: blue ehm brown Teacher: brown yes and lotte? Lotte: orange? Teacher: good and celine? Celine: green Teacher: yes and last one alina Alina: black Teacher: yes please take out these coloured pencils you need yellow grey blue red brown orange green and black coloured pencil ((pupils take out their pencils)) Cornelius:alle die ich hab? ((to the teacher)) Teacher: no only yellow grey blue red brown orange green black ((pupils mumble)) all these colours you need these colours Celine: ich hab kein grey Maja: [ich hab kein yellow] Teacher: [you take- just take a pencil] okay? Celine: ja (xx) Pupil_x: (brauche einen) sharpener (xxx) Teacher: you don't have a sharpener? okay (3.0) [2.11] GS 2 3b 060215 287 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 so now (andré) can we start? now please listen to the cd and draw lines just draw lines okay? Pupil_x: nein [ich bin noch nicht fertig] Teacher: [draw lines] ((points at the board)) what do you have to do? who can tell in german? draw lines was sollt ihr machen? what do you have to do? ((some pupils raise their hands)) sh: klimpert mal nicht so viel mit den stiften lotte? what do you have to do? Lotte: ehm linien mit den farbstiften malen Teacher: genau erst mal einfach linien ziehen noch gar nicht anmalen sondern von der passenden farbe zum passenden kleidungsstück erst mal einfach zack ne linie ziehen okay? Leo: (welche farbe?) Teacher: das sagt dir die cd listen to the cd okay? ((pupils mumble)) from the left to the right okay? (5.0) ((turns on the CD player)) just a moment it's just the cd (12.0) ((presses the buttons to find the right track)) CD: what are they wearing? there's harry ((a girl’s voice)) he's wearing orange gloves and a black hat Teacher: ((pauses the CD)) just draw lines ((continues the CD)) [2.11] GS 2 3b 060215 288 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 CD: there's kate ((a girl’s voice)) she's wearing a blue jacket and yellow gloves Jan: ich bin noch gar nicht mit dem ersten fertig Teacher: just draw lines Jan: ja ich weiß das mache ich auch aber ich hab ne falsche linie gezogen Teacher: oh dear i play it once again CD: there's semir ((a girl’s voice)) he's wearing a green hat and brown shoes Teacher: ((pauses the CD)) Lotte: machst du's gleich noch mal? Teacher: yes i do i play it again (14.0) CD: there's emily she's wearing red shoes and a grey jacket (12.0) emily [(x)] ((beginning of a new track)) Teacher: [so i] play it once again okay? just to compare CD: (what are) they wearing? there's harry he's wearing orange gloves and a black hat (3.0) there's kate she's wearing a blue jacket and yellow gloves (3.0) there's semir he's wearing a green hat and brown shoes (3.0) there's emily she's wearing red shoes and a grey jacket emily's- ((beginning of a new track)) Teacher: okay now you've got three minutes to colour and to compare with your partner okay? three minutes for what? ja? [2.11] GS 2 3b 060215 289 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 Lotte: eh- ehm ob alles so richtig ausgemalt und und es mit dem partner zu kontrollieren Teacher: yes good alina please come here to maja to compare and ehm theo and cornelius you compare and alina please go to maja for comparing okay? colour and compare three minutes okay and please compare in english ((the pupils compare their results in pairs)) ((the teacher walks around to help)) ((24:20-27:20)) ((the teacher rings a bell)) Teacher: sh: so please tell me what colour is emily's jacket? (1.0) what colour is emily's jacket? zoe? Zoe: grey Teacher: is it grey? Zoe: [ja] Teacher: [yes] you're right i'm sorry yes emily's jacket is grey. good thank you and please tell me what colour are emily's shoes? leo? Leo: red Teacher: okay good (2.0) and what colour ar- ha- äh is kate's jacket? lina? Lina: blue? Teacher: yes? correct? Lina: yeah Teacher: okay kate's jacket is blue. what colour are kate's gloves? [2.11] GS 2 3b 060215 290 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 jan Jan: yellow Teacher: kate's gloves are yellow. good not? kate’s gloves (3.0) are yellow. it's correct. and what colour is semir's hat? paulina? Paulina: green Teacher: yes semir's hat is green. what colour are semir's shoes? andré? André: brown Teacher: yes semir's shoes are brown. what colour is harry's hat? alina? Alina: black Teacher: is it? yes it is. harry's hat is black. and what colour are harry's gloves? paul? Paul: orange Teacher: okay they are orange. good well done now let's play a game. please close your activity book. close it Pupil_x: yeah close it Teacher: and let's play a game. Alina: kann ich wieder auf meinen platz? Teacher: yes you can back- go back to your Theo: wohin mit dem hier? Teacher: no close it just close it theo you can go back. (3.0) so i've got many hats ((holds up hats in different colours)) here are some hats have a look ((puts on a yellow hat)) [2.11] GS 2 3b 060215 291 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 this is a nice hat ((some pupils giggle)) isn't it nice? Lotte: robin hood Teacher: what colour is this hat? ((some pupils raise their hands)) leo? Leo: yellow Teacher: yes what colour is this hat? ((holds up a green hat)) pauline? Pauline: green Teacher: green and this? ((holds up a blue hat)) andré André: blue Teacher: yes this is a blue hat. what colour is this zoe? Zoe: red Teacher: yes and what colour is this? cornelius? Cornelius:black Teacher: yes it is. and that colour? lina? Lina: white Teacher: yes oh and difficult what colour is it? alina? Alina: purple Teacher: yes and last colour what is it? jana? Jana: brown Teacher: yes very good. so now i need a volunteer again. i need a volunteer. ((some pupils raise their hands)) leo come here please. ((Leo comes to the front)) leo close your eyes please. and i put a hat on your head. just a moment [2.11] GS 2 3b 060215 292 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 close your eyes ((puts a hat on Leo’s head)) ((some pupils giggle)) and open your eyes and now you ask is my hat Leo: is my hat yellow? Class: no Teacher: no sh no it isn't. Class: no it isn't. Leo: is my hat blue? Class: yes (it is) Teacher: yes it is good ((Leo sits down)) very good another volunteer here andré come here ((André comes to the front)) close your eyes ((puts a hat on André’s head)) and open your eyes André: purple Teacher: < a:baba> is my hat André: is mein hat (([hæt])) purple? Class: no it isn't André: is my hat (---) white? Class: [no it isn't] ((hesistantly)) Teacher: [no it isn't] Pupils: no it isn't André: < is my hat> (1.0) black? Class: yes (it is) ((some pupils say only ‘yes’)) Teacher: yes it is okay ((André sits down again)) thank you and another volunteer mona ((Mona comes to the front)) close your eyes please ((puts a hat on Mona's head)) ((some pupils giggle)) and now open your eyes please is my hat Mona: is my hat ((pupils laugh)) ehm red? Class: no (it isn't) Teacher: no it isn't Class: no it isn't [2.11] GS 2 3b 060215 293 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 Mona: is my hat green? Class: no it isn't Mona: is my hat purple? Class: yes it is ((Mona sits back down)) Teacher: okay thank you now i need one two ((drops the brown hat)) whoops i'm sorry thank you ((to a pupil picking it up)) two three four five six seven eight volunteers i need eight volunteers one jan two cornelius alina three paulina four lukas five zoe six maja seven and lotte eight ((they all come to the front and form a line in front of the board, facing the class)) and you all close your eyes ((all the pupils in the front close their eyes)) you close your eyes ((34:13-34:56)) ((the teacher puts hats on their heads)) ((the pupils giggle)) so open your eyes please open your eyes go around and ask is my hat Jan: is my= Teacher: =go there ((points at Celine)) and ask ((the pupils with hats walk around in class and ask the others what colour their hat has)) ((35:10-36:00)) ((the pupils return the hats to the teacher)) [2.11] GS 2 3b 060215 294 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 Teacher: good well done ((36:03-36:16)) so sh: (3.0) stop talking psh i want to go to a party ((Jana raises her hand)) jana what is it? Jana: die sonne scheint hier so Teacher: okay yes ((closes the curtains)) better? ja? Jana: yes (i have) Teacher: okay so celine i want to go (-) to a party okay? cool a party and i put on ((touches her shoes)) my brand new shoes and you too put on ziehe an your brand new shoes deine brandneuen schuhe cool put on your brand new shoes we're going out ((walks around in the front)) wir gehen heute aus we're going out it's time es wird zeit it's time hooray to put on your shoes to put on your shoes it's party time today party time okay? so put on your brand new shoes today Pupils: ((try to join in)) Pupils & Teacher: we're going out [2.11] GS 2 3b 060215 295 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 it's time hooray to put on your shoes to put on your shoes it's party time today let's listen to the song Lotte: können wir das erst mal nur hören? Teacher: yes we're playing ((turns on the CD player)) CD: clothes ((speaker's voice)) CD, Class & Teacher: put on your brand new shoes today we're going out it's time hooray to put on your shoes put on your shoes it's party time today Teacher: and now you sing it okay? you sing it Celine: nicht du? Teacher: [i sing it] too CD [clothes] CD, Class & Teacher: put on your brand new shoes today we're going out it's time hooray to put on your shoes put on your shoes it's party time today Teacher: and now we want to put on our brand new ((points at her head)) brand new? Lotte: hat Teacher: paulina? Paulina: hat Teacher: yes to put on your brand new hat today Class: put on your brand new hat today we're going out it's time hooray to put on your hat put on your hat it's party time today CD, Class & Teacher: put on your brand new hat today we're going out [2.11] GS 2 3b 060215 296 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 1243 1244 1245 1246 1247 1248 1249 1250 1251 1252 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 1264 1265 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 it's time hooray to put on your hat put on your hat it's party time today Teacher: okay what do we want to put on now? we've got shoes we've got a hat what next? ((some pupils raise their hands)) paul Paul: a jacket Teacher: okay put on your brand new jacket today we're going out it's time hooray to put on your jacket put on your jacket it's party time today and no cd just (-) it's just us Class & Teacher: put on your brand new jacket today we're going out it's time hooray to put on your jacket put on your jacket it's party time today Teacher: and anything else? Pupils: yeah Teacher: what else? what do we want to put on? maja? Maja: ehm (4.0) oh jetzt hab ich's schon wieder vergessen Teacher: oh dear what is it? (3.0) paulina? Paulina: gloves Teacher: gloves there you go and all together again Class & Teacher: gloves Teacher: maja gloves okay? [2.11] GS 2 3b 060215 297 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 1322 1323 1324 1325 1326 and put on your brand new glove-s today we're going out it's time hooray to put on your gloves put on your gloves it's party time today and all together Class & Teacher: put on your brand new gloves today we're going out it's time hooray to put on your gloves put on your gloves it's party time today Teacher: so first we sing where are my cards? uh: where are my cards here first we sing shoes then we sing what was (---) the second stanza? leo? Leo: jacket? Teacher: was jacket number two? Alina: hat Teacher: yes then we sing hat and then we sing leo? Leo: jacket Teacher: yes then it's the jacket and at last we sing a:h cornelius? Cornelius:ich hab mich nicht gemeldet Teacher: oh dear okay mona Mona: gloves Teacher: yes gloves ((pins all the cards to the board)) so from number one to number four all together and louder okay? louder Class & [2.11] GS 2 3b 060215 298 1327 1328 1329 1330 1331 1332 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 1343 1344 1345 1346 1347 1348 1349 1350 1351 1352 1353 1354 1355 1356 1357 1358 1359 1360 1361 1362 1363 1364 1365 1366 1367 1368 1369 1370 1371 1372 1373 1374 1375 1376 1377 Teacher: and put on your brand new shoes today we're going out it's time hooray to put on your shoes put on your shoes it's party time today. put on your brand new hat today we're going out it's time hooray to put on your hat put on your hat it's party time today. put on your brand new jacket today we're going out it's time hooray to put on your jacket put on your jacket it's party time today. put on your brand new gloves today we're going out it's time hooray to put on your gloves put on your gloves it's party time today. Lotte: aber dann hat er ja gar keine trousers an. Teacher: oh yes you're right you're right the trousers are missing [let's see if there are some trousers] [((looks in her bag))] let's see if there are some trousers for the party yes the trousers are missing but here here are some trousers ((takes a pair of children’s trousers out of her bag)) the trousers are too small for me but here are some trousers what colour are the trousers? Pupils: was? (([vas])) Teacher: what colour are the trousers? ((some pupils raise their hands)) jan? Jan: grey [2.11] GS 2 3b 060215 299 1378 1379 1380 1381 1382 1383 1384 1385 1386 1387 1388 1389 1390 1391 1392 1393 1394 1395 1396 1397 1398 1399 1400 1401 1402 1403 1404 1405 1406 1407 1408 1409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 Teacher: they are grey and these are the trousers of my son but it's too small the trousers are too small leo? Leo: grey and blue Teacher: yes they are grey blueish something in between yes what colour is yo- are your trousers? Leo: blue Teacher: yes and what colour are your trousers? ((points at Maja)) Maja: grey Teacher: yes good and what colour are your trousers? ((points at Jana)) Jana: purple Teacher: yes so put on your brand new trousers today okay? we sing it once again and Class & Teacher: put on your brand new trousers today we're going out it's time hooray to put on your trousers put on your trousers it's party time today. Teacher: and of course i've got a card with a trou- with some trousers (5.0) ((pins the picture card to the board)) so now everything is perfect? everything's perfect now? Maja: alleine? Teacher: i've got shoes i've got trousers i've got a jacket a hat everything okay? i go to a party? Pupils: no [2.11] GS 2 3b 060215 300 1429 1430 1431 1432 1433 1434 1435 1436 1437 1438 1439 1440 1441 1442 1443 1444 1445 1446 1447 1448 1449 1450 1451 1452 1453 1454 1455 1456 1457 1458 1459 1460 1461 1462 1463 1464 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 Teacher: no? what's missing? ((some pupils raise their hands)) leo what's missing? Leo: a hemd Teacher: a shirt yes i need a shirt you're right ((takes a child’s shirt out of her bag)) here is a shirt this is nice i put on my brand new shirt today ((tries to put it on)) ((pupils giggle)) lotte Lotte: das shirt ist aber zu groß für die jacke und die hose die du mithast ist auch zu groß für die jacke das passt gar nicht Teacher: it's too big? Lotte: yes Teacher: it's too small for me it's henry's shirt Lotte: (ist das) henry? Teacher: henry is my son paul? Paul: die unterhose fehlt noch ((pupils laugh)) Teacher: no it doesn't no it doesn't so put on your brand new shirt today okay? and Lotte: aber Teacher: psht Class & Teacher: put on your brand new shirt today we're going out it's time hooray to put on your shirt put on your shirt it's party time today ((end of recording)) [2.11] GS 2 3b 060215 301 [2.12] GS 2 3b 060315 302 Background Information Sheet GS 2 3b 060315 School type: primary school Class: 3rd grade (3b) Date of recording: 06.03.2015 Length of recording: 58:45 minutes Number of pupils in class: 22 Number of pupils present during the lesson: 22 Topic of the lesson: Clothing Topic vocabulary o Clothing: shirt, skirt, dress, tie, jacket, pullover, trousers o Colours: pink, yellow, green o Story: shop, big, small, clown, funny, giggling, laughing o “Can I have a/the ___, please?” o “Can I help you?” Goals § The pupils understand the story “A funny boy”. § The pupils understand the punch line of the story. § The pupils can read along what the characters say. § The pupils can recall the clothing vocabulary. Textbook Sunshine Class 3 (Cornelsen Verlag, 2007), Unit 4: The second-hand shop Lesson overview - Warm-up chant: “Good morning” - Singing a song: “Put on your shoes/dress/trousers today” - Homework check (Sunshine, Pupil’s Book 3, p. 26, No. 2): How many items of clothing did you find? - Revision of the characters in the story: What’s his/her name? - Gesturing and guessing activity: “What do I put on now?” The teacher pantomimes putting on an item of clothing and the pupils have to guess which one it is. - Seating arrangements: In preparation for a storytelling activity the pupils move their tables closer to the front of the classroom. - Listening comprehension activity I: The teacher reads the story “A funny boy”. Plot: The story is about a boy who goes into a clothing shop to buy clothes that are too small/big for him and very colourful (i.e. pink shirt, green shoes). At the end we find out that he plays a clown in the school play and therefore needs oversized and colourful clothing (cf. Sunshine, Pupil’s Book 3, p. 17, No. 2). - Listening comprehension activity II: The teacher reads/tells the story again. This time it is done with the help of story cards which are given to the pupils who have to hold up their card every time their character is mentioned in the story. - Listening comprehension activity III: The pupils listen to the story from the CD. - Question and answer about the story (e.g. What colours are the shoes?). [2.12] GS 2 3b 060315 303 - Exercise in the Activity Book: Counting – How many shoes/pullovers/shirts/hats/ dresses are there? - Listening comprehension activity IV: The teacher reads the story once again. The pupils read along and point at the correct pictures in their activity book. - Reading activity: The pupils read the story (taking turns). - Playing the story in pairs: One pupil plays the boy, the other Kate’s father who is the shop assistant. - Playing the story in class: five times, with different clothing items. - Closing activity: two pupils stand back-to-back in the front of the classroom and have to guess if it is correct what the other pupils says s/he is wearing (“I’m wearing brown shoes.” – “That’s right/wrong.”) Interesting observations - Introduction of a new story - Storytelling as a teaching technique - Pupils’ reading and performance of the story - Task instruction given in German Use of media - Textbook and Activity Book - CD with the story: “A funny boy” - Picture cards with clothing items and drawings of the characters from the story - Blackboard Personal notes [2.12] GS 2 3b 060315 304 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Class: ((the pupils go to their seats)) Teacher: five four three two one sh: ((everyone sits quietly in their seat)) and zero ((starts singing)) good [morning] Class & Teacher: [morning] good morning good morning to you. good morning good morning and how do you do? Teacher: good morning Class: good morning misses Teacher: [good morning to mister ] Class: [good morning mister ] Researcher:good morning [everybody] Teacher: [okay] let's sing our song once again CD: clothes CD, Class & Teacher: put on your brand new shoes today we're going out it's time hooray to put on your shoes put on your shoes it's party time today. put on your brand new hat today we're going out it's time hooray to put on your hat put on your hat it's party time today. Teacher: and what else? what else [do] we [want] to take? Pupil_x: [(x)] Paul: [dress] Teacher: paul? Paul: dress Teacher: okay only the girls and? [2.12] GS 2 3b 060315 305 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 Girls & Teacher: put on your brand new dress today we're (going out) ((the teacher sings out of tune)) it's time hooray to put on your dress put on your dress it's party time today. Lotte: letztes mal hattest du dich dabei auch vertan Teacher: i know i am sorry and mona? Mona: trousers Teacher: okay and only the boys only the boys with trousers and? Boys & Teacher: put on your brand new trousers today we're going out it's time hooray to put on your trousers put on your trousers it's party time today. Teacher: we stop here okay? we stop here i want to see your homework please take out your homework homework was ((takes Celine's folder)) this ((shows a worksheet to the class)) ((the pupils get out their homework)) ((2:44-3:03)) okay (3.0) okay let's compare there are sh there are two skirts how many hats are- (4.0) just sit down