1. 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]

2. 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]

3. Daevjnemnoutorlepl Scrambled letters activity: Use the following collocated synonyms as clues to help you unscramble the letters. Progression Almanac Evolution Diary Advancement Peridical

4. Development journal DJ objectives: What are they? What do you think? …share your ideas. What are the benefits of using a reflective diary? Keywords: Metacognition and self-awareness Metacognition is defined as “cognition about cognition”, or “knowing about knowing”. It comes from the root word “meta”, beyond. It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving.

5. What kind of book? What do you like to read?

6. Look at the following pictures of book covers: Which one would you choose? What genres do you think they are? Can you think of others?

7. Suggested genres: Romance Science Fiction Horror Thriller Fantasy Human interest Drama Detective/Murder mystery (crime) Adventure

8. Vocabulary Look at your handout (1.3 Word work) and working in pairs try to match the vocabulary in the left with the definitions on the right. Can you predict the topic of the article we are about to read based on the pre-reading vocabulary?

9. Find your group. Hint: Look for the people with the same picture on their bookmark. In your group: -Read the first and last paragraphs of the article. -Read the part as indicated by the drawing on your bookmark. Ex: chick lit -Complete the table on your handout with information from your part of the article. Jigsaw Reading

10. Now, re-group. Your new group will have the same colored bookmark. In your new groups: -Ask each other questions and share your information to complete the table. Put the pieces together.

11. What is the main message of the article? Discuss

12. 1. Prepare a questionnaire about the genre that you have been given. Write 5 questions. 2. Remember to include follow-up questions 3. You can use these Useful Language tips: Group activity: Write a survey Do you read…(fantasy novels)? (If yes) Which aspect of (fantasy novels) do you most enjoy? (If no) Why not? What is it about (romance novels) that you really like?

13. Go back to your original groups and collocate your answers. Here is some useful language that may assist you. Regroup: Ask and answer the other participants questionnaire. How do reading tastes vary? Which genres are the most popular? We found that…. One interesting discovery was that…

14.  Ask and answer questions about each group’s results.  Which genre was the most/least popular?  What was surprising, predictable or unexpected? Share your findings.

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

16. 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 simple 5. Present perfect simple 6. Present perfect simple 7. Present simple 8. Present simple

17. 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?

18. Running Dictation 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

19. Lexical Chunks Write down the clues and try to match them to their meaning Kiss and tell Alive and kicking Cashing in on Dying out Working life Bedtime stories Detective fiction Contemporary British authors Feel good factor Minimum prices Credit Crunch

20. 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.

21. 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.

22. 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 convinced strong accent terrible accident sense of humor sounds exciting brings 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.

23. Read part 1, discuss and try to answer: Why draw attention to lexical chunks? Read part 2. Teaching/practicing vocabulary using the lexical approach. Choose two techniques. In groups:  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 vocabulary through the Lexical approach

24. 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 Extra Information For articles on the lexical approach visit: