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KT: Good! Now, let's play a 'ball game'(Showing a ball). Ball game.(Command)
Let's consider THREE possible ways to do this:
a) Let's play a ball game. (PARTS)
b) Let's play "I'm Santina". (MOVES)
c) Let's play the Catch and Say game. (OUTCOMES)
Eunshil chooses "a)". This is often the "normal" choice; we saw that skilled teachers will frequently begin explaining a game not with the AIM of the game but rather with the NAME of the game, and that NAME will often have to do with the parts of the game (in this case, a ball).
But the parts of the game don't tell us very much about how to play it. In fact, in this case it's a bit misleading. There are MANY possible ball games (basketball, baseball, dodgeball, etc) and they all have in common ABSTRACT RULES which allow the children to answer the question "How do I win?"
But in this case there IS no winner. In fact, this is not a game at all. It's an activity, rather like "Catch" or jumprope. There is no winner and no loser. So "game" is somewhat misleading.
S1: Ball game?(Question)
You can see that there is ANOTHER problem with "ball game". The article! But we DO find this kind of construction in our textbook, e.g.
KT: Yeah.(Statement)
Is this a statement? I suppose it IS. But Halliday's grammar is based on the idea that the "canonical" (that is, the usual) form of a statement is a clause. Is this a clause?
KT: So, we will make a big~ circle(Showing motion with a hand) and throw a ball and say, "Hi, I'm ..."(SC) (Talking with motion)
It's interesting that the teacher uses "a ball" and not "the ball". This is because the teacher has only TALKED about the ball and is not SHOWING the ball. In fact, there IS no ball!
What are the ADVANTAGES of using an imaginary ball? What about the DISADVANTAGES?
S2: I'm Tony.(S)
S3: I'm ...(N)
KT: Santina.(s) Okay. Hi! I'm Santina.(Throwing a ball to NT)(s)
NT: Hi! I'm Carrie.(Pretending to throw a ball to one student)(s)
KT: Yeah, Catch! Catch!(C) You can say that "Hi! I'm ... 누구누구누구.
블라블라블라"(SC)(P1)
Now, is this method of presentation INDUCTIVE or DEDUCTIVE? How can we tell?
a) Inductive presentation involves EXAMPLES before RULES. This means that the discourse will be tall and thin at the top "I'm ..." and short and fat at the bottom "You can say that "Hi! I'm 누구누구..." This is because GENERAL statements, ABSTRACT statements are always longer.
Why should be that the case? Look:
a) "Hi, I'm Tony"
b) "You can say that "Hi, I'm 누구누구..."
In a), we've got three or four words (depending on whether you consider "I'm" emically or etically). How many words in b)? Why?
(Practice)
S4: Hi! I'm crazy.(S)
This is NOT practice. It's a CLEAR example of creative production, and it's well worth exploring.
Compare:
a) Hi, I'm Crazy Daisy (or Crazy Carrie).
b) Hi, I'm Crazy.
c) Hi, I'm a crazy boy.
d) Hi, I'm crazy! And you?
You can see that we've got a difference in grammar. But we've also got a difference in GENERALITY. Which "crazy" is most generalizeable? Which one is most shareable?
This is a TEACHABLE moment. But unfortunately, because of the nature of the activity, we have to let it go by. Life is FULL of missed opportunities! ㅠ.ㅠ
Ss: (laughing)
KT: Huh?(Q)
S4: 나 어떻게 하는지 모르는데...(S)
Do you believe him?
KT: Just throw and tell your name(showing an action). "Hi, I'm ..."(C)
Long or short? Why?
S4: Hi, 마임...(N)
KT: I'm ...(C)
S4: I'm Brian.(S)
KT: Oh, yea!(S) To Anybody?(S4 threw a ball to one girl)(S)
S5: 야! 조용히 해! 조용히 해!(C)
Jinny: Hi, I'm Jinny.(S)
KT: Jenny?(Q)
Jinny: I'm Jinny. (S)
Boy or girl? 진히?
KT: Jimmy. Okay. Throw!(SC)
S6: I'm Jinny라고 말해도 돼요?(Q)
S7: Jimmy가 아니고 Jinny.(S)
KT: Jinny.(S)
Ss: (Jinny threw a ball to someone but he missed it) 홈런! 나이스! 어..피구(S)
Now it looks like a REAL ball. What happened? When did the REAL ball appear? Why is a REAL ball better for PRACTICE and an IMAGINARY ball better for PRESENTATION? Isn't it really the other way around?
(Presentation)
KT: Okay. Can you give it to me?(QC) Can you give it to ...(QC)
Notice that our teacher LIKES indirect questions. This is a feature of a lot of Eunshil's data. It has ONE advantage, that I can see--it tends to end in UP intonation, so that the kids know its their turn to act.
But you can see that there are disadvantages too:
a) It's LONG. The teachiing point is only three or four words. But this sentence has six.
b) It's COMPLEX. The book usually teaches ONE verb per sentence, but this one has a modal auxiliary, "can", which the children will not learn until lesson seven.
c) It's CONFUSING. Compare:
i) Can you fly?
ii) Can you give the ball to Santina?
The word "can" means two VERY different things here.
(The student threw the ball to me.)
Okay. Thank you very much.(S)
So,(Pointing to each group) group 1, 2, 3, 4
(pointing and speaking slowly) group 1, 2. 3, 4, play this ball game with Carrie
teacher.(C)
Ss: Wa~
KT: And group 5,6,7,8, play with me.(C)
Ss: (coping me and said the numbers together)
KT: Okay. Group 4,5,6,7? No! 5,6,7,8! Stand up! And make a circle there.
Come here! Come here! Come here! And make a circle. Make a circle.(C)
S8: circle?(Q)
Notice the uptake! But does the teacher TAKE UP the uptake?
(Production)
KT: Yeah. Let's play a ball game.(SC) Ready?(C)( Okay! Hello, I'm santina!
(Throwing a ball to James)
James: Hello, I'm James.(S)
KT: James.(SQ)
SQ? Why SQ? This is a clear example of uptaking the uptake? But why is it SQ?
Remember, we are using Halliday's system to answer a quite specific problem, namely, what can we do about the situation in our classroom where the teacher speaks grammar and the children speak only vocabulary. That means we are interested in CLAUSE grammar.
(Ss are playing the ball game but one student didn't join the game and stand in front of his desk watching his friends playing. Looking at him and asking)
KT: Why?(N)(But, the boy didn't answer so I kept playing the game with other students)
(going to the student who was not joining the game and just watching us)
KT: Why?(N)
Tim: 선생님 제 영어 이름을 까먹었어요.(S)
KT: Oh, you don't know your English name?(Q)
Tim: yea.
Good! A VERY interesting problem. The child needs not only the name, but some kind of mnemonic!
KT: I know. Wait.(Getting Students' lists)(S)
여기가 몇 반이에요? 몇 반?(Q)
Tim: 1반(S)
KT: Tim.(S) What is the child's KOREAN name? How can we link the Korean name to the English one?
Look:
T: I'm Santina.산디나!
T: I'm Eunshil. I'm Shileun. I'm Santina!
Tim: Tim.
Tim, Time, Time Out!
KT: Okay. Come here and join.(Q)(coming back to the group and said)
Yea, yea, one step back, one step back!(pulling some students back)(Q)
(KT made one student threw a ball to Tim and he missed it so, Ss laughed)