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Database of Teaching Sources

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A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Using word collocations in sentences / Sakinių sudarymas su pateiktais žodžių junginiais

Date of Publication

N/A

Target Group

Students

Domain Area

Journalism & multimedia

Learning Scenario

Classroom Context

Target Language

Lithuanian

Language of Instruction

Any language

CEFR level

A1
A2

Type of Material

Game
Picture/Graphics

Linguistic Features

Skills

Speaking
Writing
Reading

Description

The tool is easy to use in paper copies or on the screen. The presented sample compiles collocations taken from popular newspapers and magazines; but such a collection of collocations can be compiled from the internet sources.
The tool fosters creativity, expands vocabulary, stimulates to creat longer sentences, either in orally or in writing.

Case study

I use this tool as a warmer; it stimulates imagination, expands vocabulary, leads to making up longer sentences. It works better with the setting of time.

Guidelines

Use as a warmer; prepare paper copies or share it on the screen.
Can be used at A1-A2 levels. First make sure your students understand the collocations then choose any of the suggested ways:
1. Each student choose 3-5 collocations and uses them in sentences ( orally or in writing)- up to 10 min.
2. Students compete to use as many collocations as they can in one sentence ( in one story)- up to 10min.
3. Use collocations in sentences with links (ir, o, bet, tačiau, nes, todėl, kad, kai)- up to 10 min.
4. change one word to make another collocation

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

5

Added value
The provided tangible improvements

4

Motivation enhancement
The capacity to motivate students to improve their language skills

5

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

4

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

5

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

4

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

3

Usability
Assess the technical usability from the point of view of the lecturer and the student

5

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
The task is easily adapted to various formats of teaching (individual pair work, group work). It could be used in class by a teacher and students or for self-study. It could also be used as a paper teaching resource or online for self-study. The idea could be adapted very easily by the teacher or learners. It could be updated with new collocations compiled from internet sources. It could also work at higher levels with less common lexical items and collocations. Learning word partnerships is an important part of language acquisition at all levels.
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