Field Notes -- IEP Grammar Level 4
Pseudonym Key
Textbooks Used
(Links to date: 01/17, 01/22, 01/31, 02/07, 02/14, 04/04, 04/09, 04/18)
01/17/2014
Video 1
*small group activity for most of the video
Video 2
whole group talking about quotes on OHP
10:30 – move to homework review in books
Video 3
continuing review of homework
stopped at 9 mins
01/22/2014
Activity: Introduction about the class (today’s agenda) (9:05-)
Activity: Grammar explanation as the whole class
-9:17 teacher uses the hand gesture (similar one observed January 17) to demonstrate the sense of “progressive” or “happening”
Activity: grammar work with partner (9:19-9:25)
Activity: Check homework in the whole class (9:25-9:39)
Activity: Share the scene description with pair (9:39-9:45)
Activity: Act with pair in front of the whole class (9:45-9:52)
Activity: Quotation interpretation from Big Bang Theory with pair (9:52-10:05)
Activity: Discussion about quotation interpretation in the whole class (10:13-10:20)
Activity: Creating stage direction (for actors who can act based on the description) with
Pair (10:20-10:31)
Activity: Showing the demonstration based on the stage direction (10:31-10:39)
Activity: Another quotation interpretation in the whole class (10:39-10:45)
Activity: Introduction about discovery and existence verbs (10:45-10:55)
Activity: textbook grammar exercise about those verbs (10:55-11:00)
Activity explanation about 1st writing assignment (11:00-11:05)
Some interesting points observed:
- Present progressive gesture (showing “happening”) appears again.
- Quotation interpretation activities become routine activity.
- Teacher’s unique characteristics (as an actor) affect her teaching method. (e.g., using the script writing for acting)
01/31/2014
Video 1
Begins with small talk – how’s everybody doing?; interjects “oh!” in the middle of discussion about weather to talk about her use of past perfect – after she asks them about why she would use this tense, and gives feedback, S2 brings up weather in her country
Engages particular students in the discussion, M and B, I think because she knows they’ve been here longer?, she taught B last year/semester
6:00 – another S2 initiation – she brings up that she gave a commencement speech at her high school last year – commencement speech is topic of homework reading
9:00 – while going over homework one of the sentences was about what the speaker ‘was doing’ on a particular date the year before. J stops and asks students what they were doing last year on this date. Many do not use the target past progressive structure, when J moves on, S? (B) asks, “were you here?” (9:49) – student initiated question extending this sequence, switching role from answer to questioner
10:33 – J uses self-talk to think about one of the sentences and a phone ‘whistles’, she asks about it, not as a reprimand but noticing the funny sound, and then makes an aside about robots. Does she do these asides often? What do they accomplish?
13:00 – explanation of why it’s ‘were probably relaxing’ and not ‘probably relaxed’ – S2 uses another past progressive to explain – it’s what you were doing – rather than giving more explicit reasoning, J repeats, and there’s a long pause while she’s looking at paper, and then asks does that make sense…student who gave wrong answer agrees. J’s hesitation makes it seem that she’s not completely satisfied with the explanation, and pauses again, then calls on next student.
15:00 – continues to use gesture, along the horizontal timeline, here also includes a gesture of ‘look’ – interesting
16:00 – right at end of recording 1, brings up a personal example, to help continue to try to explain choice of tense – she pauses looks at paper and says, what’s another example – these are interesting moments in contrast to the ‘fast-forwarding’ – the silence allows her and the students to continue thinking about the issue
Video 2
J gives another example, one she tries to relate to all students, to continue explanation of the present perfect choice in tense;
2:15 notices S2’s look of confusion and notices it aloud so that S2 voices her confusion – student wants to know why past perfect would be wrong, J gives further explanation and some other Ss say ‘oh okay’, indicating that they now understand and another S gives another example – you’ve lost weight
3:50 – have you ever met family members that know you but you don’t know them? – sort of like an ‘aside’, an opportunity to joke and relate, it’s not about further illustrating the grammar point
4:00 – again explains future progressive by using the verb ‘doing’, using the tense to explain why they would use that tense
11:50 - talking about the ‘past future’ or a hypothetical in the past “would have” – here’s an example of explaining a grammar concept without the grammar book definitions and terminology; again interesting use of gesture for accompany these explanations
12:40 - 13:00 – J claps hands on cheeks and looks at students, says “English is terrible” and students laugh – a way of commiserating?
