Sunny-midterm exam 2

[Sunny]

You suggested me think about what the teacher could've done to elicit more conceptual thinking in the data 4 of the midterm exam 1.  (That means I don't have to do the homework with one of the data of exam 2?)

(Data FOUR: Potential concept = plans for the afternoon) 

KT: Chris and I will go swimming this afternoon. Can you go swimming with us? 

S: No. 

KT: No? 

Ss: (laughing) 

S: (looking at the board) Sorry, I can't. 

KT: Why not? Why not? Why? 

S: No ... *&^%^& 

KT: No swimming suit? No 수영복? 

Ss: (laughing a lot) 

KT: No 수영복? No swimming suit? 

KT: Why not? How about skating? Let's go skating. Can you skate? 

I thought of other questions the teacher could've asked in order to raise the level of thinking to a higher level when the teacher changed swimming to skating.

Instead of asking "Let's go skating. Can you skate?", I would've asked "Can you skate?" and then "Can you go skating with us?" in order. To make the student feel sorry about not taking any invitations from the teacher, the teacher could keep asking such as "Can you go playing soccer with us?", "Can you go skiing with us?", etc.

Then the students would feel like to show "regret" at the necessity of a refusal, so the student finally could use the expression‎ "Sorry, I can't" at the level of conceptual thinking.

That's because the teacher wants to have the student respond the same way which is "Sorry, I can't."

To prevent the student from being confused, I think the teacher should've used the same structure.

So before using a different sturucture of invitation which is "Let's go ~ing.", it would've been better if the teacher asked "Can you go ~ing with us? first.

However, on second though, if the teacher asks "Can you skate?", the student probably would answer with "No" given the "history".