how many hats are there? paul? Paul: four Teacher: is it correct? [2.12] GS 2 3b 060315 306 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 Class: yes Teacher: there are four hats how many dresses are there? cornelius Cornelius:one Teacher: is there just one dress? Pupils: ja ja Teacher: okay one dress how many ties are there? mona Mona: one Maja: two Teacher: there is one tie you say there are two ties ((to Maja)) i think it's one Maja: oh Teacher: one or two ties how many jackets are there? allan Allan: eh two Teacher: there are two jackets? Allan: yeah Teacher: okay and how many pullovers are there? theo Theo: ehm three pullovers Teacher: there are three pullovers cool thank you please close your folder ((pupils close their folders)) what's his name again? ((points at a picture card on the board which shows the character Harry)) pauline? what's his name? Pauline: harry ((name of a textbook character)) Teacher: yes that is harry what's his name? leo Leo: semir ((name of a textbook character)) Teacher: yes her name? jan Jan: emily ((name of a textbook character)) Teacher: yes and what is her name? alina [2.12] GS 2 3b 060315 307 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 Alina: kate ((name of a textbook character)) Teacher: yes and kate (-) has got (-) a father and this is (---) kate's ((draws a stick figure on the board)) ((some pupils giggle)) and this is kate's [father] Pupil_x: [er braucht noch'n] bart Teacher: he has got a beard? ((draws it on the board)) okay so this is kate's father Lotte: aber der hat ja spitze beine und nur so dünne stäbchenarme Teacher: oh dear and this is sh: this is another boy ((draws another boy on the board)) Lotte: ist das kate's bruder? Teacher: no this is just another boy okay? [another boy] Pupil_x: [(x) haare] Teacher: we need these people for a story okay? close your book ((gestures ‘closing a book’)) close your book what do i put on now? what do i put on? ((gestures ‘putting on shoes’)) ((some pupils raise their hands)) paul Paul: shoes? Teacher: yes i put on my shoes what do i put on now? ((gestures ‘putting on trousers’)) ((some pupils raise their hands)) zoe Zoe: trousers? Teacher: yes i put on my trousers and what do i put on now? ((gestures ‘putting on a pullover’)) ((some pupils raise their hands)) maja [2.12] GS 2 3b 060315 308 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 Maja: jacket Teacher: n:o ((gestures ‘putting on a pullover’ again)) ((some pupils raise their hands)) tim? Tim: pullover? Teacher: yes i put on a pullover and what do i put on now? ((gestures ‘putting on a shirt’)) ((some pupils raise their hands)) maja? Maja: ehm jacket? Teacher: yes might be a jacket but ((points at a clothesline hanging in the classroom)) ((some pupils raise their hands)) i think ((points at Celine)) Celine: skirt Teacher: skirt? Celine: eh shirt Teacher: a shirt yes good ehm please come nearer ehm ((points at some pupils on the right side of the classroom)) ((the teacher arranges the tables)) you please sit here you two sit here ((to some other pupils)) you just come a bit closer ((to another pair of pupils)) (move nearer) just a bit closer und eh (2.0) wir sitzen ganz anders als sonst wir machen das sonst anders? just come closer ein bisschen näher ein bisschen näher rücken ((Zoe moves her table a little further to the front)) come closer and you come closer ((moves the table further to the front)) we want to listen to a story [2.12] GS 2 3b 060315 309 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 okay? (closer) and you all come closer but you not ((to some pupils in the back who cannot be in the picture)) jan you can come closer Pupil_x: sollen wir jetzt die tische Teacher: no < no no no> no desk just your chairs jan take your chair and come closer ((pupils move closer to the front with their chairs)) just your chair this is your chair okay? (4.0) this is cool ((thumbs up)) yes leo? Leo: können adam und ich uns auch auf die tische kann man sich jetzt auch auf die tische setzen? Teacher: you can sit there Leo: ((points at a chair)) da? Teacher: yes and adam you can sit on your table ((points at the table)) Leo: auf den tisch Teacher: maja? you can sit on your table okay let's start (-) with the story ((walks to her desk)) let's start with the story kate's dad ((points at the drawing on the board)) has got a shop he has got a shop ((points at the board)) what is a shop? ((Lotte raises her hand)) ((points at her)) [2.12] GS 2 3b 060315 310 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 Lotte: a shop is a laden Teacher: yes ein laden you know shopping don't you? so he has got a shop and kate and her friends ((points at the pictures on the board)) are helping kate's dad in his shop ding dong a boy ((points at her drawing on the board)) comes into the shop can i help you? asks kate's father yes can i have the shirt please? ((points at a shirt hanging on a clothesline in the classroom)) the pink shirt? yes i like pink Lotte: ((giggles)) Teacher: the boy puts on the pink shirt oh the shirt is too big look at your arms ((shows her arms)) says kate's dad oh that's okay i like the shirt says the boy kate and her friends are giggling hihihihi giggling hihihi they say he's funny er is lustig he's funny and can i have the trousers please? ((points at some trousers hanging on the clothesline)) asks the boy the yellow trousers? asks kate's father yes i like yellow oh i'm sorry [2.12] GS 2 3b 060315 311 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 i didn't ((looks at her sheets)) show you the picture here you can see the pink shirt ((shows the picture to the pupils)) here you see the pink shirt it's too big isn't it? Maja: ist das der vater? Lotte: die geschichte kenn ich die ist auch im buch Teacher: it's in the pupil's book isn't it? can you see the pink shirt? ((to Zoe in the back)) tim? can you see it? Tim: ja Teacher: okay now it's about the yellow trousers can i have the yellow trousers? [i put it here] [((pins the picture to the board))] i like yellow the boy puts on the yellow trousers ((gestures ‘putting on trousers’)) o:h the trousers are too small look at your legs it's too small that's okay i like the trousers says the boy kate and her friends are giggling hihihihi: they say he's so funny can i have the shoes please? ((points at the shoes on the clothesline)) asks the boy the green shoes? asks kate's father yes i like green the boy puts on the green shoes ((gestures ‘putting on shoes’)) and your feet are too small says ka- kate's dad no the shoes are too big ((gestures ‘wearing big shoes’)) [2.12] GS 2 3b 060315 312 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 but that's okay i like the shoes says the boy so this is (---) what the boy looks like now ((shows a picture of the boy to the class)) a big pink shirt small yellow trousers and very big green shoes tim what are you doing? stop it please ((pins the picture of the boy to the board)) ((12:03-12:17)) kate and her friends are laughing now ha ha ha: they say he's so funny the boy hears the friends laughing what's so funny? was ist so lustig? what's so funny? kate's friends stop laughing sorry says semir well you're so funny that's good says the boy i'm the clown in our school play ((shows a picture of the clown to the class)) he wants to become a clown that's why he looks so funny ((some pupils laugh)) Lotte: ich wusste das vorher Teacher: yes for a clown that's okay isn't it? Cornelius:no Teacher: for a clown that's okay so ehm i want to tell the story once again but now (3.0) with the story cards who wants to have the shoes? ((holds up a picture card showing a pair of shoes)) anybody? ((Lotte raises her hand)) ((gives it to her)) shirt? ((some pupils raise their hands)) [2.12] GS 2 3b 060315 313 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 alina? ((gives her a picture card showing a shirt)) trousers? ((a lot of pupils raise their hands)) paul ((gives him a picture card showing a pair of trousers)) ((takes another picture card off the board which shows the first scene of the story)) the first story card? ((gives it to Cornelius)) the second story card ((takes it off the board and gives it to Celine)) the third story card ((takes it off the board and gives it to Zoe)) okay and maybe the friends do we want to have the [friends] too? Lotte: [ja] ((some pupils raise their hands)) Teacher: so when i read ((takes the remaining picture cards off the board)) the friends are giggling everybody is holding up the friends ((shows the corresponding picture cards)) okay? ((gives the remaining picture cards with the four characters of the story to four pupils)) (8.0) okay (6.0) then i read the story once again kate and her friends where's kate? ((Maja holds up her picture card of Kate)) hello kate kate and her friends are helping kate- ((the pupils hold up their picture cards showing Kate's friends)) kate's dad in his shop ding dong a boy comes into the shop can i help you? asks kate's father yes can i have the shirt please? [2.12] GS 2 3b 060315 314 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 ((Paul holds up his picture card showing a shirt)) a pink shirt? yes i like pink the boy puts on the shirt oh (---) the shirt is TOO big look at your arms says kate's dad that's okay i like the shirt says the boy kate and her friends and her friends leo? ((Leo holds up his picture card showing one of Kate's friends)) are giggling < hi hi hi> they say he's funny can i have the trousers please? ((points at the trousers which are hanging on the clothesline)) asks the boy (the) yellow trousers? asks kate's father yes i like yellow the boy puts on the yellow trousers oh the trousers are too small look at your legs says kate's dad that's okay i like the trousers says the boy kate and her friends are giggling hihihi: they say he's so funny can i have the shoes please? asks the boy the green shoes? asks f- kate's father yes i like green the boy puts on the green shoes oh your feet are too small says kate's dad [2.12] GS 2 3b 060315 315 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 no the shoes are too big that's okay i like the shoes says the boy kate and her friends are laughing now her friends ((to Maja)) ((Maja holds up her picture card showing one of Kate's friends)) are laughing now < ha ha ha:> what's so funny? the friends stop laughing semir says well you're funny that's good says the boy i'm the clown in our school play ((Zoe holds up her picture card showing the clown)) that's the clown good well done so? please give me back the cards ((the pupils hand the picture cards back to the teacher)) ((17:41-17:51)) some more cards? Lotte: lukas hat noch eine Teacher: where's lukas? o:h give it to me please so and get back please ((waves her arms)) ((the pupils move their tables and chairs back to their original positions)) ((18:02-18:32)) please open your activity book Lotte: on page? Teacher: the green book Lotte: on page? Teacher: on page let's have a look on page (---) twenty-six ((writes the page on the board)) Pupil_x: sechsundzwanzig ((pupils open their books and look at the picture)) [2.12] GS 2 3b 060315 316 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 ((18:52-19:27)) ((the teacher turns on the CD player and immediately pauses it)) CD: (x) Teacher: there again you can see the shirt the trousers and the shoes please listen to the cd and draw lines is it too small or too big? and what colours are the shirt the trousers and the shoes okay? Lotte: yes Teacher: just listen for once and draw lines CD: (a) funny boy kate and her friends are helping kate's dad in his shop ding dong a boy comes into the shop can i help you? asks kate’s father yes can i have the shirt please? the pink shirt? yes i like pink the boy puts on the pink shirt o:h the shirt is too big look at your arms says kate's dad that's okay i like the shirt says the boy kate and her friends are giggling they say < ha ha ha> he's funny can i have the trousers please? asks the boy the yellow trousers? asks kate's father yes i like yellow the boy puts on the yellow trousers o:h the trousers are too small look at your legs [2.12] GS 2 3b 060315 317 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 says kate's dad that's okay i like the trousers says the boy kate and her friends are giggling they say < ha ha ha> he's so funny can i have the shoes please? asks the boy the green shoes? asks kate's father yes i like green the boy puts on the green shoes o:h your feet are too small says kate's dad no the shoes are too big but that's okay i like the shoes says the boy kate and her friends are laughing now they say < ha ha ha> he's so funny the boy hears the friends laughing what's so funny? the friends stop laughing sorry says semir well you're funny that's good says the boy i'm the clown in our school play < ha ha ha ha ha ha ha ha> Teacher: okay so? is the shirt too small or too big? ((some pupils raise their hands)) paulina Paulina: too big Teacher: so come here Paulina: ((goes to the board and wants to draw a line on the board between the shirt and the phrase ‘too big’)) verbinden? Teacher: mhm thank you are the trousers too small or too big? [2.12] GS 2 3b 060315 318 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 verena? Verena: too small Teacher: good come here yes Verena: ((goes to the board and draws a line between trousers and the phrase ‘too small’)) Teacher: and what about the shoes? are the shoes too small or too big? thank you ((to Verena)) ((pupils raise their hands)) pauline? Pauline: (too) big Teacher: yes you're right Pauline: ((goes to the board; draws a line between the shoes and the phrase ‘too big’)) Teacher: ((points at the board)) this ought to be pink ((refers to a red circle on the board next to the picture cards)) okay? this is pink so? what colour is the shirt? zoe? Zoe: pink Teacher: yes it is come here please Zoe: ((goes to the board and draws a line between the pink colour and the picture card showing the shirt)) Teacher: what colour are the trousers? mona? Mona: yellow Teacher: yes Mona: ((goes to the board and draws a line between the yellow colour and the picture card showing the trousers)) Teacher: and last but not least what colour are the shoes? celine? Celine: green Teacher: yes Celine: ((goes to the board and draws a line between the green colour and the picture card showing the shoes)) Teacher: good well done thank you [2.12] GS 2 3b 060315 319 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 now we want to do (3.0) this exercise here ((points at an exercise in the book)) okay? so please count again how many shoes are there? how many pullovers are there? how many (-) shirts are there? how many hats? and how many dresses? and please remember please remember ((writes down ‘1 shirt’)) one shirt but two? (3.0) alina? Alina: two shirts Teacher: yes ((writes down ‘2 shirts’)) Lotte: soll'n wir das schreiben? Teacher: and one dress (2.0) ((writes down ‘1 dress’)) but two? (2.0) mona Mona: two dresses Teacher: dresses very good ((writes down ‘2 dresses’)) ((underlines the ‘e’ in dresses)) so remember the e there okay? so just start everything okay? good just start please (3.0) start go on here count ((to Celine)) how many shoes? one two another shoe three four five how many? [2.12] GS 2 3b 060315 320 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 Maja: achso ((sitting next to Celine)) wie viele Teacher: mhm Maja: die ehm paare oder die [einzelnen?] Teacher: [no] just single shoes Maja: nur die [einzelnen] Teacher: [one shoe] two shoes okay? ((Maja nods)) ((the pupils work on the exercise quietly)) ((the teacher walks around and helps individual pupils)) ((25:26-26:02)) the shoes are tricky there are not ten shoes ((26:07–26:50)) ((Lotte gets up)) Lotte: i'm finished Teacher: < okay just wait a moment okay> ((Lotte returns to her seat)) ((27:07–27:20)) ((Verena gets up and shows her activity book with the completed exercise to the teacher)) < ehm the word is missing dresses just write down the word okay?> ((Verena returns to her seat)) ((the teacher walks around and helps the pupils)) ((27:47-29:46)) okay i think we can stop here everybody's finished okay so just tell me how many shoes are there? ((some pupils raise their hands)) and in a whole sentence there are hm hm paul Paul: twelve Teacher: oh < there are twelve shoes> Paul: (th)ere are twelve shoes Teacher: very good [2.12] GS 2 3b 060315 321 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 how many pullovers are there? maja? Maja: trer- trer are= Teacher: =there have a look ((puts her tongue between her teeth)) there Maja: (d)ere (([der])) Teacher: < there zunge an die zähne> Maja: there Teacher: there (2.0) Maja: are four pullover Teacher: s: Maja: s Teacher: very good yes how many shirts are there? lotte? Lotte: there are two shirts Teacher: good how many hats are there? adam? André: very are Teacher: there again there André: there Teacher: are André: there are eight hats Teacher: very good yes and? how many dresses are there? tim stop it please how many dresses are there? jan? Jan: ich? Teacher: mhm Jan: there are three dresses Celine: four Jan: nee drei ((the teacher holds up four fingers)) four ((the pupils mumble)) Teacher: there are four dresses yes [2.12] GS 2 3b 060315 322 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 in my book it says four ((walks over to Jan; they look again into the book)) there are two dresses yes okay so four dresses there are four dresses that's right okay we (1.0) we all together want to read the story so clo:se your activity book Pupil_x: close? ((pupils close their books)) Teacher: and open your pupil's book the blue book on page (3.0) seventeen ((writes the page on the board)) ((the pupils open their books)) ((32:05-32:22)) first i read the story to you you listen and point okay? take your finger and point to the correct picture Lotte: du hast gesagt erst mal ehm warte mal da kommen doch erst mal die grünen schuhe Teacher: i don't know so just listen take your finger and point to the correct pictures and speech bubbles okay? lina what (do) you have to do? ((Lina does not respond)) paulina? was sollt ihr jetzt machen? Paulina: ehm Teacher: listen i read the text listen (6.0) kalt erwischt einige haben so geguckt als hätten sie es nicht verstanden alina Alina: du liest irgendwas vor [2.12] GS 2 3b 060315 323 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 und wir müssen mit dem finger draufzeigen Teacher: yes correct (3.0) okay? so can i have the shirt please? the pink shirt? yes i like pink the shirt is too big that's okay thank you can i have the shoes please? the green shoes? yes i like green your feet are too small that's okay you're funny i'm the clown and now i need kate's dad the boy and semir who wants to read kate's dad? paul? who wants to read the boy? leo? and who wants to read semir? theo okay please start Paul: can i have the shirt please? Leo: (the) pink shirt? Paul: yes i like pink Leo: te shirt is zu big Paul: that's okay thank you can i have the shoes please? Leo: the green sh- shoes? Paul: yes i like green Leo: your feet eh [(1.0)] too small Teacher: [are] Paul: that's okay Theo: you're f- funny Paul: i am- i'm the clown Teacher: very good cool now again [2.12] GS 2 3b 060315 324 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 i need kate's dad mona? i need the boy maja Maja: boy? Teacher: boy and i need semir again semir lukas okay start again please Maja: can i have this shirt please? Mona: the pink shirt? Maja: yes i- i like pink Mona: the shirt is too big Maja: that's okay thank (([sæŋk])) you can i haven- Teacher: can i have Maja: can i have shoes please? Mona: the green shoes? Maja: yes i like green Mona: your (([jur])) feet are too small Maja: that's okay Lukas: you're funny Maja: i'm clown Teacher: < i'm the clown> good very good and last turn last turn zoe? kate's dad? okay and the boy? lotte? and semir is jan okay and again? Lotte: can i have the (([sə])) shirt please? Zoe: the pink shirt? Lotte: yes i like pink Zoe: the shirt is too big Lotte: that's okay thank you can i have the shoes please? Zoe: the green shoes? Lotte: yes [2.12] GS 2 3b 060315 325 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 i like green Zoe: you [f-] Teacher: [your] feet= Zoe: =your feet a- [too] Teacher: [are] your feet are too small Zoe: your feet are too small (([sma:l])) Teacher: mhm Lotte: that's okay Jan: you're funny Lotte: i'm a clown Teacher: very good now we want to play it we want to play it i can say can i have the shirt please? and maja asks the pink shirt? yes i like pink the shirt- this shirt is too small or the shirt is too big that's okay thank you like in the text okay? or paul says to jan can i have the trousers please? the blue trousers? yes i like blue