LESSON-EIGHT
COLLOCATION
A
collocation is a pair of group of words that are often used together. These
combinations sound natural to native speakers, but students of English have to
make a special effort to learn them because they are often difficult to guess.
Some combinations just sound ‘wrong’ to native speakers of English. For
example, the adjective handsome collocates
with men, but not with trees. Some collocations are fixed, or
very strong, for example take a photo, where no word other than take collocates with photo or give the same meaning. Sometimes,
a pair of words may not be absolutely wrong, and people will understand what is
meant, but it may not be the natural, normal collocation. If someone says I did a few mistakes they will be
understood, but a fluent speaker of English would probably say I made a few mistakes.
You need to
learn collocations because they will help you to speak and write English in a
more natural and accurate way. People will probably understand what you mean if
you talk about ‘making your homework’
or say ‘My dad is a very high man’
but your language will sound unnatural and might perhaps confuse. Also,
learning collocations will help you to increase your range of your vocabulary.
For example, you’ll find it easier to avoid words like very or nice or
beautiful or get by choosing a word that fits the context better and has a more
precise meaning. This is particularly useful if you are taking a written exam
in English and want to make a good impression on the examiners.
APPEARANCE
enhance or
improve your
appearance
have or get a taboo
done
have or get a
piercing, nose pierced
use/wear/apply/put
on make up, cosmetics
sashay/
strut down the
catwalk
pull on/off coat,
socks, gloves
wear perfume,
accessories
ECONOMY
freeze/open a bank
account
live on pension, a low wage, salary
inherit/amass wealth,
a fortune
earn a keep
extend/renew/terminate the
lease/tenancy/contract
put your
home/property on the market (sell)
survive/weather/experience/suffer a recession/downtown
accumulate/incur/run
up debts
retain customer/clients
face/be
plunged into an
economic crisis
combat/fight inflation/unemployment
GOVERNANCE/POLITICS
foster/strengthen cooperation
exercise/defend national sovereignty
provoke/spark criticism/discussion
bring
down/overthrow/topple the government
abolish/restore/topple the monarchy
lead/spearhead a campaign/movement
have seats in parliament
introduce/draw
up/pass/adopt/draft a
bill/law legislation
veto/oppose/vote
against a bill/proposal
perpetuate/conform
to/fit/defy a common/negative stereotype
entrench/perpetuate racist attitude
deport/repatriate illegal immigrants
outlaw/end segregation
practice racial/religious tolerance/segregation
fear/escape
from/flee racial/political/religious persecution
HEALTH
get Aids/cancer/flu/cold
be infected
with a virus/HIV
feel ill/sick/nauseous/queasy
put on/rub
on/apply cream/lotion/ointment
dress/bandage/clean a bullet wound
suffer/sustain an injury, a hairline fracture
have a fall/an injury
absorb/extract/release nutrients
RULE/LAW
exercise/defend national sovereignty
embrace/resist/drive globalization
take on/do freelance work
raise/withdraw/overrule an objection
lodge/file an appeal
carry/face/serve a seven year life sentence
impose/enforce/lift a curfew
house/resettle refugee
negotiate/conclude/ratify/sign/
reject/accept/violet a peace treaty
cut short a trip/holiday/vacation
train/equip/deploy army/military/combat/unit
deploy/send/station/pull
back troops
enforce law/regulation
PICTURE
carve a figure/image/sculptor/relief
sculpt a status/an abstract figure
etch a line/pattern/design/name into the glass
install/place a sculptor on something
showcase/feature/promote a conceptual artist
WEATHER
The weather
brightens/improves/worsens/breaks. (changes suddenly)
A storm
breaks/passes/brews/abates (grow less strong)
The sun
breaks through the clouds.
The sky
clears/brightens up.
The clouds
part/clear.
The rain
holds off.
The wind
dies down.
The mist/fog
lifts or clears.
The sun
warms/beats down on something.
The sunshine
breaks/streams through something.
A fine mist
hangs in the air.
