Clique para editar o estilo do subttulo mestre

Denilso de Lima
8/4/12 ELT Consultant & Teacher Trainer www.denilsodelima.com denilso@denilsodelima.com

Clique para editar o estilo do subttulo mestre

8/4/12

Clique para editar o estilo do subttulo mestre

8/4/12

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Clique para editar o estilo do subttulo mestre

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in time every time on time

this time (tomorrow) about time!

at the same a race against time time for the time being ahead of time time after time
Clique para editar o estilo do subttulo mestre

TIME

by the time

the happiest time of in no time my life in (a weeks) time and time time again for a time ts high time once upon a 8/4/12 Have I come at a bad

work ones way to have a way with the top words no way! get out of the by the way way come a long to my way of way pave the way thinking

be in a bad way

stand in someones way either way

Clique para editar o estilo do subttulo mestre

WAY

Im on my wa all the way

go a way towards something in a big way

one way or out of ones another way a way off 8/4/12the way things are

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Grammar is the sum of collocations, colligations and semantic associations of words like is, was, the, a and of.
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Chunks of Language helps learners to use grammar as a process: grammaring.

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This means that:

1) 2) 3)

Better fluency; Less thinking time; More motivation and selfconfidence

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Small-word chunks provide the building blocks of spoken fluency.

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Can we teach fluency?

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Dealing With Small Words in the Classroon

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Memorizing dialogs

1.

short

Choose a very short dialog from the coursebook. If you have it on CD, let students listen to it; Have a little conversation about the dialog. Hand out the transcript ; Tell them theyll have to memorize the whole dialog as homework; In the next class, have students in pairs and theyll have to recite the whole dialog to their partner. Partners may give each other hints as necessary

1.

1.

1.

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Review Posters

Poster A Chunks Being Learned: Write only the initials of a chunk which students are having problems to remember b. t. w. / n. m. / w. a. y. g. t. d. t.? / t. y. v. m. / c. I a. y. a q.? / etc. From time to time use this poster to reactivate a chunk. Give students some hints so that they can remember what chunk is that. You can even use the Portuguese equivalence to that chunk so 8/4/12 as to help them remembering.

Review

Posters
Poster B Pretty Well Learned: When most of the students can remember a chunk represented by initial on Poster A, cross the initials out and write them on Poster B. Review the chunks on Poster B once a week. When Posters A or B are full, cover 8/4/12

Ask students to write a chunk they noticed in the lesson on a small piece of paper. Students place the paper in a bag or box. In the beginning of each lesson, teacher picks 2 or 3 papers and asks students for example with the chunks. If one student do not know what that chunk means, 8/4/12

Lexical Bag or Lexical Box

The Importance of Revisiting

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Encourage your learners to look back at the language theyve recorded and do something perhaps anything with it.

Denilso de Lima
denilso@denilsodelima.com www.denilsodelima.com

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Clique para editar o estilo do subttulo mestre

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