the trousers are too big that's okay thank you you take your picture cards clothes ((some pupils take their cards)) not now just listen just listen and one of you is the shop assistant kate's dad and one of you is the boy ich sags einmal auf deutsch < aber wartet bis ich fertig bin> immer zu zweit einer ist der verkäufer einer möchte was haben und ihr nehmt genau die sätze aus dem text ihr könnt dort ablesen can i have the shirt please? ihr könnt auch einsetzen [2.12] GS 2 3b 060315 326 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 can i have the shoes please? can i have the hat please? can i have the skirt please? was ihr wollt aber nehmt den satz aus der ersten sprechblase and then und dann da der (--) shop assistant der verkäufer fragt nach the pink shirt? oder was ihr halt gesagt habt the brown shoes? the green trousers the yellow pullover fragt nach ((the pupils mumble)) fragt so nach psh: fragt so nach in der art wie kate's dad in der zweiten sprechblase dann antwortet der erste yes i like pink oder yellow oder blue oder red was ihr gerade halt genommen habt und dann ist die hose der pullover die schuhe too big or too small und der der einkauft sagt that's okay thank you ihr nehmt die satzstrukturen aus dem text findet aber eigene sachen und gebt euch das dann auch mit den picture cards okay? did you understand that? just wait mona jan has a question Jan: wer spielt semir? Teacher: huh? Jan: wer spielt semir? Teacher: keiner [2.12] GS 2 3b 060315 327 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 es geht nur um dieses einkaufen einer das einer das [okay?] Lotte: [und] eh wer macht mit wem? Teacher: yes we want to see two ((selects the teams)) two two two two lotte with zoe and lukas with jana? is that okay? and two two two i think that's perfect okay? so just start ((the pupils get together in pairs)) ((the pupils take their picture cards)) ((the teacher walks around to help)) ((41:04-46:30)) Celine: fertig ((to the teacher)) Teacher: finished? Celine: yes Teacher: last minute once again Celine: hä? Teacher: one ((holds up her thumb)) again ((gestures a circle)) it's just one minute ((shows her watch and holds up her thumb)) ((Celine looks confused to Maja)) einmal noch eine minute Celine: okay Paul: wir sind fertig Teacher: last minute letzte minute last minute ((the pupils work on the exercise for one last minute)) ((46:56-47:26)) okay ((holds up ten fingers)) ten nine ((the pupils start to clear up their [2.12] GS 2 3b 060315 328 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 1243 1244 1245 1246 1247 1248 1249 1250 1251 1252 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 1264 1265 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 tables and return to their seats)) eight seven sh:: six five four sh: three two one < and zero> ((pupils are quiet)) you can come here here is the shop here are (1.0) all the clothes just a moment here are all the clothes ((gets the picture cards from her desk)) in this shop t- here is a shirt trousers shoes in the shop here is a hat ((pins it to the board)) a jacket ((pins it to the board)) what's ((drops some magnets)) oh sorry pullover ((pins it to the board)) gloves ((pins it to the board)) the skirt ((pins it to the board)) ((Paul picks up the magnets)) thank you very much and here is a beautiful dress ((pins it to the board)) so here is the shop i need a shop assistant good morning and i need a boy ((moves to the other side of the board to demonstrate the dialogue)) can i have the pullover please ((shows it on the board)) ((moves to the shop assistant’s side again)) the red pullover? ((takes the picture card off the board)) [2.12] GS 2 3b 060315 329 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 1322 1323 1324 1325 1326 ((moves to the customer’s side again)) yes i like red ((shows the picture card)) ((moves to the shop assistant’s side again)) the pullover is too small ((moves to the customer’s side again)) that's okay thank you so come here and play it ((pins the picture card back to the board)) play it for us ((some pupils raise their hands)) ehm volker stop i take lotte and mona ((Lotte and Mona come to the front)) who is who? the boy? and the shop assistant? Lotte: ich bin m::h der boy Teacher: i'm the boy Mona: < i'm (the) shop assistant> Teacher: okay Lotte: ding dong ((approaches Mona)) Teacher: you can say good morning Mona: good morning Lotte: good morning can i have the dress ((points at the picture card on the board)) and the skirt please? ((points at the picture card on the board)) Mona: the yellow dress? and the green skirt? Lotte: yes [i lack- i like yellow and green] [((Mona takes the picture cards off the board))] Mona: here ((hands Lotte both picture cards)) Lotte: thank (([sæŋk])) you Mona: you're welcome ((Lotte walks off)) Teacher: < a:babababa> is it okay? is it too small or too big? ((Lotte holds the picture cards in front of her face)) Mona: this is too small [2.12] GS 2 3b 060315 330 1327 1328 1329 1330 1331 1332 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 1343 1344 1345 1346 1347 1348 1349 1350 1351 1352 1353 1354 1355 1356 1357 1358 1359 1360 1361 1362 1363 1364 1365 1366 1367 1368 1369 1370 1371 1372 1373 1374 1375 1376 1377 ((points at the skirt)) and this is äh to- big ((points at the dress)) Lotte: okay bitte schön ((gives her the picture cards)) Teacher: that's okay Lotte: that's okay thank you tschüss ((walks off)) Teacher: bye bye Lotte: oh ich hab das geld vergessen zu geben ((comes back)) bitte schön ((touches Mona's head)) Mona: danke Teacher: okay thank you well done ((applauds)) ((some pupils join in)) ((Lotte returns the picture cards to the teacher)) and ((pins the picture cards back to the board)) i need another shop assistant and another boy or girl theo? and? leo? ((Theo and Leo come to the front)) Theo: und was bin ich jetzt? Teacher: it's up to you Theo: ich bin Teacher: i'm the ich [bin] Theo: [i'm] the (x) Teacher: shop assistant? Theo: kate's father Teacher: i'm kate's dad okay sh: Leo: ding dong hello Theo: hello Leo: can i have the pink trousers please? Theo: the pink trou- trousers? Leo: yes i like pink [2.12] GS 2 3b 060315 331 1378 1379 1380 1381 1382 1383 1384 1385 1386 1387 1388 1389 1390 1391 1392 1393 1394 1395 1396 1397 1398 1399 1400 1401 1402 1403 1404 1405 1406 1407 1408 1409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 Theo: [(here you go)] [((gives the picture card to Leo))] trous- oh the trousers is zu ehm [big] Teacher: [are] are too big Theo: are too big Leo: hm can i have the green shoes please? Theo: the green shoes? ((takes the picture card off the board)) Leo: yes Teacher: [verena and lina psht] Leo: [i like green] Theo: oh green shoes sind Teacher: are Theo: sind the shoes sind are ehm small Teacher: the shoes ARE too small again theo the shoes are too small Theo: the shoes too are small Teacher: are too small Leo: can i have the- can i have the green dress please? Theo: the green dress? Teacher: lukas Leo: yes i like green ((Theo takes the picture card with the skirt off the board)) Lotte: the dress? Leo: das ist skirt Lotte: das ist der skirt theo Teacher: this is the skirt yes Theo: ((now takes off the correct picture card)) ((some pupils giggle)) oh the green dress is (1.0) is e:h too ehm (1.0) e::h big Teacher: < that's okay thank you> leo? that's okay thank you and bye bye say it Theo: bye Teacher: okay ((Theo and Leo walk off)) ((the pupils mumble)) [2.12] GS 2 3b 060315 332 1429 1430 1431 1432 1433 1434 1435 1436 1437 1438 1439 1440 1441 1442 1443 1444 1445 1446 1447 1448 1449 1450 1451 1452 1453 1454 1455 1456 1457 1458 1459 1460 1461 1462 1463 1464 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 1479 bye bye thank you and (--) two more people paulina and zoe come here please ((the girls come to the front)) you are the shop assistant ((to Paulina)) and you're the girl ((to Zoe)) theo psh: listen cornelius listen just a moment ((walks over to the two boys and tells them to listen to the role play)) okay? so start please Zoe: hello Paulina: hello Lotte: < hello> Zoe: can i have the jacket? Paulina: the jacket ((takes the picture card off the board)) Zoe: yes i like the blue jacket Paulina: the jacket is (too) sma- small Zoe: that's okay Teacher: good Zoe: can i have the Teacher: sh: Zoe: blue shirt? Paulina: blue shirt? ((takes the picture card off the board)) Zoe: yes i like the blue shirt Paulina: the blue shirt is too big Zoe: that's okay thank you Teacher: okay ((claps her hands three times)) very good thank you now at last please Pupil_x: das macht hundertdreißig euro Teacher: sh: at last please let's play a game i need two volunteers [2.12] GS 2 3b 060315 333 1480 1481 1482 1483 1484 1485 1486 1487 1488 1489 1490 1491 1492 1493 1494 1495 1496 1497 1498 1499 1500 1501 1502 1503 1504 1505 1506 1507 1508 1509 1510 1511 1512 1513 1514 1515 1516 1517 1518 1519 1520 1521 1522 1523 1524 1525 1526 1527 1528 1529 1530 volunteers freiwillige two volunteers ((some pupils raise their hands)) lukas and? (2.0) always the same (4.0) ehm cornelius come here please ((Cornelius and Lukas get up and come to the front)) and have a look ((turns them around to face each other)) have a look that's lukas ((points at him)) that's cornelius (points at him)) have a look and now turn around ((turns them around and moves them closer together, so they are back-to-back)) cornelius du behauptest jetzt zum beispiel i'm wearing yellow trousers lukas muss sagen that's right das ist richtig that's wrong das ist nicht richtig i'm wearing ich trage fang mal an start Cornelius:i wear'n Teacher: wearing Cornelius:wearing ehm (1.0) brown shoes Lukas: ä::h ä:h Teacher: right or wrong right? Lukas: that's right Teacher: that's right? ((walks over to Cornelius)) Cornelius:[yes] Teacher: [yes] Cornelius:brown and green Teacher: okay now it's your turn i'm wearing [2.12] GS 2 3b 060315 334 1531 1532 1533 1534 1535 1536 1537 1538 1539 1540 1541 1542 1543 1544 1545 1546 1547 1548 1549 1550 1551 1552 1553 1554 1555 1556 1557 1558 1559 1560 1561 1562 1563 1564 1565 1566 1567 1568 1569 1570 1571 1572 1573 1574 1575 1576 1577 1578 1579 1580 1581 Lukas: i'm wearing green shoes Cornelius:ehm (3.0) Teacher: that's right ((thumb up)) that's wrong ((thumb down)) Cornelius:that's wrong Teacher: yes that's wrong it's black and green okay now it's your turn again ((Lukas wants to leave)) < hebebebebe> ((holds him back)) Cornelius:i Teacher: i'm wearing Cornelius:i'm wearing (2.0) black (2.0) t-shirt Teacher: i'm wearing a black shirt ((covers Lukas' eyes with her hand)) that's right that's wrong Lukas: that's wrong Teacher: okay good i need (-) another volunteer ((turns the boys around)) two volunteers thank you for you- ((the boys return to their seats)) ((some pupils raise their hands)) thank you ((claps her hands)) theo and paulina come here ((Theo and Paulina come to the front)) sh: paulina start i'm wearing Paulina: i'm wearing ä::h pink was ist jacke? ((to the teacher)) Teacher: a pink cardigan Paulina: pink cardigan Theo: that's was bedeutet das noch mal? Teacher: that's right ((thumb up)) that's wrong (thumb down)) [2.12] GS 2 3b 060315 335 1582 1583 1584 1585 1586 1587 1588 1589 1590 1591 1592 1593 1594 1595 1596 1597 1598 1599 1600 1601 1602 1603 1604 1605 1606 1607 1608 1609 1610 1611 Theo: ehm right Teacher: no:: it's purple Theo: ach mist Teacher: it's purple now it's your turn theo gian tim no Theo: was soll ich? Teacher: i'm wearing ich [trage] Theo: [i'm] wearing (1.0) green shoes? Paulina: ehm ((looks at the teacher)) Teacher: that's right ((thumb up)) that's wrong ((thumb down)) Paulina: ehm that's wrong Teacher: correct good well done thank you ((looks at her watch)) it's breakfast please clear up your table and take out your breakfast thank you ((the pupils put their English things away)) [2.13] GS 2 3b 200315 336 Background Information Sheet GS 2 3b 200315 School type: primary school Class: 3rd grade (3b) Date of recording: 20.03.2015 Length of recording: 59:17 minutes Number of pupils in class: 22 Number of pupils present during the lesson: 21 Topic of the lesson: Free-time activities Topic vocabulary o Activities: listening to music, playing football, reading a book, playing computer games, watching TV, meeting friends Goals § The pupils can ask and answer questions about their free-time activities. § The pupils recall the vocabulary phrases for free-time activities. § The pupils can understand a spoken text. § The pupils can ask other pupils about their activities and tick the answers in a table. Textbook Sunshine Class 3 (Cornelsen Verlag, 2007), Unit 5: Free-time activities Lesson overview - Warm-up song: “Good morning” - Vocabulary introduction: The teacher pantomimes free-time activities and the pupils guess what these are. - Vocabulary consolidation: Activity with picture cards on the blackboard - Song: “Who likes listening to music” - Question and answer activity: The teacher asks what the pupils like doing (e.g. “Do you like meeting friends?”) and the pupils respond (“Yes, I do.”/”No, I don’t.”). - Listening comprehension activity I: Listen and point. - Listening comprehension activity II: Listen and tick/cross out. - Comparison of the answers in class. - Pupils read and repeat the words on the word cards that the teacher distributes. - Introduction of a survey: “What do you like to do?” The teacher first demonstrates how a survey is done using a table drawn on the blackboard. Then she asks individual pupils what they like to do (or not). Afterwards she asks the whole class. - Class survey: The pupils conduct a short survey by asking each other what free- time activities they like or not. - Vocabulary repetition: The free-time activity phrases are repeated; first with the help of picture cards, then individual pupils pantomime an activity and the class has to guess it. - Closing song: “Who likes listening to music” (Sunshine, Pupil’s Book, p. 18). [2.13] GS 2 3b 200315 337 Interesting observations - Introduction and practice of the phrases for free-time activities - Teacher’s interaction with the pupils (role-modelling, mirroring, error correction) - Giving task instructions - Task mediation in German (by a pupil) Use of media - CD with the song: “Who likes listening to music” - Textbook (Activity Book, p. 29 No. 1 & 2, p. 30, No. 1) - Blackboard with picture and word cards Personal notes [2.13] GS 2 3b 200315 338 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Class: ((pupils mumble)) Teacher: ((stands in front of the class and counts down slowly)) five ((extended pauses in between)) four [three] [((shows three fingers))] [two] [((shows two fingers))] leo you are late one Pupil_x: psch man seid doch jetzt mal leise Teacher: good idea Pupil_y: du sollst hier leise sein= Teacher: =and? psch zero psch Teacher & Class: ((some pupils still mumble)) ((sing)) good morning good morning good morning to you good morning good morning and how do you do? Teacher: good morning Class: good morning misses Teacher: maja why don't you sit there? warum hast du dich nich rübergesetzt? Maja: [weiß nich] Teacher: [mach mal] ganz schnell ((turns to one of the pupils)) und du darfst mit drauf ne? ((asks a pupil if he can be recorded)) oder auch nicht Pupil_x: (xxx) Teacher: dann tausch mal bitte mit (x) Pupil_y: ich darf auch mit drauf Teacher: ja (xxx) Pupil_z: (xxx) nein ich möchte hier sitzen bleiben Teacher: okay so what am i doing? [2.13] GS 2 3b 200315 339 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 ((takes some picture cards)) it's my free time pscht (5.0) lennar- äh lukas what are you doing now? (4.0) lukas no come here quickly and maja you sit there Pupil_x: den [stift] kannst du auch mitnehmen Teacher: [no] [((walks over to a pupil in the back to talk to him))] [((xx))] so? what am i doing? please it's my free time ((pantomimes holding one hand to her right ear and moving her body)) what am i doing? celine Celine: ((no response)) Teacher: ((continues pantomiming the action)) paul? Paul: music Teacher: yes and? Lotte: listen to music? Teacher: i'm listening to music yes ((pins the corresponding picture card to the board)) good and what am i doing now? ((pantomimes kicking a ball and cheering silently)) Pupil_x: football Teacher: yes (what) football? Pupil_x: ähm (x) football? Teacher: mona? Mona: playing a football Teacher: yes i'm playing football good ((pins the corresponding picture card to the board)) [2.13] GS 2 3b 200315 340 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 what am i doing now? (17.0) ((pantomimes reading a book, flicking through the pages)) theo? Theo: ehm (2.0) lesen ich weiß nich mehr was lesen [heißt] Teacher: [hm] Leo: i read the book Teacher: i'm reading a book yes reading a book ((pins the corresponding picture card to the board)) books ähm what am i doing now? ((pantomimes playing a computer game by pretending to press a game controller)) alina? Alina: play a computer game? Teacher: very good i'm playing a computer game ((pins the corresponding picture card to the board)) what am i doing now? ((pantomimes watching TV)) it's boring Pupil_x: watching tv? Teacher: yes i'm watching tv ((pins the corresponding picture card to the board)) and what am i doing now? ((shakes hands with one pupil who sits in the front)) leo? Leo: wie heißt das? Teacher: a::h theo? Theo: meeting friends? Teacher: yes i'm meeting friends good ((pins the corresponding picture card to the board)) so here are our new words these are free-time activities ((points to the picture cards on the board)) do you remember? listening to music [2.13] GS 2 3b 200315 341 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 Class: listening to music Teacher: playing football Class: playing football Teacher: reading books Class: reading books Teacher: playing a computer game Class: playing a com(put)er game ((the repetition is non uniform)) Teacher: < computer> game Class: < computer> game Teacher: watching tv Class: watching tv Teacher: meeting friends Class: meeting friends Teacher: very good now remember remember our song Teacher: < who wer who likes (--) listening to music Teacher & Class: who likes rapping ((class slowly joins in)) tapping their feet and clap clap clapping who likes kicking foo- äh playing football come see us run kicking the ball is a lot of fun. who likes reading books and comics too do you like doing the things that i do. let's sing the song okay? get up ((turns on the CD player)) CD: what do you like? ((pupils get up)) Teacher: get up andré tim get up CD, Class & Teacher: ((sing)) who likes listening to music who likes rapping tapping their feet and clap clap clapping, who likes playing football come see us run kicking the ball is a lot of fun. who likes reading books [2.13] GS 2 3b 200315 342 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 and comics too, do you like doing the things that i do. Teacher: that was cool thank you well done ((turns off the CD player)) Class: ((pupils sit down)) Teacher: psch psch psch leo stop it do you like (-) playing football jan? Jan: yes i do Teacher: okay do you like playing computer games theo? Theo: ye::s do was? Teacher: yes i do? Theo: yes i do Teacher: okay do you like meeting friends mona? Mona: yes i do Teacher: okay do you like watching tv (x) paul? Paul: yes i do Teacher: okay do you like playing football paulina? Paulina: yes i do Teacher: okay do you like listening to music lina? Lina: ja ja äh äh äh äh ((a pupil whispers the answer to her)) yes i do Teacher: okay do you like reading books cornelius? Cornelius:yes i do Teacher: okay do you like playing football zoe? Zoe: äh yes i do Teacher: okay [2.13] GS 2 3b 200315 343 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 cool so let's go on in the activity book on page twenty-nine ((writes the number on the board)) activity book page twenty-nine Class: ((pupils open their activity books)) ((9:03-9:24)) Teacher: okay can we go on? (3.0) psch so please listen (1.0) to the cd my girls please listen to the cd and point you don't need a pencil no pencil celine? no pencil you need your finger listen and point what do you have to do? in german? (3.0) listen to the cd and point ((gestures what to do)) maja Maja: ähm du machst die musik an und wir sollen ähm zeigen was sie gerade machen und o- ob ob sie das überhaupt machen Teacher: yes [it's not music] Maja: [ja oder nein] Teacher: no music but cd a text on the cd yes okay just listen and point ((turns on the CD player)) CD: do you like meeting friends? Class: ((pupils listen and point)) CD: do you like meeting friends semir? ((a girl's voice)) yes i do ((a boy's voice)) do you like playing computer games no i don't do you like listening to music [2.13] GS 2 3b 200315 344 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 