Midterm Exam 3 - BORA JUNG

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Midterm3-BORAJUNG.hwp

Midterm Exam 3

M20081416  BORA JUNG

Students      5th graders (14 boys, 16 girls)

 Lesson        9. Whose Boat Is This?

 Period(Page)  1/4 (p.72 ~ 73)

 Objectives    ․ 물건의 소유를 묻고 대답하는 말을 듣고 이해하며 말할 수 있다.

                ․ 놀이를 통해 소유를 묻고 답할 수 있다.

▣ Let's play game!  [Whose, whose, whose, whose, whose? ]

T: It's time for a game! The name of the game is “Whose, whose, whose, whose, whose?”. (showing the teacher's gesture)

Ss：Whose가 뭐냐? - 가만있어 봐.

T: Yeah, look at me. Let me introduce the game.  맨 처음에 다같이 “Whose, whose, whose, whose, whose?” 를 외칠 거야. 그러면서 카드 하나씩을 골라 집어야 돼. 그래서 1조부터 문제를 낼 건데 1조가 문제를 고른 후, “Whose 으응 is this?” 라고 묻는 거예요.

   Repeat after me "Whose 으응 is this?"

Ss：Whose 으응 is this?

T:  Whose 으응 is this?

Ss：Whose 으응 is this?

T:  이럴 때 같은 그림을 집은 친구들이 먼저 That is mine, that is mine. 두 번 외치고 나면 다음에는 다른 그림을 집은 친구들이  That‘s not mine. 을 두 번 외치는 거야.   Repeat after me That is mine, that is mine.  다르면 That‘s not mine, that‘s not mine.  같은 그림을 맞출 때마다 점수 10점씩을 더해서 가장 높은 점수를 얻은 사람에게는 초콜릿을 주겠어요.  Do you understand?

Ss：Yes.

S : 진짜 초콜렛 줄 거예요?

T: Yes, these chocolates.

S : 어, 진짜다 몇 명이나 줄 거예요? / 자유시간이 맛있는데.

T: Okay, be~~~

Ss：Quiet!

T: Pay~~

Ss：Attention!

T: Let's practice. I'm Group1!   다같이~~, Whose~?

Ss: “Whose, whose, whose, whose, whose?”

T: (showing a boat picture) Whose boat is this? 그림이 같은 사람부터?

S : It is~.

Ss: That is mine. That is mine.

Ss: That not mine. That not mine.

T: 얘들아, That not mine 이 아니라  That‘s not mine 이예요. Repeat after me. That‘s not mine.

Ss: That‘s not mine

T: That‘s not mine.

Ss: That‘s not mine

T: Very good! Now can we start?

Ss: Yes!

T: OK, start from group1. 다같이 Whose, whose, whose, whose, whose?

T: Let's practice. I'm Group1!   다같이~~, Whose~?

3-a) Give an example of teacher talk which assigns ROLES. How does the teacher use talk to explain RULES? Why are the two functions (assigning roles and explaining rules) so different? Which one is more difficult and why? Would you say this is mostly a ROLE based form of play or a RULE based game?

 The teacher do not assign roles explicitly instead, the teacher assigns roles implicity by pretending to be a member of a group 1.   The teacher asks like this. [(showing a boat picture) Whose boat is this?]  The students understand right away that it is a imaginary situation so they answered as their imaginary roles (Ss: That is mine. That is mine.  / Ss: That not mine. That not mine.) Because the teacher explicitly explained the rules with long korean statements before doing this play.

(T: Let me introduce the game.  맨 처음에 다같이 “Whose, whose, whose, whose, whose?” 를 외칠 거야. 그러면서 카드 하나씩을 골라 집어야 돼. 그래서 1조부터 문제를 낼 건데 1조가 문제를 고른 후, “Whose 으응 is this?” 라고 묻는 거예요.) (T:  이럴 때 같은 그림을 집은 친구들이 먼저 That is mine, that is mine. 두 번 외치고 나면 다음에는 다른 그림을 집은 친구들이  That‘s not mine. 을 두 번 외치는 거야.   Repeat after me That is mine, that is mine.  다르면 That‘s not mine, that‘s not mine.  같은 그림을 맞출 때마다 점수 10점씩을 더해서 가장 높은 점수를 얻은 사람에게는 초콜릿을 주겠어요.  Do you understand?)

