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Use of Concordance Lines in English Classroom: Implementation of the Lexical Approach

Use of Concordance Lines in English Classroom: Implementation of the Lexical Approach. Presenter: Kristina Bayburtsyan (Armenia) European Regional Institute of Information & Communication Technologies. Presentation Outline. Introduction of the Lexical Approach

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Use of Concordance Lines in English Classroom: Implementation of the Lexical Approach

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  1. Use of Concordance Lines in English Classroom: Implementation of the Lexical Approach Presenter: Kristina Bayburtsyan (Armenia) European Regional Institute of Information & Communication Technologies

  2. Presentation Outline • Introduction of the Lexical Approach • Introduction of Concordance Lines • A Sample Lesson Plan • Conclusion

  3. The Lexical Approach • What is it? • Why to implement it? • How to implement it?

  4. Context - Situational factors Co-text - linguistic environment Context vs. Co-text

  5. Context vs. Co-text You don’t look well – shall I get you a … of water?

  6. Concordance Lines • What are concordance lines • How to read concordance lines: ‘Stop. Look left. Look right. Look left again and, when satisfied proceed’

  7. Topic of the lesson: Introducing new academic vocabulary item – issue. Skills: reading, writing Objectives: to develop Ss’ linguistic competence to raise Ss’ consciousness to increase Ss’ autonomy Organization: individuals, pairs Preparation: handouts, chalk, a board Time: 90 min. A Sample Lesson Plan

  8. Structure of the Lesson Look → Familiarize→ Practice→ Create

  9. Look • In pre-task activities Ss get acquainted with the notion of chunks and how to identify them in a text (Steps 1-3).

  10. Familiarize • While performing task activities Ss explore the lexical chunks with the word ‘issue’ and this leads to consciousness-raising (Steps 4-14).

  11. Practice • Ss autonomously practice key terms without referring to the concordances. At this stage they experiment with the acquired knowledge and test themselves (Steps 15 & 16).

  12. Create • Ss create their own piece of writing using the term studied to fulfill a particular function of academic writing (Steps 17 & 18).

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