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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 [...] 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 [...] 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

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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 [...] 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 [...] 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

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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: [...] 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 [...] 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

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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 [...] 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 [...] 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

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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 [...] 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: [...] 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:

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Revisionar Environmental Normative Beliefs in Three Works of Children´s Literature Abstract Concerns have been growing as the undeniable symptoms of climate change become more obvious while both policymakers

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choice (inquire with the supervisor of your choice), although we have accepted others in some cases. As our general ground rules have it, this Project Work is the best preparation for an informed and [...] If we have to reassign students to other courses, we usually go by the principle of first come, first served, so you might want to register earlier rather than later. When will I know whether I have been [...] also decide and apply for one of the projects on offer, even if you are planning to go abroad. We have always conceived of Project Work as a module in your fifth semester that you can easily take abroad

countries, within the European community and on an international level. The former Soviet bloc countries have fought for these rights during the peaceful revolutions. For this reason, it will be analysed to what

shifting the responsibility from the national to the local level. As a consequence many public schools have been closed or taken over by non-state school providers, private companies or parents’ asscociations

this presentation, we want to discuss specific structures of communication and interaction which we have encountered during our research on integration of refugees in small rural communities: a) the ter [...] like to discuss in the presentation. The findings are based on a series of expert interviews that have been carried out in the German-Danish border region in the framework of a broader research project [...] local perspective – A German-Danish Comparison Integration policies in different European countries have been broadly discussed since the arrival of refugees in 2015. While policy analysis often looks at