The Dortmund Historical Corpus of Classroom English (DOHCCE

Transcription

The Dortmund Historical Corpus of Classroom English
(DOHCCE)
36 Transcripts of English as a Foreign Language Lessons
Conducted in German Comprehensive Schools Prior to
the Communicative Turn (19711974)
Schriftenreihe Flensburg Linguistics: Applied and
Interdisciplinary Research (F.L.A.I.R.)
Band 6
FLENSBURG UNIVERSITY PRESS
Schriftenreihe Flensburg Linguistics: Applied and
Interdisciplinary Research (F.L.A.I.R.)
herausgegeben von Olaf Jäkel
Band 6
FLENSBURG UNIVERSITY PRESS
Rechtsträger:
Universität Flensburg
Auf dem Campus 1
24943 Flensburg
Herstellung und Auslieferung:
Verlagshaus Monsenstein & Vannerdat OHG
Am Hawerkamp 31
48155 Münster
www.mvverlag.de
ISBN: 9783939858287
Einbandgestaltung: Björn Kossek, Jürgen Kurtz
Satz: Online Cross Media GmbH
www.ocmgmbh.de
Bibliografische Informationen der Deutschen Bibliothek
Die Deutsche Bibliothek verzeichnet diese Publikation in der
deutschen Nationalbibliografie, detaillierte bibliografische Daten
sind im Internet abrufbar über
http://dnb.ddb.de
© 2013 Jürgen Kurtz
[email protected]
The Dortmund Historical Corpus of Classroom English
(DOHCCE)
36 Transcripts of English as a Foreign Language Lessons
Conducted in German Comprehensive Schools Prior to the
Communicative Turn (19711974)
Edited by Jürgen Kurtz
Justus Liebig University Giessen, Germany
„Ausgangspunkt und Ziel aller Untersuchungen ist der konkrete
Englischunterricht in seinen eigenen Formen und Forderungen.“
(Heuer, 1967, p. 9)
DOHCCE – The Dortmund Historical Corpus of Classroom English
CONTENTS
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1
The DOHCCE: Theoretical Background and
Research Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.1
The DOHCCE Viewed from a
Corpus-Linguistic Perspective . . . . . . . . . . . . . . . . . . 12
1.2
Corpus Specifications . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2
The DOHCCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.1
Transcripts of Audiotaped EFL Lessons (1971) . . 21
2.1.1
Grade 6 (December 10, 1971;
#1 in the Pre-Digital Corpus) . . . . . . . . . . . . . . . . . . . . . . . 21
2.2
Transcripts of Audiotaped EFL Lessons (1972) . . 34
2.2.1
Grade 5 (February 7, 1972;
Grade 5 (March 13, 1972;
Grade 5 (November 13, 1972;
#5 in the Pre-Digital Corpus) . . . . . . . . . . . . . . . . . . . . . . 106
2.2.2
2.2.3
2.2.4
2.2.5
2.2.6
2.2.7
vi
2.3
Transcripts of Audiotaped EFL Lessons (1973) . 118
2.3.1
#11 in the Pre-Digital Corpus)
2.3.2 Grade 6 (March 23, 1973;
2.3.3 Grade 6 (March 23, 1973;
2.3.4 Grade 7 (September 24, 1973;
2.3.5 Grade 7 (September 24, 1973;
2.3.6 Grade 7 (October 10, 1973;
2.3.7 Grade 7 (October 24, 1973;
2.3.8 Grade 7 (October 25, 1973;
2.3.9 Grade 7 (October 26, 1973;
2.3.10 Grade 8 (November 27, 1973;
. . . . . . . . . . . . . . . . . . . . . 118
. . . . . . . . . . . . . . . . . . . . . 134
. . . . . . . . . . . . . . . . . . . . . 146
. . . . . . . . . . . . . . . . . . . . . 162
. . . . . . . . . . . . . . . . . . . . . 182
. . . . . . . . . . . . . . . . . . . . . 196
. . . . . . . . . . . . . . . . . . . . . 217
. . . . . . . . . . . . . . . . . . . . . 235
. . . . . . . . . . . . . . . . . . . . . 253
. . . . . . . . . . . . . . . . . . . . . 267
2.4
Transcripts of Audiotaped EFL Lessons (1974) . 284
2.4.1
Grade 7 (April 30, 1974;
Grade 7 (October 17, 1974;
Grade 8 (June 6, 1974;
2.4.2
2.4.3
2.4.4
2.4.5
2.4.6
2.4.7
2.4.8
. . . . . . . . . . . . . . . . . . . . . 284
. . . . . . . . . . . . . . . . . . . . . 309
. . . . . . . . . . . . . . . . . . . . . 324
. . . . . . . . . . . . . . . . . . . . . 334
. . . . . . . . . . . . . . . . . . . . . 350
. . . . . . . . . . . . . . . . . . . . . 361
. . . . . . . . . . . . . . . . . . . . . 374
. . . . . . . . . . . . . . . . . . . . . 387
vii
2.4.9
2.4.10
2.4.11
2.4.12
2.4.13
2.4.14
2.4.15
2.4.16
2.4.17
2.4.18
3
#36 in the Pre-Digital Corpus) . . . . . . . . . . . . . . . . . . . . . 402
Grade 8 (December 5, 1974;
Grade 9 (June 6, 1974;
Grade 9 (July 16, 1974;
Grade 9 (September 27, 1974;
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587
viii
Preface
About a decade ago, my extremely influential academic teacher
and esteemed mentor, the late Helmut Heuer (1932-2011), asked
me to drop by his office at the University of Dortmund, on short
notice, when I happened to be in town. I had just received my first
professorship in Teaching English as a Foreign Language (TEFL) at
Karlsruhe University of Education at that time, after about ten
years of working as a high school teacher in Dortmund, one of Germany’s largest cities. Since he had left me completely in the dark
why he wanted to see me, I thought he was simply going to wish
me good luck, and provide me with some further valuable advice,
as he had done so often in previous years.
When I arrived in his office two weeks later, he immediately drew
my attention to a pile of three old cardboard file folders, presented
in a rather ceremonious fashion on the tiny table where he used to
invite students to sit with him during his office hours. I must admit that the three folders did not look particularly interesting to
me. They were stuffed to their limits and covered with dust. One of
them had almost fallen apart. When he urged me to open them, I
recognized that they were filled with English as a Foreign Language (EFL) lesson transcripts, written on a typewriter, dating back
to the early 1970s, with hand-written remarks scribbled here and
there. The paper on which the approximately forty transcripts
were written had turned yellow with age so that some parts were
difficult to read.
“It may not be obvious, but this is a treasure trove for research on
learning and teaching English as a Foreign Language,” I remember
him saying to me in German, referring to the pile as the unpublished ‘Dortmund Corpus of Classroom English’. “I would very
much like you to have it,” he continued, adding that “there might
be a time when you wish to take a closer look at it.” In the following conversation, he gave me some very general information
about this specific collection of classroom data, emphasizing that
all lessons had been conducted in comprehensive schools (i.e. in
non-selective lower secondary schools for children of all backgrounds and abilities) in the federal (West-) German state of North
Rhine-Westphalia between 1971 and 1974.
Since our meeting was crammed between two of his classes, we did
not have sufficient time to talk about the origins and the genesis of
ix
the corpus material in all the necessary details. So I sincerely
thanked him and took the material with me to Karlsruhe. Mainly,
perhaps, because this was my first professorship and everything
was excitingly new and challenging, I somehow lost sight of the
folders, keeping them stashed away in a safe place in my office.
In March 2011, I was appointed Professor of Teaching English as a
Foreign Language (TEFL) at Justus Liebig University (JLU) Giessen.
While thinking about ways to enhance evidence-based or datadriven research in the field of foreign or second language education in the widest sense, I came across Olaf Jäkel’s work at the University of Flensburg. As a linguist interested in how English as a
Foreign Language is actually taught in classrooms in Germany
nowadays, he had just published the “Flensburg English Classroom Corpus (FLECC)” (Jäkel, 2010) which comprises a total of 39
transcripts of English lessons given by pre-service student teachers
in primary and lower secondary schools in Northern Germany,
most of them in parts of the federal German state of SchleswigHolstein.
This reminded me of the ‘treasure trove’ I was still sitting on, the
unpublished lesson transcripts Helmut Heuer had so generously
passed on to me so many years ago. I contacted Olaf Jäkel on this
and was pleased to hear his positive and encouraging feedback to
my initial thoughts about creating a digital version of the old
documents. We agreed that making this historical collection of
classroom data available to the international research community
in a computer-readable format, publishing it as downloadable
open access material on the Internet as well as a print-on-demand
corpus, would be of considerable interest and value to anyone interested in or involved in researching authentic foreign or second
language classroom discourse world-wide, both from a diachronic
and synchronic perspective. I am grateful to him for co-funding
the digitization of the classroom data, and for his generous support with publishing the book online and in print.
Scanning the original corpus material and converting the images
into manageable and more easily searchable text turned out to be
no longer possible. So the entire corpus material had to be retyped
again manually. Ilse Braun, my indispensable and indefatigable
secretary here at JLU Giessen spontaneously agreed to do this extremely time-consuming and tedious job. I owe a great debt of
x
gratitude to her for having gone through the ordeal of typing
everything into the computer by hand, preserving the corpus material in its original form as an exceptional piece of corpus-oriented classroom research in Germany as closely as possible.
Reconstructing the setting in which the initial ‘Dortmund Corpus
of Classroom English’ was assembled turned out to be both fascinating and difficult. Based on evidence from a variety of sources,
including personal correspondence with participants directly or
indirectly involved in the project, it soon became clear that the
corpus project was launched in turbulent times, i.e. in the context
of the ubiquitous school and education reform controversy which
had been raging in former West Germany since the mid-1960s. At
the heart of the controversy lay the polarizing issue of what constitutes equality of opportunity and effectiveness in education.
Fierce political battles and scholarly conflicts over the crucial need
to restructure the German school and education system of the
time eventually led to a large scale, funded experiment with comprehensive schools which has come to be known as the (West-)
German Gesamtschulversuch. The complex process of setting up
and implementing the first experimental comprehensive schools
was accompanied with extended research (Wissenschaftliche Begleitung). The pre-digital corpus project represents a remarkable example of such accompanying research.
There is a sizable body of literature available in German today
documenting and examining the large-scale school experiment
which began in 1968 and ended in 1982. However, much of the
published material focuses on general issues related to the definition and interpretation of comprehensiveness in secondary
school education, the general and specific structure, aims, and objectives of comprehensive schooling, the link between structural
and curricular innovations and reforms, the development and implementation of adequate curricula and instructional designs, and
the efficiency and effectiveness of the newly established comprehensive schools as compared with traditional German secondary
schools. Comparably little has been published to date illustrating
and examining how (subject matter-) learning was actually organized and promoted in those new experimental schools, as for instance in the EFL classroom. I would like to thank Egon Heyder
and Ulrich Nehm for generously sharing their personal reminis-
xi
cences with me and for providing me with some valuable, previously unpublished pieces of information.
Konrad Schröder (University of Augsburg) drew my attention to
EFL corpus research projects carried out in Germany in the early
and mid-20th century. I am indebted to him for his valuable help.
Laurence Kane (TU University of Dortmund) who has so tremendously contributed to my professional knowledge and ability,
both as a former EFL practitioner and a TEFL scholar, spontaneously agreed to help me with editing my writing. I wish to express my
deep gratitude to him, simply because without his expert assistance and experience it would have been far more difficult if not
impossible to complete the manuscript for publication under the
given time constraints.
Last but not least, I sincerely wish to thank my great team of research and student assistants at JLU Giessen for the time and effort
they put into reading the many hundred pages of the digitized corpus time and again, providing thorough, thoughtful, and detailed
support whenever I needed it; in particular: Nora Benitt, Franziska
Burghardt, Roger Dale Jones, Anneki Mütze, Miriam Neigert, Barbara Schwenk, and Juliane Witzenberger.
xii
Introduction
Jürgen Kurtz
The Dortmund Historical Corpus of Classroom English (DOHCCE) is a computerized duplicate of a hitherto unpublished collection of classroom transcripts compiled by a small research team
headed by Helmut Heuer at the former Ruhr University of Education, Dortmund in the early 1970s.1 It comprises a total of 36 originally typewritten and systematically annotated paper transcripts
of EFL lessons conducted in several comprehensive schools in the
federal German state of North Rhine-Westphalia between 1971
and 1974. All lessons were held before the inception and widespread uptake of the communicative approach in Germany2, in
the context of a unique experiment with comprehensive schools
which was accompanied with extensive, mainly governmentfunded research (for a brief review of the overall school experiment, written in English, see Leschinsky & Mayer, 1990, p. 13-37;
for detailed outcome reports in German see BLK, 1982 and Fend,
1982; for more recent accounts of the history of comprehensive,
non-selective schooling in Germany, see, e.g., Herrlitz, Weiland &
Winkel 2003; Bönsch, 2006; Oelkers, 2006).
In order to facilitate a broad understanding of the original purposes, intentions, and scope of the classroom research project that
led to the development of the pre-digital ‘Dortmund Corpus of
Classroom English’, especially for interested readers who are not
familiar with the history of education, schooling, and foreign language education in Germany, it is important to review briefly the
circumstances under which this pioneering corpus took shape
about forty years ago:
Germany was still divided into the Federal Republic of Germany
(‘West Germany’) and the German Democratic Republic (‘East
Germany’). In ‘East Germany’, education and schooling were con1.
2.
In 1980, Ruhr University of Education at Dortmund (Pädagogische Hochschule
Ruhr, Abteilung Dortmund) merged with the former TU Dortmund (Technische
Universität Dortmund) to form the University of Dortmund (Universität
Dortmund). In 2007, the University of Dortmund renamed itself TU University
of Dortmund (Technische Universität Dortmund).
In Germany, the ‘communicative turn’ in foreign language learning and
teaching is often associated with the seminal works of Piepho (1974, 1979).
For a recent review of communicative language teaching from a German
perspective, see Kurtz (2013).
1
trolled entirely by the all-powerful Socialist Unity Party of Germany (Sozialistische Einheitspartei Deutschlands, SED). Guided by the
tenets of Marxist-Leninist ideology, the education system was unified and linked to central economic planning.
After primary school, students attended one particular type of
state school, the ten-year general polytechnical secondary school
(Allgemeinbildende Polytechnische Oberschule; POS). A strictly regulated and carefully selected number of students were later given
the privilege to enter the extended, two-year secondary school (Erweiterte Oberschule; EOS) which prepared them for higher education. Admission to this type of upper secondary school was based
on academic performance, social background (preferably working-class), on individual political and ideological commitment,
and on loyalty to the regime. At any rate, graduates from the general polytechnical school could also obtain the higher education
entrance qualification during their apprenticeships. Most students started vocational training after tenth grade, reflecting the
regime’s need for a skilled ‘socialist’ workforce, modeled on the
ideal of an all-round, harmoniously developed socialist personality (see Hahn, 1998, p. 137-158; Herrlitz, Hopf, Titze & Cloer,
4
2005, p. 197-234).
Given the historical context, it is not surprising that learning Russian as a first foreign language was compulsory in former ‘East Germany’; some students also took English, French or other languages
as additional foreign languages at the upper grade levels.
The West German educational system, on the other hand, was decentralized, highly diversified, and largely selective. Responsibility for education, science and culture (cultural sovereignty) lay not
with the federal German government in Bonn, but with the eleven
federal states or Bundesländer. Education policies, school curricula,
teacher education and teaching materials differed considerably
from state to state, and school-leaving certificates obtained in one
German state where not necessarily or automatically recognized
in other states. However, in contrast to ‘East Germany’, where vocational training and general education were considered to constitute a ‘pedagogical’ whole, a clear distinction was made between
vocational and general education in ‘West Germany’. In the general education system, three basic types of secondary school were
firmly established in all of the eleven federal states, i.e. the
2
Hauptschule, the Realschule, and the Gymnasium. Each of these
schools led to the attainment of specific school-leaving qualifications (i.e. after grade 9 or 10 for students in the Hauptschule, usually after grade 10 in the Realschule; after grades 12 or 13 for students
attending a Gymnasium).
After four or six years in primary school, West German students
were selected for one of the three above mentioned type of secondary schools by their parents, largely based on a primary school
teacher’s recommendation. The five or six-year Hauptschule was
conceived of as the least demanding. It was designed mainly to
provide students with a basic general education and prepare them
for vocational training. Students with a school-leaving certificate
from a Hauptschule were nevertheless eligible for upper secondary
education, e.g. at a Gymnasium, if they met the admission requirements after tenth grade. The six-year Realschule was designed to
provide a broader education, usually for students who had performed at an average level in primary school. A school-leaving certificate obtained from a Realschule qualified students for vocational training or higher-level vocational schools, but also for transfer
to a Gymnasium (if they met the grades necessary for progression).
By tradition, the nine-year Gymnasium provided the academic
track. Covering grades five to thirteen it led to the Abitur certificate, the general university entrance qualification (see Hahn,
1998, p. 113-136; Herrlitz, et al., 42005, p. 171-196; Kehm, 2010,
p. 103-115).
Learning English from fifth grade onwards was compulsory in
most West German secondary schools. Realschule students were
given the opportunity to learn an additional language from seventh grade onwards, usually French, or to choose a different additional school subject such as home economics or technology. At
the Gymnasium all students were required to learn at least two foreign languages. Starting in seventh grade, students usually took either Latin or French, in ninth or eleventh grade yet another foreign language, for instance Spanish.3
3.
At a different type of Gymnasium, students started learning classical languages
(Latin, Ancient Greek, etc.) before taking a modern foreign language (English,
French, etc.). But the vast majority of students attended a Gymnasium at
which English was taught as the first foreign language from grade 5 onwards.
3
Toward the middle of the 1960s West Germany entered into a reform phase which Hahn (1998) refers to as a “reluctant process of
modernization” (p. 113). Spurred by Picht’s dark vision of a German education catastrophe (1964) and the fear that Germany’s
economic competitiveness and international reputation would be
at risk if existing talent reserves (Begabungsreserven) (including
girls, children from rural areas, from the working-class, and from
the Catholic population) were not tapped into more fully, the educational structures inherited from the past were increasingly called
into question (see Tillmann, 1988; Hahn, 1998, p. 121; Herrlitz, et
al., 42005, p. 173). Fundamentally, the heated scholarly, political,
and public discussion revolved around a number of highly complex and interrelated issues. Existing or perceived inequalities in
educational opportunity and attainment, disadvantages for children and youth from less privileged social backgrounds, patterns
of social/cultural selectivity in the traditional, tripartite school
system, negative consequences of early selection after primary
school, the time-honored hierarchical structure of the school system and its characteristic division into various educational paths,
as well as the permeability of the education system as a whole (i.e.
horizontal mobility) all played an important role in the debate.
Non-selective schooling in state comprehensive schools appeared
to be a promising option for reform. ‘One school for all children’
soon became the rallying cry for radical reformers who wanted to
abolish the existing, three-tier secondary school system altogether
and set up a new, thoroughly researched comprehensive school
system in its place. The totalitarian character of the communist
school and education system in ‘East Germany’ meant that copying the general polytechnical secondary school (POS) was out of
the question; nevertheless, as Leschinsky & Mayer (1990) point
out “the issue of introducing comprehensive schools touched off
fierce political conflicts that occasionally assumed the character of
outright religious war” (p. 16).4 Thus, when the Education Commission of the West German Council on Education (Bildungskom4.
4
For a detailed case study of the heated political discussions surrounding the
implementation and exploration of comprehensive schooling in the West
German state of North Rhine-Westphalia, see Middendorf (1987). For a brief
summary of the discussion surrounding comprehensive schooling in the
heyday of the reception of Marxism in Western Germany between 1970 and
1974, see Fend (1982, p. 41-44).
mission des Deutschen Bildungsrates) recommended changes in the
structure of school education (see Deutscher Bildungsrat, Bildungskommission, 1970), it did not go so far as to suggest abolishing the
traditional, tripartite secondary school system. Instead, it recommended introducing comprehensive education on an experimental basis (as a fourth possibility). However, premature concerns
about a potential leveling-out of educational outcomes in this new
type of school environment led to serious disagreement on the desirability and nature of comprehensive schooling in ‘West Germany’. In consequence, some German Bundesländer began developing integrated, often one-site comprehensive schools; others
opted for experimenting with a cooperative model (i.e. tiered
schooling arrangements with close cooperation between the tiers;
as one-site or split-site schools). These developments brought the
three traditional German secondary schools together more closely
(see Hahn, 1998, p. 123-124).5
It was in this heated and contentious climate that the small research team around Helmut Heuer embarked on an empirical
classroom research project that would eventually evolve into one
of the first corpus-based studies of instructed EFL learning conducted in German secondary schools. As Freyhoff (see 1975,
p. 7-10) points out in his final report on the work of the larger,
multidisciplinary research unit which had been established at
Ruhr University of Education, Dortmund to back up the experi5.
Because of its immense complexity, it is not possible to describe the highly
controversial education reform debate which flared up in ‘West Germany’ in
the mid-1960s in detail here. At any rate, on November 27, 1969 the Standing
Conference of State Ministers for Education and Culture in the Federal
Republic of Germany (Ständige Konferenz der Kultusminister der Länder in der
Bundesrepublik Deutschland (KMK) took up the recommendation by the
German Council on Education (Deutscher Bildungsrat, Bildungskommission) to
set up and thoroughly evaluate a limited number of experimental
comprehensive schools in ‘West Germany’. The pilot program was
coordinated by the Federal and State Commission for Educational Planning
and the Promotion of Research (Bund-Länder-Kommission für Bildungsplanung
und Forschungsförderung (BLK). In 1982, the body submitted a comprehensive
report about the pilot scheme (see BLK, 1982). This marked the end of the
experiment (see Mitter, 1991, p. 158). For an exemplary, much more detailed
review of the history of comprehensive schooling in the German state of
Hesse, which also reflects nation-wide developments at that time, see Dörger
(2007). For a schematic overview of the basic structure of the German school
system today, see KMK (2012). The summary shows that comprehensive
schools are now fully established, as a fourth pillar of secondary school
education.
5
ment with comprehensive schools in the state of North RhineWestphalia between 1970 to 1974 (Forschungsgruppe zur Wissenschaftlichen Begleitung des Gesamtschulversuchs NW an der Pädagogischen Hochschule Ruhr, Abteilung Dortmund), the whole research
project, which included various smaller subprojects (such as the
EFL corpus project conducted in the so-called Sektion Englisch), was
launched with the following general objectives: a) to assist experimental schools in developing adequate curriculum frameworks
(Rahmenlehrpläne), b) to provide expert support in the overall process of creating applicable instructional models (or teaching units)
for a broad range of school subjects, c) to systematically monitor,
discuss, and evaluate teaching and learning practices in close cooperation with teachers, schools, and representatives of the North
Rhine-Westphalian Ministry of Culture, and d) to help explore
and evaluate the implementation of a wide range of differentiation models and strategies (e.g. banding, streaming or tracking,
and setting).6
Since substantial experience with large-scale school experiments
was missing, the larger multidisciplinary research unit set up in
Dortmund adopted a strategy that would include everyone involved in the various subprojects as active and equal participants
(including the involvement of practitioners as active research
partners). This remarkable and at the time truly innovative strategy was officially referred to as ‘System of Cooperation for the Experiment with Comprehensive Schools in North Rhine-Westphalia’ (SdK – System der Kooperation für den Gesamtschulversuch Nordrhein-Westfalen). It was intended to pave the way to fruitful cooperation between all agents involved, based on mutual respect,
trust, and on the sharing of professional expertise between university scholars and their research teams, principals, teachers, repre6.
6
A second interdisciplinary research unit was set up at former Westfalen-Lippe
University of Education, Münster. In the first two years of the project (19701971), the responsibilities and tasks allocated to the two North RhineWestphalian research centers in Dortmund and Münster were roughly the
same, except that the experimental schools the research centers cooperated
with were different. Following a very controversial decision by the Ministry of
Culture in 1972, accompanying research conducted in Münster had to be
focused on interdisciplinary issues (e.g. in-service teacher training and
counseling, assessment, and flexible differentiation), while the Dortmund
research unit was assigned the task of developing, implementing, and
evaluating curricula for various school subjects (see Regenbrecht, 1975, p. 6366).
sentatives of the ministry, education authorities, and parents, to
name some of the most important. Today, large research projects
conducted in schools are inconceivable without establishing such
a cooperative platform. The same holds true for today’s (usually
much smaller) participative-emancipatory action research projects in which teachers carefully study and reflect their own teaching practice, often in cooperation with scholars doing research in
their particular field of interest (see, for instance, Burns, 2005;
Mitchell, 2011, p. 693-697).7
However, as promising as it looked on paper, the ‘System of Cooperation’ did not work out as expected or hoped for in everyday
practice. A number of controversial issues arose due to the diversity of interests, goals, values, and priorities amongst the various reform and research partners. In very general terms, the strategy did
not fully meet the expectations of the different participants involved in the project at various levels (for further details, see Freyhoff, 1975, p. 10-15).
As both of the final reports on the work of the regional, multidisciplinary research units established at Ruhr University of Education,
Dortmund (see Freyhoff, 1975) and at Westfalen-Lippe University
of Education, Münster (see Regenbrecht, 1975) indicate, a whole
range of other problems began to surface during the first four years
of accompanying research and development work in the state of
North Rhine-Westphalia (1970-1974). These are too complex to
discuss in detail here. For the present purpose it is sufficient to note
that the research team headed by Heuer began collecting and examining authentic spoken classroom data at a time characterized
by ambitious and well-intentioned ideals.
7.
In actual fact, action research (Handlungs- und Aktionsforschung) was already
beginning to be seriously debated and discussed at the time the experiment
was taking place. According to the final report on the overall experiment
issued by the Federal and State Commission for Educational Planning and the
Promotion of Research (Bund-Länder-Kommission für Bildungsplanung und
Forschungsförderung) (see BLK, 1982, p. 101), many scholars and researchers
conceived of it as a promising strategy to foster cooperation with participating
teachers, but most of them had little experience with implementing the
methodology in praxis.
7
1
The DOHCCE: Theoretical Background
and Research Rationale
Jürgen Kurtz
According to the final report on the accompanying research work
of the multidisciplinary research unit based at Ruhr University of
Education, Dortmund, one central responsibility of the EFL research team headed by Helmut Heuer was to contribute expertise
for the development und validation of an innovative curricular
framework (Rahmenlehrplan) for EFL instruction in integrative
comprehensive schools. Gathering authentic classroom data in
participating schools was most probably part and parcel of the
project, but the data were also collected to lay a foundation for
data-driven applied linguistic (i.e. psycho-linguistic) research in
EFL classrooms (“Vorbereitung von Grundlagenforschungen; psycholinguistische Forschung im Bereich Englisch”; Freyhoff, 1975, p. 19).
Unfortunately, there is no further information given in this report
about the theoretical background and research rationale underlying the creation of the initial, pre-digital ‘Dortmund Corpus of
Classroom English’. It is therefore unavoidable to consider additional sources. Retrospectively, two of Heuer’s publications are of
particular interest in this context. The first one is “Die Englischstunde. Fallstudien zur Unterrichtsplanung und Unterrichtsforschung”
(„The English Lesson. Case Studies in Instructional Planning and
Research”; own translation), published in 1968; henceforth referred to as Die Englischstunde. The second is “Lerntheorie des Englischunterrichts. Untersuchungen zur Analyse fremdsprachlicher Lernprozesse” („Theory of Learning in the EFL Classroom. Studies on
the Analysis of Foreign Language Learning Processes”; own translation), published in 1976, two years after the corpus project had
ended; hereafter referred to as Lerntheorie des Englischunterrichts.
In these two remarkable and insightful little books which never really received the recognition they deserve as important contributions toward developing a substantive, evidence-based theory of
instructed learning in the EFL classroom, Heuer (see 1968, p. 9-11;
1976, p. 50-100) argues that teaching English as a Foreign Language in institutional settings is always firmly embedded in a
unique, highly complex, dynamic and changing environment.
Research conducted in such environments is never entirely devoid
8
of theoretical preconceptions, of subjective beliefs in educational
values, and of interpretations and judgments concerning the ‘didactics’ and methodology of optimal learning. Hence, any research project aiming at improving the praxis of EFL instruction
both from within and outside of the classroom needs to be seen as
a closely interrelated hermeneutic (or theory-driven) and empirical (or evidence-driven) endeavor. As Heuer (see 1979, p. 9-11) explains in some detail, any research project aiming at understanding and, in the long run, improving classroom practices needs to
be context- and case-sensitive, taking into consideration (a) the
large spectrum of potential pressures and restrictions arising from
curricular and administrative traditions and guidelines (as, for instance, manifested in textbooks and related teaching materials
and media), (b) the state of the art of research at a particular point
in time, as well as (c) the different biographies, beliefs, viewpoints,
and experiences of everyone involved, including scholars and
teachers-as-researchers.
Within this broad, practice-oriented approach, Heuer (see 1979, p.
28) conceived of corpus-informed research as a promising avenue
to address the research-practice dichotomy (or theory-practice divide). This is what he wrote about research conducted in the field
of Fremdsprachendidaktik (literally: Foreign Language Didactics) or,
more specifically Englischdidaktik (literally: English Didactics), and
its potential to improve EFL instruction in Die Englischstunde
(1968):
Um ein konkretes Bild der einzelnen Englischstunde entstehen
und die einzelnen Details deutlich werden zu lassen, soll hier
von der Stundenwirklichkeit ausgegangen werden. Die Darstellung soll nicht normativ sein, sondern deskriptiv. Die einzelnen
Unterrichtsbilder beruhen auf Tonbandaufnahmen, die durch
Protokolle und Stundenbeobachtungen abgestützt werden. Die
Unterrichtsbilder sollen durch linguistische und psychologische Interpretationen erhellt werden. So wird eine Anwendung
der Unterrichtsforschung auf den Englischunterricht versucht.
(Heuer, 1968, p. 10)
(In order to create a concrete depiction of a particular English
lesson and to convey its details, I wish to set out from the reality
of the classroom. The manner of representation is not meant to
be normative, but descriptive. The individual depictions of les-
9
sons are based on audio recordings, supported by lesson protocols and observations. The lessons described are to be illuminated by linguistic and psychological interpretations. This way an
attempt is made to apply classroom research to the teaching of
English as a Foreign Language in schools). (Heuer, 1968, p. 10,
own translation)
It is important to point out here that in Die Englischstunde, Heuer
examines just a handful of previously observed and broadly transcribed EFL lessons. Thus, it would be inappropriate to consider
this book as a ground-breaking contribution to EFL corpus research in Germany (see also Heuer, 1976, p. 28). It should rather be
seen as an early, pioneering attempt to place more emphasis than
before on studying the classroom as a social community, and on
empirically investigating the specifics of interaction in EFL classes.
Heuer’s Lerntheorie des Englischunterichts (1976) draws on a much
larger body of audiotaped and systematically transcribed spoken
classroom data, i.e. on parts of the pre-digital ‘Dortmund Corpus
of Classroom English’.
Still, from the perspective of investigating EFL instruction in institutional contexts, Die Englischstunde is unique, especially because
of its underlying hermeneutic as well as empirical approach. As already mentioned, Heuer considered this particular approach to research to be one of the most promising ways of gaining a better understanding of actual learning and teaching processes in instructed EFL environments, foreshadowing the current debate on the
optimum mix of qualitative and quantitative research, i.e. ‘mixedmethods research’ (see, for instance, Creswell & Plano Clark,
2011).
Heuer’s approach to research is all the more remarkable because he
aimed to capture classroom realities at a time in which it was, technologically speaking, far more difficult to accomplish than today.
He clearly saw the limitations of research based solely on tape-recordings of classroom interaction (see 1976, p. 29). Thus, he suggested collecting additional classroom and classroom-related data
in many different ways, for instance, in research diaries and journals, lesson protocols and commentaries on personal observations. Nowadays, this is current standard and good research practice (if, for instance, looked at from the perspective of triangulation). From a historical perspective, the hermeneutic-empirical
10
approach is to be seen as a cornerstone of combined theory-driven
and evidence-based, data-informed qualitative EFL research.
If taken as a pioneering example of pedagogically motivated corpus research in Germany, the ‘Dortmund Corpus’, in its original
format as a goal-driven, paper-based collection of classroom data,
is in conflict with some current views of the history of research on
foreign language learning and teaching in German schools. As, for
instance, Gnutzmann, Königs & Küster (2011, p. 5) argue, research
carried out in the related fields of Fremdsprachendidaktik and Englischdidaktik was largely anecdotal in the 1960s and 1970s, based
on unsystematic accounts of teachers’ and researchers’ individual
classroom experiences. From this angle, it was primarily the inception of German Sprachlehrforschung (literally: Language Teaching
Research) in the 1970s, which, funded substantially by the German Research Foundation (Deutsche Forschungsgemeinschaft;
DFG), brought about significant change in the quality of research
(in terms of more sophisticated research methods, data collection
procedures, etc.):
Die Fremdspachendidaktik der 60er und 70er Jahre des vorangehenden Jahrhunderts darf als eine erfahrungsbasierte Rezeptologie angesehen werden: Aus der Sicht erfahrener Praktiker erfolgte der Blick auf fremdsprachliches Lehren und Lernen, wobei die dabei gewonnenen Einsichten und Überlegungen
gleichzeitig als nachdrückliche Empfehlung für die Gestaltung
des Unterrichts angesehen wurden und wohl auch werden
sollten. Mit der Entstehung der Sprachlehrforschung in den
70er Jahren einher ging eine demgegenüber stärkere wissenschaftliche Fundierung sowie eine deutlich veränderte Sicht auf
den Forschungsgegenstand. (Gnutzmann, Königs & Küster,
2011, p. 5)8
8.
In fact, this overly broad and in parts distorting view has been perpetuated for
many years. For another recent example, see Hallet & Königs (2010, p. 11).
11
(Fremdsprachendidaktik of the 1960s and 1970s can be viewed as
an experience-based receptology. Research on foreign language
teaching and learning was based on experienced practitioners’
views. The insights and considerations gained this way were
conceived of as strong recommendations for instructional design – and were intended to be accepted as such. With the advent of Sprachlehrforschung in the 1970s came a much stronger
scientific foundation as well as a significantly different view of
the object of research). (Gnutzmann, Königs & Küster 2011, p. 5,
own translation)
From this point of view, German Sprachlehrforschung is to be credited with the empirical turn in foreign language teaching and
learning research and with a more rigorous approach to research
methodology and design, not the much longer established discipline of Englischdidaktik. Looking at the corpus material that is
now made available in digital format, this assertion is difficult to
sustain. However, since Gnutzmann, Königs & Küster (2011) did
not know about the unpublished, pre-digital ‘Dortmund Corpus
of Classroom English’ when they wrote this, it would be unfair to
criticize them for their assertions.
1.1
The DOHCCE Viewed from a Corpus-Linguistic
Perspective
According to McEnery, Xiao & Tono (22010), there is an increasing
consensus among corpus linguists that a corpus is “a collection of
(1) machine-readable (2) authentic texts (including transcripts of
spoken data) which is (3) sampled to be (4) representative of a particular language or language variety.” However, as they go on to
say, “while all scholars agree upon the firsts two qualities, there are
differing opinions regarding what can be counted as representative” (p. 5). O’Keeffe, McCarthy & Carter (2007) argue along similar lines. Whereas, on the one hand, they state that “a corpus is a
collection of texts, written or spoken, which is stored on a computer”, on the other hand, they point out that a corpus “must represent something and its merits will often be judged on how representative it is.” Viewed from this standpoint, “any old collection
of texts does not make a corpus” (p. 1). However, Claridge (2008)
emphasizes that representativeness “is problematic enough for
modern corpora, but the problem for historical corpora are multi-
12
plied” (p. 246). Additionally, Hunston (2008) points out that it is
“a truism that there is no such thing as a ‘good’ or ‘bad’ corpus, because how a corpus is designed depends on what kind of corpus it
is and how it is going to be used” (p. 155). In a similar vein, but
focusing in particular on the question whether the world-wide
web could be considered a corpus, Kilgarriff & Grevenstette (2003,
quoted from Cheng, 2012, p. 35) state:
(Many linguists) mix the question: ‘What is a corpus?’ with
‘What is a good corpus (for certain kinds of linguistic study)?’,
muddling the simple question, ‘Is corpus x good for task y?’ with
the semantic question, ‘Is x a corpus at all?’. We define a corpus
simply as ‘a collection of texts’. If that seems too broad, the one
qualification we allow relates to the domains and contexts in
which the word is used rather than its denotation: A corpus is a
collection of texts when considered as an object of language or
literary study. (Kilgarriff & Grevenstette, 2003, p. 334)
Heuer (see 1976, p. 29) was well aware of the problems of representativeness and generalizability arising from classroom-based research carried out in one particular regional area of Germany only.
As he points out in Lerntheorie des Englischunterrichts, statistically
valid random sampling and maximum variation sampling were
neither considered possible nor desirable in the specific context of
the North Rhine-Westphalian school experiment. Generally
speaking, the project depended to a large extent on teachers’
individual interests and their willingness to participate. Extending
the project any further than this was simply not possible at the
time.
Due to these restrictions, the DOHCCE is perhaps too small and
unbalanced to be conceived of as a corpus, if viewed from a present-day corpus-linguistic perspective (for a brief summary of the
central quality criteria of contemporary corpus construction and
design, see Mukherjee, 2002, p. 47-51; more recently, see Cheng,
2012, p. 30-32; for an interesting discussion of corpus size and language learning, see Aston, 1997; for more extensive accounts of
corpus use in language education, see, e.g., Aston, Bernardini &
Stewart 2004; Hidalgo, Quereda & Santana, 2007). However, as
Heuer (see 1976, p. 29) points out, he never realistically thought of
this collection of EFL classroom transcripts as representative of a
broader variety of instructional contexts. Thus, it would be unfair
13
to judge his pioneering (regional) project from this perspective.9
Rather, the DOHCCE needs to be seen as a contextualized ‘corpus
x for task y’, or, in this case, as an object not for linguistic or literary, but for language pedagogical research in the field of Englischdidaktik.
Since the original ‘Dortmund Corpus of Classroom English’ on
which the DOHCCE is based was created for clearly defined purposes and goals (i.e. EFL syllabus design and implementation, materials development, and error analysis, to name the most outstanding)10, it would be overly simplistic to view it as a crudely assembled ‘shoebox-‘, ‘snapshot’- or ‘DIY’ (do it yourself)-collection
of EFL classroom data (see McEnery, Xiao & Tono, 22010, p. 3). As
a paper-based, special interest corpus, annotated with hand-written (broad) phonological and pedagogical information, it should
rather be seen as an early example of a ‘didactically’ motivated for-
9.
Nonetheless, the pioneerinig character of Heuer’s corpus project is quite
obvious, especially if one takes into consideration the current uncertainty in
corpus linguistics about the origins and purposes of corpus-informed
language pedagogical research. The following two quotations are intended to
illustrate this uncertainty. Whereas in the year 2006 McEnery & Xiao stated
that “the corpus-based approach to linguistic analysis and language teaching
has come to prominence over the last two decades” (22010, p. xvii), McEnery,
Xiao & Tono (2011) point out that “the corpus-based approach to linguistics
and language education has gained prominence over the last four decades,
particularly since the mid-1980s” (p. 364). In the same vein, Braun, Kohn &
Mukherjee (2006) argue that “the use of corpora and corpus technology for
language learning and teaching purposes has been on the agenda of
researchers, lexicographers and pedagogues for more than two decades now.
From the 1980s onwards corpus-based observations of language use have
informed and influenced (…) teaching materials and reference works,
particularly in the EFL context” (p. 1). Similarly, Flowerdew (2011) contends
that “applications of corpus linguistics to language teaching began in the late
eighties and early nineties” (p. 327; see also Farr, 2010, p. 620-629). Since the
pre-digital ‘Dortmund Corpus’ was created almost a decade earlier, the history
of corpus research and language pedagogy will have to be rewritten in parts
(see also footnote 10).
10. According to Lüdeling & Kytö (2008), this aspect is of fundamental
importance: “Many agree that the decisive factor in corpus design is the
purpose a corpus is intended to be for” (p. ix).
14
eign language classroom discourse corpus.11 As Koester (2010)
points out, smaller, more specialized corpora have one distinct advantage over larger corpora: “they allow a much closer link between the corpus and contexts in which the texts in the corpus
were produced” (p. 67). For this advantage to be effective, however, the particular context needs to be made sufficiently transparent. If viewed from this perspective, the original corpus material is
certainly inconclusive.
In contrast to corpus research that focuses primarily on learner
language, the pre-digital ‘Dortmund Corpus’ was created to study
goal-oriented, carefully planned and orchestrated classroom discourse or ‘talk-in-interaction’ (see Schegloff, 2007)12 within a particular context and era of language teaching (i.e. audiolingualism,
audiovisualism, and the compromise method). However, apart
from broad phonological transcriptions of learners’ mispronunciations of certain words, there are only sporadic comments included in the corpus which could help to illuminate the specific
classroom situations and the particular socio-affective atmosphere
in which the exchanges occurred.
Two fundamental questions arise from this. First, what impact did
the ‘Dortmund Corpus’ ultimately have on EFL curriculum development and syllabus design for comprehensive schools in the federal German state of North Rhine-Westphalia and, perhaps, elsewhere in ‘West Germany’, at the time? Second, what might its po11. Leech (1997; as cited in McEnery & Xiao, 2011, p. 374-375) attributes great
value to the development of such corpora. Without knowing about the
unpublished corpus material gathered in German comprehensive schools
years before he states: “To bridge the gap between corpora and language
pedagogy, the first step would involve creating corpora that are pedagogically
motivated, in both design and content, to meet pedagogical needs and
curricular requirements.” In fact, the development of small, pedagogically
motivated corpora of learner language has quite a long history in Germany.
For instance, in his doctoral dissertation “Studien zur frühen Fehlerforschung
in Deutschland”, Breitkreuz (see 2009, p. 196-234) refers to the RiehlschulFehlerkorpus (Riehlschul Error Corpus) (1921) which Hermann Weimer
(1872-1942) used to analyze learner errors occurring in English as a tertiary
language (L3) instructional environments at that time. An equally interesting
and important example of early corpus-based research in Germany is
Legenhausen’s study of learner errors, published in 1975. It is also necessary to
refer to Mindt’s empirical grammar research in this context (see, e.g., Mindt
1986, 1987, 1992).
12. The term ‘talk-in-interaction’ is only borrowed from American Conversation
Analysis (CA) here. It is not used to suggest that the ‘Dortmund Corpus’ was
approached or analyzed from this particular research perspective.
15
tential value be today, if viewed both from the perspective of
contemporary applied corpus-linguistic as well as foreign language pedagogical research? (in this context, see also Connor &
Upton, 2004)
As to the first question, there is sufficiently reliable evidence showing that the corpus project contributed substantially to the development and implementation of a context-sensitive curriculum
and syllabus for teaching and learning English in comprehensive
schools in former ‘West Germany’. As the Freyhoff report (see
1975, p. 37-40) shows, Heuer and his EFL research team frequently
reported on progress, making numerous suggestions which ultimately led to the development and implementation of the first
comprehensive school EFL curriculum in the state of North RhineWestphalia.13
The second question relates to the uses and potential value of the
DOHCCE today. In view of the paucity of digitized historical EFL
classroom data, the DOHCCE could be used to gain a better understanding of how English as a Foreign Language was actually taught
at the time (i.e. before the communicative turn in the theory and
practice of foreign language learning and teaching), and to figure
out how and to what extent instruction is really different in EFL
classrooms in Germany today (and, perhaps, elsewhere in the
world).
However, more generally speaking, it needs to be stressed that “the
use of corpora in language pedagogy is a topic causing ongoing
debate” (McEnery, Xiao & Tono, 22010, p. 195).
Therefore, future users of the DOHCCE are advised to carefully
consider its historical (political, social, general educational, and
foreign language pedagogical) background, placing particular attention to the purposes and goals of the original, paper-based
‘Dortmund Corpus of Classroom English’.
13. See Rahmenplan für den Lernbereich Englisch an Gesamtschulen in NW, 5.-6.
Jahrgang, April 1972; 7.-10. Schuljahr, Juli 1974; Vorläufige Richtlinien Englisch,
Gesamtschulen in Nordrhein-Westfalen (Kultusminister des Landes NRW, 1977);
Richtlinien und Lehrpläne für die Gesamtschule, Sekundarstufe I in NordrheinWestfalen. Englisch (Kultusminister des Landes NRW, 1980). Further
publications of importance are Heuer (1971, 1972, 1973) and Heuer & Heyder
(1971).
16
1.2
Corpus Specifications
Based on the originally typewritten ‘Dortmund Corpus of Classroom English’, the DOHCCE comprises a total of 36 digitized transcripts of EFL classroom discourse or ‘talk-in-interaction’ (approximately 140,000 words). Since the paper transcripts included in the
historical corpus are numbered from 1 to 40, a question arose
about the whereabouts of four seemingly missing transcripts
(originally numbered 8, 10, 14 and 29). According to Heyder (personal communication), transcribing all of the audiotaped material
was impossible at the time, due to the poor quality of some recordings. This is why the above mentioned four lesson transcripts were
not included in the original, paper-based ‘Dortmund Corpus’.
In order to preserve the historical corpus in its original format, the
36 digitized transcripts included in the DOHCCE have not been renumbered. The only change that has been made is that all digitized classroom transcripts have been rearranged according to (a)
year of recording, (b) grade, and (c) date of recording.
It is of additional interest that in his Lerntheorie des Englischunterrichts, Heuer (1976, p. 28-29) refers to a total of 33 transcripts of
English lessons only, conducted in twelve experimental comprehensive schools in large cities and smaller communities in North
Rhine-Westphalia between 1971 and 1974 (i.e. in classrooms in
Bielefeld, Bochum, Dortmund, Düsseldorf, Essen, Gelsenkirchen,
Kamen, Kierspe, Leverkusen, Mühlheim, Münster, Oberhausen,
and Wulfen). Thus, the corpus material on which the DOHCCE is
based contains three more transcripts than referred to in Heuer’s
Lerntheorie des Englischunterrichts. Interestingly, the Freyhoff report (see 1975, p. 39) refers to only 31 transcripts, indicating that
more data were gathered at the time than were actually used or,
perhaps, considered necessary for the research project (perhaps,
due to data saturation).14 Table 1 summarizes the distribution of
transcripts contained in the DOHCEE per grade and year:
14. Since no further descriptive and explanatory information on the obvious
discrepancy between collected and used data is available, it is, unfortunately,
no longer possible to shed more light on this.
17
1971
Grade 5
Grade 6
Grade 7
Grade 8
1972
1973
4
1
1974
2
2
3
2
1
6
3
1
4
Grade 9
5
Grade 10
2
Table 1: Distribution of transcripts per grade and year
Detailed information on the actual realization of the audio recordings and the subsequent process of transcription is scarce. This is
all that is available, indicating that the research project was carried
out with limited financial resources:
Während der Tonbandaufnahmen war ein wissenschaftlicher
Mitarbeiter … anwesend. Die Transkription wurde von einer studentischen Hilfskraft vorgenommen, die über spezielle phonetische Kenntnisse und ein sehr gutes auditives Wahrnehmungsvermögen verfügte. Abhörschwierigkeiten gab es bei gelegentlichem Durcheinandersprechen der Schüler, die dann als solche
in der Transkription kenntlich gemacht wurden. Wichtige
Informationen zum Verständnis der unterrichtlichen Situation
wurden mit Hilfe von Kurzprotokollen eingefügt. Die Transkribierung erfolgte orthographisch und bei Aussprachefehlern
phonologisch (broad transcription). Pausen wurden … durch Gedankenstriche gekennzeichnet. (Heuer, 1979, p. 29)
(One research fellow … was always present during the tape recordings. The transcripts were produced by a student assistant
with specific phonetic knowledge and very good perceptual capacity. Difficulties with speech intelligibility occurred when
students occasionally talked across each other (speech overlap);
these were marked in the transcripts accordingly. Important information contributing to a better understanding of a particular
instructional context was inserted by means of brief notes.
Standard orthography was used to transcribe the spoken data,
except for pronunciation mistakes: these were transcribed using
the nearest phonological transcription (broad transcription).
18
Pauses … were marked with a dash). (Heuer, 1979, p. 29, own
translation)15
One essential contextual factor influencing the thematic orientation and the procedural infrastructure of classroom talk-in-interaction in EFL settings is, of course, the textbook (including related
materials and media such as the workbook or audio recordings).
According to Heuer (1979, p. 29), the following EFL textbooks
were used in the participating schools: ‘English for you’ (Knippschild et al., 1975), ‘English H’ (Friedrichs et al., 1970), ‘How do
you do’ (Orton, 1970), Look, listen and learn!’ (Alexander, 21969),
and ‘Passport to English’ (Capelle et al., 1972). Unfortunately, except for a small number of transcripts which include contextual
information on the materials and media used in those particular
lessons, in most cases textbook-related information is not made
available. Since all EFL textbooks mentioned above are either
largely audio-lingual, audio-visual, or traditional in nature (which
means that they are based on the compromise method, combined
with, perhaps, a few additional elements of the audio-lingual
method), it is reasonable to assume that this is reflected to a certain
extent in the structure of the transcribed classroom exchanges.
The appendix attached to the DOHCCE lists important abbreviations and the most commonly used descriptive notes and explanatory comments embedded in the original source material. Since all
of these (raw) meta-data are in German, English translations are
provided for the international research community.
15. However, most pauses occurring during the audiotaped lessons are actually
marked with three dots (…) in the paper-based corpus, and some pauses in the
original corpus are also marked with an indication of length (measured in
seconds).
19
20
2
The DOHCCE
2.1
Transcripts of Audiotaped EFL Lessons (1971)
2.1.1
Grade 6 (December 10, 1971; #1 in the Pre-Digital Corpus)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
Stundendokumentation Nr. 1
Datum: 10.12.1971
Klasse: 6. Jg. [29 Schüler/innen]
1. Phase [Tafelskizze aus English H 2, S. 5]
L. Now, let us begin.
[20 Sek.]
Now, look at the board. Look at the board.
[37 Sek.]
Uta.
S. This is a map.
L. That’s fine. Okay. Go on telling ‘That’s a map’.
S. That’s a map of England.
L. Yes.
[9 Sek.]
S. In the map there … some … some …
L. Towns?
S. Towns.
L. On the map there /are/ some towns.
Now, once more. Once more.
S. On the map there are some towns.
S. On the map there are some towns.
S. In Puddlefield there are /blæks/ family.
L. Correct! Correct!
S. In Puddlefield there is a house.
L. Fine.
S. It’s the Pim’s house.
L. Yes.
S. I can /zi:/… I can see the Thames.
L. Yes. Go on.
S. I can see [äh] London.
L. You can see London. Now show me London.
Come here and /ʃɔu/ London.
S. [an der Tafel] /θiz/ is /lʌndən/.
L. Yes, that’s /lʌndən/. Go on.
S. I can see /wels/.
21
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
22
L. Yes, show me /wels/. Come here. [S. zeigt Wales].
Mm. [zustimmend] Now!
S. I can see Liverpool.
L. Yes. Now, show Liverpool.
[S. zeigt Liverpool]
Mm. [zustimmend]
S. I can see …
[S. zeigt Manchester]
S. I can see /bə:miŋʼhæm/
[S. zeigt Birmingham]
L. Ute.
S. I can see Puddlefield.
L. Yes, you can see Puddlefield. Come here.
[S. zeigt Puddlefield]
S. I can see Sheffield.
L. Yes.
S. I can see … North[?]hampton.
L. Northampton. /ˈnɔ:θˈhæmpton/
S. Northampton/s/.
L. No, Southampton. Once more, Southampton.
S. I can see Southampton.
L. Yes, come here and show it.
[S. zeigt Southampton]
S. I can see /ˈiŋˈlənd/.
L. You can see England. Now, can you show me
England? Can you show me England? Come here.
[S. geht zur Tafel] Is it right? Is it right? Is it right?
S. No.
L. Come here [S. zeigt England] Yes, that’s right.
That’s right. That is only England. [L. zeigt
England] And the whole? And the whole? … What
is this country? [L. zeigt GB]
S. Great London.
L. It’s Great Britain. Once more.
S. It’s Great Britain.
L. Yes, it’s Great Britain.
S. I can see the Thames.
L. Yes, once more.
S. It’s [?] Britain.
L. Great Britain.
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S. It’s Great Britain
S. This? Scotland.
L. Yes. Scotland is over there. You see? In the north
of England. Now … on the map there is a country.
In the country there is a town. Once more.
S. On the map there is a country. In the country
there’s a town. In the town .. L. [unterbricht] ..
fine ..
S. [weiter] there is a house, and in the house is the
/fami:ljə/ the Pims.
L. It’s the Pim family. Now! It is quite right. In the town
there is a street. In the street there is a house. In the ….
the Pim’s house. You understand? Now, once more,
once more. Once more.
S. This is a /kauntri/. In the /kauntri/ there is a town. In the
town there is a street. In the street there is a house, the
Pim’s house.
L. Fine. Now. On the map there is a country. Once more.
S. On the map there is a country.
L. Go on.
S. In the country there is a town. In the town there is
a street. In the street there is a house. That is the ….
[äh] .. Pim’s house.
L. Fine. Once more. Once more. Uwe.
S. In the country-town [?] is a street. In the street is a
house. That is the Pim’s house.
L. Yes. Once more. [9 Sek.] Anja.
S. That is a map. On the map there is England. On
England there is Puddlefield.
L. [leise] .. in England ..
S. .. in England there’s Puddlefield. In Puddlefield is a
… is a street. On a street is a house.
L. .. in the street ..
S. .. in the street is a house. In the house there are the
Pims.
L. Okay. It’s right, too.
S. This is a /mæps/. The map is English. And on the
English map there is a town and the town /neims/
is /ˈpudlfield/.
L. The name of the town is.
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S.
LS.
L
S.
The name of the town is.
[gleichzeitig] Puddlefield.
[unterbricht] No, there is …
[weiter] a street, and in the street there is a house.
And that is the Pim’s house.
L. Yes. You know the country is this. [zeigt auf der
Karte]. England is a country. Wales is a country.
You understand?
S. This is a map. On the map is a country. The
country is /ˈiŋlənd/. In England [hier richtig] … are
many towns. One town ….. name is Puddlefield. In
Puddlefield is a street. The street’s name is Garden
Street. In the Garden Street is a house. It’s the Pim’s
house.
L. Yes, the name of the street is Garden Street. Now,
please open your book, page five. Open your book,
page five.
[10. Sek.].
2. Phase [vgl. Lehrwerk English H, Bd. 2, S. 5]
L. Can you read it? …
S. [liest die obige Passage aus dem Lehrbuch]
[Fehler: /ˈkauntri/ /frainds/ /laif/]
L. Now, correct please!
S. Live.
L. They live. No, once more the word ‘country’,
‘country’.
S. Country.
L. Gerd, once more.
S. Country.
L. Country.
S. Country.
S. Country.
S. Country.
S. Country.
L. Once more.
Ss. [10 Schüler sprechen reihum: ‘country’]
L. Yes. I will read it once more. On this map [etc. liest die
Passage aus dem Lehrbuch] Now, once more …
Sabine.
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S. On this map [etc. liest die Passage aus dem Lehrbuch].
[Fehler: /ˈkauntri/ /frend/]
L. Yes. Now, once more. Can you correct the mistake?
S. /fraind/.. /frind /
L. Friend. That’s right. Country. Once more.
S. Country.
L. Country.
S. Country.
L. Yes. Once more.
S. Country.
L. Here, Uwe!
S. [Unruhe in der Klasse]
L. Pay attention. Country.
S. Country.
S. Country.
S. Country.
S. Country.
L. Yes. Now, once more. Read it once more. … Irene.
S. On this map [etc. liest die Passage aus dem Lehrbuch]
[Fehler: /laif/]
L. Where do you?
S. Live?
L. Yes. Now, once more. … Susanne.
[Fehler: keine]
L. Now, once more. Fine. Uwe.
[Fehler: S. liest: in the Puddlefield]
L. Correct! One mistake. One mistake.
S. This.
L. They live in? … they live in?
S. Puddlefield.
L. Yes. Yes. They live in Puddlefield. Now, once more.
Bernd.
S. [liest die Passage]
[Fehler: S. liest 2 mal ‚the‘ anstelle von ‚this‘]
L. There were two mistakes. Two mistakes.
S. /ˈkauntri/
L. Ne [!], country was right.
S. On this map.
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L. On this map. And? Marina.
S. In this [betont] /ˈkauntri/
L. In this country. You said: the.
S. In this country.
L. Yes, that’s right. Now, once more. Gerd.
S. [liest die Passage]
[Fehler: /ˈkauntri/ /hous/ /zei/ und ‚they‘ anstelle von
‚there‘]
S. They.
L. They. They. Gerd. They.
S. They.
L. Yes. And more mistakes. … Yes?
S. House.
L. Yes.
S. Country.
L. Country.
S. Country.
L. Yes.
S. There.
L. Yes. … There is a /ha:l/, a street please. Yes?
3. Phase [Flanelltafel: Lehrer bzw. Schüler agieren mit
den Elementen]
L. Reinhard.
S. That’s Peter and Betty. …
L. Can you tell me more? Tell me more.
S. That is Peter and that is Betty [zeigt vom Platz auf die
falschen Personen].
L. [fragend] That is Peter and that is Betty? [S. korrigiert
sein Zeigen]. [L. agiert] Now. What does Peter want?
What does Peter want? Monika.
S. Peter wants chickens.
L. Peter? Correct!
S. Peter wants chicken.
L. Yes, that’s right. Peter wants chicken. Betty?
[L. agiert]
S. Betty says, I don’t want chickens.
L. That is right. Betty?
S. I doesn’t chicken.
S. I doesn’t want chicken.
S. Betty doesn’t /tʃik/ like chicken.
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L. Betty doesn’t?
S. Likes?
L. Ne, ne.
S. .. /wəunt/ chicken.
L. Betty doesn’t want chicken.
S. Ja, want.
L. Now.
[L. agiert]
S. Peter says, I.
L. Ne, ne. Peter says not. Peter says. Peter?
S. I want cheese. Betty doesn’t.
L. Peter?
S. .. wants cheese. Betty doesn’t want cheese.
L. Yes. Go on. What does Peter want? Frank.
S. Peter want cheese.
L. Peter?
S. .. wants cheese.
L. Yes. Betty?
S. Betty doesn’t /wəunt/ cheese … [L. agiert] Dietmar.
S. Betty like jam.
L. Betty?
S. Likes jam.
L. Come here.
S. [agiert] Peter?
S. Peter doesn’t like jam.
[L. agiert]
L. Right. … Anja.
S. Betty likes ham and eggs.
[S. agiert]
L. Betty wants ham and eggs. Peter?
S. Peter doesn’t /want/ /egz/, ham and eggs.
L. Fine. Now. What does /pi:tə/ want? What does /pi:tə/
want? Uta.
[L. agiert]
S. Peter wants sugar.
L. Come here. What? And Betty? And Betty? … and
Betty? Frank.
S. Betty doesn’t want sugar.
L. Betty doesn’t want sugar.
[L. agiert]
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L. Marita.
S. Peter wants sweets.
L. Come here.
[S. agiert]
L. Betty? … Betty? … [Gelächter] Betty? … Look here,
please. … Petra.
S. Betty doesn’t want /ʃwi:ts/.
L. Yes. … Betty? … Christiane.
S. Betty wants salad.
[S. agiert]
L. Peter?
S. Peter doesn’t want salad.
[L. agiert]
L. Johannes.
S. Betty wants icecream.
L. Fine. Come here …
[S. agiert]
L. Peter? … Peter? Thomas.
S. Peter doesn’t.
L. Go on.
S. Peter doesn’t want.
L. Fine. Yes. … Gerd.
[L. agiert]
S. Betty /wəunts/ cornflakes.
L. Come here …
[S. agiert]
L. And Peter?
S. Peter doesn’t want … cornflakes.
L. Fine.
4. Phase [Tageslichtschreiber: L. agiert]
L. Now, /pi:tə/ has /ˈbirsdi/. Peter wants a record. What
does Peter want?
S. Peter /wəunts/ a /ˈrekəd/.
L. Fine. Once more. Thomas.
S. Peter wants …
L What does Peter want?
S. Peter wants records.
L. Wants?
S. Record.
L. Correct him.
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S. Peter wants a /ˈrekəd/.
L. That’s right. Peter wants a record. Betty? … Betty? …
S. Betty don’t wants a record.
L. Betty?
S. Don’t wants.
L. Correct!
S. Betty doesn’t want a /ˈrekəd/.
L. Fine. Now, Peter wants a camera.
[L. agiert]
L. What does Peter want? …
S. Peter /wo:nts/ a camera.
L. Once more.
S. Peter /wonts/ a /ˈkaməra/.
L. Once more.
S. Peter wants a camera.
L. Yes. Once more.
L. Mm. [zustimmend] What? And Betty? … and Betty? …
and Betty?
[L. agiert]
L. Rainer.
S. Doesn’t /wəunt/ a /ˈkaməra/.
L. Betty doesn’t.
S. /wəunt/ a /ˈkaməra/.
L: Yes, that’s right. Once more.
S. Betty doesn’t want a /ˈkaməra/, a camera.
L. Once more.
S. Peter.
L. No, Uwe. [gemeint war ein anderer S.]
S. Betty /wəunt/ a .. Betty doesn’t /wəunts/ a camera.
L. Betty doesn’t?
S. .. a camera. [äh], [äh] /wəunts/ a camera.
L. Betty doesn’t?
S. .. /wəunt/ a camera.
S. .. /wəunt/ a camera.
L. Yes. Now, Peter wants a stamp album.
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[L. agiert]
L. Peter wants a stamp album.
S. Peter wants a stamp album.
S. Peter wants a stamp /ælb /.
S. Peter wants a stamp /æl /… /ælb /.
S. Peter wants a stamp /ælbum/.
L. Album.
S. Album.
S. Peter wants, wants a stamp, a stamp album.
L. And Betty? … and Betty?
[L. agiert]
L. Shut the book. Shut the book. And Betty? …
S. Betty doesn’t /wount/ a stamp album.
L. That was right. Once more. Anja.
S. Betty doesn’t want a stamp /ˈalbum/.
S. Betty doesn’t want a stamp album.
L. Now. [L. agiert] Peter wants a book of detective stories.
You know a murder, killer. You understand?
[Gelächter der Ss.] She wants, he wants a book of
detective stories…
S. A book of /deˈtektif/ [äh] ..
L. Detective stories.
S. Detective stories.
S. A book of de …/di /
LS. [gemeinsam] /ˈtective/
S. .. stories.
S. /diˈtektif/ stories.
S. /diˈtektik/ stories.
L. No. Detective stories.
S. /ditˈektif/ stories.
L. Yes. A book of detective stories.
S. A book of /ditˈektif/ stories.
L. Irene.
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S.
LS.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
S.
Ss.
L.
S.
S.
L.
Peter wants a book of detective /di’tektifs/
[gemeinsam] .. stories.
Peter wants a book [Lärm], a book of …
Detective.
Detective stories.
Bernd. A book of? …
A book of detective stories.
Detective stories.
Detective stories.
Bitte! [auf S. zeigend]
A book of /di’tektim/ stories.
Detective stories.
/ditˈektim/ stories.
Detective stories.
/ditˈektim/ stories.
Detective stories. Detective stories.
/diˈtektifs/ sto, sto …
A book of /ˈteklif/ sto …
Detective stories. I’m writing the word. Perhaps
you can better say it. [schreibt]. You see? A book of
detective stories. Now, once more.
Once more.
A book of /ditˈektˈektif/ stories.
Fine.
A book of /ditˈektif/ stories.
Alright. It’s difficult. Now. The last one. [L. agiert]
Peter wants a radio. What does Peter want?
Peter wants a radio.
Yes.
Peter /wounts/ a radio.
[gleichzeitig] Peter wants a radio.
Yes.
Yes. Now, once more. Tell me what does Peter want?
…
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32
S. [äh] ? /sogz/
L. That’s not right.
S. Peter want a record [richtig!]
L. A?
S. Record.
L. /ˈrekəd/?/ Yes. Once more. What does Peter want?
S. Peter want a /ˈrekəd/.
L. What does Peter want?
S. Ach so. Peter want a …
L What does Peter want?
S. A stamp /ælbum/.
L. A whole sentence.
S. Peter want … wants a stamp album.
L. That’s right. What does Peter want?
[L. agiert]
S. Peter wants a /ˈkaməra/.
L. What does Peter want?
[L. agiert]
S. Peter want a /ˈradio/.
L. Peter?
S. Peter want a radio.
L. Peter?
S. /wəunt/ a radio.
L. Peter?
S. /wəunt/ a radio.
L. Correct him!
S. Wants a radio.
L. Once more.
S. Peter wants a radio.
L. Now, what does Peter want?
[L. agiert][Lachen]
L. Here, Petra.
S. Peter wants a book of /ˈtektif/ stories.
L. Yes. Alright. Once more. [äh] Christiane.
S. Peter wants a book of detective /ˈstore/.
L. Sto …
S. … ries.
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L. Yes. Once more.
S. Peter/wəunts/ a book of /di/, detective stories.
L. Yes.
S. Peter /wəunts/ a book of ..
[Wortsalat – Gelächter der Ss.]
L. of de….
S. … tective stories.
S. Ausgegangen. War zu heiß.
L. Yes.
S. Peter wants.
L. Now, please.
S. Ventilator laufen lassen.
[Tageslichtschreiberbirne durchgebrannt – vorzeitiges
Ende der 4. Phase].
5. Phase [vgl. English H2, S. 5]
L. Open, oh yes … Open the books, please … Open the
book, please, page six, … open the book, page six and
then begin to write. Open your exercise books and
begin to write the first exercise: Tomorrow is Sunday.
Peter’s birthday. He wants a … […] Now stop your
talking. Take out the books, the exercise books, open
your book, page six and take the first exercise: Peter
wants a [?] for his birthday. Peter wants a camera for
his birthday, and so on. Yes? Begin to write. […] And …
and then you open your workbook, if you’re ready
you open the workbook, page one, the first and the
second exercise.
[Ss nehmen Lehrbücher und Workbooks heraus und
bearbeiten die Übungen schriftlich. L. geht in der Klasse
herum und kontrolliert bzw. hilft.]
33
2.2
2.2.1
Grade 5 (February 7, 1972; #3 in the Pre-Digital Corpus)
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Datum: 07.02.1972
Klasse: 5. Jg. [34 Schüler: 17/17]
Thema: Orders (lehrbuchunabhängig)
L. Now children [äh] stand up please.
S. I’m stand [?] up. [S. stehen auf]
L. Sit down again.
S. I’m sitting down. [alle Schüler]
L. Fine. Stand up.
S. I’m standing up. [alle Schüler]
L. Are you standing or are you standing up now?
S. I’m standing. [alle Schüler]
L. Yes, you’re standing. Now, sit on your tables.
S. I’m sitting on my table. [alle Schüler]
L. Fine. Daisy, go to the door. Daisy!
S. I’m going to the door.
L. Fine. [äh] Frank, go to the window.
S. I’m going to the window.
L. Thank you. Daisy, open the window.
S. I’m going [Lärm]
L. Oh, stop that. Thank you, Daisy. Boys stop that.
Sit down correctly. [Schüler setzen sich]
S. I’m sitting down. [alle Schüler]
L. Now you are sitting down. [Lärm] Michael and
Charly. Stop that, please. Daisy, once again.
Go to the door.
L. Fine. Open the door.
S. I’m open .. /oupiŋ/ the door.
L. Once more. I’m opening the door.
S. I’m /oin/ .. opening the door.
L. Fine. [äh] Sit down on your chair. [L. hilft]
I’m going to my…
S. I’m going to the chair. I’m sitting down.
L. Fine. Thank you. [äh] Oliver, please shut the door.
It’s cold inside [L. hilft] I’m..
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S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
S.
S.
L.
S.
LS.
L.
S.
L.
S.
LS.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
S.
L.
I’m shutting the door.
Yes. And now say what you do.
I’m going to my chair.
Good.
I sitting down [L. flüstert, daß S. sich gleichzeitig
hinsetzen soll.] I’m sitting down.
Fine. Oliver thank you. Susan, go to the blackboard.
I’m going to the blackboard.
What’s she doing?
She is going.
She is going.
She is going.
She is going.
Is she going now?
She is standing.
[gleichzeitig] Now, she is standing.
Yes, alright [äh]. Susan. Please, take a piece of chalk
[L. hilft] I’m ...
I’m taking a piece of chalk.
Thank you. Now write down your name.
I’m writing your …
[gleichzeitig] My [name?].
What’s she doing? What’s she doing? Oliver.
She is writing down her /naim/, [äh] name.
Fine. Thank you, Susan. Now, go to your chair.
I’m going to my chair.
Sit down.
I’m sitting down.
Thank you. Oh! It’s very cold here. Charly, please shut
the window.
I’m shutting the window.
Yes, alright.
I’m sitting down.
Thank you.
I’m sitting down.
I’m?
I’m sit. …
.. ting [anderer Schüler]
Sitting. [Lärm]
What’s he doing?
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S. He’s sitting.
L. He’s sitting. Yes. Is Susan standing? Look. Is Susan
standing?
S. No, she is sitting.
L. Susan, stand up, please. Is Susan sitting now?
S. No, she is standing.
L. Fine. Alright. [äh] Thank you. Sit down again.
Ralf. Run to the blackboard.
L. What’s he doing? What’s he doing?
S. He’s running to the.. [L. fällt S. ins Wort]
L. He’s running to the blackboard. Fine. Please take the
sponge. Take the sponge. I’m…
S. … taking the sponge.
L. Clean the blackboard.
S. I clean the black, blackboard. [gleicher S.]
L. Fine. Put down the sponge.
S. I’m put down the sponge. [gleicher S.]
L. No.
S. I’m putting.
L. Right. Go back to your chair.
S. I’m going to my chair.
L. Fine. Thank you. Now children, listen. When I say:
Stand up. Sit down. [S. stehen auf und setzen sich]
Stand up. Sit down. Open the window. Shut the door.
Write your name. Open your books. Take your pens.
And so on. These sentences are orders.
S. Orders. [alle S.]
L. Yes, they are orders. Listen. Go to the window.
Shut the door. Open the window. Write your name
down. Stand up. Sit down … are orders. Look!
[L. schreibt] They are orders. An order is: Go to the
blackboard. Now, can you say some orders? [Name?]
I want to write down an order now.
S. Sit down.
L. Fine Oliver. Sit down is an order.
L. [Name?]
S. I’m going.
L. Is that an order?
S. Nein.
L. No, it’s not an order.
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S.
L.
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L.
I’m going to the chair.
Is that an order?
No.
No, it’s not an order. Listen. Lucy.
I’m standing.
No, it’s not an order. Now. Look at the blackboard.
Sit down. Go to the chair. Open the window and so
on. Now help me. Harry?
S. Open. [Lärm]
L. Once more.
S. Open the window.
L. Fine. Another one. Betty.
S. Standing up.
L. Not standing. Once more.
S. [flüstern] Stand up.
L. [Pst] Betty you know.
S. Standing up.
L. [?] blackboard. I will write it down. Oliver said the
order: Sit down. [L. schreibt]Now, Oliver say it once
more.
S. Sit down.
L. I’m sitting down. The answer is: I’m sitting down.
That’s the normal sentence. It would be? I’m … sitting
… down [L. schreibt] Alright? Now, another. Another
order would be .. go to the door. Bert, please go to the
door. Hey, what are you doing?
S. I go to the door.
L. Oh, no, Bert. Listen. Go back to your chair. Go back to
your chair.
S. I’m go to the chair.
L. No, it is not correct, Bert. Listen what .. listen what
Robert says. Robert please, go to the door.
[S. macht L. auf Fehler an der Tafel aufmerksam]
L. Oh yes, alright, excuse me.
S. I’m going to the /tʃɛ:/, [äh] door.
Ss. Door.
L. Fine Roger, [äh] Robert, no Roger. Now, once more.
Go to the door.
S. Hab ich Dir doch n’ paarmal vorgesagt.
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L. Vielleicht hast du ihn damit verwirrt, Rolf, ja?
[Lärm – S. sagt sinngemäß, er habe es richtig gesagt,
da der andere es falsch gesagt habe.] Bert, please go to
the window.
S. I’m going to the window.
L Yes, alright. Now it’s .. now it’s correct. Go to your
chair.
S. I’m going to the chair.
L. Fine. Sit down.
S. I’m sitting down.
L. Yes, alright. Now listen. You say an order and I will do
what you want. Roger, sit down again first.
S. I’m going to [äh] my chair.
L. Alright.
L. Fine. Now begin. You give orders. Oliver.
S. Go to the blackboard.
L. I’m going to the blackboard.
S. Take the sponge.
L. I’m taking the sponge.
S. Clean the blackboard.
L. I’m cleaning the blackboard. I won’t do that but I
must. I’m cleaning the blackboard. Yes. Is it correct
now.
S. Oh no. [einige Schüler]
L. These were two. Fine, thank you. I’m cleaning the
blackboard. [Name?]
S. Put the sponge in the box.
L. I’m putting the sponge in the box.
[L. flüstert] Some orders. Doris.
S. Taking a piece of chalk.
L. It’s not correct. Say: Take a piece of chalk.
S. Take a piece of chalk.
L. I’m taking a piece of chalk.
S. Going to the blackboard.
L. Not going. You must say: Go to the blackboard.
S. Write down your name.
L. Fine, once more, very loud.
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S. Write down your name.
L. Oliver, stop that, please. I’m writing down my name.
Thank you, Doris. Now it’s your turn. Come on.
Charly.
S. Open all the windows.
L. All windows? Oh dear. I’m going to the window.
Charly, let’s say: I open one window. Alright? I’m
opening the window. Thank you. I’m shutting the
window. Alright. Thank you. And another order.
Come on. Susie.
S. Going to the door.
L. That’s not correct.
S. Go.
L. Fine. Go.
S. Go to the door.
L. Alright. I’m going to the door.
S. Open the door.
L. Fine. I’m opening the door.
S. Shut the door.
L. I’m shutting the door. Another order. Come on.
S. Sit down [L. zu anderem S.]
S. You’re running to the blackboard.
L. Is that an order? Listen. Pay attention, Harry.
S. Run to the blackboard.
L. Once more.
S. Run to the blackboard.
L. Oh, I’m running to the blackboard.Alright. Go on,
Jenny.
S. Going to Oliver.
S. [anderer Schüler verbessert] Go to Oliver.
L. Pst. Jenny.
S. Go to Oliver.
L. I go, I’m going to Oliver. I’m taking Oliver’s
pencil-case. That’s all. Thank you. Another one
of you.
S. My pencil-case.
L. Oh yes. [S. lachen] [Pst.] Charly.
S. Sitting down under your table.
L. Oh Charly. Is that right? Sitting down?
S. Sit down under your table. [Ss. lachen]
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40
L. Now, I do it. Look, I’m sitting. I’m sitting down under
the table now. [Ss. lachen]
S. Ich seh aber noch was!
S. Standing up.
L. No, that’s wrong, that’s wrong.
S. Stand up.
L. Once more, Charly?
S. Stand up.
L. Thank you. I’m standing up, but now I’m standing
again. Alright. Another order. You know some orders.
Bert.
S. I’m going to … Go
L. Is that correct? I’m going?
S. I’m going to the chair.
L. Are you really going to your chair?
S. No.
L. Help Bert. Help him. You will say that I shall do it.
Alright? But help him. It’s not correct. Margaret.
S. I go to the chair.
L. No. Give an order. Oh, I help you. [L. schreibt] …
That’s an order. Go to the chair. Once more, Margaret.
S. Go to the chair.
L. Bert.
S. Go to the chair.
L Good, another order. Jenny.
S. Going to the blackboard.
L. Jenny. Look at the blackboard. This is an order.
Go to the door.
L. Fine. Go to the blackboard. Another one.
S. Open the blackboard.
L. Open the blackboard. It’s correct.
S. Clean the blackboard.
L. Fine. Another one.
S. I’m sitting on.
S. [flüstern] Sit down.
L. Susan.
S. Sit down.
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L. Sit down. Fine. Another one. Bert.
[äh] Ralf … Ralf. Pay attention. This is an order.
S. Go to [?] [L. unterbricht]
L. Thank you Ralf. Michael.
S. I’m sitting on the blackboard.
S. [einige] Oh!
L. I’m crazy today. [S. lachen] Ah, once more, look. This
is an order. Go to the blackboard. And when you hear
an order you do something. When I say: Michael, go
to the door. What do you do then? Go to the door ..
Michael, go to the door! What do you do? What are
you doing? What are you doing, Michael?
S. He’s going to the door.
S. [einige] I’m.
L. Fine. Now Michael.
Another order is: Sit down.
S. Ja, wo denn?
S. [einige] Sit down.
S. Wo denn?
S. Auf der Erde. [lachen]
L. Now. Michael, you are sitting now. Alright? Another
order is: stand up, Michael, Michael. Please give an
order. Give an order. Listen. Bert will help you. Bert
will help you. Bert.
S. Go, go the the … table.
L Fine. Bert, that’s correct. Now, Michael, once more.
Give this order.
S. Going to the table.
L. No, listen to Bert.
S. [S. verbessert sich] I’m going to the table.
L. Listen. Bert will give you an order. Bert.
S. I’m go.
L. It’s very difficult I think.
S. Go to the table.
L. Fine. This is an order. Go to the table. [L. schreibt] It’s
an order. Go to the table.
S. I’m going to the table.
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42
L. Yes, now you do this … but I must say: You are doing
this. Sit down.
L. Good. But the order, Michael, the order is: sit down.
[L. schreibt] Alright now. Daisy stop that please.
One order from every table. Now. [Think] and give an
order.
S. [?]
L. Yes you can … [informiert sich in Deutsch, ob S.
untereinander sprechen dürfen]
S. [?]
L. Yes you can.
S. [Sprechen laut miteinander]
L. You are ready? Alright …..
S. [sprechen laut miteinander]
L. Are you ready? Thank you …
L. Alright. Are you ready? ….
L. Alright … Are you ready? Are you ready? Are you ready
now? Alright. Let’s begin here. Let’s begin here. Listen
to the orders.
S. Run to the /saidbod/
L. No, I don’t. No, I don’t. [S. lachen] [äh] Give another.
S. [äh] Run to the [äh] … was heißt Aula auf Englisch?
L. I don’t. I will stay here in this classroom.
S. Clean, clean the [äh] blackboard.
L. I will do this. Listen. I’m cleaning the blackboard.
Thank you. Now your order.
S. I’m take, I’m take.
[S. klopft auf den Tisch. Unruhe]
L. Please listen to this order.
S. Take your pencil-case.
L. Oh, I’ve forgotten my pencil-case. Can I take my pen?
S. Ja. [zustimmend]
L. I’m taking my pen. Alright. Now you.
S. Writing your name.
L. That’s wrong.
S. Writing your name [derselbe].
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L. No.
S. [derselbe] Write your name.
L. Fine, Roger. I, I’m writing my name. [L. schreibt] [Pst.]
It’s your turn.
S. I’m go to the cupboard.
L. Is that right Susan? … Margaret?
S. Go to the cupboard.
L. Fine. Helen, once more.
S. Go to the cupboard.
L. I’m going to the cupboard. Alright. Now, your table.
Jenny?
S. Go to the table. [hohe Stimmführung, als ob sie
fortfahren will]
L. I’m going to my desk, yes. Another one? Alright.
Thank you. Now you.
S. [gleicher S.] and clean the whole blackboard with a
sponge.
L. I’m cleaning the whole blackboard with a sponge
[Name]. Thank you. [Name?] your order.
S. I’m, I go to.
S. [einige] oh.
L Doris.
S. Go to that table.
L. I’m going to this table here. Yes, alright. And another
one.
S. Going to the window.
L. Is it right? Going to the window?
S. [einige] .. go, go!
S. Go to the window.
L. That’s correct. I’m going to the window.
S. Open the window.
L. [Pst.] Ne, you can’t hear this.
S. [derselbe] Open the window.
L. I’m opening the window.
Ss. Shut your window.
L. I’m shutting the window.
Ss. Go to the blackboard.
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44
L. I’m going to the blackboard. Now stop this.
S. [ruft] Sit down.
L. Oh. I’m sitting down. Thank you. No, we stop this
here. We stop this here. Please, now another order
from me. Look to the blackboard. [L. verbessert sich]
Look at the blackboard. I was wrong here. This is a
boy. [L. zeichnet] He says, he says: I’m going to the
blackboard. [L. schreibt]
[leise] Billy, please shut your book. Michael, please
look at the blackboard. Michael, please look at the
blackboard. This boy says: I’m going to the
blackboard. But first the teacher must give an order.
Please give the order so that this boy is really going
to the blackboard. Susan.
L. Fine, Susan. Go to the blackboard. [L. schreibt]
Go to the blackboard. Fine. Look, what this boy is
doing? [L. zeichnet] Jim, what is this boy doing?
[S. lachen] Look, what’s he doing. [S. lachen über
Zeichnung] Yes, It’s a dog? Now. [Pst.] What’s he
doing? Peggy?
S. He’s running after a cat, [äh], a dog.
L. He’s running after a dog. Yes, that’s right.
[S. klatschen] Think of this boy. What will he say?
He begins with I [?]. He begins with I. Nick.
S. I [äh] running after Jip.
L. I’m running after Jip. [L. schreibt] Alright. Now, give
the order, give the order. He must have an order.
Margaret.
S. Run after Jip.
L. Fine. Run after Jip. [L. schreibt] Run after Jip. Thank
you. Please stop that.
Ss. [?]
L. No. Oh, yes, that’s a mistake. Fine.
I’ve got some worksheets for you. Michael! … you look
at the worksheets and you try to fill in the breaks. Wer
nicht direkt weiß, was er zu tun hat, darf sich melden.
Alright? ‚Please help me‘.
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L. [ruft Schüler auf, die beim Verteilen helfen]
Ss. [füllen Bögen aus]
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46
Grade 5 (March 13, 1972; #4 in the Pre-Digital Corpus)
Datum: 13.03.1972
Klasse: 5. Jg.
L. At first we want to see the pictures of unit 6 ‘From the
sitting room window’. Please, show us the first
pictures. .. Now it’s your turn. Andreas.
S. From the sitting room window. …
L Thank you.
S. From the sitting room window.
L. Thank you. Go on, please.
S. [Licht aus!]
L. Switch off the light. Please, show us the next
picture.
S. What’s that noise?
L. Once more, please.
S. What’s that /nois/?
L. Once more, it’s not quite correct.
L. No [?]. What’s that noise?
L. Fine, thank you. Once more.
L. Thank you. Go on, please.
S. Oh, it’s Jip.
L. Hm. [zustimmend]. Once more.
S. Oh, it’s Jip.
L. Thank you. Go on.
S. [ … ] he doing?
L. [Name]
S. What’s he doing?
L. Yes.
L. Thank you.
S. He is running after the cat.
L. Yes.
S. He’s running after a cat.
L. Hm. [zustimmend]
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L.
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L.
S.
S.
L.
S.
L.
He’s running after a cat.
Thank you [Name].
Come and see.
Yes. Gertrud.
Come and see.
Yes, thank you. Go on, please.
What’s he doing?
Hm.
What’s he doing?
Yes.
What’s he doing?
Hm.
He’s climbing onto the roof.
Thank you. Mark.
Yes. …
He’s climbing on the … on the …
… roof. He’s climbing onto the roof.
… climbing onto the roof. Yes.
[Gelächter beim Erscheinen des Bildes] He’s crazy.
Yes.
He’s crazy.
Hm [zustimmend]
He’s crazy.
Yes.
He’s crazy.
Yes.
Mrs. Hay. Who wants to be Mrs. Hay?
Richard, come down at once.
Yes.
Richard, come down at …
… at once.
… at once.
Hm.
Thank you.
Mummy, look at … poor cat.
… at that …
47
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48
S.
L.
S.
L.
S.
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… at that poor cat.
Yes.
Mummy, look at that poor cat.
Hm.
Yes.
… at that poor cat.
At that poor cat.
Yes.
She’s terrified.
Yes.
She’s terrified.
Hm. Go on.
This dog is a terror.
Hm.
This dog is /ə/ terror.
This dog’s a terror.
This dog’s a terror.
Go on. What’s he doing? Look. Udo.
Richard bringing the cat down.
No, no. Sabine.
Richard is bringing the cat down.
Fine. That’s correct. Once more. Udo.
Yes. Once more. Willi.
Yes. Can you say it a little bit shorter?
Richard’s bring … the cat down.
Once more.
Richard’s bring the cat down.
Richard’s bringing the cat down.
Yes, and once more, [Name]
Richard’s bringing … Richard’s bringing the cat down.
Yes, thank you.
Jip, leave the cat alone!
Yes, that’s right.
Jip, leave that cat alone.
Yes.
… leave … cat alone.
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L. That.
S. That.
L. Yes. That’s enough. Now switch it off, please. Switch
it off, Udo. Thank you. Switch on the light. … We
want to play the game now? Who wants to be
Mrs. Hay? Mrs. Hay? Sabine. And [äh]m] Andrew?
Andrew? You are Andrew. And you are Richard, yes?
… Margaret, ah yes, Margaret too. That’s Claudia.
You’re Margaret. Come here, and you play the game
now. And we are all cats and dogs, you see. Miau,
miau, wau, wau, wau.
S. Miau.
L. Oh, what’s that noise?
S. Oh, it’s Jip.
S. He’s running after the cat.
S. Look, Richard’s climbing on to the roof.
LS. Yes, climb! Climb on the roof! Yes.
S. He’s bringing the cat down.
S. He’s crazy.
L. Richard, come down at once.
S. Richard, come down at once.
S. Yes, I come. Look at that poor cat.
S. She’s terrified.
S. The dog’s a terror.
S. Leave that cat alone.
L. Thank you. Fine. Sit down. … Once more. Would you
say I? Margaret? [äh]. Andrew. Who wants to be
Andrew? [Name], come here.
S. Nein.
L. Come in front of the class. Come on, in front of the
class.
[Gelächter]
LS. Bow. Bow. Miau, miau ….
S. Oh, it’s Jip.
S. He’s climbing onto the roof.
L. Oh Jip? Jip is climbing?
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50
S.
S.
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L.
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No, he’s, he’s running after the cat. [Lärm]
Come and see.
Richard, what are you doing?
He’s crazy.
Yes, I come. Look at that poor cat.
I’m coming. I’m coming.
I’m coming. Look at that poor cat.
Yes, thank you. Thank you. Sit down. … Now pay
attention, please. … Stand up. What are you doing?
I’m standing.
Gudrun.
I’m sitting.
Please, Udo, go to the door. What is he doing?
He’s going.
Yes. And now? What is he doing now?
He’s standing.
Yes. Please, go to your seat. What is he doing?
He’s going.
Yes [ähm], please onto the table. Thomas. Climb
onto that table over there. What is he doing?
He is sitting on the table.
Yes, come down at once. What is he doing?
He’s going to his seat.
Yes. Please, Angelika, go to the window and open it.
What is she doing?
She’s opening the … window.
Once more. Open it once more.
She’s opening the window.
No, she isn’t doing it now. Please, shut the window
and open it once more. What is she doing? Open it!
Open it! What is she doing?
She’s opening the window.
Fine. That’s right. Thank you.
Stimmt gar nicht. Als es gesagt wurde, war sie schon
wieder fertig.
Yes, you’re right. I can’t help it. You are right. Now
please, go to the door, Markus. What is he doing?
He’s opening the door.
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L. Yes. Go out. Go out. Shut the door, please. What is he
doing?
S. He’s shutting the door.
L. Where’s Markus now?
S. He is standing behind the door.
L. Now we will call him. All together.
LS. Markus.
L. Come in.
LS. Markus, come in!
L. Now you are the teacher.
S. Klaus-Dieter, stand up. What’s he doing? Sabine.
S. He is standing.
S. Go to the cupboard. What colour are the cupboard?
L. Is the cupboard.
S. Is the cupboard. Andreas.
S. The colour is yellow. The cupboard is yellow.
S. Go to the … go to the seat. Sit down.
L. Thank you. And now you are the teacher. [Lachen]
S. Helga, stand up. What’s she doing? Eduard.
S. She is standing.
S. Go to the window. What is he doing?
S. He is going to the window.
S. Open the window. What is he doing?
S. He is opening the window.
S. Shut the window.
S. He is shutting the window.
S. Go to the blackboard. What is he doing?
S. He is going to the blackboard.
S. Write your name.
L. [flüstert] What is he doing?
S. Andreas.
S. He is writing the name.
L. Good. Thank you.
S. Clean the blackboard. What’s he doing?
S. He is cleaning the blackboard.
S. Go to your seat.
L. Thank you.
S. He is going.
S. What is he doing?
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S. He is sitting.
L. Thank you. That’s enough. Please sit down. Now tell
me. Where is Udo sitting? Where is he sitting?
S. He is sitting behind at the table.
L. Once more. Where is Udo sitting?
S. He is sitting at the table.
L. Yes, thank you. Now go to the door. … Where is she
standing?
S. She is standing at the, at the door.
L. Yes, once more. Where is she standing?
S. She is standing at the door.
L. Who is standing there?
S. She is standing at the door.
L. That’s right. Yes, once more.
Where is Bärbel standing. Barbara?
S. Bärbel is standing at the door.
L. Yes. Please [Name], lie down on the carpet. Lie down.
Lie down. Yes. Hinlegen. Lie down.
S. Hinlegen. Hinlegen.
L. Yes. Where is he lying?
S. I am …. on the carpet.
L. No. Where is she lying?
S. She is lying on the carpet.
L. Yes. What – thank you. Please, stand up. What colour
is the carpet?
S. The carpet is green.
L. Yes, and the cupboard?
S. The cup…
L. The cupboard.
S. The cupboard is green.
L. No.
S. The cupboard is yellow.
L. Yes, and the door? What colour is it?
S. It’s red.
S. The door is red.
S. The door is red.
L. That’s fine. Thank you, Bärbel, now sit down on the
chair. What colour is the chair?
S. The …. is …
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Brown.
Brown.
Yes, once more. What colour is the chair?
The chair is brown.
Now look at my bag there. I’m putting it under the
chair. Where is my bad now?
Your bag is under the chair.
Yes, once more.
Your bag is under the chair.
Yes, and now?
Your bag is on the chair.
Yes, and now?
Your bag is beside the chair.
Yes, that’s right. Once more. Where is it? The bag.
The bag is beside the chair.
That’s right. And the chair? Look. Here is a bag and
there is a bag. And the chair? Where is it? .. the chair is
between the bags … between the two bags. Where is
the chair?
The chair is … the two bags.
Once more. Where is the chair?
The, the chair
Pay attention, please. Where is it?
The chair is between the bags.
Yes, it is between the bags.
The chair is ….
… between the bags.
.. the /begs/ ..
.. the bags ..
.. the bags.
Yes, once more. Where is the chair?
That’s right.
Yes, and where is it standing? …
The chair, the chair is standing on the cupboard.
Yes, once more. Where is it standing?
The chair is standing on the cupboard.
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L. Yes. … I’m sitting down on my chair. And I’m
[searching?] in my bag. Pay attention. There is a
mouse…
S. [Lachen]
L. There is a mouse in my bag. Where is the mouse?
S. The mouse is in the bag.
L. Yes, and now? Where is the mouse now?
S. The mouse is on the cupboard.
L. Yes, and now?
S. [Lachen]
S. The mouse is sitting on the chair.
L. And now? Where is it now?
L And now look at the table. Where is it? On the table or
where is it?
S. The mouse is under the table.
L. That’s right. And where is it now? Where is it?
S. The mouse is on the cupboard-sill.
S. Window-sill.
L. Window-sill. What is it?
S. It’s a window-sill.
L. And the mouse. Where is it? Thomas
S. The mouse is sitting on the window …
L. …-sill.
S. … sill.
L. Yes, and now?
S. The mouse is under the [äh] window-sill.
L. And where is it now? [Rufen von draußen]
S. It’s a mouse.
L. Where is it? Sit down. Where is it? Look, it’s behind
Barbara. Where is it?
S. It’s behind Barbara.
L. Hm. [zustimmend] Thank you. And now, please, [äh]
put it on the top of the cupboard. Put it on top of the
cupboard.
S. [Lachen]
L. Where is the mouse? [Willi?]
S. The mouse is on top of the cupboard.
L. Thank you. Please, [?], put the mouse on the table and
ask your class-mates. Put it on the table and ask your
class-mates ‘where is the mouse’?
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Where is the mouse?
The mouse is on the [äh], on the table.
Go on. Where is the mouse?
The mouse is under the table.
Where is the mouse, Barbara?
The mouse is lying on the chair.
Thank you. Go on. Now, Petra, put it on the carpet,
under the chair.
Where is it? … Where is it?
The mouse is sitting on the table.
[unverständliche Äußerung]
Go on.
The mouse is lying on the carpet.
Under the chair! Under the chair!
Where is the mouse?
The mouse is under the chair.
Where is the mouse?
The mouse is in the …
.. bag ..
.. bag.
Thank you. Thank you.
Where is the mouse?
The mouse is [under the table?]
Yes, where is the mouse now?
The mouse is standing on the cupboard.
Yes, and look at the chair.
The mouse is beside the cup…., the
… the chair
… the chair
Thank you. And now? … It’s between the chair and
the bag. Where is it?
It’s …
… between …
… between the bag and the …
… chair …
… and the chair.
Yes. And now?
The mouse is under the chair.
Yes, thank you. Now that’s enough. Please, open your
workbook, open your workbook, on page forty-two,
55
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forty-two, I think. Let me see. Page forty-two. … The
first sentence. Put in the right word. [Name].
Jip is running after the cat.
Yes, once more … Maria … first sentence. Maria.
Richard’s climbing on the ….
The first sentence.
Jip running after a cat.
No. Jip’s running after a cat. Once more.
Jip’s running … running after a cat.
Once more, Claudia.
Jip’s running after a cat.
Angelika.
Jip’s running after a cat.
Yes, go on.
Richard’s climbing on to the roof.
[Name]
[Name]
Thank you. Go on …
Come down at once.
Thank you. Once more, Jutta.
Sentence number three.
Thank you … [unverständlich]
[Name]
Thank you, go on [Name]
Richard, it’s a quarter to nine.
Once more [Name]
Oh.
Richard, it’s a ….
… quarter …
It’s a quarter to nine.
Thank you. [Name]
Richard, it’s a quarter to nine.
Hm. Go on.
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S. Richard, come down at once, [äh], Richard it’s a
quarter to nine.
L. … a quarter to nine …
S. … a quarter to nine.
L. Go on, Klaus-Peter.
S. Mummy, look at the poor cat.
L. … at that poor cat …
S. … at that poor cat.
L. Thank you, once more, [Name]
S. Mummy, look at that poor cat.
L. Hm, Thomas.
S. Mummy, look at that poor cat.
L. Go on.
S. Richard’s bringing the cat down.
L. Thank you. Gertrud.
S. Richard bringing the cat down.
L. No. Richard’s bringing the cat down.
L. Yes. Markus.
S. Richard bringing the cat down.
L. No, pay attention. Richard’s bringing the cat down.
L. Yes, go on, Barbara.
S. Come on, Richard. We are late.
L. Thank you. [hm] [äh] Andreas.
S. Come on, Richard. We are late. We are late.
L. Yes. Martin.
S. Come on, Richard. We are …
L. .. late ..
S. .. late.
L. Go on.
S. Richard and Harry are in the garden.
L. Yes.
L. Thank you. Go on.
S. Andrew, Margaret, look for us.
L. Thank you. [Name]
S. Andrew, Margaret, look for us.
L. Hm. [Name]
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S.
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Andrew, Margaret, look for us.
Hm. [Name]
Yes. Go on.
Go on.
Richard and Harry are behind the tree.
… behind the tree.
… behind the tree.
Once more. Katrin.
Richard and Harry are behind the …
… the trees …
… the …..
… the trees.
… the ….
Yes, and once more.
Richard and Harry are behind the trees.
Hm and [Name].
Richard and Harry are behind the trees.
[Name].
Richard and Harry are in, are behind the trees.
… are behind the trees.
… are behind the trees.
Thank you.
The biscuits are on the kitchen.
… table ..
Once more. [Name]
… the kitchen ..
The biscuits are on the kitchen table.
Yes. Once more, [Name].
And Hubert.
Yes, and go on, [Name].
Richard. Daddy’s in his study.
Once more.
Daddy’s in his study
Daddy’s in his study.
Helga.
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Yes, once more, Sabine.
Yes, and Angelika.
Thank you, that’s enough. Now, take your pencil and
fill in the text, put in the right word.
[Unruhe während des Umräumens der Stühle]
59
2.2.3
Grade 5 (November 13, 1972; #7 in the Pre-Digital Corpus)
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Datum: 13.11.1972
L. Good morning boys and girls!
Ss. Good morning Mr. [Name]!
L. Today we begin with Unit 3.
[Es folgt die Vorgabe von Unit 3 per Tonband. Zu jedem
Satz wird gleichzeitig ein entsprechendes Bild gezeigt]
L. Tea’s ready.
Margaret: Mummy, where are the biscuits? [in the
kitchen]
Mrs. Hay: They’re on the kitchen table.
Mrs. Hay: Oh! Bring the tea-pot Margaret.
Margaret: All right, Mummy.
Margaret: The biscuits aren’t on the table.
Mrs. Hay: Well, look in the cupboard.
Margaret: Oh yes, here they are.
Mrs. Hay: Thank you, Margaret.
Mrs. Hay: We’re all here now.
Andrew: No, Daddy isn’t here.
Andrew: He’s in his study.
Mrs. Hay: Please, call him then.
Andrew: Daddy, tea’s ready.
Mr. Hay: All right, here I am.
Please, put the pictures back again.
Now look… look listen and repeat and speak.
[ca. eine Min. Pause]
TB. Unit 3 Part one. Tea’s ready.
TB. Mummy, where are the biscuits?
L. Come on.
Ss. Mummy, where are the biscuits?
TB. They’re on the kitchen table.
Ss. They’re on the kitchen table. [Ein Schüler spricht
/taibl/].
L. Now only the girls.
TB. Oh! Bring the tea-pot, Margaret.
Ss. Oh! Bring the tea-pot, Margaret.
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L. Good, and the boys.
TB. All right, Mummy.
Ss. All right, Mummy. [Ein Schüler spricht deutsches
Rachen-r]
L. All together.
TB. The biscuits aren’t on the table.
Ss. The biscuits aren’t on the table.
TB. Well, look in the cupboard.
Ss. Well, look in the cupboard.
L. Now you: please don’t speak here, only you.
[Die Gesamtfrequenz der Schüler ist vermutlich in
Gruppen aufgeteilt]
TB. Oh yes, here they are.
L. Come on.
Ss. Oh yes, here are they.
L. [unverständlich]
TB. Thank you, Margaret.
Ss. Thank you, Margaret.
TB. We’re all here now.
Ss. We’re all here now.
L. Once more, Trixy.
S. We all here now.
L. We’re all here now.
S. We’re all here now.
S. We’re all here now.
TB. No, Daddy isn’t here.
Ss. No, Daddy isn’t here.
L. Well, all right.
TB. He’s in his study.
Ss. He’s in his study.
L. Hm.
TB. Please, call him then.
Ss. Please, call him then.
TB. Daddy, tea is ready.
Ss. Daddy, tea is ready.
TB. All right, here I am.
Ss. All right, here I am.
L. Come on, once more.
Ss. All right, here I am [Schüler spricht in ‘right’
deutsches Rachen-r]
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62
L All right, here I am. Manfred, [äh], Richard, yes.
S. All right, here I am. [wiederum Rachen-r bei ‘right’]
S. All right, here I am.
L. Good, all right, well …
[Es folgt eine Pause von ca. einer Min.]
L Well, eh ja, would you please read the sentences once
more and you repeat them, come on, you’ll please
read them and I ask [unverständlich]..
S. Mummy, where are the biscuits?
L. Number one, once more.
S. Mummy, where the biscuits?
L. Where are the biscuits? [ähm]…. Angelika
L. Good.
S. They’re on the kitchen table.
L. They’re on the kitchen table.
L. Hm.
S. /zei/ are on the kitchen table.
[Lehrer korrigiert zwar Intonation, das falsch gesprochene ‘th’ in ‘they’ läßt er durchgehen: /z/ statt /ð/.]
S. /zei/ are on the kitchen table.
L. Yes, all right, good, go on please.
S. Oh! Bring the tea-pot Margaret.
S. Oh! Bring the tea-pot Margaret.
L. Yes.
S. Oh! Bring the tea-pot, Margaret.
L. Oh! Bring the tea-pot, Margaret.
L. Very good.
S. All right, mummy.
L. All right, mummy.
L. Yes.
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All right, mummy.
The biscuits aren’t on the table.
The biscuits aren’t on the table, Betty.
Well, look in the cupboard.
Now you.
Well, look in the ….. [das nächste ist unverständlich]
Oh yes, here they are.
Fred.
Oh yes, here /zei/ are.
Please look here, please read the sentences, [äh],
where are we, oh yes, here they are. Please go on.
Thank you, Margaret.
Good.
We’re all here now.
Udo.
Mary.
We’re all …
Claudia.
Yes, go on.
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S.
S.
L.
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No, Daddy isn’t here.
/nau/, Daddy isn’t here.
Yes.
He’s in his study.
[ähm]
He’s in his study. Jürgen.
He’s in hi … He’s in his study.
Hmm.
Go on.
Please, call him then.
Angelika.
Yes.
Go on.
Daddy, tea’s ready.
All right, here I am.
Yes, come on.
Good.
Now look here, please … [ähm], look here, this one.
/tænk/ you, Margaret.
Thank you, Margaret. [gleicher Schüler]
Now, this one.
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S.
L.
S.
L.
L.
S.
S.
S.
L.
S.
S.
S.
L.
S.
S.
S,
L.
S.
S.
S.
S.
L.
S.
He’s in his study. Stephie … [ähm], this one here.
They’re biscuits aren’t on the table.
Hm, the ….. once more.
Good, the biscuits aren’t on the table.
Isch kann überhap ga nix se’en [rheinisch-bergischer
Akzent]
This one here. The last sentence.
Oh yes, here they are. Good. [äh], well, [ähm] Trixy,
you are Margaret now. Margaret [äh]
Mr. Hay.
Andrew, all right, Andrew. Mrs. Hay. Angelika
Darf ich Mr. Hay sein?
Nein.
Darf ich Mr. Hay sein?
Mr. Hay, Jürgen.
Margaret, come on, begin please.
Mummy, where are the biscuits?
They are on the kitchen table.
Oh bring the tea-pot, Margaret.
….. the the tea-pot, Margaret, yes.
All right, Mummy.
Well, look in in the cupboard.
No. Well, look in the cupboard.
Andrew.
No, Daddy isn’t here. He’s in his study.
All right, here I am. [Schüler spricht deutsches
Rachen-r in ‘right’]
Yes.
Kann isch ma? [rheinisch-bergischer Akzent]
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L. Worksheet number 1…. Well, now Sheila gets the
worksheet number 1 and you please copy the text,
all right?
[Es folgt eine Pause von ca. 1 ½ Min.]
TB. Unit 3. Part one. Tea’s ready.
L. That was sentence number one.
Number two.
TB. They’re on the kitchen table.
L. Just a moment.
TB. They are on the kitchen table.
L. Please look here, sentence number one, Mummy,
where are the biscuits? This is not an ‘l’, kein l, es ist
ein i. It’s difficult to read on worksheet Nr. 1. Here but
it’s an ‘i’ ein i.
TB. Oh! Bring the tea-pot Margaret.
S. Hier steht doch alles.
L. All right yes, but I think it’s better if you have it once
more on the …
TB. All right, Mummy. All right, Mummy.
[Pause ca. 1 Min.]
[Pause ca. 30 Sek.]
TB. Daddy, tea’s ready.
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TB. Daddy, tea’s ready.
TB. All right, here I am.
L. Well look here, look here please. Before you get
another worksheet let’s read again. Come on … [äh]
Heidi.
S. Where are the biscuits?
L. Where are the biscuits?
Ss. They are on the kitchen table.
L. They are on the kitchen table.
S. Oh, bring the tea-pot, Margaret.
L. Oh, bring the tea-pot, Margaret. Gudrun … look here.
All right, Mummy. Fred
S. There are biscuits … The biscuits aren’t on the table.
L. The biscuits aren’t on the table. Harry.
S. Well, look in the cupboard.
L. Good, next one, Michelina.
S. All right. Oh yes /heə/ they are.
L. Oh yes, here they are. Once more.
S. Oh yes, here they are.
L. Hm. Next one.
S. Isch?
L. Ja.
S. Thank you, Margaret.
L. Thank you, Margaret.
No, please, just one sentence. Only one sentence.
Udo.
S. /nau/ Daddy isn’t here.
L. Come on.
S. He’s in his /stædi/
L. .. study. He’s in his study.
S. Please, call him then.
L. [äh]
S. Daddy, tea’s ready.
L. And the last sentence.
Ss. All right, here I am.
L. All right, here I am. [äh] Jürgen, Jürgen look here this
one.
S. He’s in the … He’s in his /ˈʃtʌdi/
L. This one.
S. Daddy, tea’s ready.
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L. This one.
S. Thank you, Margaret.
L. [äh] Richard, please look here.
S. He’s in his /stædi/
L. He’s in his study, study all together. ‘He’s in his study.’
Ss. He’s in his study.
L. Study, all right.
[Die Kinder arbeiten an einem 2. + 3. Worksheet.
Zeit ca. 8 Min. Lehrer fordert auf, möglichst auswendig
zu arbeiten.]
L. Now look here once more.
Are you ready?
S. Nein damit noch nisch, da das kann isch noch nisch
so rischtisch, weilsch das auswendisch schreibe.
S. Herr S., ischab das nisch auswendisch.
L. The … then take worksheet 2a. If the other one is too
difficult you take [äh] 2a.
S. Wieviel hammer noch?
L. Five minutes, well, two minutes.
S. Fünf Minuten.
S. Two minutes.
L. Please stop writing now and look here. There’s
another lesson and we can do it in our next lesson.
Please look here once more. Stop writing now
Dagmar, look here. Let’s let’s read it again, [äh],
Dagmar, come on. Sit down. Tea’s ready.
Now listen. Mummy, where are the biscuits?
Once more.
S. Kann isch mal?
S. Kann isch mal?
L. No, please listen. Go on.
S. They’re on /zə/ kitchen table.
L. Say ‘the’. They’re on the kitchen table.
S. They are on the kitchen table.
L. Yes … [äh] Gudrun.
S. All right, Mummy.
S. Well, look in the cupboard.
L. All right, thank you.
S. Well, look in /ə/ cupboard.
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Look in ‘the’ cupboard. Look in the cupboard.
Look in the cupboard.
Jürgen.
All right. Here they are.
Here they are.
Here they are.
Go on.
/θænkə/ you, Margaret.
We a…. We are now …
Listen: We are all here now.
We are all here now.
Yes, go on.