Thunder
rolls, rumbles, sounds, etc.
We
forecast/expect/predict----- rain/snow.
FEAR
A phobia is
an extreme or unnatural fear of something.
Aichmophobia fear of
sharp or pointed object
Ailurophobia fear of cats
Brontophobia fear of thunder
Crystallophobia fear of glass
Kathisophobia fear of
sitting down
Kinosophobia fear of motion
Triskaidekaphobia fear of the number
Take
Take notice
of the following words that go together with the highlighted words.
Hi!
Sameer,
We’re so
glad we decided to take a holiday
here. Yesterday we took a trip to
the mountains. First we took a bus
to a little village and got off when we saw one that we took a liking to. Of course, we were taking a risk as we didn’t know exactly we’d find there. But we
were lucky. Some kids took an interest in us and showed us some
great places. We took a lot of photos.
Have you
done anything yet about your job? I’d take
a chance and leave if I were you. No point in staying somewhere where the
boss has taken a dislike to you! Take advantage of being in
Kathmandu—there are always plenty of jobs there. You’ll soon find something
else, so take action, that’s my
advice! Good luck!
Santey
|
Physical
appearance
The words
that are likely to obstruct your understanding have been glossed below.
My father
has a round face, with chubby
cheeks and a droopy moustache. My
mother has a more pointed face and a straight nose. My younger sister is more
like my father. She has an oval face and an upturned nose. My older sister is
like a model. She has a slim figure and a slender waist. She has a lovely complexion
and beautiful sleek, waist-length
hair, and she’s always immaculately groomed. If eel so ordinary next to
her—I’ve got coarse hair and rather broad hips, but she always says I look
nice.
Srijana
a)
chubby fat in a pleasant and attractive way
b)
droopy long and hanging down heavily
c)
sleek smooth and shiny
|
My father
and my two older brothers are all well-built
with broad shoulders. My father is going bald but he still has a very
youthful appearance for someone who is over forty. My brothers both have
thick hair and bushy eyebrows. My
younger brother is only two—he’s just a tiny tot, but he’s very cute. My mother’s sides of the family mostly
have dark hair—in fact my mother had jet-black
hair when she was younger, before she went white—but on my father’s side some
have fair hair and some have ginger
hair.
Subhash
a.
well-built
= have strong, attractive bodies
b.
bushy
= very thick
c.
tot
= a small child
d.
jet-black
hair = completely black
e.
ginger
= a red or orange-brown colour; used of people’s hair
|
THE MOST
FREQUENTLY MISPRONOUNCED WORDS
The following words are
usually mispronounced by non-native speakers of English. The readers need to
consult an up-to-date English dictionary.
aesthetic apple April Asian autopsy aisle bathe
balloon behind bouquet cauliflower council cuisine dais
deity delicious depot devil elephant exhibition familiar
felicitate gauge geography ghee guardian hammer healthy
hurricane increase January jeans jersey leopard liaison
luxurious majority maternal mature militia newspaper oblige
obtain of oil orchard pamphlet paralysis parent
penchant pencil phenomenon phoenix precious photography quiet
question recitation regime release renaissance registration resort
résumé risen roster salad salon salt science
shaman specific specimen suggestion suicide Switzerland thesis
threw tomb tortoise used to vacancy vacation vase
vehicle visa women
LESSON-NINE
CREATIVE
TEACHING TECHNIQUES
a) A systematic Merit-Demerit Chart
Unlike traditionally practised
merit/demerit charts in the classroom, a teacher is supposed to design an interesting chart that helps in
classroom management. A sample could
be like this. A separate piece of paper containing criteria has to be pasted
beside the merit-demerit chart.
