1 / 12

Use of Concordance Lines in English Classroom: Implementation of the Lexical Approach

Use of Concordance Lines in English Classroom: Implementation of the Lexical Approach. Presenter: Kristina Bayburtsyan (Armenia) European Regional Institute of Information & Communication Technologies. Presentation Outline. Introduction of the Lexical Approach

zazu
Download Presentation

Use of Concordance Lines in English Classroom: Implementation of the Lexical Approach

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Use of Concordance Lines in English Classroom: Implementation of the Lexical Approach Presenter: Kristina Bayburtsyan (Armenia) European Regional Institute of Information & Communication Technologies

  2. Presentation Outline • Introduction of the Lexical Approach • Introduction of Concordance Lines • A Sample Lesson Plan • Conclusion

  3. The Lexical Approach • What is it? • Why to implement it? • How to implement it?

  4. Context - Situational factors Co-text - linguistic environment Context vs. Co-text

  5. Context vs. Co-text You don’t look well – shall I get you a … of water?

  6. Concordance Lines • What are concordance lines • How to read concordance lines: ‘Stop. Look left. Look right. Look left again and, when satisfied proceed’

  7. Topic of the lesson: Introducing new academic vocabulary item – issue. Skills: reading, writing Objectives: to develop Ss’ linguistic competence to raise Ss’ consciousness to increase Ss’ autonomy Organization: individuals, pairs Preparation: handouts, chalk, a board Time: 90 min. A Sample Lesson Plan

  8. Structure of the Lesson Look → Familiarize→ Practice→ Create

  9. Look • In pre-task activities Ss get acquainted with the notion of chunks and how to identify them in a text (Steps 1-3).

  10. Familiarize • While performing task activities Ss explore the lexical chunks with the word ‘issue’ and this leads to consciousness-raising (Steps 4-14).

  11. Practice • Ss autonomously practice key terms without referring to the concordances. At this stage they experiment with the acquired knowledge and test themselves (Steps 15 & 16).

  12. Create • Ss create their own piece of writing using the term studied to fulfill a particular function of academic writing (Steps 17 & 18).

More Related