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Author(s)
Citation
Issued Date
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Rights
An investigation into the questioning strategies employed by
novice and expert secondary school teachers
Chan, Pui-yee, Pearl.; 陳珮儀.
Chan, P. P. [陳珮儀]. (1995). An investigation into the questioning
strategies employed by novice and expert secondary school
teachers. (Thesis). University of Hong Kong, Pokfulam, Hong
Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3195767.
1995
http://hdl.handle.net/10722/29051
The author retains all proprietary rights, (such as patent rights)
and the right to use in future works.
AN ll'WESTIGATION INTO TRE QUTESTIONThG STRATEGIES
EMPLOYED BY NOVICE AND EXPERT
SECONDARY SCHOOL TEACHERS
by
Chan. Pui Ye; Pearl
Dissertation presented in part fulfihnent of the requirements of the
degree of Master of Education, the University of Hong Kong
DECLARATION
I hereby declare that this dissertation represents my own work
and that it has not been previously submitted to ths University or any
other institution in application for admission to a degree, diploma or
other qualifications.
,
August, 1995
f-
ACKNOWLEDGMENTS
I am deeply grateful to all who have helped me to make this dissertation a reality.
They are my colleagues, my supervisor, my friends and my family members. I
have really learnt and experienced a lot throughout this research study. My four
colleagues are open-minded to let me record their lessons and shared their insights
about teaching with me in the interviews. My supervisor, Dr. Amy Tsui, made
valuable comments on my proposal and first draft on findings, even though she was
tied down by heavy work load or on vacation. My friends, and family members,
my husband in particular, encourage and help me by all means. Without their
support, I don't think I can make it. So, may I dedicate this work to the above all!
L
AB S TRACT
Teacher Questioiñg is an important and ubiquitous
activity in
the classroom. lu
ESL/EFL class, teacher questions are predomiant in the input and become an extremely
important aspect of teacher - pupil interaction. Conarative studies on Expert and
Novice differences in teaching vth reect to decision-making and histmctons have
emerged.
This study investigated if there was pedagogical expertise in teacher
questioning strategies in EFL teaching. To fiud out ifthere was any difference in the
questiong strategies employed by novice and expen EFL teachers and to investigate
the effectiveness of different questioning strategies on student response and classroom
interaction, a qualitative research was carried out. Nonnal English lessons ofiwo expert
and two novice EFL teachers ofa local Anglo-Chinese secondary school were audio and
video-taped. One oftheir lessons, a 80-minute double lesson on a coursebook reading
comprehension passage was transcribed and analyzed with a post-coding analytical
framework. Individual stmctured stimulated reeafl interviews with the teachers and
semi-structured interviews with the class representatives were conducted to triangulate
the data. The results showed that there were notable differences in the questioning
strategies between expert and novice EEL teachers.
What accounted for such
differences and how such differences affected students' attitude toward English learning
aie discussed. Implications drawn from this study on teaching and teacher education are
also presented.
TABLE OF CONTENTS
Chapter One - INTRODUCTION
1. 1 Why study teacher questioning?
1.2
What problems emerge when studying teacher questioniiig?
1.2 i
What is a question?
How are questions c'assified?
Wifi a study ou Expert-Novice distinction in Teacher Questioning
1.2.2
i3
i
2
4
4
5
8
help teaching?
Chapter Two - LITERATURE REVIEW
2. 1
What have researoh studies about teacher questioning reviewed
2. 1 . i
Treads ofResea.rth ou Questioning
2. 1.2 Teacher questioning in L.2 studies
2.2. What have research sEadies about pedagogy expertise shown?
2.2. 1 The development ofpedagogy expertise studies
2.2.2 The nature ofpedagogy expertise
2.2.3 Expert-Novice differences
Chapter Three - METHOD
3. 1
IO
10
10
12
22
22
23
24
30
What was the research?
3.1.1 Purpose cfthe study
30
3. 1.2 Scope ofthe study
3.1.3 Operatioudelinitions
30
30
31
12 Who were the subjects?
33
3.2.1 Expertteachers
3.2.2 Noviceteachers
3.2.3 Stndeuts
3.3 How were the data coUected?
3.4 Eow were the data analyzed?
3.4.! The Coding Category System
3.4.2 Category Description
3.4.3 Triangu1tion ofOata
34
35
36
36
38
38
41
43
Chapter Four - RESULTS
4 1 Type ofQuestions
44
4. 1. 1 Referential Questions
44
45
4. 1.2 Display Questions
45
- Gist Questions
4. 1.3 Signpost Qu.etions
46
4. 1.4 Detail Questions
47
47
4. 1.5 Lexis Questions
4.L6 WordFormQuestioiis
4.2 Kind ofModifications
50
51
4.2. 1 Repetitions or Modifications
51
4.2.2 Modifications devices
53
43 Kind of Student Response
4.4 Kind of Interaction
57
Chapter Five - Discussions
68
58
5. 1 Explanations for Expert-Novice Differences iii. Questioning Strategies 68
5. 1 .
i Different Schemn
5. 1.2 Different Pedagogical skills
68
78
5.2 Inact ofTeather's Questioning Strategies on Students' Attitade
towards Englith
86
Chapter Six - CONCLUSION AND IMPLICATIONS
88
6. 1 What conclusion can be draii from this study?
88
6.2 What implications can be dxasi?
90
6.2. 1 J.mplications for Research on Teaching
90
6.2. 1 Implications for Teacher Education
91
LIST OF TABLES
Table i : Types of Question asked by the teachers
Table 2: Words asked or explained by the teachers
Table 3 : Frequency and percentage ofthe repetitions and modifications made by the
teachers
Table 4: Kind of Student Reply elicited by the teachers
Table 5: Siimniary ofthe major acts in the sample lessons
LIST OF FIGUFS
Figure 1 : The Coding Categoiy System
Figure 2: The Stmcthxe ofEl's lesson
Figure 3 : The Structure ofEZ's lesson
Figure 4: The Structure ofNls lesson
Figure 5: The Stmcture ofN2's lesson
:l)
Tap eseñpts
(H) Teacher Interview Questions
() Student Questionnaire (Chinese Version)
(English Version)
(IV) Sample Data in Coding Category System
CHAPTER ONE
-
Th41ODUCTION
Teacher Questioxs edst n every classroom. Qaestion-aiid-Answer iitual invohug
the teacher asking a question, acknowledging an answer and
finally evaluathig
the
answer is predominant in typical classrooms. Questioning is ceiitral to teaching as it
is an important and ubiquitous classroom activity which guards learniug.
As
Sweetiug (1994) arges, no oue can be an effective teacher without also being
successThi at questioning. Personal experience and common sise, as well as
olassrooni-based
researoh repeatedly affirms this claim. When we think of a
teacker who is partieulaily inspiring, we tend to remembet e questions which that
teacher has asked. Research studies about the nature of quetion-and-auswer
ritual (Couithard 1988, Brown 1984, Chaudron. 1988, Long & Sato 1983, Mehan
1979,
Tsui 1985,
1992) and the 1mitation ofoertain questions have shed light on
effective questioning (Barnes 1969, Chun 1986, Hynan 1972, White & Lighthown
1984, Yau 1992).
However, how far and why a teaober asks better questions than
others have not been explored. The emergence of comparative studies on expert
and novice differences in teaching with respect to decision-making and instructions
arouses the concern about the possibility ofpuisuing expert pedagogue in teacher
questioning. Do expert teachers ask questions differently and more effectively than
novice teachers? Ls it true that the expertise governs the difference and effectiveness
ofteacher questioning behaviour?
This research attempts to employ a
If so, can such expertise be eaxxit?
ialitative study to investigate the re1ation1iip
between teacher questioning behaviour in EFL class and. teacher expertise. To gain
a 1h11 picture, an eThnographic approach is adopted to compare the questioning
strategies used by two novice and two expeit EFL teachers injwi.ior English lessons.
As we know EFL teacher questions are not just to stimulate
thinking
but also to
facilitate target language production and nieaningThl conmiimication, cotparison
between expert and novice EFL teachers will be made on areas like (1) what types
ofquestions are asked, (2) how they are asked. (3) why they are asked and (4) wbt
responses and interactions are elicited.
This study is aimed at developing a
sensitivity towards the questioning language teachers use in the clasooni and its
effect on student interaction and learning.
In this introductoiy chapter, how dominant and fimetional questions are iii
c1assrooin in particuJ& the EEL c1assroorn, are to be discussed. What conceptual
difliculties involving the denition and cJssification of questions are then to be
addressed.
To what extent an expert-novice distinction in questioning helps
teaching is finally to be investigatecL
Li Why studyteacher questioning?
"Questions are as old as speech itse1 and the use ofquestìoiisin teaching is at teast
as old as classroorns." Such remaik, made by Brown and Edniondsoii (1984:97),
reveals the important role questioning plays in the classroom. Ever since Socrates,
teaching and questioning have been viewed as integrally related. activities. To be an
effective teacher, one must be an effective questioner. The greatest teaeher ever
knowii in the history ofthe world, 'ike Jesus, Confucius. Socrates, etc., all made
veiy effective use of questions.
The use of questions in classroom is, in fäet, unique in coxitrast to the use of
Questions are a special and. very significant mode
questions outside classrooms.
of communication in eassroom
Most of the questions the teacher asks students
are not intended to sustain a conversation or to elicit new information, but rather to
permit the teacher to evaluate the students' understanding of subject matter.
(Mehau, 1978)
Only very rarely, teachers actually asking a question because they
do not know the answer.
Instead, they use questions either for educational
purposes (to check students' comprebension to promote thinking, to encourage a
particular line of thought, to challenge, to check on learner's progress) or for
managerial purposes (to sustain students' attention and even to exercise discipinaxy
contro1
In language lessons, questions are even used as tests of students' mastery
of particular poitits of language structure or vocabulary (Long and Sato 19S3).
Language teachers ask questions to get students to practise a certain linguistic item
and I or to use the target language to commiiiiicate (Tsui 1994).
With such
unique Ilmotions, it is not surprising that studies ofteacher questioning
behaviour show that a very large amount of classroom taik is in the form of
questions. An early study of classroom behaviour in the United States reported that
teachers asked 400 questions a day A more recent American study estimated that
questions accounted for over 60% teacher's talk (Sweeting 1994:17).
In most
ESLJEFL classroom, teacher questions are predominant in the classroom talk. A
study of English lessons in school in Hong Kong fcnmd that nearly 70% of
classroom talk consisted ofthe teacher asking a question, nominating a
student to
3
answer the question, the student answeiing the question and the teacher providing
feedback to the response (Tsui 1985). So, quite obviously, questioning is suei an
important and ubiquitous activity in the c1ssroom that it is worth studying.
1.2 What problems emerge when studying teacher questioning?
There are, however, a lot of complexities of studying questioning. CIassii'ing
1uestious entails the problems ofintention an.4 definition, aud. the deeper problem of
comparing types of questions across different contexts. Systems of chssi!'ing
questions are inevitably modified by the contexts in wbich they are used The
meanings of questions are influenced by the context and the intentions of teachers
and pupils. (Brown & Edmondson 1984, Nunan 1989, Sweeting 1994 , Tsui 1994)
1.2.1 Whatis a question?
"What is a question?" is a major conceptual difficulty to confront. At first glance.
questions are easy to define. They are merely requests for inforixution marked by
wh-words or subject-verb inversion with a question mark. In practice, they are not
so easy to distinguish. Oiie may appear in question form, yet it contains an inpIicit
command. Oiie may appear in conmiand forni. but it contains an implicit question.
One muy appear in an. incomplete statement which intends to request a verbal
response.
Statements expressed iith inflections may be used as qaestions and
occasionally a statement without inflections may be 'used deliberately as inpIicit
question. Grants, gestures, facial expressions and even physical contact may be
used as questions. To decide what counts as a question in the classroom niay less
easy than it first appears. The operational definition. that one adopts definitely
4
influences
the results of the studies about questioning. (Brown & Edmondson
1984, Sweeting 1994, Tsui 1994)
To differentiate expressions which are disguised as questions when they are actually
commands and some appear to be statements or commpnd when they actually serve
the functions of a question, utterances can be defined by speech acts, ±iitead of
their staoeic forms. As the term "question" is vague and fit-defined, Sinclair and
Conithard first introduced elicitation" to describe utterances in the classroom
which elicit a verbal response.
They stated An elicitation is an act the function of
which is to request a linguistic response - linguistic, although the response may be a
non-verbal surrogate such as a nod or raised hand. (Sinclair and Couithard 1975:25)
Since then, "Question" eau be termed as Elieft" which is a discousse category, an
illocutionary force or a speech act label (Tsui 1987:234), referring to any utterance
intended to elicit an obligatory verbal response, irrespective of its syntactic form.
(Brown & Edmondson 1984, Tsui 1994) The interaction between the speaker and
the addressee is comj,leted entirely at the verbal level.
(Tsui 1994:80)
1.2.2 How axe questions classified?
There are too many ways to thssifj questions. Sweeting (Sweeting 1994) made a
glossary ofquestions from A-Z.
Tn general, questions can be classified in terms of
functions (mnageriaI or educational), or in terms of mode of
delivery
(threatening, natural, encouraging), or according to target (whether to particular
individuals, groups or the whole class), or in terms of the degree of claiity of the
question (clear or ambiguous questions), or in terms of cognitive demand on
5
students (high-order questions, low-order questions), or in terms of responses that
questions can evoke (open questions and closed questions).
Though most classification systems are usefùl to provide a conceptual framework
to look at questions, every system of c1assifying questions represent problems to its
user. What may appear to be an educational question may be used as a innnagement
measure. What may appear to be a natural question to an observer may feel
threatening to the one who is being asked. A question stated ostensibly to the vthole
class may be directed at particular pupil. An unclear question to an observer may be
perfectly clear to a participant and vice-versa. A question may appear to require
thought, but my require recall only, when the pupil being asked has already told
the answer. A question which may appear to permit a wide range ofresponses inky
be closed when the teacher only seeks one particular answer. When. classifying
questions, one must be cautions with the context in which the questions are asked.
To make legitimate observations about a specific context, one must chrify the
shared knowledge between the speaker and the listener and the intention of the
speaker. However, what maybe one type ofquestion in one context maybe another
type in another context. As the classification is context-dependent, it is iiflicuh to
compare data from diffreut contexts and make generalization legitimately. (Eroi
& Edmondson 1984)
In fàct, the complexities of classifying questions have not prevented researchers
from attempting to categorize questions to study classroom discouxse. There are six
cognitive levels ofßlooin's Taxonomy. They are Kuowledge", 'Comprehensiou",
"Application", "Analysis", 'Syntkesis"
and "Evaluation".
These categories
represent, roughly a hierarchy of question types corresponding to our cognitive
processes. (Cooper 1990) Bloom's Taxonomy ofEducational Objectives for the
cognitive domain (1956) has been the most influential scheme for cateoriziiig
questions according to their presumed cognitive level,, even though it was not
intended for such use.
It can even be considered the prototype taxonomy.
(Wittiock 19S6:452) Bloom's Taxonomy is more useflul for analyzing data of
lessons about content subjects wHch involve a variety ofthought processes. Such a
taxonomy is Thrther developed into a common classification system - "recallthought" continuuim
(Brown & Edmoudson 1984:103)
Barnes (1969) JabeJled
those questions requiring facts as "factual questions" and those demanding
reasoning as " reasoning".
what',
The former are usually realized in question words,
when', 'who' and 'where' whilst the latter begin with chow and
'why'.(Tsui 1995:24) Recall (factual) questions requite pupils to recall existing
information whereas thought (reasoning) questions require pupils to use their
existing information to create new information. Not suipisingly. recall questions
are the most common type ofquestions asked by teachers, because information has
to be known before it can be applied and curricular objectives and exaniinations
often stress factual content.
(Brown & Edmondson 1984:104)
The other influential classification system is a modification of that produced by
Douglas Barnes ( 1969) - "open. -closed" continuum. Eased on the range of student
responses and the way the teacher evaluates, questions are classified into three
groups. Closed questions arethose for vich only one answer or one from a narrow
range of responses, usually factual. is possible. Open questions are those wkioh
allow a range of responses and in general give more scope of thinking. Pseudoquestions are those appear to be open but
are
used where the teacher is seeking one
particular answer. This classification is most usefUl to language teachers as it can
correlate the types of questions with students' language output. Closed questions
are more restrictive than open questions. Open questions are supposed to promote
greater language output from students.
(TSUi
1995 :253O)
Another useful classification to language teachers is proposed by Long and Sato
( 1983). Based on the nature ofthe interaction generated by the questions, questions
are classified into two groups.
Display questions are those to check knowledge.
Referential questions are those to which the teacher does not have the answers.
With the growth in coneeni for communication in language classrooms, such a
distinction is crucial. While referential questions may be either open or closed,
display questions tend to be closed. Open referential questions would likely
promote greater learner productMty and more meaningfi.l communication between
the teacher and the pupil (Chaudron 1988: 127)
So, it is believed that display
questions generate interactions that are typical of didactic discourse whereas
referential questions generate interactions typical of social communication (Tsui
1995:28)
1.3 Will a study on Expeit-Novice distinction in Teacher Questiong help
teaching?
The systematic classication 'steins of questions enable researchers to describe
and analyze teacher questioning behavioìr objectively. Previous research studies
8
have attempted to identli' cognitive levels and assess the linguistic demand of
questions in the classroom settiiig. (Barnes 1969, Erock 1986, Clark & Peterson
1986, Chun 1986, Long & Sato 1983, Mehan 1979, Pica & Long 1986, Isui 1985,
White & Lightbown 1984, Yau 1992) Recommendations about what types of
questions should be encouraged have 'been made in those studies or guidebooks.
(Abbott 1981, Brown & Ethnondson 1984, Chaudron 1988, Cooper 1990, Dillon
1988, Doff 1988, Gower & Watters 1983, Heaton 1982, Kerry 1982, Nunan 1989,
Quina 1989, Sweeting 1994, Thomas 1987, Tollefson 1989, Tsui 1995, Wilen 19S9)
Yet, issues with reect to teachers decision-making are ignored. The reasons
accounting for different teachers' quesüoning behaviours are seldom discussed.
Questions like how a teacher decides what to ask, how to ask, when to modify a
question and how to evaluate an answer still remain unanswered. How far those
guidelines can be realized in actual classroom is unknown. This study attempted to
make an expect-novice comparison in questioning. By spotting the qualitative
diflòrences between expert and novice teacher questioning, it is hoped that more
insights about the schema used by experts can be gained. Such knowledge could
have practical benefits. It can give implications for education and development. It is
hoped that the liudings of the expert-novice comparison in questioning can
supplement the present repertoire of teacher questioning skills and allowing the
beginnitg teachers to access to it and the experienced teachers to share it with one
another. (Li 1994)
9
CHAPTER TWO - LITELkTURE REVIEW
2. 1
What have research studies about teacher questioning reviewed?
2. 1. 1 Trends ofResearch on Questioning.
In view of the dominance and functions in classrooms, questions have always been
considered the core of teaching.
Studies of questions may be traced from pre-
Socratic philosophers tbrough till modern times.
The interest in questioning has
been refocused and the research methods on questioning have been improving.
In
the past, the discussions were more philosophical but now the studies have become
more empirical and practicaL
discussed by school inspectors.
In the nineteenth century, questions were much
(Bro
& Edmoudson 1984:97) In the twentieth
century, questions have already become a concern for teachers, prospective
teachers, teacher educators and researebets.
The phases of research on questioning parallel the cycles of research on teaching
effectiveness.
(Wilen 1982:7).
It began with identif'ing teacher questioning
cbaracteiistics and then proceeded to systematically observing teacher questioning
behaviour.
Finally, recent reseaich efforts focuses on determining the impact of
teacher questioning behaviors on student learning outcomes.
In the early twentieth century,
the research on questioning was meager in quantity
but significant in the findings.
Stevens, who conducted the first major &ystenatic
research in 1912, provided us an awareness of teachers' questioning bebaviour&
He found that approximately 80 percent of the average school day was occupied
with teacher questions and student answers.
Teachers verbalized about 64 percent
lo
of the time and asked about two to foui questions per minute.
Students were
expected to reea1 facts, but not necessarily to engage in thinking above the memory
leveL
Stevens concluded that if instructions were to improve, teachers must
develop questions that stimulate reEeetive thinking.
(Wileii 1982:5-6)
Beginning with the Steven's' study, describing teachers' questioning behaviours
became an area of research.
questions.
The focus was on. identifying the cognitive levels of
To describe and analyze teacher behaviours objectively. researchers
applied systematic observation techniques in classrooms.
Many instruments Jike
flanders' Interaction Analysis and Amidon and Hunter's Verbal Interaction
Category System were used to categorize teachers questioiing behaviours in order
to determine effectiveness.
Bloom's Taxonomy ofEducational Objectives, which
was originally devised to categorize intellectual operations, provided a model for
researchers to investigate the cognitive levels of teacher questions.
In the mid twentieth century, research on teachers' questioning behaviours went
through a transition. Even though researchers still used sophisticated methods of
systematic observation, the focus was to devise and test training programs using
such systematic observation techniques to provide pre-service and in-service
teachers with questioning skills.
The training primarily stressed raising
questioning levels to better conforta to desired student thought levels. (Wilen:
1982:6) Studies about the feasibility oftraining teachers in the use of a questioning
technique and the resultant effect upon student leaniing came into the scene. (Otto
& Sekuck 1983) According to Wilen (1982), such researcb which aimed at
11
exploring the impact of teacher questioning behaviours on student learning
outcomes will become the current trend because of public concern for teacher
accountability. (Wilen. 1982:7)
Since Stevens' study, reviews of research on questioning still indicated that the
classroom verbal behaviour patterns have been extremely stable, je. most of the
teacher talk is dominated by questioning and teachers persisted in asking lowcognitive level questions.
Such conclusions were drawn by local studies as welL
Chun (1986) conducted a functional analysis on the questioning strategies
employed by E.P A. or Physics teachers in hong Kong.
She found
timt
most of
the teacher talk were initiated by teacher questioning and the majority of questions
asked were lower- order ones.
Current technology makes it easy for researchers to capture what is said or done by
teachers in class; however, current research should not be cotifined to what teachers
ask or do but should explore why teachers do so.
It is essential that researchers
look beyond the data as external behaviour, in order to work out the behef
underlying those aotions.
So, recently qualitative studies have emerged to
investigate the qualities ofteacher questioning and its feedback (Yau 1992)
kind of research can supplement the present repertoire of questioning
Such
studies by
offering more insights about effective questioning.
2. 1.2 Teacher questioning in L2 studies.
Teacher Questioning is one ofthe aspects ofteacher talk that received quite a lot of
12
Teachers' questioning behaviour has been examined in several L2
attention
studies concerned with the extent to wbicb teachers' questions might facilitate
either target Innguage production or meaningful responsea by students.
1986, Pica & Long 1986, White & Liglitbown 1984)
(Brook
Comparisons have been
made between the types ofquestions addressed to learners in a classroom and those
addressed to them outside the classroom.
(Long & Sato 1983, Mehan 1979)
Studies also looked at the didactic functions of questions and the relationship
between different question types and learning outcomes.
(Nunan 1989)
Type of Question
Different types of question and how they affect student participation has been the
focus ofinvestigation. (Tsui 1995) An early study ofLi clasarooms thstinguished
between "closed" and "open-ended" questions (Barnes 1969), such distinction
separate those questions which expect a particular, usually brie± closed set of
responses from those which leave open. the natu.re and length of the expected
response. (Chaudron 1988)
In terms of language production open ended
cpzestions are more likely to get students to produce more lengthy responses
(Tsui 1995)
With the growth of concern for communication in language classrooms, a further
distinction has been macle between cdisplay
and "referential" questions.
A
"clisplay" question is one to which the questioner knows the answer whereas a
"referential" question is one to which person asking the question does not Jcnow the
answer.
Several recent studies have looked at teachers' use of "display" and.
13
Loig and Sato (1983) compared the types of questions
"referentia1' questions.
asked by teachers in class with the types ofquestions used by native speakers when
communicating with second-language speakers in non-cJassroom contexts.
They
fouad that outside the c1assroorn referential questions far outnumbered display
questions, whilst in class, the opposite is the case.
more
display
Teachers asked siguilicantly
questions, which request information already known by the questioner,
than referential questions.
111
a related study. Brock ( i 986) examined
classroom discourse.
the effects of referential questions on
The sindy was carried out with four experienced ESL
teachers and twenty-four non-native speakers; two of the teachers were trained to
incorporate referential questions into their classroom instruction, while two were
not.
It was found that the learners w the groups in which more referential
questions were asked gave significantly longer and more syntactically complex
responses.
Brock even claimed that teachers can learn to change the types of
questions they ask, to include more referential questions, thereby increasing the
amount ofcommunication taking place in the classrooni
Leo van Lier, however, bas questioned the vaLue of drawing a distinction between
display and referential questions.
Ile pointed out that questions "are made with
the aim of eliciting language from the learners." (van Lier 1.988:222) According to
van Lier, the important distinction between questions in the classrooni is not their
referential or display nature, but the fact that classroom questions ofv4iatever type
are designed to get learners to produce laxiguage.
What distinguishes instructional
14
questions from conversational (non- instructional) ones is therefore not their
referential or display nature,
terms, the
but rather
their eliciting function. In interactioiial
difference between the following elicitations may be minimal (van Lier
i 9 88 223):
(a) Display question:
T: (pointing to a picture) where did Martha go yesterday?
S: She went to the theatre (yesterday)
(b) Referential question:
T: Where dici you go yesterday Martha?
S: (Yesterday) I went to the theatre.
Nunan ( 1989) commented that while van Liers criticism is a perfectly valid one, it
is not inconceivable
that the efforts
involved in answering referential questions
prompts a greater effort and depth of processing on the part of the learnet
Referential questions normally require more thoughtful responses.
This, in turn,
may well be a greater stimulus to acquisition than the answering of display
questions.
Tsui ( 1987) also discussed the relative effects ofdisplay and referential questions on
meaningful communication
iii
the language classroom with regard to the differences
between social discourse and classroom discourse.
She stated that the negotiation
of meaning is often absent in classroom exchanges initiated by display questions,
because the meaning ofthe questions and what constitutes an appropriate response
are predetermined by the teacher.
lfthe student response does not match what the
teacher considers to be appropriate, it will be rejected or negatively evaluated.
Tsui ( 1992) even brought about two caveats concerning the distinction of display
15
or referential questions
Firstly she warned that what looks like a referential
question may not be intended as one by the teacher.
Conversely, the teacher's
referential question is sometimes taken as a display question by the student.
Hence,
when analyzing questions , it is iixipoi-tant not to use the surface form of
the question as the sole criterion for classification.
The intention of the teacher,
the interpretation ofthe student, the context in which the exchange arise, have to be
considered.
(Tsui 1992:87-88)
Secondly, Tsui quoted some studies to argue
that it is not necessarily that referential questions promote longer and syntactically
more eonlex responses. Wu (1992) studied four ESL teachers' questions iii
terms of eliciting responses and found referential and open-ended questions tend to
be less effective than display and closed questions in getting student responses.
hi
the four lessons that he studied, although a large number of referential and op en-
ended questions were asked, only one elicited an elaborated response.
Wu
accounted such contrasting findings for the cultural background of the students.
According to him, Chinese students in Hong Kong generally tend to avoid
voluiiteexing answers and when they are called upon to respond, they prefer to give
short answers for the fear that they may be viewed as showing oiThy peers.
Tsui
concluded that although Wu's claimshas yet to be substantiatedby farther research,
it is certainly true that the type of question asked by teacher is not the only factor
that affects the kind of interaction generated in the classroom.(Tsui 1992 : 88)
Such remark is in line with Nunan's comment, Nunan also reminded researchers of
the possible factors, such as the topic aiea, the learner's background and contextual
and inteipersonal variables, operating in teacher questioning in L2 studies.(Nunan
1989:31)
16
Modfi cation of
Questions
Some studies investigated how other 1aniiage-re1ated fäctors affect students'
verbal communication in class.
White and Lightbown (1984) conducted a study of
three secondaty ESL teachers. They found that the three teachers asked up to
four questions per miiiute, with overall about 40% ofthe questions receiving no
response and up to 60% being repetitions ofprevious questions, with as many as
nine repetitions ofthe same questions.
They pointed out that teachers persisted in
asking questions by repeating or rephrasing thei.
lead to an increased student response rate.
following repetitions.
However, repetitions did not
Response rate actually decreased
In Tsui (1985), it was found that the teacher who often
simplified the questions was much more succesaftil in getting student response than
the one who merely repeated the questions.
Simply repeating the questions may help students especially with low English
proficiency,
to process the
questions. Yet,
if the question
comprehensible nor answerable within the studenf s
is neither
ibject matter and English
competence, verbatim repetition probably &ils to elicit any reonse. In this case,
teachers have to modif' the question.
(Chaudron 1988, Tsui 1995)
Based on the premise that we cannot acquire what we do not understand, it has
been suggested that modification of teacher questions make the language easier to
conprebexid and that this, in turn,
helps the
student to acquire the target language.
(Chaudron 1988, Nunan 1989, Tsui 1994)
17
Acoording to Tsui (1995), there are two kinds of question modification: one is
comprehension-oriented and the other is response-oriented . The former niùes the
question easier for the students to understand whereas the latter makes it easier for
the students to respond 10 (Tcui 1995 : 56)
The comprehension-oriented modifications include syntactical modification and
semantic modification. When the syntactic structure of a question is complex and
difficult to ìmderstaud the teacher can modff' the syntax by disembedding the
question to mike the topic salient. When the meaning ofthe question. is vague, the
teacher can make it clear by making lexical modification or rephrasing the entire
questions. The teacher can modi1' too difficult or abstract words in the question
into something concrete and familiar to students. What is clear to the teacher may
not necessarily be clear to students. Sonietimes when the meaning of the entire
question is not clear, the entire question has to be repKrased instead of modiIying
certain lexicalitems.
(Tsui 1995 : 56-60)
The response-oriented modification consists of syntactical modifications lexical
modification., providing clues and Socratic questioning.. Syntactical modification
from wh-questions to yes-no questions is commonly used by teachers. Such
modification often succeeds in getting a student response, though a minimal one,
Ibecause the teacher has narrowed down the answers and made the production of a
response much easier.
What the student does is to answer "yes" or no". It is
warned that even though such kind of modification can help students to produce a
18
response, it is restrictive in terms of target language production. Overuse of this
kind of modification deprives students of the chance to piocluce longer responses.
To make the response easier, the teacher may narrow down possible answers by
lexical modification, providing clues ami asking a señes of leading questions
(TSUi
1995 : 61-64)
Wait-Time
Another factor that has been investigated is "wait-time".
