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When reading a passage, I spend less time processing formulaic sequences.

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When reading a passage, I spend less time processing formulaic sequences.

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https://www.teachingenglish.org.uk/article/shakespeares-idioms-lesson-1

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[9783110199161 - Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology] From empirical findings to pedagogical      practice

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English Lesson: "How do you take it?" | PhraseMix.com

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English lesson from PhraseMix.com: "How do you take it?" - Someone you work with has come over to your house to visit. You offered him something to drink, and he said that he'd like a coffee. You ask him this to find out if he likes sugar and milk in it.

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My high school teacher used to ask us to make an idiom list and try to use at least one idiom in the writing test so that  we can get higher score. I don't think my teacher knows clearly about "formulaic sequence", but she just naturally has such impression that it has positive effect.

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My high school teacher used to ask us to make an idiom list and try to use at least one idiom in the writing test so that  we can get higher score. I don't think my teacher knows clearly about "formulaic sequence", but she just naturally has such impression that it has positive effect.

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Formulaic sequences make my conversation more vivid and interesting to be understand, even somtimes English will strangely get a sense of belonging when I use these in China .

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If a foreigner can use 成语（chengyu)，which is Chinese idiom in his/her speech. It shows the person is a good Chinese speaker.

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An American friend told me " let's have a chit chat" and " I have worked my butt off", but I couldn't get the meanings of them until explanations were given.

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An American friend told me " let's have a chit chat" and " I have worked my butt off", but I couldn't get the meanings of them until explanations were given.

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There was a time that I was about to perform an instrument-playing show for a plaza opening event. And my friend told me to “break a leg”. I was so furious as I thought he was cursed me or something. Then I know the meaning of this idiom and I understand that he was actually expressed his good wishes to me.

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when doing listening test, formulaic language can help understand the language more easily.

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when doing listening test, formulaic language can help understand the language more easily.

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I feel like I can always understand the formulaic sequences produced by my interlocutors no matter how unfamiliar their English accents are. 

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I feel like I can always understand the formulaic sequences produced by my interlocutors no matter how unfamiliar their English accents are. 

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It is useful to use those formulaic sequences into either unformal or formal writing, doing that could improve our English writing proficiency, it helps us to act more like native speakers.

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Especially when I come to Edinburgh, there are so many expressions are formulaic sequence among the local, and by understanding them, I can get closed to them and I feel more confident if I could reply them with certain formulaic sequences.

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Especially when I come to Edinburgh, there are so many expressions are formulaic sequence among the local, and by understanding them, I can get closed to them and I feel more confident if I could reply them with certain formulaic sequences.

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When I was in junior high school, I was curious about some phrases and why those phrases had different meaning from the words making them up. However, when I asked my teacher why, the teacher just said that those were called phrase without explaining why those could be that way. Therefore, I thought that there was no other ways to learn it but to memorize it, which was really difficult to do.

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when doing the listeningg text, formulaic language can helps us focus on  detail information which makes listening more sufficient and effective.

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when doing the listeningg text, formulaic language can helps us focus on  detail information which makes listening more sufficient and effective.

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The more formulaic language I learn, the more easily I can watch films in English without subtitles. As I don't need to read subtitles, I feel that less cognitive processing is required. 

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The more formulaic language I learn, the more easily I can watch films in English without subtitles. As I don't need to read subtitles, I feel that less cognitive processing is required. 

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English nowadays is becoming a worldwide language. When we communicate with others, maybe different accent is difficult for us to understand immediately, so using more formulaic language can help us understand each other better and promote our relationship (Becoming good friends hhh)

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Yeah very commonly used. Most of the time hard to guess the meaning. Even worse, different English speaking countries use different formulaic sequences. 

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Yeah very commonly used. Most of the time hard to guess the meaning. Even worse, different English speaking countries use different formulaic sequences. 