Good, well. …. Everybody reads one sentence. One
sentence for everybody. Come on. You begin, Jürgen,
look here. All right, mummy. Our neighbor.
Come on. Don’t sleep.
[äh] They’re on the kitchen table.
Richard.
[äh] … Thank you, Margaret. Thank you, Margaret.
Stephie.
Yes, you are all right. Thank you, Margaret.
Stephie.
We are all here now.
We are all here now, Trixie.
[unverständlich]
Angelika.
/ðə/ … /ðəeran/ the kitchen table.
Listen: They are on the kitchen table.
They’re on the kitchen table.
Aha, yes … All right, Mummy. Go on.
/wɛ:ə/ /wɛ:əs/
Dagmar, can you help him?
We’re all here now. Once more.
Angelika. Stop that noise.
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S.
L.
S.
L.
Your neighbour, ….. Look here.
/a:l/ right here I am.
All right here I am. They’re on the kitchen table,
Angelika. Hello, yes you.
[Ende der Aufnahme]
2.2.4
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Datum: 15.11.1972
L. Where is Kitty, where is Kitty now, Maggy?
S. She’s at the door.
L. Is she on the door?
[Das Folgende ist wegen technischer Störungen unverständlich. Aus den Wortfetzen läßt sich jedoch schließen,
daß der Schüler antwortet: No, she is not ‚on‘ the door,
she is ‚at‘ the door.]
[Das nächste ist wieder verständlich]
L. [äh], ah, Kitty go back to your chair. Ok, stay here,
get up. Where is she now? … Hm? Where is she now?
Susan?
S. She is at the table.
L. At the table, and now sit down Kitty. Where is she
now? Yes.
S. She is on the chair.
L. Ja, well, she’s sitting on the chair. [Es folgt wieder eine
unverständliche Stelle aufgrund technischer
Störung.] This is a pencil-box, this is a book.
[der Lehrer stellt die Federmappe auf das Buch]
Where is the pencil-box now? Ben?
S. The pencil-box is on the book.
L. On, yes, ok. And today we’ll start the new lesson,
lesson 25. So open your books, lesson 25. … Ok…
In the lesson there is Sue, father and a …
S. … postman.
L. Postman, a postman, yes, and the postman … the
postman he always /briŋs/ you letters. This is a letter, a
letter, a postman and a letter. What is it? What is this?
Karin.
S. [unverständlich]
L. Loud.
S. /zə/ letter.
L. This is one ….
S. .. one letter.
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L.
S.
L.
S.
S.
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L.
S.
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S.
L.
S.
S.
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S.
L.
S.
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S.
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L.
S.
L.
S.
L.
S.
S.
S.
L.
S.
S.
S
L.
S.
L.
S.
It is ..
.. a letter.
It’s a letter, yes, good. What is it?
It’s a letter.
It’s a letter.
It’s a letter.
… letter I should ….
.. letter.
Letter, yes, and … well, let’s start …
Picture number 1. Sue ‘There’s a man at the door,
dad.’ ‘There’s a man at the door, dad.’ Mary?
There’s … there’s a man at the door, dad.
Good, Billy?
There’s a man at the /doa/, dad.
Good, Sylvia.
There’s a man at the door, dad.
/ɛ:əz/ a man … at the door, dad
There’s ….
There’s ….
Susan.
There’s a man /a:nə/ door, dad.
Where’s the man, please, on the door?
He is at the door.
Yes, there’s a man at the door, dad.
Susan, come on.
He’s a …
There’s …
There’s a man at the /doa/, dad.
Good. Number 2. Father: ‘Who is it, Sue?’
Who is it Sue?
Who is it Sue?
Who is it Sue?
‘Open the door!’
Open the door!
Open the door!
Open the door!
‘Who is it, Sue? Open the door!’
Who /ˈiziz/ Sue? Open the /doə/
Is it …
Is it …
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L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
Ss.
L.
S.
S.
L.
S.
S.
L.
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L.
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S.
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Ss.
L.
S.
S.
Yes, who is it? Ah, Bob, oh Bob!
Who is it?
Now Bob.
Who is it …
Sue.
Who is it, Sue ….
Hm?
Open the /doə/
Who is it, Sue? Open the door!
All together.
Who is it, Sue? Open the door!
Number 3. Sue: ‘It’s the postman, dad.’
It’s the postman, dad … Ralf.
It’s the postman, dad.
It’s a /paustmæn/ dad.
It’s not a postman, it’s … the postman.
The postman.
It’s a …
No, it’s the postman.
Mm, Mike?
It’s /zə/ postman …
.. dad.
It’s the postman …
.. dad. It’s the postman, dad.
Good.
It’s the /paustmæn/, dad.
Sofort mal ‘ne Frage zwischendurch: Warum muß es
heißen … Warum ist es ‘the’ postman und nicht ‘a’
postman?
‚A‘ heißt ‚ein‘ … ‚a‘ heißt ‚ein‘.
Ja .. und ‚the‘?
Der Postmann.
Der Postmann, kommt ja immer derselbe. [der Rest ist
unverständlich] It’s the postman, dad. All together.
Good. Postman: ‘Good morning Sue’.
Good morning, Sue.
Good morning, Sue.
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S.
L.
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S.
Good morning, Sue.
And Sue, what did Sue say?
Good morning.
Good morning, Sir.
Well, she doesn’t say Sir … she says.
Good morning Mr. …
Mister Postman? Good morning postman.
Good morning postman.
Good morning postman.
Good morning Sue, good morning postman.
Ja, good.
Yeah.
Good morning Sue, good /mɔ:rniŋ/ paustmæn/
Good. Number four. Picture number four. The
postman: ‘There’s a letter for your mother and
there’s a letter for your father.’ There’s a letter.
[unverständlich]
A letter.
A letter /lətər/
There’s a letter for your mother and there’s a letter for
your father.
There is a letter for the mother…
.. your …
.. your the mother …
… nicht ‘your the mother’..
… and …
your father.
There’s a /lətʌ/ for your /mʌzʌ/ and there’s a /lətʌ/ for
your /ˈfʌðʌ/.
Nicht /ˈfʌðʌ/ father. Ok.
There’s a letter fo … for your …. [das Weitere ist
unverständlich]
Zerlegen wir den Satz mal …. [unverständlich]
There’s a letter for your mother … There’s a letter for
your mother.
There’s a letter for your mother.
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L. Mother, yes, Sylvia.
S. There’s a letter for your /mʌðʌ/
L. Wie kommen die komischen Dinger hier bloß
[unverständlich] Letter.
S. There’s a /lətʌ/
L. Ja, for?
S. … for your mother.
L. Good. There’s a letter for your mother. Mike.
S. For the letter …
L. There’s a letter for your mother.
S. There’s a letter for the mother.
L. Your mother … your mother.
S. There’s a letter for your mother.
S. There is …
L. .. there is …
S. .. there’s a /lətʌ/
L. … for?
S. .. for your mother.
L. And there’s a letter for your father, and there’s a letter
for your father … Mary komm.
S. And there’s a /ˈlətʌ/ for your /ˈfʌðʌ/.
L. Father. [Name unverständlich]
S. And there’s a /ˈlətʌ/ for your /fa:ðʌ/
S. And there’s a /ˈlətʌ/ from the father.
L. There’s a letter for your mother and there’s a letter for
your father … Rolf.
S. There letter.
L. There’s.
S. There’s a letter for your mother and there’s a letter for
your /fa:ðʌ/.
L. Good, yes.
S. There’s a …. A letter for the mother and there’s a …
letter for the father.
L. [Die ersten Worte sind unverständlich] … nicht ‚the‘,
not for ‚the‘ father, for your father ‘für deinen Vater’.
There’s a letter for your father.
S. There’s a /lətʌ/ for your /mʌzʌ/ … there’s a /lətʌ/ for
your father.
L. Ja, Tom ….
Na, Tom?
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76
S. /zɛ:əz/ a /lətʌ/ for your /mʌzʌ/ there’s a /lətʌ/ [äh] and
/zɛ:əz/ a /lətʌ/ for your father.
L. Good. – [unverständlich] – Und was sagt die Sue
dadrauf wohl? Sie hat die Briefe gekriegt. Was sagt sie?
S. Thank you postman?
L. Ja, good. Thank you, thank you po ….. thank you. …
Number five. Sue goes to father and says: Dad, there’s
a letter for mum and there’s a letter for you.
[Name ist unverständlich. Er könnte ‘Gus’ lauten.]
S. There …. There’s a letter for mum and there’s a letter
for you.
L. Ja, Susan.
S. Dad …
L. … there’s ..
S. .. there’s a letter /for/ mum and there’s a letter for you.
L. Good, yes.
S. Dad, fo …
L. … there’s a letter.
S. … there’s a letter fo .. for mum and there’s a letter for
you.
L. Ja, [äh], Billy.
S. /zɛ:əz/ a /lətʌ/ /fər/ mum and /zɛ:əz/ a /lətʌ/ /fər/ you.
L. Good. And father, picture number six, father says:
‘This isn’t a letter, this isn’t a letter.’
S. The isn’t a letter.
L. This, this, this isn’t a letter.
S. This isn’t a letter.
S. This isn’t a /lətʌ/
S. This isn … isn’t a letter.
S. This isn’t a /lətʌ/
L. ‘It’s a bill’, it’s a bill.
S. It’s a bill.
S. It’s a bill.
S. It’s a bill.
S. It’s a bill.
L. [Name unverständlich]
S. It’s a bill.
S. It’s a bill.
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L.
S.
L.
S.
S.
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L.
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S.
S.
L.
Ss.
L.
S.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
This isn’t a letter, it’s a bill. Marion
This isn’t a /lətʌ/, it’s a bill.
A bill.
It’s a bill.
This isn’t a bill … [Gelächter]
This isn’t a letter it’s a bill.
Aha, den Witz, den muss man natürlich versteh’n.
‚Bill‘ ist ein neues Wort.
Rechnung.
Rechnung.
Der macht so’n entsetztes Gesicht.
[lacht] Ja, nicht? Wenn man ein Auto repariert hat,
oder ‘n Kühlschrank oder sonst was – [unverständlich] … dann kommt ´n paar Tage später ‘the bill’ …
‘the bill’ yes.
Ah….
.. the bill.
Rechnung.
This isn’t a letter it’s a bill. Ok, let’s have – [unverständlich] … I say it /fə:rst/ and you say it all together.
Number one. Sue: There’s a man at the door, dad.
There’s a man on the door, dad.
On the door?
At the door.
Fliegen, die können auf der Tür sein … not a man.
Number two. Father: Who is it, Sue?
Who is it, Sue?
Open the door!
Open the door!
Number three. Sue: It’s the postman, dad.
Good morning, Sue.
Good morning, Sue.
Good morning, postman.
And there’s a letter for your father.
And there’s a letter for your father.
Thank you.
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Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
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L.
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S.
L.
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L.
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S.
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L.
S.
S.
Thank you.
Dad, there’s a letter for mum.
Dad, there’s a letter for mum.
And there’s a letter for you.
And there’s a letter for you.
This isn’t a letter.
It’s a bill.
It’s a bill.
Ok. Und nun unser altes Spielchen. I give you some
sentences. I say some words and you say the picture
number, alright. … It’s the postman, dad… It’s the
postman, dad. Sarah.
Picture number three.
Yes, good.
Who is it, Sue? … Pat.
Picture number two.
Yeah. This isn’t a letter.
Picture number six.
Yeah. There’s a letter for your mother.
Picture number five? /faif/
No, not five, not five, Maggy.
Picture number four.
Four. Ja, of course number four, number four, picture
number four, good. I think that’s a …
Open the door!
Open the door! Kitty.
/ˈpiktʃənəmba/ two.
Yes. Jetzt andersrum nochmal was. Wer ist es Sue?
Wer ist es Sue? Bob.
Who is it, Sue.
Öffne die Tür! Peggy.
Open the door.
Yes. Das … Dies ist kein Brief… Dies ist kein Brief…
Hartmut.
[Name unverständlich]
/zis/ .. this isn’t a letter.
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L. Es ist eine Rechnung.
S. It’s a bill.
L. [äh]m…, I show you the next now. You can try to ….
[Es entsteht eine kurze Pause. Der Lehrer hängt vermutlich die Bilder mit dem dazugehörigen Text auf.]
Ok…. Oh, here’s the text … Picture number one …
Who can read it? Look at the pic… picture number
one, Sue.
S. This is …
L. No, this is not this.
S. There’s …
L. Yes.
S. There’s a ma … man at the /ˈdɔ:ʌ/. Who is it? Open the
/ˈdɔ:ʌ/. It’s the postman, dad. Good morning, Sue.
S. Good morning /pou/ postman.
L. There’s a letter.
S. There’s a /lətʌ/ for /ju/ mo …. mother and a letter.
L. No, look at the text. There’s a letter for your mother
and
S. .. and …
L. Hä, what is it? … what is it? Mary.
S. … and there’s a …. and ..
L. Ja, and there’s …
S. .. there’s a letter for your /fa:ðʌ/.
S. Thank you.
S. Dad… dad there a /lətʌ/ for mu for mum and a /lətʌ/
L. … and there’s …
S. … and there’s a letter for you.
L. Ja.
S. This is a … this is …. isn’t a /lətʌ/
L. Once more. This ..
S. … is… is…
L. This …
S. .. isn’t a /lətʌ/ it’s a bill.
L. Good, [äh], once more. Roland.
S. They …
L. There’s …
79
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80
S. There’s a man at the door. Who is it? Open the door!
It’s the postman, dad. Good morning, Sue! Good
morning, postman. There, nä, there’s a letter for your
mother and there’s a letter for your /fa:ðʌ/. Thank …..
you.
L. Thank you.
S. Thank you. Dad, there’s a letter for mum and there’s a
letter for you. This isn’t a letter, it’s a bill.
L. Ja. /ˈæntə:/
S. There’s a man at … at the /ˈdoə/. Who is it? Open the
door! It’s the postman, dad. Good morning, Sue.
Good morning, postman. There’s a letter for you…
L. … for your…
S. …your /ˈmʌðʌ/ and there’s a /lətʌ/ for your /fa:ðʌ/.
Thank you. Dad, there’s a /lətʌ/ for mum and there’s
a /lətʌ/ for you. This isn’t a /lətʌ/ it’s a bill.
L. Oh. Now I put … I shut the light off and now … picture
number one. Mary.
S. There’s a man on the door.
L. … on the door?
S. .. at the door.
L. Yes. There’s a man at the door. Once more.
S. There’s a man at the door, dad.
L. Yes.
S. There’s a man at the door, dad.
L. Number two. What’s father saying? What is father
saying? Heinz.
S. Who is it? O … Open … open the door!
L. Yes good. Who is it? What’s father saying? Here.
George. What is he saying? Kitty.
S. It’s /se/ postman.
L. What did – [unverständlich] – Denkt doch an das Bild.
S. Who is it? Open the door!
L. Yes. Who is it? Open the door! Number three, Sue:
Hm, who is it? Maggy.
S. It’s the post…. It’s the postman, dad.
L. Yes, and go on, what’s the postman saying?
S. Good morning Sue, good morning postman.
L. Good, once more.
S. Good morning Sue, good morning,
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L. [äh], doesn’t Sue the same … it’s … it’s the …
S. … postman: Good morning Sue, Good morning
postman.
L. Good, and now number four. The postman:
S. There’s a letter for mum and there’s a letter for father.
L. Well, the postman doesn’t say that ‘There’s a letter for
mum’. Sue says: ‘It’s for mum.’ The postman says:
There’s a letter.
S. There’s a /lətʌ/ for you /mʌzʌ/ there’s a /lətʌ/ for you
father.
L. Aha, ein ganz kleiner Fehler war dadrin in dem Satz,
den hast du zweimal gemacht. For … for …
S. .. you.
L. Ja, versuch es mal.
S. For your, for your ..
L. Aha, ja, There’s a letter for your mother and there is a
letter for your father. Karin.
S. There’s a letter, let … letter for your mother there’s
a let… letter for your /fa:ðʌ/.
L. Ok. Once more. Yes.
S. There’s a letter for your mother … your mother and
there’s a letter for your father.
L. Good, once more, come on, Helen.
S. There’s a letter for your mother there’s a letter … and
there’s a letter for your … /ˈfʌðə/
L. /ˈfʌðə/ das sagen sie hier in …. Gerne, nech, Vadder,
schick mir mal ne Flasche Bier rauf. Father, ok. And
what is Sue saying? [Name unverständlich] What’s
she saying?
S. Thank you.
L. Ja, good. Number five. Sue: Dad, dad.
S. Dad, there’s a letter for mum and there’s a letter for
you.
L. Good, Walter, ja. Once more. Billy.
S. Dad, there’s a letter for mum and there’s a letter for …
[äh] you.
L. Ja, good, Mike.
S. That’s a ..
L. Dad.
S. Dad, that’s a letter for … for mother.
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82
L.
S.
L.
S.
L
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S2.
L.
S1.
L.
S.
S1.
S3.
L.
S3.
S2.
S3.
S2.
L.
S1.
No, Sue doesn’t say mother.
Mum.
Oh yes.
And a letter for you.
And father? What’s father saying?
No, it isn’t, it’s a bill.
No, it isn’t, it isn’t what?
That isn’t a letter, it’s a bill.
Yes, yes.
[fragt offenbar nach dem ‘that’]
[Name], es gibt zwei Wörter, eins heißt ‚that‘ und eins
heißt ‚this‘, auf eins von beiden müßt ihr euch
einigen, nicht so was dazwischendurch.
This is … isn’t a letter, it’s a bill.
Ja, Kitty.
This isn’t a letter it’s a bill.
Ok. We need a Sue and a father and a postman. [Es
entsteht eine kurze Pause, in der der Lehrer die Rollen
verteilt. S1 = Vater; S2 = Sue; S3 = postman.] There is
the door and here you are. Postman go to the
door. Brauchst nicht [unverständlich] rauszugehen,
bleibst hier stehen. Ok. And now….
There is a man…
[unverständlich] … knock at the door. [knocks]
There’s a man at /ze/ door.
Father.
Who is it?
Sue.
Sue.
Open the door!
Good morning …
Sue, first you open the door. [she does]
Good morning, Sue.
your /fa:ðʌ/.
Thank you. Dad, there’s a /lətʌ/ for your mo … there’s
a /lətʌ/ for you … mo … [äh] for you.
Ja, now open the letter [zu Schüler 1]
/dæts/ isn’t a letter, it’s a bill.
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L. Ja, naja für’s erste Mal. [unverständlich]
Give me two letters! Write two letters! Write two
letters!
S. Hier ist noch ’ne Entschuldigung.
L. Hast du noch ’ne Entschuldigung … Two letters come
on.
S. Da hamse noch einen.
L. Ja, good.
S Da hamse doch’n Brief … [der Rest ist unverständlich]
L. So, ok. Postman, father, Sue. [Der Lehrer verteilt die
Rollen erneut] Postman, knock at the door!
S2. There’s a man on … on … an the door.
S1. Who is it? Who is it? Open the door!
S2. It’s the postman.
L Good…
S3. Good morning, Sue.
S2. Good morning, postman.
S3. [äh] …
L. There’s ..
S3. There’s a a /lətʌ/ for your /mʌðʌ/ and there’s a /lətʌ/
for your /ˈfa:ðʌ/.
S. [sagt vor] Thank you.
S2. Aha, thank you. [Gekicher]
S2. Dad, [äh], na ..
L. There’s a ….. there’s a letter ..
S2. There’s a a /lətʌ/ for your mother and there’s a /lətʌ/
for your father.
Ss. [Schüler melden offenbar Protest an.]
L. Ja Moment, laß sie mal eben den …
S1. Oh, this isn’t a /lətʌ/ it’s a bill.
L. Ja, so Rolf, was ist dir aufgefallen?
S. Er hat’n kleinen Fehler gemacht ‚for your mother‘,
das wäre ja seine Mutter.
L. Aha, ich wollt’ gerade fragen ‚Lebt die Schwiegermutter noch mit im Haus?‘
Ss. Nein, nein.
L. For your mother. Durftest du das sagen, Gerd, als du
die Briefe dem Vater gegeben hast? Sagt die Sue da:
There’s a letter for your mother? Wer war das
nämlich?
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84
S.
L.
S.
L.
S.
L.
S.
L.
Ss.
S.
L
S3.
S2.
L.
S.
L.
S2.
L.
S.
S.
S.
L.
S1.
L.
S3.
S2.
S3.
Seine Mutter.
Oder Sues …?
Oma.
Ja, oder Sues Oma, nech?
There’s a letter for mother and there’s a letter for you,
or there’s a letter for mum and there’s a letter for you.
Come on, once more.
Mary.
Sue.
Yes and ..
/fʌðʌ/
.. father and the postman?
Boys …. [offensichtlich keine Meldung]. [ähm] es gibt
ja auch weibliche Briefträger, ne.[Diskussion bei den
Schülern, dann Einspruch, man könne nicht
,postman‘ sagen, wenn eine Frau die Briefe bringt]
The po … aja, what is she, is she a postman?
Is she a postman?
No, no.
No she isn’t, it’s a post-woman.
She is …
.. post-woman.
[knocks at the door]
There’s a man at the and the door.
At.
Ne Frau.
Who is it?
The man … [äh]
Who is it, Sue?
A woman.
A woman.
Not a, the woman.
Ja, das ist diese, das sind diese Milchglasscheiben …
das kann man so schlecht erkennen.
Who is it? Open the /ˈdoʌ/.
Open the door!
Good morning, Sue.
Good morning, /ˈpəust/-women.
There’s a /lətʌ/ your mother and there’s a /lətʌ/ your
mo….
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L. … for your?
S3. For your fa … father.
S2. [äh] Thank you.
There’s a a /lətʌ/ for your mother.
L. No, not for ‘his’ mother.
S2. Ach so, there’s a /lətʌ/ for you …. mother.
L. No, … there’s a letter.
S. There’s a letter for you mother.
Ss. Nein, nein.
S. There’s a letter for mother and there’s a letter for you.
L. Yes, there’s a letter for mum and there’s a letter for
you. Give it, give it back to her, yea Mary say it again.
S2. There’s a letter for you mother.
L. No.
Ss. Nicht seine Mutter.
L. Mary listen, listen Gus, say it.
S. The…, there’s a letter for mum and there’s a letter for
you.
S2. There is a letter for mum and there’s a letter for you.
S1. It’s a letter.
L. It’s a letter? Is it a letter?
S1. This isn’t a /lətʌ/ it’s a /bill/ [Schüler übertreibt das
Wort ‘bill’]
[Die Rollen werden neu verteilt] [ca. 1 Min. Pause]
S2. There man at the door.
S1. Who is it?
L. Who is it? O …
S1. Open, open the door!
S2. The postman.
S3. Good morning, Sue.
S2. Good morning, postman.
L There’s a letter …
S3. /hi:z/ a /ˈlətʌ/ for you.
L. For your mother.
S3. For your mother, here’s a /lətʌ/ for your father.
S2. Thanks … There’s a /lətʌ/ for mum and there’s a letter
for you.
L. Yes, good.
S. Ja hier /ded/ der is für dich [Gekicher]
S1. This isn’t a let … this isn’t a /lətʌ/ it’s a bill.
85
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L. Ja, Du regst dich wohl gar nicht drüber auf. Naja good.
Wir haben nächste Stunde noch mehrere Male
Gelegenheit dafür … [unverständlich] … Eine kleine
Sache … [unverständlich] …
Read this … [unverständlich] …
S. Ich seh nix.
[…]
L. Ah, Bob.
S. There’s a /ˈlətʌ/ for your mother and there’s a /ˈlətʌ/
for your father.
L. Good. Once more, Karin.
S. There’s a le … /ˈlətʌ/ for your mother and there’s a
/ˈlətʌ/
L. Letter, letter.
S. /ˈlətʌ/ for your father.
L. Yes, and ..
[…]
L. Wilma.
S. Dad, there’s a /ˈlətʌ/ for mum and there’s a /ˈlətʌ/ for
you.
L. Good. Kitty.
S. Dad, there’s a /ˈlətʌ/ for mum and there’s a /ˈlətʌ/ for
you.
L. Ok., good. [ähm] and now look at lesson 26 at the
next page. [unverständlich]
[…]
L. [äh], twenty, picture number twenty, where is the …
where is the post-woman? … Where is the postwoman? … Billy.
S. The post-woman /is/ at the /ˈdoa/
L. Yes, jetzt möchte ich in eurer Antwort nicht den Titel
oder den Namen nochmal hören. [Where is the postwoman?]
S. She’s at the door.
L. Where is /ði:/ [äh] where’s the school-boy?
S. He /is/ at the /ˈdoa/
L. Yes, und jetzt kommt nämlich [äh] eine Sache, die ihr
das letzte Mal, das letzte Mal falsch gemacht habt.
Man versteht die Bilder nämlich nicht direkt so ….
Man kann aus den Bildern nicht so direkt sehen, was
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L.
Ss.
L.
S.
L.
S.
S.
S.
S.
S.
S.
S.
L.
S.
L.
S.
S.
L.
S.
S.
L.
gemeint ist. Wir haben ja jetzt in der zweiten Reihe
auch immer drei – that’s the old man: He is at the
shop, the young woman: She is at the shop, and the
fat boy: He is at the shop. Hier kommt aber ein neues
Wörtchen dazu [das nächste ist unverständlich] …
‘On’.. ‘in’ .. ‘at’.
[unverständlich]
Präpositionen, Präpositionen. [Das nächste ist
wiederum unverständlich, es geht aber offensichtlich
darum, statt ‚at the shop‘ ‚near the shop‘
anzuwenden] … Aber .. they are near the shop. The old
man is near the shop and the young woman is near
the shop and the fat boy is near the shop. Say near,
near…
.. near ..
.. near ..
.. near ..
.. near ..
.. near ..
.. near ..
.. near ..
.. near ..
.. near.
Alright ………. Is near to …….. is near to ……..
…./is/ nicht to ….
…… is near to …….
The old …. the ….. the young woman is near the shop.
The young woman is near the shop.
The young woman is [äh] near the shop.
So, [das nächste ist unverständlich]
In der Nähe von, nahe bei, nech, nahe, nahe bei, so da
machen wir nächste ……. [Schluß der Stunde].
87
2.2.5
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Datum: 07.02.1972
Klasse: 6. Jg.
L. Now boys and girls. Today we want to do a repetition
of unit fourteen. Do you remember the name of ( ? )
unit fourteen? [Name]
S. An invitation.
L. Yes, can you explain to me, what an invitation is?
What is an invitation? … Of course not in German,
but in English. Udo … Frank …
S. When you have a birthday party.
L. Yes.
S. then you ..
L. What do you say to your friends then, Willi?
S. ( ? ) friends, you give your friends an invitation.
L. Yes, that’s right. What do you say to your friends,
Barbara?
S. Will you come to my party?
L. Yes, will you come to my party? Or what else will you
say? Bob.
S. Are you come?
L. Are you … ?
S. Are you come?
L. There was a ( ? ) mistake.
S. Are you coming?
L. Are you coming to my party? Yes. Or? Can you …
Nancy.
S. Can you come?
L. Can you come to my party? Yes. To give you an
invitation? Thank you, but we don’t need the text
now. Put it down, please.
Right. […] Now. Let’s see if you remember the
dialogue ‘An Invitation’ (let’s hear it from the tape).
TB. Unit 14, page 1.
An invitation.
S. An invitation.
L. An invitation. Jill.
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S. An invitation.
S. An invitation.
L. An invitation.
An invitation. Doris.
S. An invitation. Yes, Dawn.
L. Yes, ( ? )
S. An invitation.
L. An invitation. Once more.
Ss. An invitation.
L. That’s right. An invitation. Roger.
S. An invitation.
L. Joan.
S. An invitation.
Ss. An invitation.
L. And now. Doreen.
S. Are you going to James next Saturday?
[Nur im Nachhinein zu erschließen]
B. ( ? )
L. You’re right, Kathleen.
Did you forget (? ) … Well. ( ? )
L. Good. Right.
L. Are you going to James next Saturday?
L. Betty.
L. Mike.
L. All together.
L. Frank.
S. No, I’m not. Why?
L. I think you’re right.
L. Yes. Mary.
L. Good. [Name?]
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L.
S
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Ss.
[Name?]
No, I’m not. Why?
Peter.
No, I’m not. /vai/?
No, I’m not. Why? Bob.
No I’m not. Why?
All together.
No, I’m not. Why?
Wulf?
[?] Harry will be /ˈfifti:n/ on Saturday.
Good. Judy.
Harry will be fifteen on Saturday.
Hm [zustimmend]. Barbara.
Stephen.
And Manuela.
[?]
Yes, all together.
Mary.
He’s having a /ˈbə:sdei/ party.
But … your ‘th’.
He’s having a birthday party.
That’s much better.
He’s having a birthday party. Roger.
He’s having a /ˈbə:sdei/ party.
[Name?]. Go on.
[Name?]
[Name?]
A birthday party. [?] Please, once more.
Birthday party. He’s having a birthday party. Betty.
All together.
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L.
S.
L.
B.
L.
S.
L.
[?] What will he be? Mike.
He will be pleased, if you can go to it.
You’re right.
[?]
Andy.
He will be pleased, if you can go to it.
Yes, and now take the short form. ‘He’ll be pleased,
if you can go to it.’
S. He’ll be pleased, if you can go to it.
L. Good. Frank.
S. He will be pleased, when you can go to it.
L. Not when! He will be pleased, if you can go to it.
S. He will be pleased, if you can go to it.
S. He’ll be pleased, if you can go to it.
L. Yes, that’s good. [Name]
S. He will be … pleased, if you can go to it.
L. He’ll be pleased.
S. He will be pleased, if you can go to it.
L. Was hatten wir zu dem ‘he will’ und ‘he’ll’ gesagt?
Wie kommt es, daß jetzt einige so auf dem ‚He will be
pleased‘ bestehen? Wie kommt es? Barbara.
S. ( ? ) mit Apostroph.
L. Ja, ‚he’ll‘ ist die Kurzform. So wird’s gesprochen, und
wir haben es mal an der Tafel geschrieben, wißt ihr
noch? Also ( ? ) beim Sprechen immer ( ? )] überziehen. – He’ll be pleased, if you can go to it.
All together.
Ss. He’ll be pleased, if you can go to it.
[Verzerrung]
L. Harry.
S. I’ll be very pleased.
L. Yes. I’ll be very pleased. [Name?]
L. [Name?]
L. And [Name]?
L. And … you Jerry.
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L. And you.
L. I’ll be very pleased. All.
Ss. I’ll be very pleased.
L. [Name?]
Ss. [Name?]
S. Ach so! ( ? )
L. ( ? ) Help him. Frank.
[Nebengeräusche]
S. Can I go, too?
S. Can I go, too?
B. Can I go, too?
L. Can I go, too? Jill.
S. Can I go, too?
L. Can I go, too? Once more.
S. Can I go, too?
L. Can I go, too? [Name]
S. Can I go, too?
L. Can I go, too? Doris.
S. Can I go, too?
L. Can I go, too?
S. Can I go, too?
L. Come on.
S. Can I go, too?
L. Manuela.
S. Can I go, too?
L. Yes. [Name]
S. Can I go, too?
L. All right.
S. Can I go, too?
L. Can I go, too? All together.
Ss. Can I go, too?
L. [unverständlich] [Gelächter]
L. ( ? )
S. ( ? ) baby.
Ss. Nee. Nein.
L. ( ? )
S. We don’t want babies.
L. That’s it.
B. We don’t want babies.
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L. You see. [?] We don’t want babies.
L. Betty.
L. We don’t want babies. Stephen.
S. ( ? )
L. Help him, [Name]
L. ( ? )
L. Barbara.
L. ( ? )
L. We don’t want babies. All together.
Ss. We don’t want babies.
[…]
L. What is Andrew showing by the way? What’s he
showing? Andy.
S. ( ? )
L. Loud.
S. ( ? )
S. He’s showing his ( ? )
L. Yes, and what does he say? Tom.
S. Just you wait.
L. Just you wait. Listen.
B. Just you wait.
L. Jerry.
S. Just you wait.
L. Jerry.
S. /ˈjʌst/ you wait.
L. Just you wait. Jim.
S. Just you wait.
L. [Name?]
S. /ˈjʌst/ you wait.
L. [Name?]
S. Just you wait.
S. Just you wait.
L. Otto.
S. Just you wait.
L. All together.
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Ss. Just you wait.
L. [Name?]
S: All right. You can come, stupid.
L. It’s all right? But he says something else. Judy.
S. ( ? )
L. Yes.
B. Of course you can come, stupid.
L. All together.
Ss. Of course you can come, stupid.
[L. ermahnt offensichtlich einen Schüler; Name]!
S. What shall we give him for a present?
L. [Name]
L. What shall we give him for a present? [Name]
L. Jim.
L. Alice.
L. Manuela. Come on. Slowly. What shall we…
S. What shall we …
L. .. give him …
S. .. give him…
L. .. for a present.
S. .. for a present.
L. Present.
S. Present.
L. Present. What shall we give him for a present?
Once more.
S. [?]
L. .. give him ..
S. .. give him ..
L. .. for a present.
Help her once more.
L. What shall we give him for a present? All together.
Ss. What shall we give him for a present?
L. [Name] Manuela.
S. I don’t know.
L. Es…
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TB. What shall we give him for a present? I don’t know.
S. I don’t know.
L. All together.
Ss. I don’t know.
L. Once more. [Name] Tom.
S. What about a book?
L. What about a book? Jim.
L. Annelie.
L. [Name]
L. [?]
L. What about a book? All.
Ss. What about a book?
L. Andy.
Ss. [Gelächter]
L. Mike.
S. Let’s ask Mummy.
L. All together.
Ss. Let’s ask Mummy.
TB. What’s about a book? – Let’s ask Mummy.
TB. Unit 14, Part 1 – An Invitation.
Ss. An invitation.
TB. [?]
Ss. Are you going to James next Saturday?
TB. I don’t know.
Ss. I don’t know. Why?
L. [unterbricht]
Ss. [Lachen über Wortsalat]
L. Are you going to James next Saturday?
Ss. Are you going to James next Saturday?
L. Und Mike – bitte der Gruppe anpassen. So ganz
schnell schaffen sie’s doch nicht. Ne?
S. I’m not. Why?
L. No, I’m not. Why?
Ss. No, I’m not. Why?
TB. Why? – He’ll be fifteen on Saturday.
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96
Ss. Harry will be fifteen on Saturday.
TB. He’s having a birthday party.
Ss. He’s having a birthday party.
TB. He’ll be pleased, if you can go to it.
Ss. He’ll be pleased, if you can go to it.
TB. I’ll be very pleased.
Ss. I’ll be very pleased.
TB. Can I go, too?
Ss. Can I go, too?
TB. We don’t want babies.
Ss. We don’t want babies.
TB. Just you wait.
S. Just you wait.
TB. Of course you can come, stupid.
Ss. Of course you can come, stupid.
TB. What shall we take him for a present?
Ss. What shall we take him for a present?
TB. I don’t know.
Ss. I don’t know.
TB. Let’s ask Mummy.
Ss. Let’s ask Mummy.
L. [?] Now tell me. Who will go to Harry’s on Saturday?
… Annelie.
S. Richard, Andrew and Margaret.
L. Yes, please, form a whole sentence, Annelie.
Listen to my question: Who will go to Harry’s on
Saturday? …
S. On Saturday …
L. Listen.
S. Who…
L. … will go to Harry’s on Saturday? Frank.
S. Andrew, Richard, and Margaret will got to … Harry.
L. Harry’s on Saturday. Yes.,
Why will they go to Harry’s? Mike.
S. He’s having a birthday party.
L. Your ‘th’! He’s having a birthday party.
Do you want to give another answer to me? ( ? )
How old will you be next year? Tony.
S. He will be fifteen.
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L. I thought so. I thought so. My question to you was
“How old will you be next year?”
S. Next year I will be … fourteen.
L. Fourteen.
Ss. [protestieren oder stimmen zu]
L. ( ? ) Kann das sein?
S. Ja eben.
L. Yes. How old will you be next year?
S. I will be next Saturday.
L. I will be fourteen next year not next Saturday.
Barbara.
S. I will be thirteen.
L. This will do. Tell me. What about Andrew? Will he go
to the party, too?
[Name]
S. Yes, he will go to the party.
L. But Richard is teasing him. What does he say? Betty.
S. You don’t … come.
L. Yes, and then Andrew?
S. What about?
L. He’s making fun of him.
L. Now Richard.
L. Yes, but then! Can Andrew come at last? Jim. Can he
come at last?
S. Yes, he come.
S. He can.
S. Yes, he can.
L. He can, yes. And ( ? ) give him for a present? What will
they give him for a present? What will they give him
for a present? [Name]
S. They give him a book.
L. Do they know? Do they know already? Barbara.
S. They ask Mummy.
L. They ask Mummy. They don’t …
S. … know.
L. Judy.
S. They don’t know.
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98
L. Yes, you’re all right.
Who wants to take the story now? Who is going
outside to make a transfer of the story already? Yes,
you four. Go outside. They are three persons, but we
can take four persons as well.
[Die folgenden 17 Minuten sind nur sporadisch und nur
nach Kenntnis des Textes zu erschließen. Eine Dokumentation erscheint wegen der ständigen Überlagerung des
Unterrichtsgesprächs durch Geräusche und Sprechen im
Vordergrund unmöglich.]
2.2.6
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Datum: 13.11.1972
L. Now begin! What’s in the picture? Or what can you
see in the picture? James.
S. The … a clock is in the … is in the picture.
L. In the picture.
S. .. is in the picture.
L. Yes and what else? [Name unverständlich]
S. A television-set.
L. Yes, Roy.
S. A chair is in the picture.
S. Margaret’s in the picture.
L. Where’s Margaret? Ah yes, she’s in the front of the
picture, yes Tom.
S. The /taibl/ is in the picture.
L. This is not quite correct.
S. The /tæibl/
L. No …. Not quite correct … What did he say? This is not
quite correct.
S. Table.
L. The table. Tom, once more.
S. The table is in the picture.
L. A, ehem, and Mike.
S. A chair is in the picture.
L. Mm, Helmut.
S. A cat is in the picture.
L. Eh, [äh], Robin.
S. A game is in the picture.
L. Mm and Peggy.
S. A bis…cuit is in the picture.
L. Is there one biscuit in the picture? Peggy?
S. The bis…cuits are in the picture.
L. That’s correct. [äh]. Philip.
S. The cups are in the picture.
L. And Tim.
S. The books are in the picture.
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L. And Kitty.
S. A picture on… is in the …[äh]… in the picture.
L. Yes, that’s correct. A picture is in the picture.
Rolf, anything else?
S. The tea-pot is in the picture.
L. And Margaret.
S. A television is in the picture.
L. We had that already. I think Jerry said it, anything
else? Kitty.
S. The door is in the picture.
L. That’s correct. Anneli.
S. The clock is in the picture.
L. Ehem, James.
S. The cat is in the picture.
L. We had that already.
S. The door is in the picture.
L. Yes, no we begin to read the questions under the
picture. Ask two questions on each of the following
patterns. I think we have one. Is there a picture on the
wall? James.
S. Yes, it is.
L. And name someone else for the sec… for sentence
two. Come on.
S. Are the books ….
L. No, [äh] James someone of them to read number two,
and the answers.
S. Ruft vermutlich jemanden auf [unverständlich]
S. Are the books on the table? Yes, it is.
L. Is it correct? … are …
S. Yes, there are.
L. Yes, they are.
S. Yes, they are.
S. Yes, they are.
L [Eh], and another one.
S. … the cat under the table? Yes, she … she [is].
L. Roy [unverständlich] Roy, yes.
S. What’s there on the table? On the tray?
L. Mm. First we do what’s there on the table? Roy.
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S. A … The books, two cups, biscuits, a game and and
[äh] on the tray the tea-pot, two cups, and biscuits.
L Is this: Are there biscuits on the tray?
[unverständlich durch Schülerlärm] … there are
biscuits on the tray, Joe.
S. No.
L. Yes, but there is … [äh], there’s something in it, [äh],
but there are no biscuits. I don’t think there are
biscuits.
[Das nächste ist unverständlich, da die Schüler zu laut
sind.]
L. Yes, Mike
S. There are sugar.
L. There’s sugar on the tray. Once more, Mike.
S. There’s sugar on the … on the tray.
L. Yes, and number two, the sentence two, Mike can you
name another one for the [unverständlich] sentence
two.
S. Pam.
S. Are the cups full? No, they are.
L. Once more, Pam.
S. Are the cups full? No, they are.
L. That was not quite correct. Listen.
S. The cups empty.
L. The cups are empty. That’s correct. Are the cups full?
No … John?
S. No, the cups are empty.
L. That’s good or shorter … a shorter answer, Joe.
S. No, they are.
S. No, they aren’t.
L Once more, Pam.
S. No, there aren’t.
L. They aren’t.
S. They aren’t.
L. Are the cups full? Birgit.
S. No, they aren’t.
L. Yes. That’s right, thank you. And number three
please, what about … Donald come on.
S. What’s /ðə/ opened …
L. /ði:/ opened book about.
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102
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
What’s the o… opened book …bout
.. about ..
.. about ..
What’s the opened book about?
What’s /ði:/ opened book ….bout
.. about ..
.. about ..
Yes. I don’t think that you can answer the question,
because this is something new. We do number four
now. Kitty.
What’s the time? It’s four o’clock.
That’s correct and once more, please, Eve.
What’s the time? It’s four o’clock.
Hm. The next sentence, Bobby, number 5.
What are the girls /doiŋ/?
Hm.
Singing popsong.
One girl is singing pogsong.
One girl is singing popsong.
Thank you … And the other girl? Gaby?
One girl is near the table.
Hm. And, Donald.
One girl bringing … the tea-pot … and the cups.
There was a very little mistake in his sentence. One
girl … Beatrice
One girl bringing.
A s … small word is missing … One girl, John.
One girl [is] bringing the tray.
Yes, that’s very good, once more, Donald.
One girl bringing … bringing the girl. [Gelächter]
No, listen to him. Now begin once more. Jetzt kommt
alles durcheinander, aber das schaffen wir schon.
One girl [is] bringing …
John once more your sentence. Only listen to John
please.
One girl [is] bringing the tray.
One girl [is] bringing the … tray.
That’s correct. That was good, yes. There’s another
girl, one is singing popsong [unverständlich].
Margaret.
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S. One girl is standing in the room.
L. Good yes, and the next sentence, please, what about
Robby?
S. How many girls at the room … are they in the room?
L. Hm, …. How many girls are there?
S. There are four girls.
L. That’s correct. And you go on please, Harry. Number
seven.
S. What’s …. Are the pictures on the /va:l/
L. I can’t understand it. Are the pictures on the wall?
Once more, Harry.
S. Are the pictures on the wall?
L. And the answer? Who knows? June.
S. Yes, there is.
Ss. There are.
L. No, look at the question. Are there pictures on the
wall?
S. Yes, there are.
L I … I see only one picture.
S. No, no, no they are.
L. ‘They are’, this is not correct, because only … we have
got only one, Joe.
S. Yes, there is.
L. There is a picture, because you see there is one picture
and not more on the wall. And the next sentence,
Mike.
S. Is the cat sleeping?
L. No, not the last sentence. But this. What can …
S. What can you see in the picture?
L. But listen. You do … it’s not … you do … you needn’t
say what can you see in this big picture but you s… you
have to say, what can you see in the picture on the
wall, you see. What do you see there? Tom.
S. A tree, two trees.
L. Yes, and the mountain. That’s not so much. And the
last sentence, [ähm], Peggy.
S. Is the cat … the cat sleeping? Is the cat sleeping? No
she isn’t.
L. That’s correct. She is not sleeping. Thank you. … This
is enough. Shut your books, please.
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104
[Die Lehrerin verteilt die Rollen für Unit 10]
[ca. 2 Min.]
L. I think we have to [unverständlich] and … to listen to
our actors.
S. I can see it.
S. What can you see, darling.
S. It’s a game, mummy.
S. Look at the picture.
S. Try and find out what’s missing.
S. Richard can’t.
S. Oh, keep quiet, Margaret.
[Das Nächste ist nur bruchstückweise verständlich]
L. Andrew, I think you have to [unverständlich] and you
[Name unverständlich] has to be quiet. Andrew.
S. You’re always talking.
S. Well, there are a lot of things.
S. /ðous/ cups are full.
S. The tea-pot’s empty.
L. Oh …
S. I see.
L. Oh, I see …
S. Oh, I see now.
S. There’s no [lid] on the tea-pot.
L. Yes, and a last time.
[Lehrerin verteilt die Rollen neu]
[ca. 1 Minute]
L. Annemie begin. Would you please stop talking and
listen. Come on.
S. I can see it.
S. What can you see, darling?
S. It’s a game, mummy.
S. Look at this picture.
S. Richard can’t.
S. Oh, keep quiet, Margaret. You’re always talking.
L. How can I find it?
L. Well. …
S. Tho … those cups are full.
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S. There’s no lid on the tea-pot.
L. Thank you. That was good. And this is enough for
now.
[Ende der Stunde].
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106
Datum: 13.03.1972
Klasse: 7. Jg.
L. In the last lesson we heard some things about how
children spend their holidays. We’ve heard that some
of them were in a cave, others were on the seaside, and
other people made a bike-trip. Today we hear
something about all these stories together, how
children can spend their summer-holidays. And now
to have a look at that we open our books on page
thirty, and on that page we have a lot of pictures
where we can see that. On page thirty, please. Page
thirty, please. Now then. So that we can all
understand what we mean we take out a pencil and
we make a number. This picture here gets number
one, the next picture here is number two, and we
write a number above every picture, please. Number
one to three in the first row, number four to six in the
next and seven to nine in the last line. In all the
pictures we get to know something how children
spend their holidays. And we see quite a lot of pictures
in here, and it will be the best that we first look at the
pictures for a moment. Please, have a look on your
own for the, at the pictures so that we can keep quiet
for one or two minutes. And try to describe the
pictures on your own now. … I think we had a look at
all the pictures. Can we begin to describe picture
number one? What does we see in the picture? What
is going on? … Well.
S. Two … Richard go and Margaret go in a cave and find
a treasure, found a treasure there.
L. They find a treasure there. Willi.
S. [?] …, Richard and Margaret … and in the dark cave …
there they must have tortures. It’s very dark and [?]
box.
L. They see a box in this, yes.
S. The box is very [groß] big.
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L. Well. Other things you can see there, Hans-Jürgen.
Where have they got their tortures, Felicitas.
S. Because it’s very dark in the cave.
L. Yes, and where have they got them?
S. [?]
L. Yes, of course. Now the second picture. Here we have
not children who are in a cave. But? Martina.
S. It’s a woman and the children dance … and two
children are sitting on a chair and one child ….
L. What is the correct sentence?
S. One child is playing the piano.
L. Why is she playing? What do you think?
S. Because the others want to dance.
L. Yes, and something else, please.
S. It’s not the children, it’s a teacher.
L. What is a teacher?
S. Or it’s the mother.
S. On the piano.
S. The teacher is playing on the piano.
L. But do you think a teacher is on a party that you have
at home? Christoph?
S. It’s the mother.
L. Yes.
S. It’s a dance lesson.
L. It might be a dancing lesson. Okay. But pay attention.
We say how children spend their holidays. How do
these children spend their holidays? Gregor.
S. They dance. [?]
L. Yes, okay. Next picture. No dancing. No finding a
treasure. But? Marlies. Next picture, yes.
S. There are two bikes and a man.
L. Is it a man?
S. It is a boy?
L. What is the boy doing there?
S. He drives a bike.
L. Loud.
S. He drives a bike.
L. Does he drive the bike at the moment now?
S. No, he waits.
L. Ha [zustimmend].
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Or he stands at the bike.
Yes.
Or he wanted to drive his bike.
Or? Robert.
He check that bike.
He … What does he do? He checks it now. Ok.
He checks the bike.
He is in the country.
Where do you see that?
There are no /houziz/.
Tree.
But?
There was a tree.
There was?
There is.
Yes. In the next picture we see how this is going on …
[Name].
The … two chil…, two children drive back home.
Hm.
They drive in the country.
Two boys drive in the country.
Yes. Are they driving back home? What do you think,
[Name]?
They ride -, they ride at the countryside.
Yes, and I ask you again. Where do you see that?
There are many trees where they were and it’s a plain.
What season is it? Robert?
[?]
What season is it?
It’s Herbst.
Sorry, you? The English word for that.
It’s autumn.
Yes. What have we got in autumn? Felicitas.
[?]
Just a minute. Some other fingers, please. Robert.
Where can you see that it’s autumn?
Dry leaves fall off the trees.
Fall off the trees and they fall to the ground. Okay.
Now then. In the following picture, picture number
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five, there is no country-side, no dancing, no caves.
What have we got there?
Two boys are swimming in the sea. And two boys are
in the ship and fishing a fish.
[amüsiert] Yes, when they are fishing, I think, they are
fishing a fish. [Lachen von Seiten der Ss.]. Repeat. Yes,
go on. Volker.
I can see one boy. He is lying in the sand and is reading
a book.
Yes, reading a book. Okay. And other persons?
I think that’s … Andrew.
Why do you think so?
He every … read books.
Sorry…
He every read books. He spent … the holidays for
reading a book.
Once more your sentence, please. I think it was not
quite correct. Pay attention, please.
He spend the holidays for reading the book, a book.
What do you think … what is the correct?
He is reading instead of swimming.
Yes. So he spends his holidays or he spent his
holidays. Okay. Now, any other sentences about this
book, about this picture here? Now then. Next
picture, Hans-Jürgen.
I can see Mr. and Mrs. Hay and they sit in the garden
at the …
At the?
House.
Yes, near a house. What are they doing there in the
garden? Are they digging in the ground or what are
they doing?
Mrs. Hay is reading.
Yes, and? And?
I must correct him. Mr. Hay is not sitting, he is lying
on a …. on an armchair, on …
It’s not an armchair.
It’s a …lying chair?
Yes, we can say it like this. Okay. And what is Mrs. Hay
doing? Egon.
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She is reading a book on a chair.
Okay. Other sentences.
Mr. Brown is sleeping.
Sorry.
Mr. Brown is sleeping.
Sleeping, you think? Okay. And do the other think he
is sleeping too?
No, I don’t. I think Mr. Hay is lying in the sun and he
…
.. be ..
… brown.
He wants to ..
.. be brown.
Yes, he wants to become brown. Okay. Now, it’s, it’s
this the same if we say it’s Mr. Hay and Mr. Brown.
There is a person living there. One of you says he is
sleeping, the other he wants to become brown.
In the back there is a very nice /buŋʌlou/.
Sorry?
In the back there is a very nice /buŋʌlou/.
Is it a bungalow? Is it a bungalow? What do you think?
They are lying in the garden. It’s the house for… or for
garden things.
Yes, for things you need in the garden, to work in the
garden, might be in there. Okay. Now, the next
picture. There is a wonderful other house. What
house is it? Friedhelm?
There is a police station.
And what is going on, there?
There is a man who will make the rest of his holidays
in the police-station.
Yes. What will he do on the police-station,
Friedhelm? Will he sing songs or dance or write
books?
No, the man made a robbery.
Yes, he made a robbery. So what has he to do?
He will sitting.
He … sorry … what? No. No. What must he do?
He must sit.
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L. He must sit in the prison for the rest of his holidays.
Okay. What else can you see in the picture? What is
important for our holidays?
S. Two boys are bringing the thief in the police station.
L. Not in, but?
S. Into.
L. Yes, or to the police-station. Felicitas? Now then. In
the next picture we have no thief, no policemen, but
there are two…
S. Girls.
L. And?
S. They are in the garden.
L. Sorry?
S. They are in the garden.
Ss. No, no.
L. Margaret.
S. They are in the country.
L. Why do you think they are in the countryside?
S. There are flowers and trees.
L. Flowers and trees are there, okay.
S. There is a park.
L. I see as well. And what are they doing in the park
there? Walking there and …
S. They are going along…
L. Along? Yes, along the flowers, along the trees.
S. They wanted to collect flowers.
L. They … Gregor, we always speak in the present tense
at the moment. So you must correct your sentence.
S. They want to collect flowers.
L. To collect flowers. Do you think it’s good to collect
flowers in the park?
S. No.
L. Why not?
S. Because they must be aware that the others can look at
them.
L. Yes, okay. In the last picture there we have a bike and
a clock and what have they to do with each other?
Martina.
S. Richard and Tony and Margaret …..
L. Who? Margaret?
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[unverständlich] We’ll drive with a bike.
With a ..
With a bike.
Or we say drives, he drives.
[Wortsalat]
Or.
With a bike.
Yes, but we drive by bike. Okay.
And Margaret says, I come at five o’clock or …
Yes, all? Is it all? Martina.
Yes.
Well, who can tell us another story about this picture?
Have you any other idea?
They make a ride. And the father asks, ‘Where do you
make a ride?’
Where …
Where you …
Where will you make a ride. Yes.
Then the father asks, ‘Have you checked your bike?’
And Andrew probably will say, ‘Okay. Everything is in
working order’, and then, Hans-Ludger?
[?]
Okay, Roland, you have another text for this picture?
Andrew is phoning with Margaret and Andrew says
‘When the weather is fine we can drive on a bike and
in the sun’ … and Margaret says, ‘O yes, it is a very
good idea. I’ll come on five o’clock.’
I’ll come, not on ..
At five o’clock.
Okay then. We have had a look at all the pictures and
we saw how children can spend their holidays or how
your father and mother can spend holidays. No I
think we can make a story of all the pictures. Can you
please take a pencil and give the pictures a new
number that all the pictures are one story. Now, I’ll
give you one or two minutes time so that you can
make a new story. Here we have some pictures and
now I want you to make a story from all the pictures.
Now you say, ‘the story begins with number nine and
in that picture I see that or that.’ Then in picture two
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and so on. Then you can take any other picture. Okay.
I’ll give you two minutes time.
Write, or?
No, just give the pictures a new number with red
colour or with green colour so that we can see that you
have another story. Just one or two minutes more.
Give the pictures your own numbers so that you can
make a story of it. … Well, I think we can begin to
make a story of all the pictures now. Who has found a
new story or a new story with the old pictures?
Gregor, can you, please, begin. But Gregor, can you
please give us the old numbers always.
The old number is nine.
Yes, you begin with number nine, okay.
Well, it’s a boy who says to his friend, who says to
Margaret, ‘Do you know the latest news? We are going
to the sea for our summer-holidays.’ And now comes
number five. Then there we can swim and … is
fishing. Then there comes number three. On the next
day they want to make a ride on the bikes to the
countryside. Harold checks all the bikes and then they
drive. On number four – then they drive with their
bikes – and number eight, the girls are collect, the girls
collect flowers and then they drive.
The girls drive too?
Was?
The girls drive, too, by bike?
Yes, by bike. But meanwhile they collect flowers and
then they drive again. On the second day they found,
they have an accident, [?] they found [?] into the
caves.
Picture number one.
And they found a treasure.
They found?
They find.
Yes.
They find a treasure. At number seven they go the
next day …
But there is another question: What has the thief to
do with finding a treasure, swimming?
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S. They have, they find a treasure.
L. They found a treasure, yes.
S. They found a treasure, then they give the treasure to
the police and the police had made hand [wie heißt
das noch?]…
L. Finger-prints.
S. Ja.
L. Has made finger-prints, yes.
S. Then they could through the finger-prints find the
thief. And on the last day the girls make a … a party
and then they drive home.
L. Yes, why do they make a party on the last day?
S. Because it’s the last day of the holidays.
L. Yes.
S. Darf ich jetzt?
L. No, no just a minute. Okay so. We understood what
he means. Now then. Has anyone of you quite a
different story with different numbers and so on?
Heidi? Bitte speak very loud.
S. Number nine: Andrew says to Margaret, ‘Come you
with us to the countryside?’
L. Do you come with us, do you come with us … to the
countryside, yes.
S. ‘Do you come with us to the countryside?’ Then says
Margaret, ‘No, I have a party with my friends’ and the
other day, then … they entry their bikes [?] order.
L. Oh, just a minute. What are they doing the other day?
What are they doing?
S. They check their bikes working order.
L. They check their bikes so that they are in working
order. Okay. Go on.
S. And then they drive through the countryside.
L. What picture is it?
S. Picture four.
L. Yes.
S. Picture one – then they found a treasure.
L. Then they…
S. Then they find a treasure in the cave and they go to
the police. The … police arrested the thieves.
L. Yes.
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S. Another day then they goes to a ..
L. They … what? They? Once more. They goes?
What do you think what is correct?
S. They go.
S. They went.
L. No, it’s present tense, we are telling in present tense.
Next day they go ..
S. .. to the sea and they have swimming. Andrew lies in
the sand and … reads a book.
L. Yes, can anyone go on with this story here? Go on,
finish the story! Nor, Heidi, you go on then, on your
own.
S. Meanwhile their parents are in the garden and Mrs.
Hay are reading a book.
L. Sorry … Is it a big Mrs. Hay or are there two Mrs. Hays
or why do you say ‘are’?
S. Mrs. Hay is reading a book and Mr. Hay sleeps in the
….
L. Well, he is sleeping in the garden as well. Okay. Now
then I think we have got always all the pictures here.
Now there are some pictures that can be described
very quickly. What pictures do you like most in the
series? And can you tell me why you like it most,
Gregor?
S. I like the picture five most, [unverständlich] swim like
most.
L. You want to swim?
S. Yes, I find it nice to swim in the water.
L. You find it nice, okay. Now other boys with other
pictures. Martina.
S. Picture number one. It’s an adventure and then I
found it very good.
L. And therefore – now just a minute. Let’s pay attention
to this ‘to find’ and ‘to found’. Now, what is ‘found’?
[schreibt Wörter an die Tafel, Tafelbild: find – found.]
S. Found is the present tense of ‘to find’, past tense.
L. Yes. Now we must keep pay attention that we remain
in the present tense and that we don’t change into
the past tense. Now then, are there any other pictures
you like very much and tell me why you like them.
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S. Picture number seven – because there is a man, police
arrests a man.
L. Yes, okay. Christoph.
S. Number six – Nr. Hay is lying in the bed – I must make
it at this moment.
L. You want to do it at this moment, too. Okay. Now
then. What do you think are the best pictures to show
that you are in holidays? Sabine.
S. Number five.
L. Can you tell me why?
S. Because there is the sea and they are lying and reading
or swimming or fishing.
L. Well, Brigitte.
S. Because there is the beach and the sun is shining.
L. Yes, do you all think that picture number five is the
picture that shows the best how you spend your
holidays?
Ss. Yes, yes.
L. Hans-Ludger.
S. All people goes to the sea in the holidays, in the
summer-holidays. It always makes fun.
L. Is there anyone here in this group who goes on a
bicycle-tour on summer-holidays? Well, what about
you? Do you like other pictures more?
S. Yes, I like picture four more.
L. And why?
S. I’m fond of drive bike.
L. Of driving by bike. Okay. Let’s not have a look at the
pictures, but can you tell me, please, how do you
spend your holidays in summer, or your Easterholidays? How do you spend them? What can you tell
me about your holidays? Where do you go? What do
you want to do? Why do you want to do this? Can you
please tell us?
[…]
S. It’s a long ride.
L. Yes, and you remember on Saturday the wind was
blowing very heavily and I went on a ‘Wandertag’ on
Saturday with my group and we had to go against the
wind and in the evening we were very tired. Okay.
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S.
L.
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S.
L.
S.
L.
S.
L.
S.
L.
Now then I think we have not many time left to tell
other stories. How … what do you think what are
holidays? What can you do in the holidays? Is it all we
can do what we see here in the pictures? Or is there
something what is not in the pictures? …
I must go to school.
In the holidays you must go to school?
No.
You must not go to school, you mean, that isn’t in the
pictures. Are there any other things, to ride on a
horse? Are there any other things you can do in the
holidays? Not here in the pictures.
I can ride to the mountains.
Yes, and what can you do in there?
Climb on them.
Okay.
I can ride in other lands.
Well, we don’t say ‘other lands’ here. But we say
‘country’. We drive into another country. You mean
you want to go to France, or to England, yes?
I can go skiing.
You can go skiing for instance.
I can watch television.
I can drive to the Schwarzwald.
To the ‘Black Forest’ is it in English.
I can ride at …. and make every day football.
What can you do every day? Ah, you want to play
football every day. Robert.
I can collect /ˈtʃæmps/.
What?
I can collect /ˈtʃæmps/.
What that? … Shells, oh yes, on the beach. What can
you collect, too, not only shells?
Stamps.
Yes, or dry leaves. Now then. That are different ways
how you can spend your holidays and I think next
time we must have a look at the holidays of other
persons as well and we have a look at the bikes and at
all the things we need to make holiday. I think let’s
stop here.
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2.3
2.3.1
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118
Datum: 09.02.1973
Klasse: 6. Jg.
Lehrer: [stud. päd.]
Ich hatte gestern ja schon gesagt, es würde jemand anders
mit euch die Englischstunde machen; da vorne ist Herr
[X], den kennt ihr ja schon, wahrscheinlich habt ihr
Herrn [Y], das ist Herr [Y], der heute mit euch die
Englischstunde machen will, den habt ihr wohl kaum
gesehen und der wird heute mit euch etwas machen.
Alles Weitere sagt euch jetzt Herr [Y].
L. First of all we are going to repeat unit 18. Open your
books page 88.
S. Was haben Sie gesagt? [Provokation]
L. Open your books on page 88. Unit 18. ‘Harry’s
Accident‘.
S. War das Französisch? [der gleiche Schüler]
L. The book is French, but the unit is English. [Passport
to English]
L. Who’s going to read Andrew’s part?
S. Hier.
L. Yes, please, and … wait a minute, and who’s going to
read Richard?
S. I’m Harry.
L. Well, Richard. I need a second Richard because it’s a
bit much to read, who … will be the second Richard?
One Richard reads the page 88 and the second Richard
reads the page 89. Yes please, thank you.
S. Ach, einen Richard für 88 und einen für 89.
L. Ein Richard für Seite 88 und ein Richard für Seite 89.
Let’s begin. Andrew.
S. Why were you so late last night?
S. I went to see Harry. He’s in /bæt/
S. /wɔts/ /roŋ/ /wiθ/ him?
S. He had an accident yesterday.
S. What’s happened?
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S. He was crossing the street, when a car knocked him
down.
S. The driver took him to hospital at once.
S. The doctor examined him and afterwards he said he
could go home.
L. Andrew?
S. Could he walk home?
S. Oh no, he couldn’t. An ambulance took him.
S. /hou/ is he /fail/ … feeling /nou/?
L. Just a minute. You said /hou/ it’s ‘how’ once more
S. How is he /ˈfailiŋ/ now?
L. No, feeling, once again the sentence.
S. /hou/ How is the /fai/ feeling now?
L. And once again.
S. How is he feeling now?
L. How is he feeling now?
L. Yes, good Richard?
S. Much /ˈbɛder/, but the doctor said he mustn’t walk.
His right leg is still badly bruised.
L. Richard, you said /ˈbɛder/, that’s American you must
say better. Much better.
S. Much better.
L. Yes good, you can say /ˈbɛder/ outside, not in school.
‘Better’ it’s better for you. Once more the last
sentence.
S. His right leg is still badly bruised.
L. His right leg is still badly bruised.
Well, once more. Who … who’s going to be Andrew?
Yes, please ….. and Richard?
Thank you, and the second Richard?
Thank you very much. Well then.
S. When where you so late last night?
S. I went to see Harry.
L. Just a minute.
S. He’s in bed.
L. Why were you so late last night?
L. Yes.
S. I went to see Harry. He’s in /bæd/.
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120
L. He’s in bed. Not he’s in /bæd/. That’s not an /æ/ it’s an
‘e’, ‘in bed’, in bed, good.
S. What’s /roŋ/ with him? [Rachen-r in ‘wrong’]
L. What’s wrong with him? Englis ‘r’ not /roŋ/ wrong.
What’s wrong with him? Once again please.
S. What’s wrong /wai/ /wiθ/
L. With.
S. With him.
L. Once again please.
S. What’s wrong /wiθ/
L. With.
S. /wiθ/ him.
L. With, with not /wiθ/, das ist stimmhaft ‘with’.
S. With.
L. Him. What’s wrong with him? Once again, please.
S. What’s [unverständlich]
L. Don’t laugh ….. good.
S. What happened?
S. He wa … He was crossing the street when a /knɔ:kəd/
him down.
L. Once again.
S. Hä?
L. Once again the sentence. He was …..
S. He was crossing the street, when a /knɔkɛd/ him down.
L. When a car knocked him down.
S. When a car /knɔk/ him down.
L. Nicht /knɔk/ .. knocked.
S. Knock.
L. Knocked.
S. Knocked.
L. Knocked him down, once again.
S. He was crossing the street when a car knocked him
down.
L. Good.
S. The /draivʌ/ took him to /ˈhɔspital/ at once.
L. No, not to /ˈhɔspital/ to /ˈhəspitəl/.
S. The /draivʌ/ took him to hospital at once.
L. Good.
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S. A doctor /ɛksæmind/ him and /ʌftəwɔ:dz/ he /said/ he
/kould/ go home.
L. A doctor examined him and afterwards he said he
could go home. ‘Could’ once again please.
S. A doctor /ɛk’sæmin/ him.
L. Examined him.
S. /ɛk’sæmind/ him.
L. But not /ɛks/ /igz-/
S. /ig’sæmind/ him.
L. A doctor examined him.
S. A doctor /ɛk’sæmin/ him.
L. No, listen it’s an … it’s an /i/ /ig/ /ig’zæmind/ ..
examined him.
S. Examined him.
L Good, and afterwards he said he could go home.
S. And /ˈa:ftəwɔ:dz/
L. Not /ˈa:ftəwɔ:dz/ … afterwords
S. And afterwards he /seid/
L. He said.
S. He /seid/
L. Not he /seid/, listen, he said.
S. He said he /kɔ:/ .. could ..
L. .. he could go home. Andrew.
S. Bin ich weiter Andrew?
L. Ja, natürlich.
S. /kould/ he /wɔlk/ home?
S. Oh no, he couldn’t.
L. Once more, Andrew.
S. /kould/
L. Could.
S. Couldn’t he /wɔlk/ home?
L. No, could – he – walk – home. Could he walk home?
S. Could he /wɔlk/ home?
L. Could he walk home?
L. Walk home, yes. Richard.
S. No, they couldn’t.
L. Oh no, he could’t.
L. Gut.
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S.
L.
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L.
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Ss.
L.
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S.
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S.
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S.
L.
An /ˈæmbulæns/ took him.
An ambulance, not an /ˈæmbulæns/
An /ˈæmbulæns/
Ambulance.
An ambulance.
Good.
How is feeling now?
How – is – he – feeling – now? Once again.
How is he feeling now?
Much /bɛtʌ/ [but] the doctor /seid/ he mustn’t walk.
Just a minute, much better but the doctor said he
mustn’t walk. Once again.
Much better but the doctor /seid/ he mustn’t walk.
The doctor said, not /seid/ ‘said’.
Much better /but/ the
.. but ..
Much better but /zə/ doctor /seid/ he mustn’t walk.
And you must mind your ‘th’: The doctor not /zə/
doctor. The doctor said, once again.
Much better /but/ the ..
.. but ..
.. but ..
Much better but the doctor /seid/ he mustn’t walk.
No, but – the – doctor – said ..
.. much better.
.. but ..
The doc …
.. the doctor ..
.. but the doctor /seid/ he mustn’t walk.
Good.
His right leg is still /bedlei/ bruised.
His right leg is still badly ‘bad’, weiches ‘d’ ‘badly
bruised’. Once again.
His right leg is still /bædlei/ bruised.
Hm! Well then. Close your books, please. [äh] We are
going to try to remember the sentence to the single
pictures. What does Andrew say beside the first
picture?
Why were you so late last night?
Why were you so late last night? Once again.
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Why /wɛə/ you so late last night?
Why were you – Why were you, once again.
Why were you so late last night? – gemeinsam:
… so late last night?, yes ..
And what does Richard answer, what did Richard
answer? Yes, please.
I went to see Harry. He’s in bed.
Good, and the next question of Andrew.
What /ˈhæpəned/? What happened.
No, no, there’s another question.
/wats/ wrong with him?
What’s wrong …..
What’s wrong.
What’s wrong with him?
What’s, say ‘what’s’
What’s wrong with him? Yes, once again.
What /ˈhepənd/?
What happened?
Kommt noch gar nicht.
… right. Is that right? What’s wrong with him? Said
Andrew. That’s the question and Richard answered ..
He had an accident [äh]
You looked it up in the book.
… and Richard …
Well then …
He had an accident yesterday.
He had an accident yesterday. Once again.
He has an accident yesterday.
He has an accident yesterday. And now Andrew again.
Picture number 6. Yes, please.
What happened?
What happened? Right.
And Richard’s answer?
He was crossing the street, when a car knocked him
down.
He was crossing the street when a car knocked him
down, once again, please.
Du.
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L.
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S.
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No, I mean you.
….. when a car knocked him [äh]
What was he doing? He was crossing ..
He was crossing [äh] the street.
Yes, when?
When ….. when the car ..
When a car ..
When a car knock…….. knocked him down.
Once again….. He was crossing the street, when a car
knocked him down.
He was crossing the street, when /ʌ/ car knocked him
down.
Yes. And then, picture seven? The driver ….. yes
please.
The driver took him to hospital at once.
Good, once again. Come on, what did the driver do?
Er bringt ihn weg.
Say it in English, try, it’s not too difficult. Come on.
The driver took him to hospital …….
.. at once.
Now the whole sentence. Say the whole sentence.
The driver ..
Good, very good, once more.
The /ˈdraivʌ/ is ….. The the /ˈdraivʌ/ took …..
Not the …. not the ….. not the ‘Dreiwer’ .. ‘the driver’
.. English ‘r’.. ‘the driver’.
Good and at hospital what did the doctor?
He?
At the hospital what did the doctor do? Yes please.
A doctor examined him when a car knocked him
down. [Gelächter]
A doctor examined him and afterwards he say he
could go home.
Afterwards he said, not ‘he say’ he said.
He said.
Once again, please, yes you.
A /dɔktoə/ /ɛksi-/ [ähm] /sæmind/ him.
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L. What wa….. where did he examine him? At the
hospital?
[falscher Text vom Lehrer vorausgesetzt]
S. A doctor /ɛksæmined/ him and after-/wɔdz/ [äh] he
/seid/ he [could]
L. He said?
S. He could go home.
L. He could go home, yes. And what does Andrew ask
now?
L. Could he walk home? Could he walk home? Once
again please, you.
S. Ich?
L. Yes, you.
L. Good. Could he walk home? Then, [äh] what’s
Richard’s answer? Yes please?
L. Oh no, he couldn’t. And Richard’s going on … telling
about Harry. What does he say?
S. An /ˈæmbulæns/ took him.
L. An ambulance.
S. An /ˈæmbjulæns/
L. Not /læns/ .. an ambulance, an ambulance.
S. An ambulance.
L. .. took him yes. And Andrew again.
S. How’s he feeling now?
L. How’s he feeling now? Yes, once more, you.
S. /hous/ he feeling now?
L. Not /hou/ .. how!
L. How is he feeling now? Yes, and Richard?
S. Much /ˈbɛtʌ/ .. but the /ˈdɔktʌ/ said he mustn’t walk.
L. You mustn’t say /ˈbɛtʌ/ .. that’s … that’s Dortmund ..
better, better, not /ˈbɛtʌ/ or /mʌðʌ/ or /fa:ðʌ/. It’s
/ˈmʌðə/, /ˈfa:ðə/, /ˈbetə/, /ˈbʌtə/
And the last picture, the last sentence, Richard.
S. His /rait/ leg, his right leg, his [/reit/, deutsch] leg is still
badly /ˈbru:zd/ [Rachen-r]
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126
L. His right leg is still badly bruised. Yes. Good. Now I
want one of you to ask Andrew’s questions to the
class. Who’s going to do it? Andrew asks: Why were
you so late last night? What happened? [äh].. [äh].
Could he walk home? How’/s/ he feeling now? Who’s
going to do it? Yes, please.
S. Nur noch ‘ma’ Andrew?
L. Nur Andrew. Ask the question of Andrew.
L. Who is going to answer him? Yes.
S. I went to see Harry. He’s in bed.
L. Good, thank you.
S. What’s wrong with him?
L. What’s wrong with him? Yes.
L. He had an accident yesterday.
S. What happened?
L. What happened? Right.
S. He was crossing the street when a car knocked him
down.
L. He was crossing the street when a car knocked him
down. Good. And the next question, Andrew.
S. Nein, da kommt jetzt erst der Richard.
L. Ja, Richard ….. Ich hab‘ ….. I said ‘Only the questions
of Andrew’.
L. Could he walk home? Yes.
L. He couldn’t.
S. [äh], how is he feeling now?
L. How is he feeling now?
Oh, not always the same, come on.
S. /his/ right still badly bruised.
Ss. Nein, nein, much better.
L. The question was ‘How does …… How is he feeling
now’? How is he feeling now? Wie fühlt er sich?
S. Much better.
L. Yes, of course, much better.
S. Much bet….. much …
L. Much better
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Much better.
But the doctor said he ..
He cou….. could not ….. mustn’t walk.
Mustn’t.
Mustn’t wa …… walk home.
He mustn’t walk. The doctor said he mustn’t walk.
Once again.
He doctor [äh]
Not he doctor,
Much /ˈbɛtʌ/
Much better.
He doctor.
But the doctor said ..
.. but the doctor he /sei/ could walk home.
But the doctor said …. Der Doktor sagte. But the
doctor said he mustn’t walk. Er darf nicht gehen.
But the doctor …
.. said ..
/seid/ [äh]
He mustn’t ..
.. he mustn’t walk.
Good. But the doctor said he mustn’t walk. Well [äh]
……. I [äh] hope you remember the pictures 5, 6 and 8.
Open your books and have a look at picture Nr. 5,
picture Nr. 6 and picture Nr. 8 and look at the
sentences, look at the sentences!
Seven nicht?
No, not seven, not Nr. 7. Only number five, number
six [äh] number six and number eight.
Read the sentence beside picture Nr. 7.
Seven?
[äh] Number 6. Sorry.
Was sollen wir denn da machen?
Read the sentence ….. yes, please.
He was crossing the street when a car knock him
down.
Knocked him ..
.. when a car knocked him down. And number five …
Yes please. Yes.
What happened?
127
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128
L. What happened? And last not least number 8?
Yes please.
S. A doctor examined him and after/wɔ:ds/ he he /seid/
he could go home.
L. Examined him and afterwards he said ……
S. A doctor examined him and afterwards he /seid/ he
could go home.
L. He said.
S. He said.
L. Not he /seid/, he said.
S. He said good …. He could go home …. could go home.
L. Well. I’m …. I’m going to tell you a ….. a little story
now. It’s quite short. [ähm] Your sister is coming
home…
S. Ich hab’ keine Schwester.
L. Ok. then…… and she’s crying, she’s crying. What does
her mother ask her?
S. What happened?
L. What happened? Very good. What did the mother ask
her? What did the mother ask her?
S. What happened?
L. What happened? Another case: You’re walking in the
street. Suddenly you see a lot of people, a lot of people
and the people are standing round a man. He is lying
on the pavement. What will you ask?
S. What happened?
L. What happened? Good! What happend? … Well,
[ähm]…. You…. [äh]… I think you all read the sport in
the newspaper! And I think there was, it was before
last week then there was a boxing contest in America.
The /zə/ boxer Joe Frazier was boxing George
Foreman. Now, what happened to Joe Frazier?
What happened to him? What happened to him?
Think ….. think …… think of boxing, knock out and
knock down. What happened to him?
S. Der eine ist traurig, weil er verloren hat.
L. No, … no think ….. just a minute, think of the
sentence, think of our text: Peter was crossing [äh] not
Peter, Harry was crossing the street when a car
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knocked him down. Well, what now, what happened
to Joe Frazier?
Wie heißt der? Foreman?
George Foreman.
Foreman knocked Joe Frazier down.
Very good, very good. Well [ähm], another sentence.
First remind our text. Remember our text: The doctor
examined him. [äh]… There’s something wrong with
your bicycle. You know what a bicycle is? Ein Fahrrad.
There’s something wrong with it. And you g… and
you … And you take … You take it to your father. What
will your father do?…. What did your father do?
Think of the doctor? He examined Harry. There is
something wrong with Harry and the doctor
examined him. Now there is something wrong with
your bicycle or with your car, and you take the car to
father, what … does he do? What did he do?
Think of Harry, Harry’s in hospital and the doctor
examined him. There’s something wrong with Harry
and the doctor examined him. There was something
wrong with Harry and the doctor examined him.
Now, there was something wrong with your car, and
you take it to your father, you took it to your father.
And what did father do?
The /ˈfʌðə/ /ɛksæminiŋ/ the car.
The father examined or father examined the car.
Good. Well, … I’ve written a couple of sentences at the
blackboard and I would like you to try [äh] to form
sentences, to make sentences out of the words I have
written to the blackboard. Well, who’s going to
begin? Yes please.
An accident happened in the street.
In the street! Yes.
[äh], what happened in school?
What happened in school, yes.
What happened in the fo ….. football match?
What happened in the football match, yes.
What happened at at Harry’s party?
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130
L. What happened at Harry’s party? And now some …
once again, some sentences with accident. Only an
accident and then these. [Lehrer deutet auf die
Versatzstücke der Substitution Table]. Yes, please.
S. An accident happened in school.
L. An accident happened in school, yes.
S. An accident happened in the street.
L. In the street. Yes, please.
S. An accident happened at the/ˈfo:tˈbɔ:l/ match.
L. At the football, not /ˈfo:tˈbɔ:l/ .. football.
S. At the football match.
L. Football match, yes, and the last sentence, yes please.
S. An accident happened [äh] what …. at Harry’s party.
L. At Harry’s party, well. Now we are exercising ‘knocked
him down’.
[Der Lehrer erklärt die einzelnen Glieder der S. T.]
L. Richard, Harry, Andrew, he, ‘was‘ is always the same,
crossing the street, going to see Mary, walking home,
running to school, when a car knocked him down. I
give you an example. Richard was crossing the street
when a car knocked him down – is that in your book,
please try to make sentences out of these words.
S. He was going to /ze/ Mary when /ʌ/ car knocked him
down.
L. Once again. He was going to see Mary, he was going to
see Mary, when a car knocked him down. Yes please,
yes. Have a try, come on ….. Richard was ….. Can’t you
see? Can’t you see it? Come forward then.
S. Richard was walking home…
L. Richard was walking home, yes…. when …
S. … when a car knocked him down.
L. Good, once again, Richard……
S. Richard /was/
L. Was.
S. Walking home.
L. Yes.
S. When a car knocked him down.
L. Good, yes please.
S. Hm /ˈritʃa:d/ was [ähm] running to /ʃɔ:l/ when /ʌ/ car
/knɔkəd/ him down.
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S. Knocked.
S. Knocked.
L. When a car knocked him down, without a ‘k’ at the
beginning. ‘knock’ ‘knock’.
S. .. knock ..
S. .. knock ..
S. .. knock ..
L. Yes.
S. Andrew was crossing the street when a car knocked
him down.
L. Andrew was crossing the street when a car knocked
him down. Good, yes please.
S. Harry was crossing the street when /ʌ/ car /knɔkt/ him
down.
L. When a car knocked him down, without a ‘k’ at the
beginning. Knock.
S. n….. knock.
L. Knock him down. He knocked him down. Well I’m
going to change the names now.
[Der Lehrer tauscht in der S. T. die männlichen Vornamen
und das persönliche Fürwort durch weibliche Namen und
das weibliche pers. Fürwort aus. Das ‚him‘ zwischen
knocked und down wird jedoch nicht durch ‚her‘ ersetzt,
sondern lediglich entfernt. Die Schüler sollen ‚her‘ selbst
finden.]
L. There is one word missing [him].
S. Him.
L. Mary, mother, she … be careful ….. be careful with
that word here [zeigt auf das fehlende pers. Fürwort].
Yes.
S. /mʌzʌ/ was .. /mʌzʌ/ was crossing the street when a car
knocked her down.
L. Good, when a car knocked her down. Mary, yes
please.
S. Mary was crossing the street when a car knock
/ˈnɔkəd/
L Knocked.
S. Knocked him down.
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132
L.
S.
S.
L.
S.
Not, not him, Mary.
/hɔ:ʌ/ [sagt vor]
/hɔ:ʌ/
Knocked her down, yes.
She was running to school when a car knocked her
down.
L. Yes, good.
[Der Lehrer tauscht in der S. T. nun die weiblichen Namen
gegen Mehrzahlformen aus. 1. Und 3. Pers. Plural ‚us‘ und
‚them‘ soll gefunden werden.]
L. Again be careful with the missing word. ‘Richard and
I were crossing the street’ … yes please.
S. Richard and I /wɛə/ going to see Har…. Mary when /a/
car knocked ….
L. Richard and I, we were going…..
S. Richard and I were going to see Mary.
L. Yes.
S. Richard and Harry were ….
L. No, no not Richard and Harry, the first sentence,
Richard and I.
S. Richard and I.
L. We were going ..
S. .. we were going to see Mary when /a/ car /ˈnɔkɛd/
S. .. knocked .. [anderer]
S. .. knocked .. down.
L. .. knocked us .. knocked us down.
[Der Lehrer erkundigt sich beim Fachlehrer, ob die
Formen ‘us’ und ‘them’ bekannt sind. Die Schüler kennen
die Formen, haben sie jedoch lange nicht gebraucht.]
L. Well, look here. Richard and I, or we could say for
Richard and I, we can say ‘we’. We take Richard and I
or Richard and me together and it’s ‘we’ = wir. ‘We
going to see Mary when a car knocked us = uns ….
When a car knocked us down’. Then Harry …..
Richard and Harry these are two [pointing to the
names] Richard and Harry we take Richard and Harry
together and it becomes ‘they’ = sie.
S. Aahaa!
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L. They were going to see Mary when a car knocked
them …. When a car knocked them down – als ein
Auto sie überfuhr, nämlich Richard und Harry. Good.
Well, I’ve got a little worksheet here for you.
[Ende der Dokumentation].
133
2.3.2
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134
Datum: 23.03.1973
[Wenn die Aussage des Lehrers inmitten der Zeile steht,
bedeutet dies, daß der Schüler unmittelbar vom Lehrer
unterbrochen wird, entweder um ihm Hilfe zu geben
oder ihn zu korrigieren.]
L. Open your English books first at lesson a hundred and
ten! [Die Schüler nehmen ihre Bücher zur Hand und
schlagen die Lektion auf – ca. 30 Sekunden.]
Remember I told you yesterday we have to do some
exercises from a hundred and ten today. /pli:s/ /ˈa:nzə/
my /ˈkwɛstʃəns/. Do you get up early every day, Judy?
[Die Schülerin erinnert sich offenbar nicht an die
Antwort. Die Lehrerin hilft ihr, indem sie ihr die
Antwort vorsagt.] Yes, I do.
S. Yes, I do.
L. /dʌs/ mother do the housework every day, [äh].
Danny.
S. Yes, yes I …
L. Mother.
S. Yes, she … does.
L. Correct, yes she does. Do you clean your teeth every
morning, [äh] Jenny.
S. Yes, I do.
L. Does Sue wash her face every morning, Kitty?
S. Yes, she… does.
L. Good. Now /pli:s/ /ˈa:nzə/ with a complete sentence.
Bei der nächsten Runde antworten wir mit ganzen
Sätzen. … What does Sandy do every morning? What
does Sandy do every morning, Kitty?
S. He /ʒu:/ /ˈʒu:ʒəli/ /kli:ns/ /his/ teeth.
L. Correct, he does usually clean his teeth.
What does Sue do every morning, David?
S. [äh], she usually washes.
L. Right. What does mother do every day, Sandra?
S. She /dʌs/ her homework.
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4311
L. No, a mother doesn’t do homework, children do
homework, mother does the …?
S. /ˈhauswɔ:k/
L. Correct, the housework. What do the children do at
midday, Jonny? No, San… I’m sorry, that’s Sandy.
S. Ja, [äh], the children .. ah .. usually eat their lunch at
midday.
L. Right. What does father do at midday, Dorothy?
S. [äh], he stops work.
L. He?
S. .. usually … usually stops work.
L. No, once more stops work, that’s the important thing.
He usually stops work. What does Sue do in the
afternoon, Harold?
S. She usually…
L. No, Shirly I said Harold.
S. She usually …
L. Look at picture H.
S. She usually goes …
L. She usually helps mother.
S. She usually help … helps mother.
L. Correct. What does father do, Jerry, in the evening?
What does father do in the evening?
S. [äh]… usually arr…. home…
L. Arrives home.
S. Arrives home in /ðə/ evening.
L. In the evening, right. What do the children do at
night, [äh] Celia?
S. They usually go to bed.
L. What do the parents, that is father and mother, do at
night? What do father and mother do at night, Dora?
S. They usually watch /ˈtɛləviʃən/.
L. Good. This was much better today than it /wɔ:s/
yesterday. Now please turn over to a hundred and
eleven. We /hæf/ to read this lesson once /mor/ so we
remember it and can answer questions afterwards.
Start reading Joe, please.
S. A Holiday. It’s seven o’clock. Sandy and Sue…
L. Watch up, Joe.
S. It is ..
135
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136
L. It is ..
S. It is seven o’clock. Sandy and Sue usually get up early
every day. But today /id/ is a holiday.
L. Thank you, Norman, please.
S. /idiz/ a /kwɔrdə/ to nine. Sandy and Sue usually go to
school in the morning. But this morning they … they
are /wa:kiŋ/ …
L. Walking to the park. Mark, please.
S. /idiz/ half past six. Sandy and Sue usually do their
homework. In the …
L. I’m sorry, Mark, you jumped from the chapter, [äh] a
quarter past four.
S. /idiz/ a qua… /kwa:tə/ past four. Sandy and Sue usually
/kom/ home from school in /ðə/ afternoon, but this …
L. Stop, please ‘come home’ and ‘in the afternoon’.
S. Come home [äh] … [äh] in the afternoon, but this
afternoon they are playing in the park.
L. Thank you. [ähm], Wilfred, please.
S. It is half past six. Sandy and Sue usually /dousə:/ /sei/
/ˈhaimwə:k/
L. Do their homework, do their homework.
S. Do /zei/ /ˈhaimwə:k/ in /ðə/ evening. But this evening
they are /ˈwɔʃiŋ/ television.
L. Don’t say ‘washing’ television, ‘watching’ television.
S. Watching television.
L. That’s better … [unverständlich] … they don’t ‘wash’
the television-set, they ‘watch’, [ähm], … [äh] Daisy
please.
S. It is a /ˈkwɔatʌ/ past eight. Sandy and Sue usually go to
bed early at night. But at that night they are playing a
game. They are playing .. [unverständlich].
L. Now please look at the light-writer. You can see a
difference between the two parts of every sentence.
Look at the sentence. It always says ‘usually’… but
today. ‘Für gewöhnlich’ … aber heute oder ‘für
gewöhnlich jeden Abend’ … ‘heute abend’. And now
look at the /vərbs/. You can see a difference there.
Sandy and Sue usually go to school but this morning
they are walking to the park. At a quarter past four
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
usually they come home from school. This afternoon
they are playing. What’s the difference, Doreen?
Ja, das ‘this afternoon’ also ‘Sandy and Sue usually
come home from school in the afternoon, but this
afternoon … [äh] … they are playing in the park’.
Richtig, wo…. Woran liegt der Unterschied bei den
Zeitwörtern? Schau dir die Zeitwörter nochmal genau
an. Wer findet den Unterschied heraus? David.
Ja hier bei [unverständlich] today die –ing-Form.
Genau das, immer wenn es ‚today‘ oder ‚tonight‘ oder
‚this afternoon‘ oder ‚this morning‘ etc. heißt, dann
kommt die -ing-Form. Sie bezeichnet etwas, was jetzt
gerade passiert oder was nur … Ute … oder was nur zu
einem ganz bestimmten Zeitpunkt passiert, also
sozusagen die Ausnahme während die einfache
Gegenwart die Regelzeit ist. … Usually Sandy and Sue
go swimming on Wednesday, [unverständlich]…
aber ausgerechnet heute gehen sie Basketball spielen.
Give me the whole sentence in English please, [äh]
Willi … Usually…
Usually [äh] Sandy and Sue go swimming
.. on Wednesday, but today …
.. but today they go … are …
.. playing …
Basketball.
Basketball. Wir haben ‘go’ aber ‘playing’. Für gewöhnlich fährt [äh] für gewöhnlich schalten die Eltern am
Abend Fernsehen ein, heute spielen Sie ein Spiel.
Tony.
[äh] the father [äh]
The parents …
The parents … wie war das noch?
Usually.
Ach ja, usually watch television but today [äh] they
are playing, playing a game.
Correct. Now turn over to lesson a hundred and
twelve. This lesson practices exactly what we have
explained now. Diese Lektion übt das jetzt, was wir
jetzt kurz erklärt haben. /pli:s/ read /zə/ /lains/ under
the /ˈpiktʃəs/. Start reading, Doreen, /pli:s/.
137
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138
Father usually goes to work by … by train /eivərei/…
Every day by …
But today he is going by /bus/.
Bus.
Bus.
Thank you, [ähm], Norman /pli:s/.
Sandy usually walks to school in the morning but this
morning he is riding his bicycle.
L. Kitty, [ähm] Rosy please.
S. Sue us ….. usually helps her mother in /ðə/ afternoon
… in the afternoon …
[die Schülerin verbessert sofort ihren Aussprachefehler
/ðə/ vor anlautendem Vokal]
S. … but thi… this afternoon she is working a letter.
L. She is writing a letter.
[äh], Spok, please.
S. [äh], the dog usually eats a bone in /ðə/ evening but
this evening it is eat some b…
L. It is? …
S. … it is eating some biscuits.
L. Correct, [ähm] Judy.
S. /ˈmʌðʌ/ and /ˈfʌðʌ/ usually watch /ˈtɛ:ləviʃen/ at night
but tonight /ðɛ:ə/ are listen to the radio.
L. Listening, today they are listening to the radio.
Now first we answer questions in the short form.
Zuerst beantworten wir jetzt die Fragen in der Kurzform. Sue and Dora… [unverständlich] please put
your pencil down.
/dʌs/ father go to work by train every day? Sue.
S. Ye… yes, he goes.
L. Yes, he goes, better, yes he does, immer mit ‘to do’, yes
he does. /dʌs/ Sandy [äh] /rait/ his bicycle evey day,
John?
S. Yes, he does.
L. Every day? Look at picture 0.
S. No, he does.
L. No, he?
SL. Doesn’t.
L. Does Sue usually help her mother, Kitty?
S. Yes, she does.
S.
L.
S.
L.
S.
L.
S.
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L. Does the dog usually eat a bone in /ði:/ evening, Jerry?
S. Yes, he does.
L. It, the dog is an it. Do father and mother watch [äh]
television at night, [äh] Tony?
S. Yes, they [äh] they do.
L. Correct, yes they do. Is Sandy going to school by bus
this morning, Jonny?
S. No, he doesn’t.
L. You have ‘is’ in the question.
S. Ah so ..
L. Look in your ….
S. No he isn’t.
L. He isn’t. Is father going to work by train today, [ähm],
who hasn’t spoken much today [ähm], Paul. Is father
going to work by train today?
S. No, he … isn’t.
L. No, he isn’t. Is Sue helping her mother this afternoon?
[äh], Blacky.
S. Yes.
L. Look at picture R. Is she helping this afternoon?
S. No, she doesn’t.
L. No, she isn’t. Immer wenn ‘is’ in der Frage vorkommt,
dann muß ‘is’ auch in der Antwort vorkommen. Is the
dog eating a bone this evening? Celia.
S. No, he doesn’t, no it doesn’t.
L. [äh], are father and mother watching television
tonight, [äh] Billy?
S. No, they … they aren’t.
L. No, they aren’t.
[aus der Antwort der Lehrerin läßt sich jedoch schließen,
daß der Schüler gefragt hat, warum es ‘aren’t’ heißt.]
L. Es sind doch zwei, father and mother. Are they ah …
[ähm] … watching television tonight. They aren’t.
Tonight they are listening to the radio. Alright, now,
it will be more and more difficult. I tell you what
father and mother do usually, you tell me what they
are doing today or tonight. Father usually goes to
work by train but today, Joe.
S. Today he is going ….
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140
L. No, [unverständlich] is Joan, I’m sorry, Joe.
S. He is going by bus.
L. But today he is going by bus, in a whole sentence.
Sandy usually walks to school every morning but
today, Margaret.
L. Look at picture [äh]m P. Help her, Wulf.
S. [äh] but [äh] every [äh] day but this morning [äh] he is
riding his bi… [äh] cycle.
L. Right, please repeat, Margaret, but this morning he is
riding…
S. But this morning he is riding his bicycle.
L. Right, [äh] Sue usually helps her mother in the
afternoon, [äh] Sandra but today…
S. But this afternoon she is writing a letter.
L. [äh], the dog usually eats a bone in the evening… [äh]
who hasn’t spoken much… [unverständlich] Diana
hasn’t.
S. But [äh]…
L. This evening.
S. But this evening it is eating some biscuits.
L. Right, [äh] mother and father usually watch
television at night but tonight, Wilfried?
S. [äh] but tonight [äh] they are listening to the radio.
L. Correct listening, make the -ing very clear. Now try
not to look at the text any /mor/ [amerik.], look at the
pictures only when I ask you, to please use something
to cover up the sentences, Bitte [äh]m etwas zum
Abdecken der Sätze benützen, aber noch auf die Bilder
schauen.
S. [fragt offenbar, was er zudecken soll.]
L. Die Sätze unter den Bildern.
Ss. Oh!
L. What does father usually do every day, Bärbel.
S. He is going …
L. Usually, every day.
S. He goes ..
L. He goes ..
S. .. goes to work ..
L. .. by ..
S. .. by train.
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L. Correct.
S. Every day.
L. What… What is he doing today, Edward, what is he
doing today?
S. He is … he is go …
L. He is?
S. Go.
L. He is?
L. Going.
S. He is going … by /bus/.
L. By bus. He is going by bus.
What is Sandy doing this morning, picture P, [äh]
Judy? What is Sandy doing this morning, picture P.
S. [äh], he … he … he
L. .. is ..
S. He is riding …
L. Spok!
S. His bicycle.
L. Correct, he is riding his bicycle this morning. What
does Sue usually do in the afternoon, Joan?
S. [äh] he usually helps mother.
L. She, Sue is a she, she usually helps mother. What is she
doing today, [äh], Laura?
S. She helps /ˈmʌzʌ/ today.
L. Really? Look at the picture, picture R. This afternoon
…
S. She writing a /ˈlɛ:tʌ/.
L. She is writing a letter this afternoon. [ähm] Diana,
what does the dog usually do in the evening?
S. It eats a bone.
L. It really eats a bone, quite correct. What is it doing this
evening, [äh] Gerhard?
S. This evening eating …
L. It is eating…
S. It is eating some bo…. biscuits.
L. Correct, what do father and mother usually do at
night, Sandy? Father and mother together are ‘they’.
They usually…
S. They usually … watch television.
L. Right, what are they doing today, [äh], Daisy?
141
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142
S.
L.
S.
L.
S.
L.
S.
L.
Ss.
L.
S.
Ss.
L.
S.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
Ss.
L.
S.
L.
Ss.
L.
S.
L.
They … they usually …
Today, what are they doing today?
They are … listening to the radio.
Correct. Now, please, of an /ˈa:nzə/ has been correct
we repeat it totally. Wenn jetzt eine richtige Antwort
da war, sprechen wir sie gemeinsam, daß sich bei allen
der Unterschied zwischen der -ing-Form und der
einfachen Form ganz fest einprägt. Jetzt geht es ganz
schnell noch einmal die beiden Bildleisten herunter.
What /dʌs/ father usually do every day, John?
He usually by …
He usually …
… goes to /wɔ:k/ by train.
All together.
He usually goes to work by train.
What is he doing today, Anny?
Today he is going by bus.
Today he is going by bus.
What does Sandy usually do [äh] … at … in the
morning, [äh], Dorothy?
[äh] … Sandy
Usually …
Usually… /wouks/ to school.
But say /wɔ:ks/, please.
Walks.
All together.
Sandy usually walks to school.
What is he doing today, Joe?
[äh], he [äh] is riding his… riding his bicycle.
Today …
he is riding his bicycle.
What does Sue usually do in the afternoon, Sandy?
[äh] … She … nä … Sue … [äh] … usually helps mother
in the afternoon.
… together.
Sue usually helps mother in the afternoon.
What is she doing today, Joe?
He is writing a letter.
She, Sue is a she. Today she is writing a letter. What
does the dog usually do in the evening, [äh] … Peggy?
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S.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
Ss.
L.
S.
It eats a bone usually.
Correct.
It usually eats a bone in the evening.
What is it doing today, David?
It is eating some biscuits.
Today …
… it is eating some biscuits.
What do father and mother usually do at night, [äh]
Harold?
They … watch television.
All together.
They usually watch television.
What are they doing tonight, Norman?
They are listening to the radio.
Tonight…
… they are listening to the radio.
Alright, now let’s stop this exercise. I’m sorry you
have not got your workbooks back so please take a
sheet of paper now …
Oh!
And /a:nzə/ the questions that I’m writing on the
light-writer in writing. [Folgende Fragen werden nun
per light-writer an die Schüler gerichtet, bezogen
auf den vorher erarbeiteten Stoff.]
What does father usually do every day?
What does Sandy usually do in the morning?
What is Sandy doing today?
What is Sue doing this afternoon?
What does the dog do every evening?
What is it doing this evening?
What do father and mother usually do at night?
Answer the questions in writing.
[etwa 13 Minuten]
Now everybody please! Put down your pencils! Put
down your pencils! Not look here please and listen to
me, Gerard please stop talking. Spok. Now the boys
read the questions and call up a girl and the girl reads
her answer. Please start, Norman.
Ja, also. What does /ˈfa:ðər/ [amerik.] usually do every
day?
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L. Ask a girl. [der Schüler fordert eine Mitschülerin
durch Handzeichen auf]
S. He usually goes to work by train every day.
L. Paul, please.
S. [äh] … What does Sandy usually do in the morning …
in the morning? [Name unverständlich]
S. He usually walks to … to school in the morning.
L. Correct. Sandy, please.
S. What is Sandy doing today?
L. Ask a girl.
S. Ja, Ute.
S. He is /ri:diŋ/ his bicycle today.
L. He is … ?
S. .. riding
S. He is riding.
L. .. riding, [äh], Jonny, please.
S. What is Sue doing in this [ne] this afternoon?
S. She usually helps mother.
L. Watch up, are you content with this answer?
Ss. Nein.
[Allgemeiner Protest bei den Schülern, die korrekte
Antwort läßt sich an zwei Stellen aus dem Lärm heraushören.]
Ss. She’s writing ..
S. She’s writing a letter
L. .. this afternoon.
[Nächste ist unverständlich wegen des Lärms.]
L. Next question, [äh] Sidney.
S. What does the dog do every evening?
S. It usually eats a bone.
L. Right. Martin, please.
S. What is it doing /zis/ evening?
L. This evening – call a girl.
S. Daisy ..
[Die Antwort ist nicht zu verstehen]
L. Right, who’s the next boy, Wulf is the next boy.
S. What do … /ˈfa:ðə/ and mother usually do at night?
Ingrid.
S. They usually watch television at night.
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L. Correct, now the girls the questions please and the
boys the answers. The girls start at this table, please,
Margaret. [Die Lehrerin zeigt auf den vordersten
Mädchentisch rechts am Fenster.] You start and call
a boy.
S. /wat/ does /ˈfa:ða/ /ˈʒu:ʒəli/ /do/ every day?
L. No. What does father usually do every day?
S. He usually goes to work by train every day.
L. Diana.
S. What does Sandy usually do in the morning?
L. Call on the boys have not spoken, please.
S. Reinhold.
[Schweigen.]
L. Read your answer. Lies die Antwort vor, die du
aufgeschrieben hast.
[Keine Reaktion.]
[nach einer Weile] He usually walks to school in the
morning.
[Schluß der Stunde.]
145
2.3.3
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146
Datum: 23.03.1973
[Vorbemerkung: Der Lehrer spricht mit amerikanischem
Akzent. Da dies durchgehend der Fall ist, unterbleibt die
diesbezügliche Kennzeichnung in phonetischer
Umschrift.]
L. Good morning boys and girls!
Ss. Good morning, Herr …..
L. How’s the weather today? Mike.
S. The weather is fine.
S. The weather is sunny.
S. The weather is good.
S. The weather … the weather is beautiful today.
S. The weather is fine today.
L. Thank you.
[äh], do you like this weather?
S. Yes, I do.
L. Yes, once more.
S. Yes, I do.
S. Yes, I do.
S. Yes, I do.
L. Ah, what’s weather do you like best? Henry.
S. [äh] … [unverständlich]
L. Who can …
S. I sunny weather like best.
S. I … I’m sunny weather like best.
L. What weather do you like best? Kitty?
S. I like the sunny weather like best.
S. I like the sunny weather best.
L. Peggy.
S. I like the /ˈsʌmʌ/ … sunny weather … best.
L. Fine, how do you like the weather today?
S. I like it good.
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L. No. You can’t know it.
S. I like the weather today.
L. Pardon?
S. I like the weather today.
S. I like …
L. Who can …
S. I like the weather today best.
L. Fine, once more, please. Michael.
S. I like the weather today best.
L. All together.
Ss. I like the /ˈwɛðʌ/ today best.
L. Thank you. What can you do today? Andy?
S. I can ride a bicycle and play football today.
L. Fine, ask somebody else. Go on.
S. Kitty.
S. I can ride a bicycle. Michael.
S. I can ride a horse. Harry.
S. I can swim across the lake.
S. I can swimming…
S. I can swim … across the lake.
L. Once more.
S. I can swim across the lake.
[Der Schüler spricht deutsches Rachen-r in ‘across’.]
L. Fine.
S. I can play hopscotch.
S. I can swim in … river.
[Es ist nicht zu verstehen, ob der Schüler ‘the’ river sagt
oder nicht.]
L. Thank you. Can he swim today in the river? Betty?
S. No, he can’t.
[Das nächste ist zunächst unverständlich, da die
Schülerin zu leise spricht.]
L. Louder, please.
S. No, he can’t, but he can swim in the swimming-pool.
S. No, he can’t swim …
L. Can you swim?
S. Yes, I… I… I can’t….
L. …swim in the lake … but I …
S. But I …
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148
L. Kitty.
S. No, he can’t swim in /zə/ /ˈrivʌ/ but I can swim in /zə/
swimming-pool.
Ss. He, he, …
L. Once more. [Name unverständlich].
S. No, I can’t swim in /zə/ /ˈrivʌ/ but your /kan/ …
Ss. He, but he, but I ..
S. .. but I can swim in /zə/ swimming-pool.
S. No, I can’t swim in /zə/ /ˈrivʌ/ but I can swim in /zə/
swimming-pool.
L. Fine, thank you, [äh] today the weather is fine, but
what are you doing just now? Andy?
S. We learn/ˈiŋliʃ/.
L. What are you ‘doing’?
S. I learn /ˈiŋliʃ/
S. I’m learning /ˈiŋliʃ/.
S. I’m learn … learning /ˈiŋliʃ/.
L. And what are you all doing? Janine?
S. We are learning /ˈiŋliʃ/.
L. Once more.
S. We are learning /ˈiŋliʃ/.
L. Joe.
S. We are learning English.
L. And all together.
S. We are learning English.
L. Fine, and I hope we can go on. [äh], Richard, what are
you doing just now?
S. I’m … I’m reading in … I’m reading in /zə/ exercisebook.
L. Is it your exercise-book?
S. It’s … it’s my workbook.
L. Once more.
S. I … I’m reading in/zə/ … in my … in my workbook.
L. Fine, thank you. And now we go on and we write in
our workbook; open your workbook lesson 95,
please. [äh] Who begins and reads the examples?
Jenny.
S. /ri:d/ your bicycle.
L. Who can correct it? Daniel?
S. Ride your bicycle.
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L.
S.
S.
S.
S.
L.
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S.
L.
S.
L.
S.
L.
S.
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Ss.
L.
S.
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S.
L.
S.
L.
S.
L.
S.
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L.
S.
S.
Once more, Jenny please.
Ride your bicycle!
I am riding my bicycle.
Eat your /breikfest/ We are eating your breakfast.
Our breakfast.
Once more the right form, Peggy.
Ride your bicycle! I’m riding my bicycle. Eat your
breakfast! We are eating our breakfast.
Another example: Go to the door, Wulf! … [Der Lehrer
schickt einen Schüler zur Tür, um den Kindern den
Ablauf einer Handlung deutlich zu machen.] Wulf go
to the door! What are you doing?
I’m going to the door.
What is he doing?
He go to the door. He goes to the door.
What is he doing?
I’m goin…. Nein, he …
Nochmal, Richard.
He is going to the door.
All together.
He is going to the door.
Thank you, Wulf, go and sit down. [äh], can we go on.
There is one order and then you said what they are
doing. Now you do the same, put in the right words.
Go on, sentence No. 1, Henry.
Make a /ˈpeipʌ/-boat. She’s making a /ˈpeipʌ/-boat.
Fine. Once more, Martin.
Make a /ˈpeipʌ/-boat. She’s making a pa… a /ˈpeipʌ/
-boat.
Fred.
Making a /ˈpeipʌ/-boat. She is …
No making a /ˈpeipʌ/-boat. Read it word for word once
more.
Ask somebody.
John.
Make a paper-boat. She is making a paper-boat.
Go on.
Henry.
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150
L.
S.
L.
S.
Go on, Henry.
/kount/ your stamps.
Sentence No. 2.
Count your stamps. There’s an accounting your
stamps.
L. No.
S. Herr …, er hat .. [unverständlich].
L. Hab‘ ich nicht sehen können.
S. Von Kitty.
L. Aha, Kitty, No. 2.
S. /kount/ your stamps. They are /ˈkountiŋ/ our stamps.
L. No … George.
S. Count your stamps. They are counting [ähm] their …
their stamps.
L. Once more, /pli:s/.
S. Heike.
S. /kount/ your stamps. /ðɛ:ə/ counting their stamps.
S. Kitty.
S. /kount/ your stamps. They are /ˈkountiŋ/ their stamps.
L. [äh], ich darf mal berichtigen. Aussprache …. Count,
all together.
Ss. Count.
L. Fine, and [äh] once more, Andy.
S. Count your stamps. /ðɛə/ /a:/ counting their stamps.
L. Fine.
S. Dieter.
S. Count your stamps. /`zeiz/ counting /zei/ stamps.
L. But… nochmal und richtig bitte, wer macht’s?
S. Fred.
S. Count your stamps. They are counting … their
stamps. Go on, Mike.
[Der Schüler reagiert nicht, es tritt eine Pause von etwa
einer halben Minute ein, dann gibt der Lehrer Hilfestellung.]
L. Da oben haben wir ein vergleichbares Beispiel, als
erstes … Kitty.
