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KT: Yes. Look at the picture in the book. Let us look at the picture in your book. KT: What do you see? Ss: ... KT: Who do you see? S: Him... 아, He. The child is NOT uttering the character's name. What is the child trying to do? Why doesn't she succeed? S: 진호 FT: 진호 KT: 진호 Why do BOTH teachers uptake this? Why do they BOTH ignore the first answer? What does this tell us about their aims? KT: Joon. Ss: 진호, 준, 미나, Anna, Ann. Why and how do the children produce "Anna"? KT: Anna? What is the teacher doing here? Is it an uptake or a recast? S: Ah, Ann. KT: Jinho, Joon, and...? Ss: Ann. KT: Ann. FT: Alright. |
After checking the characters, the teacher asks an open-type question ("What are they doing?"). It makes students approach the main subject of dialogue. After getting right answer, the teacher uses an closed-type question like this ("They are...?) to check understanding.
KT: Then what are they doing? Look at the TV. S: Going to swimming? S: Hiking. S: Camping. Ss: Swimming. Swimming pool. KT: They are ... ? |
The teacher asks questions about backgrounds such as the weather, the place, the time and so on. For example, the teacher asks ("Is it morning or afternoon") or ("This is their school?"). Good. Is this ANOTHER instance of the "open-closed" strategy? Why? Why not? And the students try to set the scene on the basis of the picture in the text book. The teacher uses why questions that help students behold the scene in detail.
KT: Then how's the weather ... how's the weather is it? S: Very hot. KT: Very ... ? Ss: Hot. Very very very hot. KT: It's very hot. Is it morning or afternoon? Ss: Morning/ Afternoon. KT: Morning or afternoon? Ss: Afternoon. KT: Why do you think it's afternoon? S: Because .. here is ... sun is in ... sky. KT: Sunny? Sunny is BIG sunny? (sic) S: No, the sun is ... KT: The BIG sun is in the sky? The big sun is in the middle of the sky? S: No. KT: That's because ... that's why it's afternoon? Chris, what do you think? FT: I think it's afternoon. KT: Do you think it's afternoon? FT: Yes. KT: Why? FT: I think they are leaving school. KT: They are leaving school? FT: In the afternoon. And it's really hot. KT: (point to the picture) This is their school? |
When you INTERPRET data, you have to introduce it. You then have to slice it and dice it. And finally, you need to EXPLAIN it. That gives you a kind of "sandwich", and it means you NEVER end a question with data.
When you make a sandwich, you need TWO pieces of bread. A sandwich without a bottom is just meat on the floor!
2. HOW DOES THE TEACHER CREATE THE CHARACTERS?
The teacher asks the character's names. The teacher uses material questions ("What are they doing?), mental questions ("Do they look happy?"), ("What are they thinking?") and verbal questions ("So, they say?").
Good. But notice that the only thing which connects these two sentences is that they share a common subject "the teacher". The teacher does this. And then the teacher does that.
Actually, these two actions are linked, and they are not only linked to each other, but they are linked to your title: "How does the teacher create the characters?" Remember we said in class that a character is not simply a NAME.
Lydia Ginzburg says this:
"The literary character is a series of manifestations of a single individual or of references to him. The depiction of that individual’s words, actions, external features, and internal conditions, the narration of events connected to him, and the authorial analysis of it gradually accumulate to the point where they coalesce into a definite entity capable of functioning in a variety of situations. The formal sign of that entity is the character’s name." (1991: 222)
Now, let's look at Seonyeong's two sentences again.
HOW DOES THE TEACHER CREATE THE CHARACTERS?
The teacher asks the character's names. The teacher uses material questions ("What are they doing?), mental questions ("Do they look happy?"), ("What are they thinking?") and verbal questions ("So, they say?").
We can make them much more coherent if we UPTAKE the title and link the two sentences together. Like this:
"The teacher creates the characters not just by asking the names but by using material questions, material questions ("What are they doing?), mental questions ("Do they look happy?"), ("What are they thinking?") and verbal questions ("So, they say?").
