1 programa inglés abre puertas write to us! [email protected]

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Programa Inglés Abre Programa Inglés Abre PuertasPuertas

www.mineduc.clwww.mineduc.cl

Write to us! [email protected]

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WHAT´S NEW AND WHAT´S WHAT´S NEW AND WHAT´S CHANGED IN ELT ?CHANGED IN ELT ?

Vocabulary Development and the Vocabulary Development and the Four Skills: putting grammar in its Four Skills: putting grammar in its

placeplace

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What´s new and what´s changed in ELT ?What´s new and what´s changed in ELT ?

Since the 1980´s, there have been no major new ´methodologies´ in ELT. But there has been a huge increase in our knowledge about language itself. This presentation aims to share some of these developments with you, so that both you, and your teaching of English, will benefit.

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Try this quiz. There are 5 Try this quiz. There are 5 questions.....questions.....

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1. ‘1. ‘Corpus linguistics´Corpus linguistics´ is: is:

(a) the analysis of dead languages (eg Greek, Latin)

(b) the analysis of collections of words using computers

(c) the analysis of grammatical structures using computers

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2. ‘2. ‘PolywordsPolywords´ are:´ are:

(a) words with many different meanings

(b) words all derived from the same root word

(c) phrases containing several words

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3. ´Collocations´ are:3. ´Collocations´ are:

(a) words that frequently occur together

(b) words that are synonymous but do not have exactly the same meaning

(c) words that have no meaning but have a grammatical function

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4. Language is made up of:4. Language is made up of:

(a) grammatical structures joined together by vocabulary

(b) vocabulary joined together by grammatical structures

(c) grammatical structures

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5. Native speakers are ´good´ at 5. Native speakers are ´good´ at their own language:their own language:

(a) because they know all the grammar ´rules´ and structures and don´t have to think about them

(b) because they know all the vocabulary

(c) because they have memorized everything they say (and write)

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How many of these recent words How many of these recent words do you know ?do you know ?

cyberspace

spin doctor

website

global warming

Pentium

sleaze

remixes

ethnic cleansing

technophobe

grunge

cloning

girl power

upwardly-mobile

hip-hop

greenhouse effect

embedded reporter

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A ‘A ‘corpuscorpus’ (pl ’ (pl corporacorpora) is a large collection ) is a large collection of spoken or written texts stored on a of spoken or written texts stored on a computer.computer.

Typical examples:Typical examples: ––British National Corpus with over 100 British National Corpus with over 100

million words (90 million written texts and million words (90 million written texts and 10 million spoken texts)10 million spoken texts)

––COBUILD Bank of English Corpus with over COBUILD Bank of English Corpus with over 300 million words (spoken and written)300 million words (spoken and written)

––Cambridge International Corpus with over Cambridge International Corpus with over 100 million words (spoken and written)100 million words (spoken and written)

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The BNC comprises 100,106,008 words, and occupies about 1.5 gigabytes of disk space -- the equivalent of more than a thousand high capacity floppy diskettes. To put these numbers into perspective, the average paperback book has about 250 pages per centimetre of thickness; assuming 400 words a page, we calculate that the whole corpus printed in small type on thin paper would take up about ten metres of shelf space. Reading the whole corpus aloud at a fairly rapid 150 words a minute, eight hours a day, 365 days a year, would take just over four years.

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‘‘Corpus linguisticsCorpus linguistics’ is the ’ is the study and analysis of these study and analysis of these corpora of written and corpora of written and spoken texts, using a spoken texts, using a variety of programs (such variety of programs (such as as concordancersconcordancers) )

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An example of a concordanceAn example of a concordance

ch erm yeah but we don’t tend to go very often because I te far away mm but I tend to like to save my money

the drift. The thing is I tend to borrow things off Tim a not use to use names I tend to use direct names very I go to bed Yeah what I tend to do is read or watch TV at’s right Yeah the shops tend to open about eleven o

´clocly if I do buy bacon we tend to have it for lunch you

six good glasses but we tend not to use them She was couple of times and you tend to find that a lot of the Lo

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What does analysis of What does analysis of corpora tell corpora tell

us ?us ? It provides information about: It provides information about:– What ‘words’ really are– Word Frequency– Collocation– Lexicography– What language really is

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WHAT DO WE KNOW WHAT DO WE KNOW ABOUT ´WORDS´?ABOUT ´WORDS´?