oh yes i do my favourite music is pop music do you like watching tv yes i do do you like playing football yes i do and do you like reading mh no i don't Teacher: ((turns off the CD player)) okay that's it but now you need a pencil please take a pencil when semir says yes i do please tick it and when semir says no i don't please cross it out okay? ((visualizes the ticking off and crossing out on the board)) tick it or cross it out ((turns on the CD player)) CD: do you like meeting friends? Class: ((pupils listen and tick off or cross out)) CD: do you like meeting friends semir? yes i do do you like playing computer games no i don't do you like listening to music oh yes i do my favourite music is pop music do you like watching tv yes i do do you like playing football yes i do and do you like reading mh no i don't Teacher: ((turns off the CD player)) okay that's it now please let's compare ((takes the picture cards off the board)) do you like meeting friends? ((pins the picture card back to the board)) do you like meeting friends? mona? Mona: yes i do Teacher: okay [2.13] GS 2 3b 200315 345 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 yes i do do you like (--) watching tv? ((pins the picture card back to the board)) jan? Jan: yes i do Teacher: okay do you like reading books? ((pins the picture card back to the board)) pauline? Pauline: no i don't Teacher: okay do you like listening to music? ((pins the picture card back to the board)) verena? Verena: yes i do Teacher: mhm do you like playing football? ((pins the picture card back to the board)) paulina? Paulina: yes i do Teacher: mhm and do you like playing computer games? ((pins the picture card back to the board)) celine Celine: no i don't Teacher: okay well done very good now i have got [(---) a survey for you] [((opens the board to show a survey to the class that she has prepared))] please turn your activity book (---) like that ((turns one pupil’s book upside down)) okay? just turn it Class: ((pupils turn their activity books upside down)) Teacher: here are cards ((takes the picture cards off the board)) ((some magnets fall down)) my hands are too small okay listening to music is first ((pins the picture card to the board, placing it in the table for the survey that she has sketched beforehand)) then it's (3.0) meeting friends ((pins the picture card to the board)) and playing computer games [2.13] GS 2 3b 200315 346 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 ((pins the picture card to the board)) next is playing football ((pins the picture card to the board)) reading ((pins the picture card to the board)) and watching tv ((pins the picture card to the board)) all together ((points at each picture card and reads)) Class & Teacher: listening to music meeting friends playing computer games playing football reading watching tv Teacher: now i have got the word cards for you ((takes the word cards and distributes them to some pupils)) okay come here please and please stick it to the pictures please stick it on top ((demonstrates how to stick the word cards above the picture cards)) okay? Class: ((pupils pin the word cards to the board above the picture cards)) Teacher: do you need some more magnets? (11.0) okay thank you is it correct like this? Class: ye[:s] Teacher: [yes?] okay so let's read the words all together ((points at the word cards)) Class: ((pupils read)) listening to music meeting friends playing computer games playing football reading watching tv ((some pupils mispronounce it)) Teacher: and now i take the pictures ((takes the picture cards off the board)) listening to music meeting friends playing computer games playing football reading [2.13] GS 2 3b 200315 347 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 and watching tv who wants to read the words? who wants to read the words? leo please Leo: alle? Teacher: mhm Leo: listening to music meeting friends playing computer games playing football reading watching tv Teacher: okay very good who's next? cornelius please Cornelius:listen to [mu-] Teacher: [listen]ing Cornelius:listening to music Teacher: aha Cornelius:matings friends Teacher: meeting friends Cornelius:meetings friends playing computer game (read) (reading) [(x)] Teacher: [playing] Cornelius:playing football reading w- wai- Teacher: watching Cornelius:watching tv Teacher: very good who's next? jan Jan: listening to to music meeting friends playing computer games playing football reading watching tv Teacher: very good leo ((gives him a warning)) Leo: ja? Teacher: and last turn maja please Maja: lising Teacher: listening Maja: listening to music meeting friends playing computer games [2.13] GS 2 3b 200315 348 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 playning football reading washing Teacher: watching Maja: watching (---) tv Teacher: very good and all together ((points at the word cards while the pupils read)) Class: ((pupils read)) listening to music meeting friends playing computer games playing football reading watching tv ((another round)) meeting friends playing football listen to music reading watching tv Teacher: okay we stop here very good this is a survey ((points at her drawing on the board)) eine umfrage a survey so i start with a volunteer who is volunteer? lotte is volunteer you can sit (-) stay sitting there so names ((points at the first column of the survey)) my first name is lotte ((writes ‘Lotte’ in the first row of the table)) Class: ((pupils mumble)) Teacher: who is it? ((turns around to see who is talking)) first name is lotte lotte do you like listening to music? Lotte: yes i like Teacher: or yes i do ((fills in the survey on the board)) that's both correct good and do you like meeting friends? [2.13] GS 2 3b 200315 349 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 Lotte: yes i do Teacher: aha ((fills in the survey)) do you like playing computer games Lotte: ähm kommt drauf an also [ye-] Teacher: [yes] i do no i don't or you can say it's okay ((holds her thumb horizontally, pointing to the left)) Lotte: it's okay Teacher: okay it's okay ((fills in the survey)) that's okay do you like playing football Lotte: no i don't Teacher: ((fills in the survey)) do you like reading Lotte: yes i do Teacher: ((fills in the survey)) and do you like watching tv Lotte: yes i do Teacher: ((fills in the survey)) okay lotte do you want to ask another child Lotte: m:::h (9.0) ((takes some time to choose another child)) Teacher: quickly please Lotte: celine celine Teacher: ((writes ‘Celine’ into the second column of the survey)) it's your turn lotte Lotte: celine do you like listening to music? [kann ich das anschreiben?] [((gets up))] Celine: [yes i do] yes i do Lotte: ((fills in the survey)) do you like meeting friends Celine: yes i do Lotte: ((fills in the survey)) do you like playing computer games Celine: okay Teacher: it's okay mhm Lotte: ((fills in the survey)) do you like playing football [2.13] GS 2 3b 200315 350 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 Celine: yes i do Lotte: ((fills in the survey)) do you like reading books äh reading Celine: < okay> < ja> Teacher: it's okay mhm Lotte: ((fills in the survey)) äh do you like watching tv Celine: yes Lotte: ((fills in the survey)) Teacher: celine do you want to be next? Celine: ((comes to the front)) Teacher: please take a boy Celine: paul Teacher: so write his name Celine: ((starts to write ‘Paul’ on the board)) oh ich kann das nich- Pupil_x: l l ((his real name is spelled with a double l)) mit doppel l Teacher: come on i'll write it for you ((writes Paul's name on the board)) so here you are Pupil_x: so jetzt ist's richtig Celine: listen to music Teacher: do you like Celine: do you like listen to music Paul: yes i do Celine: ((fills in the survey)) meeting friends? Teacher: do you like meeting friends Celine: do you like meeting friends? Paul: yes i do Celine: ((fills in the survey)) play- do you like playing computer games? Paul: yes i do Celine: ((fills in the survey)) playing football Teacher: do you like playing football? Celine: do you like playing football? Paul: yes i do Celine: ((fills in the survey)) do you like reading? Paul: yes i do Celine: ((fills in the survey)) watching tv Teacher: do you like watching tv? [2.13] GS 2 3b 200315 351 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 Celine: do you (like watching tv)? Paul: okay Celine: ((fills in the survey)) Teacher: that's okay thank you now let's do Pupil_x: (x) Teacher: no we stop here now let's do a class survey i ask you as class please [put up your finger] [((raises her hand))] do you like listening to music? yes i do no i don't ((takes her hand down)) Class: ((pupils raise their hands)) Teacher: ((counts the number of hands)) one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen? Pupil_x: ich glaube ja Teacher: eighteen ((writes the number on the board)) do you like meeting friends? Class: ((pupils raise their hands)) Teacher: ((counts hands silently)) Pupil_x: das sind alle Pupil_y: die ganze klasse Teacher: twenty-one ((writes the number on the board)) Pupil_z: einundzwanzig Teacher: do you like playing computer games Class: ((pupils raise their hands)) Teacher: only hm [2.13] GS 2 3b 200315 352 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 ((points her thumb up)) or hm ((points her thumb down)) ((counts the number of hands)) one ((stops counting)) i can't count that [hm or hm?] [((puts her thumb up and down))] ((counts the number of hands)) one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen? ((writes the number on the board)) do you like playing football? Class: ((pupils raise their hands)) Pupil_x: alle Pupil_y: alina meldet sich auch Teacher: ((counts the number of hands silently)) fifteen ((writes the number on the board)) Pupil_x: fünfzehn Teacher: do you like reading? reading books Class: ((pupils raise their hands)) Teacher: ((counts the number of hands silently)) fifteen too ((writes the number on the board)) and do you like watching tv? Class: ((pupils raise their hands)) Teacher: ((counts the number of hands silently)) Pupil_x: geht so Pupil_y: geht so Pupil_z: geht so Teacher: nineteen ((writes the number on the board)) Pupil_x: neunzehn Teacher: okay so all of you like meeting friends now please turn around your activity book again Class: [((pupils turn around their activity books))] Teacher: [there you have such a survey] Lotte: sollen wir das jetzt abmalen? Teacher: pscht < no no no no no no> Pupils: ((pupils mumble)) Teacher: psch now i'm jan ((takes Jan's activity book)) [2.13] GS 2 3b 200315 353 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 i take my activity book and my pencil i get up and for example i go to leo and say write down leo and say do you like listening to music? Leo: yes i do Teacher: and i tick it for leo ((pantomimes ticking the box in the survey)) listening to music meeting friends playing computer games playing football reading and watching tv. okay then i go to somebody else ((walks up to another pupil)) for example to verena hi verena i write down the name verena ((writes down ‘Verena’)) who's talking? sh:: ((turns around)) and then i ask you ((turns to Verena)) do you like listening to music? Verena: yes i do Teacher: and i tick it and so on ((ticks the box)) so what do you have to do [now?] Maja [frau ?] Teacher: in german Maja: frau ? Teacher: yes Maja: wenn ich jetzt zum beispiel zu celine gehe und ich sie dann frag muss sie mich danach aber auch fragen? Teacher: that would make sense yes so? what- cornelius stop first tell us in german what do you have to do psh: i didn't say start [2.13] GS 2 3b 200315 354 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 cornelius in german (xx) celine stop it i didn't say start cornelius? in german what do you have to do in german Cornelius:was was also wir solln zu einem anderen gehn und fragen ob er das mag oder nich Teacher: ((nods)) Pupil_x: in deutsch aber Teacher: ((makes a sound of astonishment)) no in english okay now you can start Class: ((the pupils walk around in the classroom, ask each other the questions that they have just practiced and fill in the survey)) ((26:38-33:43)) Teacher: last minute one minute ((33:46-34:56)) ((rings a bell)) so my dears five ((counts with her fingers)) four three two one and psch zero my girls? lotte? it's zero psch so that was cool yes paul? Paul: dürfen wir jetzt in die pause? Pupil_x: dürfen wir [jetzt] frühstücken? Teacher: [no] ((looks at her watch)) Pupil_x: wegen [(---)] wegen der sonnenfinsternis Teacher: [no] no the lesson is not over it's still sunny [2.13] GS 2 3b 200315 355 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 so i don't think so Pupil_y: wir dürfen nich in die pause Teacher: (xxx) sonne scheint (x) nicht please cut out the cards free-time activities i write down the word ((writes ‘freetime activities’ on the board)) free-time activities please cut out your cards okay? ((starts to distribute the material)) where's allan? allan's not here okay and please quickly take out your scissors free-time activities Class: ((pupils mumble; the teacher continues to distribute the material; the pupils cuts out the word cards)) ((36:41-43:03)) Pupil_x: (x) Teacher: (x) no no no only free-time activities ((44:14)) Teacher: so ((pupils mumble)) ten ((shows with her fingers)) nine eight seven (xxx) ((says something to a pupil)) six five (xxx) ((says something to a pupil)) four three zoe it's three two one and psch zero lina it's zero Jan: (xxx) Teacher: no jan zero psch what's up with you t- today hm? [2.13] GS 2 3b 200315 356 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 please take out your picture cards free-time activities and please put them onto your table i like listening to music put it onto your table Class: ((the pupils put one card after another onto their table)) Teacher: i like listening to music i like meeting friends put it down please i like playing computer games Pupil_x: warte [warte] Teacher: [i like] playing football i like reading books and i like (--) watching tv so what is first number one is? mona Mona: listen to music Teacher: listening to music good ((pins the matching picture card to the board)) number two is leo? Leo: meeting friends Teacher: yes ((pins the matching picture card to the board)) third cornelius? Cornelius:play computer games Teacher: playing Cornelius:playing computer games Teacher: yes good ((pins the matching picture card to the board)) four paulina? Paulina: playing football Teacher: yes ((pins the matching picture card to the board)) and number six celine? Celine: reading Teacher: reading yes ((pins the matching picture card to the board)) [2.13] GS 2 3b 200315 357 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 and? number seven is? chihan? Chihan: watching tv Teacher: good ((pins the matching picture card to the board)) mix it ((pantomimes shuffling the cards)) ((removes the picture cards from the board)) Class: ((pupils mumble and shuffle their cards)) mischen mischen Teacher: and now it's your turn Celine: (xxx) umdrehen und mischen Teacher: i need a volunteer here who wants to have my cards? Lotte: bitte bitte Teacher: lukas come here ((Lukas comes to the front and takes the picture cards)) i like ich mag Lukas: ich (mag) i like (5.0) i like playing computer games Pupil_x: [ich] wusste es Teacher: [mhm] Lukas: kann ich nur i like sagen? Teacher: i like ich mag Lukas: ich mag Teacher: i like Lukas: i like watching tv Pupil_x: [wusste ich auch] Teacher: [okay] Lukas: i like (3.0) ((shows the picture card to the teacher)) Teacher: reading Lukas: reading books Teacher: you can also say i don't like ich mag nicht das könntest du auch nehmen i like or i don't like Lotte: oder a little bit Teacher: mhh [2.13] GS 2 3b 200315 358 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 ((shakes her head)) Lukas: i don't like football Teacher: playing football Pupil_y: was? wie kann man (xxx)? Lukas: ähm Class: ((pupils mumble)) Teacher: psch Lukas: ähm wie heißt das noch mal? ((shows the picture card to the teacher)) Teacher: meeting friends [((turns to Lotte))] [can you please stop talking] Lukas: meeting friends Pupil_x: was jetzt? Teacher: thank you Lukas: meeting friends Pupil_x: magst du oder nicht? ((pupils mumble)) Lukas: mag ich ähm ähm ähm listen to music Teacher: i like listening to music okay thank you lukas so what is number one? jan Jan: playing computer games Teacher: yes ((pins the matching picture card to the board)) what's number two? mona Mona: watching tv Teacher: jap ((pins the matching picture card to the board)) and number three? oh dear come on Lotte: ich weiß es Teacher: yes please Lotte: reading Teacher: mhm ((pins the matching picture card to the board)) and number four? theo Theo: football [2.13] GS 2 3b 200315 359 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 Teacher: playing football Theo: playing football Teacher: ja Theo: achso ja Teacher: ((pins the matching picture card to the board)) last but one paulina? Paulina: meeting friends Teacher: yes ((pins the matching picture card to the board)) and the last one maja Maja: ähm musik watching Jana: ((sits behind Maja)) < listening to music> Teacher: listening Maja: listening to music Teacher: yes good well done who wants pscht < pscht pscht pscht> who wants to read the word card? ((a card with a list of free-time activities)) take out the word card and read it ((pantomimes what to do)) who wants to read it lotte first Lotte: mhm Teacher: okay Lotte: ((reads)) free-time activities listening to music meeting f- meet friends playing computer games playing play football read [watch] Teacher: [read] or reading? Lotte: da steht read [und watch tv] Teacher: [read okay] Lotte: play football und play computer games Teacher: [oh (1.0) okay] Lotte: [meet friends and listen to music] Teacher: okay that's okay and next one [2.13] GS 2 3b 200315 360 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 who wants to read it? s:h jana please Jana: ((reads)) listening to music meet friends play computer games play football reading watch tv Teacher: okay thank you and last one is paulina Paulina: ((reads)) listen (x) music meeting friends play computer games playing football reading watching tv Teacher: okay thank you Maja: du hast doch aber paul gesagt oder? Teacher: pauliNA Maja: achso Teacher: so now you take your word cards and the picture cards and put it into your yellow box okay Class: ((pupils put their cards into their yellow boxes)) ((one pupil comes to the front and talks to the teacher)) ((51:39-52:08)) Teacher: please sit down the lesson is not over the lesson is not over Pupil_x: ich wollt nur auf die uhr gucken Teacher: so five ((counts down with her fingers)) psch four three two one sh: and zero i need a volunteer to come here another volunteer anybody [2.13] GS 2 3b 200315 361 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 a volunteer Class: ((some pupils raise their hands)) Lotte: ich Teacher: ehm mona come here please ((Mona comes to the front)) ((the teacher shows her a picture card)) [((Mona pantomimes playing a computer game))] [look at mona what is she doing? zoe stop it what is mona doing?] Mona: leo Leo: ähm play (x) computer games Teacher: she is playing computer games thank you leo come here ((Leo comes to the front)) ((the teacher shows him a picture card)) [((Leo pantomimes reading a book))] [what is leo doing?] Leo: paulina Paulina: reading Leo: yes ((Paulina comes to the front)) ((the teacher shows her a picture card)) ((Paulina pantomimes using a TV remote control)) Paulina: maja Maja: wachti tv ((sic)) Teacher: watching tv yes good come here maja ((Maja comes to the front)) ((the teacher shows her a picture card)) so have a look what is maja doing? psch stop talking my dears what is maja doing? ((Maja pantomimes kicking a ball)) Maja: lotte Lotte: playing football Teacher: good well done ((Lotte comes to the front)) Pupil_x: es müssen auch mal andere drankommen Teacher: ((shows Lotte a picture card)) a boy [2.13] GS 2 3b 200315 362 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 1243 1244 1245 1246 1247 1248 1249 1250 1251 1252 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 1264 1265 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 [((Lotte pantomimes listening to music, she exaggerates the action, pupils laughs))] [what is lotte doing?] Lotte: ö:h Teacher: a boy please Lotte: a boy Teacher: yes a boy psch zoe and alina Lotte: paul Paul: listen to music Lotte: [yes] Teacher: [list]ening to music yes good and come here ((Paul comes to the front)) ((the teacher shows him a picture card)) [look at paul] [((Paul walks to a boy in the front and shakes his hand))] Pupil_x: hallo hier Pupil_y: m(ee)ting friends? Paul: ((claps)) Teacher: very good we