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Group B

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Original version: https://www.teachingenglish.org.uk/article/shakespeares-idioms-lesson-1

Modified version: https://docs.google.com/document/d/13dpDGO_yzraV8XIjpgb_wCah0-7Mu1mh9BkUjloEGho/edit

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Share your learner language analysis here

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Share your learner language analysis here

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MATERIAL LINK https://harrypotter.fandom.com/wiki/Wizarding_idioms
Harry Potter Idioms 70minutes
10 minutes-divide the students into four groups, each group choose two idioms on the screen and guess the meaning.
20minutes-play the episode and guess the meaning again within the context.
20minutes-teacher explanation
20minutes-make up a dialogue use as many idioms as they can and have a role play

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https://docs.google.com/presentation/d/1osxB7OsOLJD3QypUlteLUcnAqpYfEjLaVMLdF34LGZU/edit#slide=id.p

Material:

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Language Awareness for L2 teachers (LAST) - Mid-course survey

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This mid-course survey is for us to know your perceptions/impression of the course so far and, more importantly, to identify what we could do in the rest of the semester to better meet your learning needs. The survey is completely anonymous so please feel free to provide your comments and suggestions.

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Sample lesson: Teaching the past perfect tense

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Sample lesson: Teaching the past perfect tense

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ProcedureIntroductionTo get the activity off to a good start it’s good to use your best acting skills.

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subjunctive mood
Group A

warm-up
talk about one thing students wanted to do but failed to do in the past

pre-task
 listen to a music (contains subjunctive mood). 
focus on the use of the grammar

task-cycle
ask students to pay attention to the lyrics and find out the characteristics of the structure and raise their awareness of subjunctive mood

language focus
ask students to share their opinions and the teacher scaffold and make some conclusion

pre-task 2
play a Chinese song and ask students to find out the sentence which uses subjunctive mood

task-cycle
translate the lyrics into English by using the grammar has taught

language focus
students share their answers and the teacher scafflod

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subjunctive mood
Group A

warm-up
talk about one thing students wanted to do but failed to do in the past

pre-task
 listen to a music (contains subjunctive mood). 
focus on the use of the grammar

task-cycle
ask students to pay attention to the lyrics and find out the characteristics of the structure and raise their awareness of subjunctive mood

language focus
ask students to share their opinions and the teacher scaffold and make some conclusion

pre-task 2
play a Chinese song and ask students to find out the sentence which uses subjunctive mood

task-cycle
translate the lyrics into English by using the grammar has taught

language focus
students share their answers and the teacher scafflod

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step 1. introduce the form
step 2.sentence match
match the tag questions and the main sentence(focus on form)
step 3.filling the blanks with the given context or pictures(focus on meaning)
step 4. listen to the audio and answer the questions(production, focus on use)
step 5. conversation(production, focus on use)

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Group B: conditional sentence (type one: If ... you will...)

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Group B: conditional sentence (type one: If ... you will...)

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Step 1: Use a video about environmental disasters to introduce.
Step 2: Analyse the cause and effect students find in the video and put them into two columns.
Step 3: Ask students to use their own knowledge to combine the cause and effect in one sentence
Step 4: Students read their. sentence to the class and then teacher suggests using conditional sentence to express cause and effect, and explain the grammar rule of it.
Step 5: Ask students to go back to the columns of cause and effect and create conditional sentence to practice

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Group C: Present Perfect vs. Past Simple

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Group C: Present Perfect vs. Past Simple

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https://docs.google.com/document/d/1RJwa2c_kfpzYMof5nKdgspbYt5ND4LxPY8FPt9H-IWo/edit

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Chinese Table Manner

If you are hosting a meal with Chinese people on a round table.

1. The seat facing the entrance is for the one who will pay the bill.
2.The people sit beside the hoster is the most honored guest. (Such as elderly) (the seat facing the south is the most honored seat).

