Interpretation of Class Room Discourse - Assignment Example

LING937 ASSIGNMENT THREE (SEMESTER 2- 2009) INTERPRETATION ROOM DIS The assignment given emphasise upon the analysis of a given class room where the teacher instructs English language to the students whose primary language is not English. The objective of the teacher is to make the students expert in all the four aspects of language say, listening, reading, writing and speaking. The casual subjects put on discussion have a very serious intention to make the students familiarise with the least emphasised but the most important functions of the language. The assignment is divided to two parts. The first part deals with the interpretation of the classes and the second part deals with the proper method and methodology of how to teach English to non-speakers. The following pages are the transcript of the classes followed by the interpretation of the class room discourse and further methods to make the class effective. INTRODUCTION English is known as the ‘universal language’. But always, it is the most difficult language to teach because there are no rules in English without exceptional cases. Every region in the world has their own style and variety of English. No unity can arise regarding Communicative English in the present day world. The following pages are an attempt to view the language instruction and its particulars in a critical manner and also to share the standard method (if there is one) of English language instruction, Part 1- Interpretation of class room discourse PART 1 MAKING A LIST ‘Making a list is an activity based learning session conducted between about fifteen students and a female teacher. The complete activity is transcribed below (except a few names and unclear responses). The transcription is based on the movie segment showing the learning session. ‘T’, ‘S’, ‘I’, ‘R’ and ‘F’ represents teacher, student, initiation, response and feedback respectively. 1 T: when we go shopping what do we take with us? When we go shopping, what do I have to read, to tell me what to buy? Can you think what that is? What am I going to use? What is it? (T writes “shopping list” on the board) Shopping…. I (Direct Elicitation) Asking repeated questions to capture attention. The teacher has a perfect picture of what she wants as the answer for this question. All that she wants is to get the answer from her students. Also, the answer evoked from the students side bring in more attention. 2 S: list 3 T: list – you’re right – let’s read it again. 4 T and S in unison: shopping list R (Completion of the teacher’s phrase with partial understanding.) F( Teacher unites the students who have partially grasped the idea and makes it clear) The teacher works with the group of students and helps them comprehend the idea and give it a perfect form. 5 T: yes. What we’re going to do is, we’re going to look at our own shopping list and I’m - perhaps we’re going to go shopping on … Saturday. 6 S: Saturday 7 T: Saturday, and we need to find out what we are going to buy. And we’re going to have to put a tick, or a cross…. a tick like that, tick, or a cross (T draws tick and cross on board) …to tell us what we are going to buy on Saturday, when we go shopping on Saturday. So let’s have a look at what we are going to buy, our shopping list, and we’ll think about what we are going to buy now. (T hands out worksheets) I ( Addition of details to facilitate more I-R cycle) R( Repetition of the teacher’s idea) F( Affirmation of the students and giving instructions on how to perform the required task) The teacher adds details to the idea and makes a systematic approach towards the task. That is, with the help of the teaching aid (worksheets), she makes the students’ work easy yet more effective. 8 T: let’s have a look at the paper now and right at the very top we have got this, Let’s read it again and at the top of your paper …it says “shopping. …list.” 9 S: list, shopping list 10 T: right at the top 11 S: there 12 T: shopping list 13 T xxxxx? See it too? 14 T/S in unison: shopping list I( Instruction to the students are initiated) R F(Repetition) Capturing attention Affirmation of the concept The teacher invites attention of the students to the title of the paper given in order to make the concept clear to the whole class with no exceptions. 15 T: good. Now – let’s have a look to see what we are going to buy and put it in our trolley – in our shopping trolley 16 S: shopping trolley 17 T: let’s look... we are going to buy - what’s the first one that we are might buy? Shhhh… 18 S: sugar 19 T sugar, yes you‘re right! Are you going to buy sugar on Saturday? 20 S: Saturday 21 T: are you going to buy sugar on Saturday? 