Teaching Lexically Reflection Paper

Gary Yauri Mayorca November 2012 Lima-Centro ELT Course Reflection Paper Teaching lexically Having had the opportunity to take different ELT courses, I cannot stress how much methodological-insight I gained upon my successful finale of this course. What should I emphasize during each lesson-objective? and How will this activity maximize the students learning-awareness? This course made me see that these two questions are pivotal to the development of any lesson architectural plan or didactic material to be exercised by students.A persons word bank, Lexis, or Lexicon if you will, is the ultimate means to successfully break a language barricade even if with a poor grammar usage (although the term poor could be argued since it can now be considered not as poor but sort of as the inter language stage between L1 and L2). Why would I be so certain about such claim being ground on a single course? I say this because I lived it myself during my experience in the U. S. s a second lang uage learner, when I had to blow over with native speakers in order to get by, using lexical chunks that worked effectively time after time while most of the time I rightfully didnt have a keen understanding of each grammatical structure that held together the chunk of Lexis that I used. How much is this/are these _____? Id same(p) to have a/an _____ for here / to go, please How did I know that these expressions were the appropriate ones to use having not had a formal classroom explanation of much vs many or Id like vs I like? he answer, a natural intuitive awareness of high frequency Lexis being used in context right in front of me, most of the time, while waiting in line and listening to those ahead of me having successful exchanges, some other times while sitting on the bus and over hearing language-rich strangers conversations, and once again taking such and other opportunities to pick up repetitive random Lexis, thus becoming more(prenominal) aware of the different contex ts of different collocations, sometimes used formally, sometimes used in a colloquial manner, sometimes even understanding made-up row such as brunch (a wholesome late breakfast hat more closely resembles lunch time) or I need change to use the _____ vs I need to change _____ (x) so I can _______(y). Nowadays, this approach to the natural discovery of language is supported by strong scientific look into (e. g. The Corpora program) giving teachers new insight on the way students can better acquire, (therefore making a more solid attempt at communicating effectively with others), making lessons both, more meaningful and engaging to pupils.Having worked with the Word link series for a year and half, it doesnt in truth take an up-close look to notice how much of the Lexical Approach is embedded course after course take for example the in-context vocabulary presented at the beginning of every lesson, the set of useful expressions that can be combined with the previous vocabulary beggi ng for the build-up of lexical chunks which ultimately are to be used at their fullest during the communication activity.At this point, It is imperative to point out that although the carry series present a natural inclination towards the lexical approach, the job is not done there but its rather to be taken up by the teacher in order to provide students with the maximum number of opportunities to notice and become aware of the strong link between Lexis and how people really communicate in real life outside the classroom this way helping students develop a more educated language-understanding intuition that can be applied to all four skills, being speaking, listening, reading and writing.Finally, I would like to thank the institution for allowing me and my colleagues the opportunity to further expand our expertise by providing the peril to take these courses at no other cost but the clash of less effective and more effective teaching notions to be reflected on.