Nonsense ihwo


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This is Alastair's session from the IHWO online conference

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Nonsense ihwo

  1. 1. Thank you to OUP for sponsoring this eventthrough the provision of the platform to host this workshop.
  2. 2. Helping students to becomeindependent readers......without driving them nuts.Alastair GrantTeacher Development ManagerInternational House - San Isidro
  3. 3. …session aims…1. Help to focus students on WHY they “can’t” understand words.2. Helping students to make sense of “impossible” words by looking at different reading techniques.3. Tools for helping students become independent (from you!).4. Enjoying the confusion!
  4. 4. lollygag (v.) by giving him/her sweetsa) to stop a small child cryingb) to waste time / fool aroundc) to spend money on pathetic practical jokes, (like fake dog poo,etc. etc.)
  5. 5. epasm (n.)a) an amazing feeling you get from getting an email you’ve beenwaiting ages forb) a powder used to reduce perspirationc) a strong sense of happiness brought on by illegal drugs
  6. 6. mumping (n.) small cash favours from tradesmena) a police term for acceptingb) getting your mum to dump your girlfriend for youc) getting as much as you can out of your parents by makingthem feel guilty
  7. 7. new + or =word
  8. 8. “The meaning of the text is expected to come naturally…based on the readers prior knowledge of words… andthe syntactical patterns of his/her language. ”(McCormick, T. 1988)
  9. 9. by Anthony Burgess
  10. 10. Slang datesquickly... Groovy baby! Oh, smashing, groovy, yay ! Au contraire baby, you cant resist me!What say, you, we go outon the town and swing,baby? “Smashing Baby! When this ship comes a rockin, dont come a knockin, baby!”
  11. 11. meaning origin
  12. 12. “I was sitting in the bar withmy droogs, talking andhaving a drink”What does “droogs” mean? How do you know?
  13. 13. Let’s play bingo... Tick the words you hearsmecking plot devotchka viddy sophitos veckgovreeting malenky crasting
  14. 14. ...the most important words inthe sentence..._____ Monday, Britney tried _____ look _____ ______ word “mumping”____ ____ dictionary ____ sadly, _____ boyfriend _____ lost it.On Monday, Britney tried to look up the word “mumping” in the dictionary but sadly,her boyfriend had lost it. function words content words •Pronouns •Nouns •Prepositions •Verbs •Conjunctions •Adjectives •Articles •Adverbs •Auxiluary verbs
  15. 15. verbs nouns adjectives adverbsviddy droogs malenky skorry rassoodocks mesto…making up our rassoodocks what to do with the evening……things changing so skorry these days……and viddy him swim in his blood……he viddied the four of us like that
  16. 16. Maggie and Robin’s 43rddate.Maggie brushed her nyengly trasses in the bathroom mirror and sighed. It had been days since she’dwashed her trasses and it was beginning to look greansky. How on earth would Robin ever look at herand find her greety now? No matter, the yars when she would sit and pine for his mimotions were farbehind her and she reminded herself that she had to grit her pearlies and face the new yar with a braveface.Slowly and deliberately, she mooshed her topmap onto her cheeks and began trying to peense aboutthe evening that was ahead of them both.Since the last time they had met at Kansas, Robin had been boleeting very strangely and would hardlyever utter a moop when she questioned him about marriage…•Underline all the strange words you can see.•Write them all here:•What word class are they?•What do think they mean?
  17. 17. Morenonsense… ???by Lewis Carrollthe slithy toves`Twas brillig, and Did gyre and gimble in the wabe:All mimsy were the borogoves, And the mome raths outgrabe."Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Well, "slithy" means "lithe and slimy". "Lithe" is the same as "active".Beware the Jubjub bird, and shun You see its like a portmanteau — there are The frumious Bandersnatch!” two meanings packed up into one word. (from Through the Looking-Glass and What Alice Found There, 1872)
  18. 18. Portmanteaus
  19. 19.“Symphony in 1. 2. What’s ____________? I was born with a ________ a. b. ____________________ ____________________Slang” 3. _________ in my mouth One day at the __________of c. ____________________ dawna. got out of bed early 4. I couldn’t _________the_________ d. ____________________b. met Mary and started dating 5. I was _________myself with anger e. ____________________c. went to Chicago 6. I made some ________ f. ____________________d. they had dinner together 7. A beautiful girl ___________ into g. ____________________e. he wrote a cheque which wasn’t the picture accepted 8. Our eyes ___________ h. ____________________f. got fired 9. I got ___________pimples i. ____________________g. went home to think 10. Mary’s clothes fit her like a j. ____________________ _______h. went to texas and got a job on a farm 11. She looked mighty pretty with heri. he didn’t have much money left hair done up in a ____________ k. ____________________j. got a job in a restaurant 12. She had good looking ________too l. ____________________ 13. We went around together for some m. ____________________ time, ___________the town red n. ____________________ 14. Mary let her _______ _______… o. ____________________ 15. …and ate like a ___________ p. ____________________ 16. I writes a check: it ___________! q. ____________________ 17. Brother, I was really in a ________!
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  21. 21.
  22. 22. Get your students to invent their own nonsense words. a loser in aluminium foil (n. / count.) a manicorn (n. / count.) déjà moo (n. / uncount.)
  23. 23. …session summary…Focus students on WHY they “can’t” understand words:• Students panic! But get them to try and work words out – this helps the meanings to stick.• Allow them to take time to practise deducing meaning from context, generating independence.Top-down reading:• Activate students’ schemata before giving them a reading.• Make sure students are aware of the whole context before and during a reading.Bottom-up reading:• Raise students awareness of the difficulties of decoding words out of context.• Raise students’ awarness of content and function words.Concordances etc.• Give students tools to get to grips with words and see for themselves how to decode them.• Give students independence through seeing words in context to think about what they mean.Playing with language:• Allow students to “play” with English by getting them to invent portmanteus or “urban” words.• Let them see that words are part of life – not to be feared, but to be enjoyed.
  24. 24. Alastair Grant Teacher Development Manager International House - San Isidro email: twitter: alastairjgrant IH blog: blog:
  25. 25. Thank you to OUP for sponsoring this eventthrough the provision of the platform to host this workshop.