22 S: yes... yes… F(Positive evaluation and further addition of details) R F (positive evaluation) repetition/reformulation R( Repetition of the pre-known concept) Inquisitiveness maintained to bring in interest and attention. R The teacher and students have grasped the idea by this point. But as the students are in the basic level, she has to take care that none loses out the track in between. Her repetition and her eyes reaching each person are to make sure that every student in the class is getting the point and they are benefited. 23 T: if you’re going to buy sugar on Saturday, put a big tick in the box, beside sugar. (some inaudible student repetition in the background) If you’re not going to buy sugar you put a cross. Can you do that now? Put - if you re going to buy sugar - put a tick. 24 S: tick 25 T do you need sugar? 265 S: yes yes. 27 T: ok you put a tick in the box there Are you going to buy sugar John? 28 S: yes yes 29 T: ok you put a tick in the box there. F( The teacher makes the given instructions clear through explanation) R F ( This provides clarification of the form the teacher wants) R F(Repetition of instruction) Cued elicitation. R F(Affirmation of the instruction given) It is not necessary for the teacher to keep repeating the same concept again and again. But as the students are going through the basic state of English learning, it is necessary that the teacher insists upon repetition which is the basic and effective form of casual learning and understanding. 30 S: sugar… sugar… xxxxxxx tomato…. (T points at the page) 31 T now that we’ve ticked sugar, or put a cross against sugar let’s look at the next one, and what is it? What are…what are those things? (inaudible student response) 32 T: what are they – Angelina? 33 S oranges 34 T: oranges, well done! Who’s going to get oranges? Who’s going to buy oranges on Saturday? Randa, are you going to buy oranges on Saturday? 35 S: yes R( Response with respect to teacher’s dialogue) F( Completion of a given task and entrance to the next) I( Question to a specific person and the answer is expected from the person itself) R F( Appreciation for the completion of the task) F (Continuation to the given data in an organised way.) R The teacher completes the task of choosing sugar from a given list. Now, the teacher has to move on to the next item in the shopping list. As the students are familiar with the method now, she begins to choose students in specific and goes on with her teaching. 36 T: oh good! Well you can put a tick on that too. Who else is going to buy oranges? Tazabech? 37 S yes 38 T: yes? Everybody. Put a tick against oranges if you’re going to buy oranges – if you’re not, put a cross, like that. John, are you going to put a tick or a cross? 39 S: xxxx 40 T: which one? 41 S: xxxxx 42 T Are you going to buy oranges? 43 S: yes 44 T: you re going to put a tick. 45 S: yes. F (Appreciation to the correct answer for the question in the previous segment) F (Continuation with reference to the previous answers) R F ( Clarification of the concept and answer) I ( Introduction of a concept which stabilises the method in the students’ brain) R (Unconfident response) F(Feedback to make the answer clearer) R ( Unclear response) I ( Repetition of the question in a different way) R (The idea is clear to the student. So, he responds) F(Conclusion) R The teacher intends to make the students answer individually. The first set of questions are almost similar to the questions in the previous sequences whereas, when it comes to the questions asked to John, the student gets little confused. This is because; the students have grasped the sense rather than its meaning. Therefore, it is understood that, they are not really familiar with the language but to the gestures and sense given by the teacher. PART 2 READING SENTENCES. The teacher is off camera for most of this segment and the student speakers are not always visible. Student speakers have been transcribed simply as “S” without an attempt to identify who is speaking. The change of speaker can be only identified from the movie. Non-standard pronunciation has been marked in italics. The whole session is a one sided action with very less role to the teacher. There is a shopping bag and students have papers in their hands with sentences like ‘here is a banana’ along with a picture of banana drawn on it. This is a basic activity to practice reading and recognising simple words and things. 