Re:Homework(3.20)

[kellogg]

. Lesson : 1. Nice to Meet you.(4th gr. 2nd period)

2. I'm an English teacher. The students studied with Carrie last year not with me. So, Carrie knows most of

    their English names but I don't know any of them. But, strangely, students don't know each other's English

    names.

This is VERY interesting. 

Look at how much of the interaction is T-S. Now count how many turns are S-S. Might this explain why the children don't know the English names?

I felt like Using English name in the English class is only for us, teachers. Most of students got their name

    in their 학원.  

= Script =

KT: What can you see in the picture?  I want to remember… memorize your name so, tell me your name first, like uh…(to one student to show an example) What’s your name?

Notice how the teacher uses TWO verbs ("remember...memorize"). Why?

Mike: Mike

KT: Then, when I call Mike then, you say “Mike speaking.” “Mike가 발표하겠습니다.” “Mike speaking.” And then, “I see something.” 항상 자기 이름을 부르면 Mike, 자기 이름 speaking 이러면 선생님이 기억하기가 좋겠죠. 더 빨리 외우겠죠? 한번 다 같이 연습해 볼까요? 시작!

Ss: OO speaking.

How do the kids say "OO"?

KT: Speaking. 좋아요. So, what can you see? Ashley? (I already know her name from last class)

Ashley: Ashley speaking. Minsu. I see Minsu.

KT: Oh, you can see Minsu. And you?

Diana: Diana speaking.

KT: Diana.

Diana: I can see Minsu’s mom.

KT: Minsu’s mom? Do you think she’s Minsu’s mom?

S1: No.

KT: Let’s see later. 이따 체크 해 봅시다.

I’m using a physical tool to know my students’ name.

Is it a PHYSICAL tool? Isn't it really a SYMBOL--a NAME for a name.

In fact--"speaking" DOES suggest a physical tool. It suggests a TELEPHONE. Now, suppose you want to USE this idea to REVIEW the names.

T (gesturing with fingers to suggest a telephone receiver): Hello, is Ashley there?

S: Ashley speaking!

T: And you?

S: Diana!

T: Hello, is Diana there?

S: Diana speaking!

When they tell the class their name before they answer I thought it’s easy for us to remember their name. But, it seems that it’s done for only teachers because it looks like that students don’t pay attention to their friends’ English names.

Suppose you want the children to remember each other's names. You might do this:

T: Ashley! Call Diana!

S1: Hello, is Diana there?

S2: Diana speaking. 

Do you think this might help them learn the names?

 I need to do something that students also can memorize each other’s name. I usually repeat their name when they say their name to check their exact name cause it’s hard to listen clearly if the name is not that familiar. I think I can meet my students asking their names.

(T-S)

KT: Now, listen and repeat.

(Listening to Dialogue)

KT: Okay. See. Julie has two friends. One is…

Ss: Eric

KT: Eric. One is…

Ss: Minsu.

KT: Minsu.

KT:(Pointing the characters on the board with laser) Eric and Minsu meet first time. Today they meet first time. So, Julie introduce each other. Julie said, “Eric, this is Minsu. Minsu, this is Eric.” 소개할 때는 “This is로 해요.” He is 가 아니라 This is.  이 사람은~ 이렇게 하니까. 자 따라 해 볼까요?

(Repeating)

 (S-T)

KT: Good! So, when you introduce, use your hands. 손을 이용해서 “This is~” “This is~”이렇게 하면 되겠죠. So, Carrie and Santina meet first time. We don’t know each other.

NT: Who is she?

Take a good look at the METALANGUAGE here--the language ABOUT language. Remember that these are FOURTH graders. But Santina says "So, when you introduce, use your hands." Of course, she translates. But suppose the children wanted to use her translation to figure out what "So when you introduce" means. Could they do it?

Notice something else--although Santina knows the verb "introduce" very well, she doesn't know the transitivity relations that go with the verb. Unlike "인사하다", the verb "introduce" takes a direct object--so for example you have to say "introduce yourself" or "introduce your friend". But Santina doesn't do that. 

Of course, it probably doesn't matter at all! The kids don't understand it. Interestingly, Carrie understands the problem, and she glosses, not the verb, but the SITUATION, by saying "who is she?"  NOW the children can follow.

KT: Yeah. Who is she? Santina uptakes, because she recognizes it's a good idea. Who can introduce us? Here she uses the verb correctly. Okay. Let me see. Tina?(now, I remember her name.)

Tina: Santina, this is Carrie.

KT: Ah~

Tina: Carrie, this is Santina.

KT: Okay. Hi, Carrie!

NT: Hi, Santina!

KT: (Shaking with Carrie) Nice to meet you.

NT: (Shaking with Santina) Nice to meet you too.

KT: Now, everybody, introduce us. Who is she?

Notice that by doing it AGAIN, we rob it of its pragmatic meaning. We do this when we "Listen and Repeat" too--as we saw in class. We can HEAR the loss of meaning in the loss of intonation.

Pragmatic meaning is the meaning we use to explain "Who is saying what to whom, and why?" It is this kind of meaning that Carrie supplies to the children by saying "Who is she?" She is saying that she doesn't know who Santina is, and this suggests that Tina has to say "This is Santina" to Carrie for a reason.

Now, we can REFRESH the meaning quite easily: with AVATARS. Like this:

T: Now, I'm NOT Santina. I'm Anitnas ("Santina" spelt backwards)! And she's NOT Carrie. She's Eirrac! Hello, is Ashley there?

(Everybody introduced us)

Here, we, teachers, just use our name with out any title. So, students also use our name naturally. In the very first lesson, we told them to call our name. So, my students call us by our name.

 (S-S)

Good! But where do you tell them to call the name? And how do you explain it? Remember, the assignment is to provide the DATA.

KT: 자, with your group members, 자 보세요. You introduce her, you introduce him, you introduce her, and last we will say “Nice to meet you.”

Who is she?

S1: This is 채나.

KT: This is 채나? English name is 채나?

Chaeny: Chaeny. Cheny?

KT: Chaeny? This is my friend, Chaeny. Ready, go!

S1: This is my friend, Chaeny.

KT: Now, everybody, practice.

Through this activity, students can check their friends’ name. I thought students know each other’s English name but it’s not true. I realized that it was only for teachers. So, in the first lesson, I emphasized that students have to memorize their friends’ English name by quiz. So, after this activity, we check students if they remember their friends’ names and if they got it they got some points.

What would REALLY be interesting to find out would be whether the children know that "Carrie" and "Santina" are actually GIVEN names. Suppose you do this:

Ashley: Santina? This is my friend, Carrie.

Santina: Nice to meet you, Carrie. What's your FAMILY name?

Carrie: ...

Could they understand?

dk

By the way 

[kellogg]

I forgot to explain last week why family names are longer than given names in English but given names are longer than family names in Korean. There's a good reason. It's the same reason why big numbers are longer than small numbers, and it's also the same reason why regular verbs are longer than irregular verbs. Can you guess?

[11기신지영]

Doesn't it go in the onther way around? Western society is so individual and the personal thing(here, the given name) caould be more important. In Korea, a family name is regared more precious than the given one. I answered parents would not be mad when you call their kids by english names, but if you try to change their family name, they'll sue you. :>

[kellogg]

It's a good guess. But in fact there are MANY family names and very FEW given names in English. For example, there are many, many Davids but very few Kelloggs. So if we want to be individual, we should stress the family name and not the given name. Right?