Miyeong-Look and Listen data and very poor,rough writing

[이미영]

Analyzing of how to create characters, how to set the scene and how to check students' understanding in "Look and Listen " part of the lesson.

I have chosen some data from my own lesson on last Wednesday morning, right after the lecture, because I have only 2 more “Look and listen” classes this week. (I can’t sure this is the perfect data for the questions, but I don’t have any other choices.) I have been teaching English for 7years out of my whole 10 years career. Almost 2/3 of my students are attending English 학원 for a long time and the other 1/3 are not very involved in English lesson. 2 years ago, our school was a project school for English education so we had 3-4 English classes a week . It caused that many students are more focus on English education so we have some students who has an experience of learning English in other country. I chose 5thgraders,unit3.It’s Under the Table period 1 out of 4. Below, I will explain how the teacher set the scene using questions successfully or not, how I created the characters by showing the video, and finally how I checked understanding. Then I will discuss alternative ways of solving these problems.

The teacher sets the scene and create the characters using a command ”Look at the picture” and closed-type questions and tried to extend to open-type questions, but actually It was not enough.

T: OK, everybody please open your book to page 24

(sounds of CD title : Lesson 3. It's under the table)

T : OK, It is the very first time to learn lesson 3. so Shh.. and look at the picture.

Who can you see, What do you see in this picture?Whatdoyousee?Whatdoyousee?

S: ummm….Mina.

T : Mina? Are you sure? Mina? What's her name? OK, Who is the girl who wear the cap?

S: Nami, Nami…(students open the book to page that shows the characters)

T: Nami. Yes, right. And… What else can you see? What else?

T: OK, Who else can you see?

S: One boy..

T : A boy. Yes, Maybe a boy. Maybe he is Nami’s brother.

S: yes.

T: Ok, who can you see? Who can you see?

Ss: mom

T: Mom… Whose mom?

Ss: Nami..

First of all , the teacher tried to ask about the characters. She started with “Who” question first. It shows that usually she asked the character’s name first but she found out they are not familiar to this new characters name and also, she wanted to extend the questions about the place and any vocabulary from the picture. Students were hesitating to answer the questions because not only they didn’t know about the character’s name well but also they didn’t know how to express the complicate scene. So teachers asked same questions several times. Then some student said carefully, ”Mina” which was incorrect answer. Teacher uptake the wrong answer to give a chance to fix by themselves and some students open the front pages to look at their names. At that moment the teacher still want to talk about the place again, so she asked “What else can you see?” 2 times. But she changed her mind to focus on the characters first so she changed her questions to “Who”. Then students are easy to find them event hough they don’t know their name but they noticed they are family from the picture.

T: Nami’s mom. OK. And… OK, What do you think about the place?

Ss:…….

T : Where is it?

S: House.

S: Kitchen

T : Kitchen? Yes, I think so.. Why? Why do you think it is a kitchen?

S: There is a refrigerator and some table.

T : A refrigerator and a table. OK. Good. And… Whose house is it?

S: Nami..Mina..

T: Mina’s house?

S: No, Nami’s house.

T: Yes, it’s Nami’s house. And what do you think? What are they doing?

S: They found something?

T: OK, They are finding something. OK, And… What? What do they want to have? What are they looking for?

S: Water?

S : Water bottle?

T: A water bottle? Maybe, yes. Or?

S: $%##%$

T: Or?

S:@##$%$%

T: The small things. Maybe, you can put some pencils inside it. Exactly it’s pencil case, maybe.

S:@@#$%

T: Right, So.. I think you are ready to listen to the dialog. Ok, Let’s listen one more time , (I mean) one time.

(Listen to the dialog)

Secondly, the teacher asked the place directly and asked another way like "where is it" which was familiar to them. One student said the general answer "house" and another student said the word kitchen right away. However, kitchen is not proper setting to this story. The interesting thing is that "Kitchen" seems to be the right answers to the picture. The writer might want to hide real informations in the picture or not anyway the picture and the story in not very relevant except the characters and pencil case. The actual story was in the whole house. That's why the teacher asked "why do you think it's kitchen". Some students could explain why they thought it was a kitchen. A refrigerator and a table. Then the teacher asked what they are doing. Students caught the idea from the picture but they couldn't think it was a pencil case. Also they thought that was a water bottle because they thought it related to the scene. At this moment, the teacher should lead students to think about the thing and the scene more but the teacher was hurried to connect to real story. Finally she gave some clues with explanation of the pencil case. This procedure is not very natural. Also, the teacher didn't talk about the time setting and didn't have enough talking about characters so students couldn't guess the story enough. Missing of creating chronotope caused not very successful making context before the listening.

