Time for a game-Collocation Pelmanism 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.

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?

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

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

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]

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]

Story Line: Module Objectives Language Self Awareness: To review narrative tenses and identify common learner errors [Language] To be aware of word stress and catenation [Pronunciation] Use ‘voice’ effectively to convey meaning in poetry [Pronunciation] Practical Application: To create techniques of using traditional fables in the classroom [In the Classroom] To share techniques for using poetry in the classroom [Micro- teaching/In the Classroom]

Fables Town or Country? Who are the characters? Are they friends or enemies, or even ‘frienemies’? What do they think about the town and the country?

The Town Mouse and the Country Mouse Take notes:  Do you think living in the town and country today is the same as it was in the past, when the story was written?  If you had to rewrite the story to give it a modern twist, what kind of things would you add or change?  What kind of lifestyles would the town and country mice have?

A Modern Twist You have 15 minutes to write a modern twist of the story. In your Groups:  Think about how you are going to organize your story and what information your want to include.  Change the story as much as you like with one exception keep the characters of the mice.  Use your notes from the previous task as well as the following table

Writing a Story-some useful language Once there was/were… One day he/she was… ing All of a sudden…/Suddenly In the end.. When it was all over… Describe the Town Mouse. Describe the Country Mouse. Who visits who? Why? What happens during the visit? Who else is in the story? How does it end? What is the moral of the story? Think of some interesting adjectives that you can use to make it more exciting. 15 minutes End

Pre-Task Preparation and Planning After completing the writing activity discuss in groups:  Do you think planning is necessary for a creative writing task, or do you think this is frustrating for students?  Do you think the questions asked will help students to write a better story?  How do you think this prep task can be altered so that students can write collaboratively?

Narrative Tenses-rules Name of tenseRuleExample E.g. past simpleA completed past action/event.He decided to invite his cousin… A past action/event in progress, often interrupted by another action/event. A past action/event which happened before another past action/event. An action/event which started in the past and continued up to another point in the past. Find examples from the original text to help you fill in the text.

Narrative Tenses-rules Name of tenseRuleExample E.g. past simpleA completed past action/event.He decided to invite his cousin… When the country mouse arrived They sat down… …there was a loud noise. Then he ran back home Past continuousA past action/event in progress, often interrupted by another action/event. …as he was enjoying a nice dinner… Past perfectA past action/event which happened before another past action/event. The Town Mouse had already prepared everything for a lovely meal… If I had stayed in the country today… Past perfect continuous An action/event which started in the past and continued up to another point in the past. They had been eating for a few minutes…

Common Mistakes In Groups;  Read the story quickly. Does it have a happy ending or not?  Find and correct the eight mistakes that the learner has made with the tenses.  Compare your answers with the corrected version.  Discuss the corrections. Is everything clear?

Methodology-2.1 Using Poetry  Do you have favorite poem?  Have you ever used poetry in the classroom?  Do you think it is a valuable tool? Read through the lesson plan (2.1). In pairs, discuss the questions on page 10.

Poetic Activities 2.2 and 3.1  In groups brainstorm different ways of using poetry in the classroom.  Now, take the poem you have received and plan an activity.  Present your plan to the other group.  Would you use any of the ideas with your own learners?