It refers to the amount of
time the teacher pauses after a question and before pursuing the answer with further
questions or nomination of another student. (Chaudron 1988)
White and
Lighthown ( i 984) found that students were rarely given sufficient time to fommiate
theh answers before the teacher repeated, rephrased, or went on to ask another
student the question. The average wait time for the combined sampled was only 2.1
seconds. When the initial question was iiot answered immediately, the teachers
went on to repetitions or rephrasings of the questions. The average wait time,
nevertheless did not increase with the number of repetitions, and in most classes it
actually decreased. By the 4th repetition, teachers were waiting an average of only
1.6 seconds. Wbite and Lightbown argued for greater wait-time for the student to
possess the question and formulate the answer. They suggested that to allow
genuine communication to take place in the second language classroom, teachers
hd wait time offive to ten seconds to be natural and beneficial.
(Tsui 1992) pinpointed the dilemixia ofthe language teachers toward the issue of
giving more wait time. There are two reasons why many teachers repeat and
19
rephrase the question as soon as there is no immediate response. Firstly, they
wanted to keep a brisk pace and get students to participate. Secondly, they do not
realize that by giving very little wait time for students to think about
the
question
and construct an appropriate response, they are in fact mpking it more difficult for
the students to respond. (TSUI 1992 : 90)
Modification of Interaction
The modifications of questions discussed above axe largely linguistic modifications.
Recent studies on second language classroom discourse have shifted the focus to
modifications ofinteraction stmoture. Modifications ofinteraction structure refer to
adjustments made which affect the interational structure of the discourse (Tsui
1992)
Interaction modification devices used by teachers to help learners widerstand their
speech have been identified and compared to those used by native speakers in NS-
NNS conversationsin severaistudies. (Long & Sato 1983, Pica &Loiig 1986) As
discussed in Long and Sato (1983), there were three types ofquestion indicate "the
direction. of information flow in preceding utterance." These are comprehension
checks, confirmation cheeks and clarification requests.
They have the special
fimetion of maintaining interaction, Their use ensures that the interlocutors hare
the same assumptions and identification ofreferents. A comprehension cheek elicits
assurance from the listener that a message has been received conectly, whereas
confirmation checks and clarification requests allow the speaker to correctly
interpret reactions by the listener. Ifineasured for both teacher and students, these
2O
types should conthbute to an index of interaction or negotiation in the classrooni It
was assured that more interaction is an aid to acquisition.
(Chaudron 1988:131)
Both Long and Sato (1988) and Pica and Long (1986) compared classroom
teachers use ofthree question types in beginning-level thsses with frequency of
question types in a set of data obtained from native speakers in dyadic information
gap tasks with L2 learners. In both comparisons, while corehension cheeks were
the least frequent in the dyadic NS-NNS tasks, they were the most frequent in the
classroom interactions. Confirmation cheeks, which were the most frequent
in the
dynads were not so frequent in the two classroom data sets. Clarification requests
were low im frequency in all conditions. It lias been assumed that the number of
modification devices used by the native speaker or the teacher is indicative of the
amount of negotiation work between the native speakers and the non-native
speakers, or between the teacher and the learner, which in turn is indicative of the
amount of input that has been made comprehensible to the non-native speaker or
the learner. (Chaudron 1988, Tsui 1992)
Tsui (1991) conducted a study involving two reading comprehensive lessons in
secondary schools in Hong Kong.
She argued, however, wbile it is certainly true
that the number ofmodification devices used is indicative ofhow far the teacher is
aware of the inortance of making the input comprehensible, it must not be
assumed that the use of these devices necessarily leads to the production of
comprehenaible input. Negotiation is an iuteract±ve process involving both the
speaker and the learner. It is impossible to determine the quality ofthe input and the
21
quantity of negotiation work without looking at non-native speaker or learner
feedback and how much they are involved in the interaction. It is therefore,
important to distinguish between modification devices which are 'used by students
and those which are used by the teacher. The former is a fàr more important
indicator ofstudents' involvement in the negotiation ofmeaning than the latter. It is
also important to look at tite kinds ofmodiñcafion device used because some are
better indicators of learner involvement in the negotiation work than others. For
example, olarification requests and coiifirmation cheeks, which can only be
performed in reaction to student response, are better indicators than comprehension.
checks and self.repetitions which can be performed many times without any student
feedback.
(TSUÍ
1992:92-93, Tsui 1995)
2.2 What have research studies about pedagogy expertise shown?
2.2. 1. The development ofpedagogy expertise studies
As mentioned in Section 2. 1 .2., there was a paradigm shift in educational research.
Recently, researchers have not been contented with lust exploring what
teachers
do. They are eager to find out why teachers do so. In the past, most research in
education had focused on teacher's observable behaviours and student outcomes.
During the 1 970s, however, research on teacher thinking and the related field of
cognitive psychology increased. Research on the cognitive processes of teachers
has provided the theoretical basis for expert-novice comparative studies. In the
1980s, researchers were interested to use the findings from cognitive psychology to
explore the difference between expert and novice teachers.
(Westerman 1990)
22
2.2.2. The nature of pedagogy expertise
The expert-novice comparison had been used to study the nature of expertise in
other domains. Research on cognitive skills in other domains than teaching has
demonstrated that there are qualitative differences in the knowledge,
actiOnS of experts and novices.
Experts
thinking,
and
and novices differ in the way they represent
problems and in the strategies they employed to solve them.
Recent research on
expert-novice distinctions in teaching suggest that characteristics of experiise in
other complex cognitive domains apply to teaching as well.
(Livingston & Borko
I 989)
Expertise in pedagogy is now seen as "a complex and highly sophisticated kind of
domain specific knowledge and skill, developed slowly over many years by highly
motivated individual& It is not a level of development that is obtained by
everyone." (Berliner 1992 : 3 1) So, mere experience is simply not convinced by
most people to correlate highly with expertise in pedagogy. Due to the lack of
external critetht for identification of experts, studies of pedagogy expertise have
treated "experienced" and "expert" interchangeably at times, thereby yielding
inconsistent results and a complicated picture
Although there is a problem of
confounding of experience and expertise, the expert-novice comparative studies
showed some common findings about their differences in cognitive processes.
Expert and novice teachers differ b their thinking, decision making, and
instructional routines.
23
2.2.3 Expert-Novice differences
Expert-novice
.
Schema
Calderhead ( 198 1) conducted a simulated teachers' comments ou classroom critical
events.
He asked the beginning teacher and experienced teachers to comment on
some common classroom critical incidents orally.
In analyzing experienced and
beimiiiig teachers' responses to the task, he found a marked difÏreuee in the
nature and sophistication of their interpretations and undertandin of classroom
events.
He found that beginning teachers seemed to either lack the conceptual
structures to make sense of classroom events or to have simple imdiflèrentiated
structures.
Moreover, beginning teachers did not seemto
extract
the same kind of
level ofmeaning from the description ofthe critical incident as did the experienced
teacher.
Although Calderhead (1981) did not discuss his findings in terms of
experienced teacher having different schema than beginning teachers.
Clark and
Peterson (1986) interpreted his results to suggest the experienced teachers may
have better-developed schema for classroom events than do
novice teachers.
Carter et al (1987) conducted another simulated classroom study iivolving teachers
designated as
knowledge
expert,
but no
novice and postulant teachers (who possessed content
pedagogical training or experience).
He also found that, like
experts in other fields, expert teacherspossess well-elaborated schemas that provide
a framework for the meaningfiil interpretation ofinformation
Expert teachers had
an understanding of what to expect in the classroom and therefore set up
procedures and rules for student behaviour.
Peterson and Comeaux (1987) also
reported that expert and novice teachers differ in the cognitive complexity of their
24
schemas for classroom situations.
These information-iich schemas aid experts in
problem solving and decision making during teaching.
Expert-Novice : Pedagogical Reasoning
Slii1man (19S7)
brought in the concept of pedagogical content knowledge to
explain pedagogy expertise.
Content knowledge is the subject knowledge that the
teacher developed from general education.
Pedagogical content knowledge is a
combination of subject knowledge and pedagogy.
In other words, pedagogical
content knowledge is an adaptation of subject matter knowledge for pedagogical
purpose.
It is an understanding of how topics and skills can be organized and
taught to students.
To teach successfWiy, teachers must develop expertise in both content aiid
pedagogical knowledge and in how these two forms of knowledge interact in
teaching.
(Berliner 19&5)
Based on the concept of pedagogical content knowledge, researchers have
developed conceptual frameworks for examining the differences in the thinking and
actions of expert and novice teachers.
Livingston & Borko (1989) analyzed the expert-novice differences from two
perspectives: teaching as a complex cognitive skill and improvisational performance.
They found that experts have well-developed and easily accessible schema for
aspects of teaching.
They are able to plan quickly and efficiently.
Novices, on
the other hand, have very limited schema for pedagogical content kiiowiecige.
While experts' knowledge structures include stores of powerfiul eqilanatioiis,
demonstrations and examples for representhg subject matter to students, no'ices
must develop these representations as part ofthe planning process for each lesson.
Since novices' pedagogical skills are less well developed than experts', their
planning is often inefliciently carried out. Experts' knowledge systems provide a
framework for determining what information is relevant to their planning and
interactive decisions and what information can be ignored.
By compaiing
iij.formatiom from the environment (e.g. student homework assignments; questions
during lessons) with relevant schema, they can quickly determine whether such
information is usefW to their decisions.
(Carter eL al, 1987) Novices having less
elaborate pedagogical content knowledge and pedagogical reasoning skills,
considered much more information than. do experts when planning.
They are less
selective in the cues to which they attend during interactive teaching and less
focused in their reflections foJloig the lessons.
Experts are more ready to improvise.
They can provide examples quickly and
draw cojmeetioiis between students' comments or questions and the lesson
objectives.
Such suecessfiul improvisational teaching requires that the teachers
have an extensive network of interconnected, easily accessible schema and be able
to select particular strategies, routines and information from these schema during
actual teaching and learning interactions based on specifo classroom occurrences.
on the other band, novices encounter difficulties when deviating from scripted
lesson plans.
Their ability to inrovise is limited.
Novices do not have as many
26
potentially appropriate schema for instructional strategies to thaw upon in any
given classroom situation as do experts. Nor do they have sufficiently welldeveloped schema for pedagogical content knowledge to enable the construction of
explanations or examples on the spot.
Because their knowledge structures are not
well-connected, they have difcuJty getting back on track
when
they deviate from
the lesson agenda.
2. 3
How significant are comparative studies on experienced- and-novice
differences in EEL questioning?
Pica and Long (1986) investigated the linguistic and conversational performance of
experienced and inexperienced teachers.
The purpose of the research was to
determine whether there were any differences in the speech characteristics of
experienced and inexperienced teachers in their classroom interactions.
The Jiypothesis upon which the research was based was that the development of
second language occurs when learners are exposed to language which is
comprehensible to them and which contains grammatical features which are one
level of complexity beyond their current second-language ability. It has been
suggested that certain special modifications made by native speakers in. interactions
with second-language learners make language more comprehensible and this
facilitates the acquisition process.
(Nunan 1989 : 2)
Pica and Long conducted two studies to explore two questions:
1. In what ways do the teachers modii' their speech when talking to second
language learners in the classioom?
27
2. Is the ability to modify input and conversation appropriately part of any teacher's
competence, or must it be developed through experience over time?
For the first study, Pica and Long collected ten-minutes recorded samples of
speaking from ten. ESL teachers.
These were compared with informal native
speaker/non-native speaker recorded conversations made outside the classroom.
The
researchers
found
that ESL classroom
conversations out of the class in some ways.
the earlier study by Long and Sato (1983)
meaiing in the classroom.
conversation
differed
from
Their results coirmed findings of
There was much less negotiation for
Pica and Long drew the siniilar conclusions as the
previous studies (Long and Sato 1983, Tsui 1985) The smaller amount of
negotiation is due to the fact that teachers tended to ask display questions.
The far
higher frequency ofdisplay questions in the teacher talk implied that a lack of two-
way information exchange between the teacher and the student.
Jii a second study, Pica and Long looked for differences between the language of
experienced
and inexperienced teachers.
It was found that iii general the
similarities outweighed the differences between experienced and inexperienced
teachers.
Certain conventions of classroom discourse prevailed.
dominated the discourse.
The teacher
The use of the solicit- respond-react exchange is the
dominant discourse structure and the teacher heavily rely on display questions as a
means ofinitiating such excbanges
There were, however, some difièrences between the experienced and inexperienced
28
teachers.
Experienced teachers are more fluent and used a wider range of
question forms.
Experience seems to be necessary for becoming proficient in the
use of some of the conventions surrounding second language classroom tak
Experienced teachers encoded questions
it
a wider range of forms, employing
notably more whforms as a way ofchecking stadents' comprehension and ability to
formulate answers in the target language.
And the fluency ofteachers' classroom
performance also appears to increase with time.
However, the above differences
were not particularly marked.
Pica and Long concluded that "the influence of the classroom context is strong
enough to outweigh the effects of teaching experience" (Pica and Long i 986:96)
Their conclusion may be valid to certain extent . Yet why the experienced teachers
were more fluent and employed more questions forms and what is the impact of
such differences ou student learning bave not been explored.
The early
comparative studies between expert and novice teaching do suggest that there are
significant differences in teacher belief and pedagogical skills between expert and
novice teachers.
(Berliner 1986, Carter eL al 1988, Shuiman 1986) Exploring
those differences maiiifested in teacher questioning may give us more insights and
understanding of the proper use of questions in a secondlforeign language
classroom.
CHAPTER THREE -
METHOD
What was the research?
3.1
3 1.1
Parposeofthe study
The literature in the previous chapter demonstrates two things. First, there is a
possibility of exploring pedagogy expertise with certain conceptual framework
Second, the studies on teacher questioning have so far mostly beet quantitative but
started gearing toward classroom interaction analysis. As teacher questions are the
staple in EEL classroom interaction, this study attempted to enIoy a quì1itative
approach to explore expertise iii teacher questioning in EFL classroom. There were
two purposes ofthe study:1.
to find out if there is any dffèrence in the question strategies employed by
novice and expert EFL teachers,
2.
to investigate the effectiveness of different questioning strategies on student
response and classroom interaction.
3 1.2 Scope ofthe study
As the literature reviewed that there axe differences, though
sometimes not
particularly marked, between expert and novice teachers' thiniking and teaching,
three research questions were presupposed here.
i
Is there any difference in the questioning strategies employed by novice and
expert EEL?
2.
How far do expert EEL teachers ask questions differently from novice teacher?
:3.
Do expert teachers ask questions more effectively than novice teachers?
30
To answer the research questions, this study investigated four areas associated with
teacher questioning.
The four areas are as follows:-
1.
What types ofquestions novice and expert EEL teachers asked;
2.
How the questions were asked;
3.
Why the questions were asked;
4.
What response ami interaction the questions elicited.
3
.
i.3
op erational definitions
As there have been problems of inconsistent perception of some ternis, the
following operation definitions were stated.
Qu estions & Questioning Strategies
A question is defined as "any statement intended to evoke a verbal response".
(Brown & Edniondson 1984, Tsui 1987, 1994 and see discussion in Chapter 1,
Section 1.21)
Questioning strategies refer to the ways the teacher organizes and asks a question.
Questioning strategies enconpass a larger scope than questioning techniques or
methods and are definitely not coalined to nomination techniques. According to
Hyman (1979), a strategy is a
"carefully prepared plan involving a sequence of
steps designed to achieve a given goal". (Hyinan 1979: 13) A strategy serves as a
guide for the teacher to dotemiine which questions to plan and ask in the classroom.
It provides a framework for interaction with students. The fùnctions of the
questioning strategy is to guide the teacher in focusing students' attention on. the
31
learning material at a particular cognitive level, to help students extend their
thought at the saine cognitive level or raise it to another level, to encourage as ninny
students as possible to participate in the learning activity and to allow the teacher
physically to manage and emotionally support students in order to maintain an
appropriate classroom atniosphere. In other words, questioning strategy is an. ait of
plalining what questions to ask and how to organize and answer work iii class
Expertise
Expertise is deThied by colleague recognition,
student
evaluation, teaching
qualification and teaching experience. As an experienced teacher may not necessary
be an expert teacher, niore external criteria were taken into account to deine
an expert teacher is.
io
Berliner (19x6) suggested high reputation from. the point of
the view ofeolleagues and students can indicate expertise Shulman (19S8) stressed
the importance of development of pedagogical content knowledge. It is believed
that EFL training can help teachers transform their content knowledge into
pedagogical content knowledge.
So, in this study, expert teachers are those who are regarded as good EEL teachers
by members in the pane1
well-praised by students, have relevant teaching
qualification and rich teaching experience in EFL (moie than 15 years).
teachers are those who axe freth in teaching profession.
teaching for less than 2 years.
They have
They have little training in EFL teaching.
Novice
just been
Effectiveness
itt
a loose term, effectiveness means simply that teachers et most oftheir students
to learn most ofwhat they are supposed to learn. (Berliner 1987:94) In the focused
discussion here about questioning, teacher effectiveness as a strategic questioner is
based on the ability to manage the interaction by combining the individual questions
into a pattern designed to aebieve an objective. (Hyman 1977) The main objective
of a reading coniprehension lesson is to develop students reading skills. An EFL
lesson is aimed at target language acquisition.
In this study, effectiveness oftlie questioning strategies is to be evaluated on:
(I) student discourse output in terms oflength, complexity in structure and ranges
of functions;
(2) kinds ofinteraction the questions initiated in class between the teacher and the
student, and between student(s) and student(s); and
(3) the variety ofspeech acts which encourage students to communicate their ow
ideas in the target language.
3.2 Who were the subjects?
Subjects for the study comprised four EEL teachers and their students.
The four teachers are female and teaching in the same sohool , which is a local band
two Anglo-Chinese English in Shatin.
According to the working denition, two of
the teachers were labelled as expert teachers (El, E2) and the other two as novice
teachers (Nl, N2) in this study.
33
12.1 Expert Teachers
Expert Teacher (El) is a native speaker came 11am New Zealand. She was
educated in New Zealand. She attended Auckland Teachers' College full time for
two years and. became a probationary teacher for one year before receiving a
primary teacher certificate in 1958.
Being a probationary teacher, he did not
teach but observed other experienced teachers how to teach and reviewed what
happened in the lessons in detail to her sipervisory teachers.
In the 1980's , she
began studying for a bachelor degree (BA) while working. It took her eight
years part-time to complete the three-year full-time course.
Most of the papers
she took were about education and counselling.
She bas considerable experience in teaching English as a first and secondlforeign
language.
She taught English in a local primary school in London for two years
alter training.
After maniage, she stopped teaching.
When her children grew up,
she continued her teaching profession in jumior schools and was in charge of
students of different races. Primary school teachers in. New Zealand teach one
class for evexy subject.
She taught there for thirteen years.
She has been an
English teacher in. a local secondary school in Hong Kong for three years.
She
teaches junior classes (F. 1-2) English and General Reading. Because ofher rich
teaching experience,
year.
she
was appointed as Form Convener in charge ofFonn 2 this
She has been teaching the class being studied for two years.
Expert Teacher (E2) is a local teacher. She was educated in Hong Kong and
Taiwan.
She attended Taiwan National
English.
In
Uthversity.
Her major
subject was
her iindergrachmte course, she carried Out teaching practice iii pairs.
34
She observed and commented hei peer's lessons in turns.
She was retrained to
quaIifi for a registered teacher in Northeote Coftege of Educafion.
She took a
half.yeax refresher course about teaching English in the Institute of Language iii
Education
(ILE) In this course, she was given a chance to stay with an English
fni1y in England for four weeks.
She treasured a lot from the stay and gained
valuable insights about teaching English as a foreign language.
She has been teaching English, mainly in junior forms,
for twenty-four years
in
local secondary schools in Hong Kong. She teaches F.l-2 English. Because of ber
rich teaching experience, she was appointed
as
Form coordinator in charge of
Form I this year. She has been teaching the thss being stuxïied for two years.
3.2.2 Novice Teachers
Both Novice Teacher (Nl, N2) are graduates from the University of Hong Kong
and bave not received any teacher traithng.
Both have been teaching mainly senior
forns English for nearly two years in a local secondary schooL
Nl is an English major with two-year working experience in press and touÑm
before teaching, whilst N2 is an Geography major and English minor.
She has no
working experience before teaching.
Thisyear,N1
Geography.
taughtF2, Fi, F.7 English.
N2taughtF.2. Fi English and F.3
Because they axe quite inexperienced bi teaching, they bave not been.
appointed as Forni Converner in any forni.
They were not the English teacher of
the classes being studied last year.
35
3.2.3 Students
The four classes of students were not streamed.
fory-flve students ofboth sexes.
English was fair.
Each class consisted of about
They were F.2 students.
Their proficiency hi
In the F. I English Attainment Test, which is set by Education
Department, the majocity ofthenì scored
average maiks. Theii hi-take baiìdin is
two hi the New Teiritories.
3.3
How were the data collected?
The four teachers were invited to participate in this research.
They were told that
any normal classroom data were of interest to the researcher, and they should not
depart from their regular syllabus or lesson plan for the days because of the
recording.
They were asired that the recording was flot for job appraisal, but
for research analysis only and their identity would not be disclosed. The actu-al
research questions were not revealed to the teachers to avoid any possible cause of
"subject expectancy" - teachers think they have figured out what a study is about
and try to help" the researcher to achieve the apparent aims. (Brovvn 1991:32-33)
All recording days were ananged hi advance with the participating teachers .
The
students concerned were also nformeul that the data Were fox teseaxb aia1ss.
A set of audio-video equipment, coiisisthig of a Sony hanclycam and three small
cassette tape-recorders, were tried out and set in the classroom with each class
twice before the actual recording took place.
It was hoped that erst the subjects,
both the teachers and students, could get used to the record setting and behaved as
normally as they were; second, any technical problems could be solved to ensure a
36
clear recording of all classroom data.
A cross-sectional study ou a similar
teaching utht was mafe.
General English
lessons on the course book were comparatively dominating in English teaching.
More than half ofthe English lessons were allocated to General English lessons, i. e.,
teaching the reading comprehension passages and grammatical items in the
coursebook.
So, it was thought to be a better representative sample of the
teachers' teaching.
Four double-lessons, which lasted for 80 mins., on one unit in
the coursebook from the four teachers respectively were audio and
video-taped.
As there was a conflict between the two different roles of researoher and
panel
chairperson, the researcher did not observe the lessons involved in order not to
make the data collection any more obtmsive than necessary.
The tapes of the lessons were transcribed (Appendix I). An analytical framework
for the data was designe
applied and revised to facilitate data analysis. The
Coding Category System was modilied from The Seventeen Categories and special
refiueme]its in iegard to teaching of reading were made.
Interesting data were
found and structured interview questions and student questionnaires were
developed for the follow-up interviews with the teachers and
the students
concerned to triangulate the data.
kdividual structured stimulated recall interviews with the teachers were conducted
to elicit the teachers' thought about teacher questioning.
The teachers were given
37
the interview questions (Appendix II) one day before the actual interview so that
they could retrospect the lessons.
In the intervîew the researcher went Thxouh
the video-tape together with the teacher, stopped at the relevant sections to ask the
structured questions. Follow-up questions on the teachers significant responses
were formulated on site ,as well.
Group semi-stmctured interviews were heft! with some representative stidents from
eaoh class. About 15% of each class, six to eight active participants, average
students, passive students were interviewed by class.
Among them, there were the
students who gave interesting or ambiguous answers in the lessons being studied.
They were asked to fill in a questionnaire about their general impression towards
their English teachers' questioning strategies (Appendix III). The questionnaire was
written in Cbinese istead of English to get rid of the language bather it might
impose on the students.
With the help of the questionnaires, the researcher
condueted a firly nfonnal interview with the students concerned.
Relevant parts
ofthe teacher and the student inteMews were transcribed and analyze&
3.4 Flow were the data analyzed?
3_4. i
The CocThig Category System
This study is qualitative-oriented,, and descriptive-based as it attempted to describe
the questioning strategies employed by the teachers. Following the ethnographic
paradigm, the study adopted a naturalistic approach.
recorded.
Normal lessons were
The data for the frivestigation, therefore, consisted ofthe tapescñpts of
the lessons recorded and the protocols ofthe teachers' and the students' interviews.
38
The tapeseiipts ofthe lessous are text-based qualitative data as they were all about
one reading passage ¡n the coursebook.
post-coding system.
Such classroom data were analyzed by a
The coding category system eixployed here is by no means
innovative, but adapted from Tsuis The Seventeen Categories (1985) vith regard
to the recommendations of teaching reading skills made by Nuttall (1982) and
Gower & Watters (1983).
Tsui's Seventeen Categories is au ecleotie model., biinging crucial features of
several observational systems, that proposed by Flander (1970), Barnes (1969) and
Sinclair and Couhand (1975).
task'
aii1 'Pui1
task'
The classification ofclassroom talk into 'Teacher
gi\Ies a geueral
between. the teacher and the student.
categolies of "acts".
piItUXe
of the verbal iaeration pattern
The utterances are categorized into the
Ail speech acts are delined according to the function they
perform in classroom interaction.
However, for the purpose of This study, the
rigorous analysis of alI utterances or acts is not necessary.
Some cfthe categories
concerning giving instructions or lecturing like 'Direct", "Inform", RecapituIate".
"Frame", "Starter" and "Check" were eliminated as this study did not set out to
analyze all of the language of the classrooni It focused on teaGher questioning.
So, the c'assification of the teacher's question was refined.
More sub-categories
were devised to bring out the various nature of display questions and restating
elicit.
To make a close examination of the type of question asked and the
modification niade to elicit answers,
such refinement was useuil
and cnicial.
The
Coding Categoiy system proposed in this study is shown and described in details in
the following section.
Fig. i
The Coding Category System
TEAC}WR
Initiate
Act
Sub-categorization
1. Elicit
A. Display Qs.
a) Gist Q.
b) Signpost Q.
c) Detail Q.
d) Lexis Q.
ejWord foim Q.
B. Referential Qs.
C. Restating Elicit
a) Verbatim lepetition
b)Comprehensiou-oriented
modification
e) Response-oriented modification:
i) giving options
ii) providing clues
iii) asking for Chinese translation
iv) asking Socratic questions
2. Give iwmediate
answers
3. Nominate
Respond
4. Evaluate
a) positive
b) negative
5. Accept
6. Cornent
PUPIL
Respond
7. Reply
a) Restricted (in Eng.)
(m Clii.)
b) Expanded
8. Apologize
9. Volunteer
Initiate
10. Interrupt
40
14.2
Category Description
L Teacher-Initiate
Category i : ELICiT -any utterance intends to elicit an obligatoryverbal reouse.
There are three major types
of'Elicit".
A. Display Questions: questions which requires students to display their
knowledge, and to which the teacher aheacly has an answer in mind.
a) Gist Q: questions to cheek general context and general content of a reading text;
are normally asked first to check general understanding before a text is broken up.
b) Signpost Q: questions to guide students before they read, direct their attention to
the important points in the text.
e) Detail Q: questions vthieh requires students to recognize only specific
information ofa text.
d) Lexis Q: questions about the meaning ofthe words or phrases.
e) Word form Q: questions about the parts ofspeech or word formations.
B. Referential Questions: questions about the students and their experience,
and to which the teacher does not have an answer.
C. Restating Elicit: the teacher repeats the preceding elicit or simp1iijing it by
several means: -
a) Verbatim repetition: the teacher simpiy repeats the preceding question.
b) Comprehension oriented modification: the teacher makes the question easier for
the students to understand.
c) Response-oriented modification: the teacher makes the questions easier for the
students to respond to by:i)
giving options - asking students to give Yes or No answers, or to choose from
a liwited number of choices;
ii)
providing clues - giving part ofthe answer and asking students to provide the
rest; or providing a possible answer and leading students to figure out the other
possibilities.
iii) asking for Chinese translation- asking or accepting students to give answers in
Chinese.
iv) as]thg Socratic questions - asking a series ofleading questions and going from
general to specific to he
students to answer the initial question.
41
Category 2: Give immediate answers
-
the teacher answers her elicitation
immedite1y without giving students any time to think of the answer.
Category 3 Nominate - the teacher calls o'ut student's names to students to give
.
verbal response.
II Teacher-Respond
Category 4 :
Evaluate -
any utterance intends to evaluate a verbal response from
students so that they know ifthey have performed adequately or not.
This act is thssffied into two types:a)
Positive Evaluation: the teacher praises or gives encouraging remarks for
students response.
b) Negative Evaluation: the teacher rejects students' response.
Category 5 : Accept -the teacher takes students' response as it is given.
This act
may precede or replace an. Evaluate' act in the feedback from the teacher.
Category 6 : Comment - the teacher expands, develops or
information to the response given by a student.
provides additional
The teacher can also express her
opinion ofthe student's response.
ifi Pupil-Respond
Category 7 :
Reply - a linguistic response to 'Elicit".
It is classified into:-
a)
Restricted reply - a single word answer or a very short phrase (not more than
three words) or a recitation of a sentence from the textbook. It may be
realized in English or in Chinese.
b) Expanded reply - a longer phrase or sentence (more than three words) intends
to express original ideas/feelings or sustain the conversation.
Category 8 : Apologize - a verbal expression to show regret for not being able to
understand
or answer a question..
42
Category 9 Volunteer - a Jiguistic response intends to show that one is willing to
answer the teacher's question.
IV Pupil- Initiate
Category iO : Interrupt - a verbal expression interrupts the ongoing disoourse.
3.4.3 Triangulation of Data
To increase the internal reliability ofthe results, the post-coding auaysis data were
verified by a second person, who was a local experienced secondary English teacher.
To triangulate the data, interviews were conducted with the teachers and the
students concerned.
43
CHAPTER FOUR - RESULTS
With the application of the Coding Categoiy System, notable diffèrences in the
questioning strategies employed between the expert and the novice teachers were
shown (see Appendix iV) in ternis ofthe following aspects:-
I) the type ofquestions being asked;
2) the kind ofmodifications being made;
3) the kind of student response being elicited;
4) the kind ofinteraction between the teacher and the student being sustained.
4. L Type of Questions
Table I shows the distribution of various questions asked in the sanple lessons.
Comparisons of the subsets of these data were made and the
idings were
summarized as follows:L
Expert teachers asked referential questions whilst novice teachexs asked none.
2
Expert teachers asked gist and signpost questions whilst novice teachers asked
none.
3.
Expert teachers asked fewer display questions than novice teachers.
4.
Expeit teachers asked fewer questions about vocabulary and word forms than
novice teachers.
44
TH
T'vne ofChiestions asked by the teachers
i
El
E2
Nl
N2
33
22
44
4
a)GistQ.
il
3
0
0
b)SignpostQ.
o
6
0
0
c)DetailQ.
3
U
18
5
d)LexisQ.
12
2
14
31
e)WordformQ.
7
0
12
13
B Referential Qs.
i i
i 5
0
0
C. Restating Elicit
87
3 8
46
Type ofQuestion \
Teacher
Total
A. Display Qs.
4. 1. 1 Referential Questions
The reading comprehension passage being taught is about a complaint of a dream
holiday.
Both expert teachers asked two referential questions at the beginning of
the lessons to activate students' schema, to motivate them. to guide them to read to
the given topic.
The two referential questions were 'Where would you like to go
to for a dream holiday?" and "Why would you like to go there?"
El nominated four students while E2 asked thxee to give answers.
