LEXIS

unit2

Learning before Teaching

Teacher´s

is defined as the beliefs, values, and commitments an individual holds toward being a teacher.

Identity

psychologists define personality traits as patterns of thoughts, feelings, and behavior that remain relatively stable across situations and time and play a significant role in shaping behavior.

Personality

P A R T 1

The lexis

Vocabulary: typically refers mainly to singles words and sometimes to very tightly linked two-or-three word combinations.

Grammar:refers to the generalizable patterns of the language and to our ability to construct new phrases and sentences out of word combinations and grammatical features to express a precise meaning.

Lexis: it refers to our internal database of words and complete ready-made fixed/semi-fixed/typical combinations of word that we can recall and use quite quickly without having to construct new phrases and sentences word by word from scratching using out knowledge of grammar. Lexis includes:

• Traditional single-word vocabulary items.
• Common going together patterns' of words. These frequent combinations are known as collocations.
• Longer combinations of words that are typically used together as if they are were single item, called as: chunks, multiword items.

Collocations and chunks occupy and intermidiate zone between vocabulary and grammar

Lexis in the classroom

A learner, recognizing the communicative power of lexis, might reasonably aim to acquire a working knowledge of a larger number of words. Perhaps the translation approach is part of the problem. Lexical items live within their own languages, and though a dictionary translation can instruct the meaning of a word, it can never really let us into the secrets of how that word exists within its language.

how to help learners with lexical?

• Meet new lexical items and understands their meaning, the ways they are used and the other lexical items they often come together with
• Practice using lexical items
• Find ways that help them memorize the lexical items
• Recall and use the lexical items appropietly

planning lexis

Keep in mind

Productive & Receptive

deal

distinguish

between receptive and productive skills to work appropiately.

with single-words, lexical items & multiword items.

Sistematically

not simple to add in grammar or skills lessons

The role of lexis in the classroom

self-study

practice

the importance of the usage of a dictionary.

Ss constantly need to learn, store , recall and use the items.

PART 2

lEXIS & SKILLS WORK

A great deal of lexis work in class occurs in relation to reading and listening tasks. There are definite advantages in this, most importantly because learners meet the language in realistic contexts and see how the items fit into the meaning and style of a whole text. The text immediately surrounds a lexical item is referred to as co-text. Context provides important exposure for learners to samples of language being used.

This suggests why texts are often more useful for teaching lexis than lessons that focus on a lexis as separated, stand-alone items without such surrounding language. When using reading or listening text, a focus on lexis may occur before, while or after the students read or listen.

Pre-teaching lexis

The teacher may select some activities specifically designed to revise, teach and practice lexis before moving on to work on the text or recording. The lexis selected for teaching is likely to be that most needed for completion of whatever listening or reading tasks are set to be. Although this is usually called pre-teaching, remember that this work may be helping students to recall items they already know as much as introducing new items.

Pre-teaching lexis

The main aim is to help ensure that the following activity will work (because there will be fewer stumbling blocks of unknow lexical items). This work may, of course, also teach or revise some lexis that may be useful in its own right.

Example:

This is a transcription of an audio that´ll be use in an elementary class. Read it & write 3 or 4 lexical item you´d preteach:

You don´t have to pre-teach every single word but the principal to comprehend the listening.

common pre-teaching activities:

1. Match the words with the picture.
2. Check the meaning of the words in the dictionary.
3. Match the words with its definition.
4. Brainstorm words on a set of a topic.
5. Label the items in the picture with the right names.
6. Complete gapped sentences with the words on the list.
7. Discuss the topic.
8. Say the words you expect Ss to focus on.

presenting lexis

1. Words connected with the same location or event.
2. Words that have the same grammar and similar use.
3. Words that can be used to achieve success in specific task.

Techniques:

Present: you first offer some cues, pictures or information about the target items & elicit form students or model for them. Practice: students have to execute. Eg. repeating items, using them in short dialogues..

how students remember the lexis

example of lexical process

lexical word web example

lexical word web example

lexical chart example

lexical collocations & chunk ex.

lexical topic web example

lexical item collector example

Lexical chart

Of course, at the beginning of an English class, this won´t be accomplished but this must be taught.