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Lexical Approach
Lexical Approach
Lexical Approach
Lexical Approach
Lexical Approach
Lexical Approach
Lexical Approach
Lexical Approach
Lexical Approach
Lexical Approach
Lexical Approach
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Lexical Approach

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  • 1. The lexical approach: Classroom activities
  • 2. Lexical Approach Classroom ActivityGeneral GoalsTo develop students’ reading skillsTo increase students’ store of lexical chunksMore Specific GoalsTo motivate students to read byproviding texts with universally engaging themesproviding activities that allow students to personalize textsencouraging meaningful and authentic initial reactions to textsTo raise student awareness of the idea of lexical chunking bydirecting students’ attention to specific lexical chunks already encounteredin the texthelping students analyze these chunksdirecting students to different means of analyzing lexical chunks
  • 3. To help students develop skills for independent learning byproviding opportunities to experience lexical chunks in authentic textsencouraging students to analyze, generalize, research and experiment with lexical chunks providing students with opportunities to discover chunks for themselves
  • 4. TEACHER’S TASK 11: Read through this unit of classroom materials as if you were preparing touse them for a groupof high intermediate to advanced learners and decide how you would need to adapt thematerials.2: If appropriate adapt and use these materials with your students. After usingthe materials thinkabout these questions:- Which goals do I think the materials achieved?- Which goals do I think the materials fail to achieve?- Did I notice students doing anything differently with these materials thanwith othermaterials I’ve been using?- Did my students have a positive, negative or indifferent response to thematerials?- Did I, as a teacher, do anything differently using these materials?- Did I, as a teacher, have a positive, negative or indifferent reaction to thesematerials?
  • 5. School Days – student materialsReading 1 - Away DayBefore you read1: You are going to read a story about a young teenage boy fromEngland. The boy has upsethis parents.Read these sentences from the story and decide whether you think theycome at the beginning,in the middle or at the end of the story."I got slapped three times with the sole of her shoe. Three times. Thatwas it. Then she leftmy room. She never said a word."2: The story is called Away Day and the first sentence reads, “The onlytime I ever bunked offschool, I was thirteen years old.”What do you think the story is about? Write down some guesses andshare them with otherstudents.
  • 6. As you read1: As you read the story from the point of view of a teenage school boy, try to seepictures of theboy in your mind and decide if the boy deserved the punishment.
  • 7. After you readReaction1: Tell a partner, if you think the boys punishment was appropriate and whatyou would havedone if you were the parents.2: Think about the following questions:How do you feel about the boy in the story?Why do you think the boy went with the twins?Why do you think the boys mother reacted in the way she did?At the beginning of the story the author tells you the twins were always introuble. Why do youthink he tells you that?Discuss your thoughts about the questions in a small group.3: Discuss your answers to the following questions with a partner:In paragraphs 1 and 2, what words tell you the housing estate is poor/workingclass?In paragraphs 3 and 4, how do you know the weather is hot and has been hotfor some time?In paragraphs 5 and 6 the boy is becoming more and more frightened. What doyou thinkfrightens him?The boy was punished in the final paragraph. Was it the punishment heexpected? Was the punishment effective?
  • 8. Away Day…*Look at the Language1: Look at the lexical chunks below. All the expressions are from the story,Away Day.For each chunk try to write an equivalent in your language. Are they lexical chunks inyourlanguage too?Tell a partner about the lexical chunks in your language.Lexical chunks (frozen or fixed)in the middle of nowhereI had no ideaLexical Chunks (semi-frozen or semi-fixed)She never said a wordI didn’t know where we were goingI didn’t know what we were doingadjective plus noun partnerships/collocations (words that naturally gotogether)
  • 9. 2: What other nouns can you use after the adjective ‘shiny new’? e.g. shinynew shoesshiny new bike3: What other nouns can you use after the adjective ‘broken’? e.g. brokenheartbroken windowWhat nouns can’t you use after ‘broken’? e.g. broken houseExamples of verb plus noun collocations (words that naturally go together)I didn’t do my homework. (do / homework)They were always in trouble with the teachers. (be / trouble)
  • 10. 4: Underline the weakest verb and noun collocation.Example:Exam take / pass / fail / study for / sit / revisehomework do / forget / lose / prepare / finish / hand introuble be in / expect / make / discover / get into / ask for
  • 11. ReferencesLexical Approach Classroom ActivitiesCarlos Islam, The University of MaineIvor Timmis, Leeds Metropolitan UniversityAvailable at:http://www.teachingenglish.org.uk/sites/teacheng/files/lexical_try1.pdf

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