 To start off, what I do is I do a quick definition of what a corpus is because people may be not familiar or have not really worked with it very much. So the corpus is an electronically stored searchable collection of text which can be written or spoken and it can be quite large like billions of words or it can be a small one that you can buy yourself hundreds of words. It's good for reading, searching and manipulating large quantities. So for example, manipulating could be in a learner corpus so you could put coding on them and find error codes and then recall them quickly and find out what's going on. So this is something that I was doing and a corpus is descriptive so it's describing your languages used. It's not prescriptive, it's not telling you what to do. To example, you've got the British National Corpus, you could say it's a hundred million words. It's a good one. It's a corpus that keeps giving and it's open and there's a learner corpus as well which it's ongoing from Cambridge exams with a lot of language backgrounds there. So there's two, there are many other examples as well. The whole point I'd like to make is that Iver Timbers works with ELT in corporate and he was saying that like technophobes can relax, it's user friendly and there's a lot of tutorials now. I feel that there's just, you can do a lot even on your phone, it's great. I use it a lot in class now with students and then as well Munier was saying that you go beyond the pen and paper but it doesn't have to imply a technological big bang. So we can embrace this. It's very easy to embrace. It's not a problem. I was trying to make a definition of what a corpus informed teacher is and I was saying that thinking something like it's someone who's tuned into a range of books, resources and tools to help a teacher, a better teacher and language practice as well. Because Timbers was making a good point, he said that it means you're in a better position to make opportunistic decisions in the classroom reacting to language as it arises and for learners as well to be more autonomous with it. It's good for many things. One thing we could talk about here is the intuition checking and hypothesis testing and I don't have much time to speak about this but I would like to speak about it more but for example with intuition Krishna Murthy was talking about something, we tend to notice the unusual in class salient stuff like idioms, raining cats and dogs or something but the ordinary can bypass us sometimes and that can be the biggest obstacles. The ordinary is a very rich scene to mine. So an example would be that if you're speaking in spoken language, nearly 50% of languages there are only 12 lexical verbs used in 50% of the time. I wonder what anyone know what the most frequent verb is in spoken language. Yes. Yes. Yes. Do it. Congratulations. I think I saw Mr. Maynard. There you go. There's 12. There you go. There's 12. Notice, curiously, do is not in that list, which is very interesting. Now, that doesn't mean that it's in frequent. It just means that it doesn't occur in that frequency for breakfast. So that's Biber and Conrad who work a lot with their corporates in linguistics. How could frequency inform teaching? Well, for example, Biber was talking about, you know, get on its own is obviously, it's a very word with a lot of potential. So we need exposure needed for the range of meanings around it. I think that's a very important word, the exposure of that in class. And that's what Corpus can give students, that they're dealing with things, they're absorbing and working with language all at the same time, spoken and written. Frequency information also gives better coverage of the words as well. So materials based on intuitions, unlike yourself, I'm not a big fan of course books. Intuitions used in them are kind of strange sometimes. So if you're going to be talking about gets, get the frequent gets and help students have language that they're going to be encountering in real life situations, in whatever genre you're speaking about. However, of course, Corpus Founding should not dictate or stop any astro-pathographic filter. So the teacher in the circumstance and in the situation will ultimately know what the best thing to do is. Students can help with resources. So there could be teacher directed and learner directed. So I'm going to really talk about something quickly here. Like if it's teacher directed, imagine you're doing presentations. So you could imagine you're talking about these things like discourse markers and those kind of things. You could go to a Corpus-affirmed grammar book. You could find examples of these things. And then you could go to a site like the Ted Corpus site, which is very good. So you can listen, see, read and find it all there. And you could link to dictionaries and things of that. It's a very good site. As a teacher, you could put it up on the board. You could highlight photocopies or something like that. And then you're the facilitator of the learner going on in the room. That takes a minute to organize. You have your book. You get it. You do that. Then you can go with your IWB. For example, it could be learner directed, which is where you're reacting to language in class. So for example, when words come up, you can explore patterns, frequencies, et cetera. Everything is called registers, preferences, and prosodies, which is registers as it's spoken or written. And preferences is what's the semantic associations with it. And prosodies means it has positive or negative. I'll be talking about these with a quick example in a few minutes. I think it's good for implicit learning, which is learning by doing, exploring, confidence and motivation and agency. I think it's very, very important as a lot of this in the literature as I've been reading these things. Benefits of being corpus informed. I think it's great for creating your own materials or for adapting materials. It's good for academic English and business English, for example. If you're interested in syllabus design, analytic type V syllabus, which is non-interventionist syllabus, which is teaching in chunks, teaching with authentic language, if you're interested in that. It's great for that, I feel. Or to discrete-item syllabus if you need to follow that. I would encourage teacher trainers to try included too. I've been, as I said, because I do self to myself sometimes, it's difficult to find time to include those things. But it's feasible. And CPD programs as well. If you're a managerial position, it can be easily done. I think it's very good because it's evidence-based, which is