fileadmin/content/projekte/pecc/bilder/pecc/-2.14-pecc-vol.-1.pdf
Classroom Corpus (PECC). Volume 1. Flensburg: Flensburg University Press. [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 [...] 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-
fileadmin/content/projekte/pecc/bilder/pecc/-2.9-pecc-vol.-1.pdf
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
fileadmin/content/projekte/pecc/bilder/pecc/-2.3-pecc-vol.-1.pdf
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 [...] 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] [...] & 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.7-pecc-vol.-1.pdf
[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 [...] 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
fileadmin/content/projekte/pecc/bilder/pecc/-2.4-pecc-vol.-1.pdf
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
fileadmin/content/projekte/pecc/bilder/pecc/-2.8-pecc-vol.-1.pdf
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
fileadmin/content/projekte/pecc/bilder/pecc/limberg-2019-the-primary-english-classroom-corpus-.pdf
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 [...] 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 [...] Learning of Foreign Languages. Annual Review of Applied Linguistics 31: 95-119. O’Keeffe, Anne; McCarthy, Michael & Carter, Ronald (2007). From Corpus to Classroom: Language Use and Language Teaching. Cambridge:
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che Geschichte und völkerrechtliche Innovation mit Gegenwartsrelevanz" Moderator: Prof. Dr. Nils Langer, Europa-Universität Flensburg Die Vorträge zu »100 Jahre Volksabstimmungen« finden in Kooperation
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Ringvorlesung "100 Jahre Volksabstimmung" zum Thema "100 Jahre Grenze". Moderator: Prof. Dr. Nils Langer, Europa-Universität Flensburg Die Vorträge zu »100 Jahre Volksabstimmungen« finden in Kooperation
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Actions and reactions in the rural districts of Middle Schleswig 1919-32" Moderator: Prof. Dr. Nils Langer, Europa-Universität Flensburg Die Vorträge zu »100 Jahre Volksabstimmungen« finden in Kooperation