13:35 – J makes an exaggerated reaction to S’s incorrect answer ‘has gotten’ instead of ‘got’ – S initiates a turn “I’m despised at myself looking at…because I had really simple mistakes” J checks to make sure he knows why he got them wrong and then another S (m) self-selects to talk about how it can be confusing in choosing answers, thinking about what the test-makers think – with much emotion J tells her ‘don’t think too hard’ as S attempts to continue, J repeats herself and gives the advice not to try to get in the test-makers brain – so here the potential rapport-building strategy, showing empathy and giving advice, prevents the student from developing her turn at talk
15:45 – how are we doing? I hear a lot of erasing? – teacher demonstrating her interest in the students and her attunement to their needs.
Video 3
0:50 – “does that make sense? S1’s name?” he responds “sort of” and J elaborates, “so the important part here” – so how does this compare to fast-forwarding moments we discussed from GR Level 1 - 1/29 and 3/19 where L did use a tag question, or other moments when teachers ask, does that make sense? okay? understand? But asks generally to class rather than to an individual student
11:18 – J “Don’t repeat it” talking about a tense that S2 ‘made up’, class laughs – “she threw in a had that’s all you need to know B”, then B, S?, self-selects…maybe I could use it – how do these rapport-building moments influence students differently?
12:00 – are we completely fried right now? Shows concern for students, elicits S1 to say he understands, S? to say especially in the morning…which initiates a discussion about the morning…
quickly review the last section - took the first half of class to review homework
BREAK
Video 4
mostly break, then students write sentences using cues J provides on the powerpoint, there is some confusion due to their unfamiliarity with the us of the word ‘deliver’ and ‘address’ in ‘deliver a commencement address’ which must be negotiated
Video 5
J checks students work as they write, answering any questions
8:28 – compared to Level 1 grammar class, these students may be doing more interactional work, vocalizing their confusion, asking more questions, that might not allow for a fast-forwarding episode
Video 6
10:00 – B initiates question, do English teacher’s need to take the TOEFL – J says I think we should, - rapport?
11:50 – S2 brings up a movie, uptown girls?, to elaborate on J’s example of irony, other students chime in with the actors’ names to help establish what movie it is – collaboration, intersubjectivity, student-initiation
15:00 – after talking about quotations about celebrity, J asks them if they would like to be celebrities…side conversation, but doesn’t elicit much student talk
Video 7
1:45 – teacher stumbles over saying ‘easy communication’ and points out how ironic – making an aside related to vocabulary discussion
2:01 – S asks a question, J pauses after her explanation and looks at S, which elicits more question, and then she confirms and pauses and looks again, and he asks for one more clarification
8:10 – ooh that’s a passive did you hear it – another time out to address something she just said
8:50 – J’s feedback, ‘oh my goodness’ .hhhh! wow – empathy for S1 – with other S – Wow that’s really scary…
9:50 – turns into a side conversation about getting hacked, teacher question and multiple student elicitations, S1 and S2 have to work out who will speak when they start to speak simultaneously
10:00 – J’s mock empathy ‘oh terrible terrible you can’t play a game’ but then turns into a more genuine display.
13:45 – J – right righ, backchannelling and building on students talk before he finishes, he picks it back up after though, a student picks up from him, so it breaks from the I-R-F a bit - another similar example at 15:30, do we have this simultaneous, collaborative talk in Level 1? Or would the students be more likely just to end their turns…
Video 8
1:00 – S1 what if we say ‘yo’ in an email to a teacher – student joking in respose to teacher’s joking
3:16 – aside – oh I just remembered what my first grade teacher used to say, “hay is for horses”
02/07/2014
Video 1
Warming-up: Passive words. ‘I am congested’.
A lot of adjectives look like passives.
5’ My biggest thing is please practice.
5’ 49’’ A quick review of passives.
6’ 47’’ Distributes Wikipedia articles about Lady Gaga
8’ Students work by themselves. Mostly in silence.
10’ Teacher walks and answers some questions.