Both novice
teachers started to teaoh the passage innnediately right at the beginning
lesson.
of the
They did not ask any referential questions thTongbout the lessons.
All
the questions they asked were display questions to check students' knowledge.
4. 1.2 Di1ay Questions - Gist Questions
Though display questions still donnated the lessons of expert teachers, nearly one-
third ofthe display questions asked by the expert teachers were global and strategic
questions that enhanced macro-reading slcills, like predicting from the title and
pictures, scanning, skinming, reading for gist and for specific details.
gist questions while E2 asked gist questions and signpost questions.
El asked
E 1 asked gist
45
questions to help students predict from the title azid pictuxes. She also asked
questions about who the maiu characters were and what the miw oharacter, Aunt
Kitty, did.
She then asked hei students to sean a figure out ($300),
and to skim
the passage to infer if the character, Aunt Kitty, was happy with her trip. (see
Appendixl- El, hne42-116) Byasking such series ofgist questions, El involved
lier students to process the text globally before reading the text in detaiL
4. 1.3 Signpost Questions
E2 also asked gist questions based on the title. Besides, she asked a set of
signpost questions paragraph by paragraph.
locate the answers.
She set a time limit for her students to
The time limit varied according to the difficulty of the
questions Set and the length ofthe passage. (see Appendix I - E2, line 60-117)
T:
How did Aunt Kitty find Paradise Island to spend her holiday? How did she find
it?
And why was she interested in visiting this place?
minutes.
Right.
The ansvrs to the
visit Paradise Jsand?
T-
..................
It's just first paragraph. Two
(Pause)
rst four questions.
Furig Wai Yan
How did you find that sbe could
.....
Alrigbt. OK! Next paragraph we go on there. And What did the
travel agent tell aunt Kitty about the Paradise lsand? Any information about that?
Describe the Island. Second paragraph. Two minutes please.
T-
(Pause
-------------------------- OKt next paragraph. So, after her holiday, aunt Kitty
returned back and for this paragraph. you nd that she was satisfied or not
satisfied. Airight.
Satisfied or not satisfied
with the trip there? Did she enjoy
herself there? And so what did she do after she caine back from her holiday? Did
she enjoy it? One mioute.
T-
...............
(Pause)
What is her complaint? In the following dialogue there, when
you finish the dialogue between the travel agent and Aunt Kitty.
What was
wrong? Now finish the lines up to the end of this page. Stop there. Two minutes.
E2, extractsfromline 60-117
The signpost questions guided the students to read on the right track. Given a
purpose to read, the students could skim and read for specitic details.
However,
46
both novice teachers asked neither gist questions nor signpost questions
They
asked questions about discrete items like specific details of the passage and
explanation ofeertain vocabulary andloi grammatical points.
4.1 4Detail Questions
Novice teachers, especially N2, asked more questions about lexis and word forms.
N2 only asked 3 questions about the details of the comprehension passages (the
other two detail questions were asked
then she was checking the answers in the
exercises) She, in fact, answered two heiself
Nl seemed to have asked a lot of
questions about the details of the text but she answered most of the qtzestions
herself (14 out of 18), as well.
Giving inmediate answers to detail questions
deprived students ofthe chance to process the text actively.
4.1.5 Lexis Questions
Expert teachers, El in particular, elicited meanings ofkey words only wbìlst novice
teachers covered all the words they thought the students might not know, no maUer
they were related to the theme of the reading passage or not.
Table 2 thows a
comparison ofthe words asked by the expert and the novice teachers in. the sanp1e
lessons.
47
Table 2 : Words asked and explained by the teachers
THEME ofthe reading Dassage: A Comvlaint about a Trin
El
E2
Nl
N2
ThIEME-related travel agent
Daily Express
words asked
package
go abroad
advertiseineit
deposit
go abroad
adveitisement
travel agent
paradise
disappointed
disappointing
local
under con-
conensation
destination
refund
,ackage tour
accommodation
transport
travel agent
package
deposit
fare
disappointed
under cou-
struction
local
refineiy
foreigi
refund
struction
foreign
compensation
enquiry
No.
Not themerelated words
asked
(lo)
(2)
(j3)
(8)
balcony
ba'cony
include
immediately
excellent
assure
construct
expenses
representative
sound
delighted
lakony
terribly
forward
unaware (asked
twice)
offr
immediately
menu
hardly
lax
secuiity
protest against
stationary
stationery
No.
()
(o)
()
(18)
48
THEME-related refriery
Words explained
destination
package holiday
accomnodajon package tour
complaint
accommodation
oil reThieiy
expenses
refund
deposit
refinery
enquiries
refund
No.
Non theme-
(1)
(5)
unaware
(8)
_(p)
(6)
(0)
assured
related words
explained
free
sounded
terribly
forward
unaware
(1)
No.
(0)
E2 asked few le,ds questions and no questions about word form.
by saying 'at that t/me Ijust concentrated on
the passage. That
the flowing of
She justified it
the understanding of
why I didn 't go into the verb or the noun.
Indee4 not so
important at thatpoint oftbne.
What was more mportan1 io her was to develop students reading skills and check
their understanding ofthe text in a reading lesson.
'It s very important in assigning students to read
limit.
She stressed it in the interview.
by themselves, giving them a time
Besides, give them some guided questions so that they have something to
looftfor when reading.
That is to say, give them a purpose to read
Otherwise,
they ju.st read without purpose. Because when they came to the opening
examination, reading comprehension, all the kincLc,
they should train themselves
to readwith apurpose.'
49
So, she asked sigiipost questions to direct students' understanding of the text. She
did not explain a lot ofvocabubtry and grammatical items.
4. 1 . 6
Word Form Questions
El asked questions about prexes.
She asked word forni questions in the way
that students could go through the process of deducing the rules.
At first,
she
asked the students to define what a prefix is , but unfortunately no one could do so.
Then she asked them to find words with a preflx.
When a student gave the word
"refimd" she attempted to ask another student to tel! which part ofthe word is the
prefix,
but she failed to eiicit a correct answer from that student.
She
subsequently nominated another student to give her another word with the prefix
"re" from the passage.
students to find
When
words with
she
managed to get the word "reñnery". she asked
another prefix
with no difficulties and one interruption.
'GUn".
She got two correct answers
She finally concluded by giving the
definition ofa preflx(see Appendix I, El, hue 187-244)
Novice teachers asked students quite a number of questions about the parts of
speech of certain words as they knew parts of
eech were usually an important
graxmmttical item to be tested in the examixation.
Novice teachers believed that it
was important to cheek understanding of new words and common grimmaüea1
patterns in an GE. lesson. Helping or drifiing students to develop reading skills
seemed to be ofseoond importance.
50
Nl said, 'It is importûnt for
words.
the students
to
identify
the part of speech of certain
Ifthe students think that "interested" is a past tense they will notput a
verb before it.
They will say
"I interested in music. '.
They would make a lot
ofinistakes.'
N2 said, 'For me, the most important thing in an G.E. lesson is to help them learn
the grammar and the meaning of the passage, not
grammar is the most important thing
the minor points.
So in the lesson, I
I think the
quite pay attention to
part ofspeecli and the structure ofa sentence.
4.2 Kind of Modifications
Table 3: Frequency and Percentage of Repetitions & Modification made by the
teachers.
Sub-categorization
of occunce
No
El
RESTATING ELICIT
E2
2j)
Nl
N2
a) Verbatim reipetition
i8
b) Comprehension-oriented modification
46 (53%) 18 (47%) 20 (44%) 24 (4%)
O%)
8 ( 17%)
1 1 (21%)
e) Itesponse-oriented modification
i) giving options
ii) providing clues
iii)
askingfor Chiese translation
iv) asking Socratic questions
Total
O (0%)
1. (%)
7 ('o)
6 (12%)
12 (14%)
4 (1 1%)
8 (I7/o)
10 (19%)
O (0%)
OJO%J
3 (7%)
1J%)
il (13%) 13 34%)
O (0%)
0 (0%)
100%
100%
100%
100%
42. 1 Repetitions or Modifications
J3oth the expert and the novice teachers made more modifications than repetitions.
Ail of them believed that it is more likely to elicit a response by modifiig a
question than simply repeating it.
All teachers, except F2, had nearly one-fifth of
51
their restating elicit by verbatim repetition.
making verbatim repetition.
They had similar justifications for
They repeat the questions to give students more time
and more chance to catch the questions and formulate the answers.
£1 said,
will also give them time to think ofthe answer as many ofthem do not
have a ready answer.
They are franskting from Chinese into English in their
rnind.c.'
E2 said, 'Just to give them time to think about the answers. My students are not
that bright to think of a quick answer to the questions.
I allowed them time to
think about it.
Nl said, 'I repeat the question so that they have more chance of getting the
question.'
N2 said, 'Sometimes I think they don 't understand my question.
question again.
So i 'II repeat the
I think some ofthem may not pay attention at that moment.
So
I 'li repeat the question.'
E2 repeated her questions comparatively less often than other teachers as she spoke
fairly siowiy that students could catch
iat she was asking more easily.
Moreover,
she preferred múing semantic modifications.
Example 1.
When she asked where Aunt Kitty was going for her trip, she
deliberately reminded the students ofthe word "destination" by employing semantic
modification.
T .................... L7jj
is her desünation to spend the holiday?
What is her destination? C Writes destinaUon on the BB) Where is she going?
Lee Kam Hung?
S:
She is going to Paradise Island.
E2, line 50-53
52
She explained why she did so in the interview.
Normally, the word "destation"
should not be that dfficuit for Form two students.
But in congidercition of my
students, particularly of this class, some of them might not loww the meaning of
'destination. "
Since I don 't want to spend any time in expIariation I rephrased
the question without saying the word "destination."'
Example 2.
her trip.
When she asked if Aunt Kitty, the main cbaracter was happy about
She asked,
T- ............... Airiglit. Satfied or not satised with the trip there? Did she enjoy
herselfthere? And so what did she do after she came baek from her holiday? Did
she enjoy it? One minute. (Pause) Did she like her holiday there? Lam Ching
Wan.
S:
No.
E2, line 101-105
She replaced the more diifficuit word "satisfied" in the first elicit with the easier
words "enjoy" aiid "like" in the subsequent elicits.
Judging from the students answers, we eau presume the students could undertaud
the word "desthation" and "satisfied".
4.2.2
Modification devices
In all the san1e lessons, the number of conTh-mation cheeks aiid olariflcaticrn
requests was minim1
There were two
clarification
requests
aiid
four
eon&-ination checks in El's lesson and oiie conulrmatiou check in E2's lessons.
All those modification devices were made by the teachers when they asked the
referential questions.
Neither clarification requests nor confirmation checks were
present in both novice teachers' lessons.
53
42.3 Response-oriented modification
About the response-oriented m.odiflcation.. there were three notable differences
between the expert and the novice teachers.
First, the expert teachers preferred to
provide clues than to give options whilst novice teachers often gave oily two
options for students to choose from.
Providing clues to elicit an answer on the one hand can make the question easy to
answer and on the other band did exert a certain demand on students cognitively
and linguistically.
Whereas yes or no questions discouraged students from
processing and making a longer response in the target 1anguae.
Just answering a
yes or no/two-option question the student may make a wild guess.
It is 50-50 to
get the answer correct.
T. ............ so what is the veib here?
Was disappointed with.
What is the verb?
She was disapnted with.
S:
Disappointed.
T:
No.
S:
Was.
T:
Yes, was is the verb ........
Nl, line 158-163
T:
...Can youtell mewbich one is averbandwhich one is anoun? Lam Tsz V/al.
Two words, which one is verb?
S:
(keeps silent)
T:
First one or the second one? Do you know? The difference is only the 'etter
's and cC'.
So, with 's' is the ..... ?
S:
Verb.
T:
Yes. Verb. Is it?
You bave 50% correct.
Sit dawn......
N2, line 374-380
It seemed that the expert teachers are more aware ofthe limitation ofthe yes or no
questions.
When they asked yes or im question, they also asked follow-up
questions to elicit more from the students.
For example, after E2 ot one-word
answer to her yes-no question, she asked the student one more factual question.
54
Was there any bus taking her
T .
from the airport to the hotel where she s.as going to stay in ? Any? Tsang Ka Yiu.
S:
No.
T:
OK. there was no bus taking her to the hoteL
No free transportation.
Wbat did
she do in order to get to the hotel?
S:
By ...................
T:
Can you say it again? Loudly & clearly.
S:
She waited for about 2 hours before taking a taxi.
taxi (says unclearly)
F2, line 120-127
Second. the expert teachers asked Socratic questions to lead students to be able to
answer ali initial question.
Socratic questions were useful to help students process
the question step by step so as to make an appropriate response.
Take an example from E i s lesson.
E i wanted to ask what was the destination of the main character.
Instead of
asking such question right away, she asked a student where he was going to after
school.
From the student's answer, she further drew the ineanin of destination
from the student. When she was assured that her students knew the meaning of the
word "destination", she asked the origina.! question.
T ................... Now do you remember the destination? We
have it before.
Destination.
When you leave school today Raymond, where are
you going?
S:
Go home.
T:
0k, what is your destination after school, Raymond?
S:
Home.
T:
So. what does destination mean?
S:
(inaudible)
T:
I can't hear. Neither can the tape.
S:
The end ofthe journey.
T:
The end ofthe journey,
where you are going.
Terry, what does destination mean?
Good answer.
Right, the end ofthejourney.
It's your destination.
The place
0k, so what is Aunt Kitty's destination
when she kft home for ber holiday, Angel?
S:
Paradise Island.
El, line 97-110
Take another example from E'2 lesson.
E2 wanted to elicit the complaints of Aunt Kitty from the students.
However,
there were so many complaints, it was not easy for students to list them ail in one
attempt.
She developed hei initial question into sevelal prompt questions and
asked several students.
(see Appendix I - E2, line 1 12-148) Her initial question
is 'What is her (Aunt Kitty's) complaint?
2 broke this question into:
The first complaint. - Was there any bu taking hr from the anport to the hotel where she
going to stay in? Any9
Mother complaint. Something else was wrong. What about the hotel?
s
And also swimming pool. Any what there? Would she swim?
How about the food in the restaurant? Were there a lot ofvarieties ofdishes in the restaurant?
Wasn't the beach near the hotel? Did Kitty enjoy her waik on the beach?
E2, extract fromline 112-148
Third, the expert teachers never asked students for Chinese translation whilst
novice teachers sometimes demand a Chinese translation from students for certain
vocabulary.
Both expert teachers insisted on
themselves in English.
from students.
training
students to think in. English and express
So they seldom or never asked for a Chinese translation
El said, 'lt is
an English lesson, you have to learn to think in
English, so they got a ready response when they go to the senior forms,
their orals, think and be able to answer,
and then give an answer.
and do
not sit there, think in Chinese, translate
They are going to fail, they have to think in English.
Even f it is a wrong wordy I would rather they answer in Englisk
It 's because
they know I respect it.
56
4.3 TQnd of Student Response
Table 4: Kind of Student Reply elicited by the teachers
Act
No
of
occurrence
Student Reply
El
F2
Nl
N2
a)Restricted(iiiEng.)
(inChi)
b)Expanded
8
20
23
39
O
3
19
18
0
0
O
Two notable difièrences were found.
The expert teachers could elicit expanded replies from their students whilst the
novice teachers could only elicit restricted replies, which were usually one-
word answers.
2.
The novice teachers accepted Chinese replies whilst no students in the expert
teachers gave answers in Chinese.
As the expert teachers asked some referential questions, and less closed display
questions, students needed to express their ideas and feelings in longer and more
complex sentences.
As the novice teachers asked only display questions on discrete teaching items and
often modied them into very closed questions, students responses were restricted
ia terms oflengtb, complexity in structure and ranges of functions.
Novice teachers were satisfied vdth minimal responses from students as they
believed minimal responses or Chinese answers were better than no responses.
$7
Nl did not mind getting Clúnese answers, mostly Chinese expmations of the new
vocabulary as she believed F 2 students were not good enough n English to express
the meanings ofnew words in English, even though she had asked them to look up
in dictionary or she had taught them.
4.4
Kind of interaction
Table 5: A Sirniimiry ofthe Major Acts in the sample lessons.
Act
T: Teacher
No
El
S: Student
T Elicit
Tota!
Nl
E2
N2
90
75
13 1
101
(A) Display Qs.
33
22
42
49
(B) Referential Qs
Ii
15
0
0
(C) Restating Elicit
87
38
46
52
T Give immediate answers
TNominate
s
of occurrence
Reply
a) Restricted (in Eng)
b)Expanded(inChi)
3
27
3
13
54
20
13
58
88
20
23
39
O
O
3
19
17
5
0
0
7
0
2
0
58
26
21
48
i
7
T Evaluate
a)positive
b)negative
TAccept
TCommeut
53
From the above table, we can notice some significant differences between the expert
and the novice teachers in the interactional structhres ofthe lessons
4.4. 1 Novice Teachers
The novice teachers asking only knowledge-checking questions made their lessons
didactic and teacher-centred. All the exchanges were teacher-initiated.
Teachers
58
asked a question, nominated a student to answer it, students gave a restricted reply
and finally teachers accepted it usually, rejected it sometimes and praised it never.
The interaction between novice teachers and their students showed the solicitrespond-accept rituaL Each exchange was extremely short.
Usually it stopped
after the solicit-respond-accept sequence of tnoves.
The typical exchange in Ni's lesson is:
T ................... Underline the word free,
S:
T:
So can you tell me the part ofspeech aifree?
Ho Yin. What is the part ofspeech of free?
Adjective.
0k, so free. underline free. It's an adjective that means it is free of charge
Yau
Nl, line 121- 124
T:
Underline unaware.
So can you tell me the opposite ofunaware? A.re.
So
the opposite is are.
So ifyou are aware ofsomething that means you know
something and here unaware that means, were unaware that means did not
know, did not know. 0k, can you tell me what is the verb here? Was
una'are, were unare. What i s the verb here? Laiìi Wal Chung.
S:
T
Were.
Were.
And what is the part ofspeech ofunaware? Who knos?
Nl, line 256-262
N i seemed to ask a lot of questions but in fact nominated a few students to answer
the questions.
Most of the questions were answered by herself immediately.
From the tapescript (in Appendix I-Ni). it is easy to notice that her lesson was
extremely dominated by teacher talk or lecturing.
for nearly one page or 50 bnes
Usually, her single turn lasted
Obviously Nl aimed at epIainig the whole text
and imparting knowledge of oertain English words or phrases in the
text to
students.
N2 fired the lexis and word forms questions at their students in a rigid pattera when
discussing the passage.
59
The typical exchange in N2's lesson is:
T:
...
What is the meaning of the word indude? What is the meaning of
the word, include?
Lee Hoi Yin.
S:
T:
Yes. Consist of. Include. Accommodation at a new beach hotel.
What is an
accommodation? What is an accommodation? Ho Kai Chung.
N2, line 42-46
Even though she nominated the most, what she got was one or two-word Chinese
phrases.
Ji1 fäct, she aimed at checking if students have prepared the lesson,
knowing the Chinese explanation of certain words; and if they have got the right
answers to the exercises.
the interview.
She nientioned why she accepted Chinese explanation in
'After they give me the Chinese explanation. I 1ow they really
know the meaning of the word in Chinese.
Then,
I repeat ihe meaning
in
English in order to enable them to Juive a more detailed idea of the word in
English, in order to help them paraphrase Ike idea in English
I don 't gve them
the Chinese explanation right at the beginning because I ask them to find the
words from the dicuiotzary.
I must ask them first in order to ma/ce them laww I
will ak them cjuestion.
Both novices teachers' questions allowed no negotiation ofmeanings from students
and gave them no chance to express opinions, feeling or personal experience.
Novice teachers were impatient to wait for the students' answers.
They tended to
give options or asked for Chinese translation or simply gave answers themselves
instantly. The lessons of the novice teachers were non-iiegotiathg.
The
interaction structure is typically pedagogical.
E2 comment's on word-by-word expIantion in ber interview seems valid to both
60
novice teachers.
'Checking the words one by one is very boring, cui it
is not a kind
of active learning in the classroom.'
4.4.2 Expert Teachers
The mteraction&l structure between the expert teachers and their students is in
general less didactic, more interactive and niore social-like when the teachers were
asking referential questions. Referential questions facilitated richer variety of
mteraction pattern. There were classification requests and confirmation checks,
albeit minimal.
The exchange did not stop at the one single solicit-response-
evaluate sequence of moves because teachers treated pupils' responses as
contributions to the interactions . Most exchanges were expanded.
Negotiation of
meanings and expression ofideas, feelings and personal experience were possilile.
Take an example from E i ' s lesson.
go?
T-
------------------------- Alex, where c'vu1d you like to
s :
I vnt go to Australia.
T:
Why su1d you like to go to Australia?
S:
See the Kangaroo and Penguins.
T:
Kangaroo and Penguins?
S:
I see it in the television.
T:
That probably the Australian who have gone to Antarctica.
fow can you see penguins in Australia?
You can..
Is there any ice and
snow?
S:
No.
T:
Beach with penguins? pair enough.
Beach.
You're probab'y
iigbt
0k, so you like to go
all sort of' different p1aes with different reason........
El, line 31-41
The teacher was puzzled with the student' s answer, so she macle two conhirmation
checks and two clarification requests in order to widerstand what the student meant.
From the teacher's protocol in the interview, we can see how the teacher got the
input from the student and how she negotiated the meaiùg with the student.
'First, I was
thinking Alex had made a mistake when he saidpenguins but when he
61
said beach, f remember n New Zealard, we do ometrnes see 1iUe blue penguins
on the beach, and so I then thought it was possible that in Australia perhaps in
Southern Australia or Tasmania, they could/iavepenguins.
in Antarctica li/ce New Zealand
i thought perhaps on the TV they may have
shown the Australia Antarctica base.
probably the other littlepenguin
When he said "beach ", I thought it is
Then J dida bit
New Zealand we do sometimes see pengufrz.
about on
Australia ha a base
ofthinking andthought 'ok, in
Australia or Tasmania which is
the same level, so they probably do hcre penguins visit. " I thought he
had made a mistake, then after he said "beach " and I did some thinking, then I
said "fair enough, you are probably right.
Another example from E2s lesson.
like to visit.
E2 asked
three students where they wouki
One said Eng1and", but the teacher did not hear the answer clearly.
She itiade a conlirmation check.
S:
And how about
T:
I want to visit England.
Li Chung Wal?
T:
Your uncle?
S:
England.
T:
Engiand. You
nt to visit England. OK
E2,line 15-19
Then in the second round, E2 asked the sanie student to give the reason why she
would like to go to England.
The teacher carried out a &iendly conversation vith
the student.
T:
England Why England?
S:
because my sister is studying in England. So i want to visit to ber.
T:
So she is now studying in England. How long have she been studying in
England?
S:
Two years.
T:
Is it your ñrst time there?
S:
Yes.
T:
You are first time there. It would be veiy eciting Thank you.
E2, line 36-43
62
Expert teachers focused on communication and comprehension as message is the
main concern, not the correctness of linguistic forms.
They did not correct any
mistakes immedite1y because they thought it will lessen the students desire to
eak ou.
They preferred to rephrase the students' answers.
Take an example from E2's lesson.
T.
How about Lam Chun Sau?
S:
L go to visit ¡ny grandmother and grandfather.
T
Ah!Ha!
Mainland China?
S
I have long tinte not see them.
T.
You haven't seen them for a long time.
S:
No.
Is this your first time to Maiu1aid China?
E2, line 28-33
E2 said, 'Iparaphrase instead ofsaying- "No" .........Even though ifound that they
made a mistake, it was Not the right arne to coiiect them.
co/ne back to the mistakes later.
That
Rather, f'd like to
why I rephrased it, gving them (the
students) correct English in my tone. When they heard my paraphrase, they 'li
auton2atically 1ernt the correct way ofseying
Ill both expert teachers' lessons, students could have a chance to practise English
for communication. Expert teachers believed that students coüld learn how to
express themselves in English ifproperly trained and encouraged.
training requires jersistence, patience and tact.
However, such
It takes a 1ong time to enable
students to be confdent ofspeaking in English.
E i rep orted, 'First day I see them, they were all actually dead silent and terrfied
to open their mouths or even to move it.
wee1c to get them to talk.
I worked quite hard over the firsí few
i got around and I had every kid say something veiy
63
simple : What 's your name 7
you doing
c1ass
How old are you7
Where do you live 7
What are
during hohdays? How do you come to school? 1go round the whole
That was the first day when Ifirt met them, and got them to talk to me.
Once they said one thing to me andsurv2ved the experience, they ¡ose a bit oft/wir
fear. I have deliberately trained them to give an answer, to speak
up and I tiy to
tell them not be afraid, I don 't mind fthey make a mistake w ¡ong as they tr you
can learnfrom your mistakes.
That 's ok, you allowed to make a mistake.'
E2 started, In general, they (her students) are willing to speak up f
the teacher
insisted ..... I make them know thai whenever I teach English, especially reading
comprehension, they have to speak in English.
have to anwser in English
Iwould explain in English.
Then they get used to it.
They
Then they 're willing to
speak up.'
Being a local teacher, she also analyzed why teachers had to insist on going answers
in English. 'In Hong Kong, students don 't have enough time to speak in English in
the class, not to mention in the family.
Even in the schoo) theyfind it odd to
speak to the Chinese teachers in English
English as well ........... It is a kind ofpressure.
They refuse to speak to others ¡n
Ifall teachers insist on speaking
in English at school, students will improve very well.'
Expei-: teachers stayed finn in getthig Eng'ish responses.
They tried eveiy effort
to modi1j the questions and gave their students enough time to fonnu1ite the
answer.
Take an example from El's lesson.
T
What does local
.
Ss
T:
S:
T:
S:
T:
means? The local representative. Local.
Kong Kong.
For you Hong Kong is local. 0k, we say thai the local market... the shop....
where is that? Where is the local market? Raymond, where is the local market
here?
Look at me, Raymond. Listen what l'ra saying. Where is the local
market?
In the . . . at the. . . at that building.
0k, at that building. What did we call it?
Wo Che.
That wasn't difficult, was it?
El, line 375-385
Another example fromE2's lesson.
T ......... Was Kitty happy about that? Was she going to plan the another trip?
Was she? Tam Wing Chung.
S:
(keeps silent)
T:
So did she say "Oh good! ' I am going to go to Haii next time? I can get i 0%
discount. Did she say so?
S:
T:
S:
T:
S:
T:
No.
Why not?
Because this time the holiday is very bad.
Yes. Would you please say louder again so that we can hear you?
Because this time her holiday was very bad.
Yes. Her experience is vety bad. Thank you.
E2, line 179-187
The expert teachers called inattentive students to get them involved.
By doing so,
they gave them a new opporttmity to kan' without disrupting the lesson for other
classmates.
T
S:
T:
S:
T:
........................... Emily, are you awake? Emily. what is
transport? Come on, what is transport. Think for yourself
Travelling.
Right. For travelling. Give nie an example of transport.
Bus, taxi.
eus, taxi. WinIcy, an example oftransport, bus, taxi, what else?
El, line 311-316
Being trainedldrilled by the expert teachers for nearly two yeaxs students dared not
give Cbinese answers and were willing to try to resp onse in Englih.
Students in El were capable ofusing English to apologize for not knowing the
answers (EI, line 90-94), to vohmteer to answer questions (line 252-257) and to
interrupt teacher's lecture (line 241 and 356). As students gave responses in target
language, there was negotiation ofinput in E1'slesson.
Tu El's lesson, students
interrupted by saying "unable" and Tathng".
T:
There is another word th 'un' at the beginning. Stili in
the same part ofthe passage. Find another one.
Unable.
0k, Andy unable. Right. The word unable means you can do it. You are able to
do it. Unable mean you cannot do it. It chantes the meaning to the opposite. So
prefixes alter the base word, the basic word, the original rd. It alters a 1itte bit
by adding a prefix. lt changes the meaning. You can make it?
S:
(interrupts) Under.
T:
'Under' actually starts with FU, 'fl
It is not a prefix because it is not a word on
its own. It is not a word on its own, just a syllable. That is the 'rd. That is not a
prefix, an exception. 0k, that shows youre thinking, So thats good. 0k. can I
thinkanyrnore ori thinkthat's all ............
T:
S:
.
El, line 234-245
T ................ Anyone knowwhatabalcony
is? 0k, 1 will txy to draw one for you. (T dra on b!ackboard) Here we have a
tafl building but not the end ofthe building, in front ofthe building, there is a
little platform here with rails around it. 0k. These are balconies where people
can go and stand in the sun or perhaps do a vushing...
S:
(interrupts) Falling.
T:
Hopeftilly not. Thatts a place for you, not means to faIl off 0k, a balcony, a little
platform outside ofyou window or your apartment where you go sit in the sun and
talk around and do washing. 0k, any other hard word? ......
El, line 352-360
As students were actively involved in the negothtion of comprehension. input, the
teacher could gauge the student ievel of competence and knew ifher explaiafion is
thorough.
El welcomed such interruption as it can he
her teaching.
ber reflect and improve
She said, 'Itsfine because he had obviously understood that "un'
i$ aprefix, so actually that is a similar mistake to mistake made by children ¡n New
Zealand when you first infroduce the concept ofpreftxes.
letters and say right, that is a prefix.
They see those two
They are not understanding that a prefix is
something added to an exislng big word
So they haven '1 reached that wd so it
is a level ofunderstanding that that child is at that moment, and actually I didn 't
explain it to him very well.
My explanation is quite confusing, so I didn 't explain
66
ve?)? well .
answers and
Even [ it (the answer) is wrong because I can learn from their
it gives me some idea ofthe level I am thinking at and what is going
on in their brain So I can teli me what I must do next time.
Maybe I have done it
wrong this time, but next time J can bepreparedanddo more onprefixes and bring
it up again. and say "Well, kzsi time, we talked about prefixes but some of you
didn 't understand, so let 's have a good look at them today. "
I would take a
special lesson on it.
In
short2
iii the epeft teachers' lessons, there was negotiating interaotio
such
interaction is conducive to couununication and helpful to train students to convey
ideas in genuine communication in the target language.
Concluding Renzark
i.
Expert teachers asked more referential, global and strategic questions.
2.
Expert teachers made moie effective modification by asking more Socratic
question and less closed questions.
3.
Expert teachers initiated students to perform longer responses with greater
variety oflanguage fimction.
4.
Expert teachers generated a more interactive lesson with students.
CHAPTER FIVE- DISCUSSION
The results showed that there were notable differences in the questioning strategies
between the expert teachers.
What accouiits for such differences and how such
differences affect stuilents' attitude toward Englih learning are to be discussed in
this chapter.
The explanations for the expert and the novice teachers' questioning
strategies seemed to be in line with other studies about expert and novice
differences.
The iwpact of the expert aad novice teachers questioning strategies
on students' attitude towar4 EngIih learning was worth noting in language
teaciiiiig.
5. 1 Explanations for Expert-Novice Differences in Questioning Strategies
5.1.1. Different Schema
EXPERT teachers had better developed schema for classroom decision-making.
They had a well-elaborated mental representation for the lesson. The had better
stmctuxed lesson plan with a clearly thought-out purpose aiming at achieving long
term goals in mind.
