1. Comparing Tenses
In a group: Discuss why each tense is used in each sentence. (Handout 1.6)

2. Present perfect continuous: Started 20years ago and continues in the present. This tense stresses the progressive nature of the action.
Past Simple: Action finished in the past (there’s a time reference/date).
Present perfect simple: Started a long time ago and continues in the present.
Present simple
Present perfect simple
Did you get it right?

3. Simple or continuous? Handout 1.7
Aspect is information described by a verb that is not related t0 just tense and time. For example, aspect shows whether an action is unfinished or not. It can be compared to tense, which refers to the verb’s past or present form and time, which is whether the verb refers to the past, present or future. In English, aspects include the simple, the continuous and the perfect.

4. Running Dictation
One person [A] sits with a pen and paper. The rest of the group will take turns ‘running’. The ‘runners’ [B] must go to one of the sentences, remember a word, a line, or a sentence, and go back to ‘A’. ‘B’ must tell ‘A’ exactly what is written on the paper. A must write down exactly what ‘B’ says. Sounds like a difficult balagan? Let’s try! Don’t forget to check your answers!

5. How did you do? 1. a) have always read 2. a) have read
3. b) have been writing
4. a) have written
5. a) has collected
6. b) has been collecting

6. by the way up to now upside down if i were you a long way off
‘Lexical chunk’ is an umbrella term which includes all the other terms. We define a lexical chunk as any pair or group of words which are commonly found together, or in close proximity.
Lexical Chunks (that are not collocations)
Lexical Chunks (that are collocations)
by the way
up to now
upside down
if i were you
a long way off
out of mind
totally convinced
strong accent
terrible accident
sense of humor
sounds exciting
brings good luck

7. Write down the clues- don’t worry if you miss something.
Methodology Lexical Chunks
Write down the clues- don’t worry if you miss something.

8. Lexical Chunks Write down the clues and try to match them to their meaning
Kiss and tell
Alive and kicking
Cashing in on
Dying out
Working life
Bedtime stories
Detective fiction
Contemporary British authors
Feel good factor
Minimum prices
Credit Crunch

9. Lexical Chunks
Kiss and tell- Revealing private of confidential details about people, usually to do with romance or relationships.
Alive and kicking- Someone or something which is living, healthy and doing well.
Cashing in on- Taking advantage of a situation, usually for financial benefit.
Dying out- To gradually disappear or stop existing.
Working life- The part of your life when you have a paid job.
Bedtime stories- Stories you red to children just before they go to sleep.
Detective fiction- Novels where police characters solve crime mysteries.

10. Lexical Chunks
Contemporary British authors- British authors who are currently writing.
Feel good factor- A feeling that life is good and things are going well.
Minimum prices- Lowest possible prices.
Credit Crunch- An economic situation where banks restrict the amount of money you can borrow.

11. Teaching vocabulary through the Lexical approach
Read part 1, discuss and try to answer:
Why draw attention to lexical chunks?
How does the teacher in this video think grammar should be taught? Discuss in groups of three.

12. Teaching/practicing vocabulary using the lexical approach
Read part 2: Teaching/practicing vocabulary using the lexical approach. Choose two techniques.
Compare the techniques you have chosen with your group members’ choices.
Discuss which techniques were the most popular choices.
Why do you think so?
Are there any ideas you wouldn’t use?
If so, why?

13. Lexical approach techniques
Brainstorm on a theme e.g. summer
Clue by dictation
Find and list the expressions in a story or poem
Blank out collocations in a text
Find variations for semi-fixed expressions
Complete the expressions

14. Extra Information For articles on the lexical approach visit:
For articles on the lexical approach visit:

15. Pronunciation-Where is the word stress?
In pairs find these phrases in the article ‘Reading between the lines’. Underline the stressed word in each phrase.
When is the stress on the first word? When is the stress on the last word?
kiss and tell
alive and kicking
coffee bar
dying out
murder mystery
chick lit
credit crunch

16. Pronunciation-Where is the word stress?
kiss and tell
alive and kicking
These are set expressions-the second word is always stressed. Other examples; rock and roll, fish and chips, open and shut. This is a phrasal verb - the preposition is stressed. Other examples; get up, lie in, set up. These are ‘open compound nouns’ – two nouns together in which the first noun is stressed. Other examples are orange juice and tennis player.
dying out
coffee bar
chick lit
credit crunch
murder mystery

17. Magazine-First impressions
In your groups discuss:
How do you review vocabulary in your classroom?
Do you pre-teach vocabulary in your classroom?
Now read the article quickly.
What does the writer say the benefits of the activities are?
Do you agree?

18. Reading and discussion
Read the article more carefully.
At what point in a lesson would you use ‘The verb dome’ and the pre-teaching slips?
What age groups are they suitable for?
Do the activities have any disadvantages?

19. tough cookie strong accent sounds exciting What is a collocation?
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.
strong accent
sounds exciting
tough cookie

20. Time for a game-Collocation Pelmanism
This simple and popular memory game is also known as Concentration or Memory. In Japan it is called Shinkei-suijaku. In Britain it is called Pelmanism after Christopher Louis Pelman, who founded the "Pelman Institute for the Scientific Development of Mind, Memory and Personality" in London in 1899.

21. While you are playing… What are the pros and cons of the activity?
Are there any advantages /disadvantages to the game?
How could you use it with your own learners?
What adaptations would you need to make and what different sets of words could you use?

22. Reflection Write down 5 lexical chunks that
express your learning until now.
In groups:
Explain and compare your chunks.
Create a poster display of your group’s best chunks.
Display the posters around the room.

23. Reflection chunks Are their any similarities between the posters?
Which are the most popular chunks? Which are the most unusual?
Which ideas from the module will you try out in your lessons?

24. What’s in a word? Objectives:
Language self-awareness
To be aware of the lexical approach as a method of language acquisition [methodology]
To be able to distinguish between the types of perfect tenses (simple and continuous) [language]
To identify key features of the pronunciation of set expressions and compound nouns [pronunciation]
An overview of what the participants will be learning during this session. The first two slides should be read aloud. (5 mins)

25. Practical Application in the Classroom
To build an awareness of how we can teach perfect tenses [Language]
To create and use lexical approach techniques for teaching vocabulary [In the Classroom]
Reminder that our studies have practical applications.