Lexical Approach

Overview

It is a method of teaching foreign languages. The basic concept on which this approach
rests is the idea that an important part of learning a language consists of being able to
understand and produce lexical phrases as chunks. Students are thought to be able to perceive
patterns of language (grammar) as well as have meaningful set uses of words at their disposal
when they are taught in this way.

In the lexical approach, instruction focuses on fixed expressions that occur frequently in
dialogues, which Lewis claims make up a larger part of discourse than unique phrases and
sentences. Vocabulary is prized over grammar per se in this approach. The teaching of chunks
and set phrases has become common in English as a foreign or second language, though this is
not necessarily primarily due to the Lexical Approach.

Background of the Author

Michael Lewis
Born: 15 October 1960 (age 56), New Orleans, Louisiana, United States
Movies: The Big Short, The Blind Side, Moneyball
Spouse: Tabitha Soren (m. 1997), Kate Bohner (m. 19941995)
Education: Isidore Newman School, Princeton University, Wiley College, London School of
Economics and Political Science
Parents: J. Thomas Lewis, Diana Monroe Lewis

Lesson Objectives:

At the end of the lesson, the students should be able to:

- The student should develop their reading skills
-The student should be aware of the idea of lexical chunking by directing students attention to
specific lexical chunks already encountered in the text
-able to develop skills for independent learning by providing opportunities to experience lexical
chunks in authentic texts
-To motivate to read by encouraging meaningful and authentic initial reactions to texts
ACTIVITY 1:
Read the story about two friends who met at an American high school. The story is called My
Best Friend Kyle. As you read decide why Kyle is the writers best friend.
My Best Friend Kyle

One day, when I was a first year in high school, I saw a kid from my class walking home from
school. His name was Kyle. It looked like he was carrying all of his books and I thought to
myself, "Why would anyone bring home all his books on a Friday? He must really be a nerd." I
had quite a weekend planned (parties and a football game with my friends tomorrow
afternoon),
so I shrugged my shoulders and went on.
As I was walking, I saw a bunch of kids running toward him. They ran at him, knocking all his
books out of his arms and tripping him so he landed in the dirt. His glasses went flying, and I
saw them land in the grass about ten feet from him. He looked up and I saw this terrible
sadness
in his eyes.
My heart went out to him. So, I jogged over to him and as he crawled around looking for his
glasses, I saw a tear in his eye. As I handed him his glasses, I said, "Those guys are jerks. They
really should get lives." He looked at me and said, "Hey thanks!" There was a big smile on his
face. It was one of those smiles that showed real gratitude.
I helped him pick up his books, and asked him where he lived. As it turned out, he lived near
me, so I asked him why I had never seen him before. He said he had gone to private school
before now.
I would have never hung out with a private school kid before, but we talked all the way home,
and I carried some of his books. He turned out to be a pretty cool kid. I asked him if he wanted
to play a little football with my friends. He said yes. We hung out all weekend and the more I
got
to know Kyle, the more I liked him, and my friends thought the same of him.
Monday morning came, and there was Kyle with the huge stack of books again. I stopped him
and said, "Boy, you are gonna really build some serious muscles with this pile of books
everyday!" He just laughed and handed me half the books.
Over the next four years, Kyle and I became best friends. When we were seniors, we began to
think about college. Kyle decided on Georgetown, and I was going to Duke. I knew that we
would always be friends, that the miles would never be a problem. He was going to be a doctor,
and I was going for business on a football scholarship.
Kyle was valedictorian of our class and he had to prepare a speech for graduation. I was so
glad it wasn't me getting up there to speak. On graduation day, I saw Kyle. He looked great. He
was one of those guys that really found himself during high school. He filled out and actually
looked good in glasses. He had more dates than I had and all the girls loved him. Boy,
sometimes I was jealous.
Today was one of those days. I could see that he was nervous about his speech. So, I smacked
him on the back and said, "Hey, big guy, you'll be great!" He looked at me with one of those
looks (the really grateful one) and smiled.
"Thanks," he said.
As he started his speech, he cleared his throat, and began. "Graduation is a time to thank those
who helped you make it through those tough years. Your parents, your teachers, your siblings,
maybe a coach, but mostly your friends. I am here to tell all of you that being a friend to
someone is the best gift you can give them. I am going to tell you a story."
I just looked at my friend with disbelief as he told the story of the first day we met. He had
planned to kill himself over the weekend. He talked of how he had cleaned out his locker, so his
Mom wouldn't have to do it later, and was carrying his stuff home. He looked hard at me and
gave me a little smile.
"Thankfully, I was saved. My friend saved me from doing the unspeakable."
I heard the gasp go through the crowd as this handsome, popular boy told us all about his
weakest moment. I saw his mom and dad looking at me and smiling that same grateful smile.
Not
until that moment did I realize its depth.

ACTIVITY 2:

After you read

1: Explain to a partner:
why you think Kyle is the writers best friend.
who you admire most in this story, Kyle or the writer.

2: Retell the story to a friend in another class and ask them why they think Kyle was the writers
best friend and who they admire most.

ACTIVITY 3:

Look at the Language

1: Read the story again and make a list of collocations you think are useful to know.

Using English

1: Think of a time you were punished by your parents.

2: Tell a partner why you were punished and how you were punished.
3: With your partner decide if the punishment was fair.
4: Write about the time you were punished for other students in your class to read.

OR

1: Think about a time you helped a friend.

