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© UCLES 2013 Webs of Words : Issues in Vocabulary Teaching and Learning Mapping lexis to CEFR levels A2 – B1 Portugal 2014 Bob Obee.

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Presentation on theme: "© UCLES 2013 Webs of Words : Issues in Vocabulary Teaching and Learning Mapping lexis to CEFR levels A2 – B1 Portugal 2014 Bob Obee."— Presentation transcript:

1 © UCLES 2013 Webs of Words : Issues in Vocabulary Teaching and Learning Mapping lexis to CEFR levels A2 – B1 Portugal 2014 Bob Obee

2 © UCLES 2013 Lesson Paths

3 © UCLES 2013 Specificity : Vocabulary Vocabulary : significant numbers 2,000 54, up to , to 1

4 © UCLES 2013 Vocabulary Learning Seeing Knowing Using Keeping

5 © UCLES 2013 know : all verbs

6 © UCLES 2013 Knowing words

7 © UCLES 2013 English Profile CLC criterial features : -positive -negative -L1 transfer

8 © UCLES 2013 Criterial Features It – extraposition It’s true that I don’t …. B1 It’s amazing to think that B2 Pseudo-cleft structures What I liked the most is … B1 What fascinated me was B2

9 © UCLES 2013 Ways of dealing with data A2 – C2 criterial features Passing scripts only… We are trying to define the criterial grammatical and lexical features that are known to learners who are successful at that level..

10 © UCLES 2013 Transitional ‘criterial features’ Complex structures are first learned with a relatively small number of frequent simple predicates and then extended….. what becomes criterial at higher levels are sets of lexical ‘triggering predicates’ that co-occur with syntactic frames

11 © UCLES 2013 Raising structures B1 seem B2 appear cease fail prove turn out B1 supposed B2 certain likely sure unlikely

12 © UCLES 2013 Lexical Progression A1A2B1B2C1C2 TAKE [tr.] P Take a bookE Take a busF Take partE Take a deep breath E Take this matter further E Take a keen interest E Take a picture E Take an examE Take a napE Take a chance E Take thing seriously F Take careF take place

13 © UCLES 2013 pay : all verbs

14 © UCLES 2013 Moving from …. WhatWhenHow ….. [a bit more about knowing]

15 © UCLES 2013 Lexico-grammar Depth of knowledge phonetic and orthographic dimensions main meanings main contexts of use syntactic properties underlying form and derivatives network of associations with other words connotations

16 © UCLES 2013 LANGUAGE DEVELOPMENT Integrated ‘chains’ of tasks that allow students / teachers to explore different aspects of vocabulary / structure. Communication tasks : built into language focuses that allow for personalisation/ self-investment in the language

17 © UCLES 2013 Seeing / Meeting words

18 © UCLES 2013 before or after you pay. quote C2 (before) bill A2 refund B1 discount A2 tip B1 loan B1 receipt A2 deposit B1 change B1 Look at these questions and comments. Each one contains a phrasal verb connected with payment or money. Which of the words above is being referred to by each speaker. 1 How much did you get back B1 ? 2 You can’t take it back B1 without one. 3 When do you have to pay it back B1 ?

19 © UCLES 2013 English Profile

20 © UCLES 2013 Remembering Words

21 © UCLES 2013

22 Mnemonics / Schematics / Pragmatics B1 B2

23 © UCLES st Century skills enquiry problem solving critical thinking independent learning collaboration information handling creating and designing practical skills

24 © UCLES 2013 wish-eyed

25 © UCLES 2013 Using words

26 © UCLES 2013 Grammaticisation Lexis grammar John leave Jane arrive John really fancies Jane so changes his mind John wants to avoid Jane

27 © UCLES 2013 Grammaticisation The Jules Rimmet trophy, great prize PROFESSION soccer, is better known as the world cup Think Cambridge First : Word Formation

28 © UCLES 2013

29 Common ‘re-’ words used when talking about language curricular and progression revisit recast reformulate reinforce revise review recycle

30 © UCLES 2013 main meanings syntactic properties Revisiting Recasting change of mode..can present more challenging and creative pathways through review processes

31 © UCLES 2013 Importance of reformulation A learner’s ability to process and produce ‘relexicalisations’ in speech and writing is critical to success in all skills strands of a communicative curriculum and tasks based around reformulation should feature prominently in review processes.

32 © UCLES 2013


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