Polysemy Part 2

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• published: 24 Oct 2008
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AAE202 Group Project Members:Gillian Chang Yan RongNurshida Binte Abdul HamitNoorlizah Binte OsmanNur Asyikin Binte Iskander SiregarNur Liyana Binte Saine Lexical Relation: Polysemy Rationale of Concept/Content/Activity 1. Why we use cartoon characters and animation? We use as tuning in to engage and interest students. The music video after Polysemy Part 1 is to entertain students with lively and catchy music that is highly popular among children. The characters of Madagascar are incorporated because students are very familiar with the movie Madagascar, and it is very popular among children. Hence, it is used to capture their attention at the start of the video through colourful animation and sounds We used polysemous words involving body parts for students to easily make connections and relate examples to them so that they can understand better. Body parts are familiar words which students have prior knowledge on, hence we will use this to built on and introduce the concept of polysemy. 2. Structure of Lesson a. IntroWe explain the concept of polysemy at the start of the lesson by giving them an example of a passage with polysemous words. b. Development We used repeated slide number, to reinforce understanding of the concept of polysemy and how words are related in meaning by the structure, function and location. 3. ConclusionSimple MCQ questions are given to assess students understanding of the main concept of polysemy. The extension activity is a higher-order activity to stretch students ability and if the video is used in class, teachers or even parents can check their understanding through the students' usage of the chosen polysemous word.