Questioning strategies by teachers at preschool level and patterns of student responses the case of grapeseed english curriculum

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER QUESTIONING STRATEGIES BY TEACHERS AT PRESCHOOL LEVEL AND PATTERNS OF STUDENT RESPONSES: THE CASE OF GRAPESEED ENGLISH CURRICULUM Supervisor: Phạm Thanh Thủy, M.Ed Student: Nguyễn Hải Yến Course: QH2013.F1.E2 HÀ NỘI – 2017 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP CHIẾN LƯỢC ĐẶT CÂU HỎI CỦA GIÁO VIÊN TIẾNG ANH Ở BẬC MẦM NON VÀ ĐẶC ĐIỂM PHẢN HỒI CỦA HỌC SINH NGHIÊN CỨU VỚI CHƯƠNG TRÌNH TIẾNG ANH GRAPESEED Giáo viên hướngdẫn: Phạm Thanh Thủy Sinh viên: Nguyễn Hải Yến Khóa: QH2013.F1.E2 HÀ NỘI – 2017 I hereby state that I: Nguyễn Hải Yến, QH2013.F1.E2, being a candidate for the degree of Bachelor of Arts (Fast-Track programme) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date Supervisor’s Signature Date ACKNOWLEDGEMENTS On submission of the graduation paper, I would like to express my gratitude towards GrapeSEED English Curriculum Vietnam, the teachers and the schools who have supported me with dedication and open-mindedness Without their cooperation, this paper could hardly be fulfilled at all Besides, I would like to thank my supervisor, Ms Pham Thanh Thuy for her patience and tolerance throughout the process I also received great support from the jury members, Ms Doan Thi Thu Trang and Mr Nguyen Chi Duc, whose critical comments helped me revise my work with grounded theory and arguments Above all, I would like to dedicate this graduation paper to my dearest family and friends who have always embraced me with love and encouragement during years of student life i ABSTRACT For foreign language learners, especially young learners at kindergarten level, classroom interaction seems to be their only source of communication, most of which is initiated by teacher questions On the belief that good questioning strategies facilitate language development, the researcher conducted this study to investigate questioning strategies by teachers at preschool level and patterns of student responses The study worked with GrapeSEED English Curriculum, a Japan-based English program for children between and 12 years old In the study, teachers’ perceptions on questioning strategies (data collected via personal interview) were analyzed in comparison with their classroom practice (data collected via observation) Besides, patterns of student responses in terms of word length and syntactic complexity were revealed in correspondence with teacher questions The participants were GrapeSEED Unit teachers and students who had their classes periodically recorded for research purposes The findings suggested a desirable consistency between teachers’ perceptions and their practice: that teachers employed more display to referential questions at the beginning of the course and gradually increased the number of referential questions towards the end In reply to teacher questions, students tended to provide responses with longer and syntactically complicated utterances compared to those display questions Nevertheless, it was noticeable that the quality and quantity of student responses could be improved as a result of teachers’ instructions using display questions to reshape student responses This practice, thereby, restates the role of display questions in classroom interaction, especially at kindergarten level as well as raises concern over the authenticity of classroom interaction, as recommended by theories of communicative language teaching ii TABLE OF CONTENTS ACKNOWLEDGMENTS ABSTRACT CHAPTER 1: INTRODUCTION Problem statement and rationale Research questions Significance of the study Scope of the study Organization of the study CHAPTER 2: LITERATURE REVIEW Teacher questioning 1.1 Definition 11 1.2 The purposes of teacher asking questions in EFL classroom 12 1.3 Taxonomies of teacher questions 14 English as a Foreign Language at preschool level 2.1 The importance of EFL at preschool level 15 2.2 Preschool children as language learners 15 2.3 Teaching English as a foreign language at preschool level 16 2.4 EFL at preschool level in Vietnam 17 