stop here once again please open your activity book on page thirty ((writes the page number on the board)) page thirty Class: ((pupils open their activity books)) Pupil_x: dreißig Teacher: thirty Class: ((pupils mumble)) ((56:05-56:23)) Teacher: ((rings a bell)) in the red box there are (--) there are the words listening to music meeting friends playing computer games playing football reading and watching tv in number one it should be semir thinks i like playing computer games? Pupil_x: meeting [2.13] GS 2 3b 200315 363 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 Teacher: i like jan? Jan: playing football Teacher: yes very good this exercise is homework okay? ((shows the exercise in the activity book)) english page thirty the [upper number is homework okay?] Pupil_x: [was muss man da machen?] Pupil_x: was muss man da machen? Teacher: haben wir gerade geklärt ((writes on the board, pupils mumble)) ((57:19-57:34)) so english page thirty the upper number okay? fill in the words not now this is homework get up let's sing our song once again Class: ((pupils mumble)) Teacher: yeah ((turns on the CD player)) CD: what do you like who likes listening to music Teacher: come on CD,Class & Teacher: ((sing)) who likes rapping tapping their feet and clap clap clapping who likes playing football come see us run kicking the ball is a lot of fun who likes reading books and comics too do you like doing the things that i do Teacher: ((turns off the CD player)) and now it's breakfast [2.14] GS 2 3b 080515 364 Background Information Sheet GS 2 3b 080515 School type: primary school Class: 3rd grade (3b) Date of recording: 08.05.2015 Length of recording: 58:02 minutes Number of pupils in class: 22 Number of pupils present during the lesson: 22 Topic of the lesson: Free-time activities Topic vocabulary o Activities: playing football, playing computer games, reading books, meeting friends, watching TV, sleeping in bed, listening to music o “I like___ .”; “I don’t like___ .” o Rooms: kitchen, bedroom, living room, bathroom o Objects/Things: dress, book, TV, school bag, lunch box, pencil case, skirt, lettuce Goals § The pupils demonstrate their listening comprehension skills about free-time activities by completing a test. § The pupils can say what free-time activities they like and do not like. § The pupils recall the thematic vocabulary about free-time activities. Textbook Sunshine Class 3 (Cornelsen Verlag, 2007), Unit: 5 Free-time activities Lesson overview - Warm-up rhyme: “Where’s the cat?” First, the rhyme is spoken by the whole class, then by two pupils. - Small talk questions: “Do you like ___?” The teacher first asks the pupils whether they like doing a particular free-time activity such as meeting friends or reading books. Then, she asks what the pupils like doing (“What do you like doing?”). - Test: The pupils do different exercises on a worksheet that the teacher distributes. - Exercise I: Listen and draw lines. The pupils have to connect persons to their activities: What do they like doing? - Exercise II: Listen and tick off. The pupils have to find out which statement is correct. - Exercise III: Listen and number. The pupils write down the correct number in a square next to an activity the number belongs to. - Exercise IV: Listen and draw lines. The pupils have to draw lines between sentences and their corresponding pictures. - Exercise V: Listen and write. The pupils hear a sentence and fill in the correct answer on their sheet. [2.14] GS 2 3b 080515 365 - Language production game: A game played with two teams. Each team has to form a sentence using the words that are displayed by the picture cards on the blackboard. One point is given for each word used. The game is played until all the word/picture cards have been used. Interesting observations - Different types of listening comprehension exercises - Example of a test in the primary school English classroom - Giving task instructions (i.e. explaining each exercise on the worksheet) - Code switching to German to explain a task Use of media - CD with different audio files (for the test) - Worksheet (test) - Picture cards - Blackboard - Cardboards (which are put up on the pupils’ desks to divide them into two halves, so the pupils sitting next to each other cannot copy the answers from their neighbour during the test) Personal notes [2.14] GS 2 3b 080515 366 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Class: ((pupils mumble)) Teacher: ((stands in front of the class, raises her fingers and starts counting down slowly)) five four three oh dear maja two one and zero good morning everybody Class: good morning misses Teacher: ((leans her head towards the researcher)) Class: < and mister > Researcher:good morning Teacher: yes okay so let's say it all together ((points at the class)) where's the cat? Teacher & Class: where's the cat? Class: is she in the living room (-) watching tv? is she in the kitchen (-) drinking my tea? where's the cat? where's the cat? is she in the bath- bed-? ((the pupils do not know what the right word is)) Lotte: bedroom Teacher: [eating my shoes?] Class: [eating my shoes?] is she in the bathroom playing with shampoo? where's the cat? where's the cat? there she is sleeping in mum's favourite hat Teacher: quite good thank you any volunteer to say the rhyme? leo please? Leo: mhm where's the cat? where's the cat? is she in the living room washing tv? Teacher: watching Leo: is she in the kitchen drinking my tea? [2.14] GS 2 3b 080515 367 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 where's the cat? where's the cat? is she in the bedroom eating my shoe? is she in the bathroom playing with shampoo? where's the cat? where's the cat? there she is sleeping in mum's favourite hat Teacher: thank you and anybody else? pauline Pauline: where's the cat? where's the cat? is she in the living room watching tv? is she in the kitchen drinking my tea? is she eh ((giggles)) where's the cat? where's the cat? is she in the bedroom eating my shoes? is she in the bathroom playing with shampoo? where's the cat? (([ʃampu])) where's the cat? where she is sleeping in mum's favourite hat Teacher: thank you very good Class: ((some pupils raise their hands, wanting to recite the rhyme, too)) Teacher: no we stop here for today thank you ehm by the way do you like listening to music lukas? Lukas: yes Teacher: i? Lukas: do Teacher: okay and do you like playing < football> paulina? Paulina: yes i do Teacher: and do you like playing computer games lina? Lina: m:h (3.0) yes i do Teacher: okay and do you like meeting friends mona? Mona: yes i do Teacher: what else do you like doing lotte? Lotte: ehm reading book Teacher: you like reading books? [2.14] GS 2 3b 080515 368 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 Lotte: ((nods)) Teacher: okay i like reading books too what do you like doing jan? (3.0) what do you like doing? i like reading books and you? Jan: i like (3.0) reading books Teacher: yes you do? Jan: yes Maja: magst du das? Teacher: okay what do you like doing cornelius? Cornelius:i- i like playing football Teacher: okay thank you and you pauline? what do you like doing? Pauline: i like football Teacher: playing football okay what abou:t e:hm watching tv leo? what about you watching tv? Leo: no i don't Teacher: wie wär's mit what about great idea no that's bo[ring] Leo: [no] that's boring Teacher: i think that's boring too okay what abou:t meeting friends zoe? Zoe: e:h yes i do? < oder nein> Teacher: great idea or no that's boring or is it okay? Zoe: great idea Teacher: okay thank you what abou:t reading a book lukas? what about reading a book? Lukas: yes i [2.14] GS 2 3b 080515 369 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 Teacher: is it a great idea? is it okay? is it boring? Lukas: boring Teacher: it's boring? okay thank you Lotte: hier ich Teacher: yes please? Lotte: i like sleeping (in bed) Teacher: oh i do yes i do i've got something for you ((gets some worksheets)) we want to do these exercises ((points at the exercises on the worksheets)) and then i get it back okay? ((puts the worksheets on one of the tables and immediately picks them up again)) you write down your name Lotte: is this a test? Teacher: ihr wisst ja so'n richtig großer test ist es nie. ABER (-) ich möchte mal sehen was ihr könnt (xx) okay? Class: ((pupils mumble)) Teacher: ehm i've brought these things ((gets some cardboards to use as a partition between pupils who share a table)) Lotte: ((stands up and comes to the front)) darf ich verteilen? Teacher: yes please ((passes her the cardboards)) and please write your name on it first ((distributes the worksheets)) Class: ((pupils mumble)) Celine: thank you Teacher: here you are write your name on it first i need the names ((6:10-8:38)) ((distributes the worksheets)) Class: ((pupils mumble)) ((the pupils who already have a worksheet start to write their name on it; they also put up the cardboards to block the view to their neighbour)) [2.14] GS 2 3b 080515 370 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 Teacher: okay we want to start ((stands in front of the class)) today is the eighth of mar- ehm of may Class: ((pupils still mumble)) Teacher: five four three two one psch < sh sh sh> and zero zoe? do you have the NAME on the worksheet? your name? okay so exercise number one is this you see here [this is exercise number one] [((points at exercise number one on the worksheet))] ehm on the cd i play the cd it says for example zum beispiel ich mache nur ein beispiel for example hello i'm emma i like playing football i don't like watching tv so then you draw lines you draw lines i like here i like smiley i like playing football but i DON’T like watching tv ((demonstrates on the board how to draw lines between the person ‘Emma’ and the activities she does)) okay? this is an example das ist ein beispiel jetzt nicht so aufschreiben on the cd you listen and draw lines okay? Maja: also ehm und dann macht emma und dann fragen die david? Teacher: and then it's about david [2.14] GS 2 3b 080515 371 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 and then it's about ben yes okay? jan? Jan: müssen wir die geraden linien mit bleistift zeichnen? weil ich hab keinen mit ich hab nur füller oder [(xxx)] Teacher: [that's okay] that's okay aber so dass ich's gut erkennen kann paul? Paul: dann bleiben aber drei übrig Teacher: doesn't matter alina? Alina: darf man mit bleistift schreiben? Teacher: yes you can Pupil_x: yes you can Teacher: okay e:hm and paul Paul: yes Teacher: maybe it says hello i'm emma i like playing football i like playing computer games but i don't like watching tv sometimes it's more than two Paul: yes Teacher: okay? Pupil_x: yes Teacher: können auch mehr sachen mögen oder nicht mögen okay we start ((turns on the CD player and starts the track)) CD: free-time activities exercise one i like reading i'm emma ((a girl's voice)) i don't like playing computer games meeting friends and listening to music is great Teacher: ((pauses the CD)) Pupil_x: was? Teacher: was it too fast? Pupil_x: ja zu schnell Maja: das war zu schnell Teacher: too fast? [2.14] GS 2 3b 080515 372 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 again okay ((turns on the CD player again)) CD: free time activities exercise one i like reading i'm emma ((a girl's voice)) i don't like playing computer games Teacher: ((pauses the CD)) Maja: aber die sagen ja nicht ob man's mag Teacher: i don't like playing [computer] games Maja: [achso] Teacher: ((turns on the CD player again)) CD: meeting friends and listening to music is great ((the girl's voice again)) Teacher: ((pauses the CD)) Pupil_x: was ist great? Teacher: [great idea] Pupil_y: [sollen wir beides machen?] Teacher: [okay or boring] Pupil_y: [sollen wir beides machen] frau ? Teacher: yes please Pupil_x: hä was ist jetzt nochmal great? Lotte: und was ist meeting friends welches bild? Pupil_z: das ganz- Teacher: psch they're playing hopscotch the friends are playing hopscotch Pupil_x: das mit den kästchen Teacher: yes okay? Pupil_x: ja Teacher: that was emma now it's about david ((turns on the CD player again)) CD: hello ((a boy's voice)) my name is david watching tv is boring Teacher: ((pauses the CD)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: i like meeting my friends and playing football Teacher: ((pauses the CD)) ((waits until everybody has finished the task)) and at last ben ((turns on the CD player again)) CD: hi ((another boy's voice)) [2.14] GS 2 3b 080515 373 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 my name is ben i like reading and watching tv Teacher: ((pauses the CD)) ((waits until everybody has finished the task)) Maja: mach noch mal (5.0) Teacher: i'll play it once again ((turns on the CD player again)) CD: playing football? no thank you Teacher: ((pauses the CD)) Pupil_x: was? hab ich gar nicht verstanden Teacher: playing football? no thank you (3.0) i'll play it once again for you Maja: warte ich muss kurz wegradieren Teacher: okay ((waits and then turns on the CD player again)) CD: free-time activities exercise one i like reading i'm emma ((a girl's voice)) i don't like playing computer games Teacher: ((pauses the CD)) ((waits until everybody has checked their task)) Pupil_x: was? Maja: das war von vorne sie spielt's noch mal ab Pupil_y: < was war das erste?> Teacher: i don't like playing computer games this was emma okay? ((turns on the CD player again)) CD: meeting friends and listening to music is great ((the girl's voice again)) Teacher: ((pauses the CD)) Celine: oh was ist noch mal great? Teacher: maja? what is it? Pupil_z: (ich hab das noch nicht verstanden) Teacher: [hm?] Celine: [was] ist nochmal great? Pupil_z: kommst du mal bitte? Teacher: again please Pupil_z: kommst du mal bitte? [2.14] GS 2 3b 080515 374 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 Teacher: why? warum? why? Pupil_z: ich möchte dir was zeigen Teacher: okay quickly ((walks up to Pupil_z)) what is it? ((has a quick look at what Pupil_z wants and then walks back to the front)) Celine: ehm frau ehm was ist noch mal bo- dieses boring? Teacher: once again from the start okay? ((turns on the CD player)) CD: free-time activities exercise one i like reading i'm emma ((a girl's voice)) i don't like playing computer games meeting friends and listening to music is great Teacher: ((pauses the CD)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: hello ((a boy's voice)) my name is david watching tv is boring Teacher: ((pauses the CD again)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: i like meeting my friends and playing football Teacher: ((pauses the CD)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: hi ((another boy's voice)) my name is ben i like reading and watching tv Teacher: ((pauses the CD)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: playing football? no thank you Teacher: ((turns off the CD player)) okay that's it now we come to exercise number two [here you can see exercise number two] [((points at exercise number two on the worksheet))] [2.14] GS 2 3b 080515 375 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 can't you? Pupil_x: (xxx) Teacher: no you don't have to here it's in kate's house you can see the bathroom the kitchen the bedroom and the living room where are the things? an example ein beispiel an example the dress is in the bedroom is it right (--) or wrong? the dress is in the bedroom is it right (--) or wrong? Maja: sollen wir dann da'n kreuz machen? Teacher: cornelius Cornelius:right Teacher: yes so you tick it ((visualizes on the board how to tick an answer)) it's right thumb up okay? Maja: ah und [wenn's falsch is-] Teacher: [thumb up] right another example the dress is in the kitchen right [--] or wrong? Pupil_x: [wrong] Pupils: wrong wrong Teacher: mona? Mona: wrong Teacher: so you would tick wrong here is right and here oh dear is wrong okay? ((visualizes on the board again how to tick)) Pupil_x: sagst du uns das?= Pupil_y: =du hast da aber wieder einen haken gemacht Teacher: [right wrong] [((points at her drawing on the board))] Pupil_y: ja aber bei wrong hast du einen haken gemacht Teacher: ((wipes away the check mark and does a new one)) i do it like this [2.14] GS 2 3b 080515 376 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 the dress is in the bedroom the dress is in the kitchen Pupil_z: aber du musst doch da'n kreuz machen Pupil_x: nein man soll [(xx)] Teacher: [du hakst] hier daumen hoch ab du hau- hakst hier daumen runter ab ((points at her drawings on the board)) ob es stimmt richtig oder stimmt falsch? Pupil_y: kann man auch kreuze machen? Teacher: yes you can Pupil_z: ja Teacher: of course okay so it's on the cd again okay? ((turns on the CD player)) CD: free-time activities exercise two a tv in kate's bedroom number one there's a tv in kate's bedroom Teacher: ((pauses the CD)) please tick it right? Lotte: was ist'n [tv?] Teacher: [or] wrong? tv? do you like watching tv? Lotte: a:h Pupil_x: was ist das? Teacher: do you like watching tv? [and there's-] Pupil_x: [was (x)?] Teacher: do you like watching tv? and there's a tv in kate's bedroom Lotte: ein fernseher Teacher: hm? Pupil_y: ich hab keinen killer Teacher: just [cross it out] Pupil_z: [ich hab] nen killer Lotte: ach'n fernseher Teacher: number two ((turns on the CD player again)) CD: number two there's a book in the living room Teacher: ((pauses the CD)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: number three there's a school bag in the kitchen Teacher: ((pauses the CD)) [2.14] GS 2 3b 080515 377 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 ((waits until everybody has finished the task and then turns on the CD player again)) CD: number four there's a rat in the bathroom Teacher: ((pauses the CD)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: number five there's a cat in the living room Teacher: ((pauses the CD)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: number six there's a lunch box in the kitchen Teacher: ((pauses the CD)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: number seven there's a shoe in the bathroom Teacher: ((pauses the CD)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: number eight there's a skirt in the bedroom Teacher: ((pauses the CD)) ((waits until everybody has finished the task and then turns on the CD player again)) Celine: noch nicht Maja: stopp noch nicht Teacher: ((pauses the CD again)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: number nine there's a lettuce in the kitchen Teacher: ((pauses the CD)) Celina: was? (([vas])) Pupil_x: lesson? Teacher: lettuce Celina: < was ist noch lettuce?