2. It refers specifically to:
CollocationsChunks
Combinations of words
Lexical Items(LI)
It also includes
VOCABULARY
Single words
Very tightly linked
words
Longer units of
meaning are ruled
by GRAMMAR
3. Lexis in classroom
Using english-english
dictionaries allow them to
learn:
Typical usage
Common sentence patterns
Pronunciation
Relation with other LIs
Teachers have to consider the
difference between:
PRODUCTIVE lexis
RECEPTIVE lexis
A systematic approach should include:
Meeting new LI
Practising
Memorising
Recall
4. Presentation-Practise Route
Presenting lexis
LIs have to be
connected:
to a same place
by similar grammar
because of they are used to a
particular action
GENERATIVE TASKS
They allow us to introduce
another LIs
Stages:
Presenting them by
Pictures
Cues
Acting out
Short stories
Information
Ilicit the words from sts
Check they’ve
understood the
LIs(meaning, form, use)
5. How to remember Lis?
Putting into
storage
Keeping into
storage
Retrieving
Using
To keep an alternative
useful LIs list
A picture in which sts label things
Word webs
Topic webs
Charts with words collocations
and chunks
Charts with family words
classified grammatically
6. Presentation-Practise Route
Practising lexis
Activities that allow sts
become familiar with Lis:
Discussions
Dialogues
Role plays
Communicative tasks
Written tasks
To introduce LIs by
listenings and readings in
order to sts meet language
in realistic contexts.
Deal with LIs before the skill work:
PRE-TEACHING lexis, e.g. telling them
a related short story.
Try not to interfere DURING the main
reading task
AFTER the task, encourage sts:
To guess the meaning of unknown
words,
To find words related to the same
topic
To find synonyms and opposites
listenings readings
7. Knowing a Lexical Item deeply
It goes beyond the basic meaning of it.
It implies:
Different uses(metaphorical, connotations, restrictions)
Pronunciation
Spelling
Family words
Collocations(idioms, chunks)
Situations and context
Synonyms, homonyms, opposites
Suffixes and prefixes