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WWhat is lexis ?hat is lexis ? Words (Words (push; exit; fruitpush; exit; fruit))

Polywords (Polywords (by the way; on the other handby the way; on the other hand))

Collocations/word partnerships (Collocations/word partnerships (a tight corner; a tight corner; fast asleepfast asleep; ; wide awakewide awake; ; an initial reaction; to assess an initial reaction; to assess the situation)the situation)

Institutionalized utterances/fixed expressions (Institutionalized utterances/fixed expressions (I’ll I’ll see what I can dosee what I can do; ; It’s on the tip of my tongueIt’s on the tip of my tongue; ; It’s not It’s not the sort of thing you think will ever happen to youthe sort of thing you think will ever happen to you.).)

Sentence frames or heads (Sentence frames or heads (Considerable research Considerable research has been done in recent years on…..)has been done in recent years on…..)

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A milestone.....A milestone.....

In the year 2000, Longman published a grammar of English. The title is an indication of what we have learned about language through corpus-based research.

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The Longman Grammar of Spoken and The Longman Grammar of Spoken and Written EnglishWritten English

D. Biber et al 2000D. Biber et al 2000Chart showing frequency (in thousands) per milion wordsChart showing frequency (in thousands) per milion words

0

50

100

150

200

250

300

350

CONV FICT NEWS ACAD

Adverbs

Adjectives

Verbs

Nouns

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Newspaper language Newspaper language Father quizzed over bride

murder ´Polls rigged´ charges PM raps BBC in jobs axe

storm Gems haul seized in

swoop Cabinet leak: call for

probe Service chiefs gagged:

two quit Iraq seeks UN aid Kidnap plot foiled

to call for to foil to gag to quit to quiz to rap to rig to seek to seize

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Recent Recent GuardianGuardian headlines headlinesBush and Blair call for

NATO roleTwo Britons die in crashNorwich Union to axe 700

more jobsPolice probe post vote

fraud claimsPolice bid to thwart

paedophilesUpbeat Howard dismisses

UKIPSky to launch free

channelsMP hits back at obesity

report critics

Teachers lack faith in Muslim schools

Let poor smoke, says health secretary

Big rise in civilian death inquiries

Failed asylum seekers must work for no pay

Windrush saga´s surprise triumph

Key schools unit axed in shakeup

Chile death verdict quashedTaxi drivers flout flag ban

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Word FrequencyWord Frequency

Why is this important ?Why is this important ?

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top 3 words: 11.5% of all word tokens*top 10 words: 22% of all word tokens top 50 words: 37% of all word tokens top 100 words: 44% of all word tokenstop 1000 words: 74% of all word tokenstop 2000 words: 80% of all word tokenstop 3000 words: 85% of all word tokenstop 10000 words: 93% of all word

tokens___________________________________________________Look at this sentence: He told her that he wanted to see her again.The sentence contains 10 tokens, and 8 types.

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The ‘top’ 3 words: 11.5%The ‘top’ 3 words: 11.5%

Spoken English: the I you

Written English: the to and

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The ‘Top’ 50 words: 37%The ‘Top’ 50 words: 37%

the of and to a

in that is was it

for he as with be

on I his at by

had this not but from

have are which her she

or you they an were

there been one all we

their has would when if

so no will him who

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Words from the ‘Top’ 400-500 listWords from the ‘Top’ 400-500 list

problems feet sat parentsshall today ask showbusiness coming education poorago certainly view stoodmonths boy living countriesrest usually hours startclass difficult wife citybad minutes road longerpolice friends late startedarea death further tableheld area

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Text analysis by word frequency 1Text analysis by word frequency 1Man attacks No 10 with sledgehammer A man was arrested today after attacking the Downing

Street security gates with a sledgehammer, police said.

The man, thought to be in his 60s, is not thought to have caused much damage beyond scratching the paintwork on the gates. Scotland Yard said the attack is not believed to be terrorist-related.

