LAGB Education Committee Leeds, September 3 rd 2010. Using corpora in secondary English teaching Dan Clayton: Research Fellow, Survey of English Usage, UCL. Overview. Some background Examples of corpus tools in English classrooms A level English Language
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Using corpora in secondary English teaching
Dan Clayton: Research Fellow, Survey of English Usage, UCL
Examples of corpus tools in English classrooms
A level English Language
The Teaching English Grammar in Schools project
Text of poem
a a a a a a against all am am am am am an and and and and and another another anything anything appreciate arm at at autograph avoids be being bog boredom bread-knife breathe budgie but cat cat chain chance change could cuts day dial did don’t down education enough fly fly for for fortnight genius genius get glass glitter go god going going going goldfish good grey had half has have he he’s hidden i i i i i i i i i i i i i i i i ignored in in in into is is is is is it it it itself kill kill knows language language left leisure man me me miles my my my name nothing now of of off on on once ordinary our out out panicking pavements play pour pull radio school see shakespeare signing something something’s sort squash stirring streets suddenly superstar talent talking tell that that the the the the the the the the the the the the the the the the there they thumb to to to to to to today today today touch town two walk was we window with with with world world write your
Today I am going to kill something. Anything.
I have had enough of being ignored and today
I am going to play God. It is an ordinary day,
a sort of grey with boredom stirring in the streets
I squash a fly against the window with my thumb.
we did that at school. Shakespeare. It was in
another language and now the fly is in another language.
I breathe out talent on the glass to write my name.
I am a genius. I could be anything at all, with half
the chance. But today I am going to change the world.
something’s world. The cat avoids me. The cat
knows I am a genius, and has hidden itself.
I pour the goldfish down the bog. I pull the chain.
I see that it is good. The budgie is panicking.
Once a fortnight, I walk the two miles into town
For signing on. They don’t appreciate my autograph.
There is nothing left to kill. I dial the radio
and tell the man he’s talking to a superstar.
he cuts me off. I get our bread-knife and go out.
the pavements glitter suddenly. I touch your arm.
Syntex first screen
First stanza of poem
AQA A spec
AQA B spec
Categorising Texts AS unit:
Text type/genre features of materials can be taught using corpora and exploring patterns e.g. differences between spoken and written instructional language, or distribution of verb forms between recipe books and fictional writing.
Grammar for Schools website
Key Stage 3 – Whodunit?
A simple introduction to forensic linguistics, in which students are asked to solve a crime by looking for language clues.