GrapeSEED English Curriculum 3.1 Background information 17 3.2 GrapeSEED class procedure 18 Related studies 18 CHAPTER 3: RESEARCH METHODOLOGY Selection of participants 1.1 The participants 22 iii 1.2 Justification for the selections of participants 22 Research instruments 2.1 Observation 23 2.2 Interview 24 Procedures of data collection 3.1 Observation 24 3.2 Interview 25 Procedures of data analysis 4.1 Observational data 4.1.1 Text 25 4.1.2 Teacher questions and student responses 26 4.2 Interview data 28 CHAPTER 4: FINDINGS AND DISCUSSION Observational data 1.1 Lesson-based analysis 29 1.2 Progression throughout the course 1.2.1 The distribution of teacher questions 34 1.2.2 The syntactic complexity of student responses 36 1.2.3 Word length of student responses 37 Interview data 2.1 Teachers’ perception on questioning strategies 2.1.1 Purposes of questioning strategies 38 2.1.2 Influences of questioning on students’ language development 39 2.2 Teachers’ reflection on their classroom practice 2.2.1 The distribution of display and referential questions 39 2.2.2 Practicing full sentence responses 40 iv CHAPTER 5: CONCLUSION Empirical findings 41 Implications 42 Limitations and suggestions for further study 43 REFERENCES 45 APPENDIX A: Consent form to participants 49 APPENDIX B: Lesson plan for observation 51 APPENDIX C: List of interview questions 52 APPENDIX D: Interview transcript 53 APPENDIX E: Classroom interaction transcript 60 v LIST OF TABLES, FIGURES, AND ABBREVIATIONS List of figures Figure 1: Distribution of teacher questions – Lesson Figure 2: The proportion of fragment responses to display and referential questions Lesson Figure 3: Word length of student responses – Lesson Figure 4: Distribution of teacher questions – Lesson 25 Figure 5: The proportion of fragment responses to display and referential questions Lesson 25 Figure 6: Word length of student responses – Lesson 25 Figure 7: Distribution of teacher questions – Lesson 42 Figure 8: The proportion of fragment responses to display and referential questions Lesson 42 Figure 9: Word length of student responses – Lesson 42 Figure 11: Distribution of teacher questions – Course progression Figure 12: Syntactic complexity of student responses to teacher questions – Course progression Figure 13: Word length of student responses – Course progression List of abbreviation EFL English as a foreign language R: researcher ESL English as a second language I: interviewee T teacher Ss groups of students/whole class S unidentified student (…) non-verbal actions […] speech overlaps [[…]] simultaneous speech vi ACKNOWLEDGEMENTS On submission of the graduation paper, I would like to express my gratitude towards GrapeSEED English Curriculum Vietnam, the teachers and the schools who have supported me with dedication and open-mindedness Without their cooperation, this paper could hardly be fulfilled at all Besides, I would like to thank my supervisor, Ms Pham Thanh Thuy for her patience and tolerance throughout the process I also received great support from the jury members, Ms Doan Thi Thu Trang and Mr Nguyen Chi Duc, whose critical comments helped me revise my work with grounded theory and arguments Above all, I would like to dedicate this graduation paper to my dearest family and friends who have always embraced me with love and encouragement during years of student life i T: This is? you point and everyone will sing, follow Harley S: car Ss: Five red cherries, five purple grapes T: car Five yellow lemons, on a plate Ss: car Five bananas, five green apples, too Ss: behind Lots of fruits, for me and you! T: behind The end Ss: behind T: In my family, my mother likes fruits but my father doesn’t, he just likes fish In your family, who likes fruits? Ss: wait T: wait S: My daddy and my mommy like fruits Ss: wait T: Oh, so what fruits does your mommy like, you know? T: You can say wait, very nice The story is… Ss: Me, too S: Mommy likes bananas and daddy likes bananas too T: I want to listen to boys and girls tell the story Let’s start with David T: I see, your daddy likes bananas, too How about Philip’s family? Do they like fruits? S: Don and johns were friend Don was a