fileadmin/content/projekte/pecc/bilder/pecc/-2.15-pecc-vol.-1.pdf
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 [...] 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 [...] ((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
fileadmin/content/projekte/pecc/bilder/pecc/-2.2-pecc-vol.-1.pdf
[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: [...] 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 [...] 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.3-pecc-vol.-1.pdf
(--) 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)) [...] 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 [...] 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.4-pecc-vol.-1.pdf
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)) [...] 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 [...] 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.5-pecc-vol.-1.pdf
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 [...] 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 [...] 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.6-pecc-vol.-1.pdf
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 [...] 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: [...] 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.7-pecc-vol.-1.pdf
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 [...] 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 [...] 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:
fileadmin/content/projekte/pecc/bilder/pecc/-2.8-pecc-vol.-1.pdf
“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 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))] [...] 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))
fileadmin/content/projekte/pecc/bilder/pecc/-2.9-pecc-vol.-1.pdf
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 [...] 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)) [...] 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]))
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society and refugees themselves negotiate local living together, being influenced by governance levels that are situated above. A multilevel research framework and international comparison make similarities