2: Tell a partner who your friend was and how you helped your friend.
3: Write about the time you helped your friend for another friend to read.
 Suggestopedia

Overview

Suggestopedia is a teaching method which is based on a modern understanding of how

the human brain works and how we learn most effectively. It was developed by the Bulgarian
doctor and psychotherapist Georgi Lozanov. The term 'Suggestopedia', derived from suggestion
and pedagogy, is often used loosely to refer to similar accelerated learning approaches.
Suggestopedia was originally applied mainly in foreign language teaching, and it is often
claimed that it can teach languages approximately three times as quickly as conventional
methods. It is now applied in several other fields, and its central ideas inspired the
development of my own Brainware workshops.

Background of the Author

(July 22, 1926 in Sofia, Bulgaria May 6, 2012 in Sliven, Bulgaria)

Lesson Objectives:

At the end of the lesson, the students should be able to:

-have an understanding many kind of foods by listening and do conversation in the class
-improve their speaking skills with pronouncing some expressions of like and dislike about food
in the class at least 85 fluency and accuracy
- express what food they like and dislike by writing and listening to a conversation about food
with 85 % fluency and accuracy

Activity
Explain about expression like and dislike

I like..
I love..
I enjoy..
Im crazy about..
And if we want to express our dislike about something, we can use following expression :
I dont like ..
I dislike..
I hate..
For example, please repeat after me :
I like fried chicken..
I like sushi..
I dont like cheese..

Activity 2 (I will give you a short story and listen to me and try to understand it.
And you will answer the questions in a paper

The short story

One day, Andy and Peter went to the kitchen. They were hungry. They found that there
was a lot of food on the table. There were apples, grapes and oranges too. Also, there was
some chicken, bread , spaghetti and fried potatoes. Andy said: mmm, I like chicken! and what
food do you like , peter?. I like spaghetti and chicken too. Lets eat said Peter. Suddenly they
heard that somebody was coming. It was their cousin, Anna who seemed hungry too. They told
her: Do you like chicken, Anna? because there is some chicken for you here. At the end they
enjoy the food. It was delicious!

List of Expressions:

Expression of like
I like . . .
I love to . . .
I enjoy to . . .
Im crazy about . . . .

Expression of dislike
I dont like . . .
I dislike . . . .
I hate . . . . .
 Communicative Language Teaching

Overview

Communicative language teaching (CLT), or the communicative approach, is

an approach to language teaching that emphasizes interaction as both the means and the
ultimate goal of study. Language learners in environments utilizing CLT techniques learn and
practice the target language through interaction with one another and the instructor, study of
"authentic texts" (those written in the target language for purposes other than language
learning), and use of the language in class combined with use of the language outside of class.
Learners converse about personal experiences with partners, and instructors teach topics
outside of the realm of traditional grammar in order to promote language skills in all types of
situations.

Background of the Author

Michel Suret-Canale (born March 4, 1957) is a French artist, teacher, web-designer and author,
known primarily for being one of the earliest artists to eschew the art gallery scene and take his
work directly to the public through online auctions.

Lesson Objectives:

At the end of the lesson, the students should be able to:

- develop students speaking skills
-Encourage asking and giving directions in English
-Develop students speaking micro skill
-Raise students communicative skills
-Enhance students collaboration
Language Focus: Activity 1

Look at the map below. There are buildings that are not marked on your map, but they are
marked on your friends map. You are at X. Ask your friend how to get there and mark the ten
buildings on your map. What question will you ask? What phrases will you use to answer the
question?

MAP 1

How can I get to ?

MAP 2

How can I get to ?

 Activity: Lost in London: How to get to ?

1. You are a group of friends visiting London as tourists and youve just visited the British
Museum.

2. At the moment, you feel lost and need somebodys help to continue your sightseeing.
Fortunately, youve got three maps of central London. To save time, you decide to be divided
into 3 groups to ask directions for three main London sights: a. The Houses of Parliament, b.
The Buckingham Palace and c. The Tower of London.

3. In your groups study the map of central London and prepare a dialogue about asking and
giving directions for one of the three different sights.

4. Two members of your group act out the dialogue to the class.

Post-speaking stage:

Activity 2

Work in your groups again and write a paragraph to summarize the directions for the London
sight you were assigned to find using appropriate linking expressions. Then a representative of
each group reports back to the class and the other groups listen carefully to circle the
destination tracing the way on your maps.
SELF-ASSESSMENT QUESTIONNAIRE

Tick whats true for you

Now I can: Tick

1 Ask directions for a place

2 Give directions to a place

3 Act out a dialogue about

directions

4 Take notes while listening

to directions

5 Take turns while acting out

a dialogue

6 Use a map to get to a place

7 Use imperatives to give

directions

8 Use prepositions of place

9 Write a paragraph about

directions

10 Work well with my

classmates
Silent Way Approach

Overview
The Silent Way is a language-teaching method created by Caleb Gattegno that makes extensive use
of silence as a teaching method. Gattegno introduced the method in 1963, in his book Teaching
Foreign Languages in Schools: The Silent Way. Gattegno was critical of mainstream language
education at the time, and he based the method on his general theories of education rather than on
existing language pedagogy. It is usually regarded as an "alternative" language-teaching method;
Cook groups it under "other styles",Richards groups it under "alternative approaches and
methods"and Jin & Cortazzi group it under "Humanistic or Alternative Approaches".

Background of the Author

Caleb Gattegno
Born: 11 November 1911, Alexandria, Egypt
Died: 28 July 1988, Paris, France
Education: University of Basel, University of London, University of Lille
Known for: Inventor of The Silent Way, Words in Color, and Visible & Tangible Math teaching approaches

Activity 1