Für Lehrkräfte E21
PUSH English · Listening · Messenger
Our US School Podcast
Klasse 7–8 · 5 Teile · 17 Audios · Hörzeit 3:39
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Teil 1 · Chat
One school, many questions
- Schülerseite (QR-Ziel): push-material.de/e21/1
- Prüfungsmodus: jede Nachricht höchstens 2×, Tempo 1×
- Seite mit Transkript (für Schüler:innen mit Hörbeeinträchtigung)
- Gesamtaudio Teil 1 (MP3, 797 KB)
| Uhr | Person | Text | Dauer |
|---|---|---|---|
| 16:02 | Ada | Our partner class in Britain has asked for a podcast about our visit. Let's show one ordinary day at Cedar School, not pretend that every American school is the same. | 0:12 |
| 16:05 | Jude | I've already asked about recording permission. We can record volunteers in the media room, but we must ask before using anybody's voice. Nobody has to take part. | 0:12 |
| 16:08 | Mina | I'd like to compare our own experiences rather than collect strange facts. We could ask what surprised us and what felt familiar. Our listeners might have similar questions. | 0:12 |
| 16:11 | Cole | I can explain the words I use here. When I say cafeteria, I mean our school dining area. It isn't a rule for the whole country; it's simply what we call it. | 0:12 |
Teil 2 · Chat
The running order
- Schülerseite (QR-Ziel): push-material.de/e21/2
- Prüfungsmodus: jede Nachricht höchstens 2×, Tempo 1×
- Seite mit Transkript (für Schüler:innen mit Hörbeeinträchtigung)
- Gesamtaudio Teil 2 (MP3, 805 KB)
| Uhr | Person | Text | Dauer |
|---|---|---|---|
| 17:02 | Ada | Our episode should last four minutes. We'll begin with a short introduction, then play the lunch interview. The recording session starts at quarter past three in the media room. | 0:12 |
| 17:05 | Jude | After the interview, I'll compare the two classrooms we've visited. One had group tables, while the other had rows. That shows differences inside one school as well as between countries. | 0:13 |
| 17:08 | Mina | I'll write a transcript for listeners who prefer to read or cannot hear the recording. Please send me clear speaker names. Guessing who is talking would make it confusing. | 0:11 |
| 17:11 | Cole | I'll finish with a question for the partner class: what would you ask a visitor to your school? Then I'll add a short closing. We don't need music behind every sentence. | 0:13 |
Teil 3 · Chat
The interview we cannot use
- Schülerseite (QR-Ziel): push-material.de/e21/3
- Prüfungsmodus: jede Nachricht höchstens 2×, Tempo 1×
- Seite mit Transkript (für Schüler:innen mit Hörbeeinträchtigung)
- Gesamtaudio Teil 3 (MP3, 819 KB)
| Uhr | Person | Text | Dauer |
|---|---|---|---|
| 09:02 | Ada | One lunch interview cannot go into the episode. The volunteer has changed her mind about sharing her voice. We must leave that recording out, even though we liked it. | 0:12 |
| 09:05 | Jude | Could I read her words instead? No, that would still share the part she wants removed. Let's ask for a new volunteer rather than look for a way around her decision. | 0:13 |
| 09:08 | Mina | Cole can record a fresh interview with me. We'll keep the lunch topic but ask new questions about his own experience. The introduction and classroom comparison stay in the episode. | 0:12 |
| 09:11 | Cole | I'm happy to do it. We can record in the media room at the planned time. We haven't released anything yet, so we can make this change before anyone outside the group hears it. | 0:13 |
Teil 4 · Chat
What our listeners heard
- Schülerseite (QR-Ziel): push-material.de/e21/4
- Prüfungsmodus: jede Nachricht höchstens 2×, Tempo 1×
- Seite mit Transkript (für Schüler:innen mit Hörbeeinträchtigung)
- Gesamtaudio Teil 4 (MP3, 849 KB)
| Uhr | Person | Text | Dauer |
|---|---|---|---|
| 17:02 | Ada | The partner class has sent feedback. They liked hearing what felt familiar as well as what surprised us. Several listeners said they expected more differences before they heard our examples. | 0:13 |
| 17:05 | Jude | One listener asked if all classrooms here have group tables. I replied that we only visited two rooms. A small example can start a conversation, but it can't prove a national rule. | 0:13 |
| 17:08 | Mina | A listener used our transcript because the bus was noisy. I was pleased it helped someone I hadn't imagined. Written words can make an audio project useful in another situation. | 0:12 |
| 17:11 | Cole | I felt nervous answering as the only American in our group. They didn't ask me to speak for everyone, though. I could just explain my own day, which made it much easier. | 0:13 |
Teil 5 · Exit-Ticket
A fresh reminder
- Schülerseite (QR-Ziel): push-material.de/e21/5
- Prüfungsmodus: jede Nachricht höchstens 2×, Tempo 1×
- Seite mit Transkript (für Schüler:innen mit Hörbeeinträchtigung)
- Gesamtaudio Teil 5 (MP3, 302 KB)
| Uhr | Person | Text | Dauer |
|---|---|---|---|
| 09:00 | Ada | Here is the plan for our follow-up recording on Tuesday. Meet in the media room at half past two. Bring one question from the partner class and your headphones. We will record answers, not another school tour. Send Mina the speaker names before she writes the transcript. | 0:19 |
Personen und Stimmen
| Person | Akzent | Rolle |
|---|---|---|
| Ada | britisch | fictional participant |
| Jude | britisch | fictional participant |
| Mina | britisch | fictional participant |
| Cole | amerikanisch | fictional participant |
Die Personen sind fiktiv, die Hörtexte verwenden KI-Stimmen. Jugendliche Figuren werden von jung klingenden Erwachsenenstimmen gesprochen.