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Adapting activities in the Lexical Approach

Adapting activities in the Lexical Approach. Michael Lewis. Best done co-operatively in pairs or groups Have both linguistic and non-linguistic outcomes For the classroom usage. Solitary Paper-based Exclusively linguistic focus For reflective class time or homework .

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Adapting activities in the Lexical Approach

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  1. Adapting activities in the Lexical Approach Michael Lewis

  2. Best done co-operatively in pairs or groups Have both linguistic and non-linguistic outcomes For the classroom usage Solitary Paper-based Exclusively linguistic focus For reflective class time or homework Activities versus Exercises

  3. Basic types of activities • Text search 1 – underline completely fixed expressions, adj.+noun collocations, expressions with the verb, etc. • Text search 2 – put the word in the appropriate column to indicate the type of collocation( Adj.-N, N-N, V-N, V-Adj.-N, V-N-N, V-Adv.) • Find the noun, find the collocate ( books closed, try to recall the main content • Paragraph headings( 6- max 10 pairs) • Phrase matching ( text + a set of incomplete phrases) • Sphagetti matching ( self-correcting, visually more interesting,students could make their own • Collocation transparencies 8 two-column format, while showing, cover one column; good for quick revision

  4. Basic types of exercises • Matching ( collocations, sentence halves, questions/answers) • Sequencing ( dialogues, narratives, lexis with a logical/ time sequence) • Categorising ( by meaning, form, formality) • Unjumbling ( fixed phrases, expressions, syntax) • Completing( any type of lexis, most general task type: usually gap-filling) • Deleting ( collocations/ grammar patterns. This is the main Review task type)

  5. NB! Attention on the length and sequencing of exercises • A: If things……., we might be able to go. • B: We might be able to afford to go, if things ………. .( easier, because English sentences usually go from known info or “topic” to new info or “ focus” . The first words of a sentence usually tell you what the sentence is about. • A: She told me to take a few days to ……………..his job offer. • B: There`s no need to decide now. You might need a couple of days to ……….the offer. a) think b) wonder c) consider d)decide A – decontextualised, single-sentence exercise, B- highly probable, useful language • Matching – not too many examples, not too many possible answers, items should be logically ordered.

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