The incident occurred at around 6.20am this morning and was over in a matter of seconds. The man was arrested by police on suspicion of causing criminal damage and taken to a central London police station, where he remains.

Neither Tony Blair nor any of his family were in No 10 at the time of the attack as the prime minister was in his Sedgefield constituency in the north-east, a Downing Street spokeswoman said.

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Text analysis by word frequency 1Text analysis by word frequency 1Man attacks No 10 with sledgehammer A man was

arrested today after attacking the Downing Street security gates with a sledgehammer police said The man thought to be in his 60´S is not thought to have caused much damage beyond scratching the paintwork on the gates Scotland Yard said the attack is not believed to be terrorist related The incident occurred at around number 6.20 am this morning and was over in a matter of seconds The man was arrested by police on suspicion of causing criminal damage and taken to a central London police station where he remains Neither Tony Blair nor any of his family were in No 10 at the time of the attack as the prime minister was in his Sedgefield constituency in the north-east a Downing Street spokeswoman said

blue: top 1000 rangegreen: top 2000yellow:Academicred: off-list:

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Text analysis by word frequency 2Text analysis by word frequency 2177 dead as storms hit China The death toll from flooding and landslides in south-

western China rose to 177 yesterday as the authorities warned of fresh storms.

A week of torrential rain claimed 102 lives in Sichuan province and 75 in Chongqing. Fifty people are missing in the two areas, about 870 miles south-west of Beijing.

The disasters have affected about 11 million people, with hundreds of thousands evacuated and about 10,000 sick or injured in Sichuan alone. More than 300,000 homes were damaged, and losses to crops and the local economy were estimated at £276m.

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Text analysis by word frequency 2Text analysis by word frequency 2177 dead as storms hit China The death toll from

flooding and landslides in south western China rose to 177 yesterday as the authorities warned of fresh storms A week of torrential rain claimed 102 lives in Sichuan province and 75 in Chongqing Fifty people are missing in the two areas about 870 miles south west of Beijing The disasters have affected about 11 million people with hundreds of thousands evacuated and about 10,000 sick or injured in Sichuan alone More than 300,000 homes were damaged and losses to crops and the local economy were estimated at £276m

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Text analysis by word frequency 3Text analysis by word frequency 3The Story of Goldilocks and the Three Bears

Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty soon, she came upon a house. She knocked and, when no one answered, she walked right in. At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl.

"This porridge is too hot!" she exclaimed. So, she tasted the porridge from the second bowl. "This porridge is too cold," she said. So, she tasted the last bowl of porridge. "Ahhh, this porridge is just right," she said happily and she ate it all up.

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Text analysis by word frequency 3Text analysis by word frequency 3The Story of Goldilocks and the Three Bears Once

upon a time there was a little girl named Goldilocks She went for a walk in the forest Pretty soon she came upon a house She knocked and when no one answered she walked right in At the table in the kitchen there were three bowls of porridge Goldilocks was hungry She tasted the porridge from the first bowl This porridge is too hot she exclaimed So she tasted the porridge from the second bowl This porridge is too cold she said So she tasted the last bowl of porridge Ahhh this porridge is just right she said happily and she ate it all up

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The importance of vocabularyThe importance of vocabulary

2000 words is recognised as the 2000 words is recognised as the absolute minimum a language learner absolute minimum a language learner needs – the ‘survival’ levelneeds – the ‘survival’ level

‘‘Knowing’ 2000 words means that Knowing’ 2000 words means that about 80% of a text will be understood about 80% of a text will be understood (or 1 in 5 words will be unknown)(or 1 in 5 words will be unknown)

‘‘Knowing’ 10,000 words means that Knowing’ 10,000 words means that 93% of a text will be understood – this is 93% of a text will be understood – this is the ideal target for a language learnerthe ideal target for a language learner

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What are the implications ?What are the implications ?

Vocabulary development is the key to communication – NOT grammar !!!!!

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Targets:Targets:

8th grade: 2000 words12th grade: 5000 – 6000

words

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Thoughts and Questions Thoughts and Questions

This is something that ´squares´ with my own thinking

This is something that´s still going round and round in my head

These are three things I´m going to ´take away´ and try to learn more about

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CollocationCollocation

What is it and why is it important ?What is it and why is it important ?