big beet and John was a little beet S: No T: Both your mother and your father don’t like fruits? What your mother and father like? One day, Don and John went out for a walk John was always behind Don Don walked fast and John walked slow “Wait for me!” called John S: Mommy and daddy like vegetables T: Good Nancy T: Oh, is it? What vegetables they like? S: The two beets walked uphill and then downhill They walked here and there They walked near and far S: Mommy and daddy like pumpkin and broccoli, carrots and lettuces T: really good Philip T: OK, now say, beet S: As they walked, Don said “I am glad you are my friend!” Ss: beet Ss: mud “Me, too”, said John “Nobody has such a good friend as you” T: mud “And those other beets don’t have a friend like you!” said Don Ss: mud T: Thank you that’s nice Harley 169 S: “Help”, someone yelled, “we’re over here!” “Yes, let’s that! Then the chairs will be just right!” “Look over there! Let’s see if we can help!” T: OK, after Philip, Harley T: Tuby, please S: “Thank you for dinner, Mrs Broccoli!” S: “I’ve never seen so much mud”, said Don “I will help you, Mrs Broccoli”, said Don Good bye! The boys waved good bye to Mrs Broccoli and to all the little broccolis “Me, too”, said John “Now we’re going back home again”, said Don “And then I’m going to bed.” They pushed on the car They pulled on the car Whoosh! The mud let go of the car Phew, that was hard work “Me, too”, said John The end S: “Now we are all dirty”, said Don “And I’m thirsty” T: OK, now boys and girls, what does Mrs Broccoli have? “Me, too” said John S: Mrs Broccoli have a car T: Look…? T: yes, how is the car of Mrs Broccoli? S: Look, there’s some water!” S: It’s big So the beets got a drink and they got clean, too T: It’s big, is it dirty or clean? S: It’s dirty T: Alright, back to David S: “Now, I’m hungry”, said Don T: How did Don and John help Mrs Broccoli? “Me, too”, said John S: They pushed on the car, they pulled on the car “I live near here”, said Mrs Broccoli “I will make you some dinner.” T: And then the mud let go of the car Are Don and John nice to Mrs Broccoli? T: “go in and sit down” Now go back to Nancy, right? S: Yes S: “My chair is too small for me”, said Don “My chair is too big for me”, said John T: Now, in your family does your father or mother have a car? “Well, Don, said Mrs Broccoli, why don’t you sit in John’s chair? And John, why don’t you sit in Don’s chair?” S: Yes, my father have T: Is the car dirty or clean? S: It’s clean T: Good, Philip, please T: Harley, you help your father to clean the car? S: Don and John looked at each other S: No 170 T: So who clean the car? T: how many sounds does letter A make? S: Bác tài xế hihi Ss: /æ/ /eɪ/ /ɔ:/ /ə/ T: Ah the driver cleans the car, right? But don’t speak Vietnamese in the class Tuby, did you listen to Harley and David, you too? Say sorry to Harley S: four T: Only Harley got it right I ask, how many sounds, not what sounds Hi-five Harley Now, what sounds does it make? Ss: Sorry Harley Ss: /æ/ /eɪ/ /ɔ:/ /ə T: And? T: Good Now, fingers up Three, two, one Ss: Sorry Ms C T & Ss (air-wrote) /æ/ /eɪ/ /ɔ:/ /ə T: OK, no more Tuby and David Now boys and girls stand in a circle We’ll Just like me T: Good Who can read the poster? Leslie? S: /æ/ - apple /eɪ/ - snake /ɔ:/ - water /ə/ - around Everybody shakes hands, shakes hands, shakes hands Everybody shakes hands just like me! Everybody tiptoes, tiptoes, Everybody tiptoes just like me! T: Now it’s time to read Apples Read together tiptoes Ss: apples, apples in a tree Everybody dances fast, dances fast, dances fast Everybody dances fast, just like me! One fell down, just for me Everybody dances slow, dances slow, dances slow Everybody dances slow, just like me! T: Now I will give stickers to Nancy, find me uppercase letter A And hmmm Tuby…no not Tuby, Leslie, very nice, find me lowercase letter A Three, two, one OK, Harley help Leslie with lowercase letter A Everybody stomps feet, stomps feet, stomps feet Everybody stomps feet, just like me! Everybody waves hands, waves hands, waves hands Everybody waves hands, just like me! Good girls, now who will come here to point and who will come to read? OK, David