Transcript Table
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Results of Search: 176,291 lines — Showing 129201 - 129220.
| Course | Level | Date | Clip# | Line | Interlocutor | Content |
|---|---|---|---|---|---|---|
| Talkbank | - | - | 1 | 68 | T | so let me read it for you. |
| Talkbank | - | - | 1 | 69 | T | the sum of the angles don't change when you move the points around the circle. |
| Talkbank | - | - | 1 | 70 | T | when you change the radius of the circle, the size of the circle changes and moves in and out. |
| Talkbank | - | - | 1 | 71 | T | no matter what the size of the angles are, if you have a five pointed star inscribed in a circle it will be one hundred and eighty degrees. |
| Talkbank | - | - | 1 | 72 | T | so there's actually a few things mentioned in there. |
| Talkbank | - | - | 1 | 73 | T | there's the fact that it's one hundred and eighty degrees. |
| Talkbank | - | - | 1 | 74 | T | there's the fact that it doesn't change if you move the points around the circle. |
| Talkbank | - | - | 1 | 75 | T | there's the fact that it doesn't change if you change the radius of the circle. |
| Talkbank | - | - | 1 | 76 | T | so this person has put in a conclusion, uh, to do with several of the things that were mentioned on there. |
| Talkbank | - | - | 1 | 77 | T | quite a lot of you haven't yet got to that stage of writing all of those things onto your page. |
| Talkbank | - | - | 1 | 78 | UNK | %xTEA:I am reminding students of what happened in a previous lesson - not all of the students had written a conclusion such as this. It is also a model of some things that students might notice or comment on in today's lesson. |
| Talkbank | - | - | 1 | 79 | T | what I want to do now is, if you can pass these back |
| Talkbank | - | - | 1 | 80 | T | spares? |
| Talkbank | - | - | 1 | 81 | T | firstly, everyone just individually read through the page please. |
| Talkbank | - | - | 1 | 82 | UNK | %xTEA:Turning to today's task and beginning to focus the students' attention on it. |
| Talkbank | - | - | 1 | 83 | UNK | %xRES:At this point, the teacher introduces some new mathematical material. This marks a shift in purpose from the previous "review" segment, to an "introducing new material" segment. The focus on new material continues through the remainder of the lesson, and this is fairly typical of the lessons in the Australian data set. On average, teachers in Australia spent a greater percentage of their time on new material relative to previously learned material (Video Report, figure 3.8). |
| Talkbank | - | - | 1 | 84 | T | okay, that's enough for just a quick read through. |
| Talkbank | - | - | 1 | 85 | UNK | %xTEA:My aim here was for students to begin by gaining an overview of the task. It is important for students to be able to interpret information and instructions in written form, but many lack confidence in doing this. |
| Talkbank | - | - | 1 | 86 | T | now I'd like you together with the person next to you to read through it and have a look at any words in there that you think we might need to know the meaning of. |
| Talkbank | - | - | 1 | 87 | T | just underline them with a pencil or something like that. |