Video 2
0’22’’ Talk about the meaning of ‘provocative’
1’22’’ T says we usually have by after passives; s says we know this
1’48’’ Talk about ‘innovative’; T corrects the student’s pronunciation
2’16’’ T mentions present tense—what is the relevance of talking about tense? Also talks about the synonyms of innovative
3’10’’ T corrects S’s wrong answer
6’01’’ S does not know the word ‘profess’. Writes down to profess your love for
Compares profess and confess
7’53’’ S mentions the connection between profess and prophet; teacher acknowledges
8’25’’ S makes a mistake; ‘insist’ and ‘assist’
9’37’’ T talks about simple past tense
10’52’’ T talks about the meaning of collaborate—why chose certain words to talk about their meanings and synonyms
12’35’’ Some students get the wrong answer; one student gets the correct answer ‘are designed’
13’33’’ One student explains the correct answer to another student
15’46’’ T says this is a good conversation—welcomes students’ contribution to the discussion about tenses
Video 3
00’15’’ T reviews verb tenses—connects to previous discussions about tenses
‘present simple’ vs ‘past simple’
00’39’’ Ss talks about the difference between present simple and past simple
1’48’’ T is completely lost; not sure which sentence the Ss are talking about
3’48’’ T talks about simple present—acknowledges S’ previous description
4’38’’ T says this is a good conversation—encourages students’ participation
6’38’’ T continues to talk about ‘they are designed’ and ‘they were designed’
6’58’’ T says tenses are annoying but really important—acknowledges the difficulty and the importance of tenses
7’37’’ quotations and interpretations
11’08’’ Ss pair work
12’47’’ T answers S’ question about clauses
14’17’’ T asks ‘What is a conditional’
Video 4
00’36’’ S talks about a similar expression in Arabic
1’36’’ S gives an example about having a rivalry in class; T continues to talk about the context
2’05’’ Another S talks about an example with her kids—T: a good example
2’ 33’’ Another S talks about small companies as examples
3’12’’ T gives her example: teachers join the students dances because they cannot stop them in the movie It’s a Wonderful Life
4’49’’ T talks about verb tenses
6’17’’ S wrong answer about past perfect
8’05’’ S wrong answer; T says ‘not quite’ and explains the expression again; to emphasize how often something happens
8’26’’ T talks about the connection between a nickel and becoming rich; Ss understand the explanation
8’48’’ One student mentions similar expressions that use dollar and penny instead of nickel and the teacher acknowledges ‘that happens a lot’
10’11’’ T asks Ss why/how does she know if the sentence is imaginary; Ss answer
10’53 break
Video 5
5’38’’ T says verb tenses will continue to bother us the entire semester but they are really important
6’04’’ T uses the verb ‘live’ to talk about all the past tenses; different Ss take turns
7’24’’ Comprehension check: is everything OK?
8’33’’ One student asks the teacher’s previous utterance ‘having said that’ or ‘having that said’; T talks about the meaning of ‘having said that’
9’44’’ S reads ‘factual’
12’44’’ T gives an example of hypothetical; compares and contrasts factual and hypothetical
13’37’’ T asks students what do they notice
14’52’’ T talks about when do students use hypothetical
15’13’’ T says students should remember nontraditional uses; ‘Here is where things get weird’
16’00’’ T raises Ss’ awareness that she is not talking about a past event when using past simple
Video 6
00’22’’ T goes back to the slide about the nickel expression which contains past simple
1’47’’ S asks the use of past perfect
3’08’’ T refers to the slide about factual and hypothetical
4’07’’ S asks question about the use of would
4’52’’ T mentions to talk more about model verbs such as would and could—relevant to S’ questions
5’19’’ T and Ss work on the book
6’42’’ T asks students’ preference
7’11’’ T reads a short story
8’02’’ T asks Ss to discuss the connection between mental health and physical health with their partners
10’02’’ T walks around the class
10’44’’ T asks students what is the connection between the mind and the body
10’54’’ T asks students to give examples
11’23’’ One student talks about the connection between being depressed and not taking the correct action; T acknowledges
11’50’’ Another students talks about pressure; T asks how does stress affect the body
12’57’’ S talks about thinking of death and being physically tired
13’09’’ S talks about the emotions and hormones
13’25’’ T asks Ss to think about how they feel when they think about having a deadline for their paper—relevant to Ss’ experience in class
13’33’’ Ss answer depressed, nervous, etc.
13’38’’ T asks Ss to give more words about the physical words, not only emotional words
13’44’’ Ss give examples about heartbeat, stomachache, shake, blood pressure, headache, etc.