1 S: (reads) I will shopping 2 S: (reads) here is ay shopping bag 3 S: here here [inaudible student dialogues) 4 S: (reads) here is a banana 5 S/T: yes... Good… 6 S: (reads) hee is a chappick 7 S: cabbage… 8 T: cabbage 9 S: cabbage 10 S: (reads) here is a carrot 11 S: Yes 12 S: (reads) here is a pirr 13 S: Yes! 14 S: (reads) here is a patato 15 Ss: yes yes good 16 S: (reads) here... aeee 17 T: is 18 S: (reads) is beans 19 T: a bean 20 S a bean 21 T a bean... a bean yes 22 S: yes 23 S: (reads) here is tomato… 24 S: tomato xxxx 25 Ss: yes yes yes 26 S: (reads) here is ay book 27 Ss: yes yes yes xxxxx 28 S: here is eee ay jar 29 Ss jar jar jar 30 Ss yes yes yes 31 S: (reads) here is a 32 S: ay 33 S: (reads) sweet 34 Ss Very good! Sweet sweet sweet 35 Ss Yay! 36 S: (points to page) xxxxxx I (Incomplete phrase but it is recognisable from the video what the student exactly means. The student reads in out from a chit in his hand) R (Continuation) F ( Responds to the previous students) I F( Appreciation) R R (Self-correction) F(Reformulation) R (Repetition) R F R F R F R F (Reformualtion) R F (Reformulation) R F (Positive evaluation) R R R F R F R F F R R (Continuation) R F F ( Positive evaluation) R (With respect to the visual provided, the student searches in the bag and finds the money as per her chit) The activity is rather a monotonous and less active one. The teacher emphasises on the reading skill of the students and their identification skills. The picture of the concerned object is also drawn on the small sheet of paper given to each student. This is a good activity that would familiarize a lot of words to the group of students and also, it will increase the rapport between the students which would support the success of the programme. 37 S: (reads) Here is ze money – (laughter) see the money … 38 T: money, money 39 S: here is it……money? 40 S: money (laughter) 41 S: (reads) where money! My money! (Laughter and applause). R ( Reformulation) R (Excited response) F F F By the end of the activity everyone has moved on to casual style of the activity rather than that of a formal classroom atmosphere. It is important to notice that the students use English undeliberate with maximum discomfort as none of them are fluent in the language. This in course will make them better flexible in the language and this can be seen as an approvable method. PART 3 GOING SHOPPING This sequence focuses on two students, Mohammed and Zachary, who are selected by the teacher to perform the role play. In the transcript they are represented as M and Z, while other unidentified (and usually off camera) students are represented as S. The teacher’s assistant, Irene is shown as (I). In this basic transcription, overlapping dialogue has not been indicated. 1 T: now that we’ve finished our shopping list – our own one, we’re going to do some practice at the AMES supermarket and I’m going to get Mohammed and Zachary… they’re going to go shopping with the shopping bag. 2 S: shopping bag 3 T: shopping bag and they’re going to take their shopping list 4 S: shopping list 5 T: and they re going to go shopping with Irene down at the AMES supermarket down the back. Mohammed, could I have you and Zachary could you come and help us please? I’ll give you the shopping bag 6 S: shopping bag 7 T: and I’m going to give Zachary the shopping list and I wonder if you can go shopping together… 8 Z: ok 9 T: …with Irene down the back (Students go to “supermarket” at the back of the room) I ( Introduction of a new activity) R (Repetition) F ( Affirmation of the idea) or R ( Addition of details to the concept) R ( Repetition) I( addition of new details to make the concept clearer) I R F ( Summarisation of the introduction) The teacher introduces a new activity to the students where they have to move to a super market and shop. This is the enacting of a real life situation. All the students move to the supermarket behind the class room to watch the process. This is indeed a systematic way to teach how to deal with people in real life situations. 10 I: hello 11 M: hello 12 I: how are you today? 13 Z: how are you? 14 I: how are you? 15 M: how are you? I (Formal greeting) R I R R R This sequence shows how to greet people when someone meets them outside. Though not the correct form of formal greeting, it is an attempt to learn the etiquettes to be kept outdoor. 16 I: what is on your list today? (Z picks up apples without speaking) 17 S: apples 18 I: apples 19 M: abouss 20 Z: apple I R (Response to Irene) F ( Affirmation) R (Repetition) R ( Repetition) Irene wants an answer in correct English while Mohammed and Zachary are less fluent in the language. That is well visible in the way they behave in the segment. (I looks at list) (Z reaches for yoghurt without speaking) 21 I: yoghurt 22 Z: yoghurt (Z reaches for bread without speaking) 23 I: bread 24 M: bread 25 Z: tea (I passes tea to Z) 26 I: good 27 M: car rot 28 I: carrots I ( gives Z three carrots) 29 Z: thank you. 30 M: carrots. 