Small Words for Fluency

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8/4/12 Denilso de Lima

ELT Consultant & Teacher Trainerwww.denilsodelima.com

denilso denilsodelima.com


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TIME

in time

on time

at the sametime

a race againsttime

in (a weeks)time

s high time

the happiest time of

my life

this time(tomorrow)

ime after time

by the time

once upon a

every time

Have I come at a bad

ahead of tim

in no time

for a time

about time!

time and timeagain

for the timebeing


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WAY

work ones way tothe top

get out of the

waycome a longway

to my way ofthinking

in a big way

out of ones

way

stand in someones

way

have a way withwords

e in a bad way

all the way

a way off

no way!

the way things are

Im on my wa

go a way towards

something

one way oranother

by the way

either way

pave the way


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Grammar is the

sum of collocations,colligations and

semantic associationsof words like is, was,

the, a and of.


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Chunks of Language

helps learners to usegrammar as a

process: grammaring.


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This means that:

1) Better fluency;2) Less thinking time;3) More motivation and self-

confidence


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Small-word chunks

provide the buildingblocks of spoken

fluency.


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Can we teachfluency?


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Dealing With SmallWords in the

Classroon


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Memorizing shortdialogs1. Choose a very short dialog from the

coursebook. If you have it on CD, letstudents listen to it;

1. Have a little conversation about the dialog.Hand out the transcript ;

1. Tell them theyll have to memorize the wholedialog as homework;

1. In the next class, have students in pairs andtheyll have to recite the whole dialog totheir partner. Partners may give each otherhints as necessary


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Review Posters

Poster A Chunks Being Learned:

Write only the initials of a chunk whichstudents 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 somehints so that they can remember whatchunk is that. You can even use thePortuguese equivalence to that chunk soas to help them remembering.


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Review

PostersPoster B Pretty Well Learned:

When most of the students canremember a chunk represented byinitial on Poster A, cross the initialsout and write them on Poster B.Review the chunks on Poster Bonce a week.

When Posters A or B are full, cover


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Lexical Bag or Lexical

BoxAsk students to write a chunk theynoticed in the lesson on a smallpiece of paper.

Students place the paper in a bagor box. In the beginning of each

lesson, teacher picks 2 or 3 papersand asks students for example withthe chunks. If one student do not

know what that chunk means,


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The Importance ofRevisiting

Encourage your learnersto look back at thelanguage theyve

recorded and dosomething perhapsanything with it.


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Denilso de [email protected]

www.denilsodelima.com


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Documents

Small Words for Fluency