SN
|
No. of stars
|
Criteria (evaluation at your
convenience)
|
1
|
5
|
discipline
at home/school or everywhere
|
2
|
3
|
studies
(on the basis of term results or classroom performance)
|
3
|
2
|
regularity
to school (weekly or monthly attendance record)
|
4
|
1
|
completion
of assignment/active participation in ECAs/initiatives
|
SN
|
Students
|
Merits (stars in green ink)
|
Demerits (stars in red ink )
|
1
|
A
|
||
2
|
B
|
||
3
|
C
|
||
4
|
D
|
||
5
|
E
|
In case your
students collect a certain number of merits, your students are entitled to
claim one of the following items from the store room/office/school
canteen/classroom.
SN
|
Items
|
required no. of merits
|
1
|
a
novel/storybook/magazine worth Rs 200
|
50
|
2
|
colour
pencil/sketch pens/geometry box worth Rs 150
|
35
|
3
|
chocolates/chart
papers/ pens/ glitter pens
|
20
|
4
|
pencils/
book wrappers/ exercise books/
|
10
|
b) Passing
the Objects
If
a teacher himself/herself chooses a student to answer his or her question in
class, the teacher is practicing a teacher-centred traditional approach. So,
teachers are expected to call out a student’s roll no. promptly first. After
the student does his or her part, the teacher should encourage the student to
pass any classroom objects such as chalks, markers, dusters, pens to another
student of his or her choice for an interesting practice.
c) Use of
Symbolic Correction Technique
Underlining
wrong words, sentences, paragraphs in red ink and overwriting correct answers
in students’ exercise books kills students’ creativity and makes the pages of
exercise books colourful. It rather looks ugly. A creative teacher
himself/herself works less but makes students work harder and produces
outstanding results every term. Take a look at the sample table below.
SN
|
Symbols
|
Remarks
|
1
|
☺
|
If a
teacher is happy with the presentation of work
|
2
|
SP
|
If a
spelling is wrong
|
3
|
WO
|
If a word
order is not correct
|
4
|
WG
|
If grammar
is wrong
|
5
|
WT
|
If the
tense of a sentence is incorrect
|
A
sample text-
One
of my schoolmets (SP) phoned me last night. He had phoned me at
around 8 pm when I was eating my dinner. (WG)
The
correct one- One of my schoolmates phoned me last night. He had phoned me when
I was eating my dinner. Or, one of my schoolmates phoned me last night. He
phoned me at around 8 pm when I was eating my dinner. (Simple past takes definite time
expressions such as today, yesterday, yesterday evening, last month etc. But
past perfect takes indefinite time adverbs such as already, just, hardly etc.)
So,
a teacher’s role is to pinpoint their mistakes for guidance. If you correct the
answer, you’re leading your students.
d)
Match-Stick Pictures
If
you don’t have access to touch board screens or smart boards in your
classrooms, for effective teaching you are required to make proper use of your
creativity and the whiteboards/blackboards. You can simply draw match-stick
pictures on the board which on the one hand reinforces teaching and on the
other hand it injects a little entertainment into class.
Hi! Guys, this is Paul from Paris. I speak French
and English. Can you speak French, eh? I think I’m the most handsome guy in the
world, aren’t I? (humourous)
e) Word of
the Day/Thought of the Day
A
good teacher always makes his/her students curious for something new every day.
A class teacher rather than subject teachers can start classes writing Word of
the Day/Thought of the Day. If the teacher writes word of the day in the first
lesson, students need to write as many words as they can by adding suffixes and
prefixes. Also, they should write parts of speech. In the case of Thought of
the Day, students need to elaborate on the thought.
For example, Word of the Day=
‘illustration’
illustrate= verb,
illustrative=adjective, illustrator=noun (person), illustrious=adjective
f)
Commitment Papers
Until
and unless your students are attentive in class, no matter what techniques you
apply doesn’t work. So one of the good techniques to stop students from
misbehaving, you’ve got to print out commitment papers and ask them to put
their signatures so that you can emotionally blackmail them. It can be a legal
threat to them. It’s applicable to those students who belong to age group 10 to
14 years. A bit of strictness and rudeness isn’t that harmful.