El aimed at first developing skills among her students, especially reading skiiJs in
the generai English lessons and most importantly, training her students to speak up
in English and not to be afraid ofrnaldng mistakes.
In the interview, she stated. niwy
co'í'eY : 3km
f them what I teach are actually skills.
We
reading, uszng context to understand a nev wor4 using a picture to
help understanding and encourage students to use their existing knowledge to
understand new idecz., a revision of perviou
1essons a reminder of spelling
68
techniques, learning o spell a word, a learnmg skill in that case practising
something they got to do.
Not to be afraid ofmaking mistakes.
I Û)) to get across over the time. Don 't be afraicL
mistake. You don 't
to learn.
You 're allowed to make a
need to be perftct. What you should do with the mistakes ¡s a
learning process: ok, i make a mistake.
have done ?
That 's one thing
What did I do wrong?
3'7iat shoidd I
This is something I really want them
7iat can ¡ do in the future ?
The other thing is practising all
of
these skills. '
Her last remark
judicated that she stressed the importance ofpractising skills among students.
E2 also believed that skill development is important.
She put understanding of the
passage as the priority and she was aware of the importance ofiutegrating all the
skills.
In the interview, &he said, 'First
quite a general one.
of all, understanding a passage.
It 's
Second, understanding the language structure, learning the
new words, not all butjzist the crucial ones, about the theme. Teach them skills as
well,
both reading and writing skills.
T.y to integrate all the sldlL in the G.E.
lessons.'
Expert teachers prepared key questions before the lesson and were sure how the
lesson would proeeed
They asked key questions and
ontaiieous follow-up
questions n class. E2 reported that she had prepared some key questions before the
lesson. They are:
'What country would you like to visit?"
"When and how would you like to go there?"
"Was your holiday a happy
"How may oonaints.....
She admitted that she only prepared the key questions. 'Just the key ones.
Depending on how the students go, I 'il give them some more other questions based
on their response.
I try to make up some new questions, or modify the questions.
She emphasized that planning what to ask, Le., the key questions, is very important.
Teaching reading comprehension or grammar requires preparation because f you
don 't do the preparation, the students can 'tfollow.
students would no get mixed up. '
You 've to teach in a way that
However, she said as experience grows, she
need not jot doi all key questions in ñilL
Sometimes she just puts a mark in the
passage, gets the ideas in mind, formulates how to ask the questions in cJss.
El expressed the similar ophiion.
She agreed that plpnning what to ask is
important bat she only prepares the key questions in mind.
She said, '1 had that
plan and there were certain questions and certain way I was going to introduce
them like. . . we are going to look at the title, look at the picture. going to do a bit of
skim reading, so I do have aplan and fthere are certain specflc questions J might
jot them down.
I can actually think ofothers (follow-up questions) as f am going
along.'
El planned to ask several key questions. "'Was J happy about paying $300?"
That I had in my mind before Igot to the classroom.
That wa one Iwas going to
as* them, another one was about thefligh4 another one was about what the people
were doing in the picture, so there was probably 5 or 6 questions that I know I was
going to ask and afew others thatpopped up as J was going along.'
70
What both expert teachers planned to ask structured their lessons.
Fig. 2: The Structure ofEl's Lesson
T asks Referential Questions (Where would you like to go for a dream holiday'?
,
Why would you like to go there?)
T asks Gist Questions
T asks Detail Quesons
T + Ss Read aloud
T asks Questions about Prefixes (re" and "un")
T asks Lexis Questions (on key words mostly)
Ss do and T checks Reading Comprehension Exercise i and 2
Fig. 3: The Structure ofE2's Lesson
T asks Referential Questions
T asks Sigipost Questions
(Which place would you like to visit? and Why?)
(Time limit given)
'4,
T asks Detail Questions and explains key vocabulary
'4,
Ss read aloud key words
4,
T introduces a Prefix ("re")
4,
Ss read aloud the dialogue (aJi students in 2 groups)
4,
Ss do Activity i (Draw a picture about "What are Aunt Kitty's Complaints?")
'4,
Ss do Activity Z (Simplii the dialogue between Travel agent and Aunt Kitty)
'4,
Ss do Activity 3 (Perform the role play between Travel agent and Aunt ICitty)
n
Expert teachers anticipated situations that were likely to be encountered and
generated contingenoy plans based on those possibilities.
E2 knew that students would not listen to her questions attentively iftkey have their
coursebook open.
the lesson.
So she insisted all students close theirbooks at the
bennnig of
Shejustified her action in the interview. 'Students tend tofind out the
answersfroin the book.
So I asked them to c/o3e their books.
Iwonldlik.e them
to concentrate on my questEors by 1itening to my questions.
Listening ony
without looking at the book.'
El anticipated her sPidents would mix up "stay" with "live".
explicit explanation ofthe words.
Instead ofgiving the
she asked students to explain "accommodation".
She predicted her students to give the wrong answer, live".
She planned to grasp
the chance to revise the dierence between "Jive" and "stay" again.
T ................. Wbat does accommodation mean, Hden?
S:
T:
S:
T
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
Well, have a look ofthe word. What do accommodation mean? (pause)
Where was she going to be accommodated? Where? She is accommodated
where?
Hotel.
A hotel. So what do you think accommodation means? You've give me the
answer. lithe is going to be accommodated at a hotel, Raymond, what do you
think accommodation means?
Sony, I don't know.
Have a guess. No one knowa? It surprises me.
Rooms.
Rooms. It C2fl be rooms. 0k, in this case, she is going to be acconnnodated at a
hotel. So where she is going to be accommodated, Alan? Say it.
Chinese.
In English.
Provide for the visitors.
Provide for the visitors. Right. To accommodate people. hotels provide
accommodation for visitors. What does it means then? Provide for the visitors.
You've got half way there. What does it means? What do you think. Angel?
(shakes head)
0k, sit down. Winky. what do you think accommodaüon means?
Live.
We're getting much closer now. Live. We've got rooms from Jeff.
Live, ñglit.
Live from WiIÌky. What do you think acconimochition means? What do you think
' on the blackboard) A place to...
accommodation means? (cwites 'a pisee to
72
S:
Live.
T:
it can be live. (writes Iive' on
S:
live there because she is travelling.
Stay.
T:
Good.
the blackboard)
In this case, she is not going to
What is the other word?
Stay. (ites stay' on the blackboard) Right. So your parents provide
you with an accommodation. They give you a place to live. Your bouse, your
apartment, your fiat i a place to live. That's your aoeonunodation. When you go
ay on holiday, you also get accommodation. It migjt be a hotel room, it might
be a room in your grandmas house. 0k, but in that case w dont ue the word
live. We use the word stay. Lrve is where you live over a time. Stay is where
you stay for a short time when you're on holiday or visiting. 0k, there s a slight
difference in meaning between live arid stay. When you go on a holiday, you stay
in a place.
El, line 272-309
She said in the interview Iplan to revise the d4fference between "stay " and '1Îve".
I knew I was going to get that anssver "live " and so I had it in mind. This ¡s
something that is to corne up many times in their compositions and when we were
talking about.
China ".
What are you doing during holidays?
They say "I 'ii live in
What they mean is "They are going to stay in China. "
I 've done this
more timan once with them and I knew what they are going to say wrong again. I
predict the answer before that lesson.'
In El's lessons, the learning items were better linked.
She asked questions in such
a way that new knowledge was built on old knowledge.
She justified it well in the interview. I am starting with something they can see and
then I 'rn tiying to draw on their known things in their mind, and their general
kno'vledge........... to get an idea across to kid.c rather than throw something
totally unknown at them, and say "here is a new idea " start with something they
know and then add to it, and introduce the new idea into their exLting concepts.'
She used "parcel", a word the students had learnt, to explain " package tour".
73
T
S:
Do you know what package
means? The agent to'd her that the package tour included accommodation at the
new beach hoteL Rigjìt. Second paragraph package. What is a package tour?
Michelle, do you know what package might means? Does anyone know what
package means? Bight You probably know this word. (writes 'parceP on the
blackboard) What is that word, Michelle?
Parcel.
T:
Parcel.
.
S:
T:
S:
T:
Do you know what a parcel is? Can you describe it?
I know. I know. (volunteers)
You know. 0k, you tell us, Alex. What is a parcel?
Something use a box to cover it and you and go to the post oece to post it.
0k, thank you, Alex. 0k. A parcel is uuaIly a box or something wrap up imside
a parcel. 0k, you put the thing insides and wrap it up and tie and hold it alI
together. Now Package is the same. It means the same thing.
(writes
package tour' on the blackboard) Similar meanings. What would be a package
tour? What do you think that means? How cari a tour be wrapped up and tied
with stringe?
We can't really. But what it means is that they do take all your
things that you use when you go for a holiday like air fares and your hotel costs,
your food, your transfers or transport to and from the airport and perhaps even
sight seeing.
And that's all put together and you pay one amount of money
instead cf paying the hotel and the airlines and the transport and so on ail
separately. They are all put into one amount. Andyoujust pay one amount to the
agent and you should flot have to worry anything else, And that was the reason
why Aunt Kitty was angry that she had to pay 300 dollars for taxi. That should
have been part of her package tour. 0k, everything is put into one amount.
El, line 246-270
She justified why she dici so in the interview. ' They (zer students) in Form one or in
primary school have ¡earnt sorne new words associated with the post office.
So I
knew they should know "parcel. " but I doubt f they hzow 'package. "
So I
thought, right. start offwith parce1' and lead into "package.
But, E i be'ieved her students would be thinking hard the relatonñp between
"parcel" and "package fou?' aIìer she mentioned
"parcel".
So she made the
explicit explanation after one volunteer had given the meaning of the word,
"parceL" She gave a reasoil for sueh act.
children followed along with me.
stage.
It
sort ofpart ql a listening process at Íh/.S
That 's a lotfor them to think about.
in Chinese.
I'm tlünldng aloud what the idea the
They are thinking along Ehose items
I supply the answers again in English (the linkage between "parcel"
afld package ) hoping that they are understanding my line of thought.'
El ieliberate1y asked questions on pair of opposites, as well, to help students to
foni keyword association ofthe new word.
74
She said 'Local, we have done afready.
word earlier on.
That s based on another vocabulaiy
So they b'ow the meaning of 1ocai" with vocabula,y -local
market, local stocks, locaL
. . .
They should lwoiv this.
So we talk about ¡ocal, and
then I said foign" with the idea ofcariying them once away.'
T ........................................................ What does local
means? The local representative. Local.
Ss:
HongKong.
T:
S:
T:
S:
T:
S:
T:
For you Hong Kong is local. 0k, we say that the local market. .. the shop,...
where is that? Where is the local market? Raymond, where is the local market
here?
Look at me. Raymond. Listen what Im saying. Where is the local
market?
In the ... at the... at that building.
0k, at that building. What did we call it?
Wo Che.
That snt difficult, s it ............... Right, at
the end ofthe passage we can offer you a ten percent discotmt on your nCxt
foreigi holiday. What do you think foreign might mean? Foreign. Yes.
Outside Hong Kong.
Right, outside of Hong Kong. Anywhere that, somewhere outside of the country
where you live is foreign. Say that word everyone, foreign.
El, line 37-391
She not only built new knowledge on the old one, but also started off from the text
to student's everyday life.
She asked be* students to name the 1oca market.
(seeEl, line 383 above)
Both expert teachers tried to link the learning items in that particular lesson to other
previous English lessons.
E i asked one ofher students to tefl her where he was
going to school after school in order to retrieve their memory ofthe word
"destination" which had been taught in earlier lessons. (see Appendix J -El, line
97-110 and discussionin Chapter4, 4.2.3, P.55)
She clarified ber thought in the interview. It is related to an earlier lesson they had
on the word 'detination.
.
"
J cannot remember where it was, it wa either in
listening, or in GE or somewhere, but we have the word £cdeliition a few
weeks before.
I fry to give them io give inc the meaning ofword by using context
75
the other things, and for sorne reasons I had used the example with
them li/ce
Where are you going this afternoon after school, going home?" Right, you home
is your destination. and I
destinaliolL
have gone around the class asldng where is your
So I was referring back to that lesson iiyzng to trigger memories for
them so that they would remember and I think they
didget it in
the end'
E2 rewinded her students ofthe itinerary she showed them in the eailier lessons to
conso'idate what the abstract new word, " package", means.
T :
So last time I remember i brought you some itinerary, books here to show you
about the holiday to Mediterranean Sea, to Turkey, to the other places. All these
books we called itinerary. It shows the places. It shows you the fhmous places. Et
shows you the famous places. in the package, the package, a planned holiday
telling you how much you must pay for the whole trip and telling you that what
kind of service you
il get and telling you that where to eat arid where to stay in.
In all that. The whole package
E2, line 196-202
All in all, expert teachers had such a well-elaborate, intenelated and easily
aceessible cognitive sthema that they can ask end teach systematically.
On the contrary, NOVICE teachers had a less elaborate, less iutecoimected, less
accessible cognitive schemas.
the lesson.
They bad a very narrow mental representation of
They neither had any structured lesson pJn in mind nor prepared any
key questions before the lesson.
They just underiined the words they thought
students might not know before the lesson and but in fact, they taught discrete
words or patterns in class.
student assimilation.
The learning items were not organized to fci1itate
They were taught as the order they appeared in the text.
76
Both did not have speciñc planning or any ideas about what to ask. When being
aske4, what they had planned to ask or do in class, they replied as follows:
(I don t plan wiwit to ak in
N2: 'No.
that I think they may not know.
to predict
Nl:
class.)
I will not plan
Ijust underline tht vocabulary
(what to
ask) I think ii is difficult
.
what will happen in class.
I have no idea to plan a lesson beforehand.
Just go Over the passage.
T4'7ien I come to a sentence or a word w.luit is quite interesting or quite importanti
I 'Il raise a question. I don t prepare the questions but I 'II underline the c4fflcult
words.
When we corne
to
the dfficuit
ward., I 'II ask
them questions
immediately.'
Since both novice teachers had no key questions in mind, the structure cf their
lessons was basically governed by word-by-word expbmatiou.
Fig 4 : The Structure ofNl's lesson.
T reads aloud sentence by sentence
1
T asks Ss to underline useflul words
4,
T asks Detail Question, Lexis Questions and Word Form Qaestions
4,
OB.
Sa answer the questions (T accepts! rejects Sa' answers)
T answers the questions herself(T gives detailed explanations/imparts Imowledge)
77
Fig 5 The Structure of N2's lesson.
T reads aloud
'1'
T asks lexis questions (mostly)
T nominates Ss to answer questions
4,
Ss gres Chinese explanation
4,
T explains the word in English
4'
SS
dO the exercises and T checks the answers
Their questioning pattern was quite rigid and mechanical - asking a question.,
nominating a student, evaluating the answers or answeñng the question herself
5 12 Different Pedagogical skills
EXPERT teachers had mastered the pedagogical skills well. They were more
capable of transforming the content knowledge into the pedagogical content
knowledge.
students.
They nmde the learning items more accessible and comprehensible to
They were more aware of what was happening in their class and
prepared to react to it.
They promoted more student discourse output and more
interaction between the teacher and the stndent by several means.
First, they adapted questions in response tO student cues.
They picked up cues on
the spot about v1iat students had known and used their response as a springboard
for next question.
78
Take an example from El's lesson.
T.
........................What
did the agent offer her?
S:
Boy... A
T:
A.
S:
A discount on her next tour [tower].
T:
Fier next tour.
Right.
Read it to me.
Right. A discount on her next tour.
0k. that was a good tiy.
Ltowerl
When Alice said this word, she said
because she knows that usually says burl.
(writes 'tour' on the blackboard and underlines ç.') But in this case, think
English always gets exceptions.
Right.
So that does not say [our] instead of
Thatjust makes life difficult,
Tour.
hour].
You have to learn that word
especially on its saying Say it evetyone.
Ss:
Tour.
T:
0k, again.
Ss:
Tour.
T:
Spell it.
Ss:
T-0-U-R
T:
Tour.
0k, so that one doesn't obey the mie but that was good guess. Alice.
times they do obey the rules, and you can get it nght.
That's
Most
just one that' s
different ............
El, line 446-463
She had not planned to teach how to say [tourl before the lesson.
picked it up from the student's wrong pronunciation.
She skiifuitly
Second, they treated questions as a repertoire ofmanagement skills.
El was alert to what the inattentive students were doing. She knew her students
well.
That was a c1as management thing. all right, Chris lends to day-dream.
He is afunny, little, socially isolated boy, but quite bright, he has nofriends in the
clasw, and he sits there and dr«ts offinto a day-dream ofhis oz and does actually
go to sleep.
She called on the inattentive students to get them involved in the lesson without
disrupting the lesson for other classmates.
'"Chris, time to wcilce up. " (El,
line
61-62) is a sort ofan in-classjoke.'
EZ also shared the idea.
She said, Usually
students who are day-dreaming or inattentive.
are inattentive.
I pay much attention to the most
I 'il ak them questions when they
Third, they took every opportunityto build up students' confidente of speaking up
in English.
(a) They led capable ones to speak more to set a good model for others to follow.
T
How about Lam Chun Sau ? Mainland China?
S:
I go to visit my ganthnother and grandfather,
Ha!
T:
Ab!
S:
I have !ong time not see them.
T:
You haven't seen them for a long time.
Is this your
rst time to Mainland
China?
S:
No.
T:
So. Thank you.
E2, line 28-35
E2 said "Ah! Ha!" to encourage her student to speak more.
beliefin the interview.
She expressed her
Usually when ifound some studens really willing to talk,
I would make use ofthe chance by making those students talk, speak up.
some good examples to the class so that they wouldfindl2er amusing.
Setting
If the
teacher give them a chance to speak up, students wouldperceive it a a kind of
achievement, a kind ofatmosphere.'
(b) They invited shy students to speak up.
When they saw someone murmur the
answer in their seat, they would call them to speak up.
who murmur are likely not brave enough to speak up.
EZ believed that students
So she gives them an
opportunity to speak up.
E i also said, 'I encourage ¡dd to respond and to answer and not to be afraid to
speak up.
So fI hear an answer and it 's incorrect, isay, Right give me the
answer, well done. " but the answer is wrong.'
80
(c) They sought opportunities to praise students and tried their best not to be
negative.
They know their students well.
On the one han& they let bright
students set up good model; on the other band, they won't forget the less capable
ones.
They threw some easier questions to the latter to give them a sense of
achievement.
El deliberately asked Danny, a weaker student to reiterate the meaning of
cforeign after she had gone through it.
T:
Do you know what it means, Danny?
S:
Outside ofl4ong Kong.
T:
Good.
Wbat does foreig* mean?
El, une 412-414
She asserted that it is important not to make the weaker students give up.
praises them whenever it is possible.
She
'Because I knew they were capable of
answering me this tüne andl've got to get, you biow, even fI can get him to feel
it.
. . sometimes to get a right answer, at least he s still trying, not going to give up
andsy English isfust too hard... I can ieverget U right.
At least this time he s
got it right once.'
Both ex-pert teachers tried not to be negative as they believe it is discouraging.
They often praised students' effort and avoided giving too negative evaluation.
T:
Wink)P, Vth2t do you think accommodation nieans?
S:
Live.
T:
Live, right.
We're getting much closer now.
El, line 292-294
T ......... She didn't like it.
And what did she do when she came back from her holiday?
S:
She went to see the travel agent.
T:
Good.
Thank you.
At once.
she went back to see the travel agent
E2,line 106-108
81
£2 said, 'I don 't síY "no
discouraging.
to the student8 who answer wrongly because it would be
Just ze another way of initiating their exact answers.
believed that negative eva1ution is disastrous.
E i even
She said, 'Ei'en if they give a
wrong answer, I usually y to bepositive, cmdsay, ok, you trj itwas a good guess,
butyou are wrong.
I don 'tjust st, no, you are wrong, l'ecause thai would blow
them up and theyprobcthly would not speak againfor months.
So Iwant them to
be prepared to fry and not be afraid to communicate......... and f they are not
afraid to communicate, they will start to use t more andfind it
easier.'
Expert teachers were flexible in the sealing of questions and timing.
with general questions and went to detail questions.
students have knoi to sonietbing new.
more difficult questions.
They staited
They built questiOns on what
They proceeded from easy questions to
They asked wh-word questions after a yes-no question.
They asked factual questions and then reasoning questions.
They possessed more
variety ofquestions to meet students' needs.
When asked what their questioning strategy is.
Both mentioned variety.
El said, 'I could not say one, a kind ofvarious.
J try to deliberately be varied
Maybe that 's something different because J know myseiffrom the students.
sit close to me.
They invariably went lo sleep andi know all the chi/drenfeel f
you go on andon andsay. thenyou lose attention.
studies.
They
Actually, psychology has done
Yoi can 'E concentrate deeply more than about 20 minutes, even the
basic adults.
So I deliberately said to the kidc dfferent ...... changing the pattern
a little bit, hoping to keep their attention, to keep their interest.'
82
E2 sai&
I try to give them various question types.
kin& ofquesiions. ' To her,
Expose students to various
questioning is not their only tool to enhanoe students
learning and practice. Sh used other means to achieve what a question can achieve
without asking students questions. She double-checked students' understanding of
the text by asking them to draw a picture about what was wrong with Aunt Kitty's
trip. She provided students with a chanoe to practise oral conversation by asking
them to rewrite the dialogue and perforni a role-play.
in the role-play, the
interactional patterns are all student initiated and resemble the genuine
communication.
(gjoup-l)
TA-Travel Agent
Ms So.
TA :
Hello. Ms. So. Have you a good holiday
Ms So.
No. I wa disappointed ofycur package.
TA:
I am sorry. What's wrong?
Ms So:
There was so far to go to the hotel. And the hotel had took two days. And the
swimming poola has no water to swim. And the restaurant served only fish.
TA
Oh! Dear!
M So:
Well. There was oil refinezy betwen beach and hotel. It took halfan hour to
arrive it.
TA:
We shall enquire and for your complaint to the hotel but we can't give you a
refund. We can oder you a 10% discouut ofyour next foreigì holiday.
E2, line 285-295
Epert teachers have better timing.
They know when to ask a question, when to
ask follow-up questions, when to wait and when to end a discussion.
They know
when to accept a chorus answer and when to nominate an indMdual answer.
said,
E2
Whenever a student keeps silent, or the question is easy, I would insist on
getting the exact answer because I wanted him to express his own opinions ..... I
was riot happy with the answer when Ifound that it wa a lazy one.
keep the person lo speak up .......
waste time in nominating students.
I wanted to
If it 's a simple question, I don 't think I would
Also again it 's boring.'
83
El
said4
'f I think they are not paying attention, I has1e them. Pm a bit mean to
them in that way.
That the one way ¡'in mean to them.
Ifi can see that they re
just not thinking, that they 're drifting off to sleep or they re talking to their
neighbour or they 've got their book open at the wrong page' J usually throw a
question at them.
of an answer.
I
know they can t answer ..... I expected an answer, some sort
Even the dumb ones.
If they don t give me an answer, I would
push them andpush them untiliget at least one word out oft/win.'
J-Iowever El did sometimes let off some students who could not answer her
question for some reasons.
T:
Thats right.
agent
Wasnt it a diicult srd?
Agent.
s t, Kitty
It wasntt. 0k, what soit of
What sort of agent did she go to see?
0k, p'ease keep sitthg
down just give nie the answer.
S:
Er..
T:
We can have an agent ofdifferent sort.
an apartment.
Saine agents you go to ifyou want to rent
What sort of agent
You can have agents to do au sort of things.
was this?
idon'tknow.
S:
Sorry.
T:
Right, you can't tell me.
Kitty doesnt biow. Who can tell me? What sort of
agent was it?
El, line 85-94
Expert teachers were aware ofthe pace ofthe lessons and students' attention span.
El said
Sometimes, i don 'i push studentsç too much.
As it often depends on
what is going on around the class, I can see some of the other Idds are starting to
become restless or lose attention rather than waiting for her which is a bit sad,
rather than waitingfor her to give it out, I sometimes have to keep moving on with
the lesson because I am missing the rest ofthe class.
Sometimes Ipick the lcid I
know they know the aim''er because I didn t want the wrong answer and I didn 't
want to have to go on and on over one point.'
on the whole, expert teachers could master the pedagogical skills so weil that their
lessons were smoother with more interactive opportunities.
84
NOVICE teachers do not possess the extensive and effective pedaogiea1 skills as
expert teachers do.
students' cues.
They were not so alert of the classroom events and their
They were not aware of off-task bebiiviour and did not call
inattentive students.
They were too absorbed by the concern of smooth flow of
instruction within the tight schedule.
During the interview, novice teachers
stressed the importance ofmeetmg the schedule.
is quite tight.
Nl said, Actually, the sd2edule
So, Ijust expect short an.s'werfrom the students aid then I'll give
them the explanation.
There is always no responsefrom the students.
time-consuming to nominate a student and wait for their aner.
will not give me the answer immediately.
lt ¿s quite
The students
Even they are sure or even they have
the answer on their book, they have io check f their answer is the same a their
neighbour
quite tight.
.
It takes at 1ea.t thirty seconds for one question.
The schedule is
54 I usually ask short questions andwhen I ak a question
about the
detail ofthe passage, I answer it rnyeIf'
N2 said I ailc them questions in order to ma/ce them (the studen) pay attention in
class.
When I cik them a question, usually they will iceep quiet to listen to the
question
dearly. From athng quetionr, they will know that I care about f they
have prepared the lesson or not.
They will work harder.
And also from their
answers, I'll Iwow that whether they really understand the lesson. Up to now, I
think this strategy is suitable for me and the students.
"Suitable " in the sen.e
that it can enable the lesson to run smoothly and enable the students to learn from
the lesson'
85
5 i .3. Different Expe1ation on Students' ?rofioiemcy
.
EXPERT teachers strongiy believed that they could trabi the students to speak and
think in English.
They insisted on getting answers in English in class since two
years ago. (see discussion in Chapter 4 4.4.2, p.63-64)
NOVICE teachers wondered if Fi students could express themselves in English
and believed they were too passive and shy to speak in. English.
Chinese answers. N2 admitted,
explanation because
They accepted
J don 't mmd f they give me the Chinese
I think ifihey arejust P.2 studente.
the meaning of the words in Chinese, that s ok
give me the exact explanation in English.
Anyway, 4fthey know
I think, in that level, they can t
If they just copy the English
explanationfrom the dictionary, it is meaningless.
So. it is betterfor them to give
me the Chinese meaning directly.'
Nl remarked, This class is quite passive.
Even when I ask a student lo answer
?13) quesion, he/she will not immediately do that.
He/she will ask their classmates.
He/she will make sure that they have the right answer.
Otherwise, they will keep quiet.
5.2
Then, they will tell me.
Sometimes, it wastes a lot of time.'
Impact of Teachers' Questioning Strategies on Students' Attitude toward
English
Different teacher questioning
classroom.
strategies evoked different
interaction in the
Expert teachers could initiste more biteractive lessons in which
students were given more encouragement and chances to practise the target
language.
Though there was flot any bard evidee to correlate the teacher
86
questioning strategies with students' attitude toward English in this study, the
classroom data, the student questionnaires and the student interview gave us some
uidersta.nding about how confident the students were of speaking ii English aiid
what they perceived an General English (G.E.) lesson is like.
5.2. 1 EXPERT teachers' students were more active, more confidenti less afraid of
answering questions in English.
They were wiiling to take risk and having a more
favourable attitude towards learning English.
They said in an G.E. lesson, they
learnt vocabulary, grammar and everyday English phrases in communication.
They cou.ld practise oral and learn how to speak English, as well.
5.2.2 NOVICE teachers' students were more passive and less willing to take iisk.
They were very aflaid of making mistakes or being perceived as shong off by
their classmates. They don't bother to express ideas or feelings in English.
They
just gave very restricted answers, usually even in Chinese as the teachers did not
demand English explanation and accepted Chinese explanation.
Chinese answers are quick to give and easy to understand.
Students believed
They said in an G.E.
lesson, they learnt vocahulary and graintnr. They concentrate on Chinese
e,qjlanation only. They can't remember English equivalent. They seldom have soeial
conversation in English as the teachers rarely asked referential questions and even
when. the teachers asked referential questions, they could answer the questions in
øiinese.
87
CHAPTER SIX - CONCLUSIONS AND IMPLICATIONS
As stated in Chapter One, this study is a qualitative study on teacher questioning.
A comparison was made between expert and novice EFL teachers on thth
questioning strategies.
Findings about theh questioning
behaviours and the
impact of tbefr questions on student responses were shown in Chapter Four
The
reasons accounting for the diflèrences in questioning strategies and the impact of
different teacher questioning strategies on students towards English were given in
Chapter Five.
and to
The purpose ofthis chapter is to draw conclusions on the findings
pinpoint
education.
the inplieations of such study towards teaching and teaching
Recommendations for future researchers elicited by the present study
are to be included
As the scale and samples of this study is quite small, any conclusions nrnst be
conflned to the recorded lessons. Yet, even though there is no attempt to make
any generalizations from the findings, the gross differences between expert and
novice teachers in questioning strategies may be suggestive and enlightening to
teachers and teacher educators.
6. 1 What conclusion can be drawn from this study?
Preijous research studies have argued that the use ofdithzy questions is doniJnnt
i Classroom.
The kind ofinteraction evoked by teacher questions, mainly dispy
questions, is not as interactive as that in the NSNNS situation.
present study izu!icate that even though display
The results of the
questiozs are prelominant in
SS
lauguage classroom,, the display questions can be strategically used to promote
development of certain reading skills.
Gist questions can activate students'
schema before reading and signpost questions train students to read with piu-pose&
Skimming, scanning reading for specific purpose, guessing the meaning of
unfanIiar words can be developed through systematic use ofdisplay questions.
The findings here also reaffirm the value of using more referential questions.
Expert teachers ask referential questions to activate students schema to the topic of
the text, thus allowing genuine communication of ideas between
the student.
the teacher and
Negotiation ofmeaning and sharing ofiaforruation is possible in such
kind of exchange.
Referential questions are potentially
useful for the learner as
they evoke a greater amount ofleamer target language production and interaction.
Novice teachers asking no referentia' questions deprive their students ofthe chance
to commu.thcate, to negotiate in the target language.
It is likely that students
without opportwtities to use English for coinmimication in class cannot and dare
not express themselves in English in real social situation.
This study attented to focus on one specific teaching act to describe bow expert
teachers and novice teachers might differ in their questioning strategies.
findings are quite in line with otheT expert-novice comparative studies.
expert teachers have more cogniti'vely coniplex schema.
The
The two
They structured the
lessons well to geai towards the long-terni goal of developing students reading
skills and building up coafidence in using English to express themselves. They
have better pedagogical reasoning skills.
They sequenced the questions in terms
89
ofimporta.nce and difficulties with regard to students' existing schema and angiiage
proficiency.
They proceeded from the key questioiis to peripheral questions.
They are more flexThte in their pianning an.d responsive to students.
They are more
alert to students' responses and ready to pick up students' cues or responses as a
springboard for teaching.
6.2 \Vhat implications cai be drawn?