31 I: to both of them) good thank you. 32 M: thank you 33 I: goodbye 34 M: bye bye (waves) 35 I: bye, see you next time Students return to front of class. ) I R I R I I (Positive Evaluation) I R ( Reformulation) F R (Repetition) F (Formal gratitude and greetings) R The students do not read out the words and Irene is trying to support them. The students begin to ask for what they want and Irene appreciates them for that. They buy what they need, thank them and move on. 36 M: hello 37 T: hello, hello Zachary where have you been? 38 M: aaa eee 39 Y: have you been shopping? 40 M: (points to bag) shopping 41 T: and what did you buy? what did you buy? 42 Z: xxx 43 T: can I have a look? is this your shopping list? 44 M: shopping… 45 T: list 46 M: list I( Greeting) R R F ( Scaffolding) R ( Response to the teacher) I R I (Attempt to converse with the students) R Mohammed and Zachary are back to the class and teacher tries to converse with them. The lack of language fluency affects free conversation here also. 47 T: what did you buy? you bought….. 48 M: abuss 49 T: apples? where’s the apples where’re the apples (M takes out an apple) 50 T: good, yes. what else did you buy? (T and M look at list together) 51 M: yo o ooooghurt 52 T: yoghurt 53 M. yoghurt 54 T: good and…. 55 M: bre bre 56 T: bread. yes good… and…. 57 Z: tea 58 T: tea, yes 59 M: tea and .. 60 M: carrot 61 T: carrots! well done! you’re right! that’s great! I R F F (Positive Evaluation) I R F (Reformulation) F (Positive Evaluation) R F (Reformulation and Positive Evaluation) R F R R F (Reformulation and Positive Evaluation) The segment deals with the discussion of what was shopped from the super market. The positive approach of the teacher and her encouragement for Mohammed and Zachary to speak out are noticeable. Part 2- Teaching Communicative English in a second language class room Teaching English in a second language class room has never been an easy task. The students all over the world have their own style and approach towards the language and the regional variations more or less spoil the unity of the standard language. The previous statement cannot be misinterpreted as the people with English as mother tongue speak perfect English. ‘Queen’s English’, the variety of English seen as the standard form is spoken by a very minor part of the population of Europe. When it comes to language instruction, the teacher has to try his/her best to pull out the regional influence in the accent and grammar of language plus they should pass to the students the genuineness of the universal language. Students aim to learn English mainly for a couple of reasons: 1) To communicate globally with ease with the help of a common medium. 2) For better opportunities in career and life With any of the reasons above, there is one thing that the student must take care of; he/ she has to take up the language right from root to tip with maximum effort so as to make their English language skills go at least close to the standard form of English. Teaching procedure and role of teachers and students Teaching English cannot be as systematic as teaching science or mathematics. The teacher should take up all the steps to initiate, organize, comprehend, fix and remember the spellings, pronunciation, sentence construction and grammar rules in a proper way. This doesn’t mean the student should by heart the thesaurus or get a master degree in phonetics. Instead, it means the student should be an expert in all the four basic skills- listening, reading, writing and speaking English with the proper effort and function of the respected teacher. Teaching procedure cannot be explained in a single article or book because, teaching is an art in which the teacher keeps on getting perfect till the end of their time. But some general guidelines can be provided to make sure that the student learns the teacher’s concepts and grasp at least more than half of the idea in an advisable way. 1) The learning of English communication must begin from the alphabetic level. The alphabets taught in the basic classes are often pre-modified to the teacher’s accent and pronunciation. There are very less people who are able to speak out the alphabets correctly thanks to their kindergarten teachers. Once the alphabets get the right accent, the first step is perfect. Eg: many times, ‘F’ is pronounced as ‘yef’ by the students rather than its correct ‘eif’ pronunciation. Such students will certainly mispronounce the words containing the particular letter. 2) After the alphabetic level, the basic rules of word pronunciation shall be given out. The greatest difficulty in this phase is regarding the exceptions. Everything in English has exceptions. For eg, the rule that ‘r’ followed by a vowel mustn’t be pronounced has a lot of examples like ‘r’ as in ‘car’, ‘poor’, ‘bar’ etc and a lot more exceptions like ‘father’, ‘very’ etc. This simply means English learning will not work without observation and common sense. 