14’02’’ T says her own experience of having a deadline—feeling very hot
14’15’’ S agrees and provides the reason; the heart is working harder
14’28’’ T asks why do our body do this—open-ended question
15’14’’ S asks the spelling of the word adrenaline
15’40’’ T gives the example ‘My heart drops’ in response to the S’ question
15’58’’ T gives another example ‘The heart is beating out of the chest’
16’15’’ T summarizes the discussion: there is a big connection between the mind and the body
Video 7
00’10’’ T talks about the influence of the family on the choices that we make
00’20’’ T asks if the question ‘what are the benefits and drawbacks of being influence by family in decision-making’ is culturally related—connect with Ss’ personal experiences
00’26’’ S mentions it is also individual—do not want to be essentialized?
00’34’’ Ss mention the big role of family
00’54’’ ‘are separated’ is a passive—connected with previous discussions about passives
1’16’’ T reads the story to the Ss
1’33’’ ‘are drawn to the story’; relates to the story of Lady Gaga and the discussion about passives
1’53’’ Ss read the story
3’25’’ T asks questions about the story—comprehension check
4’29’’ T corrects S’ pronunciation ‘bear’ and asks the meaning of ‘bear’
5’40’’ T asks Ss to give a brief summary of the second paragraph
6’56’’ Ss continue to read the story
7’36’’ T asks Ss to give a summary
Video 8
1’20’’ T quickly gives the Ss answers
1’34’’ T assigns homework
2/01’’ S asks the time of the oral presentation
2’42’’ T provides Ss with answers
3’01’’ T asks Ss to practice their presentation
02/14/2014
Video 1
00’16’’ T says Happy Valentine’s Day
00’38’’ T apologizes not bring candies to Ss
2’01’’ Ss’ presentation begins
4’17’’ S presentation about Madame Curie
6’54’’ S asks if his peers has questions; ‘It’s really quiet in here’—opportunities for discussions?
10’41’’ T asks a question about Madame Curie
11’42’’ T asks another reason about Madame Curie’s death
11’58’’ S asks peers questions
12’41’’ Ss ask questions after the presentation
12’50’’ T mentions she does not know that Madame Curie was involved in the Red Cross—acknowledging S’ contribution because the class learned from him
13’21’’ T raises a question for everybody—open-ended question that include multiple voices
14’31’’ S talks about how to treat cancer
16’14’’ S mentions that the singer is his uncle
Video 2
00’33’’ T asks the student whose relative is the singer; makes a joke ‘not a big deal’
3’46’’ T asks one student what did he learn today; other Ss take turns—open-ended question
4’28’’ T asks Ss about the singer’s career; Ss answer—multiple perspectives; experiences related to Arabic students in class
5’18’’ S says sometimes he forgets his cousins’ names; T mentions she would forget her kids’ name
5’58’’ T asks S about the singer—maybe ask more questions related to Ss’ shared experiences?
6’18’’ T asks about what’s funny in the Arab world—shared cultural knowledge
6’24’’ T talks about the differences between American humor and British humor—compare and contrast Ss’ background knowledge in the US and in their home countries
6’37’’ S mentions it is more light-hearted
6’40’’ T asks for clarification—what do you mean?
6’55’’ Another student explains the Arabic humor to the teacher—T-S1-S2-S3-S2
8’00’’ T mentions the connection between Arabic humor and Italian humor ‘I wonder’—maybe include other Ss’ home countries as well?
8’23’’ T talks about Italian shows
9’09’’ T and Ss work on the grammar book about passives
10’53’’ T reads the question and Ss answer together
11’14’’ T asks Ss the meaning ‘was highlighted’
11’36’’ T asks Ss the meaning ‘to be eradicated’
12’03’’ T talks about compound sentences
12’17’’ Ss read sentences individually
12’54’’ T writes ‘was illustrated by’ on the blackboard
13’28’’ T writes ‘are influenced by’ on the blackboard
13’58’’ T writes ‘is represented by’ on the blackboard—any reasons for writing down the above expressions?
