Collocations with “make”

Collocations with “make”

As students find it difficult to learn with verbs go with which other words, they frequently male lexical mistakes. Their lack of vocabulary hinders all their language skills especially while especially speaking and writing. 

make

 

However, collocation maps like the one above are very helpful for them to learn the targetted vocabulary in collocations. Preparing such a collocation chart is very easy. I have used simple word document tools while preparing the one above. It is also possible to prepare similar ones using mindmapping tools such as “text2mindmap”

A few tips to deal with collocation maps :

  1. After introducing the collocations to students and making sample sentences with them , you can ask your students to work  in pairs to write sentences. Afer checking and correcting the sentences the pairs have written, cut them in strips each of which has got one of the collocations practised. Then,   you can group the students in threes and ask each group to pick one strip. When they pick the strip tell them whether they are supoosed to use the sentence in the strip with a collocation in it  as the beginning or the ending sentence of the short story they are going to write. Tell the students that they have 5 minutes to discuss and decide on the setting, the characters and the events in their story and allow them 10 minutes to write their story as a group. After collecting the stories they have written and checking them, give the stories back to the students so that they can illustrate it with pictures, prepare a comic strip using the story or a poster to display on the class wall .
  2. Another activity you can do with the collocations is to ask students to form their own groups of 4 and to write a story using as many of the collocations as possible. The group that uses the most of them win the game. The time I allowed for my situdents was 15 minutes. Actually, I gave them a setting, some of the characters and a situation so that they could write more easily. After they finished their stories , they read it out loud in the class. Then I collected the stories so that I can check their mistakes. After checking their stories I gave the story to a member of another group to do the peer check and allowed then three days so that they couls spend more time on the story . They brought their stories written on a powerpoint document and illustrated with pictures. Finally I asked them a member from each group to upload their ppt stories on http://www.brainshark.com/mybrainshark  in order to add voice to their ppts. They really enjoyed working on their ppts, and after their voiced ppts were ready, they uploaded them on our class’ edmodo account to share them with the rest of the class.

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