> Teacher: do you remember? carrots peanuts lettuce Pupil_x: lettuce ist hier nirgendswo Teacher: pscht Celina: kannst du's noch mal spielen? Teacher: do you remember erinnert ihr euch do y- you remember carrots [2.14] GS 2 3b 080515 378 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 peanuts lettuce? and there's a lettuce in the kitchen ((waits until everybody has finished the task and then turns on the CD player again)) CD: number ten there's a tv in the living room Teacher: ((pauses the CD)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: number eleven there's a pencil case in kate's bedroom Teacher: ((pauses the CD)) ((waits until everybody has finished the task and then turns on the CD player again)) CD: number twelve there's rabbit in kate's bedroom Teacher: ((pauses the CD)) Lotte: a- a was? Teacher: a rabbit Pupil_x: was ist das? Teacher: not a hamster or not a guinea bi- pig but a rabbit Class: ((pupils mumble)) Teacher: psch Pupil_y: bedroom oder? Teacher: yes in kate's bedroom. i'll play it once again ((turns on the CD player)) CD: free-time activities exercise two a tv in kate's bedroom number one there's a tv in kate's bedroom number two there's a book in the living room number three there's a school bag in the kitchen Pupil_x: (das is aber zweimal) Pupil_y: ja CD: number four there's a rat in the bathroom number five there's a cat in the living room number six there's a lunch box in the kitchen number seven there's a shoe in the bathroom number eight there's a skirt in the bedroom [2.14] GS 2 3b 080515 379 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 number nine there's a lettuce in the kitchen number ten there's a tv in the living room number eleven there's a pencil case in kate's bedroom number twelve there's a rabbit in kate's bedroom Teacher: ((turns off the CD player)) okay that's it Celine: ((raises her hand)) ehm Teacher: yes please? Celine: aber es ist doch zweimal a school bag einmal im bedroom und einmal in der kitchen Teacher: yes but is it in the ki- kitchen? yes or no? (1.0) is there the school bag in the kitchen? yes or no? right or wrong? Celine: a::h Teacher: okay? please (-) turn the page Class: ((pupils turn around their worksheets)) Teacher: there you have got these squares ((draws four squares on the board)) again an example again an example ein beispiel an example maybe you hear music ((imitates the sound of music)) so then is music number one ((writes on the board)) when you see a picture with music and then you hear somebody kicking a football ((pretends to kick a football)) here is a picture of a football so this is number two ((writes ‘2’ on the board)) listen and number okay? Maja: muss man auch verbinden? Teacher: tim what are you doing? Tim: (xxx) Teacher: das kann man aber ganz leise regeln [2.14] GS 2 3b 080515 380 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 celine? Celine: muss man das verbinden? Teacher: not yet noch nicht just number okay? just [ < number> ] Pupil_x: [also] das von oben nach unten sind das zahlen? Teacher: here in these squares you number das machen wir gleich ((talks about another exercise)) erst hier erst hier okay? paul? Paul: ich versteh das nicht Teacher: there is a sound from the cd ein geräusch and you number it [here] [((points at the squares on the board))] this is later ((talks about another exercise)) das ist später just number the sounds okay? Paul: also das was zuerst vorkommt da müssen wir ne eins schreiben? Teacher: yes you're right okay? we just try it ((turns on the CD player again)) CD: free-time activities exercise four free-time activities number one ((sound of somebody kicking a football)) Teacher: ((pauses the CD)) okay? so you can hear somebody kicking a football Pupil_x: a:h Teacher: and then you write down number one okay? this was kicking a football Pupil_y: müssen wir das aufschreiben? Teacher: no you just number number one Pupil_z: das hört man gar nicht [2.14] GS 2 3b 080515 381 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 Teacher: ((walks up to Pupil_z)) there was somebody kicking a football so here you write number one ((shows him what to do on his worksheet)) okay? now it's sound number two ((turns on the CD player again)) CD: number two ((sound of music playing)) Class: [((pupils mumble and laugh))] Teacher: [((pauses the CD))] so you can hear that can't you? so Lotte: welche nummer war das? Teacher: number two Lotte: ich meinte auf dem cd player Pupil_y: das war aber deutlich genug Teacher: pscht yes that was obvious number three ((turns on the CD player)) CD: number three ((sound of girls talking about rope skipping)) Teacher: ((pauses the CD)) Lotte: hä was soll das denn sein? Teacher: so these are the friends together and they are rope skipping do you remember yesterday? rope skipping? Maja: a:h Lotte: springseil springen Pupil_z: verrat doch nicht alles Teacher: that's not (so important) ((turns on the CD player)) CD: number four ((sound of a TV presenter, an audience cheers)) Teacher: ((pauses the CD)) Pupil_x: nicht vorsagen Teacher: i must not say a word Pupil_x: was sollte das denn sein? Teacher: psch: okay number five ((turns on the CD player)) CD: number five ((sound of somebody playing a computer game)) [2.14] GS 2 3b 080515 382 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 Teacher: ((pauses the CD)) sh: and for number six you've got to be quiet < psch:> < be quiet> ((turns on the CD player)) CD: number six ((sound of pages being turned and a book is closed)) Teacher: ((pauses the CD)) Celine: noch mal Teacher: again? okay once again ((turns on the CD player)) CD: free-time activities exercise four free-time activities number one ((sound of somebody kicking a football)) number two [((sound of music playing))] Class: [((pupils laugh))] CD: number three ((sound of girls talking about rope skipping)) number four ((sound of a TV presenter, an audience cheers)) number five ((sound of somebody playing a computer game)) number six ((sound of pages being turned and a book is closed)) Teacher: ((turns off the CD player)) okay now i read the sentences to you psh: i read the sentences to you i like listening to music ((pupils mumble)) what is it? ((talks to one of the pupils)) Paul: sie guckt die ganze zeit auf meinen zettel Pupil_y: und paul wirft die ganze zeit die mauer runter Teacher: can you please stop it? so once again i read the sentences to you [2.14] GS 2 3b 080515 383 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 i like listening to music here is my favourite cd what about playing football? i like watching tv the tv is in the living room i like meeting my friends do you like reading books? playing computer games that's boring and now please draw lines from the sentences to the pictures ((demonstrates what to do on her worksheet)) okay? now please draw lines Pupil_y: achso sollen wir's verbinden? Teacher: mhm draw lines Class: (10.0) ((pupils work on the task)) ((pupils mumble)) Teacher: lukas? sit down please Lukas: (xxx) Pupil_x: ja er macht immer so Teacher: i'll stand here und you work please draw lines now draw lines ((35:06–35:28)) Class: ((pupils mumble and work on the task)) Teacher: maja and celine stop talking please ((35:32-35:50)) Pupil_x: sollen wir das hier mit dem verbinden? Teacher: mhm ((35:53-36:22)) Celine: warum wartest du? Teacher: i wait for him ((36:25-36:46)) so last exercise first i'll read the sentences in the box okay? sentences in the box what about meeting your friends emily? (2.0) no it isn't it's in my bedroom (5.0) great idea i like that cd (5.0) she's in the kitchen [2.14] GS 2 3b 080515 384 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 Lotte: was sollen wir denn jetzt machen? Teacher: ((wants her to be quiet by pressing one finger to her lips)) ((continues reading the sentences to the class)) no i don't it's boring and now i read number one two three four and five to you ((shows her worksheet to the class, points at the numbers)) okay? lotte just wait lotte just wait warte wait where's your cat is number one number two what about listening to music? number three do you like the computer game? number four is your skateboard in the garden shed? number five watching tv is boring < hmhmhmhmhm> great idea so here are the questions die fragen please fill in the correct answers hier sind meistens fragen einmal ist hier ein satz und hier oben ne frage ((shows her worksheet to the class, points at what she is talking about)) die passenden antwortsätze tragt ihr jetzt bitte ein richtig abschreiben den richtigen satz an die richtige stelle richtig abschreiben okay? Class: ((38:46-38:50)) ((pupils work on the task)) Pupil_x: zählt rechtschreibung? Teacher: pfff ((exhales)) Pupil_y: < (x)> [2.14] GS 2 3b 080515 385 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 Teacher: mh? no it isn't it's in the bedroom ((walks up to some pupils to help)) Pupil_y: achso ((39:03-40:27)) ((some pupils raise their hand and ask questions; the teacher helps them)) Pupil_z: was ist great idea? Teacher: great idea i like that cd is together das gehört zusammen great idea i like that cd Pupil_x: und no isn't Teacher: no it isn't it's in my bedroom immer wenn so ein punkt in der mitte auf halber höhe ist dann ist das getrennt no it isn't it's in my bedroom is together gehört zusammen und great idea i like that cd is together okay? Class: (3.0) ((pupils mumble and work on the task)) Pupil_y: hä? versteh ich nicht Pupil_z: ich auch nich Teacher: ich habe die sätze euch vorgelesen mit ganz langen pausen dazwischen und die pause habe ich immer gemacht wenn so ein pünktchen auf halber höhe ein- abgedruckt ist und was zwischen diesen beiden pünktchen ist gehört zusammen ich lese es noch einmal mit pausen what about meeting your friends emily? pause pause pause pause no it isn't it's in my bedroom (3.0) great idea i like that cd (3.0) she's in the kitchen [2.14] GS 2 3b 080515 386 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 (3.0) no i don't it's boring okay? Pupil_x: kannst du noch mal nummer vier vorlesen? frau kannst du noch mal nummer vier vorlesen? frau Teacher: (xxx) Class: ((42:00-43:54)) ((pupils work on the task)) Teacher: ((pins some picture cards to the board)) if you are finished you can colour the pictures you can colour (5.0) Maja: ((sneezes)) Teacher: bless you ((44:10 – 46:24)) Teacher: two more minutes if you want you can colour the pictures two minutes Pupil_x: müssen wir anmalen? Teacher: no you can Pupil_y: wir haben noch zwei minuten? Teacher: two minutes yes Pupil_z: oh das schaff ich nicht Teacher: yes Pupil_x: kann man das skateboard anmalen? Teacher: yes you can we want to play a game Class: ((46:43-48:06)) ((pupils work on the task or colour the pictures)) Teacher: ((starts collecting the worksheets from those pupils who have finished the last exercise)) Class: ((pupils clear their tables)) ((50:23)) Teacher: okay that's it (7.0) ((claps her hands twice)) (5.0) okay the lesson is not over [2.14] GS 2 3b 080515 387 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 [we go on in five seconds] [((shows five fingers))] psch: four three two stop ((to a pupil)) one and zero lotte no not now please we divide the class into two here ((shows where the class will be divided in two parts; walks through the rows of tables with her arms wide open to make clear who is in team number one)) group number one is here andré you're one team this is team number one and this is team number two ((walks through the rows of tables on the other side of the classroom with her arms wide open to make clear who is in team number two)) okay? two teams (now) please psch: please make sentences lotte ((to Lotte)) make sentences and collect cards for example group number one [my rabbit likes carrots and apples] [((takes the corresponding picture cards off the board while saying the sentence))] this would be for group number one Maja: ah [ich weiß] Teacher: [do you remember?] Maja: das haben wir schon mal gemacht Teacher: aber nicht zweimal hintereinander die gleiche satzstruktur okay? so team number one starts verena Verena: i like dogs [2.14] GS 2 3b 080515 388 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 Teacher: [so there is the dog for team number one] [((collects the picture card for team number one and pins it to the right side of the board))] now team number two cornelius Cornelius: < my cat is in the kitchen> Teacher: okay my cat where's the cat? where's the cat? Pupil_x: da unten Teacher: the cat is in the kitchen ((collects the picture cards for team number two and pins them to the left side of the board)) okay this is for team number two and now it's team number one again alina Alina: my rabbit i like carrot and apples Teacher: my rabbit or i? my rabbit likeS carrots or I like carrots Alina: my rabbit Teacher: likes carrots and? Alina: apples Teacher: my rabbit likes carrots and apples ((collects the picture cards for team number one and pins them to the right side of the board)) for team number one Team 1: ((pupils clap their hands)) Teacher: and team number two sh:: ((somebody knocks on the door)) Class: herein Teacher: yes please Class: herein ((Celine's dad walks in to hand her a lunch box)) Teacher: so it's team number two theo Theo: ehm my guinea pig ehm my guinea pig like(s) the (---) popcorn Teacher: my guinea pig likes [popcorn] Theo: [popcorn] lunch and peanuts und (([ʊnt])) lunch Pupil_x: and lettuce Pupil_y: sandwich Theo: sandwich und (([ʊnt])) lettuce [2.14] GS 2 3b 080515 389 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 Teacher: oh dear my? Theo: guinea pig Teacher: guinea pig likes popcorn and peanuts sandwiches and? ((collects the picture cards for team number two; some pupils call out the words)) Theo: and let- lettuce Teacher: and lettuce ((collects the picture cards for team number two and pins them to the left side of the board)) cool very cool Class: ((pupils mumble)) Teacher: team number one psch team number one (7.0) Lotte: ich hab was richtig gutes (10.0) Teacher: lotte Lotte: ehm my friends i like Teacher: my friends or i? Lotte: my friends i like my friends likes reading books listening to music watching tv playing football and rats and hamsters Teacher: oh dear my friend likes? [((collects the picture cards for team number one))] Lotte: [reading books lis- my friends da oben ist noch friends my friends] Teacher: [oh my friends like reading books?] ((collects the picture cards for team number one)) Lotte: listening to music play(ing) computer games hamsters ehm ehm play(ing) football Pupil_x: das hast du nicht gesagt Lotte: doch [2.14] GS 2 3b 080515 390 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 1243 1244 1245 1246 1247 1248 1249 1250 1251 1252 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 1264 1265 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 hab ich [watching tv and rats and rats] Teacher: [((collects the picture cards for team number one and pins them to the right side of the board))] oh dear my god ((some magnets fall down)) [it's too much for me] Pupil_y: [angeber angeber] Teacher: it's too much ((pins the picture cards to the right side of the board)) Pupil_z: [wir können ja noch gewinnen paul] Class: [((pupils mumble))] ((56:36)) Teacher: and (1.0) team number two please (make it all) psch: stop it psch: mona Mona: i like the bedroom the bathroom and the living room Teacher: you like rooms? Mona: ja ((nods)) Teacher: < no> Pupil_x: doch das geht Teacher: that's not cool leo make a cool sentence Leo: in my house is a kitch- ehm a living room a bedroom und a bathroom Teacher: very good this is a good sentence ((collects the picture cards for team number two and pins them to the left side of the board)) Lotte: aber er ist in unserer gruppe Team 2: [nein] Teacher: [no] he's not Class: ((pupils mumble)) ((57:38)) Teacher: so pscht [2.14] GS 2 3b 080515 391 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 ((counts the picture cards for team number two)) one two three four five six seven eight nine ten that was very good ((puts her thumbs up)) and one two three four five six seven eight nine ten eleven twelve ((counts the picture cards for team number one)) [you're the winners] [((thumbs up again))] Team 1: ((pupils clap their hands)) Teacher: it's breakfast Class: ((pupils mumble)) [2.15] GS 2 3b 190615 392 Background Information Sheet GS 2 3b 190615 School type: primary school Class: 3rd grade (3b) Date of recording: 19.06.2015 Length of recording: 60:47 minutes Number of pupils in class: 22 Number of pupils present during the lesson: 22 Topic of the lesson: Shopping at the kiosk Topic vocabulary o Ice cream flavours: chocolate, vanilla, strawberry, cherry o Fruits: orange, peach, lemon, cherry, strawberry, apple o Prices: one pound, two pounds, fifty p, etc. Goals § The pupils recall the vocabulary for ice cream flavours, fruits and English money. § The pupils can ask for an item of food and say how much it costs. § The pupils can conduct a shopping dialogue at the kiosk. Textbook Sunshine Class 3 (Cornelsen Verlag, 2007), Unit 6: In the park Lesson overview - Warm-up chant (Sunshine, Pupil’s Book, p. 23) - Repetition of vocabulary: Food items and ice cream flavours - Practicing a food rhyme: “I eat ”. The rhyme is first recited together, then in pairs and finally by individual pupils. - Activity: “Shopping for food at the kiosk” The teacher introduces some ice cream flavours. The pupils say what flavours they would like to have (“I’d like___”). The pupils take out their play money (Pupil’s Book, p. 24). The pupils name an item you can buy at the kiosk (e.g. a peach), say the price (e.g. 40p) and everybody holds up the right amount of play money. - Listening comprehension activity: A boy wants to buy an ice cream. The pupils try to understand what flavours he wants. - Practice activity I: The teacher practices the shopping dialogue with some pupils using different food items and prices. - Practice activity II: The pupils practice the shopping dialogue at the kiosk in different pairs. - Performance: Some pupils perform the shopping dialogue in front of the class. - Pupils read the words in the task with a focus on “I’d like” and “a” vs. “an” – a lemon, but an orange. First they are read with the class, then with their partners (Activity Book, p. 37, No. 1). - Pupils draw their favourite ice cream into their activity books and write down the name of the flavours (Activity Book, p. 39). [2.15] GS 2 3b 190615 393 Interesting observations - Introduction and practice of a shopping dialogue - Dialogue performance in class - Reciting a rhyme Use of media - CD with an audio file for the listening comprehension activity - Textbook (Pupil’s Book, Activity Book) - Word cards and picture cards (with the ice cream flavours) - Blackboard Personal notes [2.15] GS 2 3b 190615 394 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 Class: ((pupils mumble)) Teacher: ((stands in front of the class, counts down slowly)) five four three two oh oh oh o:h one and pscht zero (10.0) ((waits until everyone is quiet)) jan we are waiting (7.0) Teacher & Class: ((sing)) good morning good morning good morning to you good morning good morning and how do you do? Teacher: good morning Class: good morning misses Teacher: ((points at mister )) Class: < and mister > Teacher: okay ehm what do i have here? ((points at what she is holding in her hand)) i've got an- ((silently forms the word with her lips)) Class: ((pupils raise their hands)) Teacher: i've got an- ((silently forms the word with her lips)) what's that? (9.0) andré? André: orange Teacher: yes very good i've got an orange ((shows a matching picture card to the class)) and what i- do i have now? ((silently forms another word with her lips)) Class: ((pupils raise their hands)) Teacher: gian Gian: pitches (([pɪtʃᵊz])) [2.15] GS 2 3b 190615 395 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 peaches (([piːtʃɪz])) Teacher: a peach i've got a peach ((shows a matching picture card to the class)) yes good and what's that? i've got a ((silently forms another word with her lips)) Class: ((pupils raise their hands)) Teacher: maja Maja: lemon Teacher: yes that's a lemon ((shows a matching picture card to the class)) and what's that? ((silently forms the word with her lips)) Class: ((pupils raise their hands)) Teacher: that's difficult it's a ((silently forms the word with her lips)) paulina? Paulina: a cherry? Teacher: yes i've got a cherry ((shows a matching picture card to the class)) and i like- ((silently forms another word with her lips)) Class: ((pupils raise their hands)) Teacher: andré? André: strawberry Teacher: yes i like strawberries ((shows a matching picture card to the class)) and at last what's that? i've got an ((silently forms another word with her lips)) Class: ((pupils raise their hands)) Teacher: lukas? Lukas: ap(ple) Teacher: ple yes an apple ((shows a matching picture card to the class and leads over to the following rhyme)) very good that's it < i like apples> ((shows the picture card to the class)) [2.15] GS 2 3b 190615 396 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 Class: ((pupils start to recite the rhyme and pantomime the actions)) ((the teacher does the same, but silently)) crunch crunch crunch i like peaches munch munch munch i like oranges lick lick lick i like ice cream quick quick quick i like strawberries chew chew chew i like lemons u:h u:h u::h i like cherries click click click i like ice cream quick quick quick Teacher: very good who wants to say them? ((points at the class)) who wants to (xxx)? Class: ((pupils raise their hands)) Teacher: verena? okay do so please Verena: aber nicht mit i like Teacher: [no] Alina: [weil] eigentlich heißt es i eat Teacher: oh i'm sorry i eat yes i eat yes please Verena: i eat apples crunch crunch crunch i eat peaches munch munch munch i eat oranges lick lick lick i eat ice cream quick quick quick i eat strawberries chew chew chew i eat lemons u:h u:h u::h i eat cherries click click click i eat ice cream quick quick quick [2.15] GS 2 3b 190615 397 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 Teacher: very good verena cool who's next? jan Jan: ich wollte mit lukas zusammen machen Teacher: okay Jan: ich mach die erste strophe und er die [zweite] Teacher: [first] stanza second stanza okay Jan: i eat apples crunch crunch crunch i eat peaches munch munch munch i eat oranges lick lick lick i eat ice cream quick quick quick Lukas: i eat strawberries chew chew chew i eat ähm lemons u:h u:h u::h i eat cherries click click click i eat ice cream ähm quick quick quick Teacher: cool very good yes and las- last turn who's next? lotte and paulina you two okay? first stanza second stanza Lotte: kann ich nich alleine? Teacher: < no no no> Lotte: (ich mag aber nicht zusammen) Teacher: okay just start Paulina: soll ich die erste strophe machen? Teacher: it's up to you as you want to you want the