chunks of language braz-tesol

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CCHUNKSHUNKS OFOF LLANGUAGEANGUAGE

DDENILSOENILSO DEDE LLIMAIMAhttp://[email protected]

CHUNKS OF LANGUAGE

19 - 22 DE JULHO, 2010

São Paulo - SP




WhatWhat are Chunksare Chunks of of LanguageLanguage??

A sequence of words which native speakersrecognize as the natural and better way of


.




AreAre therethere chunkschunks ininPortuguesePortuguese??





Chunks inChunks in PortuguesePortuguese::01. É bom a gente ficar de olhos b........................ abertos para saber o que ele vai fazer.

02. Eu perdi o ônibus! Por isto cheguei a........................ ao trabalho.

03. Eu não quero falar c........................ ela novamente.

04. Acho bom você fazer isto amanhã de m........................ bem cedinho.

05. O que vocês estão p........................ em fazer agora?

em

trasado

om

anhã

ensando


06. Já está mais do que na hora de você a........................ um emprego?

07. Não faço a menor i........................ de como ele conseguiu fazer isto?

08. Para quem não está conseguindo e........................ no site, segue o link corrigido.

09. Não cheguei a ler tudo não, só dei uma olhada r........................ e pronto.10. Esta conversa sobre comida abriu meu a......................... Vamos comer?

rrumar

deia

ntrar

ápidapetite




Chunks inChunks in PortuguesePortuguese::01. Ela vive pegando no meu ...................... por causa desta história.

02. Já está mais do que na hora de você começar a fazer seu ...................... de meia.

03. O irmão dela é um tremendo ...................... no saco.

04. O filho dela é um ...................... frio e tanto. Tudo dá errado para ele!

05. Não podemos traduzir estas expressões ao ...................... da letra.


06. Quando ele ouviu a voz do pai dele, ele deu no ......................

07. Quando o rio é fundo demais algumas pessoas dizem que ele não dá ......................

08. Rodrigo levou um ...................... na bunda da namorada dele.

09. Mas que história mais sem ...................... nem cabeça.10. Pode ir! Mas vá num ...................... e volte no outro!




WhyWhy learnlearn andand teachteach chunks?chunks?

The brain stores more sequences of wordsthan isolated words.

Because of chunks we’re able to s eak and


write fluently.

Knowing lots of chunks also makes listening

and reading easier as well.




KindsKinds of of ChunksChunks

institutionalisedinstitutionalised expressionsexpressions

prepositionalprepositional phrasesphrases

idiomsidioms


of of LanguageLanguage collocationscollocations

sentencesentence headsheads

phrasesphrases oror polywordspolywords




HowHow cancan wewe teachteach chunks?chunks?

Before teaching chunks we’d better learnhow to find them. Or... As we prefer to say:


.




HowHow toto noticenotice chunkschunks??

Reading is by far the best way to noticechunks of language. So, we have to help


.




NoticingNoticing chunkschunks inin dialogsdialogs::Dad Hi, Carl. It’s me. How’s it going?

Carl Oh, hi, Dad. Everything’s great.

Dad So, are you studying for your exams?Carl Oh, yeah. I’m working very hard this semester.

Dad Good. So what are you doing right now? Are you studying?

’


, , .

Dad Baseball? ... Uh, who’s playing?

Carl The Yankess and the Red Sox.

Dad Really? Uh, Carl,... Let’s talk again in two hours.

Carl Ok, Dad. Enjoy the game!Dad You too. But please try and study for your exams!




NoticingNoticing chunkschunks inin textstexts::

I started my new job at the design company. I like it alot. I met Brad after work. He wants to go out for dinner


on e nes ay, u a rea y ma e nner p ans w

some people from work, and I really want to go. Anyway,

Brad never pays.




HowHow cancan learnerslearners rememberremember chunkschunks??

LLEXICALEXICAL NNOTEBOOKOTEBOOKLLEXICALEXICAL NNOTEBOOKOTEBOOK

AlphabeticalAlphabeticalOrderOrder

PortuguesePortugueseintointo EnglishEnglish

FullFull of of ExamplesExamples





RecordingRecording chunkschunks::E aí, o queE aí, o que você está fazendovocê está fazendo [...]?[...]?

SoSo,, whatwhat areare youyou doingdoingnownow??rightright nownow??

atat thisthis momentmoment??


E aí, o queE aí, o que você vai fazervocê vai fazer [...]?[...]?

SoSo,, whatwhat areare youyou doingdoingtonighttonight??tomorrowtomorrow??

onon thethe weekend?weekend?




RecordingRecording chunkschunks::ChunksChunks withwith FootFoot::

put your foot down =

bater o pé

put your best

have a foot

in the door


put your foot in your

mouth = meter os pés

pelas mãosgo on foot = ir à

pé

foot forward =

esforçar-se ao

máximo

o pé na porta




TheThe ImportanceImportance of of RevisitingRevisiting

Encourage your learners to look backat the language they’ve recorded and


do something – perhaps anything –with it.




HelpfulHelpful ActivitiesActivities

Memorizing short dialogs

1. Choose a very short dialog from the coursebook. If you have it on CD, letstudents listen to it;


. ave a e conversa on a ou e a og. an ou e ranscr p ;

3. Tell them they’ll have to memorize the whole dialog as homework;

4. In the next class, have students in pairs and they’ll have to recite the

whole dialog to their partner. Partners may give each other hints asnecessary





What are those initials for?

1. Motivate students to record chunks of language during a period of time.These chunks are chosen by the teacher;


. .

using that specific chunk.

3. After a couple of classes, say, 5 classes. Hand out copies of a worksheetyou prepared and ask students to complete the blanks. In the blanks you

have the initials of the chunks you want to revisit with them





Teach your Chunk

Ask students to teach the class a chunk from time to time. Doing so, you’ll be


, .

keep chunks alive in the brain.





Review Posters

Poster A – Chunks Being Learned:


Write only the initials of a chunk which students are having problems toremember – b. t. w. / n. m. / w. a. y. g. t. d. t.? / t. y. v. m. / c. I a. y. a q.? / etc.

From time to time use this poster to reactivate a chunk. Give students somehints so that they can remember what chunk is that. You can even use the

Portuguese equivalence to that chunk so as to help them remembering.





Review Posters

Poster B – Pretty Well Learned:


When most of the students can remember a chunk represented by initial onPoster A, cross the initials out and write them on Poster B. Review the chunkson Poster B once a week.

When Posters A or B are full, cover it with a blank one.





Lexical Bag or Lexical Box

Ask students to write a chunk they noticed in the lesson on a small piece of paper.


Students place the paper in a bag or box. In the beginning of each lesson,teacher picks 2 or 3 papers and asks students for example with the chunks. If one student do not know what that chunk means, other will have the chanceto teach the chunk.




ThankThank youyou!!KeepKeep inin touchtouch::

email: [email protected]: http://denilsodelima.blogspot.com


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