g) Records
of Students’ Profiles
Keeping
records of students’ profiles helps a teacher study students’ family
backgrounds, hereditary illness, contact address, likes and dislikes, academic
status for comparison and future plans. So, records related to students’ all
aspects are a must.
h)
Identification of Students’ Personality
The
students you teach weren’t born on the same day, at the same time and same
place. They don’t possess same talent and quality either. Human brains have
four parts: top left, bottom left, top right and bottom right. The students who
use top left part of the brain most are very good at memorization. They can
pursue their careers in medicine, engineering etc. On the other hand, students
who use top right part of the brain cannot be compared with the one who uses
the top left part of the brain. Every student has a personality by birth. It’s
a teacher’s sole responsibility to nurture their talents and help them
cultivate their own talents. Dividing students into four categories, giving
them different sets of problems, question papers, project work and introducing
different approaches in class are what a good teacher always does at school.
i) Quiz
Contest in Class
In
general, a quiz contest is understood to be a test of knowledge in a particular
subject like sports, medicine, history, geography, politics etc. In order to
make your students good at your subject, you can conduct indoor quiz contest of
your subject but before promotional or annual examinations, questions from all
subjects must be asked.
j)
Innovation in Test Papers
Why
can’t you do the same thing differently? Is it mandatory to write only Ram when
you write a story? Is it mandatory to make students write essays on school,
discipline, child rights, my aim, my family and so on. Let’s think of something
that is beyond the horizon. Some students grow nervous as soon as they receive
question papers during exams. If your question paper provokes some laughter, it
will definitely help them overcome nervousness and do well in exams. Students’
names, their works of art, some animated pictures, and teachers’ creations can
be entailed in question papers to relieve students’ anxiety. We teachers are to
help them get ideas from others’ work. Contrarily, we are trying our students
to be an imitator and attain full marks.
k) Exchange
and Visitation Programs
A
teacher’s clothing, regular presence and similar trend of teaching might
indirectly impact on students’ outlook on teachers and their learning. Do you
eat same kind of food every day? Of course, not. So, everyone expects new
things every day. Besides a wide range of techniques in class, there can be a
sudden change in the routine of teachers. If a visiting teacher enters your
classroom, whole period your students don’t feel bored. You can go to your
colleagues’ or friends’ school as a visiting faculty and so can they. If there
is a disruptive student who usually gets on your nerves, you’d better establish
a good rapport with him/her. If you contact his/her parents and pay him/her a
few informal visits. The student doesn’t dare to breach any of classroom rules
in your lesson or presence. Your relation with the particular child’s parents
makes him/her feel uncomfortable while punishing.
l) Circle
Time
Once
a week or every fortnight, keep away your regular lessons, textbooks and
exercise books. Just take your students somewhere out of the monotonous
classroom. (I mean they sit in the same classroom, so they feel bored to be
there.) Don’t let them know in advance where or why they are outside. They
should be surprised. Choose a student to say a number. They can choose one
number among 1, 2, and 3. You should have already written down the no. and
topics. Topics could be debate, singing, cracking jokes, storytelling, sharing
personal feelings, views on politics, history etc. After the circle time is over,
they can be assigned a report on what they’ve done in circle time. It is an
outlet to their personal sharing.
m) Small
Scale Survey/Research
Concept
of small scale research or survey should be started right at the tender age. As
far as possible, students should be encouraged to carry out small scale survey/research
on what are good facilities in a school, what are good qualities of a good
student/teacher, how many students are vegetarian and non-vegetarian, how many
like football, cricket, etc. Results should be announced in the assembly.
n) Choosing
Motivating Topics
Force-feeding
is likely to misfire. So, either do a survey or study students’ mentality about
which chapter they are interested in. If you teach the chapter that students
think is mundane. You may not be able to grab their attention. And all your
effort goes in vain.
o)
Step-by-Step Explanation
Long
texts, paragraphs or passages affect students’ readability. Start teaching with
small bits of text such as word clues, titles and subtitles, important lines,
difficult vocabularies. Line by line explanation is like a maze for students.