S. Post mum’s /ˈlɛtʌ/. I’m posting /həʌ/ /ˈlɛtʌ/, Manfred.
S. Post mum’s /ˈlɛtʌ/. I’m /postiŋ/ hers /ˈlɛtʌ/.
L. … her letter.
S. … her /ˈlɛtʌ/.
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L.
S.
L.
S.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
S.
S.
L.
S.
S.
L.
S.
Once more, Betty.
Post mum’s /ˈlɛtʌ/. I’m posting her /ˈlɛtʌ/.
Fine.
[äh], Jenny.
Post mum’s /ˈlɛtʌ/. I’m posting her /ˈlɛtʌ/.
Post mum’s /ˈlɛtʌ/. I’m posting … his /ˈlɛtʌ/.
I’m posting her letter.
.. her …
Once more.
Post mum’s /ˈlɛtʌ/. I’m posting hers /ˈlɛtʌ/.
I am posting … [der Lehrer zeigt dem Schüler den
entsprechenden Satz im Buch]… dieses hier: I am
posting her letter. I am posting her letter.
I am posting her /ˈlɛtʌ/.
Fine. Ask somebody.
Billy.
I am posting … her … kann ich nicht, das … weiß das
nicht.
Du hast das doch gehört.
I’m posting /həʌ/ /ˈlɛtʌ/.
Go on, Billy.
An…. [äh].
Angela?
Angela, ja.
Post /mʌms/ /ˈlɛtʌ/. I’m posting her /ˈlɛtʌ/.
/gif/ Billy some sweets. We are giving him some
sweets.
Prima, fine, very fine.
Give Billy some sweets. We are giving him some
sweets, Henry.
/gif/ Bi… /gif/ Billy some sweets. We giving him some
sweets.
So, damit auch [unverständlich], die sich nicht
melden, die können’s zumindest wiederholen, ja, also
bitte bißchen auch von der Seite mitarbeiten, once
more Nr. 4, Irene.
/gif/ Billy some sweets. We are giving him some
sweets, Sue.
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S. /gif/ Billy some sweets. We are giving him some
sweets.
L. Number /faif/.
S. Kitty.
S. Kitty.
S. Kitty.
S. Wash your face. I am washing my face, Richard.
S. Wash your face. I washing my face.
S. I’m.
L. Once more.
S. I’m washing my face … Tim.
S. Wash your face. I’m washing my face.
[Es folgt eine Pause von ca. ½ Minute vor Beispiel Nr. 5.
Der Lehrer läßt den Kindern Zeit zum Überlegen.]
L. Betsy.
S. Wake up – your mother is waking … up the children.
L. Once more, Caroline.
S. Wake up the children. Mother waking up the
children.
L. Berichtigung, [äh], Susan.
S. .. /is/ waking
S. Wake up the cildren. /ˈmʌzə/ is waking up the
children.
L. One more… Bill.
S. Wake up the /ˈʃildrən/. /ˈmʌðʌ/ is waking up the
children.
L. Fred.
S. Wake up the children. /ˈmʌðʌ/ is waking up the
children.
L. George.
S. Wake up the children. /ˈmʌðʌ/ is waking up the
children.
L. All together.
Ss. Wake up the /ˈʃildrən/. /ˈmʌðʌ/ /is/ waking up the
children.
[Die Mehrzahl der Klasse macht die nebenstehenden
Aussprachefehler.]
L. Do another sentence, Jenny.
S. /paik/ up…
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L.
S.
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S.
Pick.
Pick up your pencil. Sandy is picking up his pencil.
Very fine, once more, Fred.
Pick up your pencil. Sandy /is/ pick up your … /is/
picking up your … his …
Ah, Wulf?
Pick up your pencil. Sandy /is/ picking up your pencil
… /hi:s/ pencil. [Name unverständlich]
Pick up your pencil. Sandy /is/ picking up /his/ pencil
… Irene.
Pick up your pencil. Sandy /is/ picking up /his/ pencil
… Angela.
Pick up your pencil. Sandy /is/ picking up /his/ pencil.
Thank you. Stephen.
Pick up your pencil. Sandy /is/ picking up your pencil.
My pencil?
[anderer] his.
His … his pencil … his pencil.
Once more.
Pick up your pencil. Sa… Sandy /is/ picking up /his/
pencil.
[anderer] /hi:s/
[mehrere] /his/ pencil.
Once more … nur die Antwort.
Sandy is picking up your pencil.
[mehrere] /hi:s/
Stephen, Sandy is picking up /his/ pencil, once more.
Sandy is picking up /his/ pencil.
Thank you. No. 8. … Richard.
Share your sweets. We are sha… sharing … sharing our
…
[anderer] sweets.
… our sweets.
Once more, Andy.
Share your sweets. We are sharing our sweets.
Go on.
Arthur [äh] Uwe.
Name his /ˈiŋliʃ/ name, please.
/ʃou/ your sweets.
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L. Share …
S. Share your sweets. We are share our …
L. Sharing…
S. .. sharing our sweets … Michael.
S. Share your sweets. We are sharing our sweets.
L. Thank you, No. 9.
S. Helmut.
S. Take off your shoes. Sue’s taking off my shoes.
[Gelächter]
S. [anderer] of her shoes.
L. Ja, Henry, ask somebody.
S. Janine.
S. Take off your shoes. Sue’s taking off her shoes.
L. Once more.
S. Richard.
S. Take off your shoes. Sue /is/ taking off her /ʃu:s/.
L. [äh] Betsy.
S. Take off your /ʃu:s/. Sue /is/ taking off her /ʃu:s/.
L. Go on, please.
S. Betty.
L. Number ten.
S. Susan.
S. Play hopscotch. They are playing hopscotch. Kitty.
S. Play hopscotch. They are playing hopscotch.
L. Fred.
S. [ähm], play hopscotch. They are playing hopscotch.
S. Wulf.
S. Play hopscotch. The… yo… I’m playing.
L. No.
S. You are … play hopscotch. They play hopsc… They are
playing hopscotch. [Name unverständlich]
S. Play hopscotch. They are playing hopscotch. …Kitty.
S. Play hopscotch. They are playing hopscotch.
L. Thank you. No. 11, please.
S. Mike.
S. Pass Sandy /zə/ ball. I’m pass Sandy /zə/ ..
L. No.
S. I am passing Sandy /zə/ ball.
L. Helen.
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S. Pass Sandy the ball. I am passing Sandy a ball … the
ball.
L. Caroline.
S. Pass Sandy the ball. I am passing Sandy a ball…
L. The ball.
S. The ball.
L. Henry.
S. Pass Sandy /zə/ ball. I am passing Sandy /zə/ ball …
Helen.
S. Pass Sandy /zə/ ball. I am passing Sandy /zə/ ball.
L. Go on please. No. 12.
S. [ähm] Gaby.
S. I am writing my name.
L. First the order.
S. Write your name. I’m writing my name. Mike.
S. Write your name. I’m write … write your name …
I’m writing your name … writing your name…
L. Once more, Peggy, please.
S. Write your name. I’m writing my name.
S. Write your name. I am writing your name.
Ss. Nein.
S. /raidiŋ/ your name [Gelächter]
L. Du wirst doch deinen Namen schreiben, wenn du den
Befehl oder den Auftrag bekommen hast, den zu
schreiben, ja? Write your name. I am writing my
name. Once more, please.
S. I am writing my name.
L. My name, once more, [äh] Caroline.
S. Write your name. I am writing my name, Monika.
S. Write your name. I am writing my name, Betty.
S. Write your name. I am writing my name, [äh] Fred.
S. Write your name. I am writing my name, Andy.
S. Write your name. I am writing my name.
L. Thank you, that’s enough. We can go on [äh],
Lesson 96.
[ca. ½ Minute Pause].
L. Read the example, please, Janine.
S. Do mother and Sue want any /flɔə/ and rice? /zei/
don’t want much flour but they want a lot of rice. /
/dous/ …
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L. Does.
S. Does Sandy want any buttons and stamps. He doesn’t
want many buttons but he want a lot of stamps.
L. Andy.
S. Do mother and Sue want any flour and rice? They
don’t want much flour but they want a lot of rice.
/dʌs/ Sandy… want any buttons and stamp?
L. Stamps.
S. Stamps. He doesn’t want many buttons but he wants
a lot of stamps.
L. Go on please … go on please.
S. /dʌs/ Sue want any soup and /bi:ns/? She doesn’t any
soup…
L. She doesn’t want …
S. sh… she doesn’t want any soup but she does …
L. .. she…
S. but she wants … but she wants any, ne a lot of beans.
S. /dous/ Sue want any /soup/ and /bi:ns/? She doesn’t
want many …
L. No.
S. She doesn’t want many /soup/.
L. Many soup?
S. Ach ja, any soup.
L. No.
S. Much … /dʌs/ she want any soup and /bi:ns/. She
doesn’t want much soup … but the … wants..
L. She.
S. She wants a lot of /bi:ns/. Kitty.
S. /dʌs/ Sue want any /soup/ and /bi:ns/? She doesn’t
want much /soup/ but she wants a lot of /bi:ns/, Mike.
S. /dʌs/ Sue want any /soup/ and /bi:ns/? She don’t.
L. She …
S. She does…n’t want much /soup/ but she wants a lot of
/bi:ns/… but she wants a lot of /bi:ns/.
L. Next sentence, Fred.
S. /dʌs/ /zə/ horse /want/ [unverständlich] /want/ any
/ˈwɔ:tʌ/ and sugar. He doesn’t /want/ [äh] /want/ many
/ˈwɔ:tʌ/ …
L. No …
S. but …
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L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
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L.
S.
L.
S.
L.
S.
L.
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L.
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L.
S.
L.
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L.
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L.
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L.
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L.
S.
Fred, many water …
/zə/ … don’t
The horse is …
.. the horse…
.. it ..
.. doesn’t /wʌnt/ much … much water but i…i…
.. it…
.. it /want/ a lot of sugar.
Once more, please … Mike.
It doesn’t want much /ˈwɔ:tʌ/ but it …. wants a lot of
sugar.
Once more, Mike.
/dʌs/ the /hoas/ want any /ˈwɔ:tʌ/ and /ˈʃugʌ/? He …
No, the horse is ‘it’, a boy is ‘he’, a girls is ‘she’, a horse
is ‘it’.
It don’t …
It doesn’t …
It doesn’t want much any water…
No, much water…
.. much /ˈwɔ:tʌ/ it …
Henry.
/do:s/ horse want any /ˈwɔ:tʌ/ and sugar. He doesn’t…
No.
Hä?
It.
It doesn’t /wʌnt/ much /ˈwɔ:tʌ/ but /zei/ /wɔnt/ a lot of
sugar.
Once more, please.
Doesn’t the horse want any…
No, nur die Antwort.
It doesn’t want much /ˈwɔ:tʌ/ but /zei/ /wɔnt/ a lot of
sugar.
Der letzte Teil des Satzes.
It doesn’t want much /ˈwɔ:tʌ/ but /zei/ /wɔnt/ a lot of
sugar
No, Martin.
It doesn’t /wɔnt/ much /ˈwɔ:tʌ/ but it wants a lot of
sugar
Mike.
/dous/ /zə/ …
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L. /dʌs/
S. /dʌs/ /zə/ /hɔ:əs/ want any /ˈwɔ:tʌ/ and /ˈʃugʌ/? It
don’t
L. It… ?
S. It doesn’t want much /ˈwɔ:tʌ/ but it wants a lot of
/ˈʃugʌ/.
L. Fine, number three, Peggy.
S. Do the /ˈʃildren/ want any peach … [äh] any pears and
peaches? They don’t want many …
L. No.
S. They /dou/ … They don’t want many peaches but /zei/
… but /zei/ want a lot of … pea… [äh] peaches.
L. Once more, Peggy, ask somebody.
S. [äh] Kitty.
S. Do /zə/ /ˈʃe:…./ do the /ˈʃeldren/ want any pears and
peaches? They don’t want many pears but /zei/ want a
lot of peaches. Stephen.
S. Janine.
S. Don’t the children want …
L. Do …
S. Do the children want any /pi:əs/ and peaches? /zei/
don’t want many /pi:əs/ but they want a lot of
peaches.
S. Don’t /ze/ /ˈʃildren/ …
[Hier unterbricht ein Schüler, es ist jedoch nicht zu
verstehen was er sagt.]
S. /dou/ the children want a peach or peaches? /zei/
don’t want many peach but /zei/ … /zei/ want a lot of
peach…
S. Peaches.
S. Peaches.
L. Once more in the right form, please. Irene.
S. /dau/ the children …
L. Do…
S. Do… wa…. Do the children want any pears and
peaches? They don’t want many pears … but they
want a lot of peaches. Betty.
S. Do the children want … want any pears and peaches?
They don’t want many pears but /zei/ want a lot of
peach.
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L.
S.
L.
S
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
S.
L.
S.
S.
No.
.. want … but /zei/ want a lot of peach.
[äh] Michael.
/dou/ /z?/ /ˈʃildren/ want any pears and peaches? They
/daount/ want many /pi:əs/ but /zei/ want a lot of
peaches.
Go on, number four, Janine.
Do Sandy and Sue want /æn/ /fri:/ /æn/ and …
.. fruit.
Fruit and /ˈvitʃiteibl/? /zei/ don’t want many fruits but
/zei/ want lot of …
No…
/ˈvitʃiteibls/ … they want a lot of /ˈvitʃiteibls/
Davor … ‘fruit’ without ‘s’ … any fruit. Once more.
Do Sandy and Sue any fruit and /ˈvitʃi'tibl/? /zei/ don’t
want much fruit but /zei/ want a lot of /ˈvitʃi'tibl/.
[unverständlich] Once more, jeder wird jetzt genau
zuhören … wiederholen kann, … Mike.
Do Sandy and Sue want any /fru:/ and /ˈvidʒiˈtæbl/ …
Fruit.
Ja, fruit and /ˈvidʒiˈtæbl/. They don’t want much fruit
but /zei/ want a lot of /ˈvidʒiˈtæbl/.
Once more, please .. [Name unverständlich]
They don’t want much fruit but /zei/ want a lot of
/ˈvidʒiˈtæbl/.
Do Sandy and Sue want any fruit and /ˈwitʃiteibl/? /zei/
don’t want much fruit but /zei/ want a lot of
/ˈwitʃiteibl/. Jack.
Jack means George.
/dou/ Sandy and Sue /wʌnt/ any fruit and /ˈvədʒətæbls/
? /zei/ don’t want much fruit but /zei/ want a lot of
vegetable [diesmal fast richtig ausgesprochen].
Henry.
/das/ Sandy and Sue /wʌnt/ any fruit and /ˈvədʒətæbl/?
/zei/ don’t want much fruit but /zei/ want a lot of …
[unverständlich].
Go on, number five.
Mike.
/dous/ /ˈfʌzʌ/ …
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160
L. Does …
S. /da:s/ /ˈfʌzʌ/ want any tooth-paste and soap? He want
many /ˈtouθˈpeist/ but he want much soap.
L. No, Michy.
S. He doesn’t want much tooth-paste but he want …
L. He…
S. .. but he want a lot of …
L. No,…
S. … but he wants a lot of [äh] soap.
L. Once more, ask..
S. .. some…
L. …body
S. … body.
S. Uwe oder Mike.
S. /dʌs//ˈfa:zʌ/ want any /ˈtoustˈpeist/ and soap. He want
many …
L. No …
S. … much he doesn’t ma… many /ˈtouθˈpeist/ but he
wants a /lət/ a a lot of much …
L. Das ist doppelt gemoppelt … Once more, Henry.
S. /dɔ:s/ /ˈfʌzʌ/ wants a tooth-/bæʃ/ and soap.
L. No, does father want any tooth-paste and soap?
S. He doesn’t want many…
L. No.
S. Much …
S. He doesn’t want much /ˈtju:ˈpeist/ but he wants a lot
of /su:p/.
L. Soap, ah, Susan.
S. He doesn’t want any /ˈtjusˈpeist/ but …
L. No.
S. He wants a lot of soap.
L. George, who can read the right sentence without any
mistakes? … Andy.
S. /dʌs//ˈfa:zʌ/ want any /ˈtjuθˈpeist/ and /su:p/? He
doesn’t want much /ˈtjuθˈpeist/ but he want a lot of
/su:p/.
L. Welche Berichtigung? … He …
S. .. wants.
L. Betty, once more please.
S. He doesn’t wants …
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L. No.
S. Nein, quatsch, he doesn’t … he doesn’t want much
tooth-paste but he wants a lot of soap.
L. Thank you, ja das war’n bißchen viel für heute.
[Ende der Aufnahme]
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2.3.4
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162
Grade 7 (September 24, 1973; #15 in the Pre-Digital
Corpus)
Datum: 24.09.1973
L. Now. Good morning!
Ss. Good morning Mrs. …..
L. Our guest, Mr. [Name] comes from Dortmund.
Ss. Good morning Mr. [Name], Good morning
Mr.[Name]. Mr [Name]. Good morning.
L. Now, Manuela, switch it on. [Tonband, Diaprojektor]
[…] Now, this Unit 20 today, this Unit 20.
TB. ……. rt one. What will Richard do?
[Richard:] No football today. I can’t know what to do.
[Andrew:] It’ll be a change for once you can read a
good book.
[Richard:] Oh you and your books!
[Andrew:] Oh you and your football!
[Margaret:] Stop it, both of you.
Why don’t you come with me?
[Richard:] Where are you going?
[Margaret:] Mary’s family have got a new house.
There’s a large basement.
We’re going to decorate it.
[Richard:] You mean you’re going to paint it?
[Margaret:] Yes, Mary’s parents said we can do
anything we like. So, if you have any good ideas…..
[Richard:] All right, let’s go. It’ll be fun.
[Andrew:] Yes, let’s go, It’ll be better than football.
Unit 20 Part I [Ende der Tondbandvorgabe]
[Die Namen werden vom Tonband nicht genannt. Sie
wurden lediglich zum besseren Verständnis des
Gesprächs hinzugefügt und stehen daher in Klammern.]
L. Now, once more, the /fə:rst/ picture please. Yes, that’s
the right one, thank you. Unit 20, what’s the title of
Unit 20?
S. What will Richard do?
L. What will Richard do?
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S. What Rich….. What you do wi … Richard do?
L. No, once more.
S. What’s with Richard do?
L. Listen once more!
TB. What will Richard do?
S. What will … Richard do?
L. Next picture, please.[1]
TB. No football today. I don’t know what to do.
S. No football today. I don’t …
S. No football today. I don’t know what to do.
S. No football today. /ei/ don’t know what to do.
S. No football tod … to …
L. No football today. I don’t …
S. No football today. I don’t know what to do.
TB. It’ll be a change for once you can read a good book.
L. No look here … The sun /is/ shining. The sun /is/
shining.
S. The sun /is/ shining.
L. Look, there’s a /tʃeintʃ/ now. There is a /tʃeintʃ/ now.
It’s raining. There is a /tʃeintʃ/. It’s raining.
S. There is a /tʃeintʃ/ it’s raining.
S. There is a /tʃein/ it’s raining.
S. There is a /tʃeintʃ/ it’s raining.
L Richard is playing football. Richard /pleis/ football
every day. Does Richard like to play football? /dʌs/
Richard like to play football.
S. Yes, he /dʌs/.
L. Yes, he /dʌs/. He /pleis/ football every day. Now what’s
he doing there?
S. He /is/ reading a /gut/ book.
L. That’s a /tʃeintʃ/. He’s reading a book now.
He doesn’t play football, he’s reading a book. Now for
once he is reading a book. Fore once Richard /is/
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S.
L.
S.
L.
S.
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S.
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L.
S.
L.
S.
S.
L.
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L.
S.
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S.
L.
S.
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S.
L.
S.
Ss.
reading a book. Now what’s wrong? Richard /pleis/
football every day, for once /hi:s/ reading a good book.
For once /hi:s/ reading a good book.
Yes, now say the whole sentence /pli:s/. Richard is
play …. Richard /pleis/ /ˈfudbɔ:l/ every day.
Richard /pleis/ /ˈfudbɔ:l/ every day.
For once he’s reading a good book.
Yes, that’s good. Once more please. Petra
For once he’s …
Richard /pleis/ football every day.
Richard /pleis/ football every day for once he’s
/ˈreidiŋ/ a good book.
For once he’s /ˈri:diŋk/ a good book.
Once more, [Name unverständlich]
For once he’s not reading a good book.
For once he’s reading a /gu:d/ book.
Andrew is always reading books. Andrew is always
reading books. It’ll be a /tʃeintʃ/ for him to play
football. Andrew is always reading books. Once more,
Andrew is always reading books.
Andrew is always reading books.
It’ll be a /tʃeintʃ/ for him to play football.
It’ll be a /tʃein/ for him to play football.
No, it’ll be a /tʃeintʃ/ for him to play football.
… to play football.
Once more.
It’ll /bitl/ a /tʃein/ for him to play football.
It’ll be a change fot him to play football.
It’ll /bitl/ a /tʃein/ for him its playing football.
It’ll be a change for him to play football.
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It’ll /bitl/ /tʃein/ for him …
It’ll be …
It’ll be /tʃeins/ for him to play its play football.
What else would be a /tʃeintʃ/ for him?
What else would be a /tʃeintʃ/ for him?
S. He can read in a book.
L. Right, it’ll be a /tʃeintʃ/ for him to read a good book.
S. It’ll be a /tʃeintʃ/ for him he can read …..
L. To /ri:t/ a good book.
S. To /ri:t/ a good book.
L. It’ll be a /tʃeintʃ/ for him to read a good book, Andy.
S. It’ll be a /tʃeintʃ/ for him to read a good book.
L. Janet.
S. It’ll be a /tʃeintʃ/ for him to /ri:t/ a good book.
L. Yes, that’s right.
Oh you and your books.[3]
S. Oh you and your books.
TB. Oh you and your football.[4]
S. Oh you and your football.
TB. Stop it, both of you.[5]
L. Once more.
TB. Oh you and your football. Stop it, both of you.
S. Stop it, both of you.
L. Very good.
L. Stop it, both of you.
S. He stop it, both ….
L. No, stop it, both of you.
S.
L.
S.
L.
S.
L.
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L.
S.
L.
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L
S.
S.
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S.
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L.
S.
L.
S.
Stop it, both of you.
Stop it [unverständlich]
… both of you.
/bouvs/
both …
/bouvs/
both.
Stop it, ….
… both of you.
… both of you
… both of you
/bə:th/ of you.
Both, both, once more
Good.
Frau [name], I think the last word would fall.
Good.
Stop it both of you.
Stop it both of you.
Stop it, both …. [unverständlich]
Do you remember Unit 7 or 8: Wait a minute you two.
[Es handelt sich um Unit 5, Seite 27.] Wait a minute
you two. Now, wait a minute both of you. Wait a
minute you two. Wait a minute both of you.
Wait a minute both of you.
Now, come here both of you. Come here both of you
… Come here both of you.
Come here both of you. Come here you two.
Come here both of you, once more. Thank you very
much, /siˈdaun/ now both of you.
Come here both of you.
Come here both … both of you.
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S. Come here both of you.
L. Yes. Next picture.[6]
TB. Why don’t you come with me?
S. Why don’t yo … Why don’t you come with me?
S. Why don’t you come with me?
S. Why don’t you come /wiθ/ me?
S. Why don’t you come /viθ/ me?
S. Why don’t you come /viθ/ me?
TB. Where are you going?[7]
S. Where are you going?
L. All together.
Ss. Where are you going?
TB. Mary’s family have got a new house.[8]
TB. Mary’s family have got a new house.
S. Mary’s family have got a new house.
S. Mary’s family have … Mary’s family have got a new
house.
S. Mary’s family have … got [der vorherige Schüler hilft
aus]
S. … got a new house.
S. Mary’s family have … [unverständlich]
L. Good.
S. Mary’s family have … have …
L. … got a new house.
S. Mary’s family have …
L. … have got a new house.
S. … got …ha … got a new house.
L. Look here. This is Mary with her family, they’ve got a
new house. Peter.
S. Yes, …. They have new house.
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L.
S.
S.
L.
S.
S.
L.
S.
S.
L.
No, they have got a new house.
They’ve got a new house.
They have got a /nu:/ house.
They have got a new house.
They’ve got a … they … they’ve got a new house.
They’ve got a new /haus/ [deutsche Aussprache]
… house … [unverständlich]
… house.
They’ve got a new house.
Now have you got a red pullover? Have you got a red
pullover?
S. I have got a red pullover.
L. Yes, I have. Yes. I have.
S. Yes, I have.
L /hæf/ you all got a book? /hæf/ you all got a good book.
S. Yes, I have.
L. /hæf/ you got a good English book?
S. Yes, I have.
L. /hæf/ you got a blue pullover?
S. Yes, I have.
L. Now, /hæf/ you got a green pullover? /hæf/ you got a
green pullover?
S. Yes, I have.
TB. There’s a large basement. We’re going to decorate it.
L. There’s a large basement. We’re going to decorate it.
S. There’s a large …
L. … large basement.
S. There’s a large basement … [unverständlich]
L. There’s a large basement, look here, this is the new
house and this is the basement. This is the basement.
S. This is the basement.
S. This is /zə/ basement.
L. This group, please.
Ss. This is the basement.
L. Thanks. Now, we’re going to decorate it. We’re going
to decorate it.
S. We’re going to decorate it.
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S.
S.
S.
S.
S.
S.
L.
S.
L.
S.
S.
S.
S.
L.
S.
L.
S.
S.
S.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Good, look here. I’m going to decorate our classroom
now. [Gelächter] I’m going to decorate our classroom
now. [unverständlich] I don’t know.
You decorate our classroom.
You are decorating our classroom.
You are dec … You are decorating our classroom.
I’m painting, I’m painting the walls.
I’m painting the walls.
No, not you, I.
You, you, you’re painting the walls.
You’re painting the walls.
And now look, they’re going to decorate … they’re
going to decorate the basement. They’re going to
decorate the basement.
They … they’re going to /ˈbɛtərənt/
They’re going to decorate the basement.
They’re going to decoring ….
Once more, Andy.
And Peter.
They’re going to …
Once more.
They are going to decorate the basement.
Peter.
They are going to decorate the basement.
Look here. What’s this?
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S. This is a room.
S. This is a sitting-room.
L. Yes, now I’m /dɛkəˈreitiŋ/, I’m decorating this sittingroom. I’m decorating this sitting-room. I’m
decorating this sitting-room. [die Lehrerin heftet
kleine Möbelstücke an die Flanelltafel] It’s much nicer
now, isn’t it. I’m decorating this sitting-room.
S. You are.
L. … decorating …
S. decorate … /siŋ/
L. … decorating …
S. You are decorating this sitting-room.
L. Did I paint the /wɔ:ls/? Did I paint the /wɔ:ls/? Did I
paint the /wɔ:ls/?
S. No, you didn’t.
L. Did I paint the /wɔ:ls/?
S. No, you didn’t.
L. Did I decorate this sitting-room?
S. Yes, you did.
L. Now let’s go on. What are they going to do?
S. They’re going to decorating …
L. They’re going to decorate the basement.
S. They’re going to decorate the basement.
L. Good, next picture, please.[10]
TB. You mean you’re going to paint it?
S. You mean you’re going to paint it?
S. You mean …. Mean you’re …
NS. You mean you’re going to paint it?
L. Good. [Name unverständlich]
S. You mean you … [schwer verständlich]
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L. No, once more please.
L. … paint …
S. … paint …
L. … paint …
S. … paint …
L. Once more.
L. No.
S. You’re mean … You mean you’re going to paint it?
S. You mean go to paint it?
L. No.
TB. Yes, Mary’s parents said we can do anything we like.
S. Yes, Mary’s parents said we can do anything we like.
L. Yes, Mary’s parents /sæt/ we can do anything we like.
S. Mary’s ….. Mary’s.
L. Yes, Mary’s parents /sæt/ we can do anything we like.
S. Ye … Yes, Mary’s parents /sæt/ we can anything…..
L. …. we can do anything we like.
S. …. we can do anything we like.
L. Pay attention, Margaret.
L. Yes, Mary’s parents said we can do anything we like.
S. Yes, Mary’s pare…. Yes, Mary’s parents said we can do
/ˈænisiŋ/
L. … anything …
S. … anything …
L. … we like.
S. … we like.
S. Yes, Mary’s parents said we can do anything … we like.
S. Yes, Mary’s parents said we can do anything … we like.
S. Yes, Mary’s parents said we can … we can do /ˈænisiŋ/
we like.
L. … anything…
S. … anything we like.
L. Once more, Manuela.
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Mary’s parents /sæt/ we can ….. anything …
… we can do anything we like.
… we … we can do anything we like.
They can paint the basement. What else can they do?
They can take … flowers on the … table.
They can … [unverständlich] … now, David, once
more: They can put flowers on the table.
S. They can put flowers on the table.
L. What else can they do?
S. They can put flowers on …
L. They can put flowers on the table.
S. They can put flowers on the table.
L. What else can they do?
S. They can put pictures on the walls.
L. They can put pictures on the walls.
S. They can put pictures on the walls.
L. What else can they do? … Now once more: They can
paint the walls, they can paint the walls.
S. /zei/ can paint the walls.
S. They can paint the walls.
S. They can paint the walls.
L. Right, next picture.[12]
TB. So, if you have any good ideas …
L. So, if you have any good ideas …
So, if you have any good ideas …
S. So, if you …
L. … have any good ideas …
S. So, if you /hæf/ any …
S. So, if you have any good ideas …
S. So, if you have … [unverständlich]
L. So, if you have any good ideas … Claudia.
S. So, if … if you can …
L. Next picture [13]
S.
L.
S.
L.
S.
L.
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TB. All right, let’s go.
S. All right, let’s go.
L. All together.
Ss. All right, let’s go.
TB. It’ll be fun.
Ss. It’ll be fun.
L. Next picture.[14]
TB. Yes, let’s go. It’ll be better than football.
S. Oh yes, let’s go. It’ll be /ˈbɛtə/
L. … than football.
S. Yes, let’s go. It’ll be better than football.
S. Oh yes, let … let’s go. It’ll be better than football.
L. Oh yes, let’s go. It’ll be better than football. Andy.
S. Oh yes, let’s got. It’ll be be ../ˈbɛtə/ than football.
L. It’ll be better than football.
S. It’ll be better than football.
L. Peter.
S. Yes, let’s go. It’ll be better than football.
S. Oh yes, let’s got. It’ll be /bɛtə/ than football.
S. Oh yes, let’s got. It … it … it’ll be better than football.
S. Oh yes, let’s got. It’ll be better than football. [wrong
inton.]
S. Oh yes, let’s got. It’ll be better than football.
L. It’ll be better than football.
S. It’ll be better than football.
L. Thank you … Now once more picture. No, one.
TB. There’s a large basement.
TB. Why don’t you come with me.
TB. Oh, you and your books.
TB. [unverständlich]
[Diese vier Tonbandäußerungen haben mit dem
Unterricht nichts zu tun. Sie entstanden beim
Rückspulen des Bandes auf der Suche nach dem Beginn
der Aufzeichnung von Unit 20.]
TB Unit 20 Part I. What will Richard do?
TB. No football to-day. I don’t know what to do.[1]
S. Not football to-day. I don’t know what to do.
L. Tom.
S. Not football to-day. I don’t know what to do.
L. Next picture. [2]
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174
S. It’ll be a change for once you can read a good book.
S. It’ll be a /tʃeins/ for once …
L. No, it’ll be a /tʃeintʃ/ for once you can read a good
book.
S. It’ll be a /tʃeins/ for once you can read a good book.
L. It’ll be a /tʃeintʃ/ for once …
S. It’ll be a /tʃeins/ for once …
L. … a /tʃeintʃ/
S. It’ll be a /tʃeintʃ/ for once you can read a good book.
L. All together.
Ss. It’ll be a /tʃeintʃ/ for once you can read a good book.
L. Once more.
LS. It’ll be a /tʃeintʃ/ for once you can read a good book.
S. Oh you and your books! [3]
[S. spricht ungefragt.]
TB. Oh you and your books!
S. Oh you and your books!
L. Next picture.[4]
TB. Oh you and your football!
L. All together.
Ss. Oh you and your football!
L. Next picture.[5]
TB. Stop it, both of you.
S. Stop it, /bous/ of you.
L. … both …
S. … both …
L. Jane.
S. /stoup/ it, both of you.
L. Charly.
L. Next picture.[6]
TB. Why don’t you come with me?
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L. Why don’t you come with me?
L. Next picture.[7]
TB. Where are you going?
L. All together.
Ss. Where are you going?
TB. Mary’s family have got a new house.[8]
L. Andy.
L Sandy.
S. Mary’s family ha … have got a new house.
L. Michael.
S. Mary’s family have got a good house.
L. Mary’s family have got a new house.
S. Mary’s family have to got …
L. … have got …
S. … have got a good house.
L. … a new house.
S. … a new house.
L. Petra.
L. Michael, once more: Mary’s family have got a new
house.
L. Next picture.[9]
TB. There’s a large basement. We’re going to decorate it.
S. There’s a … There’s large …. There’s a long basement.
L. No, there is a large basement.
S. There’s a /la:tʃ/ basement. We’re going to /dɛ:kəˈreit/
it.
L. There’s a large /ˈbeizment/. We’re going to decorate it.
S. There’s a large /ˈbeizment/. We’re going to decorate it.
S. There’s a large /ˈbeizment/. We’re going to decorate it.
L. … basement …
S. … basement …
L. There’s a large /ˈbeizment/. We’re going to decorate it.
S. There’s a large basement. We’re going to decorate it.
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L. We’re going …
S. We’re going …
L. Good, next picture.[10]
TB. You mean you’re going to paint it?
TB. Yes, Mary’s parents said we can do anything we like.
S. Yes, Mary’s parents said we can …
L. … we can do anything we like.
S. … we can do anything we like.
TB. So, if you have any good ideas …[12]
S. So, …
S. So, if you good …
S. … if you have any good ideas ….
S. So, if you have …..
S. … if you have any good ideas … [wrong intonation]
L. No, … So, if you have any good ideas …
S. So, if you have any …
L. Look here.
S. … good ideas …
S. So, if you had …
L. … if you have ..
S. … if you have anything idea.
L. No, so if you have any good ideas…
S. So, if you had …
L. … if you have …
S. … if you have any good ideas …
S1. All right, let’s come. [Schüler – S1 – spricht ungefragt]
S2. … let’s go [ein anderer Schüler –S2 – verbessert]
S1. Let’s … All right, let’s go.
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TB. All right, let’s go.
L. All together.
TB. It’ll be fun.
Ss. All right, let’s go. It’ll be fun.
L. Once more.
L. Once more.
Ss. All right, let’s …..
S. All right, let’s go. It’ll be fun.
TB. Yes, let’s go. It’ll be better than football.
L. Andy.
S. All right, let’s go. It’ll be better than football.
S. Oh yes, let’s go. It’ll be better than football.
L. Thank you. Now once more picture No. 1, please …
Wait a minute, please … Unit 20. What’s the title of
Unit 20?
L. Right.
L. What can you see in the picture? …[1]
How many persons are in the picture?
S. Four.
L. There are four persons in the picture.
S. There are four persons in the picture.
L. Who are they?
S. Two are in the room and two on the football ground.
L. Who are they?
S. Andrew and Richard and two footballer…
L … and two footballers, good, who is speaking?
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178
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
L.
S.
L.
S.
S.
S.
S.
L.
S.
L.
S.
L.
S.
S.
S.
L.
S.
S.
L.
S.
S.
L.
S.
L.
Richard is …
What’s he saying?
No football today. I don’t know what to do.
Once more.
Martina.
Birgit, how many people are in this picture?
Two.
No.
Three.
There are three persons … persons in the picture.
Who are they?
And? … Richard, Richard, Richard, and Andrew.
Who is speaking?
Richard is …
Andrew is. What’s he saying?
You can read a good book.
I’ll be a chance for you, you can read a good book.
It’ll be a chance for you, you can read a good book.
It’ll be a /tʃæns/ fo … for you it’s …
It’ll be a /tʃeintʃ/ for you, you can read a good book.
Andy, It’ll be a /tʃeintʃ/ for you, you can read a good
book.
It’ll be a /tʃeins/ for you.
No, look here, look here, it’ll be a /tʃeintʃ/ for you.
It’ll be a /tʃeins/ for you …
It’ll be a /tʃeintʃ/ for you …
It be a /tʃein/ for you …
No, it’ll be a /tʃeintʃ/ for you …
It a /tʃeins/ for you …
It’ll be a /tʃeintʃ/ for you …
… you can read a good book.
It be /tʃeintʃ/ for you …
/dis`kraip/ the picture, please. What can you see in the
picture? … William.[3]
Two Andrews and Richard.
What else can you see?
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S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
Ss.
S.
L.
Ss.
L.
Ss.
S.
L.
S.
L.
S.
L.
S.
S.
S.
L.
S.
S.
L.
S.
Books.
I can see many books.
Who is reading the books?
Andrew.
Who is speaking?
Richard.
Richard is, once more, who is speaking?
Richard is.
What’s he saying?
Oh you and your books!
Oh you and your football![4]
/dis`kraip/ the picture, please, Andy … Martina, What
can you see in the picture?[5]
Andrew, Margaret and Richard.
I can see Andrew and Richard. What are they doing?
Now please help us! Now, who is speaking? Billy.
Margaret is.
Margaret is, good, now what’s did she say?
Stop it, both of you, altogether.
Why don’t you come with me?[6]
All together.
All together: Why don’t you come with me?
Where are you going?[7]
Frankie.
Where are you going?
Ilona.
Where are you going?
Next picture.[8]
Mary’s family have got a new house.
Mary’s fa … family have got a new house.
Mary’s parents have got a new house.
Mary’s family have got a new /haus/ [dt. Aussprache]
… house.
… house.
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180
L. Do you remember the text? [9] There’s a large
basement. There’s a large basement. All together.
Ss. There’s a large basement.
L. We’re going to decorate it.
Ss. We’re going to decorate it. [Intonation problems]
L. Charly.
L. Please.
S. You mean you’re going to paint it? [10] Ok.
[11]
L. Yes, Mary’s parents said we can do anything we like.
Once more, once more, George.
S. Yes, Mary’s parent’s said we can do anything we like.
S. Yes, Mary’s parent’s said we can do anything we like.
L. Good. So, …[12]
S. So, have a good ideas.
L. If you have any good ideas. [Das nächste ist aufgrund
des von draußen hereindringenden Pausenlärms und
Türenschlagens unverständlich.] So, if you have any
good ideas. …
S. So, if you any good …
L. No, so, if you have got any good ideas …
S. So, if you got any good …
S. So, if you have got any good ideas …
S. So, if you got any good ideas …
NS. … have got any good ideas …
S. So, if you have got any good ideas …
S. All right, let’s go. [13]
L. All together.
Ss. All right, let’s go.
S. It’ll be better than football.[14]
S. Oh yes, … [unverständlich]
S. Yes, it’ll be better than football.
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L. Speak up, please.
[Es folgt eine Wiederholung der gesamten Unit 20 durch
das Tonband.]
L. Once more, picture No. 12.
So, if you have any good ideas … once more, so, if you
have any good ideas … There was a mistake.
So, if you have any good ideas …
S. So if I …
L. So, if you have any good ideas … repeat.
S. So, if you have any good I …. [Rest unverständlich]
L. No, …
S. So, if you got …
S. So, if you got …
L. No: So, if you have any good ideas …
S. So, if you have any dood id… ideas …
S. /zo/ if ..
L. So …
S. So, if you have any good anything ideas
S. So, if you have anything …
L. No…
S. … good ideas …
L. Let’s stop here for a while, boys and girls. So, macht
jetzt fünf Minuten Pause, bitte kommt ganz
pünktlich.
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2.3.5
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Grade 7 (September 24, 1973; #16 in the Pre-Digital Corpus)
Datum: 24.09.1973
L. Let’s go on now, boys and girls. [kurze Pause]
What can you see in the picture?
S. A clock … [Schüler spricht ungefragt]
S. In the first picture can I see …
L. Can I see?
S. .. a clock.
L. Once more. In the first picture I can see …
S. In the first picture I can see a /bæt/ and a clock.
L. .. a bed ..
S. .. a bed ..
S. .. a bed ..
L. Now, make a question, please, make a question,
please.
S. What time /is/ it?
L. Good. Now this is Richard’s bed. Make a question.
S. How what’s in bed?
S. Is Rich… Is Richard go to school?
L. [unverständlich] … no I mean another question.
Let’s ask: When does Richard get up? When does
Richard get up? Please, repeat the question.
S. When Richard …
L. Andy!
S. When /dʌs/ Richard get up?
L. Once more.
S. When … when does Richard get up?
L. When does Richard get up?
S. When does Richard get up?
L. The answer is?
S. At half past eight.
S. At half past seven.
L. Ask your neighbor now.
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S. At /half/ … at /half/ …
L. No.
[Von hier ab wird durch die gesamte Unterrichtsstunde
hindurch kein korrektes stimmhaftes englisches End-s
mehr produziert. Es erscheint daher nicht notwendig,
diesen Fehler jeweils durch die phonetische Umschrift zu
kennzeichnen. … Erstaunlicherweise ist auch beim native
speaker [NS.] keine eindeutige Aussprache des stimmhaften englischen End-s auszumachen. … Im übrigen ist
in der gesamten Unterrichtsstunde neben dem stimmlosen End-s ebenso eine ‚Verstimmlosung‘ anderer
stimmhafter englischer Endkonsonanten festzustellen
(z. B. v – f; d – t).]
L. At half past seven.
S. When … when …
L. Miss B., please.
NS. When does Richard get up? At half past seven.
S. When does … Richard get up?
S. When does Richard get up? [Schüler ahmt den Dialekt
des native speaker nach]
L. Thank you …
S. When does Richard eat his breakfast?
L. When does Richard /hæf/ breakfast?
S. When does Richard /hæf/ breakfast?
S. At … a fifty past …
S. At a /ˈkwa:tə/ past eight.
L. At a quarter past eight.
S. When does Richard have breakfast? At a quarter past
eight.
[Lehrerin spricht ‘quarter’ amerikanisch aus /ˈkwərdə/.]
S. When does Richard /hæf/ breakfast? At a quarter past
…
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L. Andy now.
S. When does Richard … /hæf/ breakfast?
S. A quarter past eight.
S. When does Richard have breakfast?
LS. [gleichzeitig]
L. Birgit, listen.
NS. When does Richard have breakfast?
S. When … when does Richard … have breakfast?
S. At a quarter past … eight. When does Richard have
breakfast?
S. At a quarter past eight. When … When does Richard
have breakfast?
S. At a quarter past eight.
L. At a quarter past eight. [die L. korrigiert die
Intonation]
L. Thank you, next picture. This is Richard’s school.
[Lehrerin zeigt auf d. Bild]
S. When does Richard at school?
L. No.
S. When does Richard go to school?
S. When does Richard go /go/ to school?
L. The answer is?
S. A quarter to nine.
L. At a quarter to nine.
S. At a quarter to nine.
L. When does Richard go to school?
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S. It quarter to nine.
L. At a quarter to nine.
L. Now ask Mary …
S. When does … when does Richard…
L. Speak up.
S. When does … when does …
S. At a /kwa:tə/ to … nine.
L. Ask Jane.
S. When does Richard go to school? At a quarter to …
L. Stop here.
NS. You can’t say ‘at a quarter to nine!’ … [unverständlich] you should say ‘at quarter to nine’ ah ‘at quarter
past eight.’
L. All right, so the correct answer is: when does Richard
go to school?
NS. At quarter to nine.
L. Repeat it now.
NS. When does Richard go to school?
NS. At quarter to nine.
NS. No, at quarter to nine.
S. At quarter to nine.
L. Good.
L. Thank you, picture No. 4 now. Jane.
S. When does Richard make homework?
L. When does Richard do his homework?
S. When does Richard do his homework?
S. Ahm, at /faif/ a’clock.
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L. Now ask [Name unverständlich]
S. When does Richard make …
L. No.
S. When does Richard …
NS. When does Richard do his homework?
S. When does [räuspern] when does Richard do his
homework?
S. At five o’clock.
S. At five o’clock.
L. Thank you, picture No. 5.
[kurze Pause]
S. When does Richard play football?
L. Once more.
S. A quarter to six.
L. Good, once more.
S. A quarter to six.
L. When does Richard play football?
S. When does Richard play football? At quarter to six.
L. No. 6, Peter.
S. When does Richard watch television?
L. Billy, the answer please.
S. At [äh] … At eight o’clock.
L. Good, once more the question, Billy.
S. When does Richard watch … watch television?
L. When does Richard watch television?
S. When does Richard watch television?
S. At eight o’clock.
S. When does Richard go in /bæt/? [7] at nine o’clock.
L. No, when does Richard go to bed?
S. When does Richard go to bed?
L. Ask Martina!
S. At nine o’clock.
S. At nine o’clock.
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S.
S.
S.
S.
S.
S.
S.
S.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
S.
S.
L.
S.
When does Richard go to bed?
At nine o’clock.
When does … When does Richard go to /bæd/?
At nine o’clock.
When does Richard go to /bæd/?
At nine o’clock.
When does … when does Richard go to /bæd/?
At nine o’clock.
When does Richard go to bed?
At nine o’clock.
Thank you, repeat the questions now, what was
question No. 1? [Name unverständlich]
When does Richard go to bed? [Gelächter]
No.
When does Richard get up?
The answer is?
At … at half past seven.
Question No. 2 and answer No. 2, Jane?
When does Richard have breakfast? At a quarter past
seven.
Once more.
At a quarter past … When does Richard have
breakfast? At a quarter past eight.
And No. 3 please.
When does Richard go to school? At a quarter to …
to nine.
No. 4.
When does Richard go to school?
No.
I’m sorry it’s number …
At a quarter to nine.
No. 4. Manfred? Charly? Uschi?
When does Richard make his homework?
When does Richard do his homework?
When does Richard do his homework?
At /faif/ o’clock.
When does Richard play football? At … at … quarter to
six.
At quarter to six.
At quarter to six.
187
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L.
S.
S.
L.
S.
L.
Ss.
L.
Ss.
L.
S.
L.
S.
L.
S.
S.
S.
L.
S.
L.
S.
S.
L.
S.
L.
L.
S.
L.
S.
L.
S.
S.
S.
S.
S.
S.
S.
No. 7, no it’s No. 6.
When dies Richard watch /tɛ:ləˈviʃən/?
At eight o’clock.
Andy.
When does Richard go in bed? At nine o’clock.
Thank you, now look here! When does Richard play
football? All together.
When does Richard play football.
At … all together.
At six o’clock.
Now, what does Richard do at six o’clock? What does
Richard do at six o’clock?
Football playing.
Hei .. [unverständlich]
Playing football.
No, what does Richard do at six o‘clock?
He’s play football.
He does play football.
He plays football.
What does Richard do at six o’clock?
He plays football.
He plays … he plays …
He plays football.
He plays football.
Ask your neighbor!
What … what does … what does Richard …
What does Richard … do at six o’clock?
.. play … He plays football.
He’s play … He plays football.
He plays football.
He plays football.
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L. What does Richa…. Thank you Barry. What does
Richard do at … at quarter past eight? What does
Richard do at quarter past eight?
S. He do his homework.
L. He does his homework.
S. He does his homework.
L. Now up, Caroline.
S. What does Richard do at a quarter …
L. … past eight?
S. What does Richard do at quarter past eight?
S. He does homework.
L. He does his homework.
S. He does his homework.
L. But he doesn’t do his homework. What does Richard
do at quarter past eight?
S. He eat … he eat his breakfast.
L. He ..
S. Ha ha … have.
L. He, she, it …
S. He has breakfast.
L. Of course, he has breakfast.
L. What does Richard do at quarter past eight?
L. Ask [äh] Uschi.
S. What does Rich…
L. What does Richard do at a quarter to nine?
S. What does Richard do at a quarter pa….
L. … at a quarter to nine.
S. … at a quarter to nine.
S. He is going to school.
L. No.
S. He does go to school.
[Das Nächste ist unverständlich]
S. He goes to school.
189
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L.
S.
S.
L.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Peter.
He watch television.
No.
Once more, Peter.
What does Richard do at a quarter to nine?
He goes to school.
He goes to school.
He goes to school.
He plays football.
He plays football.
What does Richard do at nine o’clock? Uschi.
He’s going to bed.
He goes to bed.
What does Richard do at nine o’clock?
He goes to bed.
What does Richard do at a quarter to eight?
… half past seven?
He gets up.
What does Richard do at half past seven? Lilly.
He gets up.
What does Richard do at a quarter past eight?
He has breakfast.
What does Richard do at a quarter to nine? Dirk.
He goes to school.
What does he do at five o’clock?
He does the schoolwork.
What does he do at quarter to six?
He plays football.
What does he do at eight o’clock? Dirk.
He looks television.
He watches television.
He watches television.
What does he do at nine o’clock?
He … he goes … he goes to /bæt/.
He goes to bed.
He goes to bed.
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L. Thank you, there are some other questions: where
does Margaret go every Saturday? Where does
Margaret go every Saturday?
S. He goes to Jane.
L. Margaret.
S. She goes to Jane.
L. She goes to Jane.
S. She … She goes …
L. She goes ..
S. She goes …
L. She goes…
S. She goes to Jane.
L. What does Richard do every day?
S. He plays football.
L. … every day.
S. … every day
L. Now once more questions with ‘where’.
Where does Richard go every day?
S. To the football ground.
L. Where does Andrew go every day?
S. In bed. [Gekicher]
L. Where does Mrs. Hay work? Where does Mrs. Hay
work?
S. In the kitchen.
L. Good, now here are other questions. [Die Lehrerin
schreibt weitere Fragen an die Tafel.] Read the
questions, please.
S. Where does Richard play football?
L. Next…
S. [ähm], what …
L. Martina.
S. Where does Richard do at nine o’clock?
L. And Jane.
S. Where does Richard play football?
L. Good, now once more: first question is [äh], when
does Richard play football? All together!
Ss. When does Richard play football?
L. What does Richard do at six o’clock? All together!
Ss. What does Richard do at six o’clock?
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192
L. And: Where does Richard play football? All together!
Ss. Where does Richard play football?
L. Good, now look here .. [Die Lehrerin schreibt eine
weitere Frage an die Tafel.] Can you read that now? …
‘Why’. That’s another question. Why does Richard
play football in his coat? Why does Richard play
football in his coat?
S. Because it’s raining.
L. No.
S. Because it’s cold.
L. Now ask Sandy: Why does he … Why does Mr. Hay
put on his coat?
S. Why /dɔ:s/ …
L. Why does…
S. Why does Mr. Hay … put on the coat..
L. … his coat.
S. Put on his coat.
L. Now once more: Why does Mr. Hay put on his coat?
S. Wha … why does Mr. Hay put on his coat?
S. Because it’s cold. Why does Mr. Hay put on his coat?
S. Becau…. because it’s cold.
L. Thank you. Why does Richard go to the playing field?
S. Because it’s a football match.
L. Because there’s a good football match. Why does
Richard go to the playing field?
S. Because there’s a good football match.
L. Thank you very much, boys and girls. [Es entsteht
eine kurze Pause, die Lehrerin schreibt Fragen an die
Tafel.] Now. Questions and answers. Now /faint/ the
right answer. /ri:t/ the question and find the right
answer.
S. When does Richard get up? At half past seven.
L. Number? The answer is number? At half past seven.
S. He get’s up at seven o’clock.
S. Ach so, he get’s up at seven o’clock.
L. Next question please … Dan.
S. Where does Ri …
L. No, No. 2 please, …. Birgit.
S. What does he do …
L. What does he do at eight o’clock?
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S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Ss.
S.
L.
S.
L.
S.
L.
What does he do at eight o’clock?
He goes to /ku:…/ to school at eight o’clock.
Birgit, what does he do at eight o’clock?
He goes to school at eight o’clock.
Andy?
What does your teacher /wɔ:k/?
No: where does your teacher work?
Where does your teacher work? He works in school.
He works at school.
The teacher … the teacher works at school.
Our teacher works at school.
Our teacher works at school.
And No. 5.
Where does Margaret go every Saturday?
Four, four [es ist die erste Frage Nr. 4]
She goes to Jane.
And No. 5: why does Mr. Hay put on his coat?
Because it’s cold.
When does Mrs. Hay have tea?
She has tea at /faif/ … /faif/ o’clock.
She has tea at five o’clock. Thank you, boys and girls.
Open your exercise-books now.
[Zählwerknummer 4.. auf d. Tonband. Es folgt eine Pause
von ca. 1 Minute.]
L. Start to write now. [Zählwerknummer 497 Tonband]
[Die Schüler arbeiten nun schriftlich ca. 7 Minuten. Dann
unterbricht die Lehrerin kurz, um weitere Anweisungen
zu geben. 575 Tonbandnummer.]
L. [unverständlich] … Boys and girls. Look, Unit 20,
Exercise one. I give you an example: Every Saturday
Margaret goes to Jane. Now you: Where does she go?
She goes to Jane. Start to write now. [Zählwerknummer 581 Tonband].
[Die Schüler arbeiten schriftlich weiter ca. 6 Minuten. Es
läutet zum Ende der Stunde. Die Lehrerin überzieht ein
wenig.]
L. Now look here once more, boys and girls. Read the
first sentence [Name unverständlich].
193
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194
S. Andrew and Richard and Harry play football in the
field.
L. And the question?
S. Where do they play?
L. Once more.
S. Where do … where do they play?
L. Andy, pay attention now.
L. Peter, once more, Birgit.
S. What does they play?
L. Questions with “where”.
L. Where do they play? Very good. No. 2 David … Petra
[ermahnend]. Every day … just a few minutes boys
and girls, stop writing now. Whose turn was it, David.
S. Every day Richard and Harry …
L. Every Saturday … Michael, … sentence No. 3 please,
Jane, stop writing now.
S. Every Saturday we go for a walk in the country.
L. Make a question with ‘where’!
S. Where does we go …
L. Andy?
S. Where do … where do we go … [der Rest ist aufgrund
von draußen hineindringenden Pausenlärms
unverständlich]
L. Where do we go for a long walk?
S. Where do … where do we go … where do we go for a
long walk?
S. We go …. [unverständlich]
L. We go for a long walk in the country.
S. We go for a long walk i….
L. We go for a long walk in the country.
S. We go for a long walk in the country.
L. And No. 4, please, this is our last sentence.
S. Every Saturday Mr. Hay takes Mrs. Hay ….. café.
L. To a café. Make a question.
S. Where does he take Mrs. Hay?
L. Very good. Andy, repeat please.
S. Every Saturday Mr. Hay takes Mrs. Hay to a café.
Where do… where does he take …
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L. … her. Where does he take her. Very good, thank you
very much boys and girls, bye, bye.
Ss. Bye, bye.
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Grade 7 (October 10, 1973; #17 in the Pre-Digital Corpus)
Datum: 24.10.1973
Klasse: 7. Jg. A-Gruppe [37 Schüler/innen]
L. What day is it today? … Ja?
S. Today … [äh] today is it Wedn …
L. No, it’s Wednesday.
S. Today is Wednesday.
L. It’s Wednesday.
S. It’s Wednesday.
L. What day was it yesterday?
S. Yesterday /wɔ:s/ Tuesday.
L. What day was it the day before yesterday?
S. The day before yesterday it was Monday.
L. [ähm], what’s the weather like today? Cornelia.
S. It’s cold.
L. It’s cold. What was the weather like yesterday?
S. The /ˈweðʌ/ yesterday /wɔ:s/ /koult/.
L. Could you repeat the sentence … It /wɔ:s/ /koult/.
S. It /wɔ:s/ /koult/.
L. What ah what’s /zə/ weather like /zə/ day before
yesterday?
S. It was raining.
L. Ah … what day is it tomorrow?
S. Tomorrow it is Thursday.
L. It’s Thursday.
S. It’s Thursday.
L. Well, [ähm]… when is it hot?
S. In summer it is hot.
L. It’s hot in summer.
S. It’s hot in summer.
L. Ah, when is it /koult/?
S. It’s cold in winter.
L. When can you pick apples?
S. I can pick apple in winter … autumn.
L. When can you skate? Heike.
S. I can skate in winter.
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L. When are … ah … the apples ripe? When are the apples
ripe?
[Der Lehrer schreibt ‘ripe’ an die Tafel.]
S. In autumn.
L. [unverständlich] … whole sentence.
S. … apples …
L. The apples …
S. The apples ripe in autumn.
L. Well, when are [äh] the cherries ripe? When are the
cherries ripe?
[Lehrer zeichnet Kirschen an die Tafel.]
S. /tʃə/ /ˈθeris/ ripe
L. The cherries …
S. The cherries ripe in summer.
L. The cherries are ripe in summer.
S. … are ripe in summer.
L. Well, [äh], where was you yesterday evening?
S. I was at home.
L. Well, where are you now?
S. I’m at the school.
L. I’m at school.
S. I’m at school.
L. Well, [äh], today is Friday. What day was it yesterday?
Today is Friday. What day was it yesterday? Heike?
S. It was Thursday.
L. Well.
S. Today is Monday. What day is tomorrow?
L. … is it tomorrow.
S. … is it tomorrow.
S. It is Tuesday. Today is [äh] Saturday. What day was
before yesterday?
L. Oh no, what day was it the day before yesterday?
Repeat it.
S. What day is the day before yesterday?
L. No, what day was it the day before yesterday?
S. What day was it the day before yesterday?
S. It was [äh] Thursday. [äh], what day is it today?
L. Ah, toda….
S. It’s Wednesday. What day was it yesterday?
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198
S. Yesterday it was [äh] Tuesday. Today …. [äh] …
Sunday. What day …
L. Today is Sunday.
S. Today is Sunday. What day is tomorrow?
L. … is it tomorrow?
S. What day is it tomorrow?
S. Tomorrow is Monday. Today … [äh] /ˈsə:sdei/. What
day is tomorrow?
L. … is it tomorrow?
S. What day is it tomorrow?
S. Tomorrow is Friday. Yesterday it was … it was …
Sunday. What day is today?
L. … is it today?
S. … is it today? [Name unverständlich]
S. Today is Monday. Today is Friday. What day was the
day before yesterday?
L. … what is the day ..
S. … what is the day before yesterday? Werner.
S. Ich? The day before yesterday is /zə/ Thursday [äh]
Thursday.
L. Thursday.
S. Thursday. [ähm], today is Saturday. What is the day
before yesterday?
L. What was …
S. What wa… What’s day was it the day …
L. No, what was it the day before yesterday?
S. What was it the day before yesterday? [Name
unverständlich]
S. The day before yesterday was .. .[äh] Wednesday …
[Gekicher, da der Schüler zunächst versäumt, nun
seinerseits eine neue Frage zu stellen.]
S. What day is it tomorrow … tomorrow? Thomas.
S. Tomorrow is Thursday.
L. Thank you. Yesterday I was at /zə/ /su:/. I saw a
/hypoˈpɔtəməs/.
S. Yesterday I was at /su:/ and …
L. … at /zə/ /su:/.
S. … at /zə/ /su:/. I saw a giraffe.
L. /ˈdʃira:f/.
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[Lehrer korrigiert richtige Aussprache mit falscher
Intonation]
S. /ˈdʃira:f/.
L. Cindy.
S. Yesterday I was at /zə/ /su:/. I saw a /mɔŋ/… a monkey.
L. Heike.
S. Yesterday I was at /zə/ /su:/. I saw a /si:bra/.
S. Yesterday I was at /zə/ /su:/. I saw a lion.
S. /ʤestədei/ I was at
L. Not /ʤestədei/… yesterday.
S. Yesterday I was at /zə/ /su:/. I … I … s…see a ..
L. I saw.
S. … I saw a tiger.
L. Well.
S. Yesterday I was at /zə/ /su:/. I saw a camel.
L. Well /sænk/ you. /ænt/ not only saw, saw look … looks
at /æntə/ watched. Have you under/stʌnd/…
understood it? Go on, Ingrid.
S. Yesterday I was at /zə/ /su:/. I looks at the monkey.
L. Martin.
S. Yesterday I was at /zə/ /su:/. I looked [äh] I watched at
the …
L. Not I watched at, I watched.
S. … I watched at the …
L. Not ‘at’; I looked at but I watched.
S. I watched the hippopotamus.
L. Rolf.
S. Yesterday I was at /zə/ /su:/. I s…. I looked the parrots.
L. … I looked at …
S. … at the parrots.
S. Yesterday I was at /zə/ /su:/. I looked at /zə/ /si:bra/.
S. Yesterday I was at /zə/ /su:/. I looked at /zə/ at /zi:/
elephants.
L. … at the elephants, well, thank you. [äh], yesterday I
was at /zə/ /su:/ /ænt/ I saw a crocodile. Crocodile is a
new word, well crocodile. [äh], today I post a letter.
Yesterday …
S. Yesterday I posted a letter.
L. [äh] … today I … [äh] … look at /zə/ /si:bras/.
S. Yesterday I looked at /zə/ /si:bras/.
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200
L. [ähm] … today Billy visits … [äh] … Puddlefield. Today
Billy visits Puddlefield.
S. Yesterday Billy visited Puddlefield.
L. [äh], today Peter and Betty [äh] walk through the
park. Heike.
S. Yester/dei/ …
L. Yesterday.
S. Yesterday they walked through the park.
L. Well… [Es entsteht eine kurze Unterbrechung, da zwei
Schüler, die in der Pause Ordnungsdienst hatten,
hereinkommen.] [äh], the monkey jumped on to the
wall. [Es entsteht wieder eine Unterbrechung, da
weitere Schüler vom Ordnungsdienst zurückkehren.]
Today the cat jumps on to the wall.
S. Yesterday it … the cat jumped on the wall.
L. Well, [äh] today Peter and Betty have/ˈdinə/ at the
coffee-bar. Martin.
S. Yesterday they had dinner at the coffee-bar.
L. Well, [äh] Peter /ænt/ /his/ /pærənts/ [äh] … Today Peter
/ænt/ /his/ /pærənts/ are in /zə/ /su:/. … at the zoo,
excuse me.
S. Yesterday they was in /zə/ /su:/.
L. Andrea.
S. They were ..
S. They were ..
L. Repeat it.
S. Yesterday they were at the /su:/.
L. Well, [äh], today they /θi:/ [äh] some monkeys.
S. Yester/dei/ they …
L. Yesterday …
S. Yesterday they said …
L. No…
S. … saw some …
L. … they saw some monkeys. [äh], ‘oh, what [äh] funny
monkeys.’
S. Peter say … says, ‘oh, what funny monkeys’, Peter
says.
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L. ‘Oh, what funny monkeys’, Peter said.
Peter said. Well, thank you. [Lehrer verteilt Bücher an
die Schüler: English H2] Shut your book, please.
[Der Lehrer liest nun die neue … vor. Die Bücher der
Schüler sind geschlossen.] The monkey and /zə/
crocodile. A little monkey /lift/ in a tall palm-/θri:/
near the river. In the river there were some crocodiles.
One day a mother crocodile to her /θʌn/, ‘my son, you
must catch that monkey for me. I want to eat his
heart.’ ‘How can I catch a monkey?’ the baby
crocodile asked. ‘Monkeys never go into the water.
They can’t swim, and I can’t climb a /tri:/.‘ [Es entsteht
wieder eine Unterbrechung, da weitere Schüler vom
Ordnungsdienst zurückkehren.] ‘You must think,
then you’ll find a way’, his mother answered. The
baby crocodile thought and /sɔ:t/. Then he had an
idea. He swam to the palm-tree and shouted, ‘Hey,
monkey! Do you want some bananas?’ ‘Oh, yes’, the
monkey said. ‘Two days ago I had a lot, but today I’ve
only got one, and I’m very hungry.’ ‘There are a lot of
ripe bananas on that island over there. Come with
me to the island. I’ll take you on my back.‘ [Wieder
eine Unterbrechung durch eintretende Schüler. Der
Lehrer läßt – vermutlich aufgrund der erneuten
Störung – einen Satz aus.] ‘Thank you’, the monkey
said and jumped on to the crocodile’s back. Suddenly
the crocodile dived under the water. When he came
up again, the monkey said, ‘You mustn’t do that,
crocodile. I can’t /θwim/.’ ‘I know, but I must kill you.
My mother wants your heart for dinner.’ The monkey
was clever. ‘My heart?’ he said. ‘Oh, I forgot to bring it
with me. It’s in the palm-tree.’ ‘Then we must fetch it’,
/ðæd/ the crocodile, and he /θwæm/ back to the tree.
The monkey jumped /ɔf/ the crocodile’s back, and he
climbed /his/ tree /æs/ fast /æs/ he could. Then he
laughed an shouted. ‘Come on … come and fetch my
heart, crocodile! Come and fetch it!‘ [Der Lehrer hat
die Angewohnheit das “th” auch bei s-Lauten zu
benutzen.] Open your books.
S. /peitʃ/?
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L. [äh], /peitʃ/ 105.
I read it again. The monkey and /zə/ crocodile.
A /lidl/ monkey /lift/ in a tall palm-/θri:/ near the river.
In the river there were some crocodiles. One day a
mother crocodile to her /θʌn/, ‘my son, you must
catch that monkey for me. I want to eat /his/ heart.’
‘How can I catch a monkey?’ the baby crocodile asked.
‘Monkeys never go into the water. They can’t swim,
and I can’t climb a /tri:/.’ ‘You must think, then you’ll
find a way’, his mother answered. The baby crocodile
/sɔ:t/ and /sɔ:t/. Then he had an idea. He swam to the
palm-tree and shouted, ‘Hey, monkey! Do you want
some bananas?’ ‘Oh, yes’, the monkey said. ‘Two days
ago I had a lot, but today I’ve only got one, and I’m
very hungry.’ ‘There are a lot of ripe bananas on that
island over there. Come with me to the island. I’ll take
you on my back.’ ‘Thank you’, the monkey /θed/ and
jumped on to the crocodile’s back. Suddenly the
crocodile /daift/ under the water. When he came up
again, the monkey said, ‘You mustn’t do that,
crocodile. I can’t /θwim/.’ ‘I know, but I must kill you.
My mother wants to eat … oh excuse me my mother
wants your heart for dinner.’ The monkey was clever.
‘My heart?’ he said. ‘Oh, I forgot to bring it with me.
It’s in the palm-tree.’ ‘Then we must fetch it’, /ðæd/
the crocodile, and he /θwæm/ back to the tree. The
monkey jumped /ɔf/ the crocodile’s back, /ænt/ he
/klaimt/ /his/ tree /æs/ fast /æs/ he /kut/. Then he
laughed and shouted. ‘Come on … come and fetch my
heart, crocodile! /ka:m/ and fetch it!’ … Have you
under/stut/ the story?
Ss. No.
L. Are some /və:ts/ unknown?
S. fetch?
L. /fætʃ/, oh, [ähm], … by example I’ve … ah every day I
fetch my /lidl/ [amerik.] son from the kindergarden
and bring him home.
S. /kut/?
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L. /kut/ [äh], today I can swim. Yesterday I /kut/ swim.
S. Kill?
L. Kill, [äh], a cat kill mice.
S. Palm-tree?
L. Palm-tree, oh, ha.
[Der Lehrer lacht verlegen, da er offenbar nicht in der
Lage ist, eine Erklärung des Wortes auf Englisch zu geben,
was zugegebenermaßen auch recht schwierig sein dürfte.
Es ist nicht einzusehen, warum er hier nicht ganz einfach
den Schülern die deutsche Entsprechung gibt. Stattdessen zeichnet er eine Palme an die Tafel.] It’s a
palm-tree, you understood?
S. Ripe /bʌˈna:nʌs/?
L. Ripe /bʌˈna:nʌs/, [äh], the apples are ripe in autumn.
S. /ˈfɔ:got/ /ˈfɔ:got/?
L. /ˈfəˈgot/, [äh], today I forget my hanky. Yesterday I for
got my hanky. Have you under/stut/ … under/stut/? …
Other words … Daniela?
S. /iˈdeʌ/ …
L. /aidi:ə/
/riˈpi:d/ it, Daniela … idea. I’ve a good idea.
Begin to /ri:t/ … Peter.
S. The Monkey and the Crocodile. A little monkey lived
in a tall palm-tree near a river. In the river there were
some crocodiles. One day a mother crocodile /seid/ to
her son.’My son, you must catch that monkey for me.
I want to eat /his/ heart.’ ‘How can I catch a monkey?’
the baby crocodile asked. Monkeys never go into the
water.’ They can’t swim, and I can’t climb a tree.’ ‘You
must think, then you’ll /find/ a way’, his mother
answered. The baby crocodile thought and thought.
Then he had an …
L. .. idea…
S. … an idea. Ha swam to the /pɔl/… /palm-tri:/ and
shouted,’hey monkey! Dou you want some /bʌˈna:nʌs/
?’ ‘Oh, yes’, the monkey /seid/. Two days ago I had a
lot, but today I’ve only got one, and … and I’m very
hungry.
L. Thank you. Heike.
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204
S. ‘There are a lot of ripe /bʌˈna:nʌs/ on /zæt/ island over
there. Come with me to /zə/ island.’
L. To /ði:/ island.
S. To the island. I’ll take you on my /bæg/. ‘Thank you’,
the monkey said and jumped on to the crocodile’s
/bæg/. Suddenly the crocodile drived under.
L. Dived, not drived…. Dived.
S. … dived under the /wɔ:tʌ/. When he /kʌm/…
L. … he /keim/…
S. When he came up again, the monkey /seid/, ’you
mustn’t do that, crocodile. I can’t swim.’ ‘I know, but
I must kill you. My /ˈmʌðʌ/ wants your heart for /ˈdinʌ/.’
The monkey was /ˈklevʌ/. ‘My heart?’ he /seid/. ‘Oh, I
forgot to bring it with me. It’s in the palm-tree.’ ‘Then
we must fetch it”, said the crocodile, and he swam back
to the tree. The monkey jumped off the crocodile’s back,
and he climed in … in /his/ tree …
L. No … and he /klaimt/ /his/ tree …
S. … and he /klaimt/ … /klaimt/ /his/ tree /ænt/ /kɔ:t/.
L. No, … /æs/ he /kut/
S. … /æs/ he /kut/. Then he laughed and /ˈʃɔ:tit/, come
and fetch my heart, […]
L. Not /ˈʃɔ:tit/, /ˈʃautit/..
S. … /ˈʃautit/, ‘come and fetch my heart, crocodile! Come
and fetch it!’
L. Well, let’s repeat it, [äh] Roger.
S. The Monkey and the Crocodile.
A little monkey /lifs/ in a tall palm-tree near a river. In
the river there were some crocodiles. One day a
mother crocodile said to her son.’My son, you must
catch the monkey for me. …
L. … that monkey … not the monkey … that monkey for
me. I …
S. I want to eat /his/ heart.’ ‘How can I catch a monkey!”
A …. The baby crocodile asked. ‘Monkeys never go
into the water. They can’t swim, and I can’t climb a
tree.’ ‘You must /sink/, then you’ll find a /wai/,’ /his/
mother…
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L. … a /wei/ …
S. … a /wei/ /his/ mother /ˈænsəd/. The baby crocodile
thought and thought. Then he had an idea. He swam
to the palm-tree and /ˈʃɔ:tit/, …
L. … /ˈʃautit/…
S. … … /ˈʃautit/, ‘hey monkey! Do you want some
bananas?’ ‘Oh, yes’, the monkey said. ‘Two /deis/ ago
I had a lot, but today I’ve only got one, and I’m very
hungry.’
L. Thank you. Andrea.
S. There are a lot of ripe bananas on th…. that /i:s…/ …
L. /ˈailənd/
S. … over there. Come with me to the island. I’ll /tɔ:k/
you.
L. I’ll /teik/
S. I … I’ll take you on my back. ‘Thank you’, the monkey
said and jumped in … on to the … cro… crocodile’s
back. Suddenly the crocodile /daift/ under the water.
When he /kʌm/ came …
L. came…
S. … up again, the monkey said. ‘You mustn’t do that,
crocodile. I can’t swim.’ ‘I know, but I must kill you.’
My /ˈmʌðʌ/ wants you /ˈhiət/? …
L. … your /ha:t/ …
S. … your heart for /ˈdinʌ/.’ The monkey /wɔ:s/ /klevʌ/.
‘My heart?’ he /sæt/. ‘Oh I forgot to bring it /wiθ/ me.
It’s in the palm … palm-tree.’ ‘Then we must fetch it’,
/sæt/ the crocodile, and he swam back to the tree. The
monkey /ʒʌmt/ off /zə/ crocodiles back, /ænt/ he
/klaimt/ /his/ tree /æs/ fast /æs/ he /kut/. Then he
laughed and said, ‘come and fe …
L. /ænt/ /ˈʃautit/…
S. /ˈʃautit/. ‘Come and fetch my hea… heart, crocodile,
come and fetch it!’
L. Well, thank you, … [unverständlich] Daniela.
A little monkey /lift/ in a tall palm-tree near the river
… near a river. In the river there were some crocodiles.
On day a mother crocodile said to /hɔ:ə/ …
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L. /uʌn/ day, not on day, one day …
S. … said to her son. ‘My son, you must catch /zə/
monkey for me. I want to eat /his/ /hɛ:ət/ … heart.’
‘How can I catch a monkey?’ the baby crocodile asked.
‘Monkeys never go into the water. They /kʌnt/ swim…’
L. … they /ka:nt/ swim…
S. … and I can’t climb a tree.
[Lehrer und Schülerin sprechen gleichzeitig.]
S. ‘You must think, then you … then …
L. … then you will find …
S. … then you will find a way’, /his/ /ˈmʌðʌ/ /ˈa:nswəd/ ..
L. /ˈa:nsəd/ …
S. The baby crocodile …
L. Daniela, … answered…
S. … /his/ /ˈmʌðʌ/ /ˈa:nswəd/ ..
L. Not /ˈa:nswəd/ ..
S. … the baby crocodile …
L. … /ˈa:nsəd/ …
S. …… baby crocodile [äh] ….
L. /sɔ:t/ …..
S. /sɔ:t/ /ænt/ /sɔ:t/. The … Then he /hæt/ an /ide/ …
L. … /aidɛ:ʌ/
S. … idea. He swam to the palm-tree and shouted. ‘Hey,
monkey! Do you want some /bʌˈna:nʌs/?’ ‘Oh, yes’,
the monkey said. ‘Two /deis/ ago I had a lot, but today
I’ve got … I’ve only got one, and I’m very hungry.’
L. Thank you, Belinda.
S. /zeə/ are a lot of ripe /bʌˈna:nʌs/ on the … on that
island over there. Come with me to /ðə/ … to the
island. I’ll take you on my back. ‘Thank you’, the
monkey said and jumped on to the crocodile’s back.
Suddenly the crocodile /daift/ under the water. When
he … came up again, the monkey said, ‘you mustn’t
do … do that, crocodile. I can’t … swim.’ ‘I know, but
… but I must kill you. My mother wants … your heart
for ….. for dinner.’ The monkey /wɔ:s/ clever. ’My
heart?’ he said.’Oh, I forgot to bring it with me. It’s in
the palmtree.’ [deutsches Phonem-r in ‘tree’]. ‘Then
we must fetch it’, said the crocodile, and he /swəm/
swam back to /zə/ tree. The monkey jumped off /zə/
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L.
S.
L.
S.
L.
S.
L.
S.
L.
S
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
crocodile’s back, and he climbed /his/ tree /æs/ fast
/æs/ he could. Then he laughed and shouted, ‘Come
on and fetch my heart, crocodile! Come and fetch it!’
Well, not come on, come and fetch my heart,
crocodile, well. Thank you. Some questions: What did
… [äh] where /dit/ the /lidl/ monkey /lif/? Where /dit/
the /lidl/ monkey /lif/?
At the palm-tree.
Oh, a whole sentence, plea/s/e.
He /lifs/ … /zə/ little monkey /lifs/ at a palm-tree.
[unverständlich]. Where /did/ the little monkey /lif/?
… Not where do the little monkey /lif/ … /dʌs/ the
little monkey /lif/? Where /dʌs/ the little monkey /lif/
? … Heike.
He /lift/ in a palm-tree.
Well, he /lift/, not he /lifs/, he /lift/ in a palm-tree.
Where /dit/ the crocodile live? Where did the
crocodile live? Diana.
They live in the river.
No.
They lived in the river.
/lift/ in the river, well. What did the mother crocodile
want to eat? What did the mother crocodile want to
eat? Dirk.
/zə/ /ˈmʌðʌ/ crocodile want to eat [äh] the monkey’s
heart.
I’ve asked you: What /dit/ the mother crocodile want
to eat, not what /dʌs/ /zə/ mother crocodile want to
eat.
The /ˈmʌðʌ/ crocodile wanted to eat [äh] the
monkey’s heart.
Well, what did … [äh] … she say … [äh] … to her son?
What did she say to her son? Martin.
[äh], she said .. ’my son, catch the monkey for me.”
Well.
I want to eat his heart.
Well, [äh] what did the baby crocodile ask the money?
What did the baby crocodile ask to the monkey? …
Achim.
The crocodile asks the monkey …
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208
L. … asked ..
S. … asked the monkey, ‘do you want some bananas?’
L. Well, what did the monkey answer? What did the
monkey answer? [Name unverständlich]
S. ‘Oh yes’, the monkey said. ‘Two /deis/ ago I had a lot,
but today I’ve only got one, and I’m very hungry.’
L. Well, did the baby crocodile swim to the island? Did
the baby crocodile swim to the island? Heike.
S. Ich?
L. Well.
S. Yes, she /is/ [äh] she /is/ …
L. No, did the baby crocodile swim to the island?
S. No, the [äh] crocodile dived under the /wɔ:dər/
[amerik.] … water.
L. Under the water, well, that’s right. What did the
monkey say, when the baby crocodile /kaəim/ up
again? What did the monkey say, when the baby
crocodile came up again? Silvia.
S. The monkey /seid/, ‘Come on and fetch my heart,
crocodile! Come on and fetch it!’
L. No, I don’t think so. [äh], Karin.
S. The monkey said, ‘You mustn’t do that, crocodile.
I don… I can’t swim.’
L. Well, did the baby crocodile kill the little monkey?
Did the baby crocodile kill the little monkey? Daniela.
S. No.
L. A whole sentence, please.
S. No, [äh]… he doesn’t.
L. No, … this is my question: Did the little … [äh] did the
baby crocodile kill the little monkey? … Antje …
Heidrun.
S. No, /his/ /ˈmʌðʌ/ [der Rest ist unverständlich]
L. … [unverständlich].. listen to my question: did the
baby crocodile kill the little monkey? Heike!
S. No, he isn’t.
S. No, he don’t.
L. No, he didn’t. Well; no he didn’t. [äh] let’s read it
again.
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S. The Monkey and the Crocodile. A little monkey /lift/
in a … in a tall palm-tree near a river. In the river there
were some crocodiles. One day a mother crocodile
/seid/ to her /zʌn/ [äußerst seltener Fehler]. ‘My son,
you must catch that monkey for me. I want to eat /his/
heart.’ ‘How can I catch a monkey?’ the baby
crocodile asked. ‘Monkeys never to into the water.
They can’t swim, and I can’t climb a tree.’ ‘You must
think, [äh] … then you’ll /faint/ a way’, his mother
answered. The baby crocodile /θout/ and /θout/. Then
he /hæt/ an /ˈaidə/ …
L. /ˈaidiə/ …
S. /ˈaidiə/. He swam to the palm-tree and shouted. ‘Hey
monkey! Do you want some /bʌˈna:nʌs/?’ ‘Oh yes’, the
monkey said. ‘Two /deis/ ago I /hæt/ a lot, but today
I’ve got one, and I’m very hungry.’
L. Thank you. Silvia.
S. ‘There are a lot of ripe /bʌˈna:nʌs/ on that island over
there. Come with me to /ðə/ island. I …’
L. No, /ði:/ island …
S. ‘to the island. I’ll take you on my back.’ ‘Thank you’,
the monkey /seid/ and jumped on to the crocodile’s …
crocodile’s back. Suddenly the crocodile /daift/ under
the /wɔ:tʌ/. When he /kʌm/ up again.
L. No, /keim/…
S. When he came up again, the monkey said, ‘You
mustn’t do it, crocodile.
L. … do that …
S. … do that crocodile. I can’t swim.’
‘I know, but I must kill you. My mother wants your
hea… heart for dinner.’ The monkey /wɔ:s/ clever.
‘My heart’, he said. ‘Oh, I … forgot to bring it with me.
It’s in … it’s in the palm-tree.’ ‘Then we must fetch it’,
said the crocodile, and he swam back to the /θri:/…
tree. The monkey /ʒʌmpt/off /zə/ crocodile’s back,
and he climbed /his/ tree as fast as he /koud/ …
L. /kut/…
S. /kut/
L. [ermahnend] Daniela!
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Ss. Then he laughed and shouted, ‘Come on and fetch
my heart …
L. not ‘come on’, ‘come’ …
S. … come and fetch my heart, crocodile! Come and
fetch it!’
L. Well, Thomas.
S. A little monkey lived in a …
L. Oh, /ði:/ headline, please.
S. The Monkey and the Crocodile. A little monkey lived
in a tall palm … palm-tree near a river. In the river
there were some crocodiles. One day a mother
crocodile said to… to her son, ‘My son, you must catch
that monkey for me. I want to eat /his/ heart.’ ‘How
can I catch a monkey?’ the baby crocodile asked.
‘Monkeys never go into the water. They can’t swim,
and I can’t climb a tree.’ ‘You must think, than you’ll
find a way’, the m… the m… /his/ mother answered.
The baby crocodile /sɔ:t/ and /sɔ:t/. Then he had an
idea. They swam to the palm….
L. He.
S. He swam to the palm-tree and shouted, ‘Hey,
monkey! Do you want some bananas?’ ‘Oh yes’, the
monkey said. Two days ago I had a lot of … a lot, but
today I’ve only got one, and I’m very hungry.’
L. Thank you. Antje.
S. ‘There are lot of ripe /bʌˈna:nʌs/ on that island over
there. Come /wiθ/ me to the island. I’ll take you on my
back.’ ‘Thank you’, the monkey said and jumped on
to the crocodile’s back. Suddenly the crocodile /daift/
[Schülerin senkt die Stimme] under the water.
L. … under the water [Lehrer betont ‘water’]
S. … under the water. /ven/ he came …
L. … /wɛn/
S. When he came up again, [Schülerin senkt die Stimme]
the monkey said, ‘You mustn’t do that, crocodile.
I want … I can’t swim.’ ‘I know, but I must kill you.
My mother wants your heart for the dinner….. for
dinner.’
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S. The monkey /wɔ:s/ /ˈklevʌ/. ‘My heart?’ he /sæt/. ‘Oh,
I forgot to bring it with me. It’s in the palm-tree.’
S. ‘Then we must fetch it’, /sæt/ the crocodile, and he
swam back to the tree. The monkey jumped off the
crocodile’s back, /ænt/ he /kleimt/ /his/ tree /æs/ fast /
æs/ he /kɔ:lt/. Then he l… laughed and /ˈʃouted/ …
L. /ˈʃautid/…
S. .. and /ˈʃautid/, ‘Come and fetch /mai/ heart, crocodile!
Come and fetch it!’
L. Thank you, shut your books! [Der Lehrer schaltet den
Overhead-Projektor ein. Es erscheint eine aus Bildern
und Zeichen bestehende Symbolsprache. Gegenstand
ist das oben behandelte Lesestück.] Who can read it?
Go on, Dirk.
S. [äh], The Mon … [äh] the Monkey and /zə/ Crocodile.
A little monkey /lifs/ in a /pa:lm/-tree.
L. /lift/
S. /lift/ in a /pa:lm/-tree. [äh], /zei/ /wɛə/ a lot of …
L. There /wɛə/
S. /zɛə/ /wɛə/ a lot of crocodile’s. One mother crocodile
… say
L. .. one day …
S. Ach so, ja.
L. one day…
S. One day a /ˈmʌzə/ crocodile /seid/
L. /sæt/
/sæt/ to /his/ son.
… to? Mother!!!
S. [äh], to her son…. Go, go… I want …
L. My son, …
S. My son, [äh] go and catch /zə/ monkey for me.
L. What is it? …. You must, you must …
S. cat… catch the … the … the monkey for me.
[äh], how can I catch … [äh] I want do … to [äh] eat
the… the monkey’s heart.
L. Well.
S. How can I … I catch a monkey? [äh], /zə/ baby
crocodile /sæt/. [äh], the … a monkey can’t swim.
[äh]… was heißt das Wort?
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212
L. What do you mean?
S. Das, nein, da das Wort darunter, das Wort.
S. [anderer] Nein, das Wort bei sieben am Anfang meint
er …
L. they but [äh] [äh]m … /ˈmʌŋkeis/ repeat /zə/ sentence.
… /ˈmʌŋkeis/
S. Ja.
L. Who can …
S. Monkeys never goes to … to the water.
L. Monkeys not … /riˈpi:d/ it.
S. Monkeys never goes …
L. Goes ?
S. Monkey … [äh] … monkey … never go.
L. Monkeys never go …
S. … go into /zə/ water.
L. Well. Dirk.
S. [äh]… [äh]…/zei/ … /zei/ don’t [äh] /zei/ … /zei/ can’t
swim /ænt/ I can’t climb a tree.
L. Well, thank you, go on.
S. Meinen Sie mich?
L. Mm [verneinend] … Heike.
S. You [äh] must [hm] /sɔ:t/ then you …
L. … think …
S. … think then you [ähm] catch a monkey.
L. No, you must think …
S. … then you find a way.
L. Well.
S. [unverständlich] baby crocodile /sɔ:/ and /sɔ:/
L. /sɔ:t/ and /sɔ:t/
S. /sɔ:t/ and /sɔ:t/. Then … then /he/ had an …
L. /hi:/ /hi:/
S. Then he had an /iˈdi:ə/
L. /ən aiˈdi:ə/
S. .. an idea. He /swɔm/ to the palm…
L. .. he /swæm/
S. He swam to the plam-tree and shou…. /ˈʃoutid/ [äh]m
… Hey monkey, do you want … a lot of bananas?
L. Or some bananas, well.
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S. Do you want some /bʌˈna:nʌs/? Oh yes, the monkey
said. Yesterday …
L. Well, or two /deis/ ago … Two /deis/ ago …
S. Two /deis/ ago I /hæf/ a lot of /bʌˈna:nʌs/
L. I …
S. I had a lot of /bʌˈna:nʌs/. But today I /hæf/ not al …
L. .. only ..
S. .. only one got ..
L. .. only got one ..
S. .. only got one ..
L. .. and I’m ..
S. .. and I’m very hungry.
L. Well, thank you. Who can repeat it? Martin, come on.
A little monkey /lift/ [äh] at a palm-…
L. No, in …
S. .. in a palm-tree near the /rivʌ/ hm /zɛə/ [äh] /zɛə/ were
… in the river /zɛə/ were a lot of crocodiles. One day
[äh] a /ˈmʌðʌ/ crocodile /seid/…
L. /sɛd/
S. .. said to her son, [äh], my son you must catch the
monkey for me. [äh] …
Ss. I … I
L. No.
Ss. Warum denn nicht?
S. I want to eat [äh] /his/ heart. How can I catch the mon
key? the baby crocodile … said. Monkeys never go
into the /ˈwɔ:tʌ/. There … There can’t …
Ss. [flüstern vor]
L. He can’t swim.
S. .. and I can’t climb a tree.
L /ˈsænkju/ go on. Belinda.
S. You … you must think, then you’ll … then you’ll find
a way, [unverständlich], he /sɔ:t/ /ænt/ /sɔ:t/.
L. No, and you’ll find a way … You must think, then
you’ll find a way, /his/ …
S. Das hatten wir doch schon.
L. Well, the baby crocodile … /sɔ:t/ and /sɔ:t/. Then they
had an /ˈaidi/. Then the son … then the son … then
213
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214
S.
L.
S.
L.
Ss.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
They swam to the …
Then … oh moment … a moment, got an idea … He…
He swim to the palm-tree and …
and … he swam to the palm-tree and .. Ina?
He shouted …
.. and?
.. shouted … shouted [Prompting]
.. shouted …
Shouted?
Hey Monkey, do you want some bananas? Oh yes …
the monkey said. /tu:ˈdei/
/tu:ˈdeiz/ Two days ago …
Two days ago I had a lot of bananas.
Well … but …
.. but today I’ve got not one.
Well.
and … and I’m very hungry.
… and I’m very hungry. [äh] Take out your exercise
books. [Die Schüler nehmen ihre Hefte im Format
DIN A 4 heraus.] And now some questions and you
answer the questions in your exercise-books.
Schreiben!
Be quiet, George!
Books are closed. Well. [Der Lehrer gibt den Schülern
zu der Lektion Fragen, die sie sofort in ihren Heften
beantworten müssen.] Where /dit/ the little monkey
/lif/? Where /dit/ the little monkey /lif/?
Hinschreiben?
No, you answer the questions.
Where /dit/ the little monkey /lif/?
Where /dit/ the crocodile /lif/?
What /dit/ the mother crocodile want to eat?
What /dit/ she say to her son?
What /dit/ she say to her son?
What /dit/ the baby crocodile ask the monkey?
What /dit/ the baby crocodile ask the monkey?
What /dit/ the monkey answer?
What /dit/ the monkey answer?
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S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
/dit/ the baby crocodile swim to the island?
/dit/ the baby crocodile swim to the island?
/dit/ the monkey [unverständlich]… /dit/ the baby
crocodile swim to the island? That’s it? /dit/ the baby
crocodile swim to the island?
Thank you, the first answer, please. Daniela?
He /lifs/ at the palm-tree near the river.
/riˈpi:dit/ [Name]
He /lifs/ at the palm-tree…
There’s a mistake?
In, /lift/ /lift/ [äh] /lift/
.. and, repeat the whole sentence.
The monkey /lift/ in a palm-tree.
.. in a palm-tree. /lift/ in a palm-tree.
Next answer, Julia.
The crocodile /lift/ in the river.
Well, Diana.
She want to eat the heart of the monkey.
Diana.
She want to eat the heart on the monkey.
No.
She wanted to eat … She wanted to eat the heart from
the monkey.
No. Martin.
She wanted to eat the monkey’s heart.
Well, that’s right. The next answer. What /dit/ she say
to her son? Max.
My son, she /sæt/, ‘Catch that little monkey for me, I
want to eat /his/ heart.’
Repeat it again.
My son, she /sæt/, ‘Catch that little monkey for me, I
want to eat /his/ heart.’
That’s right. What /dit/ [äh] … What /dit/ the baby
crocodile ask the monkey?
Do you want ripe /bʌˈna:nʌs/?
… some ripe /bʌˈna:nʌs/, well. [äh] Heike.
The monkey answered, Yes, two /deis/ ago I had a lot
/əf/ /bʌˈna:nʌs/ but today … I … I have got only one.
[äh], but today I’ve …
have got only one.
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216
L. I /hæf/ only one.
S. No, he /daift/ in the water.
L. No, he /daift/ under the water.
Well, thank you.
2.3.7
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Datum: 24.10.1973
Klasse: 7. Jg. / B-Gruppe [14 Schüler/innen]
L. What day is it today?
S. It is Wednesday.
L. What day was it yesterday?
S. Yesterday was it Tuesday.
L. … it was Tuesday.
S. … it was Tuesday.
L. What day was it the day before yesterday? Heike.
S. It was Monday.
L. Aha. What day is it tomorrow?
S. [äh], tomorrow is Tuesday.
L. [äh] … what’s /zə/ /wɛ:zə/ like today? What’s /zə/
/wɛ:zə/ like today?
S. It’s windy.
S. The /ˈwɛ:ðʌ/ is fine.
L. Well.
L. Well, … is sunny. What day wa … [äh], what was the
weather like yesterday? What was the weather like
yesterday?
S. It was cold.
S. It was raining.
L. Well, what was /zə/ weather like /zə/ day before
yesterday? Sylvia.
S. It was raining.
L. Well.
S. It was cold.
L. Well.
S. It was cold.
L. … cold. Well, thank you. [ähm], today is Friday, what
was it yesterday?
S. Yesterday was it Thur …
L. … it was ..
S. … it was Thursday.
S. Tuesday.
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218
L. Tuesday, well, today is Wednesday, yesterday it
was – Tuesday. Well, [äh], go on!
S. [äh], it …
L. Today …
S. Today is …
L. … it is …
S. Today it is /ˈmʌndei/.
L. /ˈmʌndi/. … Monday, what day was it yesterday?
[Name]
S. Yesterday was it Sun… Sun…
L. … it was … it was …
S. … it was Sunday. Today is Wednesday. What day was
it before …
L. .. the day …
S. … the day before yesterday?
S. [äh] /zə/ /zə/ day before yesterday was [äh] Tuesday.
[äh] /sə:sdei/.
L. No, [unverständlich] … today is Wednesday. What
day was it the day before yesterday?
S. Monday.
L. Well, it was Monday. Go on.
S. Today is Friday. What day was it yesterday? [äh]
[Name unverständlich].
S. [äh] yesterday [äh] it was Saturday.
L. No, /təˈmoRou/ is Saturday. Yesterday it was …
[deutsches Rachen-r]
S. Yesterday it was Tuesday.
L. No, … Gerd.
S. It was /sə:sdei/.
L. /sə:sdei/ well, go on.
S. Today is Monday. What day was it before yesterday?
L. … the day before yesterday? [Name unverständlich]
S. It’s Saturday. [äh] ..
L. Today … Today is Friday. What day … was it…
S. … was it yesterday?
S. … was it before yesterday?
L. … the day before yesterday, well. Today is Friday.
What day was it /zə/ day before yesterday?
S. It was Wednesday. [äh] today is … Sunday. What day
was it … yesterday? [Name unverständlich]
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S. It /wɔ:s/ Saturday. Today is Monday. What day/wɔ:s/
it yesterday? Horst.
S. Sunday. Today is Friday. What day /wɔ:s/ it … what
day was it yesterday?
S. It was /ˈtjuəsdei/.
L. Well, thank you. What day is it tomorrow? Frank.
S. Tomorrow is Wednesday.
L. Today is Wednesday and tomorrow is?
S. And tomorrow is … Friday.
S. Thursday.
L. Say a whole sentence.
S. Today …
L. Tomorrow ..
S. Tomorrow is /sə:sdei/.
L. Well, how many /deis/ are there in the week?
How many days are there in a week? Sabine.
S. Seven … [äh] … there are seven days in the week.
L. There are seven days in a week, repeat.
S. There are seven days in /zə/ week.
L. Not ‘are’ … There are seven days in the week.
S. There are seven days in /zə/ week.
L. Well, tell me /zə/ names of /zə/ days of /zə/ week,
Martin.
S. Monday, Tuesday, Wednesday, /sə:sdei/, Friday,
/ˈsʌtədi/, Sunday.
L. Well, /riˈpi:dit/ Alfred.
S. /ˈmʌndei/
L. /ˈmʌndi/
S. Monday, Tuesday, Wednesday, /sə:sdei/, /ˈfraidei/
L. /sə:sdi/
S. /sə:sdi/, /ˈsʌtədi/ /ˈsʌndei/
L. /sə:sdi/, Friday, Saturday, Sunday, well. How many
[äh] … weeks are there in a month?
S. There are four weeks in a month.
L. [äh]. … how many … [äh] … months are there in a
/ˈji:ə/? Martin.
S. There are /twəlf/ months in a /ˈji:ə/.
L. Well, when is it /koult/?
S. It’s /koult/ in winter.
L. When is it warm? Frank.
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220
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
It’s warm in summer.
When is it hot?
It is hot in summer.
Well, when is it warm?
In [äh] autumn.
No.
It’s [äh] warm in spring.
Well, when is it … [äh] … windy? Andrew.
It’s windy in autumn.
When can you skate?
I can skate in winter.
When can you pick apples?
I can pick apples in autumn.
[äh], when can you swim? Gerd.
I can swim in /sʌmʌ/.
… and when can you pick flowers?
I can pick flowers in spring.
Well, thank you. [ähm]. Yesterday I was at /sə/ /su:/.
I saw some monkeys. Walter.
Yesterday I was in a /su:/.
… at …
… at /sə/ /su:/ and I saw … a … a /ˈkæŋgəru:/
… a /ˈkæŋgəru:/. Martha, Angela.
Yesterday I was in /zə/ /su:/.
… at /sə/ /su:/.
Yesterday I was at /zə/ /su:/. I saw a hip …
hippopotamus.
/hypɔˈpɔtəməs/ … please repeat it.
/hypɔˈpɔtəməs/
/hypɔˈpɔtəməs/
/hypɔˈpɔtəməs/
Well.
/ˈjɛstədei/ I was ….
/ˈjɛstədi/…
Yesterday I was at /zə/ /su:/. I saw a /si…/ a /ˈsi:bra:/.
/ˈsi:brə/, well, Achim.
Yesterday I was at /zə/ /su:/. I say …
… I saw.
… I see …
… I saw
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
… I saw a /flɛ:ˈmiŋgo/.
Yesterday I was at /zə/ /so:/. I saw a lion.
Well, Frank.
Yesterday I was at /zə/ /tso:/.
… at /zə/ /su:/.
/zə/ /tsu:/.
… not /tsu:/ … /su:/
… zoo … [äh] … bear.
… I saw..
I … I saw a bear.
… a /biə/. [beer = Bier]
I saw a /biə/.
Well, Jutta.
Yesterday I was at /sə/ /su:/. I saw a [äh] elephant.
Elephant … an elephant.
… an elephant, well, that’s right. I saw an elephant.
Holger.
Yesterday I was in a /su:/.
at /sə/ /su:/….
… at /sə/ /su:/ and I saw a tiger.
A tiger, well, thank you. [äh] … Today I visit /zə/ /su:/.
Today I visit /zə/ /su:/.
Yesterday – today.
I visited /zə/ /su:/. Jutta.
Well, [äh] … today I post a letter. Today I post a letter
… I post a letter. Yesterday … Frank?
Yesterday I posted a letter.
Well, [äh] … yes … today I see an elephant. Today I see
an elephant. Today I see an elephant. Today I see an
elephant, Achim.
/ˈʒɛ:tədei/ I say … I seed …
No …
[unverständlich] … say …
You [äh] …
.. saw ..
I saw an elephant. Repeat the whole sentence, Sabine.
Yesterday I saw [äh] an elephant.
… an elephant … [äh] … Today I look at /zə/ /ˈsi:bra:s/.
Today I look at /zə/ /ˈsi:bra:s/. Yesterday … Detlef.
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222
S.
L.
S.
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L.
S.
L.
S.
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Yesterday I look at …
… looked …
… looked at /zə/ /ˈsi:bra:s/.
[äh] … today Billy plays football. Today Billy plays
football. … Martin.
Yesterday Billy played football.
Well, [äh] … he kicks /zə/ ball to Peter. He kicks /zə/
ball to Peter.
He has /ˈkikəd/ …
No, no …
He has kicked …
He kicks /zə/ ball to Peter. Yesterday …
Yesterday I …
He … he …
Yesterday he /ˈkikəd/ …
/kikt/
… kicked the ball to Peter.
Well, [äh] … today I watch /zə/ [äh]m … /zə/ lions.
Today I watch /zə/ lions.
Yesterday I /ˈwɔ:ʃət/ …
/wɔtʃt/…
… watched the lions … the lions.
Today Mr. Pim wash his car … [äh] /wəʃs/ his car.
Today Mr. Pim /wəʃs/ his car … Ralf.
[antwortet nicht]
Frank.
Yesterday I washed …
… [äh] … Mr. Pim …
… Mr. Pim wa … washes …
.. washed…
… washed yesterday his car.
Yesterday Mr. Pim washed /zə/ car. /riˈpi:d it/.
Yesterday washed Mr. Pim …
Mr. Pim washed ..
… Mr. Pim washed … [äh] … /zə/ car.
Well, [äh] … today Billy has a drink at the coffee-bar.
Today Billy has a drink at /zə/ coffee-bar. Today Billy
has a drink at /zə/ coffee-bar. Andrew.
Yesterday Billy had … has … Billy /hæt/ /dri:s/ /zə/
coffee-bar.
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L. … had a drink at /sə/ coffee-bar.
S. … /hæt/ a drink at /sə/ coffee-bar.
L. Well, [äh] … today /zə/ Pims are at /sə/ /su:/ or at first …
[äh] … Today Billy is at /sə/ /su:/. Today Billy is at /sə/
/su:/. Yesterday … Frank?
S. Yesterday I was …
L. Billy [unverständlich]
S. Billy was yesterday at /sə/ /su:/.
L. No, yesterday Billy was at /sə/ /su:/.
S. Yesterday Billy was at /sə/ /su:/.
L. Well, now: Today the Pims are at /sə/ /su:/. Today the
Pims are at /sə/ /su:/. Yesterday … Achim?
S. Yesterday the Pims was …
L. [äh] … Billy was … but the Pims …
S. The Pims wasn’t …
L. Yesterday the Pims wasn’t … No.
S. Yesterday Mr. and Mrs. Pim were at /sə/ /su:/.
L. Yesterday Mr. and Mrs. Pim were at /sə/ /su:/.
Thank you.
[Der Lehrer schaltet nun den Overhead-Projektor ein. Auf
der Leinwand erscheint eine Serie von Bildern. Jedes Bild
ist mit einem Text in der 3. Person Plural versehen. Das
Verb fehlt. Es ist die Aufgabe der Schüler, die fehlenden,
über der Bildserie aufgereihten Verben ins Past Tense zu
übertragen und gleichzeitig dem richtigen Bild zuzuordnen. Vgl. English H2, 8d Nr. 6, S. 73.]
L. Yesterday Peter and Betty were in Birmingham.
Achim.
S. /zei/ ah … /wi…/
L. .. visited ..
S. .. visited a church.
L. Well. Andrew.
S. They wa … watched the …
L. … walked …
S. … walked …
L. /θru:/ ….
S. /θru:/ the park.
L. Well. … Detlef.
S. They posted a /ˈlətʌ/.
L. Alfred.
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L.
S.
L.
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L.
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L.
S.
L.
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L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
/zei/ /ˈpleiəd/ table tennis.
Well, … Frank.
/zei/ looked at Bob’s stamps.
Well, but shut your book, please. Achim.
/zei/ listened … r … to radio.
.. to …
.. to /zə/ radio.
Well, … Markus.
[antwortet nicht]
Martin.
/zei/ had dinner.
Well, … Jutta.
They /ˈwɔtʃed/ television.
Not /ˈwɔtʃed/, /zei/ /ˈwɔtʃt/…
/ˈwɔtʃed/
They watched television.
… and the last, Detlef.
They /seid/ …
Ah, /riˈpi:dit/ [amerik.]
They /seid/
They /sɛd/
They said /god/ night!
They said ‘good night’. Well, let’s /riˈpi:dit/.
Achim, oh no, Holger.
Von vorne?
Well.
[äh] /zei/ wa .. ne, …
.. visited ..
/zei/ visited the church.
Well, … Alfred.
/zei/ postet /zə/ letter.
No, … they
They /wɔ:lkt/
/wɔ:kt/
.. walked ..
/θru:/
/sru:/ /zə/ park.
Well, Frank.
/zei/ posted /zə/ letter.
… a letter, … Gerhard.
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S: /zei/ played … [äh] /zei/ played table tennis.
L. Ralf.
S. /zei/ looked at /bops/ stamps.
L. No 5.
S. They listened the radio.
L. No, they listened…
S. … to the radio.
L. Well. Ah, Frank.
S. /zei/ /hæt/ …
L. That’s right, they /hæt/ …
S. … dinner.
L. … dinner, well … Markus.
S. /zei/ /vɔtʃt/ television.
L. /wɔtʃt/ /teleˈwiʒən/ and the last, Frank.
S. I said …
L. Oh [unverständlich] … They …
S. /zei/ said good night.!
L. Well, thank you.
[Nun werden die Bilder mit einigen neuen Beispielen
ohne Text auf die Leinwand projiziert. Der Lehrer zeigt
auf ein Bild. Die Schüler sollen den entsprechenden Text
im ‚Past Tense‘ artikulieren.]
L. Frank A.
S. They lookes Bob … at Bob’s stamps.
L. Well, Gerhard.
S. /zei/ walked through /zə/ park.
L. Well, Sabine.
S. They post a /ˈlɛ:tʌ/.
L. They …
S. … post …
S. … posted /zə/ letter.
L. /zei/ posted a letter … Frank.
S. [äh], /zei/ had /ˈdinʌ/.
L. This is … [äh], Tom [Der Lehrer zeigt auf eine Figur im
Bild]. Peter.
S. Tom /ˈkikəd/ /zə/ ball. …
L. /kikd/
S. … kicked /zə/ ball to Peter.
L. Well, Martin.
S. They … /seit/ good night.
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226
L.
S.
L.
S.
L.
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S.
L.
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L.
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L.
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L.
S.
L.
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S.
L.
S.
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L.
S.
L.
S.
L.
S.
L.
S.
L.
Ss.
S.
L.
S.
L.
Achim.
They /ˈwisitid/ the church.
Well.
The Pims are in a /su:/.
Yesterday …
Yesterday the Pims are at /sə/ …
No,
… in /zə/ /su:/.
No,
Yesterday the Pims were at /zə/ /su:/.
Well, /zæts/ right and what /dit/ they do? Jutta.
They looked at /zə/ /ˈsi:bra:s/.
Well, that’s /ˈsi:bra:s/, well, … Ralf.
They listened to the radio.
Well, thank you … Alfred.
/zei/ had dinner.
Andrew.
Yesterday …
… hm? …
.. was in /zə/ /su:/.
No, yesterday they … Martin.
Yesterday they looked at /zə/ /ˈsi:bra:s/.
Well, Ralf.
They said good night.
Gerd.
Tom looked at /zə/ … stamps.
… looked at /sə/ stamps, Sylvia.
They /ˈpousid/ …
/ˈpoustid/
They posted a /ˈletʌ/.
Achim.
They walked /sru:/ /zə/ park.
[äh], Markus.
They /hæf/ dinner.
They …
…had, had …
Had dinner…
Had dinner … Detlef.
They said good night.
Well, [äh], Sabine.
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[äh], they looked … /ˈlukid/ …
/lukt/
Ye, /zei/ looked … [äh] … at /zə/ stamps.
… stamps … Gerd.
/zei/ walked at /zə/ park … [äh] /sru:/ /zə/ park.
/sru:/ /zə/ park. … Frank N.
They posted a letter.
Achim.
Ich?
hhm [zustimmend]
They had dinner.
Frank A.
[äh], Tom kicked /zə/ ball.
[äh], Andrew.
/zei/ said good night.
Holger.
/zei/ … /zei/ visited the church.
Detlef.
They … They see a /ˈse:bra:/.
Yesterday …
They look.
A moment, please …
They looked …
Today they see a /ˈsi:bra:/. Yesterday …
They looked ..
Today they see a /ˈsi:bra:/. Yesterday they …
/zɔ:/ a /ˈse:bra:/.
/ˈsi:bra:/, well, Ralf …
Ah /ze/ … /zei/ … They listened to the radio.
They listened to the /ˈReidiou/ well. [deutsches
Rachen-r] [Der Lehrer verteilt einen Arbeitsbogen zu
Unit 8, der der Dokumentation beigefügt ist.]
Can you read it?
[Es entsteht eine Pause von ca. 1 ½ Minuten.]