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The 5 important types of collocationThe 5 important types of collocationadjective + noun eg: fatal accident, golden

opportunityverb + noun eg: accept responsibility,

undermine (my) self-confidencenoun + verb eg: the gap widened, a fight

broke outadverb + adjective eg: highly desirable,

potentially embarrassingverb + adverb eg: discuss calmly, lead

eventually to

Hill J and Lewis, M (1996) Dictionary of Selected Collocations Language Teaching Publications

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CollocationCollocation What do you know about the word ‘What do you know about the word ‘causecause’ ?’ ?

According to one of the largest corpora, 90% of the things ‘caused’ are negative:

cause embarrassment cause havoc cause chaos cause distress cause pain to

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Teaching the whole, not a partTeaching the whole, not a part

make take do

a bed an exam your homework

a decision responsibility the shopping

money control your best

life difficult a chance the washing

love a back seat the cleaning

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CollocationCollocationA busy shop. A crowded shop. A busy day at work. A crowded day at work.

He made a goal. He scored a goal.

An aggressive dog. An aggressive person.

A violent person. A violent dog.

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If only they’d asked a linguist !If only they’d asked a linguist ! In the early 1990’s, the post office in the UK,

known as ‘The Royal Mail’, changed its name to “Consignia” as part of an initiative to ‘modernize’ its image.

In fact, according to the BNC, the verb consign is massively negative, for example: consign to the dustbin, consign to oblivion, consign to the scrap-heap, consign to a museum, etc

In 2002, the name was changed back to ‘The Royal Mail’ again !

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LexicographyLexicography

Why is this important ?Why is this important ?

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“….. until 20 years ago, ….. Lexicographers would draw on a mixture of previous practice, intuitions, and half-remembered examples, supported by chance encounters with the word in print. With the advent of large corpora and the development of powerful computer software capable of exploring those corpora, dictionary-making has changed beyond all recognition. The lexicographers who worked on the Macmillan English Dictionary had the opportunity of examining hundreds and in some case thousands of instances of a word in use. From these instances they could work out what a word really meant in contemporary English, rather than what it was supposed to mean.”

Prof Michael Hoey, Chief Adviser for the Macmillan English Dictionary 2002

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How words are used todayHow words are used todaygiantgiant

1 mainly journalism a very large and successful company: the Dutch electronics giant Philips ▪ the giants of European soccer 1a used to refer to someone who is very successful and important, especially in the arts: giants of the keyboard such as Rachmaninov

2 an imaginary person in stories, who is extremely tall, strong, and often evil 2a a man who is much taller and stronger than most men

Macmillan English dictionary for advanced learners 2002

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WHAT DO WE KNOW ABOUT WHAT DO WE KNOW ABOUT LANGUAGE ?LANGUAGE ?

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“Current thinking, based in large part on the analysis of computer corpora, has emphasized the importance of collocation, and therefore the fact that vocabulary is largely phrasal. Words band together in typical clusters rather than exist in splendid isolation. Lexico-grammar - the zone where syntax and lexis cooperate to forge meaning - has become a key consideration in the way vocabulary is taught.”

Alan Maley, in Vocabulary 2nd ed.(2004) Morgan J and Rinvolucri M Oxford Univ Press

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Lexico-grammarLexico-grammar

chicken farmer kill

hunter lion kill

Hunter kill lion.Lionom huntero kill.

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Meaning, not rules: how Meaning, not rules: how lexico-grammar workslexico-grammar works

The old lady cried.

The old lady stopped.

The old lady put her bags on the bus.

*The old lady put.

*The old lady put her bags.

The joke made my friend laugh.

*The joke made.

*The joke made my friend.

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Meaning, not rulesMeaning, not rulesMatch the sentence beginnings in Column A with the Match the sentence beginnings in Column A with the endings in Column B. How are you able to do this ?endings in Column B. How are you able to do this ?

A B

1. Everybody stopped a. to go home.

2. We wanted b. him angry.

3. Don´t try to prevent me c. where he is.

4. I wonder d. working.

5. It made e. from going.

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What do the experts say ?What do the experts say ?