3) The rules of grammar should be taught to the students through practice than through by-heart method. Grammar taught through texts and reproduced in the examination paper will never reach its effect inside the student’s brain. Therefore, it is very important that the students learn them through practice rather than from a paper. There should be student interactions and activities to teach grammar in a sensible way. 4) Sentence construction often has a hidden influence of the student’s mother tongue. This is because, the language system in their brain is programmed to that particular sentence construction system. While leading with a second language, there is a tendency to think in mother tongue and translate it. This direct translation will make the sentence form wrong. For eg, English language has an S-V-O (subject-verb-object) based sentence construction. But there are many languages the sentence form is in S-O-V structure. Such a student may make the sentence, ‘I cow see’ than the correct ‘I saw a cow’ statement. Such mistakes should be pulled out in the root itself to make the sentence construction phase easy to them. 5) When it comes to a longer conversation, there will be a lost of problem regarding continuity, spoken accent etc. It would be difficult for the students to capture the rhythm of speech accordingly and follow. Therefore, the teacher has to familiarize the students with longer conversations with the help of audio-visual aids and make them friendly with the language. No language can be taught through text books and class rooms but through familiarization and practice. 6) Once the students reach the phase where they can try conversations on their own, the teacher has to help them recover from the initial hesitance to speak out and feeling of inferiority of making mistakes on speech. Once they are out of this stage, they are on the track to make perfect English speaking persons. Assessment in an English class room It is very difficult to bring in a system that would properly assess the level of expertise in language learning. Reading segment needs familiarization with the language for better performance, writing needs it too, listening needs a lot of time and patience to understand and speaking is a case above all these. Therefore, in order to make the assessment systematic, the tests shall be conducted in a level based manner. That is, it is senseless to conduct a sentence construction based test as soon as the students learn to read sentences. Instead, there shall be word building, word reading or even sentence reading sessions. This would prepare the student for the next level in advance. In all the language examinations, half the loss of marks comes from lack of confidence or feeling of inferiority. This should be understood and considered by the teacher and they should act friendly with the student so as to bring out his/her quality performance. If the English teacher acts like physics teacher stubborn for perfection, his batch of students will be the worst of all. A part of the marks must come from internal assessment. That is, it should be based on the student’s performance in class. This would make the class more active and would add to the quality building of the batch of students. Above all, the assessment would be successful only with a good teacher-student relationship. That is, a friend is better than a stranger in the examination hall for the English examination so that all the four aspects shall be examined easily with no hesitation from both the students’ and teachers’ sides. Comparison of the Standard English class room with the analysed class The classes given as video sequences were properly analysed and compared with a Standard English teaching class room. The following conclusions were made between the two classes. 1) A Standard English class room is where the students have the major role and the role of the teacher is just as a guide to the world of the new language. The teacher in the analyzed class room is right in this aspect. 2) The teacher should be able to evoke interest and expertise in the students regarding the new language. He/she should be able to let the students grow with their own effort. Here, the teacher is a bit over-supportive so that the students wait for the answer from the teacher’s side rather than thinking or finding out an answer on their own. (eg. Extracts 39-44 in ‘Making a List’) 3) The activity oriented language class room is a good concept. But the activities provided here are too basic. It can be justified as the students are basic learners. But, there is an extend to which such grown up students can fight boredom of such a simple aspect. Therefore, the same activity should be carried out in a better, mature way than being like primary school students. A good English class room is always student oriented as discussed before and the class room analysed here must grow in that aspect. 