Friday, November 28, 2014

Lexis & Grammar

Students will be able to . . . 
  • Compare and contrast the following aspects of what it means to know a word: phonological, morphological, syntactic, semantic, and pragmatic understanding
  • Define word root, prefix, and suffix, and generate examples of each..
  • Recognize common phrasal verbs and collocations.
  • Describe considerations for selecting vocabulary words to teach in the ESL/EFL classroom.
  • Describe and justify effective methods of vocabulary instruction.

 Materials: Bring Vocab Books.


[10 min] Tense Review/Tense Presentations
Distribute to students the TENSE TABOO CARDS and give them time go through the cards in pairs. Can encourage them to also reuse the sentence ones from last week. Then, remind students of their assigned tense. If there are less than 12 students elicit volunteers for remaining tenses.

PART I: LEXIS

LEXIS PPT  [15-20 min]
Don't go through it all at once, bring it up throughout...

[15-20 min] Vocab Sample Warm-Up
Start out by giving them the ranking sheet where they rank the knowledge of the words. They probably will not know any. Tell them to keep it and then have them take it again after the activity
WORD KNOWLEDGE RANKING
VOCAB DEFINITION ACTIVITY (please don't look students)

They will practice giving definitions/explaining vocab to students spontaneously in class. MODEL the activity for the students. To save time, have students do the activity in groups of two or three. Simple have one student be the teacher, while the others  "be ESL students" and ask the teacher about the word.

After student poses the question, possible steps to explain word are...
  1. Address student’s question
  2. Define word & give part of speech
  3. Put in context
  4. Have students try to negotiate meaning
  5. Provide sample Sentence
Basic Rules for Word Definition
  • Use simple basic language
  • Include a sample sentence 
  • Give context
  • Only deal with the meaning in the moment (within that context)


[5-10 min] Vocab follow-up Worksheet 10:10-10:20
Show the students a sample of a possible "test" on the words they just learned. I would just show the sample digitally at the board. This is a good exercise in the strengths and limitations of vocab worksheets
MATCHING TARGET WORDS

 OPTION A
[25 min] Reading Jigsaw: Six Vocab Activities  10:20-10:45
Read introduction part together.
Four groups-
·        GROUP A: 5 Types of words
·        GROUP B: Additional Aspects of Vocabulary
·        GROUP C: Important Goals in Selecting Vocab Activities (goal 1 &2)
·        GROUP D: Six Vocab Activities (have them just share two or three)
JIGSAW READING ON VOCAB (ACTUAL ARTICLE)
JIGSAW HANDOUT


 OPTION B
[25 min] Lecture with handout rather than jigsaw
Distribute the handout to students and give lecture based on article. Have them fill out worksheet as you go along. Go over some of the sample vocab tasks together and then place them into groups to work on coming up with vocab tasks for their practicum classes.
JIGSAW READING ON VOCAB (for teacher reference)
LECTURE HANDOUT 

[15 min] Layers of word knowledge Handout (time permitting...can also be review)
 Have students work together to try and complete as much of the handout as they can. Then, go over handout together as a class, having students fill in parts that they were not able to get. 
LAYERS OF A WORD  HANDOUT


BREAK

[20-30 min] Lexis Lecture + Activities 11:20-11:45
Go through lecture with students and then show/run some vocabulary activities on them
LEXIS PPT
Supplemental: Watch Video on Vocab Teaching for ELT textbook


PART II: CH 6 GRAMMAR

[20 min] Chapter 6 Discussion Questions  11:25-11:45
Have students turn to page 126 in their textbook and complete and share the chart with a partner. Then, have them give their responses to the class. After they complete the chart, give them the CHAPTER SIX WARM-UP  and complete part I. For Part I, have them work out the answers the the questions below in pairs. Don't go over it right at this point, tell them to keep their notes and we will cover them in the lecture today. Come back to it in the end of class as review.

Questions:
  1. What do they mean by root word (e.g. word stem)? .127
  2. What's a limitation of teaching them to pick apart suffixes/prefixes? p.128
  3. What is a collocate? /Or/ What does collocation mean? p. 135
  4. What is a phrasal verb?  Why are they challenging? p. 135
  5. Why are idioms challenging for ESL students? p.137-138
  6. What is a tag question? p.142
[30 min] Cha 6 Grammar Handout ( needs modification)
Have students open their book back to chapter six and we will go over the grammar points as a review.  Distribute to students the GRAMMAR Ch 6 HANDOUT as a guide to follow along with the textbook.
EXTRA HANDOUT: YES/NO Questions, Tag Questions, & Wh-Questions


[30 min] Sample Activities/Videos/Worksheets
  1. Root Words p.128 (Give students students note cards to make activity)
  2. Content Words vs Function Words p.132 (Teacher/Ss goes over in book)
  3. Word Meaning p.133 (Give Ss Cards: Lend/Borrow, Tell/Say, Let/Make, Hear/Listen, See/Watch)
  4. Collocations/Phrasal Verbs p.137 & 141( collocation worksheet, mime phrasal verbs game)
  5. Idiom Exercise p. 138 (sample idiom worksheet)
  6. Simple/Compound/Complex  p.139-140 (do three person jigsaw? pg. 402 Azar)
  7. Declarative/Interrogative/Imperative/Exclamatory p.140 
  8. Question Formation p.142  LINK TO BASIC QUESTION FORMATION


[30  min] Provide Lesson Plan Feedback 1:00-1:30
Provide students feedback on Lesson Plans for Practicum


Lexis Lesson Materials:
CHAPTER SIX WARM-UP
BRING MY VOCAB ESL BOOKS

 Supplemental :
How to Learn Vocabulary 
TONY's Lesson- (ELT Textbook Video)
Rating Vocabulary
Supplemental Grammar:
DO INSERTION RULE VIDEO
WORKSHEET COMPLEX/COMPOUND SENTENCES
GOOD VIDEOS TEACHING COMPOUND/COMPLEX SENTENCES
VIDEO:NONCOUNT NOUNS (1)
VIDEO: MUCH vs MANY vs A LOT (2)

Back Up Tasks
[15 min] Layers of word knowledge Handout
 Have students work together to try and complete as much of the handout as they can. Then, go over handout together as a class, having students fill in parts that they were not able to get. 
LAYERS OF A WORD  HANDOUT


[30 min] Peer Teach 12:05-12:35
Divide the class into two groups. This will entail arranging furniture a little. Give each person or pair a sample activity that addresses one of the topics from Ch 6 and have them run the activity on their small class

[20-25 min] Review Tenses: Error Correction Worksheet 9:40-10:05
If not completed in the previous class, have students complete error correction worksheet in pairs or individually. Then, go over as a class.
ERROR CORRECTION WORKSHEET (second page)
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