Professional Documents
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INTRODUCTION
In this topic we will go into detail some aspects of semantics (study of meaning in
language). The unit of semantics is the lexeme or lexical item.
We will discuss how vocabulary is organized, the vocabulary needed to express
common communicative functions and some activities that we can use in learning and
teaching vocabulary.
There are several ways of organizing lexemes. We can study also the paradigmatic
relationships.
We will now focus on lexical and semantic items.
2. LEXICAL AND SEMANTIC FIELDS IN ENGLISH
2.1. Lexical / Semantic fields
Semantic or lexical fields can be defined as semantically related groups. The words of
a language can be classified into sets which are related to conceptual fields and
divide up the semantic space: feeling, possession, perception, speech, existence.
2.2. Sense relationships
They are the internal organising principle that creates lexical fields. There are two
types:
syntagmatic relationships: are the relationship on the horizontal axis when two
items are often used together e.g. rural life, green area, dark, hair..
Paradigmatic relationships: are the relationships on the vertical axis. We can find
several types:
a)
b)
a)
b)
2.3.
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Consists of breaking down the lexical items within the same semantic field into
their constituent parts in order to examine the similarities and differences between
them.
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SOCIALIZATION,
VOCABULARY
INFORMATION
AND
ATTITUDE
EXPRESSION
In this section we will deal with the vocabulary our students need to express
themselves with fluency in common situations.
3.1. Socialization vocabulary
It is the vocabulary used to introducing ourselves. In socialization we will study the
language related to:
a) Greetings:
Introducing oneself and being introduced:
This vocabulary is used when people meet for the fist time.
- Hello, Im / Hello my name is...
- Pleased to meet you (formal) / Nice to meet you (informal)
Greeting people:
- Hello / Good morning (formal)/ morning (informal)
- Good night (formal) / Night - night (for children)
Saying goodbye:
- Good bye / bye / See you later
Congratulating:
- Well done / congratulations
Seasonal greetings:
- Happy birthday! / Merry Christmas!
b) Expressing good wishes:
- Have a good time / day / Enjoy yourself
c)
Inviting:
- Can / could I see you tonight? What time is good for you?
- Would you like to come round for dinner on Saturday?
d) Thanking:
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2. Information vocabulary
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2) The lexical items taught should be relevant to the learners needs and interests.
3) In introducing vocabulary, the teacher should use visual aids. Visual back up is very
important to help convey meaning and to help pupils memorize new words. (Flash cards,
photos, realia, mime...)
ACTIVITIES
a) Activities to practise language structures or patterns in context:
- Memorizing short dialogues / role plays / making dialogues with a similar
structure, e.g. to do a menu, timetable....
b) Activities using the dictionary:
- Matching with their word definitions / looking up homophones
c) Activities based on semantic fields. Activities based on diagrams:
-e.g.: pupils must complete a diagram with different types of adjectives related to
-hair (colour) (type)...
-e.g. : Which word do not belong in their groups? (for example words related to
food)
- The students are provided with a list of words. They have to draw a diagram
- Odd man out (one word is different): Tick the word which does not belong in a
series.
- Sequencing activities: Sutdents have to put a series of words rin the appropiate
place on the cline, ladder, scale....e.g. bad, good, terrible, quite good, horrible, so-so,
awful, fabulous, great
d) Activities based on antonyms.:
-matching antonyms, giving antonyms, antonym card game (complete pair of
antonyms)
e) Activities based on pictures:
-Matching or labelling objects / Narrative based on pictures
f) Multiple choice activities
g) Games: Guessing games / Crosswords / word bingo / a word begining with...
5. SUMMARY
In this topic we have expounded the different ways in which lexemes can be organised:
semantic or lexical fields, sense relationships and componential analysis
We have then presented the vocabulary our pupils need to communicate with others in
habitual situations. We have grouped this vocabulary into socialization vocabulary,
information vocabulary and attitude expression vocabulary.
In last section of the topic we have suggested various types of vocabulary activities.
REFERENCES:
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