Peerfeedback wird zur Berichtigung


Nachdem eine Schülerin einer 6. Klasse an einem Gymnasium ihre Zusammenfassung eines Textes vorstellt, fordert die Studentin, welche die Klasse im Rahmen ihrer Schulpraktischen Übungen unterrichtet, die Kinder dazu auf, ein Feedback abzugeben. Da der Schüler allerdings einige Probleme hat, seine Gedanken in der Fremdsprache zu formulieren, schreitet die Studentin ein und hilft ihm.


Studentin:

Okay. Now I would like to listen to one of you present his or her keywords, but in full sentences, of course. And the other ones, you have to be careful because I want you to give a feedback. Did he or she mention everything? All the important information. What about grammar, pronounciation … Alright. Who wants to present his or her information? Maybe someone I haven’t heard today … [Sie schaut auf den Sitzplan.] What about Karolin? [Sie schaut sie an und lacht kurz auf.]

Karolin:

Äh, yes. Also, ähm, at Guy Fawkes Night, ähm, it’s every year in the fifth of November and people in Britain celebrate it. And then they go to parties and then there’re a big bon-bonfire and watch a beautiful fireworks. And on the big, on the big bonfire they roast food. For example [???] and marshmallows. And they eat also sweet things, ähm, like, ähm, toffee apples and bonfire toffee. And, ähm, the … in the [???] there, they wanted to kill the King James and fourhundred years later all the people celebrate it.

Studentin:

Alright. Thank you very much. What do you say? What feedback can you give Karolin? [Sie zeigt auf einen Schüler.] Yes.

Schüler:

All in all it was good.

Studentin:

Mhm. [Sie nickt.]

Schüler:

Ähm, yes. Ähm, she has, ähm, all informations. Ähm …

Studentin:

All information. No ’s‘.

Schüler:

All information. Ähm … Was heißt außer?

Studentin:

Except.

Schüler:

Except, ähm, why the, why the, ähm, they Guy Fawkes Night celebrate. They don’t, I think, they don’t celebrate Guy Fawkes Night when the King James, ähm, killed [???] [Er wird immer leiser.]

Studentin:

Mhm. [Sie nickt.] Okay. How would you, äh, say that in English? Why do they celebrate King James Night?

Schüler:

Äh, the police found a man.

Studentin:

Mhm.

Schüler:

Yes, and they celebrate that the King James and don’t, äh, don’t die.

Studentin:

Didn’t die. [Sie nickt.]

Schüler:

Didn’t, didn’t die.

Studentin:

Mhm, exactly. And who tried to kill King James?

Schüler:

Ähm … [Die Studentin zeigt auf eine Schülerin.]

Schülerin:

A small group of men?

Studentin:

A small group of men, exactly. [Sie schaut auf das Arbeitsblatt und dann wieder in die Klasse. Sie zeigt auf eine sich meldende Schülerin.] Yes [?]

Schülerin:

A British group of men?

Studentin:

Yes, they were British, exactly. And there’s one man who was arrested for trying to kill the King. That’s why we actually have the name. [Sie zeigt auf eine Schülerin.]

Schülerin:

Soldiers [soʊldɪərs] of the King, ähm, found Guy Fawkes. Äh, in the room under the building and, ähm, nothing happened, happened.

Studentin:

Exactly. [Sie nickt.] It was Guy Fawkes who wanted to kill the King. Yes, he and his friends, they wanted to kill the King. But obviously, King James survived. Alright. Karolin, I think you had all the information. Maybe a little too much detail. Right. The, the toffee apples. That’s not really necessary that you have to write down in keywords. And how do we say the date?

Karolin:

The fifth of November?

Studentin:

It happened on the fifth of November. Exactly. Alright. [Sie legt das Arbeitsblatt ab.]


Autorschaft
Juliane Götz |
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