1. Chapter 5
Describing language

2. Meaning in context “I’m fine”
0:08
0:42

3. Possibility of ambiguity
I beat him because I ran faster than he did.
It is too hot for the baby.

4. One meaning with many forms One form with many meanings
Q: Any examples in L1?
One meaning with many forms
One form with many meanings

5. Connotation A: "Which person?" B: "The larger gentleman on the left.”
아줌마 vs. 아주머니
노인네 vs. 어르신
Cheap vs. reasonably priced
Difficult vs. challenging
Fat vs. overweight

6. Do these sound familiar?
strong drinker
sour and sweet
East, West, South, North
3 nights 4 days

7. strong drinker (heavy drinker) sour and sweet (sweet and sour)
The Collocational Dimension (p.75)
For language learners to achieve full control of collocations and prefabricated items, the associative networks need to be sufficiently developed in their second language lexicon.
strong drinker (heavy drinker)
sour and sweet (sweet and sour)
East, West, South, North (North, South, East, West)
3 nights 4 days (4 days 3 nights)

8. Lexical chunks (p.75) Learning “lexical chunks” alleviates the learners’ burden to learn grammar rules and then to fit words in the grammar slots for each production. That is to say, the prefabricated lexical items guarantee grammatically accurate, culturally authentic, pragmatically acceptable and native-like fluent utterances.

9. Q: Explain language functions and forms (p.76)
Q: Provide language forms for the following language functions
Showing gratitude
Returning thanks

10. Showing gratitude Returning thanks Thanks No problem Thanks a lot
I owe you one (big)
Thank you so much.
You have my gratitude.
I’m deeply grateful.
Returning thanks
No problem
Any time
No trouble
It was nothing
You’re welcome.
(It was) My pleasure.
The pleasure was (all) mine.

11. Discourse Cohesion vs. coherence (p.76)

12. Cohesive or coherent?
I am a teacher. And the teacher was late for class. Class rhymes with grass. So the grass is always greener on the other side of the fence. But it wasn't.

13. A. "I think these people are having a good time."
B. "Time is difficult to manage.  I am always late for my social appointments like when I have a date with a girl."
A. "I like girls with long, dark hair and brown eyes."
B. "My dog has brown eyes and a long tail."

14. A: Someone is at the door. B: I'm in the bath. A: OK. I’ll answer it.

15. To get good grades in classes, I need to plan to do three things
To get good grades in classes, I need to plan to do three things. First of all, listening carefully to the teacher in class makes me understand the lesson. If I listen carefully to what the teacher says, I can ask questions about things that I don’t understand. I can also do the right homework that the teacher assigned. Second, doing my homework every day makes me review the lesson from class. The homework helps me to practice many things from class. I can also find questions in the homework to ask the teacher that will make my English better. Third, making an effort to study gives me the will to learn. If I don’t make an effort, I will be lazy. The will to learn makes me try to finish the homework first, and then I will let myself go out with my friends. Finally, I try to make a plan to get a good grade in class, and I will abide by it.

16. Speaking vs. writing (p.78)

17. Appropriate in formal writing?
Life is tough.
By the way...
In a nutshell...
Last but not least...
Government must make laws...
Every coin has two sides.

18. To state it briefly / In brief,...
Life is tough.
Life presents a number of challenges.
By the way...
Another point is that...
In a nutshell...
To state it briefly / In brief,...
Last but not least...
A final point is...
Government must make laws...
There is a need for laws...
Every coin has two sides.
There are advantages and disadvantages to...

19. Register (p.79) To your brother:
Language register is the level of formality with which you speak.
Different situations and people call for different registers.
To your brother:
What's up? It's awesome that you came to visit! To the President:
Good morning, Mr. President. We appreciate your visit.

20. Group work Make sentences for different registers (e. g
Group work Make sentences for different registers (e.g., when dinner is ready)

21. “Dinner!”
“Make dinner, please.”
“Can you make dinner, please.”
“Could you make dinner, please.”
“Could you possibly make dinner, please, if you have time.”
“I was wondering if you could possibly make dinner, please– if you don’t mind.”
“Sweetheart – I was wondering whether you could possibly make dinner, please, if you have time – if you don’t mind.”