6.2. 1 Implications for Research on Teaching
Recently,
expert-novice
studies
have
been
conducted
experienced/expert teachers to novice/student/postulant teachers.
studies can produce salient differences between expert and
by
comparing
Perhaps, such
novice teachers, and
thereby indicating characteristics of effective teaching. However, those studies
cannot uncover the important information of bow the expert teacher becomes an
expert
The development of expertise is a continuum.
To explore such eefl-
novice continuum, a longitudinal study on beginning teachers may be usefül. To
investigate how beginning teachers learn to teach and when they can acquire
expert-like schema and pedagogical skills may help researchers to work out the
crucial points when a novice becomes an expert. Examining the development of
ecpertise in such a way may also help researchers disentangle the role of experience
from effectiveness.
However, such kind ofinvestigation is a very time-consuming
and dieuit task, requiring carethi design of classroom observations and laborious
analyses ofthe data.
90
Expert Teaching s a complex skill.
An expeit at teaching reading may not be an
expect at teaching mathematics or even gramm2r.
Ai expert in teaching junior
forms English may not be ait expert at teaching senior from English.
Different
content and pedagogical knowledge is required for different subjects and different
levels of students.
The characteristics of expertise identified in a certain subject
area with certain class may not be so applicable in another area.
Thus, it is
necessary to broaden the studies ofpedagogical expertise
The roles of teachers'
content knowledge and pedagogical knowledge are
important (Shulman 1986).
Teachers who are English majors may have different
perception and know'edge ofEngi from non-English majors. Teachers who teach
English as a foreign Janguae may have different schema and pedagogical skills of
teaching Eiiish from those who teach English as the first or second language.
Researches on experts and novices in teaching thus need to examine how expert
teachers organize or reconstruct their content knowledge into pedagogical
knowledge and then practical knowledge.
6.2.2. Implications for Teacher Education
Expert-novice studies of teaclùg may not bave direct inplication for teacher
education.
It is naive to assume that once researchers have determined what an
expert does, knowledge can be taught to novice and then tite novice will then
become an expert. (Peterson & Comeaux 1987)
91
It should be remembered that "expertise is a characteristic that is ordinarily
developed only after lengthy expeñenc&' (Beriiner I 992:2) One must go through
the path to become an expert.
However, the study ofpedagogical expertise can
provide insights and scaffolding for the instruction ofnovices, to help them attain a
greater degree of competence, though perhaps not expertise. (Berliner 1992:2)
Teaoher Educators might develop ways to facilitate the development of beginning
teachers' schema to a more sophisticated level amular to that oftlie expert teacher.
They might desigi courses and methods aimed at aiding the beginning teachers'
schema for classroom teaching and learning.
(Peterson & Comeaux 1987)
Classroom experience is orucial for a teacher to become an expert
However,
beginning teachers in Hong Kong are usually just 1ef alone in the classroom to
develop their expert schema merely by trial and error.
lii Hong Kong, any
university graduates can become English teachers in secondary school.
They are
Graduates from teaching college
not necessarily trained before they start teaching.
axe trained and requested to practise teaching in local schools for several weeks but
usually without any consultation from other teachers.
Only their supervisoiy
teachers come for a while to observe their lessons.
It is acceptable that student teachers are inspected by their supervisory teachers but,
it is a taboo for teachers to have class observations or visits by colleagues.
Student teachers are usually requested to reflect their lessons to figure out their
strength or weaknesses oftheir teaching skills.
They are asked to plan to what to
ask, how to ask in detail in their lesson plan.
They are a'so asked to anticipate the
students' answers and prepare bow to respond to expected or unexpected answers.
Such kind ofp1aining is important to beginiing teachers but untrained teachers aie
not required to go through such kind of planning and reflection.
Even though
student teachers are requested to plan and reflect thoioughly, it seems that they
cannot bave much to reflect on, as their class experiences are limited.
lt may be a
better idea for beginning teachers to have opporwnilies to observe others' lessons
especially those ofthe expert teachers so that they can stand back from their oi
belief and view the realities of pupils and classroom.
retrospective.
Such practice is more
By observing a good model, reflecting what are good and desirable
petlagogical skits, trying those sidlis out in their 1esous to check if they work,
beginning teachers can be more ready to teach and ask effective questions.
93
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Language. London: Collins.
Allwright, D. & Bailey. K. (1991) Focus on the Language Cksroom. Cambridge:
Cambridge Uthversity Press.
Arends, R. L (1988) Learning
to Teach
New York: Random House.
Bames D. (1969) Language in the Secondary Classroom. D. Bames J. Britto.
and H. Rosen. Lanage, the Learner and the School. Hatmoudsworth:
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Berliner, D. C. ( 1986) In Pursuit oftlie Expert Pedagogue. Educati onaf Researcher,
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15, No. 7, pp.5-13.
BerUner D. C. (1992) Some charaoteristics ofEperts in the Pedagogical Domain.
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Berliner, D. C. & R.osensbine E. V. (eds) (1987) Talk to Teachers. New York:
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Broek, C. A. (1986) The Effects of Referential Quesdons on ESL Classroom
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Brown, J. D. (1991)
Understanding Research in Second Language Learning.
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Calderhead, J. (1981) A Psychological Approach to Research on Teachers'
ClassroomDeoision Making.
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Calderhead, J. (1988) Teachers Professional Learning. New York: The FaThr
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Calderbead,
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Clark, C. M. & Peterson, P. L. (1986) Teachers' Thought Process.
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Chwi Ka Wai, Cecilia.
Hong Kong Anglo-Chinese Secondaiy Schools. M. Ed. Dissertation., Bong Koig
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Cooper, J. M. (ed.) ( 1990) Classroom Teaching Ski/Is (4th Ed.)
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D.C. Heath.
Coulthard, M. (1988)An Introduction to Discourse Analysis. London: Loiigman.
Dillon, J.T. (1988) Questioning and Teaching. London: Croom Remi
Doft A. ( 1988) Teach English - A Training Course for Teachers & Teacher 's
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E.. & Watters
S,
(1983) Teaching Practice Handbook London:
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Heaton J. B. ( i 982) Using English in the Classroom. Loiidon: Longman
Hymam, R. T. (1972)
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95
Kagan, D. M. (1992) Professional Growth Among Preservice and
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Keny, T. (1982)Effective Questioning. London: Macmilbn.
Li Kai Ming (1994) A Study
of
the Quality of Classroom Communication
Processes of Experienced Teachers and Novice Teachers in Primary Schools in
Hong Kong.
M. Ed. Dissertation, Hong Kong University.
Livingston, C. & Borko. (1989) Expert-Novice Differences in Teaching: A
Cognitive Analysis and Implications for Teacher Education.
Journal of Teacher
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Long, M. H. & Sato, C. J. (1983) Classroom Foreigner Talk Discourse: Forms
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Functions of Teachers' Questions. In H.W. Seliger & M. H. Long (Eds.)
Classroom Oriented Research in Second Language Acquisition. Rowley:
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Malmn, T. A (1987) Classroom
Mehen, H. (1979)
Interaction.
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"What time is it. Denise?": Asking Known Information
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Ed. Dissertation, Hong Kong
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Nunan, D. (1989) UnderstandingLanguage CJasrooms.
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Nuttall, C. ( 1982)
Hejnemrnn.
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London: Penguin.
Teaching Reading S1dIl in a Foreign Language.
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Otto, P. B. & Schuek, R. F. (1983) The Effect ofa Teacher Questionin Strategy
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Hong Kong:
London:
Lougman
Tollefson, J. W. (1989) A System for Jmproving Teachers' Questions.
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Tsiñ A. (1985) Ana1yzig Input and Jnteraction in Second Language Chssiooms.
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Tsui A. (1987) An Analysis ofDiffereut Types oflnteraction in ESL Classroom
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11ML XXV/4, pp. 336-353.
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Tsui, A. (1991) The Description of Utterances in Conversation.
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97
Tsui,, A. (1992) Classroom Discourse Ana'ysis in ESL Teacher Education. ILE
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Tsui A (1994) Engli$h Conversation. Oxford: Oxford University Press.
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98
APPENDIx i
- El
T:
Keep quiet. Stand up.
2
Ss:
Good Afternoon.
3
T:
Take Out your GE book and turn to unit ten.. That is page 152. 152. Put the
book
I
4
away please, Chris. And turn to the right page, page 1 52. What about Aunt Kitt/s
5
Dream Holiday is? Yes, Aunt Kitty's Dream Holiday. 0k, fyou could go on a
dream holiday, where wouldyou like to go? You could go on a holiday in
your
dream, where would you like to go? Kitty.
6
7
g
S:
To Beijing.
9
T:
To Beijing. Right. Speak a little bit louder so the tape recorder can hear you.
Io
Kitty would like to go to Beijing. I would like to go to Beijing too. Where
would you like to go, Kevin?
I I
12
S:
Italy.
13
T:
Canada?
14
S:
Italy.
15
T:
ftaiy. Why wouid you like to go to Italy?
i6
S:
(inaudible)
17
T:
T like to hear Kevin?s voice.
18
S:
(inaudible)
19
T:
I cath hear you. Speak louder, Kevin. Be quiet.
20
S:
There is no any reason.
21
T:
No reason?
22
S:
Yeah.
23
T:
Youjust want to go there?
24
S:
Yeah.
25
T:
Fair enough. Where would you like to go, Winky? Keep quiet or J will pick on
26
you.
27
S:
hike to go Africa.
28
T:
To Africa. Why would you like to go to Africa?
29
S:
To see many anhxnas and niany trees.
30
T:
Right. Thejungle and the animals. Thats a good reason. Abt ofpeople would
like to do that. Alex where would you like to go?
3 1
32
S:
I want go to Australia.
33
T:
Why would you like to go to Australia?
34
S:
See the Kangaroo and Penguins.
35
T:
Kangaroo and Penguins? How can you see penguins in Australia? You can...
36
S:
i see it in the te1esion.
37
T:
That probably the Australian who have gone to Antarctica.
38
Es there any ice and
snow?
39
S:
No. Beach.
40
T:
Beach with penguins? Fair enough. You're probably right. 0k, so you like to go
41
all sort ofdifferent places with different reasons. Aunt Kitty has a dream holiday
42
too. Have a look ofthe picture here, what sort ofplace do youthink Aunt Kitty
43
wanted to go? What sort ofplace do yciu think AuntKitty wanted to go to,
44
Angel?
45
S:
Paradise Island.
46
T:
Paradise Island. 0k, you have already look at it. Have a look at the picture, it
47
.doesnt tell you the name on the picture What sort ofplace did she want?
48
S:
A beach.
49
T:
A beach. 0k. Having a look atthis beach, what sort ofelimate do
you think there
is, Raymond? The climate ofthe picture.
51
s
Sunny.
52
T
Sunny. Yes. Somebody said a word I overheard. What was it? Alice was ii you?
53
s
Tropical.
54
T
Tropical. Yes, I think it describe it veiy welL 0k, what do you see there on the
56
S:
A tree and a boat and some peopie.
57
T:
Trees, right. What are the people doing?
58
S:
Shining.
59
T:
Em.
60
S:
Sleeping.
61
T:
Sleeping, ok. Sleeping ori the beach in the sun, all right 0k, Chris, time to
50
picture? What do you see in the picture? Describe it to me, Ada.
55
62
. .
Fm not quite sure what you mean.
wake up. Tell me something about the picture first. Do you know any other
phices which look like this?
63
64
S:
Yes.
65
T:
Where?
66
S:
Australia.
67
T:
Australia.
68
S:
Aflica.
69
T:
Africa, probably. Yeah. All the hot places where there are good beaches. Andy
70
wants to talks. Andy, Can you think of some other beaches or other places like
71
that?
72
S:
73
S:
74
S:
Thailand.
75
T:
Thailand, definitely Thailand. Also in Hawaii. Most ofthe sort of Pacific
Er. .Em.. (asks his neighbour )1Thaiiand ?( Is Thailand called Thailand?)
.
{u:
(Yes.)
76
Islands have very lovely beaches. Lets have a little iook at the stoiy now. Have a
77
quick look at the story and tell me who the main characters are in the passage.
78
Who are the main characters? Margaret, tel! me one of them.
79
80
Kitty.
II
Aunt Kitty, ok. You tell me another one. Another main character. We have got
81
Aunt Kitty who decided Aunt Kittyto go overseas. Look further down there.
82
Think for yourself 0k, look at the book. Dont look around the room. Tiy and
83
say it.
84
S:
Agent.
85
T:
That's right. Agent. Wasnt it a difficult word? It wasn't. 0k, what sort of agent
86
was it, Kitty? What sort of agent did she go to see? 0k, please keep sitting
87
downjust give me the answer.
88
S:
Er...
89
T:
We can have an agent of different sort. Some agents you go to if you want to rent
90
an apartment. You eau have agents to do all sort ofthings. What sort of agent
91
was this?
92
S:
Sorry. I don't know.
93
T:
Right, you cant tell me. Kitty doesn't know. Who can tell me? What sort of
94
agent was it?
2
95
S:
Travel agent.
96
T:
Here's travel agent. Thank you Wicky. Travel agent. Because that was she
wanted to do, to travel, ok. Now do you remember the word destination? We
97
9g
have itbefore. Destination. When you leave school today, Raymond where are
YOU going?
99
loo
S:
Go home.
lot
T:
0k, what is your destinatwn after school, Raymond?
102
S:
Home.
103
T:
So, what does destination mean? Teriy, what does destination mean?
104
S:
(Inaudible)
105
T:
Icanthear. Neither can the tape.
106
S:
The end ofthejouuiey.
107
T:
The end ofthejourney. Good answer. Right, the end ofyrnrjo1urney. The place
los
where you are going. It's your destination. 0k, so what is Aunt Kitts destination
109
when she left home for her holiday. Angel?
110
S:
Paradise Island.
I i i
T:
Paradise Island. Ah, look at that further. Find three hundred dollars in the
112
passage. Find three hundred dollars. Jeff have you found it? Three hundred
I I 3
doLlars. What was the three hundred dollars for?
114
S:
Taxi.
15
T:
For taxi. Was Aunt Kitty happy about paying three hundred dollars for the taxi
Ho
fare?
117
S:
8
T:
I
Mm
.
No.
No, she wasn't. What did the agent offer her in return for her disappointing
holiday? Now you could find it at the end ofthe passage, page 153. What did
I 19
120
Aunt...What did the agent offer Aunt Xitty?
121
S:
Forget about it.
122
T:
Forget the holiday. No. That was what Aunt Kitty said. What did the agent offer
her? Aunt Kitty was disappointed and unhappy and so to make her feel better the
123
agent offer her something. Airight. We can give you...
124
125
S:
(Inaudible)
126
T:
No, J can't give you that. What could they give you? 0k, who can find it? Who
can find the answer? What did the agent offer? Connie, can you find the
127
128
answer?
129
S:
Ten percent discount on your next foreign holiday.
130
T:
Good a ten percent discount on the next foreIgn holiday and that Jenny was right
31
- Aunt Kitty said,
o forget the holiday.' What did she want t do on the next
holiday. Helen? Next holiday. What did Aunt Kitty want to do?
132
133
S:
134
T:
Stay in Hong Kong.
Stay in Hong Kong. Yes her dream holiday had been a nightmare, a bad dream.
135
0k. Let's look at the passage now. We'll read it first. Em, let me see. Yes, Jeff
136
you can be the agent and you can be Aunt Kitty.
137
S:
Oh! My god! (whispers)
138
T:
(reads the passage) 0k, Aunt Kitty Wants to go abroad for her Easter holiday.
140
She was very interested in an advertisement in the Daily Express'. She decided to
talk to her travel agent to find out more about it. Tm interested in the package
141
holiday to Paradise Island. Can you tell me more about it? she asked the travel
139
3
142
agent. The agent told Fier that the package tour included accommodation at a new
14
beach hotel which had a large swimming pool and an excellent restaurant. She
assured Aunt Kitty that all expenses were included in the price and there would
144
be free transport to and from the Paradise Island Airport. Aunt Kitty thought that
45
146
the holiday sounded good She immediately paid a deposit and booked the
147
holiday. She went to Paradise Island but was vexy disappointed
ith what she
found. When she returned to Hong Kong. she went to see the travel agent.
48
149
S 1 :
Hello, Miss So. Did you have a good holiday?
150
52:
No, I certainly did not have a good holiday.
151
Sl:
Oh, I'm very sony to hear that. What was wrong?
152
52:
Well, when I anived, there was no bus to take me to the hotel. I waited for about
tWO hours before taking a taxi. The fare was nearly three hundred dollars.
153
154
Sl :
Oh, dear. Im sorry that you had such a bad start. The hotel was nice through...
sorry. The hotel was nice...
55
T:
Though.
157
Sl:
The hotel was nice though, wasntt it?
158
52:
No, it was notI You said it was new. You were quite right. They hadn't finished
56
159
bui!ding it
160
outside my...
16Î
T:
162
52:
I couldnt sleep because the workmen were working all night - right
Balcony.
Balcony As for the swimming pool, there certainly was one but there was no
163
water in it while I was there. The restaurant, too, was very disappointing as it
164
served nothing but fish every night.
165
Sl:
Oh,dear...
66
52:
You told nie also that the hotel was near the beach, and that I could get there in
17
two minutes, didnt you?
6Z
SI:
Yes,Idid.
169
52:
Well, there was an oil refinery between the hotel and the beach, and it took half
an hour to walk round it.
170
Oh, I'm really terribly sorzy. We shall certainly
make
171
Sl :
172
r:
173
Sl :
Enquiries and forward your complaints to the hotel. We were...
174
T:
We were unaware
I 75
S I :
We were unaware that the hotel was still under construction or we would not have
Enquiries.
become the local
176
177
T:
Representative.
I 78
S i :
Local representative, 1...
179
T:
Assure.
I 80
S I :
T assure you. Although w&re unable to give you a re-fund, we can offer you a ten
52:
percent discount on your next foreign holiday.
Forget foreign holidays Fm staying in Hong Kong for all my holidays, from now
181
182
on.
183
184
s5
T:
Thank you. Quite we11 read. I hope your voiceS are on here as well.- 0k, I want
youtolooknowatpage 153. Thelastpart ofthepassag. Nowthere are some
oftheni. Do you remember what a prefix
¡86
words here there had prefixes in front
187
remember
is? What is a prefix, Yoko? You don't know. Forgotten? Do you
what a prefix is? Angel, what is a prefix? Anybody remember? Kevin.
188
4
189
S:
Pay back your money.
9O
T:
Eh. You find one ofthe word with a prefix. 0k, what was the word? Kevin,
what was the word that means pay back of money.
191
192
S:
Refund.
93
T:
Refund. That means to pay back the money. 0k. That word has a prefiX. What is
the pcefix2 Wicky, tell me the part fthe woTd that is the piefix.
194
195
S:
(inaudible)
196
T:
No, tell me the part ofthe word, Wicky. Be quiet. Wicky, have a look, which
197
part of the word is the prefix? Have a look ofthe word and have a guess? Come
19$
Ofl. That was tre' That was the prefix. 0k, sit down. Right. so sometime we put a
199
little syllable in the iront ofa word. We call that prefix. And it change the
200
meaning of the word. IRe' usually means again. In this case, you are funding
201
again. You are paid back the money. Right. Find another word with fre in front
202
of it. In this utile part ofthe passage here in pagel53. Find another word with 're'
203
in front of it Can you find another one there, Winnie? Can you show it to me?
204
Winnie, show me the word. Find the word with re' in front it. That's refund, fmd
205
another one in this pail ofthe passage. 0k, right, you\'e found it. Now tiy and
206
say it.
(Inaudible)
207
S:
208
T:
l3roke it into little pieces of syllables.
209
S:
Re-fin-ery.
210
T:
Nearly. Refinery. Refinery. 0k, remember this word? (writes fine' on
blackboard) What does that say? Everyone.
21 1
212
Ss:
Fine.
213
T:
Put that in front (writes re? at the blackboard) Say it.
214
Ss:
Refine.
215
T:
Good. Refine and ifwejust add that(adds 'ry' to refme') and we got ..... Say it.
216
Ss:
Refinery.
2i1
T:
Refmery.Ok, a refinery and an oit refinery is a place where they ifine oil arid that
21
means they take the oil. The oil come from the ground.They got crude oil. They
219
take it and processed it in the factory and they make it into things like patrol, that
220
we can use in cars. They refine it, that means process it, make it finer. 0k, there
22
was an oil refinery. Now, we have some other words which have prefixes in front
222
ofthem here. Have a look and see ifyou can find some nore words with a
22
prefix. Have a look at the passage. and see ifyou find some words with prefixes.
224
Do you find them, Susan? 0k, 1 will give you a clue (writes tin on the
225
226
blackboard) We got another prefix. !unl. What word can you find there? Still
looking at the same part ofthe passage. Here on page 153. Helen can you find
227
one? Can you say it?
228
S:
Unaware.
229
T:
Unaware. Right. (writes unaware' on the blackboard) Be aware means to notice
230
something. To see it - To know it happening. 11m aware of the fact that Jeff is
232
not looking at the book right now. You are not looking at your book. rm aware
ofit. I can see. But to be aware. Now, ifyou are unawaie, it means you don't
233
notice it. You don't know it
234
the opposite meaning. There is another word with 'un' at the beginning. Still in
235
the same part of the passage. Find another one.
23 1
happening.The 'un' changes the meaning usually to
236
S:
Unable.
237
T:
0k, Andy, unable. Right. The word unable means you can do it. You are able to
238
do it. Unable mean you cannot do it. It changes the meaning to the opposite. So
239
prefixes alter the base word the basic word, the original word. It alters a little bit
240
241
S:
242
T:
by adding a prefix. lt changes the meaning. You can make
Under. (interrupts)
t1nder actually starts with
'n'
.
It is not a prefix because it is flot
a word on
its ovum It iS not a word on its own, just a syllable. That is the word. That is not a
243
244
prefix, an exception. 0k, that shows you're thinking. So that's good. 0k, can I
245
think anymore; or I think that's alL Any other word you are not sure about here?
246
Any other word you don't know the meaning of? Do you know what package
247
means? The agent told her that the package tour included accommodation at the
248
new beach hotel. Right. Second paragraph, package. What is a package tour?
249
Michelle, do you know what package might means? Does anyone know what
250
package means? Right. You probably know this word. (writes parce1' on the
25 1
blackboard) What is that word Michelle?
252
S:
Parcel.
253
T:
Parcel. Do you know what a parcel is? Can you describe it?
254
S :
I know. I know. (volunteers)
255
T:
You know. 0k, you tell us, Alex. What is a parcel?
256
S:
Something use a box to cover it and you and go to the post office to post it.
T:
Ok thank you, Alex. 0k. A parcel is usually a box or something wrap up inside
257
258
a parcel. 0k, you put the thing insides and wrap it up and tie and hold it all
259
together. Now Package is the same. It means the same thing.
260
'package tour' on the blackboard) Similar meanings. What would be a package
261
tour? What do you think that means? How can a tour be wrapped up and tied
262
with strings?
We cant really.
(writes
ut what it means is that they do take all your
263
things that you use when you go for a holiday like air fares and your hotel costs,
264
your food, your transfers or transport to and from the airport and perhaps even
265
sight seeing. And that's all put together and you pay one amount of money
266
instead ofpaying the hotel and the airlines and the transpon and so on all
267
separately. They are all put into one amount. And youjust pay one amount to the
268
agent and you should not have to worry anything else. And that was the reason
269
why Aunt Kitty was angry that she had to pay 300 dollars for taxi. That should
270
have been part ofber package tour. 0k, eveiything is put into one amount. The
271
agent told her that package tour included accommodation at a newbeach hotel.
272
What does accommodation means? What does accommodation mean., Helen?
273
Well, have a look ofthe word. What does accommodation mean? (pause)
274
Where was she going to be accommodated? Where? She is accommodated
where?
275
276
S:
277
T:
278
Hotel.
A hotel. So what do you think accommodation means? You've give me the
answer. Ifshe is going to be accommodated at a hotel, Raymond, what do you
think accommodation means?
279
zao
S:
Sorry, I dont know.
281
T:
Flaue a guess. No one knows? lt surprises me.
282
S:
Rooms.
T:
Rooms. It can be rooms. 0k, in this case, she is going to be accommodated at a
hotel. So where she is going to be accommodated, Alan? Say it.
285
S:
Chinese.
286
T:
In English.
287
S:
Provide for the visitors.
288
T:
Provide for the visitors. Right. To accommodate people, hotels provide
283
284
289
accommothtion for visitors. What does it means then? Provide for the visitors.
290
291
S:
You?ve got halfway there. What does it means? What do you thinlç Angel?
(shakes head)
292
T:
0k. sit down. Winky, what do you think accommodation means?
293
S:
Live.
294
T:
Live right.
WeTre getting much closer now. Live. We've got rooms from Jeff.
295
Live from Winky. What do you think accommodation means? What do you think
296
accommothtion means? (writes 'a place to
297
S:
Live.
298
T:
lt can be live. (writes 'live' on the blackboard)
299
' on the blackboard) A place to...
In this case, she is not going to
live there because she is travelling. What is the other word?
300
S:
Stay.
301
T:
Good. Slay. (writes stay' on the blackboard) Right. So your parents provide
302
you with an accommodation. They give you a place to live. Your house, your
303
apartment, your flat is a place to live. That's your accommodation. When you go
304
away on holiday, you also get aecomniodation. It might be a hotel room, it might
305
be a room in yotr grandma's house. 0k., but in that case we don't use the word
306
live. We use the word stay. Live is where you live over a time. Stay is where
307
you stay for a short time when you're on holiday or visiting. 0k, there is a slight
308
difference in meaning between live and stay. When you go on a holiday, you stay
309
in a place. Ok transport. Do you remember the word, transport?
310
S:
Yes.
3
T:
Good. Well, 111 ask somebody else. Then, Emily, are you awake? Emily, what is
i
transport? Come on. what is transport. Think for yourself
3 12
313
S:
3 4
T:
Right. For travelling. Give me an example of transport.
315
S:
Bus, taxi.
316
T:
Bus, taxi. Winky, an example oftransport, bus, taxi, what else?
3!7
S:
Car.
3 18
T:
Car. Right. Another sort oftransport. Bus, car, taxi.
319
S:
Taxi.
320
T:
They have told me taxi. Tell me .nother one.
321
S:
Bus.
322
T:
Bus. Different one. Thinkforyourselfflexttime.
323
S:
aeroplane.
324
T:
0k, aeroplane. You must learn things yourself Another form of transport?
325
S:
Ferry.
326
T:
Feriy. 0k, you know what transport is
Travelling.
0k. any other words there you don't
328
understand? Deposit. What does deposit mean? Deposit. Eh, in the third
paragraph second line. In the third paragraph second line. She immediately paid
329
the deposit.
327
7
The money.
331
S:
T:
332
S:
333
T:
Paythe rest.
Not the rest. 0k, let's the total price be 2000 dollars and you give I 000 dollars
and you book your trip. Later on you go and pay the remain the rest. 0k, the
deposit is the amount of money you pay the agent to book the trip. Immediately.
What does immediately mean? Danny, if! say 'stand up immediate1, what do I
mean? what do I mean? Danny listen to nie. What do I mean if J say stand up
immediately.
(says nothing but stands up immediately)
I think you have got the right idea but you are not explaining it very well. Sit
330
334
335
336
337
38
339
S:
340
T:
Yes.
370
down and next time, Alex and Angus, I ask Danny something and J want Danny to
answer, not you. 0k, someone who can explain it a bit? What does immediately
mean, Wendy?
Right now
Right now. Immediately. Do it straight away. So she straight away, at once pay
the deposit and book the holiday. 0k, any other word you don't know? What
about the word balcony? Look down, near the bottom ofthe page. B-A-L-C-ON-Y. Do you find the word, Alan?
Where? (whispers to other student)
WeB in that case, sit still until you have the right clue. Balcony. What is a
balcony? Does anyone know? Andy, do you kirnw what a balcony is? Down at
the bottom ofthe page here. B-A-L-C-O-N-Y. Anyone know what a balcony
is? 0k, i will try to draw one for you. (T draws on blackboard) Here we have a
talI building but not the end ofthe building, in front ofthe building, there is a
little platform here with rails around it. 0k. These are balconies where people
can go and stand in the sun or perhaps do a washing...
(interrupts) Falling.
Hopeflully not. ThatTs a place for you, not means to fall ofi 0k, a balcony, a little
platform outside ofyou window orycur apartment where you go sit in the sun and
talk around and do washing. 0k, any other hard word? Construetion. Can
anyone give me another word for that? A short, simple word. We are unaware
the hotel was still under construction. What do you think that means? (pause)
Margaret, what do you think construction means?
Pay back.
No. What you are thinking ofis compensation. I think you should think of
another word. Construction. To construct something. ff1 ask you to construct
something, what would I be asking you to do ? Anyone know? 0k, lefs look
back a little bit further. Look at the bottom of page 1 52. where Aunt Kitty said
the hotel was not nice. 'No, it wa.s not! You said it was new. You were quite
right. They hadn't finished building it!' They hadnt finished building it. Further
371
on, the agent said, 'we were unaware that the hotel was still under construction.'
372
What do you think construction means? Yes.
341
342
343
344
345
S:
T:
346
347
348
349
350
S:
T:
351
352
353
354
355
356
357
358
8:
T:
359
360
361
362
363
34
365
S:
T:
366
367
368
36
373
S:
To build.
374
T:
To construct something means build. (writes on the blackboard) 0k, build or to
375
make. So it is still being made or still under construction. What does local
376
means? The local representative. Local.
s
377
Ss:
HongKong.
37g
T:
For you Hong Kong is local. 0k, we say that the loc& market.. the shop...
where is that? WJ1J is the Jocal market? Raymond,
where is the local market
here? Look at me, Raymond. Listen what
I'm saying. Where i the local
379
380
market?
381
382
8:
Inthe... atthe.,. atthatbuilding.
3s
T:
Ok,atthatbuilding. Whatdidwecalf
384
S:
WøChe.
385
T:
Thai wasn't difficult, was it? Angus, look at your book. Don't look
at Alex and
Danny. (paise) 0k, one 'ast word to iook at. Look a the word, foreign. Right,
at
the end of the as'
389
S:
Outside Hong Kong.
390
T:
386
387
388
391
it?
we can offer you a ten percent discount on your nett
foreign holiday.' What do you think foreign might mean? Foreign. Yes.
Right, outside ofHong Kong. Anywhere that, somewhere outside ofthe Country
392
Ss:
where you live is foreign. Say that word everyone, foreign.
Foreign.
393
T:
Speit it.
394
Ss:
Spell it... (laughing)
395
T:
Right, we will start again. Spell the word foreign.
396
Ss:
F-O-R-E-l-G-N.
397
T:
398
Use your fingers and write the word on your desk with your finger. (pause) What
does the word say?
399
Ss:
Foreign
400
T:
Foreign.
401
Ss:
Foreign.
402
T:
Kate, say the word foTeign.
403
S:
Foreign.
404
T:
Carxie.
4O
S:
Foreign.