“First of all, it has become increasingly clear these days, with the use of million-word language corpora, that a great deal of our ability to control language is due to the fact that we have committed to memory thousands of multi-word sequences, lexicogrammatical units or formulas that are preassembled (eg: I see what you mean; Once you have done that, the rest is easy) or partially assembled (eg: NP + tell + the truth as in Jo seldom tells the truth; I wish you had told me the truth). “

Diane Larsen-Freeman in Teaching Language: From Grammar to Grammaring Thomson Heinle 2003

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and.....and.....

“ .....the fact that powerful computers and million-word corpora highlight the existence of, and facilitate the exploration of, such patterns of language use...... As a result, we have been able to appreciate how formulaic, as opposed to how

completely original, our use of language is.”

Diane Larsen-Freeman in Teaching Language: From Grammar to Grammaring Thomson Heinle 2003

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“The user..... operates with a more lexical unit of analysis, and achieves communication in real time not by the complexities of producing utterances on the basis of a rule system, constructing anew each time, but instead draws on ready-made elements and chunks, without the need to construct each chunk independently and to lose time planning internal organisation.” P. Skehan 1992 in Strategies in second language acquisition

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“Efficient communication is, then, not simply a matter of making any grammatical sentence. It depends on having a stock of fixed phrases which we can string together rapidly and efficiently, phrases like ‘as a matter of fact’,’it’s up to you’, ‘what’s the matter?’ It is also a matter of recognising and producing familiar forms of speech which can be readily processed – ‘quarter to three’ rather than ‘forty five past two’, or ‘in my opinion’ rather than ‘as a matter of opinion’. Dave Willis in Rules, Patterns, and Words CUP 2003

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and.....and.....

“Vocabulary and lexical units are at the heart of learning and communication. No amount of

grammatical or other type of linguistic knowledge can be employed in communication or discourse

without the mediation of vocabulary. ....Understanding of the nature and

significance of vocabulary knowledge in a second language therefore needs to play a much more central role in the knowledge base of language

teachers.”

Jack Richards, series editor´s preface, in N Schmitt

Vocabulary in Language Teaching, CUP 2000

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Summarising the Summarising the ImplicationsImplications

Language learners need to learn as many words as Language learners need to learn as many words as possible as soon as possible (initial 2000 word target, possible as soon as possible (initial 2000 word target, with 10,000 words as ideal longer-term target)with 10,000 words as ideal longer-term target)

Vocabulary development will have to be given much Vocabulary development will have to be given much more prominence in language teaching than it more prominence in language teaching than it receives nowreceives now

Vocabulary teaching will (probably) have to be much Vocabulary teaching will (probably) have to be much more explicit and systematic than it is nowmore explicit and systematic than it is now

Teachers will have to develop their own expertise in Teachers will have to develop their own expertise in vocabulary development principles and techniques, vocabulary development principles and techniques, so that they can provide appropriate introduction, so that they can provide appropriate introduction, storage and retrieval activities for their studentsstorage and retrieval activities for their students

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Summarising the implicationsSummarising the implications

Perhaps, a huge ‘mental shift for many teachers Perhaps, a huge ‘mental shift for many teachers whose teaching careers have been dominated by whose teaching careers have been dominated by the idea that language is ‘lexicalised grammar’, the idea that language is ‘lexicalised grammar’, and not what it actually is: ‘grammaticalised lexis’and not what it actually is: ‘grammaticalised lexis’

Perhaps, too, teachers will have to learn (if they Perhaps, too, teachers will have to learn (if they do not know) what is happening in the field of do not know) what is happening in the field of research and development in lexis (´corpus research and development in lexis (´corpus linguistics´) and the necessary terminology to talk linguistics´) and the necessary terminology to talk about vocabulary about vocabulary

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THINKING ABOUT THINKING ABOUT VOCABULARY VOCABULARY

DEVELOPMENTDEVELOPMENT

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How can we help our students ?How can we help our students ?

“When we asked students back in the 1980’s about feelings on learning vocabulary, two-thirds of them said they were not taught enough words in class. Teachers seemed keen to teach grammar and pronunciation, but learning words - particularly words that they needed in everyday life - came a very poor third.”

