fileadmin/content/projekte/pecc/bilder/pecc/-2.15-pecc-vol.-1.pdf
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 [...] 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: [...] 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.2-pecc-vol.-1.pdf
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: [...] 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: [...] 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.3-pecc-vol.-1.pdf
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
fileadmin/content/projekte/pecc/bilder/pecc/-2.4-pecc-vol.-1.pdf
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 [...] 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.5-pecc-vol.-1.pdf
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 [...] 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.6-pecc-vol.-1.pdf
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
fileadmin/content/projekte/pecc/bilder/pecc/-2.7-pecc-vol.-1.pdf
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 Res [...] 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> [...] 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.8-pecc-vol.-1.pdf
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 [...] 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 [...] 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.9-pecc-vol.-1.pdf
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 [...] 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
/humangeographie/forschung/bildung-und-flucht/02102019-vortrag-auf-der-konferenz-refuge-europe-a-question-of-solidarity-in-chemnitz
Vergleich. Abstract: The local level is the central place for realizing refugees’ social integration. There, actors of state and non-state institutions, civil society and refugees themselves negotiate local