point and Tuby read Everybody wiggles, wiggles, wiggles Everybody wiggles just like me! Stop S: Apples Everybody sits down, sits down, sits down Everybody sits down, just like me! Apples, apples in a tree One fell down, just for me Everybody sit nicely in your chairs, three, two, one! T: OK, good Tuby (hi-five) Now say, hang T: (showed cards) what letter is this? Ss: hang Ss: A Ss: smile 171 T: smile S: Harley Ss: smile T: OK, now Tuby and Harley sit under the chestnut tree Three, two, one Ss: hard – soft Ss: Under the great big chestnut tree T: hard-soft Ss: hard – soft There we sat both you and me T: Right, now, let’s sing Oh how happy we would be Under the great big chestnut tree Ss: Two little apples, were hanging on a tree T: very good, thank you (hi-five) See, David, in the class who is the girl you want to sit with? Two little apples, were smiling at me I shook that tree, as hard as I could S: I like Harley Down came the apples…mmm S: I don’t like They are good! T: They are good or they were good? T: When you sit with Harley, what you want to with Harley? Ss: they are good S: I and Harley sing a song T: they were good So Arty thinks the apples were good Ms C thinks watermelon is good What fruits you think it’s good to eat? Nancy, first? T: Uhm hmm Leslie? S: I like pear and peaches and banana S: David I sit with David T: Say, pear is good to eat T: Oh, so you choose David Good Then what you want to with David when you sit together? S: Nancy T: No, I want one boy and one girl S: pear is good to eat T: David S: I play games and toys and house S: Pineapple is good Now boys and girls, tomato T: (hi-five) Now stand up and tiptoe to the corner Ss: tomato Ss: potato (Everyone sat in the corner) T: potato T (showed flashcards) Boys and girls, this is? Ss: motato Ss: chestnut T: potato T: chestnut I want a boy and a girl to sing the song You and Me Tuby, who you want to sing with? Choose a girl Ss: potato Ss: strawberry 172 T: strawberry S: What are you? Are you a bean? Ss: strawberry S: No, I’ m not I am not Ss: pineapple S: Are you a potato? T: pineapple S: Yes, I am I am a potato Ss: pineapple T: OK Switch T: OK, we will Yes I am, this time I want one boy and one girl, one asks, one answers Take turns to the chant First, Philip asks and Nancy answer S: What are you? Are you a lemon? S: What are you? Are you a grape? S: Yes, I am I am a tomato S: No, I’m not I am not T: Now, everyone sing together! S: What are you? Are you a banana? T&Ss: Yes, I am No, I’m not S: Yes, I am I am a banana No, I’m not Yes, I am T: Now switch, Nancy asks, Philip answers T: Now boys and girls, look again Grow – grew S: No, I’m not I am not S: Are you a tomato? S: What are you? Are you a bean? Ss: grow – grew S: No, I’m not I am not T: melon S: Are you a cucumber? Ss: melon S Yes, I am I am a cucumber T: vegetables T: Now, Harley and Tuby Harley asks Ss: vegetables S: What are you? Are you are pear? T : Now, boys and then girls, and then boys then girls Boys first, three, two, one S: No, I’m not I am not S: Are you a pineapple? Ss: Every baby is so small S: Yes, I am I am a pineapple Then he grows so very tall T: Now, switch Other things grow too you see S: What are you? Are you a cherry? That’s the way it looks to me S: No, I’m not I am not T: Girls S: Are you a strawberry? Ss: put a seed down in the ground S: Yes, I am I am a strawberry Watch it grow up, big and round, T: Next, Leslie and David Give it water and you say 173 It’s getting bigger everyday! S: No, I grow big and round Ss: Everybody knows that everybody grows T: You grow round? Really? Nancy, how you grow? Everybody grows and everybody knows S: I grow small and round Some grow small and some grow tall T: Good What you eat and drink to grow up, Tuby? But everybody grows Ss: Corns grow up to the sky Apples grow on trees so high S I eat fish and egg and fruits and vegetables and broccoli and milk Melons grow green and round T: You eat milk? Carrots grow down in the ground S: No, I drink milk Everybody knows that everybody grows T: Good boy (hi-five) OK, let’s clean up and say goodbye now Everybody grows and everybody knows Some grow small and some grow tall oOo But everybody