They get lost. Therefore, at the end of the class, a short summary makes them
clear. There are many students who prefer lecture methods. But cross-questions,
humours, movements of students are important in the middle of the lesson. If
you’re teaching very young children or using handouts, please choose the text
of moderate size with pictures or illustrations.
p) Prompt Decisions
As
a class teacher or a subject teacher, you may have to cope with many
confrontations, intellectual conflicts or disagreements among students.
Whatever the case is, don’t let it be pending. You will lose their trust upon
you. They won’t come to you for a second time seeking your help. Take the case
and settle it to win their approval and credibility. This is a golden
opportunity to show your leadership skills.
q) Students as Teachers
Your
students are future nation builders. Why not give them a chance to enhance
their potentiality? Sometimes, when there is a time to teach short and easy
chapters, pick out a couple of smart students. Take them to the staff room or
whenever they’re free, sit with them. Teach them how to teach the particular
chapter in class being a teacher. Their ideas and your ideas should be merged.
Let your students have a wonderful experience. Next time, other new students
should be given chances.
r) Target
Students
It
is a human tendency that average or weak students anywhere are usually
overlooked. For instance, when you watch a live football match, the scorer is
highlighted but the one who makes such a beautiful pass is overshadowed. Is
football an individual game? Of course, not. In teaching, competitions are for
talented ones. What about those who are struggling to pass each term? Don’t
they expect to be part of such platforms? It is you intellectual personality,
teachers. You’ve to organize either outdoor or indoor pursuits to uplift the
academic standards of average as well as struggling students. Then you’ll be a
great teacher!
s)
Prizes/Awards
Despite
activities in class, some students remain passive. Why? Who are responsible for
it? It’s none other than you teachers yourselves. Our students, especially
young participants expect something as a prize. We teachers promise prizes, but
with the passing of time, it is faded. But our students remember it. Next time
they hesitate to partake in activities we organize. Let’s not dash young ones’
hopes. Ultimately, it affects our objectives.
LESSON-TEN
REINFORCEMENTS
Reinforcements
in teaching are award and punishment practices. Both practices are intended for
the enhancement of teaching and learning. If we look back, most of our teachers
all over the world practised negative reinforcements to keep students in their
grips. Of negative reinforcements, corporal punishment was dominant. It was
widely used. Times have changed. Today, it is strictly prohibited in most of
the countries. But the selection between positive reinforcements and negative
reinforcements is still debatable. In my opinion, the first one overlaps the
latter. The latter brings instant and momentary change. But the first one is
steady and gradual which brings lifelong change in students. It’s the time of
guiding not leading. In the past students were led, but today they are guided.
Some of the reinforcements are as follows:
Positive
Reinforcements:
- Verbal praise
- Stickers
- Certificates
- Appreciative notes to parents
- Tangibles/edibles
- Stamps
- Positive notes on work
- Free time for fun
- First to Leave
- Extra responsibilities
- Greeting Cards
- Green Cards Provisions (Appreciation)
Negative
Reinforcements:
— Sit out at the back of class
— Send to buddy class
— Write out the rules
— Lunch detention
— Send to time-out room
— Verbal reprimand
— Send to DI/Co-ordinator
— Change seating position
— Call to parents
— Withdrawal of privileges
— Overstay at school
— Deprivation of activities
— Overload of assignments
— Yellow card provision(as a
warning)
Vocabulary Test
Group
A
acuity fecund
delineate fiat
depraved figment
emend garner
enervate hallow
esoteric
From
the words in Group A and Group B following. Choose the one that most nearly
corresponds to each definition below. Write the word in the space.
