Minutes on a lesson on determinative pronouns on the web-site for teachers and learners of English as a secondary language from a German point of view
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Stundenprotokoll Determinativpronomina

Klasse: 9c Jungen
Zeit: 10.35 - 11.05
Thema: Determinativpronomina
 

 Zeit
Nr.
 Lehreräußerungen Schüleräußerungen
0
1
 Good Morning, boys. Good morning, Mr. N.
 
2
 Sit down.  
 
3
 Now!  
 
4
 Shut your books.  
 
5
 Let's have a grammar lesson today.  
1
6
 1848 was a very interesting year for America.  
 
7
 Müller! Gold rush.
 
8
 Tell a little more The gold rush broke out..
 
9
 Give me some details about that time, Jansen American men found in the American River gold.

Now many people from New York and other towns came to California.
 
10
 Speak a little louder  
 
11
 Ugh, Kreuder, repeat the sentence. American men found gold in the American River
 
12
 Yes.  
 
13
 Americans found gold.  
 
14
 Right.  
 
15
 American River? Where? It is a tributary of the Sacramento.
 
16
 Speak loud.  
2
17
 Right, right.  
 
19
 And a town in California? Sacramento.
 
20
 Sacramento.  
 
21
 Another big town? San Francisco.
 
22
 Speak louder. San Francisco.
 
23
 Right. San Francisco.  
 
24
 Now we can say: Americans went to California. (schreibt an)  
 
25
 Read the sentence. Americans went to California.
 
26
 Now, is this sentence right?  
 
27
 Schaffranek. Which Americans?
 
28
 Yes, You're right.  
 
29
 So something is missing.  
3
30
 Beisel. It were many Americans.
 
31
 Hhm.  
 
32
 Right, yes.  
 
33
 Oh, here, something is missing here. (zeigt auf Tafel)  
 
34
 Which Americans? The poor Americans.
 
35
 Say the whole sentence. The poor Americans went to California.
 
36
 Yes. This will be here and here? (zeigt)  
 
38
 More fingers, boys. Come on. The Americans wanted to go to California.
 
39
 I couldn't understand you. The Americans wanted to go to California
 
40
 Hm, hm.  
 
41
 It means all Americans. The Americans of the East went to California.
4
42
 Speak a bit louder. The Americans of the East went to California.
 
43
 And of the Middle-West? Too.
 
44
 Yes, too.  
 
45
 Böder. The American men.
 
46
 Well, but not all.  
 
47
 Well, think of a clause that makes the sentence clearer.  
 
48
 Jansen. The American gold searchers.
 
49
 Gold seekers.  
 
50
 I'll give you a help (zeigt) Americans who wanted to become rich men.
 
51
 Yes, and now the whole sentence. Americans who wanted to become rich men went to California.
 
52
 Who wanted to become rich. That will do.  
5
53
 Repeat it once more Americans who wanted to become 
 
54
 The Americans. The Americans who wanted to become rich went to California.
 
55
 Uhu. (schreibt an)  
 
56
 Right.  
 
57
 Now read this sentence.  
 
58
 Leismann. The Americans who wanted to become rich went to California.
 
59
 Nobody can hear you. The Americans who wanted to become rich went to California.
 
60
 Now, is this sentence right? Yes, this sentence is right.
 
61
 This sentence is right. No, it isn't rich.
6
62
 It is not right? Some wanted to get a good job.
 
63
 Yes you're right. But now we're speaking about the years of 1848.  
      Some people wanted to go to California, but they never arrived.
 
64
 Yes, you're right. But that is the other side of the story, you're right.  
 
65
 Now, today we are learning some new expressions.  
 
66
 Instead of 'The Americans' you can say 'Those who wanted to become rich went to California.'  
 
67
 Read the sentence please.  
 
68
 Best. Those who wanted to become rich went to California
 
69
 Yes, and once more. Those who wanted to become rich went to California
7
70
 Right. Now let's practice this a little changing 'to California' by other words we know.  
 
71
 The American River for instance.  
 
72
 Schaffranek. To the gold fields.
 
73
 The whole sentence. Those who wanted to become rich went to the gold fields.
 
74
 Yes, to the gold fields.  
 
75
 And more. Those who wanted to become rich went to the West Coast.
 
76
 Right, or the American River. Günster. Those who want to
 
77
 No, you must read correctly. Those who wanted to become rich went to the American River.
 
78
 Right.  
 
79
 Or speak of the two towns we have just mentioned.  
8
80
 Beisel. Those who wanted to become rich went to Frisco or to Sacramento.
 
81
 Right, right and speak of the directions. They went to the West Coast, they went westwards. Those who wanted to become rich went westwards.
 