grows Ss: Babies grow and little chicks grow Goats and pigs and birdies grow Vegetables grow and sit around Trees grow up and fruits grow out Ss: Everybody knows that everybody grows Everybody grows and everybody knows Some grow small and some grow tall But everybody grows The end T: OK, now boys and girls, what does cat grow up from? S: cat grows from baby cat S: It’s kitten T: How does the cat grow? Ss: Cat grow small T: Philip, you grow small like a cat? 174 CLASSROOM INTERACTION TRANSCRIPT TEACHER – LESSON 42 T: Sit down, Kelly Now boys and girls, (showed flashcards) say for me T: very nice, (hi-five) I see numbers on the telephone Andy? Ss: numbers S: I see numbers on the telephone and in the wall T: numbers T: Alright, now boys and girls, I have (showed flashcards) Ss: pie T: pie Ss: peach Ss: flower T: Billy, Andy, it’s OK peach Ss: flower Ss: peach T: Good The song name… I see numbers Ss: watermelon T: Thank you Let’s sing together T: Alex, please come in Hello watermelon T&Ss: [[I see numbers on the wall Ss: watermelon Numbers short and numbers tall T: Now, what letter? Numbers in mu storybooks S: W Numbers everywhere I look]] T: W Fingers up, Now let’s help Ms D write a big letter W, OK? T: Very nice, thank you boys and girls OK, who can tell me, where you see numbers in your house? Mary! T&Ss (air-wrote) /w/ T: Toby, sit down Andy, the sound? S: Mary see numbers in the house on the clock S: /w/ T: very nice (hi-five) thank you! And where you see numbers here, Andy? T: Now, everybody, come here and read for Ms D, Mary! S: I see numbers on the clock S: /w/ - watermelon S: I see numbers on the wall, numbers short and numbers tall… /w/ - flower /w/ - swing T: Toby, you have to raise your hand to answer Don’t sing in the class like that T: Very nice How about another? A boy? Mary already come here Who can come here? Andy! S: Ms C, numbers on the telephone! 175 S: /w/ - watermelon S: Pumpkin, pumpkin, big and round /w/ - flower I’m glad you grow /w/ - swing T: No, no, no say the word first T: Good Who can come here and read a poem? Peter, come here! (S came to the front) Ss: fall T: fall Everybody follow Peter, Billy! Ss: fall Ss: You can see peaches up in the tree Ss: pumpkin But you can’t the watermelon inside me! T: pumpkin T: Good Now boys and girls, tell Ms D, what can you see outside the classroom? Hands! Yes, Mary Ss: pumpkin Ss: round S: I see the tree T: round T: I can see a tree Ss: round S: I can see a tree Thank you Billy? T: Good, everyone sing the song Pumpkin S: I can see a tree standing outside T&Ss: [[Pumpkin, pumpkin, big and round T: very nice How many trees can you see outside the classroom, Peter? I’m glad you grow upon the ground I’m glad you don’t grow in a tree [T: how many trees are there? For then you could fall down on me!]] S: ten, I see ten trees.] T: Very nice T: Hi-five, nicely Peter, what can’t you see outside the classroom? Tell me something you cannot see outside Yes, Andy sit nicely now, Andy? Ss: For then you could… T: Uhm hmmm stop singing Now, what you use pumpkin to make? [S: I see the house I see the sky, ah I not see the sun S: I make food T: Hmmm…hmmm…cannot….cannot, Andy] S: Yes T: Really, is it yummy? T: Nice thing to know (hi-five) What else can you make from pumpkin? Something funny and scary for Halloween party? T: Oh good, you cannot see the sun but can you see the light? S: yes, here (pointed to the space) Ss: Jack-o-lantern, jack-o-lantern T: that’s really good (hi-five) Andy! OK, now this one (showed flashcards) T: Is it funny to see jack-o-lantern pumpkin? 