a. (v.) to portray, sketch, or describe
in accurate and vivid detail; to represent pictorially ________________
b. (v.) to set apart as holy or sacred,
sanctify, consecrate; to honour greatly, revere _______________
c. (n.) to correct; to alter to serve a
new or different purpose
d. (n.) a fabrication of the mind; an
arbitrary notion just a
e. (n.) an arbitrary order or decree; a
command or act of will or consciousness _________
f. (adj.) intended for or understood by
only a select few, private, secret ________
g. (n.) sharpness (particularly of the
mind or senses) _________
h. (v.) to acquire as the result of
effort; to gather and store away, as for future use _________
i. (adj.) fruitful in offspring or
vegetation; intellectually productive ____________
j. (v.) to weaken, lessen the mental,
moral, or physical vigor of, enfeeble, hamstring ________
k. (adj.) brought to a state of evil and
corruption, devoid __________
Group
B
idiosyncrasy penchant
ignominy reputed
malediction sophistry
mundane sumptuous
nuance ubiquitous
overwhelming
a)
(adj.)
earthly, worldly, relating to practical and material affairs; concerned with
what is ordinary __________
b)
(n.)
a strong attraction or inclination __________
c)
(adj.)
present or existing everywhere __________
d)
(adj.)
according to reputation or general belief; having widespread acceptance and
good reputation ___________
e)
(n.)
a curse, expression of hatred and condemnation _________
f)
(n.)
conceited, presumptuous; excessive, immoderate _________
g)
(n.)
reasoning that seems plausible but is
actually unsound; a fallacy________
h)
(n.)
a subtle or slight variation (as in colour, meaning, quality), delicate
gradation or shade of difference _________
i)
(adj.)
costly, rich, magnificent ____________
j)
(n.)
shame and disgrace ___________
k)
(n.)
a peculiarity that serves to distinguish or identify ________
(for answers, you are requested to consult a dictionary.
Or, you can also contact the writer via email.)
SELF-TEST KEY
ü There are many adults at the
conference.
ü Anita threw water at him by mistake.
ü Please don’t make such mistakes.
ü All of the participants are discouraged
to write their answers in ink.
ü Make straight your line or get into
the straight line.
ü Walk slowly or else you’ll fall.
ü Would you mind speaking English here?
ü Bow your head; it’s the time for Morning
Prayer.
ü Bobbie returned my novel.
ü An 8.5 Richter earthquake struck last
night.
ü I’m an honest student at GEMS school.
ü More than 90 per cent of the students
have passed English paper.
ü I go to the grocer’s once a week.
ü Amar married an American girl.
ü I would like to ask all of the
English teachers to be frank. (ask-means request)
ü My friends suggested to me to do a
lot of reading.
ü Anupama’s books fell down the stairs.
(touching surface)
ü Tuleshwor stood first in the
marathon.
ü What much mark have I scored?
ü Class 5 girls need to do their hair
properly.
ü Many of the schoolchildren like
purple very much.
ü Mr Magar’s family moved into a new
apartment in Kathmandu.
ü Only seven students have been
permitted to sit the re-examination. (take)
ü Thank your Mr Tamang for your class.
ü The school management are discussing
the promotion of teachers.
ü Could you please turn the fan off?
ü Srijana hasn’t covered her exercise
book properly.
ü Anju is taking IELTS this July for
overseas study.
ü Have you ever been to Pokhara?
ü Participants talked educational
issues at the conference last week.
ü Mr Lamichhane needs some thumbtacks
in order to put this paper on the board.
ü Class X students hereby are informed
to get their hair cut in a proper manner.
ü Can you all look ahead for a while?
ü A guardian lodged a complaint against
an English teacher.
ü Aslesha said that she left her
grammar book at home.
ü Dipti has got a lot of homework for
the summer break.
ü I saw an accident this morning.
ü When will you make corrections on
paper?
ü Bimal always jumps the queue/ pushes
in.
ü Anajan didn’t talk nonsense either.
ü Two pupils are searching for Mr Bin.
ü Grade X students are making noise at
the back in the school bus.
ü I told you to complete all of the
assignments yesterday, didn’t I?
ü Samridhi studies in class 5. She is a
talented student.
ü My uncle lives in the Philippines.
©
Writers’ Diary, 2014
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