HOW CAN WE MEASURE SEMANTIC AWARENESS IN THE CLASSROOM? DENOTAT I ONS CONNOTAT I ONS

2. HOW CAN WE MEASURE SEMANTIC AWARENESS IN THE CLASSROOM? DENOTATIONS CONNOTATIONS COLLOCATIONS SIMILE

3. The denotation of a word is the essential, central meaning of a word.(dict) YOU ARE A DOG. ( youareliterally a canine) A word's connotation is its implications and emotional associations (values) YOU ARE A DOG. ( Youareuglyormorallydetestable)

4. HOW CAN WE MEASURE connotationanddenotationIN THE CLASSROOM? • Activity 1 • Teaching activities for measuring.: • Theactivity focuses on students understanding connotation, denotation, and the difference between the two. • Divide students into groups of 3-4 and give them one of the following lists of words. • student, apprentice, disciple, junior, learner, novice, scholar, undergraduate • skinny, bony, angular, emaciated, gaunt, malnourished, scrawny, slender, thin, anorexic • run, amble, bound, dart, dash, gallop, lope, scamper, sprint • vacation, break, fiesta, furlough, holiday, intermission, layoff, recess, respite, sabbatical • busy, active, diligent, employed, occupied, persevering, unavailable, employed • fear, dread, apprehension, anxiety, panic, terror • fat, obese, chubby, stout, plump, stocky • friend, companion, buddy, acquaintance, colleague, playmate • Have groups identify each word as positive, negative, or neutral. Keep in mind that most words can be either, depending on the context. • Have each group choose 3-4 words from their list and demonstrate their meanings with a drawing or a short skit. • 1-A short, usually comic dramatic performance or work • 2. A short humorous or satirical piece of writing. • Be sure to have each group say the word and explain its meaning. • Have the class explain the difference between the word's connotation and its denotation (dictionaries may be necessary) This lesson has been adapted from Susan Geye's Mini Lessons for Revision, 1997

5. What's the Meaning? Activity 2 Discuss the meaning of denotation and connotation, either by presenting the definitions on a Power Point slide show, on the board, etc. Using the word "fat", write the dictionary definition of fat on the board. A solidified animal or vegetable oil.(noun) Having much or too much fat or flesh; plump or obese (adj) Next, discuss the feelings or associations the word "fat" creates in the students. Are the feelings positive, negative, or neutral? What other words can we use, that have the same denotation as "fat", but don't have the same negative connotations as the word "fat"? Students can writesentencesfromdict. having too much flabby tissue; corpulent; obese: a fat person. plump; well-fed: a fat chicken. consisting of or containing fat; greasy; oily: fat meat. profitable; lucrative: a fat job in government. plentiful; abundant: a fat supply of food.

6. Activity 3

7. COLLOCATIONS One of the most problematic areas for foreign language learning is collocation. Toincrease awareness of the importance ofteaching collocations in ESL/EFL classrooms in order for learners to acquire accurate andnative-likecompetence WHAT SHOULD WE DO? If a non-native speaker wants to help someone, she/he will say, "Can I help you?" Whereas a native speaker will say, "Can I give you a hand?“ Why do we say 'last year' and not 'last hour'? And why do we gosomewhere 'by car' or 'by train' but 'on foot'? The reason is 'collocation'.

8. SuggestionsforTeachingCollocations 1- Deliberate Learning of New Collocates ( activity) In one of the earliest studies recommending the explicit teaching of collocation, Channell(1981) found that learners fail to realize the potential of known words as they only use themin a limited number of collocations that they feel sure of. To overcome such limited use ofcollocations, Channell argued that it is essential to expose learners to a large variety of typicalcollocations whenever a word is first acquired. She recommended doing this, use examples,sentences or collocational grids such as this one: (Channell,1981,p. 120).

9. 2-TheCorpusandConcordances (activity) Shin and Nation (2007), Fox (1998) and Willis (1998) suggest that it is important to use spokenlanguage to decide which collocations to teach. Fox (1998) adds that the ten million wordswhich are found in the spoken section of the British National Corpus (BNC) could be used as asource for the most common patterns of spoken collocations. Fox makes the assertion thatteachers should give students strategies to cope with collocation, one of which is the use ofconcordances (Fox, 1998, p.80). Concordance is defined by Koosha and Jafarpour (2006) as “amethod of analyzing language by studying structures and lexical patterns found in digitaldatabase”. when most students have access to the electronic database. He believes that this activity couldbe useful for raising awareness of delexical verb + noun collocations have, take, make, give, go and do phrasalverbs(put the light on).

10. have We use have with: Food and drink: a meal, breakfast, lunch, dinner, a snack, a cup of tea Talking: a chat, a conversation, a discussion, a talk Washing: a bath, a shower, a wash, a scrub Resting: a break, a holiday, a rest Disagreeing: an argument, a dispute, a fight, a quarrel take We use take with: Washing: a bath, a shower, a wash Resting: a break, a holiday, a rest go for a with verbs to do with moving: a jog a ride a swim a run a stroll awalk I want to get out of here. Let’s go for a walk. He’s gone for a ride on his bike. make We use make with: Talking and sounds: a comment, an enquiry, a noise, a point,a promise, a sound, a speech, a suggestion Plans: arrangements, a choice, a decision, a plan, plans, an appointment, a date