176 Ss: Yes! Yes S: five bananas, five green apples, too] T: Uahhh, now, who want to say, who want to say “Everybody something to the corner”? OK, Mary! T: Andy, can you wait for your friends to read, too? Now Ss: Five red cherries, five purple grapes S: Everybody jump to the corner Five yellow lemons, on a plate T: Good, everybody jump to the corner, jump, jump, jump Andy, you big boy, sit down Five bananas, five green apples, too Lots of fruits for me and you! (Everybody sat down in the corner) T: Good The end Now boys and girls, tell Ms D, who likes to eat fruits in your family? Toby, is it nice to…Toby sit here, next to Peter! Toby, move back, one, two, three! S: I like drink orange juice Alright, boys and girls (showed flashcards) T: like to drink Ss: cherries S: like to drink Ss: lemons T: How about Kelly? Who likes to eat fruits in your family? Ss: fruit Ss: grapes S: fruit family T: OK, then Five T: No, no, no, who likes to eat fruits in your family? Does your mother or your father like to eat fruits? [Ss: five, five Five red cherries, five purple grapes S: Mother, mother eat watermelon T: Be quiet, everybody look here, one, two, boys and girls, two, shhh ] T: Say, my mother likes to eat watermelon (T opened the book) OK, now sing together S: My mother likes to eat watermelon Ss: Five red cherries, five purple grapes T: Alright (hi-five) Thank you How about you? T: Stop, follow Ms D’s finger, OK Again! Ss: Five red cherries, five purple grapes S: Andy my father likes bananas and apples and pineapple Five yellow lemons, on a plate T: We say Andy’s father or my father only, OK? Say again, Andy’s father… T: good Five bananas, five green apples, too S: Andy’s father likes to eat pineapple and apple and banana Lots of fruits for me and you! T: (a boy sat badly) Billy T: Shane, sit nicely, sit over here! Thank you, good boy! [This time, everybody follow Ms D’s finger and read the book S: And I like to drink banana 177 T: Banana juice? Ohhhhh Now say for Ms D, beet, Mary, beet walked near and far As they walked, Don said “I am glad you are my friend!” Ss: beet “Me, too”, said John “Nobody has such a good friend as you” Ss: wait T: wait “And those other beets don’t have a friend like you!” said Don Ss: wait “Help”, someone yelled, “we’re over here!” T: mud “Look over there! Let’s see if we can help!” Ss: mud T: car “I’ve never seen so much mud”, said Don “I will help you, Mrs Broccoli”, said Don Ss: car “Me, too”, said John T: behind T: Thank you Now the story, Me, too They pushed on the car They pulled on the car Whoosh! The mud let go of the car Phew, that was hard work “Now we are all dirty”, said Don “And I’m thirsty” [Ss: Me, tooooo] “Me, too” said John T: Oh, good Now who wants to come here and hold the book for Ms D? OK, Alex Who wants to be Don? Yes, Mary, please and who will be John, OK, Peter And I need one to read the story, too Who can read? Alright, let’s have Billy Stand up please, Alex come here and hold the book Look, there’s some water!” Ah, oh sorry, who wants to be Mrs Broccoli? “Me, too”, said John S: Me, me! “I live near here”, said Mrs Broccoli “I will make you some dinner.” Ss: behind So the beets got a drink and they got clean, too T: Alex, hold the book like this so that your friends can all see “Now, I’m hungry”, said Don T: OK, Kelly I want to listen to Kelly “Go in and sit down” S: Don and johns were friend Don was a big beet and John was a little beet One day, Don and John went out for a walk John was always behind Don Don walked fast and John walked slow “Wait for me!” called John “My chair is too small for me”, said Don “My chair is too big for me”, said John “Well, Don, said Mrs Broccoli, why don’t you sit in John’s chair? And John, why don’t you sit in Don’s chair?” The two beets walked uphill and then downhill They walked here and there They Don and John looked at each other 178 “Yes, let’s that! Then the chairs will be just right!” S: Wait for me? T: Oh, good, say wait for me when you walk behind your friends Now boys and girls, it’s time to Just like me “Thank you for dinner, Mrs Broccoli!” Good bye! The boys waved good bye to Mrs Broccoli and to all the little broccolis [S: everybody shakes hand, shakes hand, shakes hand…] “Now we’re going back home again”, said Don “And then I’m going to bed.” T: it nicely and listen to Ms D, OK? [T: walking back home] Everybody shakes hands, shakes hands, shakes hands Oh no, not this hand, that hand, Shane “Me, too”, said John The end Everybody shakes hands just like me! T: Boys and girls, give a little clap for your friends, I think they’ve done a good work Everybody tiptoes, tiptoes, tiptoes Everybody tiptoes just like me! Good (Ss and T clapped hands) OK, now look here, how does Don walk? Everybody dances fast, dances fast, dances