first? ((to Paulina)) is that okay for you lotte? Lotte: yes Teacher: okay Paulina: i eat apples crunch crunch crunch i eat peaches [2.15] GS 2 3b 190615 398 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 munch munch munch i eat oranges lick lick lick i eat ice cream quick quick quick Lotte: i eat strawberries chew chew chew i eat lemons u:h u:h u::h i eat cherries click click click i eat ice cream l- l- quick quick quick Teacher: yes very good super okay ehm ((clears her throat)) at the kiosk you can buy ice cream Pupils: ice cream Teacher: ((opens the left side of the board)) we are in the park again and in the park we want to buy ice cream ((opens the right side of the board)) Lotte: it's hot Teacher: it's so hot the sun is shining and i'd like to buy an ice cream what- which ice cream can i buy? ((points at the picture and word cards on the board)) Class: ((pupils raise their hands)) Teacher: what is it? what flavours are there? theo Theo: ähm (--) vanilla ice cream Teacher: mhm Theo: strawberry ice cream (x) ice cream Teacher: CHOColate ice cream Theo: yes chocolate Teacher: can you stick the cards to the ice cream? Theo äh (--) ja und was ist mit gemischt? ((talks about a picture card with a double scoop ice cream cone)) ((stands up and comes to the front)) Teacher: ehm it's just here the strawberry okay? i've- i haven't gotten st- a strawberry [2.15] GS 2 3b 190615 399 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 ice cream oh we do it like this have a look ((starts drawing a single scoop ice cream cone with strawberry flavour)) Theo: ((watches the teacher draw an ice cream cone)) Teacher: please start Theo: ((starts sticking the word cards next to the picture cards)) Teacher: ((turns away from the board)) oh don't we have red? ((talks about the colour of chalk)) there's no red ((starts drawing the strawberry flavoured ice cream scoop in another colour)) this ought to be (--) strawberry Pupil_x: wir haben aber auch son rosa Teacher: you don't have red i can just see purple (--) and orange ((shows the coloured pieces of chalk to the class)) i don't know Lotte: ah warte mal ((stands up)) Teacher: oh just leave it ((wants Lotte to sit down again)) it's okay this is strawberry okay? ((points at her drawing)) Lotte: okay Teacher: okay Theo: und das? ((points at the double scoop ice cream cone)) Teacher: i think that's okay Lotte: (ich glaub ich weiß wo) Teacher: i think it's okay it's okay so i prefer (--) chocolate i would like to buy a chocolate ice cream what would you like to have? which ice cream would you like to buy? i'd like a chocolate ice cream i'd like ich würde gerne haben i'd like (-) a chocolate ice cream what would you like? [2.15] GS 2 3b 190615 400 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 mona Mona: i like a Teacher: i'D like Mona: [i'd] Teacher: [(würde)] Mona: i'd like a chocolate vanilla strawberry ice cream= Teacher: =hmm okay yummy and (1.0) maja Maja: i'd vanilla and strawberry- ice cream Teacher: okay and you paul? Paul: i like cherries ice cream Teacher: cherry ice cream yummy and? cornelius Cornelius:i like= Teacher: =i'd like Cornelius:i'd like cherry und vanilla (([wanɪla])) ice cream Teacher: and vanilla ice cream okay and jan what would you like? Jan: i don't like vanilla ice cream and strawberry ice cream i like chocolate ice cream Teacher: okay and you theo what would you like? Theo: i like Teacher: i'd like Theo: i'd like wie heißt spaghettieis? Teacher: spaghetti ice cream Theo: spaghetti < ice cream> Teacher: cool and you ehm ((coughs)) celine? Celine: i like= Teacher: =i'd like Celine: i'd like a cookies < ice cream> Teacher: hmm yes yummy and you leo? Leo: i like= [2.15] GS 2 3b 190615 401 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 Teacher: =i'd like Leo: i'd like chocolate ice cream Teacher: okay and last one jan Jan: i'd like vanilla ice cream Teacher: okay so how much is the ice cream? how much is it? i don't know how much is the ice cream? what do you think? lotte? Lotte: ähm ähm (1.0) < on> the kiosk? Teacher: let's have a look at the kiosk? Lotte: ((nods)) Teacher: okay open your pupil's book on the kiosk page that was page- Pupils: siebenunddreißig ((thumb through their books)) Teacher: on page twenty-four Class: ((pupils mumble)) Pupil_x: vierundzwanzig Teacher: twenty-four Lotte: guck mal ähm hier guck mal ((shows some pages to the teacher)) Teacher: ((nods)) i know on page twenty-four the blue book twenty-four ((shows the page to the class)) the kiosk Class: ((pupils open their books)) Teacher: so again how much is the ice cream? andré? again how much is the ice cream? how much is it? just have a look [((points at the kiosk shown on page twenty-four))] [how much is the ice cream?] Class: (9.0) ((pupils look into their books)) Teacher: how much is it? [2.15] GS 2 3b 190615 402 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 (3.0) oh dear andré how much is it? André: äh banana? Teacher: how much is it? André: [(ähm)] Teacher: [wie] teuer ist es? André: achso [ähm] Teacher: [wie] viel kostet es? how much is it? André: achtzig p? Teacher: in english? André: ähm eighty p? Teacher: it's eighty p yes [((writes ‘80p’ on the board))] [it's eighty p eighty pence] yes very good oh what else can you buy at the kiosk? what else can you buy? (3.0) what else can you buy? maja Maja: a peach Teacher: peaches yes how much is a peach? Maja: forty p Teacher: okay please take out your money take out your money Class: ((pupils take out their money)) Teacher: yes good take out your [money] Lotte: [ähm] my money ähm papa hat heute mein essen eingeräumt und hat aber mein money ähm in mein zimmer gestellt und ich hab vergessen das mitzunehmen Teacher: hmm Lotte: [(xxx)] Teacher: [so take mona's money] take out your money alina where's your money? yes [2.15] GS 2 3b 190615 403 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 you need [the kiosk] [((points at the pupil's book))] and the money okay? André: my money is auch zuhause Teacher: andré ((gives him a look of reproach)) so the peach is forty p please take out forty p forty pence Class: ((pupils mumble)) vierzig? Teacher: yes forty p lina where is your money? Lina: weiß ich nich Teacher: oh dear really? ((gives her a look of reproach)) so who hasn't got the money? who hasn't got the money? (2.0) who hasn't got the money? it's lotte it's andré who hasn't who don't- doesn't have the money? ((uses her hands to clarify her question)) [no money] Pupil_x: [wer-] wer hat kein geld mit? Teacher: no money fingers up Lukas: ich- ich hab gestern schon mein geld gesucht das ist weg ich hatte das immer in meiner mappe Teacher: it's not my fault so it's lotte andré lukas lina (---) and maja and alina Alina: hä? Teacher: no it's your money whose mon- okay so that's too much ((talks about the pupils who don't have the play money with them)) okay let's go on [2.15] GS 2 3b 190615 404 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 let's go on ehm the peach is forty p take out forty p please Class: ((pupils hold up the amount of money)) Teacher: okay thank you what else can you buy at the kiosk? paul? Paul: peanuts Teacher: yes how much are the peanuts? Paul: sixty p Teacher: okay so take out sixty p jan where's your money? Jan: was? Teacher: where is your money? Jan: ich hab mich doch gemeldet Teacher: did you? Lukas: ja hat er er meldet sich immer so ((imitates how Jan raises his hand; the hand is hardly raised above the table)) Jan: nein ich hab mich so gemeldet ((raises his hand high in the air)) Teacher: sixty p are the peanuts please take out sixty p Class: ((pupils take out the amount of money and hold it up)) Teacher: okay fifty p and ten p that's correct good what else can you buy at the kiosk? what else? what would you like to buy? m:h celine Celine: popcorn Teacher: yes and how much is it? Celine: seventy? Teacher: yes it's seventy p so please take out seventy pence Class: ((pupils mumble, take out the amount of money and hold it up)) Teacher: and (1.0) what else can you buy there? what else can you buy? [2.15] GS 2 3b 190615 405 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 lukas? Lukas: ähm (5.0) warte (8.0) siebzig p Teacher: what? what are you buying? Lukas: banana ice cream Teacher: o:h you'd like to have a banana ice cream for seventy p and i like to have a lemon ice cream so the banana ice cream and a lemon ice cream how much is it all together? [((draws a circle with her hands))] [banana and lemon ice cream? how much is it all together?] eighty p and eighty p how much is it? Mona: eighty p plus eighty p Teacher: yes eighty p plus eighty p how much is it? how much is it? Mona: wie heißt nochmal dieses eine (x)? Teacher: pound how much is it? paulina? Paulina: was heißt ein euro auf englisch? Mona: one pound Teacher: ein euro one euro but you need [one [(1.0)] pound] Mona: [pound] Teacher: don't you? Paulina: ähm one pound and ähm sixty p Teacher: yes you're right ((writes ‘£1,60’ on the board)) one pound sixty very good and anything else at the kiosk that you would like to buy? leo? Leo: a sandwich Teacher: a sandwich yes how [much is-] Leo: [a big] sandwich Teacher: a big sandwich how much is it? [2.15] GS 2 3b 190615 406 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 Leo: ein (-) one pound seventy Teacher: okay so take out one pound seventy please take out one pound seventy Class: ((pupils mumble, take out the amount of money and hold it up)) Teacher: okay and last thing what else would you like to buy? jan? Jan: apple (juice) Teacher: oh yes how much is it? Jan: fünfzig p Pupil_x: < fifty p> Jan: was heißt nochmal fünfzig? Teacher: FIFty Jan: fifty p Teacher: fifty p so please buy two apple juices how much is it? two apple juices? lotte? Lotte: one pound Teacher: okay [so please] Lotte: [oder one] euro Teacher: < no no> one pound so please take out one pound Class: ((pupils take out the amount of money and hold it up)) Teacher: please take out one pound (5.0) okay that's it so now i'm NOT hungry and i'm NOT thirsty any longer i'm NOT hungry and i'm NOT thirsty we want to listen to the cd ähm (1.0) in the cd (-) on the cd pscht andré there is a boy and the boy wants to buy something he wants to buy an ice cream which ice cream would he like? [2.15] GS 2 3b 190615 407 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 listen which ice cream? okay? ((turns on the CD player)) i just have to start it Class: [(10.0) ((pupils mumble))] Teacher: [((searches for the right track on the CD))] CD: sunshine do you like Teacher: okay CD: at the kiosk Teacher: just listen CD: can i help you? yes i'd like an ice cream please i've got strawberry chocolate vanilla or banana ice cream or what about a lemon ice cream? i'd like a vanilla ice cream please how much is it? it's ((a dog barks)) here you are Teacher: okay so what does the (one-) boy want to buy? which ice cream? alina? Alina: lemon? Pupil_x: [vanilla] Teacher: [not really] pscht gian? Gian: vanilla ice cream Teacher: okay maja? Maja: vanilla ice cream Teacher: maja? äh mona? Mona: banana (--) ice cream (([krem])) Teacher: cornelius? Cornelius:vanilla ice cream Teacher: so let's check it let's check it once again CD: at the kiosk Teacher: jan lis[ten] CD: [can] i help you? yes [2.15] GS 2 3b 190615 408 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 i'd like an ice cream please i've got strawberry chocolate vanilla or banana ice cream or what about a lemon ice cream? i'd like a vanilla ice cream please how much is it? it's ((a dog barks)) here you are Pupil_x: vanilla Teacher: so which ice cream? paulina? Paulina: vanilla ice [cream] Teacher: [so] vanilla ice cream is correct have a look at the kiosk how much is it? how much is it? Class: ((pupils look up the price in their books)) Teacher: a vanilla ice cream Lotte: eighty ((gives the answer without being asked)) Teacher: ((shows the class to raise their hand to give an answer by pressing a finger on her lips and raising a hand)) how much is the vanilla ice cream? it's an easy question how much is the vanilla ice cream? we've already talked about it it's on the board how much is it? theo? Theo: ähm (-) achtzig nee eighty p? Teacher: yes correct it's eighty p very good ähm (1.0) Pupil_x: frau ? aber ähm da sagt sie doch nur ähm how mu- äh how much und der mann sagt- Pupil_y: die frau Pupil_x: oder die frau is- here you are Teacher: it's and then the dog is barking ((imitates a dog's bark)) [2.15] GS 2 3b 190615 409 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 and we can't understand it there was the dog you couldn't hear the ma- the price there was a dog okay? so ähm Lotte: oh gott der dog war der preis? Teacher: ((turns around and talks to Lotte; gives her some picture cards)) frag mich mal can i help you kann ich ihnen helfen? Lotte: can i help you? Teacher: yes i'd like an apple please Lotte: ((searches for the matching picture card)) here is the apple [((gives the picture card to the teacher))] Teacher: thank you how much is it? Lotte: ähm it's one pou- äh it's two pound and ähm and seventy p Teacher: puh that's expensive two pounds ((helps herself to Mona's play money)) i don't have so much mon- two pounds and seventy:: p here you are Lotte: thank you Teacher: bye-bye Lotte: bye-bye Teacher: and i've got some more things at the kiosk ((gets some more picture cards and shows them to the class)) hmm i've got (---) peanuts at the kiosk and popcorn Lotte: lettuce Teacher: no no not lettuce ((sorts out the picture card with a lettuce)) lettuce is not at the kiosk carrots no ((sorts out the picture card showing carrots, too)) but a sandwich that sandwich is at the kiosk ((shows the picture card to the class)) [2.15] GS 2 3b 190615 410 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 Lotte: carrots and lettuce is- Teacher: so somebody else? ((wants to give the picture cards to another pupil in order to perform another role play)) Lotte: warte ich will was sagen Teacher: yes? Lotte: carrots and lettuce is vegetable Teacher: yes you're right ((gives the picture cards to Paul)) < can i help you?> < du fragst mich> Paul: mhm Teacher: < can i help you?> Paul: can i help you? Teacher: ähm yes i'd like some cop- popcorn please Paul: ((searches for the matching picture card)) here you are Teacher: thank you how much is it? Paul: hm one pound Teacher: here you are bye-bye Paul: bye-bye Teacher: ähm (3.0) ((gives the picture cards to Theo)) < can i help you?> ((to Theo)) Theo: can i help you? Teacher: ähm yes i'd like a banana please Theo: ((searches for the matching picture card)) here you are Teacher: thank you how much is it? Theo: zehn (2.0) twelve pounds Teacher: is it a golden banana? huh twelve pounds here you are thank you bye-bye ((walks over to the next pupil)) ((pupils mumble)) too expensive hello ((to Alina)) Alina: hello help you (x)? [2.15] GS 2 3b 190615 411 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 Teacher: can i help you? Alina: can i help you? Teacher: yes i'd like pscht i'd like a sandwich please Alina: ((searches for the matching picture card)) here you are Teacher: thank you how much is it? Alina: fifty pound Teacher: fifty pounds? Alina: ja ((giggles)) Teacher: are you sure? Alina: ja Teacher: i don't have fifty pounds it's too expensive what about two pounds mh? Alina: yes Teacher: okay two pounds that's (--) also expensive i think [here you are] Lotte: [fünfzig-] fünfzig euro fürn [sandwich] Teacher: [bye-bye] ((pupils laugh)) and who is next? ((walks over to the next pupil)) hello ((to Jan)) Jan: hello Teacher: pscht listen lotte ((to Lotte who has turned around to talk to another pupil)) hello ((to Jan)) Jan: can i help you? Teacher: yes i'd like ähm a strawberry ice cream please Jan: ((searches for the matching picture card)) here you are Teacher: thank you how much is it? Jan: ähm one hundred pound Teacher: no it's not Class: ((pupils mumble and giggle)) Jan: okay three pound Teacher: boah [2.15] GS 2 3b 190615 412 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 that's expensive here you are Jan: thank you Teacher: okay thank you bye-bye ((walks to the front of the class)) so it's can i help you? kann ich dir helfen? all together psch Class & Teacher: can i help you? ((some pupils also add 'please')) Teacher: please yes please again Class & Teacher: can i help you please? Teacher: no please kommt erst später anyway can i help you just can i help you psch: lukas and then yes i'd like i'd like a i'd like an i'd like some i'd like okay? i'd like ((wants the class to repeat this phrase all together)) Class & Teacher: i'd like Class: ((some pupils mumble)) Teacher: psch: and then you say ähm yes i'd like an apple i'd like an orange i'd like a banana i'd like a banana ice cream i'd like a sandwich i('d) like some popcorn i'd like some peanuts [2.15] GS 2 3b 190615 413 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 okay? here you are bitte schön here you are again and? Class & Teacher: here you are Teacher: and then how much is it? wie viel kostet es? how much is it? and together Class & Teacher: how much is it? Teacher: it's thirty p it's fifty p it's one pound twenty Lotte: it's one hundred pounds Teacher: psh: psh: no it's not it's five pounds okay? thank you bye-bye so you work in pairs you need your picture cards fruit and your picture cards food so how much ar- how many pupils are there? one two three four five six seven eight nine ten eleven < twelve thirteen fourteen fifteen [sixteen seventeen eighteen nineteen twenty]> Alina: [brauchen wir auch popcorn und so frau ?] Teacher: twelve Alina: müssen wir auch popcorn und so? [2.15] GS 2 3b 190615 414 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 Teacher: < one two three four five six seven eight nine ten eleven twelve> so have a look from lukas to jan lina verena and these girls ((walks towards these pupils and points at them)) and you you are the kiosk you take out the fruit and the food you're the kiosk okay? and you jan andré theo you here and all you ((points at some pupils)) you are the children take out your money and go shopping ((turns towards Verena)) ((pupils get ready for the activity; a lot of mumbling in class; some sort out their cards/money for the activity)) hello Verena: hello can i help you? Teacher: i'd like an apple please Verena: here you are Teacher: how much is it? Verena: one p Teacher: one penny thank you bye-bye so you can start go around get up and go shopping go shopping [2.15] GS 2 3b 190615 415 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 Alina: was? Teacher: go shopping Class: ((pupils start to do the activity)) Alina: äh frau muss ich meine karten auch [rausholen?] Teacher: [you take your money] du bist später kiosk da brauchst du deine karten jetzt nimmst du dein geld und gehst einkaufen you go shopping Alina: okay aber ich hab nur diese drei sachen Teacher: oh dear Alina: ((gets up to go shopping, but forgets to take the money with her)) Teacher: take your money you need money for going shopping Alina: ((takes her money)) Teacher: ((talks to another pupil)) go there and buy something ((talks to Alina again)) i say can i help you? and you say? i'd like sagst du du musst das sagen i'd like Alina: (x) Class: ((pupils do the activity)) ((30:50–33:35)) Teacher: ((rings a gong)) stop it please stop it five four three two one and zero Class: ((pupils sit down again)) Teacher: please mona and maja stop talking pscht now it's vice versa [((points at the pupils))] [now you are the kiosk and you are the kiosk [2.15] GS 2 3b 190615 416 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 and you are the kiosk and you are the kiosk and you all you all] ((points at some pupils)) go around and buy something now you take out your money and go shopping please Class: ((pupils get up to do the activity)) ((34:30)) ((the next sequence occurs in front of the camera)) Leo: hello Alina: hello can i help you? Leo: ähm i'd like the peanuts Alina: ((hands him the peanuts)) five pounds Leo: how much is it? Alina: five pounds nein one pound Leo: ((pays the money)) (x)? Alina: ja kriegst du aber wo ist mein geld alter? paulina ((to Paulina who also queues)) paulina Paulina: hier ist dein geld Alina: hier ist doch mein geld man geht doch okay wie viel hab ich gesagt? ein euro ((gives Leo his change)) kriege ich mein geld wieder und meine peanuts? tschüss ((35:37-37:45)) Teacher: ((rings a gong)) five four three two one one and pscht zero Class: ((pupils sit down again)) Teacher: psch [2.15] GS 2 3b 190615 417 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 zero so here (--) [((uses one of the tables in the front row))] [here is the kiosk] here is the kiosk [at the kiosk you can buy < sandwiches oranges peaches lemon juice cherry juice apples popcorn banana milk peanuts and ice cream> ] [((displays the picture cards on the table, which is supposed to represent the kiosk))] chocolate ice cream can you stop it please? ((to one of the pupils who is talking)) vanilla ice cream and (--) strawberry ice cream this is my kiosk who wants to come here and buy something? Class: ((pupils raise their hands; Lotte stands up)) Teacher: sit down please ((to Lotte)) Verena: frau das gehört mir nicht das war auf meinem platz ((holds up two pounds)) Teacher: maybe is it pauline's two pounds? Pauline: nee Teacher: no? Maja: du hast davon- immer von den großen zwei nee is nich paulines Teacher: okay verena give it to me please and if you're missing a coin you can come here okay? so who wants to buy something at my kiosk? (there are) delicious things mh:m ehm maja come here please Maja: soll ich geld mitbringen? Teacher: yes please you need money Pupil_x: maja ohne geld da aufkreuzen [2.15] GS 2 3b 190615 418 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 1243 1244 1245 1246 1247 1248 1249 1250 1251 1252 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 1264 1265 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 das geht nich Teacher: no then you can't buy anything Maja: ((comes to the front)) Teacher: hello [can i help you?] Maja: [hello] ähm strawberry Teacher: i'd like Maja: banana Teacher: a strawberry and banana ice cream? Maja: ja yes= Teacher: =okay so here you are it's one pound twenty Maja: (12.0) ((searches for the right amount of money)) Teacher: one pound twenty can i help you? ((stretches out her hands, probably to take some of the money)) [((then takes the money herself))] [i think it's (1.0) that] okay thank you bye-bye ((Maja goes back to her seat)) who wants to stay- stand here? ((points at her position)) paulina come here Paulina: ((comes to the front)) soll ich da hin? ((points behind the counter)) Teacher: mhm jan come here Jan: ((comes to the front)) Teacher: oh jan doesn't have any money okay Jan: ja okay [ich hab keins] Teacher: [okay we just play it] okay Paulina: can i helf you? ((sic)) Jan: ähm yes i'd like hm vanilla ice cream [2.15] GS 2 3b 190615 419 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 1322 1323 1324 1325 1326 Paulina: here you are Jan: ähm thank you how much is it? Paulina: ähm Teacher: andré psch Paulina: one pound Jan: ((imitates paying the money)) bye-bye [thank you] Paulina: [bye] Teacher: okay and last turn Paulina: soll ich wieder zurückgehen? Teacher: mhm verena come here Verena: (4.0) ((comes to the front)) Teacher: and alina come on Alina: ((comes to the front)) hello Verena: hello Teacher: timothy? don't Verena: ((unsure about how to start the conversation)) Teacher: < can i help you?