Collocations and Eliciting

10 common collocations:
1. Make a decision
2. Take a shower
3. Have a conversation
4. Pay attention
5. Break the news
6. Catch a cold
7. Give advice
8. Keep a promise
9. Run a business
10. Take a break
To make it clear to your students that these words go together as
collocations, you can employ various strategies:
Provide examples and context: Give your students example
sentences or scenarios where these collocations are used. Show how
the words naturally and frequently occur together in everyday
language.
Highlight collocations in texts or authentic materials: Select reading
passages, articles, or dialogues that contain the collocations. Draw
attention to them, underline or highlight them, and discuss their
significance and usage.
Practice activities: Engage students in activities that focus on using
the collocations in context. This can include gap-filling exercises,
matching exercises, role-plays, or discussions where students need
to use the collocations correctly.
Visual aids: Create visual aids like posters or flashcards displaying the
collocations. Use pictures or symbols to represent each word in the
collocation, helping students visualize the relationship between the
words.
Contextualized drills: Design drills or exercises where students can
practice using the collocations in various contexts. Provide prompts
or situations that require the appropriate collocation to be used.
Encourage reading and exposure to authentic materials: Encourage
students to read books, articles, or watch movies, TV shows, and
videos where these collocations naturally appear. Exposing students
to authentic language use reinforces their understanding and usage
of collocations.
Regular reinforcement: Continuously revisit and reinforce the
collocations throughout the course, incorporating them into
classroom activities, discussions, and assignments. Repetition and
reinforcement help solidify students' understanding and usage of
collocations.
By utilizing a combination of these strategies, you can effectively
convey to your students that these words go together as collocations
and enhance their ability to use them accurately and confidently in
their own language production.

PART II:
Smooth:
 Show a video clip of a smooth surface or texture and ask
students to describe what they see.
 Play a song with a smooth melody and ask students to
describe how the music feels.
 Provide a smooth object, such as a polished stone, and
ask students to touch it and describe its texture.
To go on a date:
  Share a short dialogue or scenario between two people
going on a date and ask students to infer the meaning of
"to go on a date" based on the context.
 Ask students to share their personal experiences or
stories about going on a date, encouraging them to use
the phrase in their responses.
 Show a picture of a couple on a romantic outing and ask
students what they think the couple is doing.
Harmful:
 Present a series of images showing different dangerous or
harmful situations and ask students to identify what
makes them harmful.
 Discuss different harmful substances or behaviors and ask
students to describe their effects or consequences.
 Provide a scenario in which someone engages in a
harmful activity and ask students to identify the potential
risks or negative outcomes.
Silverware:
 Display a set of various types of silverware (fork, knife,
spoon) and ask students to name each item and describe
their purposes.
 Show a picture of a table setting with different utensils
and ask students to identify the silverware among the
other objects.
 Discuss different meals or dining experiences and ask
students to identify the utensils they would typically use.
To dance:
 Play a popular dance song and ask students to
demonstrate the dance moves or describe the actions
involved.
  Show a video clip of people dancing and ask students to
identify the activity being performed.
 Mime dancing movements yourself and ask students to
guess the action you are portraying.
By using a combination of visual aids, real-life scenarios, personal
experiences, and hands-on activities, students can engage with the
vocabulary words and actively participate in their understanding.
This approach promotes a multi-sensory learning experience and
allows students to make meaningful connections to the target words.