Dictionary and matching activities
• Get the students using collocation dictionaries to find better ways of expressing ideas, including replacing words like 'new' and 'interesting' with better, stronger words to create typical collocations, or finding the 'odd verb out'. For example,
Which verb does not go with 'answer'?
come up with, do, get, require
Spot the odd verb
Can you find the verb which does not collocate with the noun in bold?
1. acknowledge, feel, express, make, hide, overcome, admit shame
2. apply for, catch, create, get, hold, hunt for, lose, take up job
3. acquire, brush up, enrich, learn, pick up, tell, use language
4. assess, cause, mend, repair, suffer, sustain, take damage
5. beg, answer, kneel in, offer, say, utter prayer
6. brush, cap, drill, fill, gnash, grit, wash teeth
7. derive, enhance, find, give, pursue, reach, savour, pleasure
8. disturb, interrupt, maintain, observe, pierce, reduce to, suffer silence
Answers
1. make 2. catch 3. tell 4. take 5. beg 6. wash 7. reach 8. suffer (only with suffer in silence)
• Devise some matching games, such as dominoes or pelmanism which require the students to match up split collocations. For example, focus on adjectives that go with nouns, like 'bitter' and 'disappointment,' or 'inspired' and 'choice'
• Give the students a number of words which collocate with the same core word; the students have to guess this word. For example saying 'year, loss, haven, evasion' to produce 'tax'. This could be made into a game by awarding points. The teacher reads out the words one by one and the students in teams gain, for example, 10 points for the answer after one word, 8 after two, 6 after three and so on.
Which word collocates with all the words given?
1. fried, poached, fresh, raw, frozen, grilled, smoked _________________
2. summer, warm, winter, tatty, shabby, trendy, second-hand _____________
3. dangerous, desperate, common, born, hardened, master _______________
4. massive, huge, crowded, packed, outdoor, indoor, sports _______________
Answers. 1 = fish, 2 = coat, 3 = criminal, 4 = stadium
• Get the students used to recording collocations in a variety of ways - in boxes, grids, scales, matrices and word maps. Learners can add new words in the appropriate sections as they come across them in texts, during lessons etc.
• Raise students' awareness of collocation by using translation where possible and appropriate to highlight differences and similarities between their L1 and English.
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• Use songs to give examples of typical collocations, and in a memorable fashion, perhaps through prediction, filling gaps and so on. This would help with intonation and pronunciation too, as could recorded radio news items, or TV advertising[10].
Lesson plan
Date: Teacher name:
Grade: Number present: absent:
Learning objectives(s)
That this lesson is contributing to
Understand most specific information and detail of supported, extended talk on a range general and curricular topics
Use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics
Lesson objectives
All learners will be able to:
• predict the missing words and fill most of them
Most learners will be able to:
• Put the missing words correctly
• Put all sentences in correct order
Some learners will be able to:
• use Present and Past Simple tenses correctly
Plan
Planned timings Planned activities Resources
5 min Greetings.Teacher presents lesson objectives.
Warm-up: teacher divides students in 2 groups
to compete which of them can name irregular
verbs 3 forms
12min . Listening:
Pre-listening activity: Handout
Learners are given handouts with a dialogue.
They need to predict what the missing words
can be. Learners read to the criteria. They can
ask questions to clarify criteria.
While-listening:
Learners listen to the teacher’s reading the
dialogue. Text of the task is below. Students
fill in the gaps. The text is read twice. (notice
for teachers: read with the appropriate British
intonation for students to get used to). Check in
pairs. Tell the results.
Min Open class discussion and assessment
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Following the criteria.
After-listening:
- Learners need to answer the questions
- below the text. But they need to pay a
- ttention to the verb TO BE and they
- also need to give full answers to the
questions.
- Learners need to put the sentences
- in the correct order.
10 min Open class feedback. Learners discuss what
was hard and easy to understand.
Plenary:
What have we learned today?
What skills have you improved? (listening)
What subject can we relate the topic “Holidays and Travel”? (Geography)
Conclusion
The specific area of collocation within lexis is of particular importance and forms a particular problem for language learners. The claim that the major problems the learner frequently encounters are predominantly lexical rather than grammatical is probably nowhere apparent and valid than in the area of collocation; the generation of collocationally compatible strings in a foreign language has always plagued even advanced learners. One peculiarity of English as second language learners is the failure of these learners to produce collocations in the proper order. These forms do not follow a prescribed patterns or rules, and while native speakers learn them throughout the normal acquisition process, foreign language learners have to train themselves in order to produce these collocations in the proper context. Fluency in the foreign language is determined by automation of collocation. The more the learner is capable of producing the correct collocations, the less hesitation pauses he makes in long sequences of words and consequently the more competent in the language he becomes[12].
Collocation is of much higher importance, however, in terms of use, acquisition and ultimate success in language learning and translation purposes. In a vocabulary presentation, one-tenth of our time should be spent on establishing a definition, and the rest of the time should be spent on collocation and use.
In the paper, we stressed that the lexical component of language is as important as the grammatical aspect; we also emphasized the significance of collocations in language learning. We traced collocation errors to the neglect of conscious teaching of collocations in L2 classrooms and suggested some ways teachers of ESL can help learners to minimize collocational errors.
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The teachers' role here is to realize that the process of learning a foreign language should be not as the acquisition of new knowledge and experience, but as a additional utilization of what the learner already knows. Secondary and figurative meanings are language- and culture-specific and this makes the role of the teacher a crucial one
Bibliography
1 Hill, J., and M. Lewis, eds. 1997. Dictionary of selected collocations. Hove, UK: Language Teaching Publications.
2 Howart, P. (1996) 'Phraseology in English Academic Writing' In LexicographicaSeries. Major 75 . Tubigen: Niemeyer.
3 Jowitt, D. (1991) Nigerian English Usage. Lagos: Macmillan
4 Meara, P. (1997) 'Classroom as Lexical Environments'. In LanguageTeaching Researc h I, I, (pp. 28 Ð 47).
5 McCarthy, M. (1995) Vocabulary. Oxford: Oxford University Press.
6 Lewis, Morgan 'Setting a good example' ETP Issue 22 Jan 2002
7 Moon, Rosamund 'Vocabulary connections: multi-word items in English' in Schmitt and McCarthy
8 Newton, Jonathan 'Options for vocabulary learning through communication tasks' ELT Journal Vol55/1 Jan 2001
9 Read, John Assessing Vocabulary (CUP 2000)
10 Schmitt, Norbert and McCarthy, Michael (eds) Vocabulary: Description, Acquisition and Pedagogy (CUP 1997)
11 Lewis, Michael Implementing the Lexical Approach (LTP 1997)
12 Lewis Michael Teaching Collocation (LTP 2000)
Appendix 1
Appendix 2
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