> Verena: < can i help you?> Teacher: but louder Verena: can i help you? Alina: yes äh peanuts and sandwich Teacher: i'd like some peanuts [and a sandwich] Alina: [i'd like] some peanuts and sandwich Verena: ((gives her some peanuts and a sandwich)) Teacher: [ < here you are> ] Alina [how much] Verena: here you are Alina: how much is it? Verena: (11.0) Teacher: how much is it? hm? < du kannst dir einen preis ausdenken ne?> Verena: ((nods)) (3.0) Teacher: one pound twenty one pound sixty two pounds just (1.0) anything Verena: two pounds [2.15] GS 2 3b 190615 420 1327 1328 1329 1330 1331 1332 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 1343 1344 1345 1346 1347 1348 1349 1350 1351 1352 1353 1354 1355 1356 1357 1358 1359 1360 1361 1362 1363 1364 1365 1366 1367 1368 1369 1370 1371 1372 1373 1374 1375 1376 1377 Alina: ((gives her two pounds)) Verena: [thank you] Alina: [bye-bye] Teacher: okay thank you well done please Alina: ((stretches out her hand for something)) Teacher: oh i'm sorry ((gives some money back to Alina)) Alina: danke schön Teacher: please open your activity book the green book [on page-] Verena: [frau ] [man müsste-] Teacher: [thirty-seven] Pupil_x: sollen wir das geld weglegen?= Teacher: =yes you DON't need any money now you DON't need your picture cards clear your tables Verena: man müsste aber auch immer geld zum wechseln da haben weil wenn die das Teacher: some change yes Pupil_y: frau welche seite? Teacher: on page thirty-seven thirty-seven ((rearranges the kiosk scenery; moves the tables back to their original positions)) on page thirty-seven Class: ((pupils mumble while opening their books and searching for the page)) ((43:48-44:08)) Teacher: ((shows the class the green book with the right page open)) thirty-seven in the green book Class: ((pupils clear their tables and search for the right page in their books)) ((44:20)) Teacher: five four pscht three two one psch [2.15] GS 2 3b 190615 421 1378 1379 1380 1381 1382 1383 1384 1385 1386 1387 1388 1389 1390 1391 1392 1393 1394 1395 1396 1397 1398 1399 1400 1401 1402 1403 1404 1405 1406 1407 1408 1409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 and zero there are four children buying an ice cream and can you see the orange box here? ((points at the orange box in her green book; shows it to the class)) we want to read it Theo: welche seite denn? Teacher: on page thirty-seven ((helps Theo to find the right page)) here in the- the orange box it says a banana a cherry ice cream you don't need a pen now please put down your pencil no pencil now (2.0) a banana a cherry ice cream a lemon an orange a peach jan please read it Jan: [das?] [((points at his green book))] Teacher: the orange box Jan: a banana a cherry ice cream a lemon an orange a peach Teacher: very good now it's speech bubble number one ((points at the speech bubble in her green book; shows it to the class)) have a look what does she think? what does she say? please tell me what does girl number one say? leo Leo: i'd like peach ice cream Teacher: A peach [ice cream] Leo: [a peach ice cream] Teacher: yes good and what does boy number two say? what does boy number two say? [2.15] GS 2 3b 190615 422 1429 1430 1431 1432 1433 1434 1435 1436 1447 1438 1439 1440 1441 1442 1443 1444 1445 1446 1447 1448 1449 1450 1451 1452 1453 1454 1455 1456 1457 1458 1459 1460 1461 1462 1463 1464 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 1479 theo? Theo: i'd like ähm (---) a lemon Teacher: uh boy number two here number two ((shows it to him in her book)) Theo: achso i'd like ähm strawberry ice cream Teacher: a strawberry ice cream yes good and what does the girl number three say? with the red skirt and the purple t-shirt paulina Paulina: i like= Teacher: =i'D like Paulina: i'd like a banana ice cream Teacher: no what does she think about? have a look paulina ((shows it to her in her book)) what does she think about? Paulina: ah achso i like a orange ice cream Teacher: i'D like AN orange ice cream yes good and number four? and number four? you don't need a pen now jan number four? Jan: i'd like (3.0) a lemon ice cream Teacher: okay very good please start and i'll write down what else what's your job after [okay?] Pupil_x: [wir sollen das] jetzt reinschreiben? Teacher: yes start now just start just start okay Class: (5.0) ((pupils mumble)) Teacher: i i write down what else Class: ((pupils mumble)) [2.15] GS 2 3b 190615 423 1480 1481 1482 1483 1484 1485 1486 1487 1488 1489 1490 1491 1492 1493 1494 1495 1496 1497 1498 1499 1500 1501 1502 1503 1504 1505 1506 1507 1508 1509 1510 1511 1512 1513 1514 1515 1516 1517 1518 1519 1520 1521 1522 1523 1524 1525 1526 1527 1528 1529 1530 ((47:42-48:04)) ((pupils work on the task in their activity books)) Lotte: was haben wir in der nächsten stunde? Teacher: ((writes the task on the board)) i don't know Pupil_y: mathe Lotte: nein [(xxx)] Teacher: [psch] psch:: lotte stop Lotte: [((mumbles))] Teacher: [lotte] stop it Lotte: ähm ((mumbles)) Teacher: no not now Pupil_z: heute ham wir kein mathe Teacher: sh: girls? not now Girls: ((whisper about what lesson comes next)) ((48:21-49:05)) Teacher: ((writes on the board)) Paul: fertig Teacher: have a look here paul ((points at what she has written on the board)) ((continues writing on the board)) ((reads out loud what is written on the board)) read to your partner compare Paul: aber mein- aber mein partner ist noch nicht fertig Teacher: so just wait for your partner and ((stops talking to Paul who showed up at the front)) Paul: sollen wir noch gar nicht (x)? Teacher: < no no no> number one just number one Paul: (lesen)? Teacher: yes read it to your partner okay? Paul: ((nods and returns to his seat)) Class: ((pupils mumble and work on the task)) ((49:25-49:35)) [2.15] GS 2 3b 190615 424 1531 1532 1533 1534 1535 1536 1537 1538 1539 1540 1541 1542 1543 1544 1545 1546 1547 1548 1549 1550 1551 1552 1553 1554 1555 1556 1557 1558 1559 1560 1561 1562 1563 1564 1565 1566 1567 1568 1569 1570 1571 1572 1573 1574 1575 1576 1577 1578 1579 1580 1581 Pupil_x: i’d like strawberry ice cream ((49:47)) Teacher: so read it to your partner and then page fifty-two maja and angelina and then page fifty-two fruit okay? so go on working Zoe: muss ich auch A banana A apple? Teacher: AN apple Zoe: AN apple aber muss ich auch a schreiben? Teacher: yes that's a good idea do so ((50:17-50:23)) Alina: hä frau muss man auch auf seite siebenunddreißig die erste aufgabe zweite nummer zwei machen? Teacher: no just number one and read it to your partner read it to paulina äh to zoe and zoe reads it to you okay? ((turns to another pupil)) don't do that no just about number one read it to your partner and then do page fifty-two okay? ((talks to some pupils in the back of the classroom)) ((50:58-51:15)) Alina: okay ((reads out loud to Zoe what is written in her activity book)) the boy one boy i'd like a peach ice cream the boy two i'd like a strawberry ice cream the boy three i'd like a orange ice cream the boy four [2.15] GS 2 3b 190615 425 1582 1583 1584 1585 1586 1587 1588 1589 1590 1591 1592 1593 1594 1595 1596 1597 1598 1599 1600 1601 1602 1603 1604 1605 1606 1607 1608 1609 1610 1611 1612 1613 1614 1615 1616 1617 1618 1619 1620 1621 1622 1623 1624 1625 1626 1627 1628 1629 1630 1631 1632 i'd like a lemon ice cream Zoe: ((reads out loud to Alina what is written in her activity book)) the boy one i'd like a peach ice cream the boy two i'd like strawberry ice cream the boy (--) and the boy three i'd like a- an oranges ice cream the boy four i'd like a lemon ice [cream] Alina: [das] is'n mädchen Zoe: [hast du auch gesagt boy] Alina: [ich hab auch boy gesagt] okay Zoe: das is auch ein mädchen übrigens Alina: das? ((points at a picture in her activity book)) Zoe: das boy boy (x) ((points at the same picture in Alina's activity book)) Alina: (xxx) ((giggles)) okay dann können wir hier weitermachen an apple ((works in her activity book)) Class: ((pupils mumble and work on the task)) ((52:23-53:16)) Teacher: so please stop working for a moment just please stop working for a moment and open (--) in the activity book page (---) thirty-nine ((writes the page number on the board)) Pupil_x: hausaufgaben? Teacher: it's about ice cream again Teacher: page thirty-nine Class: ((pupils mumble)) Teacher: scht sch:: just listen draw your favourite ice cream what is draw again? draw? yes alina? Alina: male dein lieblingseis Teacher: yes very good andré what is draw your favourite ice cream? André: auf welcher seite soll das sein? [2.15] GS 2 3b 190615 426 1633 1634 1635 1636 1637 1638 1639 1640 1641 1642 1643 1644 1645 1646 1647 1648 1649 1650 1651 1652 1653 1654 1655 1656 1657 1658 1659 1660 1661 1662 1663 1664 1665 1666 1667 1668 1669 1670 1671 1672 1673 1674 1675 1676 1677 1678 1679 1680 1681 1682 1683 Teacher: draw your favourite ice cream what is it? André: (orange) ice cream? Teacher: no in german? what is it in german? what did alina say? (1.0) what did alina say? André: ä::h (4.0) Teacher: draw your favourite ice cream André: ((mumbles)) Teacher: what is it in german? (13.0) jan? Jan: male deine ähm male deine favourite eis- eis(kugel) Teacher: yes [that's-] Jan: [weil] da ja so eine eiswaffel ist aber da ist keine kugel Teacher: yes okay so write what you like and don't like i like chocolate ice cream i also like banana ice cream and cherry ice cream i don't like (---) apple ice cream okay? i like i don't like and stracciatella last time you asked me stracciatella it's chocolate chip i write it down here okay? so please finish (---)[this [((points at what she has written on the board))] finish this you can start this all this is homework] okay? [((points at the task written on the board))] [beenden beenden gerne noch anfangen] das ist [hausaufgabe] Pupil_x: [ich hab mal ne frage] Techer: okay? [2.15] GS 2 3b 190615 427 1684 1685 1686 1687 1688 1689 1690 1691 1692 1693 1694 1695 1696 1697 1698 1699 1700 1701 1702 1703 1704 1705 1706 1707 1708 1709 1710 1711 1712 1713 1714 1715 1716 1717 1718 1719 1720 1721 1722 1723 1724 1725 1726 1727 1728 1729 1730 1731 1732 1733 1734 Pupil_x: müssen wir (xxx)? Teacher: yes and (write it) Alina: frau ? frau ? frau ? (1.0) frau ? Teacher: stracciatella ((writes ‘Straciatella = chocolate chip’ on the board)) Alina: misses ? Teacher: ja just a moment ((writes ‘cookie ice cream’ on the board)) Alina: müssen wir ein eis von t- hier nehmen? Teacher: no Alina: dürfen wir irgendeins nehmen? (8.0) darf man auch mehrere kugeln auf die waffel machen? Teacher: yes and then i also like Pupil_y: wie soll ich das denn jetzt machen? Teacher: you draw an ice cream ((to Pupil_y)) colour it colour it and then you write i like mhmhmh i also like ich mag auch mhmhmh draw draw and mhmhmh i don't like Paulina: ((walks up to the teacher)) (xxx)? Teacher: i also like ich mag auch okay? Paulina: (xxx)? Teacher: what you like you can take cookie ice cream you can take anything Class: ((pupils work on the task)) ((57:24-58:07)) Teacher: ((walks around the class to help the pupils)) Alina: i like cherry ice cream Zoe: i like strawberry wie schreibt man noch mal strawberry? ((searches for the correct spelling in her activity book)) [2.15] GS 2 3b 190615 428 1735 1736 1737 1738 1739 1740 1741 1742 1743 1744 1745 1746 1747 1748 1749 1750 1751 1752 1753 1754 1755 1756 1757 1758 1759 1760 1761 1762 1763 1764 1765 1766 1767 1768 1769 1770 1771 1772 1773 1774 1775 1776 1777 1778 1779 Lotte: und wie wird cookie ice cream geschrieben? Teacher: ((writes it on the board)) Alina: frau das hier hab ich nicht verstanden Teacher: i like i also like ich mag auch ((shows Alina what to do in her activity book)) what else do you like? Alina: aufmalen oder schreiben? Teacher: ähm schreiben (x) Lotte: ((to the teacher)) ich hab keine hausaufgaben auf Teacher: cool Paul: ((to the teacher)) sollen wir hier alle lücken füllen? sollen wir hier alle lücken? Teacher: ((shows Paul what to do in his activity book)) Class: ((pupils mumble and work on the task)) ((59:07-59:40)) Zoe: das kapier ich nicht ((to Alina)) Alina: hier musst du schreiben was- ich mag noch was du noch magst Zoe: (x)? Alina: das ist orange und das ist cookie ((points at her drawing)) da male ich cookie stücke rein Zoe: okay cookie mach ich braun ((60:01-61:31)) Teacher: okay please stop here clear your table and it's breakfast [((points at what she has written on the board))] [and all this is homework (the rest)] Pupil_x: ist das hausaufgabe? Teacher: yes but you're finished Class: ((pupils mumble)) [2.15] GS 2 3b 190615 429 3. References 430 3. References Allwright, Dick & Bailey, Kathleen M. (1991). 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Walsh, Steve (2006). Talking the talk of the TESOL classroom. ELT Journal 60 (2): 133- 141. Walsh, Steve (2011). Exploring Classroom Discourse: Language in Action. New York: Routledge. Wilden, Eva & Porsch, Raphaela (2017). Researching the professional development of primary EFL teachers: An introduction. In: Wilden, Eva & Porsch, Raphaela (eds.), The professional development of primary EFL teachers: National and international research. Münster: Waxmann, 7-23. Woods, David & Fassnacht, Chris (2005). Transana 2.05. Madison, WI: Spurgeon Woods LLC. Online: https://www.transana.com [01.01.2019]. Yang, Shanru & Walsh, Steve (2014). Classroom discourse. In: Schneider, Klaus-Peter & Barron, Anne (eds.), Pragmatics of Discourse. Amsterdam: Mouton de Gruyter, 463-489. The Primary English Classroom Corpus (PECC) 434 The Primary English Classroom Corpus (PECC) 435 Appendix PECC Volume 1 Appendix A: Transcription Conventions 436 Transcription Conventions All transcripts use Courier New as the font type. Utterances of the speakers are consistently printed in lower case letters unless there is a syllable stress. The names of the pupils have been pseudonymized, without changing the gender. Teachers’ names are not used, but simply referred to as teacher or . Transcripts are numbered consecutively, so that references to single utterances or sequences of turns-at-talk can be made (cf. Selting et al. 2009). [] overlapping talk [] = latching of talk : lengthening of sound ((the teacher non-verbal actions or brief descriptions writes on the of the situation (here: the teacher board)) writes something on the blackboard) (([meɪ])) IPA transcription of a word that has been mispronounced (here the word ‘my’ was pronounced ‘may’) (.) micro pause ( piano, quiet < > pianissimo, very quiet < > allegro, fast < > lento, slow < > deep voice < > high voice < > funny voice < > strict voice can- false start or beginning of self-correction (x) non-identifiable word (xxx) non-identifiable talk (i.e. more than one word) Appendix A: Transcription Conventions 437 Speakers Teacher teacher of the lesson CD CD with an audio track that often comes with the textbook Pupil_x/y/z unspecific pupil(s), who comment(s) on something off-camera (Note: Pupil_x/y/z might occur several times in one transcript. It does not necessarily refer to the same pupil, unless it occurs in the immediately following turns.) Class contribution by the whole class Pupils contribution by some pupils Group 1/2 group of pupils (e.g. those sitting at tables near the windows or classroom door) Researcher person who recorded the lesson Equipment board blackboard in the classroom clock a wall clock used to teach the time Actions raise a finger synonymous with ‘raise a hand’ bell rings sound of the school bell or a bell that the teacher uses during the lesson to catch the pupils’ attention pin sth. to the sticking a picture or word card to the board blackboard, often using some kind of Play-Doh to remove the card easily Appendix B: List of Textbooks 438 List of Textbooks Gerngross, Günter & Puchta, Herbert (2007). Playway 3. Pupil’s Book. Rum: Helbling/Klett. Gerngross, Günter & Puchta, Herbert (2007). Playway 3. Activity Book. Rum: Helbling/Klett. Gerngross, Günter & Puchta, Herbert (2007). Playway 4. Pupil’s Book. Rum: Helbling/Klett. Gerngross, Günter & Puchta, Herbert (2007). Playway 4. Activity Book. Rum: Helbling/Klett. Hollbrügge, Birgit & Kraaz, Ulrike (2007). Sunshine. Pupil’s Book 1. Class 3. Berlin: Cornelsen. Hollbrügge, Birgit & Kraaz, Ulrike (2007). Sunshine. Activity Book 1. Class 3. Berlin: Cornelsen. Flensburg Linguistics: Applied and Interdisciplinary Research (F.L.A.I.R.) Schriftenreihe bei der Flensburg University Press, herausgegeben von Olaf Jäkel Ähnlich wie das an der Europa-Universität Flensburg seit 2004 regelmäßig durchgeführte »Interdisziplinäre Forschungskolloquium Sprache« soll auch diese Publikationsreihe ein Forum für qualitativ hochwertige Forschungsbeiträge sein, dabei aber offen für unterschiedliche Ansätze aus Sprachwissenschaft, Sprachdidaktik und Sprachlehrforschung. Wie im Titel angedeutet, liegt der ausdrückliche Fokus auf Anwendungsorientierung und Interdisziplinarität der Beiträge. Die Reihe führt Publikationen sowohl in englischer als auch in deutscher Sprache. (Kontakt: jaekel@uni-flensburg.de) Bisher erschienen: Band 1: Reinold Funke, Olaf Jäkel, Franz Januschek (Hrsg.): Denken über Sprechen: Facetten von Sprachbewusstheit (2008) Band 2: Barbara Lang: Lautspieldialoge: Formale Kohärenzbildung und frühe Bewusstwerdungsprozesse von Sprache in der Interaktion zwischen Kindern (2009) Band 3: Olaf Jäkel: The Flensburg English Classroom Corpus (FLECC): Sammlung authentischer Unterrichtsgespräche aus dem aktuellen Englischunterricht auf verschiedenen Stufen an Grund-, Haupt-, Real- und Gesamtschulen Norddeutschlands (2010) Band 4: Anke Beger: ANGER, LOVE and SADNESS Revisited: Studying Emotion Metaphors in Authentic Discourse between Experts and Laypersons (2011) Band 5: Christie Heike: Teaching Learners with Dyslexia in the EFL Classroom (2012) Band 6: Jürgen Kurtz: The Dortmund History Corpus of Classroom English (DOHCCE) (2013) Band 7: Isabel Sierau: 1, 2, 3 as easy as A, B, C: Wie geht Mathematikunterricht auf Englisch? (2019) Bestellungen: readbox unipress Am Hawerkamp 31 48155 Münster https://unipress.readbox.net
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