<&>Wellington Corpus of Spoken New Zealand English Version One <&>Copyright 1998 School of Linguistics & Applied Language Studies <&>Victoria University of Wellington <&>side one <&>0:31 right today we're going to <,> read you a little story about a refugee girl who can remember the name of the girl that we listened to on the tape <,> read as we read to niraj who we had in the class yesterday <,,> in december and january nineteen seventy nine to eighty i was in makma a refugee camp on the border of <&>1:00 kampuchea and thailand i'm a journalist and i've gone to makma to find out just how bad things were who can tell ME what happens at the very beginning of the story about the gingerbread man <,,> liselle well he gets put in the oven and baked and he comes alive <{><[>word <[>right what happens when he comes alive <,> lara he runs away right and where does he run to <,,> who've we got heather he runs past the other animals in the barn mm and how many animals about are there <,> russell twelve twelve does the story go on and on and on <,,><&>3 terina word yes he comes to a river but does it repeat itself for a while yes because all the animals keep sort of using the same route <{><[>and he kept on running away from <[>right right now if i asked you to SUMMARISE that story <&>writes on blackboard eight seconds make a summary of the gingerbread man what would i mean <,,> if i said oh just give me a summary don't tell it all to me just the summary <,,> shannon the basic parts of the story the basic parts of the story <&>writes on blackboard five seconds what would i cut out do you think <,,><&>3 fleur <&>quiet untranscribable speech seven seconds today we're going to do a little demonstration on summarising why do you think it's important that you learn about summarising <,,><&>3 when do you think you might use that skill in YOUR life <&>3:00 to be able to summarise something <,> liselle in our future articles when we've gotta just basically say what the whole article is about to someone else right when you <.>can't you don't have enough <,> time or room for all the details jean luc in your speech yes good boy when else <,,> heather when you go to work yes when you go to work so all those things that's why you need to have that skill now i'm going to read you give you a little idea of what the summary of the gingerbread man is here is one that's been <,> done and it's only sixty six words so listen carefully to the summary because then you're going to write one an elderly woman without children of her <.>o <&>untranscribable speech and silence five seconds well dylan i had this really good game on <&>4:00 sunday the weather was really nice and i got into my little white skirt and my matching socks and i went off to town to the plimmerton tennis club and i'm still a <.>bit i really enjoyed it i must be improving because i'm not even stiff when i come to school on a monday now you know <,,> so <,,><&>5 what <,> thank you that's all right what did i do <,,><&>4 compare it to what mister anderson did <&>four seconds of background noise tammy you told him all the story word i told him the whole story did i dribble on a little <,> it's quite difficult i quite enjoyed doing it what did he do <,,> dave put down the main points he put down the main points in this order sunday dressed beginner <&>5:00 keen a few hits backhand what does that arrow mean word mm really good day getting better rained <,> what i want you to <.>d to is take mister anderson's brain storm the key things he pulled out of MY <,> chat and i want you to turn that into a nice tight little paragraph <,> about missus frankton going to tennis on sunday so there is your plan your brain storm i don't want all the <,> detail and dribble that i went on about i want the MAIN points that you think <.>wo will be of interest to YOUR reader and you can start drafting that now please you've got about five minutes and then we're going to SHARE what we've written our summary <&>5:56 <&>class do their work <&>6:48 <&>section not transcribed as ZZ is teaching and not PF <&>8:00 today i've brought you people down here because i think that you <,> people in particular need to look at your sentences at the moment a lot of what you're doing is quite simple but now that you're getting a little bit more advanced in your writing i'm sure that you can start making your sentences more exciting now there are several ways to make a sentence like i looked up at the sky and smiled exciting who can tell me some of those ways around it <,,><&>4 all right anything else <,> we could do <,> brad put more description good boy more descriptive <.>tive words now if we're a bit stuck for descriptive words we looked at looked here and someone suggested gaze what do i do where do i go to find <,,> more words i haven't got them in here so what am i going to do use a thesaurus <&>9:00 good boy we're going to use that thesaurus now let's have a look at this very basic sentence what could we do <,> to make that better make it <.>a an older child's sentence at the moment the word let's try and turn it so we start with the idea of shudder and what would i have word good girl carry on word shuddering and what would we need here gazed at the body of my brother right what do we need down here <,> comma shuddering i gazed at the body of my brother <&>writes on blackboard four seconds now what sort of body could it be come on we want to add a little bit more description in <&>10:00 here <&>writes on blackboard five seconds luke what's a <,> word about the body we're going to insert something into here it's small body lifeless body lifeless yes that's much better than small what else descending descending body <,,> withered body oh i like that one how about we have withered shuddering i gazed at the withered body of my brother instead of body you could put withered corpse withered corpse YES <,> or we could have form withered form right now here's your sentence the fire roared and raged and the house fell down think about taking away the the and the i and your sentence <&>scrunches paper through next utterance changes order and adding in some powerful words you're past this basic stuff <&>10:54 <&>twenty seconds of children working <&>11:12 roaring and raging the blackened house crumbled to black dust <,,> down by the shuddering roaring house he cried yes now you've brought that all together tightened up your writing and how much more interesting than this boring sentence <,,> good now i want you to start using that in your writing you start thinking about twisting sentences around and adding things in to make it an exciting piece of writing <,,><&>4 serena could you tell me how your spelling notebook system works well each week we pick ten <,> words out of our um mistakes out of our draft book and some words from thesaurus pick hard words and we <&>11:00 um learn this laughs we get missus madison to check laughs does she check them does she yeah laughs and what happens once she's checked them we test ourselves on them and she gives me the ones here the ones we know think we know and we take them home and our <.