S. Das kann man aber schlecht lesen.
L. Well, ok. The … your pen and ball point pen are on
the desk, well … Alfred, the pall point pen is on the
desk. Frank, … well, the first sentence, please….
Achim.
S. /ˈjɛ:stədei/ the girls …
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
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S.
L.
S.
L.
S.
L.
S.
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S.
L.
S.
L.
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228
L.
S.
Ss.
L.
S.
L.
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S.
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LS.
L.
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L.
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S.
L.
S.
L.
S.
L.
S.
L.
S.
/ˈjɛ:stədi/…
Yesterday the girls visited …
The children ..
.. the children ..
.. the children visited /zə/ /su:/.
Well, Holger.
First the … the children /wɔlkt/ …
No, first they …
First /zei/ /wɔlkt/ …
/wɔkt/ …
.. walked /zə/ monkeys …
.. to /zə/ monkeys.
Detlef.
/zen/ /zei/ looked at /zi:/ /ˈelifənts/ …
Well?
… elephants
… elephants, [äh], Frank M.
/zei/ /hæf/ a /Rait/
They …
/zei/ /hæf/
No, today they have but yesterday …
.. they had [der Schüler spricht ungefragt]
Be quiet, please.
/zei/ /hæt/ a /Rait/ on … on /ɔn/
.. on one …
.. on … on one of /zɛm/.
Well, Andrew.
When Betty saw a hippo …
/'hypɔ/ well, /sænk/ you, Holger.
/zei/ shou …
.. she
She … she shouts …
No, not she shouts.
… she shout .. she sh … she /seit/ …
No, …
… she sh… /ˈʃautɛd/
/ˈʃautid/
shouted ‘Oh’ look at /zə/ /ˈkək…/
/ˈkrɔ:kədail/
/ˈouvə/ /zɛə/!
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/ˈouvə/ /ðɛə/ … crocodile? Detlef.
No, that’s a hippo, Peter say.
Peter … ?
/seis/
No.
… say …
Yesterday …
… said …
… Peter said. [äh] Alfred.
What /dou/ /ˈhypos/ …
What /du:/ …
What do /ˈhypos/ eat? Betty asks.
Betty … ? Annemie.
… answered …
No, no, no, no, it was right.
asked …
… asked, well, the next, Ralf.
But /zɛə/ …
I don’t …
Ach ja, da sind we! I don’t …
know…I don’t know …
/knəf/
No /knəf/ … I don’t know …
Da steht aber ‘n K.
Da steht aber /knəf/
You can’t hear the K!
Let’s ask the keeper, Peter /ˈa:nswəd/.
Peter?
/ˈa:ns…əd/
/ˈa:nsəd/.
[unverständlich]
Frank M.
But /zeə/ is no keeper.
Today, but there is no keeper … but yesterday ..
But … but … /zeə/ is …
No, today there is no keeper. But yesterday there …
Frank? … But yesterday there … Who can help him?
Edith.
S. But yesterday there [äh] were … nee. …
L. But there …
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S.
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… was not keeper …
… no keeper
… no keeper.
But there was no keeper … Markus.
/zou/ they /wə:kt/ …
/wɔ:kt/
… walked to a snack bar /ænd/ /hæt/ some sandwich.
… sandwiches.
/ˈsændwitʃis/
/ˈsænwitʃis/
/ˈsændwitʃis/
not /ˈsænd…/ /ˈsænwitʃis/
/ˈsænwitʃis/
Well, Frank N.
Betty want … to go …
No, today Betty want … but yesterday … ?
Betty wanted …
… wanted
… to go home.
Well, Andrew.
Peter /ˈwisitit/ his /freint/ Tom /ænd/ /ˈpleiət/
/pleit/
/pleit/ football /wait/ him.
… with him.
… with him.
… with him, well, let’s /riˈpi:d it/ again, Frank.
/ˈjɛ:tədi/ /zə/ /ˈjɛ:tədi/ /zə/ /ˈʃəldrən/…
.. not the /ˈʃəldrən/, the /ˈtʃildRən/
The /ˈtʃildRən/ /ˈwisitit/ /zə/ /su:/.
Alfred.
First /zei/ walked to the /ˈmɔ:ŋ…/ /ˈmɔ:ŋkeis/…
/ˈmʌŋkeiz/
/ˈmʌŋkeiz/
Jutta.
/zei/ /zen/ /zei/ looked at /zə/ elephants.
… at /ði:/ elephants.
… at /zi:/ elephants.
Holger.
/zei/ /rait/ …
They …
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S.
/zei/ /hæt/ a /rait/ on one of /zem/.
/ðəm/, well, Detlef.
When Betty see a hippo …
… saw …
… saw a hippo … Peter.
What saw …
No, … a hippo …
… she … [äh] shouted, Oh! Look at the cro …
… that …
… that crocodile over there!
Well, Ralf.
No, that’s a /ˈhi:pou/ Peter say … /seid/
/sæd/, Sylvia.
What do hippo ….. pos eat? Betty asked.
Martin.
I don’t /nau/ … know. Let’s … let’s ask the keeper, Peter
/ˈʌnsə/ … /ˈʌnsəs/.
/a:nsəd/.
.. answered.
Frank.
[äh], but /zea/ was no keeper.
Well, Frank.
So /zei/ /wɔ:lkt/ …
…/wɔ:kt/
… walked to a snack bar /ænt/ … /ænt/ /hæf/
/ænt/ /hæf/? …
/ænt/ /hæf/ …
not / /hæf/ … /ænt/
/ænt/ /hæf/ …
no, not /hæf/ …
/hæt/ …
.. and had …
/hæt/ /sɔm/ /ˈsændwitʃ/
/ˈsænwiʤis/, Hans Peter.
Betty wan … /ted/ …
… wanted …
… wanted to go home.
Jutta.
Peter visited his friend Tom and played football /wiθ/
him.
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L.
Well, thank you, all sentences please, well, Detlef.
Yesterday the children /ˈwisitid/ /zə/ /su:/.
Go on.
[Ein anderer Schüler fährt fort.] First the …
No, no, no, Detlef.
First they /wɔ:kt/ …
… /wɔ:kd/
… walked to /zə/ monkeys. Then they looked at /zə/
elephants.
… at /ði:/ elephants.
… /zi:/ elephants. Then [äh] they have …
No, they …
… had …
… had …
… a /rait/ on one of them. She shou …
No, when …
When Betty see a hippo …
Ohh …
Saw …
.. saw ..
… she shout … Oh!
… she …
… shouted …
… shouted …
Oh! Look at that /ˈkrocodail/ over there! No, that’s a
hippo, Peter say.
Peter … ?
… /set/ …
… said…
Who do …
I don’t know …
Nein.
What do hippos …
Oh, excuse me, well ..
What do /zə/ he answers.
Peter … yesterday … Peter
… an …
… answered, answered.
… answered.
Well, Holger go on.
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But /zea/ is no …
But there …
But /zea/ is …
No, [unverständlich], yesterday. … But there …
But there … [unverständlich]
[unverständlich]
But there …
Who can help him? But there …
But there is it …
But there was no keeper. /zei/ … so, /sei/ walked to a
snack bar and /hæt/ /sɒm/ /ˈsændwitʃis/. Betty want to
go home.
Betty wan….
… wanted to go home. Peter visited …
… his friend Tom /ænt/ /ˈpleitit/ …
/pleit/…
/pleit/ football /wiθ/ him.
Well, let’s /riˈpi:dit/ again, Jutta.
Yesterday the children visited the /su:/. First they
/wə:kt/ …
/wɔ:kt/ …
/wɔ:kt/ to /s…sem/ monkeys. /zen/ /zei/ looked at /zei/
/ze/ elephants. /zei/ /hæt/ a /rait/ on one of /zem/.
/w…wi:n/ Betty …
/wen/, /wen/
When Betty saw a /ˈhypo/ she shout Oh! Look …
Sie … she …
shout … shouted, Oh, look … lot at the crocodile …
/di:/ over …
/ˈkrocodail/
crocodile over there! No, that’s a hippo, Peter /seit/.
Peter …
/seid/ …
.. said …
… said. What do hippos … hippos eat? Peter [äh] Betty
asked. I don’t know. Let’s ask the keeper. Peter
answers.
Pe … no, Peter …
… answered. But /zea/ was no keeper. /ze/ … /zou/ /zei/
/wɔ:lkt/…
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234
/wɔ:kt/ …
/wɔ:lkt/ to …
/wɔ:kt/ …
… walked to a snack bar /ænt/ /hæf/ some sandwiches.
[ermahnend] Andrew!
Betty want … wanted to go home. Peter visited his
friend and played football /wiθ/ him.
L. Well, thank you, do this exercise, please.
L.
S.
L.
S.
L.
S.
2.3.8
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Datum: 25.10.1973
Klasse: 7. Jg. / A-Gruppe [37 Schüler/innen]
L. Well, let’s begin then. I’ve got something for you. [Der
Lehrer schaltet den light-writer ein. Auf der Leinwand
erscheint ein Text, in dem die neu einzuführenden
Vokabeln fehlen. Sie werden dann Schritt für Schritt
erarbeitet und in den Text eingesetzt.] You know [ah]
we are going to read a new story. There are many new
words in the story. Now, here is word No. 1. When
you go from …. to Essen you can say ‘I go’ or you can
say ‘I make a trip’, yes? Andy, /pli:s/ repeat.
S. A trip from … to Essen.
L. Yes, once more.
L. Äh, where can you make a trip to? You can go from …
to Essen, you can make a trip from … to Essen or you
can make a trip from …
S. … from Berlin to London.
L. Once more … a trip. I can make …
S. .. a trip from Berlin to London.
L. Yes, or you can make a trip from where to where?
S. I can make a trip from [äh] … to Düsseldorf.
L. Ok. Now this is the word ‘trip’, ‘trip’, o.k. [Der Lehrer
setzt das Wort ‘trip’ nun mit roter Farbe in den lightwriter-Text ein.] Now, when you go to Essen in the
morning then in the afternoon or in the evening you
come back, you come back in the evening. Please
repeat.
S. You go to Essen in the morning and you come back in
the evening.
L. Yes, when do you come back?
S. in the evening.
L. I come back …
S. I come back in /ðə/ evening.
L. O.k. I come back in the evening. Now, when you go to
Essen in the evening when do you come back?
235
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236
S. I come back in the morning.
L. You can come back in the morning. Yes. O.k. This is
the word ‘back’. [Das Wort wird nun wieder in den
Text eingesetzt.] Now, when I go to the door, when I
go to this place, what am I doing then? I’m going to
the door and …? Please.
S. You come back to that place.
L. Yes, what am I doing?
S. You c…
L. I’m going to the door. Look, I’m going and I’m …?
S. You’re coming back to ….
L. Yes …
S. … that place.
L. O.k., very good. I’m coming back to that place. Now
the next word, I think you can see it here what is this?
S. It is a suitcase.
L. Yes, and what do you do with your suitcase when you
go to … when you make a trip to Berlin?
S. I pack my suitcase.
L. Yes, you pack your suitcase. /pli:s/ repeat.
S. I pack my suitcase.
L. O.k. This is the word ‘pack’. Now, [äh], there are many
things on a table, here is the suitcase, you put your
trousers, your shorts, your shirts, etc. etc. into the
suitcase. Now we can say: I put my trousers, shorts
etc., etc. into the suitcase or you can say: I put my
‘clothes’ – my ‘clothes’ – into the suitcase. Please,
repeat.
S. I put my clothes into the suitcase.
L. O.k. What do you put in your suitcase?
S. My … I put my clothes into the suitcase.
L. O.k., once more, please.
S. I put my clothes into the suitcase.
L. Yes, … in the suitcase.
S. I put my clothes in the suitcase.
L. Yes, and where do you put your clothes? And ah
where do you put your clothes? Where do you put
your clothes? Please…
S. … in the [äh] suitcase.
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L. Yes, you put your s…. clothes into the suitcase or in
the suitcase. This is the word ‘clothes’. Now, the next
word: Essen … … is a town, yes. There are many people
in this town; Essen is bigger, yes, is bigger. What is it a
town which bigger – like Essen – a town which is
bigger than this town of …? Do you know the word?
Please.
S. Large?
L. No, no. It’s a city, yes? Essen is a city. Please repeat,
Alfons.
S. Essen is a city.
L. Yes.
S. Essen is a city.
L. Is Berlin a city or a town?
S. A city.
L. Berlin is a city. Now, … is very small. … is not a town,
… is smaller than … . … is a ‘village’, a village, please
repeat: … is a village.
S. … is a /ˈwilitʃ/.
L. No, listen: … is a village.
S. … is a /ˈwiliʤ/.
L. … o.k.
S. … is a village.
L. And Dagmar, please.
S. … is a village.
L. Yes, now this is a ‘village’. Now, a village is very small
and sometimes very old. Now, some villages have a
windmill, a windmill, yes? Some villages have a
windmill. Please repeat.
S. Some villages have a windmill.
L. Yes, once more, please.
S. Some /ˈwiliʤiz/ have a windmill.
L. No, no … listen, village, village and windmill.
S. Windmill.
L. Yes, once more, village, windmill /və/.
S. Village, windmill.
L. Yes.
L. Yes, and …
237
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238
L. O.k., this is a windmill! Now, let’s stop here, and
please read these sentences and phrases yes, please,
Marion.
S. A trip from … to Essen …
L. Go on, please.
S. You go to Essen in the morning and you come back in
/zə/ evening.
L. Yes, o.k., go on, please, David, ah Martin, sorry.
S. You pack your /ˈsu:tkeis/
L. Suitcase.
S. Suitcase.
L. Once more, please. You … once …
S. Suitcase.
L. The whole sentence please.
S. You pack your suitcase.
L. O.k., go on, please.
S. You put your trousers, your shorts, your shirts into the
suitcase.
L. Yes, and the next sentence: or …
S. … or you put your /ˈklouziz/ … /ˈklɔ:θis/ into the
suitcase.
L. Stop.
No, stop. What do you do? You put your …
S. /ˈklouθis/.
L. Very good, clothes, clothes, once more please.
S. /ˈklouθ…/
L. Clothes.
S. Clothes.
S. Clothes.
L. Yes, let’s say it all together, very slowly listen. ..
LSs. Clothes, clothes.
L. Listen: ‘clothes’, once more.
LSs. Clothes.
L. Once more.
LSs. Clothes.
L. … and stop with the let…. With the sound /ð/,
/klouððð…/ [Lehrer macht das stimmhafte /ð/ vor.]
Once more. And what am I doing now? I’m shouting.
[wieder mit normaler Lautstärke] I’m shouting, once
more. I’m shouting.
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S. I’m shouting.
L. Yes, now you say ‘whisper’ and ‘shout’, ‘whisper’ and
‘shout’ [Der Lehrer spricht ‘whisper’ leise und ‘shout’
sehr laut, um den Bedeutungsunterschied zu
verdeutlichen] Please repeat.
S. Whisper and shout.
L. Oh, shout!
S. Shout! [sehr laut]
L. Yes, ‘whisper’ [leise] and ‘shout’ [sehr laut].
S. ‘Whisper’ [leise] and ‘shout’ [sehr laut].
L. O.k., this is the word … shout. [äh], when do you
shout? When do you shout? […] ‘Erwin, Erwin!’
[Der Lehrer meint den Nationalspieler Erwin Kremers
und gibt damit den Schülern ein anschauliches
Beispiel aus dem Sport.]
S. I shout when I’m in the ….
L. Yes, you shout when you are in the …, very good.
Then you shout. Now, [äh], who is strong, who is
strong? Lutz, you are strong, come on, come on, yes,
Lutz, you are strong. Look, what I’m doing, I’m …
[Der Lehrer packt den Schüler vor der Brust und stößt
ihn vor sich her durch die Klasse. Gelächter.]
I’m pushing Lutz, yes, and now I’m pulling.
[Der Lehrer zieht den Schüler hinter sich her durch
die Klasse; ‘pulling’ geht fast im Lärm unter.]
Push and pull, push and pull. [Der Lehrer schiebt und
zieht den Schüler hin und her.] O.k., [äh], come on,
Wolfgang, come on. What am I doing now?
[Der Lehrer schiebt den Schüler vor sich her.]
S. You push.
S. You push.
L. Yes, and what … no, what am I doing now? Look.
S. You are push.
L. No.
Ss. Pushing.
S. You are pushing.
L. You are pushing. And, what am I doing now?
[Der Lehrer zieht den Schüler hinter sich her.]
S. You are pulling.
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240
L. Yes, push and pull, look here, I’m pushing and I’m
pulling, yes, pulling, pushing. These are the words
‘pushing’ and ‘pulling’. Now I think you know the
next word. You can say: I don’t … yes?
S. Not /ˈo:lweis/ /ˈoʌ/ [äh] not /ˈo:lweis/ /ˈoʌ/ /sʌmˈtaims/.
L. Very good, not always, you can say: ‘not always’ or
you can say: /sʌmˈtaims/! O.k., /sʌmˈtaims/. Now, you
all know this person: [Der Lehrer fletscht die Zähne
und gibt einen knurrenden Laut von sich. Dabei
spreizt er die Hände krallenförmig, er meint die
Horrorfigur Dracula.] This is Dracula, Dracula … the
Drac…. What is Dracula? Is he a man? What’s he
called, Dracula?
S. [äh], it’s a man and he has got very long /ti:tʃ/.
Ss. Teeth, teeth.
L. Very long teeth, yes, …
S. It’s a monster.
L. Yes, once more.
S. It’s a monster.
L. Dracula is a monster, now there’s a Dracula-film on
TV; [Lehrer gibt wieder den knurrenden Laut von
sich]. This film is very exciting [der Lehrer schüttelt
sich schaudernd], yes; a football-match can be very
exciting, yes, Erwin Kremers is running, there’s the
the goalkeeper and he is going to kick, yes, it’s very
exciting. Is it a goal or is it not a goal? Yes, a film is very
exciting and a football-match is exciting. Now, [äh],
what else can be exciting? What else can be exciting?
I know one thing; yes.
S. A crimy can be exciting.
L. A crimy can ver… can be very exciting.
S. A [unverständlich] can be very exciting.
L. O.k., anything else? I know. An English lesson can be
very exciting [Volksgemurmel, die Schüler scheinen
die Ansicht des Lehrers nicht zu teilen!]
Exciting, now, and here is the last word [äh] you can
say: It was late! Then go on and say: ‘Peter heard a
noise!’ Yes, you know the story. But you can also make
one sentence. You can say: ‘It was late when Peter
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S.
L.
S.
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S.
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S.
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S.
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L.
S.
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S.
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heard a noise!’ Yes. Can you read these sentences,
these two? Please, Sandra.
It was late when Peter /hə:t/ a noise.
No, two sen … both sentences. It was late. Peter heard
a noise.
It /wəs/ late. Peter /hə:t/ a /nois/.
Yes, and then?
It /wəs/ late. Peter /hə:t/ a /nois/.
O.k. It /wɔ:s/ late when Peter heard a noise. It /wɔ:s/
late. Ah, the teacher came in. Make one sentence,
please. It was late. The teacher came into this room.
Can you make one sentence?
It /wɔ:s/ late when the teacher came in the room.
Yes, [äh], ‘it was late’. Ah, ‘Gaby came into the /ˈiŋliʃ/
lesson.’ … Can you make one sentence, Gaby?
It /wɔ:s/ late when Gaby [äh] …
No, when ..
.. when I …
yes ..
ehm …
Can you help her? ‘It was late’ ‘Gaby came into the /
ˈiŋliʃ/ lesson.’
when I comes, in the /ˈiŋliʃ/ lesson.
It was late. Gaby came into the /ˈiŋliʃ/ lesson.
It /wɔ:s/ late …
It /wɔ:s/ late when I …
Go on, go on.
… in … lesson
No.
It /wɔ:s/ late when Gaby /keims/ [Doppelfehler stimmloses ‘s’ 3. Person statt 1.] in/ðə/ /ˈiŋliʃ/ lesson.
Yes, very good, … Gaby came, o.k. Now let’s read
sentences 6, 7, 8, 9 and 10 please. Yes please.
/ˈwispʌ/ /æn/ shout.
Go on.
Pushing and pulling.
Yes.
Not not /ˈo:lweis/ /ˈoʌ/ /sʌmˈtaims/.
Yes.
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S.
L.
S.
S.
L.
A Dracula-film can be exciting.
Yes.
It /wɔ:s/ late. /ˈpi:tʌ/ heard a /nois/.
It /wɔ:s/ late when /ˈpi:tʌ/ heard a /nois/.
Yes, o.k. [äh], now I’ve got a wonderful picture for
you.
Ss. Ooh!
L. Yes, what are /ði:s/? They can fly.
S. It’s a duck. Whi…
L. Which one? No. 1, No. 2 or No. 3? No. 1, No. 2 or
No. 3?
S. No. 2
S. They are /bə:ts/.
L. They are /bə:ts/. And No. 2 is a duck. Please repeat:
No. 2 is a duck. Hartmut.
S. /ˈnʌmbʌ/ two is a duck.
L. Yes, and No. 1?
S. No. 1 /is/ a /swæn/.
L. It’s a swan, yes a swan.
S. A swan.
L. Yes, a swan and a duck, once more, please.
S. A swan an … /ˈæntə/ duck.
L. All together.
LSs. A swan /ˈæntə/ duck.
L. Yes, and this /is/ …? You know?
S. /ði:s/ are two geese.
L. Yes, these are two geese. And this here /is/ what?
S. One /gous/.
L. One goose, yes, one goose, two geese, a swan, a duck,
please repeat: one goose, two geese, a swan, a duck.
Petra.
S. One goose, two geese, a … a duck, a swan.
L. Yes, o.k., very good, very good. Who can do it once
more? Sabine.
S. One goose, two geese, a duck, a /swæ../ swan.
L. A swan, yes. Now, [äh], which color is the swan?
Which color is the swan?
S. The swan is white.
L. Yes, and which color is the duck? Which color?
Heidrun?
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
It’s yellow.
It’s yellow. Is it yellow? Is it only yellow? Yes, please.
The duck is yellow, /ɔrintʃ/ and white.
O.k., yes, and the geese, and the geese? Dagmar,
please.
The geese are white.
The geese are white, too. O.k. Here we have a duck,
one goose, and two geese. [äh] now, where is the
swan? Where is the swan? Yes, please.
The swan is in the water.
The swan is in the water, and the duck?
It’s in the water, too.
Yes, and now the two geese are not in the water. They
are on the bank, on the bank. They are on the bank,
yes. There’s the ground and there’s water and you say:
This is the bank. /pli:s/ repeat. Where are the geese?
The geese are on the bank.
Yes, the geese are on the bank. Now, this water can be
a river or it can be something else. You /faint/ it here.
Haltern has got water yes, you can swim in the water
and this water is /kɔ:lt/ a lake, yes. What has Haltern
got? What has Haltern got?
Haltern /hæs/ got a lake.
Yes, and now these … these water-birds are on a lake,
are swimming on a lake. And what is this? This is the
water of a lake. And what’s this?
Is a bank.
The bank, this is the bank, yes, a river has banks, two
banks, one on this side and one on the other side, and
a lake has banks. Yes please?
Is it not a sea?
No … it’s not a sea. The sea is the North Sea yes, you
know. ‘Die Nordsee’ is a sea and the ‘Bodensee’ it’s not
salty, it’s sweet water, is a lake, yes, now, [äh], the
‘Wannsee’, is it a sea or a lake?
It is a lake.
Yes, /ˈæntə/ what else? The … do you know other lakes,
the names of other lakes in Germany or in /ˈiŋland/?
Yes.
Ostsee.
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244
L. What is it? A lake or a sea?
S. ‘Ostsee’ is a s… sea.
L. Yes, ‘Ostsee’ is a sea, do you know the names of lakes?
Yes, please?
S. ‘Chiemsee’.
L. ‘Chiemsee’, very good, ‘Chiemsee’ is a lake, yes. O.k.,
now [äh], when you swim, when going to the water
what do you put on, what do you put on, what do girls
put on when they go swimming? What do they put
on? What do they put on? What is it called? What
have they got two parts what is it called? You know.
S. [äh] /zə/ /gə:ls/ /hæf/ a bikini on.
L. Yes, they have a bikini and the boys have got shirts,
yes, and shirts and biki… [äh] shor… oh sorry … what
have you got … the boys have got shirts on
[Gelächter], what have the boys got on? Very
important!
S. The boys have got shorts on.
L. Yes, bermuda shorts or so, yes, now bermuda shorts or
shorts and [äh] bikini are called ‘bathing-costumes’,
‘bathing-costumes’. Please repeat.
Ss. Bathing-costumes.
L. Very good, once more, please.
Ss. Bathing-costumes.
L. Yes, and now this is a bathing-costume let’s say it’s a
bikini here now it’s a beautiful white bikini and when
you go into the water there is no water in the bikini is
dry. The bikini is dry. And then you come out of the
water and there’s water in the bikini is wet. Yes, please
repeat: The binini is wet, is dry and is wet. Please.
S. It’s day and it’s wet.
L. Yes, once more.
S. The biniki is dry when we go [äh] in the water.
L. Into the water…
S. … [äh] …
L. Once more, into the water.
S. The bikini is dry when we go into the water.
L. Yes,
S. …and the bikini is wet when we go out of the water.
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L. When we come out of the water, o.k. Very good, it’s
dry or it’s wet. Now it’s raining outside. You haven’t
got an umbrella. Ah well, what do you get? You don’t
have an umbrella, you know, an umbrella. It’s
raining, what do you get?
S. You go to school.
L. What do you get? … Yes?
S. I open my umbrella?
L. No, what do you get? … It’s raining, you get? Franz.
S. You get wet.
L. Very good, you get wet. Yes. And then you sit down,
yes, near the heating and what you get then? You sit
next to heating and what you get then?
S. You get dry.
L. Yes, you get dry and get wet, very good. Now another
word: you can say, I swim or I have a swim, yes, this is
the next word, it’s very easy, I have a swim. Where can
you have a swim? Where can you have a swim? Pit.
S. In the ‘Zentralbad’ I have a swim.
L. Yes, yes, o.k.
S. I can have a swim in …
L. Yes, what is ‘Zentralbad’? [unverständlich] You know
it, a swimming-pool, yes?
S: Hallenbad.
L. Hal… yes the /ˈiŋliʃ/ word for H… ‘Hallenbad’ is
in-door-bath, you can say swimming-pool. Yes, o.k.,
now where else can you have a swim? Where else can
you have a swim? You all see the … this picture, please.
S. In a sea.
L. In a sea, yes or ..
S. In a lake.
L. In a lake, or ..
S. In a river.
L. Yes, o.k., now [äh], what can you see on … when you
go to Haltern, yes, you … see the lake, and what can
you see on this lake? Waterbirds and what else? What
else?
S. Sailing boats.
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246
L. Sailing boats, yes here’s a sailing-boat. Now a sailingboat has got a sail and it’s got this here and this is
called a deck and this erect one here is called a cabin.
So, ah, where can you go when you are staying on a
boat on a sailing-boat, where can you go? Where can
you walk.
S. You can go ahm … on the deck.
L. Very good, you can go on the deck, yes.
S. … and you can go in the cabin.
L. Yes [unverständlich] read and you can go?
S. And you … you can go on the deck and you can go into
the cabin.
L. Yes, into the cabin, o.k. Now [äh] let’s stop here and
read the new words please. Ah, yes. Let’s begin with …
with No. 1. Who can read the new words please. Ja?
S. There aren’t sailing-boats on the deck.
L. What are there?
S. There aren’t sailing-boats on the deck. [Der Lehrer hat
sich geirrt. Er hat statt ‘lake’ ‘deck’ in den Text des
light-writers gebracht.]
L. Oh yes, sorry. There are many … on … sorry, yes, you
are right. Yes, you are right. What must I write then?
There are many sailing-boats … yes?
S. … on the lake.
L. Very good, yes, on the lake and Heidrun, you can go
into the … what must I write here? This is wrong. You
can … you can go and you can go into … yes, please.
S. You can go on to the … deck.
L. Yes, on to the deck or you can go …?
S. .. all of /se/ deck.
L. No.
Ss. On, on the deck.
L. Yes, onto or on, both is correct, on the deck … deck
and what must I write here, yes, please.
S. Into the … cabin.
L. Yes, very good, now let’s read [äh] the words No. 1,
yes, please.
S. A /swæn/.
L. Stop.
S. A swan.
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S.
L.
Ss.
L.
Ss.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
A swan.
All together.
A swan.
Yes, and once more.
A swan.
Very good.
A swan, a duck, one /gous/ …
Stop … one goose.
… one goose, two geese.
O.k., thank you, all together: a swan, a duck, one
goose, two geese.
A swan, a duck, one goose, two geese.
O.k., go on please, yes please.
Haltern has got a lake.
Yes, and what’s this? [zeigt auf den See im Bild]
It’s a lake.
O.k., thank you, can you do the next sentence, please,
Martin. Who can read this word? Who remembers
word?
A /ˈbeisinˈkəsˈtym/.
No.
/ˈbeiðinˈkəsˈtym/.
Listen: a bathing-costume, yes, a bathing-costume.
A bathing-costume.
Very good, all together.
A bathing-costume.
Has a swan got a bathing-costume on?
No, it isn’t.
Has a swan got a bathing-costume on?
No, he isn’t.
Very good, now, next one, next two please. Who can
do this? … Yes, please.
It’s dry or wet.
Yes, and …
I swim /ˈoʌ/ I have /a/ swim.
O.k. No. 5 please, yes, please.
There are many sailing-boats on the lake.
Yes.
In Haltern you can go on a deck.
Yes.
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248
S. And you can go into the cabin.
L. Very good, now the last words. Peter /si:s/ - you and
me. You can say: Peter /si:s/ you and me, or … ?
S. Peter /si:s/ /ɛs/.
S. /ʌs/
L. /ʌs/ very good. Yes, you remember the words. Peter
/si:s/ /ʌs/. What can you do with a camera? Well, you
can take pictures of a water-bird. What can you do
with a camera?
S. [äh], you can pictures …
L. What … what can ‘you’ do with a camera?
S. Ah so, I can …
S. You can … ta….
S. I can take a photo.
L. A photo or pictures, very good. You can take a photo
or pictures. What can you do? Lutz, once more,
please.
S. I can photo or picture.
L. No, Sally can you repeat.
S. I can take a photo or a picture.
L. Yes. [Name unverständlich]
S. I can take a photo or a picture.
L. Yes, I can take a photo or I can take a picture.
Well, I can pic…. Take a photo of a water-bird. [äh],
which water-birds once more, one /wə:t…/ /wə:təbɔ:d/
the name of one starts with ‘s’.
S. A … a lot of swan … [äh] … [äh]
L. .. of the ..
S. .. of the swan ..
L. .. swan, yes, and the …? Yes, please
S. Duck.
L. Yes, o.k. and the …? Bärbel, please.
S. Geese.
L. And the geese or the goose. O.k., now here are once…
Have you got a question? No? Then let’s read the
words once more. Picture No. 1. There are many
words today. Sally please.
L. Yes.
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S. You go to Essen in /zə/ morning and you come back in
/zə/ evening.
L. O.k., thank you, very good, Dagmar please.
S. You pack your suitcase. You put your trousers, your
scho… shorts, your /ʃə:ts/ into the suitcase. Or you put
your …
L. Who can help Dagmar? Sabine.
S. Or you can put your clothes …
L. Very good, once more.
S. Or you can put your /ˈklouˈðʌs/ into the suitcase.
L. Stop, Sabine.
S. Or you can put your clothes into …
L. Yes, clothes.
S. Or you can put your clothes into the suitcase.
L. Yes, and the next one please.
S. … /is/ a town, Essen /is/ /is/ /ˈbigʌ/, it is a city. Polsum
is smaller, it’s a /ˈvilɛ:tʃ/.
L. No, village.
S. Village.
L. All together.
Ss. Village.
L. O.k., now No. 5, 6, and 7 please, yes please, Birgit.
S. Some village have a /ˈwintmil/.
L. Stop.
S. Villages.
L. Yes.
S. Some villages have a /ˈwintmil/.
/ˈwispʌ/ /ænt/ shout. Pushing and pulling.
L. O.k. … that’s a windmill, a windmill, Birgit.
S. A windmill.
L. Yes, listen: a windmill, all together.
Ss. A windmill.
L. Now No. 8, 9, and 10, please, yes please.
S. Not /ˈɔ:lweis/ or /ˈsʌmtaims/. A Dracula-film can be
/ɛ:kˈsaitiŋ/. It /wɔ:s/ late. Peter /hə:t/ a /nois/. It wɔ:s/
late when Peter /hə:t/ a /nois/.
L. Yes, Sabine … [unverständlich]
S. /iksaitiŋ/
L. Exciting, once more.
S. /iksaitiŋ/
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250
L. No, exciting.
S. Exciting.
L. Yes, and now the last one, the names of the
waterbirds, please, yes please.
S. One goose, two geese, a duck, a swan.
L. And a [unverständlich] the bank.
S. The bank.
L. Yes.
S. [äh] the /ˈbeisiŋˈkəstəm/ …
L. Listen.
S. A /ˈbeisiŋˈkəstju:m/
L. A bathing-costume, yes. [Name unverständlich]
S. A bathing-costume.
L. Susanne.
S. A bathing-costume.
S. It’s dry or wet.
L. O.k., and No. 4, please, No. 4 please.
S. I swim or I /hæf/ a swim.
L. Yes, o.k., ‘bathing-costume’, let’s do it all together.
LSs. Bathing-costume.
L. And village.
Ss. Village.
L. And swan.
Ss. Swan.
L. O.k., and No. 5 now, yes please.
S. There are many sailing-boats on /zə/ lake.
L. O.k.
S. You can go on /zə/ deck and you can go into /zə/
cabin.
L. Very good. No. 6 and 7 please. Heike, please.
S. Peter /si:s/ you and me. Peter /si:s/ /ʌs/. What can you
do with a camera? You can take a photo of the
waterbirds.
L. .. of the … of the … of the … this is of …. of the ..
S. .. of the /swæn/
L. Stop.
S. Swan.
S. The swan, the duck and the geese.
L. O.k., now, [äh], please open our books [Geräusche] …
on … /peitʃ/ … I think it’s 86 … yes, now please take out
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a pencil, read the text on page 86 and underline the
words which you don’t know, underline the new
words please, and please … the new words, the words
which you don’t know. [Die Schüler lesen still,
ca. 3 ½ Minuten] /peitʃ/ 86 .. only /peitʃ/ 86 … only
/peitʃ/ 86 … You’ve got a question?
S. 87.
L. Not 87, only 86, please. Lutz.
[Die obigen 4 Aussagen gehörten in die Vorbereitungszeit]
S. Lesen wir jetzt das?
L. In /iŋliʃ/ please.
S. Ah …
S. [unverständlich] … read?
S. Can we read it?
L. Yes, o.k., let’s read it then. Who begins with it?
[der nächste Name ist unverständlich]
S. Mr. King /ˈdædis/ friend /lifs/ in Norwich.
… family. He works in a factory.
… go to /zə/ …
S. .. to the Broad-/s/ by boat.
L. Very good, very good, Broads, now [äh] you left … you
left out something … [unverständlich]. Look here is a
picture, yes, and here you find a title: A Boat Trip on
the Broads. A Boat Trip on the Broads. Ah, do you
know what ‘the Broads’ are, where ‘the Broads’ are?
No, will then open your books on /peitʃ/ 5, please
open your books on /peitʃ/ 5, /peitʃ/ 5, a map of
England. Now look, where are ‘the Broads’? You find
the name of ‘the Broads’ on this map [Name
unverständlich].
S. The Broads … by Norwich.
S. Are near Norwich, yes.
S. Near Norwich.
L. Yes, there’s a picture of a house, of the [äh] Pim’s
house in Puddlefield and there you see on the top ‘the
Broads’. Now ‘the Broads’ are in … near Norwich on
the coast and they … there are many little lakes and
rivers, yes, and so there are many boats and many …
on week … on weekends many people go there and
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S.
L.
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S.
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stay there and have a nice weekend, yes, and so these
are ‘the Broads’. Now o.k., can you do it once more,
Buffy? And now think of ‘the Broads’ o.k. ‘A Boat Trip
on the Broads’. Begin please, Heike.
A Boat Trip on the Broads.
Mr. King, /ˈdædis/ friend, /lifs/ in Norwich /wiθ/ /his/
fam … /wiθ/ /his/ family. He works in a factory. /zə/
Kings /ˈsʌmtaims/ go to /zə/ /brouds/ by motor-boat.
/zei/ /hæf/ … /inwaitid/ /ʌs/ for the weekend.
Stop, Peter, yes.
[äh], da fehlt ein ‘a’ [bei Broads] a mistake.
Oh yes, a mistake, yes, very good ‘Broads’ yes.
I /hæf/ /ɔ:lrɛdi/ packed my suitcase.
Yes.
I am going to take my jeans, a /warm/ [deutsche
Aussprache] pullover … and a warm pullover and a
/ˈbʌθiŋˈkəstu:m/.
Look …
Bathing-costume.
Yes, Buffy, a bathing-costume.
Bathing-costume.
And the last sentence.
I hope we can swim.
O.k., thank you [unverständlich].
2.3.9
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Datum: 26.10.1973
L. Let’s begin then on page 85, 10b: ‘At the station’. You
all know the words. So let’s begin reading. Begin with
‘At the station’ and read the sentences above and
below the time-table. O.k. Werner.
S. It’s Friday afternoon. Peter and Betty are at the
station. They want to go to Norwich. They are looking
at the time-table. To Cambridge thirty …
L. Three o’clock.
S. Three o’clock.
S. Ah, forty thirty.
L. Four-thirty.
S. Four-thirty.
S. /faif/ o’clock.
S. Six .. ten.
L. O.k. Don’t read all the times. Read … read the
sentences under the time-table beginning with:
The first train …
S. The first train to Norwich /gous/ at 4 o’clock. The
second train to Norwich /gous/ at 5.30. The last train
to Norwich /gous/ at 8.20.
L. O.k. The last train to Norwich goes at 8.20. When does
the first train to Cambridge go? Peter.
S. They goes at ah three ah /sri:/ o’clock.
L. It goes at three o’clock.
S. It goes at /sri:/ o’clock.
L. At three o’clock.
S. At three o’clock.
L. Good, when does the second train goes to Cambridge,
Peter?
S. At ahm … thirty-four.
L. No, thirty-four is wrong.
S. Four.thirty.
[L. schreibt die Zahl 34 an die Tafel und die Zeitbezeichnung 4.30 kontrastiv daneben]
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L. Four-thirty. Thirty-four. We have 4 period 3. The one
number 4 and then thirty, ok., and when does the
second train go to London, Anke?
S. On three-thirty.
L. At three-thirty, at three-thirty and when does the
third train go to London, Angela?
S. At four o’clock.
L. At four o’clock. And when does the third train go to
Birmingham?
S. At five-twenty.
L. At five-twenty. Ah, o.k. now answer my questions
with whole sentences. Don’t say ‘At five-twenty’, say
‘It goes at five-twenty’ or ‘The train goes at fivetwenty’, o.k.? When does the first train go to London?
Bob?
S. At three o’clock.
L. Use a whole sentence, Matthias.
S. It’s go at three o’clock.
L. It goes at three o’clock. Anette, say that again. Say that
again what Andreas said.
S. The first train go at three o’clock.
L. Goes.
S. Goes at three o’clock.
L. Simon, spell ‘goes’.
S. Goes.
L. Spell it, Angela.
S. g – o – e – s
L. g – o – e – s, o.k.
Do you know another word that ends in …o – e – s?
S. Does.
L. Does, o.k. When does the train go to Cambridge?
Peter.
S. It go at six-ten.
L. It go? Matthias?
S. It goes at six-ten.
L. It goes at six-ten. Peter, say it again.
S. It goes at six-ten.
L. O.k., let’s go down to the passage ‘At the TicketOffice’. Who wants to read? Simona.
S. ‘I want two tickets at Norwich, please’,
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L.
S.
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To Norwich.
To Norwich, please, Peter says.
‘/ˈsiŋəl/ or /riˈtuən/?’
Return.
‘/ˈsiŋəl/ or /ˈrətə:n/?’ the man in the ticket office asks. ‘
/ˈrətə:n/, please?’
Ah Simona, that’s a period, it’s not a question mark.
‘Return, please.’
‘Return, please’. ‘Here you are. Two returns to
Norwich.’ ‘How much is that?’ ‘One pound twenty
pence, please.’ ‘When does the next train /gau/?’
Go.
Go. ‘At /faif’-sə:/?.
At five?
Thirty.
Thirty.
‘At five-thirty’. ‘And when does the /tRein/ /ə’Raif/ in
Norwich?’ ‘At six-twenty.’ ‘ …. is it?’
Platform.
… ‘platform three.’ ‘Thank you.’ ‘We must /rʌn/ Betty’,
Peter says. ‘Or we /kænt/ [amerikanisch] catch the
five-thirty train.’
O.k. What does the word ‘single’ mean here? Andreas.
Hinfahrt.
Single, what does that mean? What did you say?
I didn’t hear it.
Hinfahrt.
Pardon.
Ah, Hinfahrkarte.
Hinfahrt in German. Hinfahrt. And what does the
word ‚return‘ mean? Ralf.
Zurück… Fahrt.
O.k. You go and you come back, ja? You go there and
you come back; Rückfahrkarte. Ahm, let’s take two
people now, one person can be Peter, someone has
[unverständlich] … mal gucken… [unverständlich].
Peter, ja, Peter … Peter go and one person will be the
man in the ticken-office. Who hasn’t spoken?
[unverständlich] Martin, o.k., and the words which
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256
they don’t say, which Peter doesn’t say, and which
Martin doesn’t say, we leave out, o.k. Peter.
S. I want two tickets to Norwich please.
S. /ˈsiŋəl/ or return?
S. Return, please.
S. Here you are. Two returns to Norwich.
S. How much is that?
S. One pound twenty pence, please.
S. When does the next train go?
S. At 5.30.
S. And when does the train arrive in Norwich?
S. At 6.20.
S. Which platfo… platform is it?
S. Platform /θri:/.
S. Thank you. We must run, Betty. Or we can’t catch the
five/θərdi/ [amerik.] train.
[Schüler ahmt die amerikanische Aussprache des Lehrers
nach. Dieser Satz wurde vom Schüler falsch betont.
Der Lehrer korrigiert.]
L. Good, Peter, that was very good. The last sentence
‚We must run, Betty, or we can’t catch the 5.30 train‘.
Say that [Name unverständlich]
S. We must run, Betty, or we can’t catch the 5.30 train.
L. O.k. The word ‘or’ is not so important here. We don’t
say ‘Or we can’t catch’ … we say ‘We must run or we
can’t ‘catch’ the 5.30 ‘train’. Can you say that Anette?
S. We must run, Betty, or we /kænt/ catch the five/θərdi/
train.
[Die Schülerin übernimmt ebenfalls die amerikanische
Aussprache des Lehrers.]
L. O.k. Who knows how we say 5.30 in different way,
in another way? Martin.
S. at /half/ past five.
L. At half past five … past five. Let’s look at the time table
again. Ahm, under London, to London, you see the
last train goes at 6.30. Can you tell me that in another
way? Bärbel.
S. Half past six.
L. Now give me a whole sentence. The train …
S. The /læst/ train to/lɔndon/ goes at half past six.
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L. Good. Ahm, the train to Cambridge, when does it go?
Peter?
S. At half past thir… ah at half past ah four.
L. O.k., give me a whole sentence.
S. Ah; the second ah train to Cambridge goes at half past
four.
L. O.k., and when we talk about the train that goes at
half past four, do we say the half past four train, do we
say that, the half past four train, hm? Peter.
S. /nau/
L. What do we say?
S. [äh], four-thirty.
L. Four-thirty train. Good, that’s why we must note to
say it in both ways or how to say it in both ways, ja?
Close your books! Ahm, we all know the new verb: to
get. Today I get up. Yesterday I got up. What I’m going
to do now, I’m going to read a sentence, in which first
… in the present tense for example: ‘Every day I get up
at seven o’clock’. And you give me the past tense. You
begin your sentence with … which word? With which
word do you begin?
S. Yesterday.
L. Yesterday, or?
S. Last Friday.
L. Or?
S. Last Sunday.
L. Or?
S. Last weekend.
L. Last weekend, or?
S. Last week.
L. Last week, something [der Engländer würde sagen
‘anything else’?]
S. Last month.
L. Last month.
S. Last years.
L. Last …?
S. Last year.
L. Ok. Everyone knows what we are going to do: Every
day I get up at seven o’clock.
S. Yesterday I got up … at … [äh] … seven o’clock.
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258
L. O.k., try to use all my words: Yesterday I got up at
seven o’clock. Every day I buy a newspaper.
S. Every day I bought a newspaper.
L. Every day? Every day I buy a newspaper. Ralf.
S. Yesterday I bought a newspaper.
L. You see, ‘bought’ is past tense and ‘yesterday’ is past
tense, and ‘every day’ is mostly present tense, o.k.
I always come home at four o’clock. I always come
home at four o’clock. Martin.
S. Yesterday I came home at … four o’clock.
L. … at four o’clock. Can you think of another word?
Yesterday I came home at four o’clock …
[Lehrer schreibt den Satz an die Tafel. Er will auf das Wort
‚too‘ = ‚auch‘ am Ende des Satzes hinaus.]
S. Yesterday I come home …
L. No, I came home at … Can you think of another word
which you could put at the end of the sentence?
Yesterday I came home at four o’clock….
S. Last Sunday I came …
L. No, we usually have a comma [unverständlich] we
usually have a comma. For example: Last Sunday I
came home at four o’clock, [comma]… [Der Lehrer
schreibt den Satz an die Tafel und setzt das Komma]
… and then another word means ‚auch‘. What is this
word in English?
S. Too.
L. Too, and how do you spell it?
S. t – o – o
L. And can you spell it in English, Ralf?
S. t – o – o
L. O.k., ‘t’ is /ti:/. It’s very easy. Another sentence: I often
swim. Hugo, no, Peter.
S. Last /ˈsætədei/ I often swam.
L. I often swim. ‘Often’ is a word which tells us it’s
present tense! Ja? So we can’t use this word in the past.
S. Last Saturday I swam.
L. Last Saturday I swam. Perhaps: last Saturday I swam,
too. I often give mother some flo… flowers. I often
give mother some flowers, Ralf.
S. Yesterday I ah /geif/ her a book.
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L. Yesterday I gave her a book. That’s good. That’s the
sentence which was in the book. Now, when I say ‘I
often give her flowers’, use my words. Don’t use the
words in the book. Use my words.
S. Yesterday I gave mother a flower, too.
L. … a flower or …
S. … some flowers.
L. … some flowers, too. O.k. What you said was right. But
you remembered the book and I wanted something
else. ‘I sometimes take photos’. Peter.
S. Yesterday I took some photos.
L. Yesterday I took some photos. Ahm, Bärbel, spell
‘took’.
S. t – o – o – k
L. Can you spell it in English?
S. /ti:/ /ou/ /ou/
S. /kei/
L k, spell ‘bought’
S. b – o – a – r – d
L. You spelled ‘board’, on board, but ‘I buy today.
Yesterday I bought.’
S. b – o – u – g – h – t
L. b – o – u – g – h – t, who can spell it in English?
I help you. Martin
S. /bi:/ /ou/ /ju:/ /gi:/
L. /ʤi:/
S. /ʤi:/ /eitʃ/ /ti:/
L. Good. And, … who can spell the word ‘buy’? Peter
S. b – u – y
L. and in English? … I can see that you want to do
something. Michael, try.
S. /bi:/ /u:/
L. What is ‘u’, Martin?
S. /ju:/
L. /ju:/, … ja, that’s the letter [Lehrer meint das ‘y’] which
is hard for you. Ralf.
S. /wai/
L. /wai/ [unverständlich] /wai/, just like this word [Der
Lehrer schreibt ‘why’ an die Tafel] ‚Why‘, what word
is that, what is it in German?
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S. Warum.
L. Warum. You all know that word. So when you say x,
y, z then you know that ‘y’ is just like this word ‘why’.
O.k., turn page 86. Let’s take the first part, Thursday,
June 2nd. Who’d like to read that? Simona.
S. Mr. King …
L. Would you begin with the date?
S. Thursday, /ˈʤu:ni/ …
L. /ˈʤu:ni/?
S. June.
L. Hm…
S. June second.
L. June second, no …
S. .. the second …
L. June the second, o.k., read it again.
S. Thursday, /ju:n/ the second…
L. No, not /ju:n/, you said it right the first time, Brigitte?
S. June.
L. June, o.k., say it again.
S. Mr. King …
L. No, say the date again.
S. /ˈtjə:s…/ … Tuesday …
L. Tuesday?
S. June.
L. I think you are nervous. Repeat after me: Thursday,
June 2nd.
S. Thursday, June 2nd.
L. O.k., now go on.
S. Mr. King, Daddy’s friend, /laifs/ in Norwith with his
family.
L. Peter, Peter, this is Peter’s, how do you say it, Peter?
S. Mr. King, Daddy’s friend, lives …
L. O.k., go on please.
S. He works in a factory. /zə/ Kings sometimes go to /zə/
Bro… the …
L. Broads …
S. Broads by motor boat. They have /in’wait/…
L. /in’wait/?
S. /us/
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L. What is this word? Is that /in’wait/ ? Or is there
another…
S. /in’waitid/
L. .. invited, say … say ‘invited’..
S. .. invited.
L. Say ‘Wolfgang’.
S. Wolfgang.
L. Werner.
S. Werner.
L. Weit.
S. Weit.
L. .. invited ..
S. /in’waitid/
L. Wolfgang.
S. Wolfgang.
L. Invited.
S. Invited.
L. You see the same as in German. Say ‘invited’.
S. Invited.
S. Invited.
S. Invited.
S. Invited.
L. Invited.
S. Invited.
L. O.k. Go on.
S. /us/
L. /ʌz/
S. /ʌz/ [Peter and me] for /zə/ week-end. I /hæf/ already
/pʌkt/ my suitcase. I am going to take my jeans,
a warm pullover and a /ˈbʌθiŋ/-/kɔstˈju:m/.
L. That was wrong. How do you say this word before
‘costume’? Ralf.
S. /ˈbʌθiŋ/-/kɔstˈju:m/.
L. No, that’s also wrong. This a long /ei//ˈbeiθiŋ/ o.k.?
S. I /haup/ …
L. No, say ‘bathing’ after me, Simona.
S. /ˈbeiθiŋ/ - costume. I /haup/ we can swim.
L. .. hope ..
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[verständnisloses Aufblicken der Schülerin, Lehrer
wiederholt daher die Korrektur des Aussprachefehlers
/haup/]
L. .. hope ..
S. I hope we can swim.
L. O.k. I ask a question now, and you answer the
question. You might say I’m a reporter, ja? And all
of you are now Betty, o.k. Where does your Daddy’s
friend live? Anke.
S. They live in Norwich.
L. They live in Norwich?
S. .. lives ..
L. They lives or he lives?
S. .. he .. [Schüler spricht ungefragt]
S. .. he lives..
L. [unverständlich] on the wrong person. O.k. You
begin, Anke, [ahm], now you are Betty, o.k., and all of
you are a reporter, that means you have to ask Betty a
question. So find a question from her diary page … ah,
Thursday, June 2nd, and ask her a question and she
has to answer the question. Can you answer
questions? Let’s see. Simona?
S. Who works in a factory?
L. Who works in a factory, Anke?
S. Mr. King lives in the factory.
L. Lives in the factory or works?
S. .. works ..
L. Mr. King works in a factory. O.k. [Ah], Martin.
S. Is your Daddy a man?
L. Is your Daddy a man?
S. Yes, he is.
L. What is the opposite of a man?
Ss. Men, men, men.
L. No, that’s pl… the plural: man-men. What’s the
opposite?
S. Woman.
L. Woman. The plural is ‘men’, what is the opposite
of ‘men’?
S. Men.
S. Nee, hier, /mi:n/
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L. No, man-men, woman-?
S. Women.
L. Women, good it’s a /wi:/, /ou/ but still /i/ spelled with
‘o’ and pronounced with /wi/, women. O.k., ask
another question. Let’s have every time someone else.
[Das Nächste ist unverständlich]
S. Have the Kings a motor-boat or a sailing-boat?
L. Have the Kings …? Do the Kings have … Say that
again.
S. Do the Kings have a motor-boat or a sailing-boat?
L. O.k., Anke, do the Kings have a motor-boat or a
sailing-boat?
S. The Kings /hæf/ a… motor-boat.
L. The Kings have a motor-boat. Who wants to be Betty
now? Claudia, you’re Betty. O.k., ask questions. I still
want – Simona, I’m … I know that you are burning
with a question, but I still want other people to ask
that question. Everyone should do something.
L. Now, nobody has a question? Simona.
S. Who have already packed the suitcase?
L. Who has already packed the suitcase? Ask the
question again.
S. Who has /ɔl'rɛdi/ packed the suitcase?
S. Peter and I have packed the suitcase.
L. Good. Claudia you can stay Betty but let’s read the
next day in the diary first, o.k.? First we are going to
read the next day in the diary. Who wants to read?
Ah Brigitte.
S. Friday, June /zə/ /sə:ad/
L. /θərd/
S. /θə:rd/. This afternoon we went to Norwich by … by
train. Mr. King was in Norwich …
L. Was at …
S. .. was at Norwich station. Then we went to the river by
car. We stopped in front of a blue motor-boat with the
name ‘Blue-bird’ on it. Mr. King, Dick and Jane…
L. Mrs. …
A. Mrs. King, Dick and Jane were on … on deck. First they
showed /us/ the boat.
L. /us/?
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.. us ..
.. us ..
.. us ..
Everybody: ‘They showed us’
They showed us.
.. us ..
.. us ..
Brigitte.
The small kitchen, the sm… the two cabins and /zə/
wash … and the wash-room. ‘What a pretty boat! I like
it,’ I /said/ - ‘It?’ Dick shout.
Shouted.
Shouted. ‘A boat is already she and /ˈnɛvʌ/ it’.
Well, she’s a pretty boat. I like her,’ …
Brigitte, Moment. Wait a minute. [???]
Wohnen.
Wohnen? I live in this house is ‘wohnen’, I’m alive,
I live…?
Leben.
Leben . .. and I’m not alive I’m dead.
Tot.
O.k., ‘dead’, ‘dead’, ‘said’; ‘dead’, ‘said’. I said.
I was dead. … Now let’s continue with the reporting.
Claudia, you are Betty. Ask questions about Friday,
June 3rd, Peter.
In Norwich evening /…/ [äh] … evening /ˈæftənu:n/
or morning?
In Norwich is it afternoon. It’s afternoon.
Good. That’s better. It’s afternoon in Norwich.
And what was your question, Ralf, ah, Peter?
It is Norwich ah morning, afternoon or evening?
Then you have to ask ‘Is it … morning, afternoon, or
evening?’ And then she answers ‘Yes, it is evening.’
O.k., or what was it?
Afternoon.
It’s afternoon. Ah, Andreas.
What’s the name of the boat?
Hm?
What’s the name of the boat?
It is ‘Bluebird’. The name of the boat is ‘Bluebird’.
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L. That’s better. You always say it wrong first and right
second. But thus better than just saying it first.
Simona?
S. Who were on deck?
L. Who were? … How many people are ‘who’? … who.
L. No, you start a new question. ‘Who’ … we don’t know
how many people that is. It could be one, it could be
two, but we always use ‘who’ in the singular not ‘who
were?’. What is the singular? Who …
S. .. is ..
L. That’s present tense: Who were? – Who was? O.k.,
now ask your question again.
S. Who was on deck?
S. [äh], on deck are Mrs. King, Dick and Jane.
L. Now you listen to the question. If I ask you a question
in the past tense you answer the question in the same
tense, right? Is that right? If I ask you a question in the
past tense you give me the answer in the past tense, ja?
And Clau… Simona said: Who was on deck? So give
her the answer in the same tense.
S. Mrs. King, Dick and /ʤi:n/ was on deck.
L. That’s three people. That’s not one …
S. They were on deck.
L. They were on deck, very good. O.k., I have only a little
bit of time with you and I want you to do a worksheet
‘Arbeitsblatt’, ja? This is for the vocabulary, for the
words. If you have questions, ask them, try to ask
them in English …. I explain something first o.k. Now
look at number three, number three. Under No. 3 you
see: This is … and then a blank, ja? No. 3. This is a
___________________ and then a blank and under that
you see four under 3: The man ____________ right
after the word, man write ‘likes’ ‘The man likes …..’.
Write that down, No. 3, ‘The man likes ….’. How do
you spell ‘likes’, Ilona?
S. l – i – k – e – s
L. O.k., l – i – k – e – s , and No. 9: The five-thirty train
goes from _________ blank and then there’s a three,
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S.
L.
S.
S.
L.
that’s another three. It has to be there from
__________ blank three. O.k., Simona?
Norwich.
Norwich, no, look at the answer, I just told you so you
see that. Ahm, No. 10, you must write something.
No. 10: They … and then the word ‘must’, ‘write’,
‘must’! ‘They must hurry’.- No. 10. ‘They must’ you
know to write ‘must hurry or they’ – what is the next
word?
Can’t.
Can’t.
Can’t, can’t … o.k. Was there one more thing? No,
that’s everything o.k. If you have a question I’ll come
and help you. I’m sorry you can’t read the paper very
well, I didn’t do it. It was given to me. So please don’t
blame me.
2.3.10 Grade 8 (November 27, 1973; #21 in the Pre-Digital
Corpus)
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Datum: 27.11.1973
Klasse: 8. Jg. / A-Gruppe [38 Schüler/innen]
[Workbook ‚English H 3‘, Exercises No. 3 and 4. Der
Lehrer ist Amerikaner. Abweichungen in seiner Aussprache von der ‘Standard English Pronounciation’
werden nicht in phonetische Umschrift gesetzt.]
L. On the left side you see the sentences begun, on the
right side you see the answers which have to be put
into the right answer. [unverständlich] Ok., No. 1,
Ralf.
S. A washing machine is a machine that washes clothes.
L. … that washes clothes. Excuse me, are you at page 42?
S. Ja.
L. I don’t have that sentence on my page 42, do you have
it? … [Der Lehrer bemerkt erst jetzt den Beispielsatz]
Ah, the example, I didn’t see the example, good … ah,
No. 1 please … ah Ralf, No. 1.
S. A bus /is/ a /ˈvi:haikl/ that /ˈkæris/ /ˈpæsinʤəs/.
L. O.k., /ˈvi:hikl/ Ralf.
S. Vehicle.
L. Vehicle, everybody ‘vehicle’.
Ss. Vehicle.
L. Ahm, Erika, what is a vehicle?
S. A vehicle is a bus that carries passengers.
L. Is just a bus a vehicle or are other things vehicles?
What else is a vehicle?
S. Fahrzeuge.
L. Fahrzeuge, oh, that’s the German, can you name, can
you give me some more vehicles? Johannes.
S. A vehicle is a lorry, a van, bus.
L. Some more.
S. A bicycle.
L. A bicycle, anything else?
S. The lorry.
L. A lorry, he said ‘a lorry’.
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S.
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A van.
A van, he said ‘a van’.
A motor-bike.
A motor-bike … and a scooter o.k. No. 2, Jutta.
The Tower /ɔf/ London is a building that looks very
grim.
O.k., No. 3, Karsten.
The Th… The /teims/ is a river that goes through
London.
/temz/
The Thames is the river that goes through London.
No. 4 [Name unverständlich]
A /ˈpʌrɔt/ is a /ˈbə:t/ then /kan/ talk.
/a ˈpærət/
Parrot.
No. 5.
A /dɔk/ is an animal that barks.
Good, No. 6.
A /kou/ is an animal that give milk.
/ei ˈkau/ … a cow, say it [unverständlich]
A cow.
A cow, good, take part 4, sentence No. 1, finish these
sentences, the answers are below, Martina.
This is /zə/ … /zi:/ ocean liner that cross … crosses /zi:/
Atlantic Ocean.
O.k., No. 2, Regine.
This is the /ˈklouðis/ shop that has got the best kilts.
Say /ˈklouðz/
Clothes.
One syllable ‘clothes’ everybody ‘clothes’.
‘Clothes’.
No. 3, Achim.
This is my American friend who comes of … who
comes from America.
Say /əˈmɛrikə/
America.
This is my American friend who comes from America.
That’s your own sentence. Can you find a sentence
below which would be correct? This is good if you can
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write your own sentence. But we have sentences here.
Ursula. [unverständlich]
This is my American friend who was born in New
York.
… who was born in New York. O.k., No. 4. Ahm,
I think Erika.
This is the /krei:n/ that lifts the /hi:vast/ steel plates.
/krein/ say ‘crane’.
Crane.
And /ˈhɛ:viəst/
Heaviest.
Ahm, what does ‘heavy’ mean in German? Jutta.
Schwer.
How do you spell ‘heavy’? Ahm, Ulrich.
/ha:-e-a:-ˈɛpsilɔn…/…
[anderer] /v/
/fau-ai-e-ɛs-ti:/
Ahm, I asked you not to spell ‚heaviest‘ but ‚heavy‘,
‚heavy‘, Thomas.
h – e – a – v – y [deutsch]
h – e – a – v – y [deutsch] who can spell it in English?
George.
h–e–a–…
…v…
.. ja, … v – i – e – s – t
That’s ‚heaviest‘, spell ‚heavy‘.
.. ‘heavy’, h – a … nee … h – e – a – v – and …
/wai/
.. y ..
… like the word ‘why’ I wrote here. [Der Lehrer hat
‘why’ an die Tafel geschrieben.] ... ‘why’.
.. y ..
O.k., No. 5, ahm Christa.
McGregor is the name of the person who /wə:s/ the
McGregor tartan.
/ˈwɛəz/
Wears.
And what is the past tense of ‘wears’, the past tense of
‘wear’.
.. were .. [ungefragt]
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270
L. Ursula.
S. Were.
L. No, how do you spell the past tense of ‚wear‘? ‘Wear’,
‘to wear’, ‘I wear’ is the present tense ‘wear’. Does
anybody know how to spell the past tense? … Today I
wear, yesterday I … ?
S. Worn.
L. Worn, no.
S. Were.
L. No.
S. Wore.
L. Wore, spell it, Jörg.
S. .. v ..
L. .. w ..
S. .. v – o …
L. .. w – o – …
S. Ah ja, w – o – r – e.
L. W – o – r – e, remember ‘wear’ and ‘wore’ you must say
them correctly. Ok., No. 6, Elke.
S. Do you know my friend … friend who /lifs/ in Paris?
L. Good, o.k. That’s the beginning in the use of ‘who’
and ‘that’, and now I’d like you to turn to page 68 in
your textbooks and you work with the same things
some more … [Die Schüler schlagen die Bücher auf …]
68, this is new, we haven’t done it in past, but let’s
see how many of you can do it correctly right away.
No. 1, ‘What are their jobs’? First of all: What is the
picture at the … left? What is the picture? What is
that? Elke.
S. It’s a crane.
L. O.k. And now what do we call the man who drives the
crane? George.
S. Crane driver.
L. Crane driver, so for No. 1 we say: ‘The first man is a
crane driver.’ O.k.? Now let’s continue in the same
way. The second picture from the left, Johannes.
S. The /sekənt/ man is a radio mechanic.
L. A radio mechanic or do you know the word a ‘radio
repairman’? ‘To repair’ you know, right, and ‘repair
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man’, a ‘radio repairman’ or a ‘radio mechanic’. No. 3,
ahm, Andrea.
The first … the third man is a fireman.
The third man is a fireman. And the fourth man?
New people I’d like to have all the time. Ingrid N.
The fourth man is a lorry driver.
The fourth man is a lorry driver. And the fifth man?
Karin.
The fifth man is a baker.
The fifth man is a baker. And the sixth man? Monika.
The sixth man is a …
Who knows? This was in chapter 5 ‘Unit 5a: At
Silver Star Garage’, English H 3, p. 42. … Ulrich.
The sixth man is a man who ah … works in a garage.
He works in a garage and what do we call a man who
works in a garage?
an /ɛtɛndɛnt/
A … a what?
Attendant.
Attendant, good, an attendant, it is ‘an’ attendant
remember if the word begins with a vowel like ‘a’
‘attendant’ we don’t then say ‘a’ but we say ‘an’ ‘an
attendant’, o.k.? … is an attendant. [1b] What is he?
Now, look at the pictures above and we use the same
pictures again. Erika, No. 1.
A radio /meˈka:nikə/ is a man who repairs the radios.
A radio mechanic is a man who repairs radios, good,
ah, what’s the other word for ‘radio mechanic’? Ralf.
Radio repairs.
A radio repair…?
… man …
… man, a radio repairman, o.k.? No. 2, Karin.
A fireman is a man who fights fires.
No. 3, Ralf.
A lorry driver is a man who drives a lorry.
Good, No. 4, Jutta.
A baker is a man who makes cakes.
O.k., and No. 5? I didn’t see you the last time, Renate.
Ah, a accident is a man who …
Accident? Accident? Attendant!
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L. Attendant.
S. … attendant is a man who … who repairs a car.
L. Ah, you said ‘repairs a car’. Where did you find ‘repairs
a car’… on the right hand side? It’s not there, there’s
something else there, however, Elke.
S. An attendant is a man who works in a /ˈgæra:ʒ/.
L. /ˈgæra:ʒ/? No, there’s another way of saying that.
S. … who works at … at a /ˈgæra:ʒ/.
L. Ah, the word is not /ˈgæra:ʒ/ [Im Englischen ist es das
doch!] Who knows how to say it correctly? Monika
almost
S. /gəˈra:ʒ/
[Diese Aussprache ist amerikanisch, d. h. jedoch nicht,
daß das englische /ˈgæra:ʒ/ falsch ist. Die englische
Ausspracheversion scheint dem amerikanischen Lehrer
nicht bekannt zu sein.]
L. /gəˈra:ʒ/. Everybody: ‘garage’.
Ss. Garage.
L. O.k., [ahm] Renate, say that again: A … An attendant
is a man who works in a garage or at a garage.
S. An attendant is a man who works in a garage.
L. An attendant is a man who works at a garage
[unverständlich]
S. An attendant is a man who works in a garage.
L. Attendant.
S. Attendant.
S. Ahm, Ursula, spell ‘attendant’.
S. a – tt – a – n – d – e – n – t [deutsch]
L. No, you made two mistakes. Does anybody know how
to spell ‘attendant’? Ralf.
S a – t – t – e – n – d – a – n – t [deutsch]
L. O.k., that’s correct. Can anybody spell it in English?
Erika.
S. a – t – t – e – n – …
L. - d –
S. – d – a – n – t
L. Good, ok. What is it? You noticed in 1b the question
was ‘What is he?’ and the answer ‘a man who …’. Now
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we have ‘What is it?’ ‘a ship that …’ ‘A tanker is a ship
that carries oil’. No. 1, Thomas.
A crane is a /ˈmæʃin/ that lifts heavy things.
Ahm, what is the word after a … a crane is a … say it
[unverständlich] … a mach … Entschuldigung.
/məˈʃi:n/
A machine, Thomas, a machine. No. 2, Klaus.
An ocean liner is a ship that carries passenger.
… passengers.
… passengers.
Say the ‘s’ if you don’t say it, you forget to write it.
Claudia.
A record-player is a machine that plays records.
… that plays records. George.
A milk-/wæn/ is a … is a /ˈviʤikəl/ …
/ˈvi:hikl/
Vehicle, [äh] that carries milk.
… that carries milk. Say ‘milk-van’.
milk - /wæn/
milk - /væn/
milk - /wæn/
Say ‚Werner‘.
Werner.
Wolfgang.
Wolfgang.
Van.
Van.
Milk-van.
Milk-van.
Good. You said ‘milk-van’ wrong and you said
‘vehicle’ right. There’s no difference ‘vehicle’ ‘van’ it’s
the same sound. O.k., No. 5, Jutta.
A tiger is an animal that /lifs/ in /ˈi:ndiə/.
/ˈindiə/, that’s right, an animal that lives in India.
Good, now – I gave you a piece of paper yesterday –
No. 3 ‘Übungsblatt’ and we have the same kind of
things here. It’s the same kind of things. Now you
must know: Do you use ‘who’ or do you use ‘that’. You
must decide. No. 1. Remember two things: ‘People
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who’, things or animals or anything which is not
people, ‘that’! O.k.? No. 1. I’d like to have some new
people who haven’t been talking today. Susanne,
No. 1.
A motor-mechanic is a man who repairs cars.
… who repairs cars or who repairs motors. A motormechanic doesn’t just repair cars he also repairs
lorries, and vans, he repairs motors, good
[unverständlich]. No. 2, Silke.
Ahm … a /ˈbʌtʃə/ … A /ˈbʌtʃə/ shop is a shop that … that
sells meat.
… that sells meat. A /ˈbʌtʃə/ butcher’s shop, Silke say
that again, ‘A buchter’s shop is a shop …
A butcher’s shop is a shop that sells meat.
Sells, spell sells.
s – e – l – s … l – s [deutsch]
two l-s, spell it in English … Ralf.
[äh], nein, ich wollt‘ bloß ma‘ fragen, ob dieser Satz
auch geht: A … a … a … a butcher’s /tʃʌp/ is a [äh] /tʃop/
… who … [äh] that had [äh] steaks in /zə/ window.
A butcher’s shop is a shop that …
.. has ..
.. has, good. I heard the wrong thing, that has steaks in
the window, ja, how do you spell steaks?
In English?
Ja.
s–t–i–e–a–
-k–
-s–
s – t – e – a - k – s , good, No. 3, Marion.
What is a sewing machine? A sewing machine is a
machine that sews /ˈklouðis/.
And how do you say the last word with one syllable?
Clothes.
Clothes, No. 4. I want new people. Some people
haven’t been talking today. Claudia M.
What is a farmer? A farmer is a man who has a farm.
A farmer is a man who has a farm. Does someone have
another answer? Elke.
A farmer is a man who have many animals.
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L. … who have?
S. … has …
L. … has, good. … is a man who has many animals.
Another answer? Karsten.
S. What’s a disc jockey? A disc jockey is a person who
plays records.
L. A disc jockey is a person who plays records. I wanted
another answer for the last question. That’s o.k. No. 6.
What is a beefeater? Monika.
S. A Beefeater is a person who feeds the ravens.
L. … is a person who feeds the ravens. What else does he
do? Ralf.
S. A Beefeater is a man who looks for the Tower.
L. … looks for … looks for is not … not the right
expression, we don’t look for. Haven’t we had the
word? [Der Lehrer schreibt ‘guard’ an die Tafel]
Haven’t we had this word ? [zeigt auf ‘guard’]
Have we had it? O.k. Say the sentence with this word,
Ralf.
S. Ah, … The Beef … a Beefeater is a man …
L. .. who guards ..
S. .. who guards ..
L. … the tower … who guards the tower. Hm. Heike, say
the same sentence: A Beefeater is …
S. A Beefeater is a man who guards the Tower.
L. And what does ‘guards’ mean in German? Horst.
S. Bewachen.
L. Bewachen, and when you said ‘look at’ I think you
wanted to say ‘guards’; ah ‘to look after’ we have a
word ‘to look after’ for example you might say:
A Beefeater is a man who looks after the birds, or the
ravens, or the pigeons, ‘look after’ or ‘guards’ ‘guards
the Tower’; ‘look after’ does not mean ‘guards’ but
they are similar in a way, No. 7. … Nobody? – What is
a radio factory? It’s not very hard. Monika.
S. The radio … A radio factory is a factory that makes
radios.
L. … a factory that makes radios, or a factory where
radios are made. A factory can’t make radios. Ja?
But for this piece of paper we want to prepare a radio
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276
factory is a factory that makes radios. Thomas.
S. What is a crane? A crane is a /ˈmæʃi:n/ that lifts heavy
steel plates.
L. Thomas, I corrected you with that word once before.
S. […]
L. … machine, o.k. Well, say the whole sentence again.
S. What is a crane? A crane is a machine that lifts heavy
steel plates.
L. … that lifts steel plates. Spell ‘steel’, ‘steel plates’, Jutta.
S. s – t – e – e – l [deutsch]
L. In English.
S. S – t – e – e – …
L. - l – the same as in German.: s – t – e – e – l. There’s
another word ‘steal’. What does the other word
mean? Jutta.
S. … stehlen …
L. And what does this word ‘steel’ mean? Karsten.
S. Stahl.
L. Stahl, now do you spell ‘steal’ for ‘stehlen’ Ulrich.
S. s … s – t – e – a – l – l
L. one ‘l’, s – t – e – a – l. Good. No. 9, let’s see who hasn’t
talked today at all. Somebody hasn’t talked today, ja,
Uwe.
S. A fireman is a man who fights fires.
L. … who fights fires. Spell ‘fights’.
S. f – i - /ji:/ …
L. /ʤi:/ …
S. - g – h [deutsch] – h …
L. - h –
S. - t – s
L. Good, f – i – g – h – t – s. What is the past tense for
‘fights’? Today I fight, yesterday I … [Name unverständlich]
S. Fought.
L. Spell ‘fought’ … ja? … Nein? … George.
S. f – o - /ʤu:/ …
L. /ju:/ …
S. - u - … - f – o – u [ähm] – g – h –
L. ‘fought’
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[Der Lehrer betont das vom Schüler beim Buchstabieren
ausgelassene ‘t’]
S. - t –
S. - t –
L. Good, - f – o – u – g – h – t -, ‚fought‘ if you pronounce
the word ‚fought‘ you won’t forget the ‚t‘. Ten? Who
else hasn’t talked today? Ja, Ute.
S. What is a record-player? A record-player is a machine
that plays records.
L. … is a machine that plays records. Does the recordplayer play the records? Or do we play the records? …
What plays the records or who plays the records?
S. The record-player plays – [äh] – the records, we – [äh]
– put the records on the record-player.
L. Ja, you can see it that way, you can also say, we play
the records, we put them on the record-player and the
record-player just turns. You can see it both ways but
your explanation was very good. Ralf?
S. Mr. Miller, bei number 10 – [äh] – das is hinter ‘The
record-player’ is a /ˈmæʃi:n/ that play /zə/ records. –
play – heißt das ‘play’ oder ‘plays’?
L. ‘Plays’.
S. Plays.
L. Plays. [unverständlich]
S. Ich hab’ gedacht, weil [äh] play … [der Rest ist unverständlich]
L. I didn’t hear you.
S. Is‘ doch hier [anderer Schüler]
S. Ach ja, [Ralf]
L. Ja, one record-player ‘plays’, two record-player ‘play’,
good? O.k., ah, now I have a chance to see if you learnt
something from the exercise we just did. Close your
book, turn your papers over … and answer my
questions. O.k., no looking. No. 1. Answer these
questions: What is a ship builder? [ähm], Karin.
S. A ship builder is a person who builds ships.
L. Good. A ship builder is a person or a man who builds
ships. What is a crane driver?
S. A crane driver is a man who drives a crane.
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278
L. A crane driver is a man who drives a crane. What are
two crane drivers? Ralf. [Der Lehrer fragt hier
absichtlich den Schüler, dem der Unterschied
zwischen 3. Person Singular und Plural eines Verbs
nicht klar war; s. o.: ‚play‘ und ‚plays‘.] If one driver,
one cra … if one crane driver is a man or a person who
drives cranes, what are two crane drivers?
S. Ah ja, [äh] two [äh] crane drivers are person …
L. Two crane drivers are not … are not one person,
they are …
S. … are … are … are persons who [äh] drives cranes.
L. No, you just asked the question …
S. … who drive cranes.
L. Good, you just ask why I asked you. You said ‘One
record-player plays a record’. ‘Two record-players play
a record’. ‘One crane driver drives … two crane drivers
are people’ … or what’s the plural of ‘man’?
S. Men.
L. … men who drive. Pay attention, perhaps I’ll ask you
another question with ‘s’ or no ‘s’. Ahm, what is a
crane? Jörg.
S. A crane is a machine who lifts …
S. … that [ein anderer Schüler verbessert spontan,
ungefragt]
S. Ah ja, that lifts … a /‘hivi/ steel plate. [Jörg]
L. … that lifts … /ˈhɛvi/
S. .. heavy …
L. … steel plates. What is an oil-tanker? Ulrich.
S. An oil-tanker is a ship [äh] that [äh] carries [äh] oil.
L. … that carries oil. Spell ‘carries’, Jörg.
S. c- a – double /eə/ …
L. … double r - …
S. … double r – e – i – e - …
L. Ja, - i – e - …
S. - s –
L. - s -, c – a – r – r – i – e – s, spell ‘carry’, Margaret.
S. … a - /ɛR/ …
L. /a:/ …
S. - r – r - …
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L. What’s the opposite of ‘because’? If you say ‘because’
what was the word in the question?
S. Why.
L. Why, if I ask ‘why’, you say ‘because’. ‘Why’ – how do
you spell ‘why’?
S. v – h – y
L. w – h – y, and you say /wai/, ‘warum’, and it’s the same
as the letter ‘xyz’. [Interessant ist hier, dass der Lehrer
für ‘z’ /zi:/ sagt] Good, c-a-r-r-y, ok. What is an
ocean-liner? Ulrich.
S. An ocean-liner is a ship that carries passengers.
L. … that carries passengers. What is a clothes shop?
Elke.
S. A clothes shop is a shop that … that sells clothes.
L. … that sells clothes. What is a shoe shop? Jutta.
S. A shoe shop is a shop that sells shoe.
L. … sells …
S. … shoes.
L. … shoes. what is a radio shop? Günther.
S. A radio shop is a shop that sells radios.
L. What is a car factory? Andrea.
S. A car factory is a factory that makes cars.
L. Jutta, you were so good the last time I’ll ask you again:
Does the car factory make cars?
S. [äh], no, the persons in the factory makes the cars.
L. The persons … makes?
S. Nein, the persons … make …
L. The persons…
LS. [gemeinsam] make …
S. … make cars in the factory.
L. But we can’t say ‘persons’. You know we have the
difference between ‘each’ and ‘every’, ja, and that’s
the same thing with ‘persons’ and … if you have one
person and you have lots of people and you want to
talk about every, single one then you say ‘These three
persons …’ or ‘These persons …’, but we almost never
use the word ‘persons’ almost never, very very
seldom. If we talk about more than one person we
usually say ‘people’. How do you spell ‘people’?
S. [äh], p – e – o – p – l – e [deutsch]
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280
L. Can you spell it in English? Ute [äh] Ute
S. p – e – o – p – l – e
L. O.k., people. Now I’ll ask you the question again:
Do car factories make cars?
S. No, the people in the car factory make cars.
L. People in the car factory or in the car factories make
the cars. Good, now, the question ‘What is …?’ a
person, or a thing, or an animal as you like and the
people on this side of the room answer the question.
Five questions, and when you finished the questions
then the people on this side of the room ask five
questions and the people of this side of the room
answer the questions, o.k.? You have to raise your
hand and then be selected, o.k. You begin, as soon as
you have a question you raise your hand. Jutta.
S. What is a tiger?
L. What is a tiger? Ask someone.
S. Jutta.
S. [äh] … A tiger is a animal that comes from India.
L. … is an animal that …
S. … comes … [äh] /lifs/ …
L. … that comes from or lives in India, o.k. Jutta.
S. What is a record-player?
L. Ralf.
S. A record-player is a player that – [äh] – plays records.
L. A player? A record-player is a … ?
S. [äh] … is a machine that plays records.
L. O.k.
S. What is a rose?
L. What is a rose? Ask someone!
S. Eh, ah.
L. What is a rose? Ask someone!
S. Ja, a rose is a flower that look beau… beautiful.
L. A rose is a flower that …
S. .. looks…
L. … looks beautiful, o.k. Karsten.
S. What is a plane?
L. I didn’t hear you, Karsten.
S. What is a plane?
L. What is a plane? … What is a plane?
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S. A plane is a thing that can fly.
L. A plane is a thing that can fly, good. That was five.
Now you ask five questions and they answer the five.
[Seitenwechsel]
L. Martina.
S. What is a tree? Jutta.
S. A tree …
L. What is a tree? Don’t raise your hand, unless you
know the answer. Who knows the answer?
S. A tree that stands in the garden.
L. A tree is a …? A what?
S. A tree is a thing that stands in the garden.
L. A tree is a thing that stands in the garden. Does it
stand there or does it grow there? Karsten.
S. It is there.
L. It is there … is a thing that is in the garden. I can’t say
‘A tree stands …’ or ‘A tree lies…’ or ‘A tree sits…’
[allgemeine Heiterkeit]. It is there or it grows there,
o.k. Ralf.
S. What is a fireman?
L. What is a fireman? You have to ask someone, Ralf.
S. A fireman is a man fights fire.
L. A fireman is a man …
S. … fights fires.
L. Did you say ‘who’? Did you say ‘who’?
S. Ja..
L. Ja, ‘who’, … is a man who fights fires. Monika.
S. What is a window?
L. What is a window? What is a window? The questions
are difficult. What is a window? Ask someone.
S. Georg.
S. A window is in a house.
L. A window is in a house. But doesn’t …
S. … at the house.
L. … in a house or on a house. But we can’t … It’s in a
house or in the wall of a house. But that’s not an
answer. You told us where it is but you didn’t tell us
what it is. What is a window? Jutta.
S. A window is a thing that is in a house.
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L. … is a thing that is in the house. Can you tell me
something more about a window? Can you
something more about a window? Jutta.
S. We can look out of /zə/ window.
L. We can look out of the window. Ja, put that in the …
in the answer to the question ‘What is a window?’
S. A window is a thing that …
L. Ja, Wortstellung, ja, ‘A window is a thing that …’ you
can say it. It’s difficult. Does anyone know? Try it …
S. … that we can look out …
L. … of …
S. … of.
L. A window is a thing that we can look out of. We can
look out of a window. We can look out of it … a thing
that we can look out of. Susanne.
S. What are teeth?
L. What are teeth? What are teeth? … Jetzt … Now
everybody can answer the question. Anyone can ask
a question and anybody can answer. Jutta.
S. A teeth is a thing …
L. A teeth? One te…. One tooth, two teeth, teeth.
What are teeth?
S. Teeth are things that we can clean … [us?]
L. Teeth are things that we can clean. Do we say ‘We
clean our teeth’? That’s German. We say ‘We … ‘.
What do we do with our teeth, Kurt? In German you
say ‘clean the teeth!’ In En…. In English we say
‘brush’. ‘Teeth are things that we can brush’.
What else can we do with teeth? Ulrich.
S. Teeth are things … [äh] many people can [äh] bite.
L. … that many people can … can bite, ja, we bite with
our teeth. Take the sentence ‘We bite with our teeth’
and now put the two together. ‘Teeth are things that
we …’
S. … can bite.
L. One word is missing. We bite with our teeth. ‘Teeth
are things that … ‘ Jutta.
S. … that we bite with it.
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L. … that we bite with. ‘Teeth are things that we can bite
with. We can bite with our teeth. Teeth are things we
can bite with. Ulrich.
S. What is a doll?
L. What is a dog? Elke.
S. A dog is an animal …
L. A dog is an animal, weiter…
S. Ich hab’ ja nicht gesagt ‘dog’.
L. What?
S. Doll.
L. Doll, oh, doll, I say /dʌl/, perhaps the English say
/dɔl/, I don’t know. I say /dʌl/. What is a doll? Elke?
S. No.
L. No? Susanne.
S. A doll is a toy who girls …
L. Is a doll a person, Susanne?
S. that … that …
L. … is a toy that …
S. … that girls … ah …
S. … that girls …
Ss. [mehrere] play, play, play.
L. … the girls ‘plays’ or the girls ‘play’?
S. .. play.
L. Good. [unverständlich] … that girls play with.
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2.4
2.4.1
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Datum: 13.03.1974
L. Can I begin now? So, [äh] … remember.
Unit 10. Just look and listen.
[Die Darbietung erfolgt durch Dias und Tonbandtext.]
TB. Unit 10 – Part I – A Game
Margaret: I can see it.
Mrs. Hay: What can you see, darling?
Margaret: It’s a game, Mummy.
Margaret: Look at this picture.
Margaret: Try and find out what’s missing.
Margaret: Richard can’t. Oh, …
Margaret: Richard can’t.
Richard: Oh, keep quiet, Margaret.
Richard: How can I find it?
Richard: You’re always talking.
Mrs. Hay: Well, there are a lot of things.
Richard: Those cups are full.
Mrs. Hay: The tea-pot’s empty. Oh, I …
Mrs. Hay: The tea-pot’s empty.
Richard: Oh, I see now.
Richard: There’s no lid on the tea-pot.
L. Now, try to speak after the tape-recorder. First listen
and then try to speak.
TB. Unit 10 – Part one – A Game
L. Monika.
S. A game.
S. Unit 10 .. part one .. a game.
L. Anne.
S. Unit 10 .. part … part what … a game.
L. Part one.
S. Unit 10 .. part one .. a game.
L. Bettina.
S. Unit [äh] … ten pa… part one … a … a game.
L. Burghard.
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S. Unit 10 hm … part one … /ai/ … a game.
L. A game.
S. Unit 10 … a /gɛ:m/
L. All right, a game.
S. /əˈgɛ:m/
L. Elisabeth.
S. Unit 10 .. a game.
L. Yes, right, Ulli.
S. Unit 10 … /əˈgɛ:m/
L. A game.
S. Game … [ungefragt]
L. Once more … Ulli, a game.
S. A game.
S. A game.
S. A game.
L. A game, Petra.
S. A game.
L. Jürgen.
S. A game.
S. A game.
S. A game.
L. Let’s try to say it all together.
Ss. A game.
TB. I can see it.
S. Hier.
S. I can see it.
S. I can see it.
S. I can see it.
S. I can see it.
L. Good.
S. I can see it.
S. I can see it.
S. I can see it.
L. Ralf.
S. I can see it.
L. Patrick.
S. I can see it.
L. Good.
S. I can see it.
S. I … I can it.
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L. Listen.
TB. I can see it.
S. I can see it.
L. I can see it.
S. I can see it.
L. Lothar.
S. I can see it.
S. I can see it.
S. I can see it.
L. Yes, I can see it.
S. I can see it.
L. Ulli.
S. I can see it.
L. All together.
Ss. I can see it.
TB. What can you see, darling?
S. Hier.
L. Petra.
L. Good.
S. What can …
L. Ah, Beatrix …
S. What can you … s … you see, darling?
L. Ah, Alfred, listen.
TB. … see it. What can you see, darling?
L. Good.
S. What can you /si:ə/, darling?
L. Michael.
L. Irene.
S. What ca… can you see, darling?
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L. Good, all together.
TB. It’s a game, Mummy.
L. Monika.
S. It’s a game, Mummy.
L. Irene.
S. It’s a game … it’ a game, Mummy.
L. Good.
L. Now all the girls.
Ss. It’s a game, Mummy.
L. And the boys.
Ss. It’s a game, Mummy.
L. Good.
TB. Look at this picture.
S. Look at the /ˈpiktʃʌ/.
L. No.
L. Goo/t/.
S. Look at /zis/ picture.
L. Look at this picture.
S. Look at this … this picture.
L. Burghard.
S. Loot at /ðæts/ /ˈpitʃkə/
L. Irene, listen please.
S. Loot at that picture.
287
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10090
10091
10092
10093
10094
10095
10096
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10098
10099
10100
10101
10102
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10104
10105
10106
10107
10108
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10115
10116
10117
10118
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10120
10121
10122
10123
10124
10125
10126
10127
288
L. … this …
S. … this picture.
L. Good.
S. Look at … this picture.
S. Hier, ich.
S. … that picture.
L. [äh], Jochen, listen once more.
LS. Look at this picture.
S. Look at that …
S. … /zis/ picture.
L. [äh], Jochen, this.
S. This.
L. This picture.
S. This /ˈpikʃə/
S. … /ˈpitʃkə/
L. Try it again: Look at this picture.
S. Look at that /ˈpikʃə/.
L. Well, another time.
S. Look at this pic… /ˈpiktʃʌ/
S. Look at this … thi … this /ˈpiktʃʌ/.
L. Try it again.
S. Look at this /ˈpiktʃʌ/.
L. Yes, Olaf.
S. Look it … this picture.
L. Now, all who are sitting here [unverständlich] all
together.
Ss. [Unverständliches Durcheinander]
L. Once more.
10128
10129
10130
10131
10132
10133
10134
10135
10136
10137
10138
10139
10140
10141
10142
10143
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10146
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10148
10149
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10152
10153
10154
10155
10156
10157
10158
10159
10160
10161
10162
10163
10164
10165
10166
10167
Ss. Looking …
L. Speak after me: Look at this picture.
Ss. Look at this picture.
L. And here in the middle.
L. And over there.
L. Very well done, next one.
TB. Try and find out what’s missing.
L. Very difficult, listen once more.
L. Christiane.
S. Try and find out /wʌts/ missing.
L. Nearly.
L. Yes.
S. Try and find out what’s … missing.
L. Good.
S. Try and find out … missing what what’s missing.
L. [äh], Marion. Try and find out what’s missing.
L. Good, Irene.
S. Try and find out …
L. … what’s missing [Schülerin spricht gleichzeitig].
S. /tRai/ and find out …
L. Try and find out …
S. /tRai/ and find out what’s missing.
L. Peter.
S. Try and find … find out /wʌts/ missing.
L. … what’s missing.
S. … what’s missing.
S. … and find out what’s missing.
L. [ähm], Martin /trai/ /trai/…
S. /tRai/ and find out …
L. Look at me: /trai/
S. Try.
L. Try and find out.
S. Try and find out.
L. … what’s missing.
289
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10170
10171
10172
10173
10174
10175
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10178
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10181
10182
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10184
10185
10186
10187
10188
10189
10190
10191
10192
10193
10194
10195
10196
10197
10198
10199
10200
10201
10202
10203
10204
10205
10206
10207
290
S. … what’s missing.
L. Hansi.
S. Try and find out …
L. Try and find out…
S. Try and /waind/ out …
L. … find out.
L. Listen.
L. Hansi.
S. Trying [äh] …
L. Good, Burghard.
L. Elisabeth.
S. Trying find out …
S. Try … trying find out what’s missing.
L. Ja, that’s … it’s very difficult: Try and find out …
L. Yes.
L. Good.
S. Try … Try and find out what’s missing.
L. Good.
S. Try and find out … out what’s missing.
L. Yes, now, only the girls.
Ss. Try and find out what’s missing.
L. And the boys.
Ss. Try and find out what’s missing.
L. Very well, go on now.
TB. Richard can’t.
S. Richard /ka:n/ [S. läßt das End-t weg.]
L. Can’t.
S. Richard can’t.
S. Richard can’t.
S. Richard can’t.
10208
10209
10210
10211
10212
10213
10214
10215
10216
10217
10218
10219
10220
10221
10222
10223
10224
10225
10226
10227
10228
10229
10230
10231
10232
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10235
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10237
10238
10239
10240
10241
10242
10243
10244
10245
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10247
S.
L.
S.
L.
Richard can’t.
Franz Josef.
Richard /ka:n/
Can’t … Look here! … Look at me: Richard can’t.
Look at me! Richard can’t.
S. Richard can’t.
L. Close the book, please … Shut the book. … Lothar.
S. Richard can’t.
L. Good, Michael.
S. Richard can’t.
S. Richard can’t.
S. Richard can’t.
S. Richard can’t.
S. Richard can’t.
L. Angelika.
S. Richard can’t.
L. Richard can’t. All together.
Ss. Richard can’t.
TB. Oh, keep quiet, Margaret.
S. Oh, keep …
S. Hier.
L. Look at me: Oh, keep quiet, Margaret.
S. Oh, keep quiet … Margaret.
L. Well, Ulli.
S. Oh, keep /ˈwaiət/ …
L. Look here …
S. /ˈwaiənt/ Margaret.
L. Quiet.
S. … quiet, Margaret.
L. Quiet.
S. Quiet.
L. Good.
L. Klaus.
291
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10249
10250
10251
10252
10253
10254
10255
10256
10257
10258
10259
10260
10261
10262
10263
10264
10265
10266
10267
10268
10269
10270
10271
10272
10273
10274
10275
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10277
10278
10279
10280
10281
10282
10283
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10285
10286
10287
292
S. Oh, keep qui … quiet, Margaret.
L. Anne.
S. Oh, keep /ˈkwaiənt/, Margaret.
L. Quiet
S. … quiet, Margaret.
L. Good.
S. Oh, keep /ˈkwaiənt/, Margaret.
S. Oh, keep … keep qu … /ˈkwairit/, Ma….
L. Quiet, quiet …
S. /ˈkwairit/ /ˈkwairit/ Margaret.
L. [äh], Hansi, listen.
S. Oh, keep, quiet, Margaret.
L. Well … well, thank you, all together.
Ss. Oh, keep quiet, Margaret.
TB. How can I find it?
S. How can I find it?
L. Good. [sehr leise]
S. Oh, quiet.
L. Listen.
TB. How can I find it?
L. Good.
L. Bettina …
S. /həu/ can
L. How, how.
S. /həu/
TB. … Margaret. How can I find it?
S. /həu/ can I find it, Margaret.
S. How can I … find it?
L. Yes.
S. How can I /ˈfaid it/?
L. … find it?
S. Find it.
L. How can I find it?
S. How can I … /ˈfaid it/?
L. … find it? … find it?
10288
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10290
10291
10292
10293
10294
10295
10296
10297
10298
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10300
10301
10302
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10308
10309
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10311
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10313
10314
10315
10316
10317
10318
10319
10320
10321
10322
10323
10324
10325
10326
10327
S. … find it
L. Yes, Ralf.
L. Burghard.
L. Olaf.
L. Yes, now only who are sitting in the middle.
Ss. How can I find it?
L. Once more.
L Find, say /faind/
[Die Lehrerin hebt das stimmhafte End-d hervor]
Ss. /faind/
L. .. ‘find it’ ..
Ss. .. ‘find it’..
L. And here, over here.
Ss. How can I find it? [nicht einheitlich]
L. Once more.
S. How … how [Schüler der restlichen Gruppe]
L. Over there.
Ss. How can I find it? [nicht einheitlich]
L. Once more.
L. What about you?
S. How … how can I /faid/ it?
L. … find it?
S. … find it?
L. … find it?
S. … find it?
L. Yes. Go on [meint den S., der Diaprojektor und
Tonband bedient.]
TB. You’re always talking.
S. You always talking.
L. Marion.
293
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294
L. Yes.
L. Lothar.
L. Good [oder Kurt, nicht genau zu verstehen]
S. You’re /o:lweis/ talking.
L. Always.
S. /ɔ:weis/
L. Always.
S. Always.
L. Talking.
S. Talking.
L. You’re always talking.
L. Matthias.
S. You’re … You’re …
L. … always …
S. … always talking.
L. Yes.
L. All together.
Ss. You’re always talking.
TB. Well, there are a lot of things … there are a lot of
things.
S. Well, there /are/ a lot of things.
L. Bind the words. Well, there are a lot of things.
[Die Lehrering sagt durchgehend /ˈlɔdɔf/. Die Schüler
übernehmen die amerikanische Aussprache]
L. Very good.
S. We… Well, there are a lot of things.
L. Yes.
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10381
10382
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10386
10387
10388
10389
10390
10391
10392
10393
10394
10395
10396
10397
10398
10399
10400
10401
10402
10403
10404
10405
10406
10407
S. /ˈwɛləˈa:iˈglɔtəls/ [völlig unverständlich]
L. Listen, Elisabeth.
TB. Well, there are a lot of things.
S. /ˈwɛləˈa:eis/ lot of /stiŋs/.
L. Now look at me: Well, … [unverständlich] look at this
picture. Well, there are a lot of things.
S. Well, they are a lot of this strings.
L. Elisabeth, well, there are a lot of things.
S. Well, they are …
L. … there are …
S. Well, there are …
L. … a lot of things.
S. … lot of things.
S. /wi:əl/ …
L. Well, …
S. … there … well, they are a … lot of things.
L. Very difficult.
TB. Well, there are a lot of things.
S. Well, they are a lot of /siŋs/.
L. … there are
S. They … there are a lot of /siŋs/.
L. Well, there are a lot of things.
S. Well, there are a lot of /siŋs/. [S. betont ‘lot’]
L. … there are a lot of things. [Lehrerin korrigiert und
betont ‘are’]
S. … there are a lot of /siŋs/.
L. Petra.
L. Marion.
S. There are a [unverständlich]
L. Michael.
S. Well, they are a lot of …
L. Listen once more.
TB. … talking … lot of things… Well, there are a lot of
things.
S. We … Well, there are a /lʌt/ … /lʌt/ of strings.
L. Look at me: Well, there are …
S. Well, there are …
L. … a lot of things.
295
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10411
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10413
10414
10415
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10422
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10424
10425
10426
10427
10428
10429
10430
10431
10432
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10435
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10437
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10440
10441
10442
10443
10444
10445
10446
10447
296
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
S.
S.
S.
S.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
… a lot of /siŋs/.
… a lot of things.
Well, there are a lot of things.
Well, there are a …
Well, there are a … a /ˈlɔdɔf/…
Well, there are …
Well, there are …
… a lot of things …
Well, they are of … a lot of things.
Hier, well there are a lot of things.
Hier, hier.
Well, they are a lot of things.
Well, there are a … the lot of things.
Well, there are … a lot of things.
Hier.
Well, … well, there are a lot of /tiŋs/.
Things, things.
/ziŋs/
Things.
/ziŋs/
Things.
Th… things.
Good.
Well, there are a lot of … lot of sins.
/θiŋgz/ yes. [Die Lehrerin versucht den /ŋ/-Laut durch
Überbetonung zu verdeutlichen] … and Marion …
… well, …
Well, there are …
We… Well, there are a lot of /siŋs/.
[äh], well, … there are a lot of /siŋs/.
Yes.
10448
10449
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10451
10452
10453
10454
10455
10456
10457
10458
10459
10460
10461
10462
10463
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10468
10469
10470
10471
10472
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10474
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10476
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10478
10479
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10481
10482
10483
10484
10485
10486
10487
S. Well, there are a lot of /siŋs/.
L. Yes, try to say it all together.
LS. Well, there are a lot of /siŋs/.
L. Once more.
LS. Well, there are a lot of things.
TB. Those cups are full.
S. Those cups /ʌˈfɔ:ə/.
L. … are full.
S. … are full.
S. /ðəuəs/ cups … a fu … are /fəul/.
TB. Those cups are full.
S. … cups are full.
L. … those … those cups …
S. Tho … Those … /ðəus/ cups are full.
L. Those cups are full. Tho…
S. Those cups are full.
L. Petra.
S. Those cups are /fɔ:ə/.
L. [äh], Petra, full.
S. Full.
L. Yes. Birgit.
S. Those, those cups are full.
S. Those cups are /ˈfoəl/.
L. Wolf.
L. Yes, Lothar.
L. Jochen.
S. Those cups are fɔ:ə/.
L. Those cups are full.
S. /ðəu/ cups are /fol/.
L. … those …
S. … those …
L. Those cups are full.
297
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10490
10491
10492
10493
10494
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10496
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10498
10499
10500
10501
10502
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10504
10505
10506
10507
10508
10509
10510
10511
10512
10513
10514
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10521
10522
10523
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10525
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10527
298
S. Those cups are /fol/
L. [äh], full …
L. Mhm [zustimmend] … all … all the boys together.
Ss. Those cups are full. [uneinheitlich]
L. Once more.
Ss. Those cups are full.
L. And now the girls.
Ss. Those cups are full.
TB. The tea-pot’s empty.
S. The tea-pot is … The tea pot is … is empty.
L. Anne, listen once more.
TB. … cups are full. The tea-pot’s empty.
L. The tea-pot’s empty.
S. The tea-pot’s empting.
S. The tea-pot’s empting.
L. Empty.
S. Empty.
S. Empty.
L. Yes.
S. The tea-pot’s … empty.
S. The tea-pot empty.
L. The tea-pot’s empty.
L. Yes, tea-pot’s empty.
S. … tea-pot’s …
LS. … empty.
L. Lothar.
L. Irene.
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10555
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10563
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10565
10566
L. Good; all together.
Ss. The tea-pot’s empty.
TB. Oh, I see now.
S. Oh, I see now.
S. Oh, I see now.
S. Oh, I see now.
S. Oh, I see now.
S. Oh, I see now.
S. Oh, I see now.
S. Hier.
S. Oh, I …
TB. … my … Oh, I see now.
S. Oh, I see now.
L. Oh, I see now.
S. Oh, I see now.
L. Richard says: Oh, I see now – Patrick.
S. Oh, I see now.
L. Now …
S. Now…
L. Ulli.
S. Oh, I see now.
S. Oh, I see now.
S. Oh, I see now.
S. Oh, I see now.
S. Oh, I see now.
L. Angelika.
S. Oh, I see now.
L. Yes.
S. Oh, I see now.
L. All together.
Ss. Oh, I see now.
TB. There’s no lid on the tea-pot.
L. Listen once more.
TB. … now. There’s no lid on the tea-pot.
TB. … now. There’s no lid on the tea-pot.
L. There … there’s no lid on the tea-pot.
There’s no lid on the tea-pot.
S. There’s no … [Rest ist unverständlich]
299
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10574
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10601
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10604
10605
10606
300
L. There’s no lid on the tea-pot. Irene.
S. There’s no …
L. … lid on the tea-pot.
S. … lid on the tea-pot.
L. Yes.
S. There’s no lid /lɛtn/ on the tea-pot.
L. Lid … it’s a lid here. There’s no lid on the tea-pot.
S. He’s not …
L. There’s …
S. There’s not /lit/ of the tea-pot.
L. Listen, Franz-Josef.
TB. Oh, I see now. There’s no lid on the tea-pot.
S. This no /lit/ /li:d/ of … of the tea-pot.
L. Look here: There’s no lid …
S. There’s no lid…
L. … on the tea-pot.
S. … on the tea-pot.
L. There’s no lid on the tea-pot.
L. Good.
S. There’s no lid on the /tei/-pot.
L. There’s no lid on the tea-pot.
S. There’s no lid on the /te/-pot.
L. … no …
S. … no …
S. There’s no liddle on the tea-pot … no lid on the
tea-pot.
L. Try it again: There’s no lid on the tea-pot.
S. There’s not lid on …
L. … no …
L. Yes, Patrick.
S. There’s not lid on the tea-pot.
L. … no … ni… not ‘not’.
S. … no … there’s not …
L. Begin once more: There’s no lid on the tea-pot.
10607
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10609
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10611
10612
10613
10614
10615
10616
10617
10618
10619
10620
10621
10622
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10631
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10633
10634
10635
10636
10637
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10640
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10642
10643
10644
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10646
S. There’s no … /nɔ/ …
L. … no lid …
L. Yes.
S. There’s no /lidl/ on the tea-pot.
TB. There’s no lid on the tea-pot.
S. The …
S. There’s [anderer Schüler sagt vor]
S. /zɛ:əs/ …
L. There’s …
S. /zɛ:əs/ not /lidl/ on the tea-pot.
L. Say ‘no’ … ‘no’
S. There’s no /lidl/ on the tea-pot.
L. It’s a lid, a lid. There’s no lid on the tea-pot.
L. Yes, all together.
Ss. There’s no lid on the tea-pot.
L. Yes, we stop here with Unit 10, go on tomorrow and
turn round and look here. [Die Schüler sollen sich
der Flanelltafel an der Seite zuwenden, da die Lehrerin
nun mit Haftelementen zu arbeiten beginnt, die sie
an die Tafel heftet und die Kinder Fragen bilden läßt.]
[äh], Angelika take your chair and sit here behind
André … take your chair … So you can better see, what
I’m showing here. Can you see now? All right. Try to
find a question. … Marion.
S. Where is Andrew?
S. He is in the kitchen.
L. Hm, another question, Monika.
S. Where is Richard?
S. In the study.
L. Good … yes may say ‘In the study’ or … ?
S. He is in the study.
L. He is in the study, yes, right. And …? Ralf.
S. Where is /ˈdʌdi/? Where is Daddy?
L. Yes, where’s Daddy?
S. In the bed.
L. Hm, is this a bed here.
S. Das kamman nich sehn, das blendet.
301
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10649
10650
10651
10652
10653
10654
10655
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10657
10658
10659
10660
10661
10662
10663
10664
10665
10666
10667
10668
10669
10670
10671
10672
10673
10674
10675
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10677
10678
10679
10680
10681
10682
10683
10684
10685
10686
302
L. Take your chair. [winkt den Schüler zu einem Platz,
wo er besser sehen kann] Better now?
Now, where’s Daddy? Irene.
S. In the garden … He’s in the garden.
L. He’s in the garden … Lothar.
S. Where is the /dɔk/? … Where is Jip? [Jip ist der Name
des Hundes]
L. Yes, Jip … Franz Jo… [äh] Franz Josef.
S. He is on the table.
L. Right … Martina
S. Where are the cup … cups?
L. Once more.
S. Where are the cups.
L. Britta.
S. Is … [äh] in /sə/ cupboard.
L. Once more.
S. They are in the cupboard.
L. Good, and this question, please.
S. Where’s the bi… Where’s the big tree?
L. How many trees stand here?
Well, this is a big tree and this?
S. A small.
L. Yes, so try to find a question for both trees.
S. Where are the trees?
L. Yes, now, where are the trees?
L. Well, look here: Where are the trees? Andrea.
S. It’s in the study.
L. Can you help her? Ulli.
S. There are in the study.
L. They’re…
S. They’re…
S. They are in the study.
L. Is this right? Is this right?
S. Frau M., können Sie bitte noch die Essenslisten runter
schicken?
L. Nach der Stunde … [äh], is it right? Are the trees in the
study?
S. There are in the study.
L. Is it right?
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[unverständlich] … study.
Do you think so? Are the trees in the study?
/nau/
No, it’s not right. Where are the trees?
In the garden. [ungefragt]
Mhm? Burghard.
There are in the garden.
They are …
They are in the garden.
Right, now, another question … Marion.
Where’s the … kitchen?
Where’s the cupboard? … the cupboard?
You see the kitchen and a question?
Where are … where’s in the cu… [äh] in the kitchen?
No, who knows the right question-word here?
Is it the kitchen?
Yes, you may ask so? But, [äh] … I help you. [ähm],
begin the question with the word ‘who’.
Who is the kitchen?
No.
Who is the cupboard?
Who is in the kitchen?
Who is in the kitchen?
Right, who is in the kitchen?
Dad is in the kitchen.
And once more … Jochen.
[äh], who is in the kitchen?
Monika.
Mummy is in the kitchen.
Yes, and now? Irene.
Mummy and Andrew … are in the kitchen.
Right… Mm … [unverständlich] Andrea.
Who is in the /ˈga:tn/?
Garden.
Garden.
Martin, look here.
Jip … Jip… in … in the garden.
Jip is …
Jip is in the garden.
Yes, … Jochen, look here.
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Where …
I told you, begin the question with the word ‘who’…
Who’s /də/ … who’s /zæt/ tree?
[Name] help him.
Who’s in the tree?
Who’s in the /bik/ tree?
Yes, now, who … ? Olaf.
The cat is on the … in the /bik/ tree.
The cat is … the cat is in the big tree. Stop here – [ähm],
where’s Ulli?
Hier.
He is sitting on the chair.
Where’s he sitting? Where’s he sitting?
