Acaseofcorpus-aidedtg

1、A case of corpus-aided tg.Language is sometimes written as a code so that people can easily communicate secrets. During the Second World War, the German navy used a code to send messages. The British broke the code and learned about many German plans. The Japanese also used a code to talk to their s

2、hips at sea. It was called the Purple Code. Although the Americans soon broke this code, the Japanese didnt know it had been broken. In 1942, the American began to use their own code to send secrets. A few Navajo Indians made this code, which was based on their language, which only some American Ind

3、ians spoke. The code described a few things the American army did. Only they could understand this code, so they went with the army from island to island as it fought against the Japanese. These Navajo soldiers had to keep this code a secret, even though it could cause their deaths. The Japanese nev

4、er broke the code because they knew nothing about the Navajo language. And the code, which connected two languages, helped win the war in the Pacific.Read, vocab., gram., retellReadingAboutnessDetails Vocabulary learningKey words and collocationsGrammar pointsAttributive clause (non-restricted)Passi

5、ve voiceSpeaking Talk about functions of code in warRetelling Use corpus in classroom teaching（入门第5章） Set up mini-fileConcordance lines Blanking search itemTool Preferences Concordance Hide search term in KWIC displayMis-matching concordance Revise FormatChanging font, line width, color Save file fo

6、r classroom tg.Make ideal output file印屏幕PrtSc.画图 黏贴 框范围 复制 黏贴到ppt. or doc. fileSave in 写字板 & print outDirectly use Antconc and mini-file in class set 图7图8 在word文档界面经过加工之后的微本语料示例Editing mini-file (1)Mini-file before and after processing图14 未经加工的原微本（见图7）的检索结果界面beforePPC Exercise: (1) Pronunciation & S

7、pellingTechnique:(2) “COME to” + abstract nounTechnique（3）Blank Filling of “who, whom, whose”Technique:Course AssignmentA corpus investigation report of a “difficult point” found by middle school EFL teachers or from MET.Identify a difficult/problematic pointAnalyze concordances to form features (le

8、xical collocation, grammatical pattern, meaning preference, pragmatic function)Analysis for meaning featuresUse Natural Grammar for reference (download from4u)Suggestion for teaching to solve problemsCorpus used: Z:EFLBOOK Z:EFLLearnerMSSW 1997-2011 METSupporting evidence from corpus in internet:coc

9、aPrepare for further courseware development based on findingsMore about assignmentFormat: Page top with 班级： 学号： 姓名：（汉字）纸张：A4，字号：New Roman time 121. Target item: XXX2. Aim: e.g.,Make distinction between XXX and XXXIdentify typical usage of XXX in XXX level of teaching2. Source (names of corpora used)3. Results and Discussiondemonstrating of findings (e.g., frequency, concordances, word lists)Only the top 3 findings at each level are presented with figures, samples and comment4. Conclusion and suggestion for teaching5. Comment of this course (list 3 benefits or 3 problems/diffic