# data[].attributes.body
In the Pre-Class Activity, you watched an example interview.

Was the example interview good or poor? Can you give any examples?

Clue: Use the quizlet definitions from the Pre-Class Activity to guide you.

# data[].attributes.headline
What were the structure, participants and setting of the example interview in the Pre-Class Activity video?  

# data[].attributes.subject
What were the structure, participants and setting of the example interview in the Pre-Class Activity video?  

# data[].attributes.body
Now in small groups, watch the rest of the good example interview from 10:11 to 14:38 only.

Add notes to the class padlet on the following strategies used by the interviewer to make Amanda feel more relaxed (= building ‘rapport’):

•Eye contact and other body language

•Use of probing for more examples

•Use of other strategies

# data[].attributes.body
You are going to interview your partner about their experiences of driving, or of being a passenger in a car.

You don’t have to record the interview, but if your partner agrees, please do record it and upload it onto the padlet!

# data[].attributes.body
1: Preparation:

•Prepare ONE question to ask your partner about driving, or about their experiences of being a passenger in a car.

•Prepare ONE follow-up question (= prompt), in case your partner doesn’t understand your main question.

2: During the Interview:

•start by explaining ethical considerations.

•use positive eye contact and body language.

•ask your ‘prompt’ question if your partner doesn’t understand your main question.

use ‘probing’ if your partner gives a short answer.

# data[].attributes.headline
Watch part of the interview from 11:52 to 12:46 only, and complete the transcript by filling in the gaps

# data[].attributes.subject
Watch part of the interview from 11:52 to 12:46 only, and complete the transcript by filling in the gaps

# data[].attributes.body
When I was learning to drive, I was learning to drive in my car, but my mum had lent it to a (1), because obviously I couldn’t drive it on the road at the time...And so the deal was that they taught me - they took me out for (2) every week, and then they got to borrow the car… But of course this caused a bit of a clash of (3), because it wasn’t in their interest for me to pass my test, because then they’d have to give the car back… So, um, when I was learning to drive, I kind of - it made it a bit (4), because he… You know, I was kind of aware of that, and I felt sometimes he was a bit undermining of - of my driving, rather than (5) me… because he - you know, he had his own...Like I was saying, h- he probably didn’t want to give the car back… And I can also remember um, you know, I was - he was really (6), eating sweets, because I - I’d go too fast...

# data[].attributes.body
•Complete table 1 by suggesting 3 preliminary codes (1 for each colour).

•Complete table 2 by summarising these preliminary codes into one final code.