406
T:
Jenny. Foreign, say it Jenny.
407
S:
Foreign.
408
T:
Raymond. Foreign, foreign, say it.
409
S:
Foreign.
4W
T:
Anne, foreign, say the word.
411
S:
Foreign.
412
T:
Do you knOW what it means, Danny? What does foreign mean?
413
S:
Outside ofHong Kong.
414
T:
Good. 0k, let's look at the comprehension now. Choose the most suitable
415
answer. Aunt Kitty learned about Package Holiday by... walking to the travel
41
agent, reading the newspaper, lier interest in the advertisement, or word of
417
mouth?
418
Ss:
419
T:
C.
She is interested in the advertisement. Well, that is partly true. She did see an
420
advertisement and she was interested. But she was not interested in the
421
advertisement, she was interested in what the advertisement had tell her. And
422
where did she found the advertisement?
423
Ss:
B.
424
T:
,
reading the newspaper. That ¡s the answer. She read the newspaper. She
found an advertisement and that told her about something she
was interested in.
Number two, to go on Paradise Island Holiday, one has first to
425
426
.. . pay the deposit.
427
visit the agent office read the Daily Express', know the travel agent.
428
Ss:
A.
429
T:
Yes, you need to pay a deposit. Nuniber three Aunt Kitty was.
..
with her holiday
Ofl Paradise Island.
430
431
Ss:
C.
432
T:
C. Yes. How did she feel about the holiday,
433
8:
Angiy.
434
T:
435
Yoko?
It's not C. Disappointed. She probably was a little bit angry as well. But mostly
she was disappointed. 0k, number four, the hotel Auut Kitty checked iito... bas
no balcony, is fax away from the sea, is made up ofmany separate block, stands
436
437
next to an oil refmery. Whivh one, Alan?
438
8:
0.
439
T:
D, It stands next to an oil reñnery. Number five, Aunt Kitty found the menu of the
restaurant amusing, filling, boring, constant. What do you think, Jason?
441
S:
C.
442
T:
C. Yes. What is the word, Jason?
443
S:
Boring.
444
T:
Yes, letts say the word boring. Right. Six, the travel agent offered Aunt Kitty
440
445
.
discount on her next tour, her money baclç a public apology; kind reassurance.
446
What did the agent otTer her? What did the agent offer her?
447
S:
Boy... A
448
T:
A. Right. Read ito me
449
S:
A discount on her next tour [tower].
450
T:
Her next tour. Right. A discount on her next tour. 0k, that was a good try. When
45 1
Alice said this word, she said ttower] because she knows that usuali)'
452
(writes ouf on the blackboard and underlines
453
English always gets exceptions. So that does not say (our] instead of [tour].
454
Right. That just makes life difficult Tour You have to learn that word
455
456
{our}.
But in this case, think
especiafly on its saying. Say it everyone.
Ss:
Tour.
457
T:
0k, again.
458
Ss:
Tour
459
T:
Spell it.
460
Ss:
T-O-U-R.
461
T:
Tour. 0k, so that one doesnrt obey the rule but that was good guess Alice. Most
46Z
times they do obey the mies, and you can get it right. That just one thats
463
different 0k, let's look at the next otie. Some of these words are a bit tricky a
464
little difficult. You are going to bave to think about them And l'il give you a
465
couple ofniinutes to read it through. Find the words and write them in the blank
466
spaces. IDo that now Alex because r
467
about two minutes time. Wflt the words quickly now. (Pause) All right, I guess
468
you all have finished it now. Winky, would you read the first sentence for us
469
please.
going to ask you to read me the sentences
Io
470
S:
Aunt Kitty decide to spend her Easter holiday
at Paradise Island after ask ber
travel agent.
471
474
S:
You got one word wrong. Aunt Kitty decide to spent her Easter holiday
on
Paradise 11and after. what is the next word? After . . . anyone got it. After...
Talking.
475
T:
Talldng to her travel agent. The latter assured she would be...
476
S:
Accommodation.
477
T:
Accommodation. JT could be accommodated. You could have the word
472
T:
473
. .
478
accommodated. (writes on the board) Do I spell the word right? How many 'nf
and 'c' are? Yes. Thatrs right, accommodated. Right, you could say that she
479
would be accommodated in a new...
480
481
S:
Beach hotel.
482
T:
Beach hotel. Instead ofaccommodated, what's an easier word to use, Raymond?
She cou1d would be staying. That case, we would say staying. Staying in a new
483
484
beach hotel which boasted a large, a large what?
485
S:
486
T:
Swimmingpool.
And?
487
S:
excellent restaurant.
488
T:
And an excellent restaurant and also it would be...
489
S:
Transport to and from the...
490
T:
To and from the...
49
S:
Airport.
492
T:
Right. To and from the airport at Pamdise Island hotel. 0k, ets turn over the
493
494
page.
T:
However, however. Keep reading.
495
S:
disappointed?
496
T:
Read the sentence for us.
497
S:
However
498
T:
In English, read it. However.
499
S:
However... when...
500
T:
You can do better than that Raymond.
501
S:
However Aunt Kitty was veiy disappointed when arrived at Paradise Island.
502
T:
Right He got a wrong word. Disappointed when, .when
503
...
island
7
.
. . .
Do you know the nexi
word? When doing w1at?
504
S:
Live.
505
T:
We don't say live at a hotel. You live in your house.
506
8:
Stay.
507
T:
When. .. em. . . . Give me the right form fthe word.
508
S:
Staying.
509
T:
Staying at Paradise Island hotel. The hotel she. .. Right. think about it. She has
510
not got it. Think about it, what are we talking about the hotel that she...
SI I
S:
Stayed in.
5 1 2
T:
Stayed in, right Was still in the process of construction. Right. What is the first
word of the next sentence, Ada?
5 1 3
514
S:
Workman.
515
T:
What's come before work?
516
S:
Workmen.
11
T :
Oh, workman. No, you've got the wrong word there. Who got the right word?
You got the right word? Who got the right word? Ifs an easy one What lmve
yougot, Angle?
520
S:
The.
521
T:
That work. The work went on 24 hours a day. 0k, that work do fine. You could
5 1 7
51g
519
also have construction work. Right, that work or construction word went on 24
hours a
What is the missing word? 24 hours a? What time period has 24 hours?
522
523
.
.
What do we cafl 24 hours?
S24
525
S:
A day.
526
T:
A day. 0k. And she could hardly...
527
S:
Sleep.
528
T:
Sleep. 0k. Last sentence. Rebecca, for being very quiet today, read us the last
sentence for us.
530
S:
There was no water in the pool and the hotel
531
T:
Restaurant.
532
S:
T:
And the hotel restaurant serve only...
What did the hotel restaurant serve Raymond? What did the hotel restaurant
529
533
534
serve for every meal?
535
S:
Fish.
536
T:
Yes fish. Raymond. even when I'm over there with Rebecca, I'm still aware of
537
538
what you are doing. IDo you remember the word aware? I notice you, Jeff. 0k,
sit
down, Raymond. Fm still aware even when rm not looking at you, I can hear you.
53g
Right, that is what aware means. To notice, to see you
540
you 0k, letts look at C. Answer the questions in complete sentences. Again, I'll
541
give you a few minutes to have a look at it. Find the answer and think of suitable
542
sentences. Turn around please. IDo your own thinking. We are looking at C now,
543
Alex. Read the question. Find the answer. And be ready to give me a complete
544
sentence. (pause)
545
. to
hear you, to aware of
(goes around the classroom and gives individual consultation)
546
T:
Right. Read the first sentence. (talks to one student)
547
S:
I know the answer. (another student volunteers)
548
T:
You do. Tell me.
549
S:
So many problems.
550
T:
0k, but it was not a complete sentence. So please give me a complete sentence.
551
S:
It was because.
552
T:
Dont start with 'it was because. I hate that constniction. Aunt Kitty went to see
553
the travel agent because...
554
S:
Because there was many problems.
555
T:
There...
556
S:
There were many problems.
557
T:
0k. Gaiy, read me the second question.
558
S:
W1at did Aunt Kitty do when she arnved at
559
T:
Paradise.
560
S:
Paradise Island Airport?
561
T:
562
Do you remember what she did? (pause) Have a look at the page and find the
answer. What did she did? (jause) 0k, what did she did? (pause) What did she
563
do when she arrived at the Paradise Island? (pause)
1-p
564
S:
She gotataxi.
565
T:
567
S:
Right. She took a tixi but before she took the taxi, what did she has to do? Or
what did she do? Yes, she took a taxi to the hotel but before that what did she do.
Waited at the airport.
568
T:
Right, she has waited at the airport for about two hours, then she took a taxi to the
566
59
hotel. 0k, write the sentence. Have you written down all the sentences?
570
S:
No.
571
T:
Then dont talk around and do yourwoik. Jason, ok, wenli bome with Jeff
Number one, why did Aunt Kitty go to see the travel agent after she returned from
Paiadise Island.
572
573
574
S:
Because she was very disappointed with what she found..
575
T:
576
S:
Right. That was a good answer except for one thing. What's wrong with it?
Dont phi3'. (To c'assmate)
577
T:
What was wrong with the axiswer? Jeff what was wrong with the answer. Read
578
it again, read your answer again.
579
S:
Because she was veiy disappointed with what she found.
5go
T:
Because she was veiy disappointed with what she found. What was
ong with
this answer? What is wrong with the answer?
581
552
S:
He cannot start with because. (volunteers)
583
T:
0k, AngIe said he cannot start with because. What did she means? The
584
instruction words said give your answer in complete sentence.
585
S:
Oh!
586
T:
Youve only give us half a sentence. Can you make it into a complete sentence?
587
S:
No.
588
T:
Try. lts easy. Just begin with what is in the picture. Aunt Kitty went to see the
589
agent because when she got there she was very disappointed with what she found.
590
Ok,just add a litt'e bit at the begiimin
591
conjunction. You must have two ideas. Otherwise you canjust leave because
592
out. You could say she was veiy disappointed with what she found. 0k, number
593
two. There's another answer ofthat. Using a different word. What was Aunt
594
Kitty doing when she went to see the travel agent.? VThat was she doing? She
595
Jfyou use because, i1s ajoining word, a
went to...
596
S:
Discuss.
597
T:
Not discuss. Another word, big word. She went to .. . Youve nearly got it.
598
Complain. She went to complain. Jt
gomg to complain about Alan. lie's
599
talking instead of listening. You complain when you are not happy. She was not
600
happy. She was disappointed so she went to complain. So you can say she went
601
to the travel agent to complain about the package tour. 0k, thafs all for today.
602
We'll stop. l'lI hear the rest ofthose nexE time.
i3
APPENDiX I -E2
II
z
(Noisy) Wbat is your seating pian? Yes, would please close all the books first?
First ofall. Now that the Easter holiday is coming Easterholiday will start next
Wednesday. Right . So suppose you will go to spend your holiday in a place
somewhere outside RK. So which place you would like to visit'?
have
.
3
4
Firste yOU
about W days foryourholídayandwoujdjiketo choose a placeto visit Which
)
6
7
s
s
T:
9
T
lo
li
12
13
14
S:
T:
S:
T:
S:
17
T:
T:
18
S:
19
T:
T:
16
20
place you would like to visit? Cheng King Man.
I will visit to go to Japan.
Thanks. Airight.
Cheng King Man, he likes to go to Japan in his Easter holidays.And how about
the rest of you. What about you? Lam Chun Sau.
I want to go to visit my grandmother and grandfather.
Where are they living in?
They are living in China.
They are living in mainland China, Good!
And how about Li Chung Wai?
I want to visit England.
Your uncle?
England.
England. You want to visit England OK!
So you would like to visit Japan, Mainland China, England. Would you like to tell
us why you would like to visit Japan, One or Two reasons?
S:
( i n audible)
T:
S:
2g
T
29
S:
Yes. Sony! Would you please repeat again.
lt was because in Japan there are many interesting things and the Disneyland is
very interesting. I want to go there to play.
Thanks. Thank you. OK! Very interesting place and many places to see and many
interesting things to see. Yes!
How about Lain Chun Sau ? Mainiand China?
I go to visit my grandmother and grandfather.
30
T:
Ah! Ha!
31
S:
32
T:
:i have long time not see them.
You havenTt seen them for a long time. Is this your first time to Mainland
China?
No.
So. Thank you.
England! Why England?
Because my sister is studying in England. So I want to visit to her.
So she is now studying in England. How long have she been studying iii
England?
Two years.
23
24
25
26
T
27
33
34
S:
35
T:
T:
S:
T:
36
37
38
39
40
41
42
43
44
45
S:
T:
S:
T:
T:
Is it your first time there?
Yes.
You are first time there. It would be very exciting. Thank you.
Yes. itS wonderftil. So you tiy to visit your relatives and have a visit in some
place outside 11K in Easter Holiday. And in this chapter on page 132. Unit 10.
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Would you please open your book? Aiid go to that page.
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Now, in this unit
4S
chapter about? What is ¡t ? Ng Wing Lam. What is this unit about?
About aunt Kitty in the holiday do.
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S:
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T
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N
,
Cari you tell me by looking at the picture there, What is this
Thanks. About her holiday. What is her destination to spend the holiday?
What is her destination? (Writes destination' on the 8B) Where is she going?
Lee Kam Hung?
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S:
She is going to Paradise Island.
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T:
55
Yes. Paradise Island. This is good. Now I think that you have gone home and tried
to prepare this unit. Would you tell or can you tell me whether lier holiday was a
56
happy one or not? Was it a happy holiday?
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S:
No.
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T:
No, it wasn't a happy holiday. Right. Now, shall we go on page 1 32.
1 am going
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to go through the unit
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the main points there ofthis unit? Ah'ight, shall we go on to the first paragraph?
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T
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tb you in details and shall we discuss the main ideas
and
The first paragraph all ofyou. in the first paragraph., try to find out try to find out
- How did aunt Kitty find Paradise Islattd to spend her holiday? How did she find
Two
63
it? And why was she interested in visiting this place.rt'sjust first paragraph.
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minutes. (Pause)
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Right. The answers to the first four questions. How did you find that she could
66
visit Paradise Island? Fung Wai Yan?
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She saw an advertisrnent in the Daily Express.
II
Thanks. What is Daily Express? Is it a kind ofrnagazine or newspaper? You
69
guess magazine or newspaper. So this is Daily Express - Daily is eVeryday.
70
Daily Express. should be a
71
then saw an advertisement there and decided to go there. Why did she go to
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see the travel agent? Why did she go to see the travel agent? Lam Chun Sau,
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. . . a copy
of newspaper. She read a newspaper and
would you please again?
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S:
She decided to talk to the travel agent to find out more about it.
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T:
To find out more. So to answer questions about the Paradise Island and the
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package about it. Airight. OKl Next paragraph we go on there. And What did the
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travel agent tell aunt Kitty about the Paradise Island? Any information about that?
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Describe the Island. Second paragraph. Two minutes please. (Pause)
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Alright. on that Island there. You found something very particular as far as the
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travel agent told ber. What are these ? OK You can find them on the Island. So
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Wing Sum.
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S:
A large swimming poo1.
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T:
Yes. A large swimming pool. Right
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S:
And restaurant.
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T:
A restaurant. Good! Anything else.
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S:
A new beach hotel.
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T:
Yes. It is a hotel there. Inside the hotel. Anything is special there?
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S:
There is accommodation.
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T:
Yes. There is a swimming pool. Airight. OK! Thank you. It is what the agent told
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aunt Kitty about what she might find on the Paradise Island especially about the
9!
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9g
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loO
o1
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t04
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los
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I I O
I I L
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T:
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hotel. Find one word there. On one Fine, package. Vihats package? The word,
package, that means a kind ofplanned holiday. Already planned. It is including a
fixed price, including the meal, including the place where you live and including
the transport ofthe holiday. Right! Package. That means planned holiday. (writes
the explanation on the b'ackboard) Package is everything. So a fixed price you
pay . lt includes everything. Another word, aCCOnmiOdatiOn, that means a place
to live in. (Writes on blackboard) Alright. so a veiy briefdeseriptiGn about the
holiday on the Isiand. OK! aunt Kitty was very satisfied and Then she went on to
spend a holiday there. OK! next paragraph. So, afler her holiday, aunt Kitty
returned back and for this paragraph, you find that she was satisfied or not
satisfied. Airight. Satisfied or not satisfied with the trip there? Did she enjoy
herself there? And so what did she do after she came back from her holiday? Did
she enjoy it? One minute. (Pause) Did she like her holiday there? Lam Ching
Wan.
No.
No. She did«t like it. And what did s do when she came back from hei holiday.
She went to see the travel agent.
Good. Thank you. At once, she went back to see the travel agent. Ofcourse. Why
did she see the travel agent? What did she do with the travel agent? She came it
to see hìm. What is she going to say to him? Pang Choi Yan, would you please?
She wants to complain with the travel agent.
She would like to complain to the travel agent. Do you know this word
complain. Comp'ain means to say something and to complain and to say what
you have to promise that didn't come true. That is complain. To complain about
the travel agent. What is her coniplaint? In the following dialogue there, when
you finish the dialogue between the travel agent and Aunt Kitty. What was
wrong? Now finish the lines up to the end ofthis page. Stop there. Two minutes.
(Pause)
Right. The first complaint. So you have a lot ofthe complaints. First of all,
aunt Kitty found that when she arrived at the airport. Was there any bus taking her
from the airport to the hotel where she was going to stay in? Any? Tsang Ka Yiu.
No.
OK there was no bus taking her to the hotel. No free transportation. What did
she do in order to get to the hotel?
ti (says unclearly)
By .
Can you say it again? Loudly & clearly.
She waited for about 2 hoUrs before taking a taxi.
A Taxi. Taxi. She took a taxi instead and she had to pay three hundred dollars.
129
Was it?
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13 1
According to Aunt Kitty, what Kitty is saying here? Was it expensive? Of course.
Yes, it was very expensive. So it is first one. No bus. (writes 'No buse on the
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blackboard) This is first complaint. Another complaint. Something else was
133
wrong. What about the hotel? Ngan Shuk Kl. would you please?
3
134
S
night.
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The hote' weTe many wOTkman working at night. The swimming pool was no
water. The restaurant was very disappointing as it served nothing but fish every
¡35
T:
Right. Thank you. Hotel! A new hotel. The ave1 agent said it was a very new
13S
hotel, but it was not completed yet. So the hotel was not completed. Not yet
139
completed. And also swimming pooi
140
water in swimming pool' on the blackboard) So would she swim? Ofeourse not.
141
AIriht. She could not swim. I-low about the food in the restaurant?
.
Any water there? No water. (writes 'No
Food there.
Were there a lot of vajieties ofdishes in the restaurant?
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S:
No.
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T:
No. Not many varieties. Only one dish. VThat is that?
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S:
Fish.
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T:
Only fish. Do you like to eat fish? How many ofyou do not like to eat fish? Raise
OU hand pleas& Ifyou were Kitty, andthen you would be very disappothted.
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You would starve.
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wrong. Would you read the three paragraphs towards the end ofihe last line
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Kitty's here?. (Pause)
i 5
There was a beach near the hotel or wasn't the beach near the hotel? Did Kitty
152
enjoy her walk on the beach? You said 'No' Why not? Mong Chun Yu.
i 53
S:
was
There was oil refinery between the hotel and the beach. It took half an hour to
walk round the beach.
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Shall we go to another page. Page 153. Something more
T:
Yes. Thanks, An oil reflneiy. An oil refinery is a place. A building for making
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oil. Its an oil refinery. (writes on the blackboard) A big building there to refine
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oil ormake therefinedoil,to purifythe oil. Sotherefinery isjust on the beach.
i 58
So Aunt Kitty couldn't have a pleasant walk, a nice walk and she didn't enjoy
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walking there because she has to turn away around in order to avoid the building.
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And it was such a long way. lt took her halfan hour to waik around it. Was the
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travel agent sorry about her experience on the Paradise Island? Lo King Yim.
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S:
Yes.
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T:
The travel agent after he heard about her experience. Did he say sorry about
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that 7
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S:
Yes.
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T:
1-le said sorry. And what did the travel agent do in order to compensate Aunt
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Kitty's experience? In order to make her happy again. What did the travel agent
!68
say that he was going to do? What did he suggest? Chau Ying Chung.
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7O
8:
They shall certainly make an enquiry and forward her complaint to the hotel.
T;
He is going to make a complaint to the hotel and then he also offers some
compensation. What is that?
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T:
He is going to suggest flOther trip and another holiday. They will....
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S:
Em.
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S:
They will be unable to give her a refund. They can offer her a 10% discount on
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her next foreign holiday.
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Yes. Thank you. Aunt Kitty was unhappy as the travel agent could not give her a
refund. Refund means to give the money back. That means give the money back.
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Refund. They are going to give her 10% discount
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T:
.
That means cheaper Ahight.
4
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Last line. Was Kitty happy about that? Was she going to plan the another trip?
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Was she? Tam Wing Chung.
8l
S:
(keeps silent)
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T:
So did she say Oh goody I am going to go to Hawaii next time? I can get 10%
discount. DÙI she say so?
4
S:
No.
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T:
Why not?
so
S:
Because this time the holiday is very bad.
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T:
Yes. Would you please say louder again so that we can hear you?
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S:
Because this time her holiday was very bad.
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T:
Yes. Her experience is veiy bad. Thank you. Airight. Those are the main ideas
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here. These are the things, the words that I think which are common for us to
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learn for our hohday. These are common words for us to learn. Shall we read the
words again? All ofyou. Destination.
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S:
Destination.
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T:
Package.
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S:
Package.
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T:
So last time I remember I brought you some itinerary. books here to show you
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about the hoUday to Mediterranean Sea, to Turkey. to the other places. All these
9s
books we cafled itinerary. It shows the places. It shows you the famous places. It
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shows you the famous places. In the package, the package, a planned holiday
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telling you how much you must pay for the whole trip and telling you that what
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kind ofservice you will get and telling you that where to eat and where to stay in.
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In all that. The whole package. Another word. accommodation.
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S:
Accommodation.
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T:
OK. Complaint.
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S:
Complaint.
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T:
Oil refinery.
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S:
Oil refinery
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T:
Refund.
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S:
Refund.
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T:
The word' Re' is a prefix. Prefix that means some words adding in front of a
word, not at the end ofa word in front ofa word to add some meaning there.
21
R-E is again. For example, repeat is to say it again. Refund is to pay the money
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back. Right. That's all. OK. (Pause)
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T:
25
Yes. we are going to another part oftbe lesson bere. Now first ofall, I am going
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to divide the whole class into two grOUpS. And this is a one group and that is
another group. So that is the group to play the part ofa travel agent. You are
27
28
doing the travel agent. You are doing aunt Kitty. We are going to practise saying
the dialogue. Practise the conversation here between the travel agent and Aunt
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Kitty. Wejust read the part here on these two pages. So we now begin Agent,
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would you start? Hello.
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Ss:
Hello, Miss So. Did you bave a good holiday?
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Ss:
No, I certainly did not have a good holiday.
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Ss:
Oh, Fm very sorry to hear that. What was wrong?
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Ss:
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Ss:
Well, when I arrived, there was 110 bus to take me tó the hotel.
i waited for about
2 hours before taking a taxi. The fare was nearly $300!
Oh, dear.
ni sony that you had such bad start. The hotel was nice though,
wasnLt
it?
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No. it was not You said it was new. You were quite right...
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Ss:
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T -I-Ss: They hadn't finished building it!
i coudnt sleep because the workmen were
working afl night - right outside my balcony. As for the swimming pooi, there
certain'y wa one but there was no water in it while I was there. The
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restaurant,
232
tOO, was very disappointing as it served nothing but fish every night.
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T+Ss: Oh, dear...
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T+Ss: You told me also that the hotel was near the beach, and That I could get there in
two minutes, didn't you?
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T+Ss: Yes, I did.
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T+Ss: Well, there was an oil refinery between the hotel and the beach, and it took half
an hour to walk round it.
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Ss:
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T:
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Ss:
Oh, Pm really terribly son-y. We shall certainly make enquiries..
Enquiries.
Enquiriçs and forward your eompaints to the hotel. We were unaware that the
242
hotel was still under construction or we would not have become the local
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representative.
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T:
Representative.
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Ss:
Representative, I assure you. Although we're unable to give you a refuricL.
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T:
Refund.
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Ss:
Refund, we can offer you a I 0% discount on your next foreii holiday.
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Ss:
Forget loreign holidays! I'm staying in Hong Kong for all my holidays. from
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now
on.
T:
i hope you really understand what is wrong with her
lidaon Paradise Island
I
251
want you to do another activity. i'm going to give you a piece ofpaper. Fm
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going to group the whole class into a group offour. That means 4 ofyou to be in
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one group. You have to draw pictures. So each one of you I mean. one group,
254
1m going to give you one colour paper. You're going to draw the picture
255
explaining what was wrong with Aunt Kitty's holiday. So on this picture, you
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would find that everything was wrong there and telling me what was wrong with
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her holiday. Tell me about the hotel, about the beach, about the taxi, about the
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money, about the swimming pool, nè water there, about the food., only fish.
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Alright. So everything there Get this piece ofpaper. Would you take the coi our
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pencil? I mean take out the pens to draw the diagram here. Would you do that in
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about 5 mins to 10 inins? 5 mins to 10 nuns. All depends. Group yourselves into
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a group of4, please. In a group of4. (Pause) Each group please send one leader
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to corne out to get the paper.
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(Noise - students drawing the pictures) (Pause)
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T:
26G
Would you please stick your pictwe on the board here please. On the blackboard.
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Times up. Would you please finish your pictures now? Each group please.
Group leaders, please. Huny upl Mos'e it
T:
Do you like all these pictures?
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Ss:
(laughs)
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T:
Yes. Good. All ofthem are wonderful pictures. Which one is the best? ( points at
the pictures one by one.)
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Ss:
No.
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T:
Thats one?
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Ss:
No.
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T:
Some ofthem are very good
.
Anyway. I am going to give you 10 minutes to
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write a dialogue between atmt Kitty and the travel agent Write a very simple
277
dialogue. Ifyou copy all ofthese this is too long. Airight. Please give us a
278
simple and very simple dialogue. After ten minutes, each group ofyou is going
279
10 send two ofyou coming out here. One is aunt Kitty and the other one is
280
travel agent. Two ofyou talk to each other about the dialogue. Airight. Veiy short
281
one please. 4ake it very simple and short. (Pause)
282
T:
I want to choose two representatives from each group. Two ofyou, a boy and a
girl.
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284
TA-l'ravel Agent
Ms So.
285
(group-1
286
TA :
287
Ms So. : No. I was disappointed ofyour package.
288
TA:
289
Ms So: There was so far to go to the hotel. And the hotel bad took two days. And the
Hello. Ms. So. Have you a good holiday.
I am sorry. What wrong?
swimming pools has no water to swim. And the restaurant served only fish.
290
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TA:
292
Ms So: Well. There was oil refinery between beach arid hotel. lt took halfan hour to
arrive it.
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Oh! Dear!
TA:
We shall enquire and for your complaint to the hotel but we can't give you a
refund. We can offer you a 10% discount ofyour next foreign holiday.
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T:
That is very good.
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(Group-2)
300
TA:
301
Ms So.: No.
302
TA:
Ms So. Do you have a good holiday.
303
What's wrong?
Ms So: No bus to seudmetohotel. flake ataxi andspend $300 dollars.
304
TA:
305
Ms So: is the restaurant's food good.
306
TA:
307
hotel and
Ms So: I think the beach is beautiful. Isnt it ? lt has only oil refinery between
308
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still
th
construction.
lt served only fish.
beach.
TA:
310
311
Is the hotel OK? The hotel was
I am very sori' for you. J will get a offer 10% discount offofyour next foreign
holiday.
TA:
Thaflks. VeryGood.
312
313
(Group-3)
7
1-Ii. Ms So. Did you enjoy your holiday?
34
TA:
315
Ms So: No. I didnt.
316
TA:
317
Ms So: Weil. Them was no bus to take me to the hotel. So J took a taxi. The taxi was
I am sorry. Whats wrong?
nearly $300
318
i am sorry. Was the hotel Airight?
319
TA :
320
Ms So: N it wasn't . 1he hotel wasn finished. The restaurant
.....
(The tape ends).
s
APPENDIX I
T
3
4
0k, Aunt Katty's Dreams Holiday. 0k, Aunt Katty sony, it should be Aunt
Kitty. Aunt Kitty wanted to go abroad. Underline go abrosd What does it
means by go abroad? So, who knows the answer? Fok Sui Fun, do you ow
the aiiswer?
5
S:
No.
6
T
That means you go to
7
8
9
lo
12
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S
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T
S
T
19
20
21
- NI
other countries ok. That means you do not stay in Hong
Kong, you go abroad. Go to the foreign countzies (pause). That reans you
want to go to other countries, not to stay in Hong Kong. For her Easter
holiday. That means during her Easter holiday, she will go to other countries.
She will spend her holiday in other countries. 0k, next sentence. She was
rey interested in an advertisement in the Daily Express'. Aunt Kitty was
interested in .... 0k, can you tell me the part ofspeech ofinterested? Is it a
verb? Is it a noun? 0k. interested, what is the part of speech ofit? Lee Hoi
Ki, what is it?
Interested?
Yes. what is the part of speech? A Noun? A verb? Preposition?
Verb.
No. Interested is an adjective, an adjective. 0k. And remember we have
preposition 'in' after interested. 0k, she was veiy interested in. 0k, adjective.
The verb is 'was ', ok? Past tense. V/hat is the infinitive of !was? What is the
infinitive?
22
Ss
Be.
23
T:
Cheung Miu Kl.
24
S:
Be.
25
T:
47
So interested is not the verb, ifs the adjective. The verb is 'bet, and the past
tense 'was'. She was vely interested in. 0k. And remember to use preposition
'in' after the interested. 0k, so ifyou say I am interested in mathematics that
means you like the subject of mathematics. I am interested in sports, for
example. playing badminton that means you like playing badminton, ok?
And flOW she was vety interested in an advertisement. So underline
advertisement in the 'Daily Express'. So why do we have quotation marks for
the name 'Daily Express? What is this naine ? lt is a name ofwbat? A what?
0k, you can shout out the answer. 0k, it can be . . . daily express that means
everyday. Underline Daily. Daily is an adjective. Sony. Daily . . . and Daily
Express? Can you guess what is this name? A name of what? A newspaper,
0k. That means every day you get the news. What is in the newspaper?
for
Advertisement. So what is it? Is it news article? No. An
example. you may also bave advertisements on TV which ask you to buy
something. 0k, Advertisement 0k. .She was very interested in an
advertisement in the Daily Express?. That means when she read the
advertisement. she was very interested. She liked it 0k. next sentence. She
decided to talk to her travel agent. Underline travel agent 0k, what is it? It's a
company or you can say it's a shop. So ifyou want to go to other country, if
you want to visit other country, but you don't know how to go there, usually
you will o to a travel agent. You pay them money and then some people Will
bring you for example, to Japan or to China. So what is a travel agent? So,
perhaps, you can tell me in Cantonese. So what is it in Cantonese? Leung
43
Kwai Chung. Travel agent. A company or a shop where you can join a tour.
