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ITM. May 27, 2014. What would you like to tell Mau about this picture?. Teaching Lexis. Collocations. Meaning. Form. Use. Pronunciation(s). www.vocabulary.com. “It has been estimated that, when reading,

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ITM

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  1. ITM May 27, 2014

  2. What would you like to tell Mau about this picture?

  3. Teaching Lexis Collocations Meaning Form Use Pronunciation(s)

  4. www.vocabulary.com

  5. “It has been estimated that, when reading, words stand a good chance of being remembered if they have been met at least seven times overspaced intervals.” (How to teach vocabulary, Scott Thornbury, 2002: 24)

  6. Teaching Lexis • Realia: food, containers, toys, miniatures • Audio/Sounds: weather, actions • Action/gestures: • Pictures/drawings: • Definitions: • Situations:

  7. Teaching Lexis • Always contextualize • Elicit info from sts (use prompts) • Offer the new language (+1) – receptive vocab • Students negotiate meaning • Check as a whole group (peer help) • Teach what needs to be taught • Check whether learning took place (Practice) • Give students feedback • Students use the new language

  8. Practical Ideas

  9. Warm up A(using the vocabulary corner) Work in pairs Student A looks at the board Student B does not look at the board Student A describes the word/expression on the board to student B Student B guesses the word/expression

  10. Warm up B Prep time: Each student revisits his/her new words/expressions learned in the last lesson/unit/month Work in pairs: Students get together and share his/her list If the classmate has problems with pronunciation/ meaning the student in charge of the list should give some assistance Online dictionary should be encouraged if needed

  11. Warm up C Prep time: Each student revisits his/her new words/ expressions learned in the last lesson/unit/month Work in pairs: Students share his/her list and try to come up with a story/anecdote using at least 3 words/ expressions from each list If the classmate has problems with pronunciation/ meaning the student in charge of the list should give some assistance Online dictionary should be encouraged if needed

  12. Warm up D Prep time: Each student revisits his/her new words/ expressions learned in the last lesson/unit/month Students should go to the board and write at least two words/expressions from his/her list Whole group: If a classmate has problems with pronunciation/ meaning the student in charge of the list should give some assistance Online dictionary should be encouraged if needed

  13. Warm up E(To be used with Touchstone + Viewpoint) Prep Time: Studentsworkindividuallyandtake a look at thepreviuoslessonCs (conversationstrategies) studentschoosetheones (at least 4) theyhardlyever use Pairwork: Studentsgettogetherand decide on a topictotalkabout for 3´ (T keepstrackof time) Studentstryto include theconversationstrategieschosen

  14. Warm up F 0

  15. Warm up F Line up from 0 to 10 Option A: How much do you...? Option B: Whether you (agree/disagree) with the following statements: After students line up they talk in pairs/groups of 3 about the statements (compare their opinions, etc)

  16. Warm up G Odd man out Work in pairs: Which word does not belong? Explain. (to revisit lexis which was taught in the previous lesson) Group C Oil Coffee Tea Salmon ...

  17. Warm up H Categorizing the words Work in pairs: How would you divide the following words/expressions? 5 different groups. Explain. (to revisit lexis which was taught in the previous lesson) coffee – sugar – tea – oil – cookie - ice cream lamb – shrimp – salmon – butter...

  18. Warm up I Which words go together with... Work in pairs/groups of three: You may check www.just-the-word.com (to revisit lexis which was taught in the previous lesson)

  19. Warm up XYZ

  20. Conversation Time(think-pair-share) Prep time: think about questions using the words/expressions to ask each other Q&A Sharing moment: tell the group something interesting/amusing/unusual/new about your classmate Slide #2 or 3 to be used after the problem solving activity

  21. Student Assessment A Whathaveyoulearnedtoday? Whichexpressions/chunksyouknowthemeaningof butyoucannot use? Which expressions/chunks you know the meaning of but you cannot pronounce? What is still confusing?

  22. Student Assessment B What is something you can do now thay you could not do before this lesson/unit? What is something you still new to revisit? What are you better at? What is still confusing?

  23. Student Assessment C Now I can... (use the study guide)

  24. Student Assessment D In this lesson/unit I felt... because....

  25. Student Assessment E Now I can... (use the study guide)

  26. TGI (Teaching Grammar Inductively) through texts from examples

  27. What have you learned? What are you thinking about? What else do you need?

  28. ana.almeida@ibeu.org.br 2014.1 ITM

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