elt through rhythm and rhyme
TRANSCRIPT
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Rhythm and Rhyme
Collocation, Critical Thinking, and the 3Rs
ELT through
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Jason R. Levine, English Specialist
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The Case of Ji Yeon Lee
“Yesterday I go a movie”
A vicious cycle keeps students on the “intermediate plateau.”
Low input ➔ Low comprehension ➔ Low confidence ➔ Low motivation ➔
Low input
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The FLUENT Cycle!
high input ➔ high comprehension ➔ high confidence ➔ high motivation ➔
high input
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“Kids are like sponges.”
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“Kids are like sponges.”
• Age• Brain physiology• Large amounts of repetitive input• Relaxed• Interested and engaged• Not concerned with errors• Can’t think analytically
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Lola
“Play it again! Read it again!”
Reciting the alphabet, numbers,
and the days of the week.
Phrasal verbs and negative
questions.
“It’s not my fair!” “I do a mistake.”
“I brung you a present.”
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QuickTime™ and aH.264 decompressor
are needed to see this picture.
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The Lexical Approach “Language consists of grammaticalized
lexis, not lexicalized grammar.” - Michael Lewis
The fundamental building blocks of lexis are collocations.
However: textbooks, worksheets, and flashcards do not provide enough repeated exposure to collocations.
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Collocation =
A high-frequency CHUNK of language
Collo = Collocation
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Two Important Types of Collos
(1) Verb + (Preposition) + Complement
fly a planelisten to music
decide to studygive up smoking
(2) Adjective + (Preposition) + Complement
heavy trafficjealous of her
so much informationhappy to help
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Mis-Collos
Hollow Collos
listen music ask to someone
take the phone
eat medicine
have hunger
make a boyfriend
a tall mountain a bad noise
clothe myself awake and arisedo a picnic
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Make ______
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Do ______
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“What’s an uncountable noun?”
Teaching Collos can help teach the grammar that native speakers never
learned.
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Names and numbers Collo, too!
Khartoum _____Michael _____8 x 7 = ______
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Always ______Just ______
Kentucky ______
I had to get Collos stuck in their heads!
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ColloCards
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ColloTunes
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it’s easy to
When you
your time with
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The Baby and the Bathwater
• In its response to the Audio-Lingual Method, Communicative Language Teaching ultimately “threw the baby out with the bathwater.”
• An EFL student who lacks the ability to automatically recall Collos, lacks the foundation on which to build accurate and fluent communicative skills.
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Collo and SPARK!Super-PoweredAutomaticRecall ofKnowledge!
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Collo• An intuitive concept for students to grasp
• The bridge from words to sentences
• Leads to less analyzing and monitoring
• Promotes accuracy AND fluency
• Lays a foundation for critical thinking skills
• Fun to identify Collos and discuss them in class
• Students notice immediate improvementSuccess is contingent upon sufficient input/intakethrough repeated exposure.
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It’s all about the 3Rs:
RelaxRepeat
Remember
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Rehearsal• Select the Collos your students need most to
achieve communicative goals.• Rehearse Collos in class and assign as homework.• Rehearse anytime, anywhere-a little bit each day
(like doing sit-ups!)• Ideas to try: marking stress, using recorders,
shadowing native speakers’ speech • Promote acquisition through meaningful
repetition, NOT memorization!• Design communicative activities to get students
building sentences with the Collos they have rehearsed.
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“Let’s build a baseto support higher
thought and hold on to all of the things that
we’re taught.”
-Fluency MC, “More of America”
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Colloandspark.com Youtube.com/collolearn
Facebook.com/fluencymc Twitter.com/fluencymc
Facebook.com/groups/improvespoken Linkedin.com/in/jaselevine Facebook.com/englishlanguageteachingvideo [email protected]