49
You pay money and then other people will bring you to other eountiy.
26
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34
35
36
37
advertisements
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S:
5 1
T:
52
Yes, J± iL. 0k, she decided to talk to her travel agent to find out more
about it. 0k. underline it What is it 7 It here, what is it here refer to?
About
72
Ít here means the advertisements she wanted to know more. 0k,
decided to go to a travel agent and then asked more questions about the
advertisenient. Fm interested in the package holiday to Paradise Island. 0k,
SO where did she want to go to? What is the names ofthe place? Leung Siu
Mng. What is the name ofthe place? Where did she want to go to?
aradisc Island.
Yes, Paradise Island. So what is a paradise? Parathse is a noun that means is
a pIace. s a very wonderful pIace. You Will be happy in this place. You don't
haveto worry. Il is aparadise Jok? So, you will be veiy happy in this
place. You don't have wony. You won't feel sad. So its a paradise. So the
name of the place is caiJed Paradise Island. 0k, underline package holiday.
Undcdiue the word package. (writes the English explanation on the
blackboard). 0k, look at the blackboard. It's a completely planned holiday at
a flxed price. For example. you look at the advertisement you find, for
example, its an advertisement ofa toux to Japan, it says Tokyo five thousands
dollars. 0k, this is the fixed price you don't have to pay more. So you pay
five thousand dollars arranged by a company that means travel agent here. So
that one does not have to buy tickets, find hotels. That means you don't need
to buy air ticket yourself you don't need to find hotel in Tokyo yourself. You
just pay five thousand dollars to the travel agent and then the people in travel
73
agontwill
74
84
this is a package. 0k. do you know the meaning? Package. So, any
question? 0k, that means the travel agent will do all the things for you.
What you have to do is just to pay money to the travel agent and then you wait
at the airport that day. 0k. so this is a package. 0k, next sentence. Can you
tell me more about it? That means please explain it. She asked the travel
agent. The travel agent , the package tour, underline package tour. lt's the
same. That means you just pay a fixed price and then the travel agent will do
aH the thing for you. lt helps you to buy air ticket to find hotels and than you
will have coaches in Tokyo to take you around. 0k, the package tour included
accommodation. Underline accommodation. It's a noun that means, for
example, hotels or youth hostels. Accommodation that means somewhere for
85
you to live. 0k somewhere for you to stay.
86
accommodation, that means you pay, for example, five thousands dollars and
87
88
then do you have to pay more for the hotel? Do you have to pay for the hotel?
No. 0k, it1s included. Accommodation is included. 0k The travel agent will
89
help you to find hotels. At a new beach hotel. So where will you stay in
90
Paradise Island? Where will Kitty, Aunt Kitty stay? At a new beach hotel
91
which had a large swimming poo1. So there is a large swimming pool and an
92
excellent restaurant. Underline the word excellent. Is then, what is the part of
93
speech? Louder please.
53
50 SuC
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55
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57
5g
S:
59
r:
Óo
6I
(2
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bÓ
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os
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7 1
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SI
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Ss:
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T:
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S:
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T :
help youto buyairtickets andhelpyouto findhotelinTokyo. So
So here the package tour included
Adjective.
Adjective, ok. What is the meaning? That means veiy very Good. Extremely
good Vey very good restaurailt. So what do you know about the hotel? Can
you tell me something about the hotel? Wong Man Kit
(Sayitagain.Sayitagaifl.)
Tell me something about the Hotel that Aunt Kitty is going to stay at What
can you find in the Hotel?
lOo
101
'its.
S:
Eh... A large swimming pool.
2
102
T:
And...
103
S:
Restaurant. excellent restaurant.
104
T:
An excellent restaurant, ok. You know two things, and one more. You should
know one more thing about the hoteL Ifs near what? A new beach hotel. lt
should be near a beach. 0k, next. She assured Aunt Kitty, underline assured.
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106
.
1ts a verb. That means you tell someone very firmly. You assure, you are very
sure about something, and then you tell someone to believe you. Assured.
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los
(pause) So you assure about something, for example, you assure Wednesday
is a holiday, so you assure me that Wednesday is a holiday. I don't know
109
no
I I
Wednesday is a holiday and then you assured me that Wednesday is a holiday
112
that means you tell me fimily, you assure, you say yes certaitily Wednesday is
113
a holiday. 0k. she assured Aunt Kitty that all expenses...underlme expenses,
i 14
that means all the expenditure, the money you spent. The money you spent
I I 5
ok, underline expenses. 0k, expenses that means the money you spent, the
116
money you paid. She assured Kitty that alt expeuses were included in the
)17
prioe. For example, the price offive thousand dollars that means everything is
I 18
included in the price. You don't need to pay for anything. You dont need to
I 19
pay for the hoteL 0k, you don't need to pay for the aeroplane, the air ticket
120
So all expenses are included in the price. And there would be free transport.
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Underline the word free. So can you tell me the part ofspeech offree? Yau
I-lo Yin. Whatisthe part ofspeech of free?
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S:
Adjective.
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T:
0k, so free, underline free. Its an adjective that means it is free of charge
125
That means you donrt need to pay for it. 0k, the price is zero (pause). 0k.
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free. Free ofcharge that means you dont had to pay any money, the price is
127
zero. 0k, zero dollars. 0k. free transport to and from the Paradise Island
128
Airport, that means when Aunt Kitty arrived at the airport, there will be a car
129
or a bus taking her to the hotel. So does she have to pay any money? No, its
130
free. 0k. So she doesnt need to pay any money and then she can get on a bus,
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and this bus will take her to the hotel. 0k, next paragraph. Aunt Kitty
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thought that the holiday sounded good. Underline sounded. Sounded is a verb
133
that means it seemed good. It seemed good. That means it looked to be good.
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In Aunt Kitty's opinion, the tour is a good one. She immediately paid deposit.
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Underline deposit. It's a noun. You may write down the meaning. Look at
136
the blackboard. (writes the English explanation on the blacckboard) Money
137
you pay to show you want something and will pay the rest later. 0k. for
138
example, the price ofthe tour is five thousands dollars and then, for example,
13g
you pay one thousand dollars foc deposit. 0k,, that means at the time you book
140
the tour, you pay one thousand dollars. And then perhaps two weeks later.
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you pay the rest, four thousands dollars. 0k, one thousand dollars is called
142
the deposit. For example, you buy a TV set, and then you go to a shop, and
143
then find one you like. And the TV set costs nine thousands dollars. But you
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145
wont bring nine thousands dollars to the shop. And then youjust pay, for
example, one thousand 0k, when the day people bring the te1esion set to
146
your home, and then you pay the rest. You pay eight thousands dollars. 0k.
147
148
so one thousand dollars is called the deposit. 0k. She immediately paid a
deposit and booked the holiday. So canyou tell me the part ofspeech of
149
booked bere? Is it a noun? Yes or no? No. So what is the part of speech of
150
151
booked? She booked the holiday, what is the part ofspeech? It is a verb.
That means youreserved it. For example, you want to go to a very finous
152
restaurant to have dinner. You know ifyoujust go there you won't find a
tab'e. Before yi g t tiw restauiant, OT exampie, in the afternoon, you call
15
to the restaurant and then book a table. 0k, to book, it's a
54
verb. To reserve
155
that means. She itrnnedíatety paid the deposit and booked the holiday.
156
went to Paradise Island but was very disappointed 'with what she found. So
157
underline disappointed with also underline the word was. Was disappointed
158
witt 0k, so what is the verb here? Was disappointed with. What is the verb?
She
She was disappointed with.
59
160
S:
Disappointed.
16
T:
No.
162
S:
Was.
163
T:
Yes, was is the verb. What is the paL-t ofspeeeh ofdisappointed? Adjective,
164
ok, yes she was disappointed with. So remember after disappointed we have
165
preposition with. So what is the meaning ofdisappointed? 0k, look at the
blackboard and write down the meaning. (wtites the English explanation on
6ó
167
the blackboard) 0k, you are rather sad because something has not happened
162
OF something is not as good as you had hoped. For example, in last exam, you
169
think that you did very well in the English composition. 0k, you thought you
170
could get seventy marks. But when you received your exam paper, you found
171
youjust got fifty marks. So you are disappointed with the result. You are
172
disappointed with the marks. 0k, disappointed is an adjective. So Aunt Kitty
I 73
was disappointed with what she found. That means did she like the holiday?
I 74
Yes or no? Louder please.
75
Ss:
No.
1L76
T:
No., she did not like the holiday. 0k, when she returned to Uong Kong. That
:t 77
means she came back to Hong Kong. She went to see the travel agent 0k, so
i 78
she went to the travel agent. So the agent, Hello, Miss So. Did you have a
i 79
good holiday?' So your aunt said,' No, I certainly did not have a good holiday.'
I 80
'Oh, I'm very sorry to hear that. What was wrong?' 'Well, when I arrived, there
181
was nobus to take metothe hotel. Okjiobus, she did not find the bus
182
outside the airport. There was no bus to take her to the hotel. i waited for
183
about two hours before taking a taxi. So at last how did she go to the botel
184
S:
Byataxi.
i 85
T:
186
By a taxi. Yes, she went there by a taxi. Not by the free bus. So she was
disappointed. The fare was nearly three hundreds dollars.' 0k, she had to pay
187
three hundreds dollars more for the taxi . Oh dear. I'm sorry that you had such
89
'No, it was not.' So your
bad start. The hotel was nice though, wasn't it
disappointed
with
the
hotel.
'You said it was new.
aunt, Aunt Kitty was also
90
You vere quite right. They hadnt finished building itt I couldn't sleep
I 88
because the workmen were working all night -right outside my balcony.'
191
Underline balcony. 0k, so the hotel actually had not been tbtished. It was
still beingbuilt. People were still working at the hotel. So they made noise.
192
193
So your aunt was very unhappy. So, the word balcony is a noun. That meams a
place on the outside ofthe building above the ground. Can you get the
I 94
195
look at
meaning? lt's outside the building where you can stand, where you can
look at the street, to go outside, ok. And there is no
196
sceneiy, where you can
197
windows, it is balcony. 0k, you can write down the meaning. Look at the
explanation on the blackboard) 0k, so can
blackboard. (writes the English
Cantonese? Cluing Chi Hang.
you get the meaning? Can you tell me the
¡98
199
200
201
S:
202
T:
203
made noise, so
0k, people were working outside Aunt Kitty's balcony. They
disappointed. As for the swimming pool, so how
she was veiy angry, she was
4
204
about the swimming pooi? 0k, let's have a break, because the
video camera is
205
running out, the batteïy is running out, we have to exchange the batteiy.
206
YOU C8fl look at the passage yourself We have a break.
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T:
20g
0k. how about the swimming pool? There certainly was
one but there was no
water in it.' 0k, what is 'it here? What does 'it' here refer to?
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Ss:
The swimming pool.
2W
T:
The swimming pool. 0k, so there
21 1
22
213
24
215
216
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220
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So
s a swimming pooi but 'there was no
water while I was there.' That means while Aunt Kitty was in the hotel, there
was no water n the swimming pool. So she did not swim. She could not
swim. The restaurant, how about the restaurant? 'Too was very
disappointing.' Underiine the word disappointing. What is the difference
between disappointed and disappointing? ifs also an adjective. Can you
notice the difference? Both have the sanie meaning and both are adjectives,
but what is the difference? We use disappointed to describe a person. So
Aunt Kitty was disappointed But we use disappointrng to describe something
0k, the restaurant was disappointing. 0k, so that is the difference. Si any
question? (pause) They are both adjectives. But we use disappointed to
describe a person. 0k, so Aunt Kii±y was disappointed. 0k And for
222
disappointing, we use it to describe something, thing, not person. So we say
223
the restaurant was disappointing, the restaurant was disappointing. The
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restaurant, too, was vely disappointing and it served nothing but fish every
225
night.' 0k, That means what food could Aunt Kitty order every night? Only
226
what? Only fish. She could on'y eat fish, not other thing. Underline the word
227
as. As here means because, because. 'Oh, dear. .' 'You told me also that the
228
hotel was near the beach, and that I could get there in two minutes, didn't you?'
.
22.9
So the travel agent told Aunt Kitty that the hotel was near a beach. She can
230
just
231
oil refinery.' Underline refinery. 0k, that means it's a factory where you
32
,
she couldjust waik two minutes there. 'Yes, I did.' 'Well, there was an
make, where oil is produced. Ari oil factory, a refinery. 0k, you may write
233
down the meaning. Look at the blackboard 0k, that means it's a factory
234
where oil is produced, where oil is made. 0k. Oil refinery is a factoiy. There
235
was an oil refineiy between the hotel and the beach and it tookbalfan hour to
236
walk round it.' 0k, between the hotel and the beach there was an oil refinery.
237
So the distance is long or short? Long. Because you bave to pass the oil
238
refinery and it took halfan hour to walk round it. 0k, that means it took Aunt
239
Kitty thirty minutes or half an hour. thirty minutes, to walk pass the oil
240
refìneiy. 0k, that means actually, the beach was not near the hotel. If you
24 i
walk , you have
242
sorry.' Underline terribly. So bere means Fm very very Sony. Fm extremely
243
sorry. Terribly is ali adverb. adverb. That means you feel very very sorry.
244
You are extremely sony, terribly sony. 'We shall certainly make enquiries.'
245
Underline the word enquiries. Ifs a noun. That means you ask for
246
information. You ask for information, request for information, ok. So, what
247
did the travel agent say? It says we will ask for more ùfonnation, we will ask
248
the hotel why and we vili ask
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0k, we don't know the answet We don't know now. We will ask, ok? 'We
250
shall certainly make enquiries and forward your complaints to the hoteL'
25 1
Underline the word forward. Itts a verb. It's a verb. That mean to sent on
252
253
your complaint to the hotel. Olç we will pass your complaint to the hotel. 0k,
that means the travel agent will tell the botet what you say, what Aunt Kitty
254
say. (pause) We will send it to the hotel We will pass the message to the
to walk thirty minutes, half an hour. 'On, Fin really terribly
zy there was no bus to take you to the airport
292
hotel. We will tell the hotel the complaints you made. 'We were unaware.'
Underline unaware. So can you tefl me the opposite ofunaware. Aware. So
the opposite is aware. So ifyou are aware ofsomething that meais you. know
something and here unaware that means, were unaware that means did not
knoW. did not know. 0k, can you tell me wiiat is the verb here? Was
unaware, were unaware. What is the verb here? Lam Wai Chung.
Were.
Were. And what is the part of speech of unaware? Who knows? What is the
part of speech of unaware? So the verb is were and what is unaware?
Adjective.
Adjective. Ok that means we did not know. 'We were unaware that the hotel
was still under construction.' Underline under constructioli We have
preposition under. That means the hotel was still being built, ok. People are
still building the hotel, ok,, is under construction. That means is the
construction finished? Yes or No? No. 0k. It hasn't been finished. People
are still worldng. People are still building the hotel. So, it's still under
construction. Do you know the meaning of construct? Construct
Construction is a noun and construct is a verb, means build, to build. It's
under constmction, that means the hotel is still being built, people are Still
building the hotel. 'Or we would not have become the local representative.'
Underline the word or. So or in this sentence means otherwise. 0k,
otherwise, otherwise. That means ifwe know that the hotel has not been
finished, we will not become the local representative. Otherwise 0k,
underline local representative. So local here means which countiy? Hong
Kong. 0k. so underline the word representative. 0k, can you tell me who is
the subject representative ofEnglish in this class? Lo Chi Bun. He is the
representative. That means he helps you to do the thing, for example,
collecting the exercise books, collecting the English exercise books. 0k, be is
the representative and now the travel agent is the representative ofthe hotel in
Hong Kong, ok. So the travel agent ifwe know the hotel has not been
finished, we will not become the local representative. 0k, we will noi do the
thing for the hoteL 0k, you write down the meaning ofrepresentative. So what
is the part of speech ofrepresentative? Ifs a noun. (panse) That means a
person. A representative is a person, so what did this person do? Who has
been chosen? That means people choose the person to what? To act or to
make decision for another person or a group ofpeople. 0k. your class, 213,
you choose Lo Chi Bun to be the repTesentative, to be the person who help you
to collect the exercise books for English. 0k, so he was the representative.
293
0k, the English subject representative. 'I assure you.. Although we're unable
294
to give you a refund.' Underline refund. It's a noun. Thafs means the
295
money pay back. Eor example. Aunt Kitty paid five thousands dollars; if the
296
travel agent gives her the refund, that means the travel agent gives her five
297
thousands dollars. Give her all the money back. 0k. To refund, for
298
299
example, you go to a shop and buy a camera and then when you go borne, you
found the camera does not work, you go back to the shop and you want a
300
refund. 0k. That means you want the shop to pay you back the money. For
255
256
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258
259
260
61
S:
262
T:
263
264
265
8:
T:
266
267
268
269
270
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275
276
277
278
279
250
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282
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2S4
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286
287
288
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290
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302
example, you pay one thousand dollars for the camera and then the shop give
you back one thousand dollars. That means you get the refund. So can Aunt
303
Kitty get the refund? Yes or no? Lee Hoi Ki, yes or no? Can she get the
301
304
305
refund?
S:
No.
306
T:
307
No. So what can the travel agent do? We can offer you a 10% discount on
YOU next foreign ho1iday.
0k, what does ¡t means? That means ifAunt Kitty
:;os
go to the same travel agent next time, the travel agent will give her
309
discount. 0k. If... ifAunt Kittyjoins another tour ofthe same travel agent,
then the travel agent will give her 10% discount. 0k, Kitty 'forget foreign
310
10%
3 1 1
ho1iday
312
in the ftiture will Aunt Kitty go to other countries? Will go on a tour to other
I'm staying in hong Kong all my holiday, from now on. That means
countries? Yes orno?
313
3[4
Ss:
No.
315
T:
No, that means she Will neyer go travelling. She will never go travelling. Any
3 i 6
questions in the passage? Yes or No? So please look at the comprehension
317
exercises.
A and B. 0k, please do it now, exercises A and IB.(pause)
3 1 8
3 19
I give you ten minutes to finish A and B. Comprehension exercises
T:
0k. would you please keep quiet and do your class work.
320
Let's look at A No. 1. 0k, Aunt Kitty learned about the package holiday by
321
underline learned about. That means she knew it by looking at the newspaper.
322
0k. B, reading the newspaper. 0k, learned about mean she knew, ok? No 2,
323
To go on the Paradise Island Holiday. one has first to. .. . What is your answer?
Cheung Mui Kl.
324
325
S:
A
326
T:
Rcad the whole sentence.
327
S:
To go on the
328
T:
Ok read the whole sentence.
329
S:
To go on the Paradise Island Holiday, one has first to pay a deposit.
330
T:
So the answer is A. One bas first to pay a deposit. 0k, No, 3. Aunt Kitty was
33 1
, . .
. . . pay a
deposit.
with her holiday on Paradise Island. What is your answer? Luk Kam Yun.
332
S:
Aunt Kitty was disappointed with ber holiday in Paradise Island.
333
T:
0k. The answer is C. Aunt Kitty was disappointed with her holiday on
334
Paradise Island. 0k, disappointed with. 0k, look at A. What is the meaning
335
ofdehghted? That means she was happy about it. She was pleased about it.
336
She was happy. Delighted. 0k. No. 4. The hotel Aunt Kitty checked
into...What is your answer? Mul Wing Man.
337
338
S:
Stand next to an oil refinery.
339
T:
The answer is D. The hotel Aunt Kitty checked into stands next to an oil
refinery. No.5. Aunt Kitty found the menu at the restaurant.. What is the
340
341
suitable adjective?
342
S:
343
T:
Boring.
Yes1
boring. C. Boring. Because she could only order fish. No. 6. The travel
344
agent offer Aunt Kitty .. . as what, as compensation. Underline the word
345
compensation. For example, some people live in an old building, some people
34
live in an old building and then the government asks them to move out
347
because the government want to pull down the building. So, the government
348
should pay the people living there some moitey and this is the compensation.
0k, can you get the meaning? Compensation. Yes, what is the meaning?
349
350
S:
351
T:
352
Compensation. So what is Aunt KittYs compensation? What is
it?
353
S:
A
354
T:
A. Yes, a discount on her next tour. 0k, I think we'll stop here
7
APPENDIX I -N2
i'
2
Yes. Who havent you got your book? Put u your hand. Today, we start a new
unit.
You turn to the page 152 Unit 10. Aunt Kitty Dream Holiday. We go
3
(Wer the whole passage together. Aunt Kitty wanted to go abroad What is the
4
meaning of go abroad? Chow Wai Ho.
5
S:
( naudib1c)
o
T:
Pardon
7
S:
Go outside.
s
T
Yes. That means go to other countries, overseas, go abroad. For her Easter
9
loliday, she was very interested in an advertisement. What is the meaning of an
advertisinent? Ng Cheuk Yan?
lo
11
Irt( 'I-
S
/I),t
T
Yes. That is something that you can read from the. .,for examp'e. from the
f.
.
13
newspaper. She was very interested in an advertsment in the Daily Express.
14
Daily Express is a newspaper or certain kind ofmagazine. She decided to
talk to her travel agent. Whatts the travel agent? Whatrs the travel agent?
Ng Chung Yuen?
16
17
S:
( i riaudible)
18
T:
Pardon.
19
S:
(keeps silent)
20
T:
What kind of agent?
21
S:
Trave'
22
T:
TraveL Yes. Sit down. Agent is a person. Travel Agent is a person who is an
23
expert in giving advice to people who want to have a fravel to other countries.
24
We call them travel agents. To find out more about it. That means she wanted to
25
get more information about certain countries that she wanted to go. I am
26
interested in the package holiday to Paradise Island. Whats the package? What's
the package holiday? What's the package here mean? Au Wing Shan?
27
28
S:
(inaudible)
29
T:
Pardon?
30
S:
31
T:
Sit Down. 'A package holiday' that means the holiday bas already planned for
32
you, planned for you. For example. the travel Agency planned for you. For
33
example, decide which place you will go and which hotel you Will stay during
34
your visit to the other countries. You understand Package. I repeat that means a
35
fixed price is decided, is charged and a tour is decided for you. The tour
36
included which hotel you would stay and which place you would visit during your
37
holiday. You understand? Package. That means you cannot decide which place
39
you will visit. You will know that which the places you will visit before you start
your holiday. Understand? To Paradise Island . Can you tell me more about it?
41
She asked the travel agent. That means she asked a person who works in a
travel agency. The next paragraph, the agent told her that the package tour
42
included What is the meaning ofthe word include? What is the meaning of the
43
word, include? Lee Hoi Yin.
40
44
S:
46
T:
46
47
S:
Yes. Consist of. Included. Accommodation at a new beach hotel. What is an
accommodation? What is an accommodation? Ho Kai Chung.
(inaudible)
4g
T
Pardon?
49
s
(inaudible)
50
T
Yes. an accommodation is a place where you live or stay. A place where you
live or stay. We call it accommodation. Included the accommodation at a new
51
53
beach hotel which has a large swimming pool. Can you find a pronoun which'?
Can you find the pronoun? What does the word
'whicht refer to? Cheung Man
54
Fung.
52
55
S:
Hotel.
56
T:
Yes, the hotel
.
That means the hotel has a large swimming pool and azi excellent
57
restaurant. You should know the word excellent. Is it ? That means very good,
58
very good. An excellent restaurant she assured Aunt Kitty. Whafs the meaning
59
of assure? What is assure? Leung King Yu.
60
S:
61
T
Yes That means you tell somebody something is really true. Something is really
62
true. Assured Aunt Kitty that all expenses were included in the price. That means
63
after you paid for the tour. You do not need to pay any more when you are visiting
64
the places. IDo you understand? All expenses. What is the meaning ofthe word
expenses? Yip King Yee.
65
§6
S:
(inaudibie)
67
T:
Pardon? Louder please.
68
S:
69
T:
I) j J
Yes, That means the money you spent. The money you spent. All expenses
70
that means all you paid were included in the price. Arid there would be free
71
transport.
72
from the Paradise Island Airport. That means after you arrived at Paradise Island
73
somebody will take you, for example to the hotel, you do not need to pay anymore
74
and do not need to pay extra. Do you understand the two paragraphs? Do you
75
have any problem? And then next paragraph. Aunt Kitty thought that the holiday
76
sounded good. What is the meaning ofthe word sound? I have already told you
77
before. Whats the meaning ofthe word 'sound good? What's sound? Man Tsz
Free that means you do not need to pay again. Free Transport to and
Kong.
7$
79
S
80
T
Yes. That means appeared to be or seemed to be, s-e-e-m-e-d or appeared to be
good. She immediately paid a deposit. What's a deposit? What is a deposit?
81
Chan Wai Kin.
*2
83
S
84
T
85
Yes. That means the amount ofmoneyyou paid in order to showyou that you
want you something. You will pay the rest later. Understand? That means you
86
pay a part of expenses first and the later you will pay the rest paid a deposit
87
booked the holiday. She went to the Paradise island but was very disappointed
88
with what she found. Do you know what is disappointed? Do you know wbatts
39
disappointed? Tse Yuk.
90
S:
91
T:
92
93
Yes. That means you are unhappy with something. Disappointed. That means at
the beginning you think that something is very good but later you find out that it
returned to Hong Kong. she went to
is not. So we call disappointed. When she
2
see the travel agent. Why? Why she went there? Maybe she wants to complain.
lsnt it? She Waflts to complain something. We go to the conversation.
HelIo! Ms So, did you have a good holiday? No. I certainly didnLt have a good
holiday. Oh! I am SOIT)' to heai-that what was wrong. Wel1 When I arrived,
there was no bus to take me to the hotel. I waited for a bus for two hours before I
WaS taking a taxi. The fare was nearly $300. What's the meaning ofthe word
fare? What's fare? Wong Pak Kan.
94
95
96
97
98
99
oo
101
S:
102
T:
O3
t04
105
106
loi
los
109
S:
110
T:
I I
i
i 12
I 13
I 14
i I 5
Hó
t I 7
I I 8
S:
I 19
T:
J 20
21
S:
T:
.
Yes. A fare usually refers to money you pay for travel, for the transport.
Understand? For going from one place to the other. We call fare, the money you
pay. Oh dear! I am sony that you have such had start. The botet was nice though,
wasn't it? No. it was not. You said it was new. You were quite right. They
haven't finished building yet. I couldn't sleep because the workmen were working
all night outside of my balcony What's balcony? Whats balcony? Chan Wing
Lim. What is balcony? Can you find the word? In the dialogue. Eight line.
Yes. Balcony is a place on the outside ofthe building. Isnrt it 7 A place on the
outside ofthe building. We call balcony. So as for the swimming pool there,
certainly was one but there was no water in it while I was there. That means she
couldn't swim although there was a swimming pool. The restaurant too was very
disappointing. Can you find the word disappointing bere is ended with tinge.
Isn't it? s not 'ed'. Why? Why the word here is not disappointed but is
disappointing? Disappointed and disappointing are both ofthe words are
adjective. But, why here we have to use 'ing' 7 Cheng Chi Nga
(keeps silent)
For example the word exciting . We have exciting and excited. Isnt it? When
you're describing a thing, we use 'ing' or 'ed'?
'ing'.
129
Yes. 'ing'. But when you are describing a person , you use what? The feeling of
the person we use Tod'. Is it? So here the 'disappointing' is describing what?
The restaurant.
Yes, the restaurant. So we have to use 'ing . Do you understand? Sit Down. The
restaurant was very disappointing. Why? Because as it served nothing, but fish
every night. That means the only kind ofmeal is fish. Nothing else. Do you
underst.nd? Nothing else but only fish. Oh Dearl You told nie also that the hotel
was near the beach. And that I could get there in two minutes. Didift you? Yes I
130
did. Next page. Well , there was an oil refinery. What's a refinery? Wong Man
131
Wa. An oil refinery between the hotel and the beach.
122
123
124
S:
125
T:
I 26
127
I 28
132
S:
133
T:
I 34
Yes, a building or a plant which used to making oil. Between the hotel and the
beach. And it took half an hour to walk around it. That means you bave to pass
136
through the oil refineiy before you can reach the beach. Oh! T am really terribly
Jin Kei.
sony. Terribly, what's the meaning ofthe word? What's terribly? Choy
137
Use another word for terribly?
135
138
S:
Very.
3
139
T:
Yes. Very Is it? You can say very sorry. We shall certainly make enquiries.
.
140
What's enquiry? And forward your complaints to the hotel. What's enquiry bere?
141
LmnPakWai.
142
S:
(inaudible)
43
T:
Pardon?
144
S:
45
T:
146
Yes. That means you ask the question in order to ask for, for exampIe for
147
reasons, for some other information, we call enquiiy. Maybe the travel agency or
travel ageut will contact the person on the Paradise island and ask for why
148
the service is so bad. So we call it enquiiy. That means you ask some questions
149
for more information And forward your complaints to the hotel. Whats
.
forward? Can you tell me what part ofspeecb ofthe word forward? What part of
speech? Can you see the word forward? Whats the part ofspeecb? Noun?
5O
151
153
S:
Verb? Adjective? Adveth? Or what else? What is it? Ho Man Sum
Verb.
154
T:
Yes. Verb. Forward means you bring your complaint. How about the word,
I 52
comp1aiit here? What part ospeech ? What part ofspeech ofthe word
155
complaint? LauKa Ho.
156
157
S:
I 58
T:
Noun.
Yes. it's noun. Yes, because it has a pronoun your complaint How about the
.
59
verb of complaint ? How to spell the verb ofeomplaint? Complain. The verb.
160
How cari you spell it?. This one is the noun. Then how about the verb? Chow
io,
How Kai.
62
S:
(keeps silent)
163
T:
Complaint here is with 'te.
164
S:
Not'.
165
T:
Yes. That means without 't' is a verb. That means ending with en'. We were
Isnt it 7 It is a noun. And how about the verb?
I 66
unaware that the hotel was still under construction.. What is the meaning of
167
unaware? What is unaware? Chan Ka Shing. Were unaware.
16g
S:
I 69
T :
Yes. That means aware with 'un' is the opposite. Is it? We did not know that the
i 70
hotel was still under coustmction. What is the meaning of under construction?
171
LiKaLing. isthehotel finished ornot?
172
S:
No.
I 73
T:
Yes. That means the hotel is still being built. Is still being built. Isift it? Under
174
COnStrLlCtiOTL The word construction is a noun. How about the verb of
175
construction? How about the verb? What's the verb? Lee Hoi Yin.
176
Construction is a noun. How about the verb? How to spell the verb of
1177
construction? You do not need something . Cross out something.
178
S:
C-0.N-S-T-R-U-C'T.
179
T:
Yu do not need 'ion'.
not have become the local representative E assured you. Although we were unab'e
iso
to give you a refund. Unable means we caimOt. A1thouh we cannot. Can you find
here? When we use unable, we have to use to. Can you see? Unable to and
181
52
before unable or before the word, able we have to use the verb to be. We are
unable or we are able to give you a refluid. What's a refund? Lam Xi Wing.