Vocabulary 2nd ed. (2004) Morgan J and Rinvolucri M p5 Introduction

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“Our perception of a word can be affected by…..

-its sound

- the kinetic sensation of the lungs, throat, mouth, tongue, and nose, when saying the word

- its tune

- its pitch

- its speed of enunciation

- the other word company it keeps

- its spelling

- its shape on the page or screen

- conventional associations: semantic and syntactic categories

- literary associations (‘a pail of water’)

- the associations the word has for the individual learner

-the circumstances of meeting the word” Vocabulary p 6-7

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Thoughts about learning vocabulary:Thoughts about learning vocabulary:it is a branching process rather than a linear

one (words are learnt in association with others)

it is an intensely personal process (associations depend on our past and present experience)

it is a social process, not a solitary one (we expand our understanding of meaning by interchanging

and sharing with others) it is not simply an intellectual process, but an

experiential ‘hands-on’ process, too (language is not an object - it has to be incorporated within the learner)

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How and why do we remember How and why do we remember words ? Part 1words ? Part 1

You are going to see a list of words.

Look at them for 1 minute, but don´t write anything.

Then try to write down as many of them as you can remember.

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water life rabbit line home

field ball dog apple sheep

head hill picture year sky

chock-a-block cloud horse shape

pen wind pig cow foot

door snow flower cat

28 words

From A Way With Words 1, by Stuart Redman and Robert Ellis CUP 1989

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How and why do we remember How and why do we remember words ? Part 2words ? Part 2

The next set of words are all the dictionary, but you´ve perhaps never seen them before.

Once again, look at them for one minute, without writing anything. Then try to remember and write down as many as you can.

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beamish geek pluvial

thirl crewel fink

genet kris smegma

hanuman decurion miscible

12 words from Webster’s New World Dictionary 3rd ed 1996

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What does it mean to ´know’ a What does it mean to ´know’ a word ?word ?

To understand it when it is written or spoken To recall it when you need it To use it with the correct meaning To use it in a grammatically correct way To pronounce it correctly To know which other words you can (and cannot) use with it To spell it correctly To use it in the right situation To know if it has positive or negative connotations

Adapted from Ellis G and Sinclair B (1989) Learning to Learn English CUP

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To recall it when you need itTo recall it when you need it

All these words begin with ´in-´ :

to breathe in in _ _ _ _

without life in _ _ _ _ _ _ _

synonym for ´wrong´ in _ _ _ _ _ _ _

the opposite of ´superior´ in _ _ _ _ _ _

the opposite of guilty in _ _ _ _ _ _

a beetle is one of these in _ _ _ _

a measurement (British) in _ _

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To use it with the correct meaningTo use it with the correct meaning

Which is the ´odd-one out´ in each set ?(1) pal mate buddy chum foe

foe

(2) swift fleet sluggish nifty brisk

sluggish

(3) adore abhor detest loathe despise

adore

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To use it in a grammatically correct wayTo use it in a grammatically correct way

Put these words into pairs (1 countable, 1 uncountable):

eg: furniture + table

accommodation bread baggageadvertisement money banknotejob cars fact flat loaffurniture information publicity suitcasejourney traffic table travel

work

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To pronounce it correctlyTo pronounce it correctly

Find the two words which have the same pronunciation for the highlighted parts of the word:

(1) sword swear switch(2) quay play see(3) ought colonel third(4) timber number climber(e) yacht caught hot

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To know which other words you can To know which other words you can (and cannot) use with it(and cannot) use with it

Match the words in Column A with the words they collocate with in Column B:

A

vast fast

utter wide

bone thick

narrow all

bored sheer

B

stiff range

chaos asleep

alone coincidence

escape idle

majority fog

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To spell it correctlyTo spell it correctly

Finish these words with the correct ending:

- acy -asy -isy

(1) democr___ (6) idiosyncr___

(2) accur___ (7) fant___

(3) obstin___ (8) ecst___

(4) conspir___ (9) priv___

(5) diplom___ (10) hypocr___

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To use it in the right situationTo use it in the right situation

Mr Blair, would you like to take a seat ?

Mr Blair, d’you want to park your bum here ?