 This abstract is devided by two parts in terms of giving informations of the game.

 In the first part, the teacher explained directly the rules with long korean statements and next, the teacher demonstrates how to play the game again by taking a role   such as group 1 (T: Let's practice. I'm Group1!) - assigning roles.

As the teacher felt like to demonstrate how to play the game again, explaining rules is more difficult than assigning roles. Despite the teacher explained the rules in korean, the teacher had to demonstrate it again.

 I would rather say this is a ROLE based form of play than a RULE based game. Because in spite of implicit imaginary roles in this abstract , this game is consisted of supposed three roles - a searcher, losers and non-losers.

3-b) Would you say this is mostly ALEA, AGON, ILINX, or MIMICRY? Does the game CHANGE as the data progresses?

  I would say this is mostly his is mostly "AGON" because, the students have to get the highest points to be a winner. (T: 같은 그림을 맞출 때마다 점수 10점씩을 더해서 가장 높은 점수를 얻은 사람에게는 초콜릿을 주겠어요.)

 They have to try to guess what is chosen by a next searcher and gather more points than the other students to get chocolates. 

 It is a kind of competition, therefore this abstract is mostly "AGON".

 The game is supposed to be changed from imaginary roles (MIMICRY) to a competition for chocolates (AGON). The formal form of this game is repeated by the conversation between a searcher, losers and non-losers.

[T: (showing a boat picture) Whose boat is this? 그림이 같은 사람부터?

 S : It is~.

 Ss: That is mine. That is mine.

 Ss: That not mine. That not mine.]

 But it is eventually a process of finding a winner for chocolates.

3-c) Take a look at the teacher's use of COMMANDS, STATEMENTS, and QUESTIONS. Which does the teacher use most? What about the children? What about the language that the children will use to play the game? Why? How could you CHANGE this if you want to?

  The teacher has twenty three utterances.

  About 10/23 are commends or attempts to get the student's attention.

- look at me.

- Let me introduce the game.

- Repeat after me "Whose 으응 is this?"

- Okay, be~~~

- Pay~

- Repeat after me.

- OK, start from group1. 다같이 Whose, whose, whose, whose, whose?

( A command with a form of question because it means " Say altogether - whose whose whose whose whose?".)

- Let's practice.  다같이~~, Whose~?

  And the teacher used statements(10) and questions(3).

- Do you understand?

- Now can we start?

- Whose boat is this?

 Therefore, the teacher used mostly statements and commands.

 But the statements for explaining the rules are not effective and the commands

account for almost a half percent of the whole utterances.

  The students used statements 10 times and used questions only 3 times.

 (Whose가 뭐냐? / 진짜 초콜렛 줄 거예요? / 어, 진짜다 몇 명이나 줄 거예요?)

 The statements are mostly used for repeating the main sentences or the responses for teacher's commands.

 It seems that the students will mainly use questions and statements in tern because the main sentences are these ones.

- Whose, whose, whose, whose, whose?”

- Whose 으응 is this?

- That is mine. / That's not mine.

  If I were the teacher, I would demonstrate how to play first instead of the long korean statements of the rules of the game in this extract. Because assigning roles is more effective for students to understand rules than explaining rules explicitly.

T: It's time for a game! This is the "Whose pencil is this?" game.

  (turning 2 sets of same pictures over on the board)

                    영수(         )                                  보라 (          )

T: 영수, (pointing to 영수 side) Pick a card.

   (Showing the chosen card) What's this?

Ss: That is a pencil.

T:  영수, ask to me. Whose pencil is this?

영수 : Whose pencil is this?

T: (Picking a card on 보라 side and showing the card, if it's not a pencil card)

   Oh, that's NOT mine.  영수, pick another card.

   (Showing the chosen card) What's this?

Ss: That is a notebook.

T: 영수, ask to me.

영수 : Whose notebook is this?

T: (Picking another card on 보라 side and showing the card, if it's a notebook card) Wow, that's MINE. Now I got some points. Guess, how many?

S1: one.

S2: 10 points

T: Right,(writing the number 10 on 보라 (          ).) 100 points, I can be a WINNER.

   Next, my turn. (After showing 영수's another new card and the teacher's another new card, if it's an eraser card) 영수, whose eraser is this?