14’30’’ T asks Ss the meaning of feasible
15’14’’ T provides an example using feasible
15’21’’ S mentions doable
15’31’’ S ‘I think of you a lot’; T laughs
16’10’’ S asks questions
Video 3
00’07’’ T talks about rewriting a sentence to make it more academic
00’54’’ S does not know the answer
00’54’’ T says ‘let’s take a look at this’
1’31’’ T helps Ss to figure out the subject of the sentence; connect with her writing class
2’01’’ T talks about how to make a passive sentence
2’30’’ T asks Ss questions about how to write the sentence; Ss answer questions together—not sure if everyone understands how to write the sentence; only a few of them take turns
2’48’’ T talks about the second sentence and write it on the blackboard
3’48’’ T asks Ss what is the subject; Ss do not answer; T admits ‘this is a tricky one’—acknowledging the difficulty of the sentence
4’48’’ Ss answer correctly; ‘an independent clause
5’20’’ T talks about the verb of the sentence
5’30’’ One student gets the correct answer—what about the rest of the class? Not sure if everyone understands how to change the sentence
6’17’’ T asks ‘how do we feel about this’—the use of inclusive pronoun
6’25’’ T says ‘These are very advanced sentences to be working with’—sharing Ss’ difficulties
6’32’’ T says ‘have no fear if you are a little shaky’—acknowledging the difficulty and encouraging Ss
7’09’’ T talks about how to make sentences more academic
7’24’’ T asks ‘why did we want to change this’; one s answers
7’41’’ Another S the original sentences feels weird; T agrees with her
8’30’’ T writes the third sentence on the blackboard
8’59’’ T asks what is the subject of the sentence; one S answers correctly
9’22’’ Ss make the sentence passive
9’40’’ T connects Ss’ answers
9’56’’ T writes the last sentence on the blackboard ‘let’s do the last one’
10’54’’ T says ‘let’s see if we can identify our subject’—the use of inclusive pronoun
11’01’’ S answers correctly
11’38’’ T says ‘that’s so tricky’—sharing Ss’ difficulty
11’53’’ T says ‘this subject is a monster; it is out of control’; gesture
12’07’’ T ans Ss rewrite the sentence together
12’35’’ T ‘does that make any sense’; Ss ‘yeah’
12’46’’ T compares and contrast the responses of a native speaker and a nonnative speaker when seeing the sentence
13’01’’ S asks questions about ‘published’; T answers ‘PP turned into an adjective’
13’14’’ Another S asks questions ‘why they did not write which was in front of published’
13’21’’ T says ‘cause we love to reduce things’—‘we’ is more related to the mind of native speakers?
13’48’’ T talks about the advantages of making a sentence passive ‘makes me feel much better; here is my verb’
13’56’’ T ‘we love to do this; we love reducing things’—associated with native speakers’ mind
14’14’’ T ‘we love to be economical, lazy; we don’t wanna talk to much’—native speakers’ use of English
15’27’’ One S does not understanding the meaning of the sentence
15’47’’ The S understands the meaning
15’56’’ T comprehension check ‘got it?’
Video 4
00’06’’ Break
10’16’’ T goes over homework about conditionals
11’03’’ T reads the story to Ss
11’31’’ Ss complete the sentences
12’28’’ Ss answer correctly
13’02’’ T says ‘why this is really nice for us in terms of what conditionals mean’
13’18’’ T asks if hypotheticals are true or not
13’39’’ T asks Ss the meaning of nagged
13’41’’ Ss answer ‘annoyed, bothered’
13’50’’ One S answers question No. 5
14’02’’ T ‘So what’s going on here?’
14’11’’ T asks if ‘I wish’ is real or not; Ss ‘No’
14’39’’ T ‘why I were’; Ss answer ‘because you said I were you’; Ss connect their previous knowledge and the T’s instruction with their homework
15’13’’ T understands that it is weird to change was to were, but ‘we do this’—also connects with a previous student’s answer
15’27’’ T provides several examples containing ‘if I were you’ to help Ss better understand hypotheticals
04/04/2014
Video 1
2:00 - I don’t know what you guys are talking about but it sounds really interesting; how’s everybody doing? typical intro, weather, etc.
5:20 – sharing story/picture about herself as example for students presentations
11:20 – Manuela initiates a comment about her confusion, and Bella initiates a comment afterward, directed toward Manuela (Bella seems to do this more, initiates questions/points of discussion with the teacher, and participates, self-initiated, in other teacher-student sequences)
14:00 – present with a check – affect, in gestures and voice, used to convey pragmatic function of the verb/preposition combination
59:52 – in a lot of these explanations, in other lessons too, in her pauses after an initial explanation, J really seems to be pondering the questions, and answers
Video 2
Cut short during break
Video 3
16:00 – why I’m confused myself, but I think probably… - how T expresses her uncertainty in answers and explanations,
18:25 – an ‘aside’ personal about learning to drive with knee from dad – this one not related to something they’d learned in prior class…
22:00 – Student asks T – why two men push Truman into the wall, which has to do with the plot of the movie, which the class has not watched together – rather than just telling them, T asks a series of questions to get the students to figure out why – why put the question back to them, when it’s not related to grammar or other apparent class objectives?