very, very important. It's much needed for work that people do. It informs the European framework. It's very common in editing and publishing. And there's a great community of people who share stuff online. And it's very common in MA programs should people be moving in that direction in the future. And then I think it's great for things that are coming into the classroom, like mobile-assisted language learning and open educational resources. And maybe people who are looking to supply platforms that aggregate information themselves, they can use this as the bedrock of what they're doing, all the other work. OK. Basically, Leach was a linguist who, in 1997, very clearly foresaw how a corporate could inform a teaching. And he divided it into three categories. I don't have time to speak about this very much. But basically, he was talking about dictionaries and grammar. He was right, learning corporacy was right. In the classroom, it didn't pan out that way. So that's a little bit how it's what the Finnish talk today. So I adapted Leach's point two there about using it in the classroom. And I put a client in because teachers have to have clients. So level one would be dictionaries and grammars. And these can be online or the paper dictionaries. I think we're moving away from dictionaries a bit, maybe, with the Google things. And I'll talk about that in a second. Grammar can be partially informed by corporate or less so. And the ones that are less so are the ones that are skewed with intuition. And we have to be careful with them. I'm finding as well as I go along. The second ones are open access corpus sites, which I'll show if you. I was like the Ted Corpus one I was talking about a moment ago. And these are what I call the Spotify model, where you think you're talking about earlier, you're registered. And you have kind of a freemium or premium model like that. But even the freemium model of Spotify is actually quite good. So there's that. And then there's the more advanced ones, which are like you download software, you maybe make a corpus and you analyze your corpus. And you can do that in class as well if you want. If you have a little bit of mentoring or training, that's possible. So in terms of dictionaries, there's three really good ones. All dictionaries are corpus informed now. So you're going to a good place there. Yeah, recently the word meditation come up in class. And someone threw it into Google. And it just said the act of meditating. It's kind of, it's very frustrating. Yeah, the Cambridge Learner Dictionary is good. It's difficult to say, but you get the level of the word. So I'll tell you it's B1 or C1 or something like that. So that's good. It's quite limited though. The college one is amazing. It has a video of someone saying it has charts of when it peaks and trough. Then it gives you contacts from the internet and all that kind of thing. So that's a really, really good one. I hope you can come out as clear as I hope that would. Grammarists, this is a brilliant one. This is from my Kindle. It's very, very heavily corpus informed. But it's great for a new teacher or it's great for a very, very experienced teacher. This is a more linguistic one of these two here. And they were talking about lexical grammar, which I would really, really encourage people to investigate. They're good. And this series is amazing. It's the in use series from Michael McCarty, very heavily corpus informed. A little bit dry. You just got a list of like collocations here and exercises, but a bit of magic teacher dust on that, like kind of alive in it too. If you have such dust. Oh, we all have it. If you are not interested in this area, which you may not be, and you're taking away one thing, take away that book, okay? It's amazing because it's Murphy with statistics. Right? It says here, you teach and progress in class and this is what the books say. However, the books are wrong because this is the reality. What's so common it is the simple tense in spoken language or not so common the progressive and the perfect tense as are in spoken language. And either common verbs, which are state verbs, but which come for use in Geron's things of this. And it's very clearly laid out and it's for learners. It's a really, really good book. Again, it needs that kind of magic dust tonight. And then the open access sites. You're back on target. Sorry. I was looking slow off the mark there. I just kind of... Thank you. Yeah, that book's about 20 quid, I think. The open access sites, there's a big list of them there. I've been collecting them and I'll just give you an example of one. And I'll go back to remember my preferences, prosodies and things of that. So, a student found this. We're looking for the word dull. And the student found that the word dull goes with color, noise and pain, right? We just probably love to go. Now, imagine you're learning a word, just writing dull and translating it. I think that you get more of it when you do this. So there's scale. It's the premium Spotify model, right? So she put in dull and she went through all these here and she found this. And then you click on that and you get the contextual sentence. So you're seeing the context of what's going on. I think that's very, very important. And then you can click on it again and you can get synonyms here. And the one thing this doesn't do, it doesn't tell you where it's from. So I don't know if it's from a newspaper, if it's from academic language, if it's from spoken language or that. So that's why the freemium model can be kind of restrictive sometimes. And these are the more advanced kind of ones where you're analyzing a corpus yourself. So maybe, you know, if you're into this, you might be interested in these, but maybe there's something for later on for you. And there's some software for you to download. I worked with these when I was doing my thesis last year. And then, for example, the British National Corpus to go way back to what I was speaking at the beginning, the one that keeps giving during that one. For example, a word came up here in the week tall and high. What's the difference between tall and high? In context, right? It was in a book. So I put it into the British National Corpus and I said, what does it frequently collocate with? And you get the frequent collocates of tall and the frequent collocates of high. And I had to really, really, really go down to find a word that worked with both. So for learners, that was amazing. And they were like, well, but we did that on the phone in class, right? So that's great. And that's all. Thank you very much. That's my thesis.