Lexical approach with young learners

Actuality of the theme of the course paper. The theme provides information about lexical approach from the theoretical and practical point of view.
The object of the course paper is to show the ways of working with lexical approach activities.
The subject of the course paper is the dates on the theme of lexical approach.
The aim of this course paper is supplying the young teachers and searchers with activities according to lexical approach.
The theoretical value of the course paper is to describe the methods of using small flashcards with explanations. There are different materials which are suitable for students. Besides, the solution of the problem of low-level students’ studying is given.
Practical value of the course paper is proofing the theory in practice with interesting activities and games. Effective ways of introducing new vocabulary to young learners are shown. These kinds of activities are useful for expanding teachers’ experience on teaching English.
The structure of the course paper is divided into four parts: Introduction, main part, conclusion and the list of used literature. In the first part the aim and the subject of the theme is introduced. The topic itself produces the main ideas being divided into two chapters with two plans in each. In the last part the main information of the course work is united.

CHAPTER I GENERAL INFORMATION ABOUT LEXICAL APPROACH
1.1 What is lexical approach
The lexical approach is a method of teaching foreign languages described by Michael Lewis in the early 1990s. The basic concept on which this approach rests is the idea that an important part of learning a language consists of being able to understand and produce lexical phrases as chunks. Students are thought to be able to perceive patterns of language (grammar) as well as have meaningful set uses of words at their disposal when they are taught in this way.
In the lexical approach, instruction focuses on fixed expressions that occur frequently in dialogues, which Lewis claims make up a larger part of discourse than unique phrases and sentences. Vocabulary is prized over grammar per se in this approach. The teaching of chunks and set phrases has become common in English as a foreign or second language, though this is not necessarily primarily due to the Lexical Approach.
The lexical syllabus is a form of the propositional paradigm that takes 'word' as the unit of analysis and content for syllabus design. Various vocabulary selection studies can be traced back to the 1920s and 1930s and recent advances in techniques for the computer analysis of large databases of authentic text have helped to resuscitate this line of work. The modern lexical syllabus is discussed in Sinclair & Renouf, who state that the main benefit of a lexical syllabus is that it emphasises utility - the student learns that which is most valuable because it is most frequent. Related work on collocation is reported by Sinclair and Kennedy, and the Collins COBUILD English Course is cited as an exemplary pedagogic implementation of the work, though "in fact, however, the COBUILD textbooks utilise one of the more complex hybrid syllabi in current ESL texts" Sinclair & Renouf find that (as with other synthetic syllabi), claims made for the lexical syllabus are not supported by evidence, and the assertion that the lexical syllabus is "an independent syllabus, unrelated by any principles to any methodology" is subject to the criticism levelled by Brumfit against notional functional syllabi, i.e. that it (in this case, deliberately) takes no cognisance of how a second language is learned. Since these observations were made, however, Willis and Lewis have gone some way to provide such a theoretical justification.
In lexicography, a lexical item (or lexical unit / LU, lexical entry) is a single word, a part of a word, or a chain of words (catena) that forms the basic elements of a language's lexicon (≈ vocabulary). Examples are cat, traffic light, take care of, by the way, and it's raining cats and dogs. Lexical items can be generally understood to convey a single meaning, much as a lexeme, but are not limited to single words. Lexical items are like semes in that they are "natural units" translating between languages, or in learning a new language. In this last sense, it is sometimes said that language consists of grammaticalized lexis, and not lexicalized grammar. The entire store of lexical items in a language is called its lexis.
Lexical items composed of more than one word are also sometimes called lexical chunks, gambits, lexical phrases, lexical units, lexicalized stems, or speech formulae. The term polyword listemes is also sometimes used.
Types
Common types of lexical items/chunks include

1. 
   Words, e.g. cat, tree
   
2.