>pa parents test us mm and they do these and um and so so your list would be quite different from matthew's will it because they're your mistakes yep and now tem you'll have a different list to serena yes so it's your own mistakes spelling thank you well that's looking really good serena <,,><&>3 liselle could you tell us <.>p a <.>b little bit about what you're doing well we're i'm taking the calligraphy class at the moment and we just decided to do <&>13:00 calligraphy in our language time because we're improving on our writing skills and we find it really fun to do and yeah now what about jenny what about the other children who do not do this you've got about twelve doing this haven't you um what do they do for handwriting they can go out with the teacher about three times a week and do handwriting lessons <,> they just practise handwriting cos they've got handwriting class sometimes um do you also have other things you practise besides calligraphy yes we do borders um we just practise doing other styles of writing what about um poetry anthology clears throat are you building up a poetry anthology er yes in the back of our language books we once or twice a week we have to do a card like this into our book just to practise our work mm <&>14:00 and and if and we can go look at some journals we find nice poems that we really like and we can put them into um our books and build up a collection of poems we like <&>14:12 <&>section not transcribed as ZZ is teaching and not PF <&>17:17 hi ben how's it going it's going very good could you tell us a little bit about your gear that you're <.>wo you've got set up here yep this is what they call a viewpoint and a viewpoint word prints <.>a can you see it it's like this and it can get bigger or word right excellent and is this so that you can see the text yes right and what's this keynote thing you've got here this is a smaller version of a computer and it can tell you the time right <&>keynote reads time and it can even read to you like <&>18:00 <&>keynote reads mm and can you turn the voice up and down <&>keynote reads in background yep and word right so do you do all your writing into that keynote there yes and do you still use a pen and pencil only for rough copies oh right that's great well let's see you working it <&>18:35 <&>children work <&>18:54 um i'm just going to share with you this story called getting involved which is a story that i <&>19:00 really enjoyed over the week and it's about these children and their mother complains about the price of all the food and so the two <.>s elder sisters go and get a job at the supermarket and <.>they they know the manager and they're going to get a parttime job for one day until christmas and i'll just read you the first paragraph mum was going on about the price of food bread's up another twenty cents milk will be next i suppose she glared at dad and me well we'll have to go on a diet there's nothing else for it <&>19:30 <&>eleven seconds of children talking among themselves <&>19:50 violet yes? can you tell us what these three columns mean and how it works well every day we write down the date in the <&>20:00 date column and we should do what we wrote read and learnt yes everyday we do a demonstration so you should learn something from the demonstration so you put that down there and you should have something in every column every day right so let's have a look back through here oh I see how it works now what have you got in the middle here that's my contract and we plan that before we start one week before school um of what we're going to do right and what have you got in the back the books we read and we write the author and we put a rating out of five oh right <&>sighs that's great jean luc would you be able to share with us the most exciting piece of writing you've done so far this year all right this is my first article on the gulf crisis i did brainstorm in four separate <&>21:00 parts like the introduction the iraqi views the u n's views and the conclusion then i drafted about seven pages and edited it in red pen before presenting it in a folder like this <,,><&>3 iraq has been building up forces and captured kuwait and threatening saudi arabia ever since iraq and kuwait broke down oil trade talks and iraq sneak attacked and captured kuwait things have been hotting up between iraq and the u n the united nations saddam <.>comma saddam hussein commanding the iraqi forces was already named as president he is going to change the kuwaiti currency to iraqi dinar and kuwait is going to be renamed the republic of kuwait the president happens to be an iraqi mm what did you enjoy so much about that piece of writing compared to the other things you've done this year <&>22:00 well it's just something more than an ordinary story right so you felt there was some substance to what you wrote and how many views for and against did you brainstorm about about three for each side three for each side now annabelle you've written something quite different haven't you earlier in the year <.>what could you tell us a little bit about that okay well i think the best thing that i've written this year is my descriptive paragraph and what happened was the teacher put a bottle at the front of the room and we had to write about it and um we had to brainstorm it then we had to draft copy it and then we had to publish it and so one of the things that i enjoyed were the five senses oh that's lovely now could you read us a little bit of that descriptive paragraph annabelle this damp and dusty looking bottle on the word board that smells a lot like dried grass or hay <,,> russell you came to this school early this year do you find that n block is different to the sort of classroom you had before very different how is it different russell well in my other school we haven't learnt how to do a um do a contracts and we had to do everything at the same time so we couldn't get to do our own thing were you in a big open plan like this or were you in a small room um in a small room right and how do you feel about working in this big space um i feel a lot more um comfortable verity how is this programme different it's got a bigger variety of things to do and <&>24:00 you can do reading in <.>your and writing when you want to and but you've got to have a balance of reading and writing and tori how do you feel about it all i like it because you can plan what you want to do in your choice and i like doing illustrations because then you can learn you can learn different forms of writing and what about you eru well i like it because we get to plan our own day and we get to learn how to plan our own day when we're older because when we're older we'll be planning our day all the time thank you <&>24:48 <&>children work and talk <&>32:06 right now let's remember our contract now please cos we can have some fun with this discussion you boys did these right yep yep now we'll look at the ones that you did for boys first zebedee would you like to name a few of the things that you stuck on and tell us why you put them on <&>32:30