He is sitting in the classroom.
Where’s Martina?
He is sitting on the /ˈʃɛ:ə/.
She, she.
She is sitting on the /ˈʃɛ:ə/.
Yes, where’s the chair? Where’s the chair?
The chair, it’s in the classroom.
So she’s … Where’s Martina?
She’s in the classroom.
Where’s Iris?
She’s in the /bet/.
Where’s Iris?
She is in the bed.
She’s in bed – she’s not here. And where’s … where’s
Mr. Y.? … Where’s he?
He is sitting on the chair and he is sitting in the
classroom.
Good, where’s Mr. S.?
He is sitting in /zə/ … in … /zə/ study.
He is sitting in his study. [äh]… He is not … ?
He is not …
He is not in /zə/ classro… classroom.
Yes, [äh] … where are … Anne und Beatrix?
/ˈðɛəra:/…
They are … they are …
They are in the ga… classroom.
And where are … Jochen and Martin.
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S. There are in the classroom.
L. They are … they are in the classroom. [ähm], who’s …
who’s standing here?
S. Mrs. M. standing here.
L. … is standing. Who is sitting here? Matthias, pay
attention. Who’s sitting here? Patrick.
S. [äh] … Ma … Martina is sitting here.
L. Yes, and?
S. We are sitting here.
L. We are all …
S. We are all sitting here … in the classroom.
L. Yes, … and who is talking? Who is talking now?
S. Mrs. M. … Mrs. M. is talking.
L. And Hansi, look at him, he is talking now. Who is
talking? Who is … who is … who is talking?
S. No, he is.
L. No, he isn’t, now he isn’t more talking but before …
when I … when I put my question he was … talking.
Now, [ähm], take your worksheets now….
S. Worksheets.
L. … worksheets, Unit [..], No. 11. [Die Schüler kramen
einen Moment] Number 11, and … and please don’t
write now. Put your … put your pencils down, Ulli …
put your pencil down … don’t write now … don’t
write… Monika, we only want to read now, don’t
write [äh] … Gottfried.
S. Where’s Mr. Hay?
L. Ne, warte mal, das muß ich jetzt auf Deutsch sagen,
Anne, was hab‘ ich gesagt?
S. Nicht schreiben.
L. Nicht schreiben jetzt! Ich hab‘ gesagt, wir wollen das
nur mündlich machen. … Now the question is
‘where’. And there’s an example. Please, read the
example, Michael.
S. Where’s Mr. Hay?
L. Answer?
S. There in the …
L. Look, here’s the answer.
S. He is in the study.
L. In the study, once more.
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Where’s Mr. Hay? He is … ne, in the study.
Yes, and the next picture? Example.
Where are the biscuit? …
… bi … biscuits
Where are the biscuits? In the cupboard.
Right, now the … the next picture, please.
Where is the … tr..ee? In the garden.
[unverständlich]
How many trees are there … in the picture?
Two.
… two, there are two, so what’s the question now?
Are the two /bik/ trees? Are the two trees?
Now, look at … look here … you … you … you begin
your question with the word ‘where’, Olaf.
Where is the … Where are the tree … trees?
Good, once more, Monika.
Where are the trees?
Answer, Olaf.
In the garden.
Right, next question, please, Irene.
Where’s the cat? … on … on /sə/ roof.
On the roof … Irene.
On the roof.
Yes, next question, please … Martin, don’t write now,
Ulli.
Where’s you, Margaret?
What? Once more.
Where’s Margaret? In /he/ her room.
Goo/t/, Jutta, next question, please.
Where are the cups? On the table.
Yes, [äh] Martina.
Where’s Richard? In the … [äh]
In the goal. Is this Richard, do you think so?
No it’s not Richard.
Where’s /ˈhæRi/?
No, it’s not Harry.
Alan, Alan [ungefragt]
Yes, right …
Where is Alan Smith?
Answer?
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In … in the …
… in the …?
Goal.
In the goal? Repeat the question, please. The last
question, please /riˈpi:dit/.
Where … [äh] … Where are the /kəubs/? In the
cupboard.
Next picture, please.
Where’s Richard?
No, it’s not Richard.
Where’s Alan? In the goal.
Yes, where’s Alan? Alan, you know Alan Smith, he’s …
he’s the goal-keeper, he’s the goal-keeper, he’s in the
goal. So, this is Alan Smith, next question, please.
Where’s the [unverständlich]? In the /ˈkubʌt/.
In the cupboard.
In the /ˈkʌbʌt/.
Yes, and the last one.
Where are Richard and Andrew? In the kitchen.
Right, now let’s … worksheet No. 12, and again I say
don’t write now. And now you begin your question
with ‘who’. There is an example, please read it.
Who’s in the kitchen? Margaret is.
Now the first picture here.
Who’s in the cupboard? Andrew is.
Right, next one [unverständlich]. Hansi, stop writing
… Jochen.
Who is in the /ˈstudi/?
Study.
… study? Mr. Hay is.
Yes, now, next one, Anne.
Who’s on the t… where are … Who’s on the tree?
I would say ‘in the tree’.
Who is in the tree? Richard and Andrew are.
Right, next one, please.
Who’s /ˈgo:l-ˈki:pʌ/? Alan is.
Ah, do you think you can see he’s goal-keeper? Look at
the picture.
Hier.
Hier.
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Hm? What do you think, Ralf?
Who’s in that team?
Yes.
/ʌˈlʌn/ is.
Yes, who is in the team? Or who is in the…? Who’s in
the …?
School eleven.
Yes, you may ask: Who is in the school eleven? Who is
in the team? Or who is in the football team? Next
picture, please, Franz Josef.
Who is in the garden? Andrew and Margaret are.
Right, and the last one, Michael.
Who’s on the roof? Harry is.
Right, and now take your pencils and write worksheet
No. 11 and 12 and those who are ready may write
worksheet No. 13, but begin with 11 then 12 and then
13.
2.4.2
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Datum: 13.03.1974
L. Well, then again: tell me something about today’s
weather, please.
S. It’s warm.
S. The sun is shining.
L. Right, yes.
S. I … I don’t know.
L. You don’t know? Then look out of the window.
What’s the weather like today? Pardon.
S. It’s cold outside.
L. Is it indeed?
S. It’s not very cold.
L. Well.
S. It’s November [der Rest ist unverständlich]
L. Is it November?
Ss. No, no.
S. /nau/ it’s März. [deutsche Aussprache]
L. What month is it today? … Yes.
S. Mar…
L. March, right, march … and can you remember the
exact date? Is it the 1st of March or the 2nd of March?
S. The thirteen March.
L. Yes, it’s March 13th you see, and do you know the
year?
S. 1974.
L. [nachdem er das vollständige Datum an die Tafel
geschrieben hat] Well, could you please repeat the
date, today’s date … What month is it?
S. March.
L. And the day?
S. [äh], eh, ehm, … day
L. Thirteen, thirteen.
S. Thirteen.
L. Thirteen.
S. /ˈθə:ti:n/
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S.
Yes.
/ˈθə:ti:n/
Good, and the year?
Nineteen seven four.
Yes, in 1974 you may say, you are corrext, it’s 1974.
/ˈnaintiˈsevəntiˈfɔ:/
Yes, nineteen … nineteen seventy four.
1974.
Very good.
1974.
That’s right.
1974.
OK.
1974.
Yes
1974.
And again, please.
March 13th 1974.
Yes, and [äh] … you know … [äh] ,… what day of the
week is it today? Is it Monday?
No, no, no, no, hier, hier .. ich weiß …
[äh], it’s … it’s We… We…
Over there?
It’s Wednesday?
Right. Yes, Wednesday [schreibt ‘Wednesday’ an die
Tafel.] I’m sure, [äh] … you know some other days of
the week … What’s the first day of the week?
/ˈmɔndei/
Right, … [äh] can somebody write it on the board,
‘Monday’? … Yes, take a chair … [Die Tafel hängt
ziemlich hoch, da der Schiebermechanismus
klemmt.] The first day of the week, you see, then we
have the second and so on. Wednesday is the third.
Now, could you come here and put ‘Monday’ on the
board. [Gelächter, der Schüler macht verzweifelte
Anstrengungen, die hochhängende Tafel zu
erreichen] [äh], it’s a shame that we can’t move the …
the board.
It’s not Monday.
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S. It’s not correct. [Der Schüler an der Tafel hatte
Monday mit ‘u’ geschrieben.]
L. Please come here and correct it. […] Yes, that’s right,
the second letter is ‘o’, ‘o’, but we say, we pronounce
it /ˈmʌndei/. Once more, please. [Das Folgende geht
im Schülerlärm unter. Mehrere Schüler versuchen
erneut ‚Monday‘ an der Tafel zu produzieren, die
Versuche scheitern jedoch.] Hmmmm, better, better
leave it like that. It is … it’s quite correct, yes. There is
… there is another day of the week …
S. It’s not correct.
L. We must cross it out, [äh], well, who can come here
and … correct it again?
S. Darf ich den nächsten machen?
L. We must correct it again.[unverständlich] That’s
wrong. Well then, let me correct it. Mm. … look here,
it’s Monday. But there is another day of the week … in
… What’s the last day of the week? Do you know this?
S. Saturday.
L. Well, if we start with Monday … [unverständlich]
S. Sun … Sunday.
L. Well, can you write Sunday? Helga.
S. Schreiben?
L. Yes, come here, please [die Schülerin schreibt
‘Sunday’ an die Tafel]
S. Darf ich Saturday schreiben?
L. There we are with the ‘u’ you see, look here ‚Monday‘
with an ‘o’ but ‘Sunday’ with a ‘u’, you see, yes [unverständlich]. Well, we have some more days, well, the
second, the fourth…
S. Saturday.
L. Right, can you come and put it down? […] Ok, right,
and there are some more days … please, Beate.
S. Thursday.
L. Thursday, can you put it down? […] The spelling is
quite correct but … but …
S. Das kommt an vierter Stelle.
L. It’s the fourth day of the week, you see, that’s the
fourth day. Ok, … well, Thursday. I’ll … [äh] … put it
down [schreibt ‘Thursday’ an die richtige Stelle].
311
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312
Thursday, and now we should have the second day of
the week, too. Who can do this, the second day. …
What’s the second day of the week?
[Es versuchen nun einige Schüler nacheinander das Wort
‘Tuesday’ in korrekter Schreibung an der Tafel zu produzieren. Die anderen Schüler kommentieren lautstark die
einzelnen Versuche. Es herrscht ein ohrenbetäubender
Lärm.]
L. Could you … you please calm down. Please, calm
down. [Der Lärm nimmt nicht ab, und die Aussagen
des Lehrers sind nur fragmentarisch zu verstehen.]
Thank you very much. And let me write it again here.
Perfectly correct and [ähm] another day of the week.
S. Tuesday.
L. That’s the second, you see, that’s the second day of
the week. [Wiederum erheblicher Lärm.] There we
are, correct, well, then again, would you please repeat
the days of the week. This one [zeigt auf ‘Wednesday’]
S. Wen… Wenday
L. Wednesday, will you please put your comic books
away and look at the board, and this one, over there,
‘Monday’, please repeat ‘Monday’.
S. Monday.
L. And ..
S. Monday.
L. Monday.
S. Monday.
L. Good.
S. Monday.
S. Monday.
L. Fine.
S. Monday.
S. Monday.
S. Monday.
S. Monday.
L. Right.
S. Monday.
S. Monday.
L. This one then [zeigt auf Sunday]
S. Sunday.
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S. Sunday.
L. Yes, you see, these two days are the most interesting
days of the week for you [meint ‘Saturday’ und
‘Sunday’] and now go on then.
S. Saturday and Sunday.
L. Saturday and Sunday, how do we call this, these two
days? We call …
S. /fraidei/, Saturday, Sunday.
L. The end of the week, you see, weekend, weekend,
that’s weekend, Saturday and Sunday, weekend …
weekend … There is no school, there’s no school on
Saturday and Sunday, yes, it’s wee … weekend.
L. Yes, right, ok., well let’s go on with the days then,
this one again, please [meint Sunday].
S. Sunday.
L. And that one again. [zeigt auf Donnerstag]
S. Tuesday.
L. Can you correct him?
S. Thursday.
L. And ..
S. Thursday.
L. Thursday.
S. Thursday.
L. Thursday.
S. Thursday.
L. Yes.
S. Thursday.
L. Thursday.
S. Thursday.
L. Right, and ..
S. Thursday.
L. Right, and over there ..
S. Thursday.
L. And you please ..
S. Thursday.
L. And ..
S. Thur…
L. Thursday …
S. Thur…
313
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L.
Ss.
L.
S.
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S.
L.
S.
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S.
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Thursday.
Thursday.
Ok., and that one again. [zeigt auf ‘Tuesday’]
Tuesday.
Tuesday, ok., [äh] and now, would you please your …
[äh] … would you please take your worksheet No. 6 of
Unit 7. [Die Kinder nehmen ihre worksheets heraus,
was jedoch mit erheblichem Lärm verbunden ist.]
And could you please calm down again.
Könn ‘wa das machen jetzt?
We are doing it as on oral exercise first and then you
are doing it as a written exercise. Do not write now. Do
not write no, but let’s do it as an oral exercise, yes,
please, Unit 7, Unit 7 worksheet 6, please do not write,
do not write now, but let’s do it together as an oral
exercise. [äh], would you please read the example, the
first sentence, Beate.
Harry is coming next … next Saturday.
Could you speak up a bit.
Next Monday.
Next Monday.
Please, speak up a bit, please a bit louder, please.
Harry is coming next Monday.
Ok., fine, and you see it is May 18th. The next day is
Mai 19th. So, can you fill in the next sentence [unverständlich].
Alan is playing his next match on Tuesday.
That’s it, fine, and the following one then. Go on
then, please, yes, over there.
What’s Mr … Mr Hay doing next /ˈwendei/.
Yes, right, Wednesday Mai 20th and the following
one then, Helga.
When Margaret going out on /sə:sdei/.
Well, one word … [äh] … was not correct.
When’s Margaret going out …
Going out, yes. When’s Margaret going out on
Thursday? Would you please repeat this sentence.
Do not write please, now. And, again, please.
When’s Margaret going out on Thursday?
Right. And the next one, please.
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11143
11144
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Ss.
Mr. and Mrs. Hay are not going out on Friday.
Right, and the next one, over there.
Richard’s playing his first match on Saturday.
Saturday, there we are. [äh] … Beatrix, what’s …
The boys are not playing football next Sunday.
Yes, you see they are not playing on Sunday. And now
put the names of the week down to this question.
Now you may write.
Schreiben?
And let me switch on … [äh] … to German for a
second: Wer mit diesem Worksheet dann fertig ist,
versucht sich an dem Worksheet auf der Rückseite,
das ist etwas komplizierter. And now let me switch on
over to English again, back to English. [Die Schüler
arbeiten still, der Lehrer geht von Schüler zu Schüler
und gibt, wenn nötig, Hilfen, ca. 4 Minuten.]
Well, there seem to be some difficulties with the
fourth day of the week. Look here again. My
handwriting is not the very best. [Schreibt ‘Thursday’
noch einmal deutlich an die Tafel]. Thursday. [Die
Schüler arbeiten weiter.] Well, [ähm] … [äh]… who
has not finished his worksheet No. 6 yet? … I see, most
of you have finished, [ähm] … so would you please
repeat the sentences of worksheet No. 6 and
[unverständlich] look at the board, Beatrix.
[äh] … Harry’s coming next Monday.
Alan’s playing his next match on Thursday.
What is Mr. Hay doing next Wednesday?
Is Margaret going out on Thurs… /ˈtuəsdei/. Mr. and
Mrs. …
[äh] … wait, [äh] wait a moment, we must correct here.
When’s Margaret going out on Thursday?
Yes, that’s right, go on.
Mr. and Mrs. Hay are not going out on /ˈfri:dei/.
Wait a moment, please.
Richard’s playing his /ˈfiəst/ …
Ah no, May … May 22nd, Mr. and Mrs. Hay …
[äh] … [äh] … Mrs. and Mrs. Hay are not going out on
/ˈfri:dei/.
Friday … Friday.
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316
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
Beate.
Friday.
Mr. and Mrs. Hay are not going out on Friday.
That’s it, fine, and … [äh] … [äh] … the next one, the
last one.
Richard [unverständlich] is playing his first match on
[äh] [äh] on Saturday.
Fine, and now the last one, [äh] … yes please.
[äh] … the boys are not playing football next Sat… [äh]
Sunday.
There we are. Well, some of you have tried to solve the
problem in worksheet No. 7. I m… must switch on
over to … [äh] … German again for a second. [ähm] …
bei Worksheet 7 haben sich einige versucht; kann
jemand mal sagen, was das Raffinierte bei Worksheet
7 war? Hat das jemand schon herausgefunden?
Hier.
Ja?
[äh], der 31. August, der war zweimal, und der
30. auch.
Mm [verneinend]
Das ist alles doppe…. [äh] durcheinander.
Aha, wenn man das … das muß man natürlich eben
gespannt haben. Danach ist es dann verhältnismäßig
einfach. Wir wollen’s am ersten … [äh] … Beispiel, am
zweiten … [äh] … Beispiel mal auf Deutsch noch nachsehen. [ähm] … Welches Datum ist auf dem zweiten
Kalenderblatt? Ja?
Der 1. September.
Welcher Wochentag ist das aber?
Hier, Sonntag.
Freitag.
That’s it. Well, and now we switch on to English
again, back to English and let’s do this worksheet but
only orally, as an oral exercise. Do not write, please,
no, not write, but [unverständlich]. Now, come on
then, the first one. [zeigt auf einen Schüler]
Ich?
Yes, please.
[unverständlich]
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L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Yes, please.
Harry must play his first match on Monday.
Fine, and the following one then …
He is playing it ….
No, no, somebody else.
He’s playing it … it on Friday.
Would you please stop writing over there. Do not
write now, please. Well, next one, please.
Alan and Harry are … they’re coming …
Alan and Harry …
Alan and …Alan and Harry are not coming next S…
Sunday.
But … could you … could you please take the next
sentence as well … they belong together these two
sentences. ‘Alan and Harry are not coming next
Sunday’. But they’re coming … [Schweigen] When are
they coming?
They are coming next Friday.
August 29th … August 29th … What day of the week is
it then?
/ˈwədnəsdei/
Are you sure?
/ˈsu:sdei/
You see, the second day of the week, Tuesday,
Tuesday. Would you please repeat sentence No. 2.
Alan and Harry and so on … Say it again.
Alan and Harry are not /ˈkɔmiŋ/ … coming next …
But they’re … Go on then. [Schweigen] When are they
coming?
They are … They’re coming on /ˈdju:zdi/.
That’s it, fine. And once more please sentence No. 2,
these two sentences. Alan and Harry … [äh], yes
please.
Alan and Harry not coming next … are … are not
coming next … [ähm] Saturday.
Is it Saturday? … Yes, right…
[ähm] Al… Alan and Harry are not coming next
Sunday.
Quite so, but, can you take the next one as well then?
Ich?
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318
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Yes, please.
Weiter? [äh] … Mrs. Hay and …
No, they’re comi…..
They’re coming on Tuesday.
Yes, sentence No. 2, there are two sentences. One:
‘Alan and Harry …’ and then the next one ‘They’re
coming on … on Tuesday.’ [äh], well, and No. 3 then
Mr. and Mrs. Hay … yes, please.
Mr. and Mrs. Hay are going [äh] /ɔut/ on /sʌt…/
/ˈsʌtʌdei/… they not going /tu:s…/ Tuesday.
[äh], could you please correct the pronunciation [äh]
it was … this day of the week was mispronounced
[zeigt auf ‘Saturday’ an der Tafel]. When are they
going out?
Ich?
Yes, please.
[ähm], Richard, Harry and Alan are playing football
next Tuesday.
No, sorry, you’re correct here but we must repeat
sentence No. 3.
Ach so, ja. Mr. and Mrs. Hay are going out on
/ˈsʌtʌdei/. They’re not going out on Thursday.
Quite so, could you please repeat it again then.
He’s … Richard and …
No, no. No. 3. Mr. and Mrs. Hay …
Mr. and Mrs. Hay are going out on /ˈsʌtʌdei/. They’re
not going out on Tuesday.
Thursday, Thursday.
Thursday, Thursday, could you please repeat
‘Thursday’, ‘Thursday’, say ‘Thursday’.
Thursday.
Thursday.
Thursday.
And you please.
Thursday.
And ..
Thursday.
Right.
Thursday.
And ..
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S.
S.
S.
L.
S.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
S.
Thursday.
Thursday.
Thursday.
Thursday.
Thursday.
That’s it, and ..
Thursday.
Thursday, good, and No. 4 then: Richard and … [äh] …
Richard, Harry and Alan, [ähm] over there please.
Richard, Harry and Alan are playing football next
/ˈsʌtədei/.
Hm. [zustimmend]
[protestieren]
[unverständlich] 29, hm Helga?
Tuesday.
Tuesday, right yes, Tuesday, and the next one: They’re
not playing… Will you please read the next sentence
… Read the next sentence please. They’re …
Richard … They’re not playing … next … Wednesday.
Quite so, yes. Monday, Tuesday, Wednesday. And the
last one here No. 5: Andrew‘s playing etc. … [ähm],
the boy over there, yes.
Andrew’s playing his next match on Thursday.
Hier.
He’s not …
He’s not playing on Wednesday.
Quite so. That’s it, fine. And that should do for today.
[äh]… now, I should like to ask you some questions
using these fine figures, you know. [Der Lehrer
arbeitet jetzt mit Haftelementen an der Flanelltafel.]
Here we are … My first … my first question: Who’s …
who’s in the study? [Die Schüler rufen und schreien
durcheinander: Margaret, Mrs. Hay, Margaret!] Not
all together, but put up your hands please, yes please,
come on.
Ich? Mrs. Hay is in the study.
Good, or simply Mrs. Hay is, Mrs. Hay is. Please,
repeat. Now ask the question again.
Who’s in the study?
Mrs. Hay is in the study.
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320
L.
S.
Ss.
L.
S.
L.
Ss.
L.
And once more, that question.
Where’s … where’s in the study?
Who’s, who’s, who’s.
Over there.
Who’s in the study?
That’s it, yes. Who’s in the study?
Jip, Jip, Jip, Jip.
Who’s in the study? Jip is, Jip is or the dog is,
of course, well, once more.
S. Who’s in the study?
S. The cat is.
L. Fine. Now one of you wants to come to the board,
flanellboard and ask the questions. One of you comes
to the board, you want to?
[Der Schüler geht vor die Klasse zur Flanelltafel.]
L. Well, first … first the question, first the question.
S. Who’s in the study. Ne, who’s in the study?
L. Good, now look at this on the board.
Ss. The cup is [alle durcheinander]
S. The cup is in the study.
L. The cup is, the cup is, go on then.
S. Who’s in the study? [wrong] [Intonation goes up]
Ss. [alle durcheinander]
S. The dog is.
L. The dog is, now [äh] please choose somebody else to
do the same. Nimm dir bitte einen anderen, der das
gleiche macht.
Ss. [wieder alle durcheinander] Who’s in the garden?
S. [der jetzt vor der Klasse steht] Who’s in the garden?
[Allgemeine Heiterkeit, der Lehrer setzt das Bett in den
Garten.]
S. The /bet/ is in the garden.
L. The bed is, you see, the bed is and go on then.
S. Beate.
S. Who’s in the garden?
L. [unverständlich] fine. Now the final… the final
question.
L. And now be careful, be careful, yes over there.
11380
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11419
S. Mrs. Hay and Andrew in the garden.
Ss. [alle durcheinander]
S. are … Mrs. Hay … Mrs. And Andrew Hay are in the
garden.
L. Yes, you see, Andrew ‘is’ but Mr. and Mrs. Hay?
S. Mr. and … [äh] … Mrs. and … Mrs. Hay and Andrew
‘are’ …
L. Right, Mr. and Mrs. Hay ‘are’. There we are, yes, and
now please take your worksheet No. 12 and let’s …
Everybody has got the worksheet No. 12. So could you
please read the example … Well, [ähm], are you ready?
Everybody is ready? O.k., fine then you start.
S. Where’s in the kitchen? Margaret is.
L. We must correct her. Please, read the example again.
S. Who’s is in the kitchen? Margaret is.
Ss. [durcheinander] Who’s. Who’s in … in the kitchen?
Margaret is.
L. Once more, please, the example.
S. Who’s in the kitchen? Margaret is.
L. That’s fine, o.k. and the next one then.
S. Ich?
L. Yes, please.
S. Who’s in the cupboard? Andrew is.
L. You see, well, cupboard, it’s a different type of thing.
You know another name?
S. Wardrobe.
L. Very good, wardrobe, that’s it ‘wardrobe’.
S. Garderobe.
L. Right, [äh] would you please go on then, [äh] question
No. 2 or the first question again. Who’s …
S. … in the /ˈsʌndi/
L. Could you please read this again?
S. Who’s … Who’s … [äh] … Who’s … Who’s in the
wardrobe? Andrew is.
L. Yes, and [äh] the next one, please. [ähm] over … over
there.
S. Who’s in the study?
L. And somebody else the answer.
S. Mr. Hay is.
S. Next question, please.
321
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11422
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322
S. Mach doch mal’n Fenster auf, /ei/
L. Yes, it’s terribly hot in here. [Ein Schüler öffnet ein
Fenster] Thank you very much, and next question
please.
S. Who’s up the tree? Richard and Andrew are.
L. Good, and next question, please.
S. Who’s, who’s in /ðə/ eleven … in the
Ss. team, in the team, the team [durcheinander]
L. Who’s in the eleven or who’s in the team, who is in
the school-eleven? All these three are perfectly
correct, well, yes, football-team, school-eleven and
the answer?
S. Alan is.
L. Good, next [äh] question, please.
L. Fine, and the answer?
S. Andrew and Margaret are.
L. Yes, look here again, two persons, yes, Andrew and
Margaret are, Alan … Alan is but Andrew and
Margaret are. [äh], go on, please, to the last on here.
S. Who’s onto the roof? Harry is.
L. Well, [äh] now Richard’s climbing onto the roof. But
now he is on the roof. So ask the question again,
please.
S. Who’s on the roof?
L. Yes, answer? And answer?
S. Harry is.
L. Good, o.k. [äh] let’s repeat it very quickly. First picture
… with the wardrobe. … Do not write now, please do
not write.
S. Nicht schreiben. [ungefragt]
L. Please do not write, [ähm] first picture.
S. Who’s in the wardrobe? Andrew is.
L. Fine, second one.
S. Who’s … who’s in the study? Mrs. Hay is.
L. Good.
S. Who’s, who’s on the tree?
11457
11458
11459
11460
11461
11462
L. Yes. Or who’s in the tree? In the tree, they are on, they
are not under but they are in the tree, you see. [Es
läutet zum Schluß der Stunde. Die Schüler werden
unruhig.] And the answer, wait a second please.
S. Ich weiß: Richard and Andrew are.
L. Ok. Bye, bye.
323
2.4.3
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324
Datum: 22.03.1974
[Der Lehrer spricht mit einem amerikanischen Akzent.
Er verstimmlicht die stimmlosen End-t-Laute zu /d/.
z. B./ˈwɔdiz/ statt /ˈwɔtiz/
/ˈlɔdɔf/ statt /ˈlɔtɔf/
Diese Abweichung von der Standard English Pronunciation wird nicht in phonetischer Umschrift gekennzeichnet. Die Schüler übernehmen stellenweise die Aussprache
des Lehrers. Darüber hinaus scheint der Lehrer jedoch
generell dazu zu neigen, häufiger stimmhafte Konsonanten zu produzieren. Dies ist vermutlich auf seine Angewohnheit, stimmhafte – besonders Endkonsonanten –
Konsonanten überzubetonen, zurückzuführen.]
S. You’re eating very slowly, Tony.
S. You’re /kəukt/ it beautifully, Mummy.
L. Not correct, say it again.
S. You’re cooked ….
S. You’ve cooked it beautifully, Mummy.
L. You’ve cooked it, yes, good.
S. Hier.
L. Well.
S. Don’t eat so quickly, Peter.
[Schweigen, ca. 30 Sek.]
L. Nobody, oh, come on.
Yes, good … very difficult word.
S. But … but you /ˈu:su…/
L. Usually …
S. Usually eat six potatoes for lunch.
L. Usually, all together.
LS. Usually.
L. But you usually eat …
Ss. But you usually eat …
L. … six potatoes for lunch.
Ss. … six potatoes for lunch.
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11538
L. Ah, more fingers, more hands, … you know it, come
on, Angelika.
S. Please Peter, pass it carefully, please.
L. Pass it carefully, please, all together.
LS. Pass it carefully, please.
L. Yes, o.k. now, the next one. [Schweigen] Look at me!
[Der Lehrer zeigt auf seine Hosenbeine.] Andrea.
S. I don’t want it on my /ˈtrəuzəs/.
L. Well, the pronunciation is not correct.
S. Trousers.
L. Trousers, all together.
LS. Trousers.
L. Yes, now the next one. Look at me again! [Der Lehrer
zeigt auf seine Magengegend.] Here, [äh] Udo and
Axel, Ralf [unverständlich], don’t … look there I’m
here, you see … come on. What’s the matter with you?
Yes, [äh], Ulli.
S. I’m sorry Mummy, I don’t … feel well.
L. I don’t feel well, all together.
LS. I don’t feel well.
L. O.k. [Schweigen, ca. 30 Sek.] Oh, don’t look into your
book. Ulli, that’s not fair. Come on.
S. How?
L. /ha:f/ is the pronunciation … come on. Birgit, Ralf, ja.
S. Eat an half pound …
L. Half?
S. … half a pound …
L. hal/v/ a pound, yes, hal/v/ a pound, say it again,
hal/v/ a pound.
S. Half a pound.
L. All together.
LS. Half a pound.
L. Hal/v/ a pound of nut chocolate.
Ss. Half a pound of nut chocolate.
L. And there’s a mistake of course, yet, here. What is
wrong here with this? What is wrong? This here
chocolate? [Das Wort ‘chocolate’ ist falsch
geschrieben: ‘choclate‘]. There’s a mistake. What is
wrong? Come on. Wait a moment [unverständlich].
You know the mistake? … No, no, who knows?
325
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326
Ss.
L.
S.
L.
There’s a mistake of course, here, something is wrong
with the word. Who knows what is wrong?
Oh.
Ah, Ulrich, come here [unverständlich], come on.
[Der Schüler verbessert das Wort.] Yes, yes, good,
chocolate, yes, chocolate, good Ulrich, yes, our
detective Ulrich, o.k. [Der Lehrer klappt die Tafel
auseinander, sichtbar werden die folgenden Sätze:
‘Peter works quickly.’ ‘Peter works carefully.’ ‘Peter
works well.’ Aufgabe der Schüler ist, die Verben und
Adverben mit blauer bzw. gelber Kreide zu
umrahmen. Dann werden die Sätze eben dieser
Struktur per Overheadprojektor auf die Leinwand
geworfen und die Schüler gehen nach Aufforderung
einzeln zur Tafel und umrahmen das verlangte Wort,
Verb oder Adverb. Da die Schüler das Verfahren
kennen, fehlt der einleitende Satz des Lehrers, was im
Folgenden zu geschehen hat. Der Unterrichtsabschnitt vollzieht sich schweigend und dauert ca. 10
Minuten.] And now we come to the second part of our
lesson today. It’s a ‘crash’ … Switch on the light [meint
den Schüler am Overheadprojektor]. Thank you.
[kurze Pause, ca. 1 Minute] [liest den Text vor] Peter is
on his journey home. /zə/ road is wet and there’s a lot
of traffic on it. Peter turns left and stops at /zə/ trafficlights. Now a fast car is overtaking Peter. Suddenly he
sees a car in front of them. It is on /zə/ wrong side of
the road. Peter stops quickly and the car behind him
stops, too. But /zə/ car hits /zə/ back of Peter’s bike.
There is a loud crash and Peter falls off his bike. Peter
is o.k. He is looking at /zə/ big dent in /zə/ back of his
bike. The driver of the car says to Peter: ‘I’m sorry it’s
my fault. Here’s 3 $ for the cost of the repair. […]
No. 1 again. Peter is on his journey home. Peter is on
his way home. Peter is on his journey home. /zə/ road
is wet. Where is Peter going? Where is Peter going?
Ralph.
Peter is on his journey home.
He is on his journey home. Good, yes. And what’s the
matter with the road?
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S. The road is wet.
L. The road is wet. And, there’s a lot of traffic on it, a lot
of cars, there are a lot of cars, there’s a lot of traffic on
it. What is on /zə/ road, Uwe?
S. A lot of traffic.
L. Yes, a lot of traffic. But shut your book, please. There’s
a lot of traffic. O.k., and … [äh] what /sə/ matter /wizə/
road? What /sə/ matter /wizə/ road? Come on,
Norbert.
S. The road is wet.
L. The road is wet. And [äh], well, where is Peter going?
Where is Peter going? Come on … [Schweigen] He is
on … He is on … He is on … Wilma.
S. He is on his journey home.
L. He is on his journey home. All together.
LS. He is on his journey home.
L /zə/ road is wet.
Ss. The road is wet.
L. [ähm] … and /zɛə/ … there’s a lot of traffic on it.
Ss. There’s a lot of traffic on it.
L. No. 2, please, Peter turns left, look here.
S. Das hammer schon gestern gemacht.
L. Yes, o.k. Peter turns left. [äh] [Name], can you come
here. [Ein Schüler geht zur Tafel und zeichnet ‘Peter’s
way on the road’ in eine Straßenzeichnung ein.]
Well, that’s correct. That’s good, yes, that’s English
traffic, you go on this side of the road. [Zeigt auf die
linke Fahrbahn der Straße.] Peter turns left and [äh] …
stop at the traffic-lights. Where are the traffic-lights?
Could you come, could you, yes, come on, come show
us the traffic-lights. Where are they? Go to the board,
Ralph. [Der Schüler zeigt den Verkehr] No, that is the
traffic, that is … the traffic-lights!!! Lights!! Axel, the
traffic-lights. […] O.k., yes, good, yes, here they are,
yes, your traffic lights. And whatdoes Peter do? What
does Peter do? What does Peter do? Manuela, shut
your book, shut your [unverständlich]. Come on,
what does Peter do? He … He… Anne, Maria … He…
S. He is on his left side.
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328
L. No, … where does Peter turn? Oh, what about the
/ˈʌzəz/? Only two hands, only two hands? Come on,
… He turns … Ralph.
S. Peter he turns …
L. No, Peter turns…
S. Peter turns from …
L. To … Peter turns …
S. Peter turns left.
L. … to the left. Peter turns to the left, all together.
LS. Peter turns to the left.
L. O.k., and [äh] … where does Peter stop … at?
Where does Peter stop?
S. Peter stops on the traffic …
L. Not on …
Ss. At, at, at.
S. Stops at …
L. … stops at …
S. the traffic-lights.
L. … at the traffic-lights, all together.
LS. Peter stops at the traffic-lights.
L. [äh], Burghard, go to the board and show the
traffic-lights. Where are they? Come on. [Schüler
zeigt die Verkehrsampeln] Ah, yes, and where does
Peter turn? Where does Peter turn? Ah, now, more
fingers, not two only, three fingers, more, where does
Peter turn? Oh, alles vergessen? Ja? So schwer? Come
on, Axel, Rolf, Achim…
S. Peter /ˈtəʌn/ …
L. …-s to the …
S. … turns to the left.
L. … turns to the left. All together.
Ss. Peter turns to the left.
L. Where does Peter turn? Where does Peter turn? Udo.
S. Peter turns to the left.
L. Yes, [ahm], where does Peter turn? Ulrich.
S. Peter turns … to the left.
L. And where does Peter stop … at? Where does he stop?
Axel.
S. Peter stops at the traffic-stop.
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11696
L. Lights, yes, at the traffic-lights, o.k. No. 3 now. Now a
fast car is overtaking Peter. All together.
LS. Now a fast car is overtaking Peter.
L. Where is the fast car? Where is the fast car? Go to the
board, [äh] … Kirsten. Yes, o.k., what … what color is
it? What color is it? Is it w…. white or blue?
S. Red.
L. It’s red, yes, of course, it’s red, yes, and a … fast car is
overtaking Peter. ‘Suddenly he sees a car in front of
them.’ Where is the car in front of them? Go to the
board. Where is the car in front of them? Angelika.
Yes, o.k., and what is the fast car doing, yes, this car
[zeigt auf das überholende Auto.] Ja, what is the fast
car doing? Andrea.
S. The fast car is overtaking Peter.
L. The fast car is overtaking Peter. Good, Andrea, yes.
O.k., and suddenly he sees a car in front of them, it is
on the wrong side of the road. It is on the wrong side
of the road. Where is the wrong side here? This is a car,
yes, and not a good one, o.k. [meint das Auto auf der
Zeichnung]. Well now, the wrong side, where is the
car in front of them? Now, the wrong side? Yes,
Achim. [Schüler zeigt das Auto] Yes, o.k., yes it’s … yes,
it’s a little car, yes, it’s going like that [deutet auf der
Zeichnung die Richtung an]. It’s on the wrong side in
England, in Great Britain it’s on the wrong side, yes,
not here in Germany, it’s on the wrong side, yes. But
[äh] be… [äh] … [äh] … Sorry … [ähm], it is on the
wrong side of the road. [äh], where is the car? Where
is the car? Where is the car? Ralph.
S. There’s the wrong side of the …
L. Where?
S. The car is on wrong side …
L. Yes, ‘the car’ or ‘it’s’ on the wrong side …
S. … of the road.
L. … of the road. All together.
LS. It’s on the wrong side of the road.
L. Yes, o.k., and the next one. Peter stops quickly. What
does Peter do? What does Peter do? Birgit.
S. Peter stops quickly.
329
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330
L. Peter stops quickly. Yes, and the car behind him stops,
too. Where’s the car behind him, go to the board.
Come on. Where’s the car behind him? Where’s the
car? Norbert, ah, what’s the matter today? Nothing
hm? The car behind him? Yes [unverständlich]… this
car, yes, o.k. and [ähm] … What … does Peter do?
What does Peter do? Angelika.
S. Peter stops quickly.
L. Peter stops quickly, yes, and the car behind him stop,
too, but the car hits the back of Peter’s bike. It hits the
back of Peter’s bike. What does the car do? What does
the car do?
S. The car hits the back of … of Peter’s bike.
L. Yes, the car hits the back of Peter’s bike. Where’s the
back of Peter’s bike? … Come on, Birgit, go to the
board. Where’s the back of Peter’s bike? Come on,
where’s the back? Come on, where’s the back of
Peter’s bike? No? [äh] … Axel, where’s the back? [Der
Schüler geht zur Tafel und zeigt ‘the back of Peter’s
bike’] O.k., yes, that’s it. That’s the back of Peter … [äh]
Peter’s bike. And [äh] … what does the car do? What
does this car do? … Come on.
Ss. Hier, hier, hier, hier, hier.
L. Andreas …
S. This stops, too.
L. Jo, yes, stops, too … and …
S. /zə/ car hits of /zə/ back …
L. … hits the back …
S. … hits /zə/ back of Peter’s bike.
L. Ja, … hits the back of Peter’s bike. The car hits the back
of Peter’s bike. All together.
LS. The car hits the back of Peter’s bike. And now the last
picture for today. The next one. There’s a loud crash.
There’s a loud crash. What is there? Petra … Petra.
S. There’s a loud /kræʃ/.
L. There’s a loud crash. [äh] … well, what is there?
S. That is a …
L. Not ‘that is’ … not ‘that is’ … What is there?
S. There is …
L. There is …
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S.
L.
S.
L.
S.
L.
S.
L.
LS.
L.
There is the car …
No, no, no, no, no.
… a /ləud/ crash.
What is there?
There is a /ləud/ …
… a /ləud/? No, there is a … ? Betty, there is a … ?
Loud.
Loud, yes, there’s a loud crash. All together.
There’s a loud crash.
And Peter falls off … Peter falls off his bike. What does
Peter? Petra.
S. Peter falls off his bike.
L. Yes, open your books now, page 34.
S. Wir ham nimmer so viel Zeit.
L. Yes, I know. [Die Schüler schlagen ihre Bücher auf.]
O.k. I start reading the text then you read, yes, well.
Ss. Peter is on his journey home.
L. The road is wet.
Ss. The road is wet.
L. And there is a lot of traffic on it.
Ss. And there is a lot of traffic on it.
L. Not ‘there’ ‘is’ … there-is.
Ss. There-is.
L. There is a lot of traffic on it.
Ss. There is a lot of traffic on it.
L. Good, yes. Peter turns left.
Ss. Peter turns left …
L. … and stops at the traffic-lights.
Ss. … and stops at the traffic-lights.
L. No. 3 now: Now a fast car is overtaking Peter.
Ss. Now a fast car is overtaking Peter.
L. Suddenly he sees a car in front of them.
Ss. Suddenly he sees a car in front of them.
L. It is on the wrong side of the road.
Ss. It is on the wrong side of the road. [nicht einheitlich]
L. Yes, what’s the matter?
[Das Nächste ist schwer verständlich.
Der Klassensprecher wird verlangt.]
331
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332
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Oh, sorry, [ähm]: It is on the wrong side of the road.
It is on the wrong side of the road.
Peter stops quickly …
Peter stops quickly…
… and the car behind him stops, too.
But the car hits the back of Peter’s bike.
There is a loud crash…
There is a loud crash…
… and Peter falls off his bike.
… and Peter falls off his bike.
Yes, who wants to read sentence No. 1 [Name unverständlich] Now your voice here on the tape, come on,
read No. 1.
Stop, stop, stop. Peter-is … Peter-is, again…
Peter is …
Not Peter is … Peter-is…
Peter is …
… on his journey home.
… on his journey home.
Good, yes, [äh] … and the next one.
The /rəud/ is wet and there is a lot of the /ˈtræfik/ on it.
… and there is a lot of traffic on it, yes. Another one,
this sentence again, but Rolf, this sentence again,
No. 1.
Peter is.
Not Peter is … Peter-is…
Yes.
The road is /wi:t/ and there is …
The road … ?
Wet, wet.
Wet.
The road is wet and there is a lot of traffic on it.
There is [unverständlich]. Again No. 1, again No. 1,
come on [unverständlich], yes, switch off the light
[gemeint ist wieder der Schüler am Overheadprojektor].
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11834
S.
L.
S.
L.
Ss.
L.
S.
L.
Peter is on his journey home … home. There is lot …
The road …
The road is … wet and there is a lot of the traffic on it.
… a lot of traffic not a lot of ‘the’. No. 2?
Hier, hier, hier.
Well, Jörg.
Peter turns left an/t/ /stʌps/ at the traffic-lights.
Yes, and stops at the traffic-lights, ok. And [äh], oh,
just a moment, yes Axel.
S. Now a fast car is overtaking Peter. Suddenly he sees a
car on front of them. It is on the /Rɔ/…/rɔŋ/ side of the
road.
L. Yes [unverständlich] it is on the wrong side of the
road.
S. /idis/ on th…
L. nicht is… It is on the wrong side. Well, it’s ringing
now…
[Das Klingelzeichen zum Ende der Stunde ertönt und der
Rest geht im Pausenlärm unter.]
333
2.4.4
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334
Datum: 22.03.1974
L. Now. The first one for today is to repeat Step 1 of Unit
4 a bit and then begin Step 2, the text of Step 1. I hope
you all … you can all read the text [unverständlich].
Will you please close all your books. Look at the text
[unverständlich]. Can you sit down here first, yes, for
one lesson only, and then we can put it up on the
desk. Now I can’t give you the text again from the tape
because [äh] … I haven’t enough time. So, then let me
only read the text myself.
[Der Text wird per Overheadprojektor an die Tafel
geworfen.]
L. Tony loves nut chocolate.
Mrs. Hill: You’re eating very slowly, Tony. Don’t you
like your Irish Stew?
Tony: Of course I do.
Ann: You’ve cooked it beautifully, Mummy.
Mrs. Hill: Don’t eat so quickly, Peter, there’s enough
stew for everybody.
Tony answers: I can’t eat them.
Mrs. Hill: But you usually eat six potatoes for lunch.
Mrs. Hill: Pass the stew please, Peter. Pass it carefully,
please. I don’t want it on my trousers!
Mrs. Hill: Where are you going, Tony?
Tony: I’m sorry Mummy. I don’t feel well.
Mrs. Hill: He’s never eaten so badly. I can’t
understand it.
Ann: I can. He has eaten half a pound of chocolate this
morning! O.k. So I’ll sh… of course …
Now let us first read this text again in two phases, o.k.,
so that you will repeat it [unverständlich]. Tony loves
nut chocolate.
Ss. Tony loves nut chocolate.
L. You’re eating very slowly, Tony.
Ss. You’re eating very slowly, Tony.
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L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Don’t you like your Irish Stew?
Don’t you like your Irish Stew?
Of course I do.
Of course I do.
You’ve cooked it beautifully.
You’ve cooked it beautifully.
Don’t eat so quickly, Peter.
Don’t eat so quickly, Peter.
There’s enough stew for everybody.
There’s enough stew for every/bʌdi/ [amerikanisch].
Everybody in English, please. You’re looking very
sadly…
You’re looking very sadly…
… at your potatoes, Tony.
… at your potatoes, Tony.
I can’t eat them.
I can’t eat them.
But you usually eat six potatoes for lunch.
Pass the stew please, Peter.
Pass the stew please, Peter.
Pass it carefully, please.
Pass it carefully, please.
I don’t want it on my trousers!
I don’t want it on my trousers!
Where are you going, Tony?
Where are you going, Tony?
I’m sorry, Mummy.
I’m sorry, Mummy.
I don’t feel well.
I don’t feel well.
He has never eaten so badly.
He has never eaten so badly.
I can’t understand it.
I can’t understand it.
I can.
I can.
He has eaten half a pound of nut chocolate this
morning.
335
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336
Ss. He has eaten half a pound of nut chocolate this
morning.
L. O.k., that’s very easy. And now let us read the some
text in parts, first in this form and after that once more
in that form.
[verschiebt die Folie im Overheadprojektor, so daß der
Text von einer Rolle verschwindet]
Ss. Ah, oh, ja, gut.
[Der Lehrer verteilt nun die Rollen]
L. I hope that you know the text by heart and can easily
read it. Now, first it is easy. Who wants to read Mrs.
Hill’s part? Mrs. Hill’s part? Can we find a girl for that?
Kirsten, fine. And Tony?
L. A…
S. Hier.
L. … boy perhaps, Michael, good, Ann? Ann? Martina,
fine. Mrs. Hill, Peter, another girl, yes, Peter, Tony
Mr… Mrs. Hill only Mrs. Hill, Thorsten o.k., Mrs. Hill
begins.
S1. You’re eating very slowly Tony. Don’t you like your
Irish Stew?
S2. Of course I do.
S3. You’ve cooked it beautifully.
S1. Don’t eat so quickly, Peter. There’s enough … enough
stew for every/bʌdi/.
S4. You’re looking very sadly at your potatoes, Tony.
S2. I can’t eat them.
S1. But /ˈʒu:ə/ usually eat six potatoes for lunch.
S5. Pass the stew please, Peter. Pass /ət/ /ˈkæri…/ [äh] …
L. Pass it …
S5. Pass it carefully, please. I don’t want it on my trousers!
S1: Where are you going, Tony?
S2. I’m very sorry, Mummy. I don’t feel well.
S1. He has /ˈnəvʌ/ eaten so badly. I can’t /ˈʌndʌstænd/ it.
S3. I can. He has eaten half a pound of nut chocolate this
morning?
L. Yes, half a pound [unverständlich]. O.k., fine and now
the same once more. [Nun wird der Text von 2 Rollen
weggenommen.] We must know Tony’s part and
Ann’s part by heart. First, Mrs. Hill? [unverständlich].
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S1
S2.
S3.
S1.
S4.
S2.
S1.
S5.
S1.
S2.
S1.
S3.
L.
Ss.
L.
Ss.
L.
S1.
S2.
S3.
S1.
S4.
S2.
S1.
Tony? [keine Meldung] Hahaha, yes, o.k., Hartmut,
and Ann? Martina, Mrs. Hill, Peter? Peter? O.k.,
Wilfried and Mr. Hill, it’s easy, ah [unverständlich]
here I see many. Mrs. Hill, Lars. Mrs. Hill begins.
You’re eating very slowly, Tony. Don’t you like your
Irish Stew?
Of course I do.
You’ve cooked it beautifully, Mummy.
/dɔ:nt/ eat so quickly, /ˈpi:tʌ/. There’s enough stew for
every/bʌdi/.
You’re looking very sadly at your potatoes, Tony.
I can’t eat them.
Pass the stew please, Peter. Pass it carefully, please.
I don’t want it on my trousers.
Where are you going Tony?
I’m sorry, Mummy, I don’t feel well.
He has never eaten so badly. I can’t understand it.
I can. He has eaten half a pound of nut chocolate this
morning!
Yes, very good, fine. [Applaus von den Mitschülern]
You want to read it again?
Ja, ja.
Yes, and who wants to be Mrs. Hill now? Andrea, it’s
easy, but now the next part, Tony’s part?
Hier, hier.
Tony, Cord, do you know that by heart? Fine, and
Ann again? Ann? Pe… Petra, Peter? Christoph, fine.
Peter, Tony, Mr. Hill? Mr. Hill, can we find another
girl, Bettina?
You’re eating very slowly, Tony. Don’t you like your
Irish Stew?
Of course I do.
You’ve cooked it beautifully, Mummy.
Don’t eat so quickly, Peter. There’s enough stew for
everybody.
You’re looking very sadly at your potatoes, Tony.
I can’t eat them.
337
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338
S5. Pass the stew plea… please, Peter. Pass it carefully,
please. I don’t want it on my trousers!
S1. Where are you going, Tony?
S2. I’m sorry, Mummy … He is … feel well.
L. I don’t …
S2. I don’t feel well.
S1. He has never eaten so /ˈbadli/. I can’t /ˈʌndʌstænd/ it.
S3. I can. He has eaten half a pound of nut chocolate.
/di…/ … /dis/ morning.
L. … this morning, yes, o.k., fine. I think we can stop the
reading and I only want to ask you some questions
about the text, some questions, for instance. Just a
moment [Mikrofon]. O.k., that’s correct. … How is
Tony eating? Can you answer that, Klaus?
S. Tony is eating nut chocolate.
L. No, not what is he eating? How is he eating? Barbara.
S. He eats very slowly.
L. Yes, or here in our example ‘He is eating’ … in our
story. So you know that questions with ‘how’ and you
answer with the form of -‘ly’, slowly is one example.
And how’s Peter eating? What’s difficult? How’s Peter
eating? Michael.
S. Very quickly.
L. He …
S. [äh] … Peter is eating very quickly.
L. How’s Mrs. Hill cooked the dinner? How has Mrs. Hill
cooked the dinner? You know the new words, yes, yes
[Name].
S. He has /kɔ:kt/ it very /ˈbju:difuli/.
L. You cannot say ‘he’.
Ss. She, she.
L. Once more the answer, please, Martin. How has Mrs.
Hill cooked the dinner? … She …
S. She cooked …
L. She has cooked …
S. She has cooked [äh] …
L. Help him, please.
S. She has cooked the dinner very … [äh] …
Ss. beautifully
S. … beautifully.
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L. Beau-ti-fully, yes, beautiful, beautifully, o.k., it’s a bit
[äh] difficult. How is Tony looking at this dinner or at
his potatoes? Wilfried.
S. Peter looks very … [unverständlich] … sadly …
L. at …
S. … at your potatoes.
L. … at my potatoes?
Ss. At his, at his
S. … at his potatoes.
L. … at his potatoes. You must say ‘Peter …’ who can go
on?
S. Looks.
L. Looks or?
S. is look… is looking?
L. He is looking… what is correct here?
Ss. Looks, looks, looking, looking. [durcheinander]
L. Yes, I think you are looking … Tony … Peter says: Tony
you are looking … so the best answer is: He is looking
sadly at his potatoes. How must Peter pass the stew?
Do you remember? Another [unverständlich]. How
must peter pass the stew to Mr. Hill? Hm, hm, hm,
two, three, four, o.k. Ulli.
S. He passed the stew carefully.
L. Yes, ‘He passes…’ or better: He must pass the stew …
[äh] … carefully, or it falls down. And now the last
question: How does Tony feel? How does Tony feel?
Do you know the answer? Peter.
S. He doesn’t feel well.
L. Well, yes, so look at the answers again. How is he
eating? One boy is eating slowly. The other boy is
eating quickly. Mrs. Hill has cooked the dinner …?
Ss. Beautifully.
L. Beautifully … and Peter must pass the stew … ?
Ss. .. carefully.
L. Carefully, Tony is looking …?
Ss. Sadly, sadly, badly, badly.
L. Sadly, yes, not badly, sadly, ‘sad’ the opposite of
‘happy’ … sad, happily or unhappily or sadly. And
now the last sentence. Peter doesn’t feel … ?
S. .. badly.
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LS. Well, well, well [durcheinander].
L. ‘Well’, yes, ‘badly’ is the opposite of ‘well’ yes. ‘He
feels badly’ or ‘He doesn’t feel well.’ So these are the
regular forms of the adverb with the ending -ly [zeigt
auf die regelmäßigen Verben an der Tafel], and this is
an irregular adverb [zeigt auf ‘well’]. We say: This
book is good. The answer is good. But ‘The pupil has
answered well’. Right, we must see about that when
we do the exercises. [Ende des 1. Abschnittes.] I think
we can stop here and we can begin to speak about Unit
4, Step 2. Let us first see the pictures, please, all the
pictures, one after the other. [Die Bilder zu Unit 4,
Step 2 werden per Diaprojektor auf die Leinwand
projiziert.] It was picture No. 8 the last picture. And
now before we see the pictures again let us listen to
the text of Step 2. First the slow version, o.k.
TB. … half a pound of chocolate this morning.
L. It was the rest of Step 1.
TB. The crash. Look and listen.
[Die Nummern geben die Reihenfolge der Bilder an.]
1 Peter is on his journey home. The road is wet, and
there is a lot of traffic on it.
2 Peter turns left and stops at the traffic-lights.
3 Now a fast car is overtaking Peter. Suddenly he sees a
car in front of them. It is on the wrong side of the road.
4 Peter stops quickly, and the car behind him stops, too.
5 There is a loud crash, and Peter falls off his bike.
6 Peter is o.k. He is looking at the big dent in the back of
his bike.
7 The driver of the car says to Peter: I’m very sorry. It’s
my fault.
8 Here’s three pounds for the cost of the repair.
L. That’s the end of our story. Now let us listen to the
text again and let us also look at the pictures. Look
and listen, please, and now the slow version.
TB. Look, listen and repeat.
[Der ‘speaker’ nennt jetzt die Nummern der Bilder.]
1 Peter is on his journey home. The road is wet, and
there is a lot of traffic on it.
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2
3
Peter turns left and stops at the traffic-lights.
Now a fast car is overtaking Peter. Suddenly he sees a
car in front of them. It is on the wrong side of the road.
4 Peter stops quickly, and the car behind him stops, too.
5 There is a loud crash, and Peter falls off his bike.
6 Peter is o.k. He is looking at the big dent in the back of
his bike.
7 The driver of the car says to Peter: I’m very sorry. It’s
my fault.
8 Here’s three pounds for the cost of the repair.
S. Wieviel sind denn 3 Pfund?
L. Well, how much is 1 Pound today? One English
Pound, how many DMs. What do you think?
S. Twenty marks.
L. No, no.
Ss. 4 Mark, 10 Mark.
L. Can you say that in English? Come on, how much is
it?
S. Four DM.
L. Oh it’s more than four DMs.
S. Eight.
S. Ten.
L. No, not so much today.
S. Six DMs.
L. No, eight, about eight DMs, seven DMs and eighty or
ninety pennies or so. So, how much is three pounds?
… Three pounds about … ? Twenty four, twenty three,
twenty three DMs, o.k. All right. Now, let us look at
the first picture again. Once more the first sentence.
TB. Look, listen and repeat.
1 Peter is on his journey home.
L. There’s a new word in this sentence and I’m going to
explain that ‘journey’ yes. ‘Journey’ is ‘a long way’ e.g.
you make a journey from Germany to Africa, from
Frankfurt to New York by airoplane, you see, or by
ship, from Hamburg to New York, or so. That is a
‘journey’ ‘a long way’ you see. And here ‘Peter is on his
way home’. It must be a long way from one end of
London to the other end or so, can be very long. He is
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342
on his ‘way’ home or he is on his ‘journey’ home.
Who does not understand the word ‘journey’? Is it
clear, what the meaning of journey is? O.k. Next
sentence.
TB. The road is wet, and there is a lot of traffic on it.
L. Well, look at the picture; what can you tell me about
the weather? Peter, Peter.
S. It’s raining.
L. It’s raining. And so you understand what that means
‘The road is wet’.
Ss. Naß, naß, naß.
L. Psch, not the German word, say it in English. What
does this mean?
S. [äh] it … [äh] it’s … [äh] it’s rain of the road.
L. Yes, there is rain … there is water on the road, o.k. The
road is wet, you see, and there is rain, water in the
road. When you put water on a desk or on a table or so,
the desk is wet, and when you put it on the floor, the
floor is wet, that means there is water on it. And there
is much traffic, there is a lot of traffic on the road. The
‘traffic’ means there are busses, there are cars, taxies,
bikes and many, many people, all this together is
‘traffic’. I think you understand the word, yes.
‘Journey’ is new, ‘traffic’ and ‘wet’. So let us repeat it.
‘Peter is on his journey home’.
L. The road is wet …
Ss. The road is wet …
L. … and there is a lot of traffic on it.
Ss. … and there is a lot of traffic on it. [ziemliches
Durcheinander]
L. … and [unverständlich] once more: What is ‘it’ in this
sentence … there is a lot of traffic on it, on what? … on
it …. on what?
S. … on the street.
L. … on, yes, on the road better here, you see, yes, on the
road. O.k. Is there a question about picture one? … No,
then we can go on, very clever class.
TB. Two. Peter turns left and stops at the traffic-lights.
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L. ‘Traffic-lights’ is a new word. You can see them here
[zeigt die Ampeln im Bild]. In English you must
always say ‘traffic-lights’ with an –s, the plural form,
because there are three colors. What are the colors,
the same as in Germany.
S. Red, yellow and green.
L. Yes, red is at the top, yellow is in …
Ss. … the middle
L. … the middle, yes, and the third color is red …
S. Green.
L. Traffic-lights [äh] … green, sorry, traffic-lights. The
traffic-lights … [äh] … are at the corner here and he
must stop at the traffic-lights. Why must he stop here?
Hm? [fragend] Why must he stop there?
S. He stops by /ret/.
L. No, that’s not quite correct in English.
S. Because the traffic-lights shows red.
L. Very good, ‘The traffic-lights shows red’. Or ‘The
traffic-lights are red’, that’s also very easy. O.k. He
stops at the traffic-lights, but before that he has
turned left, and that is also a new word. Now let us see.
Here’s the crossing you see, and in England you must
drive on the left side, on the left side in England, in
Germany on the right side, here. And now he turns
left, he wants to get into this road so he must turn left.
[Das Ganze wird mit Hilfe einer Tafelzeichnung
demonstriert.] You remember the words ‘left’ and
‘right’, yes, Elke, can you show me your left arm? Can
you show me? [Die Schülerin zeigt den rechten Arm.]
No …
Ss. Hier, hier, hier…
L. Where is your left arm? [Ein Schüler zeigt seinen
linken Arm.] Yes, that is your left … that is my left arm,
my left hand, and so on, my left leg, and then ‚right‘,
that is very … easy. … Peter, your right arm. [Der
Schüler zeigt seinen rechten Arm.] Quite clear, right
side, left side, and he turns left, you see, here in… you
can see it better here in the picture, he turns left,
comes to traffic-lights and must stop at the traffic-
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344
lights because the traffic-lights are red. So let us repeat
this sentence. Peter turns left …
L. Yes, next picture then.
TB. Three. Now a fast car is overtaking Peter.
L. The word ‘fast’ is new but ‘fast’ is the same as ‘quick’,
a quick car or a fast car.
S. Ham’wer schon oft gehabt.
L. No, ah yes, o.k., ‘fast’, well, in our vocabulary list is a
new word. Fine, ‘A fast car is overtaking him!’ That is
clear, you have learnt the word ‘overtaken’,
‘overtaking’, to ‘overtake’ in Unit 2. [Dies ist ein
Irrtum, denn das Wort ‘overtaking’ kommt erst in
Unit 3 vor; vgl. Lehrwerk ‚How Do You Do‘, B2, p. 26].
… is overtaking [äh] Peter. I can make another
wonderful picture then here, you see. [Der Lehrer
zeichnet eine Straße und erklärt den Schülern den
Vorgang des Überholens.]
Now when this is the road, Peter is driving on the left
side, in England, clear. He is in this this … driving on
the left side. Now there is a car, a fast car wants to drive
into this dir… /daiˈrəktʃn/ too, and the fast car is
overtaking him now. But what happens next? Let’s
listen.
TB. Suddenly he sees a car in front of them.
L. ‘Suddenly’ is a new word, ‘suddenly’ not ‘slowly’ or
‘after some minutes’ but ‘suddenly’. What … what can
this be in Germen? He sees a car suddenly.
S. Hier … plötzlich.
L. Plötzlich, yes, plötzlich. Suddenly he sees a car and
that car is ‚in front of them‘, in front of Peter and in
front of the fast car. Here, there’s another car [zeigt auf
das Auto im Bild]. ‘Suddenly he sees a car in front of
them’. Ant what’s the matter with this car?
TB. It’s on the wrong side of the road.
S. Auf der falschen Seite.
L. It’s on the wrong side of the road. It is driving here
[zeigt auf das Bild]. Must be a very silly driver or so, or
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a German driver, yes, or a French driver or a driver
from Holland or so. O.k. He is on the wrong side. Now,
what must happen? Crash! Yes, o.k., now, let’s first
repeat these sentences, the sentences of picture 3
‘Now a fast car is overtaking Peter’.
[Höchstens die Hälfte der Schüler.]
Ss. Suddenly he sees a car in front of … [nur einige
Schüler]
L. Once more: Suddenly he sees …
Ss. Suddenly he sees … them …
L. … a car in front of them.
Ss. … a car in front of them.
L. All together the whole sentence: Suddenly he sees a
car in front of them.
Ss. Suddenly he sees a car in front of them.
L. Very good. What’s the correct text? It’s on the wrong
side of the road.
Ss. It’s the wrong side of the road.
L. Any question about that? Do you see that, here? Here
the second car is coming … coming up to Peter on the
wrong side, oh dear, oh dear … [unverständlich] next
picture then.
TB. Four. Peter stops quickly, and the car behind him
stops, too.
L. Yes, now that’s very easy. The car is coming. He sees
the car in front of him, and Peter stops quickly, very
quickly, as fast as he can he stops. And the car behind
him, there’s also another car behind him, here [zeigt
das Auto im Bild], the car behind him stops, too. The
car behind him also stops, as fast as the driver can, or
the car can … But…
TB. But the car hits the back of Peter’s bike.
L. There are some new words, let me first explain that.
Here you see the car behind him. Peter on his bike.
That is … this car here, the car behind him. But the car
behind him hits … hits the back of Peter’s bike. [Der
Lehrer zeigt dies anhand des Bildes Nr. 4.] Now, there
are two new words in it. First very simple picture
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346
S.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
Ss.
L.
Ss.
L.
Ss.
[macht eine Zeichnung]. This is a car. It’s driving into
that /daiˈrəktʃn/, o.k. Then we can say that is the front
of the car and that is the back of the car. You are sitting
in front of me. I’m standing in front of you, ‘front’,
clear? In front. He’s in front. And now ‘back’, ‘back’ is
the opposite. That is my back [zeigt auf die Rückenpartie seines Körpers] here, you can’t see my back
now, I’m standing in front of you, you can’t see my
back. And here it is the back part of his bike. The car
behind him hits the back part of his bike. Or you can
only say ‘hits the back, the back of his bike’. Now,
who does not understand that? Please, put up your
hands. So what can be ‘to hit’? ‘The car hits’, … what
can this be? You all understand it, please, give the
answer.
[unverständlich] in German?
Yes, in German. What can this be? Margit.
[unverständlich]
No.
Zusammenstoßen.
Yes, zusammenstoßen mit, or ..
.. fährt hinten auf.
Auffahren, ja, o.k. another word perhaps, hm
[fragend]?
Kollidieren, aufprallen.
Ja, kollidieren mit, also etwas treffen, dagegenfahren,
yes. O.k. and what can be the back of a bike, not the
front of a bike, but the back. What can this be?
Hinterreifen [ungefragt].
Hinter….. ?
… reifen.
… rad, I think, we say ‘Hinterrad’. ‘Hinterreifen’ not,
‘Hinterrad’ I think is best. So the car behind him hits
the back of Peter’s bike. Now, let us repeat the text of
picture four! Peter stops quickly ….
Peter stops quickly ….
But the car hits the back …
But the car hits the back …
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L. … of Peter’s bike.
Ss. … of Peter’s bike.
L. Yes, and I think we can stop here for today and do the
rest in the next … [äh] … English lesson.
Ss. Yes, yes, yes, right.
L. But let us read a bit, let us read a bit. [Das Nächste ist
wegen des Schülerlärms unverständlich] I’ve brought
… I’ve brought the text in this special form here. Just a
moment, here is the text. [Das Nächste ist wiederum
aufgrund des Schülerlärms unverständlich.] We can
do it very quickly, I think. Well, let us read the text
again, first in two phases. [Der Lehrer hat den Text auf
der Folie des Overheadprojektors einmal mit, einmal
ohne die neuen Vokabeln festgehalten.] Peter is on
his journey home.
L. The road is wet …
Ss. The road is wet …
L. … and there is a lot of traffic on it.
Ss. … and there is a lot of traffic on it.
[ziemlich einheitlich]
L. Peter turns left …
L. Now a fast car is overtaking Peter.
Ss: Suddenly he sees a car in front of them.
L. It is on the wrong side of the road.
Ss. It is on the wrong side of the road.
L. O.k. Thank you. Can you read that again?
S. Alleine?
L. Hm. [Das Nächste ist aufgrund des Schülerlärms
unverständlich] Thorsten.
S. Peter is on his /ˈjə:nei/ home.
L. Thank you. /ˈʤə:ni/, next sentence Martina.
S. The road is wet and there’s a lot of traffic on it.
L. Fine, Kirsten.
S. Peter turns left and stops at the traffic-light.
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348
L. …lights, yes, traffic-lights [äh] Christa.
S. Now a fast car is overtaking Peter.
L. Andrea.
S. /ˈsʌdlei/ he sees a car in front of them.
L. Can you read that again, but a bit louder.
S. /ˈsʌdlei/ he sees …
L. /ˈsʌdənli/ …
S. Suddenly he sees a car in front of them.
L. … in front of them, yes, and Bettina.
S. It is on the /rɔ:ŋ/ side of the /rəud/.
L. Yes, now, who can read that again in this form?
[Der Lehrer nimmt die neuen Vokabeln heraus.]
Ss. Oh, nä…
L. Do you know the new word? Ha? Yes, Regina.
S. Peter is on his journey home.
L. Very good.
S. The /rəud/ I …. [ähm] … is wet and /zɛə/ is a lot of traffic
on it.
L. Fine, can you read that again, please. Thorsten.
S. The road is … the road is [unverständlich].
L. No, no, no. What is the road, Mike?
S. The road is wet.
L. Yes, once more, please.
S. The road is wet and the … and the is …
LS. There is, there is, there is…
S. … and there is … is a lot of …
L. What was the new word? ‘traffic’…
S. traffic … on it.
L. Look, there’s a lot of traffic on it, traffic. I think we
must read that … this sentence again, Regina.
S. [äh], the road is wet and there is a lot of traffic on it.
L. Yes, No. 2, Ulli.
S. Peter turns left and stops at the traffic-lights.
L. Yes, one more, please, Wilfried.
S. Peter turns left and stops at the traffic-lights.
L. Traffic-lights, yes. No. 3, the next sentence, Marita.
S. Now a fast car is overtaking Peter.
L. Have you all heard this sentence?
Ss. Yes.
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L. I hope it was loud enough. Then the next sentence
with the new word, Lars.
S. … Suddenly he sees a car on …
L. … in …
S. … front of them.
L. … front of them, yes. Once more this sentence, once
more, Martina.
S. /ˈsædnli/ he sees a car in front of than.
L. Yes, suddenly, sudden, suddenly. And the last
sentence, Karsten [äh] Rou…
S. Ja, he … it is on the /Ro…/ … /Ro…/ /Rɔŋ/ side of the
/Rəud/. [/R/ phon. Zeichen für deutsches Rachen-r.
Vgl. H.L. Küfner. Kontrastive Phonologie S. 30].
L. Yes, once more this last sentence, /rɔŋ/ /rɔŋ/, Petra.
S. It is on the wrong side of the road.
L. O.k. What do you want to do now?
S. Nix.
L. That’s clear, o.k.
S. Nochmal lesen.
L. Ne, ne, ne, or do you want to read it again?
Ss. Nein, nein [die Schüler haben keine Lust mehr].
L. We have only some … some seconds .. then let’s stop
here. Thank you very much for today. We finish the
lesson, now. Two minutes ‘Quasselpause’.
349
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350
Grade 7 (April 30, 1974; #28 in the Pre-Digital Corpus)
Datum: 30.04.1974
L. What day is it today? Margaret.
S. Tuesday is today.
S. Today is Tuesday.
L. That’s better. What day was it yesterday? What day
was it yesterday, Frank?
S. Yesterday was Monday.
L. Hm [zustimmend]. And what day was it the day
before yesterday, Bernd?
S. The day before yesterday are Sunday … is Sunday …
was Sunday.
L. O.k. Can you repeat your answer? What day was it the
day before yesterday?
S. The day before yesterday was Sunday.
L. All right. Ahm, what about the … the weather today.
What’s the weather like? What’s the weather like
today? Jürgen.
S. The weather is not good.
L. Hm [zustimmend].
S. It’s raining.
L. Hm [zustimmend] fine.
S. The sun is not shining.
L. Hm… hm? The weather is not very fine. Or we can say
the wea… the weather is bad, the weather … the
weather is bad. [Schreibt den Satz an die Tafel.] It’s not
fine, it’s bad today, it’s raining and it’s cold … cold.
Yes, now, have a look at these pictures here. Look, can
you see … How many pictures can you see? Thomas.
S. I can see four pictures.
L. Yes, and you can see a man in the pictures. It’s Mr.
Hill. It’s Mr. Hill. And these pictures here are photo
graphs of his last holidays, photographs and now
have a look at the first picture, you know photographs
taken with a camera. Pic … look at the first picture of
those photographs, Lutz, good.
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S. But the sun in his holidays is shining and he swims in
the sea.
L. Hm, oh, Lutz, it’s not the ‘sea’. ‘Sea’ is not good,
Eckard.
S. It’s a pool.
L. Oh, the sea, you mean the open sea, that is very large,
but a pool, Eckard, is very small. So what is this here
[zeigt auf den See im Bild].
Ss. Pfütze, Pfütze [Gelächter].
L. No, Lutz said, ‚Mr. Hill is swimming in the water.
What kind of water is it? It’s a lake [schreibt ‘lake’ an
die Tafel]. It’s a lake. It’s not as large as the sea as the
ocean and it’s larger than a pool. It’s a lake. Can you
tell me the name of a lake in Germany? Do you know
a lake in Germany, Matthias?
S. See.
L. [äh], yes.
Ss. [unverständlich].
L. Ah the name of a … I don’t want to hear the German
word for ‘lake’. I want to hear a name.
S. Bodensee.
L. All right, laut.
S. Bodensee.
L. And can you make a sentence, please. What is the
‘Bodensee’? [äh], Hans-Jörg.
S. A lake in Germany is the ‘Bodensee’.
L. [äh] Can you put it just … put the other way round?
S. The ‘Bodensee’ is a lake in Germany.
L. That’s good, hm. And another lake in Germany? Ralf.
S. The [unverständlich] is another lake in Germany.
L. All right, now what’s Mr. Hill doing here in this
picture? Heike.
S. Mr. Hill is swimming.
L. Mr. Hill … ?
S. Mr. Hill is swimming.
L. Yes, what about the weather? What’s the weather
like? Jörg.
S. The weather is good. The sun is shining.
L. Hm [zustimmend]. Let us say: The weather is fine. The
weather is fine. Wait a minute.
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352
S.
S.
L.
S.
L.
S.
L.
S.
L.
It is hot.
It’s very hot.
Hm [zustimmend]. And what else … can I write?
It’s very sunny.
Oh, good, it’s sunny and … Lutz?
It’s very hot.
Hm, it’s very hot and … Markus?
[unverständlich, zu leise]
Yes, well, all right, now look at the second picture …
Frank.
S. [äh], the /ˈwæðʌ/ is bad and it is raining and Mr. … ah,
what name is /zə/
L. Hill.
S. Mr. Hill … [äh] … he … he is going [äh] … he is going …
[äh] … [äh] … going on the street and he don’t like
swim.
L. Oh, there are two small mistakes. Mr. Hill, Where is
he? On the street. Yes, yes, he’s on the street. He’s …?
S… .. on the way.
L. Hm.
S. … in the park.
L. What’s he doing?
S. He’s going home.
[Das Nächste ist ziemlich durcheinander, da Lehrerin und
Schüler gleichzeitig sprechen.]
L. What’s he doing? He’s … ?
S. He’s walking.
L. That’s better. He’s walking through a park or so. Yes,
[äh] … and your second mistake, [ähm] he … what
did you say? I’ve forgotten your sentence.
S. It was /kəult/.
L. It is cold. It is cold, here, yes … It’s raining. It’s cold…
and [gleichzeitig mit der folgenden Schüleräußerung].
S. The sun is not shining.
L. Hm, all right, Eckhard.
S. It is windy.
L. Oh, good. It’s windy … It’s windy and …
S. Das is alles. [ungefragt]
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L. It’s rainy. Matthias.
S. It’s not warm. It’s not warm.
L. Oh yes, it’s not warm and the rain … the rain is falling
down and you can say: it’s rainy.
Ss. … cats and dogs, cats and dogs.
L. Oh yes [unverständlich], good. It’s rainy [schreibt den
Satz an die Tafel] or what did you say, Lutz?
S. … cats and dogs.
L. It’s ….
S. It’s raining cats and dogs.
L. Hm, good, now what’s about the next picture? Carola.
S. He lie down.
L. What’s Mr. Hill doing in this picture? … What’s he
doing?
S. He is sleeping.
L. May be, he’s sleeping, and he’s … can you correct your
sentence you said before?
S. He’s lying. He’s lying.
L. Where?
S. Hä?
L. Where is he lying? He’s … ?
S. … on the grass.
S. He’s lying …
L. [unverständlich] your sentence is good, it’s all right.
Can you repeat it?
S. Mr. Hill is lying on the floor.
L. … on the floor is not so good.
S. … on the /sænt/ … on the /sænt/
L. … on the sand or … Markus?
S. … on the grass.
L. Hm, or what can you say, Eckhard?
S. Mr. Hill /əˈlai/ in a /sa:nd/ of beach.
L. What is he doing? He … ?
[Das Nächste ist wieder unverständlich, da die Schüler
alle durcheinander sprechen.]
L. Yes.
S. He’s sleeping in the sun.
L. Hm.
[Erneut Durcheinander bei den Schülern.]
S. He’s lying on the beach.
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354
L.
S.
L.
S.
L.
S.
L.
L.
S.
S.
L.
S.
L.
Hm, and …
He’s lying under …
What you say? A tree …
A tree … is lying … lying under the tree.
Hm. Jörg.
He /li:/, he /li:s/ and su ….
Hm? Who can help him?
Help him.
Lies and …
He /li:s/ and …
What is … What’s he doing? What is he doing? He …?
He sleep in sun.
Who can help Jörg? Sleep and lies that is not good.
Lutz, [ähm] can you repeat [unverständlich] can you
repeat your last sentence?
S. Ja, [äh] Mr. … Mr. Hill is lying under /zə/ tree.
L. Hm, and now you. Mr. Hill is lying under a tree.
S. Mr. Hill is … Mr. Hill is lying …
Ss. … under, under …
S. … at the /stri:/ …
L. … tree … at the tree, oh yes.
S. /zə/ August is come. August is come … coming.
[Wieder reden alle Schüler durcheinander.]
L. Who is coming?
S. August. [Gelächter]
S. August.
L. August, you mean the month August. August is
coming. You mean August is coming, all right.
And Sabine…
L. Hm, good. What’s the weather like, Dirk?
S. [äh] …
L. Hm? …
S. [äh] …
L. What’s the weather like? …in this picture here, Dirk.
S. The sun is shining. The weather is /gu:t/… very /gu:t/
[deutsche Aussprache des englischen ‘good’].
L. Hm. [Name unverständlich].
S. I /sink/ it’s in summer.
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L. Hm, I think so, too [lacht] … and now look at picture
No. 4, Markus.
S. Mr. Hill is standing under /zə/ tree.
L. Hhm, Ing… [äh] [Name unverständlich].
S. It is raining.
L. Hm.
S. The /wˈæðʌ/ is /bæt/.
L. Hm, you wanted to say the same, hm, Lutz.
S. It is cold, it is rainy. When he is under /zə/ tree it is not
so windy and it is not … wie heißt ‘tropfen’, wie heißt
‘tropfen’?
L. [ähm].
S. [anderer] and the /ˈwɔ:tʌ/
S. … and the water [äh] …
L. What is ‘tropfen’? Entschuldigung [wendet sich an
einen Kollegen, der dem Unterricht beiwohnt]
LK. … drop …
L. … drop … The rain is dropping down over …
LK. The rain is falling, well, is falling, falls down.
S. It’s not fall down on his [äh] hat.
[Es reden dann wieder mehrere Schüler durcheinander.]
L. When Mr. Hill is standing under the tree the rain …
S. … is not fall down on his hat.
Ss. …head, hat, hat, head, hat, on his hat.
[Die Schüler sind sich offenbar nicht einig, ob Kopf =
head, oder Hut = hat, gemeint ist.]
L. Yes, I think it’s better to say: The rain cannot fall down
on his … on his head or on his hat?
Ss. … hat, hat, hat, hat.
L. Yes, on his hat on his head. Yes, now this: and you see
Mrs. Hill in the pictures?
S. No [ungefragt].
L. Can you see Mrs. Hill? [Kopfschütteln bei den
Schülern.] I can’t either. [äh] … Mrs. Hill was at home
last year. She was not on holidays with her husband,
with Mr. Hill. She was at home.
S. Why?
L. Ah, she was not all right, she was a bit ill. She was at
home. And when Mr. Hill started for his holidays she
said to him: “Oh Henry, you must write a postcard
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356
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
from your holidays. You must write a postcard and
please write what the weather was like in your
holidays. Please write what the weather was like in
your holidays.” Or Mrs. Hill’s question was: “What
was the weather like?” [schreibt die Frage an die Tafel]
and … after three days on the fourth day, on
Thursday, Mr. Hill wrote a postcard to his wife and
can you tell me what … he … what /dit/ he wrote on
Thursday? … What …. What did he write … what did
he write about the weather? What did he write? … You
see, his [unverständlich] on holidays on Monday,
Tuesday, Wednesday and Thursday. On Thursday he
writes the post …. Only the post was last year and
what did he write, Carola?
The /ˈwæðʌ/ is /bæt/. But it’s not ver… not fine. It’s
raining. It’s very cold.
Hm. … and, Dirk, can you go on?
Yes, [äh], he writes: [äh] … on Monday I …
… he wrote …
Ja, on Monday it was good weather and /zə/ sun wa …
/zə/ sun was shining and I was swimming. And on [äh]
… on /ˈsju:sdei/ …
On, on … ?
… on /ˈsə:sdei/
Hä? Who can help him here? Frank.
Tuesday, Tuesday.
Tuesday.
Tuesday.
It was /bæt/ weather [äh] … and it was raining …
[äh], wait a minute. The weather was …
… /bæt/ on /ˈsju:sdei/
[unverständlich] go on…
The weather was bad on /ˈsju:sdei/ and it was raining
and I must go home.
I had [unverständlich] to go home.
Ja, and on Wednesday it was /ˈweri/ [äh] … /ˈweri/ /gut/
… /ˈwɛri/ fine weather. /zə/ sun was shining and I …
Frank, can you correct yourself?
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S. The /ˈwæðʌ/ was fine. /zə/ /ˈwæðʌ/ was fine on
Wednesday and /zə/ sun was shining and I /hæf/ …
/ˈaiəf/ [äh] sleep under a tree in /zə/ sun.
L. I was sleeping …
S. I was sleeping under /zə/ tree in /zə/ sun. And on
/ˈsju:sdei/ … [äh] …
L. Oh …
S. … on /ˈsə:sdei/ it was … [äh] … /bæt/ weather. It was
/ˈəuftən/ raining and [äh] …
L. It often rained …
S. … rained, ja, raining /zis/ day [äh] … and I can’t …
sleep.
L. It was raining for many hours …
S. Ja, [äh] … and I can’t …
L. I … I couldn’t …
S. … I couldn’t go swim.
L. Well, o.k., swimming. I couldn’t go swimming. Yes,
[ähm], Frank, [äh] … can you repeat? The weather was
very …
S. The weather was /ˈweri/ /ˈweri/ fine.
L. … very, very fine.
S. … very, very fine.
L. Hm, can you repeat ‘very fine’?
S. /ˈweri/ fine.
L. No, not /ˈweri/, ‘very’.
S. Very.
L. Very.
Very fine.
S. Very fine.
S. Very.
S. Very fine.
L. Very fine.
S. /ˈweri/ fine.
L. Andreas.
S. Very fine.
S. /ˈweri/ fine.
L. No, ‘very’.
S. Very, very fine.
L. Very.
S. /ˈweri/
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L. Say ‘Walter’ [‘Werner’ wäre hier besser gewesen]
S. Walter.
L. Walter.
S. Walter.
L. Very.
S. Very.
L. Very.
[Im Folgenden werden die Schüler zu laut, um noch eine
genaue Trennung der Schüler- und Lehreraussagen
vornehmen zu können.]
L. Very fine, yes. On Thursday Mr. Hill … [äh] … today …
the weather is bad. Yesterday … can you go on?
[Schweigen bei den Schülern ca. 1 Min.] Today the
weather is bad. Yesterday … who can go on? Come on,
Dirk.
S. Yesterday the weather is very fine.
L. He, that was not all right.
S. Yesterday /zə/ /ˈwɛzʌ/ was fine.
L. And … who can go on, Lutz, what’s the matter?
S. The day before yesterday …
L. Ehm, on Wednesday … the weather was fine. [Das
Nächste ist unverständlich] Yesterday the weather
was fine. [Das Folgende ist ein ziemliches Durcheinander.] Yes, look Jörg, Mr. Hill was writing his letter
on Thursday … or he was writing a postcard on
Thursday, the postcard to his wife, to Mrs. Hill. And
on Thursday he wrote: Today the day … on Thursday,
today the weather is fine … is bad, sorry, yesterday the
weather was fine and … who can go on, Michael? The
day … what about the day before yesterday? Yes,
Bettina.
S. The day before yesterday was /ˈθə:dei/.
L. [lacht] No, what about the weather? What was the
weather like? That is here Mrs. Hill’s … that was Mrs.
Hill’s question. All about the weather … oh, I … today
the weather is bad, yesterday the weather was fine.
The day before yesterday …
S. The day before yesterday the weather was …
[Der Rest ist unverständlich]
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L. … bad, was bad, too [schreibt den Satz an die Tafel]
And, on Monday? Lo…. Hans-Jörg.
S. On Monday the weather was fine.
S. [unverständlich] Lutz.
S. On Monday was the /ˈwɛzʌ/ fine.
L. Mm [verneinend]. On Monday the weather was fine.
All right, now read all the sentences again … [ähm],
Heike. Start here with sentence No. 1, 2, 3, 4.
[Die Sätze stehen and der Tafel.]
S. Today the …
L. Today the weather is fine … bad, sorry.
S. Today the … the weather is bad.
L. Go on.
S. Yesterday the wea… weather …
L. … weather …
S. … was fine.
S. /zə/ day before yesterday the weather was bad.
L. … the weather…
S. On Monday the weather was fine.
L. All right, now … wait a minute, yes. [Die Lehrerin
projiziert nun Fragen und Antworten auf die Leinwand.] Hans-Jörg.
S. It’s bad.
L. Mm. [verneinend]
S. What’s the weather like today? It’s bad.
L. No?
S. What was the weather … weather like yesterday?
S. It was … fine.
L. Hm. [zustimmend] No. 3, Bettina, or Barbara, Barbara,
what about you?
S. What was the weather like the day before yesterday?
It was … [ähm] … it was fine, it was fine …
L. The day before yesterday?
Ss. … bad, bad. Nö … Nö …
L. What was it like? What was it like the day be… what
was … [äh] … what day was it the day before yesterday?
S. Tuesday.
S. /ˈmɔ:ndei/
S. Tuesday.
L. What day was it the day before yesterday?
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S.
L.
S.
L.
The day before yesterday was Sunday.
Yes, and what was the weather like on Sunday?
It was fine.
Hm. [zustimmend] I think it was fine. [Die nächste
Schüleraussage ist schwer verständlich] Yes, must
stop here. Go out.
2.4.6
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Datum: 17.10.1974
L. Do you remember the new words… in the story ‘Jacco
Goes to Town’? … Don’t look at the sheet, Ulrike.
S. Right … right.
L. Right Klaus.
S. Performance.
L. Hm [zustimmend] … [äh] Andreas.
S. Ring.
L. Petra.
S. /weə/ … /weə/
L. Wear.
S. Wear.
L. … and Klaus.
S. Bow.
L. Yes, [Name unverständlich]
S. Slipping.
L. Klaus.
S. Slip.
L. Well, Clemens.
L. Hm [zustimmend] yes, perhaps that will do. [äh] … are
you able to write them down? … Some of them …
Michael. [Der Schüler geht zur Tafel und schreibt
‘bow’ an.] Read it again, Holger.
S. The /bəu/
L. Bow.
S. Bow.
L. Yes, and Klaus. [Der Schüler schreibt ‘slip(p)’ an die
Tafel.] Lutz.
S. Wore.
L. Yes, [äh] … read it.
S. ‘Bow’, ‘Slipp’.
L. Yes, mistake: only one ‘p’.
[Ein Schüler schreibt das Präteritum von ‘wear’ – ‘wore’ an
die Tafel.]
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362
L.
S.
L.
S.
L.
Yes, read it, Petra.
/wɔ:ə/
/wɛa/ … [äh] … oh yes … wore.
Wore.
Hm [zustimmend] you … you think of ‘wear’, correct,
but here is ‘who wore’ [unverständlich], [äh] Ulrich.
S. [geht zur Tafel und schreibt ‘ring’ an.]
L. Yes, Gaby, read it, please.
S. Ring.
L. Yes, I think that will do. I … know you … have learnt
or you remember the words and … I’m going to read
the list of words, listen to me:
Words and expressions.
Into the ring.
Jacco wore a little red /het/.
He could raise his /het/ and bow.
At the end /ɔf/ the performance.
Jacco poured a bucket of water.
Jacco slipped out.
The street led into the town.
The boys tried to catch Jacco.
A little black dog appeared from under a table, barking
and snapping at Jacco.
A huge leap sideways.
They got an awful shock.
A big bite.
It reminded him /ɔf/ the circus.
Both ladies screamed.
The waiter fell flat on his face.
He was coming towards him.
Jacco was frightened.
It burst like a snowball.
Then Jacco threw another cream-cake.
Like a snow-storm.
He was quiet.
Now look at the sheet – at the bottom [unverständlich]. Read the task, Rainer.
[Aus der Nachbarklasse, die ohne Aufsicht ist, ertönen
Klopfzeichen. Die Schüler sind gekränkt, weil in ihrer
Klasse keine Tonbandaufzeichnung gemacht wird.]
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L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
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Rainer … Form … Read the task.
Form sentences /wiθ/ … [äh] new words and /iks’presis/.
And read the examples.
Boxers fight …
Yes, perhaps a girl, Gaby?
Boxers fight in a ring. Betty … [äh] /weə/ a blue coat.
Please /rais/ your hand if you want to stay.
Raise your hand … and the next, Lutz.
/pəˈfɔ:məns/ begins at … at 8 o’clock.
Yes, now go on. You see the words and expressions
and form sentences with the new words and
expressions … Lutz said: The performance begins at 8
o’clock. Correct … Ulrike.
[schweigt]
It must not be ‘poured’ perhaps you [unverständlich],
or you look at ‘slipped out’ or so, as you like to do it,
one new word.
[äh] … snapping at, snapping at …
Pardon?
Snapping at.
Yes, but a sentence.
[äh], … /zə/ dog snapping … at … [äh] … /zə/ boy.
The dog snapping at the boy. There’s one word
missing. Help her, Lutz.
The boy sna… [äh] dog snapping the boy … boy.
No, who can help Ulrike to find the word which is
missing, Klaus.
The dog is snapping … to the boy.
… at the boy, yes. Say it again Ulrike.
The dog is snapping at the boy.
Yes, and past tense, not ‘is’ … Who can do it? Not
Jacco … [äh] the dog is snap… is snapping [L. betont
‘is’] but …
[äh] … /zə/ … /zə/ dog isn’t snapping at /zə/ boy
[fragend]?
Andreas.
[äh] … /zə/…/zə/ dog snaps…
The /dɔit/ … [äh] the dog was snapping at the boy.
Yes, clear Ulrike? The dog was snapping at the boy.
Past tense ‘was’, Klaus.
363
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364
S. [äh] … yesterday Jacco slipped out of /zə/ … of /zə/
house.
L. Hm [zustimmend] and another sentence … Now
[Name unverständlich] come on, what about you?
Detlef, [unverständlich] you form a sentence, now try
… Klaus.
S. The boys try to catch the bus.
L. Hmm [zustimmend], and Holger.
S. … [äh] …
L. There’s perhaps Klaus and then Holger.
S. [äh] /zə/ day before yesterday /zə/ waiter fell flat on his
face.
L. Hm, right, Holger.
S. [sagt irgendetwas auf deutsch zum Lehrer, jedoch zu
leise]
L. Yes, but let’s speak English, Holger, right, we’ll form
sentences.
S. /zə/ girl tries to catch a … cat.
L. Hm, and Lutz.
S. In winter are snow-storms.
L. Hm, yes [unverständlich] good, Jörg.
S. A man is standing into the ring.
L. Not into … look … [Der Lehrer zeichnet ein Viereck an
die Tafel und erklärt den Unterschied von ‘in’ und
‘into’ mit Pfeilen und Gesten] … ‚into‘ … and …?
S. … in … in the ring.
L. Yes, and Dagmar.
S. [schweigt]
L. Ina, can you form a sentence?
S. I poured a bucket of water on Karin’s head [einige Ss.
lachen].
L. Ulrich.
S. A boy jumped /hug/ leap sideways.
L. Yes, the boy jumped a huge leap sideways, hm … or …
the boy made a huge leap sideways, yes correct, Jutta.
S. I /wə:ə/ a red trouser.
L. Yes, now that will do. We formed … we formed
sentences with the new sentences. And now take this
sheet with the story about Jacco and let’s read this
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text, this story again. Who wants to start? … Detlef …
start reading this text.
S. Wo?
L. Oh, I forgot to give …
[Der Lehrer hat vergessen, die Texte zu verteilen; es
entsteht eine Pause von ca. 1 ½ Minuten.]
L. My mistake … yes, I made a mistake … now, who
wants to begin? Detlef.
S. Jacco was a circus monkey who lived in a caravan with
his master Pimpo the clown. Jacco and Pimpo always
run into the ring together and they knew a lot of
funny tricks. Jacco … Jacco who wore a little red hat
could ride a small bicycle and he could raise his hat
and bow. But their best trick always /kæ:m/ /kɛ:m/ at
/ðə/ … at the end of the performance when Jacco
p…poured a bucket of water over Pimpo’s head.
L. Yes, [unverständlich] and Hartmut.
S. /ɔn/ afternoon when Pimpo was talking to a /frend/ at
the … at the … at they open door of his /kʌr…ˈkʌrʌvæn/.
Jacco slipped out and /θæn/ off between the /le…leɔns/
/keik/ and the /tsiəkus/. Nobody /so:/ him go.
L. Yes, stop. [ähm]. Read this chapter once more, Klaus,
please. Listen to Klaus, Hartmut, there were some
mistakes, listen to Klaus.
S. One afternoon when Pimpo was talking to a friend at
the open … at the open door of his caravan Jacco
slipped out and ran … and ran off between the lions …
and the circus tent. /ˈnəubʌdi/ s… saw him go.
L. Yes, /kærəˈvæn/
S. /kærəˈvæn/
L. and … Jacco slipped out and ran off between … yes,
read it again, Jacco slipped…
S. Jacco slipped out and ran off between the lions’ /keitʃ/
/æntsə/ circus tent.
L. Yes, [ähm] … [unverständlich], Ulrich.
S. /ʒʌst/ /zə/ /ˈtsiəkus/ was at … at the street which led
into /zə/ town. Two boys who were playing in the
street /sei/ Jacco. ‘Look at the monkey’, /seid/ one, ‘he
must be from /zə/ /ˈsiəkus/. Let’s catch him!’ The boys
…
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366
L. Yes, stop … Jacco … [äh] … saw Jacco. Jacco saw …
Pimpo. Say, Jacco saw Pimpo.
S. Jacco saw Pimpo.
L. .. and ‘circus tent’.
S. Circus tent.
L. Yes, go on, Anke.
S. The boys tried to catch Jacco. But he was too quick for
them. He ran down the street and through /ɛn/ open
door. He was in a big room full /ɔf/ people who were
sitting at tables and eating and drinking. It was a ca…
a /ˈkʌfe/. Sandy a little black dog /əpɛəd/ from under a
/tæbl/ barking and snapping at Jacco.
L. Yes, … stop … It was a café.
S. Was a café.
L. It was a café.
S. It was a café.
L. … and a black dog appeared from under a table.
S. And a black dog appeared from under a /tæbl/.
L. Yes, and let’s go on, Andreas.
S. [ähm] … he is in a big r… ne … Jacco made a /hu:g/ leap
sideways and /ˈlənded/ on a table between /zə/ /laiəns/
… /lain/ … [ähm] … who were eating cream-cakes and
drinking tea. For a moment /zei/ … /zei/ got [äh] …
/ˈa:ful/ shock. But /zen/ Jacco [äh] … [äh] … /raizd/ his
hat and /bəuft/ as Pimpo had /swɔ:/ him.
L. Yes, [äh] … listen to me: He made a /dju:tʃ/ leap side
ways, Andreas.
S. [äh] … he made a /dju:s/ /pli:s/ sideways.
L. Yes, that group Holger. André . … He made a /dju:tʃ/
leap sideways.
Ss. He made a a /dʒu:tʃ/ leap sideways [völlig uneinheitlich].
L. Once more.
LS. He made a a /dju:tʃ/ leap sideways [ebenso uneinheitlich].
L. That group.
LS. He made a a /dju:tʃ/ leap sideways.
L. He made a a /dju:tʃ/ leap sideways.
Ss. He made a a /dju:tʃ/ leap sideways [uneinheitlich].
L. Once more.
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LS.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
He made a a /dʒu:tʃ/ leap sideways.
Yes, and … They got an awful shock, André … Andreas.
[äh] … made a awful shock.
They got an awful shock.
/zei/ got a awful shock.
… an awful … They got an awful shock.
/zei/ got an awful shock.
Yes, right; Jacco raised his /het/.
Jacco raised his hat.
… and bowed.
… and bowed.
.. as Pimpo had taught him.
[äh] … as Pimpo /hiz/ taught him.
… as Pimpo had taught him.
… has Pimpo has …
as … as …
… has Pimpo had taught him.
as … look, this word [schreibt ‘as’ an die Tafel] … as
Pimpo had taught him.
… as Pimpo had /bɔ:t/ him.
… taught him.
… taught him.
Yes, … read it once more: Jacco made a /dju:tʃ/ …
[ähm], Petra.
Jacco made a /dju:tʃ/ leap sideways and landed on a
table /bet’wi:n/ two ladies who were eating cream-cake
and drinking tea. For a moment /zeiəgəuin/ /a:ful/
shock. But then Jacco /raized/ his hat and … bowed at
… /a:s/ Pimpo had …
… had taught him.
… taught him.
Yes. For a moment they got an awful shock but then
Jacco raised his hat and bowed as Pimpo hat taught
him. Once more.
For a moment?
[äh] … For a moment … yes.
For a moment they got an /a:ful/ shock but then Jacco
/raized/ his hat and bowed /…/ …
As…
… as Pimpo had /ta:t/ him.
367
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368
L. Yes. For a moment they got an awful shock. This
group, please, all together. ‘For a moment they got an
awful shock’.
Ss. For a moment they got an /a:ful/ shock [uneinheitlich].
L. Awful.
Ss. Awful. [uneinheitlich]
L. But then Jacco raised his hat and bowed. All together.
[unverständlich]
S. But … and but …
L. No, But then Jacco …
LS. But then Jacco raised his hat and bowed …
L. … as Pimpo had taught him.
Ss. … as Pimpo had taught him.
L. Yes, as Pimpo had taught him; ‘as’, clear. Now go on …
Ulrike.
S. Oh, what a sweet little monkey, cried one of the
ladies. But Jacco /wʌs/ more interested in the cakes
on the table. He picked one up /tɔ:/ a big bite and then
raised his hat and /bəud/ … /bəuft/ ag… /bəuft/ … /bɔ:d/
again.
L. Hm, stop, stop. [ähm] … and bowed again.
S. … and bowed again.
L. Yes, ‘Jacco raised his /het/ and bowed again’.
S. Jacco /rais/… raised his hat and bowed again.
L. Yes, go on, Ina.
S. Isn’t he funny, said another lady and they both
laughed. Jacco liked it when people laughed. It
reminds him of the circus. It reminds him /ˈɔ:lzəu/ /ɔf/
his best trick /ˈwisə/ /ˈbeket/ … bucket /ɔf/ water.
L. Ja, one moment, let’s repeat… it reminded,
it reminded him …
S. … it reminded him …
L. … /ɔf/ the circus.
S. … /ɔf/ the circus.
L. … and it reminded him also /ɔf/ his best trick.
S. … and it reminded him also /ɔf/ his best trick.
L. Yes, now the next /peitʃ/ … [ähm] … Anette.
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S. Suddenly he saw the two cups of tea /wis/ /weə/
standing on the table. He picked /zɛm/ up on /i:ʤ/
hand and /ˈpauəd/ /zɛm/ over the ladies’ /hæts/.
L. He picked them up one in each hand and poured
them over the ladies’ heads. Once more.
S. He picked /zɛm/ up on in …
L. each …
S. … each hand and poured /zɛm/ over the ladies’ heads.
L. Yes, and go on, [äh] … Jörg.
S. /bɔ:t/ ladies /skri:…skri:met/ screamed and /ʒækɔ/
/ʒʌmpt/ backs… back-wards into /zə/ fl… floor straight
under /zə/ feet /ɔf/ /zə/ waiter who was just passing
/ˈwisis/ tray /ɔf/ plates and cups and saucers.
L. Yes, ‘both ladies’.
S. Both ladies.
L. Yes, ‘straight under the feet’.
S. Straight under the feet.
L. Hm [zustimmend] and Monika.
S. Crash … the waiter … fell flat on his face. People were
shouting and the little dog was barking again. Jacco
made a flying /lip/ and … land on a counter.
L. [äh]… Monika … ‘on his face’.
S. On his face.
L. On his face.
S. On his face.
L. Yes, and … Jacco made a flying leap.
S. Jacco made a flying leap ..
L. … and landed on the counter.
S. … and landed on the counter.
L. Yes, Ortwin.
S. /ˈevəwʌn/ was standing and looking at him and a man
whose face was red with /ˈeinʤə/ was /ˈkɔmiŋ/ towards
him. Jacco was very /ˈfraitnət/… /ˈfraitnet/.
L. Yes … whose face was red with anger … anger.
S. Whose face was red with /ˈeinʤə/
L. Anger.
S. Anger.
L. … and he was coming towards him.
S. he was coming … he was coming towards him.
L. Jacco was very frightened.
369
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370
S.
LS.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Jacky …
Jacco …
… was very /ˈfrainted/
Frightened.
Frightened.
Yes… [ähm] Clemens.
Suddenly he saw a little … a lot of round white cakes
near him on the counter. They /weə/ cream-cakes. He
picked one up and the … and /θrei/ it at /zə/ people.
Yes. He picked one up and threw it at the people.
He picked one up and threw it at /zə/ people.
Go on.
It hit /zə/ man in /zə/ face and burst like a snowball.
Then Jacco threw another cream-cake, and another,
and another, and another, and another. Soon /zə/ air
was .. of flying cages and cream. It was like a snowstorm.
Yes, … who didn’t read? Has everyone read at this
lesson? Mechthild, yes, Mechthild.
[unverständlich] Pimpo was looking/ˈewriˈweə/ for
Jacco. He was /ˈwɛri/ /ˈwɔri/. Suddenly he saw four …
four peoples coming the way him. A [unverständlich]
… a policeman, /tu/ ladies, and a man in a white coat.
He was the manager /ɔf/ the /ˈkʌfe/.
Yes, [äh] and … The policeman.
The policeman was carrying Jacco in his arms.
Yes, [unverständlich] ‘Meanwhile Pimpo was looking
everywhere’. Say this: ‘Meanwhile Pimpo was looking
everywhere’.
Meanwhile Pimpo was looking everywhere.
‘He was very worried.’
He was very /v/orried.
He … was coming towards him.
He was coming towards him.
And … [Fingerschnalzen] … Alfred.
Pimpo was … Pimpo was very happy to see Jacco
again. But he was not so happy when he saw the bill
the next day: Two ladies’ hats, twelve plates, /fiftin/
cups and saucers, and 48 cream … cream-cakes.
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L. Yes, now … [äh] … I want you to read the text again.
Who… who can read it without mistakes … spelling
mistakes [unverständlich] … pronunciation-mistakes!
Detlef, well, let’s try.
S. Jacco goes to town.
Jacco was a circus monkey who /lift/ in a /ˈkæəva:n/
/wiθ/ his master Pimpo the clown. Jacco and Pimpo
always /rʌn/ into the ring together and they knew a lot
of funny tricks. Jacco who wore a little red hat, could
drive a small bicycle and he could raise his hat and
bow. But their best trick always /kæm/ … came at the
end of the performance when Jacco … /pauəd/ a bucket
of water over Pimpo’s hat [ob hier ‘head’ gemeint ist,
läßt sich aus der Aussprache des S. nicht ermitteln.]
L. Yes, and who wants to go on? Gabi.
S. One afternoon when Pimpo was talking to a friend at
/ðə/ o… at … at /ðə/ open door of his caravan Jacco
slipped out and /rʌn/ off between the lions’ cage and
the circus tent. Nobody saw him go.
L. Hm, Ulrike.
S. Just /autsi:d/ the circus was … was … street which le…
which le… led him to the town. Two boys who were
playing in the street saw Jacco. ‘Look at the monkey’,
said one, ‘he must be from the circus. Let’s catch him’.
The boys tried to catch Jacco but he was too quick for
them. He ran do… he /rʌn/ do… ne… he ran down the
street and /sru:/ an open door.
L. Yes, good, and Lutz.
S. He was in a big room /fɔl/ of people who were sitting
at tables and eating and drinking. It was a /ˈkʌfi/.
Suddenly a little black dog /əˈpeəd/ from under /zə/
table barking and snapping at Jacco. Jacco made a
/hu:ʤ/ leap/ˈsaidweə/ … sideways and landed on a
table between two ladies who were eating /krɛm/-cake
and drinking tea. For a moment they /gəu/ aw … an
awful shock but /tsen/ Jacco rai… [äh] /zen/ Jacco
raised his hat and bowed as Pimpo had taught him.
L. Yes, and Ina.
S. ‘Oh, what a sweet little monkey’, cried one of the
ladies. But Jacco was more /intəˈrəstid/ in the cakes on
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372
L.
S.
L.
S.
L.
S.
L.
S.
the table. He picked one up, took a big bite, and then
raised his hat and /bəud/ again. ‘Isn’t he funny’, said
/zə/ other lady and they both laughed. Jacco liked it
when people laughed. It reminded him of the circus.
It reminded him al… also of his best trick /ˈwisə/
bucket of water.
Yes, well done, and Klaus.
Suddenly he saw two cups of tea which /weə/ standing
on the table. He picked them up [unverständlich]
each hand and poured them over the ladies’ head.
Both [unverständlich] … la… both ladies screamed
and Jacco jumped back-/wɔ:dz/ on the /flɔ:ə/ straight
under the feet of the /wɛ:tʌ/ who was just /ˈpɛsiŋ/ /wiθ/
a tray of plates and cups and saucers. Crash! The
waiter fell flat on his face. People were shouting and
the little dog was barking again. Jacco made a flying
leap and landed on the counter.
And go on … Dagmar.
Everyone was standing on looking at him and a man
/wɔ:s/ face red with /əˈgein/ was coming /tuwɔ:n/ him.
Jacco was very /fraited/. Suddenly he saw a lot of /ra:nt/
/wis/ cake near him on the counter. /ðeə/ … /ðeə/ were
cream-cake. He picked one up and /ˈtreəin/ at the
/ˈpi:ˈəpəl/. It hit the man in the face and /ba:st/ like on
the snowball.
Then… then Jacco /θrəu/ an /entuˈʌðə/ …
Another.
.. cream … another cream-cake, and another, and
another, and another, and another. /səun/ the air was
… was full of flying cake and cream. It was like snow/stɔ:m/.
Yes, and … An… Anke.
Meanwhile Pimpo was looking everywhere for Jacco.
He was very /wɔ:d/. Suddenly he saw four people
coming /tuˈweəts/ him. A policeman … A policeman,
two ladies, and a man in a white coat, who was the
manager of /zei/ café. The policeman was carrying
Jacco in his arms. Jacco was very happy to see Jacco
again. But he was not so happy when he saw the bill
the next day: Two ladies’ hats, twelve plates, /ˈfiftin/
cups and saucers, and forty-eight cream-cakes.
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L. Yes, we’ll read this text, this story in one of our other
lessons after the short holidays. Now try to answer
some questions. Who lived in a /kærəˈvæn/? … Holger.
S. Pimpo and … [äh] … Jacco.
L. Yes, what was Jaccos’s and Pimpo’s best trick?
… Try to answer without looking at the text … Ulrike.
S. When Jacco … [äh] … pou… poured … a [ähm] … a
bucket of /ˈwa:tə/ at Pimpo's /hæt/. [Lautdiskrimination ‘head’ or ‘hat’?]
L. Hm, and Jacco poured a bucket of water over Pimpo’s
head. What happened one afternoon? What
happened one afternoon? … Lutz.
S. Jacco slipped out.
L. Hm. What did the two boys say when they saw Jacco?
… Alfred.
S. He must be from the /ˈsi:əkus/. Let’s ca… let’s ca…
catch him.