4) The active participation of each student must be made sure. It is lacking to an extend in all the three classes. 5) The teacher in the analyzed class has made minimum utilization of black board. It cannot be justified on any grounds. The students as understood from the video are of basic standard and they may not know many of the words or concepts discussed. When a word is given to one of the students, the whole class should benefit out of it. Black board is an inevitable requirement in such situation. The teacher should have taken this aspect into her consideration. 6) Pronunciation is a very important part of any language and especially English. Any teacher who wants their students to speak proper English must ensure that the students give out the words with the right pronunciation. The teacher in the analysed class gives least consideration to the regional accented English spoken out by the students. It must be corrected from the first point itself in order to maintain the right form of English once they begin to speak fluently. 7) The teacher emphasizes on her concept than the students’ interest and ideas. It is bad to notice that the contribution of the students to the class topic is almost zero percent. 8) Real objects are used to teach the objects’ name. This is a good method which would help the students to remember and relate the object and its name. 9) Manners in speech are least considered in class. This is not a good thing to do. There are a lot of interruptions when some one speaks, a lot of noise and murmurs and lack of discipline. Discipline taught in the beginning will remain till the end, so is indiscipline. 10) The enthusiasm to learn is visible within the students. It is an important requirement for the success of any class and the analysed class rooms are perfect in this aspect. Reference: 1) Harold Byron Allen, Russell N. Campbell, Teaching English as a second language: a Book of readings 2)TOEFL ,accessed on 16th November, 2009 available at URL http://en.wikipedia.org/wiki/TOEFL 3) Wallace L. Goldstein, Teaching bibliography English as a second language: an Annotated bibliography APPENDIX Assignment 3 Transcripts PART 1 MAKING A LIST Not all the student responses have been transcribed in this section because some are inaudible. These have been marked xxxxxx. 1 T: when we go shopping what do we take with us? when we go shopping, what do I have to read, to tell me what to buy? can you think what that is? what am I going to use? what is it? (T writes “shopping list” on the board) shopping…. 2 S: list 3 T: list – you’re right – let’s read it again. 4 T and S in unison: shopping list 5 T yes. What we’re going to do is, we’re going to look at our own shopping list and I’m - perhaps we’re going to go shopping on … Saturday. 6 S: Saturday 7 T: Saturday, and we need to find out what we are going to buy. And we’re going to have to put a tick, or a cross…. a tick like that, tick, or a cross (T draws tick and cross on board) …to tell us what we are going to buy on Saturday, when we go shopping on Saturday. So let’s have a look at what we are going to buy, our shopping list, and we’ll think about what we are going to buy now. (T hands out worksheets) 8 T: let’s have a look at the paper now and right at the very top we have got this, let’s read it again and at the top of your paper …it says “shopping. …list.” 9 S: list, shopping list 10 T: right at the top 11 S: there 12 T: shopping list 13 T xxxxx? See it too? 14 T/S in unison: shopping list 15 T: good. now – let’s have a look to see what we are going to buy and put it in our trolley – in our shopping trolley 16 S: shopping trolley 17 T: let’s look .. we are going to buy - what’s the first one that we are might buy? shhhh… 18 S: sugar 19 T sugar, yes you ‘re right! are you going to buy sugar on Saturday? 20 S: Saturday 21 T: are you going to buy sugar on Saturday? 211 S; yes .. yes… 23 T: if you’re going to buy sugar on Saturday, put a big tick in the box, beside sugar. (some inaudible student repetition in the background) if you’re not going to buy sugar you put a cross can you do that now? put - if you re going to buy sugar - put a tick. 24 S: tick 25 T do you need sugar? 265 S: yes yes. 27 T: ok you put a tick in the box there are you going to buy sugar John? 28 S: yes yes 29 T: ok you put a tick in the box there. 