Setting a good example Hugh Dellar University of Westminster Thomson Learning.

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Setting a good example Hugh Dellar University of Westminster Thomson Learning

Transcript of Setting a good example Hugh Dellar University of Westminster Thomson Learning.

Page 1: Setting a good example Hugh Dellar University of Westminster Thomson Learning.

Setting a good example

Hugh DellarUniversity of Westminster

Thomson Learning

Page 2: Setting a good example Hugh Dellar University of Westminster Thomson Learning.

“Always write new words up on the board”

To fall out with s/bdy

To break into s/thg

To get away with s/thg

To arrest s/bdy for s/thg

To charge s/bdy with s/thg

Page 3: Setting a good example Hugh Dellar University of Westminster Thomson Learning.

THE MISTAKES THAT STUDENTS MAKE.

I have a bit of a matter.

Will you join the afternoon social programme this day?

Sorry I’m late. I got lost my way.

I had a trouble in the train.

I forgot my wallet in the canteen. Someone got away with it.

Page 4: Setting a good example Hugh Dellar University of Westminster Thomson Learning.

Students learn a lot about meaning - but not enough about collocation and colligation!

Page 5: Setting a good example Hugh Dellar University of Westminster Thomson Learning.

Jonathon Safran Foer

I hanker for this letter to be good. Like you know, I am not first rate with English, In Russian my ideas are asserted abnormally well, but my second tongue is not so premium. I undertaked to input the things you counseled me to, when my words appeared too petite, or not befitting. If you are not happy with what I have performed, I command you to return it back to me. I will persevere to toil on it until you are appeased.

Page 6: Setting a good example Hugh Dellar University of Westminster Thomson Learning.

Michael Hoey and Lexical PrimingCan we truly afford to believe that somehow vicious

extremists could be appeased?

The government’s offer has not appeased many separatist groups.

The gods could be appeased by animal sacrifices.

Banks were appeased by this cost-cutting effort.

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Implications for the classroom:

- examples of usage are at least as important as explanations of meaning.

- When students ask “What does this mean?”, they also mean “Can you show me how to use this in the way it’s being used here?”

Page 8: Setting a good example Hugh Dellar University of Westminster Thomson Learning.

Giving good examples:

to fall out with s/bdy

to break into s/thg

to get away with s/thg

to arrest s/bdy for /sthg

to charge s/bdy with s/thg

Page 9: Setting a good example Hugh Dellar University of Westminster Thomson Learning.

We fell out about money. I lent him £200 and he never paid me back and we had a big row about it and haven’t spoken since.

They broke into my flat while I was at work and stole my TV and DVD machine.

The police have arrested three men and charged them with robbery.

Page 10: Setting a good example Hugh Dellar University of Westminster Thomson Learning.

Some guys robbed a bank in the centre of town last week and got away with over a million pounds in cash.

The Triple Ex rule:

1. Explain the new language

2. Exemplify it

3. Expand upon the examples

Page 11: Setting a good example Hugh Dellar University of Westminster Thomson Learning.

- Any other reason why people fall out - apart from money?

- And if you want to be friends again after you’ve fallen out, what do you have to do?

- Anywhere else someone could break into - apart from your flat?

- What happens if you’re arrested and the police decide not to charge you?

- Can you think of five other things you can be charged with - apart from robbery?

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We fell out about a girl. I really fancied her, but he ended up going out with her! It’s OK now, though. We’ve made up.

Someone broke into my car last night and stole the stereo.

He was released without charge after five hours of questioning.

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He was arrested and charged with . . .

. . . rape.

. . . murder.

. . . manslaughter.

. . . drink-driving.

. . . possession of illegal drugs.

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Longer examples help students because . . .

. . . both context and co-text are clear.

. . . the extra language helps to consolidate and clarify meaning.

. . . they’re learning grammar covertly at the same time.

. . . different students remember different amounts.

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It was really hot in Spain.

Yeah, I bet.

I went and saw the new Scorsese film the other day.

> Oh yeah? I keep meaning to see that myself. So was it any good?

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Do you fancy going out somewhere tonight?

Yeah, I’d love to. That’d be great.

There’s not much space in here, is there?

> No, it’s really cramped.

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It’s too crowded in here. Do you want to go somewhere else?

Prices have rocketed over the last ten years.

Unemployment has rocketed since the government came to power!

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He’s not really been coping very well since his wife died.

I don’t know how she copes with all those kids!

She just went to pieces after her husband died! She started drinking really heavily and stopped looking after herself.

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They usually take extra staff on over the summer.

She came into quite a lot of money when her grandparents died.

I’ve been so busy, I haven’t even had time for a coffee.

It was impossible. I didn’t even finish Paper One.

I don’t smoke or drink. Actually, I don’t even drink tea of coffee!

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