82
 Yes, we can exchange this word, too. Instead of' 'went' use other words.  
 
83
 For instance, Rauen. Those who wanted to become rich travelled to California.
 
84
 Good, And? Those who wanted to become rich dig for gold in California.
 
85
 I couldn't understand you. Those who wanted to become rich dig for gold in California
 
86
 To dig, that's the wrong form.  
 
87
 Help him. To dig, dug, dug.
 
88
 Yes, now once more your sentence. Those who wanted to become rich dig for gold in California
9
89
 Yes, dug, that's right.  
 
90
 Or another word that fits here instead of 'went' Those who wanted to become rich settled to
 
91
 settled in Those who wanted to become rich settled in California
 
92
 Yes. Those who wanted to become rich drove to California
 
93
 But I think it's better to use 'travel'.  
 
94
 Yes, I think they were in a hurry. Those who wanted to become rich hastened to California
 
95
 Hastened to. Yes.  
 
96
 Or another verb for to be in a hurry. rushed
10
97
 Yes, or they were in a hurry. to hurry 
98
 Yes, the whole sentence. Those who wanted to become rich hurried to California
99
 Yes, or think of 'to start'  
100
 Fabian Those who wanted to become rich went to California
101
 No. Those who wanted to become rich started to California
102
 Right.  
103
 Now you see that was a big chance for anybody.  
104
 So you can say instead of 'Those who wanted to become rich'? Use the pronoun 'anybody who', or instead of 'anybody'? everybody
105
 No, no, that isn't right.  
106
 'Anybody' is quite the same as? somebody
107
 Or you can even say 'the ones  
108
 Or as this chance was for all people?  
109
 People who  
11
110
 Or you may say, as this chance was for any person  
111
 a person who  
112
 Those who, anybody who, somebody who, the ones who, people who, a person who. (schreibt an)  
113
 Read these Expressions, Merz. Those who, anybody who, somebody who, the ones who,....
114
 Speak louder. a person who.
115
 Now let's practice this a little more.  
12
116
 Use this sentence here, but now in connection with the other expression for instance. People who wanted to become rich went to California.
117
 Yes, and? Somebody who..
118
 Oh, no, I've made a mistake, not 'somebody' but anyone.  
119
 And the others. Not always the same. Anybody who wanted to become rich went to California.
120
 And Böder. A person who wanted to become rich went to California.
Übungen:


  1. Ordnen Sie die Lehreräußerungen 1 - 33 des Protokolls einer Englischstunde den verschiedenen Impulsen nach dem Kontaktinventarium Winnefelds zu.
  2. Kategorisieren Sie die Impulse 1 - 33 nach FIAC.
  3. Beschreiben Sie, welche Notationen hinter den Lehreräußerungen 1 - 33 stehen, welche Intentionen der Lehrer verfolgt (schriftlich).
  4. Wo nimmt der Lehrer die Schüler als Gesprächspartner nicht ernst? Machen Sie die Reversibilitätsprobe zu den Impulsen Nr. 34 - 65. Wie könnten die Äußerungen unter Berücksichtigung dieses Gesichtspunkts besser aussehen?
  5. Versuchen Sie die formalen Impulse durch inhaltsbezogene Impulse zu ersetzen. Nehmen Sie die Impulse Nr. 34 - 65 .
  6. Suchen Sie einen Impuls, durch den möglichst viele Intentionen weitergegeben werden.
  7. Suchen Sie einen Impuls, der bei den Schülern keine Reaktion hervorruft. Können Sie eine Begründung dafür finden?
  8. Suchen Sie einen Impuls, der bei den Schülern viele, verschiedenartige Reaktionen auslöst. Können Sie eine Begründung hierfür finden?
  9. Suchen Sie eine Stelle aus dem Protokoll heraus, die zeigt, daß der Lehrer auf eintrainiertes verhalten zurückgreifen kann.
  10. Kann man irgendwo einen non-verbalen Impuls erkennen?
  11. Welche Rollen spielt der Lehrer während des protokollierten Unterrichts?
  12. Welche heimlichen Theorien kommen im Tapescript zum Ausdruck. Führen Sie die Nummer der Lehreräußerung als Beweis an.
  13. Suchen Sie je ein Beispiel für die bei Bachmeir angegebenen Sequenzen.
  14. In welchen Verhältnis stehen Schüler- und Lehreräußerungen zueinander: 5 : 2; 3 : 2; 3 : 1; 2 : 1; 1 : 1 ?
  15. Wie viele Frage werden von einem Lehrer durchschnittlich an einem Morgen (6 Stunden) gestellt? Raten Sie und kreuzen Sie ihre Lösungszahl an: 50 - 100 - 150 - 200 - 300 - 400 - 500 ?
Click here and you will always get back to the table of contents
Table of Contents 		Minutes on a lesson on determinative pronouns HOMEback to the homepagePAGE to the top back to the previous page back to
Inventory list of impulses by Winnefelda		 go on to
Solutions to the exercises		 go on to the next page