30 Ss: sugar… sugar… xxxxxxx tomato…. (T points at the page) 31 T now that we’ve ticked sugar, or put a cross against sugar let’s look at the next one, and what is it? What are, what are those things? (inaudible student response) 32 T: what are they – Angelina? 33 S oranges 34 T: oranges, well done! who’s going to get oranges? who’s going to buy oranges on Saturday? Randa, are you going to buy oranges on Saturday? 35 S: yes 36 T: oh good! well you can put a tick on that too. who else is going to buy oranges? Tazabech1? 37 S yes 38 T: yes? everybody. put a tick against oranges if you’re going to buy oranges – if you’re not, put a cross, like that. John are you going to put a tick or a cross? 39 S: xxxx 40 T: which one? 41 S: xxxxx 42 T are you going to buy oranges? 43 S: yes 44 T: you re going to put a tick. 45 S: yes. PART 2 READING SENTENCES. The teacher is off camera for most of this segment and the student speakers are not always visible. Student speakers have been transcribed simply as “S” without an attempt to identify who is speaking. You will have to view the movie to identify when the speaker changes. Non-standard pronunciation has been marked in italics. 1 S: (reads) I will shopping 2 S: (reads) here is ay shopping bag 3 S: here here [inaudible student dialogues2) 4 S: (reads) here is a banana 5 S/T: yes.. good… 6 S: (reads) hee is a chappick 7 S: cabbage… 8 T: cabbage 9 S: cabbage 10 S: (reads) here is a carrot 11 S: Yes 12 S: (reads) here is a pirr 13 S: Yes! 14 S: (reads) here is a patato 15 Ss: yes yes good 16 S: (reads) here .. aeee 17 T: is 18 S: (reads) is beans 19 T: a bean 20 S a bean 21 T a bean.. a bean yes 22 S: yes 23 S: (reads) here is tomato… 24 S: tomato xxxx 25 Ss: yes yes yes 26 S: (reads) here is ay book 27 Ss: yes yes yes xxxxx 28 S: here is eee ay jar 29 Ss jar jar jar 30 Ss yes yes yes 31 S: (reads) here is a 32 S: ay 33 S: (reads) sweet 34 Ss Very good! Sweet sweet sweet 35 Ss Yay! 36 S: (points to page) xxxxxx 37 S: (reads) Here is ze money – (laughter) see the money … 38 T: money, money 39 S: here is it……money? 40 S: money (laughter) 41 S: (reads) where money! my money! (laughter and applause). PART 3 GOING SHOPPING This sequence focuses on two students, Mohammed and Zachary, who are selected by the teacher to perform the roleplay. In the transcript they are represented as M and Z, while other unidentified (and usually off camera) students are represented as S. The teacher’s assistant, Irene is shown as (I). In this basic transcription, overlapping dialogue has not been indicated. You may like to identify instances if this if they are relevant to your discussion. 1 T: now that we’ve finished our shopping list – our own one, we’re going to do some practice at the AMES supermarket and I’m going to get Mohammed and Zachary… they’re going to go shopping with the shopping bag. 2 S: shopping bag 3 T: shopping bag and they’re going to take their shopping list 4 S: shopping list 5 T: and they re going to go shopping with Irene down at the AMES supermarket down the back. Mohammed, could I have you and Zachary could you come and help us please? I’ll give you the shopping bag 6 S: shopping bag 7 T: and I’m going to give Zachary the shopping list and I wonder if you can go shopping together… 8 Z: ok 9 T: …with Irene down the back (Students go to “supermarket” at the back of the room) 10 I: hello 11 M: hello 12 I: how are you today? 13 Z: how are you? 14 I: how are you? 15 M: how are you? 16 I: what is on your list today? (Z picks up apples without speaking) 17 S: apples 18 I: apples 19 M: abouss 20 Z: apple (I looks at list) (Z reaches for yoghurt without speaking) 21 I: yoghurt 22 Z: yoghurt (Z reaches for bread without speaking) 23 I: bread 24 M: bread 25 Z: tea (I passes tea to Z) 26 I: good 27 M: car rot 28 I: carrots I ( gives Z three carrots) 29 Z: thank you. 30 M: carrots. 31 I: to both of them) good thank you. 32 M: thank you 33 I: goodbye 34 M: bye bye (waves) 35 I: bye, see you next time Students return to front of class. 36 M: hello 37 T: hello, hello Zachary where have you been? 38 M: aaa eee 39 Y: have you been shopping? 40 M: (points to bag) shopping 41 T: and what did you buy? what did you buy? 42 Z: xxx3 43 T: can I have a look? is this your shopping list? 44 M: shopping… 45 T: list 46 M: list 47 T: what did you buy? you bought….. 48 M: abuss 49 T: apples? where’s the apples where’re the apples (M takes out an apple) 50 T: good, yes. what else did you buy? (T and M look at list together) 51 M: yo o ooooghurt 52 T: yoghurt 53 M. yoghurt 54 T: good and…. 55 M: bre bre 56 T: bread. yes good… and…. 57 Z: tea 58 T: tea, yes 59 M: tea and .. 60 M: carrot 61 T: carrots! well done! you’re right! that’s great! Read More