04-+Teddy+Bear



//** TEDDY BEAR **// Good morning I’m Rebeca from group nº7 and I’m going to share with you the most notable characteristics that we’ve found applying the Interaction Discourse Analysis template. The text is an instructional rhyme which has been transformed into an Action Game As every group, we have SELECTED one specific moment in the Teddy Bear Action Game Activity, in our case it is the moment when the teacher shows the song for the first time to the students, so they don´t know about what to do or where to go, they have to pay attention to teacher’s movements and repeat after her. The teacher uses a Teddy bear to take the attention of the students. The song stars with a bell´s sound. When the bell rings the teacher with her hands shows the direction to make the children keep the attention on her. In this move exists eye contact and smiles between the teacher and the children. The song begins with a walking sound to indicate the rhythm. The teacher was moving her feet and arms making some noise and the pupils pay attention to teacher’s movements and they do the same. The song uses a high pitch to mark the steps. The next part of the song is “Teddy bear, Teddy bear”. ”, the teacher shows the direction keeping eye contact while she walks in circles and children to do the same. We follow the orders of the teacher touching the ground according to the sound. The teacher with Teddy bear crouches down and touches the ground with their hands. After that, the teacher stands up and continues walking and children to do the same. We repeat other time “Teddy bear, Teddy bear”. After that, we follow the orders of the teacher turning around. The teacher first shows children that there is a new movement and turn around at the same time she shows the new direction. Almost simultaneously children react accepting eye contact and using affect displayers to inform the teacher of their interest. Then the pupils do the same. We repeat other time “Teddy bear, Teddy bear”. We continue the march with sentence “walk down the street”. When we walk down the street we stress the steps and move arms according the walking. Children do what the teacher is doing. We repeat other time “Teddy bear, Teddy bear”. Finally, we finish the song with the sentence “stamp you feet. We stop; we jump with feet together and cross arms with angry face. In the song the predominant strategies and intention is regulator function to regulate the behaviour of students. In the part of the song “walking sound” there is an informative function and the part “turn around” is a symbolic function. The teacher helps herself with paralanguage (stressing the words “touch”, “turn” “work” and “street”, “stamp” together with a rising intonation and the words “ground”, “around”, “down”, “feet” together with a falling intonation. As a FINAL CONCLUSION we consider that this interaction is basically a regulatory text full of instructions, under a game format, which will be easily accepted by children as it actually provides grounds for participation. The illustrators, cues, emblems are clear, and the repetition of the rhythmic pattern provides children the opportunity to remember