L. Hm. Where did Jacco run? … Where did Jacco run? …
Anke.
S. He ran in a café … into a café.
L. O.k., yes. And what did the little dog in the café do? …
Michael.
S. The dog [äh] … is snapping and /ˈbeəkiŋ/.
L. Past tense: was snapping.
S. … was snapping.
L. Hm. What did the ladies cry? … Ina.
S. [unverständlich] … sweet little monkey.
L. What else happened in the café? What else happened
in the cafe? … No answer? Who fell flat on his face? …
Rainer.
S. The waiter.
L. And what had Pimpo to pay for the next … [äh] … for
… No, what had Pimpo to pay for the next day? [Der
Lehrer kommt hier mit der Intonation von ‘to pay
for’ durcheinander] What had Pimpo to pay for the
next day? Ulrike.
S. Two ladies’ hats, twelve plates, /ˈfifti:n/ cups and
saucers and 48 … [äh] … crème-cakes.
L. Yes, [ähm]…
[Das Zeichen zum Ende der Stunde ertönt.]
This was short. [unverständlich] Thank you very much.
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2.4.7
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374
Datum: 24.10.1974
L. Do you know David Cassidy? [Name unverständlich]
S. I don’t like him.
L. You don’t like him and you know him of course. Now
what about the Beatles? Do you know them?
S. I like them.
L. You like them. [äh], do you know Winston Churchill?
Do you know Winston Churchill, Elisabeth?
S. I don’t know …
S. I don’t know …
Ss. Him … him …
L. Do you know … [äh] … Gerald Ford? Do you know
Gerald Ford? [nickt einem Schüler zu]
S. Ich?
L. Yes.
S. I don’t know him.
L. Hm, do you know the Osmonds? Do you know the
Osmonds?
S. I don’t know him .. the… their …
S. [anderer ruft dazwischen] … them.
L. I don’t know them. Say it again.
S. I don’t know … [unverständlich]
L. I don’t know them. Say it again.
S. I don’t know them.
L. That’s right. Do you know Suzy Quatro? Brigitte.
[Falsche Intonation: die Lehrerin senkt die Stimme am
Ende der Frage.]
S. Yes, I know her.
L. And do you like her?
S. No.
L. Do you know Mr. H.? Do you know Mr. H.? Christine,
do you know Mr. H.? … Loud.
S. I don’t know him.
L. You don’t know him, hm. He comes from X. Do you
know Mr. N.? Do you know Mr. N.?
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S. Yes, I know him.
L. I know him. You know him very well. Who is he,
Mr. N.? Who is he? Petra, who is he Mr. N.?
S. He is in the class.
L. He is in the class, and who is he? Where is he? He is in
the class. Who is he?
S. He is a man. [allgemeine Heiterkeit]
L. Anything else? … What is he in the school? … He’s the
director, of course. Now look at the blackboard! [Die
Lehrerin schreibt an die Tafel: Betty has a little dog.
… likes …] … likes. Now, two little words are missing.
One here and one here [zeigt auf die Lücken] Any
idea? Achim.
S. [schweigt]
L. No idea? … Kirsten.
S. She likes him.
L. She … likes.
S. it [ungefragt]
L. Him or it?
Ss. Him, him, him, him.
L. Well, him or it, both are right, o.k. [L. schreibt an die
Tafel: Jonny has a sister. … teases … ] Jonny has a sister.
… tease …, two words are missing, Dorothee.
S. He tease … her.
L. He teases her, that’s right. [schreibt an die Tafel: Betty
and Jane listen to Roy Black. … hate …] Hate, two
words are missing, two words are missing. [Name
unverständlich]
S. They hate he.
Ss. Him, him.
L. There’s a mistake.
Ss. Him, him.
S. They hate him.
L. That’s right. Now let’s make new sentences. Look
what I’m doing. Now, can you make a new sentence,
please, just one, a new sentence, please. Who has
what? Yes, please, Petra.
S. Peter has a nice car.
L. Thank you. [schreibt die Sätze an die Tafel.] Now,
what is missing here?
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376
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
Peter likes … [Ss. reden durcheinander.]
Peter … say it …
Peter likes …
… likes it. And a short word for ‘Peter’ now … a short …
say … the sentence again, please.
He likes it.
Very good, now let’s have another sentence for this,
please … any idea … yes, please.
/ʒein/ has a big book.
Jane has a big … [Lehrerin schreibt den Satz an die
Tafel] Jane, that’s right … has a big book. Now I must
put this away, mustn’t I? She can’t [unverständlich]
the book …
Read. [ungefragt]
Now what can I put …
Read, read.
Very good … now … what’s … the sentence with the
short words? Brigitte N.
She reads it.
She reads it … and you find … one for the last one
please.
[Schweigen]
What can you say? … Who is listening to …?
Peter and Richard listen to the teacher.
Good. [Lehrerin schreibt den Satz an die Tafel.] Nice
boys .. Oh, they are not so nice.
They hate him.
They hate him. But they listen and that’s important.
Him, him.
They hate him, yes.
Her. [ungefragt, Anspielung auf die Lehrerin]
Any other idea for the first one, please, once more …
Any other idea, Birgit.
[äh], [äh] … [ähm] Margaret has a new shirt. [Lehrerin
schreibt den Satz an die Tafel.]
Yes, Margaret has a new shirt. And you, please. [deutet
auf einen Schüler]
She likes it.
Another one, please. … I put away ‘reads’, too, let’s try
something /wits/ ‘tease’ … Yes, please.
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S. Mummy has a /ɔ:ld/ /rɛfitʃ/ … refrigerator.
L. Good, Mummy has an old – an old – an old – … an old
re-fri-ge-rator. Can I need that? Can I need that?
Dorothee.
Ss. Nein, Nein.
L. Can she … can she tease the fridge?
LS. No.
L. What shall I do? Perhaps it’s dirty. What can she do
with it? What can she do with the fridge?
S. She likes it.
L. She likes it; that’s possible. Any other idea?
S. She hate it.
L. She hates it. Why not? If it’s old? But it’s dirty.
S. She cleans …
L. Yes, she… ? Say it again.
S. … cleans.
L. She cleans it; that’s right. And our last one: Who listen
to whom? … Perhaps someone to another pop-/siŋgə/
… no idea? … What about Franco?
S. I don’t know.
L. Who is Jenny lis…listening to? Who is Jenny listening
to? … Brigitte.
S. To … to Beethoven. [deutsche Aussprache]
L. [lacht] Good, Jenny listens to Beethoven. [Lehrerin
schreibt den Satz an die Tafel.] Say ‚Beethoven‘. What
shall I put here? Gabi.
S. She hates her … [äh] …
L. It’s a man. She … [schreibt an die Tafel] … there’s a
little mistake: She…
S. hates …
L. It’s a ‘she’ … She hates him. That’s right… he, she, it,
with ‘s’, o.k.? Let’s forget about that. I’ve brought you
two beginnings of a story. Just beginnings … and
something is wrong with the stories. [Es tritt nun eine
kurze Pause ein, in der die Lehrerin den OverheadProjektor vorbereitet.] Can you read, Brigitte? Can
you see it?
S. Yes.
L. Fine. Now the story:
‘They had it and they liked it very much and it liked
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378
L.
Ss.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
them, too. It was big and black and its name was Peter.
When they came home after school they always
asked: ‘Where is it?’ One day … ‘ etc. … etc. …etc. …
o.k.? Don’t say anything.
Listen to the other story. … Story No. 2:
‘Jim McDonald has two hamsters. Jim feeds the two
hamsters every morning before Jim has breakfast with
Jim’s parents. Jim’s parents don’t like the two
hamsters very much. One day … ‘ etc. … etc. Now, do
you know one of the stories? … Do you know one /ɔf/
the stories? Do you? Do you understand the story?
You do?
Yes.
Which is better? Which story is better?
No. 1.
No. 1 is better, hmm. Now which story do you know?
Deep somewhere in your head, Mrs. N., do you
remember?
I know Story 1.
The story No. 1. Now what’s wrong with the stories?
Something is wrong with the stories. Have you any
idea? Is it a good beginning of a story? Listen again:
They had it and they liked it very much and it liked
them, too. It was big and black and its name was Peter.
When they came home from school they always
asked ‘Where is it?’ Is it a good beginning of a story?
No, no.
No; why not? You may say it in German if you want
to. You may say it in German. Try it in English, yes.
We don’t know what ‘they’ is.
Good, first thing, yes. Can you go on like that: we
don’t know who ‘they’ is. Who or what.
The title is … is not good.
The title is not good. ‘A story’.
No.
It’s nothing, hm, o.k. Go on, we don’t know who
‘they’ is or what ‘they’ is. What else don’t we know?
‘They had it and they liked it very much, and it liked
them, too.’ Kirsten.
We don’t know what ‘it’ is!
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L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
… what ‘it’ is; we never know.
Was heißt nochmal ‘wer’? [language switching]
Who …
We don’t know who comes to school … after s… [äh]
come home after school.
… who comes home after school. We have no idea,
hm. [zustimmend] … and we don’t know what ‘it’ is.
But we can think a little bit. It’s a story. Now, do you
think it’s the same ‘they’ or it’s another ‘they’? How
many people do you think are in the story? What do
you think? How many people are in the story?
Guess… no idea?
Four, /sri:/
Perhaps four or three.
/sri:/ persons and one [äh] … cat.
One cat or something like that! Why cat. Brigitte?
[äh] … we know the story.
You have heard it already. You remember a little bit.
Yes.
Yes, you can see it. Where can you see it from,
Brigitte? What do you see /ɔf/ the old story?
[äh] ‘Peter’ and ‘black’.
Yes, that’s the sentence which can help you, hm. It
was big and black and its name was Peter; do you
remember the thing? What is big and black and is
called Peter?
This is a cat.
It’s a cat. And whose cat was it? Do you remember?
From Peter and Jane.
Not Peter and Jane … Peter is the cat.
[äh] … Betty and Jane.
Betty and Jane and … ?
and Mrs. Harvey …
.. and Mrs. Harvey, yes. So, we’ll see about that later.
Now, look at our story. You don’t know it … you don’t
know this story. It’s only the beginning… I was too
lazy to write the end. Now, what’s wrong with this
story? Is it a good story? Let’s ask that again. Gabi, is it
a good story, a good beginning?
No.
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380
L. No, why not, you may say it in German. Why not? …
[äh] think, who can write a story like this? … Who
writes a story like this. Think of your little brothers
and sisters at home, when they write letters or when
they write stories, they write them like this.
S. Auf Deutsch?
L. Soll’n wir’s grad mal auf Deutsch klären, was da so
komisch dran ist an dieser Geschichte? [Die Lehrerin
diskutiert im Folgenden mit den Schülern über die
stilistischen Mängel der Anfänge obiger Geschichten.
Die Kinder erhalten die Anweisung in Stillarbeit Verbesserungsvorschläge zu erarbeiten: Beseitigung der
Eintönigkeit, Erzählzeitveränderung – past tense –.
Das Ganze dauert ca. 4 Minuten. Zählwerk Nr. 414476.] Now, are you ready? And now, you dictate me
the new story, please … Frank.
S. Mr. McDonald …
L. Mr. McDonald, why not? [schreibt an die Tafel]
Mr. McDonald … say the sentence, please, Mr.
McDonald …
S. … has two hamsters.
L. Yes, and you said we should take the past, please.
S. Had.
L. Had … two hamsters. [schreibt gleichzeitig] Now, we
only want to use … [äh] Klaus-Peter’s trick, you know.
We don’t want to make a beautiful story. We just use
Peter’s trick … [Die beiden Namen werden von der
Lehrerin deutsch aus gesprochen; ein echtes Beispiel
für ‘language switching’.] … and make it a bit better,
oh … [äh] Petra.
S. [ähm] … he feeds they two hamsters … he feeds…
L. Yes, say the sentence, please. Yes, he feeds…
S. He feeds the two hamsters every morning.
L. Yes, …
S. … before …
L. Thank you; we said ‘past’, we should use the past: The
past of ‘feed’ is ‘fed’. Now Petra said: Jim fed the two
hamsters every morning. Can we do it even better?
S. Every morning …
L. He fed the two hamsters every morning. Jim
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
McDonald had two hamsters. He fed the two
hamsters every morning. Any other idea, Elisabeth?
Jim McDonald had two hamsters. He fed the two
hamsters every morning. You please [deutet auf einen
Schüler]…
He feed they every morning.
Not they …
[ungefragt] them …
After the verb: He feeds them, ok.
Man kann den Satz aber auch umdrehen.
Yes, what’s your idea?
[ähm] … [ähm] … every morning Jim [äh] feds … feds
the two hamsters … feds … feds the two hamsters.
… fed the two hamsters, very good. Who doesn’t
[unverständlich]. Let’s say: Mr. Jim McDonald …
every morning, very good … Who can dictate it again
to me, can you Brigitte N.? Every morning …
… Jim feds …
We won’t say Jim … we’ll use the trick.
… he feds …
… he fed, the past
… [äh] … the two hamsters.
Now let’s … don’t let’s say ‘two hamsters’
… them …
… fed them … o.k., short and nice, hm? Next sentence,
please. ‘He fed them every morning before …? Now,
how shall we go on, Christine?
… before he has breakfast with Jim’s parents.
… before he … ?
… had …
… had breakfast …
/wis/ his …
Do we say: … ‘with Jim’s parents?’ , with …
… his parents…
… his parents; now old Mr. McDonald and old Mrs.
McDonald are living ‘mit’ [echtes language
switching] with Mr. McDonald. We must say ‘old Mr.
McDonald’, his parents, they live in the house, too.
Senior.
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382
L. Yes, you can’t say that in English. Now, [äh] … Brigitte
N., can you dictate me the sentence again, please? …
After the comma …
S. Before he has breakfast … /wisis/ …
L. Before he …
S. … has breakfast.
L. … had breakfast … yes.
S. … with … with her parents …
L. … her parents? Jim is a man.
S. His.
L. … with his parents … o.k. ‘Mr. Jim McDonald had two
hamsters. Every morning he fed them before he had
breakfast with his parents’. That’s a bit better isn’t it?
Ss. Yes, ja.
L. Now, could you do the last sentence, please? Could
you do the last one, Franco?
S. I can’t see the … thing.
L. You can’t see? The sentence is: Jim’s parents don’t like
the two hamsters very much. … [unverständlich]
S. His parents.
L. Yes, say the sentence … yes, you can say ‘Jim’ again …
[unverständlich] never mind … ‘His parents’ or ‘Jim’s
parents’, go on.
S. [äh] … don’t like …
L. … don’t like … or didn’t like.
S. /zə/ two hamsters very much.
S. … them. [ungefragt]
L. Yes, what shall we d… shall we say: Jim’s parents
didn’t like the hamsters very much? No, we use the
trick just once … once… einmal? Brigitte.
S. [äh] … /zə/ parents don’t like /zeə/ /zɛm/ … [äh] … very
…
L. … very much, yes; would you dictate it again, Martina
… ‘His parents … ‘
S. His parents don’t …
L. … didn’t …
S. … ach so, didn’t like … the two hamsters …
L. No, we won’t say ‘the two hamsters’, we use the trick.
S. Them.
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L. Hm [zustimmend] … very much … ok. Let’s read it
again the second … beginning of the story. Let’s read
it, what about Matthias?
S. Mr. Jim McDonald had two /ˈhʌmstəs/. Every morning
he fed them before he had breakfast /wis/ his parents.
His parents didn’t… didn’t … like them very much.
L. … very much, yes. I’ll put this old story away, and you
look at this one. Now. Let’s /tʃeintʃ/ the s… you want to
say something…
S. Ich hätte aber Namen reingemacht für die Hamster.
S. [anderer] Ja eben.
L. Yes, now …
S. Das wär‘ noch besser gewesen, ‚them‘ is‘ so eintönig
[der Rest ist unverständlich].
L. Now, how shall we call the two hamsters, a name for
the two hamsters please, two names.
S. Max und Moritz.
L. English names, please … Max and …
S. Patty
L. Max and Patty? [Schüler reden alle durcheinander
und rufen verschiedene Namensvorschläge in die
Klasse.] Let’s say Max and Patty. [Es folgt wieder ein
allgemeines Durcheinanderreden.]
S. Snoopy and Charly.
[Wieder allgemeines Durcheinander]
L. O.k., Snoopy and Charly … We must say one sentence
more. Say the story with the names, please. Tell the
story with the names of the hamsters [unverständlich].
S. Mr. Jim McDonald had two hamsters. [äh] … the
name …
L. Their names.
S. Their names … are …
L. .. were…
S. .. were Snoopy and Charly.
L. Good, go on reading.
S. Every morning he feed them.
L. … he fed them.
S. … he fed them before he had breakfast with his
parents. His parents didn’t like /zem/ very much.
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L. Now we are going to /tʃeintʃ/ the story again. /tʃeintʃ/ =
verändern. Now let’s talk about Elizabeth and her
pony. Can you tell the same story about Elizabeth and
her pony? Try, everybody tries … Petra, yes, Astrid,
you please, you please, come on, about Elizabeth and
her pony, try. No idea?
S. Elizabeth [deutsche Aussprache] has a /ˈponi/. Every
morning she feeds it.
L. She fed it, hm.
S. … fed … before she had breakfast … with her parents.
L. Yes.
S. Her parents didn’t like it very much.
L. Yes …
S. The story …
L. No, we have heard the story now. [Eine Schülerin
wollte die Geschichte noch einmal wiederholen.]
Perhaps a name for the pony, a name for the pony.
S. Peppermint.
L. [lacht] O.k., now story No. 3 about Jenny Harlow and
her two cats. Two cats now, Jenny Harlow and two
cats. That’s your story. [unverständlich] You please,
Astrid.
S. [äh], wie hieß der nochma’?
L. Jenny Harlow.
S. Jenny Harl…
L. Harlow.
S. … Harlow had two cats. Every morning she feeds them
…
L. She fed them, it’s the past.
S. … she fed them before she had breakfast /wis/ … /wis/
… [äh] … /wis/ her parents. His parents … her parents
[auf Zwischenruf ‘her’ eines anderen S.] didn’t like
/zem/ very much.
L. Good, now I must tell you, somebody else can tell
you, something with ice. /sri:/ mice. Now who has got
/sri:/ mice? (Mäuse). Who has got /sri:/ mice, /sri:/
white mice, /sri:/ white mice. … What about you,
Thomas? Try! … Who has /sri:/ mice? Perhaps two
boys, Jim and Phil, come on, try … no? Heike, Jim and
Phil.
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S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Ss.
L.
Jim and Phil had two mice.
Two, three, three mice.
… three mice. Every morning he fed them.
Jim and Phil.
Ah so … they fed them before they had breakfast with
his parents.
With…?
… their parents. [ungefragt]
… their parents.
… their parents, that’s right.
Their parents didn’t like … [ähm] … /zem/ very much.
Now, if you say that: ‘Their parents didn’t like them
very much’, it could be Jim and Phil. Now, what
should we say [unverständlich]. Their parents didn’t
like … they liked Jim and Phil, o.k., they didn’t like …
Heike.
They didn’t like …
… the mice very much. That’s better, hm.We mustn’t
use the trick too much. Now, everybody takes a sheet
of paper and writes a new beginning of the story, two
minutes come on… you take a new person and a new
animal, a new person and a new animal. [Die Schüler
arbeiten mehr oder weniger still, ca. 4 Minuten.] So.
Now, stop please and read your story. … Who can read
us his or her beginning of the story? Now Helmut,
your turn. So, wir achten jetzt mal drauf, ob wir die
Geschichte gut verstehen und genau wissen, wer
wann gemeint ist, ja? … come on …och hör mal …
Helmut … you please [deutet auf einen anderen
Schüler].
Harry had a big hippo…
Sprich mal ganz laut.
Harry had a big hippopotamus. Every morning he fed
it before he had breakfast /wiθ/ his parents. His
parents didn’t like Snoopy very much.
Good. War gut, war verständlich, wir wußten immer
was gemeint war, findet ihr nicht auch?
[pflichten bei]
Thomas.
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386
S. Mrs. [Name unverständlich] has two birds. Every
morning she feeds them before she ea… [äh] had
breakfast /wiseə/ …
L. … has breakfast with her parents.
S. Her parents didn’t like them very much.
L. Oh, and Hanna.
S. Mrs. L. had an elephant [allgemeine Heiterkeit].
L. An elephant, please, yes.
S. Every morning she feeds it before she had breakfast
/wis/ her parents. Didn’t like Pimpy very much.
L. Ich finde das Ende war nicht ganz klar. Sagste
nochmal nach dem Frühstück.
S. [unverständlich] … didn’t like Pimpy very much.
L. But – da fehlt was – [unverständlich; language
switching].
Ss. Her parents, her parents.
L. Her parents … didn’t like Pimpy very much. Another
story, please, Birgit.
S. Mrs. Jane Marple had two dogs. The name of the dogs
is Richard and Harry. Every morning feeds them…
L. Wer tut das jeden Tag?
S. [äh] she … she feeds them /bəfɔ:/ she had breakfast
with her parents. Her parents dind’t like the dogs very
much.
L. Wußten wir immer, wann wer gemeint ist?
Ss. Ja.
[Zeichen zum Ende der Stunde ertönt.]
2.4.8
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Grade 8 (June 6, 1974; #30 in the Pre-Digital Corpus)
Datum: 06.06.1974
L. Open your books, please, at page 74. Heathrow
Airport, London, Tony, come on, hurry up. Yvonne,
start reading, please.
S. Heathrow Airport, London, is larger, busier and more
interesting than all other /ˈɔiroˈpi:ən/ airports.
L. Mistake.
Ss. /ˈju:rəpi:ən/ /ˈju:rəpi:ən/ /ˈju:rəpi:ən/
L. O.k., carry on, please.
S. It is the largest, the busi… busiest and the /mɔ:st/
interesting airport in Europe. Almost every minute a
plane lands or takes off. Almost every day about 1.000
planes land or take off. All day and almost all night
planes circle over the airport.
L. Thank you very much. Manuela, carry on, please.
S. Heathrow Airport is like a small town. There are roads
and tunnels bus stations and car parks, shops and
banks, /hɔt/ … /ˈhəutls/ …
L. Hotels.
S. … hotels and restaurants, office and workshops.
There’s a post-office, a police-station, a home for
animals, and a small … and a small church. There are
three … terminals for /ˈærivəls/ and depar….
L. for? … arrivals.
S. … arrivals and departures.
L. Yes.
S. Terminal 1 is for inland and BEA flights to Europe.
Terminal 2 is for other /ˈju:rəpən/ flights. Terminal 3 is
for oversees flights to America, Africa, [äh] /ausˈtra:lia/
…
L. Australia.
S. … Australia, and …
L. Asia.
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388
S. … and Asia. More than 50 airlines carry passengers to
London – or from London to all continents of the
world.
L. Thank you. Tony, carry on, please.
[Der Schüler ist Engländer.]
S. In the waiting-lounges there are people from all
countries and continents. They are waiting for their
flights. They are buying things in the duty-free shops.
They are reading or talking. [Ahm] …
L. Carry on.
S. A little boy is crying. He is crying loudly. Two ladies
are talking. They are angry. They are talking angrily. A
passenger is walking to the restaurant. He is walking
slowly. A man is running to the gate. He is running
quickly, because he is late. Two girls are reading the
time-table. They are reading carefully.
L. Yes, so far, thank you very much. Let us read it once
more, please. Once more from the beginning, Juliane.
S. Heathrow Airport, London is larger, busier …
L. Speak up a little bit, please.
S. Heathrow Airport, London, is larger, busier and more
/intəˈrɛstiŋ/ than /ɔl/ /ʌðʌ/ European airports. It is the
largest, the busiest and the most /intəˈrɛstiŋ/ airport in
Europe.
L. Yes, go on.
S. [äh] … Almost every minute a plane /lænts/ or takes
off. Almost every day about 1.000 planes /lænt/ or take
off. All day and almost … [äh] … all night planes circle
over the airport. … Heathrow Airport …
L. Yes, go on.
S. … is like a small town. There are roads and tunnels,
bus stations and a car park [im Buch steht ‘and car
parks’], shops and banks, hotels and restaurants,
office and workshops.
L. Offices, …
S. … offices and workshops. There is a post-office, and a
police-station, a home for animals, and a small
church.
L. Christian, carry on, yes, thank you.
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S. [unverständlich] Ach so … There are /ʃri:/ terminals of
arrivals and departures.
L. No, once more, please: There are three terminals for
arrivals …
S. There are three terminals for arrivals and departures.
L. Yes.
S. Terminal 1 is for inland and BE/a:/ … flights to
/ˈɔirəup/ …
L. Europe.
S. … to Europe.
L. …flights to Europe.
S. … flights to Eu… Europe. Terminal 2 is for other
/ˈɔiropi:ən/ flights.
L. … European flights.
S. … European flights. Terminal 3 is … [äh] … is for
overseas flights to America, Africa, Austr/a:/lia…
L. Australia.
S. Australia and Asia. Yes, more than fif… fifty airlines
carry passengers to London – or from London to all …
the continents of the world.
L. Right, yes, and the last part, please. [unverständlich]
S. In the waiting-lounges there are people from all
/kauntriz/ and continents. They are wai…
L. [unterbricht, um zu verbessern] Countries…
countries…
S. Countries. They are waiting for /ðei/ flights. They are
buying things in the /dauti/-free shops.
L. Duty-free shops.
S. … duty-free shops. They are reading or talking. A little
boy is crying. He is crying loudly. Two ladies are
talking. They are angry. They are talking angri… ang…
gri..ly. A passen… passenger is walking to the
restaurant. They are walking slowly [im Text steht:
‘He is walking slowly’.] A man is running to the gate.
He is running quickly, because he is late. Two girls are
reading the /teim/-table…
L. Time-table.
S. /teim/…
L. Time-table.
S. Time-table. They are reading carefully.
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390
L. Yes, o.k., close your books please. I’m going to ask you
some questions on this unit. My first question: What
is the name of this London airport, [Name unverständlich].
S. Heathrow Airport.
L. Yes, [ähm] … Is it a large airport? Is Heathrow Airport
a large airport? … Gaby.
S. Yes.
L. Yes, it is. Yes, it is. [ähm]… Is it the largest airport in
Europe? Or what is said here about Heathrow Airport?
Is it the largest airport in Europe or what is said here
about this airport? [der Lehrer hat die Angewohnheit
bei den Fragen ‘Is it a …?’ und ‘What is …’ den stimmlosen deutschen Verschlußlaut /t/ zu /d/ zu verstimmlichen. Er tut dies auch bei anderen t + Vokalfolge: z.B.
/ledʌs/ = let us]… Manuela.
S. It is the largest, busiest and most interesting airport in
Europe.
L. Yes, the busiest, the largest and the most interesting
airport in Europe, yes, what is Heathrow Airport like?
Ulrike.
S. Like a small town.
L. Yes, why is it like a small town? Michael, why is it like
a small town?
S. [äh]… the Heathrow Airport had a church… [äh]…
L. Yes, it has a church, it is still there, the church is still
there, yes …
S. .. and a [äh]… office …
L. … offices are there, yes …
S. [äh] [äh] shops.
L. Yes.
S. … and [äh] … a bank
S. BOEC.
L. BO…?
S. ..A…
L. … AC… Do you know what BOAC was short for?
S. British Overseas …
L. Yes, British Overseas…
S. … [äh] … Airways…
L. Yes.
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Das Letzte weiß ich nicht.
Cor…
Corporation.
Corporation, yes. British Overseas Airways
Corporation. So BEA, British European Airways and
BOAC, British Overseas Airways Corporation were
united and now this airline is called BA. Give me other
airlines, give me the names of other airlines you
know, Juliane, other airlines you know, Gaby?
LTU, LTU.
LTU, yes, do you remember our visit to … to Düsseldorf Airport? Do you remember our visit to Düsseldorf
Airport? What did we see on Düsseldorf Airport,
Ulrike?
A Lufthansa.
A Lufthansa airoplane, no, I don’t think so. Gaby said
LTU is an airline, LTU, it’s a German airline. So what
did we see on Düsseldorf Airport, when we visited
Düsseldorf Airport a few month ago? What did we
see? Tony.
LTU’s.
Yes, LTU’s, an LTU-airplane, we went into one of the
LTU-airplanes. Don’t you remember that? Don’t you
remember that we saw an LTU-plane, an LTUairplane? What is the meaning of ‘remember’, the
German meaning of remember? Yvonne.
Erinnern.
Pardon?
Erinnern.
Erinnern, yes, so if I ask you ‘Don’t you remember?’
What is the German meaning of that? Manuela.
[unverständlich]
No, no. Könnt ihr euch nicht erinnern? Erinnert ihr
euch nicht? So, don’t you remember? My question
was: Don’t you remember that we went to Düsseldorf
Airport? Don’t you remember it? Rüdiger.
Yes.
Yes, you … you remember it, you do. So, what did we
391
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392
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
see on Düsseldorf Airport? What did we see on Düsseldorf Airport? Gaby.
An LTU-plane.
An LTU-plane, yes. Other airlines, the names of other
airlines you know, give me names of other airlines,
Rüdiger.
TWA.
TWA, what is TWA short for? Do you know?
Transworld Airlines.
Right, yes. Other airlines? Klaus-Peter.
Pan Am.
Pan Am, what is Pan Am short for?
Pan American.
Pan American Airways, yes, other airlines you know?
Yvonne.
Lufthansa.
Lufthansa, yes, o.k. Where do the passengers wait for
their planes for the machines? What are these rooms
called? Claudia.
[schweigt]
Walter.
In the waiting-lounges.
Yes, can you answer in a whole sentence, please?
The passengers …
The passengers …
Where do they wait?
… wait … [äh] … in the waiting-lounges.
… wait in the waiting-lounges. What do they do while
they are waiting? What do they do while they are
waiting? Dirk, what do they do while they are
waiting?
[schweigt]
Gaby M.
Talking.
Talking or they talk, yes. What else do they do? Tony.
They read.
They read, yes, what else? Gabi.
They go to the duty-free shops.
Yes. What is a duty-free shop? Can you explain what
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
is a duty-free shop? Michael, what would you buy in a
duty-free shop?
[schweigt]
Klaus-Peter.
[äh] … sweets, cigarettes.
Sweets, yes, pardon?
Cigarettes.
Cigarettes, yes, Liliane, or Juliana.
Whisky.
Whisky, yes, what else can you buy in a duty-free
shop? Walter.
/ˈkʌfi/
Coffee.
Coffee.
Coffee or tea, yes, o.k., and why would you buy it
there? Why do people buy things in the duty-free
shops on the airport? Do they buy them because they
are hungry or why do they buy them there? Yvonne.
Because they are cheaper.
They are cheaper there of course, yes. They are much
cheaper, yes, o.k. Who of you is able to tell me
something about Heathrow Airport? Can you tell me
a little story about Heathrow Airport? Who of you is
able? Tony, tell us something about Heathrow
Airport.
Ah it’s … it’s a very big airport.
Yes.
Ahm … many people work there.
Yes.
… and … it’s very interesting. You see a lot of things
there.
Right, yes.
… and a lot of planes take off and land.
Right … any more informations, Manuela?
[äh] … Heathrow Airport likes a small town.
… is like a small town, yes. Any other information, we
got from this unit here about Heathrow Airport? Any
other information, Rüdiger?
[schweigt]
What about the airlines, Juliane.
393
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394
S. Heathrow Airport has 3 terminals.
L. Yes, 3 terminals, o.k. Yes, open your books again,
please, and let us have a look at the map, the plan of
Heathrow Airport, on page 74, page 74, there’s a plan
of Heathrow Airport… How do you get to the center of
Heathrow Airport? How do you get to the center of
Heathrow Airport? How do you get there? Yvonne.
S. Through the tunnel.
L. Through the tunnel. Why do you have to go through
the tunnel? You can’t see that from the map, but I told
you, why do you have to go through the tunnel?
Frank, try it to say.
S. Was ist ‘Rollbahn’?
L. over … ah ‘Rollbahn’ you asked for, runway, sorry.
S. /ˈrʌnwei/ was there.
L. Yes. The runway is above it and to go into … to get into
the center of the airport where the car park, the
busstation etc. are, you have to go through the tunnel
under the runways, yes. [ähm] what do you find in the
center of Heathrow Airport? What do you find there
in the center of Heathrow Airport? Jörg.
S. Bus station.
L. A bus station is in the center. What else is in the
center? Jürgen.
S. /ˈɔfitsi:s/
L. Offices, yes. What offices do you find on an airport?
What offices do you find there, what do you think,
Manuela?
S. A post-office.
L. Perhaps, yes, a post office. What other offices?
S. There’s a police-station.
L. Is that an office? All right, yes. But what offices do you
find, Tony? What do you think? What offices do you
find?
S. [Tony schweigt]
L. Yvonne.
S. For booking a flight.
L. For booking a flight, good, yes, the office of the
airlines of course are there. Yes, what else do you find
in the center of Heathrow Airport? Ulrike.
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S. Car parks, tunnels, and /ˈkɔntrəl/ tower.
L. Yes, and what about … the control tower … yes, what
about the terminal, the terminals? What belongs to a
terminal if you look at the map here, at the plan.
What belongs to a terminal? Look into the book, you
will see then, what belongs to a terminal … Yvonne.
S. The pier.
L. Yes, the piers belong to the terminals. What are the
piers for? What are the piers for? Why do you need
piers at the terminals? Gabi, what do you think?
S. There land and take off the planes.
L. No, the piers are not for landing and taking off, no, I
don’t think so. Who are the piers for?
S. Passengers. [ungefragt]
L. Who are the piers for, Tony?
S. They are meant for equipment and the people
working there.
L. Yes, so the piers are for the passengers … for the
passengers first of all, yes, why are they for the
passengers? What do the passengers do on the piers?
Manuela.
S. They are going into the plane.
L. They are going, they are boarding the planes from the
piers, yes or they are leaving the planes, yes, o.k., so
far. Turn over please to page 76, … 76. ‘Off to New
York … Off to New York’. […] ‘Your attention, please!’
said a voice over the loudspeaker at Heathrow Airport.
‘We must inform passengers that there will be delays
to all flights because there is a bad fog over London.
Will all passengers wait in the waiting-lounges,
please’. Read that, please, Claudia.
S. Off to New… New York.
Your … wie heißt das? …
L. Your attention, please!
S. Your attention, please!’ said a /va…/ /vais/ over /zə/
lou … /ˈləudspi:kə/ at Heathrow Airport. ‘We must
/ˈinfɔ:m/ /ˈpæʃinʒəs/ that [äh] there will be /di’lais/ to
all flights because there is a bad fog over London. Will
/zə/ passengers /wait/ in /zə/ /waiting/-lounges, please’.
395
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396
L. Yes, the last sentence once more, please, Claudia.
‘Will all passengers wait in the waiting-lounges,
please’.
S. Will all passengers wait in the waiting- /launʃs/, please.
L. Lounges, lounges [unverständlich], yes, lounges,
please, o.k. Read it once more, Guido.
S. Off … Off to Ne… New York.
Our …
L. Your attention, please!
S. ‘Your attention, please!’ /seid/ a voice … voice.
L. Yes, a voice, yes, carry on.
S. ah … over the/ˈləud…/ loudspeaker at Heathrow
Airport. ‘We must inform /ˈpæʃinsə/ ….
LS. Passengers.
S. … that there will be /ˈdi:leis/ to all flights be…cause
there … is … /bæt/ fog over London. Will all passengers
wait in the waiting-lounges, please’.
L. Thank you, Heike, once again, please.
S. [äh]. Your at….
L. What about the headline?
S. Off to New York.
L. Yes.
S. ‘Your attention, please!’ said a voice over the
loudspeaker at Heathrow Airport. ‘We must in…
/ˈinfɔ:m/ passengers that there will be /ˈdi:leis/ …
L. … delays …
S. … delays to all flights because there is /bæt/ fog over
London. Will all passengers wait in the waiting-lon …
lounges, please’.
L. Well, yes. […] It was half past ten on a Friday morning
in April. The waiting-lounges in the tree terminals
were full of people who were waiting for their flights.
Gabi N.
S. It was half past ten on a Friday morning in /əˈpril/. /zə/
waiting-lounges in /zə/ /sri:/ terminals were full of
people who were waiting for their flights … flights.
L. Flights, Zwiebel, once more, please.
S. [weiß nicht, wo die Stelle im Buch ist]
L. Second paragraph.
S. Ja, [äh]…
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L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Oh, come on … It was …
It was … /hal…/ /hæl…/ …
… half past ten…
It was half past ten on a Friday morning in /əˈpril/.
… in April …
In April. /. /zə/ waiting-lounges in /zə/ three terminals
… terminals…
Yes …
… were full of peop…
of people…
people /wo/ were waiting for the flights.
Thank you, yes, Martin.
It was half past ten on a Friday morning in /ˈæpril/ …
in April.
.. April. The waiting-lounges in the three terminals
were full of people who were waiting for their flights.
Right. […] Mike Miller from Finchley was waiting in
the waiting-lounge of terminal 3. He was going to visit
his uncle and aunt in New York, and the flight was a
present from his uncle. Mike Miller was waiting in the
waiting-lounge of terminal 3. He was going to visit his
uncle and aunt in New York, and the flight was a
present from his uncle [unverständlich].
Mike Miller from Finchley was waiting in the waitinglounges of terminal 3. He was going to /ˈwizit/ his
uncle and aunt in New York, and the flight was a
present from his uncle.
Yes, there was one mistake in the ‘waiting-lounge’, it’s
only one, yes, o.k. only one, you said ‘waitinglounges’, you used the plural. Detlef.
Mike … [Räuspern] Mike Miller Finchley was /wai…/
/wai…/ /ˈwaitiŋ/ in /zə/ waiting-lounges – of terminal
3. [hinter ‘lounge’ läßt der Schüler den Ton absinken]
Yes, there was no full stop after ‘waiting-lounge’, you
have to carry on ‘in the waiting-lounge of terminal 3.’
There is a full stop, yes.
He was going to his uncle and aunt in /nu:/ York …
New York…
… New York, and the flight was … was … a present
from his uncle.
397
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398
L. O.k. ‘That’s bad luck,’ Mike thought when he heard
the announcement. He walked slowly to a snack-bar
and queued up for a cup of coffee and a /ˈsændwidʒ/…
There are difficult words in here: the announcement,
repeat that, please, Rüdiger, the announcement.
S. The announcement.
L. Good, Yvonne.
L. Frank.
L. The announcement, Gabi U.
S. The ano… the a…
L. The announcement.
L. Yes, Udo.
S. The /əˈnauntsənt/
L. The announcement, once more.
S. The /ədˈnaunts…/
L. The
S. The /ədˈn…/
L. Announcement, Christian.
L. O.k., and another difficult word ‘queued up, queued
up’, Walter.
S. Queued up.
L. Gabi M.
S. Queued up.
L. Ulrike.
S. Queued up.
L. Joachim.
S. /ku:d/ up.
L. Queued up, yes, o.k. Read that paragraph, please,
Jürgen.
S ‘This bad /luk/ …
L. Luck …
S. … luck, ‘Mike /θu:t/ when he …
L. … thought …
S. … thought, when he /hi:əd/ the … the /əˈnəus…/
L. … the announcement.
14335
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S. … the announcement. He walked slowly to a snack bar
and …
L. … queued …
S. /ku:d/ …
L. … queued …
S. … queued up for a cup of coffee and a /ˈsændwitʃ/.
L. Bärbel.
S. ‘That’s bad luck’, Mike thought /ˈvɛnə/ he /hə:t/ the
/əˈnu:ntsmənt/.
L. … the announcement.
S. … the announcement. He … he walk snack …
L. … slowly to a snack …
S. …to a snack bar and queued up for a cup of /ˈkɔ:fe/ and
… and a /ˈsæntwitʃ/.
L. … and a sandwich. […] ‘No planes! What’s wrong?’ a
young Frenchman asked angrily. ‘The fog is too
thick’, answered Mike. ‘There’s often fog in England.
Sometimes it lasts for days.’ Arndt.
S. ‘No planes! What’s /rɔŋ/?’ a /juŋ/ … young Frenchman
asked angrily. The fog is too thick answered Mike.
There’s /ˈəufən/ /fɔk/ in England. Some … sometimes it
/lei…/ /lei…/ /lets/…
L. … lasts …
S. Ach ja.
L. … it lasts …
S. … it lasts for days.
L. Yes, and another one, please, Gabi O.
S. No planes! What’s /rɔŋ/? A … a young Fre… Fre…
Freshman asked angrily …
L. .. not a Freshman, but a Frenchman.
S. … Frenchman asked angrily. The /fɔk/ is too thick, an
swered Mike. There often /fɔk/ in /eŋ…/ in /eŋlənd/ …
L. There’s often.
S. There’s often /fɔk/ in /eŋlənd/.
L. … in England.
S. … in England. Sometimes it lasts for days.
L. O.k., and the last paragraph: […] ‘My last fog delay was
in Frankfurt, in February’, said an Englishman. ‘Our
plane circled over Frankfurt for more than an hour. It
was terrible!’ Gabi N.
399
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400
S. ‘My last fog delay was in Frankfurt, in/ˈfebuəri/ ’, said
an Englishman. ‘Our plane circled over Frankfurt for
more than an hour. It was terrible!’
L. And Klaus-Peter.
S. ‘My last delay was in /ˈfebruəri/ …
L. February.
S. … February’, /sæt/ an Englishman. ‘Our plane circled
over Frankfurt for /mɔə/ /zæn/ an hour. It was terrible.’
L. Thank you very much. You’ve got five minutes now,
five minutes, to look up all the words you don’t know,
to look up all the words you don’t know, five minutes,
and afterwards I’m going to ask you questions on this
new unit, five minutes to look up the words. … You
can work together, you can work with your
neighbours if you want to. [Die Schüler arbeiten still
ca. 5 Min.] Well, o.k., the lesson is nearly over. So let
me ask you some questions. Where is Mike Miller
going to? Where is Mike Miller going to? Detlef.
S. The waiting-lounge.
L. Liliane.
S. [keine Antwort]
L. Gabi.
S. He is going to America.
L. … to America, yes, where to in America, where to in
America, Ulrike.
S. His uncle and his aunt.
L. To his uncle and his aunt, and where are they living?
Gabi.
S. In New York.
L. In New York, yes. How is Mike Miller going to New
York? How is he going to New York? Yvonne.
S. By plane.
L. By plane, right. [äh] … what happened to him on
Heathrow Airport?
[Das Zeichen zum Ende der Stunde ertönt]
L. What happened to him … before he was leaving for
New York? What happened? Manuela.
S. [keine Antwort]
L. Yvonne.
S. His flight was delayed.
14415
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14426
L. Why was his flight delayed? Why was his flight late?
Bärbel.
S. Because there’s /fɔk/ … /fɔk/ over England.
L. There was fog over London, yes, o.k., and what did
Mike Miller do while he was waiting for his flight?
What did he do?
S. He /wait/ on a snack bar … [äh]
L. … he queued, yes, he queued up in a snack bar. Why
did he queue up? Why did he queue up? Stupid
question, why do you have to queue up? Because
there are too many people there of course.
O.k., that far, I’ll see you in the fifth lesson.
401
2.4.9
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402
Datum: 17.10.1974
L. Shut your books, please. [Die Schüler kramen einen
Augenblick.] The South of Manhattan, give me
another word for the South of Manhattan. [Schweigen] Hm, well, Lower Manhattan.
S. Der untere Teil von Manhattan.
L. Sch, in English, repeat, Lower Manhattan.
S. Lower Manhattan.
L. Lower Manhattan … Look out of the window, you can
see New York, you have a good …? You have a good
… ? [Schweigen] … view … reapeat.
S. View.
L. View, you have a good view of New York. The skyline
of Manhattan is a wonderful view, repeat. The skyline
of Manhattan is a wonderful view.
S. The skyline of Manhattan is a wonderful … wonderful
/fju:/.
L. Yes, [äh] … give me the name of a famous department
store in New York … a famous department store in
New York.
S. The World Trade Center.
L. Sorry, the World Trade Center is not a department
store … It starts with an ‘m’ – It’s Macy’s, do you
remember?
S. Rockefeller Center.
L. … is not a department store, no. Give me the name of
a famous shopping street in New York.
S. Fifth Avenue.
L. Fifth Avenue is correct, Macy the famous … [äh] …
when you go to the cinema you must by a …
S. … ticket.
L. You must by a ticket for a …
S. … /zə/ /trein/
L. Ah … Have you got your book open? No, [äh] for a
train, too, yes. If you want to skate, where do you go?
14464
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S. I go to Rockefeller Center.
L. Ah yes, Rockefeller Center, you want to go … you can
go to Rockefeller Center, but what is it called? … a
skating rink … a skating rink, a skating ring. Can you
skate on water?
S. No, no.
L. No, you can’t.
S. … you can’t.
L. You skate on…?
S. You skate on ice.
L. Yes. There’s water all around an…?
S. /zis/ is a island.
L. An island.
S. An island.
L. [gleichzeitig] an is… an island.
L. Who were the first people in America?
S. /zə/ Dutch people … /zə/ first on /zə/ island.
L. Ah, Indians were the first people in America before
the white man came. Tom gives Jim a book and Jim
gives Tom a ball. Tom … knock knock knock [der
Lehrer klopft dreimal] a book … knock … knock [der
Lehrer klopft zweimal] a ball.
S. /ɛksˈtʃeintʃ/ Tom /ɛksˈtʃeintʃ/ a book …
L. Exchanges
S. … exchanges …
L. … exchanges. [Der Lehrer zeichnet eine Axt an die
Tafel] What’s this, an ax or an hammer … or a
hammer?
S. An ax.
L. It’s an ax. What’s this [zeichnet einen Hammer]
S. A hammer.
L. What is the plural? … one ax, two …?
S. Axes.
L. One hammer …
S. Two ham… ne one … [äh] … weiß ich nich…
L. Two hammers [unverständlich]… [äh] Iwan, come
here, please, take your book with you, will you. [Der
Schüler geht nach vorne.] Repeat, open your book on
105, page 105, yes, you repeat. Landing card.
S. Landing card.
403
14504
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14506
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14509
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14514
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404
L. The stewardess gives everyone a landing card before
the plane lands.
S. The stewardess gives /ˈɛvrijʌŋ/ a landing card /bəfɔ:/
/zə/ plane lands.
L. /ɛvriˈwʌn/
S. Everyone.
L. Customs; when you enter a country you must go
through the customs.
S. Customs; when you enter a /ˈkʌntri/ … /ˈkʌntri/ you
must go /tru:…sru:/ the customs.
L. Customs officer.
S. Customs officer.
L. The customs officer looks in your suitcase.
S. The customs officer looks in your suitcase.
L. Passport.
S. Passport.
L. You must show your passport when you enter a
country.
S. You must show your passport when you enter a
/ˈkʌntri/.
L. Passport officer.
S. Passport officer.
L. The man who looks at your passport.
S. The man who looks at your passport.
L. Have you anything to declare?
S. Have you anything to declare?
L. Liver-sausage.
S. Liver-sausage.
L. In England they say liver-sausage, but in America they
say liverwurst.
S. In England they say liver-sau/setʃ/, but in /ˈʌmerikʌ/
they say liver/wurst/.
L. Liverwurst /ˈlivəwɔ:st/
S. Liver/wu:st/
L. The States, the U.S.A.
S. The States, the /u:/.S.A.
L. U.S.A.
S. /u:/S.A.
L. Leave.
S. Leave.
14544
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14582
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
It’s fine weather.
It’s fine weather.
You can leave your umbrella at home.
You can leave your /umˈbrɛlʌ/ at home.
Yes, that’s too bad.
That’s too bad.
Thank you very much; next please, Stefan come on
105 scene.
Scene.
Allowed.
/əˈləud/
Allowed.
Allowed.
/au/ allowed… Cars are not allowed on motorways.
/zə/ … /zə/ …
Cars are … cars are not allowed on motorways.
Cars are /ˈlətəwei/ on a /mʌ…/… motorway.
… are not allowed …
… are not /əˈləud/…
… on motorways.
… on motorways.
Animals are not allowed.
Animals are not /əˈləud/.
… not allowed.
… are not allowed.
… not allowed. Tobacco.
Tobacco.
There is tobacco in cigarettes.
There is tobacco …
… in cigarettes.
… in cigarettes.
… and in cigars.
… and in cigars.
Wine.
Wine.
I like wine better than whisky.
I like wine better than whisky.
Safe.
Safe.
405
14583
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406
L. The opposite of dangerous … the opposite of
dangerous.
S. The /ˈʌpə…sit/ of dangerous.
L. The opposite.
S. The opposite.
L. … of dangerous.
S. … of dangerous.
L. Was heißt das Wort auf Deutsch, the opposite of
dangerous?
S. His car isn’t safe.
L. His car isn’t safe. He arrived safely.
S. He arrived safely.
L. Brooklyn.
S. Brooklyn.
L. Skyscraper.
S. Skyscraper.
L. A very tall building.
S. A very tall … ball … tall building.
L. Thank you very much, [äh] … next please. Lower
Manhattan – the south of Manhattan.
S. Ye… low Manhattans.
L. Lower, lower.
S. Lower.
L. Lou… /əu/, /əu/ lower … lower Manhattan.
S. Lower Manhattan.
L. The south of Manhattan.
S. The /saus/ of Manhattan.
L. South.
S. South.
L. Tour.
S. Tour.
L. Tourists make sightseeing tours.
S. Tourists make sightseeing tours.
L. Let’s go on a tour by bus.
S. Let’s go on a tour by bus.
L. Life – lives.
S. Life - /laifs/
L. He lived for ninety years. He had a long life.
S. He /lif/ for ninety years. He /hæt/ a long life.
L. Not even.
14623
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14662
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Not /h/even.
Not even London is as busy as New York.
Not … not he.. even London is /bisn/ …
… is as busy as New York.
… is as busy as New York.
Tokyo.
Tokyo.
View.
View.
Look out of the window.
Look out of /zə/ /v/indow.
There’s a good view of New York.
There’s a good view of New York.
What a wonderful view!
What a /ˈwɔn/-derful view!
Wonderful.
Wonderful.
Skyline.
Skyline.
Go on foot-walk.
Go on foot-walk.
Avenue.
Avenue.
Fifth avenue is a famous shopping street in New York.
/fif/ avenue is a /ˈfəuməs/ /ˈtʃəpiŋ/ …
Famous.
Famous.
Famous, and raise your voice, is a famous … is a
famous shopping street in New York.
… is a famous /ˈʃəbiŋ/ street in New York.
Rockefeller Center.
Rockefeller Center.
Macy’s.
Macy’s.
A famous department store in New York.
A f… famous department store in New York.
Museum.
Museum.
Ticket.
Ticket.
407
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14690
14691
14692
14693
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14702
408
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
When you go to the cinema you must buy a ticket.
When you go to the cinema you must buy a ticket.
You must buy a ticket for the train, too.
You must buy a ticket for the train, too.
… for the train, too, yes. Thank you very much, next
please, Birgit… 106.
Birgit, theatre.
[unverständlich]
Theatre.
/ˈθiʌtʌ/
Theatre.
/ˈθiətʌ/
Theatre .. skating-rink.
/ˈkeitiŋ/-rink.
Do you want to skate?
Let’s go to the skating-rink.
Let’s go to the skating-rink.
Ice.
Ice.
You skate on ice.
You skate on ice.
Island.
Island.
There is water all around an island. [Im Text steht
‘round’.]
/zeə/ is water all around an /ˈɔilænt/
Hudson River.
Hudson River.
Indian.
Indian.
Indians were the first people in America, before the
white men came.
Indian is the first [unverständlich] …
Indians were the first people in America …
Indian is the first people …
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14723
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14742
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
… were … Indians …
… were …
… were the first people in America …
the first people in America …
… before the white men came.
… /bə/-fore the white men came.
Exchange.
/ikˈtʃeins/
Tom gives Jim a book …
Tom /gif/ Jim a book …
Gives.
/gifs/
Gives.
Gives.
Gives Jim a book and Jim gives Tom a ball.
… and Jim gives Tom a ball.
Tom exchanges a book for a ball.
Tom /ikˈtʃeinzis/ a book for a ball.
Tom exchanges a book for a ball.
Tom /ikˈtʃeinzis/ a book for /zə/ ball.
Cloth.
/krɔs/
Sue bought some blue cloth…
Sue /brɔ:ts/ a book a /blu:/ /krɔs/
… blue cloth …
… blue /krɔs/ …
… blue cloth and made a long dress with it.
… and made a long dress with it.
Fur.
Fur.
Jane has got a new fur coat.
Jane /izəˈkɔ:vən/ new /fəu/ /kə:t/
Jane … has … got … a … new … fur … coat.
Jane have got a new /fəu/ coat.
No, fur coat.
Fur coat.
Yes, that’s right. New Amsterdam.
New Amsterdam.
Ax.
Ax.
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L.
S.
L.
S.
L.
S.
L.
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L.
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L.
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L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Hammer.
Hammer.
Rum.
Rum.
Do you want a glass of rum?
You on the grass rum?
Do you want … do you want … ?
Do y… do you …
[gleichzeitig] do you want …
[gleichzeitig] want …
… a glass of rum!
… a glass of rum?
Dollar.
Dollar.
American money.
Ameri-/kʌn/ money.
Square meter.
/kweə/ meter.
How big is the room?
How big is the room?
20 square meters.
20 square meters.
Land.
Land.
He bought some land near New York and built a house
on it.
He /bəuts/ a land and built /zə/ long of /dəus/ /ˈhʌnis/
No, he bought, he bought.
He /bəu/ …
… some land …
… some land …
… near New York …
… near New York …
… and built …
… and built …
… a house …
… a /haus/ …
… on it.
… on it.
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14821
L. He bought some land near New York and built a house
on it.
S. He /bəut/ /zə/ ne… new.
L. [äh] next please. What’s your name? Hildegard, [äh] …
once more ‘land’. He bought some land near New
York and built a house on it.
S. He bought to land…
L. … some land …
S. … some land near …
L. … New York …
S. … New York …
LS. … and built a house on it.
L. World Trade Centre.
S. World a /trɛs/ Center. [das letzte Wort sprechen S. u. L.
gemeinsam]
L. Grand Central Station.
S. /grænt/ /sentrəl/ /steiʃn/
L. Empire State Building.
S. Empire State Building.
L. United Nations Building.
S. /uˈnaitid/ /neis…/
L. … Nations Buildings.
S. … Nations …
L. United Nations Buildings… Statue of Liberty.
S. Statue of Liberty.
L. Yankee Stadium.
S. Yankee Stadium.
L. Thank you very much. Now let’s see: questions
[äh] … where do Uncle Henry and Aunt Milly live?
S. He /lifs/ in Brooklyn.
L. Uncle Henry lives in Brooklyn.
S. Uncle Henry /lifs/ in Brooklyn.
L. Yes, Aunt Milly lives in Brooklyn, now where do they
live? … Where do they live?
S. They live in Brooklyn.
L. They live in Brooklyn. [äh] … where does Uncle Henry
work?
S. He li… [äh] … he work in /zə/ sky/ˈskreipə/ in lower
Manhattan.
L. Aha … he … [will das -s der 3. Pers. Sing. Präs. hören]
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412
S. He works in the …
L. Ja, leave your books shut … skyscraper in lower
Manhattan … How long did the boat tour round
Manhattan take? … One hour, two hours, three
hours?
S. Three hours.
L. Yes, and a sentence: The boat tour round Manhattan
…
S. The boat tour round Manhattan … [äh] …
S. /zri:/ hours.
L. No, … took … take, took, taken. The boat tour round
Manhattan took three hours. Where are the
expensive shops? Which avenue? One, two, three?
Shut your book please, Stefan, which avenue?
S. The /fiθ/
L. … fifth …
S. … fifth …
L. Fifth avenue, yes. … Where did Mike go to skate?
Where did he go? World Trade Center, Rockefeller
Center, East River? … Statue of Liberty or where? Yes,
please.
S. He go to /ˈrʌkə/-feller Center.
L. Yes, where did he go? He … past tense, please.
S. He goes.
L. No, past tense! What’s the past tense?
S. He went.
L. He went. He went to Rockefeller Center. [äh] … how
long did he skate there? One hour, two hours, three
hours, four…? Day and night? [Schweigen] Listen: ‘I
skated for an hour in front of Rockefeller Center, and
then I went to Macy’s’. So, how long, how long?
S. … one … [äh]
L. One hour; how many minutes is that? How many
minutes?
S. Sixty minutes.
[Es ist hier nicht genau zu verstehen, ob der S. ‚sixty‘ oder
‚sixteen‘ sagt.]
L. Yes, exactly and you’ve only got 45. [äh]… where does
Manhattan Island lie? Between … and … . between …
and …
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[Schweigen]
S. Manhattan lies … [äh] /zə/ East River and /zə/ Hudson
River.
L. … the East River and the Hudson River. Was Henry
Hudson an Englishman or a Dutchman?
S. Henry Hudson was … [äh] … was a Englishman.
L. … an Englishman.
S. … an Englishman.
L. … an Englishman. Was he the captain of an English
sailing-ship?
S. No, he was the captain of a Dutch sailing-ship.
L. When did he come to Manhattan? [Name unverständlich]
S. 16… [äh] 46.
L. Is that correct?
S. 1620. [prompting]
S. 16 hundred … and nine
L. Is that correct, 1600…? In 1609. [äh] who was on the
island when Hudson arrived?
[Schweigen]
L. Who was on the island? Mr. N. and his … and … die
Gesamtschule. [Language switching mit fremdl.
Akzent in die Muttersprache] Or who? Mr. N. and his
friends? Who? Mao-Tse-Tung and the Chinese? Who
was there?
S. /zə/ Indians.
L. Yes, the Indians, the Indians. And they bought the
islands from the Indians or for what?
BS. Sorry, Sir, I’m afraid there’s a mistake in the book. It
has to be Red Indians.
L. It has to be Red Indians, yes, that’s correct.
BS. That’s a mistake in … in … [äh] H4. [language
switching; gemeint ist das Lehrwerk Englisch H]
L. Ja, ja, a mistake, yes. It’s … [äh] … I’m very grateful to
you … pointing it out to me, because … .[äh] … I had
overlooked it, [äh] if you hadn’t said it, I’d overlooked
it myself: Indians … Indians is for India … I will … I
explain that [äh] … to the class, to the boys and girls
after this recording … I explain that. [äh] … Very good
we’ll say ‘Red Indians’, ‘Red Indians’ the ‘Red Indians’
413
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414
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
… Now what did they give the … I … What did they
give to the Indians?
/fɔ:/ hammers and [äh] … /fɔ:/ axes and two bottles of
/rɔm/.
Hm… a … a few axes and hammers … yes, [äh] … two
bottles of rum … How much was that worth altogether
… in American money?
24 /ˈdəlʌs/
Yes, 24 dollars … [äh] … what can you tell me about
one square meter of land in Fifth Avenue today?
Stefan.
[schweigt]
Iwan.
/zeə/ are 50 /ˈtauzənd/ square meters.
Ah, yes, yes, all right, all right. Now … [unverständlich] yes, one square meter of land in Fifth Avenue is
worth thousands of dollars, we can’t tell the exact
price…. Why are the skyscrapers on Manhattan
getting higher and higher? …Why … price …? How
much does it cost? What is the price? … Repeat my
question. Why…
Why…
… are the skyscrapers on Manhattan getting higher
and higher?
Why are /zə/ skyscrapers … in Man… in Man…
[dazwischen] getting … higher and higher …
Getting higher and higher?
Because the land on Manhattan is getting more and
more expensive. The prices rise; the prices go up. It is
clear, it is expensive, it is getting more and more
expensive. Now open your books on page … 7, please,
first and read ‘Mike’s Letter to His Girl-Friend’. Who’d
like to read, Iwan?
[unverständlich]… a number of mistakes. I’ll read it
again and you listen, hm? Now, let’s see.
[äh]… Dear Jane … [äh] ‘Mikes Letter to His GirlFriend’, Iwan, listen, and all the others, too. Dear Jane
…
[Iwan] Dear Jane, …
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L. No, not [unverständlich] I arrived safely … You listen,
you listen… I arrived safely in New York a week ago.
Uncle Henry and Aunt Milly met me at Kennedy
Airport. They live in Brooklyn. Uncle Henry works in
one of the skyscrapers in lower Manhattan. When you
look out of the window in his office you can only see
walls and other windows. You can’t see the sky. Read
it again, Iwan.
S. Dear Jane, I /əˈraivəd/ safe… /ˈsefəli:/ in New York a
week ago. Uncle /ˈhenri/ and Aunt Milly /me:t/ at … at
Kennedy /ˈaipɔ:t/. /zei/ /laif/ in /brəukli:n/ …
L. … live in Brooklyn …
S. … /li:f/ Brooklyn … in Brook…
L. … live in Brooklyn …
S. … live in Brooklyn. Uncle /ˈhenri/ /wɔ:ks/ in one /of/
/zə/ /ˈskaiˈkeipəs/ in /ˈlauə/ Man-/ˈtætn/.
L. Lower Manhattan.
S. … lower Man-/ˈtætn/. When you look out /of/ /zə/
window in his /ˈəufis/ you can only see /wo:ls/ and /zə/
/ˈɔzə/ windows. You can’t see /zə/ sky.
L. Yes, thank you. [äh] … next please. On my first day in
New York I made a sightseeing tour by bus through
Manhattan. I’ve never seen so many people and cars
in all my life – not even in London. New York is only
the third largest city in the world, after Shanghai and
Tokyo. But I think it must be the busiest and the most
interesting city.
S. On my first day in New York I made a sightseeing tour
by bus … [ähm] … through Manhattan. I’ve never seen
so many people and cars in all my live – not even in
London. New York is only the th… the third largest …
L. … third largest city …
S. … third largest city in the world after Shanghai and
Tokyo. But I think it must be the busiest and the most
/intəˈrestiŋ/ ci…
L. City, yes … [äh] … The day before … [äh] I’ve forgotten
your name, what’s your name?
S. Petra.
L. Petra … [äh] … The day before yesterday I went on a
tour by boat round Manhattan. It took three hours.
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416
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
We had a wonderful view of the famous skyline.
Yesterday I went sightseeing on foot. I looked at the
expensive shops in Fifth Avenue and walked through
Central Park. I skated for an hour in front of
Rockefeller Center, and then I went to Macy’s – ‘The
World’s Largest Department Store’ – at the corner of
34th Street and Broadway. I bought a lovely present
for you there. Guess what it is! Love from Mike. Yes.
The day before yesterday I went on a tour by boat
round Manhattan. It took /sri:/ /ˈhauəs/
… hours, the ‘h’ is not pronounced … took three
hours.
… took /sri:/ hours. We had a wonderful view /of/ /zə/
/ˈfəuməs/ skyline.
Famous.
Famous. Yesterday I went sightseeing on foot. I liked
…
I looked …
I looked at /zə/ expensive shops in [äh] … Fifth Avenue
and walked /sru:/ Central Park. I…
I skated …
I skated for a hour …
… an hour …
… an hour in front of Rockefeller Center, and then I
went to Macy’s – ‘The World’s Largest Department
Store’ – at the corner at …
Broadway …
/ˈsɛ:tiˈtɔ:/ Street and Broadway. I bought a lovely
present for you there. Guess what it is! Love from
Mike.
Tomorrow I’m going to one of the no… [äh] famous
museums, and I’ll try to get a ticket for a theatre on
Broadway. Please, Ulrike, don’t fall asleep, P.S.
tomorrow…
P.S. Tomo-/Rəu/ I’m going to visit one of the famous
mu…/ˈseiəms/ …
Museums.
/mju:ˈseiəms/, and I’ll /tschai/ to get a ticket for a /si:s/
on /ˈbrɔ:twei/.
For what? Ticket for what? For a theatre.
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S. … ticket for a theatre on /ˈbrɔ:twei/.
L. Yes, well, quick questions, yes [unverständlich]. [äh]
… what is No. 3? [äh] … [äh] … let’s have a look at … the
map. What is No. 3?
S. Grand Central Station.
L. Yes, No. 3 is Grand Central … What is No. 7?
S. Sky…scrapers in /ˈləuvə/ Manhattan.
L. … lower Manhattan. What is No. 9?
S. Manhattan /britʃ/
L. Manhattan Bridge.
S. … Bridge.
L. … Bridge, No. 10?
S. Yankee Stadium.
L. No. 2?
S. Times Square.
L. Times Square, now let’s read ‘Manhattan Island in
1664 and Today’, start, please … what’s your name?
S. Guido.
L. Guido, yes.
S. Manhattan Island in /ˈsiksti/64 and Today.
Manhattan Island /li:s/ between /ðə/ East River and
the Hudson River. Henry Hudson was an Englishman
and the captain of a Dutch sailing-ship. He came to
Manhattan in /ˈsiksti/ hundred and nine. There /ˈweə/
only a few Indian …
L. [unterbricht] [äh] Red… let’s say ‘Red Indians’ on the
island …
S. Red Indians on /ðə/…/ðə/ island, and Hudson
/ɛkˈʃeinʃt/ /knaifs/ and /kləuθ/ for tobacco and /fə:s/
/wiθ/ … [äh] … them.
L. Yes, [äh] … knives, say, say that, knives, we don’t
pronounce the ‘k’, knives, knife – knives.
S. Knife.
L. Manche ziehen früh die Hose mit der Kneifzange an
[Gelächter], knife – knives, knife – kni… and say again
‚lies‘, ‚lies‘.
S. Lies.
L. Lies, lies, listen again: Manhattan Island in 1664 and
Today. Manhattan Island lies between the East River
and the Hudson River. Henry Hudson was an
417
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S.
L.
S.
L.
S.
L.
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L.
S.
L.
S.
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L.
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Englishman and the captain of a Dutch sailing ship.
He came to Manhattan in 1609. There were only a few
Indians on the Island and Hudson exchanged knives
and cloth for tobacco and furs with them. Now, next
part, please.
In 16…
[äh] … what’s your name?
Rei… Reiner.
Reiner, yes, go on, please.
In /ˈsiksti/ hundred twenty /faif/ some Dutch people
…
[unterbricht] sixteen, let’s say 1625, nochmal.
In 1625 some Dutch people built a small town on
Manhattan and called it New Amsterdam. In /ˈsiksti/
twenty six …
In 1626 …
In 1626 they bought /ðə/ island from /ðə/ Indians …
… the island
… the island … for a few axes and hammers, some
cloth …
Cloth.
… cloth and two bottles of /rum/ …
… rum …
rum – worth only 25 dollars altogether.
Is that 25 … [im Buch steht ’24 dollars’]
25.
… in your book, 25?
[äh] … n… n… 25.
In your book is 25? [äh] … in whose book is it 25, too?
[äh] Karl-Heinz in your book 25?
No, … twenty … two.
Yes, prices are going up, ha…?
… 22 dollars …
to a [unverständlich] hight…..
… altogether. Today /ɔn/ square meters of land in Fifth
Av… Avenue worth /to/ thousands of dollars.
[gleichzeitig] … thousands of dollars.
Yes, thank you very much, next, please [äh] Ulrich.
Because … [äh] … the land on Manhattan is getting
more and more expensive the sky/ˈkreipəs/ are getting
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higher and higher. The /ˈhaijəst/ one is the new World
Trade Center /wis/ one hundred ten floors…
L. … a hundred and ten floors…
S. Fifty /ˈsauzənd/ people /wɔ:k/ there.
L. … work there. Yes, that’s right … Now it’s question
time for you. You ask questions. Why? Where?
When? How? How much? What’s the price? …
Questions like e.g. where does Manhattan lie? A boy
asks a question, a girl answers the question. A girl asks
a question a boy answers the question, or a boy ask a
question and a boy answers the question, come on,
take part, take attempt.
S. Who come … Henry Hudson on Manhattan?
L. What does that mean in German? Who? Sag mal, was
soll das auf Deutsch heißen?
S. Ach so, hm,… Wann kam Henry Hudson nach … also
nach [äh] … Manhattan?
L. Ah, let’s see: When? … Who can translate that? When
did Henry Hudson came to Manhattan? Yes, answer
the question, please. Take your chance, answer the
question, Iwan.
S. Where …
L. Oh no, answer the question, Iwan. When did he
come? When did he come?
S. Sixty … hundred nine.
L. In 1609, yes… Henry Hudson came to Manhattan.
Next question, Iwan.
S. Where’s … [äh] … Manhattan Island?
[Es kann auch lauten ‘Where’s the Manhattan Island?’
Nicht genau zu verstehen bzw. zu unterscheiden.]
L. Ah yes, where is … [äh] … where is Manhattan Island
situated or where does Manhattan Island … say … You
can’t say: Where is Manhattan Island. It’s not correct
English, not quite. Where does Manhattan Island lie?
Answer…
S. Manhattan Island [äh] … lies between /zə/ East River
and /zə/ Hudson River.
L. … and … yes, next question, Stefan ask the question.
[Schweigen] Ask a question [Name unverständlich].
Where … How … Why … [Schweigen] I give you two
419
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420
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
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L.
S.
S.
L.
S.
L.
minutes. Everyone writes down a question, everyone
write down a question, everyone. One question,
everybody write down one question, please now, two
minutes. […] Yes, a question. I give you some
examples; I give you an example: Where does
Manhattan lie? Who was Henry Hudson? Was he an
Englishman? What did the Dutch people call it? Why
is the land getting more and more expensive?
Questions like these.
[unverständlich]
Yes, one question, everyone a question please. KarlHeinz, write down a question by asking: Who… where
… when … why… how … [Die Schüler arbeiten still]
No, only the answer. Now let’s hear your questions.
Ich?
Yes.
Who did Henry Hudson came to Manhattan?
Ha, again.
Who …
Again …
Who did Henry Hudson came to Manhattan?
Ah, can you write that question on the board please,
and next, please. Next please.
Who lies Manhattan?
Aha, can you write that on the board?
Yes.
Yes, right. [äh]… [äh] it’s wrong by the way. Yes, your
question [spricht den nächsten Schüler an.] Question,
one question.
Who come the Dutch people and build a small town?
Aha … you write it on the board. A question, please, a
question. What’s your question?
[unverständlich]
Was Henry Hudson a Dutchman?
Yes, you’re right. More questions. What’s your
question, Stefan? A question, one, one question, only
one, please, [unverständlich] be a good boy, ask a
question, come on.
[äh] … Who is Henry Hudson?
Yeah, write it on the board.
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S. Is Henry Hudson is a Englishman?
L. What’s your question? [meint weiteren Schüler]
[Schweigen] What’s your question, Birgit … let’s hear.
S. [schweigt]
L. Now let’s see. ‘Where’ and ‘Who’. ‘Where’ – what’s
that in German? What’s that in German?
S. Wo?
L. Aha .. very good, and ‘who’ – what’s that in German?
S. Was?
L. No.
S. Wer … wer?
L. Yes, now let’s look at the … at your questions. O.k.,
I’m sorry.
[Hier endet der 1. Teil der Doppelstunde]
421
2.4.10 Grade 8 (October 24, 1974; #39 in the Pre-Digital Corpus)
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422
Datum: 24.10.1974
Ss. Good morning Mr. [Name]
L. Now today we talk about a certain person you all
know … Who is that?
S. This is Mr. Carter.
L. O.k., can you ask the question now?
S. [äh]… [äh] who … [äh] what … who’s … who’s there?
S. Who’s this?
L. Who’s that? Who’s that? O.k. You answer [zeigt auf
einen Schüler].
S. Ja … [äh] Mr. Carter is an engineer.
L. No, this is … ?
L. O.k., next question … yes, please.
S. He is an engineer.
L. No, question … Dieter.
S. How are … /həu/ are he live?
L. No.
S. What /haz/ /ʤɔp/?
L. Once again.
S. What has /ʤɔp/?
L. There’s a mistake.
[Die Schüler reden durcheinander.]
L. What’s his job? O.k., Astrid.
S. He’s an engineer.
L. Next question … Uwe.
S. Where does he live?
L. Answer…
S. He /lif/ in Aberdeen.
[Es ist nicht genau zu verstehen, ob der Schüler /lif/ oder
/lifs/ sagt.]
L. O.k., … that’s a difficult question.
[Schweigen]
L. First word is ‘Where…’
S. Where does he go?
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L. Where does he go? One word is missing.
Ss. Often … often … often … [drei verschiedene Schüler].
L. Often, right … Can you repeat the question once
again?
S. Where does he often go?
L. O.k., answer? …
S. He /lifs/ in Lon… He l…
L. Where does he often go?
S. He /ɔ:fn/ to London.
[Protest bei den Mitschülern.]
L. Heike.
S. He often go to London.
L. Once again.
S. He … He often go to London.
L. No, … Astrid.
S. He often goes to London.
[Die Schülerin betont ‘goes’, um die korrekte Verbform
der 3. Person Sing. Präsens mit End-s hervorzuheben.]
L. Yes, Heike.
S. He often goes to London.
L. Fine, very good … you can … make two questions. …
Birgit.
S. [äh] … what’s his children’s name?
L. What are … ?
S. What are the children’s names?
L. … his children’s … names; say it again, please, what
are …
S. What are his children’s names?
L. O.k., answer is? Michaela.
S. They are /su:/ … /su:/ and Andy.
L. Say it again /sju:/
S. /su:/
L. Sue.
S. Sue.
L. Yes, Sue and Andy. They’re Sue and Andy … or?
S. Their children’s name are Sue and Andy.
L. His…
S. His children’s name are Sue and Andy.
L. Is it one name or two names?
Ss. Two names, one, [äh] two [drei verschiedene Ss.]
423
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424
L. O.k., say it again, please.
S. His children’s name…s… are /su:/ … Sue and Andy.
L. O.k., his children’s names are Sue and Andy. …
Answer is: They talk a lot … They talk a lot … about
their visit to London.
[Schweigen]
L. They talk a lot … ja? … What do … yes, please.
S. What do we hear of /ðə/ trip of them?
S. [anderer] Hä?
L. No, … that … that’s nothing, you couldn’t understand
that. What do … ?
S. … they do?
L. … they do? Or, what do they do? And the answer is? …
Petra …
S. They …
L. They …
S. They talk a lot.
L. … about …
S. … about …
L. … their trip …
S. … their trip London.
L. … their trip to London.
S. … to London.
L. Yes, about their trip to London. O.k., now you; one of
you asks the /kwesʃn/, the other one says the answer.
… Who wants to start? … Birgit.
S. Who’s this?
L. No, next one.
S. What is .. What his job?
L. What’s his job?
S. Ja.
S. He … He’s an engineer.
L. Next … next question… come on … Birgit.
S. [äh] … where does … his /lif/? … Where does he /lif/?
Where does he /lif/?
S. He /lif/ in /ˈeibədi:n/. He /lif/ in /ˈeibədi:n/.
L. Aberdeen.
S. Aberdeen … Muß ich jetzt? [Language switching]
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L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
Yes, or…
Irgendeine? [Language switching]
Yes, please.
Oh … [Gelächter]
Dieter, you take one.
Where …
… does …
Where does … /əu/ … /ˈəuvə/ … /əufn/ … go? … go?
[unverständlich] … Say it again: Where …?
Where does … /əufn/ go?
… he often go? Where does he often go? … yes, please.
He go … He goes to London.
He often …
[anderer] goes.
He often goes to London.
O.k., he often goes to London. [unverständlich].
Andy not Andry. OK. …
S. What’s her children’s name?
L. Her or his?
S. … his children’s name?
L. Name or names?
S. Names.
L. Fine.
S. His children’s names …
L. [unterbricht den Schüler] No, you take one.
[Der Schüler soll einen anderen aufrufen.]
S. Klaus.
S. Sue and Andy.
L. Sue and Andy. His children’s names are …
S. His children’s name are Sue and Andy.
L. OK, say it again: His children’s ..
S. His children’s name …
L. … names …
S. names /su:/ …
L. … are …
S. are S… Sue and Andy.
L. … are Sue and Andy, o.k. Now I can tell something
about myself.
425
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426
[Der Lehrer schreibt Daten und Informationen zu seiner
Person an die Tafel und bittet die Schüler, ihm Fragen zu
stellen.]
L. So you ask me … Yes, please.
S. Was?
L. You ask me, What’s your …
S. Ah … What’s your name?
L. My name is Mr. [Name]
S. Where does you live?
L. What nati… [unverständlich]
S. What’s you … What /ˈnʌtjɔˈnæliti/ is …
L. What nationality …
S. is … is he.
S. … are
LS. … are …
Ss. … are … are
LS. … are you?
L. I’m German. … Astrid … Where …
S. Where does he /lif/? Where … Where do you /lif/?
L. Yes.
S. I /lif/ in Germany.
L. You? I! I live in Germany. Where in Germany? I live in
[Ort].
S. What is your job?
L. What’s your job? I’m a teacher.
S. How o… How /ɔ:ld/ you …
L. … are …
S. … are …
L. [Name unverständlich] How old are you?
S. Ho… /həu/ /ɔ:ld/ are you?
L. I’m 39. How old are you?
S. I’m 40.
L. 14 or 40?
S. 14.
L. 14, yes. This is 14, this is forty. [schreibt die Zahlen an
die Tafel.] You are 14, 14, Michaela, you are a
teenager, right. Are you a teenager? Say: Yes, I am.
[gibt die korrekte Antwort vor.] Michaela: Yes, I am.
Yes, you are a young lady [allgemeine Heiterkeit].
How old are you? [fragt einen weiteren Schüler]
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S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
I’m thirteen.
thirteen?
‘thir’teen.
‘thir’teen.
‘thir’teen.
not ‘thirteen, thir’teen [level stress].
thir’teen.
Yes, very good. How old are you?
14.
13, 13.
O.k., what’s your name?
Jürgen. My name is Jürgen.
My name is Jürgen, ok. Have you any brothers?
[äh] … yes, one … one …
[gleichzeitig] one …
I have one /ˈbrʌzə/
… one brother. Have you a sister, Heidi? [unverständlich] … Gabi.
Yes.
Ja, now, who can … introduce himself like this? [zeigt
auf die Datenliste an der Tafel] My name is … I’m
German. I live in … [ähm] … I’m a pupil, and how old
are you? What’s your age? O.k.
[äh], [äh] … I’m. [ähm] I’m German. I /lif/ in
Germany. [äh] …
… in … [unverständlich] O.k., very good, Gabi.
I’m [äh] … Gabi
… a pupil. Say it again: I’m a pu…
I’m a pupil.
Yes, fine, ok., a boy, please. Dieter.
I’m Dieter .. I’m German.
You say: My name is … My name is …
My name is Dieter. [äh] … I’m German. I live in
Germany, in … I … I’m a pupil. I’m 14 years old.
Yes, now who wants to go to London? Who wants to
go to London? Please, point your finger if you want to
go to London … Do you want to go to London?
No.
No. You?
Yes.
427
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428
L. Go to, ok., who wants to go to London … in two years
with me? [unverständlich]… one two, three only?
Hm… you too? OK, now what would you do if you
were in London? Can you tell me something about
the sights in London? The places? Yes, please.
S. If I were in London, I’d take a look at … Tower Bridge.
[Der Schüler betont den ersten Teil des Satzes falsch:
/ifaiˈwə:/ statt /ifaˈiwə:/; beim zweiten Teil ist nicht genau
zu verstehen ob er sagt: … I’d take oder … I take.]
L. … at the Tower Bridge, o.k. … Heike.
S. If I were in London [wrong intonation, s.o.] it take a
look …
L. I’d …
S. … I’d take a /luk/ … look at /zə/ Big Ben.
L. … at … ?
S. … at /zə/ …
L. … at?
S. … at Big Ben.
L. … Big Ben, all right [schreibt ‘Big Ben’ an die Tafel] ok.,
Klaus, what would you do?
S. If you were in London … [S. betont falsch]
L. [korrigiert]… If I were in London …
S. If I were in London …
L. I’d take …
S. … I’d take … If … If I were in London I’d take a /luk/ at
/zə/ … /ˈtɛmzə/.
L. … at the Thames, Thames, say it again, Klaus.
S. … at /zə/ Thames.
L. … Thames [schreibt ‘Thames’ an die Tafel]. It’s th – a –
m e – s, not like in German not … th-a-m-e-s, the
Thames. Petra.
S. If I were in London [wrong intonation]…
L. If I were in London …[im Gegensatz zu den vorangegangenen Fällen korrigiert der Lehrer hier plötzlich
die falsche Intonation]
S. If I were in London it take …
L. … I’d …
S. … I’d take a look at … Tower.
L. … at the Tower, o.k. [schreibt ‘Tower’ an die Tafel] the
Crown Jewels … and you, Rolf.
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
If I were in London … [wrong intonation]
If I were in London I’d …
… take a look at Piccadilly Circus.
OK., Piccadilly Circus [schreibt ‘Piccadilly Circus’ and
die Tafel] Ute.
If I were in London … [wrong intonation]
If I were in London …
If I were in London I’d take a look at … at /zə/
Buckingham /paˈlast/ [deutsche Aussprache].
at…?
Buckingham …
… Buckingham…
Palace.
Palace.
Palace … ok., what would you do, Stefan?
If is I were in …
If I were in London.
If I were in London. [S. betont ‘were’]
No, … if I were in London…
If I were in London … I’d talk a lot at /zə/ … [der S.
meint ‘take a look’]
You’d talk a lot [Gelächter], yes, to the English people
…
I’d take a look … at /zə/ … Westminster Abbey.
At Westminster Abbey, right [schreibt ‘Westminster
Abbey’ an die Tafel] /ˈæbi/ yes, it’s a very big church in
London. Now what would you do, Astrid?
If I were in London, I’s take a look at /zə/ House of
Parliament.
Is it one or two?
[ungefragt] … the houses.
/zə/ Houses of Parliament.
Yes, Houses of Parliament [schreibt an die Tafel]
/pa:li:/
/…ament/…
Parliament… the Houses of Parliament, right. Now,
imagine you are in London. I am a /pɔˈli:smæn/ and
you ask me the way … to one of these places [zeigt auf
die an der Tafel stehenden Sehenswürdigkeiten
429
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430
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
LS.
L.
LS.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Londons] in this way: Excuse me, sir, can you tell me
the way … [schreibt das Frageformelmuster an die
Tafel) … me the way [L. spricht beim Anschreiben] to
… and you take one of these places. I’m the
policeman, come on, Dieter.
/ɛks…/ /ɛkˈsɔ:s/ …
Excuse me …
/ɛks’kju:s/ me, can you tell me the way to Big Ben?
Yes, of course my boy. You take this street straight on
and then you take the second turn to the right, and
then you see it already.
Thank you.
All right.
Thank you, sir.
You’re welcome.
/ɛks’ju:s/ sir, …
Excuse me, let’s say all together: ‘Excuse me’
Excuse me. [noch ziemlich uneinheitlich]
Once again.
Excuse me, sir.
[einige] sir, sir, sir.
Sir, excuse me, sir.
Excuse … excuse me, sir, can you tell me /zə/ way to
/zə/ Buckingham Palace?
[äh] … yes, yes, that’s right my boy … you [äh] … you
take the No. 3 bus and [äh] … and you get off at
Buckingham Palace. There’s a changing of the guards
at 10 o’clock… You say something …
Thank you.
That’s all right.
/ɛks’kju:z/ me, sir, can you tell me the way to … to
/pikəˈdæli/ Circus?
Ah, yes, young lady, [äh] … you see that sign there?
There’s ‘Underground’ on it. You go downstairs and
then you get a ticket and then you go to Piccadilly
Circus.
Thank you.
You pop up there and you could [unverständlich] a
look round.
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S. [äh] … /ɛks’ju:s/ me, sir, can you tell me the way to the
Tower? [die Äußerung kommt abgehackt, Wort für
Wort]
L. Yes, [äh] … of course, young lady, [Räuspern]… [äh] …
you take the second crossing to the left, and then the
first to the right and then you go straight on and then
you come exactly to the Tower.
S. /sænk/ you.
L. That’s all right my bo.. girl. Excuse me … yes, please.
S. /ɛks’kju:s/ me, sir, can you tell me the way /ɔf/ the
Tower…
S. [anderer] wa‘ doch grade…
S. … Bridge?
L. … to the Tower Bridge, oh y…yes, you take the No. 2
bus, you know, that red bus over there if you hurry up
you can get it. Then you tell the conductor you want
to get off at the Tower Bridge. You have to hurry,
come on.
S. /ɛks’kju:z/ me, sir, can you tell me /zə/ way to /zə/
Victoria Station?
L. … to Victoria Station, oh yes, you better take a taxi,
[äh] taxi, taxi. This boy wants to go to Victoria Station.
S. [äh], good bye.
L. O.k., good bye [Gelächter] … Jürgen.
S. /ɛks’kju:z/ me, sir, can you tell me /zə/ way to … [ähm]
Buckingham Palace?
L. Yes, if you turn round you’re exactly in front of
Buckingham Palace. You only have to turn round and
here is Buckingham Palace. [allgemeine Heiterkeit].
S. /sænk/ you, sir.
L. That’s all right.
S. [äh] /ɛks’u:s/ … /ɛks’u:s/ me sir …
L. Excuse me …
S. /ɛks … ɛks…/
L. /iks…iks… ‘kju:z mi: …/
S. Ex…use me, sir, can you tell … /m…mei…mei/
L. … me …
S. … me /zə/ way to /zə/ /tʌms/ … /zə/ Thames?
431
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432
L. … Thames, yes [äh] … you go along Hyde Park then
you come to Hyde Park Corner, there you get on a
Nr. 17 bus and that takes you to the Thames.
S. /sænk/ you, sir.
L. That’s all right, my girl. [Klassengeräusche]
S. /ɛks’kju:s/ me, sir, can you tell me the way to the St.
/ˈpɔ:lnes/ /ˈkæsedr…/
S. [anderer] St. Paul’s. [allgemeine Heiterkeit]
L. Cathedral, St. Paul’s Cathedral, yes, [ähm] … [äh]
that’s … well I think you better go by underground
here and you take the tube [äh] … it’s the Bakerloo
line, that’s the red line, the Bakerloo line, ok., now
you see that sign over there. There’s the underground
station.
S. Thank you.
L. That’s all right.
S. /ɛks’kju:s/ me, sir, can you tell me the way to the
Tower Bridge.
L. Yes [äh] … you are here at the Thames you can take a
ship, a boat to the Tower Bridge. It’s a very nice trip.
S. /sænk/ you.
L. You’re welcome.
S. Excuse me, sir, can you tell me … the way to the
Nelson’s Columns?
L. Nelson’s Column, yes [äh] … you better take the No. 7
bus that takes you to Trafalgar Square and there you
see Nelson’s Column.
S. Thank you.
L. … the statue and Nelson on it. O.k., now I help the
policeman any l… any longer. Now here [zeigt auf das
Tafelbild]: ‘What would you do if you were in
London?’ Are you in London or are you not in
London?
S. No, no.
L. You’re not in London. There’s only the possibility ‘If
you were in London then you would do this or that,
and this ‘would’ this is ‘I would’ the short form ‘I
would’ and I’d’ is the short form [schreibt ‘I would’ an
die Tafel]. ‘I would’ the Englishmen are very lazy.
They wipe out w – o – u – l and only leave the ‘d’, you
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
see: I’d. There’s another short form you know: That’s,
I’ll [schreibt ‘I’ll’ an die Tafel]. What’s the long form
for it?
I will.
I will or I…?
…shall.
… shall, all right. I will or I shall. O.k., now ‘what
would you do?’ Can you think of something you
would do if you were an … a millionaire? You say: If I
were a millionaire [schreibt gleichzeitig an die Tafel]
so [deutsch; language switching]. I’d buy something.
You tell me what you would buy.
I’d drive … [äh] … the biggest /ga:/ … [äh] …
OK ..
… on the /wɔ:ld/ … on the … [lacht verlegen] … on the
/wɔ:ld/.
… of the world.
… of the world.
Yes, I’d dr… I’d drive the biggest car … [schreibt
gleichzeitig an die Tafel] in the world… OK., any other
idea: What would you do if you were a millionaire?
Yes, please.
I … [äh] … I … [äh] …
If I …
If I a millionaire I did I …
Once again…
I .. [äh] were a mi…
If I were …
If I were a millionaire [S. betont die erste Silbe] I did
buy a trip of the world.
… I’d make …
Ja. [language switching]
I’d make … [schreibt wieder an die Tafel] [äh] … you
don’t say ‘a trip around the world’ you say ‘I’d make a
… a voyage or journey round the world’, yes … Dieter,
what would you do if you were a millionaire?
If I were a millionaire I’d buy … a big swimming pool.
[allgemeine Heiterkeit]
433
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434
L. I’ll buy a big swimming pool [schreibt an die Tafel]. …
swimming pool, ok., Birgit, what would you do if you
were a millionaire?
S. If I were a millionaire I’d buy … an horse.
L. … a horse, yes, I’d buy a horse [schreibt an die Tafel]
and, Rolf.
S. If I /wɔ:/ a millionaire I’d … never work.
L. … I’d never work [schreibt an die Tafel]. So what
would you do all the time? Eat, sleep, kiss young …
beautiful girls or what? [allgemeine Heiterkeit].
S. [äh] … I /wɔ:t/ … [äh] … I /wɔ:t/ the last of … [äh] …
L. … the last of what? …
S. I wou… I wou… I would do the last thing, kiss many
beautiful girls. [Gelächter]…
L. … and …
S. If I were a … [falsche Betonung]
L. If I were a millionaire…
S. If I were a millionaire it…
L. I’d …
S. .. buy …
L. … I’d …
S. I’d buy [äh] … an… a new bicycle. [Gelächter]
L. [lachend] A millionaire on a bicycle. [der Rest ist
unverständlich] No, that’s really snobbish, if you buy
a bicycle when you are a millionaire … yes, please.
S. If I were a millionaire [S. betont auf der ersten Silbe]
I’d buy a snack-bar [Gelächter] … and … and a mofa.
L. … a mofa, what is it? Mofa, moterscooter?
S. A big motor-scooter.
L. Big motor-scooter, yes, ok. Now let’s ask each other.
You ask Uwe: What would you do if you were a
millionaire? And Uwe says to you what he wants to
do.
S. What was [äh] … what … what was do yo….
L. What would… What would do … [falsche Vorgabe].
S. What would do …
L. [korrigiert sich und den Schüler] … you do…
S. [äh] …
L. Not do you, you do… if you were …
S. Ja, wha…
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L. Take it easy, boy, take it easy, come on, once again:
What would you do?
S. What would you do … whe… when you were … if you
were a millionaire [Ton auf der 1. Silbe].
S. [äh] … I
L. If I were a millionaire …
S. If I were a millionaire … I …
L. I’d …
S. I’d make a trip to Hawaii.
L. … trip to Hawaii, hm, very good, ok. Now who wants
to ask his friend? Doris?
S. [ähm] what would you do when you …
L. … if you …
S. .. if you …
Ss. .. were, were .. [prompting]
S. .. if you were a millionaire, Carmen?
S. Oh [lacht verlegen], if I were a millionaire [S. betont
‘were’ und ‘millionaire’ auf der 1. Silbe] I would buy
[äh] … buy a …
Ss. Ship, ship, ship. [prompting]
S. A… a ship.
L. You’d buy a ship, ok. Now look here? [Spricht und
schreibt gleichzeitig an die Tafel]. If-the-weather-isfine-tomorrow… so … I’ll – If the weather is fine
tomorrow I’ll do this or that … yes, please.
S. If the weather fine …
L. … is fine …
S. … weather is fine I’ll drive /wis/ my bicycle.
L. I’ll go…
S. … I drive /wis/ …
L. No, you don’t say ‘drive’, ‘I’ll go’ you say ‘I’ll go’ .. ‘I’ll
go with my bicycle’ or ‘I’ll make a bicycle tour’ yes,
you want to do that? ‘If the weather is fine tomorrow
I’ll make a bicycle tour.’ Ok. [schreibt den Satz an die
Tafel] make-a-bicycle-tour. Ok, Jürgen.
S. If /zə/ /ˈwezə/ is fine tomorrow I’ll … I’ll go into the
swimming-pool.
L. … I’ll go to the swimming-pool, or I’ll go swimming
[schreibt die Sätze an die Tafel]. O.k., next one.
S. If the weather is fine tomorrow I’ll fly to Spain.
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436
L. You fly to Spain [schreibt den Satz an die Tafel] [äh] …
eviva Espana. [singt einen sehr bekannten Schlagertext – allgemeine Heiterkeit].
S. If /zə/ /ˈwezə/ is fine tomorrow I’ll … I’ll play tennis.
L. You … you’ll play tennis, lucky girl. Can you play
tennis, Andrea, can you play tennis?
L. Yes, yes I can, But I’m learning. OK.
S. The … if the weather is fine tomorrow [äh] .. I’ll [äh] …
table-tennis …
L. I’ll …
Ss. Play, play.
S. I’ll play table-tennis.
L. Hm [zustimmend, schreibt den Satz an die Tafel] and
last one, Dieter.
S. If the weather is fine tomorrow I’ll catch with my
friends.
L. I’ll catch what? You want to fight, yes fight, you catch
someone, catch-as-catch-can, box, hit him, yeah?
S. [language switching] Nein, Spiel, also ‘sketch’.
L. You… you’ll play a sketch.
S. Ja.
L. So [deutsch; language switching] ok., now will you
please take out your exercise books and everybody
writes five sentences from ‘What will you do?’ … and
five sentences with ‘What would you do?’
[Die Schüler arbeiten still bis zum Ende der Stunde, ca. 10.
Minuten.]
2.4.11 Grade 8 (December 5, 1974; #40 in the Pre-Digital Corpus)
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Datum: 05.12.1974
L. Good morning.
Ss. Good morning Mr. X.
L. We can start now /wiθ/ our question tags short
answers. First I give you some sentences and you say
the short answer. … Freddy has a beautiful
motorbike, hasn’t he?
S. Yes, he has.
L. Louder, please.
S. Yes, he has.
L. OK, can you speak a little bit louder?
S. Yes, he has.
L. She runs beautifully, doesn’t she, Andrea?
S. Yes, she does.
L. She looks … she looks great, doesn’t she?
S. Yes, she does.
L. She can do more than a hundred miles, can’t she?
S. Yes, she can.
L. She has a lot of extras, hasn’t she?
S. Yes, she has.
L. She was very expensive, wasn’t she?
S. Yes, she was.
L. She is very fast, isn’t she?
S. Yes, she is.
L. He cleans her up every day, doesn’t he?
S. Yes, he does.
L. Freddy … Freddy had three motor-bikes up to now,
hadn’t he?
S. Yes, he had.
L. He can handle her all right, can’t he?
S. Yes, he can.
L. He is very happy about her, isn’t he?
S. Yes, he is.
L. Ok., now can you … supply now the tag questions I
say only the statement and you say the … tag question
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S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
and then I say the short answer, ok. Freddy has a
/ˈmju:ti/ … has a beautiful motor-bike, …
Hasn’t he?
Yes, he has. She runs beautifully … Dieter, she runs
beautifully…
… runs she beautiful?
Doesn’t she?
Yes, doesn’t she. She runs – full verb – doesn’t she?
Yes, she does. She looks … she looks great, she looks
great …
[unverständlich]
Yes, she does. She has a strong motor …
Hasn’t he? Hasn’t she?
Yes, she has. She can do more than a 100 miles …
[ungefragt] can’t she?
Can’t she?
Yes, she can. She was very expensive.
[ungefragt] wasn’t she?
Angelika.
Wasn’t he?
Wasn’t … ?
She, she.
Yes, she was. She is very fast. She is very fast …
Dagmar.
Isn’t she?
Yes, she is. He cleans her up every day… He cleans her
up every day …
Doesn’t he?
Doesn’t he? Yes, he does. Freddy had three
motorbikes up to now …
[ungefragt] hadn’t he?
Hadn’t he?
Hadn’t he? Yes, he had. He can handle her all right …
[ungefragt] can’t he?
Klaus.
Can’t he?
Yes, he can. He is very happy about her …
[ungefragt] isn’t he?
Please, don’t say anything in between.
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[Der Lehrer rügt den Schüler, der laufend ungefragt die
richtigen Antworten vorgibt.]
L. Dagmar.
S. Isn’t he?
L. Yes, he is. Very good. Now when the statement is
positive what about the question tag?
S. The question tag is negative.
L. What about the short answer then?
S. The short answer is positive.
L. Ok., statement negative, question tag is …
Ss. Positive.
L. Positive [zustimmend] short answer is …
Ss. Negative.
L. … negative again. Another example: Tim is very thin
… tag question?
S. … isn’t he?
L. Isn’t he, yes, he is. He doesn’t look strong … Doris.
S. … does he?
L. Yes, he does, no, he doesn’t. What is correct now?
S. No, he doesn’t.
L. No, he doesn’t [schreibt das Beispiel an die Tafel].
The statement is negative so the short answer must be
negative, too, ok. Tom was rather fat.
S. Wasn’t he?
L. Yes, he was. He is not good looking … Andrea, … He is
not good looking.
S. He di… didn’t he?
L. Is…? Your memory bank? Yes, please.
S. Is he?
S. No, he isn’t.
L. He is not good … good looking, is he? And the short
answer is?
Ss. [reden durcheinander]
L. Yes, Thomas.
S. No, he isn’t.
L. No, he isn’t, o.k. Tom couldn’t see the stone … Ute.
S. Could he?
L. Answer? Alfred.
S. No, he could.
L. No, he couldn’t.
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440
S. No, he couldn’t.
L. All right; Tim looked weaker than Tom … Tim looked
weaker than Tom … looked … Gabi?
S. … didn’t he?
L. Yes, very good.
S. Yes, he … yes.
L. Yes, he did. Why do you … why did you say ‘didn’t
he’?
L. No, nothing about the aux … Hilfsverb or auxiliary
verb.
S. Full verb.
L. Full verb and which tense is it?
Ss. Past, past, past.
L. Past tense, yes, very good. Peter wrote a postcard …
S. [ungefragt] … wrote he?
L. First question: auxiliary verb? No! Full verb? Yes! Past
tense? Yes! Peter wrote a postcard …
S. … didn’t he? [wrong intonation]
L. [korrigiert] … didn’t he? Answer?
S. Yes, he… did.
L. Yes, he did. Ok., well, that’s very good. Now, let’s see
how much you … kept in your memory bank … about
… [äh] … asking people in a train. Now you are sitting
in a train and you are puffing along. It’s a beautiful
sight, the Rhine on one side and someone is sitting
opposite you and he is reading a newspaper and you
want to read it, too. What do you say?
S. Give me, please, your news… [unverständlich]
L. Give me your …?
S. Give me … your … news…
L. … newspaper, please. Give me your newspaper,
please. O.k., or?
S. Please, can you give me your newspaper?
L. Yes, fine, or?
S. Could you, please, … me ..
L. … give … the newspaper.
Could you please give …
S. … me the newspaper, please.
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L. Fine. Could you please give me the newspaper? Ok.,
or?
S. May I the newspaper …
L. May I … ?
S. May I can …
L. May I … have your newspaper, please. Ok. [äh]…
someone is rea… rea…ding a magazine and you want
to read it, too. So what do you say? Thomas.
S. /ɛksˈju:z/ me, sir, can you could me … nä [bricht ab].
Could you … [bricht verlegen lachend erneut ab]. Can
you give … [äh] … me your … your magazine please?
L. Yes, fine, but it’s not a sir, it’s a lady.
S. Excuse me, lady …
L. You don’t say ‘lady’, you say ‘madam’, excuse me,
madam, or excuse me […]
S. Mrs.
L. Mrs., if you know her name, you say Mrs. so and so
e.g. if is it Miss N., Mrs. N. or Mrs. O, or Miss. O. Excuse
me, Miss O., can you give me your newspaper please,
or could you give me your magazine, please, yes. Now
you want someone to open the window. You want
someone to open the window. What do you say?
S. Excuse me, can I open the window?
L. You want someone to open the window, not you
yourself. You are sitting in one corner and you cannot
get up, cannot stand up very well. Hm?
S. Sorry, can you open the window?
L. Yes, can you open the window, please, or? Axel.
S. Please, would you open the window?
L. Fine, please, would you open the window?
S. Please, can you open the window?
L. Yes, o.k. … and?
S. /ˈpa:dən/ can you open the window?
L. Pardon, yes, can you open the window, please?
S. Could you open the window.
L. Yes, all right. [äh] you want someone to close the
window. There’s an awful draught and you’re getting
a headache, it’s cold … in the train and you want some
one to … to close the window, Dieter.
S. Please, can you shut the window?
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442
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Ok.
Please, could you shut the window?
Yes.
Shut the window, please.
Shut the window, please, yes, it’s very energetic, shut
the window, please, come on. Well, someone is
smoking and is blowing the smoke into your face and
you’re getting [unverständlich] sick [L. rülpst, um
Übelkeit anzudeuten.] What do … do you say?
Thomas.
Can you stop smoking, Sir?
Yes, fine, or?
Pardon, can you stop … ne, doch … what … can you
stop smoking, please?
Yes.
Pardon, can you stop smoking?
Well.
/ɛksˈkju:z/ me can you …
[anderer sagt vor] stop…
… could you …
… could you stop … [äh] smoking?
Yes, you are green in your face, you know, [äh] can
you stop smoking, please [legt einen weinerlichen
Ton in seine Stimme]. Yes, please.
Stop smoking.
Fine, could you stop smoking? Äm, you have a very
heavy suitcase, a very heavy suitcase and you want
someone to help you with it. What do you say?
Excuse me, can you carry…
Help or carry, help me carrying …
… help me carrying … /ˈsju:skeis/…
My suitcase, once again. Excuse me …
[anderer] lauter.
Yes, you say it again in English, please. [meint den
Schüler, der ‘lauter’ gerufen hatte] You want someone
to speak a little bit louder, so what do you say?
Speak a bit, a little louder, please.
Ok., Peter, speak a little bit louder, please, or speak up
a bit.
/ɛsˈkju:s/ me, … [äh] can you carry my … [äh] /sju:s…/
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L.
S.
L.
S.
L
S.
L.
S.
L.
S.
L.
S.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Suit…
Suitcase.
Yes.
Could you carry my suitcase?
… my suitcase … please! Yes, or … Can you … help …
you want someone to help you, Andrea.
Can you help me …
… to …
… to carry my /ˈsju:skeis/?
Yes, you say it again, Michaela.
/ɛsˈkju:s/ me, can you help me … my carrying …
… to carry …
… to carry my /ˈkju:təns/
… suitcase.
… suitcase.
My suitcase, say it again.
Suitcase.
Yes, you mustn’t be nervous.
Kann man sagen: Can you help me…
Can I say, come on, can I say or may I say…
Can you help me by this…
… with this, with this.
With this.
Yes, that’s possible; can you help me with this
suitcase? Well, [ähm] … You did not understand what
someone said, you did not understand, yes please.
I beg your pardon.
I beg your pardon, or … shorter … shorter than I beg
your pardon.
Sorry. [ganz leise]
Yes, sorry, sorry or pardon, too … now we have three
already, three /ˈfreisis/. ‘Sorry’, ‘Pardon’, ‘I beg your
pardon’ …
/ɛksˈkju:s/ me.
Excuse me.
Please.
Please, can you …
Can you help me?
No [allgemeine Heiterkeit]. No, could you repeat what
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Ss.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
you said? Could you repeat what you said? Or, ‘could
you speak a little bit …’
Louder, louder.
Louder or ‘could you speak up a bit?’ So, but at least
you must know ‘pardon’, ‘sorry’, ‘I beg your pardon’,
‘what did you say?’ all right. Can you repeat that,
please? Dieter, what can you say?
Sorry.
Sorry, pardon, /ɛksˈkju:s/ me, and please.
No, no, you don’t say ‘please’. If you don’t understand
in German you say ‘bitte?’ You don’t say ‘please’ in
English, that’s not possible. You say ‘pardon’, or
‘sorry’, ‘excuse me’, ‘can you speak up a bit?’ Can you
speak a little bit louder’? … Oh halt! It’s raining cats
and dogs [Gelächter], it’s raining cats and dogs. Ok.,
well, here I’ve written some sentences on the /bɔ:d/.
Who wants to read the first sentence, please? … This
one in the middle.
/zə/ pu … /zə/ …
People …
… people of Cologne /daunt/ like to /wɔ:k/.
Can you say/dəunt/? [Name unverständlich]
/dəunt/
… don’t, don’t, yes, once again: The people of
Cologne …
/zə/ people of Cologne don’t like to /wɔ:k/.
.. to work.
.. to work.
Ok., once again, please, Birgit.
They like to …
No, once again, the same sentence, please.
The people of Cologne don’t like to work.
Yes, Jürgen, next one.
/zei/ like to … /la:…/
.. laugh ..
.. a lot.
Ok., [unverständlich] say it again, please.
They like …
No, ok., yes … they…
They like to laugh a lot.
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L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Ss.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Fine, Klaus.
They like /ˈwəumən/ and wine.
What was it?
Woman, woman.
Women, … women … one woman, two women …
They like women and wine, women and wine … wine.
They like women and wine.
Yes, … nice girls and something to drink.
Wine.
Yes, wine, Gabi.
[äh] … they are easy going.
Yes, they are easy going. [‘Why not’ oder ‘well now’;
nicht genau zu verstehen] If I don’t like to work today
then I work tomorrow. … Then I’ll work tomorrow:
that’s easy going, ok., and Michaela.
/zei/ make friends easily.
Yes, can you repeat that, please? Andreas.
They make friends easily.
Yes, once again everybody takes one sentence only.
Doris, can you please start … The people of Cologne …
The people of Cologne … don’t like to work.
Ok., next one, Petra.
/zə/ like to /ləuf/ a lot.
Was that correct?
No, laugh, laugh, laugh.
They like to laugh the … a lot.
They like to laugh a lot, Petra, can you say it again?
Fine, Petra N.
/zei/ like /ˈvimen/ and /vain/.
Women and wine [korrigiert das ‘w’]
Women and wine.
Yes, Gabi.
/zei/ ea… /zei/ are easy going.
Yes, … can you … link it: They’re, they’re easy going.
/zeiə/ easy going.
Yes, that’s better. Dieter
We make /frains/ easily.
Is that correct? … Dieter
They make /frains/ easily.
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446
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Is that correct?
No.
No, [unverständlich]
/zei/ make friends easily.
Yes, a bit louder.
They … they make friends easily.
Yes, … [äh] Ute, can you repeat that: They make …
/zei/ /mei…/ … /zei/ make /frəns/ easily.
Friends.
Friends easily.
O.k. They make friends easily. Well, the people of
Cologne don’t like to work. Now you say: I think
that’s true.
[ungefragt] No.
I don’t think that’s true. I don’t think that’s correct. I
agree. I don’t think so. So. [language switching: häufig
in der L1 auftretendes Füllwort ohne semantische
Relevanz.] The people of Cologne don’t like to work.
What do you think about that?
That’s true.
That’s true. You say: I think that’s true.
I /θiŋk/ that’s true.
Ok., what do you say?
[ähm] … I /siŋk/ … I think that’s correct.
That’s correct, or?
I agree.
I agree, fine, or Hartmut, what do you think about
that sentence? People of Cologne don’t like to work.
I agree.
You agree.
That’s correct.
That’s correct.