183
184
I85
Construct That means build. B-U-T-L-D. Or we would
S:
4
1g6
T :
Yes That means repayment. You get your money back, for example, because of
.
the poor services. Refund. We csn offer. Can you find the word oer? Us
I 87
another word for ofFer. Lam Tsz WaL Offer you a 1O% discount. Whafs the
word offer in Chinese? Can you find the word?
gg
189
190
S:
191
T:
{'
.
You mean give. Yes. Give you lO% discount on your next foreign holiday.
Whatrs foreign ?
192
193
S:
94
T:
What1s foreign? WooMan Citing.
Yes. Other countries. That means 'when you next time you want to go ancahei
195
countries for holiday, you can pay tess. Forget foreign holiday. I am staying
196
in Hong Kong for all my holidays from now on
197
the passage. Do you understand? Do you have any problem? Now ifyou do not
198
have any problem. then we take out your classwork Take out your classwork.
I 99
Take oui your classwork. Who haven't got your book? Can you write down the
200
date and unit? Now look at me and the board. The travel agent usually refers to
.
Now we have aheady finished
20 I
the person. s itc The person who gives you advice and the word of travel agency
202
that means the company. Understand? The iravel agent works in a travel agency.
203
Understand? (writes exercises on the blackboard). Immediately. Whats the
204
meaning ofimmediately? What is the meaning ? What is the meaning of the
205
word immediate'y? Fok Ming Wai?
206
S:
207
T:
ìÌ(:.iFJ.
Yes. That means at once. Now go home and finish the vocabularies and we
208
continue he rest next Monday. We haven't finished. Have you finished copying?
209
OK Then we go to the comprehension. Put away the classwork first. Put away
210
the book. Now we do the comprehension exercise Part A together. Look al A
21
Page 1 53. No.1. No. 1. Aunt Kitty learned about the package holiday by what?
212
Ho Wing Man. That means how. The question askinghow she knew the package
213
tour.
214
S:
13
215
T:
Yes, Boy.
2 1 6
T:
No. 2
IsIt ? Reading the newspaper.
Please stop writing. To go on the Paradise Island Holiday, one has first to
.
217
what? You look at the four choices and choose the suitable one. What should be
218
theanswer? LamKaYin.
219
S:
B.
220
T:
Yes, you go to visit the agent's oifice by asking more infonnation. but after
22
you've decided to visit the Paradise island. You've already decided your
222
destination. is it?
223
S:
224
T:
So you bave to do something first beftre youtre allowed.
A.
before you
Yes, shu1d be A. Then, No.3. Please look at the question carefully
225
choose the ajiswer Aunt Kitty was what. with her holiday on Paradise Isltmd.
226
Was
.
.? Tse Chi Ying.
227
S:
C.
228
T:
Yes, C. Disappointed. Disappointed with
T:
batteiy ofthe video camera)
hotel Aunt Kitty checked
Have you finished? We check the answer. No.4. The
229
230
We stop here. (Teacher refills the
into. What s the answer? Ho Citing Man? What is it?
231
232
.
S:
C.
233
T
Is made up of:
Is it? Is made &rp ofmany separate blocks?
234
passage? Should be what? The 1oation? We*re
235
hotel.
Is it mentioned in the
fljjg about the location of the
236
s
D
237
T
Yes. D, Dog, stands next to an oil refinery. Understand? Then No 5.
The Atmt
238
Kitty found the menu at the restaurant.. .. Whaes the menu ? First ofall. Do you
239
know what's menu? Cheng Ka Chun?
240
s
241
T
242
Yes
.
That means all the dishes are listed. All the different kinds ofdishe
are
listed iii the menu. For example, in the restaurant, so what is the answer? Li Chin
Han?
243
244
S:
C.
245
T
Yes, boring. OK! C. Boring. Doesn't have many changes. Boiing No.6 The
.
travel agent offered Aunt Kitty What? as compensation. What s it ? To Wing
246
Shan?
247
248
s
249
T
t(
{Lì.
Yes. That means you give or offer somebody another thing in order to make
250
him or her happy. Because he or she lost something, or has been treated badly
251
OK!
252
be'ow based on information from the passage. You do it now Do it now.
253
give you ten minutes. You find vocabularies and words from the passage. Fill
254
in all the blanks. Have you finished? Haven't fmished? I give you two more
Compensation. Then we go to part B. Part B. Complete the sentences
I
minutes. Aunt Kitty decided to. what? Au Wing Shan.
255
.
25f
S:
(keeps silent)
257
T:
One word. Can you see the instruction? Use one word for each blank. To spend
258
her Easter.
. .
.what?
259
S:
Holiday.
260
T:
Yes. Sit down. Holiday on paradise Island after.
After here is preposition.
After preposition, we have to use 'ingt After what? Chan Wing Lim.
26
262
s:
Talk.
263
T:
The word after. Can you use talk?
264
S:
Talking.
265
T:
Yes. Talking to her . . what? Choy Jin Kei.
266
S:
(keeps silent)
267
T:
Two words. She asked who for information?
268
S:
(keeps silent)
269
T:
Travel agent. The latter. Can you find the word. The latter refers to whom?
270
There are two people here. Is it? One is Aunt Kitty and another is the travel
271
agent. Is it? So the word is refening to wbat. Aunt Kitty or Travel Agent?
272
Yes, the travel agent. Now the travel agent assured Aunt Kitty that she would
273
be.
. .
What is the answer? Ng Cheuk Yan.
274
S
(inaudible)
275
T
Pardon. Flow to spell the word? Would be.
276
S
S-t-a-y.
277
T
After would be, can youjust use the word 'stay'? The word 'staV is correct but
the tense is wrong. Would be What?
278
279
S
(keep silent)
ri
280
T:
first ofall. Can you use the passive voice here? Can w use the passive for
281
the word rstayI. Yes or No? Yes or No? No, we can't use passive voice. That
282
means we can't add 'ed'.
So what can we add? Wou'd be...
283
S:
Staying.
284
T:
Yes. Sit down. Would be staying. Do you uuderstaiid? Would be stayùìg.
285
Because it is not a passive voie. And if it is not a passive voice, but in front of
286
the b'ank, we have 'would bee,
287
a new ... Two words. Yeb Cbung Yu.
must add ing.
Is it? Would be staying in
28S
S:
ßeachhot.
289
T:
Yes. Beach hotel which boasted a large. The word boasted'. That means
290
'proud of. The hotel is proud of something. The hotel is famous for
291
something. Famous for what? A large... Tse Yuk.
292
S:
Swimming pool.
293
T:
Swimming pool and ari... what restaurant? Lui Kwan Lok.
294
S:
(keep silent)
295
T:
How do you spell the word?
296
S:
E-x-c-e-I-1-e-n-t.
297
T:
Yes. Excellent restaurant. Also, there would be what twspoa Chan Ka Shing.
298
S:
Free.
29
T:
Free transport wIt and what.
300
S:
(keep silent)
301
T:
Is it? We first fill the last one. The what
All together there are three blanks.
at Paradise Island airport. Would be free iramsport what and what at the
302
airport? Pepsition. Lam Hiu Yee.
303
304
S:
To and from.
3O
T:
Yes. To and from the airport. OK Next page. However Aunt Kitty was very
what? Her feeling.
306
307
S:
308
T:
How can you describe her feeling? Ho Wing Man.
Disappointed.
Yes. Disappointed. When what at Paradise Island? A gerund you would use
ting' here. Chan Wai Kin.
309
310
S:
(inaudible)
311
T:
Pardon.
312
S:
Arriving.
J i 3
T:
another word.
Yes. I think the word 1arriving is ok but we can use
staying
at Paradise Island. The
(overhears someone inunnur the answer) Yes,
314
hotel she what? Twig Tsz Chau..
3 L 5
3 16
S:
(keeps silent)
3 1 7
T:
Spell the word.
315
S:
U-n-a-w-a-t-e.
39
T:
Unaware. Is it? Whatts meaning ofword 'unaware' ? Unaware' means you
Can you find?
she. .Have the preposition
320
do not know but here the hotel
321
What is it?
322
But, we do not use the 'Word lived. Use another word What's
323
Fung.
In' was still in process
324
S:
(keeps silent)
325
T:
Stayed.
326
.
ofeonstructiort. She lived in a hotel. Isnt it?
it?
Cbeimg Man
of
S-t-a-y-e-d- Sit down. 'Stayed in was still in the process
What lthd of woik
construction. That means was still under construetlon.
7
327
went on? Went on' that means continue. 24 hours
328
KeL
.
What's the word? Choy Jin
329
S:
(keeps silent)
330
T:
The building. The building is still continuing so which word can replaoe the
word 'buddingl Beginning with letter rC (overhear someone murmur the
33
332
answer) Yes, Construction work went on 24 hours are
Ki Wing.
333
.
.what? What is it? Lam
334
S:
(keep silent)
335
T:
336
S:
24 hours that means 24 hours a Wbat?
Day.
337
T:
Yes. a day and she could hardly. .what? Cheung Yau Ho
338
S:
(keeps silent)
339
T:
Hardly.
First ofall, whats the meaning ofword 'hard1y ? She could hardly
340
What? I have already discussed with you before 'hardly and bard'.
341
is an adverb.
342
what? What does %ardly mean? That means snot'.
She coulU not
She coukl not sleep. Remember the word hardly' means ?not,
343
344
}iard'
Is it ? For example, you work hard. Hardly is not an adverb. TMt is
.
what? Yes.
negative
moaning. Could hardly sleep. There was ..what? Ho Kai Chung.
No.
345
S:
346
f:
347
8:
(keeps silent)
348
T:
A place in the hotel.
349
S:
Restaurant.
3O
T:
Yes. The hotel restaurant sewed only ...what? ChengKa Chum
35t
S:
Fish.
352
'r:
Yes. TheTe WS 110 water in the poo' and the hotel...Au Wing Sham
The hotel what?
Fish. Only fish. Is it clear? Do you know all the answers ? OK! Now then.
353
Part C. Now please tick down No. I No.2 and No.3 in your classwork. In
354
youI- classwork. Then we go to the next part. Last part on this page. Learning
355
about words. Look at the instruction first.
,
lart A. The following pairs of
356
words for each of question below. Two words are given to you. They have
357
similar spellings. The following pairs ofwords have similar orthe same sounds
358
but different meaning. Remember different meaning and usage. That means, for
359
example. there are different parts ofspeech. Fill in the blanks with the correct
360
word. The first one. wejust do the first one . No.1
The two words are given to
Is it? I have already explained these two
36 1.
you is 'complain' and comp1aints'.
362
words to you
363
here, can you tell the part ofspeech. First one, what part ofspeecb? Noun or
.
The first one. She complains about her husband all the lime. So
364
Verb? (overhears someone munnur the answer) Yes. Verb. Please remember
365
after the verb compIain please use the preposition 'abOUt. Complain about
366
something. Here is complain about her husband. And then the second one. The
367
management. You looked at the second one . The management received many
368
complaints. Complaints here is a noun. Complaints about the lax security in the
369
building. Whats lax? That means not good enough. Not serious enough not
good enough. That means there are usually many slrangers coming into the
370
372
building. Security. Do you know whafs security? That means safety. is it?
Many ofdifferent kinds ofstrangers are allowed to enter the building. The
373
security guard is not good enough. Then No.2 Practis& and Practice'.
371
First of
s
374
aIl. Can jOU tell me which one is a verb and which one is a noun? Lam Tsz
Wai.
Two words, which ne is verb?
375
376
S:
(keeps silent)
377
T:
First one or the second one? Do you know? The difference is onlythe 'etter
378
's and Ie!. So, with 's' is the...? You have 50% COrrect.
379
S:
Verb.
380
T:
Yes. Verb. Is it? Sit down. With 's, is a verb. Remember c' is the noun
How can we complete the following two sentences? The first one. Whats the
381
382
answer? Verb or Noun? Yip King Yee. Verb or Noun?
383
S:
(keeps silent)
384
T:
The violinists practise every day.
385
S:
Verh
386
T:
Verb. That means the first one, practise. Remember the word every day. Two
387
words re every day Do notjoin them together. TIy are separate words. (writes
388
on the blackboard) You look at the two sentences.
389
(Pause) First sentence. I get up at two oclock eveiy day. Here, is an adverb.
390
Every day. How about this one. I read the eveiyday newspaper. This word is
3g1
3?2
describing what? What is the function ofthis word? (joints to the word
levelydays
fl blackboard) Desciibing the newspaper. Is it. Newspaper is
393
noun. So, what is it? What part of speech? Cheng Chi Nga.
.
Please copy them down.
a
394
S:
(keeps silent)
395
T:
Whats the part of speech of 'eveyday? This word is used to describe the noun.
396
What is it?
397
S:
Adjective.
398
T:
Yes. Should be an adjective. Is it? And bow about this one Two word words
.
399
is describing your action. Is it?
400
Ek not make that up. When it is an adjective, we join the word together
40 i
word for an adjective and then this one, two words for an adverb. Do you
402
understand?
403
grou
404
take some action in order to show you that you disagree with something. You take
405
action , you do something in order to show you that you disagree
406
something. We call protest against
407
using animals in scientific experiments. Against the. ..
408
bere? The noun. Yes. the noun. So, should be the noun with
Describing the verb. So this one is an adverb.
Then, go the second sentence The students banded
together to protest against
.
.
,
One
that means
What is 'protest against? That means you
( M
,
th
1) Protest against the ...what? of
what? Verb or Noun
Practice.
After the
409
Why we bave to use the noun here? Because we have an article 'the
410
article rthel we have to use the noun. Then, we go to No.3 'StationaryT or
411
'Stationety'.
412
adjective. means does not move, unchanging. We call it stationary. It does not
413
change, does not move or is stable. How about the second one? What is the
414
second one? VThatTs the meaning ofthe second one? (The bell rings) This is
415
stationery. (holds some stationery ami shows it to the class)
416
and rubber.
417
No.3 to No.7 in your book . The words you may know the meanings but you may
418
not know whafs the part ofspeech. Phease look it up in the dictionary; otherwise
419
you can't do the exercise. Look up the words in the dictionaay and find out
420
whether it is a noun, verb or adjective. Yes. You have a newspaper this week.
What's the first one? IDo you knowthese two words? Staüonary'
It is stationery.
Ruler pencil. pen
Its a noun. Do you understand? Now you complete
42 1
flave you got a newspaper? But, we do not have time to do the exercise So
422
hnng back your newspaper on Monday. Bring it back on Monday and also
423
the newspaper cutting exercise book, and also your classwork a.ud textbook.
424
Do you have any problem? Is it clear? Good-bye, Class.
Io
APPENDIX I! - El tNTERVIEW
(A)
L At the beginning ofthe lesson. why do you ask the four students ìndìvìduafly where
lie/she would like to go to for a holiday and why he/she would like to go there?
(line 1-40)
2. What do yct think f the 'ast stuient's (Atex's) aiiswer? (1 3140)
(B
3
Do you expect Angel to gives you 'Paradise Island' 7 (1 43-46)
.
4. Why do you refer to the picture and ask questous based on the poture? (1 49-63
5. When you overhear someone give you the answer in his seat, do you often ask him
to answer the question? (1 52)
6. What do you think ofAda's answer? (1 56-60)
7. Why do you ask the students to give you other places which look like the picture?
2.75)
(%
8. Why do you call Chris (1 61-63) and Andy (1 69-70) to answer your questions?
9 Do you aept answers in Chinese/ Chinese translation?
.
to students usually tiy their best to give you the answers in English?
(1 72-74)
0. Why do you repeat the question? (1 77-78)
i I
.
How do you feel when Kitty hestitates to give the answer? (I 85-88)
When Kitty apologizes that she does not know the answer, why do you throw the
question to the whole class? (1 93-94)
Why don't you insisting ori getting ber answer as the way you do to the former gfrl?
(180-83)
Do students usuaUy apologize in ng1ih when they doift know the answer? (I 92)
Do students usually take the initiative in giving you the answer when you throw the
question to the whole class?
Do they just sht out the answet?
Do you usually praise them?
12. Why do you ask them ifthey
remember the word destinatíon' and ask one boy
where he is going after school? (I 97-108)
what Aunt Kitty's destiration is when she left
Why do you call Angel again to answer
home for the hotiday? (1 108-110)
13.Why do you ask them to fhid $300 in the text? (1 112-116)
(C)
I
I lave you asked the students to prepare the lesson?
.
2. When do you pian all the questions 1 4-133) (1 42-132)?
Do youjot them down before lesson?
Do you make any modification when you are teaching?
3 Why do you ask two students to read the passage with you?
.
(D)
i
.
Have they learnt prefix before that lesson?
Do you think what is a prefiT is difficult to answer? (1 187)
What do you think ofKevin's first answer? (1 188-189)
I-low do you feel when Wicky can't tell you which part ofword is the prefix? (i 193I 98)
2. i-low do you feel when one student says 5inder" is a prefix? (1 240-24 1)
Do you think the student can understand your explanation?
3. Do you know how many words with prefixes in the passage before lesson?
Do you plan what prefixes are to discuss before lesson?
( E)
i
.
Why do you use the word 'parcel' to explain what a package touf is? (1 246-262)
Do you plan to do so before the lesson?
2.Howdo you feelwhen Alex initiates to tellyouwhat aparcel is? (1254-255)
Do students usually take initiative to answer your questions?
3.Why do you ask the series ofquestions and answer them yourself? (1 260-262)
4. When you ask for the meaning of 'accommodation', do you expect the students to
giveyou 'liv&?
(1 291-293)
Do you plan to teach the difference between 1ive' and stay' before the lesson?
5 Why do you ask students to give you examples of transport?
(1 308-325)
Why aren't you happy with Wicky's examp'es until he gives you aeroplane and ferry?
(1 317-325)
6.What do you. expect from Danny? You want him to stand up immediately/ ask him
to explain cimmediate1y? Do you think Danny understands the meaning of
. immediately'?
(i 335-339)
7. Why do you draw when you ask what a balcony is?
2
(1 35 l-359)
How do you feel when someone interrupts by saying fa11ing'
(1 356)
8. Why do you ask the meaning offoreigif after 'local'?
(I 374-388)
Why do you ask s1udeiits to spei] the word foregn' on their desks znd say the word
a1toether and individually?
Do you plan this activity before the lesson?
Why do you ask one student (Danny) the meaning of 'foreign again after the
activity?
9. Why do you allow students to shout out the answer A/ B I CI D when checking the
comprehension questions I - 3?
(I 421 -422)
Why do you nominate students to answer the rest ofthe reading comprehension
questions?
(I 43)-447)
I O. Do you select those words you have taught before the lessons?
On what criteria do you select those words?
Do you plan how to elicit the meanings ofthose selected words from students before
lesson?
(F)
Are you happy with the students' answers?
I
2. Do you plan what to do and what to ask before the lesson?
3. What do you expect the students can learn from a G.E. lesson?
4. Can you describe your question strategies. Anything unique in your questioning?
Which strategy is effective?
5 As far as you can remember, do you find that your question strategies change
.
according to your teaching experience and] after your teacher training?
APPENDIX II - E2 INTERVIEW
(A)
I . Why do you ask them to ciose the book first and then ask three students to tell you
which place they wou'd like to visit? (line I-42)
2. You ask the students which place they would like to visit. You repeat the question.
But before you repeat the exact question, why do you say a long sentence? (L 4-6)
3. Arc you happy with the students answer? Why do you say "how about the rest of
you?' and nominate another student? Why don't you repeat the question, "Which place
would you like to visit? (i 9-10)
Why do you ask the student where her grandmother and grandfather are living? (1 12)
4. Why do you call the first student again to teli you why she would like to go to Japan?
(1 20-21)
Are you happy with her answer? (1 24)
Do students usually give you such long answers?
5 Why do you say "Al-1! Hat" when the student is giving you the answer? (1 28-30)
Why doift you correct the student's answer but rephrase her answer in correct English
and thon ask her ifit is herfirsttimetoMainlandChina? (1 31-33)
6. After you know that the student's sister is studying in England, why do you ask her two
more questions and make a final remark about her trip? (1 35-42)
7. Do you plan to ask all these questions (1 4-37) before the lesson? Which one(s) do you
plan to ask before the lesson? Which are spontaneous?
(B)
i Why do you ask them to look at the picture and tell you what the unit is about?
(146-47)
2 Why do you simplif' the question, put the word 'destination' on the blackboard and
then rephrase the question by excluding the word 'destination? (i 49-50)
3 1-lave you asked them to prepare the lesson?
.
What do you ask them to prepare?
4. Why do you ask them ifAurit Kitty's holiday is a happy one? ( 53-54)
Why do you accept chorus answer this time and don't nominate a student to
question?
SS
answer such
You always say 'Shall we do this;, shall we do that?" Do you expect the students to
answeryou? (157-58)
6. Why do you assign students to read the text paragraph by paragraph within
cet-tain
minutes? Why do you ask them several questions slowly before they start reading?
O.-62 I 74-76, 1 98-100. 1 117-12)
(1
Do you usually do so? Why?
Do you think the students can follow your instruction? IDo they read fOT the specific
information you require?
(C)
i
Why do you pause for a while and give options? Wfrv do you ask the whole class to
.
guess but not nominate one to answer it? Hw do you know that students know Daily
Express is a newspaper? (J 668)
2. Why do you repeat the question again?
Why do you call Lam Chun Sau again to answer the question? (1 70-71)
3. Do you think 'What are these?" is a difficult question to answer? (1 78)
What do you think ofthe students answer? How do you feel when a student gives you
the answer very slowty? (1 80-86)
Do you accept 'accommodation" is something speia1 inside the hotel? (1 86-87)
4. Why do you usesatisfied
enjoy', like' to ask fr the saine piece of information?
( 98-lOt)
Why do you give students one minute only this time?
5. Why do you pause for a while and rephrase the questions? (I 105-107)
Do you expect the student to answer this question? (1 109-110)
6. You have ask them to prepare the Jeson, why don't you non»nate a student to give
you the explanation of 'complaint'?
Do you usually check if students prepate the lesson! look up the dictionary by asking
questions in class?
7. You mention coniplain and 'complaint'. Why lon't you pinpoint the difference
between these two word forms right there? (1 111-112)
8
.
Why do you rephrase the questions ' What is her complaint?' into "What was wrong?'?
(I 112-114)
9. W1y do you keep on asking the student even when he gives you "No" for your first
question? (1 117-121)
How do you feel when the student murmui the answer? What would you do? (1 122)
i 0. You ask for another complaint. Why do you mention the hotel? (1 128-129)
i I
.
Why do you answer the questions yourself? (1 135-136)
i 2.Why do you rephrase the question here? (1 137-138)
Do yOU expect chorus answer for your questions? (1 139-141)
When do you usually expect I accept chorus answer?
13. Why do you ask them to raise their hands ifthey don't like fish? (1 142)
Do you expect a verbal response here?
I 4. Do you usually mvite someone who murmurs the answer in his seat to answer
questions? (1 148)
I 5. Why do you break down the first qi.estions into two? (1 162-164)
What do you think ofthe student's answer? Why don't you et him sit down but ask him
a further question? (i 165-166)
When the student is stuek and fails to answer your second question, why do you add
somethingand starta sentencetolethimfillin? (1 167-168)
6. 1-low do you feel when the stwJet fails to cive you any response? (1 176)
Why don't you ask him to sit down after he gives you the sbor answer? (1 17g)
Why do you ask him to explain his answe? (1 180)
(D)
. Why do you ask them to say some words after you?
2. Why do you split the class and ask them to read the dialogue?
3. Why do you read with them in the middle ofthe dialogue?
4. Why do you ask them to draw a picture about what was wrong in Aunt Kittys Holiday
in groups?
5. Why do you ask them to simplü' the dialogue and have the role play?
6. Do you mind students making noise in the activity?
7. I-low would you deal with their mistakes in pronounciation and grammar in the
activities?
I
(E)
:i Are you happy with the students' answers?
.
2 t'o you plan what to
do and what to ask bfore the lesson?
3. What do you expect the students can learn from a OEE lesson?
4 Can you describe your question strategies. Anything imique in your questioning?
Which strategy is effective?
5. As far as you ca1 remember, do you find that your question strategies change
according to your teaching experience and! after your teacher training?
APPENDIX IT - Nl rNTERVJEW
I
.
Are you happy with the student's answer? Ifuot, why don't you e'icit the answer from
other students?
(line 2-5)
2. Why do you ask many questions about the parts of speech?
[interested (1 12). excellent (92-93); free (1 121); booked (I 149-150);
disappointed (i 163)]
3. Do you think providing clues like is it a verb, a noun or adjective, can help students
fi gwe out the part of speech of certaiii word?
(t 12-16)
Why don't you give the student adjectiv& as one oftbe clues?
(I 13, 1 16)
5. What do you think ofthe students' answers (1 15-17) and (1 160-162)?
Do you think the students really understand the part ofspeech of'interested and
disappointed?
1-low do you know?
How about the whole class, are you sure they know the 2 WOrds are adjective?
6. Do you think "What is the difference between disappointed and disappointing?" is a
very difficu't question? ( 214-219)
Are you sure students understand your explanation and know the difference between
ing' and 'ed?
7. Why do you rephrase the original question in this way?
(132)
How do you feel when no one shouts out the answer (i 33)? Is it a common sight in your
class?
Why do you tell the students "Daily" means everyday and it is an adjective before you
ask them what it is? (1 33-35)
Why do you answer the questions yourself at last?
(1 35)
s. Why do you answer the question again immediately after you give the students a
prompt?
(i 37)
9. Why do you invite and accept chorus answers?
(i 33, 1 22, 1 94, 1 171 -172)
Do you prefer to have choms answer to individual nomination? Ifyes. why?
Why do you demand! accept a Chinese translation of certain worWphrase sometimes?
[travel agent (1 47); balcony (1 200-20 1); compensation (1 349-351)]
I O.
I i
Are you sure that the students understand the meaning ofa 'packag& after you have
.
written the explanation on the blackboard and given the example?
o
Why don't you elicit an explanation or example from a student?
i 2. After asking a question, why don't you wait until a student gives you the answer?
(iii the lines with ¿)
i 3
.
1-'ow do you fee! when the student ask you to repeat the question in Chinese?
(1 97-98)
14. Do you plan what to ak before the lesson?
I 5. ¡-lave you asked the studerìts to prepare the lesson? Ifyes. what to prepare?
i 6. What do you expect the students can learn from a G.E. lesson?
7. Do you thiik yu ask a tot ofquestions? Ifnot, why not?
I 8. When you ask questions, what are your purposes?
I 9. Can you describe your question strategies. Anything unique in your questioning?
Whidi question strategy is effective?
APPENDIX II -N2 INTERV[EW
Why do you keep on nominathig students to give you the meaning of cettain
I
words?
(line 3-4, 1 7-8, 1 22, i 37-38
.
etc)
Have you asked students to prepare the lesson at home?
2 Can you hear the students answers clearly? Dont you know why they speak so
soft1y'
3. How do you feel when students give you the Chùiese explanation as the ansvrs to
your questions?
o 9 i 25, 1 39, 1 54, J 63
..
etc.)
Vhy dont you ask them to answer in English? Why do you give them the English
4.
explanation in detail? Why dont you give them the Chinese explanation right at the
beginning?
5. Why do you usua1y repeat the question? (1 37, 154, 175, 182)
6. When you ask Do you understand the 2 paragraphs? lo you have any problem7,
do you really expect that they Will ask you questions? (1 69-70)
7. Why do you ask for the meaning of 1sound'? Why do you mention that you have
taught them before? Are you happy when the student give you the Chinese meaning
J9Jk? Did you tell them the English eq,1anation last time?
8. Why do you answer the question immediately yourself?
(i 88)
9. Why do you ask such question? Do you think it is difficult to answer?
(I 109-110)
Why do you mention 'exciting'?
(1 1 Ii 3-1 14)
Judging from the student's answer, are you sure that student and the whole class
know(s) the difference between tj
red'? (i I 15, 1 118)
i 0. Why do you answer the question immediately again?
(I 120)
I i
.
Why do you ask the student the part of speech offorward1
(1 143-146)
Why do you give them options to choose from?
(t 145-146)
i 2. Why do you first ak the students to identü, the part ofspeeth ofcomp1amf nd
rconstruction and then ask them to spell the verb ofthese two words?
(i 148-159),(1 168-173)
Why do you give them clues to get the right spelling ofthe two verbs?
(1 157), (1 171)
I 3. When the studeni says
do you wonder be means lie does mot understand
your question?
14 Why do you first ask for another word for soffef but invite a Chinese translation
at last?
(1 181-183)
I 5. Are you happy with the students answers in this lesson?
i
,. LO YOU plan what to ask before the lesson?
I 7. What do you expect the students can learn from ibis G.E. lesson?
I 8. Can you describe your question strategies? Anything unique in your questioning?
Which one is effèctive?
APPENDIX III- Student Questionnaire
L
f:U4,
2.
J/i'$j }Y1??
rI
IYJ?
t'I'$?
fta?
4c.;ME
El
O
D
o
j{J?
D
1 N?
'I .
'FF'I
2:,1
D
r?
fD
D
7.
Q
fl{?
f
D
APPENDIX Ill - Student Questionnaire (English Version)
In G.fl. lesson, do you like teacher asking questions?
YesD
NoD
2. What kinds ofquestions do your current English teacher usually ask?
About your daily life? D
About the text?
D
About vocabulary?
D
About gmmmar?
D
About others?
D
i Do you like the way yc'ur current English teacher asks questions?
YesO NoD
Why?
4. Are you afraid of answering questions?
YesO NoD
Why?
¡Do your English teacher help you ifyou can't answer a question?
YesO NoD
How does she help you?
Do you think teachers asking questions and students answering questions can
enhance learning?
YesO NoD
Why?
7. Which English teacher's question strategy do you like best?
Give example(s):
A1PENDIX 1V
Act
Sub-categorjzajo
No. ofoccurrence
TEACHER
Initiate
i
.Elieit
El
E2
Nl
N2
11
0
0
0
A. Display Qs.
a)GistQ.
b)SignpostQ.
O
3
6
etailQ.
3
ii
!)_LexisQ.
LWord form Q.
12
7
2
33
22
11
Total
B. Rcferc.itial Qs
C. Restating Elicit
a) Veibatim repetition
b) Comprehension-oriented
0
18
14
12
31
15
44
0
49
0
18
2
8
11
46
18
20
24
O
I
4
7
6
8
lO
O
O
3
1
i i
13
0
0
87
38
52
:3
3
46
27
54
20
13
17
5
0
_7__
O
2
21
1
58
0
0
48
7
39
0
5
13
modilication
c) Resp onse-oriented
modification:
i)givingopiions
flproviding clues
JL
iii) asking for Chinese
txanslation
iv) asking Socratic
questions
Total
2.Give
immediate
answers
3. Nominate
Respond
4.Evaluate
a)positive
b)negative
13
53
__
2
88
20
23
O
O
3
16
2
3
18
0
0
0
g. Apologize
9. Volunteer
0
0
_2_
O
O
lOinterrupt
2
0
0
0
5.Accept
_!_
6. Comment
PU:PIL
Rpond
7. Reply
a) Restricted (in Eng.)
(inChi.)
b)Expanded
Initiate