Meaning, form AND use?

20180903_141713 A snapshot of an ESL classroom

A shot of my recent scrawlings. Being a whiteboard that’s inside of an ESL classroom it is way too small. Put it down to whiteboard management, but, I probably need to get that duster going, but, it’s difficult to prioritize what to rub out and what to keep. Still, the students are good, the course intense enough to challenge my skills as an ESL teacher.

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A change of tack, untested and potentially tacky

Currently I’m teaching two streams of students. The new first graders and the second grade students who I had taught last year. Still at high school, I’ve got the ‘problem’ of creating a set of lesson plans for teaching my old first graders; the new second graders. After some thought I’ve decided instead of creating more material (which I think has been exhausted anyway) I’ve decided to use a different teaching style. I’m still leading my students to the context, but I’m also using the lexical approach. Throw chunks of new vocabulary at the students and have them use it. A while ago I had struck upon the idea of using collocations for the students to discover and learn. A number of problems to solve swim out of the murk for this tack to work. How to introduce new lexical items? How do I have the students notice and connect collocates without boring them to death?

The current teaching framework I’m using (PPP) works like a charm. But my friend commented and berated me on teaching a vocabulary lesson as this is something that a KET would do. The reply to that is, that it’s a lesson of two parts. Input of vocabulary in the first hour, the second part is that of production and practice using the new vocabulary. The extra layering that’s needed for young learners is the need to communicate. Easily solved, this equates to putting it in the form of a game. So, this leaves the problem of how do you get the student’s to take notice of collocates?