[unverständlich]
You think that’s correct, fine. Now can we use these
phrases to say: I think that’s true. I think that’s
correct. I think that’s right. I agree. Then the next one
says: I don’t think that’s right. I don’t think that’s
correct. I don’t think that’s true. I don’t think so. Now
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
let’s start with Michaela: The people of Cologne don’t
like to work.
The people…
I think …
[keine Reaktion]
Hallo [deutsche Aussprache] I think you are sleeping
[allgemeine Heiterkeit]. I think you are sleeping with
your eyes open [allgemeine Heiterkeit]. Excuse me, I
beg your pardon. Next one, Jürgen.
I think, ok.
I … I think … that’s …
That’s o.k.
That’s … no, you say: I think that’s true. And you say?
I agree.
And you say?
I don’t think that’s true.
Ute.
I think so.
I don’t think so.
I don’t think … that’s right.
… that’s right.
I don’t think that’s correct.
And the last one is, ja, Birgit?
[schweigt]
I don’t …
I don’t think so, it’s correct.
I don’t think so.
I don’t think so.
So, ok., that’s all. I don’t think so. Next one. They like
to laugh a lot. Thomas you start.
Yes, you say [unverständlich] something about it: I
think so or I think that’s right.
I think that’s right.
Ok., Gabi.
I think that’s true.
I think that’s correct.
I … I agree. Now, negative, Hartmut.
I don’t think that’s right.
Fine, Gabi.
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448
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L
S.
I don’t think that’s true.
Dieter.
I don’t think that’s correct.
And ..
I /siŋk/ so …
I don’t …
I don’t think so [‘think so’ wird von L. und Ss.
gemeinsam gesprochen.]
Ok., will you please shut your books, some of you …
[äh] … have their books open. Ok., once again: They
like women and wine. What do you think about that?
They like women and wine.
That’s right.
That’s right.
That’s true.
I think that’s right. I think …
I … I think that’s true.
[Name]
I think that’s correct.
That is correct.
Yes, I …
I think that’s …
I…
I think …
No.
I think …
No, without think [unverständlich]. I …
Agree.
I agree. And now the negative. I … [unverständlich]
I don’t think so.
Yes.
I don’t think s… I don’t think correct.
… that’s correct, yes, say it again, Stefan.
I don’t /siŋk/ /zæts/ correct.
Yes, Birgit.
[schweigt]
Gabi.
I don’t /siŋk/ that’s right.
And ..
That’s not correct.
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L. That’s not correct, that’s not true. Well, they are easy
going. They are easy going. What do you think about
that? They are easy … going, Dieter.
S. That’s not correct.
L. That’s not correct… Petra, what do you think about
that: They are easy going.
S. I don’t /siŋk/ …
L. … that’s …
S. … correct.
L. I don’t think that’s correct, ok., and …
S. I agree.
L. You agree, Hartmut.
S. I don’t think so.
L. You don’t …
S. I don’t know.
L. You don’t know. Yes, that’s very good. You say: I don’t
know. And they make friends easily.
S. I agree.
L. You agree.
S. That’s correct.
L. That’s correct. Ursula.
S. I agree.
L. You agree.
S. I /siŋk/ /zæts/ true.
L. Petra.
S. I don’t think that’s correct.
S. I /sink/ that’s /rait/.
L. Can you say /θiŋk/?
S. Think.
L. Tha… that’s better.
S. I think so.
L. I think so, yes, ok. Well, [äh] who can read that?
Look, here are some of the rules how you should be
have in the English Department. Who can say what
we said about ‘write’? What does /zə/ English teacher
says [der Rest ist unverständlich].
S. Please, can you write clearly?
L. No, that’s a command: Write clearly! Can you write
‘clearly’ on the board, please? Come on, write
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450
S.
L.
S.
L.
S.
L.
Ss.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
‘clearly’. [Schüler schreibt ‘clearly’ an die Tafel] Next
one, speak Andreas.
Speak louder.
No, Gabi.
Speak distinctly!
Yes.
Was hat die Gabi jetzt gesagt?
Gabi, will you please go to the board and write ‚speak‘
… [äh] and write ‚distinctly‘? [Die Schülerin schreibt
‘distinctly’ an die Tafel.] Next one is ‚walk‘. Don’t rush
in! Walk … ! What was the word!
[reden durcheinander]
Walk la…
Birgit.
Quietly.
Mm, no, we had another word.
[reden durcheinander, ‘quickly’ wird schließlich
mehrmals genannt]
No, quite, the opposite, not ‚quickly‘.
‘Slowly’.
‘Slowly’, yes, Hartmut, please, go to the board and
write it. [Schüler schreibt ‘slowly‘‚ an die Tafel] Walk
slowly. Next one: ‚sit up‘, … No? Nobody? Dieter.
Sit up, please. [Gelächter]
No, ‘sit up, please’. How do you sit up? How must you
sit up?
Sit up probably!
Prop…
.. perly.
Properly, yes [alle reden durcheinander] properly.
Do you write ‘properly’? … come on… [Ein Schüler
schreibt ‘properly’ an die Tafel.] And the last one:
‘Leave the room …’, Birgit.
Quietly and clearly.
Not quite [der Lehrer dehnt das Wort ‘not’]
[übertönt mit lauter Stimme das allgemeine
Durcheinander] Quickly and quietly.
Ah, yes.
Quickly and quietly.
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L. Would you write it, please. [Schülerin schreibt die
beiden Wörter an die Tafel. Bemerkt einen Fehler an
der Tafel.] Not ‚poperly‘ [allgemeine Heiterkeit]. Sit
down properly. [Hier tritt eine kurze Gesprächspause
ein, da an der Tafel noch geschrieben wird.] Yes,
thank you. So, here we have some words with -ly at
the end. What are these words? Andreas.
S. /ˈʌdvə:bs/
L. Adverbs, yes. Now look at that part of the board. Here
we have some … What are these, Gabi?
S. Adjectives.
L. Adjectives, right, and here are some…
S. Verbs.
L. Verbs, now can you make a sentence and use the verb
and an adverb.
S. He /rʌns/ quick. He /rʌn/ …
L. He runs…
Ss. Quickly, quickly, quickly.
L. … quickly. How does he do it?
S. Quickly.
L. Quickly, he runs quickly, ok., next one.
S. He is a quick runner.
L. Yes, very good, he is a quick runner.
S. He runs quickly.
L. He runs quickly.
S. He drives carefully. He drives carefully.
L. Yes, and … the sentence with ‘careful’?
S. Ich?
L. Yes, please.
S. He is a careful driver.
L. Yes, he is a careful driver, he drives carefully.
S. Ja, he’s …
L. .. laughs, she…
S. .. she laughs happy
L. .. happ…
LS. Happy happily.
L. He laughs happily. Aha, now a sentence with happy.
She’s a happy girl.
S. She’s a happy girl.
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452
L. Girl, yes, very good. She’s a happy girl; she laughs
happily. Ok., once again. Thomas, can you say your
first sentence again?
S. Ah [äh], he’s a quite runner. He /draif/ --- [äh] he
/draifs/ quickly.
L. Oh. [allgemeine Heiterkeit]
S. [ungefragt] He runs quickly.
[Wrong intonation. Der Schüler hebt die Stimme am
Ende des Satzes, vermutlich nach Zustimmung durch den
Lehrer heischend.]
L. Yes, ok., he is a quick runner. He runs quickly.
Next one.
S. He’s a careful driver. He drives carefully.
L. Yes, and …
S. He’s a … nä … She’s a happy … girl … /ləuf/
L. Girl.
S. Girl … ja …
L. … lau…
S. He lau…
L. She laughs…
S. She laughs … happily.
L. Yes, can you say it again? It’s a difficult word. [She
laughs happily. Dieser Satz ist nicht genau zu
verstehen, sondern beruht auf Vermutung des
Übersetzers.] Michaela.
S. She laughs happily. [äh] … [äh] … she’s [äh] … she’s a
… happy girl.
L. Ja, she’s a happy girl. She laughs happily, ok., now,
will you please open your books.
S. [ungefragt] /peitʃ/ 62.
L. No, page 52, please [Ss. blättern], page 52. In the
middle of the page you have a picture, the poster of
the Circus Torrino. How many girls are in the poster?
Ss. Three, three, one, one.
L. Is it three or one girl?
Ss. One, one, one.
L. One girl with three activities.
S. Yes …
L. In the middle she’s walking on a rope, on a tight-rope.
In the middle she is walking on a tight rope. On the
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S.
L.
LS.
L.
S.
L.
S.
L.
S.
L.
S.
L.
LS.
L.
LS.
L.
S.
L.
S.
L.
S.
L.
Ss.
L.
S.
right hand side she is juggling with balls, she’s tossing
them from one side to the other, she is juggling, and a
person who juggles is called a juggler; and a person
who is walking on a tight-rope is a tight-rope walker.
So, on the right hand side she is a juggler, in the
middle she is? What is she? … A tight … you say it …
[deutet auf einen Schüler] a tight-…
.. tight-rope …
… rope walker. Can you repeat that word?
Tight-rope walker.
Walker, walker, you walk…
Tight-rope walker.
… on the right rope; the tight-rope walker. Astrid, can
you repeat that word? … a tight…
… a tight-/rɔ:p/ …
Rope.
/əup/ /ˈwɔ:lkə/
Walker.
A tight-rope /ˈwɔ:lkə/
… walker .. once again: a tight-rope walker. Let’s say it
all together.
A tight-rope walker.
… walker, a tight-rope walker. And on the right hand
side she is a juggler. Say it all together.
A juggler.
A juggler, she is juggling with balls. Well, and on the
left hand side she is standing…? On what?
Standing on the horse.
On a horse, ok., she is standing on a horse and people
who can stand on a horse are called acrobats, acrobats.
[schreibt das Wort an die Tafel]
Akrobat.
Right, yes, like the German word ‘Akrobat’, an
acrobat; so the girl’s name is Linda, Linda May.
She is twelve years old.
She is twelve years old, right. She’s a circus acrobat’s
daughter. So, what’s her father’s job?
Acrobat, acrobat.
He is an…
He is a acrobat.
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454
L.
S.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
.. an ..
.. an acrobat.
Yes, what is his… what is her father?
An acrobat.
An acrobat, acrobat.
Acrobat.
Yes, she’s an acrobat’s daughter. Her father’s job is an
acrobat. Is the circus very big?
No, no, no.
No, it isn’t. It’s a very small circus. But ‘Everybody has
to work hard.’ ‘Everybody has to work hard.’ For ‘has
to’ we can say ‘must’ work hard in the circus. And ‘the
circus travels around all summer’. ‘It travels’ that
means ‘it goes from one place to the other’ from X to
Y, from Z to Z etc. it travels around. [Die Ortsangaben
wurden aus den bekannten Gründen gelöscht] ‘They
stay in one town for a week or so and then go on’. ‘In
winter they stay on a farm’. ‘In summer Linda never
goes to school for more than a week’. So, when she is
in X, she comes to this school for … for a week and
then she goes to Y, and goes there to school for a
week and so on. ‘She has a lot of school problems’.
Well, I [äh] … I think so, I agree, she has a lot of school
problems; ‘but she is a fine tight-rope walker’. ‘She
can dance very well. And she is a good juggler’. ‘And
she can ride and stand in the saddle.’ The juggler is the
person on the right hand side tossing balls. So, how
old is Linda?
She is twelve years.
She is twelve. How old are you?
Thirteen [falsche Betonung; S. betont die 1. Silbe]
[korrigiert] Thirteen. [Betonung auf der 2. Silbe] You
are a teenager, yes, you are. All the girls from 13 to 19
are teenagers. Who is twelve here in this class?
Nobody. Who is 13, hand up, please. Who is older
than that? Who is 14? Anybody fifteen? You are
fifteen already? Oh, when are you going to marry?
[allgemeine Heiterkeit] Two years or three?
I’m sixteen [allgemeine Heiterkeit]
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L. You are sixteen already? [Gelächter] Ok., what’s her
father’s job? What’s her father’s job, Dieter.
S. He is a acro… an acrobat.
L. He is an acrobat. Is she a taxi driver’s daughter?
Ss. No.
S. No, no, she is, she isn’t.
L. No, she isn’t. Is the circus very big?
Ss. No.
L. No, it isn’t. Has every/bəudi/ to work hard? Has
everybody to work hard?
Ss. Yes, yes, yes.
L. Yes, yes he has. Yes, he has. O.k., well, what does the
circus do all summer?
S. He [äh] …
L. It …
S. It drive to …
L. [unverständlich] Dieter
s. It drives …
L. .. travels ..
S. .. travels /əˈraund/
L. It travels around. So what does this mean? It travels
around.
S. [Schweigen]
L. It goes …
Ss. .. around, goes around.
L. No, from one place to the next place. It goes from one
place to the next place. That means it travels around.
Ok., where do they stay in winter? Yes, please.
S. On a farm.
L. Say: In winter they stay …
S. In winter they stay on a farm.
L. Ok., what do they do in summer? Astrid.
S. In summer [äh] … Linda never go to any school for
more than a week.
L. No, I was asking about the circus not about Linda
May. In winter they stay on a farm. What do they do
in summer?
S. The circ… the circus travels around.
L. Travels around, what does this mean, ‘it travels
around’? … Ute.
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S.
L.
S.
L.
From one ..
.. it goes ..
It goes … from one place to the next place.
Ok., it goes from one place to the next. You can leave
out the second … ‘place’. It goes from place to the
next. Ok. Now, how long does Linda go to a school at
a time in summer? How long?
S. She has a lot /ʃ…/
L. No, you didn’t understand my question. How long
does she stay in one school?
L. A week. How long does she stay in one school in
summer? A week. And what is the consequence of
this? Yes, Ute.
S. She has a lot of school problems.
L. Yes, very fine. She has a lot of school problems. Ok.,
but in circus, what does she do in circus? What is she
in her father’s circus? Thomas.
S. But she is a fine /traip/…
L. Tight…
S. Tight-/ˈrəupə/
L. No.
L. Oh, that’s a very difficult word: tight-rope walker,
tight-rope walker. Say it again, Thomas, tight…
S. Tight-rope walker.
L. Yes, that’s fine. She’s a fine tight-rope walker. Where
else is she? Oh, she is a tight-rope walker and …?
Ss. Jungler, juggler, juggler.
L. Juggler; she is a good juggler, ok., and what else can
she do?
S. She can /dæns/ very well.
L. She can dance very well, o.k., and?
S. She can ride and stand in the /zædl/
L. In the …?
S. Saddle.
L. Saddle, yes; she can ride and stand in the saddle, ok.,
well, now, let’s read that small passage.
[Zeichen zum Ende der Stunde ertönt.]
2.4.12 Grade 9 (February 15, 1974; #22 in the Pre-Digital Corpus)
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Datum: 15.02.1974
L. Our topic at the moment is Canada. So we have heard
a little bit about the history of Canada already. Now,
when you compare the history of Canada and the
history of Germany … yes, please?
S. [ähm] the Canadian land is not [äh] so old as German
or no [ähm] the people are not [äh] so long in Canada.
L. Hmm [zustimmend].
S. The state is not so long … old.
L. Five. The state, the /neiʃn/ [Versprecher] as such is not
very old. Anything that you can tell me about how old
Canada as a nation is?
S. [äh] 1967 they had had the … 100th birthday.
L. Could you give the date again?
S. [äh] 1967.
L. [schreibt 1868 und 1967 an die Tafel] So …
S. On /ˈʤu:lai/ 1st.
L. Alright, so we go back a hundred years. What
happened in 1867 on July 1st? … yes, please.
S. In 1867 on July /zə/ first [äh] a new /neʃn/ came in
Canada.
L. I’m sorry?
S. An new /neʃn/ in /zə/ northern part of came in …
[unverständlich] … to Canada.
L. Could we have that again?
S. Canada became a state.
L. Canada became a state, an independent state. [L.
schreibt ‘independent state’ an die Tafel] What was
Canada before that?
S. A colony of [äh] /ˈiŋlænt/.
[L. schreibt ‘colony of England’ an die Tafel]
S. And of /frɛ:ns/.
L. … of France.
S. /fra:ns/
L. Right, 1867 it became an independent state. Before
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458
that it had been a British colony. Did it break … it’s ties
with Great Britain?
S. No, it’s [ähm] it’s just an independent state but it’s a
dominion state of [äh] … a dominion of Canada.
[L. schreibt ‘dominion’ an die Tafel.]
L. It’s the dominion of Canada. [Intonation!]
S. [äh]
L. And as a dominion?
S. But /zə/ Queen is /zə/ /hæt/ /ɔf/ /zə/ dominion.
L. And?
S. /zei/ /hæf/ /zɛə/ o … own parliament.
L. They have their own parliament.
S. [äh], … and they /hæf/ a prime minister who elected
from the people.
L. Sorry?
S. … who elected from the people.
L. … is elected by the people.
L. Right.
S. The representative of the /k…/ of the Queen was the
Governor General.
L. Was?
Ss. Is, is.
L. .. is, right. Now, where does this general … this
gentlemen live or have his seat /ɔf/ office?
S. It’s Ottawa.
L. It’s Ottawa.
[L. schreibt ‘Ottawa’ an die Tafel]
L. The capital of Canada. So the Prime Minister and the
Governor General both stay in Ottawa and Ottawa is
the capital of Canada in the province /ɔf/ Ontario.
O.k., now, who can sum this up, say this again?
Now, sum it up first and then take some notes. … Yes,
please.
S. In 1867 /kəˈneidiə/ [äh] came …
S. In 1867 /kəˈneidiə/ became an independent state.
[ähm], before that it was a colony … [ähm] … of
/ˈiŋlænt/. [ähm] … now it has a parliament a own
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parliament and /zə/ Queen Elisabeth II of /ˈiŋlænt/ is
in /kəˈneidiə/ also /zə/ /hæt/.
L. /ˈkænədə/ - it’s Canada.
S. Can… Canada.
L. Yes, I’m sorry. I forgot one thing. [ähm] What do we
call this group of nations? … [äh] where the Queen is
the head of?
S. /ˈkʌmənwɛlθ/
L. /ˈkəmənwɛlθ/
L. Yes … [unverständlich] I’m sorry.
S. /ænt/ [äh] /zə/ [ähm] Government /kʌ…/ [äh] General
/ænt/ /zə/ Minister ha… had /zə/ … /zə/ Prime Minister
had /zə/ seat in Ottawa.
S. Have.
L. Have their seat in Ottawa. And Ottawa is the …
S. … [äh] capital of Canada [unverständlich] Ontario.
L. Just take down these notes. [Es entsteht eine Pause
von ca. 3 Min.] All right. And now after the survey of
history we want to find out something about [äh]
geography, the geography of Canada and it’s
industries. So please take page 55 where we have the
map and the diagram. … So what does the map show
us?
S. Canada is smaller than U.S.A. and it is [äm] a bit
smaller as [äh] Russian.
L. Smaller than …
S. … smaller than Russia.
L. We have the big map, and we have the small map, and
we have the diagram. Can we stop this noise [ein
Fenster knarrt]. Right. And now, could you please
look very closely at the map, at the big map, at the
little map, and at the diagram below, the diagram
which shows us something about the population of
Canada … and [unverständlich] will you please make
your own notes of the maps and the diagram right
now. You get five minutes for that. [Es entsteht eine
Pause durch die Stillarbeit von ca. 8 Minuten.] All
right. All right now. Let’s say what we found out in the
map. Let’s begin with the map first and then we come
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S.
L.
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to the diagram [unverständlich], all right. What’s
[unverständlich]? Who’d like to begin?
With the borders first?
Fine, if you want to tell something about the
Canadian borders, yes.
The b… the biggest border … also … [äh] yes … doch …
the borders [ähm] … which [ähm] … ok., the bor…
two… [äh] three borders: Alaska, Greenland and the
USA the United States.
All right, Bob.
I wanted to say some [unverständlich] about the big of
Canada.
[äh] the size, yes.
Canada is [äh] bigger than the U.S.A. and but smaller
than the /sov’jet union/
Sovjet Union … more.
Most people [äh] in Canada /lif/ in towns.
Right.
The most towns are …
Most towns …
Most towns [Glottal Stop] are in east … of Canada.
… in the east, and, it is correct, but we can say more, in
the east…
By the [äh] lakes in Ontario ...
Near the lakes and … we have Winnipeg Vancouver.
Near U.S.A. ...
Near the U.S.A., in the southern part of Canada. Now
can you say why, can you imagine why, why we have
many states, [äh] many cities, sorry, many towns
in the east along the American border and at the
lakes? … Yes, please.
/bikɔ:s/ [äh] /zə/ /ˈkli:mət/ is there … [äh]
The climate ..
… /milt/
… is mild.
Mild.
Right.
[äh] Canada is very /bik/ and when /zei/ /lif/ at /zə/
borders /zei/ can go quicker to another country.
They can go abroad, can go, can travel, yes.
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And the settlers can better fishing there.
Where?
… and [äh] …
Where?
By the seas.
[äh] you mean lakes, yeah, of course and …
And the country is /ˈfruitful/ there, the country is
/ˈfruitful/ there.
Fruitful.
Fruitful.
Yes [äh].
There’s most important industry [ähm] along
[unverständlich] with /ˈairən/ and coal.
Hhm.
That’s better for /ðə/ import and export.
… to be closer to some waterways.
Yes.
Isn’t that the [äh] St. Lawrence Seaway that they can
go quicker out of there?
Mhm, we have a picture of the St. Lawrence Seaway
which is more than 2.000 miles long and which is the
seaway from the center of Canada to the Atlantic
Ocean. A very, very long seaway which [unverständlich]… [ähm] and one more thing, [äh] someone said
that there are more towns in the east, … and when we
think of the history maybe we can give the reason for
that.
The settlers come to Canada … and the … came to
Canada and [ähm] /zei/ built /ˈhausiz/ in the east of
Canada.
Why in the east? /ˈwai in ˈwai inðəˈi:st/?
[ähm] they, they wouldn’t walk so long.
Oh, all from the continent.
They came from /ðə/ east.
They came from /ðə/ east. They came across the
Atlantic and not the Pacific. They were not Chinese
and Japanese people but British and French people,
came from the east and …
They were /ˈju:rəpiəns/.
They were Europeans, surely right.
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S. The /pəpuleiʃn/ of Canada is not very much, there are
not so much people in Canada .. many people.
L. Mhm, what can you give about the numbers? Yes,
please.
S. In 1971 … [ähm] … in Canada lived [ähm] 22 millions
of /ˈpi:əpəl/, more than …
L. There are more than 21 million people, and when you
look back?
S. Mh. In 1871 [äh] the rural population was bigger than
/ðə/ urban population …
L. Mhm.
S. … /ænt/ in 1931 … [äh] … there was the rural
population smaller than the urban.
L. … and in seventy one?
S. [äh] in 19.. in 1971 [äh] /ðə/ urban population was …
as … the biggest.
L. … as the biggest? What the biggest?
S. I mean … [äh] … the rural population was in 1871
much bigger than /ðə/ urban and 1971 the urban
population was much bigger than the rural
population.
S. I know why because … [ähm] … /ðə/ early settlers [äh]
where most farmers and they are [ähm] they need not
so much people to … on … on the fields and so on …
and in … [ähm] /mænuˈfæktərəs/ [äh] they need more
peoples and they are in towns and so there are … [äh]
more … [äh] urban peoples now as hundred years ago.
L. Right, and that’s a good [äh] reason, and one thing
that’s both the numbers 3 million, 21 million Canada
has grown very quickly … where did … did it get all the
people? Hm? [fragend]
S. From /ɔiˈrəupi/
L. Europe.
S. Europe, France [unverständlich] and England.
S. Yes and [äh] German.
S. U.S.A.
L. Certainly from the U.S.A. most are from Europe, all
right, and now, you already mentioned [äh] the
question of industries that not so many people live in
the country any more and more people live in towns.
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Now let’s have a look at the industry. I do have the
little symbols … here to tell me something about the
industry.
In the /ˈsauðən/ part is it more farming and in the
northern there is trapping and forestry.
Mining.
/zə/ … /zə/ farming industry is bigger than the fishing
industry.
Mhm [zustimmend] more farms than fish.
/ðə/ importance industry is farming then comes mi …
[äh] … mining and minerals, then cars, then paper,
then forestry, and then fish and /fəs/. [Es ist nicht mit
Sicherheit zu hören, ob der Schüler ‘importance’ oder
‘importantst’ sagt.]
And once again where do we have the biggest farming
areas?
Wheat, it’s wheat, [äh] the biggest is [äh] wheat [äh]
because of their many [äh] great big [äh] fields.
In which area?
Ja, hier, [ähm] South-Saskatchewan and /ælˈbeəta:/.
Alberta, fine, and that’s … has something to do with
the climate.
It’s more in the south.
Yes.
It’s not too cold and not too hot.
Ah, up in the north … [ähm] … it’s much too cold.
And there are too much woods forest [ähm]…
But you can cut the forests when the climate is good
enough.
That is too much work.
Well, you do this kind of work when you think it’s
good.
Yes, but [äh] there are the /prɛ:ˈri:z/ and …
Prairies.
Prairies and you can [äh] better … [unverständlich]
The woods are very deep and you would not cut these
woods because the climate is too cold. And we have
cold winters, very cold and long winters, and rather
short and hot summers in the prairies and the prairies
is what you find in Alberta, Saskatchewan, and
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Manitoba. In the … in the eastern provinces you have
the lakes and there you have pictures, you know, the
first picture on the left shows you the lake area like
Ontario … one lake following the other one and as
you see in the picture .. farming is not too good in that
area.
Fishing.
Fishing, yes.
But only for sport-fishers.
Yes [alles lacht], you stand there and spend your time
fishing.
You can’t go with a [unverständlich]
No trollies there, definitely not, so you can’t get lost in
a storm in this area. [ähm] … the picture at the bottom
shows you the prairies and they are flat like that and
you don’t see anything and when you see a tree, oh,
it’s a great change, you see, you just see fields and
fields and fields for hour unended. And the
mid-picture shows you the west and I think it’s the
most beautiful part of Canada, you have the Rocky
Mountains. And that’s what you find in parts of
Alberta and British Columbia. What about farming
there?
Farming isn’t good there because there are so ma…
[äh] much [ähm] …
In the southern of Alberta [äh] there’s farming but …
in British Columbia not.
Yes.
Too much stones and too dry.
Too many stones too high mountains. You can do
forestry there and [yet?] you can do some trapping.
But as you found out trapping today is not very
important industry. When you look back into the
past … it was different.
Forestry was there the most important industry. It was
[äh] one of the /fərst/… first industries of … [äh] … state
of the nation [äh] the … that was the … wie heißt der
Erwerb? … the first [äh] thing on the trap… [äh], … and
the farmer has thought on [unverständlich] thought
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on this … er dachte zuerst an das … an das … die Tiere…
and … d… an den Pelz.
It was thought of trapping, how to get furs.
Becau … [äh] … they /ju:sd/ the fur for everythings
[ähm] clothes and [ähm] weapons and so on.
The first men, /mi:ns/ came to catch the beaver.
The first men …
.. men…
… came to catch the beaver. All right, and now that
story of the beaver. Who would like to read it? … Yes,
please.
This is what a Canadian newspaper wrote about early
/kəˈnaidiən/ industries: Beaver fur could be sold in
Europe for high /prais/ prices. So workers were sent
from France to catch the beaver. The ri… the beaver
began to think that life on the Eastern /kaust/ of
Canada was too dangerous. The Hudson Bay
/ˈkəmpəni/ sent English workers to trap the beaver on
the land around Hudson Bay. The beaver thought life
might be /ˈkwaitə/ in the /nɔ:θən/ parts of the country.
He was wrong. He is still being trapped today.
Yes, it’s ‘company’ and ‘quieter’, yes. Will you go on,
please? [meint einen anderen Schüler]
The workers who trapped the beaver and the other
settlers who came to /kəˈneidiə/ needed wood to /bild/
…
… Canada …
… Canada needed wood to /bild/ /ˈhausis/ and /hæt/ to
clear /lænt/ for their farms. They /beˈgæn/ to cut down
trees. Later they found [unverständlich] out that /wut/
/kut/ be turned into money: it /kut/ be /ju:st/ for many
things, including ships. In these ships the sailors
caught /kot/ and sometimes /kəult/. The owners of the
ships took two-/θɛ:ts/ of the /kəud/, but the sailors
were allowed to keep all the /kəults/.
Well, that’s difficult: /kəd/, /kəuld/ and /kɔ:t/ [schreibt
die Wörter an die Tafel]. Could we have the second
part again.
Yes.
Yes, please, the second part, ‚The workers …‘
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
The workers who /træpid/ …
.. trapped …
… who trapped the beaver and the other S….
[unverständlich] again.
The workers who trapped the beaver and the other
settlers who came /də/ /kəˈneidiə/ needed …
… Canada…
.. Canada need… needed wood to build houses and
had to clear (the) land for their farms. They began to
cut down trees. Later they found out that wood
/kəuld/ … could be turned into money: it could be used
for /ˈmʌni/ … for many things, including ships. These
sh… in these ships the sailors caught /kod/ and
sometimes …
… and some caught cod and sometimes cold.
In these ships the sailors caught cod and sometimes
cold. The /au…/ the owners of the ships took twothirds of the /kod/, but the sailors were always /ɔ:l…/
allowed to keep all the colds.
Yes, /kəd/ you know I’ve brought you [unverständlich] cod liver pieces ‘cod’ is a …? Is a fish and it’s very
fat. So you make oil out of it, and it doesn’t taste very
nice, cod-liver-oil is very good for your health but its
taste is not very nice, cod-liver, cod-liver-oil. So, they
caught cod, and sometimes cold, /tschi/ [Lehrerin
imitiert das Niesgeräusch]. So, if they had had more
cod-liver-oil they would not have caught cold,
because when you have the cod-liver in you, you
don’t get colds any more, you know, you’re strong
and healthy, o.K. Now, which information do we get
about the early industries of Canada? ….. Mhm?
[fragend] [Für einen Augenblick herrscht Schweigen,
dann ruft die Lehrerin ein Mädchen auf.] Now, young
lady?
The early industries of Canada [äh] were farming, fish,
furs and forestry.
Mhm [zustimmend], [äh] … but here in this story, do
we hear much about fish?
[äh], … [äh] … we don’t /hɛ:/ /æni'θiŋ/ about fish.
I beg your pardon?
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S. We don’t /hɛ:/ /æni'θiŋ/ about fish.
S. [äh]. But we hear more about the beaver and the
forestry.
L. O.K., now, anything about the beaver, any
information?
S. Worker from /ˈi:ŋlənd/ and France /kæm/ to … came to
catch the beaver.
S. [äh]. They catch the beaver because in /ˈairəup/ [die
Lehrerin klopft aufs Pult] … be… because in /ˈairəup/
they [äh] they became therefore high /ˈpraiziz/. They
become, [äh] they became high /ˈpraiziz/ for /zə/
[ähm] …
S. .. get .. [ungefragt]
L. … they ..
Ss. .. get, get .. [ungefragt]
S. … high /ˈpraiziz/ for the fur.
L. Yes, and it was in the past, so …
Ss. Got, got, got. [ungefragt]
L. They got high prices for the fur.
S. [äh], we heard that settlers [äh] built houses /wis/
wood. We heard that the settlers built houses /wis/
wood.
S. We heard the settlers needed [äh] wood for built
housing /ænt/ then they saw that they can need the
wood for built shipping and something like so the
wood industry became the second bigst industry …
biggest industry.
S. They thought they … that wood can be /tɛ:nt/ into
money.
L. Mhm [zustimmend]. So take the wood and turn it to
money.
S. And [ähm], I want to say something about the beaver.
Mhm, there had some English settlers [ähm] made the
Hudson Bay Company in /ˈsiksti/ … [äh] /ˈsiksti/
-hundred twenty and it was a company where some
trappers and some Indians [ähm] trapped [äh] … the
beaver or other [ähm] fur animals and [ähm] it… if
they had one … if they had [ähm] one fur they could
[ähm] give it to the … to the mans and [ähm] they
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L.
S.
L.
S.
L.
S.
L.
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S.
S.
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
would bring them other things like axes or [unverständlich] or what they need for trap the beaver.
Did you understand what he said?
They can earn money with that. They [ähm] earned
money with that.
Who?
[äh], the trappers. They can go to the company and
say ‘I have here one beaver fur, I want to have a knife
or …’ and then they … [ähm] … have it.
Ok., and the Indians helped them.
Yes.
And still today we have the Hudson Bay Company,
and you know what it’s now? It’s a big department
store and you can go and get … [äh] … get anything
you want in that Hudson Bay Company. But do you
bring beavers now?
Yes.
No.
The furs, yes.
I don’t bring beavers. Well, may be some people bring
their furs with them. But what do other people do?
You must bring your money.
Yes.
There’s [ähm] in north of Quebec [äh] … [äh] some
[ähm] companies … Hudson Bay Companies, too…
[äh] there can you bring your furs, too.
Fine.
[unverständlich] … money, they will have money for
that.
That’s quite correct. The Hudson Bay Company
started as a company where you brought the furs and
got money for it. [äh]… get money for them. And
today you bring your money and you can get
everything at Hudson Bay Company.
And you don’t … you don’t found one beaver now
there.
You don’t find …
You don’t find a beaver.
No beaver in Hudson Bay Company [Gelächter].
… and in this land screen.
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L. Why not?
S. Oh, [ähm], too much settlers have killed /zə/ beavers
and now there /lif/ no beavers.
S. I think there are … [äh] … a few. They are living still
here.
L. Where are beavers now?
S. In national parks or in the northern … [unverständlich]
S. But in the book they write [ähm] they trapped the
beaver… beaver until today.
L. Where [unverständlich] beavers today? [Schweigen]
In their gardens? [Gelächter]
S. In the northern parts of the country.
L. Yes, and why there?
S. Because they live … there live not people or not so
much.
L. And the beavers know, when you look at the story.
S. They think … [ungefragt]
L. What … they …
S. … think.
L. They think, the beavers are clever. What do they
think here, what did they think here? Now where do
you find it? Read it.
S. They began to think that life on the eastern coast of
Canada was too dangerous.
L. Now, think of a beaver, standing there o.k. now I
think, it’s too dangerous for me here … but … and
what else did the beavers think?
S. They think that it’s … might be quieter in the
northern parts of the country.
L. Hhm, clever, now a question: What you ….. th…..
what y-o-u [stark betont] – being clever – think of this
story? How you like it … How do you like the story?
S. It’s a bit crazy, now the the beavers don… [äh] …can’t
think.
L. Beavers and animals, they can’t think.
S. I don’t like this story very much, I think it’s very…..
it’s too short, [äh] … we must say something about
/zə/ early industry from this … [äh] … few sentence we
can not say very much.
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L. All people, what do you think of what she says. She
says I don’t like it, it’s too short.
S. Is … there are some informations in … in that [äh]
story but it’s for a little child, only [ähm] there is an
industry and so on, nothing more.
L. Other people.
S. They said … [ähm] first it was so and … but …
L. No, [unverständlich]
S. … the different from first and now … also … ni… 1871
and 1971.
L. And don’t you think that’s good?
S. That is … that is good.
L. So you like the story?
S. No, it must more.
L. You want to know more.
S. Yes.
L. Hhm.
S. Ah, but this is only … a …n /a:ˈtikəl/ of the newspaper
and I think they only write [unverständlich]
S. I don’t like the story because … [äh] … [äh] the story
tells /noθ/ … /ˈnoθiŋ/ about people. The story tells
nothing about people .. [äh] … that is in the countries
or in the towns.
L. Is that true? Does the story tell anything about
people?
S. The story tells about the settlers who came to Canada.
S. Yes, but … [äh] … but about the population … [äh], …
the urban po… population.
S. The story is too simple. When it is from a newspaper
it’s a very bad newspaper. [unverständlich]
L. Well, what do you think of the question: Should a
newspaper write a story like this? Would you agree
that he says ‘Oh, it must be a bad newspaper when it
has articles like this’?
S. It might be ah … ah fu … funny that they want ah they
want … [unverständlich] … funny.
L. Yes, and do you think it is funny?
S. Ne, no.
S. Only that the beavers think and so on.
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L. What do other people think? Do you think it’s funny?
… He’s correct I think, it’s meant to be funny. The
writer thought: Now I’ve written a wonderful funny
story.
S. No, it’s [äh] not funny.
L. Why not?
S. It’s for little /tʃə:tʃ/, it’s for little /tʃə:t/ then … for little
/tʃə:t/ is the story … for little /tʃə:tʃ/ is it funny
[Gelächter] for little /tʃild/ is it funny.
L. For little children it might be funny but not for you.
Now we heard something that you have against the
story. It’s not long enough, what else do you think is
not so good?
S. I think it’s [äh] it’s only a piece of the … of the whole
story, because the beginning is nothing when you
write in the newspaper you don’t begin so. The
beaver’s [äh] fur /kəuld/ be … [äh] … be sold in
/ɔiˈrəupə/ for high /ˈpri:səs/.
L. So you mean the book cut the story.
S. And the pictures are not very good, [äh] the first one.
L. Hmhm, now when you come to the pictures, what do
the pictures tell us?
S. How the bea… beaver was trapped.
L. Right, and now can you explain how … yes.
A. [äh], a trapper [äh] runs after the beaver with an ax.
S. It’s a caricature, caricature.
S. I’ve … I found that there is … [äh] … too much … [äh]
… irony.
L. Aha, fine, so and you s… mentions a little caricature …
irony and …
S. But you said the picture can’t be true because you
can’t catch a bea… beaver with a … a … an ax.
L. Oh, aren’t you clever? [ironisch] Really, it can’t be
true. But when you look at the next picture I think
that can be true.
S. A little bit.
L. A little bit, well, that’s not the way how they caught
the beaver, you know, to put a trap like that, it looks
like a shoe, like an old shoe.
S. The tooth of Grandma. [Gelächter]
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472
L. O.K., but that, o.k., to come back here, she says it’s too
much irony in it or satire. It wants to be witty and
ironical and satirical but I think you are correct the
writer doesn’t quite … reach this again. He wants to be
funny but as you all have seen it’s not really funny
and you would rather have some simple information
and not a story like that.
S. It might be a school-newspaper.
L. Well, school-newspapers I hope are much better than
this one. O.k., anything about the picture … of the
photo that we have in the book!
S. That interesting … that’s interesting … [äh] because
we can see [ähm] how the … [ähm] … [äh] /wut/ is
transport from the … [äh] … /wuts/ to the towns to the
…
L. ???
S. They only throw the /wut/ in … [äh] … in a river and
the river …
L. … rivers take the …
S. … rivers take the /wut/ to …
L. … to factories. And that still is one of the main ways to
take the wood from the forests down to the coast or
down to the factories where they … [äh] take the wood
and make … [äh] … planks out of them or … [äh] …
they make paper out of the wood. All right. [Es entsteht eine kurze Pause] Well, [äh] … to sum the whole
thing on … [äh]… up. Let’s read and start reading
again at the very beginning … [äh] … this ‘The nation
of Canada’. Yes, please.
S. A few years ago, Canada /sələˈbreitid/ … it’s [äh] 100th
birthday. On /ˈʤu:li/ the first /ˈeiti’seventi’siks/ … a
new na… 1867 a new nation came into being in the
northern half of /zə/ North American continent. On
/zæt/ day, /zə/ /ˈfa:mə/ /ˈkɔliə/ … /ˈkɔlɔniəs/ were
/ju:nit/ into /zə//ˈdɔminjət/ of Canada.
L. Yes, can you correct her, please. The last sentence was
not good.
S. Dominion.
L. [ähm], dominion and …
S. .. former colonies.
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L. Yes .., could you take the beginning again, yes.
S. A few years ago, Canada celebrated its one /ˈhʌndrəθ/
birthday. On /ˈʤu:li/ 1st …
L. July … July.
S. … on July 1st, 1867, a new nation came into being in
the northern half of the North American continent.
On that day, the former colonies were /ˈju:nit/ …
/ˈju:nitit/ to the Dominion of Canada.
L. It’s … were united.
S. … were united to the Dominion of Canada. The
Canadian nation joins two different …
L. … cultures …
S. … cultures. This fact is still important for /ˈprɛsəns/
present day life in Canada. Canada …
L. Stop. [zeigt auf einen anderen Schüler]
S. Canada is an independent nation. As a symbol of free
association /əˈmɔŋ/ the Canada … /əˈmɔŋ/ … the
nations of the Commonwealth, Elizabeth II is Queen
of Canada. /heə/ representative in Canada is the
Governor General. His residence is in the capital of
Canada, Ottawa. Ottawa is also the seat of the
Govern… and Parliament … /ˈpa:liəmənt/ which is
/ek…/ … is elected by the /ˈkænədjən/ people.
L. Yes, and this part again … [ähm] …
S. A few /ˈji:əs/ ago /sələˈbreitid/ its 100th /bə:s…/
birthday. On July 1st nineteen hundred seven …
seventy six, [äh], [äh] … 1867 a new nation came into
being in northern half of the North American
continent. On that day, the former colonies were
united into the Dominion of Canada. The /ˈkænədjən/
… ah … the Canadian nations joins two different
/ˈkultʃuəs/, English and French. This fact is still
important for present day life in Canada.
L. Yes, please. [ruft einen anderen Schüler auf]
S. Canada is an independent nation. As a symbol of free
/əsɛ:suˈeiʃn/ /əˈmɔŋ/ the nations of the Common
wealth, Elizabeth II is Queen of Canada. Her
representative in Canada is the /ˈkəuvənə/ General.
His residence is in the capital of Canada, Ottawa.
Ottawa is /ˈɔ:lzəu/ the seat of the Government and
473
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/ˈpa:liəmənt/ which is elected … elected by the
/gʌ…/ Canadian people.
2.4.13 Grade 9 (February 15, 1974; #23 in the Pre-Digital Corpus)
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Datum: 15.02.1974
L. Well, then, once more the question: Do you know
where the next Olympic Games will be, Elke?
S. The next Olympic Games will be in 1976 and they will
be in Montreal in Canada.
L. Yes, and do you know where one of the last worldexhibitions was? There was one world-exhibition one
was the last ones in Japan, and do you remember
where the last exhibition before that was?
S. What’s the exhibition? Ex… a world exhibition?
[unverständlich]
L. Any idea, what is it ..
S. Yes, [ähm] also … [ähm], in … in … [äh] in France it was
in Paris and for this world exhibition they built the
Eiffel-Turm.
L. O.K., the Eiffel-Tower was built.
S. … in Bruxelles they … [äh] … built … [äh] Atomium.
L. O.K., and do you know how … [äh] … do you
remember there was a world exhibition in Canada can
you still remember in what town that was?
S. Was it not Ontario?
L. I don’t know.
S. Ontario isn’t a town.
L. It was in Montreal as well and from this you can see
that … [äh] … [äh] … [äh] Canada has … is of quite
importance, you see, when there is a world-exhibition
and there is Olympic Games, then … [äh] you see this
country must be of some importance. Where is it
situated this country of Canada? … Well … ?
S. In the north of A… [äh] … America.
L. Yes, and what else do you know about this country?
For instance, some examples.
S. Canada is in the Commonwealth.
L. And what is a Commonwealth? … Can you … any one
explain what a Commonwealth is?
475
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S. Many states … [äh] … built the Commonwealth.
L. [äh] … many states … bot /bilt/ … they don’t /bilt/
a house, ja?
S. They agree to the /ˈkʌmən/wealth.
L. They are members of the Commonwealth, all right
well then, you know the text, here in our book we
have a text about Canada and let’s have a look at that.
[Die Schüler schlagen ihre Bücher auf] On page 52 …
you /hæf/ a pencil in your hands and underline the
words you don’t know. […] The nation of Canada. A
few /si:ə/ … A few /ˈji:əz/ ago, Canada celebrated its
100th birthday. In July 1st, in 1867, a new nation
came into being in the northern half of the /nɔ:s/
American continent. On that day, the former colonies
were united into the Dominion of Canada. Any words
you … you don’t know in this chapter?
S. Celebrated.
L. Yes, Canada celebrated its 100th birthday. Any idea
what that could mean? Robert.
S. When [äh] … I was twelve /ˈji:əz/ old I [äh] …
celebrated [äh] … my birth… [äh] birthday party.
L. When you were twelve /ˈji:əz/ old, o.k., or another
example you can give, any other example, when do
you celebrate something?
S. It’s a big festival, and …
L. Yes, … a festival, that you make a party, o.k. Other
questions about words here?
S. What are ‘former colonies’?
L. Mm, first questions is: What are colonies? [Schweigen] Once more, first question is: What are colonies?
There’s a German word, that is quite similar to it, then
you should know what that is. Martin?
S. Kolonie.
L. No, not in German, please, give an
/ˈiŋliʃˈzɛ:kspləˈneiʃn/… well.
S. That’s India and Australia were [äh] … colonies of
Britain.
L. Jaa, /ænt/ what could be a definition of a colony? It is a
country … What is this country not for … for instance.
S. It’s not free /ænt/ it’s …
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L. Yes.
S. It belongs to another country and have to give the
other greatest… greater country [äh] … [äh] …
L. Yes, some … some …
S. It may not govern itself, it’s [äh] …
L. Just a minute, let’s [unverständlich] … belongs to
another one, [äh]… to another country and has to give
this country for instance what? … What has it to give?
For instance … Can you gi… tell me some?
S. Well, [äh] … wood or [äh] …[äh]
L. And other goods?
S. Gold.
L. Yes, and?
S. Tea.
L. O.K., now your definition, yes, your, sorry …
S. Ach so. .. ja [äh] [allgemeine Heiterkeit] [äh] … a
colony … [äh] cannot govern itself, it’s [äh] … it’s
being governed [äh] … by another state.
L. Ja, o.k., the former colonies that is, Elke, there is a
colony and now it becomes independent, and so in
former times, in times, long ago it was dependent on
England for instance but now it is independent. Now,
other questions about words in the text, Elke?
S. [äh] … were united into /zə/ Dominion … of Canada.
L. Jaa, what can one conclude from this? The Canadian
… sorry … On that day, the former colonies were
united into the Dominion of Canada. What bo… form
was before 1867? … Was there one Canada before?
Christian.
S. No, there was few [ähm] colonies, a French colony, a
English colony and [ähm] this colonies are formed to
the /ˈdɔmin/ of Canada.
L. Yes, there were some mistakes. These colonies were
formed into one country. You must not change
within tenses. O.k., now, to the next chapter: Canada
is an impor… indepen… sorry … The Canadian nation
joins two different cultures, English and French. This
fact is still important for present d… day life in
Canada. Now, any questions here?
S. Joins.
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L. The Canadian nation joins two different cultures, ja;
what could it mean?
S. Have two nations, have [äh] … two …
L. Sorry, I don’t understand you, once more.
S. Have [äh] … two …
L. It has … two different ca…, it can be yes, gut [German],
here it joins it…
S. Put together. [ungefragt]
L. What is it? They are put together or they are? How do
you call it? … No, they are? They are put together?
They are …?
S. Bound. [unverständlich]
L. Bound together, or they are connected together, you
see some of these words. And any other words?
S. What’s the ‘present day life’?
L. Hm.
S. Not the life in former times and not the time in the
future … it’s [ähm] it’s today.
L. [liest weiter vor] Canada is an independent nation. As
a symbol of free association among the nations of the
Commonwealth, Elizabeth II is Queen of Canada. Her
representative in Canada is the Governor General. His
residence is in the capital of Canada, /ɔˈta:va/. Ottawa
is also the seat of the Government and Parliament,
which is elected by the Canadian people. […] Well, I
think we better go through that [äh] … sentence by
sentence. ‘Canada is an independent nation!’ So, any
questions?
S. Independent.
L. Hm, what is independent? Come on. Now let us make
a sentence. [Der Lehrer schreibt an die Tafel] A colony
is dependent on … on what? E.g. Australia was
dependent on…? Christine.
S. [schweigt]
L. … on France?
S. … on England.
L. Aha, and this country /wɔ:s/ really called the mother
country … [ähm] the mother country England.
[Schreibt dies an die Tafel] A Dominion is … now can
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Ss.
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you get on with the sentence some more fingers
always …
… is independent [äh] on another state.
No, it’s just another definition … is independent …
another definition … not on but …
.. from …
[lacht] … from … from its …
.. start.
No, not from its start …
Mother country, mother country.
Mother country, o.k. … yes, what does it mean now, …
mean now it’s independent? Antje.
When [äh] a colony is dependent [ähm] it must [äh] …
/gif/ [äh] … something like so [äh] … the country …
.. to the others, ja.
[äh] … and [äh] when it’s independent thay mustn’t
do it.
… needn’t do so, /ænt/
[äh] … [äh] … Canada is governed hisself.
And so it’s independent in … government from …
from … England. O.k., now, [ähm]… As a symbol of
free association among the nations of the
Commonwealth, /əˈlizəbez/ /zə/ second is Queen of
Canada. All the rest of you seem to know everything.
Association.
Ja, any idea what ‘association’ can mean? [Schweigen]
Now, when you have a group of several countries and
they are linked together or they are connected
together they are an association. E.g. we have the Free
Trade Association in Europe, F.T.A., Free Trade
Association. You see, there are different countries,
they’ve combine/t/ for the reason that they have …
that they get a better price, that they can export and
import more than before they made this connection
or this association, and so it is an association in which
you connect many different countries, but not very
strictly, you see, the countries remain independent,
they only from an association as to get a better trade as
to export and import more than before. Or other
questions? [Schweigen, der Lehrer nimmt den
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L.
nächsten Satz] Her representative in Canada is the
Governor General! Ja, what a Governor General is, it is
just an idea or a person that is typical for all the
dominions; you see, in all the dominions there is one
representative of the Queen, and this representative
is the Governor General. What he has to do we shall
look after that later on.
Ich, hier.
Yes.
But if Elizabeth II is the Queen of Canada [äh] … why
isn’t Canada the … [äh] … a in … independent [äh]
nation.
Ja, o.k., once more?
[äh], the Queen, [äh] only the Queen is a
representative for … for the state. [äh] … the Queen
has in in most countries when there is a Queen she
has nothing to do …
She has no….
She has no … [äh] no right [äh] for the political things
she only is a representative for the state.
Hm [zustimmend] Elke.
But the Queen is the Queen of England I don’t …
I can’t understand [äh] … that [äh]… Canada has a re…
rep… representative of hisself.
But as you mean they have no Prime Minister for
instance or no ‘Bundespräsident’ as we have got,
but it has no man for itself, [äh] … a person that they
elect, well.
[äh], Canada has [äh] … has a … a… Government and
par… a parliament.
Yes, that is elected by the Canadians but as Elke said
there is no person like our ‘Bundespräsident’ who is
elected by [äh] … the … by the cou… by the people in
the country, o.k.
I think Elizabeth can’t [äh] … understand the
problems [äh] problems of Canada so good [äh] as a
man who comes from…
… who comes from the country, yes. [Der Lehrer läßt
den Schüler nicht ausreden, sondern fällt ihm einfach
ins Wort] … and Elke, o.k., we know the problem now,
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L.
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S.
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S.
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S.
L.
S.
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L.
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L.
S.
and later on we come back to this problem in our
texts. [Der Lehrer liest die letzten Sätze vor] His
residence is in the capital of Canada, in Ottawa is also
the seat of the Government and Parliament, which is
elected by the Canadian people. Any words here?
What’s elected?
Mhm, you should know that what ‘elected’ means.
In nineteen… [äh] … sixty-nine [äh] the S.P.D. was
elected by the people in Germany.
Yes, as the leading party in Germany, yes, you could
say so. Now, any other questions? Ah it’s better to say,
sorry, … what did you want?
Ne, ich dachte Sie wollten …
Sorry, sorry in English.
Seat, what’s a seat?
Yes, is also the seat of the government and
parliament.
Place …
.. where …
.. the go… /ˈgʌvənəmənt/ and parliament is.
Aja, Sitz.
Yes, o.k., now, who can read all this text now? Can
you please begin?
The nation of /ˈkʌnʌdʌ/. … Canada. A few years ago,
Canada /ˈtsɛ:ləbreitid/ its 100th … [äh] 100th birthday.
[äh], on /ˈʤu:li/ first, ah …
Sorry [unverständlich) there is a mistake!
On July.
On July first. [äh]
Any mis … sorry ..
On first of July ..
Or ..
On /zə/ first …
/ˈʤu:li/ /zə/ first ..
No, on July …
… the first ..
So, once more, Robert.
On July 1st, [äh] … [äh]… eig… eighteen hundred six…
[äh] sixty seven, a new nation came into being in the
northern half of the North… North American
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continent. On that day, the former colonies were
united into the Dominion of Canada. The Canadian
nation joins two different /ˈkultʃəs/. English and
French. This fact is still important for present day life
in Canada.
Ja, next chapter please, Kerstin.
Canada is an independent nation. As a symbol of free
association among the nations of the Common
wealth, Elizabeth II is Queen of Canada. Her … her …
re… representative in Canada is the Govenor Ge…
General. His /rɛ:ziˈdens/ is in the capital of Canada,
Ottawa. Ottawa is also the seat of the Go…
Government and Parliament, which is elected by the
Canadian people.
Let’s read it once more and then speak about the text
and look at the text what are the facts here we get
about Canada. Now, begin reading once more Martin,
please.
The nation of Canada. A few years ago, Canada
celebrated its 100th birthday. On July 1st,
eighteen seven … seven … seventy … six…
Sorry, once more.
Sixty-seven.
[äh], once more: On July…
On July 1st, [äh] 1867, a new nation /kʌm/ into being
in the nation … in the northern /half/ of the North
American continent.
Thanks, just a minute…
Came into … [äh] … [äh]
A new nation …
A new nation came into being.
Yes, go on, Martin.
On that day the former colonies were united into the
Dominion of Canada.
Thanks, what are the facts we get? … Yes, please.
[ähm], a few … a few ye… a few years ago Canada
celebrated it’s [äh] 100th birthday.
Yes, and when was that?
[ähm], sixty-seven, in 1967.
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L. Yes, and so what fact get … do we get about history?
Well, Mary.
S. On July 1st at 18…
L. In 18…
S. In 1867 a new nation came into the north of America
and …
L. It didn’t come there [unverständlich] Sylvia.
S. It came into being in the northern half of the North
American continent.
L. Good, now other facts, other facts. [Lehrer schreibt
das Genannte an die Tafel.] Oh, come on, some more
fingers, please. Angela.
S. The former colonies were united … [unverständlich]
into the Dominion of Canada.
L. … into the Dominion of Canada, now here we have
got one country now, and what was before? There
were …? Hans.
S. A lot of colonies were there.
L. For instance what colonies were there?
S. Newfoundland.
S. British Columbia.
L. And … not exactly the names but under … what
influence were they?
S. French colonies.
L. Yes, … and?
S. Ach ja.
L. And?
S. And English colonies.
L. O.k., now other facts… What did it become then?
S. And they’re united into the Dominion of Canada.
L. Ja, o.k. [schreibt alles an die Tafel] The Canadian
nation still joins two different cultures, English and
French. This… this fact is still important for present
day life in Canada. What do we hear from that?
S. In Canada [äh] there the people speak [äh] French and
… and English.
L. Right, is there only the fact that they speak only
English and French or is there even more? Steven.
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S. Ja, [äh] there was [äh]… a English and a French colony
and now [äh] … they speak English and French.
L. Yes, but my question is: Is there even more than that
they speak English and French? Peter.
S. No, the culture is [äh] … also English and [äh] …
French.
L. Ja, so they have … what do you mean by culture? It’s
more than language? What could it be for instance?
S. The day live.
L. Ja, ev… everyday life [unverständlich]
S. And what they eat, and what they wear and /ˈkləusis/
L. Ja, and …
S. The speak.
S. The language.
L. The language, and, think of something different.
S. The schools are … [ähm]
L. Jaa, the … the school systems are different and …
S. And the life [unverständlich], the different lives
between [äh] [äh] French and English.
L. You mean the style or the way of life is different or…?
S. I don’t know [äh] the English word but [äh] they are
very different from being. The English are … don’t
speak so much then the French an/t/ …
L. … as the French, yes.
S. … as the French an/t/ [äh] … they’re … the … they’re
more /kəult/ … and the French …
L. They are colder, yes.
S. Colder.
L. [äh], what you mean is the attitude towards life,
the one is more reserve/t/ you mean?
S. Ja.
L. And the other is more …
S. … more free.
L. Well, how do we call that [äh] full of temperament is
more vivid, yes, that might be … and who is more
vivid of the two?
S. The French.
L. And what about the English?
S. It’s … He is colder.
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L. Ja, … not colder [äh] that’s a temperature but he is
more …
S. Ja, [äh] …
S. … zurückhaltend. [Gelächter] In English.
L. What is he? He’s more?
S. In the background.
L. Oh no, not in the background … in the background.
[allgemeine Heiterkeit] What is he more?
S. Reserved.
L. Yes, and?
S. Serious.
L. Yes … for instance as well. Ok., next chapter, please.
[äh] go on to read, [äh] Doris.
S. The Canadian nation joins two different cu…
cultures.
Ss. No, no, no, no.
L. All right go on, it’s all right.
S. /kəˈneidjə/ is an independent nation.
L. What?
S. Independent.
L. Yes, but what nation did you speak of?
Ss. Canada, Canada.
S. Canada.
L. Yes, all right.
S. [ähm], as a symbol of free association among the
nations of /zə/ Commonwealth, Elizabeth /zə/ …
S. [anderer] … second ..
S. .. the second is Queen of Canada. Her … her
representative in Canada is /zə/ Governor /ge/
General. His residence in … is in /zə/ capital of
Canada, Ottawa. Ottawa is also /zə/ seat of /zə/
government and /ˈpa:liəmənt/ which is elected by /zə/
Cana… Canadian people.
L. Ok. Well, any facts we …
S. [ähm] Elizabeth [äh] II is the Queen of Canada.
L. And some more, Barbara.
S. They /hæf/ go… government and /ˈpa:liəmənt/.
L. And .. some more facts.
S. Her representative is the [äh] Governor General.
L. Jaa, … and …
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S. [äh] the seat of the /ˈgʌvənəmənt/ and /ˈpa:liəmənt/ is in
Ottawa.
L. Jaa, … and?
S. And government and parliament … [äh] is elected by
the Canadian people.
L. [schreibt das Gesagte an die Tafel] Some more,
Christian.
S. Canada is a member of /ðə/ association of
Commonwealth.
L. And … [äh] … these members have a certain /ˈstætjus/.
What are they called? They are called? All the
members in the Commonwealth have a certain name.
Ss. Dominion, dominion, oder wie, ne.
L. Sorry?
S. Dominion.
L. Yes. [unverständlich]
S. Dominion?
L. They are Dominions, yes. Now, [äh] Can… the capital
is Ottawa and it’s [äh] … /ˈstætjus/ within the
Commonwealth is a dominion.
S. And independent from … [äh] … Britain … Britain.
L. Yes, you see, I think that is in this fact there was a new
nation at that time it was no longer a colony. Ok.,
now can we please form sentences from what we
wrote down here? We begin with history; go to
culture and afterwards to politics. Now, who can
begin with this? What do we know about the history
of Canada? Helmut.
S. Canada … [ähm] … celebrated [äh] … at the Ju… the
first Ju… [äh] of in /ˈʤu:li/19… 1967 …
L. And can you correct that sentence in a minute?
[ähm], wha… what would to be corrected, Antje?
S. [äh] … [äh] Canada /ˈkænəbrɛ:tid/ … it’s …
L. [äh], what… what is that? /ˈkænəbrɛ:tid/?
S. Celebrated it’s … [äh] … [ähm]… hund… hundred…
[ähm]… birthday … but on /ˈju:li/ …
S. [anderer] July.
S. July [äh] … in /ˈnaintihʌdrid/ … /ˈeiti…/
S. [anderer] 1800.
S. … /eiti…/ [ähm] …
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[anderer] 1867.
1867 [ähm] a new nation came into … being.
Into?
Being in the no….
Yes, Antje now, once more your sentence but slowly
/ænt/ correct the sentence and don’t make [äh] … ten
small sentences but one sentence /wiθ/ [äh] … definite
subject and object. Begin once more.
On July … [äh] 1st [äh] … in … in … 1867 a new nation
came into … [äh] the … the … north …
It didn’t come there from South America. It didn’t
walk there or something like that.
… nein, nein … [äh] … in the northern …
Yes, and a new nation came into …?
Into … being.
Ok., and therefore a hundred days … a hundred years
later they celebrated their birthday. What about the
situation before, now go on Antje.
[ähm], aja, [ähm]… before … [äh] French and England
colonies [ähm] are … [äh] took … took a … are taken …
and other things from … from Canada.
I didn’t quite understand your sentence. Can you
please begin once more. What was before 1867?
Ja, [äh]… Canada was an indep … [äh] … pendent on
[äh] … an dependent [ähm] na…
Was it independent before 1867…?
Dependent.
Aha, on what?
[äh] … of England and … [äh] … French.
… on England and …?
French.
… and … ?
… and … ?
‘French’ is the adjective and …
… and France.
… and France, yes. Now then, who can sum up the first
chapter once more? Ralf.
On July 1st … [äh] … 1800 … /seks/ … sixty-seven [äh]
… a new /næʃn/ [äh] come into being the … the
northern half of America, Canada. [äh]. Before there
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were French and English colonies and /zəu/ … the the
persons [äh] the people in Canada speak [äh] …
French and English.
O.K. [Name unverständlich]
In /ˈkænəda:/ … In Cana…
Canada …
… in Canada two different … different sorts of [äh] …
culture were … [ähm] …
… are … are …
.. are there.
Once more, begin once more: In Canada …
In Canada [äh] … are two sorts of culture: /ˈiŋliʃ/ and
French because … [äh] … before
/ˈeitihʌndridˈsikstiˈsɛ:vn/ [ähm] … Canada were French
and /ˈiŋliʃ/ colonies.
Ja, and can you still tell us some differences of these
cultures?
The French [äh] are more … [ähm] … the French have
more [äh] … temperament and the [ähm] …
Englishmen, [äh] … are serious.
… or reserved, yes, and we said something else? The
difference is once language and [unverständlich]
[unverständlich] … the school life and for the eating.
… concerning meals, and …
Ja … or what they play … football or…
Ok., now then politics. Who can sum up the results of
politics, Elke?
[äh] … Canada is an independent nation. The Queen
Elizabeth II is /zə/ Queen of Canada. Her … her repr…
representative [ähm] is in Canada. The seat of … of …
repre… presentative and government and parl…
Sorry, her representative is who?
is [äh] the Govern… Ge.. [äh]… Generation.
[Gelächter] … General … General … [äh] … the seat of
parliament and government [äh] is in Ottawa.
Yes, and you still know as an association … as a
member of an association it has a certain /ˈstætju:s/
and what is the /ˈstætju:s/ called?
Canada is as … a symbol of free association.
Yes, it is but what is this symbol called?
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S. Dominion.
L. Now, in the next part of our lesson we go through
some facts. We have … we form two groups … three
groups now… what that?
S. Ottawa is [äh] the main town of Canada.
L. She said that before. It’s the capital, yes. [äh] … now
then, there’s one group … my I just ask who … which
of you … there are some of you I think who study
French, who is it? Oh … so the main part, thanks, all
right, now this group here, you have a look at /peitʃ/
56. It’s called: A country of two languages. They g…
they give a program of Radio Canada International
and a small text under the … that diagram. And you
ask the questions: What do we know, what do we get
to know about the two cultures? Now the second
group here in the middle up to here we say you have a
look at chapter … at chap… at /peitʃ/ 53 what … They
get the text: Some Canadian industries of the past.
What industries were there and of what importance
were they? But have a look at the pictures as well, o.k.?
And you have a look in our text in the vocabulary aids
on /peitʃ/ 35. There is a diagram about the
government in Canada, and you try to form this into
sentences, that is all. And you begin with the people
of Canada on the right side and then go on. If you
have … when you have questions please ask me, I
come round. Sorry, I … I repeat it, you speak about the
language program, the two different cultures, you
about the industries of the past and their importance,
and you try to give us a definition of the government
in Canada. [Die Vorbereitung dauert etwa 8 Minuten]
Let us begin and answer the questions I asked you. We
have three questions. The first question is: What do
we get to know about the two different languages, the
two different cultures? The second question is: What
industries were there in the past? And the third
question is: How does government work in Canada?
Now, let us begin to deal with the government at first
because we have got rather a lot about that. Ok. Who
can begin to form us a text for the … [äh] … s… it’s in
489
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S.
L.
S.
L.
S.
L.
Ss.
S.
L.
S.
L.
S.
S.
L.
S.
the vocabulary aids on /peitʃ/ thirty /faif/. Please /hæf/
a look at that. Vocabulary aids /peitʃ/ thirty /faif/..
Well, who can read us his text please? Now, Sylvia,
can you please begin?
I’m not finished.
Yes, but begin.
The Queen of England nominates the representative.
The representative was called the Governor General.
He has to choose the Prime Minister from the leading
party in the /hauz/ of Common which is elect by …
which is elected by the people of Canada. Also the
Prime Minister from the Cabinet which must be
connect from the /hauz/ of /ˈkʌmən/ … from the
members of the /hauz/ of /ˈkʌmən/ and the Senate.
Yes, there were some slighter mistakes. It is the House
of Commons with an ‘s’, ah, you see, /ænt/ [äh] … the
Cabinet is chosen from the Senate … is chosen from
the Senate. Now can anyone of you explain us in his
own words, once more. [Name unverständlich] can
you please begin.
The Queen choose the Governor General.
What does she do?
Chooses, chooses.
Chooses.
Yes, and …
… and the Governor General chooses the Prime
Minister who is from the [äh] leading party in the
/hauz/ of /ˈkʌmənz/ [äh] in the /hauz/ of /ˈkʌmənz/ are
264 members and the /hauz/ of /ˈkʌmənz/ is elect…
… is what?
[anderer sagt vor] … is elected…
… is elected [äh] from the people of Canada by the
people and [äh] … the Prime Minister chooses the
/kabiˈnet/ about 30 mem… members who came …
… who came …[unverständlich]
… who are ta … who are taken from the … [äh] /səˈneit/
and from the House of Commens.
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L. Now, one mistake in pronunciation … who are taken
from the … What is it? The House of Commons is one
and the other is called?
S. The Senate.
L. The Senate, ok. Now, have you questions about that,
no, then let us come to the second group, please, [äh]
… the cultural point of view. What can you tell us
about the two cultures in Canada about the two
languages? Where is it in our book?
S. /peitʃ/ 65 … [äh] …
L. Once more.
S. 56.
L. Now any facts about this. Christian, can you please
tell us?
S. There are three languages. The Es… English, the
French, and also /ðə/ Eskimo and [ähm] … you can see
on [äh] … [äh] … there’s a …
L. .. a diagram, you mean …
S. … diagram, there can you see that there are eighty %
speaking English, 10 % speaking English and French
and also 30 /ˈpɛ:sənt/ speaking French.
L. Ja?
S. Nein, 80, 10.
L. And?
S. And [ähm] … and the dominant /ˈɔfiʃəl/ languages are
… is … are English and French.
L. And both, what are they both?
S. /ˈɔfiʃəl/
L. Official language.
S. Official language.
L. Yes.
S. That means that the Parliament… [ähm] … the … the
members of parliament speak English and also
French.
L. For instance, when do you have a debate in
Parliament as in our ‘Bundestag’ today you must have
a debate in English and one in French, ok.
S. [ähm] the /tæsk/ of the radio in Canada is to send
information to the … the people in Canada because
the … the … there are not many [äh] person on a
491
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492
square only 2 ½ people and so important … to send …
/ðə/ [ähm] … importance to …
L. … the important news.
S. /ðə/ important news to the persons because they [äh]
can’t [ähm] …
L. Well, because otherwise they don’t get any news at
all.
S. Yes.
L. And so, in Canada the radio is … of … im … especial
importance. Why is it in … of especial importance in
Canada? Can you repeat this once more.
S. Because in Canada [äh] … is… it’s a very /bik/ town and
there are not enough …
[unverständlich, weil der Lehrer dazwischen redet]
L. It’s a big, a very big country. [unverständlich]
S: …country, they all live [äh] … they all /lif/ [äh] in .. in
… in huts, or so in the /wuts/ and they don’t /lif/
together in …
L. .. in towns…
S. .. in towns… not many peoples … the most of them are
in the country.
[Gelächter]
S. … yes, I think so.
L. And why is it necessary?
S. When they /hæf/ no news [äh] they .. they … they
don’t know what’s happening in the world.
L. But why… why can’t they get … why can’t they read a
newspaper?
S. Because perhaps there is no newspaper because …
L. Why not?
S. Ja, because [äh] … not … not … not a single postman
/dreifs/ with a bicycle into the … [Gelächter]
L. Yes, ok. That is just the point here. But now there is a
… a… a… r… riddle in mathematics: 80 % speaking
English, 30 % speaking French, and 10 % speaking
English and French, there are altogether how many
percent?
S. 120 (deutsch).
Ss. 120 (englisch).
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L. Yes, and who can solve this riddle? Anyone.
[unverständlich]
S. There are 80 % speaking English and [äh] 10 % of the
[unverständlich] speak English are speaking also
French.
L. Yes, and then … and …
S. … then of the French 10 % speak also English.
L. … also speak English, yes, and then we get 70 % …
S. 70 % [äh] who speak [äh] … [äh] … /ˈəŋliʃ/ and don’t
speak French and 10 % who [äh] … speaking English
and French …
L. Who speaking?
Ss. Who is … who are.
[Die Meinungen sind offenbar geteilt]
S. Who are speaking …
L. [unverständlich] just a minute, why do you use the
continuous form?
S. Who speak.
S. Who speak English and French and 20 % who speak
French.
L. OK. Any questions to these persons in that group?
Something you did not understand? Well you don’t
[unverständlich] your fingers, well. Now let’s come
to the last part of these. The task were to find out what
were the main industries of the past and what the
pictures tell us here. Now, who can begin to give us
a short summary of what you [äh] read? Doris can you
please begin?
S. Yes, early Canadians industries are: the beaver fur
could be sold in /ɔiˈrəupa:/ for high prices.
L. [ähm]. Doris, just a minute [äh] … we don’t to have
some text read. What I mean is that you tell us
something in your own words.
S. Ja, ich hab’s aufgeschrieben.
L. Yes, but not from the book, it’s text from the book.
S. Ja, is gut.
L. Say it in your own words, what were main industries?
You mentioned one: The beaver fur was one you
think.
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494
S. Yes, because [äh] … they get … [ähm] … the Canada…
the Canadian become high prices for the beaver fur.
L. They got them, yes.
S. … got them … [äh] … and when they began to cut the
trees down for building houses they found out that
wood be can … can be turned into money because it’s
used for many things: building ships.
L. What was the main … the second industry now?
S. Beaver fur.
L. Just a minute, what was the second industry? Let’s
come back, what was the first industry, Sylvia?
S. Beaver fur.
L. And what was the second industry now?
S. Wood.
L. Ja, and what could one do with wood?
S. Ah, you could build many things with them.
L. For instance?
S. Including ships.
L. .. and ..
S. .. houses ..
L. .. and ..
S. … furnitures … furnitures …
L. .. furniture, it’s used in the singular, and ..
S. .. for the paper mills.
L. Yes, ok., now next industry.
S. With these ships they [äh] they … caught many many
fish and full of cod and sometimes a cold.
L. What … what … what did they do?
S. They caught [äh] [äh] full of cod and sometimes a
cold.
L. Can you read that sentence from your book please …
S. This here?
L. Where is it, please, tell the others, /peitʃ/ …
S. /peitʃ/ [äh] 53 … [äh]… 53 [äh] down part, ganz unten.
S. In these ships. [ungefragt]
S. In these ships the sailors …
L. The last chapter.
S. In these ships the sailors caught cod and sometimes a
cold.
L. What does it mean? What does it mean here?
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S.
L.
S.
L.
S.
S.
L.
S.
L.
Ss.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
Caught cold.
What does the sentence mean?
Was heißt den ‘cod’?
It’s a sort of fish.
Kabeljau.
Ach so.
Now what does it mean this sentence? There’s a
certain irony in it. What irony is it? Oh, some more
fingers, Martin. What is… what irony is there in the
text? Now, what is cod?
Kabeljau.
No, sorry that is? Is it an elephant, no it is a fish, ok.
Now, and what did they do when they caught the
cod? … What did they catch as well?
Cold, cold, cold.
Yes, ok., well, now any questions about this? Now can
you summarize once more. What were the main
industries?
Beaver.
Beaver?
Fur … fur.
And second?
Wood.
What did they do with the beavers, with the beaver
furs? Stephan?
They catch him.
They caught them and then?
[äh]… they sold the beavers for high prices.
And where did they sell them for instance?
They want to be money?
Where did they sell than? To Australia? To the North
Pole? Greenland?
Canada.
To Canada.
/ɔiˈru:p/
To?
/ɔiˈru:pə/
Who is that? To what country?
To France.
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496
L. Or other countries in Europe, ok. Therefore they got
money. What was the second industry that was
important, Christine?
S. Wood.
L. Wood, yes, something more about that.
S. The settler needed wood to build houses and [äh] they
found out that they … that they could be used for
many [äh] … for many things.
L. Yes, for instance some of these things, once more.
S. Wood is need for …
L. Sorry, just a minute some of these things once more.
S. They could build [äh] houses.
L. And ..
S. .. farms ..
L. .. and ..
S. .. furniture.
S. Paper.
L. They could make paper from it, ok. Now
S. And, noch was /ˈfju:nituə/.
L. Furniture. What is furniture for instance? Antje?
S. Furniture.
L. Can you … ?
S. … table, chair, chair.
L. Or what else? A cup-board not a board o.k. Well, then
let us finish now and in the following part of the
lesson you write down a small essay about what you
had to check out as a task in this lesson. You write
a small essay about [äh] about your … [äh] the two
different cultures and you about the industries and
you about the government. And when you have
finished this, when you have finished this you begin
to make a text from what we wrote down on the
black-board.
2.4.14 Grade 9 (June 6, 1974; #31 in the Pre-Digital Corpus)
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Datum: 06.06.1974
L. Well, last lesson you saw a film. Can you tell me /zə/
title of /zə/ film? Sabine.
S. In a hotel.
L. Is it right? In a hotel? Just think it over, Petra.
S. At the hotel.
L. O.k., and in the film you learnt something about the
life in the hotel. Well, now imagine you come in a
hotel and what do you see in the hall? Peter.
S. I’m going to the /riˈtseptʃn/.
L. Once more, please, speak up, please
S. I’m going to the /riˈtseptʃn/.
L. Hm [zustimmend] and … [ähm] … who is standing
there? Herbert.
S. the /riˈtsept…/
L. Once more.
S. The /riˈtsept…onist/
L. The receptionist.
S. /riˈtseptonist/
L. Once more, the receptionist.
S. /riˈtseptsionist/
L. Receptionist.
S. /ri…riˈtsep…
L. …septionist.
S. /riˈtseptʃənist/
L. [äh] … listen, all together, please, receptionist.
All together.
Ss. Receptionist.
L. Andrea.
S. Receptionist.
L. Ulrike.
S. Receptionist.
L. Uli.
S. /retˈseptionist/
497
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498
L. O.k., and what does the receptionist do?
What does he do? Sabine, have you any idea? …
Nothing? What do the people want to come in a
hotel? Kathrin.
S. /zei/ want to book a room.
L. O.k., and the receptionist, what does he do? Brigitte.
S. He /gifs/ them his key.
L. OK, and think what does he … what else does he do?
S. He books /zə/ room.
L. He books the room, and … he asks the name of the
person, ok., well [äh] … last lesson we learnt … [äh] to
know a new story about Klaus Müller, a German
businessman. Please take your books … It’s on page
62. [äh] … I think, Susanne, you are the receptionist
[S1], … [äh] … Petra, you are Klaus Müller [S2], and
Anette, please you read the text [S3], come on.
S3. This is /zə/ /riˈtseptʃn/ desk in Park Hotel, Toronto,
/'kʌnʌdʌ/. It looks like /zə/ /riˈtseptʃn/ desk in many
/ˈʌzʌ/ /bik/ hotels all over /zə/ world. In all /bik/ hotels
/retˈseptionists/ speak English, of course.
L. Klaus Müller …
S3. Klaus Müller, a /ˈʒə:mən/ /ˈbisinəsmæn/ has just
entered the hotel.
S1. Good evening, sir. Can I help you?
S2. Good evening. My name is Müller, I write to you a
fortnight ago and booked a room with /beiθ/ for /faif/
days.
S1. Just a moment please. – I’m sorry, but I can’t find your
name in the book. Did we confirm the booking?
S2. No, you didn’t.
S1. Well, we haven’t got your letter, then. We always
confirm our bookings.
S2. Wait a /ˈmimit/ … a minute. I think I’ve got a /ˈkopi/ in
my brief-case. Here it is. Oh, and here’s the letter, too.
I forgot to … to /post/ it.
S1. That’s all right, sir. I think we can give you a room.
Yes, we’ve got a single room with shower.
S2. Thank you very much.
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S1. It’s room fifteen thirty three … thirty two. That’s on
the 15th floor. Here’s the key, sir. /θə/ elevator is over
there.
L. Thank you quite good reading. [äh]… Petra there’s
something to correct. Please say ‘a boo… a room with
bath for five days’… ‘a room with bath for five days’.
S. A room /wis/ bath for /faif/ days.
L. Ok., and Anette, please, once more ‘reception’.
S. Re… reception …
L. Scharfes /s/
S. Reception.
LS. Reception [beide gleichzeitig]
L. That’s it, once more.
S. /riˈtseptʃn/ … reception.
L. That’s it, all right. Please, read once more. [ähm],
Ulrike, will you please read the text [S3], [ähm]
Brigitte, you are Klaus Müller [S2], and one of the
boys, please, Wolfgang, you are the receptionist [S1].
S3. This is the /riˈtsep…/ reception desk in Park Hotel,
Toronto, /'kʌnʌdʌ/. It looks like the reception desk in
many other /bik/ hotels all over the world. In all /bik/
hotels /retˈseptionists/ speak English, of course. Klaus
Müller, a German businessman, has just entered the
hotel.
S1. Good evening, sir. Can I help you?
S2. Good evening. My name is Müller, I write to you a
fortnight ago and booked a room with bath for five
days.
S1. Just a moment, please. I’m /ˈsɔri/, but I /kænt/ find
your name in /zə/ book. Did we /kɔnˈfi:əm/ the
booking?
S2. No, you didn’t.
S1. Well, we haven’t got your letter, /zen/. We always
/kɔnˈfi:əm/ our bookings.
S2. Wait a minute. I think I’ve got a /koˈpi:/ in my
briefcase. Here it is. Oh, and here’s the letter, too. I
forgot to post it.
S1. That’s all/Rait/, sir. I /sink/ we can /gif/ you a /Ru:m/.
Yes, /wif/ got a single /Ru:m/ /wis/ /ʃauʌ/.
499
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500
S1. It’s /Ru:m/ fifty /ˈzə:ti/ two. That’s on the /ˈfifti:s/
floor. Here’s /zə/ /kei/, sir. /zə/ elevator is over /ˈzɛə/.
[/R/ = gargled German /r/ + vowel].
[Schüler betont ‘over’ statt ‘there’]
L. Thank you, Wolfgang, /ˈsʌmsiŋ/ to correct, ‘to
confirm’.
S1. To confirm.
L. I confirm your booking.
S1. I confirm your booking.
L. Hm, [äh] there was ‘key’, Here is the key, sir.
S1. /hie:r/ is /zə/ key, sir.
L. Hm, [äh] ‘on the fifteenth floor’.
S1. On /zə/ fifteenth floor.
L. All right, and [äh] Brigitte only a small thing, [ähm]
it’s ‘copy’. I’ll give you a copy of it. Once more.
S2. Copy.
L. I’ll give you a copy of it.
S2. I’ll give you a copy of it.
L. OK., well, on /peitʃ/ 63, there’s another dialogue
between Mrs. Wilson and the receptionist. Please
have a look at it, and if there are some words, please
ask. [Die Schüler gehen die Lektion auf unbekannte
Wörter durch; ca. 1 Min.] Heike?
S. What is tired, oder so ähnlich, I’m tired.
L. Tired? Well then, I worked all the day from 7 o’clock
in the morning till 7 o’clock in the evening, and I’m so
tired.
[Die Lehrerin macht die Gebärde des G[äh]nens.]
S. Müde.
L. All right, another word…? I think it’s all clear, or?
[ähm] Sabine, will you please read the receptionist,
and I’m Mrs. Wilson, o.k.?
Good evening. I want a double room /wiθ/ bath for
tonight.
S. I can give you a nice double room on 15th floor,
madam.
L. Haven’t you got a room on the first floor?
S. No, madam. There is o…. There are only restaurants
on the first floor.
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L. Then I’ll take the room on the 15th floor. How much
is it?
S. It will cost twenty-/faif/ /ˈdɔla:s/ - I sell tickets for the
te…
L. … theatre …
S. … for the theatre, madam. Do you want any tickets for
tonight?
L. No, thank you. I’m tired and I want to go to bed early.
– Thank you. [äh] … and now please read again, [ähm]
Peter, you are the receptionist [S2], and Mrs. Miller,
Antje [S1]… ok., come on … Mrs. Wilson…
S1. Good evening. I want a double room with bath for
tonight.
S2. I can give you a nice double room on the 15th floor,
madam.
S1. Haven’t you got a room on the first floor?
S2. No, madam. There’s only restaurants on the first
floor.
S1. Then I’ll take the room on the 15th floor. How much
is it?
S2. It will cost twenty-five dollars. – I sell tickets for the
/ˈθi:ətrə/, madam. Do you want any tickets for
tonight?
S1. No, thank you. I’m /ˈtiəd/ …
L. … tired …
S1. … tired and I want to go to bed early.
L. Antje once more, ‘tired’.
S1. Tired.
L. I’m tired.
S1. I’m tired.
L. OK., and let’s /tʃeins/ another time. [ähm] … yes,
Anette [S1], Mrs. Wilson, and receptionist [ähm] …
Marion [S2] … yes, now you.
S1. Good evening. I want a /ˈdubəl/ /Ru:m/ /wiθ/ bath for
tonight.
S2. I can give you a nice double room on the 15th floor,
madam.
S1. Haven’t you got a /Ru:m/ on the first floor?
S2. No, madam, there are only restaurants on the first
floor.
501
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502
S1. Then I take /zə/ /ru:m/ on the 15th floor. How much is
it?
S2. It will /kəust/ twenty-five dollars. – I sell tickets for
the …
L. .. theatre …
S2. Theat … madam [verlegenes Lachen]. Do you want
any tickets for tonight?
S1. No, thank you. I’m tired /ai…/ and I want to go to /bet/
early.
L. Thank you. Marion, let’s correct: theatre.
S2. Theatre.
L. Listen please, ‘theatre’.
SL. [gleichzeitig]
L. No, listen ‘theatre’. Now speak all together.
Ss. Theater.
L. I want to go to the theatre, Petra.
S. I want to go to the theatre.
L. And Rüdiger.
S. I want to go to the theatre.
L. Hm [zustimmend]. I sell some tickets for the theatre,
Antje.
S. I …
L. I sell some tickets …
S. I sell some tickets to the …
L. … for the theatre.
S. … for the theatre.
L. Uwe.
S. I sell the tickets for the /ˈsi:ətə/.
L. Hm, ‘theatre’.
S. /ˈsi:ətə/
L. Keep it in mind. Now please have a look. Think of the
film yesterday. There was a sentence which you heard
very often. It was the sentence ‘Would you please
etc….’. Can you remember some sentences in the
film? Think it over. Think of the word ‘key’ … Sabine.
S. Would you please to give me the key.
L. Once more.
S. Would you please to give me the key.
L. Ah, there is a mistake.
S. Would you please give me …
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L. That’s it. Come on.
S. Would you … would you please give me the key.
L. OK., and what else, remember the telephone,
S. Would you please get me a plane call to feeds.
L. OK, and now you remember it, please, try to make
questions and use those forms. Please, come on,
Brigitte.
S. Would you please book a room with bath for … for …
L. Would you please …
S. … book me a room with bath or shower.
L. Ok., and Wolfgang.
S. Would you please handing the letters.
L. Yes, and [äh] … Marion.
S. Would you please get a pho…..
S. … book a table for table ..
L. … table for … ?
S. … for table.
L. Ok., that’s my mistake. [Die Lehrerin hatte ‘to book a
table for table for table’ an die Tafel geschrieben.]
I’m sorry. [Gelächter] Marion, please make a correct
sentence out of it.
S. Would you please book a table for … two … tea …
L. [ähm] … [Gekicher] Heike.
S. Would you please order the [unverständlich]
newspaper.
L. Hm [zustimmend], and Uwe, once more.
S. [äh] /wɔd/ you please had /zə/ letters.
Ss. Hand, hand me …
L. … hand me the letters.
S. … hand me /zə/ letters.
L. You can change it a bit? .. and Cornelia.
S. Ahm, /wɔd/ you please …
Ss. Get, get, get [prompting]
S. /wɔd/ you please get a /fɔ:n/call to Leeds.
L. Hm, and …
503
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504
L. No, [äh] now you … [äh] … the receptionist asks some
questions to the hotel guest. What does he ask?
S. Would you please fill the form in … on …
L. Once more.
S. Would you please fill in the form?
L. Hm, Sabine.
S. Would you please tell your name?
L. Yes, of course. Now have another close look at this
here, all right. This here is the reception desk [das Lehrerpult] and … [hm] let me see. I need a receptionist.
I think Anette [S1], you are the receptionist. Please
come [unverständlich] the reception desk and I need
a hotel guest, Brigitte [S2], please come on, take your
luggage and enter the hotel [allgemeine Heiterkeit].
Come on, take some luggage … [Die Schülerin nimmt
einige Schultaschen] …. Now you enter the hotel.
S2. Good evening.
S1. Good evening.
S2. Can I book here a room [äh] … with bath for a night?
S1. Yes, of course … Would … would you please /fil/ the
form … [äh] /fil/ your name in /zə/ form.
S2. [äh] yes. Is that a good room?
S1. Oh yes.
S2. Is it quiet?
S1. Very quiet.
L. [flüstern vor] Schlüssel.
S. Can you give one the key?
S1. O.k. [S. macht die Geste des Überreichens]
S2. Thank you, where is the room and … [äh] … what is
the number?
S1. The /Ru:m/ is on the fifty/ˈsevent’/ … [Gelächter] on
the 57th floor [Gelächter wird lauter] … and the
number is [äh] … seven [riot].
S2. Thank you.
S1. /ðə/ /ˈelef…/… /ðə/ elevator is there.
L. Thank you, you both, sit down please. Sabine [S1],
please come on, now you are the receptionist … and
there are some other hotel guests, there is a couple, a
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S2.
S1.
S2.
S1.
S2.
S1.
S2.
S3.
S1.
S2.
S3.
L.
S2.
S1.
S2.
L.
Ss.
L.
S2.
S1.
Ss.
L.
S2.
S1.
S2.
L.
S2.
S1.
man and a woman … [äh] a woman, [ähm], Katrin [S2]
.. and let me see [äh], … Ingbert [S3].
Good evening.
Good evening. Can I help you?
[äh], yes, we want [äh] … a double /Raum/ for two
nights.
Yes, there is a nice double room on 15th floor.
Yes, we take /zæt/.
Here is the key.
Thank you.
Thank you. Is the … Is the room with bath and
shower?
Yes, [ähm] would you write [der Rest ist
unverständlich]
Yes.
Good bye.
Thank you all of you, then, and the last one please,
Eddy [S1], come on, and I need a nice hotel guest,
Wolfgang [S2] [Gelächter], oh no, you are in England
now.
Good evening.
Good evening, Sir. Can I help you?
Yes [der Schüler stockt, allgemeine Heiterkeit der
Klasse].
[unverständlich] … what you want.
A single room, a single room. [prompting]
Wolfgang, ‘I want a single room’.
I want a single /Ru:m/.
[ähm] … I have a nice single /Ru:m/ on the fifteenth
floor.
How much is it? How much is it? How much is it?
[prompting]
How much is it?
How much is it?
It will cost 16 dollars.
I have not money.
I’ve no money … Speak up, please… Wolfgang once
more: I have no money.
I have no money.
Oh, I’m sorry. You can … You can’t have the room.
505
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506
L. Good bye then.
S2. Good bye, /sænk/ you.
L. Ok., thank you, sit down please … Now please take
your books again. On the top of /peitʃ/ 63 there is a
letter. Can you please tell me: Who wrote the letter?
Rüdiger, have a book.
S. Dear Sir, I would like …
L. No, answer my question, please, I said: Who wrote the
letter?
S. Ach so, Klaus Müller.
L. Once more [unverständlich]
L. Klaus Müller wrote …
S. Klaus Müller /Rəut/ a letter.
L. OK., and to whom did he write the letter? Petra, …
look at this here! [zeigt auf die Adresse] This is the
address.
S. The Manager Park Hotel, Toronto, /ˈkʌnʌdʌ/.
L. Hm, hm…, and what is it ‘The Manager Park Hotel,
Totonto, /ˈkʌnʌdʌ/?
S. /zə/ /ʌˈdres/.
L. Yes, and /ðə/ address of the hotel, o.k. It’s a letter to
the hotel manager. And now let’s read what Klaus
Müller wants. Now you can read, come on.
[Die Lehrerin nimmt den Schüler namens Rüdiger]
S. Dear Sir. I would like to book a single /Ru:m/ /wiθ/
/bæθ/ for the time for /mu:ndei/, /ˈju:li/ 23 till
Saturday,ˈʤu:li/…
L. July …
S. … 28. Will you please confirm /zə/ booking. Yours
sincerely Klaus Müller.
L. OK there were some mistakes. Can you please read the
date once more, Sabine.
S. Nein, ich … ich wollt’ nur fragen 23 … [äh] … twenty
three…
L. It was not right, can you please correct the date?
S. … twenty /sɔ:ad/ …
L. Bitte?
S. … twenty /sə:d/ …
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L. Please, take the whole date here: from Monday …
please, read this sentence … Monday
S. [äh] Monday, July 23rd till Saturday July twenty …
S. [anderer sagt vor] eight…
S. Eight.
L. OK, thank you. And please, read once more,
L. No, the whole letter, please.
S. Dear Sir, I would like to book a single room with /ba:s/
for the time from Monday /ˈʤu:li/ … [Zwischenruf:
lauter!] … Juli 23rd till Saturday, /ˈʤu:li/ 28. Will you
please /kɔnˈfi:əm/ conf… confirm the booking. Yours
sincerely, Klaus Müller.
L. O.k., /sænk/ you, but say ‘July’.
S. July.
L. Ok., now it’s your task to write a letter to a hotel and
you ask for a room, you understand? … Ihr schreibt
jetzt bitte einen Brief, in dem ihr auch in einem Hotel
ein Zimmer bestellt.
[Es tritt nun durch die schriftliche Stillarbeit der Schüler
eine Pause ein, ca. 10 Min.]
L. Don’t write such a very long letter. [Anweisung der
Lehrerin zwischendurch.] Now I /sink/ some of you
are ready. Will you be so kind and read your letters.
Wilfried will still stop a moment. Ahm, who wants to
read? [ähm] I think, you want, come on, read your
letter, come on. Speak up, please.
S. Dear Sir. I would like a double /Rum/ on seaside /wis/
/ba:s/ and TV, for the time from 30th September till
Christmas. Will you please con/fɔ:əm/ the booking.
Yours sincerely Lord Quietschnel.
[Gelächter]
L. OK., was there any mistake? Well something about
the date, but it doesn’t matter now. Ahm, please, read
your letter, Sabine.
S. Dear Sir, last year I had a nice time in your hotel and
I had a nice single /Ru:m/. Can I have /zə/ same /Ru:m/
in /zis/ year? It is on /zə/ 15th floor and /zə/ number of
507
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18553
18554
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18556
18557
508
L.
S.
L.
S.
L.
S.
L.
/zə/ /Ru:m/ is 15/ˈsə:ti/-two. Will you please confirm
the booking? Yours sincerely, Sabine.
OK., quite nice. [ähm] Wolfgang, will you please.
Dear /sɔ:ə/, Can I /hæf/ a /Ru:m/ /fRom/ /ˈsətiəs/
/ju:ˈlai/ till Monday /ˈsətiəs/ /ju:ˈlai/ … for my /fRend/
and I /wis/ view /ɔf/ /zə/ mountain? Will you please
confirm /zə/ booking? Yours /sinseˈrɛli/ Klaus Müller.
Hm [zustimmend], a last letter, please. Who wants to
read? Angelika, are you ready?
No.
No, you are not. Ah, Ulrike are you?
Dear Sir, I would like to book a double room /wiθ/
shower and separated /bæθ/ for /zə/ time from
Sunday, May fourth till Friday, Mai 21. Will you
please confirm the booking? Yours sincerely.
Ok., thank you for today. Please, [äh] finish your
letters those who are not ready yet. Ok. thank you.
[The following hand-written letter , produced by one
of the students, is attached to the transcript.]
The manager
Hilton Hotel
Amerika
Dear Sir,
Last year I had a nice time in your hotel
and I had a nice single room. Can I have the
same room in this year? It is on the
15th floor and the number of the room
is 1532. Will you please confirm the
booking
Yours sincerely
2.4.15 Grade 9 (July 16, 1974; #32 in the Pre-Digital Corpus)
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Datum: 16.07.1974
L. Well, before we speak about the plane crash, [äh] will
you please tell me who are Joe, who is Joe and who is
Ted? Who is Joe and who is Ted, come on …
[Schweigen] Come on, who is the first today? What do
they do Joe and Ted? Eckard.
S. [äh] … /zei/ were flying in /zɛə/ two-seater plane over
the bush.
L. OK., and why did the plane crash down in the tree? …
into the tree? Why did the plane crash?
S. [äh], they flew in a terrible snow-storm and Ted
couldn’t control the plane.
L. Ok., and what happened to Joe and what happened to
Ted? Page 66. What happened to Joe and what
happened to Ted? Well, the plane crashed, what
happened to them? Ulrike… The plane crashed into
the trees and Joe and Ted? [unverständlich] Come on.
S. Ted’s leg was broken.
L. Definitely, and what did Joe do to help Ted?
S. [äh], Joe switched the two…-way radio on and tried to
help.
L. Hm, yes, ok., a bit more, Jürgen.
S. Joe helped him to get out of the plane.
L. Yes, and then, what did they do then? They got out of
the plane and … Walter?
S. /zei/ built a shelter.
L. Pardon?
S. /zei/ built a shelter.
L. Yes, come on, go on. What do they next? Jürgen?
S. [äh], Joe found … [äh] Joe found a torch, a /ˈkɔmpəs/ …
L. .. compass …
S. … some signal rockets [äh] … and put them in his
pocket.
L. Yes, of course, say /ˈkʌmpəs/
509
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510
S. Compass.
L. Yes, and remember it was dark, there was night, what
did they do? It was dark, they couldn’t see anything in
the night. What do they do next?
S. They had to wait till the next morning.
L. Yes, and the next morning. Come on and tell me. [äh]
S. [äh], they walk in … into the direction of Yellowknife.
L. Thank you, put in there. Yes, go on, he walked into
the direction of Yellowknife, and …
S. [äh] … when he found a clearing the he… [äh] …
started [äh] … some signal rocket…
L. He fired, yes … and many people came to help him,
he?
S. No, [äh] … they walked again …
L. … he walked again yes … What was the snow? Was it
easy to walk along there? Was it easy to walk along
there? Conny.
S. No, he fell down in /zə/ snow.
L. Yes.
S. … and an old trapper came help him.
L. Definitely, what did the old trapper say to him when
he came and found him in the snow? Detlef.
S. I’m a /ˈtræpʌ/. I /lif/ in a /lɔŋ/-cabin not far from here.
I was listening to /zə/ radio /zis/ morning, and /zei/
said a plane /wis/ two men was missing and /zei/
start… had start a search. /zɛn/ I /səu/ your signalrockets.
L. I saw your signal-rockets, yes.
S. … [äh] and I began to look for ah… you /wis/ my dog …
to … to help…
L. I began to … once again.
S. I began to look for you /wis/ my dog.
L. Definitely, and what did he say about Ted, how were
they going to help him or to get him out of the snow?
S. The trapper has al… already sent a /ˈmesets/….
message to Yellowknife and they want…
L. .. wanted ..
S. .. to send a helicopter.
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18673
L. … wanted top send a helicopter, ok., definitely. Now,
which of you will tell me the whole /ˈstɔ:ri:/ again,
without questions. Who is going to begin, come on,
Martin.
S. The two men Ted and Joe were flying in their
two-seater plane. When he come to …
L. … speak up …
S. … When he came to a terrible snow storm and [äh] …
Ted couldn’t control his plane and then it was
smashed down into the tree. [äh] … Ted’s … /leig/ was
broken and [äh] … Joe helped him to climb over.
L. … climb down.
S. … climb down. And [äh] … after that he build a shelter
and … [äh] … [äh] … wait at the … [äh] … wait till
morning.
L. .. waited ..
S. … waited … [äh] till morning.
L. Ok., thank you, who goes on? When day-light came …
Heike.
S. By morning the next day came /ʒəu/ looked for help
and Ted stayed by /zə/ shelter. Mhm… /zə/ snow was
so deep and /ʒəu/ can’t walk on …
L. past is ‘couldn’t’ ..
S. .. couldn’t walk on. He fell in /zə/ snow. [äh], suddenly
the … an old trapper came to him and said: ‘I live here
in my long-cabin. Mhm … please, come /wis/ me. I
/gif/ you a whisky and some /wa:m/ food.’ But Ted
answered: ‘My friend /ʒəu/ lies in /zə/ snow. His /lek/ is
broken. We must help him’. Then the man answered:
‘I sent a message to Yellowknife and they send a
helicopter for your friend.’
L. Thank you, quite good. And what about the signalrockets? About this part? Who can [unverständlich].
What about the signal-rockets?
S. On his way … [äh] …
L. .. to the clearing [unverständlich] Yellowknife.
S. .. only he fired some signal-rockets. But there were no
one who saw him.
L. Yes, but finally, in the end? Who saw the signalrockets?
511
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512
S. /ðə/ old trapper.
L. The old trapper, you see, and that’s why he came to
find him, to see him there. O.k., now let’s read the text
again on page 66. Who’s going to begin? Martin,
speak up.
S. One afternoon in October Ted and Joe were flying in
/zɛə/ two seater plane over /zə/ /bʌʃ/ north-west of /zə/
Great Slave-Lake.
L. Just a moment, over the ‘bush’ [unverständlich]…
S. ‘bush’ … /zə/ /ˈwɛzə/ has been clear all day, but
suddenly /zei/ flew into a terrible snow-storm. /zɛə/
little plane was /frəun/ around wildly in /zi/ air. Ted
couldn’t control it in /zə/ storm and it crashed down
into /zə/ trees.
L. Thank you, Guido, go on.
S. When Joe opened his eyes it was dark and very cold.
He was still sitting in /zə/ plane beside Ted. But /nəu/
/zə/ plane was /kɔ:ʃt/ in the trees and /wɔn/ side of it
was /smæst/.
L. Smashed … it is new. But now … now the plane was
caught, was caught in the trees; again the last
sentence.
S. … caught /inis/ … in the trees…
L. … and one side of it was …
S. … and one side of it was smashed.
L. … smashed, o.k., and the next, please, Bernd.
S. /zən/ Joe heard a groan. ‘Ted! Are you … all right?’ he
asked. ‘Aaah! My leg!’ Ted groaned. ‘I /sink/ it’s
broken.’ ‘We must try to get help’, said Joe and
/ˈswitʃed/ …
L. … switched.
S. … switched the two-way ra…dio on.
L. … radio on.
S. … radio on. But /zɛə/ was no /səund/ from /zə/ radio.
It was /ˈbRəukən/. /zə/ two men had to get out of /zə/
plane now. Joe /sru:/ some blanket, /zə/ chocolate and
a few /θin/ … tins /ɔf/ /fɔd/ down …
L. … down to the ground.
S. … down to the ground.
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18752
L. Speak up, speak up louder please. He found a torch
[unverständlich] … here [äh] … there you are … found
..
S. … found a torch…
L. … a compass…
S. .. a compass and some signal-rockets, and put /sɛm/ in
his pocket.
L. Thank you .. and the next please, Detlef.
S. Then he helped Ted to climb down. Ted /gRaunt/ …
L. … groaned loudly, again …
S. .. loudly …
L. .. groaned loudly …
S. Ted groaned loudly. At last /zei/ were on /zə/ /gRaund/
Joe /væpt/ to …
L. … Ted up in the blanket …
S. … Ted up in the blanket and /zɛn/ he /kɔ:lt/ …
L. … collected some branches …
S. … some blankets …
L. … no, branches, say branches ..
S. … some /ˈbla:ntʃəs/ to /bilt/ /zə/ /ʃeltʌ/. /ˈa:ftʌ/ he /hæt/
built /zə/ /ˈʃeltʌ/ he … he …
L. .. he and Ted …
S. … he and Ted are a little of /zə/ food and /zə/ … and
/zɛn/ /zei/ had …
L. [gleichzeitig] and then they had …
S. … to /wait/ till /moaniŋ/.
L. … wait till morning. Ok., Conny.
S. Joe stayed awake all night in the terrible cold. Once a
grizzly bear came near the shelter, but Joe shout and
waved his arms till it went away again. /æs/ soon /æs/
daylight came Joe left Ted. ‘You must wait here’, he
told him. ‘I’ll try to find help’.
L. Thank you. ‘As soon as daylight came …’, Conny,
again.
S. /æs/ soon /æs/ daylight came…
L. No, not /æs/. ‘As soon as daylight came’…
S. As soon /æs/ daylight came …
L. Ok., and the next please, [äh] … Ditze.
S. [äh] …
L. He looked at …
513
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514
S. You must wait here …
L. No, he looked at his compass… [gleichzeitig]
S. He look at his /ˈkʌmpʌs/ and then he began to walk in
the direction of Yellowknife. He could only walk very
slowly because the snow was so deep. At last, after
many /hauəs/ …
L. .. hours …
A. .. hours, he had to stop and rest, but then he /sɔ:t/,
‘I mustn’t … ‘
L. … thought, he thought …
S. .. thought, ‘I mustn’t give up. I /wɔ:nt/ give up.’
And then … And he started to walk again.
L. I won’t. Say ‘I won’t give up’, [Ditze]. I won’t give up.
S. I won’t give up.
L. OK., and the next, please, [äh] … Birgit, speak up:
Suddenly …
S. Suddenly he came to clearing in the /bʌʃ/ … bush.
L. Bush. [gleichzeitig]
S. There he /faid/ two of his …
L. There he fired …
S. .. fired … his signal-rockets. /ˈpə:həps/ a helicopter is
looking for us, he /sɔ:t/.
L. … he thought, thank you … [äh] … and [äh] … the
next, please, Gudrun.
S. He waited, but he nothing happened, and …
L. No, … ‘but nothing happened’ …
S. … but nothing happened, and so he walked on again.
/zen/ he came to /əˈnʌzə/ /ˈkli:rig/ and fired two more
signal-rockets, but again he heard and saw /nʌsiŋ/.
L. Yes, [äh]… Gudrun say ‘clearing’
S. Clearing.
L. Yes, no ‘g’ at the end. Kein ‘g’ am Ende, ‚clearing‘
S. Clearing.
L. Yes, that’s better, go on.
S. Joe walked on and on but /hʌŋe/ and /kəult/ /hæt/
taken away all his /strɛŋ/ ande at last he couldn’t go
on. He fell down in /zə/ snow.
L. Thank you, and, Heike.
S. Suddenly an old man /wis/ a /dɔg/ was standing near
him. ‘I’m a trapper’, explained /zə/ old man. ‘I /lif/ in
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L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
a long-cabin [im Text steht ‘log-cabin’] not far /fRom/
here. I was listening to /zə/ /ræ…/ /ˈreidiəu/ /zis/
morning and /zei/ /seid/ a plane /wis/ two men was
missing and /zei/ had started a search.
Thank you. [äh] Heike say ‘the old man’.
/zi/ old man.
Yes, go on.
Ahm … /zɛn/ I /sei/ your signal …
… saw …
/zɛn/ I saw your signal-rockets and I began to look for
… you /wis/ my dog. /ˈvɛəs/ /zi:/ /ˈʌzə/ man? /ʒəu/
/təult/ him about /zə/ crash. ‘We must go back and
help my friend’, he said. ‘First you must come to my
cabin’, /seid/ /zə/ trapper.
Thank you, and [äh] … the next, please; who hasn’t
read yet, [Name unverständlich], come on.
‘You need a whisky and some warm food. I’ve already
sent a message to Yellowknife. They said they would
send a helicopter. It’ll be here soon. Then /wel/ [äh]n
…
… we’ll all look …
… all looking …
Then we’ll all look for your friend…
… all look for your friend’.
Thank you, o.k. Now we turn over to page 73 and 74.
What is the text you have here about? What is the text
about? … Come on, Detlef.
The text about Australia.
… is about …
… is about … is about Australia.
Yes, what do we learn about Australia? What do we
learn about Australia?
/ɔ:sˈreiljə/ … [äh] … belongs …
Australia …
Australia belongs to /zə/ British Commonwealth and
Queen Eliza/bes/ is /zə/ Queen of [unverständlich]
Australia.
Yes, that is one fact. Another fact we learn about
Australia here. Come on, Uwe.
/zei/ /ʃpi:k/ English /wis/ a …
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516
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
What do they do? They … ?
/zei/ /ʃpi:k/ …
… speak …
… speak English /wis/ a … Australian accent.
… with an Australian accent. They speak English,
say it again.
/zei/ speak English.
Yes, ok., that’s another fact, and …
In Australia /lif/ more … [äh] … sheeps than mans …
O.k., there were some mistakes. In Australia there live
more sheep than men, again.
In Australia /zɛə/ live more s … sheeps …
No, no ‘s’, sheep … more sheep than men.
… more sheep than men.
Ok., you see, sheep without ‘s’. [Der Lehrer schreibt an
die Tafel.] One sheep and two sheep, you see, and one
man and two men. So in Australia there live more
sheep than men .. again, Jürgen.
In Australia there live more sheep … [äh] … than
/mæn/.
That’s quite good, another fact. And [äh] what else do
we learn about … Australia, here? Come on.
/zə/ /sə:d/ of /zə/ /vɔ:lts/ /vu:l/ comes from Australia.
Once again.
Ahm … A /sə:d/ of /zə/ world’s wool comes from
Australia.
A third of the world’s wool, yes, a third of the world’s
wool comes from Australia, yes of course. Where do
they produce all this wool? Where do they produce all
this wool? …herstellen … where do they produce all
this wool? … Jürgen. … In the cellars or where or in the
kitchen or where?
Ne, [äh], [äh] [Räuspern]
Where?
/zei/ /pRoˈdu:s/ /zə/ wool on sheep stations.
… on the sheep stations, yes, o.k., and another fact
about Australia, come on … what about the
temperature there? … Is it warm there, come on, tell
me.
It’s warm… Christmas Day is /zə/ …
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L. Yes, at Christmas time it’s …
S. … it’s /onzə/ … hottest day in the year.
L. It’s hot there, it’s … Christmas Day is one of the
hottest days in the year, yes, that’s it. How warm is it
… on Christmas Day, Detlef?
