<&>Wellington Corpus of Spoken New Zealand English Version One <&>Copyright 1998 School of Linguistics & Applied Language Studies <&>Victoria University of Wellington <&>side one <&>4:05 mind you how much of your life have you lived in new zealand <,,> tut oh since i was five mm <,,> tut you'd be almost qualified then almost yes <,> if you want to be <{><[>word <[>not as far as the immigration service <{><[>is concerned <[>oh yeah well laughs <{><[>this is it laughs <[>oh no i was a foreigner when i tried to get back into the country all right it was quite witty mm <,,><&>4 i had more trouble getting in than margot had in staying laughs <{1><[1>laughs if donald hadn't been there to vouch for me i don't know what they would have done <{2><[2>with me <[1>laughs <[2>oh my god right well this project what i was thinking <,> when i went to the goethe <&>pronounced as gooithe <,> institute is that how you say it i hope so goethe <{><[>goethe <[>goethe mm make it <{><[>word <[>german joker <&>5:00 yes you just keep frowning so much whenever i say that word and i've been talking to the professor <{1><[1>laughs <.>lee leighton today about it and i kept thinking am i saying it the right way around i could see donald's face going what are you talking about <{2><[2>laughs it's that funny word that looks like gertha or gotha or <{3><[3>something to me mm <[1>laughs <[2>laughs <[3>yes my favourite young chappie we studied lots of lovely things from him in russian literature i mean german literature who's that goethe was <{><[>that <.>like <[>goethe is the one intelligent german who said everything has been thought of before the trick is to think of it again oh oh okay <,,><&>7 laughs crunch crunch crunch crunch crunch that's a tuba <,,><&>6 well what i really liked about HER programme was <,> tut that <&>6:00 <,,><&>4 er they've sort of built like on a theme um for example they had i wasn't there this evening but they introduced the <.>pro the chapter er <,> voc the theme of food with i believe slides of food and she kind of just showed them or spoke several german names and tut and there was this BEAUTIFUL photograph in the book <,> oh here's my project book cos it's got some neat ideas in it um <,> and it was a lovely coloured photograph and it had labels just like we've been doing on all this <{><[>food <[>oh right yeah um and i thought she had a very good way of handling the class like she was saying remember we saw some slides of some food the other DAY mhm tut this was after the weekend er she says <.>we which ones so you recognise do you remember <&>7:00 seeing so she got them to go around all the known stuff first and then she said <&>pronounced as sit which are the new ones <,> and so then she introduced those names of more food um and they <.>built continued to build up on this theme um like going shopping and discussing about how the bill works out so they were getting the <{1><[1>number and the money concepts along with the food and then a menu in a restaurant oh times of the day came in er she got out a clock and <{2><[2>went over the times of the day remember these people had only been doing it for a week <[1>mm yes <[2>laughs wow that's quite good and um tut and then um the bit out of the book where it showed photographs of people and which time of the day they had breakfast lunch afternoon tea <.>t dinner type things and <&>8:00 discussed the differences <{><[>of um <,> in the german life style from our life style <[>yes oh it sounds like they moved them through it really quickly <{><[>so that's good <[>yes and then <.>went did a little bit of grammar work along with some sentences <{><[>about eating and drinking <,,> um and the different feminine neuter and masculine <.>and <.>and <[>mm neuter that type <{><[><.>of just <.>short and then into a menu tut and they had to work <.>out try and work out what the menu was all about <,> <.>s to prepare them for the role play the next day and the next day two of them were <.>the <,> they divided into three around tables and one was a tut a waiter and the other two were ordering <.>their what they wanted and one had to be <.>an helpful customer nice pleasant and the other one had to be <[>oh laughs a dissatisfied customer grumpy <{1><[1>so and then they swapped roles so they did that for about quite a while so they all got a turn and the little dialogue was in the book so they had something to go from but they had to put tones expression into that and they all got a turn at each role um <,> and then they saw a dialogue on video a little play acting out <.>somebody um a husband sort of wanting <.>some sitting there reading the <.>w paper and wanting <{2><[2>something and she was saying well we're out of that we just haven't got it i they need to do the shopping but i'm really busy doing my homework at the moment what about you going shopping <,> type thing and he's a bit grumpy about it so she started writing out a list and then how many and saying it aloud oh <.>or or he asked her said well what do you want she said well this is what i've got can <{3><[3>you think of anything else and then gave him the list <[1>voc <&>9:00 <[2>laughs <[3>yeah how could you follow was it all in german or did they have <{><[>it in english too how did they follow what was going on then <[>it was all in german <.>absolut <.>every <&>10:00 well you'd already done <.>the it was building on the same vocabulary that you'd <{><[>had originally in the picture <[>yeah yeah and the menu and things <{1><[1>like butter and milk <{2><[2>word <[1>yeah <[2>but i mean you personally how <.>would how did you <.>figur <.>you like you word well <.>that the lesson was done so well <{1><[1>that i <.>could er most of it even <{2><[2>though i hadn't been to <.