23:30 Manuela says, ‘but it looks violent’ – student initiation (not a question) – and the teacher ignores it; when does she ignore student initiations? why and how?
04/09/2014
Video 1
13:20 – talking about an example from real email communication not text book – “I have a question about for. Can I drop it here?” (We still on for today?) – Teacher uses lots of self-talk, saying different versions of the sentence, and then says – “I think that’s fine, I don’t know that most native speakers would do that.” and then continues…
1:00 – talks to students about frustrations of choosing articles, not to be discouraged if they never get them right.
Video 2
28:00 – discussing podiatrist, and a student says but it’s not just a foot doctor it’s all the bones, and Julie looks at her questioningly, and another student says, no that’s a…and Julie says “Anyway” and keeps going with lesson – sounded like student was thinking of orthopedist
49:00 – ‘Bella’s question is: why can’t we say this revolution has been brought about by the new developments in computer software’ – when Julie repeats this question to the class, seems as if she’s certain of the answer, whereas other times (I think) she’ll ask the question, more to herself, puzzling it…
49:50 – a computer software – “software gets a little bit difficult because it’s not necessarily countable”…then self-talk, trying it out in bits of sentences…”that’s a tricky one” (talking about equipment as noncountable)
04/18/2014
Video 1
1:10 – J asks “is everybody on vacation already?” – several students are late – do all of the classes start with this bit of informal talk? Does it usually/always involve laughter…leads to a student initiated personal question about how J feels when there aren’t many students
2:39 – J asks so how’s everybody doing? which elicits a couple of ‘goods’ and then she offers up answers for them – tired, ready for the end of the semeseter.
3:20 – S initiated question about taking her test
3:45 – switches to an ‘official’ class mode
6:18 – Mom’s do you agree? – personal question, targeting specific students…do particular students receive more of this type of interaction in class? why?
7:55 – phrasal verbs, cut up, eat up, shut up – what initiates these extra grammar notes (not related to target structure or a student question), what types of grammar points receive this attention, do students indicate puzzlement in some way?
11:00 – a mother volunteers that children might cut up a curtain – J makes a joke – some children, like yours? lots of laughter
25:00 – emotional expression in explaining vocabulary, ugh I don’t want to…rather than a definition
26:00 – have we done this before (leaving a pot on the stove) – seems to be a typical practice after reading an example of a feeling or action, asking the students if they’ve experienced it...are there any patterns as to when this works to elicit participation and more student talk and when it doesn’t…
28:30 – student asks another – so can you repeat it? not from the teacher
29:40 – same student (B) – initiation – seems to have a lot of initiation
40:20 – S asks a question “why ‘a’?” - J repeats his question and then he explains his confusion, why he thinks it shouldn’t be ‘a’, when J begins to answer, so does another S, J stops then when she tries to start again, a couple other students begin to chime in…J revoices the original Ss position, and then several Ss talk at once, explaining their reasoning…what’s going on here? are they talking to J? to each other? are they listening to each other? Then, J revoices another student’s argument (41:26),
50:58 – again telling of anecdotes to explain vocabulary – your desert puts my donuts to shame
Video 2
9:40 – if you said waiting for the sign, you would think…again explains by having students put themselves in the situation and what they would be thinking
13:00 – seems like a similar explanation to some of the FF moments from L’s – pause afterward, but no students take it up further and after pause J moves on.
22:00 – students start to speak at once, and negotiate the floor (explicitly)
23:35 – does everybody know hit the road?
24:00 – explaining why we would say the French food versus French food – but depending on context we might say the…students initiate several times with questions, keeping the conversation going…compared to fast-forwarding moments.
33:35 – again we see a long pause after a grammar explanation that did not seem clear to student questioner, and a student helps explain, in contrast to FF
36:00 – discussion of disrespect in S cultures
39:00 – aside about hats, S(M) initiates to tell a story – also at six flags…and then others continue the conversation…so are these off-task? Useful because they’re varying the participation pattern, etc.
44:00 another one about dogs – lots of these conversations in this part of class, I suppose because the homework talks about cultural differences.
Proverbs – don’t really illustrate everyday uses of grammar