S. [ähm] … /ˈsə:tifaif/ degrees centigrade.
L. Yes, o.k. …
S. .. sometimes …
L. .. and … sometimes, yes, certainly, and what about
winter time and autumn time in Australia? Is it the
same as in Europe here with us? Winter time and
autumn time in Australia, Detlef? … When do they
have winter time and summer time, autumn time,
spring time, Uwe?
S. When it is winter in Europe it is /ˈsʌmʌ/ in Australia.
L. Definitely, yes.
S. Autumn in Europe is spring in Australia.
L. Yes, so when exactly is autumn in Australia, which
month, September, October, November, or what,
Uwe?
S. March.
L. March.
L. April. May and June [unverständlich]. March, April,
May and June, o.k. Now let’s [äh] … read the dialogue
on page 74, let’s read the dialogue on page 74. [äh] …
who takes the introducing sentence? [äh] … that’s
quite good for mhm… mhm … Manfred … [S1] and
who is Jack? Jürgen, you are Jack [S2] and Nancy?
Who is Nancy, a girl please. Who is Nancy? Ulrike,
why not [S3]? Come on. Speak up, please, speak up,
Manfred.
S1. An Australian girl an/t/ /ˈənən/ English boy /hæf/ a talk
on December 24th.
L. Hm, look here, there you are, on…
S1. On… on… on… o…
L. … have a talk on the … Manfred … [unverständlich] …
on the 24th of December, and the next on the 215th
of December. So, Manfred, once again.
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518
S1. An Australian girl and an English boy have a talk on …
on the 24th of December.
L. Yes.
S2. Hallo, Nancy. It’s hot today, isn’t it.
S3. Yes, it is. Just the right weather for Christmas.
S2. This is my first Christmas in Australia.
You Australians /ˈkelibreit/ …
L. .. celebrate …
S2. … celebrate … [äh] … Christmas like British people,
don’t you?
S3. Yes, we do. We get our /ˈpresənts/ on the 25th
December …
L. … 25th of December, Ulrike, look there, on the 25th of
December.
S3. … on the 25th of December we eat turkey and
plumpudding for dinner. But we /ˈdekəˈreit/ …
L. .. eucalyptus trees …
S3. .. eucalyptus trees /insti:d/ …
L. … instead of fir-trees.
S3. … instead of fir-trees.
L. Yes, you must speak up a bit louder … instead of
fir-trees, again [unverständlich].
S3. … instead of fir-trees.
L. Yes, Jack.
S2. Many Australians celebrate Christmas on the beach,
don’t they?
S3. Yes, a lot of people from the big cities do. They swim
or lie in the sun.
S2. Are you going to the beach tomorrow, too?
[falsche Intontation]
S3. No, we always stay at home on Christmas Day.
We have a party in /zə/ afternoon.
L. … the afternoon.
S3. … the afternoon. My /ˈmʌðʌ/ is from England,
you know, and she doesn’t like picnics on the beach
on Christmas Day.
S2. Well, I … I’ll go to the beach tomorrow. I want to see
the people with their Christmas-trees, cold turkeys
[Schüler betont ‘cold’ statt der ersten Silbe von
‘turkeys’ besonders] and plum/ˈpʌdiŋs/ on the beach.
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L. … plum-puddings on th beach, again …
S2. … plum-puddings on the beach.
L. Yes, Jürgen [unverständlich]: Hallo Nancy. It’s hot
today, isn’t it [Lehrerin korrigiert die Intonation].
It’s hot today, isn’t it? Again.
S2. It’s hot …
L. It’s hot today …
S2. It’s hot today, isn’t it?
L. Ok., and now again. Who is Jack? … Michael, what
about you? Can you speak loud today, Michael [S2],
ok., thank you. And eh, who is Nancy? … Bettina [S3],
why not?
S. Ich kann das nich …
L. Speak up, please. And eh … the sentence at the
beginning is … is for … [äh]…
S. Volker.
L. Volker, yes [S1], you take the first sentence ‘An
Australian girl…’, come on.
S1. An /aus’tRa…/ /ɔ:sˈtReiliən/ girl and an English boy …
L. … English boy …
S1. … have a talk on …
L. … on the 24th …
S1. … on the 21st … /dits… dits/…
L. … of December, on the 24th of December, again.
S1 … 24th of … /ˈdi:ˈtsembə/
L. December, say it again, December.
S1. December.
L. That’s it, Jack.
S2. Hallo, Nancy. It’s hot today, isn’t it?
S2. This is my first /kR/istmas in Aust/Rei/lia. You
Aust /R/alians celeb/R/ate Ch/R/istmas like B/R/itish
people, don’t you?
S3. Yes, we do. We got our presents on December …
L. Bettina look here ‘on the 25th of … We get our
presents on the 25th …
S3. … of December.
L. … of December, yes.
S3. And we eat … hm … turkey and plum/ˈpʌdiŋ/ …
L. … pudding.
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520
S3.
L.
S3.
L.
S3.
L.
… plum-pudding for dinner. But we decorate …
… eucalyptus trees …
… eucalyptus trees /in’ste:d/ of …
… instead of fir-trees, again.
… instead of /feə/-trees…
… fir-trees, … eucalyptus trees instead of fir-trees,
again … eucalyptus trees instead of fir-trees, again.
S3. /əukəˈiptəs/ …
L. … eucalyptus…
S3. Eucalyptus instead of fir-trees.
L. … instead of fir-trees, go on.
S2. Many Australians celebrate Christmas on the beach,
don’t they?
L. Nancy.
S3. Yes, a lot of people /fRɔm/ /zə/ /bik/ cities do … do.
/zei/ swim or /li:/ in /zə/ sun ..
L. .. lie.. [der verbessernde Einwurf des Lehrers erfolgt in
den Schülersprechakt hinein nach /li:/]
S3. … or lie in /zə/ sun.
S2. Are you going to the beach tomorrow, too?
S3. No, we always stays at … home …
L. … stay at home …
[Wieder verbessert der Lehrer innerhalb des
Schülersprechaktes.]
S3. … stay at home on Christmas Day. We have a party in
/zə/ afternoon.
L. … the afternoon…
S3. … in /zi:/ afternoon. My /ˈmʌzə/ is from England,
you know, and she doesn’t like picn…
L. … nics…
S3. … picnics on /zə/ beach on Christmas Day.
S2. Well, I’ll go to the beach /tuˈmɔRəu/. I want to see the
people /ˈwiˈsɛə/ Christmas-trees, and cold turkeys and
plum-puddings on the beach.
L. O.k., and once again. Put up your fingers now.
… you are Jack [S2], and Nancy? … Let’s have a girl,
come on … Judith, you are Nancy [S3], and [äh] the
first sentence is for Susanne [S1], speak up, please.
S1. An Australian girl and an English boy have a talk …
L. … have a talk …
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S1. … have a talk twenty …
[Lehrer klopft auf die Tafel, wo die zu sprechende Version
des Datums angeschrieben steht]
S1. … on the twenty…
L. Ne, Susanne, look here.
S1. December, on the twenty-six of December.
L. No, on the 24th …, once again.
S1. … on the 24th of December.
S2. Hallo, Nancy. It’s hot today, isn’t it.
[Der Schüler tut genau das, was er nicht tun soll; er hebt
die Stimme nach ‘isn’t it’.]
S2. This is my first Christmas in Australia. You Australians
/sə…/ /sili`breit/…
L. … celebrate, celebrate.
S2. … celebrate Christmas like British people, don’t you?
[Der Schüler hebt wieder die Stimme nach ‘don’t you’.]
S3. Yes, we do. We get our presents on the 25th of
December and we eat turkey and plum-pudding for
dinner. But we decorate eucalyptus trees instead of
fir-trees.
S2. Many Australians cele…brate Christmas on /zə/ beach,
don’t /zei/?
[Der Schüler hebt die Stimme nach ‘don’t they’.]
S3. Yes, a lot of people from the big cities do. They swim
or lie in /zə/ sun.
S2. Are you going to /zə/ beach tomorrow, too?
S3. No, /vi:/ always stay at home on Christmas Day. We
have a party in the afternoon. My mother is from
England, you know, and she doesn’t like picnics on
the beach on Christmas Day.
S2. Well, I go … I’ll go to /zə/ beach tomorrow. I want to
see /zə/ people /wizɛə/ Christmas-trees, /kəult/ turkeys
and /plum/… puddings…
L. [gleichzeitig] plum-puddings…
S2. … on /zə/ beach.
L. … pum-puddings on the beach. Well, that will do.
Now, what do you know about Christmas in
Australia? Come on, sum up please, zusammenfassen
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522
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
[Language switching]. What do you know about
Christmas in Australia? Mario.
Well, Christmas Day is … the hottest day of the whole
year. It was … [äh] 35 de… /dəˈgri:d/… [äh] …
Centigrade.
… degrees Centigrade.
… degrees Centigrade and … [äh] … the Australians …
[äh] … get the presents on … on the /ˈtwenti’faif/ of
December.
… twenty … Mario?
… twenty fifth … fifth of December. And … [äh] … [äh]
… they have a … turkey and plum-pudding for dinner.
… have the turkey and plum-pudding for dinner, yes.
And [äh] … [äh] … they … /dikəreit/ …
… decorate …
… decorate eucalyptus trees … instead of fir-trees.
… instead of fir-trees.
… fir-trees. The … [äh] the people … [äh] from the big
… big cities …[äh] … swim or lie in the sun.
Well, they swim and … or lie in the sun. O.k., thank
you, well and last a time. Just some sentences about
Christmas in Australia. Who can do that again? …
Conny.
Christmas is in summer in Australia and …
In Australia Christmas is in summer, again.
In Australia Christmas is in summer and [äh] the
temperature is more /zən/ 35 degrees Centigrade …
[äh] … /zə/ Australian … /zə/ Australians celebrate
Christmas like the British people. [äh]… Christmas is
on the 25th of December and the people eat turkey
and plum-pudding for dinner. They /dekɔˈreit/
/ɔikʌˈliptus/ trees…
… decorate …
… /dekɔˈreit/ /əikʌˈliptus/ …
… decorate.
They decorate /ɔikʌˈliptus/ trees…
… eucalyptus trees.
… eucalyptus trees /in’sti:d/ of /faiə/-trees.
… instead of fir-trees.
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S. … instead of fir-trees. Many Australians /seləˈbreit/
Christmas on the beach.
L. … celebrate.
S. … celebrate. A lot of people from /zə/ big cities lie in
the sun or swim.
L. Ok., thank you. Well, now I’m going to give you a
worksheet and you answer the questions. So, here it is,
the worksheet. [Die Stunde schließt mit Stillarbeit der
Schüler. Zeit ca. 10 Minuten.] So, ihr könnt diese [äh]
Dinge zu Hause weitermachen. Am Anfang der
nächsten Stunde kontrollieren wir das dann. So vielen
…
523
2.4.16 Grade 9 (September 27, 1974; #33 in the Pre-Digital
Corpus)
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524
Datum: 27.9.1974
L. All right, now let’s begin on page No. 62. [Die Schüler
schlagen die angegebene Seite auf.] A ship arrives.
Begin reading, please, Anke.
S. In 1984 [richtig 1948] a … four… fourteen…
L. Oh, go on, come on … Anke just go on, go on.
S. … ton ship, /ðə/ ‘Empire Windrush’, arrived at Tilbury
in England. Most of the one thousand… ah twenty
eight passengers were /ɔirəˈpi:əns/ coming back to
Britain after World War II, but there were also /fiə/
hundred ninety two coloured people from Jamaica
/əmɔŋ/ them. They were the first immigrants who
came to England after World War II. Most of them
were … were men. There were only twenty /fəˈmeil/
passengers. When there … When they were leaving
the ship a reporter stepped up to one of the coloured
immigrants.
L. Yes, thank you. There were some mistakes. Correct
them, please.
S. [äh] … he say /fiəˈhʌndrid/ …
L. I don’t care what she said. I want a correct answer,
Karsten.
S. Four hundred … [äh] ninety two.
L. 492, all of you.
Ss. 492.
L. Right, now the first number.
S. Jamaica, not /ʤəˈmaikə/
L. The first number.
S. forty /ˈsauzənd/651
L. In nineteen hundred and eighty four or in nineteen
hundred and forty eight?
S. In …
L. Ok., come on [meint die ganze Klasse]
Ss. In 1948 …
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19197
L.
Ss.
L.
Ss.
L
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
… a 14.651-ton ship …
… a 14,651-ton ship. [nicht ganz einheitlich]
Most of the 1.028 passengers …
Most of the 1.028 passengers …
… were Europeans …
… were Europeans …
… 492 coloured people …
… 492 coloured people …
… Jamaica …
… Jamaica …
… among …
… among …
… twenty female passengers …
… twenty female passengers …
Right, now I’d like to hear it once more, please,
hm. Mr. N.
S. A ship arrives. In 1948, a 14.651-ton ship, /ðə/ ‘Empire
Windrush’, arrived at Tilbury in England. Most of the
1.028 passengers were /ˈɔirɔ/ /ˈɔiropi:ns/ coming back
to Britain after World War II, but there were also four
hundred and ninety … ne … ni…
L. .. 492 ..
S. .. pa… coloured people from /ʤəˈmaikə/ among them.
They were the first immigrants who came to England
after World War II. Most of them were men. There
were only twenty /ˈfi:mi:l/ passengers.
[Der Schüler liest sehr abgehackt.]
L. Well, we are not going to talk about the mistakes.
Let us just go on. I’d like to hear as a reporter [äh] …
Mr. N. [S1] and as an immigrant … Mr. N. [S2].
Go on, please.
S. Could …
L. Go on, please.
S1. Could I ask you a few /ˈkwestən/ please … please?
S2. Oh yes, please, do.
S1. May I know your … your … May I know you …
S2. My name …
L. No, … no Sir. You must add something. What must
you add? You should know. [Geflüster bei den Ss.]
Pardon.
525
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526
S.
L.
S1.
S2.
S1.
S2.
Letzte Stunde war er nicht da.
Oh, yes, [äh] … Mr. N. go on [S2].
[äh] … May I… May I know your name?
My name is Gumbs.
[äh], why did you … [äh] why did you left Ja/ˈmaikʌ/?
I left Ja/ˈmaikʌ/ because I could not earn enough
money there.
S1. Did you /hæf/ /ˈju:zuəli/ … didn’t /hæf/ a job?
S2. No I /ˈju:zuəli/ … didn’t /hæf/ a job.
S1. [äh] … do you have a wife and [äh] … Do you have a
wife and children?
S2. Yes, but my wife and children stayed at home.
S1. Why did you come to … England?
S2. I come to England because I hope to find a job and
wait to be employed here.
S1. [äh]… what do you … what do you expect from the
future?
S2. I hope to /imˈprʌf/ my standard of life and to /gif/ my
children a good /ˈed'ju:/ … /ˈed'ju:siŋ/ and better living
con… conditions.
S1. Thank you /ˈvɛ:ri/ much.
L. No just listen carefully. ‘Jamaica’, all of you.
Ss. Jamaica.
L. I could not earn enough money there.
Ss. I could not earn enough money there.
L. Did you have a job?
Ss. Did you have a job?
[Einige Schüler sprechen /ʒəp/.]
L. I hope to improve my standard of living …
Ss. I hope to improve my standard of living …
L … and to give my children a good education …
Ss. … and to give my children a good education …
L. … and better living /ˈkənˈdiʃəns/.
Ss. … and better living /ˈkənˈdiʃəns/.
L. All right. Once more a reporter and an immigrant,
please. The reporter [deutet auf einen Schüler] and
now the immigrant? Yes [bestätigt einen sich
meldenden Schüler].
S1. Could I ask you a few questions, please?
S2. Oh yes, please do.
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19277
S1.
S2.
S1.
S2.
S1.
S2.
S1.
S2.
S1.
S2.
S1.
S2.
S1.
S2.
S.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
Ss.
L.
S.
L.
S.
L.
S.
L.
S.
May I /jəun/ … May I know your name?
My name’s … my name’s Gumbs.
Where do you come from?
I /kæm/ from Jamaica.
Why did you leave it?
I left Jamaica because I could not earn enough money
there.
Did you have usually a /ʒəb/?
No I usually hadn’t … [äh] … I /dʒu:…/ usually didn’t
have a job.
Ah … do you have family?
Yes, but my wife and children stayed at home.
Why did you come to England?
I came to England because I hope to find a job. I want
to employ here.
What do you expect from the future?
I hope to … im/prəuv/ my standard of living and to
give my children a good /idʌktʃn/ and better living
conditions.
Thank you very much.
‘I came to England because I hope to find a job’.
‘I came to England’ … once more.
I came to England …
I want to be employed here.
I hope to improve – to improve – I hope to improve
my standard of living.
I hope to improve my standard of living …
… and to give my children a good education …
… and to give my children a good education …
… and better living conditions.
… and better living conditions.
To improve, Ellen, once more.
To improve.
… my standard of living …
… my standard of living …
… a good education …
… a good education …
… better living /kɔn/ditions …
… better living /kɔn/ditions …
527
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528
L.
S.
L.
S.
L.
S.
L.
Right. I came to England.
I came to England.
Now give me the /sri:/ forms, please.
[äh] … come – came – come.
Right, which tense is it, I came to England?
Past tense.
Yes, quite correct. Now I’d like you to a reporter again
but /zis/ time a reporter asking a person who comes to
Germany, who immigrates to Germany and the
person must be of his or her own name, all right?
S. Hhm?
[Der Schüler hat vermutlich nicht verstanden, was der
Lehrer meint.]
L. Now as a reporter I’d like to have Mr. N. [S1] and the
person immigrating to Germany, Miss N. [S2], Mr. N.
begins.
S1. Could I ask you a few questions, please?
S2. Oh yes, please do.
S1. May I know your name?
S2. My name is N.
S1. Where do you come from?
S2. I … come from … England. Nä, I come from Germany.
S1. Why did you left …
L. Correct question?
S1. Why did you left Ger… [äh] England?
S. Why did you leave.
L. Why did you leave England? Right.
S2. I left England because I could not earn enough money
there.
S1. Did you have a job [Stimmhafte Endkonsonanten
werden den Ss. meist stimmlos gesprochen,
was gleichzeitig ein Kürzung des vorangehendes
Vokals bedeutet].
S2. No, I usua… usually didn’t have a job.
S1. Do you have a family?
S2. Yes, but my man and children stayed at home.
L. My husband, this time, my husband… [schreibt
‘husband’ and die Tafel, sowie ‘man, woman, wife‘]
It’s man and woman but husband and wife. That’s all
right. Now go on.
19318
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19356
19357
S1. What do you expect from the future?
S2. I hope to improve my standard of living and to give
my children a good /itʃəˈdʌkʃn/ and better living
/kɔn/ ditions.
[Gekicher bei den Ss. ob der seltsamen Aussprache von
‘education’.]
L. Yes, the sentence once more, Birgit.
S. I hope … [äh] … I hope to im…prove my standard of
living and to give my children a good /itʃəˈdʌkʃn/ …
S. [anderer] … education …
S. … education and better living /kɔn/ditions.
L. So this word must be very difficult. It is ‘education’,
once more, ‘education’.
S2. Education.
L. Now you [zeigt auf einen S.]
S. Education.
S. Education.
S. Education.
S. Education.
L. This line.
Ss. Education [nicht einheitlich]
L. This line.
Ss. Education.
L. Those lines over there.
Ss. Education.
L. All of you.
Ss. Education
L. Once more, Sir.
S. Education.
S. Education.
L. Once more, Birgit.
S. Education.
L. Ellen.
S. Education.
L. Right. Now … I’ve got a person coming from France,
a person coming from France. Right? You come to
Germany. You want to live in Germany. Right. Ok.
Reporter Mr. N. [S1] and the immigrant Mr. N. [S2],
all right. I don’t care, really. O.k., come on.
529
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530
S1.
S2.
S1.
S2.
S1.
S2.
S1.
L.
S.
L.
S1.
L.
S.
L.
S.
L.
Could I ask you for few questions, please?
Oh yes, please do.
My I know your name?
My name is N.
Where did you came?
I came from France.
Why did you … left … French?
Stop, you did not pay attention, sir.
Why did you leave?
Why do you leave? Right, once more, sir.
Why did you leave … French?
No. Why did you leave … ?
France.
France. What is French, Mr. N.?
Frankreich.
No, it is not. It is the language or the person, but the
county is called … ?
S. Frankreich.
L. In English, sir.
S. /fra:ns/
L. France, it’s called France. Now once more the
question, the reporter, please.
S1. Did … did you leave France?
S2. I leave France because …
L. I …?
S. [anderer] left [prompting]
S2. … left France be … [äh] … because I could not earn
enough money there.
S1. Did you /hæf/ a job?
S2. No, I usually didn’t have a job.
S1. Did you /hæf/ a family?
S2. Yes, but my … [äh] … but my wife and … and my
/ˈʃildrəns/ stayed at home.
S1. Why did you came to France?
[Protest bei den Mitschülern.]
S1. Why did you came to Germany?
S2. I came to Germany because I hope to find a job. I want
to be employed here.
L. Is the last question correct? Or correct it, please.
S. Why did you came to France?
19398
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19401
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19404
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19428
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19431
19432
19433
L.
S.
L.
S.
L.
S.
L.
S2.
L.
S.
L.
S2.
L.
S2.
L.
Ss.
L.
S1.
S2.
S1.
S2.
S1.
L.
S.
L.
S2.
L.
S2.
No, … where is he now, at this moment?
In Germany.
Yes, so give me the correct question.
Why did you come to Germany?
Of course, once more, Miss N.
Why did you come to Germany?
Yes, go on.
I come to Germany because I want to find a job.
Now listen carefully, Frank. Why did you come?
Which tense is it?
Present.
It is not, sir, which tense is it?
The past.
Yes, of course. Now, you must answer in the past, too.
‘Why did you come …?’ The answer is in the past: I…?
Come.
No.
Came.
Yes, sir. Now, once more, the question and the
answer.
Why did you come to France?
I came to … I came to Germany because I hope to find
a job. I want to be employed here.
What to do … What do you expect for the future?
I hope to impr … to /imˈprəuv/ my /ˈstʌnˈ/ my /stʌndʌt/
for living and to /gif/ my /ˈʃildrən/ a good education
and /ˈbɛə/ living conditions.
Thank you very much.
Well.
To improve.
To improve, and it is ‘children’, once more, sir,
‘to improve’.
To improve.
… and ‘children’.
Children.
531
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19440
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532
L. Yes, all right. Now, you come to Germany from
America, you have got a job there. You have no wife or
husband, no children, nothing. [Lehrer schreibt das
Wort ‘bachelor’ an die Tafel.] You’re a bachelor, a
bachelor. You have no wife, no children, you’re a
bachelor. Now what’s that in German, ‘a bachelor’?
[unverständlich] You know and you have come to
Germany to improve not your better living
conditions or something like that but to improve
your German. You’ve come to Germany to improve
your German. All right? Now, once more, you come
from America and you are alone, you are a bachelor,
you’ve no wife or husband, no children. You’ve come
here not because you hadn’t a job but because you
want to improve your German. All right? Now once
more, reporter and the immigrant, please, in this case
it’s no immigrant but it‘s a tourist. Peter [S1] and
Wolfgang [S2], all right, have a try, yes, why not? Ah,
come on.
S1. Could I ask you for a … [äh] could I ask you a few
/ˈkwɛʃns/ please.
S2. Oh yes, please, do.
S1. May I know your name?
S2. My name is N.
S1. Where do you come /fRom/?
S2. I came fr… from U.S.A..
S1. Why did you leave?
S2. I … I left U.S.A. be … because I could … ne, I will mh …
S2. Improve my … my German.
L. Yes, I want to improve my German. Right.
S1. Did you have a job?
S2. Yes, I had a job.
S1. Do you have a family?
L. No, stop. Don’t you want to know, what job he has?
S1. [schweigt]
L. I would like to.
S1. What sort of job you have?
L. It’s a question, remember … What sort of job … What
sort of job … have you … got? What sort of job have
19474
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19512
you got? Or in which profession are you in,
something like that. What sort of job have you got?
Once more.
S1. What sort of job have you got?
S2. I have [äh] … I am … [äh] …/eˈlɛktrikə/. [der Schüler
benutzt das deutsche Wort mit englischer
Aussprache.]
L. An electrician, right. I’m an electrician.
S1. Why … Why did you come to Germany?
S2. [äh] … I hope I can [äh] … /im’pro:f/ my German.
L. I hope to improve my German, my knowledge of
German, right.
S1. [schweigt]
L. Don’t you say anything at the end, sir?
S1. [schweigt]
L. Thank you very much for the interview.
All right, now let us stop here, and let us go on. I’ll ask
you a couple of questions and you give me the
answers. Now shut the books, please. Where did the
ship arrive?
S. The ship arrived … arrived at Tilbury.
L. Yes, what was the name of the ship?
S. The name of the ship were ‘Empi… Empire Windrush’
L. Listen carefully. What was the name of the ship?
S. The name of the ship was …
L. ‘was’, it’s no plural, sir, yes.
S. … ‘Empire Windrush’.
L. … the ‘Empire Windrush’. When did the ship arrive at
Tilbury in England?
S. The /tʃip/ arrived at /ˈnaintˈhʌndred/ forty-eight.
L. [schreibt ‘chip’ /tʃip/ and ‘ship’ /ʃip/ an die Tafel]
Which one is it /zis/ one or /zis/ one?
S. Ship. [ungefragt]
L. You said this one [zeigt auf ‘chip’] now I’d like to hear
this one [zeigt auf ‘ship’]
[erforderliche Anwendung kontrastiver Phonologie]
Ss. Ships, ships.
[Die Schüler meinen aber ‚chips‘. Sie benutzen die
deutsche Aussprache für das Partygebäck ‚Chips‘]
533
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19551
19552
534
L. This here ‚chips‘ [zeigt darauf] you know, you can eat
them ‚Pommes‘, now you don’t came with ‚chips‘,
I do not think so anyway, but you come with or by
ship, right. O.K., now it was in 1948. How many
passengers were aboard?
S. On the board were 1.028 passengers.
L. You did not listen carefully. How many passengers
were aboard? Once more, your answer.
S. On the board …
L. No, I did not say this. How many passengers were
aboard?
S. Aboard…
L. Yes…
S. Aboard /wɛə/ 1.028 passengers.
L. All right. Now, what are the difference between
‘where’ and ‘were’? [Schreibt beides an die Tafel;
kontrastive Phonologie] What is this one here?
[zeigt auf ‘where’]
S. [äh]…
L. In English, pronunciation I’d like to have.
S. Ah … [äh] ‘where’ means place, where you /lif/ [das
Letzte ist nicht genau zu verstehen].
L. What is this one here ‚where‘ or ‚were‘? [zeigt auf
‘where’]
S. Where.
L. It is ‚where‘, and it of course means the place.
The other one is ‘were’ like this [zeigt auf das
angeschriebene Wort] and give me the infinitive to
that word, ‘were’.
S. .. to be ..
L. .. to be, right … There were some coloured people from
Jamaica among those 1.028 passengers. How many.
[äh] … 492. [äh] … passengers came from /jəˈmeikə/.
Right, now you’ve got 1.028 passengers, 492 coloured
people. [Der Lehrer schreibt die Zahlen in Form einer
Rechenaufgabe an die Tafel: 1.028; 492]. What were
the other ones, and how many were they? Yes, you
should do so, sir. That’s exactly what I want you to do.
S. /ˈfaifˈhʌndəd/six … [äh] sixty/sri:/ …
Ss. 64, four.
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S. … [äh] 64.
L. Are you sure? … Are you sure?
Ss. No, nein, nein.
S. 66.
L. 66. [unverständlich]
S. There were [äh] /faif/hund/red/ … [äh]
S. [anderer] Quatsch …
S. Thirty…
L. Thirty-six? I really wonder, sir.
[Der Schüler hat Recht; die Zahl muß lauten: 536.
Warum der Lehrer dies Ergebnis in Zweifel zieht,
ist nicht verständlich.]
S. Ah, /faif/hundred and [äh] … eighty-six.
L. 586, oh it’s quite amazing really.
S. 536.
L. You mean this one 36. Now let us find out how many
there [oder ‘they’] were.
L. [rechnet das Ergebnis aus]
Ss. Ja, ja.
L. [unverständlich] Now read /zə/ number once more.
S. 536.
L. Right. What are these people called? They were no
coloured people; but what are they called, what were
they called?
S. They are white people.
L. Right, and what do you call those white people when
they come from Europe? What are they called, Mr. N.?
S. /ˈju:rəpi:əns/
L. Europeans, yes, so one sentence and the number, sir.
S. /faif/hundred/ˈsɛ:tisix/ /ˈɔirəpi:əns/ came from …
L. [unterbricht den Schüler] No, you said something
quite different, a minute ago, not they come from
Europe, they are …
S. Europeans.
L. They are /ˈju:rəupi:əns/, /ˈju:rəupi:əns/ right, there were
536 /ˈju:rəupi:əns/ aboard. How many /ɔf/ those
coloured people want to stay [unverständlich]. The
reporter asks one of the people and what does he hear
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536
from the coloured person? What does he hear? [Name
unverständlich].
S. Ja, he … he heard a interview.
L. [lacht] All right, but give me the /ˈkɔntens/.
What did he ask? What did he say? What did he hear,
did he want to know?
S. He /a:sked/ what … what’s the name from /zə/ person
and … and …
L. … and … and …
S. … where did he come from?
L. Where did he came from and …?
S. … what did /zə/ … what did /zei/ do in England?
L. What?
S. What did /zei/ do in England?
L. Well, they’ve just arrived. They’ve just arrived.
They didn’t do anything in England yet.
S. What /zei/ want [äh] …
L. What they want to do in England? Right, what else
does he ask?
S. Why did he left Jamaica?
L. Why did he leave Jamaica, yes. And what was the
reason for it, Ellen?
S. [äh] … because … [ähm] … he has … [äh] … he couldn’t
enough [ähm] … earn enough [äh] … money …
L. The reason was that he couldn’t earn enough money
there, right. How many children did he have …
twenty, fourty…?
Ss. [lachen]
L. I don’t know, I ask you … Come on, Frank, how many?
[Im Text ist keine Zahl angegeben]
L. Look it up first, come on, look it up.
S. There’s no /ˈʃildrən/.
L. Have they?
Ss. At home, at home.
[Die Schüler reden ziemlich durcheinander]
L. Oh yes, of course, but at home, how many children
has he got?
S. He had one children.
Ss. Ne, nä, nein.
L. One …? One …? One …?
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S.
L.
S.
L.
One child.
Child or two …?
Children.
Children, now, how many childred did he have,
really?
S. Two, or more.
S. He had a few … children …
L. All right …
S. Children.
L. All right, we do not really know. He’s got a wife and
he’s got children, all right. But we do not know how
many. Maybe he’s got three, maybe he’s got twenty,
we don’t know. And why did he want to live in
England, Anke?
S. He u… u… u… usually got a job in England.
L. Oh, he hasn’t been there yet.
S. He improve [äh] … the /ˈstændəs/ living.
L. He… [unverständlich]
S. He will [unverständlich] …
L. He wants to improve his standard of living, all right.
And he wants to give his children a better education.
What does it mean: To give somebody a better
education?
S. In German?
L. Well, I’d like you to do it in English [nicht ganz zu
verstehen]. [Schweigen bei den Schülern] Yes, have a
try.
S. The … the … /ʃ/ …
[bricht ab, Transferleistung setzt aus, wie vielfach bei
Diskussion von freien Themen beobachtet werden kann.
Die Konsequenz ist meist, wie auch hier, ‚language
switching‘.]
L. Or say it in German, [äh] … come on.
S. Es soll eine bessere Bildung haben.
L. What does it mean: eine bessere Bildung? How do you
get it? Can you go to the butcher’s and say:
One pound of education, please?
S. No.
L. But how do you get it? … hm?
S. Eine bessere Schulbildung.
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538
L.
S.
S.
S.
L.
But how do you get it? Wie krisse die?
Indem man die auf … [äh] … Gymnasium oder …
[anderer redet dazwischen] /imprəuv/ …
[ähm] aufs Gymnasium schickt …
By going to school, of course, by going to better
schools, of course. Right, now let us go over to No. 2
‘Why did they come to England?
[Der Lehrer liest vor.]
L. Today thousands of coloured people from India,
Jamaica, Pakistan, Africa, and the West Indies live and
work in England. In some towns and cities there are
even ‘coloured’ suburbs or streets, where only
coloured people live. All of you.
Ss. Today thousands of coloured people from India,
Jamaica, Pakistan, Africa, and the West Indies live and
work in England. In some towns and cities there are
even ‘coloured’ suburbs or streets, where only
coloured people /lif/.
L. Yes, what does that mean: a coloured suburb? … Is the
suburb made green or yellow or blue or what does it
mean? Yes, … over there. [Husten übertönt den
Lehrer, unverständlich] [ähm] … is ein Viertel für
Farbige. [erneut ‘language switching‘] In English if
you please, it’s quite correct.
S. [äh] …
L. a suburb …
S. … for Eng .. for [ähm] … coloured people.
L. Right, it’s a suburb where only coloured people live.
Now what is a coloured person?
S. A negro is a coloured person.
L. A negro is a coloured person; who else, who else?
S. A /ˈtʃaini:s/
L. A Chinese is a coloured person; who else?
S. An Indian.
L. An Indian, a person coming from India. Now what is
an Indian in German, an Indian?
S. Indianer.
L. Denkste, denkste!
S. Ein Inder.
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L. Ein Inder, What do you call ‘einen Indianer’?
What do you call an ‘Indianer’?
S. A /ret/ Indian.
L. Yes, a Red Indian, oh … why is it that you call a
‘Indianer’ a Red Indian, but in English ‘an Indian’
means ‘Inder’? Why is it? Do you know? … Was
glaubte denn damals ein Entdecker?
S. [ähm] … [äh] … Columbus … [äh] … wollte ja Indien
entdecken, und dachte als er jetzt Amerika entdeckte,
er wär’ in in einem … jetz [ehm].. in … also ‚India‘,
also Inder und da … [ehm] .. lag Indianer, die ersten
Einwohner.
L. Ja so ungefähr.
Ss. [Gelächter]
L. Er glaubte, er war in Indien, und deshalb waren die
Leute für ihn natürlich auch ‚Indians‘, was aber für
uns nicht Indianer ist, sondern ehm ‚Inder‘. Now,
once more; ‘Indianer’ is ‘Red Indian’, and ‘Indian’
means ‘a person from India’ not a ‘Red Indian’. Now
another coloured person.
S. [äh] … [äh] … a man of /ˈʤeipən/.
L. A Japan…nese, right, a Japanese, a man from Japan,
another one …
S. An Eskimo.
L. An Eskimo, right, another one. [Schweigen] Now look
in the book, you just need to look in there.
S. A man from Pakistan?
L. Yes, of course, a person from /pʌkisˈta:n/, who else?
S. A person from Jamaica.
L. Yes, of course, he is a coloured person, he needn’t be
black, he can be yellow, he can be brownish, he can be
even khaki, something like that, nearly white, nearly
white and he is still coloured. [Einige Schüler grinsen
unverschämt] Ja, ja, von wegen. Ich hab‘ gesagt
‚khaki‘ sehr deutlich, und nix anderes. [Gelächter]
Yes, sir [ruft einen Schüler auf]
S. [äh] … a man of Hawaii.
L. Yes, a man from Hawaii, of course.
S. Mal ne Frage, was für ne Farbe is das?
L. Khaki, kennste nich? Khakihosen?
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540
S. Kariert.
[Riot in the class]
L. [übertönt den Lärm] Was ist khaki? Nicht, das wißt ihr
nicht? Ehrlich nicht? [äh] … in … in den Tropen … in
den Tropen werden sehr oft Khakianzüge getragen.
Das sind diese leicht gelblich-braunen Anzüge… [äh]
sehr oft trägt man im Sommer hier lange Hosen, die
gelblich-braun sind; sehr oft getragen von Offizieren
in … [äh] … britischen Diensten, die in Afrika waren,
diese komischen halb… [äh] dreiviertellangen Hosen,
die waren alle khaki, in diesem gelblich-braun …. Ich
weiß nicht, ob die mehr grün sind … gelblich-braun
[unverständlich]. Right, now let’s go on, please.
But why did they immigrate to Great Britain?
Ss. But why did they immigrate to Great Britain?
L. There are other nee … [äh] … countries in need of
workers.
Ss. There are other countries in need of workers.
L. The countries they came from belong to a great family
of nations called the ‘Commonwealth’, which
includes Great Britain, too.
Ss. The countries they came from belong to a great family
of nations called the /ˈkʌmənwɛlθ/, which includes
Great Britain, too.
L. Well, what did I say? Said I /ˈkʌmənwɛlθ/ or something
like that… [zieht alles in die Länge, etwa wie im
texanischen Dialekt] I surely did not. I said
‘Commonwealth’ and I’d like to hear it too, please.
Now, once more.
Ss. Commonwealth. [nicht einheitlich]
L. Commonwealth.
Ss. Commonwealth.
L. You remember Mr. Manson, he said
‘Commonwealth’, now once more.
[Lehrer will das ‘th’ deutlich haben]
Ss. Commonwealth.
L. Right. In all the Commonwealth countries English is
taught at school.
Ss. In all the Commonwealth countries English is taught
at school.
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L. This is one reason why for people from one of these
countries it is much easier to apply for a job in
England than in many other countries.
Ss. This is one reason why for people from one of these
L. Right. Now I’d like to hear the sentences once more
from ‘What …’. But why did they immigrate to …
Mr. N. … ‘But why did they immigrate…
S. Ach so, … But why did /zei/ immigrate to Great
Britain? There are other countries in need of workers.
/zə/ countries /zei/ came from belong to get a great
family of nations called /zə/ /ˈkʌmənwɛlθ/ which
includes Great Britain, too.
L. Yes sir, yes, sir, go on.
S. In all /zə/ /ˈkʌmənwɛlθ/ countries English is taught at
school. /zis/ is one reason why for people /fRom/ one
of /zi:s/ countries it is much easier to apply for a job in
England than in most … many /ˈʌzə/ countries.
L. Now once more: we normally say ‘Commonwealth’.
S. Commonwealth.
L. Your pronunciation is surely understood but I want
you to pronounce ‘Commonwealth’. Now once more.
S. Commonwealth. [Gelächter]
L. All right, now. In all the Commonwealth countries
English is taught at school. This is one reason why for
people from one of these countries it is much easier to
apply for a job in England than in many other
countries. Once more, all of you please.
Ss. In all the Commonwealth countries English is taught
at school. This is one reason why for people from one
of these countries it is much easier to apply for a job in
L. Yes, I’d like to have the last sentence ‘This is one
reason why…’ once more Nr. N.
S. This is one reasons why for people from one … n… this
country it is much easier to … /ˈeipli/ for a job …
L. … apply …
S. … apply … apply for a job in England than in many
others country.
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542
L. Well, you very often pronounce an ‘s’ where there is
none. Listen carefully! This is one reason … once more
S. This is one reasons …
L. Stop, no … one reason, once more.
S. This is one reason …
L. … why for people from one of these countries…
S. … why for people from one of these countries…
L. … it is much easier …
S. … it is much easier …
L. … to earn money in England…
S. … to earn money … [äh]… in England…
L. … than in many other countries.
S. … than in many other countries.
L. Right now, Mr. N., once more the last sentence, please.
S. This is one reason why for people from one of these
England than in … than in many other countries.
L. Yes, but I used to read a [unverständlich]. I did not
read the one you read.
S. Ach … earn…
L. Yes, exactly, so would you like to do it once more,
please.
countries it is much easier to earn money in England
than in many other countries.
L. Exactly, now go on with ‘enroll their children at
schools’, Ellen …
S. … den ganzen Satz? [kaum zu verstehen]
L. Yes, of course.
countries it is much easier to enrol their childrens at
school in England than in many other countries.
L. What is the ‘plural’ of ‘child’?
S. Children.
L. Yes, and nothing else, yes, and the last sentence,
please, [Name unverständlich].
S. This is one reason why for people from one of this
countries it is much easier to /faint/ homes /ænt/ /bilt/
houses in /æŋlənt/ than … in England than in
mother … eh in many other countries.
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L. Na ja, all right, shut your book, please. Why did they
come to England? … Mr. N.?
S. Because [äh] … England is a country from … from the
comm … Commonwealth.
L. Yes, is a country belonging to the Commonwealth, or
their countries are belonging to the Commonwealth,
too, right, now, what is the thing which is in all the
countries the same? What is in all the countries the
same, in the Commonwealth I mean?
S. They talk at school English.
L. They …?
S. They talk at school English.
L. They talk English at school, they talk English at
school, right. Now, when they talk English at school,
and of course at home, what is easier for them?
S. To /imiˈgreitiŋ/ to England …
L. To immigrate to England; why is it easier for them to
immigrate to England, compared to other countries?
Why?
S. Because they speak English.
L. Of course, because they speak the language of the
people and they can understand them. They can say
what they want, they are understood. Now, when
they come to England, they have come
[unverständlich] when they are in England they
want to have a job, what must they do?
S. He’s go to the …
L. What must they do? … they do?
S. /zei/ must go to /zə/ immigration … immigration
board.
[‘immigration’ wird falsch auf der ersten Silbe betont]
L. They must go to the immigration board, yes, all right.
Why …when they want to have a job, they can’t find
it on or in the streets, what must they do, when they
have gone to the immigration board? What must they
do, when they know you can go there and there to get
a job? [Schweigen] They must apply for a job. [Der
Lehrer gibt die Antwort vor.] What must they do,
Wolfgang?
S. They must app… ply… /…ˈplaidʒ/ for a job.
543
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544
L. They must apply for a job, now what does that mean
in German? Wolfgang?
S. Er sucht eine Arbeit?
S. … um Arbeit bemühen …
L. Ja, oder …
S. … sich bewerben.
L. Natürlich, sich um eine Stelle bewerben. I have to
apply for a job. Now, when they want to put their
children into a certain school, what must they do?
S. They must enrol their childrens.
L. They must …they… enrol their chil…?
S. …dren.
L. … dren, they must enrol their children at school,
right. When they want to have a house they can either
buy it or the can …?
S. … build…
L. Mr. N.?
S. They … build it.
L. … build it, yes, of course. Now, when they have got a
house and they want to go home again what must
they do to get their money back? [Das Zeichen zum
Ende der Stunde ertönt] What must they do? They
must sell it.
Corpus)
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Datum: 27.09.1974
Klasse: 10. Jg. / E-Kurs [30 Schüler/innen]
L. All right, we’ll begin on /peitʃ/ No. 79. [Ss. schlagen
ihre Bücher auf.] Living in New York, /peitʃ/ 79, begin
reading, please /ˈMæri/.
S. Living in New York.
‘It’s a nice place to visit but I wouldn’t want to live
there!’ That’s a /ˈkʌmənt/ very /əuftn/ made by
Americans [im Buch steht: … by many Americans …] …
but [stoppt und murmelt verlegen vor sich hin] …
that’s a /ˈkʌmənt/ [verlegen lachend] very often made
by Americans about New York. But why wouldn’t
they want to live there? After [?] all, it’s the /faiˈnæfl/,
artistic and i… inte … llectual capital of America. Why
is it so criticized? [Im Buch steht: … Why then … ] The
answer is that in spite of its importance New York has
many problems. Eighty million people [im Buch
steht: … Over 8.000 000 …] live in this huge metro …
metropolis …tropolis. There are all nationalities and
races besides Americans, of course: /i:riʃ/, Negroes,
Red Indians, Puerto Ricans, /pu:ls/, Jews, and many
/ˈʌzəz/. Let’s listen to the opinions of New York … of
New York citizens [Im Buch steht: Let’s listen to the
opinions of four New York citizens.]
L. Yes, thank you. Now [äh] … some mistakes about … we
want to talk about them. [äh] I’d like to hear it once
more, please … Mr. L.
S. Living in New York. ‘It’s a nice place to visit but I
wouldn’t want to live there!’ That’s a /ˈkʌ’ment/ very
often made by man … by many Americans about New
York. But why wouldn’t they want to live there? After
[?] all, it’s the financial, /ˈa:tistik/, and intellectual
capital of America. Why then it’s so criticized? [Im
Text steht: Why then is it …] The /æ…/ The answer is
that in spite of the importance [im Text steht: … in
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546
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
spite of its importance …] New York has many
problems, o … over 8.000.000 people live in the /ju:ʤ/
met … /metrɔˈpɔlis/ [im Text steht: … in this huge …].
There are all nationalities and races, besides
Americans, of course: Irish, Negroes, Red Indians,
/pj…/ Pue … Puerto Ricans, /pu:ls/, Jews, and many
others. Let’s listen to /ðə/ opinions of four New York
citizens.
There were some … mistakes. Which ones?
The opinions.
The opinions. [Lehrerecho]
Metropolis.
Metropolis. [Lehrerecho]
/hju:tʃ/
Huge. [Lehrerecho, in diesem Fall günstig, da die
Aussprache von ‚huge‘ korrigiert wird: /ʤ/ statt /tʃ/]
The answer. [wurde korrekt gelesen]
The answer … the answer? Well it may be the /ænsər/
[amerikanische Aussprache] but ‘the’ /ði:/ is in any
case correct [word order!] ah … why is it that you very
often say ‘the answer’ [amerikanische Aussprache]?
It’s American.
Yes, and another reason perhaps?
[äh], there’s a song …
[fällt dem Schüler ins Wort] Yes, exactly …
… is blowing in the wind …
Exactly, ‘The answer [singt die ersten Takte eines
Schlagers] and so on … The … [betonte Aussprache]
/ði:/ names … [unverständlich]… I said ‘the’ names, so
that must be wrong, mustn’t it? … When do we use
‘the’ normally … ?
Ah, we use [äh] ‘the’ when the next word … [äh] …
begins …
… with a vowel, quite correct, now ‘the’ [zieht ‘the’
absichtlich in die Länge] names; ‘names’ doesn’t
begin with a vowel, now, is it correct or is it incorrect?
It is wrong.
Well, … grammatically seen it is, yes, but, and now of
course the excuse comes, but when you think and you
just take it like this [zeigt auf /ði:/ an der Tafel] you
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don’t know what to say, then you very often say ‘the’
because then you have got time to think. When you
say ‘the’ [unbetont] you must say something else, so
therefore you hear very often ‘the’ names.
Grammatically seen it is not correct [grammatically or
phonetically?]. Normally you say only ‘the’ when a
word with a vowel follows. But it’s very often done.
Yes, I’d like to hear it once more, please, Mr. N.
Living … Living in New York. ‘It’s a nice place to visit
by I wouldn’t … but I wouldn’t want to live /ðeə/.’
/zæts/ a /ˈkʌmənt/ very often made by many
Americans about New York. But why wouldn’t they
want to live there. After [?] all, it’s the /faiˈnæʃl/ and
/a:ted/ /ˈintelektuˈel/ /kæˈpitel/of America. Why then it
is so criticized? [vgl. hierzu Text in: ‘English for You’,
S. 79.] The answer … is that in spite of its importance
New York has many problems. Over 8.000.000 people
live in this huge metropolis. There’s a … there are all
nation … /ˈnæʃelist/ and races besides Americans, of
course /i:riʃ/, Negroes, Red Indians, Puerto Ricans,
Poles, Jews, and many others. Let’s listen to /ðə/ … the
opinions of four New York cit … /ˈsitisəns/.
All right, let’s go over to the names of the
nationalities. Now, it is ‘Irish’, ‘the Irish’, ‘Negroes’,
‘Red Indians’, ‘Puerto Ricans’, ‘Poles’, ‘Jews’.
People coming from Poland are called …?
Poles.
Poles. People called ‘Jews’ come from?
Jugoslawia.
No, they don’t.
Palestine, or another word?
Israel. [sehr leise, ungefragt]
31.
Israel.
Israel, right, must be 31, sir. – [äh]… people who are
coming from Germany are called …?
Germans.
People called ‘French’ come from …?
France.
Right, people coming from England are called …?
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548
S. English.
L. The English. People coming from Holland are
called …?
S. Dutchmen.
L. Dutch, now … a Dutchman is a person coming from
Holland, right. A Dutch widow, … what does it mean?
… wi… a widow … [ah] well forget it, all right, forget it
… [Mm]… the Red Indians, where do they come from?
S. They come from America.
L. Yes, right. Now, people who are called ‘Indians’,
where do they come from?
S. From India.
L. Right, now what does ‘Indians’ mean in German?
S. Inder?
L. Right, sir. It shouldn’t be a question, though, it should
be an answer.
S. Inder.
L. Exactly … yes, now let’s go over to the next page,
begin reading, please, Miss N.
S. /ʒuˈan/ Rodriguez is 16 /jiəs/ old, Puerto Rican, and
lives in a cold water /wɔlk/-up in a run-down area of
the city called ‘Hell’s Kitchen’. ‘When I was two years
old my parents came to /nɔi/ York from San /ʤu:n/,
with my two sisters and myself … and myself. Now I
have three younger brothers as well. Our apartment
has only one bedroom, so my little brothers and I
have to sleep in the kitchen. There is no playground
in our area, so the kids have to play in the street which
sometimes can be very dangerous. In fact, my
youngest brother was hit by a car when running after
a ball. He broke his leg.
L. Yes, thank you very much, go on, Miss N.
S. He was /brɔ:t/ to a hospital, but had to wait for one
hour before a doctor came to help him. Sometimes
people have to wait much longer standing in a line.
It’s because nobody … nobody here can pay an
expensive doctor. Many people are out of work, like
my /ˈfa:zə/ who was an elevator boy in one of the big
office buildings downtown, but now they are pulling
it down. It’s hard for him to find a new job, because he
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L.
S.
L.
S.
S.
S.
L.
S.
L.
S.
L.
S.
L.
S.
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S.
L.
never finished his school. Still he thinks I should
finish my high school and possibly become a social
/ˈwɔ:kə/ to help solve some of the worst problems
here. Till then I’ll try to get apart-time job after school
as /wɛl/ need the money as long as my father is out of
work.’
Yes, there was a rather hard mistake.
We’ll.
Hm.
[unverständlich]
soci … social /ˈwɔ:kə/
Worker.
Well, is it a social walker? … [allgemeine Heiterheit],
or is it a social worker?
A social worker.
Yes, what does it mean in German? To walk …
Gehen.
Right, now give me another word, English word,
for ‚worker‘.
[unverständlich]
No, not at all.
Employee.
Right, or another English word, those people,
who have got Latin think of ‘laborer’. Does it mean
anything to you? [der Lehrer schreibt ‘laborer’ an die
Tafel], ‘a laborer’, a laborer’ or ‘a worker’, yes,
Angelika, take the vocabulary and look at page No. 26,
[äh], sorry, twenty … twenty… twenty… yes, 26, under
S, third word … [gemeint ist ‘San Juan’] Do you know
what I mean? … ‘San Juan’, ‘San Juan’. Now once
more: ‘San Juan’.
San Juan.
Right, so if you don’t know how to pronounce a
name, you can look it up here, and there you find our
old friend Mr. Lowenstein, too. Look him up, please.
Unter ‘a’ because he is Alfred Lowenstein! You see,
Alfred Lowenstein. Of course, we could say ‘Alfred
Lowenstein’ [deutsche Aussprache] or even ‘Alfred
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550
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Löwenstein’ if you want. O.k., now go on reading,
please, Mr. N.
Ed Kowalski is a policeman at /ˈpri:sin/ 46 in the
Queens section of New York City. He has been in the
police force for twenty /ˈjiəz/. Being a /ˈpətrəlmən/ in
New York is … is not easy. ‘I didn’t use to be like this. I
mean, when I first joined the police force, people had
respect for the /ju:niˈfɔ:m/. Now they criticize us. It
wasn’t like that in old days … in the old days. And you
don’t see a /ˈpətrəlmən/ alone any more. We al …
[Räuspern] we always work in twos … it’s safer that
way. Sometimes you see some pretty … some pretty
dirty things, being a N. … being a New York
policeman.’
Right, thank you. Now there’s a word [zeigt auf das
Wort an der Tafel], read it!
/ˈpətrəlmən/
That’s quite incorrect, sir.
Patrolman.
It’s a ‘patrolman’. Now, we’ve got of course the word
‘petrol’, what does that mean in German, ‘petrol’?
[äh], Petroleum?
It’s a short form for ‘petroleum’ of course, but it’s not
the German word.
Benzin.
Benzin, now the ‘petrolman’ is a person coming from
‘BP’ or ‘SHELL’ [allgemeine Heiterkeit, in der einige
Worte des Lehrers untergehen] … he’s a petrolman.
Now a ‘petrolman’ should be written, spell it please …
p – petrolman.
p – r – e … [äh] [äh] … p – p – e – t – r – o – l –
Yes, and so on, petrolman. Right, now this person
who sells petrol, where does he sell petrol normally?
What’s his place called where he sells the petrol?
Service station.
Right, or?
/pəˈtrəul/-station
A petrol-station, or? … Fillingstation or a garage, and
what is a person, called ‘petrolman’, what he is called?
…An attendant, he is called ‘attendant’ [schreibt das
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S.
L.
S.
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S.
L.
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S.
L.
S.
L.
S.
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S.
L.
S.
L.
S.
Wort an die Tafel] the person, selling petrol or oil or
who wants … or if you want to have your car repaired
who takes your car is called an attendant. Those
people who have got Latin ‘attendere’: What does it
mean in German?
Warten.
Warten, sorgen für, so that’s a person who cares for
things, right. Now there’s another word: ‘Precinct’ it
must be ‘precinct’. All right, go on reading, please,
Miss N.
‘We pulled a man out of /ðə/ East River last week. He
got a knife in his /bæg/. /druks/ are a serious problem,
too, in our district, even /əˈmɔŋ/ high school ki … kids.
A few days ago, for example, we arrested a sixteen year
old boy, who had broken a store window. We looked
at his arms and found the needle marks which
/suˈgestid/ he wanted the money to pay for his heroin
habit. It’s a shame that these things have to happen.
The crime rate is … /ˈreisiŋ/ and we seem to need some
better answers. I don’t think I want my s … sons to
become policemen the way things are today.’
Yes, some mistakes, correct them, please.
Among.
Right, and another one.
Rising.
And another one.
Back.
And another one.
Suggested.
Suggested, what does this word suggest to you?
‘Suggested’ what does it mean? German meaning of
the word ‘suggested’! Well, I suggest you look it up.
Verboten?
M … m [verneinend]
Vorschlagen.
Vor-schla-gen, yes … [unverständlich]
[Äußerung ebenfalls unverständlich]
Right, now let us go on, please … Mr. N.
Alfred Lowenstein [deutsche Aussprache] …
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552
L. Yes, or Alfred Lowenstein [engl. Aussprache] you can
take of them of course [unverständlich] …
S. … is a 43-year old /sus…/ … /sus…/ successful
businessman who lives in a 500-dollar a month
apartment in Manhattan. He is president of a /kləus/
factory which was founded by his /grændfʌzə/ in
ninety hundred … in …
L. … in …
S. … 1900.
L. Oh yes, for there must be a difference I think, right,
go on.
S. ‘Whenever friends of … of ours come to see us in New
York, they usually ask me: Ah, why do you want to
live here, anyway? It’s so crowded, so noisy. And the
weather is terrible – humid summers and cold, wet
winters! I grew up here. New York City is my home:
it’s a part of me. Sure, I admit that /lif/ is sometimes
difficult: impossible traffic jams, strikes all the time
and serious air pollution. One … one government
report said the breathing /zə/ air in New York City on
a bad day is equal to smoke two packs of cigarettes!
But I don’t /sink/ I cou … I could ever leave New York
just to get away from these problems, even if I didn’t
have my business here’.
L. Yes, thank you, there were some mistakes. Angela.
S. Come.
L. Sorry, Angelika.
S. ‘Come’ un nich ‘came’.
L. Yes.
S. The air.
L. Right.
S. Life.
L. Look here!
[an der Tafel stehen inzwischen: live, life, alive]
S. Live.
S. Life.
S. Life.
L. Alive, to live, life, alive. Now what is this? [zeigt auf
‘to live’] Substantive, adjective preposition or I don’t
know?
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S.
L.
S.
L.
S.
L.
S.
S.
S.
L.
S.
L.
S.
L.
S.
L.
Verb.
It’s a verb, right. What’s this? [zeigt auf ‘life’]
sub … [äh] /ˈsʌbstʌntiv/
Right, and this one? [zeigt auf ‘alive’]
Adverb.
Right, what does it mean in German? He’s alive.
He’s not dead, he’s alive.
Lebend.
Lebend.
Er ist lebend.
Lebendig, lebendig. He’s alive and kicking. Er fühlt
sich sehr wohl. – Right, [ähm] go on, please, Melanie.
[Die Schülerin macht eine Bemerkung, die jedoch
nicht zu verstehen ist.] Ah well, come on, begin again,
will you.
‘There is another, brighter ride of the city. [im Text
steht: … to the city] New York has many attraction for
me. In fact, the best everything can be found here. [im
Text steht: … the best of everything] For those like me
who are interested in culture and the arts, one need
only mention the Metropolitan of opera, and
Broadway for /ˈθi:ətrə/ the numerous mm … the
numerous /ˈmju:ziəm/ and a very fine university.
Some of the best restaurants I know are only blocks
from one another. I never could tired [im Text steht:
could be tired …] of New York. There are just too many
things to do and to see.’
Yes, thank you, [äh] … Melanie, if you (could?) a word
ending in /te/ written like this or that [zeigt auf die
soeben an die Tafel geschriebenen Endungen -ter und
-tre] it is always pronounced /te/, it doesn’t matter
whether it is written, like this. It’s /te/, ‘theatre’.
There’s another mistake, [Name unverständlich]
To the city … not … of the city.
Right, anything else?
… could be tired.
Mhm [zustimmend], all right, now, I’d like to ask you
some questions. Mr. N., look at … part No. 2 and ask
some reasonable questions which must be answered
by whoever likes to.
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554
S. [äh], who was Juan Rodriguez?
S. He is a sixteen years old boy …
L. Oh, you shouldn’t read it, sir, I want to hear it in your
own words.
S. He is a sixteen years old boy, Puerto-Rican and …
L. Where does he live?
S. He lives with his family in a cold water walk-up,
near a rundown area.
L In a rundown area; what does a ‘cold water walk-up’
mean? Another word.
S. That is in the slum.
L. Yes, he lives in a small flat in a slum-area. Quite
correct, now the next question Mr. N.
S. [keine Reaktion]
L. [äh] … Melanie you think of questions in part No. 3
and M…. M…. M… Miss N. thinks of questions in part
No. 4, all right?
S. [äh] … who brokes his leg?
L. Hua, hua, hua.
S. [äh] … the /ʤ…/ youngest brother of [äh] Juan
Rodriguez broke his leg.
S. He … he was hit by a car.
[wieder Heiterkeit]
L. So, Freunde, das machen wir so, ihr macht die Bücher
zu, damit das ganz klar ist, und nur die Fragenden, ihr
habt das Zeug nun lange genug durchgekaut. All
right, go on, sir.
S. Where was he brought to?
L. Who?
S. Who? [äh] … [äh] youngest brother of Juan.
L. All right.
S. Birgit.
S. He was brought to the hospital.
L. Why wasn’t he brought to a normal doctor?
S. Because a normal doctor … is too expensive.
L. Why is it hard for … Juan’s father … [äh] to find a new
job? … Peter.
S. Because he never finished his school … his school.
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L. High school, right … [Text] … Think a bit quicker!
What was the job of his father? Ute.
S. He was an elevator boy.
L. Right, now you should put this question in another
form. There’s another form.
S. What was his father’s job?
L. Exactly, I want to have a genitive with -s of course,
[unverständlich].
S. [ähm] … Why is it dangerous when … [äh] the kids
have to play in the street? …
L. There are seventy other persons waiting for you,
you just have to ask some or one.
S. [äh] … because they can be hi… hit by a car.
S. How many bedrooms had the apartment?
[Allgemeine Heiterkeit]
S. [ähm] … apartment has one bedroom.
L. No, sir, you’re quite wrong. An apartment is the
American name for a big flat or a small flat. It does not
mean the German ‘apartment’, 1 Raum oder 2 Raum,
it’s the name for the German word ‘Wohnung’,
‘Mietwohnung’. It is not the apartment. So therefore
the question was … [äh] justified. …
S. [ähm]… when … do Juan’s parents came to New York?
L. Question, correct it, please … Melanie.
S. When did …
L. When did his parents come to New York? Yes, when?
S. Melanie.
L. Well, she was just thinking, you know.
S. They … they came [äh] … when Juan was 60 years …
[äh] three years old.
L. Right, now go on No. 3.
S. [äh]… What’s the main problem [äh] for the
patrolman?
S. His name is Ed Kowalski.
[schallendes Gelächter]
L. What’s the ‘main’ problem, sir. You’re sitting on your
ears, not the ‘name’ but the ‘main’ problem. Ja, ja,
buenas noches, senor. Well, the question is clear I’d
like to hear an answer, come on. What’s the main
problem for him? Utelein? Gehst Du wieder Deiner
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556
S.
L.
S.
S.
S.
S.
S.
L.
S.
L.
S.
L.
S.
S.
L.
S.
L.
S.
S.
Lieblingsbeschäftigung nach: Schweigen? – Now
come on, you should be able to do it, because when I
allow you to read again I’m sure I’ll only hear the
sentences which are put down in the books, well,
I don’t want to allow you to.
[unverständlich]
All right.
[unverständlich] … the policeman go … two … i … two
… in twos.
Because it’s safer.
Yes, pa… patrolmen … [äh] pulled a man out of the
East River. What …[äh] … was the matter with him? …
Klaus.
He had a knife in his /bæg/.
A serious pro… problem [äh] … is the … is the /drʌk/ …
the /druks/ probl … problem. [äh] which person … ne,
das war nix …
At what age does the problem begin already?
I think that was the question you wanted to ask.
Yes.
At what age does it begins already? … Hab’ ich nicht
gesagt, ihr Vögel, daß ihr das Buch zulassen sollt?
It begins [ähm] 15 to 16 years, or 16 years.
Hm, is it correct? Who takes drugs? Old people,
pensioners, 90 years old or what?
About 12 [äh] … years old, also [äh] …
The high school kids.
The high school kids … begin, taking drugs already.
Now let us not talk about high school today. But I
want you to inform yourself about it and next time we
talk about high school, primary school, secondary
school, … nursery school college [unverständlich],
now go on.
A few days ago the patrolman arrested a 16 years old
boy … [äh] … who had broken a store window. [äh] …
what was happened to him?
What had or what happened to him?
He needs money to buy his heroin habit.
[äh] there’s on his arms some marks [unverständlich].
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S. Oh yes, it was … [äh] … needle marks
[unverständlich].
L. What needle marks? Wh… where did they come
from? Did they take a pin a small pins to put some
needle holes in there or where do the needle holes
come from? I don’t really understand. … What does it
mean ‘a needle mark’ … in German.
S. Nadelstich?
L. Yes, but … but wovon?
S. Spritze.
L. Ja natürlich, darum geht’s. Holger, go on.
S. [äh], the crime rate is rising. [äh] … have the
policemen … [äh] … an answer [amerikan.
Aussprache] about the heroin pr… problems,
can they salve this problem?
L. Ha? Bettina.
S. I don’t know.
L. Angelika … or say it in German we’ll try to translate
it into English.
S. [äh], a… sie … sie … wollen’s abschaffen, aber … aber
irgendwie, sie schaffen’s nicht.
L. Why don’t they? In German /ʤɛ:rmən/ please.
S. There are not enough policemen to solve the
problem.
L. Yes, of course, they’re short of policemen and
therefore they can’t solve this problem. There are too
many on one side and ‘zu wenige’ in English ‘on the
other side’, ‘zu wenige’, too few, too few on the other
side, right.
S. [äh] … Are there any more questions, Melanie?
S. Yes, I /hæf/ a question, little question: [äh] [Heiterkeit]
When Ed Kowalski joined the policeforce … [äh] … did
the people respect … [äh] … did the people … nä … had
the people respect for the uniform?
L. Oh yes, it’s a [unverständlich] question.
S. Yes.
S. When he first joined the police… [äh] … force the
people had respect for the uniform.
S. Yes, that’s right.
L. And now?
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558
S. Now they haven’t respect.
L. Yes, would you or could you say now ‘they had it’
‘now they haven’t’, they have … You’ve got some
thing the next day you haven’t got it anymore: You
have … ? and you don’t know where it is either…
S. Lost.
S. [anderer] They have lost it.
L. You’ve lost it. So they’ve lost their respect for the
uniform. All right, now the next one, please.
S. Where lives Alfred Lowenstein?
L. Where …?
S. Where lived …
L. Where does Alfred [deutsche Aussprache] or Alfred
Lowenstein live?
S. He lives in New York City …
S. Where was he born?
L. Repeat the question once more.
S. Where was he born?
S. He was born in New York City.
S. How many dollars costs /zə/ apartment?
S. It cost … it costs 500 dollars the month.
S. Was Alfred Lowenstein /intəˈrestid/ … interested at
culture?
S. Oh yes, he was very interested in culture. [äh] … [äh] …
he goes … [äh] … to the /ˈmju:zeəm/ etc.
S. /wɛə/ the weather in New York good?
S. No, they have humid summers and wet winters. …
S. Where are the theatres in New York?
L. Ihr seid selbst auch aufgerufen, mal was zu tun. Es
geht … geht ihr schon in euer geistiges Nirwana oder
denkt ihr ans Mittagessen? Los, das sind derart billige
Fragen, die könnt auch ihr beantworten. [Name
unverständlich].
S. The theatre was at Broadway. …
S. Wants … [äh] … Alfred Lowenstein leave New York?
S. Alfred Lowenstein … couldn’t leave New York. Could
leave New York but he want … not to leave New York.
L. But he doesn’t want to live … [äh] to leave New York.
Why doesn’t he want to leave New York?
S. Because New York was a part of his life.
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L.
S.
L.
S.
L.
Hm. [zustimmend]
New York was his home.
Hm. [zustimmend].
Because he grow up there.
Hm [zustimmend]. Now there’s another reason
because it is rather a [unverständlich] city sometimes,
isn’t it: humid summers, wet winters, air pollution,
traffic, jams. So that’s no reason actually that he grew
up there.
S. But he has his business there.
L. Yes, but even if he didn’t … he’d stay there, why?
S. There are too many things to do and to see.
L. Yes, exactly. So the brighter side of the city is what he
misses or what he would miss if he would leave New
York, right. [ähm], you see how difficult it is to put
questions from a text. Of course it is rather easy for
you when you’re prepared to put questions. So your
homework is for next time to think up everybody five
questions from No. 1, No. 2, No. 3, and No. 4. And
now we’ll go over to No. 5. […] Mrs. Berta Hudson is a
waitress at a lunch counter in Downtown Manhattan.
She was born in New York and although she
sometimes becomes angry with crowded subways or
impatient customers, she wouldn’t think of living
anywhere else .. ‘a waitress’ it’s a female waiter. Now,
what’s a waiter?
S. In German … in German?
L. Yes.
S. Kellner.
L. Aha [zustimmend], a waitress so that’s quite clear
now. ‘A lunch counter’, what’s that? It’s where you
can get lunch, where you can get something to eat
during lunch time.
[An dieser Stelle wird von einem S. eine Zwischenbemerkung gemacht, die leider unverständlich ist,
jedoch zur allgemeinen Heiterkeit beiträgt.]
L. Right, what does it mean ‚lunch counter‘?
What’s a counter? All right, Dino, come on.
S. Schnellimbiß.
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560
L. Yes, all right, in jedem Falle ‘Imbiß’. Now, ‘to get or to
become angry’ in German.
S. Angst bekommen [sehr leise] Angst bekommen.
L. Das glaubst du nur, ‚sauer werden‘ ‚to become angry‘
‚werden‘ ‚to become‘. Was heißt bekommen?
Ss. Get, get.
L. So, jetzt übersetzt mir mal : Ich krieg ein Baby.
[Allgemeine Heiterkeit] Ja, der liebe Himmel mög’s
verhüten! Aber gut ‚Ich krieg ein Baby‘. Nu,
meinetwegen ‚Sie kriegt ein Baby‘, damit dich das
nicht irgendwie juckt.
S. She gets a baby.
L. She gets a baby. Now, she becomes a baby, heißt?
S. Sie wird ein Baby.
L. Das ist doch wohl ein Unterschied, nich? Wenn ein
strahlender Vater kommt und sagt: ‚I’ve become a
father‘, ‚Ich bin Vater geworden‘, oder I’ve got a
father‘. [unverständlich] … umgekehrt ‚I’ve got a
baby. I’ve become a baby. All right … [äh] … ‘subways’,
what is it?
S. Untergrundweg.
L. All right, it’s a way under a road. [äh] … two eggs
sunny-side up; now you know what an egg is of
course. Now when you put it into a frying pan you see
the yellow of the egg: That’s the ‘sunny-side’ of the
egg. Now the ‘sunny-side’ of the egg up means they
just fry it on one side. Sunny-side down means: they
fry it on one and then turn it so that the other side is
fried, too. All right? ‘Two eggs sunny-side up! Five
cheeseburgers! Coffee and apple-pie! That’s what I
hear all day long, 7:30 a.m. to 4:30 p.m. I really have
to be quick on my feet to serve those office works. New
Yorkers are always in a hurry. It’s rush, rush, rush!
When I get home, the first thing I do is take off my
shoes and relax. Then I make dinner for myself and
my husband. I’m usually home by 5:30 – if I get my
subway on time. The subway can be terribly crowded
at rush hour.’ So in this case what is subway?
S. Eine Untergrundbahn.
L. In English?
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S. An underground.
L. An underground, now go back! What are crowded
subways?
S. Überfüllte Untergrundbahn.
L. Right. … if I get my subway on time. The subway can
be terribly crowded at rush hour. ‘Rush hour’ what
does that mean?
S. Geschäftszeit.
L. No it’s … [hier muß wohl ein Schüler die korrekte
Antwort gegeben haben, diese ist jedoch auf dem
Band nicht zu hören.] … exactly ‘rush time’ is
when everybody goes or comes … from work … goes
to work and comes from work. Hm, hm, hm, …
‘Waiting on the subway platform is dangerous on
two ways: if you stand in front of the crowd you
might get pushed on to the tracks. If you stand
safely behind, you may never catch a train. So with
luck you get your body and one foot inside the door
and some friendly person from behind gives you a
push. You are in! Forty-five seconds after the train
pulls out of the station, it slows down. The
temperature rises five degrees every fifteen seconds.
Bodies are pressed against each other and you
stand up all the way with somebody’s elbows in
your stomach. By the time you get out you’re
half-dead. Travelling on the subway’s no fun.
But that’s part of New York’s life [im Text steht:
… New York life]. Now part of New York’s life is to
get… [hier ertönt der Pausengong] … to the subway, to
get an elbow into the stomach and still to love it.
Cheerio!
561
Corpus)
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562
Datum: 27.09.1974
L. Now, [äh] … I think we have to read the forth part of
[äh] … chapter B. O.K. … We’ve read it once I think
and … ah … you should know the words but
[unverständlich] want to say anything about it.
Who wants to read this forth part? Who wants to be
Berta Hudson? Susanne.
S. Juan Rodrigues is 16 years old, Puerto-Rican and
lives …
L. Well, we’re reading part five.
S. Mrs. /ˈbɛətʌ/ Hudson is a waitress at a lunch counter in
/ˈdauntən/ Manhattan …
L. Downtown Manhattan.
S. … Downtown Manhattan. She was born in New York
and although she something [im Text steht: …
sometimes] becomes …
L. … she?
S. … she sometimes becomes /ˈeingri/ with crowed
subways or im … impatient … impatient …
L. … impatient customers, say impatient customers! …
S. … impatient customers she wouldn’t think of living
anywhere else.
L. Yes, go on, [äh] … [Name unverständlich].
S. Two /eks/ sunny-side up! /faif/ cheeseburgers! /kʌ…/
coffee and apple pie! That’s what I hear all day long,
7:30 a.m. to 4 … [äh] … 30 p.m. I really have to be
quick on my feet to serve /ðis/ office workers. New
Yorkers are always in a hurry. It’s rush, rush, rush!
L. Yes, [unverständlich] what ‘a.m.’ and ‘p.m.’ is?
S. [äh] … sieben Uhr dreißig am Morgen und …
L. Say it in English … ‘a.m.’ means?
S. [äh] … at morning.
L. … in the morning .
S. [gleichzeitig] in the morning.
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L. Yes, and six … six o’clock p.m. is? …
It’s in the evening of course. 10 o’clock … ten a.m.
is ten o’clock in the morning, and ’10 p.m.’ is 10
o’clock in the afternoon … in the evening, o.k. Who
wants to go on? Peter, you go on.
S. When I get home, the first /siŋ/ I do is take off my
shoes and /ri’leks/.
L. … and relax.
S. … relax. /zen/ I make dinner for myself and my
husband. I’m /ˈu:zuəli/ /zæt/ … I’m by …
L. … right, right, I’m usually home by four [äh]
five-thirty.
S. I’m usually home by /faifˈsə:ti/ - /aif/ get my subway
on time.
L. … if I get my subway on time.
S. … if I get my subway on time. /zə/ subway can be
terrible.
L. Can you read that sentence again, please? /krəud/ at
rush /ˈaur/.
S. /zə/ subway can be terrible. /krəud/ …
L. … terri …
S. … terrible …
L. … terribly …
S. … terribly crowded at rush hour.
L. … at rush hour.
S. Waiting on the subway platform [unverständlich] is
dangerous in two ways: if you stand in front of the
crowd you might get /pʌʃd/ on … /pɔʃd/ … pushed on
to the tracks. If you stand safely behind you may
never catch a train.
L. Yes, thank you. [äh] Hans, will you go on.
S. [äh] … with luck you get your body and one /fu:t/
inside the door and some friendly person from
behind gives you a /pʌʃ/…
S. … push. You are in! Forty-five seconds after the
trains pulls out of the station, it slows down. The
temperature rises five degrees every fifteen seconds.
L. [unverständlich] Martin, will you go on.
563
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564
S. Bodies are pressed against each other and you stand
up all the way with somebody’s [amerik. Aussprache]
elbows in your /ˈstəmæk/.
L. Stomach.
S. … stomach. By the time you get out you’re half dead.
Travelling on the subway’s no fun. But that’s part of
New York life.
L. Yes, travelling on the subway’s no fun
[unverständlich].
S. Travin … travelling on the subway is no fun.
L. What does that mean ‘subway’s’, subway …
S. Subway … subway is … subway is …
L. Yes, yes [unverständlich]. [äh], Marion go on, please.
S. The lunch counter is closed on Saturdays and
Sundays, so my husband and I will usually go to a
baseball game if the New York Yankees are playing.
We are teen fans of this team and never miss a game.
L. Yes, [ähm] do you remember the main arguments …
[äh] … in favor of living in New York or against it?
Do you remember what Juan … [äh] … Rodriguez and
Ed Ko… Kowalski said about living in New York? You
don’t? Who does not? [unverständlich] Well, … [äh]
… there are some questions on the next page now …
you … you can … you can have a look into your texts
while I’ll ask the questions and then you can try to
answer the questions … [äh] … while you look into the
text, ok. The first question is: What sort of apartment
does the /ˈpɔ:to/ … Puerto Rican family live in? You
know that … [äh] … Rodriguez family. Do you
remember what … [äh] … Juan told about his
apartment?
S. /ðə/ apart… /ðə/ apartment only has one bedroom.
L. So one bedroom.
S. So … ye … the 16 years old boy and his little brother
have to sleep in the kitchen.
L. How many are they … people are there in the family
altogether?
S. [äh] … I think five persons [unverständlich] … I think
there’s …
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L. Oh don’t think just look into your text and then try
and find out. … It’s Juan himself and …
S. two parents.
L. Two parents, yes.
L. How many people were in the family when they came
to the United States? … The parents, and himself and
…
S. … two sisters.
L. Two sisters, yes, now …
S. Now there are eight persons.
L. There are eight persons, o.k. Two parents, two sisters
and four brothers. [unverständlich]. Stefan.
S. I think they … they only have a bedroom and a
kitchen.
L. … and a kitchen, yes. And where do they sleep?
S. [äh] … the younger … the younger [äh] …
[unverständlich] 16 years old boy and his younger
brother sleep in the kitchen and the other six persons
I think sleep in the bedroom.
L. That’s right. [äh] … what are … [äh] … are Juan’s plans
for the future?
S. He will become social worker and will be … and will
help his … his [ähm] … people of the worst problems.
L. Where’re the worst … their worst… problems?
What are their worst problems?
S. Yes, [äh] … racial discrimination …
L. Yes.
S. and … [äh] … money.
L. Poverty, ok. … Why are they so poor?
S. The father hadn’t … [äh] … learn anything.
L. Well, yes, so what? What happens so those people
haven’t learnt anything?
S. There’s no job. [unverständlich]
L. Yes, there’s first no job for them, they are … [äh] …
there is quite a lot of unemployment, unemployment
that is they have no jobs or if they have a job … even if
they have a job … they … they … they don’t get rich in
any respect … Stefan.
565
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566
S. [äh] … when they have a job they only get very bad
jobs.
L. … for example?
S. As a … liftboy.
L. Liftboy.
S. Or something like this and beca… because they are
light persons and they need […] for them and they
can’t … they can’t spare anything for … [äh] … much
things … for … for instance …
L. for [unverständlich] allright. Even if they have a job
they don’t earn much money of course, yes. [ähm] …
what are the difficulties in his way, that is Juan’s way
of … [äh] … becoming a social worker? Marlies.
S. [unverständlich] … before he will be a social worker …
because his family had no money and so … [äh] … the
son must work to [unverständlich].
L. Yes, yes. The … [äh] … son was to get [unverständlich]
work first find a little job because his father doesn’t
earn anything at the moment and [unverständlich].
[äh], now we go to the second chapter: how long has
Ed Kowalski been a policeman, a patrolman?
Hartmut.
S. He has been a policeman for 20 years.
L. Hhm… what … [äh] … changes has he noticed in his
time … in his time, during these years. … He says
something about the job as a policeman in New York,
Bernd.
S. [keine Antwort]
L. Klaus.
S. In the beginning of his job the people had /ˈri:spekt/
for his uniform, and now most people have no
respect.
L. Hm… and what are the problems he comes across? …
Well he says something about his … his … job and all
the problems he has to deal with every day.
S. He says [äh] … they only /wəunt/ work in twos.
L. Yes, why?
S. Because it’s not safe … [äh] … to work alone.
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L. Yes, but what does [unverständlich] … in New York,
as even a policeman can’t go alone, Cornelia.
S. It’s dangerous.
L. It’s very dangerous, yes. Now he says something
about the crime … the crime rate, Christine.
L. [ähm] … Mr. N.
S. It’s rising.
L. The cri… yes … the cri… crime rate is rising…
[unverständlich] … [äh] … now we … have a look at the
Alfred Lowenstein and what does Alfred Lowenstein
think is best about New York? What does he like best
about New York? Christiane.
S. New York has many attractions for him.
L. Could you say that again, please?
S. New York has many attractions for him.
L. Yes, for example.
S. [unverständlich] … Broadway and /ˈsi:ətə/.
L. Broadway and theatre on Broadway yes, what else?
Marlies.
S. He like the culture opportunities given to the citizens.
L. Could you say that again? [unverständlich]
S. [ähm]… he likes the culture opportunities given to the
citizens.
L. Hmm [zustimmend]… [äh] … what do you
understand by … [äh] … cultural opportunities?
Theatre of course and … anything else?
S. Opera.
L. Opera, yes, what else? Stefan.
S. Art.
L. The arts, well, museums, you mean the museums
probably [unverständlich] … yes … and he mentions
the university. [äh] is … [äh] … Alfred … [äh] …
Lowenstein totally in favor of living in New York or
doesn’t he see any disadvantages? Heike? Does he
mention any … problems? … Uwe.
S. Yes, he … he meant … [äh] …
L. … he mentions or he says …
567
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568
S. yes, he mentions that /zə/ air pollution is very serious
… [äh] … in New York, the traffic jams, traffic would be
terrible, too….
LS. [unverständlich]
L. Why … why really does he stay in New York? Well ..
[äh] … Christiane.
S. New York is a part of him.
L. Pardon.
S. New York is a part of him.
L. New York is a part of him, yes …[äh] … what does he
mean by ‘New York is a part of me’, Cornelia?
S. [äh] … he mean New York City is his home.
L. … is his home, yes … [ähm] … ok … well. There’s
something that makes it impossible for him to move
somewhere else, even if he wanted to go somewhere
else. What is it? What makes it impossible for him to
leave New York, Petra?
S. I don’t know.
L. You don’t know, why not? Why don’t you look into
your text and find… find out?
S. I must /Ri:d/ the text.
L. Well, do … Bernd.
S. His business makes … it impossible.
L. Yes, his business is in New York and makes it
impossible for him. What kind of business do you …
[äh] … do you think of? [unverständlich] What could
it be?
S. [äh] … I think he is president of a clothes factory.
L. Yes, he is, well. [äh] … now let’s … let us see what the
waitress says about life in New York, Cornelia?
How does Bertha Hudson like New York? … Yes
S. She don’t like New York …
L. She … ?
S. She doesn’t like New York because she becomes a …
[äh] … sometimes angry with crowded subways and
impatient customers.
L. Yes, [ähm] … Would she leave New York if she could?
Petra, can you answer that question?
S. I don’t.
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L.
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
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L.
[unverständlich]… well … [äh] … Cornelia.
She wouldn’t live in anywhere else.
Why not? [Name unverständlich]
She was born in New York.
She was born in New York, yes. [äh] … she was born in
New York, born in New York, she grow up in New
York and … [äh] … most people like the place where
they are bo … born and where they grow up. Now …
[äh] … I /wɔndə/ if you’ve ever thought of the … about
the possibility of moving somewhere else. [äh] …
[unverständlich] … but perhaps you could … [äh] …
think about this question … [äh] … perhaps you have
made up your mind already … [äh] … who of you
would move for example to … [äh] … Hamburg if you
could or Berlin or Munich? [unverständlich] to go
somewhere else, if you could, Christine.
H. … [lacht] yes, ah, Hamburg.
You’d go to Hamburg [unverständlich].
But I don’t because [äh] … in Mühlheim all my … are
all my friends.
Ah, yes, hm… Stephan.
And I think I w… won’t move to such a lar… large and
enormous city to … for instance /ðə/ apartments you
pay for /ðə/ apartments … for the apartments really
high and … [unverständlich]… one is only a number
it’s no human … [unverständlich] … for instance …
[unverständlich]
[unverständlich] … there are for instance in Berlin 3 …
3 … million persons.
Ah, you probably move to Marseille [Heiterkeit]. [äh],
well of course the … the other … possibility … [unverständlich] … to live in a small [unverständlich] … in a
village … [unverständlich] other possibility for the
people of New York. They could move into a town
like … [unverständlich] … something … [äh] … which
are … which are the pros and cons or the advantages
and disadvantages really if you discuss this problem?
[Der Lehrer schreibt zwei Spalten: 1. advantages;
2. disadvantages; und spricht die Worte vor sich hin]
… pros and cons … We could discuss this … [äh] … this
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570
S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
question in one context … context. [ähm]… as an
alternative … [äh] … choice between [äh] … being a
metropolitan like London, and [äh] … New York, and
[unverständlich] Paris for example Marseille if you
want [unverständlich] and a small village. And … [äh]
… I think there are quite a few arguments for and
against both of these poss … possibilities .. Stephan.
For instance in Marseille there are really much
theatres and … and [äh] …
[unverständlich] … in Marseille?
Theatres and beat-groups and all these things and if
someone detests beat… beat-groups he can go to a
small village like Mühlheim … [Heiterkeit].
Mühlheim’s not a small village.
… [unverständlich] … like it, like a small village
[unverständlich] … small village in the west when he
likes, he can go to Marseille because ther… there’re
really … really much … really much [äh] …events.
Many events, very interesting events, well,
[unverständlich] … I’m not going to stay in
Mühlheim and [äh] … that is really a serious problem
for me … [äh] … I really have to make up my mind if I
want to live in a huge city or in a small place, small
town and [äh] … I haven’t made up my mind really in
the long run … [äh] … I … I dare think [äh] …
Mühlheim is a very attractive place to live in … [äh] …
for various reasons because Mühlheim has not got the
advantages of either of them, neither the advantages
of a really big city nor the advantages of a small place.
Which are these advantages? Peter… Well, if you look
into these people’s arguments you find quite a few.
Uwe.
In Mühlheim isn’t … [äh] … anything how /ˈəupərə/…
Like … like.
/θi:a:tə/ … [äh] …
You don’t have the things which you don’t have in
small towns, that’s one thing, y… you don’t have
operas, theatres, what else? [unverständlich] …
cinemas, not very much of choice really, it’s just the
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S.
L.
S.
L.
S.
L.
S.
L.
S.
L.
Ss.
L.
S.
L.
S.
L.
Ss.
L.
Ss.
L.
S.
L.
S.
L.
S.
same kind of films [unverständlich]. What else? What
does Ed Ko… [äh] … Al Lowenstein mention? Stephan.
[unverständlich] only sometimes have you
something.
[unverständlich]
[unverständlich] … in New York every time.
Well, yes, [unverständlich]… well, what does he
mention in his … [äh] … second … opera, theatres,
pictures, what else? Uwe.
[unverständlich] … university.
There’s no university, yes, what else?
Flughafen.
… an airport, yes … is there … there a museum in …
Mühlheim?
Yes.
There is?
[zustimmendes Gemurmel]
Two of them?
Yes.
[äh] … so could you say that you have all the [ähm] …
advantages of a small place, a very small place as a
village something what’s the … what … which are the
disadvantages of New York… [äh] … Christine.
It’s very noisy and …
… very noisy, is Mühlheim very noisy?
No, no, no, no.
Is it a quiet little country town?
[Heiterheit] No. [im Chor]
[unverständlich] … it is quiet noisy. [äh]… What else
are the disadvantages of a big city? Cornelia.
[äh] … the big cities haven’t … [äh] … trees …
… have no trees …
… and … [äh] … rivers some… sometimes.
Ye … well … you can’t … you could really say that New
York has no rivers and trees because New York has …
[äh] … over 2.000.000 trees, probably quite a lot more
than Mühlheim … there are over 2.000.000 trees, you
just don’t see them. Uwe.
But you said there are … [äh] … [äh] … Mühlheim
hasn’t 2.000.000 trees is nonsense, there think to the
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572
Krade woods in the south of Mühlheim …
[unverständlich] …
L. Oh, well, yes, perhaps, perhaps there are more than
2.000.000 trees [unverständlich], but what’s the
difference then? Would you say that Mühlheim is …
[äh] … is a place full of trees?
S. The city …
[Der Lehrer unterbricht hier den S.; seine Worte sind je
doch nicht zu verstehen.]
S. … not so … not so large as New York City.
L. Of course not, yes, or would you say that you live
among the trees, when you live in Mühlheim?
Who of you does?
S. I.
L. You do?
S. I do, too.
L. [äh] you, too, yes, alright; and most of us live
[unverständlich] … houses … in big blocks of … in
apartment houses with hardly any trees around.
We’ve got two or three trees in our garden. [äh], what
else is a disadvantage … [äh] … disadvantage of living
in a high place?
S. The /ˈnætʃə/ there is … [äh] …
L. The what?
S. Natur, was heißt das denn?
L. What … ‘nature‘.
S. ‚Nature‘.
L. Nature.
S. … is … [äh] … really ra … rare.
L. Nature is rare. We want to discuss that point more or
less. Why … what else do you mean, what … what do
you mean beside from trees.
S. For instance ‘wood’, like here around Mühlheim they
can …
L. … ‘forests’ …
S. … forests they … they …
L. Well, outside New York [unverständlich] large forests.
If you want to go for a walk in a forest, could you easily
do that?
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S. I think it’s very difficult because the city is so large …
[ähm] … it takes … it takes long time to come for … for
instance from Manhattan to the … to the woods.
L. Yes, of course, above all on a weekend, it’s horrible …
[äh] … then to … to go out [äh] by car and try to go for
a walk in a … in a forest. What’s the only possibility of
[äh] … walking around nature in New York in
Manhattan?
S. You can go to the Central Park.
L. Yes, what’s … what do you see all around the Central
Park? What’s around: trees, landscape?
[unverständlich]
S. Skyscrapers.
L. Skyscrapers more or less. At east and south you see
skyscrapers and you see big [unverständlich] … yes.
[äh] … there’s one more serious disadvantages which
we haven’t mentioned so far, a reason that make
many people to move out into the country, Heiner.
S. In New York there’s dirty air.
L. Yes, the problem of … What’s the term now?
I think it’s in here.
S. Smog.
L. Smog, yes, what is ‘smog’? ‘Smog’ is … the word
‘smog’ is a combination of two other words.
S. Smoke and fog.
S. … fog and …
L. … fog and … ?
S. … dirt… dirty air.
L. Yes, smoke, ‘smoke’ and ‘fog’ is combined into one
word. ‘Smog’, yes [äh] … what’s the technical term
[äh] … for [unverständlich] air pollution, yes, that’s
right. [äh] … why would … none of you would move
into a big city or hardly any of you. Who would want
to move into a small town or village? Who of you?
[Einige Finger gehen hoch.] [unverständlich] one,
two, three, four, five, six. Well, ok. I do want to live
in a small place as well. Why would you prefer to
live in a small place, provided your friends were there
as well? Uwe.
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574
S. For me is it better because I’m really nervous and the
[äh] … noise in the city make me nervous.
L. Well, can’t you avoi … avoid the noise, can’t you stay
away from the noise, and if you … once you know
you’re not nervous and then the noise makes you
nervous. Why don’t you stay away from the noise?
S. I cannot, in school is noise, too.
L. [unverständlich] … the noise in school makes you
nervous. Well, … even if you move to a small place like
[äh] … [äh] Kierspe or Fröndenberg or Wulfen
[unverständlich] … big noisy school.
Where would you move?
S. Holland [deutsche Aussprache] … [äh] …
L. To Holland [unverständlich] that’s … hm?
[unverständlich]
S. [unverständlich] No, no .. [unverständlich]
Antwerpen Westminster.
L. Well, that’s a place to spend the holidays and not to
live, you’d really emigrate. Is it necessary to move into
another country … if you want to live in a quiet area …
[unverständlich]
S. [unverständlich] … area … it’s very sympa…
sympathic.
L. Sympathic, attractive.
S. Attractive.
L. Ah … Why would you move … [äh] … out into the
country, into a small country town, Klaus?
S. Because there you know everyone and there’s not so
hurry.
L. … not such a hurry. Life is less hectic … hectic … Yes,
ah … you know everyone is that an advantage or is it a
disadvantage if you know everyone? [L. schreibt das
Wort ‘hectic’ and die Tafel] ‚Hectic‘.
S. For me it’s an advantage.
L. Why is it an advantage for you? – If you say you know
everyone that includes that everyone knows you,
doesn’t it. Is that an advantage? You say, yes, it is,
why? Ah, it can be an advantage really, in what
respect [falsche Betonung, der Lehrer betont die erste
Silbe], Marlies.
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S. It can be an advantage when all those people are
friends of me.
L. When … yes … when people who know you are
friendly.
S. Ja, when they are not …
L. When they are not?
S. … and … it is a disadvantage, I think.
L. Yes, it … it can be a disadvantage … [äh] … if you fall in
disgrace somehow … you … [äh] … do something
people don’t like.
S. I think it’s a disadvantage … advantage … [äh] …
because …, [äh] … you can … you don’t can …
L. … you can’t … you can’t do …
S. … make … what you … what you want…
[hier sprechen L. + Ss. gleichzeitig]
S. You can’t do what you want.
L. Why not?
S. The people critic… criticize you.
L. You’re criticized, that’s true, yes, [unverständlich] …
why do you care [unverständlich] … criticize you?
What would you … what would you … [äh] … why
would you fear to be criticized? … Ah … it depends I
think on your profession a bit, on your job …[ähm]
the question whether it is an … an advantage or … a
disadvantage to live in a small place as a teacher for
example it can be a disadvantage, why? … Stefan.
S. I think you are well known in a small town .. well …
well … known person and everybody [amerik.
Aussprache] talks about you, when … you … when you
… think you are always co … you are always
controlled.
L. Yes, and there’s another disadvantage even for those
who live up here in the neighborhood, I don’t want to
live quite near the school, why do you think I
wouldn’t? … Cause I wouldn’t … I wouldn’t want to
s … meet you every evening. [allgemeine Heiterkeit].
I’d rather see you when [unverständlich] … well I
wouldn’t want to … to meet my pupils every
afternoon every now and then, have the parents
around me all the time as some … [äh] colleagues of
575
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576
this school have. [äh] … now let’s look into the
exercises. I think you’ve some difficulties in
expressing your ideas and the book gives you some
aid. [ähm] … what do these people like .. dislike about
New York? Now you can form your own sentences …
[äh] by using the … [ähm] the … [äh] words and parts
of sentences here in the book. Would you read … [äh]
Uwe?
L. Yes.
S. What do these people like .. dislike about New York.
Ed Kowalski likes going to the opera.
L. Yes, what else does Ed Kowalski like or enjoy [äh] …
Gabi … or Kate?
S. [äh] …
L [unverständlich] you simply combine the
[unverständlich] …
S. He likes … eating in restaurants.
L. He likes … eating in restaurants … [unverständlich]
[äh] … why does … [äh] … Juan Rodriguez not mention
restaurants? … Does he like eating in … in the
restaurants?
S. No, he has … [unverständlich]
L. Pardon.
S. He has no money.
L. He hasn’t got enough money. [Das Nächste ist nur
bruchstückhaft verständlich.] [äh] Susan, would you
go on?
S. Juan Rodriguez enjoys watching a baseball … baseball
game.
L. Does he? Well, he probably does. [äh] … Anette, don’t
hide behind your hands.
S. Alfred Lowenstein dislikes sleeping in the kitchen.
L. He probably [unverständlich] in the kitchen, ok.,
would you like sleeping in the kitchen? Anette, would
you like sleeping in the kitchen?
S. No.
S. [ähm] … Bertha Hudson hates … [äh] … seeing kids
[äh] who takes drugs.
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L. … who take drugs, yes, well, yeah, but … but she never
saw any kids take drugs; but who before did get into
contact with kids who took drugs, … Cornelia.
S. Ed Kowalski is fond of travelling by subway.
[allgemeine Heiterkeit, da die S. die eigentliche Frage
nicht beantwortet hat.]
L. Who hates to see the kids who take drugs, Cornelia,
who said so? Hm … Peter, who hates to see kids who
take drugs.
S. Ed Kowalski.
L. Well, why is he the man who … [ähm] … who saw kids
taking drugs? What is his job?
S. He’s a policeman.
L. Yes, of course, he’s a policeman, you shouldn’t forget
their jobs … [unverständlich] [ähm] what else could
you say about Alfred Lowenstein?
S. Alfred Lowenstein likes playing in the street.
[Allgemeine Heiterkeit]
L. [äh] … would you say that … [äh] … Ed Kowalski
enjoys being a policeman nowadays? Is that true?
Is that true? [unverständlich] Heike.
S. No, he dislikes being a policeman nowadays.
L. He dislikes being a policeman nowadays.
[Der Lehrer bittet die Schüler nun, ihre Argumente
niederzuschreiben.]
577
578
3
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585
586
Appendix
Jürgen Kurtz
Most frequently used German annotations to the corpus, translated in English (own translations):
German original
English translation
Stundendokumentation
lesson documentation
Datum
date
Klasse
grade (class)
Jahrgang (Jg.)
grade [form]
Lehrer (L.)
teacher
A-Gruppe
external differentiation:
advanced course
B-Gruppe
external differentiation:
basic course
L. hilft
teacher assists
L. schreibt
teacher writes
L. unterbricht
teacher interrupts
L. klopft auf den Tisch
teacher beats on desk
S. (Schüler)
student
Ss. (mehrere Schüler)
students
S. verbessert sich selbst
student self-corrects
alle Schüler
all students
einige Schüler
some students
gleicher Schüler
the same student
Schüler sprechen reihum
students speak in turns
Schüler setzen sich
students sit down
LS.
teacher and students speaking
simultaneously
TB. (Tonband)
audiotape
Tafelskizze
sketch on blackboard
587
German original
English translation
[?]
mainly used for the intonation of
a question; perhaps a wrong
question intonation; but apparently also used for unintelligible
sequences
Sek.
seconds
unverständlich
unintelligible
zustimmend
agreeing [approvingly]
S. zeigt
points (or shows)
zeigt auf Karte
points to the map/ points to a
place on the map
unterbricht
interrupts
gleichzeitig
simultaneously
liest die obige Passage aus
dem Lehrbuch
reads passage on the top of
the textbook’s page
Fehler
mistake/error
betont
emphasized
flüsternd
whisperingly
Flanelltafel: Lehrer bzw. Schüler
agieren mit den Elementen
flannel-board: teacher or students operate with the elements
zeigt vom Platz auf die
falschen Personen
points to the wrong student
from the front of the class
fragend
asking [queryingly]
L. agiert
teacher acts non-verbally
Gelächter
laughter
Tageslichtschreiber
OHP
gemeint war ein anderer S.
a different student was to be
addressed
gemeinsam
together
Lärm
noise
richtig
correct
588
German original
English translation
Wortsalat
garbled speech
Ss. nehmen Lehrbücher und
Workbooks heraus und bearbeiten die Übungen schriftlich.
L. geht in der Klasse herum und
kontrolliert bzw. hilft.
The students take out their textbooks and workbooks and do the
written exercises. The teacher
walks around in the classroom
and checks/monitors and/or
assists.
nur im Nachhinein zu
erschließen
to understand only in retrospect
Nebengeräusche
interference
Barbara (B.)
Barbara (B.)
L. offensichtlich ermahnt einen
Schüler.
Teacher reprimands a student.
Verzerrung
distortion
Die Lehrerin verteilt die Rollen.
The teacher assigns the parts.
bruchstückweise verständlich
fragmentarily comprehensible
Ende der Stunde
the end of the lesson (or class)
amüsiert
amused
schreibt Wörter an die Tafel
writes words on the blackboard
Provokation
instigation
Rachen-
pharyngeal-
Versatzstück
here: part of a substitution table
Der Lehrer erklärt die einzelnen
Glieder der Substitution Table.
The teacher explains the individual parts of the substitution table.
sagt vor
prompts
Die Schülerin erinnert sich offen- The student does not remember
the answer. The teacher helps by
bar nicht an die Antwort. Die
prompting the answer.
Lehrerin hilft ihr, indem sie ihr
die Antwort vorsagt.
Die Schülerin verbessert sofort
ihren Aussprachefehler […].
The student immediately corrects her mispronunciation […].
589
German original
English translation
Der Schüler fordert eine Mitschülerin durch Handzeichen
auf.
The student asks a fellow student
through making hand gestures.
Die Antwort ist nicht zu verstehen.
The answer is not intelligible.
Schweigen
silence
Der Schüler spricht deutsches
Rachen-r in ‘across’.
The student uses the German
pharyngeal „r“ in ‘across’.
Der Lehrer zeigt dem Schüler den The teacher shows the student
entsprechenden Satz im Buch.
the corresponding sentence in
the book.
Die Mehrzahl der Klasse macht
The following pronunciation
die nebenstehenden Aussprache- errors are done by the majority
fehler.
of the students.
anderer
other
mehrere
several
Hier unterbricht ein Schüler, es
Here, a student interrupts, but it
ist jedoch nicht zu verstehen, was is incomprehensible.
er sagt.
diesmal fast richtig ausgesprochen
almost correctly pronounced
this time
Tonband
audio tape
deutsche Aussprache
German pronunciation
Die Lehrerin heftet kleine Möbel- The teacher puts small pieces of
stücke an die Flanelltafel.
furniture on the flannel-board.
S. spricht ungefragt.
Student speaks without being
asked.
Die L. korrigiert die Intonation.
The teacher corrects the intonation.
Lehrerin zeigt auf d. Bild.
Teacher points to the picture
Die Lehrerin schreibt weitere
Fragen an die Tafel.
The teacher writes more questions on the blackboard.
ermahnend
reprimanding
590
German original
English translation
Lehrer zeichnet [Kirschen] an die Teacher draws [cherries] on the
Tafel.
blackboard.
Lehrer verteilt Bücher an die
Schüler.
Teacher hands out books to the
students
Die Bücher der Schüler sind
geschlossen.
Students’ books are closed.
Der Lehrer hat die Angewohnheit, das „th“ auch bei sLauten zu benutzen.
The teacher uses „th“ also with
„s“-sounds.
Lehrer und Schülerin sprechen
gleichzeitig.
Teacher and student talk
simultaneously.
äußerst seltener Fehler
extremely rare mistake
Schülerin senkt die Stimme.
The student lowers her voice.
verneinend
negating
flüstern vor
cue through whispering
antwortet nicht
does not answer
Ein anderer Schüler fährt fort.
Another student continues.
Das Wort wird nun wieder in den The word is put back in the text
Text eingesetzt.
again.
Der Lehrer schiebt und zieht den The teacher pushes and pulls the
Schüler hin und her.
student back and forth. [in order
to demonstrate something]
Der Lehrer gibt wieder den knur- The teacher makes that snarling
renden Laut von sich.
sound again.
Der Lehrer schüttelt sich schaudernd.
The teacher shakes shudderingly.
Die Schüler scheinen die Ansicht The students do not seem to
des Lehrers nicht zu teilen.
agree with the teacher.
zeigt auf den See im Bild
points to the lake in the picture
Die Schüler lesen still.
The students read silently.
Die Schülerin übernimmt ebenfalls die amerikanische Aussprache des Lehrers.
The student also adopts the
teacher's American pronunciation.
591
German original
English translation
Die Schüler schlagen die Bücher
auf.
The students open the books.
Der Lehrer betont das vom
The teacher stresses the ‘t’ the
Schüler beim Buchstabieren aus- student dropped when spelling.
gelassene ‘t’.
Seitenwechsel
changeover
liest weiter vor
continues reading out aloud
lacht
laughs
Schweigen, der Lehrer nimmt
den nächsten Satz.
Silence, the teacher takes up the
next sentence.
Der Lehrer lässt den Schüler nicht The teacher does not allow the
ausreden, sondern fällt ihm ein- student to finish talking but simfach ins Wort.
ply interrupts.
allgemeine Heiterkeit
exhilaration
Vorbereitung
preparation
Die Meinungen sind offenbar
geteilt.
Obviously, the opinions differ.
unverständliches Durcheinander incomprehensible chaos
nicht einheitlich
not consistent
Die Schüler kramen einen
Moment.
The students rummage a short
period of time.
Die Schüler arbeiten weiter.
The students continue working.
zeigt auf einen Schüler
points to a student
Die Schüler rufen und schreien
durcheinander [...].
The students scream and shout
all at once [...].
Haftelemente
gripping elements
kurze Pause
short break
Der Text wird per Overheadprojektor an die Tafel geworfen.
The text is projected onto the
blackboard with an overhead
projector.
Applaus von den Mitschülern
The fellow-students applaud.
die Hälfte der Schüler
half of the class
592
German original
English translation
ziemlich einheitlich
quite consistent
Der Lehrer nimmt die neuen
Vokabeln heraus.
The teacher excludes new
vocabulary.
wendet sich an einen Kollegen,
der dem Unterricht beiwohnt
turns to a colleague who audits
the lesson
Die Lehrerin projiziert nun Fra- The teacher now projects
gen und Antworten auf die Lein- questions and answers onto the
wand.
screen.
sagt irgendetwas auf Deutsch
zum Lehrer
says something to the teacher in
German
völlig uneinheitlich
extremely inconsistent
Fingerschnalzen
snapping his fingers
nickt einem Schüler zu
nods toward a student
anderer ruft dazwischen
another one interrupts
Falsche Intonation: Die Lehrerin Wrong intonation: The teacher
senkt die Stimme am Ende der
lowers her voice at the end of the
Frage.
question.
Die Schüler arbeiten mehr oder
weniger still.
The students work more or less
silently.
unterbricht, um zu verbessern
interrupts in order to correct the
mistake
weiß nicht, wo die Stelle im Buch does not find the passage in the
ist
book
keine Antwort
no answer
Der Schüler geht nach vorne.
The student goes to the front of
the class.
Das letzte Wort sprechen S. und
L. gemeinsam.
S. and T. say the last word
together.
spricht den nächsten Schüler an
asks the next student
drei verschiedene Schüler
three different students
Der Schüler soll einen anderen
aufrufen.
The student has to pick someone
else.
593
German original
English translation
Datenliste
list of data
schreibt das Frageformelmuster
an die Tafel
writes the question pattern on
the blackboard
Klassengeräusche
noises in class
falsche Betonung
wrong stress
falsche Vorgabe
wrong example given
korrigiert sich und den Schüler
corrects himself and the student
Der Lehrer rügt den Schüler, der
laufend ungefragt die richtigen
Antworten vorgibt.
The teacher reprimands the student who continuously gives the
right answer without being
asked.
Für einen Augenblick herrscht
Schweigen, dann ruft die Lehrerin ein Mädchen auf.
There is silence for a moment,
then the teacher calls on a girl.
ironisch
ironic
Die Schüler gehen die Lektion auf The students scan the unit for
unbekannte Wörter durch.
unknown words.
Die Lehrerin macht die Gebärde
des Gähnens.
The teacher makes a yawning
gesture.
Lehrerpult
teacher's desk
S. macht die Geste des
Überreichens.
The student makes a gesture of
handing something over.
Zwischenruf: lauter!
interjection: louder!
Anweisung der Lehrerin
zwischendurch
teacher's order instruction in
between from time to time
S1; S2; S3
Student 1; Student 2; Student 3
Wieder verbessert der Lehrer
innerhalb des Schülersprechaktes.
Once again, the teacher corrects
the student's speech (act).
Der Schüler hebt wieder die
Stimme [...].
The student raises the voice again
[...].
Die Schüler schlagen die angege- The students open the page
bene Seite auf.
given.
594
German original
English translation
Geflüster
whisper
Der Schüler benutzt das deutsche The student uses the German
Wort mit englischer Aussprache. word with English pronunciation but spoken out in English.
erforderliche Anwendung kontrastiver Phonologie
necessary use of contrastive phonology
Im Text ist keine Zahl angegeben. There is no number given within
the text.
Lehrerecho
teacher echo
Der Lehrer schreibt zwei Spalten
[…] und spricht die Worte vor
sich hin.
The teacher writes two columns
[…] and says the words to himself.
Gemurmel
muttering
Der Lehrer bittet die Schüler nun, The teacher asks the students to
ihre Argumente niederzuschnow write down their arguments.
reiben.
595
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 Universität Flensburg seit 2004 regelmäßig durchgeführte »Interdisziplinäre Forschungskolloquium Sprache« soll auch
diese neue 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: [email protected])
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 Historical Corpus of Classroom
English (DOHCCE) (2013)
Bestellungen an:
Verlagshaus Monsenstein & Vannerdat OHG
Am Hawerkamp 31, 48155 Münster
www.mv-buchshop.de
596

The Dortmund Historical Corpus of Classroom English (DOHCCE

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