LOOK AND LISTEN

Mom : Nami, Hurry up!

Nami: What time is it, Mom?

Mom: It’s eight.

Nami: Eight?( The clock rings 8 times.) I’m late. (Students are laughing)

Where’s my pencil case?

Mom: Pencil case? Look! It’s under the table.

Namsoo: (Namsoo looks at it) This is my pencil case.

(When Nami’s father is leaving for work.)

Dad: (Touching his wrist) Honey, where’s my watch?

Mom: There! On the TV.

Dad: Thanks.,

Mom: Watch out! (Ss are laughing and saying (Ohh…)

(Father picks up the pencil case after he slipped on it)( Ahhh~)

Nami: That’s my pencil case. Sorry, Dad.(Laughing)

Dad: It’s OK. Here.(giving it to her)

Nami: Thank you, Dad.

Dad: Bye-bye

Mom. Nami, Namsoo: Bye (Dad shows his underwear through his ripped pants.)- (Ahhh! laughing)

T: (laughing) OK. Do you like this story? Do you like this story? Yes?

S:@##%^%

T:Shhh…….. OK. Where is it? Where is the place?

S: Nami.

S: Nami’s house.

T: Yes.. Nami’s house. And… What time? What time was it?

S: eight .

T: It was…

S: Eight o’clock.

T: Yes, it was eight o’clock. Ok. So… Nami was…?

S: Late!

T: Yes, Nami was late for school. And… and… What is she looking for?

S: pencil case.

S: Her pencil case!

T: Her pencil case, OK. And… Where was it?

S: living room

S: under the table.

T: It’s under the table? Are you sure?

S: No. #$@$%$

S: No, That is her younger brother’s.

T: UH? Yes, That’s her younger brother’s pencil case.

S: (living room)

T: Where was it? In the living room, In the living room Good! And? In the living room..? On the sofa? Or…?

S: On the ground/On the living room../ living room

T: In the living room. Ah on the living room?(↑) (Nod her head and) In the living room and where?

S: On the TV.

S: On the floor.

T: On the floor? Yes, you’re right. Her pencil case was on the floor in the living room.(showing the motion). Right. And…. OK. How about Nami’s younger brother’s pencil case?

S: Under the table.

T: It was.. under the table. Good! And… who i.. OK. Who is he?(Pointing Nami’s father in the next picture on the screen)

S: Nami’s father.

T: Right. Nami’s father. What is he looking for?

S: His watch!

T: Yes, his watch. Where was it?

S: On the TV.

T: On the TV. And… In the..?

S: In the living room.

T: In the living room. Good. Correct. And What happened to him?

S: Uhh he.. fall..

T: He fell down because of …?

S: Nami’s pencil case.

T: Nami’s pencil case. Right. Yes. Some students said it was… It looks like a water bottle but actually it was her…?

S: Pencil case.

T: Yes, her pencil case and he fell down because of the pencil case. And what happened to him?

S: 꽈당. Shoes.. Pants…!@#$

T: What happened to his pants?

S: Pants.@##$ tear..

T: His pants was(sic) ripped. Right? So we can see his underwear.(laughing)

OK. Every body. Let’s look and listen to the dialog one more time. But this time you can see the script. OK?

(Video watching one more time.)

Finally, the teacher tried to check students' understanding by asking comprehension questions. Before that, the teacher noticed she didn't talk about the time setting. (At the beginning, the teacher didn't create rich characters and checked the time setting,) At first, the teacher tried to ask very open-type question such as how do you like it but she asked "Do you like this story?". Students answered very natural way, mumbling and the teacher very quickly narrow down her question for checking details. She asked the place first and then checked the time setting. She used very direct skills to draw students vocabulary and comprehension. She suggested incomplete sentence first to make her students can complete it. It worked not badly but students had not very high freedom of thinking. If the teacher asked "Tell me about the story.", students could try to explain the situation and compare their guess to the story. She also introduced preposition of location by asking "Where is _____?". Some students had some difficulties to understand the question or the story(context) but soon they found the right place. The teacher tried to introduce preposition matters naturally and students finally found out the usage by teacher's uptaking and recasting skills. "On the floor.... In the living room"

original data of look and listen - Miyeong.hwp

[kellogg]

Wonderful data, Miyeong! I've seen the "Mina" mistake very often--we weren't very careful about names when we wrote the book, I'm afraid!