Module Teaching Lexis

Teaching
Lexis
Module 5
Lesson 1: Learning Outcomes:
By the end of the lesson you will:
• Be able to differentiate between lexis and vocabulary
• Have demonstrated an ability to present lexis focusing on form, meaning and use
• Have been introduced to and practiced different lexis presentation techniques
• Be able to recognize what drilling is, when to use it and how to do it
• Have been introduced to and practiced a variety of different drilling techniques
• Have discovered several fun ways to drill using flashcards
• Have identified a number of different flashcard games for concept checking lexical items.
Lead In
• Read the definitions of ‘lexis’ and ‘vocabulary’, what is the difference between
vocabulary and lexis? Discuss your ideas with your partner.
• Vocabulary is usually single words
• (yellow, bird, fly)
Vocabulary
• This can also be two- or three-word
combinations that are closely linked
• (table tennis, living room, take off)
Lexis – internal database
of words and
combinations of words
Lexis
← Vocabulary →
← Lexis →
Single words and Collocations ‘ready-made’
fixed two-/three- chunks
word combination
Lexis
• Lexis includes:
• Traditional single-word vocabulary items
• Common ‘going-together patterns’ of words – collocation
• Traffic jam
• Blond hair
• Take off
• Longer combinations of words that are typically used together as if they were a single item – chunks
• I’d rather not say
• I don’t know
• In my opinion
• Look at the following items and with a
partner decide if they are either; single
words, fixed-two/three-word combinations,
collocation, or ready-made chunks.
•
Stop and •
Computer
Water
_________________
_________________
Check • Post office _________________
• Go off _________________
• Pass the exam _________________
• See eye to eye _________________
• Would you like _________________
Lexis in the classroom
• What problems do you think there are learning lexical items through
translation?
• What questions do you think learners might ask or want to know when they
are introduced to a new word/lexical item? Write your answers.
Ways of helping learners with lexis
1 2 3 4
Meeting new lexical Practising using Memorising them Recalling and using
items and them them
understanding them
(Form, Meaning and
Use)
Presenting lexis
Form, meaning and use
Use Form
(Appropriateness) (Accuracy)
Meaning
(Meaningfulness)
Presenting lexis
Form, meaning and use
Look at the extract from an
English dictionary.
What information is given about;
a. The form of the word
b. The meaning of the word
c. The use of the word
Learning about form and meaning
• Discuss with your group the

different ways a teacher can
teach words and then share your
ideas with the class.
Observation
• Read the transcript of the demonstrations of different
ways to teach vocabulary for different level learners.
Answer the following questions:
• How does the teacher show the meaning of the
word?
• Is spoken form practiced?
• How is the written form made clear?
Observation
• Look at the table and

work with your group to
complete the table. An
example has been done
for you for the first class.
Answer the questions
below in your groups;
• As well as pictures, what other ways of
showing the meaning of a word could a
teacher use?
• In the Intermediate class a student asks a
question, but the teacher doesn’t answer it
immediately. Why not? What do you think?
Presentation techniques for lexis
Elicit words
from the
Cues students
Present
(picture/information)
Model them by
yourself
Repeat the
items
Get students
Practice
to practice
Use them in
short dialogue
Demonstration
• Write in the lexical item that your
teacher presents next to the
presentation technique used
below:
• Group work: Work together and think
about how you would teach the groups
Practice of words.
More practice • Below are some more lexical items. Think of
various different techniques for presenting
these lexical items.
Drilling
When should I drill?

If vocabulary is the target language – do a quick
What is drilling? drill as the word or expression comes up and then
repeat it at the end of the lesson.
Drilling is a way of standardising pronunciation
If language item, such as grammar, is the target
of a language item and developing fluidity (the
language for the lesson – drilling is usually done
ability to introduce language quickly and easily)
after this has been elicited or presented, in the
practice stage.
Drilling
• How do I do drilling?
Change the class Model Chorus drill

dynamic • Clear, enthusiastic, confident • Gesture to the class to repeat
• Stand up (Semi-circle) • Repeat your model 3 times the model twice
• Lift the energy levels
Highlight Drill the whole Praise

• Drill and model particular language again • Suitable and enthusiastic
aspect of the language items • Individually
• Individual drill (fast • Chorus
moving) • Mix
Flashcards
• Flashcards are pictures that you can show to students.
• They are a very useful teaching aid especially for lower levels
of any age.
• You can get flashcards from:
• Internet
• Your own drawings
• Students' drawings
• Pictures cut form magazines/newspaper
Fun ways to drill
using flashcards
• Up high, in the middle,
down low
• Spin and reveal
• Slow reveal
• Mini teacher
Choose a set of lexical items and use a variety of
different presentation techniques and drilling
techniques to plan your lesson. Make sure to
cover; Meaning, Form and Use.
Record your activities in the table given.
Flashcard games for concept
checking lexical items
Lexical practice activities
and games
Designing a task for
specific lexical items
• Your teacher will give you a handout. In your
group design a task that will give students
written or oral practice in using the lexical items
given on the handout. Use the activity route
map table below to plan your activity.

Module Teaching Lexis

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Teaching

• Discuss with your group the

• Look at the table and

When should I drill?

Change the class Model Chorus drill

Highlight Drill the whole Praise

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