In a group:Discuss why each tense is used in each sentence. (Handout 1.6)

Comparing Tenses

Did you get it right?

1. Present perfect continuous: Started 20years ago and continues in the present. This tense stresses the progressive nature of the action.

2. Past Simple: Action finished in the past (there’s a time reference/date).

3. Present perfect simple: Started a long time ago and continues in the present.

4. Present simple5. Present perfect simple 6. Present perfect simple7. Present simple8. Present simple

Aspect is information described by a verb that is not related t0 just tense and time. For example, aspect shows whether an action is unfinished or not. It can be compared to tense, which refers to the verb’s past or present form and time, which is whether the verb refers to the past, present or future. In English, aspects include the simple, the continuous and the perfect.

Simple or continuous?

Handout 1.7

Running Dictation

One person [A] sits with a pen and paper. The rest of

the group will take turns ‘running’.

The ‘runners’ [B] must go to one of the sentences,

remember a word, a line, or a sentence, and go back to

‘A’. ‘B’ must tell ‘A’ exactly what is written on the paper.

A must write down exactly what ‘B’ says. Sounds like a

difficult balagan? Let’s try! Don’t forget

to check your answers!

How did you do?

1. a) have always read

2. a) have read

3. b) have been writing

4. a) have written

5. a) has collected

6. b) has been collecting

Lexical Chunks (that are not collocations)

Lexical Chunks (that are collocations)

• by the way• up to now• upside down• if i were you• a long way off• out of mind

totally convincedstrong accentterrible accidentsense of humorsounds excitingbrings good luck

‘Lexical chunk’ is an umbrella term which includes all the other terms. We define a lexical chunk as any pair or group of words which are commonly found together, or in close proximity.

Write down the clues- don’t worry if you miss something.

Methodology Lexical Chunks

Lexical ChunksWrite down the clues and try to match them to their meaning

Kiss and tellAlive and kickingCashing in onDying outWorking lifeBedtime storiesDetective fictionContemporary British authorsFeel good factorMinimum pricesCredit Crunch

Lexical Chunks

Kiss and tell- Revealing private of confidential details about people, usually to do with romance or relationships.

Alive and kicking- Someone or something which is living, healthy and doing well.

Cashing in on- Taking advantage of a situation, usually for financial benefit.

Dying out- To gradually disappear or stop existing.Working life- The part of your life when you have a paid

job.Bedtime stories- Stories you red to children just before

they go to sleep.Detective fiction- Novels where police characters solve

crime mysteries.

Lexical Chunks

Contemporary British authors- British authors who are currently writing.

Feel good factor- A feeling that life is good and things are going well.

Minimum prices- Lowest possible prices.Credit Crunch- An economic situation where banks

restrict the amount of money you can borrow.

Read part 1, discuss and try to answer: Why draw attention to lexical chunks?

http://www.youtube.com/watch?v=QdSgQJH1zcY

How does the teacher in this video think grammar should be taught?

Discuss in groups of three.

Teaching vocabulary through the Lexical

approach

Read part 2: Teaching/practicing vocabulary using the lexical approach. Choose two techniques.

Compare the techniques you have chosen with your group members’ choices. Discuss which techniques were the most popular

choices. Why do you think so? Are there any ideas you wouldn’t use? If so, why?

Teaching/practicing vocabulary using the lexical

approach

Lexical approach techniques

Clue by dictation

Complete the expressions

Find and list the

expressions in a story or

poem

Brainstorm on a theme e.g. summer

Blank out collocations in

a text

Find variations for semi-fixed expressions

Extra Information

http://www.teachingenglish.org.uk/article/lexical-approach-1-what-does-lexical-approach-look

http://www.teachingenglish.org.uk/article/lexical-approach-2-what-does-lexical-approach-look

For articles on the lexical approach visit:

Pronunciation-Where is the word stress?

o In pairs find these phrases in the article ‘Reading between the lines’. Underline the stressed word in each phrase.

When is the stress on the first word?

When is the stress on the last word?

kiss and tell

alive and kicking

coffee bar dying out

credit crunchmurder mystery chick lit

Pronunciation-Where is the word stress?

These are set expressions-the second word is always stressed. Other examples; rock and roll, fish and chips, open and shut.

This is a phrasal verb - the preposition is stressed. Other examples; get up, lie in, set up.

These are ‘open compound nouns’ – two nouns together in which the first noun is stressed. Other examples are orange juice and tennis player.

kiss and tellalive and kicking

coffee bar

dying out

credit crunch

murder mystery

chick lit

Magazine-First impressions

In your groups discuss:o How do you review vocabulary in your

classroom?o Do you pre-teach vocabulary in your

classroom?

Now read the article quickly.o What does the writer say the benefits of the

activities are? o Do you agree?

Reading and discussion

Read the article more carefully.

o At what point in a lesson would you use ‘The verb dome’ and the pre-teaching slips?

o What age groups are they suitable for?

o Do the activities have any disadvantages?

What is a collocation?

A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time .

strong accentsounds excitingtough cookie

Time for a game-Collocation Pelmanism

Collocation Pelmanism

This simple and popular memory game is also known as Concentration or Memory. In Japan it is called Shinkei-suijaku. In Britain it is called Pelmanism after Christopher Louis Pelman, who founded the "Pelman Institute for the Scientific Development of Mind, Memory and Personality" in London in 1899.

While you are playing…

What are the pros and cons of the activity? Are there any advantages /disadvantages to

the game?How could you use it with your own learners?What adaptations would you need to make

and what different sets of words could you use?

Reflection

o Write down 5 lexical chunks that express your learning until now.

In groups:o Explain and compare your chunks.o Create a poster display of your group’s best

chunks.o Display the posters around the room.

Reflection chunks

o Are their any similarities between the posters?o Which are the most popular chunks? Which

are the most unusual?

o Which ideas from the module will you try out in your lessons?

What’s in a word?Objectives:

Language self-awareness

To be aware of the lexical approach as a method of language acquisition [methodology]

To be able to distinguish between the types of perfect tenses (simple and continuous) [language]

To identify key features of the pronunciation of set expressions and compound nouns [pronunciation]

Practical Application in the Classroom

To build an awareness of how we can teach perfect tenses [Language]

To create and use lexical approach techniques for teaching vocabulary [In the Classroom]