We can then LINK this to the broader theoretical point made by Ginzburg. Like this:
"Together with their answers, these questions create a 'depiction of that individual’s words, actions, external features' (Ginzburg, 1991: 222)."
Then they become intimate with the characters. When students have trouble answering the questions, the teacher shows interest in some characters and makes students observe what the characters do in the picture.
Good.
KT: (pointing to the picture on the screen) Do they look happy? Ss: No! KT: No, they are not happy now. They are ...... S: They are ... KT: They are feeling terrible. S: Yeah.
KT: Ann and Joon ... Look at Ann and Joon. They are now ... wow... excited. S: They are swimming. KT: They ... What is that? Joon is swimming ...in the air? S: Yes. KT: Not in the water? S: Yes. S: Joon is &^%$ KT: Yeah, they are excited. S: So Jinho is very ... KT: Oh, look at Jinho. Jinho is not ... that happy now. |
Good. Now, the obvious thing to do here is to follow this up with a "Why" question. If you look at the data, though, you see that's now what happens.
KT: Oh, look at Jinho. Jinho is not ... that happy now.
S: 어 ...
S: He can't.
KT: Do you think he can not swim very well?
S: Yeah.
KT: Aha
S: Teacher, Joon ...(pointing Joon in the video) wearing very hot.
S: 아... 하하. Yes!
S: Jumpers
S: 맥주병 (He can never swim)!
Sure enough, the teacher succeeds in getting MULTIPLE answers. Which one will she choose? Which one is most promising? Which one would you choose? Which one would you NOT choose?
Unfortunately, the teacher chooses one of the least promising ones!
KT: Aha, do you think he's wearing ... (pointing to Joon) it's a jumper?
S: Yes.
KT: Winter jacket?
S: Yeah. 하하하~
KT: That's why he's so hot.
S: Yes.
And THEN she plays the video without the sound.
The teacher plays the video without sound. She points to some characters and asks what the characters do and what they say. Students try to guess and understand the characters. Moreover. they can utter the key expression by themselves.
KT: (replaying the video and pause) 어, (pointing to Ann) what is she saying? |
When you INTERPRET data, you have to introduce it. You then have to slice it and dice it. And finally, you need to EXPLAIN it. That gives you a kind of "sandwich", and it means you NEVER end a question with data.
When you make a sandwich, you need TWO pieces of bread. A sandwich without a bottom is just meat on the floor!
3. HOW DOES THE TEACHER CHECK UNDERSTANDING?
The teacher encourages the students to retell the story. The teacher asks some questions that encourage the students say what they heard from dialogue like (“What did you hear?”). The students show their understanding and utter the key expressions naturally.
KT: Who can tell me about the story? What did you hear? Ss: (raising hands) KT: 재인? Thank you. You go first. Tell us about the story. What happened? S: Ann say "Let's go swimming." (sic) |
What about the error ("Ann say")? Does the teacher uptake? Does she recast? What does she do and why?
Have a look!
S: Ann say "Let's go swimming."
KT: Who says?
S: Ann.
KT: Ann says. Ann suggested "Let's go swimming."
Is it uptake? Is it recast? Above all, is it effective? Why or why not?
When students have trouble retelling, she put some questions that help the students keep completing the story.
KT: And? What happened? S: So they go to swimming pool. S: And they ... they swim ... 아, ... they swim ... then ... Jinho win. KT: Jinho won the race ... swimming race? S: Yes. KT: Good. Who ... who can swim very well? |
The teacher divides the class of 2 teams and gives opportunity to retell the story by turns. Then the students have an interest in retelling the story and uttering one thing or several things related to the key expression.
Good.
KT: Line. Line. Line by line. S: Ok. S: Group! KT: This line is team 1. The second line is team2. KT: One point. One point. KT: 경원, how about you ? Can you try that? S: No. KT: No? 승원! Tell me about the story. |
When you INTERPRET data, you have to introduce it. You then have to slice it and dice it. And finally, you need to EXPLAIN it. That gives you a kind of "sandwich", and it means you NEVER end a question with data.
When you make a sandwich, you need TWO pieces of bread. A sandwich without a bottom is just meat on the floor!