a google;
b browse/surf;
c scroll down;
d double-click;
e log on;
f register;
g key in.
LESSON 3. USE OF CONCORDANCES AND OTHER CORPUS-BASED RESOURCES Module: Vocabulary Topic: Use of concordances and other corpus-based resources
Time: 80 minutes
Aim: Material: Aids:
to analyse concordances and other corpus-based resources;
to develop practical understanding of key terms
1. Lewis, M (1997). Implementing the Lexical Approach. Hove: LTP.
2. B.J.Tomas (1986) Intermediate Vocabulary. Cambridge
3. McCarthy, M. and O‘Dell, F (2004). English Vocabulary in Use. Upper-
intermediate and advanced. Cambridge: CUP
Text-books. charts, laptop with speakers, handouts
Lead-in (5 min.):
Write down
corpora (corpus) and
concordancing on the board. Ask students the following
question:
~
Do you know what do these words mean? � Elicit random answers. Tell students in this lesson they will look at how they can use corpus
analysis and concordancing in learning vocabulary.
Activity 1 Introducing concordances Objective: to introduce concordances to students
Time: 10 minutes
Materials: Handout 1
Procedure:
Distribute Handout 1 to students. Ask them to read it and do task 1.
Check students‘ understanding of the terms ‗corpus‘, ‗concordance‘.
Elicit responses and discuss answers for Task 1.
Answers:
From the given concordances for the word ‗waste‘ we can learn that ‗waste‘ is often used with
‗time ‗and ‗money‘; that most often it is said as ‗a‘ waste of… ‗waste‘ can be noun as in the words
‗waste of time‘ , ‗a waste‘, but also can be used as an adjective in ‗a waste lot‘.