fast Everybody dances fast, just like me! Ss: Don walk fast Everybody dances slow, dances slow, dances slow Everybody dances slow, just like me! T: And how did John walk? Everybody stomps feet, stomps feet, stomps feet Everybody stomps feet, just like me! Ss: John walk slow T: And how did you walk? Mr D walk slow Everybody waves hands, waves hands, waves hands Everybody waves hands, just like me! S: I walk fast S: I walk fast Everybody wiggles, wiggles, Everybody wiggles just like me! T: Toby? wiggles T: I run T: OK, Kelly walk to your chair Sit down, everyone Three, two, one Very nice (showed flashcards) Apple S: I run Ss: apple T: But I don’t ask r…, I ask how you walk? Do you walk fast or you walk slow? T: Toby, sit down What letter is this? S: Me run Ss: A, A, A S: I walk fast T: Kelly! Fingers up, let’s write big A for Ms D T: very nice (hi-five) When you walk with your friends, if your friends walk fast, what you say to your friend? [[T&Ss]]: air-wrote /æ/ /eɪ/ /ɔ:/ /ə/ T: Very good Shane (pointed to the poster) S: Wait for me 179 Ss: /æ/ - apple /eɪ/ - snake /ɔ:/ - water /ə/ - around S: Pineapple grow on the ground T: very nice Now I have the poem named… Apples Ss: hang T: Oh, who can read the poem for Ms D? Toby, come here T: smile T: Yes, pineapple grow on the ground Now, tell Ms D (showed flashcards) Ss: smile Ss: smile S: Apples, apples, in a tree Ss: hard-soft One fell down, just for me! T: what is the name of this song? T: Now, Shane what you want to say? Did you play with Andy? Ss: Two little apples S: yes [Ss: two little apples were hanging on a tree] T: No, Andy, stand up and move here, sit with Mary! Move! Who can tell Ms D, what fruits that grow up in a tree? T: Billy, Billy, Shane, wait for everyone to sing then you sing, OK Now, everyone sing, one, two, three S: banana grows on a tree Ss: two little apples were hanging on a tree T: yes, bananas grow in a tree Two little apples were smiling at me S: kiwi…kiwi…kiwi I shook that tree as hard as I could T: where does kiwi grow up? Down came the apples, mmm, they were good S: kiwi grows up in the tree T: up in the tree Thank you (walked to a boy) T: Now who can sing the song with another fruit that grow up in a tree like apples? OK, Shane S: Apples grow on a tree S: Two little oranges were hanging on a tree T: yes, we have apples grow in a tree Andyyy Two little apples were smiling at me I shook that tree as hard as I could S: Pineapple grow in a tree Down came the oranges, mmm, they were good T: Oh, pineapple in a tree? Boys and girls, where does pineapple grow? Where does it grow? T: Now boys and girls, what fruits are good for you to eat? Mary S: Peaches grow in a tree S: I like strawberry T: Yes, peaches, but how about pineapple? Billy, Billy T: Strawberry is good to eat S: Strawberry is good to eat 180 T: So when you want to eat strawberry, what you do? T: Good job, Billy, Billy sings nicely Now boys and girls, where are you sitting? Shane S: I climb in the tree (Ss were quiet.) T: Oh really you climb in the strawberry tree? Did you fall down? [S: Under the great big chestnut tree…] T: Where are you sitting now? S: No, no no S: I sit under the tree T: Oh I see How about Peter? What fruits are good for you to eat? T: Oh, now, is the a tree up here (hands over S’ head) No Where are you sitting now? (Pointed to the floor) S: I like watermelon S: On the floor T: then when you want to eat watermelon, what you do? S: I climb the tree T: Good On the floor Say I sit on the floor Andy, say again I sit on the floor (Ss laughed) Ss: No, no, no climb S: I sit on the floor T: Oh, how can? Watermelon grow on the ground, how can you climb the tree? Peter, what you to eat the watermelon? (modelled cut) T: Yes, who you want to sit with on the floor, Mary? S: I want to sit with Kelly T: Then what you with Kelly on the floor? S: Ah, no, no, I cut the watermelon T: Uhmmm, right, we can cut the watermelon So, now, stand up and look around, shake your heads and turn around, stomp your feet on the ground, clap hands and then sit down Sit down in the corner, boys and girls, five, four, three, two, one…Move back, move back, Shane, that’s too close OK S: I play with