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santiago afonso

on 20 January 2015

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Transcript of T11

1. Lexical and Semantic fields of English
T11. Lexical d Semantic fields of English. Necessary Vocabulary for Socialization, Information and Expressing Attitudes. Typology of Activities Relatd to Teaching and Learning Vocabulary in thr foreign Language classroom.
2. Necessary vocabulary for socialization, information and expressing attitudes.
2.1 Socialization
Legal References
Not specified yet
Definition of "lexicon"
Definition of "lexical field" and "semantic field"

Brunfit, C. and Jhonson, K. "The communicative approach to language teaching"".OUP.Oxford 1979.
Ellis, G. and Sinclair, B. "Learning to learn English". CUP. Cambridge, 1988
Van Ek, J.A. "The threshold level for modern language learning in schools. Longman. Burnt Mill, 1983.
3. Typology of activities related to teaching and learning vocabulary in the foreign language classroom
Difference beteween them:
Lexical field of brother: Brotherhood, brotherlike...
Semantic field of food: meat, vegetables, fish...
Theory--> Importance of the management f this field..
Semantic field theory. Suggests that the lexical content of a language is best treated as a collection of interrelating networks of relations between words.
Basic English. constructed language witha small number of words (850) promoted by Charles Kay Ogden 1925.
General Service List. List of 2000 words listed alphabetically with brief explanations and examples.
Threshold level. It provides basic models, it has been very influential in the planning of language programes providing a basis national curricula. Promoted by Council of Europe although nowadays is not so much concerned with it but whith laguage acquisition.Distinction between active (the one we use) and passive(the one we understand) vocabulary.
Word list on the net. with one click the student can check how particular words are used in sentences at www.ESLDesk.com we can find lists of pronouns, verbs, nouns, adverbs...
Learning vocabulary---> the more words the learner knows the better he/she recognizes and uses them.
what words do learners have to concentrate more on?
+those important for the subject studied +those the learner wants to use
+those they read or listen again and again + not those which are rare
ask the learner to:
+ create their own dictionary + repeat constantly the words+ make assosiations
+ play with words +categorize them + write them in a file in a computer
+use the words in your own speaking or writing.
Students will remember words by using them not just by memorizing, it is much better to use expressions to remember words.
Semantic fields according to the threshold level. give examples of active and passive:
a) personal identification b)Home and house c) Life at home d) Education and career e)Free time, Entertainment f)Travelling g) Relationships h )Health and welfare i) Shopping j) Food and drink k)Public service l) Places m) Foreing language n)The weather

2 groups, emotional and intellectual
2.3.1 emotional attitudes

It is necessary to start from real situations related to students life
Semantic fields from Van Ek´s Threshold level.
When meeting people:
to greet people/ when meeting people/ introducing and being introduced/ when taking leave/ inviting/ agreeing to meet/
Asking or request:
asking for things/ asking for permission/ attracting attention/ requesting others to do something
offering things/ offering to do something
Human relationships:
apologizing/congratulating/expressing simpathy/ thanking
2.2 Information
Students are very motivated with it since they can talk about themselves.
names/ telephone numbers/ addresses/ physival characteristics/ health/ age/ work/ agent/ possesion/ origin
location/ distances/places to do things/ directions
prices/ quantities/ comparisons/ makes and models/ alternatives
time/dates/duration/ time of occurrence/ frequency
People or human relationships:
correction/ reporting
It motivates students since it allows them to talk about what they like.
Liking, intentions and desrires:
expresssing (dis)liking, (dis)pleasure and inquiring about them/ expressing preferences/ expressing intentions and inquiring about it/ expressing want, desire and inquiring about them
Human relationships:
expressing gratitude/apologizing/granting forgiveness
expressing satisfaction or dissatisfaction/ expressing disapointment/ expressing approval/ expressing appreciation/ expressing indifference/ expressing anger

2.3.2 Intellectual attitudes
They include functions to express
Expressing and inquiring about agreement and disagreement/ denying something
accepting or declining an offer or invitation and inquiring about it/ offering to do something
expressing that and inquiring whether someone knows or doesn´t know something or someone/ expressing if and inquiring whether someone remembers or has forgotten someone or something/ expressing is something is considered as a logical conclussion and inquiring about it/ expressing and inquiring how certain or uncertain something is.
Possibility, ability or permission:
expressing and inquiring if something is possible or not/ expressing or inquiring about ability or inability/Giving and seeking permission to do something and inquiring whether people have permission/ stating that permission is denied
expressing and inquiring if one is or is not obliged to do something/ expressing that and inquiring if people are or are not obliged to do something
1. Activities to combine communicative structures with vocabulary development
According to Williams 3 types of situation where learners need to be able to use communication strategies to learn vocabulary:
- Explaining words/phrases they do not know the English expression
-Reacting appropiately when they find a word/phrase they are not familiar with
-Recognizing and rectifying instances when they use a word/phrase incorrectly.
2. Usage of wordcards
3. Mind maps
4. Visual techniques
5. Verbal explanation
6. Use if dictionaries
7. Games
8. Mime
9. Key words
10. Simon says
11. Word maps
12. Vocabulary frames or charts
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