>the i know a tiny wee bit of german but not much <[1>right you you follow it <[2>mm no but oh i think she um started off doing breakfast and getting what people had had for THEIR breakfast <{1><[1>that day and then explained the difference <.>between oh she'd say oh there isn't a german word for that the closest you'll get is this or there IS a german <{2><[2>word <.>or something like that so i thought it was REALLY um really good from the point of view that it was associating um the things they weren't translating <{3><[3>except for little bits most of it was straight german tut a lot of <.>it visual association um lots of practice and using the language and then <.>the the grammar points coming up <,> from those examples that <&>11:00 they <{4><[4>were actually using er reinforcing the vocabulary tying in <.>the <,,> the time and the number and the money thing altogether into the one unit so they weren't separated <{5><[5>out tut and little video thing so i thought if i could get those elements into <{6><[6>the computer programme er that <.>s would be really good <[1>aha <[2>yeah <[3>yeah <[4>mm <[5>mm <[6>right yeah yeah word there's heaps of ideas there she's tut word so that's where <.>i i'm at in the thinking in terms of having um <,,><&>4 not quite sure WHERE to start but say i took something like <,> the kitchen <{><[>which i've already got a drawing of <[>yeah yeah and i could scan that into the computer right so you actually have the whole screen as a picture the whole screen as a <{><[>picture and then um have it so that you can point at <,,><&>3 point at <&>12:00 things that are there <,> in the picture <,,><&>4 right <,> so you know when you put your mouse on the pot it would say word <[>yeah word word yeah word and you'd see the little word pop up too pop up laughs and er word <{><[>or whatever you'd hear it and see it and sign it and at the first level it would just be simply er naming objects <[>mm mhm but as you got a <.>bit along a bit further you could actually have um perhaps <,,> yeah <{><[>square and stuff like that yeah <[>arm and hair and when you point it at the hand this is <.>where at the second level <{1><[1>perhaps then you could see the hand move <&>13:00 and you say she was <{2><[2>stirring <[1>mm <[2>stirring she <.>was voc yeah and um <,> and perhaps when you pointed <.>to out here maybe have a little <.>bit back up and i could say <.>it's i <.>don't cooking or something <{1><[1>like that and maybe a cat <,,> no the saucer you point there and its little tongue could <{2><[2>go <&>pokes tongue in and out making accompanying noise yeah <{3><[3>laughs and a cat's drinking <{4><[4><.>or or something like that <[1>yeah <[2>word <[3>laughs <[4>laughs yeah it sounds brilliant <,,> and how far to go <{><[>with grammar problem <,,><&>3 one of the problems i see is hypercard and apple is actually only black and white um the hypercard for the p c is actually in colour which is rather nice cos i was thinking with adjectives you'd introduce them as <[>yeah yeah um a BLUE dress and <.>a <,> um a black cat and <{1><[1><.>a and so on and so that would be the <&>14:00 way to get <,> the concept <.>of <,> the endings changing thing with it just practise and the <.>g being the colour <.>and but i can't do that really if <{2><[2>it's black and white <[1>yeah <[2>it's black and white that rules that out so then i might have to say things like the <.>big the little cat and <.>the <,,> yeah <{1><[1>cos that your use of adjectives becomes quite word limited even <{2><[2>well not that it's limited <{3><[3>it <.>just just rules out the colours which makes it a bit more difficult <[1>um <[2>yes <[3>well it's a little bit <.>harder it makes it a little more difficult colours are <{1><[1>so <,> useful and also i mean you know how do you show a WOOLLEN dress for <{2><[2>example or a cotton dress that might be difficult so i ended up with like striped dress or <,> or <.>c <.>or or something like that <[1>voc that's your basics <.>it yeah <[2>yeah mm so that <.>will should be not quite such useful adjectives <{1><[1>to start off with <.>i i'm a little bit concerned about being tut <,> um oh you could have a kitchen clock <,> in there <,> in there so you could look up <,,> and possibly if you wanted to do more about time have it as <&>15:00 <{2><[2>a BOX and then you could bring up um a little menu um do you <,,> um want to learn more about time and then you <.>could that would just blow up into a BIG screen and there'd be a clock with hands that went round yeah and <,,> you could learn by pointing at the number and it would tell you <[1>yeah that's right <[2>that's word word <{><[>word <[>two oclock three oclock <.>d right round like that <,,> and then test you <{><[>later by <.>showing you highlighting this <[>laughs yeah or no perhaps by showing you two oclock <,> and <,> then you had to point at which one <{1><[1>and if you're right you got another number if you <&>16:00 weren't it just repeated that number until you got it right so you're doing it from listening as well <{2><[2>as seeing skills <[1>right <[2>mhm mm <{><[>word <[>and then you could flip back when <.>you're happy with that flip back into your main picture <,,> and so you'd have the option of whether to <{><[>follow into that or not and you could come back into the kitchen <[>yeah really it sounds really neat mm mm <,,><&>3 it'd be bulk work though if <.>you if you're going to like you'd <.>spend it would be <.>quite well everything would have to be different so you've got your kitchen scenario and then you've just got they've got different scenarios right <,> through yeah i would only do one theme <{><[>initially to show how it worked <,> i'm not quite sure <.>how <,> how deep to go how far because the text book has <.>to i mean <.>tha the stuff that's already on <.>the <,,><&>3 you're getting mostly me andrew <[>yeah yes i might say <&>17:01