friend T: Yes, you can play with your friend Do you want to play fruits and vegetables in the chant Yes, I am? Ss: Yesss (showed flashcards) chestnut S: I want strawberry Ss: chestnut S: I want tomato T: One, two, three, sing T: OK, OK, tell me these words first (showed flashcards) Ss: Under the great big chestnut tree Ss: tomato There we sat both you and me T: tomato Oh how happy we would be Ss: potato Under the great big chestnut tree T: potato 181 Ss: motato T: Thank you, Peter choose a friend, please T: potato S: Kelly Ss: potato S: What are you? Are you a cherry? Ss: strawberry S: No, I’m not I am not T: strawberry S: Are you a strawberry? Ss: strawberry S: Yes, I am I am a strawberry Ss: pineapple T: Thank you, Peter Kelly, who’s next? T: pineapple S: Alex Ss: pineapple S: What are you? Are you a bean? T: Ms D will choose a very nice one to the chant Andy and Mary Andy, you ask S: No, I’ m not I am not S: Are you a potato? S: What are you? Are you a grape? S: Yes, I am I am a potato S: No, I’m not I am not T: Good job, Kelly Alex, who you choose? S: What are you? Are you a banana? S: Shane S: Yes, I am I am a banana S: What are you? Are you a lemon? T: Thank you, Andy Mary, choose a friend S: No, I’m not I am not S: Billy S: Are you a tomato? T: OK, Mary, you ask S: Yes, I am I am a tomato S: What are you? Are you a bean? T: When your friends are reading, some of you are nice and some of you are not nice You don’t listen to your friend We will the very last story now Say (showed flashcards) S: No, I’m not I am not S: Are you a cucumber? S Yes, I am I am a cucumber Ss: melon T: Thank you, Mary, come sit down Choose a friend, Billy T: melon S: Peter Ss: melon S: What are you? Are you are pear? Ss: vegetables S: No, I’m not I am not T: vegetables S: Are you a pineapple? Ss: vegetables S: Yes, I am I am a pineapple Ss: grow – grew 182 T: grow – grew Trees grow up and fruits grow out Ss: grow – grew Everybody knows that everybody grows T: Andy, if you keep touching my things, you will stand up Everyone, sing now Everybody grows and everybody knows Some grow small and some grow tall Ss: Every baby is so small But everybody grows Then he grows so very tall The end Other things grow too you see That’s the way it looks to me T: Finally Kelly and Peter sing Thank you, sit down Put a seed down in the ground S: teacher, Andy play Watch it grow up, big and round, T: Stop, Andy How are you now, are you big or small? Give it water and you say S: it’s small It’s getting bigger everyday! Everybody grows and everybody knows T: So how you want to grow up? Do you want to grow up tall or grow up big or grow up round? Some grow small and some grow tall S: I want tall But everybody grows S: I want small T: Kelly and Peter stand up, you don’t sing Stand up until you sing nicely T: Oh, Shane wants to grow up tall What you eat now so that you can grow up tall? Corns grow up to the sky S: Oh I eat milk Apples grow on trees so high T: good So you eat fish and egg and milk so you can grow up tall How about Kelly? Everybody knows that everybody grows Melons grow green and round S: Kelly eat apples Carrots grow down in the ground T: Only apples and you grow up like this? Everybody knows that everybody grows S: And fruits and vegetables and many things Everybody grows and everybody knows T: OK That’s nice to know We will say goodbye now Stand up and say goodbye Some grow small and some grow tall But everybody grows Babies grow and little chicks grow oOo Goats and pigs and birdies grow Vegetables grow and sit around 183 ... strategies by teachers at preschool level and patterns of student responses: The case of GrapeSEED English curriculum? ?? 2 Research questions Here are the objectives of the research: 2.1 What are teachers? ??... perceptions of questioning strategies at preschool level? 2.2 What types of questions are used in EFL classes by teachers at preschool level? 2.3 What are patterns of students’ responses in terms of word... the introduction part presents the reasons for conducting the research on “Teacher questioning strategies at preschool level and patterns of student responses: The case of GrapeSEED English Curriculum? ??