11. Some churchmen feel that it is a good idea but that this is not the right or destroy crops, seemed to make good sense. Along with mechanisation and available to maintain their homes in good condition. [p] It is disappointing at £ 7.69 per pack they're a good investment for your garden or a rather old-fashioned. There was a good deal to be said for first coming a 4 lb 7 oz brown, rainbow 4 lb 1 oz. Good flies are Montana, Viva and Zulu on or an artist? [p] That's a good question. I think you have to be come out of the Tour de France with good form.' [p] Sciandri may save his range from Crown Interiors is a good-value way of making the most of Mr Douglas Hurd, believes he has a good chance of winning a third ballot if the switch to transmit and reported, `Good shot, Ananas! [o] Using the enemy's purposeful" (MW 1 30). [p] As in all good symbolism, various interpretations to see Sharon, who they considered a `good influence" on Chiku. ('Little do to catch up again. Bear knows a good place to stop for the night," Coyote and dances with other girls. Violet's good friend Nina Hamnett, an artist, Person's Guide to the Orchestra, a good show-off piece but an ironic choice had to pay the accountant [p] Really good excuses that tend to win attention The Organic Gardening Catalogue has a good mix called `Saladini", which specification for a system. [p] A good motherboard, upon which the whole [p] Sometimes I stop and think, Good God, how did I get into this," she pores will open and can be given a good scrubbing. [p] BUT Vincent Marks, at the last hole, but I am still in good shape because I'm swinging the club up stunned and bewildered, while the good citizen could only blush. David

12. Cut vertically through each strip of ten lines to remove the key words. Keep the two halves together because each group will get two matching halves. 1. Put students into pairs. Give each pair the two halves of a concordance strip. 2. Tell the students to try to match the two halves and to guess the missing key word by looking at other words in the two halves which could give them clues to what it is. Tell them that once they have made a guess, they are to select and write down two or three chunks (collocations, phrases, expressions) including their key word guess, which would validate their answer. So, from the example above, the three could be “people come up to you”,” and “people‟s expectations”. There are other possibilities also. 3. When students have finished, ask each group for their guesses and their chunks. Award points for each correctly guessed key word and for each chunk. Write some of the more useful chunks on the board and provide explanation, where needed. 4. Once you have the chunks on the board, you can do some controlled practice activity with them, e.g., students use them in writing or speaking.

13. 3-Dictionaries (activity) Another valuable source of data, especially for more proficient learners, is collocation dictionaries. Using dictionaries in the class, provide as well as independent learning strategyto further develop learners ’collocational knowledge. For example, “if learners have difficultywith the phrase She’s made a fool of you, they could be asked to look at the entry for fool in agood English-Englishdictionary”(Fox,1998,p.82). The entry for fool in the CollinsCOBUILD Advanced Learner’s English Dictionary (2003) provides the followinginformationandexamples: “If you make a fool of someone, you make them seem silly by telling people about something stupid that they have done, or by tricking them. Your brother is making a fool of you… He’d been made a fool of”.

14. 4-Collocations in Texts (activity) Teachers can utilize texts from newspapers or magazines as authentic materials. These couldbe used to identify the appropriate ways of combining words. The following extract from theTimes newspaper illustrates this method: “The figures, coming after a surprise fall to 51.8 inNovember, suggest Britain's economy ended the year on a strong footing and will boostexpectations that the country emerged from recession in the fourth quarter with positive GDPgrowth”. Teachers can highlight some of adjectives like: surprise, strong, boost, positive. Students could identify the collocations in the text or use dictionaries to create other possiblecollocations (Fox,1998,p.85).

15. Teaching METAPHORIf metaphor is so important, then why don’t we teach it? Metaphors may also be found in the unit on poetry at advanced level, the units which have songs in them, and, of course, in authentic reading passages chosen for reasons other than their clarity and uncoloured language.

16. IMPLICATIONS IN THE CLASS Metaphor as a teaching tool Activity 1 There is also logic to metaphor which lends itself to systematic lexical teaching. Since metaphorical expressions in our language are tied to metaphorical concepts, language often develops with the concept in a systematic way. An example would be the concept; Time is money’, which is based on the scarcity and value of time in our society. The root metaphor gives rise to common phrases such as: You’re wasting my time.How do you spend your time these days? I've invested a lot of time in that project. I don't have enough time to spare for that.Take the motorway; it’ll save you an hour. He's living on I borrowed time.You should use our time more profitably.

17. A worksheet designed withsimilesin mind. Encourage students to 'predict' which words they will hear before listening. First task has minimal writing-simply underline the word you hear-whilst the second task is a more traditional gap-fill from word provided in the box. As sly as a fox, as strong as an ox As fast as a hare, as brave as a bear As free as a bird, as neat as a word As quiet as a mouse, as big as a house All I wanna be, all I wanna be, oh All I wanna be is everything As mean as a wolf, as sharp as a tooth As deep as a bite, as dark as the night As sweet as a song, as right as a wrong As long as a road, as ugly as a toad As pretty as a picture hanging from a fixture Strong like a family, strong as I wanna be Bright as day, as light as play As hard as nails, as grand as a whale 

18. Well-known similes are: •“cute as a kitten,” comparing the way someone looks to the way a kitten looks •“as busy as a bee” comparing someone’s level of energy to a fast-flying bee •"as snug as a bug in a rug" comparing someone who is very cozy to how comfortable a bug can be in a rug •"as happy as a clam" comparing someone's happiness to the contentment of a clam •"Life is like a box of chocolates, you never know what you're going to get." comparing the uncertainty of life to the uncertainty of choosing a chocolate from a box •"as agile as a monkey" implying someone can move as well as a monkey does •"as black as coal" comparing the color of something dark to the very-dark coal color •"as blind as a bat" indicating that the person cannot see any better than a bat

19. Actıvıty 2

20. THANK YOU ! NESLİHAN YILMAZ