3. Never be stingy to order!
4. Never touch the chopsticks before the most honored guest starts to eat.

5. When you need to toast to other people, make sure to raise your glass lower than the guest.

6. In order to show your respect to others, you should go to the person’s seat when toasting to him.

7. If you would like to pay the bill, better leave the room with an excuse (e.g. go to the restroom), or you will experience a fierce argument.
8. Don't sit down until the elderly and honored guests get seated.

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Visiting Chinese family
1. You are supposed to bring some gifts. They may refuse it but you should insist them to accept it.

2. Chinese people tend to be very modest to say their house or cooking is not very good but you should praise it.

3. If you have meal together, even though you are already full, the owner will still insist you to have more.

4.The owner may invite you to come later as a politeness.

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https://docs.google.com/document/d/1JvG2LPItzs5DI52jey23xE8BsAYbzo5JwAtxwXBCSMk/edit

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the register of the emails depend on who you are writing to (e.g. peers or superior)

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1. using " dear" to open a formal email, like tutor...
"hi" is used in less formal email, like emailing friends or colleagues
2. it depends on personal preference
3. we do not use non-traditional language in formal emails
4. "I would like to", "I am writing to", "looking forward to your reply",  "thank you"
5. it depends on what we are talking about, eg. certain terms that we ask to our tutor, other students who do not take the course they do not understand

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Opening: "Hello".
Closing: "Best wishes", "Best regards", "Yours", or just close with signature.
Non-traditional language: BTW, emojis and smileys to close friends.
Formulaic sequences: "I writing to ..." "I am looking forward to your response".
Background knowledge: interpersonal, cultural.

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1. opening
only use "dear" for formal e-mails, use "hi" for most ordinary occasions
2. ending
best regards, kind regards, best wishes, have a nice day, have a great weekend/week...
3. non-traditional
abbreviations, non-capitalization, smileys, ellipsis, emojis...
4. formulaic sequences
I'd like; I am writing to you; how is everything going...
5. great extent between friends;
explain very clear when apply for a job

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Teachers lack multilingual awareness.
It depends on the context of high schools.
Exam-oriented curriculum.
More attention on form.
Less attention on speaking.

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Ask students to write stories sentence by sentence by using their own dialects.

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The Multilingual Virtual Talking Books (MuViT) project

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The Multilingual Virtual Talking Books (MuViT) project

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Share your answers to the discussion questions here.

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Share your answers to the discussion questions here.

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question 2
knowledge of 2 or more languages is language ability to use language appropriately in many situations-language proficiency, not include knowledge about language and pedagogical practice and understanding of social, political, and economic struggles.
bilingualism is a broader term which includes the knowledge of language, the knowledge about language, pedagogical practice and the understanding of social, political, and economic struggles and the connection and comparison between the two languages and shift from one language to another flexibly.

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1. A bilingual or multilingual teacher can help.
2. The Didenheim Project is a very good example to tell language learners that there's no discrimination between languages.
3. Learners can collect information about different languages and nations and share what they've known about the languages and cultures in class.

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L1 and L2 refer to the order of language acquisition, meaning that there is a hierarch between those languages. Meanwhile, language 1 and language 2 refer to the equal position of language.

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Strength:
1. Students will be attracted by this kind of high-tech material.
2. It not only introduces diverse languages but also the culture.
3. It also helps to develop student's autonomous learning ability as they will create their own story and share it on the website with other learners.

Weakness:
This tool may require certain amount of funding and not every school can afford it.

How to use it:
We are going to use it in a high school context and ask studetns to write stories relating to another culture that is not their own (in English) and share it on the website. Students coming from that culture will then correct these stories (such as stereotype) in both the culture language and English.

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Context: Chinese university students
Outcome: to share students' mother tongues to raise students' language awareness within a nation
Delete: languages used in primary, secondary...; languages used at work
Add: languages you use when you are with someone from your hometown; languages that you dream

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context: Chinese adults who want to learn business English
activity: let the students identify and compare the different languages used in the classroom and outside the classroom, e.g. language at work, language in the traveling, language at home, or doing business with other businessman from other countries, etc.