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To know if it has positive or negative To know if it has positive or negative connotationsconnotations

thin skinny petite slender willowy

svelte lissome slim anorexic

fat chubby well-built plump obese

voluptuous overweight

typical real

A typical man vs A real man

shy nice easy-going liberal

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Helping our students learn, store Helping our students learn, store and retrieve the words they need: and retrieve the words they need:

3 options3 optionsBy Topic or Theme

for example: colours; rooms in a house; in the supermarket; on vacation; crime

By focusing on Meaning for example: collocation; semantic sets; register; discourse analysis

By focusing on Formfor example: word formation – roots, suffixes, prefixes; compounds; phrasal verbs

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Helping our students learn, store Helping our students learn, store and retrieve the words they need: and retrieve the words they need:

By Topic or Theme No 1Put these animals into groups:

sheep dog goat lion pig zebra

horse wolf turtle cow camel cat

crocodile hamster giraffe tiger

elephant guinea pig bear antelope

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Some possible groupsSome possible groups

Animals which eat meat (carnivores), animals which eat plants (herbivores), and animals which eat both (omnivores)

Wild animals, farm animals, petsGrouping by sizeGrouping by how dangerous they areGrouping by country

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Helping our students learn, store and Helping our students learn, store and retrieve the words they need:retrieve the words they need:

By Topic or Theme No 2 banana

Fruit

FOOD

Meat

pig cow sheep

pork

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Other possibilitiesOther possibilities CLOTHES, with branches for cold weather, hot

weather, and wet weather ROOMS IN A HOUSE, with branches for living

room, dining room, kitchen, bedroom, bathroom, etc

PARTS OF THE BODY, with branches for head, arms, legs, trunk, etc

ANIMALS, with branches for wild, farm, domestic/pets

SPORTS, with branches for indoor, outdoor

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Focusing on Meaning No 1 Which adjectives can be combined with which nouns ?

room dog man mountain amount

big

huge

vast

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Focusing on Meaning No 2

Complete the table with the appropriate

‘normal’ adjective:hot boiling ______ enormous

______ delicious ______ tiny

______ exhausted ______ freezing

______ awful ______ filthy

______ ancient ______ wonderful

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Helping our students learn, store Helping our students learn, store and retrieve the words they need:and retrieve the words they need:Focusing on Form No 1 Which of these words can be combined

with-less and –ful ?

use homeend harmtact carethought tastepain hope

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Focusing on Form No 2Focusing on Form No 2

When you are old and grey When you are old and grey

a poem by Tom Lehrera poem by Tom LehrerSince I still appreciate you

Let´s find love while we mayBecause I know I´ll hate youWhen you´re old and greySo say you love me, here and nowI´ll make the most of thatSay you love and trust meFor I know you´ll disgust meWhen you´re old and getting fat

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An awful debility

A lessened utility

A loss of mobility

Is a strong possibility

In all probability

I´ll lose my virility

And you your fertility

And desirability

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And this liability

Of total sterility

Will lead to hostility

And a sense of futility

So let´s act with agility

While we still have facility

For we´ll soon reach senility

And lose the ability

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Your teeth will start to go, dear

Your waist will start to spread

In twenty years or so, dear

I´ll wish that you were dead

I´ll never love you then, at all

The way I do today

So please remember

When I leave in December

I told you so, in May

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Some HomeworkSome Homework Q: What are Q: What are binomialsbinomials and and trinomialstrinomials ? ? Q: What’s the difference between an Q: What’s the difference between an

‘ ‘opaqueopaque’ and a ‘’ and a ‘transparenttransparent’ idiomatic ’ idiomatic expression ? expression ?

Q: What are Q: What are homophones, homonymshomophones, homonyms, , hypernymshypernyms and and hyponymshyponyms ? ?

Q: Why do you always say (in Spanish) ‘Q: Why do you always say (in Spanish) ‘blanco y blanco y negro negro’ and I always say (in English) ‘’ and I always say (in English) ‘black and black and white´ white´ ? ?

Q: Why do you always say (in Spanish) ´Q: Why do you always say (in Spanish) ´tarde o tarde o temprano temprano´ and I always say (in English) ´ and I always say (in English) ´s´sooner ooner or later or later ´ ?´ ?

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