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  • Language Learner Skills

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    Kopi Brisbane
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    Learning to speak proper

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    Learning to speak proper

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    © All Rights Reserved
    Unduh sebagai PDF atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    13 tayangan4 halaman

    Language Learner Skills

    Diunggah oleh

    Kopi Brisbane
    Learning to speak proper

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    dari 4
    Learning about collocation Learning vocabulary is not just a question of learning new words. Very often, we need to learn common combinations of words, known as collocations. 1 TYPES OF COLLOCATION There are several different types of collocation. In each case, add another example, using the Longman Dictionary of Contemporary English if necessary. a Verb + noun e.g. make a noise, leave home, have b Adjective + noun 5 e.g. heavy rain, a strong accent, a(n) . © Verb + adverb e.g. work hard, wil definitely, SpedK wn. Verb + preposition (including phrasal verbs) ‘eg. talk about something, tell someone of, think e Fixed or semi-fixed phrases Fixed, e.g. On the other hand..., It seems to me that ..., Once upon a Semi-fixed, e.g. What I like/hate about it/him is... I's worth seeing / doing | waiting for. It'sjhe’s/she’s one of the . ann St . in the world/country. fiend. somebody. 2 NOTICING COLLOCATIONS In the text below, underline: a Acollocation with lawyer. b A collocation with childhood. ¢ Aphrasal verb which means to refuse an offer. d A collocation meaning the place where you were born, The preposition used with the coast. {The preposition following the verb to emigrate. g Acollocation that means very sod. h Words that collocate with have, get and soy. i. A fixed phrase meaning between fifty-five and fifty nine years old. j An adverb which collocetes with try. David Matland, a successful lawyer, has finally married his childhood sweethear, thirty-three years after he first proposed. When eighteen-year-old Jackie Biham tured him down, he left} his home town of Brighton, on the south coast of England, and emigrated to Canada, ff broken-hearted, Both later married other people, bad children and got divorced. But earlier this | year, Mr Matland, now in his late fifties, decided to try again. This time she said yes. ‘It just }} shows what persistence can achieve,’ Mr Matland said. if H } 3. RECORDING COLLOCATIONS | | Almost any text you read will contain a large number of collocations. Here are three ways you can keep note of collocations you find. a) Write down new items as phrases rather than just as words (with an example translation as necessary). make up your mind - decide in the end | bought both, Ujust couldn't make up my mind, 50. b) Use word diagrams to show collocations with common words, like the one below, and add new examples as you find them. make sure ‘make + noun = do something? make an arrangement / an appointment a decision /a plan / a mess / a mistake 4 cup of cote / a sandwich / lunch /a nose made of plastic / lather / made ix Japan ©) Look at the Longman Dictionary of Contemporary English to find other useful collocations (remember that the most common collocations are shown first). Then copy the entries into your vocabulary notebook. make an appointment / arrangement / date, etc. to arrange to do something, meet someone etc. 5 make a contribution / donation / charge, etc. to give or ask for money for a particular purpose: We have to make a small charge for use of the facilites. make an appearance / entrance, etc. to suddenly appear somewhere or enter a room 4 MAKING NOTES Make a note of any new collocations in the text using some of the techniques above. For more note-making techniques, see Learner-training worksheet 5. ———oeree Making notes in class 1 you. Then look at Commentary 1 on the next page to see how your conclusions compare to those of an expert. : b Clon cag dem what my sade rise abd > ¢ © Pomake notes on what | tisk important during the lesson a aC Psometimes find thar to make sense ofthe notes Ive made, and often lose them, 2 Look at the notes made by three students on part of a lesson (Reading and vocabulary on page 62 of your Students’ Book). What do you think are the good points of each set of notes, and how could they be improved? Then look at Commentary 2 on the next page Student A Student B way 22.07.04 Module 6: Getting it vight NG poz to outrun (v) = Vocabulary to run faster thaw to outrun = [preescignat] something elye awound = [rana] favttan/ : to distract = [roaprascat] awound = aw WYNN Nr injury

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